初三年級(jí)教案活頁(yè)紙 主備人：陳小軍 審核人：初三英語(yǔ)組全體老師
總課題 總課時(shí) 10 第6 課時(shí)
課題 Grammar(B) 課型 新授
教學(xué)目標(biāo) 知識(shí)目標(biāo) 1 To use the verb ‘to be’ + adjective + ‘enough’ + ‘to’-infinitive to describe a person’s characteristics and abilities.
2. To use the basic sentence elements to make up a sentence
能力目標(biāo) To use the basic sentence elements to make up a sentence
情感目標(biāo) To feel how colorful our life is and cherish the wonderful friendship
教學(xué)重點(diǎn) To use the basic sentence elements to make up a sentence
教學(xué)難點(diǎn) Know different parts of a sentence
課前預(yù)習(xí) Part C of the Grammar
教 學(xué) 過 程
教 師 活 動(dòng) 學(xué) 生 活 動(dòng) 備課札記
Step1. A dairy report
Ask some questions according to the speech
Revise the star signs by using some adjectives.
Step2 Warming up
Tell students that we use the ‘it is’+ adjective + ‘of’… + ‘(not) to’-infinitive structure to talk about our feelings towards people and what they do.
2Use the structure to make up sentences
Step2 Presentation. (Part B)
1. Tell students that we can also use the verb ‘to be’ + adjective + ‘enough’ + ‘to’-infinitive structure to talk about a person’s personality and abilities.
2. Explain the difference between the structure in Part A and the structure in Part B. In part A, students learn to express what they think about someone else’s actions.
Make up sentences with the structure.
教 學(xué) 過 程
教 師 活 動(dòng) 學(xué) 生 活 動(dòng) 備課札記
3. Ask three different students to read the sentences in the grammar table at the top of page 13. Encourage students to ask questions if they are unsure of the meaning.
4. For stronger classes, tell students to cover the adjectives on the right and work on their own to write the sentences for Part B. Remind them that they need to rearrange the order of the words, and choose a proper adjective for each sentence. For weaker classes, students can use the adjectives on the right to form sentences. Encourage more able students to write the sentences with their own adjectives. Accept any sensible answers.
5.Ask the Ss to make up some sentences about their families, classmates and familiar people by using some suitable adjectives and the pattern It’s +adjectives of sb to do sth.
Step3 Practice.
1.Ask the students to make up sentences as many as they can
2.Go through the answers with the class orally.
Step4 (Part C)Presentation
Write a sentence on the board. Ask students to shorten the above sentence to give the main idea of it.
Explain to students that a sentence can be divided into different parts. We can add or remove the different parts of a sentence to clarify the meaning of it.
Step5 Practice.
1Tell students that each sentence pattern has its own name. Ask seven students each to read one definition and the sample sentences that follow. Encourage them to ask questions if they are not sure of the meaning.
2Explain to students that the basic parts of a sentence are the subject and the predicate. To make a sentence richer in meaning, we can add predicative, objects, attributives and adverbials to the sentence with additional information.
Step 6 Consolidation
Ask the Ss to compare the following patterns:
It’s +adjectives of sb to do sth.
It’s +adjectives for sb to do sth.
Step7 Exx.
1 Ask students to complete Part C1 on page 12 using the table on page 13 as a guide.
2 Get some of them give the answer one by one.
3 Finish C2 and check the answers. Try to know how to use the B structure .
Make up sentences then answer them on Page 10.
Know the definition of different part in each sentence.
Finish Exx on Page 13 and Page 14.
教學(xué)反思
江蘇省淮北中學(xué)英語(yǔ)學(xué)科教案
初三年級(jí)教案活頁(yè)紙 主備人：陳小軍 審核人：初三英語(yǔ)組全體老師
總課題 9A Unit 1 Star signs 總課時(shí) 10 第7 課時(shí)
課題 Integrated skills 課型 新授
教學(xué)目標(biāo) 知識(shí)目標(biāo) 1. To understand the context of a horoscope, in both its written and spoken forms
2. To consolidate the information gained from reading and listening, then determine the facts
能力目標(biāo) Make the Ss understandmaster the main idea of the tape as well as the descriptions of personality.
情感目標(biāo) Built a good personality through the learning
教學(xué)重點(diǎn) To understand the context and the use descriptions of personality
教學(xué)難點(diǎn) As the above
課前預(yù)習(xí) To get as much descriptions of personality as possible
教 學(xué) 過 程
教 師 活 動(dòng) 學(xué) 生 活 動(dòng) 備課札記
Step1.Daily report: A favorite person
Show some students some pictures. Ask the Ss to make up some mistakes by using the two patterns:
It’s +adjectives of sb to do sth.
It’s +adjectives for sb to do sth. Show some sentences. Ask the students to use the sentence elements.
Step2.Use the pictures of the horoscope to show the Ss .For weaker classes, read the horoscope in Part A1 to the class. For stronger classes, ask a student to read the horoscope aloud.
Step3. Fill in as much information in Millie’s notes as they can. Remind them that they will not be able to complete all the answers. For weaker classes, help students by telling them which answers cannot be found in the advertisement.
Listen and try to get the main idea of the speech
Try to make the Ss get more descriptions. according to the daily report
教 學(xué) 過 程
教 師 活 動(dòng) 學(xué) 生 活 動(dòng) 備課札記
Step4 Play the tape for the Ss to listen to
Let the Ss fill in the blanks again
Check the answers one by one
Play the recording for Part A3 once. Tell students not to write anything, then try to write sth. according to the memory. Then say the answer out .Check them with the Ss .
Step 5 Speak up
(1) Play the tape ,try to answer the question ‘what’s Peter like’?
(2) 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.
(3) Make up dialogues as many as you can .
(4) Get some of the Ss speak up .
Step 6 Practise:
Do corresponding exercises.
Step 7 Draw a conclusion
Get some of the Ss draw a conclusion of the lesson
Step 8 Assignment
Give a description of your family member
Listen to the tape and try to fill in the blanks.
Make up dialogues with each other
Finish the Exx.
At Step 4 ,by not writing anything first ,it can train the Ss’listening comprehen
-sion
教學(xué)反思
江蘇省淮北中學(xué)英語(yǔ)學(xué)科教案
初三年級(jí)教案活頁(yè)紙 主備人：陳小軍 審核人：初三英語(yǔ)組全體老師
總課題 9A Unit 1 Star signs 總課時(shí) 10 第8 課時(shí)
課題 Study skills 課型 新授
教學(xué)目標(biāo) 知識(shí)目標(biāo) 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
能力目標(biāo) To use the two ways of language freely
情感目標(biāo) How to use the two ways under different circumstances
教學(xué)重點(diǎn) To recognize and understand different levels of formality in the English language, both when writing and speaking English.
教學(xué)難點(diǎn) To use the ways of expressions freely
課前預(yù)習(xí) To preview the new words
教 學(xué) 過 程
教 師 活 動(dòng) 學(xué) 生 活 動(dòng) 備課札記
Step l Dairy report
A description of my family member
Step2 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.
Try to understand the different ways of the formal and informal language
教 學(xué) 過 程
教 師 活 動(dòng) 學(xué) 生 活 動(dòng) 備課札記
Step 3 Make sure students recognize that the picture of a pencil represents written language while the mouth represents spoken language.
Step 4 Explain the difference between abbreviations and contractions.
Step 5Tell students to look at Kitty’s letter and try to find the mistakes by underlining parts of the letter on page 16 which they believe are inappropriate.
Step 6 Ask students to write down why they believe a part of the letter is inappropriate. Remind them to use the phrases.
Step 7 Check the answers with the partner
Step8Get some of them give the answers out
Step9Finish some exercises like the letter in the text
Step 10 Assignment
Work in pairs to prepare the answers and explain the reason of the use .
At Step 5, try to make more Ss stand up and give more various answers .
教學(xué)反思
江蘇省淮北中學(xué)英語(yǔ)學(xué)科教案
初三年級(jí)教案活頁(yè)紙 主備人：陳小軍 審核人：初三英語(yǔ)組全體老師
總課題 9A Unit 1 Star signs 總課時(shí) 10 第9 課時(shí)
課題 Main task 課型 新授
教學(xué)目標(biāo) 知識(shí)目標(biāo) 1.To organize ideas and build a justification for those ideas
2.To write a formal letter with the correct degree of formality
能力目標(biāo) To write a formal letter with the correct degree of formality
情感目標(biāo) The same as in Period 8
教學(xué)重點(diǎn) Aim1, 2
教學(xué)難點(diǎn) Aim 2
課前預(yù)習(xí) To know sth. about recommendation
教 學(xué) 過 程
教 師 活 動(dòng) 學(xué) 生 活 動(dòng) 備課札記
Step 1 Presentation
Tell students that creating a graph or chart can be a good way to help them organize their thoughts and ideas.
Step 2 Main task A
1Point 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.
2 Ask students to work in pairs to complete the flow chart in Part A. Then ask each pair to give their answer of the chart. Think about the advantages of a ‘mind map’.
Fill in the blanks in Part A
Give the answers out .
教 學(xué) 過 程
教 師 活 動(dòng) 學(xué) 生 活 動(dòng) 備課札記
Step 3 Main task B
1Tell 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.
2A few minutes for them to have a check with each other. The get some of them report the answers.
Step4 Practice
1Tell 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. 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.
2Ask students to start off by writing down some adjectives to describe the student they have chosen. Then they need to write down concrete. Provide a list of different adjectives to describe characteristics for students’ reference.
Step5 Assignment
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.
Fill in the blanks after the model in Page 17
Report the answer.
Work in pairs and make a flow chart.
Choose some adjs. to describe the student.
Try to give more adjs to the Ss for their reference and try to let them remember the words.
教學(xué)反思
江蘇省淮北中學(xué)英語(yǔ)學(xué)科教案
初三年級(jí)教案活頁(yè)紙 主備人：陳小軍 審核人：初三英語(yǔ)組全體老師
總課題 9A Unit 1 Star signs 總課時(shí) 10 第10 課時(shí)
課題 Checkout 課型 新授
教學(xué)目標(biāo) 知識(shí)目標(biāo) To review key grammar and vocabulary items
To give students the chance to practice the grammar and vocabulary items
To allow students to check their progress and ask any questions they may still have
能力目標(biāo) To encourage students to recommend a people freely .
情感目標(biāo) To built a good personality through the study
教學(xué)重點(diǎn) To review key grammar and vocabulary items
教學(xué)難點(diǎn) To check their progress and try to ask questions they may have
課前預(yù)習(xí) 1.To complete the conversation between the children in Page 19
2.To find out all the words in the puzzle
教 學(xué) 過 程
教 師 活 動(dòng) 學(xué) 生 活 動(dòng) 備課札記
Step 1 Dairy report
Get one of the Ss report their composition about the student before the whole
Ask some questions according to the speech .
Step 2 Have a revision of the star signs
Ask the Ss freely about his or her star sign
Ask one of the Ss to give a description of a student’s personality ,let the rest to guess who it refers .
Step 3 Revision of the grammar
1Use the structure to make up some sentences
2Do an exercise to consolidate two structures ,‘it’s+adj+of sb.+to do.’and ‘it’s+adj+for sb.+to do’
Share the composition with the partner and report it to the whole class .
Play a guessing game.
Try to let the Ss give descriptions as many as possible because that’s the aim of this unit .
教 學(xué) 過 程
教 師 活 動(dòng) 學(xué) 生 活 動(dòng) 備課札記
3 Show some sentences on the screen to make the Ss tell the different parts of each pattern.
First some easy sentences then some complicated ones.
Step 4 Part A
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.
Step5 Word puzzle
Ask students to find 6 words Part B
Checkout as a warming-up exercise to check if students have mastered the word in the unit well.
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.
Step3 Checkout
Do the corresponding exercises
Step4 Exercises
To give students the opportunity to reinforce the grammar and vocabulary items learnt in this unit, and to gain confidence through doing so
To allow students to check their progress and ask any questions they may still have
Step5 Assignment
Preview the next unit
Define each part of the sentences.
Check the answer and role-play the conversation
Ask the questions freely
教學(xué)反思
（小周）