新人教版九年级英语Unit8 Stonehenge 教案
人教版英语九年级Unit8第四课时教学设计
3.搜集更多关于自然灾害的资料，了解不同类型的自然灾害及其防范措施，制作一份自然灾害知识小报，与同学分享。
4.观看一部与自然灾害相关的英语纪录片，并记录下至少五个新学的词汇和短语，以及五个精彩的句子。
4.教师提出问题：“What kind of natural disasters do you know? How do they affect people's lives?”，让学生进行头脑风暴，为新课的学习做好准备。
（二）讲授新知，500字
1.教师呈现本节课的重点词汇，如tsunami、hurricane、earthquake、flood等，让学生跟读并解释词义。
3.阅读指导，提高理解能力：教师引导学生运用阅读策略，如skimming和scanning，快速获取文章主旨和细节信息。针对文章中的难点，进行讲解和指导，帮助学生提高阅读理解能力。
4.小组讨论，深入思考：组织学生进行小组讨论，探讨自然灾害的原因、影响及预防措施，引导学生关注生活中的安全问题，提高防灾减灾意识。
3.教师布置写作任务，让学生运用一般过去时撰写关于自然灾害的短文。
4.学生互相批改作文，教师对学生的写作进行点评和指导，提高学生的写作能力。
（五）总结归纳，500字
1.教师引导学生对本节课的学习内容进行回顾，总结自然灾害的类型、原因、影响及预防措施。
2.强调自然灾害的严重性，教育学生关爱自然、关爱生命，提高防灾减灾意识。
3.各小组派代表汇报讨论成果，教师对学生的表现给予评价和指导。
4.学生围绕自然灾害话题展开讨论，提高口语表达能力，培养合作精神。
人教版九年级英语Unit 8 教案
Unit 8It must belong to Carla.类别课程标准要求掌握的项目单元话题In this unit, students learn to talk about mysteries and make inferences.单元语法must, might, could and can't for makinginferences教学目标 1.能掌握以下句型：① The person must go to our school.②—Whose book is this？—It must be Mary's./It must belong to Mary.2. 能够用情态动词表推测。
3. 让学生根据已有事实推测可能性，培养其分析、判断、推理、发现等思维品质素养。
学情分析在这个单元学生要学会进行合理的推论，这样的主题对活跃学生的想象力和提高学生的推测能力很有帮助，对于一些掌握快的学生会在课堂上就活跃地参与到活动中，但是对于基础不好的学生还需循序渐进的引导并鼓励他们积极参与，在活动中有目的地学习目标语言，提高他们的口语交际能力。
第一课时Section A(1a～2d)教学设计知识目标类别课时要点重点单词1.whose adj.&pron. 谁的2.attend v. 出席，参加3.valuable adj. 贵重的；有用的4.pink adj.粉红色的5.anybody pron.任何人．重点词组1.must be 一定是2.at the picnic 在野餐时3.belong to 属于4.attend a concert 出席音乐会5.the rest of my friends 我其余的朋友6.pickup 捡到，拾起7.listen to pop music 听流行音乐课堂环节§自主学习案翻译下列词组。
1．玩具货车a__toy__truck2．参加音乐会attend__a__concert3．一些贵重的东西something__valuable4．捡起，拾起pick__up5．粉红色的发带a__pink__hair__band6．属于belong__to7．在野餐时at__the__picnic8．我其余的朋友the__rest__of__my__friends§课堂导学案Step 1 准备与热身(Preparation)老师上课前先准备一个大纸袋，上课时让四位同学头向后，不能看到你在做什么；然后，从四位同学的桌上分别拿几样不同的东西放入你的袋子里；然后让他们回头看着老师，你从袋子里取出一样东西，然后提问：Questions：Teacher: Whose (pencil) is this?Students:________________________________________________________________________① Anna's.② No, it isn't.……通过课前的一个师生问答互动游戏，调动了学生的课堂气氛，同时随着游戏的深入，使学生对表示推测的情态动词用法有了基本认识。
最新人教版新目标九年级英语Unit8单元教案教学设计(含全单元知识点)
Unit 8It must belong to Carla.Section A (1a－2d)1．重点单词：whose，truck，rabbit，attend，valuable，pink，picnic，anybody2．重点短语：belong to，at the picnic，pick up3．重点句式：—Whose volleyball is this?—It must be Carla's.She loves volleyball.The hair band might belong to Linda.It can't be stolen.It could be Mei's hair band.1．重点短语和句型2．must，might，could和can't 表示推测的用法must，might，could和can't 表示推测的用法一、预习课本P57－58新单词并背诵，完成下面的汉译英。
1．谁的________ 2.卡车________3．野兔________ 4.出席________5．贵重的________ 6.粉红色________7．野餐________ 8.任何人________二、认真预习1a－2d找出下列短语和句型。
1．属于________________________________________________________ ________________2．参加野餐________________________________________________________ ________________3．捡起________________________________________________________ ________________4．—这是谁的排球？—它一定是卡拉的。
她喜欢排球。
_______________________________________________________ ________________________________________________________________________ _________________5．这个发带可能是琳达的。
新人教版九年级英语Unit8 Stonehenge精品课件
Stonehenge, a rock circle, is _______one of Britain’s most not only but alsoone of its greatest mysteries. famous historical places, _____ As for its mysteries, different people have different opinions where Most historians thought Stonehenge was a temple _____ ancient leaders communicated with the gods._______,others However because believed it might be a kind of calendar _____ it directly related to the sun. ____some other people hold the view that But the stones can prevent illness _____ while keeping people healthy. Although no one is sure what Stonehenge was used for, they agree that the position of the stones must be for a special purpose. In 2001, some volunteers tried to build another Stonehenge, _____ but failed.
the sun a medical purpose prevent illness while keeping people healthy
九年级人教版Uint8 sectionB Stonehenge
ask 3 2b It is a group of hengs(圆形石结 构),and it was built before 2000BC.Exactly why it was built is unknown but it must have had religious and political significance . Although in popular mythology(神 话)Druids(巫师)are connected with Stonehenge(巨石阵),they were Celtic(凯尔特的)priests who arrived much later.
Task 3
2b
2.Before you read
Look at the title and the picture. Then answer the questions below. 1.What it is in the picture? Some stones. 2.What does the passage may talk about? It may talk about the history of Stonehenge.
2b
1.Scan the whole text and underline the linking words and phrases.
not only...but also as
or but
however and
because
plete the sentences using the words 2d from the chart in 2a on page 22. so a lot of people 1.Midsummer day is in June ____ go to Stonehenge during this month. 2.The sun shines straight into the center of as the stones were put in a special Stonehenge ___ position. 3.Some people think the rocks can _______ not only stop people from becoming ill _______ but also keep them healthy. or 4. We don’t know who built Stonehenge ______ how it was built. 5.Historians think Stonehenge was built about 5000 years ago; _________ however they’re not sure.
人教版九年级英语Unit8 Stonehenge优质课件
Thinking :
So many ideas they have. Which idea do you agree with? If not, please give your idea and supporting idea. In my opinion, As far as I’m concerned, From my point of view. Because, for, while, when, so, etc.
Getting Ready !
1.Form groups and find out
1) Group leader 2) Designer
3) Reporter
4) Painter
2. Number the 4 paragraphs.
3. Get your attention focused.
4. Be the master of the class.
Part 3 (para 4)
General introduction of Stonehenge
Task 3
Read Para 1 and answer the question:
When do visitors go there? Why? Visitors go there in June as they want to see the sun rising on the longest day of the year.
•
Task 2 MThatechsetaruchctpuaret woitfhthites mpaaisnsidaegae.
Part 1 (para 1)
Different ideas about the purposes of Stonehenge’s
【最新】人教版九年级英语Unit8教学案
Unit8教学案★Teaching objectives:1.Knowledge aims:(1)To enable the students to understand and master some words, phrases and sentence patterns ;(2). To learn some information about Stonehenge.2 Ability aims:(1)To strengthen the reading skills like predicting, skimming, scanning and careful reading;(2)To improve the students’ organizing and using skills of English as the second language3 Emotional aims:(1)To encourage students to participate in some meaningful activities and communicate with others so that they can get along well with each other;(2) To develop students’ sense of cooperative learning.★Teaching key points(1.) To help the students get a general idea of the whole passage, and some detailed information and language points as well.(2.) To understand the structure of the passage.★Teaching difficult points(1.)The students use their own words to express their own ideas.(2.)How to help students develop their own learning strategies★ teaching methods1. Communicative Language Teaching2. Task-based Language Teaching3. Computer Assisted Language Teaching★Learning strategies1.The strategy of cognition2.The strategy of communicating★Teaching ProcedurePart One: Pre-reading (5minutes)Step1:Presentation : Show learning goals on the PowerPointPurpose: to let the Ss know the tasks and aims in advanceStep2: Lead in:Enjoy a video about Stonehenge and show some pictures about Stonehenge.Purpose: to arouse students’ interest, introduce the topic and let Ss know some background about Stonehenge.Part Two: While-reading(28 minutes)In While-reading , I adopt the top-down reading model. This step is divided into 3 parts:prediction, fast reading and careful reading.1)Prediction:If you are asked to write an article(文章）about a place, what will you write about it?Look at the title “Stonehenge--Can Anyone Explain Why It Is There ”.How do youunderstand the title?Purpose: to develop the habit of predicting before reading2) Fast reading Task 1:Skim to find out the main ideaTell the students: The theme(主题)of an article often comes in the first paragraph, usually atthe first or last sentence...Purpose: To help students develop the skill of skimming rapidly just to get a very generalimpression.Task2: Scan para2,3 to find out:1. How many ideas about what Stonehenge was used for are mentioned in the text? Task3Scan para4 to find out:1. How was Stonehenge built?2. Who built Stonehenge ?Task4:To get the structure of the passage:Purpose: To help students develop the skill of getting the structure of the passageStonehenge Where WhoWhen …3)Careful readingTask1: Read Part.1How many people visit Stonehenge every year? Why do so many people want to visit it?Task2:Read Part 2 carefully and describe the ideas.descriptionIdeas about what Stonehengewas used forHistorians believed...was...where...tried to...with the gods.Another popular idea is...might ...The.. were...in...,on...,the sun...intothe...Others believe...have...They think... while... "as you...,you...the...from ...Some think it might be...,or aplace to...ancestors.others think it was ...to... a...over...Purpose:To get the correct and useful information. Students should not only have a high speed of reading but also have a correct understanding of details.Task3: Read Part.3Do we build another Stonehenge? Why?What can we learn from ancient people?Purpose:To strengthen the moral education, which is to meet the needs of the New Curriculum Standards of English.4)Language appreciation :Translate:1. For many years, historians believe Stonehenge was a temple where ancient leaders tried to communicated with the gods.2. No one is sure what Stonehenge was used for, but most agree that the position of the stone must be for a special purpose.3. we do know they must have been hardworking--and great planners!Purpose:To let Ss accumulate some language points.Part three:Post-reading ( 10 minutes)Learning for use: Make a dialogue.假如你是一名导游，你和游客之间进行了有关Stonehenge的对话.Guide:Welcome to Stonehenge. I am honored tointroduce it to you.Visitor A: Could you tell me when it was built?Guide: ...Visitor B: ...Purpose:1.Enable the students to put the expressions in this passage into practice. It is a process of language output, which can help the renewal of the language. This exactly accords with the standard of high school curriculum, which advocates promoting students’thinking and expressing abilities in English. 2.Help Students form their own judgment . At the same time, students can learn to be cooperative.Part4: Question Time and homework( 2minutes)I’ll leave the last 2 minutes for the students to ask questions. It’s another chance for them to study autonomously.The homework : Add more information and finish your own mind map after class.Purpose: 1.According to the basic teaching theory from Robert Mills Gagné: “Every student is unique, every student wants to play a role in the class.” I have to try my best to make my class as lively and interesting as possible. Then all my students could find their positions in my lesson. Just as the movie says, “ Not one less”.2.Transfer the reading ability to writing ability.。
英语人教版九年级全册unit8教案
Teaching Plan for9 Unit8 Section B ReadingStonehenge-Can Anyone Explain Why It is There?Designed by Cao ChunxiaFrom Ping Yao No. 1 Middle SchoolLearning Objectives:1.To understand some new words by listening, free talking, guessing and finishing tasks.2.To understand the passage’s main idea, the structure and the different opinions by using somereading strategies, such as skimming, scanning, identifying the linking words or phrases etc.3. To get moral education: Learn to question and hold the spirit of exploring the mysteries. Important Points: 1. must, might, could and can’t for making inferences2. Identifying the conjunctions or phrases that link ideas togetherDifficult Points: The suitable usage of the linking words or phrasesTeaching Aids:Multi-mediaTeaching Procedure:Stages Teacher’s Activities Students’ Activities PurposesStage 1 Pre-reading Make self-introduction. It’s an interactive design tomake the relationshipbetween the teacher and Ssclose.Show a picture of The MayaPyramids and present somenew key words and phrases:receive, mystery, period,victory, enemy, honor,ancestor, burial, position,purpose, energy, preventlearn some new key wordsand phrases.To teach the key new wordsand phrases related to thepassage.Match each linking wordor phrases with itspurpose.To enrich the students’knowledge.Fill in the blanks. Consolidate the linkingwords.Stage 2 While-reading Watch a video and guess themain idea of the passage.Watch a video and Sspredict what the passage isabout .To know what the passage ismainly about bypredicting.Get Ss to match paragraphs with main ideas. Read the story quickly andmatch.To read for the main idea.Get Ss read for the linking words. Read the story quickly andfind the linking words.To read for the linkingwords.Get Ss read carefully from Para1 to Para4 and finish some different tasks: Read carefully from Para1to Para4 and finish somedifferent tasks.To read for details.Stage 3 Post-reading Ask the Ss to fill in the blanks.Finish the task. To consolidate the linkingwords.Get Ss to discuss themysterious in the world..Ss discuss. To understand the passagebetter.Assignments Get Ss to write about themysterious.Write a passage. To consolidate the passage.The Great Wall Ancient Egyptian PyramidsMysteriesLinking words or phrases Making inferences Including contentsorsoas, becausewhen, whilebut, however, though not only…, but alsoand…can’tbemight bemust bemust have been…Who?How?Why?…。
人教版九年级英语全册第八单元教案
自主学习方案1.学生自学生词，并记住单词拼写和拼读。
2.预习课本，找出重点短语和句式。
（见学案中预习检测的内容）3.读记后完成预习检测作业。
课堂导学方案Step 1情景导入Question:Teacher:Whose (pencil) is this?Students:1.Anna’s.2.No,it isn’t.环节说明：通过课前的一个师生问答互动游戏，调动了课堂气氛，同时使学生对表示推测的情态动词用法有了基本认识。
Step 2完成教材1a~1c的任务1.要求学生翻开课本P57，迅速浏览所给的图片，然后把图片中所给的物品填入到所给的栏目中。
2.检查答案，要求2~3名学生使用“Whose volleyball is this?”句型，给出各自的答案，并把收集的答案列举在黑板上。
参考案例:Teacher:Whose volleyball is this?Students:It must/can’t be Carla’s.（1）She loves volleyball.（2）She doesn’t play volleyball at all.3.要求学生听第一遍录音，并完成1b的听力任务。
4.要求学生听第二遍录音，并逐句进行跟读。
5.完成教材1c的任务，要求学生根据上面所给的图片使用1b表格中的信息编写对话进行练习，然后要求2~3对学生上台表演。
环节说明：通过学习锻炼了学生的判断力、听力以及口头表达能力，同时巩固了对情态动词must表推测的认识。
Step 3 小结训练1.这一定是王斌的，上面有他的名字。
It Wang B in’s.It has his name on it.2.这个卡车玩具属于鲍勃。
The toy Bob.3.这是谁的自行车？is this?答案：1.must be 2.truck belongs to 3.Whose bikeStep 4 完成教材2a~2d的任务1.要求学生迅速完成2a任务，播放录音一遍，完成2b的听力任务。
人教版九年级上册Unit8 Stonehenge 巨石阵 原文+翻译教学内容
人教版九年级上册U n i t8S t o n e h e n g e 巨石阵原文+翻译Stonehenge——Can anyone explain why it is there？Stonehenge, a rock circle, is not only one of Britain’s most famous historical places but also one of its greatest mysteries. Every year it receives more than 750,000 visitors. People like to go to this place especially in June as they want to see the sun rising on the longest day of the year.巨石阵，一个岩石圈，不仅是英国最著名的历史建筑，也是它的一个最大的谜团之一。
每年接待超过七十五万游客。
特别是在6月，人们去这个地方，因为他们想看到太阳上升在一年中最长的一天。
For many years, historians believed Stonehenge was a temple where ancient leader tried to communicate with the gods. However, historian Paul Stoker thinks this can’t be true because Stonehenge was built so many centuries ago. “The leaders arrived in England much later, ”he points out.许多年以来，历史学家们认为巨石阵是古代首领用来与神灵沟通的一座神庙。
然而，历史学家保罗·斯托克认为这不可能是真的，因为建造了巨石阵很多世纪以前。
最新人教版九年级上册unit8 stonehenge 巨石阵 原文+翻译教案资料
Stonehenge——Can anyone explain why it is there？Stonehenge, a rock circle, is not only one of Britain’s most famous historical places but also one of its greatest mysteries. Every year it receives more than 750,000 visitors. People like to go to this place especially in June as they want to see the sun rising on the longest day of the year.巨石阵，一个岩石圈，不仅是英国最著名的历史建筑，也是它的一个最大的谜团之一。
每年接待超过七十五万游客。
特别是在6月，人们去这个地方，因为他们想看到太阳上升在一年中最长的一天。
For many years, historians believed Stonehenge was a temple where ancient leader tried to communicate with the gods. However, historian Paul Stoker thinks this can’t be true because Stonehenge was built so many centuries ago. “The leaders arrived in England much later, ”he points out.许多年以来，历史学家们认为巨石阵是古代首领用来与神灵沟通的一座神庙。
然而，历史学家保罗·斯托克认为这不可能是真的，因为建造了巨石阵很多世纪以前。
“领导人抵达英国后，”他指出。
Another popular idea is that Stonehenge might be a kind of calendar. The large stones were put together in a certain way. On midsummer’s morning, the sun shines directly into the center of the stones. Other people belie ve the stones have a medical purpose. They think the stones can prevent illness and keep people healthy. “As you walk there, you can feel the energy from your feet move up your body,” said one visitor. No one is sure what Stonehenge was used for, but most agree the position of the stones must be for a special purpose. Some think it might be a burial place or a place to honor ancestors. Others think it was built to celebrate a victory over an enemy.另一个流行的观点是巨石阵可能是一种日历。
【最新】人教版英语九全Unit 8 Section B(Stonehenge)教学课件(共27张PPT)
We might see our _a_n_c_es_t_o_rs_.
stonehenge
wsthoantews/aroscikt smade of?
wahartodcokecsirictlleook like?
Where is it?
Let‘s go to a mysterious (神秘的) place!
There might... be a/some ______.
Tip1: hungry He will be full of _en_e_r_gy_ again.
What might/may/can/must be in the pocket?
There might... be a/some _ca_l_en_d_a_r.
1. a__ro_c_k__ci_rc_l_e________________________
2.o_n_e__o_f _B_ri_ta_i_n_'s__m_o_s_t_fa_m__o_u_s_h_i_s_to_r_ic_a_l_p_la_ces
General
sintotrnoedhuecntigoen of
What might/may/can/must be in the pocket? There might... be a magic ______. Tip5: in a fight
They can easily win a __v_ic_to_r_y_ against their _e_n_e_m_y_.
Stonehenge
3. o_n_e__o_f _it_s_g_r_e_a_te_s_t_m_y_s_t_e_ri_e_s___________
九年级Unit8单元教学设计
人教版英语九年级unit8单元教学设计一、教学内容及分析本单元的主题是谈论如何向他人提供帮助和参加公益活动。
通过听、说、读、写技能训练，熟练掌握“I will…”,“I would like...”等句型以及一些动词短语，向别人提供帮助，使学生学会关注社会，关心他人；要求学生制定计划，积极参加志愿者活动，培养学生乐于助人的优良品质。
根据新课标要求、教材内容和学生的接受能力，我引导学生从基本语言知识学习入手，逐步递进到语言综合运用能力培养，听、说、读、写依次展开，引导学生思考、学习和运用语言，为学生的终生学习打下基础。
基于这些要求与特点，我对教材进行了适当的整合，确定把Section A部分的1a/1b/1c和2a/2b/2c 作为第一课时，主要以听、说为主。
让学生用I’d like to do sth.来表达自己的想法以及如何向他人提出自己的建议。
突出相关的本单元的教学重点I’d like to do sth. 动词短语和提建议的句型。
把3a/3b／3c作为第二课时，而本课主要以谈论志愿者工作的意义为话题主线，让学生从听、说、读、写四个方面进一步掌握目标语言，为接下来的Section B 的扩展学习做进一步的铺垫。
课堂上通过让学生自由调查同学希望从事哪方面的志愿工作和具体可以做什么，再通过小组汇报，让学生更能自信地表达出自己对志愿工作的想法和看法。
课后通过书面表达的形式让学生巩固课堂所调查的结果。
把Section B中的1a/1b/2a/2b/2c和Self Check1作为第三课时，在有了一定的听、说之后，让学生展开讨论如何进行力所能及且行之有效的慈善志愿活动。
把3a/3b/3c作为第四课时，主要通过读写练习来达到本单元的语言目标。
二、学习者特征分析1. 九年级Unit8 I’ll help clean up the city parks.语言目标是提供帮助,通过运用动词词组围绕“volunteer”展开话题，前半部分围绕“ways of offering people”,后半部分围绕“ways of telling people about the Clean-Up Day ”。
人教版九年级英语上册Unit8 SectionB Stonehenge课件
Snhoetiosnnloyt…onblyumt aylstoea…cher but also my friend. Givoerme an apple or a pear.
PleWasheenta,wkehinleotes while listening.
people think it can prevent illness __a_n_d__keep people healthy,__s_o__
maybe the stones have a medical purpose.
B__u_t__no one is sure what Stonehenge was used for. Some think it might be a historical place __o_r___a place to honor ancestors, even maybe
adding information 补充信息
2d Complete the sentences using the words from the chart in 2a on page 62.
1.Midsummer’s morning is in June _s_o______ a lot of people go to Stonehenge during this month.
Stoneabout it!
Cultural Label(标签)
Name Place
Stonehenge Britain
Material and shape rock circle
The number of more than 750,000
2020人教版九年级英语教案Unit 8
Unit 8 It must belong to Carla.一、学习目标：1.能读懂本课描述Stonehenge(巨石阵)的重点单词及短语:Britain, mystery, historian, leader, midsummer, purpose, energy, position, burial, honor, ancestor, victory, enemy, period; receive, prevent; medical.2.在读懂Section B 2b 部分短文Stonehenge—Can Anyone Explain Why It Is There?的基础上，以此作为写作范例,仿写一篇短文( Can anyone explain what it was?你能解释下那是什么吗？)。
二、学习重难点：在阅读短文的基础上，仿写一篇短文（谈谈“青少年该不该在周末与朋友外出”）。
三、学习指导：自主学习、小组合作交流、异组讨论四、知识梳理：must, may, might, could, may, can’t+动词原形表示推测，程度不同must 一定,肯定(100%的可能性)may, might, could有可能, 也许(20%－80%的可能性)can’t 不可能, 不会(可能性几乎为零)2. anything strange 一些奇怪的东西当形容词修饰something, anything, nothing, everything等不定代词时，放在这些词的后面五、学习过程:Step1 Pre-reading （读前）1、How many cultural sites(名胜古迹) in the world do you know?谈谈你所知道的世界名胜古迹。
2、What do you know about Stonehenge? Guess where was it from?你听过美国的巨石阵石林吗？能猜出它们怎么来的吗？Step2 While-reading（读中）1. Skimming.（快速阅读并回答问题）：What is Stonehenge?Step3 Post reading（读后）Stonehenge i s a rock circle, it is not only one of Britain’s most famous historical places but also one of its greatest mysteries. For many years, historians believed Stonehenge was a ___________________ where ancient leaders tried to __________ ____________________________________________________________________.Another popular idea is that Stonehenge might be ________________________. The large stones _______________________ in a certain way. On midsummer’smorning, ______________ shines directly into _____________________________.However, other people believe the stones have __________________________. They believed it can prevent____________ and keep ____________. As you walk there, you can feel _______________ from______________ move up____________.2. Pre-writing（写前）1）你能从2b短文中找出一些重要的连接词吗？你知道它们的作用吗？比如：so, not only...but also,2）Sentence Writing（积累美句）你能从短文中寻找一些有用的句子吗？如：1. ...is not only one of...most famous...but also of its greatest mysteries.2.3.4....3. While-writing（写中）昨晚天空中有不明飞行物体。
人教版英语九年级全册Unit8 SectionB(2a-2e)优质课教案
Unit8 SectionB（2a-2e）优质课教案教材分析：本单元的话题（topic）是神秘事件（Mysteries），要求学生能根据相关信息正确运用must, might, could, 和can’t进行推断。
SectionA部分主要围绕“推测物品的归属展开”，并进一步引入“神秘事件”这一话题。
SectionB部分内容通过对疑似外星人事件的讨论逐步过渡到对巨石阵的介绍，语言输入量较大。
这篇关于巨石阵的说明文涉及了英国文化以及一些含有连接词的复杂句子，需要引导学生在上下文语境中体会语言表达的确切含义。
学情分析：九年级学生已经有了一定的英语基础，听说读写的能力都比较强。
该班学生对SectionA部分的知识掌握情况较好，所以本节课将进一步巩固和拓展情态动词表推测的用法以及连词的正确应用。
但是学生对于长难文章的阅读能力一般，本堂课就此情况对学生加以技巧的指导，有针对性地提高学生英语阅读水平。
教学设计思路：本节课，一条主线，三个环节。
本节课贯穿的主线是“未解之谜”。
首先，通过观看视频，学生会了解这个介绍世界未解之谜的节目Discovery，接着设计了一个比赛活动，激起学生参与课堂活动的兴趣。
本节课的环节主要分为三个环节，每一个环节在设置了相应的学习活动。
Step one-Talk about the mysterious thing趣味猜测，引人入胜。
Step two- Walk into the mysterious place预测文章，泛读精读，环环相扣。
Step three-Know about the mysterious world 给学生充分展示自我的舞台，同时培养了学生的探索精神。
Teaching aims:During and after this class, the students should be able to1. Get relative information while reading, such as the detail of a passage.2. Make inferences by using must, might, could and can’t.3. Know the usage of some new words：mystery, historian, midsummer, burial, honor, ancestor.4. Know the usage of linking word or phrases.Teaching focus & difficulties:1. Get relative information while reading.2. Identify conjunctions or phrases that link ideas together while reading.Teaching strategies:Students will achieve the aims of1. Making prediction from the pictures and title.2. Using conjunctions or linking phrases correctly.Learning strategies:1. Working individually2. Cooperating in groupsTeaching procedures:Step One -- Talk about the mysterious thing★Activity1 Guess what it might be.★Activity2 Guess what might happen after that.Ask the students to guess the things by using must/ might/ could/ can’t [Explanation] 紧扣本单元话题“Mysteries”，及功能“Make inferences”复习情态动词must/ might/ could/ can’t的用法。
新人教版九年级英语下册《nit 8 It must belong to Carla. Section B 2a—2e》教案_4
Unit 8 《Stonehenge—Can Anyone Explain Why It Is There?》—Section B 2b-2c 教学设计教学年级：九年级课题名称：《Stonehenge—Can Anyone Explain Why It Is There?》Section B 2b-2c教学版本：Go for it时间：40分钟Part 1 Analysis of the teaching material1.Status and FunctionThe selected teaching material is a reading passage, activities of 3b-3c. It mainly talks about Stonehenge. Such a topic can arouse students’ interests to express their feelings about the nature mystery. In this lesson, students are required to master the identifying conjunctions or phrases.2.Key points and difficult pointsThe key point is to master the new words and expressions and some key sentences.The difficult point is to enable students master correct reading skills. Part 2 Analysis of the studentsThe students in Grade 9 have learned English for some years. They have some basic abilities of listening , speaking ,reading and writing. They have mastered some new words and phrases .They have not learnedsome information about Stonehenge before. It will be a little difficult for them to learn the passage. So I will pay more attention to those who have difficulties in English study.Part 3 Analysis of the teaching aimsAccording to the new curriculum standard, I hope I can achieve the following aims in this class.1).Language aimsAfter the class, Students will master the basic meaning of the new vocabulary. They will know some basic knowledge about Stonehenge. 2).Ability aimsBy the end of this lesson , the students will improve the students’ reading skills.3).Emotional aims:Teach students that we should enjoy the beauty of our world.Part 4 .Analysis of teaching methods and teaching model1.Teaching methodsStudents are the real masters in class while the teacher acts as a director and in order to achieve my goal, I will use the following teaching methods.1.Task-based teaching and learning: I can design several tasks to allow the students to finish the learning task.2.Cooperative learning. Through group work, students can learn how tocooperate well with the others.municative teaching method.2.Teaching aidsIn order to practice my teaching methods better ,I will make good use of the multimedia. It’s more vivid and clear to use multimedia.3.Teaching modelI use the student-centered teaching model in this class .The students should be seen as the center of the class. It can enable learners to learn the lesson more actively and efficiently.Part 5 Teaching procedureAccording to the teaching aims, I will divide the teaching procedures into 6 steps.Step 1:Revision(1).Review the language goal of making inferences.Eg: Whose money is this?Whose mobile phone is this?It could/might be________.It must be_______.It can’t be _______.Step 2 Pre-reading1) Show the students the new words and expressions and ask them to recite the new words one by one.2) Show the picture in this page and the title of the passage to the students and ask them to predict what the passage mainly talk about. Purpose: Check if the students have read the new words and expressions and cultivate their ability to predict.Step3 While-readingPurpose : to enable students to understand the given material better by using different reading skills.1.Fast reading(3a)Read and match the main idea with each paragraph.Para. 1What is it?Para. 2 Who built it?Para. 3What is it?Para. 4What is it used for?2.Intensive reading.1. Read the first and the second paragraph carefully and fill in the blanks. It is a rock circle.It receives more than 750,000 visitors.It is in Britain.They want to see the sun rising on the longest day of the year.2.Read the second paragraph and then fill in the blanks.3.Read the third paragraph and finish the sentences.1. Stonehenge might be ________________.2. Other people believe the stones have _________________.3. Most people agree that the position of the stones must be for _________________. Some think it might be ____________ or a place to ________________. Others think it was built to __________________.4.Read the last paragraph and fill in the blanks.Stonehenge was built slowly over a long period of time. Most historians believe it _______ almost 5000 years old. One of the greatest mysteries is ______________ because the stones are so big and heavy. Paul says, “We don’t really know who built Stonehenge, and perhaps we ______ never know, but we do know they ____________ hard-working—and great planners.”Step 4 Post-readingThe purpose of the step is to give students practice in using the target language.1.Read the article and underline the linking words and phrases.2.Read the article and complete the chart in 2c.plete the sentences with the correct linking words.Task 3 Discussion. Ask the students to discuss the questions with three or four partners.Can you think of any other mysteries, either in China or another part of the world, that are similar to Stonehenge?What do you know about these mysteries?What is mysterious about them?Discuss them with your group.Step 5 SummaryPurpose:This activity will help students to summarize the target language .I will ask the students to sum-up the knowledge that is learned in this class together with me.Step 6 HomeworkPurpose:This activity will help students to consolidate the target language we have learned today. From their homework, I will find out what the students have mastered and what they haven’t .1. Review the new words and expressions you’ve learned today.2. Read the articles in Learning English.3. Preview the new words and expressions.4. Preview 3a-3b on P63-64.Part 6 Blackboard DesignStonehenge—Can Anyone Explain Why It Is There?—Section B 2b-2cStonehenge1.a rock circle2.in Britain3.a temple4.a kind of canlendar5.a medical purpose6.a burial place7.celebrate a victory。
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Unit8 Stonehenge 教案
Teaching Objectives:
1. To get basic information about Stonehenge;
2. To learn to use linking word or phrase;
3. To make a poster to introduce cultural relic--- Stonehenge.
Teaching Importance and Difficulty:
1. How to improve Ss’ the ability of skimming and scanning.
2. How to use linking word and phrase freely.
Teaching methods:
Task-based method
Teaching Aids:
Multi-media system
Teaching Procedures:
Step I Introduction
Introduce myself.
Step II Show teaching objectives
Step III Lead in
Watch a video and then answer the following two questions:
1. What’s the video about?
2. What can you learn from the video?
Step IV Reading
I. Focus on main idea
Task 1 Read the first sentence of each paragraph to choose :
Which sentence can stand for the main idea of the passage?
II. Focus on structure
Task 2 Match each part with its main idea.
Part 1 (para 1) Different ideas about the purposes of Stonehenge’s Part 2 (para 2&3) Mysteries about Stonehenge
Part 3 (para 3) General introduction of Stonehenge
III. Focus on details
Task 3 Read Para 1 and answer the question:
When do visitors go there? Why?
Task 4 Para 2-3What was Stonehenge used for?
Thinking :
So many ideas they have. Which idea do you agree with? If not, please give your idea and supporting idea.
In my opinion,
As far as I’m concerned,
From my point of view.
Because, for, while, when, so, etc.
Task 5 Read Para 4 and answer:
1. What is one of the greatest mysteries about Stonehenge?
2. Who built Stonehenge ?
Step 5 Summary
Stonehenge, a rock circle, is _______one of Britain’s most famous historical places, _____ one of its greatest mysteries. As for its mysteries, different people have different opinions.
Most historians thought Stonehenge was a temple _____ancient leaders communicated with the gods._______, others believed it might be a kind of calendar _____ it directly related to the sun. ____some other people hold the view that the stones can prevent illness _____ keeping people healthy. Although no one is sure what Stonehenge was used for, they agree that the position of the stones must be for a special purpose. In 2001, some volunteers tried to build another Stonehenge, _____ failed.
Step 6 Design a poster
Suppose the topic of your project-based English learning(英语研究性学习) is “Stonehenge”. Please design a poster to present your findings about it.
Step 7 Homework
★Read the passage again and find some useful expressions.
★★Polish(润色) your poster and put it up behind the classroom.
★★★Surf the Internet to get more information about Stonehenge.。