牛津译林英语9B Unit1 -Welcome 教案
牛津译林版英语九年级下册 U1 Study skills 教案
《英语》（九年级下册）Unit 1 AsiaStudy skillsI. Teaching aims and learning objectivesBy the end of the lesson, students should be able to:1. know the importance of body language;2. learn the meanings of different kinds of body languages in different cultures;3. learn to use proper body language in special situations.II. Focus of the lesson and predicted area of difficulty1. Learn body language in different cultures;2. Learn to use proper body language in special situations.III. Teaching proceduresStep 1 Learn about body languageT: What is body language?T: Yes. It’s a form of communication without using any words. We can use body languages in three ways: face expression, gesture and spatial distance.【设计意图：由视频导入新课，激发学生对于身体语言相关知识的学习兴趣。
】Step 2 How to use body language1. Face expressionT: When we are happy, we may smile. What about these face expressions? Do you know their meanings?S: Angry, shy, sad, surprised, frightened.T: Good job! What other feelings can you show to us?2. GestureT: Gesture is another kind of body language. This gesture means victory. What about the other gestures?S: Good job, no, quiet, stop and OK.T: Gesture is different from culture to culture. The same gesture may have different meanings in different countries. Turn to page 17 and try to complete the table on the screen.T: Good job. This gesture also has different meanings in different countries. Try to guess and match. In the USA, it means “good job”; in Nigeria, it means “rude”; in Germany, itmeans “one”.T: People have different body language in different situations. If you are sleepy, what will you do? If you are full, what will you do? If you are hungry, what will you do?T: Here are other meanings of some common kinds of body language. Read them carefully and then remember. I will test your memories after two minutes.T: Now, let’s play a game. I will show you meanings of some body language and please act them out.T: Are you ready? No.1 …T: Match the pictures with the meanings. Write the correct letter in each box.3. Spatial distanceT: I am happy because you learnt so well. I am so happy that I want to hug you. Can we hug strange people? We’d better not. Then what is the proper distance?【设计意图：围绕主线展示，让学生从三个方面了解身体语言。
牛津译林版九年级英语上册Unit 1 Task 示范课教案
教学活动
3.Students choose personalities that are suitable for a monitor.
活动层次
学习理解之感知与注意
效果评价
观察学生的反馈，判断学生的选择是否合理。
教学活动
4.Students read the spidergram andanswerthe questions.
教师引导学生根据所梳理的框架和自己绘制的蛛网图为同伴写一封推荐信，之后进行同伴互评。
教学活动
12. Studentswritetheir own letters to recommend their partners.
13. Students correct each other’s letters and givefeedbackin pairs.
观察学生回答问题的情况，聆听学生的对话，了解学生对蛛网图所呈现的内容的理解程度。
环节设计意图：阅读蛛网图并在此基础上进行对话，领会用细节和例子来支撑观点的方法和意义。
环节三：利用蛛网图的信息补充文章，总结文章内容和框架，梳理重要句型。（10 mins）
教师引导学生利用蛛网图的信息，独立补充推荐信范文，同伴互相评价答案，并在过程中了解推荐信内容的重点。通过自主探究的方式总结文章结构，掌握重要句型。
活动层次
学习理解之获取与梳理、概括与整合
效果评价
观察学生对文章结构的分析情况，判断其对文章结构的了解情况。
环节设计意图:通过阅读活动，获取文中主要信息，感知文章的内容和细节。通过自主探究模式，培养学生分析、归纳的能力，明确推荐信的基本结构和常用句式，为后续写作做好准备。
江苏译林版英语九上第一单元教案
2015-2016学年度上学期第2课教学内容牛津版英语九年级上Unit 1，宾语从句听力材料Mr. Turner has a family of five people. They have different kinds of hobbies. Mr. Turner is a doctor. He likes reading very much. Mrs. Turner is a teacher. She teaches English in a middle school. She like s travelling very much. She has been to many places of interest in China. Tom and Jim are students. T om’s hobby is growing flowers. Jim likes keeping animals very much. He keeps a cat, two dogs and t hree parrots as his pets. Frank, their little son, is only five years old. He is interested in watching TV. 课外补充阅读" Sir, " Tom said, " I found your dog by the freeway. His tag says he lives here. " The man asked Tom to come in. The man's wife came into the room smiling. Tom repeated his story to her. " It was very nice of you to bring Roger home, " the man said. The wife looked at Tom. Her eyes twinkled as she said, " Well, young man, you're probably hungry. How about a turnover? " As Tom was leaving, the man opened his wallet and took out a bill. " This is for you, " he said.要讲解的语法点&句型1. a born artist一个天生的艺术家Messi is a born football player.2.his best friendgood/well, better, best最高级前除了加the以外，还可以加形容词性物主代词，如his比较级前除了可以加much/even等以外，也可以加the（当总体只有两个的时候）3.like to talk: like to do和like doing的区别like to do表示意愿（意思类似would like to do）She likes to swim this afternoon. 她今天下午想游泳。
牛津译林版九年级英语上册9A Unit1单元教案
9A Unit1教案Unit 1 Know yourself课题Unit 1Comic strip and welcom e to the unit 主备人：课型新授课时：第 1 课时教学目标1. Using some adjectives to describe one’s personalities;2. To know some useful phrases in this period;3. Different personalities like different jobs.教学重点1. To let students know the background of different places in the world and talk about them.2. The usage of adjectives.教学难点How to talk about personalities effectively.How to grasp some adjectives and useful phrases.教学准备Tape recorder教学内容及过程二次备课Teaching proceduresStep 1.Lead inTeacher sa ys, ‘Hello, everybody! We haven’t seen each other for a long time. Wereyou happy in winter holidays? Did you have a good time? Where did you go? Whatdid you do? What did you eat? What food is your favourite? Have you visit your bestfriends?’Introduce your best friend with different adj .Eg: creative adj. 有创造力的；创造性的curious adj.好奇的energetic adj.精力充沛的modest adj.谦虚的organized(=organised) adj 有条理的；有效率的Ask students to practice reading the words I introduced just now.Step 2 BrainstormAsk ss to write adjectives to describe personalities as many as possible ingroups .Ask some volunteers to try to read and explain them in English . Match theseadjectives with their meaningsOrganized -----keep ….in good orders modest-----the opposite of show offPatient -------- without getting angry creative ----think of new ideasCurious ------- eager to know or learn energetic -----full of energyAsk ss to choose one adjective to describe themselvesStep 3 Presentation1. Teacher asks, Do you still remember Hobo and Eddie? How are they this term? What are they talking about now? Let’s listen to the tape. (Play the tape for the Ss to listen to the dialogue between Hobo and Eddie.)2. Ask some questions about it:What makes generous people feel good?Is Eddie really generous?Why did Hobo eat up all the breakfast?Step4 ExplanationExplain the important phrases and sentences in the dialogue.Step 4 Practice1. Work in pairs and drill the dialogue.2. Ask some Ss to act the dialogue out.Step 5 PresentationA. Some words are often used to describe people's personalities.Help Millie complete the following sentences with the words in the box.B. Millie and her classmates are talking about their own personalitiesand the kind of job they like or dislike. Work in groups and talk about yourselves. Use the conversation below as a model.C. Explain and Practice using the following phrases and sentences.keeps all her things in good order.shows offrepeat grammar rules for us.comes up withNeither my parents nor I think I can make a good accountant.It's terrible for me to work without speaking all day long.Step6 Homework1. Recite the important sentences.2. Preview Reading.板书设计教学反思课题Reading (2) 主备人：课型新授课时安排：第 3 课时教学目标1. To know further information about four persons by close reading2. To cultivate good personality due to the relationship between personality and jobs3. Grasp set phrases and some sentence patterns in this period教学重点1. grasp set phrases and some sentence patterns in this period2. write a short passage about one’s own personality and jobs教学难点1. Get the students to master some words and useful expressions.2.Try to retell the article with their own words教学准备Tape recorder教学内容及过程二次备课Teaching proceduresStep 1 Leading-inAsk some questions about the passage.Step 2 Explanationbe happy with = be satisfied with 对……感到满意a born artist 一个天生的艺术家impress the whole country with his creative work他的富有创造力的作品给全国人民留下深刻的印象win high praise from the art community 赢得艺术团的高度赞扬praise sb for sth 因某事表扬某人give up 放弃（代词放中间）give up doing sth = stop doing sth放弃做某事work for the sales department in a big company 在一家大公司的销售部工作day after day 日复一日the general manager 总经理either ……or …… 要么……要么……，或者……或者……（就近原则）take the lead 处于领先地位，带头fall behind 落后(fall in 生病)be ready to do 准备做某事take on new challenges 接受新的挑战the chief engineer 首席工程师connect……with/to …… 把……和……连接起来be connected with 与……有联系a miss is as good as a mile 差之豪厘，谬以千里（as good as与……几乎一样，简直是）can’t affo rd to do 负担得起（费用、损失、后果）多用于否定句和疑问句中make mistakes 犯错误pay attention to every detail 注意每个细节（to 为介词+ doing sth ）work to high standards 工作高标准work with 与……一起工作a pioneer heart surgeon 一位心脏外科手术的带头人can’t be too careful = can never be too careful 再怎么细心也不为过be willing to do sth 愿意做某事devote o neself/ one’s life / time to 把……奉献给……（to为介词,后接名词，代词，动名词）respect sb = have / show respect for sb 尊重，尊敬某人be suitable for 适合Step 3 PracticeFinish some exercises.Step 4 HomeworkDo some exercises.Recite some important sentences.板书设计教学反思课题Grammar (1) 主备人：课型新授课时安排：第 4 课时教学目标1. Use conjunctions “and \but \or\so” correctly2. Learn to make rules about the usages of and \but \or\so3. To cultivate ss’ team sprite by studying in groups教学重点Make rules about the usages of and \but \or\so and use them correctly教学难点How to use and, but, or and so.教学准备CAI paper教学内容及过程二次备课Teaching proceduresStep 1 PresentationPresent some sentences including but, or and so.Step2 ConclusionHelp students conclude the usage of these conjunctions.We use “and" to join ideas that are similar.We use "but" to join ideas that are different.We use "or" to introduce another possibility.(In negative sentences, we use "or" to join two or more ideas.)We use "so" to express the result of sth.Step 3 PracticeDo exercise A on page 12 and check answers.Step 4 Explanationaccept other s’ advice 接受别人的建议think twice (about sth )三思而行be /get angry with sb 生某人的的气be /get angry at/ about sth 因某事而生气worry too much担心太多be patient / impatient with 对……有/ 没有耐心课题Grammar (2) 主备人：课型新授课时安排：第 5 课时教学目标1 Use conjunctions “both…and…,not only …but also …, either …or …, neither …nor …” correctly2 Learn to make rules about the usages of “both…and…,not only …but also …, either …or …, neither …nor …”3 To cultivate ss’ team sprite by studying in groups教学重点Make rules about the usages of “both…and…, not only …but also …,either …or …, neither …nor …教学难点To learn the use of both…and; not only…but also; either…or…; neither…nor…教学准备Tape recorder教学内容及过程二次备课Teaching proceduresStep 1 Revision1.Revise the usage of and\ but\ or \so .2.Give English for these sentences.生活就像赛跑，你要么领先要么落后Life is like a race. You either take the lead or fall behind .粗心对我们和病人都将是一场灾难Carelessness will be a disaster not only to ourselves but also to patientsTom 和Lily 两人都是学生Both Tom and Lily are st udents我和父母都认为我不会是一名好的会计Neither my parents nor I think I can be a good accountantStep 2 Lead-inAsk ss to pay attention to the words underlined. Tell them they arealso conjunctions. They can be used to connect two subjects \predictives\objects \adverbials and so on .Ask ss to read SBP13 and fill in the blanksWe use “both …and …”toWe use “not only …but also …”toWe use “either …or …” toWe use “neither …nor …” toWhen we use these conjunctions ,please pay attention to the form ofverbs . “both…and…”is always plural ,but the verb form after “notonly …but also …\either …or…\neither …nor…”can be plural orsingular ,depending on the subject closer to the verb .Step 3 EXXFill in the blanks with suitable conjunctions1 my father my mother are good teachers2 my father my mother goes to work .we visit my grandparents.3 you I will go there, because there is only one seat left.4 Jackie Chan is a pop singer a famous director.5 You can watch TV do your homework.6 You can read about it from some books on the Internet.Step 4 PracticeAsk ss to do the exercises B1and B2 in SBP14.in groups then check answers.Step 5 SummaryWe us e “both …and …”toWe use “not only …but also …”toWe use “either …or …” toWe use “neither …nor …” toWhen we use these conjunctions, please pay attention to the form of verbs . “both…and…”is always plural ,but the verb form after “not only …but also …\either …or…\neither …nor…”can be plural or singular ,depending on the subject closer to the verb .Step 6 AssignmentRecite the usage of these conjunctions learned in this period.Finish off the paper.板书设计教学反思课题Integrated skills 主备人：课型新授课时安排：第 6 课时教学目标1. To listen and get useful information from the tape,2. To know the difference between animal signs and star signs3. To communicate with each other about animal signs and star signs and what characteristics they represent.教学重点To communicate with each other about animal signs and star signs andwhat characteristics they represent.教学难点How to communicate with each other about animal signs and star signsand what characteristics they represent.教学准备Tape recorder教学内容及过程二次备课Teaching proceduresStep 1 Lead-inAsk them to say something about animals they have known and their characteristics.Read through the table on page 15Use the picture in part A1 to teach them some new words.Discuss the 12 animals by asking the following three questions:1 What other characteristics does this animal have?2 What other animals are loyal/ lively/ practical/ powerful?3 What is your animal sign and does it decide your personalities?Step 2 Pre-listeningGet students to read Part A2 carefully and try to use the information inpart A1 to complete it as much as possibleStep 3 listeningPlay the tape for students then check their answers.Step 4 consolidationDiscuss with students:1 What’s the diff erence between animal sign and star sign?2 Can they decide your personalities? If not, what decides yours?Step 4 practice1 Get students to finish part A3 with the information in Part A1 and A2 asmuch as they can before listening.What does the colour represent?Why does she wear the colour?Do you think they match well?2. Show the advertisements on page 33 and look at them carefully. Tell mewhich one do they like best and choose one picture to write about.课题Task主备人：课型新授课时安排：第 8 课时教学目标1. To understand the uses of charts2. To use charts to mak e notes of a piece of writing教学重点To use charts to make notes of a piece of writing教学难点To learn the use of both…and; not only…but also; either…or…; neither…nor…教学准备Tape recorder教学内容及过程二次备课Teaching proceduresStep1 Lead-in1 Ask them to say something about different classmates and different personalities.What do you think of …? Why?2 Read through the flow chart on page 18 and answer:What personalities does David have?Why do you think so?3 Read Part B and complete the report using the information on page 18.Check the answers and read it.Step 2 Presentation1. Ask the students how to write the article.The article must include:Who will you recommend?1、Be honest rather clever 22.4.264.26.202217:3517:35:59Apr-2217:352、By reading we enrich the mind; by conversation we polish it.二〇二二年四月二十六日2022年4月26日星期二3、All things are difficult before they areeasy.17:354.26.202217:354.26.202217:3517:35:594.26.202217:354.26.2022 4、By other's faults, wise men correct theirown.4.26.20224.26.202217:3517:3517:35:5917:35:595、Our destiny offers not the cup of despair, but the chalice of opportunity. So let us seize it, not in fear, but in gladness. Tuesday, April 26, 2022April 22Tuesday, April 26, 20224/26/20226、I have no trouble being taken seriously as a woman and a diplomat [in Ghana].。
牛津译林版九年级上册(新)英语教案Unit1KnowyourselfReadingI教案
Tape recorder
教学内容及过程
二次备课
Teaching procedures
Step 1 Brainstorm
Write down adjectives to describe personality as many as possible .explain some of them in English then do B1in P10
6 Liu Hao’s team members find it difficult to work with them
7 Fang Yuan thinks doctors should be very careful
8 Fang Yuan spends most of her time on herwork.
Step 7 Summary
What did you learn in this
1 Finish off the paper
2 Recite the passage
板书设计
教学反思
Step 5 Reading
Divide us into fourgroups, eachgroup read one person’sarticle WuWei \Su Ning \ Liu Hao \Fang Yuan. Write down main ideas about the person and finish B3in P11.
2.Grasp set phrases and some sentence patterns in this period
教学难点
1. Howto talk about jobs and personalities with some new expressions.
译林牛津版高中英语选修9教案U1 Grammar and usage
牛津高中英语教学设计单元：Unit 1 Other countries, other cultures板块：Grammar and usageThoughts on the design:本课时是有关定语从句复习的语法课。
英语句子中存在大量的定语从句。
高三学生已经分别系统地学习了定语从句，但是使用时仍容易出现错误，因此此部分帮助学生进一步理清语法结构、理解句子含义、提高阅读能力。
定语从句的综述复习将占一个课时。
本课件设计旨在加强学生识别定语从句的能力，并着重复习从句的重点、难点，如：that和which的区别，where的用法，as的用法以及the way后面的定语从句。
并完成相关练习。
Teaching aims:After reviewing the attributive clause, students will be able to identify the clause in a sentence and apply it in different situations. In this teaching period, students are expected to establish a clear understanding of the clause and fulfill some exercises.Teaching procedures:Step 1 General introduction1. Introduce the adverbial clause to students as follows:Attributive clauses are like adjectives and there are two kinds of them—restrictive and non-restrictive.Some relative pronouns and relative adverbs can be used to lead the attributive clause.2. Generally review the functions of relative pronouns and adverbs used in the attributive clause.3. Get students to compare the restrictive and non-restrictive attributive clauses.Step 2 Review of the attributive clause1. Help students compare THAT and WHICH used in attributive clauses by completing the following sentences.1) Do you have anything __________ you don’t understand?2) The only thing __________ we can do is to give you some advice.3) Who is the man __________ is standing there?4) Her bag, in __________ she put all her money, has been stolen.5) She heard a terrible noise, __________ brought her heart into her mouth.2. Ask students to deal with the attributive clauses beginning with “prep. + which / whom”.1) Do you know the boy ____________ your mother is talking?2) He gave me some novels ____________ I am not very familiar.3) I still remember the day ____________ I first got to Paris.4) Do you like the book ____________ she paid $10?5) He built a telescope ____________ he could study the skies.3. Ask students to learn the usage of WHERE in attributive clauses. “Where” can be used to no t onlyrefer to a place, but also to represent a situation. Therefore, “where” can be used after such words as point, situation, part, case and condition.Can you tell me the office where he works?I’ve come to the point where I can’t stand him.The country is in the situation where a war will break out at any time.4. Ask students to learn the usage of AS in attributive clauses.(1) Compare the following sentences:It is known to all that having a good knowledge of vocabulary is basic to language learning.→As is known to all, having a good knowledge of vocabulary is basic to language learning.(2) Point out that “as” can be used at the beginning of a sentence to refer to the main clause.There are some set phrases with “as”: as anybody can seeas we had expectedas often happensas is mentioned above ...(3) “As” can be used in restrictive attributive clauses in the form of “such…as, so…as, thesame…as”. Compare the following sentences.It is such a big stone that nobody can lift it. (an adverbial clause)It is such a big stone as nobody can lift. (an attributive clause)5. Ask students to review the structure of “the way + attributive clause”. Understand the differencebetween the following sentences.The way that/ in which/不填he explained the sentence to us was not difficult to understand.The way that/ which/不填he explained to us was quite simple.Step 3 Practice1. He was educated at the local high school, ______ he went on to BeijingUniversity.A. after whichB. after thatC. in whichD. in that2. The Science Museum, ______ we visited during a recent trip to Britain, is one of London’s touristattractions.A. whichB. whatC. thatD. where3. The growing speed of a plant is influenced by a number of factors, _____ are beyond our control.A. most of themB. most of whichC. most of whatD. most of that4. For many cities in the world, there is no room to spread out further, ______New York is anexample.A. for whichB. in whichC. of whichD. from which5. We went through a period ______ communications were very difficult in the rural areas.A. whichB. whoseC. in whichD. with which6. The road conditions there turned out to be very good, ______ was more than we could expect.A. itB. whatC. whichD. that7.The man pulled out a gold watch, ______ were made of small diamonds.A. the hands of whomB. whom the hands ofC. which the hands ofD. the hands of which8. I’ll give you your friend’s home address, ______ I can be reached most evenings.A. whichB. whenC. whomD. whereStep 4 ConsolidationAsk students to deal with some multiple choices about the three types of clauses.1. Occasions are quite rare _____ I have the time to spend a day with my kids.A. whoB. whichC. whyD. when2. I used to love that film _____ I was a child, but I don’t feel it that way any more.A. onceB. whenC. sinceD. although3. I’m sorry you’ve been waiting so long, but it’ll still be some time _____ Brian get back.A. beforeB. sinceC. tillD. after4. Yesterday she sold her car, _____ she bought a month ago.A. whomB. whereC. thatD. which5. We’ll have a picnic in the park this Sunday _____ it rains or it’s very cold.A. sinceB. ifC. unlessD. until6. The companies are working together to create _____ they hope will be the best means oftransport in the 21st century.A. whichB. thatC. whatD. who7. They will fly to Washington, _____ they plan to stay for two or three days.A. whereB. thereC. whichD. when8.—Did you return Fred’s call?—I didn’t need to ____ I’ll see him tomorrow.A. thoughB. unlessC. whenD. because9. When asked _____ they needed most, the kids said they wanted to feel important and loved.A. whatB. whyC. whomD. which10. Later in this chapter cases will be introduced to readers ______ consumer complaints haveresulted in changes in the law.A. whereB. whenC. whoD. whichStep 5 HomeworkTranslate the following sentences.1. 我们在做出任何决定之前，应该听一听其他人的意见。
牛津译林版九年级英语上册Unit 1 Integrated skills 示范课教案
3.认识性格与生肖、星座关系的实质，领悟人生和命运掌握在自己手里。
四、教学重难点
【重点】
1.了解性格与生肖、星座的关系；
2.谈论一个人的性格，并对其性格是否符合相应生肖、星座的普遍特征做出评价；
【难点】
谈论一个人的性格，并对其性格是否符合相应生肖、星座的普遍特征做出评价；
活动层次
应用实践之内化与运用、迁移创新之批判与评价
效果评价
通过聆听学生的分享和讨论，了解学生对星座、生肖和性格的关系的理解程度，以及本课语言知识的内化程度。
环节设计意图:引导学生深入思考，升华情感，在真实情境中创造性地使用知识。
作业与拓展
1. Interview your friends about their animal signs and star signs. Then analyze whether their personalities are influenced by their signs.
9. Students read the notes and predict what the programme is about.
活动层次
学习理解之感知与注意
应用实践之分析与判断
效果评价
通过观察学生回答情况，了解学生对于星座的已知程度。
通过观察学生的讨论情况，了解学生对于语篇的理解程度。
环节设计意图：通过听前准备及听前预测活动，为听力任务做准备，扫清词汇障碍，降低听力难度。
环节三：听录音，获取听力的关键信息。同时基于听力内容，进行口头表达。（15 mins）
教师播放两段录音，引导学生完成不同的听力任务，并进行问答练习。
译林牛津小学英语一年级上册全册教案
教学目标：
1、能够熟练运用Hello， I’m …作自我介绍
2、能够正确演唱英文歌曲《Hello》
教学重点：
1、能够熟练运用Hello， I’m …作自我介绍
2、演唱英文歌曲《Hello》
教学难点：
能够熟练地运用所学日常交际用语
教学具准备及辅助活动
录音机，人物头饰
Hello/Hi,I`m….
教学过程：
教学随笔
A. greeting
这是学生学习英语的第一节课，用英语组织教学让学生初步听懂课堂基本用语，例如Class begins, Stand up, Sit down, please. Hello , boys and girls.并且做出相应的反应。
B. Free talk:
(播放图片，用事先怕摄的几个场景，不同的人在不同的场合互相招呼说Hell。以及作自我介绍I’m…)
D、Learn to say
引导学生使用所学语言。
（1）Let`s read the dialogue together.
引导学生用各种形式，变化各种声调朗读课文对话。
（2）Can you act the dialogue?
译林牛津版小学一年级英语上册全册教案
课题Unit 1Hello第1课时 总第1课时
教学目标：
1、能听懂、会说日常问候语Hello！Hi！要求发音准确、语调自然。
2、能听懂他人使用I`m…介绍自己的名字，同时能使用I`m…介绍自己的名字，发音准确。
教学重点：
1、能听懂、会说日常问候语Hello！Hi！要求发音准确、语调自然。
T：Class begings.
S1: Stand up.
牛津译林版英语九年级下册Unit1 Reading 精品教案
Unit1 Reading 精品教案一、教学目标1. 识别病了解与北京和桂林有关的词汇。
2. 完成文后B、C、D、E部分的练习。
3. 激发学生的爱国热情。
二、教学内容1. 掌握词汇：middle, emperor, raising, flag, landscape, attraction, watchtower, wonder, lie, shape, underground, cave, hang, point, upwards, hire, eastern, south-east, location。
词组：the capital of, in the middle of, used to, turn into, be worth doing, the raising of the national flag, run for, across northern China, on the two sides of, in dif-ferent shapes, hang down, point upwards, take a boat trip in the past, an old saying, be famous for。
句型：The emperors of the Ming and Qing dynasties used to live there.With wonderful buildings and art treasures inside, it is well worth a visit.Many tourists like to gather there early in the morning to watch the raising of the national flag.It runs for over 6,000 kilometers across northern China, with watchtowers every few hundred meters.It is one of the wonders of the world.It lies on the two sides of the Lijiang River.It is amazing that there are so many rocks in unusual shapes - some hang down, and others point upwards.2. 掌握文章重要的语言知识点。
牛津译林版英语九年级下册第一单元unit1单词教学案
9B Unit1 单词学案1.tiring使人疲劳的，累人的It is tiring to work day and night.tired疲倦的You look tired today.2.step台阶，阶梯It is tiring to climb the steps.爬台阶是很累人的。
3.chopsticks(复数) 筷子Foreigners are not used to using chopsticks.4.middlein the middle of 在---的中间There is an island in the middle of the the river.5.raising n. 升高Many tourists like to gather there early in the morning to watch the raising of the national flag.许多游客喜欢一大早聚集在那里观看升国旗仪式。
raise举起，提起（某物），是及物动词rise （某物）上升，升起，是不及物动词He raised his hand to get my attention.Prices are rising all the time.6.flag 旗帜the national flag 国旗7.wonder n. 奇迹，奇观，奇事Mount Qomolangma is a natural wonder of the world.The Great Wall is one of the wonders of the world.wonder v. 想知道，想弄明白I wonder who will be the next US president.我很好奇谁会成为下一任美国总统。
8.lie v. 位于，坐落lie –lay –lain - lyingIt lies on the two sides of the Lijiang River.它位于漓江两岸。
Unit1Task教案牛津译林版九年级英语上册
9A Unit 1 Know yourself课题：Task主备：戴蓉课型：新授区九年级英语备课组班级__________ 姓名__________ 学号___________________【教学目标】1. 掌握下列单词、词组和句型，并能熟练朗读和运用。
单词：speech, absent词组：make a speech, get oneself more organized, be absent from school, agree with sb. 句型：He is not afraid of making a speech in front of many people.We think he has many strong qualities for this position.We think David is the most suitable person to be our monitor.We hope that you agree with us.2. 了解略读法并学会略读一篇文章，找到所需信息。
3. 学会组织观点并用实例支撑观点。
4. 学会描述某人的性格和能力并完成一封推荐信。
【教学重难点】学会组织语言并利用实例来描述某人的性格和能力。
【教学过程】Step1. Prewriting1.Ask the Ss to talk about the monitor’s personalities.2.Help the Ss to learn about the spidergram about David on Page 18.3.Make the Ss think about the details about David’s personalities.Step2. Whilewriting1.Ask the Ss to plete Millie and Simon’s letter in Part B on Page 19.2.Help the students analyze the structure of a formal remendation letter.3. Ask the Ss to write a formal letter to remend Zhang Hang to be a monitor. Step3. PostwritingCheck and correct the errors in the students’ positions.Step4. HomeworkAsk the Ss to finish off the exercises on the teaching and learning paper.【课堂检测】一、词汇运用。
牛津译林英语9Au1l4 grammar 教案
英语（九年级上册）Unit 1 Know yourselfGrammarI. Teaching aims and learning objectivesBy the end of the lesson, students should be able to:1. use the conjunctions “and”, “but” , “or” and “so” to join ideas together;2. use “both … and”, “not only … but also”, “either … or” and “neither … nor” to connect the same part of the two sentences.II. Teaching contents1. New words and phrases: impatient, think twice (about sth.), do the dishes;2. Structures: Both Kitty and Simon are energetic.Not only the students but also their teacher knows about the four people.Either Simon or David is ready to take on new challenges.Neither Millie nor her friends know about types of personality.III. Focus of the lesson and predicted area of difficulty1. To talk about something with the correct conjunctions;2. To use the verb form after “not only … but also”, “either … or” and “neither … nor” correctly.IV. Teaching proceduresA Using and, but, or and soStep 1 Lead inFree talk.T: Today, we'll learn Grammar of Unit 1. We've met four outstanding persons. Do you remember them? (Show the pictures of the characters we've learned.)S: They are Wu Wei, Su Ning, Liu Tao and Fang Yuan.T: Among them, I admire Wu Wei the most because I wanted to be an artist when I was young. 【设计意图：通过复习reading中人物，导入新课，利用旧内容过渡至新板块的学习，使学生迅速进入学习状态。
牛津译林版九年级英语上册Unit 1 Reading (I) 示范课教案
15. Studentsdraw a mind map about the information of these four people, then retell the text.
应用实践之分析与判断、内化与运用
通过观察学生的活动反馈，了解学生对语篇的理解程度。
环节设计意图:学生通过跟读和复述文章内容，纠正语音、语调，内化语言信息，提高学生的口语表达能力。
教师引导学生玩圈画单词的游戏和回答问题的活动，激活学生已学知识。
教学活动
1. Students circle the words that appear in the table.
2. Students discuss what these words describe.
活动层次
学习理解之感知与注意
二、语篇分析
【What】
本节课的话题是“自我认识”，属于“人与自我”主题下的主题群“做人与做事”，子话题为“自我认识，自我管理，自我提升”。阅读文本包含了四个部分，分别介绍了四位不同领域的杰出人物的职业、性格特点等信息。
【Why】
人的性格千差万别，性格直接影响职业选择和成就。因此，本节课旨在引导学生正确的认识自我，根据自己的性格特点选择职业，同时引导学生根据职业倾向来发展相应的职业性格，认识卓越的职业成就源于热爱。
9. Students read thesecondpart and fill in the blanks.
10.nswer the questions.
11. Students read the third part and fill in the blanks.
活动层次
应用实践之分析与判断
迁移创新之推理与论证
Unit1 Unit1Grammar 教案牛津译林版九年级英语下册
Step 8 Consolidation
让学生完成第55页的练习，帮助学生理解“尽快”和“每当”的含义。
作业
教学反思
我们将它用于动物和无生命的东西
当我们不知道是男孩还是女孩时，我们将它用于年幼的孩子
我们用它来吸引人
我们将它用于不知名的人\
Step 3 Practice
Do the exercise in Part A
Step 4 Learn the use of it as an impersonal pronoun
许多人觉得四处旅行很愉快。
我们认为学习一门外语很重要。
本句型中的it用作正式宾语。为了记忆方便，我们可以
称这个句型为“6123结构”。
6指主句中常用的动词：
思考、相信、制造、发现、考虑、感受；
1指正式对象吧；
2指宾语补语的两种形式：形容词或名词；
3指的是真实宾语的三种形式：不定式短语、动名词短语或由其引导的宾语从句。
Step 5 Do the exercise in partB
Step 6 Learn the use of it ---to replace the real subject or object
It is very tiring ti climb the steps.
It is +adj.+(of/for…)+to do sth
In Beijing, it is cold and windy in winter.
It is two kilometres from my school to my
____ was a sunny day. Peter decided to go for a walk to the park, though _____ was two miles away. ___ was so comfortable to walk on the street.
Unit1-2单元复习教案牛津译林版英语九年级上册
江苏译林9AUnit1Unit2复习课时教案Teaching objectives 1.知识目标：学生能够掌握第一二单元的短语和词汇2.技能目标：学生能够掌握并列句和宾语从句的用法3.情感目标：学生能够感悟复合句的用法Key points, DifficultpointsTeaching procedure：Ⅰ. Dictation:核心单词1.天生的5.语法6.赞扬，表扬7.错误，过失8.不耐烦的，急躁的11.影响 12.悲哀，悲伤 13.感觉，感受14.需要，要求 15.困难，费力 16.个人的，私人的17.古代的，古老的 18.发现，发觉 19.承诺的，允诺的20.奏效核心词组和句型1.一篇关于......的文章2.为我们重复语法规则3.对...好奇4.赢得来自艺术界的高度赞誉5.准备做某事6.公司总经理7.接受新挑战8.注意每一处细节9.多工作几个小时10.给我们的身心带来安宁11.营造一种温暖舒适的感觉12.A和B之间的关系13.穿白色制服14.粉色没有毛病15.穿红色也能使你更加容易地采取行动16.你知道彩虹里面有多少种颜色吗？【评测】Not bad! Good! Perfect!Ⅱ. Language points1.Suzy is well organized. She keeps all her things in good order. Suzy是非常有条理的，她把她的东西整理得井井有条。
【知识点】be well organized很有条理的keep sth. in (good) order 使……保持井然有序【考试题型】单选Eg. ―Our monitor, Lin Tao, keeps all his things in good order.―That’s true. He’s so __________, and we should learn from him.A. creativeB. organizedC. modestD. curiousEg. 一Mary is really organized girl.一Yes. She can keep all her things in good order.A.a; aB. an; theC. an; /D. an; a2.Wu Wei is a born artist. 吴伟是一名天生的艺术家。
牛津译林9上Unit 1 Grammar教学案
课题: Unit1 Grammar主备：颜乐课型：新授审核：区九年级英语备课组班级姓名学号【教学目标】1. 掌握下列词汇、词组和句型，并能熟练朗读和运用。
词汇：impatient词组：accept others’ advice, think twice (about sth.), worry too much, do the dishes句型：Both Kitty and Simon are energetic.Not only the students but (also) their teacher knows about the four people.Either Simon or David is ready to take on new challenges.Neither Millie nor her friends know about types of personality.2. 学会使用并列连词and, but, or和so。
3. 学会使用并列连词both…and…, not only…but also…, either…or…, neither…nor…。
【教学重难点】学会使用并列连词and, but, or, so, both…and…, not only…but also…, either…or…, neither…nor…。
【教学手段】PPT【教学过程】Step1. Revision1. Ask some questions about Wu Wei and Su Ning.2. Let students read the answers and pay attention to the conjunctions.Step2. Presentation and PracticeⅠ1. Present a table to explain the conjunctions such as and, but, or, so.2. Finish the exercises on P12 and check the answers.Step3. Presentation and PracticeⅡ1. Show some sentences with conjunctions such as both…and…, not only…but also…,either…or…, neither…nor…, then make sentences with the correct conjunctions.2. Translate some sentences.3. Teach students how to use the conjunctions and do some exercises.4. Finish the exercises on P14 and check the answers.Step4. HomeworkFinish off the exercises.【课堂巩固】一、词汇运用。
牛津译林版九年级上册《Films》(Reading 1)教案
Unit7 FilmsReading 1Teaching goals:1．知识与技能：New word s and phrases2．过程与方法：To get some idea about the life of Audrey Hepburn3．情感、态度与价值观：To learn to describe your favorite personalityImportant and difficult points:1.New words and phrases2.To learn to descr ibe your favorite personalityTeaching procedures:Step 1 RevisionTranslate the following phrases.Step 2 Presentation1. Enjoy some pictures and ask “What is your favorite actor or actress?”2. Watch a video and present Audrey Hepburn.Step 3 Reading1. Listen to text and complete the information about Audrey Hepburn.2. Read the article again and complete the structures a bout the test.1) Her early life2) Her acting life3) Gigi 琪琪 A play based upon her novel.4) Roman Holiday罗马假日5) Her last film6) Her later lifeStep 4 Practice1. Kitty does not know the meanings of some words in the article. Help her work out their meanings. Circle the correct letters.2. Look at the magazine headlines. Help Kitty put them in the correct order. Write the numbers 1-6 in the boxe s.3. She carelessly dropped some ink onto the paper. Help her fill in the missing words.4. Sandy wants to know something about Audrey Hepburn. She is asking Kitty some questions. Help Kitty answer Sandy’s questions.Step 5 Work in pairs.1. InterviewYo u are an interviewer. Yo u want to interview your classmate ab out Audrey Hepburn. Work in pairs, try to ask at l east five questions about her.2. Discussion What made Audrey successful?What can w e learn from Audrey? 【Teaching reflection】。
Unit1 Task教案牛津译林版九年级英语下册
教学生哪些信息应该包含在国家——印度以及如何写。
帮助学生选择和组织他们所获得的信息并帮助他们完成他们的产品
Difficulties in teaching
能够写一个国家的介绍。
教学过程
二次备课
Step 1 Lead-in
问学生一些关于日本和新加坡之行的问题
回顾这些国家的一些特别之处
Subject
9BUnit1 Task
课型
New
时间
Course standard requirements
Through the study of sample essays, you can use the knowledge learned in this unit to write your favorite Asian countries.
It’s famous for…
…is well known and worth a visit
Step 5correcting &modifying
让Ssห้องสมุดไป่ตู้组中纠正它
修改文章，完成
operation
Teaching reflection
4)What crops are grown in the country?
5)Whatattractionsis the most famous?
Step3Writingand analyze
完成partB，处理一些语言点。
分析文章的结构
Introduction
Language,population&crops
让Ss了解一些国家的不同旗帜，并鼓励他们了解他们
Step 2Presentation
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Get to know the countries in Asia.
1. Say “what country is east to China”.
Show some pictures about the country. (Japan)
2. Say “what country is northeast to China”.
Talk about the places of interest in China.
Step 6 Consolidation
Write a short passage to describe one of the famous places in China and choose a piece of writing to read in class.
Show some pictures about the country. (India)
Encourage the students to say something about these countries.
Step 4 Showing and discussion
Get to know Chinese things.
1. Show the pictures about Chinese things such as: dragon dance, Chinese opera, chopsticks, Chinese knot, Chinese paper cut and Chinese kung fu.
2. Encourage the students to talk about the pictures.
Show some pictures about the country. (Korea)
3. Say “what country is north to China”.
Show some pictures about the country. (Mongolia)
4. Say “what country is southwest to China”.
Step7 Homework
1. Finish off the exercises.
2. Make up a dialogue to give suggestions on travelling.
教后记：
1）What happened to Hobo’s feet?
2）What was he doing then?
3）What did Hobo advise Eddie to do?
4）What was Eddie’s decision?
Get the students to read and practice the dialogue and then act the dialogue out.
2. talk about different countries in Asia.
3. learn some Chinese things.
重点难点
1.Learn to introduce some famous things in Beijing in English.
2.Talk about different countries in Asia.
3. Encourage the students to say more about Chinese things.
4. Get the students to talk about some famous Chinese things.
Step 5 Practice
Finish the exercises in Part A.
Step 2 Listen and read
Tell the students that Eddie and Hobo are visiting the Great Wall.
a. Get the students to listen to the tape and find out what happened.
Ask:How does Mille learn about the world?why?
How does Simon learn about the wwrld? Why?
Work in pairs to practice the dialogue.
Sample conversation :
S1:How do you learn about the world?
教师教学活动内容、方式
学生活动
复备
Step1 Lead-in
Talking about the places of interest in Beijing.
1. Show some pictures to the students. Get them to guess what it is.
2. Encourage the students to Unit 1 Asia
Comic strip﹠Welcome to the unit
教学目标
After learning this period , the students should be able to
1. learn more interesting places in China.