2015秋牛津译林版英语九上Unit 1《Know yourself》word集体备课教案.doc

1、实验中学集体备课教案 年级 初三 学科 英语 教师 任教班级 课题 Unit 1Comic strip and welcome to the unit 主备人 课型 新授 课时 1 授课时间 第 周 星期 教学设计 二次备课 教学目标 1. To introduce how to introduce people with different personalities behave in different ways. 2. To introduce the grammatical usage of “and, but , or and so” 重点难点 To let students kn

2、ow the background of different places in the world and talk about them 教学流程 【Teaching procedures 】 Task1.Lead in 1. Teacher says, Hello, everybody! We havent 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

3、eat? What food is your favourite? Have you visit your best friends ? 1. 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 3. Ask students to practice reading the words I introduced j

4、ust now. Task.2 Presentation 1. Teacher asks, Do you still remember Hobo and Eddie? How are they this term? What are they talking about now? Lets 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: 1.What makes generous peo

5、ple feel good ? 2.Is Eddie really generous ? 3.Why did Hobo eat up all the breakfast? Task3 Explanation Explain the important phrases and sentences in the dialogue. Task4 Practice 1. Work in pairs and drill the dialogue. 2. Ask some Ss to act the dialogue out Task5 Presentation A. Some words are oft

6、en used to describe peoples 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

7、model. C.Explain and Practise using the following phrases and sentences. keeps all her things in good order. shows off repeat grammar rules for us. comes up with Neither my parents nor I think I can make a good accountant. Its terrible for me to work without speaking all day long. Homework 1. Recite

8、 the important sentences. 2. Preview Reading. 教后记 实验中学集体备课教案 年级 初三 学科 英语 教师 任教班级 课题 Unit 1Reading 1 主备人 课型 新授 课时 1 授课时间 第 周 星期 教学设计 二次备课 教学目标 1. To understand what the four people do are and their personality. 2. To recognize and understand vocabulary about characteristics and other important words;

9、 impress, creative, sculpture, praise, accountant, energetic, take the lead, fall behind, challenge, connect, standard, modest, surgeon, carelessness, extra, devote to, respect 3.To use adjectives to describe someones characteristics. 4: To improve Ss ability of reading comprehension and use adjecti

10、ves to describe someones characteristics freely. 重点难点 1. To recognize and understand vocabulary about characteristics and other important words; impress, creative, sculpture, praise, accountant, energetic, take the lead, fall behind, challenge, connect, standard, modest, surgeon, carelessness, extra

11、, devote to, respect 2.To use adjectives to describe someones characteristics. 教学流程 【Teaching procedures 】 Task 1 1. Finish some exercises above. 2. help ss find words to describe ones personality 3. show new words about personality on the blackboard and learn them 4. ask ss to talk about their own

12、personality: Im -. I often /I like-. Task 2 1. ask ss if they are happy with their friends/family/teachers/study 2. what are they happy with? 3. Introduce the four people who are outstanding in their fields in Sunshine Town. Ask questions about their jobs and personality Task 3 1. Reading task (1):

13、do “T” or “F” questions in part B2 on P10. 3. Reading task (2): Ask students some questions to check if they have known the main idea, with the books open. (1) Is Wu Wei quiet? (2) What did Su Ning do before he started to work for the sales department in a big company? (3)What is Liu Haos job at pre

14、sent? (4) What is Fang Yuan like? (5) How long does Fang Yuan do operations a day? 4. Make students read the article passage by passage and try to find out any difficult sentences to understand 5. Discussion: (1) What is your personality? (2) what job do you want to do? (3)Do you think your personal

15、ity is suitable for the job? Homework 1. Read the passage three times. 2 .Remember all the adjectives which describe a persons characteristics. 教后记 实验中学集体备课教案（讲学稿） 年级 初三 学科 英语 课题 Unit 1 Reading 2 主备人 授课教师 任教班级 授课时间 年 月 日 第 周 星期 主备教师教学设计 二次备课 教学目标 1. Knowledge aims: 1). To understand what star signs

16、are and what they represent 2). To recognize and understand vocabulary about characteristics 3). To use adjectives to describe someones characteristics 2. Ability aims: 1). To learn how to read a passage 2).To develop the students skills in listening ,reading and speaking. 3. Moral aims: To teach th

17、e students to try their best to help others following the structure of the passages 重点难点 learninging points: 1Get the students to master some words and useful expressions. 2Try to retell the article with their own words Learning difficulties: Try to retell the article with their own words 教学流程 设计 Ta

18、sk 1 1. Check the answers and read the phrases together 2. Review the names of 12 star signs . Task 2 1. Show students a table on the blackboard. And ask some students to fill in blanks. Divide the students into 12 groups. Then play the tape for the whole class to write down the characteristics of e

19、ach star sign, each group find out their own star sign. 2.Read the text . 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 star signs difficult. If so, do not

20、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 understand

21、ing. The students can discuss in pairs to think of some questions, ask and answer in pairs with the adjective.T:What kind of person is he /she? Task3 Practice 1.Ask students to do Part C2 on their own and check their answers with their partners. 2. Ask students to pick five characteristics that desc

22、ribe themselves and write them in the blanks in part D1. 3. Do a class survey. Ask students whether they believe in star signs. 4. Divide the class into pairs. Ask students to write down five words that describe their partners characteristics in Part D2. Task 4 Listen 1. Listen and repeat the articl

23、e after the tape. 2. The teacher help the whole class to underline some useful expressions. Task 5 Explain the language points Homework 1. Each student chooses three star sign to recite. 2. Remember the phrases for dictation next time. 3.Acording your star sing and write your character 教后记 实验中学集体备课教

24、案（讲学稿） 年级 初三 学科 英语 课题 Unit1 Grammar 主备人 授课教 师 任教班级 授课时 间 年 月 日 第 周 星期 主备教师教学设计 二次备课 教学目 标 To learn some new words To learn the use of and, but, or and so. To learn the use of bothand; not onlybut also; eitheror; neithernor 重点难 点 To learn the use of and, but, or and so. To learn the use of bothand; n

25、ot onlybut also; eitheror; neithernor 教学流 程设计 Teaching Procedure Task 1 Introduce the use of and, but, or and so We use the conjunctions like and, but, or and so to join ideas together. 1. we use and to join ideas that are similar eg. I like English and math. 2. we use but to join ideas that are dif

26、ferent. Eg. He doesnt like to talk much, but his work shouts! 3. we can use or to introduce another possibility. Eg. I can be a good teacher or a good doctor. In negative sentences, we use or to join two or more ideas. Eg. He does not like singing or dancing. 4. we use so to express the result of so

27、mething. Eg. I work hard everyday, so I get good results. Task Two Try to finish the exercise on P12 Check the answers Task Three We use conjunctions like bothand, not onlybut also, eitheror, neithernor 1. bothand We use bothandto emphasize that something is true not just of one person, thing or sit

28、uation, but of another too. Eg. Both Kitty and I like singing. 2. not onlybut also We use not onlybut alsoto add another fact to something you have mentioned. Eg. Carelessness will be a disaster not only to ourselves but also to patients. 3. eitheror We use eitherorto mean one or the other, this or

29、that, he or she, etc. Eg. You either take the lead or fall behind. 5. neithernor we use neithernorto mean not this one and not the other, not this and not that, not he and not she,etc. eg. Neither my parents nor I think I can make a good student. Tips: when we use the conjunctions to connect two sub

30、jects, the verb form after bothandis always plural, but the verb form after not onlybut also, eitherorand neithernorcan be plural or singular, depending on the subject closer to the verb. Task Four Finish the exercise on P14 B1 Check the answers 【课后反馈】 Finish the exercise on P14 B2 教后记 实验中学集体备课教案（讲学

31、稿） 年级 初三 学科 英语 课题 Unit 2 Integrated Skills 主备人 授课教师 任教班级 授课时间 年 月 日 第 周 星期 主备教师教学设计 二次备课 教学目标 To understand the context of a horoscope, in both its written and spoken forms To consolidate the information gained from reading and listening, then determine the facts 重难点 To understand the context of a h

32、oroscope, in both its written and spoken forms To consolidate the information gained from reading and listening, then determine the facts 教学流程 设计 【Teaching procedures】 Task1: Pre-listening 1. show the Ss the picture of the animals signs.For weaker classes, read the horoscope in Part A1 to the class.

33、 For stronger classes, ask a student to read the article and picture aloud. 2. Fill in as much information in Millies 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 advertis

34、ement. Task2.:While-listening 1. Play the tape for the Ss to listen to ,and students to listen to the programme and help her complete the notes 2. Let 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 tr

35、y to write sth. according to the memory. Then say the answer out .Check them with the Ss Task3: Post-listening (speak up) Listen to the dialogue between Millie and Joe ,and ask the following questions. 1. What is Joes animal sign? 2. Are people born in the Year of the Tiger brave? 3. What is Joes co

36、usin Julies animal sign? 4. What is Julies personality ? 5. Can we believe what the animal signs say? Task 4 1.Get some of the Ss reading speak up. 2.Ask students to make up dialogues as many as you can about animal signs. Task5 Exercises Do corresponding exercises. Task 6. Draw a conclusion Get som

37、e of the Ss draw a conclusion of the lesson Task6 Finding and writing expressions 教后记 实验中学集体备课教案（讲学稿） 年级 初三 学科 英语 课题 Unit 1 Task 主备人 授课教师 任教班级 授课时间 年 月 日 第 周 星期 主备教师教学设计 二次备课 教学目标 1. To organize ideas and build a justification for those ideas. 2. To use examples to support ideas. 3. To write a forma

38、l letter with the correct degree of formality. 4. To write about a persons characteristics and abilities. 重难点 To organize ideas and build a justification for those ideas. To write a formal letter with the correct degree of formality. To write a formal letter with the correct degree of formality. 教学流

39、程 设计 Teaching procedures Task 1 Presentation Tell students that creating a graph or chart can be a good way to help them organize their thoughts and ideas. Task 2 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

40、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. Task 3 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. 2A few minutes for them t

41、o have a check with each other. The get some of them report the answers. Task 4 Practice 1Tell 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

42、 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 t

43、hey need to write down concrete. Provide a list of different adjectives to describe characteristics for students reference. Task 5 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 Millies letter as a model. 教后记