英语九年级上册Topic 1 English is widely spoken around the world.教学设计

这是一份英语九年级上册Topic 1 English is widely spoken around the world.教学设计，共11页。
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fficial 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.Knwledge 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.Emtinal aims: (ptinal)
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: (ptinal)
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 pints and difficult pints
1. Key pints:
Wrds and phrases: tnight, cmmunicate, cnversatin, explain, impssible, divide, dig, lay, be pleased with, n business, be similar t, have (n) truble ding sth., in truble, help.
Sentences: Have a gd trip!
I wish yu success!
Grammar: Simple present passive vice
2. Difficult pints：
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 prcedures
Ⅶ. Blackbard design
Stage
(time perid)
Interactin
patterns
Teacher activity
Student activity
Remarks
1
Getting students ready fr learning
（2 mins)
Class activity
Present a picture f the UN headquarter r a picture f Pan Jiwen. Discuss in grups and list the fficial languages used in UN. Encurage the students t speak them ut.
T: D yu knw what this is?
T: Wh is he?
T: Great! D yu knw what languages are used in the UN? Nw discuss in grups and try t name the fficial languages used in UN.
Discuss and speak ut 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.
2
Revisin
(5 mins)
Grup wrk

Individual wrk
Step 1: Let the Ss lk at the pictures in 4 n page 58. First, guess the meanings and prnunciatins f “divide, dig, lay”. Secnd, make a sentence with the given wrds n paper. Third, encurage grups t write ne f their sentences n the Bb. Finally, let the Ss check the sentences.
T: Lk at the pictures and guess the meanings and prnunciatins f “divide, dig, lay”. Then make a sentence with them n paper and I’d like several students t write ne f yur grup’s sentences n the Bb.
T: Nw check yur sentences.
Step2: Let the Ss read the sentences they have just written. Pay attentin t the stress and weak frm.
T: Lk at the example first, and then I’d like sme students t read these sentences. Pay attentin t the stress and weak frm.
Guess the meanings and prnunciatins f the new wrds.
S1: The cake is divided int pieces by her.
S2: The carrts are dug by the rabbit.
S3: …
Read the sentences accrding t the given example.
S1: The `cake is `divided int `pieces by her.
S2: The `carrts 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。
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。
3
Pre-listening
(7 mins)
Class activity

Class activity
Individual wrk
Step 1: Present a medicine instructin in Japanese. Let the Ss guess what it is abut. Mve t 1a.
T: Here is an instructin. Lk at it carefully and guess what it is abut.
S1: It’s abut medicine.
T: Ww! Yu are s smart! Hw d yu knw it?
T: What des this mean?
T: Yu are very clever. As we knw, Japanese is brrwed frm Chinese. S Japanese is similar t Chinese in sme way.
Step 2: Let the Ss lk at the picture in 1a and predict by answering the teachers questins.
T: Lk at the picture in 1a, what is the man ding?
Ss: He is (write dwn “pack-packing ”n the Bb and teach them. Let the Ss repeat “He is packing”)
T: What is he ging t d? Guess!
Step 3: Let the Ss scan the statements in 1b t get mre useful infrmatin. Write dwn “pssible-impssible, interpreter, tnight, n business” and encurage the Ss t read and guess the meaning.
T: Nw, read 1b, yu may find sme useful infrmatin abut my questins. Pay attentin t the wrds and phrases n the Bb.
Lk at the instructin and try t figure ut what it is abut.
S1: Because sme wrds lk like Chinese.
S2:It means Japanese has the same characters as Chinese.
S3:It means Japanese is brrwed frm Chinese.
Lk at the picture in 1a and answer the teacher’s questins.
S1: He is putting away his clthes.
S2: He is ging t have a gd trip.
S3: He is ging t ...
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 t” 并进行教读。
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：impssible。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：tnight=n the night f tday。还可以通过上下文的语境来猜测词义。如：1b中的interpreter 就可以通过上下文来猜测。
4
While-listening
(4 mins)
Individual wrk
Let the Ss listen t 1a nce and mark T/F in 1b. Then check the answers tgether.
Listen t 1a mark T/F in 1b and check if their answers are right.
不要担心学生不能完全听懂，只要了解大意即可。
5
Pst-listening
(17mins)
Individual wrk
Class activity
Grup wrk
Grup wrk
Pair wrk
Step 1: Let the Ss read 1a carefully and circle the difficult pints including wrds, phrases and sentences. G arund the class and cllect what the Ss have circled and write them dwn n the Bb. Then encurage the Ss t read them and guess the meanings.
T: First, read 1a and find the difficult pints
T: Hw d yu prnunce this wrd,
S1:...
T: What des this wrd mean?
S2: ...
Step 2: Let the Ss read 1a in rles t check if they can prnunce prperly. Take ntes and crrect them after reading.
T: Nw, girls will be Jane and bys will be Father. Read 1a in rles.
Step3: Let the Ss discuss in grups and make a list f the key pints. Write them dwn n the Bb.
T: Nw, wrk in grups. It’s time fr yu t decide which wrds, phrases r sentences are useful t yu.
Step 4: Check the Ss’ HMK assigned yesterday. Encurage sme grups t make a new cnversatin based n 1a.
T: Nw, let’s check yur hmewrk .Which grup? Vlunteers! Yu many begin like this “Chinese is spken as the fficial language in China.
Step 5: Ask the Ss t make a new cnversatin accrding t 1a after class.
T: We dn’t have enugh time tday t make a new cnversatin, s yu’d better d it with yur partner after class.
Read 1a, find the difficult pints and try t slve them with the help f all kinds f resurces.
Read 1a in rles alud.
Discuss and make the list and reprt t the class.
S1: n business, be similar t, have truble ding
S2:cnversatin, have a cnversatin, ask sb fr help, …
S3: explain t sb, have a gd trip,
I wish yu success, …
S4: cmmunicate, pack, ...
Chse a member t reprt.
S1:French is spken as the fficial language in France.
S2: Japanese is Japan.
S3: English is Singapre.
S4: ...
到了三年级，大部分学生应该具备借助词汇表来拼读单词的能力。老师只要适时纠正即可。
让学生自己总结重点单词，词组和句子。老师对学生没有提到的或者说得不完整的要进行补充。如：have (n) truble in ding sth., be in truble /get int truble, explain sth t sb，wish sb sth.等。
老师对学生的答案要做出肯定的评价，如果学生的答案有偏差，老师要给出正确答案。
6
Finishing task 2 (2 mins)
Individual wrk
Let the Ss fill in the blanks alne and then check tgether. Let the Ss guess what “twin sister” means.
T: Cmplete the blanks alne. When yu finish, raise yur hand.
Fill in the blanks and check the answers. Speak ut the answers.
当给学生布置某项单人任务时，要求学生做出回应，以便老师掌控时间和步骤。
7
Finishing task 3 (3 mins)
Individual wrk
Let the Ss scan the questins quickly. Then let the Ss listen t the tape. Ask them t pay attentin t the mst imprtant part.
T: Nw, yu will listen t a stry abut Mary. Try t catch the answers t the questins.
Read the questins .Listen t the tape and check the answers.
S1: Mary is a
S2: Because Mary ...
S3: ...
8
Summarizing and assigning hmewrk
(5 mins)
Class activity
Step 1: Let the Ss g thrugh what they have learned in this perid. Speak ut what they have learned.
T: Nw, let’s sum up what we have learned tday. Yu can speak ut the wrds, phrases, sentences. And s n.
Step 2: HMK:
T: Make a new cnversatin based n 1c n page 57 with yur partner accrding t 1a.
Sum up and speak ne by ne.
S1: n business, explain sth. t sb...
S2: have truble ding sth.. , in truble, get int truble,...
English is widely spken thrughut the wrld.
Sectin B
Wrds and phrases: Grammar： Sentences：
Spanish Is English spken as the fficial language? Nt really.
divide (一般疑问形式） Oh, I see.
divide int Have a gd trip.
lie-lay-lain I wish yu success.
lay-laid-laid
dig-dug-dug
be similar t
pack
pssible-impssible
tnight
n business
interpreter
cmmunicatin-cmmunicate