翔宇教育集团课时设计活页纸
九年级教案活页纸 主备人: 徐德荣 审核人: 陈启文
总课题 9A Unit4 TV programmes 总课时 10 第6 课时
课题 Grammar(B) 课型 新 授
教学目标 知识目标 To use ‘while’ and ‘as’ to talk about when things happen.To use comparative and superlative adverbs.
能力目标 培养学生理解运用的能力
情感目标 培养良好的学习习惯，生活习惯有利于身心健康
教学重点 连词‘while’,‘as’的用法以及副词比较等级的用法
教学难点 如何准确地运用这两部分的语言知识
课前预习 Get ready for Grammar C & DPay attention to the new vacabulary
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教 师 活 动 学 生 活 动 备课札记
Step 1RevisionTranslate some phrases by using ‘between…and…’,‘from…to…’ and ‘before, after, until’Step 2 Explain that ‘while’, ‘as’ mean ‘at the same time as’. We use them to talk about two or more actions that happen at the same time.(It is important to learn this topic)Step 3Ask four students to read out the four examples on page 67 and spend more time to explain them. Ask some able ones to give their own sentences and put forward their own questions. 巩固练习，进一步夯实基础指出本堂课的重点内容，侧重强调它们的区别
翔宇教育集团课时设计活页纸
教 学 过 程
教 师 活 动 学 生 活 动 备课札记
Step 4Explain the context of the exercise at the top of page 68. Millie is asking Daniel about what he did last night. Ask students to read through the conversation for all over meaning and complete with ‘while’ and ‘as’.Step 5 Act outStudents read the completed speech bubbles and the teacher divides the class into groups to role-play the conversation.Step 6Give students some examples using adjectives comparatives and superlativesRemind them most adverbs ends with -ly: carefully, badly, easily, seriously, late, fast, etc..We use the same structure as when we compare adjectives.Step 7Tell students to look at the picture in part D and identify which came first, second and third in the race. Go through the grammar table at the top of page 69.Step 8Explain the context of the exercise at the bottom of page 69 and ask students to complete it on their own.Homework:Preview the next part. 阅读小短文，找出主旨大意，Daniel昨晚的活动根据提示，用适当的连词填空，校对答案并分角色朗读要求学生归纳形容词比较等级的构成，点明副词的比较等级类似于形容词讨论表格中副词比较等级的构成，处理练习中的常见问题，或困惑
教后记：
翔宇教育集团课时设计活页纸
九年级教案活页纸 主备人: 徐德荣 审核人: 陈启文
总课题 9A Unit4 TV programmes 总课时 10 第7 课时
课题 Integrated skills 课型 新 授
教学目标 知识目标 1. To identify the context for an interview and distinguish between three different interviewees.2. To identify main ideas and vocabulary and use this information to complete a report.3. To talk about preferences in TV programmes4. To respond to opinions5. To express agreement and disagreement
能力目标 培养学生的综合运用语言的能力，把所学的知识付诸实践
情感目标 适当地看电视或听广播有利于激发学生学习的热情，一张一弛，文武之道。
教学重点 识别采访的语境大意，区分不同的采访对象
教学难点 识别采访的语境大意，完成信息报告
课前预习 Get ready for Integrated skillsListen to the tape for the main idea
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教 师 活 动 学 生 活 动 备课札记
Step1Talk about many different types of TV programmes.Step2Explain the context. Millie is interviewing schoolmates about TV viewing preferences. Ask them to read the profiles of the three students in Part A1 before listening to the recording.Tell them that they will be able to complete all the information in Part A2 by listening 讨论不同类型的电视节目介绍一些同班同学的一些个人信息如爱好等
翔宇教育集团课时设计活页纸
教 学 过 程
教 师 活 动 学 生 活 动 备课札记
carefully.Step 3Get an idea of each interviewee’s interests with the help of the table at the top of Page 70. Play the recording for the first time without referring to the textbooks.Step 4Play the recording, stopping after each answer to let them complete all the information in Part A2.Step 5Tell students to look at the answers, look closely at the information they are missing and ask students to read one answer each and check for mistakes and mispronunciation.Step 6 Explain to students that Part A3 is a report about the interview on Page 70.Finish the exercise on their own.Step 7Choose two students to play the roles of Kitty and Millie and ask them to read the conversation out loud. Tell them to change roles and read the conversations again. Then tell the students to talk about their own TV preferences, using Kitty and Millie’s conversation as a model and replacing the underlined words with their own information.Step 8HomeworkDo some exercises.Preview the next lesson Pronunciation 根据表格内容，说出每位采访者的兴趣所在。听录音，完成便条中所缺信息读出每处答案，纠正错误发音或拼写等表演一组对话，改变角色即用真实姓名，表演，使对话更具真实性
教后记：
翔宇教育集团课时设计活页纸
九年级教案活页纸 主备人: 徐德荣 审核人: 陈启文
总课题 9A Unit4 TV programmes 总课时 10 第8 课时
课题 Pronunciation 课型 新 授
教学目标 知识目标 To understand and distinguish the differences between /s/, /z/ and /iz/ sounds
能力目标 准确地发出/s/, /z/ and /iz/这三个音。
情感目标 /
教学重点 识别，区分并能正确地发出/s/, /z/ and /iz/这三个音
教学难点 区分并能正确地发出/s/, /z/ and /iz/这三个音
课前预习 Get ready for Pronunciation
教 学 过 程
教 师 活 动 学 生 活 动 备课札记
Step 1Ask a few students to present their conversation about the types of TV programmes that you like or dislike to the class.Step 2Explain to students that there are three different ways to pronounce ‘-(e)s’ endings. The endings can be pronounced /s/, /z/ and /iz/Step 3Remind the students to make a list of phonetic symbols or just go through the list with them, pointing out which consonants are voiceless.Step 4Ask students to read the example words for the /s/, /z/ and /iz/ sounds.Ask them to repeat after you together. Listen carefully for correct pronunciation of the 畅所欲言，讨论各自喜欢的电视节目类型介绍s在单词末的三种发音归纳出s在单词末的三种发音规则
翔宇教育集团课时设计活页纸
教 学 过 程
教 师 活 动 学 生 活 动 备课札记
‘-(e)s’ endings. Ask a few students to read out the words to the class and ensure they are pronouncing the endings correctly. Ask the rest of the class if they can hear the difference.Step 6Explain to the students that they do not have to fill in any answers for Part A. All they have to do is to listen carefully to the different pronunciations and try their best to imitate them.Step 7Play the recording through once without stopping. Tell them to listen carefully and follow the words in the books.Play the recording again and tell students to repeat each word out loud after it has been read. Tell students to ask questions if they are confused by any of the pronunciation.Step 8Tell the students to complete Part B on their own as this will be a good indication of how well they have understood this section.Tell them to listen carefully to the recording and write down whether each word ends in an /s/, /z/ and /iz/ sound.Homework:Preview main task/ recite the new vocabulary. 听录音跟读，模仿并纠正错误发音检验学生的理解与运用效果
教后记：
翔宇教育集团课时设计活页纸
九年级教案活页纸 主备人: 徐德荣 审核人: 陈启文
总课题 9A Unit4 TV programmes 总课时 10 第9 课时
课题 Main task 课型 新 授
教学目标 知识目标 1．To think about TV preferences2．To plan a TV programme3．To write an outline of a story4．To write a TV programme
能力目标 培养学生的写作能力
情感目标 培养良好和谐的人际关系
教学重点 写一个故事提纲，并根据提纲写一个电视节目
教学难点 写一个故事提纲，并根据提纲写一个电视节目
课前预习 Get ready for Main task
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教 师 活 动 学 生 活 动 备课札记
Step 1Explain the context of the main task. There is a competition to write a story for a TV programme. Daniel and Simon have entered it. They wrote an outline and the story.Step 2Choose the students to read the background and plot in Part A.Step 3Ask some questions to check understanding ① Who is the programme about ② How many people are there in Chen family ③ Who are they ④ Do the children get along well 开门见山，直点主题，写一篇关于电视节目的文章让学生读一篇范文的背景和情节通过问题来检验学生的阅读效果
翔宇教育集团课时设计活页纸
教 学 过 程
教 师 活 动 学 生 活 动 备课札记
⑤ What did Nancy and Victor argue about ⑥ What happened to the remote control Step 4Ask students to complete Part A2 using information from the outline in Part A1. And then check in class.Step 5Ask a few students what they think will happen next in the story. Ask them what they would do if they were the characters. Discuss in pairs.Step 6 Divide the class into groups. Tell students they are entering the competition.① Think of an idea for a TV programme② Think about where the programme takes place, the characters in the story and the personalities and favourite activities of the characters.③Remind students that they can choose whichever they like, and use their imaginations to develop the plot. If they wish, they can use other elements.Step 7 Ask students to write a story for their programme using the elements in their outline.Homework: Write another article about your favourite TV programmePreview Checkout 根据提纲信息，完成范文的第一部分让学生猜测接下来故事会如何发展，设置悬念让学生参与讨论一篇文章应遵循的一些步骤与环节让学生充分发挥想象，发展丰富故事情节现场展示部分杰作，一起分享成果
教后记：
翔宇教育集团课时设计活页纸
九年级教案活页纸 主备人: 徐德荣 审核人: 陈启文
总课题 9A Unit4 TV programmes 总课时 10 第10 课时
课题 Checkout 课型 新 授
教学目标 知识目标 1． To review key vocabulary and grammar items taught in the unit.2．To give students the opportunity to practise the grammar and vocabulary items, and to gain confidence through doing so3．To allow students to check their progress and ask any questions they may still have
能力目标 让学生有机会体验自己是否已理解本单元的新词汇和语法项目
情感目标 给学生机会练习语法和词汇项目，通过练习增强学生的信心
教学重点 复习本单元的词汇和语法项目
教学难点 /
课前预习 Get ready for Checkout
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教 师 活 动 学 生 活 动 备课札记
Step 1Tell students that this is revision and that they have already learnt these words and grammar items. Remind students that this is an opportunity to ask questions about anything they still do not understand.Step 2Explain the context of Part A. Daniel and Simon have won the TV programme competition. Daniel is writing to Simon about it. 解释感谢信的语境读书信了解大意
教 学 过 程
教 师 活 动 学 生 活 动 备课札记
Step 3Ask students to read through Daniel’s letter for overall meaning before they begin filling in the blanks.Step 4Ask students to complete the letter by choosing the best words from the blankets. And then read out the paragraph each. Step 5Tell students that there are five words from the unit hidden in the puzzle in Part B. Ask them to circle the words as they find them. Step 6Ask students who have finished the word puzzle first to read out the five words found in the guide. Homework:Review the whole unit and complete a unit paper. 根据括号里的最佳选项来完成Daniel的信通过游戏的方式猜测单词，最先找到所缺单词的同学获胜，激发学生参与的热情
教后记：翔宇教育集团课时设计活页纸
九年级教案活页纸 主备人：骆文勇 审核人： 沈爱萍
总课题 9A Unit 6 Detective stories 总课时 10 第1 课时
课题 Comic strip & Welcome to the unit 课型 新授
教学目标 知识目标 To understand clues about a crime.To read notes on four suspects and decide which suspect is most likely to be guiltyTo draw a picture of the suspect.
能力目标 Describe a person
情感目标 Learn to tell a good man from a bad man
教学重点 Vocabulary about describing a person
教学难点 Learn to describe a man
课前预习 Preview the new words and phrases
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Step1. warm-upAsk: What do you want to be when you grow up Why Do you think of being a detective when you grow up (Give your opinions to be or not)Do you know something about the things about detective stories etc.Step2. welcome to the unitExplain the context.This is a detective’s report. Everyone wants to make sure who the murder is , so let the Ss read the profiles of every suspect in Part A Discuss in groups of four and guess who is the murder.Ask some students to stand up to say who the murder is .and give out the reason, sent the best drawer to draw out the murder on the blackboard Talk about their own dreams and give the reasonsDiscuss something about detective Discuss and guess who is the real murder 看侦探方面的故事是很多学生所喜爱的事情,所以这话题很容易引起他们的兴趣
教 学 过 程
教 师 活 动 学 生 活 动 备课札记
Compare which team is the best group.Underline some words and phrases about describing a person’s appearance.Step 3. Practice Still in groups, learn to describe their own friends’ appearance, using the phrases they learned.Have a speech, choose the best speaker and give him some prize.Step 4. comic stripes Give a listening task Questions:1.Why is Eddie dressed like a detective 2. What is he really looking for Play the tape for the Ss to catch the answers.Act the dialogue out in pair Discussion : What do you think of Eddie Do you like him Point out the phrases:dress sb / dress upgo missingStep 5 Topic Talk about the topic of this unit and guess some vocabulary Learn about some famous detectives in the world Learn to tell a detective story After learning some vocabulary about describing a person, try to describe a friend of theirs by themselves Listen to the tape and find sth about Eddie 让学生了解如何用英语去描述一个人让学生认识到本单元的主题是侦探,预习并搜索相关的词汇与故事
翔宇教育集团课时设计活页纸
九年级教案活页纸 主备人：骆文勇 审核人： 沈爱萍
总课题 9A Unit 6 Detective stories 总课时 10 第2课时
课题 Reading (A) 课型 新授
教学目标 知识目标 1. To understand key vocabulary related to crime.2. Understand sentences as true or false by reading3. Know about the main meaning of the text.
能力目标 To develop the students’ abilities of listening, speaking, reading and writing.
情感目标 have a sense of protecting yourself
教学重点 Know something about the detective story by reading
教学难点 Learn some vocabulary about the crime
课前预习 New words about this text
教 学 过 程
教 师 活 动 学 生 活 动 备课札记
Step 1. Presentation
1) Say: Good morning, everyone. First of all, let’s watch a part of a film.
2 Say: Just now we saw a young man in the film. What did he do Yes, he murdered the woman, his wife. He was the murderer, the attacker. And his wife is the victim. (Write the three words on the Bb.)
Step 2 Reading
1. Say this film is full of horror and mysteries. Now today we shall read another murder story. Please open your books and turn to P96. Here’s the article about the murder from a newspaper. Before we read it, let’s deal with the new words first. 2 skim and answer the following 3 questions:a) Who was murdered
b) When did the murder take place
c) So far how many suspects do the police have Watch and feel the situation then learn the new words. 创设一案件的现场情景引入部分单词attacker,victim, and murder
教 学 过 程
教 师 活 动 学 生 活 动 备课札记
3 Scan
Say: Now please read the article more carefully and try to tell the following sentences T or F. If it is false, please correct the mistake.
a)The victim’s body was found in Valley Town. _____
b)The victim sold computer programs. _____
c)The victim worked in New Town, _____
d)It is possible that there was more than one ttacker.
e)The victim had lots of enemies. _____
f)The victim was attacked with a gun. _____
g)The suspect is a short, fat man. _____
h)The police have arrested the murderer. _____
i)The victim’s parents offered a reward for information. _____
Check their answers.
4 Listen
Say: Now listen to the tape and try to underline the difficult sentences and phrases that you don’t understand.
Read the article themselves for several minutes, then ask 8 students to read one paragraph by one paragraph. While reading, after each paragraph, do some explanations about the difficult points. Also do some explanations about the title. Show the students more examples.
Read together with the tape once.
Step 3. Skim
1) Ask the students to work in pairs and tick out the main idea of the article.
victim: clues:
suspects: the police:
2) Check out their answers orally, then give out the answers on pieces of paper. Read the text carefully again and learn more about the text.Make sure the language points they can’t understand. Read again and tick out the main ideas of each paragraph. 通过“情境导入—词汇教学——快速阅读—研读—分析疑难知识点”等环节激发学生的兴趣，引导学生掌握一定的阅读技巧，了解文章基本概况。
翔宇教育集团课时设计活页纸
九年级教案活页纸 主备人：骆文勇 审核人： 沈爱萍
总课题 9A Unit 6 Detective stories 总课时 10 第3课时
课题 Reading (B\C.) 课型 新授
教学目标 知识目标 Grasp the phrases and expressions Have a better understanding about the text.Retell the story easily.
能力目标 Improve Ss’ listening , speaking, reading and writing
情感目标 Learn to protect yourself
教学重点 Use the phrases and expressions fluently.
教学难点 Describe the story easily
课前预习 Finish off all the exercises in their books
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Step1:RevisionGo over the words and have a dictation of some of phrases the body of a 22-year-old man in the doorway of a clothes shopa computer programmerbe killed somewhere elsetop detectivebe attacked with a knifebleed to deathas a resultput up a good fightcheck the scene for fingerprints and other cluesbe guilty of computer crimebe charged withso farbreak heavily Prepare for the dictation 温习并听写检测学生所学
教 学 过 程
教 师 活 动 学 生 活 动 备课札记
Have blood on his shirtOffer a reward of 5000 yuan Contact the policeOver the last yearStep2: Read and Consolidation1. Read and Put the following events in order.The victim died.The body was found in the doorway of a clothes shop.The victim’s parents offered a reward for information.The victim struggled with the attackers.The victim was charged with computer crimes.The police checked the scene for clues.The victim left his office in New Town.2. Fill in the blanks according to the text.A young man was m______ in Valley Town. The body was f____ in the doorway of a clothes shop. The v___ was a computer programmer who worked in New Town. When he l___ his office, he said he was g____ to visit his parents.The murder t___ place between 9 pm and 1 am last night. The victim was killed w___ a knife and there was evidence of a struggle. We are checking the scene for f_____ , which will help us find the murder.A witness saw a man running down Upper Street with b____ on his shirt. But the man said that he was not g____.Step 4 homeworkStep3.RetellRead the paragraphs one by one, learn the main idea, and find out the key words and try to retell the story one by one. Step 4. Exercises Read the text more , be more familiar with the context and finish the exercises in their books. Enable the Ss retell the story. 本课时重点是“双基”训练并引导学生化知为能，根据文章内容尽可能多的设计不同形式的任务，从多方位培养学生能力。
教后感想:
翔宇教育集团课时设计活页纸
九年级教案活页纸 主备人：骆文勇 审核人： 沈爱萍
总课题 9A Unit 6 Detective stories 总课时 10 第4 课时
课题 Vocabulary 课型 新授
教学目标 知识目标 1. To understand and use vocabulary relating 2 .Know how to express themselves while meeting others
能力目标 Learn to identify different types of crimes and criminals
情感目标 Far from the crimes and criminals
教学重点 Name the types of criminals after learning this unit
教学难点 The same as above
课前预习 Words: kidnap kidnapping kidnapper murder murderer shoplift shoplifting shoplifter theft thief
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教 师 活 动 学 生 活 动 备课札记
Step1.Lead-in Show the students a video about Detective Kenyan.Ask students : What does Kenyan do What does a detective do (students various answers)How many kinds of crimes do you know about and what are they Step2. Pre-taskAsk students to match the words and the paraphrases.Kidnap A. a person who takes another person’s things secretlyrob B. steal sb. away by force in order to get money murder C. a person who takes things from a shop secretly thief D. unlawfully kill sb. ShoplifterE. take things or money from a person or a place by forceStep 3. Part A Watch the video and list the crimes they know, either in Chinese or in EnglishRead the paraphrases and match them with the suitable crime 先通过录象让学生感知一些犯罪,进而学习它们
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Ask students to write the correct words under each pictureusing the words from the box.Students peer checking, then present the correct answers.Extension Tell the students that we have learnt some names about crimes and criminals, here are some other names for them, could you guess their Chinese names Crimes criminalsBattery attackerDrug dealing drug dealerMugging muggerRobbery robberVandalism vandalMoney laundering money laundererBurglary burglarForgery forgerStep 4 CosolidationFill in the blanks according to the Chinese 1.He was charged with being the ___________(凶手).2.Those __________（小偷）were caught at last.3.There’re many ________________(犯罪行为)in that city.4.It is said the boy was ______________(绑架)last Friday.5.She was fined three hundred dollars for _____________(从商店偷窃商品).Fill in the blanks with right forms of the words given1. His body____(find) in the garden the day before yesterday.2.My food has _________(go)_________(miss).3.The story_____________(happen) last night.4.There __________(be) many changes over the years.5.He ______(charge) with _____(break) into my house soon.6. By whom _________ the young cook _________ (kill).7. Why __________ they ___________(kidnap) by you yesterday. Finish off the Part A and Part B and learn more about all kinds of crimesConsolidate what they learnt by exercises. 学习有关犯罪的词汇并即使的巩固.
翔宇教育集团课时设计活页纸
九年级教案活页纸 主备人：骆文勇 审核人： 沈爱萍
总课题 9A Unit 6 Detective stories 总课时 10 第5课时
课题 Grammar (A,B) 课型 新授
教学目标 知识目标 Distinguish commonly confused verbsGo on studying Reported Speech with tense changes
能力目标 Enable the Ss to grasp the Reported Speech further.
情感目标 Learn to talk about what someone else said.
教学重点 Enable the Ss to distinguish Commonly confused verbs and Reported Speech
教学难点 Enable the Ss to grasp how to talk about what someone else said
课前预习 Preview Reported Speech
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教 师 活 动 学 生 活 动 备课札记
Step 1: Lead—inT: Do you still remember the detective story ‘ Murder in Valley Town’ S: Yes. T: Who was killed S: A 22-year-old computer programmer. T: Where was he found S: In the doorway of a clothes shop in Valley Town. T: Was he killed there S: We don’t know. T: Yes. People are not sure whether the victim was killed somewhere else and then brought to Valley Town. Step 2: GrammarⅠ. take and bringWrite down the sentences on the blackboard. Check the understanding of the sentence by students. Then ask them if I can change the sentence into people are not sure whether the Make a dialogue to consolidate what they learnt. 通过编对话来复习所学的内容
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the victim was killed somewhere else and then taken to Valley Town. May some students will say ‘yes’ and some will say ‘no’. 2. Ask students to say the base form of the two words ‘brought’ and ‘taken’. Write them on the blackboard. They are ‘bring’ and ‘take’.Fill in the blanks with bring and take1.When you come , don’t forget to____ the wine with you.2. Look at the cloud. It’s going to rain. You’d better_____ an umbrella with you when you go to work.3._____ the empty box away and _____ me a full one.4.______ this present to your uncle’s house.hear and listen1. Play a short period of music and say, ‘Please listen to it carefully and tell me what you can hear ’ 2. Ask students to try to say the differences between the two words according to the sentence. Fill in the blanks with hear and listen to1. I___ a strange noise in the midnight yesterday.2. He was _____ to the radio when I came into the room.3. I ____ and ___ , but I could ___ nothing at all.4. Can you ____ the telephone ringing 5. ___ to that noise. It sounds like someone is moving future.6. It was so noisy that I couldn’t _____ the report.see, look and watchUse the computer to do some exercises and try to remember how to use them correctly.Distinguish look for, look after, look e and go1. Invite a student to show the use of the two words with you. Say, ‘Please come to the front.’ And ‘Please go back to your seat.’ The students should do as you tell him/her to do.2. Read the explanations and the example sentences Learn and consolidate the commonly confused verbs by exercises 和学生们一起来总结几组易错的动词并一起来练习.翔宇教育集团课时设计活页纸
九年级教案活页纸 主备人：陈锦娟 审核人： 陈启文
总课题 9A Unit 5 Films 总课时 10 第1 课时
课题 Comic strip&Welcome to the unit 课型 新授
教学目标 知识目标 1.To understand vocabulary relating to films and being a director2. To talk about different jobs in the film industry
能力目标 To know about vocabulary relating to films
情感目标 Know about favourite films
教学重点 Vocabulary relating to films and being a director
教学难点 Different jobs in the film industry
课前预习 Preview the new words and phrases
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Step 1 : Talking about students’ future plans.I would like to be …I want to be … I hope to be …I plan to be …I would rater be…I prefer to be …Step 2 : Talking about being a director.Stand by!Action!Take two !Good take! Listen and think their future plansThink and say out what they know about films. 和学生一起畅谈未来计划，引起学生对电影的兴趣。
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Step 3:Practicing being a director. Director Sun Director ZhangGet ready for action! Stand by !Start ! Go ! Action !Another one ! (Once more!) Take two!A good job ! Good take!Step 4: PresentationShow two pictures of Eddie and Hobo.Explain the meaning :daydreaming be realisticStep 5: Practicing the conversationGet Ss to fill in the blanks.Listen, Hobo, you’re very l____, you know.___ ____I’m your friend. Do you know _____I am Tomorrow’s TV_______!You A TV superstar Why don’t you_________ You should____________.You’re _____. I’m too _____for TV. I should be in _______ instead.Step 6: Discussion1. Eddie would like to be in Hollywood. Do you know anything about Hollywood Would you like to be in Hollywood “Hollywood” is a suburb of Los Angeles, California, and is the home of the American film industry2.Who is your favorite Hollywood film star Main task: Write an article about your favorite film star. Look at the pictures , learn new words and remember themListen and answer what they are discussing in the dialogue 让学生了解电影以及做导演有关的词汇。让学生认识到本单元的主题是电影。学习谈论不同类型的电影。
翔宇教育集团课时设计活页纸
九年级教案活页纸 主备人：陈锦娟 审核人： 陈启文
总课题 9A Unit 5 Films 总课时 10 第2课时
课题 Reading (A) 课型 新授
教学目标 知识目标 1. To understand key vocabulary related to a profile of Audrey Hepburn.2. To know some information about Audrey Hepburn
能力目标 To develop the students’ abilities of listening, speaking, reading and writing.
情感目标 Know about whether they are fans of Audery Hepburn
教学重点 Some names of Audrey’s films The past perfect tense
教学难点 To learn to use the past perfect tense
课前预习 To get as much information about Audery Hepburn
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Step 1 Revision1.Ask the students: Where does Eddie think he should be (Hollywood)Then show the picture of Hollywood, introduce something about Hollywood. Then ask Ss if they know some actors or actresses in Hollywood. Show some pictures of the Hollywood superstars.2.Ask Ss how much they know about the Oscars.Tell Ss that an Oscars is an award that is given in the USA each year for the best film,best actor ,etc.in the film industry.Step 2 Presentation 1.Introduce to Ss Audery Hepburn by showing them some of her film pictures.Ask them to read the reading passages to know more about her.2.Introduce some background information to the Ss. Listen and think. 和同学们一起复习卡通漫画为本课做铺垫提问学生对电影最高奖项了解多少。
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Step 3 Reading and Listening Ask the Ss:1. Who is the famous actress in Roman Holiday 2. Do you want to know more about Audrey Hepburn Then ask the students to read the report about Audrey Hepburn, play the tape for them to listen.Play the tape again, pause if necessary to explain some new words or names of films.Ask the students to answer the questions.Check the answers together.Step4 Parctice1.Have a quick reading and find out a sentence to describe Audrey Hepburn.●When Audrey died in 1993, the world mourned the loss of a great beauty,a great actress, a great humanitarian●People remember her not only just as a great actress, but also as a great humanitarian2.Look at the pictures and make sure the markers of the filmsStep 5 Fill in the blanksAsk the students to listen to the tape then try to retell the article. Then read it together.Step 6 ConsolidationHave a discussion. Did her success only depend on her beauty What can we learn from her Step 7 HomeworkWrite a passage about Audrey Hepburn. Read the text after the teacher, and have a general impression about it , then read it carefully grasp the details about it . Get Ss to make an interview.Here are some fans of Audrey Hepburn in our class.They know much about Audrey. You can ask them to know more about Audrey 通过“情境导入—词汇教学——快速阅读—研读—拓展与延伸”等环节激发学生的兴趣，引导学生掌握一定的阅读技巧，了解文章基本概况。
翔宇教育集团课时设计活页纸
九年级教案活页纸 主备人：陈锦娟 审核人： 陈启文
总课题 9A Unit 5 Films 总课时 10 第3课时
课题 Reading (B.C.) 课型 新授
教学目标 知识目标 1.To place headlines in the correct chronological order2. To identify statements as true or false based on the reading passage
能力目标 Describe Audrey Hepburn’s life
情感目标 Know about Audrey Hepburn’s career
教学重点 Use the phrases and expressions fluently.
教学难点 Describe Audrey Hepburn’s life
课前预习 Find as much information as they can about Audrey Hepburn’s career
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Step1.Revision1. Before doing Part B, revise something about Audrey Hepburn.2. Ask some Ss to retell the passage by looking at some key words on the screen. Step2 ConsolidationPart B.1.Ask Ss to read the words and definitions in Part B1 on page 80.Remind them that all the new words can be found in the reading passage..2.Ask Ss to complete PartB1 on their own.3.Ask Ss to read out one word and the definition each.4.Ask Ss to complete PartB2 on their own.Encourage them to ask questions if they don’t understand the meaning or vocabulary. Ss work out these exercises on their own.
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Part C1. Make several photocopies of the headlines in PartC1.Cut the headlines into strips so that there is one headline on one piece of paper.2. Divide the class into groups of four. Give each group a set of headlines.3.Ss then rearrange the headlines in the correct order ,the firstheadline at the top and the last headline at the bottom. 4.Ask Ss to write the order of the sentences in their books.5.Ask Ss to complete PartC2 by themselves.Explain that the passage in PartC2 is an article about Audrey Hepburn’s career.Ss have to write in the correct words over the “ink spots”6.Ask Ss to read our the article.Step 3Language pointsnot only …but alsothe loss of a great beautyput all one’s effort into…attract one’s attentionshortly after remember sb.asdevote one’s life into ,etc.Step 4 HomeworkAsk Ss which of Audrey Hepburn’s films they like most. Encourage them to respond using the following construction:My favourite Audrey Hepburn film is ….For stronger classes to give reasons for their choices. Finish the exercise in C2, make sure they are more familiar with the Career of Audrey Hepburn.Try to write down a passage about Audrey Hepburn. 本课时重点是“双基”训练并引导学生化知为能，根据文章内容尽可能多的设计不同形式的任务，从多方位培养学生能力。
翔宇教育集团课时设计活页纸
九年级教案活页纸 主备人：陈锦娟 审核人： 陈启文
总课题 9A Unit 5 Films 总课时 10 第4 课时
课题 Vocabulary 课型 新授
教学目标 知识目标 1. To use vocabulary to talk about different types of films
能力目标 Grasp the names of different types of films
情感目标 Name the types of films after learning this unit
教学重点 Grasp the names of different types of films
教学难点 Name the types of films after learning this unit
课前预习 Find some information about different types of films
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Step1.RevisionRevise the phrases and expressions in Reading one of Hollywood’s all-time favourite actressesnot only…but alsomourn…/for/over…at a very young age = when sb. was very youngattract one’s attentiona novel called Gigibe made into a play/film…insist that …shortly after etc.Ask the Ss to retell the content of Hollywood’s all-time favourite---Audrey Hepburn Listen , think ,and try to say out the phrases and expressions, and have a deep impression about them 提问并请人来复述课文，巩固我们所学的内容，加深学生对课文的理解。
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Step2.presentationPart A1. Ask a student to read out the types of films in the left-hand column in Part A on page 82.Ask another student to read out the meanings in the right –hand column.2. Complete this exercise as a class.Write the types of films from PartA on the board.3. Read out each category .Ask Ss to raise their hands if they know the types of films that matches the category.4. Encourage Ss to name the types of films they know.Part B1. Expalin that pictures in Part B are VCD covers .Each cover represents one of the categoies in Part A.Ask Ss to write the correct film type under each picture.2. Ask students to thik of any films that belong to the categories in Part A.Encourage them to think of as many examples as possible.3.Ask them to think of other kinds of films that are not listed here.Encourage Ss to give their edyEpic Historical filmThrillerWar filmExercisesFinish some exercises in class. Give Ss some clips of different types of films. 复习，导入并附以一定的练习巩固我们所学的内容
翔宇教育集团课时设计活页纸
九年级教案活页纸 主备人：陈锦娟 审核人： 陈启文
总课题 9A Unit5 Films 总课时 10 第5课时
课题 Grammar (A,B) 课型 新授
教学目标 知识目标 1. To use the past perfect tense to talk about past actions2. To use the past perfect tense to ask questions about past actions3.Use ‘should’, ‘ought to’, ‘had better’, ‘have to’and ‘must’to give advice
能力目标 Enable the Ss to grasp the past perfect tense
情感目标 Learn to give advice in a gentle way after learning this unit
教学重点 Enable the Ss to grasp the the past perfect tense
教学难点 Enable the Ss to grasp how to give advice
课前预习 Preview the present perfect tense
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Step 1. Revision完成句子1．他把一生奉献给了家乡的建设。He ________________________ his hometown.2． Sandy不仅歌唱得好，舞也跳得很美。Sandy ______________ well ________________ beautifully. Look and complete the exercises in class 练习来巩固所学的内容
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3．章子怡在电影《英雄》中扮演主角。Zhang Ziyi ______________________ in the film Hero.他坚持认为他的答案是正确的。He insisted that _______________________.家长提醒我们要好好照顾自己。Our parents ___________________________ ourselves.Step2 Part A1.Revise the Present Perfect Tense.2.Introduce the Past Perfect Tense and explain we mainly use the past perfect tense to show that one thing in the past happened before another thing in the past.3.Explain the examples in Part A.4.A1.Ask students to read the sentences and find out what action happened first.5.Check the answers6.Explain words and phrases students don’t understand.7.A2.Write out the past participle of the words.8.A3.Fill in the blanks . The students work alone.9.Tell the students the negative and the question forms.10.plete the dialogue and check the answers.Step 3 Part B1.Revise ‘speak up —giving advice’ on P33Ask students to find out the ways of giving advice in the dialogue.2.Explain we can also use different ways to give advice.Remind the students that ‘have to’ and ‘must’ are stronger than ‘should’ ‘ought to’ and ‘had better’.3.Explain the context of the exercise in Part B on plete what kitty says about Do’s and don’t at the cinema.4.Work out the rules. Homework:Finish off the exercises in the exercise book. Listen ,and be familiar with the past perfect tense then practice .had + v.ed (动词的过去分词)了解与现在完成时的区别以及与一般过去时的区别Get Ss to make sentences using “must ,should ,ought to ,had better ,have to” 先和同学们熟练过去完成时，然后操练。英语基地课时教案设计
九年级教案活页纸
总 课 题 9A Unit 3 Teenage problems 总课时 10 第 1 课时
课 题 Comic strip & Welcome to the unit 课 型 新授
教学目标 知识目标 1. Know the spelling of some words and usage of some phrases 2. Know the different meanings of ‘get’
能力目标 1. Talk about problems and their causes.2. Think about one’s problems and how to deal with them
情感目标 Express problems and talk about solutions.
教学重点 Talk about problems and their causes.
教学难点 Express problems and talk about solutions.
课前预习 1. Preview the new words and phrases2. Pre-learn Period 1: Comic strip & Welcome to the unit
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Step1 Warm-up1.Explain that most teenagers have problems. Tell them that if they ever need to talk about their problems, they should talk to their teachers, friends or family. Tell them that having a problem is nothing to be ashamed of ----- everyone has worries from time to time.2.Do a survey of the problems that thestudents in the class have.3.Discuss the problems questioned by the students.Step2. Comic strip1. Ask the students to listen to the tape with the books closed. And then answer a question “ What problem has Eddie got ”.2. Tell them that Eddie is getting fat. Here “get” means “become”. What other meanings does “get” have Listen and think what problems they have. Work in pairsDiscuss someproblemsListen and prepare for the questionThink about the usages of “get” 从学生身边的话题谈起，引发学生思考并讨论。引申get的不同含义，开展拓展性学习。
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选用所给词组的适当形式填空：get a good mark, get some help from, get enough sleep,get excited, get a bus, get married1). My uncle ______________ last year.2). Did you hear Simon __________________ in the exam 3). You didn’t ______________,did you 4). The audience _____________ when they saw Hello Kitty.5). My father _____________ to work every day.6). Shall we ________________ from an adviser Step 3. Welcome to the unit.Part A1. Review “noisy” and “quarrel”. Explain the students the different meanings of the two words . (these words mean “full of noise” and “argue”).2.Ask them to work in pairs to complete Part A on page 39. Once all students have finished, ask one student at a time to read out what they have written. Listen for mistakes and mispronunciation.Part B1.Make a survey of the problems. Write the following headings on the board:Not enough sleepNot enough time to do homework Too noisy to studyLonelyArgue with cousin/classmate/parentParents are always busy2. Read out each problem in turn, and ask students to raise their hands if they have this problem. Make a tally of the problems that students have. This will reinforce a group feeling. Finally, make a note of the biggest problem the class has. Write the following on the board:“The biggest problem Class …Grade ... has is …”3.Explain that part B is different from the previous exercise, as students have to rank how big these problems are in their lives. Do some exercises with the given expressionsListen and answer what they are discussing in the dialogueComplete Part A on page 39.Read out each problem in turnTry to answer the question: “The biggest problem Class …Grade ... has is …” Get的不同含义 “noisy” and “quarrel”的用法区别.青少年学生常见的问题
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4.Explain to students that number 5 means that this is a big problem for them while number 1 means it is a small problem.5.Tell students to complete Part B on their own. Ask volunteers to give their answers but do not force students. If there are no volunteers, do not go over the answers to this exercise with the class. Keep the students’ answers confidential.For stronger classes, ask students to add what they consider to be the biggest problems teenagers face to the list if these are different to those on the list.Step4 Homework1. Revise this period2. Pre-learn the next periodStep5.Notes after teaching Complete Part B on their own.Do some exercises after class
英语基地课时教案设计
九年级教案活页纸
总课题 9A Unit 3 Teenage problems 总课时 10 第2课时
课题 Reading (A) 课型 新授
教学目标 知识目标 To understand how to write about problems and to express feelings
能力目标 To ask for advice
情感目标 To recognize and understand vocabulary about problems.
教学重点 To understand how to write about problems and to express feelings
教学难点 To ask for advice To recognize and understand vocabulary about problems.
课前预习 1. Preview the new words and phrases of this period2. Pre-learn Period 2: Reading (A)
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Step 1.Revision Revise something learned in the last period.Step 2.Reading Part A1.Ask students whether they have read advice columns, e.g. , newspapers, magazines and websites. Bring in some samples from newspapers and magazines to show students.2.Explain the context. Millie and Simon have both written letters to a youth worker. 3.Ask students to scan the text and see if there are words that they do not know. Explain these words briefly.4.Read Millie’s letter aloud. Ask students to listen carefully to you and follow the text on page 40. Ask questions to check understanding, e.g.What is Millie’s favorite hobby (painting)What is Millie’s problem (She doesn’t have enough time for hobbies and homework.) Have a revisionListen to their teacher and try to answer some questionsScan the textListen and try to answer some questions 和同学们一起讨论属于他们自己的青少年问题
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5.Ask one student at a time to read a paragraph, ask students to say which parts of the text they do not understand. Clarify any points if necessary.6.Read Simon’s letter aloud. Ask students to listen carefully to you and follow the text on page 41. Ask questions to check understanding, e.g.When does Simon play football (After school until late.)How do his parents feel about it (They don’t like this and ask him to go home before 6 p.m.)7.Ask one student at a time to read a paragraph, after each paragraph, ask students to say which parts of the text they do not understand. Clarify any points if necessary.8.Some words and language points: achieve; advice; balance; colourful; give up; hand inStep4 Homework1. Revise this period2. Pre-learn the next periodStep5.Notes after teaching Read the paragraphs and try to answer some questionsLearn some words and language points:Do some Exx after class 遵循学生的思维规律,层层深入,同时注意阅读课的要旨是强调阅读,真正地达到提高学生的阅读能力.
英语基地课时教案设计
九年级教案活页纸
总 课 题 9A Unit 3 Teenage problems 总课时 10 第3课时
课 题 Reading (B.C.D) 课 型 新 授
教学目标 知识目标 To understand how to write about problems and to express feelings
能力目标 To ask for advice
情感目标 To recognize and understand vocabulary about problems.
教学重点 To understand how to write about problems and to express feelings
教学难点 To ask for advice To recognize and understand vocabulary about problems.
课前预习 1. Preview the new words and phrases of this period2. Pre-learn Period 3: Reading (BCD)
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Step 1. Revision Revise something learned in the last period.Step 2. Reading (B/C/D)Part B1. Remind students that the vocabulary that the vocabulary listed in Part B appears in Millie and Simon’s letters on pages 40 and 41. If students are not sure what a word means, it may help them to read the word in context on those pages.2.Ask students to work in pairs to complete Part B. When students have complete all the answers, they raise their hands. The first pair to finish the exercise correctly is the winner.3.When students have finished, give the correct answer to each question.Part C1.Tell students that in Part C, they must play the role of Sigmund Friend, and must “diagnose” what is wrong with Millie and Simon. Have a revision Try to remind some vocabularies Complete Part B. 认识并理解与问题有关的词汇；学会表达情感。
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Part C1.Tell students that in Part C, they must play the role of Sigmund Friend, and must “diagnose” what is wrong with Millie and Simon.2.Remind students that they can find all the answers in the reading passage on pages 40 and 41. They should complete the exercise by putting a cross or a tick in the blanks. For more able students, ask them to complete the exercise without referring the back to the reading passage.3.After checking the answers with the class, ask more able students to look for phrases or sentences in Millie and Simon’s letters to support their answers.4.This is a straightforward exercise and students of all levels should be able to complete it on their own. Part D1.Revise key vocabulary. Write the following words on the board:advise keepearlier later focus help forget about school work give up remember hobby ignorehomework go home painting study spend hours work hard time drawing stay out hours2.Explain that for each word in the column on the left, there is a related word in the column on the right. The words may be opposites, synonyms or related words. Point to the first word and ask the class to find the matching word in the right-hand column. 3.Ask volunteers to come to the front of the class and draw a line between two words to link them. Go through the words in the two columns with students before asking them to match the plete the exercise by putting a cross or a tick in the blanks.Revise key vocabulary.Draw a line between two words to link them. 认识并理解与问题有关的词汇；学会表达情感。
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4.Answers are as followings:advise keep (opposite)earlier later (opposite)focus help (synonym)forget about school work (related word/opposite)give up remember (opposite) hobby ignore (opposite)homework go home (opposite)painting study (related word)spend hours work hard (related word)time drawing (related word/synonym) stay out hours (related word)5.Once students are clear about the vocabulary, ask them to complete Part D on Page 43. More able students can complete the exercise on their own. Less able students can work in pairs or small groups.6.Once students have finished Part D, ask two students to read the letters aloud. Praise students for areas where they do well. Try not to focus too much on their mistakes as this will crush their confidence when speaking in front of the class.Step 3. PracticeStep4 Homework1. Revise this period2. Pre-learn the next periodStep5.Notes after teaching Finish the exercise, make sure they are more familiar with the words and can use themComplete Part D on Page 43.Do some Exx after class. 认识并理解与问题有关的词汇；学会表达情感。
英语基地课时教案设计
九年级教案活页纸
总课题 9A Unit 3 Teenage problems 总课时 10 第4 课时
课题 Vocabulary 课型 新授
教学目标 知识目标 To understand the different meanings of the verb “to be”
能力目标 To use the verb “to get” when talking about problems
情感目标 To recognize and understand vocabulary about problems.
教学重点 To understand the different meanings of the verb “to be” To use the verb “to get” when talking about problems
教学难点 To recognize and understand vocabulary about problems.
课前预习 1. Preview the new words and phrases of this period2. Pre-learn Period 4: Vocabulary
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Step 1. Revision. Revise something learned in the last periodStep 2. VocabularyPart A1.Explain that the words in the box at the top of Page 44 are synonyms of the verb “to get” below the pictures, and can be used to replace “get” in each picture.2.Ask students to work in pairs to complete Part A.3.For weaker classes, ask students to read out the answer for each picture. For stronger classes, after students have read out the answers, ask them to make sentences using the phrases under the pictures.Part B1.Explain to students that they can use their answers from Part A to help then with the exercise in Part B. for weaker classes, students can work in pairs to complete Part B. For stronger classes, students can work on their own.2.For stronger classes, once students have finished, ask two students to read out the whole pliment them on parts of the letter they read particularly well. Have a revisionListen,think ,and try to do some exx. in Part A. Work in pairs to complete Part B. 复习巩固与问题有关的词汇；学会表达情感。
教 学 过 程
教 师 活 动 学 生 活 动 备课札记
Part B1.Explain to students that they can use their answers from Part A to help then with the exercise in Part B. for weaker classes, students can work in pairs to complete Part B. For stronger classes, students can work on their own.2.For stronger classes, once students have finished, ask two students to read out the whole pliment them on parts of the letter they read particularly well. 3.For weaker classes, ask students if they have the same problems as Amy. Ask students to raise their hands if they do. For stronger classes, ask students what their advice would be for Amy.Step 3.PracticeStep 4 Homework1. Revise this period2. Pre-learn the next periodStep5.Notes after teaching Work in pairs to complete Part B.Practise and do some exx after class. 复习巩固与问题有关的词汇；学会表达情感。
英语基地课时教案设计
九年级教案活页纸
总 课 题 9A Unit 3 Teenage problems 总课时 10 第5课时
课 题 Grammer (A, B) 课 型 新 授
教学目标 知识目标 1.To use “wh-” words + “to” infinitives to talk about problems.2.To learn about sentences types 3.To study five kinds of sentences structures
能力目标 Grasp the structures of “wh +to do sth.”, five kinds of sentences
情感目标 Talk about problems with “wh +to do sth.”
教学重点 “wh +to do sth.”structure, sentences types, five kinds of sentences structures
教学难点 Talk about problems with “wh +to do sth.”
课前预习 1. Preview the new words and phrases of this period2. Pre-learn Period 5: Grammar ( A B)
教 学 过 程
教 师 活 动 学 生 活 动 备课札记
Step 1. Revision Revise something learned in the last period.Step 2. Grammar ( A& B)Part A1.Remind students that when we talk about “wh-” words, we mean question words. i.e., what, when, why, where, who, how2.For stronger classes, introduce “whom” and “whose”. “Whom” is the object pronoun form of “who”,e.g. Whom did you invite to the party However, it is rarely used nowadays except in formal contexts. Normally, we simply say “who”. “Whose” is the possessive form of “who”,e.g. “Whose book is that 3.Explain to students that they need to use the “wh-“ words +to do structure to complete the exercise on page45. The “wh”- words can be used more than once. Have a revision Remind “wh-” wordsCompare “who” with “whom”,”whose” 练习来巩固所学的内容
教 学 过 程
教 师 活 动 学 生 活 动 备课札记
4.This is a fairly challenging exercise and all students will benefit from guidance. For stronger classes, ask students to do it by themselves and the n check their answers. Less able students will benefit from working in pairs. More able students can work on their own, but encourage students to share their difficulties with the class. If one students finds something difficult, it is likely that the others do too. Be on hand to offer help for this exercise. For weaker classes, tell students that it may be easier it may be easier if they find either the “wh-“ word or “to”-infinitive first before workingout the whole answer.5.Once students have finished, choose one student to play the part of Millie and another student to play the part of Sigmund. Ask them to read the conversation aloud. Check for incorrect answers and mispronunciation. For weaker classes, ask several pairs of students to read one exchange each.Part B1.As a warm-up activity, write the following form on the board:Statement (positive)Statement (negative)Question Imperative Exclamation 2.Ask students to make up a sentence in each blank on the right according to the requirement on the left. Students make up their own sentences on a piece of paper. Less able students can work in pairs. Encourage more able students to work on their own. 3. Ask a student to come to the front of the class and write the sentence in the right column. If the answer is correct, he / Listen ,and be familiar with the two structures, then practice themRead the conversation alou Make up a sentence in each blank . 先和同学们熟练这两句型，然后操练
she can choose the next students to the front to continue. If not, you choose the next student.4.Go through the table at the top on page 46. Ask students if they have any questions. Make sure they understand the four types of sentences. 5.Tell students the basic use of a statement is to give information, e.g., “Millie wrote to Sigmund Friend for advice.” The negative form of this statement is “Millie did not write to Sigmund Friend for advice.” Some statements do more than give information. They can also be used to ask for information, express approval or sympathy, thank someone, give orders or provide an offer. 6.Tell students the basic use of a question is to ask for information, e.g., “When do you usually go to school ” We can also use questions in other ways, such as making requests, e.g., “Can I have a cup of tea, please ” making suggestions, e.g., “Shall we bring more water ”, making offers, e.g., “Can I help ” or asking for permission, e.g., “May I come in ”7.Tell students that the imperative form is the base form of the verb. The imperative is used to give orders or to get someone to do something. When giving orders, you expect the person will obey. For example, when I say “Stop making so much noise!”, I mean that “You should stop making noise.” An imperative can also be used to give suggestions, warnings, instructions, invitations or good wishes.8.Tell students that an exclamation is a sentence spoken with emphasis. We can use “what” or “how” to start an exclamation, e.g., “How lucky we are today!”“What a lucky day!”9.Explain to students that in the exercise on page 46 they must identify the different types of the sentences and write the correct answers in the blanks. This is a fairly simple exercise. Students can work out their own.10.Once students have finished, ask the class to check the answers with you.Step 4 PracticeStep 5.HomeworkStep 6. Notes after teachingStep5.Applen Make sure to understand the four types of sentences. Listen ,and be familiar with the two structures, then practice themPractise and do some exx after class. 先和同学们熟练这些句型，然后操练英语基地课时教案设计
九年级教案活页纸 主备人：骆文勇 审核人：赵佩明
总课题 9A Unit 4 TV Programmes 总课时 10 第1 课时
课题 TV Program ( Comic strip &welcome to the unit ) 课型 新授
教学目标 知识目标:To understand vocabulary relating to TV programmes
能力目标: To think about TV preferences and rate different types of TV programmes.
情感目标: To learn how to relieve the stress.
教学重点 The same as the aims.
教学难点
教学过程 教 学 内 容 备课札记
The demands for pre-learning Period 1 让学生尽一步的明确青少年的生活应该是丰富多彩的，不能因为暂时的生活的压力而消极颓废。应该让自己成为一个有活力有志向有理想懂生活的青年人
I. Try to read the words and phrases of this period according to the sounds
II. Listen to the contents in this period for twice or three times
教 师 活 动 方 式 学 生 活 动 方 式
Teaching steps:
Step 1. Greetings Greet with the teacher freely. !
Step 2. Free talk
Have a free talk about the teenager problems,lead them to talk about the programmes they like to watch Ss talk about their favourite TV Programmes..
Talking about the teenage problems and how to relax ourselves
Present the new topic ---watch TV programs---The types of TV programs.
教学过程 教 学 内 容 备课札记
教 师 活 动 方 式 学 生 活 动 方 式 Background information: This is a topic that all students can get involved in, as most students are interested in TV, and most students will be able to relate to different preferences in TV programmes.
Step 3 Presentation Divide the class into pairs and ask students to work together to match the words with the meanings by writing the correct letters in the blanks.
Ask students who invented TV.Then
1.Give some information about TV.It was made by John Logie Baird.ask where are the programmes made To present the word “studio”2.explain that after the programmes are made,the workers in the studio station send out the programmes to the audience far away. Explain send out means broadcast.3. Teacher cuts some short video from some TV programmes .such as; Lucky 52, Outlook, the same song, happy china trip, animal world around the world…. To present host and hostess, actor and actress.4. show some video cuts ,let students to divide them into different groups.ask students to choose their favorite TV programmes, tell us the reasons My favorite TV program is….Because I …..
Look and classify them into different groups
Ask and answer in twos.
Learning in using English and practicing speaking English.2. Let them learn to think about the things happened around us. Try to judge whether it is good or bad.
教学过程 教 学 内 容 备课札记
教 师 活 动 方 式 学 生 活 动 方 式 Ask them to think about the lifestyle of Eddie,is it healthy to eat and watch TV all day. In English they are called couch potatoes.
Step 4 Welcome to the unit Listen and try to understand. Listen and try to repeat
1 Teacher says, Eddie and Hobo are our old friends, they are also comic characters ,cartoon Characters, listen what they are talking about. Teacher asks some questions about the conversation.(Show them on the screen.)What does Hobo ask Eddie to do What will Eddie do What support does Hobo hope to receive from Eddie Will Eddie go shopping with Hobo
2. play the recorder again. Let the students read after the tape. And try to repeat.
3. T re 3.play the roles of Eddie and Hobo in two Ss listen and practice the conversation
Step5 Group work practice the conversation
Step 6 Homework Read and recite the conversation in the comic strip.
达标情况 Asking students to name the title of the TV program may be not a easy job,it is unnecessary to name them. This unit is about TV program, and most students will be very interested in .
英语基地课时教案设计
九年级教案活页纸 主备人：骆文勇 审核人：赵佩明
总课题 9A Unit 4 TV Programmes 总课时 10 第 2 课时
课题 TV Programmes (Reading A) 课型 新授
教学目标 知识目标To recognize and understand vocabulary related to programmes
能力目标To identify statements as true or false based on the reading passage.
情感目标To match students’ preferences and schedules to TV programmes
教学重点 The same as the aims.
教学难点 Infer general meaning from title and context.
教学过程 教 学 内 容 备课札记
The demands for pre-learning Period 2
I. Try to read the words and phrases in this period according to the tape
II. Listen to the contents in this period for twice or three times
教 师 活 动 方 式 学 生 活 动 方 式
Teaching steps: Greet with the teacher freely. !Have a free talk with the teacher freely.
Step 1. Greetings
Step 2. Free talk
Have a free talk with the students. Revise something learned
How many hours of TV do you watch every day
What is your favorite TV Programmes What is your favorite host
教学过程 教 学 内 容 备课札记
教 师 活 动 方 式 学 生 活 动 方 式 主要以现代化电教手段－－多媒体辅助教学，贯穿整个教学过程。增加了直观性和趣味性，加大了课堂密度，提高了教学效果。
Step3 Presentation
1. Ask students whether they plan their TV viewing or if they just switch the TV on when they find information about which programmes are on and what the programmes are about. Ss can express their ideas.
2. Explain the context of the reading passage. Millie is looking on the internet to learn more about some TV programmes. Ss listen and understand.
3. Play the tape and students read after it. Ask students if they have ever watched such programmes. Ss read the text by themselves
4Teacher puts forward some questions for students to answer to check their understanding. Answer the teacher’s questions .
5．Ask Ss some questions to check their understanding
Step4. Practice
1.Ask students to put forward their own questions and discuss in class.
3 .Encourage students to think them over
4.Ask Ss to find out the language points they don’t know and try to explain them.
5.Ask some of them to read the paragraphs and summarize the main ideas.
6.Do some written work in class.
Step 5 Homework1.Try to recite the text . 2. Review the paragraphs and new vocabular
达标情况During the first period of reading, the main task is to make students try to understand the main idea of the text.
英语基地课时教案设计
九年级教案活页纸 主备人：骆文勇 审核人：赵佩明
总课题 9A Unit 4 TV Programmes 总课时 10 第3课时
课题 TV Programmes ( Reading B,C) 课型 新授
教学目标 知识目标 Further understanding the first two paragraphs..
能力目标 Learn more about “The TV programmes on Saturday
情感目标.Help students to form correct attitude to TV Programmes
教学重点 The same as the aims.
教学难点
教学过程 教 学 内 容 备课札记
The demands for pre-learning Period 3
I. Try to read the words and phrases in this period according to the sounds
II. Do the exercises before class.
教 师 活 动 方 式 学 生 活 动 方 式
Teaching steps: Greet with the teacher freely. !
Step 1. Greetings
Step 2 Revision (Free talk ) Have a free talk with the teacher.
Have a free talk with the students. Revise something learned in Reading (I).
教学过程 教 学 内 容 备课札记
教 师 活 动 方 式 学 生 活 动 方 式 老师课前将一些电视节目的片段节切下来，比如幸运52、动物世界、鉴宝、希望英语、快乐驿站、同一首歌、欢乐中国行、猫和老鼠、天天饮食、新闻联播、体育新闻，等等让学生在非常感兴趣的情况下，将这些节目分类。
Why Step 3 Presentation Listen and answer some questions.
1．Students listen to the tape for the next two paragraphs to get the main idea.
① What is Murder in a Country House about ② What do you think of the film ③ Is Tiger Watch a film, too ④ What is the documentary about ⑤ Why are tigers disappearing quicker than pandas ⑥ When and where was the documentary taken ⑦ What does it show ⑧ Why Tiger Watch won an award
3. Students put forward their own questions and discuss in class. Then read the whole text together.
4. Make a list of the language points of the text.
教 师 活 动 方 式 学 生 活 动 方 式 备课札记
5.①If time is enough, make up dialogues between two students. One is an interviewer and the other is the director or someone else concerning the film and documentary. Then choose some pairs to act the interview out in class.②Talk about students’ favourite programmes. Like the following; Make a dialogue like an interview.
1.Talk about their favorite actors or actresses.2.Talk about the features of the comedy and ask them whether they like it or not3 3Talk about CCTV 9/10 and ask they what they can learn through CCTV9/10.4.Talk about Shenzhou 6 and Astronauts Fei junlong and Nie haishen Talk about their favorite programmes.
5.Talk about which TV play is very popular at present and talk about their favorite drama series.6.Talk about the feature of the drams series. talk about their favorite drama series.
Homework:1. Review the paragraphs of the reading passage.
2. Recite some useful expressions and vocabulary.3. Complete some exercises and preview p62-64.
达标情况 After learning the main idea of the text, students should do the exercises based on the text by themselves.At the same time,they should understand the difficult and import points in the text.
英语基地课时教案设计
九年级教案活页纸 主备人：骆文勇 审核人：赵佩明
总课题 9A Unit 4 TV Programmes 总课时 10 第4 课时
课题 TV Programmes (Vocabulary:) 课型 新授
教学目标 知识目标To understand key vocabulary related to TV programmes
能力目标To use vocabulary to talk about different types of TV programmes
教学重点 The same as the aims.
教学难点
教学过程 教 学 内 容 备课札记
The demands for pre-learning Period 4 Practice some words in different sentence patterns
I. Try to read the words and phrases in this part according to the sounds.
plete some exercises.
教 师 活 动 方 式 学 生 活 动 方 式
Teaching steps:Step 1 Revision (Free talk )1.Talk about which TV play is very popular at present and talk about their favorite drama series.2.Talk about the feature of the drams series. 1.Talk about whether they like watching programs about chatting.(Zhujun)3. Talk about whether they like it or not. 1 Talk about the famous host Liyong. A famous host(energetic, active , humorous)4.Talk about whether they like game show or not. Why or why not.
教 师 活 动 方 式 学生活动方式 本课除了板书所呈现的重点内容外，又开展积极的讨论，让学生学会思考。开始进行青春的思考。进一步明确青春应该是美好的。虽然没有时间看电视，但是每个人都在为自己的美丽人生编织梦想。过程是艰苦的，前途是美好的。不同的电视节目，体现不同的特色。我们每个人的爱好不一样。本身没有好坏。
1 Talk about their favorite actors or actresses.2 Talk about the features of the comedy and ask them whether they like it or not.1 Talk about CCTV 9/10 and ask they what they can learn through CCTV9/10.2.Talk about Shenzhou 6 and Astronauts Fei junlong and Nie haisheng.1.Talk about which TV play is very popular at present and talk about their favorite drama series.2.Talk about the feature of the drams series. Spell out the new words and try to be familiar with the words.Read the text after the teacher, and have a general impression about it , then read it carefully grasp the details about it .do some exercises to check its comprehension
Step 2 Vocabulary (A)1.Explain the context of part A. The pictures represent different types of TV programmes.
3. Discussion: talk about their own favourite TV programmes.4. Explain the context of part B. Explain that the missing words are different types of TV programmes.5. Ask students to complete the exercise by themselves and check in class.6. Ask one of more able students to read the dialogue between Sandy and her friends.7. Do some exercises.
Step5 Homework Finish off the exercises.
达标情况: The aim of this section is to master Use the new word such as documentary cartoon comedy drama series prize to talk about their favorite TV programs. and let them know the types of TV programs.
英语基地课时教案设计
九年级教案活页纸 主备人：骆文勇 审核人：赵佩明
总课题 9A Unit 4 TV Programmes 总课时 10 第 5 课时
课题 TV Programmes Grammar A 课型 新授
教学目标 知识目标1. To use ‘between…and…’ to express a period of time. 2. To use ‘from…to…’to express a period of time
教学重点 3. To use ‘before, after’ and ‘until’ to talk about when things happen
教学难点 To use the structures freely.
教学过程 教 学 内 容 备课札记
The demands for pre-learning Period 5
I Look at the contents.
II. Try to complete the exercises.
教 师 活 动 方 式 学 生 活 动 方 式
Teaching steps: Greet with the teacher freely. !
Step 1. Greetings:
Step 2 : Presentation
1.Explain that ‘between…and…’ and ‘from…to…’ are used to express a length of time.e.g., We have classes from 8.a.m to 11 a.m.We have the English class from 8. a.m. to 8.45. a.m.
教学过程 教 学 内 容 备课札记
教 师 活 动 方 式 学 生 活 动 方 式
Step3 Practice
Ask students to read the explanations and examples at the top of page 65. students maybe have come across these structures before but may not have learned them before. Tell them that we can replace ‘from…to…’ with ‘between…and…’.Step 5 Ask students to give some examples.Step6 Tell students that when we watch TV, we always see a programme forecast on TV. Write a list of times on the board with programme names.7 p.m. News7.30. p.m. Weather Report7.35. p.m. Around the world8. p.m. Documentary: Wildlife in China Read out the sentencesListen and make notes Ss try to check their answers.
Step 4 Ask students to form sentences orally, based on the schedule you have written
Step 5 Homework Revise sections 1--- 5Do some extra exercise
达标情况 It’s easy to master the three phrases, since students have learnt them before. It’s necessary for them to differ them.英语基地课时教案设计
九年级教案活页纸 主备人： 陈文 审核人： 陈启文
总课题 9A Unit 3 Teenage problems 总课时 10 第6 课时
课题 Grammar II 课型 新授
教学目标 知识目标 1. 1.To study five kinds of sentences structures2. To learn to use object complements
能力目标 To develop the abilities of reading and writing
情感目标 To be a happy , lively teenagers after learning this lesson
教学重点 Five kinds of sentences structures and object complements
教学难点 Five kinds of sentences structures and object complements
课前预习 Preview the new words and phrases，revise different parts of a sentence
教 学 过 程
教 师 活 动 学 生 活 动 备课札记
I．Have a revisionII. Ask Ss to look at the table at the top of Page 47. Tell Ss that an object complement is an adjective (or adjective phrase) or a noun (or noun phrase) that relates to the object. Encourage Ss to ask questions about object complement.III. Tell Ss that not all verbs can be followed by an object complement.IV. Explain the context. Ss should circle the object complement found in Millie’s homework. Ask more able Ss to work on their own and less able Ss to work in pairs. Encourage Ss to report their difficulties to the class. Be ready to offer help for this exercise.V. Explain to Ss that different combinations of the sentence elements form different sentence structures. Look at the table circle the object complementreport their difficulties to the class 先复习句子成分让学生自己理解宾补的用法
教 学 过 程
教 师 活 动 学 生 活 动 备课札记
VI. Explain the exercise in Part D1 on Page 48. More able Ss may work on their own while weaker Ss may work in pairs.Notes:1. I find him kind. 我发现他很和蔼。及物动词+宾语+宾补 宾补可以是名词（或短语）、形容词（或短语）、介词（或短语）、动词不定式、分词充当。名词（或短语）：We think Li Ping the best student in our class.They call the girl Lucy.I find him a very smart boy.形容词（或短语）：I believe Tom (to be) honest.The new coat kept the boy warm.The news made me happy.介词（或短语）：I find her at home instead of at work.动词不定式I’d kike you to come and see me.The teacher wants us to hand in our homework tomorrow morning.He made the horse run all the time.分词：I found a man walking into her room.Can you hear someone singing on the next room I saw him getting on the bus.在上述句子结构中，有些句子的宾语是宾语补足语的施动者，因此这些句子可以改为宾语从句。I found him in the shop. = I found that he was in the shop.I saw him getting on the bus. = I saw that he was getting on the bus.VII．Sum up and exercisesVIII．HomeworkRevise this period.Pre-learn the next periodIX. Notes after teaching work in pairsTranslate some sentences 精讲精练辅以练习
英语基地课时教案设计
九年级教案活页纸 主备人： 陈文 审核人： 陈启文
总课题 9A Unit 3 Teenage problems 总课时 10 第7课时
课题 Integrated skills 课型 新授
教学目标 知识目标 1.To extract information from a student profile2.To write notes about a student profile3.To extract information from a conversation4.To write a record of a visit
能力目标 To develop the students’ abilities of listening, speaking, reading and writing.
情感目标 Be a happy , lively teenagers after learning this lesson
教学重点 To listen and write notes about a student profile and extract information from the conversation
教学难点 To listen and write notes about a student profile
课前预习 To get as much information about Teenage problems as possible
教 学 过 程
教 师 活 动 学 生 活 动 备课札记
I.Have a revisionII.Read through Sue’s profile on page 50 with students. Ask them to think about what their student profile would say. Write the following on the board. Name:Class:Grade:Subjects I like:Subjects I do not like:III.Ask the students to think about something they are very good at. It does not need to be a school subject. It could also be a hobby. This will reinforce their confidence. Point out to students that no one can be good at everything. Everyone Translate some sentences and do some erercisesRead through Sue’s profileThink and discuss 适当的进行一些学生的心理辅导
教 学 过 程
教 师 活 动 学 生 活 动 备课札记
has different skills and talents.IV.Ask a student to read Sue’s profile aloud. Explain to students that some of the information in the student profile will help them to complete the notes about Sue.(tell students that they will not be able to find all the answers in the profile.)Tell students to look carefully at what they have written, and pay attention to the gaps they have not yet been able to fill.VI.Play the recording again, stopping so that students can write their answers, if you feel this is necessary. Tell students to look at their answers. If they still have some unfilled gaps, ask them to read the profile again at the top of the page in case they have missed something. Then play the recording once more without stopping.VII.Ask students to read one answer each. Check for mistakes and mispronunciation. Play the recording again once students have completed the exercise. IX.Explain to students that they can use the profile and the note from page 50 to help them complete Part A3 on page 51. Divide the class into pairs. Each pair must work together to come up with the correct answers. The first pair to get all of the answers correct wins. Ask a person from each pair to read one sentence at a time. Encourage students to listen for mistakes and raise their hands when they have a question.X. Review “worried”, “reply”, “e-card” and “advice”. Ask students to volunteer some definitions.XI. Ask students to work in pairs. Tell them to read the conversation aloud, then change roles sn read the conversation again.XII. Check students’ conversation of the passage. Ask them the following questions:Who has a problem (Millie)What is her problem (Her pen friend hasn’t replied to her e-mails.) read Sue’s profileListen and witeRead and checkcomplete Part A3read and listenReadAsk and answer consolidates what students have learnt and gives them a sense of achievement.
教 学 过 程
教 师 活 动 学 生 活 动 备课札记
Does Amy agree that Millie’s pen friend doesn’t want to write to her any more (No.)Why does Amy think Millie’s pen friend hasn’t written (She’)What advice does Amy give Millie (Millie should send an e-card to her pen friend and let her know she misses her very much.)Do you think Millie feels better after discussing her problem with Amy (Yes.)Ask students to reply using full sentences.XIII.Ask the students to use the conversation as a model to talk about their own problems and give advice. Ask them to practice their new conversations. Allow less able students to write down their conversations before practicing with a partner. Walk around the class and give help where necessary.Ask a few pairs to read their conversations aloud to the whole class. IVX. Sum up and exercisesVX．Homework1.Revise this period.2.Pre-learn the next periodVIX. Notes after teaching Make the similar conversationand practiceread the conversations
英语基地课时教案设计
九年级教案活页纸 主备人： 陈文 审核人： 陈启文
总课题 9A Unit 3 Teenage problems 总课时 10 第8课时
课题 Study skills 课型 新授
教学目标 知识目标 1. To form the habit of proofreading and revising work2. To recognize common language mistakes3. To correct mistakes in written text
能力目标 To form the habit of proofreading and revising work and develop the ability of writing
情感目标 To be a happy , lively teenagers after learning this lesson
教学重点 To recognize common language mistakes
教学难点 To form the habit of proofreading and revising work
课前预习 To find out as many mistakes often made in the writings as possible
教 学 过 程
教 师 活 动 学 生 活 动 备课札记
I.Have a revisionII.Ask students whether the check their work or not. Ask those who do to raise their hands. Ask these students whether they often find mistakes when they check through their work.Ask students who do not check through their work to raise their hands. Ask them why they do not check their work.III.Explain to students that checking work after they have finished it is a very important habit to develop. Tell students that they should check their work after they have finished it----both homework and class work. Translate some sentencesPut hands and answer why Make a survey解释作业后检查的重要性
教 学 过 程
教 师 活 动 学 生 活 动 备课札记
IV.Tell students that when they are doing exams, they should always allow themselves 5-10 minutes at the end to check through their work. They may be able to correct come careless mistakes. V.Ask students to look at the word box on page 52. Tell them these are the things they should check for. Ask students to read Millie’s report and underline all the mistakes and classify these mistakes according to their types. Less able student might need help with this exercise. Allow them to work in pairs. Tell students where the mistakes are and simply ask them to write the types of mistakes and make corrections if necessary.V.Ask five students to read out a corrected paragraph each. Ask the rest of the class to check for correct answers. VISum up and exercisesVII．Homework1.Revise this period.2.Pre-learn the next periodVIII. Notes after teaching read Millie’s report and underline all the mistakes and classify these mistakesread out the corrected paragraph
英语基地课时教案设计
九年级教案活页纸 主备人： 陈文 审核人： 陈启文
总课题 9A Unit 3 Teenage problems 总课时 10 第9 课时
课题 Main task 课型 新授
教学目标 知识目标 To answer a quiz about causes of stressTo make a writing plan for a letter3. To write a letter about stress problems
能力目标 To develop the ability of writing and the ability of dealing with problems
情感目标 To be a happy , lively teenagers after learning this lesson
教学重点 1.To make a writing plan for a letter and write a letter about stress problems2.The ability of dealing with problems
教学难点 To make a writing plan for a letter and write a letter about stress problems
课前预习 Prepare the quiz and find out more problems and solutions
教 学 过 程
教 师 活 动 学 生 活 动 备课札记
I. Have a revisionII.Arouse student’s interest by asking them to think about stress situations and how they deal with them.III.Explain the context. Mr. Wu has set a quiz for the Class 1, Grade 9 students about good and bad ways to deal with problems.Tell students that they will take part in the quiz in Part A on page 53. Read out one questions at a time, as well as all the answer choices. Students should work on their own and keep their answers secret. (Tell students they are not allowed to discuss their answers with their classmates.Once you have gone through all the questions, ask students to swap their book with another student.)Read out the best answer to each of the questions. Each student must mark the book he/she has been to given. Present a passage and let the students correct itRead out the questions and work on their own and keep their answers secretmark the book Present some pictures
教 学 过 程
教 师 活 动 学 生 活 动 备课札记
Talk about why one way of dealing with problems might be better than another. Ask students if they have other ideas about how to deal with stressful situations.IV. Ask students to complete Part B on their own.（Remind students that they can use the information to help them complete the writing plan in Part B. They can also use ideas that were generated in the extension activity on page T53.）Ask a student to read Millie’s letter in Part C aloud. V.Students have only to fill in two blanks based on the information in Millie’s notes. Tell students to complete Part C on their own.VI.For Part D, copy the beginning of the Millie’s letter in Part C and develop a longer letter. Or encourage more able students to use some alternative constructions, rather than simply copying Millie’s letter word for word. Some useful words and phrases students can use include:I am always busy and rarely have enough time to……Sometimes, it is difficult to achieve a balance between ……I worry a lot about…… Sometimes, it is very noisy so…… I worry a lot about…… My biggest problem is ……A lot of students worry about … It is common for students to …… The best advice a friend gave me was……VIISum up and exercisesVIII．Homework1.Revise this period.2.Pre-learn the next periodIX. Notes after teaching discusscomplete Part Breaddevelop a longer letter This discussion and the sentences on page 53 are useful for the later parts of the main task section.Tell students that it is a good idea to make a writing plan for any piece of writing, whether it is a letter, an essay or a report. This is important not just for English, but for other subjects as well.
英语基地课时教案设计
九年级教案活页纸 主备人： 陈文 审核人： 陈启文
总课题 9A Unit 3 Teenage problems 总课时 10 第10课时
课题 Checkout 课型 新授
教学目标 知识目标 1.To review key vocabulary and grammar items taught in the unit.2.To give students the opportunity to practice the grammar and vocabulary items, and to gain confident in doing so 3.To allow students to check their progress and ask any questions they may still have
能力目标 To develop the students’ grammar and vocabulary items
情感目标 To be a happy, confident, lively and helpful teenagers after learning this unit
教学重点 To practice the grammar and vocabulary items, and to gain confident
教学难点 Enable the Ss to grasp the grammar and vocabulary items
课前预习 To complete the brackets in the book and revise the grammar learned
教 学 过 程
教 师 活 动 学 生 活 动 备课札记
I. Have a revision II.Revision the grammar learned in this unit by translating some sentencesAsk students to review the sentence types, the object complement and the five basic sentence structures. Encourage students to ask questions if they have any.III.Part A:Tell students that this is revision. Remind them that they have already learn these words and grammar items so that they do not feel too alarmed.1．Ask students whether they know any youth workers. E.g., Read the lettersTranslate some sentences into English 呈现一些中文句子，通过翻译句子让学生解释归纳和总结本单元的语法，以掌握学生是否真正的懂了
教 学 过 程
教 师 活 动 学 生 活 动 备课札记
What is the name of the youth worker Is he/she a good youth worker Why Give an example of a good piece of advice he/she has given.2.Tell students to complete Part A on their own. When students have finished, check the answers with the whole class. Students correct their own answers and write their marks in the paw.3.Ask students to read out the advice, one student reading one paragraph at a time.4.Ask students whether they think Sigmund Friend gives good or bad advice. Ask them to explain their answers.IV.Part B:Explain to students that in Part B, Amy is thinking these wishes. Ask students why she does not say the words aloud. If students cannot tell you, explain that Western countries, people believe if you say a wish aloud, it will not come true.Ask students to write the answers to this exercise on their own. Then students check their answers in pairs. V.Sum up and exercisesVI．Homework1.Revise this period.2.Pre-learn the next Unit.VII. Notes after teaching Answercomplete Part Aread out the adviceask and explainwrite the answerscheck their answers in pairs 介绍西方文化和背景知识英语基地课时教案设计
九年级教案活页纸 主备人：Edwin Chen 审核人：David Dai
总 课 题 9A Unit2 Colour 总课时 10 第 6 课时
课 题 Grammar C and D 课 型 新授
教学目标 知识目标 1.To learn the indefinite pronouns “someone/somebody, anyone/ anybody” and “no one/nobody” 2. To learn the indefinite pronounces “something, anything , nothing and none”
能力目标 1.To use the indefinite pronouns “someone/somebody, anyone/anybody” and “no one/nobody” to talk about people.2. To use the indefinite pronounces “something, anything, nothing and none” to talk about things.
情感目标 To learn to care about the things and people around.
教学重点 1.To use the indefinite pronouns “someone/somebody, anyone/anybody” and “no one/nobody” to talk about people.2. To use the indefinite pronounces “something, anything, nothing and none” to talk about things.
教学难点 To learn the differences between these indefinite pronouns.
课前预习 1. Preview the new words and phrases2. Read the contents of the grammar
教 学 过 程
教 师 活 动 学 生 活 动 备课札记
Step1 Daily reportGet the students to give the class a daily report about whathe (she) likes or dislikes. Then answer some questions.
Step2 Warm-up activity
1.Say the following sentencesSomebody / Someone is waiting for you at the gate.Is there anyone / anybody in the classroom Nobody / No one knows the answer.2.Remind the students that pronouns are used to refer to people. We use them when we do not know who the person is. We can’t use them to refer to objects. Give a daily report Daily report应让学生从自身或身边的事谈起，使他们有话可说。
教 学 过 程
教 师 活 动 学 生 活 动 备课札记
Step3 Presentation (Part C)1.Remind students that the pronouns “someone somebody, anyone anybody, no one nobody” are used to refer to people. We use them when we do not know who the person is. We can not use them to refer to objects.2. Go through rules 1, 2 and 3 on page 29 with students. Then ask Ss to read the rules aloud, with each student reading one sentence.3.Check whether students understand the rules by writing the following sentences on the board.Is there__________ in the bathroom (anyone/anybody) __________ recognized Millie because of her new hairstyle.(No one/ Nobody)Look, _________ has dropped 100 yuan.
(Someone/Somebody) 4.Ask Ss which words should go in the gaps. If Ss got some answers wrong, you may need to go through the rules again in more detail.5.Review “bad mood, cheer up, secret, normal” Step4 PresentationDo with Part D 1.Explain to Ss that “something, anything, nothing and none” refer to things. We use them when we do not know or do not need to say.2.Read rules 1,2 and 3 on page 31 to the class. Tell them to follow the rules. Ask them if they have some questions.Step5 Practice 1.Do the exercise.2.Ask one student to read one paragraph at a time. Repeat the correct answers so Ss can understand clearly.3.Explain and practice about Language pointsMainly，explain and practice these uses of the indefinite pronouns, such as something, anything ,nothing, everything and somebody etc. Step6 Assignment Listen and learnPractise and learn Listen and learnPractise and learn 通过投影或黑板呈现规则及练习，效果更好。 作业可根据不同的对象分层次布置。
英语基地课时教案设计
九年级教案活页纸 主备人：Edwin Chen 审核人：David Dai
总课题 9A Unit2 Colour 总课时 10 第7课时
课题 Integrated skills 课型 新授
教学目标 知识目标 1.To understand the context of an advertisement and a TV demonstration.2. To understand how a color therapist does.
能力目标 1.To get information from a printed advertisement.2.To get further information from a TV interview.3.To consolidation the information gained from reading and listening and determine the facts.
情感目标 To learn through different feelings to different colours.
教学重点 1.To understand the context of an advertisement and a TV demonstration.2. To understand how a color therapist does.
教学难点 To learn to express different feelings according to colours.
课前预习 1. Preview the new words and phrases of this period2. Pre-read “Integrated skills”
教 学 过 程
教 师 活 动 学 生 活 动 备课札记
Step1 RevisionRevise something learned in the last period.Step2 Practice1. Ask the Ss what they think a color therapist is. A color therapist helps people improve their health, mood and appearance by using colors.2. Ask Ss if they believe that colors can affect our mood. 3. Explain to Ss that the paper at the top of page 32 is an advertisement. Ask a student to read the advertisement out loud. Tell the students must use the information in the advertisement to complete Millie’s notes. Remind them that they will not be able to complete the note.4. Ask ss to look carefully at what they have written in Part A1, and pay attention to the gaps they have not yet been able to fill in. Have a revision Listen to theirteacher and try to answer somequestions 和同学们一起讨论颜色和心情的关系。
教 学 过 程
教 师 活 动 学 生 活 动 备课札记
5. Ask ss to look at their answers. If they still have some questions, play the tape once more without stopping.6. check the mistakes and pronunciation.
Step3 PracticeDeal with Part B 1. Review “advice”2. Ask one student to play the role of Millie and another one to play the role of Andy.3.Write some vocabulary on the blackboard for students to use. “blouse, coat, trousers, loose, tight, comfortable”. Remind students that each color represents something different . Ask them to refer to the passage to check what different colors represent.4. Work in pairs.5.Role—playing.Step4 Sum up Sum up some Language pointsStep4 Assignment1. Revise this period and do some exercises2. Pre-learn the next period Speak and learnPractise thedialogueDo some Exx after class
Notes after teaching
英语基地课时教案设计
九年级教案活页纸 主备人：Edwin Chen 审核人：David Dai
总 课 题 9A Unit2 Colour 总课时 10 第8课时
课 题 Pronunciation 课 型 新 授
教学目标 知识目标 1.To understand the difference between the voiced and voiceless “th” sounds.2.To distinguish the voiced and the voiceless “th” sounds.
能力目标 To pronounce the two “th” sounds correctly.
情感目标 To know the importance of correct expressing
教学重点 1.To understand the difference between the voiced and voiceless “th” sounds. 2.To distinguish the voiced and the voiceless “th” sounds. 3.To pronounce the two “th” sounds correctly.
教学难点 To understand the difference between the voiced and voiceless “th” sounds.
课前预习 1. Preview the new words and phrases of this period2. Pre-learn “Pronunciation”
教 学 过 程
教 师 活 动 学 生 活 动 备课札记
Step1. Revision1. Tell a student to give a daily report. 2. Revise something learned in the last period.Step2. Lead and presentation1). Show some letters on the board. Ask them to read and tell them that there are two ways to pronounce the “th”.2) Read through the three steps to pronounce the voice //sound. Ask the whole class to pronounce the voiceless sound together. Remind them to put their hands on their throats to make sure they do not feel any vibration.3) Play the recording for Part A through once and ask students to listen to the pronunciation of the “th” in each word.4) Play the recording again, and lead them to read again and again. Have a revision Read and learn 让学生注意观察和模仿是准确发音的关键。
教 学 过 程
教 师 活 动 学 生 活 动 备课札记
The best way to learn pronunciation is to read again and again.Step3 Sum up 辅音字符 th 有 清与浊 两种读音：
1 当位于词首时，可以从词性上判别其应有的读音。请看：
第一类：在以下 4种 词类 th 读 清音，即国际音标的/θ/ ：
a. Noun 名词：thing, theatre, thumb大拇指, thunder雷,
thermos热水瓶, Thursday, theory, theme, throat喉咙, thread线
b. Verb 动词：think, thank, throw, thrive, thicken,
c.Numeral 数词：three, thirteen, thirty, third, thousand
d.Adjective 形容词：thin, thick, thirsty, thoughtful,
thorough彻底的
第二类：在以下 两种 词类 th 读 浊音：
a. Pronoun 代词：they, them, their, theirs, this, these,
that, those, there, thy[旧时用法]你的
b. Functional terms 功能词：the, than, then, though, thus,
therefore
2 当位于词尾（或音节之尾）时，其读音多数是清音，如：bath, breath, both, cloth, tooth, health, wealth, arithmetic 等。只有在少数单词中，如：with, smooth 中读浊音。
3 当位于两个元音之间时，其读音多数是浊音。如：other, mother, brother, another, father, weather, feather, leather, further, breathe.
但是，也有读清音的。如在单词 method, nothing, anything, sympathy, sympathetic, mathematics, healthy, wealthy, Luther, Marathon(马拉松)等。Step4 Assignment Listen and read 对于规则要求学生作好必要的记录。
The Notes after teaching:
英语基地课时教案设计
九年级教案活页纸 主备人：Edwin Chen 审核人：David Dai
总课题 9A Unit2 Colour 总课时 10 第9 课时
课题 Main task 课型 新授
教学目标 知识目标 To master the words: protection, warmth, powerful, handbag, balance
能力目标 1.To organize ideas and build a plan. 2.To write a report about moods and colors and what they represent. 3. To present a report.
情感目标 To learn to express ideas to others.
教学重点 1.To organize ideas and build a plan. 2.To write a report about moods and colors and what they represent. 3. To present a report.
教学难点 2.To write a report about moods and colors and what they represent.
课前预习 1. Preview the new words and phrases of this period2. Pre-learn Main task
教 学 过 程
教 师 活 动 学 生 活 动 备课札记
Step1 RevisionRevise something learned in the last period.Step2 Presentaton1. Explain the context. Students are working on a projectabout the relationship between colors and moods. They willlook at pictures of people and assess their moods based on the colors they are wearing.2. Tell students that making a list can be a good way to organize their thoughts and ideas.3. Point out to students that for each color mentioned in the list, there is an explanation of what the colors mean.Step3 Practice1. Tell students to look at the picture carefully, then answer some questions. After answering some questions, let themwork in groups to finish the report. Have a revisionListen and learn Look, then work in pairs. 告诉学生列表格或清单是组织思想的好方法。
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教 师 活 动 学 生 活 动 备课札记
2.Free talk. According to the advertisement on the book, ask them that what kind of advertisement can beconsidered as good advertisement.3. Show them other pictures and encourage them to talk about their feeling. About colors and moods. Then work in pairs to ask their desk mates about colors and represents. 4. Exercise: writing.
Step 4 Assignment1. Revise this period2. Pre-learn the next periodMore exercises make perfect根据首字母提示完成下列句子：1. Red represents p __________ and s_____________.2. Paul has strong p_________ and likes to be the leader.3. This can help when you have d__________- making a decision.4. I’d r__________ wear a blue coat than a red coat.5. Green can give us e_________ because it r___________ new life and growth.6. White is the color of p________. If you wear white, you will feel p______.7. Blue can c_______ the feeling of harmony.8. Is there a_________ in the room I’m hungry.9. Do you know that colours can a_________ our moods 10. Orange can bring you s________ .It can c______ you up when you are sad. Talk about their feeling Practise and do some exercises after class. 课堂上练习不充分时教师可作适当的补充。
Notes after teaching
英语基地课时教案设计
九年级教案活页纸 主备人：Edwin Chen 审核人：David Dai
总 课 题 9A Unit2 Colour 总课时 10 第10课时
课 题 Checkout 课 型 新 授
教学目标 知识目标 1.To learn a new word “decorate” 2.To review key vocabulary and grammar items taught in the unit.
能力目标 1.To practice the grammar and vocabulary items. 2.To allow students to check their progress and ask any questions they may still have.
情感目标 To make Ss to gain confidence through reviewing and checking key vocabulary and grammar items taught in the unit.
教学重点 To review key vocabulary and grammar items taught in the unit.
教学难点 To practice the grammar and vocabulary items.
课前预习 1. Preview the new words and phrases of this period2. Pre-learn “Checkout”
教 学 过 程
教 师 活 动 学 生 活 动 备课札记
Step1 Revision1. Tell a student to give a daily report.2. Review the words and expressions in this unit. Step2 Practice1. Tell the Ss to do the exercises on the book. 2. Explain some language points1) I can’t see anything strange about the photo, either. 我也看不出这张照片有什么奇怪的地方。either “也”，常用在否定句中。肯定句中用too/also/ as well. （as）e.g. He doesn’t know anything about it , either.He （also） knows something about it.He knows something about it ,too/ as well. Have a revision Do exercises andcorrect 在完成课本练习之前有必要对本单元的重点词汇及语法作一简单的复习。
教 学 过 程
教 师 活 动 学 生 活 动 备课札记
2)He does look like Mr. Wu. 他看上去真的像吴老师。does look like 中的does起强调作用。“真的很像”的意思。e.g. He did go to Shanghai yesterday. 他昨天真的去上海了。2. Ask the students to do some more practice.完成下列句子：我们宁愿去见他，也不愿在这儿等他。We ___________________ meet him than ______________ him.他宁可今天去那儿，也不愿明天去。He would__________________ today ______________ tomorrow.以前孩子们喜欢步行上学而不乘车。Before the children _____________________ there to _________ a bus.你是喜欢茶还是咖啡？Which _______________________, coffee or tea 他不喜欢和女孩们一起去野餐。He _________________________ on a picnic with the girls. Do someexercises 本课课本上的内容过少，教师可以根据具体情况作适当的补充练习。
Notes after teaching翔宇教育集团课时设计活页纸
初三英语备课组 主备人：成际林 审核人：沈爱萍
总课题 9A-Unit 6 Detective stories 总课时 10 第6 课时
课题 Grammar 2 课型 新授
教学目标 知识目标: To use reported speech to talk about what someone else said.
能力目标: To use reported speech to report questions.
情感目标: To learn something about legal.
教学重点 The use of the word ‘dare’
教学难点 The above
教学过程 教 学 内 容 备课札记
教 师 活 动 方 式 学 生 活 动 方 式
Teaching steps:
Step 1. Step One: Pre—taskFree talk with students about their daily life by asking them some questions. While doing this we can write their answers on the Bb.如：The geography teacher said to us，“The earth goes around the sun. ”→The geography teacher told us that the earth goes around the sun. of that we not only have to change the tenses of the sentences but also have to change the adverbials of time when using reported speech. Greet with the teacher freely. !
翔宇教育集团课时设计活页纸
教学过程 教 学 内 容 备课札记
教 师 活 动 方 式 学 生 活 动 方 式
3．After doing these ask students to do some exercises to consolidate. (page 104)Check the answers with the students and ask them to read the sentences and see if they have any other questions.Step Four: Homework:Review what we have learned today and read the sample sentences on your books.Finish the corresponding exercises . Do someconsolidation Exx according to the examples
Notes after teaching:
翔宇教育集团课时设计活页纸
初三英语备课组 主备人：成际林 审核人：沈爱萍
总课题 9A-Unit 6 Detective stories 总课时 10 第 7 课时
课题 Integrated skills 课型 新授
教学目标 知识目标To identify the context of a police interview
能力目标 To use information to complete notes and a report
情感目标 The same as the former one
教学重点 Listening test about an interview kidnapping by Detective Lu
教学难点 The above
教学过程 教 学 内 容 备课札记
教 师 活 动 方 式 学 生 活 动 方 式
Teaching steps: Greet with the teacher freely. !Have a free talk with the teacher freely.Write down the answers and then have a check with the teacher
Step 1. Greetings
Step 2. Free talk
Have a free talk with the students. Revise something learned
Step3 Presentation Try to write down the Chinese meanings of the new words and read them:Use the screen to show them the new words .Step 4 Practice 1Ask students to match the words on the left with the correct answers on the right 2Ask ss to readDetective Lu’s notes in Part A1 Then tell them to look at the suspects’ profiles then help Detective Lu’s assistant
翔宇教育集团课时设计活页纸
教学过程 教 学 内 容 备课札记
教 师 活 动 方 式 学 生 活 动 方 式 主要以现代化电教手段－－多媒体辅助教学，贯穿整个教学过程。增加了直观性和趣味性，加大了课堂密度，提高了教学效果。
3. Listen to the recording in Part A2 to complete the profiles in Part A1.4 Read one answer each to check for mistakes and mispronunciationStep 5 Consolidation1More questions to make sure that the students have understand the contents:1).What is Xie Yiming’s job 2).How long has Wang Gang known Guan Dawei What about Xie Yiming 3).Did the two suspects go to the Guan’s house on 28th December 4).Where was Wang Gang at 8p.m on 28th December 5).Why did the kidnapper kidnap Guan Fei 2 Use the notes and the suspects’ profiles from page 106 to help them complete Part A3 on page 107.3 Students read out one paragraph each to check for mistakes and mispronunciation.Step 6 Homework. Match and correct the answers Listen to the tape Try to answer the questions
Notes after teaching:
翔宇教育集团课时设计活页纸
初三英语备课组 主备人：成际林 审核人：沈爱萍
总课题 9A-Unit 6 Detective stories 总课时 10 第9课时
课题 Main Task 课型 新授
教学目标 知识目标 To arrange pictures in chronological orderTo complete a story by filling in blanks.
能力目标 To write a detective story
情感目标.Help students to form correct attitude to the criminal
教学重点 The same as the aims.
教学难点 The same as the aims.
教学过程 教 学 内 容 备课札记
教 师 活 动 方 式 学 生 活 动 方 式
Teaching steps: Greet with the teacher freely. !Have a free talk with the teacher.
Step 1. Greetings Step 2 Revision (Free talk )Have a free talk with the students. Revise something learned in Reading (I).Step3: Read and answer PartA1Read the context first and match the words in the left-hand column with the correct meaningsEncourage more able students to describe the four pictures at the top of the pageAsk questions: What is happening in picture 1 What is the man going to do in picture2 Can you describe something about picture 3. What happened to Tom
翔宇教育集团课时设计活页纸
教学过程 教 学 内 容 学生活动 备课札记
Work in pairs. Ask students to match the sentences with the pictures by writing the correct letter in each box.Ask students to read out their answers.Step 4 Complete PartA2Tell students to complete Part A2 individually. They should use the words from Part A1 to complete Millie’s story.Check the answers as a class. And read it together, discuss the end of the story.( Have a discussion in a group of four.)Step 5: Part B11.Look at the pictures in Part B1.Ask six students to read out one speech bubble each.2.Match the sentences with the pictures1 Then ask students to work in pairs and report what each character in Part B1 said.2 Ask students to think about what happened in Part B1Step 6 Part B2 1 Tell students to write their own detective stories. They can use the pictures in Part B1 or write an ending to Millie’s story on Page 109.Read their own detective stories.Explain the elements in writing detective stories.Homework : Writing1. A jewellery shop was robbed. If you are a detective, what questions will you ask the witness How can you get the clues 2Write your own detective story Read and match the words Answer the questions Check the answers with the teacher Read the bubble and match the sentence Write the detective stories and try to use the elements that they have leaned . 时间允许可以展示部分学生的作文
翔宇教育集团课时设计活页纸
初三英语备课组 主备人：成际林 审核人：沈爱萍
总课题 9A-Unit 6 Detective stories 总课时 10 第10 课时
课题 Checkout 课型 复习
教学目标 知识目标To practise using reported speech to repeat statements and questions
能力目标To consolidate and reinforce the grammar and vocabulary items coved in the unit.
教学重点 To review vocabulary related to crime and criminals
教学难点 The above
教学过程 教 学 内 容 备课札记
教 师 活 动 方 式 学 生 活 动 方 式 通过讨论使学生对犯罪给社会造成的危害有进一步的认识，帮助他们树立正确的人生观和世界观
Teaching steps:Step1 Revision (Free talk )Talk about something connected with the criminal Have a discussion on bad influence by criminal on sociality and if possible Step2 Lead-in A. Review vocabulary related to crime and criminals.用括号中所给词的适当形式填空1 We were very surprised that Tom was charged with (rob)2 Uncle Wang sells newspapers for a (live)3.The policemen caught those _____________ ( thief ) and took them to the police station.4.The boss is guilty of the crime and he is a ____________ ( crime ). Discuss with each other
翔宇教育集团课时设计活页纸
教学过程 教 学 内 容 学生活动 备课札记
5.He is __________ ( charge ) with breaking into a computer system.Step3 Part BWrite the correct words in the blanks.Make a sentence with a word ( in Part B )each time.Step4 Read Millie’s thought bubble in Part A.1 Explain the context of Part A. The murder in Valley Town has been solved. Millie watched an interview with Detective Lu on TV. Now, she wants to tell her father about it.2 Ask some questions to check understanding Spell out the new words and try to be familiar with the words.Make a sentence Read the sentences and answer the questions
Notes after teaching:翔宇教育集团课时设计活页纸
九年级教案活页纸 主备人： 唐宝兰 审核人： 陈启文
总课题 9A Unit 1 Star signs 总课时 10 第1 课时
课题 Welcome to the unit 课型 新授
教学目标 知识目标 1. To identify the symbols that represent the star signs2. To learn the names of the symbols that represent the star signs
能力目标 To know about 12 different star signs
情感目标 Know about your characteristic and perfect yourselves
教学重点 Different star signs and symbols
教学难点 Different stars signs and symbols
课前预习 Preview the new words and phrases
教 学 过 程
教 师 活 动 学 生 活 动 备课札记
Step1 Warm-upAsk students what animals they are in the Chinese horoscope. Ask them to describe the characteristics of that animal. For weaker classes, you can write the English names of the Chinese star signs on the board. Rat\Ox\Tiger\Rabbit\Dragon\Snake \Horse\Goat\Monkey\Rooster\Dog\PigFor the stronger Ss, encourage Ss to say the names directly.Explain that western countries use a different system of star signs. Explain that the western star sign system is based Listen and think 12 animals inthe Chinese Horoscope.Think and say out the stars they know 和学生一起复习中国的12生肖，引出西方的12星座
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教 师 活 动 学 生 活 动 备课札记
on the month you were born in, rather than the year you were born in.Step 3. Welcome to the unit1. Explain to students that each picture in Part A represents a star sign. Ask them to complete Part A, then discuss the answers as a class. Students who have made mistakes in this section will benefit from correcting their answers before proceeding to the Reading section, then read the star signs well.2. Ask students to complete Part B. Explain that there are 12 star signs in total---- those in Part A and those in Part B. Each star sign represents a period of time in a year.3. Ask students whether they know what their star sign is. Encourage them to say the name of their star sign aloud.Step 4. Comic strips1.Have a listening , then make sure what Eddie and Hobo discuss in the unit2. Grasp the expressions in the unit , EgIt is nice of you to bring me the newspaper, Worry about3. Read the paragraph below the pictures and know about The topic of this unit. Look at the pictures , learn new words and remember themListen and answer what they are discussing in the dialogue 认识星座的符号以及英文说法，对照月份定自己的星座让学生认识到中西方的文化差异让学生认识到本单元的主题是有关星座
翔宇教育集团课时设计活页纸
九年级教案活页纸 主备人： 唐宝兰 审核人： 陈启文
总课题 9A Unit 1 Star signs 总课时 10 第2课时
课题 Reading (A) 课型 新授
教学目标 知识目标 1. To understand what star signs are and what they represent2. To recognize and understand vocabulary about characteristics3. To use adjectives to describe someone’s characteristics
能力目标 To develop the students’ abilities of listening, speaking, reading and writing.
情感目标 Know about your own star signs and perfect your characteristic.
教学重点 To introduce more information about star signs
教学难点 To say out your star sign and describe your characteristic to everyone
课前预习 To get as much information about star signs as possible
教 学 过 程
教 师 活 动 学 生 活 动 备课札记
Step 1.Warm-uprevise the star signs in Period 1 , ask the Ss to say out fluently.Ask the new words used to describe one’s characteristic in Period 2, check the Ss if they have previewed before this class, such as:
energetic active impatient Selfish stubborn outgoing\ easygoing confident modest Listen to their teacher and try to spell out the star signs as much as possible Recall the adjs to describe the characteristic 和同学们一起复习有关星座的知识为本课做铺垫提问表人的形容词,一方面检查学生的预习
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教 师 活 动 学 生 活 动 备课札记
practicalelegant, silly businesslike, etc.Step 2 PresentationBrainstorm the vocabulary that is used to describe people’s characteristics. Encourage students to explain each word to their classmates.Step3.Reading1. Read the passage aloud to students. Ask them to listen carefully to you and follow the text on page 4 and 5.2. Ask one student at a time to read a paragraph. After each paragraph, ask students to say which part of the text they do not understand. Less able students may find some of the names of the star signs difficult. If so, do not force them to learn them by heart because they are only used here to arouse students’ interest. It is more important for them to learn the adjectives that describe people’s characteristics. This will enable them to complete the Main Task at the end of the unit.3. Ask some questions to check understanding. (1) How is a year divided(2) what decides your star signs(3) what character do the people born in 21st-20 Apr have(4) what characters do the people born in other time periods haveBased on these questions to be more familiar with the adjsthat are used to describe one’s chacteristicsRead again, then finish the exercises in C1Step 4 ListeningAfter the Ss have known sth about the text, play the tape for the Ss to listen, let them try to understand it. 同时和学生一起步新课Spell out the new words and try to be familiar with the words.Read the text after the teacher, and have a general impression about it , then read it carefully grasp the details about it .do some exercises to check its comprehension 遵循学生的思维规律,层层深入,同时注意阅读课的要旨是强调阅读,真正地达到提高学生的阅读能力.
翔宇教育集团课时设计活页纸
九年级教案活页纸 主备人： 唐宝兰 审核人： 陈启文
总课题 9A Unit 1 Star signs 总课时 10 第3课时
课题 Reading (B.C.D) 课型 新授
教学目标 知识目标 1.To recognize and understand vocabulary about characteristics2. To use adjectives to describe one’s characteristics3.Grasp and use the expressions in it.
能力目标 Describe others’ characteristic using the Adjs they learned
情感目标 Know about your own star signs and perfect your characteristic.
教学重点 Use the phrases and expressions fluently.
教学难点 Describe one person using the adjs they learned
课前预习 the addings of positive to negative
教 学 过 程
教 师 活 动 学 生 活 动 备课札记
Step1.Revision1. Before doing Part B, revise adjectives used to describe characteristics. Ask students to describe their classmates. 2. Ask less able students to work in pairs. Tell them to skip the ones they are not sure about and do the easier ones first. Step2 ConsolidationPart B.Remind Ss that the vocabulary listed in Part B appears in the text. If Ss are not sure what a word means, it may help them to read the words in context on those pages, then choose the correct definitions. Check answers in class. Ask the Ss to understand them indeed Think of the adjs that describe one’s character and try to describe their classmatesFinish the exercises in Part1 and check with teacher. 本课的重点是描写人的形容词,所以先和学生简单的复习一下,为本课的作业及口头介绍作准备.
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Part C1. Review key vocabulary learnt in the reading passage. Ask more able students to describe their partners using these adjectives.2. Ask students to do Part C2 on their own and check their answers with their partners. Ask students to refer to the reading passage on page 4 and 5. If students have different answers, ask them to discuss the answers.For weaker classes, write a list of characteristics on the board for students’ reference3. Read this part carefully and more familiar with this part.Part D1. Ask less able students to pick five characteristics that describe themselves and write them in the blanks in part D1. Tell more able students that they can also use characteristics that are not listed on the board. Tell less able students to refer to the reading passage on pages 4 and 5 if they need help with ideas.3. Now, ask students to read the description of their star sign on pages 4 and 5. Ask them to write whether the characteristics listed under their star sign match the characteristics they have listed. 4. Ask all those who think their characteristics match their star sign to raise their hands. Then ask all those whose characteristics do not match to raise their hands.Step 3 Make a surveyDo a class survey. Ask students whether they believe in star signs. Count how many say ‘yes’ and how many say ‘no’. Write the numbers on the board. For more able students, ask them to say why they believe or do not believe in star signs. Divide the class into pairs. Ask students to write down five words that describe their partner’s characteristics in Part D2. Finish the exercise in C2, make sure they are more familiar with the adjs and can use themKnow about their own star signs and describe their character with right adjs and compare it with the information in Page3 and Page4 表示人的形容词是本课及本单元的重点,所以一要学习二要口头操练他们自己的性格特征,让学生更加熟悉这些形容词.
翔宇教育集团课时设计活页纸
九年级教案活页纸 主备人：唐宝兰 审核人： 陈启文
总课题 9A Unit 1 Star signs 总课时 10 第4 课时
课题 Vocabulary 课型 新授
教学目标 知识目标 1. To use adjectives to describe characteristics2. To recognize whether an adjectives is positive or negative
能力目标 Grasp the addings of changing adjs into its negative
情感目标 Be a happy , lively teenagers after learning this unit
教学重点 Grasp the positive and negative of adjs and the adjs describing a person
教学难点 Grasp positives and negatives of adjs
课前预习 Structure :
(1)It is + adjective +of +(not) to do sth(2)…..to be +adjective+enough +to do sth
教 学 过 程
教 师 活 动 学 生 活 动 备课札记
Step1.RevisionRevise the phrases and expressions in Reading energetic and active a curious and clever persona strong and confident person a modest person pay attention to details a polite and fair person argue with othersa powerful person it is silly of you not to forgive others for their faults have a good sense of humour patient enough tocreative and imaginative ,etc.Ask the Ss to retell the content of describing 12 different star signs one by one. Listen , think ,and try to say out the phrases and expressions, and have a deep impression about them 提问并请人来复述课文，巩固我们所学的内容，加深我们对这些形容词的理解
教 学 过 程
教 师 活 动 学 生 活 动 备课札记
Step2.presentationPart A1. revise the usual addings of changing the positive into the negative, such as in,im, un,less and so on., and do some exercises.2. Divide the class into groups of four. Each group works together to complete Part A. One student in each group writes down the answers on a piece of paper. Groups raise their hands when they have finished.3. When all the groups have finished, each group must give their answers to another group to mark. Remind students to put the name of their group at the top of the paper.4. Read out the correct to the class. Each group marks another group’s answers. The group with the most correct answers will win.Part B1. Ask students to work on their own to do Part B. Remind them to look at the pictures and the words provided.2. Ask students to compare their answers with their neighbours and discuss the differences.3.When the discussion is finished, ask a student for the answer to No.1. Ask all students who agree to raise their hands. If a student gives an incorrect answer, ask other students what the correct answer should be.Exercises所给根据首字母填写单词。1. Many actors and sports players are e__________ and a________ .2.Tom can’t sit there quietly. He is i______________ .3. The top student in our class is the most h__________ .4. Though he is one of the most famous writers in China, he is m_______.5. The person whose star sign is Capricorn is patient and p_______ . Recall the adding of negative together and learn this lesson 复习，导入并附以一定的练习巩固我们所学的内容
翔宇教育集团课时设计活页纸
九年级教案活页纸 主备人： 唐宝兰 审核人： 陈启文
总课题 9A Unit 1 Star signs 总课时 10 第5课时
课题 Grammer (A,B) 课型 新授
教学目标 知识目标 1. To use ‘it is’+ adjective + ‘of’… + ‘(not) to’-infinitive to express opinions about a person’s actions.2. To use the verb ‘to be’ + adjective + ‘enough’ + ‘to’-infinitive to describe a person’s characteristics and abilities.3. To use the basic sentence elements to make up a sentence
能力目标 Enable the Ss to grasp the structures
情感目标 Be a happy , lively teenagers after learning this unit
教学重点 Enable the Ss to grasp the two structures
教学难点 Enable the Ss to grasp the two stuctures
课前预习 Preview the different parts of a sentences
教 学 过 程
教 师 活 动 学 生 活 动 备课札记
Step 1. Revision完成句子，1．一年被划分成十二个月。 A year _______ __________ __________ twelve months.2．当你陷入困境时，请不要放弃梦想。 Please don’t ___________ ________ ____________ when you are in trouble.3．他有时注意细节。 He ___________ __________ ____________ details ________ __________ . Look and complete the exercises in class 练习来巩固所学的内容
教 学 过 程
教 师 活 动 学 生 活 动 备课札记
4．我的叔叔经常讲笑话，很有幽默感。 My uncle often _________ __________ and have _______ ________ ________ __________ .Step2 Part A1. Tell students that we use the ‘it is’+ adjective + ‘of’… + ‘(not) to’-infinitive structure to talk about our feelings towards people and what they do.2. Ask three students to read the three sentences in the grammar table at the top of page 9. Encourage students to ask questions if they are unsure of the meaning.3. Ask students to complete the exercise on their own. Students have to write the correct words form the box in the blanks without making any changes.4. Ask a pair of students to read out what they have written. Pay attention to some expressions in it.Step 3 Part B1. Tell students that we can also use the verb ‘to be’ + adjective + ‘enough’ + ‘to’-infinitive structure to talk about a person’s personality and abilities.2. Explain the difference between the structure in Part A and the structure in Part B. In part A, students learn to express what they think about someone else’s actions. In Part B, students learn to express what they think about a person’s personality and abilities.3. Ask three different students to read the sentences in the grammar table at the top of page 10, and understand them.4. Ask students to read out their sentences. Check for mistakes and mispronunciation.Step 4 consolidationDo some exercises (同义句转换) to consolidate they learn. Listen ,and be familiar with the two structures, then practice them 先和同学们熟练这两句型，然后操练翔宇教育集团课时设计活页纸
九年级英语备课组 主备人：花永琴 审核人：陈启文
总课题 9A Unit 1 Star signs 总课时 10 第6 课时
课题 Grammar(B) 课型 新授
教学目标 知识目标 1 To use the verb ‘to be’ + adjective + ‘enough’ + ‘to’-infinitive to describe a person’s characteristics and abilities.2. To use the basic sentence elements to make up a sentence
能力目标 To use the basic sentence elements to make up a sentence
情感目标 To feel how colorful our life is and cherish the wonderful friendship
教学重点 To use the basic sentence elements to make up a sentence
教学难点 Know different parts of a sentence
课前预习 Part C of the Grammar
教 学 过 程
教 师 活 动 学 生 活 动 备课札记
Step1. A dairy reportAsk some questions according to the speech Step2 Warming upTell students that we use the ‘it is’+ adjective + ‘of’… + ‘(not) to’-infinitive structure to talk about our feelings towards people and what they do.2Use the structure to make up sentences Step2 Presentation. (Part B)1. Tell students that we can also use the verb ‘to be’ + adjective + ‘enough’ + ‘to’-infinitive structure to talk about a person’s personality and abilities.2. Explain the difference between the structure in Part A and the structure in Part B. In part A, students learn to express what they think about someone else’s actions. Make up sentences with the structure.
翔宇教育集团课时设计活页纸
教 学 过 程
教 师 活 动 学 生 活 动 备课札记
3. Ask three different students to read the sentences in the grammar table at the top of page 10. Encourage students to ask questions if they are unsure of the meaning.4. For stronger classes, tell students to cover the adjectives on the right and work on their own to write the sentences for Part B. Remind them that they need to rearrange the order of the words, and choose a proper adjective for each sentence. For weaker classes, students can use the adjectives on the right to form sentences. Encourage more able students to write the sentences with their own adjectives. Accept any sensible answers.Step3 Practice.1.Ask the students to make up sentences as many as they can2.Go through the answers with the class orally.Step4 (Part C)PresentationWrite a sentence on the board. Ask students to shorten the above sentence to give the main idea of it.Explain to students that a sentence can be divided into different parts. We can add or remove the different parts of a sentence to clarify the meaning of it.Step5 Practice. 1Tell students that each sentence pattern has its own name. Ask seven students each to read one definition and the sample sentences that follow. Encourage them to ask questions if they are not sure of the meaning.2Explain to students that the basic parts of a sentence are the subject and the predicate. To make a sentence richer in meaning, we can add predicative, objects, attributives and adverbials to the sentence with additional information.Step6 Exx. 1 Ask students to complete Part C1 on page 12 using the table on page 11 as a guide.2 Get some of them give the answer one by one.3 Finish C2 and check the answers. Try to know how to use the B structure .Make up sentences then answer them on Page 10.Know the definition of different part in each sentence.Finish Exx on Page 12 and Page 13.
翔宇教育集团课时设计活页纸
九年级英语备课组 主备人：花永琴 审核人：陈启文
总课题 9A Unit 1 Star signs 总课时 10 第7 课时
课题 Integrated skills 课型 新授
教学目标 知识目标 1. To understand the context of a horoscope, in both its written and spoken forms2. To consolidate the information gained from reading and listening, then determine the facts
能力目标 Make the Ss understand\master the main idea of the tape as well as the descriptions of personality.
情感目标 Built a good personality through the learning
教学重点 To understand the context and the use descriptions of personality
教学难点 As the above
课前预习 To get as much descriptions of personality as possible
教 学 过 程
教 师 活 动 学 生 活 动 备课札记
Step1.Daily report: A favorite personStep2.Use the pictures of the horoscope to show the Ss .For weaker classes, read the horoscope in Part A1 to the class. For stronger classes, ask a student to read the horoscope aloud. Step3. Fill in as much information in Millie’s notes as they can. Remind them that they will not be able to complete all the answers. For weaker classes, help students by telling them which answers cannot be found in the advertisement. Listen and try to get the main idea of the speech Try to make the Ss get more descriptions. according to the daily report
翔宇教育集团课时设计活页纸
教 学 过 程
教 师 活 动 学 生 活 动 备课札记
Step4 Play the tape for the Ss to listen to Let the Ss fill in the blanks again Check the answers one by one Play the recording for Part A3 once. Tell students not to write anything, then try to write sth. according to the memory. Then say the answer out .Check them with the Ss .Step 5 Speak upPlay the tape ,try to answer the question ‘what’s Peter like’ Ask students to work in pairs. Encourage them to discuss Suzy and David. Remind them that they can use the conversation in Part B as a model. For weaker classes, allow students to write down their conversations first.Make up dialogues as many as you can .Get some of the Ss speak up . Step 6 Exx. Do corresponding exercises. Step 7 Draw a conclusion Get some of the Ss draw a conclusion of the lessonStep 8 AssignmentGive a description of your family member Listen to the tape and try to fill in the blanks.Make up dialogues with each other Finish the Exx. At Step 4 ,by not writing anything first ,it can train the Ss’listening comprehen-sion
翔宇教育集团课时设计活页纸
九年级英语备课组 主备人：花永琴 审核人：陈启文
总课题 9A Unit 1 Star signs 总课时 10 第8 课时
课题 Study skills 课型 新授
教学目标 知识目标 1. To recognize and understand different levels of formality in the English language, both when writing and speaking English.2.To recognize and correct mistakes about inappropriate level of formality in finished work
能力目标 To use the two ways of language freely
情感目标 How to use the two ways under different circumstances
教学重点 To recognize and understand different levels of formality in the English language, both when writing and speaking English.
教学难点 To use the ways of expressions freely
课前预习 To preview the new words
教 学 过 程
教 师 活 动 学 生 活 动 备课札记
Step l Dairy reportA description of my family memberStep2 Review ‘formal or informal language’, ‘endings’ and ‘slang’. For stronger classes, ask students to explain the meanings of the words and/or give Chinese translations. For weaker classes, you can tell them the meanings. Try to understand the different ways of the formal and informal language
翔宇教育集团课时设计活页纸
教 学 过 程
教 师 活 动 学 生 活 动 备课札记
Step 3 Make sure students recognize that the picture of a pencil represents written language while the mouth represents spoken language.Step 4 Explain the difference between abbreviations and contractions.Step 5Tell students to look at Kitty’s letter and try to find the mistakes by underlining parts of the letter on page 16 which they believe are inappropriate.Step 6 Ask students to write down why they believe a part of the letter is inappropriate. Remind them to use the phrases. Step 7 Check the answers with the partnerStep8Get some of them give the answers outStep9Finish some exercises like the letter in the textStep 10 Assignment Work in pairs to prepare the answers and explain the reason of the use . At Step 5, try to make more Ss stand up and give more various answers .
翔宇教育集团课时设计活页纸
九年级英语备课组 主备人：花永琴 审核人：陈启文
总课题 9A Unit 1 Star signs 总课时 10 第9 课时
课题 Main task 课型 新授
教学目标 知识目标 1To organize ideas and build a justification for those ideas2To write a formal letter with the correct degree of formality
能力目标 To write a formal letter with the correct degree of formality
情感目标 The same as in Period 8
教学重点 Aim1, 2
教学难点 Aim 2
课前预习 To know sth. about recommendation
教 学 过 程
教 师 活 动 学 生 活 动 备课札记
Step 1 PresentationTell students that creating a graph or chart can be a good way to help them organize their thoughts and ideas.Step 2 Main task A1Point out to students that for each adjective in the flow chart in Part A on page 17, there should be an example to back up this adjective.2 Ask students to work in pairs to complete the flow chart in Part A. Then ask each pair to give their answer of the chart. Think about the advantages of a ‘mind map’.Fill in the blanks in Part A Give the answers out .
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Step 3 Main task B1Tell students to work on their own to fill in the blanks in part B. Remind them to use the flow chart on page 17 as a guide.2A few minutes for them to have a check with each other. The get some of them report the answers.Step4 Practice1Tell students to work in pairs to make a flow chart about someone from the class. for stronger classes, encourage students to choose someone for chairperson about whom they do not know very much. Encourage them to ask this student questions in an interview format so they can find out more about that student. For weaker classes, students may feel more comfortable writing about someone they know well.2Ask students to start off by writing down some adjectives to describe the student they have chosen. Then they need to write down concrete. Provide a list of different adjectives to describe characteristics for students’ reference.Step5 AssignmentAsk students to write a formal letter of their own. Remind them to use the flow chart they created as a guide for the letter. Also remind them they can use Kitty and Millie’s letter as a model. Fill in the blanks after the model in Page 17Report the answer.Work in pairs and make a flow chart.Choose some adjs. to describe the student. Try to give more adjs to the Ss for their reference and try to let them remember the words.
翔宇教育集团课时设计活页纸
九年级英语备课组 主备人：花永琴 审核人：陈启文
总课题 9A Unit 1 Star signs 总课时 10 第10 课时
课题 Checkout 课型 新授
教学目标 知识目标 To review key grammar and vocabulary items To give students the chance to practice the grammar and vocabulary itemsTo allow students to check their progress and ask any questions they may still have
能力目标 To encourage students to recommend a people freely .
情感目标 To built a good personality through the study
教学重点 To review key grammar and vocabulary items
教学难点 To check their progress and try to ask questions they may have
课前预习 1.To complete the conversation between the children in Page 192.To find out all the words in the puzzle
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教 师 活 动 学 生 活 动 备课札记
Step 1 Dairy reportGet one of the Ss report their composition about the student before the wholeAsk some questions according to the speech . Step 2 Have a revision of the star signs Ask the Ss freely about his or her star signAsk one of the Ss to give a description of a student’s personality ,let the rest to guess who it refers .Step 3 Revision of the grammar1Use the structure to make up some sentences 2Do an exercise to consolidate two structures ,‘it’s+adj+of sb.+to do.’and ‘it’s+adj+for sb.+to do’ Share the composition with the partner and report it to the whole class .Play a guessing game. Try to let the Ss give descriptions as many as possible because that’s the aim of this unit .
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教 师 活 动 学 生 活 动 备课札记
3 Show some sentences on the screen to make the Ss tell the different parts of each pattern. First some easy sentences then some complicated ones.Step 4 Part A Ask students to do Part A on page 19 on their own. Then choose three students to be the three main characters. Ask them to role-play the conversation. The rest of the class check their answers.Step5 Word puzzle Ask students to find 6 words Part B Checkout as a warming-up exercise to check if students have mastered the word in the unit well.For more able students, ask them to try to work out the answers without seeing the picture prompts. For less able students, tell them that the pictures will give them clues to the scrambled words.Step3 CheckoutDo the corresponding Exx Step4 To give students the opportunity to reinforce the grammar and vocabulary items learnt in this unit, and to gain confidence through doing soTo allow students to check their progress and ask any questions they may still have Step5 AssignmentPreview the next unit Define each part of the sentences.Check the answer and role-play the conversationAsk the questions freely翔宇教育集团课时设计活页纸
初三英语备课组 主备人：简高峰 审核人： 陈启文
总课题 9A Unit2 Colours 总课时 10 第1 课时
课题 Colours ( Comic strip &welcome to the unit ) 课型 新授
教学目标 知识目标 To recognize the names of different colours
能力目标 To recognize the colours of the rainbow and the order of the colours
情感目标To encourage students to show love to those in need
教学重点 The same as the aims.
教学难点
教学过程 教 学 内 容 备课札记
教 师 活 动 方 式 学 生 活 动 方 式
Teaching steps:
Step1. Warming – upAsk students what colours they like, then let them talk about their partner’s favourite colours.Step2. Presentation1.Ask students what colour Eddie likes, then let them listen to the tape and find out the answer to this question2. Check the answer.Students read the dialogue between Eddie and Hobo, then the teacher explain some key pointsStep3. Practice Students practice the dialogue with the partner, then ask some of them to act out the dialogue Talk about their favourite coloursPractice reading the dialogue in pairs
翔宇教育集团课时设计活页纸
教学过程 教 学 内 容 备课札记
教 师 活 动 方 式 学 生 活 动 方 式
Step4. Presentation1.Ask students to guess teacher’s favourite colour, then tell them that the teacher likes the colours of the rainbow2.Teach them the seven colours of the rainbow: red, orange, yellow, green, blue, indigo, violet3.Practice the seven colours, using the dialogue in Part BStep5. A gameStep6. ExercisesI. 根据中文完成下列句子：1.How many colours are there in a __________(彩虹)？2.She wears a (紫色的) blouse today.3.I’d (宁愿) wear blue than pink.4.Thank you for (邀请) us. I really enjoy myself very much.5.In spring, we can hear birds (歌唱) Encourage students toguess the seven coloursof the rainbow.
达标情况
翔宇教育集团课时设计活页纸
总课题 9A Unit2 Colours 总课时 10 第 2 课时
课题 Colours (Reading A) 课型 新授
教学目标 知识目标: To understand what colours represent
能力目标:To recognize and understand vocabulary about emotions
情感目标: To match colours to the characteristics
教学重点 The same as the aims.
教学难点
教学过程 教 学 内 容 备课札记
教 师 活 动 方 式 学 生 活 动 方 式
Teaching steps:
Step 1: RevisionRevise different kinds of colours by asking students:What’s your favourite colour Step 2: Presentation.Tell students that different colours can give people different feelings. Let students enjoy a series of pictures, including different kinds of colours and let students discuss: What’s your feeling after looking at the pictures Encourage students to say as much as possible. Greet with the teacher freely. !Have a free talk with the teacher freely.
翔宇教育集团课时设计活页纸
教学过程 教 学 内 容 备课札记
教 师 活 动 方 式 学 生 活 动 方 式 .
Then teachers make a conclusion: Blue & white can make people calm and peaceful. Blue can also represent sadness and white is the colour of purity. Yellow and orange make you feel warm, happy and contented. Orange represents joy while yellow is the colour of wisdom. Green makes you feel energetic. It represents new life and growth. Red represents power. It is also the colour of heat and strong feelings. Step 3: Discussion.Let students think about:How can colour change people’s moods Encourage students to express himself using his / her own words Step4: Homework
达标情况 During the first period of reading, the main task is to make students know the main idea of the text.
翔宇教育集团课时设计活页纸
总课题 9A Unit2 Colours 总课时 10 第3课时
课题 Colours ( Reading B,C) 课型 新授
教学目标 知识目标: To understand what colours represent
能力目标: To recognize and understand vocabulary about emotions
情感目标: To match colours to the characteristics
教学重点 The same as the aims.
教学难点
教学过程 教 学 内 容 备课札记
教 师 活 动 方 式 学 生 活 动 方 式
Teaching steps:
Step 4: Reading comprehension.
1.Ask students to scan the passage quickly and then match the colour with what they represent.Ask students to read the passage again carefully and then fill in the blanks according to the passage
翔宇教育集团课时设计活页纸
教学过程 教 学 内 容 备课札记
教 师 活 动 方 式 学 生 活 动 方 式
moodscolourscalm coloursBlue is good for the ______ and body and it represents ________.White is the colour of _______. You should wear white when you feel _________.warm coloursThese colour give you a happy and _________ feeling. Orange represents ______. It can bring you _________ and _____ you up.Yellow can remind you a ______, _____ day. It is also the colour of ______.energetic coloursGreen can give you _________ because it represents _________ and ________. It is also the colour of ______ and the colour of money and _______.strong coloursRed represents ______ and it is the colour of ______ and _____ feeling.Step 5: Language points.1.Ask a student at a time to read a paragraph. After each paragraph, ask students to say which parts of the text they do not understand.2.Explain some difficult language points to students.e.g. remind sb. of sth have difficulty (in) doing sth. make/ find / think it + adjective + to do sth.Step 6: DiscussionAsk students what they think about the article. Do they agree with what it says or which part of the text do they like most
教 师 活 动 方 式 学 生 活 动 方 式
2.Ask students to tell the class any interesting facts they know about colours.Step 7: Exercises Millie is writing to her penfriend about colour and plete her email.Dear Raymond: Did you know that colours can affect our _____ Did you know what the different colours _____ For example, _____ can help you feel relaxed. However, it can also mean ______. I prefer warm colours such as orange. Orange can bring you ________ and _______ if you are sad. Do you like green Green can give you ______; it also represents ______.______ can help you when you are having difficulty making a decision.What is your favourite colour Write back soon.Yours MillieStep 8: Homework.Read the passage over and over again to be familiar with it.Finish off the exercises in the Workbook
达标情况
翔宇教育集团课时设计活页纸
总课题 9A Unit2 Colours 总课时 10 第4 课时
课题 Vocabulary 课型 新授
教学目标 知识目标: To understand what synonyms are
能力目标: To understand what synonyms are
教学重点 The same as the aims.
教学难点
教学过程 教 学 内 容 备课札记
教 师 活 动 方 式 学 生 活 动 方 式
Teaching steps:
Step 1: Presentation(Change the sentences according to the request)1.He is very kind to us all. (同义句)He is very ______ to us all . 2.Thank you for asking me to your birthday party.( 同义句)Thank you for ______ me to your birthday party. Ask students to write out the answers: 1 .good / friendly ; 2. inviting . Tell the Ss that “kind /good /friendly”, “ask/invite” are two pairs of synonyms. Synonyms are words that mean the same or nearly the same thing. Greet with the teacher freely. !Have a free talk with the teacher.
教学过程 教 学 内 容 备课札记
教 师 活 动 方 式 学 生 活 动 方 式
Step 2: Word matching A B seldom quick small cheerful fast inexpensive happy rarely cheap little wrong incorrect calm fault mistake relaxedStep 3: A game Ask some Ss to supply some words, let their partners give the synonyms of these words, let us see which pair works fastest and the most correctly. Step 4: Practice 1.Explain the context of Part A , tell Ss to complete Part A.Check for mistakes and mispronunciation. 2.Explain the context of Part B, Ss work in pairs to find the right synonym in the box and write it opposite the corresponding word. Step 5: A brainstorm. Ask Ss to list synonyms as many as possible with the help of their dictionaries. Step 6: Extension activity For example: black ←→ white common ←→ uncommonStep 7: Exercises.写出下列词的同义词。Step 8: Homework.
达标情况
翔宇教育集团课时设计活页纸
总课题 9A Unit2 Colours 总课时 10 第 5 课时
课题 Grammar A&B 课型 新授
教学目标 知识目标: To use ‘would rather … than …’ to express preferences
教学重点 能力目标: To use ‘ prefer … to …’ to express preferences.
教学难点 The same as the aims.
教学过程 教 学 内 容 备课札记
教 师 活 动 方 式 学 生 活 动 方 式
Teaching steps:
Step 1: Presentation.Arouse students’ interest by asking them whether they had the experience of talk on the Internet. Ask those students who are familiar with online chatting to share their experience with the class.Step 2: Part A1.Explain the context. Amy and Millie are chatting on the Internet. They want to go shopping tomorrow and are trying to decide where to go. They are talking about where they like to shop and what they want to eat for lunch.2.Tell students that we use the ‘would rather … than …’ structure to talk about preferences, i,e, that we like one thing more than another. When we write or talk to our friends, we use the contracted form ‘I’d rather….’
教学过程 教 学 内 容 备课札记
教 师 活 动 方 式 学 生 活 动 方 式
3.Work in pairs to complete the exercise.4.Ask students to read out the completed conversation. 5.Correct mistakes and mispronunciation.Ask students to complete ‘work out the rule’ on their own.Step 3: Additional exerciseUse ‘I’d rather … than …’ to make sentencesgo skating / go swimmingbuy books / buy clotheseat Chinese food / eat Western foodwalk to the mall / take the busgo to the cinema / watch TVwear jeans / wear formal clothesStep 4: Part BExplain the context. Suppose the students are at the shopping mall. As they go into different shops, students say which items they like.Tell students that we can also use the structure ‘prefer… to …’ to talk about preferences.Give students some examples of how the structure works by writing some sample sentences on the board.e.g. Jimmy prefers chocolate to ice cream5.Ask students to use the hints given in the pictures to make sentences.6.Ask five students to each read out one completed sentence.Step 5: Exercises.
达标情况翔宇教育集团课时设计活页纸
九年级教案活页纸 主备人：郭寿生 审核人：唐宝兰
总课题 9A Unit 5 Films 总课时 10 第6 课时
课题 Grammar B and C 课型 新授
教学目标 知识目标 1. To use ‘should’, ‘ought to’, ‘had better’, ‘have to’ and ‘must’ to give advice.2. To learn to use ‘why not’, ‘why don’t you’ and ‘perhaps’ to give advice.
能力目标 Learn how to give advice
情感目标 To give advice adequately and appropriately
教学重点 Learn how to give advice
教学难点 To give advice adequately and appropriately
课前预习 Preview the new words and phrases
教 学 过 程
教 师 活 动 学 生 活 动 备课札记
Teaching proceduresStep 1. Revise ‘speak up —giving advice’ on P33Ask students to find out the ways of giving advice in the dialogue.Step 2 Explain we can also use different ways to give advice.Remind the students that ‘have to’ and ‘must’ are stronger than ‘should’ ‘ought to’ and ‘had better’.Step 3 Explain the context of the exercise in Part B on plete what kitty says about Do’s and don’t at the cinema.Step 4 Work out the rules. Step 5 Do the same with Part C.Step 6 Additional exerciseMake sentences with ‘should’ , ‘ought to’, ‘had better’, ‘have to’, ‘must’, ‘why not’, ‘why don’t you’ and ‘perhaps’. Greet with the teacher freely.Explain the ways to give advice.
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教 师 活 动 学 生 活 动 备课札记
do homework alone (should)wear more clothes because it will be colder (ought to)stay at home on rainy days (had better)look after your sick mother at home (have to)eat vegetable every day (must)visit local theatre (why not)try on the shoes (perhaps)Homework:1) Learn the useful expressions by heart.2) Some other exercises.Language points:1. 用should、 ought to、 had better、 have to、 must 提出建议。※ 当我们要用“和善”的方法提出建议时，用 should, ought to 和 had better。●should / ought to 表示“应该”，后跟动词原形。should 比ought to语气要轻一些，should谈的是自己的主观看法，而ought to则更多地反映客观情况。●should的否定形式是should not (shouldn’t); ought to 的否定形式是ought not to (oughtn’t to)●had better表示“最好”，后跟动词原形，否定式是had better not do sth.※ 当我们想用“更强硬”的态度提出建议时，用have to 和must.●have to / must 表示“必须”，后跟动词原形； have to 常表示客观要求，must则表示主观愿望。 ●have to 的否定式是 don’t have to, 表示“不必要”；must的否定式是must not (mustn’t) 表示“一定不能”、“不允许”。2. 用 why not, why don’t you 和perhaps 来提建议。 ※ why not / why don’t you 后跟动词原形，也是提出建议的两种方式，表示“为什么不……”, 两者可以互换。※ perhaps 是提出建议的另一种方式，表示“或许，可能，也许”。 Make sentences with the words.
翔宇教育集团课时设计活页纸
九年级教案活页纸 主备人：郭寿生 审核人：唐宝兰
总课题 9A Unit 5 Films 总课时 10 第7 课时
课题 Integrated Skills(1) 课 型 新 授
教学目标 知识目标 1.To identify the context of a cinema hotline 2.To identify key points to complete some notes about three different films
能力目标 To talk about different types of films and preferences in films
情感目标
教学重点 To identify key points to complete some notes about three different films
教学难点 To talk about different types of films and preferences in films
课前预习 Preview the new words and phrases
教 学 过 程
教 师 活 动 学 生 活 动 备课札记
Step 1 RevisionRevise: (show the power point)1.What types of films are they ①. Audrey Hepbourn : Romantic filmIt’s about a young prince who met a young reporter in Roman and they fell in love with each other fall in love with/be in love with②.Tiger Watch: DocumentaryIt is about Asian tigers in danger.③.A murder in a country house: Horror filmIt’s about a doctor who was found in a country house.④.The end of the world: Science fiction filmWhat happened to the world because of virus Step 2. Discussion:What was the life like in Beijing in the past Live in the HutongsThe world of dinosaurs Watch the pictures and guess the types.Think and discuss.
教 学 过 程
教 师 活 动 学 生 活 动 备课札记
The dinosaur family3.Please guess the types of the filmsThe Tales of Old BeijingThe World of DinosaursLove Boat4.Listen to the tape and find out the answers.5.Read the cinema guide and fill in the information.6.Listen to the tape again and fill in the blanks.1.The three films now showing in cinemasThree boys playing football on the playground the noise coming from the bushes2. Be suitable for everyone3.alive/ livingAlive : ad,可以用作表语与定语 the greatest man alive（后置定语） keep alive/ stay alive Living ：adLiving animals （前置定语）He is still living.Bring dinosaurs alive on the screenShow: vi/vtThe cinema is showing Tales of Old BeijingTales of Old Beijing is showing in the cinema.Tales of Old Beijing is show/on in the cinema.7.Oral practicing8.Say sth about what’s on in cinemas as a cinema. The films are: A murder in a country house Tiger Watch The end of the world Audrey Hepburn Fill in the information
翔宇教育集团课时设计活页纸
九年级教案活页纸 主备人：郭寿生 审核人：唐宝兰
总课题 9A Unit 5 Films 总课时 10 第8 课时
课题 Integrated Skills(2) & Study Skills 课型 新授
教学目标 知识目标 To respond correctly in agreement or disagreement
能力目标 Different ways to express agreement or disagreement
情感目标 The ability to express agreement or disagreement appropriately.
教学重点 To respond correctly in agreement or disagreemen
教学难点 The ability to express agreement or disagreement appropriately.
课前预习 Preview the new words and phrases
教 学 过 程
教 师 活 动 学 生 活 动 备课札记
Step 1.Speak up and Study skills(powerpoint)Types of filmsHorror film Cartoon Action film Romantic filmScience fiction film westernDocumentary ComedyWhat do you think of these films Horror film (terrible , make people feel scared…)Cartoon (very interesting, can make you feel relaxed…)Action film (with fights, have a bad effect on teenagers) Romantic film (with happy endings, not suitable for us…) Watch the pictures and guess the types.
教 学 过 程
教 师 活 动 学 生 活 动 备课札记
Science fiction film (can make you more imaginative, cleverer……)Western (can learn the spirit of the cowboys……)Documentary (with facts, can help you learn more about history……)Comedy (with lots of funny things, make you feel happy……)Step 2.Talking about films(you can use Sandy and Kitty’s coversation as a model, you can also make your own dialogue) Sandy: What do you think about fights in actions films, Kitty Kitty: I think they’re terrible. They make you feel angry. They have a bad effect on people, especially teenagers.Sandy: I see. So what is your favourite kind of film Kitty: I like romantic films because they usually have happy endings. What about you, Sandy Sandy: I love action films. They’re really exciting. Step 3.Responding to opinions( When you talk about your favourite type of films, you all have your own opinions. Sometimes you agree with people but sometimes you disagree. Here are some useful phrases to express agreement and disagreement.)Expressing agreement: I agree.That’s a good idea.Yes, I think so.Yes, you’re right.Expressing disagreement: I disagree. No, I don’t think so. That may not be a good idea. I’m not sure if you’re right.4.HomeworkUse the phrases we learnt just now to write a conversation about your favourite films. Read the model and talk.Try to express agreement and disagreement
翔宇教育集团课时设计活页纸
九年级教案活页纸 主备人：郭寿生 审核人：唐宝兰
总课题 9A Unit 5 Films 总课时 10 第9 课时
课题 Main Task 课型 新授
教学目标 知识目标 To make the student learn some new words and expressions, such as talent, experienced, supporting actress and talented, take an actor’s training course.
能力目标 To skim personal details’ and ’Acting career of Gongli for overall meaning and scan it for details. Enable the student to complete the fact sheet with information about their favourite film star.Enable the student to write an article about their favourite film star.
情感目标 Enable the students to improve aesthetic judgment.
教学重点 1.To help the students get the main information about Gongli.2.To improve the students’ writing skills.
教学难点 1.Words, talent, talented, experienced 2.Some information about Gongli.
课前预习 Preview the new words and phrases
教 学 过 程
教 师 活 动 学 生 活 动 备课札记
Teaching procedures Step 1 Free talk Ask one student to say something about his/her favourite film star.Step 2 Lead in: We know Kitty’s favourite film star is Audrey Hepburn. Can you tell me something about her Where and when was she born How was she Was she good at acting in films Did you successfully play the lead role of a young princess in Roman Holiday Talk about favourite film stars
教 学 过 程
教 师 活 动 学 生 活 动 备课札记
Where did she start her acting years How did she start acting Please tell me the names of the films that she acted in, OK What kind of awards did she win Step 3 Presentation Part A1.Task: Read the fact sheet about Gongli.Sandy has visited a website about Hollywood. Gongli is her favourite film star so she wants to write about Gong Li for the website.Ask students how much they know about Gong Li and which of her films they have seen .Ask students to read the fact sheet about Gong Li which was written by Sandy.Ask questions about the fact sheet.Explain new words.Concubine means a second wife, assassin means someone who murders people .sorghum is a kind of grain.PartA2Sandy has written an article about Gong Li.Task1:Help sandy complete it.Tadk2:Learn the structure of the article.Step 4.Writing OK. Now we know both Kitty and Sandy have their own favourite film stars. Now can you tell me who is your favourite film star Task1: Now complete the following fact sheet with information about your favourite film star.Task2: Then divide the class into groups of four to write an article about their favourite film star using the fact sheet.Homework Write an article about a favourite film star for a website. Read the fact sheet about GongliTry to grasp the meaning of the new words.
翔宇教育集团课时设计活页纸
九年级教案活页纸 主备人：郭寿生 审核人：唐宝兰
总课题 9A Unit 5 Films 总课时 10 第10 课时
课题 Checkout 课型 新授
教学目标 知识目标 To review the use and structure of the past perfect tense.To review vocabulary related to the film industry tense.
能力目标 To allow students to check their progress and ask any questions they may still have.
情感目标 Help students learn how to give advice politely.
教学重点 1.Master the use and structure of the perfect past tense.2.How to give some advice. 3.Master some difficult new words.
教学难点 Master the use and structure of the past perfect tense.
课前预习 Preview the new words and phrases
教 学 过 程
教 师 活 动 学 生 活 动 备课札记
Teaching procedures Step 1 Talk about their favourite films and stars “Which film have you seen Who played the lead role of this film ”By discussing, help the students review the present perfect tense .Then change the present perfect tense into past perfect tense.Step 2 lead in part A:There is a film called Roman Holiday showing in the cinema .Eddie and Hobo go to see this film. Review the present perfect tense
教 学 过 程
教 师 活 动 学 生 活 动 备课札记
Step 3 Get the Ss to discuss what happened at the cinema. Using the simple past tense, then join two sentences, using the simple past tense into one sentence including the past perfect tense.Step 4 Finish Part AStep 5 Made up a dialogue on Roman Holiday between Eddie and Hobo to lead in Part B.Homework Finish exercise book.Language points:1. Gong Li has starred in many other successful films. 巩俐已经在其他多部成功的影片中担任主角。star v. (-red; -ring) “主演……，由……主演”eg: One cinema showed a film starring Charlie Chaplin.1. ※ experienced adj. “有经验的”eg: (1) He is an experienced doctor. I’m sure he can save your child. (2) Beckham is experienced in playing football.※ experience u.n.“经验” ; c.n.“经历” eg: (1) Daniel doesn’t have enough work experience for the job. (2) The trip to Yun Nan was an unusual experience. I will remember it forever.3. ※ talented adj. “天才的”eg: I think Jackie Chan is a talented actor. ※ talent n. “天才”eg: He is imaginative. I think he is a talent for drawing. Make up a dialogue.
