仁爱版英语九年级上册u1t3教学案例设计Word文档下载推荐.docx
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10分钟)
引导学生用现在完成时谈论北京的变化,引出for和since的用法及部分短语,并导入新课。
1.(师生对话,复习含有ever,never,just等词的现在完成时。
)
T:
S1,haveyoueverbeentoBeijing?
S1:
No,Ihaven’t.Ihaveneverbeenthere.
Whataboutyourelderbrother?
Hasheeverbeenthere?
Yes,hehasjustcomeback.
Howlonghashestayedthere?
Forabouttwoweeks.(帮助学生回答。
(板书并适当讲解,要求学生初步掌握for在现在完成时中的用法。
Hehasstayedthereforabouttwoweeks.
IwenttoBeijingin1995.Atthattime,thestreetstherewereverydirty.Thehousesweresmallanddark.Asamatteroffact(Infact),greatchangeshavealreadytakenplacesince1984.Whatchangeshavetakenplace?
HerearesomepicturesaboutoldBeijingandmodernBeijing.Compareanddiscussthem.
(教师边叙述边板书画线部分,并作适当讲解,要求掌握asamatteroffact和since的用法。
asamatteroffact=infact
Greatchangeshavealreadytakenplacesince1984.
2.(教师用多媒体或图片展示几组北京过去和现在的画面,让学生观看、讨论北京的变化,引出纽约的变化。
Beijinghaschangedalot.Whocandescribeit?
(教师手指过去北京城的图片。
Thehousesweresmallandthestreetswerenarrowinthepast.
You’reright.Whocandescribethispicture?
(教师手指现在北京城的图片。
S2:
TherearelotsoftallbuildingsinBeijingnow.
S3:
Moreringroads.
S4:
Peoplecanenjoymoresortsofleisureactivities.
…
Welldone!
ThechangeshavetakenplacenotonlyinChinabutalsointheworld.Nowlet’slistentothetapetoknowaboutthechangesinNewYork.
Step2Presentation第二步呈现(时间:
听录音,呈现1a内容,然后让学生自己观察文中含有for,since的句子,归纳for,since的用法,教师作适当讲解并要求学生掌握。
1.(学生听两遍录音后,回答教师的问题。
Now,whocananswerthequestion:
HowwasNewYork’straffic?
Thetrafficwasterribleandalmosteveryonedrovetoofast.
You’reright.Whataboutitsstreetsinthepast?
Thestreetsweredirty.
Doesitchangenow?
Yes.Itisquitecleannow.
IsNewYorkadangerousplacenow?
No,itisn’t.Itwasdangerousinthepast.
IsNewYorkawonderfulplacetolivenow?
Yes,itis.
Good.Asamatteroffact,therearebeautifulparks,goodschools,famousmuseumsandexcellentrestaurantsnow.Andyoucangotoplays,concertsandoperaseverydayifyoulike.IfyouwanttoknowmoreaboutNewYork,youmustcomeforavisitthere.Doyouwanttogothere?
Ss:
Yes.Ofcourse.
Ihopeyouhavechances.Nowlet’sreadafterthetape.
2.(教师播放录音,学生跟读一遍,同时找出含有for,since的句子,与前面板书的完成时的句子板书在一起。
YouhavebeeninNewYorkforalongtime.
ThecityhasimprovedalotsinceIcamehereafewyearsago.
3.(引导学生观察上述句子,分析for与since的区别。
帮助学生总结for与since的用法并要求初步掌握。
for+时间段
时间点
since+
从句
Step3Consolidation第三步巩固(时间:
6分钟)
阅读1a,完成1b,将学生分组,要求他们根据1b内容把1a改写为一篇短文并复述,然后完成1c,巩固for,since的用法。
1.(再读1a,完成1b,并根据1b提供的信息,将学生分组,写一篇短文比较新旧纽约变化。
Read1aagain.WriteashortpassagetocompareNewYorknowadayswiththatofthepastingroups.
(给学生几分钟,然后读范文。
Whocanreadyourarticletous?
Ican.NewYorkhaschangedalot.NewYorkwasdangerousinthepast,butit’squitesafenow.Infact,thestreetsweredirtyinthepast,butit’sverycleannow.It’sawonderfulplacetolivein,andtherestaurantsarequiteexcellent.Youmustcomeforavisit,andyoucanseeNewYorkforyourself.
2.(让学生再读1a,完成1c,并让学生试着说出since与for的用法区别。
T:
Read1aagainandfinish1c.ThenI’llasksomestudentstotellthedifferencesbetween“since”and“for”.
Step4Practice第四步练习(时间:
14分钟)
利用图片引入听力2,然后引导学生归纳总结派生构词法,并利用构词法学习本课生词。
1.(教师出示一幅洪水暴发的图片。
Look!
Whathappenedinthepicture?
YoucantellmeinChinese.
Ss:
洪水暴发。
Yes,afloodbrokeoutinCarly’shometown.Whatshouldwedoifweknowaboutit?
Weshouldtryourbesttohelpher.
Good.Let’slistentothestoryabouther.
(听录音后,师生共同核对答案。
(板书并要求学生理解。
flood
2.(用卡片呈现一些词汇加上前缀或后缀后的变化,引出派生构词法并学习。
Boysandgirls,we’veknownaboutchangesintheworld.Nowlet’slearnthechangesbetweenthewords.
(教师事先准备两组卡片,一组上面写有单词,另一组上面写有与单词相对应的前缀或后缀,把两组卡片分别按顺序排好,组合卡片,学习派生构词法。
Example:
Whatdoesthiswordmean?
(出示卡片like。
喜欢。
Right.Lookatthechange,please!
(出示卡片dis,并与like拼在一起。
Dislike.Itmeans“不喜欢”.
Good.
(教师用同样的方式呈现一些派生词,板书并让学生观察,师生共同总结词根加上前缀或后缀及词性的变化。
如:
(1)否定前缀:
un-,im-,dis-,in-等。
happy-unhappy,polite-impolite,agree-disagree,direct-indirect
(2)re-前缀表示“重复”。
write-rewrite
(3)动词+-er表示“人”。
read-reader,write-writer
(4)动词+-ion/-ment/-ness变成名词。
act-action,treat-treatment,ill-illness
(5)名+-y变成形容词。
cloud-cloudy,sun-sunny
(6)名词/动词+-ful变成形容词。
care-careful,hope-hopeful
(7)形容词+-ly变成副词。
sad-sadly,strong-strongly
3.(根据派生构词法学习生词,板书并领读,要求学生掌握加下划线的单词。
cover→discoverdirect→indirectpossible→impossible
excite→excitingfair→unfairinvent→invention
(引导学生用派生法去掌握更多的词汇。
4.(做游戏,巩固派生构词法,完成3。
Somehomelesspeopleareshortoffood,clothes,houses,andsoon.Somewordsareshortof“hats”or“shoes”.Let’shelpthewordsin3wear“hats”or“shoes”.Thenthewordswillhavesomeothermeanings.
(这里hat意为“前缀”,shoe意为“后缀”,用穿“靴”戴“帽”的游戏完成3。
Youcanfinishitingroups.Somewordshavemorethanonehatoronepairofshoes.
Forexample:
use—useful—useless—reuse
write—writer—rewrite—writing
Thewordsareveryinteresting.
Yes.Inthisway,youcanmemorizemanywordsinashorttime.
(教师布置一项课后作业,激发学生兴趣。
Step5Project第五步综合探究活动(时间:
5分钟)
教师把准备好的词展示在小黑板或幻灯片上,让学生讨论,利用派生构词法,组合出新词。
1.T:
Ifyouareinterestedinit,let’shaveadiscussionandtrytomakethewords,suchas:
likeanddislike,comfortableanduncomfortable.
obeyablehopecleverbeauty
writeagreehumorfogdanger
friendlyrecentillhealthcomfortable
lucktelllikepossiblevisit
politesuccesssuggestusesnow
westwinyournoisepeace
rapidhappydeveloplaborbuild
homeexcitechangebrighttwenty
carecollectcrowdenjoy
Finishthesederivations.Youcandothemingroups.
2.Homework:
Pleasecollectandsumupthewordslike3afterclass.
板书设计:
Theworldhaschangedforthebetter.
asamatteroffactYouhavebeeninNewYorkforalongtime.
ThecityhasimprovedalotsinceIcamehereafewyearsago.
Derivations:
in+direct→indirectinvent+tion→invention
im+possible→impossibleun+fair→unfair
dis+cover→discoverexcite+ing→exciting
SectionB
inneed,medical,treatment,provide,conversation,secretary,engineer,fisherman,dead,army,wound,granddaughter,grandchild,ache,fire,stairs,downstairs,board
(1)Oncetheyfindpeopleinneed,theydecideonsuitablewaystohelpthem.
(2)Theprogramalsoprovidesthemwithhouses.
3.Goonlearningthepresentperfecttensewith“for”or“since”andfindthedifferencesbetweenthepresentperfecttenseandthesimplepasttense:
(1)Bobbylefttheparktwohoursago/at8:
00.
(2)Bobbyhasbeenawayfromtheparksince8:
00/fortwohours.
4.Learnaboutwordformation:
compound.
5.Learntohelphomelesspeople.
单词卡片/小黑板或幻灯片/图片(流浪者/灾难)/录音机/多媒体
8分钟)
复习for,since在现在完成时中的用法及派生构词法,引出合成构词法并导入新课。
1.(师生问答,复习for,since的用法。
WangTaowenttoBeijingin1999andlivedtheresincethen.Howlonghashebeenthere?
Forelevenyears.
Right.Ihavetaughtinthisschoolsince1995.HowlonghaveIbeeninthisschool?
Foraboutfifteenyears.
2.(教师用上节课给单词穿“鞋”戴“帽”的小游戏复习派生构词法。
Let’splayagametoreviewthederivations.
Whocanputon“hat”for“obey”?
Ican.dis+obey=disobey.
Whocanputon“shoes”for“home”?
Ican.home+less=homeless.
Whocanputon“hat”and“shoes”for“friend”?
Ican.un+friend+ly=unfriendly.
3.(引出合成构词法,导入新课。
Boysandgirls,doyouthinkEnglishwordsareveryinteresting?
Yes.
Wecanformnewwordsbyaddingprefixesorsuffixestothewords.Nowlet’slearnanotherwordformation:
13分钟)
首先利用单词卡引导学生学习合成构词法,完成3。
然后用多媒体呈现图片,讨论我们应该怎样帮助无家可归的人,培养学生的同情心,让学生学会关心他人,并在师生对话中学习1a中的生词及短语。
1.(教师出示一些单词卡,引导学生说出合成词的词义。
Asweknow,“Afriendinneedisafriendindeed.”Englishwordsalsohavetheirownfriends.Nowlet’shelpthemfindgoodfriends.
Whocanhelpthemfindfriends?
What’sthemeaningwhentheyaretogether?
“home”and“town”?
(同时出示单词卡。
Hometown.Itmeans“家乡”.
“Hand”and“bag”aregoodfriends.
Handbag.Itmeans“手提包”.
(用同样的方式引导学生学习3中的生词。
“Grand”and“daughter”aregoodfriends.Itsmeaningis“孙女”,“外孙女”.
“Grand”and“child”aregoodfriends.Itmeans“(外)孙或孙女”,“孙辈”.
“Down”and“stairs”aregoodfriends.Itsmeaningis“楼下”.
“Fire”and“place”aregoodfriends.Itmeans“壁炉”.
(板书生词,要求学生掌握。
granddaughter,grandchild,headache,fireplace,downstairs,blackboard
You’reveryhelpful.Weshouldoftenhelpeachother