《仁愛(ài)版九年級(jí)英語(yǔ)上冊(cè) Unit 3 Topic 2 Section B 教案》由會(huì)員分享，可在線(xiàn)閱讀，更多相關(guān)《仁愛(ài)版九年級(jí)英語(yǔ)上冊(cè) Unit 3 Topic 2 Section B 教案（6頁(yè)珍藏版）》請(qǐng)?jiān)谘b配圖網(wǎng)上搜索。

1、 仁愛(ài)版九年級(jí)英語(yǔ)上冊(cè) Unit 3 Topic 2 Section B 教案 課題 Unit 3 Topic 2 Section B 課型 Conversation practice 時(shí)間 2009年11月17日 教學(xué)目標(biāo) 三維目標(biāo) 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(xué)重難點(diǎn) 1.Go on learning present continuous to show the future 2.Master the useful sentences. 教學(xué) 策略 學(xué)法 指導(dǎo) Listening and reading, revision, discussion, pair work, group work 教 學(xué) 過(guò) 程 教學(xué)內(nèi)容〔用好教材、開(kāi)發(fā)

4、資源〕，教師引領(lǐng)〔創(chuàng)設(shè)情景、問(wèn)題設(shè)計(jì)、點(diǎn)撥誘導(dǎo)、分層導(dǎo)學(xué)〕學(xué)生求學(xué)〔自主、合作、探究〕，活動(dòng)過(guò)程〔教學(xué)環(huán)節(jié)、師生互動(dòng)、反應(yīng)練習(xí)、布置作業(yè)〕 設(shè)計(jì)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(xué) 過(guò) 程 教

6、學(xué)內(nèi)容〔用好教材、開(kāi)發(fā)資源〕，教師引領(lǐng)〔創(chuàng)設(shè)情景、問(wèn)題設(shè)計(jì)、點(diǎn)撥誘導(dǎo)、分層導(dǎo)學(xué)〕學(xué)生求學(xué)〔自主、合作、探究〕，活動(dòng)過(guò)程〔教學(xué)環(huán)節(jié)、師生互動(dòng)、反應(yīng)練習(xí)、布置作業(yè)〕 通過(guò)師生對(duì)話(huà)，復(fù)習(xí)不同英語(yǔ)國(guó)家的表達(dá)習(xí)慣及網(wǎng)絡(luò)用語(yǔ)，引出手勢(shì)語(yǔ)，導(dǎo)入1a。 設(shè)計(jì)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(dòng)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(jìn)行時(shí)表將來(lái)時(shí)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(jìn)行時(shí)比擬生動(dòng)，給人一種期待感。它常表示最近或較近的將來(lái)，所用動(dòng)詞多是位移動(dòng)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(lái)的現(xiàn)在進(jìn)行時(shí)除用位移動(dòng)詞外，亦可用某些非位移動(dòng)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(xué) 過(guò) 程 教學(xué)內(nèi)容〔用好教材、開(kāi)發(fā)資源〕，教師引領(lǐng)〔創(chuàng)設(shè)情景、問(wèn)題設(shè)計(jì)、點(diǎn)撥誘導(dǎo)、分層導(dǎo)學(xué)〕學(xué)生求學(xué)〔自主、合作、探究〕，活動(dòng)過(guò)程〔教學(xué)環(huán)節(jié)、師生互動(dòng)、反應(yīng)練習(xí)、布置作業(yè)〕 讓學(xué)生帶著問(wèn)題聽(tīng)1a的錄音，以聽(tīng)力的形式呈現(xiàn)1a內(nèi)容，并找出文中重點(diǎn)詞句和目標(biāo)語(yǔ)言，師生共同學(xué)習(xí)語(yǔ)法，為下一步的學(xué)以致用打根底。

12、 設(shè)計(jì)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(dòng)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(dòng)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(xué) 過(guò) 程 教學(xué)內(nèi)容〔用好教材、開(kāi)發(fā)資源〕，教師引領(lǐng)

18、〔創(chuàng)設(shè)情景、問(wèn)題設(shè)計(jì)、點(diǎn)撥誘導(dǎo)、分層導(dǎo)學(xué)〕學(xué)生求學(xué)〔自主、合作、探究〕，活動(dòng)過(guò)程〔教學(xué)環(huán)節(jié)、師生互動(dòng)、反應(yīng)練習(xí)、布置作業(yè)〕 以角色表演等形式穩(wěn)固1a，并操練現(xiàn)在進(jìn)行時(shí)表將來(lái)的用法，表達(dá)學(xué)以致用原那么，培養(yǎng)學(xué)生語(yǔ)言實(shí)際運(yùn)用能力。 學(xué)習(xí)體態(tài)語(yǔ)，穩(wěn)固現(xiàn)在進(jìn)行時(shí)表將來(lái)的用法。在不同情境中練習(xí)目標(biāo)語(yǔ)言，展開(kāi)任務(wù)型活動(dòng)，激發(fā)學(xué)生學(xué)習(xí)興趣。 設(shè)計(jì)意圖 S1: It means “Have a victory〞. (可幫助學(xué)生答復(fù)。) T: What about Picture ②? S2: It means I’m

19、puzzled. (幫助學(xué)生答復(fù)。) 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(guò)小游戲讓學(xué)生在娛樂(lè)中掌握了不同的體態(tài)語(yǔ)及其含義，激發(fā)了學(xué)生的學(xué)習(xí)興趣。 讓學(xué)生收集不同國(guó)家的手勢(shì)語(yǔ)和英語(yǔ)國(guó)家在語(yǔ)音、拼寫(xiě)等方面的差異，鍛煉學(xué)生的探究能力。 教學(xué)反思〔教學(xué)隨筆〕 這節(jié)課有聽(tīng)說(shuō)讀寫(xiě)和游戲活動(dòng)，所學(xué)內(nèi)容比擬簡(jiǎn)單易于理解又能激發(fā)學(xué)生的興趣。教學(xué)重點(diǎn)是學(xué)習(xí)現(xiàn)在進(jìn)行時(shí)表示一般將來(lái)時(shí)的語(yǔ)法現(xiàn)象。同時(shí)，了解一些肢體語(yǔ)言，拓展學(xué)生的視野，擴(kuò)大知識(shí)面。學(xué)生的參與面比擬廣。 板書(shū)設(shè)計(jì)： 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 …