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课题7A Unit 7 Reading (1) 课型New教学目标1. To master this lesson appeared description going shopping of nouns and verbs.2. To understand the class key words and sentences.3. To read the dialogue, understand how to go shopping .4. To use the knowledge learned, describe how to go shopping.教学重点1. To master this lesson appeared description going shopping of nouns and verbs.2. To understand the class key words and sentences.3. To read the dialogue, understand how to go shopping .教学难点To use the knowledge learned, describe how to go shopping.教学过程集体备课备课札记Ste p Ⅱ．Pre-readingAsk the students to help me find Present new phrases a boutTask 3: Tell true or false (do part B2)Task 4: Intensive Reading:Read and choose (do part B3 1-4))Solve the problem (do part B3 5-6)Step Ⅳ．Post-readingTask5: Task-base d readingTask6: Have a discussion :Discuss：1.When going shopping, what will the shopkeeper usually say？2.What will the customer(顾客) usually say？3.Let them go through the useful sentences.Task7: Play a gameDivide the students into four parts and have a competition .Let Ss make new dialogues according to different shopping experiences and go on practic e shopping.Task8: SummaryTask9: Watch a video and L et the students discuss:(1)Can we be crazy customers?(2)How can we use our pocket money?板书设计Unit7 Reading用所给词的适当形式填空1. Each child (want) to have one toy of his kind.2. —How much last year’s card (cost)? —Two yuan.3. The music books are 50 yuan. I don’t have enough money to buy (it).4. Here (be) the presents they want to buy.5. He would like (play) football after school.教学反思。
h using English in daily communicationStep 6 Make your own charts!Step 7 HomeworkRemember the words and expressions. Preview the next lesson.教学反思：教学过程：Step 1 Present the learning targetsStep 2 Introducing a countryAmy wants to introduce the UK to her friends. She collected some information on the Internet and made a chart.Step 3 Free talkGet the students to talk about the UK.Q: How much do you know about the UK?Give some famous pictures about the UK.Step 4 Amy has written an introduction to the UK. Listen to her article and answer the questions.Q1. Which city is the capital of the UK?(London.)Q2. When is the best time to visit the UK?(From May to September.)Step 5 Read again and answer more questions.Q1. What is the full name of the UK?(The United Kingdom of Great Britain and Northern Ireland.)Q2. Which countries is the UK made up of?(It is made up of England, Scotland, Wales and Northern Ireland.)Q3. Where is one of the most famous place in the UK?(Buckingham Palace.)Q4. What has the UK always been famous for?(It has always been famous for its museums.)。
第一课时Welcome to the unit 主备：庄晓雪Objectives1. To identify the symbols that represent the star signs2. To learn the names of the symbols that represent the star signsTeaching procedures1. Ask 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.2. Explain that western countries use a different system of star signs. Explain that the western star sign system is based on the month you were born in, rather than the year you were born in.3. 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 form correcting their answers before proceeding to the Reading section.4. 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.5. Ask students whether they know what their star sign is. Encourage them to daythe name of their star sign aloud.6. Homework: 《课时练》P1-2第二、三课时Reading 主备：杨树兵Objectives1. To understand what star signs are and what they represent2. To recognize and understand vocabulary about characteristics3. To use adjectives to describe someone’s characteristicsteaching procedures:1. Brainstorm the vocabulary that is used to describe people’s characteristics. Encourage students to explain each word to their classmates.2. Read the passage aloud to students. Ask them to listen carefully to you and follow the text on page 4 and 5.3. 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. 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.4. Ask some questions to check understanding.Part BTeaching procedures1. Before doing Part B, review 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. Check answers as a class.Part CTeaching procedures1. Tell students to work in pairs to complete Part C1. When students have completed all the answers, ask them to raise their hands. The first pair to complete the exercise correctly is the winner.2. After students have finished, give the correct answer to each question. Highlight where students can find the answers in the passage. This will help them when correcting their own mistakes and provide them with a better understanding of where they went wrong.3. For stronger classes, ask students to correct the incorrect sentences.4. Review key vocabulary learnt in the reading passage. Ask more able students to describe their partners using these adjectives.5. 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.Part DTeaching procedures1. For weaker classes, write a list of characteristics on the board for students’reference2. 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.5. Do 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.6. Divide the class into pairs. Ask students to write down five words that describe their partner’s characteristics in Part D2.7. Ask students to exchange books and compare what they have written.8. Homework: 《课时练》P3-6第四课时V ocabulary 主备：金宁来Objectives1. To use adjectives to describe characteristics2. To recognize whether an adjectives is positive or negativeteaching procedures1. Divide the class into groups of four. Each group works together to complete PartA. One student in each group writes down the answers on a piece of paper. Groups raise their hands when they have finished.2. 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.3. Read out the correct to the class. Each group marks another group’s answers. The group with the most correct answers wins.4. Ask students to work on their own to do Part B. Remind them to look at the pictures and the words provided.5. Ask students to compare their answers with their neighbours and discuss the differences.6. 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.7. Homework: 《课时练》P7-8第五、六课时Grammar 主备：何良琴Objectives1. 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 sentencepart Ateaching procedures1. 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. Check for incorrect answers and mispronunciation.Part BTeaching procedures: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. 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. 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 ontheir 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.5. Ask students to read out their sentences. Check for mistakes and mispronunciation.Part CTeaching procedures1. Write 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.2. Tell students that each sentence part 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.3. Explain 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.4. Ask students to complete Part C1 on page 12 using the table on page 11 as a guide.5. Ask eight students to each read out one sentence and the answer they choose. Check for mistakes and mispronunciation.6. Ask each student to find a sentence from any English book, magazine or newspaper. Then ask them to identify the different parts of the sentence.7. Ask students to complete the sentences in Part C2 on page 13 and choose the correct sentence element in brackets. For stronger classes, ask students to add more elements to each of the sentences. For weaker classes, allow students to work in pair.8. Ask students to volunteer to read out their answers. Ask them to read the whole sentence, not just the words they have written.9. Homework: 《课时练》P9-129A Unit 1 Star Signs第七课时Integrated skills 主备：严俊花Part AObjectives1. 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 factsteaching procedures1. Tell students that we read horoscopes just for fun.2. Ask students where they might read a horoscope like that in Part A1 on page 14,e.g., newspaper, magazine, newsletter, website or e-mail.3. For weaker classes, read the horoscope in Part A1 to the class. for stronger classes, ask a student to read the horoscope aloud.4. Review keywords and phrases with students.5. Ask students to read the advertisement, then 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.6. Ask students to look carefully at what they have written and pay attention to the gaps they have not yet been able to fill.7. Play the recording once without stopping.8. If necessary, play the recording again, stopping after each answer or sentence so that students have time to fill in their answers.9. Tell students to look at their answers. If they still have some gaps, ask them to read the advertisement again at the top of the page in case they have missed something. Play the recording once more without stopping.10. Ask students to read one answer each. Check for mistakes and mispronunciation. For weaker classed, it is useful to play the recording again once students have completed the exercise. This consolidates what students have learnt and gives them a sense of achievement.11. Play the recording for Part A3 once. Tell students not to write anything, but to listen to the recording the first time it is played.12. Now, ask students to read the incomplete notes under “Amy’s predictions’. Explain that they have to complete Amy’s mistakes by listening to the recording. 13. Play the recording again, stopping after each answer for less able students towrite the answers if necessary.14. Tell students that they need to write what Master Zhang says will happen to Millie under the heading ‘Master Zhang’s predictions’. For weaker classes, ask students to use the information on page 14 to complete the column on the right. For stronger classes, play the recording for Part A2 a third time and ask students to complete the column on the right.15. Ask students to volunteer answers to the questions, checking for mistakes and mispronunciation.Part BObjectives1. To exchange information about others2. To talk about a person’s characteristics3. To discuss the positive and negative aspects of a person’s character, relative to a task or positionteaching procedures1. Review ‘chairperson’, ‘imaginative’, ‘stubborn’, ‘give up’and ‘outgoing’. For stronger classes, ask students to explain the meanings. For weaker classes, you can give them the meanings.2. Introduce the topic and language structures to students in a light-hearted way, to build up their confidence.3. Ask three students to read the profiles of Peter, Suzy and David out loud.4. Ask two of the more able students to read the conversation between Millie and Kitty.5. 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.6. For stronger classes, ask students to talk about a student in their class who would make a good chairperson of the Students’ Union. Remind them to give reasons for their choice.7. Ask a few pairs to present their conversations to the class.8. Homework: 《课时练》P13-149A Unit 1 Star Signs第八课时Study skills 主备：李树丽Objectives1. 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 workteaching procedures1. 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.2. Make sure students recognize that the picture of a pencil represents written language while the mouth represents spoken language.3. Explain the difference between abbreviations and contractions. An abbreviation uses only the first letters of a name or phrase, or leaves out letters to shorten a word.A contraction is a short form of a word or words when an apostrophe replaces a letter or letters.4. Ask students to work in pairs. First, ask them to underline parts of the letter on page 16 which they believe are inappropriate.5. Ask students to write down why they believe a part of the letter is inappropriate. Remind them to use the phrases.6. Ask a different pair in turn to give their answers for each number, noting mistakes and mispronunciation.9A Unit 1 Star Signs第九课时Main task 主备：杨树兵Objectives1. To organize ideas and build a justification for those ideas2. To use examples to support ideas3. To write a formal letter with the correct degree of formality4. To write about a person’s characteristics and skills5. To present a recommendationteaching procedures1. Tell students that creating a graph or chart can be a good way to help them organize their thoughts and ideas. Point 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.Tell more able students that this type of chart is often called a ‘mind map’. In the centre is the main idea—in this case a person’s name. Joined to the center are the main ideas—here are David’s characteristics. On the outside are concrete examples to show how David demonstrates those characteristics. You can have any number of bubbles branching out form each idea. This is a useful way to plan a piece of writing as it allows the writer to visualize his/her ideas and how they are related to one another.2. Ask students to work in pairs to complete the flow chart in Part A. Then ask each pair to give their answer for one number of the chart.Remind students that this kind of writing is often objective—some people may value one characteristic more highly than another. Encourage them to think for themselves by telling them that there are no right or wrong answers, only that they must have a justification for their choice of good characteristics. This may give them some extra confidence ahead of the Main task.3. Tell 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. Check answers as a class.4. Tell 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. You could 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.5. Ask students to start off by writing down some adjectives to describe the student they have chosen. Then they need to write down concrete. You can consult a dictionary and provide a list of different adjectives to describe characteristics for students’ reference.Tell them to present their flow charts clearly and neatly, as they will be displayed on the wall of the classroom.6. Ask 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. Encourage them to add new and additional information if they can, and remind them that they can use synonyms of the adjectives in the letter.7. When students have finished their letters, remind them to check their own work for mistakes. Tell students to swap their letters with their partners to check each other’s work for mistakes.8. Suggest alternatives and improvements to students’ work. Try not to tell students what they have done wrong all the time. Also highlight areas where they have done something well, in order to boost their confidence.9. Ask students to write their final letter on a piece of plain paper, or for those who are able to, type it on a computer.10. Display the letters on the classroom wall. For stronger classes, ask each student to present their recommendation to the class. for weaker classes, allow students to present their recommendation to a partner only.11. Homework: 《课时练》P15-169A Unit 1 Star Signs第十课时Main task 主备：何良琴Check outObjectives1. To review key vocabulary and grammar items taught in the unit2. To give students the opportunity to reinforce the grammar and vocabulary items learnt in this unit, and to gain confidence through doing so3. To allow students to check their progress and ask any questions they may still haveteaching procedures:1. Tell students that this is revision. They have already learnt these words and grammar items2. 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.Part BTeaching procedures:1. Students complete Part B on their own.2. 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.3. Homework: 《课时练》P17-20。
一、教学目标1. 知识与技能目标：- 熟练掌握本节课的核心词汇和句型；- 能够运用所学知识进行听、说、读、写的基本技能训练；- 提高学生的英语学习兴趣和自主学习能力。
2. 过程与方法目标：- 通过小组合作、讨论、游戏等方式，培养学生的英语交际能力；- 引导学生通过观察、分析、归纳等方法，自主探究和发现英语学习的规律； - 培养学生的创新思维和解决问题的能力。
3. 情感态度与价值观目标：- 培养学生对英语学习的兴趣和自信心；- 增强学生的团队协作精神和集体荣誉感；- 培养学生的跨文化交际意识和国际视野。
二、教学重难点1. 教学重点：- 熟练掌握本节课的核心词汇和句型；- 能够运用所学知识进行听、说、读、写的基本技能训练。
2. 教学难点：- 理解和运用本节课的核心词汇和句型；- 提高学生的英语交际能力。
三、教学准备1. 教师准备：- 教材、课件、图片、录音等教学资源；- 教学方法、教学手段和教学策略。
2. 学生准备：- 复习上节课所学内容；- 准备好本节课所需的文具和教材。
四、教学过程1. 导入（5分钟）- 通过歌曲、图片、游戏等方式，激发学生的学习兴趣；- 复习上节课所学内容，为新课做好铺垫。
2. 新课讲解（20分钟）- 讲解本节课的核心词汇和句型；- 结合教材内容，引导学生进行听、说、读、写的基本技能训练； - 通过小组合作、讨论、游戏等方式，培养学生的英语交际能力。
3. 练习巩固（15分钟）- 布置课堂练习，让学生巩固所学知识；- 教师巡视指导，解答学生疑问。
4. 课堂小结（5分钟）- 总结本节课所学内容，强调重点和难点；- 布置课后作业，巩固所学知识。
5. 课后反思（5分钟）- 教师对本节课的教学效果进行反思；- 收集学生反馈意见，为下一节课做好准备。
五、教学评价1. 课堂表现评价：- 观察学生的课堂参与度、合作精神、表达能力等；- 评价学生的听、说、读、写基本技能。
2. 课后作业评价：- 检查学生的课后作业完成情况；- 了解学生对本节课知识的掌握程度。
课题9A Unit3 Comic strip & Welcome to the unit 课型New教学目标1. To revise vocabulary and expressions to describe teenage problems.2. To guess meaning from the context.3. To master different ways of talking about teenage problems.教学重点1. To revise vocabulary and expressions to describe teenage problems.2. To guess meaning from the context.教学难点To master different ways of talking about teenage problems.教学过程集体备课备课札记Step 1 Free talk1. Do you have any problems in your daily life?2. What are the problems?Step 2 Presentation1. Show some pictures to express teenage problems.2. Finish the sentences in Part A.3. Read the sentences one by one and check the answers.Step 3Talk about how to deal with these problem s1. manage your time better and go to bed earlier2. plan your time carefully and try to finish your homeworkquickly3. ask parents to turn down or turn off the TV4. try to be friendly to others and chat with them after class5. study harder and ask for teacher's help6. ask parents to come home earlyStep 4 Make a dialogue1. Read the conversation in Part B and answer thequestions:(1) What is Millie’s problem?(2) What should she do then?2. Make a new conversation and act it out.Step 5 Listen to the tape and answer the followingquestions1. What problem does Eddie have? What i s Hobo’s advice?2. Why does Hobo tell Eddie not to eat too much?Step 6 Read and act it outStep 7 Fill in the blanksEddie has got a . He is getting . Hobo tells him not to too much because itis . He also tells Eddie to try more . If Eddie does so, he will the food for Eddie.Step 8 DiscussionWhat should (not) you do when you have some problems? Step 9 Homework1. Read the text book and learn the new words and phrases by heart.2. Recite the dialogue in Part B on page 35.3. Preview Reading.板书设计教学反思课题9A Unit 3 Reading (1) 课型New教学目标1. To guess general meanings from keywords and context.2. To skim text for overall meanings and scan for details.3. To identify specific information about Teenage problems.4. To use words to describe the Teenage problems.教学重点1. To guess general meanings from keywords and context.2. To skim text for overall meanings and scan for details.教学难点1. To identify specific information about Teenage problems.2. To use words to describe the Teenage problems.教学过程集体备课备课札记Step 1 Free talk1. What do you like to do during your free time?2. Do you like your school life in Grade 9? How do you feel? Why?3. What do you often do with your problems?Step 2 SkimmingT: … We can als o write to newspapers and TV stations. Or sometimes we can write to youth workers like Sigmund Friend. Millie and Simon wrote two letters to him.Skim their letters and answer the two questions.1. What are Millie’s problems?2. What problems does Simon have?Finish the exercise in Part B2.Step 3 Learn some new wordsHere are some sentences in the two letters. And there are some new words in them. Can you read the new words? Read them again and try to understand the new words.Do the exercise in Part B1.Step 4 Read Millie’s letter and try to t ell true or falseT: From the records we can see, Millie and Simon are feeling bad because of their problems. Do you want to help them to solve their problems? Let’s help Millie first. Listen to Millie’s letter and tell true or false. （见课件）Step 5 Read Millie’s letter and fill in the blanketName MillieGradeHobbiesProblems _____________ and hardly_______________________Feeling often doubt whether _________Wish __________________ so that shecan ______________________Step 6 Have a debateT: Millie knows it’s important to do her homework. However, she hardly has any time for her hobbies. What should she focus on? Choose one and have a debate.From your debate, we can see Millie should achieve a balance between her homework and her hobbies.Step 7 Read Simon’s letter and find the sentences for the followingT: Now Read Simon’s letter loudly. Find the sentences to describe the following.Name SimonGradeHobbies Football, _______ footballand ___________ football.Problems Often _______________. However, hisparents____________________________ Feeling Feels ___________ from time to time,because he _______Step 8 Give Simon and Millie some suggestionsFinish the exercise in Part B3.Mr. Friend is rep lying to Millie’s and Simon’s letters. Help him complete the sentences with the words in the box.Step 9 Group workSimon and Millie must be happy because you give them so many suggestions. We will be happy too if we talk with others about our problem. 1. What is your problem? 2. How do you feel? 3. What are your friends’ suggestions? Work in groups and talk. Then I will ask you to come to the front to talk about your problems.Step 10 Homework1. Read aloud the article.2. Remember the new words in this lesson.板书设计教学反思课题9A Unit 3 Reading 2 课型New教学目标1. To review the details in the article.2. To learn the key phrases and drills in the article.3. To understand how to write about problems and to express feelings.教学重点To learn how to talk about problems and express feelings.教学难点To learn the key phrases and drills in the article.教学过程集体备课备课札记Step 1 Make a revision1. Ask students to read the two letters together.2. Answer some questions to remind them of the two letters:① What is Millie’s problem?② What does she want Sigmund Friend to do?③ What is Simon’s probl em?④ What does he think of his parents?Step 2 PracticeShow two pictures of Millie and Simon, with words beside them.Ask students to retell the two letters according to them.Mille: lots of hobbies, a lot of homework, feel bad, focus on/ giveup, achieve a balanceSimon: be crazy about, stay out late, parents stressed/ angry, spendsome time on hobbiesStep 3 Language points1.I don’t know how to deal with it.我不知道怎样处理它。
