初三英语9AUnit6导学案(一)江苏省射阳外.doc

初三英语9A Unit 6导学案（一）精备人：陈正萍 课题：Comic strip and Welcome to the unit学习目标：1、了解罪行的线索。2、阅读关于四个嫌疑犯的笔记，判断谁最有可能是罪犯；3、画一幅嫌疑犯的画像。学习重难点：1、Words: cruel, detective, murderer, suspect, occupation ,salesman, medium;2、phrase: medium height3、sentence: My food has gone missing.导学过程：一、预习指导：预习新单词和书P98-99内容，了解本课大意并找出文中重点词组和句型结构。预习检查（一）翻译下列词组和句子1、做些非常重要的工作_ 2、严重得多_3、不见了_ 4、侦探故事_5、做笔记_ 6、上周六晚上_7、中等个头_ 8、最有可能_9、你为什么穿成那样？_10、这个人因谋杀而通缉_（二）词汇1、I found my pen m_（lost）when I get home.2、This is much more _（严重）than I thought.3、He wants to be a _（侦探）in the future.4、Why are you d_ in red ?5、The person most l_ to be the murderer is Jack.二、导学梳理：合作探究书中重难点 Step1.Lead in 1.教师用多媒体或投影仪展示福尔摩斯的照片，导入“侦探”这一话题。教师向学生提问：Do you know the man in the picture? Who is he? 2.教师说：Sherlock Holmes is a famous fictional detective created by Sir Arthur Conan Doyle. He is highly intelligent and has a great depth of knowledge which helps him solve many cases.Step2. Presentation 1. 教师用多媒体或投影仪展示Eddie穿着福尔摩斯衣服的图片，请学生猜猜他在干什么。 2. 教师说：Eddie is looking for something. What is he looking for? Listen and answer.( He is looking for his missing food.) 3. Listen again. Let the students read after the record and answer more questions. Why is Eddie dressed like that? Is he looking for a murderer?Step3. Activities 1.教师用多媒体或投影仪展示一张谋杀案的图片，引导学生四人一组讨论案件细节：Where is the place? What happened there? When did it happen? Who murdered the young man? 2.教师可将这些问题写在黑板上，以便于学生讨论。Step4. Presentation 1.教师问：What will you do if there is a crime?让学生自由发言。说出他们认为应该采取的行动。 2.教师说:Well, lets see what detectives will do in reality.解释课本第99页的语境。 3.请5个学生分别朗读第99页A 部分侦探报告中的文字及嫌疑犯简介。 4. 分组讨论：谁最有可能是谋杀犯。然后挑选几位学生说出他们的判断及理由。 5. 让学生独立画一幅他们心目中的罪犯的画像，要求画像突出罪犯的外貌特征和职业特点。画完之后，两人一组，互相猜测对方画的是谁。Step 5. Summary 另附知识点的处理：1、Why are you dressed like that, Eddie ? 你为何打扮成那样？埃迪？ dress在这里是动词，“穿着衣服”。常用于被动语态，be dressed表示某个在某个场合穿着什么衣服。 eg. They were dressed in the most fashionable clothes. 他们穿着最时髦的衣服。 He is well dressed. 他穿得很体面。 dress oneself 自己穿衣服 dress up 乔装打扮2、Im a detective. 我是一个侦探。detective用作名词，意为“侦探”。如：His father is a detective. 他父亲是一位侦探。My brother likes reading detective novels. 我弟弟喜欢看侦探小说。3、No, this is much more serious. 不，这要严重多。serious用作形容词，意为“庄重的”“严肃的”。如：He looks very serious. 他看上去非常庄重。I want to have a serious talk with you. 我要和你严肃地谈一下。serious用作形容词，意为“重大的”“危险的”。如： The mistake is not very serious. 错误并不十分严重。That is a serious problem. 那是个重大的问题。He has a serous illness. 他患了重病。seriously 用作副词，意为“严重地”“严肃地”“认真地”。如： Three people were seriously injured in the accident. 在那事故中有三人严重受伤。His mother is seriously ill. 他妈妈病得很重。4、My food has gone missing. 我的食物不见了。go 可用作连系动词，意为“变成”“处于状态”，后接形容词，而且多指不好的变化。如：The food has gone bad. 食物变质了。His face went red with anger. 他气得满脸通红。missing, 形容词，“找不到的，不在原处的”，表示目前的状态。 eg. Have you seen a book with two pages missing ?5、We have four suspects. 我们有四名嫌疑人。suspect 作为数名词，意为“嫌疑犯”。如：He is one of the suspects. 他是嫌疑犯中的一个。suspect用作动词，意为“怀疑”“猜想”。如：Do you suspect me ? 你怀疑我吗？He suspected me of taking his money. 他怀疑我拿他的钱。6、height的用法height用作名词，意为“高度”“身高”。如：What is the height of the mountain ? 这山有多高？He is two meters in height. 他身高二米。7、cruel 形容词 冷酷的，残忍的 The man is very cruel, because he killed his own son himself. 这个男人很残忍，因为他亲手杀死了自己的儿子。三、中考链接（ ）1、I was rewarded _ my hard-working work. A、with B、of C、because D、for（ ）2、My dictionary _. I havent found it yet. A、is missing B、is losing C、is missed D、goes missed3、刚才我的食物不见了。My food _ just now.4、我们已经对他们作了笔录。We _ already _ them.5、五分钟前，电话里有人找你。You _.四、课堂检测（另附，10分钟，100分）五、点滴归纳：_初三英语9A Unit 6导学案（二）课题：Reading（）学习目标：1、学习一篇关于谋杀案的新闻报道。 2、了解关键词汇。 3、能理解和运用文中的重点短语和句型。学习重难点：1、doorway, somewhere, death, bright, bleed, struggle, obviously2、as a result, put up a good fight, in the doorway of a clothes shop, take place, at the scene of the crime, bleed to deathHe was last seen leaving his office in New Town at about 7 p.m.导学过程：一、预习指导1、预习新单词和书P100内容，了解本课大意并找出文中重点词组和句型结构。2、预习检查：翻译下列短语1、一名22岁的男子_2、一名电脑程序员_3、在一家服装店的门口_ 4、发生_5、在案发现场_ 6、查明_7、其他的某个地方_8、任何不寻常的事情_9、峡谷镇的首席侦探_10、对特别感兴趣_11、收到某人的来信_12、被人用刀袭击_13、流血而死_14、结果_15、搏斗的痕迹_16、奋力搏斗_二、导学步骤： Step:导入 1、复习Comic strip 和Welcome to the unit 的内容，并引导学生谈论案件和侦探。 教师问学生：Last time , we learnt that Eddie was looking for his missing food. Can you tell me what he needs to do to find his food?2、 学生自由发言，引导他们说出破案的注意事项，如：He needs to ask witnesses and look for clues like fingerprints. 呈现生词clue, fingerprint 等。3、教师用多媒体或投影仪展示一张谋杀案图片。教师告诉学生：Last night, there was a murder in Valley Town.要求学生仔细观察图片，找出与案件有关的线索。必要时可提供下列问题让学生参考。 (1)Who was murdered last night? (2)Where was the body of the young man found? (3)Was there any blood?4、教师说：Now lets listen to the newspaper report to find more about the murder.Step呈现1、在播放课文录音前，提问：Where was the victim killed?让学生带着问题听录音并回答：The police are not sure where the young man was killed.2、让学生自己阅读全文，完成课本第102页B2 的判断正误练习。请九个学生每人读一句，全班一起核对答案，要求学生在课文中找出正确答案所在的行数。3、教师请一位学生朗读课文第一部分（第1-2段），鼓励学生回答问题。 (1)Who was killed last night? (2)What was the victims job? (3)When did the murder happen?4、学生阅读课文第二部分（第3-6段），教师要求学生根据课文内容，完成下列信息：What is known?What is unknown?5、学生集体朗读课文第三部分（第7-8段），讨论下列问题： (1)Are there any suspects so far? (2)Did the suspect kill the young man? (3)What have the victims parents offered? (4)How can people contact the police if they have any information?6、学生集体朗读课文，完成课本第103页C1部分练习。让学生先读C1 部分对话，了解大意，然后开始填空。7、请三个学生分角色朗读课文，检查不正确发音。然后，将全班学生分成三组，分角色朗读C1 部分对话。8、用多媒体呈现课本第103页C2 部分练习，让学生纠正其中的错误，进一步熟悉课文内容。Step活动1、教师问：Do you think the suspect is guilty?鼓励学生大胆发表自己的看法，如：Yes, I think the suspect is guilty. No,I dont think the suspect is guilty.对于能力较强的学生，要求他们给出理由。问新华社他们能否想出别的什么人可能有罪，鼓励他们用以下句型：I think the murderer could be .2、学生四人一组，一名学生扮演Detective Lu,其他学生扮演记者对其进行采访，了解谋杀案的情况。鼓励采访折大胆发问，侦探尽可能详细回答，如：(1)When did the murder happen?(2)How old was the man who was murdered?(3)Was the man killed at the clothes shop?(4)Did the man have many friends?Step练习1、词汇1)I found my pen m_（lost）when I get home.2)This is much more _（严重）than I thought.3)He wants to be a _（侦探）in the future.4)Why are you d_ in red ?5)The person most l_ to be the murderer is Jack.2、合作探究书中重难点1)Police have confirmed that the victim was a computer programmer. 经警察确认受害者是一位计算机程序员。 Confirm用作动词，意为“证实”“证明（报告，意见等）的正确性”。如： The report was later confirmed. 后来，这份报告得到了证实。Please send an E-mail to confirm your arrival date.请发一封电子邮件确认一下你的抵达日期。2)He was last seen leaving his office in New Town at about 7p.m. 人们最后一次看见他大概是在下午7点他离开新镇办公室的时候。 动词leave除表示“离开”以外，还有以下几种用法。leave用作动词，意为“留下”“丢下”。如： Better take off your shoes and leave them outside. 最好把鞋子脱掉，放在外面。He left his umbrella in the train. 他把伞忘在火车上了。leave表示“剩下”，大多情况下用作被动语态或过去分词形式。如： In the past no trees were left in or around the village. =In the past there were no trees left in or around the village. 过去这个村里及周围没剩下一棵树。Ive got three tickets left for tonights film. 今晚的电影票我有三张多余的。leave用作动词，表示“使（处于某种状态之中）”，接宾语+宾语补足语。如：Leave the door open when you go out. 出去时，不要关门。His illness left him very weak. 他生病以后，身体很虚弱。3)They are still working at the scene of the crime to find out whether the victim was killed somewhere else and then brought to Valley Town, or killed at the place where he was found. Whether用作动词，表示“是否”，有疑问的含义。一般情况下whether和if可以互换，都可放在ask, know, see, learn, understand, wonder等词的后面引导宾语从句。但在以下几种情况中通常只能用whether。如：whether用在介词后的宾语从句中。如： It depends on whether hes ready. 这取决于他是否准备好了。Im not interested in whether youll come or not. 你来不来我都不感兴趣。whether与or not连用。如：I couldnt decide whether or not to go to the party. 我不能决定是否参加晚会。I wonder whether Ill catch the last bus or not. 我不知道能否赶得上末班公共汽车。whether从句在句首时，不能用if。如：Whether you see her or not, phone me later. 无论你是否看见她，过后打电话给我。Whether it is good or not, I cant say. 我说不上这是好还是不好。whether引导主语从句、表语从句或同位语句时，不能用if。如：Whether hell come is very important. 他是否会来非常重要。 The question is whether they will arrive on time. 问题是他们会不会准时到来。The question whether we should go there must be decided then.我们是否应该去那儿这个问题必须迅速作出决定。whether与不定式连用时，不能用if。如： Please tell me whether to close the window. 请告诉我是否要关窗户。He doesnt know whether to stay at his uncles. 他不知道是否该留在叔叔家。4)We are asking anyone who saw anything unusual last night to contact us. 我们现在请昨晚看见任何异常情况者与我们联系。 Who saw anything unusual last night 是定语从句，主要句子成份是：We are asking anyone to contact us.5)Detective Lu said that the victim was attacked with a knife and bled to death as a result.卢侦探说遇害者是被刀刺中，因失血过多而死。As a result 词组，“因此，作为结果”。先交代原因，再用as a result连接结果，可放在句尾，也可放在句子中间。eg. Its raining hard, and as a result we cant go out. 雨下的很大，因此我们不能出去。As a result of ；因为，由于We cant go out as a result of the heavy rain.6)The victim obviously put up a good fight. 受害者显然做了殊死搏斗。put up 进行斗争，进行反抗，常用put up a fight。eg. The solders put up a fight against the enemys attack. 士兵们奋力抵抗敌人的进攻。3、中考链接1、谋杀案发生在一个冬天的早晨。The murder _.2、昨天下午五点他被看见打网球。He _ yesterday afternoon.3、不幸地是，他因失血过多而死亡。Unluckily, _.4、他是在发现的地方被杀的。He _ at the place where _.5、昨晚，一个18岁女孩的尸体被发现在一家服装店门口。 Last night, _.Step家庭作业1、词组和句型。2、熟读课文。Reading（II）说课教材分析：本课时为9A Unit6 Reading部分的第二课时，对阅读能力有了进一步要求，并为直接引语和间接引语的转换打下基础，也是9A教材阅读材料的结束。教学目标1、 知识目标：进一步熟练使用Reading（1）中的单词： Doorway somewhere death bright engineer add fingerprint enemy several suppose breathe heavily blood prove against law gun 短语：such as : as a result put up a good fight bleed to death break into be guilty of be charged with offer a reward of lead to contact on 句型： The witness reported that Detective Lu added that .2、 能力目标：通对过第一课时的回顾，全面理解并精读本文，了解叙事性文章的写 法技巧，进一步提升学生阅读能力。3、 情感目标：（1）学会认真观察，能根据一些细节、表象进行推理判断； （2）爱憎分明，勇于同违法犯罪行为做斗争。教学准备：多媒体教学设备、自制课件教学方法：情境教学法、启发式教学法。采用以上教法的理由是：以课件作为载体，通过再现谋杀案的发生、发展和结果，在一个具体的情境中很自然地将知识传授和阅读能力的提高融合到一起。在教学过程中适时地对学生启发、诱导，帮组他们完成对知识的巩固和能力的训练。教学流程：1、 听写：(对第一课时的基础知识做检查)第一课时中的四会词、重点短语、句型。听写结束后作鼓励性评价。2、Read the text （点几个人分段朗读，针对地点评语音、语调、连读、失去爆破、句子的韵律性等的问题） 3、分角色接受采访（主要句型的运用） If you are Detective Lu or witness, what do you know about the murder? 警官： 证人： If you are the suspect, how to prove you are not at the scene of the crime?嫌犯： 对于角色的表现对点评，引出知识点讲解 4、处理知识点（三部分） （1）关键词：四会词，本节课出现了大量四会词，均为历年中考中出现的高频词，考虑到本节课的容量和学生的接受能力，我讲重点讲解以下几个词汇： Death bright enemy breathe heavily blood against等，对于词的处理，我将从下几个角度来处理。词性、词形的转换，易混词的辨析，链接近几年的中考考点。（2）短语：as a result put up a good fight bleed to death break into be guilty of be charged with offer a reward of lead to contact on。短语部分我将结合本市中考题型特点以不同的练习形式来处理。一是根据语境选择词组填空，二是在单项选择题型中进行短语辨析。 （3）句型部分处理，结合中考题型句子翻译进行。 P124, 第2句到第7句均可用（在课文中句型部分出现了大量的直接引语和间接引语的语法，在本节课的句型处理过程中我只是对该语法项目做初步的介绍，详细的讲解将在语法部分实施。）5、能力输出设计： 听一篇电视新闻报道：（课文的缩写），同时不断打出幻灯片，出现案发现场，警方介入，证人证词等。这样创设了具体的情境，完全吸引了学生的注意力。然后就新闻案件向学生提问：（提问的问题出现在投影上，让学生带着问题去听，去汲取信息。） 问题的设计要简单，容易让学生上手。（1） When did the murder happen?（2） How old was the the man who was murdered?（3） Was the man killed at the clothes shop?（4） Did the man have many friends?（5） What does the suspect look like ?（6） . 这个听和回答问题的过程，兼顾了听和说的训练。并在这一过程中对学生提醒，启发，能让学生把重点短语、重要句型初步加以运用后出现关键导入句：详细案情究竟如何呢，让我们认真阅读卷宗，自然地没有痕迹地进行第二课时的新授。 6、写作训练 让学生以记者的身份给法制导报写一篇案件报道。 （利用多媒体展台对部分作品点评，从书写、段落、语法等角度检查学生对Reading中出现的短语，句型等的运用）7、布置作业 口头作业：熟读课文，进一步记忆相关的词组和句型。 笔头作业：完成补充习题中中 Reading comprehension部分的练习。 初三英语9A Unit 6导学案（七）课题：Integrated skills and Pronunciation学习目标1、听懂有关警察询问嫌疑犯的录音，并根据获取的信息完成有关表格。2、能根据所得信息写出关于绑架案的报告。3、识别一个单词的动词形式和名词形式在发音时重音的区别。学习重难点： 1、Words: record, prison, import, progress.2、Phrases: no criminal record, six months in prison for theft have a criminal record, be involved in导学过程：一、预习指导预习书P110-112掌握新单词，划出文中重点短语。预习检查：翻译短语或句子。1、一名百万富翁_ 2、一件棕色的夹克_3、因偷窃被拘留六个月_4、案发时在另一个地方_5、有他妹妹的婚礼_ 6、有犯罪记录_7、你觉得我们的第一个嫌疑犯怎样？_8、10月28日他在那个房子呆过_二、导学梳理：合作探究书中重难点Step1.Presentation教师说：Guan Fei, a four-year-old boy was kidnapped. Detective Lu has to find out more information about the kidnapping. Now, Lets read his notes.让学生快速阅读课本第110 页A1 部分的纪录。Step2. Exercises.1.让学生阅读课本第110页A1 部分的笔记和嫌疑犯的简介，告诉他们要用笔记和询问嫌疑犯所得到的信息才能完成简介。让学生利用笔记提供的信息完成嫌疑犯档案中的部分空格。2.教师播放课本第110页A2部分的录音，让学生完成A1部分的练习。播放两遍。让几位学生用完整的句子陈述A1部分简介的内容，集体核对答案。3.指导学生完成课本第111页A3 部分练习。核对答案后集体朗读一遍。Step3.Activities.1.教师鼓励学生讨论是谁绑架了Guan Fei以及绑架的原因，鼓励学生使用完整的句子口头回答。问以下问题：Who do you think kidnapped Guan Fei?Why do you think he/she kidnapped GuanFei?How much money do you think he/she wants?Why does he/she need the money?Do you think Guan Fei is scared?2.告诉学生答案没有正确和错误之分，鼓励他们形成自己的观点，并用英语表达。Step4.Presentation1. 教师说：Detective Lu and Policeman Li are also talking about the suspects. What do they think of the suspects? 教师播放课本第111页B部分的录音，让学生带着问题去听录音，听完后回答问题。2.学生齐读B部分对话。两人一组，讨论绑架案中的嫌疑犯。告诉学生他们可以发表自己的观点，也可适当增加信息量。3.给学生一些时间准备和练习他们的对话。适时鼓励和表扬学生。4.让几对学生向全班展示对话。Step 5. Summary 另附知识点的处理：1、Does have a criminal record ? 他有犯罪记录吗？ record 名词，记录 You should keep a record of your expenses. 你应记下你的各项开支。动词，记录The teams finishing time will be recorded.2、six months in prison for theft. prison 名词，监狱 He killed an old man and now he is in prison. 他杀死了一个老人而且现在他正在坐牢。3、import 名词，进口，输入。 Food imports from abroad. 从国外进口的食物。动词，进口，输入。Can you import any cheaper cars ? 你能进口一些更便宜的汽车吗？4、progress 名词，进步。 He made great progress in his study.动词，进步。 My teacher said that I was progressing quickly.三、中考链接（ ）1、Billy was _ his brothers wedding _ 8:00 _ the evening _ 18th January. A、at, at, in, in B、in, at, in, of C、on, at, on, in D、at, at, on, of（ ）2、The robbery took place _ between 7:00 P.M and 8:00 P.M last night. A、sometime B、sometimes C、some time D、some times（ ）3、The teacher told us that it _ one year when the earth _ around the sun one circle. A、was, goes B、is, goes C、is, went D、was, went4、He has made great _（进步）this term.5、I _（怀疑）him of robbing the old man.6、Dont _（反对）to my plan.7、Keep a _（记录）of my words, please.四、课堂检测（另附，10分钟，100分）五、点滴归纳 _初三英语9A Unit 6教学案（四）课题：Grammar学习目标： 1、学习并掌握直接引语改间接引语的方法。2、学习并掌握直接引语改间接引语时时态的变化。3、学习并掌握直接引语改间接引语时时态不变的情况。学习重难点：1、dare, risk, safety, if, queue, familiar, rob, robber, robbery2、put up, for safety, run out, get out of the shower, in his mid-thirties, be familiar with, wait in the queue3、Theres a risk of getting killed. The policeman asked where the body was. I asked if/ whether he knew the victim. Mr Wu said (that) the sun rises in the east.4、Reported speech with tense changes.教学手段: MultiMedia教学过程：Step 1 预习检查I. 听写安全；抢劫；注意一个人正沿着街跑；有被杀死的危险；张贴；时间就要用完了；我不敢在晚上单独出去；三十五六岁；排队等候；对银行相当熟悉II. 导学梳理：合作探究书中重难点（P107、P109）1、I dont dare to go out alone at night now. 现在我不敢在晚上单独出去。 dare 动词 敢于，胆敢 dare to do sth I never dare to steal things.用于否定句或疑问句时，一般作情态动词用。 Dare you go swimming ?2、There is a risk of getting killed. 有被杀死的危险。 risk 名词 危险，风险。 Do you realize the risk around you ? Theres a risk of catching a bad cold.3、I will move to Moon Town for safety. 为了安全我将搬到月亮镇。 safety 名词 安全，保险 形容词为safe，副词为safely. Now he is in safety 现在他很安全。 Pay attention to public safety. 注意公共安全。4、Time is running out. 时间就要用完了。 run out 用完，用尽，为了及物动词词组 如果想表达“用过完某物”应为run out of sth. We have run out of our money. 我们已经把钱用光了。5、I was waiting in the queue at the bank. 我正在银行排队等候。 queue 名词 行列，长队 如：Dont jump the queue. 不要插队。6、It seemed to me that the robber was quite familiar with the bank.（1）familiar 形容词，熟悉的。be familiar with 对熟悉Are you familiar with the man who is wearing a red coat ?（2）rob 及物动词，抢劫 rob sb of sth 抢劫某人某物 He robbed the young lady of her purse. Recently， Sun Bank was robbed of one million yuan. robber 名词，抢劫者，强盗 The robber was arrested yesterday.Step2复习导入1.复习Reading 引出直接引语T: What did Detective Lu say about the victim before he died?S: The victim obviously put up a good fight, said Detective Lu.T: Did the victim have any criminal record?S: Detective Lu said that the victim was guilty of computer crimes in the past.(将句子多媒体呈现；让学生从课文中找出更多类似的句子，并用多媒体或投影仪呈现出来)Step3呈现1.Ask students to study the two groups of sentences and try to find out something different. If they cant find out , the teacher can tell them that that the sentence