九年级英语下册Unit2GreatpeopleStudyskills作业设计(新版)牛津版

Unit2 Integrated skill and Study skills一、教学目标1. 学会从人物简介中提取信息。

2. 补全笔记。

3. 谈论名人以及我们钦佩他们的原因。

二、教学内容词汇：Japanese, state。

词组：mathematics, scientist，radium, laboratory, professor, discovery, unknown, widely。

句型：Who do you think is the greatest person in history?It was brave of him to go to a place that was unknown to humans at that time.She also pushed for the use of X-ray machines, which are now widely used in hospitals.三、重点难点1. 通过阅读和听录音完成笔记。

2. 谈论名人以及我们钦佩他们的原因。

四、教学过程Step 1 PresentationAsk students to present what they have collected from the Internet about Marie Curie.T: Boys and girls, yesterday I told you to find out some information about the great woman, Marie Curie. I believe you have known her more or less. (Ask them to present their information about Marie Curie.)Now I will show a profile about her to you. Tell me what you can know from the profile. (Have students discuss it in pairs. Five minutes later ask them to show the class his or her opinion.) Step 2 Learning the Part A1. Read and do Part Al.Read the introduction about Marie Curie. From the reading, even the less able students can get some elementary information on Marie Curie just like the date of birth, the place of birth, her husband and so on. After that, ask them to fill in the blanks using the information they got from the short passage.2. Listen and finish Part Al.Play the tape for students to listen to. Students should listen carefully to complete the rest of Milie’s notes. Of course meanwhile they should check the answers they have got in the last step. The teacher can let students listen to the tape twice.3. DiscussionDivide students into eight groups. Encourage them to ask and answer questions about Marie Curie to each other. They can raise some questions according to the notes.e.g. When and where was she born?What did she study in college?Who married her?In 1898, what did the couple discover?How many Nobel Prizes did she get?In a word, the more, the better. Only in that way can we let students become more and more familiar with Marie Curie. It is also good for students to complete the biographical passage in Part A3.4. PracticeOn the basis of the steps above, ask students to complete the biographical passage in Part A3 according to all the information they have got N ow it’s easy for students to do this task. But don’t forget to ask them to read aloud the passage again and again. This is good for later writing.Step 3 Learn the Part B1. Listen to the recorder and answer the following questions.(1)Who does Simon admire most?(2)What did Marie Curie discover?2. Work in pairs to practice the dialogue.3. Act it out.4. Make up another dialogue like the model.Step 4 Learning “Study skills”The teacher give students some formal English and informal English such as “hello, hi, NBA, Dec. we’ll,he’d” or “lots of love, yours truly, cheers, have a big mouth, all wet”. Then tell the students they are widely used in our spoken English and written English. Next, the students give some examples.The students with the teacher finish checking the language of the letter to J. K. Rowling.Step 5 Homework1. Finish the exercises in the exercise book.2. Preview “Task” Part.五、板书设计。

Unit 2 Great people【教学目标】1. 掌握下列单词、短语和句型，并能熟练朗读和运用。

单词：advantage, increase, development, (, production)短语： to, at present句型：He increased by 20%~30%, and in some places even more.2. 了解正式和非正式语言的使用。

3. 阅读并能写一篇关于著名人物的文章。

【教学重难点】写一篇关于著名人物的文章。

【教学手段】PPT【教学过程】Step1 Presentation and practice1. Explain: What is “informal language” and when to use?2. Finish the exercise on Page 31.Step2 Writing1. Pre-writing(1) Ask some questions about Neil Armstrong and Yuan Longping.(2) Help Amy complete the passage in Part B.2. While-writingHelp the students learn more about the structure of the passage.Write an article about Tan Dun.3. Post-writingCheck and correct the errors in the students’ compositions. Step3 HomeworkFinish off the exercises on the sheet.【课堂巩固】一、词汇运用。

1. The young man can speak a few languages, so China is very fast these years.（增加）3. With the of railways, it’s easy for people to travel around China.（发展）4. The Chinese government is taking action to control air pollution at .（现在）5. When I was shopping in the supermarket last night, my English teacher to bethere too.（碰巧）二、书面表达。

Unit 2 Great peopleStudy skillsI. Teaching aims and learning objectivesBy the end of the lesson, students should be able to:1. understand differences between formal and informal language;2. use formal and informal language correctly.II.Focus of the lesson and predicted area of difficultyTo understand and use formal and informal language in a correct way.III. Teaching proceduresStep 1 Lead-in1. A letter to a friendT: When we speak or write to different people, do we use the same style of text?Please read a thank-you letter from Sandy.Hi, honey!Many thanks to you for the dinner yesterday. Yummy! I should say you’re really a top cook. I enjoyed all the food, esp. the fish soup. It’s my favorite!…It is raining cats and dogs now. But I feel so nice when thinking of your dinner. Ha-ha!Hope to get together again!Lots of love,SandyT: Who do you think Sandy is writing to, a friend or an unfamiliar person or a teacher?T: When we write or speak to a friend, we use informal language.2. A letter to an unfamiliar personDear Mrs Green,I am writing to show my sincere thanks for your hospitality during my stay at your school this April. I reallyappreciate your help, especially your encouragement with my work. I believe what I learned at your school will certainly help me improve my teaching at home.Long distance separates no bosom friends. I hope …Faithfully yours,SandyT: What about this letter? Who is Sandy writing to?T: We use formal language with unfamiliar people or teachers.Step 2 Presentation1. Different greetings and endingsT: What are the differences between formal and informal language? Can you find it?T: We use different greetings and different endings.(1) Different greetingsT: Well, can you classify these greetings? Which are formal? Which are informal?(2) Different endingsT: And when we write to others, we use the endings differently.2. Using idiomsT: What other differences can you find?We can use idioms like “It rains cats and dogs.” in informal language. Well, what are idioms?T: Idioms are phrases and sentences that do not mean exactly what they say. Even if you know the meaning of each word you see or hear, you may not understand the idiom because you don’t understand the culture behind it, e.g. It rains cats and dogs.T: Usually we use idioms in spoken English. They are informal. What idioms do you know?T: Do you know these idioms? What do they mean?T: Language is wonderful. Read more, and you will learn more.3. Using contractions and abbreviationsT: What about contractions and abbreviations?T: Contractions are short forms of words when apostrophe replace letters, e.g. we’ll, she’s, can’t.Abbreviations use only the first letters of a name or phrase, or leave out letters to shorten a word, e.g. UK, Dr. They are both used in informal language.T: What other contractions and abbreviations do you know? Work in groups.T: Perfect! Many hands make light work!Step 3 Practice1. Classify the expressionsT: Now can you classify the expressions correctly?T: So formal language is used for unfamiliar people or teachers while informal language is for friends and parents.2. Improve Kitty’s letterT: Kitty is writing to J. K. Rowling, the British writer, to tell her something about Harry Potter.Please read her letter.T: Does Kitty need to improve her letter? Why?T: To Kitty, J. K. Rowling is an unfamiliar person.She shouldn’t (use informal greetings or endings.)She shouldn’t (use contractions or abbreviations.)She shouldn’t (use idioms.)She should sign her full name.T: Please rewrite Kitty’s letter.T: Good job! Read it by yourselves.Step 4 ProductionWriting a letter to the headmasterT: Work in groups. Write a letter to the headmaster and advise him to organize a school trip. Pay attention to your expressions. You can use the following expression as an example.IV. HomeworkWrite a letter to your headmaster to recommend yourself as chairperson of the Students’ Union.。

牛津译林版九年级下册Unit 2《Great people》教学设计6一. 教材分析本单元以“Great people”为主题，主要介绍了三位伟人：Nelson Mandela,邓小平和Mother Teresa。

通过阅读他们的生平和贡献，学生可以了解这些伟人的品质和精神，从而激发他们的学习兴趣和探索欲望。

本单元包括阅读、词汇、语法、写作和听力等多方面的内容，旨在提高学生的综合语言运用能力。

二. 学情分析九年级的学生已经具备了一定的英语基础，能够理解和运用一些基本的英语语法和词汇。

但是，对于一些较复杂的语法结构和词汇，他们可能还需要进一步的巩固和提高。

此外，学生的学习兴趣和动机对于英语学习来说非常重要，因此，在教学过程中，需要注重激发学生的学习兴趣和探索欲望。

三. 教学目标1.能够理解伟人生平和贡献，提高阅读理解能力。

2.能够掌握和运用本课中的关键词汇和语法结构。

3.能够提高听、说、读、写的综合语言运用能力。

4.能够激发学习兴趣，培养探索精神。

四. 教学重难点1.生词和短语的理解和运用。

2.一般现在时的语法结构。

3.阅读理解能力的提高。

五. 教学方法1.任务型教学法：通过完成各种任务，激发学生的学习兴趣，培养探索精神。

2.交际型教学法：通过小组讨论、角色扮演等活动，提高学生的听、说、读、写能力。

3.情境教学法：通过设定情境，让学生在真实的环境中学习和运用英语。

六. 教学准备1.教材：牛津译林版九年级下册。

2.多媒体设备：电脑、投影仪等。

3.教学素材：伟人生平和贡献的相关资料。

七. 教学过程1.导入（5分钟）利用多媒体展示伟人的图片，引导学生进行猜测，激发学生的学习兴趣。

2.呈现（10分钟）老师简要介绍伟人的生平，并提出一些问题，引导学生进行思考。

3.操练（15分钟）学生分组进行角色扮演，模拟伟人的生活和贡献，提高学生的听、说、读、写能力。

4.巩固（10分钟）学生进行阅读理解练习，老师进行个别辅导，帮助学生掌握生词和短语。

九年级英语下册Unit2GreatpeopleIntegratedskills教案（新版）牛津版预览说明:预览图片所展示的格式为文档的源格式展示,下载源文件没有水印,内容可编辑和复制Unit 2 Great peopleIntegrated skillsI. Teaching aims and learning objectivesBy the end of the lesson, students should be able to:1. learn about some information of Marie Curie.2. complete exercises with information from listening materials.3. talk about great people and the reasons they are admired.II. Teaching contents1. New words and phrases: Mathematics, scientist, radium, laboratory, professor,discovery, unknown, widely, marry a French scientist, thediscovery of, get married, be unknown to, push for the use of X-ray machines2. New structures: Who do you think is the greatest person in history?Why do you admire her?III. Focus of the lesson and predicted area of difficulty1. Describe Marie Curie’s personal information.2. Give the reason why you admire your hero.IV. Teaching proceduresA Marie CurieStep 1 Lead-in1. Look and guessT: Look at the introductions and guess who the person is.【设计意图：由学生熟悉的人物导入，以猜测的游戏激发学生兴趣，过渡至居里夫人。

Unit 2 Great peopleStudy skillsI. Teaching aims and learning objectivesBy the end of the lesson, students should be able to:1. understand differences between formal and informal language;2. use formal and informal language correctly.II.Focus of the lesson and predicted area of difficultyTo understand and use formal and informal language in a correct way.III. Teaching proceduresStep 1 Lead-in1. A letter to a friendT: When we speak or write to different people, do we use the same style of text?Please read a thank-you letter from Sandy.T: Who do you think Sandy is writing to, a friend or an unfamiliar person or a teacher?T: When we write or speak to a friend, we use informal language.2. A letter to an unfamiliar personT: What about this letter? Who is Sandy writing to?T: We use formal language with unfamiliar people or teachers.Step 2 Presentation1. Different greetings and endingsT: What are the differences between formal and informal language? Can you find it?T: We use different greetings and different endings.(1) Different greetingsT: Well, can you classify these greetings? Which are formal? Which are informal?(2) Different endingsT: And when we write to others, we use the endings differently.2. Using idiomsT: What other differences can you find?We can use idioms like “It rains cats and dogs.” in informal language. Well, what are idioms?T: Idioms are phrases and sentences that do not mean exactly what they say. Even if you know the meaning of each word you see or hear, you may not understand the idiom because you don't understand the culture behind it, e.g.It rains cats and dogs.T: Usually we use idioms in spoken English. They are informal. What idioms do you know?T: Do you know these idioms? What do they mean?T: Language is wonderful. Read more, and you will learn more.3. Using contractions and abbreviationsT: What about contractions and abbreviations?T: Contractions are short forms of words when apostrophe replace letters, e.g.we’ll, she’s, can’t.Abbreviations use only the first letters of a name or phrase, or leave out letters to shorten a word, e.g. UK, Dr. They are both used in informal language.T: What other contractions and abbreviations do you know? Work in groups.T: Perfect! Many hands make light work!Step 3 Practice1. Classify the expressionsT: Now can you classify the expressions correctly?T: So formal language is used for unfamiliar people or teachers while informal language is forfriends and parents.2. Improve kitty’s letterT: Kitty is writing to J. K. Rowling, the British writer, to tell her something about Harry Potter.Please read her letter.T: Does Kitty need to improve her letter? Why?T: To Kitty, J. K. Rowling is an unfamiliar person.She shouldn’t (use informal greetings or endings.)She shouldn’t (use contractions or abbreviations.)She shouldn’t (use idioms.)She should sign her full name.T: Please rewrite Kitty’s letter.T: Good job! Read it by yourselves.Step 4 ProductionWriting a letter to the headmasterT: Work in groups. Write a letter to the headmaster and advise him to organize a school trip. Pay attention to your expressions. You can use the following expression as an example.IV. HomeworkWrite a letter to your headmaster to recommend yourself as chairperson of the Students’ Union.。

Unit 2 Great people第五课时Integrated skills & Study skills◇目标导航◇◇教学过程◇一、方法指导1.预习Page 29~30的生词,自主背默。

2.预习Part B的对话,了解大意。

二、预习检测Ⅰ.英汉互译1.get married 结婚2.和某人分享某物share sth with sb3.对某人来说是未知的be unknown to sb4.在那时at that time5.同某人说话speak to sb6.get to laugh 笑起来7.不管你信不信believe it or not8.碰巧做某事happen to do sth9.从某人那里拿来某物get sth from sb10.with a smile 笑着……Ⅱ.根据句意及汉语提示或所给词的适当形式填空1.Children are usually curious about the unknown (未知的) things in the world.2.Maths is short for mathematic/maths (数学).3.English is widely (wide) spoken all over the world.4.Marie Curie is famous for the discovery (discover) of radium.5.The boy wants to be a scientist (science) when he grows up.Step1情景导入1.复习Page 21~23的内容,回答下列问题。

Who do you think is the greatest person in history?What did he/she do?2.展示居里夫人及其丈夫的照片,介绍他们的事迹,教授生词与短语。

3.小组合作,讨论下列问题。

Unit 2 Great peopleStudy skillsI. Teaching aims and learning objectivesBy the end of the lesson, students should be able to:1. understand differences between formal and informal language;2. use formal and informal language correctly.II.Focus of the lesson and predicted area of difficultyTo understand and use formal and informal language in a correct way.III. Teaching proceduresStep 1 Lead-in1. A letter to a friendT: When we speak or write to different people, do we use the same style of text?Please read a thank-you letter from Sandy.Hi, honey!Many thanks to you for the dinner yesterday. Yummy! I should say you’re really a top cook. I enjoyed all the food, esp. the fish soup. It’s my favorite!…It is raining cats and dogs now. But I feel so nice when thinking of your dinner. Ha-ha!Hope to get together again!Lots of love,SandyT: Who do you think Sandy is writing to, a friend or an unfamiliar person or a teacher?T: When we write or speak to a friend, we use informal language.2. A letter to an unfamiliar personDear Mrs Green,I am writing to show my sincere thanks for your hospitality during my stay at your school this April. I reallyappreciate your help, especially your encouragement with my work. I believe what I learned at your school will certainly help me improve my teaching at home.Long distance separates no bosom friends. I hope …Faithfully yours,SandyT: What about this letter? Who is Sandy writing to?T: We use formal language with unfamiliar people or teachers.Step 2 Presentation1. Different greetings and endingsT: What are the differences between formal and informal language? Can you find it?T: We use different greetings and different endings.(1) Different greetingsT: Well, can you classify these greetings? Which are formal? Which are informal?(2) Different endingsT: And when we write to others, we use the endings differently.2. Using idiomsT: What other differences can you find?We can use idioms like “It rains cats and dogs.” in informal language. Well, what are idioms?T: Idioms are phrases and sentences that do not mean exactly what they say. Even if you know the meaning of each word you see or hear, you may not understand the idiom because you don’t understand the culture behind it, e.g. It rains cats and dogs.T: Usually we use idioms in spoken English. They are informal. What idioms do you know?T: Do you know these idioms? What do they mean?T: Language is wonderful. Read more, and you will learn more.3. Using contractions and abbreviationsT: What about contractions and abbreviations?T: Contractions are short forms of words when apostrophe replace letters, e.g. we’ll, she’s, can’t.Abbreviations use only the first letters of a name or phrase, or leave out letters to shorten a word, e.g. UK, Dr. They are both used in informal language.T: What other contractions and abbreviations do you know? Work in groups.T: Perfect! Many hands make light work!Step 3 Practice1. Classify the expressionsT: Now can you classify the expressions correctly?T: So formal language is used for unfamiliar people or teachers while informal language is for friends and parents.2. Improve Kitty’s letterT: Kitty is writing to J. K. Rowling, the British writer, to tell her something about Harry Potter.Please read her letter.T: Does Kitty need to improve her letter? Why?T: To Kitty, J. K. Rowling is an unfamiliar person.She shouldn’t (use informal greetings or endings.)She shouldn’t (use contractions or abbreviations.)She shouldn’t (use idioms.)She should sign her full name.T: Please rewrite Kitty’s letter.T: Good job! Read it by yourselves.Step 4 ProductionWriting a letter to the headmasterT: Work in groups. Write a letter to the headmaster and advise him to organize a school trip. Pay attention to your expressions. You can use the following expression as an example.IV. HomeworkWrite a letter to your headmaster to recommend yourself as chairperson of the Students’ Union.。