1、U3T1SB1Section B. Material analysis本课是九年级第三单元第一话题的第二课时，主活动是 1a 和 4。通过谈论去古巴出差来引出语言的差异性和重要性，并继续学习一般现在时态的被动语态。1a 、1b 以听、读的方式去引出 official language，1c 则让学生找出更多国家的官方语言，从而扩展学生的知识面，知道语言具有多样性。3 以听故事的形式来说明英语的广泛性。2 和 4 则是为了强化本课的语言知识。通过学习本课，学生要知道在许多国家，语言有官方语言和非官方语言，并认识到语言文化在沟通交流中的重要性。.Teaching aims1.Knowledge a
2、ims： 掌握本课的重点词汇和短语，继续学习一般现在时态的被动语态。2.Skill aims: 能通过观察课文插图来猜测课文内容。能运用一般现在时态的被动语态进行看图写句子。能正确地运用强读和弱读技巧，使句子更加抑扬顿挫，富有韵律感。3.Emotional aims: (optional)让学生知道语言的重要性和多样性，从而增强学生学习语言的欲望。4.Culture awareness: (optional)通过 Jane 和她爸爸的对话，让学生了解异国文化在沟通中的重要作用。九年级上册教学案例设计2. The key points and difficult points1. Key poi
3、nts: Words and phrases: tonight, communicate, conversation, explain, impossible, divide, dig, lay, be pleased with, on business, be similar to, have (no) trouble doing sth., in trouble, ask.for help.Sentences: Have a good trip!I wish you success!Grammar: Simple present passive voice 2. Difficult poi
4、nts： 能熟练地运用一般现在时态的被动语态进行句型转换（如:把肯定句变成疑问句等） 。能正确地运用强读和弱读技巧。. Learning strategies通过课文插图来培养学生的想象力。通过构词法、英语释义、语境来培养学生猜测生词的能力。通过引导学生在听前阅读 3 的问题，培养学生形成听前熟悉、预测听力材料的习惯。.Teaching aids联合国总部和潘基文的图片，日文的药品说明书/录音机 /幻灯片等。U3T1SB3. Teaching procedures Stage(time period)InteractionpatternsTeacher activity Student act
5、ivity Remarks1Getting students ready for learning（2 mins)Class activityPresent a picture of the UN headquarter or a picture of Pan Jiwen. Discuss in groups and list the official languages used in UN. Encourage the students to speak them out.T: Do you know what this is?T: Who is he?T: Great! Do you k
6、now what languages are used in the UN? Now discuss in groups and try to name the official languages used in UN.Discuss and speak out the languages.S1: Its the UN.S2: Pan Jiwen.S3: English. S4: Russia. S5: Chinese. S6: .老师可以把多种语言的名词通过小黑板或者屏幕准备好，以降低难度。最后老师一定要给出正确的答案并教读：Chinese, English, French, Russia
7、, Spanish and Arabic.2Revision(5 mins)Group workStep 1: Let the Ss look at the pictures in 4 on page 58. First, guess the meanings and pronunciations of “divide, dig, lay”. Guess the meanings and pronunciations of the new words.先让学生根据图片猜词意，然后借助词汇表读出来。学生可能会弄错 dig, lay 的过九年级上册教学案例设计4Individual workSec
8、ond, make a sentence with the given words on paper. Third, encourage groups to write one of their sentences on the Bb. Finally, let the Ss check the sentences.T: Look at the pictures and guess the meanings and pronunciations of “divide, dig, lay”. Then make a sentence with them on paper and Id like
9、several students to write one of your groups sentences on the Bb.T: Now check your sentences.Step2: Let the Ss read the sentences they have just written. Pay attention to the stress and weak form.T: Look at the example first, and then Id like some students to read these sentences. Pay attention to t
10、he stress and weak form.S1: The cake is divided into pieces by her.S2: The carrots are dug by the rabbit.S3: Read the sentences according to the given example. S1: The cake is divided into pieces by her. S2: The carrots are dug by the rabbit.去分词，老师要及时纠正并强调。尤其是 lie 和 lay 的过去式与过去分词。先让学生观察例句，总结出哪些词应该强读
11、，哪些词应该弱读。U3T1SB5S3:.3Pre-listening(7 mins)Class activityClass activityStep 1: Present a medicine instruction in Japanese. Let the Ss guess what it is about. Move to 1a.T: Here is an instruction. Look at it carefully and guess what it is about.S1: Its about medicine.T: Wow! You are so smart! How do y
12、ou know it?T: What does this mean? T: You are very clever. As we know, Japanese is borrowed from Chinese. So Japanese is similar to Chinese in some way.Step 2: Let the Ss look at the picture in 1a and predict by answering the teachers questions.T: Look at the picture in 1a, what is the Look at the i
13、nstruction and try to figure out what it is about.S1: Because some words look like Chinese.S2:It means Japanese has the same characters as Chinese.S3:It means Japanese is borrowed from Chinese.Look at the picture in 1a and answer the teachers questions.S1: He is putting away his 老师要及时总结学生的猜测并指出日语是以汉
14、语为基础创造的。在黑板上板书词组“be similar to” 并进行教读。九年级上册教学案例设计6Individual workman doing?Ss: He is (write down “pack-packing ”on the Bb and teach them. Let the Ss repeat “He is packing”)T: What is he going to do? Guess!Step 3: Let the Ss scan the statements in 1b to get more useful information. Write down “possib
15、le-impossible, interpreter, tonight, on business” and encourage the Ss to read and guess the meaning. T: Now, read 1b, you may find some useful information about my questions. Pay attention to the words and phrases on the Bb.clothes.S2: He is going to have a good trip.S3: He is going to . 合理利用旧单词，通过
16、前缀或后缀来进行词汇教学，帮助学生通过掌握这种方法来扫除阅读障碍。如：impossible。对于新单词，也可以用简单的英语进行解释，然后让学生用相应的汉语进行表述。如：tonight=on the night of today。还可以通过上下文的语境来猜测词义。如：1bU3T1SB7中的 interpreter 就可以通过上下文来猜测。4While-listening(4 mins)Individual work Let the Ss listen to 1a once and mark T/F in 1b. Then check the answers together.Listen to
17、1a mark T/F in 1b and check if their answers are right.不要担心学生不能完全听懂，只要了解大意即可。5Post-listening(17mins)Individual work Class activity Step 1: Let the Ss read 1a carefully and circle the difficult points including words, phrases and sentences. Go around the class and collect what the Ss have circled and
18、 write them down on the Bb. Then encourage the Ss to read them and guess the meanings.T: First, read 1a and find the difficult points T: How do you pronounce this word, .?S1:.T: What does this word mean?S2: .Step 2: Let the Ss read 1a in roles to check Read 1a, find the difficult points and try to s
19、olve them with the help of all kinds of resources. Read 1a in roles aloud.到了三年级，大部分学生应该具备借助词汇表来拼读单词的能力。老师只要适时纠正即可。让学生自己总结重点单词，九年级上册教学案例设计8Group work Group work if they can pronounce properly. Take notes and correct them after reading.T: Now, girls will be Jane and boys will be Father. Read 1a in rol
20、es.Step3: Let the Ss discuss in groups and make a list of the key points. Write them down on the Bb.T: Now, work in groups. Its time for you to decide which words, phrases or sentences are useful to you.Step 4: Check the Ss HMK assigned yesterday. Encourage some groups to make Discuss and make the l
21、ist and report to the class.S1: on business, be similar to, have trouble doing sth.S2:conversation, have a conversation, ask sb for help, S3: explain to sb, have a good trip,I wish you success, S4: communicate, pack, .Choose a member to report.S1:French is spoken as the 词组和句子。老师对学生没有提到的或者说得不完整的要进行补充
22、。如：have (no) trouble in doing sth., be in trouble /get into trouble, explain sth to sb，wish sb sth.等。老师对学生的答案要做出肯定的评价，如果学生的答案U3T1SB9Pair worka new conversation based on 1a.T: Now, lets check your homework .Which group? Volunteers! You many begin like this “Chinese is spoken as the official language
23、in China.Step 5: Ask the Ss to make a new conversation according to 1a after class.T: We dont have enough time today to make a new conversation, so youd better do it with your partner after class.official language in France.S2: Japanese is in Japan.S3: English is .in Singapore.S4: .有偏差，老师要给出正确答案。6Fi
24、nishing task 2 (2 mins)Individual work Let the Ss fill in the blanks alone and then check together. Let the Ss guess what “twin sister” means. T: Complete the blanks alone. When you finish, raise your hand.Fill in the blanks and check the answers. Speak out the answers.当给学生布置某项单人任务时，要求学生做出回应，以便老师掌控时
25、间和步骤。7Finishing task 3 (3 mins)Individual workLet the Ss scan the questions quickly. Then let the Ss listen to the tape. Ask them to pay Read the questions .Listen to the tape and check the answers.九年级上册教学案例设计10attention to the most important part.T: Now, you will listen to a story about Mary. Try t
26、o catch the answers to the questions.S1: Mary is a /anS2: Because Mary .S3: .8Summarizing and assigning homework(5 mins)Class activity Step 1: Let the Ss go through what they have learned in this period. Speak out what they have learned.T: Now, lets sum up what we have learned today. You can speak o
27、ut the words, phrases, sentences. And so on.Step 2: HMK: T: Make a new conversation based on 1c on page 57 with your partner according to 1a.Sum up and speak one by one.S1: on business, explain sth. to sb.S2: have trouble doing sth , in trouble, get into trouble,.U3T1SB11. Blackboard designEnglish i
28、s widely spoken throughout the world.Section BWords and phrases: Grammar： Sentences：Spanish Is English spoken as the official language? Not really.divide (一般疑问形式） Oh, I see. divide into Have a good trip.lie-lay-lain I wish you success. lay-laid-laid dig-dug-dugbe similar to pack possible-impossibletonight on business interpreter communication-communicate 九年级上册教学案例设计12
