仁愛英語九年級上冊Unit1教案新部編本Topic1sectionB

精選教課教課設計設計|Excellentteachingplan教師學科教課設計[20–20學年度第__學期]任教課科：_____________任教年級：_____________任教老師：_____________市實驗學校育人仿佛春風化雨，授業(yè)不惜蠟炬成灰精選教課教課設計設計|Excellentteachingplan>博愛英語九年級上冊Unit1教課設計Topic1sectionBUnit1TheDevelopingWorldTopic1OurcountryhasdevelopedrapidlysectionB預習提示Pre—readingquestions1、Didthemostchildrenhaveahardlifeinthepast?2、Thechildrenfrompoorfamiliescangetgoodeducationnowadays,can’tthey?、Where’sJane?、Areyouinterestedinthelivesofforeignteenagers?5、What’sKangKang’ssuggestionongettingtheinformation?Themainactivitiesare1aand3.本課重點活動是1a和3。Ⅰ.Teachingaimsanddemands教課目的Mastersomenewwordsandusefulexpressions:article,granny,describe,indetail,afford,education,develop,development,picture,when,abroadMasterthepresentperfectusing“already,yet,just,ever,never”.1）Shehasgonetothelibrary.2）—Havehe/sheever...?—Yes,he/shehas./No,he/shehasneverdonethat.LearnaboutthedifferencesbetweentheChineseteenagers’livesinthepastandatpresent.4.Learnaboutthechangingworld..Teachingaids教具含有人物活動場景的圖片（多媒體課件或幻燈片）/錄音機Ⅲ.Five-fingerTeachingPlan五賜教課方案Step1Review第一步復習（時間:15分鐘）育人仿佛春風化雨，授業(yè)不惜蠟炬成灰精選教課教課設計設計|Excellentteachingplan1.（檢查學生的課外作業(yè)達成狀況，擇優(yōu)張貼，復習現(xiàn)在達成時的陳述句并引入一般疑問句。）I’mgladtoseeyoursmilingfaces.Ss:Gladtoseeyou,too,Mr./MissT:Youhadmadeasurvey,yes?S1:Yes.Ididitafterclass.Iaskedfivestudents.Welldone.Wherehavetheybeeninthesummerholiday?S1:LiLianghasbeentothebeachinLianyungang.DuLeihasbeentoBeijing.HuYinghasbeento...MeiLanhasbeento...CuiWeihasbeento...Youhavefinishedthesurveywell.Haveyoubeentoalibrary?Therearesomanyinterestingbooks.S1:Yes.Ihavereadalotthere.T:Agoodhabit.Youhavelearntmuchfrombooks,haven’tyou?S1:Yes,Ihave.(指引學生用Yes,Ihave.往返答。)(教師咨詢另一個學生的作業(yè)狀況，此時可以采納一般疑問句形式。）T:S2,haveyoueverbeenthere?(學生有兩種可能性，去過或未去過。假如恰好去過，復習Yes,Ihave.若沒有去過，教師指引學生說出No,Ihaven't.)S2:Sorry,IattendedatrainingclasstopracticespokenEnglish.T:Youhadnotimetodothat.Yes?S2:Yes.IpracticedspeakingEnglisheveryday.Youhaven’tbeenthere.Theanswerto“Haveyoubeentoalibrary?”is“No,Ihaven’t.”.Canyouunderstand?S2:Yes.Answermelikethat.Haveyoubeenabroad?(板書并用英語解說。)abroad育人仿佛春風化雨，授業(yè)不惜蠟炬成灰精選教課教課設計設計|ExcellentteachingplanWhenwearenotinourowncountry,wecansayweareabroad.(在abroad后板書。)OutofourowncountryS2:No,Ihaven’t.(可再叫幾位同學回答加以牢固。)2.T:Ritahascomebackfromherhometown.She’dliketowritesomethingaboutteenagers.ThepassagewrittenbyRitaisalsocalledanarticle.(板書)article(教師持續(xù)解說)Wecanknowaboutsomeone’sopinionsfromhis/herarticle.UsuallywereadarticlesinthemagazinesorontheInternet.Sometimesyourcompositionsarealsobeautifularticles.S3:Isee.Wealllikereadinginterestingarticles.Wecanlearndifferentkindsofknowledgefromdifferentarticles.Butinthepast,mostchildrencouldn’tgotoschool.Mymothercan’treadbooks.Shetriedtogetachancetoschoolbutfailed.Whataboutyourfather’sormother’smother?Canyourgrannyreadbooks?(引出新詞granny并板書，為表現(xiàn)作準備。)granny(學生可能會笑著答出“會”或“不會”。)S4:Oh,no,shecan’t.Sheissoold.T:Canyousaysomethingaboutyourgranny?S4:Yes,Ican.She...(學生進行描繪。)T:S4hasdescribedhis/hergranny.describe(引出新單詞并板書。)Anyoneelse?S5:Mygrannyoftentellsmenottowasteanything.育人仿佛春風化雨，授業(yè)不惜蠟炬成灰精選教課教課設計設計|ExcellentteachingplanT:Inthepast,mostfamilieswerepoorandthereweremanychildreninonefamily.Parentsdidn’thaveenoughmoneytoaffordallthechildren’seducation.（板書）afford（板書）educationWeareallhappyforhavingachancetogeteducation.(教師可領讀幾遍新單詞，提示單詞的發(fā)音規(guī)則。)Shouldwestudyhardforabetterlife?Ss:Yes,we’dliketolearntheknowledgeasmuchaswecan.Nowadays,mostchildrenfrompoorfamiliescangetgoodeducation.Step2Presentation第二步表現(xiàn)（時間:8分鐘）(要修業(yè)生不看書，只聽聽力，捕獲重點，提升聽力水平。)T:Therearesomanydifferencesbetweenpastandnow.RitaandKangkangaretalkingabouttheChineseteenagers’lives.Pleaselistentothetape.Payattentiontothenewwordsontheblackboard.T:Let’sreadthenewwordstogether.(聽過磁帶后再次領讀幾遍新單詞，讓學生感覺純正的英語發(fā)音。）（再次放錄音，讓學生回答以下問題。用幻燈片、多媒體或小黑板，把以下題目展現(xiàn)給學生，漸漸引出本課重點表現(xiàn)的內(nèi)容。）Herearesomequestions.Listentothetapeagain.Trytogivethecorrectanswers.Didthemostchildrenhaveahardlifeinthepast?2.Thechildrenfrompoorfamiliescangetgoodeducationnowadays,can’tthey?Where’sJane?Areyouinterestedinthelivesofforeignteenagers?What’sKangkang’ssuggestionongettingtheinformation?(可讓學生先閱讀以上五個題目，再聽錄音，并倡導學生速記答案。)T:First,pleasegooverthequestions.Thenlistentothetapecarefully.You’dbetterwritedownyourkeywordstotheanswers.Areyouclear?育人仿佛春風化雨，授業(yè)不惜蠟炬成灰精選教課教課設計設計|ExcellentteachingplanSs:Yes.(再一次放錄音，學生要注意聽并記答案。)(查對學生答案，可采納以下兩個方案：）（方案一）T:Ithinkyouallgettheanswers,don’tyou?Now,pleaseworkingroupstotalkabouttheanswers.Andthen,oneofyougivesusthereport.(學生可以小組活動，議論問題的答案，加深對聽力內(nèi)容的理解，此活動最大的利處是用“優(yōu)生”帶動“差生”，創(chuàng)辦人人說英語的情形，充分調(diào)換每個學生的踴躍性。)T:Whowillreportyouranswerstothequestions?(教師可選學生，學生也可主動站起來進行報告。)T:No.1,didthemostchildrenhaveahardlifeinthepast?S1,please.S1:Yes,theydid.(教師挨次問五個問題，學生疏別給出答案，前兩個問題學生可以輕易答出，當教師問第三個問題時，可引出bytheway。)T:Thankyouforyourrightanswers.Bytheway，couldyoutellmewhereJanewaswhenKangkangandRitaweretalking?（板書）bytheway(學生可能會想一會再回答。)S2:Idon’tknow.Perhapsshewasinthelibrary.(此時引出現(xiàn)在達成時has/havegoneto。)T:Wassheinthelibrary?Ss:Yes.(教師再放一遍磁帶，讓學生聽句子Bytheway,where'sJane?Shehasgonetothelibrary.)(板書)Shehasgonetothelibrary.(接著以簡筆劃幫助學生理解has/havegoneto。)育人仿佛春風化雨，授業(yè)不惜蠟炬成灰精選教課教課設計設計|Excellentteachingplan(如有條件制作動畫課件。)Janehasgonetothelibrary.Perhapssheisonherwaytothelibrary,orsheisinthelibraryorsheiscomingbackfromthelibrary.ArewesurewhereJaneis?(依據(jù)圖示,學生可以給出三種答案。)Ss:Yes.Shehasgonetothelibrary.(學生可以跟讀幾遍，熟習hasgoneto句型。)（第4、5題學生可以給出正確答案。）（方案二）（讓學生臨時飾演教師的角色發(fā)問學生，激勵學生踴躍參加。）T:Supposeyouaretheteacher，pleaseaskthequestions.(S3飾演教師角色，讀問題并讓學生回答。教師可以挑不同樣的學生，關于第3題教師可以引出新語法。)（板書）Janehasgonetothelibrary.T:Where’sJane?Ss:Sorry.Idon’tknow.(學生可能不會給出正確的答案。)I'msuresheisn'tathomewhenKangkangandRitaaretalkingaboutteenagers’lives.Ss:Isee.Perhapssheisinthelibraryorsheisonthewaytothelibraryoriscomingbackfromthelibrary.(假如學生還不理解，教師可以告訴他們。)Bytheway,areyouinterestedintheteenagers’livesaroundtheworld?(板書并解說)bytheway(依據(jù)學生的回答，引出另一個常用語Isthatso。)Isthatso?Canyoudescribeitforusafterclass?(板書并解說)Isthatso?(激勵學生用英語議論問題，培育學生的成就感。)育人仿佛春風化雨，授業(yè)不惜蠟炬成灰精選教課教課設計設計|ExcellentteachingplanS4:Certainly.T:Thankyou.（第5題答案很顯然，學生簡單給出正確答案。）Step3Consolidation第三步牢固（時間:5分鐘）(學生讀1a并達成1b內(nèi)容，教師檢查糾正。)T:Openyourbooks,mydearboysandgirls.Canyouread1abyyourselves?Now,readitquicklyandthenfinish1bcorrectly.PleasetrytowritetheEnglishwordstidily.(學生兩人一組進行議論，可以看著剛剛達成的1b的內(nèi)容，談談過去的孩子和現(xiàn)在的孩子生活上的不同樣。)Workinpairstotalkaboutthedialogof1a.Forexample:S1:Inthepast,manyfamiliesweresopoor.S2:Yes.Theparentscouldn’taffordtheirchildren’seducation.S1:Thechildrenhadnochancetogotoschool.S2:Someofthechildrenwerechildlaborers.S1:Ifeelsorryforthem.Wearesohappynowadays.S2:Nowadays,ourcountry’seconomyhasgrownrapidly.Mostchildrencangetgoodeducation.T:Justnow,youcomparedtheChineseteenagers’livesinthepastwiththosenowadays.Youcanwriteanarticleonitafterclass.Step4Practice第四步練習（時間:12分鐘）(聽聽力達成2，本部分的內(nèi)容和1a內(nèi)容有關。）T:Inthepastmostchildrendidn’thaveenoughfoodtoeat.Mostofthemhadnochancetogotoschool.Isthatso?Pleaselistentothetapeandfillintheblanks.Weshouldfinish2afterlisteningtwice.(教師放兩遍錄音，學生達成2。如有聽不理解之處，可適合多放兩遍，但第一遍必定要完好地播放。)2.（展現(xiàn)幾幅旅游勝地的圖片，讓學生模擬示范練習現(xiàn)在達成時。）育人仿佛春風化雨，授業(yè)不惜蠟炬成灰精選教課教課設計設計|ExcellentteachingplanForexample:S1:Haveyoueverbeenabroad?S2:Yes,Ihave.S1:Whendidyougoabroadforthefirsttime?S2:Iwenttheretwoyearsago.S1:Where’sMaria?S2:She’sgoneto...(Shehasgoneto...)(其他給出幾幅近似的場景，讓學生看圖畫練習。)Makenewdialogsusing“has/havebeento;has/havegoneto”accordingtotheexamples，canyou?Tryyourbest.(用多媒體或卡片推出過去分詞的寫法及用法，展現(xiàn)給學生，幫助學生達成3。)1）win→has/havewon2）sleep→has/haveslept3）be→4）have→（讓學生找規(guī)律，達成(3)、(4)，若學生不可以正確達成，教師給出正確答案。）T:Pleasecomplete(3)and(4).(挑兩個學生口述，教師操作多媒體展現(xiàn)答案。)Now,pleaseworkinpairsaccordingtotheexample.Let’sfinish3.(教師請幾組同學表演對話并炫耀活動達成好的幾組，激勵同學們課余時間多操練英語。）T:Youtwohavedoneitwell.Pleaseperformitinfrontoftheclass.Step5Project第五步綜合研究活動（時間：5分鐘）T:Weknowalotaboutthedifferencesofteenagers’livesbetweenthepastandpresent.Whatareyouropinions?Doyoucareforyourparents’childhood?Doyoucareforyourgrandparents’livesintheirchildhood?Ifso,youcanaskyourparentsoryourgrandparentssomequestionsaboutthose.Makeasimplesurvey.育人仿佛春風化雨，授業(yè)不惜蠟炬成灰精選教課教課設計設計|Excellentteachingplan2.Homework:Accordingtoyoursurvey,pleasewriteanarticleabou