9A UNIT6单元 一对一教案

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9Aunit6 integrated 教案设计--颜乐

9Aunit6 integrated 教案设计--颜乐

全国中小学“教学中的互联网搜索”优秀教学案例评选教案设计牛津英语9AUnit6 Integrated skillsThe kidnapping学校:镇江实验学校姓名:颜乐邮箱: zh--11@一、教案背景:1.面向学生:中学 (√) 小学 ( )2.学科:英语3.课时:1课时4.学生课前准备:通过百度搜索预习和自学新单词和句型,理解单词和句型意思。

思考如果遇到危险如何自我保护。

二、教学课题:本课时内容涉及了一起绑架案的侦查记录,这一模块重点是帮助学生听懂并提取绑架案件的相关信息,旨在以听力活动为主线,让学生参与案件的调查过程,培养学生条理清楚地表达自己对不同嫌疑犯的看法。

本节课设计了多种活动来调动学生的积极性和求知欲,激发学生想象力和创造力,充分发挥学生主体作用,培养学生能灵活运用所学语言条理清楚地表达自己对不同嫌疑犯的看法。

三、教材分析:1、学情分析:本课时的教学对象是初三的学生,他们通过这一单元前面四个模块的学习,学生已经了解了有关案件侦破的步骤,也表现出对Detective stories 的浓厚兴趣。

因此,在本课时中,除了帮助学生了解信息之外,还要对前面所学进行巩固及拓展训练,以便能够用好教材。

尤其是初三学生参与课堂活动的积极性已不如初一、初二学生,但他们对课堂任务的设计要求都很高。

所以在设计教学活动时,我尽量以他们的生活经验和兴趣出发,启迪思维从而激发其学习热情。

2、内容分析:本单元内容围绕Detective stories 展开话题。

本节课是牛津英语9Aunit6 Integrated skills的内容。

这是一节综合技能课,侧重于对学生听说能力的培养,旨在以听力活动为主线展开教学,拓展有关Detective stories 的话题,提升学生语言运用的综合能力。

这一模块重点是帮助学生能听懂并提取绑架案件的相关信息,培养学生条理清楚地表达自己对不同嫌疑犯的看法。

3、教学重点:让学生了解办案的过程,熟练掌握所学语言知识,培养一定的阅读能力。

9a unit6最新教案

9a unit6最新教案

9a unit6最新教案【教案名称】:Unit 6: Travel and Adventure【教案目标】:1. 通过学习本单元的课文和活动,培养学生的听、说、读、写能力,提高他们的英语综合运用能力。

2. 培养学生的跨文化交际意识,增进对不同文化的了解和尊重。

3. 激发学生的学习兴趣,促进他们对旅行和冒险的兴趣和热情。

【教学内容】:1. 课文:《Travel and Adventure》2. 词汇:与旅行和冒险相关的词汇,如journey, destination, explore, adventure 等。

3. 语法:现在进行时的用法,表示现阶段正在进行的动作或状态。

4. 听力:通过听力练习,提高学生的听力理解能力。

5. 口语:通过角色扮演、小组讨论等活动,提高学生的口语表达能力。

6. 阅读:通过阅读材料,培养学生的阅读理解能力。

7. 写作:通过写作练习,提高学生的写作能力。

【教学步骤】:1. 导入:- 创设情境,引起学生对旅行和冒险的兴趣,如展示一些美丽的旅游景点图片,让学生猜测地点并描述。

- 引入本单元的主题词汇,如journey, destination, explore等,通过图片和示例句子进行教学。

2. 预习:- 学生阅读课文标题和第一段,预测课文的内容,并回答相关问题。

- 学生浏览课文,寻找关键词汇,并尝试猜测词汇的意思。

3. 阅读:- 学生带着问题阅读课文,然后回答问题,检查预测的准确性。

- 学生进行详细阅读,理解课文的主要内容和细节。

- 学生进行课文的分析,讨论课文的结构、语言特点和作者意图。

4. 语法:- 引导学生理解现在进行时的用法,并通过例句进行说明和练习。

- 学生进行语法练习,完成现在进行时的填空练习和句子改写练习。

5. 听力:- 学生听一段旅行相关的对话,回答问题,检查听力理解能力。

- 学生听一篇关于冒险经历的短文,回答问题,提高听力理解能力。

6. 口语:- 学生进行角色扮演活动,模拟旅行和冒险的情境,提高口语表达能力。

9Aunit 6 教案

9Aunit 6 教案

Unit 6 Detective storiesThe first period Welcome to the unit一Teaching aims:1. To understand clues about a crime2. To read notes on four suspects and decide which suspect is most likely to be guilty3. To draw a picture of the suspect二T eaching importances:V ocabulary about describing a person三. Teaching difficulties: Learn to describe a manTeaching aids:Tape recorder ; Multi-Media四. Teaching course:Step1. warm-upAsk:What do you want to be when you grow up? Why?Do you think of being a detective when you grow up?(Give your opinions to be or not)Do you know something about the things about detective stories? etc.Step2. welcome to the unitExplain the context.This is a detective‟s report. Everyone wants to make sure who the murder is , s o let the Ss read the profiles of every suspect in Part ADiscuss in groups of four and guess who is the murder.Ask some students to stand up to say who the murder is .1.and give out the reason, sent the best drawer to draw out the murder on the blackboardCompare which team is the best group.Underline some words and phrases about describing a person‟s appearance.Step 3. PracticeStill in groups, learn to describe their own friends‟ appearance, using the phrases they learned. Have a speech, choose the best speaker and give him some prize.Step 4. comic stripesGive a listening taskQuestions:1.Why is Eddie dressed like a detective?2. What is he really looking for?Play the tape for the Ss to catch the answers.Act the dialogue out in pairDiscussion :What do you think of Eddie? Do you like him?Point out the phrases:dress sb / dress upgo missingStep 5 TopicTalk about the topic of this unit and guess some vocabularyLearn about some famous detectives in the worldLearn to tell a detective storyHomework:1.Recite the new words and the comic strip.2.Finish 《评价手册》Period 1.Blackboard wordsBe dressed like that much more seriousGo missing be cruel to sb.Be wanted forFeeling after teaching:It‟s hard for students to draw a picture of a suspect.The 2nd period Reading. Teaching aims:1. To understand key vocabulary related to crime.2. Understand sentences as true or false by reading3. Know about the main meaning of the textTeaching importances: Know something about the detective story by readingTeaching difficulties: Learn some vocabulary about the crimeTeaching aids:a recorder, multi-computer, powerpoint ,a microphoneTeaching procedures:Step 1. Presentation1) Say: Good morning, everyone. First of all, let‟s watch a part of a film.2 Say: Just now we saw a young man in the film. What did he do? Yes, he murdered the woman, his wife. He was the murderer, the attacker. And his wife is the victim. (Write the three words on the Bb.)Step 2 Reading1. Say this film is full of horror and mysteries. Now today we shall read another murder story. Please open your books and turn to P96. Here‟s the article about the murder from a newspaper. Before we read it, let‟s deal with the new words first.2 skim and answer the following3 questions:a) Who was murdered?b) When did the murder take place?c) So far how many suspects do the police have ?3 ScanSay: Now please read the article more carefully and try to tell the following sentences T or F. If it is false, please correct the mistake.Check their answers.4 ListenSay: Now listen to the tape and try to underline the difficult sentences and phrases that you don‟t understand.Read the article themselves for several minutes, then ask 8 students to read one paragraph by one paragraph. While reading, after each paragraph, do some explanations about the difficult points. Also do some explanations about the title. Show the students more examples.Read together with the tape once.Step 3. Skim1) Ask the students to work in pairs and tick out the main idea of the article.victim: clues:suspects: the police:2) Check out their answers orally, then give out the answers on pieces of paper.Step 4 :HomeworkRead the article again and againFinish off the exercises.The 3nd period Unit 6 Reading. Teaching aims:1. Grasp the phrases and expressions2. Have a better understanding about the text.3. Retell the story easily.Teaching importances: Use the phrases and expressions fluently.Teaching difficulties: Describe the story easilyTeaching aids:a recorder, multi-computer, powerpoint ,a microphoneTeaching procedures:Step 1. RevisionGo over the words and have a dictation of some of phrasesStep2: Read and Consolidation1. Read and Put the following events in order.The victim died.The body was found in the doorway of a clothes shop.The victim‟s parents offered a reward for information.The victim struggled with the attackers.The victim was charged with computer crimes.The police checked the scene for clues.The victim left his office in New Town.2. Fill in the blanks acco rding to the text.Step3.RetellRead the paragraphs one by one, learn the main idea, and find out the key words and try to retell the story one by one.Step 4. ExercisesStep 5:HomeworkRead the article again and againFinish off the exercises.Blackboard wordsthe body of a 22-year-old man in the doorway of a clothes shopbe killed somewhere else be attacked with a knifebleed to death as a resultput up a good fight check the scene for fingerprints and other cluesbe guilty of computer crime be charged withso farbreak heavily Have blood on his shirtOffer a reward of 5000 yuan Contact the policeOver the last yearFeeling after teachingIt‟s hard for students to describe the story.The 4 period V ocabularly. Teaching aims:1. To understand and use vocabulary relating2 .Know how to express themselves while meeting othersTeaching importances: Name the types of criminals after learning this unitTeaching difficulties: The same as aboveTeaching aids:a recorder, multi-computer, powerpoint ,a microphoneTeaching procedures:Step1.Lead-inShow the students a video about Detective Kenyan.Ask students :What does Kenyan do?What does a detective do? (students various answers)How many kinds of crimes do you know about?and what are they?Step2. Pre-taskAsk students to match the words and the paraphrases.Kidnap A. a person who takes another person‟s things secretlyrob B. steal sb. away by force in order to get moneymurder C. a person who takes things from a shop secretlythief D. unlawfully kill sb.ShoplifterE. take things or money from a person or a place by forceStep 3. Part AAsk students to write the correct words under each pictureusing the words from the box.Students peer checking, then present the correct answers.ExtensionTell the students that we have learnt some names about crimes and criminals, here are some other names for them, could you guess their Chinese names?Step 4 Cosolidation1.Fill in the blanks according to the Chinese2.Fill in the blanks with right forms of the words givenStep 5:HomeworkFinish off the exercises.Feeling after teachingIt‟s hard for students to name the types of criminalsThe 5-6th period Grammar. Teaching aims: Go on studying Reported Speech with tense changesTeaching importances: Enable the Ss to use Reported SpeechTeaching difficulties: Enable the Ss to grasp how to talk about what someone else saidTeaching aids:a recorder, multi-computer, powerpoint ,a microphoneTeaching procedures:Step One: Pre—taskFree talk with students about their daily life by asking them some questions. While doing this we can write their answers on the Bb.E.g.1 What did you have for supper yesterday?Susan said, …I had noodles for supper yesterday.‟Susan said that she had noodles for supper the day before.E.g.2. Have you ever been to Hong Kong?…I have been to Hong Kong twice,‟ said Tom.Tom said that he had been to Hong Kong twice.Ask students to study the two groups of sentences and try to find out something different. If they can‟t find out , the teacher can tell them that that the sentences use different speeches. One is direct speech and the other one is indirect speech/ reported speech. If we use direct speech , we often use quotation marks. For weaker classes, we teachers use Chinese to tell them. 直接引语是直接引述别人的原话,原话用有引号,而间接引语是引述别人的话,不用引号。

9A UNIT6单元 一对一教案新部编本

9A UNIT6单元  一对一教案新部编本

严重的多
take sth. seriously
严肃对待某事
go missing = be missing
(系表结构)不见了;消失了
make notes on
做有关….的笔录
be wanted for murder
因谋杀而被通缉
be wanted on the phone
某人的电话
medium height
做些违反法律的事 为…而战 吸收
Vocabulary and Grammar
dare (not) do sth.
(不)敢做某事
don’t/doesn’t/didn’t dare to do sth.
there is a risk of getting killed run out
get out of shower take/have a shower/bath
育人犹如春风化雨,授业不惜蜡炬成灰
精品教学教案设计 | Excellent teaching plan
7.There was also evidence of a struggle. _______________________________________________________ 8.Detective Lu said that the victim was guilty of computer crimes in the
wait in the queue= wait in a line
in one’s mid-thirties in
rob sb. of sth. steal sth. from sb. wear a mask
【 dare 为 情 态 动 词 】 【dare 为行为动词】

牛津英语9A-unit6教案[1]

牛津英语9A-unit6教案[1]

牛津英语9A Unit 6 TV programmesUnit 6 The 1st periodContent: Comic strip & Welcome to the unitTeaching aims:1. 了解与电视节目相关的词汇。

2. 了解电视节目的分类。

3. 学会谈论各自喜欢的电视节目类型。

.Teaching procedures:Step 1: Revision.Review the types of TV programmes.Step 2:Dictate new words .Step 3: Comic strip1. lead in2. Listen to the dialogue again and try to repeat after the tape.3.Read the dialogue together and understand the meaning of the dialogue.4. Notes:1). be/get bored with sth.2). have nothing to do3) a little /a bit / a bit of4) A dog’s work is never done.Step 4:. Welcome to the unit1. Show the pictures in part A.Look at the picture. Can you tell me what types of TV programme ?Lead the Ss to say out the types of TV programmes.Teach the new words. And finish A.2. Read the conversation and learn how to talk about the TVprogrammes you like .3. Try to make a new conversation according to the comic strip and PartB.4. Notes:1) real-life events2)win a big prize3) There be sb. doing sth.Step 5 :Homework:1. Recite the conversation.2. Finish the workbook.Summary:Unit 6 the second periodContent: ReadingTeaching aims:1. 进一步掌握和运用与电视相关的词汇。

九(上)Unit6教学设计9AUnit6What’sabalanceddiet.doc

九(上)Unit6教学设计9AUnit6What’sabalanceddiet.doc

九(上)Unit 6 教学设计方案课程9A Unit 6 What ’s a balanced diet?根据《课程标准》,能引出话题并进行简单交谈,如能和他人结对活动,了解平衡饮食的情况;能在教师的指导下参与角色扮演活动,如能根据课文的Doris 和Samuel 之间的对话情境,参与角色扮演。

广州牛津版9A Unit 6 Reading, 内容是关于Doris 和Samuel 一男教学内容一女两个学生关于平衡饮食的交谈,涉及的谈话内容紧贴生活实际,分析学生较感兴趣。

1.运用阅读策略,了解对话类课文的大致内容,从而了解平衡饮食是怎么一回事。

教学目标2.通过小组合作、讨论,能用正确的语音语调流利地朗读课文的对话。

3. 通过谈论“健康饮食”这一话题,帮助学生养成良好的日常饮食习惯。

本课主要通过阅读关于健康的均衡饮食的对话,了解均衡饮食的重学习目标要作用。

由于我校是城郊结合部学校,学生生源不怎么好,中下层学生较多,学情分析英语基础较差,口语能力也较薄弱,不能准确的利用英语表达自己的观点,故想达到良好的教学效果有一定的难度。

重点、难点1.教学重点:指导学生熟练掌握本课的重点单词、词组和句型。

学生能够用所学句型进行思想交流。

归纳总结动词不定式的用法,并能熟练运用。

2.教学难点:宾语从句中肯定句和特殊疑问句的归纳整理及运用。

教与学的多媒体电脑平台;实物投影;PPT。

媒体选择偏教师课堂讲授类课程实施√偏自主、合作、探究学习类类型备注无教学活动步骤序课堂教学环节/学习活动环名称长度号节一、教师活动:Game 1:Show some picturesof food, ask the Ss to say inEnglish.Game 2: Show students some1 【导入】Warming up and play games 5minspictures of drinks, ask studentsto say in English.二、学生活动:小组做竞赛游戏:看图片快速用英语表达有关食物和饮料类单词。

九年级英语牛津9A Unit6 教案全集

Unit 6 Detective storiesThe first periodWele to the unit一教学目的:1. To understand clues about a crime2. To read notes on four suspects and decide which suspect is most likely to be guilty3. To draw a picture of the suspect二教学重难点:Words: detective, murderer, suspect, occupation, clinic, neat, shopkeeper, salesman, medium, untidy, unhelpful, wanted, rewardedPhrases: be dressed, look for, dress like, go missing, make notes on, medium height, be wanted for murder, do important workSentences:1.Why are you dressed like that?2.This is much more serious.3.My food has gone missing.st Saturday night at 8 p.m., a young man was murdered.5.We have made notes on all of them.三. 教学手段:Tape recorder ; Multi-Media四. 教学过程:Lead-in PresentationT: Do you remember in Unit 4 we have learned a horror called “Murder in a Country House”? Ask: Can you tell me the main idea of this film? ( A doctor is found dead in his house. People don’t know whether he was killed or he killed himself. )T: Good. The doctor in this film is victim. If he was killed by someone, that is amurder. And the person who killed the doctor is the murderer. The murderer killed the man, and he broke the law, so his act is a kind of crime, and he is the criminal. If we find a man, but we are not sure whether he is the murderer, we can call him a suspect.Ask: If there is a murder, who will solve it? ( The police.)T: Yes, a person, especially a police officer, whose job is to examine crimes and catch criminals is a detective(n.). So “ Murder in a Country House”is not only a horror film, but also a film about detective(adj.) stories.Write down these words on the blackboard, and ask students to read together. Ask students to pay attention the word “detective”( n.&adj.)Task 1 ic strip1.Presentation.T: Do you like reading detective stories? Who is the famous detective in the novels? ( Sherlock Holmes.) Show the picture of Sherlock Holmes, and describe the picture. ( Talk about his special dressing with his magnifying glass and the pipe.)T: Today, Eddie is dressed like that. Let’s see what happened.2.Listen to the tape and answer some questions:1)Why is Eddie dressed like a detective?2)Is his job serious?3)What is he really looking for?3.Check the answers by asking students.4.Read the dialogue together.5.Ask some pairs to act out the dialogue.Task 2 Wele to the unit (part A)1.PresentationT: Do you want to be a detective? How to be a detective? Here is a chance for you to try. The Class1, Grade 9 students are playing a game about guessing who is themurder. We can try together.2.Show the detective’s report to students. Ask one student to read. Tell students thatwe can know the time, the place, the victim and the notes of the suspects from the report.3.Look at the information of four suspects together and ask some questions about it.Teach some new words at the same time. Try to explain the meanings of these words in English.Task 3 Discussion (part B)1.Work in a group of four. Ask students to discuss who is most likely to be themurderer and the reason. Then ask them to draw a picture of the person they think mitted the crime in part B, and remind them that there is no right or wrong answers here.2.Choose one student from each group to show the picture they draw and ask therest of the class to guess which person they chose. Then ask this student to describe the picture they draw and the reason.Homework:1.Recite the new words and the ic strip.2.Finish 《评价手册》Period 1.Teaching Plan for 9A Unit 6 Reading1. Teaching aims:1) To read a newspaper article about a murder.2) To understand key vocabulary items.3) To develop the four skills of the students.2. Teaching aids:a recorder, multi-puter, powerpoint,a microphone3. Teaching procedures:Step 1. Presentation1) Say: Good morning, everyone. Firs t of all, let’s watch a part of a film.2) Watch the film.3) Say: Just now we saw a young man in the film. What did he do? Yes, he murdered the woman, his wife. He was the murderer, the attacker. And his wife is the victim. (Write the three words on the Bb.)Step 2 Reading1) Say: This kind of film is full of horror and mysteries. Now today we shall read another murder story. Please open your books and turn to P96. Here’s the article about the murder from a newspaper. Before we read it, let’s deal with t he new words first. Look at here, please find out these new words in the article and guess their meanings.2) Check their answers.3) Read the new words.4) Skim Listen to the tape and answer the following 3 questions:a) Who was murdered?b) When did the murder take place?c) So far how many suspects do the police have ?5) ScanSay: Now please read the article more carefully and try to tell the following sentences T or F. If it is false, please correct the mistake.a)The victim’s bo dy was found in Valley Town. _____b)The victim sold puter programs. _____c)The victim worked in New Town, _____d)It is possible that there was more than one attacker. _____e)The victim had lots of enemies. _____f)The victim was attacked with a gun. _____g)The suspect is a short, fat man. _____h)The police have arrested the murderer. _____i)The victim’s parents offere d a reward for information. _____6) Check their answers.7) ListenSay: Now listen to the tape and try to underline the difficult sentences and phrases that you don’t understand.8) Read the article themselves for several minutes then ask 8 students to read one paragraph by one paragraph. While reading, after each paragraph, do some explanations about the difficult points. Also do some explanations about the title. Show the students more examples.9) Read together with the tape once.Step 3. Skim1) Ask the students to finish the exercise of Part C1, then check their answers by asking 2 pairs of students to read it.2) Ask the students to work in pairs and tick out the main idea of the article.(slide show)the victim: clues:suspects: the police:3) Check out their answers orally, then give out the answers on pieces of paper.4) Interview: Work in groups of 8. Four work as the reporter, who is from the Golden TV, the other four work as Detective Lu. Interview about the murder.5) Act their interviews out.6) Guess: Who murdered the young man?7) Part C2 on P99 Correct the mistakes.HomeworkRead the article again and againFinish off the exercises.Bb Designbe seen doing confirmwhether ….or….particularlybleed to death struggleas a result obviouslyIt’s possible that…cluebe guilty of sth suspectbe charged with sth witnessbreak into guiltylead toThe victim:1. 22 years old, a puter programmer---- a well-paid job, had many friends.2. was seen leaving his office in New Town at 7:00, but his body was found in the doorway of a clothes shop in Valley Town.3. was guilty of breaking into several puter systemsClues1. The victim was attacked with a knife and bled to death .2. There was an evidence of a struggle and there was more than one attacker.Suspects:1. Only one2. Short and thin3. He was seen running and breathing heavily with blood on his shirt.4. He had evidence to prove he was not guilty.The police:1. They are checking the scene for fingerprints and other clues.2. They are particularly interested in hearing from anyone who saw anything unusual.3. They are asking anyone to contact them on 5550l212The victim:1. 22 years old, a puter programmer---- a well-paid job, had many friends.2. was seen leaving his office in New Town at 7:00, but his body was found in the doorway of a clothes shop in Valley Town.3. was guilty of breaking into several puter systemsClues:1. The victim was attacked with a knife and bled to death .2. There was an evidence of a struggle and there was more than one attacker.Suspects:1. Only one2. Short and thin3. He was seen running and breathing heavily with blood on his shirt.4. He had evidence to prove he was not guilty.The police:1. They are checking the scene for fingerprints and other clues.2. They are particularly interested in hearing from anyone who saw anything unusual.3. They are asking anyone to contact them on 5550l212Period Five Grammar One一教学目的:1. To correctly use the monly confused verbs . ‘bring’and ‘take’.2. To correctly use the monly confused verbs . ‘hear’and ‘listen’.3. To correctly use the monly confused verbs . ‘see’‘look’ and ‘watch’.4. To correctly use the monly confused verbs . ‘e’and ‘go’.二教学重点:Words: move, plainPhrases: the move of sb(某人的行踪),sit down beside sb=sit down next to sb, by the way, be stressed outSentences: 1. She should be here in other five minutes.2. I have to listen to what she has to say.3. People are plaining that we are taking so long to find the murderer.4. I can hear someone calling my name outside.Grammar---- Know the differences of some confused words an use them correctly. 三教学手段: Multi---Media四教学过程:Step One: Lead—in1. T: Do you still remember the detective story ‘ Murder in Valley Town’? S: Yes. T: Who was killed?S: A 22-year-old puter programmer.T: Where was he found?S: In the doorway of a clothes shop in Valley Town.T: Was he killed there?S: We don’t know.T: Yes. People are not sure whether the victim was killed somewhere else and thenbrought to Valley Town.Step Two: GrammarⅠ. take and bring1. Write down the sentence on the blackboard. Check the understanding of the sentence by students. Then ask them if I can change the sentence into People are not sure whether the victim was killed somewhere else and then taken to Valley Town. Maybe some students will say ‘yes’ and some will say ‘no’.2. Ask students to say the base form of the two words ‘brought’ and ‘taken’. Write them on the blackboard. They are ‘bring’ and ‘take’.3. Use the puter to show a picture of the differences of the two words.(见幻灯片) Then give them two sentences to see if they can understand the differences.After class, I will hand out your listening exercise books so don’t forget to ________ them home and show your results to your parents. Tomorrow, you should ________ them here and hand in.Check the answers and tell them that we can’t replace the two words in the two sentences becausethough many words in English have similar meanings, and are often confused, they are not synonyms and we should use them in different ways. ‘take’ and ‘bring’ are just one group. Nowlook at the sentences ‘People are not sure whether the victim was killed somewhere else and then brought to Valley Town’.again and tell them we can’t use ‘taken’ here.4 Ask students to turn to page 101 and read the explanations of the two words and the example sentences together.(必要时用中文解释两词区别)5. Ask students to make sentences by using the two words and if someone makes mistakes, try to point them out.6. Do some exercises•Fill in the blanks with bring and take•1.When you e to the party, don’t forget to____ the wine with you.•2.Look at the cloud. It’s going to rain. You’d better_____ an umbrella with you when you go to work.•3._____ the empty box away and _____ me a full one.•4.______ this present to your uncle’s house.•5. Don’t forget to _____ some CDs when e to visit us on Sunday.Ⅱ.hear and listen1. Play a short period of music and say, ‘Please listen to it carefully and tell me what you can hear?’ (When we are listening to it carefully, we can hear some birds singing.) (用幻灯打出答句)2. Ask students to try to say the differences between the two words according to the sentence. (有必要可以用中文)3. Read the explanations and the example sentences on p.101 together.(必要时用中文解释并提出注意点,listen 一般与to 连用)4. Ask students to make sentences by using the two words and if someone makes mistakes, try to point them out.5. 补充复习其他与hear有关词组: hear from sb=receive a letter from sb, hear of (听说)6. Do some exercises•Fill in the blanks with hear and listen to•1. I___ a strange noise in the mid night yesterday.•2.He was _____ to the radio when I came into the room.•3.I ____ and ___ , but I could ___ nothing at all.•4. Can you ____ the telephone ringing?•5. _______ to that noise. It sounds like someone is moving furture.•6. It was so noisy that I couldn’t _____ the report.Ⅲ.see, look and watch1. Ask three students to read the explanations and the example sentences of the three words. (这三个词学生容易混淆,要解释一下各自用法)2. Use the puter to do some exercises and try to remember how to use them correctly.3. 指出几个注意点:look经常与at连用look at sth(看着什么东西),看电影不能用look a film,在这儿还可以把read也放在一起比较,因为中文里看书看报等在英语里只能用read books/newspapers/magazines,这一点很多学生会犯错,要注意。

9A Unit 6 教学设计

9A Unit 6 Detective storiesPeriod 4 V ocabulary一、教材分析:1.教材内容:本节课的教学内容是译林牛津版教材9A Unit 6 Vocabulary 部分2.教材处理本单元的教学话题是围绕着侦探故事展开,透过字里行间让我们感受到侦探工作是复杂的,逻辑性是很强的。

同时侦探故事是青少年学生非常感兴趣的话题,能够调动学生的学习积极性。

通过笔者对本部分内容的加工和整合,同时也要求学生在课前尽可能多的收集与犯罪和罪犯相关的各种信息,以获得详实的资料,培养学生整合信息、加工信息和表达观点的能力。

3..教学目标(1)知识与技能理解与掌握与犯罪和罪犯有关的词汇;用所学的词汇来描述违法犯罪事实。

(2.)情感态度与价值观培养法制意识,增强法制观念,减少犯罪。

4.教学重点与难点与犯罪和罪犯有关的词汇及其应用二、教学过程1.设计思路本节课通过侦探柯南的一段录象来导入新授课。

然后让学生观看几幅犯罪图片,利用图片教授词汇,然后让学生做一个简单的巩固练习,以便于对本课所学内容的掌握。

再然后让学生参与活动,由学生自己做法官,来评判一下各种违法犯罪应遭受怎样的惩罚以及该怎样防范这些犯罪。

最后,做一个巩固练习来结束本课,目的在于培养学生的综合语言运用能力。

2教学媒体主要以现代化的教学手段——多媒体辅助教学,贯穿整个教学过程。

增加了直观性和趣味性,加大了课堂密度,提高了教学效果。

3.Teaching proceduresStep 1. Leading inShow the students a video about Detective Ke Nan and then ask the following questions1.What does Ke Nan do ?2.What does a detective do ?3.How many kinds of crimes do you know about?4.And what are they?设计说明:通过侦探柯南的一段录象来导入,能使学生迅速集中注意力,激发起学生的学习兴致并且能快速切入主题。

牛津译林版英语9AUnit6ReadingI教学设计

- Create a mind map to connect the new words and phrases learned in this lesson.
2.语法练习:完成一般过去时和现在完成时的语法练习,包括填空、改错和句子转换等,以提高学生对时态的掌握。
例如:
- Fill in the blanks with the correct form of the past simple or present perfect tense.
例如:
- Read an article about an important cultural heritage site and answer the following questions:
a. What is the cultural heritage site about?
b. Why is it important?
(3)利用思维导图、问答、小组讨论等形式,引导学生深入理解课文内容,培养他们的批判性思维和推理能力。
(4)定期组织口头和书面表达练习,如小组报告、写作任务等,为学生提供实践机会,提高他们的表达能力。
(二)教学设想
1.课前准备:提前布置预习任务,让学生对课文内容有所了解,同时收集与课文相关的文化背景资料,以便在课堂上进行分享。
五、作业布置
1.词汇巩固:要求学生课后复习本节课所学的核心词汇和短语,并通过造句或写小短文的形式进行运用,以加深记忆。
例如:
- Use the words "museum", "ancient", "treasure", "collection" and "preservation" to write a short paragraph about your visit to a local museum.

9a_unit6`教案

record (v) What the witness said has been recorded.
17.attack (v.) The young man was attacked by more
attacker (n.) than one attacker.
18. suppose (v.) We suppose that the victim knew his attacker.
6. Detective Lu said that the victim was attacked with a knife
and _________ as a result.
7. Police believe that the murder _________ between 9 p.m, yesterday and1 a.m today.
教学难点
1、能正确熟练运用本单元的语法。
2、能运用本单元短语、句型围绕本单元话题写一篇侦探故事。
教学过程
教学内容
教师活动内容、方式
学生活动方式
二次备课
Step 1:口语训练
1.Ask and answer(用多媒体展示一张谋杀案的图片,引导学生讨论案件,主要检查学生的口头表达能力,提高英语的交际性,激发学生兴趣)
总课题
初三英语第一轮复习案
主备人
课型
复习
课题
9AUnit 6
教学目标
1、归纳9AUnit6单元中的重点单词、短语及句型。
2、归纳9AUnit6单元中重点语法知识。
3、围绕本单元话题进行对话和写作训练。
教学重点
1、正确运用9AUnit6单元中的四会单词、重点短语和句型。
2、能灵活运用9AUnit6单元语法知识。
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与某人树敌 设想某人做 到目前为止 谋杀案的证人 气喘嘘嘘 有证据证明„ 证明(某人)是„ 为„„提拱„(钱)的奖赏 导致凶手的被捕 打电话联系某人 与某人保持联系 做些违反法律的事 为„而战 吸收
Vocabulary and Grammar
dare (not) do sth. (不)敢做某事 don’t/doesn’t/didn’t dare to do sth. there is a risk of getting killed run out get out of shower take/have a shower/bath wait in the queue=s mid-thirties in one’s thirties be familiar with rob sb. of sth.
have (no) criminal record in prison 入狱 out of prison 出狱 send/put sb. to prison 送某人进监狱 at one’s wedding 在某人的婚礼上 on one’s wedding day 在某人结婚的那一天 be involved in 被卷入,与„有关 in/over/during the last/past few years suspect sb. of doing sth. suspect sb. to be/as 有/没有犯罪记录
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9.He was charged with breaking into several computer systems over the last year. _______________________________________________________ 10. However, the suspect had evidence to prove that he was at another place at the time of the crime and insisted that he was not guilty.
_______________________________________________________
11.The victim’s parents have offered a reward of ¥ 50,000 for any information (that leads to the arrest of the murderer.) _______________________________________________________
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【 dare 为 情 态 动 词 】 【dare 为行为动词】 有被杀的风险 用完,耗尽 洗完澡 洗澡 排队等候 在某人 35 岁时 在某人 30 几岁时 对„熟悉 抢某人某物
steal sth. from sb. wear a mask
偷某人某物 戴面具
Integrated Skills and Pronunciation
_______________________________________________________ 2.This is much more serious. My food has gone missing.
_______________________________________________________ 3.This person is wanted for murder. ________________________________________________________ 4.He was last seen leaving his office in New Town at about 7 p.m. _______________________________________________________ 5.We are particularly interested in hearing form anyone (who saw anything unusual near Upper Street). _______________________________________________________ 6.Detective Lu said that the victim was attacked with a knife and bled to death as a result. _______________________________________________________
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3、
语法-----直接引语和间引语
一、 概念
当我们引用别人的话时,可以用别人的原话,也可以用自己的话把意思转述 出来,如果是引用原话,被引用的部分就称为直接引语,如果是转述,就称 为间接引语。
例如:
A. The detective asked “Who knows the victim?”, 其中的“Who knows the victim?”就是直接引语。 B. The detective asked who knew the victim. 其中的 who knew the victim 就是间接引语。 直接引语通常用引号(“”)括起来, 间接引语在多数情况下都构成一个宾语 从句。
7.There was also evidence of a struggle. _______________________________________________________ 8.Detective Lu said that the victim was guilty of computer crimes in the past. _______________________________________________________
在过去的几年中 怀疑某人做某事 怀疑某人是„„
Main task and Checkout
get along/on (well) with sb. except 除了(不包含),侧重于排外 besides 除了„还 (包含) do sth. for a living make a living be shocked at a jewellery shop 做某事为了谋生 谋生 因„而震惊 一家珠宝店 与某人相处、进展
arrest sb. for sth. 因某事而逮捕某人 be arrested for sth.= be under arrest for sth 因为某事而被逮捕 catch a bus 赶公共汽车
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3、重点句型(翻译成中文并背熟)
1.Why are you dressed like that, Eddie?
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在一家服装店的门口 看见某人正在做 看见某人经常做 在犯罪现场/时间 别的某个地方 用小刀攻击某人 某人被人用小刀攻击 流血至死 结果 因为 打斗的迹象 进行(激烈地搏斗)
检查现场指纹 一份报酬丰厚的工作 犯有„„罪 对„„感到内疚 因某事而控告某人 因某事而被控告 闯入,破门而入
make enemies with sb. suppose sb. to do sth. so far = up to now=until now=by now the witness to the murder breathe heavily/hard=out of breath have evidence to prove „ prove (sb.) to be„ offer a reward of„(money) for lead to the arrest of the murderer contact /call sb. on keep in contact with sb. do something against the law fight for take in
2
be wanted for murder 因谋杀而被通缉 be wanted on the phone 某人的电话 medium height 中等高度(个子) be likely to do sth=/It’s likely that 有可能做某事
Reading
in the doorway of a clothes shop see sb. doing sth. ---sb. be seen doing sth. see sb. do sth.---sb. be seen to do sth. at the scene/time of the crime somewhere else attack sb. with a knife sb. be attacked with a knife bleed to death as a result as a result of =because of evidence of a struggle put up (a good fight) put 相关词组总结 put up 举起、张贴,搭建 put out 扑灭 put off 延期 put down 取下 put away 把„收起来 put on 穿上、上演 put up with 忍受 put one’s effort into 把精力投入到 check the scene for fingerprints a well-paid job be guilty of „„ feel/be guilty at/for/about charge sb. with (doing) sth. be charged with sth. break into
知识与技能
教学重点
教学难点
参考资料
《教材全解》
教学方法
创设情境—主体探究—合作交流—应用提高.
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一、知识巩固
九年级第六单元学习重点总结
1、 必备单词
请默写下列重点词汇
动词:
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