牛津版九年级英语上 教案 U1 Grammar
Unit1 Grammar 教案-牛津译林版九年级英语上册
Step4: Practice
1.Amy’s family
2.Amy’s classmates
Step5: Have an interview
Work in groups. Talk about what jobs your group members can do in the future. Use Part B2 on Page 14 as a model.
4.Exercises: Fill in the blanks with and, but, or or so.
Step3: Lead in (Grammar B) (爸爸去哪）
1.Have you watched the program?
How much do you know about them?
He wants to share the best art with people, so he’s always searching for something better or different.
Su Ning is active and energetic, and she loves working with people.
lie is writing to her cousin Shirley. Help her join her ideas with and, but, or or so.
lie wants to write about her classmates. Help her join her ideas with and, but, or or so.
(4) Suzy worries too much, so she cannot sleep well sometimes.
牛津译林版九年级英语上册：U1Grammar(1)
GrammarB
Verb(tobe)+adj.+enough+todosth.
PartOneLead-in Readandfind
1. Heispatientenoughtowaitforthreehours. 2. Suzyisimaginativeenoughtobeawriter. 3. Danieliskindenoughtohelpmewithmy homework.
句型
句型特点
Itis+ad 这里形容词 j.+ofsb. 是对人的品 todosth. 质、特征等 的修饰、说 明
常用形容词 可替 换句 型 good,kind,ni sb.is+a ce,clever,righ dj.tod t,careful,wise osth ,foolish,selfis . h,careless,wr ong,silly,gene rous
句型
句型特点 常用形容 可替换 词 句型
Itis+adj. 这里形容 hard,diffic Doing/ +forsb.to 词是对做 ult,easy,im Todost dosth. 的事的好 portant,int his+adj 坏等性质 eresting,ne 的修饰、 cessary,pos 说明等。 sible,impos sible
PartTwoLearningforuse
Itis+adj.+ofsb.+（not)todosth.
Weuseittoexpresswhatwethinkofsb.’sacti on.
adj. careless,clever,foolish,good,kind,nice,pol ite,impolite,selfish,silly,wrong,wise,gen erous,creative,imaginative,fair,etc.
牛津译林版九年级英语上册Unit 1 Grammar示范课教案
学习理解之获取与梳理、概括与整合应用实践之内化与运用
效ห้องสมุดไป่ตู้评价
观察学生是否准确完成练习，把握学生内化所学内容和语言的情况，判断其对知识的理解程度。
环节设计意图：引导学生在语境中识别并理解并列连词and，but，or和so的意义，并总结、归纳其语法规则，帮助学生锻炼语言学习能力。
环节三：区分并列连词both… and…，not only… but (also)…，either… or…和neither… nor…，并归纳总结其意义和功能。(16 mins)
环节设计意图：
激活学生已知，为本节课的语法知识学习做铺垫。
环节二：识别并列连词and，but，or和so，并归纳总结其意义和功能。(16mins)
学生完成相关活动，识别并圈画并列连词。通过自主探究的方式，总结、归纳并列连词and，but，or和so的用法。
教学活动
2. Students rewrite the sentences with the given words.
活动层次
应用实践之内化与运用；迁移创新之想象与创造
效果评价
观察学生是否能够准确运用所学并列连词的知识来描述同伴的性格特点，了解学生的理解程度，必要时给予指导和反馈。
环节设计意图:在不同的语境中巩固对知识的理解和运用，引导学生联系实际，培养学生的思维能力和迁移创新的能力。
作业与拓展
1.Finish the exerciseB1.
教学活动
10.Students think and complete the conversation.
11. Students have a discussion and fill in the form.
九年级英语上册Unit1 第4课时Grammar教学课件新版牛津版
B1Amy is writing about what her family does at the weekend. Help her complete the sentences with the correct conjunctions.
3. _E_it_h_e_r_/_N_o_t_o_n_l_y_ my mum _o_r_/b_u_t__(a_l_s_o_) my dad does the dishes after lunch. I also help with it.
4. In the afternoon, my grandpa and my dad _e_i_th__er_/_n_o_t_o_n_l_y_ play chess _o_r/_b_u_t_(_a_l_so_)_ chat with each other.
(also) ..., either ... or ... and neither ... nor ...
both ... and ...、not only ... but (also) ...、 either ... or ... 和neither ... nor ...都是常见 的并列连词,它们可以连接两个并列的主 语、谓语、宾语、表语、状语等。 both ... and ...意思是“......和......两者都； 既......又......”。
with my family in Beijing. 2. The classrooms are clean _a_n_d_ bright. 3. Sometimes I feel hungry between meals,
_s_o_ I eat an apple or a pear.
最新牛津译林初中九年级英语上册 Unit 1 Know yourself Grammar 1教案
Unit1 Know yourself Grammar 1教学目标1.To make them master the new words correctly.2.To make them master the using and,but, or and so correctly.教学重点、难点The same as above.集体智慧（以知识体系为主）个性设计教学后记Step One. Warming upFrist,ask them to rewrite some sentences in the reading.1.He is quiet an d doesn’t like to talk much ,but his work shouts!2.I want to share the best art with people, so I am always searching for something better or different.3.I am active and energetic,and I love working with people. ...Then,ask them to read the sentences and point the key words in red.Step Two. EnteringFirst, I’ll tell them we use conjunctions li ke and,but,or and so to join ideas together.Then, ask them to give some examples.Next, I’ll te ll them we use and to jion ideas that are similar. We use but to join ideas that are different.We use or to introduce another possibility.We use so to express the result of something.Step Three.PractiseFrist, ask the students to complete the exercises on page 12. Then,encourage some of them t o show the snswers.Next,check the answers together.Step Four More exercisesAsk the students to do more exercises and check the answers in class. Ask them to read t he sentences , Aloud.导入精炼，不拖泥带水。
九年级英语上册 Unit 1 Star signs Grammar 1教案 牛津版
教学方法与手段：Audio-visual method;
教学过程：教师活动
学生活动
设计意图
Step1
Ask students to memorize the vocabularies
Students write the
type to mຫໍສະໝຸດ ke sentences.Step2
1.Practice the sentence type.
Practice the
Practice the sentence
sentence type
type
Step 3 Presentation
1.Tell students that we can also use“be +
characteristics
sentence: It is +adj. +for sb +to do sth.
down on the
blackboard, then
Tell students : It is +dj. + of sb + to do sth
use the sentence
express what we think of someone’s actions.
opinions about a person’s actions and use the verb ‘to be’+ adjective + ‘enough’+ ‘to’-infinitive to
describe a person’s characteristics and abilities in this class.
牛津译林版九年级上册英语Unit1 Know yourself-Grammar教案
课题：9A Unit1 Know yourselfGrammar第4课时Task-based approach，Scene pedagogy and Teaching with humorStep 1. Presentation1. Pick up some example sentences from the Reading passage and show them on the blackboard or on the PPT.2. Get all the students read and understand the sentences.3. Students are asked to make the rules of the words “and, so, but, or”we use conjunctions like and,but,or and so to join ideas together.We use but to join ideas that are different.We use or to introduce another possibility.We use so to express the result of something.4. Do some exercises to consolidate the usage.Step 2. Presentation1. Use the same way to present not only…but also…, neither…nor…, either…or…we use conjunctions like both...and...,not only...but (also)...,either...or..., and neither...nor...to connect the same part of two sentences to avoid repetition..通过学过的句子导入新的语法，让学生自己总结，印象更深刻。
九年级英语上册 unit 1 grammar1 特色教案 牛津版
T:
Please check the answers by yourselves. There is a new word in this dialogue. Read after me “ balloon”. Read this dialoguetogether.
Part Two Learning for use(23 min)
T:In last two sentences, I used a sentence structure. That is ‘it is +adj.+of sb.+(not) to do sth.’ We use this sentence structure to express what we think of someone’s action. In this sentence structure, we usually these following adjs.
S:He is fair.
T:
S:It is fair of John to treat everyone equally.
T:
S:It is imaginative of Suzy to have all kinds of different ideas.
T:Well, among these four new students, who would you like to make friends with? Please tell me after class.
Let’s meet David first.He solves all kinds of problems easily. What do you think of him?
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-英语-九上-牛津译林版英语9A1单元 Grammar教学设计
tomake examples and the rest judge whether they are right.
3.According to the examples, generalize the rules.
e.g. either…or…, neither…nor…, not only…but also…就近原则
4. Ask them to finish theexercisesp14B1,B2
Activity1
1. Fill in the blanks with and, but, or, so.
2. Check thr answers and tell the reasons.
3. Discover the rules with the help of teachers.
学生很喜欢比个你输我赢，所以采用比赛的形式来操练连词短语的用法。
第41到45分钟
Conclusion
4.The teacher make a conclusion:the use of and, but, or, so,both…and…, not only…but also…, either…or…, neither…nor..
既复习了文章内容，又为学生描述自己及搭档的性格作下铺垫。
第6到30分钟
Presentation
Activity1
1. Show some exsome students to say answers and the rest of them check.
九上Unit 1 Know yourself
九上Unit1 Grammar
一、教学内容分析
牛津版英语九年级上教案(全套)
牛津版英语九年级上教案（全）9A Unit 1 课时划分9A Unit 1 Teaching PlanPeriod (1)教学题目：9A Unit 1 Comic strip and Welcome to the unit教学课时：Period 1教学部分：Page 6－7教学课型：新授课；听说课教学目标：了解星座的相关知识；辨别并学习不同星座的名称；了解东西方文化差异教学内容：练习代表十二星座的标志；初步了解“It’s + adjective + of sb. to do sth.”教学准备：录音机，多媒体，投影仪教学步骤：Step1 Lead-in1.Ask students: What year is this year?2.Show students the picture of twelve animals in Chinese horoscope, and tell themdifferent names鼠：Rat，牛：Ox，虎：Tiger，兔：Hare，龙：Dragon，蛇：Snake，马：Horse，羊：Sheep，猴：Monkey，鸡：Cock，狗：Dog，猪：Boar. Tell them this year is in the year of the Rat.3.Ask students:How old are you? When were you born? (What year were you born in?)What is your animal sign?What characters do you think it has?4.Ask students: What month were you born in? (review twelve months in a year)5.Tell students that everyone in western countries has his or her own star sign.(T: We know that animal signs are very popular in Chinese culture, we are familiar with them. But people in western countries have their own star signs according to the birth month. It can tell you something about your abilities, talents and special qualities.)Step 2 Welcome to the unit1.Show students the picture of star signs. “How much do you know about them?”Let students guess different star signs. (can be in Chinese)2.In the West, people use some creatures to represent the star signs. Can you tellme their names? Teach students new words.3.Look at the pictures and read the new words after the teacher.4.Let students finish Part A on P7 and check the answers by reading the names.5.Some more exercises to see if students have known the star signs.(1)Show students 6 pictures and name the star signs.(2)Play a guessing game: fill in the blanks by using the names of the creatures.6.Tell students there are 6 more star signs and let them guess what they arerepresented by using the 6 pictures in Part B on P7.7.Check the answers to Part B.Step 3 Oral practice1.Ask students: When is your birthday? What is your star sign?2.Show students the twelve star signs and let them point out their own star signin both English and Chinese. Ask the students to try to remember their own star sign.3.Pair work: Let students ask and answer in pairs.Step 4 Comic strips1.Are you interested in star signs? So are Eddie and Hobo. Listen to theirconversation and repeat it after the tape.2.Ask students some questions to see if they have known the dialogue.(1)Who brings Eddie the newspaper?(2)What does Hobo ask Eddie to read? Why?(3)Whatdo Eddie’s stars say?(4)What happens to Eddie’s breakfast at the end of the story?3.Let students read the dialogue by themselves (or practice in pairs)4.Do some more exercises after reading and check the answers together.5.What do you think Hobo’s and Eddie’s star signs are?6.Oral practice:Try to act out this dialogue in pairsAsk the students to make a new dialogue by adding their own ideas.Step 5 Homework1.Remember the star signs.2.Make up a new dialogue about star signs.3.Try to find out how many classmates are under the star sign as you.Period (2)教学题目：9A Unit 1 Reading (1)教学课时：Period 2教学部分：Page 8－11教学课型：新授课；阅读课教学目标：通过各种阅读手段了解各星座的时间和名称；了解与性格有关的词汇教学内容：归纳各星座的人物所拥有的性格特征，了解文章大意教学准备：录音机，多媒体，投影仪教学步骤：Step 1 Revision1.Finish some exercises.2.Review the star signs: look at the star signs and name them. Read together afterthe teacher.3.Guessing game: (Test who has the best memory) Teacher will say the Chinese nameof the star sign; students try to find out the right picture and say the name in English.Step 2 Lead-in1.Free talk:(1)What is your star sign?(2)Can you tell me something about yourself?( abilities, special qualities,characteristics)(3)How many students are under the same star sign as you? (Yesterday’s homework)(4)What are they like?(clever, kind, generous, hard-working, brave, patient,polite….)(5)Do you share similar characteristics?(Let students speak out as many adjectives about characters as possible.)2.Do you know these words? They are also used to describe people. (Teach the newwords, and finish Exercise B on P10.)3.Read the new words after the teacher. Then let students read the sentences bythemselves.4.Do some more exercises to see if students have known all the words’ meanings. Step 3 Reading1.T: It’s said that star signs can represent a person’s characteristics. Let’scheck if it is true. Please listen to the tape and learn something about them.2.Reading task 1: After listening to the tape, do “T” or “F” questions.3.Reading task 2: Ask students some questions to check if they have known the mainidea, with the books open.(1)Is Aries lazy?(2)Which star sign likes saving money?(3)Does Sagittarius like telling jokes?(4)Which star sign has the best imagination?(5)If your birthday is on 13th September, what is your star sign?4.Make students read the article passage by passage and try to find out theadjectives to describe people’s characteristics with the picture of each star sign. (Esp.their own star sign)T: Whose star sign is Aries?When is your birthday?Whatcharacteristics do you have/ do this star sign have?Aries: energetic, active, impatient,selfishTaurus: stubborn, hard-working,patientGemini: curious, clever, outgoingCancer: kindLeo: strong, confident, generousVirgo: modest, practicalLibra: polite, fair, elegantScorpio: powerful, sillySagittarius: humorous, luckyCapricorn: successful, patientAquarius: kind, wise, strangePisces: generous, kind, gentle,easy-going, creative, imaginative5.Discussion:What is your star sign?Do you have the same characteristics as the star sign says?Do you think what the star signs say about people are facts?-- So we can have a conclusion: What the star signs say about people are not facts.We can just learn about star signs for fun.Step 4 Some More Exercises1.What are your characteristics?Write a short description of your own characteristics.2.Then show your description to your partner.3.Discuss with your partner whether or not you agree with each other.Step 5 Homework1.Read the passage three times.2.Remember all the adjectives which describe a person’s characteristics.Period (3)教学题目：9A Unit 1 Reading (2)教学课时：Period 3教学部分：Page 8－11教学课型：巩固练习课；阅读课教学目标：通过活动来熟悉掌握课文中描述性格的形容词并运用；通过练习加深课文的理解教学内容：学习知识点和重要短语教学准备：多媒体，投影仪教学步骤：Step 1 Revision1. Ask students some questions while showing Picture 1.(超链接)(1)How many star signs are there in a year?(2)How do you know your star sign? What decides your star sign?(3)Do the people under the same star sign share similar characteristics?(4)What characteristics do the people under your star sign have?2. Explain the language points while answering the above questions.(超链接)1) A year is divided into 12 different star signs.2)Your date of birth decides your star sign.3)People born under the same star sign share similar characteristics.3.Ask more questions about Reading (超链接)1)Which star sign doesn’t give up easily?2)Which star sign loves peace and doesn’t like to argue with others?3)Which star sign is suggested to forgive others for their mistakes?4)Which star sign likes to dream about everything?4. Teach the language points by answering the above questions.(超链接)(1)You are patient and do not give up easily.(2)You love peace and do not like to argue with others.(3)Sometimes it is silly of you not to forgive others for their mistakes.(4)You like to dream about everything.Step2 Group work1.Show students some pictures and passages about some famous people. Let students guesswhat star signs theyare?2.Finish Part C2 on Page11, and then check the answers.3.Discussion:What kind of friend do you like to make? (Why?)What is his/her star sign?(Let students talk about his or her own characteristics and his or her friend’s.)4.What star signs are suitable for these jobs? Why?Step 4 ConclusionWhat star signs say about people are not facts.We should work hard to make our dream come true.Step 5 Homework1.Read the passage again and again.2. Do some exercises.Period (4)教学题目：9A Unit 1 Vocabulary教学课时：Period 4教学部分：Page 12教学课型：新授课；词汇课教学目标：能辨别形容词的褒贬，并在此基础上能用形容词描述性格教学内容：形容词及其反义词教学准备：多媒体，投影仪教学步骤：Step 1 Revision1.Do some exercises to review the words which they learnt yesterday.（1）What are your friend’s characteristics?（2）I also have many friends; do you know what kind of person he or she is?（3）What kind of person do you want to make friends best? Why?2.Check the homework: Ask several students to say something about his or her starsign and characteristics.T: I want some of you to say something about yourself to let other students know what kind of person you are, and then you can make more friends.Step 2 Lead-in1. Make other students listen carefully and try to find out the opposites of theadjectives when the students read their articles.2. Give an example.3. Try to find more opposites:Can you help them find their friends?Step 3 Vocabulary Part A1.Open the books and show students the adjectives and their opposites.2.Check the answers.3.Read the words after the teacher.4.Help students learn the new words with some sentences. (Finish the followingsentences)5.Make a conclusion: how to get the opposites (im-, un-, dis-, in-)6.Make students try to remember the words as possible as they can.7.Have a competition “Who has the best memory”to see if students have rememberedthe words and their opposites. (Positive/ Negative) (Can do it in groups/ in halves / boys VS girls)Step 4 Vocabulary Part B1.Let students finish the exercises B on P12.2.Check the answers.3.Do some more exercises.4.Oral work: Brain storm (let one student choose one of the adjectives to make onesentence, and his or her desk-mate use the opposite to make a sentence. One pair by one pair. Which group can do the best?)Step 5 Homework1.Remember the adjectives and the opposites.2.Write a short passage to talk about one of your classmates. Tell why you like himor her with the adjectives and the opposites.Period(5)教学题目：9A Unit 1 Grammar 1教学课时：Period 5教学部分：Page 13-14教学课型：新授课；语法课教学目标：能用It is +adj. +of… + (not) to do来表达对某人行为的看法，并能与It is +adj. +for… + (not) to do进行区分；能用be+ adj. + enough + to do来描述一个人的性格和能力教学内容：It’s + adj. + of + sb. + to do sth.；adj. + enough to do sth.教学准备：多媒体，投影仪教学步骤：Step 1 Lead in1.Read the sentences and choose the correct adjectives to describe the persons inthe sentences.T: We have learnt a lot of adjectives and their opposites, can you choosethe correctadjectives to describe the persons in the sentences?2.Ask students to express the meaning in another sentence as possible as they can. Step 2 Grammar Apare the two drills: It’s + adj. + for sb. to do sth. / It’s + adj. + of sb.to do sth.2.Read the examples and find out the differences between them.3.Do more exercises to practice the structures.4.Finish the Exercises on page 13 in the book, and then check the answers to theexercises together.5.Analyze the useful expressions.Step 3 Grammar B1. Learn about the examples to practice “ adj. + enough to do sth”.2. Finish the Exercises on page 14, and then check the answers to the exercises together.2. Do some exercises to practice Grammar A and B.Step 4 Homework1.Translate the sentences2.Do some exercises in the workbook.Period (6)教学题目：9A Unit 1 Grammar 2教学课时：Period 6教学部分：Page 15-17教学课型：新授课；语法课教学目标：能区分句子的不同成分，并用句子的基本成分造句教学内容：句子的不同成分教学准备：多媒体，投影仪教学步骤：Step 1 Revision and lead in3.Show students a picture of Liu Xiang and tell them that he donated 200 thousandYuan to the people in Sichuan earthquake. Is he generous? Review the sentence pattern “It’s + adj. + of sb. to do sth.” and “sb. + be + adj. + to do sth”4.Show the sentence “Liu Xiang is generous”, teach students: subject, predicateand predicative.5.Give them another example and teachobject, direct-object and indirect-object.6.Ask them to make up sentences like the examples and try to add somethinginteresting.7.Play a game: Ask students to expand a sentence one by one. Teach them attributiveand adverbial.8.Do True or False question. Teach them object complement.Step 2 Practice1.Show some sentences, ask the students to tell what sentence elements the underlinedparts are.(指出下列划线部分在句中担任的成分)2.Show some sentences, ask the students to tell which part of the sentence is thesentence element the teacher showthem (指出下列所给成分是句中哪个部分)3.Finish the exercises C1on Page 16 and C2on P17. Check the answers.4.Do some exercises to practice them, check out the answers.5.Analyze the exercises and the useful expressions together.6.Another game.1) Three students a group.2). One student thinks of a word or a phrase to be the “Subject”; another thinksof a word or a phrase to be the “Predicate”; the last student thinks of a word or a phrase to be the “Object”;3). Then form the three parts together to make up a sentence. (Write them down inyour Exercise Books)4). Let’s see which group has the most or the best sentences.( You can also add something more.)Step 3 Homework1.Review different parts of a sentence and be able to give some examples for each part.2. Do some exercises in the workbook.3. Use suitable words to complete the following sentences.Period (7)教学题目：9A Unit 1 Integrated skills教学课时：Period 7教学部分：Page 18-19教学课型：新授课；综合技能课教学目标：在书面和口语形式中理解星象；从阅读和听力材料中加深了解有关信息，再弄清事实；交流关于别人的信息。
九年级英语上册 U1教案(6-10) 牛津版
Check the answers one by one
Play the recording for Part A3 once.Tell students not to write anything, then try to write sth. according to thememory. Thensay the answer out .Check them with the Ss .
2Explain to students that the basic parts of a sentence are the subject and the predicate.To make a sentence richer in meaning, we can add predicative, objects, attributives andadverbialsto the sentence with additionalinformation.
教学重点
教学难点
Know different parts of a sentence
课前预习
Part C of the Grammar
教 学 过 程
教 师 活 动
学 生 活 动
备课札记
Step1. A dairy report
Ask some questions according to the speech
总课题
9AUnit 1 Star signs
总课时
10
第6课时
课题
Grammar(B)
课型
新授
教学目标
知识目标
1 To use the verb‘to be’+ adjective +‘enough’+‘to’-infinitive to describe a person’s characteristics and abilities.
牛津译林版九年级英语上册Unit1 Grammar优质课教案设计(江苏省)
Unit1 Grammar 优质课教案（江苏省）9A Unit 1 Know yourselfPeriod 4 GrammarTeaching aims:1. To learn to use conjunctions:and, but, or and so2. To learn to use conjunctions:both ... and ..., not only ... but (also) ...,either ... or ... and neither ... nor ...Teaching difficult and important points:How to make students use them correctlyTeaching steps:Step 1 PresentationPresent some sentences including and, but, or and so. both ... and ..., not only ... but (also) ...,Step2 ConclusionHelp students conclude the usage of these conjunctions.一、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.二、both ... and ...、not only ... but (also) ...、either ... or ... 和neither ... nor ...都是常见的并列连词，它们可以连接两个并列的主语、谓语、宾语、表语、状语等。
牛津译林版-英语-九上-1单元 Grammar (1) 教案
初中-英语-打印版 初中-英语-打印版 课 题Grammar (1) 课时安排 共 8 课时 课 型 新授 第 4 课时 教 学目 标 1. Use conjunctio ns “and \but \or\so ” correctly 2. Learn to make rules about the usages of and \but \or\so3. To cul tivate ss ’ team spirit by stud ying in groups教学重点 Make rules abo ut the usages of and \but \or\so and use them correctly 教学难点 How to use and, but, or and so.教学内容及过程 二次备课Teaching proceduresStep 1 PresentationPresent some sentences in cludi ng but, or and so.Step2 ConclusionHelp students conclude the usage of these conjunctions.We use"and" to join ideas that are similar.We use "bu t " to join ideas that are different.We use "or" to introduce ano ther 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 Exercises课课练P6Step 5 HomeworkRead the words and important phrases。
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Grammar
Grammar（语法课）
一、定位：
output-based
二、教学目标：
1. 学习并掌握反意疑问句
2. 掌握句子种类
三、教学环节设计:
1. Lead in
(1) Let Ss know what is question tags.
(2) Give an example.
(3) Work out some rules.
(4) Know the structure of question tags.前肯后否，前否后肯。
2. Presentation of question tags.
(1)直接提问看谓语部分：
助动词will has have had doesn’t 等
情态动词can must could等
be动词is are was were等
陈述句用I’m时，疑问句部分用aren’t I；
There be句型，用be there。
(2) 借词提问
如果陈述句的谓语动词是行为动词，疑问句部分要用do/ does/ did
I don’t think 句型，否定在从句后，再变。
(3)Have既可做助动词，又可做行为动词。
(4)表否定的词有little，few，nothing，hardly，seldom，never等。
(5)主语是everybody，somebody，these，those时，用they；
主语为everything，nothing，this，that时，用it。
(6)祈使句的反意疑问句，疑问句部分用will you：
Let’s go for a walk, shall we?
Let me try again, will you?
以Let’s 开头的祈使句，疑问句部分用shall we；
以let开头,用will you。
3. Drills.
4. Exercises for question tags on p8.
Do exercises and check the answers.
5. More exercises to consolidate.
6. Know the four types of sentences.
（１）陈述句（肯定句和否定句）
（２）问句（一般疑问句、特殊疑问句、选择疑问句、反意疑问句）
（３）祈使句
（４）感叹句
7.Do some exercises.
8. Show some pictures to master the exclamations and remember the structure.
1.结构:so + adj./adv.
2.结构:such+a/an+adj.+可数名词单数
3.结构:How + adj./adv+ 主语+ 谓语
4.结构:What+(a/an)+adj.+n.+主语+谓语
9. Do some exercises to consolidate.
10. Homework
Do exercises in Book B.。