九年级英语：Chapter 8 Two geniuses综合教案深圳牛津版.doc

Chapter 8 Two geniuses
Period One( warm-up)

知识目标：
1）学生了解一些名人。2）学生学习新词汇。
技能目标：
1）用英语解释词汇。2）学生能用简单的语言介绍一些名人。⑶ 发展听力和阅读的技巧
情感、态度与价值观目标：
让学生了解名人的不同方面，增强他们的自信心，培养他们的正确成长观和价值观。
教学准备
通过课前的习题引导和学生自己的简单阅读，了解一些著名的人以及课文的大意。

教学步骤：
Pre-task Procedure
1.Ask students how much they know about famous people. Ask them to finish Exercise A on page 104.
3. Ask the students to tell something about some famous people. (i.e. Albert Einstein, Galileo, Newton, …). (free talk)
Suggested topic
Have you ever known about…?
How do you feel about …?
Why do people like to be a genius?
While-task Procedure
1. Learn some new words and expressions
fiction 小说 non-fiction 纪实文学 fictional 说的
2. have a brain-storm:Who do you think is a genius?
3. have a listening exercise about Jacky Chen and help ss to talk about him.
4.reading: the famous writer”Bing xin”.
After-task Procedure
Think about this question: how can they be so successful?
Homework
1. wrtie a short passage about Jacky Chen
2. prepare for the text and finish Exercise B C on page 104.genius
课后小结与反思：课堂上学生对于成功人士和天才的讨论很热烈，对课题产生了积极的学习兴趣；同时也发现多数学生的知识面比较狭窄。在听读练习中学生能较好地抓住信息点完成练习。

Period Two(reading1)

知识目标：（1）学生泛读课文，了解大意。（2）掌握词汇和句型。
技能目标：（1）用英语解释词汇。（2）用英语描述一个人或者一个名人
情感、态度与价值观
对课文中的两个天才产生兴趣
教学步骤：
Step 1 free talk: say something about a genius or a famous people on your mind.
Step 2 learn some new words and expressions:
genius 天才 gift 天赋，才能 university 大学
research 研究，调查 development 发展
nuclear 核子的，原子能的 nuclear energy 核能
curiosity 好奇心 humour 幽默
sense of humour 幽默感 theory 理论，学说
lecture 讲座，讲课，演讲 let…down 使失望，辜负
lead to a sense of humor know…by heart find out
be surround by join in put sb. through silly mistakes
regard sb. as receive an invitation on one’s way to
don’t need to in the audience in fact in trouble change places
Step3 ask ss to finish Read C
Step 4 ask ss to finish Reading B
Step 5 homework :
Copy the new words and expressions for four times.
课后小结和反思：通过各种游戏竞赛学习词汇，学生乐于其中，效果较好。

Period Two (Reading 2)

知识目标：（1）学生精读课文，深入理解课文内容，进一步巩固词汇和句型。（2）学生学习表达自己的喜好和个人的评价观。（4）。反意疑问句的使用。技能目标：（1）用英语解释词汇。（2）用英语描述一个人或者一个名人
通过精读课文，学生掌握词汇和句型。
1. 通过课文，了解动名词的使用。
2. 学生讨论名人和普通人的异同。
情感、态度与价值观
自己心目中的名人和自己打算成为怎么样的人。
教学步骤：
Pre-task Preparation
Review words and expressions.
While-task Procedure
1． Ask ss to divide the text into 4 parts.
2． Learn the text part by part using questions and filling the blanks.
Post-task Activities
1. Ask the students to do D2
2. Ask ss to retell the story.
Consolidation
Ask students to tell another famous people.
课后小结与反思：逐段对课文进行解析，通过问题填空等方式，帮助了学生深入理解课文。

Period Three (listening)

知识目标：（1）学生学习看图听听力。（2）学生学习新词汇。（3）学生学会听听力搭配图形。
技能目标：（1）听说——学生学会从听这个环节中捕捉信息。（2）学生学会使用图形标注。
过程与方法
1. 通过听力练习，学生掌握一些人名的书写和拼读。
2. 在听力过程中，学生做好适当的笔记。
3. 根据文字内容，在图形标注和配搭。
情感、态度与价值观
通过听和读图，培养学生的空间思维和图解能力。

教学步骤：
Pre-task Preparation
1. Ask students to pay attention to the following things before listening to the tape.
To find new instruments in the picture.
look at the pictures before you listen, and think about their content.
pay attention to the details in the pictures, and try to listen for these details.
listen for key words such as verbs and adjectives .
While-task Procedure
1. Ask students to listen to the tape for the first time and try to take down some notes.
2. Ask students to listen to the tape for the second time and then make answers.
3. Ask students to listen to the tape for the third time then check the answers.
4. Ask students to think about some questions.
课后小结与反思：分类地进行听力训练，强化了学生各个话题的英语运用能力。

Period Four (Language )

知识目标： （1）学生学习反意疑问句。 （2）学生学会反意疑问句的用法。
技能目标： 学习各种动词的反意疑问句
过程与方法
1. 通过复习反意疑问句进行归类。
2. 通过书上的练习，巩固所学的知识。
3. 将所学的知识运用到实际生活中去。情感、态度与价值观，通过不同的例句和练
习，培养学生反意疑问句的概念。

教学步骤：
1. 复习的反意疑问句基本概念、形式和特征。
2. 通过引出课文出现的带反意疑问句的句子，让学生初步认识反意疑问句。
His wife is a teacher, isn’t she?
Hans was a driver, wasn’t he?
基本特征： 前否定， 后肯定
1. 通过课件，让学生更进一步地理解和掌握反意疑问句。
2. “前肯定后否定，前否定后肯定”原则。
It is a cat, isn’t it?
It isn’t a cat, is it?
2. 陈述部分含有never, few, little, nothing, nobody, no, hardly, none, too…to…等表示否定的词时，其附加问句应用肯定形式。
There are few people in the room, are there?
3. 当陈述部分主语是something, anything, everything等时，附加问句的主语应用it.
Something is wrong with your computer, isn’t it?
4. 当陈述部分的主语为somebody, anybody, everybody等时，附加问句的主语可以用 he 或they, 但不可用it 代替。
Somebody wants to see you, doesn’t he (don’t they)?
5. 当陈述部分的主语为this, that等时，附加
部分的主语应用it. 当主语为these, those等
时，附加部分的主语应用they.
This is a beautiful picture, isn’t it?
These aren’t apple trees, are they?
6. 当陈述部分含有need时，如果need 是
行为动词，则附加问句的动词应用do, 如果
need用作情态动词， 则附加疑问句应
用need.
We need to arrive in Shanghai at 7:00,
don’t we?
We needn’t leave at once, need we?
7. 关于must.
a. must 表示“必须”之意，附加问句的谓语用needn’t/ mustn’t.
They must come on time, needn’t they?
b. must表示推测，附加问句后的动词应该根据must后面的动词来确定。
That man must be Mr. Wang, isn’t he
8. 关于have
1. have 表示 “有”时，附加疑问句的谓语可以用have 或do.
Tom has a new watch, doesn’t he?
Tom has a new watch, hasn’t he?
2. have 表示 “吃喝玩，度过”意思时，附加疑问句的谓语可以用do.
They have a good time in Beijing, don’t they?
3. have to, 附加疑问句用do.
Kate has to help her mother at home, doesn’t she?
4. had better,附加疑问句用had
We’d better stop talking, hadn’t they?
5. 现在完成时中的have,附加疑问句用have.
Lucy has ever been to Japan, hasn’t she?
9. 主语是 I am时， 附加问句应该用aren’t I.
I am right, aren’t I?
10. 祈使句。
a. 肯定的祈使句， 用will you/ won’t you.
Listen to me ,will you? (won’t you)
b. 否定的祈使句， 用will you.
Don’t play with fire will you?
c. Let’ s 和 Let us的祈使句。
Let’s shall we
Let us will you
Let’s go to school, shall we?
Let us help you, will you?
11. 主从复合句
a. 通常与主句的主语一致。
She said he would come tomorrow, didn’t she?
b. 如果出现了主句主语是I / we,同时谓语动词又是think, suppose, expect, believe, imagine等， 这时候一般和从句的主语一致
I think he is a good student, isn’t he?
I don’t think he is a good student, is he?
(否定转移）
3. 处理书中练习，让学生巩固反意疑问句的基本用法。
4. 布置家庭作业。
1） 继续熟读课文内容。
2） 完成综合练习册。（语法部分）

课后小结与反思：使用讲练结合的方式，学生较好地掌握了反意疑问句的基本用法。