九年级英语牛津9AUnit1教学设计
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
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eaching 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.