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1、 9A?Unit?6?Main?task?A?detective?story 主講教師：呂華兵?(南京市第十三中學(xué)) 一、年級：九年級 二、教學(xué)內(nèi)容：?9A?Unit?6?Detective?stories 三、課型：?Main?task 四、教學(xué)目標 1.?知識目標 學(xué)習(xí)如何根據(jù)所給圖片提示寫一篇偵探故事。 2.?能力目標 能根據(jù)所提供的圖片，展開合理的想象，寫出語意清晰、結(jié)構(gòu)合理的偵探故事。 3.?情感目標 通過對偵探或警員辦案過程的了解，讓同學(xué)們養(yǎng)成積極思維、關(guān)注細節(jié)的好習(xí) 慣。

2、 五、教學(xué)重難點 1.?重點 能依據(jù)所提供的圖片或文字，按事件發(fā)展的順序編寫出合乎邏輯的偵探故事。 2.?難點 如何讓學(xué)生用熟悉的語言來表述案件的一些細節(jié)問題，而且做到語句流暢、條 理清 晰。 六、教學(xué)步驟 Step?1?Warming-up Tell?the?students?that?they?are?going?to?have?a?good?time?in?this?period and?they?are?going?to?be?turned?into?detectives?and?solve?cases?on?their

3、 own. Say?“First,?let’s?learn?from?a?famous?detective.?Do?you?know?him?” 1 Play?a?short?flash?about?the?famous?detective?Conan. (Conan?is?the?most?popular?detective?they?know.?It?may?be?easier?for?them to?talk?about?him.) Ask?the?students?the?following?questions: Do?you?thi

4、nk?he?is?a?good?detective??Why?or?why?not? (I?think?so.?Because?he?careful?and?brave.) Would?you?like?to?be?a?detective?like?Conan? (If?the?answer?is?“Yes.”,?it?is?very?natural?to?take?a?small?test?before becoming?a?detective.) Crime?scene!?Do?not! ＊?protect?the?crime?scene ＊?ch

5、eck?the?scene?for?objects?or?clues ＊?check?the?scene?/objects?for?fingerprints ＊?look?for?witnesses?and?ask?them?for?information ＊?decide?who?the?suspects?are?and?talk?to?them ＊?find?the?murderer Use?questions?to?help?the?students?figure?out?the?general?ways?of

6、?solving a?case.?(This?will?be?very?important?in?helping?the?students?to?organize their?detective?stories.) Step?2?Modeling?the?task Encourage?the?students?by?saying?that?they?have?already?knows?a?lot?about how?to?solve?a?case.And?then,?ask?them?for?help.?Say?“one?of?my?friends, To

7、m,?was?arrested?yesterday.” Show?the?following?pictures?and?introduce?the?new?words:?be?under?arrest; a?diamond?necklace;?be?charged?with?robbery;?a?jewellery?shop;?shocked. 2 Tell?the?students?that?Tom?is?not?guilty.?But?it?is?also?hard?to?prove

8、?it. Millie?has?learned?about?this?and?she?has?drawn?some?pictures?about?it. Get?the?students?to?label?the?pictures?with?numbers?and?put?the?pictures in?right?order. Show?the?pictures?one?by?one?and?at?the?same?time,?invite?the?students?to read?out?the?sentences?matching?the?picture?t

9、o?check?if?students?have developed?the?right?story?line. Tell?the?students?that?Millie?has?also?written?an?article?about?it.?But she?missed?a?few?words.?Ask?the?students?to?help?her?complete?the?sentences and?do?part?A2?on?page?113. Check?the?answers. Divide?the?students?in?groups?

10、of?four?and?find?a?way?to?help?Tom.?Each?group writes?an?ending?to?the?story. Encourage?the?students?to?share?their?stories?with?their?classmates. Step?3?Writing?a?Detective?Story Ask?the?students?to?open?their?books.?Look?at?the?pictures?carefully?and match?the?sentences?with?them.?D

11、o?part?B1?on?page?114. Give?the?students?some?instructions?about?how?to?develop?the?story?and?how to?have?more?ideas! Make?it?clear?that?it?is?a?good?way?to?ask?oneself?more?questions. Show?the?first?picture?and?encourage?the?students?to?ask?as?much?questions 3 using?the?wh-?

12、words?given?beside. Show?the?second?picture?and?ask?the?students,?“What?the?policeman?will do?”?Encourage?them?to?guess?what?the?police?can?find?there. Ask?the?students?what?else?the?policeman?can?do.?And?then?show?picture?3&4. ＊Talk?to?the?witnesses ＊Talk?to?a?cook?in?a?nearby?restau

13、rant (If?possible,?we?can?also?invite?the?students?to?think?about?the?questions and?the?answers?that?they?ask?and?answer.?) Show?picture?five?and?ask?“what?has?the?policeman?find.”?“What?do?you think?he?will?do?with?them?” Show?the?last?picture?and?ask?“The?policeman?arrests?the?cook.

14、” ＊How?does?the?detective?know?the?cook?is?the?murderer? ＊Why?did?the?cook?do?this? Show?the?student?all?the?six?pictures?and?help?them?to?catch?the?story?line. Remind?the?students?the?elements?of?writing?a?detective?story?by?saying “There?are?also?some?elements?(要素)?you’d?better?incl

15、ude?in?your.” Encourage?the?students?to?find?them?in?their?books?and?then?help?them?to understand?it?by?translating?them. Remember?to?include?these?elements?in?your?story. ＊A?description?of?the?crime ＊對案發(fā)現(xiàn)場的描述 ＊Any?objects?or?clues?found?at?the?scene?of?the?crime ＊在案發(fā)現(xiàn)場找的物品或線索 ＊A

16、?description?of?the?suspect ＊對嫌疑犯的描述 ＊How?the?detective?knows?he?or?she?has?found?the?right?person ＊偵探們是如何知道他們找對人了 4 Step?4?Homework ＊Write?your?own?detective?story! You?can?write?about?either?the?story?in?Part?B1?or?a?totally?creative st

17、ory. Try?to?make?your?story?interesting. 七、說明 本節(jié)課是第六單元的主要任務(wù)，要求學(xué)生編寫一個偵探故事。教師需在平常的 教學(xué)過程中多關(guān)注偵探辦案的流程，從而潛移默化地教會學(xué)生如何去組織和表述 自己的偵探故事。 本節(jié)課上教師引導(dǎo)學(xué)生合理地運用設(shè)問來拓展自己的思維。這些問題本身就沒 有固定的答案，老師也不宜加以限制。在問題的引導(dǎo)下，學(xué)生可以自由地建構(gòu)自 己的偵探故事，充分地體現(xiàn)他們的主觀能動性。 5