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-第一课时 Lesson1What’sWrong,Danny? 1.记忆单词stomach,regret,fever,pale,examination,pain,pardon,X-ray;短语和句型:regretdoing…,get/havea(high)fever,getdressed,takeanX-ray。 2.掌握重点句型:Idon’tfeelwell.Youlookpale.You’llbeallright.Howareyoufeeling?Iregreteatingsomanydonutsnow.You’vegotahighfever,son.Danny’sfathergetsdressedquickly.I’vegotapainhere.WemayneedtotakeanX-ray. 3.能够听懂用情态动词should来讲述句子,并掌握询问“生病”的重要交际用语。 4.通过听力训练、合作、分角色扮演等方式,提高学生的英语听说能力。 5.理解课文意思并能回答课后的问题。 1.学习用情态动词should来讲述句子。 2.掌握反意疑问句的用法。 3.学会并能正确使用单词及短语:wakeup,hurt,should,need,regret,getdressed。 1.能够正确应用词汇regret,stomach,fever,examination,pale,pain,X-ray,掌握重点短语regretdoing…,get/havea(high)fever,getdressed,takeanX-ray。 2.能准确应用句型Idon’tfeelwell.Youlookpale.You’llbeallright.Howareyoufeeling?并运用这些句型听懂课后的听力材料。StepⅠ.Leadin Leadingin【情景1】 T:Hello,boysandgirls.Nowyouaretheninthgraders.CongratulationstoyouandIwillbewithyoutoachieveagreatsuccessthisyear!ThisweekwewilllearnUnit1StayHealthy.Stayinghealthyisnotonlyaboutourphysicalbodies,it’salsoimportanttoexerciseourbrainsbyhavinghobbiesandgoodhabits.Todaywe’lllearnLesson1What’sWrong,Danny? ShowtheThinkAboutItquestionsatthetopofLesson1onPPTandhelpthestudentstalkaboutthem. T:Whenyoudon’tfeelwell,whatdoyouusuallydo? S1:Istayinbedandhavearest. S2:Idrinksomehotteawithhoneyorsugar. S3:Itakesomemedicine. S4:Iusuallytellmyparentsandaskthemtotakemetothehospital.… T:Whenyoudon’tfeelwell,it’snicetohavesomeonewhocantakecareofyou.MyhusbandtakescareofmewhenI’msick.Butifyougetreallysick,yourfamilymemberscan’thelpyou.Whenyougetreallysick,youshouldgotothehospitalandseeadoctor.Whatdoesthedoctordo? Ss:Thedoctorchecksyou,andthengivesyoumedicinetomakeyoufeelbetter. T:That’sright.Whatistheworstillnessyou’veeverhad?--- - S1:TheworstillnessI’veeverhadwasthechickenpox.IwasveryweakandIhadaveryhighfever.MyskinwasitchyandIalwaysfelttired. T:Isee.Didyougotothedoctor?Howdidthedoctorhelpyou? S1:Thedoctorcheckedmyfeverandgavemeabloodtest.Andthenhegavemesomemedicine.Ithelpedmegetbetter. T:That’sgood.Whataboutyou? S2:Pneumonia. T:Howdidyourecoverfromyourillness? S2:Istayedinhospitalforseveraldays.Thankstothedoctorsandnurses,Isoonrecoveredfrommyillness. T:That’sgood.Canyouguesswhathappensinthislesson? S3:Dannydoesn’tfeelwellsohisparentstakehimtothedoctor. T:Ithinkyou’reright.Let’sreadandfindout. [设计意图] 教师通过设计几个学生感兴趣的问题导入新课,从而调动了学生们的学习积极性,参与课堂教学活动的热情。 Leadingin【情景2】 1.T:Hello,boysandgirls.Nowyouaretheninthgraders.CongratulationstoyouandIwillbewithyoutoachieveagreatsuccessthisyear!Weallhaveexperiencesaboutbeingsick.Ifyouaresick,whatdoyouusuallydo? S1:Istayinbed. S2:Idrinkhottea. S3:Igotothehospital.… 2.GetthestudentstolookatthepictureonPPT. Showstudentsthefollowingpicture. Dividestudentsintosmallgroups(4~6studentsagroup).AskthesegroupstodiscussthefollowingquestionsonPPT. ·Canyouguesswhatishappening? ·Whatcanthedoctorbesaying? ·Whatcanthepatientbesaying? ·Ifyoudon’tfeelwell,whatshouldyoudo? ·Whatistheworstillnessyouhaveeverhad? Suggestedanswers: ·Agirlisill.Thedoctorislookingoverthepatient. ·Thedoctormaybesaying: What’swrongwithyou? Haveyoutakenyourtemperaturetoday? Doyouhaveafever? Didyouhaveanythingtoeat?Whatdidyoueat? Don’tworry.There’snothingserious. ·Thepatientmaybesaying: Mystomachhurts. Ican’tsleepwellallnight. Ihavetakenmytemperatureandthetemperatureis…--- - Yes,Iatetendonutsfordessert. Idon’twanttoeatanything. ·IfIdon’tfeelwell,myfatherwilltakemetoseeadoctor. ·Theanswerisvarious. [设计意图] 通过PPT课件和图片提示,努力创造更加真实的语言交际情景,让学生围绕本单元的中心话题“看病”进行学习和知识积累,学习运用目标语言知识。StepⅡ.Presentation Readthetextandfindoutsomekeyphrasesandsentences. Keyphrases: ·wakeup ·situp ·allright ·getdressed ·haveafever Keysentences: ·Idon’tfeelwell. ·Iregreteatingsomanydonutsnow. ·Mystomachhasneverhurtthismuchbefore. ·Youaresick,aren’tyou? ·Danny’sfathergetsdressedquickly. ·Hepointstotherightsideofhisstomach.☆教材解读☆ 1.It’s3:00a.m.Dannywakesuphisparents. wakeup醒来,把某人吵醒,叫醒,是由“动词+副词”构成的动副短语。当其宾语是名词时,名词既可以放在wake与up中间,也可以放在wakeup的后面;但当宾语是代词时,代词只能放在wakeup中间。 Pleasewakeherup!请把她叫醒! Wakeupyoursister. =Wakeyoursisterup.叫醒你妹妹。 2.What’swrong,Danny? What’swrong?意为“怎么了?”,常用来询问别人发生了什么事情。 【拓展】 (1)表示“……怎么了/出什么事了?”还可用:What’sthematter/trouble(with…)?或What’s…trouble? (2)Somethingiswrongwith…相当于Thereissomethingwrongwith…,表示“……出了毛病”。 3.Idon’tfeelwell. ◆本句表示“我感觉不舒服”,常用一般现在时和现在进行时两种时态。 ◆feel在本句中为系动词,意为“感觉”,其后通常跟形容词作表语。 4.Iregreteatingsomanydonutsnow. regret既可作动词,也可作名词,意为“遗憾,后悔,懊悔,惋惜”。regretdoingsth.表示“后悔做了某事”,指对做过的事情感到遗憾、后悔。regrettodosth.表示“对要做某事表示遗憾”。 Iregrettedtotellhimthathehadbeendismissed.Tomysurprise,hesaidtome,“Ihavenoregrets.Ionlyregrethavingtakenthewrongjob.”我遗憾地告诉他他被解雇了。使我惊奇的是,他对我说:“我没有任何遗憾。我唯一后悔的是选错了工作。” 5.Mystomachhasneverhurtthismuchbefore. ◆本句中的this为副词,经常用于口语中,意为“到此程度,如此”。此处可用so来代替this。 ◆表达身体疼痛或不舒服,可以用下面的结构: (1)某人+have/has+病症。 (2)某人+have/has+a/an+headache/toothache/stomachache/backache等。 (3)某人+have/has+a+sore+发病部位。--- - (4)某人+hurt(s)+身体部位或反身代词。 (5)某部位+hurt(s)。 (6)某人+have/has+a+pain+inone’s+身体部位。 (7)Thereissomethingwrongwithone’s+身体部位。 6.Youaresick,aren’tyou? 本句是一个反意疑问句。反意疑问句通常由一个陈述句和一个简短的疑问句组成。当陈述句为肯定句时,疑问句为否定;当陈述句为否定句时,疑问句为肯定。 7.Danny’sfathergetsdressedquickly. getdressed穿衣服,指给自己穿衣服,getundressed脱下衣服。 8.Hepointstotherightsideofhisstomach. pointto为固定短语,意为“指向,指着”,to是介词,着重于指的方向。 【拓展】 (1)pointat指着,at是介词,着重于指的对象。 (2)pointout指出,out是副词,指给某人指出方向、要点、错误等。 [设计意图] 教师引导学生找出本课的重点短语和句型,进行讲解,扫清了学生理解文章的障碍。StepⅢ.Reading 1.Readthetext.Askonestudentatatimetoreadapartofthedialogue.Monitorthestudents’pronunciationandcomprehension. 2.ShowLet’sDoIt!No.1thefourquestionsonPPT. Askstudentstoreadthetextagainandanswerthequestions. (1)WhydoesDannywakeuphisparentsearlyinthemorning? (2)WhatdoesDannyregretdoing? (3)Howdotheygettothehospital? (4)WhatdoesDr.LingaskDannytodo? 【Keys】 (1)Becausehedoesn’tfeelwell.Hisstomachhurts. (2)Heregretseatingsomanydonuts. (3)Theydrivetothehospital. (4)Dr.LingasksDannytostayinthehospital. [设计意图] 通过学生们反复朗读课文,加强学生们的记忆,同时也锻炼学生们的口语表达能力。StepⅣ.Listening 1.ShowLet’sDoIt!No.2onPPT. Listentothedialogueandtickthecorrectanswers. (1)What’swrongwiththewoman? Shehasahighfever. Shehasacold. (2)Didthemedicinehelphergetwell? Yes,itdid. No,itdidn’t. (3)Whatadvicedidthemangivetothewoman? Sheshouldgotoseethedoctor. Sheshouldtryothermedicine. 【Keys】 (1)Shehasacold. (2)No,itdidn’t.(3)Sheshouldgotoseethedoctor. 2.PlaytheaudiotapeforLesson1.Playitonceandaskthestudentsjusttolisten. 3.Playtheaudiotapeasecondtimeandaskthestudentstoanswerthequestions. 4.Checktheanswers. [设计意图] 学生反复听磁带并跟读。第一次听,要求大概理解对话的意思。第二次听,改为一句一句听,仔细听出每句的内容,并完成问题,通过反复听磁带并跟读培养学生们的听说能力。StepⅤ.PairWork:Let’sDoIt!No.4--- - 1.Dividestudentsintosmallgroups(4~6studentsagroup).Askthemtomakeupsomedialoguesoftheirown.Thedialoguemustbeaboutthestoriesinthehospital.Thisisagoodtimeforstudentstousetheirimagination. Theteachercanhelpstudentspreparesomethingthatisusefulintheaction.Givethemsomeusefulsentences: Doctor:Whatiswrongwithyou?/Whatisthematter? Howareyoufeelingnow? Haveyoutakenyourtemperature? Didyoueatanythingthismorning? Don’tworry.Thereisnothingserious.Youwillbeallrightsoon. Takethismedicinethreetimesaday. Drinkmorewaterandyouhadbetterstayinbed. Eatmorefruitandvegetables. Don’teattoomuchmeat. Patient:Ihavegotaheadache/toothache/stomachache/cold/feverandsoon. Ican’tsleepwellthesedays. Idon’twanttoeatanything. 2.Askeachpairtopresenttheirdialoguesinfrontoftheclass. [设计意图] 教师创设情景让学生们做对话,能够吸引学生的学习兴趣,调动学生的学习积极性,并且在对话中巩固了本课所学的一些词组和词的用法。StepⅥ.PracticeⅠ.CompleteLet’sDoIt!No.3.Studentsdotheexerciseindependently,andthenchecktheanswersingroups.Ⅱ.根据句意及首字母提示补全单词1.Ifyoueatsomebadfood,yours willhurt. 2.Dannyhasacoldtoday.Hehasahighf . 3.Thedoctortookmetoane room. 4.Thereisnocolourintheboy’sfaceandhelooksp . 5.You’dbettertakeanX sothedoctorcanseeyourproblemwiththeclearpicture. Ⅲ.根据汉语意思完成句子1.我妈妈每天早晨叫醒我,我感到很幸福。Mymother everymorningandI veryhappy. 2.我的胃以前从没这样疼过。Mystomach never . 3.我感冒得很严重。I a . 4.他生病一周了。He foraweek. 5.丹尼,你怎么了? ,Danny? 【Keys】 Ⅰ.1.colour 2.clear 3.stupid 4.couldn’tⅡ.1.stomach 2.fever 3.examination 4.pale 5.X-rayⅢ.1.wakesmeup,feel 2.has,hurtsomuchbefore3.havegot,badcold 4.hasbeenill/sick 5.What’swrong [设计意图] 锻炼学生的思考能力,同时培养学生的情感。StepⅦ.Summary Inthisclass,we’velearntsomethingaboutseeingadoctor.Also,wehavelearntsomekeyexpressionsandsentences. [设计意图] 给学生以总结,让学生明确这节课的学习内容。StepⅧ.Homework--- - 1.Finishofftheremainingexercisesintheactivitybook. 2.Previewthenextlessoninthestudent’sbook. [设计意图] 让学生通过习题巩固本节课内容,并提前做好预习。Lesson1:What’sWrong,Danny?Mainphrases: Mainsentences:wakeup Idon’tfeelwell.situp Youlookpale.getdressed You’llbeallright.feelwell Howareyoufeeling?第二课时 Lesson2AVisittotheDentist 1.记忆单词dentist,refuse,toothache,rotten,fortunately,headset,aching,German,wolf;短语gotothedentist,havenochoicebutto…,rightaway。 2.掌握重点句型:I’mreallyafraidofgoingtothedentist.Ihadnochoicebuttogowithher.ShesawrightawaythatIwasscaredandtoldmenottoworry.Fearmakesthewolfbiggerthanheis. 3.能够正确运用情态动词should来讲述句子。 4.理解课文意思并能回答课后的问题。 1.学习用情态动词should来讲述句子。 2.掌握重点短语:beafraidof…,needtodo…,havenochoicebuttodo…,dressin,onthewayto。 3.掌握重点句型:Itwasdifficulttodo…,I’mreallyafraidofgoingtothedentist.Ihadnochoicebuttogowithher. 1.能够正确应用词汇dentist,refuse,toothache,fortunately,German,wolf;掌握重点短语gotothedentist,havenochoicebutto…,rightaway。 2.能正确应用句型I’mreallyafraidofgoingtothedentist.Ihadnochoicebuttogowithher.Fearmakesthewolfbiggerthanheis.并运用这些句型听懂课后的听力材料。 思路一:本课的教学内容是冀教版九年级英语的第二课,主要以“我”去看牙医来引出话题,描述了“我”在牙医诊所的所见、所闻、所感。设计一系列与本课相关的问题来导入新课,例如:Haveyoueverhadatoothache?Howdoyoutakecareofyourteeth?以学生感兴趣的话题开篇,培养学生的学习兴趣。让学生在轻松的环境中尽可能多地学到知识。 思路二:本课的教学内容是冀教版九年级英语的第二课。主要以“我”去看牙医来引出话题,描述了“我”在牙医诊所的所见、所闻、所感。首先展示给学生们一幅牙医给病人看牙的图片,让学生们分组讨论问题,以真实的语言情景展开语言实践活动。对于语篇阅读,采用不同形式的训练方式,注重基本阅读技能的培养,要求学生通过自主学习和合作探究完成重点语言知识的认识和理解,夯实英语基础知识。--- - 教师在课前设计教学PPT,准备录音机和磁带,多媒体等。StepⅠ.Leadin Leadingin【情景1】 T:Goodmorning/afternoon,everyone.Let’sgetstartedwithtoday’slesson. ShowtheThinkAboutItquestionsatthetopofLesson2onPPTandhelpthestudentstalkaboutthem. T:Haveyoueverhadatoothache? Ss:Yes,Ihave. T:Whatdoyoudowhenyouhaveatoothache? Ss:Igotoseethedentist. T:Oh,todaywe’lllearnLesson2,AVisittotheDentist.Thistexttalksabouttoothacheandthedentist. [设计意图] 教师用学生感兴趣的问题导入新课,吸引学生的兴趣,调动学生参与课堂教学活动的热情。 Leadingin【情景2】 GetthestudentstolookatthepictureonPPT. Showstudentsthefollowingpicture. T:Canyouguesswhatishappening? S1:Aboyisill.Thedentistislookingovertheboy’steeth. S2:Adentistisfixingtheboy’stooth.… [设计意图] 通过PPT课件中的图片提示,引出本课的话题“看牙医”,努力营造更加真实的语言交际情景。StepⅡ.Presentation 1.AskonestudenttoreadthetitleofLesson2(AVisittotheDentist)anddiscusstheLearningTip. T:Whatdoesadentistdo? Ss:Adentistchecksyourteeth. T:Right.Adentistisonekindofdoctor.Therearemanydifferentkindsofdoctors.Canyounamesomedifferentkindsofdoctorsandwhattheydo?(StudentsmayanswerthisquestioninChinese.) S1:Aveterinarianisananimaldoctor.Theytakecareofanimals. S2:Anoptometristisaneyedoctor.Theytakecareofpeople’seyes.… [设计意图] 让学生了解不同的医生具有不同的职责,从而区分各自的任务。 2.Theteacherletsstudentsreadthetextbythemselvesfirst,andthengivesthestudentsseveralminutestofindoutsomekeyphrasesandsentencesinthetext. Keyphrases: ·beafraidof… ·needtodo…--- - ·havenochoicebuttodo… ·dressin ·onthewayto… Keysentences: ·Idon’tknowwhy,butIhavehadthisfearsinceIwasveryyoung. ·Ihadnochoicebuttogowithher. ·Mytoothdidnothurtatall. ·Itcanbeusedtoaddressdoctorssuchasdentists,surgeons,physiciansandsomeprofessors. ·Fearmakesthewolfbiggerthanheis.☆教材解读☆ 1.I’mreallyafraidofgoingtothedentist. beafraidof害怕……,后跟名词、代词或动名词,表示害怕会发生某事或某情况,相当于bescaredof。 I’mafraidofgoingoutatnight. 我害怕晚上外出。 【拓展】 (1)beafraidtodosth.表示“因害怕而不敢做某事”。 Heisafraidtogooutaloneatnight. 他不敢晚上一个人出去。 (2)“I’mafraid+从句”表示“我恐怕……”,常用来表达不愿发生的事情。 I’mafraidIcan’tgotherewithyou. 我恐怕不能和你一起去那儿。 2.Idon’tknowwhy,butIhavehadthisfearsinceIwasveryyoung. since为连词,意为“自从……以来”,与现在完成时连用,其后可跟句子,也可跟“时间段+ago”。 Ihaveworkedheresincetwoyearsago. 我在这儿工作两年了。 3.Ihadnochoicebuttogowithher. havenochoicebuttodosth.意为“除了做某事以外,别无选择”或“只好做某事”。 Ihavenochoicebuttogiveup. 我没有办法,只好放弃。 4.Fortunately,thedentist,Dr.Hu,wasverykind. fortunately为副词,意为“幸运地”,其同义词为luckily,反义词为unfortunately/unluckily;其形容词形式是fortunate。fortunately多用作插入语,比luckily更具强调性。 5.ShesawrightawaythatIwasscaredandtoldmenottoworry. ◆rightaway意为“立刻,马上”,其同义短语有:atonce,inaminute/moment。 ◆scared为形容词,意为“对……感到恐惧的,害怕……的”。主语通常是人,指人对某事恐惧/害怕。bescaredof…意为“对……感到害怕”。 6.BeforeIknewit,myachingtoothwasfixed. ◆aching为形容词,意为“疼痛的”,它是由ache去-e加后缀-ing构成的形容词。 【辨析】 pain,ache (1)pain既可指一般疼痛,又可指剧痛。疼痛范围可以是全身或局部,时间可长可短。 (2)ache指人体内部或外部的某一器官感觉上较持久的疼痛。常与head/tooth/stomach/back等表示身体部位的词连用,构成合成词。 ◆wasfixed是被动语态形式。当谓语动词与主语之间是动宾关系时,句子就用被动语态。被动语态中谓语动词为“be+过去分词”。fix的过去分词在词尾直接加上-ed。 7.Mytoothdidnothurtatall. not…atall意为“一点儿也不,根本不”。 Idon’tknowaboutitatall. 对那件事我一点儿也不知道。--- - 8.Itcanbeusedtoaddressdoctorssuchasdentists,surgeons,physiciansandsomeprofessors. beusedtodosth.意为“被用来做某事”,属于被动语态结构。 Woodcanbeusedtomakepaper. 木头可被用来造纸。 [设计意图] 教师引导学生找出课文中的重点短语和句型,进行讲解,从而便于学生掌握本课的知识点。StepⅢ.Reading ShowLet’sDoIt!No.1onPPT. Askstudentstoreadthelessonandwritetrue(T)orfalse(F). 1.WangMeiwasscaredtoseethedentist. 2.WangMeishowedgreatinterestineverythingatthedentist’soffice. 3.Dr.HuaskedWangMeitowatchTVwhilesheworked. 4.Dr.Huwaskindandgoodatfixingteeth. 5.WangMei’smumtoldheranoldRussianstoryonthewayhome. 【Keys】 1.T 2.F 3.F 4.T 5.F [设计意图] 通过学生们反复朗读课文,加强学生们的记忆,同时也锻炼学生们的口语表达能力。StepⅣ.Drill ShowLet’sDoIt!No.2onPPT. Matcheachparagraphwithitsmainidea.Thenretellthestory. WangMeiwasnervousatthedentist’soffice. Dr.HuletWangMeilistentomusictorelax. WangMeiisreallyafraidofgoingtothedentist. WangMei’smumtoldherasaying. WangMeihadaterribletoothachethismorning. Dr.HufixedWangMei’stoothquickly. 【Keys】 Paragraph1——右三;Paragraph2——右五;Paragraph3——右一;Paragraph4——右二;Paragraph5——右六;Paragraph6——右四 [设计意图] 让学生反复听磁带并跟读。熟记课文,掌握文章各段的段落大意,并借此来复述课文,训练学生的口语表达。StepⅤ.PairWork:Let’sDoIt!No.4 1.Askthestudentstotalkaboutoneoftheirexperiencesatthedoctor’sofficewithapartner.StudentsmayusethequestionsintheTaskTipstohelpthembegintheirdiscussion. Tasktips: ·Doyoustillrememberoneofyourvisitstoadoctor? ·Areyouafraidofgoingtoseeadoctor? ·Howdoyouovercomefearwhenyoufaceadifficultsituation? 2.Studentsshouldeachwritedownsomepointsabouttheirvisittothedoctor. 3.Askthestudentstowriteastoryabouttheirvisittothedoctorincludingtwotrueeventsandonefalseevent.Thenhavethestudentsworkingroupstoreadtheirstoriesaloudandseeiftheirgroupmembersorclassmatescanguesswhicheventistrueandwhichisfalse. [设计意图] 教师让学生在创设的情景中谈论自己的经历,更加贴近学生的生活实际情况,使学生更加容易地融入其中,激发起学生的热情及学习的兴趣。--- -StepⅥ.PracticeⅠ.CompleteLet’sDoIt!No.3.Findthewordsinthislessonthathavethesamemeaningasthecircledwords.Ⅱ.根据句意及首字母提示补全单词1.Iwenttoseead tofixmyrottentoothyesterday. 2.Sher toacceptthattherewasaproblem. 3.Igotat andcouldn’tsleepthewholenight. 4.F ,hewassoonofferedanotherjob. 5.Aw isalargeanimalthatlivesandhuntsingroups. Ⅲ.单项填空1.Thebag totheteacher’sofficesoIcouldn’tfinditeverywhere. A.took B.taken C.takes D.wastaken2.Youlooksosad.Haveyougot ? A.atoothache B.toothacheC.teethache D.ateethache3.Therearemany intheforest.Wemustbecareful. A.wolf B.wolfs C.wolvs D.wolves4.Theboyrefused thequestion,sotheteacherlefthimintheclassroomafterschool. A.answer B.toanswerC.answering D.answered5.Thelittlegirlwasafraid onthewoodenbridge,forsheisafraid intotheriver. A.towalk,offallingB.towalk,tofallC.ofwalking,offallingD.ofwalking,tofall【Keys】 Ⅰ.1.refused 2.toothache 3.fortunately 4.headsets 5.rottenⅡ.1.dentist 2.refused 3.toothache 4.Fortunately 5.wolfⅢ.1.D 2.A 3.D 4.B 5.A [设计意图] 锻炼学生的思考能力,同时培养学生的语感。StepⅦ.Summary Sometimesillnesscan’tbeavoided.Buttalkingaboutthediseaseisnotsoeasy.Wehavesomanythingsthatwecan’tdescribecorrectly.Sowemustlearnmorewordsandexpressionsaboutthedisease. Theteachermusthelpthemimmediatelyifpossible.Remembertodiscusshowtokeephealthyindetails. [设计意图] 给学生以总结,让学生明确这节课的学习内容。StepⅧ.Homework 1.Finishofftheexercisesintheactivitybook. 2.Previewthenextreadinginthestudent’sbook. [设计意图] 让学生通过习题巩固本节课内容,并提前做好预习。--- -Lesson2 AVisittotheDentistKeyphrases:·beafraidof…·needtodo…·havenochoicebuttodo…·dressin…·onthewayto…Keysentences:·Idon’tknowwhy,butIhavehadthisfearsinceIwasveryyoung.·Ihadnochoicebuttogowithher.·Mytoothdidnothurtatall.·Itcanbeusedtoaddress…·Fearmakesthewolfbiggerthanheis.第三课时 Lesson3GoodFood,GoodHealth 1.记忆单词grain,vitamin,mineral,fibre,corn,protein,bean,Asian,soy,calcium,bone,yogurt,contain,balanced,diet,include;短语berichin…,EastAsiancountries。 2.掌握重点句型:①Breakfastcerealisalsomadeofdifferentgrains.②Fruitsandvegetablesarealsorichinvitamins,mineralsandfibre.③Thehelpyougrowandstayhealthy.④SaladsareverypopularinWesterncountries.⑤Yourbodyneedscalciumtostayhealthy.⑥Abalanceddietwillkeepyouhealthyandgiveyoulotsofenergy! 3.能够总结归纳情态动词should的用法。 4.理解课文意思并能回答课后的问题。1.学会正确使用单词和短语:grain,vitamin,mineral,fibre,corn,protein,bean,Asian,soy,calcium,bone,yogurt,contain,balanced,diet,include,berichin…,EastAsiancountries。 2.学会用情态动词来讲述句子。 3.能够辨别食物是否是健康食物。 1.能够正确应用词汇:grain,bean,Asian,bone,yogurt,corn,protein,soy,vitamin,mineral,fibre,contain,balanced,diet,include;掌握重点短语berichin…,EastAsiancountries。 2.了解更多我们日常生活中谷物的名称。 3.让学生了解应怎样保持膳食平衡,并且知道平衡膳食的重要性。--- - 思路一:本课的教学内容是冀教版九年级英语第一单元的第三课,主要围绕“好食物,好健康”这一话题,描述了四种食物的分类,最后总结出了什么是健康平衡的膳食,首先询问学生们“每天吃什么?什么是好食物?什么是健康平衡的膳食?为了保持膳食平衡应该怎么做?”来导入新课。以学生感兴趣的话题开篇,培养学生的学习兴趣。 思路二:本课的教学内容是冀教版九年级英语第一单元的第三课,主要围绕“好食物,好健康”这一话题,描述了四种食物的分类,最后总结出了什么是健康平衡的膳食。首先给学生们展示四幅关于食物的图片,让学生分组讨论三个问题,以真实的语言情景展开语言实践活动,并引导学生联系实际展开调查,从而提高学生的英语交际能力。 老师在课前设计教学PPT,准备录音机和磁带,多媒体等。StepⅠ.Leadin Leadingin【情景1】 T:Goodmorning/afternoon,everyone.Let’sgetstartedwithtoday’slesson.Whatfoodsdoyouofteneateveryday? S1:Iusuallyeatbread. S2:Iusuallyeatdumplings. S3:Iusuallyeatmeat,soupandsoon.… T:Inyouropinion,whatisgoodfood?Isitthefoodthattastesgood?Icecreamtastesgood.Soisicecreamakindofgoodfood? Ss:No.Goodfoodisthefoodthatisgoodforyouandgoodforyourhealth. T:Verygood.Inyouropinion,what’sahealthyandbalanceddiet? Ss:Inmyopinion,ahealthyandbalanceddietshouldcontainallkindsoffoods. T:Whatshouldwedotokeepahealthyandbalanceddiet? Ss:Weshouldtrytoeatallkindsoffoods. T:OK.Itseemsthatallofyouknowwhatahealthyandbalanceddietisandhowtokeepahealthyandbalanceddiet.Now,let’sopenyourtextbooksandturntoPage6,GoodFood,GoodHealth. [设计意图] 教师通过设计几个学生感兴趣的问题导入新课,给学生们更多说英语的机会,从而调动了学生们的学习积极性,锻炼了学生们的口语表达能力。 Leadingin【情景2】 T:Goodmorning/afternoon,everyone.Let’sgetstartedwithtoday’slesson. ShowstudentssomepicturesaboutfoodonPPT. Dividestudentsintofourgroups.Thenaskstudentssomequestions: ·Whatfoodwouldyouchooseifyouarehungry?Why? ·Doyouthinkyouhaveabalanceddiet? ·Doyouthinkhavingabalanceddietisanimportantthing?Whyorwhynot? Nowpleasehaveadiscussion. (Theanswersareopen.) [设计意图] 通过PPT课件和图片提示,努力创造更加真实的语言交际情景,让学生围绕“食物”话题展开,进行讨论什么是均衡膳食。StepⅡ.Presentation Readthetextandfindoutsomekeyphrasesandsentences. Keyphrases: ·berichin… ·bemadeof ·bepopularin ·Westerncountries--- - Keysentences: ·Herearethefourfoodgroups. ·Theyhelpyougrowandstayhealthy. ·Yourbodyneedscalciumtostayhealthy. ·Actually,otherfoodslikefish,eggsandbeanshavealotofprotein,too. ·Awell-balanceddietincludesfoodsfromeachfoodgroup.☆教材解读☆ 1.Herearethefourfoodgroups: Hereare…是一个倒装句型,意为“这些是……”,其中的be要根据be后的名词确定单复数,单数名词要用is;复数名词要用are。 Hereisacardforyou.这儿有你一张卡片。 Herearetheproblemstheycan’tsolve. 这些是他们不能解决的问题。 2.Breakfastcerealisalsomadeofdifferentgrains. bemadeof意为“由……制成”,指用原材料制成东西后,从成品中还能看出原材料是什么(不改变本质,只改变形状)。 【拓展】 (1)bemadefrom意为“由……制成”,表示原材料往往经过化学变化,从成品中已看不出原材料。 (2)bemadein意为“在……被制造”,后面通常接地点名词,表示其产品的产地。 (3)bemadeby意为“由/被……制造”,后面接动词的执行者。 (4)bemadeinto意为“被制成……”,主语是原材料,后面接成品。 3.Fruitsandvegetablesarealsorichinvitamins,mineralsandfibre. berichin表示“在……方面很富有,充裕”。 Vegetablesarerichinvitamins. 蔬菜富含维生素。 4.Theyhelpyougrowandstayhealthy. stayhealthy,keephealthy,keepingoodhealth都表示“保持健康”。stayhealthy侧重某人一直处在一种健康的状态;keephealthy侧重在主观意愿上“保持健康”,特别是通过某种方式,如锻炼、运动、饮食等方面来保持健康。 5.Yourbodyneedscalciumtostayhealthy. tostayhealthy在这里是动词不定式短语作目的状语。动词不定式短语作目的状语时,既可以放在句首,也可以放在句末,翻译时常译为“为了……”。 6.Milk,cheeseandyogurtcontaincalcium. contain为及物动词,意为“包含,含有”,不用于进行时。可表示包含事物的全部或部分,强调“整体中含有……,某物体中含有……,容器中有……”,是指包含的内容。 7.Awell-balanceddietincludesfoodsfromeachfoodgroup. 本句也可以写成Awell-balanceddietcontains/hasfoodsfromeachfoodgroup. [设计意图] 教师引导学生找出本课的重点短语和句型,使学生明确学习目标和学习内容,激发学习的热情。StepⅢ.Reading InstructthestudentstoreadLesson3,choosethefoodwordsfromthelessonandputtheminthecorrectfoodgroup.--- -【Keys】 grains——bread,noodles,rice,breakfastcereal,cornfruitsandvegetables——saladsproteinfoods——meat,chicken,fish,eggs,beans,tofu,soymilkcalciumfoods——milk,cheese,yogurt,greenvegetables [设计意图] 通过学生们朗读课文,加强学生们对单词的记忆。朗读课文也锻炼了学生们的口语表达能力。StepⅣ.PracticeandPlay 1.Dividetheclassintogroupstocompletetheexercise. 2.ShowLet’sDoIt!No.2onPPT. Matcheachwordwithitsdefinition.Thencompletethepassageusingthefourwords. corn athick,whiteandcreamydairyfood yogurt atallplantwithyellowseedsthatcanbeeaten beans thefoodthatyoueatanddrinkregularly diet agoodsourceofprotein It’simportantforustokeepabalanced .Todothis,wemusteatmanydifferentkindsoffoods.Bread,noodles, andriceareallgrains.Grainfoodsgiveusvitamins,mineralsandfibre.Fish,meatand arefullofprotein.Calcium,whichcanbefoundincheese,milkand ,isgoodforourbonesandteeth. 【Keys】 corn——atallplantwithyellowseedsthatcanbeeaten yogurt——athick,whiteandcreamydairyfood beans——agoodsourceofprotein diet——thefoodthatyoueatanddrinkregularly diet,corn,beans,yogurt 3.Thenaskthestudentstoworkintheirgroupstowritedownthewordsinthisexerciseandtheirdefinitionsonseparatepiecesofpaper.Askthestudentstocutupthedefinitionssothatthewordsareallmixedup. 4.Thentimethegroupsandseewhichgroupcanputthewordsbackinthecorrectordertoformthecorrectdefinitionsforeachword. [设计意图] 学生们通过反复朗读课文,明确四个重点词汇的英文意思,并且能借助题中的所给内容总结全文。达到熟练掌握课文内容的目的。StepⅤ.ReadandAnswer Readthetextagainandanswerthefollowingquestions.ShowthequestionsonPPT. 1.Whatarebread,noodlesandricemadefrom? 2.Ifyoueatfoodsfromgrains,whatcantheygiveyou? 3.Whatfoodsarefullofproteinbesidesmeatandchicken? 4.Whatcancalciumfoodsdoforus? 【Keys】 1.Theyaremadefromgains. 2.Vitamins,mineralsandfibre. 3.Fish,eggs,beans,tofu,otherbeanproductsandsoymilk. 4.Makeourbonesandteethstrong. [设计意图] 让学生们再次阅读课文,抓住文章的主要内容,同时,对食物的营养成分有进一步了解,增长知识。StepⅥ.PracticeⅠ.CompleteLet’sDoIt!No.3.Whatdoyouusuallyeatateverymeal?Doasurveyandcompareyoureatinghabitswiththoseofyourclassmates.GrainsFruitsandProteinCalcium--- -vegetablesfoodsfoodsBreakfastLunchSupperⅡ.用方框中所给的词填空by,from,like,with,in1.Mypencil-caseisdifferent yours. 2.Manyfoods fish,eggsandbeansarefullofprotein. 3.Thekitewasmade LiPing. 4.Thebagisfilled junkfood. 5.Thiskindofcarismade China. Ⅲ.单项填空1.Thebook 12units,fromUnit1toUnit12. A.have B.contain C.is D.contains2.Areyou orEuropeans? A.Asia B.AsianC.Asians D.Africa3.Proteinhelpsyourbody . A.keephealthily B.staystrongC.staystrongly D.keephealth4.Theseknivesaremade metalandwood. A.from B.of C.by D.in5.Orangesarerich VitaminC. A.on B.with C.in D.at【Keys】 Ⅰ.略Ⅱ.1.from 2.like 3.by 4.with 5.inⅢ.1.D 2.C 3.B 4.B 5.C [设计意图] 巩固学生们的基础知识,强化记忆。StepⅦ.Summary Inthisclass,wehavelearnedsomethingabouthealthyfoodsandsomekeysentences. [设计意图] 总结本节课所学内容,明确学习方向。StepⅧ.Homework 1.Finishofftheremainingexercisesintheactivitybook. 2.Previewthenextlessoninthestudent’sbook. [设计意图] 让学生通过习题巩固本节课的内容,并提前做好预习。Lesson3 GoodFood,GoodHealthKeyphrases:·berichin…·bemadeof…·bepopularin·WesterncountriesKeysentences:·Herearethefourfoodgroups.·Theyhelpyougrowandstayhealthy.--- -·Yourbodyneedscalciumtostayhealthy.·Actually,otherfoodslikefish,eggsandbeanshavealotofprotein,too.·Awell-balanceddietincludesfoodsfromeachfoodgroup.第四课时 Lesson4Don’tSmoke,Please! 1.记忆单词smoke,harmful,disease,lung,harm,breathe,public,law,cigarette,whenever,risk,somebody;短语millionsof,asaresultof,second-handsmoke,takearisk,getintothehabitof…,stayawayfrom…。 2.掌握重点句型:①Everyyear,millionsofpeoplearoundtheworlddieasaresultofsmoking.②Don’ttakethatrisk.③Onceyougetintothehabitofsmoking,it’snoteasytogiveitup.④Stayawayfromcigarettesandyoucanlivealong,healthyandhappylife. 1.学会并能正确使用单词及短语:smoke,harmful,disease,lung,harm,breathe,public,law,cigarette,whenever,risk,somebody,millionsof,asaresultof,second-handsmoke,takearisk,getintothehabitof…,stayawayfrom…。 2.能够用情态动词should讲述句子。 3.了解吸烟的危害。 4.让学生学会制作公益海报。 1.能够正确应用文中的重点词汇:smoke,harmful,disease,harm,whenever,somebody,risk;掌握重点短语millionsof,asaresultof,second-handsmoke,takearisk,getintothehabitof…,stayawayfrom…。 2.了解更多关于吸烟的危害。 3.知道更多怎样保持健康的知识。 思路一:本课的教学内容是冀教版九年级英语第一单元的第四课,主要围绕“请不要吸烟”,描述了吸烟有害健康的原因,最后给出了关于吸烟这一问题我们应该怎么做。首先,讨论“NoSmoking”sign的含义,接着询问家里有人吸烟吗?然后询问他们提什么建议,引出吸烟有害的原因。让学生在学习课文的过程中尽可能多找出描述性的句子并记忆,培养学生的学习积极性。 思路二:本课的教学内容是冀教版九年级英语第一单元的第四课,主要围绕“请不要吸烟”,描述了吸烟有害健康的原因,最后给出了关于吸烟这一问题我们应该怎么做。首先以展示图片并询问问题来导入新课,让学生分组讨论五个问题,以真实的语言情景展开语言实践活动,提高学生的英语交际能力。 教师在课前设计教学PPT,准备录音机和磁带,多媒体等。StepⅠ.Leadin Leadingin【情景1】 T:Goodmorning/afternoon,everyone.Didyoueatahealthybreakfast/lunchtoday?--- - Whatdidyouhave? Whywasithealthy? Studentswillanswer.Theanswersareopen. Showthe“NoSmoking”signonPPT. Letthestudentsdiscussthe“NoSmoking”sign.Askthestudentswhatthissignmeans.Wherehavetheyseenthissignbefore? T:Dopeopleinyourfamilysmoke? S1:Yes.Myfathersmokes. S2:Yes.Myunclesmokes. S3:Yes.Mygrandpasmokes.… T:Whatdoyouadvisehim/hertodo? Ss:Iadvisehim/hertogiveupsmoking. [设计意图] 明确本课的教学内容,引导学生进入本课的话题讨论。 Leadingin【情景2】 TheteachercanbegintheclassbyshowingthepicturesaboutsmokinganddrinkingonPPTandthenaskquestions: 1.Whatarethepeopleinthepicturesdoing? 2.Doyourparentssmoke? 3.Doyouthinksmokingisagoodhabit?Whyorwhynot? 4.Doyouthinkdrinkingwineisagoodhabit?Whyorwhynot? 5.Whatshouldtheydotostayhealthy? Letstudentshaveadiscussioningroupsandgivetheanswersinthreeminutes. 【Keys】 1.Theyaresmokinganddrinkingwine. 2.Yes,theydo./No,theydon’t. 3.No,itisabadhabit.Becausesmokingisbadforourhealthandthepeoplearoundus. 4.Weshouldn’tdrinktoomuchwine.Weshoulddrinkproperly. 5.Theyshoulddomoreexercise,giveupsmokingandnotdrinktoomuchwine. [设计意图] 通过PPT及图片内容,了解吸烟和喝酒都是坏习惯,对自己及周围的人的健康都会造成伤害,从而明确本课的学习内容。StepⅡ.Presentation 1.Showthepicture“NoSmoking”. T:Smokingis“吸烟”.Smokingisbadforyoubecausethesmokeandchemicalsincigarettesareharmfultoyourbody.Cigarettesdamageyourlungsandheart,andincreasetheriskforcancerandmanyotherdiseasesthatcankillyou. Writethewords“harmful”and“risk”ontheboard,andthenshowthestudentssomeimagestoreinforcethedangersofsmoking.Letstudentslookattwopictures:smoker’slungsandnon-smoker’slungs. T:Ourhealthisimportantandthat’swhyweshouldstayawayfromsmoking. Presentthenewwordsofthislessonandteachthem.Givethestudentsfiveminutestorememberthewords. [设计意图] 呈现本课中出现的词汇,领着学生们朗读并记忆,让学生们了解重点词汇,起到巩固基础的作用。 2.Readthetextandfindoutkeyphrasesandsentences. Keyphrases: ·millionsof ·asaresultof ·second-handsmoke--- - ·takearisk ·getintothehabitof… ·stayawayfrom… Keysentences: ·Everyyear,millionsofpeoplearoundtheworlddieasaresultofsmoking. ·Don’ttakethatrisk. ·Onceyougetintothehabitofsmoking,it’snoteasytogiveitup. ·Stayawayfromcigarettesandyoucanlivealong,healthyandhappylife.☆教材解读☆ 1.Asastudent,youshouldneversmoke. as为介词,意为“当作,作为”。 2.Smokingisbadforyourhealth. ◆本句为动名词作主语的句子。当动名词作主语时,谓语动词用单数形式。动名词作主语的句子可改为用动词不定式作主语,此时常用it作形式主语,而将真正的主语——动词不定式放在句末,即“Itis+形容词或名词+todosth.”。 ◆bebadfor意为“对……有害”,其反义词组为begoodfor,意为“对……有益”。 3.Itcancausediseasesoftheheartandlungs. disease为名词,意为“疾病”,是用以指各种病的术语,特指严重的,长期的疾病,如肝病、心脏病等。 【拓展】 (1)sickness多用来指恶心、呕吐之类的疾病,这种疾病大多由外因引起,且病痛时间较短。 (2)illness主要指因人体内部的虚弱或失调引起的疾病,且病痛时间较长。 4.Everyyear,millionsofpeoplearoundtheworlddieasaresultofsmoking. ◆millionsof表示模糊概念,意为“数百万的”,此时million用复数形式,且与of连用。 Weplantmillionsoftreeseveryyear. 每年我们种植数百万棵树。 【拓展】 (1)当million前有基数词,表达确数时,无论基数词是什么,million永远都用单数形式。 threemillion三百万 (2)与million用法相同的单词还有hundred,thousand和billion。 ◆die在这里为不及物动词,意为“死,死亡”,其过去式和过去分词都为died,现在分词为dying,形容词为dead/dying,名词为death。 Theoldmandiedofcanceryesterday. 昨天这位老人死于癌症。 Thedoctorshavesavedthedyingman. 医生们已经救活了那个垂死的人。 ◆asaresultof由于,因为,相当于becauseof,后面接名词或代词。 Hewaslateasaresultoftheheavysnow. 由于大雪,他迟到了。 5.Ifyousmoke,youharmyourself,andyou’realsoharmingthepeoplearoundyouwithyoursecond-handsmoke. harm在本句中为及物动词,意为“伤害,损害”。harmoneself意为“伤害某人自己”,与hurtoneself同义。 6.Wheneversomeoneoffersyouacigarette,youshouldalwayssayno. ◆whenever为连词,意为“无论何时,在任何……的时候”,相当于nomatterwhen,引导让步状语从句。 【拓展】 whatever=nomatterwhat无论什么 wherever=nomatterwhere无论哪里 however=nomatterhow不管怎样 ◆offer为及物动词,意为“(主动)提供,给予”,其后可接双宾语,即offersb.sth.,相当于offersth.tosb.,意为“向某人提供某物”。 【固定搭配】 offertodosth.主动提出做某事 7.Don’ttakethatrisk. --- - risk为名词,意为“危险,风险”。takearisk冒险。taketheriskofdoingsth.意为“冒险做某事”。 Agoodpilotnevertakesarisk. 优秀的飞行员从来不冒险。 8.Onceyougetintothehabitofsmoking,it’snoteasytogiveitup. ◆getintothehabitof为固定短语,意为“习惯于……,养成……的习惯”。 Igetintothehabitoflisteningtomusiceverynight.我养成了每天晚上听音乐的习惯。 ◆giveup为固定短语,意为“放弃”,若宾语为人称代词,则须放在give与up之间。giveupdoingsth.意为“放弃做某事”,giveup不能接动词不定式作宾语。 Hegaveupsmokingatlast. 最终他戒掉了烟。 9.Stayawayfromcigarettesandyoucanlivealong,healthyandhappylife. ◆stayawayfrom为固定短语,意为“离开,远离”,与keepawayfrom同义。 Whydidyoustayawayfromschool? 你为什么没上学? ◆livea…life表示“过……的生活”。 liveahappylife过幸福的生活 liveahardlife过艰苦的生活 [设计意图] 对文中的重难点句型进行讲解,帮助学生明确语言点,为课文的理解清除障碍。StepⅢ.Reading 1.Readthetext.Monitorthestudents’pronunciationandcomprehension. 2.ShowLet’sDoIt!No.1. Fillinthechartwiththeinformationfromthelesson.HarmfuleffectsofsmokingAdvicetostayawayfromcigarettes·Smokingisbadforyour .Itcancause oftheheartandlungs. ·Smoking theenvironment. ·Second-handsmokeis topeoplewhodon’tsmoke. ·Never cigarettes. ·Whensomebodytalksaboutsmoking,changethe . · yourfamilymemberstostopsmoking. ·Eatmorefruitsand .Domore .Formgood . 【Keys】health,diseases,pollutes,harmful;touch,topic,Encourage,vegetables,exercise,habits [设计意图] 通过学生们反复朗读课文,加强学生们的记忆,同时也锻炼学生们的口语表达能力。StepⅣ.Task Groupwork:Project 1.Instructthestudentstoworkingroupstodiscussthenegativeeffectsofsmokingandtakedownnotesduringthediscussion. 2.Thenaskthemtocomeupwithathemefornextyears’WorldNoTobaccoDayandcreateapostertogowithit.Thethemeandthepostershouldfocusonwhysmokingisbadandhowwecanhelptogetridofit.Youmaywanttoprovidethestudentswithsomeresearchmaterialstohelpinspirethem. 3.Askthestudentstopresenttheirposterstotheclass.Putthemuponthebulletinboardinyourschool! [设计意图] 培养学生们的写作能力及创造力。StepⅤ.PracticeⅠ.ShowLet’sDoIt!No.2.Readthefollowingsentencesandpayattentiontothemodalverb“should”.Thengiveadviceforeachproblemusing“should”.·Weshouldgotothehospitalrightnow.·Asastudent,youshouldneversmoke.--- -1.Ihaveaverybadtoothache!Youshouldgotoseeadentist. 2.Mynewbicyclewasstolen._________________________________3.Mybedroomisamess._________________________________4.Mycomputerisbroken.Ican’tworkwithoutit._________________________________5.Iwaslateforschoolthismorning,andmyteacherwasangrywithme._________________________________ [设计意图] 锻炼学生们的思考问题和总结问题的能力,培养自主学习的意识和习惯。Ⅱ.根据汉语意思完成句子1.由于他的努力,他很容易地通过了考试。 hishardwork,hepassedtheexameasily. 2.吸烟是一个坏习惯,它能引发癌症和心脏病。Smokingisabadhabit,anditcancausecancerand . 3.我们不应当违反法律。Weshouldn’tbe . 4.过马路时我们不能冒险。Wemustn’t whenwecrossthestreet. 5.如果你习惯了吸烟,就不容易戒掉。Ifyou smoking,it’snoteasytogiveitup. Ⅲ.根据句意及首字母提示补全单词1.Smokingish toyourhealth. 2.Smokingcancaused oftheheartandlungs. 3.Whens talksaboutsmoking,changethetopic. 4.Smokingcannotonlyharmyourself,butalsoharmthepeoplearoundyouwithyours smoke. 5.Weoftengotothecountrytob freshaironweekends. 【Keys】 Ⅰ.2.Youshouldcall110./Youshouldaskthepolicemanforhelp. 3.Youshouldtidyitup. 4.Youshouldasksomeonetofixit. 5.Youshouldgetupearlyandneverbelateagain.Ⅱ.1.Asaresultof 2.heartdisease 3.againstthelaw 4.takearisk 5.getintothehabitofⅢ.1.harmful 2.diseases 3.somebody 4.second-hand 5.breathe [设计意图] 锻炼学生的思考能力,同时培养学生的语感。StepⅥ.Summary Inthisclass,we’velearntsomethingaboutsmokingandsomekeywordsandsentences. [设计意图] 给学生以总结,让学生明确这节课的学习内容。StepⅦ.Homework 1.Finishofftheremainingexercisesintheactivitybook. 2.Readthenextreadinginthestudent’sbook. 3.Writeaposterinyourexercisebook. [设计意图] 让学生通过习题巩固本节内容,并提前做好预习。Lesson4 Don’tSmoke,Please!Mainphrases:·millionsof--- -·asaresultof·second-handsmoke·takearisk·getintothehabitof…·stayawayfromMainsentences:·Everyyear,millionsofpeoplearoundtheworlddieasaresultofsmoking.·Don’ttakethatrisk.·Onceyougetintothehabitofsmoking,it’snoteasytogiveitup.·Stayawayfromcigarettesandyoucanlivealong,healthyandhappylife.第五课时 Lesson5Jane’sLuckyLife 1.记忆单词damage,unable,dare,wheelchair,control,telephone,hers,cheer,kick,disabled,focus,pity;短语:dareto…,beunableto…,focuson。 2.掌握重点句型:①Sheisunabletodomanythings.②Butshedarestotrymanythings.③Janecheersashersonrunsandkickstheball. 3.能够用情态动词can来讲述句子。 4.理解课文意思并能回答课后的问题。 5.通过本课学习,让学生懂得生活的艰辛,让学生学会尊重别人。 1.学习用情态动词can来讲述句子。 2.学会并能正确使用单词及短语:damage,unable,dare,wheelchair,control,telephone,hers,cheer,kick,disabled,focus,pity,dareto…,beunableto…,focuson。 1.能够正确应用词汇damage,unable,dare,wheelchair,control,telephone,hers,cheer,kick,disabled,focus,pity;掌握重点短语dareto…,beunableto…,focuson。 2.能正确运用句型:Sheisunabletodomanythings.Butshedarestotrymanythings.Janecheersashersonrunsandkickstheball. 3.Askthestudentstolearnthespiritofthedisabledpeople.Knowaboutthedifficultiesthatthedisabledpeoplehavetofaceintheworld. 思路一:本课的教学内容是冀教版九年级英语第一单元的第五课时,主要围绕“简的幸运生活”这一话题展开,描述了简作为一个残疾人的生活状态和生活态度。首先复习上节所学内容——吸烟对人健康的影响,接着询问同学们是否知道海伦·凯勒及进行一系列问题的讨论导入新课。以学生感兴趣的话题开篇,培养学生的学习兴趣,让学生在朗读课文时尽可能多地记忆重点句型。--- - 思路二:本课的教学内容是冀教版九年级英语第一单元的第五课时,主要围绕“简的幸运生活”这一话题展开,描述了简作为一个残疾人的生活状态和生活态度。首先让学生展示他们做的海报并以练习的形式复习上节的内容,然后展示给学生金晶的图片,让学生们分组讨论问题,以真实的语言情景展开语言实践活动,从而提高学生的英语交际能力。 教师在课前设计教学PPT,准备录音机和磁带,多媒体等。StepⅠ.Leadin Leadingin【情景1】 1.T:Goodmorning/afternoon,class.Lastclasswetalkedabouthowsmokingisbadforyouandhowitaffectsyourhealth.I’dliketostarttoday’sclassbyshowingyouhowsmokingaffectsyourbreathing. Handoutdrinkingstrawstoallthestudentsandaskthemtoholdtheirnosesandonlybreathethroughthestraw.Thenaskthestudentstostandupandruninplacefor15to30secondswhilebreathingthroughthestraw. T:Howdoyoufeel? Allowseveralstudentstorespond.Thenconclude. T:Whenpeoplesmoke,theydamagetheirheartandlungs.Thisaffectstheirabilitytotakeinandholdoxygen(air),whichmakesbreathingdifficult,especiallyduringexercise. 2.T:Pleaselookatthispicture.DoyouknowHelenKeller? Ss:Yes,weknow. T:Canyousayanythingabouther? S1:Ionlyknowsheisaveryfamouswriter,butsheisblind. T:Yeah,youareright.Sheisadisabledperson.Sitdown,please.Thanks.(Tothewholeclass)Now,boysandgirls,doyouknowotherdisabledpeople?Canyousaytheirnames? S2:ZhangHaidi. S3:SangLan. S4:JinJing. T:Thankyou.Youareright. (Tothewholeclass)YouknowHelenKeller,ZhangHaidi,SangLanandJinJingarealldisabledpeople,butdoyouknowwhattheirattitudesaretowardlife? Suppose: Ifyoudon’thavearmsorlegs,whatdoyoudo? Ifyoucan’tseeanything,whatdoyoudo? Ifyoucan’thearanybodysayanything,whatdoyoudo? S5:I’llbuyawheelchairtohelpme. S6:I’llcry. S7:I’lltrymybesttotoucheverythingintheworld. T:OK,stophere.IfIwereadisabledperson,Iwouldtrymybesttoenjoythelife.--- - [设计意图] 让学生从海伦·凯勒、张海迪、桑兰和金晶四个人身上找出她们的共同点,用这样的问题提问,使学生积极思考,调动他们学习的主动性。 Leadingin【情景2】 Showstudentsthefollowingpicture: Dividestudentsintosmallgroups(4~6studentsagroup). Haveadiscussionandtrytofinishthequestionsinfiveminutes. 1.Doyouknowwhothegirlis? 2.Isshehealthyordisabled? 3.Whatdoyouknowaboutthegirl? 4.Whatcanwelearnfromher? 【Keys】 1.Yes,Ido./No,Idon’t. 2.Sheisdisabled. 3.SheisJinJing,adisabledgirl.ButshelivedahappylifeandshetriedtoprotecttheOlympictorchinParis. 4.Fromthedisabledgirlweshouldlearnhowtofaceourlife.Weshouldworkharderanddosomethingforourcountry. [设计意图] 通过PPT课件和图片提示,让学生看图片讨论问题,使学生们感兴趣,并能积极思考,与文中的简一样,让学生明白要积极乐观地面对生活。StepⅡ.Presentation Readthetextandfindoutsomekeyphrasesandsentences. Keyphrases: ·beunableto… ·daretodo… ·focuson Keysentences: ·ThisdiseasedamagedJane’sbody. ·Shecontrolsherwheelchairwithhermouth. ·Shehasaspecialtelephonethatishersalone. ·Shecanansweritjustbysaying“hello”. ·Janeismarriedandhastwochildren. ·Fromherwheelchair,Janecheersashersonrunsandkickstheball. ·Peoplewhodon’tknowhowluckytheyare. ·Couldyouopenthedoorforme,please?☆教材解读☆ 1.ThisdiseasedamagedJane’sbody. damage在本句中为动词,意为“损害,损坏”,主要指对于物的损害,强调对价值、用途、外观等所造成的损失,这种损失或因自然灾害所致,或因人为造成。一般暗示损坏后价值或效益会降低,这种损坏是部分性的。 Theearthquakedamagedseveralbuildings.地震使一些建筑受到了损坏。 【拓展】 damage还可作名词,意为“损失,损害,损坏”。 Thestormdidalotofdamagetothedrops.暴风雨使庄稼受到了很大损失。 2.Sheisunabletodomanythings. --- - beunabletodosth.意为“不能做某事”,可以用benotabletodosth.来替换,unable为形容词,意为“不能的,不会的”,其中un-是否定前缀。 Alittlebabyisunabletowalkortalk. 婴儿是不会走路或说话的。 【注意】 在附加疑问句中,若陈述部分含有带否定意义前缀或后缀的单词,整个句子仍视为肯定句,其附加问句遵循“前肯后否”的原则。 3.Butshedarestotrymanythings. dare在本句中为实义动词,意为“敢,敢于”,其后多接带to的不定式,daretodosth.意为“敢做某事”。 【拓展】 dare也可作情态动词,意为“敢”,其后接动词原形,通常用于否定句或疑问句,一般不用于肯定句。 4.Shehasaspecialtelephonethatishersalone. ◆thatishersalone为定语从句,修饰限定前面的名词telephone。用一个句子作定语,这个句子就是定语从句,定语从句放在它所修饰的名词之后。当定语从句所修饰的词是表示物的名词时,常常用that或which来引导这个从句,that或which指的就是从句所修饰的那个事情或物。 ◆alone在本句中为副词,意为“单独地,独自地”。 【辨析】 alone,lonely (1)alone为形容词或副词,意为“单独的(地);独自的(地);仅仅,只有”。作表语,强调客观上的单独,没有同伴,并不表示心灵上寂寞,不能放在名词或代词前作定语,但可放在名词或代词后,表示“仅仅,只有”。 (2)lonely为形容词,意为“孤独的,寂寞的,荒凉的,偏僻的”,具有感情色彩,强调心灵上的寂寞、孤独,通常用作表语,表示人所处的状态,作定语时一般修饰地点,有“荒凉的、偏僻的”之意。 5.Shecanansweritjustbysaying“hello”. by为介词,意为“通过,靠”,表示方法、手段,其后可接名词、代词或动名词。 6.Janeismarriedandhastwochildren. be/getmarried意为“结婚”,be/getmarriedtosb.意为“与某人结婚”,bemarried结婚,强调状态,可以和时间段连用;getmarried强调动作,不能和时间段连用。 【拓展】 (1)marrysb.意为“与某人结婚”。 (2)marrysb.tosb.意为“(父母把女儿)嫁给某人”或“(父母为儿子)娶媳妇”。 7.Fromherwheelchair,Janecheersashersonrunsandkickstheball. ◆cheer为动词,意为“欢呼,喝彩,加油”,常构成短语cheer…up,意为“使……高兴起来”。cheer还可作名词,意为“欢呼声,喝彩声”。 ◆as在本句中为连词,意为“当……的时候”,含有“一边……一边……”之意,强调的是不同的动作同时发生。 8.Ifyouonlyfocusonyourproblems,you’llhavealifefullofthem. focuson意为“集中于,致力于”,表示在一段时间内专注于某一件事情。 【固定搭配】 focusone’sattention/mind/effortonsth.把某人的注意力/想法/努力集中在某事上 9.Peoplewhodon’tknowhowluckytheyare. who在这里引导定语从句,其先行词为people。在定语从句中,若先行词为人,那么定语从句的引导词常用who;若引导词在从句中作宾语,则引导词用who/whom皆可。 【注意】 who是主格,在定语从句中作主语,此时不能省略;但在非正式英语中,who也可作宾语,且可以省略。 10.—Couldyouopenthedoorforme,please? —Sure! 在日常用语中,表示“请求对方做……”可用Couldyou…forme?/Wouldyouplease…?/MayIhave…?常用回答有:Certainly./Ofcourse./Sure./I’mafraidIcan’t.。 [设计意图] 教师引导学生找出本课的重点短语和句型,进行讲解,扫清了学生理解文章的障碍。StepⅢ.Reading 1.Readthetext.Instructthestudentstoreadthetextinpairs. 2.Whentheyread,askthestudentstokeepinmindthequestionsfromLet’sDoIt!No.1.Thenhavethemanswerthequestionswiththeirpartner.ShowthequestionsonPPT.--- - (1)WhathappenedtoJanewhenshewastenyearsold? (2)HowdoesJanemovearound? (3)WhatspecialthingdoesJanehave? (4)WhodoesJanethinkisreallydisabled? 【Keys】 (1)Shebecameillwithaterribledisease. (2)Shehasawheelchair.Shecontrolsitwithhermouth. (3)Shehasaspecialtelephonethatishersalone.Shecanansweritjustbysaying“hello”. (4)Peoplewhodon’tknowhowluckytheyare. 3.Askthepairstosharetheiranswerswiththeclass. [设计意图] 通过学生们反复朗读课文,加强学生们的记忆,同时也锻炼学生们的口语表达能力。StepⅣ.CompleteLet’sDoIt!No.2. 1.Havetheclasscompletethesentenceswiththecluesgivenindependently. (1)Thetrafficlightsare byacentralcomputer. (2)The rang,andPeteransweredit. (3)Thesearenothergloves. areonthetable. (4)Let’sgotoseethebasketballgameand forourteam. (5)Theboyis aballintheyard. (6)Whata itisthatyoumissedtheconcert! 【Keys】 (1)controlled (2)telephone (3)Hers (4)cheer (5)kicking (6)pity 2.Thendrawthecrosswordontheboardandsplittheclassintotwoteams.Askonepersonfromeachteamtocorrectlyfillinoneofthewordsinthecrosswordandreadthematchingcluealoud. [设计意图] 让学生们进一步学会运用本课的重点词汇,以达到熟练使用的程度。StepⅤ.PracticeⅠ.Pairwork:Let’sDoIt!No.3.Instructthestudentstoworkinpairstomakegrammaticalsentencesusingthegiveninformation.ExampleA:millionsofpeopledie/smoking→Millionsofpeopledieasaresultofsmoking.1.thousandsofpeoplelosttheirhomes/thefire→ ________________________________________________________________________________________2.helosthisjob/hisbigmistake→ ________________________________________________________________________________________ExampleB:mylife/goodthings→Mylifeisfullofgoodthings.1.hisroom/historybooks→ ________________________________________________________________________________________2.Danny’smind/funnyideas→ ________________________________________________________________________________________ [设计意图] 让学生熟练运用两个固定短语asaresultof与befullof。Ⅱ.根据句意及首字母提示补全单词1.Hiscomputerisnewbuth isold.That’swhyshe’sbegginghermumtobuyheranewone. 2.Timk theballhardanditflewaway. 3.It’sreallyap .YoumissedyourflighttoAmerica. 4.Hearingtheterriblenews,shecouldn’tc herfeelingsandcried. 5.Look,thestudentsarec upthechildrenwhoaredisabled. [设计意图] 通过句意及语境的练习,让学生们掌握并熟练运用本课的重点词汇。Ⅲ.句型转换1.Shecontrolsherwheelchairwithhermouth.(对画线部分提问) she herwheelchair? --- -2.Thefatherhasaneight-month-oldbaby.(同义句转换)Thebabyofthefatheris old. 3.Hehasbeenmarriedforthreeyears.(同义句转换)He threeyearsago. 4.Hecan’tbrushhisteeth.Hecan’tputonhisclothes,either.(合并为一句)He brushhisteeth putonhisclothes. 5.Ihaveahappylife.Mylifeisfullofgoodthings.(合并为一句)Ihaveahappylife goodthings. 【Keys】 Ⅰ.A:1.Thousandsofpeoplelosttheirhomesasaresultofthefire. 2.Helosthisjobasaresultofhisbigmistake. B:1.Hisroomisfullofhistorybooks. 2.Danny’smindisfulloffunnyideas.Ⅱ.1.hers 2.kicked 3.pity 4.control 5.cheeringⅢ.1.Howdoes,control 2.eightmonths 3.gotmarried 4.can’t,or 5.fullof [设计意图] 锻炼学生的思考能力,进一步巩固本课的语言点。StepⅥ.Task—Let’sDoIt!No.4. 1.Whichofthesethingsdoyouthinkisthemostimportant:money,family,agoodjob,health,goodlooksorfriends?Why? Askthestudentstotalkaboutitwitheachother.Youcanusethisexpression: Ithinkthat isthemostimportantbecause . Forexample: Ithinkmoneyisimportantbecausemoneycanbuymanythings. Ithinkhealthisthemostimportantbecause… Ithinkfamilyisthemostimportantbecause… 2.Inviteastudenttoreadtheinstructions. 3.Inviteonestudenttoreadthesamplesentenceandstudentstrytofinishitindividually. 4.Groupwork:dividetheclassintogroupsoffour.Exchangetheideasandfindoutwhydifferentpeoplehavedifferentideas. [设计意图] 让学生用句型练习,锻炼口语表达和写作能力。通过讨论让学生明白健康的重要性,同时引导学生正确处理家庭、金钱、荣誉、健康、容貌及朋友在生活中的关系。StepⅦ.Consolidation Showthefollowingexerciseonthescreenandaskstudentstodotheexercisewithbooksclosed. Trytofillintheblanksaccordingtothetext. Janeisadisabledwoman.Sheisforty oldnow.Shecannotmoveherarms (and)legs.Sheis (notable)todomanythingssuchas (brush)herteethandputtingonhershoes.Butshedares (do)manythings.Sheis (marry)and (have)twochildren.Shelikestowatchherson (play)soccerandherdaughterplaythepiano.Shesays,“Ifyouthinkaboutyourproblems,you (have)alifefullofproblems.”Shethinkseveryoneshouldknowhow (luck)theyare. 【Keys】 years,or,unable,brushing,todo,married,has,play,willhave,lucky [设计意图] 让学生对整篇课文所讲述的内容进一步加深印象,培养他们总结文章主要内容的能力,同时,有助于学生抓住重点。StepⅧ.Summary Intheclass,we’velearnedaboutadisabledwomanandunderstoodweshouldfaceourlifebravelynomatterwhathappens. [设计意图] 给学生以总结,让学生明确这节课的学习内容。StepⅨ.Homework 1.Finishofftheexercisesintheactivitybook. 2.Previewthenextlessoninthestudent’sbook. [设计意图] 让学生通过习题巩固本节内容,并提前做好预习。--- -Lesson5 Jane’sLuckyLifeMainphrases:·beunableto…·daretodo…·focusonMainsentences:·ThisdiseasedamagedJane’sbody.·Shecontrolsherwheelchairwithhermouth.·Shehasaspecialtelephonethatishersalone.·Shecanansweritjustbysaying“hello”.·Janeismarriedandhastwochildren.·Fromherwheelchair,Janecheersashersonrunsandkickstheball.·Peoplewhodon’tknowhowluckytheyare.第六课时 Lesson6StayAwayfromtheHospital 1.记忆单词appendicitis,appendix,sleepy,mention;短语takeout,nowthat,sothat。 2.掌握重点句型:①Isleptalldayaftermyappendixwastakenout.②Nowthatyoumentionit,WangMeialsohadabadday.③Ithinkweshouldtryhardtoformgoodhabitssothatwecanstayhealthyandstayawayfromthehospital!④Iwillwritetoyouagainsoon.⑤I’msorrytohearthatyouweresickthisweek. 3.复习并掌握情态动词should的用法。 4.理解课文意思并能回答课后的问题。 5.珍惜健康,远离医院。 1.学会并能正确使用单词及短语:appendicitis,appendix,sleepy,mention,takeout,nowthat,sothat。 2.能够用情态动词should讲述句子。 3.让学生珍惜健康的生命,远离医院。 1.能够正确应用文中的重点词汇:appendicitis,appendix,sleepy,mention;掌握重点短语:takeout,nowthat,sothat。 2.了解更多珍爱健康的知识。 思路一:本课的教学内容是冀教版九年级英语第一单元的第六课,主要以“远离医院”为题,对本单元的前五课进行一个总结,呼吁大家要珍惜健康的生命。首先以询问式提问导入新课,询问学生们“曾经去医院看过病人吗?当你生病的时候想要做什么?”以学生感兴趣的话题提问开篇,可以培养学生的学习兴趣,让学生在学习课文的过程中尽可能多地找出重点的词组和句子加以记忆,培养学生的学习积极性。 思路二:本课的教学内容是冀教版九年级英语第一单元的第六课,主要以“远离医院”为题,对本单元的第五课进行一个总结,呼吁大家要珍惜健康的生命。首先以展示图片并询问问题来导入新课,让学生分组讨论问题,以真实的语言情景展开语言实践活动,提高学生的英语交际能力。--- - 教师在课前设计教学PPT,准备录音机和磁带,多媒体等。StepⅠ.Leadin Leadingin【情景1】 T:Goodmorning/afternoon,everyone.Haveyouevervisitedanyoneinthehospital? S1:Yes,Ihavevisitedmyfriendinthehospital. S2:Yes,Ihavevisitedmyuncleinthehospital. S3:Yes,Ihavevisitedmygrandparentsinthehospital. S4:Yes,Ihavevisitedmymotherinthehospital. S5:No,Ihavenevervisitedanyoneinthehospital. S6:No.Ihavebeentothehospitalbefore.IwenttothehospitalwhenIhadaveryhighfever.… T:Whatdoyouwanttodowhenyouaresick? S1:Idon’twanttoeatanything. S2:Ijustwanttosleep. S3:Iwanttostayinbed. S4:Iwanttodrinkhotteaandrest. T:WhenIamsick,Iwanttostayinbedandeatwatermelons.Whenwearesick,wefeelbad.Soweshouldtryourbesttostayawayfromthehospital. [设计意图] 通过简单的对话导入本课的学习内容,使学生明确教学内容。 Leadingin【情景2】 1.Showstudentstwopictures. Picture1Picture2 Askstudentssomequestions: (1)What’sinPicture1? (2)Whatarethedoctorandthenursedoing? (3)Doyourememberthelasttimewhenyouwereill? (4)Howdidyoufeelwhenyouwereill? (5)Whatdidyoudotorecover? 【Keys】 (1)Manyambulances. (2)Theyaresavingapatient. (3)Theanswerisopen. (4)Ifeltterrible.Ididn’twanttoeatanythingatfirst. (5)Thedoctortoldmetostayinbedanddrinkplentyofwater.EverydayIhadsomethinggoodtoeat.Iatefreshfruitandvegetables. 2.Dividestudentsintosmallgroupsandletthemhaveadiscussion.Fiveminuteslater,onestudentineachgroupwillgivetheanswer. [设计意图] 通过PPT及图片内容,明确本课的学习内容,呼吁大家要远离医院。StepⅡ.Presentation 1.TheteachershowssomeexamplesofsickpeopleonPPT,andthentellsthestudentstheimportanceofhealth.--- - Picture1Picture2 2.Leadintoday’stopic:StayAwayfromtheHospital. 3.Showthewords:appendicitis,appendix,sleepy,mention,andthenteachthem. [设计意图] 通过图片,进一步让学生明确健康的重要性,更要远离医院,并学习词汇。StepⅢ.Reading 1.Theteacherreadsthetextandasksstudentstolistencarefully.Thenasksomestudentstoreadthetextandhelpthemcorrectthepronunciation. 2.Letthestudentsfindoutthemainphrasesandmainsentencesofthistext. Mainphrases: ·takeout ·nowthat ·sothat ·writetosb. ·oneof… Mainsentences: ·Idon’thaveitanymore,butIdon’thaveanappendix,either! ·Thenextday,whenIwokeup,Ifeltterribleandverysleepy. ·MydoctorsaidIhadafever. ·Shetoldmetodrinkplentyofwaterandhaveagoodrest. ·NowI’mfeelingmuchbetter. ·Mymotherbroughtmesomenewbookstoread(butnohomework).☆教材解读☆ 1.Idon’thaveitanymore,butIdon’thaveanappendix,either! either在本句中意为“也”,用于否定句中,放在句末,其前用逗号隔开,其后用句号。 【拓展】 (1)too表示“也”,常用于口语,一般只用于肯定句中,也可用于一般疑问句中,too通常置于句末,其前用逗号与句子隔开,其后用句号;有时也可插入句子中间,这时too前后都要用逗号。 (2)also意为“也”,在用法上比too正式,多用于书面语或正式的场合中,口语中用得较少,一般用于肯定句中,在句中位于be动词、助动词、情态动词的后面,实义动词的前面,而不放在句子的末尾。有时候also也可放在否定的陈述句中,但不能放在否定词的后面。 (3)aswell和too通常用于句末。 2.Thedoctortookitout! takeout为动副短语,意为“取出,拿掉”,代词作宾语时,要放在动词与副词中间;如果名词作宾语,则放在短语中间或短语之后都可以。 3.Thenextday,whenIwokeup,Ifeltterribleandverysleepy. sleepy为形容词,意为“欲睡的,困倦的”,既可作表语,也可作定语。 【拓展】 sleep可作动词或名词,意为“睡觉;睡眠”,asleep为形容词,意为“睡着的,睡熟的”。 4.MydoctorsaidIhadafever. 本句是一个含有宾语从句的复合句,主句是一般过去时,从句要用相应的过去时态。 5.Shetoldmetodrinkplentyofwaterandhaveagoodrest. ◆本句用不定式作宾语补足语,句式tellsb.todosth.意为“告诉某人做某事”;如果表示“告诉某人不要做某事”则用句式tellsb.nottodosth.,除动词tell外,ask,want,order也有这种用法。--- - ◆plentyof意为“很多,足够的”,后接复数可数名词或不可数名词。通常用于肯定句;在疑问句中用enough,否定句中用much或many;plentyof的用法与alotof和lotsof相同。 ◆havearest意为“休息”。 6.NowI’mfeelingmuchbetter. much在本句中为副词,意为“……得多”,修饰比较级。比较级前还可以用even,still,far,abit,alittle,alot等词加以修饰。 7.Mymotherbroughtmesomenewbookstoread(butnohomework). toread在本句中作后置定语,修饰前面的名词books。动词不定式作定语时常放到被修饰词的后面。 8.Iwillwritetoyouagainsoon. writetosb.意为“给某人写信”,相当于writesb.aletter或writealettertosb.。其反义词组为get/receivealetterfromsb.或hearfromsb.,意为“收到某人的信”。 9.I’msorrytohearthatyouweresickthisweek. sick为形容词,意为“病的,生病的”,与ill同义。作表语时,sick多用于美式英语,ill多用于英式英语;作定语时通常用sick而不用ill。 【注意】 形容词前加定冠词the表示一类人时,用sick不用ill。thesick病人。 10.Nowthatyoumentionit,WangMeialsohadabadday. ◆nowthat为连词词组,意为“既然,由于”,用来引导状语从句。在原因状语从句中,nowthat和since意义相近,都表示“既然,因为”,但语气较弱,强调人们已知的事实。 ◆mention为及物动词,意为“提到,写到”,后接名词或代词。mentionsb.提到某人;mentionsth.提到某事;nottomention更不用说。 11.Oneofherteethwasrotten,soshehadtogotothedentist. oneof…意为“……中之一”。oneof后的名词要用复数形式,形容词要用最高级;oneof…在句子中作主语时,谓语动词要用第三人称单数形式。 12.Ithinkweshouldtryhardtoformgoodhabitssothatwecanstayhealthyandstayawayfromthehospital! sothat意为“以便,为了,目的是”,用来引导目的状语从句,常和can,could,may,might等情态动词连用。sothat还可用来引导结果状语从句,意为“结果,以至于,因此”。 【拓展】 “so…that…”意为“如此……以至于……”,so后接形容词或副词原级。StepⅣ.Readaloudandanswer 1.ReadLesson6asaclass.Monitorstudents’pronunciationandcomprehension. 2.ShowLet’sDon’tIt!No.1. Readthelessonandanswerthequestions. (1)WhydidDannystayinthehospital? (2)WhatadvicedidthedoctorgivetoDanny? (3)IsWangMeigettingmuchbetternow? (4)What’sLiMing’sadviceforstayinghealthy? 【Keys】 (1)Becausehehadappendicitis. (2)ThedoctortoldDannytodrinkplentyofwaterandhaveagoodrest. (3)Yes,sheis. (4)Weshouldtrytoformgoodhabits. 3.Studentsshouldcheckandcorrecttheiranswersingroups. 4.Discusstheanswersandchecktheanswers. [设计意图] 通过学生们反复朗读课文,回答问题,锻炼了学生们的口语表达能力和理解能力。StepⅤ.Task 1.ShowLet’sDoIt!No.3onPPT. Completethepassagewiththesentencesinthebox. Whatisaheartattack?Yourheartisamuscle.Itmovesbloodaroundyourbody.Todoitsjob,yourheartmuscleneedsblood,too. Thenyouhaveaheartattack. --- - Tokeepyourheartwell,youneedtotakecareofyourheart. Theyaregoodforyourheart.Eggs,meat,cheese,butterandicecreamhavealotoffat,whichisbadforyourheart.Don’teattoomuchofthesefoods.Also,exerciseeveryday.Donotsmoke. A.Eatlotsoffruits,vegetables,grainsandfish. B.Smokingisverybadforyourheartandyourlungs. C.Ifitdoesn’tgetblood,itcan’twork. 【Keys】 C A B 2.Instructthestudentstoworkindependentlytocompletethistask.Theyshouldreadthroughthepassageandthenfillinthemissingsentences. 3.Studentscanchecktheiranswersingroups. [设计意图] 让学生先独立完成,锻炼他们的思考问题的能力。然后,让他们小组讨论答案,又培养了学生合作学习的精神。StepⅥ.PracticeⅠ.ShowLet’sDoIt!No.2.Fillintheblankswiththecorrectformsofthephrasesinthebox.millionsof,nowthat,havenochoicebutto,berichin1.Theboy’smotherisveryill.He getajobandearnmoney. 2. peopletakethesubwayeveryday. 3.Withplentyofwaterandoil,ourcountry naturalresources. 4. youhaveseenhowitworks,whynottryityourself? Ⅱ.根据句意及首字母提示补全单词1.Theteacherdoesn’tm it,soIdon’tknowaboutitatall. 2.Istayeduplastnight.Iamverys now. 3.Hewass andwasinhospitalfortwoweekslastmonth. 4.Oneofmyteethwasbad.Thedentisttookito . 5.Mybrotherfeltm betteryesterday. Ⅲ.连词成句1.say,Danny,he,did,what,about(?)____________________________________________________________________________________________2.night,rest,you,have,last,did,good,a(?)____________________________________________________________________________________________3.will,hospital,away,when,you,from,stay,the(?)____________________________________________________________________________________________4.have,you,about,I,something,to,Jenny,tell(.)____________________________________________________________________________________________5.tell,plenty,did,of,him,water,you,drink,to(?)____________________________________________________________________________________________【Keys】 Ⅰ.1.hasnochoicebutto 2.Millionsof 3.isrichin 4.NowthatⅡ.1.mention 2.sleepy 3.sick 4.out 5.muchⅢ.1.WhatdidhesayaboutDanny? 2.Didyouhaveagoodrestlastnight? 3.Whenwillyoustayawayfromthehospital? 4.IhavesomethingtotellyouaboutJenny. 5.Didyoutellhimtodrinkplentyofwater? [设计意图] 锻炼学生的思考能力,同时培养学生的语感。StepⅦ.Summary Inthisclass,we’velearntsomemainphrasesandmainsentences.Fromthistext,weshouldtakecareofourselvesandstayawayfromthehospital. [设计意图] 给学生以总结,让学生明确这节课的学习内容。StepⅧ.Homework--- - 1.Finishofftheremainingexercisesintheactivitybook. 2.Finishofftheexercisesinthestudent’sbookofUnitReview. 3.Writealettertoyourfriend,tellinghim/hersomethingaboutthelasttimeyouwereill. Beginyourletterlikethis: Ifeltterriblethatday.Ihadafever.I… [设计意图] 让学生通过习题巩固本节内容。由于本课是本单元内容的总结,所以要做好本单元的书后习题UnitReview。Mainphrases:·takeout·nowthat·sothat·writetosb.·oneof…Mainsentences:·Idon’thaveitanymore,butIdon’thaveanappendix,either!·Thenextday,whenIwokeup,Ifeltterribleandverysleepy.·MydoctorsaidIhadafever.·Shetoldmetodrinkplentyofwaterandhaveagoodrest.·NowI’mfeelingmuchbetter.·Mymotherbroughtmesomenewbookstoread(butnohomework).语法精讲一、情态动词should的用法 should为情态动词,无论人称和数怎么变,它都不变,且后面永远接动词原形。其否定形式为shouldn’t,变为一般疑问句时should提至句首。 should的用法: 1.should意为“应该,应当”,表示责任或义务,常用于长辈对晚辈、上级对下级、医生对病人的命令、责备、要求等。 2.should作情态动词还有很多种意义,常见的有: (1)意为“竟会,居然”,表示意外、惊喜或者在说话人看来是不可思议的。多用在以why,who,how等开头的特殊疑问句或某些感叹句中。 (2)意为“可……,倒……”,表示谦逊、客气、委婉之意。 (3)意为“可能,总该……吧”,表示有较大可能性实现的猜测、推论。 (4)shouldhavedonesth.表示“本应该做某事,但事实上却没有做”;shouldn’thavedonesth.表示“本不该做某事,但事实上却做了”。二、情态动词need的用法 need作情态动词时,意为“需要”,无人称和数的变化,后接动词原形,多用于否定句和疑问句中。由need引出的一般疑问句,肯定回答常用must或haveto,否定回答常用needn’t。 【拓展】 need作实义动词时,意为“需要”,主要有以下用法: (1)needsth.需要某物 (2)needtodosth.需要做某事 (3)needdoing=needtobedone(某事)需要被做--- -第一课时 Lesson7WhatIstheMeaningofLife? 1.记忆单词meaning,dialogue,successful,missing,survey,neighbour;短语deepinthought,succeedin,writedown。 2.掌握重点句型:①LiMingsitsintheclassroom,deepinthought.②I’mnotsurehowtoanswerthem,butIthinkweshouldtryourbesttoliveagoodandhappylife.③What’sthemeaningoflife?④Whyaregreatpeoplesosuccessful? 3.能够听懂探讨生命意义的文章,并从中获取有效信息。 4.能用所学词汇和重点句型与他人进行交流。 1.学会并能正确使用单词及短语:meaning,dialogue,successful,missing,survey,neighbour,deepinthought,succeedin,writedown,thinkabout,themeaningof,forexample,tryone’sbest(todosth.),begoodto等。 2.能够听懂探讨生命意义的文章,并从中获取有效信息。 3.能够正确运用下列句型:①LiMingsitsintheclassroom,deepinthought.②I’mnotsurehowtoanswerthem,butIthinkweshouldtryourbesttoliveagoodandhappylife.③What’sthemeaningoflife?④Whyaregreatpeoplesosuccessful? 1.能够正确应用本课的重点词汇:meaning,dialogue,successful,missing,survey,neighbour;掌握重点短语:deepinthought,succeedin,writedown,thinkabout,themeaningof,forexample,tryone’sbest(todosth.),begoodto…。 2.掌握本课所学短语和重点句型的实际运用。 思路一:本课的教学内容是冀教版九年级英语第二单元的第七课,主要围绕“生命的意义”,通过与学生对话交流渲染课堂气氛,导入新课。然后利用图片,导入词汇、短语、句型的学习。通过小组合作的形式,运用本节课所学的句型,讨论生命的意义。理解课文内容,最终达到语言综合运用能力。 思路二:本课的教学内容是冀教版九年级英语第二单元的第七课,主要围绕“生命的意义”,采用复习导入的方式。复习第一单元的主题,引出第二单元,从而引出本课的主题“themeaningoflife”,通过小组合作形式,运用本节课所学的句型,讨论生命的意义。理解课文内容,最终达到语言综合运用能力。 教师在课前设计教学PPT,准备录音机和磁带,多媒体等。StepⅠ.Leadin Leadingin【情景1】 T:Goodmorning/afternoon,everyone.Doyouknowanypeoplewhoaresuccessful?Whydoyouthinkso? Ss:Yes! S1:IthinkMoYanisverysuccessfulbecausewealllikehisbooks. S2:Ithinkmyfatherissuccessfulbecauseheloveshisjobandhedoeswellinit. S3:Ithinkmyauntissuccessfulbecauseshelivesahappyandhealthylife.Sheenjoysherworkandsheisgoodatit. T:Goodanswers.Didthepeoplewhoyouthinkaresuccessfulfollowtheirdreams?--- - Ss:Yes,theydid./No,theydidn’t. T:Whatareyourdreamsforthefuture? S1:IwanttobeanEnglishteacher. S2:Iwanttobeascientist. S3:Iwanttobeanengineer. S4:Ihopetotravelaroundtheworld.… T:Youallhavesuchamazingdreams.I’msuretheywillcometrueandyouwillallsucceed. OK,nowlet’sreadthelesson. [设计意图] 通过师生互动交流导入本单元话题,渲染了课堂气氛,激发了学生学习英语的兴趣,锻炼了学生们的口语交际能力。 Leadingin【情景2】 T:Inthelastunitwetalkedaboutourhealthandwhatweshoulddotostayphysicallyhealthy.Whatcanwedotostayhealthy? S1:Eathealthyfoods. S2:Getenoughexercise. S3:Seeadoctorwhenwearesick. S4:Takecareofourhealth.… Askseveralstudentstorespond. T:Yes,welldone.Inthisunit,wewilltalkmoreabouthowwecanlivefullandrichlives.Weknowthatfirstwemustbehealthy.Whenwearehealthywecanthenfocusonotherthingswe’dliketoaccomplish. [设计意图] 通过复习第一单元的主题话题,引出第二单元的话题,衔接得自然,把学生自然而然地带入第二单元的学习中,让学生在轻松愉快中学到知识,培养学生学习的积极性。StepⅡ.Presentation 1.Theteachershowssomepicturesofnewwords.Studentslearnthewords:meaning,dialogue,successful,survey,neighbour. 2.ShowsomenewphrasesinthetextonPPT. thinkabout考虑,themeaningof………的意思,forexample例如,tryone’sbesttodosth.尽某人最大努力去做某事,begoodto…对……好/友善,liveahappylife过着幸福的生活 [设计意图] 通过教师读单词和短语,学生跟读,让学生循序渐进感知文中的单词和短语。 3.Readthetextandfindoutmainphrasesandmainsentences. Mainphrases: ·deepinthought ·thinkabout ·writedown Mainsentences: ·Whatisthemeaningoflife? ·Doyoueverwonderaboutthat? ·Forexample,whyaregreatpeoplesosuccessful? ·Andhowcanwesucceedinlife? ·Andhowdoyouknowifyou’vesucceeded? ·I’mnotsurehowtoanswerthem,butIthinkweshouldtryourbesttoliveagoodandhappylife. ·Thatsoundsrighttome. ·Mydadalwayssaysthatweshouldbegoodtoothers. ·Iagree.☆教材解读☆ 1.Afterthehistoryclass,LiMingsitsintheclassroom,deepinthought. --- - deepinthought意为“深思,沉思”,还可以用lostinthought表示。其中thought为名词,意为“思考,思索”。 【拓展】 thought是动词think的过去式和过去分词,意为“想,认为”。 2.Whatareyouthinkingabout? thinkabout意为“考虑”,一般可与thinkof互换,后接名词、代词、动词-ing形式,也可接“疑问词+动词不定式”结构或宾语从句。 【拓展】 (1)thinkof意为“考虑,想起,认为”,后接名词、代词或动词-ing形式,常用于疑问句中,与what连用。 (2)thinkover意为“认真考虑,仔细考虑”,后接名词或代词作宾语,当接代词时,应将代词放在think与over之间。 3.Whatisthemeaningoflife? meaning为名词,意为“意思,意义”。themeaningof…意为“……的意思/意义”。 【拓展】 (1)mean为动词,意为“意欲、打算”。meantodosth.意为“意欲/打算做某事”。 (2)询问“……是什么意思?”的常用句型: Whatdoes…mean? Whatisthemeaningof…? Whatdoyoumeanby…? 4.Doyoueverwonderaboutthat? wonder在本句中用作不及物动词,后搭配介词about表示“想要知道,感到疑惑,觉得好奇”,后搭配at表示“感到惊讶”。 【拓展】 (1)wonder作动词时,后常接由疑问词或whether,if引导的宾语从句及“疑问词+动词不定式”的结构。 (2)wonder还可作可数名词,意为“奇观,奇人”。 (3)wonder的形容词为wonderful,意为“极好的”。 5.Forexample,whyaregreatpeoplesosuccessful? ◆forexample意为“例如”,用于举例说明,一般只举同类人或物中的一个为例。作为插入语,可置于句首、句中或句末,要用逗号隔开。 【拓展】 suchas意为“例如”,用于列举同类人或事物中的几个为例,置于被列举的事物与前面的名词之间,其后不能用逗号。 ◆successful为形容词,意为“成功的”,可作表语,也可置于名词之前作定语。它是由名词success加后缀-ful构成,后缀-ful常与名词一起构成形容词。其名词为success,动词为succeed。 6.Andhowcanwesucceedinlife? succeed为动词,意为“成功”,常用结构succeedinsth./doingsth.,意为“在某方面/做某事很成功”。 【拓展】 “在……方面成功”可表达为 7.Andhowdoyouknowifyou’vesucceeded? 本句中的if为连词,意为“是否”,用来引导宾语从句,与whether同义。 Idon’tknowifitwillraintomorrow. 我不知道明天是否会下雨。 【拓展】 if还可以表示“如果”,引导条件状语从句。一般情况下,主句用一般将来时,条件状语从句用一般现在时。 8.I’mnotsurehowtoanswerthem,butIthinkweshouldtryourbesttoliveagoodandhappylife. ◆sure为形容词,意为“肯定的,确定的”,常见用法有:“besureof+名词/代词”或“besure+that从句”表示“对……有把握或确信”,主语是人,指主语对某事有把握。besuretodosth.表示“推测一定或必然会……”,主语是人或物,是说话人做出的判断。 【固定搭配】 makesure为固定短语,意为“确保,查明”,后接of短语或宾语从句。 ◆tryone’sbest意为“尽某人最大努力”,与doone’sbest同义,其后通常接动词不定式,也可单独使用。 9.Thatsoundsrighttome. sound为系动词,意为“听起来”,后面常接形容词作表语,有时也可接like构成短语soundlike,意为“听起来像”。 【拓展】 sound还可作名词,意为“声音”,指自然界中所有的声音。 10.Mydadalwayssaysthatweshouldbegoodtoothers. ◆本句中that引导的宾语从句作says的宾语。 ◆begoodto意为“对……好/和善/慈爱”,后接表示人或人格化的词,与befriendlyto意思相同。 【拓展】 (1)begoodfor意为“对……有益”,其反义短语为bebadfor,意为“对……有害”。 (2)begoodat表示“擅长,在……方面做得好”,at后跟名词、代词或动名词。--- - 11.Iagree. Iagree.意为“我同意”,是英语中的常用口语,表达同意对话者的意见。 12.Let’swritethesequestionsdownandthensurveyourparents,friendsandneighboursabouttheirthoughts. ◆writedown意为“写下,记下”,是由“动词+副词”构成的短语。writedown的宾语如果是名词,放在down前后均可;如果是代词,必须放在down之前。 ◆本句中的survey为及物动词,意为“(对……做)民意调查”。 [设计意图] 对文中的重难点句型进行讲解,帮助学生明确语言点,为课文的理解清除障碍。StepⅢ.Reading 1.Readthetext,andmonitorthestudents’pronunciationandcomprehension. 2.ShowLet’sDoIt!No.1. Readthelessonandfillintheblanks. Afterthehistoryclass,LiMingsitsintheclassroom,deepinthought.WangMeicomesin,andtheystarta .LiMingwondersaboutthe oflife.Hehasmanyquestionsabouthispurposeinlife.WangMeithinksthosequestionsare toanswer.Theydecideto theirquestions ,andthen somepeopleabouttheirthoughts. 【Keys】 dialogue,meaning,difficult/hard,write,down,survey [设计意图] 通过学生们反复朗读课文,加强学生们的记忆,同时也锻炼学生们的口语表达能力。StepⅣ.Listening T:Boysandgirls,it’sourlisteningtime.PleaselistentothevideoanddoLet’sDoIt!No.2.Ifyouknowtheanswer,pleasestandupandspeakout!You’llgetstarsforyourgroup.Ready?Go! Listentothepassageandticktheideasmentioned. Becomefamous. Haveahappyfamily. Attendagooduniversity. Makeotherpeoplehappy. Haveasatisfyingjob. Berich. 【Keys】 Becomefamous.Haveahappyfamily.Attendagooduniversity.Berich.☆教材解读☆ Makeotherpeoplehappy. “make+sb.+adj.”意为“使某人……”。makesb.dosth.意为“使/让某人做某事”。 [设计意图] 在学生解决了课文的疑难点之后,学生对课文有了一定的认知,在此基础上练习听力,才能做出听力后的题目,达到听力训练的目的。StepⅤ.Task 1.It’ssaidthathappypeoplecanlivelonger.Whatdoyouneedtobehappy?Fillinthemindmap.Thengiveareasonforeachthingyoulist. 【Keys】 Healthisimportantforlivingafullandactivelife.Youneedtobehealthytoworkandplay. 2.Instructthestudentstoworkingroupstocompletetheirownmindmapliketheoneinthestudent’sbook.Theymaychoosetoincludesomedrawingsorimagesofthingsinthemindmapinsteadofwords.--- - 3.Askthegroupstopresenttheirmindmapstotheclassanddiscuss.Afterallofthegroupshavehadachancetopresenttheirmindmaps,putthemindmapsuparoundtheclassroom. [设计意图] 培养学生们的总结归纳能力。StepⅥ.PracticeⅠ.ShowLet’sDoIt!No.3.Fillintheblankswiththecorrectformsofthewordsinthebox.success purpose survey wonder neighbour1.Workhardandyouwillbe inthefuture. 2.I whohewas,butnobodycouldtellme. 3.Whatisthe ofyourvisit? 4.Oneofour helpeduslookafterourdogwhilewewereaway. 5.We 500peopleand75%ofthemwereinfavouroftheplan. Ⅱ.用所给词的适当形式填空1.What’sthe (mean)oflife? 2.Whyaregreatpeopleso (success)? 3.Howcanwe (success)? 4.I’mnotsurehow (answer)them. 5.Weshouldtryourbest (learn)Englishwell. Ⅲ.根据汉语意思完成句子1.如果海伦尽力,她也能过上幸福生活。IfHelen ,shecanliveahappylife,too. 2.你知道这个词是什么意思吗?Doyouknow ? 3.你认为我们的城市怎么样?Whatdoyou ourcity? 4.我确信他最后会成功。Iam hewillsucceedatlast. 5.从这些成功人士的成功中,我们能学到许多。Wecanlearnalotfromthese people’s . 【Keys】 Ⅰ.1.successful 2.wondered 3.purpose4.neighbours 5.surveyedⅡ.1.meaning 2.successful 3.succeed 4.toanswer 5.tolearnⅢ.1.triesherbest 2.whatthiswordmeans 3.thinkof 4.surethat 5.successful,success [设计意图] 以习题的形式,巩固本节课所学的重点词汇和句型。StepⅦ.Summary Inthisclass,we’velearntsomemainphrasesandsentencesaboutthemeaningoflife. [设计意图] 给学生以总结,让学生明确这节课的学习内容。StepⅧ.Homework 1.Finishofftheremainingexercisesintheactivitybook. 2.Readthenextreadinginthestudent’sbook. [设计意图] 让学生通过习题巩固本节课内容,并提前做好预习。Lesson7 WhatIstheMeaningofLife?Mainphrases:·deepinthought·thinkabout--- -·writedownMainsentences:·Whatisthemeaningoflife?·Doyoueverwonderaboutthat?·Forexample,whyaregreatpeoplesosuccessful?·Andhowcanwesucceedinlife?·Andhowdoyouknowifyou’vesucceeded?·I’mnotsurehowtoanswerthem,butIthinkweshouldtryourbesttoliveagoodandhappylife.·Thatsoundsrighttome.·Mydadalwayssaysthatweshouldbegoodtoothers.·Iagree.第二课时 Lesson8AUniverseofThought 1.记忆单词universe,AlbertEinstein,lifetime,solve,theory,relativity,Switzerland,pioneer,Nobel,Princeton,nuclear,weapon,conclusion,false;短语TheoryofRelativity,goon,inthefieldof,theNobelPrize,passaway,nuclearweapon。 2.掌握重点句型:①EinsteinismostfamousforhisTheoryofRelativity.②Afterhefinishedschool,hewentontostudyphysicsinSwitzerland.③In1905,Einsteinbegantowritearticlesandbecameapioneerinthefieldofmodernphysics.④Foroneofthosearticles,hereceivedtheNobelPrizein1921.⑤Hesignedhislastletterbeforehepassedaway.⑥Theletteraskedpeopletogiveupnuclearweapons. 3.能够读懂并运用before,after引导的时间状语从句和who引导的定语从句。 4.能够读懂相关名人的文章,明白文章的主旨大意,并掌握这样文章的结构。 1.学会并能正确使用单词及短语:universe,AlbertEinstein,lifetime,solve,theory,relativity,Switzerland,pioneer,Nobel,Princeton,nuclear,weapon,conclusion,false,TheoryofRelativity,goon,inthefieldof…,theNobelPrize,passaway,nuclearweapon。 2.能够读懂有关名人的文章,明确文章的主旨大意,掌握文章结构。 3.能够运用下列句型:①EinsteinismostfamousforhisTheoryofRelativity.②Afterhefinishedschool,hewentontostudyphysicsinSwitzerland.③In1905,Einsteinbegantowritearticlesandbecameapioneerinthefieldofmodernphysics.④Foroneofthosearticles,hereceivedtheNobelPrizein1921.⑤Hesignedhislastletterbeforehepassedaway.⑥Theletteraskedpeopletogiveupnuclearweapons. 4.学习并运用before,after引导的时间状语从句和who引导的定语从句。 1.能够正确运用本课的重点词汇:universe,AlbertEinstein,lifetime,solve,theory,relativity,Switzerland,pioneer,Nobel,Princeton,nuclear,weapon,conclusion,false;掌握重点短语:TheoryofRelativity,goon,inthefieldof…,theNobelPrize,passaway,nuclearweapon。--- - 2.掌握before,after引导的时间状语从句和who引导的定语从句。 思路一:本课的教学内容是冀教版九年级英语第二单元的第八课,主要围绕“宇宙猜想”介绍爱因斯坦,利用多媒体展示爱因斯坦的图片,帮助学生完成爱因斯坦的介绍,并讲述其成就,为课文的阅读与学习奠定基础。通过小组合作的方式,学习本课的词汇与短语,培养学生的阅读技巧,能够快速把握文章的信息。理解课文内容,最终达到语言综合运用能力。 思路二:本课的教学内容是冀教版九年级英语第二单元的第八课,主要围绕“宇宙猜想”介绍爱因斯坦。首先以展示图片并询问问题来导入新课,让学生分组讨论三个问题,以真实的语言情景展示语言实践活动,提高学生的英语交际能力。²教师在课前设计教学PPT,准备录音机和磁带,多媒体等。StepⅠ.Leadin Leadingin【情景1】 T:Hello,class.Goodtoseeyou.Let’sgetstartedwithtoday’slesson.TodaywewilllearnLesson8.(showthepictureofEinsteinonPPT)Pleaselookatthepicture.Whoishe? Ss:Einstein. T:Yes,youareright.Canyoutellmeanythingabouthim? Ss:Yes. S1:HewasborninGermanyin1879. S2:Hethoughtabouttheuniverse. S3:Hesolvedmanyproblemsinphysics. S4:HeisfamousforhisTheoryofRelativity.… T:OK.LookatPage20Lesson8.Let’slearnmoreaboutEinstein.Areyouready?Go! [设计意图] 直接导入与本文有关的内容,帮助学生建立对爱因斯坦的初步了解,对下面课文的学习奠定基础。 Leadingin【情景2】 TheteachercanbegintheclassbyshowingthefollowingpicturesandaskingthefollowingquestionsonPPT. Askstudentsthefollowingquestions: (1)Doyouknowwhothemaninthepicturesis? (2)Whatishefamousfor? (3)Whywashesuccessful? 【Keys】 (1)HeisAlbertEinstein,agreatscientist. (2)HeisfamousforhisTheoryofRelativity. (3)Becauseheneverstoppedquestioningandhenevergaveupthinkingandtrying. [设计意图] 通过PPT及图片内容,让学生们认识爱因斯坦,通过回答问题,对爱因斯坦做个初步了解,从而明确本课的学习内容。StepⅡ.Presentation Learnthenewwords.--- - T:WehaveknownsomethingaboutEinstein.Nowwewilllearnsomenewwords.AndthiswillhelpyoutolearnmoreaboutEinstein.Areyouready? Ss:Yes. TheteachershowsthenewwordsonPPT. NewWordsuniversen.宇宙;万象AlbertEinstein艾伯特·爱因斯坦lifetimen.一生;终生solvev.解决;解答theoryn.理论;学说relativityn.相对性Switzerland瑞士pioneern.先锋;先驱Nobel诺贝尔(人名)Princeton普林斯顿(地名)nuclearadj.核能的weaponn.武器conclusionn.结论falseadj.错误的;假的 T:Pleasereadafterme. (Thestudentsfollowtheteacherthreetimes)并给学生们几分钟时间记忆。 T:(Fourminuteslater)Boysandgirls,let’slearnsomethingaboutEinstein. [设计意图] 呈现本课中出现的词汇,领着学生们朗读并记忆,让学生们了解重点词汇,起到巩固基础的作用。StepⅢ.Reading 1.Scanreading. Dividestudentsintosmallgroupsandletthemreadthetextquicklyandfindtheanswerstothefollowingsentences. ShowLet’sDoIt!No.1onPPT 【Keys】 Germany,modernphysics,theNobelPrize,teach,died [设计意图] 让学生速读,快速把握课文信息,学会找关键句,以找出答案为主要目的,从而培养学生的阅读技巧。 2.Carefulreading. T:Goodjob!Boysandgirls!Nowthistime,wewilldotheexercisethatisalittlemoredifficult. ShowLet’sDoIt!No.2onPPT. Readthelessonagainandanswerthequestions. (1)InwhatfielddidEinsteinsolvemanyproblemsduringhislifetime? (2)WhatisEinsteinmostfamousfor? (3)InwhatcountriesdidEinsteinteach? (4)Whatdidheaskpeopletodoinhislastletter?--- - 【Keys】 (1)Hesolvedmanyproblemsinphysics. (2)HeismostfamousforhisTheoryofRelativity. (3)HetaughtinSwitzerland,GermanyandtheUnitedStates. (4)Heaskedpeopletogiveupnuclearweapons.☆教材解读☆ Whatdidheaskpeopletodoinhislastletter? asksb.todosth.意为“请求某人做某事”,asksb.nottodosth.意为“请求某人不要做某事”。类似于ask用法的动词还有tell,order等。 [设计意图] 细读课文,对文章的内容有更进一步的理解。 3.Readthetextandfindoutmainphrasesandsentences. Mainphrases: ·TheoryofRelativity ·goon ·inthefieldof… ·theNobelPrize ·passaway ·nuclearweapon Mainsentences: ·AlbertEinsteinwasoneofthegreatestmindsofthelastcentury. ·Afterhefinishedschool,hewentontostudyphysicsinSwitzerland. ·Hesignedhislastletterbeforehepassedaway. ·Theletteraskedpeopletogiveupnuclearweapons. ·Theimportantthingisnottostopquestioning. ·Anyonewhohasnevermadeamistakehasnevertriedanythingnew.☆教材解读☆ 1.AlbertEinsteinwasoneofthegreatestmindsofthelastcentury. ◆oneof…意为“……之一”,后接名词或代词的复数形式。“oneof+the+形容词最高级+名词复数”意为“最……之一”,oneof…作主语时,谓语动词用第三人称单数形式。 ◆mind在这里为名词,意为“聪明人,富有才智的人”。 【拓展】 mind作名词还可意为“头脑,智慧,心思”;作动词,意为“介意,在乎”,主要用于疑问句和否定句。 【固定搭配】 changeone’smind改变主意,makeupone’smind做出决定,keep…inmind将……记在心中,nevermind不要紧 ◆century意为“世纪”,onecentury相当于onehundredyears。 2.Duringhislifetime,Einsteinthoughtabouttheuniverseandsolvedmanyproblemsinphysics. ◆本句是一个简单句,and连接两个并列谓语。 ◆during为介词,意为“在……期间”。 【辨析】 during,for (1)during后接表时间长度的名词,表示特定的时间,时间段明确,起止时间分明。 (2)for后接一段时间,用于表示时间的长短,多与带数词的名词短语连用,用于回答以howlong开头的疑问句。 ◆solve为动词,意为“解决,解答”,通常指解答难题或解决难以处理的问题,常与problem构成短语。 3.EinsteinismostfamousforhisTheoryofRelativity. ◆bemostfamousfor意为“以……最为出名”。most还可用especially等替换,表示“尤以……出名”,句中most表示“很,非常”,其前不加冠词。 ◆befamousfor意为“因……而著名”,表示某人或某地因某种知识、技能、作品或特征而出名。其中for是表示原因的介词,意为“因为,由于”,后接表示原因的名词。 【辨析】 befamousfor,befamousas (1)当主语是表示人的名词时,befamousfor表示“因某种技能、知识、作品或特征而出名”,befamousas表示“某人因某种身份而出名”。--- - (2)当主语是表示地点或事物的名词时,befamousfor表示“以某种特点、价值或特产而出名”,befamousas则表示“以……样的产地或形式而出名”。 4.Afterhefinishedschool,hewentontostudyphysicsinSwitzerland. ◆本句含有一个由after引导的时间状语从句。 ◆goon意为“继续”。 【辨析】 goontodosth.,goondoingsth. (1)goontodosth.意为“(完成某事后)接着做另一件事”。 (2)goondoingsth.意为“不停地做某事”。 5.In1905,Einsteinbegantowritearticlesandbecameapioneerinthefieldofmodernphysics. inthefieldof意为“在……领域/界”。 6.Hesignedhislastletterbeforehepassedaway. ◆本句含有一个由before引导的时间状语从句。 ◆passaway意为“逝世,亡故”。 【拓展】 passaway还可表示“消失,消逝”。 7.Theletteraskedpeopletogiveupnuclearweapons. giveup意为“放弃”,可接名词、代词或动名词作宾语。代词作宾语时,必须放在give和up中间。 8.Theimportantthingisnottostopquestioning. 动词不定式短语nottostopquestioning在句中作表语。 9.Anyonewhohasnevermadeamistakehasnevertriedanythingnew. ◆本句是一个含有定语从句的复合句。whohasnevermadeamistake作anyone的定语。当先行词是人时,定语从句用that或who引导;当先行词是物时,定语从句用that或which引导。 ◆anyone是一个不定代词,意为“任何人,无论谁”,作主语时其谓语动词用第三人称单数。 【辨析】 anyone,someone (1)anyone表示“一些人”的含义时,用于否定句、疑问句或条件句中。 (2)someone作“一些人或某人”讲时,多用于肯定句中。但如果表示请求或征求意见时,someone也可用于疑问句中。 ◆makeamistake意为“犯错误”,mistake在此处为可数名词。 ◆anythingnew意为“新事物,新东西”。anything为不定代词,new修饰anything,作后置定语。这一类不定代词包括:something,everything,anything,nothing,someone,somebody,everyone,everybody,anyone,anybody,nobody等。 [设计意图] 对文中的重难点句型进行讲解,帮助学生明确语言点,为课文的理解清除障碍。StepⅣ.Groupwork ShowLet’sDoIt!No.4onPPT. Workingroups.WhoisyourfavouriteNobelPrizewinner?Whatishis/hermainachievement?Talkabouthim/herwithyourgroupmembers. Tasktips: ·Whenandwherewashe/sheborn? ·Whatdidhe/shedo? ·Whatwashe/shemostfamousfor? [设计意图] 本课给我们提供了一篇介绍名人的范文。让学生模仿本课写一写自己喜欢的一名诺贝尔奖获得者。锻炼学生的写作能力,同时在全班同学面前展示,又锻炼了学生的口语表达能力。StepⅤ.PracticeⅠ.ShowLet’sDoIt!No.3onPPT.Fillintheblankswiththecorrectformsofthewordsorphrasesinthebox.solve,pioneer,befamousfor,goon,inthefieldof1.Ourcountryisoutstanding modernscience. 2.Hainan itsfreshairandbeautifulbeaches. 3.Theboywasveryexcitedwhenhe thecrosswordpuzzle. --- -4.Hewasa oftheMayFourthMovement. 5.He tostudyforhismaster’sdegreeafterhefinisheduniversity. Ⅱ.根据句意及首字母提示补全单词1.Onehundredyearsisac . 2.Thinkhard,andyouwills theproblembyyourself. 3.Ihopeyouwillenjoyyourselfd yourstayinChina. 4.Afterdiscussingitforalongtime,theycametoac . 5.Whataperson!Inmyl ,I’venevermetamanlikehim. Ⅲ.根据课文内容,回答问题1.What’sEinsteinmostfamousfor?2.Whatishisfamoussayinginthislesson?3.WhatdidEinsteindoafterhefinishedschool?4.WhatwastheimportantthingthatEinsteinthought?5.Whatwashisadviceinhislastletter?【Keys】 Ⅰ.1.inthefieldof 2.isfamousfor 3.solved 4.pioneer 5.wentonⅡ.1.century 2.solve 3.during 4.conclusion 5.lifetimeⅢ.1.HeismostfamousforhisTheoryofRelativity. 2.Ninety-ninetimes,theconclusionisfalse.ThehundredthtimeIamright. 3.HestudiedphysicsinSwitzerland. 4.Theimportantthingwasnottostopquestioning. 5.Togiveupnuclearweapons. [设计意图] 锻炼学生的思考能力,同时培养学生的语感。StepⅥ.Summary Inthisclass,we’velearntsomethingaboutAlbertEinsteinandsomemainwordsandsentences. [设计意图] 给学生以总结,让学生明确这节课的学习内容。StepⅦ.Homework 1.Finishofftheremainingexercisesintheactivitybook. 2.Studentsarerequiredtoreadthenextreadinginthestudent’sbook. [设计意图] 让学生通过习题巩固本节课内容,并提前做好预习。Lesson8 AUniverseofThoughtMainphrases:·TheoryofRelativity·goon·inthefieldof·theNobelPrize·passaway·nuclearweaponMainsentences:·AlbertEinsteinwasoneofthegreatestmindsofthelastcentury.·Duringhislifetime,Einsteinthoughtabouttheuniverseandsolvedmanyproblemsinphysics.·EinsteinismostfamousforhisTheoryofRelativity.·Afterhefinishedschool,hewentontostudyphysicsinSwitzerland.·Hesignedhislastletterbeforehepassedaway.·Theimportantthingisnottostopquestioning.·Anyonewhohasnevermadeamistakehasnevertriedanythingnew.--- -第三课时 Lesson9China’sMostFamous“Farmer” 1.记忆单词peanut,hybrid,variety,introduction,leader,production,produce,super;短语FatherofHybridRice,sincethen,togetherwith…。 2.:①Forthis,hebecameknownasthe“FatherofHybridRice”.②NowDr.Yuanisworkingondevelopingsuperhybridrice.③Inthedream,hegrewanewtypeofricethatwasasbigasapeanut.④Theplantallowedfarmerstorestinitsshade.⑤Sincethen,hehasspentmuchofhistimeresearchinganddevelopingnewvarieties.⑥In1973,togetherwithotherscientists,hesucceededindevelopinghybridrice. 3.能够读懂并运用before,after引导的时间状语从句和that引导的定语从句。 4.能够读懂相关名人的文章,明白文章的主旨大意,并掌握这样文章的结构。 1.学会并能正确使用单词及短语:peanut,hybrid,variety,introduction,leader,production,produce,super;FatherofHybridRice,sincethen,togetherwith…。 2.能够读懂有关名人的文章,明确文章的主旨大意,掌握文章结构。 3.能够运用下列句型:①Forthis,hebecameknownasthe“FatherofHybridRice”.②NowDr.Yuanisworkingondevelopingsuperhybridrice.③Inthedream,hegrewanewtypeofricethatwasasbigasapeanut.④Theplantallowedfarmerstorestinitsshade.⑤Sincethen,hehasspentmuchofhistimeresearchinganddevelopingnewvarieties.⑥In1973,togetherwithotherscientists,hesucceededindevelopinghybridrice. 4.学习并运用before,after引导的时间状语从句和that引导的定语从句。 1.能够正确应用本课的重点词汇:peanut,hybrid,variety,introduction,leader,production,produce,super;掌握重点短语FatherofHybridRice,sincethen,togetherwith…。 2.熟练运用before,after引导的时间状语从句和that引导的定语从句。 思路一:本课的教学内容是冀教版九年级英语第二单元的第九课,主要围绕“中国最著名的农民”介绍袁隆平。首先,以与学生们谈论“dream”,引出它有两种含义,然后询问学生们“是否听说过袁隆平”“关于袁隆平知道些什么”,引出本课的话题,为课文的阅读与学习奠定基础。通过小组合作的方式,学习本课的词汇与短语,培养学生的阅读技巧。理解课文内容并复述课文,发挥学生们的记忆潜能,最终达到语言综合运用能力。 思路二:本课的教学内容是冀教版九年级英语第二单元的第九课,主要围绕“中国最著名的农民”介绍袁隆平。首先以展示图片并询问问题来导入新课,让学生分组讨论三个问题,以真实的语言情景展开语言实践活动,提高学生的英语交际能力。理解课文内容并复述课文,发挥学生们的记忆潜能,最终达到语言综合运用能力。 教师在课前设计教学PPT,准备录音机和磁带,多媒体等。StepⅠ.Leadin--- - Leadingin【情景1】 T:Goodmorning/afternoon,class.Ihadagood/bad/aninterestingdreamlastnight.Idreamtthat…Canyourememberyourdreamsafteryouwakeup?Canyourememberarecentdreamofyours?Whathappenedinyourdream? S1:Yes,Icanalwaysremembermydreams.LastnightIdreamtthat… S2:No,Ineverremembermydreams.… T:Thoseareallveryinterestingdreams.InEnglish,wecanusetheword“dream”todescribetwodifferentthings:(1)Theimagesweseewhilewesleep.(2)Hopesorgoalswewishtoachieve.Now,wehavealottodo,solet’sgettowork! AskthestudentstolookatthepictureandreadthetitleofLesson9. T:HaveyouheardofDr.YuanLongping?Whatdoyouknowabouthim? S1:No. S2:Yes.Heisthe“FatherofHybridRice”. S3:Yes.Hesucceededindevelopinghybridricein1973. S4:Yes.Helovesplayingtheviolinandlisteningtomusic. S5:Yes.Nowheisworkingondevelopingsuperhybridrice.… Allowseveralstudentstorespond. T:OK.LookatPage22Lesson9.Let’slearnmoreaboutDr.Yuan.Areyouready?Go! [设计意图] 直接导入与本文有关的内容,帮助学生建立对袁隆平的初步了解,对下面课文的学习奠定基础。 Leadingin【情景2】 TheteachercanbegintheclassbyshowingthefollowingpicturesandaskingthefollowingquestionsonPPT.Picture1Picture2Picture3 Askstudentsthefollowingquestions: (1)What’sinPicture1? (2)DoyouknowthemaninPicture2andPicture3? (3)What’stherelationbetweenthemanandthericeinPicture1? Letstudentsdiscussingroups.5minuteslater,onestudentineachgroupshouldgivetheiranswerstotheclass. 【Keys】 (1)It’shybridrice. (2)YuanLongping,agreatChinesescientist. (3)YuanLongpingisthe“FatherofHybridRice”. T:BecauseofProfessorYuan’shardwork,Chinanowproducesenoughricetofeedherpeopleeachyear.YuanLongpingmakesagreatcontributiontotheworld. [设计意图] 通过PPT及图片内容,让学生们认识袁隆平,通过回答问题,对袁隆平做个初步了解,从而明确本课的学习内容。StepⅡ.Presentation Learnthenewwords. T:WehaveknownsomethingaboutYuanLongping.Nowwewilllearnsomenewwords.AndthiswillhelpyoutolearnmoreaboutYuanLongping.Areyouready? Ss:Yes. TheteachershowsthenewwordsonPPT.NewWords--- -peanutn.花生hybridadj.杂交的,n.杂交植物(动物)varietyn.品种;变化introductionn.采用;引进;推行leadern.领导者;领袖productionn.生产,制造;产量producev.生产;出产superadj.超级的 T:Pleasereadafterme. (Thestudentsfollowtheteacherthreetimes)并给学生们几分钟时间记忆。 T:(Fourminuteslater)Boysandgirls,let’slearnsomethingaboutYuanLongping. [设计意图] 呈现本课中出现的词汇,领着学生们朗读并记忆,让学生们了解重点词汇,起到巩固基础的作用。StepⅢ.Reading 1.Scanreading. Dividestudentsintosmallgroupsandletthemreadthetextquicklyandfindtheanswerstothefollowingsentences. ShowLet’sDoIt!No.1onPPT. Readthelessonandwritetrue(T)orfalse(F). (1)Hegrewanewtypeofriceasachild. (2)Hehadanideaforhybridriceinthe1960s. (3)Hestudiedagricultureatuniversity. (4)Heisworkinghardondevelopingsuperhybridrice. (5)Heplaystheviolinforhalfanhourbeforehegoestobed. 【Keys】 (1)F (2)T (3)T (4)T (5)F [设计意图] 让学生速读,快速把握课文信息,学会找关键句,以找出答案为主要目的,从而培养学生的阅读技巧。 2.Carefulreading. T:Goodjob!Boysandgirls!Nowthistime,wewilldotheexercisethatisalittlemoredifficult. ShowsomequestionsonPPT. Readthetextandanswerthefollowingquestions. (1)WhatwasYuan’sdreamwhenhewasachild? (2)Whatwashehonoredwithbypeople? (3)Whatdoeshedoinhissparetime? (4)WhatisYuandoingnow? 【Keys】 (1)Hewishedtogrowanewtypeofrice. (2)“FatherofHybridRice”. (3)Heplaystheviolinandlistenstomusic.Helikesreadingbooksandswimming,too. (4)Heisworkingondevelopingsuperhybridrice. [设计意图] 细读课文,对文章的内容有更进一步的理解。 3.Readthetextandfindoutmainphrasesandsentences. Mainphrases: ·FatherofHybridRice ·sincethen ·togetherwith… ·becauseof ·inthe1960s ·afew ·comeupwith ·workon Mainsentences:--- - ·Inthedream,hegrewanewtypeofricethatwasasbigasapeanut. ·Theplantallowedfarmerstorestinitsshade. ·TheintroductionofthisnewproductmadeChinaaleaderinriceproduction. ·Forthis,hebecameknownasthe“FatherofHybridRice”. ·In1980,thetechnologyforhybridricewasintroducedtotheUnitedStatesand,later,tomanyothercountriesaroundtheworld. ·Howniceitwouldbetohavearicetree!☆教材解读☆ 1.Inthedream,hegrewanewtypeofricethatwasasbigasapeanut. ◆本句含有由that引导的定语从句。thatwasasbigasapeanut作rice的后置定语。 ◆“as+形容词/副词原级+as…”意为“与……一样……”。“notso+形容词/副词原级+as…”意为“不如……”。 2.Theplantallowedfarmerstorestinitsshade. allow为及物动词,意为“允许,准许,让”,allowsb.todosth.意为“允许某人做某事”,动词不定式作宾语补足语。 【拓展】 allow还用于以下两种结构: (1)sb.beallowedtodosth.某人被允许做某事。 (2)allowdoingsth.允许做某事。 3.Inthe1960s,afewyearsafterhefinishedhisstudiesinagricultureatuniversity,hecameupwithanideaforhybridrice. ◆inthe1960s意为“在20世纪60年代”。表示“在……世纪……年代”时用介词in,在整十的年代后加“s”或“‘s”,并在年代前加定冠词the。 ◆afew意为“一些,几个”,用于可数名词复数前,相当于several或some,表示肯定概念。few意为“很少,几乎没有”,表示否定概念。 ◆comeupwith意为“找到,想出(答案、解决问题的办法等)”,后面常接名词或代词作宾语,相当于thinkup。 4.Sincethen,hehasspentmuchofhistimeresearchinganddevelopingnewvarieties. ◆sincethen意为“从那时起(到现在)”,常用于现在完成时。 ◆spend…doingsth.意为“花费时间/金钱做某事”,spend的另一个重要搭配是spend…onsth.意为“在某事/物上花费时间/金钱”,spend的主语是人。 【拓展】 (1)pay常用于pay(sb.)(somemoney)forsth.结构,主语是人,指为某物支付金钱。 (2)take常用于Ittakessb.sometimetodosth.结构,It是形式主语。 (3)cost常用于sth.costs(sb.)somemoney,主语是物。 5.In1973,togetherwithotherscientists,hesucceededindevelopinghybridrice. 当主语前面或后面跟有with,togetherwith,like,except,but,ratherthan,aswellas等构成的短语时,谓语动词与主语保持一致。 6.TheintroductionofthisnewproductmadeChinaaleaderinriceproduction. makeChinaaleader为“make+宾语+名词”结构,名词作动词make的宾语补足语,这种结构表示“使/让某人成为……;使某人当……”。 7.Forthis,hebecameknownasthe“FatherofHybridRice”. beknownas意为“作为……而闻名”,beknownfor意为“因为……而闻名”;beknownto意为“对于……而闻名”。其中known可以用famous代替。 8.In1980,thetechnologyforhybridricewasintroducedtotheUnitedStatesand,later,tomanyothercountriesaroundtheworld. ◆本句为一般过去时的被动语态,其结构为“was/were+及物动词的过去分词”。 ◆introduce…to/into意为“引进、采用……”。 9.BecauseofDr.Yuan’shardwork,Chinanowproducesenoughriceeveryyeartofeeditspeople. ◆becauseof意为“因为,由于”,为介词短语,其后只能接名词、代词或动名词,不能接从句。 【拓展】 because意为“因为”,为从属连词,用来引导原因状语从句或用于回答以why引导的特殊疑问句。--- - ◆enough在本句中为形容词,意为“足够的,充足的”。修饰名词时,可以放在名词之前,也可以放在名词之后。 【拓展】 (1)enough作副词时,意为“足够地”。修饰形容词或副词时,必须放在形容词或副词之后。 (2)enough作代词时,意为“充分,足够”。 ◆feed表示“喂(养)”时,可用于动物或人。 10.NowDr.Yuanisworkingondevelopingsuperhybridrice. workon在本句意为“从事于,致力于”,它还有“继续工作,对……有影响,对……有作用”的意思。 11.Howniceitwouldbetohavearicetree! 本句是how引导的感叹句。how引导的感叹句一般有两种形式: ①How+形容词或副词+主语+谓语! ②How+形容词+a/an+可数名词的单数形式+主语+谓语! [设计意图] 对文中的重难点句型进行讲解,帮助学生明确语言点,为课文的理解清除障碍。 4.Rewrite. Readthelessonagainandfillintheblanks. PeoplecallYuanLongpingthe“FatherofHybridRice”.In1973,togetherwithotherscientists,hesucceededin hybridrice.The ofthisnewproductmadeChinaaleaderinriceproduction.BecauseofDr.Yuan’shardwork,Chinanow enoughricetofeeditspeopleeveryyear.Healsohasmanyotherinterests.Helovesplayingthe ,listeningtomusic,readingandswimming. 【Keys】 developing,introduction,produces,violin [设计意图] 让学生再次阅读课文,能够抓住文章要点进行复述课文。StepⅣ.Groupwork 1.ShowLet’sDoIt!No.4onPPT. Workingroups.Canyouthinkofaninventionoragoodwaytomakelifebetter?Whatisit?Talkaboutitwithyourgroupmembers. 2.Instructthestudentstoworkingroupstobrainstormsomeideasforanewinventionthatwouldmakelifeeasierorbetter.Oncetheyhavebrainstormedafewideas,theyshouldchooseoneandcreateaplanforit.Theplanshouldincludethefollowing: ①adrawingormodeloftheinvention ②asetofwritteninstructionsthatdescribehowtheinventionworksanditspurpose ③alistoftwoorthreereasonsthatexplainwhy/howthisinventionwouldmakelifeeasierorbetter 3.Askeachgrouptopresenttheirinventionstotheclass. [设计意图] 发挥学生们的想象,小组合作探究,想出一种发明或一个好办法能使生活更好。充分锻炼学生们的思考能力、口语表达能力和写作能力。StepⅤ.PracticeⅠ.ShowLet’sDoIt!No.3.Matchandcompletethesentences.1.Einsteinsignedaletter2.Theboybecamefamous3.Thescientistsaredoingthefinaltest4.Mumoftentellstheboyastory5.Ciciwantstobeapainter beforeafter theylaunchtherocket.hegoestobed.shefinishesschool.hewonthatprize.hepassedaway.Ⅱ.用所给词的适当形式填空1.Jimisa (lead)ontheteam. 2.Theboysucceededin (work)outtheproblem. 3.TheBlackscametoChinain2013.Sincethen,they (live)inBeijing. 4.Thetechnology (introduce)toChinain1960s. 5.MissLiudoesn’tallowus (talk)loudlyhere. Ⅲ.根据汉语意思完成句子1.他因病没有参加会议。--- -Hedidn’tcometothemeeting hisillness. 2.他经常在业余时间玩电脑游戏。Heoftenplayscomputergames . 3.我和姐姐一样高。I’m mysister. 4.他们很难在这么短的时间内想出新的方法。It’sdifficultforthem anewwayinsuchashorttime. 5.我父母允许我晚上出去。Myparents togooutatnight. 【Keys】 Ⅰ.1.Einsteinsignedaletterbeforehepassedaway. 2.Theboybecamefamousafterhewonthatprize. 3.Thescientistsaredoingthefinaltestbeforetheylaunchtherocket. 4.Mumoftentellstheboyastorybeforehegoestobed. 5.Ciciwantstobeapainteraftershefinishesschool.Ⅱ.1.leader 2.working 3.havelived 4.wasintroduced 5.totalkⅢ.1.becauseof 2.inhissparetime 3.astallas 4.tocomeupwith 5.allowme [设计意图] 以习题的形式,巩固本节课所学的重点词汇和句型。StepⅥ.Summary Inthisclass,we’velearntsomethingaboutYuanLongpingandsomemainwordsandsentences. [设计意图] 给学生以总结,让学生明确这节课的学习内容。StepⅦ.Homework 1.Finishofftheremainingexercisesintheactivitybook. 2.Studentsarerequiredtoreadthenextreadinginthestudent’sbook. [设计意图] 让学生通过习题巩固本节内容,并提前做好预习。Lesson9 China’sMostFamous“Farmer”Mainphrases:·FatherofHybridRice·sincethen·togetherwith…·becauseof·inthe1960s·afew·comeupwith·workonMainsentences:·Inthedream,hegrewanewtypeofricethatwasasbigasapeanut.·Theplantallowedfarmerstorestinitsshade.·TheintroductionofthisnewproductmadeChinaaleaderinriceproduction.·Forthis,hebecameknownasthe“FatherofHybridRice”.·In1980,thetechnologyforhybridricewasintroducedtotheUnitedStatesand,later,tomanyothercountriesaroundtheworld.·Howniceitwouldbetohavearicetree!第四课时 Lesson10TouchtheWorld--- - 1.记忆单词planetary,HelenKeller,writer,educator,blind,deaf,illness,ability,AnneSullivan,progress,community,greatly;短语makealotofprogress,fallill,atfirst。 2.掌握重点句型:①Aftershelostherabilitytoseeandhear,shebecamedifficultandwild.②AsHelengrewolder,shemadealotofprogressandlearnedtoread.③HelenKeller,thewell-knownwriterandeducator,diedyesterdayattheageof88.④In1887,ayoungteachernamedAnneSullivan,begantohelpHelen.⑤Annewasfilledwithpride.⑥Then,oneday,whileHelenwasplayinginsomewater,AnnespelledW-A-T-E-RonHelen’shand.⑦Shedidherbesttohelpothersinthecommunitywhoweredeaforblind.⑧Shewillbegreatlymissed. 3.能够读懂并运用before,after,as,while引导的时间状语从句和who引导的定语从句。 4.能够读懂有关名人的文章,明白文章的主旨大意,并掌握这样文章的结构。 1.学会并能正确使用单词及短语:planetary,HelenKeller,writer,educator,blind,deaf,illness,ability,AnneSullivan,progress,community,greatly,makealotofprogress,fallill,atfirst。 2.能够读懂有关名人的文章,明确文章的主旨大意,掌握文章结构。 3.能够运用下列句型:①Aftershelostherabilitytoseeandhear,shebecamedifficultandwild.②AsHelengrewolder,shemadealotofprogressandlearnedtoread.③HelenKeller,thewell-knownwriterandeducator,diedyesterdayattheageof88.④In1887,ayoungteachernamedAnneSullivan,begantohelpHelen.⑤Annewasfilledwithpride.⑥Then,oneday,whileHelenwasplayinginsomewater,AnnespelledW-A-T-E-RonHelen’shand.⑦Shedidherbesttohelpothersinthecommunitywhoweredeaforblind.⑧Shewillbegreatlymissed. 4.掌握before,as,while引导的时间状语从句和who引导的定语从句。 1.能够正确应用本课的重点词汇:planetary,writer,educator,blind,deaf,illness,ability,progress,community,greatly;掌握重点短语makealotofprogress,fallill,atfirst。 2.掌握before,after,as,while引导的时间状语从句和who引导的定语从句。 思路一:本课的教学内容是冀教版九年级英语第二单元的第十课,主要以“触摸世界”为题,利用多媒体展示海伦·凯勒的图片导入新课,激发学生的学习兴趣,通过小组合作的方式,激发学生的积极性,锻炼学生快速阅读课文的能力。 思路二:本课的教学内容是冀教版九年级英语第二单元的第十课,主要以“触摸世界”为题。首先展示“千手观音”和“人与导盲犬”的图片导入新课,接着又展示海伦·凯勒的图片,让学生分组讨论两个问题,以真实的语言情景展开语言实践活动,提高学生的英语交际能力。 教师在课前设计教学PPT,准备录音机和磁带,多媒体等。StepⅠ.Leadin Leadingin【情景1】 T:Hello,boysandgirls.Gladtoseeyou.Let’sgetstartedwithtoday’slesson.Todaywearegoingtoreadaboutoneofthemostincrediblepeopleintheworld.HernamewasHelenKeller.Pleaselookatthepictures.DoyouknowwhoHelenKellerwas?--- - Ss:Yes,HelenKellerwasawomanwhowasdeafandblind,butshesomehowlearnedtoread,writeandspeakandgraduatedfromuniversity. T:Verygood.WhatcanwelearnfromapersonlikeHelenKeller? S1:Wecanlearnthatwecandoanything. S2:Theonlythingstoppingusfromachievingwhatwewantisourselves. S3:Nochallengeistoogreat. S4:Workhardandyouwillsucceed.… T:OK.Let’slearnLesson10tolearnmoreaboutHelenKeller.Ready?Go! [设计意图] 利用ThinkAboutIt中的第一个问题与图片导入本课话题,激发学生的学习兴趣。 Leadingin【情景2】 TheteachercanbegintheclassbyshowingthefollowingpicturesandaskingthefollowingquestionsonPPT.Picture1Picture2 ThegirlsinPicture1aredeafandtheycan’thearanythingbuttheycandanceverywell.Theycanseethebeautifulworldthoughtheycan’thearit. ThemaninPicture2isblindbuthecanalsolivehappilybecausehecanheartheworld. Doyouknowanyonewhoisbothdeafandblind?Hereisone.Lookatthepictures. Showstudentstwopicturesandasktwoquestions:Picture1Picture2 (1)Doyouknowhername? (2)Thewomansucceededthoughshewasblindanddeaf.Isiteasierormoredifficultforyoutosucceed?Why? 【Keys】 (1)SheisHelenKeller. (2)Theanswerisopen. [设计意图] 由“千手观音”舞蹈和“人与导盲犬”两张图片,引出既看不见又听不见的海伦·凯勒。图片导入,给学生以直观的视觉印象。StepⅡ.Presentation Theteachershowssomepicturesofthenewwordsonthescreen.Askstudentstotrytoreadthesewords.Thestudentsfollowtheteacherthreetimes.Thengivethestudentsfourorfiveminutestomemorizethenewwords. [设计意图] 呈现本课中出现的词汇,领着学生们朗读并记忆,让学生们了解重点词汇,为下一步的阅读做好铺垫。StepⅢ.Reading--- - 1.Readthetextaloud. T:Boysandgirls,it’sourreadingtime.Pleasereadafterthevideoandyoushouldpaymoreattentiontoyourpronunciation.Tryyourbesttoimitate,clear? [设计意图] 让学生跟着视频大声模仿朗读课文,培养学生正确发音和语感。 2.Readandanswer. ShowLet’sDoIt!No.1onPPT. Readthelessonandanswerthequestions. (1)WhoisHelenKeller? (2)WhathappenedtoHelenKellerwhenshewasnineteenmonthsold? (3)HowdidAnneSullivanteachHelenKeller? (4)WhatwasthefirstwordthatHelenKellerlearned? (5)WhatwasHelenKellerfamousfor? 【Keys】 (1)Sheisawell-knownwriterandeducator. (2)Shefellill.Shehadahighfeverthatmadeherblindanddeaf. (3)ShespelledwordsonHelen’shandwithherfingers. (4)Water. (5)Shewasfamousforhercourageandhardwork.☆教材解读☆ WhathappenedtoHelenKellerwhenshewasnineteenmonthsold? happened是动词happen的过去式。happen意为“发生”。表示“某人发生了某事”用“sth.happenedtosb.”这一结构。表示“某地/某时发生了某事”用“sth.happened+地点/时间状语”这一结构。 [设计意图] 细读课文,掌握文章的内容。 3.Readthetextandfindoutmainphrasesandsentences. Mainphrases: ·makealotofprogress ·fallill ·atfirst ·losetheabilitytodosth. Mainsentences: ·HelenKeller,thewell-knownwriterandeducator,diedyesterdayattheageof88. ·In1887,ayoungteachernamedAnneSullivan,begantohelpHelen. ·Then,oneday,whileHelenwasplayinginsomewater,AnnespelledW-A-T-E-RonHelen’shand. ·Annewasfilledwithpride. ·AsHelengrewolder,shemadealotofprogressandlearnedtoread. ·Shedidherbesttohelpothersinthecommunitywhoweredeaforblind. ·Shewillbegreatlymissed.☆教材解读☆ 1.HelenKeller,thewell-knownwriterandeducator,diedyesterdayattheageof88. ◆thewell-knownwriterandeducator在句中作主语HelenKeller的同位语,起解释说明的作用。这里的writer和educator指的是同一个人,所以只用了一个冠词。 ◆attheageof意为“在……岁时”,of后接基数词,有时也可省略为“at+基数词”或“atage+基数词”。at(theageof)/atage…可位于句首或句末,在功能上相当于when引导的时间状语从句。 2.Whenshewasnineteenmonthsold,Helenfellill. fallill意为“生病”,fall用作系动词,意为“进入(某种状态)”,其后常接形容词作表语。 【注意】 fallill是短暂性动作,不能和表示一段时间的状语连用,若与表示一段时间的状语连用,应改为表示持续状态的beill或besick。 3.Aftershelostherabilitytoseeandhear,shebecamedifficultandwild. --- - ability在本句中为不可数名词,意为“能力”。havetheabilitytodosth.意为“有做某事的能力”;losetheabilitytodosth.意为“失去做某事的能力”。 【拓展】 ability表示“才能,才干”时,多用复数形式。 4.In1887,ayoungteachernamedAnneSullivan,begantohelpHelen. ayoungteachernamedAnneSullivan意为“一位叫安妮·沙利文的年轻教师”。named在此为动词name(命名,取名)的过去分词,过去分词短语namedAnneSullivan作后置定语,修饰名词teacher。 5.Atfirst,thewordsdidn’tmeananythingtoHelen. atfirst为固定短语,意为“起初,起先”,常用于句首或句末,表示初始时间,用来与后来发生的事情形成对比,与intheend相对。 6.Then,oneday,whileHelenwasplayinginsomewater,AnnespelledW-A-T-E-RonHelen’shand. while为连词,意为“当……的时候”,引导时间状语从句。while引导的句子表示的是状态或延续性的动作,常用进行时态。 【辨析】 while,when,as 三者都可表示“当……的时候”,引导时间状语从句,它们之间有共同点,也有不同之处。 (1)while引导的从句中的谓语动词常用延续性动词,表示从句的动作正在进行时,主句的动作发生了。 (2)when和as引导的时间状语从句中的谓语动词可以是延续性动词,也可以是非延续性动词。 (3)as引导时间状语从句时,常强调主从句谓语动词表示的动作的同时性,含有“一边……一边……”的意思。 7.Annewasfilledwithpride. befilledwith意为“充满,装有”,是fill…with…的被动形式。fill…with…意为“用……装满……”。fill是动词,其形容词为full,反义词为empty。 【拓展】 befullof意为“满是……的”,表示状态。 8.AsHelengrewolder,shemadealotofprogressandlearnedtoread. ◆本句是由as引导的时间状语从句。 ◆makeprogress为固定短语,意为“取得进步”,其中progress为不可数名词。 9.Shedidherbesttohelpothersinthecommunitywhoweredeaforblind. ◆本句含有由who引导的定语从句,先行词是others,whoweredeaforblind作others的后置定语。 ◆【辨析】 other,another,theother,others,theothers (1)other意为“另外的”。只作定语,常与复数名词连用;但如果前面有the,this,that,some,any,each,every,no,one,my,your,his等时,则可与单数名词连用。 (2)another意为“另一个”。指三者或三者以上中的另一个,用作限定词或代词。 (3)theother意为“两者中另一个”。常与one连用,构成“one…,theother…”;作定语修饰复数名词时,表示“其余的全部”。 (4)others是other的复数形式,泛指别的人或物(但不是全部),不能作定语,构成some…others…。 (5)theothers是theother的复数形式。特指其余所有的人或物。 10.Shewillbegreatlymissed. ◆本句是一般将来时的被动语态,其构成为“willbe+动词的过去分词”。 ◆greatly为副词,意为“很,非常”,常用于动词或分词前。 [设计意图] 对文中的重难点句型进行讲解,帮助学生明确语言点,为课文的理解清除障碍。StepⅣ.Task 1.ShowLet’sDoIt!No.4onPPT. Workingroups.HaveyouheardofStephenHawking,ZhangHaidiorHuangYangguang?Whatdoyouknowaboutthem?Whatcanyoulearnfromthem?Talkaboutthem. 2.DividetheclassintogroupstodosomeresearchonStephenHawking,ZhangHaidiorHuangYangguang. 3.Havethestudentsorganizetheirresearchintoashortnewspaperarticlethatinformsothersaboutwhatthesepeopledidandwhatwecanlearnfromthem. 4.Askeachgrouptopresenttheirarticlestotheclass. [设计意图] 通过小组合作,写下他们所知道的以及应该向他们学习什么。锻炼学生的写作能力,同时在全班同学面前展示,又锻炼了学生的口语表达能力。StepⅤ.Practice--- -Ⅰ.ShowLet’sDoIt!No.2onPPT.Fillintheblankswiththewordsinthebox.ability,community,writer,progress,illness1.MoYanisafamous whoreceivedtheNobelPrizein2012. 2.Themedicinedidnothelp,andher gotworse. 3.Sheisexcellent,andwetrusther . 4.Keepontryingandyouwillmake . 5.Myauntisanurseandworksinthe clinic. ☆教材解读☆ Keepontryingandyouwillmakeprogress. keepondoingsth.意为“一直做某事,继续做某事”,与keepdoingsth.意思相同。Ⅱ.ShowLet’sDoIt!No.3onPPT.Writesentences.Usetheexampleasaguide. Shedidherbesttohelpothersinthecommunitywhoweredeaforblind.→ShedidherbesttohelpothersTheyinthecommunity.1.Thosestudentswhostudyhardwillpasstheexam.→ ________________________________________________________________________________________2.WeknowthatwomanwhoisanEnglishteacher.→ ________________________________________________________________________________________3.Thebasketballthatyouarelookingforisbehindthedoor.→ _______________________________________________________________________________________Ⅲ.连词成句1.made,a,progress,of,she,lot,grew,as,older,Helen(.)____________________________________________________________________________________________2.was,pride,filled,Anne,with(.)____________________________________________________________________________________________3.will,missed,greatly,she,be(.)____________________________________________________________________________________________4.happened,what,Daming,to,yesterday(?)____________________________________________________________________________________________5.was,HelenKeller,what,for,famous(?)____________________________________________________________________________________________6.know,boy,I,named,the,don’t,Jack(.)____________________________________________________________________________________________7.his,the,of,died,grandfather,at,age,eighty-two(.)____________________________________________________________________________________________【Keys】 Ⅰ.1.writer 2.illness 3.ability 4.progress 5.communityⅡ.1.Thosestudentsstudyhard.Theywillpasstheexam. 2.Weknowthatwoman.SheisanEnglishteacher. 3.Thebasketballisbehindthedoor.Youarelookingforit.Ⅲ.1.AsHelengrewolder,shemadealotofprogress. 2.Annewasfilledwithpride. 3.Shewillbegreatlymissed. 4.WhathappenedtoDamingyesterday? 5.WhatwasHelenKellerfamousfor? 6.Idon’tknowtheboynamedJack.7.Hisgrandfatherdiedattheageofeighty-two. [设计意图] 锻炼学生的思考能力,同时培养学生的语感。StepⅥ.Summary Inthisclass,we’velearntsomethingaboutHelenKellerandsomemainwordsandsentences. [设计意图] 给学生以总结,让学生明确这节课的学习内容。--- -StepⅦ.Homework 1.Finishofftheremainingexercisesintheactivitybook. 2.Readthenextreadinginthestudent’sbook. [设计意图] 让学生通过习题巩固本节内容,并提前做好预习。Lesson10TouchtheWorldMainphrases:·makealotofprogress·fallill·atfirst·losetheabilitytodosth.Mainsentences:·HelenKeller,thewell-knownwriterandeducator,diedyesterdayattheageof88.·In1887,ayoungteachernamedAnneSullivan,begantohelpHelen.·Then,oneday,whileHelenwasplayinginsomewater,AnnespelledW-A-T-E-RonHelen’shand.·Annewasfilledwithpride.·AsHelengrewolder,shemadealotofprogressandlearnedtoread.·Shedidherbesttohelpothersinthecommunitywhoweredeaforblind.·Shewillbegreatlymissed.第五课时 Lesson11ToChina,withLove 1.记忆单词NormanBethune,graduate,Toronto,remain,anti-,decision,aid,worst,condition,operate,government,medical;短语T.B.,remaininuse,bewellknownfor…,Anti-JapaneseWar,makeadecision,firstaid,dayafterday,setup。 2.掌握重点句型:①Healsoinventedtoolsthatremaininusetoday.②NormanBethuneiswellknownforhelpingtheChinesepeopleintheAnti-JapaneseWar.③In1938,hemadeadecisiontogotonorthernChinabecauseheknewmanypeopleweredyinginthewar.④Bethuneorganizedhospitals,taughtdoctorsandnurses,andshowedpeoplehowtogivefirstaid.⑤Peoplerememberhowhardheworkeddayafterdayintheworstpossibleconditionstohelpothers.⑥Torememberhim,thegovernmentsetupBethuneMedicalSchoolandBethuneInternationalPeaceHospitalinShijiazhuang. 3.能够运用before,after,as引导的时间状语从句和that引导的定语从句。 4.能够读懂有关名人的文章,明白文章的主旨大意,并掌握这样文章的结构。 1.学会并能正确使用单词及短语:NormanBethune,graduate,Toronto,remain,anti-,decision,aid,worst,condition,operate,government,medical;T.B.,remaininuse,bewellknownfor…,Anti-JapaneseWar,makeadecision,firstaid,dayafterday,setup。 2.能够读懂有关名人的文章,明确文章的主旨大意,掌握文章结构。 3.能够运用下列句型:①Healsoinventedtoolsthatremaininusetoday.②NormanBethuneiswellknownforhelpingtheChinesepeopleintheAnti-JapaneseWar.③In1938,hemadeadecisiontogotonorthernChinabecauseheknewmanypeopleweredyinginthewar.④Bethuneorganizedhospitals,taughtdoctorsandnurses,andshowedpeoplehowtogivefirst--- -aid.⑤Peoplerememberhowhardheworkeddayafterdayintheworstpossibleconditionstohelpothers.⑥Torememberhim,thegovernmentsetupBethuneMedicalSchoolandBethuneInternationalPeaceHospitalinShijiazhuang. 4.掌握before,after,as引导的时间状语从句和that引导的定语从句。 1.能够正确应用本课的重点词汇:graduate,Toronto,remain,anti-,decision,aid,worst,condition,operate,government,medical;掌握重点短语T.B.,remaininuse,bewellknownfor…,Anti-JapaneseWar,makeadecision,firstaid,dayafterday,setup。 2.掌握before,after,as引导的时间状语从句和that引导的定语从句。 思路一:本课的教学内容是冀教版九年级英语第二单元的第十一课,主要以“为爱来中国”为题,利用多媒体展示白求恩的图片导入新课,激发学生的学习兴趣。通过小组合作的方式,激发学生的积极性,锻炼学生快速阅读课文的能力。 思路二:本课的教学内容是冀教版九年级英语第二单元的第十一课,主要以“为爱来中国”为题,以师生互动,共同做一个游戏,让学生们通过教师描述来猜他或她是谁,并出示图片来导入新课。通过游戏的方式充分调动学生主动参与的意识,增添学生语言学习的乐趣。 教师在课前设计教学PPT,准备录音机和磁带,多媒体等。StepⅠ.Leadin Leadingin【情景1】 T:Hello,boysandgirls.Nicetoseeyou.Let’sgetstartedwithtoday’slesson.Lookatthepictures.(TheteachershowssomepicturesonPPT.)Whoistheman.Canyoutellme? Ss:Yes.HeisNormanBethune. T:Yes,verygood.Wheredidhecomefrom? Ss:HecamefromCanada. T:Whatdidhedo? Ss:Heisadoctor. T:OK.Let’slearnLesson11tolearnmoreaboutNormanBethune.Ready?Go! [设计意图] 利用图片直接导入新课,师生互动,激发学生的学习兴趣。 Leadingin【情景2】 Theteacherplaysaguessinggame.Letstudentsguesswhoheorsheisbywhattheteacherdescribes. HeisaCanadianandheisadoctor.Heworkedasadoctorinwars.Heinventedtoolsthatdoctorsstillusetoday.HetravelledtoChinaandhelpedChinesepeopleintheAnti-JapaneseWar.Whoishe? Letstudentstrytogivethecorrectanswerinsmallgroups. 【Keys】 HeisNormanBethune. ShowthepicturesofNormanBethune.--- - Now,theteacherletsstudentsreadthequickquizaboutNormanBethuneinthetextbook.Theteacherasksthequestionsandstudentsanswer. [设计意图] 通过师生互动,共同做一个游戏,充分调动学生主动参与的意识,增添语言学习乐趣。StepⅡ.Presentation Theteacherpresentsthenewwordsonthescreen.Askstudentstotrytoreadthesewords.Thestudentsfollowtheteacherthreetimes.Thengivethestudentsfourorfiveminutestomemorizethenewwords. [设计意图] 呈现本课中出现的词汇,领着学生们朗读并记忆,让学生们了解重点词汇,为下一步的阅读做好铺垫。StepⅢ.Reading 1.Readthetextaloud. T:Boysandgirls,it’sourreadingtime.Pleasereadafterthevideoandyoushouldpaymoreattentiontoyourpronunciation.Tryyourbesttoimitate,clear? [设计意图] 让学生跟着视频模仿大声朗读课文,纠正学生的发音,培养语感。 2.Scanreading. T:Boysandgirls,nowthatyouhaveknownsomethingaboutBethune,let’sreadthepassagetogetmoreabouthim.Pleasereadquicklyanddothefollowingexercise. ShowLet’sDoIt!No.1onPPT. Readthelessonandwritetrue(T)orfalse(F). (1)BethunewasanAmericandoctor. (2)Hefinisheduniversityin1916. (3)HecametonorthernChinatohelppeopleinthewar. (4)TheChinesegovernmentsetupaschooltorememberhim. 【Keys】 (1)F (2)T (3)T (4)T [设计意图] 培养学生们快速阅读的能力,学会找出文章的关键句,以找到答案为目的。 3.Carefulreading. ShowLet’sDoIt!No2.onPPT. WhatdidBethunedo?Readthelessonandcompletethelist. ·Hefoundnewwaysto . ·Heinvented . ·He . ·He . ·He . ·Heonce . 【Keys】 HefoundnewwaystohelppeoplewithT.B. Heinventedtoolsthatremaininusetoday. HemadeadecisiontogotonorthernChina.Heorganizedhospitals,taughtdoctorsandnurses. Heshowedpeoplehowtogivefirstaid. Heonceoperatedforsixty-ninehoursstraightwithoutstopping. [设计意图] 细读课文,掌握文章的内容。 4.Readthetextandfindoutmainphrasesandsentences. Mainphrases: ·graduatefrom--- - ·remaininuse ·bewellknownfor ·Anti-JapaneseWar ·makeadecision ·firstaid ·dayafterday ·setup Mainsentences: ·Withalotofhardwork,hefoundnewwaystohelppeoplewithT.B.——adiseasethatdamagesthelungs. ·Bethuneorganizedhospitals,taughtdoctorsandnurses,andshowedpeoplehowtogivefirstaid. ·Peoplerememberhowhardheworkeddayafterdayintheworstpossibleconditionstohelpothers. ·Heonceoperatedforsixty-ninehoursstraightwithoutstopping. ·Torememberhim,thegovernmentsetupBethuneMedicalSchoolandBethuneInternationalPeaceHospitalinShijiazhuang. ·DidyouknowthatBethunewasnotonlyanexcellentdoctor,butalsoaninventorandapoliticalactivist?☆教材解读☆ 1.In1916,NormanBethunegraduatedfromtheUniversityofToronto. graduatefrom意为“从……毕业”。句中graduated是动词graduate的过去式。graduate作动词,意为“毕业”,可表示大学毕业或中学毕业。 【拓展】 graduate作可数名词,意为“大学毕业生,毕业生”。 2.Withalotofhardwork,hefoundnewwaystohelppeoplewithT.B.——adiseasethatdamagesthelungs. ◆withalotofhardwork为介词短语作伴随状语。tohelppeoplewithT.B.为不定式短语作ways的定语。adiseasethatdamagesthelungs,其中that从句作disease的后置定语。 ◆away/waystodosth.意为“做某事的方法”,后面的动词不定式短语作定语。away/waysofdoingsth.也表示“做某事的方法”。 3.Healsoinventedtoolsthatremaininusetoday. ◆本句是由that引导的定语从句。that从句作tools的后置定语。 ◆remaininuse意为“仍然在使用中”。remain为系动词,意为“仍然是,保持不变”,其后通常接形容词或介词短语作表语。 【辨析】 remain,still (1)remain意为“仍然是,保持不变”,后面可接名词、形容词、介词短语、分词作表语。可指人逗留在某个场所,也可指物逗留在某个场所或保持原来的状态。 (2)still意为“仍旧,还”,指某事仍在继续,多用于肯定句和疑问句中。 4.In1938,hemadeadecisiontogotonorthernChinabecauseheknewmanypeopleweredyinginthewar. ◆makeadecision意为“做出决定”。makeadecisiontodosth.意为“决定做某事”,相当于decidetodosth.。 ◆because为连词,意为“因为”,引导原因状语从句。 5.Bethuneorganizedhospitals,taughtdoctorsandnurses,andshowedpeoplehowtogivefirstaid. ◆showpeoplehowtogivefirstaid意为“教人们如何急救”。除show之外,tell,teach,decide等动词之后也可跟“疑问词+动词不定式(短语)”作宾语。 ◆firstaid意为“急救”。 6.Peoplerememberhowhardheworkeddayafterdayintheworstpossibleconditionstohelpothers. ◆dayafterday意为“日复一日,多日,连续地”,强调动作的重复性。 【拓展】 daybyday意为“一天一天地,逐日地”,强调动作的逐渐性。 ◆possible为形容词,意为“可能的”,其副词为possibly,反义词为impossible“不可能的”。 ◆condition为名词,意为“环境,条件”。 ◆本句中的动词不定式短语tohelpothers作状语,用来表示目的。 7.Heonceoperatedforsixty-ninehoursstraightwithoutstopping. operate为不及物动词,意为“动手术”,其--- -名词形式为operation,意为“手术”。“给某人或某部位做手术”常用operateon…。 8.Torememberhim,thegovernmentsetupBethuneMedicalSchoolandBethuneInternationalPeaceHospitalinShijiazhuang. ◆动词不定式短语torememberhim在句中作目的状语,前置于句首,表示强调。动词不定式(短语)可位于句首,用逗号与句子隔开,也可位于句末。 ◆setup为动副短语,意为“建立,设立”。 9.DidyouknowthatBethunewasnotonlyanexcellentdoctor,butalsoaninventorandapoliticalactivist? notonly…butalso…意为“不仅……而且……”,连接两个表示并列关系的成分时,着重强调后者,其谓语动词形式通常与靠近的主语保持一致。 [设计意图] 对文中的重难点句型进行讲解,帮助学生明确语言点,为课文的理解清除障碍。StepⅣ.Quiztime 1.WhowroteTheStoryofMyLife,abookthatistranslatedintofiftylanguages? 2.WhowaschosenasagreatmanofthecenturybyTheTimes? 3.Whowasthefirstonthelistofrich-in-soulpeopleinChinain2010? 4.WhatwasthecauseofBethune’sdeath? 【Keys】 1.HelenKeller. 2.AlbertEinstein.3.YuanLongping. 4.Bloodpoisoning. Now,trytofindmorefactsaboutgreatpeople. [设计意图] 考查学生对本单元课文内容的熟悉程度。StepⅤ.PracticeⅠ.ShowLet’sDoIt!No.3onPPT.Fillintheblankswiththewordsorphrasesinthebox.remain,decision,condition,firstaid,setup1.Hemadea toacceptthechallengingtask. 2.Thevolunteers anorganizationtoprotecttheenvironment. 3.Teenagersshouldhavesomeknowledgeabout . 4.Theylivefarawayfromeachother,butthey closefriends. 5.Thisplantcangrowintheworst .It’samazing! Ⅱ.用所给词的适当形式填空1.Hefoundnewways (help)peoplewithT.B.—adiseasethatdamagesthelungs. 2.Healsoinventedtoolsthat (remain)inusetoday. 3. (remember)him,thegovernmentsetupBethuneMedicalSchoolandBethuneInternationalPeaceHospitalinShijiazhuang. 4.Heonceoperatedforsixty-ninehoursstraightwithout (stop). 5.In1938,hemadeadecision (go)tonorthernChinabecauseheknewmanypeopleweredyinginthewar. Ⅲ.同义句转换1.TheywenttoWesternChinatohelpchildrenstudyEnglish.TheywenttoWesternChinatohelpchildren theirEnglish. 2.WhichisthefasterwayofgoingtoTianjin,byplaneorbytrain?Whichisthefasterway toTianjin,byplaneorbytrain? 3.Havetheydecidedtomeetattheschoolgate?Havethey tomeetattheschoolgate? 4.MyuncleshowedmehowIshouldusethecamera.Myuncleshowedmehow thecamera. 5.Heisagreatsingerandheisalsoafamouscomposer.Heis agreatsinger afamouscomposer. 【Keys】 Ⅰ.1.decision 2.setup 3.firstaid4.remain 5.conditionsⅡ.1.tohelp 2.remain 3.Toremember 4.stopping 5.togo--- -Ⅲ.1.with 2.togo 3.madeadecision 4.touse5.notonly,butalso [设计意图] 考查学生对当堂知识的掌握情况,突出重点内容。StepⅥ.Consolidation Letstudentsreadthetextcarefullyagain.Thenaskthemtodothefollowingexerciseonthescreenwithoutlookingatthebook. NormanBethunewas (bear)inCanadain1890.Heis (know)for (help)ChinesepeopleintheAnti-JapaneseWar.In1938,hewenttonorthernChinabecauseheknewmanypeoplewere (die).Healsoshowedpeoplehow (give)firstaid.He (work)sohardthatonceheoperatedforsixty-ninehourswithout (stop).He (die)inChinain1939and (bury)inTangCounty. 【Keys】 born,known,helping,dying,togive,worked,stopping,died,wasburied [设计意图] 考查学生对课文内容的掌握情况。StepⅦ.Summary Inthisclass,we’velearntsomethingaboutagreatmannamedBethuneandunderstoodweshouldloveandhelpotherswhentheyareintrouble. [设计意图] 给学生以总结,让学生明确这节课的学习内容。StepⅧ.Homework 1.Finishofftheexercisesintheactivitybook. 2.Readthenextlessoninthestudent’sbook. 3.Writeane-mailtoastudentinCanada.TellhimorhersomethingaboutoneofthemostfamouspeopleinChinesehistory,suchasLinZexuorSunYat-sen. [设计意图] 让学生通过习题巩固本节内容,并提前做好预习。Lesson11 ToChina,withLoveMainphrases:·graduatefrom·remaininuse·bewellknownfor·Anti-JapaneseWar·makeadecision·firstaid·dayafterday·setupMainsentences:·Withalotofhardwork,hefoundnewwaystohelppeoplewithT.B.——adiseasethatdamagesthelungs.·Bethuneorganizedhospitals,taughtdoctorsandnurses,andshowedpeoplehowtogivefirstaid.·Peoplerememberhowhardheworkeddayafterdayintheworstpossibleconditionstohelpothers.·Heonceoperatedforsixty-ninehoursstraightwithoutstopping.·Torememberhim,thegovernmentsetupBethuneMedicalSchoolandBethuneInternationalPeaceHospitalinShijiazhuang.·DidyouknowthatBethunewasnotonlyanexcellentdoctor,butalsoaninventorandapoliticalactivist?第六课时 Lesson12GuessMyHero!--- - 1.记忆单词crossword,puzzle,based,whom,anybody,chemistry;短语crosswordpuzzle,basedon…。 2.掌握重点句型:①OnMonday,Ms.Liuaskedustomakecrosswordpuzzlesbasedonfactsaboutourheroes.②Isaidthatthispersonwasthesameageasthem.③IthoughtitwouldbefunbecauseIdidalotofcrosswordpuzzleswhenIwasinCanada.④Butwhomshouldmypuzzlebeabout?⑤ItwouldbesomebodywhoIlikeverymuch.⑥I’msendingyouthepuzzlesoyoucantrytoguesswhoitis. 3.通过本课的学习,让学生掌握书信的写法。 4.通过本文学习,让同学们都有自己心目中真正的英雄,有榜样可以效仿。 5.能够运用before,after,as,while引导的时间状语从句和who引导的定语从句。 1.学会并能正确使用单词及短语:crossword,puzzle,based,whom,anybody,chemistry,crosswordpuzzle,basedon…。 2.能够运用下列句型:①OnMonday,Ms.Liuaskedustomakecrosswordpuzzlesbasedonfactsaboutourheroes.②Isaidthatthispersonwasthesameageasthem.③IthoughtitwouldbefunbecauseIdidalotofcrosswordpuzzleswhenIwasinCanada.④Butwhomshouldmypuzzlebeabout?⑤ItwouldbesomebodywhoIlikeverymuch.⑥I’msendingyouthepuzzlesoyoucantrytoguesswhoitis. 3.通过本课学习,使学生们掌握书信的写法。 4.能够熟练运用before,after,while,as引导的时间状语从句,that和who引导的定语从句。 1.能够正确应用本课的重点词汇:crossword,puzzle,based,whom,anybody,chemistry;掌握重点短语:crosswordpuzzle,basedon…。 2.掌握时间状语从句和定语从句的运用。 思路一:本课的教学内容是冀教版九年级英语第二单元的第十二课,主要以“心目中的英雄”为题,通过谈论“英雄”是什么意思,给英雄下个定义,然后解释真正的英雄做什么,接着在多媒体上展示几张英雄的图片,学生互动,想象一下自己心目中的英雄,激发学生的学习兴趣和课堂的参与程度。通过组内合作探究,找出重点短语及句子,并配以适当的练习加以巩固。 思路二:本课的教学内容是冀教版九年级英语第二单元的第十二课,主要以“心目中的英雄”为题,以复习导入的方式进入新课的学习。通过组内合作探究,找出重点短语及句子,并配以适当的练习加以巩固。 教师在课前设计教学PPT,准备录音机和磁带,多媒体等。StepⅠ.Leadin Leadingin【情景1】 T:Goodmorning/afternoon,class.Whatdoes“hero”mean?Howdoyousay“hero”inChinese? S1:Aheroissomeoneyouadmireforthegreatthingshe/shedoes. S2:“Hero”inChineseis“英雄”. T:Verygood.WeallknowaboutsuperheroeslikeSpiderman,Superman,Ironman,butthosepeoplearenotreal.Realheroesusuallyhelppeopleanddogreatthingsfortheworld. Showapictureaboutahero.--- - T:Heisahero.Whoisyourhero?Wherewashe/sheborn?Whatishe/shefamousfor?Youwillmakeadialoguewithyourpartner. Afterfiveminutes,asksomepairstoactouttheirdialoguesinfrontoftheclass. [设计意图] 通过多媒体展示英雄的图片,学生之间做对话,谈论自己心目中的英雄,激发学生的学习兴趣,自然导入本课话题。 Leadingin【情景2】 TheteacherasksstudentsiftheyremembertheactivityofLesson10.Inthatlesson,everystudentwasaskedtowriteanarticleofanimaginaryhero.Today,LiMingwrotealettertoDannyabouthisimaginaryhero. Nowlet’shavealookatthetextandlearnaboutLiMing’shero. [设计意图] 通过复习导入,很自然地导入新课。StepⅡ.Presentation Theteachershowsthenewwordsonthescreen.Askstudentstotrytoreadthesewords.Thestudentsfollowtheteacherthreetimes.Thengivethestudentsfourminutestomemorizethenewwords. [设计意图] 呈现本课中出现的词汇,领着学生们朗读并记忆,让学生们了解重点词汇,为下一步的阅读做好铺垫。StepⅢ.Reading 1.Readthetextaloud. T:Boysandgirls,it’sourreadingtime.Pleasereadafterthevideoandyoushouldpaymoreattentiontoyourpronunciation.Tryyourbesttoimitate,clear? [设计意图] 让学生跟着视频模仿大声朗读课文,培养学生的朗读能力,锻炼口语表达能力。 2.Readandanswer. ShowLet’sDoIt!No.1onPPT. Readthelessonandanswerthequestions. (1)WhatdidMs.Liuasktheclasstodo? (2)WhatdidDannythinkofLiMing’spuzzle? (3)WhatdidDannysaytohelpJennyandBriansolvethepuzzle? (4)HowlongdidittakeJennyandBriantosolvethepuzzle? 【Keys】 (1)Sheaskedtheclasstomakecrosswordpuzzlesbasedonfactsabouttheirheroes.(2)Helovedit./HethoughtLiMing’spuzzlewasfun. (3)Hesaidthattheperson’sfavouritefoodwasdonuts. (4)Fiveminutes. [设计意图] 细读课文,掌握文章的内容,通过回答问题锻炼口语表达能力。 3.Readthetextandfindoutmainphrasesandsentences. Mainphrases: ·crosswordpuzzle ·basedon… Mainsentences: ·IthoughtitwouldbefunbecauseIdidalotofcrosswordpuzzleswhenIwasinCanada. ·Butwhomshouldmypuzzlebeabout? ·IthoughtaboutitasIwalkedtoandfromschool. ·ItwouldbesomebodywhoIlikeverymuch. ·I’msendingyouthepuzzlesoyoucantrytoguesswhoitis. ·Isaidthatthispersonwasthesameageasthem. ·Fiveminuteslater,theyfinishedthewholepuzzle.--- -☆教材解读☆ 1.OnMonday,Ms.Liuaskedustomakecrosswordpuzzlesbasedonfactsaboutourheroes. bebasedon…意为“建立在……的基础上”。 2.IthoughtitwouldbefunbecauseIdidalotofcrosswordpuzzleswhenIwasinCanada. 本句是一个非常复杂的复合句。句子含有一个由because引导的原因状语从句。Ithoughtitwouldbefun又含有一个由that引导的宾语从句,that省略;从句IdidalotofcrosswordpuzzleswhenIwasinCanada中含有一个由when引导的时间状语从句。 3.Butwhomshouldmypuzzlebeabout? whom为代词,意为“谁”,在句中作动词或介词的宾语。whom是疑问代词who的宾格形式。当whom用于句首,不与介词连用时,通常可以用who替代,但位于介词之后时,必须用whom。 4.IthoughtaboutitasIwalkedtoandfromschool. 本句含有由as引导的时间状语从句,as意为“当……的时候”。 5.ItwouldbesomebodywhoIlikeverymuch. 本句含有一个由who引导的定语从句。whoIlikeverymuch作somebody的后置定语。 6.I’msendingyouthepuzzlesoyoucantrytoguesswhoitis. 本句中whoitis是宾语从句,作动词guess的宾语。宾语从句要用陈述语序。 7.Isaidthatthispersonwasthesameageasthem. ◆本句含有一个that引导的宾语从句。 ◆thesame…as…意为“和……一样……”。thesameageas…意为“和……年龄一样”,same前要加定冠词the。 8.Fiveminuteslater,theyfinishedthewholepuzzle. whole作形容词,意为“全部的,所有的”。whole通常修饰单数名词,位于定冠词、指示代词、形容词性物主代词和名词所有格之后;all通常修饰复数名词或不可数名词,位于定冠词、指示代词、形容词性物主代词和名词所有格之前。 [设计意图] 对文中的重难点句型进行讲解,帮助学生明确语言点,为课文的理解清除障碍。StepⅣ.Project 1.ShowLet’sDoIt!ProjectonPPT. Who’syourhero?Writeashortparagraphaboutyourhero.Thenusewordsfromyourparagraphtomakeacrosswordpuzzle.Giveyourparagraphandcrosswordpuzzletoafriend.Canyourfriendsolveyourpuzzle? HereisLiMing’spuzzleasanexample. ACROSS ①Thisishisfavouritefood.(It’ssweetandround.) ③Hisskinisthiscolour. ⑤Helikesthissweetdrink. ⑥Ilaughbecausehe’s . ⑦Sincehe’stall,he’sgoodatthisgame. DOWN ①He’sthiskindofanimal. ②He’snotshort.He’s . --- - ④Hecomesfromthiscountry. ⑤Healsolikesthisfood.(It’sroundanddelicious!) 2.Havethestudentscompletethegivencrosswordpuzzleinthestudent’sbookingroups. 3.Theninstructthestudentstoworkindependentlytocompletetheirowncrosswordpuzzle. 4.Thenhavethestudentsusesomekeywordsfromtheirparagraphtowritecluesandcreateacrosswordpuzzle. 5.Finally,askthestudentstotradetheircrosswordwithanotherstudentandcompleteeachother’scrossword. 【Keys】 Across:1.donut 3.green 5.pop 6.funny 7.basketball Down:1.dinosaur 2.tall 4.Canada 5.pizza [设计意图] 训练学生独自解决问题的能力,同时也培养学生创作的能力。StepⅤ.PracticeⅠ.ShowLet’sDoIt!No.2onPPT.Fillintheblankswiththewordsinthebox.whom,anybody,chemistry,government,medical1.A:For isthisbookwritten? B:It’swrittenforyoungkids.2.The ismakinggreateffortstohelppeoplelivebetter. 3.Idon’twanttobe else.Ijustwanttobemyself. 4.Many teamsenteredWenchuanaftertheearthquake. 5.In experiments,interestingthingscanhappen. Ⅱ.用所给词的适当形式填空1.Thatdependson (who)youask. 2.Isyourconclusion (base)onresearch? 3.Weshould (save)wateratschoolaswellasathome. 4.Tryyourbest (guess)whoitwas. 5.Myfatheraskedme (help)himplantsometrees. Ⅲ.句型转换1.Theteacheraskedmetomakesomeexamples.(改为否定句)Theteacheraskedme . 2.Wouldyoulikeonemoresandwich?(同义句转换)Doyou sandwich? 3.Heisasoldashisfriend.(同义句转换)Heis hisfriend. 4.Itoldthemthatyouhadmadeitforme.(对画线部分提问) youtellthem? 5.Canyouguess?Whoishe?(合并为一句)Canyouguess ? 【Keys】 Ⅰ.1.whom 2.government 3.anybody4.medical 5.chemistryⅡ.1.whom 2.based 3.save 4.toguess 5.tohelpⅢ.1.nottomakeanyexamples 2.wantanother 3.thesameageas 4.Whatdid 5.whoheis [设计意图] 考查学生对当堂知识的掌握情况,突出重点内容。StepⅥ.Summary Inthisclass,we’velearnedsomethingabouttwoletters. [设计意图] 给学生以总结,让学生明确这节课的学习内容。StepⅦ.Homework 1.Finishofftheremainingexercisesintheactivitybook.--- - 2.Finishofftheexercisesinthestudent’sbookofUnitReview. 3.Writeaparagraphintroducingyourmotherorfather.Tellwhyyouareproudofherorhim. Beginyourparagraphlikethis: I’mproudofmymother/fatherbecause . Once,mymother/father . [设计意图] 让学生完成本单元的习题,并通过写文章锻炼写作能力。Lesson12 GuessMyHero!Mainphrases:·crosswordpuzzle·basedon…Mainsentences:·IthoughtitwouldbefunbecauseIdidalotofcrosswordpuzzleswhenIwasinCanada.·Butwhomshouldmypuzzlebeabout?·IthoughtaboutitasIwalkedtoandfromschool.·ItwouldbesomebodywhoIlikeverymuch.·I’msendingyouthepuzzlesoyoucantrytoguesswhoitis.·Isaidthatthispersonwasthesameageasthem.·Fiveminuteslater,theyfinishedthewholepuzzle.语法精讲一、before,after和as引导的时间状语从句 状语从句在复合句中作状语,修饰主句中的动词、形容词、副词等。状语从句可以放在主句之前,也可以放在主句之后。放在主句之前时,常用逗号与主句分开;放在主句之后时,不用逗号。 状语从句分为时间、原因、条件、结果、目的、让步、比较、方式和地点状语从句。 时间状语从句常用的引导词有when,while,as,before,after,until,assoonas,since等,本单元我们只学习before,after和as引导的时间状语从句。 1.before引导的时间状语从句 before意为“在……以前”,表示主句的动作发生在从句动作之前。 2.after引导的时间状语从句 after意为“在……之后”,表示主句的动作发生在从句动作之后。 3.as引导的时间状语从句 as意为“当……时;一边……一边……”,引导的时间状语从句强调主句的动作与从句的动作同时发生。二、who,that引导的定语从句 在复合句中,修饰一个名词或代词的从句叫定语从句。被定语从句修饰的词叫先行词。定语从句必须放在先行词之后。引导定语从句的词叫关系词。 常见的关系词分为关系代词that,which,who,whom,whose和关系副词when,where,why。 1.that引导的定语从句 that既可指有生命的动物或人,也可指无生命的物,在定语从句中充当主语或宾语。 2.who引导的定语从句 先行词是人时,定语从句的引导词用who。who在定语从句中作主语或宾语。作宾语时也可用whom。第一课时 Lesson13BeCareful,Danny!--- - 1.记忆单词safety,careful,decorate,hang,ceiling,lie,serious,ambulance,necessary;短语jumpup,takesb.to…,becareful。 2.掌握重点句型:①I’mgoingtohangitfromtheceilingoverthedesk.②Hejumpsup.③Itriedtocatchyou,butyoulandedontopofme.④Isn’titbeautiful?⑤Idon’tthinkmyarmisbroken.⑥TellherwearetakingBriantothehospital. 3.掌握否定转移和否定疑问句。 4.通过本课学习,让学生了解发生在教室里的一次事故,让学生学会保护好自己。 5.能够读懂有关安全话题的文章,并能从中获取有效信息。 1.学会并能正确使用单词及短语:safety,careful,decorate,ceiling,lie,serious,ambulance,necessary,jumpup,takesb.to…,becareful。 2.能够读懂有关安全话题的文章,并能从中获取有效信息。 3.能够运用下列句型:①I’mgoingtohangitfromtheceilingoverthedesk.②Hejumpsup.③Itriedtocatchyou,butyoulandedontopofme.④Isn’titbeautiful?⑤Idon’tthinkmyarmisbroken.⑥TellherwearetakingBriantothehospital. 4.能够听懂祈使句。 1.能够正确应用本课的重点词汇safety,careful,decorate,hang,ceiling,lie,serious,ambulance,necessary;掌握重点短语jumpup,takesb.to…,becareful。 2.掌握祈使句的用法。 思路一:本课的教学内容是冀教版九年级英语第三单元的第13课,主要以“丹尼,小心!”为题,利用多媒体展示“事故”的图片导入新课,激发学生的学习兴趣。通过设置有关文章大意的问题,培养学生快速阅读的能力;并设置些简单的问题,增强学生的自信心。 思路二:本课的教学内容是冀教版九年级英语第三单元的第13课,主要以“丹尼,小心!”为题,通过师生互动,讨论ThinkAboutIt中的问题来导入新课,锻炼学生的口语交际能力。通过小组合作探究,找出本课的重点短语及重点句型,共同解决疑难,使学生得到成功的喜悦和满足感。 教师在课前设计教学PPT,准备录音机和磁带,多媒体等。StepⅠ.Leadin Leadingin【情景1】 T:Hello,boysandgirls.TodaywearegoingtolearnLesson13.Pleaselookatthepictures.Whathappened?(showstudentsthefollowingpictures.)--- - Tellstudentstherearetoomanyaccidentseveryyearandweshouldknowhowtoprotectourselves.Askstudentsthefollowingquestions: (1)Whatarethereasonsfortheaccidents? (2)Didanyaccidenthappeninyourclassroom?Howdidithappen? 【Keys】 (1)Becausemanypeoplearesocarelessthattheydon’tknowthedangerisaroundthem.Sometimespeopledon’tobeythelaw.Theydaretodoanythingtheywanttodo. (2)Theanswerisopen. T:OK.Let’slookatLesson13.Let’sseewhathappenedtoDannyandBrian.Ready?Go! [设计意图] 通过多媒体展示直接导入与本课有关的话题,帮助学生尽快融入情景之中,为文章的学习奠定基础。 Leadingin【情景2】 T:Goodmorning/afternoon,class.Todaywewillstartanewunit.WhocantellmethetitleofUnit3? S1:Ican.Thetitleis“Safety”. T:That’sright.Whatdoes“safety”mean? S2:Safetymeanstakingcaretoprotectoneselffromharmordanger. T:Correct.What’s“safety”inChinese? Students:“安全”. T:Verygood.(Writetheword“safety”ontheboard.)Now,let’slookatLesson13.Whatcanyoutellaboutthislessonbasedonthetitleandthepictures? S3:IthinksomethinghappenstoDannybecausethetitleofthelessonis“BeCareful,Danny!”. T:That’sanexcellentguess.Whatelse? S4:Inthepictures,itlookslikeDannyisdoingsomethingunsafeandhurtshimself. T:Ithinkyou’reright.ItlookslikeDannyisclimbingonthechairtoreachsomething.Haveyoueverclimbedontoachairordesktoreachanything?Wasitsafe? S5:Yes.Iclimbedonmychairinmyroomtoreachmybooksontheshelf. T:Maybeit’snotsafe.Howcouldyoureachthebooksontheshelfinasafeway? S6:Icouldaskmyparentstohelpme.Theycanreachtheshelfwithoutachair. S7:Icangetastepladder. T:Goodsuggestions.Whatwillyoudoifyouseesomeonefall? S8:Iwillhelphim/her. S9:Iwillcallforhelp. T:Welldone.Nowlet’sreadandfindoutwhathappenstoDanny. [设计意图] 通过师生互动,讨论ThinkAboutIt中的问题导入新课,既锻炼学生独立思考的能力,又锻炼学生的口语表达能力。StepⅡ.Presentation Theteachershowsthenewwordsonthescreen.Askstudentstotrytoreadthesewords.Thestudentsfollowtheteacherthreetimes.Thengivethestudentsfourorfiveminutestomemorizethenewwords. [设计意图] 呈现本课中出现的词汇,领着学生们朗读并记忆,让学生们了解重点词汇,为下一步的课文阅读扫清障碍。StepⅢ.Reading 1.Readthetextaloud. T:Boysandgirls,it’sourreadingtime.Pleasereadafterthevideoandyoushouldpaymoreattentiontoyourpronunciation.Tryyourbesttoimitate,clear? [设计意图] 让学生大声朗读课文,对语音语调进行模仿。 2.Scanreading. T:Boysandgirls,pleasereadquicklyandfindtheanswerstothefollowingquestions.Andthenyoucandiscussinyourgroups.I’llgiveyoufourminutes. ShowLet’sDoIt!No.1onPPT. Readthelessonandanswerthequestions. (1)WhatwereDanny,JennyandBriandoing?--- - (2)WhatdidDannyclimbonto? (3)DidBrianneedanambulance? (4)WhoisJennygoingtocall? 【Keys】 (1)Theyweredecoratingtheartclassroom. (2)HeclimbedontoMr.Jones’chair.(3)No,hedidn’t. (4)SheisgoingtocallBrian’smother. [设计意图] 让学生快速阅读课文,提取文章大意,进行问题的回答。由于这四个问题比较简单,大部分同学都能回答,可以增强学生的自信心。 3.Carefulreading. T:Welldone!Nowthistime,Iwillmaketheexercisealittlemoredifficult. Readthetextagainandanswerthequestions.Iwillgiveyoufiveminutes. ShowLet’sDoIt!No.2onPPT. Readthelessonagainandfillintheblanks. 【Keys】 hang,enough,catch,landed,serious,arm [设计意图] 细读课文,掌握文章的内容。 4.Readthetextandfindoutmainphrasesandsentences. Mainphrases: ·jumpup ·ontopof ·takesb.to… Mainsentences: ·Isn’titbeautiful? ·I’mgoingtohangitfromtheceilingoverthedesk. ·Dannycan’treachtheceiling,soheclimbsontoMr.Jones’chair. ·Dannyfalls. ·HeseesDannylyingonthefloor. ·Areyouhurt? ·Mytailhurtsalittle,butit’snotserious. ·Help! ·Idon’tthinkmyarmisbroken.☆教材解读☆ 1.Isn’titbeautiful? 本句是否定疑问句。否定疑问句表示说话者惊奇、反问、责难或失望等语气,意为“难道……不……吗?”。否定疑问句的构成:be动词/助动词/情态动词+not+主语+其他? 【注意】 在回答否定疑问句时,若事实是肯定的,就要用yes;若事实是否定的,就要用no。 2.I’mgoingtohangitfromtheceilingoverthedesk. hang为动词,意为“悬挂,垂下”时,过去式、过去分词为hung;意为“上吊,绞死”时,过去式、过去分词为hanged。 3.Dannycan’treachtheceiling,soheclimbsontoMr.Jones’chair. --- - ◆reach在本句中为动词,意为“伸手(或臂、足等)及到,够到”。 ◆onto意为“到……上去”,表示一种动态。 【拓展】 on表示“在……上面”,表示一种静态。 4.Dannyfalls. fall为动词,意为“落下,跌倒,掉下”,过去式为fell,过去分词为fallen。 【固定短语】 fallinto落入,陷入;falldown跌倒,摔倒;falloff从……掉下来;fallbehind落后于 5.HeseesDannylyingonthefloor. seesb.doingsth.意为“看见某人正在做某事”,seesb.dosth.则意为“看见某人做了某事”。 【拓展】 和see用法类似的词还有watch,hear,notice等。 6.Areyouhurt? hurt在本句为形容词,意为“疼痛的,受伤的”。 7.Mytailhurtsalittle,butit’snotserious. ◆hurt在本句中为不及物动词,意为“痛;受痛苦”。 【拓展】 hurt还可用作及物动词,意为“弄痛,使(身体、情感等)受伤”。 ◆serious为形容词,意为“严重的,严肃的”,副词形式为seriously。beseriousaboutsb./sth./doingsth.表示“对某人/某物/做某事是认真的”。 8.Help! help在这里为感叹词,是呼救用语,意为“救命”。 9.Hejumpsup. jumpup意为“跳起来”,jump为不及物动词,意为“跳,跳跃”。 10.Itriedtocatchyou,butyoulandedontopofme. ◆这是一个由but连接的并列句。 ◆ontopof意为“在……上面,在……的顶部”,表示另一事物在某物的顶部,on表示在一个面上。 【拓展】 atthetopof意为“在……顶端;在……最上方”,其中at表示在一个点上。 11.Idon’tthinkmyarmisbroken. 本句为否定转移句。所谓否定转移,就是把某些动词后的宾语从句的否定词转移到主句上,即主句的谓语动词用否定式,而从句的谓语动词用肯定式。think,believe,suppose,expect等动词在使用时的否定转移是英语中特殊的语法现象。本句中think后的宾语从句是否定句,且主语为第一人称,需要将否定转移到主句的think上。 12.TellherwearetakingBriantothehospital. takesb.tosp.意为“带某人去某地”。 [设计意图] 对文中的重难点句型进行讲解,帮助学生明确语言点,为课文的理解清除障碍。StepⅣ.Task Workingroupsoffive.Oneofyoucanbethenarrator.TheotherscanbeDanny,Brian,Mr.JonesandJenny.Role-playthestory. [设计意图] 经过课文的学习,让学生分角色扮演,再现整个事故的情景,锻炼学生的口语表达能力。StepⅤ.PracticeⅠ.ShowLet’sDoIt!No.3onPPT.Fillintheblankswiththecorrectformsofthewordsinthebox.safe,hang,serious,necessary1.Thereisabeautifulpainting onthewall. 2.It’s todrinkeightglassesofwatereveryday. 3.Theschoolisconcernedaboutthe ofthechildren. 4.Thedamagecausedbythethunderstormis . ☆教材解读☆ 1.Thereisabeautifulpaintinghangingonthewall. 本句的结构为“Therebe+名词+v.-ing”意为“有……在……”,句中的名词和其后的动词要构成逻辑上的主谓关系。--- - 2.Theschoolisconcernedaboutthesafetyofthechildren. ◆beconcernedabout意为“关心,担心,担忧……”。 ◆safety为名词,意为“安全”,其形容词形式为safe,副词形式为safely。Ⅱ.根据汉语意思完成句子1.不要担心。不严重。Don’tworry.It . 2.当心!你会很容易迷路的。 !Youcaneasilygetlost. 3.难道他不高吗? tall? 4.我想我并不认识你。I you. 5.上周日我父亲带我去了公园。Myfather theparklastSunday. 【Keys】 Ⅰ.1.hanging 2.necessary 3.safety4.seriousⅡ.1.isn’tserious 2.Becareful 3.Isn’the 4.don’tthinkIknow 5.tookmeto [设计意图] 掌握本课的重点短语和句子之后,做词汇练习与句子练习,有效巩固本课所学知识。StepⅥ.Homework 1.Finishofftheremainingexercisesintheactivitybook. 2.Studentsarerequiredtoreadthenextreadinginthestudent’sbook. [设计意图] 让学生通过习题巩固本节内容,并提前做好预习。Lesson13 BeCareful,Danny!Mainphrases:·jumpup·ontopof·takesb.to…Mainsentences:·Isn’titbeautiful?·I’mgoingtohangitfromtheceilingoverthedesk.·Dannycan’treachtheceiling,soheclimbsontoMr.Jones’chair.·Dannyfalls.·HeseesDannylyingonthefloor.·Areyouhurt?·Mytailhurtsalittle,butit’snotserious.·Help!·Idon’tthinkmyarmisbroken.第二课时 Lesson14AccidentsHappen--- - 1.记忆单词accident,town,Alberta,James,reporter,roll,Andrews,fault,icy,ugly,shoulder,wound,recover,expect;短语intime,runafter,jumpout。 2.掌握重点句型:①Iwantedtostopherfromrunningaftertheball,butshedidn’thearme.②Aftertheaccident,thecarstopped,andthedriver,BillMorin,jumpedout.③Theaccidenthappenedatabout7:30a.m.④Wedidn’twanttobelateforpractice.⑤Sheisrecoveringinthehospital. 3.能够读懂有关“描述车祸”的文章,并能从文章中获取有效信息。 4.练习如何报道车祸现场。 1.学会并能正确使用单词及短语:accident,town,Alberta,James,reporter,roll,Andrews,fault,icy,ugly,shoulder,wound,recover,expect,intime,runafter,jumpout。 2.能够读懂有关“描述车祸”的文章,并能从中获取有效信息。 3.能够运用下列句型:①Iwantedtostopherfromrunningaftertheball,butshedidn’thearme.②Aftertheaccident,thecarstopped,andthedriver,BillMorin,jumpedout.③Theaccidenthappenedatabout7:30a.m.④Wedidn’twanttobelateforpractice.⑤Sheisrecoveringinthehospital. 4.能够向他人介绍自己所见或听到的交通事故。 1.能够正确应用本课的重点词汇:accident,town,reporter,roll,fault,icy,ugly,shoulder,wound,recover,expect;掌握重点短语intime,runafter,jumpout。 2.能够读懂有关“描述车祸”的文章,并能够向他人介绍自己所见或听到的交通事故。 思路一:本课的教学内容是冀教版九年级英语第三单元的第14课,主要以“车祸发生”为题,利用多媒体展示“车祸”的图片导入新课,通过小组合作,讨论三个问题,激发学生的学习兴趣,把学生带入课文的情境之中。 思路二:本课的教学内容是冀教版九年级英语第三单元的第14课,主要以“车祸发生”为题,通过师生互动,讨论ThinkAboutIt中的问题来导入新课,锻炼学生的口语交际能力,通过小组合作探究,找出重点短语及重点句型,共同解决疑难,使学生获得成功的喜悦与满足感。 教师在课前设计教学PPT,准备录音机和磁带,多媒体等。StepⅠ.Leadin Leadingin【情景1】 T:Hello,boysandgirls.TodaywearegoingtolearnLesson14. Showstudentssomepicturesandthenasksomequestions. Dividestudentsintosmallgroups(4~6students).Tellthemthattherearemanyaccidentsintheworldeverydayandmanypeopleareinjuredorkilledintheaccidents.Askthesegroupstodiscussthefollowingquestions. (1)Whatcanyouseeinthepictures? (2)Whatmighthavehappenedtothedrivers? (3)Whatshouldyoudoifyouseeanaccident? 【Keys】 (1)Wecanseetrucksandmotorbikes. (2)Thedriverswerebadlyhurtorkilled. (3)Weshouldcall122or120atonce. T:OK.Let’slookatLesson14.Thislessonwewilllearnacaraccident.Areyouready?Go!--- - [设计意图] 通过多媒体展示图片直接导入与本课有关的话题,帮助学生尽快融入情景之中,为文章的学习奠定基础。 Leadingin【情景2】 T:Goodmorning/afternoon,class.Todaywewillstartanewlesson.WhocantellmethetitleofLesson14? S1:Ican.Thetitleis“AccidentsHappen”. T:That’sright.Whatisanaccident?Whatdoes“accidentshappen”mean? S2:Anaccidentissomeunfortunateeventthatoccursunexpectedlyandusuallyresultsinsomeinjuryordamage. T:Right.Isthereawayforustopreventorstopaccidentsfromhappening? S3:Yes.Ifwearecarefulanddothingssafely,thenwecanhelpstopaccidentsfromhappening. T:That’sright.Forexample,whatdoweneedtodotostaysafewhenwecrossthestreet? S4:Weshouldlookleftandrightbeforewecrossthestreettomakesureitissafe. T:Verygood.Butsometimes,evenifwearesafeandcareful,accidentscanstillhappen.Andsometimespeoplegethurtinanaccident.Whatshouldyoudowhenyouseesomeonebadlyhurtinanaccident? S5:Weshouldtrytohelphim/herorcallsomeonewhocanhelp,likethepoliceoranambulance. S6:Weshouldcall120or122. T:Welldone.That’sexactlyright.Nowlet’slearnLesson14. [设计意图] 通过师生互动交流,谈论ThinkAboutIt中的问题导入新课,利用对话将学生带入情境,锻炼学生的口语表达能力,同时也培养了学生独立解决问题的能力。StepⅡ.Presentation Theteachershowsthenewwordsonthescreen.Askstudentstotrytoreadthesewords.Thestudentsfollowtheteacherthreetimes.Thengivethestudentsfourorfiveminutestomemorizethenewwords. [设计意图] 呈现本课中出现的词汇,领着学生们朗读并记忆,让学生们了解并记忆重点词汇,为阅读扫清障碍。StepⅢ.Reading 1.Readthetextaloud. T:Boysandgirls,it’sourreadingtime.Pleasereadafterthevideoandyoushouldpaymoreattentiontoyourpronunciation.Tryyourbesttoimitate,clear? [设计意图] 让学生大声朗读课文,模仿语音和语调。 2.Readandmatch. (1)ShowLet’sDoIt!No.1onPPT. Readthelessonandmatchtheactionswiththerightperson. shoutedawarning. calledanambulance. washitbyacar. wasonthewaytoabasketballpracticewithAnn. AnnBrown James Mrs.Andrews BillMorin knowsfirstaid. stoppedtrafficontheroad. droppedthebasketballandracedtogetit. wantedtostopthegirlfromrunningaftertheball. 【Keys】 AnnBrownwashitbyacar.AnnBrowndroppedthebasketballandracedtogetit.JameswasonthewaytoabasketballpracticewithAnn.Mrs.Andrewsshoutedawarning.Mrs.Andrewswantedtostopthegirlfromrunningaftertheball.BillMorincalledanambulance.BillMorinknowsfirstaid.BillMorinstoppedtrafficontheroad. (2)Askthestudentstoreadthelessonagainandcompletetheexercisewithapartner. (3)Checkanddiscusstheanswers. (4)Thenhavethestudentsdrawapicturetogowiththereportinpairs. (5)Askthepairstopresenttheirdrawingtotheclass.--- - [设计意图] 让学生阅读课文,小组合作完成,培养学生的合作能力。 3.Readthetextandfindoutmainphrasesandsentences. Mainphrases: ·intime ·runafter ·jumpout ·onthe/one’swayto ·belatefor Mainsentences: ·Thirteen-year-oldAnnBrownwashitbyacarat15ParkRoad. ·Anndroppedherbasketball,anditrolledontothestreet. ·Sheracedtogetit. ·Mrs.Andrews,whowaswalkingseveralstepsbehindthetwostudents,sawithappen. ·Andthestreetwasicy—thecarcouldn’tstopintime. ·Ishoutedtothegirl. ·Iwantedtostopherfromrunningaftertheball,butshedidn’thearme. ·Hestoppedtrafficontheroaduntiltheambulancecame. ·Thentheambulancetookbothstudentstothehospital. ·Doctorssayshecanexpecttoreturntoschoolinaboutaweek.☆教材解读☆ 1.Thirteen-year-oldAnnBrownwashitbyacarat15ParkRoad. 本句运用了一般过去时的被动语态,其形式为“was/were+及物动词的过去分词”。 2.Sheandherbrother,James,wereontheirwaytoanearlybasketballpractice. onthe/one’wayto意为“去……的路上”,to遇到副词要省略。 3.Wedidn’twanttobelateforpractice. belatefor…意为“迟到”。for后接名词或代词,若接动词要用动名词形式。 4.Anndroppedherbasketball,anditrolledontothestreet. drop在这里为及物动词,意为“(使)落下,投下”。drop也可用作不及物动词,意为“掉下,滴下,落下”。 【辨析】 drop,fall (1)drop意为“落下,掉下”,表示人或物从高处掉到低处。也可意为“放弃”,还可表示“由于疲劳而倒下”。 (2)fall意为“落下”,也可指人或物从高处掉到低处。还可表示“跌倒”或“被打败,沦陷”。 5.Sheracedtogetit. race在本句中为不及物动词,意为“逃跑,疾走”。 6.Mrs.Andrews,whowaswalkingseveralstepsbehindthetwostudents,sawithappen. 本句含有一个由who引导的非限制性定语从句,sawithappen句式为seesb.dosth.,表示“看见某人做某事”。 7.Andthestreetwasicy—thecarcouldn’tstopintime. intime意为“及时”,表示情况恰到好处。 【拓展】 ontime意为“准时,按时”。 8.Ishoutedtothegirl. shout意为“大喊(大叫)”,常作不及物动词,与介词to,at或for连用。shoutto和shoutat意思相近,shoutat含有不礼貌的意味,意为“对……大声喊”。 9.Iwantedtostopherfromrunningaftertheball,butshedidn’thearme. ◆“stopsb./sth.+fromdoingsth.”结构意为“阻止某人/某物做某事”,相当于keep…fromdoingsth.或prevent…fromdoingsth.,除由keep构成的短语外,其余两个短语中的from均可省略。 ◆runafter意为“追逐,追赶”。 10.Hestoppedtrafficontheroaduntiltheambulancecame. --- - until可用作介词或连词,意为“到……时,直到……为止”。until作连词时,引导时间状语从句,用法如下: (1)如果主句中的谓语动词是非延续性动词,应用“not…until…”结构,意为“直到……才……”。 (2)如果主句中的谓语动词是延续性动词,那么谓语动词用肯定式或否定式,它们所表述的意思有所不同。 ①如果谓语动词为肯定式,则until意为“到……时候为止”。 ②如果谓语动词为否定式,则until意为“到……时候才……”,即“在……以前不……”。 11.Thentheambulancetookbothstudentstothehospital. 本句中的both为形容词,意为“两个的,两者的”。 【拓展】 both还可作代词,意为“两者,双方”。both…and…意为“……和……都……”。 12.Doctorssayshecanexpecttoreturntoschoolinaboutaweek. ◆expect为及物动词,意为“期望,料想”,常用表达有:expecttodosth.期望做某事;expectsb.todosth.期望某人做某事;expectsth.期望某物。 ◆returnto意为“回到(某地),返回”,相当于go/come/getbacktosomeplace,但return不能与back连用,因为return已含有back之意了。 【拓展】 return还有“归还”之意,相当于giveback,同样不与副词back连用。“归还某人某物”可表达为:returnsth.tosb.。 [设计意图] 对文中的重难点句型进行讲解,帮助学生明确语言点,为课文的理解清除障碍。StepⅣ.Actingout Dividestudentsintosmallgroups(4~5students).Askthemtodiscussanddecideonanaccidenttopresentintheirrole-play.First,thegroupwillneedtodecidewhathappensintheaccident.Thentheyshoulddecidewhatrolesneedtobeplayedandassignrolestotheirmembers.Forexample,inamotorbikeaccident,thefiverolesmightbetwovictims,awitness,adoctorandareporter. Theteachergoesfromgrouptogroupencouragingstudentstodiscusstheirrole-playinEnglishasmuchaspossible.Askthemquestionstohelpthemmakeuptheirdialogues.Therole-playdoesn’tneedtobelong,butallmembersmustparticipate. [设计意图] 学生经过课文的学习,已经明确了一个事故的情景,让他们分角色表演一下,可以锻炼他们的口语表达能力。StepⅤ.PracticeⅠ.ShowLet’sDoIt!No.2onPPT.Fillintheblankswiththewordsinthebox.ugly,wound,recover,expect,town1.“Don’tworry!Youwill soon,”thedoctorsays. 2.The ducklinggrewintoabeautifulswan. 3.Wewentonaholidaytoasmall inFrance. 4.“Pleaseshowmeyour ,”thedoctorsays. 5.Weall theforeignteacherstovisitourschoolnextweek. Ⅱ.根据汉语提示完成句子1.Therewasacar (事故)thismorning. 2.Hismotherworksasa (记者). 3.Thereissomethingwrongwithbothofhis (肩膀). 4.Thegirl (期待)totraveltoDisneylandoneday. 5.Whichisthe (最丑陋的)paintingofthefour? Ⅲ.连词成句1.it,raced,get,to,she(.)____________________________________________________________________________________________2.recovering,is,the,in,she,hospital(.)____________________________________________________________________________________________3.in,we,hurry,a,were(.)____________________________________________________________________________________________--- -4.was,don’t,whose,it,know,I,fault(.)____________________________________________________________________________________________5.to,wanted,from,I,stop,her,running(.)____________________________________________________________________________________________ 【Keys】 Ⅰ.1.recover 2.ugly 3.town 4.wound 5.expectⅡ.1.accident 2.reporter 3.shoulders 4.expects5.ugliestⅢ.1.Sheracedtogetit. 2.Sheisrecoveringinthehospital. 3.Wewereinahurry. 4.Idon’tknowwhosefaultitwas. 5.Iwantedtostopherfromrunning. [设计意图] 掌握本课的重点短语和句子之后,做词汇练习与句子练习,有效巩固本课所学知识。StepⅥ.Summary Inthisclass,we’velearntsomethingaboutwhattodowhenweseeaccidents.Also,wehavelearntsomemainexpressionsandsentences. [设计意图] 给学生以总结,让学生明确本节课的学习内容,以便课下做好复习。StepⅦ.Homework 1.Finishofftheremainingexercisesintheactivitybook. 2.Readthenextreadinginthestudent’sbook. 3.Trytodescribeanaccidentinyourexercisebook. 4.SurftheInternetandtrytolistsomeseriousaccidentsinrecentyears. [设计意图] 让学生通过习题巩固本节内容,并提前做好预习,同时通过网络了解更多车祸事件。Lesson14 AccidentsHappenMainphrases:·intime·runafter·jumpout·onthe/one’swayto·belateforKeystructures:·Iwantedtostopherfromrunningaftertheball,butshedidn’thearme.·Aftertheaccident,thecarstopped,andthedriver,BillMorin,jumpedout.第三课时 Lesson15MyHelmetSavedMyLife! 1.记忆单词helmet,sudden,wham,blood,knee,bleed,sharp,rock,stick,scary,goodness,stranger,careless;短语allofasudden,godown,so…that…,liedown,takeoff,stickoutof,Thankgoodness! 2.掌握重点句型:①Iwentdownhardonmyrightside.②AsIlaythere,Itookoffmyhelmet.③Therewasasharprockstickingoutofit.④ThankgoodnessIworemyhelmet!⑤Ishoutedforhelp. 3.能够听懂描述生活中的小事故,并能从中获取有效信息。 4.能够与他人描述生活中的一次小事故。--- - 1.学会并能正确使用单词及短语:helmet,sudden,wham,blood,knee,bleed,sharp,rock,stick,scary,goodness,stranger,careless,allofasudden,godown,so…that,liedown,takeoff,stickoutof,Thankgoodness! 2.能够听懂及读懂生活中的小事故,并从中获取有效信息。 3.能够运用下列句型:①Iwentdownhardonmyrightside.②AsIlaythere,Itookoffmyhelmet.③Therewasasharprockstickingoutofit.④ThankgoodnessIworemyhelmet!⑤Ishoutedforhelp. 1.能够正确应用本课的重点词汇helmet,sudden,blood,bleed,sharp,stick,scary,goodness,stranger,careless;掌握重点短语allofasudden,godown,so…that…,liedown,takeoff,stickoutof,Thankgoodness! 2.学会与他人描述生活中的一次小事故。 思路一:本课的教学内容是冀教版九年级英语第三单元的第15课,主要以“我的头盔救了我的命”为题,利用多媒体展示三张“自行车”的图片导入新课,询问学生这三种骑自行车方式是否安全,引起学生们的讨论,激发他们的学习兴趣、通过设置简单的判断正误题,培养学生快速阅读掌握文章大意的能力,并增强学生的自信心。 思路二:本课的教学内容是冀教版九年级英语第三单元的第15课,主要以“我的头盔救了我的命”为题,通过师生互动,讨论ThinkAboutIt与DigIn中的问题来导入新课,锻炼学生的口语交际能力。通过小组合作探究,找出本课的重点短语及重点句型,其同解决疑难,使学生得到成功的喜悦。 教师在课前设计教学PPT,准备录音机和磁带,多媒体等。StepⅠ.Leadin Leadingin【情景1】 T:Hello,everyone.Todaywe’lllearnLesson15.Pleaselookatthepictures.(Showstudentsthefollowingpictures.)Picture1Picture2Picture3 Letstudentshaveashortdiscussioningroupsandtrytoanswerthefollowingquestionsonthescreen. (1)Whatshouldpeopledowhentheyridebikes? (2)LookatPicture2andPicture3.Themenareridingtheirbikesinaspecialway.Doyouthinkitissafeforyoutodothis? Theteachergivesstudentsthreeminutestohaveadiscussioningroups. 【Keys】 (1)Peopleshouldridecarefully.Theyshouldn’tridetoofast.Theymightinjurethemselvesorsomeoneelse. (2)Theanswerisopen. T:OK.Let’slookatLesson15.Let’sseewhathappenedtoJackie. [设计意图] 通过多媒体展示图片直接导入与本课有关的话题,帮助学生尽快融入情景之中,为文章的学习奠定基础。 Leadingin【情景2】 T:Goodmorning/afternoon,class.Todaywe’llstartanewlesson.Howdoyougotoschool?Howdoyoustaysafe?--- - S1:Iwalktoschool.IstaysafebyalwayslookingleftandrightbeforeIcrosstheroad. S2:Itakethebustoschool.IstaysafebywaitingforthebusonthesidewalkandwaitingforthebustostopbeforeIgetonandoff. S3:Myparentsdrivemetoschool.Istaysafebyalwayswearingaseatbeltinthecar. S4:Iridemybiketoschool.Istaysafebywearingmyhelmetandpayingattentiontostreetsigns. T:Verygood.Ridingabicycleisgoodexercise.It’sanenvironmentallyfriendlyformoftransportationandit’sfun!Butareyoualwayscarefulwhenyourideyourbicycle?Whyorwhynot? S5:SometimesIridemybikeforveryshortdistancessoIamnotcarefulandIdon’twearmyhelmet. S6:SometimesIridemybiketoofast. T:Weallmakemistakes,butoursafetyisthemostimportantthing,andwemustremembertoalwaysbecarefulandtakecareofourselves.Let’slookattheDigInforsomehelpfulsafetytipsweshouldthinkaboutbeforewerideourbicycle. [设计意图] 通过师生互动,讨论ThinkAboutIt中的问题导入新课,锻炼学生的口语表达能力。StepⅡ.Presentation Theteachershowsthenewwordsonthescreen.Askstudentstotrytoreadthesewords.Thestudentsfollowtheteacherthreetimes.Thengivethestudentsfiveminutestomemorizethenewwords. [设计意图] 呈现本课中出现的词汇,领着学生们朗读并记忆,让学生们了解重点词汇,为下一步的课文学习奠定基础。StepⅢ.Reading 1.Readthetextaloud. Letthestudentslistentothetapeandrepeatitsentencebysentence,andthenletthestudentsreaditaloudbythemselves. [设计意图] 给学生播放录音,学生进行跟读并模仿,纠正学生的语音和语调,朗读课文培养其语感。 2.Scanreading. T:Boysandgirls,pleasereadquicklyandwritetrueorfalse.Andthenyoucandiscussinyourgroups.I’llgiveyoufiveminutes. ShowLet’sDoIt!No.1onPPT. Readthelessonandwritetrue(T)orfalse(F). (1)Shewasridingherbicyclewhenshefell. (2)Herheadhittheground. (3)Shestoodupandshoutedforhelp. (4)Herfriendcametohelpanddrovehertothehospital. (5)Herbicyclehelmetsavedherlife. 【Keys】 (1)T (2)T (3)F (4)F (5)T [设计意图] 让学生快速阅读课文,提取文章大意,进行判断正误,这五道题目的设置比较简单,大部分同学都能回答,可以增强学生的自信心。 3.Readthetextandfindoutmainphrasesandsentences. Mainphrases: ·allofasudden ·godown ·so…that… ·liedown ·takeoff ·stickoutof ·Thankgoodness! ·geton Mainsentences: ·“There’ssomethingwrongwithme,”Ithought.--- - ·ThankgoodnessIworemyhelmet! ·Whenmymothergottothehospital,shegavemeabighug. ·Thetyresareneithertoofullnortooflat.☆教材解读☆ 1.Allofasudden,WHAM! ◆allofasudden意为“突然”,相当于suddenly,常在句中作状语,说明某一动作发生时的情况。 ◆wham在本句中为感叹词,意为“砰,嘭”,它还可用作名词,表示“重击声,重击”;用作动词表示“重击,砰砰地打”。 2.Iwentdownhardonmyrightside. ◆godown在本句中意为“倒下”。 【拓展】 godown还可意为“下去,蹲下,下降”。 ◆on在本句中意为“凭借,靠”,side意为“(身体)侧边,肋”,onmyrightside在这里指“我以右侧身体着地”。 3.“There’ssomethingwrongwithme,”Ithought. “There’ssomethingwrongwith…”意为“……有问题”,相当于“Somethingiswrongwith…”,其否定式为“Thereisnothingwrongwith…”或“Thereisn’tanythingwrongwith…”。 4.IfeltsoterriblethatIlaydownagain. ◆so…that…意为“如此……以至于……”。so为副词,后面可接形容词或副词,that为连词,后接结果状语从句。与so…that…类似的结构为:such…that…。二者意思相同,不同的是such后面接名词。so…that…引导结果状语从句,可以与too…to…或“not+形容词+enoughtodosth.”作同义句转换。 【拓展】 (1)so后面也可以接名词,但应该有many,much,few,little等表示量的形容词对名词加以修饰,这时句式结构为: ①somany/few+可数名词复数+that从句 ②somuch/little+不可数名词+that从句 (2)so…that句式在修饰可数名词单数时还可以用在下面的句式中: so+形容词+a/an+可数名词单数+that从句。 ◆liedown意为“躺下”。 5.Myhandandkneewerebleeding. bleed为动词,意为“流血,失血”,是blood的动词形式,其过去式、过去分词为bled。 6.AsIlaythere,Itookoffmyhelmet. takeoff在本句中意为“脱下”,反义词组为puton。 【拓展】 takeoff还表示“(飞机等)起飞”之意。 7.Therewasasharprockstickingoutofit. stickoutof意为“从……伸出来”。stick为动词,意为“插入,穿入”,过去式、过去分词为stuck。 8.ThankgoodnessIworemyhelmet! ◆thankgoodness意为“谢天谢地”,也可说成thankGod。 ◆Iworemyhelmet是省略了引导词that的原因状语从句。 9.Whenmymothergottothehospital,shegavemeabighug. when为从属连词,引导时间状语从句,表示主从句的动作同时发生,或从句的动作发生在主句动作之前。另外,对时间提问也可以用when。 10.SheknewIwascarelessanddidnotalwayswearmyhelmet. careless为形容词,意为“粗心的”,其反义词为careful“细心的”,其副词为carelessly“粗心地”。 11.Mybicyclehelmetsavedmylife! save为及物动词,意为“救,挽救”,句中短语saveone’slife意为“救某人的命”。 【拓展】 (1)savesb./sth.from…意为“挽救某人/某物于……,从……救出某人/某物”,from后跟sth.或doingsth.。 (2)save还可意为“节省,节约”。savesth.意为“节省某物”;savesb.sth.意为“为某人节省某物”。 12.Butbeforegettingonabicycle,youshoulddoublecheckthefollowingthings: 本句中的geton意为“上(车、飞机等)”,反义词组为getoff。 13.Thetyresareneithertoofullnortooflat. --- - neither…nor…意为“既不……也不……”,为并列连词词组,连接两个相同成分。连接两个并列主语时,谓语动词通常与最近的主语在人称和数上保持一致。 [设计意图] 对文中的重难点和短语句型进行讲解,帮助学生明确语言点,从而更好地运用它们。StepⅣ.Listening T:Boysandgirls,it’sourlisteningtime.PleaselistentothevideoanddoLet’sDoIt!No.2. ShowLet’sDoIt!No.2onPPT. Listentothepassageandtickthesentencesmentioned. Checkthebrakes,lightandtyres. Rideonthesidewalk. Makeawayforpeoplewalking. Don’tplaywithothers. Wearlight-colouredclothes. Followthetrafficsignsandrules. Alwayswearyourhelmet. Everythingready?Go! 【Keys】 Rideonthesidewalk.Makeawayforpeoplewalking.Don’tplaywithothers.Followthetrafficsignsandrules.Alwayswearyourhelmet. [设计意图] 通过听力训练,提高学生迅速从听力短文中获取重要信息的能力,锻炼学生听的技能。StepⅤ.Groupwork 1.ShowLet’sDoIt!No.4onPPT. Workingroups.Discusswhatyoushoulddotokeepsafewhenyourideabicycle.Thenwriteashortpassageandpresentittotheclass. 2.Instructthestudentstoworkingroupsandpretendtheyworkforthecity.Thecityisopeninganewbikepathinalocalpark,andtheirjobistomakeasignthatgivespeoplesafetytipsandhelpfulwarningsbeforetheyentertheparktoridetheirbikes. 3.Havethemwritealistofthreesafetytipsandtwohelpfulwarningsonapieceoflargeposterpaper. 4.Askthegroupstopresenttheirsigns. [设计意图] 通过小组合作的形式,说明骑自行车时怎样保持安全,为学生创建成果展示平台,激发学生的兴趣。StepⅥ.PracticeⅠ.ShowLet’sDoIt!No.3onPPT.Fillintheblankswiththecorrectformsofthewordsinthebox.blood,knee,stick,stranger,careless1.Ihurtmy ,andit’spainfulwhenIwalk. 2.Althoughtheywere ,theygotonverywellwitheachother. 3.Hestoppedthecarandfoundanail inthetyre. 4.Itisanhonourforeveryonetogive . 5.Hefailedtheexambecausehewasso withhisspelling. ☆教材解读☆ 1.Althoughtheywerestrangers,theygotonverywellwitheachother. getonwellwith意为“与……相处得好”,相当于getalongwellwith。--- - 【拓展】 “与……相处得不好”可以说getonbadlywith…。 2.Hestoppedthecarandfoundanailstickinginthetyre. find+宾语+现在分词,其中现在分词作宾语补足语。Ⅱ.根据句意及首字母提示补全单词1.B isthickerthanwater. 2.Shefelltothegroundonherk andprayed(祈祷). 3.Thelittleboys hischopsticksintohisfoodatlunchtimeyesterday. 4.Iwastooc thatImademanymistakesinthemathexam. 5.Themanknewnothingaboutthelittlegirl.Theyweres . Ⅲ.单项填空1.There’ssomethingwrong mybike. A.with B.of C.for D.from2.Heisso thathecan’tpasstheexam. A.care B.careful C.careless D.carefully3.Shewastiredand down. A.lie B.lay C.lying D.lied4.—It’sveryhottoday,isn’tit?—Yes,itis.Whynot yourjacket? A.takecare B.takeplaceC.takeafter D.takeoff5.LinShuhaois famous allthebasketballfansinChinaknowhim. A.too,to B.enough,toC.so,that D.as,as 【Keys】 Ⅰ.1.knee 2.strangers 3.sticking4.blood 5.carelessⅡ.1.Blood 2.knee 3.stuck 4.careless 5.strangersⅢ.1.A 2.C 3.B 4.D 5.C [设计意图] 掌握本课的重点短语和句子之后,做词汇与单选练习,有效巩固本课所学知识。StepⅦ.Summary Inthisclass,we’velearntsomethingabouthelpfulsafetytipswhenridingbicyclesandsomemainphrasesandsentences. [设计意图] 给学生以总结,让学生明确这节课的学习内容。StepⅧ.Homework 1.Finishofftheremainingexercisesintheactivitybook. 2.Readthenextreadinginthestudent’sbook. [设计意图] 让学生通过习题巩固本节内容,并提前做好预习。Lesson15 MyHelmetSavedMyLife!Mainphrases:·allofasudden·godown·so…that…·liedown·takeoff·stickoutof·Thankgoodness!·geton--- -Keystructures:·Iwentdownhardonmyrightside.·AsIlaythere,Itookoffmyhelmet.·Therewasasharprockstickingoutofit.·ThankgoodnessIworemyhelmet!·Ishoutedforhelp.第四课时 Lesson16HowSafeIsYourHome? 1.记忆单词prevent,certain,themselves,baking,soda,salt,scissors,knife,poison,heat,burn,bathtub,slip;短语putout,bakingsoda。 2.掌握重点句型:①Don’tusewatertoputoutkitchenfires.②Usebakingsodaorsaltinstead.③Canpeoplepreventcertainaccidents?④Manypeoplehurtthemselvesbyfallingoffchairs.⑤Besuretokeepthebathroomfloordryafteryouhaveashowerorbath. 3.能够读懂“描述家中事故”的文章,并能从中获取有效信息。 4.通过本课学习,让学生了解在家里怎样避免事故的发生,培养学生的安全意识。 1.学会并能正确使用单词及短语:prevent,certain,themselves,bakingsoda,salt,scissors,knife,poison,heat,burn,bathtub,slip,putout,bakingsoda。 2.能够读懂“描述家中事故”的文章,并能从中获取有效信息。 3.能够运用下列句型:①Don’tusewatertoputoutkitchenfires.②Usebakingsodaorsaltinstead.③Canpeoplepreventcertainaccidents?④Manypeoplehurtthemselvesbyfallingoffchairs.⑤Besuretokeepthebathroomfloordryafteryouhaveashowerorbath. 4.通过本课学习,培养学生的安全意识。 1.能够正确应用本课的重点词汇prevent,certain,themselves,baking,soda,salt,scissors,knife,poison,heat,burn,bathtub,slip;掌握重点短语putout,bakingsoda。 2.学会祈使句的运用。 思路一:本课的教学内容是冀教版九年级英语第三单元的第16课,主要围绕“你家有多安全?”,利用多媒体展示“家中不安全事故”的图片导入新课,激发学生的学习兴趣,向学生呈现本课的词汇,为下面学习课文做好充分的准备。通过合作探究,讨论在家应该怎样保持安全。 思路二:本课的教学内容是冀教版九年级英语第三单元的第16课,主要围绕“你家有多安全?”,通过师生间对话导入本课的话题,锻炼学生的口语交际能力。通过小组合作探究,找出本课的重点短语及重点句型,共同解决疑难,把所学的知识化为学习能力。 教师在课前设计教学PPT,准备录音机和磁带,多媒体等。--- -StepⅠ.Leadin Leadingin【情景1】 T:Hello,everyone.Todaywe’lllearnLesson16.Pleaselookatthepictures.Whathappened?(Theteachercanbegintheclassbyshowingsomepictures.) Theteachertellsstudentstherearesometimessomeaccidentsathome.Soweshouldbecareful.Dividestudentsintofourgroupsandaskthemsomequestions. (1)Haveyouhadanyaccidentsathome?Whatarethey? (2)Wheniselectricitysafe?Whenisitnotsafe? (3)Whenkitchenfiresbreakout,whatshouldyouusetoputthemout? Fiveminuteslater,letonestudentineachgroupgivetheanswersbeforetheclass. 【Keys】 (1)Theanswerisopen. (2)Usetheelectricalappliancescorrectlyaccordingtotheinstructionsforsafety.Neveruseelectricalappliancesintheshowerorbathtub.Electricitycanhurtyou!Drythefloorbeforeyouuseelectricalappliancesortheyaredangeroustoyou. (3)Usebakingsodaorsaltinsteadofwater. [设计意图] 通过多媒体展示图片直接导入与本课有关的话题,帮助学生尽快融入情景之中,为课文的学习奠定基础。 Leadingin【情景2】 T:Goodmorning/afternoon,class.TodaywearegoingtolearnLesson16.Pleaseanswermyquestions.Whatplacemakesyoufeelthemostcomfortable? Ss:Myhome. T:Yes.Doyouthinkyourhomeisasafeplace? Ss:Yes. T:Thinkagain!Infacttherearemanyaccidentshappeninginpeople’shomes.Nowlet’slearnanewlessontoknowaboutthem.Areyouready?Go! [设计意图] 通过师生间的对话导入本课的话题“在家是否安全”,为下面课文的学习做好铺垫,锻炼学生的口语表达能力。StepⅡ.Presentation Theteachershowsthenewwordsonthescreen.Askstudentstotrytoreadthesewords.Thestudentsfollowtheteacherthreetimes.Thengivethestudentsfourminutestomemorizethenewwords. [设计意图] 呈现本课中出现的生词,领着学生们朗读并记忆,为下面学习课文做好充分准备。StepⅢ.Reading 1.Readthetextaloud. T:Boysandgirls,it’sourreadingtime.Pleasereadafterthevideoandyoushouldpaymoreattentiontoyourpronunciation. [设计意图] 让学生大声朗读课文,加深对文章的理解,对于学生的准确发音以及培养学生的语感有重要作用。 2.Readandanswer. T:Boysandgirls,pleasereadquicklyandfindtheanswerstothefollowingquestions.Andthenyoucandiscussinyourgroups.I’llgiveyoufourminutes. Readthetextandanswerthefollowingquestions. (1)Whyarethekitchenandthebathroomthetwomostdangerousroomsinthehouse? (2)Whatarethesafetytipstopreventaccidentsinthekitchen? (3)Whatarethesafetytipstopreventaccidentsinthebathroom? (4)Whyshouldn’tparentsleaveyoungchildrenaloneinthebathtub? 【Keys】 (1)Becausemostaccidentshappeninthekitchenandthebathroom. (2)Don’tstandonchairs.Don’tusewatertoputoutkitchenfires.Becarefulwithscissorsandknives.Don’tkeeppoisonsinthekitchen. (3)Neveruseelectricityintheshowerorbathtub.Besuretokeepthebathroomfloordryafteryouhaveashowerorbath. (4)Becausechildrensometimesdrowninbathtubs.--- - [设计意图] 让学生快速阅读课文,提取文章大意,进行问题的回答。由于这四个问题比较简单,大部分同学都能回答,可以增强学生的自信心。 3.ShowLet’sDoIt!No.1onPPT. Readthelessonandcompletethetable.SafetytipsforpreventingaccidentsinthekitchenSafetytipsforpreventingaccidentsinthebathroomDosDon’tsDosDon’ts 【Keys】 Dos:Becarefulwithscissorsandknives.Usebakingsodaorsalttoputoutkitchenfires.Becarefulwithfireandheatwhenyoucook. Don’ts:Don’tstandonchairs.Don’tusewatertoputoutkitchenfires.Don’tkeeppoisonsinthekitchen. Dos:Besuretokeepthebathroomfloordryafteryouhaveashowerorbath. Don’ts:Neveruseelectricityintheshowerorbathtub. [设计意图] 学生对课文内容已经有了一定的了解,再次细读课文,掌握文章的内容。 4.Readthetextandfindoutmainphrasesandsentences. Mainphrases: ·putout ·bakingsoda ·hurtoneself ·falloff ·becarefulwith Mainsentences: ·Canpeoplepreventcertainaccidents? ·Sobecareful! ·Don’tusewatertoputoutkitchenfires. ·It’seasytoslipandfallonawetfloor. ·Besuretokeepthebathroomfloordryafteryouhaveashowerorbath. ·Neverleavesmallchildrenaloneinabathtub.☆教材解读☆ 1.Canpeoplepreventcertainaccidents? prevent为及物动词,意为“阻止,预防”,常用结构preventsb.fromdoingsth.意为“阻止某人做某事”,与stopsb.fromdoingsth.用法相同。 2.Sobecareful! careful为形容词,意为“小心的,仔细的”,其副词形式为carefully,意为“小心地,仔细地”;名词形式为carefulness,意为“小心,仔细,认真”。 3.Manypeoplehurtthemselvesbyfallingoffchairs. ◆hurtoneself意为“伤着自己”。hurtthemselves表示“伤到他们自己”,其中themselves是反身代词。 ◆falloff意为“掉下来”,强调“从什么地方掉下来”,相当于drop/falldownfrom,后面接名词作宾语。 4.Don’tusewatertoputoutkitchenfires. ◆这是一个否定形式的祈使句。以动词原形开头的祈使句变为否定形式时,多在动词原形前加don’t。 ◆usesth.todosth.意为“用某物做……”,todo不定式表目的。 ◆putout意为“扑灭,熄灭”,是由“动词+副词”构成的动词短语,后接代词作宾语时,代词要放在put与out中间。 ◆和fire相关的短语:catchfire(着火),makeafire(生火),discoverafire(发现火情),light/startafire(点火),putoutthefire(灭火),setfiretosth.=setsth.onfire(放火烧……),beonfire(失火,在着火)。 5.Usebakingsodaorsaltinstead. instead为副词,意为“代替,反而,却”,insteadof也表示“代替”。--- - 【辨析】 instead,insteadof instead常位于句末,译作“而是”,insteadof常位于句中,译作“而不是”。 6.Becarefulwithscissorsandknives! becarefulwith意为“小心,谨慎……”。 7.Youdon’twanttoburnyourself. burn在本句中为动词,意为“燃烧,烧毁,烧坏,烧伤”,其过去式、过去分词有两种形式,即burnt,burnt或burned,burned。 8.It’seasytoslipandfallonawetfloor. 不定式作主语时,往往用it作形式主语,而将不定式放在后面。这句话中的主语是toslipandfallonawetfloor,It是形式主语,is是系动词,easy是表语。 9.Besuretokeepthebathroomfloordryafteryouhaveashowerorbath. ◆besuretodosth.意为“务必/切记去做某事”,常用于祈使句中,表示说话人向对方提出要求。 【拓展】 besureabout/of意为“对……有把握,一定会”。 ◆“keep+sth./sb.+形容词”意为“使……处于某种状态”,形容词作宾语补足语。 【拓展】 keepdoingsth.一直做某事;keepsb.doingsth.让某人一直做某事。 10.Neverleavesmallchildrenaloneinabathtub. leavesb./sth.alone.意为“让某人/某物独自留下”。 【辨析】 alone,lonely (1)alone作副词,用于陈述客观事实,强调独自一人,没有别的同伴;作形容词,在句中作表语或后置定语,强调别无其他,处境安全孤立。 (2)lonely作形容词,意为“孤独的,寂寞的”,具有感情色彩,在句中作表语或前置定语,修饰某地时,意为“荒凉的,偏僻的”。 [设计意图] 学生通过小组合作探究,找出文中的重点句子和短语,教师帮助学生讲解,为学生对文章的理解清除语言障碍。StepⅣ.Groupwork 1.ShowLet’sDoIt!No.4onPPT. Makeaposter.Whatshouldyoudotostaysafeathome?Givemoretipsforhomesafety. Example: Becarefulwithhotwater. Don’tclimbtreesorhighwalls. 2.Dividetheclassintogroupstobrainstormideasaboutwhatthingsyoushouldorshouldn’tdoaroundthehousetostaysafe. 3.Thenhavethestudentsusetheideasfromtheirbrainstormingsessiontomakeaposterabouthomesafety. 4.Havethestudentspresenttheirposterstotheclass. [设计意图] 通过小组合作的方式,操练、运用本课所学的句型,说明在家怎样保持安全。既激发了学生的学习兴趣,又锻炼了学生的口语表达能力。StepⅤ.PracticeⅠ.ShowLet’sDoIt!No.2onPPT.Fillintheblankswiththecorrectformsofthewordsfromthelesson.Thefirstletterisgiven.1.Tomwon’tdrivetoBeijing.He’lltakeabusi . 2.Weshouldeatlesss topreventheartdisease. 3.Takethek away.Thelittleboymaycuthimself. 4.Ahotcoalfelloutthefireandb theshoes. 5.Grandmalikestositinthesun.Sheenjoystheh ofthesun. Ⅱ.ShowLet’sDoIt!No.3onPPT.Readthepassageandfillintheblankswiththewordsinthebox.Scalding,Cuts,Falls,BurnsBeCareful!Herearesomeofthemostcommonaccidentsthathappenathome:--- - Scalding —Hotwaterordrinkscanscaldyoubadly.Becarefulwhenyousmellyourcoffeeandwanttodrinkitrightaway! —Everyyear,quitealotofchildrenfallandhurtthemselves.Theyfallofffurnitureordownthestairs.Climbingtrees,highwallsorfencescanbedangerous,too. —Manypeoplearebadlyburntorevendieinhousefires.Acigarettecaneasilystartafire.Peoplecanbeburntbyahotironormatches. —Glasscausesthemostseriouscuts.Sodoknivesandscissors.Thesethingsshouldbekeptawayfromchildren. ☆教材解读☆ 1.Sodoknivesandscissors. “so+助动词/情态动词/be动词+主语”是由so引导的倒装句,表示“一种情况也适应于另一人/物”。其中助动词、情态动词、be动词要与上句的助动词、情态动词或be动词和本句的主语一致,表示“某人/物也是”。 【拓展】 “so+主语+助动词/情态动词/be动词”表示对上句所描述的情况作进一步的肯定,表示“某人的确是”。上、下两句的主语为同一人。 2.Thesethingsshouldbekeptawayfromchildren. keepawayfrom意为“不接近,避开,远离”。Ⅲ.句型转换1.Hedidtheworkallbyhimself.(同义句转换)Hedidthework . 2.Youshouldn’tkeepthefloorwetbeforeyouuseelectricity.(同义句转换)Youshould thefloor beforeyouuseelectricity. 3.Usewatertoputoutkitchenfires.(改为否定句) watertoputoutkitchenfires. 4.Manyaccidentshappenbecausepeoplearecareless.(改为一般疑问句) manyaccidents becausepeoplearecareless? 5.Youmustn’tleavesmallchildrenaloneinabathtub.(改为祈使句) smallchildrenaloneinabathtub. 6.MyfriendJohnvisitedthemuseumlastSunday.(用倒装句作答) (我也参观了)。 7.Childrenshouldkeepawayfromthesedangerousthings.(改为被动句)Thesedangerousthings awayfromchildren. 【Keys】 Ⅰ.1.instead 2.salt 3.knife 4.burned/burnt 5.heatⅡ.Falls,Burns,CutsⅢ.1.alone 2.keep,dry 3.Don’tuse 4.Do,happen 5.Don’tleave 6.SodidI 7.shouldbekept [设计意图] 掌握本课的重点短语和句子之后,做词汇练习与句子练习,有效巩固本课所学知识。StepⅥ.Summary 1.Finishofftheremainingexercisesintheactivitybook. 2.Givesuggestionsabouthowtokeepasafehome.Writethemdowninyourexercisebook.Tryusingtheseexpressions: Never…whenyou… Youshouldalways… 3.Readthenextreadinginthestudent’sbook. [设计意图] 让学生通过习题巩固本节课知识点,并提前做好预习,写作的练习是为了锻炼学生的写作能力。Lesson16 HowSafeIsYourHome?Mainphrases:·putout--- -·bakingsoda·hurtoneself·falloff·becarefulwithKeystructures:·Don’tusewatertoputoutkitchenfires.·Usebakingsodaorsaltinstead.第五课时 Lesson17StayingSafeinanEarthquake 1.记忆单词earthquake,calm,object,system,survival;短语staycalm,protect…from(doing)…,pullover,keepaneyeoutfor,bringdown。 2.掌握重点句型:①Staycalmastheearthbeginstoshakeandmove.②Youneedtohavesomethingstrongaroundyoutoprotectyoufromfallingobjects.③Ifyouareinacar,pullovertoaplacewheretherearenotreesortallbuildingsandstayinthecar.④Ifyouareclosetothesea,trytogetasfarawayfromthewateraspossible.⑤Keepaneyeoutforthingsthatcanfallonyou. 3.能够读懂有关“灾难中自救”的文章,并能从中获取有效信息。 1.学会并能正确使用单词及短语:earthquake,calm,object,system,survival,staycalm,protect…from(doing)…,pullover,keepaneyeoutfor,bringdown。 2.能够读懂有关“灾难中自救”的文章,并能运用其中的有效信息与他人交流。 3.能够运用下列句型:①Staycalmastheearthbeginstoshakeandmove.②Youneedtohavesomethingstrongaroundyoutoprotectyoufromfallingobjects.③Ifyouareinacar,pullovertoaplacewheretherearenotreesortallbuildingsandstayinthecar.④Ifyouareclosetothesea,trytogetasfarawayfromthewateraspossible.⑤Keepaneyeoutforthingsthatcanfallonyou. 1.能够正确应用本课的重点词汇earthquake,calm,object,system,survival;掌握重点短语staycalm,protect…from(doing)…,pullover,keepaneyeoutfor,bringdown。 2.熟练运用祈使句。 思路一:本课的教学内容是冀教版九年级英语第三单元的第17课,主要围绕“在地震中自救”,利用多媒体展示“地震”的图片导入新课,激发学生的学习兴趣。向学生呈现本课的词汇,为下面学习课文做好充分的准备,学会合作探究,讨论地震后我们该做什么。 思路二:本课的教学内容是冀教版九年级英语第三单元的第17课,主要围绕“在地震中自救”,通过师生间对话导入本课的话题,锻炼学生的口语交际能力。设置多层阅读,使问题更加细化,着重文章的细节性问题,更深层次地理解文章。 教师在课前设计教学PPT,准备录音机和磁带,多媒体等。--- -StepⅠ.Leadin Leadingin【情景1】 T:Hello,everyone.Todaywe’lllearnLesson17.Pleaselookatthepictures.(Theteachercanbegintheclassbyshowingthepictures.) T:Boysandgirls,whathappenedinthepictures? Ss:Therewasanearthquake. T:Yes.Canyoudescribeit? S1:Yes.Theearthquakehappenedinthedaytime. S2:Manyhousesfelldown. S3:… T:OK.Goodjob.Buthowcanwesaveourselvesinanearthquake?Inthislessonwewilllearnsomethingaboutanearthquake. [设计意图] 通过多媒体展示图片直接导入本课话题“地震”,利用对话将学生带入地震现场,为课文的学习奠定基础。 Leadingin【情景2】 T:Goodmorning/afternoon,class.TodaywearegoingtolearnLesson17.Inthislessonwewilllearnsomethingaboutanearthquake.Anearthquakeisanaturaldisaster.Naturaldisastersoftenhappenwithoutmuchwarningandthereisusuallyverylittleyoucandotoprepareforthemorhelppreventthemfromhappening.Earthquakeshappenallthetimearoundtheworld.Mostofthetimethey’renotverybigandgounnoticedandunreported,butsometimestheyaremuchstrongerandcandestroyentirecities.Theycankillpeopleandleaveothersbadlyinjured.Haveyoueverexperiencedanearthquake?Whenandwhere?Whatisthefirstthingyouwanttodowhenanearthquakehappens? Allowseveralstudentstorespond. T:Doyouknowwhatyoushoulddowhenanearthquakehappens?Well,that’swhatthislessonisallabout.Solet’sreadandfindouthowwecandoourbesttoprepareourselvesfortheworst. [设计意图] 通过师生间的对话导入本课话题“地震”,为下面课文的学习做好铺垫,锻炼学生的口语表达能力。StepⅡ.Presentation Theteachershowsthenewwordsandphrasesonthescreen.Askstudentstotrytoreadthesewordsandphrases.Thestudentsfollowtheteacherthreetimes.Thengivethestudentsfourminutestomemorizethenewwordsandphrases. [设计意图] 呈现本课中出现的生词与短语,领着学生朗读并记忆,为下面的课文阅读做好充分准备。StepⅢ.Reading 1.Readthetextaloud. T:Boysandgirls,it’sourreadingtime.Pleasereadafterthevideoandyoushouldpaymoreattentiontoyourpronunciation. [设计意图] 让学生大声朗读课文,对文章有个初步的了解,对于学生的正确发音和培养学生的语感有重要作用。 2.Scanreading. T:Boysandgirls,youhaveknownsomethingaboutanearthquake.Let’sreadthetexttogetmoreaboutit. ShowLet’sDoIt!No.1onPPT. Readthelessonandmatchthesentences. (1)Ifyouareinside, useitoncetocallyourfamilyorafriend. (2)Ifyouareinacar, getasfarawayfromthewateraspossible.--- - (3)Ifyouarenearthesea, getunderatableorabed. (4)Ifyouhaveaphone, moveoutdoorstoanopenarea. (5)Ifthereisfire, pullovertoaplacewheretherearenotreesortallbuildings. 【Keys】 (1)Ifyouareinside,getunderatableorabed. (2)Ifyouareinacar,pullovertoaplacewheretherearenotreesortallbuildings. (3)Ifyouarenearthesea,getasfarawayfromthewateraspossible. (4)Ifyouhaveaphone,useitoncetocallyourfamilyorafriend. (5)Ifthereisfire,moveoutdoorstoanopenarea. [设计意图] 让学生快速阅读课文,找出关键句,快速把握课文信息。 3.Carefulreading. ShowLet’sDoIt!No.2onPPT. T:Welldone!Thistime,Iwillmaketheexercisealittlemoredifficult.Readthearticleagainandcompletethechart.InsideOutsideAftertheearthquakeDos· atableorabed. · anopenareaasfastasyoucan. · toasafeplaceifyouareinacar. · toanopenareaifyouseeafire. ·thingsthatcanfallonyou.Don’ts· nearwallsorwindows. · thekitchen. ·Neveralift.·fromthebuildingsandtrees.·fromthewaterifyouareclosetothesea.·yourphonemorethanonce. 【Keys】 Dos:Getunder;Getto,Pullover;Moveoutdoors,Keepaneyeoutfor Don’ts:Don’tstand,Stayoutof,getinto;Stayaway,Getfaraway;Don’tuse [设计意图] 让学生细读课文,考查文章中的细节性问题,更深层次地理解文章。 4.Readthetextandfindoutmainphrasesandsentences. Manphrases: ·staycalm ·protect…from(doing) ·pullover ·keepaneyeoutfor ·bringdown ·somany ·stayawayfrom ·goup Mainsentences: ·Staycalmastheearthbeginstoshakeandmove. ·Anearthquakeisdangerous,buttherearethingsyoucandotoprotectyourself. ·Youneedtohavesomethingstrongaroundyoutoprotectyoufromfallingobjects. ·Ifyouareoutside,gettoanopenareaasfastasyoucan. ·Ifyouareclosetothesea,trytogetasfarawayfromthewateraspossible. ·Ifyouhaveaphone,useitonlyoncetocallyourfamilyorafriend.☆教材解读☆ 1.Earthquakesusuallycomewithoutwarning. without为介词,意为“没有”,后面跟动词时要用动名词形式,也可跟名词或代词。 2.Staycalmastheearthbeginstoshakeandmove. ◆staycalm意为“保持镇静”。stay在此处为系动词,意为“保持……的状态”。calm为形容词,意为“平静的,镇静的”,用在stay后作表语。--- - ◆辨析shake,move (1)shake为动词,意为“颤抖,摇动”。还可以作名词,意为“摇动,抖动”,其过去式为shook。 (2)move用作及物动词时,意为“移动”。也可用作不及物动词,还可表示“搬家,感动”。 3.Anearthquakeisdangerous,buttherearethingsyoucandotoprotectyourself. 本句中toprotectyourself为动词不定式作目的状语。 4.Youneedtohavesomethingstrongaroundyoutoprotectyoufromfallingobjects. protect为及物动词,意为“保护”,其名词形式为protection。常用结构protectsth./sb.fromdoingsth.意为“保护……不受……之害”。 5.Thekitchenisdangerousbecausetherearesomanyglassobjects. somany意为“如此多”,常用于修饰可数名词复数;修饰不可数名词时,用somuch。 6.Also,nevergetintoaliftduringanearthquake. getinto意为“进入”,反义短语为getoutof,意为“从……出来”。 7.Ifyouareoutside,gettoanopenareaasfastasyoucan. ◆if引导的条件状语从句,主句为祈使句,从句要用一般现在时。 【注意】 主句为一般将来时或含有情态动词时,从句也要用一般现在时。 ◆as…asonecan意为“尽可能……”,as与as之间须用形容词或副词的原级,相当于as…aspossible。 8.Stayawayfrombuildingsandtrees. stayawayfrom意为“与……保持距离,远离……”。 9.Ifyouareinacar,pullovertoaplacewheretherearenotreesortallbuildingsandstayinthecar. pullover意为“把(车)停靠在路边”。 10.Ifyouareclosetothesea,trytogetasfarawayfromthewateraspossible. ◆becloseto意为“接近,靠近,离……近”。 ◆asfar…aspossible相当于asfar…asyoucan,本句也可以写成:Ifyouareclosetothesea,trytogetasfarawayfromthewaterasyoucan.。 11.Keepaneyeoutforthingsthatcanfallonyou. keepaneyeoutfor意为“警觉,留心,密切注意”。 12.Ifyouhaveaphone,useitonlyoncetocallyourfamilyorafriend. oncetocallyourfamilyorafriend是“从属连词+不定式”结构,相当于状语从句onceyoucallyourfamilyorafriend。 13.Toomanycallswillbringdownthephonesystem. ◆toomany意为“太多”,修饰可数名词复数。 【注意】 toomuch意为“太多”,修饰不可数名词,muchtoo意为“太”,修饰形容词或副词。 ◆bringdown意为“打倒,使倒下”。 【拓展】 bringdown还可表示“减少,降低”。 14.Yourchancesofsurvivalinanearthquakegoupifyoustaycalm. goup意为“上升”,与rise同义,与godown反义。 [设计意图] 学生通过小组合作探究,找出文中的重点句子和短语,教师帮助学生讲解,为学生对文章的理解清除障碍。StepⅣ.Task 1.ShowLet’sDoIt!No.4onPPT. Workinpairs.Whatcanyoudotohelpafteranearthquake?Discussyourideas. Example: Wecandonatesomemoneytohelppeoplerebuildtheirhomes. Wecanhelppeoplebyofferingsomepsychologicaltreatment. 2.Instructthestudentstoworkinpairsandbrainstormideasabouthowtheycanhelpafteranearthquake. 3.HavethestudentsorganizetheirideasintoaPostEarthquakeReliefPlan. 4.Askeachgrouptopresenttheirplantotheclass. [设计意图] 通过小组合作的方式,操练、运用本课所学的句型,既激发学生的学习兴趣,又锻炼学生的口语表达能力。--- -StepⅤ.PracticeⅠ.ShowLet’sDoIt!No.3onPPT.Fillintheblankswiththephrasesinthebox.pullover,staycalm,protect…from,keepaneyeout1.Whenthereisanemergency,itisimportantto . 2.Thevolunteersmakegreateffortsto theanimals goingextinct. 3.Hehadto becausehewassotiredafterthreehoursofdriving. 4.Thesignsaid: forfallingrocks. ☆教材解读☆ Thevolunteersmakegreateffortstoprotecttheanimalsfromgoingextinct. makegreatefforts意为“付出巨大努力”。Ⅱ.单项填空1.Heleftherewithout aword. A.tosay B.saying C.says D.said2.Itisdark.Pleasegoas asyoucan. A.quickly B.quick C.quicks D.often3.Stayaway buildingsandtreeswhenanearthquakecomes. A.of B.in C.from D.at4.Whenyouwalkamongthebuildings,protectyoufrom objects. A.falling B.fell C.fallen D.tofall5.Thechildrenwillclimbthehillifit tomorrow. A.won’train B.didn’trainC.isn’training D.doesn’trainⅢ.根据汉语意思完成句子1.你可以做很多事情来保护自己。Therearemanythingsyoucandoto . 2.尽可能快地到达开阔的地方。Gettoanopenarea . 3.地震期间,你应当远离楼房和树。Youshould buildingsandtreesduringanearthquake. 4.保持冷静不容易,但却能挽救你的生命。 isnoteasy,butitcan . 5.当心落下的书。 forfallingbooks. 【Keys】 Ⅰ.1.staycalm 2.protect,from 3.pullover 4.KeepaneyeoutⅡ.1.B 2.A 3.C 4.A 5.DⅢ.1.protectyourself 2.asfastasyoucan 3.stayawayfrom 4.Stayingcalm,saveyourlife 5.Keepaneyeout [设计意图] 掌握本课的重点短语和句子之后,做词汇练习和句子练习,有效巩固本课所学知识。StepⅥ.Summary Inthisclass,we’velearntsomethingaboutanearthquakeandsomemainwordsandexpressions. [设计意图] 给学生以总结,让学生明确本节课的学习内容。StepⅦ.Homework 1.Finishofftheremainingexercisesintheactivitybook. 2.Readthenextreadinginthestudent’sbook. [设计意图] 让学生通过习题巩固本节课的语言点,并提前做好预习。--- -Lesson17 StayingSafeinanEarthquakeMainphrases:·staycalm·protect…from(doing)…·pullover·keepaneyeoutfor·bringdownKeystructures:·Staycalmastheearthbeginstoshakeandmove.·Youneedtohavesomethingstrongaroundyoutoprotectyoufromfallingobjects.·Ifyouareinacar,pullovertoaplacewheretherearenotreesortallbuildingsandstayinthecar.·Ifyouareclosetothesea,trytogetasfarawayfromthewateraspossible.·Keepaneyeoutforthingsthatcanfallonyou第六课时 Lesson18NeverCatchaDinosaur 1.记忆单词rule,branch,training;短语takesb./sth.tosomeplace,bytheway,makesure,becauseof,takecare。 2.掌握重点句型:①Shewatchedmeclimbhigherandhigher.②Iwillnevertrytocatchafallingdinosaur.③Youadvisedhimtousealadder,buthedidn’tlisten.④Hewasluckyyouweretheretocatchhim.⑤“Don’tclimbtoohigh,”shewarned. 3.通过本课学习,提高学生和朋友书信交流的能力。 4.通过本课学习,让学生懂得和朋友交流的快乐。 1.学会并能正确使用单词及短语:rule,branch,training;takesb./sth.tosomeplace,bytheway,makesure,becauseof,takecare。 2.提高学生和朋友书信交流的能力。 3.能够运用下列句型:①Shewatchedmeclimbhigherandhigher.②Iwillnevertrytocatchafallingdinosaur.③Youadvisedhimtousealadder,buthedidn’tlisten.④Hewasluckyyouweretheretocatchhim.⑤“Don’tclimbtoohigh,”shewarned. 1.能够正确应用本课的重点词汇rule,branch,training;掌握重点短语bytheway,makesure,becauseof,takecare。 2.熟练运用祈使句。 思路一:本课的教学内容是冀教版九年级英语第三单元的第18课,主要围绕“永远不要接住恐龙”,通过师生间的对话导入本课话题“怎样避免事故”。向学生呈现本课的词汇,为下面学习课文做好充分的准备。 思路二:本课的教学内容是冀教版九年级英语第三单元的第18课,主要围绕“永远不要接住恐龙”,通过复习第13课内容导入新课。设置多层阅读,使问题更加细化,着重文章的细节性问题,更深层次地理解文章。--- - 教师在课前设计教学PPT,准备录音机和磁带,多媒体等。StepⅠ.Leadin Leadingin【情景1】 T:Hello,everyone.Wehavelearnedsomeaccidentsinthisunit.Whathaveyoulearned? S1:Wehavelearnedhowtodescribeanaccident. S2:Howtokeepsafeathome. S3:Whatwecandotohelpafteranearthquake. S4:… T:OK.Welldone!NowwewilllearnLesson18. [设计意图] 通过师生间的对话导入本课话题“怎样避免事故”,帮助学生尽快融入情景之中,为课文学习奠定基础。 Leadingin【情景2】 TheteacherasksstudentsiftheyrememberthatDannyfellonBrian.Theteachergivesstudentsthefollowingquestionstohelpstudentstoremember. (1)WhatdidBrianwarnDannytousetoreachtheceiling? (2)DidDannyfollowBrian’sadvice? (3)Whathappenedthen? (4)WhotookBriantothehospital? (5)WasBrianbadlyhurt? 【Keys】 (1)BrianwarnedDannytousealadder.(2)No,hedidn’t.(3)DannyfelldownandfellonBrian.(4)Danny,JennyandMr.Jones.(5)No,hewasn’t. [设计意图] 通过复习导入新课,让学生自然而然地进入了新课的情境中。StepⅡ.Presentation Theteachershowsthenewwordsandphrasesonthescreen.Askstudentstotrytoreadthesewordsandphrases.Thestudentsfollowtheteacherthreetimes.Thengivethestudentsfourminutestomemorizethenewwordsandphrases. [设计意图] 呈现本课中出现的生词与短语,领着学生朗读并记忆,为下面的课文阅读做好充分准备。StepⅢ.Reading 1.Readthetextaloud. T:Boysandgirls,it’sourreadingtime.Pleasereadafterthevideoandyoushouldpaymoreattentiontoyourpronunciation. [设计意图] 让学生大声朗读课文,对文章有个初步的了解,对于学生的正确发音和培养学生的语感有重要作用。 2.Scanreading. Readthelessonandwritetrue(T)orfalse(F). (1)Dannyfeltterriblebecauseofhiscarelessness. (2)LiMingbrokehislegattheageofseven. (3)LiMingtriedtoclimbaladder,buthefelldown. (4)LiMing’smothercaughthimandsavedhim. (5)IttookLiMingabout90daystorecover. 【Keys】 (1)T (2)T (3)F (4)F (5)T [设计意图] 让学生快速阅读课文,找出关键句,快速把握课文信息。 3.Carefulreading. ShowLet’sDoIt!No.2onPPT. Readthelessonagainandfillintheblanks.--- - Oneday,LiMingwenttotheparkwithhismother.He abigtreeeventhoughhismothertriedto him.Whenhegot and ,hebecamesoexcitedthathethoughthecouldalmost thesky.Butsuddenly,the broke,hefelland thegroundveryhard.Hecouldn’t hisleg.It .Hecouldn’tattendping-pong thatyear.PoorLiMing! 【Keys】 climbed,stop,higher,higher,touch,branch,hit,move,hurt,training [设计意图] 让学生细读课文,发现课文中的细节,更深层次地理解文章,尽可能地记忆内容。 4.Readthetextandfindoutmainphrasesandsentences. Mainphrases: ·takesb./sth.tosomeplace ·bytheway ·makesure ·becauseof Mainsentences: ·Iwillnevertrytocatchafallingdinosaur. ·Youadvisedhimtousealadder,buthedidn’tlisten. ·ItoldherIwouldbecareful. ·“Don’tclimbtoohigh,”shewarned. ·Shewatchedmeclimbhigherandhigher. ·Ittookmethreemonthstorecover. ·Icouldn’tattendping-pongtrainingthatyear! ·Takecare.☆教材解读☆ 1.Iwillnevertrytocatchafallingdinosaur. ◆catchafallingdinosaur意为“接住一只往下掉的恐龙”,指去做超过自身能力的事情。 ◆falling是fall的-ing形式,在句中作dinosaur的定语。不及物动词的-ing形式可表示正在进行或尚未结束的动作,而过去分词可以表示完成了的动作。 2.Youadvisedhimtousealadder,buthedidn’tlisten. advise为及物动词,意为“劝告,建议”。advisesb.todosth.意为“建议某人做某事”;advisesb.nottodosth.相当于advisesb.againststh./doingsth.,意为“劝告某人不要做某事”。 【拓展】 advise的名词形式为advice,是不可数名词。 3.ItoldherIwouldbecareful. 这是带有宾语从句的复合句,主句为一般过去时,从句用的是过去将来时。wouldbecareful在这里表示“过去将要做某事”。 4.“Don’tclimbtoohigh,”shewarned. ◆本句中high为副词,指具体的“高”。 【拓展】 副词highly通常指抽象的“高,高度”。 ◆warn为及物动词,意为“警告”,其名词形式为warning,warnsb.(not)todosth.意为“提醒/警告某人(不要)做某事”。 5.Shewatchedmeclimbhigherandhigher. ◆watchsb.dosth.意为“看见某人做某事”;watchsb.doingsth.意为“看见某人正在做某事”。 【拓展】 (1)watch,see,notice,hear等感官动词的宾语跟省略to的动词不定式作宾语补足语。 (2)higherandhigher意为“越来越高”。“比较级+比较级”表示“越来越……”,若是多音节形容词,其结构为“moreandmore+多音节形容词”。 6.Ittookmethreemonthstorecover. “Ittakes/tooksb.sometimetodosth.”意为“做某事花费某人多长时间”。 7.Icouldn’tattendping-pongtrainingthatyear! ◆attend为及物动词,意为“参加”,其宾语通常是meeting,party,show,wedding,class,school,church等(以及类似具有“活动”意义的名词)。--- - ◆training为不可数名词,意为“训练”,其动词为train。 8.Bytheway,doyoulikethegiftIsentyou? bytheway意为“顺便问一下,顺便说一下”,常用作插入语。 9.Takecare, takecare意为“走好,保重”,是告别用语。 【拓展】 takecare还意为“当心,小心”,相当于becareful。 [设计意图] 学生通过小组合作探究,找出文中的重点句子和短语,在教师的帮助下理解并学习这些句子和短语,为下一步的学习做准备。StepⅣ.PracticeⅠ.ShowLet’sDoIt!No.3.Herearesomesafetyrulesforteenagers.Readthemandfillintheblankswiththewordsinthebox.money,number,parents,eveningWhenyouaregoingout,pleaserememberthefollowingthings:·Alwaystellyour whereyouaregoingandwhenyouexpecttobehome. ·Don’tcarryalotof withyou. ·Trynottowalkonquietanddarkstreetsinthe . ·Makesureyouknowwhat tocallforthepolice,ambulanceandsoon. side,leave,cigarettes,pocketWhenyouareatschool,youshouldfollowtheserules:·Walkontheright-hand ofthestairs. ·Don’tbring oralcoholtoschool. ·Don’tcarrysharpthingslikeknivesorscissorsinyour . ·Reporttoyourteacherifyouwantto duringschoolhours. ☆教材解读☆ Makesureyouknowwhatnumbertocallforthepolice,ambulanceandsoon. makesure意为“确信,务必,弄清楚”,常用于祈使句,表示请求或要求对方按照要求做某事,后可接that引导的宾语从句。Ⅱ.用所给词的适当形式填空1.Wewillnevertrytocatcha (fall)dinosaur. 2.Headvisedme (use)adictionary. 3.Icanalmost (touch)thesky. 4.Ittookhimtwohours (recover). 5.Ialwayslistentomymother’s (warn)aboutsafety. 6.Thepolicemanwarnedus (take)carewhenwecrossthestreet. 7.Brian (fall)offthetreeandbrokehislegs. 【Keys】 Ⅰ.parents,money,evening,number,side,cigarettes,pocket,leaveⅡ.1.falling 2.touse 3.touch 4.torecover 5.warning 6.totake 7.fell [设计意图] 掌握本课的重点短语和句子之后,做词汇练习和句子练习,有效巩固本课所学知识。StepⅤ.Homework 1.Finishofftheremainingexercisesintheactivitybook. 2.Finishofftheexercisesinthestudent’sbookofUnitReview. [设计意图] 让学生通过习题巩固本节语言点。通过UnitReview的习题,对本单元内容进行查缺补漏。Lesson18 NeverCatchaDinosaurMainphrases:·takesb./sth.tosomeplace--- -·bytheway·makesure·becauseofKeystructures:Shewatchedmeclimbhigherandhigher.语法精讲一、祈使句的分类 祈使句表请求、命令、叮嘱、邀请、劝告等。祈使句分为第二人称祈使句及第一、三人称祈使句两大类。 1.第二人称祈使句通常用来向听话者发出命令,提出要求或建议。这种祈使句的主语you通常不表示出来,而是以动词原形开头。 但如果说话时有多人在场,就得把主语表示出来,或加称呼语,以便指明是向谁提出请求或发出命令。 有时将主语表示出来是为了加强语气或表示“不高兴”、“厌烦”、“鄙视”等情绪。 2.第一、三人称祈使句是以第一人称和第三人称代词或者名词等作为祈使的对象,这类祈使句通常以let为引导词表建议。 祈使句除用谓语动词表示外,还可用名词、副词、动词短语等表示。二、祈使句的强调形式及否定形式 1.祈使句的强调形式是在整个结构之前加do。 2.祈使句的否定形式是在整个结构之前加don’t或never。 3.以let为引导词的祈使句的否定形式通常是在Let’s或Letus/me后加not。三、祈使句的反意疑问句 1.祈使句的反意疑问部分为肯定形式,要用shall,will。 2.Let’s表示第一人称的祈使句,反意疑问部分为“shallwe?”。 3.Letme和Letus表示第二人称的祈使句,反意疑问句为“willyou?”。 4.其他实义动词引起的祈使句,无论其陈述部分是否定还是肯定的祈使句,多用“willyou?”,表一种客气的语气。四、祈使句用于两个重要句型中 1.“祈使句+and+表结果的陈述句”用来叙述肯定的条件。 2.“祈使句+or(else)+表结果的陈述句”用来叙述否定的条件,or(else)表示“否则,要不然”。第一课时 Lesson19AStoryoraPoem? 1.记忆单词compare,passage,limit,format,rhyme,although,effort,fat,aloud;短语comparedwith…,decidetodosth.,comeupwith。 2.掌握重点句型:①Comparedwithpoems,storiesusuallyhavelongerpassages.②Ifeelthatit’seasiertowriteastory.③Likeit’scallingmealoudtoeat! 3.理解课文意思并能回答课后的问题。 1.学会并能正确使用单词及短语:compare,passage,limit,format,rhyme,although,effort,fat,aloud,comparedwith…,decidetodosth.,comeupwith。 2.能够运用下列句型:①Comparedwithpoems,storiesusuallyhavelongerpassages.②Ifeelthatit’seasiertowriteastory.③Likeit’scallingmealoudtoeat!--- - 1.能够正确应用本课的重点词汇compare,passage,limit,format,rhyme,although,effort,fat,aloud;掌握短语comparedwith。 2.掌握compareto与comparewith的用法区别。 思路一:本课的教学内容是冀教版九年级英语第四单元的第19课,主要以“故事还是诗?”为题,询问学生们“有最喜欢的诗或故事吗?是什么?”导入新课,以学生感兴趣的话题开篇,重点在于培养学生的学习兴趣。 思路二:本课的教学内容是冀教版九年级英语第四单元的第19课,主要以“故事还是诗?”为题,通过师生间对话导入本课的话题,锻炼学生的口语交际能力。通过小组合作探究,找出本课的重点短语及重点句型,共同解决疑难,把所学的知识转化为学习能力。 教师在课前设计教学PPT,准备录音机和磁带,多媒体等。StepⅠ.Leadin Leadingin【情景1】 T:Hello,boysandgirls.Doyouhaveafavoritepoemorastory?Whatisit? S1:Yes,Ihaveafavoritestory.It’sTheLittleGirlSellingMatches. T:Haveyouevertriedtowriteapoem? S2:No,Ihaven’t. S3:Yes,Ihaveevertriedtowriteapoem,butIfailed. S4:Yes,butIthinkit’shardforustowriteapoembyourselves,soIfailed. T:Yes,it’snoteasytowriteapoem.Butdon’tworry.Inthenextfewdayswe’lllearnsomethingaboutpoems.OK,nowopenyourtextbook,andlet’sbeginourstudyaboutLesson19.Thetitleis“AStoryoraPoem?”. [设计意图] 教师通过询问学生感兴趣的问题导入新课,调动学生的学习积极性,激发他们的学习兴趣。 Leadingin【情景2】 T:Goodmorning/afternoon,class.Fromnowon,we’llstartanewunit.Whocantellmethetitleofthisnewunit? Ss:StoriesandPoems. T:OK,verygood.Howdoyousay“story”inChinese? Ss:故事. T:Right.Whatdoeseverystoryhaveorneed? S1:Everystoryneedscharacters. S2:Aplot(beginning,middleandend). S3:Asetting(timeandlocation). S4:Aconflictorproblem(middle)andasolution(end). T:Goodwork.Whatisapoem?Howtosay“poem”inChinese? S5:诗. T:Perfect.Whatcanyoutellmeaboutpoems?Whatkindofpoemdoyouknowabout? S6:Somepoemshaverhymingwords. S7:Somepoemshaveacertainamountofsyllables. S8:Apoemcanbelongorshort. S9:Apoemcanbeaboutanything. T:Verygood.Inthisunitwearegoingtolearnmoreaboutstoriesandpoemsbyreadingandwritingsome.Nowopenyourbooks,andlet’sbeginourstudyaboutLesson19. [设计意图] 通过师生间的对话导入本课的话题“故事还是诗?”,为下面课文的学习做好铺垫,锻炼学生的口语表达能力。--- -StepⅡ.Presentation TheteachershowsthenewwordsonPPT.Askstudentstotrytoreadthesewords.Thestudentsfollowtheteacherthreetimes.Thengivethestudentsfiveminutestorememberthewords.Letstudentsspellandreadthemonebyone. [设计意图] 教师以PPT的形式呈现本课中出现的生词,领着学生们朗读并记忆,为下面的课文学习做好充分准备。StepⅢ.Reading 1.Readthetextaloud. T:Boysandgirls,it’sourreadingtime.Pleasereadafterthevideoandyoushouldpaymoreattentiontoyourpronunciation. [设计意图] 让学生大声朗读课文,对课文的意思有个大致的了解,对于培养学生的正确发音以及培养学生的语感都有重要作用。 2.Carefulreading. (1)Givethestudentsfiveminutestoreadthetextbythemselves. Readthelessonandfillintheblankswiththecorrectwords. Brian,JennyandDannylearnedaboutpoemsandstoriesthisweek.Theirteacher,Ms.Cox,toldthemtowritea orapoem.Brianstartedwritinghis .Jennythoughtitwaseasiertowriteastorythantowriteapoem.ButDannydidn’tthinkso.Hesaid,“ withpoems,storiesareusuallylonger.”Jennysaid,“Astorydoesn’tlimityoulikea does.Withpoems,everywordmusthave andmeaning.Sometimeswritinglesstakes effortthanwritingmore.” 【Keys】 story,poem,Compared,poem,power,more [设计意图] 让学生再次阅读课文,提取文章的大意,加深对课文的理解。 (2)Readthelessonagainandcomparepoemswithstories. a.Itmusthaveabeginning,amiddleandanend. b.Althoughitisshort,everywordmusthavepowerandmeaning. c.Usuallyfewerwordsareused. d.Itislongerandhasmorewords. e.Youhavetothinkabouttheformat. 【Keys】 poems—b,c,e stories—a,d [设计意图] 学生对课文内容已经有了一定的了解,再次细读课文,掌握文章的内容,区分诗与故事的差别。 3.Readthetextandfindoutmainphrasesandsentences. Mainphrases: ·comparedwith ·needtothinkabout ·beusedin Mainsentences: ·HaveyoufinishedyourEnglishhomeworkyet,Brian? ·Ihaven’tdecidedwhichonetowriteyet. ·Butastorydoesn’tlimityoulikeapoemdoes. ·Withpoems,youneedtothinkaboutformat,rhymeandmeaning. ·Althoughapoemhasfewerwords,it’snotalwayseasiertowrite. ·Ifyouthinkaboutit,itcantakealongtimetocomeupwiththerightwords. ·Sometimeswritinglesstakesmoreeffortthanwritingmore.--- - ·IdescribedsomethingIlove. ·You’vealreadyfinished?☆教材解读☆ 1.HaveyoufinishedyourEnglishhomeworkyet,Brian? ◆本句为现在完成时。现在完成时表示过去发生或已经完成的动作对现在造成的影响或结果,也可表示过去已经开始,一直延续到现在的动作或状态。其构成是:主语+have/has+过去分词+其他。 ◆yet意为“还,尚,仍,已经”,通常用于否定句或疑问句中,多用于现在完成时态,常放于句末。 2.Ihaven’tdecidedwhichonetowriteyet. 本句中的whichonetowrite是“疑问词+不定式”结构用在动词decided后作宾语。 3.Comparedwithpoems,storiesusuallyhavelongerpassages. comparedwith意为“和……比起来”,在句中为过去分词短语作状语。 【辨析】 compare…with…,compare…to… (1)compareAwithB意为“把A和B做比较”,用于连接A、B两个比较对象。 (2)compareAtoB意为“将A比作B”,用于表示把A比喻成B。 4.Butastorydoesn’tlimityoulikeapoemdoes. ◆like可以引导比较状语从句,意为“像……,如同……”。 ◆从句中的does是为了避免与主句中的动词重复。 5.Withpoems,youneedtothinkaboutformat,rhymeandmeaning. ◆with在本句中为介词,意为“对于,关于”。 ◆needtothinkabout…意为“需要考虑……”。 6.Youmustusewordsverycarefullybecausesofewwordsareusedinpoems. beusedinpoems意为“被用于诗中”。beused为被动语态,意为“被用”。被动语态的结构为“be+动词的过去分词”。 7.Althoughapoemhasfewerwords,it’snotalwayseasiertowrite. ◆although意为“虽然,尽管”,引导让步状语从句,不能与but连用。 ◆含有all,both,everybody,always,everywhere等含有“总括意义”的词的否定句是部分否定,而不是全部否定。 8.Ifyouthinkaboutit,itcantakealongtimetocomeupwiththerightwords. 本句中的Ifyouthinkaboutit是条件状语从句,表示前提,短语thinkabout意为“考虑”;itcantakealongtimetocomeupwiththerightwords是主句,其中的it是形式主语,动词take表示“花费”,真正的主语是后面的不定式短语tocomeupwiththerightwords,短语comeupwith意为“想出”。 9.Sometimeswritinglesstakesmoreeffortthanwritingmore. 动名词短语writingless作主语表示单数,故take用第三人称单数形式。 10.IdescribedsomethingIlove. 句中的Ilove为定语从句,用在不定代词something之后作定语,前面省略了关系代词that。 11.You’vealreadyfinished? 陈述句末尾用问号的句子叫作“陈述疑问句”。朗读时,句末要用升调。 [设计意图] 学生通过小组合作探究,找出文中的重点句子和短语,教师帮助学生讲解,为学生对文章的理解清除语言障碍。StepⅣ.Task—Let’sDoIt!No.3. 1.TrytochangeDanny’spoemwithwordsyoulike.Shareyournewpoemwithyourclassmates.WhenIwakeuponawarmsunnymorninginspring,A (adjective), (adjective)and (adjective) (food)ismyfavouritething. Thesmellofitgetsmeuponmyfeet,Likeit’scallingmealoudtoeat!Withthis (adjective) (noun)inmymouth,Iliketothinkaboutgoingsouth. There,withmy (person),Icangoforashortstay,Tositinthesunshineeating (food)allday! 2.Readthepoem“TheDonut”aloud.Stopaftereachlinetobreakdownanynewconceptsorwords.Askthestudentstodescribewhatimageseachlineinthepoembringstomind.--- - 3.Askthestudentstoreadthepoemagainandcompletetheexerciseindependently. 4.Havestudentssharetheirrevisedversionsofthepoemwiththeclass. [设计意图] 锻炼学生的思考能力,同时培养学生的语感。StepⅤ.PracticeⅠ.根据句意及首字母提示补全单词1.C withotheryears,wehavegotmorephotos. 2.Yourparentsshouldn’tl yourdevelopmentifyoulikeplayingbasketball. 3.Thef catunderthetreeishis. 4.Weshouldtakemuche tofinishthehardwork. 5.Helooksyounga heisseventyyearsold. Ⅱ.单项填空1.Haveyoufinishedyourhomework ? A.still B.yet C.justnow D.often2.Compared you,Iranmuchfaster. A.with B.of C.for D.from3.Ithinkthepoemistooeasy.Youdon’tneed it. A.read B.toread C.reading D.reads4.Thechildrendecide theirschoolyardthisFridayafternoon. A.clean B.toclean C.cleaning D.cleaned5.Istillremembermyfirstteacher wehaven’tseeneachotherformanyyears. A.for B.because C.since D.thoughⅢ.连词成句1.a,much,takes,to,time,too,it,story,write(.)____________________________________________________________________________________________2.described,love,I,something,I(.)____________________________________________________________________________________________3.decided,write,yet,haven’t,which,to,one,I(.)____________________________________________________________________________________________4.are,words,few,used,so,poetry,in(.)____________________________________________________________________________________________5.need,to,about,carefully,you,answer,think,the(.)____________________________________________________________________________________________【Keys】 Ⅰ.1.Compared 2.limit 3.fat 4.effort5.althoughⅡ.1.B 2.A 3.B 4.B 5.DⅢ.1.Ittakestoomuchtimetowriteastory. 2.IdescribedsomethingIlove. 3.Ihaven’tdecidedwhichonetowriteyet. 4.Sofewwordsareusedinpoetry. 5.Youneedtothinkabouttheanswercarefully. [设计意图] 掌握本课的重点短语和句子之后,做词汇练习和句子练习,有效巩固本课所学知识点。StepⅥ.Summary Inthisclass,we’velearntsomethingaboutpoems. [设计意图] 给学生以总结,让学生明确这节课的学习内容。StepⅦ.Homework 1.Finishofftheexercisesintheactivitybook. 2.PreviewLesson20. [设计意图] 让学生通过习题巩固本节课知识点,并提前做好预习。--- -Lesson19 AStoryoraPoem?Mainphrases:·decidetodosth.·comparedwith·comeupwithKeystructures:·Idon’tthinkso.·Ittakestoomuchtimetowriteastory.·Sometimeswritinglesstakesmoreeffortthanwritingmore.第二课时 Lesson20SayItinFive 1.记忆单词line,text,poet,single,screen,hum,stretch,liquid,state,noun,adjective,express;短语asetnumberof。 2.掌握重点句型:①Eachlinehasasetnumberofwords.②Lookatthepoemontheright.③Thefirstlinehasoneword.④Saysomethingaboutyourtopicinoneword. 3.理解课文意思并能回答课后的问题。 4.了解五行诗的结构,激发学生兴趣,向他人介绍自己所知道的五行诗。 1.学会并能正确使用单词及短语:line,text,poet,single,screen,hum,stretch,liquid,state,noun,adjective,express,asetnumberof。 2.能够运用下列句型:①Lookatthepoemontheright.②Thefirstlinehasoneword.③Saysomethingaboutyourtopicinoneword. 1.能够正确应用本课的重点词汇line,text,poet,single,screen,hum,stretch,liquid,state,noun,adjective,express;掌握短语asetnumberof。 2.掌握以下重点句子:①Eachlinehasasetnumberofwords.②Let’slookatanothertwopoemsasexamples.③Describeyourtopicintwowords.④Choosethreewordsthatdescribewhatyourtopicdoes. 3.了解五行诗的结构。 思路一:本课的教学内容是冀教版九年级英语第四单元的第20课,主要以“SayItinFive”为题,描述了什么是五行诗以及如何写五行诗。可以通过给学生展示几首中国古诗,问他们“这几首诗是否遵循了一定的韵律?那么,我们要学习的五行诗又遵循什么韵律呢?”而导入新课。以学生感兴趣的话题开篇,重点在于培养学生的学习兴趣。 思路二:本课的教学内容是冀教版九年级英语第四单元的第20课,主要以“SayItinFive”为题,描述了什么是五行诗以及如何写五行诗。通过讨论一首五行诗来导入新课,锻炼学生的口语交际能力。通过小组合作探究,找出本课的重点短语及重点句型,共同解决疑难,把所学的知识转化为学习能力。 教师在课前设计教学PPT,准备录音机和磁带,多媒体等。--- -StepⅠ.Leadin Leadingin【情景1】 T:Hello,boysandgirls.Pleaselookatthescreen.ReadafewoldChinesepoems.Dotheyfollowapattern? 相思 ——王维 红豆生南国,春来发几枝。愿君多采撷,此物最相思。登鹳雀楼 ——王之涣 白日依山尽,黄河入海流。欲穷千里目,更上一层楼。鹿柴 ——王维 空山不见人,但闻人语响。返景入深林,复照青苔上。杂诗 ——王维 君自故乡来,应知故乡事。来日绮窗前,寒梅著花未? S1:Yes,theyfollowsomeregularpatterns. T:Whatpatterndoesafive-linepoemfollow? S2:I’msorry,Idon’tknow. T:OK,don’tworry.Todaywe’lllearnaboutfive-linepoems.Soafterlearningthislesson,weshouldknowwhatpatternafive-linepoemfollows.Nowlet’sbeginourclass. [设计意图] 教师通过询问学生感兴趣的问题导入新课,调动学生的学习积极性。 Leadingin【情景2】 1.Theteachershowsthestudentsafive-linepoem. Computer Brightscreen Hummingwithinformation Showmetheworld Connect 2.Thenexplainthemeaningofthispoemandteachtherulesofthiskindofpoem. [设计意图] 通过展示一首书中出现的五行诗,直接导入本课话题,为下面课文的学习做好铺垫。StepⅡ.Presentation--- - TheteachershowsthenewwordsonPPT.Askstudentstotrytoreadthesewords.Thestudentsfollowtheteacherthreetimes.Thengivethestudentsfiveminutestorememberthewords.Letstudentsspellandreadthemonebyone. [设计意图] 教师以PPT的形式呈现本课中出现的生词,很直观地展示给学生,为下面的课文学习做好充分准备。StepⅢ.Reading 1.Readthetextaloud. Letstudentsreadthetextafterthevideo.Monitorstudents’pronunciationandcomprehension. [设计意图] 让学生大声朗读课文,跟着录音模仿,培养学生的语感。 2.ShowLet’sDoIt!No.1onPPT. Matchandcompletetheformatofafive-linepoem. Line1 threewords Line2 fourwords(anykind) Line3 onenoun Line4 onenounandoneadjectiveortwoadjectives Line5 oneword (1)Readthestatementsandensurethatstudentsunderstand. (2)Askthestudentstoskimthereadingandcompletetheexercisewithapartner. (3)Checktheanswers. 【Keys】 Line1——onenoun Line2——onenounandoneadjectiveortwoadjectives Line3——threewords Line4——fourwords(anykind) Line5——oneword [设计意图] 学生快速阅读课文,找出答案,发现课文中的细节,使阅读能力逐步得到提高。 3.Readandanswer. Readthetextandanswerthefollowingquestions: (1)Whocreatedthefive-linepoem?Whendidhecreateit? (2)Whatarefive-linepoemsabout? (3)Howmanywordsdoesthefourthlinehave? (4)Whereisyourtopicinafive-linepoem? (5)Whatcanyouwriteinthefourthline? 【Keys】 (1)ItwascreatedinthenineteenthcenturybyanAmericanpoet. (2)Thiskindofpoemalwaystalksaboutasingletopic. (3)Fourwords. (4)Inthefirstline. (5)Yourthoughtorfeelingaboutthetopic. [设计意图] 学生对课文内容已经有了一定的了解,再次细读课文,回答问题,进一步加深对文章内容的把握。 4.Readthetextandfindoutmainphrasesandsentences. Mainphrases: ·inthenineteenthcentury ·asetnumberof ·anothertwopoems ·afive-linepoem ·inone/aword Mainsentences: ·Thiskindofpoemalwaystalksaboutasingletopic. ·Hereishowyoucanwriteyourownfive-linepoem. ·Inoneword,statethetopicofyourpoem. ·Describeyourtopicintwowords. ·Expressathoughtorafeelingaboutyourtopicinfourwords.--- -☆教材解读☆ 1.ThisstylewascreatedinthenineteenthcenturybyanAmericanpoet. inthenineteenthcentury意为“在19世纪”,相当于inthe1800s。 表示“在某世纪”时,用“in+the+序数词+century”,表示“在某世纪某年代”时,用“in+the+数字+-s/-’s”。 【注意】 用数字表示“某世纪”时,不要丢掉定冠词the。 2.Thiskindofpoemalwaystalksaboutasingletopic. ◆如果主语是由“限定词+kind/type/sortof+名词”构成,随后的动词形式按以下规则: (1)在akind/sort/typeof,thiskind/sort/typeof之后通常跟可数名词单数或不可数名词,动词用单数形式。 【注意】 在这种结构中,通常不用复数名词。 (2)在thesekindsof,many/severalkindsof之后,通常用复数名词或不可数名词,动词都用复数形式。 ◆single为形容词,意为“单一的,单独的”。 【拓展】 a/onesingle+单数名词=onlyone+单数名词。 3.Eachlinehasasetnumberofwords. anumberof意为“一些”,与some或several同义,后面往往接可数名词复数。anumberof短语作主语时,谓语动词往往用复数形式。句中的set是过去分词起形容词作用,意为“固定的,规定的”,修饰后面的名词number。 【拓展】 thenumberof意为“……的数目”,后接名词复数。以thenumberof短语作主语时,谓语动词使用单数形式。 4.Let’slookatanothertwopoemsasexamples. anothertwopoems意为“另外两首诗”,与twomorepoems同义,“another+数词+名词复数”相当于“数词+more+名词复数”,表示“再几个……”。 5.Smilingquickly,laughing smilingquickly意为“赶快微笑”,quickly为副词,在句中常修饰动词,放在动词之后。 6.Hereishowyoucanwriteyourownfive-linepoem. ◆own意为“自己的,属于自己的”,用在形容词性物主代词后面加强语气。常用结构为“one’sown+名词”,意为“某人自己的……”。 ◆afive-linepoem意为“一首五行诗”。由“数词+名词”构成的复合形容词,中间用“-”连接,名词不用复数形式。 7.Inoneword,statethetopicofyourpoem. state为动词,意为“陈述,说明”。常指书面或演讲中的正式表达,其名词形式为statement,意为“陈述”。 8.Describeyourtopicintwowords. ◆topic在本句中表示“主题”。 ◆英语中用不同介词表达“用”:in表示“用语言等”;with表示“用工具、手段、材料等”;by表示“用手段、方式等”。 9.Expressathoughtorafeelingaboutyourtopicinfourwords. ◆express在本句中为及物动词,意为“表达”,后面可直接跟宾语。常用于expresssth.tosb.结构,意为“向某人表达某事”,expressoneself意为“表达某人自己的思想”。 【拓展】 express的名词形式为expression。 ◆thought在句中为名词,意为“想法,思想”。 【拓展】 thought也是动词think的过去式和过去分词,意为“想,认为”。 [设计意图] 学生通过小组合作探究,找出文中的重点句子和短语,让学生能够抓住重点,善于归纳。StepⅣ.Activity 1.ShowLet’sDoIt!No.2onPPT. Choosesomethingaroundyouorinapicture.Collectsomewordstodescribeit.--- - 2.Reviewnouns,verbs,adjectivesandadverbs. 3.Theninstructstudentstoworkinpairs.HavethemlookatthepictureinLet’sDoIt!No.2andwritewordsthatdescribethepicture.Thewordstheywritewillbegroupedintonouns,adjectives,verbsandadverbs. 4.Askthestudentstosharetheiranswerswiththeclassoringroups. [设计意图] 锻炼学生的思考能力,同时培养学生的合作能力。StepⅤ.Task 1.Workinpairs.ChoosewordsfromyourwordcollectionaboveinActivity2,andwriteafive-linepoem.Shareyourpoemwithyourclassmates. 2.HavethestudentsusethecollectionofwordstheywroteinLet’sDoIt!No.2toindependentlywritetheirownfive-linepoem. 3.Haveeachstudentsharehis/herpoemwiththeclass. [设计意图] 培养学生们的写作能力。StepⅥ.PracticeⅠ.根据句意及首字母提示补全单词1.B JackandTonycomefromCanadaandthey’reinChinanow. 2.Peoplec theworldandweshouldprotectit. 3.Hist isdifferentfromours.Wedon’tknowwhathewilldonext. 4.Thet ofthisnewpoemisSummerSun. 5.Ourteachershowedustwoe toexplainthisword. Ⅱ.用方框中所给词或短语的适当形式填空express,single,two,asetnumberof,line1.Poemscan athoughtorafeeling. 2.Eachclasshas students. 3.The linehastwowords. 4.Thiskindofpoemalwaystalksabouta topic. 5.Thetexthasten . Ⅲ.单项填空1.—What’s numberofschoolsinthecity? —I’mnotsure,butIknowtheremustbe numberofschoolsinit. A.on,the B.a,a C.the,the D.the,a2.—Haveyoufinishedtoday’swork?—No,Ineed . A.twoanotherhoursB.anothertwohoursC.moretwohoursD.twootherhours--- -3.TheTVwasinventedaround . A.thetwentycenturyB.thetwentiethcenturyC.twentiethcenturyD.twentycentury4.Thecomputerwasinvented . A.in1940s B.atthe1940sC.inthe1940 D.inthe1940s5.Wehavetosaythiskindofpoem five. A.by B.with C.to D.in【Keys】 Ⅰ.1.Both 2.create 3.thought 4.topic5.examplesⅡ.1.express 2.asetnumberof 3.second 4.single 5.linesⅢ.1.D 2.B 3.B 4.D 5.D [设计意图] 掌握本课的重点短语和句子之后,做词汇练习和单选练习,有效巩固本课所学知识。StepⅦ.Summary Inthisclass,we’velearntsomethingaboutafive-linepoem. [设计意图] 给学生以总结,让学生明确本节课的学习内容。StepⅧ.Homework 1.Finishofftheexercisesintheactivitybook. 2.PreviewLesson21. 3.Trytowriteafive-linepoemaboutseasons. [设计意图] 让学生通过习题巩固本节知识点,并提前做好预习,培养学生的写作能力。Lesson20 SayItinFiveMainphrases:·inthenineteenthcentury·asetnumberof·anothertwopoems·afive-linepoem·inone/awordKeystructures:·Lookatthepoemontheright.·Eachlinehasasetnumberofwords.第三课时 Lesson21TheFableoftheWoodcutter 1.记忆单词fable,woodcutter,axe,dive,admit,silver,policy;短语makeone’sliving,diveinto…。 2.掌握重点句型:①Honestytrulyisthebestpolicy.②Hehadonlyoneaxe,andheneededittomakehisliving.③Thespiritdoveintothelakeandbroughtbackagoldaxe.④Becausehewashonest,headmittedtothespiritthatitwasn’thisaxe. 3.了解精灵故事。--- - 4.理解课文意思并能回答课后的问题。 1.学会并能正确使用单词及短语:fable,woodcutter,axe,dive,admit,silver,policy,makeone’sliving,diveinto…。 2.能够运用下列句型:①Ashecried,aspiritappeared.②Suddenlyshecameupwithagreatidea.③Honestytrulyisthebestpolicy. 3.能够向他人介绍自己所知道的寓言故事。 1.能够正确应用本课的重点词汇fable,woodcutter,axe,dive,admit,sliver,policy;掌握短语makeone’sliving,diveinto…。 2.掌握以下重点句子:①Shelistenedtothewoodcutterandfeltsorryforhim.②Themanlookedatthegoldaxe,knowingitwasn’this.③Thespiritwentdownathirdtimeandreturnedwiththewoodcutter’soldaxe.④Thespiritwassohappywiththewoodcutter’shonestythatshegavehimtheothertwoaxesaspresents. 3.能够向他人介绍自己所知道的寓言故事。 思路一:本课的教学内容是冀教版九年级英语第四单元的第21课,主要以“樵夫的故事”为题,描述了樵夫砍柴时不小心把斧头掉入湖里,然后精灵帮助樵夫找到斧头的故事。通过给学生展示图片,直接导入本课的寓言《樵夫的故事》。让学生在学习这则故事的同时,意识到诚实的重要性,塑造孩子良好品质。 思路二:本课的教学内容是冀教版九年级英语第四单元的第21课,主要以“樵夫的故事”为题,描述了樵夫砍柴时不小心把斧头掉入湖里,然后精灵帮助樵夫找到斧头的故事。通过师生对话讨论ThinkAboutIt的问题导入新课,锻炼学生的口语交际能力,通过小组合作探究,找出本课的重点短语及重点句型,共同解决疑难。 教师在课前设计教学PPT,准备录音机和磁带,多媒体等。StepⅠ.Leadin Leadingin【情景1】 T:Hello,boysandgirls.Pleaselookatthescreen.Thesearetwopicturesaboutastory.Doyouknowthisstory?(TheteachershowstwopicturesonPPT). Ss:Yes.It’sabout“TheWoodcutterandtheAxe”. T:OK.Todaywe’lllearnthisfable.Nowlet’sbeginourclass. [设计意图] 教师通过展示两幅与本课有关的图片,直接导入本课话题,为下文的学习做好铺垫。 Leadingin【情景2】 T:Goodmorning/afternoon,class.Todaywe’lllearnafable.Afableisashortstorythatusuallyhasanimalsascharactersorsomesortsofsupernatural(unreal)elementsthathaveamoral.Doyoulikereadingfairytales? Ss:Yes. T:Doyouknowanyfamousfairytales?Whichones? S:Yes,Ido.Cinderella.--- - T:OK,todaywe’lllearnmoreaboutfairytales. [设计意图] 教师通过询问学生感兴趣的问题导入新课,调动学生的学习积极性。StepⅡ.Presentation TheteachershowsthenewwordsonPPT.Askstudentstotrytoreadthesewords.Thestudentsfollowtheteacherthreetimes.Thengivethestudentsfiveminutestorememberthewords.Letstudentsspellandreadthemonebyone. [设计意图] 教师以PPT的形式呈现本课中出现的生词,很直观地展示给学生,为下面的课文学习做好充分准备。StepⅢ.Reading 1.Readthetextaloud. Letstudentsreadthetextafterthevideo.Monitorstudents’pronunciationandcomprehension. [设计意图] 让学生大声朗读课文,跟着录音模仿,培养学生的语感。 2.Scanreading. T:Boysandgirls,it’sourreadingtime.Pleasereadquicklyandfindtheanswerstothefollowingquestions.Andthenyoucandiscussinyourgroups.Iwillgiveyouthreeminutes.(ShowLet’sDoIt!No.1onPPT) Readthelessonandanswerthequestions. (1)Whathappenedtothewoodcutterwhenhewascuttingwoodbesidealake? (2)Whoappearedasthewoodcuttercried? (3)Howdidthewoodcuttergetbackhisoldaxe? (4)Whydidthespiritgivethewoodcuttertheothertwoaxesaspresents? 【Keys】 (1)Helosthisaxeinthewater. (2)Aspiritappeared. (3)Thespiritdoveintothelakeandbroughtbackhisaxe. (4)Becausethespiritwassohappywiththewoodcutter’shonesty. [设计意图] 学生快速阅读课文提取文章大意,找出问题的答案。问题较简单,大部分同学都能回答出来,增强了学生的自信心。 3.Carefulreading. T:Welldone!Boysandgirls!Nowthistime,I’llmaketheexercisealittlemoredifficult. Readthelessonagain.Thinkaboutthespiritandthewoodcutter.Matcheachpersonwiththewordsthatdescribethem.helpfulcleverhonestfoolish warm-hearteddishonestkindpoor 【Keys】 Thewoodcutter—honest,poor Thespirit—helpful,warm-hearted,kind [设计意图] 细读可以对课文的内容有更进一步的理解,加深对文章内容的把握。 4.Readthetextandfindoutmainphrasesandsentences. Mainphrases: ·makeone’sliving ·diveinto… ·getback ·feelsorryfor ·comeupwith ·bringback Mainsentences: ·Oneday,whenhewascuttingwoodbesidealake,helosthisaxeinthewater. ·Ashecried,aspiritappeared.--- - ·Sheaskedthemanwhatwaswrong. ·Themanlookedatthegoldaxe,knowingitwasn’this. ·Becausehewashonest,headmittedtothespiritthatitwasn’thisaxe. ·Thespiritwentdownathirdtimeandreturnedwiththewoodcutter’soldaxe. ·Honestytrulyisthebestpolicy. ·Thespiritwassohappywiththewoodcutter’shonestythatshegavehimtheothertwoaxesaspresents.☆教材解读☆ 1.Oneday,whenhewascuttingwoodbesidealake,helosthisaxeinthewater. 本句为过去进行时态,句子结构为“was/were+doing”,表示“过去某一时刻正在发生的事情”。 2.Thewaterwasdeep,andhecouldnotgethisaxeback. 本句中的get…back意为“找回,取回,恢复”,也可用getbacksth.结构。 3.Hehadonlyoneaxe,andheneededittomakehisliving. make/earnone’s/aliving意为“谋生”。 4.Ashecried,aspiritappeared. while和as引导的时间状语从句的谓语是延续性动词;when引导的时间状语从句的谓语既可以是延续性动词,也可以是非延续性动词。 5.Sheaskedthemanwhatwaswrong. asked后是what引导的宾语从句,作其宾语。 6.Shelistenedtothewoodcutterandfeltsorryforhim. feelsorryfor意为“对……感到抱歉、遗憾、后悔”,后加名词、代词、动名词作介词for的宾语。 7.Suddenlyshecameupwithagreatidea. comeupwith意为“找到,想出”,没有被动语态。 8.Thespiritdoveintothelakeandbroughtbackagoldaxe. ◆dove是dive的过去式。diveinto意为“投入,潜入”,dive意为“潜水,跳水”。 ◆bringback意为“带回,还回,使记起”。 9.Themanlookedatthegoldaxe,knowingitwasn’this. 本句中的knowingitwasn’this是现在分词短语作状语,表示伴随状况。 10.Becausehewashonest,headmittedtothespiritthatitwasn’thisaxe. admit意为“准许进入,承认”,其过去式为admitted。admittosb.that…意为“向某人承认……”。 11.Thespiritwentdownathirdtimeandreturnedwiththewoodcutter’soldaxe. athirdtime意为“又一次”,强调继前两次之后的“又一次”,不表示次序。 【注意】 (1)“不定冠词+序数词”表示相对前一个而言的“又一,再一”。 (2)“定冠词+序数词”表示按顺序排列的“第……”。 12.Thespiritwassohappywiththewoodcutter’shonestythatshegavehimtheothertwoaxesaspresents. 本句为“so…that”句型,意为“如此……以致……”,常引导结果状语从句。so后接形容词或副词,此句型可以转换成简单句,即可转换为“…enoughto…”或“too…to…”句型。 13.Honestytrulyisthebestpolicy. honesty是honest的名词形式,意为“诚实”;dishonest为honest的反义词,意为“不诚实的”。 [设计意图] 学生通过小组合作探究,找出文中的重点句子和短语,让学生能够抓住重点,善于归纳。StepⅣ.Groupwork 1.ShowLet’sDoIt!No.4onPPT. Workingroupstolearnmoreaboutfables.Youcandooneofthefollowingtasks: ·FindtherestofthefableontheInternet.Actitout. ·Findanotherfableandactitout.YoucansearchontheInternetorlookinbooks.Don’tforgettofindthemoralinyourfable.--- - 2.StudentswillneedInternetaccessorresearchmaterialstocompletethistask.Dividetheclassintogroupstofindafabletheycanpresent. 3.Studentsshouldconsiderwhatelementsaboutthestorymakeitafable,discusswhatthemoralofthefableis,andpracticeactingoutthefableintheirownwords. 4.Askeachgrouptoactouttheirfablefortheclassandthenasktheclasstheirquestions. [设计意图] 培养学生的思考能力和表演能力。StepⅤ.PracticeⅠ.ShowLet’sDoIt!No.3.Fillintheblankswiththecorrectformsofthewordsorphrasesinthebox.silver,admit,makeone’sliving,comeupwith,diveinto1.He tohisparentsthathebrokethewindow.Theywerehappywithhishonesty. 2.Thatoldladyisverypoor.She bysellingnewspapers. 3.I’mafraidto theswimmingpool. 4.He afunwaytolearnmaths. 5.Sheworea chainaroundherneck. Ⅱ.用所给词的适当形式填空1.Studentslikereading (fable). 2.We (dive)intotherivertocooloffjustnow. 3.Icouldn’t (admit)tomyparentsthatIfoundthecoursedifficult. 4.The (spirit)wantstohelpthepoorman. 5.Sheisfollowingherusual (policy)ofignoringalloffersofhelp. Ⅲ.单项填空1.Longago,they here. A.live B.living C.lived D.tolive2.Ifeltsorry hisbadcold. A.for B.to C.of D.from3.Pleaseread secondtime. A.an B.a C.the D./4.Scientistsaretryingtheirbestto waystotreattheterriblediseasecalledH7N9. A.comeupwith B.lookforwardtoC.talkabout D.giveup5.Itwas lovelyweather wedecidedtospendthedayonthebeach. A.sucha,that B.such,thatC.such,as D.so,that 【Keys】 Ⅰ.1.admitted 2.makesherliving 3.diveinto 4.cameupwith 5.silverⅡ.1.fables 2.dived/dove 3.admit 4.spirit 5.policyⅢ.1.C 2.A 3.B 4.A 5.B [设计意图] 掌握本课的重点短语和句子之后,做词汇与短语、句型练习,有效巩固本课所学知识。StepⅥ.Summary Inthisclass,we’velearntafableofthewoodcutter.Wehaveknownthatitisimportanttobehonest. [设计意图] 给学生以总结,让学生明确这节课的学习内容。StepⅦ.Homework 1.Finishofftheexercisesintheactivitybook. 2.PreviewLesson22. [设计意图] 让学生通过习题巩固本节课知识点,并提前做好预习。--- -Lesson21 TheFableoftheWoodcutterMainphrases:·makeone’sliving·diveinto…·getback·feelsorryfor·comeupwith·bringbackKeystructures:·Hehadonlyoneaxe,andheneededittomakehisliving.·Thespiritdoveintothelakeandbroughtbackagoldaxe.·Becausehewashonest,headmittedtothespiritthatitwasn’thisaxe.·Honestytrulyisthebestpolicy.第四课时 Lesson22TheGiant(Ⅰ) 1.记忆单词loud,frightened,board,awake,musician,perhaps;短语onceuponatime,runaway,nolonger,passby。 2.掌握重点句型:①Onceuponatime,therewasalarge,lovelygarden.②Theyranawayanddarednotcomeback.③Thenextday,thegiantbuiltahighwallaroundhisgardenandputanoticeonaboard:DONOTENTER!④Hethoughtitmustbetheking’smusicianspassingby. 3.理解课文意思并能回答课后的问题。 4.通过学习《巨人》这一童话故事,对童话故事有一定了解。 1.学会并能正确使用单词及短语:loud,frightened,board,awake,musician,perhaps,onceuponatime,runaway,nolonger,passby。 2.能够运用下列句型:①Everyafternoon,childrenwouldplayinthegardenafterschool.②Theyranawayanddarednotcomeback.③Hefeltsadashelookedthroughthewindowathisfrozen,whitegarden. 1.能够正确应用本课的重点词汇loud,frightened,board,awake,musician,perhaps;掌握短语onceuponatime,runaway,nolonger,passby。 2.能够向他人介绍自己所知道的童话故事。 思路一:本课的教学内容是冀教版九年级英语第四单元的第22课,主要以“巨人”为题,讲述了巨人将孩子们从花园赶走的故事。询问学生们“你们喜欢精灵故事吗?”导入新课,以学生感兴趣的话题开篇,重点在于培养学生的学习兴趣。 思路二:本课的教学内容是冀教版九年级英语第四单元的第22课,主要以“巨人”为题,讲述了巨人将孩子们从花园赶走的故事。通过展示图片直接导入新课。通过小组合作探究,找出本课的重点短语及重点句型,共同解决疑难。--- - 教师在课前设计教学PPT,准备录音机和磁带,多媒体等。StepⅠ.Leadin Leadingin【情景1】 T:Doyoulikereadingfairytales?Whyorwhynot? S1:Yes,Ilikereadingfairytalesbecausetheyarecreative. S2:Yes,Ilikereadingfairytalesbecausetheyareinteresting. S3:No,Idon’tlikefairytalesbecausetheyarenotrealistic. T:Goodanswers.Doyouknowanyfamousfairytales?Whichones? S4:Iknowthefairytale“Cinderella”.It’sastoryaboutayounggirl… T:Goodjob.TodaywearegoingtoreadPartⅠofthefairytale“TheGiant”. [设计意图] 教师通过询问学生感兴趣的问题导入新课,调动学生的学习积极性,激发他们的学习兴趣。 Leadingin【情景2】 T:Goodmorning/afternoon,class.Pleaselookatthescreen.Lookatthesepictures. T:Thepicturesareaboutafairytale.Afairytaleisashortstorythatusuallyhasfantasycharactersinit,likefairies,witches,goblins,etc.OK,todaywearegoingtoreadPartⅠofthefairytale“TheGiant”. [设计意图] 通过PPT展示图片,直接导入本课的话题“TheGiant”,为下面课文的学习做好铺垫。StepⅡ.Presentation TheteachershowsthenewwordsonPPT.Askstudentstotrytoreadthesewords.Thestudentsfollowtheteacherthreetimes.Thengivethestudentsfiveminutestorememberthewords.Letstudentsspellandreadthemonebyone. [设计意图] 教师以PPT的形式呈现本课中出现的生词,领着学生们朗读并记忆,为下面的学习做好充分准备。StepⅢ.Reading 1.Readthetextaloud. T:Boysandgirls,it’sourreadingtime.Pleasereadafterthevideoandyoushouldpaymoreattentiontoyourpronunciation. [设计意图] 让学生大声朗读课文,对课文的意思有个大致的了解,对于培养学生的正确发音以及培养学生的语感都有重要作用。 2.Carefulreading. Givethestudentsfiveminutestoreadthetextbythemselves. ShowLet’sDoIt!No.1onPPT. Readthelessonandnumberthescenesinthecorrectorder. Thechildrenwereplayinginthegiant’sgarden. Thegiantbuiltahighwallaroundhisgardenandputanoticeonaboard:DONOTENTER! Springcame,butitwasstillwinterinthegiant’sgarden. Thegiantcamebackanddrovethechildrenaway. 【Keys】 1342 [设计意图] 通过学生的反复朗读课文,加深学生对课文的理解,同时也锻炼了他们的口语表达能力。 3.Readthetextandfindoutmainphrasesandsentences.--- - Mainphrases: ·onceuponatime ·runaway ·nolonger ·passby Mainsentences: ·Itstresswerefilledwithsingingbirds. ·Howhappytheywere! ·“Whatareyoudoinghere?”thegiantcriedinaloudvoice. ·Whenspringcame,flowersblossomedandthebirdsbegantosingacrosstheland. ·Thegreengrasswascoveredwithsnow,andthecoldwindskeptthebirdsaway.☆教材解读☆ 1.Onceuponatime,therewasalarge,lovelygarden. onceuponatime意为“从前,很久以前”,也可以说:longago/long,longago或者alongtimeago等,这是讲故事常用的开头语。 2.Itstreeswerefilledwithsingingbirds. 句中befilledwith意为“充满”,其中的filled是动词fill的过去分词,起形容词作用,用在系动词be后作表语,此结构在意义上与befullof同义。 3.Howhappytheywere! 本句为感叹句,其构成为:How+形容词/副词+主语+谓语! 4.“Whatareyoudoinghere?”thegiantcriedinaloudvoice. inaloudvoice意为“大声地”,与inahighvoice同义,反义短语为inalowvoice,意为“低声地”。 5.Theyranawayanddarednotcomeback. ◆runaway意为“逃跑,走掉,逃脱”。 ◆dare在这里作情态动词,通常用于疑问句或否定句中。darenot意为“不敢”,后接动词原形。在肯定句中常用其实义动词的用法,后常接动词不定式。 6.Thechildrenwerefrightened. frightened为形容词,意为“害怕的”,与afraid同义,常用来修饰人。 【拓展】 frightening也为形容词,意为“令人害怕的,吓人的,可怕的”,常用来修饰物。 7.Thenextday,thegiantbuiltahighwallaroundhisgardenandputanoticeonaboard:DONOTENTER! 用next表示时间、季节等的“下一个”时,如果是针对过去或将来而言,用thenext;如果是针对现在而言,则用next。 8.Thepoorchildrennolongerhadaplacetoplay. nolonger意为“不再”,常用来修饰延续性动词,位于be动词、情态动词或助动词之后,实义动词之前,其同义词组为not…anylonger,它们主要用来表示时间上不再延续,多用于一般现在时,主要对现在的情况和过去的情况进行比较。 【拓展】 nomore=not…anymore也可表示“不再”,指做事的次数或事物在数量上不再增加,一般与非延续性动词连用。 9.Whenspringcame,flowersblossomedandthebirdsbegantosingacrosstheland. across在本句中表示经过某一地方或区域,意为“越过”。 10.Thegreengrasswascoveredwithsnow,andthecoldwindskeptthebirdsaway. ◆grass在本句中意为“草地”。 ◆becoveredwith…意为“被……覆盖”,其主动形式为cover…with…,意为“用……覆盖……”。 ◆keepaway意为“(使)离开(或不靠近)”。 11.Onemorningasthegiantwaslyingawakeinhisbed,heheardlovelymusiccomingthroughthewindow. awake为形容词,意为“醒着的”,它是动词wake的形容词形式,在句中作表语或宾语补足语。 12.Hethoughtitmustbetheking’smusicianspassingby. ◆must为情态动词,在这里意为“肯定,一定”,表示有较大把握的推测,若表示否定推测,则用can’t。 ◆passby意为“路过,经过,过去”。 13.“Perhapsspringhascomeatlast,”hesaidashejumpedoutofhisbedandlookedoutside. --- - 【辨析】 maybe,perhaps,probably,possibly (1)maybe意为“大概,也许”,与perhaps相近,但多用于口语。 (2)perhaps意为“也许,可能,大概”,可与maybe换用,但比maybe正式。 (3)probably意为“大概,很可能”,所表示的可能性虽不是完全肯定,但比maybe,perhaps实现的可能性大,多与动词连用。 (4)possibly意为“可能,或许”,比probably语气弱,在肯定句里表示可能性很小,与can’t,couldn’t等否定词连用,以加强语气。 [设计意图] 学生通过小组合作探究,找出文中的重点句子和短语,教师帮助学生讲解,为学生对文章内容的理解奠定基础。StepⅣ.Task 1.ShowLet’sDoIt!No.3onPPT. Completetheanswerswiththeinformationgivenandfindoutwhothecriminalisinthestory. MarySheeplostherchild.DetectiveMonkeythinksthebabywasstolenbetween9:30and10:00lastnight.Heisquestioningsomesuspects. 【Keys】 wastakingawalk,wascleaning,werehelping,ThecriminalisWolf. 2.Instructthestudentstoreadthestoryandfillintheblanksusingthepastcontinuoustense. 3.Writeanendingtothisstory.WhotookMarySheep’sbaby? 4.Askthestudentstosharetheirendingswiththeclass. [设计意图] 考查学生对时态的掌握情况,培养学生的逻辑推理能力。StepⅤ.PracticeⅠ.ShowLet’sDoIt!No.2.Fillintheblankswiththecorrectformsofthewordsorphrasesinthebox.runaway,passby,enter,awake1.Iseethem myhouseeveryday. 2.Theywerenotallowedto thetheatrewithouttickets. 3.I’msosleepythatIcanhardlystay . 4.Thefox beforethehuntercouldshootit. Ⅱ.单项填空1.Onceuponatime,there alarge,lovelygarden. A.were B.is C.was D.are2.Thebasketisfilled oranges. A.with B.of C.for D.in3. ahappygirlsheis! A.How B.What C.If D.That4.Shewassinging alowvoice. A.with B.use C.of D.in5.Whenitsnows,theground snow. --- -A.wascovered B.wascoveredwithC.iscoveredwith D.coverwith6.—IsTiminthenextroom?—Well,it’shardtosay.ButIheardhim loudlywhenIpassedbyjustnow. A.speak B.tospeak C.spoken D.speakingⅢ.句型转换1.Thetreeswerefilledwithsingingbirds.(同义句转换)Thetreeswere singingbirds. 2.Itwasstillwinterinthegiant’sgarden.(对画线部分提问) it winter? 3.Thepoorchildrennolongerhadaplacetoplay.(同义句转换)Thepoorchildren aplacetoplay . 4.Itsgrasswassoftandgreen.(改为感叹句) itsgrass ! 5.Iamsolateforschoolbecausethetrafficistooheavy.(对画线部分提问) areyousolateforschool? 【Keys】 Ⅰ.1.passby 2.enter 3.awake 4.ranawayⅡ.1.C 2.A 3.B 4.D 5.C 6.DⅢ.1.fullof 2.Wherewas,still 3.didn’thave,anylonger 4.Howsoftandgreen,was 5.Why [设计意图] 掌握本课的重点短语和句子之后,做词汇练习和句子练习,有效巩固本课所学知识。StepⅥ.Summary Inthisclass,we’velearntPartⅠofthefairytale“TheGiant”. [设计意图] 给学生以总结,让学生明确这节课的学习内容。StepⅦ.Homework 1.Finishofftheexercisesintheactivitybook. 2.PreviewLesson23. [设计意图] 让学生通过习题巩固本节课知识点,并提前做好预习。Lesson22 TheGiant(Ⅰ)Mainphrases:·onceuponatime·runaway·nolonger·passbyKeystructures:·Onceuponatime,therewasalarge,lovelygarden.·Theyranawayanddarednotcomeback.·Thenextday,thegiantbuiltahighwallaroundhisgardenandputanoticeonaboard:DONOTENTER!·Hethoughtitmustbetheking’smusicianspassingby.第五课时 Lesson23TheGiant(Ⅱ)--- - 1.记忆单词peek,softly,scene,crawl,selfish,knock,spread,neck,wicked;短语knockdown,atonce,breakoutinblossom,stretchout,eversince…。 2.掌握重点句型:①Hewastryingtoreachuptothespreadingbranchesofatree.②Atoncethetreebrokeoutinblossom.③Thelittleboystretchedoutwithhisarms,putthemaroundthegiant’sneckandkissedhim.④Thenthegiantsawthatmorechildrenwerecrawlingthroughaholeinthewall.⑤Alongwiththemcamethespring. 3.理解课文意思并能回答课后的问题。 4.能够向他人介绍自己知道的童话故事。 1.学会并能正确使用单词及短语:peek,softly,scene,crawl,selfish,knock,spread,neck,wicked,knockdown,atonce,breakoutinblossom,stretchout,eversince…。 2.能够运用下列句型:①Hewastryingtoreachuptothespreadingbranchesofatree.②Atoncethetreebrokeoutinblossom.③Thelittleboystretchedoutwithhisarms,putthemaroundthegiant’sneckandkissedhim.④Thenthegiantsawthatmorechildrenwerecrawlingthroughaholeinthewall.⑤Alongwiththemcamethespring. 1.能够正确应用本课的重点词汇peek,softly,scene,crawl,selfish,knock,spread,neck,wicked;掌握短语knockdown,atonce,breakoutinblossom,stretchout,eversince…。 2.能够向他人讲述自己知道的童话故事。 思路一:本课的教学内容是冀教版九年级英语第四单元的第23课,主要以“巨人”为题,将Lesson22的故事情节补充完整。通过展示一张花园的图片,师生间对话导入本课,锻炼学生的口语交际能力。通过小组探究,找出本课的重点短语及重点句型,共同解决疑难,把所学的知识转化为学习能力。 思路二:本课的教学内容是冀教版九年级英语第四单元的第23课,主要以“巨人”为题,将Lesson22的故事情节补充完整。通过一个小测试导入本课,锻炼学生的独立思考能力。以学生感兴趣的竞争方式开篇,充分调动学生的学习积极性。 教师在课前设计教学PPT,准备录音机和磁带,多媒体等。StepⅠ.Leadin Leadingin【情景1】 Theteachershowsapictureofabeautifulgarden,andthentalkswiththestudents. T:Whatdidthegiantseewhenhejumpedoutofhisbed? S1:Maybethereisnolongerwinterinhisgarden. S2:Maybetherearesomeflowersinhisgarden. S3:Maybetherearesomebirdssinging. Askseveralstudentstorespond. T:Whathappenedtothegardenintheend? S4:Ithinkmaybethegiantwillgetalongwellwiththekids. T:OK.Youaresmart.Nowlet’sbegintheotherpartofthestory. [设计意图] 教师通过展示图片并询问学生感兴趣的问题导入新课,激发学生的学习乐趣。 Leadingin【情景2】--- - T:Goodmorning/afternoon,class.Beforewebeginreadingthesecondhalfof“TheGiant”today,I’dliketotestyourknowledgeaboutstoriesandpoems. PopQuiz (1)Whatdoeseverystoryhave? (2)Whataresomeofthedifferencesbetweenpoemsandstories? (3)Whatisthedifferencebetweenafableandafairytale? T:Welldone.Nowlet’sreadthetextandfindoutwhatreallyhappens. [设计意图] 通过小测试导入本课,锻炼学生的独立思考能力。StepⅡ.Presentation TheteachershowsthenewwordsonPPT.Askstudentstotrytoreadthesewords.Thestudentsfollowtheteacherthreetimes.Thengivethestudentsfiveminutestorememberthewords.Letstudentsspellandreadthemonebyone. [设计意图] 教师以PPT的形式呈现本课中出现的生词,领着学生们朗读并记忆,为下面的课文学习做好充分准备。StepⅢ.Reading 1.Readthetextaloud. Readthetextafterthevideoandpaymoreattentiontothepronunciation. [设计意图] 大声朗读,练习学生的口语表达能力。 2.Carefulreading. Givethestudentsfiveminutestoreadthetextbythemselves. ShowLet’sDoIt!No.1onPPT. Readthelessonandwritetrue(T)orfalse(F). (1)Thegiantsawsomethingwonderfulafterhejumpedoutofhisbed. (2)Thechildrenenteredthegardenbywayofthegate. (3)Thegiantletonlyonelittleboyplayinhisgarden. (4)Alongwiththechildrencamethespring. 【Keys】 (1)T (2)F (3)F (4)T [设计意图] 让学生仔细地反复朗读课文,加深对课文的理解,锻炼总结归纳的能力。 3.Readthetextandfindoutmainphrasesandsentences. Mainphrases: ·knockdown ·atonce ·breakoutinblossom ·stretchout ·eversince… Mainsentences: ·Birdswereflyingaboutandsinging,andflowerswerepeekingupthroughthegreengrass. ·Thetreeswerewavingtheirarmssoftlyinthewarmwind. ·Childrenwererunningaboutandsittinginthebranchesofthetrees. ·Thenthegiantsawthatmorechildrenwerecrawlingthroughaholeinthewall. ·“Iwillknockdownthewall!”hesaidtohimself. ·Whenthechildrensawthegiant,theyweresoscaredthattheyallranaway,andthegardenturnedtowinteragain. ·Hewastryingtoreachuptothespreadingbranchesofatree. ·Atoncethetreebrokeoutinblossom. ·Thelittleboystretchedoutwithhisarms,putthemaroundthegiant’sneckandkissedhim. ·Alongwiththemcamethespring. ·Eversincethen,thegiant’sgardenhasbeenachildren’splayground.☆教材解读☆--- - 1.Birdswereflyingaboutandsinging,andflowerswerepeekingupthroughthegreengrass. ◆flyabout意为“飞翔”。 ◆peek为动词,意为“偷窥”,在本文中采用了拟人的修辞手法。 2.Thetreeswerewavingtheirarmssoftlyinthewarmwind. waveone’sarmssoftly意为“温柔地挥动着手臂”,softly为副词,修饰动词wave。 3.Childrenwererunningaboutandsittinginthebranchesofthetrees. runabout意为“东奔西跑”,用在文中表示孩子们高兴的心情。 4.Thenthegiantsawthatmorechildrenwerecrawlingthroughaholeinthewall. crawlthrough意为“爬过……”,其中crawl为动词,意为“爬行”。 5.“Iwillknockdownthewall!”hesaidtohimself. knockdown意为“推倒”。knock为动词,意为“敲,叩”,常与介词at,on连用。knockat/onthedoor意为“敲门”。 6.Whenthechildrensawthegiant,theyweresoscaredthattheyallranaway,andthegardenturnedtowinteragain. 【辨析】 scary,scared (1)scary意为“恐怖的,吓人的”。 (2)scared常指胆小的人或动物受到突然刺激所产生的剧烈恐惧,意为“害怕,恐惧”。 7.Hewastryingtoreachuptothespreadingbranchesofatree. ◆trytodosth.意为“努力做某事”,具有主观意愿,但不表示结果如何。 【拓展】 trydoingsth.意为“试着做某事”,表示试验某种做法是否行得通,或看其效果如何。 ◆reachup意为“向上取某物”。本句中reach表示“够得着”。 8.Atoncethetreebrokeoutinblossom. ◆atonce意为“马上,立刻”,与rightnow,immediately同义。 ◆breakoutinblossom意为“盛开、怒放”,主语为“花、树、草”等。 9.Thelittleboystretchedoutwithhisarms,putthemaroundthegiant’sneckandkissedhim. stretchout意为“伸出,伸直,延长”。 10.Alongwiththemcamethespring. 这是一个倒装句式,伴随状语Alongwiththem放在句首起强调作用,然后是谓语动词,最后是主语。其正常语序为:Thespringcamealongwiththem.。 【注意】 在倒装句中,如果主语为名词,主谓倒装;如果主语为代词,主谓不倒装。 11.Eversincethen,thegiant’sgardenhasbeenachildren’splayground. eversincethen意为“从那时起,从那以后”。sincethen意为“从那以后”,也可以说成fromthenon,这两个词组常用于现在完成时。 [设计意图] 学生通过小组合作探究,找出文中的重点句子和短语,让学生明确学习目标,便于对重点知识的掌握。StepⅣ.Task 1.Pairwork:Let’sDoIt!No.3. Matchthetitleswiththekeywords.Chooseoneofthetalesanddescribeit. TheLittleMermaid thewickedqueen,themagicmirror,sevendwarfs,apoisonedapple TheUglyDuckling amotherduck,anuglybird,thelake,swansLittleRedRidingHood grandmother,thewoods,abigwolf,hunter,heavystonesSnowWhiteandtheSevenDwarfs thesea,fivesisters,theprince,theSeaWitch,aspiritAliceinWonderland atalkingrabbit,ahole,theQueenofHearts,MadHatter 【Keys】 TheLittleMermaid—thesea,fivesisters,theprince,theSeaWitch,aspirit TheUglyDuckling—amotherduck,anuglybird,thelake,swans LittleRedRidingHood—grandmother,thewoods,abigwolf,hunter,heavystones SnowWhiteandtheSevenDwarfs—thewickedqueen,themagicmirror,sevendwarfs,apoisonedapple AliceinWonderland—atalkingrabbit,ahole,theQueenofHearts,MadHatter 2.Instructthestudentstoworkinpairstocompletetheexerciseandtalkaboutsomedifferentfairytalestheyknow.--- - 3.Withtheirpartners,studentsshouldchooseonefairytaleandcreateabookcoverforit.Thefrontofthebookcoverwillbeapicturethatdepictsthefairytaleandthebackofthebookcoverwillbeawrittensynopsisofthefairytale. [设计意图] 鼓励学生多读书,培养学生爱读书的良好习惯,并培养学生的创作能力。StepⅤ.PracticeⅠ.ShowLet’sDoIt!No.2onPPT.ReadDanny’sdiaryaboutTheSelfishGiantandfillintheblanks.Thefirstletterisgiven. IreallyenjoyedTheSelfishGiantwhenIfirstreadit.Thisstoryisaboutaselfishg wholaterchanged.Atfirsthethoughtonlyabouthimself.Hedidn’tcareaboutothersatall.Hedidn’tlikethechildrenplayinginhisg ,andhedrovethemaway.Thefollowingspring,hisgardenwasc withsnow,andthecoldwindskeptthebirdsaway. Thegiantwassad.Hedidn’tknowwhyspringhadn’tcome.Oneday,tohissurprise,hesawsomechildrencomingbacktohisgardenthroughah inthegardenwall.Assoonasthechildrencamebacktothegarden,springreturnedwiththem.Itwaslovely!Thegiant’sheartmelted.Hek downthewall.E sincethatdaythechildrenhavealwayshadaplacetoplay.It’sareallymovingstorywithawonderfulmoral. Ⅱ.用方框中所给词的适当形式填空love,spread,crawl,child,scary1.Itwasabeautifuland scene. 2.Moreandmorechildrenwere throughaholeinthewall. 3.Thenewsnotgettingintouchwiththeplane quickly. 4.Thechildrenwereso thattheyallranaway. 5.Eversincethen,thegiant’sgardenhasbeena playground. Ⅲ.根据汉语意思完成句子1.春天来了,许多种花都盛开了。 ,andmanykindsofflowers . 2.我姑姑决定送她儿子去美国接受教育。Myaunt sendhersontoAmericatogeteducation. 3.随之而来的是冬天。 it winter. 4.从那以后,孩子们不再害怕他。 ,thechildrenhaven’tbeenafraidofhim. 5.孩子们的脸上马上露出了微笑。 smilesjumpontothechildren’sfaces. 【Keys】 Ⅰ.giant,garden,covered,hole,knocked,EverⅡ.1.lovely 2.crawling 3.spread 4.scared 5.children’sⅢ.1.Springcomes,breakoutinblossom 2.makesuphermindto 3.Alongwith,comes 4.Sincethen5.Atonce [设计意图] 掌握本课的重点短语和句子之后,做词汇练习和句子练习,有效巩固知识点。StepⅥ.Summary Inthisclass,we’velearntPartⅡofthefairytale“TheGiant”. [设计意图] 给学生以总结,让学生明确这节课的学习内容。StepⅦ.Homework 1.Finishofftheexercisesintheactivitybook. 2.PreviewLesson24. [设计意图] 让学生通过习题巩固本节课知识点,并提前做好预习。Lesson23TheGiant(Ⅱ)--- -Mainphrases:·knockdown·atonce·breakoutinblossom·stretchout·eversince…Keystructures:·Hewastryingtoreachuptothespreadingbranchesofatree.·Atoncethetreebrokeoutinblossom.·Thelittleboystretchedoutwithhisarms,putthemaroundthegiant’sneckandkissedhim.第六课时 Lesson24WritingaPoem 1.记忆单词fairy,tale,character,plot,humorous;短语fairytale。 2.掌握重点句型:①Ilikereadingstories,buttheyareveryhardtowrite.②ThenmyteacherencouragedmetowriteahumorouspoembecauseIamalwayssayingfunnythings.③Atthebeginning,Iwasafraidtotrywritingapoem. 3.理解课文意思并能回答课后的问题。 4.掌握过去进行时的用法。 1.学会并能正确使用单词及短语:fairy,tale,character,plot,humorous,fairytale。 2.能够运用下列句型:①Ilikereadingstories,buttheyareveryhardtowrite.②ThenmyteacherencouragedmetowriteahumorouspoembecauseIamalwayssayingfunnythings.③Atthebeginning,Iwasafraidtotrywritingapoem. 1.能够正确应用本课的重点词汇fairy,tale,character,plot,humorous,掌握短语fairytale。 2.掌握过去进行时的用法。 3.运用所学知识创作一首英文诗。 思路一:本课的教学内容是冀教版九年级英语第四单元的第24课,主要以“写一首诗”为题,以丹尼的日记为内容,总结了这一单元的语法和重点句型。询问学生们“喜欢写诗还是写故事?”导入新课,以学生感兴趣的话题开篇,重点在于培养学生的学习兴趣。 思路二:本课的教学内容是冀教版九年级英语第四单元的第24课,主要以“写一首诗”为题,通过师生间对话导入本课的话题,锻炼学生的口语交际能力。通过小组合作探究,找出本课的重点短语及重点句型,共同解决疑难。 教师在课前设计教学PPT,准备录音机和磁带,多媒体等。--- -StepⅠ.Leadin Leadingin【情景1】 T:Pleaselookatthescreen.Therearesomenamesofthepoemsandstories.(ShowthenamesofsomepoemsandstoriesonPPT.) TheDonut Computer Cat Happiness TheLittleMermaid TheUglyDuckling LittleRedRidingHood SnowWhiteandtheSevenDwarfs AliceinWonderland T:Whichdoyouprefertowrite,poemsorstories? S1:Iprefertowritestories.Ithinkthey’reeasiertowrite. S2:Iprefertowritepoems,forIthinktheyhaveshortpassages. T:OK.WhatdoyouthinkofDanny’spoem? S3:Ithinkit’sverygood. S4:Ithinkit’sbad. S5:Idon’tknow. T:Nowwe’lllearnalessonaboutDanny’sdiaryandDanny’spoem.Let’sstart! [设计意图] 通过让学生观看诗名和故事名,使其很直观地发现自己的喜爱和所长,询问学生与本课相关的话题,调动他们学习的积极性。 Leadingin【情景2】 T:TodayIwanttoaskyouaquestion.Doyouknowwhat“funny”means? S1:“Funny”isaboutsomethingthatmakesyoulaugh. T:That’sright.“Humorous”isanotherwaytosay“funny”.DoyouthinkDannyisfunny?Whyorwhynot? S2:Yes.Becausehedoessillythingsthatmakepeoplelaugh. S3:No.Becausehedoessillythingsthatmakepeopleangry. T:Verygood.Whatmakesyoulaugh?Whatorwhodoyouthinkishumorous? Allowseveralstudentstorespond. [设计意图] 通过师生对话,讨论“funny”的含义,引出询问丹尼是否有趣,导入本节的话题,激发学生的兴趣。StepⅡ.Presentation TheteachershowsthenewwordsonPPT.Askstudentstotrytoreadthesewords.Thestudentsfollowtheteacherthreetimes.Thengivethestudentsfiveminutestorememberthewords.Letstudentsspellandreadthemonebyone. [设计意图] 教师以PPT的形式呈现本课中出现的生词,领着学生们朗读并记忆,为下面的课文学习做好充分准备。StepⅢ.Reading 1.Readthetextaloud. T:Boysandgirls,it’sourreadingtime.Pleasereadafterthevideoandyoushouldpaymoreattentiontoyourpronunciation. [设计意图] 让学生大声朗读课文,对课文的意思有个大致的了解,对于培养学生的正确发音以及培养学生的语感有重要作用。 2.Carefulreading. Givethestudentsfiveminutestoreadthetextbythemselves. ShowLet’sDoIt!No.1onPPT. (1)Dannylearnedhowtowritesongslastweek. (2)Dannylikesreadingstories.--- - (3)Dannythinksstoriesareeasiertowrite. 【Keys】 (1)F (2)T (3)F [设计意图] 让学生再次阅读课文,提取文章的大意,加深对课文的理解。 3.Readthetextandfindoutmainphrasesandsentences. Mainphrases: ·fairytale ·manydifferentkindsof ·atthebeginning(of) ·beafraidtodosth. Mainsentences: ·Welearnedtowritestoriesandpoemsthisweek. ·Butitwastoohardtowritethatpoem! ·ThenmyteacherencouragedmetowriteahumorouspoembecauseIamalwayssayingfunnythings. ·Whichdoyouprefertowrite,poemsorstories?☆教材解读☆ 1.Whichdoyouprefertowrite,poemsorstories? prefer为动词,意为“更喜欢,宁愿”,相当于like…better。一般不用于进行时态。常见用法如下: (1)prefersth.表示“更喜欢某物”。 (2)prefertodosth.表示“宁愿做某事”。 (3)prefer(doing)Ato(doing)B表示“比起(做)B来更喜欢(做)A”,其中to为介词。 (4)prefertodoAratherthandoB表示“宁愿做A而不愿做B”。 2.Welearnedtowritestoriesandpoemsthisweek. 在下列动词后往往加不定式作宾语:want,hope,wish,like,begin,start,try,agree,learn,promise,refuse,decide等。 3.Wereadmanydifferentkindsofpoems. manydifferentkindsof意为“许多不同种类的……”。 【拓展】 akindof意为“一种……”,allkindsof意为“各种各样的”。 4.AtthebeginningIwasafraidtotrywritingapoem. ◆atthebeginning意为“开始时,起初”,at也可以换成in,后接of短语时,只能用atthebeginning。 ◆beafraidtodosth.意为“害怕做某事”。 5.Butitwastoohardtowritethatpoem! 本句中it作形式主语,真正的主语是动词不定式短语towritethatpoem。在英语中动词不定式作主语时,常用it作形式主语,而将动词不定式放于句末。 6.ThenmyteacherencouragedmetowriteahumorouspoembecauseIamalwayssayingfunnythings. ◆encouragesb.todosth.意为“鼓励某人做某事”。 ◆humorous为形容词,意为“幽默的,诙谐的”,其副词形式为humorously,名词形式为humour。 ◆always为副词,表示“总是,一直”,常用于一般现在时,表示经常性的行为和动作。always也可以用于进行时,bealwaysdoingsth.意为“总是做某事”,表示某种思想、情绪或行为反复发生,且含有不满、厌恶、烦躁、感叹等感情色彩。 [设计意图] 学生通过小组合作探究,找出文中的重点句子和短语,教师帮助学生讲解,为学生对文章的理解清除语言障碍。StepⅣ.Task—Project 1.WRITEAPOEM Asaclass,thinkofwordsthatdescribethingslikeage,size,temperature,feelingsandcolour.Thenthinkofwordsthatdescribehowthingsmove.Makelistsofthesewordsontheblackboard.Insmallgroups,askyourgroupmatesforwordstofillintheblanks. ·Somelinesareeasy!Youcanuseonlyonetypeofword.Fortheseblanks,say“Ineeda .” ·Insomeblanks,youcanusetwodifferentkindsofwords.Fortheseblanks,say“Ineedeithera ora .” --- - ·Somelineshavetwoblanks.Fortheselines,say“Ineedbotha anda .” Onapieceofpaper,writedownawordforeachblank.Readthepoemtoyourgroup.NatureNight,so and (feelingsandcolour), , (sizeandcolour)stars. A (temperature)windblows (adverb)onmyface.Itmakesmewanttosing (adverb)a , (feelingsandage)song. 2.Asaclass,comeupwithalistofadjectivesandadverbs. 3.Thendividetheclassintogroupsandhavethemusewordsfromthelistontheblackboardtocompletethepoematthebottomofthepage. 4.Haveeachgroupsharetheircompletedpoemswiththeclass. [设计意图] 锻炼学生的思考能力,同时培养学生的语感。StepⅤ.PracticeⅠ.ShowLet’sDoIt!No.2onPPT. Use“must”tocompletethedialogues.Thenpracticethedialogueswithapartner. Son:Mum,mayIwatchTVforawhile? Mum:No.It’s10:00intheevening.You gotosleepnow. Student:Sorry,Mr.Hill.Iamlateforschool. Headmaster:Cometoschoolontimetomorrow.Asastudent,you followtherulesoftheschool. Policeman:You slowdownwhenyoupassbyaschool. Driver:Sorry,sir!Ⅱ.用方框中所给词或短语的适当形式填空hard,humorous,manydifferentkindsof,too…to…,plot,fairytales,think1.Hespentalongtime abouttheproblem. 2.The youwork,thebetteryourstudywillbe. 3.Eachstoryshouldhavea . 4.Thereare flowersinthegarden. 5.Childrenlike verymuch. 6.Mr.Jonesisa man.Helikestellingjokes. 7.Heis young gotoschool. Ⅲ.单项填空1.I’msleepy.Iprefer athometogoingoutforawalk. A.sleeping B.tosleep C.slept D.sleep2.Ourhistoryteacherisvery .Heoftenmakesuslaugh. A.shy B.humorC.humorous D.creative3.Withthehelpoftheirteacher,theyhavedecided anymore. A.notsmoke B.tonotsmokeC.tosmokenot D.nottosmoke4.Asastudent,youshouldlearn storiesandpoems. A.write B.writing C.towrite D.forwriting5.Whynot theproblembyyourself? A.tryingtoworkoutB.trytoworkingoutC.trytoworkoutD.tryingworkingout 【Keys】 Ⅰ.must,must,must--- -Ⅱ.1.thinking 2.harder 3.plot 4.manydifferentkindsof 5.fairytales 6.humorous 7.too,toⅢ.1.A 2.C 3.D 4.C 5.C [设计意图] 掌握本课的重点短语和句子之后,做词汇练习和句子练习,有效巩固本课所学内容。StepⅥ.Summary Inthisclass,we’velearnedhowtowriteapoem. [设计意图] 给学生以总结,让学生明确这节课的学习内容。 StepⅦ.Homework 1.Finishofftheexercisesintheactivitybook. 2.Writeapoem. [设计意图] 让学生通过习题巩固本节课知识点,并锻炼学生的写作能力。Lesson24 WritingaPoemMainphrases:·fairytale·manydifferentkindsof·atthebeginning(of)·beafraidtodosth.Keystructures:·Ilikereadingstories,buttheyareveryhardtowrite.·ThenmyteacherencouragedmetowriteahumorouspoembecauseIamalwayssayingfunnythings.语法精讲一、情态动词must的用法 情态动词must没有时态的变化,若一定要表达“必须”的含义,在过去时中用hadto,在将来时中用will/shallhaveto。其主要用法如下: 1.must意为“必须,应该”,表达义务、命令或要求,其否定形式mustn’t意为“不应该,不允许”,表示禁止做某事。 【注意】 对于must的一般疑问句,作肯定回答时要用must或haveto;但作否定回答时,则须用needn’t或don’t(doesn’t)haveto,而不能使用mustn’t。 2.表示语气较为肯定的推测。mustbe+表语对现在状况的推测mustbe+现在分词对正在发生的事情的推测must+have+过去分词对过去状况的推测 【注意】 must,should,may和might都可以表示推测,但可能性大小顺序为:must>should>may>might。二、过去进行时 (一)概念、句式结构以及常用的时间状语 1.概念:表示在过去某个时刻或某段时间内正在进行的动作。 2.句式结构:主语+was/were+现在分词。 当主语为第一、三人称单数时,谓语动词用was,其余情况用were。 3.常用的时间状语有:atnineo’clocklastnight,atthattime,atthatmoment,thistimeyesterday以及when,while引导的时间状语从句等。 (二)过去进行时的注意事项 1.过去进行时表示过去某个时刻或某段时间正在进行的动作,而一般过去时表示一个完成了的动作。 2.直接引语变间接引语时,要变为过去进行时。--- -第一课时 Lesson25Let’sDoanExperiment! 1.记忆单词experiment,jar,upside,pour,correct,scientific,method,raincoat,force,pressure,conclude;短语turn…upsidedown,pourout,scientificmethod,take…off。 2.掌握重点句型:①ThenIturnthejarupsidedownandtakemyhandoffthecardboard.②That’scalledthescientificmethod. 3.能够运用所学知识介绍自己做实验的过程。 4.能够确定定语从句的先行词和关系词。 1.学会并能正确使用单词及短语:experiment,jar,upside,pour,correct,scientific,method,raincoat,force,pressure,conclude;turn…upsidedown,pourout,scientificmethod,take…off。 2.能够运用下列句型:①ThenIturnthejarupsidedownandtakemyhandoffthecardboard.②That’scalledthescientificmethod.③IamsosureofmytheorythatBriancandotheexperimentoveryourheadandIknowyouwon’tgetwet. 1.能够正确应用本课的重点词汇experiment,jar,upside,pour,correct,scientific,method,raincoat,force,pressure,conclude;掌握短语turn…upsidedown,pourout,scientificmethod,take…off。 2.能够运用所学知识介绍自己做实验的过程。 3.能够确定定语从句的先行词和关系词。 思路一:本课的教学内容是冀教版九年级英语第一单元的第25课,以“让我们一起做一个实验”为题,本单元的中心话题是“研究科学”,对于科学研究实验步骤的理解,因此,本节要以直观的方式来导入新课。 思路二:本课的教学内容是冀教版九年级英语第五单元的第25课,以“让我们一起做一个实验”为题,以讨论“ThinkAboutIt”进行师生对话,得出实验步骤,通过小组合作探究,找出本课的重点句子和短语,共同解决疑难。 教师在课前设计教学PPT,准备录音机和磁带,多媒体等,广口瓶,纸板和水。StepⅠ.Leadin Leadingin【情景1】 Theteacherbringsajar,acardboardandwatertotheclass.Showthemtothestudentsandaskwhatexperimentswecandowiththem.Letthestudentsshowthemandexplainthereasonstothestudents. Letthestudentsworkingroupsanddiscusstheexperiments.--- - [设计意图] 教师拿出与课文中的实验相关的教具,导入新课,让学生分组研究实验流程,为课文的学习奠定基础。 Leadingin【情景2】 T:Goodmorning/afternoon,everyone.Todaywearestartinganewunit.WhocantellmethetitleofUnit5? S1:Ican.It’s“LookintoScience”. T:Verygood.Whatisscience? S2:Scienceisanareaofstudy. S3:Scienceissomethingwelearnaboutinschool. T:Inwhichsubjectdoyouoftendoexperiments? S4:Science. T:Doyoulikeexperiments? S5:Yes. T:Experimentsarepartofsomethingcalledthescientificmethod.Thescientificmethed: Askquestions→dobackgroundresearch→constructatheory→testthetheorywithanexperiment→analyzeresults→drawaconclusion→reportresults(Wasyourtheorycorrect?) OK.Todaywe’lllearnanexperiment. [设计意图] 通过师生互动导入本课话题,教师向学生介绍实验的步骤,为本课的学习做好铺垫。StepⅡ.Presentation TheteachershowsthenewwordsonPPT.Askstudentstotrytoreadthesewords.Thestudentsfollowtheteacherthreetimes.Thengivethestudentsfiveminutestorememberthewords.Letstudentsspellandreadthemonebyone. [设计意图] 教师以PPT的形式呈现本课中出现的生词,领着学生们朗读并记忆,为下面的课文学习做好充分准备。StepⅢ.Reading 1.Readthetextaloud. T:Boysandgirls,it’sourreadingtime.Pleasereadafterthevideoandyoushouldpaymoreattentiontoyourpronunciation. [设计意图] 让学生大声朗读课文,对课文的意思有个大致的了解,对于培养学生的正确发音以及培养学生的语感都有重要作用。 2.Carefulreading. (1)Givethestudentsfiveminutestoreadthetextbythemselves. Readthelessonandanswerthequestions. ①WheredoesDannythinktheyshoulddotheexperiment? ②Whatkeepsthewaterinthejar? ③IsJennysureofhertheory?Howdoyouknow? ④WhydoesDannyputonhisraincoat? ⑤WhatdoesDannyconclude? 【Keys】 ①Dannythinksthattheyshoulddotheexperimentoutside. ②Theforceoftheair./Theairpressure. ③Yes,sheis.SheissosureofhertheorythatBriancandotheexperimentoverDanny’sheadandhewon’tgetwet. ④Becausehethinkshewillgetwet. ⑤Airisstrongerthanhethought. [设计意图] 让学生再次阅读课文,提取文章的大意,加深对课文的理解。 (2)Readtheexperiment.Putthesentencesinthecorrectorder. Putapieceofcardboardoverthejar. Thejarofwaterisupsidedown,butthewaterstaysinthejar.Thisisbecauseairpressurepushesthecardboardontothejar. Filltheglassjarwithwater. Turntheglassjaroverquickly.Holdyourhandonthecardboardforafewseconds. Removeyourhandfromunderneaththejar.Whathappens? Thereismoreairoutsidethejarthaninside,sothereismoreairpressureoutsidethaninside. 【Keys】 2 5 1 3 4 6--- - [设计意图] 学生对课文内容已经有了一定的了解,再次细读课文,掌握文章的细节。 3.Readthetextandfindoutmainphrasesandsentences. Mainphrases: ·turn…upsidedown ·pourout ·scientificmethod ·take…off Mainsentences: ·Ithinkthefloorwillgetwet. ·Weshoulddothisexperimentoutside,Brian. ·That’scalledthescientificmethod. ·IamsosureofmytheorythatBriancandotheexperimentoveryourheadandIknowyouwon’tgetwet. ·Heputsonaraincoatandsitsdown. ·Howisthatpossible? ·Itisstrongenoughtoholdthewater. ·Sowhathavewediscovered? ·Whatdoyouconclude,Danny?☆教材解读☆ 1.ThenIturnthejarupsidedownandtakemyhandoffthecardboard. ◆turn…upsidedown意为“把……翻转/倒过来”,相当于turnover。upsidedown意为“正面朝下”。rightsideup意为“正面朝上”。 ◆take…off…在本句中意为“使……离开/脱离……”或“把……从……拿开”。 【拓展】 takeoff意为“摘掉,(飞机)起飞,脱掉”。 2.Ithinkthefloorwillgetwet. ◆Ithink…意为“我认为……”,其后可接that引导的宾语从句。在使用时,应遵循“否主反从”的规律,即否定主句,反问从句。 ◆getwet意为“变湿”。get在本句中为系动词,意为“变得……”,后接形容词作表语。 3.Weshoulddothisexperimentoutside,Brian. experiment为可数名词,意为“实验”。doexperiments/doanexperiment意为“做实验”。 【拓展】 experiment作动词,意为“做实验,进行试验”。 4.Youthinkthewaterwillpourout,Danny. pourout意为“倒出,使流出,涌出”。pour在本句中表示“涌流”。 【拓展】 pour…into…意为“把……倒进……”。 5.That’scalledthescientificmethod. ◆becalled意为“被叫作”,是被动语态。被动语态是由“be+及物动词的过去分词”构成,其中be动词可随句子时态的变化而变化。 ◆scientific为形容词,意为“科学的”。scientist为可数名词,意为“科学家”,science为不可数名词,意为“自然科学”。 ◆method为可数名词,意为“方法,办法”。 6.IamsosureofmytheorythatBriancandotheexperimentoveryourheadandIknowyouwon’tgetwet. 本句中的besureof意为“对……有把握”。 7.Heputsonaraincoatandsitsdown. puton意为“穿上”,为“动词+副词”构成的短语,代词作其宾语必须放在动词和副词之间。 8.Howisthatpossible? possible为形容词,意为“可能的,合适的”,其反义词为impossible,意为“不可能的”,possibly为副词,意为“可能地”。 9.Itisstrongenoughtoholdthewater. “Itis+形容词+enoughtodosth.”意为“做某事是足够……的”,常用来表述某人或某物的能力或特征。在此句型中,当不定式的逻辑主语与句子的主语不相同时,常用for引出不定式的逻辑主语。该句型可以和too…to…及so…that…句型相互转换。 10.Sowhathavewediscovered? --- - discover为动词,意为“发现”,是指发现或找出某种自然界本来已存在,但以前未被人类发现或认识的事物。 【辨析】 find,findout,discover,invent (1)find意为“找到,发现”,强调“找”的结果,也可指偶然发现、碰到,其后可接名词、复合结构或that从句。 (2)findout指“弄清楚,查明”。着重表示通过调查、分析、思考等得出结果。 (3)discover意为“发现”,指发现已存在但不为人所知的事物。 (4)invent意为“发明”,指发明原来不存在的东西。 11.Whatdoyouconclude,Danny? conclude为动词,意为“断定,推断出”,其后可接由that引导的宾语从句。 【拓展】 concludefrom意为“从……推断,从……中得出”。 [设计意图] 学生通过小组合作探究,找出文中的重点句子和短语,教师帮助学生讲解,为学生对文章的理解清除语言障碍。StepⅣ.Listenandsingalong 1.ShowLet’sDoIt!No.4onPPT. WhatIsScience? Whatisscience? Canyouexplain? Pleasemakeiteasyformybrain. It’saboutmakingobservations. Whydoonionsmakemecry? Whydocloudsgoby? Whatkeepsthebirdsinthesky? That’sjustscience. It’saboutmatter—theuniverse. Whydoesacarstayontheroad? Whyistheregreenalloveratoad? Whycan’tIcarryaheavyload? That’sjustscience. 2.Readanddiscussthelyricsofthesongasaclass. 3.Playtheaudiotapeforthesong.Playitonceandaskthestudentsjusttolisten. 4.Playthesongasecondtimeandaskthestudentstosingalong. [设计意图] 通过跟着磁带唱歌,了解Whatisscience?同时也能活跃课堂气氛。StepⅤ.Task 1.ShowLet’sDoIt!No.3onPPT. Trytodotheexperimentinthislessonyourself. Tasktips:Whathappenswhenyouuselesswater,morewater,wetcardboard,ordifferentkindsandsizesofjars? 2.Instructthestudentstoworkingroupsofthreetotrytheexperimentandrecordtheprocessusingthescientificmethod. 3.Havethestudentstrytheexperimentwithsomevariationsandrecordtheirresults. 4.Askeachgrouptopresenttheirfindingstotheclass. [设计意图] 锻炼学生们的语言组织能力及口语表达能力。StepⅥ.PracticeⅠ.用适当的介词填空1.Theboxiscovered apieceofredpaper. 2.Astrangethinghappened himlastweek. 3.TVisanotherway sayingtelevision. 4.Dave,pleasefillthejar wateratfirst. 5.Haveyouread theearthquakeinthenewspaper? --- -Ⅱ.单项填空1.Let’sdo experiment. A.an B.a C.the D./2.Thestreetswere cheeringpeople. A.fullwith B.filledofC.filledwith D.fulledof3.Thecardboardcan thewaterinthejar. A.close B.keep C.held D.kept4.—Whatmadeyou ? —ThenovelwrittenbyLaoShe.A.cry B.tocry C.crying D.cried5.Let’s apartytonight! A.has B.have C.having D.hadⅢ.连词成句1.is,to,enough,hold,it,strong,water,the(?)____________________________________________________________________________________________2.did,physics,experiment,they,their,an,class,in(.)____________________________________________________________________________________________3.Let’s,the,what,do,happens,experiment,see,and(.)____________________________________________________________________________________________4.fill,water,a,I,with,jar(.)____________________________________________________________________________________________5.called,method,the,that’s,scientific(.)____________________________________________________________________________________________【Keys】 Ⅰ.1.with 2.to 3.of 4.with 5.aboutⅡ.1.A 2.C 3.B 4.A 5.BⅢ.1.Isitstrongenoughtoholdthewater? 2.Theydidanexperimentintheirphysicsclass. 3.Let’sdotheexperimentandseewhathappens. 4.Ifillajarwithwater. 5.That’scalledthescientificmethod. [设计意图] 掌握本课的重点短语和句子之后,做词汇练习和句子练习,有效巩固本课所学知识点。StepⅦ.Summary Inthisclass,we’velearntanexperiment. [设计意图] 给学生以总结,让学生明确这节课的学习内容。StepⅧ.Homework 1.Finishofftheexercisesintheactivitybook. 2.PreviewLesson26. [设计意图] 让学生通过习题巩固本节课知识点,并提前做好预习。Lesson25 Let’sDoanExperiment!Mainphrases:·turn…upsidedown·pourout·scientificmethod·take…offKeystructures:·ThenIturnthejarupsidedownandtakemyhandoffthecardboard.--- -·That’scalledthescientificmethod.第二课时 Lesson26KeeptheCandleBurning 1.记忆单词holder,shallow,lighter,match,examine,oxygen;短语useup,bemadeupof。 2.掌握重点句型:①Whenthecandlestopsburning,ithasusedupalltheoxygenintheair.②Becauseaboutonefifthoftheairismadeupofoxygen,thewaterrisesandfillsaboutonefifthofthejar.③Howfardoesthewaterrise?④Letthecandleburnfortwoorthreeminutes. 3.激发学生兴趣,向他人介绍自己所做的有关燃烧的实验。 4.能够用英语描述和解释本课的实验。 1.学会并能正确使用单词及短语:holder,shallow,lighter,match,examine,oxygen,useup,bemadeupof。 2.能够运用下列句型:①Whenthecandlestopsburning,ithasusedupalltheoxygenintheair.②Becauseaboutonefifthoftheairismadeupofoxygen,thewaterrisesandfillsaboutonefifthofthejar.③Howfardoesthewaterrise?④Letthecandleburnfortwoorthreeminutes. 1.能够正确应用本课的重点词汇holder,shallow,lighter,match,examine,oxygen;掌握短语useup,bemadeupof。 2.能够用英语准确地描述实验过程。 思路一:本课的教学内容是冀教版九年级英语第五单元的第26课,以“让蜡烛持续燃烧”为题,讲述了一个有趣的实验,教师利用带来的教具,向学生们一一介绍,并表述本课中出现的实验,导入新课。通过展示实验的过程,激发和培养学生的学习兴趣,鼓励学生热爱科学。 思路二:本课的教学内容是冀教版九年级英语第五单元的第26课,以“让蜡烛持续燃烧”为题,讲述了一个有趣的实验。通过师生互动,讨论科学为什么是重要的,以及ThinkAboutIt的问题来导入新课,通过小组合作探究,找出文中的重点短语和句子,共同解决疑难。 教师在课前设计教学PPT,准备录音机和磁带,多媒体等。准备实验用的材料:一根蜡烛、一个烛台、一个大的玻璃罐、一个浅盘子和一些水、一个打火机。StepⅠ.Leadin Leadingin【情景1】 T:Hello,class.Todaywe’lllearnLesson26.Nowpleaselookatthesethings:acandle,acandleholder,abigglassjar,ashallowdish,somewaterandalighter.Canyouguesswhatwewilldointhisclass? Ss:Makeanexperiment. T:Welldone.Thisisaninterestingclass.We’llmakeanexperiment.Doyouwanttoknowwhatwillhappen?Nowlet’sbeginourclass. [设计意图] 教师利用带来的教具,向学生们一一介绍,引起了学生对英语课学习的强烈的求知欲和好奇心,为本课的实验介绍奠定基础。--- - Leadingin【情景2】 T:Goodmorning/afternoon,everyone.Todaywe’llhaveadiscussionaboutwhyscienceisimportant.Whydoyouthinkscienceisimportant?Whatthingswouldn’tbepossiblewithoutscience? S1:Becauseithelpsusanswerquestions. S2:Withoutsciencewewouldn’thavemedicine. S3:Withoutsciencewecouldn’tpredicttheweather. S4:Wewouldn’thaveairplanesorcomputerswithoutscience. T:Verygood.Ithinkwecanconcludethatscienceisveryimportant.Now,let’sdiscussthequestionsaboutThinkAboutIt! DividetheclassintogroupstoanswertheThinkAboutItquestions.Thenhavethegroupssharetheiranswerswiththeclass. [设计意图] 通过师生互动导入本课话题,激发学生的学习兴趣,调动学生们的积极性。StepⅡ.Presentation TheteachershowsthenewwordsonPPT.Askstudentstotrytoreadthesewords.Thestudentsfollowtheteacherthreetimes.Thengivethestudentsfiveminutestorememberthewords.Letstudentsspellandreadthemonebyone. [设计意图] 教师以PPT的形式呈现本课中出现的生词,领着学生们朗读并记忆,为下面的课文学习做好充分准备。StepⅢ.Reading 1.Readthetextaloud. T:Boysandgirls,it’sourreadingtime.Pleasereadafterthevideoandyoushouldpaymoreattentiontoyourpronunciation. [设计意图] 让学生大声朗读课文,对课文的意思有个大致的了解,对于培养学生的正确发音以及培养学生的语感都有重要作用。 2.Carefulreading. Givethestudentsseveralminutestoreadthetextbythemselves. Readthelessonandfillintheblanks. Let’sdotheexperimenttogether!Putthecandleinthecandleholder.Putthecandleholderonthedish.Fillthedishhalffullwithwater.Lightthecandlewitha oralighter.Whatcanyousee?Thecandleisburning. thecandleburnfortwoorthreeminutes.Thencarefullyputthejaroverituntilthetopofthejarrestsonthedish.Asthecandleburns,it theoxygenintheair.Whenthecandlestops ,ithasusedupalltheoxygenintheair.Thewaterinsidethejar andfillsabout ofthejar.Thisisbecauseaboutonefifthoftheairismadeupofoxygen. 【Keys】 match,Let,uses,burning,rises,onefifth [设计意图] 学生再次阅读课文,对课文内容有更进一步的了解,提取文章的大意。 3.Readthetextandfindoutmainphrasesandsentences. Mainphrases: ·useup ·bemadeupof Mainsentences: ·Scienceissointeresting! ·Fillthedishhalffullwithwater. ·Lightthecandle. ·Carefullyputthejaroverthecandleuntilthetopofthejarrestsonthedish. ·Thewaterinsidethejarrises. ·Becauseaboutonefifthoftheairismadeupofoxygen,thewaterrisesandfillsaboutonefifthofthejar.☆教材解读☆ 1.Scienceissointeresting! ◆so为副词,意为“这样,如此”,用于修饰形容词或副词的原级,表示程度。常见用法如下: (1)“so+形容词+a/an+单数名词”相当于“sucha/an+形容词+单数名词”。--- - (2)so后可接many,much,few和little来表示名词的数量。 (3)so…that…意为“如此……以至于……”,构成结果状语从句。 ◆interesting为形容词,意为“有趣的”,表示事物本身含有令人感兴趣的因素,可作表语或定语,用于说明物。 【拓展】 interested也为形容词,意为“感兴趣的”,表示人对物的感受,在句中可作表语,常用于固定短语be/getinterestedin“对……感兴趣”。 2.Fillthedishhalffullwithwater. halffullwithwater为形容词短语,在句中作状语,表伴随状态。 3.Lightthecandle. light为动词,意为“点燃”,可构成短语lightup“点(烟),照亮”,宾语为代词时,应放在light与up之间。light的过去式和过去分词为lighted/lit,lighted/lit。 【拓展】 (1)light作名词时,意为“灯,光”。 (2)light作形容词时,意为“轻的,浅的”。 4.Carefullyputthejaroverthecandleuntilthetopofthejarrestsonthedish. carefully为副词,意为“细心地,认真地”,其形容词形式为careful,意为“小心的”。care可用作动词,意为“关心”,也可用作名词,意为“照顾”。 5.Whenthecandlestopsburning,ithasusedupalltheoxygenintheair. useup意为“用完,用光”,为“动词+副词”构成的短语。这类短语用名词作宾语时,名词可用在副词前,也可放在副词后;用代词作宾语时,代词则必须放在副词前,该短语相当于runoutof…,可用于被动语态。 6.Thewaterinsidethejarrises. rise为不及物动词,意为“升起,上升”,其过去式和过去分词分别为rose,risen。rise多用于表示日月星辰的升起、河水或物价上涨等方面。 7.Becauseaboutonefifthoftheairismadeupofoxygen,thewaterrisesandfillsaboutonefifthofthejar. ◆onefifth意为“五分之一”,这是一个分数。分数的表达一般遵循以下规则:分子用基数词,分母用序数词;当分子大于一时,分母要用复数形式;并且其中的连词符号有时可以省略。 【注意】 分数后面跟of短语作主语时,谓语动词的单复数由of后面的名词的单复数决定。 ◆bemadeupof意为“由……组成”,表示由多种成分、团体、成员或单位等组成,并强调整体的构成或组成。 [设计意图] 学生通过小组合作探究,找出文中的重点句子和短语,教师帮助学生讲解,为学生对文章的理解清除语言障碍。StepⅣ.Project 1.Dotheexperimentingroups. Readabouttheexperimentinthislesson.Withagroupofclassmates,practicetheexperiment.Doyourexperimentinfrontoftheclass.Don’tforgetthefollowingthings: ·First,describeyourexperiment. ·Second,asktheclasswhattheythinkwillhappen. ·Third,dotheexperiment. ·Finally,asktheclassiftheresultiswhattheyexpected. 2.Writeanexperimentreport. [设计意图] 小组合作做实验,一人做实验,一人写实验报告,其他成员用英语描述实验过程,锻炼学生的动手能力、写作能力以及口语表达能力。StepⅤ.PracticeⅠ.选词(组)填空1.Don’t (useup/pushup)alloftheink.Leavesomeforme. 2.Themedicalteam (ismadeof/ismadeupof)fiveexperienceddoctors. 3.Pleasefillthehole (with/in)sandandwater. 4.Theydidn’trealizetheirmistake (until/as)wetoldthem. 5.Mybrotherwasn’t (strongenough/enoughstrong)toliftthebox. Ⅱ.单项填空--- -1.Ifillajar water.AndIcoverthetop apieceofcardboard. A.with,with B.use,useC.with,use D.use,with2.Let’sdotheexperimentandsee willhappen. A.what B.when C.how D.where3.Iwill themthetheory. A.say B.speak C.talk D.tell4.Thewaterintheriver afteritrained. A.rise B.raise C.raised D.rose5.Youneedn’tkeepthecandle .It’sbrightenoughhere. A.burn B.toburn C.burning D.burnedⅢ.连词成句1.minutes,will,sun,the,rise,five,in(.)____________________________________________________________________________________________2.like,science,doing,experiments,do,you(?)____________________________________________________________________________________________3.high,the,did,how,rise,water(?)____________________________________________________________________________________________4.do,they,the,did,last,experiment,week(?)____________________________________________________________________________________________5.Kate,the,as,did,described,experiment,she,it(.)____________________________________________________________________________________________【Keys】 Ⅰ.1.useup 2.ismadeupof 3.with 4.until 5.strongenoughⅡ.1.A 2.A 3.D 4.D 5.CⅢ.1.Thesunwillriseinfiveminutes. 2.Doyoulikedoingscienceexperiments? 3.Howhighdidthewaterrise? 4.Didtheydotheexperimentlastweek? 5.Katedescribedtheexperimentasshedidit. [设计意图] 掌握本课的重点短语和句子之后,做词汇练习和句子练习,有效巩固本课所学知识点。StepⅥ.Summary Inthisclass,we’velearnthowtomakean experimentandpracticethisexperiment. [设计意图] 给学生以总结,让学生明确这节课的学习内容。StepⅦ.Homework 1.Finishofftheexercisesintheactivitybook. 2.PreviewLesson27. [设计意图] 让学生通过习题巩固本节知识点,并提前做好预习。Lesson26 KeeptheCandleBurningMainphrases:·useup·bemadeupofKeystructures:·Whenthecandlestopsburning,ithasusedupalltheoxygenintheair.·Becauseaboutonefifthoftheairismadeupofoxygen,thewaterrisesandfillsaboutonefifthofthejar.第三课时 Lesson27PlanetDanny--- - 1.记忆单词telescope,solar,certainly,unless,double,mystery;短语solarsystem,atnight,evenif。 2.掌握重点句型:①Itoldmyfatherthatwewerestudyingthesolarsystem.②Actually,doublethesizeofyourhouse!③Well,it’sworthatry,evenifIdon’tfindaplanet. 3.培养学生探索科学的精神。 4.理解课文意思并能回答课后的问题。 1.学会并能正确使用单词及短语:telescope,solar,certainly,unless,double,mystery,solarsystem,atnight,evenif。 2.能够运用下列句型:①Itoldmyfatherthatwewerestudyingthesolarsystem.②Actually,doublethesizeofyourhouse!③Well,it’sworthatry,evenifIdon’tfindaplanet. 1.能够正确应用本课的重点词汇telescope,solar,certainly,unless,double,mystery;掌握短语solarsystem,atnight,evenif。 2.掌握unless引导的条件状语从句与evenif引导的让步状语从句的用法。 思路一:本课的教学内容是冀教版九年级英语第五单元的第27课,主要以“丹尼星球”为题,让学生们了解更多关于探索宇宙奥秘的知识。通过师生互动,询问学生们有关星球、宇宙的问题,导入新课,以学生感兴趣的话题开篇,重点在于培养学生的学习兴趣。 思路二:本课的教学内容是冀教版九年级英语第五单元的第27课,主要以“丹尼星球”为题,让学生们了解更多关于探索宇宙奥秘的知识。通过本课的新词telescope引入新课,锻炼学生的口语表达能力。设置简单问题,让大部分同学都能回答出来,增强他们的自信心。 教师在课前设计教学PPT,准备录音机和磁带,多媒体等。StepⅠ.Leadin Leadingin【情景1】 T:Hello,everyone!Weliveontheearth.Outoftheearth,it’stheuniverse.Doyouknowit?Doyouknowtheplanet?Doyouknowthereislifeonotherplanets?OK,now,let’slearnaboutit. Letthestudentsdiscussthefollowingquestions: (1)Haveyoueverseenorusedatelescope? (2)Whatwouldyouliketouseatelescopefor? (3)Whatdoyouwanttofindusingthetelescope? (4)Canyoufindcreaturesintheouterspace? [设计意图] 通过询问学生们有关星球、宇宙等的问题,激发他们的学习兴趣。 Leadingin【情景2】 Showapictureofatelescope.--- - T:Goodmorning/afternoon,class.Lookatthispicture.What’sthisinEnglish? S1:It’satelescope. T:Haveyoueverplayedthetelescopetoys? S2:Yes,that’sfunny. T:Whatarethethingslikethroughthetelescope? S3:They’rebigger,doublesizesormore. T:Canyoufindaplanetwiththem? S4:No,it’samystery. T:Youcan’tfindoneunlessyouhaveabiggertelescope. [设计意图] 通过本课的新词telescope导入新课,锻炼学生的口语表达能力。StepⅡ.Presentation TheteachershowsthenewwordsonPPT.Askstudentstotrytoreadthesewords.Thestudentsfollowtheteacherthreetimes.Thengivethestudentsfiveminutestorememberthewords.Letstudentsspellandreadthemonebyone. [设计意图] 教师以PPT的形式呈现本课中出现的生词,领着学生们朗读并记忆,为下面的课文学习做好充分准备。StepⅢ.Listening 1.ShowLet’sDoIt!No.2onPPT. Listentothedialogueandtickthecorrectanswers. (1)WhatdidDannydolastnight? Hetriedtostudythemoon. Hetriedtofindanewplanet. (2)WhatdidDannyuse? Atelescope. Abook. (3)WhatdidDannyneed? Moresleep. Morestars. 【Keys】 (1)Hetriedtofindanewplanet. (2)Atelescope. (3)Moresleep. 2.PlaythelisteningmaterialforLesson27.Playitonceandaskthestudentsjusttolisten. 3.Playtheaudiotapeasecondtimeandaskthestudentstocompletetheexercise. 4.Checktheanswers. [设计意图] 听录音前,让学生把问题和选项通读一遍,以便掌握听力策略。学生反复听磁带并跟读。第一次听,要求学生大概理解对话的意思。第二次听,改为一句一句听,仔细听出每句话的内容并完成问题。通过反复听磁带并跟读,培养学生们听说的能力。StepⅣ.Reading 1.Readthetextaloud. T:Boysandgirls,it’sourreadingtime.Pleasereadafterthevideoandyoushouldpaymoreattentiontoyourpronunciation. [设计意图] 让学生大声朗读课文,对课文的意思有个大致的了解,对于培养学生的正确发音以及培养学生的语感都有重要作用。 2.Scanreading. T:Boysandgirls,nowthatyouhaveknownsomethingaboutthistext,let’sreadthedialoguetogetmoreaboutit.Pleasereadquicklyanddothefollowingexercises.(ShowLet’sDoIt!No.1onPPT.)--- - Readthelessonandwritetrue(T)orfalse(F). (1)Dannyisstudyingthesolarsystematschool. (2)DannyislookingthroughthetelescopewhenJennyandBriancometovisit. (3)Duringtheday,Dannycanseemanystarsintheskythroughthetelescope. (4)JennyandBrianwilljoinDannyaftersupper. (5)Dannyhasdiscoveredanewplanet. 【Keys】 (1)T (2)T (3)F (4)T (5)F [设计意图] 要求学生快速地把握课文信息,学会找关键句,不用详读,快速跳读,以找出答案为目的。 3.Carefulreading. T:Welldone!Boysandgirls!Nowthistime,Iwillmaketheexercisealittlemoredifficult.Readthelessonagainandfillintheblanks. ShowLet’sDoIt!No.3onPPT. Readthelessonandfillintheblanks. OnSaturdayafternoon,BrianandJennyvisitedDannyathishouse.Whentheyarrived,Dannywasoutsidelooking atelescope.BrianandJennylaughedatDannybecausehewasusingthewrong ofthetelescope.Ofcourse,Dannycouldn’tseethe duringtheday.BrianandJennyalsowantedtojoinDanny.Theydecidedtocomebackaftersupper.Afterthesunwentdown,theycouldseethestars.Dannyhopedto anewplanet. 【Keys】 through,end,stars,discover☆教材解读☆ Dannyhopedtodiscoveranewplanet. hope意为“希望”,其后可接动词不定式或从句,但不能接复合宾语,对于一些期待/不期待发生的事情可使用Ihopeso.“我希望如此”/Ihopenot.“我不希望如此”。 [设计意图] 再次阅读对话,着重考查其主要内容的概括,更深层次地理解文章。 4.Readthetextandfindoutmainphrasesandsentences. Mainphrases: ·solarsystem ·atnight ·evenif ·turnaround/round Mainsentences: ·Whentheyarrive,Dannyisoutsideintheyard. ·HesaidthatIcouldusehistelescope. ·MaybeBrianandIcanjoinyouaftersupper. ·Idon’tthinkyoucanfindoneunlessyouhaveabiggertelescope. ·Actually,doublethesizeofyourhouse! ·Well,it’sworthatry,evenifIdon’tfindaplanet. ·Maybewe’llfindotheramazingthings!☆教材解读☆ 1.Whentheyarrive,Dannyisoutsideintheyard. arrive为不及物动词,意为“到达,来到”,后接表地点的名词时,需使用介词in或at。in用于指较大的地点,at则指比较具体的小地点。arriveat/in与getto/reach同义。 2.HesaidthatIcouldusehistelescope. 本句含有that引导的宾语从句。无论主句是陈述句还是疑问句,宾语从句都应使用陈述语序。含宾语从句的复合句,主从句谓语动词的时态呼应包括以下三点: (1)如果主句的谓语动词是一般现在时,宾语从句的谓语动词可根据需要,选用相应的时态。 (2)如果主句的谓语动词是一般过去时,宾语从句的谓语动词应用相应的过去时态。--- - (3)如果宾语从句所表示的是客观事实、普遍真理、自然现象或习惯性动作等,不管主句用什么时态,从句时态都用一般现在时。 3.Dannyturnsthetelescopearoundandlooksthroughitagain. turnaround/round意为“调转方向,转身”。 4.MaybeBrianandIcanjoinyouaftersupper. ◆maybe为副词,意为“也许”;may是情态动词,也表示“也许”,但后面必须跟动词原形。 ◆join为及物动词,意为“参加,加入”,其后可接人,也可接表示团体、组织、党派等的名词。join为非延续性动词,和表示一段时间的状语连用时应变为bein。 5.Idon’tthinkyoucanfindoneunlessyouhaveabiggertelescope. unless为连词,意为“除非,如果不”。由unless引导的条件状语从句既可以是真实条件,也可以是非真实条件。unless通常相当于if…not…。 6.Actually,doublethesizeofyourhouse! double可作名词或形容词,意为“两倍(的);双重(的)”,也可作动词,意为“使加倍”。 7.Well,it’sworthatry,evenifIdon’tfindaplanet. ◆worth意为“相当……价值,值得”,常用于beworth+n./doing结构。 ◆evenif为从属连词词组,表示假设情况,意为“即使……”,用来引导让步状语从句。 8.Maybewe’llfindotheramazingthings! amazing是amaze的-ing形式,意为“(令人)惊异的”;过去分词amazed则表示“(感到)惊异的”。 9.Theearth,thesunandthemoonallbelongtothesolarsystem. belongtosb.意为“属于某人”,相当于besb.’s。belongto不能用于进行时态和被动语态。 10.Scientistssaytheuniversecontainsbillionsofgalaxies. billionsof意为“数十亿计的”,billion,million,thousand,hundred等数词与具体数字或限定词some,afew,many等词连用时,其后不应加-s。 [设计意图] 学生是学习的主体,教师要努力调动学生学习的积极性和主动性,通过组内合作讨论,探究,找出对话中的关键单词和短语,把所学的知识转化为学习能力。StepⅤ.Task 1.ShowLet’sDoIt!No.4onPPT. Whatinterestsyouaboutthesolarsystem?Ifyouhadachancetogotospace,wouldyougo?Shareyourideaswithapartner. 2.Askthestudentstosharetheirideaswithapartner.Thepersonlisteningshouldwritedowntheideasofthepersonwhoisspeaking. 3.Haveeachstudentpresenttheirpartner’sideasaboutgoingtospaceingroupsortotheclass. [设计意图] 锻炼学生的口语表达与写作能力,同时培养学生的合作意识。StepⅥ.PracticeⅠ.用方框中所给词的适当形式填空other,try,my,big,amaze1.Whydoyouthinkscienceis ? 2.Nothinghappened,thoughhe hisbest. 3.Yourappleismuch thanmyapple. 4.Ihavetwofriends.OneisinClassFour,andthe isinClassFive. 5.Thiscoatisblue,but isblack. Ⅱ.根据句意及首字母提示补全单词1.Withat ,youcanseestarsintheskyatnight. 2.Withouttreatment,shewillalmostc die. 3.Don’taskmetoexplainu youreallydon’tunderstand. 4.Accordingtotheresearch,thetotaloutputisd thatoflastyear. 5.Inthisway,hewasabletosolvethem . Ⅲ.句型转换--- -1.ThecameramustbeMike’s.(同义句转换)Thecameramust Mike. 2.Ifyoudon’tgoforit,yourdreamwon’tcometrue.(同义句转换)Yourdream cometrue yougoforit. 3.HedecidedtojoinanEnglishclub.(同义句转换)He tojoinanEnglishclub. 4.IhopeIcanpasstheexam.(改为简单句)I passtheexam. 5.Iwouldliketohaveacupofcoffee.(同义句转换)I acupofcoffee. 【Keys】 Ⅰ.1.amazing 2.tried 3.bigger 4.other 5.mineⅡ.1.telescope 2.certainly 3.unless 4.double 5.mysteryⅢ.1.belongto 2.won’t,unless 3.madedecisions4.hopeto 5.feellikehaving [设计意图] 在掌握了课文中的重点句子和短语之后,做词汇练习和句子练习,能有效巩固本课所学知识。StepⅦ.Summary Inthisclass,we’veknownaboutthesolarsystemandwhatatelescopeis. [设计意图] 给学生以总结,让学生明确这节课的学习内容。StepⅧ.Homework 1.Finishofftheexercisesintheactivitybook. 2.PreviewLesson28. [设计意图] 让学生通过习题巩固本节课知识点,并提前做好预习。Lesson27 PlanetDannyMainphrases:·solarsystem·atnight·evenif·turnaround/roundKeystructures:·Itoldmyfatherthatwewerestudyingthesolarsystem.·Actually,doublethesizeofyourhouse!·Well,it’sworthatry,evenifIdon’tfindaplanet.第四课时 Lesson28TheStudyofLivingThings 1.记忆单词biology,butterfly,migrate,fantastic,completely,grandchild,female,milkweed,chemical,puzzling;短语growup,drawone’sattention,asmanyas…,leavefor,cutdown。 2.掌握重点句型:①FantasticfactsaboutthebutterflyhavebeendrawingDr.Taylor’sattention.②Thebutterfliesthatreturntothesoutharethegreat-greatgrandchildrenofthebutterfliesthatleftforthenorth. 3.通过本课的学习,了解蝴蝶的生活习性。--- - 4.能够用英语表达大自然的一些奥秘。 1.学会并能正确使用单词及短语:biology,butterfly,migrate,fantastic,completely,grandchild,female,milkweed,chemical,puzzling,growup,drawone’sattention,asmanyas…,leavefor,cutdown。 2.能够运用下列句型:①FantasticfactsaboutthebutterflyhavebeendrawingDr.Taylor’sattention.②Thebutterfliesthatreturntothesoutharethegreat-greatgrandchildrenofthebutterfliesthatleftforthenorth. 3.能够用英语表达大自然的一些奥秘。 1.能够正确应用本课的重点词汇biology,butterfly,migrate,fantastic,completely,grandchild,female,milkweed,chemical,puzzling;掌握短语growup,drawone’sattention,asmanyas…,leavefor,cutdown。 2.激发学生兴趣,向他人介绍自己所参加的保护生物的活动。 思路一:本课的教学内容是冀教版九年级英语第五单元的第28课,主要以“生物学习”为题,通过设计几个学生感兴趣的问题导入新课,调动他们的学习积极性。 思路二:本课的教学内容是冀教版九年级英语第五单元的第28课,主要以“生物学习”为题,直接导入与本课有关的话题,帮助学生尽快融入情景之中,通过小组合作探究,找出本课的重点短语及重点句型,共同解决疑难。 教师在课前设计教学PPT,准备录音机和磁带,多媒体等。StepⅠ.Leadin Leadingin【情景1】 T:Hello,everyone.Whatdowecallthesciencethatstudieslivingthings? S1:Biology! T:That’sright.Whatarelivingthings? S2:Animals. S3:Insects. S4:Humans. S5:Plants. T:Yes.Doyouknowwhatwecallapersonwhodoesbiology? S6:Abiologist. T:Yes.Fantastic. [设计意图] 设计几个学生感兴趣的话题,师生互动导入本课,渲染课堂气氛,激发学生的学习兴趣。 Leadingin【情景2】 T:Goodmorning/afternoon,everyone.Thetitleoftoday’slessonis“TheStudyofLivingThings”.Whatjobdoyouwanttodoafteryougraduatefromhighschool?Wouldyouliketobeabiologist?Dr.ChipTaylorwhoisabiologistwillgiveusalecture. Allowseveralstudentstorespond. [设计意图] 直接导入与本课有关的话题,帮助学生尽快融入情景之中,为下面的学习做好铺垫。StepⅡ.Presentation--- - TheteachershowsthenewwordsonPPT.Askstudentstotrytoreadthesewords.Thestudentsfollowtheteacherthreetimes.Thengivethestudentsfiveminutestorememberthewords.Letstudentsspellandreadthemonebyone. [设计意图] 教师以PPT的形式呈现本课中出现的生词,领着学生们朗读并记忆,为下面的课文学习做好充分准备。StepⅢ.Reading 1.Readthetextaloud. T:Boysandgirls,it’sourreadingtime.Pleasereadafterthevideoandyoushouldpaymoreattentiontoyourpronunciation. [设计意图] 让学生大声朗读课文,对课文的意思有个大致的了解,对于培养学生的正确发音以及培养学生的语感都有重要作用。 2.Carefulreading. Givethestudentsseveralminutestoreadthetextbythemselves. ShowLet’sDoIt!No.1onPPT. Readthelessonandcompletethetable.Fantasticfactsaboutbutterflies·Thebutterfliesalways tothesamesmallpieceofforestand thewinterthere. ·Thebutterfliesthatreturntothesoutharethegreat-greatgrandchildrenofthebutterfliesthatleftforthenorth.·Thefemales eggsononlyoneplant:milkweed. ThingsthatDr.Taylorworriesabout·InMexico,peoplecutdownthetreesthatthebutterfliesneedto on. ·IntheU.S.andCanada,farmersusechemicalsthat milkweed. Thingsthatscientistscan’tunderstand·Howdothebutterfliesknowwhentoflysouth?·Howdothegreat-greatgrandchildrenofthebutterflies thesameforest? 【Keys】 return/fly,spend,lay,rest,kill,find [设计意图] 通过细读课文,加深了学生们对课文的理解,同时也锻炼了学生们的口语表达能力。问题更加细化,可以更深层次地挖掘文章内容的细节。 3.Readthetextandfindoutmainphrasesandsentences. Mainphrases: ·drawone’sattention ·asmanyas… ·leavefor ·cutdown Mainsentences: ·FantasticfactsaboutthebutterflyhavebeendrawingDr.Taylor’sattention. ·Thebutterfliesthatreturntothesoutharethegreat-greatgrandchildrenofthebutterfliesthatleftforthenorth. ·Whentheybegintotravelnorthinspring,thefemaleslayeggs. ·Scientistsstilldon’tunderstandhowthebutterfliesknowwhentoflysouth. ·Thisisbothpuzzlingandinterestingformanyscientists. ·Therearemanymysteriesyettobediscoveredbythoseinterestedinscience.☆教材解读☆ 1.FantasticfactsaboutthebutterflyhavebeendrawingDr.Taylor’sattention. ◆havebeendoingsth.是现在完成进行时,意为“一直在做某事”,表示从过去某时开始的某个动作或状态一直延续到现在,而且还在进行。常常表示动作的延续性、重复性以及感情色彩等。 ◆drawone’sattention意为“吸引某人的注意力”。 2.Here,asmanyas230millionbutterfliesspendthewinter. --- - ◆as…as…意为“与……一样……”,两个as之间可加形容词或副词的原级;也可加“many+复数名词”,“much+不可数名词”或“形容词+a/an+单数名词”,还可以在as…as…前加twice,half等词表示前后者倍数或分数关系。as…as的否定形式为notas/so…as…。 ◆spend为及物动词,意为“度过,花(钱/时间)”,常用于固定结构:spendtime/money(in)doingsth.花费时间/金钱做某事;spendtime/moneyonsth.在某物上花费时间/金钱;spendtimewithsb.和某人一起度过时光,句子的主语应为人,spend的过去式和过去分词都是spent。 3.Thebutterfliesthatreturntothesoutharethegreat-greatgrandchildrenofthebutterfliesthatleftforthenorth. ◆thatreturntothesouth和thatleftforthenorth都是定语从句。 ◆leavefor意为“动身去……”。leave意为“离开”,是位移动词,可使用现在进行时表将来;leave与表示一段时间的状语连用时,应改为beaway(from)。 4.Whentheybegintotravelnorthinspring,thefemaleslayeggs. ◆本句中的travel为动词,原意是“旅游,旅行”,此处意为“迁徙”。 ◆本句中的north为副词,意为“向北方”,也可说:traveltothenorth,此时north为名词。 ◆layeggs意为“产卵”。 【注意】 lay的过去式和过去分词为laid,现在分词为laying。 5.ButinMexico,peoplecutdownthetreesthatthebutterfliesneedtorestonbecausetheywantmorelandforfarming. ◆本句中的cutdown意为“砍伐”。 ◆rest在本句中意为“暂停;停止”。 6.Scientistsstilldon’tunderstandhowthebutterfliesknowwhentoflysouth. whentoflysouth意为“什么时间飞往南方”,是“特殊疑问词+动词不定式”结构。“疑问词+动词不定式”结构实质上是一个名词性结构,它可以改为一个宾语从句。此时从句与主句的主语是一致的。 7.Thisisbothpuzzlingandinterestingformanyscientists. both…and…意为“……和……”,用于连接两个并列成分。both…and…连接两个并列成分作主语时,谓语动词使用复数形式。both…and…的同义词组为notonly…but(also)…,意为“不仅……而且……”,反义词组为neither…nor…,意为“既不……也不……”。 8.Therearemanymysteriesyettobediscoveredbythoseinterestedinscience. interestedinscience表示“对科学感兴趣的”,作定语,修饰those。beinterestedin表示“对……感兴趣”。 [设计意图] 学生是学习的主体,教师要努力调动学生学习的积极性和主动性,通过组内合作讨论,探究,找出课文中的关键单词,短语和句子,把所学的知识转化为学习能力。StepⅣ.Task 1.ShowLet’sDoIt!No.3onPPT. Workingroupsofthreetoplayagame. Tasktips:Eachgroupshouldpreparesomepiecesofpaperanddividethemintothreecolumns.StudentAwritesaperson’snameinthefirstcolumn,foldsthepaperandpassesittoStudentB.StudentBwritesastatementbeginningwith“who”,foldsthepaperandpassesittoStudentC.StudentCmustfinishthesentenceandreaditoutloud. Example: Mr.Brown whoisabiologist willgiveusatalk 2.Instructthestudentstoworkingroupstoplaythisgame.Followtheinstructionsinthestudent’sbook. 3.Havethestudentssharetheresultsfromtheirgamewiththeclass. [设计意图] 锻炼学生的口语表达能力。StepⅤ.PracticeⅠ.ShowLet’sDoIt!No.2.Jointhesentencestomakeattributiveclauses. Example: Wedidsomeexperimentsyesterday.Theexperimentswerefantastic. Theexperimentsthatwedidyesterdaywerefantastic.--- -1.Iaskedhimtomailtheletter.Iwrotethelettertomycousin.____________________________________________________________________________________________2.YesterdayImetaboy.Theboyisanewmemberinourartclub.____________________________________________________________________________________________3.Marywascarryingabag.Thebagcostheralotofmoney.____________________________________________________________________________________________4.Footballisateamsport.Footballispopularallovertheworld.____________________________________________________________________________________________☆教材解读☆ Theexperimentsthatwedidyesterdaywerefantastic. that引导定语从句,关系代词that代替先行词experiments在定语从句中作did的宾语,可省略。此时,也可使用关系代词which。 【拓展】 在下列情况下,关系代词只能使用that而不能使用which: 不定代词作先行词时;先行词前有序数词或形容词的最高级时;先行词中既有人也有物时;先行词前有theonly,just,next等词修饰时;当主句是who/which开头的特殊疑问句时。Ⅱ.用方框中所给词或短语的适当形式填空cutdown,fantastic,draw…attention,butterfly,complete1.Look!Therearemany amongtheflowers. 2.Ifyou thetree,youwoulddoharmtotheenvironmenthere. 3.Theflowersare . 4.I forgotaboutit. 5.Thestranger policemen’s . Ⅲ.单项填空1.Studyingingroupsisnecessary youwanttodowellinschool. A.if B.until C.unless D.though2.LiMing’sshoesareas asZhangLei’s. A.cheap B.cheaperC.thecheaper D.thecheapest3.Haveyoureadthebook isaboutLiKaifu? A.what B.it C./ D.which4.MyEnglish alot.IcantalkwithmyEnglishteacherinEnglish. A.improve B.isimprovedC.hasimproved D.improving5.Thisbutterfly eggsonthemilkweed. A.lies B.lays C.lain D.lying6.Ithinkthethreeexperiments wedidyesterdaywerefantastic. A.what B.that C.who D.whose【Keys】 Ⅰ.1.Iaskedhimtomailtheletterwhich/that/不填Iwrotetomycousin. 2.YesterdayImetaboywho/thatisanewmemberinourartclub. 3.Marywascarryingabagwhich/thatcostheralotofmoney. 4.Footballisateamsportwhich/thatispopularallovertheworld.Ⅱ.1.butterflies 2.cutdown 3.fantastic 4.completely 5.drew,attentionⅢ.1.A 2.A 3.D 4.C 5.B 6.B [设计意图] 在掌握了课文中的重点句子和短语之后,做词汇练习和语法练习,能有效巩固本课所学知识。StepⅥ.Summary Inthisclass,we’velearnedthestudyoflivingthings. [设计意图] 给学生以总结,让学生明确这节课的学习内容。StepⅦ.Homework--- - 1.Finishofftheexercisesintheactivitybook. 2.PreviewLesson29. [设计意图] 让学生通过习题巩固本节课知识点,并提前做好预习。Lesson28 TheStudyofLivingThingsMainphrases:·drawone’sattention·asmanyas…·leavefor·cutdownKeystructures:·FantasticfactsaboutthebutterflyhavebeendrawingDr.Taylor’sattention.·Thebutterfliesthatreturntothesoutharethegreat-greatgrandchildrenofthebutterfliesthatleftforthenorth.第五课时 Lesson29DNA—TheStoryofYou 1.记忆单词DNA,blueprint,general,complex,twin,repeat,pattern,identify,related,grandson,granddaughter,instruction;短语ingeneral,exceptfor,berelatedto,billionsof。 2.掌握重点句型:①Ingeneral,ablueprintisadrawingthatshowshowtoputahousetogetherwithmanydifferentparts.②Butbuildingalivingthingisfarmorecomplexthanbuildingahouse.③YouhaveyourownuniqueDNA,butitrepeatspatternsfromyourparents’DNA.④FromyourDNA,scientistscanidentifynotonlyyou,butalsopeoplewhoarerelatedtoyou. 3.能够用英语向他人介绍自己所知道的有关DNA的知识。 4.能够理解课文内容并回答课后的问题。 1.学会并能正确使用单词及短语:DNA,blueprint,general,complex,twin,repeat,pattern,identify,related,grandson,granddaughter,instruction,ingeneral,exceptfor,berelatedto,billionsof。 2.能够运用下列句型:①Ingeneral,ablueprintisadrawingthatshowshowtoputahousetogetherwithmanydifferentparts.②Butbuildingalivingthingisfarmorecomplexthanbuildingahouse.③YouhaveyourownuniqueDNA,butitrepeatspatternsfromyourparents’DNA.④FromyourDNA,scientistscanidentifynotonlyyou,butalsopeoplewhoarerelatedtoyou. 1.能够正确应用本课的重点词汇:DNA,blueprint,general,complex,twin,repeat,pattern,identify,related,grandson,granddaughter,instruction;掌握短语ingeneral,exceptfor,berelatedto,billionsof。 2.能够用英语向他人介绍自己所知道的有关DNA的知识。--- - 思路一:本课的教学内容是冀教版九年级英语第五单元的第29课,以“DNA”为主题。通过展示图片,询问学生们“他们看起来一样吗?为什么一样?他们看起来不同吗?为什么不同?”引导学生们发现他们看起来相似的原因是由于DNA。通过设置学生感兴趣的话题导入新课,激发他们的学习兴趣,调动他们的积极性和主动性。 思路二:本课的教学内容是冀教版九年级英语第五单元的第29课,以“DNA”为主题。通过师生对话,直接导入本课话题DNA。通过小组合作探究,找出文中的重点短语和句子,共同解决疑难。 教师在课前设计教学PPT,准备录音机和磁带,多媒体等。StepⅠ.Leadin Leadingin【情景1】 T:Hello,class.Todaywe’lllearnLesson29.(TheteachershowstwopicturesonPPT.)Pleaselookatthepictures.Aretheylookthesame?Aretheredifferencesbetweenthem? S1:InPicture1,theylookthesame.InPicture2,theyaredifferent. T:Whydosomestudentslookdifferent?Andwhydocousinslooksimilar? Ss:BecauseofDNA. T:Welldone.Nowlet’slearnLesson29:DNA—TheStoryofYou. [设计意图] 通过展示图片,设置学生感兴趣的问题,引出本课话题——DNA。激发了学生的学习兴趣。 Leadingin【情景2】 T:Goodmorning/afternoon,everyone.WhatisDNA?WhatdoesDNAstandfor? S1:DNAissomethingthatalllivingthingshave. S2:DNAcarriesthegeneticinformationthatmakeseverylivingthingwhatitis. T:Verygood.DNAisshortforthefullscientificterm“deoxyribonucleicacid”.That’shardtosay.DNAismucheasier.EverylivingthinghasitsownDNA.DNAholdstheinformationandinstructionsforcreatingalivingthing.Forexample,IhavestraightblackhairbecausepartoftheinstructionsinmyDNAwastogivemestraightblackhair.Mygrandmotherhasthesamestraightblackhair.Ihavepartofmygrandmother’sDNA. [设计意图] 教师采用直接导入的方法,引出本课话题——DNA,使学生很直观地进入本课的学习,为下面的学习奠定基础。StepⅡ.Presentation TheteachershowsthenewwordsonPPT.Askstudentstotrytoreadthesewords.Thestudentsfollowtheteacherthreetimes.Thengivethestudentsfiveminutestorememberthewords.Letstudentsspellandreadthemonebyone. [设计意图] 教师以PPT的形式呈现本课中出现的生词,领着学生们朗读并记忆,为下面的课文学习做好充分准备。StepⅢ.Reading 1.Readthetextaloud. T:Boysandgirls,it’sourreadingtime.Pleasereadafterthevideoandyoushouldpaymoreattentiontoyourpronunciation. [设计意图] 让学生大声朗读课文,对课文的意思有个大致的了解,对于培养学生的正确发音以及培养学生的语感都有重要作用。 2.Carefulreading. T:Boysandgirls,nowthistime,I’llmaketheexercisealittlemoredifficult.Readthelessonagainandanswerthequestions. ShowLet’sDoIt!No.1onPPT. Readthelessonandanswerthequestions. (1)Whatisablueprint? (2)Whichismorecomplex,buildingalivingthingorbuildingahouse? (3)DosometwinshavethesameDNA? (4)IsitpossibletochangeyourDNA?--- - (5)WhoseDNAisrelatedtoyours? 【Keys】 (1)Ablueprintisadrawingthatshowshowtoputahousetogetherwithmanydifferentparts. (2)Buildingalivingthingisfarmorecomplexthanbuildingahouse. (3)Yes,theydo. (4)Yes,itis.Inthefuture,scientistsmightbeabletochangeourDNA. (5)Peoplewhoarerelatedtome.Forexample,myparentsandgrandparents. [设计意图] 要求学生认真阅读课文,把握课文信息,回答问题,对文章内容有更深层次的理解。 3.Readthetextandfindoutmainphrasesandsentences. Mainphrases: ·ingeneral ·exceptfor ·berelatedto ·billionsof Mainsentences: ·WhatcanscientistsdowithDNA? ·Butbuildingalivingthingisfarmorecomplexthanbuildingahouse. ·Exceptforsometwins,everylivingthinghasitsownuniqueDNA. ·SomehealthproblemscanbecausedbyproblemsinyourDNA. ·Inthefuture,scientistsmightbeabletochangeyourDNA. ·TherearecopiesofyourDNAineverypartofyourbody. ·YouhaveyourownuniqueDNA,butitrepeatspatternsfromyourparents’DNA. ·YourDNAhasbillionsofinstructionsthatexplainwhyyouarethewayyouare. ·It’soneofthemostamazingthingsontheearth!☆教材解读☆ 1.WhatcanscientistsdowithDNA? dowith为固定短语,意为“处理”,强调对象,与疑问词what连用。 【拓展】 dealwith也意为“对待,处理”,侧重处理的方式、方法,与疑问词how连用。 2.Ingeneral,ablueprintisadrawingthatshowshowtoputahousetogetherwithmanydifferentparts. ◆ingeneral意为“一般而言,概括说来”,通常置于句首,也可以用generallyspeaking来表示。 ◆different为形容词,意为“不同的”,常用于以下结构中:bedifferentfrom与……不同;bedifferentin…在……上不同。 3.Butbuildingalivingthingisfarmorecomplexthanbuildingahouse. ◆living为形容词,意为“活着的,活的”,常作定语。 ◆far为副词,意为“非常,远远”,用来修饰形容词和副词的比较级,表示程度。 【拓展】 同样用法的词还有even“甚至”;rather“相当”;much“……得多”;alittle/bit“有点”;alot“……得多”等等。 4.Exceptforsometwins,everylivingthinghasitsownuniqueDNA. ◆exceptfor意为“除……之外,要不是由于”,它要求排除的是不同类的。 【辨析】 exceptfor,except,besides,but (1)exceptfor意为“除了”,表示对主体的肯定和局部的否定,用于不同类的事物间。 (2)except可用作介词,意为“除了……之外”,表示同类事物间的排除关系。 (3)besides可用作介词,意为“除……之外”,表示同类事物间的叠加关系。 (4)but可用作介词,意为“除……之外”,常与no,all,every,each,none,nobody等词连用,有时可与except互换。 ◆every为形容词,意为“每一的,每一个的”,其后接单数名词;“every+单数名词”作主语时,谓语动词用单数;every强调整体概念,不能直接与of连用,指三者及三者以上中的每一个。 【拓展】 each可作形容词,意为“每个的”,也可用作代词,意为“每个”,each作形容词时只能作定语,其后接单数名词;“each+单数名词”或each作主语时,谓语动词用单数;each强调个体,可与of连用,指两者及两者以上中的每一个。 【注意】 “every/each+单数名词+and+every/each+单数名词”结构作主语时,谓语动词用单数形式。--- - ◆own作形容词,意为“自己的”,位于物主代词或名词所有格之后,还可作动词,意为“拥有”,其后宾语多表示房屋、土地或财产等,其名词形式为owner,意为“物主”。 5.SomehealthproblemscanbecausedbyproblemsinyourDNA. ◆health为不可数名词,意为“健康”,常构成短语ingood/badhealth,意为“健康/不健康”。 【拓展】 (1)healthy为形容词,意为“健康的”;unhealthy意为“不健康的”,keep/stayhealthy意为“保持健康”。 (2)healthily为副词,意为“健康地”,eathealthily意为“吃得健康”。 ◆cause为及物动词,意为“引起,导致,发生”,后面可接双宾语,也可接动词不定式作宾语补足语。 【拓展】 cause作名词,意为“原因,起因”。指导致某种结果、造成一种事实的原因,通常与of连用。 6.Inthefuture,scientistsmightbeabletochangeyourDNA. beableto意为“能,会”,表示通过努力而获得的能力,强调结果,可用于各种时态,其后接动词原形。 7.YouhaveyourownuniqueDNA,butitrepeatspatternsfromyourparents’DNA. ◆repeat为及物动词,意为“重复,重述”,后接名词或代词作宾语。 ◆parents’意为“父母亲的”,是复数名词的所有格形式。 8.FromyourDNA,scientistscanidentifynotonlyyou,butalsopeoplewhoarerelatedtoyou. ◆identify为及物动词,意为“确认,识别,鉴别”,后接名词或代词作宾语。 ◆berelatedto意为“和……有联系,和……有关,与……有亲戚关系”。related为形容词,意为“有关的,相关的”。relate为动词,意为“把……联系起来”,常与to或with搭配。 9.YourDNAhasbillionsofinstructionsthatexplainwhyyouarethewayyouare. 本句句末的youare是theway的定语从句。theway的定语从句的引导词可用inwhich,或用that,也可以不用引导词。way在本句中意为“情况,状态”。 10.It’soneofthemostamazingthingsontheearth! oneofthemostamazingthings意为“最令人惊奇的事情之一”,为“oneofthe+形容词的最高级+复数名词”结构。其中定冠词the也可使用形容词性的物主代词来代替。 [设计意图] 学生是学习的主体,教师要努力调动学生学习的积极性和主动性,通过组内合作讨论、探究,找出课文中的关键单词、短语和句子,把所学的知识转化为学习能力。StepⅣ.Task 1.ShowLet’sDoIt!No.4onPPT. IsitagoodideatochangetheDNAofthefoodweeat?Somepeoplesaydoingthismakesourfoodbetter.Othersthinkit’stoodangerous.SearchtheInternetforinformationandwritedownyourideas. 2.HavethestudentsconsiderthequestionsinLet’sDoIt!No.4. 3.Havethemcompletethistaskandresearchgeneticallymodifiedfood.Theirresearchshouldanswerthefollowingquestions: ·Doyouthinkit’sagoodideatochangetheDNAofthefoodweeat?Whyorwhynot? ·Whataresomeofthepositivesofgeneticallymodifiedfood? ·Whataresomeofthenegativesofgeneticallymodifiedfood? 4.Havethegroupspresenttheirresearchintheformofacommercialthatiseitheradvertisingthecontinuationofgeneticallymodifiedfoodortheendofit. [设计意图] 锻炼学生的口语表达与写作能力,同时培养学生的合作意识。StepⅤ.PracticeⅠ.ShowLet’sDoIt!No.2.Fillintheblankswiththephrasesinthebox.ingeneral,exceptfor,notonly…butalso,relatedto,evenif,thesame…as…1.Yourhomeworkisquitegood afewspellingmistakes. 2. theyoung theoldlikepopmusic. 3.Kate’shairis colour hersister’s. 4. ,womenlivelongerthanmen. --- -5. manydifficultiesremain,wecanovercomethem. 6.Iswealth happiness? Ⅱ.Completethepassagewiththesentencesinthebox.ChangingDNA DoyouknowDNAcanbechanged?Haveyoueverseenapigwithadog’sbody?Ofcoursenot!Pigsanddogscan’thavebabiestogether. Butnow,scientistscandoit.ScientistscantakeDNAfromonekindofanimalandputitintoanotherkindofanimal.TheycandesignnewplantsbycombiningtheDNAofotherplants. Somescientistsareworried.TheysayweneedtoknowmoreaboutDNAbeforewestartchangingit. Butwhatiftheplantsarebadforhumans,too? A.TheirDNAcan’tcombine.B.Wecanmakeplantsthatarebadforpests.C.TheycanevencombinetheDNAofaplantandananimal.Ⅲ.同义句转换1.BothyouandLindagiveusabigsurprise. you Linda usabigsurprise. 2.Ittakesmehalfanhourtocleanupmyroom.I halfanhour upmyroom. 3.Mybookisn’tthesameashis.Mybookis his. 4.Whatdoyoudowiththisproblem? doyou withthisproblem? 5.HecanspeakChinese.Heis speakChinese. 6.Idon’tknowhowIcouldbuildahouse.Idon’tknowhow ahouse. 【Keys】 Ⅰ.1.exceptfor 2.Notonly,butalso 3.thesame,as 4.Ingeneral 5.Evenif 6.relatedtoⅡ.A,C,BⅢ.1.Notonly,butalso,gives 2.spend,cleaning3.differentfrom 4.How,deal 5.ableto 6.tobuild [设计意图] 在掌握了课文中的重点句子和短语之后,做词汇、句子、短文练习,能有效巩固本课所学知识点。StepⅥ.Summary Inthisclass,we’velearnedDNA. [设计意图] 给学生以总结,让学生明确这节课的学习内容。StepⅦ.Homework 1.Finishofftheexercisesintheactivitybook. 2.PreviewLesson30. [设计意图] 让学生通过习题巩固本节课知识点,并提前做好预习。Lesson29 DNA—TheStoryofYouMainphrases:·ingeneral·exceptfor·berelatedto·billionsofKeystructures:·Ingeneral,ablueprintisadrawingthatshowshowtoputahousetogetherwithmanydifferentparts.--- -·Butbuildingalivingthingisfarmorecomplexthanbuildingahouse.·FromyourDNA,scientistscanidentifynotonlyyou,butalsopeoplewhoarerelatedtoyou.第六课时 Lesson30ScienceAffectsUs 1.记忆单词affect,suggest,development,mobilephone,discovery;短语turn…over,pushup,pushdown,inplace。 2.掌握重点句型:①Isuggestyoutryit,too!②Coverthejarwiththecardboardandturnthejarover.③Theairpressurepushinguponthecardboardishigherthanthatofthewaterpushingdownfrominsidethejar.④Thehigherairpressureoutsidethejarholdsthecardboardinplace.⑤Scientificdiscoveriesaremakingourlivesbetterandbetter. 3.能够运用所学知识介绍自己所做过的科学实验。 4.理解课文意思并能回答课后的问题。 1.学会并能正确使用单词及短语:affect,suggest,development,mobilephone,discovery,turn…over,pushup,pushdown,inplace。 2.能够运用下列句型:①Isuggestyoutryit,too!②Coverthejarwiththecardboardandturnthejarover.③Theairpressurepushinguponthecardboardishigherthanthatofthewaterpushingdownfrominsidethejar.④Thehigherairpressureoutsidethejarholdsthecardboardinplace.⑤Scientificdiscoveriesaremakingourlivesbetterandbetter. 1.能够正确应用本课的重点词汇affect,suggest,development,mobilephone,discovery;掌握短语turn…over,pushup,pushdown,inplace。 2.能够运用所学知识用英语介绍自己所做过的科学实验。 思路一:本课的教学内容是冀教版九年级英语第五单元的第30课,以“科学影响着我们”为题,以一些有趣的科学事实导入新课。以学生感兴趣的知识导入,激发学生们的学习兴趣,引导学生自主参与其中,寻找信息,使他们的英语能力得以提高。 思路二:本课的教学内容是冀教版九年级英语第五单元的第30课,以“科学影响着我们”为题,通过师生互动,讨论本课的标题导入新课,通过小组合作探究,找出文中的重点短语和句子,共同解决疑难。 教师在课前设计教学PPT,准备录音机和磁带,多媒体等。StepⅠ.Leadin Leadingin【情景1】 T:Hello,everyone.Let’slookatsomefunandinterestingsciencefacts. ShowFunFactsonPPT.FunFacts:·Yournoseandearscontinuegrowingthroughoutyourentirelife.·Babiesblinkonlyonceortwiceaminutewhileadultsblinkaround10timesaminute.·Yourfingerprintsareuniqueandsoareyourtongueprints.--- -·Theearthisn’tperfectlyround.ItisslightlyflattenedattheNorthandSouthpoles.·Adog’shearingismoresensitivethanahuman’s.Dogscanhearnoisesthatwecan’t.·Ittakesyourbody12hourstocompletelydigestameal. T:OK.Nowlet’slearnLesson30—ScienceAffectsUs. [设计意图] 以一些有趣的科学事实导入本课,激发了学生的学习兴趣。 Leadingin【情景2】 T:Goodmorning/afternoon,everyone.Todaywe’lllearnLesson30.ThetitleisScienceAffectsUs.Doyouknowwhat“affect”means? S1:Theword“affect”inChinesemeans“影响”! T:Howdoesscienceaffectus? S2:Sciencechangesthewaywelive. S3:Scienceallowsustounderstandtheworldbetterandithelpstomakeourlivesbetterandeasier. S4:Becauseofsciencewehavemedicine. S5:Becauseofsciencewecanpredicttheweather. S6:Becauseofsciencewehavetechnologiesthatallowustotravelfardistancesandcommunicateeasilywithpeopleallovertheworld. T:Thoseareallfantasticanswers!Ingeneral,Ithinkwecansaythatscienceaffectsalmosteverypartofourlives.Nowlet’slearnthislessonandfindouthowscienceaffectsus. [设计意图] 通过师生互动,解读本课课题,让学生迅速融入课堂学习,激发学生的主动性与积极性。StepⅡ.Presentation TheteachershowsthenewwordsonPPT.Askstudentstotrytoreadthesewords.Thestudentsfollowtheteacherthreetimes.Thengivethestudentsfiveminutestorememberthewords.Letstudentsspellandreadthemonebyone. [设计意图] 教师以PPT的形式呈现本课中出现的生词,领着学生们朗读并记忆,为下面的课文学习做好充分准备。StepⅢ.Reading 1.Readthetextaloud. T:Boysandgirls,it’sourreadingtime.Pleasereadafterthevideoandyoushouldpaymoreattentiontoyourpronunciation. [设计意图] 让学生大声朗读课文,对课文的意思有个大致的了解,对于培养学生的正确发音以及培养学生的语感有重要作用。 2.Carefulreading. Givethestudentsseveralminutestoreadthetextbythemselves. Readthelessonandfillintheblanks. Scienceaffectspeople’s lives.Withoutthescientificdevelopmentsofrecentyears,ourliveswouldbeverydifferent.Canyouimaginelifewithoutcomputersor ?Scientific aremakingourlivesbetterandbetter.DNAisreallyoneofthemostamazingthingsontheearth.Manypeoplethinkitwill theworld. 【Keys】 everyday,mobilephones,discoveries,change [设计意图] 学生再次阅读课文,对课文内容有更进一步的了解,提取文章的大意。 3.Readthetextandfindoutmainphrasesandsentences. Mainphrases: ·belike ·turn…over ·pushup ·pushdown ·inplace Mainsentences: ·Everyonehereisfine. ·Isuggestyoutryit,too!--- - ·First,getajarfullofwaterandapieceofcardboard. ·Yes,scienceisinteresting,anditaffectsoureverydaylives. ·Ourliveswouldsurelybeverydifferentwithoutscientificdevelopments. ·Ialwayswonderwhatlifewouldbelikewithoutcomputersormobilephones. ·Scientificdiscoveriesaremakingourlivesbetterandbetter.☆教材解读☆ 1.Whatwouldlifebelikewithoutcomputersormobilephones? belike意为“像”,多指品质、性格等内在方面的相似。 【拓展】 (1)looklike偏于外貌上的形似。 (2)takeafter意为“(外貌或行为)像(父母)”。 2.Everyonehereisfine. everyone为不定代词,意为“每个人,人人”。不定代词作主语时,谓语动词应用单数形式;不定代词被形容词修饰时,形容词应后置;含有不定代词的句子在进行肯定和否定转化时,可将不定代词进行变化;“不定代词+else”意为“别的……”;不定代词的所有格直接在词尾加“‘s”,“不定代词+else”的所有格需在else后加“‘s”。 3.Isuggestyoutryit,too! suggest为动词,意为“提议,提出”,后可接名词/v.-ing,或接that引导的宾语从句,that从句用“should+动词原形”,should可以省略。 【拓展】 suggestion作可数名词,意为“建议,意见”。 4.First,getajarfullofwaterandapieceofcardboard. 本句中的短语fullofwater用在名词jar之后作定语,不定式、介词短语和定语从句等都可用在名词后作定语。 5.Coverthejarwiththecardboardandturnthejarover. turn…over意为“将……翻过来。” 【拓展】 turnover还意为“移交,仔细考虑”。 6.Theairpressurepushinguponthecardboardishigherthanthatofthewaterpushingdownfrominsidethejar. ◆pushup意为“向上推,提高”。 ◆pushdown意为“向下按,推倒,压倒”。 ◆that用来替代“the+前述名词”,以避免重复。 7.Thehigherairpressureoutsidethejarholdsthecardboardinplace. inplace意为“原位,在恰当的位置”。 【拓展】 (1)inplaceofsb./sth.=insb.’s/sth’splace代替/顶替某人/物 (2)takeplace发生 (3)takesb.’s/sth.’splace=taketheplaceofsb./sth.代替/替换某人/物 8.Yes,scienceisinteresting,anditaffectsoureverydaylives. affect为及物动词,意为“影响”,相当于influence,常构成短语:beaffectedby被……影响。 【拓展】 effect为名词,意为“结果,影响”。haveaneffecton意为“对……有影响”。 9.Ourliveswouldsurelybeverydifferentwithoutscientificdevelopments. development为名词,意为“发展,成长”,thedevelopmentof意为“……的发展”。 【拓展】 develop为动词,意为“(使)成长,发展”,adevelopingcountry发展中国家,adevelopedcountry发达国家。 10.Ialwayswonderwhatlifewouldbelikewithoutcomputersormobilephones. wonder为及物动词,意为“惊奇,想知道”,相当于wanttoknow,其后可接“疑问词+动词不定式”结构和宾语从句。 【拓展】 (1)wonder还可作不及物动词,意为“觉得奇怪,想知道”,可构成短语wonderabout/at。 (2)wonder还可作可数名词,意为“奇迹”。 (3)wonderful为形容词,意为“美妙的”。 11.Scientificdiscoveriesaremakingourlivesbetterandbetter. betterandbetter意为“越来越好”。形容词或副词的比较级重复使用,并用and连接,表示程度的增加,意为“越来越……”,这一结构是“比较级+and+比较级”。如果是多音节的形容词或副词表达这一含义时应用“moreandmore+形容词或副词的原级”表示。--- - 【拓展】 “the+比较级,the+比较级”意为“越……越……”。 [设计意图] 学生是学习的主体,教师要努力调动学生学习的积极性和主动性,通过组内合作讨论、探究,找出对话中的关键单词和短语,把所学的知识转化为学习能力。StepⅣ.Task 1.ShowLet’sDoIt!No.3onPPT. Herearesomeinventions.Howdotheyaffectoureverydaylives?Talkaboutthemwithyourpartner.TV,camera,radio,computer,telephone,lightbulb,clock,washingmachine,compass,telescope,X-ray,eyeglasses Example: WithTV IwatchTVtogetinformation.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ WithoutTV Iwouldspendmoretimetalkingwithmyfamily.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 2.Instructthestudentstolookoverthelistofinventionswithapartner.Thenhavethemwritedownafewwayseachinventionaffectsoureverydaylives. 3.Askonepairtocometotheboardandwritedownwhattheyanswerforoneoftheinventions. 4.Discussthestudents’responsesasaclass. [设计意图] 锻炼学生的口语表达与写作能力,同时培养学生的合作意识。StepⅤ.PracticeⅠ.ShowLet’sDoIt!No.2.Fillintheblankswiththecorrectformsofthewordsinthebox.discover,affect,suggest,place,develop1.Jenny theyuseastrongerpieceofcardboardfortheexperiment. 2.Theairpressure theresultoftheexperiment. 3.Theexperimentledtoawonderful . 4.Whatareyourplansforthe ofyourcompany? 5.Theyusedarocktoholdthemapin . Ⅱ.单项填空1.Theyoften experimentsinclasslastterm. A.do B.did C.does D.todo2.Hecoveredthedesk acloth. A.of B.with C.at D.in3.Ididaninterestingexperimentandwanted myclassmates. A.tosurpriseat B.tosurpriseC.tobesurprisedat D.surprise4.Theairpushes onus above. A.down,from B.up,fromC.from,down D.from,up5.Studentsshouldn’tgotoschool breakfast.It’sbadfortheirhealth. --- -A.with B.without C.for D.byⅢ.根据汉语意思完成句子1.我想知道那是什么意思。I whatthatmeans. 2.那项发现在科学界引起极大的轰动。The causedatremendouscommotion thescientificworld. 3.这个实验听起来很有趣。Theexperiment . 4.我喜欢了解自然科学的发展。I aboutscientificdevelopments. 5.他们用一块石头将地图压制妥当。Theyusedarocktoholdthemap . 【Keys】 Ⅰ.1.suggests/suggested 2.affects/affected 3.discovery 4.development 5.placeⅡ.1.B 2.B 3.B 4.A 5.BⅢ.1.wonder 2.discovery,in 3.soundsinteresting4.enjoylearning 5.inplace [设计意图] 在掌握了课文中的重点句子和短语之后,做词汇练习和句子练习,能有效巩固本课所学知识。StepⅥ.Summary Inthisclass,we’velearnedhowthescienceaffectsus. [设计意图] 给学生以总结,让学生明确这节课的学习内容。StepⅦ.Homework 1.Finishofftheexercisesintheactivitybook. 2.FinishofftheexercisesaboutUnitReviewinthestudent’sbook. [设计意图] 让学生通过习题巩固本节课知识点,并做好本单元的复习。Lesson30 ScienceAffectsUsMainphrases:·belike·turn…over·pushup·pushdown·inplaceKeystructures:·Isuggestyoutryit,too!·Coverthejarwiththecardboardandturnthejarover.·Theairpressurepushinguponthecardboardishigherthanthatofthewaterpushingdownfrominsidethejar.·Thehigherairpressureoutsidethejarholdsthecardboardinplace.·Scientificdiscoveriesaremakingourlivesbetterandbetter.语法精讲定语从句 (一)概念及相关术语 1.概念 修饰某一名词或代词的从句叫定语从句。定语从句一般紧跟在它所修饰的先行词之后。 2.先行词--- - 被定语从句修饰的词叫先行词。 3.关系词 引导定语从句的词叫关系词。如that,which,who,whom,whose,as,when,where,why等。 (二)关系代词的基本用法人/物作主语作宾语作定语指人who/thatwho/whom/that/省略whose指物which/thatwhich/that/省略whose 1.who指人,在定语从句中作主语。 【注意】 当关系代词在从句中作主语时,从句的谓语动词要与先行词保持主谓一致。 2.whom指人,在定语从句中作宾语,常可省略。 3.which指物,在定语从句中作主语或宾语,作宾语时常省略。 4.that可以指人,也可以指物。指人时,相当于who或whom;指物时,相当于which。that作宾语时,常省略。 5.whose通常指人,也可以指物,在定语从句中作定语。 (三)关系副词的基本用法 1.when在定语从句中作状语,表示时间。 2.where在定语从句中作状语,表示地点。 3.why在定语从句中作状语,表示原因。第一课时 Lesson31AMovieoraPlay 1.记忆单词involve,script,director,direct,costume,background,task;短语beinvolvedin,divideup。 2.掌握重点句型:①Mostofyouhaveseenmoviesorplaysinatheatre,buthaveyoueverbeeninvolvedinmakingamovieoraplay?②Dosomeresearch,decidewhatyouwillmake,thendivideupthetasks.③Ihavenobackgroundinmoviemaking!④Agoodscriptneedstobewritten.⑤Todogoodresearch,youneedtoaskgoodquestions. 3.能够用英语介绍自己所知道的电影和戏剧的情况。 4.学习被动语态的用法。 1.学会并能正确使用单词及短语:involve,script,director,direct,costume,background,task,beinvolvedin,divideup。 2.能够运用下列句型:①Mostofyouhaveseenmoviesorplaysinatheatre,buthaveyoueverbeeninvolvedinmakingamovieoraplay?②Dosomeresearch,decidewhatyouwillmake,thendivideupthetasks.③Ihavenobackgroundinmoviemaking!④Agoodscriptneedstobewritten.⑤Todogoodresearch,youneedtoaskgoodquestions. 1.能够正确应用本课的重点词汇involve,script,director,direct,costume,background,task;掌握短语beinvolvedin,divideup。 2.能够用英语介绍自己所知道的电影和戏剧的情况。 3.学习被动语态表示的意义和构成。--- - 思路一:本课的教学内容是冀教版九年级英语第六单元的第31课,以“电影还是戏剧”为题,讲述了制作电影的基本条件。通过介绍新单元及讨论LearningTip导入新课。通过小组合作探究,找出文中的重点短语和句子,共同解决疑难。 思路二:本课的教学内容是冀教版九年级英语第六单元的第31课,以“电影还是戏剧”为题,讲述了制作电影的基本条件,通过师生互动,讨论大家喜欢电影还是戏剧导入新课,激发学生们的学习兴趣,调动他们学习的积极性和主动性。 教师在课前设计教学PPT,准备录音机和磁带,多媒体等。StepⅠ.Leadin Leadingin【情景1】 T:Hello,class.Todaywearestartinganewunit.Whocantellmewhatit’sabout? S1:Thisunitisaboutmoviesandplays. T:That’sright.Yougotothecinematowatchmoviesorfilms.Atheatrecanbeamovietheatreoritcanbeastagetheatre.Lookatthepictureonthetitlepageofthisunit.Isthatapictureofamovietheatreorastagetheatre? S2:It’sapictureofastagetheatre! T:That’sright.Howdoyouknowthat? S3:Becausethereisastageinthetheatre.Movietheatreshavebigmoviescreensinsteadofstages. T:Yes.Ifyouseemoviesatamovietheatre,thenwhatdoyouseeatastagetheatre? S4:Iseeplaysandconcertsatastagetheatre. T:OK.Nowlet’slearnLesson31. [设计意图] 通过讨论LearningTip导入新课,让学生了解amovietheatre与astagetheatre的不同,为下面的学习奠定基础。 Leadingin【情景2】 T:Goodmorning/afternoon,boysandgirls.IsawamoviecalledMission:Impossible—RogueNation.Doyoulikemovies?Haveyoueverseenamovieoraplay?Whataredifferencesbetweenmoviesandplays?Howweremoviesmade? Allowseveralstudentstorespond. T:Todaylet’stalkaboutmovies. [设计意图] 通过设计一系列的问题,锻炼学生的口语表达能力,让学生迅速融入课堂学习,激发学生的主动性及积极性。StepⅡ.Presentation TheteachershowsthenewwordsonPPT.Askstudentstotrytoreadthesewords.Thestudentsfollowtheteacherthreetimes.Thengivethestudentsfiveminutestorememberthewords.Letstudentsspellandreadthemonebyone. [设计意图] 教师以PPT的形式呈现本课中出现的生词,领着学生们朗读并记忆,为下面的课文学习做好充分准备。StepⅢ.Reading 1.Readthetextaloud. T:Boysandgirls,it’sourreadingtime.Pleasereadafterthevideoandyoushouldpaymoreattentiontoyourpronunciation. [设计意图] 让学生大声朗读课文,对课文的意思有个大致的了解,对于培养学生的正确发音以及培养学生的语感都有重要作用。 2.Carefulreading. Givethestudentsseveralminutestoreadthetextbythemselves. Readthelessonandwritetrue(T)orfalse(F). (1)MostofthestudentsinMs.Cox’sclasshavebeentoatheatrebefore. (2)Ms.Coxthinksmakingashortmovieoraplaywillinterestthestudents. (3)Wehavetotakecareoflotsofthingswhenmakingamovieoraplay. (4)Actorsarethepeoplewhodirectmovies. (5)Somebackgroundresearchisnecessarybeforemakingamovie. 【Keys】 (1)T (2)T (3)T (4)F (5)T--- - [设计意图] 学生再次阅读课文,对课文内容有更进一步的了解,提取文章大意。 3.Readthetextandfindoutmainphrasesandsentences. Mainphrases: ·beinvolvedin ·divideup ·knowabout ·workon ·talkabout ·mostof ·inthesameway ·theanswerto Mainsentences: ·Doyouwanttomakeoneinclass? ·Whatdoyouthinkisneededtomakeamovieoraplay? ·Agoodscriptneedstobewritten. ·Whatelseisneeded? ·Todogoodresearch,youneedtoaskgoodquestions. ·That’swhatgroupworkisfor! ·Let’sgettoworkingroups.☆教材解读☆ 1.Whatdoyouknowaboutmakingmovies? knowabout意为“了解,知道……的情况”,about为介词,其后接名词或动名词作宾语。 2.Ms.Coxalwaystriestofindinterestinginformationandprojectsforherclasstoworkon. workon在本文中意为“从事,致力于”。还可意为“继续工作,不断工作”。 3.Todaylet’stalkaboutmoviesandplays. talkabout意为“谈论,讨论”,强调谈论的具体内容及细节,about为介词,后面可接名词、代词。 4.Mostofyouhaveseenmoviesorplaysinatheatre,buthaveyoueverbeeninvolvedinmakingamovieoraplay? ◆mostof意为“……中的大多数”,其中most为代词,意为“大部分,大多数”,作主语时,谓语动词取决于mostof后所修饰名词的单复数。 ◆involve为及物动词,意为“参与,专心于”,involveindoingsth.表示“参与做某事”,如果表示“参与某事”用involveinsth.。 5.Doyouwanttomakeoneinclass? 【辨析】 one,it,that,ones,them,those (1)one用来替代前面出现的泛指的可数名词单数,相当于“a/an+可数名词单数”;ones用来替代前面出现的泛指的可数名词复数。 (2)it指代上文出现的可数名词单数或不可数名词,them指代前面出现的可数名词复数。 (3)that用来替代前面出现的特指的可数名词单数或不可数名词;those用来替代前面出现的特指的可数名词复数。 6.Whatdoyouthinkisneededtomakeamovieoraplay? doyouthink在本句中为插入语,意为“你认为……”,不影响句子的结构。 7.Agoodscriptneedstobewritten. 本句中的tobewritten是不定式的被动结构,need后接不定式的被动结构表示“需要被做”,此时还可用need接动名词来替换。 8.Whatelseisneeded? Whatelse…?意为“别的什么……?”,else意为“别的,另外的”,修饰不定代词、疑问代词或副词时须后置。 9.Todogoodresearch,youneedtoaskgoodquestions. Todogoodresearch在句中作目的状语。动词不定式用于句首属于强调性用法,即强调动词的目的,意为“为了”。 10.Havemoviesalwaysbeenmadeinthesameway? inthesameway意为“以同样的方式”。--- - 11.Idon’tknowtheanswertoanyofthosequestions. theanswerto意为“……的答案”。to在这里为介词,意为“指向,对于,针对”。 12.That’swhatgroupworkisfor! whatfor意为“用来做什么”,表目的或用途。 13.Let’sgettoworkingroups. 本句中work为名词,to为介词,getto意为“开始,着手处理”。 14.Dosomeresearch,decidewhatyouwillmake,thendivideupthetasks. divideup在本句中意为“分担,分配,分享”。 【拓展】 divide…into…意为“把……分成……”;divide…from…意为“把……和……分开”。 [设计意图] 学生应是学习的主体,教师要努力调动学生学习的积极性和主动性,通过组内合作讨论、探究,找出对话中的重点短语和句子,把所学的知识转化为学习能力。StepⅣ.Project HAVEAFILMANDTHEATREFESTIVAL Divideyourclassintobiggroups.Throughoutthisunit,youwillworkwiththesamegrouptomakeamovieoraplayforthisspecialfilmandtheatrefestival. Asagroup,chooseatopicandbrainstormthemainplot. Decidewhateachstudentinthegroupwilldo.Youwillneed: ·Oneortwostudentstowritethescript. ·Onestudenttobethedirector. ·Onestudenttobethecameraperson(onlyifyou’remakingamovie). ·Onestudentforcostumes. ·Oneortwototakecareofsoundandmusic. ·Threeormoreactorsandactresses. Makethemovieorplayandhavefun! PresentyourmovieorplayandhaveaclassroomawardsshowliketheOscars. [设计意图] 通过小组合作,锻炼学生的创新能力和英语的口语表达能力。StepⅤ.PracticeⅠ.ShowLet’sDoIt!No.2.Fillintheblankswiththecorrectformsofthegivenwords.1.Doyouknowthat ?She manysongsinthepast.(sing/singer) 2.OurEnglish also usChineseinourschool.(teach/teacher) 3. shouldbecarefulwhenthey inthedark.(drive/driver) 4.JamesCameron,afamous , Avatar.(direct/director) 5.Thedirectortellsthe whattodoandhowto inthemovie.(act/actor) Ⅱ.单项填空1.Haveyouever amovieoraplay? A.saw B.tosee C.seen D.seeing2.Idon’tknowtheanswer thequestion. A.to B.of C.in D.on3.Pleasesayitagain thesameway. A.with B.in C.at D.for4.Theteacherdivided thetasksinclass. A.into B.in C.up D.of5.— canyousee? —Nothingbutacard.--- -A.Whoelse B.ElsewhatC.Whatelse D.WhatothersⅢ.根据汉语意思完成句子1.我参与了制作海报。I makingaposter. 2.请用同样的方法解决这个问题。Pleasesolvetheproblem . 3.我们怎样分工?Howshallwe thework? 4.你妹妹对拍电影感兴趣吗? yoursister makingamovie? 5.玛莉负责产品营销方面的事宜。Mary themarketingsideofthings. 【Keys】 Ⅰ.1.singer,sang 2.teacher,teaches3.Drivers,drive 4.director,directed 5.actors,actⅡ.1.C 2.A 3.B 4.C 5.CⅢ.1.wasinvolvedin 2.inthesameway 3.divideup 4.Is,interestedin 5.takescareof [设计意图] 掌握本课的重点短语和句子之后,做词汇练习和句子练习,有效巩固本课所学知识。StepⅥ.Summary Inthisclass,we’velearntaboutmakingmovies. [设计意图] 给学生以总结,让学生明确这节课的学习内容。StepⅦ.Homework 1.Finishofftheexercisesintheactivitybook. 2.PreviewLesson32. [设计意图] 让学生通过习题巩固本节课知识点,并提前做好预习。Lesson31 AMovieoraPlayMainphrases:·beinvolvedin·divideup·knowabout·workon·talkabout·mostof·inthesameway·theanswertoKeystructures:·Mostofyouhaveseenmoviesorplaysinatheatre,buthaveyoueverbeeninvolvedinmakingamovieoraplay?·Dosomeresearch,decidewhatyouwillmake,thendivideupthetasks.第二课时 Lesson32MovingPictures--- - 1.记忆单词effect,France,couple,titanic,action,prefer,fiction,comedy,popcorn;短语have…effecton,acoupleof,actionmovie,sciencefiction,beon。 2.掌握重点句型:①ButliketheInternetorothersimilartechnologies,movieshavehadsuchabigeffectonus.②Doyouknowthatforthosefirstmovies,onlyacoupleofpeoplewouldactinfrontofthecamera?③Iprefersciencefiction.④IhearKungFuDinosaurⅢison. 3.能够用英语介绍自己所知道的电影发展史。 4.学习宾语补足语。 1.学会并能正确使用单词及短语:effect,France,couple,titanic,action,prefer,fiction,comedy,popcorn,have…effecton,acoupleof,actionmovie,sciencefiction,beon。 2.能够运用下列句型:①ButliketheInternetorothersimilartechnologies,movieshavehadsuchabigeffectonus.②Doyouknowthatforthosefirstmovies,onlyacoupleofpeoplewouldactinfrontofthecamera?③Iprefersciencefiction.④IhearKungFuDinosaurⅢison. 1.能够正确应用本课的重点词汇effect,France,couple,titanic,action,prefer,fiction,comedy,popcorn;掌握短语have…effecton,acoupleof,actionmovie,sciencefiction,beon。 2.能够用英语介绍自己所知道的电影发展史。 思路一:本课的教学内容是冀教版九年级英语第六单元的第32课,以“运动的画面”为题,以询问有关电影方面的问题导入新课。以学生感兴趣的话题导入,激发学生的学习兴趣,调动学生的积极性。 思路二:本课的教学内容是冀教版九年级英语第六单元的第32课,以“运动的画面”为题,以教师向学生介绍电影拍摄时的术语导入,让学生有种身临其境的感觉,使学生尽快融入其中,通过小组合作探究,找出文中的重点短语和句子,共同解决疑难。 教师在课前设计教学PPT,准备录音机和磁带,多媒体等。StepⅠ.Leadin Leadingin【情景1】 T:Whatdoyouknowaboutmakingmovies? Allowseveralstudentstorespond. T:Doyouwanttoknowwhatfirstmovieswerelike?Let’slearnthenewlesson. [设计意图] 设置学生感兴趣的话题,让学生在轻松活跃的气氛中学习,锻炼了学生的口语表达能力。 Leadingin【情景2】 T:Goodmorning/afternoon,boysandgirls!Doesanyoneknowwhat“Lights,camera,action!”means!Thatissomethingthatpeoplesayonfilmsets,astheygetreadytostartfilming.Firsttheyhavetomakesurethelightsaregood,thentheymakesurethecameraisonandrecordingandthenthedirectorsays,“Action!”Oncethedirectorsays“Action!”,theactorsstartacting.Whenthedirectorsays“Cut!”,theactorsstopactingandthecamerastopsrecording.Now,let’slearnLesson32andgetmore. [设计意图] 通过向学生介绍有关拍电影的知识,激发学生的兴趣,增强他们的好奇心,迅速使他们融入其中。StepⅡ.Presentation--- - TheteachershowsthenewwordsonPPT.Askstudentstotrytoreadthesewords.Thestudentsfollowtheteacherthreetimes.Thengivethestudentsfiveminutestorememberthewords.Letstudentsspellandreadthemonebyone. [设计意图] 教师以PPT的形式呈现本课中出现的生词,领着学生们朗读并记忆,为下面的课文学习做好充分准备。StepⅢ.Reading 1.Readthetextaloud. T:Boysandgirls,it’sourreadingtime.Pleasereadafterthevideoandyoushouldpaymoreattentiontoyourpronunciation. [设计意图] 让学生大声朗读课文,对课文内容有个初步了解,对于培养学生的正确发音以及培养学生的语感有重要作用。 2.Scanreading. T:Boysandgirls,nowthatyouhaveknownsomethingaboutthistext,let’sreadthedialoguetogetmoreaboutit.Pleasereadandtickthekindsofmoviesthatarementionedinthelesson. ShowLet’sDoIt!No.1onPPT. Readandtickthekindsofmoviesthatarementionedinthelesson. action sciencefiction comedy war horror documentary musical cartoon 【Keys】 action,sciencefiction,comedy,cartoon [设计意图] 要求学生快速把握课文信息,学会找关键句,不用详读,快速跳读,以找出答案为目的。 3.Carefulreading. T:Welldone!Boysandgirls,nowthistime,Iwillmaketheexercisealittlemoredifficult.Readthelessonagainandanswerthequestions. ShowLet’sDoIt!No.2onPPT. Readthelessonagainandanswerthequestions. (1)Howlongisthehistoryofmoviemaking? (2)Wherewerethefirstmoviesmade? (3)Whatwerethefirstmovieslike? (4)Howaremoviestodaydifferentfrommoviesinthepast? 【Keys】 (1)Overonehundredyears. (2)InFranceandGermany. (3)Theywerenotincolour.Theywerejustmovingpictures. (4)Moviemakingissocomplexthesedays./Thousandsofpeoplecanbeinvolvedinmakingamovie./Somemoviescantakeyearstomakeandcostalotofmoney./Mostmoviesareincolour.☆教材解读☆ Howaremoviestodaydifferentfrommoviesinthepast? bedifferentfrom意为“与……不同”,其反义词组为bethesameas,形容词different前一般用quite,really等修饰。 [设计意图] 再次阅读课文回答问题,检查学生对课文内容的理解情况。 4.Readthetextandfindoutmainphrasesandsentences. Mainphrases: ·have…effecton ·acoupleof ·actionmovie ·sciencefiction ·beon ·outsidethelibrary ·incolour ·infrontof ·thesedays ·thousandsof--- - Mainsentences: ·Theyhavejustfinisheddoingsomeresearch. ·It’shardtobelievemoviesarejustover100yearsold. ·IjustfoundouttheveryfirstmoviesweremadeinFranceandGermany. ·Ihopetolearnkungfusomeday. ·Iprefersciencefiction. ·IespeciallylikeCharlieChaplin’smovies. ·Comediesmakepeoplelaughandfeelhappy. ·Watchingagreatmoviewhileeatingpopcornisawonderfulthing. ·Ihaven’twatchedamovieforalongtime. ·Whynotgoandseeitthisweekend?☆教材解读☆ 1.Jenny,BrianandDannyareoutsidethelibrary. outsidethelibrary意为“在图书馆的外面”,此处的outside为介词,意为“在……的外面”。 【拓展】 outside还可作副词,意为“在外面”;作形容词,意为“外面的”。 2.Theyhavejustfinisheddoingsomeresearch. finishdoingsth.意为“做完某事”。 【拓展】 下列动词和动词短语后面往往接动名词作宾语:enjoy,finish,mind,keep,prevent,practice,suggest,giveup,feellike,succeedin,thinkof,beusedto,betiredof,beproudof,takepridein,beinterestedin,beworth,beafraidof,can’thelp等等。 3.It’shardtobelievemoviesarejustover100yearsold. believe意为“相信”,后接名词、代词或宾语从句。 【拓展】 believeinsb.表示“相信某人”。 4.ButliketheInternetorothersimilartechnologies,movieshavehadsuchabigeffectonus. ◆本句中的other为形容词,意为“另外的,其他的”。 【拓展】 other还可作代词,指“(两者中的)另一个人(物)”,复数指“(三者以上)其余的人或物”。 ◆haveaneffecton意为“对……有影响;对……起作用,产生效果”。 5.IjustfoundouttheveryfirstmoviesweremadeinFranceandGermany. ◆very在本句中为副词,用来强调后面的内容,意为“极其,完全地,正是”。 【拓展】 very还可作形容词,放在名词前起强调作用,意为“正是的;恰好的”。 ◆“bemadein+地点”意为“在某地制造”。 6.Whenmovieswerefirstcreated,theywerenotincolour. incolour意为“彩色的”。 7.Doyouknowthatforthosefirstmovies,onlyacoupleofpeoplewouldactinfrontofthecamera? ◆acoupleof既可表示“一对……,一双……”,也可表示“两个……,两三个,几个……,一些……”的意思。 ◆infrontof意为“在……的前面”,指在某一范围以外的前面,反义词是behind。 【拓展】 inthefrontof指在某一范围内部的前面,反义短语是atthebackof。 8.Moviemakingissocomplexthesedays. thesedays意为“最近,近来”,常用于一般现在时或现在完成时。 9.Thousandsofpeoplecanbeinvolvedinmakingamovie. thousandsof表示“数千,成千上万的”,具有类似用法的词还有hundred,million,billion等;当这些词前面有确切的数字时,则不能用它们的复数形成,且不加of。 10.Ihopetolearnkungfusomeday. someday意为“有一天,来日”,常用于将来时,相当于someday。 11.Iprefersciencefiction. --- - prefer为及物动词,意为“更喜欢,比较喜欢,宁可,宁愿”,后接名词或代词作宾语。prefer后面接动名词,用来谈论一般情况下“更喜欢某种活动”;而在一个特定场合下表示“特别喜欢”时,prefer后接动词不定式。 【拓展】 (1)prefer…to…意为“比起……更喜欢……”,此时后接名词、代词、动名词分别作动词prefer和介词to的宾语。 (2)prefertodo…ratherthando…意为“宁愿……也不愿意……”,注意prefer后接不定式,ratherthan后接动词原形。 12.IespeciallylikeCharlieChaplin’smovies. 【辨析】 especially,specially (1)especially为副词,意为“特别,格外”,修饰动词、形容词、副词或者整个句子。 (2)specially也是副词,意为“特意地,专门地”。 13.Comediesmakepeoplelaughandfeelhappy. make后面可以接名词、代词、不带to的不定式、形容词、过去分词等构成复合结构。 14.Watchingagreatmoviewhileeatingpopcornisawonderfulthing. 本句中Watchingagreatmovie是动名词短语作主语。表示泛指意义的行为时,多用动名词(短语)作主语;但表示具体的行为时,常用动词不定式(短语)作主语。 15.Whynotgoandseeitthisweekend? “Whynot+动词原形……?”意为“为什么不……呢?”,相当于“Whydon’tyou+动词原形……?”。 [设计意图] 学生是学习的主体,教师要努力调动学生学习的积极性和主动性,通过组内合作讨论、探究,找出对话中的关键单词和短语,把所学的知识转化为学习能力。StepⅣ.Listening 1.ShowLet’sDoIt!No.3onPPT. Whataretheirfavouritetypesofmovies?Listentothedialogueandfillinthetable.NameWangMeiLiMingYangHaoLiLinFavouritemovietype 2.PlaythelisteningmaterialforLesson32.Playitonceandaskthestudentsjusttolisten. 3.Playtheaudiotapeasecondtimeandaskthestudentstocompletetheexercise. 4.Checktheanswersasaclass. 【Keys】 NameWangMeiLiMingYangHaoLiLinFavouritemovietypecartoonssciencefictionactionmoviescomedies [设计意图] 听录音前,让学生把问题和选项通读一遍,以便掌握听力策略,学生反复听磁带并跟读。第一次听,要求学生大概理解对话的意思。第二次听,改为一句一句听,仔细听出每句话的内容并完成上面的问题。通过反复听磁带并跟读,培养学生们听说的能力。StepⅤ.Task—Let’sDoIt!No.5. 1.Chooseoneofyourfavouritemoviesandwriteamoviereviewforit. Example: IreallylikethemovieTitanic.Thedirector,JamesCameron,madeitintheyear…IlikeJackandRoseinthemovie.Afamouslineinthemovieis…☆教材解读☆ Afamouslineinthemovieis… afamousline意为“一句名言”。 2.Asaclass,talkaboutmoviereviews. ·Whatisamoviereview? ·Whydopeoplereadmoviereviews? ·Haveyoueverreadamoviereview? ·Wherecanyoufindmoviereviews? 3.Talkaboutamoviethatyouhaveseenrecentlyandreadamoviereviewthatyouhavewrittenaboutit.Pointoutsomekeypiecesofinformationthatthestudentsshouldincludeintheirownmoviereviews.--- - ·Nameofthemovie ·Nameofthedirector ·Datethemoviewasreleased ·Didyouenjoythemovie? ·Whowerethemaincharacters? ·Whatspecificallydidyoulikeordislikeaboutthemovie? ·Whatwasthemostmemorablesceneaboutthemovie? ·Wouldyourecommendthemovietoothers? 4.Havethestudentsworkindependentlytowritetheirownmoviereviews. 5.Iftimepermits,asksomevolunteerstoreadtheirreviewstotheclass. [设计意图] 锻炼学生的写作能力与口语表达能力。StepⅥ.CometoLet’sDoIt!No.4. Doyouknowthetypesofthefollowingmovies?YoucansearchtheInternetforhelp. Avatar KungFuPanda FarewellAtlantis(2012) SavingPrivateRyan TheLionKing Titanic TheSoundofMusic CrouchingTiger,HiddenDragon Studentsdotheexerciseindependently.Thencheckandcorrecttheiranswersingroups. 【Keys】 Avatar—sciencefiction KungFuPanda—cartoon FarewellAtlantis(2012)—disaster,sciencefiction SavingPrivateRyan—war,history TheLionKing—cartoon Titanic—disaster,romance TheSoundofMusic—musical CrouchingTiger,HiddenDragon—action [设计意图] 让学生了解更多关于电影的知识。StepⅦ.PracticeⅠ.根据句意及首字母提示补全单词1.Whatk ofmoviesdoyoulikebest? 2.RushHourisasuccessfula movie. 3.Therearec ofshortsonbeforethemainfilm. 4.“Timeismoney.”isaf linebyBenjaminFranklin. 5.Maryp comediestothrillers. Ⅱ.单项填空1.Thefirstmovies FranceandGermany. A.ismadein B.aremadeofC.weremadein D.aremadefrom2. studentscametotheplayground. A.Thousandsof B.ThousandC.Thousands D.Thousandof3.Whynot withus? --- -A.goes B.going C.go D.went4.—Canyoufinish thesebooksbefore10o’clock? —Yes,Ican.A.toread B.read C.reads D.reading5.—Whatheavyrain!—Soitis.Iprefer ratherthan onsucharainyday. A.togoout,stayathomeB.tostayathome,gooutC.goingout,stayathomeD.stayingathome,gooutⅢ.根据汉语意思完成句子1.他有一个如此幸福的家庭。Hehas family. 2.即使是假日,王先生宁愿读书也不愿闲着。Evenonholidays,Mr.Wang doingnothing. 3.噪音是令人不愉快的,尤其是当你想入睡的时候。 isunpleasant, you’retryingtosleep. 4.饮食对我们的健康有很大影响。Diethasa ourhealth. 5.他的一个新喜剧将要上演。 istobepresented. 【Keys】 Ⅰ.1.kind 2.action 3.couples 4.famous 5.prefersⅡ.1.C 2.A 3.C 4.D 5.BⅢ.1.suchahappy 2.prefersreadingto 3.Noise,especiallywhen 4.bigeffecton 5.Oneofhisnewcomedies [设计意图] 在掌握了课文中的重点句子和短语之后,做词汇练习和句子练习,能有效巩固本课所学知识。StepⅧ.Summary Inthisclass,we’velearnedthekindsofmovies. [设计意图] 给学生以总结,让学生明确这节课的学习内容。StepⅨ.Homework 1.Finishofftheexercisesintheactivitybook. 2.PreviewLesson32. [设计意图] 让学生通过习题巩固本节课知识点,并提前做好预习。Lesson32 MovingPicturesMainphrases:·have…effecton·acoupleof·actionmovie·sciencefiction·beonKeystructures:·ButliketheInternetorothersimilartechnologies,movieshavehadsuchabigeffectonus.·Doyouknowthatforthosefirstmovies,onlyacoupleofpeoplewouldactinfrontofthecamera?·IhearKungFuDinosaurⅢison.--- -第三课时 Lesson33TheFishermanandtheGoldfish(Ⅰ) 1.记忆单词goldfish,wife,net,whatever,God,grey,marry,ours;短语letsb.dosth.,asksb.todosth.,askfor,jumpoutof,pullout,wishfor,open…up。 2.掌握重点句型:①Hepullsouthisnetandopensitup.②Agoldfishjumpsoutofthenet.③Iwillgiveyouwhateveryouwant.④Whatdidyouaskfor? 3.能够用英语向他人介绍自己观看的戏剧。 4.能够用恰当的方法表示请求,并对别人的请求做出恰当的反应。 1.学会并能正确使用单词及短语:goldfish,wife,net,whatever,God,grey,marry,ours,asksb.todosth.,askfor,jumpoutof,pullout,wishfor,open…up。 2.能够运用下列句型:①Hepullsouthisnetandopensitup.②Agoldfishjumpsoutofthenet.③Iwillgiveyouwhateveryouwant.④Whatdidyouaskfor? 3.学习宾语补足语,并复习被动语态。 1.能够正确应用本课的重点词汇goldfish,wife,net,whatever,God,grey,marry,ours;掌握短语asksb.todosth.,askfor,jumpoutof,pullout,wishfor,open…up。 2.能够用英语向他人介绍自己观看的戏剧。 3.学习宾语补足语。 思路一:本课的教学内容是冀教版九年级英语第六单元的第33课,以“渔夫和金鱼”为题,采用直接导入的方法导入新课。询问学生们是否要制作一个电影或一个戏剧,激发学生的兴趣,活跃课堂气氛。 思路二:本课的教学内容是冀教版九年级英语第六单元的第33课,以“渔夫和金鱼”为题,通过师生互动,讨论ThinkAboutIt中的问题来导入新课。通过小组合作探究,找出文中的重点短语和句子,共同解决疑难。 教师在课前设计教学PPT,准备录音机和磁带,多媒体等。StepⅠ.Leadin Leadingin【情景1】 T:Hello,everyone.Ithinkmostofuslikemovies,becausetheyareinteresting.Howaremoviesmade?TodaywearegoingtolearnastoryTheFishermanandtheGoldfish.Haveyoueverheardofit?Doyouwanttobeinvolvedinmakingamovieoraplay? [设计意图] 采用直接导入的方法,引出本课的课题。设置学生感兴趣的话题,让学生表达自己的想法,激发了学生的学习兴趣。 Leadingin【情景2】 T:Goodmorning/afternoon,class.Haveyoueveractedinaplay?Whatplaywasit?Whatroledidyouplay?--- - Askseveralstudentstorespond. T:Todaywe’llreadPartⅠoftheshortplaycalled“TheFishermanandtheGoldfish”.Haveyoueverreadthisstory?Canyouguesswhatthestorymightbeabout? Askseveralstudentstorespond. T:Beforewebeginreading,whocantellmewhodirectedthisplay? S1:Briandirectedthisplay. T:Yes.Whowrotethescript? S2:Steven,JennyandKim. T:Verygood.Whoaretheactorsandwhatcharactersdotheyplay? S3:DannyplaystheFisherman,JennyplayshiswifeandKimplaystheGoldfish. T:Right.Whowasinchargeofsoundandsetforthisplay?Andwhodesignedthecostumes? S4:Brian,KateandDannywereinchargeofsoundandsetfortheplay.KateandStevendesignedthecostumes. T:OK.Nowlet’slearnthenewwords. [设计意图] 通过师生互动导入本课话题,激发学生的学习兴趣,调动他们的积极性。StepⅡ.Presentation TheteachershowsthenewwordsonPPT.Askstudentstotrytoreadthesewords.Thestudentsfollowtheteacherthreetimes.Thengivethestudentsfiveminutestorememberthewords.Letstudentsspellandreadthemonebyone. [设计意图] 教师以PPT的形式呈现本课中出现的生词,领着学生们朗读并记忆,为下面的课文学习做好充分准备。StepⅢ.Reading 1.Readthetextaloud. T:Boysandgirls,it’sourreadingtime.Pleasereadafterthevideoandyoushouldpaymoreattentiontoyourpronunciation. [设计意图] 让学生大声朗读课文,对课文的意思有个大致的了解,对于培养学生的正确发音以及培养学生的语感都有重要作用。 2.Carefulreading—Let’sDoIt!No.1. Givethestudentsseveralminutestoreadthetextbythemselves. Readthelessonandnumberthesentencesinthecorrectorder. Thefishermantoldhiswifeaboutcatchingagoldfish. Apoorfishermanwithahatwentoutfishing. Thewifewantedthefishermantoaskforanewhouse. Thefishermanletthetalkingfishgo. Thefishermancaughtatalkingfish. 【Keys】 41532 [设计意图] 理解课文大意,获取主要信息。 3.Readthetextandfindoutmainphrasesandsentences. Mainphrases: ·leadapoorlife ·pullout ·jumpoutof ·open…up ·gobackto ·swimbackinto ·wishfor ·askfor Mainsentences: ·Iwillgiveyouwhateveryouwant. ·HowdidImarrysuchafool!--- -☆教材解读☆ 1.Afishermanwearingahatisfishingonthesea. ◆wearingahat是现在分词短语作定语,放在被修饰的名词之后,称为定语后置。 ◆fish在本句中为动词,意为“钓鱼”,句中fishing是fish的现在分词形式。 2.MywifeandIleadapoorlife. leadapoorlife意为“过着贫穷的生活”。lead在句中意为“度过(时间、生活)”,也可以用live。 3.Hepullsouthisnetandopensitup. ◆pullout在本文中意为“抽出,拉出,拔出”。 ◆openup意为“打开”,为“动词+副词”构成的动副短语,代词作宾语须放在up之前。 4.Agoldfishjumpsoutofthenet. jumpoutof意为“从……中跳出来”,其反义词组为jumpinto。 5.Iwillgiveyouwhateveryouwant. 本句中whatever引导宾语从句,意为“任何(事物),每样(事物)”,相当于anythingthat。 【拓展】 whatever还可引导让步状语从句,相当于nomatterwhat,意为“无论什么,不管什么”。 6.Pleasegobacktoyourfamily. gobackto意为“回到,返回”。 7.Thegoldfishswimsbackintothesea. swimbackinto…意为“游回到……”。into为介词,意为“到……里面”。常与表示动作的动词连用,表示动作方向。 8.ItsaiditcouldgivemewhateverIwishedfor. wishfor意为“渴望,想要得到”。 【辨析】 wish,hope (1)hope和wish后都不能接动名词,但可以接不定式,意为“想,希望”。 (2)wish可用于wishsb.todosth.结构,hope则不能用于此结构。 (3)wish后可以跟双宾语,用来表示祝愿;但hope不能这样用。 (4)hope和wish都可以接从句。hope接从句表示“希望”;wish接从句所表达的内容通常是不可能实现的愿望,从句要用虚拟语气。 9.Whatdidyouaskfor? askfor后接物时,意为“要求得到某物”;接人时,意为“要求见某人”。 10.HowdidImarrysuchafool! 本句中marry为及物动词,后面直接跟宾语表达“嫁,娶,结婚”的意思。marry是非延续性动词,不能和表示一段时间的状语连用。 11.Oursissoold. ours为名词性物主代词,意为“我们的”,名词性物主代词相当于一个名词,在句中作主语、表语或宾语。名词性物主代词可转化为相应的“形容词性物主代词+名词”。 [设计意图] 学生是学习的主体,教师要努力调动学生学习的积极性和主动性,通过组内合作讨论、探究,找出对话中的关键单词和短语,把所学的知识转化为学习能力。StepⅣ.Explain—ThePassiveVoice 1.Explainthepassivevoiceandhowitisused. UseofthePassiveVoice: Passivevoiceisusedwhenthefocusisontheaction.Whoorwhatisperformingtheactioninthesentenceiseithernotimportantorunknown. 2.Havethestudentsdosomeexercises. [设计意图] 总结语法,并让学生通过习题加以巩固。StepⅤ.Task 1.Groupwork—Let’sDoIt!No.3. Chooseaplayandmakeabigposterforit.Trytomaketheposterattractive.Hereisanexample. ADancingDinosaur Director:Jenny--- - Characters:DancingDinosaur—Danny,DancingCoach—Brian Sound&Set:Steven MainPlot:Thisisastoryaboutadinosaurwhobecameadancer.Ittellsabouthisjourneyfromanordinarydinosaurtoafamousdancerandallthechallengeshehadtoovercomealongtheway. ComeandseeDanny’sveryfirstdanceperformance! 2.Havethestudentsworktocreateaposterfortheirmovieorplay. 3.Thepostershouldbeattractiveandreflectthestoryofthemovieorplay.Itshouldalsoincludethefollowing: ·Titleofthemovieorplay ·Director’sname ·Actors’names ·Aninterestingtaglinetocatchpeople’sattention ·Imagethatdepictsimportantcharactersoreventsinthestory ·Dateofthemovie ·Theatrelocation ·Ticketprices 4.Askeachgrouptopresenttheirposterstotheclass. [设计意图] 锻炼学生的口语表达能力,发挥学生的创作能力。StepⅥ.PracticeⅠ.ShowLet’sDoIt!No.2.Completethedialoguewiththewordsorphrasesinthebox.whatever,wishfor,open…up,jumpA:Thisisamagicbox.Youcanfind youwantinit. B:Really?CanI it now? A:Sure.Whatdoyou ? B:Iwishalittledogwould outofthebox. A:Noproblem.Waitandsee!It’stimetowitnessamiracle.Ⅱ.单项填空1. theweatheris,Iwillgohome. A.However B.WhateverC.Whenever D.Whoever2.—Couldyoupleasetellme intoday’snewspaper? —Sorry, . A.somethingspecial,specialnothingB.specialsomething,specialnothingC.anythingspecial,somethingspecialD.somethingspecial,nothingspecial3.—Doyoubelievetherearealiens?—No,Idon’t.Idon’tthinkaliens inspace. A.canfind B.canbefoundC.canbefounded D.can’tbefound4.—Whosebikeisit?Isit ? —No,it’snot . A.your,mine B.your,myC.yours,mine D.yours,my5.Jackjumped thepooltopracticeswimming. --- -A.outof B.intoC.in D.ontoⅢ.连词成句1.did,for,you,what,ask(?)___________________________________________________________________________________________2.lead,life,wife,and,poor,I,my,a(.)___________________________________________________________________________________________3.your,go,to,please,back,family(.)___________________________________________________________________________________________4.be,angry,don’t(.)___________________________________________________________________________________________5.talking,goldfish,today,caught,a,I(.)___________________________________________________________________________________________ 【Keys】 Ⅰ.whatever,open,up,wishfor,jumpⅡ.1.B 2.D 3.B 4.C 5.BⅢ.1.Whatdidyouaskfor? 2.MywifeandIleadapoorlife. 3.Pleasegobacktoyourfamily. 4.Don’tbeangry. 5.Icaughtatalkinggoldfishtoday. [设计意图] 在掌握了课文中的重点句子和短语之后,做词汇练习和句子练习,能有效巩固本课所学知识。StepⅦ.Summary Inthisclass,we’velearnedPartⅠoftheshortplay“TheFishermanandtheGoldfish”. [设计意图] 给学生以总结,让学生明确这节课的学习内容。StepⅧ.Homework 1.Finishofftheexercisesintheactivitybook. 2.PreviewLesson34. [设计意图] 让学生通过习题巩固本节课知识点,并提前做好预习。Lesson33 TheFishermanandtheGoldfish(Ⅰ)Mainphrases:·leadapoorlife·pullout·jumpoutof·open…up·gobackto·swimbackinto·wishfor·askforKeystructures:·Hepullsouthisnetandopensitup.·Agoldfishjumpsoutofthenet.·Iwillgiveyouwhateveryouwant.·Whatdidyouaskfor?第四课时 Lesson34TheFishermanandtheGoldfish(Ⅱ)--- - 1.记忆单词coast,handbag,among,servant,guard,queen,serve,mad,crash;短语gooff,standonthecoast,goon。 2.掌握重点句型:①Noproblem.Youwillhaveanewhouseverysoon.②Yes.WhatelsecanIdoforyou,Mr.Fisherman?③Thelightsgooff.④Thelightsgoon.⑤Thewifeiswearingbeautifulnewclothesandsittingamongservantsandguards. 3.能够用英语向他人介绍自己观看的戏剧。 1.学会并能正确使用单词及短语:coast,handbag,among,servant,guard,queen,serve,mad,crash,gooff,standonthecoast,gooff,goon。 2.能够运用下列句型:①Noproblem.Youwillhaveanewhouseverysoon.②Yes.WhatelsecanIdoforyou,Mr.Fisherman?③Thelightsgooff.④Thelightsgoon.⑤Thewifeiswearingbeautifulnewclothesandsittingamongservantsandguards. 1.能够正确应用本课的重点单词:coast,handbag,among,servant,guard,queen,serve,mad,crash;掌握短语gooff,standonthecoast,goon。 2.能够用英语向他人介绍自己观看的戏剧。 思路一:本课的教学内容是冀教版九年级英语第六单元的第34课,以“渔夫和金鱼”的故事(续)为题。联系上节课的内容,以对话内容导入本课。通过小组合作探究,找出文中的重点短语和句子,共同解决疑难。 思路二:本课的教学内容是冀教版九年级英语第六单元的第34课,以“渔夫和金鱼”的故事(续)为题,通过师生互动,讨论ThinkAboutIt中的问题来导入新课。让学生有目的地使用语言进行交际,从而巩固和加深对语言的掌握。 教师在课前设计教学PPT,准备录音机和磁带,多媒体等。StepⅠ.Leadin Leadingin【情景1】 T:Goodmorning/afternoon,everyone.InthelastlessonwelearntPartⅠofthestoryTheFishermanandtheGoldfish.Whichcharactersintheplaydoyoulike?Whichcharactersintheplaydoyoudislike?Why?Thefisherman’swifeaskedforanewhouse.Canyouguesswhatwillhappeninthislesson?Let’sreadLesson34andfindouttheanswers. [设计意图] 联系上节课的内容,设置学生感兴趣的问题,激发学习兴趣,并提出与本课有关的问题,自然而迅速地把学生带入本课的学习。 Leadingin【情景2】 1.T:Hello,everyone.YesterdaywelearntPartⅠofthestoryTheFishermanandtheGoldfish.Todaywe’llcontinuetolearnPartⅡofthestory.First,let’sanswerthequestionsaboutThinkAboutIt! 2.DividetheclassintogroupstodiscusstheThinkAboutItquestions. 3.Havethegroupssharetheiranswerswiththeclass. [设计意图] 通过师生互动,讨论ThinkAboutIt中的问题,锻炼学生的口语表达能力。StepⅡ.Presentation--- - TheteachershowsthenewwordsonPPT.Askstudentstotrytoreadthesewords.Thestudentsfollowtheteacherthreetimes.Thengivethestudentsfiveminutestorememberthewords.Letstudentsspellandreadthemonebyone. [设计意图] 教师以PPT的形式呈现本课中出现的生词,领着学生们朗读并记忆,为下面的课文学习做好充分准备。StepⅢ.Reading 1.Readthetextaloud. T:Boysandgirls,itsourreadingtime.Pleasereadafterthevideoandyoushouldpaymoreattentiontoyourpronunciation. [设计意图] 让学生大声朗读课文,对课文的意思有个大致的了解,对于培养学生的正确发音以及培养学生的语感都有重要作用。 2.Carefulreading. GivethestudentsseveralminutestoreadthetextbythemselvesanddoLet’sDoIt!No.1. Readthelessonandtickthecorrectanswers. (1)Whatdoesthewifenotaskfor? Toberich. Tobeaqueen. Tobeabeautifullady. (2)Whathappensintheendwhenthewifekeepsaskingformorethings? Shegetseverythingshewants. Thefishermanleavesher. Everythingistakenaway. (3)Howmanytimesdoesthefishermangotoseethegoldfish? Once. Twice. Threetimes. 【Keys】 (1)Tobeabeautifullady. (2)Everythingistakenaway. (3)Threetimes. [设计意图] 学生再次阅读课文,进一步了解课文内容,提取文章的细节内容。 3.Readthetextandfindoutmainphrasesandsentences. Mainphrases: ·standonthecoast ·gooff ·goon Mainsentences: ·Noproblem. ·Howstupidyouare! ·WhatelsecanIdoforyou,Mr.Fisherman? ·Couldyoupleasemakemywifearichlady? ·Thewifeiswearingbeautifulnewclothesandsittingamongservantsandguards. ·IwanttobeQueenoftheSeaandallthefishshouldserveme! ·It’stoomuch. ·Gorightnow,orIwillpunishyou! ·Shealsowantsallthefishtoserveher. ·Thelightsgoon.☆教材解读☆ 1.Thefishermanisstandingonthecoast,lookingouttowardsthesea. ◆句中的lookingouttowardsthesea是现在分词短语作状语,用在动词后表示伴随状况。 ◆towards为介词,意为“向,往,朝着……的方向”。 2.Noproblem. noproblem表示同意、默许,意为“没问题”。--- - 【拓展】 在日常用语中,当同意某人的观点或接受他人的请求时,可以用Ofcourse./Noproblem./Certainly.等回答。在美式英语中,Noproblem.可用来回答感谢,意为“不用谢,别客气,没什么”,相当于You’rewelcome.或Notatall.。 3.Howstupidyouare! 这是一个感叹句,英语中的感叹句通常由what或how来引导,结构为: (1)How+形容词/副词+主语+谓语+其他! (2)What(+a/an)+名词+主语+谓语+其他! 4.Thelightsgooff. gooff在本文中意为“(灯)熄灭”,其反义词组为goon。 【拓展】 gooff还可意为“(食物)变质,(质量)下降,(闹钟等)发出响声”。 5.WhatelsecanIdoforyou,Mr.Fisherman? else常用在疑问代词、不定代词之后,意为“其他的,别的,另外的”。 【拓展】 else还可用在疑问副词之后。 6.Couldyoupleasemakemywifearichlady? “Couldyouplease+动词原形…?”意为“请你……好吗?”,表示委婉地提出请求或建议。 【拓展】 表示请求/建议的句型有: (1)Will/Would/Couldyoupleasedosth.? (2)Wouldyouliketodosth.? (3)Wouldyouminddoingsth.? (4)Whydon’tyoudosth.?/Whynotdosth.? 7.Thewifeiswearingbeautifulnewclothesandsittingamongservantsandguards. among意为“在……之间”,用于指在三者或三者以上的人或物之间。 8.It’stoomuch. toomuch在这里意为“太过分,太糟糕,太不像话”。 【拓展】 toomuch还意为“太多”,修饰不可数名词。 9.Gorightnow,orIwillpunishyou! ◆本句是“祈使句+and/or”结构,相当于“If…,…”结构。 ◆rightnow意为“就在此刻,就在现在,马上,立即”。 ◆punish为及物动词,意为“处罚,惩罚”,后接名词或代词作宾语。 10.Shealsowantsallthefishtoserveher. ◆句中的toserveher是动词不定式用在宾语allthefish后作宾语补足语。动词want,ask,tell,order,invite等都可接不定式作宾语补足语。 ◆serve在本句中为及物动词,意为“服务”,接名词、代词作宾语,其名词形式为service。 [设计意图] 学生是学习的主体,教师要努力调动学生学习的积极性和主动性,通过组内合作讨论、探究,找出对话中的关键单词和短语,把所学的知识转化为学习能力。StepⅣ.Role-play 1.Groupwork—LetDoIt!No.4. Workingroupsandactoutaplay.YoucanactoutTheFishermanandtheGoldfishoranyotherplayyoulike. 2.DividetheclassintogroupstopracticeactingoutPartⅠorPartⅡofTheFishermanandtheGoldfish. 3.Askthegroupstoperformtheplayinfrontoftheclass. [设计意图] 锻炼学生的口语表达能力。StepⅤ.PracticeⅠ.ShowLet’sDoIt!No.2.Fillintheblankswithcorrectprepositionsoradverbs.1.Amanisrunning us!What’shappening? 2.Allthelightsinthebuildinggo after11:00p.m. 3.Thelightscameback whentheactorwentonstage. --- -4.A:Whereisyourgrandfather?B:Look!He’sworking thetrees. 5.A:Whatcanyouhear thebackground? B:Thesound waves. Ⅱ.ShowLet’sDoIt!No.3.Completethepassagewiththecorrectformsofthewordsinthebox.queen,among,mad,guard,enter,serve allthetypesofmovies,Ilikefantasiesbest.RecentlyIsawamoviecalledTheChroniclesofNarnia,whichisbasedonseriesofnovels.Therearefourchildreninthemovie.Bychance,they afantasticworldcalledNarnia.There,theymeettheWhiteWitch,whohasalotof andservants.ShetriestocontrolNarniaandorderspeopleto andobeyher.Sheis atthechildrenandwantstokillthem.Intheend,thefourbravechildrenbeattheWhiteWitchandsucceedinprotectingNarnia.Theyalsobecomethekingsandthe ofNarnia. Ⅲ.根据汉语意思完成句子1.所有的灯晚上十点后熄灭。Allthelights after10:00intheevening. 2.海岸上的这些信号灯是用来提醒和指引船舶的。Thesebeacons areusedtowarnandguideships. 3.他是多么愚蠢的渔夫啊! fisherman ! 4.为什么不向金鱼要一座宽敞的房子? thegoldfish awidehouse? 5.她给我端上了一杯咖啡。She acupofcoffee. 【Keys】 Ⅰ.1.towards/to/after 2.off 3.on4.among/infrontof/behind 5.in,ofⅡ.Among,enter,guards,serve,mad,queensⅢ.1.gooff 2.onthecoast 3.Whatastupid,hewas 4.Whynotask,for 5.servedme [设计意图] 在掌握了课文中的重点句子和短语之后,做词汇练习和句子练习,能有效巩固本课所学知识。StepⅥ.Summary Inthisclass,we’velearnedPartⅡoftheshortplaycalled“TheFishermanandtheGoldfish”. [设计意图] 给学生以总结,让学生明确这节课的学习内容。StepⅦ.Homework 1.Finishofftheexercisesintheactivitybook. 2.PreviewLesson35. [设计意图] 让学生通过习题巩固本节课的知识,并提前做好预习。Lesson34 TheFishermanandtheGoldfish(Ⅱ)Mainphrases:·standonthecoast·gooff·goonKeystructures:·Thelightsgooff/on.·Thewifeiswearingbeautifulnewclothesandsittingamongservantsandguards.第五课时 Lesson35TheatresAreFun!--- - 1.记忆单词handsome,playwright,WilliamShakespeare,Hamlet,tragedy,teahouse;短语inorderto,onone’swayhome,looklike,can’twaittodosth.。 2.掌握重点句型:①Someresearchwasdoneinordertomaketheplay.②ButwedohaveaLaoSheTeahouseinBeijing.③Ican’twaittoseethem.④Yes,manyfamousworksinEnglishwerewrittenbyhim. 3.能够用英语向他人介绍自己所知道的有关电影和戏剧的情况。 4.了解古今中外一些著名的电影制作。 1.学会并能正确使用单词及短语:handsome,playwright,tragedy,teahouse,inorderto,onone’swayhome,looklike,can’twaittodosth.。 2.能够运用下列句型:①Someresearchwasdoneinordertomaketheplay.②ButwedohaveaLaoSheTeahouseinBeijing.③Ican’twaittoseethem.④Yes,manyfamousworksinEnglishwerewrittenbyhim. 1.能够正确应用本课的重点词汇handsome,playwright,tragedy,teahouse;掌握短语inorderto,onone’swayhome,looklike,can’twaittodosth.。 2.能够用英语向他人介绍自己所知道的有关电影和戏剧的情况。 思路一:本课的教学内容是冀教版九年级英语第六单元的第35课,以“电影院真有趣”为题,联系上节课的内容,导入新课,为下一步教学做好准备,通过小组合作探究,找出文中的重点短语和句子,共同解决疑难。 思路二:本课的教学内容是冀教版九年级英语第六单元的第35课,以“电影院真有趣”为题,通过师生互动,讨论ThinkAboutIt中的问题导入新课。设置学生感兴趣的话题,激发学生的学习兴趣。 教师在课前设计教学PPT,准备录音机和磁带,多媒体等。StepⅠ.Leadin Leadingin【情景1】 T:Hello,everyone.Doyouliketochatwithyourfriendsafterschool?Isometimeschatwithmyfriendsatnight.Italkedtoafriendonlineyesterday.Thoughwelikedifferentkindsofmovies,bothofusareinterestedinKungFu.ItismadeinChina.HaveyoueverheardofKungFu?Theatresarereallyfun! [设计意图] 联系上节课的内容,导入新课,为下一步教学做好准备。 Leadingin【情景2】 T:Goodmorning/afternoon,boysandgirls.Doyouknowwhataplaywrightis?Aplaywrightisapersonwhowritesplays.Ihaveafewfavouriteplaywrights.OneofmyfavouriteEnglishplaywrightsisOscarWilde.MyfavouriteplayofhisiscalledAnIdealHusband.MyfavouriteChineseplaywrightisGuanHanqing.Hismostfamousplay,theInjusticeofDouE,isatragicstoryaboutayoungwomannamedDouE.Nowlet’slookatthequestionsinThinkAboutIt! DiscusstheThinkAboutItquestionsasaclass.--- - Allowseveralstudentstorespond. [设计意图] 讨论ThinkAboutIt中的问题,激发学生的学习兴趣。StepⅡ.Presentation TheteachershowsthenewwordsonPPT.Askstudentstotrytoreadthesewords.Thestudentsfollowtheteacherthreetimes.Thengivethestudentsfiveminutestorememberthewords.Letstudentsspellandreadthemonebyone. [设计意图] 教师以PPT的形式呈现本课中出现的生词,领着学生们朗读并记忆,为下面的课文学习做好充分准备。StepⅢ.Reading 1.Readthetextaloud. T:Boysandgirls,it’sourreadingtime.Pleasereadafterthevideoandyoushouldpaymoreattentiontoyourpronunciation. [设计意图] 让学生大声朗读课文,了解课文的大致意思,对于培养学生的正确发音以及培养学生的语感都有重要作用。 2.Scanreading. T:Boysandgirls,nowthatyouhaveknownsomethingaboutthistext,let’sreadthedialoguetogetmoreaboutit.Pleasereadquicklyanddothefollowingexercises. ShowLet’sDoIt!No.1onPPT. Readthelessonandwritetrue(T)orfalse(F). (1)WilliamShakespeareisaworld-famousplaywright. (2)Shakespeare’sworksareallcomediesandhistoricalpieces. (3)Hamletisafamouscomedy. (4)TeahousewaswrittenbyLaoShe. (5)CaoYuwrotetheplayThunderstorm. (6)InLaoSheTeahouseTheatre,youcandrinkteawhileenjoyingaplay. 【Keys】 (1)T (2)F (3)F (4)T (5)T (6)T [设计意图] 要求学生快速把握课文信息,学会找关键句,不用详读,快速跳读,以找出答案为目的。 3.Carefulreading. T:Welldone!Boysandgirls,nowthistime,I’llmaketheexercisealittlemoredifficult.Readthedialogueagain. ShowLet’sDoIt!No.2onPPT. Matcheachplaywithitsplaywright.YoucansearchtheInternetforhelp. CaoYuLaoSheWilliamShakespeare RomeoandJulietHamletSunriseLongxuSlumTeahouseThunderstormCamelXiangzi 【Keys】 CaoYu—Sunrise,Thunderstorm LaoShe—LongxuSlum,Teahouse,CamelXiangzi Shakespeare—RomeoandJuliet,Hamlet [设计意图] 第二次阅读,问题更加细化,着重考查文章当中的细节性问题,更深层次地理解文章。 4.Readthetextandfindoutmainphrasesandsentences. Explainthemeaningofthewholetextsentencebysentence;helpthestudentsrememberthemainphrasesandthemainsentences. Mainphrases: ·onone’swayhome ·performaplay ·can’twaittodo ·inorderto ·looklike ·beonstage ·oneday Mainsentences: ·Guesswhat?--- - ·Iplayedthepoorbuthandsomefisherman,andJennywasthefisherman’swife. ·Welearnedaboutsomegoodplaysandfamousplaywrights! ·Yes,manyfamousworksinEnglishwerewrittenbyhim. ·Actually,hisearlyplaysweremainlycomediesandhistoricalpieces. ·Theyarewellknownaroundtheworld. ·WehavesomeexcellentplaywrightsandfamousplaysinChina. ·CaoYu’sThunderstormandLaoShe’sTeahousehavebeenonstageformanyyears—andstillaretoday. ·Iwouldlovetogototheteahouseoneday. ·ButwedohaveaLaoSheTeahouseinBeijing.☆教材解读☆ 1.Guesswhat? what在本句中表示“不清楚的人或事物”,请求确认或重复。 2.IsawabigposterforthenewKungFuDinosaurmovieonmywayhome. onone’swayto…意为“在某人去……的路上”,如果to后跟的是副词,则要把to省略。onmywayhome意为“在我回家的路上”。 3.KungFuDinosaurreallylookslikeDanny. looklike意为“看起来像”,强调外表。此处like为介词,意为“像,如……一样”,后面跟名词或动名词形式。 4.Weperformedaplayinclass. performaplay中play为名词,意为“话剧,剧”,perform为及物动词,意为“表演,扮演,执行”,后接名词或代词作宾语。 5.Iplayedthepoorbuthandsomefisherman,andJennywasthefisherman’swife. playthepoorbuthandsomefisherman中play为动词,意为“扮演”。 6.Ican’twaittoseethem. can’twaittodosth.意为“迫不及待去做某事”。 7.Someresearchwasdoneinordertomaketheplay. inorderto意为“为了……”,表示目的,在用法和意义上相当于soasto结构,但是inorderto可以用于句首、句中,而soasto多用于句中。两者的否定式分别为:inordernotto和soasnotto。 【拓展】 inorderto和soasto在句中表示目的时,常可以转化为inorderthat或sothat引导的目的状语从句。 8.Welearnedaboutsomegoodplaysandfamousplaywrights! playwright为可数名词,意为“剧作家”,指主要进行剧本创作的人,而writer为可数名词,意为“作家”,指进行文学作品创作的作家。 9.Yes,manyfamousworksinEnglishwerewrittenbyhim. ◆manyfamousworks意为“许多名著”,其中work为可数名词,表示“著作”。 ◆bewrittenby…意为“由……写,被……写”。 10.Actually,hisearlyplaysweremainlycomediesandhistoricalpieces. ◆mainly为副词,意为“主要地,大体上”,由形容词main加后缀-ly构成。 ◆historical为形容词,意为“历史的”,在句中常作定语。而history为名词,意为“历史”,在句中作主语、宾语或表语。 11.Theyarewellknownaroundtheworld. bewellknownaroundtheworld意为“举世闻名”,known是know的过去分词形式。 12.WehavesomeexcellentplaywrightsandfamousplaysinChina. 本句是表达“某处有……”的句型之一,与therebe,therelie/stand等句型作用相同。 13.Iwouldlovetogototheteahouseoneday. oneday意为“有一天”,可用于将来时态或过去时态。 14.ButwedohaveaLaoSheTeahouseinBeijing. do在本句中用作助动词,起强调谓语的作用。主语是单数第三人称时,用does;句子是一般过去时态时,用did。 [设计意图] 学生是学习的主体,教师要努力调动学生学习的积极性和主动性,通过组内合作讨论、探究,找出对话中的关键单词和短语,把所学的知识转化为学习能力。StepⅣ.Task—Let’sDoIt!No.4.--- - 1.Usethetableaboveandwriteashortpassageaboutyourfavouriteplayorplaywright. 2.ProvidethestudentswithresearchmaterialorInternetaccess,andthendoresearchononeoftheirfavouriteplaywrights. 3.HavethemusetheirresearchtofilloutthePlaywrightBiographyHandout. 4.Askstudentstopresenttheirplaywrightbiographiestotheclass. [设计意图] 锻炼学生的写作能力。StepⅤ.PracticeⅠ.根据汉语提示完成句子1.Look!Thestudentsare (表演)anewplay. 2.Thisisa (历史的)play.Doyoulikeit? 3.Shewasnervouswhenshestoodonthe (舞台). 4.Whata (英俊的)boyheis! 5.Wecanwatch (戏剧)inthistheatre. Ⅱ.用所给词的适当形式填空1.Thisnovelis (write)byMoYan. 2.Wewouldlove (see)thatplay.Whataboutyou? 3.Sheenjoys (watch)playsonTV. 4.Theyhope (visit)thatoldteahousesoon. 5.Thatwriteriswritinga (history)novel. Ⅲ.根据汉语意思完成句子1.李明刚才迫不及待地打开了礼物。LiMing thegiftjustnow. 2.为了赶上他们,我们正在努力工作。 upwiththem,weareworkinghard. 3.这部电影上映一周的时间了。Thisfilm foraweek. 4.李明和丹尼同时到了影院。LiMingandDannyarrivedatthecinema . 5.我喜欢读莫言写的书。Ilikereadingbooks MoYan. 【Keys】 Ⅰ.1.performing 2.historical 3.stage 4.handsome 5.playsⅡ.1.written 2.tosee 3.watching 4.tovisit 5.historicalⅢ.1.couldn’twaittoopen 2.Inordertokeep 3.hasbeenon 4.atthesametime 5.writtenby [设计意图] 在掌握了课文中的重点句子和短语之后,做词汇练习和句子练习,能有效地巩固本课所学知识。StepⅥ.Summary Inthisclass,we’velearnedsomeknowledgeabouttheatres. [设计意图] 给学生以总结,让学生明确这节课的学习内容。StepⅦ.Homework 1.CompleteLet’sDoIt!No.3. 2.Finishofftheexercisesintheactivitybook. 3.PreviewLesson36. [设计意图] 让学生通过习题巩固本节课知识点,并提前做好预习。Lesson35 TheatresAreFun!Mainphrases:--- -·onone’swayhome·performaplay·can’twaittodo·inorderto·looklike·beonstage·onedayKeystructures:·Someresearchwasdoneinordertomaketheplay.·ButwedohaveaLaoSheTeahouseinBeijing.第六课时 Lesson36MakingPlaysIsFun 1.记忆单词actress;短语puton,gettoknow,takeactionstodosth.,intheshow,hardwork,shootshortmovies,agreewithsb.。 2.掌握重点句型:①Likemostpeople,Ialwaysfocusedontheactorsoractresses.②Itcantakehundredsofpeopletomakeamovieorputonaplay.③Weseldomthinkaboutthepeoplewhoworkbehindthescenes.④Withouttheirhardwork,wewouldnevergettoknowsomanygreatstoriesandstars! 3.能够用英语介绍自己所参加的戏剧演出情况。 1.学会并能正确使用单词及短语:actress,puton,gettoknow,takeactionstodosth.,intheshow,hardwork,shootshortmovies,agreewithsb.。 2.能够运用下列句型:①Likemostpeople,Ialwaysfocusedontheactorsoractresses.②Itcantakehundredsofpeopletomakeamovieorputonaplay.③Weseldomthinkaboutthepeoplewhoworkbehindthescenes.④Withouttheirhardwork,wewouldnevergettoknowsomanygreatstoriesandstars! 1.能够正确应用本课的重点词汇actress;掌握短语puton,gettoknow,takeactionstodosth.,intheshow,hardwork,shootshortmovies,agreewithsb.。 2.能够用英语介绍自己所参加的戏剧演出情况。 思路一:本课的教学内容是冀教版九年级英语第六单元的第36课,以“制作话剧真有趣”为题,通过师生互动,谈论他们最喜爱的演员,导入本课话题,以学生感兴趣的话题开篇,重点在于培养学生的学习兴趣。 思路二:本课的教学内容是冀教版九年级英语第六单元的第36课,以“制作话剧真有趣”为题,通过教师展示演员的图片,看看学生们是否认识导入新课,设置简单问题,让大部分同学都回答出来,增强他们的自信心。 教师在课前设计教学PPT,准备录音机和磁带,多媒体等。--- -StepⅠ.Leadin Leadingin【情景1】 T:Hello,class.Thisweek,wehavelearntaboutmovies.Everyoneenjoystheplaysinthisunit,Ithink.Who’syourfavouriteactororactress?Canyoufindoutwhoisthemostimportantpersoninthemovie?Canyounamesomepeoplewhoworkbehindthescenesinmoviesandplays? [设计意图] 通过师生互动,谈论最喜爱的男演员与女演员,激发学生的学习兴趣,为下面阅读部分的教学做好铺垫。 Leadingin【情景2】 ShowtwopicturesonPPT. T:Doyouknowwhotheyare? Allowseveralstudentstorespond. DividetheclassintogroupstodiscusstheThinkAboutItquestions.Thenhavethegroupssharetheiranswerswiththeclass. [设计意图] 利用图片导入,激发学生的兴趣。StepⅡ.Presentation TheteachershowsthenewwordsonPPT.Askstudentstotrytoreadthesewords.Thestudentsfollowtheteacherthreetimes.Thengivethestudentsfiveminutestorememberthewords.Letstudentsspellandreadthemonebyone. [设计意图] 教师以PPT形式呈现本课中出现的生词,领着学生们阅读并记忆,为下面的课文学习做好充分准备。StepⅢ.Listening 1.ShowLet’sDoIt!No.2onPPT. Listentothepassageandtickthecorrectanswers. (1)HowlongwasJack’sholiday? Threedays. Twodays. (2)WhatdidJackdoduringtheholiday? Hewatchedanactionmovie. Hewatchedacartoon. (3)Whatdidtheactorandactressdointhemovie? Theyfoundanewworld. Theyfoughtsomebadmen. 2.PlaythelisteningmaterialforLesson36.Playitonceandaskthestudentsjusttolisten. 3.Playtheaudiotapeasecondtimeandaskthestudentstocompletetheexercise. 4.Checktheanswers. 【Keys】 (1)Threedays. (2)Hewatchedanactionmovie. (3)Theyfoughtsomebadmen. [设计意图] 听录音前,让学生把问题和选项通读一遍,以便掌握听力策略。学生反复听磁带并跟读。第一次听,要求学生大概理解对话的意思。第二次听,改为一句一句听,仔细听出每句话的内容并完成问题。通过反复听磁带并跟读,培养学生们听说的能力。StepⅣ.Reading 1.Readthetextaloud. T:Boysandgirls,it’sourreadingtime.Pleasereadafterthevideoandyoushouldpaymoreattentiontoyourpronunciation.--- - [设计意图] 让学生大声朗读课文,对课文的意思有个大致的了解,对于培养学生的正确发音以及培养学生的语感有重要作用。 2.Carefulreading. T:Boysandgirls,nowthatyouhaveknownsomethingaboutthistext,let’sreadthepassagetogetmoreaboutit.Pleasereadcarefullyanddothefollowingexercises. ShowLet’sDoIt!No.1onPPT. Readthelessonandanswerthequestions. (1)ForhowlongdidJennyandherclassmateslearnaboutmoviesandplays? (2)Whodomostpeoplefocusonwhentheywatchmovies? (3)DidJenny’sclasslikethecomedyonegroupmade?Howdoyouknowthat? (4)WhatwasthenameoftheplaythatJenny’sgroupwrote? 【Keys】 (1)Fortwoweeks. (2)Actorsandactresses. (3)Yes.Theirmoviemadethewholeclasslaugh. (4)TheFishermanandtheGoldfish. [设计意图] 第二次阅读,问题更加细化,着重考查文章当中的细节性问题,更深层次地理解文章。 3.Readthetextandfindoutmainphrasesandsentences. Mainphrases: ·puton ·gettoknow ·takeactionstodosth. ·intheshow ·hardwork ·shootshortmovies ·agreewithsb. Mainsentences: ·Whenwebegantheselessons,allIknewwasthatmoviesandplaysarefuntowatch. ·Weseldomthinkaboutthepeoplewhoworkbehindthescenes. ·Butwithoutthem,makingamovieoraplaywouldbealmostimpossible. ·Onegroupmadeamoviethatwasacomedy. ·Theirmoviemadethewholeclasslaugh. ·MygroupperformedaplaycalledTheFishermanandtheGoldfish.☆教材解读☆ 1.Whenwebegantheselessons,allIknewwasthatmoviesandplaysarefuntowatch. ◆when引导时间状语从句;Iknew是all的定语从句,省略了引导词that;thatmoviesandplaysarefuntowatch是表语从句。 ◆fun在本句中为名词,意为“有趣的人(物);逗人乐/(或令人兴奋)的行动(话语)”。 2.Ithoughttheywerethemostimportantpeopleintheshow. intheshow意为“在演出中”,show在此处为名词,意为“演出,展示”。 3.Itcantakehundredsofpeopletomakeamovieorputonaplay. ◆take在本句中意思是“需要”。 ◆puton在本句中意思是“上演”。 4.Weseldomthinkaboutthepeoplewhoworkbehindthescenes. seldom为频度副词,意为“不常,很少,难得”,通常置于实义动词之前,助动词、系动词与情态动词之后。含有seldom的句子属于否定句,构成反意疑问句时,疑问短句部分要用肯定形式。 5.Butwithoutthem,makingamovieoraplaywouldbealmostimpossible. 【辨析】 almost,nearly (1)从含义上讲,almost强调“十分接近”,而nearly强调“尚有不足”,所以在表示“想要做而没做成,很可能发生但还未发生”时,要用nearly,而表示“简直,像”等意思时,要用almost。 (2)从程度上讲,almost比nearly更接近。--- - (3)与no,nobody,never,nothing等连用时,用almost;与not连用时,用nearly。 6.Withouttheirhardwork,wewouldnevergettoknowsomanygreatstoriesandstars! ◆句中的介词短语withouttheirhardwork表示条件,意为“没有他们的辛勤工作”,可用条件状语从句替换,在这里它可以替换为“Ifthereisn’ttheirhardwork”。 ◆hardwork意为“辛勤的工作”,hard为形容词,意为“辛勤的,艰苦的”,work为不可数名词,意为“工作”,而workhard意为“努力工作”,hard为副词,意为“努力地”,work为动词,意为“工作”。 ◆gettoknow相当于know,意为“知道,了解,逐渐认识”,gettodosth.意为“逐步做某事”,表示一段逐步做的过程。 7.Onegroupmadeamoviethatwasacomedy. 本句是一个含有定语从句的复合句,定语从句先行词为movie。 8.MygroupperformedaplaycalledTheFishermanandtheGoldfish. 句中的called是动词call的过去分词,与后面的名词构成短语,用在名词play之后作定语,意为“被叫作……”,与named同义。 [设计意图] 学生是学习的主体,教师要努力调动学生学习的积极性和主动性,通过组内合作讨论、探究,找出对话中的关键单词和短语,把所学的知识转化为学习能力。StepⅤ.Task—Let’sDoIt!No.4. 1.ReadJenny’sblogandwritesomecommentsaboutit. Tasktips: YoucanagreeordisagreewithJenny,oryoucanjustaddyourownthoughtsonthesubjecttotheblog. 2.InstructthestudentstorespondtoJenny’sblogeitheragreeingordisagreeingwithwhatshesaidinherblogorbysimplyaddingtheirownthoughtstothesubject.Youmaywanttogivethestudentsanexampletohelpthemgetstarted. 3.AskthestudentstosharetheirresponsestoJenny’sblogingroups. [设计意图] 锻炼学生的写作能力。StepⅥ.PracticeⅠ.ShowLet’sDoIt!No.3.Fillintheblankswiththecorrectformsofthewordsinthebox.active,action,activity,act,actress,actor1.Mountainclimbingandfishingaremyfavouriteoutdoor . 2.AudreyHepburnwasan ,andshewasverypretty. 3.Hecomesfromafamilyof .Hisparentsarewell-knownmoviestars. 4.We’ve inmanyschoolplays. 5.Isyourbrotherstillan memberofthechessclub? 6.Peopleshouldtake toprotecttheenvironment. Ⅱ.单项填空1.Ihaveafriend ZhangLei. A.call B.name C.names D.called2.Hewantstoeatthe apple. A.all B.whole C.any D.either3.Hesaid nothingwasworthlisteningto. A.almost B.nearly C.most D.all4.Anewstudyprovesa walkeverydayisenoughtokeeppeopleawayfrombecomingfat. A.30-minute B.30minute’sC.30-minutes D.30minuteⅢ.连词成句1.learned,they,a,everyone,said,lot(.)___________________________________________________________________________________________2.talented,movie,they,are,makers(.)___________________________________________________________________________________________--- -3.always,focused,I,on,their,clothes(.)___________________________________________________________________________________________4.will,experience,forget,we,an,never,this,is(.)___________________________________________________________________________________________5.many,great,so,stars,stories,the,in,play,and,are(.)___________________________________________________________________________________________ 【Keys】 Ⅰ.1.activities 2.actress 3.actors4.acted 5.active 6.actionsⅡ.1.D 2.B 3.A 4.AⅢ.1.Everyonesaidtheylearnedalot. 2.Theyaretalentedmoviemakers. 3.Ialwaysfocusedontheirclothes. 4.Thisisanexperiencewewillneverforget. 5.Somanygreatstoriesandstarsareintheplay. [设计意图] 在掌握了课文中的重点句子和短语之后,做词汇练习和句子练习,能有效巩固本课所学知识。StepⅦ.Summary Inthisclass,we’velearnedaboutJenny’sblogMakingPlaysIsFun. [设计意图] 给学生以总结,让学生明确这节课的学习内容。StepⅧ.Homework 1.Finishofftheexercisesintheactivitybook. 2.FinishofftheexercisesinUnitReview. [设计意图] 让学生通过习题巩固本节课知识点以及本单元的知识点。Lesson36 MakingPlaysIsFunMainphrases:·puton·gettoknow·intheshow·takeactionstodosth.·hardwork·shootshortmovies·agreewithsb.Keystructures:·Likemostpeople,Ialwaysfocusedontheactorsoractresses.·Itcantakehundredsofpeopletomakeamovieorputonaplay.语法精讲一、被动语态 (一)被动语态的使用场合 被动语态通常由“助动词be的各种时态变化+及物动词的过去分词”构成。被动语态主要使用在以下场合:不知道或没有必要说明动作的执行者是谁。当强调动作的执行者时,使用“by+执行者”。 【注意】 只有及物动词才有被动语态。不及物动词(组)如rise,come,go,takeplace,happen等,没有被动语态。 (二)主动语态变被动语态的步骤 1.把主动语态中的宾语变为被动语态中的主语。 2.找出主动语态中的谓语动词,先变为“be+过去分词”。 3.改变be的时态和结构,使之与被动语态的主语相适应。 4.原主动语态中的主语,放在by之后,还可以根据情况适当保留或省略。 (三)常考的几种被动语态的结构 1.一般现在时的被动语态--- - 结构:主语+am/is/are+过去分词+其他。 2.一般过去时的被动语态 结构:主语+was/were+过去分词+其他。 3.一般将来时的被动语态 结构:①主语+am/is/are+goingtobe+过去分词+其他。 ②主语+will/shallbe+过去分词+其他。 4.现在进行时的被动语态 结构:主语+am/are/is+being+过去分词+其他。 5.现在完成时的被动语态 结构:主语+have/hasbeen+过去分词+其他。 6.情态动词的被动语态 结构:主语+can/may/must/should+be+过去分词+其他。 (四)带双宾语的被动语态 如果一个主动语态句子中含有直接宾语和间接宾语,在变为被动语态的时候,有两种转变方法: 1.将表示人的间接宾语转换为被动语态的主语,而表示物的直接宾语位置不变。 2.将表示物的直接宾语转换为被动语态的主语,则原间接宾语前须加介词to或for。 【注意】 主动语态变为被动语态时,当把表示物的直接宾语作被动语态的主语时,有的间接宾语前用to,有的间接宾语前用for。一般来讲动词do,make,buy,cook,get等用for,而give,pass等用to。 (五)省略to的动词不定式的被动语态 在主动语态的句子中,一些表示感官或使役意义的动词(组),如hear,watch,see,feel,notice,listento,lookat,let,make,have等后面的宾语补足语是动词不定式时,主动语态中要用不带to的动词不定式,但当这样的主动语态变为被动语态时,必须把省略to的动词不定式符号to补出来。 【注意】 如果主动语态句子中的感官动词带动词-ing形式作宾语补足语,则在变为被动语态的时候,动词-ing形式不做任何变动。 (六)特殊句子的被动语态 1.主动语态中若有名词、形容词作宾语补足语,变为被动语态时,原来的宾语补足语位置不变,但句子成分变了,即变成了主语补足语。 2.许多不及物动词加介词或副词后构成动词短语,相当于及物动词。在变为被动语态的时候,不可把动词短语分开,也不可漏掉动词短语中的介词或副词。 3.含that的宾语从句的主动语态复合句变为被动语态时,通常使用“It+be+said+原宾语从句”结构。 (七)主动形式表被动意义 在英语中,有些情况下我们只能使用动词的主动语态形式来表达被动的意义。这种情况主要有以下几种: 1.动词need,want以及短语be(well)worth等后常接动名词,以主动结构表示被动含义。 【注意】 动词need,want后接动名词表被动含义,且句子的主语为物时,后面的动名词相当于动词不定式的被动结构。 2.“have/has+名词/代词+及物动词的过去分词”意思是“请某人做某事”,短语中的动词have/has在这里含有“使,让”等意思,即用主动形式表示被动意义。 3.在由系动词look,feel,smell,taste,sound,get,turn,become,seem,grow等接形容词作表语的句子中,常用主动形式表示被动意义(即不用被动语态)。 4.某些表示主语的质地、自身特征的动词,如write,wash,sell,read,drive,clean,cook等,当它们和副词well,easily等连用时,常用主动形式表被动意义。这些动词在这种情况下,一般用作不及物动词。 (八)不变为被动语态的动宾结构 1.一些表状态、关系的及物动词不能变为被动语态。 这样的动词及短语主要有:have(有),own(拥有),belongto(属于),cost(花掉),hold(容纳),happento(碰巧),agreewith(同意,赞同)。 2.某些固定的短语不能变为被动语态。 一些固定短语(成语、习语)中,动词与其后的名词不可拆分,所以不能变为被动语态。这样的短语有:takeplace(发生),loseheart(伤心),makeaface(做鬼脸),keepone’sword(守信用),makeone’sway(开路),tryone’sbest(尽力),catchfire(着火)。 3.反身代词或无实义的it作宾语时,不能变为被动语态。二、宾语补足语--- - 宾语补足语是对宾语的状态、特征、动作进行说明的,可由名词、分词、不定式、介词短语、形容词、副词来充当,通常放在宾语的后面,因此称之为宾语补足语。 1.形容词作宾语补足语,说明宾语的状态或特征,其前常见的动词有:make,keep,get,think,find,wish,leave,cut等。 2.名词作宾语补足语,说明宾语的身份或情况。其前常见的动词有:call,name,make,elect等。 3.不定式作宾语补足语,表示所代表的人或物所做的动作。 4.一些感官动词(see,hear,observe,notice,feel,watch)和使役动词(get,have,make)后,要接省略to的不定式作宾语补足语。 5.现在分词作宾语补足语表示宾语正在进行的动作,过去分词作宾语补足语表示与宾语之间存在被动关系。 6.有时用介词短语或副词作宾语补足语。---
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