牛津上海版英语九年级上册 Unit 7 Escaping from kidnappers 教案（5课时）

牛津上海版英语九年级第一学期教案unit
7
The
first
period
Reading
Language
focus:
Ss
get
to
know
some
words
associated
with
comic
strips
and
cartoon
characters
Get
a
rough
idea
about
the
main
passage
Language
skills:
Reading
Look
at
the
title,
subtitle
and
pictures
to
get
a
general
idea
about
the
topic
Read
to
make
intelligent
predictions
Scan
to
get
detailed
information
about
the
text
Speaking
Talk
about
anything
Ss
know
about
comic
strips
and
cartoon
characters
Listening
Listen
to
the
definition
and
match
the
words
given
Listen
to
get
a
gist
of
the
text
Materials:
Warming-up
1.
Newspaper
reading:
An
article
from
SSP
2.
Fun
reading:
The
cartoon
Pre-task
preparation
1.
The
Cartoon:
The
topic
of
the
chapter:
comic
strips
2.
Questions:
1)
Can
you
name
some
cartoon
characters?
2)
What
is
your
favourite
cartoon
character?
3)
Can
you
name
some
famous
comic
strips
and
comic
magazines?
3.
Brainstorm:
Think
of
and
speak
out
anything
you
know
about
comic
strips.
4.
Look
and
think:
Ex.
A
on
P
96
Look
at
the
title,
the
headings
and
pictures.
While-task
procedure
1.
Pre-reading:
1)
Read
through
P
96
and
talk
about
the
four
characters.
2.
Listening:
listen
to
the
passage
with
books
shut
3.
Comprehension:
1)
What
is
the
first
thing
to
do
when
creating
a
comic
strip?
2)
What
does
the
plot
need
to
be?
3)
What
should
a
comic
strip
be
like?
4)
What
about
the
characters
in
it?
5)
What
do
people
usually
use
to
draw
a
comic
strip?
6)
Why
are
some
frames
left
without
borders?
7)
How
is
the
story
mainly
told?
8)
Why
are
there
bubbles?
9)
What
is
used
to
explain
changes
of
scene
or
time?
10)
What
do
sound
effects
do?
11)
What
make
the
strip
more
interesting?
12)
What
can
make
the
strip
come
to
life?
4.
While-reading:
1)
Read
the
passage
and
try
to
guess
the
meaning
of
kidnap,
plot,
dramatic,
personality,
action,
affair,
appeal,
come
across,
headquarter,
invention,
scene,
scenery,
strip,
text,
varied,
variety
2)
Listen
and
read
the
article
together
3)
Find
the
facts:
Read
through
the
article
and
complete
these
rules
about
creating
comic
strips.
Put
one
word
from
the
article
in
each
space.
Ex.
B
on
P
96
Post-task
activities:
1.
Group
work:
1)
Work
together
within
the
group
to
remember
the
words
and
their
definitions
2)
A
competition:
Describe
and
guess
2.
Individual
work:
1.
Read
the
text
to
have
more
details
2.
Give
details
about
the
text
with
books
shut
3.
Retell
the
text:
Consolidation
1.
Oral:
1)
Listen
and
read
the
text
5
times
2)
Read
and
recite
the
words
and
their
definitions
2.
Written:
1)
Copy
work:
words,
the
text
and
the
definitions
2)
Preview
the
exercises
on
P
98
and
99
The
second
period
Language
focus:
Getting
to
know
some
new
vocabulary
items
in
the
text
Getting
familiar
with
the
text
Language
skills:
Reading
Skim
to
get
a
general
idea
about
the
topic
Read
to
understand
the
words
in
new
contexts
Scan
to
get
to
detailed
information
about
the
text
Speaking
Retell
the
text
in
Ss’
own
words
Listening
Listen
to
get
a
gist
of
the
text
Listening
comprehension
Materials:
SB
P
96-99
Cassette
9A
Word
cards
Procedure
Warming-up
1.
Newspaper
reading:
an
article
from
SSP
2.
Describe
and
guess:
words
from
the
text
Pre-task
preparation
1.
Review:
Name
some
words
about
comic
strips
1)
What
is
the
first
thing
to
do
when
creating
a
comic
strip?
2)
What
does
the
plot
need
to
be?
3)
What
should
a
comic
strip
be
like?
4)
What
about
the
characters
in
it?
5)
What
do
people
usually
use
to
draw
a
comic
strip?
6)
Why
are
some
frames
left
without
borders?
7)
How
is
the
story
mainly
told?
8)
Why
are
there
bubbles?
9)
What
is
used
to
explain
changes
of
scene
or
time?
10)
What
do
sound
effects
do?
11)
What
make
the
strip
more
interesting?
12)
What
can
make
the
strip
come
to
life?
2.
Pre-reading:
Retell
the
text.
While-task
procedure
1.
Listening:
listen
to
the
text
2.
Synopsis:
Key
words:
P1:
create,
a
comic
strip,
start,
think
of,
good,
fast-moving,
story
P2:
characters,
have,
strong,
easily
recognizable,
personalities
P3:
strip,
be
drawn,
special,
dip
pen
Synopsis:
P
1:
To
create
a
comic
strip,
start
by
thinking
of
a
good,
fast-moving
story.
P
2:
The
characters
should
have
strong,
easily
recognizable
personalities.
P
3:
The
strip
is
drawn
with
a
special
dip
pen.
3.
Word-study:
1)
Read
the
text
and
pick
out
the
sentences
containing
the
following
words
and
phrases:
appeal,
variety,
plot,
affair,
invention,
vary,
personalities,
text,
headquarters,
scenery,
come
across,
strip
Post-task
activities:
1.
Post-reading:
1)
Retell
the
text
using
the
synopsis
2)
Recite
the
text
paragraph
by
paragraph
Individual
work:
Ex.
C1:
P98
Consolidation
1.
Oral:
1)
Listen
and
read
the
text
5
times
2)
Read
and
recite
the
synopsis
Written:
1)
Copy
work:
words,
the
text
and
the
synopsis
2)
Ex.
C2
on
P98
The
third
period
Words
and
definitions
in
Chapter
7
1.
action:
lively
happenings
2.
affair:
case,
crime,
mystery,
set
of
events
3.
appeal:
request,
plea
4.
come
across:
communicate
ideas
well
5.
headquarters:
the
main
place
from
which
an
organization
such
as
the
police
or
a
business
is
controlled
invention:
the
first
time
someone
makes
a
new
machine
personalities:
characters,
individual
natures
plot:
story-line,
the
main
events
in
a
story
scene:
setting,
picture
of
a
place
scenery:
natural
landscape
strip:
a
long,
narrow
piece
of
something,
a
set
of
small
cartoon-style
pictures
text:
written
words
varied:
made
different
variety:
differences,
change
Reading
P95-99
3-4/11
Language
focus:
Getting
to
understand
the
text
better
by
doing
some
reading
exercises
Getting
familiar
with
the
vocabulary
items
in
the
text
Language
skills:
Reading
Read
to
understand
the
words
better
Read
to
use
the
vocabulary
items
in
a
new
context
Read
to
get
an
overall
understanding
of
the
text
Speaking
Retell
the
text
in
Ss’
own
words
Materials:
SB
P
95-99
Cassette
9A
Word
cards
Procedure
Warming-up
1.
Newspaper
reading:
an
article
from
SSP
2.
Describe
and
guess:
words
in
Chapter
7
Pre-task
preparation
1.
Review:
Retell
the
text
by
answering
the
following
questions
1)
What
is
the
first
thing
to
do
when
creating
a
comic
strip?
2)
What
does
the
plot
need
to
be?
3)
What
should
a
comic
strip
be
like?
4)
What
about
the
characters
in
it?
5)
What
do
people
usually
use
to
draw
a
comic
strip?
6)
Why
are
some
frames
left
without
borders?
7)
How
is
the
story
mainly
told?
8)
Why
are
there
bubbles?
9)
What
is
used
to
explain
changes
of
scene
or
time?
10)
What
do
sound
effects
do?
11)
What
make
the
strip
more
interesting?
12)
What
can
make
the
strip
come
to
life?
2.
Word-review:
A
group
competition
Shout
out
the
words
upon
hearing
the
definitions
of
them.
While-task
procedure
1.
Listening:
listen
to
the
text
with
books
shut
2.
Word
study:
Ex.
C2:
use
the
words
given
to
replace
the
words
in
italics
in
the
sentences.
3.
While-reading:
Reaching
conclusions
Ex.
D:
Read
and
think:
Answer
these
questions
about
the
article
Post-task
activities:
1.
Additional
activity:
some
more
sound
effect
words
you
will
find
in
comic
strips:
1.
bang
(c)
a.
someone
at
the
door
2.
pop
(d)
b.
scissors
3.
drip-drop
(k)
c.
gun
firing
4.
zzzzzz
(h)
d.
balloon
bursting
5.
sizzle
(g)
e.
angry
dog
6.
clang
(n)
f.
flying
insects
7.
hiss
(j)
g.
frying
food
8.
snip-snip
(b)
h.
snoring
9.
ka-pow!
(m)
i.
explosion
10.
grrrr
(e)
j.
water
poured
on
fire
11.
buzzzz
(f)
k.
water
leaking
slowly
12.
boom
(i)
l.
clock
13.
tick-tock
(l)
m.
punch
14.
knock-knock
(a)
n.
object
hitting
metal
2.
Retell
the
text:
Consolidation
1.
Oral:
1)
Listen
and
read
the
text
for
5
times
2)
Read
and
recite
the
words
and
their
definitions
2．Written:
1)
Copy
work:
the
phrases
and
the
text
2)
WB
P
The
fourth
period
Listening
P100
5/11
Language
focus:
Completing
notes
Solving
problems
Language
skills:
Speaking
Describe
briefly
what
is
heard
Listening
Listen
to
complete
the
notes
Listen
to
solve
the
problem
Materials:
SB
P
100
Cassette
9A
Word
cards
Procedure
Warming-up
1.
Newspaper
reading:
an
article
from
SSP
2.
Describe
and
guess:
words
in
Chapter
7
Pre-task
preparation
1.
Word
study:
learn
some
new
words
about
the
telephone
dialogue:
kidnapper,
plastic,
return,
church,
police
headquarter,
be
locked
in,
keep
calm,
hear
the
trains,
hear
the
bells
of
a
church,
strong
chemical
smells,
rescue
While-task
procedure
Individual
work:
Completing
notes:
Ex.
A:
First
Listening:
listen
to
get
the
sense
and
the
main
points
Second
Listening:
listen
and
complete
the
notes
Third
listening:
Listen
and
check
your
answers
Group
word:
Solving
the
problem:
Ex.
B:
Look
at
the
map,
use
your
notes,
study
the
map
and
find
out
which
building
is
Rita
in:
NB:
Pay
attention
to
the
arrow
on
the
map
which
shows
the
“Usual
Wind
Direction”.
The
wind
will
take
both
sound
and
smell
in
that
direction.
Post-task
activities:
1.
Individual
work:
Explain
the
reasons
why
the
other
buildings
are
wrong
Answer:
Rita
is
in
Building
C.
Here
are
some
of
the
reasons
why
the
other
buildings
are
wrong:
A:
No
school
nearby;
wrong
side
of
fish
market.
B:
Railway
too
far
away;
airport
too
far
away.
D:
Too
near
plastic
factory;
not
near
fish
market;
no
church
E:
Wrong
side
of
fish
market;
too
close
to
airport
and
zoo.
F:
Not
near
railway
or
fish
market.
Consolidation
1.
Oral:
1)
Listen
and
read
the
text
for
5
times
2)
Read
and
recite
the
whole
text
2.
Written:
1)
Copy
work:
words
and
phrases
in
the
passage
in
the
listening
part
2)
Preview
P101-104
The
fifth
period
Language
P101-102
6/11
Language
focus:
Using
adjectives
Language
skills:
Speaking
Practising
using
adjectives
before
nouns
Practising
using
adjectives
after
verbs
Writing
Read
and
then
fill
in
the
blanks
Materials:
SB
P
101-102
Cassette
9A
Word
cards
Procedure
Warming-up
1.
Newspaper
reading:
an
article
from
SSP
2.
Describe
and
guess:
words
in
Chapter7
Pre-task
preparation
1.
Free
talk:
give
some
examples
of
using
adjectives
before
nouns
and
after
verbs
e.g.
I
have
a
good
friend.
The
idea
sounds
great.
While-task
procedure
1.
Individual
work:
Ex.
A:
Complete
the
sentences
with
the
following
adjectives
rough
round
small
thin,
pink
curly
bright
thick
smiling
2.
Check
the
answer:
3.
Instructions:
How
do
we
use
predicative
adjectives?
NB:
1)
Some
adjectives
are
mainly
found
in
the
predicative
position:
alive,
awake,
afraid,
asleep,
alone,
content,
lit,
ill,
well
2)
When
old
is
used
predicatively,
it
can
only
refer
to
age:
My
old
friend
means
my
long
time
friend.
My
fiend
is
old
means
my
friend
is
elderly.
3)
When
poor
is
used
predicatively,
it
can
only
refer
to
a
lack
of
money,
not
to
pity.
I
am
poor
can
only
mean
I
have
no
money.
Poor
Helen!
4.
Individual
work:
Ex.
B:
Use
the
following
adjectives
to
complete
the
thought
and
speech
bubbles:
5.
Check
the
answer:
Post-task
activities:
1.
Individual
work:
Draw
a
cartoon-style
picture
of
your
partner,
and
then
add
a
short
written
description
underneath.
2.
Individual
work:
Draw
or
copy
a
picture
of
a
favourite
cartoon
character
from
a
comic
or
newspaper,
and
then
write
a
short
description
of
the
character.
Consolidation
1.
Oral:
1)
Read
through
pages
101
and
102
2)
Read
the
passage
in
Ex.
A
and
B
three
times
2.
Written:
1)
GB
P
2)
WB
P
The
sixth
period
Language
P103-104
7/11
Language
focus:
Adjectives
with
It
is
and
to
+
a
verb
Adjectives
followed
by
to
+
a
verb
Language
skills:
Speaking
Practising
using
adjectives
with
It
is
and
to
+
a
verb
Practising
using
adjectives
followed
by
to
+
a
verb
Writing
Practising
using
adjectives
with
It
is
and
to
+
a
verb
Practising
using
adjectives
followed
by
to
+
a
verb
Materials:
SB
P
103-104
Cassette
9A
Word
cards
Procedure
Warming-up
1.
Newspaper
reading:
an
article
from
SSP
2.
Describe
and
guess:
words
in
Chapter
7
Pre-task
preparation
1.
Review:
1)
adjectives
before
nouns:
Put
the
following
into
English:
浓密的头发
一张圆脸
大眼睛
小嘴巴
一条绿色的新丝绸连衣裙
一位有魅力的老年中国妇女
2)
adjectives
after
verbs：Put
the
following
into
English:
这个汤闻起来真糟糕！但味道真不错。
彼德看起来很开心。
天气变得越来越暖和了。
这个音乐听起来很棒。
While-task
procedure:
1.
Individual
work:
Ex.
C:
complete
the
dialogue
with
the
given
adjectives:
2.
Pair
work:
Complete
Ex.D1:
Asking
for
opinions:
3.
Individual
work:
Ex.D3:
complete
the
report
Post-task
activities:
1.
A
summery
on
adjectives:
1)
ads
before
nouns:
a
beautiful
lady
2)
ads
after
verbs:
It
sounds
great.
3)
ads
followed
by
to
+
a
verb:
Comics
are
exciting
to
read.
4)
ads
with
It
is
+
and
to
+
a
verb:
It’s
exciting
to
read
comics
2.
Additional
activities
(A):
1)
Mime
and
guess:
ill,
happy,
tired,
full,
angry
2)
State
doubt
with
seem:
(1)
She
seems
nice,
but
(she
is
often
rude).
(2)
It
seems
like
a
nice
flat,
but
(the
neighbours
are
very
noisy).
(3)
It
seems
a
nice
day,
but
(the
forecast
is
for
rain).
3)
Tell
the
different
smell
of
the
following:
drains,
coffee,
roses,
old
socks,
apples,
lemons,
(using
adjectives
you’re
familiar
with:
awful,
terrible,
delicious,
sweet,
sour,
etc.)
4)
Tell
the
different
sound
of
the
following:
police
sirens,
songbirds,
explosions,
drums,
flutes,
etc.
(using
adjectives
you
know:
loud,
terrible,
sweet,
lovely,
relaxing,
frightening,
etc.)
5)
Tell
the
different
taste
of
the
following:
strawberries,
limes,
sugar,
old
chewing
gum,
French
fries,
cockroaches,
ice,
etc.
(using
adjectives
you
know:
juicy,
sweet,
sour,
delicious,)
3.
Additional
activities
(B):
Use
the
adjectives
on
P
103
to
complete
the
sentences:
1)
It’s
__________
to
pass
if
you
work
hard.
(possible)
2)
It’s
__________
to
have
a
holiday
sometimes.
(good)
3)
It’s
__________
to
see
you
in
those
old
clothes.
(funny)
4)
It’s
__________
to
put
your
money
in
the
bank.
(safe)
5)
It’s
__________
to
be
working
at
night.
(strange)
6)
It’s
__________
to
talk
to
an
explorer.
(interesting)
7)
It’s
__________
to
do
your
homework
by
yourself.
(important)
Consolidation
1.
Oral:
1)
Recite
the
text
2)
Read
through
pages102-103
2.
Written:
1)
GB
P
2)
WB
P
The
seventh
period
Speaking
P105-106
8/11
Language
focus:
Word
stress
in
a
sentence
Make
faces
by
giving
different
expressions
Language
skills:
Speaking
Practising
the
words
containing
/s/
and
/z/
sound
Practising
the
different
word
stress
in
sentences
Making
different
endings
to
the
story
Materials:
SB
P
105-106
Cassette
9A
Word
cards
Procedure
Warming-up
1.
Newspaper
reading:
an
article
from
SSP
2.
Describe
and
guess:
words
in
Chapter
7
Pre-task
preparation
1.
A
tongue
twister:
Cecil,
please!
Get
off
your
knees.
Cecil,
rise!
Race
for
the
prize.
While-task
procedure
1.
Speaking:
Ex.
A1:
read
the
following
words
2.
Individual
work:
Ex.
A2:
read
the
following
sentence
3.
Individual
work:
Ex.
A4,
A5:
read
the
words
with
different
syllables:
4.
Individual
work:
underline
the
stressed
syllable
Post-task
activities:
1.
Class
discussion:
describe
the
pictures
one
by
one,
saying
what
emotions
you
think
the
faces
are
expressing:
2.
Pair
work:
Ex.
B1:Look
at
the
faces
and
the
descriptions
on
P
106
and
discuss
which
description
goes
with
which
face:
3.
Group
work:
Ex.
B2:
Make
up
an
ending
to
the
story
4.
Presentation:
Ex.
B3:
Tell
the
class
what
happened
for
Ex.
B3
Consolidation
1.
Oral:
Read
2.
Written:
1)
Supplementary
exercises
2)
Preview
Writing
Language
focus:
Practising
writing
the
words
for
a
comic
strip
Practising
writing
by
using
the
given
words
and
phrases
Using
pictures
to
help
with
the
writing
Language
skills:
Speaking
Talking
about
the
pictures
Writing
Completing
a
comic
strip
Writing
the
correct
and
reasonable
texts,
speech
bubbles,
thought
bubbles
and
sound
effects
Materials:
Procedure
Warming-up
1.
Newspaper
reading:
an
article
from
SSP
2.
Describe
and
guess:
words
in
Chapter
7
Pre-task
preparation
1.
Speaking
1)
Pair
work:
In
pairs,
talk
about
the
pictures
by
referring
to
the
words
and
phrases
below
for
help
2)
Put
the
words
and
phrases
into
the
right
places
While-task
procedure
1.
Individual
work:
Finish
the
comic
strip:
NB.
1)
Use
the
given
words
and
phrases
2)
It’s
not
always
necessary
to
write
in
complete
sentences
3)
It’s
not
necessary
to
use
all
of
these
words
and
phrases
Post-task
activities:
1.
Presentation:
Read
your
story
to
the
class
2.
Further
practise:
Invent
your
own
ending
Consolidation
1.
Oral:
1)
Read
your
own
story
three
times
2)
Recite
the
whole
text
2.
Written:
1)
Rewrite
your
strip
in
your
exercise
book
2)
Preview
The
eighth
period
More
practice
P120
Language
focus:
Reading
extensively
Notes-filling
after
reading
Language
skills:
Speaking
Retelling
the
story
in
Ss’
own
words
Thinking
about
the
words
for
the
speech
and
thought
bubbles
Writing
Write
the
words
for
the
speech
and
thought
bubbles
Materials:
Procedure
Warming-up
1.
Newspaper
reading:
an
article
from
SSP
2.
Describe
and
guess:
words
in
Chapter
7
Pre-task
preparation
1.
Free
talk
1)
Have
you
read
the
story
about
The
Fox
and
the
Crow?
2)
What
do
you
think
of
the
fox
and
the
crow?
While-task
procedure
1.
Individual
work:
Read
the
passage
and
finish
the
exercise
on
P15:
write
the
words
for
the
speech
and
thought
bubbles
in
the
spaces
provided
Post-task
activities:
1.
Individual
work:
Retell
the
story
in
your
own
words
2.
Group
work:
Act
out
the
dialogue
Consolidation
1.
Oral:
1)
Read
the
story
three
times
2.
Written:
1)
Supplementary
exercises
2)
Prepare
for
the
chapter
test