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2019-2020年九年級(jí)英語(yǔ)下冊(cè) unit4全套教案 牛津版 Teaching goals: 1. To match pictures to words 2. To recognize and understand vocabulary about famous people 3. To learn more about some famous people Difficulties: Who do you think is the greatest person that has ever lived? He’s the person who invented my favourite food. Teaching methods: Listening , speaking, reading and writing Procedure: 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. Wele 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. plete “wele to the unit” in class. Students can work in pairs to plete the exercises. 3 . ic 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 ic. The second period Reading (I) Teaching aims: 1. To bee familiar with and appreciate biographical writing. 2. To understand related details and information. 3. To infer general meaning from pictures ,title and context. Difficulties: 1. at the age of 2. work as 3. it was better to be safe than sorry 4. order sb to do sth 5. cut sth / sb short Teaching methods; Listening , speaking , reading and writing Procedure: 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 pilot’s 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. 5 . Language points: a. at the age of… =when sb was … years old The 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 mander 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. Homework: 1. Recite the paragraphs. 2. Preview the following paragraphs.. The third period Reading (II) Teaching 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. Difficulties: There are reports that say Armstrong and Aldrin saw alien spacecraft It is said that Neil Armstrong sent a message to Mission Control which said that… The most important award that Armstrong got for his service was the Medal of Freedom Armstrong is the person who made people round the world realize that… Teaching methods: Listening speaking reading and writing. Procedures: 1. Revision When did Neil Armstrong bee 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 prehension: 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. Language points: a. There are reports that say… 這是由關(guān)系詞that引導(dǎo)的定語(yǔ)從句。當(dāng)先行詞是人或物時(shí)，我們可以使用關(guān)系代詞that 來(lái)引導(dǎo)。 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… 這是由關(guān)系代詞which引導(dǎo)的定語(yǔ)從句。當(dāng)先行詞是物時(shí)，我們可以使用關(guān)系代詞which來(lái)引導(dǎo)。 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… 這是由關(guān)系代詞who引導(dǎo)的定語(yǔ)從句。當(dāng)先行詞是人時(shí)，我們可以用關(guān)系代詞who來(lái)引導(dǎo)。 The man who/that I saw is called Smith. The woman who/that spoke at the meeting yesterday is my mother. 4.Consolidation 4. Read the passage again and rearrange the following sentences: (1) Neil Armstrong was born on 5th August 1930. (2) Armstrong received his student pilot\s 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 Homework: 1. Recite the paragraphs of reading part. 2. Preview vocabulary. The fourth period Vocabulary Teaching aims: To understand the concept of an idom. To understand English idoms and when to use them. Teaching Process: Step one :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 two: For weaker classes, ask students to give you examples of Chinese idoms to make sure they understand the concept. Step three: 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 four: 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. Stepfive: For stronger classes, ask students to plete the exercise independently .For weaker classes, students can work in pairs. Step six: 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 seven: Ask more able students to think of Chinese idioms which have similar meanings to those on pages 58 and 59. The fifth period Grammar (I) Objectives 1. To understand and use defining relative clause correctly . 2. To use relative pronouns correctly . Part A Suggested teaching 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 plete 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 liwei Yuan Longping He Zhengliang 2. 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 . The sixth period Grammar (II) Part B Suggested teaching 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 pleting some notes about Bruce Lee. Students help Daniel use the correct relative pronouns. In stronger classes, encourage students to plete 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 pleted 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 e up with the answers . Additional exercise [] Read the sentences about Albert Einstein . Write a T if the sentences is true , Write an F if it is false . 1. Albert Einstein was a physicist who was born in Germany . ( ) 2. The subject that Einstein liked best at school was English . ( ) 3. The award that Einstein won was the Bronze Bravery Award . ( ) 4. Einstein was a great scientist who was admired by many people . ( ) Extension activity 1. Ask students whether they like Bruce Lee . In stronger classes , ask students to justify their answers using the structure . ‘I like\ do not like Bruce Lee because…’ 2. Ask students whether they know the names of any Bruce Lee films on the board ,e.g. Fists of Fury 《精武門》 The Way of the Dragon 《猛龍過江》 Enter the Dragon 《龍爭(zhēng)虎斗》 The seventh period Integrated skills Part A Teaching aims: To extract information from a profile. To plete notes. To extract information from a recording about Marie Curie. To plete a presentation. Teaching 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 plete 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 plete 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 plete Millie’s presentation . 9. Divide the class into group of four .Each group must work together to e 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 B Teaching aims: To talk about famous people and why we admire them . Teaching procedures: 1. 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 Simon’s conversation as a model . Useful expressions I really admire… He\She devoted his\her life… I think he\she was… I want to be like… 4. As you walk around the class , mend students on any parts they do particularly well . Try not to criticize students too much on their spoken English ,as this can be discouraging . The eighth period Pronunciation Objectives 1. To understand the importance of stress when speaking English . 2. To identify where stress falls in a word. 3. To place stress on the correct part of a word . Suggested teaching procedures Step1 Ask students whether they always know where to put the stress on the correct part of a word in English . Explain to them that the position of the stress can affect the meaning of some words . e.g. produce is a verb which means to make or grow ,produce is a noun which means things that have been produced . Read the guidelines at the top of page 66 .Ask students to raise their hands if they have any questions . Step2 Ask students to look at the rules in the tables . Explain to students that the syllables highlighted in bold are the syllables need to stress . Step3 Read the text in the boxes aloud . Say each example word clearly and slowly for students to hear . Ask students to repeat each word after you . Keep practicing until students get the stress correct . Step4 Randomly pick students and ask them to say a word . Listen carefully to check if they have got the stress in the correct place . Step5 Explain the context of the exercise . Mr Wu is teaching about stress in words . Students have to listen to the recording and underlined the syllables that are stressed . Step6 Play the recording through once for students to hear . Tell students just to listen , not to write anything down . Step7 Play the recording again and encourage students to imitate what they hear on the recording . Encourage all the students to pronounce the words out loud and underlined the stressed syllables . Step8 Ask ten different students to read the ten words out loud . Check that students have placed the stress on the correct syllables . The ninth period Main task Objectives 1. To read and understand notes about a famous person . 2. To use notes to plete 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 . Part A Suggested teaching 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 , he\she es to the front of the class and draws a line between the word and its meaning . The students then choose the next student to e 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 Teresa’s 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 B Suggested teaching procedures Step1 Ask students to plete Amy’s 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 . plete this exercise as a class . Part C Suggested teaching procedures 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 hasn’t 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 plete this exercise . Each presentation should be unique and original . Encourage students to make a list of all the information they want to find out about their chosen person . Step3 Remind students that they also have to think about why they admire him\her . Tell students that this is subjective ,so there are no right or wrong answers to this questions . Encourage students to express their thoughts and feelings about this person as fully as possible . The tenth period Checkout Objectives 1. To review key vocabulary and grammar items taught in this unit . 2. To give students the opportunity to practice the grammar and vocabulary items , and to gain confidence through doing so 3. To allow students to check their process and ask any questions they may still have . Suggested teaching procedures Step1 Tell students that this is revision and they have already learned these words and grammar items ,so that they don’t feel too alarmed . Step2 Ask students whether they remember when to use ‘who’,’that’ and ‘which’.If they do not , remind them to go back to the Grammar section and revise these points . Step3 Encourage students to work on their own to plete PartA .When students have finished , they should raise their hands . Step4 Ask seven students to role-play the conversation .The rest of the class check their answers and write the score in the paw. Step5 PartB is a fairly straightforward exercise . Students should be able to plete the exercise independently . This will give you an idea of how much information students have understood about the vocabulary and idioms. Step6 Once all students have finished , ask four students to read out an answer each . Listen for mistakes and mispronunciation . Students check their answers and write the score in the paw .