Unit 1 The Changing World
Topic 1 Our country has developed rapidly
Section A Ⅰ. Material analysis 本课是九年级第一单元第一话题的第一课时。本课内容丰富，主活动为1a和3。 1a部分通过“谈论假期经历”初步感知现在完成时 “have/has been to 和 have/has gone to” 的用法。 1b引导学生运用抓关键字词完成表格的方法，培养学生的听力技能。1c 则是培养学生运用关键词复述课文的能力。 2a通过创设新的语境，在听的过程中进一步体会“have /has been to 和 have/has gone to”。然后在2b中让学生通过小组合作的方式总结它们的区别。通过前几个步骤的学习，学生完全可以口头运用“have/has been to 和 have /has gone to”来进行 3的对话操练。这样，在听、说、读、写各个方面都对新语法进行了全方位地复现和操练，有利于巩固新知识。通过谈论假期生活，既可以相互增长见识又可以增进同学间的友谊。 Ⅱ.Teaching aims 1.Knowledge aims： 掌握本课的重点词汇和短语，初步学习现在完成时。 2.Skill aims: 培养学生的听力能力。 培养学生的口语表达能力。 能通过整合对话内容，提升综合语言运用能力，为语言输出做好准备。 3.Emotional aims: (optional) 引导学生了解不同的假期生活，热爱生活，增进友谊。 4.Culture awareness: (optional) 通过了解不同的假期生活，引导学生关注不同的生活方式有不同的人生意义，培养他们热爱生活的品质。 Ⅲ. The key points and difficult points 1. Key points: Words and phrases: bell, take place, volunteer, have/has been to…, have/has gone to…, so…that…, by the way, be happy to do… Sentences: There goes the bell. /It must be fun. Grammar: Present Perfect (have/has been to和have/has gone to的用法) 2. Difficult points： 能通过听、说和读的方式感知并掌握have/has done的用法。 能区别并会恰当使用have/has been to和have/has gone to。 Ⅳ. Learning strategies 培养学生通过图表信息重组语言的综合能力。 教会学生如何在听的过程中提取关键词。 培养学生通过图片表达相应信息的能力。 Ⅴ. Teaching aids 单词卡片或者幻灯片；家乡或所去城市的风景照片等。 Ⅵ. Teaching procedures Stage (time period) Interaction patterns Teacher activity Student activity Remarks 1 Getting students ready for learning (4-6 mins) Class activity Brainstorming: Show some pictures of some famous places. Get the Ss to speak out their names as quickly as possible to arouse the Ss’ interest. T: Boys and girls, the bell is ringing. Let’s begin our class. T: Here are lots of pictures. Now please speak out their names as quickly as you can. Are you ready? Ss: Yes! T: Here we go! Speak out the names of the countries.
Ss: Yes! 让学生更加熟悉各国名称，为1a学习做好准备。 建议一：也可使用自己旅游时的照片或当地比较有特色的风景图片，让学生猜地名，提升学习兴趣。 建议二：可使用free talk的方式，用一般过去时自由谈论假期生活。 2 Pre-listening (15 mins) Class activity
Pair work Step 1: Present the last picture of Wenchuan, get the Ss to guess the meaning of the new words and then teach the new words. T: What happened there in 2008? Ss:（地震） T: Yes. An earthquake has taken place there. Many volunteers went there to help them.
Step2: Present the new sentence structures and then ask and answer one by one in each group. T: I have been to Wenchuan, too. Where have you been? Ss: I have been to… T: Now, let’s ask and answer one by one in each group. S1…S2...S3…S4…S5…S6…S1 Step3: Present the new sentence structures and then ask and answer with partners. T: Where is S5? Ss: He went to the wash room? T: Yes, he has gone to the wash room. And we think he will be back soon. Where is Miss Zhu (a teacher of your class)? Ss: She has gone to … T: Now ask and answer with your partners. … Step 4: Get the Ss to discuss the differences between have/has been to and have/has gone to. Choose one group to state the points and others can add their ideas. Finish 2b. T: OK, now please share your answers with us. Others listen carefully and can add your ideas. Step 5: Let the Ss make conversations in pairs and act them out. Finish 3. T: Now look at the example, let’s read it together. Please make new dialogs according to the pictures? … T: Let’s invite some of you to act out your dialog. Ss… Guess the meaning of the words according to the teacher’ s descriptions.
Ask and answer one by one in each group.
Ss: I have been to…
S1…S2...S3…S4…S5…S6…S1 Practice the dialog in pairs.
Ss: He went to the wash room?
Ss: She has gone to …
Discuss the difference between have/has been to and have/has gone to and then make a presentation. Finish 2b.
Make conversations in pairs and finish 3. 让学生在具体的语言环境中感知新单词，有助于更快更好的记住它们。
及时的巩固训练是内化语言的有效途径。 建议一：教师可以根据需要在第三部分适当增加有地方特色的图片，用来练习，可以更好的贴近实际生活。 建议二：教师可以用简笔画，在黑板上展示两个短语的不同之处，更加清晰明了。 建议三：展示环节，建议让学生互动评价，指出优缺点，更好地使全体学生参与课堂。 3 While-listening (8 mins) Individual work
Individual work Step1: Get the Ss try to fill in the blanks in 1b before listening. Then listen and check the answers. Finish 1b. T: First，try to fill in the blanks before listening. Then listen and check the answers by yourselves. … T：Do you know where Kangkang, Jane, Rita and Maria have been? Now let’s listen and complete the chart in 1b.
Step2: Listen to 1a and pay attention to the pronunciation and intonation and then read 1a. … Step 3: Listen to the conversation in 2a and fill in the blanks. Pay attention to the present perfect tense. Fill in the blanks in 1b before listening. Then listen and check the answers. Finish 1b. Listen to 1a and pay attention to the pronunciation and intonation and then read 1a. Finish 2a and 2b. 听力训练之前，试着填空，能更好地预测听力内容。
语言学习，读的过程很重要，教师可以根据班级情况，分配朗读的方式和时间。 4 After-listening (15 mins) Individual work
Individual work Step 1: Read the 1a again and guide the Ss to underline the structures like“have/has done”. T: Listen to the 1a again and please underline the structures like“have/has done” and the key points. Step 2: Let the Ss discuss the key points and solve the problems by themselves. T: Now please deal with the difficult points by yourselves and you can ask your group members for help.
Step 3: Retell 1a according to 1b, finish 1c. T: Try to retell 1a according to 1b. … T: Now let’s retell 1a. S1: Rita has been to many places near her home in India. Her hometown has become more and more beautiful. Jane has been to Mount Huang with her parents. It’s beautiful, but there were too many people… Read the conversation thoroughly and underline the points they do not understand.
Discuss the key points and solve the problems by themselves.
Retell 1a according to 1b. S1: Rita has been to many places near her home in India. Her hometown has become more and more beautiful. Jane has been to Mount Huang with her parents. It’s beautiful, but there were too many people… 该环节教师应提供参考资料和方法指导，以提升学生的自学能力和培养克服难关的意识。
该环节教师可以根据实际情况，采用不同的互动模式，可以是班级活动，结对活动，也可以是个人活动。 5 Summarizing and asigning homework (5mins) Class activity Step 1: Sum up the main content of this class and repeat the key points.
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