unit 1《star signs》教案2（牛津英语九年级上）doc-初中英语

1、 永久免费在线组卷 课件教案下载 无需注册和点数PAGE 永久免费在线组卷 课件教案下载 无需注册和点数Unit 1 Star signsLanguage functions and focus1. Use It is + adjective + of . + (not) to-infinitive to express opinions about a persons actions, e.g., It is kind of Sandy to help me with my work.2. Use the verb to be + adjective + enough + to-infini

2、tive to describe a persons characteristics and abilities, e.g., I am patient enough to wait for two hours.3. Learn different parts of a sentence4. Distinguish different parts of a sentence5. Use vocabulary to talk about characteristics, e.g., Billy has all kinds of different ideas. He is imaginative

3、.Language skillsListening1. Listen for mistakes and write the correct words2. Identify specific points about events and advice for the month aheadSpeaking 1. Describe peoples characteristics 2. Discuss which students have suitable characteristics to be the chairperson of the Students Union 3. Presen

4、t a recommendation to the class Reading 1. Identify different characteristics using information about star signs Writing 1. Organize ideas about characteristics 2.Write a letter of recommendation based on characteristics 3. Use a formal writing styleStudy skills1. Identify different levels of formal

5、ity when writing and speaking English2. Identify inappropriate levels of formality 第 1 课时Unit openingWarm-up activityShow students pictures of famous people, perhaps cut out of a magazine or a newspaper. Ask them to describe the famous peoples characteristics. This can be done orally, with students

6、encouraged to shout out answers, or by writing the characteristics on a sheet of paper. For weaker classes, help students by writing a list of characteristics on the board, which they can then choose from.Welcome to the unitObjectives1. To identify the symbols that represent the star signs2. To lear

7、n the names of the symbols that represent the star signsTeaching procedures1. Ask students what animal they are in the Chinese horoscope. Ask them to describe the characteristics of that animal. For weaker classes, you can write the English names of the Chinese star signs on the board, i.e., 子 丑 寅 卯

8、 辰 巳(s) 午 未 申 酉(yu) 戌(x) 亥(hi) Rat (鼠) Ox (牛) Tiger (虎) Rabbit (兔) Dragon (龙) Snake (蛇) Horse (马) Goat (羊) Monkey (猴) Rooster (鸡) Dog (狗) Pig (猪)For stronger classes, encourage students to say the names unprompted.2. Explain that Western countries use a different system of star signs. Explain that t

9、he Western star sign system is based on the month you were born in, rather than the year you were born in. 3. Explain to students that each picture in Part A represents a star sign. Ask them to complete Part A, then discuss the answers as a class. Students who have made mistakes in this section will

10、 benefit from correcting their answers before proceeding to the Reading section.4. Ask students to complete Part B. Explain that there are 12 star signs in totalthose in Part A and those in Part B. Each star sign represents a period of time in a year.5. Ask students whether they know what their star

11、 sign is. Encourage them to say the name of their star sign aloud.6. Homework.Copy the new words.Finish off the Workbook exercises. 第 2 课时Reading(The new words)Objectives1. To understand what star signs are and what they represent2. To recognize and understand vocabulary about characteristics3. To u

12、se adjectives to describe someones characteristicsThe new words of Pages 4 and 5. 1. divide Lets divide ourselves into several groups. 我们分成几个小组吧2. similar adj.相像的，相似的；近似的My new dress is similar to the one you have.我的新衣服和你的那件相似。All big cities are quite similar.所有的大城市差不多大同小异。3. energetic adj.精力旺盛的；有力的

13、He is an energetic boy; he enjoys sports.他是一个精力充沛的孩子，他喜欢运动。The more the young students worked, the more energetic they became.这些年青学生们越干越有劲。4. active He is an active member of the club.他是俱乐部的积极分子。take an active part in积极参加工作5. patient adj.忍耐的；容忍的 Be patient! 耐心点儿!I know your leg hurts, just be patien

14、t until the doctor arrives. 我知道你的腿伤了，耐心点等医生来。patient n. 病人；患者 The doctor visited his patients in hospital.医生在医院里看视他的病人。6. save vt., vi.（常与from连用）抢救， 挽救，拯救I saved the animals from the flood. 我把动物从洪水中救出来。The young man saved the little girl from the fire.年青人从大火中救出了小女孩。（常与up连用）储存，储蓄，贮蓄If you save now, y

15、ou will be able to buy a car soon.如果你现在存钱的话，你不久就能买小汽车了。节省；省下We should save oil, or else there wont be any left in the world.我们应该节约用油，否则世界上就不会有油留下了。计保存7. cook vt., vi.烹调；煮；烧（饭、菜）I havent cooked the dinner.我还没做饭呢。cooking n. 烹饪8. attention n.注意；专心to pay attention to me注意我Attention please, fellows!伙计们,请

16、注意!关注 Please give it your attention.请对此多加关注。9. peace War started again after eight years of peace.八年的和平之后，战争又开始了。10. argue 争论；争吵 He argued with Mary about the best place for a holiday. 他和玛丽争论度假的最好地方。11. energy Young people usually have more energy than the old. 年轻人通常比老年人有活力。12. forgive Ill never for

17、give you. 我永远不原谅你。Please forgive me - I didnt mean to be rude.请原谅我，我不是有意无礼的。13. fault n.过失，过错 Who broke the cup? Its my fault, I dropped it. 谁把杯子摔了？这是我的过错，我摔的。14. sense 感觉；知觉；感知 He has a good sense of smell. 他的嗅觉很灵敏。15. without I cant do it without your help.没有你的帮助，我不能做这件事。He went away without sayin

18、g a word.他一句话也没说就离开了。16. dream n. 梦; 梦想；想往的事 a frightening dream一个可怕的梦To spend holidays by the sea was his dream. 在海滨度假是他想往的事。vt., vi. dreamed 或 dreamt, dreaming 做梦；梦见I dreamt about my teacher last night. 昨天夜里我梦见我的老师了。HomeworkCopy the new words. 第 3 课时Reading(Part A)Part A1. Brainstorm the vocabular

19、y that is used to describe peoples characteristics. Encourage students to explain each word to their classmates. For weaker classes, write the following words on the board and ask students to say the Chinese meaning of each word: clever, fun, helpful, lazy, polite, honest, dishonest, friendly.2. Rea

20、d the passage aloud to students. Ask them to listen carefully to you and follow the text on pages 4 and 5.3. Ask one student at a time to read a paragraph. After each paragraph, ask students to say which parts of the text they do not understand. Less able students may find some of the names of the s

21、tar signs difficult. 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.4. Ask

22、 some questions to check understanding e.g.1 Is Aries lazy? (No. Aries is energetic and active.)2 Which star sign likes saving money? (Cancer.)3 Does Sagittarius like jokes? (Yes. Sagittarius has a good sense of humour.)4 Which star sign has the best imagination? (Pisces. Pisces is creative and imag

23、inative. Pisces likes to dream.)5 If your birthday is on 30th September, what is your star sign? (Libra.)Notes: 1. Aries (21st 20th Apr)白羊座 Taurus(21st 21st May)金牛座 Gemini(22nd May-21st Jun)双子座 Cancer(22nd-22nd Jul)巨蟹座Leo(23rd 22nd Aug)狮子座 Virgo(23rd 22nd Sept)处女座Libra(23rd 22nd Oct) 天秤座 Scorpio(23r

24、d 21st Nov)天蝎座Sagittarius( 22nd 20th Dec)射手座 Capricorn(21st 20th Jan) 摩羯座Aquarius(21st 19th Feb)水瓶座 Pisces(20th 20th Mar) 双鱼座2. give up sth. / give up doing sth. He is a man who never give up. Dont give up studying English, its very important.3. take care of =look after 照看，照顾4. argue with sb. He arg

25、ued with Mary about the best place for a holiday.他和玛丽争论度假的最好地方。5. Its + adj. + of + sb. to do sth. Its nice of you to help me. Its silly of you not to forgive others for their faults. 6. Youre businesslike and are often successful. 你办事有效率且经常能成功。businesslike adj.有条理的, 有效率的7. You are good at making or

26、 planning things.be good at sth. / doing sth. Liu Xiang is good at running. be good at = do well in 擅长做某事 be weak in 在某方面不擅长be good for “对有益” be bad for“对有害”Homework: Review the passage. 第 4 课时Reading(Parts B, C and D)Revision 1. Call some students to read the passage.2. Exx.Everyone should take an

27、active part in all kinds of activities in school. (积极参加)Please pay attention to the man outside the gate.(注意)You should be _ to be the first. (A. enough confident B. confident enough)I couldnt succeed _ your help. (A. with B. without C. in D. from)The new words1. equally adv.相等地, 平等地, 公平地 Divide it

28、equally. 平均分配这个。Teachers treat their students equally. 老师平等地对待学生。2. Probably adv. 很可能；大 概；或许It will probably rain.天很可能要下雨了。3. should （表示可能之事）可 能It should be fine tomorrow.明天可能天晴。I should have bought it if I had enough money.如果当时我有足够的钱，我会把它买下来的。（表示责任或义务）必须，应该 Children should obey their parents.儿童应该服从

29、他们的父母。4. match n. 火柴, 比赛, 竞赛 a football match足球比赛v.相配, 匹配 These shoes do not match. One is large and the other is small. 5. unfair adj.不公平的，反义词为fair6. explain 说明；解释 Explain what this word means.解释词的含义。Can you explain why you were late?你能解释一下你为什么迟到吗？Part B1. Before doing Part B, review adjectives use

30、d to describe characteristics. Ask students to describe their classmates. For weaker classes, ask students to give names and adjectives only. For stronger classes, encourage students to use full sentences, e.g., T: Who is patient in this class? S1: John is patient. T: Who is energetic in this class?

31、 S1: Sarah is energetic.2. 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. Check answers as a class.Part C1. Tell students to work in pairs to complete Part C1. When students have completed all the answers, ask them to raise t

32、heir hands. The first pair to complete the exercise correctly is the winner.2. After students have finished, give the correct answer to each question. Highlight where students can find the answers in the passage. This will help them when correcting their own mistakes and provide them with a better u

33、nderstanding of where they went wrong.3. For stronger classes, ask students to correct the incorrect sentences.4. Review key vocabulary learnt in the reading passage. Ask more able students to describe their partners using these adjectives.5. Ask students to do Part C2 on their own and check their a

34、nswers with their partners. Ask students to refer to the reading passage on pages 4 and 5. If students have different answers, ask them to discuss the answers.Part D1. For weaker classes, write a list of characteristics on the board for students reference, e.g., active lazy businesslike modest confi

35、dent outgoing creative patient easy-going peaceful elegant practical energetic proud fair selfish generous shy hard-working strong stubbornimaginative wise impatient inactive2. Ask less able students to pick five characteristics that describe themselves and write them in the blanks in Part D1. Tell

36、more able students that they can also use characteristics that are not listed on the board. Tell less able students to refer to the reading passage on pages 4 and 5 if they need help with ideas.3. Now, ask students to read the description of their star sign on pages 4 and 5. Ask them to write whethe

37、r the characteristics listed under their star sign match the characteristics they have listed.4. Ask all those who think their characteristics match their star sign to raise their hands. Then ask all those whose characteristics do not match to raise their hands.5. Do a class survey. Ask students whe

38、ther they believe in star signs. Count how many say yes and how many say no. Write the numbers on the board. For more able students, ask them to say why they believe or do not believe in star signs.6. Divide the class into pairs. Ask students to write down five words that describe their partners cha

39、racteristics in Part D2.7. Ask students to exchange books and compare what they have written. Encourage them to discuss the results, e.g., I agree with what you have written because Im. I disagree with what you have writtenbecause Im not/I dont.Homework Revise the new words.Finish off the workbook e

40、xercise. 第 5 课时Vocabulary & Grammar(Part A)Revision 1. Lisa likes to look after others. (改为同义句) Lisa likes to _ others.2. Katie wants to _ my sister. (交朋友)3. Tom is arguing with his brother about this question. (与争论)4. Liu Xiang is good at running. (改为同义句) Liu Xiang _ running.VocabularyObjectives1.

41、To use adjectives to describe characteristics2. To recognize whether an adjective is positive or negativeTeaching procedures1. Divide the class into groups of four. Each group works together to complete Part A. One student in each group writes down the answers on a piece of paper. Groups rais their

42、hands when they have finished.2. When all the groups have finished, each group must give their answers to another group to mark. Remind students to put the name of their group at the top of the paper.3. Read out the correct answers to the class. Each group marks another groups answers. The group wit

43、h the most correct answers wins.4. Ask students to work on their own to do Part B. Remind them to look at the pictures and the words provided.5. Ask students to compare their answers with their neighbours and discuss the differences.6. When the discussion is finished, ask a student for the answer to

44、 No. 1. Ask all students who agree to raise their hands. If a student gives an incorrect answer, ask other students what the correct answer should be.Notes:1. spend 意为“花费” spend on sth. 在某方面花费He doesnt spend much time on his homework.spend (in) doing sth. 花费做某事She spend her evening in washing the wi

45、ndows and floor.He spent his whole life in looking after the poor.2. show off 炫耀，卖弄 He couldnt wait to show off his new car to his friends.Grammar(Part A)Objectives1. To use it is + adjective + of . + (not) to-infinitive to express opinions about a persons actions2. To use the verb to be + adjective

46、 + enough+ to-infinitive to describe a persons characteristics and abilities3. To distinguish the different parts of a sentence4. To use the basic sentence elements to make up a sentenceTeaching procedures1. Tell students that we use the It is + adjective + of . + (not) to-infinitive structure to ta

47、lk about our feelings towards people and what they do.2. Ask three students to read the three sentences in the grammar table at the top of page 9. Encourage students to ask questions if they are unsure of the meaning.3. Ask students to complete the exercise on their own. Students have to write the c

48、orrect words from the box in the blanks without making any changes.4. Ask a pair of students to read out what they have written. Check for incorrect answers.Notes:It was nice of Sandy to help me with my work. It is careless of you to forget your umbrella.It is good of him to offer to help.HomeworkRe

49、view the sentence: It is + adj. + of + (not) to do sth. 第 6 课时Grammar(Part B & C)Part B1. Tell students that we can also use the verb to be + adjective + enough + to-infinitive structure to talk about a persons personality and abilities.2. Explain the difference between the structure in Part A and t

50、he structure in Part B. In Part A, students learn to express what they think about someone elses actions. In Part B, students learn to express what they think about a persons personality and abilities.3. Ask three different students to read the sentences in the grammar table at the top of page 10. E

51、ncourage students to ask questions if they are unsure of the meaning.4. For stronger classes, tell students to cover the adjectives on the right and work on their own to write the sentences for Part B. Remind them that they need to rearrange the order of the words, and choose a proper adjective for

52、each sentence. For weaker classes, students can use the adjectives on the right to form sentences. Encourage more able students to write the sentences with their own adjectives. Accept any sensible answers.5. Ask students to read out their sentences. Check for mistakes and mispronunciation.6. Ask st

53、ronger classes to do Nos. 6 and 7.Additional exerciseComplete the sentences using an adjective from the first column and a phrase from the second column. boring to cook an egg outside careless to eat it all himself clever to forget my homework hot to make me fall asleep kind to pass all her exams se

54、lfish to think of others before himself1 Is Susan a good student? Yes. Shes _ enough_. (clever, to pass all her exams)2 Do you like John? Yes. Hes _ enough_. (kind, to think of others before himself)3 Is that TV programme interesting? No. Its enough_. (boring, to make me fall asleep)4 Did you make a

55、 mistake? Yes. I was _ enough. (careless, to forget my homework)5 Where is the cake? Eddie was _ enough. (selfish, to eat it all himself)6 How is the weather? Its _ enough. (hot, to cook an egg outside)Part C1. Write a sentence on the board, e.g., Millie really wants to eat the chocolate cake in the

56、 fridge now. Ask students to shorten the above sentence to give the main idea of it, e.g., Millie wants to eat the cake. Explain to students that a sentence can be divided into different parts. We can add or remove the different parts of a sentence to clarify the meaning of it. 2. Tell students that

57、 each sentence part has its own name. Ask seven students each to read one definition and the sample sentences that follow. Encourage them to ask questions if they are not sure of the meaning. 3. Explain to students that the basic parts of a sentence are the subject and the predicate. To make a sente

58、nce richer in meaning, we can add predicative, objects, attributives and adverbials to the sentence with additional information. Additional exercise 1. Write the following on the board: Sam/book/read/a Sue/beautiful/look Eddie/eat Simon/a/boy/be Ask students to work in groups of four and choose one

59、of the above groups of words to make up a sentence. 2. Ask several groups to write their sentences on the board. Then ask them to name the different parts of the sentences they have made. 3. Encourage students to ask questions about the sentences other groups have made. 4. For stronger classes, enco

60、urage students to explain the meaning and function of the different parts of a sentence in their own words.5. Ask students to complete Part C1 on page 12 using the table on page 11 as a guide.6. Ask eight students to each read out one sentence and the answer they choose. Check for mistakes and mispr