上海牛津英语9A教案设计Word下载.docx

1、1. Introduce some famous landmarks in history. Ask the students to look at the pictures and guess which country they are in.Pyramid: Stonehenge:Parthenon Temple:2. Ask the students to brainstorm: what do you know about the story: the night of the horse? Then ask them to use their imagination to arra

2、nge the pictures in the correct order.II. While-task1. Ask the students to read the text and match the words with their English meanings. （C1,2）2. Ask the students to answer some extra questions. 1） How long had the Greeks tried to capture the city of Troy? 2） Did the Greeks take everything with the

3、m? 3） Was it difficult for the Trojans to take the huge wooden horse into the city? Why or why not? 4） Read Line 13,14, what do you think would the soldier say? 5） How did the Trojans move the horse into the city? 6） The Greek soldiers were caught by the Trojans, werent they?3. Ask the students to a

4、nswer some questions. （D1）III. Post-task1. Ask the students to retell the story.2. Ask the students to think about the questions and discuss with their group members.1） What can we learn from the Greeks?2） What lesson can we get from the Trojans?IV. Assignment1. Read the new words and text fluently,

5、 and recite the new words.2. Finish the exercise on workbook.3. Finish the extra Ex.9A Unit 1 Ancient Greece Reading The night of the horse （2）To let students understand the text better and know some more words and expressions.To enable students to use the new language.Words and expressions:1. histo

6、ry historical2. Greece Greek; Egypt Egyptian; Britain British; America American3. The soldiers came down the stairstwo at a time.1） down prep. Tears ran down her face. 2） up prep. He went up the stairs.3） two at a time = He came down two stairs at a time.4. But the captain of the guards was no longe

7、r listening.no longer = not any longer5. seconds later = minutes later6. look down at look up atlook down upon 瞧不起, 歧视7. The Greeks have tried for ten years to capture our city.1） the Greeks 希腊人姓氏的复数形式和民族名称前，表示全家和整个民族the Turners, the Wangs the Chinese, the British, the Japanese2） capture our city =

8、make our city their prisoner 占领我们城capture + 人/地点/动物/事物8. You dont have to think.dont have to = neednt 没必要9. drag （用力而缓慢地）拖拉drag sth.drag sb. 硬拉，硬拖10. make jokes about 以为笑柄，取笑play a joke on 开（某人）玩笑have a joke 开玩笑11. Everybody in Troy went to sleep, _ the guards.A. include B. includes C. including D.

9、included12. By midnight, the square was empty, except for the giant horse.except for 除了之外区别： besides; except; except for13. The Greeks seized the captain.14. It had returned in the darkness.return= come back15. In one night, they succeeded in capturing it through a trick.succeed in doing sth.=be suc

10、cessful in doing sth.词性转换：succeed; success; successful; successfully重点句型16. It is so big that they couldnt take it with them.sothat如此以致于9A Unit 1 Ancient Greece Grammar-The present perfect tenseTo have students know the rules of the present perfect tense.To let students express their feelings with t

11、he present perfect tense.Steps:I. The form. 1） We can use the present perfect tense to talk about things that happened in the past, but are connected with the present. It is formed with has/have + the past participle form of the verb. 2） Write down the present perfect tense for each conjugation. 3）

12、complete the sentences with have or have not, and suitable verbs.II. just, already and yet 1） We can use just, already and yet with the present perfect tense. 2） Read the conversation, put the verbs in the right tense, and add just, already or yet.III. ever and never 1） We often use ever and never w

13、ith the present perfect tense.IV. since and for We often use since and for with the present perfect tense.V. have been to and have gone to1） There is an important difference in meaning between have been to and have gone to. Compare these two sentences about Mr Hu and Mr Luo who work in the same offi

14、ce.2） Complete the sentences below with been or gone.VI. Review exercise Complete Anns diary by putting the verbs in italics in the present perfect tense and choosing the correct underlined words. I （1）_ （ever/just finish） reading a wonderful book. Its the best book I （2）_ （ever/never read）. My frie

15、nd Penny is reading it too. She （3）_ （not finish it/ already/yet）, but she really likes it.I asked her, （4）_ （you/ever/already enjoy） a book so much? No, I havent. I （5）_ （just/never read） such a good book, she replied.I love reading, and I （6）_ （already/never start） another book. Its the first scie

16、nce fiction story I （7）_ （try for/since） a long time （8）_ （for/since） last year, in fact.Assignments:Do more exercises with what you have learned. 9A Unit 1 Ancient Greece More practice- Archimedes and the crown1. To offer the students another chance to read stories in ancient Greece.2. To enlarge s

17、tudents vocabulary.3. To have students try to find information from a long text.Pre-reading1. Read the questions below and circle the correct answers.1） Which of these ancient countries was in Europe?2） When was ancient Greek civilization at its strongest in history?3） Which of these people lived in

18、 ancient Greece?4） What was Archimedes?5） Archimedes died in 212 BC. How long has he been dead?2. Ask students whether they know any stories about Archimedes or other famous ancient Greeks and let them discuss with their friends.3. Look at the picture, the title, the first and the last paragraphs of

19、 the story on page 14. Then decide whether the following statements are true or false. While-reading1. Find words to match these meanings in the story on page 14.2. Read the story again and decide whether the statements below are T （true） or F （false）. If the story does not tell you about them, circ

20、le DK （Dont know）.3. Ask students to arrange the pictures in order, 19, as they happened in the story.Post-reading1. Pair work: Ask students to think about what Archimedes and his servant would talk about. Remember that Archimedes owns the servant; the servant is not his friend!2. More exercises.1.

21、Read the text twice.2. Try to memorize the new words and know how to make sentences with some certain phrases.9A Unit 2 Traditional skills Reading Fishing with birds （1）1. Introduce some traditional skills or jobs to students.2. Tell students that people and animals have always worked together. Ask

22、them too match the beginning of each sentence with its ending.3. Tell students to match the words in the box with the things in the picture. 4. Tell students to read the first sentence of each paragraph on pages 20 and 21. Then close their books and answer the following questions.5 Read the four sen

23、tences below. Then look quickly at the article on pages 20 and 21, and write the numbers 1 4 in the blanks.II. While-reading1. Ask students to read through the text.2. Read the first paragraph again and complete the information about Damin and a cormorant.3. Read the second paragraph again and compl

24、ete the flow chart.4. Ask some questions about the text. What does Damin do after the birds bring fish back to the raft? How does Damin deal with the fish that he gets? How old is cormorant fishing? What is Damin teaching his grandson? How soon will cormorant fishing probably disappear in the world?

25、III. Post-reading1. Pretend that you are Damins grandson. Tell whether you would like to learn this traditional skill of cormorant fishing and give your reasons as well.2. Consolidation Have students read the text and new words again.9A Unit 2 Traditional skills Reading Fishing with birds （2）1.Knowl

26、edge: Know about cormorant fishing.2.Ability: Improve students divergent, convergent and creative thinking.3. Moral education: Care about and develop Chinese traditional cultures.Teaching procedures:I. Organizing the classGreet students and have them read the words of this chapter.II. Brainstorming1. Display a set of pictures about Chinese traditional cultures.Encourage students to talk more about Chinese traditional cultures.III. Pre-taskWhat elements does a story consist of?Complete the table about the story.3.Use one s