新9A_U1_教案.doc

2014-2015学年度第一学期初三英语教案课题9A Unit 1 Know yourselfComic strip and welcome to the unit课型1课时 新授教学目标1.掌握本课出现的重点语言点 2.学会用适当的语言描述人的性格特点3.学会简单谈论自己和他人的性格特点及喜欢或不喜欢的职业教材分析重点难点How to talk about personalities effectively教法学法communicative method, situational method辅助教学设备Multi-media and a computer.教学设计二次备课Step 1 Leading-inEncourage students talk about their personalities.1. Do you know yourself? 2. What are you like?Step 2 PracticeDo exercise A on page 7. Then check answers.Ask students to talk about their friends personalities.Step 3 ListeningListen to the tape and answer the following questions.1. What are they like?2. Can Paul make a good accountant? Why or why not?3. What does Sandys art teacher say about Sandy?Students play different roles and act the story out. Useful expressions: I am sometimes/always/often I like jobs. I do not like to do/doing Step 4 ListeningListen to the tape and answer some questions.1. What is Eddie like?2. What makes generous people feel good?3. What happens to Eddies breakfast in the end?4. Is Eddie willing to share his breakfast with Hobo?Step5 PerformanceWork in pairs and perform the dialogue.Step6 ExplanationThe teacher explains some difficult expressions to students.Step7 Homework作业设计1. Learn the language points by heart. 2. Finish off the exercises on the guide-learning paper.3. Preview Reading on Page 8.板书设计Unit1 Know yourselfPersonality: creative curious energetic modest organized patient教学反思2014-2015学年度第一学期初三英语教案课题9A Unit 1 Reading ()课型1课时 新授教学目标1、认识四位在各自工作领域表现杰出的人物2、掌握描述工作和性格的词汇3、提高学生的阅读技能教材分析重点难点How to talk about jobs and personalities with some new expressions.教法学法Audio-visual method, task-based method辅助教学设备Multi-media and a computer.教学设计二次备课Step 1 RevisionTalk about students own personalities and their likesAsk students to finish the formDescription of the personPersonality Suzy: keeps all her things in good orderorganizedMillie: does not get angry easilypatientDaniel: never shows offmodestSandy: often has exciting ideascreativeSimon: always plays football for hoursenergeticSamuel: often comes up with new ideascreativeBilly: likes asking questionscuriousStep 2 Leading-inWhat jobs do you know? How about your parents?Are they happy with their jobs?Step 3 SkimmingSkim the articles and answer the questions:How many people does the passage introduce?Who and what are they? Step 3 While-reading1. ScanningScan the passage and finish exercise B1.2. Careful-readingRead the text carefully and finish exercise B2.Answer the following questions: Para 1: Does Wu Wei like to talk? What has he won from the art community for his sculptures? Para 2: Is Su Ning active and energetic? What do you think is more suitable for her, an accountant or a manager? Para3: What is Liu Haos personality? Is Liu Haos personality suitable for his job? Para4: How long does Fang Yuan often do operations a day? Why do people in the town respect her?Step 4 Post-readingListen to the tape and read the text loudly. And finish exercise B3.Step5 ActivitiesWrite a short description of your personalities.Work in pairs and talk about each others jobs and personalities.Step6 Homework作业设计1. Retell and recite the short passages in Reading.2. Finish off the exercises on the guide-learning paper. 3. Revise the important phrases and sentences in Reading.板书设计PersonJobPersonality Wu Weiartistquiet, creativeSu Ningmanageractive, energetic, loves working with people, ready to take on new challenges any timeLiu Haoengineerserious, well organized, works to high standards, modest, easy to work withFang Yuandoctorkind, patient, careful, willing to work extra hours教学反思2014-2015学年度第一学期初三英语教案课题9A Unit 1 Reading ()课型1课时 新授教学目标1、理解和掌握Reading文中知识点2、掌握并运用描述工作和性格的语言技能3、培养学生学习先进、努力奋斗的精神教材分析重点难点How to master some difficult and useful expressions easily教法学法Explanation, communicative method, situational method 辅助教学设备Multi-media and a computer.教学设计二次备课Step 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connectwith/to 把和连接起来be conncted 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）cant affofd 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cant 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 oneself/ ones 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 Homework作业设计1. Recite some important sentences.2. Finish off the exercises on the guide-learning paper.板书设计Some phrases教学反思2014-2015学年度第一学期初三英语教案课题9A Unit 1 Grammar 课型1课时 新授教学目标1、 学会使用并列连词and, but, or和so ；2 、学会使用并列连词bothand, not onlybut also, eitheror和neithernor教材分析重点难点How to make students use them correctly教法学法Situational method, communicative method辅助教学设备A computer，some objects or pictures.教学设计二次备课Step 1 PresentationPresent some sentences including and, 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 PresentationPresent some sentences including bothand, not onlybut also, eitheror, neithernor.Step5 ConclusionHelp students conclude the usage of these conjunctions. bothand: used to emphasize that something is true not just of one person, thing or situation, but of another too. not onlybut also: used to add another fact to something you have mentioned eitheror: used to mean one or the other, this or that, he or she, etc. neithernor: used to mean not this one and not the other, not this and not that, not he and not she, etc. Step 6 PracticeDo exercise B on page 14 and check answers.Step 7 Explanationaccept others 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both and 连接两个主语时，谓语动词用复数形式not only but (also ) 不但而且 （就近原则）do the washes 洗碗，洗餐具Step8 Homework作业设计1. Finish off the exercises on the guide-learning paper. 2. Preview Integrated skills.板书设计and, but, or, sobothand, not onlybut also, eitheror, neithernor教学反思2014-2015学年度第一学期初三英语教案课题9A Unit 1 Know yourself Integrated skills 课型1课时 新授教学目标1、听取细节，提炼信息；2、从书面和口语形式中了解生肖、星座与性格的关系；3、学会谈论一个人的性格。教材分析重点难点Identify key phrases to determine precise meanings of different situations教法学法Task-based method, practice method, situational method 辅助教学设备A tape-recorder, a computer.教学设计二次备课Step1 Lead-in1. Present the picture of Chinese animal signs in Part A, Page 15 and ask the students: “What can you see in the picture?”2. Encourage the students say something about these animals personalities.3. Present and teach new words and phrases: lunar calendar, animal sign, represent, appear, fixed order, cycle, powerful, lively, practical, loyal.Step2 Finish Part A2Get the students to finish Part A2, Page 15. Tell the students that Millie is listening to a radio programme about animal signs, star signs and personalities. Looking at table in Part A1 and help Millie to complete her notes. Ask the students to check the answers for each other. Then get the students to read the sentence out one by one.Step3 Finish the exercises in Part A3Get the students to finish the exercises in Part A3. And then check the answers. Let three students read the article, and then students read them together.Speak upStep1 Close the books and listen to the tape. 1. Ask students to repeat the sentences as they hear them.2. Listen and answer some questions What is Jeos animal sign? What are people born in the Year of the Tiger like? Whose animal sign is the Sheep? What is Julie like? What does Millie think of the relationship between animal signs and personalities?Step2 Ask students to practice the conversation in pairs and then change roles.Language pointsHelp the students revise the words: born, brave, in some ways, thats not the case, gentle, believe inStep4 Homework作业设计1. Recite the word, phrases and expressions the students learned today. 2. Finish off the exercises on the guide-learning paper. 3. Preview Study skills on Page 17.板书设计Useful expressions:It is said that It says thatIm (not) sure. I agree/ disagreeI (dont ) think Thats not the case.What about?教学反思2014-2015学年度第一学期初三英语教案课题9A Unit 1 Know yourselfStudy skills课型1课时 新授教学目标1.让学生了解略读法 2.学会略读一篇文章，找到所需信息。教材分析重点难点How to read the text quickly to get the main idea.教法学法Task-based method, communicative method, practice method 辅助教学设备Multi-media and a computer.教学设计二次备课Step1 Lead-in1. Ask the students “Do you read newspapers and magazines in your spare time? How do you get the information from them? Do you read every character or word?”2. Explain: Skimming means reading the text quickly to get the main idea.Step2 PresentationTell the students that when skimming, read the title, the main headings, the first and last paragraphs, and the first sentence of each paragraph. This will give you a good idea of what the text is about.Say “Millie has found and article in a magazine. Skim the article to find the main idea. Use the questions to help you.”Step3 PracticeAsk the students to find the information according to the key words in the three questions. Let them find the answers as soon as possible.Ask the students to read the article together.Encourage the students to retell the article according to the answers to the three questions.Step 4 Homework作业设计1.Revise what they have learnt.2.Finish the exercises in WB.板书设计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?教学反思2014-2015学年度第一学期初三英语教案课题9A Unit 1 Know yourselfTask课型1课时 新授教学目标1、学会组织观点并用事例支撑观点。2、学会描叙某人的性格和能力。3、完成一封推荐信。教材分析重点难点Generate and organize ideas about how to write a formal letter. 教法学法Task-based method, communicative method, situational method 辅助教学设备Multi-media and a computer.教学设计二次备课Step1 Lead-inTell the students how to write a formal recommendation letter. Pay attention to the following:Its a formal letter. So we must use a formal language. Please turn to page 16 and review Formal and informal language. We should not use informal greetings such as Hi.We should not use informal endings such as Cheers. .A formal recommendation letter includes the following Address Heading- Date greetingsA recommendation letter Purpose Main body- Reasons Conclusion Closing SignatureLook at page 18.Step2 Tell the students to make a flow chart to organize their ideas. Main body is the most important part in a letter, “reasons” is the most important part in main body. Look at the flow chart.Five strongest characteristics:1. confident A thinks he can do anything if he trie