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牛津译林版英语九上Unit 1《Know yourself》（Grammar）教学设计一. 教材分析牛津译林版英语九上Unit 1《Know yourself》主要介绍了关于个人的一些基本信息，如姓名、年龄、兴趣爱好等。
本节课主要围绕一般现在时态进行叙述，通过学习本节课，学生能够掌握一般现在时态的构成和用法，并能运用到实际情景中。
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语法知识。
但是，对于一般现在时态的掌握还不够熟练，需要通过本节课的学习进一步巩固。
同时，学生对于描述自己的个人信息还比较陌生，需要通过本节课的学习来提高这方面的能力。
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和用法，并能运用到实际情景中。
学生能够正确运用一般现在时态描述自己的个人信息。
2.能力目标：学生能够通过阅读和听力材料，获取关键信息并运用一般现在时态进行描述。
学生能够在小组讨论中，运用一般现在时态进行自我介绍和相互介绍。
3.情感目标：学生能够增强自信心，更好地了解自己。
学生能够通过学习，培养对英语学习的兴趣。
四. 教学重难点1.教学重点：一般现在时态的构成和用法。
运用一般现在时态描述自己的个人信息。
2.教学难点：一般现在时态的运用，特别是在实际情景中的运用。
五. 教学方法1.任务型教学法：通过设定各种实际情景，让学生在完成任务的过程中，运用和巩固一般现在时态的知识。
2.交际型教学法：通过小组讨论和角色扮演等方式，让学生在实际交际中，运用一般现在时态进行自我介绍和相互介绍。
3.情境教学法：通过创设各种情境，让学生在实际情境中，理解和运用一般现在时态。
六. 教学准备1.教师准备：准备相关的教学材料，如PPT、教案、听力材料等。
准备教学中所需要的一些实物，如图片、卡片等。
2.学生准备：学生需要预习本节课的内容，了解一般现在时态的构成和用法。
七. 教学过程1.导入（5分钟）教师通过提问方式，引导学生回顾已学过的一般现在时态的知识，为新课的学习做好铺垫。
课题：9A Unit1 Know yourselfGrammar第4课时Task-based approach，Scene pedagogy and Teaching with humorStep 1. Presentation1. Pick up some example sentences from the Reading passage and show them on the blackboard or on the PPT.2. Get all the students read and understand the sentences.3. Students are asked to make the rules of the words “and, so, but, or”we use conjunctions like and,but,or and so to join ideas together.We use but to join ideas that are different.We use or to introduce another possibility.We use so to express the result of something.4. Do some exercises to consolidate the usage.Step 2. Presentation1. Use the same way to present not only…but also…, neither…nor…, either…or…we use conjunctions like both...and...,not only...but (also)...,either...or..., and neither...nor...to connect the same part of two sentences to avoid repetition..通过学过的句子导入新的语法，让学生自己总结，印象更深刻。
Unit 1 GrammarUses of itTeaching Aims:leTo help students master the uses of it and teach them how to use it.2.To help students use it properly and correctly3.To enjoy visiting ShanghaiTeaching Important Points:ing it as a pronouning it as an impersonal pronouning it to replace the real subject or objectTeaching Difficult Point：how to help students master the usage of “ it ” and use it consciously.Teaching Methods: Explanation, Translation, Practice.Teaching Aids: Computer, PowerPoint.Teaching ProceduresStep 1: RevisionWhat do you know about Beijing?What do you know about Guilin?(Encourage the students to say as much as possible to revise "Reading")Step 2: Lead inThe exchange has known something about Beijing and Guilin. Now they are ready to visit Beijing. Would you like to join them?Step 3: Presentation1・ Show some pictures and present “ using it as a pronoun"They want to see the animals only live in China——pandas.Look at the baby panda. It looks like a mouse.Then they went to another famous attraction.It is the Great Wall.Conclusion— Situation 1：we use it for animals and lifeless things.(我们用it 来指代动物或者无生命的事物)Tip: If an animal is a pet. We usually use he or she for it.My cat is very friendly. She is a happy cat.Situation 2: We use it for a young child when we do not know whether it is a girl or a boy.俄们用it来指代不清楚性别的小孩）There is a baby over there. It is so cute.Situation 3: we use it for an unknown person （我们用it 来指代不明身份的人）一-Who was calling you on the phone just now?…It was my cousin.Situation 4: We use it for an action, a situation or an idea mentioned in a previous statement.（我们用it来指代前面提到过的抽象的事物）Riding around the countryside is popular in Guilin, isrf t it? （it 扌旨代Riding around the countryside is popular in Guilin•这彳|：事T青）Practice：The exchange students visited the Summer Palace yesterday. Read the passage on page 12 and find out what each it refers to. （Finish the exercises on page 12.）2. Using it as an impersonal pronounThey want to go to Shanghai next. Before going, they have toHnd some information about Shanghai. Lefs help them.（Use some pictures to help）What is the date today? It is …What time is it now? It is …What is the weather like in Shanghai? It is…How far is it from Beijing to Shanghai? It is...Suggestions: It is far from Beijing to Shanghai. You can fly there. It is cold, youhad better put on more clothes. Wish you a happy journey!Conclusion: we also use it for the time, the date, the weather, the distance, etc. (it可以用作非人称代词，表示时间、日期、天气、距离等，通常不翻译出来。
9A Unit 1 Know yourself—Grammar 练习一、单项选择1.—Do you play_____piano in your free time?—No,I like sports.I often play______soccer with my friends.A./;theB.the;/C.the;theD.a;a2.It was raining heavily,______we decided to stay at home and watch TV.A.butB.orC.becomeD.so3. Hurry up,_____you will miss the plane.A.andB.butC.soD.or4.—_______Rose_____Jack watched the new film yesterday.—What a pity！ They missed the exciting moment.A.Both;andB.Not only;but alsoC.Either;orD.Neither;nor5.David seemed to have a lot______.A.to worryB.to worry aboutC.worrying aboutD.to be worried6.—What film do you like best?—The Martian.It_______shows a lot of imagination____has a sense of humor.A.too;toB.neither;norC.either;orD.not only;but also7.—You are wanted on the phone.—_____nobody knows I'm here.A.AndB.ButC.SoD. Or8.—The job is really too hard for us.—It's certainly a difficult job,_____it's necessary to make a careful plan before we start.A.forB.orC.butD.so9.Neither of the twins______to the party the other day.A.was invitedB.were invitedC.has been invitedD.have invited10.Great attention should______to spelling and pronunciation while learning English.A.payB.be paidC.to payD.paying11.—The meat is______delicious.—Yes,but don't eat______.A.too much;too muchB.much too;too muchC.too much;much tooD.much too;much too12.—How do you like the two pairs of shorts?—They don't fit me well.They are_____too long_____too short.A.not only;but alsoB.both;andC.neither;norD.either;or13.—Have you watched the TV programme Running Man?—Of course!It's popular with_____the young _____the old.A.either;orB.neither;norC.both;andD.not;but14.—I'd like Tom to tell me something about that new tourist spot before we get there. —I'm sorry,but neither my cousin nor Tom_____there.A.have beenB.have goneC.has beenD.has gone15.Yuan Longping,Father of Hybrid Rice,devoted his lifetime to______new breeds for our country.A.developingB.to developC.developedD.has developed二、词汇应用17.The pretty girl tried to catch the director's_________(注意).18.Peter often gets low marks in English because of his__________(粗心).19.She can't be a nurse or a teacher ,because she is too_________(patient).20.You can either accept others' advice or think________(two).三、动词填空21.——Look!Nora_________(take)the lead in the running race.—Yes,she is good at running.22.He is a warm-hearted person.He _________(respect)by all the people in the town.23.You should pay attention to_________(listen)to the teacher carefully.24.Neither he nor his parents_______(see)the film so far.25.If you don't work hard,you_________(ask)to leave sooner or later.四、完成句子26.每天不是她就是她妹妹洗碗。
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。
