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牛津译林版 九年级英语上册
Unit8 Detective stories
Reading 1: Murder in West Town
教学设计
Teaching Objectives:
a. Aims to knowledge:
1. New words: victim, greet, crime, wound, bleed, single, charge, system, suppose, witness,
breathe, heavily, reward, arrest
2.Phrases: at the scene of the crime, bleed to death, be guilty of.., break into, breathe heavily,
offer a reward of…
b. Aims to abilities:
1. Be able to guess meanings of words and phrases from context.
2. Be able to skim the text for overall meanings and scan for details.
c. Aims to emotion:
1. Learn how to guard against crimes.
2. Try to be brave and wise.
Teaching important and difficult points:
Important points: To learn about the murder in West Town and get more details about it.
Difficult points: To identify who the murderer was and talk about how to guard against crimes
around us.
Teaching Aids:
Blackboard, Multi-media.
Teaching Method:
Communicative Approach, Task-based Approach.
Teaching Procedures:
Step1 Lead-in
1. Enjoy a short video about Konan.
2. Have a brief talk about what happened in the video.
【设计意图：用视频导入，引起学生们对侦探故事这个话题的兴趣。再通过谈论视频中所 发生的事来引出一些跟谋杀案有关的生词和人物。】
Step 2 Pre-reading
T：Last night, there was another murder in West Town. It was reported on
Today’s newspaper.
2. Ask the students to read the title of the news and find out what they can get from the title.
【设计意图：通过今日报纸上的一则新闻：Murder in West Town，很自然地过渡到今天要 学的这篇文章。然后让学生从新闻标题中获取一些信息，一方面起到了获取部分信息的作 用；另一方面，激发了学生阅读详细内容的渴望。】
Step 3 While-reading
1. Fast- reading:
Read the article quickly and try to find out the elements of the story (Who/ Where/ What/ How /Why )
【设计意图：让学生通过快速阅读获取故事中的五要素，培养学生的快速阅读能力和获取 文章基本信息的能力。】
2. Careful- reading
Task 1: Read Para.1 carefully and finish some information about the victim
Age: ____________________________________________
Job: __________________________________________
Work place: _______________________________________
Last seen( time, purpose): ____________________________
Task 2: Read Para. 2 and answer some questions:
1.When did the murder take place
2. What are the police doing
※Further thinking: Why are the police still working at the scene of the crime
Task3: Read Para.3 and answer two questions:
1.Who is Detective Lu
2. How did the victim die
Task4: Read Para.4-5 and complete some information about the victim.
Personal life: _____________ _____________________
Marital status（婚姻状况）: ________________________
Criminal record: ______________________________________
※Think over: What do the police suppose
Task5: Read Para.6 and fill in the information about the suspect.
Male or female: _________________
Appearance: _________________
Time be seen:_________________
Reasons for being suspected: _______________________________________
※Further thinking: Will the suspect be charged Why
Task6: Read Para.7 and fill in the blanks without looking at the books.
The victim’s parents have _______________ of ￥50,000 for any information that __________ the ___ of the murderer. Anyone with information should ____ ______ the police.
Task7: Watch and listen to the flash video, pay attention to the pronunciation and intonation,
then complete a report on the murder.
【设计意图：通过设计不同的任务让学生围绕这起谋杀案中的不同角色进行精读，既锻炼 了学生的理解能力，又培养了学生的阅读技能。学生在各项任务的完成中逐步了解了案件 的进展，有利于学生循序渐进地去把握课文详细内容。】
Step 4 Post-reading
1. Discussion: Who is the murderer
2. Group work: There are some crimes around us in our daily life.
What should we do if …
★ if we see a murder
★ if we meet a robber
★ if we see a thief
【设计意图：第一个活动通过辨认哪个是凶手，既调动了学生的参与积极性，同时也活跃 了课堂 气氛；更是锻炼了学生综合语言运用能力。接着让学生讨论“在日常生活中遇到 一些犯罪行，作为青少年应如何来应对？”既达到了“学以致用”的目的，同时也实 现了主题的升华。】
Step 5 Homework:
1. Retell the story to others and read more detective stories.
2. Write a surprising ending to the story.
【设计意图：第一项作业主要锻炼学生的口语表达能力，即能帮助学生巩固课堂所学内容 又能拓 展学生的课外阅读，一举两得。第二项作业是拓展学生的思维能力和读后续写能 力，使英语学科的核心素养得以落实。】

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