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9A Unit 1 Know yourselfPeriod 4 Grammar 1 Teaching aims:By the end of the lesson:Students know how to use but, or and so.Teaching difficult and important points:How to make students use them correctlyTeaching steps:Step 1 PresentationPresent some sentences including but, or and so.Step2 ConclusionHelp students conclude the usage of these conjunctions.We use"and" to join ideas that are similar.We use "but" to join ideas that are different.We use "or" to introduce another possibility.(In negative sentences, we use "or" to join two or more ideas.)We use "so" to express the result of sth.Step 3 PracticeDo exercise A on page 12 and check answers.Step 4 Explanationaccept other s’ advice 接受别人的建议think twice (about sth )三思而行be /get angry with sb 生某人的的气be /get angry at/ about sth 因某事而生气worry too much担心太多be patient / impatient with 对……有/ 没有耐心both ……and ……连接两个主语时，谓语动词用复数形式not only ……but (also )……不但……而且……（就近原则）do the washes 洗碗，洗餐具animal signs 生肖appear in a fixed order 按照固定的顺序出现make his lesson lively and interesting使他的课上得生动而有趣（lively活泼的，生气勃勃的指人或物）in all 总共，总计people born under the same star sign出生在同一星座下的人们share similar personalities具有相似的个性be similar to 与……相似be similar in 在某方面相似depend on 依靠lunar calendar 农历be divided into被分成divide ……into ……把……分成……It’ s you who shape your life and your future 你的生活和将来都掌握在你的手中（强调句型Step5 HomeworkDo some exercises.【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。
9A Unit One Star signs 第五课时Grammar (A,B) 教案教学目标：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'-infinitiveto describe a person's characteristics and abilities.教学重点.难点：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'-infinitiveto describe a person's characteristics and abilities.Part ATeaching ProceduresStep 1.预习检测一．改错。
1. It’s difficult of me to finish his homework in fiveminutes.( )2. It’s silly for you not to take part in the party .() 3．The box is light enough for the boy to carry it.( )4．The maths problem is so easy that I can work out.( )5．The girl is not young enough to go to school.( )Step 2.Tell students that we use the 'it is'+ adjective + 'of'… + '(not)to'-infinitive structure to talk about our feelings towards people andwhat they do.Step 3. Ask three students to read the three sentences in the grammar tableat the top of page 9. Encourage students to ask questions if they are unsureof the meaning.Step 4.Ask students to complete the exercise on their own. Students haveto write the correct words form the box in the blanks without making any changes.Step 5. Ask a pair of students to read out what they have written. Checkfor incorrect answers and mispronunciation. Pay attention to some expressionsin it.随堂练习1. It is important for us2. __________________________________________________.3. __________________________________________________.4. __________________________________________________.5. __________________________________________________.6. __________________________________________________.Part BTeaching procedures:Step 1. Tell students that we can also use the verb 'to be' + adjec tive + 'enough' + 'to'-infinitive structure to talk about a person's personality and abilities.Step 2. Explain the difference between the structure in Part A and th e 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 exp ress what they think about a person's personality and abilities. Step 3. Ask three different students to read the sentences in the gra mmar table at the top of page 10. Encourage students to ask questions if they are unsure of the meaning.Step 4. For stronger classes, tell students to cover the adjectives o n 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 c hoose a proper adjective for each sentence. For weaker classes, stude nts 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.Step 5. Ask students to read out their sentences. Check for mistakes and mispronunciation.当堂检测一．改写同义句。
9A Unit1 Grammar (教学案)学习目标1、用It is +形容词+of…+(not) to-不定式来表达对某人行为的看法。
2、用be动词+形容词+enough +to-不定式来描述一个人性格和能力。
3、区分句子的不同成分，并用句子的基本成分造句。
教学重点和难点1、用It is +形容词+of…+(not) to-不定式来表达对某人行为的看法。
2、用be动词+形容词+enough +to-不定式来描述一个人性格和能力。
一、课前自学语法A. “It is/was+adj+of/for sb. to do…”句型Ⅰ. 概念：It is/was+adj.+of/for sb. to do…这一句型非常重要，应用也十分广泛。
在这个句型中，it是个先行词，没有意义。
它代表后面的to do…sb.和to do…之间存在逻辑上的主谓关系。
It is/was+adj+of/for sb. to do…常翻译成“对某人来说，做某事是……(样子的)。
”Ⅱ. 用法：使用It is/was+adj+of/for sb. to do…这一句型时，应特别注意of和for的使用情况。
在什么情况下用for sb.，什么情况下用of sb.，主要从以下两个方面来进行区别：★首先，两者使用的形容词不同，…for sb.的句型通常使用表示客观情况的形容词，…of sb.的句型是一般用表示主观感情或态度的形容词。
如：⑴It is easy for me to speak English. 对于我来讲，说英语很容易。
⑵It is quite difficult for the child to lift such a heavy box.对这个孩子来说，举起这么重的盒子是比较难的。
⑶It was hard for him to mend the car. 对他来说，修好这辆车是难的。
⑷It is important for a dancer to be healthy. 对于一个跳舞的人来说，保持健康是重要的。
9a unit 1 grammar9aunit1grammar高邮市初中英语辅导案例（9bunit1）课题主备人grammar（i）陈刚课型审核人新授翟永萍执教时间复备人学习目标1．知识目标：熟练运用canmay和might这类句型。
2．技能目标：用含情态动词来表达自己的情感，用宾语从句表达自己的意思。
3．情感目标：通过对情态动词的掌握，使学生在实际运用中准确的用好情态动词，使句子显得更有礼貌。
掌握宾语从句的用法。
对个别情态动词的用法把握不准，宾语从句的时态容易忘记。
多用情态动词，宾语从句与学生交流，使学生运用自如。
学习重点学习难点学法指导学习过程修订和注释栏【预习指导与检测】一、预习导航1.情态动词：情态动词表示说话人对某一行为或状态的态度，认为“可以”和“应该”该”“必要”等等。
但本身词意不完全，不能单独作谓语动词，必须和不带“to”动词不定式（即动词原形）连用，且情态动词没有人称和数的变化。
2.宾语从句：用作宾语的从句称为宾语从句。
引导语从句的相关性词有从属连词、疑问代词、疑问副词等。
当宾语从句是由陈述句变化而来的，该从句通常由关联词that引导，that无具体意义，不做任何成分，因此在口语或非正式文体中常常省略。
二、预览结果（一）预习p13-14，在课本上划出下列词组并翻译1.太阳能系统2。
在未来实现3。
变得越来越受污染。
去动物园，去特里普托动物园。
十九位科学家（2）学生们，你们一定认为情态动词很容易使用，也很难准确使用。
你能想出来吗下列问题吗?（1）情态动词的肯定回答一般可以是：（2）情态动词的否定回答一般可以是：（3）以“that”为引导的宾语从句被用作句子中的宾语。
它通常放在这些动词之后，如：或放在形容词之后，如。
（4）预览查询____________________________________________________________________第1页，共4页【课堂导学与互动】订正、笔记栏任务一：教师请学生朗读第13页上端表格里的句子。
Period (5)教学题目：9A Unit 1 Grammar 1教学课时：Period 5教学部分：Page 13-14教学课型：新授课；语法课教学目标：能用It is +adj. +of… + (not) to do来表达对某人行为的看法，并能与It is +adj. +for… + (not) to do 进行区分；能用be+ adj. + enough + to do来描述一个人的性格和能力教学内容：It’s + adj. + of + sb. + to do sth.；adj. + enough to do sth.教学准备：多媒体，投影仪教学步骤：Step 1 Lead in1.Read the sentences and choose the correct adjectives to describe the persons in the sentences.T: We have learnt a lot of adjectives and their opposites, can you choose the correct adjectives to describe the persons in the sentences?2.Ask students to express the meaning in another sentence as possible as they can.Step 2 Grammar Apare the two drills: It’s + adj. + for sb. to do sth. / It’s + adj. + of sb. to do sth.2.Read the examples and find out the differences between them.3.Do more exercises to practice the structures.4.Finish the Exercises on page 13 in the book, and then check the answers to the exercises together.5.Analyze the useful expressions.Step 3 Grammar B1. Learn about the examples to practice “ adj. + enough to do sth”.2. Finish the Exercises on page 14, and then check the answers to the exercises together.2. Do some exercises to practice Grammar A and B.Step 4 Homework1.Translate the sentences2.Do some exercises in the workbook.Period (6)教学题目：9A Unit 1 Grammar 2教学课时：Period 6教学部分：Page 15-17教学课型：新授课；语法课教学目标：能区分句子的不同成分，并用句子的基本成分造句教学内容：句子的不同成分教学准备：多媒体，投影仪教学步骤：Step 1 Revision and lead in3.Show students a picture of Liu Xiang and tell them that he donated 200 thousand Yuan to the people in Sichuanearthquake. Is he generous? Review the sentence pattern “It’s + adj. + of sb. to do sth.” and “sb. + be + adj. + to do sth”4.Show the sentence “Liu Xiang is generous”, teach students: subject, predicate and predicative.5.Give them another example and teach object, direct-object and indirect-object.6.Ask them to make up sentences like the examples and try to add something interesting.7.Play a game: Ask students to expand a sentence one by one. Teach them attributive and adverbial.8.Do True or False question. Teach them object complement.Step 2 Practice1.Show some sentences, ask the students to tell what sentence elements the underlined parts are.(指出下列划线部分在句中担任的成分)2.Show some sentences, ask the students to tell which part of the sentence is the sentence element the teacher showthem (指出下列所给成分是句中哪个部分)3.Finish the exercises C1on Page 16 and C2on P17. Check the answers.4.Do some exercises to practice them, check out the answers.5.Analyze the exercises and the useful expressions together.6.Another game.1) Three students a group.2). One student thinks of a word or a phrase to be the “Subject”; another thinks of a word or a phrase to be the“Predicate”; the last student thinks of a word or a phrase to be the “Object”;3). Then form the three parts together to make up a sentence. (Write them down in your Exercise Books)4). Let’s see which group has the most or the best sentences.( You can also add something more.)Step 3 Homework1. Review different parts of a sentence and be able to give some examples for each part.2. Do some exercises in the workbook.3. Use suitable words to complete the following sentences.。
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。
9Aunit1 Grammar一、It is + 形容词+ of sb + to do sth 对于某人来说，做某事怎么样It is + 形容词+ of sb + not to do sth 对于某人来说，不做某事怎么样例：It is nice of you to bring me the newspaper .It is silly of you not to forgive others for their mistakes .当前面的形容词是指某人的个性特征，用of sb .表个性特征的形容词有：careless careful foolish kind unkind polite impolite sillyclever good nice wrong selfish wise thoughtful brave generous naughty right honest dishonest friendly helpful helpless unhelpful相关例句：It’s polite of you to help the old .帮助老人你是有礼貌的。
It’s impolite of you not to help the old . 不帮助老人你是没有礼貌的。
注意：如何判断句中用for sb 还是用of sb⒈It is nice of you to bring me the newspaper . 给我带来报纸你真好。
（这句话是指你这个人给我拿来报纸，说明你这个人的品质好，而不是说给我拿来报纸好。
）⒉It is important for you to work hard . 对你来说努力学习是很重要的。
（这句话是指你努力学习重要，而不是你这个人重要。
）二、1. be + 形容词+ enough + to do 表某人做某事足够的怎么样This boy is tall enough to reach the book on the shelf .= This boy is so tall that he can reach the book on the shelf .这个男孩足够的高，能够到书架上的书。
9A Unit1 Grammar ---并列连词学习目标：（1）.掌握连词and, but, or, so的用法（2）掌握both…and…,not only…but also…,either…or…,neither…nor…的用法1.and “和，并且”①连接两个前后对等性质的成分He and I are good friends.I love physics and math.My sister is lovely and beautiful.②顺接I have a cat and it is really cute.③祈使句+and+句子(一般将来时)Study hard ,and you will make great progress.2.or①”或者”，表示选择关系Do you want to go out or watch TV at home this weekend?②在否定句中代替andI have no sister or brother.③”否则” 祈使句+or+句子(一般将来时)Study hard ,or you will fall behind others.3.but 转折连词，意思是“但是”。
I want to go swimming ,but I have no time. [扩展] but prep:除......之外have nothing to do but do sth 只好做某事have no choice but to do sth 别无选择只好做某事4.so “所以，因此”He was ill yesterday,so he didn’t go to school yesterday.【注意】1. 在否定句中并列成分通常用____连接，而不用_____。
2. 并列连词so 和从属连词__________不能一起使用。
3.连词or除了“或者”意思外，还有_____的意思。
