仁爱版英语九年级上册Unit1Topic1SectionC教学设计

整理文本Unit1Topic1SectionC教学设计I.Materialanalysis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“ChangesinBeijing”这篇文章的学习，进一步训练学生的阅读能力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。n.Teachingaims.Knowledgeaim：s掌握本课的重点词汇和短语，继续学习现在完成时。.Skillaims: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Topicsentenced勺含义并初步学习如何在口语表达和书面表达中进行运用。.Emotionalaims:(optional)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。.Cultureawareness:(optional)整理文本整理文本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。田.ThekeypointsanddifficultpointsKeypoints:Wordsandphrases:communication,report,relative,develop,since,satisfy,medical,machine,rapid,progress,already,becrowdedinto,receiveagoodeducation,keepintouchwith,what'smore,makeprogress,succeedindoingsth.Grammar:PresentPerfectDifficultpoints: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 Topicsentence口头报告和书面写作时，能有意识的使用 topicsentenced口supportingdetails.Learningstrategies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 topicsentence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。.Teachingaids教学机，幻灯片；能反映学生家乡今昔变化的图片或照片等。VI.TeachingroceduresStage(timeperiod)InteractionpatternsTeacheractivityStudentactivityRemarks

1Gettingstudentsreadyforlearning(3-5mins)ClassactivityGreetingT:Goodmorning,everyone」haveafunnystorytosharewithyouGreetingSs:Goodmorning,MissTan.……PresenttheverbsPKbetweenboysand竞争是激发atrandomandgirls.Speakoutthepast学生求知的holdacontesttotenseandpastparticiples良好方式，也arousetheSs'oftheverbsrespectively是提升学习interest.ThengetHaveacontesttosee效率的有效thegirlstospeakwhichgroupisthe途径。outtheirpasttensewinner.建议一：对于Revisionandtheboystosaf基础较好的2(3-5mins)Groupworkthepastparticiples学生，可以要Writedownsome求他们用该notesontheBb.动词的过去T:Boysandgirls,分词造句。wehavelearnedpresentperfectlasperiod. NowSs:Yes!let'shaveawcrd

competition.I'llshowyousomeverbs.Girlsneedtosaythepastformsandboysneedtosaythepastparticiplesasquicklyasyoucan.Areyouready?Ss:Yes!T:doGs:didBs:done…Gs:didBs:done…3Pre-reading(5mins)ClassactivityPresent somepicturesandgettheSstoguessthemeaningofthenewwords.T:Lookatthepicture,theringGuessthemeaningofthewordsaccordingtothepicturesandtheteacher'sdescriptions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

roadisverywide,butthissmallroadisnarrow.Sowhat's themeaning of“narrow”？Ss:…T:Lookatthispictureofmyfamily,thisismyuncle,thisismycousin, thisis…theyareallrelatives.Sowhocantellmewhat'sthemeaning of“relative”？Ss…my词义的目的就行。4While-reading(10mins)PairworkStep1:Fast-reading.Readthepassagequicklyandtrytoguessthe注意用一到两个词语做GettheSstoreadmeaningofthewordsor例子，教会学thepassagequicklyphrasesin1b.Discussthe1生通过上下andfinish1binanswerwithyourpartner.文来推测单pairs.Checkthe词的含义，如answerinclassandcommunicatiogivenecessaryn。explanations.Readthepassageagain,T:OK,nowreadfinish1candpayattentionthepassagequicklytothefirstsentenceofandfinish1bpara2andpara3.Discuss引导学生分togetherwithyourthechangesinBeijing.别找出主题partner.S1:Para.2…句和论据细Step2:S2:Para3…节，培养学Comprehensive-re生学习阅读ading.策略。ReadthepassageagainandguidetheSstofindoutthetopicsentenceofPara2andPara3.ThendiscusstheGroupworkdetailsofpart2.Finish1c.(Thesecondpartof1chasopeninganswers,sotheteacher canencouragetheSstogiveasmanyanswersastheycan.)T:ReadPara2ancPara3,canyoufindonesentenceineachparatosummarizethewholepassageThenlistthechangesinBeijing.?5Post-reading(15mins)ClassactivityStepl:GettheSstounderlinethekeypoints.ThenReadthepassagecarefuldiscussandaskquestionsaboutthepointstheydo疗生水平有限的话可以老师直接讲

Groupworkask questionsaboutthepassageanddealwithdifficultlanguagepoints.T:Now,gooverthe passagesentence bysentence,underlinsomekeypointsyourthink.Ifyouhave anyquestions,pleaseraiseupyourhandandask.Step2:ShowsomepicturesofSs'hometowns,givenecessarydescriptionsandguidetheSstonotunderstand.Takennoteswhentheteachergivesexplanations.Workingroups,using1casanexample,anddiscuthechangesintheirhometowns.Listthetopicsentencesanddetails.Thenchooseonestudentofeachgrouptogivetheireporttothewholeclass.解知识点。学生直接给?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

giveanoralreportaboutthechangesin theirhometowns.T:Now,let 'someoldpictures.Canyourecognizetheplaces?Ss…T:Whathashappenedtotheseplaces?Ss…T:Arethesechangesgoodorbad?Ss…T:Canyoustateyourreason?…T:Nowwhocanssee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。

makeareportabout yourhometown?Haveatry,please!6Summarizingandassigninghomework(5mins)GroupworkStep1:Sumupthekeypointsinthisclass.Thenaskonegrouptogiveapresentation.Step2:Assign3astheHMK.GooverwhattheyhavelearnedinGroups.Thentrytoreporttothewholeclass.Writeapassageaboutchangesin theirhometownsaccordingtowhattheyhavediscussedintheirgroup.VU.BlackboarddesignOurcountryhasdevelopedrapidly.Review:Clean/cleaned/cleanedFly/flew/flownReview:Clean/cleaned/cleanedFly/flew/flownDo/di