英语九年级上册《Unit 1 Wise men in history Reading： Archimedes and the golden crown》_26
Unit 1 Wise men in history
一、教材分析
本单元围绕着“历史上有智慧的人”的话题来展开听、说、读、写的训练。
教材以“三个历史上有智慧的人”为载体，帮助学生了解和学习历史上有智慧的人。
在学习历史上有智慧的人的同时，自己如何以此作为借鉴成为有智慧的人。
作为初三年级的学生，了解有智慧的人的特质与使自己成为有智慧的人有一定的帮助。
语法方面是反意疑问句的用法以及认识四种不同的句子，并培养学生在完成一一篇如何提高你的工作的作文并尝试正确使用这些词。
具体课型、课时安排如下：
二、教学对象分析
1.学生通过初一、初二的学习，对工具书和蛛网图的使用有一定的了解，通过对蛛网的介绍和
用法，提高学习的自学能力和概括归纳能力，有利于开展本单元的听、说、读、写任务。
2.学生在初一、初二平时学习过程中就已经接触过了有关反意疑问句的用法以及四种不同类型
的句型，本单元再通过系统地复习，在学习方式上引导学生学习归纳总结。
三、单元教学目标
1.认知目标：
2. 思想情感目标：
1）通过谈论“智慧的人”的相关话题，帮助学生如何培养自己成为有智慧的人。
2）结合课文的内容，引导学生通过学习有智慧的人的特质，从而使学生认识如何成为有智慧的人需具备的特质。
3. 能力发展目标：
1）能够在听、说、读、写等语言综合实践活动中运用本单元的重点词汇、句型与语法。
2）在学习中提高交流和传递信息的能力，在写作中正确运用连词使文章更连贯和流畅。
3）通过指导学生在模拟交际中运用所学的知识，培养学生探究学习、合作学习、自主学习的能力。
四、单元教学重点
1. 学生熟练掌握重点词语，词组及句型。
2．指导学生利用所学句型正确表达思想、进行交际活动。
3．指导学生归纳、总结动词不定式的用法，并在实践运用中熟练运用。
五、单元教学难点
1.反意疑问句及四种句型的归纳整理及运用。
六、教学策略
1. 引导学生积极主动的通过预习完成可以自己学会的部分，课堂学习完成学习的重难点，通过复习及归纳总结完善单元的学习。
2. 在教学中以旧带新，引导学生用正确的句子表达思想。
3. 适当补充与课文话题相关的内容，拓展学生的阅读视野。
七、学习策略
1．初步接触略读（skimming）和找读（scanning）这两种阅读策略。
2．学会在阅读过程中通过上下文来猜测生词含义的方法。
3．关注对话中特殊疑问句的提问和相应的回答，以便准确记录相关信息。
八、媒体的选择与设计
1．充分利用和发挥基本的教学媒体，如录音机，教师的body language、板书的作用。
2．适时、合理地使用多媒体，增大课堂的容量，更好地辅助教学。
九年级上unit1课文翻译
九年级上Unit 1 Wise men in historyArchimedes and the golden crownOne day in ancient Greece, King Hiero asked a crown maker to make him a golden crown. At first, he was very happy with it.古希腊的一天，海尔罗国王请一位制作皇冠的人给他制作一顶金皇冠。
起初，他对皇冠感到非常高兴。
“I t’s a nice crown, isn’t it?” he asked his men. Later, however, he began to doubt that it was a real golden crown. “Is it made completely of gold?” he wondered. He sent it to Archimedes and asked him to find out the truth.“这是一个很漂亮的皇冠，不是吗？”他问仆人。
然而后来他开始怀疑皇冠是否是一顶真的金皇冠。
“这真是纯金的吗？”他纳闷着。
他把皇冠送到了阿基米德那里，叫他搞清楚真相。
“This problem seems difficult to solve. What should I do?” thought Archimedes.“这个问题似乎很难解决。
我该怎么办？”阿基米德想。
Archimedes was still thinking about this problem as he filled his bath with water. When he got into the bath, some water ran over.当阿基米德往浴池里倒水的时候他仍然思考着这个难题。
当他进入浴池时，一些水溢了出来。
“That’s it!” shouted Archimedes. “I know how to solve the king’s problem!”“就是如此”阿基米德喊道，“我知道如何解决国外的难题了！”Archimedes went straight to the palace to see the king. First, he weighed the crown and asked the king for some gold of the same weight.阿基米德直接去到了宫殿觐见国王。
秋九年级英语上册 Unit 1《Wise men in history》教案1 (新版)牛津深圳版-
教
材
分
析
教学目标
1. Students can readandrecognizeall the new words in thisunit.
2. Students can masterthemain usage of the key words.
3.
Students can use the new words to talk about Great men in history .
2
第五环节 课后作业
Readthenew words until you can keep them in mind.
课
堂
教
学
流
程
Guessing the countries →Imitatethenew words →Self-study on the key words →using the new words .
e the PPT to give some hints and ask students to guess who the greatpeople are..
1.Lead students to learn about some famous people ,especially Archimedeswhichisrelatedto the text .
5.Discuss in Groups to check the learning sheet.
2.Play the CDfor them and tellthem the ways of reading.
anize a game“magic eyes”.
4.Lead them to learn the key points on the learning sheet (list the usage of the key words and present some related exercises
英语九年级上册《Unit 1 Wise men in history Reading： Archimedes and the golden crown》_1
Read the story and match the words with their meaning.
板书设计
Unit 1 Wise men in history Reading 1
2、过程与方法：Learning and guiding by 3P teaching method
3、情感态度与价值观：To learn from wise men in history
讲学重点
The words and phrases
讲学难点
To improve the abilities of reading and writing
ter, however, he began to doubt that it was a real golden crown.
Real真的正宗的really reality
Reading “Getting ready” ,and understanding the topic of this unit
Be made from
2.He sent it to Acchimedes and asked him to find out the truth.
Send sb sth = send sth to sb
SendThis problem seems difficult to solve.
以博致雅：“八有效”文化课堂讲学案
年级
科目
总课时数
讲学日期
九
英语
1
201年月日
课题
Module 1 Geniuses Unit 1 Wise men in history Reading1
沪教2011版英语九年级上册《Unit 1 Wise men in history Reading： Archimedes and the golden crown》_22
《Unit 1 Wise men in history》Period 1 Getting ready & Reading----------Archimedes and the golden crown教学设计【Textbook version】Shanghai Oxford edition of junior middle school English, Grade 9, Module 1----Geniuses, Unit 1 《Wise men in history》, Period 1 Reading “Archimedes and the golden crown”.【Analysis of the teaching material】The reading material is taken from Shanghai Oxford edition, Module 1 Unit 1.This unit focuses on wise men in history and a story about a wise man----Archimedes. In Warming up, the wise men in history are discussed. In the reading part, it mainly tells Archimedes how to identify the fake golden crown. The teacher should arouse the curiosity of the students to explore and study the teaching material.【Teaching demands】1.Vocabulary：golden, crown,displace,pot,doubt,real,truth,seem,solve,fill,bowl,less,metal,certain,prison,etc.2.Phrases and expressions：(be) happy with, fill…with…, run over, send…to prison，etc3.Functions：1）Asking for agreement：-----It’s raining, isn’t it?↘-----It sure is! I’ve never seen it rain this hard before!2）Asking for confirmation：----It’s raining, isn’t it?↗----No, it isn’t..4.Grammar：Question tags【Design the way of thinking】According to the National English Curriculum (NEC), the ultimate goal of language teaching is to achieve learners’ comprehensive language competence. It advocates quality-oriented education which regards students as whole-persons. So activities in my class are designed on the principle of students-centeredness to fully involve students’ participation.【Analysis of the students’ situation】As for the learners, they are junior 3 students in Lan Tian Junior Middle School. Most of the students are from the county, who have good foundation in English, but a few students’ English levels are very poor. So the English level of the students is quite different. Facing the pressure of the senior high school entrance examination, teachers should teach students through lively activities and motivate students’ interest in English learning. It is necessary and importan t to tellthe students some effective English learning skills and methods. If teachers take all things above into consideration when preparing lessons, and explain basically and simply, most Ss will develop the interest in English gradually and ease stress. Then they can become active. They may not be so familiar with the Archimedes. Since they are visual learners, the scaffolding teaching method of introducing Archimedes with a video is used in pre-reading.【Teaching content】Getting ready and Reading “Archimedes and the golden crown”【Teaching objectives】Language knowledge aims:1. Get the students to learn the useful new words and expressions in this passage.2. Get the students to know the content of the reading passage.3. Get the students to retell the story about Archimedes and the golden crown.Language skill aims:1. Develop the students reading ability and let them learn different reading skills.2. Help the students learn how to talk about wise men in history to improve their speaking ability.3. Guess the meanings of the new words according to the title and pictures.Emotional attitude aims:1. Get the students to appreciate the wisdom of Archimedes.2. Get the students to love science.【Teaching important points】1. To develop the students’ reading ability and use some reading strategies such as guessing, scanning, skimming and so on.2. To get the students to grasp the main idea of the passage.【Teaching difficult points】1. To grasp some useful words and expressions in this passage.2. To learn the writing style of this passage.【Teaching method】1. Task-based teaching and learning2. Cooperative learning3. Group competition4. Discussion5. Role-Playing【Teaching aids】The multi-media, PPT document, mobile phone and other normal teaching tools.【Teaching time arrangement】A lesson (40 minutes)【Teaching procedures】Step1. RevisionT: Let’s review the new words which we have learnt in the last lesson.Step2. Lead inLook at the cartoon and answer the questions.1)T: What can you see in this picture?Ss: globe, robot, broom, box, computer, bookshelf…2)T: What is robot doing?Ss: He is using a broom to lift a globe.3)T: Whom do the boy’s words make you think of?Ss: Archimedes.4)T: Archimedes once said, “Give me a place to stand on, I will move the earth.”----- Theprinciple of the lever.Design purpose:Use the picture to attract students’ interests to lead to Archimedes.Teaching feedback:All of the students can observe this picture carefully and try to answer the questions to lead in the reading passage.Step3. Warming up1. Guessing gameTry to guess the name of the person according to the description.T: Can you guess who he is? What do they do?Ss: The first one is Archimedes. He is a mathematician, physicist, engineer, inventor and astronomer. The second one is Aristotle. He is an educator, scientist and philosopher. The third one is Aesop. He is the creator of Aesop’s Fables.Design purpose:To stimulate Ss’learning enthusiasm and learn more about the great man. Review some words, such as physicist, scientist and so on.Teaching feedback:Everyone can show curiosity and take part in this game positively. Students can search for the information of some great men on the Internet before the class.2. Discussion.Q1: Which of these ancient countries is in Europe?Q2: Which of these people lived in ancient Greece?Q3: What was Archimedes?Design purpose:To learn more about Archimedes.Teaching feedback:Ss can work together to discuss. Most of the students can answer the questions correctly.Step4. Pre-reading1.Ask and answer.T: What’s the title in the reading passage?Ss: Archimedes and the golden crown.Design purpose: Learn to predict the content of the reading passage by reading the title. Teaching feedback: Most of the students can predict the content of the reading passage.2 Free talk. (Look at the following two pictures.)1) T: Who was the crown probably made for?Ss: It was probably made for the king.2) T: What is Archimedes doing in the first picture?Ss: He is having /taking a bath /bathing.3) T: Why is Archimedes so excited?Ss: Because he probably has a good idea.4) T: What is in the right pot in the second picture?Ss: The crown.Design purpose:To talk about the main idea to practice their speaking according to the pictures. Teaching feedback: Students express their different ideas. Their answers show that they are imaginative.3.Watch a videoLet students enjoy a video about Archimedes and golden crown in Chinese.T: What information have you got? Check your answer if you are right.Design purpose: Lead the students come to know more about the story.Teaching feedback: Students are interested in watching the video.Step5. Fast readingPlease read the text quickly and divide the text into three parts according to the main ideas.Part1:Paragraph（1—2）The King Hiero doubted that the crown was a real golden crown and wanted Archimedes to find out the truth.Part2:Paragraph（3—5）Archimedes knew how to solve the king’s problem when he got into the bath.Part3:Paragraph（6—8）Archimedes found out the truth using water. And the crown maker was sent to prison.Design purpose:Individual work, students can get the outline of the passage by reading the material quickly.Teaching feedback:The students are not familiar with this story and cannot divide the parts correctly. In some way, they should practice more and observe carefully to discover the main idea.Meanwhile, students are not confident.Step6. Intensive Reading1. Read paragraphs 1 and2. Then complete the flow chart about the beginning of the story. King Hiero asked a crown maker to make him a golden crown..↓ He was very happy with it.↓ He began to doubt that it was a real golden crown.↓ He sent the crown to Archimedes and asked him to find out the truth.Design purpose: To improve Ss ’ reading skills using the flow chart.Teaching feedback: Ss can find the correct answer quickly and get important information.2. Read paragraphs 3 to 5 and answer the questionsQ1: What did Archimedes think when he received the crown from King Hiero?Ss: He thought it was difficult to solve the problem.Q2:What happened when Archimedes got into he bath?Ss: Some water ran out of the bath/ ran over.Q3: Why was Archimedes so excited?Ss: Because he thought that he could solve the king ’s problem.Design purpose: Try to help Ss grasp details from these paragraphs easily according to these was put into water some gold of thesame weight some water wasdisplaced was put into watereven more water wasdisplacedthe crownthe crown was not completely made ofgoldcan figure them out using key points and then have a better understanding of the text.Step7.Post-reading1. ActivityFour students a group to discuss the following questions.T: Why did King Hiero send the crown to Archimedes?Ss: Because he doubted that the crown was a real golden crown and he wanted Archimedes to find out the truth.T: What happened when Archimedes got into the bath?Ss: Some water ran over/was displaced.T: What did the crown maker do to the crown?Ss: He put another metal into the crown.T: What was the crown maker’s final fate?Ss: He was sent to prison.Design purpose: Try to let Ss express their ideas in English.Teaching feedback:Most of the students would like to voice their own opinions, but they just know one or two points. Few Ss feel it is difficult to open their mouth and feel shy because of less practice and fewer basic words.2.Show time.Order the following pictures according to the content. And retell the story and do role playing games according to the cartoon from D1 on page4-5. Divide Ss into 2 groups and let them make a performance for us. We can choose the winner.Retell the story according to the following pictures.Design purpose:To practice speaking and cultivate students’ comprehensive ability.Teaching feedback:By speaking, students can understand the whole text better. On the one hand, can improve their oral English. On the other hand, they are more interested in learning English. Meanwhile, Role-playing makes the students still active and the class lively.Step8.Homework1. Find out the useful words and expressions in the text.2. According to the cartoon, try to retell the story and show us.3. Write a story about wise men in history.Design purpose：The terminal purpose of study is to output. By homework, Ss can consolidate anddigest the knowledge which they have learned and practice writing.Teaching feedback:Role-playing is helpful which will benefit them the whole life. 【Blackboard design】Unit 1Wise men in historyArchimedes and the golden crown【Teaching reflection】一、教学成功之处：1.教学环节，学习任务的设计环环相扣，贴近学情。
九年级上册Unit1-wise-men-in-history教案
龙文教育一对一个性化辅导教案学生学校年级次数第次科目英语教师罗仕韬日期时段课题 Unit1 wise men in history教学重点1.熟记Unit1重要单词、短语及句型并会准确运用；2.掌握重要语法知识点---反意疑问句3 能用正确的英语句子陈述，提问，要求和感叹教学难点反意疑问句的回答和一些特殊的的反意疑问句了解四种句子类型教学目标掌握语法知识能够会运用所学的单词和短语综合能力的提高教学步骤及教学内容一、课前热身：1.了解学生本周在校的学习进度和学习情况。
2.口语训练Free talk ： Practice asking for agreement or confirmation according to P10 in the book.3.检查学生上一课的课后作业。
二、内容讲解：步骤一：课文基础知识巩固复习1.单词与短语：读、听默，检查学生对本单元的词汇掌握情况2. 单词与短语的巩固练习（单词拼写、完成句子）3. 课文内容及重点句型、短语表达及用法巩固复习步骤二：课文同步语法知识点讲解及中考链接练习步骤三：综合巩固练习（找出学生未掌握的知识点）（二）重点讲解（三）习题巩固三、课堂小结：通过今天的学习，帮助学生整体梳理本单元的基础知识，进一步夯实学生对于词汇，短语，句型，语法及综合运用的能力。
四、作业布置：完成讲义要求作业，进一步巩固本节课知识点的理解和综合运用能力。
管理人员签字：日期：年月日作业布置1、学生上次作业评价：○好○较好○一般○差备注：2、本次课后作业：课堂小结家长签字：日期：年月日Unit1 讲义Unit1 wise men in history一、口语训练A、Free talk : Practice asking for agreement or confirmation according to P10in the book.B、朗读Reading部分二. 重点考点和难点讲解及分析Reading 讲解first， he was very happy with it.①at first 起初 =练习：，I didn't want to go ，but I soon changed my mind.，open the windows，then turn off the gas.②be happy with sb./sth.意为：=eg：His teacher is happy with him., however , he began to doubt that it was a realgolden crown.①however “然而”辨析：however 与but▲however，“然而，不过”，比较正式，可以放在，，；其前面或后面都要用隔开。
牛津深圳版英语九年级上册：Unit 1 《Wise men in history》 说课稿4
牛津深圳版英语九年级上册：Unit 1 《Wise men in history》说课稿4一. 教材分析《牛津深圳版英语九年级上册》Unit 1的主题是“Wise men in history”，本节课将介绍三位历史上的智者：孔子、柏拉图和牛顿。
教材通过介绍他们的生平、事迹和思想，使学生了解这些历史人物，培养学生的学习兴趣和思维能力。
二. 学情分析九年级的学生已经具备了一定的英语基础，能够进行简单的听、说、读、写操作。
但在本节课中，由于涉及到历史人物和思想，学生可能对一些内容感到陌生。
因此，教师在教学过程中应注重引导学生，激发他们的学习兴趣。
三. 说教学目标1.知识目标：学生能够掌握与历史人物相关的词汇和表达方式，如“wise man”、“historian”、“make a difference”等；了解孔子、柏拉图和牛顿的生平、事迹和思想。
2.能力目标：学生能够运用所学知识进行简单的听、说、读、写操作，如描述历史人物、表达自己的观点等。
3.情感目标：培养学生对历史人物的尊重和敬仰之情，激发学生学习历史和英语的兴趣。
四. 说教学重难点1.重点：学生能够掌握与历史人物相关的词汇和表达方式，了解孔子、柏拉图和牛顿的生平、事迹和思想。
2.难点：学生能够运用所学知识进行简单的听、说、读、写操作，如描述历史人物、表达自己的观点等。
五. 说教学方法与手段1.教学方法：采用任务型教学法，让学生在完成任务的过程中学习知识、提高能力。
2.教学手段：利用多媒体课件、历史图片、视频等资源，为学生提供丰富的学习材料。
六. 说教学过程1.导入：教师通过展示历史人物的照片，引导学生猜测这些人物是谁，激发学生的学习兴趣。
2.新课呈现：教师分别介绍孔子、柏拉图和牛顿的生平、事迹和思想，让学生了解这些历史人物。
3.任务驱动：教师布置任务，让学生分组讨论，总结每位历史人物的贡献和影响。
4.实践环节：学生分组进行角色扮演，模拟历史人物之间的对话，锻炼学生的听、说能力。
九年级英语上册 Unit 1《Wise men in history》教案1 (新版)牛津深圳版
The usage of the key words to talk about famous people in history.
教法与学法指导
Imitating and self-study ;cooperation.
教学环节
主要教学步骤或内容
学生主体活动
教师活动
设计意图
时间
分配
第一环节 复习回顾平移的基本性质，引入课题
5. Make them learn to evaluate themselves.
2
第五环节 课后作业
Read the new words until you can keep them in mind.
课
堂
教
学
流
程
Guessing the countries→Imitate the new words→Self-study on the key words→using the new words .
7. Discuss to tell the learning result and the better performance.
7. Encourage them to list their learning result and give marks to the better groups.
e the PPT to emphasize the answer.
2.let students get the standard pronunciation of the new words.
3.Cultivate their ability of self-study and cooperation as well as lead them to master the key words.
九年级英语上册 Unit 1《Wise men in history》教案7 (新版)牛津深圳版
Unit 1 Wise men in history【知识要点】★必记单词golden adj. 金的；金色的 Olympics n. [pl.]奥运会agreement n. 同意；应允 pot n. 罐doubt v. 不能肯定；对……没把握 real adj. 真的；正宗的truth n. 真相；实情 seem v. 好像；似乎solve v. 解决；处理 fill v. 装满；注满bowl n. 碗；盆 brave adj. 勇敢的；无畏的metal n. 金属 certain adj. 确定的；肯定的prison n. 监狱；牢狱 hit v. (hit，hit)(用手或器具)击；打correct adj. 准确无误的；正确的 mistake n. 错误less det.（与不可数名词连用）较少的；更少的★常考短语in ancient Greece 在古希腊(be) happy with （对某人或事物）满意的 = be pleased/satisfied withfill…with…用……把……装满 think about = consider 考虑；思考be filled with=be full of 充满；装满 run over 溢出ask sb for sth 向某人要某物one…the other…一个……另一个……send sb to prison 把某人关进监狱 tell the truth 说实话make sure 确保；设法保证 something else 别的东西both…and… ……和……都……be made of +看得见的原材料由……制成be made from +看不见的原材料由……制成be made by + sb. 被某人制成★课文解析1.At first, he was very happy with it.(1) at first "起初"辨析：at first与first of all相当于at the beginning，与后来发生的事相对照，其反义词组为at last（最at first 起初；当初后，终于）相当于first，表示顺序，是时间上或一系列行动的开始，后面往往接next，first of all 首先，第一then等At first I didn't want to go,but I soon changed my mind.起初我不想去，可是不久我改变了主意。
【优课】九年级英语上册 Module 1 Unit 1 Wise men in history Grammar课件
Question tags Sentence types
We use question tags to check if something is true, or when we want others to agree with us.
Archimedes was a famous scientist, wasn’t he?
How excited Archimedes was!
What a bad man the crown maker is!
Add a full stop, a question mark or an exclamation mark to the end of the following sentences. 1.How can I find out _?__
2.The crown is nice _.___ 3.How wonderful _!___
4.The king was not happy _. ___
5. Please close the window _. ___ 6. What a nice crown _! ____ 7. This is difficult, isn’t it _?____ 8. Leave me alone _. ___
A. What a B. How
∨C. What D. How a
9. --____ is your math teacher?
--The one in red.
A. What B. Where ∨C. Which D. How
10. It’s hardly rained for ten months in the area, _______?