九年级上Unit 1 Star signs单元教案.docx

1、九年级上Unit 1 Star signs单元教案牛津版本英语九年级上Unit 1 Star signs单元教案第一课时 Welcome to the unit Objectives1. To identify the symbols that represent the star signs2. To learn the names of the symbols that represent the star signsTeaching procedures1. Ask students what animals they are in the Chinese horoscope. Ask

2、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.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, ra

3、ther 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 benefit form correcting their answers before proceeding to the Reading

4、 section.4. 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. 5. Ask students whether they know what their star sign is. Encourage them to day the name of their star sign aloud.6.

5、 Homework: 课时练P1-2hHjhj 9A Unit 1 Star Signs第二、三课时 Reading Objectives1. To understand what star signs are and what they represent2. To recognize and understand vocabulary about characteristics3. To use adjectives to describe someones characteristicsteaching procedures:1. Brainstorm the vocabulary th

6、at is used to describe peoples characteristics. Encourage students to explain each word to their classmates.2. Read the passage aloud to students. Ask them to listen carefully to you and follow the text on page 4 and 5.3. Ask one student at a time to read a paragraph. After each paragraph, ask stude

7、nts 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 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 tha

8、t describe peoples characteristics. This will enable them to complete the Main Task at the end of the unit.4. Ask some questions to check understanding. Part BTeaching procedures1. Before doing Part B, review adjectives used to describe characteristics. Ask students to describe their classmates. 2.

9、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 CTeaching procedures1. Tell students to work in pairs to complete Part C1. When students have completed all the answers, ask them to raise their han

10、ds. 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 understan

11、ding 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 answers w

12、ith 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.Part DTeaching procedures1. For weaker classes, write a list of characteristics on the board for students reference2. Ask less able students to pick f

13、ive 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.3. Now, ask stu

14、dents 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. 4. Ask all those who think their characteristics match their star sign to raise their hands. Then ask all those wh

15、ose characteristics do not match to raise their hands.5. 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.6. Divide

16、the class into pairs. Ask students to write down five words that describe their partners characteristics in Part D2.7. Ask students to exchange books and compare what they have written. 8. Homework: 课时练P3-6hHjhj 9A Unit 1 Star Signs第四课时 Vocabulary Objectives1. To use adjectives to describe character

17、istics2. To recognize whether an adjectives 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 raise their hands when they have finished.2. When

18、 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 to the class. Each group marks another groups answers. The group with the most correct answers wins.4. Ask studen

19、ts 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 No.1. Ask all students who agree to raise th

20、eir hands. If a student gives an incorrect answer, ask other students what the correct answer should be.7. Homework: 课时练P7-8hHjhj 9A Unit 1 Star Signs第五、六课时 Grammar Objectives1. To use it is+ adjective + of + (not) to-infinitive to express opinions about a persons actions.2. To use the verb to be +

21、adjective + enough + to-infinitive to describe a persons characteristics and abilities.3. To use the basic sentence elements to make up a sentencepart Ateaching procedures1. Tell students that we use the it is+ adjective + of + (not) to-infinitive structure to talk about our feelings towards people

22、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 blan

23、ks without making any changes.4. Ask a pair of students to read out what they have written. Check for incorrect answers and mispronunciation.Part BTeaching procedures:1. Tell students that we can also use the verb to be + adjective + enough + to-infinitive structure to talk about a persons personali

24、ty 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 elses actions. In Part B, students learn to express what they think about a persons personality and abilities.3. Ask three differ

25、ent students to read the sentences in the grammar table at the top of page 10. 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 t

26、hey 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 student

27、s to read out their sentences. Check for mistakes and mispronunciation.Part CTeaching procedures1. Write a sentence on the board. Ask students to shorten the above sentence to give the main idea of it. Explain to students that a sentence can be divided into different parts. We can add or remove the

28、different parts of a sentence to clarify the meaning of it.2. Tell students that 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 t

29、he 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.4. Ask students to complete Part C1 on page 12 using the table on page 11 as a guide.5. Ask e

30、ight students to each read out one sentence and the answer they choose. Check for mistakes and mispronunciation.6. Ask each student to find a sentence from any English book, magazine or newspaper. Then ask them to identify the different parts of the sentence.7. Ask students to complete the sentences

31、 in Part C2 on page 13 and choose the correct sentence element in brackets. For stronger classes, ask students to add more elements to each of the sentences. For weaker classes, allow students to work in pair.8. Ask students to volunteer to read out their answers. Ask them to read the whole sentence

32、, not just the words they have written.9. Homework: 课时练P9-12hHjhj 9A Unit 1 Star Signs第七课时 Integrated skills Part AObjectives1. To understand the context of a horoscope, in both its written and spoken forms2. To consolidate the information gained from reading and listening, then determine the factsteaching procedures1. Tell students that we read horoscopes just for fun.2. Ask students where they might read a horoscope like that in Pa