【文档说明】Unit 1 Topic 3《The world has changed for the better》（SectionB）教学设计-九年级上册英语【仁爱版】.doc，共(11)页，61.500 KB，由小喜鸽上传

转载请保留链接：https://www.ichengzhen.cn/view-104565.html

以下为本文档部分文字说明：

Unit1Topic3SectionB教学设计Ⅰ.Materialanalysis本课是九年级第一单元第三话题的第二课时，主活动是1a和3a。1a通过谈论加拿大的助人工程，进一步学习现在完成时。1b通过判断正误的形式，重点

训练学生提取信息的能力。1c则培养学生整合对话信息，抓关键词汇的能力，用语篇的形式再现对话内容。2用选词填空的题型，训练学生在具体语境中，正确使用词汇的能力。3a让学生学习并掌握现在完成时中短暂性动词和延续性动词的转换。3b要求学生把3a的书面文字用口头的形式表达出来。这就是

要求学生具备能写会说的能力。本课通过谈论帮助无家可归的人，引导学生关注社会问题和树立服务社会的观念。Ⅱ.Teachingaims1.Knowledgeaims：掌握本课的重点词汇和短语，继续学习现在完成时（短暂性动词与延续性动词的转换）。2.Skillaims:能

听懂有关社会问题和社会服务的对话，并能从中提取相关信息，做出正确判断。能正确运用现在完成时谈论有关社会服务的话题。能通过整合现有的语句，提升综合语言运用能力。3.Emotionalaims:(optional)在学习过程中，结合小组竞赛、同伴互助等活动

，培养互助进步的合作精神。引导学生关注社会问题，关注社会服务工程，培养他们乐于助人的良好品德。4.Cultureawareness：（optional）关注国内外的社会服务工程，培养学生的凝聚力和祖国意识。Ⅲ.Thekeypointsanddifficultpoin

ts1.Keypoints:Wordsandphrases:program,manage,training,secretary,helper,club,engineer,wound,homeless,treatment,immediately,helperhomeles

speople,liveanormallife,decideonsth.,medicaltreatment,providesth.forsb./providesb.withsth.,feelgoodabout

themselvesSentences:(1)Oncetheyfindpeopleinneed,theydecideonsuitablewaystohelpthem.(2)Theprogramalsoprovidesthemwithhouses.Grammar:Goonlearningt

hepresentperfecttensewith“for”or“since”andfindoutthedifferencesbetweenthepresentperfecttenseandthesimplepasttense.2.Difficultpoints：能在具体语境中，将短暂性动词转换成

延续性动词，正确使用一般过去时和现在完成时。能通过本课所学，正确运用现在完成时对日常活动进行描述。Ⅳ.Learningstrategies通过1a和1b的听力练习，提高听力。通过2的巩固训练，教会学生在不同语境中正确运用词汇的学习方法。通过3b的提升训练，注意正确评价自己学习的不足，制定相应的复习

计划。Ⅴ.Teachingaids关于家乡变化的图片；词汇卡片（如：program,homeless/home等）；幻灯片。Ⅵ.TeachingproceduresStage(timeperiod)Interactionpatter

nsTeacheractivityStudentactivityRemarks1Gettingstudentsreadyforlearning（3-5mins）IndividualworkGreetandgetthe

Sstogiveareportonthechangesoftheirownhometown.T:Hello,boysandgirls.Howareyou?Ss…T:I‟mverywell.Now,pleasetakeoutyourGreeting

.Ss:Hello…We‟refine,thanks.Andyou?…课前展示可以很好的检测评价学生课外作业的完成情况，提高教师的执行力，同时也给学生一个展示的平pictures,giveareportabo

utthedifferencesofyourownhometown.S1…S2…台，激发学生自主探究的潜能。2Revision(2-3mins)GroupworkDividetheclassintotwogroupsfirst.Teachers

ayssomesentenceswith“havedone”.GroupAaddstimeadverbialwith“for”andGroupBchangesthetimeadverbialwith“since”,andthenexchangetherole.T:

Now,I‟llsaysomesentenceslike“Ihavelivedhere.”GroupAneedstoaddthetimeadverbialwith“for”,GroupBchangesthetimeadverbialwith“since”.T:Forexam

ple,Ihavelivedhere.GroupA.Ss:Ihavelivedhereforthreeyears.T:GroupB.Ss:Ihavelivedheresincethreeyearsago.T:Great,let‟sconti

nue.GroupAaddstimeadverbialwith“for”totheteacher’sexamples,andGroupBchangesthetimeadverbialwith“since”,andthenexchange.Ss:Iha

velivedhereforthreeyears....Ss:Ihavelivedheresincethreeyearsago.该环节操作过程中，注意要使用延续性动词，并做好板书，为后面学习短暂性动词转换为延续性动词，提供语境，做好铺垫。3Pre-listening(5mins)Cla

ssactivityShowsomepicturesofhomelesspeopleandchildlaborerstopresentthenewLearnthenewwordsthroughsomepicturesof运用本课重点短语和句

型创设新单词的语words.LeadtheSstojointheHelpers’clubtohelppeopleinneed.T:Now,lookatthefirstpicture.Whatdoyouthinkofth

epeopleinthispicture?Ss:Theyarehelpless.T:Right.Theyareeitherhomeless.Andlookatthischild,whatareyourfeelings?Ss:Heissoyoungbuthehastow

ork.T:Yes,theyarechildlaborers.Theyareallpeopleinneed./Theyneedourhelp.Therearesomanypeoplelikethemaroundtheworld.Wouldyouliket

ohelpthem?Ss:Yes,I„dloveto.T:Wonderful!Hereisaprogram.Ithelpshomelesspeople.ItsnameistheHelpers‟Club.Weneedsomevolunteers,suchasdoctors.Who‟dliketob

eadoctor?homelesspeopleandchildlaborersincruelwars.Ss:Theyarehelpless.…Ss:Heissoyoungbuthehastowork…

…Ss:Yes,I„dloveto.…Ss:I‟dliketo.…Me.Ss:Goodidea.…境，可以降低学生在听力活动中的难度，并为语言输入做好准备。通过挑战不同的任务，实现本课的知识目标和技能目标，有助于激发学生的学习动力，并通过引导学生“加入志愿者俱乐部”培养学生乐于助人

的品德，克服困难，挑战自我的信心和勇气，以及为实现目标锲而不舍的精Ss:I‟dliketo.T:Great!Youcandealwiththewoundandgivethemsomemedicaltreatment.Wealsoneedsomeengineerstodesignh

ousesforthem.Whowanttobeengineers?Ss:Me.T:Teachersareneeded,too.Youcanprovidethemwithjobtraining.Doyouwanttojoinus?Ss:Goodidea.T:Asvolunteers,weneedt

ocommunicatewithpeoplefromallovertheworld.Sowemustbeabletounderstandeachotherandtalkwiththem.Beforeyoubecomeamemberofourclub,Youhaveto

completethreetasks.Ifyoufinishonetaskbest,youwillgetastar.Thegroupthatgetsthemoststarscanjointheclub.Ready?Ss:Yes.…Ss:

Yes.神。4While-listeninClassTask1:PassthelisteningReadthe听力训练之g(10mins)activityPairworkandreadingtest.Round1:GettheSstoscanthestatementsi

n1bbeforelistening.ThenlistenandmarkTorF.Finish1b.T:Asweknow,thereareplentyofhomelesspeoplethroughouttheworld.Butd

oyouwanttoknowthesituationinCanada?Ss:Ofcourse.T:OK.Let‟slistentothetapeandfinish1b.Beforelistening,youhave1minutetoread1b.ThenmarkTorF.You

canlistentwice.Ss…T:Nowlet‟schecktheanswer.No.1,whocan?S1:It‟sfalse.MariaandJanearetalkingaboutaprograminCanada.S2…S3

……Round2:Listento1aagain.Payattentiontothepronunciationandstatementsin1bbeforelistening.ThenlistenandmarkTorF.…Ss:Ofcou

rse.…Ss……S1:It‟sfalse.MariaandJanearetalkingaboutaprograminCanada.S2…S3…Listenagainandpayattentiontothepronunciation

andintonationandthenroleplay1a.前，分析题目，预测对话内容，能降低听力难度，并做出准确的判断。学生基础较差的话可以重新设置两个简单的问题，将1b改为听中的第二个任务。结对展示环节采用组间PK的

方式，提升学生的竞争意识，为实现目标而努力。intonation,andthenact1aout.…T:Welldone.Congratulations!Now,youhavetofacethesecondone.5

Post-listening(20mins)IndividualworkGroupworkTask2:Understandthekeypoints.Round1:GettheSstofinish1caccordingto1a.T:OK,whenyoucommunica

tewithothers,youhavetocatchthekeywordstounderstandthem.Nowlistento1acarefully,trytofindouttheinformationyoune

edandcompletethepassagein1c.…T:OK,couldyoushareyouranswerswithus?…Round2:Comprehensiveuseofthelanguagepoints.GuidetheSstogothrough

thephrasesin2andfillintheblankswiththerightformsofthegivenwords.Finish2.Listento1aagainandfillintheblanksin1c.Ss…Gothrought

hephrasesin2andfillintheblankswiththerightformsofthegivenwords.Finish2.…Reviewthe该环节是整个“测试”的第二个部分，是听后的第一个活动，通过“再

听1a”，教会学生抓关键词和重点短语的方式，灵活运用知识点，提高学生重组语言的能力。建议：教师可根据实际情况设计1c为读后环节。2是通过创设新的语境，巩固学生所学知识点，为后面的语言输出打GroupworkGroupworkT:Youhavegotsomespeakingskills

.While,youalsohavetoknowhowtousetheexpressionscorrectlyduringthecommunication.Nowyouhave2minutestocompletethepassagein2byyou

rselves.Ss…T:Nowchecktheanswerwithyourgroupmembers.…Task3:Passthespeakingtest.Round1:LeadtheSstoreviewthedifferencesbetween“since

”and“for”,finish3aasquicklyaspossible,andthendiscusstheverbsinthepresentperfecttenseandthesimplepasttense.T:Congratulations!Youhavelearn

ttounderstandotherswhilecommunicating.Now,youmustlearnsomespeakingskills.Whilespeakingwithdifferencesbetween“since”and“fo

r”,finish3aasquicklyaspossible,andthendiscusstheverbsinthepresentperfecttenseandthesimplepasttense.…S1:forS2:forS3:sinc

e…RetellXiaoLin’sexperienceswiththeirpartnersaccordingto3a,andthenshowthespeakingskillstopassTask3.…好基础。学习语法知识，也是为正确的

语言输出，提升口语表达能力和书面表达能力做好铺垫，让学生会用英语做事情。本课重点训练学生的听、说技能，实现了“doingforlearning”and“learningforusing”的教学理念。others,youneedtousethe

rightsentencestructures.So,pleasefinish3aasquicklyaspossibleaccordingtowhatwehavelearntlastclass,andchecktheanswerinyourgroup.…S1:forS2:forS3:s

ince…T:Right.Nowlookattheverbsinthepresentperfecttenseandthesimplepasttense.Discusswhentousethepastfo

rmsandwhentousethep.p.…Round2:Speakingtest.GuidetheSstoretellXiaoLin’sexperienceswiththeirpartnersaccordingto3a.T:Nowit‟stimetotestyoursp

eakingability.NowtrytoretellXiaoLin‟sexperienceswithyourpartnersaccordingto3a,andthenyoucanshowyourskillst

oS1:XiaoLinisnotonlythesecretaryoftheHelpers‟Clubbutalsoanexcellentengineer.He…S2…在参与测试（申请加入志愿者俱乐部）前，教师可以通过学生的课堂表现，采用不同的方

法（如：积分制；小组排位赛等）对全体学生进行考核，可以有部分学生不能通过测试，教师应该鼓励这部分学生，不要气馁，为实现目标继续努力。otherstopassthelasttask.…T:Nowit‟stimefortest.Takeiteasy,andyou‟ll

doitbetter.Whocantry?S1:XiaoLinisnotonlythesecretaryoftheHelpers‟Clubbutalsoanexcellentengineer.He…S2…T:Excellent!Youaresosmart.Congratulations

!Allgroupscollectthesamestars.Soyouallhavepassedallthetests.Andyouallcanjoinourclubtohelpothers.Afterclass,you‟dbetterworkwithyourgroup

memberstodiscusshowtohelpothers.Asweknow,tohelpothersmakesushappy.6SummarizingandAssigninghomework(3-5i

ns)ClassactivityStep1:Summarizethemaincontentofthisclassandrepeatthekeypoints.Step2:HMK1.Writeapassageof3b.2.Disc

usstheplanonhowtohelphomelesspeople.Telltheirpartnerswhattheyhavelearnedinthisclass.1.Writeapassageof3b.2.Discusstheplanon

howtohelphomelesspeople.Ⅶ.BlackboarddesignTheworldhaschangedforthebetter.SectionBUsefulexpressions:homelesspeopleliveanor

mallifedecideonsth.peopleinneedmedicaltreatmentprovidesb.withsth.providesth.forsb.Grammar:Ihavelivedherefor/since…

HehasbeenamemberoftheHelpers’Clubfor/since...JanehasbeeninChinafor/since...Bobbylefttheparktwohoursago/at8:00.Bobbyhasbeenawayf

romtheparksince8:00/fortwohours.die→bedead,come→beinjoin→beamemberofbuy→have,borrow→keep;leave→beaway(from)StarsGr

oup1Group2Group3Group4Group5Group6