初中英语人教新目标 (Go for it) 版九年级全册Section A课文配套ppt课件

Teaching Procedures

Tips

Step 1 Warming-up & Lead-in

此部分作为review环节，帮助学生巩固复习make sb. + n. / adj.的句型结构。

通过创设情景，让学生在真实场景中练习make句型。

Warming-up

       Show Ss teaching goals in this class.

T: Morning everyone. Today we are going to learn to talk about our feelings.

       T creates some situations. Ask Ss to share their feelings according

to the pictures on PPT P7-P10.

Step 1: Show Ss pictures of a birthday cake on P7 and ask：This is Tom’s birthday party. How does he feel?

Step 2: Show Ss a picture of a girl on P8 and ask：Cindy is listening to music. How does she feel?

Step 3: Show Ss a picture of a gallery on P9 and ask：Peter is in a noisy art gallery. How does he feel?

Step 4: Show Ss a picture of a girl in the rain on P10 and ask：Helen gets caught in the rain. How does she feel?

(T shows pictures one by one and asks Ss to share feelings in a line or in a row. Ask Ss to answer according to the given sentence structure “make sb. + n. / adj. T can give proper guidance if Ss can’t answer questions correctly. Lead Ss to review the sentence structure “make sb. + n. / adj.” at the end of P10)

Lead-in

       Ask Ss to imagine the three situations on P11 and share their feelings.

Step 1: Ask Ss to think of the situation: You are waiting for someone for a long time, but your friend still don’t show up. How do you feel?

Step 2: Ask Ss to think of the situation: You are listening to loud music. How do you feel?

Step 3: Ask Ss to think of the situation: You are watching sad movies. How do you feel?

(Ss think for a minute and share their feelings voluntarily. T gives comments according to their answers.)

Step 2 While-listening

While-reading部分的听力部分对于学困生

来说可能成为障碍。通过反复

听读，让学生更加精准的了解到材料的具体内容。并通过让学生角色扮演，从而对文本有了更深刻的了解，并且让学生通过口语输出充分了解句式。

While-listening

2a-2b

        Ask Ss to listen to the tape and finish the listening tasks.

Step 1: Ask Ss to listen and finish 2a.

T: Amy and Tina have a date today. What happened during the day? Now let’s listen to the tape and number the pictures in order. 

(T asks one S to share the answer, and ask another S to talk about what they did on that day.)

Answers: 3, 2, 4, 1

Step 2: Ask Ss to listen and finish 2b.

T: Now, let’s come to know more about their day. Listen again and complete the statements in 2b.

(T asks Ss to share the answers one by one. T can walk around when Ss are listening to the tape. Then T can ask Ss to listen for the second time if the material is difficult.)

Answers: 1. crazy  2. stay  3. dance  4. cry  5. leave

Step 3: Ask Ss to listen again and answer questions on P14.

T: Listen again and answer questions. When you are listening, please pay attention to the pronunciation.

Answers: 1. B  2. B  3. C

       T asks Ss to listen and read after the tape.

(T shows the listening script to Ss. T highlights some sentences which are difficult to understand.)

Post-listening

2c

       Ask Ss to role-play a conversation between Tina and John. Use the given example to begin your conversation.

Step 1: T shows Ss the conversation between Tina and John. Then asks them to pay attention to the key sentence structure.

Step2: T asks Ss to role-play the conversation in pairs.

T: Now let’s look at the conversation and read it carefully. Here are four sentences that you need to pay attention to: No.1 It made me a little impatient. No.2 It made us very satisfied and happy. No.3 It made us cry! No.4 Sad movies always make people cry. Now it is your time to role-play. Work with your partner in pairs. One will be John, and the other will be Tina.

(When Ss are practicing, T can walk around and give guidance to them to make sure they can use correct sentence patterns to make a conversation.)

2d

       Ask Ss to listen and read the conversation in 2d and finish the tasks.

Step1: Ask Ss to listen to the conversation in 2d and underline Nancy’s problem.

Step2: Ask Ss to read by themselves and find out the cause of Nancy’s problem.  

Step3:Ask Ss to read the conversation and answer three questions.

T: Well, Nancy has a problem, so she asks Bert for help. Now let’s listen to the conversation in 2d to see what is Nancy’s problem. Let’s read the conversation together to find out Bert’s advice. Let’s come to know more details. Now read again and answer the following questions.

(T can use a mind map to help Ss to understand the conversation clearly. T can also write down Nancy’s problem and Bert’s advice to help Ss get familiar with the conversation.)

Step 3 Language points learning

Drive的含义和用法

drive作及物动词，在此处意为“迫使”，其过去式和过去分词分别为drove和driven。常用搭配：drive sb. crazy/mad 使某人发疯/发狂；

drive sb. to do sth. 迫使某人做某事；rive作动词时，还可意为“驾驶，开车；驱赶”。

the more... , the more... 句式的含义和用法

the more... , the more...越......越......；愈……愈…….... 属于“the + 比较级，the + 比较级”结构。前一部分表示条件，后一部分表示结果。

have... in common句式的含义和用法

have... in common有......共同之处；have a lot/much in common有很多共同之处；

have little/nothing in common几乎没有/没有共同之处。

leave out  的含义和用法

leave out意为“忽略；不提及；不包括”；be/feel left out意为“被遗忘；被忽略”。

friendship的含义和用法

friendship  n. 友谊；友情friendship 作名词，由“friend + -ship (名词后缀)”构成。【拓展延伸】名词后缀-ship通常表示“状态；性质；地位；资格；职位”等，常见的以其结尾的词还有：hardship 艰苦，艰难；citizenship 公民资格；      

professorship 教授职位； membership 会员资格

本部分language points环节中的每个知识点进行了造句，在真实语境中，让学生对这些知识点进行了充分练习。

Step 4 Exercises & Homework

Exercises的任务是对本节课重点知识点的总结与回顾，如果老师也可以根据学生情况适当增加练习量。

Exercises

       Ask Ss to do the exercises on PPT P29.

       T ask Ss to make a summary about language points they learned today

Teaching Reflection

In this lesson, Ss have listened to the tape for many times, so they can read the conversation correctly and understand the dialogue well. Ss also have enough time to speak more, which means they have enough time to practice. More exercise should be given to Ss because there are many key language points for Ss to master, which is also difficult to understand.