九年级8单元Reading 学案

课题Unit 8 It must belong to CarlaPeriod3(reading ） 课型：新授 编写人审核人： 时间：预习目标：阅读课文，并回答问题1. Why do thousands of tourists visit Stonehenge?2. What did historians believe for a long time?3. Why did Paul Stoker think Stonehenge couldn't be a temple?阅读课文，完成句子1.most hostorians think Stonehenge ______ ______ almost 5,000 years old.2.We _______ never know how they built Stonehenge. But we know that they _____ _______ __________evey organized and hardworking people.学生提前进行预习，课程进行的比较顺利。

学生积极参加了口语活动，对情态动词表推测的用法有了初步的认识，在以后的教学中接着进行渗透。

●单元总结1、can 和could 的区别和用法can 表示体力和脑力方面的能力，或根据客观条件能做某种动作的“能力”。

例如：Can you make a cake ？can 用在否定句和疑问句中时有时表示说话人的 “猜测”或 “不肯定”。

例如： Can the news be true ？(在日常会话中，can 可代替may 表示“允许”，may 比较正式)could 是 can 的过去式，表示过去有过的能力和可能性，还有怀疑和不肯定的意思 (在否定和疑问句中)。

例如：The doctor said he could help him ．(能力)At that time we thought the story could be true ．(可能性)could 用来提问，是有礼貌的请求 Could. . . . Please? 语气较为婉转。

Self-check and Reading 导学案一•例析导学1.On weekends I like to hanp out at the sports club with my friends.hang out表示“停留，消磨(时间)”。

例如：He shouldiTt hang out like this.他不应该像这样消磨时间。

2....Who has filled my life with pleasure. ....... 使我生活充满快乐的人。

⑴本句中的hll.・・with・••表示一个动作，意为“用……装满……”，其主语通常是人。

He filled the bag with books.他在书包里装满了书。

Please fill the bottle with milk.请将瓶子装满牛奶。

【拓展】be filled with表示一个状态，意为“装满了”，相当于be full of,其主语通常是人或物。

The room was filled with smoke.房间里浓烟弥漫。

Her eyes were filled with tears.她眼睛里充满了泪水。

⑵pleasure意为“高兴，快乐”，是不可数名词；表示“乐趣，高兴的事”时是可数名词。

Reading gives me great pleasure.读书给了我很多快乐。

It is one of my greatest pleasures.它是我最大乐趣之一。

在口语中It9s pleasure.是回答感谢的客套语。

—Thank you for your help.感谢你的帮助。

—Ifs a pleasure.不用谢。

【拓展】(1) pleased是形容词，意为“自己感到高兴的，欣喜的，满意的”，指以任何方式表现出来或未表现出来的满足与快乐，在句中常用作表语，其主语为人。

The two friends were very pleased to see each other again・这两个朋友非常高兴再次见面。

Unit 8 Detective storiesReading设计说明教学反思首先通过复习Murder in Sun Town引入Murder in West Tow n。

通过图片和相关介绍呈现生词,导入新课,然后根据读前、读中、读后设计不同的任务来引导学生逐步理解课文,逐步通晓阅读的技巧,最后解决课文中的重要知识点,扫清障碍、更好地掌握课文。

教学目标通过本课时的教学，让学生达成以下目标：1.知识目标掌握单词和短语: confirm, victim, crime, somewhere, contact, wound,bleed, enemy, single, well-paid, charge, system, suppose, only, witness, report,breathe, heavily, reward, arrest, break into。

2.能力目标(1)能够读懂关于谋杀案的新闻报道；(2)能够从短文中提取有效信息。

3.情感目标培养学生良好的个人品质，遵纪守法，做守法公民。

重点难点重点：学习并掌握本课时的单词和短语，理解文章大意，掌握重要句型。

难点：灵活使用短语和句型，如：break into, lead to, be wounded with, beguilty of, be charged with等。

教学准备PPT 课件。

授课时数2课时教学过程Step 1 RevisionTalk about the murder case in Sun Town.Discussion: Who may be the murderer?Step 2 Presentation1. Introduce another murder: Murder in West Town.Show the title and try to know some information according to the title.25-year-old Computer Engineer Murdered(1)What happened?(2) How old was the victim?(3)What did he do?Answers: (1) A murder happened. (2) 25 years old. (3) Computer engineer.2. Show some new words by giving them some introduction about a murder. Like this: When a crime happens, a detective often comes to the scene as soon as possible. He wants to know the victim, the suspect, and the murderer. He wants to know if the victim has some enemies, if there are some witnesses and if someone has contacted the police…3. Read the new words, and do B1.Answers: 1a 2c 3b 4cStep 3 ReadingTask 1 First reading—ScanningRead the article quickly and try to find out what, when, where, who, how and why as much as they can.Task 2 Second readingRead the article again and try to get the structure of the passage.Part 1: Paragraph 1 Brief introduction to the crime.Part 2: Paragraphs 2-5 The police and the detective’s work on the crime.Part 3: Paragraph 6 Suspect of the crime.Part 4: Paragraph 7 Reward for some information.Task 3 Further reading—Read the passage in detail.1. Read Paragraph 1 and answer the questions.(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?Answers: (1) In West Town. (2) He was a computer engineer. (3) He was last seen leaving his office in East Town. (4) He was going to visit his parents.2. Read Paragraphs 2-5 and fill in the form.Answers:3. Read Paragraph 6 and answer the questions.(1) How many suspects are there?(2) What’s he like?Answers: (1) Only one.(2) He is short and thin.Think it over: Do you think the suspect is guilty?Ask them to make up new dialogues about that.A: I think the suspect may be the murderer.B: Why?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.4. Read Paragraph 7 and fill in the blanks.The victim’s parents have (1) __________ of ￥50,000 for any information that (2) __________ the (3) __________ of the murderer. Anyone with useful information should (4) ____________ the police.Answers: (1) offered a reward (2) leads to (3) arrest (4) contactTask 4 Post-reading1. Do B2. Read and judge the sentences true (T) or false (F).(1) The victim’s body was found in West Town.(2) The victim sold computers.(3) The victim worked in East Town.(4) It is possible that the victim was killed somewhere else.(5) The police know that the victim had some enemies.(6) The police have one suspect so far.(7) The suspect is a short fat man.(8) The police have arrested the murderer.(9) The victim’s parents are offering a reward for useful information. Answers: (1) T (2) F (3) T (4) T (5) F (6) T (7) F (8) F (9) T 2. Do B3. Fill in the blanks.Answers: (1) wounded (2) bled (3) according to (4) crimes (5) suppose (6) witnesses (7) unusual (8) suspect (9) prove (10) guilty3. Do B4. Correct the mistakes.Answers:4. Have an interview.A lot of reporters are having an interview with Detective Lu. Make the report in groups.Reporter 1: …Detective Lu: …Reporter 2: …Detective Lu: …5. Discussion: There are many crimes around us. What should we do if…?(1) we see a murder(2) we meet a robber(3) we see a thief stealing money小结：Be brave and calm!Don’t be nervous!Call 110 for help!Step 4 Language points1. He was last seen leaving his office in East Town at about 7 p.m. yesterday.昨晚大约七点在东城有人最后一次看见他离开办公室。

Unit 8 I’ll send you a photo of lucky. 综合阅读导学案Task 1.Fast-reading1.Read the first paragraph quickly and answer the following questions.①who write this letter ?②why did she write this letter?③what is “Animal Helpers”?④what is “lucky”in this letter?2.Match the paragraph with the main idea.Paragraph 1_____ a. Liz Smith is disabled. She is unable to do the normal things well. Paragraph 2______ b. Liz thanks Miss Li again for her donation.Paragraph 3______ c. The dog can understand different instructions.Paragraph 4______ d. because of Miss Li’s help, Liz gets “lucky”from “Animal Helpers”. Paragraph 5______ e. Lize brought dog home after sis month training.Task 2 careful-reading1.Read the letter carefully and judge the sentence “T”or “F”1)Liz Smith donated money to “Animal Helpers”( )2)Miss Li is unable to move well. ( )3)“Animal helpers”trains animals like lucky. ( )4)Lucky can’t fetch things for disabled people.( )5)Liz Smith’s friends wanted to help her out. ( )2．Read the letter again and choose the best answer.1) Why did Liz Smith write a letter to Miss Li? ( )A. To make friends with her.B. To show her thanks.C. To introduce her to an organization.D. To tell her an interesting story.2). Who can’t get help from “Animal Helpers”according to the passage? ( )A. A man can’t use his hands easily.B. A woman can’t walk.C. A man who is blind.D. A woman who is very poor.3) What’s the matter with Mis Smith ? ( )A.She can’t speak well.B. She can’t sleep well.C. She can’t eat well.D. She can’t move well.4) How did a friend of Liz Smith’s helped her? ( )A. By giving a lot of money to her.B. By talking with her sometimes.C. By helping her get a special trained dog.D. By staying with her in the same room.( )5) Which of following sentences is not true according to the passage?A. Disabled people face many challenges in their daily life.B. Liz Smith loved her dog very much.C. Liz Smith will send her photo to “Animal Helpers”D. Lucky can understand many English words.Task 3 After- reading1. Students do the exercise 3c on page 672. summery the storyfill in the blanks.(用括号里的单词填空)（disabled，unable，“Animal Helpers”, help out, understand, fetch, supporting, donation, specially, appreciated ）Liz Smith is _____. She is _____ to use her arms or legs well. A friend of her wanted to ____ her ____.With her help, Liz got a _______ dog from____________.She calls it lucky. Lucky can ________ many words. It can _______ her book.. Liz Smith thanked Miss Li for ___________“Animal Helpers. Miss Li’s ________ is greatly _________ Task 4 key words（学生先自主预习）1. thank you/ thanks for doing sth_____________2.send…to…..____________3.an organization________________4.disabled people________________5.blind _____6.The blind ______7. deaf ______8. The deaf______9. fill ..with …_____ 10 …be filled with …= …be full of …___________Eg .I fill the basket with eggs.The basket is filled with eggs.= the basket is full of eggs.11.imagine________12. normal things________13. shut door _________14. carry ______15.help sb out_____ 16. a specially trained dog_______17. donate v. _________ donation n._________18.take______bring________ fetch__________19.at once= right away= in a minute___________20. support _______21. appreciate v. ___________情感教育：the value of life is not what you gain, but what you give.(生命的价值不在于索取，而在于奉献)总结反思：。

九年级八单元阅读教案全册教案标题：九年级八单元阅读教案全册教学目标：1. 帮助学生理解并运用本单元阅读材料中的词汇、语法和表达方式。

2. 培养学生的阅读理解能力，提高学生的阅读速度和阅读技巧。

3. 培养学生的批判性思维和分析能力，让他们能够从阅读材料中获取信息并提出自己的观点。

教学准备：1. 九年级英语教材第八单元的阅读材料。

2. 多媒体设备和投影仪。

3. 笔记本电脑或黑板。

教学过程：第一课：阅读理解与词汇应用1. 通过投影展示本单元阅读材料的标题和短文。

2. 学生独立阅读材料，并回答与短文相关的基础理解问题。

3. 学生进行交流和讨论，互相核对答案。

4. 教师解释并讲解生词和关键词，帮助学生深入理解短文。

5. 学生进行词汇应用，用所学词汇填写词汇表，进一步巩固词汇的掌握。

第二课：推理推断和主旨大意1. 学生再次阅读短文，并回答推理推断类问题，提高他们的推理和推断能力。

2. 学生进一步精读短文，找出短文的主旨大意，并完成相关练习。

3. 学生分组讨论短文的主题和作者的意图，进行合作探究。

4. 学生展示他们的讨论结果，与全班分享。

第三课：课文拓展和个人观点表达1. 学生通过小组活动，找出短文中的重要信息和关键细节。

2. 学生根据短文内容，撰写一份总结归纳，概括出短文的主要思想。

3. 学生就短文提出的观点和问题进行辩论，表达自己的个人观点。

4. 学生用英语撰写一篇关于短文内容的个人作文，展示他们对短文的理解和思考。

第四课：阅读策略和独立阅读1. 学生学习不同的阅读策略，如扫读、略读和精读。

2. 学生通过阅读材料，应用不同的阅读策略，提高他们的阅读能力。

3. 学生通过练习和模拟考试，提高他们的阅读速度和答题技巧。

4. 学生进行个人阅读，选择自己感兴趣的英语书籍，并撰写阅读心得。

评估与反馈：1. 教师通过课堂观察、小组讨论和学生作品，对学生的理解和表达能力进行评估。

2. 教师提供及时反馈，并鼓励学生积极参与课堂讨论和活动。

Unit8 ReadingⅠ精品教案【学习目标】1. 会读，听懂并能拼写本部分单词和相关词组。

2. 阅读一篇关于谋杀案的新闻报道，掌握其大意，完成相关练习。

3. 培养阅读技巧，学会按事情发展的先后进行叙述。

【个体自学】1. 利用图片，边看边听老师用英语介绍这桩发生在West Town的谋杀案：confirm, victim, a computer engineer, at the scene of the crime, somewhere, contact, wound, bleed, chief detective, have enemies, well-paid, be guilty of, charge, break into, system, witness, breathe, prove, offer a reward of, lead to the arrest of the murderer（注意老师呈现在屏幕上的单词和短语，并跟随老师朗读这些单词和短语）2. 完成教材P110页B1练习，与同桌核对答案。

3. 阅读课文Para1-2，回答问题。

⑴ What was found in West Town?⑵ Are the police sure where the young man was killed?4. 阅读课文Para3-5，完成信息表：5. 阅读课文Para6-7，回答问题。

⑴ Are there any suspects so far?⑵ What does the suspect look like?⑶ What could the suspect prove?⑷How much did the victim’s parents offer?6. 独立阅读全文，完成P110页B2练习，集体核对答案。

7. 三人一组，完成P111页B3练习，分角色朗读完成的对话。

【小组合作导】1.两人一组，讨论：Do you think the suspect is guilty? Why?2.四人一组，一个学生扮演Detective Lu，其他同学扮演记者对其采访，了解谋杀案的情况。

初中英语人教版九年级u8阅读教学设计一、教学目标1. 学生能够读懂并理解文章的基本内容；2. 学生能够通过阅读提取信息，回答问题；3. 学生能够运用所学的阅读策略提高阅读能力；4. 学生能够通过合作学习提升阅读理解能力。

二、教学重点1. 学习阅读策略，提取文章中的关键信息；2. 学习运用已学的知识和上下文推测单词的含义。

三、教学准备1. 教材《初中英语人教版九年级下册》Unit 8阅读部分；2. 多媒体设备；3. 阅读理解练习题。

四、教学过程1. 导入通过播放一段关于环保的视频，激发学生的学习兴趣，引入本课的主题。

2. 预测让学生根据标题和图片，预测文章的内容，并讨论自己的想法。

3. 阅读理解（1）进行整篇阅读，了解文章的大意。

（2）让学生分组讨论并回答下列问题：a) What is the main idea of the text?b) How many sections does the text have? What are they about?c) What actions are mentioned for each problem?（3）课堂展示，检查答案，并帮助学生理解文章的细节和主旨。

4. 阅读策略（1）引导学生使用已学的阅读策略，如预测、扫读、略读等，帮助他们更好地理解文章。

（2）让学生用自己的话概括每个问题的答案，并与同伴分享。

5. 合作学习（1）将学生分成小组，每组选择一个问题，讨论并写下自己的答案。

（2）小组互相交换答案，并共同撰写一个回答完整的段落。

（3）随机抽取小组展示，并与全班共同完善答案，引导学生发表自己的看法。

6. 巩固练习让学生完成阅读理解练习题，检查他们的阅读理解能力。

7. 拓展延伸让学生根据所学内容，描述自己的环保计划，并与同伴分享，鼓励他们提出建议。

8. 总结反思让学生总结所学内容，提出自己的思考和疑问，并给予解答和指导。

五、教学评价1. 观察学生在课堂中的表现，包括积极参与、理解情况和合作学习；2. 评估学生在阅读理解练习中的表现，包括答题准确性和解题思路的合理性。

用法解析：breathe v. 呼吸breath n.例：He breathed deeply before speaking again. 他深深吸一口气，然后继续说下去。

breathe heavily 粗重地呼吸out of breath 上气不接下气例题训练：You ______(呼吸)more slowly when you are asleep than you are awake.（梅岭作业纸）答：breathe14.heavily /'hevɪli/ 沉重地，猛烈地课本例句：A witness reported that he was breathing heavily and had blood on his shirt.用法解析：heavily,adv,沉重地heavy,adj 重的例题训练：Reaching the top of the mountain,we were all breathing ______ (heavy).（16-17树人期末）答：heavily15.reward /rɪ'wɔ:d/ *报酬，奖金课本例句：The victim’s parents have offered a reward of 50，000 for any information...用法解析：reward n(不可数). 报答；报偿例：He received a medal in reward for his bravery. 他因表现勇敢而获得了一枚奖章。

reward n(可数)报酬；酬金 a reward for hard work 努力工作的回报例：Give yourself some time off as a reward. 休息一下吧，就算是犒劳自己。

reward n(可数)（为抓捕罪犯、寻回失去财务等的）赏金例：There is a reward for information leading to an arrest.提供有助于抓捕罪犯信息者可获得奖金。

I'll send you a photo of Lucky(学案)1． Teaching Aims and Demands (教学目的与要求)✧ Language Objects :（语言目标）key words and expressions : fetch;carry;appreciate;specially;pleasure;donate;donation fill …with …;be able (unable) to ; help out … ✧ Ability Objects:（能力目标）① Train students ’ ability of identify main idea ．② Train students ’ ability of reading for special information ． ✧ Moral Object:（道德目标）Offer help to the others as much as possible ．✧ Teaching and learning Procedures （教学流程）Step1lead-in1.Free talk : Can you open and close the door?Can you carry things ?Can you answer the phone ?Can you use your hands and legs ?Key words :easily /normal things /normal people /disabled /difficult/ challenges /theblind/the deaf /the disabled peopleStep2复习单词和词组1. 打开书本152页，大声朗读第66-67页上的单词和词组。

（你肯定会在很短的时间内学会并背出，OK?）Step3Read,answer.Fill in the chart.自学指导：◆ 快速浏览课文，回答下列问题，并把答案填在下表，（主要找出这些人或物的特点）在默读课 文时，如遇到与问题相关的内容需做记号。

Unit8 Reading阅读教学设计及探讨摘要：本文初中英语教材人教版九年级Unit8Reading为课例,提出了初中教学中的“协同教学模式” 的应用.对教学模式的五个环节即创设情境、导入新课、设疑释疑、反复操练和演练归结从教学理论、实验假设、实验方法进行了较全面的阐述，并提出可操作的几点看法。

关键词：协同教学模式，五大环节、实例、自主发展1 “协同教学模式”教学理论内涵与传统的初中英语阅读课教学方法不同，“协同教学模式”以其“教师主导、学生主体、目标调控、效果反馈”等特点正在成为初中英语教学模式的新选择。

在建构主义学习理论的指导下,结合现代传播理论、心理学和信息原理,根据多媒体计算机及网络辅助等教育方式的特点和功能,以及学生认知过程、认知特点和认知规律,在整个阅读课的教学过程中,积极探索创新教育的新途径、新思路、新方法。

建构主义学习理论和建构主义学习环境提出。

“学习要以学生为中心,不仅要求学生由外部刺激的被动接受者和知识的灌输对象转变为信息加工的主体、知识意义的帮助者、促进者。

我们的模式应该以学生为中心，在整个教学过程中教师起组织者、指导者、帮助者和促进者的作用，利用情境、协作、会话等学习环境因素充分发挥学生的主动性、积极性和首创精神，最终达到使学生有效地实现对当前所学知识的意义建构的目的.”下面以初中英语人教版版九年级Unit8Reading为课例，并结合自己对“协同教学模式”的思考，对其操作与任务设计谈几点粗浅的认识和看法。

2. 实验方法协同教学假设模式(1).整体模式为阐明教学全过程中的基本要素，以及这些要素的相互关系，我们将建构主义理论、信息论、系统论的一些思想应用于教学活动，以科学的教学设计思想为指导，对实验整体设计。

A、研究教学大纲、教材、学生；B、确定教学目标；C、设计、制造达标的媒体组合；D、协同教学模式在教学中实际运用；E、课堂教学评价。

我们根据A制定每堂课教学内容与方案；根据B设计课堂教学中的“疑”及课堂教学评价的“双边活动”；根据AC制定课堂教学方式。