EMBED \* MERGEFORMAT 英语（九年级上册）
Unit 1 Know yourself
Integrated skills
主备人：吴佃香 课时；5/7 备课时间：2020.9.7
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. read 12 animal signs and their corresponding personalities;
2. say something about animal signs in English fluently;
3. understand what you hear and write down the answers correctly;
4. express your opinions about the animal signs and people’s personalities with your partner.
II. Teaching contents
1. New words and phrases: lunar, calendar, animal sign, represent, appear, fixed, cycle, powerful, lively, practical, loyal, in all, star sign, divide, divide … into …, shape;
2. New structures: They appear in a fixed order and the cycle repeats every 12 years.
It is you who shape your life and your future.
It is said that people born in the Year of the Tiger are brave.
What it says about me may be true, but for my cousin Julie, that’s not the case.
III. Focus of the lesson and predicted area of difficulty
1. Some tips about listening;
2. To express one’s own opinions about animal signs and people’s personalities.
IV. Teaching procedures
A What decides your personality
Step 1 Lead-in
1. Free talk.
T: When were you born
S1: I was born in 1999.
T: So you were born in the Year of the Rabbit.
T: What’s you like
S1: …
2. New words.
(1) Present new words.
T: (Show students the calendar)
Good news for you. Look, the elegant lady, Zhou Tao, a famous hostess, is so gentle in her daily life, but on the stage she is so lively and always makes us excited. This year she appears on page 1 of CCTV calendar. We know this year is the year of sheep. In the Chinese lunar calendar, there are 12 animal signs.
(Write down “lunar calendar, animal sign” on the blackboard)
T: Here’s a video about them. Do you know what they are
T: As the video says, they appear in a fixed order and the cycle repeats every 12 years.
(Write down the phrase: appear in a fixed order)
(2) Prediction.
It’s said that different animal signs represent different personalities. Work in groups and try to predict the most suitable word for each animal sign.
(3) Students read the information in Part A1on page 15, and then check their answers.
(4) Students fill in the blanks. (Write the answers on the paper in 1 minute.)
(Tip one: write the first letter of the word if time is limited. For example, Rabbit can be written “R”.)
(5) Talk about star signs.
T: Just now, we talked about animal signs. I have an English Friend Jack. He came to visit me last year. But he doesn’t know animal signs. Do you know why
S: Because there are no animal signs in the west. They just talk about star signs.
T: Clever. Here’s some information about star signs. Read carefully and think about two questions: NO 1. How many star signs are there in a year
NO 2. What decides people’s star signs
Step 2 Listening
Millie is interested in animal signs and star signs. She is listening to a radio programme about them. And she is making some notes. What a pity! She missed some. Can you help her (Part A2)
1. Look through A2 on page 15.
(Tip Two: Try to predict some missing words before listening.)
2. Listen and write down the answers.
3. Play some difficult sentences again if necessary.
E.g. Your star sign: depends on your _____________.
4. The middle-level students report their answers.
5. Students read the notes by themselves and try to compare animal signs with star signs.
6. Listen again and help Millie write an article about what she has learned from the radio (Part A3).
7. Check the answers in class and understand the two important sentences.
Step 3 Do a guessing game
B Speak up: We can read about them just for fun.
Step 1 Speak up
1. Show your ideas: Do you think animal signs decide people’s personalities
The teacher gives examples first:
(1) I was born in the Year of the Rooster. The animal sign says that I am practical. What it says about me may be true. So I agree with it.
(2) My friend Helen has her opinion about it. Do you want to listen (Play the recorder)
I was born in the Year of the Tiger. The animal sign says that I am brave. But I am often afraid to do this or to do that. So I don’t agree with it.
2. Listen and answer.
Just like us, Millie and her neighbour Joe are also talking about animal signs and personalities. Please listen to their conversation and answer the following questions.
3. Follow the pronunciation. Offer some tips about liaison and loss of explosion before that.
4. Pair work: Talk about animal signs and personalities and use the conversation on the screen.
Step 2 Make a conclusion
So what decides our personality Have you heard about the astrology and the fortune telling People often use them to predict their future. But I think we can read about them just for fun. We shouldn’t believe in them. It is you who shape your life and your future.
V. Homework
1. Read A3 on page 16 and try to remember more information;
2. Practice talking about animals and personalities with your partner;
3. Write down your own ideas about what decides your personality.
EMBED \* MERGEFORMAT 英语（九年级上册）
Unit 1 Know yourself
Grammar
主备人：吴佃香 课时：4/7 备课时间：2020.9.3
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. use the conjunctions “and”, “but” , “or” and “so” to join ideas together;
2. use “both … and”, “not only … but also”, “either … or” and “neither … nor” to connect the same part of the two sentences.
II. Teaching contents
1. New words and phrases: impatient, think twice (about sth.), do the dishes;
2. Structures: Both Kitty and Simon are energetic.
Not only the students but also their teacher knows about the four people.
Either Simon or David is ready to take on new challenges.
Neither Millie nor her friends know about types of personality.
III. Focus of the lesson and predicted area of difficulty
1. To talk about something with the correct conjunctions;
2. To use the verb form after “not only … but also”, “either … or” and “neither … nor” correctly.
IV. Teaching procedures
A Using and, but, or and so
Step 1 Lead in
Free talk.
T: Today, we’ll learn Grammar of Unit 1. We’ve met four outstanding persons. Do you remember them (Show the pictures of the characters we’ve learned.)
S: They are Wu Wei, Su Ning, Liu Tao and Fang Yuan.
T: Among them, I admire Wu Wei the most because I wanted to be an artist when I was young.
【设计意图：通过复习reading中人物，导入新课，利用旧内容过渡至新板块的学习，使学生迅速进入学习状态。】
Step 2 Presentation
1. Brainstorming.
T: How much do you know about Wu Wei
works
hobby personality
saying
S: He is quiet and doesn’t like to talk much.
S: He impressed the whole country with his creative work.
S: I want to share the best art with people, so I’m always searching for something better or different.
T: Do you know something about his hobby Let’s listen together.
(Wu Wei: I like doing something quiet like fishing and watching TV. I don’t like singing or dancing)
S: He likes fishing and watching TV. He doesn’t like singing or dancing.
【设计意图：通过头脑风暴的活动，对人物进行分析，利用书本原句，让学生在情境中自然学习语法项目。】
Step 3 Practice
1. Show the picture of Wu Wei.
T: Wu Wei likes reading and watching TV. Guess what TV programmes he likes watching.
S: …
(Play the theme songs of two TV programmes.)
T: He likes watching “the Voice of China” and “Dad, where are we going ” like you and me. Let’s talk about “the Voice of China” first.
2. Show some pictures of the programmes.
Ask the students to describe the pictures, and join the sentences together with and, but, or or so.
(1) We can watch the programmes on TV. We can watch the programmes on the Internet.
We can watch the programmes on TV or on the Internet.
(2) The rules of the programmes are special. Many people are interested in it.
The rules of the programmes are special so many people are interested in it.
(3) The coaches sit with their backs to the singers. They listen carefully.
The coaches sit with their backs to the singers, but they listen carefully.
(4) The girl sang very well. Four coaches all turned their chairs.
The girl sang very well, so four coaches all turned their chairs.
(5) She didn’t choose Yang Kun. She didn’t choose Qi Qin. She chose Na Ying.
She didn’t choose Yang Kun or Qi Qin.
She thought twice, and she chose Na Ying finally. (think twice: 三思，再三考虑)
【设计意图：利用学生感兴趣的电视节目作为话题，呈现图片创设各种场景，让学生在语境中学习使用连词，努力做到将语法学习渗透至日常交流中去。】
Step 4 Production
1. Discussion.
T: We often use and, but, or and so to join ideas together. Let’s have a discussion: When we join ideas together, how should we use these conjunctions
and join different ideas
but introduce another possibility/join two or more ideas (in negative sentences)
so join similar ideas
or express the results of something
2. Finish the exercises on page 12.
3. Game time.
T: You are so great. Now, let’s play a game to see which group will be the winner.
Here are the rules: You are divided into 4 groups. Try to make sentences with and, but, or and so. If the first student in Group 1 makes a sentence correctly, then he’ll have the chance to ask the first one in Group 2 to make a sentence with any word of the four … If you can’t make a sentence in 5 seconds, your group will lose the game.
【设计意图：相对开放的游戏环节，赋予枯燥的语法学习以活力，让学生在玩中学，在做中学，真正激发学生的学习兴趣，提高学习效率。】
B Using both … and …, not only … but (also) …, either … or … and neither … nor …
Step 1 Lead in
Free talk.
T: Just now, we talked about “the Voice of China”. You’ve done a good job. What other programme does Wu Wei like
S: It’s “Dad, where are we going ”
T: This programme is popular this year. I also like watching it.
【设计意图：利用Free talk，谈论其他受大家欢迎的电视节目，顺利过渡至下一板块学习。】
Step 2 Presentation
1. Talk about “Dad, where are we going ”
(1) The show is popular in China. The show is popular in other countries.
The show is popular not only in China but also in other countries.
The show is popular not only in China but in other countries.
T: Who take part in the show
(2) Dads take part in the show. Their kids take part in the show.
Not only Dads but also their kids take part in the show.
Both dads and their kids take part in the show.
(3) Feynman is five years old. Joe is five years old too.
Not only Feynman but also Joe is five years old.
Both Feynman and Joe are five years old.
(4) Joe isn’t happy. Grace isn’t happy.
Neither Joe nor Grace is happy.
(5) The boy is so lovely. We call him Yang Yangyang. In fact, his name is Yang Wenchang.
We can call him either Yang Yangyang or Yang Wenchang.
(6) The two boys are wrestling. Either Joe or Feynman does better in wrestling.
2. Discussion.
Please read all these sentences by yourselves. Then discuss two questions: How should we use these conjunctions How should we use the verb form
We use _________ to emphasize that something is true not just of one person, thing or situation but of another too.
We use __________ to add another fact to something you have mentioned.
We use __________ to mean one or the other, this or that, he or she, etc.
We use __________ to mean not this one and the other, not this and not that, not he and not she etc.
The verb form after __________ is always plural, but the verb form after ___________, ___________, and __________ can be plural or singular, depending on the subject ___________ the verb.
【设计意图：利用学生感兴趣的节目，引出连词的用法。让学生朗读，组内讨论归纳出语法规则，让学生真正成为课堂主人。】
Step 3 Practice
1. Finish B1 on page 14.
2. Finish B2 on page 14.
3. A competition.
Amy made an interview in her class. Look at the form carefully, and try to get the information. Then, let’s have a competition in groups. Try to make as many sentences as possible with conjunctions we have learned. One of your group members should write them down. If your group gets the most sentences, you are the winner. For example: Nancy is both creative and curious.
Hobbies subjects personalities jobs they can do in the future
Nancy playing volleyballtravelling like Chinese, art,hate maths creative,curious an artist, a fashion designer
Ben travelling, sportswatching cartoons Like Chinese, dislike maths energetic,patient a basketball playera PE teacher
【设计意图：利用两名学生关于个性和职业猜想的信息，展开竞赛活动，锻炼学生提取信息的能力，要求学生根据信息尽可能多地利用所学连词造句，真正做到学以致用，这也激发了学生的学习热情和竞争意识。】
Step 4 Production
T: All of you have done a good job! Let’s enjoy a poem together to relax.
T: We all know that this poem is about my dream. Now it’s your turn to write about your dream or your school life. You can use this poem as a model.
T: When we write, we can use conjunctions if necessary. Keep trying, and I think you can write something beautiful one day!
【设计意图：通过一首教师自编的小诗，再一次让学生感悟连词在语篇中的使用。要求学生尝试自编小诗，更具有挑战性，也让语法课堂更加具有创造性、更灵动。学生可以真正领略到语言之美。】
V. Homework
1. Interview two of your classmates about their personalities and future jobs;
2. Write a short report about the interview. Try to use conjunctions.
EMBED \* MERGEFORMAT 英语（九年级上册）
Unit 1 Know yourself
Reading (Ⅱ)
主备人：吴佃香 课时：3/7 备课时间：2020.9.2
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. talk about what the four people do and their personalities;
2. understand vocabulary about characteristics and other important words;
3. describe people’s jobs and personalities by using what they learn in this period;
4. have a better sense of working hard and being outstanding.
II. Teaching contents
1. New words and phrases: born, impress, sculpture, praise, sales department, general, race, either or, lead, take the lead, fall behind, challenge, chief, high-speed, connect, connect to/with, miss, as good as, attention, pay attention to, standard, pioneer, surgeon, carelessness, extra, devote, respect, suitable, partner
2. New structures: Life is like a race. You either take the lead or fall behind.
As a doctor, you can’t be too careful.
Carelessness will be a disaster not only to ourselves but also to patients.
III. Focus of the lesson and predicted area of difficulty
1.To recognize and understand the important phrases;
2. To use the new words and phrases to describe people’s personalities and jobs.
IV. Teaching procedures
Step 1 Lead-in
T: Guess who he is. He is the great Greek philosopher—Socrates and he once said, “Know yourself, and then you can understand life.”
【设计意图：以著名的古希腊哲学家——苏格拉底的名言来切入，更能凸显本单元的主题，给课程注入了文化的元素。】
Step 2 Reviewing
T: Knowing yourself is very important. Do the four outstanding people know themselves very well Now you’ll be divided into four groups: Su Ning Group, Wu Wei Group, Liu Hao Group and Fang Yuan Group. Su Ning and Wu Wei Groups will discuss who is suitable for the general manager of a big company. Liu Hao and Fang Yuan Groups will discuss whether you are suitable for your jobs. Give your reasons.
【设计意图：让学生通过对比四个主人公的文本信息进行头脑风暴活动，激活头脑中关于第一课时所储存的四个主人公的相关信息, 通过对信息的整合、判断、提炼，在自然状态下实现语言输出并呈现关键语言点。】
Step 3 Discussion
T: What’s your favourite saying Why
【设计意图：学生回读课文，找出反映人物品质的关键话语，通过这样一个讨论活动，学生能对人物有更深的体悟，会自觉地借鉴人物身上的优秀品质。这种浸润式的情感渗透，对学生形成正确的价值观有着积极作用。】
Step 4 Language points
Present and practice the important words and expressions mentioned in the discussion.
1. Life is like a race. You either take the lead or fall behind.
T: Look at the picture of Liu Xiang.
Liu Xiang is taking the lead in the race.
The other top players are falling behind in the race.
T: You know the story of the hare and tortoise. Can you say something about it
S: The hare is taking the lead. The tortoise is falling behind.
T: In this race, either the hare or tortoise will win.
2. either ... or ...
T: If you’re planning a day out, what will you choose to do Use “either … or …” to make a conversation
【设计意图：通过运动员刘翔奋力拼搏的镜头呈现一组语言知识，让学生在语境中感知，以《龟兔赛跑》的故事达成操练与呈现的同步。通过多种形式的操练（看图说话、翻译、口头对话等）即时巩固与反馈。】
3. It’s necessary to pay attention to every detail.
T: When you go on an outing, what should you pay attention to
S: …
T: pay attention to sth. 注意某事 pay attention to doing sth. 注意做某事
Try to complete the sentences:
Pay attention to protecting the environment.
Successful businessmen always pay attention to details.
【设计意图：控制式问题与开放性问题有机结合，有效激发学生的思维。】
4. I’m ready to take on new challenges any time.
Present new structures “take on new challenges”, “connect … to …” by talking about Ma Yun.
T: Ma Yun and Bill Gates are both successful businessmen. Ma Yun likes taking on new challenges. He owns Alibaba, Taobao, China Yahoo, etc. He has connected the Internet to people’s life.
It’s your turn to talk about Bill Gates. 【设计意图：让学生在语篇中悟意，在语篇中运用，提升其运用语言的能力。】
5. He has impressed the whole country with his work.
T: Ma Yun and Bill Gates has impressed us with their creative ideas. Have you heard about a disabled young girl called Liao Zhi, whose legs were hurt during an earthquake What about Nick Vujicic, a famous speaker with no arms and legs
(1) Liao Zhi, the young disabled dancer, has impressed the country with her wonderful spirit and dancing skills.
(2) Nick Vujicic has no arms or legs, but he has impressed the whole world with his speeches.
Practice (Open task):
Watch a video about Nick Vujicic and Practice:
Nick ________________ me with ___________________.
【设计意图：通过对开学第一课中的励志人物“廖智”（汶川大地震中失去双腿的舞蹈老师）的故事，引导学生在学习语言知识的同时拥有积极向上的人生态度；通过澳大利亚无手无腿的著名演讲家尼克·胡哲的视频，引导学生在练习句型的同时更多的思考人生。】
6. Carelessness will be a disaster not only to ourselves but also to patients
T: Nick Vujicic can not only choose how to live but also face problems bravely. Now look at these two pictures. Use “not only … but also” to make one sentence.
T: So Not only my husband but also my daughter likes him very much. Some tips for you.
Careless is a humorous film. Not only children but also adults like it.
7. carelessness
T: Learn to use “care”, “careful”, “careless”, “carelessly” and “carelessness”. After that, try to make a summary about them.
Take _______. The bus is coming.
Be ________ with fire. It can be dangerous.
The less __________, the fewer mistakes.
Pay attention to your safety. Don’t drive ___________.
_________________ will lead to accidents.
【设计意图：让学生通过谈论图片，初步操练“not only … but also …”结构，为Grammar部分做铺垫；通过设置语境及句型来操练“care”的各种形式，并引导学生来总结规律。】
8. As a doctor, you can’t be too careful.
T: As a driver, don’t drive carelessly. Carelessness will lead to accidents. That means you can’t be too careful when driving.
T: Would you please talk about your ideas As a student/teacher/…, you can’t be too _________. In a word, one can’t be too modest.
【设计意图：让学生通过语境理解新的结构，通过贴切的情境“作为学生，越……越……，作为老师，越……越……”，巩固语言知识，拉近师生之间的距离。】
Step 5 Other words and phrases
T: Read the four passages again. Underline all the new words and phrases and see if you understand them.
【设计意图：让学生通过再次阅读，对部分没有重点讲解的词汇进行记忆大比拼。】
Step 6 Practice
1. Use some of the new phrases to complete the sentences
2. Description
Choose at least four phrases to talk about your hero.
(1) a born …
(2) win high praise from
(3) either … or …/not only … but also …
(4) take the lead/fall behind
(5) be ready to/ be willing to …
(6) take on new challenges
(7) connect … to …
(8) pay attention to …
(9) work to high standards
【设计意图：运用是语言学习的核心和根本。只有运用，学到的语言知识才是具体的、鲜活的、有生命力的；只有不断运用，语言知识才能得到不断充实、巩固和完善；只有经过运用，语言知识才有意义，语言知识的学习才不至于痛苦不堪，味同嚼蜡。尽管每篇文章的语言点是独立的，但出现在同一篇文章中必然有他们之间的联系性，所以在分点呈现和操练后，对全课的语言点进行重组运用很有必要，可有效达成阅读第二课时的学习目标。】
Step 7 My favourite saying
T: The American educator, Samuel Bubler once said, “Every man’s work, whether it be literature or music or pictures or architecture or anything else, is always a portrait of himself.” So love what we do.
V. Homework
Write about your hero’s personality and job, and share it in your groups.
EMBED \* MERGEFORMAT 英语（九年级上册）
Unit 1 Know yourself
Reading (I)
主备人：吴佃香 课时：2/7 备课时间：2020.9.1
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. read the article about jobs and personalities;
2. guess the meanings of the new words from the context;
3. identify the main idea of each paragraph in the passage by skimming;
4. describe the four people’s jobs and personalities by detailed reading;
II. Teaching contents
1. New words and phrases: born, impress, sculpture, praise, sales department, general, race, either or, lead, take the lead, fall behind, challenge, chief, high-speed, connect, connect to/with, miss, as good as, attention, pay attention to, standard, pioneer, surgeon, carelessness, extra, devote, respect, suitable, partner
2. New structures: Life is like a race. You either take the lead or fall behind.
A miss is as good as a mile.
As a doctor, you can’t be too careful.
III. Focus of the lesson and predicted area of difficulty
1. To read the passage in different ways;
2. To describe four people’s jobs and personalities by detailed reading.
IV. Teaching procedures
Step 1 Warming-up
Free talk
T: Today, we’ll meet some outstanding people. They like their jobs very much. Now show me your ideas, what kind of person are they
【设计意图：引入名人图片，在自然交流中，激活学生头脑中关于人的个性的词汇，并由此渗透personalities 和jobs之间的关系，有效激发学生参与课堂的兴趣。】
Step 2 Pre-reading
1. Watch a video
T: Who is this man Let’s watch a video first.
T: You know him very well. He is the pioneer of Alibaba. He is devoting most of his time to it.
He says, “If not now, when If not me, who ” Any time he is ready to take on new challenges. He always works to high standards. Now he is one of the richest in China. So people often say he is a born businessman.
【设计意图：马云对学生来说可谓非常熟悉，他也是很多学生的偶像，通过播放他的视频激活学生思维及认知，快速切入主题。在此基础上借助图片创设微型语境，以词块的形式呈现部分生词pioneer, challenges, devote … to, standard, born …，帮助学生扫除一定的阅读障碍。】
2. Prediction
T: Look at these pictures from Sunshine Town. They are also outstanding in their fields. Would you please guess what their jobs are
【设计意图：根据人物图片预测他们的职业，使学生产生阅读期待，激发学生了解文本内容的欲望。】
Step 3 While-reading
1. Skimming
T: Now please look through the text quickly and check if you have made the right prediction, also try to find what they think of their jobs.
T: Yes, Wu Wei is an artist, Su Ning is a manager, Liu Tao is an engineer, and Fang Yuan is a doctor. What do they think of their jobs
T: Yeah, they are happy with their jobs. How can you get the information quickly
T: Great! Pay attention to the title and the pictures while reading.
【设计意图：根据人物介绍类的文本特点让学生通过快读，验证自己的猜测，获取文章主要信息。让学生自我感悟并浏览标题和插图是获取文章主要信息的捷径。】
2. Scanning
Passage 1:
(1) Read and answer
T: Now let’s read Passage 1 more carefully and answer two questions:
What does Wu Wei’s best friend think of him
What has won Wu Wei high praise from the art community
T: Yes, his best friend said, “He is a born artist. He’s quiet and doesn’t like to talk much, but his work shouts.” And his sculptures for Sunshine Town Square have won high praise from the art community.
【设计意图：通过两个“wh-questions”来引导学生对第一段文本展开细读，培养学生获取细节信息的能力。】
(2) Read and guess
T: Good job! Let’s do some guessing work. What does “his work shouts” mean here
T: Yes, that is to say his work is wonderful. Then what about “praise” What does it mean
T: Excellent! How can we guess the meaning of new words
T: I agree. Circle some key words before and after the new word or the sentence. It’s possible to find its meaning.
【设计意图：猜测文本中典型句子和生词的意思，师生共同总结解决方法，可以有效地培养学生猜词悟义的能力。】
(3) Read and think
T: Wu Wei said, “I want to share the best art with people, so I’m always searching for something better or different. This in itself is great fun.” What can you infer from it
T: I love all your ideas. He is so creative and of course he is happy with his job.
【设计意图：利用文本中的原话来解读人物，加深学生对人物的理解，同时半开放式的提问可以逐步提升学生的思考以及推理判断能力。】
Passage 2:
Read and finish
T: Find out some information about Su Ning’s past and present.
five years ago
was an __________
only worked with ______
made me _______
(accountant, numbers, unhappy)
now
is a general manager
is active and _________
love working with ________
is ready to take on ________ any time
(energetic, people, challenges)
【设计意图：让学生对比苏宁过去与现在的工作，使其对“要找适合自己性格的工作”有更深的理解。】
Passage 3:
Read and practice
T: Next let’s come close to Liu Hao. A question for you, in what aspects can we introduce A person
T: Yes, job and personality. Please read through passage 3 carefully and find out some specific information about Liu Hao.
T: Now let’s finish the flow chart together. He is the chief engineer of the high-speed railway. He pays attention to every detail. He is serious, well organized and modest. He always works to high standards. What’s more, he is easy to work with. In a word, he is happy with his job.
【设计意图：通过引导学生说出介绍人物可以从哪几个方面入手并让学生阅读后填写流程图的方式，使学生掌握此类文本的结构 。此环节同时也训练了学生利用指示词去寻找特定信息的扫读能力。】
Passage 4：
An interview between groups
T: Read through Passage 4 and do an interview with Fang Yuan in pairs. Try to ask more questions and give detailed answers. The team which gets the most stars will be the winner.
【设计意图：通过前面对三个人物的分析理解，学生已经储备了一定的提问能力，通过组际之间采访的方式加深学生对人物细节的理解。竞争性的活动能够提高学生的参与率。】
3. Further reading
(1) Thinking
T: What do the sentences mean Choose the right Chinese meaning, and try to find out some supporting sentences.
Life is like a race. You either take the lead or fall behind.
A miss is as good as a mile.
As a doctor, you can’t be too careful.
【设计意图: 通过品读谚语帮助学生加深对人物个性特征的理解，仿写活动可开发学生的想象力，同时引导学生明白“不进则退”、“细节决定成败”等道理，达到既育智又育人的目的。】
(2) Listen and circle
T: Now I’ve collected many words about their personalities. Please circle them in your books and try to match the words with the four persons.
T: OK, Wu Wei is quiet and creative. Su Ning is active and energetic. Liu Tao is serious, organized and modest. Fang Yuan is kind, patient and careful. Different people have different personalities, and they also have different jobs. Are the jobs suitable for them Why You may use the sentences in the text to support your ideas.
【设计意图：抓住人物个性特征这条线索让学生再次回归全文，通过寻找对应人物个性的词来判断个性与职业之间的关系，为下面的活动环节做铺垫。】
Step 4 Post-reading
1. Listen and advise
T: The four persons here are all happy with their present jobs, and the jobs are suitable for them. Now let’s listen to a short conversation from Cindy, Stone and Tiantian. Write down their future jobs.
T: Stone would like to be an engineer, Cindy hopes to be an artist, and Tiantian prefers to be a manager. Would you please give them some advice so that their personalities can match the job requirements.
【设计意图：选择综艺节目《爸爸去哪儿》中的三个人物，借用文本中的语言创设对话情境，让学生记录下三人的职业理想，并提出完善性格的建议，引导学生灵活运用所学语言并融入自己的思维，进行整体输出。进一步明确个性特征和工作之间的关系，从而学会选择自己的未来。】
2. Share and report
T: It’s your turn to talk about yourselves. Think about what job you want to do in the future and if your personality matches the job requirements. You can share your ideas in groups, and then speak in front of the class.
T: I hope you all can have a bright future. In your daily life, you should form good personalities to get ready for the future job. I believe finally you can be the one that you want to be.
【设计意图：由学习他人回归到学生自身信息，拓展性运用要求学生运用所学描述自己的性格与未来工作的设想。通过分享及展示，充分体现了英语的语用价值。最终教师寄语学生，升华文本主题。】
V. Homework
1. Search more articles about people who are outstanding in their fields and try to make notes.
2. Finish your own article about jobs and personalities and read it to your friend.
EMBED \* MERGEFORMAT 英语（九年级上册）
Unit 1 Know yourself
Comic strip & Welcome to the unit
主备人：吴佃香 课时：1/7 备课时间：2020.8.31
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. use the right words to describe people’s personalities;
2. talk about their own personalities and the job they like or dislike;
3. learn to cooperate with others and respond to the teacher’s instructions actively.
II. Teaching contents
1. New words and phrases: eat up, creative, curious, energetic, modest, organized, order, keep … in order, show off, grammar, come up with, neither, nor, accountant;
2. New structure: Neither my parents nor I think I can make a good accountant.
III. Focus of the lesson and predicted area of difficulty
1. To talk about people’s personalities;
2. To talk about jobs and personalities.
IV. Teaching procedures
A Comic strip
Step 1 Lead in
Free talk.
T: Today we’ll learn Unit 1 Know yourself. People often say what matters most is how you see yourself. Do you know yourself well Are you a(n) friendly/confident/honest person
【设计意图：通过认识自己的问题导入新课，使学生迅速进入本课话题。】
Step 2 Presentation
1. Show the pictures of Eddie and Hobo.
T: Do you remember our friend, Eddie What do you think of him
S: He is lazy./He loves eating …
T: Let’s watch a video and answer the question:
What does Eddie think of himself
S: He thinks he is generous.
T: Watch the video again and answer the following questions:
What makes generous people feel good
What happens to Eddie’s breakfast in the end
Check the answers.
T: Does Eddie know himself well
2. Role-play.
T: Now, let’s act out the short play. Please pay attention to the pronunciation and intonation.
【设计意图：让学生观看动画片段，讨论Eddie的自我认识程度，参与角色扮演，身临其境体会人物个性，可激发学生的学习热情。】
B Welcome to the unit
Step 1 Lead in
Show some pictures of cartoon characters.
T: Do you know them What do you think of them
Step 2 Presentation
1. Listen to the self-introduction of some cartoon characters, and learn the new words and phrases.
(1) T: First, let’s listen to what Pleasant Sheep say and fill in the blanks.
Pleasant Sheep: I am Pleasant Sheep. I am clever, friendly and humorous. I like playing sports with my friends. I spend a lot of time exercising every day. Yeah, I am full of energy.
full of energy—energetic / en (r)'d et k/
(2) T: Listen to what Big Big Wolf say and fill in the blanks.
Big Big Wolf: I am the cleverest wolf in the world. I want to know about everything so that I can think of different new ideas to catch sheep. I’ll eat up all the sheep. Do you think I can
want to know about everything—curious /'kj ri s/
come up with different new ideas—creative /kri'e t v/
think of—come up with
(3) T: Let’s listen to the following tape script carefully.
Slow Sheep: I have more inventions than Big Big wolf. But I never tell others about it. I’ll try
my best to beat him and protect my children.
Question 1: Who is he/she (He is Slow Sheep.)
Question 2: What do you think of him
(He is clever, creative. And he never tells others about his abilities.)
never tell others about his abilities; never show off—modest /'m d st/
(4) T: Finally, let’s listen to Red Wolf’s self-introduction.
Red Wolf: I love my husband and son very much. So, I always keep everything in good order at home.
Question: Is she a good housewife Why or why not
(Yes. Because she loves her husband and son and she always keeps everything in good order.)
keep everything in good order—organized / (r)ɡ na zd/
2. T: Read the new words according to the phonetic symbol. If you have questions, you can ask your partners or me for help.
T: We have learned some new words about personalities. And I think some of you are creative, some are modest, and some are careful. Do you know other words about personalities Who would like to write them down on the blackboard Be active please.
【设计意图：通过学生熟悉的卡通人物的自我介绍，引出生词和词组，使学生在自然状态下带着兴趣进入学习。带领学生复习更多描写人物性格的单词，为下面的活动做好铺垫。】
Step 3 Practice
1. Finish the exercises on page 7.
2. Talk about people around you with the words of personalities.
Model: My younger brother is very energetic. He often plays basketball for a whole afternoon without a rest.
3. Listen to the conversation of part B and fill in the blanks.
Millie is _______ and she doesn’t get angry easily. She thinks she can be a good _______ or a good _______. Paul is ________ sometimes. His parents don’t think he can be a good _________. Sandy often has ________ ideas. She likes _______ jobs. David is _____ and he loves talking with people.
4. Ask four students to read the conversation.
5. Discussion: What job do you think is suitable for Sandy or David
6. Talk about jobs and personalities.
Useful words and expressions:
Doctor—careful, friendly, helpful Inventor—creative, clever, hard-working
Policeman—brave, friendly, energetic
7. Group work.
Talk about the personalities and jobs in groups. Use the conversation on page 7 as a model.
【设计意图：从课本练习过渡至谈论身边的人物，学生合作学习解决难点，教师适时点拨，鼓励学生主动学习，发挥语言的语用功能。】
Step 4 Summary
Discussion: What have we learned in this class
【设计意图：让学生讨论总结出所学内容，使其主动回顾本课重点，对学习内容了然于胸。】
Step 5 Production
Show time.
Make a report about yourself. Try to use as many new words and structures as you can.
Model: I am active, outgoing and energetic. I always play football for hours. My friend Amy is modest and creative, but she is a little careless. Neither she nor I can be a good teacher. I think she can be an artist and I can be a player in the future.
T: You all do a good job in class. We know that it is important to know ourselves. But sometimes it’s difficult. Let’s try together.
【设计意图：让学生尽量使用本课学习内容编写关于自我个性的报告，使其能初步认识自己，并初步猜想自己适合的职业。】
V. Homework
1. Remember the new words, phrases and structures.
2. Write a short article about yourself and your ideal jobs.
EMBED \* MERGEFORMAT 英语（九年级上册）
Unit 1 Know yourself
Task
主备人：吴佃香 课时： 7/7 备课时间：2020.9.9
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. talk about a person with some examples;
2. write a formal recommendation letter;
3. do self-checking after writing.
II. Teaching contents
1. New words and phrases: speech, absent, monitor, position, make a speech, agree with sb., be absent from school;
2. New Structures: We are writing to recommend David as our monitor.
We think he has many strong qualities for this position.
We hope that you agree with us
III. Focus of the lesson and predicted area of difficulty
1. To describe a person with adjectives and examples;
2. To use the spider gram to organize the ideas when writing.
IV. Teaching procedures
Step1 Lead in
1. A guessing game.
T: In this unit, we have learned a lot of words about personality. Let’s play a game to see if you have remembered them. I will give you some phrases or pictures, and tell me which words they describe. I hope you can give me the response quickly.
2. Guess: Who is he/she
T: She is hard-working. She is willing to work extra hours. She often does operations for about 10 hours a day. She is a character in our book. Who is she
S: She is Fang Yuan.
T: Now, describe one of your classmates like this, and others guess who he/she is.
【设计意图：设置猜词游戏，复习已学词汇，为之后的对话写作做好铺垫。通过“Who is he/she ”活动，检测学生对词句的掌握情况，同时激发学生的学习热情，活跃课堂气氛。】
Step 2 Presentation
Make a spider gram of Jackie Chan.
T: What do you think of Jackie Chan
S: …
T: Yes. He has many good personal qualities. Can you give me some examples to support your ideas I’ll give you some pictures to help you. Then, make up a dialogue with your partners like this:
S1: What do you think of Jackie Chan
S2: He is hard-working.
S1: You mean he works hard, right
S2: Yes.
S1: Can you give me an example
S2: Of course. He has played in more than 100 movies.
T: Now, look at the spider gram. It helps us organize the ideas clearly.
【设计意图：分析明星成龙的个性特征，提出用事例支持自己观点的理念。为学生搭建学习阶梯，真正学习制作蛛网图，帮助学生建立起清晰的写作脉络。】
Step 3 Practice
1. Finish the recommendation on page 19 according to the spider gram.
2. Check the answers together and read the letter by oneself.
3. Analyze the structure of the recommendation.
T: Like other letters, a recommendation letter includes greetings, main body, closing and signature. Think carefully and tell me how to form the main body of the letter. What is the first paragraph of the letter about
S: It’s about the purpose of the letter.
T: Right. That is to say, you should tell the receiver who you want to recommend and what position you will recommend him/her as. How about the second part
S: It’s about the person’s personalities and some examples.
T: Great! And in the last part, we can express our wishes. We call it “conclusion”. Then, find some useful expressions in this article.
S: When we write the purpose of the letter, we often use the expressions: We are writing to recommend … as our new monitor/… He/She has many strong qualities for this position.
When we write the conclusion, we often say: “We think … is the most suitable/right person to be … We hope that you agree with us.”
【设计意图：利用课本给出的蛛网图，完成推荐信。帮助学生分析文本结构，梳理写作框架，同时让学生自主找出“Useful expressions”，为之后的写作活动扫清障碍，打下基础。】
Step 4 Production
1. Write a recommendation letter.
T: Our school English Club needs a new chairperson and the football team needs a leader. Recommend one of your classmates to take one of the positions. Remember to make a spider gram first and pay attention to the structure of the letter.
2. Self-check.
T: Now, it’s time for you to check your article. There are five aspects we should pay attention to: structure, content, tenses, word spelling and language.
【设计意图：自我检查在英语学习中起着重要的作用，在英语写作时亦然。学生参照基本评价标准，自主评价并修改，在此过程中养成自我发现问题、自我改进的良好习惯。】
3. Check in groups.
T: After checking your article, read your article aloud in your group. Listen to others’ suggestions, and then improve it.
【设计意图：在同伴互评的过程中，学生会发现自己的不足，提高修改文本的能力。同时，学生相互学习的良好品质得到培养，也会让他们变得更加的自信、积极。】
4. Show time.
Show the best articles in front of the class. Make some comments on the article.
T: A good article should have a good structure, useful examples, right word choice and beautiful sentences. All these will help to create pictures in readers’ mind.
【设计意图：展示经过修改润色的文章，让学生学会取长补短，真正体会到什么是进步，真正培养学生写作、修改以及评价的能力。】
V. Homework
1. Improve your recommendation letter;
2. Make a poster of the student you recommend with the letter.
EMBED \* MERGEFORMAT 英语（九年级上册）
Unit 1 Know yourself
Study skills
主备人：吴佃香 课时： 6/7 备课时间：2020.9.8
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. understand the meaning of skimming as a reading skill;
2. get the main idea of an articles by skimming.
II. Teaching content
A new reading skill—skimming.
III. Focus of the lesson and predicted area of difficulty
1. To learn how to skim;
2. To use skimming to get the main idea of an article quickly.
IV. Teaching procedures
Step 1 Lead in
1. Free talk.
T: Boys and girls, can you tell me what you often do when you are free
S: …
T: We have a lot of things to do in our spare time. Do you want to know about my hobby You can find it by finishing the saying: ______ are the stepping stones of human progress.
S: Books.
T: Yes. Books are the stepping stones of human progress. I spend much time reading books every day because I think reading brings us everything. Do you like reading books
S: Yes, of course.
T: I’d like to tell you a piece of good news. Our school will set up a reading club. If you want to join the club, please answer three questions about the reading skills. Let’s do it together.
【设计意图：设置语境，通过头脑风暴引出阅读这一话题，用类似游戏的模式展开教学，激起学生的学习兴趣，为下面的各项活动做好铺垫。】
Step 2 Presentation
1. Understand the meaning of the skimming.
(1) T: Now, the first question is “What is skimming ” If you don’t know the answer, it doesn’t matter. I’ll help you.
(2) Show the picture of “skim stones”, and talk about it.
T: Look at the picture. What’s the young man doing
T: He is playing a game called “skim stones”. People try to throw a little stone onto the surface of the water, and make it float on the surface as far as possible before it sinks. And here “skim” means “漂过” or “略过”.
(3) Make a choice.
T: So, what does skimming mean while reading Of the two idioms, which is more similar to “skimming”, “字斟句酌” or “浮光掠影”
T: I agree with you. “浮光掠影” is closer to skimming. What does “浮光掠影” mean in Chinese
T: So, when skimming, do we read fast or slowly Do we expect to get the main idea or specific information
S: …
T: Skimming means reading the text quickly to get the main idea. You can understand the word in this way: “s” stands for the speed of the reading; “m” means the main idea. I hope it will help you understand “skim” better.
【设计意图：通过游戏引入“skim”这个单词，让学生对词义有初步感知；利用中文成语对比，让学生先对“skim”这一阅读技巧有准确认识，然后顺利过渡至用“skimming”这一方法来阅读，实现让学生在情境中学习阅读技巧的目的。】
2. Learn how to skim when reading.
T: Since you have understood the meaning of “skimming”, let’s come to the second question: How to skim when reading That is to say, how can we read fast and get the main idea at the same time
(1) Show the reading process of four people. Ask students to tell if they are skimming.
(2) Discussion: In Which part of the text can we find the main idea quickly
(3) Draw the conclusion: When skimming, read the title, the main headings, the first and last paragraphs, and the first sentence of each paragraph.
【设计意图：通过小组讨论解决“How to skim ”，放手把问题交给学生，努力开发学生潜能，培养学生的自主学习能力和团队合作能力以及乐于分享的品质。】
3. Find the main idea of the article by skimming.
T: You’ve done a good job. The last task is to find the main idea of an article by skimming in one minute. I’ll give you three questions to help you:
(1) What is the article about
(2) Is it true that some aspects of your personality are formed by nature
(3) What can change your personality
T: As you have answered three questions correctly, you have the chance to be the member the reading club.
【设计意图：通过当堂限时阅读训练，检测学生对“skimming”技能的掌握和应用能力，教会学生抓住关键词句，真正将阅读技能的训练落到实处。】
Step 3 Practice
1. A competition.
T: Now, let’s have a competition. We will vote for the best readers in our class. Who can find the main ideas of the following articles in the shortest time will be the best readers in our class.
2. T: We all know that reading is a good habit to all of us. Let’s share a saying about reading: Reading ten thousand books is like travelling ten thousand miles. In Chinese, we say “读万卷书，行万里路”. Actually, we have different ways of reading. Sometimes, skimming is useful. Sometimes, we need to get the specific information. Join the reading club, and more reading activities are waiting for you!
【设计意图：利用竞赛活动，帮助学生巩固“skimming”技能，同时灌输终身阅读的理念。】
V. Homework
1. Skim one or two articles to get main idea;
2. Search the Internet to know more about reading skills.
EMBED \* MERGEFORMAT 英语（九年级上册）
Unit 1 Know yourself
Integrated skills
主备人：吴佃香 课时；5/7 备课时间：2020.9.7
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. read 12 animal signs and their corresponding personalities;
2. say something about animal signs in English fluently;
3. understand what you hear and write down the answers correctly;
4. express your opinions about the animal signs and people’s personalities with your partner.
II. Teaching contents
1. New words and phrases: lunar, calendar, animal sign, represent, appear, fixed, cycle, powerful, lively, practical, loyal, in all, star sign, divide, divide … into …, shape;
2. New structures: They appear in a fixed order and the cycle repeats every 12 years.
It is you who shape your life and your future.
It is said that people born in the Year of the Tiger are brave.
What it says about me may be true, but for my cousin Julie, that’s not the case.
III. Focus of the lesson and predicted area of difficulty
1. Some tips about listening;
2. To express one’s own opinions about animal signs and people’s personalities.
IV. Teaching procedures
A What decides your personality
Step 1 Lead-in
1. Free talk.
T: When were you born
S1: I was born in 1999.
T: So you were born in the Year of the Rabbit.
T: What’s you like
S1: …
2. New words.
(1) Present new words.
T: (Show students the calendar)
Good news for you. Look, the elegant lady, Zhou Tao, a famous hostess, is so gentle in her daily life, but on the stage she is so lively and always makes us excited. This year she appears on page 1 of CCTV calendar. We know this year is the year of sheep. In the Chinese lunar calendar, there are 12 animal signs.
(Write down “lunar calendar, animal sign” on the blackboard)
T: Here’s a video about them. Do you know what they are
T: As the video says, they appear in a fixed order and the cycle repeats every 12 years.
(Write down the phrase: appear in a fixed order)
(2) Prediction.
It’s said that different animal signs represent different personalities. Work in groups and try to predict the most suitable word for each animal sign.
(3) Students read the information in Part A1on page 15, and then check their answers.
(4) Students fill in the blanks. (Write the answers on the paper in 1 minute.)
(Tip one: write the first letter of the word if time is limited. For example, Rabbit can be written “R”.)
(5) Talk about star signs.
T: Just now, we talked about animal signs. I have an English Friend Jack. He came to visit me last year. But he doesn’t know animal signs. Do you know why
S: Because there are no animal signs in the west. They just talk about star signs.
T: Clever. Here’s some information about star signs. Read carefully and think about two questions: NO 1. How many star signs are there in a year
NO 2. What decides people’s star signs
Step 2 Listening
Millie is interested in animal signs and star signs. She is listening to a radio programme about them. And she is making some notes. What a pity! She missed some. Can you help her (Part A2)
1. Look through A2 on page 15.
(Tip Two: Try to predict some missing words before listening.)
2. Listen and write down the answers.
3. Play some difficult sentences again if necessary.
E.g. Your star sign: depends on your _____________.
4. The middle-level students report their answers.
5. Students read the notes by themselves and try to compare animal signs with star signs.
6. Listen again and help Millie write an article about what she has learned from the radio (Part A3).
7. Check the answers in class and understand the two important sentences.
Step 3 Do a guessing game
B Speak up: We can read about them just for fun.
Step 1 Speak up
1. Show your ideas: Do you think animal signs decide people’s personalities
The teacher gives examples first:
(1) I was born in the Year of the Rooster. The animal sign says that I am practical. What it says about me may be true. So I agree with it.
(2) My friend Helen has her opinion about it. Do you want to listen (Play the recorder)
I was born in the Year of the Tiger. The animal sign says that I am brave. But I am often afraid to do this or to do that. So I don’t agree with it.
2. Listen and answer.
Just like us, Millie and her neighbour Joe are also talking about animal signs and personalities. Please listen to their conversation and answer the following questions.
3. Follow the pronunciation. Offer some tips about liaison and loss of explosion before that.
4. Pair work: Talk about animal signs and personalities and use the conversation on the screen.
Step 2 Make a conclusion
So what decides our personality Have you heard about the astrology and the fortune telling People often use them to predict their future. But I think we can read about them just for fun. We shouldn’t believe in them. It is you who shape your life and your future.
V. Homework
1. Read A3 on page 16 and try to remember more information;
2. Practice talking about animals and personalities with your partner;
3. Write down your own ideas about what decides your personality.
EMBED \* MERGEFORMAT 英语（九年级上册）
Unit 1 Know yourself
Grammar
主备人：吴佃香 课时：4/7 备课时间：2020.9.3
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. use the conjunctions “and”, “but” , “or” and “so” to join ideas together;
2. use “both … and”, “not only … but also”, “either … or” and “neither … nor” to connect the same part of the two sentences.
II. Teaching contents
1. New words and phrases: impatient, think twice (about sth.), do the dishes;
2. Structures: Both Kitty and Simon are energetic.
Not only the students but also their teacher knows about the four people.
Either Simon or David is ready to take on new challenges.
Neither Millie nor her friends know about types of personality.
III. Focus of the lesson and predicted area of difficulty
1. To talk about something with the correct conjunctions;
2. To use the verb form after “not only … but also”, “either … or” and “neither … nor” correctly.
IV. Teaching procedures
A Using and, but, or and so
Step 1 Lead in
Free talk.
T: Today, we’ll learn Grammar of Unit 1. We’ve met four outstanding persons. Do you remember them (Show the pictures of the characters we’ve learned.)
S: They are Wu Wei, Su Ning, Liu Tao and Fang Yuan.
T: Among them, I admire Wu Wei the most because I wanted to be an artist when I was young.
【设计意图：通过复习reading中人物，导入新课，利用旧内容过渡至新板块的学习，使学生迅速进入学习状态。】
Step 2 Presentation
1. Brainstorming.
T: How much do you know about Wu Wei
works
hobby personality
saying
S: He is quiet and doesn’t like to talk much.
S: He impressed the whole country with his creative work.
S: I want to share the best art with people, so I’m always searching for something better or different.
T: Do you know something about his hobby Let’s listen together.
(Wu Wei: I like doing something quiet like fishing and watching TV. I don’t like singing or dancing)
S: He likes fishing and watching TV. He doesn’t like singing or dancing.
【设计意图：通过头脑风暴的活动，对人物进行分析，利用书本原句，让学生在情境中自然学习语法项目。】
Step 3 Practice
1. Show the picture of Wu Wei.
T: Wu Wei likes reading and watching TV. Guess what TV programmes he likes watching.
S: …
(Play the theme songs of two TV programmes.)
T: He likes watching “the Voice of China” and “Dad, where are we going ” like you and me. Let’s talk about “the Voice of China” first.
2. Show some pictures of the programmes.
Ask the students to describe the pictures, and join the sentences together with and, but, or or so.
(1) We can watch the programmes on TV. We can watch the programmes on the Internet.
We can watch the programmes on TV or on the Internet.
(2) The rules of the programmes are special. Many people are interested in it.
The rules of the programmes are special so many people are interested in it.
(3) The coaches sit with their backs to the singers. They listen carefully.
The coaches sit with their backs to the singers, but they listen carefully.
(4) The girl sang very well. Four coaches all turned their chairs.
The girl sang very well, so four coaches all turned their chairs.
(5) She didn’t choose Yang Kun. She didn’t choose Qi Qin. She chose Na Ying.
She didn’t choose Yang Kun or Qi Qin.
She thought twice, and she chose Na Ying finally. (think twice: 三思，再三考虑)
【设计意图：利用学生感兴趣的电视节目作为话题，呈现图片创设各种场景，让学生在语境中学习使用连词，努力做到将语法学习渗透至日常交流中去。】
Step 4 Production
1. Discussion.
T: We often use and, but, or and so to join ideas together. Let’s have a discussion: When we join ideas together, how should we use these conjunctions
and join different ideas
but introduce another possibility/join two or more ideas (in negative sentences)
so join similar ideas
or express the results of something
2. Finish the exercises on page 12.
3. Game time.
T: You are so great. Now, let’s play a game to see which group will be the winner.
Here are the rules: You are divided into 4 groups. Try to make sentences with and, but, or and so. If the first student in Group 1 makes a sentence correctly, then he’ll have the chance to ask the first one in Group 2 to make a sentence with any word of the four … If you can’t make a sentence in 5 seconds, your group will lose the game.
【设计意图：相对开放的游戏环节，赋予枯燥的语法学习以活力，让学生在玩中学，在做中学，真正激发学生的学习兴趣，提高学习效率。】
B Using both … and …, not only … but (also) …, either … or … and neither … nor …
Step 1 Lead in
Free talk.
T: Just now, we talked about “the Voice of China”. You’ve done a good job. What other programme does Wu Wei like
S: It’s “Dad, where are we going ”
T: This programme is popular this year. I also like watching it.
【设计意图：利用Free talk，谈论其他受大家欢迎的电视节目，顺利过渡至下一板块学习。】
Step 2 Presentation
1. Talk about “Dad, where are we going ”
(1) The show is popular in China. The show is popular in other countries.
The show is popular not only in China but also in other countries.
The show is popular not only in China but in other countries.
T: Who take part in the show
(2) Dads take part in the show. Their kids take part in the show.
Not only Dads but also their kids take part in the show.
Both dads and their kids take part in the show.
(3) Feynman is five years old. Joe is five years old too.
Not only Feynman but also Joe is five years old.
Both Feynman and Joe are five years old.
(4) Joe isn’t happy. Grace isn’t happy.
Neither Joe nor Grace is happy.
(5) The boy is so lovely. We call him Yang Yangyang. In fact, his name is Yang Wenchang.
We can call him either Yang Yangyang or Yang Wenchang.
(6) The two boys are wrestling. Either Joe or Feynman does better in wrestling.
2. Discussion.
Please read all these sentences by yourselves. Then discuss two questions: How should we use these conjunctions How should we use the verb form
We use _________ to emphasize that something is true not just of one person, thing or situation but of another too.
We use __________ to add another fact to something you have mentioned.
We use __________ to mean one or the other, this or that, he or she, etc.
We use __________ to mean not this one and the other, not this and not that, not he and not she etc.
The verb form after __________ is always plural, but the verb form after ___________, ___________, and __________ can be plural or singular, depending on the subject ___________ the verb.
【设计意图：利用学生感兴趣的节目，引出连词的用法。让学生朗读，组内讨论归纳出语法规则，让学生真正成为课堂主人。】
Step 3 Practice
1. Finish B1 on page 14.
2. Finish B2 on page 14.
3. A competition.
Amy made an interview in her class. Look at the form carefully, and try to get the information. Then, let’s have a competition in groups. Try to make as many sentences as possible with conjunctions we have learned. One of your group members should write them down. If your group gets the most sentences, you are the winner. For example: Nancy is both creative and curious.
Hobbies subjects personalities jobs they can do in the future
Nancy playing volleyballtravelling like Chinese, art,hate maths creative,curious an artist, a fashion designer
Ben travelling, sportswatching cartoons Like Chinese, dislike maths energetic,patient a basketball playera PE teacher
【设计意图：利用两名学生关于个性和职业猜想的信息，展开竞赛活动，锻炼学生提取信息的能力，要求学生根据信息尽可能多地利用所学连词造句，真正做到学以致用，这也激发了学生的学习热情和竞争意识。】
Step 4 Production
T: All of you have done a good job! Let’s enjoy a poem together to relax.
T: We all know that this poem is about my dream. Now it’s your turn to write about your dream or your school life. You can use this poem as a model.
T: When we write, we can use conjunctions if necessary. Keep trying, and I think you can write something beautiful one day!
【设计意图：通过一首教师自编的小诗，再一次让学生感悟连词在语篇中的使用。要求学生尝试自编小诗，更具有挑战性，也让语法课堂更加具有创造性、更灵动。学生可以真正领略到语言之美。】
V. Homework
1. Interview two of your classmates about their personalities and future jobs;
2. Write a short report about the interview. Try to use conjunctions.
EMBED \* MERGEFORMAT 英语（九年级上册）
Unit 1 Know yourself
Reading (Ⅱ)
主备人：吴佃香 课时：3/7 备课时间：2020.9.2
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. talk about what the four people do and their personalities;
2. understand vocabulary about characteristics and other important words;
3. describe people’s jobs and personalities by using what they learn in this period;
4. have a better sense of working hard and being outstanding.
II. Teaching contents
1. New words and phrases: born, impress, sculpture, praise, sales department, general, race, either or, lead, take the lead, fall behind, challenge, chief, high-speed, connect, connect to/with, miss, as good as, attention, pay attention to, standard, pioneer, surgeon, carelessness, extra, devote, respect, suitable, partner
2. New structures: Life is like a race. You either take the lead or fall behind.
As a doctor, you can’t be too careful.
Carelessness will be a disaster not only to ourselves but also to patients.
III. Focus of the lesson and predicted area of difficulty
1.To recognize and understand the important phrases;
2. To use the new words and phrases to describe people’s personalities and jobs.
IV. Teaching procedures
Step 1 Lead-in
T: Guess who he is. He is the great Greek philosopher—Socrates and he once said, “Know yourself, and then you can understand life.”
【设计意图：以著名的古希腊哲学家——苏格拉底的名言来切入，更能凸显本单元的主题，给课程注入了文化的元素。】
Step 2 Reviewing
T: Knowing yourself is very important. Do the four outstanding people know themselves very well Now you’ll be divided into four groups: Su Ning Group, Wu Wei Group, Liu Hao Group and Fang Yuan Group. Su Ning and Wu Wei Groups will discuss who is suitable for the general manager of a big company. Liu Hao and Fang Yuan Groups will discuss whether you are suitable for your jobs. Give your reasons.
【设计意图：让学生通过对比四个主人公的文本信息进行头脑风暴活动，激活头脑中关于第一课时所储存的四个主人公的相关信息, 通过对信息的整合、判断、提炼，在自然状态下实现语言输出并呈现关键语言点。】
Step 3 Discussion
T: What’s your favourite saying Why
【设计意图：学生回读课文，找出反映人物品质的关键话语，通过这样一个讨论活动，学生能对人物有更深的体悟，会自觉地借鉴人物身上的优秀品质。这种浸润式的情感渗透，对学生形成正确的价值观有着积极作用。】
Step 4 Language points
Present and practice the important words and expressions mentioned in the discussion.
1. Life is like a race. You either take the lead or fall behind.
T: Look at the picture of Liu Xiang.
Liu Xiang is taking the lead in the race.
The other top players are falling behind in the race.
T: You know the story of the hare and tortoise. Can you say something about it
S: The hare is taking the lead. The tortoise is falling behind.
T: In this race, either the hare or tortoise will win.
2. either ... or ...
T: If you’re planning a day out, what will you choose to do Use “either … or …” to make a conversation
【设计意图：通过运动员刘翔奋力拼搏的镜头呈现一组语言知识，让学生在语境中感知，以《龟兔赛跑》的故事达成操练与呈现的同步。通过多种形式的操练（看图说话、翻译、口头对话等）即时巩固与反馈。】
3. It’s necessary to pay attention to every detail.
T: When you go on an outing, what should you pay attention to
S: …
T: pay attention to sth. 注意某事 pay attention to doing sth. 注意做某事
Try to complete the sentences:
Pay attention to protecting the environment.
Successful businessmen always pay attention to details.
【设计意图：控制式问题与开放性问题有机结合，有效激发学生的思维。】
4. I’m ready to take on new challenges any time.
Present new structures “take on new challenges”, “connect … to …” by talking about Ma Yun.
T: Ma Yun and Bill Gates are both successful businessmen. Ma Yun likes taking on new challenges. He owns Alibaba, Taobao, China Yahoo, etc. He has connected the Internet to people’s life.
It’s your turn to talk about Bill Gates. 【设计意图：让学生在语篇中悟意，在语篇中运用，提升其运用语言的能力。】
5. He has impressed the whole country with his work.
T: Ma Yun and Bill Gates has impressed us with their creative ideas. Have you heard about a disabled young girl called Liao Zhi, whose legs were hurt during an earthquake What about Nick Vujicic, a famous speaker with no arms and legs
(1) Liao Zhi, the young disabled dancer, has impressed the country with her wonderful spirit and dancing skills.
(2) Nick Vujicic has no arms or legs, but he has impressed the whole world with his speeches.
Practice (Open task):
Watch a video about Nick Vujicic and Practice:
Nick ________________ me with ___________________.
【设计意图：通过对开学第一课中的励志人物“廖智”（汶川大地震中失去双腿的舞蹈老师）的故事，引导学生在学习语言知识的同时拥有积极向上的人生态度；通过澳大利亚无手无腿的著名演讲家尼克·胡哲的视频，引导学生在练习句型的同时更多的思考人生。】
6. Carelessness will be a disaster not only to ourselves but also to patients
T: Nick Vujicic can not only choose how to live but also face problems bravely. Now look at these two pictures. Use “not only … but also” to make one sentence.
T: So Not only my husband but also my daughter likes him very much. Some tips for you.
Careless is a humorous film. Not only children but also adults like it.
7. carelessness
T: Learn to use “care”, “careful”, “careless”, “carelessly” and “carelessness”. After that, try to make a summary about them.
Take _______. The bus is coming.
Be ________ with fire. It can be dangerous.
The less __________, the fewer mistakes.
Pay attention to your safety. Don’t drive ___________.
_________________ will lead to accidents.
【设计意图：让学生通过谈论图片，初步操练“not only … but also …”结构，为Grammar部分做铺垫；通过设置语境及句型来操练“care”的各种形式，并引导学生来总结规律。】
8. As a doctor, you can’t be too careful.
T: As a driver, don’t drive carelessly. Carelessness will lead to accidents. That means you can’t be too careful when driving.
T: Would you please talk about your ideas As a student/teacher/…, you can’t be too _________. In a word, one can’t be too modest.
【设计意图：让学生通过语境理解新的结构，通过贴切的情境“作为学生，越……越……，作为老师，越……越……”，EMBED \* MERGEFORMAT 英语（九年级上册）
Unit 1 Know yourself
Integrated skills
主备人：吴佃香 课时；5/7 备课时间：2020.9.7
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. read 12 animal signs and their corresponding personalities;
2. say something about animal signs in English fluently;
3. understand what you hear and write down the answers correctly;
4. express your opinions about the animal signs and people’s personalities with your partner.
II. Teaching contents
1. New words and phrases: lunar, calendar, animal sign, represent, appear, fixed, cycle, powerful, lively, practical, loyal, in all, star sign, divide, divide … into …, shape;
2. New structures: They appear in a fixed order and the cycle repeats every 12 years.
It is you who shape your life and your future.
It is said that people born in the Year of the Tiger are brave.
What it says about me may be true, but for my cousin Julie, that’s not the case.
III. Focus of the lesson and predicted area of difficulty
1. Some tips about listening;
2. To express one’s own opinions about animal signs and people’s personalities.
IV. Teaching procedures
A What decides your personality
Step 1 Lead-in
1. Free talk.
T: When were you born
S1: I was born in 1999.
T: So you were born in the Year of the Rabbit.
T: What’s you like
S1: …
2. New words.
(1) Present new words.
T: (Show students the calendar)
Good news for you. Look, the elegant lady, Zhou Tao, a famous hostess, is so gentle in her daily life, but on the stage she is so lively and always makes us excited. This year she appears on page 1 of CCTV calendar. We know this year is the year of sheep. In the Chinese lunar calendar, there are 12 animal signs.
(Write down “lunar calendar, animal sign” on the blackboard)
T: Here’s a video about them. Do you know what they are
T: As the video says, they appear in a fixed order and the cycle repeats every 12 years.
(Write down the phrase: appear in a fixed order)
(2) Prediction.
It’s said that different animal signs represent different personalities. Work in groups and try to predict the most suitable word for each animal sign.
(3) Students read the information in Part A1on page 15, and then check their answers.
(4) Students fill in the blanks. (Write the answers on the paper in 1 minute.)
(Tip one: write the first letter of the word if time is limited. For example, Rabbit can be written “R”.)
(5) Talk about star signs.
T: Just now, we talked about animal signs. I have an English Friend Jack. He came to visit me last year. But he doesn’t know animal signs. Do you know why
S: Because there are no animal signs in the west. They just talk about star signs.
T: Clever. Here’s some information about star signs. Read carefully and think about two questions: NO 1. How many star signs are there in a year
NO 2. What decides people’s star signs
Step 2 Listening
Millie is interested in animal signs and star signs. She is listening to a radio programme about them. And she is making some notes. What a pity! She missed some. Can you help her (Part A2)
1. Look through A2 on page 15.
(Tip Two: Try to predict some missing words before listening.)
2. Listen and write down the answers.
3. Play some difficult sentences again if necessary.
E.g. Your star sign: depends on your _____________.
4. The middle-level students report their answers.
5. Students read the notes by themselves and try to compare animal signs with star signs.
6. Listen again and help Millie write an article about what she has learned from the radio (Part A3).
7. Check the answers in class and understand the two important sentences.
Step 3 Do a guessing game
B Speak up: We can read about them just for fun.
Step 1 Speak up
1. Show your ideas: Do you think animal signs decide people’s personalities
The teacher gives examples first:
(1) I was born in the Year of the Rooster. The animal sign says that I am practical. What it says about me may be true. So I agree with it.
(2) My friend Helen has her opinion about it. Do you want to listen (Play the recorder)
I was born in the Year of the Tiger. The animal sign says that I am brave. But I am often afraid to do this or to do that. So I don’t agree with it.
2. Listen and answer.
Just like us, Millie and her neighbour Joe are also talking about animal signs and personalities. Please listen to their conversation and answer the following questions.
3. Follow the pronunciation. Offer some tips about liaison and loss of explosion before that.
4. Pair work: Talk about animal signs and personalities and use the conversation on the screen.
Step 2 Make a conclusion
So what decides our personality Have you heard about the astrology and the fortune telling People often use them to predict their future. But I think we can read about them just for fun. We shouldn’t believe in them. It is you who shape your life and your future.
V. Homework
1. Read A3 on page 16 and try to remember more information;
2. Practice talking about animals and personalities with your partner;
3. Write down your own ideas about what decides your personality.
EMBED \* MERGEFORMAT 英语（九年级上册）
Unit 1 Know yourself
Grammar
主备人：吴佃香 课时：4/7 备课时间：2020.9.3
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. use the conjunctions “and”, “but” , “or” and “so” to join ideas together;
2. use “both … and”, “not only … but also”, “either … or” and “neither … nor” to connect the same part of the two sentences.
II. Teaching contents
1. New words and phrases: impatient, think twice (about sth.), do the dishes;
2. Structures: Both Kitty and Simon are energetic.
Not only the students but also their teacher knows about the four people.
Either Simon or David is ready to take on new challenges.
Neither Millie nor her friends know about types of personality.
III. Focus of the lesson and predicted area of difficulty
1. To talk about something with the correct conjunctions;
2. To use the verb form after “not only … but also”, “either … or” and “neither … nor” correctly.
IV. Teaching procedures
A Using and, but, or and so
Step 1 Lead in
Free talk.
T: Today, we’ll learn Grammar of Unit 1. We’ve met four outstanding persons. Do you remember them (Show the pictures of the characters we’ve learned.)
S: They are Wu Wei, Su Ning, Liu Tao and Fang Yuan.
T: Among them, I admire Wu Wei the most because I wanted to be an artist when I was young.
【设计意图：通过复习reading中人物，导入新课，利用旧内容过渡至新板块的学习，使学生迅速进入学习状态。】
Step 2 Presentation
1. Brainstorming.
T: How much do you know about Wu Wei
works
hobby personality
saying
S: He is quiet and doesn’t like to talk much.
S: He impressed the whole country with his creative work.
S: I want to share the best art with people, so I’m always searching for something better or different.
T: Do you know something about his hobby Let’s listen together.
(Wu Wei: I like doing something quiet like fishing and watching TV. I don’t like singing or dancing)
S: He likes fishing and watching TV. He doesn’t like singing or dancing.
【设计意图：通过头脑风暴的活动，对人物进行分析，利用书本原句，让学生在情境中自然学习语法项目。】
Step 3 Practice
1. Show the picture of Wu Wei.
T: Wu Wei likes reading and watching TV. Guess what TV programmes he likes watching.
S: …
(Play the theme songs of two TV programmes.)
T: He likes watching “the Voice of China” and “Dad, where are we going ” like you and me. Let’s talk about “the Voice of China” first.
2. Show some pictures of the programmes.
Ask the students to describe the pictures, and join the sentences together with and, but, or or so.
(1) We can watch the programmes on TV. We can watch the programmes on the Internet.
We can watch the programmes on TV or on the Internet.
(2) The rules of the programmes are special. Many people are interested in it.
The rules of the programmes are special so many people are interested in it.
(3) The coaches sit with their backs to the singers. They listen carefully.
The coaches sit with their backs to the singers, but they listen carefully.
(4) The girl sang very well. Four coaches all turned their chairs.
The girl sang very well, so four coaches all turned their chairs.
(5) She didn’t choose Yang Kun. She didn’t choose Qi Qin. She chose Na Ying.
She didn’t choose Yang Kun or Qi Qin.
She thought twice, and she chose Na Ying finally. (think twice: 三思，再三考虑)
【设计意图：利用学生感兴趣的电视节目作为话题，呈现图片创设各种场景，让学生在语境中学习使用连词，努力做到将语法学习渗透至日常交流中去。】
Step 4 Production
1. Discussion.
T: We often use and, but, or and so to join ideas together. Let’s have a discussion: When we join ideas together, how should we use these conjunctions
and join different ideas
but introduce another possibility/join two or more ideas (in negative sentences)
so join similar ideas
or express the results of something
2. Finish the exercises on page 12.
3. Game time.
T: You are so great. Now, let’s play a game to see which group will be the winner.
Here are the rules: You are divided into 4 groups. Try to make sentences with and, but, or and so. If the first student in Group 1 makes a sentence correctly, then he’ll have the chance to ask the first one in Group 2 to make a sentence with any word of the four … If you can’t make a sentence in 5 seconds, your group will lose the game.
【设计意图：相对开放的游戏环节，赋予枯燥的语法学习以活力，让学生在玩中学，在做中学，真正激发学生的学习兴趣，提高学习效率。】
B Using both … and …, not only … but (also) …, either … or … and neither … nor …
Step 1 Lead in
Free talk.
T: Just now, we talked about “the Voice of China”. You’ve done a good job. What other programme does Wu Wei like
S: It’s “Dad, where are we going ”
T: This programme is popular this year. I also like watching it.
【设计意图：利用Free talk，谈论其他受大家欢迎的电视节目，顺利过渡至下一板块学习。】
Step 2 Presentation
1. Talk about “Dad, where are we going ”
(1) The show is popular in China. The show is popular in other countries.
The show is popular not only in China but also in other countries.
The show is popular not only in China but in other countries.
T: Who take part in the show
(2) Dads take part in the show. Their kids take part in the show.
Not only Dads but also their kids take part in the show.
Both dads and their kids take part in the show.
(3) Feynman is five years old. Joe is five years old too.
Not only Feynman but also Joe is five years old.
Both Feynman and Joe are five years old.
(4) Joe isn’t happy. Grace isn’t happy.
Neither Joe nor Grace is happy.
(5) The boy is so lovely. We call him Yang Yangyang. In fact, his name is Yang Wenchang.
We can call him either Yang Yangyang or Yang Wenchang.
(6) The two boys are wrestling. Either Joe or Feynman does better in wrestling.
2. Discussion.
Please read all these sentences by yourselves. Then discuss two questions: How should we use these conjunctions How should we use the verb form
We use _________ to emphasize that something is true not just of one person, thing or situation but of another too.
We use __________ to add another fact to something you have mentioned.
We use __________ to mean one or the other, this or that, he or she, etc.
We use __________ to mean not this one and the other, not this and not that, not he and not she etc.
The verb form after __________ is always plural, but the verb form after ___________, ___________, and __________ can be plural or singular, depending on the subject ___________ the verb.
【设计意图：利用学生感兴趣的节目，引出连词的用法。让学生朗读，组内讨论归纳出语法规则，让学生真正成为课堂主人。】
Step 3 Practice
1. Finish B1 on page 14.
2. Finish B2 on page 14.
3. A competition.
Amy made an interview in her class. Look at the form carefully, and try to get the information. Then, let’s have a competition in groups. Try to make as many sentences as possible with conjunctions we have learned. One of your group members should write them down. If your group gets the most sentences, you are the winner. For example: Nancy is both creative and curious.
Hobbies subjects personalities jobs they can do in the future
Nancy playing volleyballtravelling like Chinese, art,hate maths creative,curious an artist, a fashion designer
Ben travelling, sportswatching cartoons Like Chinese, dislike maths energetic,patient a basketball playera PE teacher
【设计意图：利用两名学生关于个性和职业猜想的信息，展开竞赛活动，锻炼学生提取信息的能力，要求学生根据信息尽可能多地利用所学连词造句，真正做到学以致用，这也激发了学生的学习热情和竞争意识。】
Step 4 Production
T: All of you have done a good job! Let’s enjoy a poem together to relax.
T: We all know that this poem is about my dream. Now it’s your turn to write about your dream or your school life. You can use this poem as a model.
T: When we write, we can use conjunctions if necessary. Keep trying, and I think you can write something beautiful one day!
【设计意图：通过一首教师自编的小诗，再一次让学生感悟连词在语篇中的使用。要求学生尝试自编小诗，更具有挑战性，也让语法课堂更加具有创造性、更灵动。学生可以真正领略到语言之美。】
V. Homework
1. Interview two of your classmates about their personalities and future jobs;
2. Write a short report about the interview. Try to use conjunctions.
EMBED \* MERGEFORMAT 英语（九年级上册）
Unit 1 Know yourself
Reading (Ⅱ)
主备人：吴佃香 课时：3/7 备课时间：2020.9.2
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. talk about what the four people do and their personalities;
2. understand vocabulary about characteristics and other important words;
3. describe people’s jobs and personalities by using what they learn in this period;
4. have a better sense of working hard and being outstanding.
II. Teaching contents
1. New words and phrases: born, impress, sculpture, praise, sales department, general, race, either or, lead, take the lead, fall behind, challenge, chief, high-speed, connect, connect to/with, miss, as good as, attention, pay attention to, standard, pioneer, surgeon, carelessness, extra, devote, respect, suitable, partner
2. New structures: Life is like a race. You either take the lead or fall behind.
As a doctor, you can’t be too careful.
Carelessness will be a disaster not only to ourselves but also to patients.
III. Focus of the lesson and predicted area of difficulty
1.To recognize and understand the important phrases;
2. To use the new words and phrases to describe people’s personalities and jobs.
IV. Teaching procedures
Step 1 Lead-in
T: Guess who he is. He is the great Greek philosopher—Socrates and he once said, “Know yourself, and then you can understand life.”
【设计意图：以著名的古希腊哲学家——苏格拉底的名言来切入，更能凸显本单元的主题，给课程注入了文化的元素。】
Step 2 Reviewing
T: Knowing yourself is very important. Do the four outstanding people know themselves very well Now you’ll be divided into four groups: Su Ning Group, Wu Wei Group, Liu Hao Group and Fang Yuan Group. Su Ning and Wu Wei Groups will discuss who is suitable for the general manager of a big company. Liu Hao and Fang Yuan Groups will discuss whether you are suitable for your jobs. Give your reasons.
【设计意图：让学生通过对比四个主人公的文本信息进行头脑风暴活动，激活头脑中关于第一课时所储存的四个主人公的相关信息, 通过对信息的整合、判断、提炼，在自然状态下实现语言输出并呈现关键语言点。】
Step 3 Discussion
T: What’s your favourite saying Why
【设计意图：学生回读课文，找出反映人物品质的关键话语，通过这样一个讨论活动，学生能对人物有更深的体悟，会自觉地借鉴人物身上的优秀品质。这种浸润式的情感渗透，对学生形成正确的价值观有着积极作用。】
Step 4 Language points
Present and practice the important words and expressions mentioned in the discussion.
1. Life is like a race. You either take the lead or fall behind.
T: Look at the picture of Liu Xiang.
Liu Xiang is taking the lead in the race.
The other top players are falling behind in the race.
T: You know the story of the hare and tortoise. Can you say something about it
S: The hare is taking the lead. The tortoise is falling behind.
T: In this race, either the hare or tortoise will win.
2. either ... or ...
T: If you’re planning a day out, what will you choose to do Use “either … or …” to make a conversation
【设计意图：通过运动员刘翔奋力拼搏的镜头呈现一组语言知识，让学生在语境中感知，以《龟兔赛跑》的故事达成操练与呈现的同步。通过多种形式的操练（看图说话、翻译、口头对话等）即时巩固与反馈。】
3. It’s necessary to pay attention to every detail.
T: When you go on an outing, what should you pay attention to
S: …
T: pay attention to sth. 注意某事 pay attention to doing sth. 注意做某事
Try to complete the sentences:
Pay attention to protecting the environment.
Successful businessmen always pay attention to details.
【设计意图：控制式问题与开放性问题有机结合，有效激发学生的思维。】
4. I’m ready to take on new challenges any time.
Present new structures “take on new challenges”, “connect … to …” by talking about Ma Yun.
T: Ma Yun and Bill Gates are both successful businessmen. Ma Yun likes taking on new challenges. He owns Alibaba, Taobao, China Yahoo, etc. He has connected the Internet to people’s life.
It’s your turn to talk about Bill Gates. 【设计意图：让学生在语篇中悟意，在语篇中运用，提升其运用语言的能力。】
5. He has impressed the whole country with his work.
T: Ma Yun and Bill Gates has impressed us with their creative ideas. Have you heard about a disabled young girl called Liao Zhi, whose legs were hurt during an earthquake What about Nick Vujicic, a famous speaker with no arms and legs
(1) Liao Zhi, the young disabled dancer, has impressed the country with her wonderful spirit and dancing skills.
(2) Nick Vujicic has no arms or legs, but he has impressed the whole world with his speeches.
Practice (Open task):
Watch a video about Nick Vujicic and Practice:
Nick ________________ me with ___________________.
【设计意图：通过对开学第一课中的励志人物“廖智”（汶川大地震中失去双腿的舞蹈老师）的故事，引导学生在学习语言知识的同时拥有积极向上的人生态度；通过澳大利亚无手无腿的著名演讲家尼克·胡哲的视频，引导学生在练习句型的同时更多的思考人生。】
6. Carelessness will be a disaster not only to ourselves but also to patients
T: Nick Vujicic can not only choose how to live but also face problems bravely. Now look at these two pictures. Use “not only … but also” to make one sentence.
T: So Not only my husband but also my daughter likes him very much. Some tips for you.
Careless is a humorous film. Not only children but also adults like it.
7. carelessness
T: Learn to use “care”, “careful”, “careless”, “carelessly” and “carelessness”. After that, try to make a summary about them.
Take _______. The bus is coming.
Be ________ with fire. It can be dangerous.
The less __________, the fewer mistakes.
Pay attention to your safety. Don’t drive ___________.
_________________ will lead to accidents.
【设计意图：让学生通过谈论图片，初步操练“not only … but also …”结构，为Grammar部分做铺垫；通过设置语境及句型来操练“care”的各种形式，并引导学生来总结规律。】
8. As a doctor, you can’t be too careful.
T: As a driver, don’t drive carelessly. Carelessness will lead to accidents. That means you can’t be too careful when driving.
T: Would you please talk about your ideas As a student/teacher/…, you can’t be too _________. In a word, one can’t be too modest.
【设计意图：让学生通过语境理解新的结构，通过贴切的情境“作为学生，越……越……，作为老师，越……越……”，巩固语言知识，拉近师生之间的距离。】
Step 5 Other words and phrases
T: Read the four passages again. Underline all the new words and phrases and see if you understand them.
【设计意图：让学生通过再次阅读，对部分没有重点讲解的词汇进行记忆大比拼。】
Step 6 Practice
1. Use some of the new phrases to complete the sentences
2. Description
Choose at least four phrases to talk about your hero.
(1) a born …
(2) win high praise from
(3) either … or …/not only … but also …
(4) take the lead/fall behind
(5) be ready to/ be willing to …
(6) take on new challenges
(7) connect … to …
(8) pay attention to …
(9) work to high standards
【设计意图：运用是语言学习的核心和根本。只有运用，学到的语言知识才是具体的、鲜活的、有生命力的；只有不断运用，语言知识才能得到不断充实、巩固和完善；只有经过运用，语言知识才有意义，语言知识的学习才不至于痛苦不堪，味同嚼蜡。尽管每篇文章的语言点是独立的，但出现在同一篇文章中必然有他们之间的联系性，所以在分点呈现和操练后，对全课的语言点进行重组运用很有必要，可有效达成阅读第二课时的学习目标。】
Step 7 My favourite saying
T: The American educator, Samuel Bubler once said, “Every man’s work, whether it be literature or music or pictures or architecture or anything else, is always a portrait of himself.” So love what we do.
V. Homework
Write about your hero’s personality and job, and share it in your groups.
EMBED \* MERGEFORMAT 英语（九年级上册）
Unit 1 Know yourself
Reading (I)
主备人：吴佃香 课时：2/7 备课时间：2020.9.1
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. read the article about jobs and personalities;
2. guess the meanings of the new words from the context;
3. identify the main idea of each paragraph in the passage by skimming;
4. describe the four people’s jobs and personalities by detailed reading;
II. Teaching contents
1. New words and phrases: born, impress, sculpture, praise, sales department, general, race, either or, lead, take the lead, fall behind, challenge, chief, high-speed, connect, connect to/with, miss, as good as, attention, pay attention to, standard, pioneer, surgeon, carelessness, extra, devote, respect, suitable, partner
2. New structures: Life is like a race. You either take the lead or fall behind.
A miss is as good as a mile.
As a doctor, you can’t be too careful.
III. Focus of the lesson and predicted area of difficulty
1. To read the passage in different ways;
2. To describe four people’s jobs and personalities by detailed reading.
IV. Teaching procedures
Step 1 Warming-up
Free talk
T: Today, we’ll meet some outstanding people. They like their jobs very much. Now show me your ideas, what kind of person are they
【设计意图：引入名人图片，在自然交流中，激活学生头脑中关于人的个性的词汇，并由此渗透personalities 和jobs之间的关系，有效激发学生参与课堂的兴趣。】
Step 2 Pre-reading
1. Watch a video
T: Who is this man Let’s watch a video first.
T: You know him very well. He is the pioneer of Alibaba. He is devoting most of his time to it.
He says, “If not now, when If not me, who ” Any time he is ready to take on new challenges. He always works to high standards. Now he is one of the richest in China. So people often say he is a born businessman.
【设计意图：马云对学生来说可谓非常熟悉，他也是很多学生的偶像，通过播放他的视频激活学生思维及认知，快速切入主题。在此基础上借助图片创设微型语境，以词块的形式呈现部分生词pioneer, challenges, devote … to, standard, born …，帮助学生扫除一定的阅读障碍。】
2. Prediction
T: Look at these pictures from Sunshine Town. They are also outstanding in their fields. Would you please guess what their jobs are
【设计意图：根据人物图片预测他们的职业，使学生产生阅读期待，激发学生了解文本内容的欲望。】
Step 3 While-reading
1. Skimming
T: Now please look through the text quickly and check if you have made the right prediction, also try to find what they think of their jobs.
T: Yes, Wu Wei is an artist, Su Ning is a manager, Liu Tao is an engineer, and Fang Yuan is a doctor. What do they think of their jobs
T: Yeah, they are happy with their jobs. How can you get the information quickly
T: Great! Pay attention to the title and the pictures while reading.
【设计意图：根据人物介绍类的文本特点让学生通过快读，验证自己的猜测，获取文章主要信息。让学生自我感悟并浏览标题和插图是获取文章主要信息的捷径。】
2. Scanning
Passage 1:
(1) Read and answer
T: Now let’s read Passage 1 more carefully and answer two questions:
What does Wu Wei’s best friend think of him
What has won Wu Wei high praise from the art community
T: Yes, his best friend said, “He is a born artist. He’s quiet and doesn’t like to talk much, but his work shouts.” And his sculptures for Sunshine Town Square have won high praise from the art community.
【设计意图：通过两个“wh-questions”来引导学生对第一段文本展开细读，培养学生获取细节信息的能力。】
(2) Read and guess
T: Good job! Let’s do some guessing work. What does “his work shouts” mean here
T: Yes, that is to say his work is wonderful. Then what about “praise” What does it mean
T: Excellent! How can we guess the meaning of new words
T: I agree. Circle some key words before and after the new word or the sentence. It’s possible to find its meaning.
【设计意图：猜测文本中典型句子和生词的意思，师生共同总结解决方法，可以有效地培养学生猜词悟义的能力。】
(3) Read and think
T: Wu Wei said, “I want to share the best art with people, so I’m always searching for something better or different. This in itself is great fun.” What can you infer from it
T: I love all your ideas. He is so creative and of course he is happy with his job.
【设计意图：利用文本中的原话来解读人物，加深学生对人物的理解，同时半开放式的提问可以逐步提升学生的思考以及推理判断能力。】
Passage 2:
Read and finish
T: Find out some information about Su Ning’s past and present.
five years ago
was an __________
only worked with ______
made me _______
(accountant, numbers, unhappy)
now
is a general manager
is active and _________
love working with ________
is ready to take on ________ any time
(energetic, people, challenges)
【设计意图：让学生对比苏宁过去与现在的工作，使其对“要找适合自己性格的工作”有更深的理解。】
Passage 3:
Read and practice
T: Next let’s come close to Liu Hao. A question for you, in what aspects can we introduce A person
T: Yes, job and personality. Please read through passage 3 carefully and find out some specific information about Liu Hao.
T: Now let’s finish the flow chart together. He is the chief engineer of the high-speed railway. He pays attention to every detail. He is serious, well organized and modest. He always works to high standards. What’s more, he is easy to work with. In a word, he is happy with his job.
【设计意图：通过引导学生说出介绍人物可以从哪几个方面入手并让学生阅读后填写流程图的方式，使学生掌握此类文本的结构 。此环节同时也训练了学生利用指示词去寻找特定信息的扫读能力。】
Passage 4：
An interview between groups
T: Read through Passage 4 and do an interview with Fang Yuan in pairs. Try to ask more questions and give detailed answers. The team which gets the most stars will be the winner.
【设计意图：通过前面对三个人物的分析理解，学生已经储备了一定的提问能力，通过组际之间采访的方式加深学生对人物细节的理解。竞争性的活动能够提高学生的参与率。】
3. Further reading
(1) Thinking
T: What do the sentences mean Choose the right Chinese meaning, and try to find out some supporting sentences.
Life is like a race. You either take the lead or fall behind.
A miss is as good as a mile.
As a doctor, you can’t be too careful.
【设计意图: 通过品读谚语帮助学生加深对人物个性特征的理解，仿写活动可开发学生的想象力，同时引导学生明白“不进则退”、“细节决定成败”等道理，达到既育智又育人的目的。】
(2) Listen and circle
T: Now I’ve collected many words about their personalities. Please circle them in your books and try to match the words with the four persons.
T: OK, Wu Wei is quiet and creative. Su Ning is active and energetic. Liu Tao is serious, organized and modest. Fang Yuan is kind, patient and careful. Different people have different personalities, and they also have different jobs. Are the jobs suitable for them Why You may use the sentences in the text to support your ideas.
【设计意图：抓住人物个性特征这条线索让学生再次回归全文，通过寻找对应人物个性的词来判断个性与职业之间的关系，为下面的活动环节做铺垫。】
Step 4 Post-reading
1. Listen and advise
T: The four persons here are all happy with their present jobs, and the jobs are suitable for them. Now let’s listen to a short conversation from Cindy, Stone and Tiantian. Write down their future jobs.
T: Stone would like to be an engineer, Cindy hopes to be an artist, and Tiantian prefers to be a manager. Would you please give them some advice so that their personalities can match the job requirements.
【设计意图：选择综艺节目《爸爸去哪儿》中的三个人物，借用文本中的语言创设对话情境，让学生记录下三人的职业理想，并提出完善性格的建议，引导学生灵活运用所学语言并融入自己的思维，进行整体输出。进一步明确个性特征和工作之间的关系，从而学会选择自己的未来。】
2. Share and report
T: It’s your turn to talk about yourselves. Think about what job you want to do in the future and if your personality matches the job requirements. You can share your ideas in groups, and then speak in front of the class.
T: I hope you all can have a bright future. In your daily life, you should form good personalities to get ready for the future job. I believe finally you can be the one that you want to be.
【设计意图：由学习他人回归到学生自身信息，拓展性运用要求学生运用所学描述自己的性格与未来工作的设想。通过分享及展示，充分体现了英语的语用价值。最终教师寄语学生，升华文本主题。】
V. Homework
1. Search more articles about people who are outstanding in their fields and try to make notes.
2. Finish your own article about jobs and personalities and read it to your friend.
EMBED \* MERGEFORMAT 英语（九年级上册）
Unit 1 Know yourself
Comic strip & Welcome to the unit
主备人：吴佃香 课时：1/7 备课时间：2020.8.31
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. use the right words to describe people’s personalities;
2. talk about their own personalities and the job they like or dislike;
3. learn to cooperate with others and respond to the teacher’s instructions actively.
II. Teaching contents
1. New words and phrases: eat up, creative, curious, energetic, modest, organized, order, keep … in order, show off, grammar, come up with, neither, nor, accountant;
2. New structure: Neither my parents nor I think I can make a good accountant.
III. Focus of the lesson and predicted area of difficulty
1. To talk about people’s personalities;
2. To talk about jobs and personalities.
IV. Teaching procedures
A Comic strip
Step 1 Lead in
Free talk.
T: Today we’ll learn Unit 1 Know yourself. People often say what matters most is how you see yourself. Do you know yourself well Are you a(n) friendly/confident/honest person
【设计意图：通过认识自己的问题导入新课，使学生迅速进入本课话题。】
Step 2 Presentation
1. Show the pictures of Eddie and Hobo.
T: Do you remember our friend, Eddie What do you think of him
S: He is lazy./He loves eating …
T: Let’s watch a video and answer the question:
What does Eddie think of himself
S: He thinks he is generous.
T: Watch the video again and answer the following questions:
What makes generous people feel good
What happens to Eddie’s breakfast in the end
Check the answers.
T: Does Eddie know himself well
2. Role-play.
T: Now, let’s act out the short play. Please pay attention to the pronunciation and intonation.
【设计意图：让学生观看动画片段，讨论Eddie的自我认识程度，参与角色扮演，身临其境体会人物个性，可激发学生的学习热情。】
B Welcome to the unit
Step 1 Lead in
Show some pictures of cartoon characters.
T: Do you know them What do you think of them
Step 2 Presentation
1. Listen to the self-introduction of some cartoon characters, and learn the new words and phrases.
(1) T: First, let’s listen to what Pleasant Sheep say and fill in the blanks.
Pleasant Sheep: I am Pleasant Sheep. I am clever, friendly and humorous. I like playing sports with my friends. I spend a lot of time exercising every day. Yeah, I am full of energy.
full of energy—energetic / en (r)'d et k/
(2) T: Listen to what Big Big Wolf say and fill in the blanks.
Big Big Wolf: I am the cleverest wolf in the world. I want to know about everything so that I can think of different new ideas to catch sheep. I’ll eat up all the sheep. Do you think I can
want to know about everything—curious /'kj ri s/
come up with different new ideas—creative /kri'e t v/
think of—come up with
(3) T: Let’s listen to the following tape script carefully.
Slow Sheep: I have more inventions than Big Big wolf. But I never tell others about it. I’ll try
my best to beat him and protect my children.
Question 1: Who is he/she (He is Slow Sheep.)
Question 2: What do you think of him
(He is clever, creative. And he never tells others about his abilities.)
never tell others about his abilities; never show off—modest /'m d st/
(4) T: Finally, let’s listen to Red Wolf’s self-introduction.
Red Wolf: I love my husband and son very much. So, I always keep everything in good order at home.
Question: Is she a good housewife Why or why not
(Yes. Because she loves her husband and son and she always keeps everything in good order.)
keep everything in good order—organized / (r)ɡ na zd/
2. T: Read the new words according to the phonetic symbol. If you have questions, you can ask your partners or me for help.
T: We have learned some new words about personalities. And I think some of you are creative, some are modest, and some are careful. Do you know other words about personalities Who would like to write them down on the blackboard Be active please.
【设计意图：通过学生熟悉的卡通人物的自我介绍，引出生词和词组，使学生在自然状态下带着兴趣进入学习。带领学生复习更多描写人物性格的单词，为下面的活动做好铺垫。】
Step 3 Practice
1. Finish the exercises on page 7.
2. Talk about people around you with the words of personalities.
Model: My younger brother is very energetic. He often plays basketball for a whole afternoon without a rest.
3. Listen to the conversation of part B and fill in the blanks.
Millie is _______ and she doesn’t get angry easily. She thinks she can be a good _______ or a good _______. Paul is ________ sometimes. His parents don’t think he can be a good _________. Sandy often has ________ ideas. She likes _______ jobs. David is _____ and he loves talking with people.
4. Ask four students to read the conversation.
5. Discussion: What job do you think is suitable for Sandy or David
6. Talk about jobs and personalities.
Useful words and expressions:
Doctor—careful, friendly, helpful Inventor—creative, clever, hard-working
Policeman—brave, friendly, energetic
7. Group work.
Talk about the personalities and jobs in groups. Use the conversation on page 7 as a model.
【设计意图：从课本练习过渡至谈论身边的人物，学生合作学习解决难点，教师适时点拨，鼓励学生主动学习，发挥语言的语用功能。】
Step 4 Summary
Discussion: What have we learned in this class
【设计意图：让学生讨论总结出所学内容，使其主动回顾本课重点，对学习内容了然于胸。】
Step 5 Production
Show time.
Make a report about yourself. Try to use as many new words and structures as you can.
Model: I am active, outgoing and energetic. I always play football for hours. My friend Amy is modest and creative, but she is a little careless. Neither she nor I can be a good teacher. I think she can be an artist and I can be a player in the future.
T: You all do a good job in class. We know that it is important to know ourselves. But sometimes it’s difficult. Let’s try together.
【设计意图：让学生尽量使用本课学习内容编写关于自我个性的报告，使其能初步认识自己，并初步猜想自己适合的职业。】
V. Homework
1. Remember the new words, phrases and structures.
2. Write a short article about yourself and your ideal jobs.
EMBED \* MERGEFORMAT 英语（九年级上册）
Unit 1 Know yourself
Task
主备人：吴佃香 课时： 7/7 备课时间：2020.9.9
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. talk about a person with some examples;
2. write a formal recommendation letter;
3. do self-checking after writing.
II. Teaching contents
1. New words and phrases: speech, absent, monitor, position, make a speech, agree with sb., be absent from school;
2. New Structures: We are writing to recommend David as our monitor.
We think he has many strong qualities for this position.
We hope that you agree with us
III. Focus of the lesson and predicted area of difficulty
1. To describe a person with adjectives and examples;
2. To use the spider gram to organize the ideas when writing.
IV. Teaching procedures
Step1 Lead in
1. A guessing game.
T: In this unit, we have learned a lot of words about personality. Let’s play a game to see if you have remembered them. I will give you some phrases or pictures, and tell me which words they describe. I hope you can give me the response quickly.
2. Guess: Who is he/she
T: She is hard-working. She is willing to work extra hours. She often does operations for about 10 hours a day. She is a character in our book. Who is she
S: She is Fang Yuan.
T: Now, describe one of your classmates like this, and others guess who he/she is.
【设计意图：设置猜词游戏，复习已学词汇，为之后的对话写作做好铺垫。通过“Who is he/she ”活动，检测学生对词句的掌握情况，同时激发学生的学习热情，活跃课堂气氛。】
Step 2 Presentation
Make a spider gram of Jackie Chan.
T: What do you think of Jackie Chan
S: …
T: Yes. He has many good personal qualities. Can you give me some examples to support your ideas I’ll give you some pictures to help you. Then, make up a dialogue with your partners like this:
S1: What do you think of Jackie Chan
S2: He is hard-working.
S1: You mean he works hard, right
S2: Yes.
S1: Can you give me an example
S2: Of course. He has played in more than 100 movies.
T: Now, look at the spider gram. It helps us organize the ideas clearly.
【设计意图：分析明星成龙的个性特征，提出用事例支持自己观点的理念。为学生搭建学习阶梯，真正学习制作蛛网图，帮助学生建立起清晰的写作脉络。】
Step 3 Practice
1. Finish the recommendation on page 19 according to the spider gram.
2. Check the answers together and read the letter by oneself.
3. Analyze the structure of the recommendation.
T: Like other letters, a recommendation letter includes greetings, main body, closing and signature. Think carefully and tell me how to form the main body of the letter. What is the first paragraph of the letter about
S: It’s about the purpose of the letter.
T: Right. That is to say, you should tell the receiver who you want to recommend and what position you will recommend him/her as. How about the second part
S: It’s about the person’s personalities and some examples.
T: Great! And in the last part, we can express our wishes. We call it “conclusion”. Then, find some useful expressions in this article.
S: When we write the purpose of the letter, we often use the expressions: We are writing to recommend … as our new monitor/… He/She has many strong qualities for this position.
When we write the conclusion, we often say: “We think … is the most suitable/right person to be … We hope that you agree with us.”
【设计意图：利用课本给出的蛛网图，完成推荐信。帮助学生分析文本结构，梳理写作框架，同时让学生自主找出“Useful expressions”，为之后的写作活动扫清障碍，打下基础。】
Step 4 Production
1. Write a recommendation letter.
T: Our school English Club needs a new chairperson and the football team needs a leader. Recommend one of your classmates to take one of the positions. Remember to make a spider gram first and pay attention to the structure of the letter.
2. Self-check.
T: Now, it’s time for you to check your article. There are five aspects we should pay attention to: structure, content, tenses, word spelling and language.
【设计意图：自我检查在英语学习中起着重要的作用，在英语写作时亦然。学生参照基本评价标准，自主评价并修改，在此过程中养成自我发现问题、自我改进的良好习惯。】
3. Check in groups.
T: After checking your article, read your article aloud in your group. Listen to others’ suggestions, and then improve it.
【设计意图：在同伴互评的过程中，学生会发现自己的不足，提高修改文本的能力。同时，学生相互学习的良好品质得到培养，也会让他们变得更加的自信、积极。】
4. Show time.
Show the best articles in front of the class. Make some comments on the article.
T: A good article should have a good structure, useful examples, right word choice and beautiful sentences. All these will help to create pictures in readers’ mind.
【设计意图：展示经过修改润色的文章，让学生学会取长补短，真正体会到什么是进步，真正培养学生写作、修改以及评价的能力。】
V. Homework
1. Improve your recommendation letter;
2. Make a poster of the student you recommend with the letter.
EMBED \* MERGEFORMAT 英语（九年级上册）
Unit 1 Know yourself
Study skills
主备人：吴佃香 课时： 6/7 备课时间：2020.9.8
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. understand the meaning of skimming as a reading skill;
2. get the main idea of an articles by skimming.
II. Teaching content
A new reading skill—skimming.
III. Focus of the lesson and predicted area of difficulty
1. To learn how to skim;
2. To use skimming to get the main idea of an article quickly.
IV. Teaching procedures
Step 1 Lead in
1. Free talk.
T: Boys and girls, can you tell me what you often do when you are free
S: …
T: We have a lot of things to do in our spare time. Do you want to know about my hobby You can find it by finishing the saying: ______ are the stepping stones of human progress.
S: Books.
T: Yes. Books are the stepping stones of human progress. I spend much time reading books every day because I think reading brings us everything. Do you like reading books
S: Yes, of course.
T: I’d like to tell you a piece of good news. Our school will set up a reading club. If you want to join the club, please answer three questions about the reading skills. Let’s do it together.
【设计意图：设置语境，通过头脑风暴引出阅读这一话题，用类似游戏的模式展开教学，激起学生的学习兴趣，为下面的各项活动做好铺垫。】
Step 2 Presentation
1. Understand the meaning of the skimming.
(1) T: Now, the first question is “What is skimming ” If you don’t know the answer, it doesn’t matter. I’ll help you.
(2) Show the picture of “skim stones”, and talk about it.
T: Look at the picture. What’s the young man doing
T: He is playing a game called “skim stones”. People try to throw a little stone onto the surface of the water, and make it float on the surface as far as possible before it sinks. And here “skim” means “漂过” or “略过”.
(3) Make a choice.
T: So, what does skimming mean while reading Of the two idioms, which is more similar to “skimming”, “字斟句酌” or “浮光掠影”
T: I agree with you. “浮光掠影” is closer to skimming. What does “浮光掠影” mean in Chinese
T: So, when skimming, do we read fast or slowly Do we expect to get the main idea or specific information
S: …
T: Skimming means reading the text quickly to get the main idea. You can understand the word in this way: “s” stands for the speed of the reading; “m” means the main idea. I hope it will help you understand “skim” better.
【设计意图：通过游戏引入“skim”这个单词，让学生对词义有初步感知；利用中文成语对比，让学生先对“skim”这一阅读技巧有准确认识，然后顺利过渡至用“skimming”这一方法来阅读，实现让学生在情境中学习阅读技巧的目的。】
2. Learn how to skim when reading.
T: Since you have understood the meaning of “skimming”, let’s come to the second question: How to skim when reading That is to say, how can we read fast and get the main idea at the same time
(1) Show the reading process of four people. Ask students to tell if they are skimming.
(2) Discussion: In Which part of the text can we find the main idea quickly
(3) Draw the conclusion: When skimming, read the title, the main headings, the first and last paragraphs, and the first sentence of each paragraph.
【设计意图：通过小组讨论解决“How to skim ”，放手把问题交给学生，努力开发学生潜能，培养学生的自主学习能力和团队合作能力以及乐于分享的品质。】
3. Find the main idea of the article by skimming.
T: You’ve done a good job. The last task is to find the main idea of an article by skimming in one minute. I’ll give you three questions to help you:
(1) What is the article about
(2) Is it true that some aspects of your personality are formed by nature
(3) What can change your personality
T: As you have answered three questions correctly, you have the chance to be the member the reading club.
【设计意图：通过当堂限时阅读训练，检测学生对“skimming”技能的掌握和应用能力，教会学生抓住关键词句，真正将阅读技能的训练落到实处。】
Step 3 Practice
1. A competition.
T: Now, let’s have a competition. We will vote for the best readers in our class. Who can find the main ideas of the following articles in the shortest time will be the best readers in our class.
2. T: We all know that reading is a good habit to all of us. Let’s share a saying about reading: Reading ten thousand books is like travelling ten thousand miles. In Chinese, we say “读万卷书，行万里路”. Actually, we have different ways of reading. Sometimes, skimming is useful. Sometimes, we need to get the specific information. Join the reading club, and more reading activities are waiting for you!
【设计意图：利用竞赛活动，帮助学生巩固“skimming”技能，同时灌输终身阅读的理念。】
V. Homework
1. Skim one or two articles to get main idea;
2. Search the Internet to know more about reading skills.
EMBED \* MERGEFORMAT 英语（九年级上册）
Unit 1 Know yourself
Integrated skills
主备人：吴佃香 课时；5/7 备课时间：2020.9.7
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. read 12 animal signs and their corresponding personalities;
2. say something about animal signs in English fluently;
3. understand what you hear and write down the answers correctly;
4. express your opinions about the animal signs and people’s personalities with your partner.
II. Teaching contents
1. New words and phrases: lunar, calendar, animal sign, represent, appear, fixed, cycle, powerful, lively, practical, loyal, in all, star sign, divide, divide … into …, shape;
2. New structures: They appear in a fixed order and the cycle repeats every 12 years.
It is you who shape your life and your future.
It is said that people born in the Year of the Tiger are brave.
What it says about me may be true, but for my cousin Julie, that’s not the case.
III. Focus of the lesson and predicted area of difficulty
1. Some tips about listening;
2. To express one’s own opinions about animal signs and people’s personalities.
IV. Teaching procedures
A What decides your personality
Step 1 Lead-in
1. Free talk.
T: When were you born
S1: I was born in 1999.
T: So you were born in the Year of the Rabbit.
T: What’s you like
S1: …
2. New words.
(1) Present new words.
T: (Show students the calendar)
Good news for you. Look, the elegant lady, Zhou Tao, a famous hostess, is so gentle in her daily life, but on the stage she is so lively and always makes us excited. This year she appears on page 1 of CCTV calendar. We know this year is the year of sheep. In the Chinese lunar calendar, there are 12 animal signs.
(Write down “lunar calendar, animal sign” on the blackboard)
T: Here’s a video about them. Do you know what they are
T: As the video says, they appear in a fixed order and the cycle repeats every 12 years.
(Write down the phrase: appear in a fixed order)
(2) Prediction.
It’s said that different animal signs represent different personalities. Work in groups and try to predict the most suitable word for each animal sign.
(3) Students read the information in Part A1on page 15, and then check their answers.
(4) Students fill in the blanks. (Write the answers on the paper in 1 minute.)
(Tip one: write the first letter of the word if time is limited. For example, Rabbit can be written “R”.)
(5) Talk about star signs.
T: Just now, we talked about animal signs. I have an English Friend Jack. He came to visit me last year. But he doesn’t know animal signs. Do you know why
S: Because there are no animal signs in the west. They just talk about star signs.
T: Clever. Here’s some information about star signs. Read carefully and think about two questions: NO 1. How many star signs are there in a year
NO 2. What decides people’s star signs
Step 2 Listening
Millie is interested in animal signs and star signs. She is listening to a radio programme about them. And she is making some notes. What a pity! She missed some. Can you help her (Part A2)
1. Look through A2 on page 15.
(Tip Two: Try to predict some missing words before listening.)
2. Listen and write down the answers.
3. Play some difficult sentences again if necessary.
E.g. Your star sign: depends on your _____________.
4. The middle-level students report their answers.
5. Students read the notes by themselves and try to compare animal signs with star signs.
6. Listen again and help Millie write an article about what she has learned from the radio (Part A3).
7. Check the answers in class and understand the two important sentences.
Step 3 Do a guessing game
B Speak up: We can read about them just for fun.
Step 1 Speak up
1. Show your ideas: Do you think animal signs decide people’s personalities
The teacher gives examples first:
(1) I was born in the Year of the Rooster. The animal sign says that I am practical. What it says about me may be true. So I agree with it.
(2) My friend Helen has her opinion about it. Do you want to listen (Play the recorder)
I was born in the Year of the Tiger. The animal sign says that I am brave. But I am often afraid to do this or to do that. So I don’t agree with it.
2. Listen and answer.
Just like us, Millie and her neighbour Joe are also talking about animal signs and personalities. Please listen to their conversation and answer the following questions.
3. Follow the pronunciation. Offer some tips about liaison and loss of explosion before that.
4. Pair work: Talk about animal signs and personalities and use the conversation on the screen.
Step 2 Make a conclusion
So what decides our personality Have you heard about the astrology and the fortune telling People often use them to predict their future. But I think we can read about them just for fun. We shouldn’t believe in them. It is you who shape your life and your future.
V. Homework
1. Read A3 on page 16 and try to remember more information;
2. Practice talking about animals and personalities with your partner;
3. Write down your own ideas about what decides your personality.
EMBED \* MERGEFORMAT 英语（九年级上册）
Unit 1 Know yourself
Grammar
主备人：吴佃香 课时：4/7 备课时间：2020.9.3
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. use the conjunctions “and”, “but” , “or” and “so” to join ideas together;
2. use “both … and”, “not only … but also”, “either … or” and “neither … nor” to connect the same part of the two sentences.
II. Teaching contents
1. New words and phrases: impatient, think twice (about sth.), do the dishes;
2. Structures: Both Kitty and Simon are energetic.
Not only the students but also their teacher knows about the four people.
Either Simon or David is ready to take on new challenges.
Neither Millie nor her friends know about types of personality.
III. Focus of the lesson and predicted area of difficulty
1. To talk about something with the correct conjunctions;
2. To use the verb form after “not only … but also”, “either … or” and “neither … nor” correctly.
IV. Teaching procedures
A Using and, but, or and so
Step 1 Lead in
Free talk.
T: Today, we’ll learn Grammar of Unit 1. We’ve met four outstanding persons. Do you remember them (Show the pictures of the characters we’ve learned.)
S: They are Wu Wei, Su Ning, Liu Tao and Fang Yuan.
T: Among them, I admire Wu Wei the most because I wanted to be an artist when I was young.
【设计意图：通过复习reading中人物，导入新课，利用旧内容过渡至新板块的学习，使学生迅速进入学习状态。】
Step 2 Presentation
1. Brainstorming.
T: How much do you know about Wu Wei
works
hobby personality
saying
S: He is quiet and doesn’t like to talk much.
S: He impressed the whole country with his creative work.
S: I want to share the best art with people, so I’m always searching for something better or different.
T: Do you know something about his hobby Let’s listen together.
(Wu Wei: I like doing something quiet like fishing and watching TV. I don’t like singing or dancing)
S: He likes fishing and watching TV. He doesn’t like singing or dancing.
【设计意图：通过头脑风暴的活动，对人物进行分析，利用书本原句，让学生在情境中自然学习语法项目。】
Step 3 Practice
1. Show the picture of Wu Wei.
T: Wu Wei likes reading and watching TV. Guess what TV programmes he likes watching.
S: …
(Play the theme songs of two TV programmes.)
T: He likes watching “the Voice of China” and “Dad, where are we going ” like you and me. Let’s talk about “the Voice of China” first.
2. Show some pictures of the programmes.
Ask the students to describe the pictures, and join the sentences together with and, but, or or so.
(1) We can watch the programmes on TV. We can watch the programmes on the Internet.
We can watch the programmes on TV or on the Internet.
(2) The rules of the programmes are special. Many people are interested in it.
The rules of the programmes are special so many people are interested in it.
(3) The coaches sit with their backs to the singers. They listen carefully.
The coaches sit with their backs to the singers, but they listen carefully.
(4) The girl sang very well. Four coaches all turned their chairs.
The girl sang very well, so four coaches all turned their chairs.
(5) She didn’t choose Yang Kun. She didn’t choose Qi Qin. She chose Na Ying.
She didn’t choose Yang Kun or Qi Qin.
She thought twice, and she chose Na Ying finally. (think twice: 三思，再三考虑)
【设计意图：利用学生感兴趣的电视节目作为话题，呈现图片创设各种场景，让学生在语境中学习使用连词，努力做到将语法学习渗透至日常交流中去。】
Step 4 Production
1. Discussion.
T: We often use and, but, or and so to join ideas together. Let’s have a discussion: When we join ideas together, how should we use these conjunctions
and join different ideas
but introduce another possibility/join two or more ideas (in negative sentences)
so join similar ideas
or express the results of something
2. Finish the exercises on page 12.
3. Game time.
T: You are so great. Now, let’s play a game to see which group will be the winner.
Here are the rules: You are divided into 4 groups. Try to make sentences with and, but, or and so. If the first student in Group 1 makes a sentence correctly, then he’ll have the chance to ask the first one in Group 2 to make a sentence with any word of the four … If you can’t make a sentence in 5 seconds, your group will lose the game.
【设计意图：相对开放的游戏环节，赋予枯燥的语法学习以活力，让学生在玩中学，在做中学，真正激发学生的学习兴趣，提高学习效率。】
B Using both … and …, not only … but (also) …, either … or … and neither … nor …
Step 1 Lead in
Free talk.
T: Just now, we talked about “the Voice of China”. You’ve done a good job. What other programme does Wu Wei like
S: It’s “Dad, where are we going ”
T: This programme is popular this year. I also like watching it.
【设计意图：利用Free talk，谈论其他受大家欢迎的电视节目，顺利过渡至下一板块学习。】
Step 2 Presentation
1. Talk about “Dad, where are we going ”
(1) The show is popular in China. The show is popular in other countries.
The show is popular not only in China but also in other countries.
The show is popular not only in China but in other countries.
T: Who take part in the show
(2) Dads take part in the show. Their kids take part in the show.
Not only Dads but also their kids take part in the show.
Both dads and their kids take part in the show.
(3) Feynman is five years old. Joe is five years old too.
Not only Feynman but also Joe is five years old.
Both Feynman and Joe are five years old.
(4) Joe isn’t happy. Grace isn’t happy.
Neither Joe nor Grace is happy.
(5) The boy is so lovely. We call him Yang Yangyang. In fact, his name is Yang Wenchang.
We can call him either Yang Yangyang or Yang Wenchang.
(6) The two boys are wrestling. Either Joe or Feynman does better in wrestling.
2. Discussion.
Please read all these sentences by yourselves. Then discuss two questions: How should we use these conjunctions How should we use the verb form
We use _________ to emphasize that something is true not just of one person, thing or situation but of another too.
We use __________ to add another fact to something you have mentioned.
We use __________ to mean one or the other, this or that, he or she, etc.
We use __________ to mean not this one and the other, not this and not that, not he and not she etc.
The verb form after __________ is always plural, but the verb form after ___________, ___________, and __________ can be plural or singular, depending on the subject ___________ the verb.
【设计意图：利用学生感兴趣的节目，引出连词的用法。让学生朗读，组内讨论归纳出语法规则，让学生真正成为课堂主人。】
Step 3 Practice
1. Finish B1 on page 14.
2. Finish B2 on page 14.
3. A competition.
Amy made an interview in her class. Look at the form carefully, and try to get the information. Then, let’s have a competition in groups. Try to make as many sentences as possible with conjunctions we have learned. One of your group members should write them down. If your group gets the most sentences, you are the winner. For example: Nancy is both creative and curious.
Hobbies subjects personalities jobs they can do in the future
Nancy playing volleyballtravelling like Chinese, art,hate maths creative,curious an artist, a fashion designer
Ben travelling, sportswatching cartoons Like Chinese, dislike maths energetic,patient a basketball playera PE teacher
【设计意图：利用两名学生关于个性和职业猜想的信息，展开竞赛活动，锻炼学生提取信息的能力，要求学生根据信息尽可能多地利用所学连词造句，真正做到学以致用，这也激发了学生的学习热情和竞争意识。】
Step 4 Production
T: All of you have done a good job! Let’s enjoy a poem together to relax.
T: We all know that this poem is about my dream. Now it’s your turn to write about your dream or your school life. You can use this poem as a model.
T: When we write, we can use conjunctions if necessary. Keep trying, and I think you can write something beautiful one day!
【设计意图：通过一首教师自编的小诗，再一次让学生感悟连词在语篇中的使用。要求学生尝试自编小诗，更具有挑战性，也让语法课堂更加具有创造性、更灵动。学生可以真正领略到语言之美。】
V. Homework
1. Interview two of your classmates about their personalities and future jobs;
2. Write a short report about the interview. Try to use conjunctions.
EMBED \* MERGEFORMAT 英语（九年级上册）
Unit 1 Know yourself
Reading (Ⅱ)
主备人：吴佃香 课时：3/7 备课时间：2020.9.2
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. talk about what the four people do and their personalities;
2. understand vocabulary about characteristics and other important words;
3. describe people’s jobs and personalities by using what they learn in this period;
4. have a better sense of working hard and being outstanding.
II. Teaching contents
1. New words and phrases: born, impress, sculpture, praise, sales department, general, race, either or, lead, take the lead, fall behind, challenge, chief, high-speed, connect, connect to/with, miss, as good as, attention, pay attention to, standard, pioneer, surgeon, carelessness, extra, devote, respect, suitable, partner
2. New structures: Life is like a race. You either take the lead or fall behind.
As a doctor, you can’t be too careful.
Carelessness will be a disaster not only to ourselves but also to patients.
III. Focus of the lesson and predicted area of difficulty
1.To recognize and understand the important phrases;
2. To use the new words and phrases to describe people’s personalities and jobs.
IV. Teaching procedures
Step 1 Lead-in
T: Guess who he is. He is the great Greek philosopher—Socrates and he once said, “Know yourself, and then you can understand life.”
【设计意图：以著名的古希腊哲学家——苏格拉底的名言来切入，更能凸显本单元的主题，给课程注入了文化的元素。】
Step 2 Reviewing
T: Knowing yourself is very important. Do the four outstanding people know themselves very well Now you’ll be divided into four groups: Su Ning Group, Wu Wei Group, Liu Hao Group and Fang Yuan Group. Su Ning and Wu Wei Groups will discuss who is suitable for the general manager of a big company. Liu Hao and Fang Yuan Groups will discuss whether you are suitable for your jobs. Give your reasons.
【设计意图：让学生通过对比四个主人公的文本信息进行头脑风暴活动，激活头脑中关于第一课时所储存的四个主人公的相关信息, 通过对信息的整合、判断、提炼，在自然状态下实现语言输出并呈现关键语言点。】
Step 3 Discussion
T: What’s your favourite saying Why
【设计意图：学生回读课文，找出反映人物品质的关键话语，通过这样一个讨论活动，学生能对人物有更深的体悟，会自觉地借鉴人物身上的优秀品质。这种浸润式的情感渗透，对学生形成正确的价值观有着积极作用。】
Step 4 Language points
Present and practice the important words and expressions mentioned in the discussion.
1. Life is like a race. You either take the lead or fall behind.
T: Look at the picture of Liu Xiang.
Liu Xiang is taking the lead in the race.
The other top players are falling behind in the race.
T: You know the story of the hare and tortoise. Can you say something about it
S: The hare is taking the lead. The tortoise is falling behind.
T: In this race, either the hare or tortoise will win.
2. either ... or ...
T: If you’re planning a day out, what will you choose to do Use “either … or …” to make a conversation
【设计意图：通过运动员刘翔奋力拼搏的镜头呈现一组语言知识，让学生在语境中感知，以《龟兔赛跑》的故事达成操练与呈现的同步。通过多种形式的操练（看图说话、翻译、口头对话等）即时巩固与反馈。】
3. It’s necessary to pay attention to every detail.
T: When you go on an outing, what should you pay attention to
S: …
T: pay attention to sth. 注意某事 pay attention to doing sth. 注意做某事
Try to complete the sentences:
Pay attention to protecting the environment.
Successful businessmen always pay attention to details.
【设计意图：控制式问题与开放性问题有机结合，有效激发学生的思维。】
4. I’m ready to take on new challenges any time.
Present new structures “take on new challenges”, “connect … to …” by talking about Ma Yun.
T: Ma Yun and Bill Gates are both successful businessmen. Ma Yun likes taking on new challenges. He owns Alibaba, Taobao, China Yahoo, etc. He has connected the Internet to people’s life.
It’s your turn to talk about Bill Gates. 【设计意图：让学生在语篇中悟意，在语篇中运用，提升其运用语言的能力。】
5. He has impressed the whole country with his work.
T: Ma Yun and Bill Gates has impressed us with their creative ideas. Have you heard about a disabled young girl called Liao Zhi, whose legs were hurt during an earthquake What about Nick Vujicic, a famous speaker with no arms and legs
(1) Liao Zhi, the young disabled dancer, has impressed the country with her wonderful spirit and dancing skills.
(2) Nick Vujicic has no arms or legs, but he has impressed the whole world with his speeches.
Practice (Open task):
Watch a video about Nick Vujicic and Practice:
Nick ________________ me with ___________________.
【设计意图：通过对开学第一课中的励志人物“廖智”（汶川大地震中失去双腿的舞蹈老师）的故事，引导学生在学习语言知识的同时拥有积极向上的人生态度；通过澳大利亚无手无腿的著名演讲家尼克·胡哲的视频，引导学生在练习句型的同时更多的思考人生。】
6. Carelessness will be a disaster not only to ourselves but also to patients
T: Nick Vujicic can not only choose how to live but also face problems bravely. Now look at these two pictures. Use “not only … but also” to make one sentence.
T: So Not only my husband but also my daughter likes him very much. Some tips for you.
Careless is a humorous film. Not only children but also adults like it.
7. carelessness
T: Learn to use “care”, “careful”, “careless”, “carelessly” and “carelessness”. After that, try to make a summary about them.
Take _______. The bus is coming.
Be ________ with fire. It can be dangerous.
The less __________, the fewer mistakes.
Pay attention to your safety. Don’t drive ___________.
_________________ will lead to accidents.
【设计意图：让学生通过谈论图片，初步操练“not only … but also …”结构，为Grammar部分做铺垫；通过设置语境及句型来操练“care”的各种形式，并引导学生来总结规律。】
8. As a doctor, you can’t be too careful.
T: As a driver, don’t drive carelessly. Carelessness will lead to accidents. That means you can’t be too careful when driving.
T: Would you please talk about your ideas As a student/teacher/…, you can’t be too _________. In a word, one can’t be too modest.
【设计意图：让学生通过语境理解新的结构，通过贴切的情境“作为学生，越……越……，作为老师，越……越……”，教 案 笔 记
备课时间： 年 月 日 总第 课时
课 题 Unit 1 Past and present Reading 2
教学目标 By the end of the lesson, students should be able to:1. To grasp some useful expressions. 2. To retell the main idea of the text.3. To understand the use of some words through the exercises.
教学重点 Some important words, praises and sentences;
教学难点 1. Recognize and understand the important phrases; 2. Use the new words and phrases to describe the changes
教学资源 Multi-media, blackboard
教学过程 师生活动 二次备课
Step 1 Discussion 1. Why was the river in Sunshine Town very dirty in the past The local factories used to put waste water into the river.The local people didn’t realize the importance of polluting the river.2. Why is the river in Sunshine Town much cleaner now The local government realized water pollution was a serious problem and actively took action to reduce the pollution.3. How does Mr. Chen feel now He feels a bit lonely from time to time.Step 2 Presentation 1. get married I will get married next month.2. used to do/be ；过去常常做…/是… e.g.: He used to be a teacher. be/get used to doing…现在习惯于做…e.g.: He is used to having noodles for breakfast.3. way (1)方面，方式，方法。 in this way /that/another way in some ways 在某些方面，在某种程度上 a new way of teaching 一种新的教法。(2)路 on one’s way to--- on his way to school / by the way 顺便问一下4. lonely adj.指人，表示寂寞孤独，指物，表示荒凉，无人居住的eg: He feels lonely without friends. This is a lonely house. alone adj./adv. 独自的（地） He lives alone . 5. from time to time =sometimes=at times 6. It’s adj. ( for sb.) to do---- It’s nice to have open space It’s interesting for us to fly kites. It has become more difficult to see my old friends.7. realize 意为“认识到”“明白”，其后接名词、代词或从句。e.g. He has already realized his mistake.The villagers didn’t realize how serious the pollution was until all the fish died.Step3 Practice. a. Fill in the blanks with the right verb tense:1. It （rain）for a week.2. I don’t know this woman. I （meet, never）her.3.－Let’s go to the cinema.－No, I （see, already）the film.4. We （finish, not）our homework yet. Will you wait a minute 5. John （come, not）yet. He will be back in a minute.6. Mr. Green often goes to America. In fact, he （be）there ten times.7. －Where’s John －He just （go）to the teachers’ office.8. She （study）English since she was ten. She （begin）to study English when she was ten.9. Jim isn’t here. He （go）to the library. He （go）there an hour ago.10. He （travel, never）on a train in her life.11. I （buy）the bike two weeks ago. I （have）this bike since the beginning of this month. I （have）it for two weeks.b．翻译句子1. Mike和Mary下个月结婚。 __________________________________________2. 自从我12 岁时，就认识Amy的母亲。 __________________________________ 3. 这个地方已改变了许多。 _____________________________________
作业布置 板书设计
教学反思教 案 笔 记
备课时间： 年 月 日 总第 课时
课 题 Unit 1 Past and present Integrated skills
教学目标 1. Understand some new words and expressions and learn to use them;2. Catch the key points from the listening materials;3. To get useful information about the changes to Starlight Town by listening.4. To learn to take notes and finish the diary by getting information.
教学重点 The developing & promoting of students’ listening and speaking skills
教学难点 The developing & promoting of students’ listening and speaking skills
教学资源 Multi-media, blackboard
教学过程 师生活动 二次备课
Step 1. Presentation1.T: What was Sunshine Town like in the past and what’s Sunshine Town like today Think about the environment, the transport and the living conditions. (插入图片,呈现生词environment, transport , condition)2.Sunshine Town has changed a lot. Many amazing changes have taken place over the years. Today we’re going to learn about a new place ---Starlight Town.Step 2. listening1.T: In the past, Starlight Town was small, but it was beautiful. Do you want to learn more about its past Let’s listen and complete Part A1. （使用光盘，插入声音）2.Check the answers and read Part A1.(可以安排学生将答案写在黑板上) Step 3. listening1. T: See, now it’s a modern town. What has changed Let’s listen and find out. Please complete Part A2.2.Read and check the answers. （可以让学生在黑板上用红笔订正）（使用光盘，插入声音）Step 4. Practice1.T: Now we’ve learnt about Starlight Town’s past and present. What has changed in the transport ,the environment and the living conditions there Eg: In the past, people travelled by bus or bicycle, but now they can take the bus, the taxi or even the train.( )2.T: Now we’ve learnt a lot about Starlight Town. Let’s complete Kitty’s diary entry about Starlight Town. Finish A3.3. Check the answers.B. Speak up We haven’t seen each other since then.Step 1.Presentation1. T: Starlight Town has changed a lot. Our life has changed too. I have many friends ,but I haven’t seen some of them for years. To keep in touch with my friends, I often chat with them on the Internet. Do you have any old friends that you haven’t seen for years How do you keep in touch with them How do you communicate with them (插入P16图片,呈现生词keep in touch with, communicate)Step 2 Listening1.T: Millie met her old friend Becky last week. She’s telling Sandy about Becky. Let’s listen to their conversation.（使用光盘，插入声音）T: Listen again and answer the question: (1) Where has Becky just returned from ( She’s just returned from the USA.)(2) When did they last see each other ( about five years ago.)(3) How do they keep in touch with each other ( They mainly communicate by email.)2.read after the record and act outStep 3. PracticeMake up a dialogue.( try to use return from, go abroad, see each other, keep in touch with, make communication much easier, exactly)2. Present the dialogue.
作业布置 板书设计
Review the new words ,phrases and sentence patterns.2.Recite speak up.3. Finish the exercises on workbook.
教学反思教 案 笔 记
备课时间： 年 月 日 总第 课时
课 题 Unit 1 Past and present Task
教学目标 1. To learn to describe two pictures of the past and the present.2. To learn to describe the details in the picture.3. Write an article to introduce the changes to our hometown.
教学重点 How to write an article about changes to our hometown
教学难点 How to write an article about changes to our hometown
教学资源 Multi-media, blackboard
教学过程 师生活动 二次备课
Step1 PresentationPresent two pictures in A, then ask ss to work in pairs to find out the differences between them.T: Today we’re going to talk about changes in Moonlight Town. What are the differences between these two pictures You can talk about them from environment, life ,and transport.Close the books, and present the table. Ask ss to discuss the differences between the two pictures, then write down the results in the forms.PastPresentEnvironmentLifeTransportAsk several groups of ss to report their result of discussion. Then ask ss to open their books and turn to page18. Ask them to check their answers against the fact file.Step2 PracticeAsk ss to complete C according to the information in part B, check the answers.Ask ss to read the report loudly. To help the students understand better, T can explain some difficulties to ss .Ask ss to work in groups to have a discussion to report the main idea of each paragraph and some important phrases and sentences. In formsStep3 Writing1. 在对课文分析的基础上，让学生小组讨论如何写一个关于我的家乡的变化的报告。讨论汇报完毕后，根据学生的表述在屏幕上打出文章的基本框架。2提醒学生写作前要做调查，让他们学会从图书馆，互联网，家人或同学处获取信息，并告知学生可以收集关于环境，生活，交通方式等三方面的信息。3 Ask ss to use their own personal information to finish writing the report.4. Check the reports to each other in groups of four5.投影仪展示将部分学生所写的报告一边展示在实物投影仪上一边由speaker 朗读，教师适当点评。6.归纳总结并将写作技巧和注意点展示在屏幕上通过小组讨论的形式首先让小组成员之间自评互评，用实物投影仪当堂评讲，再加上学生的自我批改，可以及时的纠正学生在写作中的问题，
作业布置 板书设计
Homework
教学反思教 案 笔 记
备课时间： 年 月 日 总第 课时
课 题 Unit 1 Past and present Grammar
教学目标 1. Understand some new words and expressions and learn to use them;2. Have a good command of the structure and usage of present perfect tense3. Understand the rules of Past Participle4. Know some important expressions of adverbial of time
教学重点 Have a good command of the structure and usage of present perfect tense
教学难点 Have a good command of the structure and usage of present perfect tense
教学资源 Multi-media, blackboard
教学过程 师生活动 二次备课
Step1.Lead-in1) Review (1) How long has Mr Chen lived in Sunshine Town (2) What has the government done to part of the town center (3) Why does Mr Chen think it is impossible to see his old friends as often as before 2) Find the rule about present perfect tense from their own answersStep2.Presentation1)Comparing with simple past tenseWe use the simple past tense to talk about what happened at a definite time in the past. Past presentEddie was born four years ago.2) The definition of present perfect tenseWe use the present perfect tense to talk about things that started in the past and still have some connection with the present.Eddie has lived with Millie since he was born.Past present Eddie has lived with Millie for four years. Past present 3) Find out the rule(1)She has helped the children with their lessons for an hour.(2)They have learnt English for three years.(3)I / We have not told it to him.(4)Jim has not seen the film before.(5)Has he finished the homework yet Yes, he has./No,he hasn’t.Step3.Practise1)Make sentencesWho have done haven’t doneWeTheySheHe My fatherclean the roomsee a film cook dinnerclimb the treego to Beijingclean the windowWatch Beijing Operafinish her homeworkclimb the hillvisit the Great Wall(1). We _________ the room but we _________ cleaned the window.(2). _______ you ________ the room Yes, _____________ you ________ the window No, ________Chat timeM : ______ you ____ (see)any films recently, Sandy S : No, I _______.What about you M : I _____________ (see) one last Saturday. S : What’s it about M : It’s about the changes in Beijing over the past century. From this film,I _________(learn) more about Beijing’s past and present.S: Oh, I think I ________ (hear) about the film. Do you plan to see it again M: Yes, I’d like to.Step4: Adverbial of time常与不确定的时间状语连用，如:already, never, ever, just, yet, before, so far, in the past few years等,表示“到目前为止”所发生的动作.Step5: Activity写出下列动词的过去分词Step6:Homework
作业布置 板书设计
HomeworkReview what we have learnt today(2) Finish exercise book
教学反思
4 years old
