牛津版本英语九年级上Unit 1 Star signs单元教案

第一课时 Welcome to the unit
Objectives
1. To identify the symbols that represent the star signs
2. To learn the names of the symbols that represent the star signs

Teaching procedures
1. Ask students what animals they are in the Chinese horoscope. Ask them to describe the characteristics of that animal. For weaker classes, you can write the English names of the Chinese star signs on the board.
2. Explain that western countries use a different system of star signs. Explain that the western star sign system is based on the month you were born in, rather than the year you were born in.
3. Explain to students that each picture in Part A represents a star sign. Ask them to complete Part A, then discuss the answers as a class. Students who have made mistakes in this section will benefit form correcting their answers before proceeding to the Reading section.
4. Ask students to complete Part B. explain that there are 12 star signs in total---- those in Part A and those in Part B. Each star sign represents a period of time in a year.
5. Ask students whether they know what their star sign is. Encourage them to day the name of their star sign aloud.
6. Homework: 《课时练》P1-2

9A Unit 1 Star Signs
第二、三课时 Reading
Objectives
1. To understand what star signs are and what they represent
2. To recognize and understand vocabulary about characteristics
3. To use adjectives to describe someone’s characteristics

teaching procedures:
1. Brainstorm the vocabulary that is used to describe people’s characteristics. Encourage students to explain each word to their classmates.
2. Read the passage aloud to students. Ask them to listen carefully to you and follow the text on page 4 and 5.
3. Ask one student at a time to read a paragraph. After each paragraph, ask students to say which parts of the text they do not understand. Less able students may find some of the names of the star signs difficult. If so, do not force them to learn them by heart because they are only used here to arouse students’ interest. It is more important for them to learn the adjectives that describe people’s characteristics. This will enable them to complete the Main Task at the end of the unit.
4. Ask some questions to check understanding.
Part B
Teaching procedures
1. Before doing Part B, review adjectives used to describe characteristics. Ask students to describe their classmates.
2. Ask less able students to work in pairs. Tell them to skip the ones they are not sure about and do the easier ones first. Check answers as a class.
Part C
Teaching procedures
1. Tell students to work in pairs to complete Part C1. When students have completed all the answers, ask them to raise their hands. The first pair to complete the exercise correctly is the winner.
2. After students have finished, give the correct answer to each question. Highlight where students can find the answers in the passage. This will help them when correcting their own mistakes and provide them with a better understanding of where they went wrong.
3. For stronger classes, ask students to correct the incorrect sentences.
4. Review key vocabularylearnt in the reading passage. Ask more able students to describe their partners using these adjectives.
5. Ask students to do Part C2 on their own and check their answers with their partners. Ask students to refer to the reading passage on page 4 and 5. If students have different answers, ask them to discuss the answers.

Part D
Teaching procedures
1. For weaker classes, write a list of characteristics on the board for students’ reference
2. Ask less able students to pick five characteristics that describe themselves and write them in the blanks in part D1. Tell more able students that they can also use characteristics that are not listed on the boar
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