冀教版英語(yǔ)九年級(jí)上Unit2單元教案

Unit2Biggest,Longest,WidestLesson9ClassopeningForideasandtipsonbeginningaclass,see“TeachingTechniques”atthebackofthisteacher’sguideStep1:Cometo“thinkaboutit.”Step2:Checktoseeifthestudentshavepreviewedthereadingsasrequired.Askiftheyhaveanyquestionsconcerningthetext.Encourageotherstudentstotrytoanswerthequestions.Inanycase,youcanintroducethestudentstothereadingsbyaskingquestionssuchas:Whoisthetallestinourclass?Whoinourclasslivesfarthestfromtheschool?Whatdoesworldrecordmean?Wouldyouliketobreakaworldrecord?Step3:Playtheaudiotape.Havetheclassfollowtheaudiotapewhilelookingatthetext.Step4:dividetheclassintogroupsofthree.Askeachgroupmembertotakeoneofthethreeroles(Brian,DannyorJenny)andactoutthedialogue.Step5:Ifyouhavetime,havethegroupsmakealist,inEnglish,oftheworldrecordstheyknowof.thenhavegroupssharetheirinformationwiththerestoftheclass.Step6:Cometo“Project!.”Beginunitproject1.Thisprojectcancovertwolessons.Studentswilllearnaboutsuperlativeformsofadjectivesastheyimaginearecord-breakingchallengefortheirclassandmakeaplantoaccomplishit.Referto“IntroducingaNewproject”inthe“TeachingTechniques”sectionatthebackofthisteacher’sguideforideasonintroducingthisunitproject.Onesuggestionistogivestudentsoneortwofunnyexamplesofworldrecords,eitherorallyofontheblackboard,havestudentsbrainstormideasforwhatrecordsmightbefoundinarecordbook,suchascreatingthe“l(fā)ongest“somethingordoing“themost”ofsomething.Askavolunteertorecordtheirsuggestionsontheblackboard.Helpthestudentschoosetheappropriateformofsuperlative(eitheraddingthesuffix’estorusingmost.”)Dividetheclassintosmallgroups.Haveeachgroupdiscussanddecidewhatworldrecordtheclassshouldtrytobreak.Theycanuseoneofthesuggestionsintheclasslistorinventanewone.Ideascanbeeitherfunnyorserious,buttheyshouldbepossible(iftheyhadtime.,opportunityandthecooperationofallofthestudents!)havethegroupsbeginplanningforbreakingthisworldrecord.Concludeunitproject1.studentscontinuetoworkinthesamegroups.Theycompletetheirplanforbreakingarecord.Groupsreporttheirplanforbreakingarecord.Groupsreporttheirplanstotheclassorexchangeplanswithanothergroup.ClassclosingThefirstreadinginthereader.Theremainingexercisesintheactivitybook.Thenextreadinginthestudentbook.Lesson10ClassopeningForideasandtipsonbeginningaclass,see“TeachingTechniques”atthebackofthisteacher’sguide.Step1:Cometo“thinkaboutit.”Step2:Checktoseeifthestudentshavepreviewedthereadingasrequired.Arethereanyquestions?Selectoneortwosentencescontainingkeywordsorphrasesandaskifanyonehasfiguredoutthemeaning.Ifastudentrepliescorrectly,askhimorhertosharethestrategiesusedtopuzzleoutthemeanings.Remembertogivelotsofpraiseforagoodtry,evenifit’swrong.Youmayfinditnecessarytobrieflymentionthefollowingwords,inordertohelpsmooththewayforteachingthereading.Youmaywishtowritethislistonalargesheetofpaperinadvanceofthislesson.GrandHyattJinMaoTowerStructureTheGreatWallDamTheThreeGorgesDamNowintroducethereadingtotheclassbyaskingthefollowingquestins:Whatisthetallestbuildingintheworld?Whatisthebiggestdamintheworld?Whatisthelongestwallintheworld?Studentsshouldbeencouragedtorefertothereadingtotheanswers.Step3:Playtheaudiotape.Havetheclassfollowthoughaudiotapewhilereadingthetext.Step4:Dividetheclassintosmallgroups.Haveeachgroupdooneoftwothings:makealistoftheworldrecordswiththedetailsmentionedinthereading:ormakealistofworldrecordsforChinathatthestudentsknowof.(Hints:population:sports,particularlyping-pong,women’svolleyballandgymnastics:bicycles,Step5:Iftimeallows,haveoneortwogroupssharetheirlistswiththerestoftheclass.Step6:Cometo“l(fā)et’sdoit.”ClassclosingThesecondreadinginthereaderTheremainingexercisesintheactivitybookThenextreadinginthestudentbookLesson11ClassopeningForideasandtipsonbeginningaclass,see“TeachingTechniques”atthebackofthisteacher’sguide.Step1:Checktoseeifthestudentshavepreviewedthereadingasrequired.Youmaywishtomentionthecomparativeandsuperlativeformsofwordsthatappearinthereading.Selectafewofthesewordsandaskifanyonehasfiguredoutthemeaning.Ifastudentreliescorrectly,askhimorhertosharethestrategiesusedtopuzzleoutthemeaning.Remembertogivelotsofpraiseforagoodtry,evenifit’swrong.Step2:Asktheclasstoreadthedialoguesandask,“What’sdoes‘standononefoot’mean?”Step3:Introducetheclasstothereading“SpecialAnimals”byaskingthefollowingquestions.Encouragethestudentstorefertothereadingfortheanswers.Whatisthelargestanimalintheworld?Whatisthesmallestanimalintheworld?Whatistheoldestanimalintheworld?Whatisthefastestanimalintheworld?Step4:Playtheaudiotape.Havetheclassfollowtheaudiotapewhilereadingthetext.Step5:Dividetheclassintosmallgroups.Askeachgrouptodiscussthereadingandthenmakealistoftheworldrecordsforanimalswiththedetailsprovidedinthetext.Step6:Iftimeallows,havethestudentsdiscusswhatelsetheyknowaboutanimalworldrecords.Step7:Cometo“Let’sdoit.”ClassclosingThethirdreadinginthereaderTheremainingexercisesintheactivitybookThenextreadinginthestudentbookLesson12ClassopeningForideasandtipsonbeginningaclass,see“TeachingTechniques”atthebackofthisteacher’sguide.Step1:Checkifthestudentsiftheyhavepreviewedthesongaasrequired.Asktheclasstolookforadverbsandadjectivesthatoccurinthereading,suchasfar,long,high,fast,strong,andthick.Asstudentscalloutwords,,makealistonthetheblackboard.Askstudentstogivethecomparativeandsuperlativeformsoftheabovewords,INthecaseoffar,forexample,theformsarefartherandfarthest.Step2:Dividetheclassintotwogroups.Askeachgrouptoreadonelineofthesongatatimeasapoem.Onegroupcouldreadthelinesaloudwhiletheothergroupperformsthesongwithactions.Thiswilltellyouhowwellthestudentshaveunderstoodthesongandhowwelltheyhavelearnedtoappreciateit.Step3:Playtheaudiotape.Havetheclassfollowtheaudiotapeandsingalong.Step4:PracticeuntileverybodyintheactivitybookStep5:Cometo“Let’sdoit.”ClassclosingTheremainingexercisesintheactivitybookThenextreadinginthestudentbookIfyouhavetime,endtheclassbysingingthesong“Let’sGotheFarthest!”Lesson13ClassopeningForideasandtipsonbeginningaclass,see“Teachingtechniques”atthebackofthisteacher’sguide.Step1:Cometo“thinkaboutit”.Step2:Checktoseeifthestudentshavepreviewedthereadingasrequired.Askiftheyhaveanyquestionsconcerningthetext.Encourageotherstudentstotrytoanswerthequestions.Again,youmaywanttomentionthesuperlativeformsoftheadjectivesthatappearinthereading(youngest,oldest,fastest,highest,farthest,most,greenest,fewest,longest).Canstudentsidentifythesewords?Dotheyunderstandthemeanings?Step3:Playtheaudiotape.Havetheclassfollowtheaudiotapewhilelookingatthetext.Step4:Dividetheclassintosmallgroups.Askeachgrouptodiscussthereading.Haveeachgroupmakealistofthesuggestionsforclassrecordsmadeinthereading.Step5:Iftimeallows,askeachgrouptomakefurthersuggestionsforclassrecords.Theyshouldtrytousecategoriesthatapplytotheirclassmates.Trytomakeitfun!Step6:Cometo“Project2.”Beginunitproject2,whichcancoverfourlessons.Writeontheblackboard“themost.”Havestudentslistexamplesofwordsthatwouldfitintheblank.Askthemtocomparetheirsuggestions.Byquestioning,elicitfromthemtheinformationthat“most”canbeusedwithanountorefertoeithernumberorvolume.“Most”canalsobeusedwithmodifierstoformthesuperlative.(Theydon’thavetousethesegrammaticalterms!)Askstudentstogiveexamplesofrecordsthatcouldbefoundinthiscategory;forexample,“themostchildreninafamily,“remindstudentsthatthemostcommonformofmakingthesuperlativeistoaddthesuffix“est”totheendofanadjective.Asaclass,brainstormcategoriesforpossiblerecordsthatcouldbesetforyourclass,haveavolunteerwritethesuggestionsofcategoriesontheboardforthestudentstocopy.Continueunitproject2.Asaclass,agreeonafinallistofcategories,PromptthestudentstousethevocabularyforthislessonaswellasotherEnglishwordstheyknow.Havestudentsworkwithapartnerorinasmallgroup.Eachteamshouldchooseacategoryforpossiblerecordsintheirclass.Theywillusetheobjectsandpeopleintheirclassroomforresearchdata.Eachteamwillplantheirresearchanddividethetasksbetweentheteammembers.Forexample,oneormorestudentswouldmakemeasurementsoraskquestionstogetinformationandanotherstudentwouldrecordthedataonachart.Concludeunitproject2.Asktwovolunteerstofacilitaterecordingtheinformationonalargeposterofontheblackboard,listingalloftherecordsfortheclass.Onevolunteercanaskeachteamfortheirrecordwhiletheotherwritesdowntheinformation.Teamsmustgivetheirinformationinacompletesentenceusingappropriatevocabulary.Forexample,“LiPingisthetalleststudent.”ClassclosingThefourthreadinginthereaderTheremainingexercisesintheactivitybookThenextreadinginthestudentbook每個(gè)同學(xué)總結(jié)自己所知道的班里的一些最高記錄保持者,并且makealist,課上讀給大家，課下做成墻報(bào)貼到教師的墻上。來(lái)鼓勵(lì)同學(xué)們勇于挑戰(zhàn).全班活動(dòng).同門(mén)自由發(fā)言,說(shuō)出自己想創(chuàng)造的某一項(xiàng)最高記錄.然后要求同學(xué)們把自己所想的記錄寫(xiě)在紙上,全班同學(xué)做一個(gè)GuessingGame,同學(xué)們逐一進(jìn)行猜測(cè):Doyouwanttoranfaster/havethelongesthair/bethetallest/havemostmoney?..Lesson14ClassopeningForideasandtipsonbeginningaclass,see“TeachingTechniquesatthebackofthisteacher’sguide.Step1:Cometo“Thinkaboutit.”Step2:Checktoseeifthestudentshavepreviewedtheredingasrequired.Selectoneortwosentencescontainingkeywordsorphrasesandaskifanyonehasfiguredoutthemeaning.Ifastudentrepliescorrectly,askhimorhertosharethestrategiesusedtopuzzleoutthemeaning.Remembertogivelotsofpraiseforagoodtry,evenifit’swrong.Step3:Playtheaudiotape.Havetheclassfollowtheaudiotapewhilereadingthetext.Step4:Cometo“Let’sdoit.”ClassclosingThefifthreadinginthereaderTheremainingexercisesintheactivitybookThenextreadinginthestudentbook注意:強(qiáng)化Idon’tthink…這一否定轉(zhuǎn)移句式.可以要男同學(xué)說(shuō)一個(gè)否定句,女同學(xué)作否定轉(zhuǎn)移.然后再對(duì)換,女同學(xué)說(shuō)一個(gè)否定句,男同學(xué)做否定轉(zhuǎn)移.老師給出一個(gè)活動(dòng),如:playtheviolin,同學(xué)們?cè)傧雜omethingunusual,如,一邊倒騎車(chē)一邊拉小提琴(playtheviolinridingbackwards)等.作完示范以后,將全班同學(xué)分成若干小組,給每個(gè)小組提示一些活動(dòng),讓他們想出somethingunusual.Lesson15ClassopeningForideasandtipsonbeginningaclass,see“TeachingTechniques”atthebackofthisteacher’sguide.Step1:Sincethisreadingisbasicallyareviewofwhattheclasshaslearned,therearenotmanynewthingstobeelaboratedupon.Checktoseeifthestudentshavepreviewedthereading.Askiftheyhaveanyquestions.Encourageotherstudentstotrytoanswerthequestions.Remembertogivelotsofpraiseforagoodtry,evenifit’swrong.Step2:Playtheaudiotape.Havetheclassfollowtheaudiotapewhileredingthetext.Step3:Therearetwochoices.Oneistodiscussthereadingwithstudents.UseasmuchEnglishaspossible.Askquestionstomakeiteasierforstudentstoparticipate.Askquestionssuchas:WhatisDanny’sfavoriterecord?WhatrecorddidSandrawin?Theotherchoiceistodividetheclassintosmallgroupsandhaveeachgroupdiscuss,inEnglish,whattheywouldliketowriteaboutintheire-mailsordiaries.Askthestudentstodecideontheirtopicsandbeginoutliningtheire-mailsordiariesfollowingtheexampleofthereading.Step4:Cometo“Let’sdoit.”ClassclosingTheremainingexercisesintheactivitybookThenextreadinginthestudentbook讓同學(xué)們將自己的制作品(如紙飛機(jī)等)或家里保存的東西(如像冊(cè)等)帶到班里,把帶同類東西的同學(xué)分為一個(gè)小組,每個(gè)同學(xué)在組內(nèi)描述自己所帶的東西(如It’s…tall/high/heavy/long/wide等)最后找出classrecords.要求每個(gè)同學(xué)將這個(gè)活動(dòng)全過(guò)程記錄下來(lái),寫(xiě)一篇e-mail,讀給全班.Lesson16ClassopeningGreetyourstudents.Helpthestudentsrespondinanappropriateway.Ask:Whoisondutytoday?Listentothestudentsreport.Say“verygood/yes/ok/that’sright/Fantast