仁爱科普版九年级上册Topic 2 The population in developing countries is growing faster.教案及反思

这是一份仁爱科普版九年级上册Topic 2 The population in developing countries is growing faster.教案及反思，共9页。

Sectin A
Ⅰ. Material analysis
本课是九年级第一单元第二话题的第一课时，主活动为1a。1a的对话不长但语言点丰富。通过“Michael去购物中心”这件事，引出了话题和语法：人口问题和常见的现在完成时的标志性副词。1a通过学习标志词“just, already, yet, ever 和never”，继续学习现在完成时。学生通过朗读课文，培养语感。1b要求学生先预测，再通过听材料来核对。2进一步体会现在完成时标志性副词的用法，提高学生的听力水平。1c和3，通过短文改错和同义句转换的活动形式，巩固学生的基本功，培养学生的综合语言运用能力。
Ⅱ.Teaching aims
1.Knwledge aims：
掌握本课的重点词汇和短语，继续学习现在完成时。
2.Skill aims:
强化训练学生听的能力。
运用不同的方式，培养学生的综合语言运用能力。
在实际运用中，体会和领悟语法项目的表意功能。
3.Emtinal aims: (ptinal)
引导学生关注社会现象，关注人口问题。
4. Culture awareness: ( ptinal)
Ⅲ. The key pints and difficult pints
1. Key pints:
Wrds and phrases: yet, prbably, cinema, department, nearby
get lst, hate ding sth., nt…any mre, such…that…/ s…that…
Sentences: S d I.
Grammar: Present Perfect (just, already, yet, ever和never的用法)
2. Difficult pints：
能通过听、说和读的方式感知并正确使用just, already, yet, ever and never的用法。
能自如运用不同语言点表达相同信息。
能发现并改正短文中的常见错误。
3.Emtinal aims: (ptinal)
培养学生关注社会现象，乐于与他人沟通的意识。
Ⅳ. Learning strategies
通过1c的改错练习，帮助学生学会自己纠错，提高学生的写作技能。
通过1b和2的听力训练，教会学生在听中感知语言的用法。
通过3的同义句转换，培养学生用不同表达法自如传递信息的能力。
引导学生就不同的问题各抒己见，交流观点，培养学习英语的自信心。
Ⅴ. Teaching aids
单词卡片（如：ppulatin, yet等）或者幻灯片；超市购物图；两张全家福照片(旧与新)
Ⅵ. Teaching prcedures
Ⅶ. Blackbard design
Stage
(time perid)
Interactin
patterns
Teacher activity
Student activity
Remarks
1
Getting students ready fr learning
(2-3 mins)
Class activity
Greeting
Play the PPT abut crwded places r play varius nises frm peple, cars, machines etc.
T: Gd mrning, my dear class. I have sme infrmatin t share with yu. Let’s watch and listen carefully, and then talk abut yur feelings.
…
Greeting.
Watch sme pictures and listen t sme terrible nise. Then talk abut their feelings.
Ss: Gd mrning…
…
利用多媒体或图片，以及音像制品让学生感知Tpic 2 的功能与话题。
2
Revisin
(2-3 mins)
Class activity
Cmpetitin: Shw the fllwing exercises n the PPT , and ask the Ss t finish them as quickly as pssible.
(1) A: yu (make) yur bed?
B: Yes.
(2) I (water) the flwers already.
(3) My mther (wrk) in the hspital fr twenty years.
(4) A: Where’s Maria?
B: She t the library.
(5) Lily Beijing twice.
Finish the exercises as quickly as they can t revise the structure f present perfect tense.
该环节可以用抢答的方式处理。
3
Pre-listening
(5-7 mins)
Class activity
Shw sme pictures t present the new wrds and then teach them.
(shw a picture f a cinema and ask)
T: Have yu ever been t a cinema t watch a mvie?
S1: Yes, I have.
S2: N, I haven’t. /Nt yet.
T: But I haven’t been t the Chngqing Department Stre. Have yu been there yet?
S3: Yes, I have.
S4: N, I haven’t. /Nt yet.
T: Miss Wang has prbably been there.
…
(Present ther pictures t teach new wrds)
Predict the meaning f the wrds accrding t the pictures and cntent.
S1: Yes, I have.
S2: N, I haven’t. / Nt yet.
…
S3: Yes, I have.
S4: N, I haven’t. /Nt yet.
…
…
…
教授单词中，名词较多时，还可采用匹配图片和单词的方式；也可用通过英语解释描述该词，做到形式多样化，才能更好地激发学生的兴趣。
教师根据不同地理位置，学生的认知水平，设定不同的场景，做好不同的备案。
4
While-listening
(10mins)
Class activity
Step 1: Let the Ss scan 1b befre listening. Listen t 1a and finish 1b.
T: Mst students prbably like ging shpping. What abut Michael and Maria? D yu want t knw?
Let’s listen t the tape and find ut the answer.
T: D Michael and Maria like ging t the shpping centre?
S1...
Step 2: Listen t 1a again, pay attentin t the prnunciatin and intnatin and then act 1a ut.
Listen t 1a and find the answer whether Michael and Maria like ging t the shpping centre.
S1: N, they dn’t.
Listen t 1a again, pay attentin t the prnunciatin and intnatin and then act 1a ut.
教师可以根据学生水平决定听的次数，也可将1b改为听后活动。
5
Pst-listening
(20 mins)
Grup wrk
Grup wrk
Individual wrk
Individual wrk
Step 1: Read the cnversatin again and ask the Ss t underline the key pints. Let them discuss the key pints by themselves first. Then give sme necessary explanatins.
T: Read the cnversatin again, underline the key pints and discuss them in grups.
…
T: Nw let’s check the answer. Have a try, please.
Step 2: Lead the Ss t circle the adverbs like just, already, yet, ever and never. Chse ne grup t state the usage f them. Others can add mre pinins. Then finish 1c.
T: OK, nw please share yur answers with us. Others listen carefully and yu can add mre different ideas.
S1…
Step3: Get the Ss t fill in the blanks in 2 befre listening. Then listen and check the answer. Finish 2.
T: Well dne. Steve has been t China fr a few days. Nw tick the places Steve has visited after the first-listening.
…
T: Where has Steve been?
Ss...
T: That’s right. Nw try t fill in the blanks in 2 befre listening. Then listen again and check the answer by yurselves.
…
T: OK, let’s check the answer.
Step 4: Finish 3.
T: Yu have learnt s many language pints. Hw clever yu are! Nw, finish 3 by yurselves.
Read the cnversatin carefully, and underline the pints they d nt understand. Slve the prblems in grups. Ask fr the teacher’s help if necessary.
Discuss the difference between have/has been t and have/has gne t and then make a presentatin. Then finish 1c.
S1: “just” …
Try t fill in the blanks f 2 and check the answer while listening.
…
Ss: department stre and cinema.
Ss…
Finish 3.
学会归纳总结所学知识，构建知识框架。
听力训练之前，试着填空，
能更好地预测听力内容。
6
Summarizing and assigning hmewrk (3-5 mins)
Class activity
Step 1: Summarize the main cntent f this class and repeat the key pints.
Step 2: HMK: Search fr sme infrmatin abut the ppulatin f different cuntries.
G ver the wrds and expressins yu have learned with yur partners. Then present them t the whle class.
Make new cnversatins like 3.
作业布置：培养学生利用现代化的资源，提升自己收集，整理各种信息的能力。
The ppulatin in develping cuntries is grwing faster.
Sectin A
prbably, cinema, department, nearby (1) A: _______yu_______(make) yur bed?
just, already, yet, ever, never B: Yes.
get lst (2) I _______ ______(water) the flwers already.
hate ding sth. (3) My mther _______ ________ (wrk) in the hspital fr twenty years.
nt…any mre (4) A: Where’s Maria?
such…that… B: She _______ _________ t the library.
s…that… (5) Lily ______ _______ ______ Beijing twice.
S d I.