Unit 1 The Changing World
Topic 1 Our country has developed rapidly
Section A
Ⅰ. Material analysis
本课是九年级第一单元第一话题的第一课时。本课内容丰富，主活动为1a和3。 1a部分通过“谈论假期经历”初步感知现在完成时 “have/has been to 和 have/has gone to” 的用法。 1b引导学生运用抓关键字词完成表格的方法，培养学生的听力技能。1c 则是培养学生运用关键词复述课文的能力。 2a通过创设新的语境，在听的过程中进一步体会“have /has been to 和 have/has gone to”。然后在2b中让学生通过小组合作的方式总结它们的区别。通过前几个步骤的学习，学生完全可以口头运用“have/has been to 和 have /has gone to”来进行 3的对话操练。这样，在听、说、读、写各个方面都对新语法进行了全方位地复现和操练，有利于巩固新知识。通过谈论假期生活，既可以相互增长见识又可以增进同学间的友谊。 Ⅱ.Teaching aims 1.Knowledge aims：
掌握本课的重点词汇和短语，初步学习现在完成时。 2.Skill aims:
培养学生的听力能力。 培养学生的口语表达能力。
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.Emotional aims: (optional)
引导学生了解不同的假期生活，热爱生活，增进友谊。 4.Culture awareness: (optional)
通过了解不同的假期生活，引导学生关注不同的生活方式有不同的人生意义，培养他们热爱生活的品质。 Ⅲ. The key points and difficult points 1. Key points:
Words and phrases: bell, take place, volunteer, have/has been to…, have/has gone to…, so…that…, by the way, be happy to do… Sentences: There goes the bell. /It must be fun.
Grammar: Present Perfect (have/has been to和have/has gone to的用法) 2. Difficult points：
能通过听、说和读的方式感知并掌握have/has done的用法。 能区别并会恰当使用have/has been to和have/has gone to。 Ⅳ. Learning strategies
培养学生通过图表信息重组语言的综合能力。 教会学生如何在听的过程中提取关键词。
培养学生通过图片表达相应信息的能力。 Ⅴ. Teaching aids
单词卡片或者幻灯片；家乡或所去城市的风景照片等。 Ⅵ. Teaching procedures
Stage (time period) Interaction patterns Teacher activity Student activity Remarks Brainstorming: Show some pictures of Speak out the names of the 让学生更加熟悉各国名some famous places. Get the Ss to speak countries. out their names as quickly as possible to Getting 1 students ready Class for learning (4-6 mins) activity arouse the Ss’ interest. 称，为1a学习做好准备。 建议一：也可使用自己旅游时的照片或当地比较有特色的风景图片，让学生猜地名，提升学习兴趣。 建议二：可使用free talk的方式，用一般过去时自由谈论假期生活。 T: Boys and girls, the bell is ringing. Let’s Ss… begin our class. T: Here are lots of pictures. Now please speak out their names as quickly as you can. Are you ready? Ss: Yes! T: Here we go! Ss: Yes!
Class activity Pre-listening (15 mins) Round robin Step 1: Present the last picture of Guess the meaning of the 让学生在具体的语言环境Wenchuan, get the Ss to guess the words according to the 中感知新单词，有助于更meaning of the new words and then teach teacher’ s descriptions. the new words. T: What happened there in 2008? Ss:（地震） Ss:（地震） 快更好的记住它们。 T: Yes. An earthquake has taken place there. Many volunteers went there to help them. 2 Ask and answer one by one 给学生创设良好的语言环in each group. 境，有助于学生更好的体会和掌握该句式。 Step2: Present the new sentence structures and then ask and answer one by one in each group. T: I have been to Wenchuan, too. Where have you been? Ss: I have been to… Ss: I have been to… T: Now, let’s ask and answer one by one in S1…S2...S3…S4…S5…S6…
Pair work each group. Group work S1…S2...S3…S4…S5…S6…S1 S1 在环境中感知语言，才能Practice the dialog in pairs. 更好地用语言做事情。 Step3: Present the new sentence structures and then ask and answer with partners. T: Where is S5? Ss: He went to the wash room? Ss: He went to the wash room? 教会学生及时归纳和总结the difference 所学知识是学好语言的策T: Yes, he has gone to the wash room. And we think he will be back soon. Where is Miss Zhu (a teacher of your class)? Ss: She has gone to … T: Now ask and answer with your partners. … Ss: She has gone to … Discuss Step 4: Get the Ss to discuss the between have/has been to 略之一。 differences between have/has been to and and have/has gone to and 建议：教师应根据实际给have/has gone to. Choose one group to then make a presentation. 予不同程度的肯定与奖state the points and others can add their Finish 2b. ideas. Finish 2b. 励。
T: OK, now please share your answers with conversations 及时的巩固训练是内化语in 言的有效途径。 建议一：教师可以根据需要在第三部分适当增加有地方特色的图片，用来练习，可以更好的贴近实际生活。 建议二：教师可以用简笔画，在黑板上展示两个短语的不同之处，更加清晰明了。 建议三：展示环节，建议让学生互动评价，指出优缺点，更好地使全体学生参与课堂。 Pair work us. Others listen carefully and can add your Make ideas. pairs and finish 3. Step 5: Let the Ss make conversations in pairs and act them out. Finish 3. T: Now look at the example, let’s read it together. Please make new dialogs according to the pictures? … T: Let’s invite some of you to act out your dialog. Ss… 3 While-listening Individual Step1: Get the Ss try to fill in the blanks in Fill in the blanks in 1b 听力训练之前，试着填空，work 1b before listening. Then listen and check before listening. Then listen 能更好地预测听力内容。
(8 mins) Class activity the answers. Finish 1b. and check the answers. 语言学习，读的过程很重T: First，try to fill in the blanks before Finish 1b. listening. Then listen and check the answers by yourselves. … T：Do you know where Kangkang, Jane, Rita and Maria have been? Now let’s listen and complete the chart in 1b. Step2: Listen to 1a and pay attention to the pronunciation and intonation and then Listen to 1a and pay 要，教师可以根据班级情read 1a. … attention pronunciation to the 况，分配朗读的方式和时and 间。 Individual Step 3: Listen to the conversation in 2a intonation and then read work and fill in the blanks. Pay attention to the 1a. present perfect tense. 4 After-listening Individual Finish 2a and 2b. the conversation 该环节教师应提供参考资Step 1: Read the 1a again and guide the Ss Read
(15 mins) work Group work Individual work to underline the structures like“have/has thoroughly and underline 料和方法指导，以提升学done”. the points they do not 生的自学能力和培养克服难关的意识。 T: Listen to the 1a again and please understand. underline the structures like“have/has done” and the key points. Discuss the key points and 小组内不能解决的问题，Step 2: Let the Ss discuss the key points solve the problems by 组间可以互相帮助解决。and solve the problems by themselves. themselves. 学生水平有限的话，老师可以直接讲解知识点。 该环节教师可以根据实际T: Now please deal with the difficult points by yourselves and you can ask your group members for help. Retell 1a according to 1b. Step 3: Retell 1a according to 1b, finish 1c. S1: Rita has been to many 情况，采用不同的互动模T: Try to retell 1a according to 1b. … T: Now let’s retell 1a. places near her home in 式，可以是班级活动，结India. Her hometown has 对活动，也可以是个人活become more and more 动。 S1: Rita has been to many places near her beautiful. Jane has been to home in India. Her hometown has become Mount Huang with her
more and more beautiful. Jane has been to parents. It’s beautiful, but Mount Huang with her parents. It’s there were too many beautiful, but there were too many people… people… Class Summarizing 5 and asigning homework (5mins) activity Step 1: Sum up the main content of this Go through what you have class and repeat the key points. learned with your teacher. If there is still something you do not understand, do not hesitate to ask for help. Step2: HMK: Make new conversations like Make new conversations like 3. 3.
Ⅶ. Blackboard design
Our country has developed rapidly. Section A Language points: bell, take place, volunteer so …that…, by the way, be happy to do… There goes the bell. /It must be fun. HMK: Make new conversations.
Grammar: have/has been to…, have/has gone to…, A：Where have you been? B: I have been to … A: Where is …? / Where has … gone? B: … has gone to … Section B
Ⅰ. Material analysis
本课是九年级第一单元第一话题的第二课时，主活动是1a和2a。 1a通过Maria和Kangkang谈论在假期参加志愿者活动的经历，复习一般过去时和继续学习现在完成时，并引出本话题的功能意念：表达情感。1b主要培养学生预测听力内容的能力。1c则侧重于检测学生的阅读理解能力。2a部分是为学习实义动词做准备：一是学习实义动词过去分词的形式，二是读出实义动词过去分词的正确发音。2b既是语音训练又是语法操练。让学生口头做替换练习的过程也是学生运用现在完成时的过程。2c通过调查并汇报组内成员的假
期生活，进一步巩固了语音语调和现在完成时，从而达到提高学生的口语表达能力和综合语言运用能力。 Ⅱ.Teaching aims 1.Knowledge aims：
掌握本课的重点词汇和短语，继续学习现在完成时，即过去分词的构成。掌握现在完成时的一般疑问句以及肯否定回答。 2.Skill aims:
能听懂现在完成时表达的各种活动，并作出正确判断。 能正确运用现在完成时的疑问句询问他人的事情。
能通过整合对话内容，提升综合语言运用能力，并能准确描述自己及他人的假期生活。 3.Emotional aims: (optional)
在学习过程中，结合小组竞赛、同伴互助等活动，培养互助进步的合作精神。 引导学生了解不同的假期生活，发扬乐于助人的传统美德。 4. Culture awareness: ( optional) Ⅲ. The key points and difficult points 1. Key points:
Words and phrases: shut, ever, rope, disabled, take part in, disabled children’s home, learn…from…, put on, jump rope, chat on line Sentences: I think it makes me happy to help others.
Though I had no time to travel, I still felt very happy. To help others makes us happy.
A: Have you been to any other places? B: No, I haven’t.
A: Ann has chatted on line, hasn’t she? B: No, she hasn’t.
Grammar: Present Perfect (past participle和疑问句的问答). 2. Difficult points： 能巧记过去分词的构成。
能正确使用疑问句对日常活动进行问答。 Ⅳ. Learning strategies
通过1a和1b的听力练习，提升听的语言技能。
通过1a和2b的朗读训练，能够准确、清楚地进行朗读，培养语感和自信心。 通过2b的对话练习，能够运用所学的知识传递日常生活信息。
通过2c的提升训练，能够监控和评价自己的学习，制定自己的复习计划。 感知和掌握过去分词的发音规则。 Ⅴ. Teaching aids
图片；录音机；幻灯片。 Ⅵ. Teaching procedures
Stage (time period) Interaction patterns Teacher activity Student activity Remarks
Getting 1 students ready for learning (2 mins） Class activity Greeting. T: Hello, boys and girls. How are you? Ss… Greeting. Ss: Hello, Miss Tan. We’re fine, thanks. And you? T: I’m very well. It’s a fine day today. … Would you like to chant with me? Chant and review the sentence patterns. T: Now let’s Chant. —Where have you been? Ss: Yes, I’d like that… Chant together. 提升学习兴趣。 建议一：也可创设情境，自由交谈。 建议二：做游戏，“Quick Response”。 建议三：用一张自己的照片介绍自己的假期经历。 the 2 Revision (2-3 mins) Class activity —I have been to Africa. —Where has she been? —She has been to Canada. —Where’s Maria? —She has gone to America. Show a picture of a disabled children’s Remember 3 Pre-listening (2-3 mins) Class activity home to teach the new words. pronunciation and spelling 给学生创设良好的语言环境，有助于学生更好地体会并掌握新单词及新句式。 T: This picture is a disabled children’s of the new words. home. Have you ever been there?
(Teach the Ss to read the new words.) Ss: No, I haven’t./Yes, I have.(Lead the Ss Ss: No, I haven’t./Yes, I to answer) have. (Lead the Ss to T: Has Maria been to the disabled answer) children’s home? Can you guess? Ss: Yes, she has. / No, she hasn’t. … Ss: Yes, she has. / No, she hasn’t. Class activity While-listening (10 mins) Step1: Get the Ss to scan the statements Read the statements in 1b 听力训练之前，分析题目，in 1b before listening. Then listen and before listening. Then listen 能更好地做出判断。 mark T or F. Finish 1b. and mark T or F. 建议：如果学生基础较差可以重新设置两个简单的问题，再将1b改为读后训练。 T: As we know, Maria has been to Cuba to be a volunteer. But do you wonder what Maria has done there? Ss: Of course. Ss: Of course. 4 T: OK. Let’s listen to the tape and finish 1b. Before listening, you have 1 minute to
Group work read 1b. Then mark T or F. You can listen twice. Ss… Ss… Listen again, pay attention 加强语音语调练习，有助Step2: Listen to 1a again, pay attention to to the pronunciation and 于培养学生的语感，增强the pronunciation and intonation, and intonation and then present 自信，特别注意一般疑问then act 1a out. … 1a. 句的升调读法。 建议：小组展示环节采用组间PK的方式，提升学生的竞争意识。 Group work 5 Post-listening (10 mins) Step 1: Ask the Ss to underline the key Read the conversation 知识点简单时，大胆放手points and solve the problems by carefully and underline the 让学生自己解决，老师可themselves. points they do not 以适当的点拨。该环节教师应提供参考资料和方法指导，以提升学生的自学能力和培养克服难关的意识。 T: Listen to the conversation again and understand. underline the key points. Then solve the problems by yourselves. Now you have 2 minutes to underline the language points.