初中英语人教版（2024）九年级全册Section A教案及反思

这是一份初中英语人教版（2024）九年级全册Section A教案及反思，共6页。


Teaching Aims
Language gals
T learn t narrate unexpected things using past perfect tense.
Key wrds and phrases
blck, in line with, wrker, stare, disbelief, abve, burn, alive, airprt, till, west
Key sentences
I was abut t g up when I decided t get a cffee first.
Befre I culd jin the thers utside t see what was ging n,the first plane had already hit my ffice building.
But by the time I gt t the airprt,my plane t New Zealand had already taken ff.
Teaching Difficulties
Use the past perfect tense fluently t talk abut a special day yu had.
Teaching Aids
CAI, multimedia curseware r ther realia that the T needs fr teaching
Teaching Prcedures
Tips
Step 1 Lead-in
Lead-in
Shw Ss the picture f tsunami and intrduce the tpic f this lessn “Life is full f the unexpected.”
T can lead students t say these phrases abut unexpected events: fld, earthquake, typhn, sandstrm, snwstrm, mudslide, tsunami.
Free Talk
Ask sme students t talk freely abut the unexpected events.Teacher can give an example,then let them talk abut the things they met in the past.
Step 2 Reading &Presentatin
图片和视频导入是常见的导入方式，这种导入方式有利于学生通过对背景知识的理解来对课文内容进行深层次挖掘和探究。
在思维导图阅读训练法中，学生通过对思维导图的完成可以加深对文章的理解，同时这个题型符合中考题型，所以对考试也有益处。
Pre-reading
Teacher can intrduce the backgrund knwledge f 911 terrrist attacks and the earthquake in Christchurch, New Zealand t Ss.
Teacher can shw students the real situatin f tw majr internatinal events thrugh pictures and vides.
While-listening
Teacher sets six tasks fr students t help them understand the article well.
Task 1 Skimming and underlining
Find the fllwing key clues (where,when,what) and the key sentence thrugh reading the first paragraph.
Task 2 Mind-mapping
Divide students int grups f fur. Ask each grup t cmplete the mind map. After all the grups have finished, the teacher can invite sme students t share their answers t the class.
Task 3 Scanning and answering
Teacher asks students t practice reading skills by answering questins.
Answers:
1.The writer arrived at Wrld Trade Center at arund 8:30 a.m.
2.The writer decided t get a cffee first.
3.It was tw blcks east frm his ffice.
Task 4 Mind-mapping
The teacher asks students t cmplete the mind map. In this way, the teacher can knw whether the students can understand the secnd paragraph r nt.
Task 5 Rerdering
Read para. 2 carefully and put the sentences in the right rder.
(T cmplete this task,students shuld fcus n the actin verbs and adverbials f time.)
Answers:
5,1,3,4,2
Task 6 Summary
Give students sme time, ask them t make a summary f the passage by drawing a mind map. The teacher can use the mind map n PPT P18 as an example. When students have finished their wn mind maps, the teacher can pick sme students t draw their mind maps n the bard.
Pst-listening
Teacher asks students a questin “What can we learn frm the passage?” Students can discuss with their partners and then give their wn reflectins.
Presentatin
Teacher asks Ss t read the passage carefully and underline the imprtant wrds and phrases.Then finish the fllwing tasks.
3a
Answer the questins in 3a.
Answers:
1.The writer mentined the September 11 attacks in New Yrk and the February 21 earthquake in New Zealand.
2.The writer went t get a cffee first and was nt in the ffice when the plane hit the Wrld Trade Center.
He/ She had verslept and missed his/ her flight, s he/ she was able t avid the earthquake.
3b
Finish the tasks f 3b.
Answers:
1.fund I fund a pen n the desk.
2.east The sun rises in the east.
3.abve There was a plane flying abve us.
4.alive She was s happy t hear he was still alive.
5.full The rm is full f peple.
3c
Wrk in pairs, ask students t retell ne f the events t his / her partner. Tell students that they can use the wrds in the bx f 3c t help them.
Answers will vary.
Step 3 Language pints learning
be abut t d sth.意为“刚要做某事，即将做某事”，表示即将发生的动作，在时间上指最近的将来。
be abut t d sth.通常不与具体的时间状语连用，而常与when引导的时间状语从句连用。
alive是形容词,侧重说明生与死之间的界限，既可指人，也可指物。可用来作表语，后置定语或宾补等。虽有死的可能，但还活着。
living
意为“活着的”，强调说明“尚在人间”，“健在”，可用来指人或物，作定语或表语。My first teacher is still living.我的启蒙老师仍健在。
live
意为“活的”，通常指物，不指人，常用作定语放在名词的前面。
它还可指“实况转播的”。He said he had seen a live whale.他说他看见过活鲸鱼。
lively
意为“活泼的；活跃热情的；充满活力的”，可作定语、表语或宾补，既可指人，也可指物。Jenny is a lively girl.珍妮是个活泼的女孩。
stare v. 后常接介词at/int，意为“凝视，盯着”，指由于好奇、惊讶、赞叹等原因而瞪大眼睛长时间地、直接地注视，有时含有粗鲁无礼的意思。
lk at指集中注意力地看，是有意的，强调“看”的动作。
in disbelief 不相信，疑惑，怀疑
abve prep.
1)（表示位置）在……正上方；高于”（与 belw相对）。
2) 表示在地位、级别、能力、资历、重要性等方面“超过”、“在……之上”、“比……强”。
注意：n, ver与abve都可以表示“在……上”。
Step 4 Exercises,Summary & Hmewrk
一节课后的练习是必不可少的环节，学生通过练习可以加强对基础知识的巩固。
Exercises
Cmplete pages frm 35 t 36 f the PPT.
Summary
The T can encurage Ss t summarize the key pints f this class t help Ss cnslidate the knwledge.
Hmewrk
Read and recite the passage in 3a.
D the exercises in students’ bk.
Teaching Reflectin
In this lessn, the teacher gives students enugh time t read the passage by themselves. Als, the teacher gives students lts f chances t d the grup discussin, and the students can understand the passage better thrugh grup wrk.