英语牛津译林九上Unit6：精品教案（第1课时）+练习题9A Unit 6 Detective storiesContent: Comic strip & Welcome to the unitPeriod：10－１Teaching aims and demands:Knowledge aims: 1.To understand clues about a crime.2.To read notes on four suspects and decide which suspect ismost likely to be guilty3.To draw a picture of the suspect.Ability aims:Describe a personMoral aims: Learn to tell a good man from a bad manKey points:Vocabulary about describing a personDifficult points:Learn to describe a manTeaching aids:A tape recorder some picturesTeaching methods:Discussion Pair workTeaching procedures:达标检测Unit 6 Period１一. 汉译英16分1．打扮成______________________________2.失踪，迷路______________________________3.做笔记______________________________4.因---而被通缉______________________________5. 中等身材______________________________6.一间整洁的诊所____________________________7. 一个严重的问题____________________________8. 一些重要的工作_________________________二．用所给词的适当形式填空12分1. By whom ______________ the young man ______________(kill).2. The story ______________ (happen) last night.3. My food has __________ (go) _____________ (miss).4. What was your _____________ ( high) two years ago?5. How ____________ (tidy) your bedroom is!Clean it at once!三．翻译下列句子17分1.我弟弟喜欢看侦探小说，他长大想当一名侦探。
9A Unit 6 Main task A detective story主讲教师：吕华兵(南京市第十三中学)一、年级：九年级二、教学内容：9A Unit 6 Detective stories三、课型：Main task四、教学目标1. 知识目标学习如何根据所给图片提示写一篇侦探故事。
2. 能力目标能根据所提供的图片，展开合理的想象，写出语意清晰、结构合理的侦探故事。
3. 情感目标通过对侦探或警员办案过程的了解，让同学们养成积极思维、关注细节的好习惯。
五、教学重难点1. 重点能依据所提供的图片或文字，按事件发展的顺序编写出合乎逻辑的侦探故事。
2. 难点如何让学生用熟悉的语言来表述案件的一些细节问题，而且做到语句流畅、条理清晰。
六、教学步骤Step 1 Warming-upTell the students that they are going to have a good time in this period and they are going to be turned into detectives and solve cases on their own.Say “First, let’s learn from a famous detective. Do you know him?”Play a short flash about the famous detective Conan.(Conan is the most popular detective they know. It may be easier for them to talk about him.)Ask the students the following questions:Do you think he is a good detective? Why or why not?(I think so. Because he careful and brave.)Would you like to be a detective like Conan?(If the answer is “Yes.”, it is very natural to take a small test before becoming a detective.)Use questions to help the students figure out the general ways of solving a case. (This will be very important in helping the students to organize their detective stories.)Step 2 Modeling the taskEncourage the students by saying that they have already knows a lot about how to solve acase. And then, ask them for help. Say “one of my friends, Tom, was arrested yesterday.” Show the following pictures and introduce the new words: be under arrest; a diamondnecklace; be charged with robbery; a jewellery shop; shocked.＊＊＊＊＊＊Tell the students that Tom is not guilty. But it is also hard to prove it. Millie has learned about this and she has drawn some pictures about it. Get the students to label the pictures with numbers and put the pictures in right order.Show the pictures one by one and at the same time, invite the students to read out the sentences matching the picture to check if students have developed the right story line.Tell the students that Millie has also written an article about it. But she missed a few words.Ask the students to help her complete the sentences and do part A2 on page 113.Check the answers.Divide the students in groups of four and find a way to help Tom. Each group writes an ending to the story.Encourage the students to share their stories with their classmates.Step 3 Writing a Detective StoryAsk the students to open their books. Look at the pictures carefully and match the sentences with them. Do part B1 on page 114.Give the students some instructions about how to develop the story and how to have more ideas!Make it clear that it is a good way to ask oneself more questions.Show the first picture and encourage the students to ask as much questions using the wh- words given beside.Show the second picture and ask the students, “What the policeman will do?”Encourage them to guess what the police can find there.Ask the students what else the policeman can do. And then show picture 3&4.＊Talk to the witnesses＊Talk to a cook in a nearby restaurant(If possible, we can also invite the students to think about the questions and the answers that they ask and answer. )Show picture five and ask “what has the policeman find.”“What do you think he will do with them?”Show the last picture and ask “The policeman arrests the cook.”＊How does the detective know the cook is the murderer?＊Why did the cook do this?Show the student all the six pictures and help them to catch the story line.Remind the students the elements of writing a detective story by saying “There are also some elements (要素) you’d better include in your.”Encourage the students to find them in their books and then help them to understand it by translating them.Step 4 Homework＊Write your own detective story!You can write about either the story in Part B1 or a totally creative story.Try to make your story interesting.七、说明本节课是第六单元的主要任务，要求学生编写一个侦探故事。
译林牛津9A 教案Unit 6 Detective storiesGrammarTeaching aims:To use reported speech to talk about what someone else said.Teaching importance and difficulties:1.The use of the word ‘dare’2.Reported speech without tense change.Teaching aids：Multi—MediaTeaching procedures:Step1: Lead-in1.Ask: What did Detective Lu say about the victim before he died? Help themanswer: The victim obviously put up a good fight.2.White:“The victim obviously put up a good figh.”said Detective Lu.on theblackboard.3.Say: Did the victim have any criminal record ? Help them find out the answer inthe book,and write Detective Lu said that the victim was guilty of computer crimes in the past.on the blackboard.4.Show: 直接引语是直接引述别人的原话，原话用有引号，而间接引语是引述别人的话，不用引号。
间接引语在多数情况下构成宾语从句。
Step 2: Presentation:1. Tell the Ss that we can use reported speech to talk about what someone else said. But we have to pay attention to some rules.直接引语改为间接引语时，引述动词是现在时，则间接引语中的动词、时间、时态的形式不变。
