2018-2019学牛津译林版九年级英语第一学期全册教案

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牛津译林版九年级英语上册 Unit 1 《Know yourself.》Lesson 3教学设计

牛津译林版九年级英语上册 Unit 1 《Know yourself.》Lesson 3教学设计一. 教材分析牛津译林版九年级英语上册Unit 1《Know yourself》Lesson 3的主题是了解自己，通过本课的学习，学生将能够掌握描述自己特点、兴趣爱好和优缺点的表达方式。

教材以对话的形式呈现，内容贴近学生生活，易于学生理解和接受。

本课主要词汇有：characteristic, personality, talent, dream等。

二. 学情分析九年级的学生已经具备了一定的英语基础，能够听懂并运用一些基本的英语句型进行交流。

但部分学生在口语表达方面还存在一定的困难，对本课主题的理解可能有所局限。

因此，在教学过程中，教师需要关注学生的个体差异，尽量让每个学生都能参与到课堂活动中来。

三. 教学目标1.知识目标：学生能够掌握本课的主要词汇和句型，正确运用它们进行口语表达。

2.能力目标：学生能够在真实情境中运用所学知识进行交流，提高自己的英语口语能力。

3.情感目标：学生能够正确认识自己，培养自信、乐观的人生态度。

四. 教学重难点1.重点：学生能够熟练掌握并运用本课的主要词汇和句型进行口语表达。

2.难点：学生能够在真实情境中灵活运用所学知识，进行有效的交流。

五. 教学方法1.任务型教学法：通过设置各种真实的任务，让学生在完成任务的过程中运用所学知识，提高口语表达能力。

2.情境教学法：创设各种情境，让学生在真实的语境中学习英语，提高学习兴趣。

3.情感教学法：关注学生的情感需求，引导他们正确认识自己，培养积极的人生态度。

六. 教学准备1.教学课件：制作与本课主题相关的课件，帮助学生更好地理解课文内容。

2.教学素材：准备一些与本课主题相关的图片、视频等素材，用于课堂展示和讨论。

3.作业布置：提前为学生布置一些与本课内容相关的作业，以便巩固所学知识。

七. 教学过程1.导入（5分钟）教师通过提问方式引导学生谈论自己的特点和兴趣爱好，激发学生的学习兴趣，为课堂活动做好铺垫。

新牛津译林版九年级英语上册Unit1 Konw yourshlf Reading1 教案

Unit1 Konw yourshlf Reading1 教案一教学目标1.Ss can improve their reading abilities.2 Learn how to introduce people and their jobs.3 Describe their own personalities and think about what job they want to do in the future and seeif their personalities match the job requirements.4 Talk about their partners’ personalities.教学重点Use adjectives to describe people’s personalities.教学难点Describe their own personalities and think about what job they want to do in the future and see if their personalities match the job requirements.二词汇，短语1 praise(n,v) 表扬win high praise（n.）from 赢得...的高度赞赏praise(v) sb 表扬某人2 general(adj)---- generally(adv) 总的，普遍的，大体的3 race(n.) 竞赛，赛跑4 lead (n. v) take the lead(n.) 处于领先地位lead(v) to ①通向，导向②导致=cause5 high-s peed(adj.) 高速的6 connect(v) 连接connect...to/with 把...和...连接7 miss ①(n.)错误，失误②（v）想念，错过8 standard(c.n.)标准high standards高标准9 pioneer(n.)先锋，开拓者young pioneer少先队员10 care(n.)小心-----careful/careless(adj.)------carefully/carelessly(adv.)----carelessness(n.)11 impress sb with...用...给某人留下深刻印象12 give up doing放弃give out 分发13 fall behind落后------take the lead领先14 take on challenges 迎接挑战15 as good as... 和...简直一样16 pay attention to doing 注意...17 devote...to doing 把...奉献给....18 not only...but also...不仅...而且三句型（语法）1.born(adj)天生的 a born doctorbe born 出生2.His work shouts. “他的作品有说服力”。

牛津译林版英语九年级上册Unit1教案教学设计

三、教学重难点和教学设想
（一）教学重难点
1.重点：本章节的重点在于让学生掌握描述个人兴趣、目标和计划的词汇和句型，如“enjoy”, “achieve”, “My goal is to...”, “I am planning to...”等，并能运用这些语言进行表达和交流。
难点：听力部分的对话和短文理解，以及阅读部分的长篇文章理解和信息提取。学生对复杂句子结构的理解和听力技巧的运用存在一定难度。
4.学生在情感态度与价值观方面，正值青春期，他们对未来充满期待，渴望实现自己的梦想。因此，本章节的教学内容要紧密联系学生的生活实际，引导他们树立正确的价值观，激发他们为实现目标而努力奋斗。
5.针对学生的个体差异，教师应充分运用差异化教学策略，关注每一个学生的成长，提高他们的英语素养，使他们在原有水平上得到提高。
提交形式：线上提交词汇复习的截图或照片，以证明完成情况。
6.家庭作业：布置一份综合性的英语练习，涵盖本节课所学知识。练习内容包括：听力、阅读、写作和翻译等。
提交形式：纸质版作业，教师批改后进行课堂讲评。
二、学情分析
牛津译林版英语九年级上册Unit1的教学对象是九年级学生，他们已经具备了一定的英语基础，掌握了基本的语法知识和词汇量。在此基础上，他们对英语学习有着较高的兴趣和热情，但个体差异较大，学习能力和水平参差不齐。因此，在进行本章节教学时，需关注以下几点：
1.学生在语言表达方面，部分学生能较为流利地运用英语进行交流，而部分学生仍存在发音、语法等方面的困难，需要教师在教学中给予个别关注和指导。
2.教学活动：教师通过PPT展示本节课的词汇和句型，并结合实际生活例子进行讲解，让学生理解并掌握新知识。
3.例句展示：教师给出几个描述个人兴趣和目标的例句，让学生模仿并用自己的语言进行表达。

2018-2019学年最新牛津译林版(7A)英语全册教案

Unit 1 This is me!Comic strip & Welcome to the unitI. Teach ing aims and lear ning objectivesBy the end of the less on, stude nts should be able to:1. know the two cartoon characters, Eddie and Hobo, and the six students at Sunshine Middle School;2. greet each other properly in En glish;3. in troduce on eself to others in En glish.II. Teachi ng contents1. Newwords and phrases: master, e-dog, good mornin g/good after noon /good eve nin g/good night2. New structures:Wha' s your n ame?My name is …Nice to meet you.Nice to meet you, too.III. Focus o f the less on and predicted area of difficultyHow to in troduce each other and greet each other in En glish.IV. Teach ing proceduresComic stripStep 1 Lead-in : Enjoy the video “ make friends ”.T: Today we' ll learn Unit 1 This is me! Do you like the song in the video?We are now new stude nts at Don gli n Middle School, and meet many new classmates. Do you want to make more friends? I ' d like you to meet two new frie nds in our books. Do you want to know them?【设计意图：由视频再到图片make friends引出不同人物的名字。

牛津译林版九年级上册(新)英语教案Unit1KnowyourselfReadingI教案

教学准备
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.

2019年译林牛津版初中英语九年级上册Unit 1 Know yourself Grammar C and D优质课教案

(anyone/anybody) ________ recognized Millie because of her new hairstyle.(No one/ Nobody) Look,_________ has dropped 100 yuan.(Someone/Somebody) 4.Ask the students to complete Millie’s diary on page 34.Then check the answers , Ask Ss which words should go in the gaps. If Ss got some answers wrong, you may need to go through the rules again in more detail. 5.Ask the students to explain the main words or phrases in this part. Review “bad mood, cheer up, secret, normal” Step3 Part D 1. Remind Ss that “somet hing, anything,
Know yourself
·Use 教学目
the
indefinite
prosomeone, anybody/anyone, nobody/no one’ to talk about people. 标 ·Use the indefinite pronouns’ something, anything, nothing, none’ to talk about things. 1.To use the indefinite pronouns
nothing and none”are used to refer to things. We use them w hen we do not know or do not need to say. Say some sentences with these words. 1)．someone / somebody: one person some people: more than one person Someone is on the phone now, you have t o wait for minutes. Some people are waiting in a line outside the shop. 2)．anybody / anyone in positive sentences: Was anybody at home at that time? Anybody who breaks the law will be punished by the law. 2.Ask a student to read rules 1,2 and 3 on page 35 to the class. Tell them to fo llow the rules. Ask them if they have some questions. They found something. =They didn’t find anything. There is nothing in Millie’s b ag.= There is not anything in Millie’s bag. 3.Doing the exercise. 4.Ask one student to read one paragraph at a

2018秋牛津译林版英语九上unit 1know yourselfreading

9上Unit1 Know yourself 教学案Reading1教学目标：1.熟悉四位在各自工作领域表现杰出的人物。

2. 运用通读和细读读懂文章，了解文章四个人物的性格特征和工作情形。

教学重难点：四会单词 born praise general race lead fall behind connectmiss attention standard pioneer carelessness带星号词impress challenge chief surgeon extra devote respect suitable partner词组 be happy with ________ a born artist_____ ___________ talk much _____ _ ________ win high praise _______ _ ____share …with …_______ ___ search for ______ ___give up ____ _ ___________ work for ________ _ ___ _____general manager either …or…____ __ __ __take the lead ____________ fall behind __ _______________pay attention to …____________well organized _________not only …but also…__________do operations _______________devote…to…_________________ work to high standard_________as good as _________________ cannot afford to__________________句型 You either take the lead or fall behind.I’m ready to take on new challenges any time .To us,a miss is as good as a mile.It’s necessary to pay attention to every detail.As a doctor,you can’t be too careful.Carelessness will be a disaster not only to ourselves but also to patients.难点运用通读和细读读懂文章，了解文章四个人物的性格特征和工作情形。

牛津译林版九年级上册英语(新)教案Unit1KnowyourselfReadingII

教学准备
Tape recorder
教学内容及过程
二次备课
Teaching procedures
Step 1 Leading-in
Ask some questions about the passage.
Step 2 Explanation
be happy with = be satisfied with对……感到满意
教学难点
1. Getthe students to master some words and useful expressions.
2.Try to retell the article with their own words
Learning difficulties: Try to retell the article with their own words
abornartist一个天生的艺术家
impress the whole countrywithhis 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
Step 3 Practice
Finish some exercises.

英语九上牛津译林Unit1Starsigns教案(3)(ReadingII)

英语九上牛津译林Unit 1 Star signs：教案（3）（Reading II）课题：9A Unit1 Reading IITeaching Aims：1、知识目标(Knowledge)：掌握课文中的短语及相关知识点2、能力目标(Ability)：让学生能较好的运用知识3、情感目标(Emotion)：Teaching steps：Step I：GreetingStep II：Get some Ss to tell the class his/her star sign, and his/her characteristicsStep III：Finish Part B.Step IV：检查《导学案》中预习作业完成情况。

Step V：Language points1、A year is divided into 12 different signs.一年被分成12个星座。

divide…into…把……划分成……eg:The English teacher divided the class into groupsbe divided into…被分成……（为被动语态结构，被动语态结构是be+过去分词）eg:The students were divided into 4 groupsEnglish is learned all over the world.见《导学案》例题12、Some people believe that people born under the same star sign share similar characteristics.一些人相信生于同一星座的人有着类似的性格（1）similar “类似的，相像的”但不完全一样，常用搭配：be similar to…与……相似eg:Mary ’s hat is similar to Jan ’s.玛丽的帽子与简的帽子差不多。

译林版九年级上册英语全册教案(全英)

九年级上册英语全册教案Unit 1 Know yourselfWelcome to the unit教学目标By the end of the lesson：Students can talk about personalities.Students can master some useful expressions.Students can use some adjectives to describe one’s personalities.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.教学过程Step 1 Lead inTeacher says, ‘Hello, everybody! We haven’t seen each other for a long time. Were you happy in winter holidays? Did you have a good time? Where did you go? What did you do? What did you eat? What food is your favourite? Have you visit your best friends?’ 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 in groups. Ask some volunteers to try to read and explain them in English. Match these adjectives with their meaningsOrganized -----keep…in good orders modest-----the opposite of show off Patient -------- without getting angry creative ----think of new ideas Curious ------- 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?Step 4 ExplanationExplain the important phrases and sentences in the dialogue.Step 5 Practice1. Work in pairs and drill the dialogue.2. Ask some Ss to act the dialogue out.Step 6 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 personalities and 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.Step 7 Homework1. Recite the important sentences.2. Preview Reading.Unit 1 Know yourselfReading（Ⅰ）Teaching objectivesBy the end of the lesson, students should be able to：1. guess the meanings of the new words from the context；2. talk about jobs and personalities；3. identify the main idea of each paragraph in the passage by skimming；4. describe the four people’s jobs and personalities by detailed reading；5.improve their reading abilities.Important pointsHow to talk about jobs and personalities with some new expressions.Teaching contents1. New words and phrases：born, impress, sculpture, praise, sales department, general,race, either or, lead, take the lead, fall behind, challenge,chief, high-speed, connect, connect to/with, miss, as goodas, attention, pay attention to, standard, pioneer, surgeon,carelessness, extra, devote, respect, suitable, partner2. New structures：Life is like a race. You either take the lead or fall behind.A miss is as good as a mile.As a doctor, you can’t be too careful.III. Focus of the lesson and predicted area of difficulty1. To read the passage in different ways;2. To describe four people’s jobs and personalities by detailed reading.IV.Teaching proceduresStep 1 Warming-upFree talkT: Today, we’ll meet some outstanding people. They like their jobs very much. Now show me your ideas, what kind of person are they?Step 2 Pre-reading1. Watch a videoT: Who is this man? Let’s watch a video first.T: You know him very well. He is the pioneer of Alibaba. He is devoting most of his time to it.He says, “If not now, when? If not me, who?” Any time he is ready to take onnew challenges. He always works to high standards. Now he is one of the richest in China. So people often say he is a born businessman.2. PredictionT: Look at these pictures from Sunshine Town. They are also outstanding in their fields. Would you please guess what their jobs are?Step 3 While-reading1. SkimmingT: Now please look through the text quickly and check if you have made the rightprediction, also try to find what they think of their jobs.T: Yes, Wu Wei is an artist, Su Ning is a manager, Liu Tao is an engineer, and Fang Yuan is a doctor. What do they think of their jobs?T: Yeah, they are happy with their jobs. How can you get the information quickly? T: Great! Pay attention to the title and the pictures while reading.2. ScanningPassage 1:(1) Read and answerT: Now let’s read Passage 1 more carefully and answer two questions:●What does Wu Wei’s best friend think of him?●What has won Wu Wei high praise from the art community?T: Yes, his best friend said, “He is a born artist. He’s quiet and doesn’t like to talk much, but his work shouts.” And his sculptures for Sunshine Town Square have won high praise from the art community.(2) Read and guessT: Good job! Let’s do some guessing work. What does “his work shouts” mean here?T: Yes, that is to say his work is wonderful. Then what about “praise”? What does it mean?T: Excellent! How can we guess the meaning of new words?T: I agree. Circle some key words before and after the new word or the sentence.It’s possible to find its meaning.(3) Read and thinkT: Wu Wei said, “I want to share the best art with people, so I’m always searching for something better or different. This in itself is great fun.” What can you infer from it?T: I love all your ideas. He is so creative and of course he is happy with his job. Passage 2:Read and finishT: Find out some information about Su Ning’s past and present.five years ago•was an __________•only worked with ______•made me _______(accountant, numbers, unhappy) now•is a general manager•is active and _________•love working with ________•is ready to take on ________ any time (energetic, people, challenges)Passage 3:Read and practicePassage 4：An interview between groupsT: Read through Passage 4 and do an interview with Fang Yuan in pairs. Try to ask more questions and give detailed answers. The team which gets the most stars will be the winner.3.Further reading(1) ThinkingT: What do the sentences mean? Choose the right Chinese meaning, and try to find out some supporting sentences.●Life is like a race. You either take the lead or fall behind.● A miss is as good as a mile.●As a doctor, you can’t be too careful.(2) Listen and circleT: Now I’ve collected many words about their personalities. Please circle them in your books and try to match the words with the four persons.T: OK, Wu Wei is quiet and creative. Su Ning is active and energetic. Liu Tao is serious, organized and modest. Fang Yuan is kind, patient and careful. Different people have different personalities, and they also have different jobs. Are the jobs suitable for them? Why? You may use the sentences in the text to support your ideas.Step 4 Post-reading1.Listen and adviseT: The four persons here are all happy with their present jobs, and the jobs are suitable for them. Now let’s listen to a short conversation from Cindy, Stone and Tiantian.Write down their future jobs.T: Stone would like to be an engineer, Cindy hopes to be an artist, and Tiantian prefers to be a manager. Would you please give them some advice so that their personalities can match the job requirements.2.Share and reportT: It’s your turn to talk about yourselves. Think about what job you want to do in the future and if your personality matches the job requirements. You can share your ideas in groups, and then speak in front of the class.T: I hope you all can have a bright future. In your daily life, you should form good personalities to get ready for the future job. I believe finally you can be the one that you want to be.Homework1. Search more articles about people who are outstanding in their fields and try to make notes.2. Finish your own article about jobs and personalities and read it to your friend.Unit 1 Know yourselfReading （Ⅰ）Teaching objectivesBy the end of the lesson, students should be able to：1. describe people’s jobs and personalities by using what they learn in this period；2. talk about what the four people do and their personalities；3. have a better sense of working hard and being outstanding；4. understand vocabulary about characteristics and other important words.Important points1.To recognize and understand the important phrases;2. To use the new words and phrases to describe people’s personalities and jobs.Teaching contents1. New words and phrases: born, impress, sculpture, praise, sales department, general,race, either or, lead, take the lead, fall behind, challenge,chief, high-speed, connect, connect to/with, miss, as goodas, attention, pay attention to, standard, pioneer, surgeon,carelessness, extra, devote, respect, suitable, partner2. New structures: Life is like a race. You either take the lead or fall behind.As a doctor, you can’t be too careful.Carelessness will be a disaster not only to ourselves but also to patients.Teaching proceduresStep 1 Lead-inT: Guess who he is. He is the great Greek philosopher—Socrates and he once said, “Know yourself, and then you can understand life.”Step 2 ReviewingT: Knowing yourself is very important. Do the four outstanding people know themselves very well? Now you’ll be divided into four groups: Su Ning Group, Wu Wei Group, Liu Hao Group and Fang Yuan Group. Su Ning and Wu Wei Groups will discuss who is suitable for the general manager of a big company. Liu Hao and Fang Yuan Groups will discuss whether you are suitable for your jobs. Give your reasons. Step 3 DiscussionT: What’s your favourite saying? Why?Step 4 Language pointsPresent and practice the important words and expressions mentioned in the discussion.1. Life is like a race. You either take the lead or fall behind.T: Look at the picture of Liu Xiang.Liu Xiang is taking the lead in the race.The other top players are falling behind in the race.T: You know the story of the hare and tortoise. Can you say something about it? S: The hare is taking the lead. The tortoise is falling behind.T: In this race, either the hare or tortoise will win.2.either ... or ...T: If you’re planning a day out, what will you choose to do? Use “either … or …”to make a conversation3. It’s necessaryto pay attention to every detail.T: When you go on an outing, what should you pay attention to?S: …T: pay attention to sth. 注意某事pay attention to doing sth. 注意做某事Try to complete the sentences:Pay attention to protecting the environment.Successful businessmen always pay attention to details.4. I’m ready to take on new challenges any time.Present new structures “take on new challenges”, “connect … to …” by talking about Ma Yun.T: Ma Yun and Bill Gates are both successful businessmen. Ma Yun likes taking on new challenges. He owns Alibaba, Taobao, China Yahoo, etc. He has connect ed the Internet to people’s life.It’s your turn to talk about Bill Gates.5. He has impress ed the whole country with his work.T: Ma Yun and Bill Gates has impressed us with their creative ideas. Have youheard about a disabled young girl called Liao Zhi, whose legs were hurt during an earthquake? What about Nick Vujicic, a famous speaker with no arms andlegs?(1) Liao Zhi, the young disabled dancer, has impressed the country with herwonderful spirit and dancing skills.(2)Nick Vujicic has no arms or legs, but he has impressed the whole world with his speeches.Practice (Open task):Watch a video about Nick Vujicic and Practice:Nick ________________ me with ___________________.6. Carelessness will be a disaster not only to ourselves but also to patientsT: Nick Vujicic can not only choose how to live but also face problems bravely.Now look at these two pictures. Use “not only … but also” to make one sentence. T: So Not only my husband but also my daughter likes him very much. Some tips for you.Careless is a humorous film. Not only children but also adults like it.7.carelessnessT: Learn to use “care”, “careful”, “careless”, “carelessly” and “carelessness”. After that, try to make a summary about them.●Take _______. The bus is coming.●Be ________ with fire. It can be dangerous.●The less __________, the fewer mistakes.●Pay attention to your safety. Don’t drive ___________.●_________________ will lead to accidents.8. As a doctor, you can’t be too careful.T: As a driver, don’t drive carelessly. Carelessness will lead to accidents. Thatmeans you can’t be too careful when driving.T: Would you please talk about your ideas? As a student/teacher/…, you can’t be too _________. In a word, one can’t be too modest.Step 5 Other words and phrasesT: Read the four passages again. Underline all the new words and phrases and see if you understand them.Step 6 Practice1. Use some of the new phrases to complete the sentences2. DescriptionChoose at least four phrases to talk about your hero.(1) a born …(2) win high praise from(3) either … or …/not only … but also …(4) take the lead/fall behind(5) be ready to/ be willing to …(6) take on new challenges(7) connect … to …(8) pay attention to …(9) work to high standardsStep 7 Myfavourite sayingT: The American educator, Samuel Bubler once said, “Every man’s work, whether it be literature or music or pictures or architecture or anything else, is always a portrait of himself.” So love what we do.HomeworkWrite about your hero’s personality and job, and share it in your groups.Unit 1 Know yourselfGrammarTeaching goalsKnowledge and skills:To master the usage of conjunctions like and but or and so.Process and method:Listening,speaking,reading.Emotion and attitude:Use conjunctions to join ideas together.Important and difficult points1. Use conjunctions to join ideas together.2. Use conjunctions to join ideas together.Teaching proceduresA Using and, but, or and soStep 1 Lead inFree talkT: 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.Step 2 Presentation1. BrainstormingT: How much do you know about Wu Wei?workshobby personalitysayingWu WeiS: He is quiet and doesn’t like to talk much.S: He impressed the whole country with his creative work.S: I want to share the best art with people, so I’m always searching for something better or different.T: Do you know something about his hobby? Let’s listen together.(Wu Wei: I like doing something quiet like fishing and watching TV. I don’t like singing or dancing)S: He likes fishing and watching TV. He doesn’t like singing or dancing.Step 3 Practice1. Show the picture of Wu WeiT: Wu Wei likes reading and watching TV. Guess what TV programmes he likes watching.S: …(Play the theme songs of two TV programmes.)T: He likes watching “the V oice of China” and “Dad, where are we going?” like you and me. Let’s talk about “the V oice of China” first.2. Show some pictures of the programmesAsk the students to describe the pictures, and join the sentences together with and, but, or or so.(1) We can watch the programmes on TV. We can watch the programmes on the Internet.We can watch the programmes on TV or on the Internet.(2) The rules of the programmes are special. Many people are interested in it.The rules of the programmes are special so many people are interested in it.(3) The coaches sit with their backs to the singers. They listen carefully.The coaches sit with their backs to the singers, but they listen carefully.(4) The girl sang very well. Four coaches all turned their chairs.The girl sang very well, so four coaches all turned their chairs.(5) She didn’t choose Yang Kun. She didn’t choose Qi Qin. She chose Na Ying.She didn’t choose Yang Kun or Qi Qin.She thought twice, and she chose Na Ying finally. (think twice: 三思，再三考虑)Step 4 Production1. DiscussionT: We often use and, but, or and so to join ideas together. Let’s have a discussion: When we join ideas together, how should we use these conjunctions?and join different ideasbut introduce another possibility/join two or more ideas (in negative sentences)so join similar ideasor express the results of something2. Finish the exercises on Page 123. Game timeT: You are so great. Now, let’s play a game to see which group will be the winner.Here are the rules: You are divided into 4 groups. Try to make sentences with and, but, or and so. If the first student in Group1 makes a sentence correctly, thenhe’ll have the chance to ask the first one in Group 2 to make a sentence with any word of the four … If you can’t make a sentence in 5 seconds, your group will lose the game.B Using both … and …, not only … but (also) …, either … or … and neither … nor …Step 1 Lead inFree talkT: Just now, we talked about “the V oice of China”. You’ve done a good job. What other programme does Wu Wei like?S: It’s “Dad, where are we going?”T: This programme is popular this year. I also like watching it.Step 2 Presentation1. Talk about “Dad, where are we going?”(1) The show is popular in China. The show is popular in other countries.The show is popular not only in China but also in other countries.The show is popular not only in China but in other countries.T: Who take part in the show?(2) Dads take part in the show. Their kids take part in the show.Not only Dads but also their kids take part in the show.Both dads and their kids take part in the show.(3) Feynman is five years old. Joe is five years old too.Not only Feynman but also Joe is five years old.Both Feynman and Joe are five years old.(4) Joe isn’t happy. Grace isn’t happy.Neither Joe nor Grace is happy.(5) The boy is so lovely. We call him Yang Yangyang. In fact, his name is Yang Wenchang.We can call him either Yang Yangyang or Yang Wenchang.(6) The two boys are wrestling. Either Joe or Feynman does better in wrestling. 2. DiscussionPlease read all these sentences by yourselves. Then discuss two questions: How should we use these conjunctions? How should we use the verb form?We use _________ to emphasize that something is true not just of one person, thing or situation but of another too.We use __________ to add another fact to something you have mentioned.We use __________ to mean one or the other, this or that, he or she, etc.We use __________ to mean not this one and the other, not this and not that, not he and not she etc.Step 3 Practice1. Finish B1 on Page 142. Finish B2 on Page 143. A competitionAmy made an interview in her class. Look at the form carefully, and try to get the information. Then, let’s have a competition in groups. Try to make as manysentences as possible with conjunctions we have learned. One of your group members should write them down. If your group gets the most sentences, you are the winner. For example: Nancy is both creative and curious.Step 4 ProductionT: All of you have done a good job! Let’s enjoy a poem together to relax.T: We all know that this poem is about my dream. Now it’s your turn to write about your dream or your school life. You can use this poem as a model.T: When we write, we can use conjunctions if necessary. Keep trying, and I think you can write something beautiful one day!V. Homework1. Interview two of your classmates about their personalities and future jobs;2. Write a short report about the interview. Try to use conjunctions.教学反思Unit 1 Know yourselfIntegrated skillsTeaching goalsKnowledge and skills:To get specific information from a listening material.Process and method:To talk about personalities.Emotion and attitude:To talk about animal signs.Important and difficult points1.To listen to the tape and get information about the radio programme.2. To learn about Chinese animal signs and personalities.Teaching proceduresStep1 Lead in1. Show the animal signs and English names.Rat horse ox sheep tiger monkey rabbit rooster dragon dog snake pig2. What do you think of monkeys? They are clever.3. New words lunar calendar animal sign represent appear fixed order cycle powerful lively practical loyalStep 2Listening1. Read A1, try to finish A2 with as much information as possible.2. Listen to the tape without writing.3. New words divide divide ...into... Shape4. Finish A35. Read A3.Speak up：We can read about them for fun.Step3 Presentation1. Is it true that people born under the same animal sign or star sign may have similar personalities? It may be true,but we shouldn’t believe in them. Let’s listen to a conversation between Millie and her neighbour Joe. Then answer these questions:1) What is Joe’s animal sign?2) What are people born in the year of the Tiger like?3) Whose animal sign is the sheep?4) What is Julie like?5) What does Millie think of the relationship between signs and personalities?2. Revise born brave in some ways that’s not the caseGentle believe inStep 4 Activities1. Practice in pairs.It is said that... It says that...I’m not sure... I agree/ disagreeI (don’t) think... That’s not the case.What about?2. Show their conversation.Step 5 Homework.Recite speak up.Blackboard Designappear in a fixed order every 12 yearsin all decide your personalitythe year of the Rabbit divide ... intoIt is you who shape your life and your future.People born under the same animal sign课堂检测动词填空1.You are the most suitable _______________(take) this job.2.—Where’s your brother?—He _________(do) an operation.3.What a creative artist! He ______________(impress) the whole country with the sculpture.4.We can’t afford ____________(fall) behind our classmate.5.You can go and play tennis only when your report ____________(finish).6.When I went to visit him yesterday, he ____________(read) a magazine about personalities.Homework1. Read A3 on page 16 and try to remember more information;2. Practice talking about animals and personalities with your partner;3. Write down your own ideas about what decides your personality.Teaching reflectionUnit 1 Know yourselfStudy skillsTeaching objectsKnowledge and skills:To get specific information of skimming.Process and method:How to skim.Emotion and attitude:To talk about skimming.Important and difficult points1. Learn to skim an article.2. Learn to skim an article.Teaching contentStep 1 Lead in1. Free talkT: Boys and girls, can you tell me what you often do when you are free?S: …T: We have a lot of things to do in our spare time. Do you want to know about my hobby? You can find it by finishing the saying: ______ are the stepping stones of human progress.S:Books.T: Yes. Books are the stepping stones of human progress. I spend much time reading books every day because I think reading brings us everything. Do you like reading books?S: Yes, of course.T: I’d like to tell you a piece of good news. Our school will set up a reading club. If you want to join the club, please answer three questions about the reading skills.Let’s do it together.Step 2 Presentation1. Understand the meaning of the skimming(1) T: Now, the first question is “What is skimming?” If you don’t know the answer,it doesn’t matter. I’ll help you.(2) Show the picture of “skim stones”, and talk about it.T: Look at the picture. What’s the young man doing?T: He is playing a game called “skim stones”. People try to throw a little stone onto the surface of the water, and make it float on the surface as far as possible before it sinks. And here “skim” means “漂过” or “略过”.(3) Make a choiceT: So, what does skimming mean while reading? Of the two idioms, which is more similar to “skimming”, “字斟句酌” or “浮光掠影”?T: I agree with you. “浮光掠影” is closer to skimming. What does “浮光掠影”mean in Chinese?T: So, when skimming, do we read fast or slowly? Do we expect to get the main idea or specific information?S: …T: Skimming means reading the text quickly to get the main idea. You can understand the word in this way: “s” stands for the speed of the reading;“m”means the main idea. I hope it will help you understand “skim” better.2. Learn how to skim when readingT: Since you have understood the meaning of “skimming”, let’s come to the second question: How to skim when reading? That is to say, how can we read fast and get the main idea at the same time?(1) Show the reading process of four people. Ask students to tell if they are skimming.(2) Discussion: In Which part of the text can we find the main idea quickly?(3) Draw the conclusion: When skimming, read the title, the main headings, the firstand last paragraphs, and the first sentence of each paragraph.3. Find the main idea of the article by skimmingT: You’ve done a good job. The last task is to find the main idea of an article by skimming in one minute. I’ll give you three questions to help you:(1) What is the article about?(2) Is it true that some aspects of your personality are formed by nature?(3) What can change your personality?T: As you have answered three questions correctly, you have the chance to be the member the reading club.Step 3 Practice1. A competitionT: Now, let’s have a competition. We will vote for the best readers in our class. Who can find the main ideas of the following articles in the shortest time will be the best readers in our class.2. T: We all know that reading is a good habit to all of us. Let’s share a saying aboutreading: Reading ten thousand books is like travelling ten thousand miles. In Chinese, we say “读万卷书，行万里路”. Actually, we have different ways of reading. Sometimes, skimming is useful. Sometimes, we need to get the specific information. Join the reading club, and more reading activities are waiting for you!课堂检测一、根据句意和所给汉英释义写出单词1. He ________________(分成)a cake into pieces and gave them out to his children.2. Jack enjoyed reading all kinds of books. These books ______________(塑造)his ideals about the world.3. Nora’s birthday is not in this year’s ______________(日历). Do you know why?4. It was nearly half an hour before the bus __________________(start to be seen) at the street corner.5. Linda is a _____________________(full of energy,very active)girl. We all like her.6. Our classes begin and finish at ______________(not changing) times.Homework1. Skim one or two articles to get main idea;2. Search the Internet to know more about reading skills.教学反思Unit 1 Know yourselfTask。

牛津译林版九年级英语上册 Unit 1 《Know yourself.》Lesson 5教学设计

牛津译林版九年级英语上册 Unit 1 《Know yourself.》Lesson 5教学设计一. 教材分析《Know yourself》是牛津译林版九年级英语上册Unit 1的一篇课文，主要讲述了如何了解自己，认识自己的优点和不足，并学会如何改进。

通过本课的学习，学生可以提高自我认知能力，培养良好的自我反思习惯，为今后的学习和人生规划奠定基础。

二. 学情分析九年级的学生已经具备了一定的英语基础，能够理解和运用一些基本的英语词汇和句型。

但部分学生对抽象概念的理解和自我认知能力的培养还不够成熟，需要教师的引导和启发。

此外，学生之间在学习动机、学习习惯等方面存在差异，教师应关注这些差异，因材施教。

三. 教学目标1.知识目标：学生能够掌握课文中的关键词汇和句型，理解课文大意。

2.能力目标：学生能够运用所学知识进行自我介绍，表达自己的优点和不足。

3.情感目标：学生通过课文学习，培养自我认知能力，增强自信心。

四. 教学重难点1.重点：课文理解、关键词汇和句型的掌握。

2.难点：抽象概念的理解、自我认知能力的培养。

五. 教学方法1.情境教学法：通过设定情境，让学生在实际语境中运用所学知识。

2.任务型教学法：通过完成任务，培养学生运用英语进行实际交流的能力。

3.启发式教学法：教师引导学生主动思考、提问，激发学生学习兴趣。

六. 教学准备1.教材：牛津译林版九年级英语上册。

2.课件：制作与课文内容相关的PPT课件。

3.教学资源：图片、视频等辅助教学材料。

4.课堂活动准备：小组讨论、角色扮演等。

七. 教学过程1.导入（5分钟）教师通过展示一张自己的照片，引导学生谈论自己的外貌特点，从而引出本课的主题“了解自己”。

2.呈现（10分钟）教师播放课文动画视频，让学生初步理解课文内容。

随后，教师引导学生跟读课文，注意语音语调的模仿。

3.操练（15分钟）教师将学生分成小组，每组选择一个角色扮演课文中的主人公。

各小组进行角色分配，并运用所学句型进行对话练习。

牛津译林版九上全册教案-unit1.doc

初三年级9B教案总课题9B Unit 1 Life on Mars总课时10第1课时课题Welcome to this unit课型New教学目标知识目标To learn some new words and expression_rs能力目标To think about life in the future.To discuss the advantages of a given situation 情感目标To love the nature and treasure our globe教学重点To learn some new words and expression_rs教学难点To discuss the advantages of a given situation 教学准备 A computer, notebooks and work sheets.课前预习Try reading the parts and search for some information about Mars online if possible.学情分析The students are sure to be interested in studying something about other planets, however, they may feel it difficult to learn some expression_rs in English.教学过程教学环节教师活动学生活动设计意图Step 1 Lead-inStep 2 PresentationStep 3 Presentation Say: What are life like now?What life will be like on theearth in the future ? What willpeople do in the future?Show some pictures :Review“robot ”, “helmets”,“pills” and complain MarsExplain the context of PartA .Daniel is thinking about whatit might be like to live on Mars.He is comparing life on earth towhat life might be like on Marsand whether Mars would be abetter or worse place to live.Check the students’ answers.Ask students to work in pairs tocomplete Part B .Ask one studentto read out the name of eachobject in turn. Then askListen to theteacher and tryto catch themain points.Learn some newwords.Listen andcatch the mainpoints.营造氛围，激发兴趣。

牛津译林版九年级上册Unit 1《Know yourself》(Grammar)教学设计

牛津译林版九年级上册Unit 1《Know yourself》（Grammar）教学设计一. 教材分析牛津译林版九年级上册Unit 1《Know yourself》主要介绍了一般现在时态的用法。

本节课通过三个部分的学习，让学生掌握一般现在时态的构成（主语+动词原形）、肯定句和否定句的结构，以及一般现在时态的常用句型。

教材内容贴近学生生活，易于激发学生的学习兴趣。

二. 学情分析九年级的学生已经掌握了基本的英语语法知识，对一般现在时态有一定的了解。

但部分学生对一般现在时态的运用还不够熟练，特别是在实际口语交流中。

因此，在教学过程中，需要关注学生的个体差异，有针对性地进行教学。

三. 教学目标1.知识目标：学生能够掌握一般现在时态的构成、肯定句和否定句的结构，以及一般现在时态的常用句型。

2.能力目标：学生能够在实际语境中正确运用一般现在时态，进行简单的交流。

3.情感目标：通过本节课的学习，学生能够增强自信心，更好地了解自己。

四. 教学重难点1.教学重点：一般现在时态的构成、肯定句和否定句的结构，以及一般现在时态的常用句型。

2.教学难点：一般现在时态在实际语境中的运用。

五. 教学方法1.任务型教学法：通过设置各种真实的任务，让学生在完成任务的过程中运用所学知识。

2.情境教学法：创设各种生活情境，让学生在实际语境中学习一般现在时态。

3.小组合作学习：鼓励学生分组讨论，互相交流，提高学生的参与度和合作能力。

六. 教学准备1.教学课件：制作课件，展示一般现在时态的用法。

2.练习题：准备一些练习题，用于巩固所学知识。

3.教学道具：准备一些图片、卡片等道具，辅助教学。

七. 教学过程1.导入（5分钟）利用图片、卡片等道具，引导学生谈论自己的兴趣爱好、家庭成员等，引出一般现在时态的概念。

2.呈现（10分钟）通过课件展示一般现在时态的构成（主语+动词原形）、肯定句和否定句的结构，以及一般现在时态的常用句型。

让学生进行观察、思考，理解一般现在时态的用法。

牛津译林版九年级英语上册Unit 1 Reading (I) 示范课教案

教学活动
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

英语九上牛津译林Unit1Starsigns教案(4)(Vocabulary)

英语九上牛津译林Unit 1 Star signs：教案（4）（V ocabulary）9A Unit1 V ocabularyTeaching Aims：1、知识目标(Knowledge)：（1）掌握有关形容词的反义词（2）句型：Mr Wu spend a lot of time explaining things to us2、能力目标(Ability)：掌握有关反义词的构词方法3、情感目标(Emotion)：激发学生学习英语的积极性Teaching steps：Step I：GreetingStep II：Lead—inComplete the following sentences:1.Tom is a active boy, but he used to be __________,he often alone.2.Jack is lazy, but you are __________,you’re often successful.3.Peter is often proud, but you are a ________ boy, you never show off.4.This problem is easy, but that one is very ________, I can’t work it out.Help the students find out that there is a pair of opposite adj. words in every sentence, and make them know that many adj. have their own opposite word.Step III：Check the homework.(《导学案》课前预习一)(unhappy, unhelpful, impatient, unkind, uncomfortable, ungrateful, slow, difficult, unnecessary, unfriendly, impossible, cheap, hard, impolite, unwelcome, cold, modest, strong, inactive, unable, dislike, disagree, dissimilar)Step IV：Work out the rulesHow to form the opp of some adjs?Step V：Finish Parts A and BStep VI：Language poins1．Some expressions 检查《导学案》预习作业三2．Mr Wu spends a lot of time explaining things to us.吴老师花很多时间向我们解释事情。

牛津译林版九年级英语上册Unit1教学设计

b.任务驱动：设计丰富的课堂活动，如小组讨论、角色扮演等，激发学生的学习兴趣，提高他们的参与度。
c.分层教学：关注学生个体差异，实施分层教学，使每个学生都能在原有基础上得到提高。
d.互动交流：鼓励学生积极参与课堂讨论，提高他们的口语表达能力，培养合作意识。
2.教学过程设计：
a.导入：通过趣味话题或图片引入新课，激发学生的学习兴趣。
（五）总结归纳
1.教师引导学生回顾本节课所学内容，总结一般现在时、一般过去时和一般将来时的用法。
2.学生分享：让学生用自己的话总结所学知识，并分享在学习过程中的收获。
3.教师总结：教师对本节课的重点内容进行总结，强调学生在实际语境中运用所学知识的重要性。
4.布置作业：教师布置与本节课相关的作业，如写一篇关于自己日常生活的短文，巩固所学知识。
（一）导入新课
1.教学活动设计：教师展示一组关于同学们假期活动的照片，引导学生关注图片中的活动内容，激发他们对本节课话题的兴趣。
2.教师提问：What did you do during the holiday?（你在假期里做了什么？）引导学生用英语分享自己的假期经历。
3.学生回答：学生尝试用一般过去时描述自己的假期活动，如：I went to the countryside and visited my grandparents.（我去了乡下看望我的祖父母。）
牛津译林版九年级英语上册Unit1教学设计
一、教学目标
（一）知识与技能
1.掌握本章节的核心词汇和重点短语，如：enjoy oneself, take part in, communicate with, make friends等，并能熟练运用这些词汇和短语进行日常交流。
2.学会使用一般现在时和一般过去时描述个人经历和兴趣爱好，以及一般将来时表达计划与愿望。