译林版牛津英语9A1学教案学生版教案
牛津译林版-英语-九上-牛津译林版英语9A1单元 Study Skills教学设计
最后在反思中总结并结束本课。
2. Give students some minutes to finish part B and check answers
3. Guide students to understand key and difficult points.
1.Look through the spidergran and answer: Because he is confidents, clever,organized, helpful and hard-working.
一、课堂教学过程
时间
教学步骤
教师活动
学生活动
教学目的
第1到5分钟
Lead-in
Say:
Today we’ll learntowrite a recommendation.Before writing,you should write a list of your ideas.It’s a good idea to make a spidergram to help you organize your ideas.
九上Unit 1 Know yourself
九上Unit1Task
一、教学内容分析
教学内容
《英语》（译林出版社）九年级上册Unit1 Task
教学对象
初三学生
教学项目
语词
make a speech, get oneself more organized, be absent from school, agree with sb, be afraid of
牛津译林版九年级英语上册9A Unit1单元教案
9A Unit1教案Unit 1 Know yourself课题Unit 1Comic strip and welcom e to the unit 主备人：课型新授课时：第 1 课时教学目标1. Using some adjectives to describe one’s personalities;2. To know some useful phrases in this period;3. Different personalities like different jobs.教学重点1. To let students know the background of different places in the world and talk about them.2. The usage of adjectives.教学难点How to talk about personalities effectively.How to grasp some adjectives and useful phrases.教学准备Tape recorder教学内容及过程二次备课Teaching proceduresStep 1.Lead inTeacher sa ys, ‘Hello, everybody! We haven’t seen each other for a long time. Wereyou happy in winter holidays? Did you have a good time? Where did you go? Whatdid you do? What did you eat? What food is your favourite? Have you visit your bestfriends?’Introduce your best friend with different adj .Eg: creative adj. 有创造力的；创造性的curious adj.好奇的energetic adj.精力充沛的modest adj.谦虚的organized(=organised) adj 有条理的；有效率的Ask students to practice reading the words I introduced just now.Step 2 BrainstormAsk ss to write adjectives to describe personalities as many as possible ingroups .Ask some volunteers to try to read and explain them in English . Match theseadjectives with their meaningsOrganized -----keep ….in good orders modest-----the opposite of show offPatient -------- without getting angry creative ----think of new ideasCurious ------- eager to know or learn energetic -----full of energyAsk ss to choose one adjective to describe themselvesStep 3 Presentation1. Teacher asks, Do you still remember Hobo and Eddie? How are they this term? What are they talking about now? Let’s listen to the tape. (Play the tape for the Ss to listen to the dialogue between Hobo and Eddie.)2. Ask some questions about it:What makes generous people feel good?Is Eddie really generous?Why did Hobo eat up all the breakfast?Step4 ExplanationExplain the important phrases and sentences in the dialogue.Step 4 Practice1. Work in pairs and drill the dialogue.2. Ask some Ss to act the dialogue out.Step 5 PresentationA. Some words are often used to describe people's personalities.Help Millie complete the following sentences with the words in the box.B. Millie and her classmates are talking about their own personalitiesand the kind of job they like or dislike. Work in groups and talk about yourselves. Use the conversation below as a model.C. Explain and Practice using the following phrases and sentences.keeps all her things in good order.shows offrepeat grammar rules for us.comes up withNeither my parents nor I think I can make a good accountant.It's terrible for me to work without speaking all day long.Step6 Homework1. Recite the important sentences.2. Preview Reading.板书设计教学反思课题Reading (2) 主备人：课型新授课时安排：第 3 课时教学目标1. To know further information about four persons by close reading2. To cultivate good personality due to the relationship between personality and jobs3. Grasp set phrases and some sentence patterns in this period教学重点1. grasp set phrases and some sentence patterns in this period2. write a short passage about one’s own personality and jobs教学难点1. Get the students to master some words and useful expressions.2.Try to retell the article with their own words教学准备Tape recorder教学内容及过程二次备课Teaching proceduresStep 1 Leading-inAsk some questions about the passage.Step 2 Explanationbe happy with = be satisfied with 对……感到满意a born artist 一个天生的艺术家impress the whole country with his creative work他的富有创造力的作品给全国人民留下深刻的印象win high praise from the art community 赢得艺术团的高度赞扬praise sb for sth 因某事表扬某人give up 放弃（代词放中间）give up doing sth = stop doing sth放弃做某事work for the sales department in a big company 在一家大公司的销售部工作day after day 日复一日the general manager 总经理either ……or …… 要么……要么……，或者……或者……（就近原则）take the lead 处于领先地位，带头fall behind 落后(fall in 生病)be ready to do 准备做某事take on new challenges 接受新的挑战the chief engineer 首席工程师connect……with/to …… 把……和……连接起来be connected with 与……有联系a miss is as good as a mile 差之豪厘，谬以千里（as good as与……几乎一样，简直是）can’t affo rd to do 负担得起（费用、损失、后果）多用于否定句和疑问句中make mistakes 犯错误pay attention to every detail 注意每个细节（to 为介词+ doing sth ）work to high standards 工作高标准work with 与……一起工作a pioneer heart surgeon 一位心脏外科手术的带头人can’t be too careful = can never be too careful 再怎么细心也不为过be willing to do sth 愿意做某事devote o neself/ one’s life / time to 把……奉献给……（to为介词,后接名词，代词，动名词）respect sb = have / show respect for sb 尊重，尊敬某人be suitable for 适合Step 3 PracticeFinish some exercises.Step 4 HomeworkDo some exercises.Recite some important sentences.板书设计教学反思课题Grammar (1) 主备人：课型新授课时安排：第 4 课时教学目标1. Use conjunctions “and \but \or\so” correctly2. Learn to make rules about the usages of and \but \or\so3. To cultivate ss’ team sprite by studying in groups教学重点Make rules about the usages of and \but \or\so and use them correctly教学难点How to use and, but, or and so.教学准备CAI paper教学内容及过程二次备课Teaching proceduresStep 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/ 没有耐心课题Grammar (2) 主备人：课型新授课时安排：第 5 课时教学目标1 Use conjunctions “both…and…,not only …but also …, either …or …, neither …nor …” correctly2 Learn to make rules about the usages of “both…and…,not only …but also …, either …or …, neither …nor …”3 To cultivate ss’ team sprite by studying in groups教学重点Make rules about the usages of “both…and…, not only …but also …,either …or …, neither …nor …教学难点To learn the use of both…and; not only…but also; either…or…; neither…nor…教学准备Tape recorder教学内容及过程二次备课Teaching proceduresStep 1 Revision1.Revise the usage of and\ but\ or \so .2.Give English for these sentences.生活就像赛跑，你要么领先要么落后Life is like a race. You either take the lead or fall behind .粗心对我们和病人都将是一场灾难Carelessness will be a disaster not only to ourselves but also to patientsTom 和Lily 两人都是学生Both Tom and Lily are st udents我和父母都认为我不会是一名好的会计Neither my parents nor I think I can be a good accountantStep 2 Lead-inAsk ss to pay attention to the words underlined. Tell them they arealso conjunctions. They can be used to connect two subjects \predictives\objects \adverbials and so on .Ask ss to read SBP13 and fill in the blanksWe use “both …and …”toWe use “not only …but also …”toWe use “either …or …” toWe use “neither …nor …” toWhen we use these conjunctions ,please pay attention to the form ofverbs . “both…and…”is always plural ,but the verb form after “notonly …but also …\either …or…\neither …nor…”can be plural orsingular ,depending on the subject closer to the verb .Step 3 EXXFill in the blanks with suitable conjunctions1 my father my mother are good teachers2 my father my mother goes to work .we visit my grandparents.3 you I will go there, because there is only one seat left.4 Jackie Chan is a pop singer a famous director.5 You can watch TV do your homework.6 You can read about it from some books on the Internet.Step 4 PracticeAsk ss to do the exercises B1and B2 in SBP14.in groups then check answers.Step 5 SummaryWe us e “both …and …”toWe use “not only …but also …”toWe use “either …or …” toWe use “neither …nor …” toWhen we use these conjunctions, please pay attention to the form of verbs . “both…and…”is always plural ,but the verb form after “not only …but also …\either …or…\neither …nor…”can be plural or singular ,depending on the subject closer to the verb .Step 6 AssignmentRecite the usage of these conjunctions learned in this period.Finish off the paper.板书设计教学反思课题Integrated skills 主备人：课型新授课时安排：第 6 课时教学目标1. To listen and get useful information from the tape,2. To know the difference between animal signs and star signs3. To communicate with each other about animal signs and star signs and what characteristics they represent.教学重点To communicate with each other about animal signs and star signs andwhat characteristics they represent.教学难点How to communicate with each other about animal signs and star signsand what characteristics they represent.教学准备Tape recorder教学内容及过程二次备课Teaching proceduresStep 1 Lead-inAsk them to say something about animals they have known and their characteristics.Read through the table on page 15Use the picture in part A1 to teach them some new words.Discuss the 12 animals by asking the following three questions:1 What other characteristics does this animal have?2 What other animals are loyal/ lively/ practical/ powerful?3 What is your animal sign and does it decide your personalities?Step 2 Pre-listeningGet students to read Part A2 carefully and try to use the information inpart A1 to complete it as much as possibleStep 3 listeningPlay the tape for students then check their answers.Step 4 consolidationDiscuss with students:1 What’s the diff erence between animal sign and star sign?2 Can they decide your personalities? If not, what decides yours?Step 4 practice1 Get students to finish part A3 with the information in Part A1 and A2 asmuch as they can before listening.What does the colour represent?Why does she wear the colour?Do you think they match well?2. Show the advertisements on page 33 and look at them carefully. Tell mewhich one do they like best and choose one picture to write about.课题Task主备人：课型新授课时安排：第 8 课时教学目标1. To understand the uses of charts2. To use charts to mak e notes of a piece of writing教学重点To use charts to make notes of a piece of writing教学难点To learn the use of both…and; not only…but also; either…or…; neither…nor…教学准备Tape recorder教学内容及过程二次备课Teaching proceduresStep1 Lead-in1 Ask them to say something about different classmates and different personalities.What do you think of …? Why?2 Read through the flow chart on page 18 and answer:What personalities does David have?Why do you think so?3 Read Part B and complete the report using the information on page 18.Check the answers and read it.Step 2 Presentation1. Ask the students how to write the article.The article must include:Who will you recommend?1、Be honest rather clever 22.4.264.26.202217:3517:35:59Apr-2217:352、By reading we enrich the mind; by conversation we polish it.二〇二二年四月二十六日2022年4月26日星期二3、All things are difficult before they areeasy.17:354.26.202217:354.26.202217:3517:35:594.26.202217:354.26.2022 4、By other's faults, wise men correct theirown.4.26.20224.26.202217:3517:3517:35:5917:35:595、Our destiny offers not the cup of despair, but the chalice of opportunity. So let us seize it, not in fear, but in gladness. Tuesday, April 26, 2022April 22Tuesday, April 26, 20224/26/20226、I have no trouble being taken seriously as a woman and a diplomat [in Ghana].。
牛津译林版九年级上册(新)英语教案Unit1KnowyourselfReadingI教案
Tape recorder
教学内容及过程
二次备课
Teaching procedures
Step 1 Brainstorm
Write down adjectives to describe personality as many as possible .explain some of them in English then do B1in P10
6 Liu Hao’s team members find it difficult to work with them
7 Fang Yuan thinks doctors should be very careful
8 Fang Yuan spends most of her time on herwork.
Step 7 Summary
What did you learn in this
1 Finish off the paper
2 Recite the passage
板书设计
教学反思
Step 5 Reading
Divide us into fourgroups, eachgroup read one person’sarticle WuWei \Su Ning \ Liu Hao \Fang Yuan. Write down main ideas about the person and finish B3in P11.
2.Grasp set phrases and some sentence patterns in this period
教学难点
1. Howto talk about jobs and personalities with some new expressions.
牛津译林版初中英语九年级上册全册教案
牛津译林版初中英语九年级上册全册教案1. 教案概述本教案是针对牛津译林版初中英语九年级上册全册编写的教学计划。
全册教案旨在帮助学生掌握九年级上册英语课程的内容，并提供适当的教学策略和活动。
教案分为不同单元，每个单元包含多个课时的教学内容。
2. 教学目标2.1 知识目标- 熟悉九年级上册英语课程的单元和主题；- 掌握九年级上册各单元的重点词汇和语法知识；- 理解和运用九年级上册英语课程的语言点和表达方式；2.2 能力目标- 培养学生良好的英语听说读写能力；- 培养学生英语交流能力，提高其听力理解和口语表达能力；- 培养学生的阅读理解和写作能力；2.3 情感目标- 培养学生对英语研究的兴趣和自信心；- 培养学生合作与交流的意识，提高其团队合作能力；- 培养学生的跨文化意识和国际视野；3. 教学内容本教案根据九年级上册英语课程的单元划分，每个单元包含多个教学课时。
其中，每个课时包括教学目标、教学过程和教学评价等内容。
具体的教学内容包括：- 单元主题和背景知识介绍；- 课文和课文理解的讲解；- 语法知识的讲解和练；- 听力和口语练；- 阅读理解和写作练；- 小组活动和课堂展示；4. 教学策略4.1 动手实践策略- 利用实际情境和场景创设，激发学生的研究兴趣；- 引导学生参与角色扮演、小组合作等互动活动，提高学生的实际应用能力；4.2 辅助工具策略- 利用多媒体教学辅助工具，如投影仪、音频设备等，增强教学效果；- 提供相关研究资源，如教学视频、课件等，帮助学生巩固研究；4.3 多元化评价策略- 采用多种评价方式，如口头测试、书面测试、小组作业等，全面了解学生的研究情况；- 鼓励学生自我评价和互相评价，促进学生的自主研究和互助研究；5. 教学评价根据教学目标和教学内容，本教案提供了相应的教学评价，包括作业评价、测试评价和课堂表现评价等。
通过定期的评价和反馈，可以及时了解学生的研究情况，调整教学策略，提高教学效果。
译林牛津版高中英语选修9教案U1 Grammar and usage
牛津高中英语教学设计单元：Unit 1 Other countries, other cultures板块：Grammar and usageThoughts on the design:本课时是有关定语从句复习的语法课。
英语句子中存在大量的定语从句。
高三学生已经分别系统地学习了定语从句，但是使用时仍容易出现错误，因此此部分帮助学生进一步理清语法结构、理解句子含义、提高阅读能力。
定语从句的综述复习将占一个课时。
本课件设计旨在加强学生识别定语从句的能力，并着重复习从句的重点、难点，如：that和which的区别，where的用法，as的用法以及the way后面的定语从句。
并完成相关练习。
Teaching aims:After reviewing the attributive clause, students will be able to identify the clause in a sentence and apply it in different situations. In this teaching period, students are expected to establish a clear understanding of the clause and fulfill some exercises.Teaching procedures:Step 1 General introduction1. Introduce the adverbial clause to students as follows:Attributive clauses are like adjectives and there are two kinds of them—restrictive and non-restrictive.Some relative pronouns and relative adverbs can be used to lead the attributive clause.2. Generally review the functions of relative pronouns and adverbs used in the attributive clause.3. Get students to compare the restrictive and non-restrictive attributive clauses.Step 2 Review of the attributive clause1. Help students compare THAT and WHICH used in attributive clauses by completing the following sentences.1) Do you have anything __________ you don’t understand?2) The only thing __________ we can do is to give you some advice.3) Who is the man __________ is standing there?4) Her bag, in __________ she put all her money, has been stolen.5) She heard a terrible noise, __________ brought her heart into her mouth.2. Ask students to deal with the attributive clauses beginning with “prep. + which / whom”.1) Do you know the boy ____________ your mother is talking?2) He gave me some novels ____________ I am not very familiar.3) I still remember the day ____________ I first got to Paris.4) Do you like the book ____________ she paid $10?5) He built a telescope ____________ he could study the skies.3. Ask students to learn the usage of WHERE in attributive clauses. “Where” can be used to no t onlyrefer to a place, but also to represent a situation. Therefore, “where” can be used after such words as point, situation, part, case and condition.Can you tell me the office where he works?I’ve come to the point where I can’t stand him.The country is in the situation where a war will break out at any time.4. Ask students to learn the usage of AS in attributive clauses.(1) Compare the following sentences:It is known to all that having a good knowledge of vocabulary is basic to language learning.→As is known to all, having a good knowledge of vocabulary is basic to language learning.(2) Point out that “as” can be used at the beginning of a sentence to refer to the main clause.There are some set phrases with “as”: as anybody can seeas we had expectedas often happensas is mentioned above ...(3) “As” can be used in restrictive attributive clauses in the form of “such…as, so…as, thesame…as”. Compare the following sentences.It is such a big stone that nobody can lift it. (an adverbial clause)It is such a big stone as nobody can lift. (an attributive clause)5. Ask students to review the structure of “the way + attributive clause”. Understand the differencebetween the following sentences.The way that/ in which/不填he explained the sentence to us was not difficult to understand.The way that/ which/不填he explained to us was quite simple.Step 3 Practice1. He was educated at the local high school, ______ he went on to BeijingUniversity.A. after whichB. after thatC. in whichD. in that2. The Science Museum, ______ we visited during a recent trip to Britain, is one of London’s touristattractions.A. whichB. whatC. thatD. where3. The growing speed of a plant is influenced by a number of factors, _____ are beyond our control.A. most of themB. most of whichC. most of whatD. most of that4. For many cities in the world, there is no room to spread out further, ______New York is anexample.A. for whichB. in whichC. of whichD. from which5. We went through a period ______ communications were very difficult in the rural areas.A. whichB. whoseC. in whichD. with which6. The road conditions there turned out to be very good, ______ was more than we could expect.A. itB. whatC. whichD. that7.The man pulled out a gold watch, ______ were made of small diamonds.A. the hands of whomB. whom the hands ofC. which the hands ofD. the hands of which8. I’ll give you your friend’s home address, ______ I can be reached most evenings.A. whichB. whenC. whomD. whereStep 4 ConsolidationAsk students to deal with some multiple choices about the three types of clauses.1. Occasions are quite rare _____ I have the time to spend a day with my kids.A. whoB. whichC. whyD. when2. I used to love that film _____ I was a child, but I don’t feel it that way any more.A. onceB. whenC. sinceD. although3. I’m sorry you’ve been waiting so long, but it’ll still be some time _____ Brian get back.A. beforeB. sinceC. tillD. after4. Yesterday she sold her car, _____ she bought a month ago.A. whomB. whereC. thatD. which5. We’ll have a picnic in the park this Sunday _____ it rains or it’s very cold.A. sinceB. ifC. unlessD. until6. The companies are working together to create _____ they hope will be the best means oftransport in the 21st century.A. whichB. thatC. whatD. who7. They will fly to Washington, _____ they plan to stay for two or three days.A. whereB. thereC. whichD. when8.—Did you return Fred’s call?—I didn’t need to ____ I’ll see him tomorrow.A. thoughB. unlessC. whenD. because9. When asked _____ they needed most, the kids said they wanted to feel important and loved.A. whatB. whyC. whomD. which10. Later in this chapter cases will be introduced to readers ______ consumer complaints haveresulted in changes in the law.A. whereB. whenC. whoD. whichStep 5 HomeworkTranslate the following sentences.1. 我们在做出任何决定之前，应该听一听其他人的意见。
牛津译林版九年级上册英语Unit1单元教学设计(版含答案)
牛津译林版九年级上册英语Unit1单元教学设计（版含答案）一. 教材分析牛津译林版九年级上册英语Unit1主要讲述关于假期和旅游的话题。
通过本单元的学习，学生将掌握有关假期的词汇和表达方式，能够运用所学的语言知识进行简单的交流和描述。
教材内容丰富，包括textbook、workbook、listening and speaking、reading and writing等部分，通过多样的活动帮助学生提高英语听、说、读、写的综合能力。
二. 学情分析九年级的学生已经具备了一定的英语基础，能够听、说、读、写简单的英语句子。
但对于一些关于假期的专业词汇和表达方式可能较为陌生，需要通过课堂学习来掌握。
此外，学生的学习兴趣和动机对于课堂效果起到关键作用，因此需要教师在教学过程中注重激发学生的兴趣和动机。
三. 教学目标1.知识目标：学生能够掌握关于假期的词汇和表达方式，理解课文内容，具备描述自己假期经历的能力。
2.能力目标：学生能够听、说、读、写关于假期的简单句子，提高英语综合运用能力。
3.情感目标：学生能够激发对旅游和假期的兴趣，培养积极的学习态度。
四. 教学重难点1.重点：学生能够掌握关于假期的词汇和表达方式，运用所学的语言知识进行简单的交流和描述。
2.难点：学生能够正确运用所学的语言知识，在实际场景中进行流畅的对话和描述。
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，提高学生的实际运用能力。
2.情境教学法：创设各种与假期相关的情境，让学生在真实的环境中进行听、说、读、写训练。
3.激励评价法：注重对学生的积极评价，激发学生的学习兴趣和动机。
六. 教学准备1.教师准备：熟悉教材内容，了解学生的学习情况，设计合理的教学活动。
2.学生准备：预习教材内容，了解本节课的学习目标。
3.教学资源：准备多媒体教具、课件、练习册等教学资源。
七. 教学过程1.导入（5分钟）利用图片或视频展示各种假期的场景，引导学生谈论自己喜欢的假期活动，激发学生的学习兴趣。
牛津译林版九年级英语上册Unit 1 Reading (I) 示范课教案
15. Studentsdraw a mind map about the information of these four people, then retell the text.
应用实践之分析与判断、内化与运用
通过观察学生的活动反馈，了解学生对语篇的理解程度。
环节设计意图:学生通过跟读和复述文章内容，纠正语音、语调，内化语言信息，提高学生的口语表达能力。
教师引导学生玩圈画单词的游戏和回答问题的活动，激活学生已学知识。
教学活动
1. Students circle the words that appear in the table.
2. Students discuss what these words describe.
活动层次
学习理解之感知与注意
二、语篇分析
【What】
本节课的话题是“自我认识”，属于“人与自我”主题下的主题群“做人与做事”，子话题为“自我认识，自我管理，自我提升”。阅读文本包含了四个部分，分别介绍了四位不同领域的杰出人物的职业、性格特点等信息。
【Why】
人的性格千差万别，性格直接影响职业选择和成就。因此，本节课旨在引导学生正确的认识自我，根据自己的性格特点选择职业，同时引导学生根据职业倾向来发展相应的职业性格，认识卓越的职业成就源于热爱。
9. Students read thesecondpart and fill in the blanks.
10.nswer the questions.
11. Students read the third part and fill in the blanks.
活动层次
应用实践之分析与判断
迁移创新之推理与论证
牛津英语9Aunit1教案设计
2
总课题 课题
9A Unit 1 Star signs Reading (A)
总课时 课型
10
第 2 课时 新授
知识目标 教学目标 能力目标 情感目标 教学重点 教学难点 课前预习
1. To understand what star signs are and what they represent 2. To recognize and understand vocabulary about characteristics 3. To use adjectives to describe someone’s characteristics To develop the students’ abilities of listening, speaking, reading and writing. Know about your own star signs and perfect your characteristic.
Different star signs and symbols Different stars signs and symbols Preview the new words and phrases 学 教 师 活 动 过 程 学 生 活 动 备课札记
Step1 Warm-up 1. 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. Rat\Ox\Tiger\Rabbit\Dragon\Snake \Horse\Goat\Monkey\Rooster\Dog\Pig For the stronger Ss, encourage Ss to say the names directly. 2. Explain that western countries use a different system of star signs. Explain that the western star sign system is based Listen and think 12 animals in the Chinese Horoscope.
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Vocabulary（一）教学目标：1.To use adjectives to describe characteristics2.To recognize whether an adjectives is positive or negative3.Grasp the addings of changing adjs into its negative4.Be a happy , lively teenagers after learning this unit （二）课前自主学习1.有各种各样不同的主意_2.花费许多时间向我们解释疑难________________________________ 3.Andy真是考虑周到给我们播放他的CD____________________________4.制作生日卡片__________________5.吃整个生日蛋糕__________6.把所有颜色的气球都带来了______________________7.给我们每人两个礼物____________8.在实验室里做一个实验_________________________________ 9.第一只克隆羊___________________(三) 体验与实践一、写出下列词的反义词：1. active_______2. hard-working________3. strong__________4. patient _______5. selfish _______6. fair__________7. usual_______8. possible_______9. outgoing_________ （四）教学过程Languang points1.Billy has all kinds of different ideas. He is imagination.Billy有各种各样不同2.的想法，他富有想象力。
all kinds of 表示“各种各样的”e.g. There are all kinds of flowers in the park in spring.2. Daniel is very clever, but he never shows off. Daniel很聪明，但他从不炫耀。
show off 炫耀，卖弄e.g. She often shows off her fine clothes.Step3.homeworkGrasp the addings of changing adjs into its negative.do some exercise(五)课堂反馈练习一．所给根据首字母填写单词。
1.Many actors and sports players are e__________ and a________ .2.Tom can‟t sit there quietly. He is i______________ .3.The top student in our class is the most h__________ .4.The person whose star sign is Capricorn is patient and p_______ .5.My English teacher always spends a lot of time （解释）things to us.He is patient.6.Lucy is a top student . But she never shows off. She is m . We should learn from her.7.Please be p and do not give up easily.8.He always thinks more of himself than others. He is a s person.9.I‟m c to know what the secret is.10.Mr White is not a man with few words. He loves to talk. He is an o person.11.My uncle likes to buy his friends nice presents. He is g .二．完成句子1.中国现在是世界上最具有影响力的国家之一。
China is one of ________________________ in the world.2.吴老师花许多时间为我们讲解。
他很有耐心。
Mr Wu is______________ a lot of time__________________________________.3.Simon解释说他的汽车出了毛病。
Simon _____________ that_______________________ with his car.4.Andy为我们播放CD，他考虑得真周到.It is___________________ Andy to play his CDs for us.5.把事情搞得乱七八糟是Simon的典型特征。
It is ______________ Simon to__________.6.你真好推荐我做新的主席。
不用谢。
---It was_______________________ me ____the new chairperson.---It‟s our p______________. = Not at all. = You are welcome.Grammar A（一）。
教学目标：1．A “It is/was+adj+ of/for sb. to do…”句型译成“对某人来说，做某事是……(样子的)。
”★…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。
2．★其次，…of sb.句型一般都可以转换成带一个不定式作状语的句子，而…for sb.的句型则不可以这样转换。
（二）.课前自主学习复习Reading的内容，请同学们把下列介词填写出来。
1.It is important _____ us to protect the wildlife .2.It is harmful _______ us to pollute the environment .3.It is selfish ______people to kill the wild animals .4.It is foolish _____the farmers to change the farmlands to make morespace for farms and buildings .5.It is wrong _______ the women to wear the clothes made of animal fur .6.It is necessary _______ us to help the wild animals.(三) 体验与实践请同学们写出下列单词的名词形式1.对这个孩子来说，举起这么重的盒子是比较难的。
It is quite ________________________ such a heavy box.2.你把我看成了你的叔叔，真是太粗心了。
It was __________________________ me for your uncle.= You were____________________ me for your uncle.（四）教学过程Language points:It is + adjective + of… +（not）to –infinitiveIt is + 形容词+ of sb. + （not）to do sth. 这个句型常用来表达我们对某人的某种行为的一种看法。
e.g. It is kind of Sandy to help me with my work.It is clever of you to make the birthday cards.It is lazy of him not to finish his homework in time.It is selfish of Eddie to eat the whole birthday cake.(五)课堂反馈练习一．词汇1. His father became an (艺术家) in his thirties.2. I have a bad (牙痛) and I must go to see the (牙医).3. My sister likes watching all kinds of beautiful (蝴蝶) fly about.4. It is (安宁) here in the library than on the playground.5. Scientists often do (实验) in (实验室).7. The baby is (wake) and looking at me with her eyes wide open.8. My grandmother is very (practice), she can make a lot of things with paper.二．完成句子1.那女孩把包留在了出租车上，真是太粗心了。
It was __________________________ her bag on the taxi.2.对于他来说，在那种时刻说声再见是明智的。
It was_________________________ good-bye at that time.3.对于一个跳舞的人来说，保持健康是重要的。
It is _______________________________ healthy.4.你帮助我，真是太好了。
It was very______________________ me. = You were very_______________ me.5.注意听老师讲, 他正在给学生解释星座.________________to your teacher. He is _______________________ the students.6.-对他父亲来讲戒烟可不是一件容易的事.It‟s not ________________ his father______________________7.他为我们付了饭钱,真是大方.It was _________________________ him_____________________ the meal for us.Grammar B（一）。