上海牛津英語9A教案

1、精選優(yōu)質(zhì)文檔-傾情為你奉上上海牛津英語教案-9A9A 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 Engl

2、ish 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

3、?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: St

4、onehenge: 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 meanin

5、gs. (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

6、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

7、 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

8、（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.

9、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,

10、歧視7. The Greeks have tried for ten years to capture our city.1) the Greeks 希臘人姓氏的復數(shù)形式和民族名稱前，表示全家和整個民族the Turners, the Wangs the Chinese, the British, the Japanese2) capture our city = make our city their prisoner 占領(lǐng)我們城capture + 人/地點/動物/事物8. You dont have to think.dont have to = neednt 沒必要9. drag (用力

11、而緩慢地)拖拉drag sth.drag sb. 硬拉，硬拖10. make jokes about 以為笑柄，取笑play a joke on 開(某人)玩笑have a joke 開玩笑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 除了之外區(qū)別： besides; except; except

12、 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.詞性轉(zhuǎn)換：succeed; success; successful; successfully重點句型16. It is so big that they couldnt take it w

13、ith 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

14、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

15、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

16、.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 t

17、he 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, (

18、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 m

19、ore 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.

20、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

21、?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-r

22、eading1. 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 th

23、e 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 sentenc

24、es 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

25、 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 th

26、e 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. The

27、n 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 char

28、t.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-re

29、ading1. 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.

30、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. 

31、0; 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 cul

32、tures.   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

33、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 o

34、r 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

35、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

36、 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 (Debati

37、ng)    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

38、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

39、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

40、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

41、. Designing a project on Chinese traditional culture. (After-class)9A Unit 2 Traditional skills Grammarthe Passive voice1、語態(tài)概述 我吃了一個蘋果， 那現(xiàn)在蘋果怎樣了？蘋果被我吃了。正如漢語中的被字句，英語中的“被字句”我們稱之為被動語態(tài)。英語中有兩種語態(tài)：主動語態(tài)和被動語態(tài)。英語的語態(tài)是通過動詞形式的變化表現(xiàn)出來的。2、 五種基本句型結(jié)構(gòu)之一： 主+謂+賓 E.g: I eat an apple. Tom plays basketball. （注:在“主+謂+賓”結(jié)構(gòu)中，

42、主語是動作的執(zhí)行者，賓語是動作的承受者。）3、被動語態(tài)謂語結(jié)構(gòu)：be done（過去分詞） 1.主動語態(tài)：主語是動作的執(zhí)行者 e.g.：Many people speak Chinese. 2.被動語態(tài)：主語是動作的承受者 e.g.：Chinese is spoken by many people. 被動語態(tài)變化模式如圖： They make the bikes in the factory. The bikes are made by them in the factory.4、被動語態(tài)的使用情況：1）、當不知道誰是動作的執(zhí)行者時； Some new computers were stole

43、n last night. 一些新電腦在昨晚被盜了。 2）、沒有必要或不想指出誰是動作的執(zhí)行者時； The door was opened.（沒有必要指出誰是動作的執(zhí)行者）3)、只需強調(diào)動作的承受者時。 The window was broken by mike.窗戶是邁克打破的。5、各種時態(tài)的被動語態(tài)結(jié)構(gòu): be done( 總結(jié)構(gòu)) 時態(tài) 被動語態(tài)dodoesamisare+donedidwaswere+doneamisare+doingamisare+being+donewaswere+doingwaswere+being+donewill+dowill be +donehavehas+

44、donehavehas+been+done有情態(tài)動詞情態(tài)動詞+do情態(tài)動詞+be+done 6、主動語態(tài)變被動語態(tài)步驟： 1. 判斷時態(tài)：思考這種時態(tài)的被動語態(tài)結(jié)構(gòu)。 2 主變賓：主動語態(tài)句子中的賓語變被動語態(tài)句子中的主語（同時賓變主）。 3. 謂動變被動：把謂語動詞變成被動結(jié)構(gòu)（be + done） 4. 主語放by后，主格變賓格：把主動語態(tài)中的主語放在介詞by（被）之后，將主格變 為賓格。7、含有情態(tài)動詞的被動語態(tài) 含有情態(tài)動詞的主動句變成被動句時，由“情態(tài)動詞be過去分詞”構(gòu)成，原來帶to的情態(tài)動詞變成被動語態(tài)后“to”仍要保留。 （歌訣是：情態(tài)動詞變被動，情態(tài)加be，加“過分”。） 初

45、中階段可用于被動語態(tài)的情態(tài)動詞有：can（be done）能夠被may（be done）可以能被must（be done）必須被need（be done）需要被should（be done）應該被 9A Unit 2 Traditional skills More practicesome facts of teaObjectives:1. To let students have the chance to read more about traditional skills.2. To let students practice some reading skills like guess

46、ing, finding information from a text and grasp the main idea of a passage.3. To enlarge students vocabulary and let them make dialogues about what they have learnt in the text.Procedures:Before reading1. Ask students some questions about tea and lead to the topic: some facts of tea.2. Deal with some

47、 new words that may make the understanding of the text difficult.While reading1. Ask students to read the text quickly and ask them to tell the main idea of the text.2. Ask students to read the first paragraph and decide whether the following sentences are true or false.1) Tea is the most popular dr

48、ink in the world.T / F2) Black tea can keep fresh for a long time.T / F3) Black tea first came to China during the Ming Dynasty.T / F4) Herbal tea is a kind of real tea.T / F5) Tea leaves contain caffeine.T / F3. Find the words in Column A in the passage and match them with the meanings in Column B.

49、4. Read the passage again. Then answer the following questions.Post reading1. Ask students if they know how many types of tea there are in China. If they do, ask them to list the name of them.2. Ask students to make a dialogue to practice what they have learned from the text.Assignments1. Read the t

50、ext three times.2. Remember some new words and sentences. 9A Unit 2 Traditional skills RevisionTeaching aims:1. To help students use key words and phrases correctly by reviewing them.2. To be able to use passive voice of three tenses properly in a certain situation.3. To help students be more famili

51、ar to the text and understand it well by doing some activities.4. To learn to describe a person.5. To hold their attention on some traditional occupations or skills which are disappearing in China.Teaching key points1. Use key words and phrases correctly.2. Make sure Ss master the Passive voice (3 t

52、enses), then use it properly in a certain situation. 3. Help students understand the text well.Pre-task preparation1. Use English explanations to help Ss review some words and phrases.While-task procedures2. Finish some exercise about key words and phrases. 1)Choose the right words to fill in the bl

53、anks. (Using their correct form) 2)Rewrite the following sentences as required.3. Do pair work. Use the five words to make sentences and then change them into passive voice. remove require bang control hang4. Fill in the form (課文鞏固，單詞拼寫檢查)5. Put the sentences into correct order(about Damins work)6.

54、Say something that youre most interested about Wang Damin.7. Summarize the main points of describing a person and his work.Post-task activity8. Write a composition with topic My grandpa Wang Damin.Homework:Make s survey about Chinese traditional skill.1. Are you interested in cormorant fishing? Why

55、or why not?2. How much do you know about other traditional skills that you have seen in your life?3. Are traditional skills important to you? Why or why not?9A Unit 3 Pets ReadingHead to headObjectives:1. To understand the meaning of the key words in the text.2. To get further understanding of the c

56、ontext of the text3. To help the students realize the importance of thinking4. To improve students oral English and team spirit through activitiesPre-reading preparation1. In Unit 3, we are going to talk about pets. Read the three headings below and come up to the board one by one and add a word und

57、er one of the headings.2. What do you know about animals and pets? Are these statements T (True) or F (False)?While-reading procedures1. Would you like to have a pet? Give your reasons. If you like to have a pet, what animal will you probably choose? Give your reasons as well.2. Look at the two pictures on page 37. What will the article probably be about? 3. Now, read t