九年级英语全册unit2bookslesson4classics教案北师大版76

北师大版英语九年级Unit 2 Books Lesson 4 Classics 说课稿一. 教材分析北师大版英语九年级Unit 2 Books Lesson 4 Classics，本节课的主要内容是关于经典文学作品的介绍。

通过阅读不同类型的书籍，学生可以拓宽视野，了解世界各地的文化，提高阅读能力和文学鉴赏能力。

本节课的设计旨在激发学生的阅读兴趣，培养他们独立思考和分析问题的能力。

二. 学情分析九年级的学生已经具备了一定的英语基础，能够进行简单的阅读和交流。

但部分学生对英语阅读兴趣不高，阅读能力有待提高。

针对这一情况，教师需要充分调动学生的积极性，激发他们的学习兴趣，让他们在阅读中感受到英语的魅力。

三. 说教学目标1.知识目标：学生能够掌握关于书籍、作者和文学作品的词汇和表达方式；2.能力目标：学生能够阅读并理解关于经典文学作品的短文；3.情感目标：培养学生对阅读的兴趣，提高他们的文学鉴赏能力。

四. 说教学重难点1.重点：学生能够掌握关于书籍、作者和文学作品的词汇和表达方式；2.难点：学生能够阅读并理解关于经典文学作品的短文，提高他们的阅读能力和文学鉴赏能力。

五. 说教学方法与手段1.任务型教学法：通过设置各种任务，激发学生的学习兴趣，让他们在完成任务的过程中提高英语阅读能力；2.合作学习法：学生分组讨论，共同分析文本内容，培养他们的团队协作能力；3.启发式教学法：教师引导学生思考，激发他们的思维能力，提高他们对文学作品的鉴赏能力；4.多媒体教学手段：运用多媒体课件，为学生提供丰富的视觉、听觉资源，增强课堂的趣味性。

六. 说教学过程1.导入：教师通过提问方式引导学生谈论他们喜欢的书籍和作家，激发学生的学习兴趣；2.呈现：教师展示与课程相关的历史文化背景，让学生了解经典文学作品的内涵；3.阅读：学生阅读课文，理解文本内容，教师引导学生关注重点词汇和表达方式；4.分析：学生分组讨论，分析课文结构，概括作者观点；5.输出：学生进行小组活动，编写关于经典文学作品的短文，并向全班展示；6.总结：教师对本节课的内容进行总结，强调重点知识；7.作业：学生课后阅读一本经典文学作品，并撰写读后感。

北师大版英语九年级Unit 2 Books Communication Workshop教学设计一. 教材分析北师大版英语九年级Unit 2的主题是“Books”，主要讨论了关于书籍的各种话题，如不同类型的书籍、阅读的重要性、如何选择合适的书籍等。

本单元的Communication Workshop部分旨在通过各种活动，帮助学生提高口语交流能力，学会在实际情境中运用所学知识。

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句型和词汇。

但是，他们的英语口语表达能力还不够强，需要通过更多的实践活动来提高。

此外，他们对阅读有一定的兴趣，但如何选择合适的书籍、如何进行有效阅读是他们需要进一步学习和探讨的问题。

三. 教学目标1.知识目标：学生能够掌握与书籍相关的词汇和句型，如“popularbooks”、“a book about science”等。

2.能力目标：学生能够在实际情境中运用所学知识进行口语交流，如推荐书籍、谈论阅读的重要性等。

3.情感目标：学生能够培养对阅读的兴趣，学会如何选择合适的书籍，提高阅读能力。

四. 教学重难点1.重点：学生能够熟练掌握与书籍相关的词汇和句型，并能在实际情境中进行运用。

2.难点：学生能够在口语交流中正确使用所学的词汇和句型，表达自己的观点和意见。

五. 教学方法1.任务型教学法：通过各种任务活动，让学生在实际情境中运用所学知识，提高口语交流能力。

2.交际型教学法：鼓励学生积极参与课堂交流，培养他们的口语表达能力。

3.合作学习法：学生分组进行讨论和实践活动，提高团队合作能力。

六. 教学准备1.教学材料：教材、多媒体课件、录音机、磁带等。

2.教学环境：教室、多媒体设备等。

七. 教学过程1.导入（5分钟）通过提问方式引导学生谈论他们喜欢的书籍，激发学生的学习兴趣。

2.呈现（10分钟）展示与本节课主题相关的图片和词汇，如不同类型的书籍、阅读的重要性等，并引导学生进行口头描述。

Unit 2 Lesson 4 ClassicsLesson Focus•Talk about preparations for a birthday party•Passive voiceWarmupExercise 1Purpose: to help students match writers with book titlesDirect students to the book covers in the reading. Ask "Do you know any of these books?" Elicit appropriate responses. Explain that these books are classics in English literature (books that have lasting value and will be appreciated for a long time ). If necessary, point out the lesson title and show the book you brought in to illustrate classics for the Key Words.Direct students to the writers and book titles in the box. Ask "Do you know any of these authors? If not, take a guess! Match the writers with the book titles". You may wish to have students work in pairs. Monitor, offering help as needed.Go over the answers, asking individual students to say them aloud.Encourage students to answer in plete sentences.Answers1. c,2. b,3. d,4. aAsk "Which books have you read?" Elicit answers from your students.Then ask some individual students, "Did you like the book? Why? Why not?" Allow a few students to talk about the books.ReadingExercise 2Purpose: to help students read and understand a text, and then tell their group members about the text by answering questionsDirect students to the reading. Say "Look at the book covers. Which book do you think you'd like to read?" Elicit a few answers from students. If you feel your students are ready, you may skip this step. Direct students to the questions. Read them aloud, or have a student read them. Make sure students understand more difficult vocab. ulary, for example, characters ( the people in the story) and published (when the story was made into a book). Then have students get into groups of three. Say " Each read a passage. Then ask and answer the questions"Monitor, offering help as needed. When students have finished, say " Now tell each other about the passage, answering the questions".Monitor again, offering help as needed. Then have all students read all the passages.Go over the answers, asking individual students from each group to say the answers aloud. Encourage students to answer in plete sentences. AnswersPassage 1: 1. The Adventures of Tom Sawyer,2. Mark Twain,3. Tom Sawyer, Huckleberry Finn, Aunt Polly,4. 1876 Passage 2; 1. Alice's Adventures in Wonderland, 2. Lewis Carroll, 3. Alice, the Queen of Hearts, 4. 1865Passage 3: 1. Lord of the Flies, 2. William Golding, 3. a group of young boys, 4. 1954Exercise 3Purpose: to help students identify sentences based on a textDirect students to the sentences. Read them aloud, or have a student read them. Then direct them to the reading. Say " Read the three texts.Which book is each sentence about?" Monitor, offering help as needed.If students need support, have them work in pairs.Go over the answers, asking individual students to say them aloud.Encourage students to answer in plete sentences.Answers1. The Adventures of Tom Sawyer,2. Lord of the Flies,3. Alice's Adventures in Wonderland,4. The Adventures of Tom Sawyer,5. The Adventures of Tom SawyerExercise 4Purpose: to help students give their opinions on the textDirect students to the reading. Say " Look back at the reading. What do the three books have in mon? How are they different?" Give students some time to think about this, and even jot down some notes. Tell themto reread the passages if necessary.Have students get into small groups to discuss. Monitor, offering help as needed.e together as a class, having students share their thoughts. Expansion: Don't Stop!Reading classic English literature is challenging, even for native speakers of English! But there are some very good adaptations that may be the right level for your students. See pages 114 and 115 in the Student's Book for an adapted version of Lord of the Flies, plete with activities. Make a trip to the library, if time allows, and look for adaptations of the books mentioned in the reading. If not, assign this task for homework. Have students read the books at home, over a weekend or break.During your next class, have them meet in groups to talk about the books. Tell them to be ready to tell the title, author and publication date, and to retell the basic story. Encourage them to express their opinions on the books. Let them be book reviewers! You may also assign a book report. There are very good sites on the Internet that provide printable outlines and support for your students. Some other classics in English literature that your students may enjoy reading are To Kill a Mockingbird by Harper Lee, The Great Gatsby by F. Scott Fitzgerald, The Catcher in the Rye by J. D. Salinger, The Scarlet Letter by Nathanial Hawthorne, The Lord of the Rings by J. R. R. Tolkien, Of Mice and Men by John Steinbeck, WutheringHeights by Emily Bronte, Jane Eyre by Charlotte Bronte, any of Shakespeare's works, and many, many others. For more proficient students, you can talk about the social impact these works had on society at the time (and now), and what they may reflect about that society, along with other stimulating topics. There's no end to what you can do with good literature! Grammar: Passive voiceExercise 5Purpose: to help students plete a table with the correct form of the passive voiceDirect students to the reading. Say " Please answer in a plete sentence.Who wrote Lord of the Flies?" Elicit William Golding wrote Lord of the Flies. Then ask " Who was The Adventures of Tom Sawyer written by?" If students answer in the active voice, ask the question again and guide them to answer using the passive voice: The Adventures of Tom Sawyer was written by Mark Twain.Direct students to the examples. Read them aloud, or have a student read them. Then say "Now find sentences using the passive voice in the text". Monitor, offering help as needed. You many wish to have students work in pairs.Go over some of the sentences in the reading.(At the time it was published, ...; As they were so well hidden, ...; Lord of the Flies was written by William Golding.; They are forced to stay ...; The bookwas published in 1954.; By the early 1960s, it was taught ...; Two films have been made... [Don't point out this one in the present perfect until later!])Revise how to form the present simple in the passive voice, following these steps:✧Write the sentence from the reading They are forced to stay on an islandtogether. on the board. Ask "What's the subject of the sentence?" Elicit They. Ask "Who's the doer of the sentence?" Allow students a moment and then elicit or provide We don't know. (There is no byphrase.) Ask "What's the verb?" Elicit are forced and underline. Ask "Is the sentence in the active or passive voice?" Elicit Passive. Ask students to tell you how to form the passive voice in the simple present tense: Use be + the past participle.✧Give another example with a singular subject: Alice is given a cookieto eat. Again, elicit the subject (Alice) , the verb (is given), the doer (unknown), and the voice (passive). Then ask "How do we form the passive voice?" Elicit or provide With a form of be plus the past participle. Underline is given.。

Unit 2 Lesson 4 Classics（第二课时）Lesson Focus•Talk about preparations for a birthday party•Passive voiceGammar: Passive voiceExercise 5Purpose: to help students plete a table with the correct form of the passive voiceTeach how to form the past simple in the passive voice using this procedure:✧Write this sentence on the board: The book shows how language wasspoken at the time. Ask "What's the subject?" Elicit The book. Then ask " Who is the doer of the action?" Remind students that when the doer of the action is not known, or is not important, it is omitted and we use passive voice. Ask "What's the verb?" Elicit was spoken and underline it. Ask "What's the verb tense?" Elicit Past simple. Ask "How do we form the passive voice in the pas simple tense?" Elicit was + the past parti.✧Write this sentence on the board: The silly creatures were created byLewis Carroll.✧Again, elicit the subject (The silly creatures); ask about the doer (LewisCar. roll). Explain that in this sentence, the doer is known and isimportant, but less important than the action, so we use passive voice and state the doer in the by: phrase. Then elicit the verb (were created) and underline it. Finally, ask about the tense (simple past). Ask "How do we form the passive voice in the simple past tense?" Elicit was or were + the past participle.Now teach the present perfect in the passive voice using this procedure:✧Write the sentence from the reading Two films have been made of thestory. on the board. Again, elicit the subject ( Two films); ask about the doer (unknown).Then elicit or provide the verb ( have been made) and underline it. Ask " What's the tense?" Students may have difficulty; if so, rewrite the sentence in the active voice, providing a doer: Peter Brook and Harry Hook have made films of the the verb, have made, and elicit or provide present perfect. Remind students that the passive voice always has a form of be and a past participle, pointing to the passive sentence. Then ask "How do we form the passive voice in present perfect?" Elicit or provide has or have + been ( the past participle of be) + the past participle.Now teach the present and past continuous in the passive voice using this procedure:✧Write this sentence on the board: They are making the latest HarryPotter book into a movie. Guide your students into rewriting it in thepassive voice. Ask about the subject and verb (They, are making) and underline the verb. Ask about the tense (present continuous). Help your students identify the object of the sentence, and write it on the board: The latest Harry Potter book Say " Now this is the new subject of the sentence. How can we change the active verb into passive voice?"Guide your students by asking " What is the present continuous form of be?" Remind them the present continuous is formed with be + verb + ing. Elicit or provide am / is / are being. Write is being to the subject: The latest Harry Potter book is being. Then point to the word making and ask, "What's the past participle of make?" Elicit made and plete the sentence: The latest Harry Potter book is being made into a out that there is no byphrase because the doer is not known and not important.o Ask " What if the sentence is in the past continuous? How can we put this sentence in the passive voice?" Write on the board They were making a new film about Alice's Adventures in Wonderland. Guide your students into forming the passive voice, using the same pattern: past tense of be + the ing form of verb + the past participle of make.Elicit or provide and write on the board A new film was being made about Alice's Adventures in Wonderland.Finally, teach how to form the future simple in the passive voice using this procedure:✧Write this sentence on the board: The filmmakers will give a talk afterthe movie. Guide your students into forming the passive voice using the same pattern, but with the future verb will: will + be + the past participle of give. Elicit or provide A talk will be given after the movie by the filmmakers.Revise pronoun changes in the passive voice following this procedure:✧Write these sentences on the board; He writes these science fictionbooks. They are building that house. We will take the books. Point out the subject pronouns in each sentence. Remind students that a byphrase is also a prepositional phrase, and prepositions are always followed by an object. You may wish to revise subject and object pronouns at this time: I→me, you→you, he→him, she→her, we→us, they→them.✧As a class, rewrite the sentences in the passive voice. These sciencefiction books are written by him. That house is being built by them.The books will be taken by us.Direct students to the table. Say " Now plete the table with the correct form of the passive voice". Monitor, offering help as needed. If students need support, have them work in pairs.Go over the answers, having individual students read the sentences aloud.Answerswere made, will be finished, have been plantedExercise 6Purpose: to help students rewrite sentences into passive voiceDirect students to the sentences. Say "Rewrite these sentences into passive voice" Monitor, offering help as needed. If students need support, have them work in pairs.Go over the answers, asking individual students to say them aloud. Answers1. The painting was stolen by two thieves last night.2. A new TV has been bought by my parents.3. Some nice photos have been taken by Dad.4. The glasses were broken this morning by the baby.5. The work will be finished at 7 pm by Judy.6. This toy house was built by Ben last week.Expansion: More Practice !Note: Use this activity to give students more practice. Provide more controlled practice of this challenging concept. Create a worksheet to give students more practice forming the passive voice. Here are some example sentences:1. Thomas Jefferson signed the Declaration of Independence.The Declaration of Independence was signed by Thomas Jefferson. ]2. He has given his books to the library.[The library has been given his books. / His books have been given to the library. ]3. She is serving sushi at the party.[Sushi is being served at the party. ]4. They will finish the movie in April.[The movie will be finished in April. ]5. Sam writes those books.[Those books are written by Sam. ]You can as well, have sentences in the passive voice and have students rewrite them into the active voice. You can also, or instead, prepare cards, enough sets for each pair of students, with passive or active sentences. Have students work in pairs and take turns saying the sentences aloud, changing them from active to passive or passive to active. Either way, be sure to provide more practice for this challenging grammar topic. SpeakingExercise 7Purpose: to help students talk about preparations for a birthday partySay "Imagine you are going to have a birthday party. There are many preparations to make. What do you think is more important: the person who does the preparations or the preparations?" Elicit or provide The preparations. Explain that this is an example of when you can use the passive voice. If you feel your students are ready, you may skip this step.Say "You are going to have a birthday party. What do you need to do?"Elicit some ideas. Direct students to the photo for help, pointing out the cake. Elicit one of the phrases from the list, for example, make the cake.Then direct students to the list and the photo. Ask" What preparations have been done?" If necessary, explain that a tick indicates done and a cross indicates not done.Have students work in pairs to talk about what preparations have been done. Remind them of the information in the Watch out! box about leaving out the doer of the action. Encourage them to take turns using plete sentences in the passive voice. Monitor, offering help as needed.Make sure students understand how to form passive voice with the phrasal verbs hang up, take out and put on. Make note of any errors in the passive voice and have an anonymous feedback session at the end of the activity.AnswersThe decorations have been hung up.The cake has been made.The food has been bought.The plates haven't been taken out.The flowers haven't been put on the table.The candles haven't been put on the cake.Exercise 8Purpose: to help students talk about their favourite booksTell students a little about your favourite book. Include the points from the bulleted list. Then direct students to the list. Ask them if they can remember what you said about your favourite book. Elicit an appropriate response.Then have students get into pairs. Say "Now talk to your partner about your favourite book. Use the questions to help you". Monitor, offering help as needed.When students have finished speaking, ask them to form new pairs, or small groups, and talk about their favourite books with other students, and as well tell about their partner's favourite book. Monitor, offering help as needed. Make note of any serious errors and have a feedback session at the end of the activity.Expansion: Be a Reporter!Note: Use this activity with more proficient students. This activity will help your students practise past tenses and passive voice. Cut out photos from newspapers or magazines. You should have five photos for each group of three or four students. Bring these to class. Give each group five photos, and tell them they are going to write a newspaper report. They have to choose three photos to use in their report, and the photos should all be linked to the story. Have students work on what their story will be about, encouraging all students to contribute. They should write their stories, as you monitor and help as needed. Then each group reads their story aloudto the class, showing the pictures. Some variations include: ①Each group chooses three pictures and another group has to write about them; ②After the students write the reports, the pictures are displayed in groups on the board or wall. After each group reads their report, the rest of the class guesses which pictures fit the report;③The reports are starting points for interviews and roleplays.If time allows, do Workbook pages 124 and 125 in class. Alternatively, assign for homework.。

Lesson 4 Classics (A)
教学目标：
在本课结束时，学生能够:
1.通过阅读，获取有关三部名著梗概的信息。

2.通过阅读，体会被动语态的一过、一将和现完的三个时态。

3.运用所获取的有关三部名著的信息，口头介绍三部名著。

教学重点：
获取有关三部名著梗概的信息，体会被动语态的一过、一将和现完的三个时态。

教学难点：
运用获取的信息，口头介绍三部名著的梗概。

教学过程：
Lesson 4 Classics (B)
教学目标：
在本课结束时，学生能够:
1.通过课文文本的复习，总结被动语态在一般过去时、一般将来时和现在完成时的肯定句的结构。

2.运用所学的被动语态的知识，谈论一次生日聚会的准备事项的完成情况。

教学重点：
通过课文文本的复习，总结被动语态在一般过去时、一般将来时和现在完成时的肯定句的结构。

教学难点：运用所学过的被动语态的知识，谈论一次生日聚会的准备事项。