2014-仁爱版九年级上册英语全册教案

精品教学教案

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 精品教学教案

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 Speak out the

names of the

countries.

Ss…

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 精品教学教案

can. Are you ready?

Ss: Yes!

T: Here we go! 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

Round

robin

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 Guess the

meaning of the

words according

to the teacher’ s

descriptions.

Ss:（地震）

Ask and answer

one by one in each

group.

Ss: I have been

to…

S1…S2...S3…S4…S5…S6…S1

Practice the dialog 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。

给学生创设良好的语言环境，有助于学生更好的体会和掌握该句式。

精品教学教案

Group

work

Pair work 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. 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.

在环境中感知语言，才能更好地用语言做事情。

教会学生及时归纳和总结所学知识是学好语言的策略之一。

建议：教师应根据实际给予不同程度的肯定与奖励。

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