最新牛津译林版九年级上册全册教案unit4doc.docx

最新牛津译林版九年级上册全册教案unit4doc.docx

《最新牛津译林版九年级上册全册教案unit4doc.docx》由会员分享，可在线阅读，更多相关《最新牛津译林版九年级上册全册教案unit4doc.docx（13页珍藏版）》请在冰豆网上搜索。

最新牛津译林版九年级上册全册教案unit4doc

9BUnit4Greatpeople

Thefirstperiod

Welcometothisunit

Teachinggoals:

1.Tomatchpicturestowords

2.Torecognizeandunderstandvocabularyaboutfamouspeople

3.Tolearnmoreaboutsomefamouspeople

Difficulties:

Whodoyouthinkisthegreatestpersonthathaseverlived?

He’sthepersonwhoinventedmyfavouritefood.

Teachingmethods:

Listening,speaking,readingandwriting

Procedure:

1.Lead-in:

Therearemanygreatpeopleintheworld.Askstudentstonamesomeofgreatpeopletheyknowandsaywhotheylikebest.

2.Welcometotheunit:

a.Presentsomepicturesoffamouspeopleandaskstudentstoguesswhatthesefamouspeoplewere.

b.Presentnewvocabulary.

c.Askstudentswhytheycanbefamouspeopleandintroducewhattheydidtostudents.

d.Complete“welcometotheunit”inclass.Studentscanworkinpairstocompletetheexercises.

3.Comicstrips:

a.Playthetapeandstudentslistentothetapetogetthemainidea.

b.Studentsreadafterthetapetwice.

c.Asksomequestionsabouttheconversation.

d.Studentsreaditinpairsandactitout.

e.Whydopeopleadmiregreatpeople?

Discussandtakedownnotes.

Homework:

Recitetheconversationinthecomic.

Thesecondperiod

Reading（I）

Teachingaims:

1.Tobecomefamiliarwithandappreciatebiographicalwriting.

2.Tounderstandrelateddetailsandinformation.

3.Toinfergeneralmeaningfrompictures,titleandcontext.

Difficulties:

1.attheageof

2.workas

3.itwasbettertobesafethansorry

4.ordersbtodosth

5.cutsth/sbshort

Teachingmethods;Listening,speaking,readingandwriting

Procedure:

1.Backgroundinformation:

2.Explainthecontext.Simonisreadinganartic

leaboutafamousastronaut,NeilArmstrong.Askstudentswhethertheyknowwhenthefirstmanwalkedonthemoon.Alsoaskthemiftheyknowthenamesofthefirsttwomenwhowalkedonthemoon.Tellstudentsthattheywilllearnmorea

boutmenvisitingthemooninthereadingpassage.

3.Studentslistentotherecordingforthefirstthreeparagraphsandthenreadthemafterthetapeagain.

4.DoTrueorFalsequestionstocheckunderstandingofthefirstthreeparagraphs.

a.NeilArmstrongwasborninthe1940s.

b.Heflewinanaeroplanewhenhewassix.

c.TheGemini8missionisallaboutstarsigns.

d.Gemini8landedintheUSA.

e.NeilArmstrongreceivedhisstudentpilot’slicensewhenhewas15.

f.NeilArmstrongsuccessfullybroughtthespacecraftdownintothewesternPacificOceanwhenGemini8wasoutofcontrol.

g.Askstudentstoscanthefirstthreeparagraphsandunderlinethenewwords.EncouragethemtoexplainthewordstotheclassinEnglish.

5.Languagepoints:

a.attheageof…=whensbwas…yearsold

Theboycouldswimattheageof5.

=Theboycouldswimwhenhewas5yearsold.

b.workas…

Heworkedasateacherwhenhefinishedschool.

c.bettersafethansorry

=itiswisertobetoocarefulthantoacttooquicklyanddosomethingthatmayberegrettedlater.

d.ordersb（not）todosth

Thecommanderorderedthesoldierstostandinline.

Thedoctororderedmenottoworkforalongtimeandhaveagoodrest.

e.cutsb/sthshort

Theinterviewercutshorthisguestinmid-sentence.

Homework:

1.Recitetheparagraphs.

2.Previewthefollowingparagraphs..

Thethirdperiod

Reading（II）

Teachingaims:

1.Toidentifyspecificmeaningindifferentcontexts.

2.Tocheckunderstandingbyansweringsomequestions.

3.Toconsolidatetheunderstandingofthepassage.

Difficulties:

TherearereportsthatsayArmstrongandAldrinsawalienspacecraft

ItissaidthatNeilArmstrongsentamessagetoMissionControlwhichsaidthat…

ThemostimportantawardthatArmstronggotforhisservicewastheMedalofFreedom

Armstrongisthepersonwhomadepeopleroundtheworldrealizethat…

Teachingmethods:

Listeningspeakingreadingandwriting.

Procedures:

1.Revision

WhendidNeilArmstrongbecomethefirstmanthatwalkedonthemoon?

WhatdidArmstrongdowhenGemini8wasoutofcontrol?

2.Listentothetapeaboutthefollowingfourparagraphsandreadafterrecording.

Askandanswertocheckcomprehension:

1.Whichwasthefirstspacecrafttolandonthemoon?

2.HowmanypeoplewalkedonthemoonfromApollo11?

3.WhatdidArmstrongandAldrindoonthemoon?

4.WhatdidastronautstakebacktoEarth?

5.WhatdopeoplethinktheAlienstriedtodo?

6.WhatwasthehighestawardthatNeilArmstrongreceived?

3.Languagepoints:

a.Therearereportsthatsay…

这是由关系词that引导的定语从句。

当先行词是人或物时，我们可以使用关系代词that来引导。

Themoneythatisinthewalletismine.

Doyouknowtheboy（that）mymotheristalkingto?

b.Itissaidthat…

Itissaidthathehasgotmarried.

c.NeilArmstrongsentamessagetoMissio

nControlwhichsaid…

这是由关系代词which引导的定语从句。

当先行词是物时，我们可以使用关系代词which来引导。

Whereisthebookwhich/thatIboughtthismornig?

Thebuildingwhich/thatstandsbytheriverisourschool.

e.NeilArmstrongisthepersonwhomadepeopleroundtheworldrealizethat…

这是由关系代词who引导的定语从句。

当先行词是人时，我们可以用关系代词who来引导。

Themanwho/thatIsawiscalledSmith.

Thewomanwho/thatspokeatthemeetingyesterdayismymother.

4.Consolidation

4.Readthepassageagainandrearrangethefollowingsentences:

（1）NeilArmstrongwasbornon5thAugust1930.

（2）Armstrongreceivedhisstudentpilot\slicece

（3）Armstrongbecameanavalpilot

（4）Gemini8wentintospace

（5）Twomenwalkedonthemoonforthefirsttime

（6）Apollo11returnedtoEarth

（7）ArmstrongwasawardedtheMedalofFreedom

Homework:

1.Recitetheparagraphsofreadingpart.

2.Previewvocabulary.

Thefourthperiod

Vocabulary

Teachingaims:

Tounderstandtheconceptofanidom.

TounderstandEnglishidomsandwhentousethem.

TeachingProcess:

Stepone:

Readtheexplanationatthetopofpage58aloud.Makesurethatstudentsunderstandtheconceptofidoms.Encouragestudentstoaskquestionsiftheyareunsure

.

Steptwo:

Forweakerclasses,askstudentstogiveyouexamplesofChineseidomstomakesuretheyunderstandtheconcept.

Stepthree:

Explainthecontextoftheexercise.Simonisreadingabookaboutidoms.Studentsmustlookatthepicturesandmatchthemeaningsfromtheboxwiththecorrectidomsbelowthepictures.

Stepfour:

Forweakerclasses,askstudentstoreadthesentencesintheboxandfindoutwhatthesesentencesmean.Reviewsomephases,e.g.,areinvolvedin,closetoandinpower.Thenaskstudentstoworkinpairsandmatchthemeaningswiththecorrectidioms.Encouragestudentstoaskquestionsiftheyareunsureofanything.

Stepfive:

Forstrongerclasses,askstudentstocompletetheexerciseindependently.Forweakerclasses,studentscanworkinpairs.

Stepsix:

Checkanswersasaclass.Askonestudentatatimetoreadoutoneidomanditsmeaning.Listenformistakesandmispronunciation.

Stepseven:

AskmoreablestudentstothinkofChineseidiomswhichhavesimilarmeaningstothoseonpages58and59.

Thefifthperiod

Grammar（I）

Objectives

1.Tounderstandandusedefiningrelativeclausecorrectly.

2.Touserelativepronounscor

rectly.

PartA

Suggestedteachingprocedures

Step1Gothroughtheexplanationatthetopofpage60.Encouragestudentstoaskquestionsifthereisanythingtheyareunsureof.Givestudentsextraexamplesifnecessary.

Step2Explainthecontext.KittyandPeteraretalkingaboutwhotheywanttowriteabout.Askstudentstoreadsentencesanddecidewhichcontaindefiningrelativeclause.

Step3Moreablestudentscancompletethisexerciseindependently.Allowlessablestudentstoworkinpairs.

Step4Whenallstudentshavefinished,asktwostudentstoreadthedialogue.Askthemtostopaftereachsentenceandtheotherstudentsraisetheirhandsandsayifitcontainsadefiningrelativesclause.Checkformistakesandmispronunciation.

Step5Askstudentstothinkaboutwhatstructurethefirstandthethirdsentencescontain.Review

‘wh-words+to-infinitive’andobjectclausesintroducedby‘that’.AsklessablestudentstorefertothegrammaritemsinUnit3of9AandUnit1of9B.

Extensionactivity

1.AskstudentstothinkofsomefamouspeoplefromChina.Encouragethemtothinkofgreatpeople,ratherthanfamousfilmstars.Writethenamesontheboard,

e.g.Yangliwei

YuanLongping

HeZhengliang

2.HavestudentsgetintopairsandaskeachpairchooseafamouspersonfromChina.Askthem

Whatisthispersonfamousfor?

Howhashe\shehelpedChina?

Howhashe\shehelpedsociety?

Eachpairworksouttheanswerstothequestionsforthepersontheyhavechosen.Theneachpairreadsouttheiranswers.

Thesixthperiod

Grammar（II）

PartB

Suggestedteachingprocedures

Step1Gothroughthetableatthetopofpage61.Thenread

thethreeexamplesentence

s.Tellstudentsthatthearrowsshowthepeopleorthingstherelativepronounsarereferringto.

Step2Explainthecontextoftheexercise.DanieliscompletingsomenotesaboutBruceLee.StudentshelpDanielusethecorrectrelativepronouns.Instrongerclasses,encouragestudentstocompletethisexerciseindependently,asthiswillhelpyougaugehowwellstudentshaveunderstoodthegrammartopic.Inweakerclasses,studentscanworkinpairsorsmallgroups.

Step3Explaintostudentsthatboth‘which’and‘that’canbeusedasrelativepronounsto

refertothings,butwenormallyuse‘that’astherelativepronounwhenthenounitreferstoisq

ualifiedbyanordinalnumber,e.g.‘thefirst’,‘thesecond’,‘thelast’.

Step4Onceallstudentshavefinished,askfivestudentstoeachreadoutacompletedsentence.Listenformistakesandmispronunciation.