上海牛津英语9A教案.doc

/* 上海牛津英语教案----9A 9A Unit 1 Ancient Greece Reading – The night of the horse （1） 2 9A Unit 1 Ancient Greece Reading – The night of the horse （2） 3 9A Unit 1 Ancient Greece Grammar-The present perfect tense 4 9A Unit 1 Ancient Greece More practice-- Archimedes and the crown 5 9A Unit 2 Traditional skills Reading – Fishing with birds （1） 6 9A Unit 2 Traditional skills Reading – Fishing with birds （2） 7 9A Unit 2 Traditional skills Grammar—the Passive voice 8 9A Unit 2 Traditional skills More practice—some facts of tea 10 9A Unit 2 Traditional skills Revision 11 9A Unit 3 Pets Reading—Head to head 12 9A Unit 3 Pets Grammar---adverbs 13 9A Unit 3 Pets Writing-My favourite shop 14 9A Unit 4 Computers Reading-Computer facts (1) 15 9A Unit 4 Computers Reading-Computer facts (2) 17 9A Unit 4 Computers Grammar-Comparison of adj &adv 19 9A Unit 4 Computers Speaking 21 9A Unit 5 The human brain Reading-Memory 22 9A Unit 5 The human brain Reading-Memory 22 9A Unit 5 The human brain Grammar--Adverbial clauses (II) 23 9A Unit 5 The human brain Writing-Memory Corner 24 9A Unit 6 Detectives Reading --Protecting the innocent 25 9A Unit 6 Detectives Grammar: Using infinitives 27 9A Unit 6 Detectives Listening--Mrs White’s lost jewellery 28 9A Unit 6 Detectives Writing: A crime report 29 9A Unit 7 Escaping from kidnappers Reading: Comic strips (1) 30 9A Unit 7 Escaping from kidnappers Reading- Comic strips (2) 31 9A Unit 7 Escaping from kidnappers Grammar: Adjectives 32  9A Unit 1 Ancient Greece Reading – The night of the horse （1） Objectives: 1. To understand the meaning of the key words in the text. 2. To get further understanding of the context of the text 3. To help the students realize the importance of thinking 4. To improve students’ oral English and team spirit through activities Focus and difficult points: To enable the students to retell a complete historical event Procedure: I. Pre-task 1. Ask the students to look at the picture and the dialogue between Hi and Lo. Then answer the following questions: 1) Where is Hi? What is Hi doing there? 2) Does Hi think children who lived long ago were lucky? Why does he think so? 3) From this cartoon, do you think that Hi likes learning history? Give your reasons. 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 arrange the pictures in the correct order. II. While-task 1. 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 them? 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, weren’t they? 3. Ask the students to answer some questions. (D1) III. Post-task 1. 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. Assignment 1. Read the new words and text fluently, 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） Objectives: 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. history – historical 2. Greece – Greek; Egypt – Egyptian; Britain – British; America – American 3. The soldiers came down the stairs—two 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 longer listening. no longer = not …any longer 5. seconds later = minutes later 6. look down at look up at look 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 Japanese 2) capture our city = make our city their prisoner 占领我们城 capture + 人/地点/动物/事物 8. You don’t have to think. don’t have to = needn’t 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. included 12. By midnight, the square was empty, except for the giant horse. except for 除了……之外 区别： besides; except; except for 13. The Greeks seized the captain. 14. It had returned in the darkness. return= come back 15. In one night, they succeeded in capturing it through a trick. succeed in doing sth.=be successful in doing sth. 词性转换：succeed; success; successful; successfully 重点句型 16. It is so big that they couldn’t take it with them. so…that…如此……以致于…… 9A Unit 1 Ancient Greece Grammar-The present perfect tense Objectives: To have students know the rules of the present perfect tense. To let students express their feelings with the 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) 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 with 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 to 1) 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 office. 2) Complete the sentences below with been or gone. VI. Review exercise Complete Ann’s 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. It’s the best book I (2)__________________ (ever/never read). My friend 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 haven’t. I (5)_____________________________ (just/never read) such a good book,’ she replied. I love reading, and I (6)_______________________ (already/never start) another book. It’s the first science 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 crown Objectives: 1. To offer the students another chance to read stories in ancient Greece. 2. To enlarge students vocabulary. 3. To have students try to find information from a long text. Pre-reading 1. 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 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 the story on page 14. Then decide whether the following statements are true or false. While-reading 1. 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, circle DK (Don’t know). 3. Ask students to arrange the pictures in order, 1–9, as they happened in the story. Post-reading 1. 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. Assignments: 1. 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） Objectives: 1. To understand the meaning of the key words in the text. 2. To get further understanding of the context of the text 3. To help the students realize the importance of thinking 4. To improve students’ oral English and team spirit through activities Focus and difficult points: To enable the students to retell a complete historical event Procedure: I. Pre-task 1. Introduce some traditional skills or jobs to students. 2. Tell students that people and animals have always worked together. Ask 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 sentences below. Then look quickly at the article on pages 20 and 21, and write the numbers 1 – 4 in the blanks. II. While-reading 1. 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 complete the flow chart. 4. Ask some questions about the text. l What does Damin do after the birds bring fish back to the raft? l How does Damin deal with the fish that he gets? l How old is cormorant fishing? l What is Damin teaching his grandson? l How soon will cormorant fishing probably disappear in the world? III. Post-reading 1. Pretend that you are Damin’s 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. Assignments: 1. Read the new words and text fluently, and recite the new words. 2. Finish the exercise on workbook. 3. Finish the extra Ex. 9A Unit 2 Traditional skills Reading – Fishing with birds （2） Objectives: 1.Knowledge: 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 class Greet students and have them read the words of this chapter. II. Brainstorming 1. Display a set of pictures about Chinese traditional cultures. 2.Encourage students to talk more about Chinese traditional cultures. III. Pre-task 1.What elements does a story consist of? 2.Complete the table about the story. 3.Use one sentence to generalize the information in the table. IV. While-task 1. Sub-task 1: Describing a person (Guessing & arguing) 1) Teacher describes a person and let students guess who it is. (Demonstration) 2) Students practice this guessing game and teacher assigns one or more pairs to describe the fisherman. 3) Two or three pairs including the appointed one are demanded to act out in front of class and let the rest guess. 4) Teacher encourages students to judge whether the description about the fisherman is similar to the one in the story. (Double Bubble Maps) 2. Sub-task 2: Depicturing an animal (Meeting) 1) Teacher talks about the difference and similarity between a panda and a dog with some students. (Demonstration) 2) Students are encouraged to simulate to hold a meeting to compare and contrast a cormorant and any other animal they like. There must be a chairperson and some participants. (GW & Double Bubble Maps) 3) Some groups may be asked to perform their meetings in front of class. 3. Sub-task 3: Exploring fish-catching methods (Debating) 1) Teacher leads students to speak of the fish-catching methods and attempt to divide them into traditional method and modern method. 2) Teacher divides the whole class into two groups. One group holds that the traditional fish-catching methods are better than the modern ones; the other argues over the left shoulder. One student will be elected to be the referee. (GW) 3) The referee should instigate the sides to debate more fiercely and decide the group who wins. 4. Sub-task 4: Considering the challenge of cormorant fishing (Discussing) 1) Students are required to read the last paragraph and think about:What is the matter with cormorant fishing? 2) Students discuss what challenges the cormorant fishing. (GW) 3) Each group recommends one speaker to make a report about their discussion. V. Post-task (Interviewing & Designing) 1. Interviewing the Culture Minister about how to develop Chinese traditional cultures. The reporters may come from different TV stations, newspapers and even different countries. (In-class) 2. Designing a project on Chinese traditional culture. (After-class) 9A Unit 2 Traditional skills Grammar—the Passive voice 1、语态概述 我吃了一个苹果， 那现在苹果怎样了？苹果被我吃了。正如汉语中的被字句，英语中的“被字句”我们称之为被动语态。 英语中有两种语态：主动语态和被动语态。英语的语态是通过动词形式的变化表现出来的。 2、 五种基本句型结构之一： 主+谓+宾 E.g: I eat an apple. Tom plays basketball. （注:在“主+谓+宾”结构中，主语是动作的执行者，宾语是动作的承受者。） 3、被动语态谓语结构：be done（过去分词） 1.主动语态：主语是动作的执行者 e.g.：Many people speak Chinese. 2.被动语态：主语是动作的承受者 e.g.：Chinese is spoken by many people. 被动语态变化模式如图： They make the bikes in the factory. The bikes are made by them in the factory. 4、被动语态的使用情况： 1）、当不知道谁是动作的执行者时； Some new computers were stolen last night. 一些新电脑在昨晚被盗了。 2）、没有必要或不想指出谁是动作的执行者时； The door was opened.（没有必要指出谁是动作的执行者） 3)、只需强调动作的承受者时。 The window was broken by mike.窗户是迈克打破的。 5、各种时态的被动语态结构: be done( 总结构) 时态 主动语态 被动语态 一般现在时 do\does am\is\are+done 一般过去时 did was\were+done 现在进行时 am\is\are+doing am\is\are+being+done 过去进行时 was\were+doing was\were+being+done 一般将来时 will+do will be +done 现在完成时 have\has+done have\has+been+done 有情态动词 情态动词+do 情态动词+be+done 6、主动语态变被动语态步骤： 1. 判断时态：思考