九年级教材辅导Unit5.ppt

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1、九年级教材辅导九年级教材辅导Unit5Unit5整体了解第五单元整体了解第五单元（4 skills）L 13L15L 14CWA:many kinds of booksB:telling storiesC：reading booksD:books about ancient stories四幅四幅图图片以不同的形式片以不同的形式导导入本入本单单元的主元的主题题books-literatureFocus:Type of literatureTalking about the literature you like（常识）北师大版初中英语九年级Unit 5 LiteratureLesson 13（

2、）第一课时）（）第一课时）Anne of Green Gables:绿屋的安妮教材分析教材分析 本本课课课课文改文改编编在加拿大女作家露西在加拿大女作家露西 莫德莫德 蒙格蒙格玛丽玛丽所所著小著小说说Anne of Green Gables的第二章，的第二章，讲讲述了沉默寡言述了沉默寡言的的马马修想修想领领养一个男孩，到养一个男孩，到车车站才站才发现发现来的是一个女孩，来的是一个女孩，善良的善良的马马修被修被乐观聪乐观聪明喋喋不休的安妮所打明喋喋不休的安妮所打动动，最，最终终把她把她带带回家。回家。课课本基本保留了原著的本基本保留了原著的语语言及言及风风格，格，语语言言优优美地道，美地道，人物

3、性格刻画生人物性格刻画生动鲜动鲜明，。明，。在本册在本册书书第第2单单元介元介绍绍的基本英文的基本英文经经典小典小说说的基的基础础上，上，引引导导学生学生进进一步了解并学一步了解并学习赏习赏析文学作品析文学作品。第第一课时：侧重培养学生的一课时：侧重培养学生的文学赏析的能力文学赏析的能力。通过阅读活动，引领学生根据不同的层面的通过阅读活动，引领学生根据不同的层面的细节描写细节描写来分析来分析人物性格人物性格，关注关注课文所承载的课文所承载的人文性人文性，感受感受经经典典文学作品的魅力文学作品的魅力，并，并激发激发进一步阅读这本小说的进一步阅读这本小说的兴趣兴趣。读前：读前：Have you e

4、ver read about this story?Anne of Green Gables绿山墙的安妮绿山墙的安妮LucyMaudMontgom露西露西莫德莫德蒙哥马利（加拿大）蒙哥马利（加拿大）马克马克吐温评价道吐温评价道“安妮是继不朽的爱丽丝之后最令人安妮是继不朽的爱丽丝之后最令人感动和喜爱的形象感动和喜爱的形象”。“The most moving and delighted child of fiction“The most moving and delighted child of fiction since since AliceAlice”.Mark Twain”.Mark Tw

5、ain被誉为被誉为“世界上最甜蜜的少女成长故事世界上最甜蜜的少女成长故事”（文学常识文学常识）1st reading:1st reading:略读找出文章的主旨大意。略读找出文章的主旨大意。2 2ndnd:细读文章，找出故事构成的要素细读文章，找出故事构成的要素。3rd:Read and fill in the tableDescriptionAppearanceMovementLanguageWhat others said about her Para 5:two braids of red hair,small and thin face,big green eyes;old brown

6、 hatPara 5:.look back.Para 6:as soon as she saw.Para 10:.talked on and on.apologisePara 7:“I suppose youre.”Para 12:“Oh,Im so glad.”Para 4:“Shes is very good at talking”Para 8:This girl was different.通过细节描写，通过细节描写，品味文本，全品味文本，全面了解安妮。面了解安妮。What do you think will happen to them in the following story?A

7、re they going to get along fine?拓展思维拓展思维北师大版初中英语九年级Unit 5 LiteratureLesson 13（第二课时）（第二课时）Review the story（回顾故事情节回顾故事情节）carriage/train station/in silencestation manager/girl/surprisedAnne/conversation/differenthome/talked on and on/mindWhat kind of girl was Anne?who was not only _ but also _who had _

8、 who felt _who needed _who was good at _.She was a girl通过介绍主人公的形式，通过介绍主人公的形式，让学生在语境中感知，让学生在语境中感知，体验定语从句的作用体验定语从句的作用1 Matthew Cuthbert was on his way to Bridge River on his horse and carriage.He was a quiet man who didnt speak much,especially to strangers.So he enjoyed the journey and the smell of th

9、e apple trees in silence.He reached Bridge River but there was no sign of the 5:30 train which hed come for.Matthew asked the station manager if it would come soon.2 “It came half an hour ago,”answered the manager.“There was a passenger.Shes sitting over there.”3 “I dont understand.Im not expecting

10、a girl,”said Matthew.“Its a boy that Ive come for.”4 “Guess theres some mistake,”he said.“Talk to the girl.Shes very good at talking.Thats for sure.”5 Matthew looked at her.She wore an old brown hat which covered two braids of very long,thick,red hair.Her face was small and thin with lots of freckle

11、s.Her big green eyes looked back at him.6 Matthew began walking over but as soon as she saw him walking her way,she started the conversation.7 “I suppose youre Mr.Matthew Cuthbert of Green Gables?”She said in a clear,sweet voice.“Im Anne.Im so glad to see you.I was afraid you werent coming and I was

12、 imagining all the things that might happen to you.If you didnt come for me tonight,I made up my mind to go down the road to that cherry tree at the corner,climb up it and stay all night.I wouldnt be afraid and it would be lovely to sleep in a wild cherry tree all white at night,dont you think?”8 Th

13、is girl was different.9 “Im sorry Im late,”he said shyly.“Come on.Give me your bag.”10 As they rode home,Anne talked on and on.Normally,too much talking would make Matthew angry,but from Anne,he didnt mind.She apologised but Matthew didnt want her to stop.11 “Oh,you can talk as much as you like.I do

14、nt mind,”said Matthew.12 “Oh,Im so glad.I know you and I are going to get along fine.”He was a quiet man who didnt speak much.but there was no sign of the 5:30 train which hed come forI was imagining all the things that might happen to you.She wore an old brown hat which covered two braids of very l

15、ong,thick,red hair.通过原文进一步让学生在语境中感知，通过原文进一步让学生在语境中感知，体验定语从句的作用。体验定语从句的作用。1.He was a quiet man who didnt speak much.2.but there was no sign of the 5:30 train which hed come for3.She wore an old brown hat which covered two braids of very long,thick,red hair.4.I was imagining all the things that might

16、happen to you.1.关注什么是先行词，先行词和定语从句的关系。关注什么是先行词，先行词和定语从句的关系。2.关注关系词关注关系词who/that/which作宾语的关系代词可以省略。作宾语的关系代词可以省略。通过句子强化关系词通过句子强化关系词的指代，明确先行词。的指代，明确先行词。强化练习关系词。强化练习关系词。练习巩固练习巩固Guessing game（趣味性练习定语从句）Rules:1.Give clues(线索线索)by using Relative Clause This is a man/woman who This is a thing which This is a

17、n animal which2.Girls guess,boys give the clueslneither tall nor handsome.lused to be a teacher.lhas an English name Jack.lis good at doing business.lfounded Alibaba and used to be the richest man in China.Example:Who is this man?This is a man who.北师大版初中英语九年级Unit 5 Literature Lesson 14（第一课时）（第一课时）通过

18、图片激活学生的通过图片激活学生的文学背景知识，帮助文学背景知识，帮助学生复习和学习相关学生复习和学习相关的词汇。的词汇。taillegeartusktrunklong,thinthick,heavyflat,roundlong,round,solidlong,thick,heavy1.通过阅读摸象故事的开头获取信息。通过阅读摸象故事的开头获取信息。2.通过追问通过追问what will happen next?培养培养 学生听前预测故事的发展的能力。学生听前预测故事的发展的能力。Exercise3-5是故事的发生是故事的发生和结尾，学生通过关键和结尾，学生通过关键词获取主要信息。词获取主要信息

19、。由于听力材料较长，由于听力材料较长，Exercise 4可以将听力文本可以将听力文本进行分段截取来帮助学生进行分段截取来帮助学生获取细节信息。获取细节信息。5.在学生获取完整的故事信息后，对国在学生获取完整的故事信息后，对国王让官员的意图进行深层次的理解。王让官员的意图进行深层次的理解。这部分内容有利于激发学生的文学知这部分内容有利于激发学生的文学知识，引发学生的深入思考，培养合作识，引发学生的深入思考，培养合作意识。意识。北师大版初中英语九年级Unit 5 Literature Lesson 14（第二课时）（第二课时）还原情境：还原情境：充分利用和挖掘文本，通过对充分利用和挖掘文本，通过

20、对“官官员员”摸象的原文学习进行归纳工具摸象的原文学习进行归纳工具功能用语。功能用语。强化训练：强化训练：小组活动，通过触摸和猜测的活动来不断内化小组活动，通过触摸和猜测的活动来不断内化对话中的信息和功能用语，引发学生关注事物对话中的信息和功能用语，引发学生关注事物特点，培养学生的思维能力。特点，培养学生的思维能力。回归文本，通过小组合作，运用所学的表示判断回归文本，通过小组合作，运用所学的表示判断和评价的功能语言表演和评价的功能语言表演“官员摸象官员摸象”。北师大版初中英语九年级Unit 5 LiteratureLesson 15 A Famous Writer（第一课时）（第一课时）123

21、4全面了解文章：全面了解文章：本课的一部分摘录于本课的一部分摘录于J.K Rowling 在在2008年哈佛大学毕业典年哈佛大学毕业典礼上的演讲的第一部分，主题为礼上的演讲的第一部分，主题为The Benefits of Failure,文文章穿插介绍了章穿插介绍了J.K Rowling 的人生经历。的人生经历。Para.1:引入段。引入段。Para.2:介绍了介绍了J.K.Rowling失败的事实信息。失败的事实信息。Para.3:重点段落重点段落介绍了她成功的原因，介绍了她成功的原因，挖掘深层次问题的切挖掘深层次问题的切入点。入点。Para.4:介绍了她成功的事实介绍了她成功的事实信息。信

22、息。1.通过提问，激活学生的有关背景知识。通过提问，激活学生的有关背景知识。2.预测标题，激发学生的阅读兴趣预测标题，激发学生的阅读兴趣1st reading:1st reading:略读略读 验证预测结果。验证预测结果。putting events in time orderdates,years,then,before,later2nd reading:(2nd reading:(阅读策略指导阅读策略指导)运用跳读技巧查找时间，引导学生关注时间的标运用跳读技巧查找时间，引导学生关注时间的标志词。志词。1Can you imagine what happened to her?问题导读问题导

23、读,问题促思。拉近学生与文问题促思。拉近学生与文本的距离。本的距离。3 3rdrd reading:reading:1.Read Para.2 and find out what happened to her.深入阅读，提取 凸显J.K.Rowling成功之路的细节信息，并进一步追问，将学生的感受联系在一起，并为引出J.K.Rowling 成功的原因做铺垫。Did she know that there was going to be success?How was J.K.Rowling feeling then?How would you feel if you were her?Wou

24、ld you pretend to fine?What about her?3 3rdrd reading:reading:2.Read Para.3 and answer the questions.Where does she think her success came from?(成功的原因）How did she deal with her failures?（揭示文章的主线）What kind of person do you think she is?（个性化理解文本，思索文本所隐含的意义，进而归纳出成功人士的品质）词组练习：1.在文本中找出相应的句子，体会用法。2.利用词组进行

25、口头训练。文本输出的采访文本输出的采访任务：任务：综合运用本课所综合运用本课所学内容。学内容。北师大版初中英语九年级Unit 5 LiteratureCommunication WorkshopWarm up:谈论话题1.Do you like to read stories?2.What kind of story do you like best?3.Can you list any story?通过回答问题，引导找出学生故事的几要素。回归文本，体会形容在句中的作用。思考在一篇文章中为什么需要很多形容词。分析结构：开始，高潮，结果。How to write a story?PlaceThe feeling you getThe kind of the storyTimeClimax EndingstoryCharacters利用思维导图的形式回顾如何写故事。问题引导学生进行写作，可先回答问题，写作时进行适当的扩展，强调故事的结构。