江苏省仪征市月塘中学九年级英语下册《Unit 4 Great people》教案 牛津版.doc

unit 4 great people教案learning aims:1. to match pictures to words2. to recognize and understand vocabulary about famous people3. to learn more about some famous peoplelearning focus:who do you think is the greatest person that has ever lived?hes the person who invented my favourite food.learning procedures:1. lead-in: there are many great people in the world. ask students to name some of great people they know and say who they like best.2. welcome to the unit:a. present some pictures of famous people and ask students to guess what these famous people were.b. present new vocabulary.c. ask students why they can be famous people and introduce what they did to students.d. complete “welcome to the unit” in class. students can work in pairs to complete the exercises.3comic strips: a. play the tape and students listen to the tape to get the main idea. b. students read after the tape twice. c. ask some questions about the conversation. d. students read it in pairs and act it out. e. why do people admire great people? discuss and take down notes.homework: recite the conversation in the comic.教学反思the second period :reading(1)learning aims: to become familiar with and appreciate biographical writing.to understand related details and information.to infer general meaning from pictures ,title and context.learning focus:to infer general meaning from pictures ,title and contextlearning procedures:1. background information:2. explain the context. simon is reading an article about a famous astronaut, neil armstrong. ask students whether they know when the first man walked on the moon. also ask them if they know the names of the first two men who walked on the moon. tell students that they will learn more about men visiting the moon in the reading passage.3. students listen to the recording for the first three paragraphs and then read them after the tape again.4. do true or false questions to check understanding of the first three paragraphs.a. neil armstrong was born in the 1940s.b. he flew in an aero plane when he was six.c. the gemini 8 mission is all about star signs.d. gemini 8 landed in the usa.e. neil armstrong received his student pilots license when he was 15.f. neil armstrong successfully brought the spacecraft down into the western pacific ocean when gemini 8 was out of control.g. ask students to scan the first three paragraphs and underline the new words. encourage them to explain the words to the class in english.3.课堂整理：language points:a. at the age of =when sb was years oldthe boy could swim at the age of 5. = the boy could swim when he was 5 years old. b. work as he worked as a teacher when he finished school. c. better safe than sorry = it is wiser to be too careful than to act too quickly and do something that may be regretted later. d. order sb (not) to do sth the commander ordered the soldiers to stand in line. the doctor ordered me not to work for a long time and have a good rest. e. cut sb/sth short the interviewer cut short his guest in mid-sentence.the third period:reading(2)learning aims:1. to identify specific meaning in different contexts.2. to check understanding by answering some questions.3. to consolidate the understanding of the passage.learning focus:能够领会并熟练运用文中的语法。learning procedures: 1. revisionwhen did neil armstrong become the first man that walked on the moon?what did armstrong do when gemini 8 was out of control?2. listen to the tape about the following four paragraphs and read after recording.ask and answer to check comprehension:1. which was the first spacecraft to land on the moon?2. how many people walked on the moon from apollo11?3. what did armstrong and aldrin do on the moon?4. what did astronauts take back to earth?5. what do people think the aliens tried to do?6. what was the highest award that neil armstrong received?3.consolidation4. read the passage again and rearrange the following sentences:(1) neil armstrong was born on 5th august 1930.(2) armstrong received his student pilots licece (3) armstrong became a naval pilot (4) gemini 8 went into space (5) two men walked on the moon for the first time (6) apollo 11 returned to earth (7) armstrong was awarded the medal of freedom 课堂整理：language points:a. there are reports that say这是由关系词that引导的定语从句。当先行词是人或物时，我们可以使用关系代词that 来引导。 the money that is in the wallet is mine. do you know the boy (that )my mother is talking to? b. it is said that it is said that he has got married.c. neil armstrong sent a message to mission control which said 这是由关系代词which引导的定语从句。当先行词是物时，我们可以使用关系代词which来引导。 where is the book which/that i bought this mornig? the building which/that stands by the river is our school.e. neil armstrong is the person who made people round the world realize that这是由关系代词who引导的定语从句。当先行词是人时，我们可以用关系代词who来引导。the man who/that i saw is called smith.the woman who/that spoke at the meeting yesterday is my mother.the fourth period:vocabulary learning aims: to understand the concept of an idom.to understand english idoms and when to use them.learning focus: 一些“习语” “习语”表达learning procedures: step 1 :read the explanation at the top of page 58 aloud .make sure that students understand the concept of idoms. encourage students to ask questions if they are unsure.step 2: for weaker classes, ask students to give you examples of chinese idoms to make sure they understand the concept.step 3: explain the context of the exercise. simon is reading a book about idoms. students must look at the pictures and match the meanings from the box with the correct idoms below the pictures.step 4: for weaker classes, ask students to read the sentences in the box and find out what these sentences mean. review some phases,e.g., are involved in , close to and in power. then ask students to work in pairs and match the meanings with the correct idioms. encourage students to ask questions if they are unsure of anything.step 5: for stronger classes, ask students to complete the exercise independently .for weaker classes, students can work in pairs.step 6: check answers as a class. ask one student at a time to read out one idom and its meaning. listen for mistakes and mispronunciation.step 7: ask more able students to think of chinese idioms which have similar meanings to those on pages 58 and 59.3. 课堂整理：教学反思the fifth period:grammar(1) learning aims: 1. to understand and use defining relative clause correctly .2. to use relative pronouns correctly .learning focus: 定语从句结构。定语从句关系代词的用法。learning procedures:step1 go through the explanation at the top of page60. encourage students to ask questions if there is anything they are unsure of . give students extra examples if necessary .step2 explain the context . kitty and peter are talking about who they want to write about . ask students to read sentences and decide which contain defining relative clause .step3 more able students can complete this exercise independently. allow less able students to work in pairs .step4 when all students have finished , ask two students to read the dialogue . ask them to stop after each sentence and the other students raise their hands and say if it contains a defining relatives clause .check for mistakes and mispronunciation .step5 ask students to think about what structure the first and the third sentences contain .review wh-words+to-infinitive and object clauses introduced by that . ask less able students to refer to the grammar items in unit3 of 9a and unit1 of 9b .extension activity 1. ask students to think of some famous people from china . encourage them to think of great people , rather than famous film stars . write the names on the board ,e.g. yang liweiyuan longping he zhengliang2. have students get into pairs and ask each pair choose a famous person from china .ask them what is this person famous for ? how has he she helped china ? how has he she helped society ? each pair works out the answers to the questions for the person they have chosen .then each pair reads out their answers .教学反思the sixth period:grammar(2)learning aims: 1) 掌握定语从句的定义。2) 掌握定语从句关系代词的用法3) 能够运用定语从句转述信息。 4) 能够运用定语从句描述适当情境。learning focus: 定语从句关系代词的用法。learning procedures:step1 go through the table at the top of page 61 . then read the three example sentences. tell students that the arrows show the people or things the relative pronouns are referring to.step2 explain the context of the exercise . daniel is completing some notes about bruce lee. students help daniel use the correct relative pronouns. in stronger classes, encourage students to complete this exercise independently , as this will help you gauge how well students have understood the grammar topic . in weaker classes , students can work in pairs or small groups .step3 explain to students that both which and that can be used as relative pronouns to refer to things ,but we normally use that as the relative pronoun when the noun it refers to is qualified by an ordinal number, e.g. the first, the second, the last .step4 once all students have finished ,ask five students to each read out a completed sentence .listen for mistakes and mispronunciation. step5 explain the context of partb2 . millie is looking at a web page about albert einstein on the internet .students will rearrange the words and add correct relative pronouns to from sentences .step6 divide the class into groups of four . each group must nominate a write who will write down the answers on a piece of paper .each group must work together to come up with the answers .the seventh period:integrated skills learning aims: 1.听懂并理解本课听力材料所传达的信息。2.学会从人物简介中提取信息；完成一篇介绍人物的文章；谈论名人及我们钦佩他们的原因。learning focus: 学会从人物简介中提取信息；听懂听力材料所传达的信息。完成一篇介绍人物的文章；谈论名人及我们钦佩他们的原因。 learning procedures:1 millie is making some notes about marie curie for her presentation. ask a student to read the information about marie curie at the top of page64.ask students to raise their hands if they have any questions .2 explain to students that they will not be able to find all the information they need to complete the notes in part a1 from the profile. however, they should try to find as much information as they can . tell less able students that they can find the answers to notes.1,2,9,10,11,12 and 18 in the profile.3 tell students they can complete the rest of the notes by listening to the recording about marie curie. tell them to listen carefully for the answers they have not yet found.4 play the recording through once, without stopping ,ask students not to write anything, just to listen the first time round.5 play the recording again. stop every now and then to give students time to write if necessary ,especially for weaker classes . for stronger classes, you should be able to play the recording all the way through without stopping.6 play the recording again without stopping for the students to check their answers.7 ask students to volunteer their answers . listen for mistakes and mispronunciation.8 explain to students that they can use the notes from page 64 to help them complete millies presentation .9. divide the class into group of four .each group must work together to come up with the correct answers , each group must swap their answer sheet to anther group once they have finished .10. ask one students to read one answer at a time . encourage students to listen for mistakes and raise their hands when they have a questions .part b1. explain the context . millie and simon are talking about the famous people .2. select two more able students to play the role of millie and simon . ask them to read the conversation aloud .3. ask students to work in pairs . encourage them to read the conversation aloud .then ask students to talk about some famous people they admire . remind them to use millie and simons conversation as a model .4. as you walk around the class , commend students on any parts they do particularly well . try not to criticize students too much on their spoken english ,as this can be discouraging .useful expressionsi really admireheshe devoted hisher lifei think heshe wasi want to be likethe eighth period:study skills learning aims: 1. 获得并积累图书馆使用技能。2. 了解图书分布排架的方法。3. 根据图书标题给图书分类。learning focus: 根据图书标题给图书分类。learning procedures:step 1 presentation1.ask:how many of you often use the library?do you like the library?answer them with the structure:i like the library becausei dont like the library because2.ask:what kind of books do you like reading?3.let ss go through the content at page 70,then explain somemain points.ask them if they have some questions.4.do the exercises in the book.5.check the answers in pairs.step 2games杜威十进制分类法：00 generalities100 philosophy and psychology200 religions and mythology300 social science and folklore400 languages and grammar500 natural science and maths600 medicine and technology700 the fine arts and decorative arts800 literature900 history, geography and biography按杜威十进制分类法进行分类1a tale of two cities 2.liberalism3.bible 4.a look at australian english5.learning about gravity 6.europe in the middle ages7.online business and computers 8.encyclopedia9.a brief introduction to chinese philosophy 10.the painting collections by the yangzhou eight eccentricsstep3homework1. 查询几种主要的分类法2. 蒋自己书柜里的图书进行分类教学反思the ninth period:main task learning aims: 1. to read and understand notes about a famous person .2. to use notes to complete a piece of writing about a famous person .3. to do independent research about a famous person .4. to write a draft about a famous person .5. to give a presentation to the class about a famous person .learning focus: 能写一篇描述名人的文章。learning procedures:step1 review key vocabulary with students . write the following o the blackboard :devoting a religious woman (nun)builder a change of direction (turning point )nun dedicating , doing nothing else (devoting )turning point a person who makes houses (builder)ask students to raise their hands when they know the meaning of a word . if a student has the correct answer , heshe comes to the front of the class and draws a line between the word and its meaning . the students then choose the next student to come to the front of the class . continue until all of the words have been lined correctly .step2 tell students that amy made some notes about his mother teresa . explain that producing notes as amy has done is useful when organizing thoughts and events . it can be a good way to plan their things .step3 explain to students that these notes show the major points in mother teresas life , and are in chronological order , the order in which they happened .step4 ask one student at a time to read a note . encourage students to ask questions if they are unsure the meaning of any words . part bstep1 ask students to complete amys draft in partb . remind them that they should use the information in parta page67 to help them .step2 once students have finished , read the text out loud for them . pause at the blanks and ask the students to raise their hands if they know the correct answers . complete this exercise as a class . part c step1 explain to students that they must choose one person to give a presentation about . remind the students not to write about mother teresa or neil armstrong -they should try to think of a famous person that hasnt been mentioned in this unit ,or at least one that has not been mentioned in detail .step2 ask students to work on their own to complete this exercise . each presentation should be unique and original . encourage students