九年级英语上册Chapter1ProtectingtheinnocentListening,Language,Speaking,Writing教案牛津沈阳版
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Chapter 1 Protecting the innocent Listening，Language，Speaking，Writing
一、章节分析 （Section Analysis ）
(一) 综述
本章节是语言运用部分。通过听，说，写方面的训练，提高学生语言词汇方面的能力，加强他们运用语言知识来表达思想感情的能力。教会学生对事实描述的写作能力。
（二）目标
Listening
帮助学生学会通过事物的描述来辩认物品。
Language
帮助学生学习动词不定式和动名词的正确使用。
Speaking
帮助学生学会就某个情境进行提问和描述故事，并从描述中推理故事的事实。
Writing
1 学会看清各幅图画所要表达的意思以及图画之间的联系。
2 学会根据笔记式参考单词和词组组织成完整的句子。
3 能够完整，连贯，生动地完成一个故事的叙述。
（三）重点和难点
Listening
确保学生认识如下词汇和词组：bracelet, ring, necklace, earring, gold, silver,
diamond, ruby, in the shape of
Speaking
学会从对事件的描述中推理和辨别真相。
Language
学生通过动词不定式和动名词的操练，掌握动词的多种正确表达方式。
Writing
根据图片写出连贯生动的故事。
二、教学设计（Teaching Designs）
教学内容 教学实施建议 教学资源参考
Listening Pre-listening 在听之前，介绍听力情境的背景，要求学生明教学参考Page 6,
确听力任务（recognize key words），学习在听力材料中出现的困难词汇(bracelet, ring, necklace, earring, gold,
silver, diamond, ruby, in the shape of)，以提高听力效果。
While-listening学生根据所听到的描述辩认五件珠宝。
Post-listening 学生就待辩认的物品进行口头练习。一位学生描述一样物品，另一位学生根据他的描述辩认物品。
见[链接1] 7
Language 要求学生理解和熟练使用动词不定式和动名词。可以设置不同的问题和情境提问学生，让学生学会正确地表达，可参考书上的A1-3和B1-4的练习。
见[链接2]
Speaking 学生分组活动，一组扮演侦探，准备审问嫌疑犯的问题，另一组扮演嫌疑犯，准备自己叙述的故事。“侦探”向两个“嫌疑犯”分别审问，找出他们所述故事的相同和不同之处，推断事实的真相。
见[链接3]
Writing 引导学生理解图片意思，参考给出的单词和词组，在头脑中形成故事的情节。
提示学生将给出的参考词汇和词组组织成正确、连贯的句子，方法包括加上正确的动词、冠词和介词。
引导学生根据每幅图的意思写出简短的段落，注意表述清楚不同的说话者。
鼓励学生在段落的基础上，适当地加入自己的描述词和观点，写完整的故事。
可以在写作完成后，进行小组的交流，以获得更多信息。
可以分小组，将所写的故事整合并表演出来。
见[链接4]。
[链接1]
说明：
要求学生在听力过程中，抓住被描述物品的典型特征，同时记录相关笔记。
Listening
1 Pre-listening
Explain that the police have found the jewellery in the picture. Make sure students
know the words bracelet, ring, necklace and earring, and also the words gold and
silver and the precious stones diamond, ruby and emerald. They should also know
the useful phrase in the shape of.
2 While listening
Play the recording once or twice (if necessary), while students identify the five
pieces of jewellery.
3 Post-listening
After the Listening task, you can use this picture for an oral exercise. One student
must describe one piece from the picture, and others must identify the right one.
本章的听力要求学生通过对事物的描述辨认不同的事物。当同类事物放在一起的时候，要想把它们区分开，必须抓住事物的不同特征，了解它们的不同之处。比如图片a，b和c， 它们都是手镯。图片a和b看似差不多，但是它们的接口处是不同的动物图案。图片c里的手镯是一个满口的圈，在圈上有一个小动物的坠子。显然，不同的动物图案就成为辨认事物的关键。接着看图片d，e，f和g，它们都是戒指。不同的是戒指上的钻石数量不同，e和f两幅图比较相似，但仔细看来最中间的那颗钻石大小不同。由此可见，钻石成为辨认戒指的关键。然后看图片h，i和j，它们都是项链，而且都是珍珠项链。图j的项链珍珠颗粒较少，只有四棵，而图片h和i里的项链整串都是珍珠。图h和i的区别在于，图h中的项链有两圈，而图i中的则是单圈的。可见，珍珠是辨认事物的关键。最后看图n，o，p和q，它们都是耳环。不同的是图n和图q两对钻石耳环，钻石的数量和大小都不同，图b和图c是两对珍珠耳环，但珍珠的大小和耳环的款式不同。因此，耳环的镶嵌物是辨认的关键。
[链接2]
说明：
这是一份关于不定式和动名词用法的教案。
Teaching procedures:
Using verbs together in sentences
A Verbs with to
1.Tell students that there are various ways of joining together two verbs in English.
The correct way depends on what the first verb is.
2.First, show them some verbs which are followed by the to form. Write the following
list on the board.
agree decide fail hope manage
offer wish refuse start remember
3. Give students oral examples of sentences using two verbs together.
I agreed to go with them.
We decided to have lunch.
They failed to pass the test.
She forgot to bring her books.
I hope to study in Canada.
He managed to find his pen.
They offered to help us.
I wish to see you soon
She refused to pay.
4. Ask students to prepare some sentences and to read them aloud to the class.
5. Tell students to do ExA1 and ExA2. They should try to guess the story in ExA2
before filling the blanks
6. Tell students to work in pairs to do ExA3. Walk around and check their progress.
B verbs with -ing
1.The second group of verbs is followed by the -ing noun form of the verb.
2.Write the following list of verbs on the blackboard.
admit like consider love deny
mind enjoy practice finish prefer
go stop hate suggest
3.Give students examples.
He admitted stealing the vase.
We considered leaving the hotel.
She denied killing him.
They go shopping on Sundays.
She practices singing every morning.
He prefers reading to writing.
I suggested going to the cinema.
4.Tell students to prepare some similar sentences, and them call someone to
read their sentences aloud to the class.
5.Ask students to do ExB1 and ExB2.
6.Some verbs can be followed by either the to or the -ing. These conclude verbs
of feeling (hate, like, live, prefer), verbs of starting and finishing (begin, start,
commence, continue, finish, stop) and the verb “learn”.
7.Tell students to work in pairs to complete ExB3.
8.In ExB4, the students are asked to decide for themselves whether the second
