Unit 1 Know yourself.单元导学案（表格版7课时）
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| 名称 | Unit 1 Know yourself.单元导学案（表格版7课时） |  | |
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| 资源类型 | 教案 | ||
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| 科目 | 英语 | ||
| 更新时间 | 2018-08-15 18:45:53 | ||
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9A Unit1教案
教学单元课时安排
教学目标
任务设置
知识与技能
过程与方法
情感态度和价值观
达成情况
作业安排
Period 1
1. 学习掌握单词，短语以及句型的用法。
2. 学会用适当的语言描述人的性格特点
“先学后教，当堂训练”模式
学会简单谈论自己和他人的性格特点及喜欢或者不喜欢的职业
Comic strip＆Welcome to the unit
《当堂训练》
《课课练》
Period 2
1.认识四位在各自工作领域表现杰出的人物。
2.掌握描述工作和性格的词汇
“先学后教，当堂训练”
模式
培养学生学习先进、努力奋斗的精神
Reading 1
《当堂训练》
《课课练》
Period 3
1. 学生能灵活运用所学单词，短语和句型。
2. 3.掌握并运用描述工作和性格的语言技能
“先学后教，当堂训练”
模式
进一步巩固所学内容，温故而知新，内化语言知识，提升实践能力。
Reading 2
《当堂训练》
《课课练》
Period 4
学会使用并列连词and、but、or和so
2. 学会使用并列连词both…and… not only…but also、either…or和neither…nor
“先学后教，当堂训练”
模式
提高语言运用能力，增加学习成就感。
Grammar《当堂训练》
《课课练》
Period 5
从书面和口语形式中了解生肖、星座与性格的关系
2.学会谈论一个人的性格
“先学后教，当堂训练”
模式
学会谈论一个人的性格
Integrated skills
《当堂训练》
《课课练》
Period 6
1. 让学生了解略读法
2. 学会略读一篇文章，
找到所需信息
“先学后教，当堂训练”
模式
掌握阅读英文小说的基本方法，能读懂简单的英文小说。
Study skills《当堂训练》
《课课练》
Period 7
1. 学会组织观点并用事例支撑观点
2. 完成一封推荐信。
“先学后教，当堂训练”
模式
通过运用本单元所学语言描述人的性格和能力
Task
《当堂训练》
《课课练》
Unit 1 Know yourself
课 题
Unit 1Comic strip and welcome to the unit
主备人：
课 型
新授
课时：第 1 课时
教 学
目 标
1. Using some adjectives to describe one’s personalities;
2. To know some useful phrases in this period;
3. Different personalities like different jobs.
教学重点
1. To let students know the background of different places in the world and talk about them.
2. The usage of adjectives.
教学难点
How to talk about personalities effectively.
How to grasp some adjectives and useful phrases.
教学准备
Tape recorder
教学内容及过程
二次备课
Teaching procedures
Step 1.Lead in
Teacher says, ‘Hello, everybody! We haven’t seen each other for a long time. Were you happy in winter holidays? Did you have a good time? Where did you go? What did you do? What did you eat? What food is your favourite? Have you visit your best friends?’
Introduce your best friend with different adj .
Eg: creative adj. 有创造力的；创造性的
curious adj. 好奇的
energetic adj. 精力充沛的
modest adj. 谦虚的
organized(=organised) adj 有条理的；有效率的
Ask students to practice reading the words I introduced just now.
Step 2 Brainstorm
Ask ss to write adjectives to describe personalities as many as possible in groups .Ask some volunteers to try to read and explain them in English . Match these adjectives with their meanings
Organized -----keep ….in good orders modest-----the opposite of show off
Patient -------- without getting angry creative ----think of new ideas
Curious ------- eager to know or learn energetic -----full of energy
Ask ss to choose one adjective to describe themselves
Step 3 Presentation
1. Teacher asks, Do you still remember Hobo and Eddie? How are they this term? What are they talking about now? Let’s listen to the tape. (Play the tape for the Ss to listen to the dialogue between Hobo and Eddie.)
2. Ask some questions about it:
What makes generous people feel good?
Is Eddie really generous?
Why did Hobo eat up all the breakfast?
Step4 Explanation
Explain the important phrases and sentences in the dialogue.
Step 4 Practice
1. Work in pairs and drill the dialogue.
2. Ask some Ss to act the dialogue out.
Step 5 Presentation
A. Some words are often used to describe people's personalities.
Help Millie complete the following sentences with the words in the box.
B. Millie and her classmates are talking about their own personalities
and the kind of job they like or dislike. Work in groups and talk about yourselves.
Use the conversation below as a model.
C. Explain and Practice using the following phrases and sentences.
keeps all her things in good order.
shows off
repeat grammar rules for us.
comes up with
Neither my parents nor I think I can make a good accountant.
It's terrible for me to work without speaking all day long.
Step6 Homework
1. Recite the important sentences.
2. Preview Reading.
板书设计
教学反思
课 题
Reading (1)
主备人：
课 型
新授
课时安排：第 2 课时
教 学
目 标
1.To grasp main ideas and details using different reading skills (skimming ,scanning )
2. To know the relationship between jobs and personalities by reading the article.
3. To take suitable jobs according to one’s own personalities.
教学重点
1.To recognize and understand vocabulary about characteristics and other important words; impress, creative, sculpture, praise, accountant, energetic, take the lead, fall behind, challenge, connect, standard, modest, surgeon, carelessness, extra, devote to, respect
2.Grasp set phrases and some sentence patterns in this period
教学难点
1. How to talk about jobs and personalities with some new expressions.
2.To use adjectives to describe someone’s characteristics.
教学准备
Tape recorder
教学内容及过程
二次备课
Teaching procedures
Step 1 Brainstorm
Write down adjectives to describe personality as many as possible .explain some of them in English then do B1in P10
1 A creative person can produce something new or a work of art .
2 An active person enjoys taking part in different activities
3 An energetic person has lots of energy
4 A modest person does not talk much about his or her abilities
5 An organized person can plan his or her work well
6 A patient person can wait without getting angry.
Step 2 Lead-in
T introduce his or her own personality and his or her job then show pictures of Wu Wei Su Ning Liu Hao Fang Yuan .Ask ss to describe their personalities and guess their jobs .
Step 3 Reading
Read the passage quickly and find four person’s jobs to check whether their guesses are right or not.
Step 4 Reading
Play the tape for ss to listen and repeat, pay attention to stress and intonation.
Step 5 Reading
Divide us into four groups, each group read one person’s article Wu Wei Su Ning Liu Hao Fang Yuan. Write down main ideas about the person and finish B3in P11.
Step 6 Ask and answer
Each group describes the person they read then ask other group questions. Do Ex B2 in P10. Tell true or false according to the text
1 Wu Wei’s friend does not think that his work is very good.
2 Wu Wei’s sculptures are famous all over the country.
3 Su Ning was once happy with her job as an accountant.
4 Su Ning changed her job 5 years ago
5 Liu Hao is the chief engineer of the new bridge.
6 Liu Hao’s team members find it difficult to work with them
7 Fang Yuan thinks doctors should be very careful
8 Fang Yuan spends most of her time on her work.
Step 7 Summary
What did you learn in this period?
Step 8 Assignment
1 Finish off the paper
2 Recite the passage
板书设计
教学反思
课 题
Reading (2)
主备人：
课 型
新授
课时安排：第 3 课时
教 学
目 标
1. To know further information about four persons by close reading
2. To cultivate good personality due to the relationship between personality and jobs
3. Grasp set phrases and some sentence patterns in this period
教学重点
1. grasp set phrases and some sentence patterns in this period
2. write a short passage about one’s own personality and jobs
教学难点
1. Get the students to master some words and useful expressions.
2.Try to retell the article with their own words
Learning difficulties: Try to retell the article with their own words
教学准备
Tape recorder
教学内容及过程
二次备课
Teaching procedures
Step 1 Leading-in
Ask some questions about the passage.
Step 2 Explanation
be happy with = be satisfied with 对……感到满意
a born artist 一个天生的艺术家
impress the whole country with his creative work
他的富有创造力的作品给全国人民留下深刻的印象
win high praise from the art community 赢得艺术团的高度赞扬
praise sb for sth 因某事表扬某人
give up 放弃（代词放中间）give up doing sth = stop doing sth放弃做某事
work for the sales department in a big company 在一家大公司的销售部工作
day after day 日复一日
the general manager 总经理
either ……or …… 要么……要么……，或者……或者……（就近原则）
take the lead 处于领先地位，带头
fall behind 落后 (fall in 生病)
be ready to do 准备做某事
take on new challenges 接受新的挑战
the chief engineer 首席工程师
connect……with/to …… 把……和……连接起来
be connected with 与……有联系
a miss is as good as a mile 差之豪厘，谬以千里（as good as与……几乎一样，简直是）
can’t afford to do 负担得起（费用、损失、后果）多用于否定句和疑问句中
make mistakes 犯错误
pay attention to every detail 注意每个细节 （to 为介词 + doing sth ）
work to high standards 工作高标准
work with 与……一起工作
a pioneer heart surgeon 一位心脏外科手术的带头人
can’t be too careful = can never be too careful 再怎么细心也不为过
be willing to do sth 愿意做某事
devote oneself/ one’s life / time to 把……奉献给……（to为介词,后接名词，代词，动名词）
respect sb = have / show respect for sb 尊重，尊敬某人
be suitable for 适合
Step 3 Practice
Finish some exercises.
Step 4 Homework
Do some exercises.
Recite some important sentences.
板书设计
教学反思
课 题
Grammar (1)
主备人：
课 型
新授
课时安排：第 4 课时
教 学
目 标
1. Use conjunctions “and but orso” correctly
2. Learn to make rules about the usages of and but orso
3. To cultivate ss’ team sprite by studying in groups
教学重点
Make rules about the usages of and but orso and use them correctly
教学难点
How to use and, but, or and so.
教学准备
CAI paper
教学内容及过程
二次备课
Teaching procedures
Step 1 Presentation
Present some sentences including but, or and so.
Step2 Conclusion
Help students conclude the usage of these conjunctions.
We use “and" to join ideas that are similar.
We use "but" to join ideas that are different.
We use "or" to introduce another possibility.
(In negative sentences, we use "or" to join two or more ideas.)
We use "so" to express the result of sth.
Step 3 Practice
Do exercise A on page 12 and check answers.
Step 4 Explanation
accept others’ advice 接受别人的建议
think twice (about sth )三思而行
be /get angry with sb 生某人的的气
be /get angry at/ about sth 因某事而生气
worry too much担心太多
be patient / impatient with 对……有/ 没有耐心
both ……and …… 连接两个主语时，谓语动词用复数形式
not only ……but (also )…… 不但……而且…… （就近原则）
do the washes 洗碗，洗餐具
animal signs 生肖
appear in a fixed order 按照固定的顺序出现
make his lesson lively and interesting
使他的课上得生动而有趣（lively活泼的，生气勃勃的指人或物）
in all 总共，总计
people born under the same star sign出生在同一星座下的人们
share similar personalities具有相似的个性
be similar to 与……相似
be similar in 在某方面相似
depend on 依靠
lunar calendar 农历
be divided into被分成 divide ……into …… 把……分成……
Step5 Homework
Do some exercises.
板书设计
教学反思
课 题
Grammar (2)
主备人：
课 型
新授
课时安排：第 5 课时
教 学
目 标
1 Use conjunctions “both…and…,not only …but also …, either …or …, neither …nor …” correctly
2 Learn to make rules about the usages of “both…and…,not only …but also …, either …or …, neither …nor …”
3 To cultivate ss’ team sprite by studying in groups
教学重点
Make rules about the usages of “both…and…, not only …but also …, either …or …, neither …nor …
教学难点
To learn the use of both…and; not only…but also; either…or…; neither…nor…
教学准备
Tape recorder
教学内容及过程
二次备课
Teaching procedures
Step 1 Revision
Revise the usage of and but or so .
Give English for these sentences.
生活就像赛跑，你要么领先要么落后
Life is like a race. You either take the lead or fall behind .
粗心对我们和病人都将是一场灾难
Carelessness will be a disaster not only to ourselves but also to patients
Tom 和Lily 两人都是学生
Both Tom and Lily are students
我和父母都认为我不会是一名好的会计
Neither my parents nor I think I can be a good accountant
Step 2 Lead-in
Ask ss to pay attention to the words underlined. Tell them they are also conjunctions. They can be used to connect two subjects predictives objects adverbials and so on .
Ask ss to read SBP13 and fill in the blanks
We use “both …and …”to
We use “not only …but also …”to
We use “either …or …” to
We use “neither …nor …” to
When we use these conjunctions ,please pay attention to the form of verbs . “both…and…”is always plural ,but the verb form after “not only …but also …either …or…neither …nor…”can be plural or singular ,depending on the subject closer to the verb .
Step 3 EXX
Fill in the blanks with suitable conjunctions
1 my father my mother are good teachers
2 my father my mother goes to work .we visit my grandparents.
3 you I will go there, because there is only one seat left.
4 Jackie Chan is a pop singer a famous director.
5 You can watch TV do your homework.
6 You can read about it from some books on the Internet.
Step 4 Practice
Ask ss to do the exercises B1and B2 in SBP14.in groups then check answers.
Step 5 Summary
We use “both …and …”to
We use “not only …but also …”to
We use “either …or …” to
We use “neither …nor …” to
When we use these conjunctions, please pay attention to the form of verbs . “both…and…”is always plural ,but the verb form after “not only …but also …either …or…neither …nor…”can be plural or singular ,depending on the subject closer to the verb .
Step 6 Assignment
Recite the usage of these conjunctions learned in this period.
Finish off the paper.
板书设计
教学反思
课 题
Integrated skills
主备人：
课 型
新授
课时安排：第 6 课时
教 学
目 标
1. To listen and get useful information from the tape,
2. To know the difference between animal signs and star signs
3. To communicate with each other about animal signs and star signs and what characteristics they represent.
教学重点
To communicate with each other about animal signs and star signs and what characteristics they represent.
教学难点
How to communicate with each other about animal signs and star signs and what characteristics they represent.
教学准备
Tape recorder
教学内容及过程
二次备课
Teaching procedures
Step 1 Lead-in
Ask them to say something about animals they have known and their characteristics.
Read through the table on page 15
Use the picture in part A1 to teach them some new words.
Discuss the 12 animals by asking the following three questions:
1 What other characteristics does this animal have?
2 What other animals are loyal/ lively/ practical/ powerful?
3 What is your animal sign and does it decide your personalities?
Step 2 Pre-listening
Get students to read Part A2 carefully and try to use the information in part A1 to complete it as much as possible
Step 3 listening
Play the tape for students then check their answers.
Step 4 consolidation
Discuss with students:
1 What’s the difference between animal sign and star sign?
2 Can they decide your personalities? If not, what decides yours?
Step 4 practice
1 Get students to finish part A3 with the information in Part A1 and A2 as much as they can before listening.
What does the colour represent?
Why does she wear the colour?
Do you think they match well?
2. Show the advertisements on page 33 and look at them carefully. Tell me which one do they like best and choose one picture to write about.
Let them discuss with their partners answering the above questions.
3. Write their own articles. Use the table and report on page 32 to help.
4. Ask them to correct for their partners and if time permits, choose some articles to present in class.
2 Play the tape for students to get the rest missing words, then check their answers.
3 Consolidate it by asking:
What are the similar things between animal signs and star signs?
How should we read them?
Speak up
Step1 lead-in
Get students to have a free talk about their animal signs
Step 2 pre-listening
Present the following questions:
1 what’s Joe’s animal sign?
2 Is what it says about him true?
Step 3 listen and answer
Play the tape for students then check their answers.
Ask them to open to page16. Read and answer:
1 How about Julie’s animal sign?
2 What do you think of animal signs?
Step 4 Act and practice
Get students to read and act the dialogue out.
Then ask them to make up their own dialogue.
Step 5 Explanation
1 it’s you who shape your life and your future.强调句型
2 That’s not the case.
3 it says & what it says& it’s said
4 believe & believe in
板书设计
教学反思
课 题
Study skills
主备人：
课 型
新授
课时安排：第 7 课时
教 学
目 标
To know the reading skill skimming
教学重点
To know the reading skill skimming
教学难点
To use the reading skill skimming
教学准备
Tape recorder
教学内容及过程
二次备课
Teaching procedures
Step 1 Presentation
Get students to read p 17 and answer:
What does skimming mean?
when is skimming used?
What information can we get when skimming?
Step2 Practice
Have students Skim the passage and answer the three questions on page 17.
Then check their answers.
板书设计
教学反思
课 题
Task
主备人：
课 型
新授
课时安排：第 8 课时
教 学
目 标
1. To understand the uses of charts
2. To use charts to make notes of a piece of writing
教学重点
To use charts to make notes of a piece of writing
教学难点
To learn the use of both…and; not only…but also; either…or…; neither…nor…
教学准备
Tape recorder
教学内容及过程
二次备课
Teaching procedures
Step1 Lead-in
1 Ask them to say something about different classmates and different personalities.
What do you think of …? Why?
2 Read through the flow chart on page 18 and answer:
What personalities does David have?
Why do you think so?
3 Read Part B and complete the report using the information on page 18. Check the answers and read it.
Step 2 Presentation
1. Ask the students how to write the article.
The article must include:
Who will you recommend?
Why do you recommend him/ her?
(opinions and facts)
What good personalities does he/ she have?
And what does she / he often do?
2 Let students discuss with their partners about the above questions.
Guide students to read part B carefully.
Tell them to recommend a classmate to be This year’s Best student. Ask them to write a recommendation letter and they can use part B as a model. They can use the expressions on page 18 to help.
Step 3 Write
1 Ask students to write their own articles.
2 Get them to correct for their partners and if time permits, choose some articles to present in class.
板书设计
教学反思
教学单元课时安排
教学目标
任务设置
知识与技能
过程与方法
情感态度和价值观
达成情况
作业安排
Period 1
1. 学习掌握单词，短语以及句型的用法。
2. 学会用适当的语言描述人的性格特点
“先学后教，当堂训练”模式
学会简单谈论自己和他人的性格特点及喜欢或者不喜欢的职业
Comic strip＆Welcome to the unit
《当堂训练》
《课课练》
Period 2
1.认识四位在各自工作领域表现杰出的人物。
2.掌握描述工作和性格的词汇
“先学后教，当堂训练”
模式
培养学生学习先进、努力奋斗的精神
Reading 1
《当堂训练》
《课课练》
Period 3
1. 学生能灵活运用所学单词，短语和句型。
2. 3.掌握并运用描述工作和性格的语言技能
“先学后教，当堂训练”
模式
进一步巩固所学内容，温故而知新，内化语言知识，提升实践能力。
Reading 2
《当堂训练》
《课课练》
Period 4
学会使用并列连词and、but、or和so
2. 学会使用并列连词both…and… not only…but also、either…or和neither…nor
“先学后教，当堂训练”
模式
提高语言运用能力，增加学习成就感。
Grammar《当堂训练》
《课课练》
Period 5
从书面和口语形式中了解生肖、星座与性格的关系
2.学会谈论一个人的性格
“先学后教，当堂训练”
模式
学会谈论一个人的性格
Integrated skills
《当堂训练》
《课课练》
Period 6
1. 让学生了解略读法
2. 学会略读一篇文章，
找到所需信息
“先学后教，当堂训练”
模式
掌握阅读英文小说的基本方法，能读懂简单的英文小说。
Study skills《当堂训练》
《课课练》
Period 7
1. 学会组织观点并用事例支撑观点
2. 完成一封推荐信。
“先学后教，当堂训练”
模式
通过运用本单元所学语言描述人的性格和能力
Task
《当堂训练》
《课课练》
Unit 1 Know yourself
课 题
Unit 1Comic strip and welcome to the unit
主备人：
课 型
新授
课时：第 1 课时
教 学
目 标
1. Using some adjectives to describe one’s personalities;
2. To know some useful phrases in this period;
3. Different personalities like different jobs.
教学重点
1. To let students know the background of different places in the world and talk about them.
2. The usage of adjectives.
教学难点
How to talk about personalities effectively.
How to grasp some adjectives and useful phrases.
教学准备
Tape recorder
教学内容及过程
二次备课
Teaching procedures
Step 1.Lead in
Teacher says, ‘Hello, everybody! We haven’t seen each other for a long time. Were you happy in winter holidays? Did you have a good time? Where did you go? What did you do? What did you eat? What food is your favourite? Have you visit your best friends?’
Introduce your best friend with different adj .
Eg: creative adj. 有创造力的；创造性的
curious adj. 好奇的
energetic adj. 精力充沛的
modest adj. 谦虚的
organized(=organised) adj 有条理的；有效率的
Ask students to practice reading the words I introduced just now.
Step 2 Brainstorm
Ask ss to write adjectives to describe personalities as many as possible in groups .Ask some volunteers to try to read and explain them in English . Match these adjectives with their meanings
Organized -----keep ….in good orders modest-----the opposite of show off
Patient -------- without getting angry creative ----think of new ideas
Curious ------- eager to know or learn energetic -----full of energy
Ask ss to choose one adjective to describe themselves
Step 3 Presentation
1. Teacher asks, Do you still remember Hobo and Eddie? How are they this term? What are they talking about now? Let’s listen to the tape. (Play the tape for the Ss to listen to the dialogue between Hobo and Eddie.)
2. Ask some questions about it:
What makes generous people feel good?
Is Eddie really generous?
Why did Hobo eat up all the breakfast?
Step4 Explanation
Explain the important phrases and sentences in the dialogue.
Step 4 Practice
1. Work in pairs and drill the dialogue.
2. Ask some Ss to act the dialogue out.
Step 5 Presentation
A. Some words are often used to describe people's personalities.
Help Millie complete the following sentences with the words in the box.
B. Millie and her classmates are talking about their own personalities
and the kind of job they like or dislike. Work in groups and talk about yourselves.
Use the conversation below as a model.
C. Explain and Practice using the following phrases and sentences.
keeps all her things in good order.
shows off
repeat grammar rules for us.
comes up with
Neither my parents nor I think I can make a good accountant.
It's terrible for me to work without speaking all day long.
Step6 Homework
1. Recite the important sentences.
2. Preview Reading.
板书设计
教学反思
课 题
Reading (1)
主备人：
课 型
新授
课时安排：第 2 课时
教 学
目 标
1.To grasp main ideas and details using different reading skills (skimming ,scanning )
2. To know the relationship between jobs and personalities by reading the article.
3. To take suitable jobs according to one’s own personalities.
教学重点
1.To recognize and understand vocabulary about characteristics and other important words; impress, creative, sculpture, praise, accountant, energetic, take the lead, fall behind, challenge, connect, standard, modest, surgeon, carelessness, extra, devote to, respect
2.Grasp set phrases and some sentence patterns in this period
教学难点
1. How to talk about jobs and personalities with some new expressions.
2.To use adjectives to describe someone’s characteristics.
教学准备
Tape recorder
教学内容及过程
二次备课
Teaching procedures
Step 1 Brainstorm
Write down adjectives to describe personality as many as possible .explain some of them in English then do B1in P10
1 A creative person can produce something new or a work of art .
2 An active person enjoys taking part in different activities
3 An energetic person has lots of energy
4 A modest person does not talk much about his or her abilities
5 An organized person can plan his or her work well
6 A patient person can wait without getting angry.
Step 2 Lead-in
T introduce his or her own personality and his or her job then show pictures of Wu Wei Su Ning Liu Hao Fang Yuan .Ask ss to describe their personalities and guess their jobs .
Step 3 Reading
Read the passage quickly and find four person’s jobs to check whether their guesses are right or not.
Step 4 Reading
Play the tape for ss to listen and repeat, pay attention to stress and intonation.
Step 5 Reading
Divide us into four groups, each group read one person’s article Wu Wei Su Ning Liu Hao Fang Yuan. Write down main ideas about the person and finish B3in P11.
Step 6 Ask and answer
Each group describes the person they read then ask other group questions. Do Ex B2 in P10. Tell true or false according to the text
1 Wu Wei’s friend does not think that his work is very good.
2 Wu Wei’s sculptures are famous all over the country.
3 Su Ning was once happy with her job as an accountant.
4 Su Ning changed her job 5 years ago
5 Liu Hao is the chief engineer of the new bridge.
6 Liu Hao’s team members find it difficult to work with them
7 Fang Yuan thinks doctors should be very careful
8 Fang Yuan spends most of her time on her work.
Step 7 Summary
What did you learn in this period?
Step 8 Assignment
1 Finish off the paper
2 Recite the passage
板书设计
教学反思
课 题
Reading (2)
主备人：
课 型
新授
课时安排：第 3 课时
教 学
目 标
1. To know further information about four persons by close reading
2. To cultivate good personality due to the relationship between personality and jobs
3. Grasp set phrases and some sentence patterns in this period
教学重点
1. grasp set phrases and some sentence patterns in this period
2. write a short passage about one’s own personality and jobs
教学难点
1. Get the students to master some words and useful expressions.
2.Try to retell the article with their own words
Learning difficulties: Try to retell the article with their own words
教学准备
Tape recorder
教学内容及过程
二次备课
Teaching procedures
Step 1 Leading-in
Ask some questions about the passage.
Step 2 Explanation
be happy with = be satisfied with 对……感到满意
a born artist 一个天生的艺术家
impress the whole country with his creative work
他的富有创造力的作品给全国人民留下深刻的印象
win high praise from the art community 赢得艺术团的高度赞扬
praise sb for sth 因某事表扬某人
give up 放弃（代词放中间）give up doing sth = stop doing sth放弃做某事
work for the sales department in a big company 在一家大公司的销售部工作
day after day 日复一日
the general manager 总经理
either ……or …… 要么……要么……，或者……或者……（就近原则）
take the lead 处于领先地位，带头
fall behind 落后 (fall in 生病)
be ready to do 准备做某事
take on new challenges 接受新的挑战
the chief engineer 首席工程师
connect……with/to …… 把……和……连接起来
be connected with 与……有联系
a miss is as good as a mile 差之豪厘，谬以千里（as good as与……几乎一样，简直是）
can’t afford to do 负担得起（费用、损失、后果）多用于否定句和疑问句中
make mistakes 犯错误
pay attention to every detail 注意每个细节 （to 为介词 + doing sth ）
work to high standards 工作高标准
work with 与……一起工作
a pioneer heart surgeon 一位心脏外科手术的带头人
can’t be too careful = can never be too careful 再怎么细心也不为过
be willing to do sth 愿意做某事
devote oneself/ one’s life / time to 把……奉献给……（to为介词,后接名词，代词，动名词）
respect sb = have / show respect for sb 尊重，尊敬某人
be suitable for 适合
Step 3 Practice
Finish some exercises.
Step 4 Homework
Do some exercises.
Recite some important sentences.
板书设计
教学反思
课 题
Grammar (1)
主备人：
课 型
新授
课时安排：第 4 课时
教 学
目 标
1. Use conjunctions “and but orso” correctly
2. Learn to make rules about the usages of and but orso
3. To cultivate ss’ team sprite by studying in groups
教学重点
Make rules about the usages of and but orso and use them correctly
教学难点
How to use and, but, or and so.
教学准备
CAI paper
教学内容及过程
二次备课
Teaching procedures
Step 1 Presentation
Present some sentences including but, or and so.
Step2 Conclusion
Help students conclude the usage of these conjunctions.
We use “and" to join ideas that are similar.
We use "but" to join ideas that are different.
We use "or" to introduce another possibility.
(In negative sentences, we use "or" to join two or more ideas.)
We use "so" to express the result of sth.
Step 3 Practice
Do exercise A on page 12 and check answers.
Step 4 Explanation
accept others’ advice 接受别人的建议
think twice (about sth )三思而行
be /get angry with sb 生某人的的气
be /get angry at/ about sth 因某事而生气
worry too much担心太多
be patient / impatient with 对……有/ 没有耐心
both ……and …… 连接两个主语时，谓语动词用复数形式
not only ……but (also )…… 不但……而且…… （就近原则）
do the washes 洗碗，洗餐具
animal signs 生肖
appear in a fixed order 按照固定的顺序出现
make his lesson lively and interesting
使他的课上得生动而有趣（lively活泼的，生气勃勃的指人或物）
in all 总共，总计
people born under the same star sign出生在同一星座下的人们
share similar personalities具有相似的个性
be similar to 与……相似
be similar in 在某方面相似
depend on 依靠
lunar calendar 农历
be divided into被分成 divide ……into …… 把……分成……
Step5 Homework
Do some exercises.
板书设计
教学反思
课 题
Grammar (2)
主备人：
课 型
新授
课时安排：第 5 课时
教 学
目 标
1 Use conjunctions “both…and…,not only …but also …, either …or …, neither …nor …” correctly
2 Learn to make rules about the usages of “both…and…,not only …but also …, either …or …, neither …nor …”
3 To cultivate ss’ team sprite by studying in groups
教学重点
Make rules about the usages of “both…and…, not only …but also …, either …or …, neither …nor …
教学难点
To learn the use of both…and; not only…but also; either…or…; neither…nor…
教学准备
Tape recorder
教学内容及过程
二次备课
Teaching procedures
Step 1 Revision
Revise the usage of and but or so .
Give English for these sentences.
生活就像赛跑，你要么领先要么落后
Life is like a race. You either take the lead or fall behind .
粗心对我们和病人都将是一场灾难
Carelessness will be a disaster not only to ourselves but also to patients
Tom 和Lily 两人都是学生
Both Tom and Lily are students
我和父母都认为我不会是一名好的会计
Neither my parents nor I think I can be a good accountant
Step 2 Lead-in
Ask ss to pay attention to the words underlined. Tell them they are also conjunctions. They can be used to connect two subjects predictives objects adverbials and so on .
Ask ss to read SBP13 and fill in the blanks
We use “both …and …”to
We use “not only …but also …”to
We use “either …or …” to
We use “neither …nor …” to
When we use these conjunctions ,please pay attention to the form of verbs . “both…and…”is always plural ,but the verb form after “not only …but also …either …or…neither …nor…”can be plural or singular ,depending on the subject closer to the verb .
Step 3 EXX
Fill in the blanks with suitable conjunctions
1 my father my mother are good teachers
2 my father my mother goes to work .we visit my grandparents.
3 you I will go there, because there is only one seat left.
4 Jackie Chan is a pop singer a famous director.
5 You can watch TV do your homework.
6 You can read about it from some books on the Internet.
Step 4 Practice
Ask ss to do the exercises B1and B2 in SBP14.in groups then check answers.
Step 5 Summary
We use “both …and …”to
We use “not only …but also …”to
We use “either …or …” to
We use “neither …nor …” to
When we use these conjunctions, please pay attention to the form of verbs . “both…and…”is always plural ,but the verb form after “not only …but also …either …or…neither …nor…”can be plural or singular ,depending on the subject closer to the verb .
Step 6 Assignment
Recite the usage of these conjunctions learned in this period.
Finish off the paper.
板书设计
教学反思
课 题
Integrated skills
主备人：
课 型
新授
课时安排：第 6 课时
教 学
目 标
1. To listen and get useful information from the tape,
2. To know the difference between animal signs and star signs
3. To communicate with each other about animal signs and star signs and what characteristics they represent.
教学重点
To communicate with each other about animal signs and star signs and what characteristics they represent.
教学难点
How to communicate with each other about animal signs and star signs and what characteristics they represent.
教学准备
Tape recorder
教学内容及过程
二次备课
Teaching procedures
Step 1 Lead-in
Ask them to say something about animals they have known and their characteristics.
Read through the table on page 15
Use the picture in part A1 to teach them some new words.
Discuss the 12 animals by asking the following three questions:
1 What other characteristics does this animal have?
2 What other animals are loyal/ lively/ practical/ powerful?
3 What is your animal sign and does it decide your personalities?
Step 2 Pre-listening
Get students to read Part A2 carefully and try to use the information in part A1 to complete it as much as possible
Step 3 listening
Play the tape for students then check their answers.
Step 4 consolidation
Discuss with students:
1 What’s the difference between animal sign and star sign?
2 Can they decide your personalities? If not, what decides yours?
Step 4 practice
1 Get students to finish part A3 with the information in Part A1 and A2 as much as they can before listening.
What does the colour represent?
Why does she wear the colour?
Do you think they match well?
2. Show the advertisements on page 33 and look at them carefully. Tell me which one do they like best and choose one picture to write about.
Let them discuss with their partners answering the above questions.
3. Write their own articles. Use the table and report on page 32 to help.
4. Ask them to correct for their partners and if time permits, choose some articles to present in class.
2 Play the tape for students to get the rest missing words, then check their answers.
3 Consolidate it by asking:
What are the similar things between animal signs and star signs?
How should we read them?
Speak up
Step1 lead-in
Get students to have a free talk about their animal signs
Step 2 pre-listening
Present the following questions:
1 what’s Joe’s animal sign?
2 Is what it says about him true?
Step 3 listen and answer
Play the tape for students then check their answers.
Ask them to open to page16. Read and answer:
1 How about Julie’s animal sign?
2 What do you think of animal signs?
Step 4 Act and practice
Get students to read and act the dialogue out.
Then ask them to make up their own dialogue.
Step 5 Explanation
1 it’s you who shape your life and your future.强调句型
2 That’s not the case.
3 it says & what it says& it’s said
4 believe & believe in
板书设计
教学反思
课 题
Study skills
主备人：
课 型
新授
课时安排：第 7 课时
教 学
目 标
To know the reading skill skimming
教学重点
To know the reading skill skimming
教学难点
To use the reading skill skimming
教学准备
Tape recorder
教学内容及过程
二次备课
Teaching procedures
Step 1 Presentation
Get students to read p 17 and answer:
What does skimming mean?
when is skimming used?
What information can we get when skimming?
Step2 Practice
Have students Skim the passage and answer the three questions on page 17.
Then check their answers.
板书设计
教学反思
课 题
Task
主备人：
课 型
新授
课时安排：第 8 课时
教 学
目 标
1. To understand the uses of charts
2. To use charts to make notes of a piece of writing
教学重点
To use charts to make notes of a piece of writing
教学难点
To learn the use of both…and; not only…but also; either…or…; neither…nor…
教学准备
Tape recorder
教学内容及过程
二次备课
Teaching procedures
Step1 Lead-in
1 Ask them to say something about different classmates and different personalities.
What do you think of …? Why?
2 Read through the flow chart on page 18 and answer:
What personalities does David have?
Why do you think so?
3 Read Part B and complete the report using the information on page 18. Check the answers and read it.
Step 2 Presentation
1. Ask the students how to write the article.
The article must include:
Who will you recommend?
Why do you recommend him/ her?
(opinions and facts)
What good personalities does he/ she have?
And what does she / he often do?
2 Let students discuss with their partners about the above questions.
Guide students to read part B carefully.
Tell them to recommend a classmate to be This year’s Best student. Ask them to write a recommendation letter and they can use part B as a model. They can use the expressions on page 18 to help.
Step 3 Write
1 Ask students to write their own articles.
2 Get them to correct for their partners and if time permits, choose some articles to present in class.
板书设计
教学反思