九年级英语上册 Chapter 3 The night of the horse ListeningLanguangeSpeakingWriting教案 牛津沈阳版-牛津沈阳版初中九年级上册英语教案.doc

Chapter 3 The night of the horse Listening，Languange，Speaking，Writing
一、章节分析 （Section Analysis ）
(一) 综述
本章节是语言运用部分。通过听，说，写方面的训练，提高学生语言词汇方面的能力，加强他们运用语言知识来表达思想感情的能力。
（二）目标
Listening
让学生通过图片排序的方式来了解两千多年前特洛伊战争是如和开始的
Language
帮助学生理解何时用现在完成时以及现在完成时不同时间状语的各种用法。
Speaking
让学生连续采用Yes/No question的提问方式, 通过游戏完成俩俩对话的操练。
Writing
让学生能够完整，连贯，生动地完成一个故事的叙述,同时操练了过去时。
（三）重点和难点
Listening
确保学生掌握如下人物关系：
Troy: King of Troy son of the king à Paris
Sparta: King: Menelaus (husband)
Queen: Helen (wife)
Gods/ Goddesses: Zeus, King of Gods
Aphrodite (Goddness of Love 爱神)

Languge
时间状语since/for及副词always/yet, ever/never在现在完成时中的使用。
Speaking
学会在小组成员表现各异的情况下顺利引导讨论的进行，并掌握一些有用的句型。
Writing
学会合理的使用课文中所学的动词及短语来描述一个类似的故事，同时注意时态的正确使用。
二、教学设计（Teaching Designs）
教学内容
教学实施建议
教学资源参考
Listening

l Pre-listening 在听之前，创设环境，先介绍一些背景知识和相关人物，要求学生明确听力任务（recognize key words），扫清在听力材料中出现的困难词汇(god , goddess, judge, attack , battle )，提高听的效果。
l While-listening诱发兴趣，增强听的动力。同时进行yes/no question的提问，以更好地理解故事背景。
l Post-listening 要求学生小组活动，让学生在理解的基础上进行角色扮演。
具体处理这部分内容的建议见[链接1]。
牛津听力教程 ‘Uite by Unit’可提供听力的拓展训练。
Language
活动一：学生A做个动作,问学生B “What have I done?”或 “What has happened?” ,以此引出回答的同时达到操练现在完成时的目的。（链接2）
活动二：用yes/no question 来操练ever/never。
通过练习来掌握 already/yet, since/for，ever/never的区别及用法。 （链接3）

书上同步练习P40-42

Speaking
活动: Making a guess—Who am I ？让学生用A一连串的yes/no question 提问，学生B只能用yes/no 来回答，最后让学生A猜猜学生B是谁。另外被提问者可以适当给予一定的提示，以便提问方能准确猜出对方是谁。经多次操练学生能掌握一定的提问技巧，从而能提高学生的口头表达能力和逻辑推理能力。
链接 4
Writing
一 看清图画所要表达的意思。
恰当使用课本提供的单词、短语，完整，连贯，生动地完成一个故事的叙述。注意在复述一个故事时应以一般过去时为主，同时要体现故事的基本要素(when,where,what)等。建议学生可以在写作完成后，进行小组的交流，以获得更多信息。

[链接1]
说明：
建议听说结合：在学生了解基本人物关系后，引入听的内容，要求学生掌握note-taking的技巧。

Listening
Pre-listening
Introducing the people and places in the story before listening:
Troy Sparta Gods and Goddesses
King of Troy King of Menelaus Zeus, King of the Gods
son Queen Goddess of Love
Paris Helen Apnrodite
While-listening
1. To let the students listen to the passage and put the pictures in the right order
2. Introducing the task to the students, that is , to take down the key words of each picture while listening to the passage for the second time.
Post-listening
After the listening , ask students to describe each picture with the key words.
l some connective words.
l Students should also pay attention to the details, eg. The numbers of the ticket.
l Students should have the imaginative thinking. Try to describe the thoughts and mood of the two characters.
[链接2]
Additional activities:
Draw a very simple picture of a stickman on the board. Ask the class What have I done?/ What has happened? To elicit the answer You have drawn a man.
Your aim is to elicit the responses such as:
You have given him a hat.
You have made him taller.
You have made him fatter. The sun has come out.
He has met a lady.
He has given her some flowers
[链接3]
Additional activity
Go around the room and ask students the following questions. Each answer must be different form the others and must use the present perfect tense. Possible answers (for reference only ) have been provided in brackets.
1.Why do you look so sad? (My cat has died. / My friend has emigrated.)
2. Why do you look so happy? (I have won the singing contest./I have passed my exams)
3. Where’s Mrs Song? ( She has left for lunch/ She has gone shopping.)
4. What’s the matter with your hand? (I’ve hurt / burned / broken it.)
5. Why do you look so pale? (I’ve been ill.)
说明：
现在完成时的相关配套练习—— 动词填空。
1. George _________ (be) here since the factory opened.
2. The Oriental Pearl TV Tower is the tallest tower I ________ ever __________ (see).
3. I know all about the film because I ________ (see) twice.
4. He ________ (be) ill for a week, and he still doesn’t feel better now.
5. I sent you a birthday card last Sunday. ________ you ________ (receive) it yet?
6. ______ you _______ (hear) from your aunt recently?
Yes, I ________ just _______ (get) a letter from her.
7. _______ you _______(finish) your homework?
8. _______ you _______ (be) to Japan before?
9. We ________never ________(eat ) Mexican food.
10. The children ________(not find) the lost puppy yet.
11. ________ the sun ________(come) up?
12. How long ________ you _________(be) a vegetarian?
13. I _________(not work) since last December.
14. This is the third time that I ________(visit) the Science Museum.
15. I’m sorry I ________ (forget) your name.
16. Up to now air pollution _______ (do) great harm to human beings.
17.The composition which I handed in a week ago _________(not mark) yet.
18. No letters _________(receive) since last Monday.
19. There _________(be) great changes in Shanghai in the past three years.
20. This is the only party that I _________(enjoy) in my life.

[链接4]
Speak up – A guessing game
Play the game ‘Who am I ? in groups. One student must pretend to be a famous person or character. You can choose someone who is alive or dead. You can choose fictional characters from stories or legends, or even famous cartoon characters.
The other students must take turns to guess who you are. They must ask you ‘Yes/No’ questions. You can only answer Yes or no. (But if they need help, you can give them one or two clues.)
The other students can ask 20 questions. If they cannot guess who you are, then you are the winner.
The exampled dialogue below:
1. S1 Right, who am I?
S2 Are you alive now?
S1 No.
S3 Were you a real person?
S4 Were you in a book?
S1 Er, yes.
S2 Are you a Walt Disney character
S1 Yes.
S3 Are you Mickey Mouse?
S1 Yes.

2. S1 Who am I ?
S2 Are you a real person?
S1 Er, I’m not sure. Perhaps!
S3 Are you alive now?
S1 No.
S4 Were you in books or films?
S1 Yes.
S5 Did you live in Asia?
S1 No.
S2 I don’t know.
S1 Do you want a clue?
S2 Yes, please.
S1 I used to live in England, many years ago.
S2 Oh. Were you a king?
S1 Er, yes.
S4 Did you use a bow and arrows?
S1 Yes.
S5 Are you Robin Hood?
S1 Yes!

Note that the person who is being questioned is allowed to gibe one or two clues, if the group has no idea at all. The main problem with this game in some classes is that students do not listen to the questions which other students have just asked. Stress that they must listen carefully, and not just think about their own question.
Do Exercise B1. Students can work in groups of five to practise the game. They are practicing the question forms and also getting to understand how the game works.