牛津译林版九年级上册 Unit 8 Detective stories Reading 1 Murder in West Town 教案
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| 名称 | 牛津译林版九年级上册 Unit 8 Detective stories Reading 1 Murder in West Town 教案 |  | |
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| 资源类型 | 教案 | ||
| 版本资源 | 牛津译林版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-09-17 15:37:48 | ||
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Unit 8 Detective stories Reading Ⅱ
教材：义务教育课程标准实验教科书 译林牛津版九年级英语上册（9A）
教材分析：
本单元以“a 25-year-old computer engineer was murdered”为话题，谈论一个侦探小故事。引导学生了解侦探故事中所涉及到的人物、线索、情节推理等学生生活中涉猎较少的知识。本课有关于犯罪的名词和表达较多，学生记忆起来有些吃力。本课的学习的目的就是帮助学生理清人物关系和事件发展的来龙去脉。通过学习，培养学生综合运用语言的能力和逻辑思维能力。
本课时教学目标：
知识目标：
1. 学习关于侦探故事中涉及到的人物名词。
2. 初步学习关于侦探过程中的表达方式。
能力目标：
1. 培养分析问题和解决问题的能力。
2. 培养逻辑思维能力。
情感目标：
教育学生要懂法、知法和守法
教学准备：
课本、多媒体、黑板、讲义
教学过程：
Step 1. Lead-in
1. Talk about the headline of the text and make a preparation for the text
T: Today we’ll continue to Unit 8, please look at the headline, Are there any mistakes in this sentence Is the sentence right
S: Yes.
T: How to express the sentence correctly
S: A 25-year-old computer engineer was murdered.
T: Yes, you are right. But as the headline of an article in the newspaper, it’s not wrong. Some words like a/an/the, do/did/does, the verb be and and/but/or are left out to save space. Skim the headlines first, we’ll know the topic of the article.
From the headline, what information can you get
Age: ________________
Job: ________________
What happened:__________________
并导出victim, murder, murderer, be murdered的用法。
【设计意图】由标题直接进入正题，减少过于复杂和繁琐的导入。
2. T: Who can help us solve the case
S: The police.
T: Who is he
S: Detective Lu, West Town’s chief detective.
T: Why the detective can help us solve the case Because he has many personalities What personalities should a detective have
呈现：careful, brave, quick-thinking, imaginative, have reasoning ability
【设计意图】 讨论侦探具备的品质，并由此展开下面的话题。测试学生是否具有成为侦探的品质，在语境下呈现本课时语言点。
Step 2. Presentation
1. T: Do you want to be a detective like Detective？
S:Yes.
T:Now let’s check if you are quick-thinking There is a mistake in each picture, can you find it as quickly as you can
S: The victim was wounded with a knife not a gun.
T: Yes, you are right.
呈现：（1）be wounded with, wound sb. with 的用法
（2）bleed-bled-bled-bleeding-blood的用法
2. T: The victim was so young that his parents felt sad about his death. What did they do
S: They have offered a reward of ￥50,000 for any information that leads to the arrest of the murderer.
呈现：offer a reward of和lead to的意思和用法。
3. T: So far, the police have found the only suspect.
S: He is not fat, he is a short thin man.
T: What was he doing when he was seen
S: The suspect was seen running down Corn Street at 10 p.m. last night.
复习：be seen doing sth和be seen to sth的用法
4. T: Does the suspect have any unusual behaviour
S: A witness reported that he was breathing heavily and had blood on his shirt.
呈现：breathe heavily, 并比较out of breath 的用法
【设计意图】 在情境中复习课文内容，并及时呈现语言点的学习。
Step 3 Presentation
1. T: Now, you have passed the first test, let’s come to the second. Are you careful Can you find more information about the victim
Occupation(职业）
Friends
Marital status（婚姻）
Time be found
Place be found
Last seen time
Last seen place
Criminal record（犯罪记录）
T: What did he do
S: He was charged with breaking into several computer systems over the last year.
呈现：be charged with和break into
2. T: Let’s come to the third test. As a detective, you should be brave. When you come to the scene of the crime, what will you do
S: …is checking the scene for clues which will help solve the case.初步告诉学生这是定语从句。
3. T: Have they solve the crime Where was the victim murdered And why the police suppose the victim knew his murder
S: They are working at the scene of the crime to find out whether the victim was killed __________ and then __________ West Town , or killed __________ where he was found.
S: Because he _________computer crimes in the past, this might ________________.
4. Now, we have know much about the crime. Can you use your reasoning ability to tell us why the victim was murdered and if the suspect was the murderer
【设计意图】通过其他的4个测试来加强学生对这几方面能力的培养。
Step 4: Having an interview
T: Which one got the most stars Congratulations! You have many personalities to be a detective. Now suppose you are Detective Lu. Wang Fang, the reporter（记者） of West Town Daily（日报）. She wants to have an interview with you and learns something about the case. ）
(For example)
W: Hello, everyone, I’m the reporter from West Town Daily. Now, I’m interviewing Detective Lu, West Town’s chief detective and learns something more about the murder.
W: Good morning, Detective Lu.
D: Good morning.
W: Last night, a murder took place in our town. Can you say something about it
D: OK.
W: When did the murder take place
…
W: What does the suspect look like
D:…
…
W: Thanks for joining us.
D: You’re welcome
【设计意图】通过采访对本课时内容进行总结、提升。反馈当堂课学习情况。
Step 5: Subliming
T: So there is always only one truth! Remember: Give a thief enough rope and he will hang himself.
(多行不义必自毙！)
【设计意图】进行感情的升华。
板书设计：
Unit 8 Reading Ⅱ A 25-year-old computer engineer was murdered The police victim( his parents) ( Detective Lu) Reasoning ability witness Brave Careful suspectImaginative crime be guiltyQuick-thinking (murder) murderer
PAGE
第2页
教材：义务教育课程标准实验教科书 译林牛津版九年级英语上册（9A）
教材分析：
本单元以“a 25-year-old computer engineer was murdered”为话题，谈论一个侦探小故事。引导学生了解侦探故事中所涉及到的人物、线索、情节推理等学生生活中涉猎较少的知识。本课有关于犯罪的名词和表达较多，学生记忆起来有些吃力。本课的学习的目的就是帮助学生理清人物关系和事件发展的来龙去脉。通过学习，培养学生综合运用语言的能力和逻辑思维能力。
本课时教学目标：
知识目标：
1. 学习关于侦探故事中涉及到的人物名词。
2. 初步学习关于侦探过程中的表达方式。
能力目标：
1. 培养分析问题和解决问题的能力。
2. 培养逻辑思维能力。
情感目标：
教育学生要懂法、知法和守法
教学准备：
课本、多媒体、黑板、讲义
教学过程：
Step 1. Lead-in
1. Talk about the headline of the text and make a preparation for the text
T: Today we’ll continue to Unit 8, please look at the headline, Are there any mistakes in this sentence Is the sentence right
S: Yes.
T: How to express the sentence correctly
S: A 25-year-old computer engineer was murdered.
T: Yes, you are right. But as the headline of an article in the newspaper, it’s not wrong. Some words like a/an/the, do/did/does, the verb be and and/but/or are left out to save space. Skim the headlines first, we’ll know the topic of the article.
From the headline, what information can you get
Age: ________________
Job: ________________
What happened:__________________
并导出victim, murder, murderer, be murdered的用法。
【设计意图】由标题直接进入正题，减少过于复杂和繁琐的导入。
2. T: Who can help us solve the case
S: The police.
T: Who is he
S: Detective Lu, West Town’s chief detective.
T: Why the detective can help us solve the case Because he has many personalities What personalities should a detective have
呈现：careful, brave, quick-thinking, imaginative, have reasoning ability
【设计意图】 讨论侦探具备的品质，并由此展开下面的话题。测试学生是否具有成为侦探的品质，在语境下呈现本课时语言点。
Step 2. Presentation
1. T: Do you want to be a detective like Detective？
S:Yes.
T:Now let’s check if you are quick-thinking There is a mistake in each picture, can you find it as quickly as you can
S: The victim was wounded with a knife not a gun.
T: Yes, you are right.
呈现：（1）be wounded with, wound sb. with 的用法
（2）bleed-bled-bled-bleeding-blood的用法
2. T: The victim was so young that his parents felt sad about his death. What did they do
S: They have offered a reward of ￥50,000 for any information that leads to the arrest of the murderer.
呈现：offer a reward of和lead to的意思和用法。
3. T: So far, the police have found the only suspect.
S: He is not fat, he is a short thin man.
T: What was he doing when he was seen
S: The suspect was seen running down Corn Street at 10 p.m. last night.
复习：be seen doing sth和be seen to sth的用法
4. T: Does the suspect have any unusual behaviour
S: A witness reported that he was breathing heavily and had blood on his shirt.
呈现：breathe heavily, 并比较out of breath 的用法
【设计意图】 在情境中复习课文内容，并及时呈现语言点的学习。
Step 3 Presentation
1. T: Now, you have passed the first test, let’s come to the second. Are you careful Can you find more information about the victim
Occupation(职业）
Friends
Marital status（婚姻）
Time be found
Place be found
Last seen time
Last seen place
Criminal record（犯罪记录）
T: What did he do
S: He was charged with breaking into several computer systems over the last year.
呈现：be charged with和break into
2. T: Let’s come to the third test. As a detective, you should be brave. When you come to the scene of the crime, what will you do
S: …is checking the scene for clues which will help solve the case.初步告诉学生这是定语从句。
3. T: Have they solve the crime Where was the victim murdered And why the police suppose the victim knew his murder
S: They are working at the scene of the crime to find out whether the victim was killed __________ and then __________ West Town , or killed __________ where he was found.
S: Because he _________computer crimes in the past, this might ________________.
4. Now, we have know much about the crime. Can you use your reasoning ability to tell us why the victim was murdered and if the suspect was the murderer
【设计意图】通过其他的4个测试来加强学生对这几方面能力的培养。
Step 4: Having an interview
T: Which one got the most stars Congratulations! You have many personalities to be a detective. Now suppose you are Detective Lu. Wang Fang, the reporter（记者） of West Town Daily（日报）. She wants to have an interview with you and learns something about the case. ）
(For example)
W: Hello, everyone, I’m the reporter from West Town Daily. Now, I’m interviewing Detective Lu, West Town’s chief detective and learns something more about the murder.
W: Good morning, Detective Lu.
D: Good morning.
W: Last night, a murder took place in our town. Can you say something about it
D: OK.
W: When did the murder take place
…
W: What does the suspect look like
D:…
…
W: Thanks for joining us.
D: You’re welcome
【设计意图】通过采访对本课时内容进行总结、提升。反馈当堂课学习情况。
Step 5: Subliming
T: So there is always only one truth! Remember: Give a thief enough rope and he will hang himself.
(多行不义必自毙！)
【设计意图】进行感情的升华。
板书设计：
Unit 8 Reading Ⅱ A 25-year-old computer engineer was murdered The police victim( his parents) ( Detective Lu) Reasoning ability witness Brave Careful suspectImaginative crime be guiltyQuick-thinking (murder) murderer
PAGE
第2页