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    仁爱科普版初中英语九上教学设计U1T1SB

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    初中英语Topic 1 Our country has developed rapidly.教案

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    这是一份初中英语Topic 1 Our country has developed rapidly.教案,共11页。
    本课是九年级第一单元第一话题的第二课时,主活动是1a和2a。 1a通过Maria和Kangkang谈论在假期参加志愿者活动的经历,复习一般过去时和继续学习现在完成时,并引出本话题的功能意念:表达情感。1b主要培养学生预测听力内容的能力。1c则侧重于检测学生的阅读理解能力。2a部分是为学习实义动词做准备:一是学习实义动词过去分词的形式,二是读出实义动词过去分词的正确发音。2b既是语音训练又是语法操练。让学生口头做替换练习的过程也是学生运用现在完成时的过程。2c通过调查并汇报组内成员的假期生活,进一步巩固了语音语调和现在完成时,从而达到提高学生的口语表达能力和综合语言运用能力。
    Ⅱ.Teaching aims
    1.Knwledge aims:
    掌握本课的重点词汇和短语,继续学习现在完成时,即过去分词的构成。掌握现在完成时的一般疑问句以及肯否定回答。
    2.Skill aims:
    能听懂现在完成时表达的各种活动,并作出正确判断。
    能正确运用现在完成时的疑问句询问他人的事情。
    能通过整合对话内容,提升综合语言运用能力,并能准确描述自己及他人的假期生活。
    3.Emtinal aims: (ptinal)
    在学习过程中,结合小组竞赛、同伴互助等活动,培养互助进步的合作精神。
    引导学生了解不同的假期生活,发扬乐于助人的传统美德。
    4. Culture awareness: ( ptinal)
    Ⅲ. The key pints and difficult pints
    1. Key pints:
    Wrds and phrases: shut, ever, rpe, disabled, take part in, disabled children’s hme, learn…frm…, put n, jump rpe, chat n line
    Sentences: I think it makes me happy t help thers.
    Thugh I had n time t travel, I still felt very happy.
    T help thers makes us happy.
    A: Have yu been t any ther places? A: Ann has chatted n line, hasn’t she?
    B: N, I haven’t. B: N, she hasn’t.
    Grammar: Present Perfect (past participle和疑问句的问答).
    2. Difficult pints:
    能巧记过去分词的构成。
    能正确使用疑问句对日常活动进行问答。
    Ⅳ. Learning strategies
    通过1a和1b的听力练习,提升听的语言技能。
    通过1a和2b的朗读训练,能够准确、清楚地进行朗读,培养语感和自信心。
    通过2b的对话练习,能够运用所学的知识传递日常生活信息。
    通过2c的提升训练,能够监控和评价自己的学习,制定自己的复习计划。
    感知和掌握过去分词的发音规则。
    Ⅴ. Teaching aids
    图片;录音机;幻灯片。
    Ⅵ. Teaching prcedures
    Ⅶ. Blackbard design
    Stage
    (time perid)
    Interactin
    patterns
    Teacher activity
    Student activity
    Remarks
    1
    Getting students ready fr learning
    (2 mins)
    Class activity
    Greeting.
    T: Hell, bys and girls. Hw are yu?
    Ss…
    T: I’m very well. It’s a fine day tday. Wuld yu like t chant with me?
    Greeting.
    Ss: Hell, Miss Tan. We’re fine, thanks. And yu?

    Ss: Yes, I’d like that…
    2
    Revisin
    (2-3 mins)
    Class activity
    Chant and review the sentence patterns.
    T: Nw let’s Chant.
    —Where have yu been?
    —I have been t Africa.
    —Where has she been?
    —She has been t Canada.
    —Where’s Maria?
    —She has gne t America.
    Chant tgether.
    提升学习兴趣。
    建议一:也可创设情境,自由交谈。
    建议二:做游戏,“Quick Respnse”。
    建议三:用一张自己的照片介绍自己的假期经历。
    3
    Pre-listening
    (2-3 mins)
    Class activity
    Shw a picture f a disabled children’s hme t teach the new wrds.
    T: This picture is a disabled children’s hme. Have yu ever been there?
    (Teach the Ss t read the new wrds.)
    Ss: N, I haven’t./Yes, I have.(Lead the Ss t answer)
    T: Has Maria been t the disabled children’s hme? Can yu guess?
    Ss: Yes, she has. / N, she hasn’t.

    Remember the prnunciatin and spelling f the new wrds.
    Ss: N, I haven’t./Yes, I have. (Lead the Ss t answer)
    Ss: Yes, she has. / N, she hasn’t.
    给学生创设良好的语言环境,有助于学生更好地体会并掌握新单词及新句式。
    4
    While-listening
    (10 mins)
    Class activity
    Grup wrk
    Step1: Get the Ss t scan the statements in 1b befre listening. Then listen and mark T r F. Finish 1b.
    T: As we knw, Maria has been t Cuba t be a vlunteer. But d yu wnder what Maria has dne there?
    Ss: Of curse.
    T: OK. Let’s listen t the tape and finish 1b. Befre listening, yu have 1 minute t read 1b. Then mark T r F. Yu can listen twice.
    Ss…
    Step2: Listen t 1a again, pay attentin t the prnunciatin and intnatin, and then act 1a ut.

    Read the statements in 1b befre listening. Then listen and mark T r F.
    Ss: Of curse.
    Ss…
    Listen again, pay attentin t the prnunciatin and intnatin and then present 1a.
    听力训练之前,分析题目,能更好地做出判断。
    建议:如果学生基础较差可以重新设置两个简单的问题,再将1b改为读后训练。
    加强语音语调练习,有助于培养学生的语感,增强自信,特别注意一般疑问句的升调读法。
    建议:小组展示环节采用组间PK的方式,提升学生的竞争意识。
    5
    Pst-listening
    (10 mins)
    Grup wrk
    Individual wrk
    Individual wrk
    Step 1: Ask the Ss t underline the key pints and slve the prblems by themselves.
    T: Listen t the cnversatin again and underline the key pints. Then slve the prblems by yurselves.
    Nw yu have 2 minutes t underline the language pints.
    Ss…
    T: OK, please discuss the underlined wrds and expressins in grups. Yu can ask me and ther students fr help.
    Step 2: Finish 1c accrding t 1a.
    T: Nw read 1a carefully and cmplete the passage in 1c.

    T: OK, please share yur answers with thers.

    Step 3: Let the Ss circle the structures like“have/has dne” in 1c as quickly as pssible.
    T: Nw please find the structures like “have/has dne” in 1c and circle them.
    S1: has taken part in
    S2: has learnt
    S3: …
    (Teachers shuld write the past participle n the Bb.)
    Read the cnversatin carefully and underline the pints they d nt understand.
    Ss…
    Read 1a again and fill in the blanks in 1c.
    Circle the structures like “have/has dne” in 1c and share them with the class.
    S1: has taken part in
    S2: has learnt
    S3: …
    知识点简单时,大胆放手让学生自己解决,老师可以适当的点拨。该环节教师应提供参考资料和方法指导,以提升学生的自学能力和培养克服难关的意识。
    6
    Finishing task 2
    (10 mins)
    Grup wrk
    Pair wrk
    Grup wrk
    Step 1: Ask the Ss t fill in the blanks by themselves. Then listen and check the answers. Pay attentin t the prnunciatin f the past frms and past participles.
    T: Well, nw, let lk at 2a. Can yu fill in the blanks?
    T: Have yu finished yet? Nw let’s check the answer.
    S1: jumped
    S2…
    T: S wnderful. Nw fllw me t read the wrds.
    Ss…
    T: Nw please discuss the rules f the P.P.(过去分词)
    Ss…
    T: Yu did a gd jb.
    Step 2: Present the new sentence structures “General questin f Present Perfect”, then let the Ss ask and answer with their partners. Finish 2b.
    T: Nw lk at this chart and answer my questin.
    Has Ann ever cleaned the rm?
    Ss: Yes, she has.
    T: Has Ann ever chatted n line?
    Ss: N, she hasn’t.
    T: Ann has cleaned the rm, hasn’t she?
    Ss: Yes, she has.
    T: Ann has chatted n line, hasn’t she?
    Ss: N, she hasn’t.
    T: Nw listen and pay attentin t the intnatin.
    Then ask and answer with yur partners.
    Ss…
    Step 3: Make a survey.
    Interview the members f the grup like 2b and take ntes. Then reprt it t class. Finish 2c.
    S1: Have yu ever dne…?
    S2: Yes, I have. / N, I haven’t.

    T: Yu can reprt like this:
    Jane has dne sme farm wrk…
    Finish 2a. Pay attentin t the prnunciatin f the past frms and past participles.
    S1: jumped
    S2…
    Make cnversatins in pairs and finish 2b.
    Ss: Yes, she has.
    Ss: N, she hasn’t.
    Ss: Yes, she has.
    Ss: N, she hasn’t.
    Ss…
    Interview the members f the grup like 2b and take ntes. Then reprt it t class. Finish 2c.
    S1: Have yu ever dne…?
    S2: Yes, I have. / N, I haven’t.

    Ss: Jane has dne sme farm wrk…
    掌握构词法有助于拓展学生的词汇量。
    建议一:教师应根据实际给予不同程度的肯定与奖励, 以提升学生的自主探究能力。
    建议二:教师教读时,注意强调词缀“ed”的发音。
    及时的巩固训练是内化语言的有效途径。
    建议一:教师可以根据实际情况增加与生活相贴近的问答环节。
    建议二:展示环节,教师及时纠正语法小错误,语言输出是任务后的再做活动,教师要让学生独立、完整的完成任务,还应强调语言的准确性。
    建议三:小组展示时,其他同学应参与评价,这也是引导学生主动反思和调控自己学习方法的策略之一。
    教师适时合理安排该部分,不仅可以提高学生的口语水平和书面表达能力,还能增强学生的自信心。如果课堂时间有限可留此部分为课后作业。
    7
    Summarizing and Assigning hmewrk (5mins)
    Class activity
    Step 1: Summarize the main cntent f this class and repeat the key pints.
    Step2: HMK:Write a passage like 2c.
    G thrugh what yu have learned with yur teacher. If there is still smething yu d nt understand, d nt hesitate t ask fr help.
    HMK:Write a passage like 2c.
    Our cuntry has develped rapidly.
    Sectin B
    am/is/are
    g
    see
    clean
    jump
    _____
    fly
    d
    shut
    was/were
    went
    saw
    cleaned
    jumped
    chatted
    _____
    did
    _____
    _____
    _____
    _____
    _____
    _____
    Chatted
    flwn
    _____
    shut
    take part in, disabled children’s hme,
    learn…frm…, put n, jump rpe, chat n line;
    I think it makes me happy t help thers.
    Thugh I had n time t travel, I still felt very happy.
    T help thers makes us happy.
    A: Have yu been t any ther places?
    B: N, I haven’t.
    A: Ann has chatted n line, hasn’t she?
    B: N, she hasn’t.

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