周俊梅县教学设计9AUnit8Reading(1)

1、9A Unit 8 Detective Stories Reading (1) 教学设计9A Unit8 Detective Stories Period 2Topic Reading (1)如东县实验中学 周俊梅一Teaching objects:Knowledge ： To understand the meanings of the following words and structures: Words:*confirm;*victim;*crime;somewhere;*contact;wound;*bleed;enemy;single;*well-paid; *charge; *

2、system; suppose; only;*witness; report; *breathe; heavily;*reward; *arrest Structures:1. They are still working at the scene of the crime to find out whether the victim was killed somewhere else and then brought to the Valley Town, or killed at the place where he was found. 2. However, the suspect c

3、ould prove that he was somewhere else at the time of the crime and insisted that he was not guilty. Abilities ： By the end of the lesson the students will be able to 1. learn about the possible relationship between the victim and the suspect. 2. analyze the clues provided by the police as well as th

4、e detective 二. Teaching importance and difficulty 1.To find out the information related to the victim and the suspect2. To pick the information which is helpful to find out the real murderer三.Teaching methodTask-based teaching approach四.Teaching aidsInteractive electronic whiteboard.五.Teaching proce

5、duresStep 1:GreetingsStep 2: Pre-readingTask 1.Lead inReview Comic strip and Welcome to the unit T: Why is Eddie dressed like that? S: Because hes detective. T: What does a detective do? S: A detective is someone who looks for clues to something important. T: There was a murder in West Town. Mr Lu i

6、s the town s chief detective. Hes going to solve the case. Before we knowing the case, Lets learn some new words【设计意图：通过复习，导入新课。】Task 2.Present new words and phrases by some pictures and circle the correct letters in Part B1 on Page 110Read the new words and try to learn some of them by heart【设计意图：教

7、学过程中注意培养学生根据情景和上下文猜测词义的能力。】Step 3: While-reading Task 1: SkimmingTry to answer the following questions after the general reading1) Who was murdered? A 25-year-old man.2) When was the victim murdered? Between 9 p.m. last night and 1 a.m. this morning.3) How was the victim murdered? He was wounded wit

8、h a knife and bled to death.4) Did the victim do anything against the law before? Yes, he did.5) What was the only suspect like? He was a short and thin man.【设计意图：培养学生快速阅读，捕获信息的能力。】Task 2 : ScanningA .Read para.1-5 and complete the report from the police and the detectiveForm 1 The report from the p

9、oliceThe report from the policeWhat is knownIt is confirmed that the victim left his office at _It is believed thatthe murder happened between _ and _It is certain that- the victim _ married , he had many friends and a well-paid job- he was guilty of _What is unknownIt isnt found out whether the vic

10、tim was killed _ Form 2 The report from the detectiveThe report from the detective What is certain The reason of the victims deathbe wounded _ and _ The victims criminal recordbe charged with _What is uncertainThe relationship between the victim and the murdererMaybe the victim _ his murderer. B. Re

11、ad para.6 and 7 and judge if the statement on the suspect and the victims parents is right. 1) The suspect is tall and thin. (F) 2) It was reported that the suspect was breathing heavily.(T) 3) The suspect couldnt prove that he was somewhere else at the time of the crime.(F) 4) The victims parents h

12、ave offered a reward of ¥50,000 for any information leading to the arrest of the murderer.(T)5) If you want to provide some useful information, you can contact the victims parents.(F)Task 3: Further reading Encourage the Ss to finish Part B2 on Page110 (T or F ) 【设计意图：加强对Reading的进一步理解。内容可以屏幕捕获教

13、学光盘】Task 4: Pratise1) Finish off the exercise on Page 111, Part B3,help Millie complete their conversation with the words in the box2) Finish off the exercise on Page 111, Part B4,help Millie underline the mistakes and write the correct words above them【设计意图：i捕获教学光盘】Step4: Post-reading Group discussion1). Try to pick the clues helpful in finding out the real murderer. 2). Discuss the picked clues and tell the reasons why you think