初中九年级英语上册全册教案1.docx
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初中九年级英语上册全册教案1
初中英语新课程标准教材
英语教案
(2019—2020学年度第二学期)
学校:
年级:
任课教师:
英语教案/初中英语/九年级英语教案
九年级英语上册全册教案1
教材简介:
本教材主要用途为通过学习英语的内容,提高学生的语言技能,增加一项语言能力,有利于国际化的日常交流、生活、工作等,本教学设计资料适用于初中九年级英语科目,学习后学生能得到全面的发展和提高。
本内容是按照教材的内容进行的编写,可以放心修改调整或直接进行教学使用。
unit1thedevelopingworld
topic1ourcountryhasdevelopedrapidly.
sectiona
themainactivitiesare1aand2.本课重点活动是1a和2。
ⅰ.teachingaimsanddemands教学目标
1.learnsomenewwordsandusefulexpressions:
cruel,proper,bytheway,bell,chairwoman,yet,grandson
2.learnthepresentperfecttense:
youhavejustcomebackfromyourhometown.
wherehaveyoubeen,jane?
ihavebeentomounthuangwithmyparents.
bytheway,where’smaria?
shehasgonetocubatobeavolunteer…
3.learnsomefunctionalsentences:
ifeltsorryforthem.
theregoesthebell.
ⅱ.teachingaids教具
录音机/童工图片/小黑板/多媒体图片或幻灯片/学生的旅游纪念照
ⅲ.five-fingerteachingplan五指教学方案
step1review第一步复习(时间:
12分钟)
(通过教师询问暑期活动,导入话题,呈现现在完成时和部分生词。
)
t:
listen!
thebellisringing.let’sbeginourclass!
(老师解释thebellisringing等于theregoesthebell,板书bell,要求学生掌握)
bell
nicetoseeyouagain.didyouenjoyyoursummerholidays?
ss:
yes.
t:
(问其中一学生)hi,lixueqing,wheredidyougoduringyoursummerholiday?
s1:
iwenttomygrandparents’home.
t:
whatdidyoudothere?
s1:
iwentfishing,swimmingandsoon.
t:
wangxue,wheredidyougo?
s2:
iwenttowestlakewithmyfather.
t:
wow!
westlakeisabeautifulplace.whatdidyoudothere?
s2:
ienjoyedthebeautifulscenery,tookphotosandboughtmanybeautifulcards.
t:
liyang,whataboutyou?
s3:
ihadtostayathometohelpmymotherwiththehousework.
t:
oh.ifeelgladforwhatyoudid,andithinkyou’reagoodgirl.you’rehelpful.s4,didyougotosummerclasses?
s4:
yes.idid.iwenttoanenglishtrainingschooltoimprovemyenglish.ithinktheenglishtrainingschoolisaniceplaceformetoimprovemyenglish.
t:
theenglishtrainingschoolisaproperplacetoimproveyourenglish.
(板书生词,请学生猜汉语意思并领读,要求掌握。
)
proper
step2presentation第二步呈现(时间:
12分钟)
1.(创设对话情境。
mr.smith组织class2去野营。
在校门口集合时发现jim没来。
对话呈现have/hasgoneto…,完成2。
)
smith:
hello!
everyone.areweallhere?
ss:
no,jimisn’there.
smith:
doyouknowwhereheis?
(教师帮助学生用hasgoneto和volunteer回答。
)
ss:
yes.hehasgonetobeijingtobeavolunteerfortheolympics.
(板书volunteer,让学生猜出意思。
然后板书have/hasgoneto,解释并稍加操练。
)
volunteer
have/hasgoneto…
(星期一jim返回学校,mr.smith和jim展开对话,呈现have/hasbeento…)
jim:
goodmorning,mr.smith.
smith:
goodmorning,jim.youhavejustcomebackfrombeijing.howwasyourtrip?
jim:
cool!
andihavebeentomanyplacesofinterest.
(教师可用简笔画呈现have/hasbeento和have/hasgoneto,并讲解它们的区别。
)
hehasbeentoschool.
hehasgonetoschool.
2.t:
mr.smithandhisclasshadagoodtime.bytheway,doyouknowwhatrita,janeandkangkangdidduringtheholiday?
(板书bytheway,要求学生掌握)
bytheway
t:
now,listento1a.kangkangandhisfriendsaretalkingabouttheirdifferentexperiences
duringtheirholidays.payattentiontowhattheyhavedone.
(播放1a录音,注意文中主人公在暑假中的活动。
)
t:
from1a,weknowsomeonehasjustcomebackfromindia.whoisshe,sallyorrita?
(教师加重语气读hasjustcomeback。
)
s1:
rita.
(学生若有疑问或答错,可再播放一遍录音。
)
t:
yes.youhavetherightanswer.ritahasbeentoherhometowninindiainhersummerholiday.butnowsheisinchina.wecansayshehasbeentoindia.wherehasjanebeen?
s2:
mounthuang.
(教师引导学生用现在完成时表达。
)
t:
yes.shehasbeentomounthuang.wherehaskangkangbeen?
s3:
hehasbeentoanenglishtrainingschool.
3.(重放课文1a录音,核对答案,板书并领读生词cruel,要求学生掌握。
)
t:
listentothetapeagain.andthentalkaboutwhattheyhavedone.
(多媒体展示康康、简、丽塔和玛丽亚的图像和hasbeento。
让学生再听一遍对话,教师引导学生用现在完成时说出四人分别在暑假中的活动。
)
s4:
kangkanghasbeento…
ritahasbeento…
janehasbeento…
…
(教师展示印度童工图画。
)
t:
theyareasoldasyou.whatweretheydoing?
s4:
theywereworking.theylookedsotiredandthin.
t:
ritasawthemworkingforacruelbossinherhometowninindia.theycouldn’tgotoschool.theylivedapoorlife.ifeltsorryforthem.
(板书cruel,要求学生掌握)
cruel
step3consolidation第三步巩固(时间:
10分钟)
1.t:
now,openyourbooks.pleaseread1a.andthenfillinthechartin1b,accordingto1a.
(学生读对话,也可以三人小组分角色读对话,教师巡视纠正学生发音。
)
(学生独立完成1b的表格。
教师检查学生所填内容,然后学生口头汇报,巩固现在完成时have/hasbeento这一基本句型。
)
2.t:
kangkanghasbeentoanenglishtrainingschooltoimprovehisenglish.ritahasbeentoindia.whataboutyou?
wherehaveyoubeen?
andwhatdidyoudo?
pleaseworkingroupstotalkaboutyoursummerholidays.
(学生三人一组进行问答。
)
t:
whowilltrytoactitoutinfrontofclass?
(挑几组学生进行表演,并对学生进行适时指导和鼓励。
)
forexample:
s1:
ihavebeentowestlake.
s2:
(指s1问s3)wherehashe/shebeen?
s3:
he/shehasbeentowestlake.
s2:
(问s1)whatdidyoudothere?
s1:
iwentboatingonthelake.
s2:
(指s1问s3)whatdidhe/shedothere?
s3:
he/shewentboatingthere.
(教师引导学生区别一般过去时与现在完成时。
)
step4practice第四步练习(时间:
6分钟)
1.(教师让学生两人一组,每人拿出提前准备好的照片或图片,操练现在完成时,并注意区别一般过去时和现在完成时,完成1c。
)
a:
hi,b.wherehaveyoubeen?
b:
ihavebeentoshanghai.
a:
whendidyougothere?
b:
iwenttherethissummerholiday.
…
c:
hi,d.wherehaslucygone?
d:
shehasgonetomounttai.
c:
whydidshegothere?
d:
becauseshewantedtoseethesunrisethere.
…
2.(根据呈现的have/hasbeento…和have/hasgoneto…,完成2。
小组完成后可讨论答案,然后教师核对。
在处理2时,讲解并要学生掌握chairwoman,yet和grandson,板书并领读。
)
3.(缤纷小赛场。
出示幻灯片或小黑板。
)
(1)myteachergaveusthepanswer.(首字母填空)
(2)ialsowanttobeavfortheXXolympics.(首字母填空)
(3)these(chairwoman)can’tagreewitheachother.(适当形式填空)
(4)—hi,michael.howwasyourholiday?
—wonderful!
becauseitomanyfamousmountains.(单项选择)
a.wentb.havebeenc.havegoned.hasgone
(5)—where’sjane,maria?
—sheherhometowntoseehergrandparents.(单项选择)
a.returntob.hasgonetoc.hasbeentod.havegoneto
step5project第五步综合探究活动(时间:
5分钟)
1.(教师制作关于暑假活动的表格,让学生相互调查完成表格。
)
namewherehashe/shebeen?
whatdidhe/shedo?
…
…
2.homework:
writeasurveyreport.
(课后根据本课内容,用过去式和现在完成时写一份暑假调查报告。
内容包括:
1.去了什么地方?
2.做了什么事?
)
板书设计:
ourcountryhasdevelopedrapidly.
sectiona
properbythewayhowwasyourtrip?
volunteersee…doing—wherehaveyoubeen,jane?
theregoesthebell.—ihavebeento…
—where’sjane?
—shehasgoneto…
sectionb
themainactivitiesare1a,1band2a.本课重点活动是1a,1b和2a。
ⅰ.teachingaimsanddemands教学目标
1.learnsomenewwordsandexpressions:
social,learn…from…,shut,dig,granny,describe,indetail,education,develop,development
2.learnthepresentperfecttenseandusefulsentences:
haveyoueverfedthedisabledchildren?
yes,ihave./no,ihaven’t.
hasannever…?
yes,shehas./no,shehasn’t.
thoughihadnotimetotravel,…
isthatso?
3.learnaboutthedifferencesbetweenthechineseteenagers’livesinthepastandatpresent.
ⅱ.teachingaids教具
录音机/幻灯片/残疾儿童的照片/小黑板/《三毛流浪记》和《家有儿女》影片片断
ⅲ.five-fingerteachingplan五指教学方案
step1review第一步复习(时间:
8分钟)
1.(通过师生问答复习现在完成时。
)
t:
hi,class.let’splaythegame“quickresponse”.
t:
wherehaveyoubeen,s1?
s1:
ihavebeentohongkong,andihaveboughtmanythings.
.
.
.
t:
wherehass2gone?
s3:
he/shehasgonetomr.lee’soffice.
2.(教师出示一张吉姆的旅游照片,介绍他的假期经历,导入并教授生词。
)
t:
doyouwanttoknowwherejimhasbeenduringhissummerholiday?
ss:
yes.
t:
it’saphotoofhim.letmedescribeitforyou.
(板书)
describe
t:
hehasbeentobeijingwithhisparents,grannyandlittlesister.
(板书)
granny
t:
hislittlesisterwentthereforfurthereducation.herdreamistostudyabroad.ihopeherdreamwillcometrue.ithinksomeofyouwanttostudyabroad.amiright?
(板书)
education
ss:
yes,you’reright.
t:
soyoumuststudyhard.withthedevelopmentofourcountry,mostofyouwillhaveachancetostudyabroad.
(板书,学生跟读熟悉单词,快速记忆。
)
development,develop
jimalsodidsomesocialactivities.(学习social,引入disabledchildren’shome。
)
step2presentation第二步呈现(时间:
10分钟)
1.(老师拿出一张残疾儿童之家的图片,导入现在完成时的一般疑问句。
)
t:
what’sthis?
ss:
it’sadisabledchildren’shome.
(理解单词disabled,板书并领读)
disabled
t:
haveyoueverbeenthere?
ss:
yes,wehave./no,wehaven’t.(引导学生去回答)
t:
mariahasbeentoadisabledchildren’shome.doyouwanttoknowwhatmariahasdonethere?
ss:
certainly.
t:
ok.let’slistentothetapeandanswerthefollowingquestion.whatdidshedotohelpthem?
(听1a录音回答问题,老师核对答案。
)
t:
didmariahaveanytimetotravel?
ss:
no,shedidn’t.butshestillfelthappy.
t:
yes.thoughshehasnotimetotravel,shelearnedalotfromherholidayexperiences.
(老师解释though引导让步状语从句,不与but连用,然后继续询问。
)
t:
sally,whatdidyoudotospendyourleisuretimeduringtheholiday?
(板书leisure,learn…from…并要求理解)
leisure
sally:
iwatchedmanyfilms.
t:
oh.doyouwanttowatchfilmsnow,boysandgirls?
ss:
great.
(用多媒体播放《三毛流浪记》和《家有儿女》影片片断,对比影片所反映的生活。
播放2a录音前,把班级分为a和b两大组,分别记录过去和现在生活,完成2b。
)
foodclotheseducation…
inthepast
nowadays
t:
todayweallhaveahappylife,butinthepast,people’sliveswereveryhard.listentothetape,andanswerthefollowingquestions.(播放2a录音,并回答下列问题。
用幻灯片出示问题,让学生读问题,并放录音。
)
1.didkangkang’sgrannyhaveahardlifeinthepast?
2.howdidmostchildrenspendtheirchildhoodinthepast?
(板书,理解childhood)
childhood
2.(学生打开课本,再听2a,跟读并找出疑难点。
)
3.(鼓励学生说出疑难点和含有现在完成时态的句子,引导学生解释疑难点,并板书要点,理解生词support,rapidly,掌握短语indetail。
)
have/liveahardlife
isthatso?
indetail
can’t/couldn’taffordsth.
ourcountryhasdevelopedrapidly.
givesupporttosb./givesb.support
step3c