| Unit 1 Topic 1 Section D
教学案例(仁爱版英语九年级) |
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Step 1 Review 第一步 复习(时间:12分钟) 通过做调查描述家乡面貌以及人们业余活动的变化，复习现在完成时态，并学习部分生词。 1. (检查作业，要求学生轮流描述家乡巨变。) T: We have known the changes around us. Let’s talk about them together. (教师引导学生描述一些家乡生活条件的变化。) S1: The roads in the past were narrow and dirty. Now there are many clean and wide ring roads in the cities. S2: We have big houses to live in. They are very comfortable. S3: We have different kinds of food to eat and fashionable clothes to wear. S4: We can use computers, telephones, and fax machines to make our communications faster and easier. … (教师可用提示性的单词如road, house, food，让学生一起来描述。) 2. (教师出示课本2中的图片，复习现在完成时的一般疑问句，学习部分生词，完成2。) T: Thanks to the government’s efforts, people’s living conditions have changed a lot, especially the leisure activities. Can you say some leisure activities which we often have? Ss: Watching a movie./Going roller skating. T: Yes, we can also play hide-and-seek or fly kites in the leisure time.(指着对应的图片，帮助学生理解。) (板书生词，要求学生掌握thanks to；理解play hide-and-seek。) thanks to, play hide-and-seek (师生互动，复习现在完成时的一般疑问句，完成2。) T: Have you ever played any of them? Ss: Yes, we have. T: Have you ever watched a movie in the open air? Ss: No, we haven’t. … Step 2 Presentation 第二步 呈现(时间:8分钟) 继续巩固现在完成时态，学习生词，并进行听力训练。 1. (教师继续利用2中图片对话，引出1听力内容。) T: I think these leisure activities make your life interesting. What else have you done except these leisure activities? (板书并要求学生理解。) organization T: You are so helpful. Our main character in 1 also joined the same organization. Let’s listen to the tape. 2. (播放1录音。班级学生分为四人一组，推选一人代表本组参加限时抢写赛。评出获胜组，奖幸运星一枚，以资鼓励。) T: Before we listen to the tape, listen to the rules carefully. Each group votes one student to write your answers on the blackboard. The fastest one is the winner, and the group will win a lucky star. Clear? Ss: Yes. ☆ Group 1 Group 2 Group 3 … T: Group 2 is the winner. Congratulations! Ss: (Claps…) Step 3 Consolidation 第三步 巩固(时间:7分钟) 加强听力训练，提高学生的听力水平和综合应用语言的能力。 1. (再次播放1录音，特别注意要填入的重要信息。) T: Listen again and pay attention to the important information such as how, when, what, and how many. 2. (讨论自己做过的帮助老年人的事情，宣扬尊老的传统美德，构建一个精神文明和物质文明和谐发展的社会，并做口头作文。) T: Talk about the things you have done to help the old, and do an oral composition. Example: During the summer holiday, my classmates and I often went to the Community Services to help the old. We brought many things for them such as delicious food, new clothes and CDs of Peking Opera. They liked them very much. We also cleaned rooms, washed clothes and performed programs for them. They were so happy and excited, and so were we. Step 4 Practice 第四步 练习(时间:10分钟) 通过归纳总结、跟读、造句等形式进一步强化练习现在完成时态，巩固本话题目标语言。 1. (引导学生总结现在完成时的陈述句，一般疑问句，特殊疑问句等形式，并找同学板书，然后听3a录音并与之核对。) T: Next, let’s review the present perfect tense. (板书本话题中的关键句。) (1)—Where have you been? —I have been to … (2)—Have you ever done …? —Yes, I have. /No, I haven’t. (3)She has gone to Cuba … 2. (回顾训练现在完成时的用法。) T: Now, can you use the present perfect tense to make sentences? Example A: T: Where have you been this Sunday? S1:I’ve been to the countryside. What about you, S2? S2:I’ve been to the Great Wall. Where have you been, S3? S4:… Example B: T: Have you been to Beijing? S5:No, I haven’t. But I have been to Shanghai. What about you, S6? S6:I have been to Xiamen. Have you been to Xiamen, S7? S7:Yes, I have … S8:… 3. (把全班分成三个小组，每组负责一个section，组内讨论总结出该section的功能句。教师引导小组之间交流，师生共同归纳本话题的目标语言。然后播放3b录音，让学生跟读。复习3b中的重点句型。) 4. (利用多媒体或小黑板做一些现在完成时的练习。) (1) A: you (make) your bed? B:Yes. (2) I (water) the flowers already. (3) My mother (work) in the hospital for twenty years. (4) A:Where’s Maria? B:She to the library. (5) Lily Beijing twice. (学生完成后，核对答案。) (1)Have made (2)have watered (3)has worked (4)has gone (5)has been to Step 5 Project 第五步 综合探究活动(时间:8分钟) 通过观察、比较、讨论等形式，了解写作的各个步骤，并布置命题作文。 1. (教师出示4的挂图或让学生直接看课文的插图。) T: We have reviewed the useful expressions and grammar. Let’s write a composition about the changes in Li Ming’s hometown with the help of the notes. Before you write it, you should consider it carefully, and then you should draw up an outline. (板书并要求学生掌握。) composition, note, consider, draw up (要求学生四人一组讨论图画内容，教师用小黑板呈现讨论内容并要求学生掌握tool。) S1:The houses in Picture One are so low and old. S2:Li Ming has lived there for many years. S3:Now, there are many tall buildings. … T: Good. Let’s look at the changes in Li Ming’s hometown. (1) changes in living conditions (2) changes in working tools (3) changes in education T: We have talked about these pictures. So we have known a lot about the changes in Li Ming’s hometown. You can write a composition on“Changes in Li Ming’s Hometown”. (学生讨论后，学习4中写作的各个步骤。) T: When you write a composition, you should follow these steps: First, consider it carefully before writing. Next, draw up an outline. Then, write the composition. Finally, check over the composition. At last, you should come to the conclusion: Thanks to the government’s efforts, Li Ming’s hometown is becoming better and better. Now, write your own composition. (教师具体解答学生在写作中遇到的困难，也可以让学生互相讨论怎么写。完成作文的学生，可以互换作品进行阅读，分享成果。) 2. Homework: (1) Complete the composition if you haven’t finished it. (2) Imagine what our country will be like in 2050, and write an outline. 板书设计： Our country has developed rapidly. Section D draw up —Have you ever done…? thanks to —Yes, I have./No, I haven’t. consider —Where have you been? —I have been to … Where’s Maria? She has gone to Cuba … |
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