仁爱版英语九年级上册Unit2Topic3SectionB教学设计教学案反思.docx
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仁爱版英语九年级上册Unit2Topic3SectionB教学设计教学案反思
仁爱版英语九年级上册Unit2Topic3SectionB教学设计及反思
仁爱版英语九年级上册 Unit2 Topic 3 Section B教学设计
The main activities are 1a and 2a. 本课重点活动是1a和2
Ⅰ. Teaching aims and demands 教学目标
1. Learn and practice some new words and useful expressions:
ought to, turn off, action, on time.
2. Go on learning something about protecting the environment.
3. Review giving advice.
Ⅱ. Teaching aids 教具
录音机/幻灯片/教学挂图/小卡片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习（时间:
8分钟）
通过师生对话，复习不同英语国家的表达习惯及网络用语，引出手势语，导入1a。
T:
We know that English is spoken differently in different countries. Then how to say hello to each other in Australia?
S1:
They say “g’day”.
T:
What does the word “boot” mean in British English?
S2:
It’s the trunk of a car.
T:
Good!
What’s the meaning of “F2F” in e-mail English?
S3:
Face to face.
T:
What about “OIC”?
S4:
It means “Oh, I see.”
T:
Well done!
In fact, English speakers communicate in this kind of simplified form. Besides, they also use gestures to express their meanings. Look at me. This is my thumb. I put out my hand with my thumb raised. （做拇指朝上伸出手的动作。
） What’s my meaning?
Do you know?
Ss:
Sorry, we don’t know.
T:
It means that I am asking for a ride.
（板书生词及短语，讲解并要求掌握put out, ask for a ride;了解thumb。
）
thumb
put out
ask for a ride
T:
OK, look at the picture in 1a, what’s the foreigner doing?
Ss:
He is asking for a ride.
T:
Yes, where is he going?
Let’s listen to 1a.
Step 2 Presentation 第二步 呈现（时间:
12分钟）
让学生带着问题听1a的录音，以听力的形式呈现1a内容，并找出文中重点词句和目标语言，师生共同学习语法，为下一步的学以致用打基础。
1. （设置听力任务，首先帮助学习理解生词flight，然后让学生带着任务听1a录音，从整体上把握对话意思，并完成所列问题。
）
（板书要求学生理解。
）
flight
T:
Listen to the tape and answer the following questions.
（1） Where’s the foreigner going?
（2） When is Wang Junfeng’s flight?
（师生一起核对答案，对错误答案先不纠正，让学生再听一遍，找出问题的关键进行对比，提高学生听力技能。
）
2. （让学生朗读1a，在练习本中写下现在进行时表示将来的句子，仔细观察并试着去掌握。
）
T:
Please read 1a and write down the sentences that use present continuous to show the future.
（板书）
I’m flying to Disneyland.
I’m leaving this afternoon.
My uncle is meeting us tomorrow.
3. （师生共同总结现在进行时表将来的用法，教师用幻灯片展示。
）
现在进行时表将来时常有“意图”、“安排”（但不是固定不变的）或“打算”的含义，这种现在进行时比较生动，给人一种期待感。
它常表示最近或较近的将来，所用动词多是位移动词（come, go, start, leave, stay, arrive …）。
例如：
I’m going.
When are you starting?
I’m leaving tomorrow.
…
表示将来的现在进行时除用位移动词外，亦可用某些非位移动词。
例如：
I’m meeting you after class.
She is buying a new bike soon.
…
4. （小组合作，找出1a的重点词组，同时教师帮助学生掌握see…off和get in；理解minibus；了解guidebook。
）
（板书生词并解释。
）
see…off, get in, minibus, guidebook
（幻灯片展示下列词句。
）
They are on their way to the airport. → on one’s way to
Michael and Kangkang are going to see them off. → see sb. off
I hope I won’t have much difficulty communicating. → have difficulty （in） doing …
Step 3 Consolidation 第三步 巩固（时间:
10分钟）
以角色表演等形式巩固1a，并操练现在进行时表将来的用法，体现学以致用原则，培养学生语言实际运用能力。
1. （播放1a录音，学生跟读并注意语音语调，然后进行人机对话。
）
T:
Read after the tape and pay attention to the pronunciation and intonation. Suppose you are Wang Junfeng. Listen to the tape and make a dialog with it.
2. （学生分组对话练习，然后让每组分角色进行表演。
完成1a。
）
T:
Class, now let’s work in groups. I’ll choose six students to act the dialog out in the front.
3. （根据1a，判断正误，完成1b。
）
T:
Mark True or False according to 1a. Finish 1b.
（核对答案。
教师解释pick up并板书。
要求学生掌握该词组。
）
pick up
4. （教师展示1c图画，给出一些关键词，让学生用现在进行时表将来的结构造句并板书。
）
T:
Here are some pictures. Now make sentences with the key words given below, using present continuous to show the future.
leave for Disneyland this afternoon travel to Canada tomorrow
come home in twenty minutes start at 7 o’clock go to Shanghai next week
Picture1:
…is leaving for Disneyland this afternoon.
Picture2:
…is traveling to Canada tomorrow.
Picture3:
…is getting home in twenty minutes.
Picture4:
…is starting at 7 o’clock.
Picture5:
…is going to Shanghai next week.
5. （在熟悉现在进行时表将来的用法之后，两人一组对话操练，完成1c。
）
T:
Pair work. Make dialogs with your partner according to the example in 1c.
Example:
A:
When are you leaving for Disneyland?
B:
I’m leaving this afternoon.
（在每个小组充分训练之后，教师找出几组表演对话。
）
T:
Now I’ll ask several groups to act out the dialogs. Let’s have a competition.
（通过竞赛，让学生熟练掌握现在进行时表将来的用法。
）
Step 4 Practice 第四步 练习（时间:
10分钟）
学习体态语，巩固现在进行时表将来的用法。
在不同情境中练习目标语言，展开任务型活动，激发学生学习兴趣。
1. （准备一些写有指令性动作的卡片，如go shopping，leave for Shanghai, fly to America等等，让一些同学来抽，抽到哪个指令就做一些相关动作，让其他同学猜，进行组与组间的评比。
）
T:
I have some cards here. There are some instructions on them. I’ll ask one student to choose a card and he should do an action according to the card he gets. Other students should guess what he is going to do.
S1:
（做动作）What am I going to do?
S2:
You are going shopping.
S1:
Yes, you are right. / No, you are wrong.
S3:
（做动作）What am I going to do?
S4:
Are you flying to …?
S3:
Yes, I am. / No, I’m not.
…
2. （出示2a体态语的图片，师生对话，让学生猜出它们的含义。
）
T:
Class, suppose you are traveling in the United States. But you can’t speak English. If you are in trouble, wha
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