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1、 仁愛版九年級英語上冊 Unit 3 Topic 2 Section B 教案 課題 Unit 3 Topic 2 Section B 課型 Conversation practice 時間 2009年11月17日 教學目標 三維目標 1. Learn the new words and some phrases: see … off, put out, ask for a ride, get in, pick up, victory 2. Learn some useful sentences:

2、 (1)The foreigner is asking for a ride. (2) It’s quite all right. (3) I hope I won’t have much difficulty communicating. (4)Whenever you need help, send me an e-mail or call me. 3. Go on learning present continuous to show the future: (1)My uncle is meeting us tomorrow. (2)When are you leavin

3、g for Disneyland? (3)I’m leaving this afternoon. 4. Talk about sign language and body language. 教學重難點 1.Go on learning present continuous to show the future 2.Master the useful sentences. 教學 策略 學法 指導 Listening and reading, revision, discussion, pair work, group work 教 學 過 程 教學內容〔用好教材、開發(fā)

4、資源〕，教師引領〔創(chuàng)設情景、問題設計、點撥誘導、分層導學〕學生求學〔自主、合作、探究〕，活動過程〔教學環(huán)節(jié)、師生互動、反應練習、布置作業(yè)〕 設計意圖 Step 1. Review 1.Learn the new words and phrases by discussion and making sentences. E.g. see … off, put out, ask for a ride, get in, pick up, victory 2. Warming up by talking. Eg. T: We know that English is spoken diff

5、erently 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 “GR8”? 教 學 過 程 教

6、學內容〔用好教材、開發(fā)資源〕，教師引領〔創(chuàng)設情景、問題設計、點撥誘導、分層導學〕學生求學〔自主、合作、探究〕，活動過程〔教學環(huán)節(jié)、師生互動、反應練習、布置作業(yè)〕 通過師生對話，復習不同英語國家的表達習慣及網絡用語，引出手勢語，導入1a。 設計意圖 S4: It means “great〞. T: Well done! In fact, English speakers communicate in this kind of simplified form. Besides, they also use gestures to express their me

7、anings. 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動作。) What’s my meaning? Do you know? Ss: Sorry, we don’t know. T: It means that I am asking 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, wher

8、e is he going? Let’s listen to 1a. Step 2 Presentation 1. Listen to the tape and answer the following questions: (1) Where’s the foreigner leaving for? (2) When is Wang Junfeng’s flight? 2. Please read 1a and write down the sentences that use present continuous to show the future. Eg. I’m fly

9、ing to Disneyland. I’m leaving this afternoon. My uncle is meeting us tomorrow. 3. Summarize the usage of present continuous which shows the future: 現(xiàn)在進行時表將來時常有“意圖〞、“安排〞(但不是固定不變的)或“打算〞的含義，這種現(xiàn)在進行時比擬生動，給人一種期待感。它常表示最近或較近的將來，所用動詞多是位移動詞(come, go, start, leave, stay, arrive …)。例如： I’m going. When a

10、re you starting? I’m leaving tomorrow. … 表示將來的現(xiàn)在進行時除用位移動詞外，亦可用某些非位移動詞。例如： I’m meeting you after class. She is buying a new bike soon. 4. Work in groups, finding out the key points: They are on their way to the airport. → on one’s way to Michael and Kangkang are going to see them off. → see

11、sb. off I hope I won’t have much difficulty communicating. → have difficulty (in) doing … 教 學 過 程 教學內容〔用好教材、開發(fā)資源〕，教師引領〔創(chuàng)設情景、問題設計、點撥誘導、分層導學〕學生求學〔自主、合作、探究〕，活動過程〔教學環(huán)節(jié)、師生互動、反應練習、布置作業(yè)〕 讓學生帶著問題聽1a的錄音，以聽力的形式呈現(xiàn)1a內容，并找出文中重點詞句和目標語言，師生共同學習語法，為下一步的學以致用打根底。

12、 設計意圖 Step 3 Consolidation 1. Read after the tape of 1a and pay attention to the pronunciation and intonation. Suppose you are Wang Junfeng. Listen to the tape and make a dialog with it. 2. Work in groups. Then choose six students to act the dialog out in the front. 3. Mark True or False acco

13、rding to 1a. Finish 1b. 4.1c: (1) Make sentences with the key words given below, using present continuous to show the future. Eg. Picture1: …is leaving for Disneyland this afternoon. Picture2: …is traveling to Canada tomorrow. Picture3: …is getting home in twenty minutes. Picture4: …is start

14、ing at 7 o’clock. Picture5: …is going to Shanghai next week. (2) Pair work.: Make dialogs with your partner according to the example in 1c. Ask several groups to act out the dialogs by competition. Step 4 Practice 1. Play a game: Act out what you have chosen. Eg. T: I have some cards here.

15、 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. Now let’s see which team acts best. S1: (做動作)What am I going to do? S2: You are going shopping. Am I right? S1:

16、 Yes, you are right. / No, you are wrong. S3: (做動作)What am I going to do? S4: Are you flying to …? S3: Yes, I am. / No, I’m not. … 2. suppose one of you is 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

17、 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. T: What’s the meaning of the gesture in Picture ①? 教 學 過 程 教學內容〔用好教材、開發(fā)資源〕，教師引領

18、〔創(chuàng)設情景、問題設計、點撥誘導、分層導學〕學生求學〔自主、合作、探究〕，活動過程〔教學環(huán)節(jié)、師生互動、反應練習、布置作業(yè)〕 以角色表演等形式穩(wěn)固1a，并操練現(xiàn)在進行時表將來的用法，表達學以致用原那么，培養(yǎng)學生語言實際運用能力。 學習體態(tài)語，穩(wěn)固現(xiàn)在進行時表將來的用法。在不同情境中練習目標語言，展開任務型活動，激發(fā)學生學習興趣。 設計意圖 S1: It means “Have a victory〞. (可幫助學生答復。) T: What about Picture ②? S2: It means I’m

19、puzzled. (幫助學生答復。) 3. Work in groups to guess the gestures by games. Eg. 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 h

20、as pictures on his/her back guesses what the gesture is. Step 5 Project 1. Suppose you’re a volunteer of the 2021 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. Co

21、untry 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

22、and pronunciation. 通過小游戲讓學生在娛樂中掌握了不同的體態(tài)語及其含義，激發(fā)了學生的學習興趣。 讓學生收集不同國家的手勢語和英語國家在語音、拼寫等方面的差異，鍛煉學生的探究能力。 教學反思〔教學隨筆〕 這節(jié)課有聽說讀寫和游戲活動，所學內容比擬簡單易于理解又能激發(fā)學生的興趣。教學重點是學習現(xiàn)在進行時表示一般將來時的語法現(xiàn)象。同時，了解一些肢體語言，拓展學生的視野，擴大知識面。學生的參與面比擬廣。 板書設計： English is spoken differently in different countries. Section B face

23、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 …