初中英语人教新目标 (Go for it) 版九年级全册Section B授课ppt课件

这是一份初中英语人教新目标 (Go for it) 版九年级全册Section B授课ppt课件，文件包含Unit8SectionB2a-2epptx、Unit8导学案docx、Unit8SectionB2a-2e教案docx、U8SectionB2bmp3、U8WordsandExpressionsmp3等5份课件配套教学资源，其中PPT共44页， 欢迎下载使用。
Unit 8 It must belong to Carla.Section B（2a-2e）Teaching Aims       Language goals  1. Students can use linking words or phrases in their expressions.       Key words and phrasesexpress, at the same time, circle, Britain, mystery, receive, historian, temple, leader, midsummer, medical, purpose, prevent, energy, position, burial, honor, ancestor, victory, enemy, period, Stonehenge       Key sentences1. Stonehenge, a rock circle, is not only one of Britain’s most famous   historical places but also one of its greatest mysteries.2. People like to go to this place especially in June as they want to see   the sun rising on the longest day of the year.Teaching DifficultiesPractice making inferences and the use of linking words.Teaching Aidsmultimedia courseware or other realia that the T needs for teaching  Teaching ProceduresTipsStep 1 Warming up        Show a picture of Stonehenge and ask Ss whether they know the name of that place.       Ask four questions about Stonehenge and let Ss know a little about Stonehenge according to the questions.Is Stonehenge in the Great Britain or the U.S.A?How does Stonehenge look like?When was the Stonehenge built and who built it?What else do you know about the Stonehenge?(Tip: Linking words are used in the answers of the questions. T can ask Ss to pay attention to them.)Step 2 Presentation & Reading课件设计在练习顺序上做了一些调整。思路为：介绍巨石阵并呈现连词—介绍什么是连词并让学生在文章中划出连词—学习连词的作用并练习—泛读，了解段落大意—寻读，抓住文章的细节信息—读后拓展练习—逐字逐句读，学习语言知识。教学课件按照此思路调整了练习的顺序，如果老师有不同的教学思路，可做修改。                                                Pre-reading       Show the title of the article to Ss and ask them to make prediction about the content.While-reading       Introduce linking words to Ss. Tell them that they need to identify and underline linking words while reading. 2a       Encourage Ss to explain the usage of each linking word by themselves. Then ask them to match each linking word or phrase with its purposes.Answers: 2d       Ask Ss to complete the sentences with the correct linking words.Give Ss some time to fill in their answers individually. Then in pairs, get Ss to explain to each other why they chose that answer and how the linking word contributes to the meaning of the sentence. The first S will explain the odd-numbered sentences while the second S will explain the even-numbered sentences. T may wish to walk around and help the Ss who have any difficulty explaining their choices.Answers: 1. and   2. as  3. not only, but also  4. or  5. however       T rewrites the sentences in 2b and then ask Ss to complete the sentences using different linking words.Answers: 1. because  2. so  3. while   4. Though        Ask Ss to read the article and summarize the main idea of each paragraph.Para 1: Stonehenge is not only a famous historical place, but also a great mystery.Para 2: Historians have different ideas about what Stonehenge was built for.Para 3: Different ideas about the purposes of Stonehenge.Para 4: Who built Stonehenge, when it was built and how it was built are still mysteries.       Ask Ss to read the rest parts of the article and answer the questions.Who built Stonehenge? No one really knows.When was it built? Most historians believe it was built 5,000 years ago.How was it built? Nobody knows.       Show the chart on PPT P26 to Ss and ask them to find out people’s opinions about what Stonehenge was used for.Historians believed it was a temple where ancient leaders tried to communicate with the gods.Historian Paul Stoker thinks it can’t be a temple.Another popular idea is that Stonehenge might be a kind of calendar. Other people believe the stones have a medical purpose.Some think it might be a burial place or a place to honor ancestors.Other think it was built to celebrate a victory over an enemy.2c       In groups of four, get Ss to read the article to each other. Each S will read one paragraph. After reading, ask them to discuss and find out the mysteries about Stonehenge and what Stonehenge might have been used for.Answers:Post-reading2e       In small groups of four, get Ss to discuss any mysteries that they know of. Encourage each S to contribute a different mystery. Ask them to distinguish between what they know is fact and what is myth.(Tip: T can use the bronze standing figure in Sanxingdui museum and the Moai of Easter island as examples.)Activity       Ask Ss to look up information online and write a short passage about a mystery they know. They are encouraged to draw a picture or download some pictures of that mystery too.T can use prompts:1. What mystery can you think of?2. What do you know about it?3. What is mysterious about it?Step 3 Language points learning circle既可作动词也可作名词。作名词意为“圆圈”，作动词意为“圈出；盘旋”。receive的意思是“接待；收到；接受”，它与accept的区别是：receive指客观上收到(信件、礼物、赠品等)，不涉及收到者是否愿意接受。本身有一定的被动性。accept指收到者经过考虑而愿意接受，通常指主观上的接受，常与表示邀请或建议的句型连用。arrive的意思是“到达；抵达”，它与reach和get to的区别是：arrive后接表示地点的名词时，需接介词in或at。其中arrive in后接大地方，如国家、城市等；arrive at后接小地方，如学校、车站等。reach是及物动词，直接接表示地点的名词。get to后接地点名词，多用于口语。但是当表示地点的词是副词here, there, home等时，介词to, in, at都要省略。point out的意思是“指出；指明”，point的常用短语还有point at和point to，二者的区别是：point at指向离说话人较近的人或事物，意为“指着”；point to指向离说话人较远的人或事物，意为“指向”。prevent的意思是“阻止；阻挠”，其常用短语是prevent sb. from doingsth在prevent / stop sb. from doing sth.这个结构中，from可以省略，在被动语态中不能省略。而在keep sb. from doing sth.中，from在任时候都是不能省略的。position是名词，意思是“位置；地方”。它作名词还可以表示“工作职位”，相当于job。此处只呈现部分语言点Step 4 Summary & Homework Homework:       Preview 3a-Self Check in Section B.       Do the exercises in students’ book.     Teaching ReflectionIn this period, the most important thing is reading. It is a good time to train the students’ ability of reading quickly and efficiently. While reading, students should learn to catch the main and the most important ideas as quickly as they can. They must learn some new words and new language items. They practice the use of linking words. They need to learn some long sentences in the reading passage.After reading, we do some oral practice and discuss some questions to check how well the students learn from the passage.