【牛津译林版】2018年秋九上英语：Unit8集体备课单元教案(Word表格版)
牛津译林版英语九年级上册 Unit 8 《Detective stories.》 教学设计4
牛津译林版英语九年级上册 Unit 8 《Detective stories.》教学设计4一. 教材分析《Detective stories》是牛津译林版英语九年级上册Unit 8的一篇课文，主要讲述了侦探小说的特点以及作者如何构思故事情节。
本课内容紧密联系学生的生活实际，有助于激发学生对侦探小说的兴趣，提高学生的阅读理解能力。
通过对本课的学习，学生将能够掌握相关词汇和表达方式，提高运用英语进行交流的能力。
二. 学情分析九年级的学生已经具备一定的英语基础，对侦探小说这类题材较感兴趣。
然而，部分学生在阅读理解、词汇运用以及口语表达方面仍有待提高。
因此，在教学过程中，教师应关注学生的个体差异，调动学生的积极性，引导他们主动参与课堂活动。
三. 教学目标1.知识目标：学生能够掌握本课中的关键词汇和表达方式，了解侦探小说的特点。
2.能力目标：学生能够提高阅读理解能力，运用英语进行口语表达和交流。
3.情感目标：激发学生对侦探小说的兴趣，培养他们积极探求真相的精神。
四. 教学重难点1.重点：学生能够熟练朗读课文，掌握关键词汇和表达方式。
2.难点：学生能够运用英语描述侦探小说的特点和构思故事情节。
五. 教学方法1.情境教学法：通过创设情境，激发学生的学习兴趣，提高学生的参与度。
2.任务型教学法：通过完成任务，培养学生运用英语进行交流的能力。
3.互动式教学法：引导学生积极参与课堂互动，提高课堂氛围。
六. 教学准备1.准备课件：制作与课文内容相关的课件，辅助教学。
2.准备侦探小说素材：为学生提供一些侦探小说的片段，以便于课后拓展。
3.准备计时器：用于控制课堂各个环节的时间。
七. 教学过程1.导入（5分钟）教师通过展示一些侦探小说的封面，引导学生谈论自己对侦探小说的看法，激发学生的学习兴趣。
2.呈现（10分钟）教师用课件展示课文内容，让学生跟随课文朗读，注意生词和短语的发音。
同时，教师对课文进行简单讲解，帮助学生理解课文大意。
译林牛津版九年级上册Unit8Welcometotheunit教学案
译林牛津版九年级上册Unit8Welcometotheunit教学案课题: Unit8 Welcome to the unit主备：孔艳课型：新授审核：区九年级英语备课组班级姓名学号【教学目标】1. 掌握下列词汇、词组和句型，并能熟练朗读和运用。
单词：missing, untidy, truth, guess, lie词组：go missing, tell the truth句型：He looks untidy and nervous.2. 了解罪行的线索。
3. 阅读关于四个犯罪嫌疑人的笔录，学会谈论谁有可能是凶手，培养学生的推理能力。
【教学重难点】根据犯罪嫌疑人的笔录，谈论谁有可能是凶手，培养学生的推理能力。
【教学手段】PPT【教学过程】Step1. Lead-inHave a free talk.Step2. Listening and practice1. Listen and answer the questions.2. Act the dialogue out.Step3. Presentation and practice1. Read some information about Suspect 1 and answer the questions.2. Read some information about Suspect 2 and complete the notes.3. Read some information about Suspect 3 and do “T” or “F”.4. Read some information about Suspect 4 and do themultiple choice.Step4. Listening and practice1. Listen to the conversation and discuss who is the person most likely to bethe murderer.2. Learn some language points.Step5. HomeworkFinish off the exercises.【课堂巩固】一、词汇运用。
初中英语九年级上册(牛津译林版)Unit8Studyskills教学设计
（2）引导学生树立正确的价值观，明确学习目标，激发学习动力。
（3）培养学生的学习责任感，使学生养成良好的学习习惯，为终身学习奠定基础。
四、教学内容与过程
（一）导入新课
在这一阶段，教师将利用5-10分钟时间，通过以下方式引导学生进入新课：
2.培养学生具备合作精神，尊重他人意见，善于倾听，乐于分享。
3.培养学生面对困难时，保持积极的心态，勇于挑战，善于克服。
4.培养学生具备自主学习的能力，激发学习兴趣，提高学习动力。
5.倡导学生关注生活中的英语，认识到学习英语的重要性，激发学生学习英语的热情。
二、学情分析
九年级的学生已经具备了一定的英语基础，他们对英语学习有着较高的兴趣和热情。在此基础上，他们对本章节的学习内容——学习策略，有着强烈的需求。然而，由于学习习惯和方法上的差异，学生在学习效率上存在一定的差距。因此，在本章节的教学过程中，教师需要关注以下几点：
（五）总结归纳
在这一阶段，教师将用5-10分钟时间，带领学生总结本节课的学习内容：
1.回顾重点：教师简要回顾本节课所学的学习策略及其运用。
2.学生分享：邀请学生分享自己在本节课中的收获和感悟。
3.总结提升：教师强调学习策略的重要性，鼓励学生在日常学习中积极运用。
4.布置作业：教师布置与学习策略相关的作业，巩固课堂所学。
1.针对学生英语基础的差异，教师应设计不同难度的教学活动，使每位学生都能在原有基础上得到提高。
2.针对学生学习策略的掌握程度，教师应引导学生通过实践，发现并改进自己的学习方法，从而提高学习效率。
3.针对学生学习动机的激发，教师应创设有趣的课堂活动，让学生在愉悦的氛围中学习，保持学习兴趣。
4.针对学生合作意识的培养，教师应组织多样化的团队合作活动，让学生在实践中学会与他人沟通、协作。
2018年牛津译林版九年级上册英语Unit 8 Task公开课课件
I’ll have to check
these for
fingerprints.
You’re under arrest for murder.
Answer the questions according to the pictures.
1. Who do you think was murdered, a man or a woman? A man was murdered. 2. What were the young couple doing? They were having a party.
3. Did a witness see Bruce running into the building? No, the witness saw someone running into Bruce’s building. 4. Was Bruce charged with murder? No, he was charged with theft.
n. 偷窃
d Bruce was charged with theft.
c
bБайду номын сангаас
a
d
Work in pairs. Answer the questions. 1. What did Bruce find one day? He found a gold necklace. 2. What did he plan to do with it? He planned to take it to the police station the next day.
Bruce and the theft
与……和睦相处
Bruce gets along with all of his neighbours except the man who lives next door. The man never speaks to anyone, and no one knows what he does for a living. One day, when Bruce came home from gold necklace work, he found a (1) _____________ door Bruce wondered outside his (2) ______.
牛津译林版九年级英语上册Unit8Detectivestories全章教学案
牛津译林版九年级英语上册Unit 8 Detective stories 全章教学案总课题 9A Unit 8 Detective stories 总课时 10第1 课时 课题Comic strip & Welcome to the unit课型新授教学目标知识目标1. To understand clues about a crime.2. To read notes on four suspects and decide which suspect is most likely to be guilty3. To draw a picture of the suspect. 能力目标 Describe a person情感目标Learn to tell a good man from a bad man教学重点 V ocabulary about describing a person 教学难点 Learn to describe a man 课前预习Preview the new words and phrases教 学 过 程 教 师 活 动 学 生 活 动备课札记Step1. warm-up Ask:What do you want to be when you grow up? Why? Do you think of being a detective when you grow up? (Give your opinions to be or not)Do you know something about the things about detective stories? etc. Step2. welcome to the unit Explain the context. This is a detective’s report. Everyone wants to make sure who the murder is , so let the Ss read the profiles of every suspect in Part A Discuss in groups of four and guess who is the murder. Ask some students to stand up to say who the murder is .and give out the reason, sent the best drawer to draw out the murder onthe blackboardTalk about their own dreams and give the reasons Discusssomethingabout detectiveDiscuss and guesswho is the realmurder看侦探方面的故事是很多学生所喜爱的事情,所以这话题很容易引起他们的兴趣教 学 过 程 教 师 活 动学 生 活 动备课札记Compare which team is the best group. Underline some words and phrases about describing a person’s appearance.Step 3. Practice Still in groups, learn to describe their own friends’ appearance, using the phrases they learned.Have a speech, choose the best speaker and give him some prize.After learning some vocabularyabout describing a person, try to describe a friend of theirs by themselves让学生了解如何用英语去描述一个人Step 4. comic stripesGive a listening taskQuestions:1.Why is Eddie dressed like a detective?2. What is he really looking for?Play the tape for the Ss to catch the answers.Act the dialogue out in pairDiscussion :What do you think of Eddie? Do you like him?Point out the phrases:dress sb / dress upgo missingStep 5 TopicTalk about the topic of this unit and guess some vocabulary Learn about some famous detectives in the worldLearn to tell a detective story Listen to the tape andfind sth about Eddie让学生认识到本单元的主题是侦探,预习并搜索相关的词汇与故事总课题 9A Unit 8 Detective stories 总课时 10第2课时 课题Reading (A)课型新授教学目标知识目标1. To understand key vocabulary related to crime.2. Understand sentences as true or false by reading3. Know about the main meaning of the text.能力目标 To develop the students’ abilities of listening, speaking, reading and writing.情感目标have a sense of protecting yourself教学重点 Know something about the detective story by reading 教学难点 Learn some vocabulary about the crime 课前预习New words about this text教 学 过 程 教 师 活 动 学 生 活 动备课札记Step 1. Presentation1) Say: Good morning, everyone. First of all, let’s watch a part of a film.2 Say: Just now we saw a young man in the film. What did he do? Yes, he murdered the woman, his wife. He was the murderer, the attacker. And his wife is the victim. (Write the three words on the Bb.) Step 2 Reading1. Say this film is full of horror and mysteries. Now today we shall read another murder story. Please open your books and turn to P96. Here’s the article about the murder from a newspaper. Before we read it, let’s deal with the new words first. 2 skim and answer the following 3 questions: a) Who was murdered?b) When did the murder take place?c) So far how many suspects do the police have ?Watch and feel the situation then learn the new words. 创设一案件的现场情景引入部分单词attacker,victim, andmurder教 学 过 程 教 师 活 动 学 生 活 动 备课札记 3 ScanSay: Now please read the article more carefully and try to tell the following sentences T or F. If it is false, please correct the mistake. a)The victim’s body was found in Valley Town. _____ b)The victim sold computer programs. _____ c)The victim worked in New Town, _____ d)It is possible that there was more than one ttacker. e)The victim had lots of enemies. _____Readthetext carefully again and learn more about the text. Makesurethe language points they can’t understand.通过“情境导入—词汇教学——快速阅读—研读—分析疑难知识点”等环节激发学生的兴趣，引导学生掌握一定的f)The victim was attacked with a gun. _____ g)The suspect is a short, fat man. _____ h)The police have arrested the murderer. _____ i)The victim’s parents offered a reward for information. _____ Check their answers. 4 ListenSay: Now listen to the tape and try to underline the difficult sentences and phrases that you don’t understand.Read the article themselves for several minutes, then ask 8 students to read one paragraph by one paragraph. While reading, after each paragraph, do some explanations about the difficult points. Also do some explanations about the title. Show the students more examples. Read together with the tape once. Step 3. Skim1) Ask the students to work in pairs and tick out the main idea of the article.victim: clues: suspects: the police:2) Check out their answers orally, then give out the answers on pieces of paper.Read again and tickout the main ideas ofeach paragraph. 阅读技巧，了解文章基本概况。
牛津译林英语九年级上Unit 8教案
精心整理年级Grade9学科English课时第一课时课题9AUnit8Welcometothisunit教学目标1.了解罪行的线索。
2.阅读关于四个犯罪嫌疑人的笔录。
3.学会谈论谁有可能是凶手。
4.培养学生的推理能力。
重点难点词汇：missinguntidytruthguesslie词组：gomissingtellthetruth句型：Helooksuntidyandnervous.教学过程二次备课一、创设情境---引锚Lead-inTeacher:Doyouknowthemaninthepicture?Whoishe?Students:He’sSherlockHolmes.Teachers:SherlockHolmesisafamousdetectivecreatedbyArthurConan Doyle. Heisverycleverandhasawideknowledgeofdifferentthings.Hveyouread anybooksabouthim?二、自主合作---探锚探究活动一：Presentation.Page106Teacher:Eddieislookingforsomething.What’shelookingfor? Let’slistentoEddieandHobo’sconversation. Answerthequestion:He’slookingforhismissingfood.探究活动二：Answermorequestions:(1)WhyisEddiedressedlikethat?(Becauseheisadetective.)(2)Whatdoesadetectivedo?(Adetectiveissomeonewholooksforcluestosomethingimportant.)(3)Whathappened?Amurder?(No.Eddie’sfoodhasgonemissing.)(4)DoyouthinkEddieisarealdetective?(No,Idonotthinkheisarealdetective.) RepeattheComicstripafterthetape.Payattentiontoyourpronunciationa ndintonation.Let’sdubtheComicstriptogether.探究活动三：Pracice DanielandSandyaretalkingaboutthemurderinSunTown.Listentotheirc onversationandanswerthequestions.(1)WhodoesDanielthinkismostlikelytobethemurderer?Why? (JimmyWhite.BecausehelivesinSunTown.)(2)WhodoesDanielthinkismostlikelytobethemurderer? (FrankJohnson.)SampleconversationS1:Whodoyouthinkismostlikelytobethemurderer?S2:IthinkJimmyWhiteismostlikelytobethemurderer.S1:Why?S2:Becausehe’stallandstrong.Perhapshe’sgoodatfighting.S1:Idon’tthinkso.He’salwayshelpful.S2::Thenwhodoyouthinkismostlikelytobethemurderer?S1:IthinkJamesBrownmightbethemurdererbecausehewasinSunTown lastSaturday.三、归纳总结---悟锚Whathaveyoulearnedinthisclass?Doyouhaveanyquestionstoask? 四、检测反馈---固锚一、根据中文完成下列句子：1.你为什么打扮成一个侦探？Whyareyou________________________________?2.你认为谁是无罪的？Who_____________________________isnotguilty?3.这件事情比我们想的要严重得多。
牛津译林版英语九年级上册Unit8教案教学设计
1.作业难度适中，既要巩固课堂所学，又要激发学生的兴趣和创造力。
2.作业量适中，避免给学生造成过重的负担，保证学生的休息时间。
3.鼓励学生互相交流、合作完成作业，培养团队协作精神。
4.教师应及时批改作业，给予反馈，指导学生改进学习方法，提高学习效果。
- How can we reduce, reuse and recycle in our daily life?
2.小组合作：各小组根据讨论结果，编写一段关于环保的对话或小短文。
-设计意图：培养学生合作精神，提高口语表达和书面表达能力。
（四）课堂练习
1.教学活动：设计以下练习，巩固所学知识：
-填空题：选词填空，复习词汇和语法知识。
2.技能目标：通过本章节的学习，使学生能够：
（1）运用目标词汇和句型进行日常交流，表达自己的环保观念和行为。
（2）运用所学知识编写关于环保的对话或小短文。
（3）通过小组合作，提高团队协作能力和口语表达能力。
（二）过程与方法
1.过程目标：通过自主学习、合作学习和探究学习，引导学生掌握本章节的语言知识，提高英语实际运用能力。
3.互动合作，提升能力：
-采用小组合作、角色扮演等形式，促进学生之间的互动，提高口语表达能力。
-鼓励学生参与课堂讨论，培养他们的思辨能力和团队协作精神。
4.拓展视野，丰富知识：
-结合课本内容，引入相关的课外阅读材料，拓展学生的国际视野。
-邀请环保专家或志愿者进行课堂分享，让学生了解环保领域的最新动态。
2.创设丰富的语言环境，引导学生多听、多说、多读、多写，提高语法知识的应用能力。
3.注重培养学生的自信心，鼓励学生积极参与课堂活动，提高口语表达能力。
牛津译林版英语九上Unit8《Detectivestories》word全单元教案
missing) Step3, Welcome to the unit 1. A murder happened last Saturday. The detective wrote a report. Let’s read it and try to be a detective. 2. Go through Part A on page 95 together and practice the new words. 3. Do some exercises according to the report. 4. Go through Part B in pairs. 5. Practice the useful expressions. (report, happen, suspect, note, height) 课堂小结： Ask some students to recite the dialogue 课堂训练： Do the daily exercises 作业与 1. Practice the useful expressions. 练习 2. Do some exercises. 教学 反思
重点 难点 教学 方法 教学 用具 板书 设计
Cultivate the students to be polite and helpful to others. The new words and phrases in the passage 1、重点 Expression ability 2、难点 Reading and practice multimedia much more serious the body of a 22-year-old man (be) seen doing sth take place (be) brought to 教学过程设计（共案） 个性化补充
牛津译林版英语九上Unit 8《Detective stories》全单元教学设计
牛津译林版英语九上Unit 8《Detective stories》全单元教学设计一. 教材分析牛津译林版英语九上Unit 8《Detective stories》以侦探故事为主题，让学生在阅读和讨论侦探小说的同时，提高英语听说读写的能力。
本单元包括两个阅读文本，一个听力练习，一个口语任务，以及相关的词汇和语法学习。
教材内容丰富，贴近学生生活，激发学生学习兴趣。
二. 学情分析九年级的学生已经具备了一定的英语基础，能够理解和运用一些基本的英语词汇和语法知识。
他们对于侦探故事这类题材通常比较感兴趣，因此在学习本单元时，学生的积极性会较高。
然而，部分学生在阅读和理解较长、较复杂的文本时可能会遇到困难，因此需要教师的引导和帮助。
三. 教学目标1.能够理解并运用本单元的关键词汇和语法知识。
2.能够理解并讨论侦探小说的特点和魅力。
3.提高学生的阅读、听力、口语和写作能力。
4.培养学生的团队合作和思维能力。
四. 教学重难点1.重点：本单元的关键词汇和语法知识，以及阅读和理解文本的能力。
2.难点：理解并讨论侦探小说的特点和魅力，以及运用所学知识进行写作。
五. 教学方法1.任务型教学法：通过各种任务活动，让学生在实践中学习和运用英语。
2.合作学习：鼓励学生进行小组合作，共同完成任务。
3.情境教学法：创设各种情境，让学生在真实的环境中学习和运用英语。
4.启发式教学法：引导学生主动思考，发现问题，解决问题。
六. 教学准备1.教材和教学用具：牛津译林版英语九上教材，PPT，黑板，粉笔。
2.教学资源：与侦探故事相关的视频、图片、文章等。
3.教学设备：投影仪，电脑，音响设备。
七. 教学过程1.导入（5分钟）通过展示一些侦探小说的封面和海报，引导学生谈论他们对侦探小说的了解和喜好。
教师提问：“What do you know about detective stories? Do you like reading them?”学生发表自己的观点，教师总结并引入本课主题。
牛津译林版英语九年级上Unit8Integratedskills教学设计
⽜津译林版英语九年级上Unit8Integratedskills教学设计9A Unit 8 Detective storiestheir abilities in evaluating and talking about themselves Teaching procedures:Step 1 Lead-inT：If someone has been kidnapped , can you ask Eddie for help ?S：NoT：Who do you think find out the kidnapper ?S：Policeman /Detective …T：Detective Lu is very famous , Now a child called Guan Fei has been kidnapped . His father , Guan Dawei asked Detective Lu for help . Detective Lu made some notes . Please read his notes and answer the following questions.(教学⽬的：创设情境导⼊新课)Step 2 ReadingA1 A child has been kidnapped. A police officer has made some notes. Read his notes and help his assistant complete part of the suspects’ profiles.Read A1 and answer the questions.Who is the victim?How old is the victim?When did the crime happen?Who are suspects?Step 3 ListeningA2 Listen to the police officer’s interviews with the two suspects. Then help his assistant complete their profiles in Part A1. Step 4 Work in groupsWho do you think kidnapped Guan Fei?Why do you think he/she kidapped Guan Fei?How much money do you think he/she wants?Why does he/she need the money?Do you think Guan Fei is scared?I think … kidnapped Guan Fei.I think … kidnapped Guan Fei because …I think … wants ...yuan.He / She needs the money because ...Yes, I think he is scared./ No, I don’t think he is scared.Step 5 Speak upDiscussion122835Kidnapping sometimes happens. How can we avoid it? How can we keep ourselves safe? Do you know some safety tips?(教学⽬的：⿎励学⽣编写对话，培养学⽣综合运⽤语⾔知识点的能⼒，告诉学⽣如何⾃我保护，真正将课堂中的所学⽤到⽣活实践中)Step 6 ListeningMr Wu is asking the Class 1, Grade 9 students to think of some safety tips against crime. Work in groups. Use the conversation below as a model.Listen to Part B and answer the questions.1. What does Daniel think of safety tips to protect ourselves against crime?2. What about Millie?3. What about Simon?4. What about Peter?5. What about Sandy?Step 7 Language points1. We should remember to lock the door when we leave home.仔细观察下⾯所给的例句，总结lock⽤法，然后补全结论部分所缺的内容。
牛津译林版英语九年级上册Unit8教案优秀教学案例
1.通过讨论环境问题，使学生认识到环境保护的重要性，培养他们的环保意识和责任感。例如，学生可以了解到污染对生活的影响，从而更加关注环境保护。
2.引导学生树立正确的价值观，认识到保护环境是每个人的责任。例如，学生可以通过角色扮演，体验到保护环境的重要性。
3.培养学生积极乐观的情感态度，使他们愿意参与环保活动，为保护环境做出贡献。例如，学生可以参与到学校的环保活动中，体验到环保的乐趣。
3.通过角色扮演等活动，让学生身临其境地体验环境问题的影响，增强他们的情感共鸣。例如，可以让学生扮演环保专家、企业老板等角色，就某个环境问题进行讨论和决策。
（二）问题导向
1.设计一系列有针对性的问题，引导学生深入思考环境问题的原因、影响和解决办法。例如，可以提问：“为什么环境问题这么严重？我们应该如何解决这些问题？”
1.利用多媒体教学资源，如图片、视频等，展示一些环境问题的实例，如污染、能源消耗等，引发学生的思考和关注。
2.引导学生回顾已学过的与环境问题相关的知识，为新课的学习做好铺垫。例如，可以提问：“我们已经学过哪些关于环境问题的词汇和短语？”
3.激发学生的兴趣和好奇心，让他们期待新课的学习。例如，可以提出一个引人入胜的问题：“你们知道吗？我们可以在日常生活中做很多事情来保护环境。今天我们就来学习一下如何保护环境。”
2.鼓励学生提出自己的问题，激发他们的探究欲望。例如，学生可能会问：“为什么有些国家比其他国家更环保？”教师可以引导学生进行探讨和研究。
3.通过问题解决型的活动，培养学生解决问题的能力和创新思维。例如，可以让学生分组讨论，设计一个环保项目的实施计划，解决学校或社区的环境问题。
（三）小组合作
1.组织学生进行小组合作，促进他们之间的交流和合作。例如，可以让学生分组进行项目研究，每个小组负责一个环境问题，共同探讨解决办法。
新译林牛津英语九年级上册Unit8 全单元教案
课题9A Unit 8 Comic strip & Welcome to the unit 课型New教学目标1. To understand clues about a crime.2. To read notes on four suspects and decide which suspect is most likely to be guilty.教学重点1. To master the new words and useful expressions.2. To make up a conversation in Part B.教学难点1. To master the new words and useful expressions.2. To make up a conversation in Part B.教学过程集体备课备课札记Step1 Lead-inT: Do you remember in Unit 6 we have learned a horror film called “Murder in a Country House”? Can you tell me the main idea of this film?Step 2 Comic strip1.Presentation:T: Do you like reading detective stories? Who is the famous detective in the novels? (Sherlock Holmes.) Show the picture of Sherlock Holmes, and describe the picture. (Talk about his special dressing with his magnifying glass and the pipe.)T: Today, Eddie is dressed like that. Let’s see what happened.2. Listen to the tape and answer some questions:(1) Why is Eddie dressed like a detective?(2) Is his job serious?(3) What is he really looking for?Check the answers by asking students.3. Read the dialogue together.4. Ask some pairs to act out the dialogue.Step 3 Welcome to the unit1. PresentationT: Do you want to be a detective? How to be a detective? Here is a chance for you to try. The Class1, Grade 9 students are playing a game about guessing who is the murder. We can try together.2. Show the detective’s report to students. Ask one student to read. Tell students that we can know the time, the place, the victim and the notes of the suspects from the report.3. Look at the information of four suspects together and ask some questions about it. Teach some new words at the same time. Try to explain the meanings of these words in English. Step 4 DiscussionWork in a group of four. Ask students to discuss who is most likely to be the murderer and the reason. Then ask them to draw a picture of the person they think committed the crime in part B, and remind them that there is no right or wrong answers here.Step 5 Part BDaniel and Sandy are talking about the murder in Sun Town. Listen to the conversation and answer the questions: (1) Who does Sandy think is mostly to be the murder? Why?(2) Who does Daniel think is most likely to be the murder? Step 6 Consolidation用所给词的适当形式填空。
牛津译林版英语九年级上教案：Unit8 教学设计2
A: Because ______.
B: I don’t think he is guilty because __________.
A: I hope the police can find the murderer soon.
B: I hope so, too.
板
书
设
计
Reading 1
1.Where was the body of the victim found?
2.What was the victim?
3.What was he last seen doing?
4.What was he going to do at that time?
6)Discussion:
A: I think the suspect may be the murderer?
There are many crimes around us.
What should we do if …?
1.if we see a murder
2.if we meet a robber
3.if we see a thief stealing money
三、当堂评估
四、课后延展
1)Questions for part 1 :
Step5 Second reading
1.Finish the T or F exercises
2.Put the events into the right order
3.Finish the blank filling and correct the mistakes
Step6. Think over
Step3. Skimming
牛津译林版九年级英语上册Unit 8 Detective stories示范课教案
环节一：创设情境，导入话题，激活已知（3mins）
教师引导学生观看视频，并回答相关问题，给学生表达理解能力和表达能力的机会。
教学活动
1. Studentswatchashortvideoandanswerquestions.
活动层次
学习理解之感知与注意
效果评价
通过观察学生反馈，了解学生获取视频信息的情况。
6. Students listenforthesecondtimeandmakeupfortheunansweredquestionsandchecktheanswers.
7. Studentsworkinpairstoactaspolicemanandassistanttotalkaboutthedetailsabouttwosuspects.
二、学情分析
通过本单元前面课时的学习，学生已经具备通过听力活动获取儿童绑架案中基本信息的能力，并能简单地对案件细节进行描述，但是对个人安全防范意识尚且缺乏更深层次的认知。
三、教学目标
通过本课时学习，学生能够：
1.获取听力文本中谈论犯罪嫌疑人工作、与受害者之间的关系以及案发时是否在场证明等关键信息。
2.用英语完成绑架案件报告。
环节设计意图:引导学生深入思考，在新情境中创造性地使用知识，学会用所学知识
保护自己。
作业与拓展
1. Designaposteraboutsafetytips in our daily life.
2. PreviewStudy Skills.
环节六：分组讨论，并在新的语境中迁移运用本课语言知识。（9 mins）
教师呈现问题，引导学生思考、讨论日常生活中其他安全提示。模拟听力中的对话进行简单的角色扮演，就对话情境对同组同学进行采访，同时记录相关信息，之后作报告。
牛津译林版九年级英语上册Unit 8 Detective stories示范课教案
效果评价
通过学生的作答结果，了解他们对阅读语篇中各类关键信息的获取、梳理情况。
环节设计意图:
填写案件报告、补全警方记录以及完成目击证人寻求启示等活动为学习该语篇营造了真实的办案情境，富有趣味性，有利于提升学生对阅读活动的参与积极性，培养学生获取文章大意及梳理关键信息的能力，帮助学生理清报道内容，同时表格能够帮助学生在梳理信息时建立类别意识和体系意识。
活动层次
学习理解之感知与注意
效果评价
聆听学生的预测，了解学生根据已知信息进行读前预测的能力。
环节设计意图：
通过预测活动，激发学生阅读兴趣，培养学生读前预测的意识和习惯，为开展读中活动作铺垫。
环节三：阅读文章，获取梳理案件信息。（17 mins）
教师引导学生整体阅读新闻报道，获取案件主要内容；之后分段落进行阅读，梳理出不同类别的关键信息。
教学活动
4. Students read the newsarticleand answer the question.
活动层次
学习理解之获取与梳理
效果评价
通过提问，了解学生对案件主要内容的获取情况。
教学活动
5.Students read from the firstparagraph to the second paragraph, and fill in the report.
教学活动
12.Students listen to the tape and read the passage loudly.
活动层次
学习理解之感知与注意
效果评价
牛津译林版英语九年级上教案：Unit8 教学设计1
装扮/装扮成/为某人穿衣/为某人自己穿衣
2. My food has gone missing.
go missing = be lost丢失了、不见了
e.g. My bike has gone missing.
Do you know the man in the picture? Who is he?
Sherlock Holmes is a famous detective created by Arthur Conan Doyle. He is very clever and has a wide knowledge of different things.
Have you read any books about detective stories? They are very exciting.
Show some pictures and present some famous detectives.
Step 2 listen and answer
Wanted
This man is __________. He is a _________. He lives in _____________. He is _______, ______________ . Last Saturday , he was in _______________.
教学法指导
Task-based method
教具准备
CAI
集体智慧
个性设计
教学后记
一、自主定向
找出下列短语的英文翻译
1.丢失了、不见了
牛津译林版九年级英语上学期教案： Unit8 Integrated skills 教案
1. Phrases:wealth , safety, lock , shut , stranger , prison , hairdresser , kidnap , remember to do , in prison , a man of great wealth , think of , protect sbagainststh , no criminal record.
2. Structures:
(1) should do sth
(2) had better do / not do sth
(3) need to do sth
(4) Can you think of any safety tips to protect yourselves against crime?
Why does he/she need the money?
Do you think Guan Fei is scared?
They can use the following model to answer the questions:
•I think … kidnapped Guan Fei.
Have the students discuss the question in groups of four.At the end of the discussion , ask two or three groups leader to share their ideas with the whole class. The teacher can also draw a conclusion:
We should remember to lock the door.
牛津译林版九年级上册Unit 8《Detective stories》word教案5
Unit 8 Detective storiesReading (II)I. Teaching aims and learning objectivesBy the end of the lesson, students should be able to:1.get further understanding of the whole text;2.learn to use some important phrases properly;3.talk with the classmates about the murder.II. Teaching contents1.New words and phrases: confirm; victim; crime; somewhere; contact; wound; bleed; enemy; single; well-paid; charge; break into; system; suppose; only; witness; report; breathe; heavily; reward; arrest2.New structures:We are asking anyone who saw anything unusual near Corn Street last night to contact us.We are now checking the scene for more clues which will help solve the case.The victim’s parents have offered a reward of 50,000 yuan for any information that leads to the arrest of the murderer.III. Focus of the lesson and predicted area of difficultyLearn to use some important phrases properly.Use the key words and the phrases to talk about the murder.IV. Teaching proceduresStep 1 Revising time1.Watch the video of the story.T: At the beginning of the class, we will watch the video of the reading text. Watch it and try to have a revision.Students Watch the video.2.Do some true of false questions.T: Now please answer these True of False questions. If you know the answer, put up your hands. If it is right, tell me “true”. If it is false, tell me “false”and try to tell me why.The victim’s body was found in West Town.The victim sold computers.The victim worked in East Town.It is possible that the victim was killed somewhere else.The police know that the victim had some enemies.The police have one suspect so far.The suspect is a short fat man.The police have arrested the murderer.The victim’s parents are offering a reward for useful information.Step 2 Studying timeRead paragraph by paragraph. Know more about the context and pay attention to some new words and phrases.1.Read paragraphs 1-2. Try to finish the table about the victim and the murder. (language points: a 25-year-old man, sb be seen doing, whether or not)2.Read paragraph3. Finish the mind-map.(language points: clue; wound)3.Read paragraphs 4-5. Know more about the victim.(language point: be guilty of/be charged with)4.Read paragraph 6. Learn more about the suspect.(language point: breathe/breath)5.Read paragraph 7. Let’s do something for the victim’s parents.(language point: lead to)Step 3 Showing timeTry to retell the text with the help of the questions and the video.When and where was the victim last seen? (be seen doing)Are you sure the victim was killed at the place where he was found? (whether ... or)How did the victim die? (bleed)Did the victim have any criminal record? (be guilty of/ be charged with) Did we have a suspect so far? (so far)Did we have a suspect so far? (prove)V. Homework1.Retell the text.2.Finish the exercises in Period 3 of Unit 8 in the workbook.。
牛津译林版英语九年级上Unit8第四课时教学设计
《9A Unit 8Detective stories》教学设计课题Grammar1 主备人执教者课型New 课时 4 授课时间教学目标1. To learn to use defining relative clauses2. To learn to use relative pronouns who, which and that教学要点教学重点To learn to use defining relative clauses教学难点To learn to use relative pronouns who, which and that教学法指导Task- based method教具准备CAI集体智慧个性设计教学后记一、自主定向Translate the following into English or Chinese1.n. 夫妇，一对2.n指纹，手印3.adv. 大概，或许4.adj 犯罪的，犯法的5.female adj6. commite vt.7.原来是，结果是8.与…无关9. 急忙，赶快二、合作交流Step 1Explanation1. 定语从句的含义在复合句中修饰名词或代词的从句叫定语从句。
The man who lives next to us is a lawyer.He is the man who I saw yesterday.他就是我昨天见的那个人。
Football is a game which is liked by most boys.足球是一种深受大多数男孩喜欢的运动。
Give me the book that you read just now.把你刚才读的书给我。
Step 2 Doing exercises Ask students to read these sentences more times and understand the meanings correctly.More about the murderMillie is writing down some sentences about the murder case. Help her decide whether they contain defining relative clauses. Underline the defining relative clauses.1. The young man mentioned that he was going to visit his parents after work.2. The elderly couple were very sad to hear that their only son was murdered.3. The police are now checking the scene for fingerprints and other clues that may help solve the case.4. There was probably more than one person who had something to do with the murder.5. A man who had blood on his shirt was seen running down Corn Street.6. People hope that the police will catch the murderer soon.Keys: 3. that may help solve the case.4. who had something to do with the murder5. who had blood on his shirtStep 3 Explanation被修饰的名词或代词叫先行词。
【牛津译林版】2018年秋九上：Unit8集体备课单元教案(Word表格版)
1. Say: Good morning, everyone. First of all, let’s watch a part
of a film.
2. Say: Just now we saw a young man in the film. What did he
do? Yes, he murdered the woman, his wife. He was the
2. To make up a conversation in Part B. 教学过程
集体备课
备课札记
Step1 Lead-in T: Do you remember in Unit 6 we have learned a horror film called “Murder in a Country House”? Can you tell me the main idea of this film? Step 2 Comic strip 1. Presentation: T: Do you like reading detective stories? Who is the famous
1. Who was murdered?
2. When did the murder take place?
3. So far how many suspects do the police have?
4. How old was the victim?
5. What’s the victim’s job?
who is from the Golden TV, the other four work as Detective
课型
New
备课札记
Lu. Interview about the murder. 5. Act their interviews out. 6. Guess: Who murdered the young man? 7. Finish the exercises in Part B2 on P110. Step 4 Practice 1. The drunk man __________(发现) in the __________(门口) of the neighbour’s. 2. Mike is one of the ______________ ( 受 害 者 ) who
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题
9A Unit 8 Comic strip & Welcome to the unit 1. To understand clues about a crime.
课型
New
教学目标
2. To read notes on four suspects and decide which suspect is most likely to be guilty. 1. To master the new words and useful expressions. 2. To make up a conversation in Part B. 1. To master the new words and useful expressions. 2. To make up a conversation in Part B. 教学过程 集 体 备 课 备 课 札 记
教学重点 教学难点
Step1 Lead-in T: Do you remember in Unit 6 we have learned a horror film called “Murder in a Country House”? Can you tell me the main idea of this film? Step 2 Comic strip 1. Presentation: T: Do you like reading detective stories? Who is the famous detective in the novels? (Sherlock Holmes.) Show the picture of Sherlock Holmes, and describe the picture. (Talk about his special dressing with his magnifying glass and the pipe.) T: Today, Eddie is dressed like that. Let’s see what happened. 2. Listen to the tape and answer some questions: (1) Why is Eddie dressed like a detective? (2) Is his job serious? (3) What is he really looking for? Check the answers by asking students. 3. Read the dialogue together. 4. Ask some pairs to act out the dialogue. Step 3 Welcome to the unit 1. Presentation T: Do you want to be a detective? How to be a detective? Here is a chance for you to try. The Class1, Grade 9 students are playing a game about guessing who is the murder. We can try together. 2. Show the detective’s report to students. Ask one student to read. Tell students that we can know the time, the place, the victim and the notes of the suspects from the report.
3. Look at the information of four suspects together and ask some questions about it. Teach some new words at the same time. Try to explain the meanings of these words in English. Step 4 Discussion Work in a group of four. Ask students to discuss who is most likely to be the murderer and the reason. Then ask them to draw a picture of the person they think committed the crime in part B, and remind them that there is no right or wrong answers here. Step 5 Part B Daniel and Sandy are talking about the murder in Sun Town. Listen to the conversation and answer the questions: (1) Who does Sandy think is mostly to be the murder? Why? (2) Who does Daniel think is most likely to be the murder? Step 6 Consolidation 用所给词的适当形式填空。 1. Why__________ you __________(dress) like that? 2. Eddie’s food has gone __________(miss). 3. The co__________(murder). 4. His bedroom is too_________(tidy). Let’s _______(help) to clean it. Step 7 Homework 1. Read the comic strip and try to recite it. 2. Finish off the exercises in the workbook.