资源描述
《Unit 6 Detective stories》教案
Ⅰ. 教学目标
Skill
Focus
听
Listen to an interview about a detective story.
说
Talk about people suspected of having committed a crime.
读
Read a newspaper article about a murder.
写
Write a detective story.
Language Focus
功
能
句
式
1. Why are you dressed like that?
2. My food has gone missing.
3. The person is wanted for murder!
4. He was last seen leaving his office in New Town at about 7 p.m.
5. We are asking anyone who saw anything unusual last night to contact us.
6. A witness reported that he was breathing heavily and had blood on his shirt.
7. There’s a risk of getting killed.
8. The policeman asked where the body was.
9. I asked if / whether he knew the victim.
10. Mr Wu said (that) the sun rises in the east.
11. What did you think of our first suspect, Wang Gang?
12. He seemed a nice man.
13. I don’t think Wang Gang is involved in this case.
14. Tom got along with all of his neighbours except the man who lived next door.
15. Tom wondered where it came from.
16. You’re under arrest for murder.
17. We’d better call the police.
词
汇
1. 四会词汇
cruel doorway somewhere death bright engineer add fingerprint enemy several suppose breathe heavily blood prove against law gun dare risk safety if record prison import progress boss
2. 认读词汇
detective murderer suspect occupation salesman medium wanted reward confirm victim crime particularly bleed evidence struggle obviously attacker clue well-paid guilty charge system witness arrest kidnapping shoplifting theft kidnapper shoplifter thief robbery robber rob queue gunshot familiar millionaire criminal hairdresser kidnap involved object suspect project necklace diamond shocked jewellery
3. 短语
be dressed like … go missing
make notes on sb. medium height
the person mostly likely to be the murderer
be wanted for … be attacked with…
bleed to death as a result
evidence of a struggle put up a good fight
check the scene for fingerprint and other clues
a report on the kidnapping case be guilty of …
be charged with … break into …
make sb. some enemies at the time of crime
offer a reward of … lead to …
contact the police on … wait in the queue
be familiar with … solve a crime
run out in prison
get along with sb. be under arrest
be involved in … report … to the police
语法
Reported speech with tense changes
Reported speech without tense changes
II. Teaching materials analyzing and rearranging教材分析和重组
1．教材分析
本单元的话题是侦探小说（Detective stories），围绕该话题向学生介绍了一些有关犯罪方面的英语词汇和句型，并很自然地引入了直接引语变间接引语的语法知识，以及侦探故事的写作训练。通过对案情的分析，可以培养学生的观察和分析问题的能力；同时可以使学生认识到真善美与假恶丑之间的区别，形成对事物正确的认识与评价标准。
6.1 Comic strip 是本单元的一个warm-up，通过Eddie打扮成侦探形象引起的一件滑稽可笑的事情来预热本单元的话题——侦探故事，为学习本单元内容做好铺垫。对话生动有趣，而所涉及的话题亦是学生们特别感兴趣的。因此教师要充分发挥学生的主动性、积极性，并利用多媒体等教学资源圆满完成本单元的热身活动。
6.2 Welcome to the unit 是本单元的导入单元，学生在这一课时中开始接触与侦探故事相关的词汇，A部分引导学生开动脑筋推断嫌疑犯；B部分要求学生动手画出嫌疑犯的画像，以此导入本单元，并培养学生的观察和分析问题的能力。
6.3 Reading是一个阅读课。A是一则关于谋杀案的新闻报道，报道了Valley Town发生的一起谋杀案。案情扑朔迷离，能够激发学生的学习兴趣，调动学生的积极思维，使学生很自然地学习到了有关侦探故事方面的英语短语和句型。B、C部分各有两份练习，B1是词汇释义练习；B2是根据课文内容安排的判断正误练习。C1是谈论该谋杀案的对话填空练习；C2是关于该谋杀案的短文纠错练习。练习设计从词汇到文章内容的理解，层层深入，逐步加深学生对文章的理解，十分有利于完成本课的教学目标。
6.4 Vocabulary是词汇学习课，进一步介绍有关不同种类的犯罪和罪犯的英语词汇，从而扩充与本单元话题Detective stories相关的英语词汇知识。
6.5 Grammar是语法课。本课时分两部分介绍直接引语变间接引语的语法知识。A部分学习有时态变化的间接引语，重点介绍了陈述句和疑问句由直接引语变间接引语时的变化规则。A1提供的是一些群众在接受一位记者采访时所说的原话，然后要求学生将这些话转换成间接引语。A2是将疑问句的直接引语变为间接引语的练习。B部分学习无时态变化的间接引语。B1是Amy的母亲将Millie在电话中所说的话随即转述给在浴间里的Amy，练习无时态变化的间接引语。B2是一位警官和一位抢劫案目击证人的对话，然后要求学生综合运用所学有关间接引语知识完成Millie的报告。在介绍间接引语的语法知识时，教材中所涉及的内容仍然是与Detective stories 有关的话题，这样既学习了语法也巩固了与本单元话题相关的词汇和句型。
6.6 Integrated skills是一节综合技能课。本课时围绕侦探故事这一话题展开听说读写的活动。A1通过阅读陆侦探的笔记完成对一起绑架案中的两名嫌疑犯简介部分所缺内容的填空。A2是个听力练习，补全A1部分对两名嫌疑犯简介中所缺的其余部分。A3是写的练习，根据A1，A2的信息完成陆侦探的助手所写报告中缺失的部分。B 是说的练习，给出的情景是陆侦探和李警官谈论报告中所提到的两名嫌疑犯的对话。要求学生以此为范例，在模仿的基础上脱离示例编出自己的对话。
6.7 Pronunciation是一节语音课。本课时介绍单词的重音知识。即英语中有些单词由于重音不同引起词义和词性的变化。
6.8 Main task是一节写作课，这一课时的设计目的是逐步引导学生写一篇有关侦探故事的短文。A部分是帮助Millie完成写作竞赛任务。A1是根据所提供的四句话将四幅图按故事发展的先后进行排序。A2是补全短文中所缺的单词。B部分引导学生自己完成一篇侦探故事。B1的练习写A1相似，B2要求学生自己动手写作。
6.9 Checkout是本课时的最后一节课，也是一节复习课。复习本单元所学直接引语变间接引语知识以及本单元所学的重点词汇。
2. 教材重组和课时分配
Period 1 Comic strip & Welcome to the unit
Period 2 Reading A &B
Period 3 Reading C & Vocabulary
Period 4 Grammar A
Period 5 Grammar B
Period 6 Integrated skills A
Period 7 Integrated skills B & Pronunciation
Period 8 Main task
Period 9 Checkout
III. Teaching plans for each period 分课时教案
Period One Comic strip & Welcome to the unit
Teaching goals 教学目标
1. Target language 目标语言
a. Words and phrases 生词和短语
detective murderer suspect occupation salesman medium cruel wanted reward be dressed like … go missing make notes on sb. medium height the person mostly likely to be the murderer be wanted for …
b. Key sentences 重点句子
Why are you dressed like that?
My food has gone missing.
The person is wanted for murder!
2. Ability goals 能力目标
Learn to talk about which suspect is most likely to be guilty.
3. Learning ability goals 学能目标
Help Ss learn to talk about which suspect is most likely to be guilty.
Teaching important and difficult points 教学重难点
To talk about which suspect is most likely to be guilty.
Teaching aids 教具准备
Tape recorder, pictures and projector.
Teaching procedures and ways 教学过程与方式
Step I Warm-up
This activity leads to the topic in the unit and introduces some new vocabulary.
Show a photo of Sherlock Holmes on the screen.
T: Do you know the man in the picture? Who is he?
Ss: Yes, He is Sherlock Holmes. (Help Ss answer in English if Ss don’t know.)
T: Yes. Sherlock Holmes is a famous detective. He is very smart and can solve many difficult cases.
Explain the title of this unit. And tell them that in this unit they are going to learn many expressions about detective stories.
Step II Presentation
This activity leads to the comic strip and arouses the Ss’ interest.
1. Show Picture 1 and point at Eddie
T: Who is this?
Ss: He is Eddie.
T: What does he look like?
Ss: A detective. / Sherlock Holmes.
T: What’s he doing?
Ss: He is looking for something. / He is solving a crime.
2. Ask Ss to listen to the tape recorder and answer: What is he looking for?
3. Play the tape again and answer:
1) Why is Eddie dressed like that?
2) Is he looking for a murderer?
4. Play the tape for Ss listen and repeat. Then read in pairs.
5. Explain
be dressed like … 打扮成…
e.g. He is dressed like a detective.
much more serious much +比较级 … 得多
e.g. much more important
much cheaper
much better
go missing 消失
e.g. My handbag has gone missing.
Step III Act
This activity consolidates the conversation.
Ask Ss to act the conversation in pairs and then act it in front of the class.
Step IV Presentation
This activity presents the new vocabulary in this period and helps Ss think like a detective.
T: What will you do if there is a crime?
S: Call 110. / Tell others and try to call 110. / …
T: Well, let’s see what detectives will do.
Explain the context and ask five Ss to read the report on Page 99. Then divide the class into groups of four and discuss who is most likely to be the murderer. Ask individual Ss these questions:
Sample:
T: Who do you think may be the murderer?
S: I think Jimmy White is most likely to be the murderer.
T: Why?
S: Because he’s tall and strong. He is good at fighting.
T: I don’t think he’s the murderer. He’s always helpful.
S: Then who do you think is the murderer?
Ask some other Ss to continue this discussion.
Sample:
S1: I think Frank Johnson is most likely to be the murderer.
S2: Why?
S1: Because he was alone at home. He is a cruel man. And he felt nervous when the police asked him questions.
S2: I agree. / I don’t think so. Sometimes, the person most likely to the murderer is not the real one. Some people can hide themselves very well.
S3: …
Explain B and let them complete drawing the murderer.
At last tell the Ss that any answer is possible. Let’s make a survey to see who is most likely to be the murderer. Then read out each suspect to the class and ask Ss to raise their hands to show who is most likely to be the murderer. Write down the numbers under each suspect on the Bb, and say the results like this:
…(number) Ss think …(name) is most likely to be the murderer.
Step V Explanation
This activity ensures that Ss understand the new expressions relating to detective stories.
Ask Ss whether they can understand the following expressions and explain them.
1. make notes on sb. 给某做笔录
e.g. Have you made notes on that suspect?
2. medium height 中等高度
3. What does the murderer look like?
e.g. What does your brother look like?
He is tall and slim.
4. This person is wanted for murder! 此人因谋杀罪被通缉。
Step VI Game
This activity helps Ss consolidate the expressions relating to detective stories.
1. Divide the class into groups of five. One of the five Ss plays the detective. He / She must raise a list of questions and ask the other four ‘suspects’:
1) What’s your name?
2) What do you do?
3) Where were you at 8 p.m.?
The detective makes notes on each “suspect”.
2. The teacher walk around the classroom and help Ss play this game. Ask each ‘detective’ tell the teacher and other classmates who does he / she think is the murderer and explain the reason.
Step VII Homework
1. Remember the expressions learnt in this lesson.
2. Act the conversation in comic strip.
Period Two Reading (1)
Teaching goals 教学目标
1. Target language 目标语言
a. Words and phrases 生词和短语
doorway confirm victim crime somewhere particularly bleed death evidence struggle obviously attacker bright engineer add fingerprint clue enemy well-paid guilty charge several system suppose witness breathe heavily blood prove arrest against law as a result put up a good fight break into offer a reward of lead to
b. Key sentences 重点句子
1. He was last seen leaving his office in New Town at about 7 p.m.
2. We are asking anyone who saw anything unusual last night to contact us.
3. A witness reported that he was breathing heavily and had blood on his shirt.
2. Ability goals 能力目标
To get the major idea of an article in the newspaper by reading.
To understand key vocabulary items based on the context.
3. Learning ability goals 学能目标
To identify specific detail by answering questions.
Teaching important and difficult points 教学重难点
To help Ss understand the major idea of this article.
Teaching aids 教具准备
1. Tape recorder and Multi-Media.
2. Some pictures about a murder from a detective story and the information about two or three suspects.
Teaching procedures and ways 教学过程与方式
Step I Revision and Lead–in
This activity leads to the new topic and introduces some new vocabulary.
Show some pictures about a murder and introduce the case.
T: There was a murder in New Town (a fictional place) last Monday. A man was murdered. There are three suspects. The police have made notes on each of them. (Show the notes on the screen) Please discuss in pairs about who is most likely to be the murderer.
Suspect 1: Shen Huigang
Occupation: worker
Lives in: Star Town
Last Monday: was working in his factory
Suspect 2: Zhou Liang
Occupation: jobless
Lives in: Sun Town
Last Monday: was watching TV alone at home
Suspect 3: Li Xinming
Occupation: driver
Lives in: Moon Town
Last Monday: was driving home alone
Sample 1:
S1: Who do you think is most likely to be the murderer?
S2: Zhou Liang, I think.
S1: Why?
S1: Because he is jobless and was alone at home.
S2: I agree.
Sample 2:
S1: Who is the murderer?
S2: Maybe Li Xinming is.
S1: Why?
S2: Because he has a car and he was driving alone last Monday. He could kill the man and then drove home quickly.
S1: I don’t think so. Sometimes a person looks like the murderer, but he / she is not the real murderer. Some murderers can hide themselves very well. You can’t find them. Sometimes a person like Shen Huigang may be the murderer.
S2: …
Step II Reading
This activity includes pre-reading, while-reading and post-reading.
1. Show a picture related to this article and tell Ss: Last night, there was a murder in Valley Town. Please look carefully and answer:
(1) Who was murdered last night? (A young man was murdered.)
(2) Where was the boy of the young man found? (In the doorway of a clothes shop.)
(3) Was there any blood? (Yes, there was.)
2. Ask eight Ss to each read a paragraph. After each paragraph, ask Ss to say which parts of the text they do not understand. And explain it in English. Then ask some questions about each paragraph.
Paragraph 1: What was the young man? (A computer programmer.)
Paragraph 2: When was the murder take place?
(Between nine o’clock yesterday evening and one o’clock this morning.)
Did the police confirm where the victim was killed? (No, they didn’t.)
Paragraph 3: What are the police look for? (Anyone who saw anything unusual.)
How did the victim die? (He was attacked with a knife and bled to death.)
Paragraph 4: What are the police doing now?
(They’re checking the scene for fingerprints and other clues.)
Paragraph 5: What was the victim guilty of in the past?
(Computer crimes.)
Paragraph 6: What was he charged with?
(Breaking into several computer systems.)
Paragraph 7: Are there any suspects? (Yes, there are.)
Why was he suspected?
(Because a witness reported that he was breathing heavily and had blood on his shirt.)
Paragraph 8: What have the victim’s parents offered? (￥ 50,000.)
How can people contact the police?
(They can contact the police on 5550 1212.)
3. Play the tape. Get Ss to read the passage in a low voice with the tape.
4. Ask some individual Ss to read B1 and check up the answers. If the S’s answer is wrong, ask another one to correct it.
5. Ask Ss to complete B2 and correct the mistake if it is wrong.
Step III Oral practice
This activity provides oral practice using the target language.
T: Now work in pairs to make an interview. One is Detective Lu. The other is an interviewer. Ask Detective Lu some questions on this case.
Sample:
S1: Where was the victim’s body found?
S2: We found the body in the doorway of a clothes shop.
S1: What was this young man?
S2: He was a computer programmer.
S1: When was he killed?
S2: We believe that the murder took plac
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