牛津英语9A第一单元学案和全册教案精选.doc

章节：9A Chapter 3 课时：10 章目标课标要求课时目标知识与能力1 核心语言点：a) 进一步掌握现在完成时的应用，进而培养学生对其用法进行归纳和总结的能力b) ever和never, since和for在现在完成时中的用法2 功能与话题a) 根据信息猜人物b) 通过学习古希腊故事：特洛伊木马，初步了解西方国家的历史知识3 能力目标a) 通过阅读文章和写作，掌握过去时和现在完成时的区别。锻炼学生结合语境和时间进行准确的造句的能力b) 结合过去时和现在完成时，描述你心目中的一个历史人物或明星1 帮助学生了解西方文化，着重加强文化意识的培养。2 培养学生的自主学习意识和学习策略3 初三学生应到五级阅读能力，即阅读量达到15，000个单词，平均每天三到四篇短文4 口语交际能力达到描述一个人物或故事的能力词汇Reading: pyramid, Stonehenge, Egypt, run, tale, send in, two at a time, stair, plain, beyond, Greek, capture, help(n.), have to, order(n.), Trojan, drag, citizen, make jokes about, stupid, securely, include, except for, secret, army, darkness, seize, roughly, unable, far, enjoy oneself, frightened, beatLanguage: mend, get rid of, junk, fireworks, before(adv.), extra-curricular, joinSpeaking:arrow, bow, fictional, Europe, century, politician, sportsman, sportswoman, legend 句型Reading: 1. Seconds later/ Moment later, the captain stood on (片刻之后，常用于过去时和一般将来时) 2. Outside the main gates of the city stood a huge horse made of wood. / Outside stood the Greek army. (倒装句)3. Its so big that they couldnt take it with them. (如此 以致于 )4. they all went to sleep, including the gate guards. (包括 ，用于句中) 5. the square was empty except for the giant horse. (除了 之外)6. For ten years, they couldnt capture the city by fighting. / by a trick. (by意为“通过做”)Language: 1. have/has +表延续性v. since +点时间/ 过去时态的句子 (自从 以来就已经 )2. have/ has +表延续性v. for + 段时间 (已经做某事多长时间了) 语法Reading: 一般过去时的应用Language:现在完成时的归纳和总结Writing: 一般过去时的应用情感态度价值观通过学习“特洛伊木马”这篇文章，告诉我们做事情时，要善于接受别人的意见，同时还要学会在胜利面前，不骄傲，不盲目自大。 教学过程和方法教学反思Reading - Period 1 Warming-up: Recite part of the English text- the hidden helpers to check their pronunciation and intonation and meanwhile stimulate their mind in English. Procedures: Step 1: Let the Ss enjoy a joke before the text and ask the Ss what you can learn from it to coach them to make a conclusion out of the words. Step 2: Task 1: Look at some pictures and match the name of each place with the country where it is found.Task 2: Discuss in groups and write down some more information about these countries Egypt, England, Japan. Task 3: Enjoy the extract from the film “Troy” and ask the question “ In which country does the tale happen in history?”Task 4: Show some pictures of the events in the story on page35. Arrange them in the order they happened in the story. Task 5: Describe the pictures in English in groups and find out which group is the best to tell the story in their own words. Assignment after class1. Read the new words and text on page 35 and recite them 2. Find out more information about The Trojan War 3. Do the exercise books Reading - Period 2 Warming-up: Read the new words and text after the video show. Procedures: Step 1: Let the Ss exchange the information about “The Trojan War” Step 2: Task 1: Look at some pictures and match them with the characters in the text.Task 2: Read in groups loudly to get the main idea of the tale and find out the difficult language points in the text.Task 3: Role-reading: let the Ss read the text in small groupsTask 4: Analyse the language points with the partners and then teach them to other students. Task 5: Act out the play in small groups in front of the class. Assignment after class1. Read the text for four times 2. Do the exercises C1, C2, D1, D2 on page 36, 37 Reading - Period 3Warming- up: Read the new words and text after the video show.Procedures: Step 1: Let the Ss exchange the answers to the questions on page 36, 37Step 2: Task 1: Present the main grammar points on the screen Task 2: Make up some sentences in English according to the new grammar pointsTask 3: Do some exercises on the screen and check answers in groupsAssignment after class1. Recite the first and second paragraphs 2. Do the test papers of Chapter 3. Listening - Period 4 Warming-up:Read the new words and text after the video show.Procedures: Step 1: Let the Ss say something about “ The Night of the Horse” Step 2: Task 1: Lets discuss “How did the Trojan War start?”Task 2:To find out, we must go back more than two thousand years. Listen to the recording and put the pictures in the right order. Write the numbers 1-8 in the circles. Task 3: Read the listening materials in groups loudly and find out the difficult language points in the text.Task 4: Do some consolidation exercisesAssignment after class1. Collect the usage about the present perfect tense we have learned before. 2. Do the exercise papers about Listening Language - Period 5Warming-up: Translate some sentences in English and let the Ss find out the differences between the past tense and the present perfect tense Procedures: Step 1: Present the structure of the present perfect tense and illustrate the identification of the present perfect tense Step 2: Show two pictures and make up sentences as many as possible and check the answers in small groups. Step 3: Drill the pattern in the exercises on page 39, 40 Step 4: Conclude the key words of the present perfect tense The usage of these words: already/ yet, ever/ never, since/ for Step 5: Do some exercises on the screenAssignment after class1. Collect the usage about the present perfect tense we have learned before. 2. Do the exercise papers about LanguageLanguage - Period 6Warming-up: Make a sentence chair work one by one Procedures: Step 1: Show your summary to the others in front of the class Step 2: Present some special situations in the exercise Step 3: Do some exercises on the screen Step 4: Discuss your life instances in small groups by using the patterns I . since , I for , I since . and in . for . Assignment after classDo the exercise papers about Language Speaking Period 7Talk time: a) Slowly read the words in Exercises A1 and A2 to the students and ask them to repeat the words after you. Then select a few students to say the words individually to check that they have mastered the sounds. b) Ask a few students to read the poem to the class. Then dictate words from the poem at random to test reception or point to words on the board to test production. c) Tell students to practice saying the words in Exercise A4 with the stress on the first syllable. Note that usually we reduce unstressed vowels. d) Ask the Ss to do exercises A5, A6 Speak up: a) play the game “ Who am I” in groups b) Do exercise B1. Students can work in groups of five to practice the game. They are practicing the question forms and intonation and also getting to understand how the game works. Writing Period 8Warming-up: Let the students read the dialogue on page 44Procedures: Step 1: Now let the students imagine themselves you were one of the soldiers inside the wooden horse. Work in groups and complete the Exercise A.Step 2: Ask the Ss retell the story from a different point of view according to the short passage on page 46. Step 3: Class activitiesa) Write a short letter or postcard telling a friend about their holiday at a beach resort in Thailand using the present perfect tense. For example: Dear Tonny, We have been there for four days now. I have seen some temples and have been on a boat. On Tuesday, I swam all day. We have had some lovely seafood. We will return home on Saturday. Guo Mingb) Ask students to write three headlines for an evening TV news bulletin using the present perfect tense. Assignment after class Write a letter or postcard to a pen friend telling her or him about your holiday. More Practice Period 9Warming-up: Show some photos of Qian Xuesen to the students and let the Ss guess who he is. Procedures: Step 1: Read silently and find out the new words and sentences in the text Step 2: Students and the teacher activities a) Explain the new words and sentences they dont understand. b) Exchange the ideas about which sentence of each paragraph is the key. Step 3: Ask the students to complete these exercises on page 48. Step 4: Discuss what you know about Chinas aerospace development. What do you think may happen in the future? Assignment after class Do the exercise on More PracticeRevision Period 10 Warming-up: In groups do some vocabulary games Procedures: Step 1: Make up some sentences on the screen in the present perfect tense or the past tense Step 2: Conclude the main phrases and model sentences Step 3: Do some exercises in the exercise-book Assignment after class1. Do the test paper of Chapter Three2. Make a preparation for Chapter Four 九年级英语教案 章节：Chapter 5 课时：10 章目标课标要求课时目标知识与能力核心语言点：if 和unless的条件句功能与话题：使用道歉用语及如何找到借口；讨论梦想能力目标：用英语写报道 1 了解英语词汇包括单词，短语，习惯用语和固定搭配等形式。2 理解和领悟词语的基本含义。3 了解常用语言形式的基本结构和常用表功能。4 熟悉有关日常生活，兴趣爱好等方面的话题。词汇掌握词汇：helicopter, memory, injure, immediate, imagine, president, improve, industry, stick, unless, suitable, second, silly, complain, judge, mind, afterwards, basic, death, method, feed, enemy, burst, friendship, repair, steam, accident 认知词汇：memorize, spider, crab, efficient, regularly, snail, concentrate, focus, sleepiness, essential, dramatic, millionaire, mosquito, tank, various, concentration, caffreine句型want to do sth =would like to do sth= feel like doing sth.agree to do sth./agree on (about) sth./ agree with sb./ agree to sth./ agree thatbe essential for be angry with sb. be angry at/about sth.the way of doing sth. the way to do语法if 和unless的条件句情感态度价值观合理饮食，注意休息，适当放松，提高记忆力。教学过程和方法教学反思Reading (I,II,III)I Show the student a cartoon about memory.II A What do you know about?This memory test will give you an idea of how good (or bad) your memory is. Read the words in the list below at normal speed. Then close your books and write down , in order, as many words as you can remember. Record your score.III B Find the facts Read through the articles and mark these statements True or False IV Reading: memory1 Read the reading by themselves.2 Read it again and find some questions about it.3 Work in groups and discuss the questions they have.4 Put forward the questions they cant solve, ask the other students for help.5 The teacher solve the problems.6 Sum up the difficulties: want to do sth =would like to do sth= feel like doing sth. have a feather about agree to do sth./agree on (about) sth./ agree with sb./ agree to sth./ agree thatshort-term memory/ long-term memory get/ become/ go/come/turn的区别be essential for hurt/ injure的区别 be angry with sb. be angry at/about sth.the way of doing sth. the way to doV Do C Find the meanings and D Read and thinkListening (I )I Tell the students that these exercises will test your memory. Listen, but do not take notes. Write short answers to the questions. The first one is done for you. II Listen to the tape. III Play it again.IV Check the answers and explain the difficulties.V Do some exercises in the workbook if there is time left.Language (I,II) I if sentences. The uses of if. A. actions having results that will certainly happen. B. actions having results that will probably happen.II Check out the answers.III Explain the puzzles they have. IV if not and unlessV. Check out the answers.VI.Explain the puzzles they have. VII. Notes: check timetable look up stay in ones mind be away from sp. lose marks in the exam complain aboutSpeaking (I)I. Ask the students what they should do if they do something wrong. Lead to apologies and excuses. II. Practise the dialogue in pairs. And ask some pairs to act it out.III. Answer the questions. Notes: Im (terribly) sorry. break down accept/reject an excuse apologize to sb. make a suggestion IV. Finish an exercise. Note: get sth. doneV. Work in groups. Ask the students to finish the sentences. (Day Dreams)VI. Finish the exercises on Page 76. Using English(I)I.Read the article. A. Read through the article. B. Finish Exercise A and B.II. Read the article again and answer questions.(I will make some questions according to the article.)III. Notes: keep sth. keep sb. doing sth keep (on) doing sth. keep sb. from doing sth. Keep sth.+ adj. keep a diary Pleasure n. pleasant adj. please v. First of all be suitable for fill sth. with sth. On sale too much IV. Finish Exercise BV. Read the article on Page 77 and finish the diagram.VI. Read the article again and answer questions.(I will make some questions according to the article.)VII. Notes: less than eitheror at one time the whole of our lives divideintoWriting (I)I Students work in pairs to finish the article with the pictures and the verbs given. II Check the answers.III. Read the article.IV. Each student should then work on his or her own, and write an article according to the demands.V. Ask some student to read their articles. VI. Homework.More practice (I)I Read the article.II. Discuss the problems the students have. III. Read the article again.IV. Answer the questions.V Homework九年级英语教案 章节：Chapter 6 课时：10 章目标课标要求课时目标知识与能力1 学会“掌握词汇”2 学会正确使用一些短语3 学会形容词的用法和位置4 学会描述人物的面部特征5 会用英语写一些漫画的对白 1语言技能方面：能简单描述人物或事件2 语言知识方面：了解单词、短语、习惯用语和固定搭配；理解和掌握描述人和事物的表达方式词汇掌握词汇：above, chance, come across, come to life, differ, excitement, finish, fool, subject, interest, joke, line, personality, search for, shut up, speech, text, thought, tough, variety, varied, wonder, at times, anger, on end, shout, sideways, thoughtful, wide, worried, life jacket, round-the-world trip, vary 认知词汇：former, headquarters, meanwhile, affair, affect, appeal, bad-tempered, border, bubble, chief, crash, dip pen, frame, idiot, kidnap, overturn, outline, kidnapper, knot, nib, plot, script, sound-effect, spice, strip, forehead, tinkle, cheek, exaggerate, eyebrow, guide-line, yacht, partner, roller-skates, tip, view, bluish, burst out, sly, droop, droopy, pale, frown, wavy, wink, yawn, tick-tock句型none语法1 with 2 be full of3 keep +形容词4 need 的用法 5 make: make sb do, be made to dobe made of , be made from, be made in, be made by, be made up of6 search for7 meanwhile8 come to life9 escape from, free from10burst out doing sth.情感态度价值观敢于用英语表达自己的情感教学过程和方法教学反思Reading (I,II,III)I Show the student some comic strips to attract the students.II A Look and think Ask the students to look at the title, the headings and the pictures. Then try to answer these questions, and then check the answers.III B Find the facts Read through the article and complete these rules about creating comic strips. Put one word from the article in each space, and then check the answers.IV Reading: Comic strips1 Read the reading by themselves, and finish C1 and C2.2 Read it again and find some questions about it.3 Work in groups and discuss the questions they have.4 Put forward the questions they cant solve, ask the other students for help.5 The teacher solve the problems.6 Sum up the difficulties: 1) with 2) be full of 3) keep +形容词4) need 的用法5) make: make sb do, be made to do be made of , be made from, be made in, be made by, be made up of6) search for 7) meanwhile 8) come to lifeV Do D Read and thinkListening (I )I Tell the students that Rita Rich has been kidnapped. The kidnappers have gone out. They did not know that Rita has her own mobile phone. Now she is telephoning the police and that they are police officers. Complete the notes below.II Check out the answers and explain the difficulties.III Before listening: The police know that Rita is on Square Island. Look at the map below. They think she is in one of the buildings marked A to F. Use your notes, and study the map. Can you find out which building Rita is in?IV Play the recording.V If is necessary, play it again.VI Explain the difficulties.VII Do some exercises in the workbook if there is time left.Language (I,II) I Adjectives before nouns. The ordinary use of adjectives before nouns should not cause any trouble to learners. Read the introduction to the class and proceed to the exercise.II Check out the answers.III Explain the puzzles they have. Adjective order is not absolutely fixed, but in general, adjectives appear in the following sequence:1 adjs of size and length 2 of shape and width 3 of age 4 of colour 5 of origin 6 of materialIV Adjectives after verbs. Read the introduction to the class and ensure the students understand the pattern.V Go over the instructions with the class, and then proceed to the exercise.VI Adjectives with It is and to + a verb. Read through the introduction with the class, and then proceed to the exercise.VII Adjectives followed by to + a verb. Look at the examples in the Hi and Lo drawing and thoroughly review the adjectives in the box with the class.VIII Read the instructions with the class and let the students do Ex D1 and D2 in pairs, and then present their reports to me individually for Ex D3.IX HomeworkSpeaking (I)I Modal t