九年级英语牛津9AUnit1教学设计
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 www.xuehuiba.com
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.
Tell them to present their flow charts clearly and neatly, as they will be displayed on the wall of the classroom.
6. Ask students to write a formal letter of their own. Remind them to use the flow chart they created as a guide for the letter. Also remind them they can use Kitty and Millie's letter as a model. Encourage them to add new and additional information if they can, and remind them that they can use synonyms of the adjectives in the letter.
7. When students have finished their letters, remind them to check their own work for mistakes. Tell students to swap their letters with their partners to check each other's work for mistakes.
8. Suggest alternatives and improvements to students' work. Try not to tell students what they have done wrong all the time. Also highlight areas where they have done something well, in order to boost their confidence.
9. Ask students to write their final letter on a piece of plain paper, or for those who are able to, type it on a computer.
10. Display the letters on the classroom wall. For stronger classes, ask each student to present their recommendation to the class. for weaker classes, allow students to present their recommendation to a partner only.
11. Homework: 《课时练》P15-16
9A Unit 1 Star Signs
第十课时 Main task
Check out
Objectives
1. To review key vocabulary and grammar items taught in the unit
2. To give students the opportunity to reinforce the grammar and vocabulary items learnt in this unit, and to gain confidence through doing so
3. To allow students to check their progress and ask any questions they may still have
teaching procedures:
1. Tell students that this is revision. They have already learnt these words and grammar items
2. Ask students to do Part A on page 19 on their own. Then choose three students to be the three main characters. Ask them to role-play the conversation. The rest of the class check their answers.
Part B
Teaching procedures:
1. Students complete Part B on their own.
2. For more able students, ask them to try to work out the answers without seeing the picture prompts. For less able students, tell them that the pictures will give them clues to the scrambled
words.
3. Homework: 《课时练》P17-20