牛津译林版九年级英语上册Unit 1 Know yourself第1课时示范课教案

这是一份牛津译林版九年级英语上册Unit 1 Know yourself第1课时示范课教案，共4页。
Unit 1 Know YourselfComic strip and Welcome to the unit一、教学目标  重点词汇：order, neither, nor, eat up, keep...in order, show off, come up with, either...or...neither... nor...2. 重点句型：You’ve eaten up my breakfast! She keeps all her things in good order. He often comes up with new ideas. It’s terrible for me to work without speaking all day long.3. 通过看、听活动，获取Eddie的个性以及Millie, Paul, Sandy和 David四人的性格以及自身职业规划的信息。4. 用表示个性的词汇描述Millie身边人的个性和行为。5. 充分认识自我，做好职业规划。二、教学重点1. 通过看、听活动，获取Eddie的个性以及Millie, Paul, Sandy和 David四人的性格以及自身职业规划的信息。2. 用表示个性的词汇描述Millie身边人的个性和行为。三、教学难点学生如何充分认识自我，做好职业规划。四、教学过程Task I Comic stripStep 1 Warming-up1. Greet Ss and talk about their personalities.(1) Do you know yourself well?(2) Are you a(n) friendly/ honest/ confident/ …person?(3) Why do we know ourselves?
2. After Ss introduce their opinions about why, add The Benefits of Self-Knowledge to make sure they can want to know themselves.【设计意图】通过和学生的闲聊，直指主题，了解学生对自己的认识程度，以及明确为什么要了解自己，激发学生的学习兴趣和动机。Step 2 PresentationShow pictures of Eddie and Hobo and ask Ss to evaluate Eddie.
【设计意图】展示Eddie和Hobo的图片，引导学生回忆Eddie，评价他的个性。Read the conversation between Eddie and Hobo, and then answer the following questions.1)  What’s the most interesting article about?2) What makes generous people feel good?3) What does Eddie think of himself?4) What happens to Eddie’s breakfast in the end?
【设计意图】通过看、听活动，利用问题引导学生关注主题内容，并结合Eddie自己的评价和Hobode的评价来确定Eddie是个慷慨的人，同时学生会了解到表达观点时要给出证据支撑自己的观点。Ask Ss to do Think-Pair-Share activity to discuss and help Ss know more about generosity.Is Eddie willing to share his breakfast with Hobo? Why?【设计意图】通过设问和Think-Pair-Share的活动，聚焦Eddie的个性，帮助学生对慷慨有更深的认识。Step 3 Practice  Ask Ss to listen to the recording and read the conversation.  Let Ss role-play the conversation in pairs. Ask some of Ss to evaluate their performance.【设计意图】通过听和表演，关注语音和内容，在新的语境中使用语言，巩固内容，并引发思考。Step 4 ProductionBrainstorm more vocabulary about personalities and talk about what they’re like. 【设计意图】帮助学生梳理和结构化有关个性的主题词汇，并使用这些词汇介绍自己的个性，将词汇学习迁移到真实语境中，活学活用，学以致用。Task II Welcome to the unitStep 1 PresentationTell Ss that people with different personalities behave in different ways. Millie wants to find out more about it. Let Ss help Millie thinks about people around her and find out what they are like. Do Part A. Focus on personalities and behavior.【设计意图】在情境中介绍Millie要了解身边人的个性，激发学生参与的积极性，学习巩固有关个性的词汇和表达。同时，关注不同个性的人的行为方式不同，为后面谈论职业作准备。Step 2 PracticeTalk about people around Ss with the vocabulary about personalities.【设计意图】通过谈论身边人，将所学迁移到现实生活中，激发学生的兴趣。Step 3 Presentation1. Tell Ss that Millie knows more about people around her. Now she thinks about herself and talks about her classmates. Ask Ss to listen to the conversation and answer the questions.1)  Who is Millie talking with?2)  What are they talking about?【设计意图】在情境中增加学习的真实性，通过听，获取大意，培养学生在听中抓取大意的能力。2. Listen again and complete the table about Millie’s, Paul’s, Sandy’s and David’s personalities and their career plan.【设计意图】通过听完成表格的活动，培养学生聚焦细节信息的能力，引导学生关注个性和工作之间的关系，以便迁移到自身。Step 4 PracticeGive Ss two versions to choose to retell the conversation. One is to complete the short passage, the other is the Challenge Your Memory activity to ask high-level Ss to challenge themselves.
【设计意图】为学生提供不同的复述模板，尽量满足不同学生的水平和需求，激发学生的学习欲望。Discuss: What job do you think is suitable for Sandy or David?
【设计意图】通过增加讨论活动，引发学生思考，结合Sandy 和David的自我描述，给出建议，审视同学也是审视自己的个性和职业规划的机会。
3. Talk about the personalities and jobs in groups of four. Use the conversation on Page 7 as a model.【设计意图】通过小组讨论，既帮助学生内化语言和信息，还帮助学生进一步理解个性和工作之间的关系。Step 5 ProductionMake a report. Try to use as many new words and structures as you can.【设计意图】通过汇报的形式巩固所学语言、内容等。同时培养学生的思维能力。Step 6 Summary
Ask Ss to summarize the vocabulary expression about personalities and career.【设计意图】通过总结活动，引导学生结构化新知，梳理与个性和职业这一主题相关的词汇和表达，同时激发学生思考自己的个性和生涯规划。Step 7 HomeworkListen, read and recite the conversation in Part B.Search the Internet and look for more about yourself. https://www.16personalities.com/Write a short article about yourself and your ideal jobs.Blackboard Design