2019年仁爱版初中英语九年级上册U3T1SB优质课教案

Section B Ⅰ. Material analysis 本课是九年级第三单元第一话题的第二课时，主活动是1a和4。通过谈论去古巴出差来引出语言的差异性和重要性，并继续学习一般现在时态的被动语态。1a 、1b以听、读的方式去引出official language，1c则让学生找出更多国家的官方语言，从而扩展学生的知识面，知道语言具有多样性。3以听故事的形式来说明英语的广泛性。2和4则是为了强化本课的语言知识。通过学习本课，学生要知道在许多国家，语言有官方语言和非官方语言，并认识到语言文化在沟通交流中的重要性。 Ⅱ.Teaching aims 1.Knowledge aims： 掌握本课的重点词汇和短语，继续学习一般现在时态的被动语态。 2.Skill aims: 能通过观察课文插图来猜测课文内容。 能运用一般现在时态的被动语态进行看图写句子。 能正确地运用强读和弱读技巧，使句子更加抑扬顿挫，富有韵律感。 3.Emotional aims: (optional) 让学生知道语言的重要性和多样性，从而增强学生学习语言的欲望。 4.Culture awareness: (optional) 通过Jane和她爸爸的对话，让学生了解异国文化在沟通中的重要作用。 Ⅲ. The key points and difficult points 1. Key points: Words and phrases: tonight, communicate, conversation, explain, impossible, divide, dig, lay, be pleased with, on business, be similar to, have (no) trouble doing sth., in trouble, ask...for help. Sentences: Have a good trip! I wish you success! Grammar: Simple present passive voice 2. Difficult points： 能熟练地运用一般现在时态的被动语态进行句型转换（如:把肯定句变成疑问句等）。 能正确地运用强读和弱读技巧。 Ⅳ. Learning strategies 通过课文插图来培养学生的想象力。 通过构词法、英语释义、语境来培养学生猜测生词的能力。 通过引导学生在听前阅读3的问题，培养学生形成听前熟悉、预测听力材料的习惯。 Ⅴ.Teaching aids 联合国总部和潘基文的图片，日文的药品说明书/录音机/幻灯片等。

Ⅵ. Teaching procedures Stage (time period) Interaction patterns Teacher activity Student activity Remarks

1 Getting students ready for learning （2 mins) Class activity Present a picture of the UN headquarter or a picture of Pan Jiwen. Discuss in groups and list the official languages used in UN. Encourage the students to speak them out. T: Do you know what this is? T: Who is he? T: Great! Do you know what languages are used in the UN? Now discuss in groups and try to name Discuss and speak out the languages. S1: It’s the UN. S2: Pan Jiwen. S3: English. S4: Russia. S5: Chinese. S6: ... 老师可以把多种语言的名词通过小黑板或者屏幕准备好，以降低难度。最后老师一定要给出正确的答案并教读：Chinese, English, French, Russia, Spanish and Arabic. the official languages used in UN.

2 Revision (5 mins) Group work Step 1: Let the Ss look at the pictures in 4 on page 58. First, guess the meanings and pronunciations of “divide, dig, lay”. Second, make a sentence with the given words on paper. Third, encourage groups to write one of their sentences on the Bb. Finally, let the Ss check the sentences. T: Look at the pictures and guess Guess the meanings and pronunciations of the new words. S1: The cake is divided into pieces by her. S2: The carrots are dug by the rabbit. S3: … 先让学生根据图片猜词意，然后借助词汇表读出来。学生可能会弄错dig, lay 的过去分词，老师要及时纠正并强调。尤其是lie 和lay 的过去式与过去分词。 Individual work the meanings and pronunciations of “divide, dig, lay”. Then make a sentence with them on paper and I’d like several students to write one of your group’s sentences on the Bb. T: Now check your sentences. Step2: Let the Ss read the sentences they have just written. Pay attention to the stress and weak form. T: Look at the example first, and then I’d like some students to Read the sentences according to the given example. S1: The `cake is `divided into `pieces by her. S2: The `carrots are `dug by the rabbit. S3:... 先让学生观察例句，总结出哪些词应该强读，哪些词应该弱读。 read these sentences. Pay attention to the stress and weak form.

3 Pre-listening (7 mins)

Class activity Step 1: Present a medicine instruction in Japanese. Let the Ss guess what it is about. Move to 1a. T: Here is an instruction. Look at it carefully and guess what it is about. S1: It’s about medicine. T: Wow! You are so smart! How do you know it? Look at the instruction and try to figure out what it is about. S1: Because some words look like Chinese. S2:It means Japanese 老师要及时总结学生的猜测并指出日语是以汉语为基础创造的。在黑板上板书词组“be similar to” 并进行教读。 Class activity T: What does this mean? T: You are very clever. As we know, Japanese is borrowed from Chinese. So Japanese is similar to Chinese in some way. Step 2: Let the Ss look at the picture in 1a and predict by answering the teachers questions. T: Look at the picture in 1a, what is the man doing? Ss: He is ....(write down “pack-packing ”on the Bb and has the same characters as Chinese. S3:It means Japanese is borrowed from Chinese. Look at the picture in 1a and answer the teacher’s questions. S1: He is putting away his clothes. Individual work teach them. Let the Ss repeat “He is packing”) T: What is he going to do? Guess! Step 3: Let the Ss scan the statements in 1b to get more useful information. Write down “possible-impossible, interpreter, tonight, on business” and encourage the Ss to read and guess the meaning. T: Now, read 1b, you may find some useful information about my questions. Pay attention to the S2: He is going to have a good trip. S3: He is going to ... 合理利用旧单词，通过前缀或后缀来进行词汇教学，帮助学生通过掌握这种方法来扫除阅读障碍。如：impossible。对于新单词，也可以用简单的英语进行解释，然后让学生用相应的汉语进行表述。如：tonight=on the night of today。还可以通过上下文的语境来猜测词义。如：1b中的