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Unit 1 The Changing World
Topic 1 Our country has developed rapidly
Section A
Ⅰ. Material analysis
本课是九年级第一单元第一话题的第一课时。本课内容丰富，主活动为1a和3。 1a部分通过“谈论假期经历”初步感知现在完成时 “have/has been to 和 have/has gone to” 的用法。 1b引导学生运用抓关键字词完成表格的方法，培养学生的听力技能。1c 则是培养学生运用关键词复述课文的能力。 2a通过创设新的语境，在听的过程中进一步体会“have /has been to 和 have/has gone to”。然后在2b中让学生通过小组合作的方式总结它们的区别。通过前几个步骤的学习，学生完全可以口头运用“have/has been to 和 have /has gone to”来进行 3的对话操练。这样，在听、说、读、写各个方面都对新语法进行了全方位地复现和操练，有利于巩固新知识。通过谈论假期生活，既可以相互增长见识又可以增进同学间的友谊。 Ⅱ.Teaching aims 1.Knowledge aims：
掌握本课的重点词汇和短语，初步学习现在完成时。 2.Skill aims:
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九年级上册教学案例设计
培养学生的听力能力。 培养学生的口语表达能力。
能通过整合对话内容，提升综合语言运用能力，为语言输出做好准备。 3.Emotional aims: (optional)
引导学生了解不同的假期生活，热爱生活，增进友谊。 4.Culture awareness: (optional)
通过了解不同的假期生活，引导学生关注不同的生活方式有不同的人生意义，培养他们热爱生活的品质。 Ⅲ. The key points and difficult points 1. Key points:
Words and phrases: bell, take place, volunteer, have/has been to…, have/has gone to…, so…that…, by the way, be happy to do… Sentences: There goes the bell. /It must be fun.
Grammar: Present Perfect (have/has been to和have/has gone to的用法) 2. Difficult points：
能通过听、说和读的方式感知并掌握have/has done的用法。 能区别并会恰当使用have/has been to和have/has gone to。 Ⅳ. Learning strategies
培养学生通过图表信息重组语言的综合能力。 教会学生如何在听的过程中提取关键词。
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培养学生通过图片表达相应信息的能力。 Ⅴ. Teaching aids
单词卡片或者幻灯片；家乡或所去城市的风景照片等。 Ⅵ. Teaching procedures
Stage (time period) Interaction patterns Teacher activity Student activity Remarks Brainstorming: Show some pictures of some Speak out the names of the 让学生更加熟悉各国名famous places. Get the Ss to speak out their countries. names as quickly as possible to arouse the Getting 1 students ready Class for learning (4-6 mins) activity Ss’ interest. 称，为1a学习做好准备。 建议一：也可使用自己旅游时的照片或当地比较有特色的风景图片，让学生猜地名，提升学习兴趣。 建议二：可使用free talk的方式，用一般过去时自由谈论假期生活。 T: Boys and girls, the bell is ringing. Let’s Ss… begin our class. T: Here are lots of pictures. Now please speak out their names as quickly as you can. Are you ready? Ss: Yes! T: Here we go! Ss: Yes!
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Class activity Pre-listening (15 mins) Round robin Step 1: Present the last picture of Wenchuan, Guess the meaning of the 让学生在具体的语言环境get the Ss to guess the meaning of the new words according to the 中感知新单词，有助于更words and then teach the new words. T: What happened there in 2008? Ss:（地震） teacher’ s descriptions. Ss:（地震） 快更好的记住它们。 T: Yes. An earthquake has taken place there. Many volunteers went there to help them. 2 Step2: Present the new sentence structures Ask and answer one by one 给学生创设良好的语言环and then ask and answer one by one in each in each group. group. T: I have been to Wenchuan, too. Where have you been? Ss: I have been to… Ss: I have been to… 境，有助于学生更好的体会和掌握该句式。 T: Now, let’s ask and answer one by one in each group. S1…S2...S3…S4…S5…S6…S1 S1…S2...S3…S4…S5…S6…S1 4
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Pair work Step3: Present the new sentence structures Practice the dialog in pairs. and then ask and answer with partners. T: Where is S5? Ss: He went to the wash room? 在环境中感知语言，才能更好地用语言做事情。 Ss: He went to the wash the difference 教会学生及时归纳和总结T: Yes, he has gone to the wash room. And room? we think he will be back soon. Where is Miss Zhu (a teacher of your class)? Ss: She has gone to … T: Now ask and answer with your partners. … Ss: She has gone to … Group work Step 4: Get the Ss to discuss the differences Discuss between have/has been to and have/has gone between have/has been to 所学知识是学好语言的策to. Choose one group to state the points and and have/has gone to and 略之一。 others can add their ideas. Finish 2b. then make a presentation. 建议：教师应根据实际给予不同程度的肯定与奖励。 T: OK, now please share your answers with Finish 2b. us. Others listen carefully and can add your ideas.
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Pair work Step 5: Let the Ss make conversations in Make conversations in pairs 及时的巩固训练是内化语pairs and act them out. Finish 3. and finish 3. 言的有效途径。 建议一：教师可以根据需要在第三部分适当增加有地方特色的图片，用来练习，可以更好的贴近实际生活。 建议二：教师可以用简笔画，在黑板上展示两个短语的不同之处，更加清晰明了。 建议三：展示环节，建议让学生互动评价，指出优缺点，更好地使全体学生参与课堂。 T: Now look at the example, let’s read it together. Please make new dialogs according to the pictures? … T: Let’s invite some of you to act out your dialog. Ss… 3 While-listening (8 mins) Individual work Step1: Get the Ss try to fill in the blanks in Fill in the blanks in 1b before 听力训练之前，试着填空，1b before listening. Then listen and check listening. Then listen and 能更好地预测听力内容。 6
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Class activity Individual work the answers. Finish 1b. check the answers. Finish 1b. T: First，try to fill in the blanks before listening. Then listen and check the answers by yourselves. … T：Do you know where Kangkang, Jane, Rita and Maria have been? Now let’s listen and complete the chart in 1b. Step2: Listen to 1a and pay attention to the Listen to 1a and pay 语言学习，读的过程很重pronunciation and intonation and then read attention to the pronunciation 要，教师可以根据班级情1a. … and intonation and then read 况，分配朗读的方式和时1a. 间。 Step 3: Listen to the conversation in 2a and Finish 2a and 2b. fill in the blanks. Pay attention to the present perfect tense. 4 After-listening Individual Step 1: Read the 1a again and guide the Ss to Read the conversation 该环节教师应提供参考资
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(15 mins) work underline the structures like“have/has done”. thoroughly and underline the 料和方法指导，以提升学T: Listen to the 1a again and please points they do not 生的自学能力和培养克服难关的意识。 underline the structures like“have/has done” understand. and the key points. Group work Step 2: Let the Ss discuss the key points and Discuss the key points and 小组内不能解决的问题， Individual work solve the problems by themselves. solve the problems by 组间可以互相帮助解决。学生水平有限的话，老师可以直接讲解知识点。 该环节教师可以根据实际T: Now please deal with the difficult points themselves. by yourselves and you can ask your group members for help. Step 3: Retell 1a according to 1b, finish 1c. T: Try to retell 1a according to 1b. … T: Now let’s retell 1a. Retell 1a according to 1b. S1: Rita has been to many 情况，采用不同的互动模places near her home in 式，可以是班级活动，结India. Her hometown has 对活动，也可以是个人活S1: Rita has been to many places near her become more and more 动。 home in India. Her hometown has become beautiful. Jane has been to more and more beautiful. Jane has been to Mount Huang with her 8
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Mount Huang with her parents. It’s beautiful, parents. It’s beautiful, but but there were too many people… there were too many people… Class Summarizing 5 and asigning homework (5mins) activity Step 1: Sum up the main content of this class Go through what you have and repeat the key points. learned with your teacher. If there is still something you do not understand, do not hesitate to ask for help. Step2: HMK: Make new conversations like 3. Make new conversations like 3.
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Ⅶ. Blackboard design
Our country has developed rapidly. Section A Language points: bell, take place, volunteer so …that…, by the way, be happy to do… There goes the bell. /It must be fun. HMK: Make new conversations. Grammar: have/has been to…, have/has gone to…, A：Where have you been? B: I have been to … A: Where is …? / Where has … gone? B: … has gone to … Section B
Ⅰ. Material analysis
本课是九年级第一单元第一话题的第二课时，主活动是1a和2a。 1a通过Maria和Kangkang谈论在假期参加志愿者活动的经历，复习一般过去时和继续学习现在完成时，并引出本话题的功能意念：表达情感。1b主要培养学生预测听力内容的能力。1c则侧重于检测学生的阅读理解能力。2a部分是为学习实义动词做准备：一是学习实义动词过去分词的形式，二是读出实义动词过去分词的正确发音。2b既是语音训练又是语法操练。让学生口头做替换练习的过程也是学生运用现在完成时的过程。2c通过调查并汇报组内成员的假期生活，进一步巩固了语音语调和现在完成时，从而达到提高学生的口语表达能力和综合语言运用能力。
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Ⅱ.Teaching aims 1.Knowledge aims：
掌握本课的重点词汇和短语，继续学习现在完成时，即过去分词的构成。掌握现在完成时的一般疑问句以及肯否定回答。 2.Skill aims:
能听懂现在完成时表达的各种活动，并作出正确判断。 能正确运用现在完成时的疑问句询问他人的事情。
能通过整合对话内容，提升综合语言运用能力，并能准确描述自己及他人的假期生活。 3.Emotional aims: (optional)
在学习过程中，结合小组竞赛、同伴互助等活动，培养互助进步的合作精神。 引导学生了解不同的假期生活，发扬乐于助人的传统美德。 4. Culture awareness: ( optional) Ⅲ. The key points and difficult points 1. Key points:
Words and phrases: shut, ever, rope, disabled, take part in, disabled children’s home, learn…from…, put on, jump rope, chat on line Sentences: I think it makes me happy to help others.
Though I had no time to travel, I still felt very happy. To help others makes us happy.
A: Have you been to any other places?
A: Ann has chatted on line, hasn’t she?
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B: No, I haven’t.
Grammar: Present Perfect (past participle和疑问句的问答). 2. Difficult points： 能巧记过去分词的构成。
能正确使用疑问句对日常活动进行问答。 Ⅳ. Learning strategies
通过1a和1b的听力练习，提升听的语言技能。
B: No, she hasn’t.
通过1a和2b的朗读训练，能够准确、清楚地进行朗读，培养语感和自信心。 通过2b的对话练习，能够运用所学的知识传递日常生活信息。
通过2c的提升训练，能够监控和评价自己的学习，制定自己的复习计划。 感知和掌握过去分词的发音规则。 Ⅴ. Teaching aids
图片；录音机；幻灯片。 Ⅵ. Teaching procedures
Stage (time period) 1 Getting students Interaction patterns Class Greeting. Teacher activity Student activity Greeting. Remarks 12
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ready for learning (2 mins） activity T: Hello, boys and girls. How are you? Ss… Ss: Hello, Miss Tan. We’re fine, thanks. And you? T: I’m very well. It’s a fine day today. Would … you like to chant with me? Chant and review the sentence patterns. T: Now let’s Chant. —Where have you been? Ss: Yes, I’d like that… Chant together. 提升学习兴趣。 建议一：也可创设情境，自由交谈。 建议二：做游戏，“Quick Response”。 建议三：用一张自己的照片介绍自己的假期经历。 2 Revision (2-3 mins) Class activity —I have been to Africa. —Where has she been? —She has been to Canada. —Where’s Maria? —She has gone to America. Show a picture of a disabled children’s Remember the pronunciation 3 Pre-listening (2-3 mins) Class activity home to teach the new words. and spelling of the new 给学生创设良好的语言环境，有助于学生更好地体会并掌握新单词及新句式。 T: This picture is a disabled children’s words. home. Have you ever been there? (Teach the Ss to read the new words.)
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Ss: No, I haven’t./Yes, I have.(Lead the Ss to Ss: No, I haven’t./Yes, I have. answer) (Lead the Ss to answer) T: Has Maria been to the disabled children’s home? Can you guess? Ss: Yes, she has. / No, she hasn’t. … Class activity While-listening (10 mins) Ss: Yes, she has. / No, she hasn’t. Step1: Get the Ss to scan the statements in Read the statements in 1b 听力训练之前，分析题目，1b before listening. Then listen and mark T before listening. Then listen 能更好地做出判断。 or F. Finish 1b. and mark T or F. 建议：如果学生基础较差可以重新设置两个简单的问题，再将1b改为读后训练。 T: As we know, Maria has been to Cuba to be a volunteer. But do you wonder what Maria has done there? Ss: Of course. Ss: Of course. 4 T: OK. Let’s listen to the tape and finish 1b. Before listening, you have 1 minute to read 1b. Then mark T or F. You can listen twice. Ss… Ss… 14
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Group work Step2: Listen to 1a again, pay attention to Listen again, pay attention to 加强语音语调练习，有助the pronunciation and intonation, and then the act 1a out. … pronunciation and 于培养学生的语感，增强intonation and then present 自信，特别注意一般疑问1a. 句的升调读法。 建议：小组展示环节采用组间PK的方式，提升学生的竞争意识。 Group work 5 Post-listening (10 mins) Step 1: Ask the Ss to underline the key Read the conversation 知识点简单时，大胆放手points and solve the problems by carefully and underline the 让学生自己解决，老师可themselves. points they do not 以适当的点拨。该环节教师应提供参考资料和方法指导，以提升学生的自学能力和培养克服难关的意识。 T: Listen to the conversation again and understand. underline the key points. Then solve the problems by yourselves. Now you have 2 minutes to underline the language points. Ss… Ss… T: OK, please discuss the underlined words
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