九年级英语上册《Unit 3 Know yourself Reading》教案
2020年人教版英语九年级 Unit3 全单元教案设计
1、Excuse me. Can you tell me how ________ get to the cinema?
A. can I B. do I C. I can D. I do
2、Do you know _________?
A. where is the post office B. how can I get to the post office
课题（本章或单元教学内容）：Unit3Could you please tell me where the restrooms are?
课时安排：5节
本节教学内容：SectionA1a-2d
第：1课时
教学
目标
知识目标：restroom, shampoo, stamp…Could you please tell me...?
4、.预习SectionB1a-3a
板书Unit3Could you please tell me where the rooms are?
Have you ever been to ….?
Did you have fun there?
教学反思
课题（本章或单元教学内容）：Unit11Could you please tell me where the restrooms are?
4、Could you tell me how _______ (mend) the bike?
5、I don’t know what I shall do next. (改为简单句)
I don’t know ____________________ next.
Step4Summary(小结)
牛津译林版英语九上Unit 1《Know yourself》(Grammar)教学设计
牛津译林版英语九上Unit 1《Know yourself》（Grammar）教学设计一. 教材分析牛津译林版英语九上Unit 1《Know yourself》主要介绍了关于个人的一些基本信息，如姓名、年龄、兴趣爱好等。
本节课主要围绕一般现在时态进行叙述，通过学习本节课，学生能够掌握一般现在时态的构成和用法，并能运用到实际情景中。
二. 学情分析九年级的学生已经具备了一定的英语基础，能够理解和运用一些基本的英语语法知识。
但是，对于一般现在时态的掌握还不够熟练，需要通过本节课的学习进一步巩固。
同时，学生对于描述自己的个人信息还比较陌生，需要通过本节课的学习来提高这方面的能力。
三. 教学目标1.知识目标：学生能够掌握一般现在时态的构成和用法，并能运用到实际情景中。
学生能够正确运用一般现在时态描述自己的个人信息。
2.能力目标：学生能够通过阅读和听力材料，获取关键信息并运用一般现在时态进行描述。
学生能够在小组讨论中，运用一般现在时态进行自我介绍和相互介绍。
3.情感目标：学生能够增强自信心，更好地了解自己。
学生能够通过学习，培养对英语学习的兴趣。
四. 教学重难点1.教学重点：一般现在时态的构成和用法。
运用一般现在时态描述自己的个人信息。
2.教学难点：一般现在时态的运用，特别是在实际情景中的运用。
五. 教学方法1.任务型教学法：通过设定各种实际情景，让学生在完成任务的过程中，运用和巩固一般现在时态的知识。
2.交际型教学法：通过小组讨论和角色扮演等方式，让学生在实际交际中，运用一般现在时态进行自我介绍和相互介绍。
3.情境教学法：通过创设各种情境，让学生在实际情境中，理解和运用一般现在时态。
六. 教学准备1.教师准备：准备相关的教学材料，如PPT、教案、听力材料等。
准备教学中所需要的一些实物，如图片、卡片等。
2.学生准备：学生需要预习本节课的内容，了解一般现在时态的构成和用法。
七. 教学过程1.导入（5分钟）教师通过提问方式，引导学生回顾已学过的一般现在时态的知识，为新课的学习做好铺垫。
2022九年级英语上册Unit1Knowyourself课时3ReadingII习题课件牛津版
4. He was a pioneer (先锋)in the field of mathematics. 5. Well done! You scored eight hits and only two misses .
(失误).
二、用所给词的适当形式填空。 6. Suzy is well __o_r_g_a_n_i_ze_d__(organize) and she can
六、 任务型阅读。[ 中考·海南]
请同学们看《点拨训练》第5页原文。
31. Where was Thomas Smith’s new “doctor”?（不超过5个词） ____In__si_d_e_h__im__s_el_f_. _/ _In__si_d_e_h__is_m__i_n_d_. ______________
33 Call on the “doctor” inside your mind, and keep happy and well.
一、根据首字母及汉语提示完成单词。 1. [ 中考·青岛] Jack is a good learner because he always
connects (连接) what he needs to learn with something interesting. 2. He centred his attention (注意力) on the problem. 3. The accident was caused by carelessness (粗心大意).
A. as good as
B. as well as
C. so good as
D. so well as
15. [ 合肥瑶海区二模] Luckily, most people will be able
牛津译林版英语九上Unit 1《Know yourself》(reading)教学设计
牛津译林版英语九上Unit 1《Know yourself》（reading）教学设计一. 教材分析《Know yourself》是人教版牛津译林英语九年级上册Unit 1的教学内容。
本篇文章主要介绍了一位名叫Asher的年轻人通过一次偶然的机会，了解了自己的性格特点和优点，从而找到了适合自己的职业道路。
文章以故事的形式展开，旨在让学生在阅读过程中提高英语阅读能力，同时了解自己的兴趣爱好和特长，为未来的职业规划做好准备。
二. 学情分析九年级的学生已经具备了一定的英语基础，能够理解和运用一些基本的英语句型和语法知识。
然而，在阅读理解方面，部分学生可能会存在词汇量不足、阅读速度慢、理解能力差等问题。
因此，在教学过程中，需要关注学生的个体差异，调动他们的学习积极性，提高他们的阅读能力。
三. 教学目标1.知识目标：–能够理解文章的主要内容，把握人物关系和故事情节。
–掌握的生词和短语：curious, personality, strength, career, etc.2.能力目标：–提高学生的阅读理解能力，能够快速准确地获取文章信息。
–培养学生的口语表达和写作能力。
3.情感目标：–帮助学生了解自己的兴趣爱好和特长，为未来的职业规划提供参考。
–培养学生的自我认知和自信心。
四. 教学重难点•掌握文章的主要内容和人物关系。
•提高学生的阅读理解能力。
•运用正确的语法和词汇表达自己的观点。
•深入理解文章中的情感和寓意。
五. 教学方法1.任务型教学法：通过完成各种任务，激发学生的学习兴趣，提高他们的参与度。
2.合作学习：鼓励学生互相讨论、交流，培养他们的团队协作能力。
3.情境教学法：创设真实的学习情境，让学生在实践中掌握知识。
4.情感教学：关注学生的情感需求，培养他们的自我认知和自信心。
六. 教学准备1.教材：人教版牛津译林英语九年级上册。
2.多媒体设备：电脑、投影仪、音响等。
3.教学素材：相关图片、视频、PPT等。
牛津译林版九年级英语上册Unit 3 Reading (I) 示范课教案
应用实践之分析与判断
观察学生回答问题的表现，了解学生根据已给信息进行分析的能力。
13.Students figure outthesentences that showhowSimon asks for advice.
17. Students work in groups to give some advice to Millie and Simon from different perspectives (e.g., youth workers, parents, teachers ...).Then share their opinions.
环节五：基于语篇，创设情境，探究主题意义。（10 mins）
通过创设语境，引导学生深入思考问题，探究“合理科学地安排学习与娱乐时间”的重要性，基于本课学到的内容，创造性地进行口语表达。
教学活动
15. Students listen to the recording and read after it.
Unit 3Teenage problems
Period 2 Reading (I)
一、教学内容分析
本课时为阅读课的第一课时，阅读文本是两篇以“我该怎么办”为话题的求助信。学生在本单元的第一课中，已经掌握了一些描述“青少年问题”的相关表达，并能简单向他人寻求建议、提供建议。通过对文本的阅读、分析，学生能够进一步了解当遇到问题时，在求助对象上有多种选择。在阅读过程中学生能够结合自身的经历，从多角度、多层面看待问题，创造性地表达自己的观点，并尝试提出合理、可行的建议。
环节设计意图：
帮助学生进一步了解青少年辅导员的职责。通过预测活动，进一步帮助学生了解话题，培养学生读前预测的意识和习惯，有效降低阅读难度。
牛津译林版英语九上Unit 1《Know yourself》(Reading2)教学设计.
牛津译林版英语九上Unit 1《Know yourself》（Reading2）教学设计.一. 教材分析《Know yourself》是人教版牛津译林英语九年级上册Unit 1的一篇阅读文章，主要讲述了一个关于如何认识自己的故事。
文章内容丰富，语言生动，贴近学生的生活实际，有利于激发学生的学习兴趣。
通过本节课的学习，学生可以提高自己的阅读理解能力，学习到如何正确认识自己，培养自信心。
二. 学情分析九年级的学生已经具备了一定的英语基础，对于阅读理解类的文章，他们已经能够运用已学的阅读策略进行理解。
但同时，部分学生在阅读过程中可能会遇到生词和语法难题，需要老师在教学中给予适当的引导和帮助。
此外，学生对于如何认识自己这一主题可能会有不同的看法，教师应在教学中充分调动学生的积极性，让他们在课堂上充分表达自己的观点。
三. 教学目标1.知识目标：–学生能够掌握文章中的关键词汇和短语。
–学生能够理解文章的主旨大意，掌握文章的基本情节。
2.能力目标：–学生能够运用阅读策略，提高阅读理解能力。
–学生能够通过讨论和写作，表达自己对如何认识自己的看法。
3.情感目标：–学生能够认识到正确认识自己的重要性，培养自信心。
四. 教学重难点•学生能够掌握文章中的关键词汇和短语。
•学生能够理解文章的主旨大意，掌握文章的基本情节。
•学生能够运用阅读策略，提高阅读理解能力。
•学生能够通过讨论和写作，表达自己对如何认识自己的看法。
五. 教学方法1.任务型教学法：通过设定各种任务，激发学生的学习兴趣，提高学生的参与度。
2.合作学习法：鼓励学生分组讨论，培养学生的团队合作能力。
3.情境教学法：创设各种情境，让学生在真实的语言环境中学习英语。
六. 教学准备1.教师准备：–准备好相关的教学材料，如PPT、单词卡片等。
–提前阅读文章，了解文章内容，准备讲解。
2.学生准备：–预习文章，遇到生词和语法难题做好标记。
–准备对如何认识自己这一主题发表自己的看法。
牛津译林版英语九年级上册Unit1《Knowyourself.》说课稿3
牛津译林版英语九年级上册 Unit 1 《Know yourself.》说课稿3一. 教材分析《Know yourself》是人教版牛津译林英语九年级上册的第一单元，本节课的主题是了解自己，旨在让学生通过交流和探讨，更好地认识自己，提高自我认知能力。
教材内容丰富，包括听力、口语、阅读和写作等各个方面，通过本节课的学习，让学生在语言运用的过程中，提升自己的综合语言运用能力。
二. 学情分析九年级的学生已经具备了一定的英语基础，对于日常的交流和简单的文章阅读已经没有问题。
但是，对于一些较复杂的语法结构和词汇，他们可能还不能熟练运用。
同时，由于他们已经习惯了应试教育的模式，可能会对主动探讨和表达自己观点的能力有所欠缺。
因此，在教学过程中，需要关注学生的个体差异，充分调动他们的积极性，提高他们的自主学习能力。
三. 说教学目标1.知识目标：学生能够掌握本节课的生词和短语，了解一般现在时的用法。
2.能力目标：学生能够通过听力、口语、阅读和写作等环节，提高自己的综合语言运用能力。
3.情感目标：学生能够通过交流和探讨，更好地认识自己，提高自我认知能力。
四. 说教学重难点1.教学重点：学生能够掌握一般现在时的用法，能够运用所学知识进行日常的交流。
2.教学难点：学生能够熟练运用一般现在时进行复杂的句子构造，能够就主题进行有深度的探讨。
五. 说教学方法与手段在本节课的教学过程中，我将采用任务型教学法，通过设置各种任务，让学生在完成任务的过程中，自然而然地学习和掌握知识。
同时，我会运用多媒体教学手段，如PPT、视频等，提高学生的学习兴趣，帮助学生更好地理解和记忆知识。
六. 说教学过程1.导入：通过播放一段关于自我认知的视频，引发学生的思考，激发他们的学习兴趣。
2.呈现：通过展示图片和实物，引导学生学习本节课的生词和短语。
3.练习：通过各种练习活动，让学生巩固所学知识，提高他们的语言运用能力。
4.任务：设置一个关于自我介绍的任务，让学生在完成任务的过程中，运用所学知识。
译林版九年级上册英语全册教案(全英)
九年级上册英语全册教案Unit 1 Know yourselfWelcome to the unit教学目标By the end of the lesson：Students can talk about personalities.Students can master some useful expressions.Students can use some adjectives to describe one’s personalities.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.教学过程Step 1 Lead inTeacher says, ‘Hello, everybody! We haven’t seen each other for a long time. Were you happy in winter holidays? Did you have a good time? Where did you go? What did you do? What did you eat? What food is your favourite? Have you visit your best friends?’ 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 in groups. Ask some volunteers to try to read and explain them in English. Match these adjectives with their meaningsOrganized -----keep…in good orders modest-----the opposite of show off Patient -------- without getting angry creative ----think of new ideas Curious ------- 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?Step 4 ExplanationExplain the important phrases and sentences in the dialogue.Step 5 Practice1. Work in pairs and drill the dialogue.2. Ask some Ss to act the dialogue out.Step 6 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 personalities and 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.Step 7 Homework1. Recite the important sentences.2. Preview Reading.Unit 1 Know yourselfReading（Ⅰ）Teaching objectivesBy the end of the lesson, students should be able to：1. guess the meanings of the new words from the context；2. talk about jobs and personalities；3. identify the main idea of each paragraph in the passage by skimming；4. describe the four people’s jobs and personalities by detailed reading；5.improve their reading abilities.Important pointsHow to talk about jobs and personalities with some new expressions.Teaching contents1. New words and phrases：born, impress, sculpture, praise, sales department, general,race, either or, lead, take the lead, fall behind, challenge,chief, high-speed, connect, connect to/with, miss, as goodas, attention, pay attention to, standard, pioneer, surgeon,carelessness, extra, devote, respect, suitable, partner2. New structures：Life is like a race. You either take the lead or fall behind.A miss is as good as a mile.As a doctor, you can’t be too careful.III. Focus of the lesson and predicted area of difficulty1. To read the passage in different ways;2. To describe four people’s jobs and personalities by detailed reading.IV.Teaching proceduresStep 1 Warming-upFree talkT: Today, we’ll meet some outstanding people. They like their jobs very much. Now show me your ideas, what kind of person are they?Step 2 Pre-reading1. Watch a videoT: Who is this man? Let’s watch a video first.T: You know him very well. He is the pioneer of Alibaba. He is devoting most of his time to it.He says, “If not now, when? If not me, who?” Any time he is ready to take onnew challenges. He always works to high standards. Now he is one of the richest in China. So people often say he is a born businessman.2. PredictionT: Look at these pictures from Sunshine Town. They are also outstanding in their fields. Would you please guess what their jobs are?Step 3 While-reading1. SkimmingT: Now please look through the text quickly and check if you have made the rightprediction, also try to find what they think of their jobs.T: Yes, Wu Wei is an artist, Su Ning is a manager, Liu Tao is an engineer, and Fang Yuan is a doctor. What do they think of their jobs?T: Yeah, they are happy with their jobs. How can you get the information quickly? T: Great! Pay attention to the title and the pictures while reading.2. ScanningPassage 1:(1) Read and answerT: Now let’s read Passage 1 more carefully and answer two questions:●What does Wu Wei’s best friend think of him?●What has won Wu Wei high praise from the art community?T: Yes, his best friend said, “He is a born artist. He’s quiet and doesn’t like to talk much, but his work shouts.” And his sculptures for Sunshine Town Square have won high praise from the art community.(2) Read and guessT: Good job! Let’s do some guessing work. What does “his work shouts” mean here?T: Yes, that is to say his work is wonderful. Then what about “praise”? What does it mean?T: Excellent! How can we guess the meaning of new words?T: I agree. Circle some key words before and after the new word or the sentence.It’s possible to find its meaning.(3) Read and thinkT: Wu Wei said, “I want to share the best art with people, so I’m always searching for something better or different. This in itself is great fun.” What can you infer from it?T: I love all your ideas. He is so creative and of course he is happy with his job. Passage 2:Read and finishT: Find out some information about Su Ning’s past and present.five years ago•was an __________•only worked with ______•made me _______(accountant, numbers, unhappy) now•is a general manager•is active and _________•love working with ________•is ready to take on ________ any time (energetic, people, challenges)Passage 3:Read and practicePassage 4：An interview between groupsT: Read through Passage 4 and do an interview with Fang Yuan in pairs. Try to ask more questions and give detailed answers. The team which gets the most stars will be the winner.3.Further reading(1) ThinkingT: What do the sentences mean? Choose the right Chinese meaning, and try to find out some supporting sentences.●Life is like a race. You either take the lead or fall behind.● A miss is as good as a mile.●As a doctor, you can’t be too careful.(2) Listen and circleT: Now I’ve collected many words about their personalities. Please circle them in your books and try to match the words with the four persons.T: OK, Wu Wei is quiet and creative. Su Ning is active and energetic. Liu Tao is serious, organized and modest. Fang Yuan is kind, patient and careful. Different people have different personalities, and they also have different jobs. Are the jobs suitable for them? Why? You may use the sentences in the text to support your ideas.Step 4 Post-reading1.Listen and adviseT: The four persons here are all happy with their present jobs, and the jobs are suitable for them. Now let’s listen to a short conversation from Cindy, Stone and Tiantian.Write down their future jobs.T: Stone would like to be an engineer, Cindy hopes to be an artist, and Tiantian prefers to be a manager. Would you please give them some advice so that their personalities can match the job requirements.2.Share and reportT: It’s your turn to talk about yourselves. Think about what job you want to do in the future and if your personality matches the job requirements. You can share your ideas in groups, and then speak in front of the class.T: I hope you all can have a bright future. In your daily life, you should form good personalities to get ready for the future job. I believe finally you can be the one that you want to be.Homework1. Search more articles about people who are outstanding in their fields and try to make notes.2. Finish your own article about jobs and personalities and read it to your friend.Unit 1 Know yourselfReading （Ⅰ）Teaching objectivesBy the end of the lesson, students should be able to：1. describe people’s jobs and personalities by using what they learn in this period；2. talk about what the four people do and their personalities；3. have a better sense of working hard and being outstanding；4. understand vocabulary about characteristics and other important words.Important points1.To recognize and understand the important phrases;2. To use the new words and phrases to describe people’s personalities and jobs.Teaching contents1. New words and phrases: born, impress, sculpture, praise, sales department, general,race, either or, lead, take the lead, fall behind, challenge,chief, high-speed, connect, connect to/with, miss, as goodas, attention, pay attention to, standard, pioneer, surgeon,carelessness, extra, devote, respect, suitable, partner2. New structures: Life is like a race. You either take the lead or fall behind.As a doctor, you can’t be too careful.Carelessness will be a disaster not only to ourselves but also to patients.Teaching proceduresStep 1 Lead-inT: Guess who he is. He is the great Greek philosopher—Socrates and he once said, “Know yourself, and then you can understand life.”Step 2 ReviewingT: Knowing yourself is very important. Do the four outstanding people know themselves very well? Now you’ll be divided into four groups: Su Ning Group, Wu Wei Group, Liu Hao Group and Fang Yuan Group. Su Ning and Wu Wei Groups will discuss who is suitable for the general manager of a big company. Liu Hao and Fang Yuan Groups will discuss whether you are suitable for your jobs. Give your reasons. Step 3 DiscussionT: What’s your favourite saying? Why?Step 4 Language pointsPresent and practice the important words and expressions mentioned in the discussion.1. Life is like a race. You either take the lead or fall behind.T: Look at the picture of Liu Xiang.Liu Xiang is taking the lead in the race.The other top players are falling behind in the race.T: You know the story of the hare and tortoise. Can you say something about it? S: The hare is taking the lead. The tortoise is falling behind.T: In this race, either the hare or tortoise will win.2.either ... or ...T: If you’re planning a day out, what will you choose to do? Use “either … or …”to make a conversation3. It’s necessaryto pay attention to every detail.T: When you go on an outing, what should you pay attention to?S: …T: pay attention to sth. 注意某事pay attention to doing sth. 注意做某事Try to complete the sentences:Pay attention to protecting the environment.Successful businessmen always pay attention to details.4. I’m ready to take on new challenges any time.Present new structures “take on new challenges”, “connect … to …” by talking about Ma Yun.T: Ma Yun and Bill Gates are both successful businessmen. Ma Yun likes taking on new challenges. He owns Alibaba, Taobao, China Yahoo, etc. He has connect ed the Internet to people’s life.It’s your turn to talk about Bill Gates.5. He has impress ed the whole country with his work.T: Ma Yun and Bill Gates has impressed us with their creative ideas. Have youheard about a disabled young girl called Liao Zhi, whose legs were hurt during an earthquake? What about Nick Vujicic, a famous speaker with no arms andlegs?(1) Liao Zhi, the young disabled dancer, has impressed the country with herwonderful spirit and dancing skills.(2)Nick Vujicic has no arms or legs, but he has impressed the whole world with his speeches.Practice (Open task):Watch a video about Nick Vujicic and Practice:Nick ________________ me with ___________________.6. Carelessness will be a disaster not only to ourselves but also to patientsT: Nick Vujicic can not only choose how to live but also face problems bravely.Now look at these two pictures. Use “not only … but also” to make one sentence. T: So Not only my husband but also my daughter likes him very much. Some tips for you.Careless is a humorous film. Not only children but also adults like it.7.carelessnessT: Learn to use “care”, “careful”, “careless”, “carelessly” and “carelessness”. After that, try to make a summary about them.●Take _______. The bus is coming.●Be ________ with fire. It can be dangerous.●The less __________, the fewer mistakes.●Pay attention to your safety. Don’t drive ___________.●_________________ will lead to accidents.8. As a doctor, you can’t be too careful.T: As a driver, don’t drive carelessly. Carelessness will lead to accidents. Thatmeans you can’t be too careful when driving.T: Would you please talk about your ideas? As a student/teacher/…, you can’t be too _________. In a word, one can’t be too modest.Step 5 Other words and phrasesT: Read the four passages again. Underline all the new words and phrases and see if you understand them.Step 6 Practice1. Use some of the new phrases to complete the sentences2. DescriptionChoose at least four phrases to talk about your hero.(1) a born …(2) win high praise from(3) either … or …/not only … but also …(4) take the lead/fall behind(5) be ready to/ be willing to …(6) take on new challenges(7) connect … to …(8) pay attention to …(9) work to high standardsStep 7 Myfavourite sayingT: The American educator, Samuel Bubler once said, “Every man’s work, whether it be literature or music or pictures or architecture or anything else, is always a portrait of himself.” So love what we do.HomeworkWrite about your hero’s personality and job, and share it in your groups.Unit 1 Know yourselfGrammarTeaching goalsKnowledge and skills:To master the usage of conjunctions like and but or and so.Process and method:Listening,speaking,reading.Emotion and attitude:Use conjunctions to join ideas together.Important and difficult points1. Use conjunctions to join ideas together.2. Use conjunctions to join ideas together.Teaching proceduresA Using and, but, or and soStep 1 Lead inFree talkT: Today, we’ll learn Grammar of Unit 1. We’ve met four outstanding persons. Do you remember them? (Show the pictures of the characters we’ve learned.)S: They are Wu Wei, Su Ning, Liu Tao and Fang Yuan.T: Among them, I admire Wu Wei the most because I wanted to be an artist when I was young.Step 2 Presentation1. BrainstormingT: How much do you know about Wu Wei?workshobby personalitysayingWu WeiS: He is quiet and doesn’t like to talk much.S: He impressed the whole country with his creative work.S: I want to share the best art with people, so I’m always searching for something better or different.T: Do you know something about his hobby? Let’s listen together.(Wu Wei: I like doing something quiet like fishing and watching TV. I don’t like singing or dancing)S: He likes fishing and watching TV. He doesn’t like singing or dancing.Step 3 Practice1. Show the picture of Wu WeiT: Wu Wei likes reading and watching TV. Guess what TV programmes he likes watching.S: …(Play the theme songs of two TV programmes.)T: He likes watching “the V oice of China” and “Dad, where are we going?” like you and me. Let’s talk about “the V oice of China” first.2. Show some pictures of the programmesAsk the students to describe the pictures, and join the sentences together with and, but, or or so.(1) We can watch the programmes on TV. We can watch the programmes on the Internet.We can watch the programmes on TV or on the Internet.(2) The rules of the programmes are special. Many people are interested in it.The rules of the programmes are special so many people are interested in it.(3) The coaches sit with their backs to the singers. They listen carefully.The coaches sit with their backs to the singers, but they listen carefully.(4) The girl sang very well. Four coaches all turned their chairs.The girl sang very well, so four coaches all turned their chairs.(5) She didn’t choose Yang Kun. She didn’t choose Qi Qin. She chose Na Ying.She didn’t choose Yang Kun or Qi Qin.She thought twice, and she chose Na Ying finally. (think twice: 三思，再三考虑)Step 4 Production1. DiscussionT: We often use and, but, or and so to join ideas together. Let’s have a discussion: When we join ideas together, how should we use these conjunctions?and join different ideasbut introduce another possibility/join two or more ideas (in negative sentences)so join similar ideasor express the results of something2. Finish the exercises on Page 123. Game timeT: You are so great. Now, let’s play a game to see which group will be the winner.Here are the rules: You are divided into 4 groups. Try to make sentences with and, but, or and so. If the first student in Group1 makes a sentence correctly, thenhe’ll have the chance to ask the first one in Group 2 to make a sentence with any word of the four … If you can’t make a sentence in 5 seconds, your group will lose the game.B Using both … and …, not only … but (also) …, either … or … and neither … nor …Step 1 Lead inFree talkT: Just now, we talked about “the V oice of China”. You’ve done a good job. What other programme does Wu Wei like?S: It’s “Dad, where are we going?”T: This programme is popular this year. I also like watching it.Step 2 Presentation1. Talk about “Dad, where are we going?”(1) The show is popular in China. The show is popular in other countries.The show is popular not only in China but also in other countries.The show is popular not only in China but in other countries.T: Who take part in the show?(2) Dads take part in the show. Their kids take part in the show.Not only Dads but also their kids take part in the show.Both dads and their kids take part in the show.(3) Feynman is five years old. Joe is five years old too.Not only Feynman but also Joe is five years old.Both Feynman and Joe are five years old.(4) Joe isn’t happy. Grace isn’t happy.Neither Joe nor Grace is happy.(5) The boy is so lovely. We call him Yang Yangyang. In fact, his name is Yang Wenchang.We can call him either Yang Yangyang or Yang Wenchang.(6) The two boys are wrestling. Either Joe or Feynman does better in wrestling. 2. DiscussionPlease read all these sentences by yourselves. Then discuss two questions: How should we use these conjunctions? How should we use the verb form?We use _________ to emphasize that something is true not just of one person, thing or situation but of another too.We use __________ to add another fact to something you have mentioned.We use __________ to mean one or the other, this or that, he or she, etc.We use __________ to mean not this one and the other, not this and not that, not he and not she etc.Step 3 Practice1. Finish B1 on Page 142. Finish B2 on Page 143. A competitionAmy made an interview in her class. Look at the form carefully, and try to get the information. Then, let’s have a competition in groups. Try to make as manysentences as possible with conjunctions we have learned. One of your group members should write them down. If your group gets the most sentences, you are the winner. For example: Nancy is both creative and curious.Step 4 ProductionT: All of you have done a good job! Let’s enjoy a poem together to relax.T: We all know that this poem is about my dream. Now it’s your turn to write about your dream or your school life. You can use this poem as a model.T: When we write, we can use conjunctions if necessary. Keep trying, and I think you can write something beautiful one day!V. Homework1. Interview two of your classmates about their personalities and future jobs;2. Write a short report about the interview. Try to use conjunctions.教学反思Unit 1 Know yourselfIntegrated skillsTeaching goalsKnowledge and skills:To get specific information from a listening material.Process and method:To talk about personalities.Emotion and attitude:To talk about animal signs.Important and difficult points1.To listen to the tape and get information about the radio programme.2. To learn about Chinese animal signs and personalities.Teaching proceduresStep1 Lead in1. Show the animal signs and English names.Rat horse ox sheep tiger monkey rabbit rooster dragon dog snake pig2. What do you think of monkeys? They are clever.3. New words lunar calendar animal sign represent appear fixed order cycle powerful lively practical loyalStep 2Listening1. Read A1, try to finish A2 with as much information as possible.2. Listen to the tape without writing.3. New words divide divide ...into... Shape4. Finish A35. Read A3.Speak up：We can read about them for fun.Step3 Presentation1. Is it true that people born under the same animal sign or star sign may have similar personalities? It may be true,but we shouldn’t believe in them. Let’s listen to a conversation between Millie and her neighbour Joe. Then answer these questions:1) What is Joe’s animal sign?2) What are people born in the year of the Tiger like?3) Whose animal sign is the sheep?4) What is Julie like?5) What does Millie think of the relationship between signs and personalities?2. Revise born brave in some ways that’s not the caseGentle believe inStep 4 Activities1. Practice in pairs.It is said that... It says that...I’m not sure... I agree/ disagreeI (don’t) think... That’s not the case.What about?2. Show their conversation.Step 5 Homework.Recite speak up.Blackboard Designappear in a fixed order every 12 yearsin all decide your personalitythe year of the Rabbit divide ... intoIt is you who shape your life and your future.People born under the same animal sign课堂检测动词填空1.You are the most suitable _______________(take) this job.2.—Where’s your brother?—He _________(do) an operation.3.What a creative artist! He ______________(impress) the whole country with the sculpture.4.We can’t afford ____________(fall) behind our classmate.5.You can go and play tennis only when your report ____________(finish).6.When I went to visit him yesterday, he ____________(read) a magazine about personalities.Homework1. Read A3 on page 16 and try to remember more information;2. Practice talking about animals and personalities with your partner;3. Write down your own ideas about what decides your personality.Teaching reflectionUnit 1 Know yourselfStudy skillsTeaching objectsKnowledge and skills:To get specific information of skimming.Process and method:How to skim.Emotion and attitude:To talk about skimming.Important and difficult points1. Learn to skim an article.2. Learn to skim an article.Teaching contentStep 1 Lead in1. Free talkT: Boys and girls, can you tell me what you often do when you are free?S: …T: We have a lot of things to do in our spare time. Do you want to know about my hobby? You can find it by finishing the saying: ______ are the stepping stones of human progress.S:Books.T: Yes. Books are the stepping stones of human progress. I spend much time reading books every day because I think reading brings us everything. Do you like reading books?S: Yes, of course.T: I’d like to tell you a piece of good news. Our school will set up a reading club. If you want to join the club, please answer three questions about the reading skills.Let’s do it together.Step 2 Presentation1. Understand the meaning of the skimming(1) T: Now, the first question is “What is skimming?” If you don’t know the answer,it doesn’t matter. I’ll help you.(2) Show the picture of “skim stones”, and talk about it.T: Look at the picture. What’s the young man doing?T: He is playing a game called “skim stones”. People try to throw a little stone onto the surface of the water, and make it float on the surface as far as possible before it sinks. And here “skim” means “漂过” or “略过”.(3) Make a choiceT: So, what does skimming mean while reading? Of the two idioms, which is more similar to “skimming”, “字斟句酌” or “浮光掠影”?T: I agree with you. “浮光掠影” is closer to skimming. What does “浮光掠影”mean in Chinese?T: So, when skimming, do we read fast or slowly? Do we expect to get the main idea or specific information?S: …T: Skimming means reading the text quickly to get the main idea. You can understand the word in this way: “s” stands for the speed of the reading;“m”means the main idea. I hope it will help you understand “skim” better.2. Learn how to skim when readingT: Since you have understood the meaning of “skimming”, let’s come to the second question: How to skim when reading? That is to say, how can we read fast and get the main idea at the same time?(1) Show the reading process of four people. Ask students to tell if they are skimming.(2) Discussion: In Which part of the text can we find the main idea quickly?(3) Draw the conclusion: When skimming, read the title, the main headings, the firstand last paragraphs, and the first sentence of each paragraph.3. Find the main idea of the article by skimmingT: You’ve done a good job. The last task is to find the main idea of an article by skimming in one minute. I’ll give you three questions to help you:(1) What is the article about?(2) Is it true that some aspects of your personality are formed by nature?(3) What can change your personality?T: As you have answered three questions correctly, you have the chance to be the member the reading club.Step 3 Practice1. A competitionT: Now, let’s have a competition. We will vote for the best readers in our class. Who can find the main ideas of the following articles in the shortest time will be the best readers in our class.2. T: We all know that reading is a good habit to all of us. Let’s share a saying aboutreading: Reading ten thousand books is like travelling ten thousand miles. In Chinese, we say “读万卷书，行万里路”. Actually, we have different ways of reading. Sometimes, skimming is useful. Sometimes, we need to get the specific information. Join the reading club, and more reading activities are waiting for you!课堂检测一、根据句意和所给汉英释义写出单词1. He ________________(分成)a cake into pieces and gave them out to his children.2. Jack enjoyed reading all kinds of books. These books ______________(塑造)his ideals about the world.3. Nora’s birthday is not in this year’s ______________(日历). Do you know why?4. It was nearly half an hour before the bus __________________(start to be seen) at the street corner.5. Linda is a _____________________(full of energy,very active)girl. We all like her.6. Our classes begin and finish at ______________(not changing) times.Homework1. Skim one or two articles to get main idea;2. Search the Internet to know more about reading skills.教学反思Unit 1 Know yourselfTask。
牛津译林版九年级上册Unit 1《Know yourself》(reading 1)教学设计
牛津译林版九年级上册Unit 1《Know yourself》（reading 1）教学设计一. 教材分析《Know yourself》（reading 1）选自牛津译林版九年级上册，本文主要讲述了一个关于如何认识自己的故事。
故事中的主人公Tom通过一次偶然的机会，得到了一本可以了解自己优缺点的书，从而对自己有了更深刻的认识。
文章主题鲜明，旨在引导学生正确认识自己，明确自己的优点和不足，从而更好地发展自己。
二. 学情分析九年级的学生已经具备了一定的英语基础，能够理解和运用所学知识进行简单的交流。
但部分学生对如何正确认识自己，以及如何用英语表达自己的优缺点还有一定的困难。
因此，在教学过程中，教师需要关注学生的个体差异，充分调动学生的积极性，引导他们主动参与课堂活动。
三. 教学目标1.知识目标：学生能够掌握有关描述自己的形容词和短语，如：quiet, outgoing, kind, hard-working等。
学生能够理解并运用目标句型“I am…”进行自我介绍。
2.能力目标：学生能够听懂、读懂《Know yourself》（reading 1）的故事内容，并能够用英语进行简单复述。
学生能够在小组讨论中，用英语表达自己的优缺点，并给出相应的原因。
3.情感目标：学生能够认识到正确认识自己的重要性，学会用积极的态度看待自己的优缺点。
四. 教学重难点学生能够掌握有关描述自己的形容词和短语，并能够用英语进行自我介绍。
学生能够听懂、读懂《Know yourself》（reading 1）的故事内容。
学生能够用英语表达自己的优缺点，并给出相应的原因。
五. 教学方法1.任务型教学法：通过设置各种任务，激发学生的学习兴趣，培养学生主动参与课堂活动的意识。
2.情境教学法：创设真实的情境，让学生在实际语境中练习英语，提高语言运用能力。
3.合作学习法：引导学生进行小组讨论，培养学生的团队协作能力和口头表达能力。
六. 教学准备1.教学课件：制作课件，包括文本、图片、音频等多媒体资源。
牛津译林版英语九上Unit 1《Know yourself》(Reading1)说课稿
牛津译林版英语九上Unit 1《Know yourself》（Reading1）说课稿一. 教材分析《牛津译林版英语九上Unit 1(Reading 1)》是一篇关于人物介绍和性格分析的文章。
文章主要介绍了一位名叫Simon的男孩，他性格开朗、乐观，热爱生活。
通过对Simon的描述，文章传达了了解自己、接受自己的重要性。
本篇文章题材贴近学生生活，有助于激发学生对自我认知的兴趣，提高学生对英语阅读的热爱。
二. 学情分析九年级的学生已经具备了一定的英语阅读能力，能够独立阅读并理解有一定难度的文章。
同时，他们对人物性格和自我认知有一定的了解，因此在学习本篇文章时，能够更好地理解和感悟文章的主题。
然而，部分学生在英语阅读方面存在词汇量不足、阅读速度慢等问题，需要在教学过程中给予关注和帮助。
三. 说教学目标1.知识目标：学生能够掌握文章中的重点词汇和短语，理解文章的主旨大意。
2.能力目标：学生能够运用所学知识，进行人物介绍和性格分析。
3.情感目标：学生能够认识到了解自己、接受自己的重要性，培养乐观的人生态度。
四. 说教学重难点1.重点：文章中重点词汇和短语的掌握，以及文章主旨大意的理解。
2.难点：运用所学知识进行人物介绍和性格分析，以及文章中某些长难句的理解。
五. 说教学方法与手段1.任务型教学法：通过设置各种任务，让学生在完成任务的过程中，自然地学习和掌握知识。
2.合作学习法：引导学生分组讨论，培养学生的团队协作能力和口头表达能力。
3.情境教学法：创设真实的情境，让学生在实际语境中运用所学知识。
4.多媒体教学手段：利用多媒体课件和网络资源，提高课堂教学的趣味性和生动性。
六. 说教学过程1.Pre-reading：引导学生观察文章标题和图片，预测文章内容，激发学生阅读兴趣。
2.While-reading：学生自主阅读文章，回答相关问题，教师辅导学生理解文章难点。
3.Post-reading：学生进行人物介绍和性格分析的实践活动，分享自己的观点和感受。
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9A Unit3 Reading
Tea ching aims and demands:
1.To understand how to write about problems and to express feelings.
2.To recognize and understand vocabulary about problems.
Important points:
To understand how to write about problems and to express feelings. Difficult points:
To recognize and understand vocabulary about problems.
Teaching procedures:
St ep1. Pre-reading
Ask questions:
1. Do you get enough sleep?
2. How long do you do your homework every day?
Ste p2. While reading
1. What is Millie’s favorite hobby?
2. What is Millie’s problem?
3. How does Millie feel about it?
4. When does Simon play football?
5. What has become Simon’s problem?
6. Why does Simon s ay his parents are strict?
Step3. Post-reading
Can you give some advice to help them solve the problems?
Step4. Explanation
Explain some language points and grammar to help Ss underst and the text.
deal with
have no choic e but to do sth
stay up
be worth doing
be crazy about
the cause of
get into trouble
be strict with sb in sth
develop one’s bobby
achieve a balance between … and …
Step5. Reading
Read the text carefully.
Step6. E xercises
1.熬夜
2.处理
3.准时
4.对…着迷
5.待在外面很晚
6.对我要求严格
7.允许我在外面玩
8.收到她的来信
9.给我提供一些建议
10.在…和…之间达到平衡
Step7. Homework
1. Read the text.
2. Pre-learn the next period.
教学反思：
阅读主题为“青少年问题”，学生的学习任务是阅读Millie和Simon写给青少年辅导员的信件，了解他们在学习、生活中遇到的困惑和问题，并据此进行相关讨论。
本文主题切合当下热点，学生感同身受，所以很大程度上激发了学生学习的热情和兴趣，掌握了短语之后，很容易理解全文，并在此基础上进行讨论，给出相关建议。