仁爱版英语九年级上册Unit2Topic3SectionB教学设计教学案反思Word下载.docx
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the
environment.
3.
Review
giving
advice.
Ⅱ.
aids
教具
录音机/幻灯片/教学挂图/小卡片
Ⅲ.
Five-finger
Plan
五指教学方案
Step
1
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
each
other
Australia?
S1:
They
“g’day”.
What
does
word
“boot”
mean
British
English?
S2:
It’s
trunk
of
a
car.
Good!
What’s
meaning
“F2F”
e-mail
S3:
Face
face.
“OIC”?
S4:
It
means
“Oh,
I
see.”
Well
done!
In
fact,
speakers
communicate
this
kind
simplified
form.
Besides,
they
also
use
gestures
express
their
meanings.
Look
at
me.
This
my
thumb.
put
out
hand
with
thumb
raised.
(做拇指朝上伸出手的动作。
)
meaning?
Do
you
know?
Ss:
Sorry,
we
don’t
know.
am
asking
for
ride.
(板书生词及短语,讲解并要求掌握put
out,
ask
ride;
了解thumb。
)
thumb
out
ride
OK,
look
picture
1a,
what’s
foreigner
doing?
He
Yes,
where
he
going?
Let’s
listen
1a.
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。
(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
Listen
tape
answer
following
questions.
(1)
Where’s
(2)
When
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。
(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。
Please
read
write
down
sentences
present
continuous
show
future.
(板书)
I’m
flying
Disneyland.
leaving
afternoon.
My
uncle
meeting
us
tomorrow.
(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:
going.
starting?
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。
after
class.
She
buying
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。
way
airport.
→
one’s
to
Michael
Kangkang
going
see
them
off.
sb.
off
hope
won’t
have
much
difficulty
communicating.
(in)
doing
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。
(播放1a录音,学生跟读并注意语音语调,然后进行人机对话。
Read
pay
attention
pronunciation
intonation.
Suppose
Junfeng.
make
dialog
it.
(学生分组对话练习,然后让每组分角色进行表演。
完成1a。
Class,
now
let’s
work
groups.
I’ll
choose
six
students
act
front.
(根据1a,判断正误,完成1b。
Mark
True
or
False
according
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
(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。
Here
pictures.
Now
key
given
below,
using
leave
Disneyland
afternoon
travel
Canada
tomorrow
come
home
twenty
minutes
start
7
o’clock
go
Shanghai
next
week
Picture1:
…is
afternoon.
Picture2:
traveling
Picture3:
getting
minutes.
Picture4:
starting
o’clock.
Picture5:
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。
Pair
work.
Make
dialogs
your
partner
example
1c.
Example:
A:
Disneyland?
B:
(在每个小组充分训练之后,教师找出几组表演对话。
several
groups
dialogs.
competition.
(通过竞赛,让学生熟练掌握现在进行时表将来的用法。
4
Practice
第四步
练习(时间:
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。
(准备一些写有指令性动作的卡片,如go
shopping,leave
Shanghai,
fly
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。
cards
here.
There
instructions
them.
one
student
card
should
do
an
action
gets.
Other
guess
what
do.
(做动作)What
do?
You
shopping.
right.
/
No,
wrong.
Are
…?
am.
not.
(出示2a体态语的图片,师生对话,让学生猜出它们的含义。
suppose
United
States.
But
can’t
speak
English.
If
trouble,
wha