人教版（2024）九年级全册Section A教学设计

这是一份人教版（2024）九年级全册Section A教学设计，共5页。教案主要包含了易混辨析等内容，欢迎下载使用。


Teaching Aims
Language gals
learn t narrate past events using past perfect tense.
Key wrds and phrases
give ... a lift.
Key sentences
1. But befre I gt t the bus stp,the bus had already left.
2. At least by the time yu gt t schl,yu were nly five minutes late fr class.
3. When I gt hme,I realized I had left my keys in the backpack.
Teaching Difficulties
Practice the past perfect tense and the adverbial clauses with when,befre,as,by the time t narrate past events.
Teaching Aids
CAI,multimedia curseware r ther realia that the T needs fr teaching
Teaching Prcedures
Tips
Step 1 Warming up&Lead-in
游戏导入可以让学生更快进入课堂，而且当前的游戏将本节课的重点词汇结合在一起，加强了他们对于学习的积极性。
Warming up
Revisin
Shw students the phrases n PPT P6. The teacher asks each student t write dwn a translatin fr each phrase n the paper, then ask students t check the answers with their partner. If all the translatins are crrect, each student can get tw pints. The teacher then designates the individual student t make sentences using the phrases, and the student wh answers well will receive anther pint.
Free talk
What d yu usually d in the mrning befre schl?
T can teach these expressins t Ss: brush teeth,g t schl,have breakfast, take a shwer.
Lead-in
Brainstrm(Discussin)
D yu like mrnings? Why r why nt?
Did anything unexpected happen this mrning?
Hw did it make yu feel?
T can lead students t say these phrases abut unexpected events:be late fr schl, miss the bus, lse the key, leave the backpack at hme, frget t bring hmewrk, receive a birthday present, versleep
Step 2 Listening &Presentatin
问题导入是常见的导入方式之一，这种导入方式有利于学生通过问题提前预测听力的动词甚至内容。
续写故事的设计旨在检测学生对于听力部分内容以及重点词句的掌握，同时对与学生口语表达能力和逻辑思维能力也有一定促进作用。
PPT 中的视频里的对话内容就是书本2d的听力内容，通过视频可以让学生更直观地感受听力中Kevin身上发生的事， 可以帮助学生缓解部分听力压力。
Pre-listening
Divide Ss int five grups. Ask Ss t discuss what happened t the girl. T can ask Ss sme questins t give sme clues abut the stry.
Where is Mary in the pictures?
Is anything gd r bad happening t her?
What d yu think it is abut?
(Tip: T can ask Ss t share what they have discussed befre giving them the answers. Ensure they truly understand what happened in the stry.)
While-listening
2a
Listen t Mary cntinue her stry and number the pictures in the crrect rder.
Answers:3,1,2,4
2b
First ask the Ss t fill in the blanks with the crrect frms f the verbs in brackets. Then let sme students t write their answers n the blackbard. Finally teacher checks the answers. (If there is smething different fr them, teacher can let them listen it again.)
Answers:
1.gt,had left 2.gt,had rung 3.walked,had started
Rle-play
Ask tw pairs f students t rle-play the listening material f 2b.
Pst-listening
Lk at the pictures in 1a and 2a and retell the stry.
Key wrds in 2a
ran hme, gt hme, had left my keys, ran back t schl, had rung, walked int class, had started teaching
Key wrds in 1a
verslept, gt up，shwer, went utside, had left, ran, gt t schl, backpack
Presentatin
2c
Teacher asks Ss t make up an ending fr the stry and share it with their partners.
The teacher divides the class int five grups, ne f whm cntinues the stry by saying ne sentence, and at last, the five sentences must be a cmplete stry.
2d
Read the cnversatin in 2d and answer the questins belw.
Why was Kevin late fr class?
2. Hw did Kevin get t schl?
Ask students t read the dialgues f 2d carefully in pairs.
Teachers can remind students f the stress, cnjunctins,intnatin, and intnatin f wrds befre they read tgether.
Watch a vide abut the stry f 2b. Prepare fr the retelling f the stry.
Step 3 Language pints learning
leave v. 忘了带；丢下
leave+宾语+地点状语 把······忘在某地
leave
leave sb. by neself 把某人单独留下
【易混辨析】leave与frget
两词都可以表示“遗忘”的意思，其区别如下：
leave
通常与地点状语连用，表示将某物遗忘在某地。
frget
不与地点状语连用，表示忘记带某物。
put n 穿上
put n是动副短语，强调动作，反义短语是take ff。其宾语若是代词，代词要放在put与n中间。
【拓展】put n的其他用法：
（1）增加（体重）；发胖
（2）上演；举办
Step 4 Exercises& Hmewrk
一节课后的练习是必不可少的环节，学生通过练习可以加强对基础知识的巩固。
Exercises
Cmplete pages frm 26 t 26 f the PPT.
Hmewrk
Preview the passage n Page 91.
Preview the new wrds and phrases.
D the exercises in students’ bk.
Teaching Reflectin
This is the secnd perid f the unit. Our main task is t get the students t learn the structure “make＋sb.＋d sth.” and “make＋sb.＋adj.”. The teacher shuld teach the main structure by giving students a lt f ral and listening practice and then let them read a shrt cnversatin and learn sme idims and useful expressins.Tell the students t remember these idims when learning English. Have the students learn the structure by cmparing and making summaries.