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1、XXXX 秋九年级英语上册全册教案设计（仁秋九年级英语上册全册教案设计（仁 爱英语）爱英语）本资料为 woRD 文档，请点击下载地址下载全文下载地址 Unit1ThechangingworldTopic1ourcountryhasdevelopedrapidlySectionA.materialanalysis本课是九年级第一单元第一话题的第一课时。本课内容丰富，主活动为 1a 和 3。1a 部分通过“谈论假期经历”初步感知现在完成时“have/hasbeento 和have/hasgoneto”的用法。1b 引导学生运用抓关键字词完成表格的方法，培养学生的听力技能。1c 则是培养学生运用关键
2、词复述课文的能力。2a 通过创设新的语境，在听的过程中进一步体会“have/hasbeento 和 have/hasgoneto” 。然后在 2b 中让学生通过小组合作的方式总结它们的区别。通过前几个步骤的学习，学生完全可以口头运用“have/hasbeento 和 have/hasgoneto”来进行 3 的对话操练。这样，在听、说、读、写各个方面都对新语法进行了全方位地复现和操练，有利于巩固新知识。通过谈论假期生活，既可以相互增长见识又可以增进同学间的友谊。.Teachingaims.knowledgeaims：掌握本课的重点词汇和短语，初步学习现在完成时。2.Skillaims:培养学生
3、的听力能力。培养学生的口语表达能力。能通过整合对话内容，提升综合语言运用能力，为语言输出做好准备。3.Emotionalaims:引导学生了解不同的假期生活，热爱生活，增进友谊。4.cultureawareness:通过了解不同的假期生活，引导学生关注不同的生活方式有不同的人生意义，培养他们热爱生活的品质。.Thekeypointsanddifficultpoints.keypoints:wordsandphrases:bell,takeplace,volunteer,have/hasbeento,have/hasgoneto,sothat,bytheway,behappytodoSenten
4、ces:Theregoesthebell./Itmustbefun.Grammar:PresentPerfect2.Difficultpoints：能通过听、说和读的方式感知并掌握 have/hasdone 的用法。能区别并会恰当使用 have/hasbeento 和have/hasgoneto。.Learningstrategies培养学生通过图表信息重组语言的综合能力。教会学生如何在听的过程中提取关键词。培养学生通过图片表达相应信息的能力。.Teachingaids单词卡片或者幻灯片；家乡或所去城市的风景照片等。.TeachingproceduresStageInteractionpatt
5、ernsTeacheractivityStudentactivityRemarksGettingstudentsreadyforlearningclassactivityBrainstorming:Showsomepicturesofsomefamousplaces.GettheSstospeakouttheirnamesasquicklyaspossibletoarousetheSsinterest.T:Boysandgirls,thebellisringing.Letsbeginourclass.T:Herearelotsofpictures.Nowpleasespeakouttheirn
6、amesasquicklyasyoucan.Areyouready?Ss:yes!T:Herewego!Speakoutthenamesofthecountries.SsSs:yes!让学生更加熟悉各国名称，为 1a 学习做好准备。建议一：也可使用自己旅游时的照片或当地比较有特色的风景图片，让学生猜地名，提升学习兴趣。建议二：可使用 freetalk 的方式，用一般过去时自由谈论假期生活。2Pre-listeningclassactivityRoundrobinPairworkGroupworkPairworkStep1:Presentthelastpictureofwenchuan,gett
7、heSstoguessthemeaningofthenewwordsandthenteachthenewwords.T:whathappenedthereinXX?Ss:（地震）T:yes.Anearthquakehastakenplacethere.manyvolunteerswenttheretohelpthem.Step2:Presentthenewsentencestructuresandthenaskandansweronebyoneineachgroup.T:Ihavebeentowenchuan,too.wherehaveyoubeen?Ss:IhavebeentoT:Now,l
8、etsaskandansweronebyoneineachgroup.S1S2.S3S4S5S6S1Step3:Presentthenewsentencestructuresandthenaskandanswerwithpartners.T:whereisS5?Ss:Hewenttothewashroom?T:yes,hehasgonetothewashroom.Andwethinkhewillbebacksoon.whereismissZhu?Ss:ShehasgonetoT:Nowaskandanswerwithyourpartners.Step4:GettheSstodiscussthe
9、differencesbetweenhave/hasbeentoandhave/hasgoneto.chooseonegrouptostatethepointsandotherscanaddtheirideas.Finish2b.T:ok,nowpleaseshareyouranswerswithus.otherslistencarefullyandcanaddyourideas.Step5:LettheSsmakeconversationsinpairsandactthemout.Finish3.T:Nowlookattheexample,letsreadittogether.Pleasem
10、akenewdialogsaccordingtothepictures?T:Letsinvitesomeofyoutoactoutyourdialog.SsGuessthemeaningofthewordsaccordingtotheteachersdescriptions.Ss:（地震）Askandansweronebyoneineachgroup.Ss:IhavebeentoS1S2.S3S4S5S6S1Practicethedialoginpairs.Ss:Hewenttothewashroom?Ss:ShehasgonetoDiscussthedifferencebetweenhave
11、/hasbeentoandhave/hasgonetoandthenmakeapresentation.Finish2b.makeconversationsinpairsandfinish3.让学生在具体的语言环境中感知新单词，有助于更快更好的记住它们。给学生创设良好的语言环境，有助于学生更好的体会和掌握该句式。在环境中感知语言，才能更好地用语言做事情。教会学生及时归纳和总结所学知识是学好语言的策略之一。建议：教师应根据实际给予不同程度的肯定与奖励。及时的巩固训练是内化语言的有效途径。建议一：教师可以根据需要在第三部分适当增加有地方特色的图片，用来练习，可以更好的贴近实际生活。建议二：教师可以
12、用简笔画，在黑板上展示两个短语的不同之处，更加清晰明了。建议三：展示环节，建议让学生互动评价，指出优缺点，更好地使全体学生参与课堂。3while-listeningIndividualworkclassactivityIndividualworkStep1:GettheSstrytofillintheblanksin1bbeforelistening.Thenlistenandchecktheanswers.Finish1b.T:First，trytofillintheblanksbeforelistening.Thenlistenandchecktheanswersbyyourselves.
13、T：Doyouknowwherekangkang,jane,Ritaandmariahavebeen?Nowletslistenandcompletethechartin1b.Step2:Listento1aandpayattentiontothepronunciationandintonationandthenread1a.Step3:Listentotheconversationin2aandfillintheblanks.Payattentiontothepresentperfecttense.Fillintheblanksin1bbeforelistening.Thenlistenan
14、dchecktheanswers.Finish1b.Listento1aandpayattentiontothepronunciationandintonationandthenread1a.Finish2aand2b.听力训练之前，试着填空，能更好地预测听力内容。语言学习，读的过程很重要，教师可以根据班级情况，分配朗读的方式和时间。4After-listeningIndividualworkGroupworkIndividualworkStep1:Readthe1aagainandguidetheSstounderlinethestructureslike“have/hasdone”.T:L
15、istentothe1aagainandpleaseunderlinethestructureslike“have/hasdone”andthekeypoints.Step2:LettheSsdiscussthekeypointsandsolvetheproblemsbythemselves.T:Nowpleasedealwiththedifficultpointsbyyourselvesandyoucanaskyourgroupmembersforhelp.Step3:Retell1aaccordingto1b,finish1c.T:Trytoretell1aaccordingto1b.T:
16、Nowletsretell1a.S1:RitahasbeentomanyplacesnearherhomeinIndia.Herhometownhasbecomemoreandmorebeautiful.janehasbeentomountHuangwithherparents.Itsbeautiful,butthereweretoomanypeopleReadtheconversationthoroughlyandunderlinethepointstheydonotunderstand.Discussthekeypointsandsolvetheproblemsbythemselves.Retell1aaccordingto1b.S1:RitahasbeentomanyplacesnearherhomeinIndia.Herhometownhasbecomemoreandmorebeautiful.janehasbeentomountHuangwithherparents.Itsbeautifu
