Unit 13 Lesson 4

Lesson4 重点短语解读1. couldn’t/can’t help doing sth. 禁不住做某事e.g.: Hearing the story，I couldn’t help laughing.拓展：(1).can’t help (it) 没有办法，控制不了e.g.: We can’t help it if he doesn’t turn up.(2) can’ t help but do sth. 不能不(后接动词原形)e.g.: I can’t help but obey the order.我没办法，只好服从命令。

(3) can’ t help (to) do sth. 不能帮助做某事e.g.: I’m so busy that I can’t help (to) clean the room.2. pick up在此意为“拿起，捡起”。

He picked up the phone and dialed the number.拓展：pick up 1.改善，好转；2.让人乘车；3.接收信4.(偶然)学会；§重难句导学1. The first time I met Tom，he seemed to be allergic to everything(教材P14)我第一次遇见汤姆的时候，他看上去对一切都很敏感。

归纳：the first time是连词，意为“第一次”，引导时间状语从句。

可引导时间状语从句的名词短语有：(1)带time的名词短语the second time/each time/every timenext time/any time/by the time(2)表示“一……就……”的名词短语the instance/the moment/the minutee.g.: ①The first time I went to visit Zhang Jiajie, I fell in love with its beautiful scenery.我第一次去参观张家界时，就喜欢上那里美丽的风景了。

Chance favors the prepared mind.英语原著读写指导教学流程（一）如何设置故事悬念？1. 理论基础格式塔心理学派认为，人们通过感官知觉得到的是一个个“完形”，当人们在观看到一个不规则，不完满的形状时，就会产生一种内在的紧张力。

这种力迫使大脑皮层紧张地活动，以填补“缺陷”，能给人以意觉上的不完满感，因此，在阅读前巧设悬念，就能激发学生的好奇心和求知欲，使其思维处于一种激动状态，产生一种非弄清不可的探究心理。

2. 设置故事悬念技巧与电视节目预告一样，教师先把小说的魅力、事情的高潮、结果之中某个突出的片断的故事讲给学生听，让学生不由自主地产生究根究底的愿望，自然地在教师的带领下进入阅读的大门。

（二）如何梳理小说中的人物关系？把握好人物关系，是理解小说的关键，可以通过建立人物关系思维导图的方式，理清小说中的人物关系。

（三）如何梳理小说的故事情节？把握好故事情节，是读懂小说的关键。

故事情节梳理通常从故事的开始，发展，高潮和结束四个环节着手。

（四）如何概括故事大意（summary) ？概括故事大意是培养学生归纳概括能力的有效途径之一。

概括故事大意可以从以下三个方面着手。

1）依据故事情节。

（九）写作指导—提高篇英语原著《弗兰肯斯坦》读写指导课例一．《弗兰肯斯坦》悬念设置One stormy night a horrible scream came from a room in a hotel suddenly. Frankenstein rushed there, only to find his newly- married wife lying in blood with her heart taken out. Who was the murderer? Why was the murder so brutal?（一个狂风暴雨之夜，突然从一个旅馆的房间里传来一声可怕的尖叫声。

北京市第二十四中学九年级英语 Unit 4 Lesson 13 The food isplaced in the oven教案任课教师年级九年级授课时间科目英语班级课题Unit 4 Lesson 13 The food is placed in the oven教学目标 At the end of the class, the students will be able to1)get the information about how to use a microwave oven and how itworks by reading the dialog;2)focus on and make a summary of the structure and the usage of thepassive voice with present tense by reading the dialog;3)describe how to use a washing machine by using the passive voi cewith present tense教学重点passive voice with present tense教学难点Correct the usage of the passive voice with present tense in the description of how to use a washing machine教学方法Task-based method, Group work, Discussion教学资源Multimedia Computer, Textbook教学过程Teacher’s activity Students’ activity aimsStep1: Lead— in (Pre—reading)Present students fourriddles and ask them to guess in groups and lead in the topic of unit 4 Look at the picture anddiscuss in groups ,tellthe names of inventions.通过展示图片，激发学生学习兴趣,引出本单元话题Show students the new words on PPT and teach them to read loudly Learn new words 教授新单词，为之后的阅读扫清障碍Ask the following questions Do you have one in your home? Who uses it ?Do you know how to use it? Discuss and answer 引入本课话题--微波炉的使用说明Step2.While—readingAsk students to read the dialog briefly and find out what the dialog is mainly about. Read the dialog brieflyand find out what thedialog is mainly about.通过阅读对话,整体理解，获取文章主要大意，为细读做准备Ask students to read the first part of the dialog carefully and order the pictures and find out the key words. Read t he first part of thedialog carefully andorder the pictures andfind out the key words.通过阅读第一部分，对学生进行分层语言输入，利用结构图帮助学生关注和提取细节信息，从而学习关于微波炉的操作步骤的语言表达Step3. Post-readingAsk students to finish the chart on P44. Finish the chart by usingthe verbs from thedialog.通过填写表格的信息，检查所提取的信息的准确性及理解程度，为从输入转向输出搭好台阶Ask students to describe each picture by using the sentence from the dialog. Describe each picture byusing the sentence fromthe dialog.通过观察图片，体验描述操作微波炉的步骤A sk students to describe how to use a microwave oven completely in pairs and then in class. Describe how to use amicrowave ovencompletely in class.再次完整的有逻辑的体验复述微波炉操作过程Step4. ReadingAsk students to read the second part of the dialog and mark the sentences True or False and correct the mistakes. Read the second part ofthe dialog and mark thesentences True or Falseand correct the mistakes让学生了解微波炉的工作原理Step5. Post-readingAsk students to fill in the information on line. Fill in the informationby using the words formthe dialog通过填写信息，帮助学生加强对话的理解Ask students to make a summary of the structure of the passive voice. Summarize the structureof the passive voice.帮助学生通过观察、体验、总结、归纳被动语态的结构Ask students to pick out the sentences with the passive voice structure from the dialog. Pick out the sentenceswith the passive voicestructure from thedialog.通过学生对文章的再观察、发现、归纳，加深本课的一般现在时的被动语态的结构Explain the structure and the usage of the passive voice according to the dialog. Try to understand theexplanation about thestructure and the usageof the passive voice聚焦一般现在时的被动语态的结构和意义，为语言在新的语境下的输出做准备Step6. PracticeAsk students to describe each picture by using the passive voice structur e. Describe each picture byusing the passive voicestructure.通过观察图片所给的情景，检测学生学习一般现在时被动语态的效果Ask students to discuss how to use a washing machine in groups according to the pictures. Discuss how to use awashing machine in groupsaccording to thepictures.创设新的语境，帮助学生运用所学知识，内化语言知识和技能Ask students to describe how to use a washing machine step by step. Describe how to use awashing machine step bystep.运用语言输出所学的一般现在时的被动语态并体验劳动快乐的情感Ask students to describe how to use a washing machine completely. Describe how to use awas hing machinecompletely.引导学生在贴近学生生活的语言中运用本节课所学知识达到学以致用HomeworkWrite down the short composition of using a washing machine. （注意开头，中间过渡，结尾）板书设计Unit 4 lesson 13 the food is placed in the ovenBe(am is are) + 动词的过去分词｛规则 + by｛不规则 + byBe not + 动词过去分词＋by。

Unit 3 All about Me1.all [ɔːl] 所有，一切tall 高的ball 球fall 落下，跌倒call 称呼，打电话2.about (1)大约(2) 关于①eg：There are about 10 teachers in my shool.②This story is about him. (他）注意：about为介词，后加代词宾格Lesson13 知识点：1.year 年,岁(复数：pl) years New Year's Day 元旦2.old 旧的，老的（反义词）new新的/ young 年轻的短语：an old sweater 一件旧毛衣an old man 一位老人3.---询问年龄：How old + be 动词+ 主语+ 其他?---主语+be动词+数词（+years old）(例eg：) --How old is your father? --He is seventy (years old)注：当数字是one 时，year 要用单数形式。

4.How的常见用法：①用于询问身体健康状况—How are you? —I’m fine.②用于询问天气--How's the weather today? --- It’s sunny.③方式或者手段---How do you go to shool? ----By bus.5.How 开头的疑问词：6.When 什么时候/当……时7.birthday 生日短语：a birthday party 生日聚会 a birthday cake 生日蛋糕 a birthday gift 生日礼物8.用来询问某人生日在什么时候：---When + is + sb's(某人的）birthday？(your / Liming’s)--Sb's birthday is +日期(My / His )(日期表达：月份+序数词December 18/ Dec. 18th/ December the eighteenth）9.习题知识点：（可整理自己的错题）对地点提问: 要用where询问星期：---What day is it? ---I t’s Wednesday.Lesson 14 知识点1.选择疑问句结构：一般疑问句+or+另一个选项内容？（eg）Are you short or tall? 你是高的还是矮的？注：（1）要用or来连接两个不同选项（2）回答时要从两个选项中任选一个，不可用Yes/No 来答。

⼈教版新⽬标九年级英语Unit13全英⽂说课稿Unit13 Rainy days make sad.SectionA (1a-1c)Hello, everyone ，Today I’m very pleased to have an opportunity to talk about some of my teaching ideas. I am going to talk about the first period in Section A of Unit13 Rainy days make me sad. It is made up of seven parts.1. Analysis textbook(教材分析)2. The teaching methods(教学⽅法)3. The learning methods(说学法)4. Analysis the students(说学情)5. The procedures of the teaching(教学步骤)6.Blackboard design（板书设计）7. Self evaluation.(⾃评)Part 1 The analysis of the teaching material:This lesson is about listening and speaking. It plays a very important part in the English teaching of this unit. By studying Section A , The students can improve their speaking ability, learn more about things that affect people. At the same time, we should get the students to understand better. The students should do some listening , speaking and writing, too. Of course, the students should receive some moral education. Let the students have positive attitude to dealing with things around them.1. Teaching aimsThe teaching aims are established according to Junior School English curriculum standard provision./doc/d1*******acfa1c7aa00cc52.html nguage goals1). Words & expressions : tense, some adjectives of feeling2). Key sentencesLoud music makes me tense.Loud music makes me want to dance.That movie made me sad.B. Ability goalsEnable the students to talk about how things affect them.C. Emotion & attitude goalsEnable the students to understand the effect of things upon them.2. Teaching important Pointsthe usage of make.3.Teaching DifficultiesTrain the Ss to use make correctly.To improve students’ listening ability.To train stu dents’ communicative abilities.The teaching important and difficult points are established according toSection A , Unit13 in the teaching material’s position and function.Part 2. The teaching methodsTask-based teaching ; Cooperative learning ;Purpose: Listening-and-answering activity to help the students go through with the listening material. Pairwork to make every student work in class.Part 3. The learning methods1). Set up six steps. It is presentation– words – pairwork – listeningpractice–Grammar - practice2). Ask the students to take part in class actively and develop theircooperation in the activities .Part 4. Analysis the studentsStudents have learned some words about feeling and they have known the word make. But they don’t often use English to express themselves and communicate with others. Some Ss are not active in the class because they are afraid of making mistakes.Part5. The procedures of the teachingI have designed the following steps to train their ability of listening, speaking, reading and writing, especially listening and speaking. Set up six steps.Step Ⅰ. Leading-in .Review some words about feeling . Show the Ss a few pictures on the screen: and ask them How do you feel about …? Happy ? Excited? Nervous? Purpose : Through this part we can consolidate what they studied yesterday, Arouse the stud ents’ interest of study. Bring in new subject:Rainy days make me sad.Step II ListeningAsk the students to listen to Amy and Tina talking about the two restaurants and do the exercises.Play the recording the first time. Students only listen carefully. Play the recording again. This time fill in the missing words.Purpose : Train the Ss’ listening ability and prepare for later exercises.Step III SpeakingAsk the students to talk about how music affects them. Tell thestudents they will be talking about their own opinions with a partner. While students are working in pairs, walk around the classroom, and listen to some pairs. If necessary, offer language support. Then ask some pairs to act out their conversations in front of the whole class.Pur pose :Train the Ss’ speaking ability and prepare for later exercises.Step IV Grammar1).Sum the usage of make , then help them to say out the sentence structure.2). Do some exercises to consolidate the grammar .Purpose: Train the Ss’ ability of unde rstanding and using language.Step V Do a survey.After learning 1b , 1c , let the Ss do a survey about other things that affect them. Purpose : This step can open the Ss eyesight and thought . It’s a step fromtextbook to real life .Step VI Homework Writing practice1. List 4-5 things around you and then describe how the things affect you./doc/d1*******acfa1c7aa00cc52.html position Exams make me _______。