9A Unit 1 Star signs
课题:Welcome to the unit 课型：新授
教学目标
知识目标：1. To identify the symbols that represents the star signs
2. To learn the names of the symbols that represents the star signs
能力目标：To know about 12 different star signs
情感目标：Know about your characteristic and perfect yourselves
教学重点：Different star signs and symbols
教学难点：Different stars signs and symbols
教学过程：
教 师 活 动
Step1 Warm-up
1.Ask students what animals 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.
Rat\\Ox\\Tiger\\Rabbit\\Dragon\\Snake \\Horse\\Goat\\Monkey\\Rooster\\Dog\\Pig
For the stronger Ss, encourage Ss to say the names directly.
2.Explain that western countries use a different system of star signs. Explain that the western star sign system is based on the month you were born in, rather than the year you were born in.
Step2. Welcome to the unit
1. 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 benefit from correcting their answers before proceeding to the Reading section, then read the star signs well.
2. Ask students to complete Part B. Explain that there are 12 star signs in total---- those in Part A and those in Part B. Each star sign represents a period of time in a year.
3. Ask students whether they know what their star sign is. Encourage them to say the name of their star sign aloud.
Step 3. Comic strips
1.Have a listening , then make sure what Eddie and Hobo discuss in the unit
2. Grasp the expressions in the unit.
Eg: It is nice of you to bring me the newspaper, Worry about
3. Read the paragraph below the pictures and know about the topic of this unit.
Homework:
1.Finish some exercises.
2.Recite new words.
板书设计
学生活动
1. Listen and think 12 animals in the Chinese Horoscope.
2. Think and say out the stars they know
3. Look at the pictures, learn new words and remember them
4. Listen and answer what they are discussing in the dialogue
备课札记
1.和学生一起复习中国的12生肖，引出西方的12星座
2.认识星座的符号以及英文说法，对照月份定自己的星座让学生认识到中西方的文化差异
3. 让学生认识到本单元的主题是有关星座
课题Reading (A) 课型：新授
教学目标
知识目标:1. To understand what star signs are and what they represent
2. To recognize and understand vocabulary about characteristics
3. To use adjectives to describe someone’s characteristics
能力目标:To develop the students’ abilities of listening, speaking, reading and writing.
情感目标:Know about your own star signs and perfect your characteristic.
教学重点:To introduce more information about star signs
教学难点:To say out your star sign and describe your characteristic to everyone
课前预习:To get as much information about star signs as possible
教 师 活 动
Step 1.Warm-up
1.Revise the star signs in Period 1 , ask the Ss to say out fluently.
2.Ask the new words used to describe one’s characteristic in Period 2, check the Ss if they have previewed before this class, such as: energetic active impatient Selfish stubborn outgoing\\ easygoing confident modest practical elegant, silly businesslike, etc.
Step 2 Presentation
Brainstorm the vocabulary that is used to describe people’s characteristics. Encourage students to explain each word to their classmates.
Step3.Reading
1. Read the passage aloud to students. Ask them to listen carefully to you and follow the text on page 4 and 5.
2. 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. Less able students may find some of the names of the star 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 people’s characteristics. This will enable them to complete the Main Task at the end of the unit.
3. Ask some questions to check understanding.
(1) How is a year divided?
(2) what decides your star signs?
(3) what character do the people born in 21st-20 Apr have?
(4) what characters do the people born in other time periods have?
Based on these questions to be more familiar with the adjs. that are used to describe one’s characteristics.
4.Read again, then finish the exercises in C1
Step 4 Listening
After the Ss have known sth about the text, play the tape for the Ss to listen, let them try to understand it.
Homework:
1. Finish some exercises.
2. Recite new words.
3.Read the passage.
学 生 活 动
1. Listen to their teacher and try to spell out the star signs as much as possible
2. Recall the adjs to describe the characteristic
3.Spell out the new words and try to be familiar with the words.
4.Read the text after the teacher, and have a general impression about it , then read it carefully grasp the details about it .
5.Do some exercises to check its comprehension
备课札记
1.和同学们一起复习有关星座的知识为本课做铺垫
提问表人的形容词,一方面检查学生的预习
2. 遵循学生的思维规律,层层深入,同时注意阅读课的要旨是强调阅读,真正地达到提高学生的阅读能力.
课题 课型：新授Reading (B.C.D)
教学目标
知识目标：1.To recognize and understand vocabulary about characteristics
2. To use adjectives to describe one’s characteristics
3.Grasp and use the expressions in it.
能力目标：Describe others’ characteristic using the Adjs they learned
情感目标：Know about your own star signs and perfect your characteristic.
教学重点：Use the phrases and expressions fluently.
教学难点： Describe one person using the adjs they learned
课前预习：the addings of positive to negative
教 师 活 动
Step1.Revision
1. Before doing Part B, revise adjectives used to describe characteristics. Ask students to describe their classmates.
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.
Step2 Consolidation
Part B:
Remind Ss that the vocabulary listed in Part B appears in the text. If Ss are not sure what a word means, it may help them to read the words in context on those pages, then choose the correct definitions. Check answers in class. Ask the Ss to understand them indeed
Part C:
1. Review key vocabulary learnt in the reading passage. Ask more able students to describe their partners using these adjectives.
2. Ask students to do Part C2 on their own and check their answers with their partners. Ask students to refer to the reading passage on page 4 and 5. If students have different answers, ask them to discuss the answers.
For weaker classes, write a list of characteristics on the board for students’ reference
3. Read this part carefully and more familiar with this part.
Part D:
1. Ask less able students to pick five characteristics that describe themselves and write them in the blanks in part D1. Tell 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.
2. Now, ask students to read the description of their star sign on pages 4 and 5. Ask them to write whether the characteristics listed under their star sign match the characteristics they have listed.
3. 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.
Step 3 Make a survey
Do a class survey. Ask students whether 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. Divide the class into pairs. Ask students to write down five words that describe their partner’s characteristics in Part D2.
Homework:
1.Finish some exercises.
2.Recite new words.
3.Read the passage.
板书设计
学 生 活 动
1. Think of the adjs that describe one’s character and try to describe their classmates
2. Finish the exercises in Part1 and check with teacher.
3. Finish the exercise in C2, make sure they are more familiar with the adjs and can use them
4. Know about their own star signs and describe their character with right adjs and compare it with the information in Page3 and Page4
备课札记
1.本课的重点是描写人的形容词,所以先和学生简单的复习一下,为本课的作业及口头介绍作准备。
2.表示人的形容词是本课及本单元的重点,所以一要学习二要口头操练他们自己的性格特征,让学生更加熟悉这些形容词。
课题 课型：新授Vocabulary
教学目标
知识目标：1. To use adjectives to describe characteristics
2. To recognize whether an adjectives is positive or negative
能力目标：Grasp the addings of changing adjs into its negative
情感目标：Be a happy , lively teenagers after learning this unit
教学重点：Grasp the positive and negative of adjs and the adjs describing a person
教学难点：Grasp positives and negatives of adjs
课前预习：Structure :
(1)It is + adjective +of +(not) to do sth
(2)…..to be +adjective+enough +to do sth
教 师 活 动
Step1.Revision
Revise the phrases and expressions in Reading
energetic and active
a curious and clever person
a strong and confident person
a modest person
pay attention to details
a polite and fair person
argue with others
a powerful person
it is silly of you not to forgive others for their faults
have a good sense of humour
patient enough to
creative and imaginative ,etc.
Ask the Ss to retell the content of describing 12 different star signs one by one.
Step2.presentation
Part A
1. Revise the usual addings of changing the positive into the negative, such as in,im, un,less and so on., and do some exercises.
2. 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 raise their hands when they have finished.
3. 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.
4. Read out the correct to the class. Each group marks another group’s answers. The group with the most correct answers will win.
Part B
1. Ask students to work on their own to do Part B. Remind them to look at the pictures and the words provided.
2. Ask students to compare their answers with their neighbours and discuss the differences.
3. When the discussion is finished, ask a student for the answer to 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.
Exercises
所给根据首字母填写单词。
1. Many actors and sports players are e__________ and a________ .
2.Tom can’t sit there quietly. He is i______________ .
3. The top student in our class is the most h__________ .
4. Though he is one of the most famous writers in China, he is m_______.
5. The person whose star sign is Capricorn is patient and p_______ .
Homework:
1.Finish some exercises.
2.Recite new words.
板书设计
学 生 活 动
1. Listen , think ,and try to say out the phrases and expressions, and have a deep impression about them
2. Recall the adding of negative together and learn this lesson
备课札记
1.提问并请人来复述课文，巩固我们所学的内容，加深我们对这些形容词的理解
2. 复习，导入并附以一定的练习巩固我们所学的内容
课题Grammar (A,B) 课型：新授
教学目标
知识目标：1. To use ‘it is’+ adjective + ‘of’… + ‘(not) to’-infinitive to express opinions about a person’s actions.
2. To use the verb ‘to be’ + adjective + ‘enough’ + ‘to’-infinitive to describe a person’s characteristics and abilities.
3. To use the basic sentence elements to make up a sentence
能力目标：Enable the Ss to grasp the structures
情感目标：Be a happy , lively teenagers after learning this unit
教学重点：Enable the Ss to grasp the two structures
教学难点： Enable the Ss to grasp the two stuctures
课前预习： Preview the different parts of a sentences
教 学 过 程
教 师 活 动
Step1. Revision
Finish some sentences.
1．一年被划分成十二个月。
A year _______ __________ __________ twelve months.
2．当你陷入困境时，请不要放弃梦想。
Please don’t ___________ ________ ____________ when you are in trouble.
3．他有时注意细节。
He ___________ __________ ____________ details ________ __________ .
4．我的叔叔经常讲笑话，很有幽默感。
My uncle often _________ __________ and have _______ ________ ________ __________ .
Step2 Part A
1. Tell students that we use the ‘it is’+ adjective + ‘of’… + ‘(not) to’-infinitive structure to talk 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 correct words form the box in the blanks without making any changes.
4. Ask a pair of students to read out what they have written.
Pay attention to some expressions in it.
Step 3 Part B
1. Tell students that we can also use the verb ‘to be’ + adjective + ‘enough’ + ‘to’-infinitive structure to talk about a person’s personality and abilities.
2. Explain the difference between the structure in Part A and the structure in Part B. In part A, students learn to express what they think about someone else’s actions. In Part B, students learn to express what they think about a person’s personality and abilities.
3. Ask three different students to read the sentences in the grammar table at the top of page 10, and understand them.
4. Ask students to read out their sentences. Check for mistakes and mispronunciation.
Step 4 consolidation
Do some exercises (同义句转换) to consolidate they learn.
Homework:
1.Finish some exercises.
2.Recite new words.
板书设计
学 生 活 动
1.Look and complete the exercises in class
2.Listen ,and be familiar with the two structures, then practice them
备课札记
1.练习来巩固所学的内容
2.先和同学们熟练这两句型，然后操练
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.
2. To use the basic sentence elements to make up a sentence
能力目标：To use the basic sentence elements to make up a sentence
情感目标：To feel how colorful our life is and cherish the wonderful friendship
教学重点：To use the basic sentence elements to make up a sentence
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
Step1. A dairy report
Ask some questions according to the speech
Revise the star signs by using some adjectives.
Step2 Warming up
Tell students that we use the ‘it is’+ adjective + ‘of’… + ‘(not) to’-infinitive structure to talk about our feelings towards people and what they do.
2Use the structure to make up sentences
Step2 Presentation. (Part B)
1. Tell students that we can also use the verb ‘to be’ + adjective + ‘enough’ + ‘to’-infinitive structure to talk about a person’s personality and abilities.
2. Explain the difference between the structure in Part A and the structure in Part B. In part A, students learn to express what they think about someone else’s actions.
3. Ask three different students to read the sentences in the grammar table at the top of page 13. Encourage 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 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 the Ss to make up some sentences about their families, classmates and familiar people by using some suitable adjectives and the pattern It’s +adjectives of sb to do sth.
Step3 Practice.
1. Ask the students to make up sentences as many as they can
2. Go through the answers with the class orally.
Step4 (Part C)Presentation
1.Write a sentence on the board. Ask students to shorten the above sentence to give the main idea of it.
2.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.
Step5 Practice.
1. Tell students that each sentence pattern 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.
2. Explain 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 and adverbials to the sentence with additional information.
Step 6 Consolidation
Ask the Ss to compare the following patterns:
It’s +adjectives of sb to do sth.
It’s +adjectives for sb to do sth.
Step7 Exx.
1 Ask students to complete Part C1 on page 12 using the table on page 13 as a guide.
2 Get some of them give the answer one by one.
3 Finish C2 and check the answers.
Homework:
1.Finish some exercises.
2.Recite new words.
板书设计
学 生 活 动
1. Make up sentences with the structure.
2. Try to know how to use the B structure .
3. Make up sentences then answer them on Page 10.
4. Know the definition of different part in each sentence.
5. Finish Exx on Page 13 and Page 14.
课题Integrated skills 课型：新授
教学目标
知识目标:1. To understand the context of a horoscope, in both its written and spoken forms
2. To consolidate the information gained from reading and listening, then determine the facts
能力目标: Make the Ss understand\\master the main idea of the tape as well as the descriptions of personality.
情感目标:Built a good personality through the learning
教学重点:To understand the context and the use descriptions of personality
教学难点:As the above
课前预习:To get as much descriptions of personality as possible
教学过程
教 师 活 动
Step1.Daily report: A favorite person
Show some students some pictures. Ask the Ss to make up some mistakes by using the two patterns:
It’s +adjectives of sb to do sth.
It’s +adjectives for sb to do sth.
Show some sentences. Ask the students to use the sentence elements.
Step2.Presentant
Use the pictures of the horoscope to show the Ss .For weaker classes, read the horoscope in Part A1 to the class. For stronger classes, ask a student to read the horoscope aloud.
Step3. Practice
Fill in as much information in Millie’s notes as they can. Remind them that they will not be able to complete all the answers. For weaker classes, help students by telling them which answers cannot be found in the advertisement.
Step4Practice
1.Play the tape for the Ss to listen to
2Let the Ss fill in the blanks again
3.Check the answers one by one
4.Play the recording for Part A3 once. Tell students not to write anything, then try to write sth. according to the memory. Then say the answer out .Check them with the Ss .
Step 5 Speak up
(1)Play the tape ,try to answer the question ‘what’s Peter like’?
(2)Ask students to work in pairs. Encourage them to discuss Suzy and David. Remind them that they can use the conversation in Part B as a model. For weaker classes, allow students to write down their conversations first.
(3)Make up dialogues as many as you can .
(4)Get some of the Ss speak up .
Step 6 Exx.
Do corresponding exercises.
Step 7 Draw a conclusion
Get some of the Ss draw a conclusion of the lesson
Homework:
1.Finish some exercises.
2.Recite new words.
3. Give a description of your family member
板书设计
学 生 活 动
1. Listen and try to get the main idea of the speech
2.Listen to the tape and try to fill in the blanks.
3.Make up dialogues with each other
4.Finish the Exx.
备课札记
1.Try to make the Ss get more descriptions. according to the daily report
2. At Step 4 ,by not writing anything first ,it can train the Ss’ listening comprehension
课题Study skills 课型：新授
教学目标
知识目标：1. To recognize and understand different levels of formality in the English language, both when writing and speaking English.
2.To recognize and correct mistakes about inappropriate level of formality in finished work
能力目标：To use the two ways of language freely
情感目标：How to use the two ways under different circumstances
教学重点：To recognize and understand different levels of formality in the English language, both when writing and speaking English.
教学难点：To use the ways of expressions freely
课前预习：To preview the new words
教 学 过 程
教 师 活 动
Step l Dairy report
A description of my family member
Step2 Revision
Review ‘formal or informal language’, ‘endings’ and ‘slang’. For stronger classes, ask students to explain the meanings of the words and/or give Chinese translations. For weaker classes, you can tell them the meanings.
Step 3 Presentation
Make sure students recognize that the picture of a pencil represents written language while the mouth represents spoken language.
Step 4 Practice
Explain the difference between abbreviations and contractions.
Step 5 Practice
Tell students to look at Kitty’s letter and try to find the mistakes by underlining parts of the letter on page 16 which they believe are inappropriate.
Step 6 Practice
Ask students to write down why they believe a part of the letter is inappropriate. Remind them to use the phrases.
Step 7 Practice
Check the answers with the partner
Step8 Get some of them give the answers out
Homework:
1.Finish some exercises.
2.Recite new words.
3. Finish some exercises like the letter in the text
板书设计
学 生 活 动
1. Try to understand the different ways of the formal and informal language
2. Work in pairs to prepare the answers and explain the reason of the use .
备课札记
At Step 5, try to make more Ss stand up and give more various answers
课题Main task 课型：新授
教学目标
知识目标：1To organize ideas and build a justification for those ideas
2To write a formal letter with the correct degree of formality
能力目标：To write a formal letter with the correct degree of formality
情感目标：The same as in Period 8
教学重点：Aim1, 2
教学难点：Aim 2
课前预习：To know sth. about recommendation
教学过程
教 师 活 动
Step 1 Presentation
Tell students that creating a graph or chart can be a good way to help them organize their thoughts and ideas.
Step 2 Main task A
1Point out to students that for each adjective in the flow chart in Part A on page 17, there should be an example to back up this adjective.
2 Ask students to work in pairs to complete the flow chart in Part A. Then ask each pair to give their answer of the chart.
Step 3 Main task B
1Tell students to work on their own to fill in the blanks in part B. Remind them to use the flow chart on page 17 as a guide.
2 A few minutes for them to have a check with each other and get some of them report the answers.
Step4 Practice
1.Tell students to work in pairs to make a flow chart about someone from the class. For stronger classes, encourage students to choose someone for chairperson about whom they do not know very much. Encourage them to ask this student questions in an interview format so they can find out more about that student. For weaker classes, students may feel more comfortable writing about someone they know well.
2Ask students to start off by writing down some adjectives to describe the student they have chosen. Then they need to write down concrete. Provide a list of different adjectives to describe characteristics for students’ reference.
Step5 Assignment
Ask students to write a formal letter of their own. Remind them to use the flow chart they created as a guide for the letter. Also remind them they can use Kitty and Millie’s letter as a model.
Homework:
1.Finish some exercises.
2.Recite new words.
3.Write a passage.
板书设计
学生活动
1. Think about the advantages of a ‘mind map’.
2. Fill in the blanks in Part A
3. Fill in the blanks after the model in Page 17
4. Report the answer.
5. Work in pairs and make a flow chart.
6. Choose some adjs. to describe the student.
7. Give the answers out .
备课札记
1. Try to give more adjs to the Ss for their reference and try to let them remember the words
课题Checkout 课型：新授
教学目标
知识目标：To review key grammar and vocabulary items
To give students the chance to practice the grammar and vocabulary items
To allow students to check their progress and ask any questions they may still have
能力目标：To encourage students to recommend a people freely .
情感目标：To built a good personality through the study
教学重点:To review key grammar and vocabulary items
教学难点:To check their progress and try to ask questions they may have
课前预习:1. To complete the conversation between the children in Page 19
2. To find out all the words in the puzzle
教学过程
教 师 活 动
Step 1 Dairy report
Get one of the Ss report their composition about the student before the whole
Ask some questions according to the speech .
Step 2 Have a revision of the star signs
Ask the Ss freely about his or her star sign
Ask one of the Ss to give a description of a student’s personality ,let the rest to guess who it refers .
Step 3 Revision of the grammar
1Use the structure to make up some sentences
2Do an exercise to consolidate two structures ,‘it’s+adj+of sb.+to do.’and ‘it’s+adj+for sb.+to do’
3 Show some sentences on the screen to make the Ss tell the different parts of each pattern.
First some easy sentences then some complicated ones.
Step 4 Part A
Ask students to do Part A on page 19 on their own. Then choose three students to be the three main characters. Ask them to role-play the conversation. The rest of the class check their answers.
Step5 Word puzzle
Ask students to find 6 words Part B
Checkout as a warming-up exercise to check if students have mastered the word in the unit well.
For more able students, ask them to try to work out the answers without seeing the picture prompts. For less able students, tell them that the pictures will give them clues to the scrambled words.
Step3 Checkout
Do the corresponding Exx
Step4 Exercises
To give students the opportunity to reinforce the grammar and vocabulary items learnt in this unit, and to gain confidence through doing so
To allow students to check their progress and ask any questions they may still have
Homework:
1.Finish some exercises.
2.Recite new words.
3. Preview the next unit
板书设计
学 生 活 动
1. Share the composition with the partner and report it to the whole class .
2. Play a guessing game.
3. Define each part of the sentences.
4. Check the answer and role-play the conversation
5. Ask the questions freely
备课札记
Try to let the Ss give descriptions as many as possible because that’s the aim of this unit. 下载本文
