9Aunit13 period1

九年级英语unit13a知识点Unit 13A Knowledge Points in 9th Grade EnglishIntroductionIn the 9th grade English curriculum, Unit 13A encompasses various knowledge points that are crucial for students to grasp. This unit focuses on building a solid foundation in English grammar, vocabulary, and reading comprehension. In this article, we will explore some of the key topics covered in Unit 13A and highlight their significance for students' language development.1. Verb TensesUnderstanding verb tenses is essential for effective communication in English. Unit 13A delves into the three main verb tenses: simple present, simple past, and simple future. These verb tenses allow students to express actions or events in different time frames. Mastering verb tenses enables students to convey ideas clearly and accurately while speaking or writing in English.Moreover, Unit 13A introduces continuous tenses such as present continuous, past continuous, and future continuous. Continuous tensesprovide a way to express ongoing actions or events. This knowledge empowers students to express themselves more precisely when describing continuous activities or situations.2. Modal VerbsModal verbs, including can, could, may, might, shall, should, will, would, must, ought to, and need, are essential components of English grammar. Unit 13A covers their usage and functions in different contexts. Modal verbs express possibilities, abilities, obligations, advice, and suggestions. Understanding modal verbs allows students to convey their intentions, opinions, and attitudes effectively.3. Vocabulary ExpansionUnit 13A also focuses on expanding students' vocabulary base. This includes learning new words related to daily activities, hobbies, interests, and careers. Vocabulary expansion enhances students' communication skills by enriching their word choices. It also facilitates reading comprehension as students encounter unfamiliar words in texts.4. Reading ComprehensionUnit 13A includes various reading passages designed to develop students' reading comprehension skills. These passages cover a range ofgenres, such as narratives, informational texts, and opinion pieces. By engaging with these texts, students enhance their ability to understand main ideas, identify supporting details, make inferences, and draw conclusions. These skills are essential for academic success and future language proficiency.5. Sentence StructuresUnit 13A introduces and emphasizes different sentence structures, such as simple sentences, compound sentences, and complex sentences. Understanding and utilizing these structures allows students to vary their sentence patterns and create more sophisticated written and spoken English. This knowledge is particularly vital for expressing ideas clearly and organizing thoughts effectively.ConclusionUnit 13A in 9th grade English encompasses a wide range of knowledge points essential for students' language development. From verb tenses and modal verbs to vocabulary expansion and reading comprehension, each topic contributes to students' overall language proficiency. By mastering these key knowledge points, students pave the way for effective communication, improved writing skills, and a deeper understanding of English literature. Continual practice andapplication of these knowledge points will undoubtedly lead to mastery and excellence in the English language.。

Unit 13 Rainy days make me sadThe First PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabularysad, energetic, stressed out, soft(2) Target LanguageI'd rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I'm eating.Oh, really? Loud music makes me energetic.Not me! Loud music makes me stressed out.2．Ability Objects(1) Improve students' listening ability.(2) Help students to express their opinionfreely.3．Moral objectsIt is important to choose a suitable place. It is good for your study and life.Ⅱ．Teaching Key PointTarget LanguageⅢ．Teaching Difficult Points1．How to improve students' listening ability.2．How to help students to express their opinion freely.Ⅳ．Teaching Methods1．Listening-and-answering activity to help the students go through with the listening material.2．Pairwork to make every student work in class.Ⅴ．Teaching Aids1．A tape recorder2．The blackboardⅥ．Teaching ProceduresStep Ⅰ RevisionT: Yesterday we finished Unit 12. In this unit, we learned how to tell what we are supposed to do. Now tell me some things that are good to do in school and that are not good to do in school.S1: We're supposed to do our homework every day.S2: We're supposed to raise our hands before we talk.S3: We're supposed to e to class on time.S4: We are not supposed to be late for class.S5: We're not supposed to eat in class.T: Very good. You're right. From now on, we'll learn Unit 13. look at the following list of activities on the blackboard: parties, exams, school vacations, gym class. How do you feel about parties? Happy?Excited? Nervous?S1: Nervous.T: Oh, so parties make you nervous.S1: Yes.T: Class repeat. Parties make me nervous.Ss: Parties make me nervous.T: Now what about school vacations How do you feel about them?S2: Happy.T: So, school vacations make you happy.S2: Yes.T: Class repeat. School vacations make me happy.Ss: School vacations make me happy.T: Now what about gym class? How do you feel about it?S3: Excited.T: So gym class makes you excited.S3: Yes.Step Ⅱ1aThis activity introduces new vocabulary and provides oral practice using the target language.Go through the instructions and look at the two pictures. Ask, Who can describe the interior of each restaurant? (Rockin Restaurant has red walls, ugly paintings on the walls, and loud music. The Blue Lagoon has blue walls, plants. flowers, and a piano player.) Say, Which restaurant would you rather go to? Talk about it with your parter.Let students work in pairs, and tell each other which restaurant they would like to go to and why. When students work, go around the classroom offering help as needed. When they have finished talking to each other, call out several pairs to say their conversations to the class.Sample conversationS A: Which restaurant would you like to go to?S B: I'd like to go to the Blue Lagoon.S A: Why?S B: Because there are plants and flowers there.Step Ⅲ 1bThis activity gives students practice in understanding the target language inspoken conversation.Ask students to read the instructions. Look at the chart and point out the two headings: The Rockin' Restaurant and The Blue Lagoon. Look at the sample answer. Let a student read the pleted sentence, and then say, You will hear the missing words on the recording. Fill in the blanks with the words you hear on the tape.Play the recording the first time. Students only listen carefully. Play the recording again. This time fill in the missing words. Check the answers with the whole class.AnswersThe Rockin' Restaurant: sad, tenseThe Blue Lagoon: relaxed,sleepyTapescriptGirl 1: I'm hungry, Amy.Girl 2 : So am I. Why don't we get something to eat?Girl 1 : Yeah. Let's go to the Rockin' Restaurant. I love their hamburgers.Girl 2: Oh, Tina… I hate the Rockin' Restaurant.Girl 1: Why? The food is great, isn't it?Girl 2: The food's fine. I just don't like the atmosphere. Those awful pictures on the walls make me sad, and the loud music makes me tense.Girl 1: OK. So where do you want to go, Amy?Girl 2 : Let's go to the Blue Lagoon. The soft music makes me relaxed.Girl 1: Not me. It makes me sleepy.Step Ⅳ1cThis activity provides guided oral practice using the target language. Look at the example in the box. Invite a pair of students to read it to the class.S A: I'd rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I'm eating.S B: Oh, really? Loud music makes me energetic.S A: Not me! Loud music makes me stressed out.Go through the instructions with the class. Tell students they will he talking about their own opinions with a partner. Look back at the chart in Activity 16. Make up a conversation with a partner using words from the chart, such as awful pictures, loud music and soft music.While students are working in pairs, walk around the classroom, and listen to some pairs. If necessary, offer language support. Then ask some pairs to act out their conversations in front of the whole class.Optional activityLet students look around the classroom, think about other rooms in the school, and talk about how these places make the students feel. For example, what are your opinions about this room? A student might answer, This room is sunny. It makes me happy. Or ask them. What are your opinions about all the noise in the cafeteria?A student might say. All the noise in the cafeteria makes me tense.Notes1．awful—terrible; dreadful2．energetic—full of energyStep Ⅴ SummaryIn this class, we've learned some important words, such as sad, energetic, stressed out. We've also learned the target language I'd rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I'm eating. Oh, really? Loud music makes me energetic. Not me t Loud music makes me stressed out.Step Ⅵ HomeworkReview the target language.Step Ⅶ Blackboard DesignUnit 13 Rainy days make me sad.Section AThe First PeriodTarget languageA: I'd rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I'm eating.B: Oh, really? Loud music makes me energetic.A: Not me! Loud music makes me stressed out.。

牛津英语9A全册教案9A Unit One Star Signs Period One Comic strips and Welcome to the unit Learning Activities Learning aims 1. To identify the symbols that represent the star signs. 2. To learn the names of the symbols that represent the star. Teaching procedures Activity One Preview I. New words (鍐欏嚭涓嬪垪鍗曡瘝鐨勫垝绾块儴鍒嗙殑闊虫爣銆佽瘝涔夊拰璇嶆€? 1. star sign ______________________ 2.bull______________________ 3. centaur______________________ 4. crab______________________ 5. ram ______________________ II. The usage of some important phrases and sentences 1. What鈥檚your star sign? star sign€漘__________, 鍜屼腑鍥界殑鍗佷簩鐢熻倴鐩镐技锛屽彧涓嶈繃瀹冩槸鎸夌熺殑骞翠唤鏉ュ喅瀹氱殑銆傚彟澶栵紝star 甯哥敤澶嶆暟stars 鏉ヨ〃绀轰汉鐨勨€滄槦瀹匡紝鍛芥槦鈥濄€?You should read your stars. 2. It鈥檚nice of you to bring me the newspaper, Hobo. It鈥檚+adj. + of sb. to do sth.ㄦ潵琛ㄧず________________________銆備笌It鈥檚+adj. +for sb. to do sth. 涓嶅悓鐨勬槸锛欼t鈥檚+adj. + of sb. to do sth. sb 鍜?adj.涔嬮棿瀛樺湪涓€绉峗____________锛岃€孖t鈥檚+adj. +for sb. to do sth.ュ瀷sb 鍜?adj.涔嬮棿涓嶅瓨鍦╛______________銆?It鈥檚very kind _______ you to help me with my English. It鈥檚necessary _______ you to take an umbrella with you. 3. You shouldn鈥檛worry about not having breakfast. worry about (not) doing sth. 鎰忔€濅负_______________________ We worry about not __________ (catch) the early train to Nantong. The students are worried about ___________ (lose) the match. Activity Two Welcome to the unit Step One Free talk 1. Which animal do you like best? What animal sign are you? 2. Do you know all animal signs? What are they? 3. But in western countries, people use a different way. Do you knowwhat it is? Animal sign is based on the ______ that you were born in, but star sign is based on the ______ that you were born in. Step Two Finish Part A on P 7 and check them Play a game: Guess what the animal is. 1. It lives in rivers and uses its fins and tail to swim. ____________ 2. It is large, yellow and brown animal of the cat family, mainly living in Africa and parts of Southern Asia. The male has long, thick hair around its neck. ____________ 3. It is a creature in ancient Greek stories, with a man 鈥檚head, arms and upper body on a horse鈥檚body and legs. ___________ 4. It is a sea creature with a shell, eight legs and two large pointed arms for catching things. It moves sideways on land. ______________ 5. It is a fully-grown male sheep. ______________ 6. It is the male form of cattle (鐗?, kept on farms to be the parent of young cattle. _____________ Step Three Finish Part B on P 7 (Join the dots and colour the pictures) Explain that there are ________ star signs in total鈥晅hose in Part A and those in Part B. Each star sign represents a period of time in a year. star sign date star sign date Aries Libra Taurus Scorpio Gemini Sagittarius Cancer Capricorn Leo Aquarius Virgo Pisces Step Four Work in groups Talk about the star signs, tell the others when you were born and what your own star sign is. Find out when your friends were born and what their star signs are. A: How old _________? B: He is/ I am ________. A: What鈥檚your animal sign? B: ___________. A: When is your birthday? B: It鈥檚on ____________. A: So you are a (an) ______. / Your star sign is ___________. Activity Three Presentation of comic strips Step One Listen to the tape and answer the following questions 1. Who brings Eddie the newspaper? 2. What does Hobo ask Eddie to read? Why? 3. What happens to Eddie鈥檚breakfast at the end of the story? Step Two Read and try to act it out Activity Four Fill in the blanks One morning, Eddie was having his________when he asked Hobo to bring him the_________. Hobo told Eddie to read his stars in the newspaper because it was very __________. Eddie got a piece of good news from the newspaper. It was he could have _______to eat and drink. But Hobo brought him a piece of ________news. It was his breakfast had been eaten by______.Exercises?1. I鈥檓__________, could you give me something to eat? 2. In Chinese culture, we use 12 animal signs while people in the West use ________ signs. 3. There are many beautiful _________ (楸? swimming in the river. 4. Don鈥檛__________ (鎷呭績) about not catching the early bus, it鈥檚still early. 5. Don鈥檛forget to _________ (甯︽潵) your homework here tomorrow. 浜屻€佺炕璇戜笅鍒楀悇鍙ャ€?1. 鍦ㄨ€佸笀鐨勫府鍔╀笅锛屼綘涓嶅繀鎷?You needn 鈥檛_______ ________ not _______your English well _______ the teacher鈥檚help. 2. ?It鈥檚so nice________ you to ________ me the newspaper. 3.タ鍚冨枬銆?I鈥檓_________, I鈥檒l have ________ to eat and drink.Period Two Reading I Learning Activities Learning aims 1. To make the students know more about star signs. 2. Let the students know some words about the characteristics. 3. To make the students know the knowledge about describing people鈥檚abilities, special qualities and characteristics. Teaching procedures Activity One Preview I. New words (鍐欏嚭涓嬪垪鍗曡瘝鐨勫垝绾块儴鍒嗙殑闊虫爣銆佽瘝涔夊拰璇嶆€? 1. divide ______________________ 2.similar______________________ 3. characteristics _________________ 4. energetic ____________________ 5. active ______________________ 6. impatient___________________ 7. leader ______________________ 8.selfish______________________ 9. stubborn _____________________ 10.patient______________________ 11. curious ______________________ 12. outgoing ____________________ 13. save ________________________ 14. cooking_____________________ 15. confident_____________________ 16. modest_____________________ 17. envy ______________________ 18. jealous_____________________ 19. practical _____________________ 20. fair______________________ 21. elegant ______________________ 22.peace______________________ 23. argue ______________________ 24.silly______________________ 25. forgive ______________________ 26.mistake______________________ 27. humorous ___________________28.differently ____________________ 29. easy-going __________________30.creative ______________________ 31.imaginative __________________32.dream______________________ 33. equally ____________________ 34. probably ____________________ II. New Phrases () 1. be divided into _______________ 2. at times ____________________ 3. give up easily ________________ 4. take care of ___________________ 5. pay attention to details ___________ 6. argue with us ____________________ 7. keep secrets_________________ 8. forgive others for their mistakes________ 9. without getting angry____________10. dream about everything______________ III. New sentences (缈昏瘧涓嬪垪鍙ュ瓙) 1. A year is divided into 12 different star signs.___________________________________________________________________ 2. Some people believe that people born under the same star sign share similar characteristics.___________________________________________________________________ 3. However, sometimes it is silly of you not to forgive others for their mistakes.___________________________________________________________________ 4. You are patient enough to wait for a long time without getting angry.___________________________________________________________________ Activity Two Lead-in 1. What is your star sign? 2. Can you tell me something about yourself? (abilities, special qualities, characteristics) 3. How many students are under the same star sign as you in your group? 4. What are they like? (clever, kind, generous, hard-working, brave, patient, polite鈥?) 5. Do you share similarcharacteristics? Activity Three Reading and understanding Step One Read the whole passage quickly and silently, then finish Part C1 on P10 Step Two Read the passage again while listening to the tape and answer the following questions 1. Is Aries lazy?2. Which star sign likes saving money?3. Does Sagittarius like telling jokes?4. Which star sign has the best imagination?5. If your birthday is on 13th September, what is your star sign? Step Three Read the article for a third time and try to find out the adjectives to describe people鈥檚characteristics of each star signAries:___________________________ Taurus:___________________________ Gemini: ________________________ Cancer: _________________________ Leo:___________________________ Virgo: __________________________ Libra:__________________________ Scorpio:________________________ Sagittarius:_____________________ Capricorn: _______________________ Aquarius:______________________ Pisces: _________________________ Step Four Finish Part B on P 10, check, read and try to recite it Activity Four Practice Step One Write an adjective to describe the person 1. Li Ming is ______. He never shares things with others, he only thinks of himself. 2. Tom is a (n) ________ person. He enjoys meeting people and making friends. 3. The leader is __________. He has a lot of energy and never feels tired. 4. How _________ he is! He always thinks he will win all the time. 5. What a (n) _________ teacher he is! He can wait without getting angry. 6. He is a (n)_________ person, because he never gets angry with others easily. 7. Mr. Wu is a _________ teacher, he treats everyone equally. 8. The little girl is ________ about everything. She wants to know everything. Step Two Finish Part C2, check and read it Step Three Finish Part D, and have a discussion What is your star sign? Do you have the same characteristics as the star sign says? Do you believe what the star signs say about people are facts? So we can have a conclusion:________________________________________________________________________________________________________________。

Go for itGrade NineUnit 13 We're trying to save the earth!Period 2 (2a-2d)Step1 Revision and free talk:1. Use some pictures they've talked about in Period 1 to review all kinds of pollution. (The pictures are presented on PPT, students can say out the answers as quickly as they can.)2. Free talk: Water pollution.What caused it?What should we do?3. Give them several minutes to prepare, and then if time is enough, each group two persons.Step2 Listening:1. Talk about some pictures (PPT) about pollution, and predict the answers to 2b.2. Students present their predictions.3. Listen to the tape, get the main idea and catch the key sentences.4. Listen again, fill in the blanks.5. Listen and repeat, check the answers.Step3 Make up new conversations:1. Use the information in 2a and 2b to make up new conversations.2. Work in pairs.3. Act out conversations they've practiced.Step4 2d Role-play the conversations:1. Read through the conversation in 2d and find the answers to the following questions quickly:a. What does Jason want to do to cut down the air pollution?b. Is it helpful to bring a bag while shopping?2. Read the conversations carefully, fill in the chart:Pollution Ways to solve the problemair pollutionwaste pollution3. Stand up and read the conversations aloud in groups.4. Translate and find out the key points and sentences with partners.a. What are your ideas for solving these problems?b. There are other advantages of bike riding.c. It’s good for health and it doesn’t cost anything.d. And remember to throw rubbish in the bins and keep public places clean and beautiful for everyone.e. So together, our actions can make a difference and lead to a better future.5. Make new sentences with some of key phrases above.6. Read aloud and then role-play the conversationsStep5 Do a reporter: What should we do to save the earth?These forms can be used:The river was dirty…/The air …/I hate the noise…People are throwing …And factories are …Everyone should …,And we also can…Homework:1. Write down the reporter on the exercise books.2. Read the conversation in 2b aloud.。