译林版九年级上册unit1教案全集

初中英语译林版Unit 1教案教学目标：1. 掌握基本的英语词汇和表达方式。

2. 培养学生的英语听说读写能力。

3. 引导学生了解英语国家的文化和生活方式。

教学内容：1. 词汇：掌握本单元的生词和短语。

2. 对话：学习基本对话，提高学生的口语表达能力。

3. 阅读：阅读一篇与单元主题相关的文章，培养学生的阅读理解能力。

4. 语法：学习本单元的语法知识点，包括现在进行时和比较级。

教学步骤：1. 导入（5分钟）通过歌曲、游戏或其他活动导入本单元的主题，激发学生的学习兴趣。

2. 词汇学习（15分钟）教授本单元的生词和短语，包括发音、词性、用法等。

采用多种教学方法，如图片、实物、游戏等，帮助学生记忆和理解。

3. 对话学习（15分钟）学习基本对话，包括问候、介绍、询问等日常用语。

通过角色扮演、小组讨论等方式，让学生在实际情境中运用所学对话。

4. 阅读理解（15分钟）阅读一篇与单元主题相关的文章，引导学生理解文章大意，回答相关问题。

培养学生的阅读理解能力和阅读速度。

5. 语法讲解（15分钟）讲解本单元的语法知识点，包括现在进行时和比较级。

通过例句和练习题，帮助学生理解和掌握语法规则。

6. 练习与巩固（10分钟）通过练习题、听力、口语等方式，巩固所学词汇、对话和语法知识。

及时纠正学生的错误，提高学生的学习效果。

7. 课堂小结（5分钟）对本节课所学内容进行总结，强调重点和难点。

布置课后作业，要求学生复习所学内容，预习下一单元内容。

教学评价：1. 通过课堂表现、作业完成情况、考试成绩等方式评价学生的学习效果。

2. 及时反馈学生的学习情况，鼓励学生积极参与课堂活动，提高学习自信心。

九年级上册英语全册教案Unit 1 Know yourselfWelcome to the unit教学目标By the end of the lesson：Students can talk about personalities.Students can master some useful expressions.Students can use some adjectives to describe one’s personalities.教学重点1. To let students know the background of different places in the world and talk about them.2. The usage of adjectives.教学难点How to talk about personalities effectively.How to grasp some adjectives and useful phrases.教学过程Step 1 Lead inTeacher says, ‘Hello, everybody! We haven’t seen each other for a long time. Were you happy in winter holidays? Did you have a good time? Where did you go? What did you do? What did you eat? What food is your favourite? Have you visit your best friends?’ Introduce your best friend with different adj.Eg: creative adj. 有创造力的；创造性的curious adj.好奇的energetic adj.精力充沛的modest adj.谦虚的organized(=organised) adj. 有条理的；有效率的Ask students to practice reading the words I introduced just now.Step 2 BrainstormAsk ss to write adjectives to describe personalities as many as possible in groups. Ask some volunteers to try to read and explain them in English. Match these adjectives with their meaningsOrganized -----keep…in good orders modest-----the opposite of show off Patient -------- without getting angry creative ----think of new ideas Curious ------- eager to know or learn energetic -----full of energyAsk ss to choose one adjective to describe themselvesStep 3 Presentation1. Teacher asks, do you still remember Hobo and Eddie? How are they this term? What are they talking about now? Let’s listen to the tape. (Play the tape for the Ss to listen to the dialogue between Hobo and Eddie.)2. Ask some questions about it:What makes generous people feel good?Is Eddie really generous?Why did Hobo eat up all the breakfast?Step 4 ExplanationExplain the important phrases and sentences in the dialogue.Step 5 Practice1. Work in pairs and drill the dialogue.2. Ask some Ss to act the dialogue out.Step 6 PresentationA. Some words are often used to describe people's personalities.Help Millie complete the following sentences with the words in the box.B. Millie and her classmates are talking about their own personalities and the kind of job they like or dislike. Work in groups and talk about yourselves.Use the conversation below as a model.C. Explain and Practice using the following phrases and sentences.keeps all her things in good order.shows offrepeat grammar rules for us.comes up withNeither my parents nor I think I can make a good accountant.It's terrible for me to work without speaking all day long.Step 7 Homework1. Recite the important sentences.2. Preview Reading.Unit 1 Know yourselfReading（Ⅰ）Teaching objectivesBy the end of the lesson, students should be able to：1. guess the meanings of the new words from the context；2. talk about jobs and personalities；3. identify the main idea of each paragraph in the passage by skimming；4. describe the four people’s jobs and personalities by detailed reading；5.improve their reading abilities.Important pointsHow to talk about jobs and personalities with some new expressions.Teaching contents1. New words and phrases：born, impress, sculpture, praise, sales department, general,race, either or, lead, take the lead, fall behind, challenge,chief, high-speed, connect, connect to/with, miss, as goodas, attention, pay attention to, standard, pioneer, surgeon,carelessness, extra, devote, respect, suitable, partner2. New structures：Life is like a race. You either take the lead or fall behind.A miss is as good as a mile.As a doctor, you can’t be too careful.III. Focus of the lesson and predicted area of difficulty1. To read the passage in different ways;2. To describe four people’s jobs and personalities by detailed reading.IV.Teaching proceduresStep 1 Warming-upFree talkT: Today, we’ll meet some outstanding people. They like their jobs very much. Now show me your ideas, what kind of person are they?Step 2 Pre-reading1. Watch a videoT: Who is this man? Let’s watch a video first.T: You know him very well. He is the pioneer of Alibaba. He is devoting most of his time to it.He says, “If not now, when? If not me, who?” Any time he is ready to take onnew challenges. He always works to high standards. Now he is one of the richest in China. So people often say he is a born businessman.2. PredictionT: Look at these pictures from Sunshine Town. They are also outstanding in their fields. Would you please guess what their jobs are?Step 3 While-reading1. SkimmingT: Now please look through the text quickly and check if you have made the rightprediction, also try to find what they think of their jobs.T: Yes, Wu Wei is an artist, Su Ning is a manager, Liu Tao is an engineer, and Fang Yuan is a doctor. What do they think of their jobs?T: Yeah, they are happy with their jobs. How can you get the information quickly? T: Great! Pay attention to the title and the pictures while reading.2. ScanningPassage 1:(1) Read and answerT: Now let’s read Passage 1 more carefully and answer two questions:●What does Wu Wei’s best friend think of him?●What has won Wu Wei high praise from the art community?T: Yes, his best friend said, “He is a born artist. He’s quiet and doesn’t like to talk much, but his work shouts.” And his sculptures for Sunshine Town Square have won high praise from the art community.(2) Read and guessT: Good job! Let’s do some guessing work. What does “his work shouts” mean here?T: Yes, that is to say his work is wonderful. Then what about “praise”? What does it mean?T: Excellent! How can we guess the meaning of new words?T: I agree. Circle some key words before and after the new word or the sentence.It’s possible to find its meaning.(3) Read and thinkT: Wu Wei said, “I want to share the best art with people, so I’m always searching for something better or different. This in itself is great fun.” What can you infer from it?T: I love all your ideas. He is so creative and of course he is happy with his job. Passage 2:Read and finishT: Find out some information about Su Ning’s past and present.five years ago•was an __________•only worked with ______•made me _______(accountant, numbers, unhappy) now•is a general manager•is active and _________•love working with ________•is ready to take on ________ any time (energetic, people, challenges)Passage 3:Read and practicePassage 4：An interview between groupsT: Read through Passage 4 and do an interview with Fang Yuan in pairs. Try to ask more questions and give detailed answers. The team which gets the most stars will be the winner.3.Further reading(1) ThinkingT: What do the sentences mean? Choose the right Chinese meaning, and try to find out some supporting sentences.●Life is like a race. You either take the lead or fall behind.● A miss is as good as a mile.●As a doctor, you can’t be too careful.(2) Listen and circleT: Now I’ve collected many words about their personalities. Please circle them in your books and try to match the words with the four persons.T: OK, Wu Wei is quiet and creative. Su Ning is active and energetic. Liu Tao is serious, organized and modest. Fang Yuan is kind, patient and careful. Different people have different personalities, and they also have different jobs. Are the jobs suitable for them? Why? You may use the sentences in the text to support your ideas.Step 4 Post-reading1.Listen and adviseT: The four persons here are all happy with their present jobs, and the jobs are suitable for them. Now let’s listen to a short conversation from Cindy, Stone and Tiantian.Write down their future jobs.T: Stone would like to be an engineer, Cindy hopes to be an artist, and Tiantian prefers to be a manager. Would you please give them some advice so that their personalities can match the job requirements.2.Share and reportT: It’s your turn to talk about yourselves. Think about what job you want to do in the future and if your personality matches the job requirements. You can share your ideas in groups, and then speak in front of the class.T: I hope you all can have a bright future. In your daily life, you should form good personalities to get ready for the future job. I believe finally you can be the one that you want to be.Homework1. Search more articles about people who are outstanding in their fields and try to make notes.2. Finish your own article about jobs and personalities and read it to your friend.Unit 1 Know yourselfReading （Ⅰ）Teaching objectivesBy the end of the lesson, students should be able to：1. describe people’s jobs and personalities by using what they learn in this period；2. talk about what the four people do and their personalities；3. have a better sense of working hard and being outstanding；4. understand vocabulary about characteristics and other important words.Important points1.To recognize and understand the important phrases;2. To use the new words and phrases to describe people’s personalities and jobs.Teaching contents1. New words and phrases: born, impress, sculpture, praise, sales department, general,race, either or, lead, take the lead, fall behind, challenge,chief, high-speed, connect, connect to/with, miss, as goodas, attention, pay attention to, standard, pioneer, surgeon,carelessness, extra, devote, respect, suitable, partner2. New structures: Life is like a race. You either take the lead or fall behind.As a doctor, you can’t be too careful.Carelessness will be a disaster not only to ourselves but also to patients.Teaching proceduresStep 1 Lead-inT: Guess who he is. He is the great Greek philosopher—Socrates and he once said, “Know yourself, and then you can understand life.”Step 2 ReviewingT: Knowing yourself is very important. Do the four outstanding people know themselves very well? Now you’ll be divided into four groups: Su Ning Group, Wu Wei Group, Liu Hao Group and Fang Yuan Group. Su Ning and Wu Wei Groups will discuss who is suitable for the general manager of a big company. Liu Hao and Fang Yuan Groups will discuss whether you are suitable for your jobs. Give your reasons. Step 3 DiscussionT: What’s your favourite saying? Why?Step 4 Language pointsPresent and practice the important words and expressions mentioned in the discussion.1. Life is like a race. You either take the lead or fall behind.T: Look at the picture of Liu Xiang.Liu Xiang is taking the lead in the race.The other top players are falling behind in the race.T: You know the story of the hare and tortoise. Can you say something about it? S: The hare is taking the lead. The tortoise is falling behind.T: In this race, either the hare or tortoise will win.2.either ... or ...T: If you’re planning a day out, what will you choose to do? Use “either … or …”to make a conversation3. It’s necessaryto pay attention to every detail.T: When you go on an outing, what should you pay attention to?S: …T: pay attention to sth. 注意某事pay attention to doing sth. 注意做某事Try to complete the sentences:Pay attention to protecting the environment.Successful businessmen always pay attention to details.4. I’m ready to take on new challenges any time.Present new structures “take on new challenges”, “connect … to …” by talking about Ma Yun.T: Ma Yun and Bill Gates are both successful businessmen. Ma Yun likes taking on new challenges. He owns Alibaba, Taobao, China Yahoo, etc. He has connect ed the Internet to people’s life.It’s your turn to talk about Bill Gates.5. He has impress ed the whole country with his work.T: Ma Yun and Bill Gates has impressed us with their creative ideas. Have youheard about a disabled young girl called Liao Zhi, whose legs were hurt during an earthquake? What about Nick Vujicic, a famous speaker with no arms andlegs?(1) Liao Zhi, the young disabled dancer, has impressed the country with herwonderful spirit and dancing skills.(2)Nick Vujicic has no arms or legs, but he has impressed the whole world with his speeches.Practice (Open task):Watch a video about Nick Vujicic and Practice:Nick ________________ me with ___________________.6. Carelessness will be a disaster not only to ourselves but also to patientsT: Nick Vujicic can not only choose how to live but also face problems bravely.Now look at these two pictures. Use “not only … but also” to make one sentence. T: So Not only my husband but also my daughter likes him very much. Some tips for you.Careless is a humorous film. Not only children but also adults like it.7.carelessnessT: Learn to use “care”, “careful”, “careless”, “carelessly” and “carelessness”. After that, try to make a summary about them.●Take _______. The bus is coming.●Be ________ with fire. It can be dangerous.●The less __________, the fewer mistakes.●Pay attention to your safety. Don’t drive ___________.●_________________ will lead to accidents.8. As a doctor, you can’t be too careful.T: As a driver, don’t drive carelessly. Carelessness will lead to accidents. Thatmeans you can’t be too careful when driving.T: Would you please talk about your ideas? As a student/teacher/…, you can’t be too _________. In a word, one can’t be too modest.Step 5 Other words and phrasesT: Read the four passages again. Underline all the new words and phrases and see if you understand them.Step 6 Practice1. Use some of the new phrases to complete the sentences2. DescriptionChoose at least four phrases to talk about your hero.(1) a born …(2) win high praise from(3) either … or …/not only … but also …(4) take the lead/fall behind(5) be ready to/ be willing to …(6) take on new challenges(7) connect … to …(8) pay attention to …(9) work to high standardsStep 7 Myfavourite sayingT: The American educator, Samuel Bubler once said, “Every man’s work, whether it be literature or music or pictures or architecture or anything else, is always a portrait of himself.” So love what we do.HomeworkWrite about your hero’s personality and job, and share it in your groups.Unit 1 Know yourselfGrammarTeaching goalsKnowledge and skills:To master the usage of conjunctions like and but or and so.Process and method:Listening,speaking,reading.Emotion and attitude:Use conjunctions to join ideas together.Important and difficult points1. Use conjunctions to join ideas together.2. Use conjunctions to join ideas together.Teaching proceduresA Using and, but, or and soStep 1 Lead inFree talkT: Today, we’ll learn Grammar of Unit 1. We’ve met four outstanding persons. Do you remember them? (Show the pictures of the characters we’ve learned.)S: They are Wu Wei, Su Ning, Liu Tao and Fang Yuan.T: Among them, I admire Wu Wei the most because I wanted to be an artist when I was young.Step 2 Presentation1. BrainstormingT: How much do you know about Wu Wei?workshobby personalitysayingWu WeiS: He is quiet and doesn’t like to talk much.S: He impressed the whole country with his creative work.S: I want to share the best art with people, so I’m always searching for something better or different.T: Do you know something about his hobby? Let’s listen together.(Wu Wei: I like doing something quiet like fishing and watching TV. I don’t like singing or dancing)S: He likes fishing and watching TV. He doesn’t like singing or dancing.Step 3 Practice1. Show the picture of Wu WeiT: Wu Wei likes reading and watching TV. Guess what TV programmes he likes watching.S: …(Play the theme songs of two TV programmes.)T: He likes watching “the V oice of China” and “Dad, where are we going?” like you and me. Let’s talk about “the V oice of China” first.2. Show some pictures of the programmesAsk the students to describe the pictures, and join the sentences together with and, but, or or so.(1) We can watch the programmes on TV. We can watch the programmes on the Internet.We can watch the programmes on TV or on the Internet.(2) The rules of the programmes are special. Many people are interested in it.The rules of the programmes are special so many people are interested in it.(3) The coaches sit with their backs to the singers. They listen carefully.The coaches sit with their backs to the singers, but they listen carefully.(4) The girl sang very well. Four coaches all turned their chairs.The girl sang very well, so four coaches all turned their chairs.(5) She didn’t choose Yang Kun. She didn’t choose Qi Qin. She chose Na Ying.She didn’t choose Yang Kun or Qi Qin.She thought twice, and she chose Na Ying finally. (think twice: 三思，再三考虑)Step 4 Production1. DiscussionT: We often use and, but, or and so to join ideas together. Let’s have a discussion: When we join ideas together, how should we use these conjunctions?and join different ideasbut introduce another possibility/join two or more ideas (in negative sentences)so join similar ideasor express the results of something2. Finish the exercises on Page 123. Game timeT: You are so great. Now, let’s play a game to see which group will be the winner.Here are the rules: You are divided into 4 groups. Try to make sentences with and, but, or and so. If the first student in Group1 makes a sentence correctly, thenhe’ll have the chance to ask the first one in Group 2 to make a sentence with any word of the four … If you can’t make a sentence in 5 seconds, your group will lose the game.B Using both … and …, not only … but (also) …, either … or … and neither … nor …Step 1 Lead inFree talkT: Just now, we talked about “the V oice of China”. You’ve done a good job. What other programme does Wu Wei like?S: It’s “Dad, where are we going?”T: This programme is popular this year. I also like watching it.Step 2 Presentation1. Talk about “Dad, where are we going?”(1) The show is popular in China. The show is popular in other countries.The show is popular not only in China but also in other countries.The show is popular not only in China but in other countries.T: Who take part in the show?(2) Dads take part in the show. Their kids take part in the show.Not only Dads but also their kids take part in the show.Both dads and their kids take part in the show.(3) Feynman is five years old. Joe is five years old too.Not only Feynman but also Joe is five years old.Both Feynman and Joe are five years old.(4) Joe isn’t happy. Grace isn’t happy.Neither Joe nor Grace is happy.(5) The boy is so lovely. We call him Yang Yangyang. In fact, his name is Yang Wenchang.We can call him either Yang Yangyang or Yang Wenchang.(6) The two boys are wrestling. Either Joe or Feynman does better in wrestling. 2. DiscussionPlease read all these sentences by yourselves. Then discuss two questions: How should we use these conjunctions? How should we use the verb form?We use _________ to emphasize that something is true not just of one person, thing or situation but of another too.We use __________ to add another fact to something you have mentioned.We use __________ to mean one or the other, this or that, he or she, etc.We use __________ to mean not this one and the other, not this and not that, not he and not she etc.Step 3 Practice1. Finish B1 on Page 142. Finish B2 on Page 143. A competitionAmy made an interview in her class. Look at the form carefully, and try to get the information. Then, let’s have a competition in groups. Try to make as manysentences as possible with conjunctions we have learned. One of your group members should write them down. If your group gets the most sentences, you are the winner. For example: Nancy is both creative and curious.Step 4 ProductionT: All of you have done a good job! Let’s enjoy a poem together to relax.T: We all know that this poem is about my dream. Now it’s your turn to write about your dream or your school life. You can use this poem as a model.T: When we write, we can use conjunctions if necessary. Keep trying, and I think you can write something beautiful one day!V. Homework1. Interview two of your classmates about their personalities and future jobs;2. Write a short report about the interview. Try to use conjunctions.教学反思Unit 1 Know yourselfIntegrated skillsTeaching goalsKnowledge and skills:To get specific information from a listening material.Process and method:To talk about personalities.Emotion and attitude:To talk about animal signs.Important and difficult points1.To listen to the tape and get information about the radio programme.2. To learn about Chinese animal signs and personalities.Teaching proceduresStep1 Lead in1. Show the animal signs and English names.Rat horse ox sheep tiger monkey rabbit rooster dragon dog snake pig2. What do you think of monkeys? They are clever.3. New words lunar calendar animal sign represent appear fixed order cycle powerful lively practical loyalStep 2Listening1. Read A1, try to finish A2 with as much information as possible.2. Listen to the tape without writing.3. New words divide divide ...into... Shape4. Finish A35. Read A3.Speak up：We can read about them for fun.Step3 Presentation1. Is it true that people born under the same animal sign or star sign may have similar personalities? It may be true,but we shouldn’t believe in them. Let’s listen to a conversation between Millie and her neighbour Joe. Then answer these questions:1) What is Joe’s animal sign?2) What are people born in the year of the Tiger like?3) Whose animal sign is the sheep?4) What is Julie like?5) What does Millie think of the relationship between signs and personalities?2. Revise born brave in some ways that’s not the caseGentle believe inStep 4 Activities1. Practice in pairs.It is said that... It says that...I’m not sure... I agree/ disagreeI (don’t) think... That’s not the case.What about?2. Show their conversation.Step 5 Homework.Recite speak up.Blackboard Designappear in a fixed order every 12 yearsin all decide your personalitythe year of the Rabbit divide ... intoIt is you who shape your life and your future.People born under the same animal sign课堂检测动词填空1.You are the most suitable _______________(take) this job.2.—Where’s your brother?—He _________(do) an operation.3.What a creative artist! He ______________(impress) the whole country with the sculpture.4.We can’t afford ____________(fall) behind our classmate.5.You can go and play tennis only when your report ____________(finish).6.When I went to visit him yesterday, he ____________(read) a magazine about personalities.Homework1. Read A3 on page 16 and try to remember more information;2. Practice talking about animals and personalities with your partner;3. Write down your own ideas about what decides your personality.Teaching reflectionUnit 1 Know yourselfStudy skillsTeaching objectsKnowledge and skills:To get specific information of skimming.Process and method:How to skim.Emotion and attitude:To talk about skimming.Important and difficult points1. Learn to skim an article.2. Learn to skim an article.Teaching contentStep 1 Lead in1. Free talkT: Boys and girls, can you tell me what you often do when you are free?S: …T: We have a lot of things to do in our spare time. Do you want to know about my hobby? You can find it by finishing the saying: ______ are the stepping stones of human progress.S:Books.T: Yes. Books are the stepping stones of human progress. I spend much time reading books every day because I think reading brings us everything. Do you like reading books?S: Yes, of course.T: I’d like to tell you a piece of good news. Our school will set up a reading club. If you want to join the club, please answer three questions about the reading skills.Let’s do it together.Step 2 Presentation1. Understand the meaning of the skimming(1) T: Now, the first question is “What is skimming?” If you don’t know the answer,it doesn’t matter. I’ll help you.(2) Show the picture of “skim stones”, and talk about it.T: Look at the picture. What’s the young man doing?T: He is playing a game called “skim stones”. People try to throw a little stone onto the surface of the water, and make it float on the surface as far as possible before it sinks. And here “skim” means “漂过” or “略过”.(3) Make a choiceT: So, what does skimming mean while reading? Of the two idioms, which is more similar to “skimming”, “字斟句酌” or “浮光掠影”?T: I agree with you. “浮光掠影” is closer to skimming. What does “浮光掠影”mean in Chinese?T: So, when skimming, do we read fast or slowly? Do we expect to get the main idea or specific information?S: …T: Skimming means reading the text quickly to get the main idea. You can understand the word in this way: “s” stands for the speed of the reading;“m”means the main idea. I hope it will help you understand “skim” better.2. Learn how to skim when readingT: Since you have understood the meaning of “skimming”, let’s come to the second question: How to skim when reading? That is to say, how can we read fast and get the main idea at the same time?(1) Show the reading process of four people. Ask students to tell if they are skimming.(2) Discussion: In Which part of the text can we find the main idea quickly?(3) Draw the conclusion: When skimming, read the title, the main headings, the firstand last paragraphs, and the first sentence of each paragraph.3. Find the main idea of the article by skimmingT: You’ve done a good job. The last task is to find the main idea of an article by skimming in one minute. I’ll give you three questions to help you:(1) What is the article about?(2) Is it true that some aspects of your personality are formed by nature?(3) What can change your personality?T: As you have answered three questions correctly, you have the chance to be the member the reading club.Step 3 Practice1. A competitionT: Now, let’s have a competition. We will vote for the best readers in our class. Who can find the main ideas of the following articles in the shortest time will be the best readers in our class.2. T: We all know that reading is a good habit to all of us. Let’s share a saying aboutreading: Reading ten thousand books is like travelling ten thousand miles. In Chinese, we say “读万卷书，行万里路”. Actually, we have different ways of reading. Sometimes, skimming is useful. Sometimes, we need to get the specific information. Join the reading club, and more reading activities are waiting for you!课堂检测一、根据句意和所给汉英释义写出单词1. He ________________(分成)a cake into pieces and gave them out to his children.2. Jack enjoyed reading all kinds of books. These books ______________(塑造)his ideals about the world.3. Nora’s birthday is not in this year’s ______________(日历). Do you know why?4. It was nearly half an hour before the bus __________________(start to be seen) at the street corner.5. Linda is a _____________________(full of energy,very active)girl. We all like her.6. Our classes begin and finish at ______________(not changing) times.Homework1. Skim one or two articles to get main idea;2. Search the Internet to know more about reading skills.教学反思Unit 1 Know yourselfTask。

牛津译林版九年级上册Unit 1《Know yourself》（Task）教学设计一. 教材分析《Know yourself》是人教版牛津译林九年级上册第一单元Task部分的内容。

本课的主题是了解自己，通过介绍一位名叫Mike的学生，让学生学会如何用英语介绍自己的性格、兴趣和梦想。

本课的主要语言点是描述性格、兴趣和梦想的词汇和句型，如：open-minded, hardworking, interested in, etc. 通过本课的学习，学生能够提高用英语进行自我介绍的能力，同时培养他们的自信心和自我认知能力。

二. 学情分析九年级的学生已经具备了一定的英语基础，能够听、说、读、写简单的英语句子。

但是，他们在使用英语进行自我介绍时，往往会感到紧张和不自信。

此外，他们对描述自己性格、兴趣和梦想的语言表达还不够熟练。

因此，在教学过程中，教师需要关注学生的情感态度，帮助他们建立自信，同时提供足够的语言输入和实践机会。

三. 教学目标1.知识目标：学生能够掌握描述性格、兴趣和梦想的词汇和句型，如：open-minded, hardworking, interested in, etc.2.能力目标：学生能够用英语进行自我介绍，表达自己的性格、兴趣和梦想。

3.情感目标：学生能够建立自信，勇于展示自己。

四. 教学重难点1.重点：描述性格、兴趣和梦想的词汇和句型。

2.难点：如何运用所学语言知识进行流畅的自我介绍。

五. 教学方法1.任务型教学法：通过完成任务，让学生在实际语境中运用所学知识。

2.交际法：鼓励学生积极参与课堂交流，提高他们的口语表达能力。

3.情感教学法：关注学生的情感态度，帮助他们建立自信。

六. 教学准备1.教材：人教版牛津译林九年级上册。

2.多媒体设备：电脑、投影仪、音响等。

3.教学课件：根据教学内容设计的课件。

4.作业素材：相关阅读材料和练习题。

七. 教学过程1.导入（5分钟）利用多媒体展示一位学生的照片，让学生猜测这位学生的性格、兴趣和梦想。

9A Unit 1 Know yourselfPeriod 1 Comic stri p﹠Welcome to the unit Teaching aims:By the end of the lesson:Students can talk about personalities.Students can master some useful expressions.Teaching difficult and important points:How to talk about personalities effectivelyTeaching steps:Step 1 Leading-inEncourage students talk about their personalities.What are your like?Step 2 PracticeDo exercise A on page 7. Then check answers.Ask students talk about their friends’ personalities.Step 3 ListeningListen to the tape and answer the following questions.What are they like?Students play different roles and act the story out.Step 4 ListeningListen to the tape and answer some questions.What is Eddie like?What does it can help us?Step5 PerformanceWork in pairs and perform the dialogue.Step6 ExplanationThe teacher explains some difficult expressions to students.Step7 HomeworkRecite two dialogues.Remember some new words.【教后反思】【课堂检测】I 根据句意及括号内所给汉语提示写出单词。

牛津译林版九年级上册Unit 1《Know yourself》（Grammar）教学设计一. 教材分析牛津译林版九年级上册Unit 1《Know yourself》主要介绍了一般现在时态的用法。

本节课通过三个部分的学习，让学生掌握一般现在时态的构成（主语+动词原形）、肯定句和否定句的结构，以及一般现在时态的常用句型。

教材内容贴近学生生活，易于激发学生的学习兴趣。

二. 学情分析九年级的学生已经掌握了基本的英语语法知识，对一般现在时态有一定的了解。

但部分学生对一般现在时态的运用还不够熟练，特别是在实际口语交流中。

因此，在教学过程中，需要关注学生的个体差异，有针对性地进行教学。

三. 教学目标1.知识目标：学生能够掌握一般现在时态的构成、肯定句和否定句的结构，以及一般现在时态的常用句型。

2.能力目标：学生能够在实际语境中正确运用一般现在时态，进行简单的交流。

3.情感目标：通过本节课的学习，学生能够增强自信心，更好地了解自己。

四. 教学重难点1.教学重点：一般现在时态的构成、肯定句和否定句的结构，以及一般现在时态的常用句型。

2.教学难点：一般现在时态在实际语境中的运用。

五. 教学方法1.任务型教学法：通过设置各种真实的任务，让学生在完成任务的过程中运用所学知识。

2.情境教学法：创设各种生活情境，让学生在实际语境中学习一般现在时态。

3.小组合作学习：鼓励学生分组讨论，互相交流，提高学生的参与度和合作能力。

六. 教学准备1.教学课件：制作课件，展示一般现在时态的用法。

2.练习题：准备一些练习题，用于巩固所学知识。

3.教学道具：准备一些图片、卡片等道具，辅助教学。

七. 教学过程1.导入（5分钟）利用图片、卡片等道具，引导学生谈论自己的兴趣爱好、家庭成员等，引出一般现在时态的概念。

2.呈现（10分钟）通过课件展示一般现在时态的构成（主语+动词原形）、肯定句和否定句的结构，以及一般现在时态的常用句型。

让学生进行观察、思考，理解一般现在时态的用法。

牛津译林版英语九年级上册 Unit 1 《Know yourself.》教学设计3一. 教材分析《Know yourself》是牛津译林版英语九年级上册Unit 1的一篇课文，主题是了解自己，认识自己。

本课主要介绍了一种自我认知的方法——性格测试。

通过阅读课文，学生可以了解性格测试的基本概念、测试过程以及如何根据测试结果来认识自己。

教材内容丰富，贴近学生生活，激发学生对自我认知的兴趣。

二. 学情分析九年级的学生已经具备了一定的英语基础，能够理解和运用一些基本的英语句型和词汇。

但部分学生对抽象的概念如性格测试的理解可能存在困难，因此需要在教学中进行适当的引导和解释。

此外，学生可能对自我认知这一主题比较感兴趣，但同时也可能存在一定的心理压力。

三. 教学目标1.知识目标：学生能够掌握与性格测试相关的词汇和句型，如“personality test”、“self-awareness”等。

2.能力目标：学生能够阅读并理解关于性格测试的英语文章，运用所学词汇和句型进行简单的交流。

3.情感目标：学生能够通过课文学习，认识到了解自己的重要性，激发自我认知的兴趣。

四. 教学重难点1.重点：性格测试相关词汇和句型的学习，以及课文的阅读理解。

2.难点：对性格测试概念的理解，以及如何在实际生活中运用这一概念。

五. 教学方法1.任务型教学法：通过设置各种任务，让学生在实践中学习和运用英语。

2.情境教学法：创设生活情境，让学生在真实的环境中学习英语。

3.合作学习法：鼓励学生小组讨论，共同完成学习任务。

六. 教学准备1.课件：制作与课文内容相关的课件，帮助学生更好地理解课文。

2.学案：为学生提供学习指导，包括词汇表、课文翻译等。

3.性格测试题：为学生提供一份简单的性格测试题，用于课后实践。

七. 教学过程1.导入（5分钟）利用课件展示一些关于性格测试的图片，引导学生谈论自己对性格测试的了解和经历，激发学生的兴趣。

2.呈现（10分钟）为学生呈现课文，让学生初步阅读并了解课文大意。

牛津译林版英语九年级上册 Unit 1 《Know yourself.》教学设计1一. 教材分析牛津译林版英语九年级上册Unit 1《Know yourself》主要讨论了关于个人特点、兴趣爱好和生活方式的话题。

通过本单元的学习，学生能够进一步了解自己，提高自我认识，同时培养他们用英语进行交流的能力。

本单元的主要语言点包括一般现在时态的描述个人特点和兴趣爱好，以及如何询问和回答相关问题。

二. 学情分析九年级的学生已经具备了一定的英语基础，能够理解和运用一般现在时态描述事物。

但部分学生对如何用英语表达自己的兴趣爱好和生活方式仍感到困难，因此需要教师的引导和激励。

此外，学生在课堂上的积极参与和合作意识对提高本单元的学习效果至关重要。

三. 教学目标1.知识目标：学生能够掌握一般现在时态的描述个人特点和兴趣爱好，学会如何询问和回答相关问题。

2.能力目标：学生能够用英语进行自我介绍，描述自己的兴趣爱好和生活方式，提高英语口语表达能力。

3.情感目标：通过本单元的学习，学生能够更好地了解自己，培养积极的生活态度，提高自信心。

四. 教学重难点1.重点：学生能够运用一般现在时态描述个人特点和兴趣爱好。

2.难点：如何引导学生用英语表达自己的生活方式和情感态度。

五. 教学方法1.任务型教学法：通过设定各种实际情境，让学生在完成任务的过程中运用所学知识。

2.交际型教学法：引导学生进行互动交流，提高口语表达能力。

3.情境教学法：创设生活情境，激发学生的学习兴趣和积极性。

六. 教学准备1.教学材料：牛津译林版英语九年级上册教材、多媒体课件。

2.教学设备：投影仪、计算机、音响设备。

3.教学资源：相关视频、图片、文章等。

七. 教学过程1.导入（5分钟）利用图片或视频展示不同的生活方式和个人特点，引导学生思考并讨论：What do you think of your lifestyle? What are your hobbies? 激发学生的学习兴趣，为接下来的课堂活动做铺垫。

Unit1 教案课题Unit 1 Know yourself Comic strip and welcome to the unit 课型新授课时 1 授课时间第周星期教学设计二次备课教学目标1. To introduce how to introduce people with different personalities behave in different ways.2. To introduce the grammatical usage of “and, but , ornd so”重点难点To let students know the background of different places in the world and talk about them教学流程【Teaching procedures】Task1.Lead in1. Teacher says, ‘Hello, everybody! We haven’t seen each other for a long time. Were you happy in winter holidays? Did you have a good time? Where did you go? What did you do? What did you eat? What food is your favourite? Have you visit your best friends ?’1.Introduce your best friend with different adj . Eg: creative adj. 有创造力的；创造性的curious adj.好奇的energetic adj.精力充沛的modest adj.谦虚的organized(=organised) adj 有条理的；有效率的3. Ask students to practice reading the words I introduced just now.Task.2Presentation1. Teacher asks, Do you still remember Hobo and Eddie? How are they this term? What are they talking about now? Let’s listen to the tape. (Play the tape for the Ss to listen to the dialogue between Hobo and Eddie.)2. Ask some questions about it:1.What makes generous people feel good ?2.Is Eddie really generous ?3.Why did Hobo eat up all the breakfast?Task3 ExplanationExplain the important phrases and sentences in thedialogue.Task4 Practice1. Work in pairs and drill the dialogue.2. Ask some Ss to act the dialogue outTask5 PresentationA. Some words are often used to describe people'spersonalities.Help Millie complete the following sentences withthe words in the box.B. Millie and her classmates are talking about theirown personalities and the kind of job they like ordislike.Work in groups an d talk about ethe conversation below as a model.C.Explain and Practise using the following phrases andsentences.keeps all her things in good order.shows offrepeat grammar rules for us.comes up withNeither my parents nor I think I can make agood accountant.It's terrible for me to work without speakingall day long.Homework1. Recite the important sentences.2. Preview Reading.教学反思课题Unit 1 Know yourself Reading 1课型新授课时 1 授课时间第周星期教学设计二次备课教学目标1. To understand what the four people do are and their personality.2. To recognize and understand vocabulary about characte ristics and other important words; impress, creative, sculpture, praise, accountant, energetic, take the lead, fall behind, challenge, connect, standard, modest, surgeon, carelessness, extra, devote to, respect3.To use adjectives to describe someone’s characteristics.4: To improve Ss’ ability of reading comprehension and use adjectives to descr ibe someone’s characteristics free ly.重点难点1. To recognize and understand vocabulary about characteristics and other important words; impress, creative, sculpture, praise, accountant, energetic, take the lead, fall behind, challenge, connect, standard, modest, surgeon, carelessness, extra, devote to, respect 2.To use adjectives to describe someone’s characteristics教学流程【Teaching procedures】Task 11. Finish some exercises above.2. help ss find words to describe one’s personality3. show new words about personality on the blackboard and learn them4. ask ss to talk about their own personality: I’m ---. I often /I like---.Task 21.ask ss if they are happy with theirfriends/family/teachers/study2.what are they happy with?3.Introduce the four people who are outstanding intheir fields in Sunshine Town. Ask questions about their jobs and personalityTask 31. Reading task (1): do “T” or “F” questions in part B2 on P10.2. Reading task (2): Ask students some questions to check if they have known the main idea, with the books open.(1) Is Wu Wei quiet?(2) What did Su Ning do before he started to work forthe sales department in a big company?(3)What is Liu Hao’s job at present?(4) What is Fang Yuan like?(5) How long does Fang Yuan do operations a day?3. Make students read the article passage by passageand try to find out any difficult sentences tounderstand4. Discussion:(1) What is your personality?(2) what job do you want to do?(3)Do you think your personality is suitable for thejob?Homework1. Read the passage three times.2 .Remember all the adjectives which describe aperson’s characteristics.教学反思课题Unit 1 Know yourself Reading 2授课时间年月日第周星期主备教师教学设计二次备课教学目标1. Knowledge aims:1). To understand what star signs are and what theyrepresent2).To recognize and understand vocabulary about characteristics3). To use adjectives to describe someone’s characteristics2. Ability aims: 1). To learn how to read a passage2).To develop the students’ skills inlistening ,reading and speaking.3. Moral aims: To tea ch the students to try their best tohelp others following the structure of the passages重点难点learninging points: 1．Get the students to master some words and useful expressions.2．Try to retell the article with their own words Learning difficulties: Try to retell the article with their own words教学流程设计Task 11. Check the answers and read the phrases together2. Review the names of 12 star signs .Task 21. Show students a table on the blackboard. And ask some students to fill in blanks.Divide the students into 12 groups. Then play the tape for the whole class to write down the characteristics of each star sign, each group find out their own star sign.2.Read the text .Ask one student at a time to read a paragraph.After each paragraph, ask students to say whichparts of the text they do not understand. Less able students may find some of the names of the starsigns difficult. If so, do not force them to learnthem by heart because they are only used here toarouse students’ interest. It is more important forthem 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. The students can discuss in pairs to think of some questions, ask and answer in pairs with the adjective.T:What kind of person is he /she?Task3 Practice1.Ask students to do Part C2 on their own and check their answers with their partners.2. Ask students to pick five characteristics that describe themselves and write them in the blanks in part D1.3. Do a class survey. Ask students whether they believe in star signs.Check the answers【课后反馈】Finish the exercise on P14 B2教学反思课题Unit 1 Know yourself Integrated Skills授课时间年月日第周星期主备教师教学设计二次备课教学目标To understand the context of a horoscope, in both its written and spoken formsTo consolidate the information gained from reading and listening, then determine the facts重难点To understand the context of a horoscope, in both its written and spoken formsTo consolidate the information gained from reading and listening, then determine the facts教学流程设计【Teaching procedures】Task1: Pre-listening1.show the Ss the picture of the ani mals signs.Forweaker classes, read the horoscope in Part A1 to the class. For stronger classes, ask a student to read the article and picture aloud.2.Fill in as much information in Millie’s notes asthey 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.Task2.:While-listening1. Play the tape for the Ss to listen to ,and students to2A few minutes for them to have a check with eachother. The get some of them report the answers.Task 4 Practice1. Tell students to work in pairs to make a flowchart about someone from the class. for strongerclasses, encourage students to choose someone forchairperson about whom they do not know very much.Encourage them to ask this student questions in aninterview format so they can find out more about thatstudent. For weaker classes, students may feel morecomfortable writing about someone they know well.2. Ask students to start off by writing down someadjectives to describe the student they have chosen.Then they need to write down concrete. Provide a listof different adjectives to describe characteristics forstudents’ reference.Task 5 AssignmentAsk students to write a formal letter of their own.Remind them to use the flow chart they created as aguide for the letter. Also remind them they can useKitty and Millie’s letter as a model.教学反思。

牛津译林版九年级上册Unit 1《Kown yourself》（Integrated skills）教学设计一. 教材分析牛津译林版九年级上册Unit 1《Know yourself》（Integrated skills）主要围绕“了解自己”的主题展开，内容涉及到个人信息、兴趣爱好、情感状态等方面。

通过本单元的学习，学生能够进一步掌握英语听说读写技能，提高语言综合运用能力。

教材以真实情境的交际任务为主线，引导学生探讨和了解自己的个性特点和兴趣爱好，培养他们正确认识自我、积极面对生活的态度。

二. 学情分析九年级的学生已具备一定的英语基础，掌握了基本的语法知识和词汇量。

他们在学习过程中具有较强的求知欲和好奇心，善于模仿和参与活动。

但同时，部分学生对英语学习仍存在恐惧心理，不敢开口说英语。

因此，在教学过程中，教师需要关注学生的心理素质，激发他们的学习兴趣，培养自信心。

三. 教学目标1.知识目标：–掌握有关个人信息、兴趣爱好、情感状态的词汇和表达方式。

–学会用英语进行简单的自我介绍和询问他人信息。

2.能力目标：–提高学生的听力、口语、阅读和写作能力。

–培养学生的交际能力和团队合作精神。

3.情感目标：–帮助学生正确认识自我，树立自信。

–培养学生积极面对生活，关注自身成长的态度。

四. 教学重难点•掌握本单元的词汇和表达方式。

•能够用英语进行简单的自我介绍和询问他人信息。

•正确运用情态动词进行疑问和回答。

•在实际交际中灵活运用所学知识。

五. 教学方法1.任务型教学法：通过完成真实的交际任务，提高学生的语言运用能力。

2.情境教学法：创设生活情境，激发学生的学习兴趣。

3.合作学习法：培养学生团队合作精神，提高交际能力。

4.情感教学法：关注学生心理素质，培养积极的人生观。

六. 教学准备1.教师准备：–熟悉教材内容，明确教学目标。

–设计教学活动和交际任务。

2.学生准备：–预习本单元的生词和语法。

–准备相关个人信息和兴趣爱好。