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牛津译林版九年级上册Unit 8《Detective stories》（Reading 1）说课稿一. 教材分析《Detective stories》（Reading 1）选自牛津译林版九年级上册，本文主要讲述了一位名叫Black的大侦探通过观察和推理找到了失窃的珠宝，并成功抓住了罪犯。
文章内容丰富，情节紧凑，激发了学生对侦探故事的兴趣。
通过本节课的学习，学生可以掌握一般过去时的被动语态，提高阅读理解能力，并培养观察和推理的能力。
二. 学情分析九年级的学生已经具备了一定的英语基础，对于一般过去时和被动语态有一定的了解。
但部分学生对英语阅读兴趣不高，阅读理解能力有待提高。
此外，学生们的逻辑思维和推理能力参差不齐，因此在教学过程中需要关注学生的个体差异，激发学生的学习兴趣，提高他们的阅读和推理能力。
三. 说教学目标1.知识目标：学生能够掌握一般过去时的被动语态，理解文章的基本内容。
2.能力目标：学生能够提高阅读理解能力，培养观察和推理的能力。
3.情感目标：激发学生对侦探故事的兴趣，培养学生的团队合作精神。
四. 说教学重难点1.重点：学生能够掌握一般过去时的被动语态。
2.难点：学生能够理解文章的细节，提高阅读理解能力，并运用观察和推理的能力。
五. 说教学方法与手段1.教学方法：采用任务型教学法，让学生在完成任务的过程中提高英语阅读和推理能力。
2.教学手段：利用多媒体课件、图片、侦探游戏等辅助教学，激发学生的学习兴趣。
六. 说教学过程1.导入：以侦探游戏引入课题，激发学生的兴趣。
2.阅读理解：学生独立阅读文章，回答问题，检测学生对文章内容的理解。
3.小组讨论：学生分组讨论文章细节，培养团队合作精神。
4.推理练习：教师给出案例，学生运用观察和推理能力解决问题。
5.总结：教师引导学生总结文章主题和一般过去时的被动语态。
6.作业：学生回家后编写自己的侦探故事，培养创造力和写作能力。
七. 说板书设计板书设计包括文章标题、主要人物、情节发展、一般过去时的被动语态等关键信息，帮助学生梳理文章内容和巩固知识点。
总课题 9A Unit 6 Detective stories 总课时 10第1 课时 课题Comic strip & Welcome to the unit课型新授教学目标知识目标1. To understand clues about a crime.2. To read notes on four suspects and decide which suspect is most likely to be guilty3. To draw a picture of the suspect. 能力目标 Describe a person情感目标Learn to tell a good man from a bad man教学重点 V ocabulary about describing a person 教学难点 Learn to describe a man 课前预习Preview the new words and phrases教 学 过 程 教 师 活 动 学 生 活 动备课札记Step1. warm-up Ask:What do you want to be when you grow up? Why? Do you think of being a detective when you grow up? (Give your opinions to be or not)Do you know something about the things about detective stories? etc. Step2. welcome to the unitExplain the context. This is a detective’s report. Everyone wants to make sure who the murder is , so let the Ss read the profiles of every suspect in Part A Discuss in groups of four and guess who is the murder. Ask some students to stand up to say who the murder is .and give out the reason, sent the best drawer to draw out the murder onthe blackboardTalk about their own dreams and give the reasons Discusssomethingabout detectiveDiscuss and guesswho is the realmurder看侦探方面的故事是很多学生所喜爱的事情,所以这话题很容易引起他们的兴趣教 学 过 程 教 师 活 动学 生 活 动备课札记Compare which team is the best group. Underline some words and phrases about describing a person’s appearance.Step 3. Practice Still in groups, learn to describe their own friends’ appearance, using the phrases they learned.Have a speech, choose the best speaker and give him some prize.Step 4. comic stripes Give a listening taskAfter learning some vocabularyabout describing a person, try to describe a friend of theirs by themselvesListen to the tape and 让学生了解如何用英语去描述一个人Questions:1.Why is Eddie dressed like a detective?2. What is he really looking for?Play the tape for the Ss to catch the answers.Act the dialogue out in pairDiscussion :What do you think of Eddie? Do you like him?Point out the phrases:dress sb / dress upgo missingStep 5 TopicTalk about the topic of this unit and guess some vocabulary Learn about some famous detectives in the worldLearn to tell a detective story find sth about Eddie让学生认识到本单元的主题是侦探,预习并搜索相关的词汇与故事总课题 9A Unit 6 Detective stories 总课时 10 第2课时 课题Reading (A)课型新授教学目标知识目标1. To understand key vocabulary related to crime.2. Understand sentences as true or false by reading3. Know about the main meaning of the text.能力目标 To develop the students’ abilities of listening, speaking, reading and writing.情感目标have a sense of protecting yourself教学重点 Know something about the detective story by reading 教学难点 Learn some vocabulary about the crime 课前预习New words about this text教 学 过 程 教 师 活 动 学 生 活 动备课札记Step 1. Presentation1) Say: Good morning, everyone. First of all, let’s watch a part of a film.2 Say: Just now we saw a young man in the film. What did he do? Yes, he murdered the woman, his wife. He was the murderer, the attacker. And his wife is the victim. (Write the three words on the Bb.) Step 2 Reading1. Say this film is full of horror and mysteries. Now today we shall read another murder story. Please open your books and turn to P96. Here’s the article about the murder from a newspaper. Before we read it, let’s deal wit h the new words first. 2 skim and answer the following 3 questions: a) Who was murdered?b) When did the murder take place?c) So far how many suspects do the police have ?Watch and feel the situation then learn the new words. 创设一案件的现场情景引入部分单词attacker,victim, andmurder教 学 过 程 教 师 活 动 学 生 活 动 备课札记3 ScanSay: Now please read the article more carefully and try to tell the following sentences T or F. If it is false, please correct the mistake. a)The victim’s body was found in Valley Town. _____ b)The victim sold computer programs. _____ c)The victim worked in New Town, _____ d)It is possible that there was more than one ttacker. e)The victim had lots of enemies. _____ f)The victim was attacked with a gun. _____ g)The suspect is a short, fat man. _____ h)The police have arrested the murderer. _____ Readthetextcarefully again andlearn more about thetext.Make sure thelanguage points theycan’t understand.通过“情境导入—词汇教学——快速阅读—研读—分析疑难知识点”等环节激发学生的兴趣，引导学生掌握一定的阅读技巧，了解文章基本概况。
九年级英语Unit 6 Detective storiesThe first periodWele to the unit一教学目的:1. To understand clues about a crime2. To read notes on four suspects and decide which suspect is most likely to be guilty3. To draw a picture of the suspect二教学重难点:Words: detective, murderer, suspect, occupation, clinic, neat, shopkeeper, salesman, medium, untidy, unhelpful, wanted, rewardedPhrases: be dressed, look for, dress like, go missing, make notes on, medium height, be wanted for murder, do important workSentences:Why are you dressed like that?This is much more serious.My food has gone missing.Last Saturday night at 8 p.m., a young man was murdered.We have made notes on all of them.三. 教学手段：Tape recorder ; Multi-Media四. 教学过程:Lead-in PresentationT: Do you remember in Unit 4 we have learned a horror called “Murder in a Country House”? Ask:Can you tell me the main idea of this film? ( A doctor is found dead in his house. People don’t know whether he was killed or he killed himself. )T: Good. The doctor in this film is victim. If he was killed by someone, that is a murder. And the person who killed the doctor is the murderer. The murderer killed the man, and he broke the law, so his act is a kind of crime, and he is the criminal. If we find a man, but we are not sure whether he is the murderer, we can call him a suspect.Ask: If there is a murder, who will solve it? ( The police.)T: Yes, a person, especially a police officer, whose job is to examine crimes and catch criminals is a detective(n.). So “Murder in a Country House”is not only a horror film, but also a film about detective(adj.) stories.Write down these words on the blackboard, and ask students to read together. Ask students to pay attention the word “detective”( n.&adj.)Task 1 ic stripPresentation.T: Do you like reading detective stories? Who is the famous detective in the novels? ( Sherlock Holmes.) Show the picture of Sherlock Holmes, and describe the picture. ( Talk about his special dressing with his magnifying glass and the pipe.)T: Today, Eddie is dressed like that. Let’s see what happened.Listen to the tape and answer some questions:Why is Eddie dressed like a detective?Is his job serious?What is he really looking for?Check the answers by asking students.Read the dialogue together.Ask some pairs to act out the dialogue.Task 2 Wele to the unit (part A)PresentationT: Do you want to be a detective? How to be a detective? Here is a chance for you to try. The Class1, Grade 9 students are playing a game about guessing who is the murder. We can try together.Show the detective’s report to students. Ask one student to read. Tell students that we can know the time, the place, the victim and the notes of the suspects from the report.Look at the information of four suspects together and ask some questions about it. Teach some new words at the same time. Try to explain the meanings of these words in English.Task 3 Discussion (part B)Work in a group of four. Ask students to discuss who is most likely to be the murderer and the reason. Then ask them to draw a picture of the person they think mitted the crime in part B, and remind them that there is no right or wrong answers here.Choose one student from each group to show the picture they draw and ask the rest of the class to guess which person they chose. Then ask this student to describe the picture they draw and the reason.Homework:Recite the new words and the ic strip.Finish 《评价手册》Period 1.Teaching Plan for 9A Unit 6 Reading1. Teaching aims:1) To read a newspaper article about a murder.2) To understand key vocabulary items.3) To develop the four skills of the students.2. Teaching aids:a recorder, multi-puter, powerpoint,a microphone3. Teaching procedures:Step 1. Presentation1) Say: Good morning, everyone. First of all, let’s watch a part of a film.2) Watch the film.3) Say: Just now we saw a young man in the film. What did he do? Yes, he murdered the woman, his wife. He was the murderer, the attacker. And his wife is the victim. (Write the three words on the Bb.)Step 2 Reading1) Say: This kind of film is full of horror and mysteries. Now today we shall read another murder story. Please open your books and turn to P96. Here’s the article about the murder from a newspaper. Before we read it, let’s deal with the new words first. Look at here, please find out these new words in the article and guess their meanings.2) Check their answers.3) Read the new words.4) Skim Listen to the tape and answer the following 3 questions:a) Who was murdered?b) When did the murder take place?c) So far how many suspects do the police have ?5) ScanSay: Now please read the article more carefully and try to tell the following sentences T or F. If it is false, please correct the mistake.a)The victi m’s body was found in ValleyTown._____b)The victim sold puter programs. _____c)The victim worked in New Town, _____d)It is possible that there was more than one attacker. _____e)The victim had lots of enemies. _____f)The victim was attacked with a gun. _____g)The suspect is a short, fat man. _____h)The police have arrested the murderer. _____i)The victim’s parents o ffered a reward for information. _____6) Check their answers.7) ListenSay: Now listen to the tape and try to underline the difficult sentences and phrases that you don’t understand.8) Read the article themselves for several minutes then ask 8 students to read one paragraph by one paragraph. While reading, after each paragraph, do some explanations about the difficult points. Also do some explanations about the title. Show the students more examples.9) Read together with the tape once.Step 3. Skim1) Ask the students to finish the exercise of Part C1, then check their answers by asking 2 pairs of students to read it.2) Ask the students to work in pairs and tick out the main idea of the article.(slide show)the victim: clues:suspects: the police:3) Check out their answers orally, then give out the answers on pieces of paper.4) Interview: Work in groups of 8. Four work as the reporter, who is from the Golden TV, the other four work as Detective Lu. Interview about the murder.5) Act their interviews out.6) Guess: Who murdered the young man?7) Part C2 on P99 Correct the mistakes.HomeworkRead the article again and againFinish off the exercises.Bb Designbe seen doing confirmwhether ….or….particularlybleed to death struggleas a result obviouslyIt’s possible that…cluebe guilty of sth suspectbe charged with sth witnessbreak into guiltylead toThe victim:1. 22 years old, a puter programmer---- a well-paid job, had many friends.2. was seen leaving his office in New Town at 7:00, but his body was found in the doorway of a clothes shop in Valley Town.3. was guilty of breaking into several puter systemsClues1. The victim was attacked with a knife and bled to death .2. There was an evidence of a struggle and there was more than one attacker.Suspects:1. Only one2. Short and thin3. He was seen running and breathing heavily with blood on his shirt.4. He had evidence to prove he was not guilty.The police:1. They are checking the scene for fingerprints and other clues.2. They are particularly interested in hearing from anyone who saw anything unusual.3. They are asking anyone to contact them on 5550l212The victim:1. 22 years old, a puter programmer---- a well-paid job, had many friends.2. was seen leaving his office in New Town at 7:00, but his body was found in the doorway of a clothes shop in Valley Town.3. was guilty of breaking into several puter systemsClues:1. The victim was attacked with a knife and bled to death .2. There was an evidence of a struggle and there was more than one attacker.Suspects:1. Only one2. Short and thin3. He was seen running and breathing heavily with blood on his shirt.4. He had evidence to prove he was not guilty.The police:1. They are checking the scene for fingerprints and other clues.2. They are particularly interested in hearing from anyone who saw anything unusual.3. They are asking anyone to contact them on 5550l212Period Five Grammar One一教学目的:1. To correctly use the monly confused verbs . ‘bring’ and ‘take’.2. To correctly use the monly confused verbs . ‘hear’ and ‘listen’.3. To correctly use the monly confused verbs . ‘see’‘look’ and ‘watch’.4. To correctly use the monly confused verbs . ‘e’ and ‘go’.二教学重点:Words: move, plainPhrases: the move of sb(某人的行踪)，sit down beside sb=sit down next to sb, by the way, be stressed outSentences: 1. She should be here in other five minutes.2. I have to listen to what she has to say.3. People are plaining that we are taking so long to find the murderer.4. I can hear someone calling my name outside.Grammar---- Know the differences of some confused words an use them correctly.三教学手段: Multi---Media四教学过程:Step One: Lead—in1. T: Do you still remember the detective story ‘ Murder in Valley Town’? S: Yes.T: Who was killed?S: A 22-year-old puter programmer.T: Where was he found?S: In the doorway of a clothes shop in V alley Town.T: Was he killed there?S: We don’t know.T: Yes. People are not sure whether the victim was killed somewhere else and then brought to Valley Town.Step Two: GrammarⅠ. take and bring1. Write down the sentence on the blackboard. Check the understanding of the sentence by students. Then ask them if I can change the sentence into People are not sure whether the victim was killed somewhere else and then taken to Valley Town. Maybe some students will say ‘yes’ and some will say ‘no’.2. Ask students to say the base form of the two words ‘brought’and ‘taken’. Write them on the blackboard. They are ‘bring’ and ‘take’.3. Use the puter to show a picture of the differences of the two words.(见幻灯片) Then give them two sentences to see if they can understand the differences.After class, I will hand out your listening exercise books so don’t forget to ________ them home and show your results to your parents. Tomorrow, you should ________ them here and hand in.Check the answers and tell them that we can’t replace the two words in the two sentences because though many words in English have similar meanings, and are often confused, they are not synonyms and we should use them in different ways. ‘take’ and ‘bring’ are just one group. Now look at the sentences ‘People are not sure whether the victim was killed somewhere else and then brought to Valley Town’.again and tell them we can’t use ‘taken’ here.4 Ask students to turn to page 101 and read the explanations of the two words and the example sentences together.(必要时用中文解释两词区别)5. Ask students to make sentences by using the two words and if someone makes mistakes, try to point them out.6. Do some exercises•Fill in the blanks with bring and t ake•1.When you e to the party, don’t forget to____ the wine with you.•2.Look at the cloud. It’s going to rain. You’d better_____ an umbrella with you when you go to work.•3._____ the empty box away and _____ me a full one.•4.______ this present to your uncle’s house.•5. Don’t forget to _____ some CDs when e to visit us on Sunday.Ⅱ.hear and listen1. Play a short period of music and say, ‘Please listen to it carefully and tell me what you can hear?’(When we are listening to it carefully, we can hear some birds singing.) (用幻灯打出答句)2. Ask students to try to say the differences between the two words according to the sentence. (有必要可以用中文)3. Read the explanations and the example sentences on p.101 together.（必要时用中文解释并提出注意点，listen 一般与to 连用）4. Ask students to make sentences by using the two words and if someone makes mistakes, try to point them out.5. 补充复习其他与hear有关词组: hear from sb=receive a letter from sb, hear of （听说）6. Do some exercises•Fill in the blanks with hear and listen to•1. I___ a strange noise i n the midnight yesterday.•2.He was _____ to the radio when I came into the room.•3.I ____ and ___ , but I could ___ nothing at all.•4. Can you ____ the telephone ringing?•5. _______ to that noise. It sounds like someone is moving furture.•6. It was so noisy that I couldn’t _____ the report.Ⅲ.see, look and watch1. Ask three students to read the explanations and the example sentences of the three words. （这三个词学生容易混淆，要解释一下各自用法）2. Use the puter to do some exercises and try to remember how to use them correctly.3. 指出几个注意点：look经常与at连用look at sth(看着什么东西)，看电影不能用look a film, 在这儿还可以把read也放在一起比较，因为中文里看书看报等在英语里只能用read books/newspapers/magazines,这一点很多学生会犯错，要注意。
