九年级英语牛津9AUnit1教案

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    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 to write 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 B
    Objectives
    1. To exchange information about others
    2. To talk about a person's characteristics
    3. To discuss the positive and negative aspects of a person's character, relative to a task or position
    teaching procedures
    1. 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》P13-14
    9A  Unit 1 Star Signs
    第八课时    Study skills
    Objectives
    1. 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 work
    teaching procedures
    1. 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 
    Objectives
    1. To organize ideas and build a justification for those ideas
    2. To use examples to support ideas
    3. To write a formal letter with the correct degree of formality
    4. To write about a person's characteristics and skills
    5. To present a recommendation
    teaching procedures
    1. 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.

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