9aunit1 grammar1.doc

9AUnit 1Know yourself 第4 课时Grammar I一教学目标：1.能够用and, but, or和so等连词把观点连接在一起。2.能够掌握在什么情况下用以上连接词。3.掌握一些单词和短语。二教学内容：1.复习在Reading中已学过的含有and, but, or和so等连词的句子。2.学习用and, but, or和so等连词把观点连接在一起并能够掌握在什么情况下用以上连接词。3.完成书上的练习。三教学难点：1.学习用and, but, or和so等连词把观点连接在一起并能够掌握在什么情况下用以上连接词。2.一些语言点的学习。四教学工具：多媒体五教学过程Step1 Warm-upAsk studentsto revise the sentences learned in Part reading and write simple sentences on the blackboard. Then try to connect simple sentences by using and, but, or和so等连词 . Then read the content in the book.Step2.Do the exercises in the book .1.Ss work out the answers2.Check the answers together3.Read the answers togetherStep3. 语法规律总结英语中的连词是连接单词、短语或句子的词，不能单独作句子成分。并列连词and, but, or和so等的用法如下：词条含义用法例句and和，又，而且表示并列关系Look! They are talking and laughing happily.but但是表示转折关系He is young, but he plays the piano well.or或者表示选择关系The children can go with us, or they can stay at home.so因此，所以表示因果关系My room is dirty ,so I clean it.注意：（1）表示“和”时，and 通常用于肯定句中，而or 用于否定句或疑问句中。但在否定句中，如果所连接的两部分都有否定词，那么用and 而不用or。The zoo is very big and beautiful.I dont like bread ,rice or porridge.There is no water and no air here. （2）although 和but, because 和so 不能同时出现在一个句子里，只能用其中之一。Though it was very late, they sill went on working.It was very late ,but they sill went on working. Step 4. Language points:(1) Sometimes she is impatient. 有时她不耐烦。be impatient with 对 不耐烦常见的否定前缀：in-, im-, un-, dis-(2) think twice 三思而行think twice about sth Id think twice about this.关于这事我要再三思一下。(3) Judy never gets angry with others. 朱迪从不生别人的气get angry with sth 生某人的气Dont get/be angry with him. He is always so lazy. Step 5. Homework:1.Review the contents theyve learned today.2.Finish the exercises.3.Preview Grammar II.教学反思：9AUnit 1Know yourself 第5 课时Grammar II主备人：华明艳 审核人：江艳课型：新授 备课时间：2014-8-16 一教学目标：1.理解并列连词bothand, not only but (also) , either or, 和neither nor的汉语意思 2.能够掌握并运用以上并列连词。3.掌握一些单词和短语。二教学内容：1.复习在Reading中已学过的含有并列连词bothand, not only but (also) , either or, 和neither nor 的句子。2.能够掌握并运用以上并列连词。3.完成书上的练习。三教学难点：1. .能够掌握并运用并列连词bothand, not only but (also) , either or, 和neither nor 2.一些语言点的学习。四教学工具：多媒体五教学过程Step1 Warm-upAsk studentsto revise the sentences learned in Part reading and write the sentences on the blackboard. Then read the content in the book.Step2.Do the exercises in the book .1.Ss work out the answers2.Check the answers together3.Read the answers togetherStep3. 语法规律总结: 并列连词bothand, not only but (also) , either or, 和neither nor 词条含义例句bothand既又; 和(两者)都Both Jim and his parents like to watch football matches.not onlybut(also)不但而且Not only your parents but (also) I am proud of you.eitheror或者或者; 要么要么Either you or I am going there tomorrow.neithernor既不也不Neither John nor I received the invitation. 注意：not only but (also) , either or, 和neither nor 连接两个并列主语时，谓语动词的形式要与最近的主语在人称和数上保持一致，即遵循“就近原则”。Step 4. Language points:(1) Both my mum and my grandma are good at coking. 我妈妈和我奶奶都擅长烹饪。be good at 擅长，在方面做得好 do well in 在方面做得好 be weak in 不擅长，在方面做得不好 (2)Either my mum or my dad does the dishes after lunch.或者我妈妈或者我爸爸在午饭后洗碗。do the dishes 洗碗 Step 5. Homework:1.Review the contents theyve learned today.2.Finish the exercises.3.Preview Integrated skills教学反思：9AUnit 1Know yourself第5 课时Integrated skills and Study skills主备人：华明艳 审核人：江艳课型：新授 备课时间：2014-8-17 一教学目标：1.能够在书面和口语形式中理解生肖和星座。2.能够从阅读和听力材料中加深了解有关信息，然后再弄清事实。3.掌握一些单词和短语。二教学内容：1.学习12个生肖，按顺序记住它们，以及每种动物的性格特点。2.听听力完成A2部分。3.在听一遍听力材料完成A3部分。4.学习Speak up ,我们可以仅为了娱乐读它们。5.略读的含义，何时需要略读，如何略读等。三教学难点：1.通过听力材料获取相关信息。2.一些语言点的学习。3.用本单元所学内容来谈论一个人的性格。四教学工具：多媒体，录音机五教学过程Step1：Learn the 12 animals and then remember them in order.Step2：Read the radio programme in A2 and then try to fill in A2 after listening. Then check the answers together.Step3：Read the radio programme in A3. Then listen to the radio programme again and then fill in A3. Then check the answers together. Explain the language points in A2 and A3.Step4:Learn Speak up 1. Let students read Part Speak up2. Read the conversation in pairs.3.Act out the conversation.4.Explain the language points. Step5:Learn Study skills Step6: Language points1. Each of them represents a lunar year.其中的每一种动物代表一个农历年份。represent为动词，意为“代表，象征”.He represented his family in the meeting. 他代表家人出席了会议。stand for 与represent 的区别stand for 意为“代表；象征；意味着”，多指抽象物体，是指用字母、数字或符号来表示一个单词、名字或是某个概念的缩写形式。What does EU stand for ? EU代表什么？Represent 多用来指“代表（某人或某团体）”多指实体代表。Mr Green was chosen to represent the company at the meeting.格林先生被选为公司代表出席会议。2depend on 依赖，依靠，取决于You cannot depend on your parents forever. 你不能永远依赖你的父母。depend on 还可以表示“视.而定；取决于”,不能用于进行时态，也没有被动语态。The time of holding the sports meeting depends on the weather.举行运动会的时间视天气而定。2. In Western countries ,a year is divided into a cycle of 12 star signs.在西方国家，一年被划分为12个星座的循环。divide into 表示“把分成”Please divide the apple into four pieces. 请把这个苹果分成四块。Their class is divided into six groups. 他们班被分成六个小组。3. It is you who shape your life and your future.是你塑造你的生活和你的未来。强调句：本句式强调句型。其结构为:“It is /was +被强调部分+who/that”,用来突出强调句子的某一成分，it没有实际意义，只是引出被强调的成分。如果被强调的成分是表示人的词，且为句子的主语时，用who或that 都可以；被强调的部分如果是其他成分，则用that.It was in front of the bank that the granny was robbed.那个老奶奶是在银行前面被抢劫的。It is my father who cooks every day. 每天都是我爸爸做饭。注意：被强调的成分若是主语who/that之后的谓语动词应该在人称和数上与原句中的主语保持一致。4.I think we can read about these for fun ,but we shouldnt believe in them.我认为我们可以为了娱乐来读这些，但不应该相信它们。believe in 是固定短语，意为“相信，信任”。Jim is an honest man and we believe in him. 吉姆是一个诚实的人，我们信任他。注：believe 与believe in 的区别believe 表示相信某人说的话是真的或相信某事会发生（或已经发生） Do you believe what he said ?你相信他说的话吗?believe in 表示信赖某人或信仰某事物，相信其存在或价值，其后常接真理，宗教一类的词，接sb作宾语则信任某人。 We do not believe in ghosts.我们不信鬼神。I believe in him 我相信他。Step 7. Homework:1.Review the contents theyve learned today.2.Finish the exercises.教学反思:9AUnit 1Know yourself 第6课时Task主备人：华明艳 审核人：江艳课型：新授 备课时间：2014-8-17 一教学目标：1.能够组织观点并用例子证明其合理性。2.能够用正确的格式写一封正式信函。3.能够提交一封推荐信。4.掌握一些单词和短语。二教学内容：1.学习重要的短语和句型。2.在写作之前构建写作提纲。3.当堂分组合作提交一封推荐信。三教学难点：1.学会在写作之前构建写作提纲。2.结合本单元所学句型融会贯通到写作之中。3. .当堂分组合作，并对习作修改，提交一封推荐信。四教学工具：多媒体，教学卡片五教学过程Step1：Read the spidergram freely .Step2：Learn the useful expressions together. Step3：(1)fill in PartB according to A(2)check the answers together.(3)read PartB in different groups. Step4：.当堂分组合作，并对习作修改，提交一封推荐信。Step5：Language points1.He is not afraid of making a speech in front of many people. 他不害怕在众人面前演讲。make a speech（可数名词） 做演讲2.He will help us with our lessons if we are absent from school. 如果我们缺课了，他会帮助我们补习功课。be absent from 缺席He was absent from the meeting.他缺席了那次会议。3.We are writing to recommend David as our new monitor.我们给您写信推荐戴维当我们的新班长。recommend .as. 推荐.作为We all recommend Li Ming as our monitor. 我们都推荐李明作为我们的班长。4.We hope that you agree with us. 我们希望你能同意我们（的意见）agree with sb 同意某人（的看法） agree to do sth Step 6. Homework:写一篇关于某人性格和技能的文章。教学反思：1.Presentnewvocabularyabout peoples personalities. Ask more able students to describe themselvesusing these adjectives.2. Ask students to do PartAon their own and check their answers with their partners. If students have different answers, ask them to discuss the answers.For weaker classes, write a list of characteristics on the board for students reference3. Read this part carefully and more familiar with this part.4.Read Part B and try to talk about Millles and her friends the jobs they like and dislike.5.Ask students to use the conversation as a model to talk about themselves.6.Language points(1)Eddie, heres an interesting article about personality.埃笛，这里有一篇有趣的文章，关于个性的。这是一个倒装句，主语为an interesting article about personality。在here/there 引导的句子中，句子常用倒装语序，结构为“Here/There+谓语+主语。”Here comes the bus!公共汽车来了！（名词作主语，句子倒装。）(2)Itmakes them feel good to share things with others.与别人分享东西让他们感觉很好。share sth.With sb. 与某人分享某事；与某人共用某物。(3)Hobo, youve eaten up my breakfast! Hobo，你吃光了我的早餐！ eat up 吃完；吃光 eg, She made a cake and eat it up. 她做了个蛋糕，把它吃了个精光。(4)She keeps all her thingsin good order.她将她所有的东西都放得井井有条。 keepin good order. 使。保持井然有序 order 名 词，意为“顺序”。(5)Daniel is very clever, but he is modest and never shows off.丹尼尔非常聪明，但是他谦虚，从不炫耀。show off 炫耀He never shows off his success.他从不炫耀他的成功。(6)He often comes up with new ideas. 他经常提出新的想法。 come up with意为“想出（主意等）”，不能用于被动语态。 She can come up with a good idea. 她能想出一个好主意。(7)Neither my parents nor I think I can make a good accountant.我父母和我自己都认为我不能成为一个好会计。neithernor意为“既不。也不”连接两个并列主语时，谓语动词的数要与临近它的主语一致。Neither I nor he knows it. 我和他都不知道此事。(8)Its terrible for me to work without speaking all day long.让我不说话工作一整天太糟糕了。all day long 意为“整整一天”。Tom plays computer games all day long.汤姆一整天都在玩电脑游戏。Homework:1.Review the contents theyve learned today.2.Finish the exx.3.Preview Reading.教学反思：第2课时 ReadingA(P1-P2) 课型：新授主备人：江艳 备课时间：2014-8-14 审核人：江艳一教学目标：1.To recognize and understand vocabulary about characteristics.2.To use adjectivesto describe someones characteristics.3.To develop the students abilities of listening, speaking, reading and writing.4. To learn to use new words and expressions.二教学内容：词汇：born(天生的), praise（赞扬，表扬）, general（总的，普遍的，首席的）, race（竞赛，赛跑）, lead（领先地位，榜样）短语：eitheror(不是。就是，或者。或者), take the lead（处于领先地位）, fall behind（落后）句型：You either take the lead or fall behind. 你要么领先，要么落后。三教学重难点： To introducetheinformation aboutWu Wei and Su Ningby themselves.Touse new words and phrases correctly.四教学工具： 教学图片，录音机，多媒体等五教学过程:Step 1.Warm-up1.Revise thewords and expressionsin Period 1 , ask the Ss to say out fluently.2.Ask the new words used inReading, check the Ss if they have previewed before this class, such as:Step 2 Presentation1.Brainstorm the vocabulary that is used to describe peoples characteristics. Encourage students to explain each word to their classmates.2.Finish part B1(1-3)and check the answers.Step3.Reading1. Read the passage aloud to students(P1,P2). Ask them to listen carefully to you and follow the text2. Ask one student at a time to read a paragraph. After each paragraph, ask students to say which part of the text they do not understand. Lessable students may findsomethingdifficult. If so, do not force them to learn them by heart because they are only used here to arouse students interest. It is more important for them to learn the adjectives that describe peoples characteristics. This will enable them to complete the Main Task at the end of the unit.3. Ask some questions to check understanding.(1)What is Wu Wei?(2)What is his characteristic?(3)Whatwas Su Ning five years ago?(4) what charactersdoes Su Ninghave?(5) whatis Su Ning now?4.Read again, then finish the exercises inB2(1-4).Step 4 ListeningAfter the Ss have known sth about the text, play the tape for the Ss to listen, let them try to understand it.Step 5. Language points:1.“Wu Wei is a born artist,”said his best friend.“吴伟是个天生的艺术家，”他最好的朋友说。born 形容词，意为“天生的”，通常用于名词前作定语。eg,He is aborn actor.2.Wu Wei, the young artist, has impressed the whole country with his creative work.吴伟是位年轻的艺术家，他具有创造性的作品给整个国家的人留下了印象。impress 及物动词，意为“给。留下印象”。His honesty impressed me. 他的诚实给我留下了印象。impress sb with sth./ sb be impressed by sth. 某物给某人留下印象。Tom impressed me with his sense of humour. 汤姆的幽默感给我留下了深刻地印象。3.His sculptures for Sunshine Town Square have won high praise from the art community. 他为阳光镇广场做的雕塑赢得了艺术社团很高的赞扬。 praise 不可数名词，意为“赞扬；表扬”。You should give him plenty of praise.你应该多多表扬他。4.I want to share the best art with people, so Im always searching for something better or different.我想跟人们分享最好的艺术，因此我总是在探索最好的或者不同的东西。search for 意为“搜寻”，相当于look for。The police are searching for that man.警察正在搜寻那个人。5.“This in itself is great fun,”he said. “。这本身就非常有趣，”他说。fun 名词，意为“乐趣，有趣的事”My grandpa learns to play cards just for fun. 我爷爷学打牌只是为了消遣。6.That makes me unhappy. 这让我很不开心。make me unhappy是 make sb./sth+ 形容词的结构，意为“使某人/某物怎么样”，形容词作宾语补足语。make 是使役动词，意为“使，使得”。7.Youeither take the lead or fall behind. 你要么领先，要么落后。 eitheror意为“不是。就是， 或者。或者。”，用来连接两个并例成分。当连接两个并列主语时，谓语动词的数要与临近它的主语保持一致，即遵守“就近原则”。Either you or he is wrong. 不是你错就是他错。 take the lead 意为“处于领先地位”。If you work hard, you will take the lead. 如果你努力工作，你就会处于领先地位。fall behind 意为“落后”John runs slowly and falls behind the others. 约翰跑的很慢，落在了别人的后面。8.“Im ready to takeon new challenges any time,”she said.“我时刻准备着接受新的挑战，”她说。 be ready to do sth. 意为“准备好做某事”He is always ready to help us. 他总是愿意帮助我们。take on 意为“接受（工作）；承担（责任）”You should take on more work. 你应该承担更多的工作。Homework:1.Master useful phrases and sentenses.2.Finish the Exx.教学反思：第3课时Reading (p3-p4) 课型：新授主备人：江艳 备课时间：2014-8-14 审核人：江艳一教学目标：1.To recognize and understand vocabulary about characteristics.2. To use adjectives to describe someones characteristics.3. To develop the students abilities of listening, speaking, reading and writing.4. To learn to use new words and expressions.二教学内容：词汇：high-speed(高速的), connect（连接）, miss（错误，过失）, attention（注意，专心）, standard（标准）, pioneer（先锋，开拓者）, carelessness（粗心）短语：connect to/ with(与。相连，连接), as good as（和。几乎一样，简直是）, pay attention to（注意）句型：As a doctor, you cant be too careful.作为一名医生，再怎么仔细也不为过。三教学重难点： To introducetheinformation aboutLiu HaoandFang Yuanby themselves.Touse new words and phrases correctly.四教学工具： 教学图片，录音机，多媒体等五教学过程:Step1.Revision1.Beforelearning P3P4, revisenew words and phrases in P1P2. Ask students tohave a dictation.2.Ask students to describe their parentscharacter and work.3.Ask less able students to work in pairs. Tell them to skip the ones they are not sure about and do the easier ones first.Step 2 Presentation1. Review key vocabulary learnt in the reading passage. Ask more able students to describe their partners using these adjectives.2. Ask students to dopart B1(4-5)on their own and check their answers with their partners. Ask students to refer to the reading passage.If students have different answers, ask them to discuss the answers.3.Brainstorm the vocabulary thatwill appear in P3P4. Encourage students to explain each word to their classmates.Step3.Reading1. Read the passage aloud to students(P3P4). Ask them to listen carefully to you and follow the text2. Ask one student at a time to read a paragraph. After each paragraph, ask students to say which part of the text they do not understand. Lessable students may findsomethingdifficult. If so, do not force them to learn them by heart because they are only used here to arouse students interest. It is more important for them to learn theuseful words and expressionsthat describe peoples characteristics. This will enable them to complete the Main Task at the end of the unit.3. Ask some questions to check understanding. 1.What is Liu Hao? 2.What do you know about Liu Hao? 3.What is Fang Yuan? 4.What is her charater? 5.How long does she often work a day? 6.What do people in the town think of Fang Yuan?4.Read again, then finish the exercises inB2(5-8).Step 4 ListeningAfter the Ss have known sth about the text, play the tape for the Ss to listen, let them try to understand it.Step 5. Language points:1.Liu Hao is the chief engineer of the high-speed railway connecting Sunshine Town to Tian Jing.刘浩是连接阳光镇和天津的高铁总工程师。注：connecting Sunshine Town to Tian Jing 是现在分词作后置定语，修饰high-speed railway。 connect sth.To/ with意为“把某物与。相连，连接”，其被动形式为 be connected to/with2. To us, a miss is as good as a mile.对我们来说，失之毫厘，谬以千里。 a miss is as good as a mile 意为“失之毫厘，谬以千里”miss 为名词，意为“错误，过失”3.“We cant afford to make any mistakes,”said Mr Liu. “。我们承担不起任何错误所造成的后果，”刘先生说。afford 动词，意为“支付得起”。Can we afford a new car? 我们买得起一辆新车吗？Afford to do sth. 有足够的钱做某事We cant afford to go abroad this s