【文档说明】Unit 1 Topic 3《The world has changed for the better》（SectionA）教学设计-九年级上册英语【仁爱版】.doc，共(9)页，49.000 KB，由小喜鸽上传

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Unit1Topic3SectionA教学设计Ⅰ.Materialanalysis本课是九年级第一单元第三话题的第一课时，主活动为1a和3。1a通过谈论纽约街头今昔的变化，学习含有since和for的现在完成时态。1b通过听对话来获取特定的信息，提升学生的听力水平。1c训练学生的口语表达能力

。2通过听短文来了解百老汇的变化。3既是重点也是难点。让学生通过观察数轴来学习since和for的用法，最后在4中进行口头运用。本课通过纽约和百老汇的今昔对比，引导学生关注社会的发展，关注文化的进步。Ⅱ.Teachingaims1.Knowledgeaims：掌握本课的重点词汇和短语

，进一步学习现在完成时（since和for的用法及区别）。2.Skillaims:培养学生的听力能力。培养学生的运用现在完成时进行口头表达的能力。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:(optional)引导学生了解各国城市的变化，关注

社会文明的进步，为建设更好的家园而努力学习。4.Cultureawareness:(optional)通过纽约街头今昔的对比，引导学生关注不同的国家、城市的发展和社会文明进步。Ⅲ.Thekeypointsanddifficultpoints1.Keypoints:Wordsandphrases

:block,artist,visitor,industry,chemistry,term,get/beusedto,usedtobe…,asamatteroffact,millionsof,standfor…Sentence

s:YouhavebeeninNewYorkforalongtime.…butthecityhasimprovedalotsinceIcamehereafewdaysago.Grammar:PresentPerfect(since和for的用法)2.Difficultpoints：通过具体语境，

区别短语get/beusedto(doing)sth.和usedtodosth.的用法。能通过观察、听和说的方式感知并掌握since和for的用法。能区别since和for引导的时间状语，并在现在完成时中进行运用。Ⅳ.Learningstra

tegies通过1b图表信息完成1c，培养学生重组语言的能力。通过1b的听力训练，教会学生在听力中提取关键语句的学习方法。通过3的练习，培养学生掌握观察、归纳总结的学习策略。通过2的综合填空，教会学生根据联系上下文和提取时间状语的方法进行综合填空。Ⅴ.Teachingaids单词卡片（如：b

lock,art/artist,visit/visitor等）或者幻灯片；纽约或者北京今昔的对比图片；歌剧视频Cats的片段等。Ⅵ.TeachingproceduresStage(timeperiod)InteractionpatternsTeacheractivitySt

udentactivityRemarks1Warming-up(2-3mins)ClassactivityGreetandplayavideoofapartofCats.T:Boysandgirls,beforewehaveourc

lass,let’senjoyapartoftheopera.…T:Doyoulikeit?GreetandenjoyavideoaboutCats.…Ss:Yes,it’samazing.…《猫》是纽约百老汇非常著名的音乐剧之一，让学生欣赏其中的片段，感受西方文化。如Ss:Yes,it

’samazing.T:It’sveryfamousthroughouttheworld.Doyouwanttoknowwhereitisfrom?Ss:America.Ss:America.果条件不具备，可以播放音乐Memory或者其它具有代表性的歌曲。2L

ead-in(2-3mins)ClassactivityPresentsomepicturesofNewYork’sstreets,famousmuseumsetc.,andgettheSstotalkabouttheirfeelingsafterwatching.T:R

ight.It’sfromBroadwayinNewYork.Now,lookatthepicturesofNewYork.Howdoyoulikeit?.WatchthepicturesofNewYor

k’sstreets,famousmuseumsetc.,andtalkabouttheirfeelings.S1:Thestreetisclean.S2:Howbeautifultheparkis!S3…教师先出示具有纽约特色的图片，

引起学生的兴趣，为学习1a打下基础。3Pre-listening(5mins)ClassactivityPresentthenewwordsanddifficultsentencesontheBb.AsktheSstotakenotesandtrytorememberthem.T:Yes,i

t’sawonderfulplacetolive.Asamatteroffact,itusedtobeterrible.BobhasbeeninNewYorkforalongtime.Hehasseenthechangeshimself.Thecityhasimprovedalotsincehe

camethere.HehasalreadyTrytounderstandthenewwordsanddifficultsentences,andtakenotesaccordingtotheteacher’sdescriptions.Ss…1a部分内容简单，教师在课前可以处理的话，听后活

动中就不用再做另外的处理。教师在呈现新知时，应注意短语的辨析。如果学生基础较差，可gotusedtothelifethere.Ss…(Teachothernewwordsandphrasesinthesameway.)补充与实际生活

贴近的例句，创设新的语境感知语言点的用法。4While-listening(8mins)ClassactivityPairworkStep1:LettheSsscan1bbeforelistening.Listento1atwice

andtickwhatwasmentionedaboutNewYork.Finish1b.T：DoyouwanttoknowhowterribleNewYorkusedtobe?Nowlet’slistentoadialogand

tickwhatwasmentionedaboutNewYork.…T:Now,let’schecktheanswer.Step2:Listento1aagain,payattentiontothepronunciationandintonationandthenact1

aout.T:Youareright,let’slistentothetape,andthentrytoactoutthedialog.…T:Anyvolunteers?Scanthematerialsof1b.Thenlistenandticktherightanswers.Fini

sh1b.……S1:terribletrafficS2:dirtystreetListento1aagain,payattentiontothepronunciationandintonationandthenroleplay1a.Ss…经过听前的新知呈现，该部分听力练习的难度大大降低

，因此，不用再另外给时间让学生作听前准备。分角色朗读课文时，教师应根据从班级到小组，再到结对练习的顺序，逐渐让学生把握对话角色，更好的理解课文，增强展示环节的自信Ss:心。5Post-listening(20mins)GroupworkGroupworkStep1:Gui

detheSstotalkaboutNewYorkbasedon1band1c.Thenretell1aingroups.T:We’velearntaboutthechangesaboutNewYork’straf

fic,streets,lifeandsoon.Now,let’saskandanswerwithyourgroupmembers.Thenretell1ainyourownwords.Theinformationof1bc

anhelpyou.S1:HowmuchdoyouknowaboutthetrafficinNewYork?S2:Iheardthatthetraffictherewasterrible.Doyouhaveanyideaaboutthestreet?S3…T:OK,w

hocanreportwhatyoudiscussedinyourgroupjustnow?Haveatry,please.TalkaboutNewYorkbasedon1band1c.Thenretell1aingro

ups.S1:HowmuchdoyouknowaboutthetrafficinNewYork?S2:Iheardthatthetraffictherewasterrible.Doyouhaveanyideaaboutthestreet?S3…S4:NewYo

rkisabigcityintheUSA.Thetrafficthereusedtobeterrible.Andthestreetsthereweredirty,buttheyarecleannow….如果学生的综合语用能力较差，可以按课文

要求完成1c，只进行简单的对话问答；如果可以，教师根据实际情况调整成对话后的复述环节。S4:NewYorkisabigcityintheUSA.Thetrafficthereusedtobeterrible.Andt

hestreetsthereweredirty,buttheyarecleannow….Step2:GettheSstounderlinethesentencesinPresentPerfecttensein1aandpresentthreesentence

sof4inSectionB,payingattentiontothestress,weakform,liaisonandpause.Thendiscusstheusageof“for”and“since”ingroupsaccordingtotheexamples.Finish3.T:Exce

llent!Nowgothrough1aagainandunderlinethesentenceswith“for”and“since”inthem.…T:OK,whocan?S1:YouhavebeeninNewYorkforalongtime.Ss:Butthecityhasimproveda

lotsinceIcamehereafewdaysago.Underlinethesentenceswhichhave“have/hasdone”in1a.Readthethreesentencesof4inSectionB,payingattentiontothestress

,weakform,liaisonandpause.Thendiscusstheusageof“for”and“since”ingroupsaccordingtotheexamplesandteacher’s

explanations.Finish3.…S1:YouhavebeeninNewYorkforalongtime.Ss:ButthecityhasimprovedalotsinceIcamehereafewdaysago.…Ss…适当整合教材，运用教材资源，提升教学效果。讨论过程中，教师应

给予适当的点拨，帮助学生突破重难点，如关注“时间状语”的特点等。另外，简笔画，图表，时间轴也是提高课堂教学有效性的重要手段。Individualwork(Presentthreesentencesof4inSectionB)T:Now,lookatthese

sentences.Let’sreadthefivesentencestogetherandpayattentiontotheintonation.Ss…(Drawatimeaxisliketheonein3)T:OK

,lookatthesentencesandthistimeaxiscarefully;thinkaboutthedifferencesbetween“since”and”for”.Thendiscusswithyourgroupmembers.Ss…T:Whocantry,please?Gr

oup1,please.Listencarefullyandyoucanaddyourideas.S1:“for”…S2:“since”…T:Welldone!Now,trytofillintheblankswith“since”and“for”,and

thenlistentothetapetocheckyouranswer.…Ss…S1:“for”…S2:“since”…Trytofillintheblanksin2,andthenchecktheanswerwhilelistening.将第二部分放在最后，可以提升学生的综合

语言运用能力。Step3:GettheSstofillintheblanksin2beforelistening.Thenlistenandchecktheanswer.Finish2.T:First，trytofillintheblanksbefore

listening,andpayattentionto“since”and“for”.Thenlistenandchecktheanswerbyyourselves.6Summarizingandassigningho

mework(5mins)ClassactivityStep1:Sumupthemaincontentofthisclassandrepeatthenewwords,expressionsandgrammar.Step2:HMK1.GettheSstowork

ingroupstocomparethedifferencesoftheplaceswheretheylive.Finish4.2.CollectmoreinformationaboutNewYork.Gooverwhatyouhavelearnedwithyourgroupm

embers.Workingroupstotalkaboutthedifferencesoftheplacetheylive.Finish4.课堂总结，也可以分工合作，如：单数组归纳单词短语；双数组总结句型和语法等，但要注意经常轮换。布置开放性作业时，要采用不同方式进行评价，

如：可以通过下节课的课前展示，或小组长调控等方式实现。Ⅶ.BlackboarddesignTheworldhaschangedforthebetter.SectionALanguagepoints:block,artist/art,visitor/visit,i

ndustry,chemistry/chemical,term;get/beusedto/usedtobe…;asamatteroffact/infact;millionsof;standfor…Grammar:Youhave

beeninNewYorkforalongtime.ButthecityhasimprovedalotsinceIcamehereafewdaysago.IhavelivedinNewYorkforthreeyears.Hehasbeenawayfromhomefor1

2days.Sinceitstarted,ithashelpedhundredsofpeoplereturntoworkandliveanormallife.