仁爱版英语九年级上册 Unit2 Topic 3 Section B教学设计及反思.docx
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仁爱版英语九年级上册 Unit2 Topic 3 Section B教学设计及反思.docx
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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, what are you going to do?
Ss:
…
T:
Good. You can take an interpreter with you or you can make a gesture to express your meanings. Now, look at these gestures that people often use in the United States. Guess the meanings of them, and you can discuss with your partners.
(教师把图片贴在黑板上,一分钟后提问学生。
)
T:
What’s the meaning of the gesture in Picture ①?
S1:
It means “Have a victory”. (可帮助学生回答。
)
T:
What about Picture ②?
S2:
It means I’m puzzled. (帮助学生回答。
)
(板书并要求学生掌握victory;理解puzzled。
)
victory
puzzled
T:
Class, do you agree with him / her?
Ss:
Yes. / No.
…
3. (小组讨论。
尽量多地找出日常生活中我们所运用的体态语,并且用简笔画把它们做成小卡片,组织学生进行“猜一猜”的游戏。
)
T:
Boys and girls, let’s work in groups and each group has four students. We stick the gesture cards to the back of one student. He / She can ask questions about the gestures, and the other three just describe the gestures and make the student who has pictures on his/her back guesses what the gesture is.
(通过此小游戏让学生在娱乐中掌握了不同的体态语及其含义,激发了学生的学习兴趣。
)
Step 5 Project 第五步 综合探究活动(时间:
5分钟)
让学生收集不同国家的手势语和英语国家在语音、拼写等方面的差异,锻炼学生的探究能力。
1. (引导学生收集不同国家的手势语并理解其含义。
)
T:
Suppose you’re a volunteer of the 2008 Olympic Games, try to search the Internet for sign language and body language as many as possible, and then make a form like this. After that, please make a report to your class.
Country
Gesture
Meaning
America
Germany
Australia
Japan
India
…
2. Homework:
(1)Write several sentences using present continuous to show the future.
(2)Collect more information about the differences in English among different English—speaking countries, including spelling and pronunciation.
板书设计:
English is spoken differently in different countries.
Section B
face to face I’m flying to Disneyland.
see sb. off My uncle is meeting us tomorrow.
put out It’s quite all right.
ask for a ride I’m leaving for Disneyland this afternoon.
get in
pick up
have much difficulty (in) doing …
教学反思:
这节课的设计思路,总体上体现了义务教育阶段的英语课程工具性和人文性的双重性质。
就工具性而言,学生通过英语课程掌握基本的英语语言知识,发展基本的英语听、说、读、写技能。
就人文性而言,学生通过学生保护环境的话题,加强了环保意识,开阔了视野,丰富了生活经历,形成良好的生活习惯、品格和正确的人生观和价值观,提高学生的综合人文素养。
体现的课程基本理念:
面向全体学生,关注语言学习者的不同特点和个体差异。
在教学目标、教学内容、教学过程和教学资源的利用和开发等方面都考虑全体学生的水平和需求。
英语教材是英语课程资源的核心部分。
深入开展教材分析、把握教材的设计理念、熟悉教材的编排特点、了解教材所提供的资源是教师有效利用和开发教材的前提。
教师只有深入地研读教材,才能在教学中根据学生的水平和教学的需要,对教材进行合理的开发和利用,也才能通过教材更好地激发学生的学习兴趣,开阔学生视野,拓展学生思维,以满足不同学生的学习需求。
整体设计目标,充分考虑语言学习的渐进性和持续性,重视语言学习的实践性和应用性。
主张学生在语境中接触、体验和理解真实的语言,并在此基础上学习和运用语言。
这节课体现了听、说、读、写的语言技能运用。
听前问答:
通过文中的图片,给学生介绍背景知识,并设计一些问题,这可以让学生在听力活动之前进行思考、预测,激发想象力。
通过反复听,让学生听懂材料并完成题目。
听后讲解:
听录音前,对材料中较难理解的词、短语和句子不作讲解,只要求学生听后根据听力内容进行猜测、判断,这样可以检测学生在模拟真实语言环境中听的能力。
因此讲解放在做完听力活动之后。
在听懂的基础上,让学生说出来,表达出来,同时会运用正确的语音和语调进行朗读和表演对话。
最后进行写的训练。
这节课,在听力设置体现了渐进性:
先设置一个大范围又简单的问题先让学生先对材料有整体上的认识,获取大体的信息。
然后再设置填空题,让学生分析、处理信息。
学生的听力往往教差,那教师就要利用一切可以利用的资源和机会,给学生创造听力的训练。
在巩固这个环节,设置了一个根据关键词复述句子。
根据教师给出的关键词来复述文中句子的形式,这样既省时又可以很好地了解学生的随堂掌握情况;这个体现了学生在学习语言后,进行运用的能力,难度不大,很多学生都可以做到,这样可以锻炼学生的口头表达能力,并容易鼓励学生勇于表达自己。
练习的设置,第一题,体现了对材料的再次理解,有利于基础生的训练。
第三题的设置较开放,没有一定的答案,只要学生写的句子是环保的并且有用情态动词,句子对了即可,这有利于各个层次的同学自由发挥。
这节课的不足之处,能否很好的完成,要看学生和教师的水平和需求,如果学生水平一般,加上课堂的反应不好,或是不够积极,那很可能量就太多了,在复习的小组竞赛这一环节,学生的反应开始并不是很积极,会花较多的时间,后面的练习可能无法完成,可把第三题留于课后完成,下节课可通过小组竞赛,进行复习、检测。
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