welcometotheshow

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英语（九年级上册）

Unit1Knowyourlf

Comicstrip&Welcometotheunit

ngaimsandlearningobjectives

Bytheendofthelesson,studentsshouldbeableto:

rightwordstodescribepeople’spersonalities;

outtheirownpersonalitiesandthejobtheylikeordislike;

ocooperatewithothersandrespondtotheteacher'sinstructionsactively.

ngcontents

dsandphras:eatup,creative,curious,energetic,modest,organized,order,keep…

inorder,showoff,grammar,comeupwith,neither,nor,accountant;

ucture:NeithermyparentsnorIthinkIcanmakeagoodaccountant.

fthelessonandpredictedareaofdifficulty

aboutpeople'spersonalities;

aboutjobsandpersonalities.

ngprocedures

AComicstrip

Step1Leadin

Freetalk.

T:Todaywe'oftensaywhatmattersmostishowyoue

nowyourlfwell?Areyoua(n)friendly/confident/honestperson?

【设计意图：通过认识自己的问题导入新课，使学生迅速进入本课话题。】

Step2Prentation

epicturesofEddieandHobo.

T:Doyourememberourfriend,Eddie?Whatdoyouthinkofhim?

S:Heislazy./Heloveating…

T:Let’swatchavideoandanswerthequestion:

WhatdoesEddiethinkofhimlf?

S:Hethinksheisgenerous.

T:Watchthevideoagainandanswerthefollowingquestions:

Whatmakesgenerouspeoplefeelgood?

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WhathappenstoEddie'sbreakfastintheend?

Checktheanswers.

T:DoesEddieknowhimlfwell?

-play.

T:Now,let'payattentiontothepronunciationandintonation.

【设计意图：让学生观看动画片段，讨论Eddie的自我认识程度，参与角色扮演，身临其境

体会人物个性，可激发学生的学习热情。】

BWelcometotheunit

Step1Leadin

Showsomepicturesofcartooncharacters.

T:Doyouknowthem?Whatdoyouthinkofthem?

Step2Prentation

tothelf-introductionofsomecartooncharacters,andlearnthenewwordsandphras.

(1)T:First,let'slistentowhatPleasantSheepsayandfillintheblanks.

PleasantSheep:ver,laying

,I

amfullofenergy.

fullofenergy-energetic/ˌenə(r)'dʒetɪk/

(2)T:ListentowhatBigBigWolfsayandfillintheblanks.

BigBigWolf:oknowabouteverythingso

thatIcanthinkofdifferentnewideastocatchsheep.I’lleatupallthe

hinkIcan?

wanttoknowabouteverything—curious/'kjʊəriəs/

comeupwithdifferentnewideas—creative/kri'eɪtɪv/

thinkof—comeupwith

(3)T:Let’slistentothefollowingtapescriptcarefully.

SlowSheep:vertellothersaboutit.I'lltry

mybesttobeathimandprotectmychildren.

Question1:Whoishe/she?(HeisSlowSheep.)

Question2:Whatdoyouthinkofhim?

(Heisclever,evertellsothersabouthisabilities.)

nevertellothersabouthisabilities;nevershowoff-modest/'mɒdɪst/

(4)T:Finally,let’slistentoRedWolf’slf-introduction.

RedWolf:,Ialwayskeepeverythingingoodorder

athome.

Question:Issheagoodhouwife?Whyorwhynot?

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(eshelovesherhusbandandsonandshealwayskeepverythingin

goodorder.)

keepeverythingingoodorder—organized/ˈɔː(r)ɡənaɪzd/

2.T:avequestions,youcanask

yourpartnersormeforhelp.

T:inksomeofyouarecreative,

somearemodest,nowotherwordsaboutpersonalities?Who

wouldliketowritethemdownontheblackboard?Beactiveplea.

【设计意图：通过学生熟悉的卡通人物的自我介绍，引出生词和词组，使学生在自然状态下

带着兴趣进入学习。带领学生复习更多描写人物性格的单词，为下面的活动做好铺垫。】

Step3Practice

theexercisonpage7.

outpeoplearoundyouwiththewordsofpersonalities.

Model:nplaysbasketballforawholeafternoon

withoutarest.

totheconversationofpartBandfillintheblanks.

Millieis_______andshedoesn’nksshecanbeagood_______ora

good_______.Paulis________entsdon’tthinkhecanbeagood

_________.Sandyoftenhas________es_______s_____andhe

lovestalkingwithpeople.

rstudentstoreadtheconversation.

sion:WhatjobdoyouthinkissuitableforSandyorDavid?

outjobsandpersonalities.

Ufulwordsandexpressions:

Doctor—careful,friendly,helpfulInventor—creative,clever,hard-working

Policeman—brave,friendly,energetic

ork.

conversationonpage7asamodel.

【设计意图：从课本练习过渡至谈论身边的人物，学生合作学习解决难点，教师适时点拨，

鼓励学生主动学习，发挥语言的语用功能。】

Step4Summary

Discussion:Whathavewelearnedinthisclass?

【设计意图：让学生讨论总结出所学内容，使其主动回顾本课重点，对学习内容了然于胸。】

Step5Production

Showtime.

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asmanynewwordsandstructuresasyoucan.

Model:Iamactive,ndAmyis

modestandcreative,rshenorIcanbeagoodteacher.

IthinkshecanbeanartistandIcanbeaplayerinthefuture.

T:etimes

it’’strytogether.

【设计意图：让学生尽量使用本课学习内容编写关于自我个性的报告，使其能初步认识自己，

并初步猜想自己适合的职业。】

rk

erthenewwords,phrasandstructures.

shortarticleaboutyourlfandyouridealjobs.