牛津译林版九年级英语上册 Unit 4 Growing up Reading 1(共19张PPT)
Let’s get close to him!
School days
Some people thought Spud Webb was lucky because the chance was waiting for him. Do you agree with it? Why or why not?
Read and answer
What did Spud prove?
He proved that size and body type does not matter. You can do almost anything if you never give up.
Let’s learn from him!
What can we learn from him?
Let’s learn from him!
Suppose your best friend failed to pass the exam and felt like giving up. Please write a letter to him/her by using Spud’s story to encourage him/her. First, you can write what you learn from Spud. Second, you can offer some suggestions.
In senior high, Spud often had to sit in the stands because of his height.
a place where people stand or sit to watch sports
Let’s get close to him!
School days
Useful expressions I’ve just read an article about …… He was the shortest player in the NBA but …… After reading the article, I have learnt that …… I believe that if …… When facing difficulties, we should …… instead of …… As students, we should……
2 in senior high 1 in junior high
school days
Let’s get close to him!
School days
Times
Junior High
At first
Then
Achievements
He wasr_e_fu_s_e_d He did not He got thec_h_a_n_c_eand scored
Unit 4 Growing up
The shortest player in NBA
Reading (I)
How can a short man become a wonderful basketball player?
Spud Webb only 170cm tall
Slam Dunk Contest 灌篮大赛
led his team to national champion
remained there
was not invited to play
was forced to play in another league
achievements efforts difficulties
Junior high Senior high
Let’s get close to him!
the star of the team
didn't lose heart
was refused
Player of the year
practiced even harder
sit in the stands
won the Slam got a scholarship Dunk Contest
No university would invite him simply because he was only 170 cm tall.
If you were Spud Webb, what would you do?
Let’s get close to him!
Read and fill
NBA days
College
NBA
At first, he was refused. But he didn’t lose heart. At last, he became the star of the team.
Let’s get close to him!
Why can he be a wonderful basketball player?
Conclusion Para. _6___ what Spud proved
Let’s get to know him!
பைடு நூலகம்
NBA days
won slam Dunk Contest
in Atlanta Hawks
7
after he graduated
6
5
4
at university 3 at junior college
Homework
Search the internet to find out people who have the similar experience with Spud and
introduce him or her to us tomorrow.
a Spud in senior high b Spud at a junior college c Spud became an NBA player d Spud in junior high
the stands
coach to
because of
change his
his_h_e_i_g_h_t_. _m__i_n_d_.
He became _le_a_d_e_r_ of the team. In his last year, he was _n_a_m_e_d_Player of the Year in Texas.
Paragraph 2 ___d______ Paragraph 3__a_______ Paragraph 4 ___b______ Paragraph 5 __c_______
to play for the _lo_s_e__h_e_a_r_t _. _2_0_p_o_i_n_t_s_in his first game.
school team.
He became the __s_ta_r__ of
the team.
Senior High
He had to sit in He got the
Read and fill
Read the first sentence of each paragraph
introduction Para. _1___ brief introduction
outline Main body Para. _2_-_5_ four times in Spud's career
College/ University
N__o__ university He got a
invited him. He s_c_h_o_l_a_r_ship
played at a
from North
junior college. Carolina
State
University.
He led his team to the n_a_t_i_o_n_a_l championship.
A wonderful basketball
player
body and size
hard -working
never give up
skills
catch the chance
He can be a wonderful basketball player because...
Let’s get close to him!
Chance favors (青睐) only the prepared mind.
Let’s get close to him!
School days
Read and guess
Guess from the context
_s_i_t__ can help us understand stand
The shortest player in the NBA
Let’s get to know him!
Read and answer
what was Spud's dream?
He wanted to play in the NBA.
Did his dream come true? Yes.
Let’s get to know him!
Spud was 20 cm s_h_o_r_te_r_ than the other NBA players. He was f_o_r_c_ed____ to play in another basketball league for a year because of his h__e_ig_h_t _. In 1985, he j_o_in_e_d___ the Atlanta Hawks and had many great a__c_h_ie_v_em__e_nt_s__. His p_r_o_u_d_es_t__ moment came in 1986 ---he won the Slam Dunk contest.
Unit4Reading课件牛津译林版英语九年级上册
He _l_e_d_h_i_s_t_ea_m__t_o_t_h_e_n_a_t_io_n_a_l_______ _c_h_a_m_p_i_o_n_s_h_ip__ and _su_c_c_e_e_d_e_d_i_n_____ ___g_e_tt_in_g__a_s_c_h_o_l_ar_s_h_ip_____.
学习目标 新知学习 重点研讨 课堂小结 当堂检测
Careful Reading (Para. 2-4) Read and fill in the table.
Time
in junior high
in senior high
after senior high
Difficulties He w__a_s_r_ef_u_s_e_dat first.
5 prove
__b___ e of a whole country
6 matter __d___ f money given to somebody so that he or she can
continue to study
学习目标 新知学习 重点研讨 课堂小结 当堂检测
▲
B2 David wrote down some important information on Spud Webb's basketball career. Can you find it in the article on pages 50 and 51? Write the correct letters in the blanks.
牛津译林版英语九年级上册 (Growing up)Reading 习题课件
单 9.领导，带领vi. & vt. __le_a_d____→领导者n. ___le_a_d_e_r_ 词 10．简单的adj. ___si_m_p_le__→仅仅；简直adv. __s_im_p_l_y__ 闯 11．成功vi. _s_u_c_ce_e_d__→n. __s_u_cc_e_ss__→adj. _su_c_c_es_s_fu_l_→adv. 关 _s_u_c_ce_s_sf_u_lly
[拓展] 与lose相关的短语： lose weight 减肥 lose oneself in 沉浸于，沉湎于
lose one's way迷路 lose the game输了比赛
活学活用
1．别泄气，总有一天你的梦想会实现的。 ___D_o_n_'t_l_o_se_h_e_a_rt____. Your dream ____w_il_l_co_m__e _tr_u_e__ one day.
12．成就，成绩n. _a_ch_i_e_ve_m_e_n_t_→实现，达到vt. _a_c_h_ie_v_e__
1.参加……选拔(或试演)__t_ry_o_u_t_f_or_s_t_h___ 短 2．泄气，灰心____l_o_se_h_e_a_r_t ___ 语 3．成功地做某事_s_u_cc_e_ed__in_d_o_i_ng__st_h 互 4．改变主意_c_ha_n_g_e_o_n_e'_s_m_i_n_d_ 译 5．注意，察觉___ta_k_e_n_o_ti_ce_o_f___
12．as a result____因__此_，__结__果___
1.他训练得更加刻苦，并使教练改变了他的主意。
He _p_ra_c_ti_se_d_e_v_e_n_h_a_rd_e_r__ and got the coach___to__ch_a_n_g_e _h_is_m_i_n_d_____. 句
译林牛津版九年级英语上9A Unit 4 Growing up Reading1 教案
9A Unit 4 Growing up Reading1教学目标1.Understand and recite the key words.2.Learn about Webb’s growing up.3.Learn the spirit of not giving up and master some reading skills.教学重点1.Understand and recite the key words.2.Learn about Webb’s growing up.教学过程Step1：Lead-in1.Ask students some questions:Many people like playing basketball. What about you ? Do you like basketball? Are you good at it? How often do you play it ? Who is your favourite basketball player? (Encourage students to express their views)2.Show Yao Ming’s picture, asking students: This is Yao Ming. How tall he is ! He played in the NBA. Many people like him. What do you think makes a good basketball player?Inspire students to think by asking the following questions:Does a basketball player need to practice a lot?Is it important for basketball players to have team spirit?Basketball players are always very tall, aren’t they?（A good basketball player：speed / team spirit / skills / height ）3.I think as a basketball player , height is very important to them .Do you thinkso?(show pictures of Yao Ming Michael Jordan Kobe Bryant)Can a man of 170cm become a wonderful basketball player? Why? (But Spud Webb made it)Step2：Presentation1.Show the Ss the picture of Spud Webb and tell them: Today we’re going to learn about another NBA player----- Spud Webb.2.Ask：What do you know about Spud Webb? Is he very verytall ?Guess .(show pictuyes)------The shortest player in the NBA.Step3: Listening and reading1.Listening to the tape (Open your books and let’s learn something about SpudWebb)Listen to the tape -----the whole text2. Skimming-----Find the main idea of each paragraph (SB P52 PartB2)/ the structure of the passage : Introduction-----Para1 Spud Webb’s profile Main body---Para2-5 Four stages of Spud’s career Conclusion---what Spud proved3. Skanning(1)Ask one of the students to read the first paragraph and fill in formsNameYear of birthPlace of birthAppearanceDreamstages of life.(4)What did Spud prove?(Para6)4. Read between linesHe was very small---much smaller than the other kids at school. (line2)But he was refused at first because he was too small. (line5)In 1985, he joined the Atlanta Hawks and became the shortest player in the NBA at that time. (line25)Ask: Do you still think height is the most important to a basketball player?Discussion:What qualities can we learn from Spud Webb?5. Read beyond linesSuppose your best friend failed to pass the exam and felt like giving up. Please write a letter to him/her by using Spud’s story to inspire him/her.First, you can tell him/her Spud’s life experiences.Then, you can write what you learn from Spud.Finally, you can offer some suggestions.(Useful expressionsI’ve just read an article about ……He was the shortest player in the NBA but ……After reading the article, I have learnt that ……I believe that if ……When facing difficulties, we should …… instead of ……As students, we should……)6. Reading .Pay attention to the pronunciation and intonationStep4 Homework◆Read the article again and again .◆Review the new words and try to recite them .◆Finish exercises on Page 53。
牛津译林版九年级英语上册Unit4GrowingupReading教案
Afterchecking,readtogether.
Step2：Learningandexplanation
Difficultpoints:sentences:
1.WhileattendingJuniorhigh,Spudtriedoutfortheschoolteam,buthewasrefusedtoplayatfirstbecausehewastoosmall.
Unit4Growingup
总课题
Unit4Growingup
总课时
7
第3课时
课题
Period3Reading(2)
课型
新授
教学目标
Afterlearningthisperiod,thestudentsshouldbeableto
◆retellthetext.
◆learnandrecitetheimportantphrasesandsentences.
(1)Asaresult连词“结果”
拓展：asaresultof=becauseof“因为，由于”
eg.Hewaslateasaresultofthesnow.
(2)succeed动词“成功”名succeedindoingsth
eg.Ifyouworkhard,andyouwillsucceed.
按要求写：
5..Thereheledhisteamtothenationalchampionship.在那儿，他带领他的队伍取得了全国冠军。
Lead…to…“引导…通向…”过去式led
eg.Theroadwillleadyoutotheseaside.顺着这条路你就能到海边。
牛津译林版九年级上册Unit 4《Growing up》(Reading 2)教学设计
牛津译林版九年级上册Unit 4《Growing up》（reading 2）教学设计一. 教材分析《Growing up》是人教版牛津译林英语九年级上册Unit 4的一篇阅读文章，主要讲述了作者在成长过程中，受到父母和老师的影响，逐渐培养了对阅读和写作的热爱。
文章主题贴近学生的生活，有利于激发学生的学习兴趣。
通过本文的学习，学生可以提高自己的阅读理解能力，学会如何从文章中获取有用信息，并能够运用所学知识进行口头和书面表达。
二. 学情分析九年级的学生已经具备了一定的英语基础，能够运用英语进行简单的交流。
但部分学生在阅读理解方面还存在一定的困难，需要通过教师的引导和帮助，提高阅读能力。
此外，学生对于成长过程中的感悟和体验有较强的共鸣，有利于激发学生的学习兴趣。
三. 教学目标1.知识目标：–能够正确拼读和理解文章中出现的生词和短语。
–能够理解文章的主旨大意，掌握文章的基本框架。
–能够运用所学知识进行口头和书面表达。
2.能力目标：–提高学生的阅读理解能力，学会从文章中获取有用信息。
–培养学生的听说读写综合能力，提高英语素养。
3.情感目标：–激发学生对成长过程中美好回忆的共鸣，培养积极的人生观。
–培养学生对英语学习的兴趣，增强自信心。
四. 教学重难点•掌握文章的主旨大意，理解文章的基本框架。
•提高阅读理解能力，学会从文章中获取有用信息。
•正确理解文章中的一些长句和复杂句子结构。
•运用所学知识进行口头和书面表达。
五. 教学方法1.任务型教学法：通过完成各种任务，激发学生的学习兴趣，提高学生的参与度。
2.互动式教学法：引导学生进行分组讨论，鼓励学生积极参与，提高学生的口头表达能力。
3.情境教学法：创设贴近学生生活的情境，帮助学生更好地理解文章内容。
4.读写结合教学法：通过阅读文章，引导学生进行书面表达，提高学生的写作能力。
六. 教学准备1.教材：《牛津译林英语九年级上册》2.多媒体教学设备：用于展示文章内容，进行教学互动。
新牛津译林版九年级英语上Unit 4 Reading教学课件
8. He remained there for about a year before the NBA took notice of him. 在NBA注意他之前，他在那里呆了 一年。 took notice of 注意，觉察 • Nobody took particular notice of her. 没有人特别注意她. • I warned him, but he took no notice of it. 我警告过他, 但他置若罔闻.
Many people like playing basketball. What about you? Do you play basketball? Are you good at it? How often do you play it?
Who is your favourite basketball player?
5. In senior high, Spud often had to sit in the stands because of his height. 在高中，因为身高，斯巴德常常不 得不坐在看台上。
senior high 高中
junior high 初中
sit in the stands 坐在看台上
9. Through hard work, Spud Webb proved that size and body type does not matter —you can do almost anything if you never give up. 通过努力，斯巴德.韦伯证明高矮 胖瘦不重要—只要永不放弃，几乎 没有什么你做不到的。
was the star of the team.
牛津译林版英语九上Unit4《GrowingUp》(reading2)说课稿
牛津译林版英语九上Unit 4《Growing Up》（reading 2）说课稿一. 教材分析《Growing Up》是牛津译林版英语九上Unit 4的一篇阅读文章。
文章通过讲述作者在成长过程中的两个经历，让学生了解成长过程中的困难和挑战，以及如何克服这些困难，从而培养学生面对困境的勇气和信心。
文章内容丰富，语言生动，贴近学生的生活，有利于激发学生的学习兴趣。
二. 学情分析九年级的学生已经具备了一定的英语基础，能够理解和运用一些基本的英语表达。
但同时，他们的阅读理解能力、思维能力和语言表达能力还需要进一步提高。
此外，学生在面对困难时，可能会缺乏自信和勇气，因此，本文的学习对于学生来说具有很好的启示意义。
三. 说教学目标1.知识目标：学生能够掌握文章中的关键词汇和句型，理解文章的主旨大意。
2.能力目标：学生能够提高阅读理解能力，培养批判性思维。
3.情感目标：学生能够从文章中汲取成长的力量，树立面对困难的信心。
四. 说教学重难点1.重点：学生能够理解文章的主旨大意，掌握文章中的关键词汇和句型。
2.难点：学生能够运用批判性思维，对文章进行深入分析。
五. 说教学方法与手段1.教学方法：采用问题驱动法、情境教学法和小组合作学习法。
2.教学手段：利用多媒体课件、网络资源和纸质教材。
六. 说教学过程1.导入：通过展示一组图片，引导学生谈论自己的成长经历，激发学生的学习兴趣。
2.自主学习：学生阅读文章，回答相关问题，检测学生的阅读理解能力。
3.课堂讨论：学生分组讨论文章中的难点问题，培养学生的批判性思维。
4.成果展示：各小组展示讨论成果，教师进行点评和指导。
5.情感升华：引导学生从文章中汲取成长的力量，树立面对困难的信心。
6.作业布置：让学生撰写一篇关于自己成长经历的作文。
七. 说板书设计板书设计如下：1.文章标题：《Growing Up》2.关键词汇：困难、挑战、勇气、信心3.文章结构：两个成长经历4.教学目标：知识、能力、情感八. 说教学评价教学评价分为过程性评价和终结性评价。
2022年牛津译林版 《Unit4 Growing up Reading 1》教案
Unit 4【板块要点】教学目标1. 掌握本课出现的新单词和短语句型。
2. 读懂文章，了解Spud Webb的成长过程和奋斗历程.。
3. 学习积极向上，奋力拼搏的精神。
教学重点、难点如何运用不同的阅读方法获取主要信息。
二、词汇、短语三、句型1.He was much smaller than the other kids.He was the smallest of all the kids.2.While attending junior high, Spud tried out for the school team, but he wasrefused to play at first because he was too small.3.While attending → While he was attending…4.be refused to do sth. 被拒绝做某事5.refuse 作动词，意为“拒绝〞，后面接名词或者动词不定式作宾语。
6.He refused to change his mind. 他拒绝改变主意。
7.refuse sb sth 拒绝给某人某物8.注意：refuse 后不能接动名词或宾语从句9.go on to do sth.继续做另外一件事go on doing sth. 继续做原来做的事go on with sth. 继续某事After reading the text, the students went on to do some exercises.After having a rest, we went on having our lessons.He took a cup of tea, and went on with the story.10.There he led his team to the national championship..lead led led lead …to…引导…通向…The road will lead you to the seaside.11.at first 意为“开始，起初〞，是介词短语，常用于句首或句末，在句中充当状语，用来表示一件事的开始，文中常有but, but soon 等词或词组与之相照应。
牛津译林版英语九AUnit4GrowingupReading教学设计
2.教学目标：
-激发学生对成长话题的兴趣，为新课学习奠定基础。
-建立新旧知识之间的联系，为理解文章内容做准备。
（二）讲授新知
1.教学内容：
-通过阅读文章，学习本节课的核心词汇和短语，如"adventure", "achieve", "challenge", "confidence", "brave", "courage", "proud"等。
-各小组进行汇报，分享讨论成果。
2.教学目标：
-培养学生的合作意识和团队精神，提高口语表达能力。
-通过讨论，深化对文章内容的理解，培养批判性思维。
（四）课堂练习
1.教学内容：
-设计不同难度的练习题，包括词汇填空、语法填空、阅读理解等，巩固所学知识。
-针对一般过去时态和文章内容进行专项训练。
2.教学过程：
b.关注学生的情感态度和价值观，鼓励他们在学习过程中积极表现，培养良好的学习习惯。
四、教学内容与过程
（一）导入新课
1.教学活动设计：
-展示一组关于成长的图片，包括婴儿、儿童、青少年和成人的不同阶段，引发学生对成长话题的思考。
-提问：“Can you share your experiences of growing up?”，让学生自由表达自己在成长过程中的难忘经历。
b.课堂导入：通过问题、情境等方式，激发学生的学习兴趣，为新课学习做好铺垫。
c.课堂讲解：以学生为主体，注重启发式教学，引导学生主动探索、发现和解决问题。
d.课堂练习：设计形式多样的练习，巩固所学知识，提高学生的实际运用能力。
新牛津译林版英语九年级上册第四单元reading部分单词教学课件
20. prove
vt. 证明
Who can prove it? 谁能证明这一点？
Through hard work, he proved that size and body type does not matter.
通过努力，他证明了高矮胖瘦并不重要。
21. matter
He remains poor.
他仍然很穷。
18. take notice of 注意，察觉
He didn’t take notice of me.
注意: notice 注意，（名词）
19. achievement
①成就，业绩（可数）；②实现，达到（不可数）
He had many great achievements.
注意: graduation是名词
15. force
vt. 强迫，迫使
After he graduated, he was forced to play in another basketball league.
注意: force sb to do sth force还可以是名词，力量，暴力
16. league
Unit 4 Growing up
Reading : Never give up
New words and expressions
1.junior high (美) 高级中学
attend junior high 上初中
in senior high
在高中
junior：①adj.较年幼的，级别较低的 ②n. 年少者
5. leader n. 领导者
a person who leads a group of people