牛津译林版英语九上：9AUnit4Studyskills学生版

Unit 4 Growing upStudy skills一、教学目标1. 掌握前缀、后缀和合成构词法的知识。

2. 掌握并熟练运用构词法猜测生词含义。

二、教学重点及难点重点：掌握前缀、后缀和合成构词法的知识。

难点：掌握并熟练运用构词法猜测生词含义。

三、教学过程Step 1 Warming-upGuide Ss to look at the pictures and say the sentences.【设计意图】通过展示图片，以及相关的句子，感受前缀、后缀和合成构词法。

Step 2 Presentation1. Guide Ss to fill in the blanks.【设计意图】通过练习，引导学生在具体语境中使用构词法。

2. Guide Ss to work out the rules of formation.【设计意图】通过对前面练习的分析，帮助学生形象且系统地了解构词法的规则。

3. Guide Ss to think of more words with suffixes and prefixes.【设计意图】向学生展示更多的前缀和后缀，并引导学生想出带有这些前缀和后缀的单词，帮助学生内化构词法的规则。

Step 3 Practice1. Guide Ss to write down the new words with formation.【设计意图】通过提供词根，根据构词法写新组合的单词，帮助学生记忆常见的前缀和后缀。

2. Guide Ss to match the words with the meanings.【设计意图】通过匹配练习，帮助学生进一步掌握运用构词法猜测词义的方法。

3. Guide Ss to fill in the blanks.【设计意图】通过在具体语境中使用构词法，帮助学生熟练掌握并运用构词法。

Step 4 ExtensionGuide Ss to read and translate the underlined words in groups.【设计意图】引导学生读短文，根据短文和构词法猜测词义，在巩固学生运用构词法猜测词义的同时，能够让学生更深刻地理解构词法在英语语言学习和阅读中所具有的重要意义。

9A Unit 4 Study SkillsAnalysis of teaching material:The theme of this lesson is to enable students to guess the meaning of a word by its formation. The students should know three ways of word formation, namely suffix, prefix and compounding and how to guess the meanings of words formed by suffix, prefix and compounding. Therefore, students will have a better handling at the new words during their reading.Teaching aims:By the end of the lesson, the students will be able to●Know three ways of word formation, namely suffix, prefix and compounding.●Master the rules of suffix, prefix and compounding.●Know how to guess the meanings of new words formed by suffix, prefix andcompounding.●Improve their reading abilities, especially the ability to handle new words. Teaching emphasis and difficulties:1. Help students know three ways of word formation, namely suffix, prefix and compounding and the rules.2. Help students know how to guess the meanings of new words formed by suffix, prefix and compounding during reading.Teaching procedures:Step 1 Introduction1. Video: Enjoy a video about the film Stand By Me.Have students enjoy the video and know the main characters of the video. 【Purpose】Arouse students interest and lead the students to the background of our lesson and know the main characters who are Doraemon and Nobi .2. Read the introduction of Nobi and finish the exercise.Exercise:(1)What does “doze off” mean?A.打瞌睡B. 插嘴C.上课走神(2)Why is Nobi always late for school?Late internal cause 1.2.3. unable to sleep at nightexternal cause 1.【Purpose】The story is about the basic information of Nobi. After reading the story, students will have a better understanding of Nobi.(3)Teacher: From the chart, we know that the external cause of Nobi’s lateness is thathe lives in the…Students: countryside【Purpose】Use the word countryside to lead students to compound words.Step 2 Compounding1. Have students think about the rules of compound words and also how to guess the meanings of compound words.【Purpose】Students will know the rules of compound words and how to guess the meanings.2. Guess the meanings of some compound words and fill the words into the story. 【Purpose】This step is designed to check whether students have master the rules of compounding. Students are required to guess the meanings of these compound words first and then practise their reading skills.3. Question: From Nobi’s grandson, what do we know about Nobi’s future life? Answer: He will have an unlucky life.【Purpose】Use the word unlucky to lead students to prefix.Step 3 Prefix1. Have students think about the rules of prefix and also how to guess the meanings of words formed by prefix.【Purpose】Students will know the rules of prefix and how to guess the meanings. 2. Let students think about more prefixes and give students a table as supplement.3. Finish Nobi’s We-chat with Linda.【Purpose】This step is designed to check whether students have master the rules of prefix. Students are required to finish the We-chat conversation by using prefix.4. Question: How does Nobi think that Doraemon is willing to help him to change for the better?Answer: It is such luckiness that he is willing to help me to change for the better. 【Purpose】Use the word luckiness to lead students to prefix.Step 4 Suffix1. Have students think about the rules of suffix and also how to guess the meanings of words formed by suffix.【Purpose】Students will know the rules of suffix and how to guess the meanings. 2. Let students think about more suffixes and give students a table as supplement.3. Read Doraemon’s impression of Nobi and match the meanings with the words in pairs.【Purpose】This step is designed to check whether students have master the rules of suffixes.Step 4 Consolidation1. Have students think about the three ways of word formation and the respective rules.【Purpose】Students will have a short review of word formation.2. Finish Exercise 1 guess the Chinese meanings of these words by wordformation.【Purpose】Students will use the rules to guess the meanings.3. Finish Exercise 2 match the words with its meanings and Exercise 3 multiple choice questions.【Purpose】Skimming skill is widely used in reading. After skimming, students will get the main idea of the passage. This step is designed to enable students use the skills of skimming and guessing the meanings of new words by word formation together to have a basic understanding of the passage.4. Finish Exercise 4 translate the two sentences into Chinese and Exercise 5 answer two questions.【Purpose】Students will use scanning skills to have a detailed understanding of the passage. What’s more, the guessing skills will be required to guess the meanings of words to sentences.HomeworkRead an article from Nobi’s best-seller Better to Give or Receive, and then finish the exercises.【Purpose】Practise students reading skills of guessing the meanings of words by word formation further.Blackboard Design9A Unit4 Study skillsCompounding: A + B = Cword formation Prefix： prefix+ root word A= B prefix:Suffix: root word A+ suffix= B suffix:。

牛津译林版英语九年级上册U4Studyskills教案《英语》（九年级上册）Unit 4 Growing upStudy skillsI. Teaching aims and learning objectivesBy the end of the lesson, students should be able to:1.guess the meaning of a word by its formation;2.review different ways of forming words—prefixes, suffixes and compound words.II. Teaching contents1.review different ways of forming words—prefixes and suffixes;2.guess the meanings of compound words and some words after putting prefixes and suffixes. III. Focus of the lesson and predicted area of difficultyHow to guess the words’ meanings by the formation.IV. Teaching proceduresStep 1 Free talkHow do you feel after learning about Annie Frank and her book?T: Boys and girls. How do you feel after learning about Annie Frank and her book The Diary of a Young Girl?S: I feel very sad/sorry.T: Did she enjoy a happy life as we do?S: No.T: What did Annie write about in her diary?S: She wrote about her thoughts, her feelings, her hopes and her dreams for the future.【设计意图：以Free talk自然导入新课。

牛津译林版九年级上册Unit 4《Growing up》（Study skills）教学设计一. 教材分析《Growing up》是牛津译林版九年级上册Unit 4的一篇课文，主题是成长，主要讲述了青少年在成长过程中面临的各种挑战和困惑，以及如何应对这些问题。

课文内容丰富，贴近学生的生活实际，有助于激发学生的学习兴趣，提高他们的阅读理解能力。

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

但他们在阅读理解、词汇量和语言表达能力方面还存在一定的困难。

因此，在教学过程中，教师需要关注学生的个体差异，因材施教，充分调动学生的积极性，帮助他们更好地理解和运用所学知识。

三. 教学目标1.知识目标：让学生掌握课文中的关键词汇和句型，提高阅读理解能力。

2.能力目标：培养学生运用英语进行交流的能力，提高他们的语言表达能力。

3.情感目标：引导学生正确面对成长过程中的困难和挑战，培养他们积极向上的心态。

四. 教学重难点1.重点：课文的理解和词汇的掌握。

2.难点：运用所学知识进行实际交流和表达。

五. 教学方法1.任务型教学法：通过设置各种任务，让学生在完成任务的过程中理解和运用所学知识。

2.情境教学法：创设各种情境，让学生在真实的环境中练习英语。

3.合作学习法：鼓励学生互相合作，共同完成学习任务。

六. 教学准备1.教材：牛津译林版九年级上册Unit 4《Growing up》2.多媒体设备：电脑、投影仪等3.教学课件：根据教学内容制作的课件4.作业材料：相关阅读材料和练习题七. 教学过程1.导入（5分钟）利用课件展示一些与成长相关的图片，引导学生谈论成长过程中的困难和挑战。

2.呈现（10分钟）让学生阅读课文《Growing up》，并提出一些问题，帮助他们理解课文内容。

3.操练（15分钟）根据课文内容，设置一些情景，让学生进行角色扮演，运用所学知识进行实际交流。

4.巩固（10分钟）让学生完成一些相关的练习题，巩固所学知识。

牛津译林版英语九上：9AUnit4Studyskills学生版初中英语学习资料初三英语作业纸九年级上册madeofjingetiejiUnit 4 Growing up Period 7 (Study skills)命题人：审查人：班级__________姓名_______学号_________（友谊提示：请家长敦促孩子在复习完当日讲堂所讲内容后，闭卷达成以下作业）【家长反应】能否复习后独立达成作业（是、否）能否达成课前预习（是、否）作业达成时间 _____________( 分钟)家长署名_________________【自主学习】一、跟读磁带，背诵今日所学的单词和对话15 分钟，听读状况：______________二、背诵P59 的四会单词、重要句型后，默写以下短语和句子，并用红笔批阅校正。

1. 猜想这个单词的意思_______________________2.遇到重生词______________________________3. 成为一本热销书_______________________4. 世界各地的人____________________________5.一个虚假的故事 ____________________________6. 一段真切的经历 ___________________________【基础训练】一 . 依据所给中文提示或句意达成单词。

（每空一词）1.There is a _____________( 通知、通告 ) on the door.2.Some of them agree with you, but I am strongly____________ ( 抗衡，违犯 )your project.3.He likes a song named "Take Me to Your ____________( 心脏 )".4.She can speak ______________(德语 ) and French, not to speak of English.5.The whole world was surprised at many____________ ( 成就 )of China these years.二、依据句意，用所给词的适合形式填空。

2018届牛津译林版九年级英语上册课件：Unit 4 Study skiils9A U4 Study skillsExercises: 1. unlucky 2. peaceful 3. disliked4. achievements5. valuableUn- and dis- are prefixes, and ful and ment are suffixes.Luck, peace, like, achieve and value are root wordsMore prefixes and suffixes常见的前缀前缀: 一般只引起意思上的变化而不造成词类的变化，只有少数能引起词类的变化。

(A) 表示否定的前缀： un---unfair, unhappy non----nonsmoker ( 常用在n. adj. adv. 前) in----inactive ( 常用在adj. 后)dis----disagree, disappear, dislike im----impolite, impossible ( 用在b,p,m 开头的词前) (B). 表示错误或失误的前缀:mis---misunderstand, misdirect( 误导)(C) 表示两个, 双边的前缀： bi- bicolor ( 双色的), bicycle (D) 表示相互, 交互, 在一起的前缀 interinterview, international,internet (E) 表示又又, 再, 重新的前缀 rereview, return, rewrite(F) 表示远的前缀 tele telephone, television常见的后缀后缀: 一般只引起词性上的变化而不造成意思的变化。

1.动词变名词： -tion educate--education, invite---invitation,suggest-- suggestion, protect-- protection -ment development, improvement, achievement -er teacher, worker, runner,singer -or visitor, sailor, collector, actor2. 形容词变名词 -ness goodgoodness, happy-happiness, busy-business ,careless--carelessness -ity able--ability,possible--possibility3. 名词变形容词： -y: windy, rainy, healthy, cloudy, funny, sunny -ish:foolish, childish, girlish -some: handsome, troublesome -ous:dangerous, humorous -ful: helpful, careful, peaceful, colorful -less:homeless, helpless, careless, useless -ed: surprised, bored, excited, relaxed, interested -ing: surprising,boring,exciting,relaxing,interesting, -al: traditional, international, nature--natural4. 名词、形容词变动词： -ify: beauty-beautify, simple--simplify -ize: realize -en: quicken, sharpen , widen名词后缀补充: -ist ( 人, 名词后缀) science--scientist, art--artist-ese( 民族, 语言, 名词后缀) Chinese, Japanese合成词 : 由两个或更多的词合成一个词。

课题主备人韩磊课型new 课时安排 1 教学目标1. 能够掌握基本的构词法来猜单词的意思。

2. 能够在阅读中使用通过构词法猜词义这一阅读技巧提高自己的阅读能力。

重点难点分析掌握阅读技巧培养和提高学生的阅读理解能力。

教学流程安排集体智慧（以知识体系为主）个性设计（二次备课）教学后记Step 1 Revision and lead-inAsk a student to tell the others as much as possible about Anne Frank and her book.Step 2 Presentation1. T: Now Millie has found more about Anne Frank and her book—A Diary of a Y oung Girl. But there are some new words in a paragraph. I believe you can work them out. Now let’s read it and try to help her guess their meanings.2. Ask two students to tell their answers and give short reasons one by one.3. Try to find out how they are formed, and sum up the rules with them.Step 3 Learning moreIn order that the students can grasp this skill—Guessing the meaning of a word by its formation, the teacher sums up Word Formation for the students.Step 4 PracticeShow the following exercises and let the students finish them. Match the right words from the right column with the words on the left.( )1. enrich A. trying to find jobs( )2. semicircle B. of, having, using imagination 尽量让学生用英语说Encourage them tospeak loudly.可以指导学生自己完成更多的体验让学生更好的掌握运用知识告诉学生猜单词方法学生不能很快猜出意思，没找到更快的方法可以找到中心词的单词，学生很容易猜出意思( )3. troublesome C. make or become sharp ( )4. sharpen D. half a c ircle( )5. job-hunting E. causing trouble( )6. limitless F. make rich, improve in quality, flavor, etc.( )7. imaginative G. without limitStep 5 SummaryT: From the practice, we know when we deal with the problems in read ing comprehension, we c an use Word Formation to help us, but the ccontext is also very important. Step 6 Homework1. Go over what they’ve learned in this unit.2. Prepare some notes about the person who has influenced them most by answering the questions in Part B on Page 61. We can help them if they need!练习安排Finish the exercises板书设计Word phrase sentance。