牛津初中英语知识点9A(译林牛津版九年级英语上册教案教学设计)

Teaching Plan for 9A Unit 6 Main Task

Main Task

一 教学目的:

1. To arrange pictures in chronological order

2. To complete a story by filling in blanks.

3. To match sentences with pictures

4. To write a detective story

二 教学重点:

1. words: necklace, diamond, except, wonder, shocked, jewellery, rob

2. phrases: see sb. doing sth, be charged with, get along with, do for a living, be shocked

3. To write a detective story

三 教学手段: Multi-media

四 教学过程:

Step One: Lead-in

Review the contents of reading.

Step Two: Read and answer PartA1

1. Read the context first and match the words in the left-hand column with the correct meanings

2. Encourage more able students to describe the four pictures at the top of the page

3. Ask questions: What is happening in picture 1? What is the man going to do in picture2? Can you describe something about picture 3. What happened to Tom?

4. Work in pairs. Ask students to match the sentences with the pictures by writing the correct letter in each box.

5. Ask students to read out their answers.

Step Three: Complete PartA2

Tell students to complete Part A2 individually. They should use the words from Part A1 to complete Millie’s story.

Check the answers as a class. And read it together, discuss the end of the story.( Have a discussion in a group of four.)

Step Four: Part B1

1.Look at the pictures in Part B1.Ask six students to read out one speech bubble each.

2.Match the sentences with the pictures. When students have finished matching the speech bubbles with the pictures, choose four students to each play a role( the young man, the young woman, Nick Nelson and the police officer)

3. Then ask students to work in pairs and report what each character in Part B1 said.

Ask students to think about what happened in Part B1. Ask

Who do you think was murdered--- a man or woman ? How do you think he/ she was killed? Is there any blood ? Who do you think is guilty ? Why do you think he/ she is guilty ?

Step Five: Part B2

1. Tell students to write their own detective stories. They can use the pictures in Part B1 or write an ending to Millie’s story on Page 109.

2. Read their own detective stories.

3. Explain the elements in writing detective stories.

Homework : Writing

1. A jewellery shop was robbed. If you are a detective, what questions will you ask the witness ? How can you get the clues ?

2. Write your own detective story

Period Ten Checkout

一 教学目的:

To practise using reported speech to repeat statements and questions

To review vocabulary related to crime and criminals

二 教学重点:

To consolidate and reinforce the grammar and vocabulary items coved in the unit.

三 教学手段： Multi-Media

四 教学过程：

Step One: Lead-in

A. Review vocabulary related to crime and criminals.

用括号中所给词的适当形式填空

1. We were very surprised that Tom was charged with _________ ( rob ).

2. Uncle Wang sells newspapers for a ___________ ( live )

3. The policemen caught those _____________ ( thief ) and took them to the police station.

4. The boss is guilty of the crime and he is a ____________ ( crime ).

5. He is __________ ( charge ) with breaking into a computer system.

B. Review the contents of the text.(见幻灯 )

Step Two: Part B

A. Write the correct words in the blanks.

B. Make a sentence with a word ( in Part B )each time.

Step Three: Review reported speech

Some sentences ( 见幻灯 )

Step Four: Read Millie’s thought bubble in Part A.

A. Explain the context of Part A. The murder in Valley Town has been solved. Millie watched an interview with Detective Lu on TV. Now, she wants to tell her father about it.

B. Ask some questions to check understanding.

1 ) Who murdered the computer programme ? ( His boss.)

2 ) Did the boss have a criminal record ? ( Yes.)

3 ) What crime did he commit before ? ( He stole jewellery.)

4 ) What was the computer programme going to do ? ( He was going to report his boss to the ploice.)

5 ) Was the suspect with blood on his shirt guilty ? ( No .)

6 ) Why did he have blood on his shirt ? ( Because he worked at the market. )

7 ) Why was he running ? ( To catch a bus.)

Complete what Millie says to her father. Remind them to use reported speech.

Step Five: Check the answers

1 ) Read out one sentence each.

2 ) Write the answers on the board.

3) Read the passage together

Homework

1．《评价》P119.

2. Revision]

篇8：江苏省淮北中学英语学科教案9A Unit4 TV programmes(译林牛津版九年级英语上册教案教学设计)

初三年级教案活页纸 主备人：陈小军 审核人：初三英语组全体老师

总课题 9A Unit4 TV programmes 总课时 10 第6 课时

课题 Grammar(B) 课型 新 授

教学目标 知识目标 1. To use ‘while’ and ‘as’ to talk about when things happen.

2. To use comparative and superlative adverbs.

能力目标 培养学生理解运用的能力

情感目标 培养良好的学习习惯，生活习惯有利于身心健康

教学重点 连词‘while’,‘as’的用法以及副词比较等级的用法

教学难点 如何准确地运用这两部分的语言知识

课前预习Get ready for Grammar C & D

Pay attention to the new vocabulary

教 学 过 程

教 师 活 动 学 生 活 动 备课札记

Step 1Revision

Translate some phrases by using ‘between…and…’,‘from…to…’ and ‘before, after, until’

Step 2

Explain that ‘while’, ‘as’ mean ‘at the same time as’. We use them to talk about two or more actions that happen at the same time.(It is important to learn this topic)

Step 3

Ask four students to read out the four examples on page 67 and spend more time to explain them. Ask some able ones to give their own sentences and put forward their own questions. 巩固练习，进一步夯实基础

指出本堂课的重点内容，

侧重强调它们的区别

教 学 过 程

教 师 活 动 学 生 活 动 备课札记

Step 4

Explain the context of the exercise at the top of page 68. Millie is asking Daniel about what he did last night. Ask students to read through the conversation for all over meaning and complete with ‘while’ and ‘as’.

Step 5 Act out

Students read the completed speech bubbles and the teacher divides the class into groups to role-play the conversation.

Step 6

Give students some examples using adjectives comparatives and superlatives

Remind them most adverbs ends with -ly: carefully, badly, easily, seriously, late, fast, etc..

We use the same structure as when we compare adjectives.

Step 7

Tell students to look at the picture in part D and identify which came first, second and third in the race. Go through the grammar table at the top of page 69.

Step 8

Explain the context of the exercise at the bottom of page 69 and ask students to complete it on their own.

Homework:

Preview the next part.

阅读小短文，找出主旨大意，Daniel昨晚的活动

根据提示，用适当的连词填空，校对答案并分角色朗读

要求学生归纳形容词比较等级的构成，点明副词的比较等级类似于形容词

讨论表格中副词比较等级的构成，处理练习中的常见问题，或困惑

教学反思

江苏省淮北中学英语学科教案

初三年级教案活页纸 主备人：陈小军 审核人：初三英语组全体老师

总课题 9A Unit4 TV programmes 总课时 10 第7 课时

课题 Integrated skills 课型 新 授

教学目标 知识目标 1. To identify the context for an interview and distinguish between three different interviewees.

2. To identify main ideas and vocabulary and use this information to complete a report.

3. To talk about preferences in TV programmes

4. To respond to opinions

5. To express agreement and disagreement

能力目标 培养学生的综合运用语言的能力，把所学的知识付诸实践

情感目标 适当地看电视或听广播有利于激发学生学习的热情，一张一弛，文武之道。

教学重点 识别采访的语境大意，区分不同的采访对象

教学难点 识别采访的语境大意，完成信息报告

课前预习Get ready for Integrated skills

Listen to the tape for the main idea

教 学 过 程

教 师 活 动 学 生 活 动 备课札记

Step1

Talk about many different types of TV programmes.

Step2

Explain the context. Millie is interviewing schoolmates about TV viewing preferences. Ask them to read the profiles of the three students in Part A1 before listening to the recording.

Tell them that they will be able to complete all the information in Part A2 by listening carefully.

Step 3

Get an idea of each interviewee’s interests with the help of the table at the top of Page 70. Play the 讨论不同类型的电视节目

介绍一些同班同学的一些个人信息如爱好等

教 学 过 程

教 师 活 动 学 生 活 动 备课札记

recording for the first time without referring to the textbooks.

Step 4

Play the recording, stopping after each answer to let them complete all the information in Part A2.

Step 5

Tell students to look at the answers, look closely at the information they are missing and ask students to read one answer each and check for mistakes and mispronunciation.

Step 6 Explain to students that Part A3 is a report about the interview on Page 70.Finish the exercise on their own.

Step 7

Choose two students to play the roles of Kitty and Millie and ask them to read the conversation out loud. Tell them to change roles and read the conversations again. Then tell the students to talk about their own TV preferences, using Kitty and Millie’s conversation as a model and replacing the underlined words with their own information.

Step 8Homework

Do some exercises.

Preview the next lesson Pronunciation 根据表格内容，说出每位采访者的兴趣所在。

听录音，完成便条中所缺信息

读出每处答案，纠正错误发音或拼写等

表演一组对话，改变角色即用真实姓名，表演，使对话更具真实性

教学反思

江苏省淮北中学英语学科教案

初三年级教案活页纸 主备人：陈小军 审核人：初三英语组全体老师

总课题 9A Unit4 TV programmes 总课时 10 第8 课时

课题 Pronunciation 课型 新 授

教学目标 知识目标 To understand and distinguish the differences between /s/, /z/ and /iz/ sounds

能力目标 准确地发出/s/, /z/ and /iz/这三个音。

情感目标 /

教学重点 识别，区分并能正确地发出/s/, /z/ and /iz/这三个音

教学难点 区分并能正确地发出/s/, /z/ and /iz/这三个音

课前预习Get ready for Pronunciation

教 学 过 程

教 师 活 动 学 生 活 动 备课札记

Step 1

Ask a few students to present their conversation about the types of TV programmes that you like or dislike to the class.

Step 2

Explain to students that there are three different ways to pronounce ‘-(e)s’ endings. The endings can be pronounced /s/, /z/ and /iz/

Step 3

Remind the students to make a list of phonetic symbols or just go through the list with them, pointing out which consonants are voiceless.

Step 4

Ask students to read the example words for the /s/, /z/ and /iz/ sounds.

Ask them to repeat after you together. Listen carefully for correct pronunciation of the

畅所欲言，讨论各自喜欢的电视节目类型

介绍s在单词末的三种发音

归纳出s在单词末的三种发音规则

教 学 过 程

教 师 活 动 学 生 活 动 备课札记

‘-(e)s’ endings. Ask a few students to read out the words to the class and ensure they are pronouncing the endings correctly. Ask the rest of the class if they can hear the difference.

Step 6

Explain to the students that they do not have to fill in any answers for Part A. All they have to do is to listen carefully to the different pronunciations and try their best to imitate them.

Step 7

Play the recording through once without stopping. Tell them to listen carefully and follow the words in the books.

Play the recording again and tell students to repeat each word out loud after it has been read. Tell students to ask questions if they are confused by any of the pronunciation.

Step 8

Tell the students to complete Part B on their own as this will be a good indication of how well they have understood this section.

Tell them to listen carefully to the recording and write down whether each word ends in an /s/, /z/ and /iz/ sound.

Homework:

Preview main task/ recite the new vocabulary. 听录音跟读，模仿并纠正错误发音

检验学生的理解与运用效果

教学反思

江苏省淮北中学英语学科教案

初三年级教案活页纸 主备人：陈小军 审核人：初三英语组全体老师

总课题 9A Unit4 TV programmes 总课时 10 第9 课时

课题 Main task 课型 新 授

教学目标 知识目标 1．To think about TV preferences

2．To plan a TV programme

3．To write an outline of a story

4．To write a TV programme

能力目标 培养学生的写作能力

情感目标 培养良好和谐的人际关系

教学重点 写一个故事提纲，并根据提纲写一个电视节目

教学难点 写一个故事提纲，并根据提纲写一个电视节目

课前预习Get ready for Main task

教 学 过 程

教 师 活 动 学 生 活 动 备课札记

Step 1

Explain the context of the main task. There is a competition to write a story for a TV programme. Daniel and Simon have entered it. They wrote an outline and the story.

Step 2

Choose the students to read the background and plot in Part A.

Step 3

Ask some questions to check understanding

① Who is the programme about?

② How many people are there in Chen family?

③ Who are they?

④ Do the children get along well? 开门见山，直点主题，写一篇关于电视节目的文章

让学生读一篇范文的背景和情节

通过问题来检验学生的阅读效果

教 学 过 程

教 师 活 动 学 生 活 动 备课札记

⑤ What did Nancy and Victor argue about?

⑥ What happened to the remote control?

Step 4

Ask students to complete Part A2 using information from the outline in Part A1. And then check in class.

Step 5

Ask a few students what they think will happen next in the story.

Ask them what they would do if they were the characters. Discuss in pairs.

Step 6 Divide the class into groups. Tell students they are entering the competition.

① Think of an idea for a TV programme

② Think about where the programme takes place, the characters in the story and the personalities and favourite activities of the characters.

③Remind students that they can choose whichever they like, and use their imaginations to develop the plot. If they wish, they can use other elements.

Step 7 Ask students to write a story for their programme using the elements in their outline.

Homework: Write another article about your favourite TV programme

Preview Checkout

根据提纲信息，完成范文的第一部分

让学生猜测接下来故事会如何发展，设置悬念让学生参与

讨论一篇文章应遵循的一些步骤与环节

让学生充分发挥想象，发展丰富故事情节

现场展示部分杰作，一起分享成果

教学反思

江苏省淮北中学英语学科教案

初三年级教案活页纸 主备人：陈小军 审核人：初三英语组全体老师

总课题 9A Unit4 TV programmes 总课时 10 第10 课时

课题 Checkout 课型 新 授

教学目标 知识目标 1． To review key vocabulary and grammar items taught in the unit.

2．To give students the opportunity to practise the grammar and vocabulary items, and to gain confidence through doing so

3．To allow students to check their progress and ask any questions they may still have

能力目标 让学生有机会体验自己是否已理解本单元的新词汇和语法项目

情感目标 给学生机会练习语法和词汇项目，通过练习增强学生的信心

教学重点 复习本单元的词汇和语法项目

教学难点 /

课前预习Get ready for Checkout

教 学 过 程

教 师 活 动 学 生 活 动 备课札记

Step 1

Tell students that this is revision and that they have already learnt these words and grammar items. Remind students that this is an opportunity to ask questions about anything they still do not understand.

Step 2

Explain the context of Part A. Daniel and Simon have won the TV programme competition. Daniel is writing to Simon about it. 解释感谢信的语境

读书信了解大意

教 学 过 程

教 师 活 动 学 生 活 动 备课札记

Step 3

Ask students to read through Daniel’s letter for overall meaning before they begin filling in the blanks.

Step 4

Ask students to complete the letter by choosing the best words from the blankets. And then read out the paragraph each.

Step 5

Tell students that there are five words from the unit hidden in the puzzle in Part B. Ask them to circle the words as they find them.

Step 6

Ask students who have finished the word puzzle first to read out the five words found in the guide.

Homework:

Review the whole unit and complete a unit paper. 根据括号里的最佳选项来完成Daniel的信

通过游戏的方式猜测单词，最先找到

所缺单词的同学获胜，激发学生参与的热情

教学反思

（小周）

篇9：江苏省淮北中学英语学科教案9A Unit 5 Films(译林牛津版九年级英语上册教案教学设计)

初三年级教案活页纸 主备人：陈小军 审核人：初三英语组全体老师

总课题 9A Unit 5 Films 总课时 10 第1 课时

课题 Comic strip&Welcome to the unit 课型 新授

教学目标 知识目标 1.To understand vocabulary relating to films and being a director

2. To talk about different jobs in the film industry

能力目标 To know about vocabulary relating to films

情感目标 Know about favourite films

教学重点 Vocabulary relating to films and being a director

教学难点 Different jobs in the film industry

课前预习Preview the new words and phrases

教 学 过 程

教 师 活 动 学 生 活 动 备课札记

Step 1 : Talking about students’ future plans.

I would like to be …

I want to be …

I hope to be …

I plan to be …

I would rater be…

I prefer to be …

Step 2 : Talking about being a director.

Stand by!

Action!

Take two !

Good take!

Listen and think

their future plans

Think and say out what they know about films.

和学生一起畅谈未来计划，引起学生对电影的兴趣。

教 学 过 程

教 师 活 动 学 生 活 动 备课札记

Step 3: Practicing being a director.

Director Sun Director Zhang

Get ready for action! Stand by!

Start! Go! Action!

Another one! (Once more!) Take two!

A good job! Good take!

Step 4: Presentation

Show two pictures of Eddie and Hobo. Explain the meaning :daydreaming be realistic

Step 5: Practicing the conversation

Get Ss to fill in the blanks.

Listen, Hobo, you’re very l____, you kno___?____I’m your friend. Do you know _____I am?

Tomorrow’s TV_______!

You? A TV superstar? Why don’t you_________? You should____________.

You’re _____. I’m too _____for TV. I should be in _______ instead.

Step 6: Discussion

1. Eddie would like to be in Hollywood. Do you know anything about Hollywood ? Would you like to be in Hollywood?

“Hollywood” is a suburb of Los Angeles, California, and is the home of the American film industry

2.Who is your favorite Hollywood film star?

Main task:

Write an article about your favorite film star.

Look at the pictures , learn new words and remember them

Listen and answer what they are discussing in the dialogue

让学生了解电影以及做导演有关的词汇。

让学生认识到本单元的主题是电影。学习谈论不同类型的电影。

教学反思

江苏省淮北中学英语学科教案

初三年级教案活页纸 主备人：陈小军 审核人：初三英语组全体老师

总课题 9A Unit 5 Films 总课时 10 第2课时

课题 Reading (A) 课型 新授

教学目标 知识目标 1. To understand key vocabulary related to a profile of Audrey Hepburn.

2. To know some information about Audrey Hepburn

能力目标 To develop the students’ abilities of listening, speaking, reading and writing.

情感目标 Know about whether they are fans of Audery Hepburn

教学重点 Some names of Audrey’s films

The past perfect tense

教学难点 To learn to use the past perfect tense

课前预习To get as much information about Audery Hepburn

教 学 过 程

教 师 活 动 学 生 活 动 备课札记

Step 1 Revision

1.Ask the students:

Where does Eddie think he should be? (Hollywood)

Then show the picture of Hollywood, introduce something about Hollywood. Then ask Ss if they know some actors or actresses in Hollywood. Show some pictures of the Hollywood superstars.

2.Ask Ss how much they know about the Oscars. Tell Ss that an Oscars is an award that is given in the USA each year for the best film, best actor ,etc. in the film industry.

Step 2 Presentation

1.Introduce to Ss Audery Hepburn by showing them some of her film pictures. Ask them to read the reading passages

to know more about her.

2. Introduce some background information to the Ss.

Listen and think. 和同学们一起复习卡通漫画为本课做铺垫

提问学生对电影最高奖项了解多少。

教 学 过 程

教 师 活 动 学 生 活 动 备课札记

Step 3 Reading and Listening

Ask the Ss:

1. Who is the famous actress in Roman Holiday?

2. Do you want to know more about Audrey Hepburn?

Then ask the students to read the report about Audrey Hepburn, play the tape for them to listen.

Play the tape again, pause if necessary to explain some new words or names of films.

Ask the students to answer the questions.

Check the answers together.

Step4 Parctice

1.Have a quick reading and find out a sentence to describe Audrey Hepburn.

●When Audrey died in 1993, the world mourned the loss of a great beauty,a great actress, a great humanitarian

●People remember her not only just as a great actress, but also as a great humanitarian

2.Look at the pictures and make sure the markers of the films

Step 5 Fill in the blanks

Ask the students to listen to the tape then try to retell the article. Then read it together.

Step 6 Consolidation

Have a discussion.

Did her success only depend on her beauty?

What can we learn from her?

Step 7 Homework

Write a passage about Audrey Hepburn.

Read the text after the teacher, and have a general impression about it , then read it carefully grasp the details about it .

Get Ss to make an interview.

Here are some fans of Audrey Hepburn in our class.

They know much about Audrey. You can ask them to know more about Audrey 通过“情境导入-词汇教学--快速阅读-研读-拓展与延伸”等环节激发学生的兴趣，引导学生掌握一定的阅读技巧，了解文章基本概况。

教学反思

江苏省淮北中学英语学科教案

初三年级教案活页纸 主备人：陈小军 审核人：初三英语组全体老师

总课题 9A Unit 5 Films 总课时 10 第3课时

课题 Reading (B.C.) 课型 新授

教学目标 知识目标 1.To place headlines in the correct chronological order

2. To identify statements as true or false based on the reading passage

能力目标 Describe Audrey Hepburn’s life

情感目标 Know about Audrey Hepburn’s career

教学重点 Use the phrases and expressions fluently.

教学难点 Describe Audrey Hepburn’s life

课前预习Find as much information as they can about Audrey Hepburn’s career

教 学 过 程

教 师 活 动 学 生 活 动 备课札记

Step1.Revision

1. Before doing Part B, revise something about Audrey Hepburn.

2. Ask some Ss to retell the passage by looking at some key words on the screen.

Step2 Consolidation

Part B.

1.Ask Ss to read the words and definitions in Part B1 on page 80.Remind them that all the new words can be found in the reading passage..

2.Ask Ss to complete PartB1 on their own.

3.Ask Ss to read out one word and the definition each.

4.Ask Ss to complete PartB2 on their own.Encourage them to ask questions if they don’t understand the meaning or vocabulary.

Ss work out these exercises on their own.

教 学 过 程

教 师 活 动 学 生 活 动 备课札记

Part C

1. Make several photocopies of the headlines in PartC1.Cut the headlines into strips so that there is one headline on one piece of paper.

2. Divide the class into groups of four. Give each group a set of headlines.

3.Ss then rearrange the headlines in the correct order ,the first

headline at the top and the last headline at the bottom.

4.Ask Ss to write the order of the sentences in their books.

5.Ask Ss to complete PartC2 by themselves.Explain that the passage in PartC2 is an article about Audrey Hepburn’s career.Ss have to write in the correct words over the “ink spots”

6.Ask Ss to read our the article.

Step 3Language points

1. not only …but also

2. the loss of a great beauty

3. put all one’s effort into…

4. attract one’s attention

5. shortly after

6. remember sb.as

7. devote one’s life into ,etc.

Step 4 Homework

Ask Ss which of Audrey Hepburn’s films they like most. Encourage them to respond using the following construction:

My favourite Audrey Hepburn film is ….For stronger classes

to give reasons for their choices.

Finish the exercise in C2, make sure they are more familiar with the

Career of Audrey Hepburn.

Try to write down a passage about Audrey Hepburn.

本课时重点是“双基”训练并引导学生化知为能，根据文章内容尽可能多的设计不同形式的任务，从多方位培养学生能力。

教学反思

江苏省淮北中学英语学科教案

初三年级教案活页纸 主备人：陈小军 审核人：初三英语组全体老师

总课题 9A Unit 5 Films 总课时 10 第4 课时

课题 Vocabulary 课型 新授

教学目标 知识目标 1. To use vocabulary to talk about different types of films

能力目标 Grasp the names of different types of films

情感目标 Name the types of films after learning this unit

教学重点 Grasp the names of different types of films

教学难点 Name the types of films after learning this unit

课前预习Find some information about different types of films

教 学 过 程

教 师 活 动 学 生 活 动 备课札记

Step1.Revision

Revise the phrases and expressions in Reading

one of Hollywood’s all-time favourite actresses

not only…but also

mourn…/for/over…

at a very young age = when sb. was very young

attract one’s attention

a novel called Gigi

be made into a play/film…

insist that …

shortly after etc.

Ask the Ss to retell the content of Hollywood’s all-time favourite---Audrey Hepburn

Listen , think ,and try to say out the phrases and expressions, and have a deep impression about them 提问并请人来复述课文，巩固我们所学的内容，加深学生对课文的理解。

教 学 过 程

教 师 活 动 学 生 活 动 备课札记

Step2.presentation

Part A

1. Ask a student to read out the types of films in the left-hand column in Part A on page 82.Ask another student to read out the meanings in the right –hand column.

2. Complete this exercise as a class.Write the types of films from PartA on the board.

3. Read out each category .Ask Ss to raise their hands if they know the types of films that matches the category.

4. Encourage Ss to name the types of films they know.

Part B

1. Expalin that pictures in Part B are VCD covers .Each cover represents one of the categoies in Part A.Ask Ss to write the correct film type under each picture.

2. Ask students to thik of any films that belong to the categories in Part A.Encourage them to think of as many examples as possible.

3.Ask them to think of other kinds of films that are not listed here.Encourage Ss to give their answers.

Comedy

Epic

Historical film

Thriller

War film

Exercises

Finish some exercises in class. Give Ss some clips of different types of films.

复习，导入并附以一定的练习巩固我们所学的内容

教学反思

江苏省淮北中学英语学科教案

初三年级教案活页纸 主备人：陈小军 审核人：初三英语组全体老师

总课题 9A Unit5 Films 总课时 10 第5课时

课题 Grammar (A,B) 课型 新授

教学目标 知识目标 1. To use the past perfect tense to talk about past actions

2. To use the past perfect tense to ask questions about past actions

3.Use ‘should’, ‘ought to’, ‘had better’, ‘have to’and ‘must’to give advice

能力目标 Enable the Ss to grasp the past perfect tense

情感目标 Learn to give advice in a gentle way after learning this unit

教学重点 Enable the Ss to grasp the the past perfect tense

教学难点 Enable the Ss to grasp how to give advice

课前预习Preview the present perfect tense

教 学 过 程

教 师 活 动 学 生 活 动 备课札记

Step 1. Revision

完成句子1．他把一生奉献给了家乡的建设。

He ________________________ his hometown.

2． Sandy不仅歌唱得好，舞也跳得很美。

Sandy ______________well _______________ beautifully.

3．章子怡在电影《英雄》中扮演主角。

Zhang Ziyi ______________________ in the film Hero.

4． 他坚持认为他的答案是正确的。

He insisted that _______________________.

5． 家长提醒我们要好好照顾自己。

Our parents ___________________________ ourselves.

Look and complete the exercises in class 练习来巩固所学的内容

教 学 过 程

教 师 活 动 学 生 活 动 备课札记

Step2 Part A

1.Revise the Present Perfect Tense.

2.Introduce the Past Perfect Tense and explain we mainly use the past perfect tense to show that one thing in the past happened before another thing in the past.

3.Explain the examples in Part A.

4.A1.Ask students to read the sentences and find out what action happened first.

5.Check the answers

6.Explain words and phrases students don’t understand.

7.A2.Write out the past participle of the words.

8.A3.Fill in the blanks . The students work alone.

9.Tell the students the negative and the question forms.

10.A4.Complete the dialogue and check the answers.

Step 3 Part B

1.Revise ‘speak up -giving advice’ on P33

Ask students to find out the ways of giving advice in the dialogue.

2.Explain we can also use different ways to give advice.

Remind the students that ‘have to’ and ‘must’ are stronger than ‘should’ ‘ought to’ and ‘had better’.

3.Explain the context of the exercise in Part B on P86.

Complete what kitty says about Do’s and don’t at the cinema.

4.Work out the rules.

Homework:

Finish off the exercises in the exercise book. Listen ,and be familiar with the past perfect tense then practice .

had + v.ed (动词的过去分词)

了解与现在完成时的区别以及与一般过去时的区别

Get Ss to make sentences using “must ,should ,

ought to ,had better ,have to” 先和同学们熟练过去完成时，然后操练。

教学反思

（小周）

篇10：江苏省淮北中学英语学科教案9A Unit 5 Films(译林牛津版九年级英语上册教案教学设计)

初三年级教案活页纸 主备人：陈小军 审核人：初三英语组全体老师

总课题 9A Unit 5 Films 总课时 10 第6 课时

课题 Grammar B and C 课型 新授

教学目标 知识目标 1. To use ‘should’, ‘ought to’, ‘had better’, ‘have to’ and ‘must’ to give advice.

2. To learn to use ‘why not’, ‘why don’t you’ and ‘perhaps’ to give advice.

能力目标 Learn how to give advice

情感目标 To give advice adequately and appropriately

教学重点 Learn how to give advice

教学难点 To give advice adequately and appropriately

课前预习Preview the new words and phrases

教 学 过 程

教 师 活 动 学 生 活 动 备课札记

Teaching procedures

Step 1. Revise ‘speak up -giving advice’ on P33

Ask students to find out the ways of giving advice in the dialogue.

Step 2 Explain we can also use different ways to give advice.

Remind the students that ‘have to’ and ‘must’ are stronger than ‘should’ ‘ought to’ and ‘had better’.

Step 3 Explain the context of the exercise in Part B on P86.

Complete what kitty says about Do’s and don’t at the cinema.

Step 4 Work out the rules.

Step 5 Do the same with Part C.

Step 6 Additional exercise

Make sentences with ‘should’ , ‘ought to’, ‘had better’, ‘have to’, ‘must’, ‘why not’, ‘why don’t you’ and ‘perhaps’.

Greet with the teacher freely.

Explain the ways to give advice.

教 学 过 程

教 师 活 动 学 生 活 动 备课札记

do homework alone (should)

wear more clothes because it will be colder (ought to)

stay at home on rainy days (had better)look after your sick mother at home (have to)eat vegetable every day (must)

visit local theatre (why not)try on the shoes (perhaps)

Homework:

1) Learn the useful expressions by heart.

2) Some other exercises.

Language points:

1. 用should、ought to、had better、have to、must 提出建议。

※ 当我们要用“和善”的方法提出建议时，用 should, ought to 和 had better。

●should / ought to 表示“应该”，后跟动词原形。should 比ought to语气要轻一些，should谈的是自己的主观看法，而ought to则更多地反映客观情况。

●should的否定形式是should not (shouldn’t); ought to 的否定形式是ought not to (oughtn’t to)

●had better表示“最好”，后跟动词原形，否定式是had better not do sth.

※ 当我们想用“更强硬”的态度提出建议时，用have to 和must.

●have to / must 表示“必须”，后跟动词原形； have to 常表示客观要求，must则表示主观愿望。

●have to 的否定式是 don’t have to, 表示“不必要”；must的否定式是must not (mustn’t) 表示“一定不能”、“不允许”。

2. 用 why not, why don’t you 和perhaps 来提建议。

※ why not / why don’t you 后跟动词原形，也是提出建议的两种方式，表示“为什么不……”, 两者可以互换。

※ perhaps 是提出建议的另一种方式，表示“或许，可能，也许”。 Make sentences with the words.

教学反思

江苏省淮北中学英语学科教案

初三年级教案活页纸 主备人：陈小军 审核人：初三英语组全体老师

总课题 9A Unit 5 Films 总课时 10 第7 课时

课题 Integrated Skills(1) 课 型 新 授

教学目标 知识目标 1.To identify the context of a cinema hotline

2.To identify key points to complete some notes about three different films

能力目标 To talk about different types of films and preferences in films

情感目标

教学重点 To identify key points to complete some notes about three different films

教学难点 To talk about different types of films and preferences in films

课前预习Preview the new words and phrases

教 学 过 程

教 师 活 动 学 生 活 动 备课札记

Step 1 Revision

Revise: (show the power point)

1.What types of films are they?

①. Audrey Hepbourn : Romantic film

It’s about a young prince who met a young reporter in Roman and they fell in love with each other fall in love with/be in love with

②.Tiger Watch: Documentary

It is about Asian tigers in danger.

③.A murder in a country house: Horror film

It’s about a doctor who was found in a country house.

④.The end of the world: Science fiction film

What happened to the world because of virus?

Step 2. Discussion:

What was the life like in Beijing in the past?

Live in the Hutongs

The world of dinosaurs

Watch the pictures and guess the types.

Think and discuss.

教 学 过 程

教 师 活 动 学 生 活 动 备课札记

The dinosaur family

3.Please guess the types of the films

The Tales of Old Beijing

The World of Dinosaurs

Love Boat

4.Listen to the tape and find out the answers.

5.Read the cinema guide and fill in the information.

6.Listen to the tape again and fill in the blanks.

1.The three films now showing in cinemas

Three boys playing football on the playground the noise coming from the bushes

2. Be suitable for everyone

3.alive/ living

Alive : ad,可以用作表语与定语

the greatest man alive（后置定语）

keep alive/ stay alive

Living ：ad

Living animals （前置定语）

He is still living.

Bring dinosaurs alive on the screen

Show: vi/vt

The cinema is showing Tales of Old Beijing

Tales of Old Beijing is showing in the cinema.

Tales of Old Beijing is show/on in the cinema.

7.Oral practicing

8.Say sth about what’s on in cinemas as a cinema.

The films are: A murder in a country house

Tiger Watch

The end of the world

Audrey Hepburn

Fill in the information

教学反思

江苏省淮北中学英语学科教案

初三年级教案活页纸 主备人：陈小军 审核人：初三英语组全体老师

总课题 9A Unit 5 Films 总课时 10 第8 课时

课题 Integrated Skills(2) & Study Skills 课型 新授

教学目标 知识目标 To respond correctly in agreement or disagreement

能力目标 Different ways to express agreement or disagreement

情感目标 The ability to express agreement or disagreement appropriately.

教学重点 To respond correctly in agreement or disagreemen

教学难点 The ability to express agreement or disagreement appropriately.

课前预习Preview the new words and phrases

教 学 过 程

教 师 活 动 学 生 活 动 备课札记

Step 1.Speak up and Study skills(powerpoint)

Types of films

Horror film

Cartoon

Action film

Romantic film

Science fiction film western

Documentary

Comedy

What do you think of these films?

Horror film (terrible , make people feel scared…)

Cartoon (very interesting, can make you feel relaxed…)

Action film (with fights, have a bad effect on teenagers)

Romantic film (with happy endings, not suitable for us…)

Science fiction film (can make you more imaginative, cleverer……)

Western (can learn the spirit of the cowboys……)

Watch the pictures and guess the types.

教 学 过 程

教 师 活 动 学 生 活 动 备课札记

Documentary (with facts, can help you learn more about history……)

Comedy (with lots of funny things, make you feel happy……)

Step 2.Talking about films

(you can use Sandy and Kitty’s coversation as a model, you can also make your own dialogue)

Sandy: What do you think about fights in actions films, Kitty?

Kitty: I think they’re terrible. They make you feel angry. They have a bad effect on people, especially teenagers.

Sandy: I see. So what is your favourite kind of film?

Kitty: I like romantic films because they usually have happy endings. What about you, Sandy?

Sandy: I love action films. They’re really exciting.

Step 3.Responding to opinions

( When you talk about your favourite type of films, you all have your own opinions. Sometimes you agree with people but sometimes you disagree. Here are some useful phrases to express agreement and disagreement.)

Expressing agreement: I agree.

That’s a good idea.

Yes, I think so.

Yes, you’re right.

Expressing disagreement: I disagree.

No, I don’t think so.

That may not be a good idea.

I’m not sure if you’re right.

4.Homework

Use the phrases we learnt just now to write a conversation about your favourite films.

Read the model and talk.

Try to express agreement and disagreement

教学反思

江苏省淮北中学英语学科教案

初三年级教案活页纸 主备人：陈小军 审核人：初三英语组全体老师

总课题 9A Unit 5 Films 总课时 10 第9 课时

课题 Main Task 课型 新授

教学目标 知识目标 To make the student learn some new words and expressions, such as talent, experienced, supporting actress and talented, take an actor’s training course.

能力目标 (1) To skim personal details’ and ’Acting career of Gongli for overall meaning and scan it for details.

(2) Enable the student to complete the fact sheet with information about their favourite film star.

Enable the student to write an article about their favourite film star.

情感目标 Enable the students to improve aesthetic judgment.

教学重点 1.To help the students get the main information about Gongli.

2.To improve the students’ writing skills.

教学难点 1.Words, talent, talented, experienced

2.Some information about Gongli.

课前预习Preview the new words and phrases

教 学 过 程

教 师 活 动 学 生 活 动 备课札记

Teaching procedures

Step 1 Free talk

Ask one student to say something about his/her favourite film star.

Step 2 Lead in: We know Kitty’s favourite film star is Audrey Hepburn. Can you tell me something about her?

(1) Where and when was she born?

(2) How was she?

(3) Was she good at acting in films?

Did you successfully play the lead role of a young princess in Roman Holiday?

Talk about favourite film stars

教 学 过 程

教 师 活 动 学 生 活 动 备课札记

(4) Where did she start her acting years?

(5) How did she start acting?

(6) Please tell me the names of the films that she acted in, OK?

(7) What kind of awards did she win?

Step 3 Presentation

Part A1.

Task: Read the fact sheet about Gongli.

Sandy has visited a website about Hollywood. Gongli is her favourite film star so she wants to write about Gong Li for the website.

(1) Ask students how much they know about Gong Li and which of her films they have seen .

(2) Ask students to read the fact sheet about Gong Li which was written by Sandy.

(3) Ask questions about the fact sheet.

(4) Explain new words.

Concubine means a second wife, assassin means someone who murders people .sorghum is a kind of grain.

PartA2

Sandy has written an article about Gong Li.

Task1:Help sandy complete it.

Tadk2:Learn the structure of the article.

Step 4.Writing

OK. Now we know both Kitty and Sandy have their own favourite film stars. Now can you tell me who is your favourite film star?

Task1: Now complete the following fact sheet with information about your favourite film star.

Task2: Then divide the class into groups of four to write an article about their favourite film star using the fact sheet.

Homework

Write an article about a favourite film star for a website.

Read the fact sheet about Gongli

Try to grasp the meaning of the new words.

教学反思

江苏省淮北中学英语学科教案

初三年级教案活页纸 主备人：陈小军 审核人：初三英语组全体老师

总课题 9A Unit 5 Films 总课时 10 第10 课时

课题 Checkout 课型 新授

教学目标 知识目标 To review the use and structure of the past perfect tense.

To review vocabulary related to the film industry tense.

能力目标 To allow students to check their progress and ask any questions they may still have.

情感目标 Help students learn how to give advice politely.

教学重点 1.Master the use and structure of the perfect past tense.

2.How to give some advice.

3.Master some difficult new words.

教学难点 Master the use and structure of the past perfect tense.

课前预习Preview the new words and phrases

教 学 过 程

教 师 活 动 学 生 活 动 备课札记

Teaching procedures

Step 1 Talk about their favourite films and stars

“Which film have you seen?

Who played the lead role of this film?”

By discussing, help the students review the present perfect tense .Then change the present perfect tense into past perfect tense.

Step 2

lead in part A:

There is a film called Roman Holiday showing in the cinema .Eddie and Hobo go to see this film.

Review the present perfect tense

教 学 过 程

教 师 活 动 学 生 活 动 备课札记

Step 3

Get the Ss to discuss what happened at the cinema. Using the simple past tense, then join two sentences, using the simple past tense into one sentence including the past perfect tense.

Step 4

Finish Part A

Step 5

Made up a dialogue on Roman Holiday between Eddie and Hobo to lead in Part B.

Homework

Finish exercise book.

Language points:

1. Gong Li has starred in many other successful films. 巩俐已经在其他多部成功的影片中担任主角。

star v. (-red; -ring) “主演……，由……主演”

eg: One cinema showed a film starring Charlie Chaplin.

1. ※ experienced adj. “有经验的”

eg: (1) He is an experienced doctor. I’m sure he can save your child.

(2) Beckham is experienced in playing football.

※ experience u.n.“经验” ; c.n.“经历”

eg: (1) Daniel doesn’t have enough work experience for the job.

(2) The trip to Yun Nan was an unusual experience. I will remember it forever.

3. ※ talented adj. “天才的”

eg: I think Jackie Chan is a talented actor.

※ talent n. “天才”

eg: He is imaginative. I think he is a talent for drawing.

Make up a dialogue.

教学反思

（小周）

篇11：江苏省淮北中学英语学科教案 9A Unit 3 Teenage problems(译林牛津版九年级英语上册教案教学设计)

初三年级教案活页纸 主备人：陈小军 审核人：初三英语组全体老师

总 课 题 9A Unit 3 Teenage problems 总课时 10 第 1 课时

课 题 Comic strip & Welcome to the unit 课 型 新授

教学目标 知识目标 1. Know the spelling of some words and usage of some phrases

2. Know the different meanings of ‘get’

能力目标 1. Talk about problems and their causes.

2. Think about one’s problems and how to deal with them

情感目标 Express problems and talk about solutions.

教学重点 Talk about problems and their causes.

教学难点 Express problems and talk about solutions.

课前预习1. Preview the new words and phrases

2. Pre-learn Period 1: Comic strip & Welcome to the unit

教 学 过 程

教 师 活 动 学 生 活 动 备课札记

Step1 Warm-up

1.Explain that most teenagers have problems. Tell them that if they ever need to talk about their problems, they should talk to their teachers, friends or family. Tell them that having a problem is nothing to be ashamed of ----- everyone has worries from time to time.

2.Do a survey of the problems that thestudents in the class have.

3.Discuss the problems questioned by the students.

Step2. Comic strip

1. Ask the students to listen to the tape with the books closed. And then answer a question “ What problem has Eddie got? ”.

2. Tell them that Eddie is getting fat. Here “get” means “become”. What other meanings does “get” have?

Listen and think what problems they have.

Work in pairs

Discuss someproblems

Listen and prepare for the question

Think about the usages of “get”

从学生身边的话题谈起，引发学生思考并讨论。

引申get的不同含义，开展拓展性学习。

教 学 过 程

教 师 活 动 学 生 活 动 备课札记

选用所给词组的适当形式填空：

get a good mark, get some help from, get enough sleep,

get excited, get a bus, get married

1). My uncle ______________ last year.

2). Did you hear Simon __________________ in the exam?

3). You didn’t ______________,did you?

4). The audience _____________ when they saw Hello Kitty.

5). My father _____________ to work every day.

6). Shall we ________________ from an adviser?

Step 3. Welcome to the unit.

Part A

1. Review “noisy” and “quarrel”. Explain the students the different meanings of the two words . (these words mean “full of noise” and “argue”).

2.Ask them to work in pairs to complete Part A on page 39.

Once all students have finished, ask one student at a time to read out what they have written. Listen for mistakes and mispronunciation.

Part B

1.Make a survey of the problems. Write the following headings on the board:

Not enough sleep

Not enough time to do homework

Too noisy to study

Lonely

Argue with cousin/classmate/parent

Parents are always busy

2. Read out each problem in turn, and ask students to raise their hands if they have this problem. Make a tally of the problems that students have. This will reinforce a group feeling. Finally, make a note of the biggest problem the class has. Write the following on the board:

“The biggest problem Class …Grade ... has is …”

3.Explain that part B is different from the previous exercise, as students have to rank how big these problems are in their lives.

Do some exercises with the given expressions

Listen and answer what they are discussing in the dialogue

Complete Part A on page 39.

Read out each problem in turn

Try to answer the question: “The biggest problem Class …Grade ... has is …”

Get的不同含义

“noisy” and “quarrel”的用法区别.

青少年学生常见的问题

教 学 过 程

教 师 活 动 学 生 活 动 备课札记

4.Explain to students that number 5 means that this is a big problem for them while number 1 means it is a small problem.

5.Tell students to complete Part B on their own. Ask volunteers to give their answers but do not force students. If there are no volunteers, do not go over the answers to this exercise with the class. Keep the students’ answers confidential.For stronger classes, ask students to add what they consider to be the biggest problems teenagers face to the list if these are different to those on the list.

Step4 Homework

1. Revise this period

2. Pre-learn the next period

Step5.Notes after teaching

Complete Part B on their own.

Do some exercises after class

教学反思

江苏省淮北中学英语学科教案

初三年级教案活页纸 主备人：陈小军 审核人：初三英语组全体老师

总课题 9A Unit 3 Teenage problems 总课时 10 第2课时

课题 Reading (A) 课型 新授

教学目标 知识目标 To understand how to write about problems and to express feelings

能力目标 To ask for advice

情感目标 To recognize and understand vocabulary about problems.

教学重点 To understand how to write about problems and to express feelings

教学难点 To ask for advice

To recognize and understand vocabulary about problems.

课前预习1. Preview the new words and phrases of this period

2. Pre-learn Period 2: Reading (A)

教 学 过 程

教 师 活 动 学 生 活 动 备课札记

Step 1.Revision

Revise something learned in the last period.

Step 2.Reading

Part A

1.Ask students whether they have read advice columns, e.g. , newspapers, magazines and websites. Bring in some samples from newspapers and magazines to show students.

2.Explain the context. Millie and Simon have both written letters to a youth worker.

3.Ask students to scan the text and see if there are words that they do not know. Explain these words briefly.

4.Read Millie’s letter aloud. Ask students to listen carefully to you and follow the text on page 40. Ask questions to check understanding, e.g.

What is Millie’s favorite hobby? (painting)

What is Millie’s problem? (She doesn’t have enough time for hobbies and homework.)

Have a revision

Listen to their teacher and try to answer some questions

Scan the text

Listen and try to answer some questions

和同学们一起讨论属于他们自己的青少年问题

教 学 过 程

教 师 活 动 学 生 活 动 备课札记

5.Ask one student at a time to read a paragraph, ask students to say which parts of the text they do not understand. Clarify any points if necessary.

6.Read Simon’s letter aloud. Ask students to listen carefully to you and follow the text on page 41. Ask questions to check understanding, e.g.

When does Simon play football? (After school until late.)

How do his parents feel about it? (They don’t like this and ask him to go home before 6 p.m.)

7.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. Clarify any points if necessary.

8.Some words and language points:

achieve; advice; balance; colourful; give up; hand in

Step4 Homework

1. Revise this period

2. Pre-learn the next period

Step5.Notes after teaching

Read the paragraphs and try to answer some questions

Learn some words and language points:

Do some Exx after class 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.

教学反思

江苏省淮北中学英语学科教案

初三年级教案活页纸 主备人：陈小军 审核人：初三英语组全体老师

总 课 题 9A Unit 3 Teenage problems 总课时 10 第3课时

课 题 Reading (B.C.D) 课 型 新 授

教学目标 知识目标 To understand how to write about problems and to express feelings

能力目标 To ask for advice

情感目标 To recognize and understand vocabulary about problems.

教学重点 To understand how to write about problems and to express feelings

教学难点 To ask for advice

To recognize and understand vocabulary about problems.

课前预习1. Preview the new words and phrases of this period

2. Pre-learn Period 3: Reading (BCD)

教 学 过 程

教 师 活 动 学 生 活 动 备课札记

Step 1. Revision

Revise something learned in the last period.

Step 2. Reading (B/C/D)

Part B

1. Remind students that the vocabulary that the vocabulary listed in Part B appears in Millie and Simon’s letters on pages 40 and 41. If students are not sure what a word means, it may help them to read the word in context on those pages.

2.Ask students to work in pairs to complete Part B. When students have complete all the answers, they raise their hands. The first pair to finish the exercise correctly is the winner.

3.When students have finished, give the correct answer to each question.

Part C

1.Tell students that in Part C, they must play the role of Sigmund Friend, and must “diagnose” what is wrong with Millie and Simon.

Have a revision

Try to remind some vocabularies

Complete Part B.

认识并理解与问题有关的词汇；学会表达情感。

教 学 过 程

教 师 活 动 学 生 活 动 备课札记

Part C

1.Tell students that in Part C, they must play the role of Sigmund Friend, and must “diagnose” what is wrong with Millie and Simon.

2.Remind students that they can find all the answers in the reading passage on pages 40 and 41. They should complete the exercise by putting a cross or a tick in the blanks. For more able students, ask them to complete the exercise without referring the back to the reading passage.

3.After checking the answers with the class, ask more able students to look for phrases or sentences in Millie and Simon’s letters to support their answers.

4.This is a straightforward exercise and students of all levels should be able to complete it on their own.

Part D

1.Revise key vocabulary. Write the following words on the board:

advise keep

earlier later

focus help

forget about school work

give up remember

hobby ignore

homework go home

painting study

spend hours work hard

time drawing

stay out hours

2.Explain that for each word in the column on the left, there is a related word in the column on the right. The words may be opposites, synonyms or related words. Point to the first word and ask the class to find the matching word in the right-hand column.

3.Ask volunteers to come to the front of the class and draw a line between two words to link them. Go through the words in the two columns with students before asking them to match the words.

Complete the exercise by putting a cross or a tick in the blanks.

Revise key vocabulary.

Draw a line between two words to link them. 认识并理解与问题有关的词汇；学会表达情感。

教 学 过 程

教 师 活 动 学 生 活 动 备课札记

4.Answers are as followings:

advise keep (opposite)

earlier later (opposite)

focus help (synonym)

forget about school work (related word/opposite)

give up remember (opposite)

hobby ignore (opposite)

homework go home (opposite)

painting study (related word)

spend hours work hard (related word)

time drawing (related word/synonym)

stay out hours (related word)

5.Once students are clear about the vocabulary, ask them to complete Part D on Page 43. More able students can complete the exercise on their own. Less able students can work in pairs or small groups.

6.Once students have finished Part D, ask two students to read the letters aloud. Praise students for areas where they do well. Try not to focus too much on their mistakes as this will crush their confidence when speaking in front of the class.

Step 3. Practice

Step4 Homework

1. Revise this period

2. Pre-learn the next period

Step5.Notes after teaching

Finish the exercise, make sure they are more familiar with the words and can use them

Complete Part D on Page 43.

Do some Exx after class.

认识并理解与问题有关的词汇；学会表达情感。

教学反思

江苏省淮北中学英语学科教案

初三年级教案活页纸 主备人：陈小军 审核人：初三英语组全体老师

总课题 9A Unit 3 Teenage problems 总课时 10 第4 课时

课题 Vocabulary 课型 新授

教学目标 知识目标 To understand the different meanings of the verb “to be”

能力目标 To use the verb “to get” when talking about problems

情感目标 To recognize and understand vocabulary about problems.

教学重点 To understand the different meanings of the verb “to be”

To use the verb “to get” when talking about problems

教学难点 To recognize and understand vocabulary about problems.

课前预习1. Preview the new words and phrases of this period

2. Pre-learn Period 4: Vocabulary

教 学 过 程

教 师 活 动 学 生 活 动 备课札记

Step 1. Revision.

Revise something learned in the last period

Step 2. Vocabulary

Part A

1.Explain that the words in the box at the top of Page 44 are synonyms of the verb “to get” below the pictures, and can be used to replace “get” in each picture.

2.Ask students to work in pairs to complete Part A.

3.For weaker classes, ask students to read out the answer for each picture. For stronger classes, after students have read out the answers, ask them to make sentences using the phrases under the pictures.

Part B

1.Explain to students that they can use their answers from Part A to help then with the exercise in Part B. for weaker classes, students can work in pairs to complete Part B. For stronger classes, students can work on their own.

2.For stronger classes, once students have finished, ask two students to read out the whole letter. Compliment them on parts of the letter they read particularly well. Have a revision

Listen,think ,and try to do some exx. in Part A.

Work in pairs to complete Part B. 复习巩固与问题有关的词汇；学会表达情感。

教 学 过 程

教 师 活 动 学 生 活 动 备课札记

Part B

1.Explain to students that they can use their answers from Part A to help then with the exercise in Part B. for weaker classes, students can work in pairs to complete Part B. For stronger classes, students can work on their own.

2.For stronger classes, once students have finished, ask two students to read out the whole letter. Compliment them on parts of the letter they read particularly well.

3.For weaker classes, ask students if they have the same problems as Amy. Ask students to raise their hands if they do. For stronger classes, ask students what their advice would be for Amy.

Step 3.Practice

Step 4 Homework

1. Revise this period

2. Pre-learn the next period

Step5.Notes after teaching

Work in pairs to complete Part B.

Practise and do some exx after class.

复习巩固与问题有关的词汇；学会表达情感。

教学反思

江苏省淮北中学英语学科教案

初三年级教案活页纸 主备人：陈小军 审核人：初三英语组全体老师

总 课 题 9A Unit 3 Teenage problems 总课时 10 第5课时

课 题 Grammer (A, B) 课 型 新 授

教学目标 知识目标 1.To use “wh-” words + “to” infinitives to talk about problems.

2.To learn about sentences types

3.To study five kinds of sentences structures

能力目标 Grasp the structures of “wh +to do sth.”, five kinds of sentences

情感目标 Talk about problems with “wh +to do sth.”

教学重点 “wh +to do sth.”structure, sentences types, five kinds of sentences structures

教学难点 Talk about problems with “wh +to do sth.”

课前预习1. Preview the new words and phrases of this period

2. Pre-learn Period 5: Grammar ( A B)

教 学 过 程

教 师 活 动 学 生 活 动 备课札记

Step 1. Revision

Revise something learned in the last period.

Step 2. Grammar ( A& B)

Part A

1.Remind students that when we talk about “wh-” words, we mean question words. i.e., what, when, why, where, who, how

2.For stronger classes, introduce “whom” and “whose”. “Whom” is the object pronoun form of “who”,e.g. Whom did you invite to the party? However, it is rarely used nowadays except in formal contexts. Normally, we simply say “who”. “Whose” is the possessive form of “who”,e.g. “Whose book is that?

3.Explain to students that they need to use the “wh-“ words +to do structure to complete the exercise on page45. The “wh”- words can be used more than once.

4.This is a fairly challenging exercise and all students will

Have a revision

Remind “wh-” words

Compare “who” with “whom”,”whose” 练习来巩固所学的内容

教 学 过 程

教 师 活 动 学 生 活 动 备课札记

benefit from guidance. For stronger classes, ask students to

do it by themselves and the n check their answers. Less able

students will benefit from working in pairs. More able

students can work on their own, but encourage students to

share their difficulties with the class. If one students finds

something difficult, it is likely that the others do too. Be on

hand to offer help for this exercise. For weaker classes, tell

students that it may be easier it may be easier if they find

either the “wh-“ word or “to”-infinitive first before working

out the whole answer.

5.Once students have finished, choose one student to play the part of Millie and another student to play the part of Sigmund. Ask them to read the conversation aloud. Check for incorrect answers and mispronunciation. For weaker classes, ask several pairs of students to read one exchange each.

Part B

1.As a warm-up activity, write the following form on the board:Statement (positive)

Statement (negative)

Question

Imperative

Exclamation

2.Ask students to make up a sentence in each blank on the right according to the requirement on the left. Students make up their own sentences on a piece of paper. Less able students can work in pairs. Encourage more able students to work on their own.

3. Ask a student to come to the front of the class and write the sentence in the right column. If the answer is correct, he / she can choose the next students to the front to continue. If not, you choose the next student.

4.Go through the table at the top on page 46. Ask students if

they have any questions. Make sure they understand the four types of sentences.

Listen ,and be familiar with the two structures, then practice them

Read the conversation aloud

Make up a sentence in each blank. 先和同学们熟练这两句型，然后操练

5.Tell students the basic use of a statement is to give information, e.g., “Millie wrote to Sigmund Friend for advice.” The negative form of this statement is “Millie did not write to Sigmund Friend for advice.” Some statements do more than give information. They can also be used to ask for information, express approval or sympathy, thank someone, give orders or provide an offer.

6.Tell students the basic use of a question is to ask for information, e.g., “When do you usually go to school?” We can also use questions in other ways, such as making requests, e.g., “Can I have a cup of tea, please?” making suggestions, e.g., “Shall we bring more water?”, making offers, e.g., “Can I help?” or asking for permission, e.g., “May I come in?”

7.Tell students that the imperative form is the base form of the verb. The imperative is used to give orders or to get someone to do something. When giving orders, you expect the person will obey. For example, when I say “Stop making so much noise!”, I mean that “You should stop making noise.” An imperative can also be used to give suggestions, warnings, instructions, invitations or good wishes.

8.Tell students that an exclamation is a sentence spoken with emphasis. We can use “what” or “how” to start an exclamation, e.g., “How lucky we are today!”

“What a lucky day!”

9.Explain to students that in the exercise on page 46 they must identify the different types of the sentences and write the correct answers in the blanks. This is a fairly simple exercise. Students can work out their own.

10.Once students have finished, ask the class to check the answers with you.

Step 4 Practice

Step 5.Homework

Step 6. Notes after teaching

Step5.Applen Make sure to understand the four types of sentences.

Listen ,and be familiar with the two structures, then practice them

Practise and do some exercise after class. 先和同学们熟练这些句型，然后操练

教学反思

（小周）

篇12：江苏省淮北中学英语学科教案9A Unit 3 Teenage problems(译林牛津版九年级英语上册教案教学设计)

初三年级教案活页纸 主备人：陈小军 审核人：初三英语组全体老师

总课题 9A Unit 3 Teenage problems 总课时 10 第6 课时

课题 Grammar II 课型 新授

教学目标 知识目标 1. 1.To study five kinds of sentences structures

2. To learn to use object complements

能力目标 To develop the abilities of reading and writing

情感目标 To be a happy , lively teenagers after learning this lesson

教学重点 Five kinds of sentences structures and object complements

教学难点 Five kinds of sentences structures and object complements

课前预习Preview the new words and phrases，revise different parts of a sentence

教 学 过 程

教 师 活 动 学 生 活 动 备课札记

I．Have a revision

II. Ask Ss to look at the table at the top of Page 47. Tell Ss that an object complement is an adjective (or adjective phrase) or a noun (or noun phrase) that relates to the object. Encourage Ss to ask questions about object complement.

III. Tell Ss that not all verbs can be followed by an object complement.

IV. Explain the context. Ss should circle the object complement found in Millie’s homework. Ask more able Ss to work on their own and less able Ss to work in pairs. Encourage Ss to report their difficulties to the class. Be ready to offer help for this exercise.

V. Explain to Ss that different combinations of the sentence elements form different sentence structures.

VI. Explain the exercise in Part D1 on Page 48. More able Ss may work on their own while weaker Ss may work in pairs. Look at the table

circle the object complement

report their difficulties to the class 先复习句子成分

让学生自己理解宾补的用法

教 学 过 程

教 师 活 动 学 生 活 动 备课札记

Notes:

1. I find him kind. 我发现他很和蔼。

及物动词+宾语+宾补 宾补可以是名词（或短语）、形容词（或短语）、介词（或短语）、动词不定式、分词充当。

名词（或短语）：

We think Li Ping the best student in our class.

They call the girl Lucy.

I find him a very smart boy.

形容词（或短语）：I believe Tom (to be) honest.

The new coat kept the boy warm.

The news made me happy.

介词（或短语）：I find her at home instead of at work.

动词不定式I’d kike you to come and see me.

The teacher wants us to hand in our homework tomorrow morning.

He made the horse run all the time.

分词：I found a man walking into her room.

Can you hear someone singing on the next room?

I saw him getting on the bus.

在上述句子结构中，有些句子的宾语是宾语补足语的施动者，因此这些句子可以改为宾语从句。

I found him in the shop. = I found that he was in the shop.

I saw him getting on the bus.=I saw that he was getting on the bus.

VII．Sum up and exercises

VIII．Homework

1. Revise this period.

2. Pre-learn the next period work in pairs

Translate some sentences

精讲精练

辅以练习

教学反思

江苏省淮北中学英语学科教案

初三年级教案活页纸 主备人：陈小军 审核人：初三英语组全体老师

总课题 9A Unit 3 Teenage problems 总课时 10 第7课时

课题 Integrated skills 课型 新授

教学目标 知识目标 1.To extract information from a student profile

2.To write notes about a student profile

3.To extract information from a conversation

4.To write a record of a visit

能力目标 To develop the students’ abilities of listening, speaking, reading and writing.

情感目标 Be a happy , lively teenagers after learning this lesson

教学重点 To listen and write notes about a student profile and extract information from the conversation

教学难点 To listen and write notes about a student profile

课前预习To get as much information about Teenage problems as possible

教 学 过 程

教 师 活 动 学 生 活 动 备课札记

I.Have a revision

II.Read through Sue’s profile on page 50 with students. Ask them to think about what their student profile would say. Write the following on the board.

Name:

Class:

Grade:

Subjects I like:

Subjects I do not like:

III.Ask the students to think about something they are very good at. It does not need to be a school subject. It could also be a hobby. This will reinforce their confidence. Point out to students that no one can be good at everything. Everyone

Translate some sentences and do some erercises

Read through Sue’s profile

Think and discuss

适当的进行一些学生的心理辅导

教 学 过 程

教 师 活 动 学 生 活 动 备课札记

has different skills and talents.

IV.Ask a student to read Sue’s profile aloud. Explain to students that some of the information in the student profile will help them to complete the notes about Sue.(tell students that they will not be able to find all the answers in the profile.)Tell students to look carefully at what they have written, and pay attention to the gaps they have not yet been able to fill.

VI.Play the recording again, stopping so that students can write their answers, if you feel this is necessary. Tell students to look at their answers. If they still have some unfilled gaps, ask them to read the profile again at the top of the page in case they have missed something. Then play the recording once more without stopping.

VII.Ask students to read one answer each. Check for mistakes and mispronunciation. Play the recording again once students have completed the exercise.

IX.Explain to students that they can use the profile and the note from page 50 to help them complete Part A3 on page 51. Divide the class into pairs. Each pair must work together to come up with the correct answers. The first pair to get all of the answers correct wins. Ask a person from each pair to read one sentence at a time. Encourage students to listen for mistakes and raise their hands when they have a question.

X. Review “worried”, “reply”, “e-card” and “advice”. Ask students to volunteer some definitions.

XI. Ask students to work in pairs. Tell them to read the conversation aloud, then change roles sn read the conversation again.

XII. Check students’ conversation of the passage. Ask them the following questions:

Who has a problem? (Millie)

What is her problem? (Her pen friend hasn’t replied to her e-mails.)

read Sue’s profile

Listen and wite

Read and check

complete Part A3

read and listen

Read

Ask and answer

consolidates what students have learnt and gives them a sense of achievement.

教 学 过 程

教 师 活 动 学 生 活 动 备课札记

Does Amy agree that Millie’s pen friend doesn’t want to write to her any more? (No.)

Why does Amy think Millie’s pen friend hasn’t written? (She’)

What advice does Amy give Millie? (Millie should send an e-card to her pen friend and let her know she misses her very much.)

Do you think Millie feels better after discussing her problem with Amy? (Yes.)

Ask students to reply using full sentences.

XIII.Ask the students to use the conversation as a model to talk about their own problems and give advice. Ask them to practice their new conversations. Allow less able students to write down their conversations before practicing with a partner. Walk around the class and give help where necessary.

Ask a few pairs to read their conversations aloud to the whole class.

IVX. Sum up and exercises

VX．Homework

1.Revise this period.

2.Pre-learn the next period

VIX. Notes after teaching

Make the similar conversation

and practice

read the conversations

教学反思

江苏省淮北中学英语学科教案

初三年级教案活页纸 主备人：陈小军 审核人：初三英语组全体老师

总课题 9A Unit 3 Teenage problems 总课时 10 第8课时

课题 Study skills 课型 新授

教学目标 知识目标 1. To form the habit of proofreading and revising work

2. To recognize common language mistakes

3. To correct mistakes in written text

能力目标 To form the habit of proofreading and revising work and develop the ability of writing

情感目标 To be a happy , lively teenagers after learning this lesson

教学重点 To recognize common language mistakes

教学难点 To form the habit of proofreading and revising work

课前预习To find out as many mistakes often made in the writings as possible

教 学 过 程

教 师 活 动 学 生 活 动 备课札记

I. Have a revision

II. Ask students whether the check their work or not. Ask those who do to raise their hands. Ask these students whether they often find mistakes when they check through their work.

Ask students who do not check through their work to raise their hands. Ask them why they do not check their work.

III. Explain to students that checking work after they have finished it is a very important habit to develop. Tell students that they should check their work after they have finished it----both homework and class work.

Translate some sentences

Put hands and answer why

Make a survey

解释作业后检查的重要性

教 学 过 程

教 师 活 动 学 生 活 动 备课札记

IV. Tell students that when they are doing exams, they should always allow themselves 5-10 minutes at the end to check through their work. They may be able to correct come careless mistakes.

V. Ask students to look at the word box on page 52. Tell them these are the things they should check for. Ask students to read Millie’s report and underline all the mistakes and classify these mistakes according to their types. Less able student might need help with this exercise. Allow them to work in pairs. Tell students where the mistakes are and simply ask them to write the types of mistakes and make corrections if necessary.

V. Ask five students to read out a corrected paragraph each. Ask the rest of the class to check for correct answers.

VI Sum up and exercises

VII．Homework

1.Revise this period.

2.Pre-learn the next period

read Millie’s report and underline all the mistakes and classify these mistakes

read out the corrected paragraph

教学反思

江苏省淮北中学英语学科教案

初三年级教案活页纸 主备人：陈小军 审核人：初三英语组全体老师

总课题 9A Unit 3 Teenage problems 总课时 10 第9 课时

课题 Main task 课型 新授

教学目标 知识目标 1. To answer a quiz about causes of stress

2. To make a writing plan for a letter

3. To write a letter about stress problems

能力目标 To develop the ability of writing and the ability of dealing with problems

情感目标 To be a happy , lively teenagers after learning this lesson

教学重点 1.To make a writing plan for a letter and write a letter about stress problems

2.The ability of dealing with problems

教学难点 To make a writing plan for a letter and write a letter about stress problems

课前预习Prepare the quiz and find out more problems and solutions

教 学 过 程

教 师 活 动 学 生 活 动 备课札记

I. Have a revision

II.Arouse student’s interest by asking them to think about stress situations and how they deal with them.

III.Explain the context. Mr. Wu has set a quiz for the Class 1, Grade 9 students about good and bad ways to deal with problems.Tell students that they will take part in the quiz in Part A on page 53. Read out one questions at a time, as well as all the answer choices. Students should work on their own and keep their answers secret. (Tell students they are not allowed to discuss their answers with their classmates.Once you have gone through all the questions, ask students to swap their book with another student.)

Read out the best answer to each of the questions. Each student must mark the book he/she has been to given.

Present a passage and let the students correct it

Read out the questions and work on their own and keep their answers secret

mark the book Present some pictures

教 学 过 程

教 师 活 动 学 生 活 动 备课札记

Talk about why one way of dealing with problems might be better than another. Ask students if they have other ideas about how to deal with stressful situations.

IV. Ask students to complete Part B on their own.（Remind students that they can use the information to help them complete the writing plan in Part B. They can also use ideas that were generated in the extension activity on page T53.）

Ask a student to read Millie’s letter in Part C aloud.

V.Students have only to fill in two blanks based on the information in Millie’s notes. Tell students to complete Part C on their own.

VI.For Part D, copy the beginning of the Millie’s letter in Part C and develop a longer letter. Or encourage more able students to use some alternative constructions, rather than simply copying Millie’s letter word for word. Some useful words and phrases students can use include:I am always busy and rarely have enough time to……

Sometimes, it is difficult to achieve a balance between ……

I worry a lot about…… Sometimes, it is very noisy so……

I worry a lot about…… My biggest problem is ……

A lot of students worry about … It is common for students to ……

The best advice a friend gave me was……

VIISum up and exercises

VIII．Homework

1.Revise this period.

2.Pre-learn the next period

discuss

complete Part B

read

develop a longer letter

This discussion and the sentences on page 53 are useful for the later parts of the main task section.

Tell students that it is a good idea to make a writing plan for any piece of writing, whether it is a letter, an essay or a report. This is important not just for English, but for other subjects as well.

教学反思

江苏省淮北中学英语学科教案

初三年级教案活页纸 主备人：陈小军 审核人：初三英语组全体老师

总课题 9A Unit 3 Teenage problems 总课时 10 第10课时

课题 Checkout 课型 新授

教学目标 知识目标 1.To review key vocabulary and grammar items taught in the unit.

2.To give students the opportunity to practice the grammar and vocabulary items, and to gain confident in doing so

3.To allow students to check their progress and ask any questions they may still have

能力目标 To develop the students’ grammar and vocabulary items

情感目标 To be a happy, confident, lively and helpful teenagers after learning this unit

教学重点 To practice the grammar and vocabulary items, and to gain confident

教学难点 Enable the Ss to grasp the grammar and vocabulary items

课前预习To complete the brackets in the book and revise the grammar learned

教 学 过 程

教 师 活 动 学 生 活 动 备课札记

I. Have a revision

II.Revision the grammar learned in this unit by translating some sentences

Ask students to review the sentence types, the object complement and the five basic sentence structures. Encourage students to ask questions if they have any.

III.Part A:Tell students that this is revision. Remind them that they have already learn these words and grammar items so that they do not feel too alarmed.

1．Ask students whether they know any youth workers. E.g., Read the letters

Translate some sentences into English

呈现一些中文句子，通过翻译句子让学生解释归纳和总结本单元的语法，以掌握学生是否真正的懂了

教 学 过 程

教 师 活 动 学 生 活 动 备课札记

What is the name of the youth worker?

Is he/she a good youth worker? Why?

Give an example of a good piece of advice he/she has given.

2.Tell students to complete Part A on their own. When students have finished, check the answers with the whole class. Students correct their own answers and write their marks in the paw.

3.Ask students to read out the advice, one student reading one paragraph at a time.

4.Ask students whether they think Sigmund Friend gives good or bad advice. Ask them to explain their answers.

IV.Part B:Explain to students that in Part B, Amy is thinking these wishes. Ask students why she does not say the words aloud. If students cannot tell you, explain that Western countries, people believe if you say a wish aloud, it will not come true.

Ask students to write the answers to this exercise on their own. Then students check their answers in pairs.

V.Sum up and exercises

VI．Homework

1.Revise this period.

2.Pre-learn the next Unit.

Answer

complete Part A

read out the advice

ask and explain

write the answers

check their answers in pairs

介绍西方文化和背景知识

教学反思

（小周）

篇13：江苏省淮北中学英语学科教案9A Unit 4 TV Programmes (译林牛津版九年级英语上册教案教学设计)

初三年级教案活页纸 主备人：陈小军 审核人：初三英语组全体老师

总课题 9A Unit 4 TV Programmes 总课时 10 第1 课时

课题 Comic strip &welcome to the unit 课型 新授

教学目标

知识目标:To understand vocabulary relating to TV programmes

能力目标: To think about TV preferences and rate different types of TV

programmes.

情感目标: To learn how to relieve the stress.

教学重点 The same as the aims.

教学难点

教学过程 教 学 内 容 备课札记

The demands for pre-learning Period 1

让学生尽一步的明确青少年的生活应该是丰富多彩的，不能因为暂时的生活的压力而消极颓废。应该让自己成为一个有活力有志向有理想懂生活的青年人

I. Try to read the words and phrases of this period according to the sounds

II. Listen to the contents in this period for twice or three times

教 师 活 动 方 式 学 生 活 动 方 式

Teaching steps:

Step 1. Greetings Greet with the teacher freely. !

Step 2. Free talk

Have a free talk about the teenager problems,lead them to talk about the programmes they like to watch Ss talk about their favourite TV Programmes..

Talking about the teenage problems and how to relax ourselves

Present the new topic ---watch TV programs---The types of TV programs.

教学过程 教 学 内 容 备课札记

教 师 活 动 方 式 学 生 活 动 方 式 Background information: This is a topic that all students can get involved in, as most students are interested in TV, and most students will

be able to relate to different preferences in TV programmes.

Step 3 Presentation Divide the class into pairs and ask students to work together to match the words with the meanings by writing the correct letters in the blanks.

Ask students who invented TV.Then

1.Give some information about TV.It was made by John Logie Baird.ask where are the programmes made? To present the word “studio”

2.explain that after the programmes are made,the workers in the studio station send out the programmes to the audience far away. Explain send out means broadcast.

3. Teacher cuts some short video from some TV programmes .such as; Lucky 52, Outlook, the same song, happy china trip, animal world around the world…. To present host and hostess, actor and actress.

4. show some video cuts ,let students to divide them into different groups.

ask students to choose their favorite TV programmes, tell us the reasons

My favorite TV program is….

Because I …..

Look and classify them into different groups

Ask and answer in twos.

Learning in using English and practicing speaking English.

2. Let them learn to think about the things happened around us. Try to judge whether it is good or bad.

教学过程 教 学 内 容 备课札记

教 师 活 动 方 式 学 生 活 动 方 式

Ask them to think about the lifestyle of Eddie, is it healthy to eat and watch TV all day. In English they are called couch potatoes.

Step 4 Welcome to the unit

1 Teacher says, Eddie and Hobo are our old friends, they are also comic characters ,cartoon

Characters, listen what they are talking about. Teacher asks some questions about the conversation.(Show them on the screen.)

What does Hobo ask Eddie to do?

What will Eddie do ?

What support does Hobo hope to receive from Eddie ?

Will Eddie go shopping with Hobo?

2. play the recorder again. Let the students read after the tape. And try to repeat.

3. T re 3.play the roles of Eddie and Hobo in two

Step5 Group work

practice the conversation

Step 6 Homework

Read and recite the conversation in the comic

strip.

Listen and try to understand.

Listen and try to repeat

Ss listen and practice the conversation

教学反思

江苏省淮北中学英语学科教案

初三年级教案活页纸 主备人：陈小军 审核人：初三英语组全体老师

总课题 9A Unit 4 TV Programmes 总课时 10 第 2 课时

课题 TV Programmes (Reading A) 课型 新授

教学目标

知识目标To recognize and understand vocabulary related to programmes

能力目标To identify statements as true or false based on the reading passage.

情感目标To match students’ preferences and schedules to TV programmes

教学重点 The same as the aims.

教学难点 Infer general meaning from title and context.

教学过程 教 学 内 容 备课札记

The demands for pre-learning Period 2

I. Try to read the words and phrases in this period according to the tape

II. Listen to the contents in this period for twice or three times

教 师 活 动 方 式 学 生 活 动 方 式

Teaching steps: Greet with the teacher freely. !

Have a free talk with the teacher freely.

Step 1. Greetings

Step 2. Free talk

Have a free talk with the students. Revise something learned

How many hours of TV do you watch every day?

What is your favorite TV Programmes?

What is your favorite host?

教学过程 教 学 内 容 备课札记

教 师 活 动 方 式 学 生 活 动 方 式 主要以现代化电教手段－－多媒体辅助教学，贯穿整个教学过程。增加了直观性和趣味性，加大了课堂密度，提高了教学效果。

Step3 Presentation

1. Ask students whether they plan their TV viewing or if they just switch the TV on when they find information about which programmes are on and what the programmes are about.

2. Explain the context of the reading passage. Millie is looking on the internet to learn more about some TV programmes.

3. Play the tape and students read after it. Ask students if they have ever watched such programmes.

4Teacher puts forward some questions for students to answer to check their understanding.

5．Ask Ss some questions to check their understanding

Step4. Practice

1.Ask students to put forward their own questions and discuss in class.

3 .Encourage students to think them over

4.Ask Ss to find out the language points they don’t know and try to explain them.

5.Ask some of them to read the paragraphs and summarize the main ideas.

6.Do some written work in class.

Step 5 Homework

1.Try to recite the text

2. Review the paragraphs and new vocabulary

Ss can express their ideas.

Ss listen and understand.

Ss read the text by themselves

Answer the teacher’s questions.

教学反思

江苏省淮北中学英语学科教案

初三年级教案活页纸 主备人：陈小军 审核人：初三英语组全体老师

总课题 9A Unit 4 TV Programmes 总课时 10 第3课时

课题 TV Programmes ( Reading B,C) 课型 新授

教学目标

知识目标 Further understanding the first two paragraphs..

能力目标 Learn more about “The TV programmes on Saturday

情感目标.Help students to form correct attitude to TV Programmes

教学重点 The same as the aims.

教学难点

教学过程 教 学 内 容 备课札记

The demands for pre-learning Period 3

I. Try to read the words and phrases in this period according to the sounds

II. Do the exercises before class.

教 师 活 动 方 式 学 生 活 动 方 式

Teaching steps: Greet with the teacher freely. !

Step 1. Greetings

Step 2 Revision (Free talk ) Have a free talk with the teacher.

Have a free talk with the students. Revise something learned in Reading (I).

教学过程 教 学 内 容 备课札记

教 师 活 动 方 式 学 生 活 动 方 式 老师课前将一些电视节目的片段节切下来，比如幸运52、动物世界、鉴宝、希望英语、快乐驿站、同一首歌、欢乐中国行、猫和老鼠、天天饮食、新闻联播、体育新闻，等等让学生在非常感兴趣的情况下，将这些节目分类。

Why Step 3 Presentation Listen and answer some questions.

1．Students listen to the tape for the next two paragraphs to get the main idea.

① What is Murder in a Country House about?

② What do you think of the film?

③ Is Tiger Watch a film, too?

④ What is the documentary about?

⑤ Why are tigers disappearing quicker than pandas?

⑥ When and where was the documentary taken?

⑦ What does it show?

⑧ Why Tiger Watch won an award?

3. Students put forward their own questions and discuss in class.

Then read the whole text together.

4. Make a list of the language points of the text.

教 师 活 动 方 式 学 生 活 动 方 式 备课札记

5.

①If time is enough, make up dialogues between two students. One is an interviewer and the other is the director or someone else concerning the film and documentary. Then choose some pairs to act the interview out in class.

②Talk about students’ favourite programmes. Like the following;

Make a dialogue like an interview.

1.Talk about their favorite actors or actresses.

2.Talk about the features of the comedy and ask them whether they like it or not3 3Talk about CCTV 9/10 and ask they what they can learn through CCTV9/10.

4.Talk about Shenzhou 6 and Astronauts Fei junlong and Nie haishen Talk about their favorite programmes.

5.Talk about which TV play is very popular at present and talk about their favorite drama series.

6.Talk about the feature of the drams series. talk about their favorite drama series.

Homework:

1. Review the paragraphs of the reading passage.

2. Recite some useful expressions and vocabulary.

3. Complete some exercises and preview p62-64.

教学反思

江苏省淮北中学英语学科教案

初三年级教案活页纸 主备人：陈小军 审核人：初三英语组全体老师

总课题 9A Unit 4 TV Programmes 总课时 10 第4 课时

课题 TV Programmes (Vocabulary:) 课型 新授

教学目标

知识目标To understand key vocabulary related to TV programmes

能力目标To use vocabulary to talk about different types of TV programmes

教学重点 The same as the aims.

教学难点

教学过程 教 学 内 容 备课札记

The demands for pre-learning Period 4

Practice some words in different sentence patterns

I. Try to read the words and phrases in this part according to the sounds.

II. Complete some exercises.

教 师 活 动 方 式 学 生 活 动 方 式

Teaching steps:

Step 1 Revision (Free talk )

1.Talk about which TV play is very popular at present and talk about their favorite drama series.

2.Talk about the feature of the drams series. 1.Talk about whether they like watching programs about chatting.(Zhujun)

3. Talk about whether they like it or not. 1 Talk about the famous host Liyong. A famous host(energetic, active , humorous)

4.Talk about whether they like game show or not. Why or why not.

教 师 活 动 方 式 学生活动方式 本课除了板书所呈现的重点内容外，又开展积极的讨论，让学生学会思考。开始进行青春的思考。进一步明确青春应该是美好的。虽然没有时间看电视，但是每个人都在为自己的美丽人生编织梦想。过程是艰苦的，前途是美好的。不同的电视节目，体现不同的特色。我们每个人的爱好不一样。本身没有好坏。

1 Talk about their favorite actors or actresses.

2 Talk about the features of the comedy and ask them whether they like it or not.1 Talk about CCTV 9/10 and ask they what they can learn through CCTV9/10.

2.Talk about Shenzhou 6 and Astronauts Fei junlong and Nie haisheng.1.Talk about which TV play is very popular at present and talk about their favorite drama series.

2.Talk about the feature of the drams series. Spell out the new words and try to be familiar with the words.

Read the text after the teacher, and have a general impression about it , then read it carefully grasp the details about it .do some exercises to check its comprehension

Step 2 Vocabulary (A)

1.Explain the context of part A. The pictures represent different types of TV programmes.

3. Discussion: talk about their own favourite TV programmes.

4. Explain the context of part B. Explain that the missing words are different types of TV programmes.

5. Ask students to complete the exercise by themselves and check in class.

6. Ask one of more able students to read the dialogue between Sandy and her friends.

7. Do some exercises.

Step5 Homework

Finish off the exercises.

教学反思

江苏省淮北中学英语学科教案

初三年级教案活页纸 主备人：陈小军 审核人：初三英语组全体老师

总课题 9A Unit 4 TV Programmes 总课时 10 第 5 课时

课题 TV Programmes Grammar A 课型 新授

教学目标 知识目标1. To use ‘between…and…’ to express a period of time

. 2. To use ‘from…to…’to express a period of time

教学重点 3. To use ‘before, after’ and ‘until’ to talk about when things happen

教学难点 To use the structures freely.

教学过程 教 学 内 容 备课札记

The demands for pre-learning Period 5

I Look at the contents.

II. Try to complete the exercises.

教 师 活 动 方 式 学 生 活 动 方 式

Teaching steps: Greet with the teacher freely. !

Step 1. Greetings:

Step 2 : Presentation

1.Explain that ‘between…and…’ and ‘from…to…’ are used to express a length of time.

e.g., We have classes from 8.a.m to 11 a.m.

We have the English class from 8. a.m. to 8.45. a.m.

教学过程 教 学 内 容 备课札记

教 师 活 动 方 式 学 生 活 动 方 式

Step3 Practice

Ask students to read the explanations and examples at the top of page 65. students maybe have come across these structures before but may not have learned them before. Tell them that we can replace ‘from…to…’ with ‘between…and…’.

Step 5 Ask students to give some examples.

Step6 Tell students that when we watch TV, we always see a programme forecast on TV. Write a list of times on the board with programme names.

7 p.m. News

7.30. p.m. Weather Report

7.35. p.m. Around the world

8. p.m. Documentary: Wildlife in China Read out the sentences

Listen and make notes

Ss try to check their answers.

Step 4 Ask students to form sentences orally, based on the schedule you have written

Step 5 Homework

1. Revise sections 1--- 5

2. Do some extra exercise

教学反思

（小周）

篇14：江苏省淮北中学英语学科教案9A Unit 1 Star signsGrammar(B)(译林牛津版九年级英语上册教案教学设计)

初三年级教案活页纸 主备人：陈小军 审核人：初三英语组全体老师

总课题 总课时 10 第6 课时

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 学 生 活 动 备课札记

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.

Make up sentences with the structure.

教 学 过 程

教 师 活 动 学 生 活 动 备课札记

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

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 different parts of a sentence to clarify the meaning of it.

Step5 Practice.

1Tell 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.

2Explain 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. Try to know how to use the B structure .

Make up sentences then answer them on Page 10.

Know the definition of different part in each sentence.

Finish Exx on Page 13 and Page 14.

教学反思

江苏省淮北中学英语学科教案

初三年级教案活页纸 主备人：陈小军 审核人：初三英语组全体老师

总课题 9A Unit 1 Star signs 总课时 10 第7 课时

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 understandmaster 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 学 生 活 动 备课札记

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.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. 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.

Listen and try to get the main idea of the speech

Try to make the Ss get more descriptions. according to the daily report

教 学 过 程

教 师 活 动 学 生 活 动 备课札记

Step4 Play the tape for the Ss to listen to

Let the Ss fill in the blanks again

Check the answers one by one

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 Practise:

Do corresponding exercises.

Step 7 Draw a conclusion

Get some of the Ss draw a conclusion of the lesson

Step 8 Assignment

Give a description of your family member

Listen to the tape and try to fill in the blanks.

Make up dialogues with each other

Finish the Exx.

At Step 4 ,by not writing anything first ,it can train the Ss’listening comprehen

-sion

教学反思

江苏省淮北中学英语学科教案

初三年级教案活页纸 主备人：陈小军 审核人：初三英语组全体老师

总课题 9A Unit 1 Star signs 总课时 10 第8 课时

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 学 生 活 动 备课札记

Step l Dairy report

A description of my family member

Step2 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.

Try to understand the different ways of the formal and informal language

教 学 过 程

教 师 活 动 学 生 活 动 备课札记

Step 3 Make sure students recognize that the picture of a pencil represents written language while the mouth represents spoken language.

Step 4 Explain the difference between abbreviations and contractions.

Step 5Tell 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 Ask students to write down why they believe a part of the letter is inappropriate. Remind them to use the phrases.

Step 7 Check the answers with the partner

Step8Get some of them give the answers out

Step9Finish some exercises like the letter in the text

Step 10 Assignment

Work in pairs to prepare the answers and explain the reason of the use .

At Step 5, try to make more Ss stand up and give more various answers .

教学反思

江苏省淮北中学英语学科教案

初三年级教案活页纸 主备人：陈小军 审核人：初三英语组全体老师

总课题 9A Unit 1 Star signs 总课时 10 第9 课时

课题 Main task 课型 新授

教学目标 知识目标 1.To organize ideas and build a justification for those ideas

2.To 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 学 生 活 动 备课札记

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. Think about the advantages of a ‘mind map’.

Fill in the blanks in Part A

Give the answers out .

教 学 过 程

教 师 活 动 学 生 活 动 备课札记

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.

2A few minutes for them to have a check with each other. The get some of them report the answers.

Step4 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 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.

Fill in the blanks after the model in Page 17

Report the answer.

Work in pairs and make a flow chart.

Choose some adjs. to describe the student.

Try to give more adjs to the Ss for their reference and try to let them remember the words.

教学反思

江苏省淮北中学英语学科教案

初三年级教案活页纸 主备人：陈小军 审核人：初三英语组全体老师

总课题 9A Unit 1 Star signs 总课时 10 第10 课时

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 学 生 活 动 备课札记

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’

Share the composition with the partner and report it to the whole class .

Play a guessing game.

Try to let the Ss give descriptions as many as possible because that’s the aim of this unit .

教 学 过 程

教 师 活 动 学 生 活 动 备课札记

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 exercises

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

Step5 Assignment

Preview the next unit

Define each part of the sentences.

Check the answer and role-play the conversation

Ask the questions freely

教学反思

（小周）

篇15：江苏省淮北中学英语学科教案9A Unit 1 Star signs Welcome to the unit (译林牛津版九年级英语上册教案教学设计)

初三年级教案活页纸 主备人：陈小军 审核人：初三英语组全体老师

总课题 9A Unit 1 Star signs 总课时 10 第1 课时

课题 Welcome to the unit 课型 新授

教学目标 知识目标 1. To identify the symbols that represent the star signs

2. To learn the names of the symbols that represent 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

课前预习Preview the new words and phrases

教 学 过 程

教 师 活 动 学 生 活 动 备课札记

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.

RatOxTigerRabbitDragonSnake HorseGoatMonkeyRoosterDogPig

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

Listen and think

12 animals in

the Chinese

Horoscope.

Think and say out the stars they know

和学生一起复习中国的12生肖，引出西方的12星座

教 学 过 程

教 师 活 动 学 生 活 动 备课札记

on the month you were born in, rather than the year you were born in.

Step 3. 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 4. 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.

Look at the pictures , learn new words and remember them

Listen and answer what they are discussing in the dialogue

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

让学生认识到本单元的主题是有关星座

教学反思

江苏省淮北中学英语学科教案

初三年级教案活页纸 主备人：陈小军 审核人：初三英语组全体老师

总课题 9A Unit 1 Star signs 总课时 10 第2课时

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 学 过 程

教 师 活 动 学 生 活 动 备课札记

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 Listen to their teacher and try to spell out the star signs as much as possible

Recall the adjs to describe the characteristic

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

教 学 过 程

教 师 活 动 学 生 活 动 备课札记

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 haveBased on these questions to be more familiar with the adjsthat are used to describe one’s chacteristics

3. 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. 同时和学生一起步新课

Spell out the new words and try to be familiar with the words.

Read the text after the teacher, and have a general impression about it , then read it carefully grasp the details about it .do some exercises to check its comprehension

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.

教学反思

江苏省淮北中学英语学科教案

初三年级教案活页纸 主备人：陈小军 审核人：初三英语组全体老师

总课题 9A Unit 1 Star signs 总课时 10 第3课时

课题 Reading (B.C.D) 课型 新授

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 学 过 程

教 师 活 动 学 生 活 动 备课札记

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

Think of the adjs that describe one’s character and try to describe their classmates

Finish the exercises in Part1 and check with teacher. 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.

教 学 过 程

教 师 活 动 学 生 活 动 备课札记

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 D1. 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.

3. 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.

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.

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. Finish the exercise in C2, make sure they are more familiar with the adjs and can use them

Know about their own star signs and describe their character with right adjs and compare it with the information in Page3 and Page4 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.

教学反思

江苏省淮北中学英语学科教案

初三年级教案活页纸 主备人：陈小军 审核人：初三英语组全体老师

总课题 9A Unit 1 Star signs 总课时 10 第4 课时

课题 Vocabulary 课型 新授

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 学 过 程

教 师 活 动 学 生 活 动 备课札记

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.

Listen , think ,and try to say out the phrases and expressions, and have a deep impression about them 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

教 学 过 程

教 师 活 动 学 生 活 动 备课札记

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_______ . Recall the adding of negative together and learn this lesson

复习，导入并附以一定的练习巩固我们所学的内容

教学反思

江苏省淮北中学英语学科教案

初三年级教案活页纸 主备人：陈小军 审核人：初三英语组全体老师

总课题 9A Unit 1 Star signs 总课时 10 第5课时

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 学 生 活 动 备课札记

Step 1. Revision

完成句子，

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 _______ ________ ________ __________ Look and complete the exercises in class 练习来巩固所学的内容

教 学 过 程

教 师 活 动 学 生 活 动 备课札记

.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.

Listen ,and be familiar with the two structures, then practice them

先和同学们熟练这两句型，然后操练

教学反思

（小周）

篇16：牛津英语9AUnit 3要点解析与检测(译林牛津版九年级英语上册教案教学设计)

第三单元 青少年问题

重点难点

21．I hope I cam offer you some useful suggestions.我希望我能够提供一些有用的建议给你。

▲offer 用作动词，意为“提供；”“为…提供机会，给予”常用短语“offer sb. sth或offer sth. For sb.”意思是“为某人提供某物”。如：

①I offered him a glass of wine.我敬了他一杯酒。

① will you offer the guests some coffee?请你给客人拿一些咖啡好吗？

② I﹐ve been offered a job in Japan.日本有份工作要聘请我去做。

③ The company has offered a high salary.公司提出高薪招聘。

④ She offered a reward for the return of her lost bracelet.她为寻回遗失的手镯提出以报酬答谢。

⑤ He offered §3,000 for the house.他提出了3000英镑买这间房子。

⑥ We offered him the house for $ 20,000.我们要他出20，0000美元买这间房子。

offer to do sth.的意思是“主动提出做某事。”如：

She offered to carry the box for her mother. 她主动提出要帮她母亲拿箱子。

We offered to leave. 我们表示要走了。

He offered to lend me his bike.他表示要把自行车借给我。

Never to teach fish to swim.莫班门弄斧。

He offered to hit me. 他企图打我。

She offered to help me to learn English.她提出要帮助我学习英语。

offer sth (up) to sb. 的意思是“奉献，祭献”。如：

① A calf was offered up as a sacrifice to the goddess.向女神献祭一头牺牲的小牛。

② He offered his life to his country.他把生命献给了祖国。

offer one﹐s hand 的意思是“伸出手”“向女子求婚”。如：

① He came towards me smiled and offered his hand.他微笑地向我走来并伸出手。

② The young man decided to offer his hand to the pretty girl.这个小伙子决定向那个漂亮的女孩求婚。

offer 也可作名词，意为“提供；提议；提出；出价”等。如：

She refused the offer.她拒绝这个提议。

I am open to an offer.我愿意考虑买主的出价。

I﹐ve had an offer of §1200 for the car. 有人向我出价1200英磅买这辆车。

22．Suggestion 和suggest的用法。

▲“Suggestion”是名词，它的意思是“建议，提议”“暗示，联想”如：

① I went there at /on your suggestion.我是根据你的建议去那里的。

②Jan was my first suggestion as chairperson.简是我推荐可以任主席的第一人选。

③I have a suggestion to make .我有个建议要提。

④I want suggestions about what to do today.今天做些什么，我想听听有何意见。

⑤There is no suggestion that she would resign.没有任何迹象显示她要辞职。

⑥Must advertisements work through suggestion.广告都是通过启发人的联想而发挥作用。

⑦His speech was full of suggestion.他的演说充满了暗示。

Suggestion 与advice都可作“建议”解释，但suggestion为可数名词，指对某件事或某个问题，尤其是为改进工作或解决问题而提出的“意见或建议”，常用make a suggestion. advice一般指有经验或有业务专长的人对某一行动提出带有指点或指教性的“意见、建议或劝告”。如：医生对病人的医嘱、老师对学生的指教等，它是不可数名词，只能用a piece of , a bit of ,some 等修饰，advice作“劝告”“意见”解释，常用take advice, give advice, follow advice等词组。

① Can you give me a piece of advice?=Can you give me a suggestion?你能给我一条建议吗？

② On his advice, I am staying in bed. 根据他的建议，我呆在床上了。

③ You should take his advice.你应该采取他的建议。

④ At last they went to their father﹐s old friend and asked his advice.最后他们去找他们父亲的老朋友，听取他的意见。

Suggest 用作动词，意为“提议、建议、提出、暗示、间接表明”。如：

① I suggest a tour of the museum.我提议去参加博物馆。

② Can you suggest how we might solve the problem?怎样解决这问题，你能出个主意吗？

③ He suggested taking the children to the zoo.他提议带孩子去动物园。

④ They accepted the paper and suggested only one change.他们接受了这篇文章，只提出改动一个地方。

Suggest 后只可以接动名词作直接宾语，不可以带动词不定式。如：

① I suggest going out for a walk after supper.我建议晚饭后到外面去散步。

② She suggested having a class meeting.她提议开个班会。

Suggest后面接that 引导的宾语从句。如果是“建议”的意思，则that引导的从句要用虚拟语气，谓语部分用should+动词原形，should可以省略。如：

① I wrote suggesting that he should come for the weekend. 我写信请他来度周末。

② It is suggested that we put on a short play at the party.有人建设我们在晚会上演个短剧。

③ I suggest that we (should)go to the Palace Museum on Sunday.我建议星期天去故宫博物馆。

Suggestion如果后面接的that 引导的从句，表示的意思是“暗示、表明”，则that引导的宾语从句不用虚拟语气，必须根据具体情况来确定所用的时态。如：

① His pale face suggests that he knew the bad news.他苍白的脸表明他知道了这个坏消息。

② What he said suggested that he would like to go with us.他所说的话暗示他想和我们一起去。

③ Her expression suggested that she was angry.她的表情说明她在生气。

④ His pale face suggests bad health.他脸色苍白，说明他身体不好。

动词advise 表示“建议、劝告”的意思时，它的后面可以跟名词、动名词、不定式复合结构、that从句（从句中用should+动词原形）如：

① We advised an early start.我们建议早点出发。

② I advised his starting at once.我建议他马上开始。

③ He advised waiting until proper time.他劝告我们等到适当的机会再行动。

④ He often advises people to use their brains.他经常劝人们多动脑筋。

⑤ I advised that he (should )buy the book.我建议他买这本书。

23．Then work out how much time you need to finish it.然后算出完成作业所需要的时间。

▲need 用作及物动词，意为“需要”，后接名词，不定式。如：

① Do you think you will need help?你想你需要帮忙吗？

②I﹐ll call you if anything is needed.要是需要什么，我就叫你。

③They need to unite with and support each other.他们需要互相团结，互相支持。

④Does she need to know it?她需要知道这件事吗？

⑤You don﹐t need to leave so early.你们不需要走得这么早。

need用作动词，后可接动名词，此时的主语往往是物，而不是人。如：

① Whose chair needs fixing?谁的椅子需要修理？

② My hair needs washing badly.我的头发非常需要洗一洗。

need可用作情态动词，没有人称、数和时态的变化，一般只用于否定句或疑问句中。如：

① So you needn﹐t hurry with the meeting.所以你们不必急于开这个会。

② Need you go so soon?你需要这么早走吗？

③ Need we start at once?我们必须立刻动身吗？

24．It seems that you spend a lot of time playing football.看起来你踢足球花了不少时间。

▲seem用作动词，意为“似乎”“好像”，后可接不定式。如：

①You seem to have a lot of hobbies.似乎你有许多爱好。

②They seem to be teachers.他们好像是教师。

③He seems to get on well with his neighbours.看来他跟邻居相处得很融洽。

④She seems to have a happy life 她似乎过着幸福的生活。

seem与引导代词it 连用，构成it seems that….是一个固定句型，It 是形式主语，that引导的主语从句，是真正的主语，意为“看来”“好像”“似乎”。如：

① it seems that he gets on well with his neighbours.看来了跟邻居相处得很融洽。

② It seems that there is something wrong with the washing machine .似乎那台洗衣机出了点状况。

③ It seemed that the Blacks were doing some cooking when the light went out.看来熄灯时布莱克夫妇正在做饭。

▲ There is /are /was /were句型可表示确定概念，而There seems/seemed to be 句型表示不够确定的概念。又如：

① There were few visitors in the museum yesterday.昨天博物馆人很少。

② There seemed to be few visitors in the museum yesterday。昨天博物馆似乎人很少。

③ There is a fridge in the corner of the kichen.厨房的角落里有一台冰箱。

④ There seems to be a fridge in the corner of the kitchen.厨房的角落里似乎有一台冰箱。

⑤ There are some sheep eating grass on the hill. 山上有一些羊在吃草。

⑥ There seems to be some sheep eating grass on the hill.山上似乎有一些羊在吃草。

25．I usually get a lot of homework from my teachers. 通常老师布置很多作业。

▲get 作及物动词，意为“得到”如：

① I got a letter from my friend yesterday.昨天我收到一封朋友的来信。

②He got a good mark in the English exam.他在英语测验中得了高分。

③ Did you get my email?你收到我的电子邮件吗？

④ I﹐ll come to see you if I get time.如果我有时间的话，我会来看望你的。

▲ get+间接宾语+直接宾语，意为“弄来，搞来，取来”。如：

can you get me a cup of tea?你能给我拿杯茶来吗？

Get the students a good teacher.给学生们找一个好老师。

I﹐ll get you something to eat.我给你弄点吃的吧。

She has got herself a good husband.她嫁了一个好丈夫。

▲ get+宾语+宾补

① She got a new coat made.她定做了一件新大衣。

② I must get my hair cut.我得剪头发了。

▲ get+名词或代词+形容词

① My mother gets supper ready when I get home.当我到家，我妈把晚餐准备好了。

② You must get your shoes clean.你必须把鞋擦干净。

▲ get作连系动词，后面加形容词或不定式或现在分词或介词短语等作表语。如：

① The weather is getting cold.天气冷了起来。

② My parents got very angry because I got home late.因为我晚回家，父母很生气。

③ We got talking and forgot the time.我们一直在交谈，忘了时间。

④ It﹐s getting near tea time.快到喝茶的时候了。

▲ get构成一系列短语，有不同的含义，有时可以用另一动词代替。

① get on 上车 get off 下车；（飞机的）起飞

② get on/along with…进行某事；与…相处

③ get rid of…摆脱…；除掉…

④ get down下来；取下来；弯下腰；写下来；记下来。

⑤ get back回来（=come back=return）

⑥ get a cold 伤风，感冒（=catch a cold）

⑦ get the dinner 做饭（=cook the dinner）

⑧ get one﹐s lessons 学功课（=have one﹐s lessons）

⑨ get a letter from sb.收到某人来信（=receive a letter from sb.=hear from sb.）

26. I do not have much time to revise for tests.我没有许多复习迎考的时间。

▲作动词用，它的意思是“复习（功课）”，英式英语，与美式英语review同义，相当于词组go over.如：

① She﹐s revising his notes for the test.她正在复习笔记，准备测验。

②please revise the words we learned today.请把今天学习的单词复习一下。

③ He was revising his lessons when I went to see him.我去看望他的时候，他在复习功课。

▲ revise 的名词形式为revision,意为“复习”“修订”。如：

① He handed in his exercise book after two revisions.他检查两遍后把作业本交了。

② We are doing some revision for the exam.我们在为考试而复习

③ Our budget needs drastic revision.我们的预算需作重大修改。

27．To express strong feelings 抒发强烈的感情

▲express 作动词用，表示（用语言或行动）“表达，陈述，体现”（思想和感情）。如；

① I find it difficult to express my meaning.我发觉难以表达我的思想。

②His face expressed sorrow. 他的脸上表露出悲哀。

③ She expressed surprise when I told her you were coning.我告诉她你要来时，她表示惊讶。

▲如要表达“对（某人）表达…”时，常用express…to sb结构。如：

④ She expressed her thanks to us.她向我们表示致谢。

⑤ He could not express his feelings of sadness to his mother.他不能向母亲表露出内心的悲痛。

⑥ I can﹐t express to you how grateful I am for your help.你对我的帮助，我感激不尽。

▲ express oneself 表示“表达自己的感情或思想”。如：

① He can express himself well in English 他能用英语清楚地表达自己的思想。

② He is still unable to express himself in English.他仍然不能用英语表达他的意思。

③ Learning to express oneself well is an important part of education.学会把意思表达清楚是受教育的一个重要方面。

28．Take turns to share your problems and give advice.轮流分担双方的难题，并提供建议。

▲take turns意为“依次”“轮流做”，常用于take turns to do /(at)doing sth.等结构。如：

① The students take turns to clean the classroom.学生们轮流打扫教室。

②They took turns(at) taking care of the patient.他们轮流照看那个病人。

③ The newspaper reporter took turns in asking the manager questions.新闻记者轮流向经理提问。

▲it﹐s one﹐s turn to do sth. 表示“轮到某人做”。如：

④ it﹐s your turn to keep guard.轮到你放哨了。

⑤ it﹐s Xiao Ming﹐s turn to introduce himself.轮到小明自我介绍了。

⑥ Whose turn is it to clean the office?该轮到谁打扫办公室了？

▲ 其他由turn(名词)构成的短语：

At every turn 每次；处处by turns 轮流；逐个地in turn依次；逐个地

① I keep meeting him at every turn.我每次都遇见他。

② We did the work by turns.我们是轮流做这项工作的。

③ The girls called out their names in turn.那些女孩子逐一报出她们的名字。

29．My penfriend in the USA hasn﹐t replied to my last three letters.我在美国的笔友近来没有回我最后三封信。

▲ 可以作名词，意思是“回答，答复”，与answer同义。如：

① She made no reply.她没有回答。

②This reply is not an answer.这个答复不中肯。

③ What did he do in reply to your letter?你信中提出的事，他有什么反应？

▲ 用作及物动词，后面接从句或直接引语。如：

① She didn﹐t know what to reply.她不知道该怎么回答。

② He replied that he was busy.他回答说很忙。

③ “No”he replied.“I only came last month”.“不”，他回答道，“我是上月才来的。”

▲ 作不及物动词用，意为“回答”“答复”。如：

① I asked him. But he didn﹐t reply.我问他，但他没有回答。

② None of my letters have been replied to.我所有的信都没有回音。

③ I replied with a short note.我回了一封短信。

▲ reply to sb./sth 是“回答，答复”的意思。如：

① Be sure to reply to me as soon as possible.务必尽快答复我。

② Please reply to my question.请回答我的问题。

▲ reply to /with sth. 的意思是“（以行动）作答，回答”。如：

① He replied with a nod 他点了点头作为回答。

② The enemy replied to our fire.敌人和我方还击。

▲ reply 与answer区别

answer 用法比较广泛，可指口说或笔写的答复，它是及物动词，可以带宾语。Reply指较正式的，经过考虑后的答复，它是不及物动词，不可以直接跟宾语。只有加上介词“to“后，才可以跟宾语。如：

③ I called ,but no one answered it.我给他打了电话，但没有人接。

④ Can you answer this question?你能回答这个问题吗？

⑤ I sent in my application ,and the university replied immediately.我把申请书送去，那所大学立即答复了。

30．Although their problems can make them worry, there are some simple ways to deal with stress. 尽管他们的问题会使他的感到忧虑，但还是有一些简单的办法来处理这种压力。

▲deal with的意思是“处理（问题、任务等）”如：

①He dealt with an awkward situation very tactfully.他很巧妙地处理了一个困难的局面。

②Haven﹐t you dealt with that letter yet ?那封信你答复了吗？

③ Do you know how to deal with stress?你知道怎样缓解压力吗？

④ The next chapter deals with verbs. 下一章讨论动词。

⑤ What is the best way of dealing with young criminals?对付少年犯最好的方法是什么？

▲ do with 也可表示“对付”“处理”的意思。常与疑问词what连用，而deal with常与凝问词how连用。如：

① We are trying better ways to deal with /do with this matter.我们在努力寻找处理这个问题的更好的办法。

② You should learn how to deal with those naughty children.你应该学会如何对付那些淘气的孩子。

③ The new teacher doesn﹐t know what to do with the class.那位新老师不知道如何对待他班上的学生。

31．One major cause of stress is homework.压力的一个主要原因是作业。

▲major用作形容词，通常作定语：意为“主要的”“较重要的”如：

① We have encountered major problems.我们遇到大问题了。

②She has written a major novel.她写了一部高质量的小说。

③The major part of the work is done.这项工作的大部已经完成了。

▲ major作名词用，意思是“主修课程”。如：

① her major is French.她的主修课程是法语。

② She chose physics as her major.她选择物理为主修科目。

▲major作动词用，意思是“主修，专门研究”。如：

③ She majored in maths and English.她在大学主修英语和数学。

④ What subject do you major in at university?你在大学主修什么？

⑤ She is majoring physics at university.她在大学主修物理。

32．Cause一词的用法。

▲cause作“原因，起因”解释时，是可数名词，它后面通常接of短语。如：

① What was the cause of the fire ?火灾是怎么引起的？

②smoking is the causes of the heart disease.吸烟是引起心脏病的一种原因。

③Ice on the road was the cause of the accident.路上的结冰是造成那次事故的原因。

▲ cause作“理由，缘故”解释时，是不可数名词，与reason同义，后面通常接介词“for 或to do ”的短语形式。

① You have no cause to complain.你没有理由报怨。

② She is never absent from work without good cause.她决不无故缺勤。

▲ cause 作及物动词时，意为“使产生、引起”。如：

① Smoking can cause lung cancer.吸烟可致肺癌。

② The cold weather caused the plants to die.天气寒冷冻死了植物。

③ He caused his parents much unhappiness.他弄得父母很不愉快。

④ She is always causing trouble for people她总是给人添麻烦。

⑤ His illness caused him to miss the game.他因病不能参加比赛。

▲ reason 意为“理由”、“原因”，指导决定做某一件事或采取某一行动的理由，由此而得出结论或解释；它着重指符合逻辑的解释和推理，后面常常接for引导的介词短语。如：

① The reason for my absence was that I was ill.我没来是因为我生病了。

② The reason why we are late is that our car did not come.我们迟到的原因是车没来。

③ Can you tell me the reason for your being late?你能告诉我你迟到的原因吗？

▲ excuse 意为“辩解”“借口”，指为某一行为所作的解释，可以是真的，也可以是托词，着重指为免受指责和失掉责任而寻找的理由。如：

① I won﹐t listen to your any excuse.我不想听你的任何借口

② Too much work is no excuse for not studying.工作太忙不能成为不学习的理由。

③ He gave me his excuse for being late.他向我说明他迟到的原因。

▲ cause后面通常接名词作宾语，也可以接动词不定式。Make若与动词连用，其意义和用法与cause相近。但make在日常会话中用得较广，它与不带to的动词不定式连用。常常与不带“to”的不定式连用。如：

① Why do you always cause trouble?你为什么总是要找麻烦？

② The earthquake caused several buildings to collapse.地震造成了好几座楼房倒塌。

③ Nothing could make me change my mind.什么也不会使我改变主意的。

④ The valve lets water enter the pump.阀门使水流入水泵。

⑤ The teacher let the students read English for half an hour in the morning.老师让学生早晨读半小时的英语。

33．Weight重量

▲weight 作不可数名词用，意思是“分量，重量”。如：

① Bananas are usually sold by weight.香蕉通常按重量卖。

②That man is twice my weight.那个男子的体重比我重一倍。

④ Her weight has increased to 70 kilos.她的体重增加到了70公斤。

⑤ Two boys are (of )the same weight.那两个男孩体重相同。

⑥ I﹐m a little fat . I should lose weight.我有点儿胖了，我要减肥了。

▲ put o weight的意思是“增加体重，发福”。如：

⑦She has put on his weight since I last saw her.自从上次我见到她以来，她变得胖了。

▲ over/under weight的意思是“超重”、“过轻（不超重）”如：

① She is under weight.她体重很轻。

② Jim is over his weight.吉姆体重超重了。

▲ weight作为可数名词用，意思是“重物”。如：

① The dressmaker put small weights in the hem of dress.那裁缝把小块的重的东西缝制到连衣裙的下摆里了。

② The doctor said he must not lift heavy weights.医生说他切不可抬重物。

▲ weight用作动词，意为“称重，估量”。如：

① Please weigh the apples for me.请为我称一下苹果。

② He weighed the stone in his hands.他用手估算一下这块石头的重量。 synchronous Test 同步测试

一、单项选择：

1．You are not good at English ,but you can﹐t

A. give it in B. give in it C. give it up D. give up it

2. I can﹐t decide

A. what to do it B. how shall I do It C. how to do it D. what shall I do it

3. your English teacher you ?

A. Do ,strict in B. Does ,strict with C. is , strict with D. is strict in

4.You must focus your studies.

A. in B. on C. at D. with

5.You can﹐t too much time TV.

A. take ; to B. pay; for C. spend ;to watch. D. spend ; watching

6.He has to stay at home because he has close friends.

A. a few B. few C. little D. a little .

7.“My father bought me a new watch yesterday.”it is a structure of

A．S+V+P B。 S+V+IO+DO C。 S+V+DO+CO D。S+V+DO

8．If someone laughs at you .you should

A. shout at him B. hit him C. pay no attention to him D. cry out

9.if he doesn﹐t go to the cinema tomorrow.

A. so do I B. neither do I C. so will I D. neither will I

10. I he come soon.

A. think ; won﹐t B. don﹐t think; will C. think; hasn﹐t. D. don﹐t think ;has

11.He was at the news .

A. excited ; exciting B. exciting; excited C. exciting ; exciting D.excited ; excited

12. Shanghai is larger than city in China

A. any B. any other C. the other D. others

13. I stayed at home .i went to the park to the cinema.

A. neither; nor B. either;or C. both ; and D. between; and

14.The Chinese people are living a much life than before.

A. happy B. happily C. happier D. happiness

15. He wasn﹐t with his knife , he cut himself .

A.careful enough B. enough careful C. carefully enough D. enough carefully

16. Will you please shoes on the floor ?

A. not to put B. not put C. don﹐t put D. not putting

17.He did much work that he felt tired .

A. so B. such C. some D.any

18. of the things are strange to me .

A. None B.No one C.Nothing D. Anything .

19.Yesterday I that there would be a film .

A. tell B. told C. was told D. asked

20. The workers were made the whole day.

A. work B. to work C. worked D. working

21. About films were shown during the 5th Shanghai international film festival .

A. two hundred of B. two hundreds of c. two hundred D. two hundreds.

22.The you are , the mistakes you will make.

A. careful; little B. more careful, less C. more careful; few . D. more careful, fewer

23.Bill put his hands behind his back, nobody could see his hands.

A. so B. and C. or D. but

24. it﹐s cold outside .You﹐d better your coat .

A put on B. to put on C. wear D. to wear

25.How could you make him crying?

A. stop B. to stop C. stopping D. to wear

26.The students wet out of the classroom

A. noise B. to stop C. stopping D. stopped

27.He can﹐t find his lovely dog .How she looks!

A. sad B. sadly C.happy D. happily

28.Ca you find a way of this problem ?

A. deal with B. deal about C. dealing with D. dealing about

29. “Advice”means a .

A. helping suggest B. helpful suggest C. helpful suggestion D. helpful suggesting

30.Mr ,Smith always makes his class .

A. lively and interested B. lively and interesting C. alive and ingerested D. alive and interesting .

synchronous Test 同步测试(答案)

一、单项选择：

1．选C。本题考查“give in”和“give up”的用法和区别。“give in ”的意思是“屈服，让步，”不符合题意，故A和B可以以排除；“give up”的意思是“放弃”，符合题意，但其中“up”是副词，不能接宾语，故代词“it”该放在这个词组的中间，选择C。

2．选C。假如选择B和D的话，本题就是宾语从句，我们知道宾语从句要用陈述句句型即主语+谓语形式，而B和D不符合，那么B和D可以以排除；另外宾语从句可以改成由“疑问句+不定式”结构，答案A中“what”是疑问代词，而A中动词“do”有了宾语“it”,故A不符合，可以以排除；答案C中“how”是副词，不能作宾语，而“do”后面有宾语“it”，所以答案C符合语法。

3．选C。该题中“strict”是形容词，不可以在句子中作谓语，故可排除A和B；其次“对（某人）严格要求”要用“be strict with sb ”因此C正确，而“be strict in ”的意思是“对（工作）严格要求”，不符合，D就可以排除。

4．选B。“focus on ”是固定词组，它的意思是“集中精力于…”。

5．选D。该题主要考查“take ,spend pay”的区别和用法，它们都有“花费”的意思。“take”作“花费”时，它的主语常用“it”作形式主语，用“动词不定式”作真正主语。即“It takes sb. some time to do sth.”.故A可以排除；“pay”的主语通常是“人”，主要指花费金钱，不符合题意，故B也可以排除；“spend”的主语通常是“人”常用“spend …doing sth ”和“spend on sth ”故D符合要求。

6．选B。本题主要考查“few ,a few ,little , a little ”的区别。“little ,a little”修饰不可数名词，因而C和D可以排除；“few, a few ”用来修饰可数名词的复数形式，“few”的意思是“很少，几乎没有”表示否定，而“a few ”的意思是“有一些，有几个”表示肯定。根据题意“他只能独自呆在家里。”推断出“他几乎没有朋友”，所以B正确。

7．选B。 该题主要考查句子的基本结构。句子中“bought me a new watch ”的意思是“给我买了一块新手表”，行为动词“bought”带了两个宾语，其中“me”指人，叫做“间接宾语”。“a new watch ”指物，叫做“直接宾语”，因此答案B正确。

8．选C“Anyone should pay no attention to people who laughs at you .instead you should think about the things they are good .”那是一个人应该有的良好心理品质。

9．选D。本题主要考查条件状语从句的用法。在think后的条件状语从句中表示将来发生的动作，习惯上主句用一般将来时，从句只能用一般现在时来代替一般将来时，因此可以排除A和B；又因为该句子是否定陈述句，不能使用“SO”，必须用“neither”，所以D正确。

10．选B。think 后的宾语从句中，它的否定形式应该前移，这是英语中的习惯表达方法，那么我们就可以排除A和C；其次“soon”的意思是“立刻，马上”用于一般将来时中，故可以排除D，B正确。类似的动词还有“believe, suppose, imagine”等，它们都必须将从句中的否定前移。

11．选A。“excited”是过去分词转化成的形容词，表示被动的含义，常用来形容“人”它的主语也常用“人”；“exciting”是现在分词转化成的形容词。具有主动的意思。多用来指“物”它的主语也常用“物”，同时还可作定语，修饰名词，因而A正确。 类似的还有“interested 和interesting”，“surprised 和surprising” “amazed和amazing”等。

12．选B。因为“上海是中国最大的城市，它比中国的任何一个城市都大。而且上海属于中国的一个城市，”所以用“any other+单数名词”，表示在所属范围内“某人（物）比其它都….”的含义，具有最高级的意思，“any other”后面一般用单数名词。

13．选A。既然是“stay at home ”，显然是“park”和“cinema”两地都不去，故用“neither…nor

”表示“既不….也不….”的意思。

14．选C。句子中“life”是名词，前面必须用形容词修饰，故可以排除B和D；又因为本题中有连接词“than”，可知该句子必须用比较级，同时“much”也只可以修饰比较级，不可以用来修饰形容词的原级，所以C正确。

15．选A。当“enough”作副词用来修饰形容词和副词的时候，它的位置只可以放在形容词和副词的后面。故可以排除B和D；同时从“wan，t ”确定它的后面必须用形容词，故A正确。C可以排除。

16．选B。“will you please do sth ?”和“will you please not do sth?”是习惯重要句型，它们的意思分别是“请你做….好吗？”“请你不要做… 好吗？”因此答案B正确。

17．选A。“such”“so”都表示“如此”的意思。“such”是用来修饰名词，它的结构表达式是“such+a/an+形容词+名词”或“such+形容词+名词（复数）”；而“so”是用来修饰形容词和副词，它的基本结构表达是“so+形容词或副词”和“so +形容词或副词+a/an+名词”“以及so+many/much/few /little+名词”。因而A正确的。

18．选A。“none”即可以用来指人也可以指物，它的意思是“没有人或物，一个也没有”，后接“of”引导的介词短语，另外常用来回答以“how many”和“how much”引导的特殊疑问句，故A是正确的。“no one=nobody”,只可以指“人”，意思是“没有人”，不能与“of”引导的介词短语连用，故B可以排除；在指“没有人”时，用“no one/nobody”往往不受范围的限制，“nothing”和“anything”后面不可以接“of”引导的介词短语，故C和D可以排除。

19．选C。本题中主语“I”是“TELL”的承受者，而不是执行者，所以要填写的词用被动语态；“yesterday”表示过去，因此必须用一般过去时的被动语态形式“was told”，C正确。

20．选B。复合结构“make sb. do sth. ”的被动语态形式是“be made to do sth.”因而B正确。类似还有“see ,watch, hear, find , let ,make”等。

21．选C。当“hundred, thousand ,million”等前面有具体数词时，其后不可以加“S”，也不可以加“OF”，故A、B和D不符合，可以排除，C正确；反之，它们前面没有具体的数词，其后必须加“S”，再加“OF”，才可以用来修饰名词，构成“hundred of , thousands of , millions of ”短语。

22．选D。“the +比较级，the +比较级”是固定结构，它的意思是“越…就越…”。根据本题的意思“你越细心，错误就越少”，“mistake”是可数名词，要用“fewer”来修饰，所以D正确。

23选A。根据题意“比尔把手放在背后”的分析，很容易得出“所以就没有人能看到他的手了”。因而答案A正确。

24．选A。该句子中“had better ”是情态动词，后面必须用动词原形，故可以排除B和D；又因为“put on”的意思是“穿上”，强调其动作，因此A正确，而“wear”的意思是“穿着”，强调其状态，不符合题意，可以排除。

25．选A。该句子考查“make sb. do sth.”的用法，意思是“使（某人）干某事”，故A正确。

26．选C。“noise”是名词，意思是“噪声”；“noise”是形容词，它的意思是“有噪声的，吵闹的”，用来修饰名词作定语，以及用它来做表语；“noise”是副词，它的意思是“吵闹地”，作状语，修饰动词“went”，故C符合语法，是正确的。

27．选A。 根据第一个句子的意思“他找不到他那只可爱的狗了，”我们可以推断出，“他看上去是多么的难过，”因而可排除C和D；另外，句子中“LOOK”是系动词，后面必须用形容词作表语，所以A正确。

28．选C。因为“of”是介词，后面必须用动名词做它的宾语，故A和B可以排作；另外“deal with”是固定词组，它的意思是“应付，处理，”因而C是正确的。

29．选C。“suggest”是动词，它的意思是“建议”，它的名词形式是“suggestion”。本题中“A”是不定冠词，后面必须用名词，故可以排除A和B。另外修饰名词的词应该是形容词，所以要用“helpful”，故可以排除D，因此C是正确的。

30．选B。本题考查“alive和lively”以及“interesting 和interested”的区别。“alive”是形容词，它的意思是“活着的”，只可以在句子中做表语，不可以用来做定语，另外它也不符合本题的意思，故C和D可以排除；“lively”是形容词，不是副词，它的意思是“生动的”，符合本题的意思；其次“interesting”是形容词，它的意思是“有趣的”，常用来它指代“物”，表示主动的含义，而“interested”是过去分词转化成的形容词，通常用来指代“人”，表示被动的含义，因而B是正确的，A不符合，可以排除。

篇17：牛津7AUnit6(译林牛津版七年级英语上册教案教学设计)

Teaching content：Comic strip and welcome to the unit

Teaching aims：1.复习掌握已学过的衣服的名称。

2.复习掌握已学过的颜色单词。

3.掌握并会使用服装的制作材料。

4.掌握并灵活运用课文中的对话。

5.教育学生养成乐于助人的品质。

Teaching focus ：1.衣服的名称及其制作材料。

2.会描述人物的穿着打扮。

Teaching aids：教学挂图，多媒体。

Teaching procedure：

Warming up:

Let the students see some pictures of the fashion show on the screen.

Pre - task:

1. Use the pictures to review the names of the clothes.

2. Review the colours. Ask the Ss to say the colours of the clothes.

3. Describe yourself what you are wearing today. Then ask some students to describe what they are wearing.

While- task:

1. Eddie is going to a fashion show. Will you please help him to dress up?

2. See some pictures of different kinds of dogs in clothes on the screen.

3. Use the pictures on the screen to present some new words: the material of the clothes. (silk, cotton, leather, wool,)

eg. Look at this lovely dog. Its scarf is white, and its made of silk.

4.Practise

Now Eddie is on the fashion show. He looks smart. He is doing a good job. He raises a lot of money for Project Hope. Use the following words to describe what Eddie is wearing.

names shoes hat scarf coat

colours black red white Yellow

materials leather wool silk cotton

5．Learn “comic strip”.

A. Present the comic strip. Help the Ss understand the meaning.

eg. Eddie is going to a fashion show. But he doesn't know what to wear. So he asks Hobo. Hobo tells him not to wear any clothes because dogs don't wear clothes.

B. Repeat the dialogue

C. Read the dialogue after the teacher.

D. Ask some students to act it out.

Post- task:

1.Welcome to the unit

A. Looking good and raising money.

The students are giving a fashion show to raise money for Project Hope. Look at the two students below and put the following words in the correct boxes.

B. Clothes and materials

Millie wants to join the fashion show. She wants to know the names of the names of the different materials. Help her write the correct words under the pictures.

2. Give a fashion show

Ask several students to give a fashion show.

The Second Teaching Plan Of Unit 6

Teaching Aims: (1) 认知目标：学习本课阅读内容。To learn the main diea of the reading.

(2) 技能目标：通过学生的活动，口头表达某人的衣着。初步完成本单元任务活动。

（3）情感目标：师生双边活动，增强亲合力，共同感受时装魅力。

Teaching contents: To learn the reading part of this unit, to grasp the main idea of this unit

Teaching Language Points: raise money; Project Hope, in /from 1980s;look colorful, / smart/modern /cool; a pair of blue jeans, fashion show.

Teaching procedures:

1. Lead-in (1)Select some Ss, Say something about their clothes. Pay attention to size, colour, and ues some suitable adjective words. Such as : smart, modern, cool, …

eg: 1. What colour is his coat?

2. What size is it ?

3. Does he look cool? …

(2) Ask the some Ss to describe my clothes. (to express one’s fashion with the words appeared in the reading. )

2. Warming up exercises: Present the new materials by picture.

(1) To distinguish the fashions in different times.(through pictures prepared.)

(2) Sum up. To describe a person in a short passage. (according to the pictures.)

Just like: “Deniel looked smart and modern. He wore blue and yellow sports clothes. He also wore a pair of colourful trainers. ”

3. Present the new materials; (1) Listening to the tape recorder and try to finish the form below.

Simon Clothes(1980s) Looked colourful Trousers were _____.His shirt was __ ____His tie was _______

Daniel ------ Looked ____ & ____. He wore ________.He also ______ trainers

Millie Give a talk on “_______” Young people ______ in 1990s. The trainers are _______.

Amy Young people like to wear ___________ Looked cool . She wore a yellow ‘silk blouse with ______ and a pair of blue jeans _____.

Sandy (I) Clothes(1990s) I wore ___, ____ and ______. I also wore my hair _____.

(2)Ask the Ss to sum up the impression on each student.(axxording to the form above)

(3) Try to retell the main ideas of the story.

4.Ask Ss to draw some pictures about Simon, Daniel, Millie, Amy and I.

This course is for the purpose of main task

5.Ss’ activities. Say something about the pictures drawn on the Bb.

6. Listen and read after the tape. (Pay attention to the intonation and pronunciation.) and try to translate some important sentences into Chinese.

7. Homework for today. Draw a picture of oneself in fashion for the Fashion Wall.

The Third Period of Unit 6

Teaching Contents: Reading A B

Teaching Topic: The Fashion Show

Teaching Aims: 1、进一步理解课文的主题

2、学习有关服装的名称、面料、色彩的运用

3、能够描述某个人的着装特色，增强个人的审美意识

Teaching LanguagePoints: 用新闻报道的形式写关于时装秀的一篇短文

Ⅰ.Greeting

Ⅱ.Warming up

1. Read the names of clothes with the picture on P87 (A)

T : He / She looks beautiful ( smart modern cool)

What is it?

S: Jacket tie shirt / blouse skirt

T : What are they?

S: Shoes trousers / boots

2. Ask the students about his (her) real life.

T: What are you wearing ?

S: A shirt.

T: What’s it made of?

S: It’s made of silk (wool leather cotton).

T: What colour is it?

S: It’s red .(yellow black white blue green purple)

Ⅲ. Reading (1)

1. Read the new words.

T: Last Friday ,Sandy’s class gave a fashion show.

Can you read the new words.

a fashion show Project Hope style scarf

time times trainer trainers century

smart modern colorful comfortable cool

2. Read the text

3. Qs and As

T: (1) Who wore white shoes?

(2) What did Simon wear?

(3) Who wore a blouse?

(4) What did Amy wear?

(5) Who wore sport clothes?

(6) Who wore a black skirt?

(7) Was Amy’s blouse silk? Was Amy’s scarf wool?

4. Fill in the blanks.

Name Clothes

Simon

Daniel

Sandy

Amy

Ⅳ.Reading (2)

T: Now let’s look at P90 (B) “Style and fashion”

Finish Kitty’s notes.

1. Simon wore a pair of white_____________

2. Millie talked about sports shoes called _____________

3.Young people like to wear trainers because they are ____________

4.Sandy wore a red____________

5. Simon’s _________ was yellow and red.

6.Amy wore a yellow __________ blouse and a pair of blue jeans.

Ⅴ.Post-task activity

(1) T: Now , I’ll ask you to say something about your friend’s fashionable clothes. And let’s guess who he is / she is .

S: He /She is wearing ….

(2) T: OK. Please come to the front and say something about yourself.

S: I’m wearing…

Ⅵ. Reading (3)

The students read the text again.

Ⅶ. Homework.

T: Please write an article about your friend’s fashionable clothes.

( about the fashion show)

The Fourth Period Of Unit 6 Fashion

Topic: Reading C, D

Aims:

1. Identify clothes and learn the names appeared in the reading part.

2. Arouse students’ enthusiasm for contacting others by interviewing.

3. Developing the ability of useing

I. Greetings

T: Hello, everyboy. Nice to see you again .Oh, Student A, your shirt is very beautiful, who bought it for you?

A: My father did.

T: Oh, I see. Student B, you look colourful. I think you can give a fashion show.

B: Thank you.

T: Do you still remember the fashion show?

Ss: Yes, we do.

II. Fashionable Clothes (C1)

1.T: Ok, let’s look at the pictures. Please tell us what these are.

(Teacher show them the pictures on the blackboard, ask students to tell the names.)

Picture One

C: scarf

T: Yes, scarf, a blue silk scarf. Read after me, please.

(Students read after teacher. Repeat the steps to go over the left pictures. Shirt, a black shirt;

boot, a pair of long red boots; tie, a yelllow and red tie; trousers, a pair of white trousers; trainers, a pair of colourful trainers.)

T: Good. Who wore these colthes at the fashion show? Who can answer this question? Please read the passage ‘ The fashion show’’, then answer the question.

(Students read it quickly.)

T: Who wore the scarf? Student E , please.

E: Amy wore the blue silk scarf at the fashion show.

(Ask students do the rest questions, write the names on the lines.)

2. Ask students to do the exercises in pairs like this:

A: What is this?

B: It’s a …..

A: Who wore it/them at the fashion show?

B: ….. did.

III. Fashionable Clothes (C2 )

T: Let’s come to the next part. Kitty wants to check her notes before she writes the article. Help her read her notes below. Write a T if the sentence is true. Write an F if it is false. Go ahead.

(Students read and check. Ask them to give the answers. If the sentence is false, ask them why, then correct it. Students read the true sentences.)

IV. A television interview

1.T: Kitty interviewed Simon and Sandy after the fashion show. Here are six sentences said by them. Read the sentences, then listern to the tape, try to find out who said what then write the correct numbers in the blanks.

(After the students finish reading the sentences, play the tape for them to listen to then ask them to write the numbers.)

2.T: Kitty interviewed Simon and Sandy after the fashion show. Do you know how Kitty interviewed them? Next please work in pairs or groups to act out the interview. Please use the sentences given in our textbook.

(Student prepair and act out the interview.)

V. Homework.Suggest some of our classmates just came from a fashion show. Do you want to know something about the fashion show? Do you want to know something about him?

The Fifth Period of Unit 6

TeachingContents: Vocabulary

TeachingTopics: Fashion Clothes

Teaching Aims :①To recognize adjectives that describe clothing

②To use adjectives to express opininons about how things look

Ⅰ:Warming up

T:Good morning

S:Good morning

T:What are you wearing ?

S:A silk shirt

T:Very beautiful

S:Thank you

Ⅱ: Part (A)

1,Show the six pictures and let the students guess who they are

S: Picture 1:Sandy

2:Amy

3;sandy

4:simon

5:Daniel

6:Daniel

2,Ask stronger classes to describe what their classmates are wearing. They can also describe their favourite clothes they wear at weekends.

e.g..Amy is wearing a yellow silk blouse

Sandy is wearing a pair of long red boots

3,Read the new words

boots blouse skirt tie trainers T-shirt

Ⅲ:Part (B)

1: help students describe the appearance of clothes with a wider range of adjectives. Introduce the idea of opposites. Brainstorm some common words:

big-small

old-new

short-long

slim-fat

young-old

2 :Ask students to do Part B on their own . For weaker classes, you may need to pre-teach or check the meaning of some words.

3:Have students compare answers with a partner’s. You could ask S1 to say the numbered words, one at a time ,and S2to say the word with the opposite meaning.

Ⅳ:Do a game

students work in pairs to describe a boy’s(girl’s) appearance and clothes,guess who he (she) is.

Game: He is wearing a yellow blouse and his clothes is heavy.

Q: Who is he ?

Extension activity

Do a survey. Write the table below on the board. Divide the class into groups of four.Have students interview each other using these questions.

What is your favourite clothing item? What materal is it made from? What colour is it?

Name of classmate Favourite clothes Material Colour

1

2

3

4

Ask students to present their fingings. Write some model sentences on the board to help students talk about their findings.

`they all like…’

‘One student like …and two students like…’

Ⅴ.Homework

1:Read the text after class

2:Preview grammar

The 6th and 7th Period Grammar

A Simple past tense

Task-based Teaching Aims:

1. Cognitive Development

Make sure students can recognize the tense freely.

2. Proficiency Level

To develop their integrated skills through listening, reading, speaking and writing. They can use the tense to make up sentences and dialogues freely after learning. They can also recognize and use adverbs to order events.

3. Affective Learning

To develop their enjoyments of life and things around them, especially the success of learning, through interactive teaching and student-oriented teaching.

4. Cultural Understanding

Make them feel the cultural differences between Eastern and Western Countries.

Step 1 Revise the purpose and use of the simple past tense by using a timeline. Draw a timeline on the board to show how the simple past tense is expressed in English. Give students some common time expressions: yesterday, last night, a month ago, yesterday afternoon, last week, ten years ago and make sure they can use the simple past tense to talk about things in the past.

e.g. 1. Eddie met Millie 3 years ago.

2. Eddie was ill yesterday.

Step 2 Teach them how to form the simple past tense before practicing them.

We form the simple past tense by adding ‘-ed’ to regular verbs.

Most verbs + ed walk →consonant walked

Verbs ending in e + d live → lived

Verbs ending in a consonant + y - y + ied try → tried

Short verbs ending in double the

a vowel + a consonant consonant + ed stop → stopped

We form the simple past tense of irregular verbs differently. We do not add ‘ –ed’.

No change cost → cost

Change the vowel come → came

Change the consonant make → made

Change the vowel (s) and the consonant (s) buy → bought

Writing about the past

A1. Write about the simple past tense forms of the verbs below.

1. start → started 2. dress → dressed 3. play → played

4. help → helped 5. use → used 6. like → liked

7. look → looked 8. study → studied 9. plan → planned

Step 3 Talk to students about what you did last weekend and ask some questions as you go along, e.g. I had a really good weekend.

Did you have a good weekend?

I played tennis for two hours.

What did you do?

I watched a film on Saturday evening. It finished at 11 p.m.

What did you do last Saturday?

On Sunday, I took a bus from Wangfujing.

There were a lot of people.

What did you do on Sunday?

Step 4 Teach them how to use the simple past tense to make positive and negative sentences, ask and answer questions. Have them complete the conversation. Check answers and clarify any misunderstandings.

Mrs Wang: Did Millie ask Grandma about the dress on Monday?

Andy: No, she didn’t. She went to the Reading Club. Did she help you with the shopping on Tuesday?

Mrs Wang: Yes, she did. Did she play volleyball on Wednesday?

Andy: Yes, she did. But she cleaned her bedroom.

Mrs Wang: I know! Did she do her Maths project?

Andy: No, she didn’t. But she did some work for the fashion show.

Step 5 Teach them how to use the simple past tense to form positive and negative sentences, ask and answer questions with the verb ‘ to be’. Have them complete the conversation. Check answers and clarify any misunderstandings.

Millie: Were you at home on Saturday morning?

Sandy: Yes, I was.

Millie: Was your cousin at the football match?

Sandy: No, he wasn’t. He was at the shopping mall with Mum.

Millie: Were you and your parents at the cinema on Saturday evening?

Sandy: Yes, we were.

Millie: Were your grandparents at the fashion show on Friday?

Sandy: No, they weren’t.

Millie: Were we at school last Monday?

Sandy: No, we weren’t. Last Monday was a holiday.

B Sequencing events

Step 1 To recognize and use adverbs to order events. Tell them to pay attention to the simple past tense. We use these adverbs to show the order in which things happen. We put the adverbs at the beginning of a sentence as they connect the sentences. We often use them to clarify a process or a particular sequence of events.

( first, then, next, afterward, finally)

Step 2 Ask students to do a presentation about their own day using the adverbs they have learned. Encourage them to include more information. Help them choose a title. Remind them to use the simple past tense.

B1 Briefly review the adverbs, using the picturesfor support.

Ask students to write the letters in the boxes in Ppart B1 individually. Students check each other’s sequence of sentences. Monitor the class as you walk around.

B2 Set the context by reminding students about the fashion show described earlier in the unit before asking students to do B2. Link Simon’s experience to any other events your students may have been involved in. introduce the idea of woriting a picture story as a narrative using adverbs and the simple past tense to order events.

Step 3 Review key vocabualry and explain unfamiliar words: ‘ catwalk.’

Ask questions about each picture.

1) What did Simon do first?

2) What did Simon wear?

3) What did he do next?

4) Who did Simon talk to?

5) Where did he go afterwards?

Ask students to write sentences about Simon’s day using the simple past tense. Check the answers as a class activity.

The Eighth Period of Unit 6 Fashion (Part 7)

Integrated Skills

Task-based Teaching Aims:

(1) Cognitive Development:

Through reading and listening to “The life of a trainer” , the Ss can learn and use relevant expressions freely.

(2) Proficiency Level:

To develop the Ss’ integrated skills through listening ,speaking, reading and writing .

(3) Affective Learning:

To develop the Ss’ enjoyments of life and things around them , especially the success of learning , through interactive teaching and student-oriented teaching .

(4) Cultural Understanding :

Make the Ss feel the cultural differences between Eastern and Western Countries.

Procedures:

Step One : Present a trainer and teach the different parts of it . Then listen and do part A1.

T: Is it a trainer ?

S: …

T: Do you like wearing trainers?

S: …

T: Do you know what the names of these parts are ?

S: …

T: OK. We call it “shoelace / sole / stripe / tongue”.

Step Two : Present the procedures of making a trainer .Then guide the Ss through the new words and let them speak out in English .

T: Now , boys and girls , I know that most of you like wearing trainers. Do you know how to make one ?

S: …

T: OK. First let’s have a look on the screen . Then please tell me about it .

S: …

T: OK. I know it’s very difficult for you to say . But it doesn’t matter . Now please discuss in your groups and later we’ll share your ideas together .

S: …(Discuss in groups )

T: (After listening to the Ss’ description , the teacher describes the general contents in Part A2 . Then let the Ss say after me twice . Finally listen and put the sentences in the correct order .)

Step Three : Present Part Two of the story . Then let the Ss get the general idea of it and pay much attention to the verbs past tense forms .

T: Now , we know how to make a trainer . Do you want to know how the trainer is getting along ? OK . Let’s listen carefully and complete the sentences in Part A4.

S: …

T: (After listening for three times , ask a student to present her answer , then check it . Teach the students to read the verbs and complete Part A3.)

T: Then guide the Ss to sum up the pronunciation principles of verbs past tense forms by reading themselves , such as:

清后[t], 元浊[d], [t][d]之后读[id].

eg: /t/ /d/ /id/

danced played acted

helped lived needed

talked answered visited

shopped carried shouted

Step Four :Present a fashion show and practise the sentences “What is / are … made of ? It’s/ They’re made of …”.

T: (First make a conversation with a student as a model in Part B. Then let the Ss work in groups of three to talk about the materials of their own clothes . Five or six minutes later , let them act out in the front and give the best a warm applause .)

Step Five :Written work

T: Now , we’ve learned the different parts of a trainer and how to make one . And we also see a fashion show and have learned different materials for making clothes . And would you please design some clothes and make a poster to give information about the styles , colours and materials of the clothes ? You can do it like this :

My Fashion ShowIntroduction Clothes A person wearing the clothes Introduction

T:OK. That’s all for today’s class . Thank you .

The Ninth Period of Unit 6 Fashion

Main task

Objectives

1 To describe different materials and items of clothing.

2 To make a brochure about clothes and fashion.

3 To present a brochure to the class.

Background information

Students will have opportunities to describe clothes and accessories. This section focuses on a fashion brochure for girls, which makes it necessary to bring in magazine pictures of boys’ fashions for mixed classes.

Bring in authentic brochures to show students the style of this kind of writing. Talk to students about the purpose of writing a brochure. Elicit from students as much information as possible about

1 Who are the readers?

2 What do the readers want to know?

3 How do you make your brochure look interesting to the reader?

Teaching procedures

1 Before doing the task, ask students who the audience is and emphasize the context in the Student’s Book of creating a ‘Fashion Wall’.

2 Tell students to read keywords below . Students identify any words they don’t know. Check and clarify the meaning of those words with the class.

Adjectives Clothing items MaterialsChecked hat silkSleeveless skirt cottonPatterned shirt denimLoose blouse leatherSpotted sweatshirt polyester Striped jacket viscoseFlowered sweater furTight socks linenComfortable tie Long shoesUncomfortable beltShort bootsBright suitFashionable dressModern CasualPolo-neckFormal

3 Enable students to describe themselves or their classmates by using the keywords above.

4 Ask students to read the model article on page 102. And tell them to use the model article and complete the sentences with word from Part A on page 101.

5 Check the answers and encourage students to express their opinions about the model article.

6 Tell students to choose one fashion item and make them aware of what kind of things . Their readers might like to read about . And tell students to create their own words to write a rough draft using the given model.

7 Let students read, check and correct their partner’s drafts in pairs and give them suggestions about the improvements in the use of words, spelling and structures and provide help while monitoring .

8 Make students rewrite their articles on a separate sheet of paper and add illustrations, particularly pictures of popular fashion items. Ask them to stick their work on the noticeboard and encourage them to read each other’s poster.

Sample writing

Teenagers like clothes that are fashionable and look good. My brochure is about casual, comfortable style.

First, I designed a cotton T-shirt. It is bright red and has a V-neck. It goes well with a pair of jeans. The jeans have wide legs. There are lots of big pockets at the front and back. I also designed a cotton shirt with long sleeves and buttons in the front.

Then I designed a pair of trainers to go with the jeans and T-shirt. They are very comfortable and made of white leather. They do not have laces, so they are easy to put on. The jacket I designed is blue with white sleeves.

All the clothes are comfortable to wear at weekends.

篇18：牛津初中英语8B(译林牛津版八年级英语下册教案教学设计)

1. over the past 100 years

2. collect information

3. used to do

4. be used to+名词/doing

5. be used to do…/ be used for doing

6. get married/ tired/ paid/ hurt / lost / caught

7. play cards and Chinese chess

8. noise pollution / air pollution/ white pollution/ water pollution

9. take off

10. from time to time

11. have an interview with sb.

12. look up a word in the dictionary

13. if necessary

14. be in service/ be in use

15. on one’s own= by oneself

16. start / begin with

17. provide sth. for sb./ provide sb. with sth.

18. lose one’s way / get lost (be lost )

19. It must be fun.

20. go skiing/ hiking/ swimming/ sightseeing

21. take photos (of sb.)

22. dance to music

23. give sb. some advice on…

24. something interesting and special

25. make a video

26. hold a writing competition

27. write computer programs

28. come out

29. at the same time

30. a thirteen-year-old boy

31. fall asleep

32. play the role of…

33. sell out

34. Most of them is good

35. on the radio/ on the air

36. Do you mind telling me how to…?

37. in other words= that is to say

38. the host of charity show

39. Only if you sleep less during the day!

40. different ways of raising money

to raise money

41. give out

42. Will it be a success?

43. donate money to Project Hope

44. give something to people in need

45. make money by doing sth.

46. I wish (that) I could fly.

I wish (that) I were Yao Ming.

We wish you good luck.

I hope (that) you will like it.

I hope to pass all my exams.

47. set up

48. volunteer to do sth.

49. have some pocket money left

50. The good/ bad news is that…

51. perform operations on sb.= operation on sb.

52. be grateful to sb. for sth..= be thankful to sb. for sth.

53. be proud of…

54. All we need is enough money to carry on with our work.

55. improve the lives of children

56. treat them with kindness

57. leave a book at your place

58. support one’s family

59. care about other people

60. finish school

61. a helping hand

62. train for a charity walk

63. be known as = be famous as

64.be famous/ known for…

65. group themselves into a team of four people= form groups of four

66. team spirit

67. This will be an experience.(that) you will never forget

68 Its aim/ goal is to raise money for…

69. first-aid

70. give seats to the elderly (= old people)

71. pay attention to sth.

72. fill in the form

73. be willing to do sth.

74. theme park

75. remote control

76. all-time favorite CD-ROM

77. health care

78. prevent …from doing

篇19：牛津7AUnit 4(译林牛津版八年级英语上册教案教学设计)

Period 1

Teaching Contents

1. Comic strip.

2. Welcome to the unit.

Teaching Aims:

1. Knowledge objectives:

1) To revise old vocabulary and learn new vocabulary about food.

2) To talk about likes and dislikes with regard to food.

2. Ability objectives:

1) Express likes and dislikes.

2) Learning how to talk about the kinds of food they like and dislike.

3. Emotion objectives:

To help the students have a healthy lifestyle and diet.

Teaching Methods:

Listening, speaking, reading and writing

Teaching Materials:

1) Student’s book 7 A, page 55.

2) Some pictures of several kinds of food.

3) Slide shows.

Teaching Procedures:

1. Pre-task

1) Warming-up

Let’s sing a song to relax.

2) Free talk

T: Good morning, boys and girls.

S: Good morning, Miss…

T: In the last weeks, we’ve talked about festivals. What do we do on Festivals?

S1: We have parties.

S2: We often have big meals.

T: Yes, people eat different food on different festivals, right? What do people eat on Thanksgiving Day?

S1: Turkeys.

T: What do we eat on Spring Festival?

S2: Dumplings.

T: Great. Boys and girl, do you know some other food?

S1: Eggs.

S2: Bread, oranges.

T: Very good. Please look at the food.

(Show them a picture, in which the food is classified like the form on page 55, and then teach them the new words:

vegetable, hamburger, a bowl of rice . After showing these new words, teach them to read and remember these words which will appear in the lesson.)

T: Do you like these food?

S: Yes.

T: The food look very good, so I am a little hungry. ( with the gesture, let the students know the meaning of this word and write it on the blackboard) I want some fish. I like fish very much, and fish is my favourite food. But I don’t like chicken. I hate chicken.

(Write these two new words on the Bb and lead them to read.)

2. While-task

1) Presentation

T: Please look at the form on page 55, Tom, I like fish, what food do you like?

S: Hamburgs.

T: Do you love it?

S: Yes, I eat it every day.

T: Do you like rice?

S: No, I don’t

T: Thanks. You don’t like rice. So you dislike rice. Boys and girls, we know Tom’s favourite food , but how about your favourite food?

2) Practice

T: Please work in pairs and fill in the form.

(Give them 3 minutes to do it, then ask some of them to act it out )

3. Post-task

1) Presentation

T: Boys and girl, look at him. He is my friend, Jack. He is very …

(Show them a picture of a fat man.)

S: Fat.

T: Yes. Can you guess which food he loves?

S: Hamburgers.

T: You’re very clever. He loves hamburgers very much, and eats it every day.

Do you think he is a healthy person? (with gesture teach these two new words)

S: No.

T: Why?

S: He eats too much.

T: Yes. And he never does sports, he never exercises. (write this word on the Bb)

But he wants to be fit like him. (Show another picture of a very healthy and strong man)

Can you help him?

S: He can’t eat too much.

S2: He can run every day.

T: Yes, he can exercise. What can he eat?

S1: Vegetables.

S2: Rice.

T: Great. He needs a healthy diet. ( Write the two new words on the Bb and teach them to read.)

With the help of diet, he will have energy. (write it on the Bb and tell them the meaning of it in English.)

2) Comic strip

T: Now, boys and girls, listen to the tape and answer these two questions.

(Show the questions on the screen.)

1. What time is it?

2. Does Eddie often exercise?

(Ask the Ss to answer the questions.)

T: Now, please open your books, turn to page 54. Read after the tape.

(After reading after the tape, let them read by themselves in roles.)

S: …

3) Practice

T: Now, work in pairs to act it out.

(Give them 3 minutes to prepare it, then ask some pairs to act it out. )

Homework

1) Copy the new words.

2) Write five sentences about your family like this:

My father loves/likes…. My mother ….

3) Get ready for Reading on page 56.

Unit 4 Food

Period 2: Reading

Study Tasks:

1. Practice the technique of skimming for overall comprehension and scanning for details

2. Master the usages of : lifestyle, before, diet, energy, exercise, fast food, healthy, important, seldom, tired, top

3. Know how to keep healthy by doing exercise and have a suitable diet every day

Topic: Unit 4 What's your favourite food?

Contents: Reading(I) in Unit 4

Important points: the technique to skimming for overall comprehension and scanning for details

Difficult points: 1. the relationship between diet and overall health

2. the teachique to skimming for overall comprehension and scanning for details

Teaching procedures:

Pre-task 1) Revision

Help the students revise “What is your favourite food?” and the answers:“ My favourite food is... I like ... I love...” by making dialogues like this:

S1: What’s your favourite food?

S2: My favourite food is rice and chicken. What about you?

S1: My favourite food is fish and rice.

2) Lead-in

1. T: Show some pictures of playing basketball/football/tennis/volleyball... pictures of running/jumping/swimming/dancing... to the class with the questions:

T: S1, do you exercise at school?

S1: Yes, I do.

T: What exercise do you like?

S1: I like basketball/football/running...

2. T: Ask the whole class to discuss. “Why do we exercise every day?” (Write the sentence on the blackboard and explain. Give them 2minutes to discuss.)

Ss:...

3. (Have some students to report.)

T: To exercise is very good for our health. But food is also important for our health. What do you eat every day?

S1: I eat rice, apples, oranges, meat... every day.

T: What's your favourite food?

S2: I eat bread, milk, pork, bananas...every day.

Task circle 1) Listen and answer. (Kitty)

Let the Ss look at some questions about Kitty before they listen to the tape.

1. How often does Kitty dance?

2. Where did Kitty get her energy?

3. Why did Kitty change her diet?

Then ask the Ss to answer the questions.

2) Read and complete B2 (Kitty)

Ask the Ss to read Reading A by themselves. When they read, they’d better underline the new words. Then the teacher will get them to guess the meaning and explain. Then ask the Ss to complete B2 (Kitty) according to the text.

3) Read and answer. (Daniel)

Let the Ss look at some questions about Daniel before they read the text.

1. How often does Daniel swim?

2. Why did Kitty change her diet?

3. What does Daniel usually have for breakfast?

Then ask them to read the text to find the answers.

4) Complete B2 (Daniel)

Ask the Ss to complete B2 according to the text (Reading B).

5) Listen and repeat (Daniel)

Ask the Ss to listen to the tape and repeat after the tape sentence by sentence.

Read the passages in corals.

Post task 1) Do B1

Ask the Ss to do B1. Let them match the words on the left with the meaning on the right. Then check the answers: 1 dancer e , 2 energy f , 3 healthy d , 4 diet h , 5 seldom a , 6 top b , 7 lifestyle c , 8 exercise g

2) Complete C2

Tell students to do C2 individually, then ask them to check their answers with a partner. Refer back to the text if there are any disagreements.

Task 10: Discussion

T: Boys and girls, what do you learn from the text?

S2: I learn a lot from the text. I think it’s very important to have a healthy diet and a good lifestyle.

S3: I liked hamburgers a lot. But from now on, I will not eat them any more.

S4: I seldom exercised before. I decide to exercise every day.

T: Now if you are healthy, please tell us your diet and lifestyle. If you are not healthy, please tell us your old diet and lifestyle and your plans for your new diet and lifestyle.

Homework:

1. Write a short passage about your healthy diet and lifestyle or your plans for your new diet and lifestyle. (If some Ss think it hard, the teacher can give them some key words for help.)

2. Recite the text (Reading A & B).

牛津7AU4reading教案2

Task:1,To practise the technique of scanning ofr details

2,To know the relationship between diet and overall health

3,To master the usages of the following expressions and words

want to do, for two days,It's important for ...,be good for,eat ...for,not...any more,a

top student,like doing,on the internet,exercise,twice a week,dancer,fast food

4,To finish a class test

Topic:What we eat and how we live

Contents:Reading part in Unit 4

Important points:1,the usages of the expressions and words

2,the technique of scanning for detail

Difficult points:the relationship between diet and overall health

the teachique to scanning for detail

Blackboard design:

What we eat and how we live

Every day,I dance for two hours. It's important for a dancer to be healthy.I know that sweet snacks are not good for me. I always eat an apple for breakfast. I don't eat sweet snacks any more. I am...a top student I like studying. ...on the inernet. After class. I exercise every day for about 30 minutes. I swim twice a week. I always have a healthy meal for dinner.I don't eat fast food any more.

Teaching procedures:

Task One:Show the task for this class (Let the students know they study task):Omission

Task Two:Practise the skill for scanning for the details

1,Give the students papers

2,(The students)Try to read the passage fill the missing words

The girl's name is ______.She is ______ years old.She wants to be a _____.She often dances for _____ _____every day.Before she _____ate fruit and ______.She liked sweet______.Now she often eats_____for breakfast.She doesn't eat ______ _____between meals.

The boy's name is ______.He is a _____student at school.He like ______computer games.He often _____with his friends on the _____.Before he often ate ______for lunch.He wanted to ______basketball but he couldn't run______.So he _____for about half an hour a day.

Task Three:A discussion about food and life styles

1,Show a piece of videos (一段关于胖孩子录像)

2,A discussion

Task Four:Ability test

1,Give the papers

2,Use the expressions to fill in the blank for three hours,want to do,It's important for...,not...any more,eat.for,be good for,like doing...

Jack is an English boy.He ______a football player(足球运动员）He ______football very much.He plays football _______every day.He says playing football ______his health.Before he seldom played football because he couldn't run fast.He often ______meat _____his three meals.He got very fat...

Task Five:Practice

Help the students to master the usages of the expressions

First :T:English S:Chinese Then T:Chinese S:English

1， T:I want to be a dancer.

S：我想成为一名舞蹈者。（教师可帮助学生理解意思）

T：She/He/Miss Li/They/The boy want/wants to be a /an/teacher /singer/dancer/engineer/farmer/....

S:她/他/李小姐/他们......想成为......

T: 我/你/他/我们/你们/她们/王先生 ......想成为一名医生/教师/工人......

S:I/you/he/we/you/Mr Wang want/wants to be a/an ......

2，T:I dance for two hours very day.

S:我每天跳舞两小时。（教师可帮助学生理解意思）

T：Theboy/girl/man/teachers/women....run(s)/swim(s)/walk(s)/fish(es)/work(s)...for two/three/two and half/hours/thirty/twenty/ten/minutes...every day.

S:那个男孩/女孩/男人/教师们/妇女们......每天跑步 ......两/三/两个半时......

T：我/我的朋友们/他的爸爸/孩了们每天读书一小时，每天看电视三十分钟.....

S: I/My friends/His father.....read for one hour/watch TV for 30 minutes......

3,T:It's important for a dancer to be healthy.

S:对一个跳舞者来说，保持健康很重要。（教师可帮助学生理解意思）

T：It's important for you/them/the boy/the old man/...to walk/ swim/to do exercise/get up early .....every day.

S:对你/他们/那个男孩/老人......来说，每天散步/游泳/做锻练......非常重要。

T:对我们/你们/他们/平平/杰克......来说，每天读英语/ 每天听录音/散步/打篮球/喝点水/吃点蔬菜......很重要。

S: It's important for us/you/them/Pingping/Jack to read English /listen to the tape/walk/play basketball/eat some vegetables....

4,T:I know that sweet snacks are not good for me.

S:我知道甜点心对我没有好处。（可帮助学生理解）

T：Too much/many meat/sugar/ exercise/sleep/candies...is /are not good for the boy/girl/me/him....

S:吃太多的肉/糖/睡眠太多......对那个男孩......没有好处。......

Task Six:Class Practice

一、Fill in the blanks according to the passage

The girl's name is ______.She is ______ years old.She wants to be a _____.She often dances for _____ _____every day.Before she _____ate fruit and ______.She liked sweet______.Now she often eats_____for breakfast.She doesn't eat ______ _____between meals.

The boy's name is ______.He is a _____student at school.He like ______computer games.He often _____with his friends on the _____.Before he often ate ______for lunch.He wanted to ______basketball but he couldn't run______.So he _____for about half an hour a day.

二、Fill in the blanks with the expressions given

Simon is my friend. He wants ____ ____a basketball player.He knows ____ _____for him to run fast. So he runs ____ ____ ____in the morning every day.Before he didn't like running ____ ____.He often _____much chicken and meat ______his supper and he was very fat.His mother told him that too fat ______not _____ _____him. But now,Simon seldom eats chicken and meat.And he gets up early and do exercise every day.

三、Put the following into English

1，他们每天要打一个小时的网球。(for...)

2，明明想成为一个歌唱家。(want to be)

3，对你来说，每天吃一些水果很重要。(It's important...)

4，李先生每个月看两次电影。(twice)

5，读书（reading) 你每个人都有好处。(be good for)

6，汤姆早餐吃一个鸡蛋、一杯牛奶和一些面包。(eat...for)

Task Seven:Homework and exercise

1,Recite the passage

2,Finish the exercise in the book.

3,Class test 三

A Design for Vocabulary of Unit 4 (period 4 )

Teaching Content: Vocabulary of Unit 4 ( F W E 7A

Teaching Aims: 1. To recognize names of different foods

2. To use adjectives to describe different tastes

Teaching Difficulty: Spelling of the names of the foods

Teaching Importance: To recognize the names of the different foods

Teaching Tools: foods, pictures, a piece of cloth, papers

Teaching Procedure:

I. Greetings and giving the aims of this lesson.

T: Hello, boys and girls. Today we are going to recognize different food and their tastes.

II. Pre-task activity

1. T: Boys and girls, look at my desk. I bring some kinds of food here today. Let’s see who has the best memory. I’ll give you two minutes to look through the food. Then, I’ll cover the food. Who says the most names of the food, who’ll be the winner. And I’ll give him or her the food as a prize.

(Use some foods to make the students interested and excited.)

2. T: Now, boys and girls, look at these pictures. There are many kinds of food on the pictures. Let’s see what are their names. Now, follow me.

(Display the pictures of food with the words underneath them in large and clear letters. Use them to teach the new words. This makes the learning interesting and easy.)

III. Task cycle

Task1. Rearrange the letters of some food.

Boys and girls, let’s come to Part A on P59. Please help Millie rearrange the letters to find out the names of food. After you finish the answers, please put up your hand. Let me see who’ll be the first five students.

(get two students to write their answers on the blackboard and check the answers with the whole class. If your class is a stronger one you can choose other words for food and jumble the letters of each word. Ask for volunteers to write some of these words on blackboard. Work out the answers as a class activity.)

Task 2. Find how the food tastes.

Wow, look at me. It’s so sour/sweet/spicy/salty.

(Use some pictures of different kinds of food with strong tastes. Mime the words “sour” and “spicy”. Explain these meanings further with pictures.)

Now, boys and girls, let’s come to Part B. How well do you know the different tastes? Look at the pictures, write the correct words under the pictures.

(Ask students to do this task on their own. Compare answers with their partner.)

Task 3.List the names of food, then complete the figure.

Now, look at the figure. Please work in pairs, try to write down the names of food and their tastes. The more, the better.

Food Taste

( Get some students to report orally. )

There is another figure here. Please work in groups of four to complete the following figure .

Taste Food

Sweet

Sour

Salty

Spicy

IV. Post task

Please tell me how many names of food do you list. The more, the better.

(Students report the results to the whole class.)

Well done! Now, let’s see which group finds the most food. That’s the winner of this lesson.(Give some food as prizes.)

V. Homework

Make a survey. Go to the supermarket to find more food and their tastes.

Period 5

Grammar (Part A Adverbs of frequency)

Teaching contents:

the adverbs of frequency

Objectives:

To recognize and use the adverbs of frequency

Teaching Aids:

A computer, a projector

Teaching methods:

直观教学法、任务型教学

Teaching procedures:

Pre-task: 1) Presentation

T: Kate, what’s your favourite sport?

S1: My favourite sport is dancing.

T: So you can say, “I always dance.” Lucy, what sport do you love?

S2: I love swimming.

T: So you can say, “I usually swim.” Jack, do you like playing football?

S3: Yes, I do.

T: So you can say, “I often play football. I don’t like swimming, but swimming is good for my health. So I sometimes go swimming. Lily, do you like playing badminton?

S4: No, I don’t like it. I play it twice a week.

T: So you can say, “I seldom play badminton.” Tom, do you like playing football?

S5: No, I hate it. I will not play it.

T: So you can say, “I never play football.”

2): Tell the Ss the adverbs of frequency

Show the Ss a diagram to tell the adverbs of frequency. (用柱状图表示)

Main task: 1) Ask and answer

T: Tom, how often do you go roller skating? (show a picture of roller skating)

S1: I sometimes play badminton.

Repeat with other adverbs of frequency.

Then the teacher can encourage the students to ask the teacher some questions.

S1: How often do you swim?

T: I often swim.

2): Do Part A1

T: Boys and girls, do you want to know how often our friends exercise?

Ss: Yes.

Then ask the Ss to open their English books to complete the sentences in Part A1. First, let the students work individually. Then ask them to check their answers in pairs. At last, check for the correct use of adverbs as a class activity.

Pre-task: 1) Presentation

Show some kinds of food for lunch and dinner. (one picture for one kind of food)

T: What’s this?

Ss: It’s ice cream.

T: Lucy, how often do you eat ice cream?

S1: Sometimes.

T: And what’re they?

Ss: They’re noodles.

T: Tom, how often do you eat noodles?

S2: I usually eat them.

T: Now let’s see how many times Millie’s classmates eat these kinds of food for lunch and dinner in a week.

Show the table. Then let the Ss ask and answer questions according to the table.

S1: How many times do the boys eat chicken?

S2: They eat it twice a week.

Main task: Do Part A3

Ask the Ss to complete the sentences in Part A3. Then check the answers.

Post- task: Work in pairs and act it out

Ask the Ss to make dialogues about how often they exercise and how often they eat these kinds of food. Then let them act it out.

Homework:

Ask them to write a short passage to tell how often they themselves and their partners exercise and eat these kinds of food.

Period 6 (Grammar 2)

Teaching contents: 1 To recognize and use countable and uncountable nouns.

2 To recognize and use the indefinite articles to talk about things that are countable.

3 Make the students can use the form of a + … + of.

Teaching aims: 1 Make the students grasp the knowledge.

2 Train the abilities of listening, reading, speaking and writing and the studying skills of the students.

3 Make the students cooperate more in class.

Teaching important and difficult points:

1 To recognize and use countable and uncountable nouns.

2 To recognize and use the indefinite articles to talk about things that are countable.

3 Make the students can use the form of a + … + of.

Teaching aids: pictures, real objects and multi-media computer

Teaching steps：

Step 1 Presentation

T: Boys and girls, good morning. First, please look at the screen.

Show a picture of an apple.

T: What’s this?

S: It’s an apple.

T: (show a picture of a glass) What’s this?

S: It’s a glass.

T: Good. What’s this? (show a picture of a piano)

S: It’s a piano.

T: What are these? (show a picture of mangoes)

S: They are mangoes.

Use pictures to teach story, glass, piano, mango, shelf, carrot, tomato, pot, pancake and potato. At the same time, teach the singular and plural forms of these new words. They are stories, glasses, pianos, mangoes, shelves, carrots, tomatoes, pots, pancakes and potatoes.

Show a picture of a Christmas card with wishes on it.

T: You see, it’s a Christmas card. What should we write on it?

S: Merry Christmas!

T: Yes, and it’s a wish. For example, Happy New Year! It’s a wish, too. Any other examples?

S: Happy Teachers’ Day.

T: Good. These nouns are something we can count. So we call them countable nouns. And only countable nouns have plural forms.

Step 2 Conclusion

Conclude the rules that how to form the plural form of most countable nouns. We add ‘-s’ to the singular form. However, there are some exceptions.

Most nouns + s

Nouns ending in a consonant +y -y + ies

Nouns ending in s, sh, ch or x + es

Nouns ending in o + s or + es

Nouns ending in f or fe -f or fe + ves

Step 3 Presentation

T: We saw some pictures of countable nouns. Now let’s see some pictures of another kind of nouns. (show a picture of bread)

Look, what’s this? It’s bread.

T: What is it? (show a picture of water)

S: It’s water.

T: And what’s this? (show a picture of tea)

S: It’s tea.

Use pictures to teach tea, soup and salt.

T: You see, these are something we cannot count. So we call them uncountable nouns.

Step 4 Practice

Do B1 on Page 62.

Check answers and then do B2. Read Millie and her mother’s conversation and write the underline nouns in the correct column of the table.

Then check the answers.

Step 5 Presentation

Show the students a picture of a cup of tea.

T: Now please look at the screen. What’s this?

Ss: It’s tea.

T: Yes, it is. And it’s a cup of tea. We can not say a tea, but a cup of tea. We can use nouns in front of uncountable nouns to show their amounts. Let’s see some other examples.

Show pictures of a glass of milk, a bowl of rice, a packet of salt one by one. Ask the students to read these phrases.

Then show a picture of meat. Teach kilo and a kilo meat.

Then show a picture of two or three glasses of milk. Teach the plural forms of these phrases.

two bowls of rice three cups of tea four kilos of meat

five packets of salt Students read these phrases together.

Conclusion: a … of + uncountable nouns

Show some other pictures. e.g. a bag of apples a box of eggs

two baskets of bananas

T: We can also use nouns in front of uncountable and countable nouns to show their amounts.

Step 6 Practice

Translate some phrases.

1 五杯茶 2 两袋牛奶

3 一碗米饭 4 三袋盐

5 一盒鸡蛋 6 四公斤芒果

Step 7 Exercises

Do the exercise on Page 63, in the kitchen. Read the conversation and fill in the blanks with a or an.

Then check the answers.

Get students read the dialogue together.

T: Pay attention. In this sentence “It takes half _______ hour to cook.” we should put ‘an’ in the blank.

T: We use ‘a’ or ‘an’ before a singular countable noun. If the noun starts with a vowel sound, we use ‘an’. And in the word hour, the letter ‘h’ is silent and it starts with a vowel sound, so we use ‘an’.

T: Let’s see how many letters we can put ‘an’ before them. Please think it over.

Then check answers.

The letters are A, E, F, H, I, L, M, N, O, R, S, X.

Step 8 Production

T: We’ll have a party. We don’t have enough food or drinks. So we should go shopping. Please work in pairs and make up a new dialogue about shopping.

Choose several pairs to perform their dialogues in class.

Homework

Write down the dialogue discussed above.

Period 7

A Design for Intergrated skills of Unit Four

Teaching Content:Integrated skills (Part A)

Teaching Aims:Develop four skills by way of talking about “How to keep fit”.

Teaching Tools:recorder,slides,etc.

Teaching Procedure:

I.Greetings and giving the aim of this lesson:

T:Hello,boys and girls. Today we’re going to talk about “How to keep fit”,then please finish the questionnair on Page64. （Explain“ fit”）

II.Pre-task activity:

At the beginning,show some funny pictures to arouse students’ interest in different lifestyles ,food and health issues.

T: Now, please look at this form, it is Wang Ling’s lifestyle, please talk about it, do you think it is a good lifestyle?

exercise Play computer games Eat fruit and vegetables Watch TV Eat fast food

never *

seldom *

sometimes *

often *

always *

(The students have a talk)

S: No. It isn’t a good lifestyle.

T: Good Now would you like to tell me your lifestyles ?

S: Yes.

T: OK. Work in groups .I will give you five minutes ,please talk about your own lifestyles, then I will ask some groups to give us your opinions . You can refer to these questions on the screen:

1. How often do you exercise?

2. How long do you sleep every night?

3. How much TV do you watch every day?

4. How often do you eat cakes, biscuits and sweets?

5. How often do you eat fruit and vegetables?

6. How often do you walk to school?

(The students have a talk.)

T: OK. Time is up. Any groups volunteers?

(Some groups give their opinions, the teacher gives some advice, Then have a free talk to teach new words and phrases :“less than”,“more than ”,“biscuits” and “total”.)

III.Task cycle:

Task 1 : Come to the questionnair.

T: Now you are logging onto the Get Fit website and listening to an online interview with one of the club members, Hu Wen. Then please finish the questionnair on P64.

(Explain the instructions and the purpose of a “lifestyle” questionnaire carefully. The students study the questionnair individually. Check for general understanding and confirm the meanings of adverbs of frequency, individually and in pairs.)

Task 2: Finish the questionnair. Play the recording ,ask students to listen for specific information about Hu Wen ’s lifestyle and tick the correct boxes, ask them to check their answers with a partner. Then check answers as a class activity. Give help and explanations if students have problems. Then encourage them to find the information for themselves and complete the last column of the questionnair.

Task3: Report.Ask students to enter Hu Wen’s score and their own score in the table in PartA3.Students analyze the health scores for Hu Wen and themselves. Read out the three categories. Ask students to put up their hands for each category. Count the number of students in each category to see how healthy or unhealthy the class is. (The teacher can ask the students to draw a chart according to the report for class display.)

IV.Post-task activity:

Task1: Interview. Divide the class into pairs. Ask students to read and understand the questions in PartA4 before they interview their partners. Pay attention to intonation. Ask them to drop their voice at the end of the question. Say some sample questions and ask students to repeat them.

Task 2: Report.Ask students to complete the report in Part A5.Use the information obtained from the questions in Part A4.Ask students to put up their reports, together with the class profile for classroom display.

V. Homework :1. Make a survey: What do your friends have for breakfast/lunch/supper?

See how healthy or unhealthy they are . Tell them to how to keep fit.

2.Make a plan for yourself to tell your classmates how you keep fit.

(The students can choose one as their homework)

A Design for Integrated Skills of Unit 4(Period 8)

Teaching Content:Integrated skills ( Part B )

Teaching Aims:1.Develop four skills

2.Introduce and consolidate common intonation patterns with ‘Wh’ questions.

Teaching Tools:recorder, slides etc.

Teaching Procedure:

I. Greetings and giving the aim of this lesson

T: Hello, boys and girls, today we’re going to talk about food and diet, ask and answer questions about likes and dislikes

II. Pre-task activity.

(First say a rhyme :What would you like?

What would you like? I’d like some rice.

What would you like? I’d like some pies.

Sure,they’re very nice. )

T: Good job.OK,here are Peter’s diets,please talk about them,(give some sentence patterns about like and dislike),then tell your partners what you like and dislike.(make the students work in pairs)

Before Now

seldom Fruit and vegetables seldom Fast food

often Snacks, sweets often Fruit and vegetables

always Fast food always Healthier food

(The students have a report , the teacher gives some advice, then have a free talk to teache new words:“feel”,“luck”,“supermarket”,and“ carry.”

III. Task cycle:

Task 1:Know Meiling and Ricky’s diets .Listen to the tape , make the students listen for some details about Meiling and Ricky’ conversation, then ask the students to repeat the dialogue between Meiling and Ricky.(in chorus, in groups, or in pairs)

Task 2:Act out the dialogue. Ask students to work in pairs , then make some pairs to present the dialogue before the class,make sure that students should be able to role-play this conversation with fluency, eye contact and appropriate intonation.

IV.Post-task activity:

Task 1:Make up new dialogues .Ask students to work in pairs and talk about their own diets. for some weaker classes,allow students to write down their conversations before role-playing them. Remind them that they can use Meiling and Ricky’s conversation as a model.. Ask some pairs to present their conversation to the class. After this ,the teacher can give some advice.

Task2:Extension activity. On Page 67 is a calorie and vitamin chart listing some common food items. Set up an activity to encourage students to talk about their own and their classmates’diets without referring to their books, then ask the students to write a short passage about it .If time permitted,the teacher can give some comment on some passages.

Task 3: Introduce common intonation patterns with ′Wh‵questions.

Make the students talk about their lifestyle and diet, make sure they use ‘Wh’ questions.,(give some sentence patterns), tell them to pay attention to the intonation.Explain that we drop our voice at the end of a ‘Wh’ question to indicate that we have finished speaking .Tell them Wh-words include“ what ”“when ”“ why ”“where ” “who ” “how ” “which ”“whom ”and“ whose.”

Task 4. Pratice. Ask students to listen to the questions on the recording, then repeat each question, make them place the downward arrow on the last word of each question ,ask some students to write an answer to each question, make the students practise saying the questions and the answers in pairs, they can add their own Wh questions about food items and use different Wh-words.At last,ask some pairs to come to the front of the classroom and present the conversation.

VII. Homework: Written work: My favourite food.

Period 9 (Main Task)

Teaching contents: To teach the students how to write an article.

Teaching aims:

1 To express factual information about diets and lifestyles in writing.

2 To write an article for a website based on personal information.

3 To read an article to a classmate and check for mistakes.

4 To train the healthy lifestyle of the students.

Teaching important and difficult points:

To teach the students how to write an article.

Teaching aids: pictures, real objects and multi-media computer

Teaching steps:

Greetings and assigning the task

T: Good morning/afternoon, boys and girls. Do you know about Get Fit Club. Get Fit Club is an e-club which introduces healthy styles and helps people to live better and healthier. Millie has joined it. We are going to join it, too. And each member of it must write an article to introduce his/her healthy life style. So in this class each of us will write an article to talk about our life styles.

Warming up

T: In the last several periods, we have already learned and revised many names of food. Now, can you say them as many as possible?...

Food: cakes(1),bread(2),rice(3),meat(4),chicken(1),beef(3),fish(2),noodles(4),

eggs(3) ,potatoes(2),tomatoes(1),hamburgers(4),pizzas(4),carrots(3),

turnips(2) ,vegetables(1) etc.

Fruit: watermelons(4), apples(1), pears(2), bananas (3), oranges(3),

lemons(2), strawberries(4) , mangoes (1), pineapples(2) cherries (3),etc.

Drinks: coke(1), juice(3), water(4), milk(2), tea(3) etc.

Snacks: biscuits(1), chips(4), ice cream(2) etc.

Pre-writing

1) T: Good. You have really known a great deal of words about food. Here is a form. Can you ask and answer the questions and fill the form? After you have finished it, you will have a report.

Name __________________________ Age ____________________________

HealthCondition__________________Hobby/Hobbies____________________

Questions Answers

Do you have breakfast every day? Seldom/every day/never

What do you have for breakfast?

What do you have for lunch?

Do you have snacks?

What do you have for supper?

Do you have sports?

How often do you have sports?

2) T: Look at the information table on page 67 and compare your form with your partners .Do you know how much energy you need every day? Can your diets give you enough energy ?Do you eat too much or take too little exercise ?Learn the calories and vitamins in each portion of the food ,compare the report above and design a healthy diet for yourselves and tell the class about it.

Breakfast: bread, milk, eggs, fruit/noodles with eggs or meat, fruit/

Congee, eggs, meat, fruit etc.

Lunch (dinner): soup, rice, pork, fish, vegetables / soup, rice, chicken,

vegetables, fruit / soup, fish, beef, vegetables, fruit, etc.

Supper: porridge, cakes, vegetables\ congee, cakes, vegetables/

noodles, vegetables etc.

Snacks: biscuits, juice etc.

Exercise: have a walk every day/jogging/play ball games/do morning exercises, riding, etc.

Report Pattern

Hello, everybody. My name is…. I am…years old. I like….I am strong/a little weak/a bit fat/a little thin/…I will have…for breakfast every day, because …; for lunch I will have….This will give me enough energy to….; Between lunch and dinner /supper ,I will have some snacks, such as….I will have …for supper. I will do enough exercise and I will ….I will be a healthy boy /girl.

Writing

T: Please read Millie’s article for the website (on Page68) and see how Millie design her healthy life style.

T: Millie has written out her plan to keep fit. Now you try it, imitating her writing style, write your own articles for the Get Fit Club.

Tips for your writing

Name: age: sports: health condition:

What to have for breakfast:

What to have for lunch:

What to have for dinner/supper:

What to have between the meals:

some exercise

Writing Sample: Millie’s article on Page 68(omitted)

Post-writing

1) T: OK, you have finished your writing. That’s great. Do you want to share them with the whole class and improve them? Please read your articles to the class. We will help you to correct your mistakes and make your articles better. Who will read the article first?

…

…

….

2) T: In this class, we have finished our articles for the Get Fit Club. Each of us has done a good job. Now here is your homework:

Homework

Read, beautify, print, display your articles and post to the Get Fit Club (Website-Fit@sina.com)

Help your parents to design their healthy diets and write them out.

Finish the exercises on page 60 and page 61, workbook.

Period 10

Teaching Contents:

1. Checkout

2. Exercises

Teaching focus:

Self-assessment for students to find out how much they have learned in this unit.

Teaching difficulties:

1. to write the key vocabulary

2. the usage of the simple present tense

Teaching Aims:

1. Knowledge objectives(知识目标):

1) To revise the use of adverbs of frequency and the names of common food items

2) To revise key vocabulary

3) To review the simple present tense

2. Ability objectives(能力目标):

To help the students build the ability of self-study and self-assessment

3. Emotion objectives(情感目标):

To help the students have a healthy lifestyle and live a healthy life

Teaching Methods:

Listening, speaking, reading and writing

Teaching Procedures:

1. Pre-task

1) Greetings.

2) Free talk

T: Hello, boys and girls! How are you today?

Ss: I’m fine. Thank you. And you?

T: I’m OK now. But I didn’t feel well yesterday. I went to see the doctor. The doctor said, “There’s nothing serious. You’d better exercise more and have more healthy food, such as vegetables, fruits.” Do you often exercise, boys and girls?

Ss: Yes. (Some Ss may say “No”.)

T (to a boy): Do you often exercise?

S1: Yes.

T: What kind of exercise, basketball or football?

S1: …

T (to a girl): What about you?

S2: No, I don’t exercise.

T: Why not?

S2: Because I have no time. I have to do a lot of homework.

T: Oh, you have a lot of homework to do. But I think you must exercise often to be strong, to have a healthy body. If not, you will feel ill and have to stay in bed or go to see the doctor, then you will not be able to come to school and you will fall behind others.

The doctor told me to eat more vegetables and fruits. Can you tell me any names of fruits?

S3: …

S4: …

T: Good! Thank you! Now I must eat more apples, bananas and vegetables and exercise more. By the way, what food do you often have?

S5: …

S6: …

T: Good! Boys and girls, do you know Amy? What food does Amy often eat, do you know?

2. Task circle

1) Do Part A

T: Please open your books at p69. Let’s look at Part A. How often does Amy eat these different kinds of food? Look at the chart below and write a few sentences. (Two minutes)

(Two minutes later, ask some students to speak out their sentences.)

T: Now, boys and girls, how often do you eat these different kinds of food in the picture? First, do you often eat fish? …

… …

2) Do Part B

Now, let’s look at Part B. You are now a member of the Get Fit Club too. Complete this week’s crossword puzzle. You can read these sentences first, they will help you find the right words.

(Ask some Ss to tell their answers.

1. Eating good food and doing exercise help you stay healthy.

2. A kind of fast food. (hamburger)

3. Many Chinese eat it every day. (rice)

4. They grow on trees. They can be red or green. (apples)

5. This fruit is yellow and it tastes sour. (lemon)

6. You need this drink to live. (water)

7. They swim. (fish) )

3. Post task

Now boys and girls, please add your scores. Let’s see who gets the most score. He or she will be the winner of this lesson.

4. Homework:

1. Make a survey to find how often your classmates eat some certain kinds of food. Write down a few sentences according to Part A on p.69. You should use “ sometimes, never, usually, always, often, seldom”.

2. Preview Unit 5.

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