概要： 1. To use 'it is'+ adjective + 'of'… + '(not) to'-infinitive to express opinions about a person's actions. 2. To use the verb 'to be' + adjective + 'enough' + 'to'-infinitive to describe a person's characteristics and abilities. 3. To use the basic sentence elements to make up a sentence part A teaching procedures 1. Tell students that we use the 'it is'+ adjective + 'of'… + '(not)
九年级英语牛津9AUnit1教案,标签：九年级英语复习教案,九年级下册英语教案,http://www.67jx.com1. To use 'it is'+ adjective + 'of'… + '(not) to'-infinitive to express opinions about a person's actions.
2. To use the verb 'to be' + adjective + 'enough' + 'to'-infinitive to describe a person's characteristics and abilities.
3. To use the basic sentence elements to make up a sentence
part A
teaching procedures
1. 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.
2. Ask three students to read the three sentences in the grammar table at the top of page 9. Encourage students to ask questions if they are unsure of the meaning.
3. Ask students to complete the exercise on their own. Students have to write the correct words form the box in the blanks without making any changes.
4. Ask a pair of students to read out what they have written. Check for incorrect answers and mispronunciation.
Part B
Teaching procedures:
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. In Part B, students learn to express what they think about a person's personality and abilities.
3. Ask three different students to read the sentences in the grammar table at the top of page 10. 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 students to read out their sentences. Check for mistakes and mispronunciation.
Part C
Teaching procedures
1. 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.
2. Tell students that each sentence part 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.
3. Explain 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.
4. Ask students to complete Part C1 on page 12 using the table on page 11 as a guide.
5. Ask eight students to each read out one sentence and the answer they choose. Check for mistakes and mispronunciation.
6. Ask each student to find a sentence from any English book, magazine or newspaper. Then ask them to identify the different parts of the sentence.
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