初中英语人教版（2024）九年级全册Section B教案及反思

这是一份初中英语人教版（2024）九年级全册Section B教案及反思，共5页。

Teaching Aims
1.语言能力：能够围绕Peter考试迟到这一主题，讨论Peter是否应该做某事。
2.文化意识：懂得遵守规则的意义。
3.思维品质：能依据不同信息进行独立思考，评价内容，并说明理由。
4.学习能力：能在学习活动中积极与他人合作，共同完成学习任务。
Teaching Difficulties
Hw t persnalize the target language t make the language mre meaningful and keep students mtivated.
Teaching Aids
A tape recrder; CAI r multimedia curseware
Teaching Prcedures
Tips
Step 1 Warm-up
The T can have Ss talk abut their special experiences at schl by presenting sme pictures. The T may use these prmpts:
Have yu ever …?
Hw ften d yu d that?
...
Then the T can encurage Ss t express their pinins using the target language. The T can use these prmpts:
D yu have any schl rules?
What d yu think f these rules?
What d yu think teenagers shuld be allwed t d at schl?
Step 2 Presentatin & Practice
1a
This activity is t prmpt Ss t think abut hw ften they d certain things assciated with schl. The T may lead in t the activity by drawing Ss’ attentin t the picture in 1a. Encurage Ss t discuss the picture by using these prmpts:
What d yu think is happening in this picture?
Hw d yu think the peple in the picture might be feeling?
(The teacher ls annyed. The by wh is late might be embarrassed r upset. The ther students might feel srry fr him, r they might be disapprving.).
1a
Ss read the sentences in 1a and the T can ask sme questins and make Ss answer using the full sentences. Fr example:
Can yu think f a time when yu were late fr class? When was that? Hw ften d yu get t class late?
Have yu ever studied with friends?Hw many times have yu studied with friends? Where d yu usually study?
Have yu ever finished a test early? Why d yu finish it early?
D yu ften wrry abut failing a test? What d yu d if yu wrry abut it?
1b
At first the T may remind Ss t pay attentin t the psitin f the adverbs f frequency in a sentence. Then the T make Ss talk abut their answers in pairs and invite sme pairs t rle-play their cnversatins in class. The T can make sme assessments.
1c
The T can play the recrding and Ss finish the task in 1c. Then the T can invite sme Ss t share answers t check.
Answers: 1,4
1d
This activity is t give Ss practice in listening fr specific infrmatin. The T can ask Ss t lk thrugh the sentences in 1d and make predictins befre playing the recrding .Ss finish the task in 1d and the T can nminate Ss t share their answers by reading alud the cmplete sentences. Then T may want t highlight the difference in tenses between sentences 2 and 3 and the significance f this difference.
Answers:
c 2.e 3.a 4.b 5.d
Then the T can play the recrding again and stp at the key pint t draw Ss’ attentin t sme key sentences s that Ss can have a better understanding f the listening material. The T can even invite sme high level Ss t repeat the sentences after listening t practice their ral ability.

1e
The activity is t prvide Ss with speaking practice using the target language. Befre asking Ss t t start n the activity, the T may want t review phrases used t express pinins and t agree and disagree. E.g. I think/ I dn’t think/ I agree/ I disagree/I dn’t knw abut that/ I’m nt sure but...
Then the T can divide Ss int grups f fur r five t discuss the questins in 1e. The T can use the fllwing prmpts t help Ss t discuss:
1. Peter shuld be allwed t take the test later.
D yu think Peter shuld be allwed t take the test later?
Why d yu think he shuld?
Why d yu think he shuld nt?
Is it fair r unfair fr the ther students if he takes the test later?
Will mre students cme t class late if he gets t take the test later?
2. Students need strict rules.
Why d students need strict rules?
D yu think a schl has t have rules?
What will happen if there are n rules at schl?
Des a rule tell yu what is right and what is wrng?
3.Parents shuld nt be t strict with teenagers.
Are yur parents t strict with yu?
Is it gd r bad fr yu?
D yu like the rules? Why? Why nt?
Step 3 Summary & Hmewrk
The hmewrk can vary with the specific cnditins.
Summary The T can encurage Ss t summarize the key pints f this class t help Ss cnslidate the knwledge.
Hmewrk:
Preview the passage in Sectin B 2b.
D the exercises in students’ bk.
Teaching Reflectin
The design f activities befre listening(Activities1a and 1b) is very imprtant. The purpse is t activate the memry in students' brain, recall the learned wrds, phrases and sentence patterns, and pave the way fr listening activities. At the same time, students' respnse prcess is als t learn and cnslidate language knwledge in applicatin. The rle f teachers in this link is als very imprtant. They shuld be gd at prviding tpics and mastering the rhythm and difficulty levels f the discussin and adjusting the discussin atmsphere. We shuld nt nly encurage excellent students t express actively, but als pay attentin t the students with average r weak fundatin and give them the pprtunity t express, even if they are just asked t repeat the statements f ther students r express whether they agree with thers. Teachers shuld als purpsefully pre-teach the unfamiliar wrds pssibly appearing in 1c-1d.
In additin, the demnstratin f teachers' language is extremely imprtant. The wrding shuld be cncise, clear and easy t understand, which is als an imprtant language infrmatin input.