资源简介

学校 年级 九 科目 英语 主备人
时间 第 周星期 第 节（ 年 月 日） 二次备课
课题 U6T2SectionA第一课时
教 学 目 标 知识目标：1.单词和词组：literature, classic, in one’s view, overcome, statement
能力目标：1)能听懂有关文学作品的对话，并能够提取有用信息； 2)能用英语谈论一些文学方面的内容。
情感目标： 敢于用英语表达对文学作品的不同看法。
教学 重点 1.单词和词组：literature, classic, in one’s view, overcome, statement 2.句子：1) He is a hero in the novel called Journey to the West, Which is one of the four classic novels of Chinese literature. 2) In fact, it was Sandy and Pigsy who helped the Monkey King win every battle. 3) In my view, neither the Monkey King nor Harry Potter would become a hero without the help of their friends.
教学 难点 学习有关文学作品的对话
主要 教法 讲练结合
教 学 过 程 Step 1 Getting ready for class 设计目的：讨论学生喜爱的电视节目来激发学生进一步学习的兴趣。 教学活动：1.Greeting. 2.Ask students to talk about what TV program they like best. Step 2 Revision 设计目的：通过课余时间经常做的活动，引入话题和词汇。 教学活动：Lead to the revision: ask them to ask and answer about the advantages and disadvantages of TV. Step 3 Pre-listening 设计目的： 鼓励学生用英语简短介绍这两部小说，一个词或句子都可以，目的是提高学生开口说英语的信心。做好听前预览是完成听力任务的保障。 教学活动：1.Play two pieces of video about Journey to the West and Harry Potter, or show some pictures about them, then ask two students to introduce the two novels in brief. Show the words and sentences of 1b, and ask students to read through the sentences. S:Watch the video and know the main idea and characters in them. Try to introduce the two novels in English with several sentences. Step 4 While-listening 设计目的：提醒学生做好记录。 教学活动：S:Play the record of the conversation. Guide students to listen and take notes. Organize students to check the answers. T:Listen to the conversation and write down the answers or the capital letters of the words. Report the answers. Step 5 Post-listening 教学活动：S:1.Point out the key and difficult points. 2.Organize students to retell the main information of 1a based on the key words of 1b. S:1.Note the key and difficult points. 2.Retell the main information of 1a based on the conversation of 1a. Step 6 Summarizing and assigning homework 1.Ask students to sum up the key points. 2.Repeat the key points. 3.Ask them to find some more TV activities on TV or Internet after class and talk about it.
板书设计和作业布置 Topic 2 Who is your favorite character in literature Section A 1. literature n. 文学作品 2. classic adj. 最优秀的；典型的 3. in one’s view 在某人看来 4. overcome v. 克服；解决 5. He is a hero in the novel called Journey to the West, which is one of the four classic novels of Chinese literature. 他是中国四大名著之一——《西游记》中的一位主人公。 作业： 背诵单词并熟读课文 2.练习册Section A部分
课 后 反 思
学校 年级 九 科目 英语 主备人
时间 第 周星期 第 节（ 年 月 日） 二次备课
课题 U6T2SectionA第二课时
教 学 目 标 知识目标：1.单词和词组：literature, classic, in one’s view, overcome, statement
能力目标：1)能听懂有关文学作品的对话，并能够提取有用信息； 2)能用英语谈论一些文学方面的内容。
情感目标： 敢于用英语表达对文学作品的不同看法。
教学 重点 1.单词和词组：literature, classic, in one’s view, overcome, statement 2.句子：1) He is a hero in the novel called Journey to the West, Which is one of the four classic novels of Chinese literature. 2) In fact, it was Sandy and Pigsy who helped the Monkey King win every battle. 3) In my view, neither the Monkey King nor Harry Potter would become a hero without the help of their friends.
教学 难点 学习有关文学作品的对话
主要 教法 讲练结合
教 学 过 程 Step 1 Getting ready for class 设计目的：讨论学生喜爱的电视节目来激发学生进一步学习的兴趣。 教学活动：1.Greeting. 2.Ask students to talk about what TV program they like best. Step2 Revision 设计目的：通过课余时间经常做的活动，引入话题和词汇。 教学活动：Lead to the revision: ask them to ask and answer about the advantages and disadvantages of TV. Step3 Pre-listening 设计目的： 鼓励学生用英语简短介绍这两部小说，一个词或句子都可以，目的是提高学生开口说英语的信心。做好听前预览是完成听力任务的保障。 教学活动： T:1.Show some pictures of J.K. Rowling and ask students to talk about her. Ask them to report it. Ask students to read through the questions of 3a. S:1.Talk about something about J.K. Rowling and report it to class. 2.Read through the questions before listening. And they may answer the questions according to their known knowledge. Step4 While-listening 教学活动： T:1.Let students listen to the passage. 2.Let the students listen again and get more information about J.K. Rowling. Ask them to find the answers of 3b. S:1.Listen to the passage and answer the questions, then finish 3a. 2.Listen again and take some notes. Try to finish 3b. Step5 Post-listening 设计目的：听后做好复述是信息有效输出的好方法。 教学活动：T:1..Organize students to check the answers. 2.Ask students to introduce the famous writer—J.K. Rowling. S:1.Report the answers. 2.Introduce the writer——J.K. Rowling according to 3b to their partners in pairs. And their partners listen carefully without books. Then change the roles. Step6 Summarizing and assigning homework 1.Ask students to sum up the key points. 2.Repeat the key points. 3.Ask them to find some more TV activities on TV or Internet after class and talk about it.
板书设计和作业布置 Topic 2 Who is your favorite character in literature Section A 1. In fact, it was Sandy and Pigsy who helped the Monkey King win every battle. 实际上，是沙僧和猪八戒帮助孙悟空赢得了每次战斗。 2. In my view, neither the Monkey King nor Harry Potter would become a hero without the help of their friends. 在我看来，没有朋友的帮助，孙悟空和哈利波特都不能成为英雄。 3. statement n. 说法；陈述 作业布置： 背诵单词并熟读课文 2.练习册Section A部分
课 后 反 思
学校 年级 九 科目 英语 主备人
时间 第 周星期 第 节（ 年 月 日） 二次备课
课题 U6T2SectionB第一课时
教 学 目 标 知识目标： 1.单词和词组：society, moving, scene, kiss
能力目标：1)能通过图片判断对话的核心内容，做出听前预测。 2)能听懂有关文学作品和作者的对话，并能够提取有用信息, 做出判断。 3)能用英语交流对各类文学和艺术形式的看法。 4)能读懂对作家的简介，并进行适当的仿写。
情感目标：学生更进一步了解艺术文学作品
教学 重点 1.单词和词组：society, moving, scene, kiss 2.句子：1) Steve and his Chinese teacher, Miss Yang, are now visiting a literary society. 2) He is considered to be one of the best romantic poets in China. 3) The passage I read about him said that he was as great as the British poet William Shakespeare.
教学 难点 学习有关文学作品的对话
主要 教法 讲练结合
教 学 过 程 Step 1 Getting ready for class 设计目的：讨论学生喜爱的电视节目来激发学生进一步学习的兴趣。 教学活动：1.Greeting. 2.Let students report the homework. Step 2 Pre-listening 设计目的：1.假设情境，探索新知。教师可利用图片创设情境引入本课所描述的人物。 2.听前预览帮助学生了解所听内容。 教学活动：T:1.Ask students to recite some poems of Li Bai according to their own knowledge. 2.Ask students to look at the pictures of 1a and guess who they are. 3.Ask students to read 1b first and guess the answers. S:1.Recite some poems of Li Bai. 2.Look at the pictures and guess who they are. 3.Know about the poems and poets who will be mentioned in this conversation. Step 3 While-listening 设计目的：在听录音的基础上进行仿读，培养学生正确的语音语调。 教学活动：T:1.Play the flash in parts and explain the key points in it. Play the record again. S:1.Watch the flash and take some notes. 2.Read the conversation after the record. Pay attention to the pronunciation and intonation. Step 4. Post-listening 设计目的： 1.聚焦难点，处理加工。 2.两人表演对话，提高学习兴趣。 教学活动：T:1.Encourage students to ask anything they can’t understand. Ask students to act the conversation in roles. S:1.Understand the difficulties with the help of partners or the teacher. 2. Act out the conversation in roles. Step 5 Summarizing and assigning homework Ask students to sum up the key points. 2.Repeat the key points on the blackboard.
板书设计和作业布置 Topic 2 Who is your favorite character in literature Section B 1. society 社会；社团 literary society 文学社 eg. Steve and his Chinese teacher, Miss Yang, are now visiting a literary society. 作业： 背诵单词并熟读课文 2.练习册Section B部分
课 后 反 思
学校 年级 九 科目 英语 主备人
时间 第 周星期 第 节（ 年 月 日） 二次备课
课题 U6T2SectionB第二课时
教 学 目 标 知识目标： 1.单词和词组：society, moving, scene, kiss
能力目标：1)能通过图片判断对话的核心内容，做出听前预测。 2)能听懂有关文学作品和作者的对话，并能够提取有用信息, 做出判断。 3)能用英语交流对各类文学和艺术形式的看法。 4)能读懂对作家的简介，并进行适当的仿写。
情感目标：学生更进一步了解艺术文学作品
教学 重点 1.单词和词组：society, moving, scene, kiss 2.句子：1) Steve and his Chinese teacher, Miss Yang, are now visiting a literary society. 2) He is considered to be one of the best romantic poets in China. 3) The passage I read about him said that he was as great as the British poet William Shakespeare.
教学 难点 学习有关文学作品的对话
主要 教法 讲练结合
教 学 过 程 Step 1 Getting ready for class 设计目的：讨论学生喜爱的电视节目来激发学生进一步学习的兴趣。 教学活动：1.Greeting. 2.Let students report the homework. Step 2 Pre-writing 设计目的：教师可出示更多四则信息提到的细节图片来介绍这四位作家的相关信息。 教学活动：T:1. Guide students to look at the pictures of 2a, and encourage students to say something about the four writers. 2. Ask students to read 2b. S:1.Look at the pictures and say something about the four writers according to the knowledge they know. 2.Read through the sentences of 2b and think about what they should write in the passage. Step 3 While-writing 教学活动：T:Ask students to complete the following passage with the information of 2a . S:Write a passage in 2b with the information in 2a. Step 4 Post-writing 设计目的：1.学生互查互改作文可以检验并提高学生的正确率。然后再进行全班范读。 2.学生分享彼此搜索的信息来达到资源共享。 教学活动：T:1.Ask students to check their compositions in pairs. 2.Guide students to share what they have written down about the same writer in pairs. 3.Ask a student to read his/ her composition. S:1.Check their compositions in pairs. 2.Share their ideas with each other. 3.Read his/ her composition which has been corrected. Step 5.Summarizing and assigning homework 设计目的：1.教师引导学生自主总结。 2.主动获取知识，预习下节课并搜集相关资料。 教学活动： 1.Sum up the main content of this class. 2.Read through what they have learnt after the teacher. 3.1) Read and practice the conversation in 1a. 2) Write down the key words of the conversation to introduce their favorite writers. 3) Search more information about a foreign poet.
板书设计和作业布置 Topic 2 Who is your favorite character in literature Section B 1. moving adj. 感人的，动人的 2.scene n. 场面；片断 3. kiss v.& n. 吻，亲吻 4.He is considered to be one of the best romantic poets in China. be considered to be… 被认为是…… 5.The passage I read about him said that he was as great as the British poet William Shakespeare. As......as....和什么一样...... 作业： 背诵单词并熟读课文 2.练习册Section B部分
课 后 反 思
学校 年级 九 科目 英语 主备人
时间 第 周星期 第 节（ 年 月 日） 二次备课
课题 U6T2SectionD
教 学 目 标 知识目标： 1.单词和词组： husband, wealth, sudden, all of a sudden, cut off, live through,long for, at present, couple
能力目标：1)能读懂英语的片断； 2)能用英语续编并表演短剧。
情感目标：了解欧亨利这篇著名的短篇小说的同时,增加对爱的更深层的理解。
教学 重点 1.单词和词组： husband, wealth, sudden, all of a sudden, cut off, live through, long for, at present, couple 2.句子： 1) I sold my hair so that I could give you something for Christmas. 2) I do understand. 3) The fact that you have a different hair cut could not possibly make me love you less. 4) Isn’t it lovely, Jim
教学 难点 读懂英语的故事片断
主要 教法 讲练结合
教 学 过 程 Step1.Getting ready for class 设计目的：1.鼓励学生使用尽可能多的英语交际用语。 2.鼓励学生多用英语去思考已有知识。 教学活动： Greeting. 2.Ask students to have a free talk about their favorite poems. Step2.Revision 设计目的：让学生复述课文可以锻炼学生的口语和听力能力。 教学活动：T:Let two students to recite the story of Monkey King. Step3.Pre-reading 设计目的：利用图片等非文字信息来猜测文章大意。 教学活动：T: 1.Let the students show the pictures and information about fairy tales which they have prepared before class. 2.Guide the students to look at the picture of 1a and guess the meaning. 3.Guide the students to read the questions in 1b. S:1.Show some pictures and information about fairy tales. 2.Read the questions in 1b and guess the possible answers of them. Step4.While-reading 设计目的：1.通过略读使学生整体了解课文大意。 2.通过回答问题检查学生对本课内容的理解。 教学活动：T：1.Guide students to read the passage paragraph by paragraph to answer the questions in 1b. 2.Let the students read the passage and understand the general meaning. S:1.Skim the passage and understand the general meaning. 2.Read the passage paragraph by paragraph to finish 1b. Step 5.Post-reading 设计目的：本环节的任务是让学生学会用英语做事情，提高其综合语言运用能力。 教学活动： T:1.Ask students to discuss and write a scene of what will happen next Christmas. 2.Ask students to act it out. S:1.Discuss in groups and take some notes. Write a new scene. Act out the new short play. Step6.Summarizing and assigning homework 设计目的：话题总结之前，可留给学生小组内归纳的时间。 编写并表演短剧，来锻炼学生用英语做事情的能力。 教学活动：1.Ask a student to sum up the key points. Review the whole topic by asking the key points. Let the students work in groups to make up their own fairy tale.
板书设计和作业布置 Topic 2 Who is your favorite character in literature Section C 1. unlike prep. 不像 2. rainbow n. 彩虹 3. golden adj. 金黄色的 4. both...and... （两者）都…… 5. as well as 也，和 6. And then he told them to his sister, Dorothy, who wrote them down for him. 然后他把自己口头创作的诗告诉给他妹妹，由她记录下来。
课 后 反 思
学校 年级 九 科目 英语 主备人
时间 第 周星期 第 节（ 年 月 日） 二次备课
课题 U6T2SectionD
教 学 目 标 知识目标： 1.单词和词组： husband, wealth, sudden, all of a sudden, cut off, live through,long for, at present, couple
能力目标：1)能读懂英语的片断； 2)能用英语续编并表演短剧。
情感目标：了解欧亨利这篇著名的短篇小说的同时,增加对爱的更深层的理解。
教学 重点 1.单词和词组： husband, wealth, sudden, all of a sudden, cut off, live through, long for, at present, couple 2.句子： 1) I sold my hair so that I could give you something for Christmas. 2) I do understand. 3) The fact that you have a different hair cut could not possibly make me love you less. 4) Isn’t it lovely, Jim
教学 难点 读懂英语的故事片断
主要 教法 讲练结合
教 学 过 程 Step1.Getting ready for class 设计目的：1.鼓励学生使用尽可能多的英语交际用语 2.鼓励学生多用英语去思考已有知识。 教学活动： Greeting. 2.Ask students to have a free talk about their favorite poems. Step2 Revision 设计目的：让学生复述课文可以锻炼学生的口语和听力能力。 教学活动：T:Let two students to recite the story of Monkey King. Step3 Pre-reading 设计目的：利用图片等非文字信息来猜测文章大意。 教学活动：T: 1.Let the students show the pictures and information about fairy tales which they have prepared before class. 2.Guide the students to look at the picture of 1a and guess the meaning. 3.Guide the students to read the questions in 1b. S:1.Show some pictures and information about fairy tales. 2.Read the questions in 1b and guess the possible answers of them. Step4 While-reading 设计目的：1.通过略读使学生整体了解课文大意。 2.通过回答问题检查学生对本课内容的理解。 教学活动：T：1.Guide students to read the passage paragraph by paragraph to answer the questions in 1b. 2.Let the students read the passage and understand the general meaning. S:1.Skim the passage and understand the general meaning. 2.Read the passage paragraph by paragraph to finish 1b. Step 5 Post-reading 设计目的：本环节的任务是让学生学会用英语做事情，提高其综合语言运用能力。 教学活动： T:1.Ask students to discuss and write a scene of what will happen next Christmas. 2.Ask students to act it out. S:1.Discuss in groups and take some notes. Write a new scene. Act out the new short play. Step6.Summarizing and assigning homework 设计目的：话题总结之前，可留给学生小组内归纳的时间。编写并表演短剧，来锻炼学生用英语做事情的能力。 教学活动：1.Ask a student to sum up the key points. Review the whole topic by asking the key points. Let the students work in groups to make up their own fairy tale.
板书设计和作业布置 Topic 2 Who is your favorite character in literature Section D 1. husband n. 丈夫 2. wealth n. 财产，财富 3. sudden adj. 突然的；忽然的 4. all of a sudden 突然地 5. cut off 减掉；阻碍 6. live through 经历 7. long for 渴望 8. at present 目前 9. I sold my hair so that I could give you something for Christmas. 我卖了头发才能买东西给你过圣诞节（so that意为“以便，为了”，引导目的状语从句） 10. I do understand. 我真的理解。（do表强调） 11. Isn’t it lovely, Jim 很好看对吗，吉姆？（否定疑问句） 12. couple n. 两人；夫妇 作业布置: 1.Sum up the main content of this topic. 2.Review the whole topic according to their notes.
课 后 反 思

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