九年级英语上册 Unit3 Topic 1 Section B教案.docx
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九年级英语上册Unit3Topic1SectionB教案
课题
Unit3Topic1SectionB
课型
Conversationandreadingpractice
时间
2009年10月13
教学目标
三维目标
1.Learnsomenewwordsandphrases:
onbusiness,besimilarto,translate,translate…into,company,general,ingeneral,besides,onceinawhile,whenever,divide,divide…into…,postman
2.Learnsomeusefulsentences:
(1)Isitpossiblethatyouwillhaveanytrouble
(2)Ingeneral,hehasnotroubleunderstandingpeoplefromdifferentcountries,becausemostofthemcanspeakEnglish.
(3)Besides,itisusedasasecondlanguageinIndiaandsomeothercountries.
(4)Wheneverthathappens,aninterpreterhelpshim.
3.Goonlearningthesimplepresentpassivevoice.
(1)IsEnglishspokenastheofficiallanguageinCuba
(2)Onceinawhile,Jane’sfatherhastotraveltoacountrywhereEnglishisnotspoken.
4.Talkaboutlanguagesaroundtheworld.
教学重难点
1.Learnsomeusefulsentences:
2.Goonlearningthesimplepresentpassivevoice.
教学
策略
学法
指导
revision,discussion,pairwork,groupwork
教学过程
教学内容(用好教材、开发资源),教师引领(创设情景、问题设计、点拨诱导、分层导学)学生求学(自主、合作、探究),活动过程(教学环节、师生互动、反馈练习、布置作业)
设计意图
Step1.DutyReport
Askoneortwostudentsondutytogiveareport,theotherslistencarefullyandanswertheteacher’squestions.
Step2.Review
1.Learnthenewwordsandphrasesbydiscussionandmakingsentences..
onbusiness,besimilarto,translate,translate…into,company,general,ingeneral,besides,onceinawhile,whenever,divide,divide…into…,postman
2.Revisepassivevoicebyinteracting:
(1)Checkthehomework.S1:
Treesareplantedbypeopleeveryyear.
教学过程
教学内容(用好教材、开发资源),教师引领(创设情景、问题设计、点拨诱导、分层导学)学生求学(自主、合作、探究),活动过程(教学环节、师生互动、反馈练习、布置作业)
教师检查作业并通过创设情境复习被动语态
设计意图
S2:
Homeworkisdonebyuseveryday.
Summarizetheformofpassivevoice:
be(am,is,are)+p.p.
(2)FinishPart3:
Followtheexampletomakesentences,andwritethemdownonSs’books.Andaskfivestudentstowritetheiranswersontheblackboard.Eg.
Manyproblemsarecausedbythelargepopulation.
(3)Workinpairstorevisetheactivevoiceandthepassivevoice.Eg.
A:
Idomyhomeworkafterclass.
B:
Hishomeworkisdoneafterclass.
A:
IlikeEnglishverymuch.
B:
Englishislikedbyhim/herverymuch.…
Step3Presentation
1.Leadin1a
T:
WeallknowEnglishisspokeninmanycountriesintheworld.NowJane’sfatherwillgotoCubaonbusiness.IsEnglishspokeninCubaWillJane’sfatherhaveanytroubleLet’slistentothetapeandmarkthefollowingsentenceswith(T)forTrueor(F)forFalse.
(1)Jane’sfatherisgoingtoCubafortraveling.()
(2)EnglishisspokenastheofficiallanguageinCuba.()
(3)SpanishissimilartoEnglish.()
2.Readthedialogandfindouttheimportantanddifficultpoints.Eg.
goonbusiness
besimilarto
Isitpossiblethatyouwillhaveanytrouble
ask…forhelp
3.Listento1aagainandfollowthetape
4.Read1aandfinish1b.Thenchecktheanswers.
Step4Consolidation
1.Askthestudentstopractisethedialogwiththepartner.Afterthat,actitoutinfrontoftheclass.
2.Encouragethestudentstoretellthedialogintheirownwords
Theycanbeginlikethis:
Jane’sfatherispackinghisbagsnow.He’sgoingtoCubaonbusiness….
Keywords:
packbags,Cuba,onbusiness,officiallanguage,Spanish,besimilarto,notreally,isitpossiblethat,ifnecessary,aninterpreter
教学过程
教学内容(用好教材、开发资源),教师引领(创设情景、问题设计、点拨诱导、分层导学)学生求学(自主、合作、探究),活动过程(教学环节、师生互动、反馈练习、布置作业)
归纳总结后,让学生两人一组完成3,并互相纠正出现的错误,让学生更准确地掌握被动语态。
训练学生捕捉信息的能力
培养学生快速阅读能力,巩固被动语态的用法
对1a进行复述或改编,达到学以致用的目的
设计意图
3.Encouragethestudentstomakesimilardialoglikethis:
Forexample:
(S1—XiuFeng,S2—XiuMei)
S1:
XiuMei,whyareyoupackingyourbags
S2:
I’mgoingtoBeijing.
S1:
That’sgreat.TherearemanyplacesofinterestinBeijing,suchastheGreatWallandtheSummerPalace.
S2:
Yes,theGreatWallisvisitedbymanypeopleeveryyear.
S1:
Maybeyouwillmeetsometroublewhenyouareonyourtrip.You’reastrangerinBeijing.
S2:
Itdoesn’tmatter.Iwilltakeamapwithme.Ifnecessary,I’llaskapolicemanforhelp.
S1:
OK!
Haveagoodtripthen!
4.Encouragethestudentstoread2aandanswerthefollowingquestions:
①Ingeneral,doesJane’sfatherhaveanytroubleunderstandingpeoplefromdifferentcountries
②HasJane’sfatherevertraveledtoacountrywhereEnglishisnotspoken
③WhendoesJane’sfatherneedaninterpreter
④Whatdoesaninterpreterdo
5.Askthestudentstopickupthedifficultiesanddiscuss:
eg
whenever=nomatterwheningeneral
onceinawhilehavenotroubledoingsth.
Nomatterwhenyougohome,pleasecallme.
Wheneveryougohome,pleasecallme.
6.Listentothetapeof2aandrepeat.
Step5Practice
1.Read2aandfinish2bbyaskingandansweringquestions:
T:
WhichlanguageisspokenasthefirstlanguageinCuba,China,GreatBritain,Japan…
S1:
Spanishisspoken…
2.Changethefollowingsentencesintothesimplepresentpassivevoice.Orpleasechangethepassivevoiceintotheactivevoice.
教学过程
教学内容(用好教材、开发资源),教师引领(创设情景、问题设计、点拨诱导、分层导学)学生求学(自主、合作、探究),活动过程(教学环节、师生互动、反馈练习、布置作业)
鼓励学生,在1a的基础上加以创新。
鼓励学生找出难点。
对重点内容进行板书和讲解,讲解时根据情况,让学生造句,加深理解。
通过练习让学生熟练掌握被动语态的用法。
核对答案后以问答的形式巩固语言常识。
设计意图
Activevoice
Passivevoice
1.Allofuslikeher.
2.LiPingoftenridesabike.
cleantheirroomseveryday.
1.…
2.…
3.…
Passivevoice
Activevoice
1.Isthebabytakengoodcareofbyhim
2.ThisbookisfoundbyKangkang.
3.Thehomeworkisdoneafterclassbyus.
1.…
2.…
3.…
Checktheanswersandsummarizetherules.
Step6Project
1.DiscusswhichcountrtesspeakEnglishasthefirstlanguagewiththehelpofthefollowingtable:
Country
Flag
Language
Famousbuilding
2.Homework:
Makeasurvey:
WhenandwheredopeopleuseEnglishAndprepareforthenextsection.
让学生将下面的句子由主动语态变成被动语态,或者将被动语态改为主动语态。
让学生说出把英语作为第一语言的国家,完成表格。
并调查英语在哪些方面被广泛运用,告诉学生学习英语的重要性。
教学反思(教学随笔)
本课容量大,操练形式多样,听说读写面面具到。
上好这节课特别注意:
1.节奏的控制。
根据重难点,步步为营,反复操练,层层递进地学习、熟悉、应用主要知识点(词组理解及造句,语法掌握及应用)。
2.课堂的导控:
本节课有学生个体独立思维探究、同桌合作讨论、小组探讨等多种活动,要训练学生按要求有序活动。
做到既省时有有效,人人参与,个个发展。
板书设计:
Englishiswidelyspokenthroughouttheworld.SectionB
onbusinessingeneral
translate…into…IsEnglishspokenastheofficiallanguageinCuba
divide…into…Isitpossiblethatyouwillhaveanytrouble
besimilartohavenotroubledoingsth.
onceinawhile