2018-2019学年仁爱版九年级英语上册全册教案

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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:

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九年级上册教学案例设计

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。

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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 Brainstorming: Show some pictures of some Speak out the names of the 让学生更加熟悉各国名famous places. Get the Ss to speak out their countries. names as quickly as possible to arouse the Getting 1 students ready Class for learning (4-6 mins) activity Ss’ interest. 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。 T: Boys and girls, the bell is ringing. Let’s Ss… 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! Ss: Yes!

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九年级上册教学案例设计

Class activity Pre-listening (15 mins) Round robin Step 1: Present the last picture of Wenchuan, Guess the meaning of the 让学生在具体的语言环境get the Ss to guess the meaning of the new words according to the 中感知新单词，有助于更words and then teach the new words. T: What happened there in 2008? Ss:（地震） teacher’ s descriptions. Ss:（地震） 快更好的记住它们。 T: Yes. An earthquake has taken place there. Many volunteers went there to help them. 2 Step2: Present the new sentence structures Ask and answer one by one 给学生创设良好的语言环and then ask and answer one by one in each in each group. group. T: I have been to Wenchuan, too. Where have you been? Ss: I have been to… Ss: I have been to… 境，有助于学生更好的体会和掌握该句式。 T: Now, let’s ask and answer one by one in each group. S1…S2...S3…S4…S5…S6…S1 S1…S2...S3…S4…S5…S6…S1 4

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Pair work Step3: Present the new sentence structures Practice the dialog in pairs. and then ask and answer with partners. T: Where is S5? Ss: He went to the wash room? 在环境中感知语言，才能更好地用语言做事情。 Ss: He went to the wash the difference 教会学生及时归纳和总结T: Yes, he has gone to the wash room. And room? 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. … Ss: She has gone to … Group work Step 4: Get the Ss to discuss the differences Discuss between have/has been to and have/has gone between have/has been to 所学知识是学好语言的策to. Choose one group to state the points and and have/has gone to and 略之一。 others can add their ideas. Finish 2b. then make a presentation. 建议：教师应根据实际给予不同程度的肯定与奖励。 T: OK, now please share your answers with Finish 2b. us. Others listen carefully and can add your ideas.

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