上海牛津英语9A教案.doc

上海牛津英语教案-9A9A Unit 1 Ancient Greece Reading The night of the horse （1）29A Unit 1 Ancient Greece Reading The night of the horse （2）39A Unit 1 Ancient Greece Grammar-The present perfect tense49A Unit 1 Ancient Greece More practice- Archimedes and the crown59A Unit 2 Traditional skills Reading Fishing with birds （1）69A Unit 2 Traditional skills Reading Fishing with birds （2）79A Unit 2 Traditional skills Grammarthe Passive voice89A Unit 2 Traditional skills More practicesome facts of tea109A Unit 2 Traditional skills Revision119A Unit 3 Pets ReadingHead to head129A Unit 3 Pets Grammar-adverbs139A Unit 3 Pets Writing-My favourite shop149A Unit 4 Computers Reading-Computer facts (1)159A Unit 4 Computers Reading-Computer facts (2)179A Unit 4 Computers Grammar-Comparison of adj &adv199A Unit 4 Computers Speaking219A Unit 5 The human brain Reading-Memory229A Unit 5 The human brain Reading-Memory229A Unit 5 The human brain Grammar-Adverbial clauses (II)239A Unit 5 The human brain Writing-Memory Corner249A Unit 6Detectives Reading -Protecting the innocent259A Unit 6Detectives Grammar: Using infinitives279A Unit 6Detectives Listening-Mrs Whites lost jewellery289A Unit 6Detectives Writing: A crime report299A Unit 7 Escaping from kidnappers Reading: Comic strips (1)309A Unit 7 Escaping from kidnappers Reading- Comic strips (2)319A Unit 7 Escaping from kidnappers Grammar: Adjectives329A Unit 1 Ancient Greece Reading The night of the horse （1）Objectives:1. To understand the meaning of the key words in the text.2. To get further understanding of the context of the text3. To help the students realize the importance of thinking4. To improve students oral English and team spirit through activitiesFocus and difficult points: To enable the students to retell a complete historical eventProcedure:I. Pre-task1. Ask the students to look at the picture and the dialogue between Hi and Lo. Then answer the following questions:1) Where is Hi? What is Hi doing there?2) Does Hi think children who lived long ago were lucky? Why does he think so?3) From this cartoon, do you think that Hi likes learning history? Give your reasons. 1. Introduce some famous landmarks in history. Ask the students to look at the pictures and guess which country they are in.Pyramid: Stonehenge: Parthenon Temple:2. Ask the students to brainstorm: what do you know about the story: the night of the horse? Then ask them to use their imagination to arrange the pictures in the correct order.II. While-task1. Ask the students to read the text and match the words with their English meanings. (C1,2)2. Ask the students to answer some extra questions.1) How long had the Greeks tried to capture the city of Troy?2) Did the Greeks take everything with them?3) Was it difficult for the Trojans to take the huge wooden horse into the city? Why or why not?4) Read Line 13,14, what do you think would the soldier say?5) How did the Trojans move the horse into the city?6) The Greek soldiers were caught by the Trojans, werent they?3. Ask the students to answer some questions. (D1)III. Post-task1. Ask the students to retell the story.2. Ask the students to think about the questions and discuss with their group members.1) What can we learn from the Greeks?2) What lesson can we get from the Trojans?IV. Assignment1. Read the new words and text fluently, and recite the new words.2. Finish the exercise on workbook.3. Finish the extra Ex.9A Unit 1 Ancient Greece Reading The night of the horse （2）Objectives:To let students understand the text better and know some more words and expressions.To enable students to use the new language.Words and expressions:1. history historical2. Greece Greek; Egypt Egyptian; Britain British; America American3. The soldiers came down the stairstwo at a time.1) down prep. Tears ran down her face. 2) up prep. He went up the stairs.3) two at a time = He came down two stairs at a time.4. But the captain of the guards was no longer listening.no longer = not any longer5. seconds later = minutes later6. look down at ßà look up atlook down upon 瞧不起, 歧视7. The Greeks have tried for ten years to capture our city.1) the Greeks 希腊人姓氏的复数形式和民族名称前，表示全家和整个民族the Turners, the Wangs the Chinese, the British, the Japanese2) capture our city = make our city their prisoner 占领我们城capture + 人/地点/动物/事物8. You dont have to think.dont have to = neednt 没必要9. drag (用力而缓慢地)拖拉drag sth.drag sb. 硬拉，硬拖10. make jokes about 以为笑柄，取笑play a joke on 开(某人)玩笑have a joke 开玩笑11. Everybody in Troy went to sleep, _ the guards.A. include B. includes C. including D. included12. By midnight, the square was empty, except for the giant horse.except for 除了之外区别： besides; except; except for13. The Greeks seized the captain.14. It had returned in the darkness.return= come back15. In one night, they succeeded in capturing it through a trick.succeed in doing sth.=be successful in doing sth.词性转换：succeed; success; successful; successfully重点句型16. It is so big that they couldnt take it with them.sothat如此以致于9A Unit 1 Ancient Greece Grammar-The present perfect tenseObjectives:To have students know the rules of the present perfect tense.To let students express their feelings with the present perfect tense.Steps:I. The form. 1) We can use the present perfect tense to talk about things that happened in the past, but are connected with the present. It is formed with has/have + the past participle form of the verb. 2) Write down the present perfect tense for each conjugation. 3) complete the sentences with have or have not, and suitable verbs.II. just, already and yet 1) We can use just, already and yet with the present perfect tense. 2) Read the conversation, put the verbs in the right tense, and add just, already or yet.III. ever and never 1) We often use ever and never with the present perfect tense.IV. since and for We often use since and for with the present perfect tense.V. have been to and have gone to1) There is an important difference in meaning between have been to and have gone to. Compare these two sentences about Mr Hu and Mr Luo who work in the same office.2) Complete the sentences below with been or gone.VI. Review exercise Complete Anns diary by putting the verbs in italics in the present perfect tense and choosing the correct underlined words. I (1)_ (ever/just finish) reading a wonderful book. Its the best book I (2)_ (ever/never read). My friend Penny is reading it too. She (3)_ (not finish it/ already/yet), but she really likes it.I asked her, (4)_ (you/ever/already enjoy) a book so much? No, I havent. I (5)_ (just/never read) such a good book, she replied.I love reading, and I (6)_ (already/never start) another book. Its the first science fiction story I (7)_ (try for/since) a long time (8)_ (for/since) last year, in fact.Assignments:Do more exercises with what you have learned. 9A Unit 1 Ancient Greece More practice- Archimedes and the crownObjectives:1. To offer the students another chance to read stories in ancient Greece.2. To enlarge students vocabulary.3. To have students try to find information from a long text.Pre-reading1. Read the questions below and circle the correct answers.1) Which of these ancient countries was in Europe?2) When was ancient Greek civilization at its strongest in history?3) Which of these people lived in ancient Greece?4) What was Archimedes?5) Archimedes died in 212 BC. How long has he been dead?2. Ask students whether they know any stories about Archimedes or other famous ancient Greeks and let them discuss with their friends.3. Look at the picture, the title, the first and the last paragraphs of the story on page 14. Then decide whether the following statements are true or false. While-reading1. Find words to match these meanings in the story on page 14.2. Read the story again and decide whether the statements below are T (true) or F (false). If the story does not tell you about them, circle DK (Dont know).3. Ask students to arrange the pictures in order, 19, as they happened in the story.Post-reading1. Pair work: Ask students to think about what Archimedes and his servant would talk about. Remember that Archimedes owns the servant; the servant is not his friend! 2. More exercises.Assignments:1. Read the text twice.2. Try to memorize the new words and know how to make sentences with some certain phrases.9A Unit 2 Traditional skills Reading Fishing with birds （1）Objectives:1. To understand the meaning of the key words in the text.2. To get further understanding of the context of the text3. To help the students realize the importance of thinking4. To improve students oral English and team spirit through activitiesFocus and difficult points: To enable the students to retell a complete historical eventProcedure:I. Pre-task1. Introduce some traditional skills or jobs to students.2. Tell students that people and animals have always worked together. Ask them too match the beginning of each sentence with its ending.3. Tell students to match the words in the box with the things in the picture. 4. Tell students to read the first sentence of each paragraph on pages 20 and 21. Then close their books and answer the following questions.5 Read the four sentences below. Then look quickly at the article on pages 20 and 21, and write the numbers 1 4 in the blanks.II. While-reading1. Ask students to read through the text.2. Read the first paragraph again and complete the information about Damin and a cormorant.3. Read the second paragraph again and complete the flow chart.4. Ask some questions about the text.l What does Damin do after the birds bring fish back to the raft?l How does Damin deal with the fish that he gets?l How old is cormorant fishing?l What is Damin teaching his grandson?l How soon will cormorant fishing probably disappear in the world?III. Post-reading1. Pretend that you are Damins grandson. Tell whether you would like to learn this traditional skill of cormorant fishing and give your reasons as well.2. Consolidation Have students read the text and new words again.Assignments:1. Read the new words and text fluently, and recite the new words.2. Finish the exercise on workbook.3. Finish the extra Ex.9A Unit 2 Traditional skills Reading Fishing with birds （2）Objectives:   1. Knowledge: Know about cormorant fishing.   2. Ability: Improve students divergent, convergent and creative thinking.   3. Moral education: Care about and develop Chinese traditional cultures.Teaching procedures:I. Organizing the class   Greet students and have them read the words of this chapter.II. Brainstorming    1. Display a set of pictures about Chinese traditional cultures.   2. Encourage students to talk more about Chinese traditional cultures.III. Pre-task   1. What elements does a story consist of?    2. Complete the table about the story.   3. Use one sentence to generalize the information in the table.IV. While-task   1. Sub-task 1: Describing a person (Guessing & arguing)   1) Teacher describes a person and let students guess who it is. (Demonstration)   2) Students practice this guessing game and teacher assigns one or more pairs to describe the fisherman.    3) Two or three pairs including the appointed one are demanded to act out in front of class and let the rest guess.   4) Teacher encourages students to judge whether the description about the fisherman is similar to the one in the story. (Double Bubble Maps) 2. Sub-task 2: Depicturing an animal (Meeting)   1) Teacher talks about the difference and similarity between a panda and a dog with some students. (Demonstration)   2) Students are encouraged to simulate to hold a meeting to compare and contrast a cormorant and any other animal they like. There must be a chairperson and some participants. (GW & Double Bubble Maps)   3) Some groups may be asked to perform their meetings in front of class.   3. Sub-task 3: Exploring fish-catching methods (Debating)    1) Teacher leads students to speak of the fish-catching methods and attempt to divide them into traditional method and modern method.   2) Teacher divides the whole class into two groups. One group holds that the traditional fish-catching methods are better than the modern ones; the other argues over the left shoulder. One student will be elected to be the referee. (GW)   3) The referee should instigate the sides to debate more fiercely and decide the group who wins.   4. Sub-task 4: Considering the challenge of cormorant fishing (Discussing)   1) Students are required to read the last paragraph and think about: What is the matter with cormorant fishing?   2) Students discuss what challenges the cormorant fishing. (GW)   3) Each group recommends one speaker to make a report about their discussion.V. Post-task (Interviewing & Designing)   1. Interviewing the Culture Minister about how to develop Chinese traditional cultures. The reporters may come from different TV stations, newspapers and even different countries. (In-class)   2. Designing a project on Chinese traditional culture. (After-class)9A Unit 2 Traditional skills Grammarthe Passive voice1、语态概述 我吃了一个苹果， 那现在苹果怎样了？苹果被我吃了。正如汉语中的被字句，英语中的“被字句”我们称之为被动语态。英语中有两种语态：主动语态和被动语态。英语的语态是通过动词形式的变化表现出来的。2、 五种基本句型结构之一： 主+谓+宾 E.g: I eat an apple. Tom plays basketball. （注:在“主+谓+宾”结构中，主语是动作的执行者，宾语是动作的承受者。）3、被动语态谓语结构：be done（过去分词） 1.主动语态：主语是动作的执行者 e.g.：Many people speak Chinese. 2.被动语态：主语是动作的承受者 e.g.：Chinese is spoken by many people. 被动语态变化模式如图： They make the bikes in the factory. The bikes are made by them in the factory.4、被动语态的使用情况：1）、当不知道谁是动作的执行者时； Some new computers were stolen last night. 一些新电脑在昨晚被盗了。 2）、没有必要或不想指出谁是动作的执行者时； The door was opened.（没有必要指出谁是动作的执行者）3)、只需强调动作的承受者时。 The window was broken by mike.窗户是迈克打破的。5、各种时态的被动语态结构: be done( 总结构) 时态 被动语态dodoesamisare+donedidwaswere+doneamisare+doingamisare+being+donewaswere+doingwaswere+being+donewill+dowill be +donehavehas+donehavehas+been+done有情态动词情态动词+do情态动词+be+done 6、主动语态变被动语态步骤： 1. 判断时态：思考这种时态的被动语态结构。 2 主变宾：主动语态句子中的宾语变被动语态句子中的主