英语九年级上册Topic 1 Our country has developed rapidly.教案设计

这是一份英语九年级上册Topic 1 Our country has developed rapidly.教案设计，共9页。
这是九年级第一单元第一话题的第三课时，本课的容量适中，主活动是1a。1a通过对 “Changes in Beijing”这篇文章的学习，进一步训练学生的阅读能力。1a部分还对学生的阅读策略进行了指导：通过图片和语境来猜测生词。通过完成1b，培养学生用英语学英语的意识。1c主要是培养学生寻找段落中心句和归纳文章内容的能力。2和3是紧密相连的两个任务。2引导学生就家乡的变化进行交谈，训练学生的口语表达能力，并为3的写作训练做好准备。3则以2的交流为依托，提高学生的写作能力。本课通过对北京和家乡今昔的对比，引导学生了解过去，珍惜现在和展望未来，培养学生积极向上的生活态度和爱家爱国的情怀。
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。
2.Skill aims:
培养学生的阅读能力和阅读技巧。
提高学生的口语表达能力和写作能力。
能通过图片和语境猜测词义，减轻学习过程中的压力。
了解Tpic sentence的含义并初步学习如何在口语表达和书面表达中进行运用。
3.Emtinal aims: (ptinal)
引导学生了解过去，珍惜现在和展望未来，培养学生热爱生活的积极态度。
4.Culture awareness: (ptinal)
通过对北京今昔变化的对比，引导学生关注自己身边社会的变化，培养他们热爱家乡热爱祖国的情怀。
Ⅲ. The key pints and difficult pints
1. Key pints:
Wrds and phrases: cmmunicatin, reprt, relative, develp, since, satisfy, medical, machine, rapid, prgress, already, be crwded int, receive a
gd educatin, keep in tuch with, what’s mre, make prgress, succeed in ding sth.
Grammar: Present Perfect
2. Difficult pints：
如何通过语境，猜测生词、短语的意思。
如何在阅读过程中找出各个段落的tpic sentence。
口头报告和书面写作时，能有意识的使用tpic sentence和supprting details。
Ⅳ. Learning strategies
通过任务前活动，引导学生预测阅读内容。
通过找主旨句的方法，教会学生在做口头报告或写作时正确使用tpic sentence。
通过图片和上下文，提升猜测词义和扫清阅读障碍的学习策略。
Ⅴ. Teaching aids
单词卡片（如narrw/wide，relative，machine，etc.）或者幻灯片；能反映学生家乡今昔变化的图片或照片等。
Ⅵ. Teaching prcedures
Ⅶ. Blackbard design
Stage
(time perid)
Interactin
patterns
Teacher activity
Student activity
Remarks
1
Getting students ready fr learning
(3-5 mins)
Class activity
Greeting
T: Gd mrning, everyne. I have a funny stry t share with yu …
Greeting
Ss: Gd mrning, Miss Tan.
…
2
Revisin
(3-5 mins)
Grup wrk
Present the verbs at randm and hld a cntest t aruse the Ss’ interest. Then get the girls t speak ut their past tense and the bys t say the past participles. Write dwn sme ntes n the Bb.
T: Bys and girls, we have learned present perfect last perid. Nw let’s have a wrd cmpetitin. I’ll shw yu sme verbs. Girls need t say the past frms and bys need t say the past participles as quickly as yu can. Are yu ready?
Ss: Yes!
T: d
Gs: did
Bs: dne
…
PK between bys and girls. Speak ut the past tense and past participles f the verbs respectively. Have a cntest t see which grup is the winner.
Ss: Yes!
Gs: did
Bs: dne
…
竞争是激发学生求知的良好方式，也是提升学习效率的有效途径。
建议一：对于基础较好的学生，可以要求他们用该动词的过去分词造句。
3
Pre-reading
(5 mins)
Class activity
Present sme pictures and get the Ss t guess the meaning f the new wrds.
T: Lk at the picture, the ring rad is very wide, but this small rad is narrw. S what’s the meaning f “narrw”?
Ss: …
T: Lk at this picture f my family, this is my uncle, this is my cusin, this is …they are all my relatives. S wh can tell me what’s the meaning f “relative”?
Ss …
Guess the meaning f the wrds accrding t the pictures and the teacher’s descriptins.
教师根据教学实际，采用方便的方式，如图片，照片，幻灯片等都可以，只要达到看图猜词义的目的就行。
4
While-reading
(10 mins)
Pair wrk
Grup wrk
Step1: Fast-reading.
Get the Ss t read the passage quickly and finish 1b in pairs. Check the answer in class and give necessary explanatins.
T: OK, nw read the passage quickly and finish 1b tgether with yur partner.
Step2: Cmprehensive-reading.
Read the passage again and guide the Ss t find ut the tpic sentence f Para 2 and Para 3. Then discuss the details f part 2. Finish 1c.
(The secnd part f 1c has pening answers, s the teacher can encurage the Ss t give as many answers as they can.)
T: Read Para2 and Para3, can yu find ne sentence in each para t summarize the whle passage? Then list the changes in Beijing.
Read the passage quickly and try t guess the meaning f the wrds r phrases in 1b. Discuss the answer with yur partner.
Read the passage again, finish 1c and pay attentin t the first sentence f para2 and para3. Discuss the changes in Beijing.
S1: Para.2…
S2: Para. 3…
注意用一到两个词语做例子，教会学生通过上下文来推测单词的含义，如cmmunicatin。
引导学生分别找出主题句和论据细节, 培养学生学习阅读策略。
5
Pst-reading
(15 mins)
Class activity
Grup wrk
Step1: Get the Ss t underline the key pints. Then ask questins abut the passage and deal with difficult language pints.
T: Nw, g ver the passage sentence by sentence, underline sme key pints yur think. If yu have any questins, please raise up yur hand and ask.
Step2: Shw sme pictures f Ss’ hmetwns, give necessary descriptins and guide the Ss t give an ral reprt abut the changes in their hmetwns.
T: Nw, let’s see sme ld pictures. Can yu recgnize the places?
Ss…
T: What has happened t these places?
Ss…
T: Are these changes gd r bad?
Ss…
T: Can yu state yur reasn?
…
T: Nw wh can make a reprt abut yur hmetwn? Have a try, please!
Read the passage carefully, discuss and ask questins abut the pints they d nt understand. Take ntes when the teacher gives explanatins.
Wrk in grups, using 1c as an example, and discuss the changes in their hmetwns. List the tpic sentences and details. Then chse ne student f each grup t give their reprt t the whle class.
学生水平有限的话可以老师直接讲解知识点。
学生直接给口头报告有难度的话老师可以先做一次范例，然后鼓励学生模仿，通过要求使用主题句和细节内容来组织学生的逻辑思维能力。
建议：可处理为读后的一个活动，如果学生水平好，课堂时间允许的话也可以作为一个读-说-写结合的独立活动来重点训练学生说和写的能力。
6
Summarizing and assigning hmewrk
(5 mins)
Grup wrk
Step 1: Sum up the key pints in this class.
Then ask ne grup t give a presentatin.
Step2: Assign 3 as the HMK.
G ver what they have learned in Grups. Then try t reprt t the whle class.
Write a passage abut changes in their hmetwns accrding t what they have discussed in their grup.
Our cuntry has develped rapidly.
Sectin C
Review:
clean/cleaned/cleaned
fly/flew/flwn
d/did/dne
…
HMK: changes in my hmetwn
tpic sentence: …..
details…
Language pints:
narrw, cmmunicatin, reprt…
keep in tuch with, make prgress,
succeed in ding…
…
Reading:
changes in Beijing:
in 1960s, …
China has develped rapidly…
rad, medical care, educatin,
cmmunicatin, buildings