2019-2020年九年級(jí)英語(yǔ)全冊(cè) Unit 4 What would you do（第一課時(shí)）New words教案 人教新目標(biāo)版.doc

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2019-2020年九年級(jí)英語(yǔ)全冊(cè) Unit 4 What would you do（第一課時(shí)）New words教案 人教新目標(biāo)版 Teaching and Learning Goals： Learn the new words of Unit4 in one class. Memorize the words by reading and using them. Learn the use of them and try to spell the words in this unit. Students try to learn how to read and remember the words and phrases , and how to learn individually and collectively. Teaching and learning steps Step 1:　Learn to read the words on P148 1. Students try to read the words using the phonetics by themselves. 2. Then read with their partners in groups. 3. Get some individual students to read and correct their pronunciations. Follow the teacher because they can hear the teacher pronounce the word clearly and correctly. 4. Read after the tape. 5. Read aloud and the teacher walk around to see if they have any question. Get some individual students to read again to see if everyone can read correctly. (設(shè)計(jì)意圖：利用音標(biāo)讀單詞是一種能力，9年級(jí)學(xué)生已初步具有這種能力。讓學(xué)生學(xué)會(huì)試讀單詞是一種學(xué)習(xí)習(xí)慣的培養(yǎng)，首先學(xué)生自己根據(jù)音標(biāo)字讀單詞，并標(biāo)出試讀時(shí)有困難的。接著兩人一組或以小組為單位解決遇到的困難。然后找單個(gè)同學(xué)讀單詞，教師及時(shí)更正錯(cuò)音，幫助學(xué)生正音。最后讓學(xué)生跟錄音讀。如此幾步的學(xué)習(xí)，大多數(shù)學(xué)生可以熟悉單詞的讀音，正確試讀出單詞。最后還是不會(huì)的同學(xué)，就給他們找“老師”，他們組的組長(zhǎng)就是他們的“老師”，負(fù)責(zé)課下教會(huì)他們。單詞的學(xué)習(xí)堅(jiān)持從個(gè)體—同伴—小組—整體的原則，培養(yǎng)學(xué)生自主學(xué)習(xí)和小組互助學(xué)習(xí)的能力。盡量培養(yǎng)學(xué)生不用音標(biāo)也能讀單詞的能力。) Step 2 : Learn to remember words on P147-148 一. Remember the words by looking at pictures. It’s a tie. He is wearing a shirt and tie. circle a circle of friends ￥ one million She gets a lot of pimples on her face. Look at the burn on his hand. They are listeners. It’s a first aid case (box). a shelf The books are on the shelves. The rest of her face is covered with the paper. It’s a map of a knee. two knees The water is half-meter deep. She is pressing her eyes. 3+2=5 √ It’s correct. 二. Remember the words by matching itself with its meaning. 1. not …in the slightest not …at all 一點(diǎn)也不 2. plenty of a lot of 許多，大量（后跟可數(shù)或不可數(shù)名詞） 3. get along (well ) with sb get on (well ) with sb 表示與某人相處得好（另外后跟sth時(shí)表示某事的進(jìn)展情況） 4. e up with（a good idea） think of（a good idea） 5. regard...as treat...as 把... ...當(dāng)作... ... 6. useful helpful adj.有幫助的，有用的 三．Remember the words by their similar pronunciations and forms. 1. myself yourself himself herself itself ourselves yourselves themselves (...自己) shelf -- shelves (架子，擱板) 總結(jié)：以f,fe結(jié)尾的名詞變復(fù)數(shù)變?yōu)関es的詞有：thief，wife，life, oneself, leaf, wolf, shelf, knife, half . 口訣：小偷之妻生活難，自己掃葉來(lái)做飯，忽見(jiàn)一狼躲架下，拿刀把它劈兩半。(注：scarf的復(fù)數(shù)直接加s或變f為ves都可。) 2. air fair unfair fairly adv. 相當(dāng)?shù)?，還算 3. boy toy noy annoy v. 使生氣；使煩惱 4. kid hid did aid n.幫助，救助，援助，救護(hù) 5. sleep sweep sheep deep adj. 深的 6. mess less unless press v. 按，壓，擠 四．Remember the words by conversion(轉(zhuǎn)換) 、plex words （合成）and derivative（派生） 1. worry v.為......擔(dān)憂 worry about n. 煩惱，憂慮：Tom’s worries 2. cover n.蓋子，皮 v. 覆蓋，遮蓋 3. burn v. 燒傷，燒壞 n. 火、熱、酸造成的傷痕或傷害 4. tie v. 系，拴 n. 領(lǐng)帶 5. rest n.&v. 休息 n. 剩余部分，其余 6. down (向下)+ stairs(樓梯) downstairs 在樓下 upstairs 在樓上 7. near + by -- nearby adj. 附近的，近處的 8. medicine (n. 內(nèi)服藥) medical(adj. 醫(yī)療的，醫(yī)學(xué)的) 9. energy n. 精力 energetic adj. 有精力的，精力充沛的 10.confident adj. 自信的 confidence n. 自信 11.permit v. 允許 permission n. 允許，許可 12.listen v. 聽(tīng) listener n. 聽(tīng)眾 13.know--ledge--able ---- knowledgeable adj.知識(shí)淵博的 14. her--self ---- herself n.她自己 15. help--ful ---- helpful adj. 有用的，有益的 五. Remember the words by their Chinese. 1. 醫(yī)學(xué)的，醫(yī)療的 2. 打擾，使惱怒 3. 充足，大量 4. 使......失望或沮喪 5. 出版，發(fā)行，出來(lái)，開(kāi)花 6. 疼 7.提供 (research, bother, plenty, let...down, e out, pain, offer ) （設(shè)計(jì)意圖：記憶單詞的方法很多，利用多種手段和多種形式呈現(xiàn)給學(xué)，來(lái)吸引學(xué)生的興趣，降低難度擴(kuò)大學(xué)生的詞匯量。例如：通過(guò)圖畫(huà)和簡(jiǎn)單的句子記憶，學(xué)生易于接受，印象深刻；用一詞多義，合成，派生等等方法能使學(xué)生舉一反三，極大的擴(kuò)充詞匯量；通過(guò)重點(diǎn)短語(yǔ)對(duì)比和漢意的方式全面的對(duì)單詞加深對(duì)詞匯的理解。） Step 3: Consolidation of words Give the students a few minutes to try to memorize the words first . 1.Get the students to read the word by looking at the Chinese. Then look at the Chinese and say English. 2. Then get them to work in pairs to spell the words or write down the words with the Chinese given in guide books. Underline the words they haven’t grasped. 3. Get the students to have a short dictation about the important words and phrases. If they can’t , dictate after class in groups. （設(shè)計(jì)意圖：此環(huán)節(jié)為鞏固單詞。通過(guò)兩兩提問(wèn)或使用助學(xué)默寫(xiě)的形式來(lái)對(duì)單詞加以鞏固。這一環(huán)節(jié)有五分之二的學(xué)生往往不達(dá)標(biāo)，需要利用自習(xí)課或課余的時(shí)間讓小組長(zhǎng)跟蹤檢查，盡量能讓再有五分之一的學(xué)生順利過(guò)關(guān)，其余的五分之一還需要時(shí)間和同學(xué)習(xí)們的幫助，教師應(yīng)及時(shí)督促、讓小組長(zhǎng)反饋檢查的結(jié)果，做好跟蹤檢查。） Step 4 : Read the story and translate into Chinese: 1. Get the students to read the story, and underline the new words. 2. Translate the story into Chinese in groups of three. 3. Read the story fluently by themselves. The twins Lucy and Lily are energetic and knowledgeable singers. They had plenty of listeners. One day Lucy would represent the whole city to take part in a speech contest, but she got some pimples on her face. She covered them with a piece of paper and pressed hard. She happened to step on a circle and fell down to the 2 meters deep downstairs and hurt her knees. She hurried to take a first-aid book from a nearby shelf which came out recently. She couldn’t see clearly so she lit a candle（點(diǎn)燃一支蠟燭）and it burned herself. She had so much pain on her body that she was sent into the hospital. In the hospital she offered to help others, she got along well with a circle of the patients. She couldn’t take part in the contest but she didn’t want to let her classmates down. So she came up with a helpful idea to ask her confident sister to take the contest instead of her. Lily worried what if others knew it . She told her to wear a shirt and tie and not to worry about the rest. Lily took part in the contest and won the first prize without the others’ permission. She felt what she did wasn’t correct and wasn’t happy in the slightest. She refused to be interviewed. Getting pimples annoyed Lucy fairly. “If I had a million dollars I would give it to medical research to treat pimples, then I won’t have worries” she said. 雙胞胎是精力充沛、知識(shí)淵博的歌手，她們有大量的聽(tīng)眾。一天姐姐要代表全市參加一個(gè)演講比賽，可是臉上起了疙瘩。她就用紙蓋住它使勁的擠。她碰巧踩到一個(gè)圈子上掉到了2米深的樓下，傷了膝蓋。她趕緊去附近的架子上去拿一本新版的急救的書(shū)，由于看不清，她點(diǎn)燃蠟燭燒到了她自己。她身體疼的如此厲害以至于她被送到了醫(yī)院。在醫(yī)院里她主動(dòng)幫助其他病人，與周?chē)蝗θ讼嗵幍暮芎谩Ｋ荒軈⒓颖荣惲说幌胱屚瑢W(xué)們失望，于是她相出了一個(gè)有用的主意讓她那個(gè)自信的妹妹替她參加。她妹妹擔(dān)心如果讓別人知道怎么辦。她讓妹妹穿上西裝打上領(lǐng)帶參加比賽其他的不用管。在沒(méi)經(jīng)大家允許的情況下妹妹參加了比賽且獲得了冠軍。她覺(jué)得自己所做的不對(duì)所以一點(diǎn)也不高興并且拒絕采訪。 起疙瘩這件事使她相當(dāng)生氣。她說(shuō)如果她有一百萬(wàn)美元她會(huì)捐給醫(yī)療研究機(jī)構(gòu)來(lái)治療疙瘩。如果有用的話，她就不會(huì)再有煩惱了。（39個(gè)詞） （設(shè)計(jì)意圖：詞不離句，句不離篇。在學(xué)生掌握本單元單詞的基礎(chǔ)上，再學(xué)習(xí)由本單元的生詞編成了一篇小故事，引導(dǎo)學(xué)生不僅記憶詞匯本身的意義，同時(shí)在具體的語(yǔ)境中體會(huì)它的意義。體現(xiàn)了詞不離句，的教學(xué)原則。有助于學(xué)生學(xué)習(xí)理解和使用本單元的詞匯。） Step 5 Mind map思維樹(shù) 1. Get the students to read the mind map and fill in the mind map according to the story , they can discuss in groups. 2. Get the students to retell the story using the mind map. 設(shè)計(jì)意圖：把故事和思維導(dǎo)圖結(jié)合起來(lái)，讓學(xué)生加深對(duì)本單元詞匯和短語(yǔ)的理解，使學(xué)生對(duì)詞匯從邏輯范疇上記憶詞匯。進(jìn)一步把詞匯和具體語(yǔ)境的連接起來(lái)，鞏固對(duì)詞匯的記憶。 Step 6 當(dāng)堂檢測(cè) 一．按要求寫(xiě)出下列單詞。 1. hurt(過(guò)去式) 2.medicine(形容詞) 3.burn(過(guò)去式) 4.help(形容詞) 5.confident (名詞) 6.worry(名詞) 7.shelf（復(fù)數(shù)） 8.herself（復(fù)數(shù)） 9.listen (名詞) 10. know(名詞) （形容詞） 二．漢譯英 1.醫(yī)療研究 2.如果... ... 將會(huì)怎么樣________ 3.一點(diǎn)也不______ 4. 出版________ 5.很多，足夠_________ 6.與...... 相處 7.煩惱 n._____ 8.剩余部分 9.拒絕 10. 提供 11. 有用的 三．根據(jù)括號(hào)中的漢語(yǔ)意思或首字母提示寫(xiě)單詞, 并用其適當(dāng)形式完成句子。 1. What would you do if you had a m dollars? 2. Don’t w_____ about me. 3. The doctor are doing medical r__________. 4. He is ________ (自信的)to pass the exam. 5. He never gets tired, he is a(an) ________ (精力充沛的) man. 6. Jim is a good _____ (聽(tīng)眾) when we get together. 7. I am very busy. Don’t ______ (打擾) me please. 8. He is a ___________(知識(shí)豐富的) man , he always has interesting story to tell us. 9. You won’t let me ______ (失望)，will you? 10. There are many books on the _______ (架子). 亮點(diǎn)： 本單元的單詞課堂設(shè)計(jì)基本涵蓋了本單元的單詞，尤其是故事編寫(xiě)讓學(xué)生在故事中對(duì)單詞有了大致理解。單詞的拼讀注重了學(xué)生自學(xué)能力和小組合作能力的培養(yǎng)。同時(shí)通過(guò)各種形式的單詞記憶既加深了單詞的識(shí)記，又理解了部分單詞的大致用法，尤其是故事中的Lucy參加比賽和發(fā)生的事故是對(duì)Self check和Reading有了一定的滲透，達(dá)到了預(yù)習(xí)的目的。當(dāng)堂檢測(cè)的設(shè)計(jì)更是有效地補(bǔ)充與鞏固了詞匯的用法。 不足之處： 一節(jié)課內(nèi)容設(shè)計(jì)的有些多，如果在此前預(yù)習(xí)的很好，還是能充分完成的。同時(shí)本節(jié)課容量較大，部分環(huán)節(jié)不能很好的展示與訓(xùn)練。同時(shí)設(shè)計(jì)中對(duì)虛擬語(yǔ)氣設(shè)計(jì)較少。 使用建議： 首先要對(duì)單元內(nèi)容達(dá)到熟練掌握，能夠基本明確單詞在單元中的位置及其用法，同時(shí)必須準(zhǔn)備完善的的多媒體課件，才能有效地增加課堂效率。 答案一．1.hurt，2. medical 3.burned 4.helpful 5. confidence 6. worry 7. shelves 8. themselves 9.listener 10. knowledge knowledgeable 二：1.medical research 2.what if 3.not ... in the slightest 4e out 5.plenty of 6.get along with 7.worry 8.rest 9.refuse 10.offer 11.useful 三．1.million 2.worry 3.research 4.confident 5.energetic 6.listener 7.bother 8.knowledgeable 9.down 10.shelves/shelf