1、牛津英语 9B Unit4 Great people 教案The first periodWelcome to this unitTeaching goals:1. To match pictures to words2. To recognize and understand vocabulary about famous people3. To learn more about some famous peopleDifficulties:Who do you think is the greatest person that has ever lived?Hes the person w
2、ho invented my favourite food.Teaching methods: Listening , speaking, reading and writingProcedure: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. Welcome to the unit:a. Present some pictures of famous people and
3、 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. Complete “welcome to the unit” in class. Students can work in pairs to complete the exercises.3 . Comic strips:a. Play the tape and
4、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 comic.The second p
5、eriodReading (I)Teaching aims:1. To become 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 of2. work as 3. it was better to be safe than sorry4. order sb to do s
6、th5. cut sth / sb shortTeaching methods; Listening , speaking , reading and writingProcedure: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
7、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 chec
8、k 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 pilots license when he was 15.f. Neil Armstrong succe
9、ssfully 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 oldT
10、he boy could swim at the age of 5.= The boy could swim when he was 5 years old.b. work asHe 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 sthThe command
11、er 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 shortThe interviewer cut short his guest in mid-sentence.Homework:1. Recite the paragraphs.2. Preview the following paragraphsThe third periodReading (II)Teaching aims:1. To
12、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
13、which said thatThe most important award that Armstrong got for his service was the Medal of FreedomArmstrong is the person who made people round the world realize thatTeaching methods: Listening speaking reading and writing.Procedures:1. RevisionWhen did Neil Armstrong become the first man that walk
14、ed 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 comprehension:1. Which was the first spacecraft to land on the moon?2. How many people walked on the moon from Apollo11?3.
15、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这是由关系词 that 引导的定语从句。当先行词是人或物时，我们可以使用关系代词 that 来引导。The money
16、 that is in the wallet is mine.Do you know the boy (that )my mother is talking to?b. It is said thatIt is said that he has got married.c. Neil Armstrong sent a message to Mission Control which said这是由关系代词 which 引导的定语从句。当先行词是物时，我们可以使用关系代词 which 来引导。Where is the book which/that I bought this mornig?Th
17、e building which/that stands by the river is our school.e. Neil Armstrong is the person who made people round the world realize that这是由关系代词 who 引导的定语从句。当先行词是人时，我们可以用关系代词 who 来引导。The man who/that I saw is called Smith.The woman who/that spoke at the meeting yesterday is my mother.4.Consolidation4. Re
18、ad the passage again and rearrange the following sentences:(1) Neil Armstrong was born on 5th August 1930.(2) Armstrong received his student pilots 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
19、) Armstrong was awarded the Medal of Freedom Homework:1. Recite the paragraphs of reading part.2. Preview vocabulary.The fourth periodVocabularyTeaching 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 t
20、op 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 exerci
21、se. 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
22、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 complete the exercise independently .For weaker classes, students
23、 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 periodGramma
24、r (I)Objectives1. To understand and use defining relative clause correctly .2. To use relative pronouns correctly .Part ASuggested teaching proceduresStep1 Go through the explanation at the top of page60. Encourage students to ask questions if there is anything they are unsure of . Give students ext
25、ra 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 complete this exercise independently. Allow less able students to work
26、 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
27、 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 th
28、em to think of great people , rather than famous film stars . Write the names on the board ,e.g. Yang liweiYuan LongpingHe Zhengliang2. 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 s
29、he 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 periodGrammar (II)Part BSuggested teaching proceduresStep1 Go through the table at the top of page 61 . Then read the three example sentences. Tell s
30、tudents that the arrows show the people or things the relative pronouns are referring to.Step2 Explain the context of the exercise . Daniel is completing some notes about Bruce Lee. Students help Daniel use the correct relative pronouns. In stronger classes, encourage students to complete this exerc
31、ise 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 th
32、e 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 completed sentence .Listen for mistakes and mispronunciation. Step5 Explain the context of partB2 . Milli
33、e 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
34、work together to come 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 . (
35、)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 lik
36、e Bruce Lee because2. Ask students whether they know the names of any Bruce Lee films on the board ,e.g. Fists of Fury 精武门The Way of the Dragon 猛龙过江Enter the Dragon 龙争虎斗The seventh periodIntegrated skillsPart ATeaching aims:To extract information from a profile.To complete notes.To extract informati
37、on from a recording about Marie Curie.To complete 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 Expl
38、ain to students that they will not be able to find all the information they need to complete 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.
39、3 Tell students they can complete 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.
40、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 t
41、heir 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 complete Millies presentation .9. Divide the class into group of four .Each group must work together to come up with the corre
42、ct 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 BTeaching aims:To talk about famous people and why we adm
43、ire 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 alo
44、ud .Then ask students to talk about some famous people they admire . Remind them to use Millie and Simons conversation as a model .4. As you walk around the class , commend students on any parts they do particularly well . Try not to criticize students too much on their spoken English ,as this can b
45、e discouraging .Useful expressionsI really admireHeShe devoted hisher lifeI think heshe wasI want to be likeThe eighth periodPronunciationObjectives1. 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
46、 word .Suggested teaching proceduresStep1 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 no
47、un 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
48、.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 ha
49、ve 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 syllable
