-(仁爱版)九年级英语上册全套教案.doc

Unit 1 The Changinging World
Topic 1 Our country has developed rapidly.
Section A
The main activity is 1a. 本课重点活动是1a。
Ⅰ. Teaching aims and demands 教学目标
1. Learn some new words and a phrase:
proper, by the way, bell, grandpa, chairwoman, grandson
2. Learn a useful sentence: There goes the bell.
3. Learn the present perfect tense:
(1)Rita, you have just come back from your hometown.
(2)—Where have you been, Jane?
—I have been to Mount Huang with my parents.
(3)—By the way, where’s Maria?
—She has gone to Cuba to be a volunteer…
4. Talk about the children’s vacation experiences.
Ⅱ. Teaching aids 教具 录音机/小黑板/学生的旅游纪念照/图片/幻灯片
Ⅲ. Five-finger Teaching Plan
Step 1 Review
通过教师询问学生的暑期活动，导入话题，呈现部分生词。
T: Listen! The bell is ringing. Let’s begin our class! (教师解释The bell is ringing等于There goes the bell，板书bell，要求学生掌握。)
bell
T: Nice to see you again. Did you enjoy your summer holiday?
Ss: Yes.
T: Hi, S1, where did you go during your summer holiday?
S1: I went to …
T: S2, did you go to your grandpa’s home?
S2: Yes. (板书grandpa，要求学生掌握。)
grandpa
T: S3, where did you go?
S3: I went to West Lake with my father.
T: Wow! West Lake is a beautiful place. What did you do there?
S3: I enjoyed the beautiful scenery, took photos and bought many beautiful postcards.
T: S4, what about you?
S4: I had to stay at home to help my mother with the housework.
T: Oh, I feel glad for what you did, and I think you’re a good girl. You’re helpful. S5, did you go to summer classes?
S5: Yes, I did. I went to an English training school to improve my English. I think the English training school is a nice place for me to improve my English.
T: Yes. The English training school is a proper place to improve your English.
(板书生词，请学生猜汉语意思并领读，要求学生掌握。)
proper
T: OK, you all had a good summer holiday. What about Kangkang and his friends? Let’s come to the new unit now.
Step 2 Presentation
创设语言情境，呈现have/has been to和have/has gone to及部分生词。
Mr. Smith: Hello, everyone! Jim isn’t here. Where is he?
S1: Maybe he is at home.
S2: Maybe he is ill.
…

1. (创设对话情境。Mr. Smith星期六组织Class 2去野营，大家在校门口集合时发现Jim没来。师生对话，呈现have/has gone to…)
Mr. Smith: No. He has gone to Beijing to be a volunteer.
(板书并让学生了解volunteer，教师适当讲解have/has gone to的用法，并让学生初步掌握。)
have/has gone to, volunteer
(假设星期一Jim返回学校，Mr. Smith和Jim展开对话，呈现have/has been to。)
Jim: Good morning, Mr. Smith.
Mr. Smith: Good morning, Jim. You have just come back from Beijing. How was your trip?
Jim: Cool!
Mr. Smith: I think you have been to many places of interest.
(板书并适当讲解，要求学生初步掌握。)
have/has been to
(教师可用简笔画呈现have/has been to和have/has gone to，讲解它们的区别并要求学生掌握。)

2. (师生对话，简单操练have/has been to和have/has gone to的用法。)
(教师特意让S3去办公室取作业。)
T: Did you have a good summer holiday, S4?
S4: Yes.
T: Where have you been?
S4: I have been to …
T: By the way, where is S3?
S4: He has gone to the teacher’s office.
(板书by the way，要求学生掌握。)
by the way
3. (播放1a录音，回答小黑板上呈现的问题。以听力的形式呈现1a的主要内容。)
T: Now, listen to 1a. Kangkang and his friends are talking about their different experiences during the holiday. Answer the following questions on the small blackboard:
(出示小黑板。)
(1) Who has just come back from India, Sally or Rita?
(2) Where has Jane been?
(3) Where has Kangkang been?
T: From 1a, we know someone has just come back from India. Who is she, Sally or Rita?
(教师加重语气读has just come back。)
S5:Rita.
T: Yes. You have the right answer. Rita has been to her hometown in India in her summer holiday. But now she is in China. We can say she has been to India. Where has Jane been?
S6: Mount Huang.
(教师引导学生用现在完成时表达。)
T: Yes. She has been to Mount Huang. Where has Kangkang been?
S7: He has been to an English summer school.
4. (重放1a录音，总结重点句型并板书。)
T: Listen to the tape again. And then talk about what they have done.
Kangkang has been to…
Rita has just come back from…
Jane has been to…
Maria has gone to…
Step 3 Consolidation
巩固1a，完成1b，并引导学生区别一般过去时与现在完成时。
1. (让学生分角色读对话，教师巡视并纠正学生发音。)
T: Read 1a in roles. Pay attention to your pronunciation.
2. (学生独立完成1b的表格。师生共同核对答案，巩固现在完成时have / has been/gone to这一基本句型。)
T: Now, please fill in the table in 1b according to 1a.
3. (由1a对话引导学生谈论暑期生活，继续巩固现在完成时。)
T: Kangkang has been to an English summer school to improve his English. Rita has been to India. What about you? Where have you been? And what did you do? Please work in groups of three to talk about your summer holidays.
(学生三人一组进行问答。)
T: Who will try to act it out in front of the class?
(挑几组学生进行表演，并对学生进行适时指导和鼓励。)
Example:
S1: I have been to West Lake.
S2: (指S1问S3) Where has he/she been?
S3: He/She has been to West Lake.
S2: (问S1) What did you do there?
S1: I went boating on the lake.
S2: (指S1问S3) What did he/she do there?
S3: He/She went boating there.
(教师引导学生区别一般过去时与现在完成时。)
Step 4 Practice
完成1c和2，强化练习现在完成时及部分重要词汇。
1. (教师让学生两人一组，每人拿出提前准备好的旅游照片或图片，操练现在完成时。注意区别一般过去时、一般将来时和现在完成时，完成1c。)
S1: Hi, S2. Where have you been?
S2: I have been to Shanghai.
S1: When did you go there?
S2: I went there this summer holiday.…
S3: Hi, S4. Where has Lucy gone?
S4: She has gone to Mount Tai.
S3: When will she come back?
S4: She will come back in two days.…
2. (根据呈现的have/has been to和have/has gone to，完成2。然后核对答案。在处理2时，板书并讲解，要求学生掌握chairwoman和grandson。)
chairwoman
grandson
3. (缤纷小赛场。出示幻灯片或小黑板。)
(1)My teacher gave us the p answer after the discussion.(根据首字母填空)
(2)My father often took me to my hometown to see my g , a kind-hearted old man.(根据首字母填空)
(3)These (chairwoman) can’t agree with each other.(适当形式填空)
(4)—Where’s Lucy, Tom?
—She her hometown to see her grandparents.(单项选择)
A. return to B. has gone to C. has been to D. have gone to
Step 5 Project
让学生完成暑期调查表格，并写出调查报告，进一步熟练运用现在完成时。
1. (教师制作关于暑假活动的表格，让学生通过对话完成表格。)

Name
Where has he/she been?
What did he/she do?
…

…

2. Homework:
Write a survey report about the students’ summer holidays, using the simple past tense and the present perfect tense. The report includes: (1) Where have you been? (2) What did you do?
板书设计：
Our country has developed rapidly.
Section A
by the way How was your trip?
There goes the bell. —Where have you been, Jane?
—I have been to …
—Where’s Maria?
—She has gone to …
Section B
The main activities are 1a and 2a. 本课重点活动是1a和2a。
Ⅰ. Teaching aims and demands 教学目标
1. Learn some new words and a phrase:
shut, rope, granny, describe, in detail, education, develop, development
2. Learn some useful sentences:
(1)Though I had no time to travel, I still felt very happy.
(2)Is that so?
(3)Luckily, with the development of China, many things have changed, and children can get a good education now.
3. Go on learning the present perfect tense:
(1)Have you ever fed them? No, I haven’ t.
(2)Has Ann ever…? Yes, she has./No, she hasn’t.
4. Learn about the differences between the Chinese teenagers’ lives in the past and those at present.
Ⅱ. Teaching aids 教具
图片/录音机/幻灯片
Ⅲ. Five-finger Teaching Plan
Step 1 Review
创设情境对话，复习现在完成时态，并学习部分生词。
1. (通过做游戏，复习现在完成时。)
T: Hi, boys and girls. Let’s play the game “Quick Response”.
T: Where have you been, S1?
S1: I have been to Hong Kong, and I bought many things.
…
T: Where has S2 gone?
S3: He/She has gone to Mr. Lee’s office.
T: When will he/she come back?
S3: In an hour.
…
2. (教师出示一张吉姆的旅游照片，介绍他的假期经历，导入并教授生词。)
T: Do you want to know where Jim has been during his summer holiday?
Ss:Yes.
T: It’s a photo of him. Let me describe it in detail.
(板书并要求学生掌握。)
describe, in detail
S4: Has he been to Beijing?
T: Yes, he has. He has been to Beijing with his parents, granny and little sister.
(板书并要求学生掌握。)
granny
T: His little sister went there for further education. Her dream is to study abroad. Luckily, with the development of our country, most of you will have a chance to study abroad. You are all lucky. But there are many disabled children. They are unlucky. We should try our best to help them. Look at this picture. Let’s discuss it.
(板书并适当讲解生词，要求学生掌握education, development, develop；理解disabled；了解luckily。)
education
luckily
development→develop
disabled
Step 2 Presentation
创设语言情境，让学生掌握现在完成时态的一般疑问句，学习部分生词，呈现1a、2a，完成2b。
1. (教师拿出一张“残疾儿童之家”的图片，导入现在完成时的一般疑问句。)
T: This picture is a disabled children’s home. Have you ever been there?(教师可用汉语解释disabled children’s home的意思，帮助学生理解。)
Ss: Yes, we have./No, we haven’t.(引导学生回答。)
T: Maria has been to a disabled children’s home. Do you want to know what Maria has done there?
Ss: Certainly.
T: OK. Let’s listen to the tape and answer the following question. What did she do to help them?
(听1a录音回答上面问题，核对答案。)
T: Did Maria have anytime to travel?
Ss: No, she didn’t. But she still felt happy.
T: Yes. Though she has no time to travel, she has learned a lot from her holiday experiences.
(教师解释though引导让步状语从句，不与but连用。板书并要求学生掌握。)
Though she has no time to travel, she …
2. (播放1a录音，学生跟读，注意语音和语调。)
T: Please listen to 1a again and repeat. Pay attention to the pronunciation and intonation.
3. (听2a录音，回答幻灯片中出示的问题。)
T: Today we all have a happy life, but in the past, people’s lives were very hard, even some children had to be child laborers. Listen to the tape, and answer the following questions.
(1) Did Kangkang’s granny have a hard life in the past?
(2) What did Kangkang tell Rita about Chinese teenagers in the past?
(3) How did most children spend their childhood in the past?
(板书并讲解生词，要求学生理解。)
laborer, teenager, childhood
4. (学生打开课本，再听2a，跟读并找出疑难点。)
T: Open your books now. Listen to 2a again and repeat. Mark the difficulties when you are
reading.
5. (引导学生说出疑难点和含有现在完成时态的句子，教师讲解疑难点，板书要点并要求学生理解生词support和rapidly。)
have/live a hard life
Is that so?
can’t/couldn’t afford sth.
Our country has developed rapidly.
give support to sb./give sb. support
6. (学生仔细阅读2a，完成2b。两分钟后，核对答案。)
Step 3 Consolidation
通过比赛、谈论等形式，激发学生朗读兴趣，培养学生的听、说技能，巩固2a，完成2c。
1. (分角色朗读2a，选择四组进行比赛，激发学生朗读兴趣。对表现好的小组，给予掌声鼓励。)
2. (学生两人一组，谈论过去的孩子和现在孩子的不同生活。)
T: Work in pairs to talk about children’s different lives in the past and nowadays.
Example:
S1:In the past, many families were big and poor.
S2:Yes. The parents couldn’t afford their children’s education.
S1:The children had no chance to go to school.
S2:Some of the children had to be child laborers and never had enough food to eat.
S1:I feel sorry for them. We are so happy nowadays.
S2:Nowadays, our country has developed rapidly. Most children can get a good education.
…
T: Just now, you compared Chinese teenagers’ lives in the past with those nowadays. You did very well!
3. (听录音，完成2c。提高学生听力技能，进一步了解过去与现在的青少年的生活变化。)
T: Listen to the tape of 2c and fill in the blanks.
(播放2c录音两遍，核对答案。)
Step 4 Practice
强化练习现在完成时态的一般疑问句形式，以及动词的过去式与过去分词。完成1b。
1. (教师出示教学所需的图片，要求学生运用现在完成时，针对图片内容进行问答练习。)
(1)—Have you ever told stories to the disabled children? —Yes, I have.
(2)—Have you ever fed the disabled children? —No, I haven’t.
(3)—Have you cleaned their rooms? —Yes, I have.
(4)—Has he jumped rope yet? —No, he hasn’t.
…
(板书并要求学生掌握。)
rope
2. (板书几组动词，并讲解动词的不规则变化。让学生参考书后附表，完成1b过去式和过去分词的填空部分。)
(板书并要求学生掌握shut。)
clean cleaned shut shut
chatted chatted do did
3. (引导学生总结现在完成时的句型，用现在完成时的一般疑问句操练1b，要注意第三人称单数的练习。完成1b。)
Example:
A: Chat on line.
B: Have you chatted on line/Has he chatted on line?
C: Yes, I have./No, he hasn’t.
Step 5 Project
通过写调查报告的形式呈现今昔生活变化，对学生进行热爱生活的情感教育。
1. (学生分组谈论自己的父母或爷爷奶奶童年时的生活，写一份调查报告。)
T: We know a lot about the differences between teenagers’ lives in the past and nowadays. What are your opinions? Do you care about your parents’ childhood? Do you care about your grandparents’ childhood? If so, you can talk in groups of four to tell your partners how your parents or your grandparents spent their childhood. Make a simple survey report at last.
(调查可以是关于娱乐、运动、学习、饮食、住房、穿着、健康、工作等方面的。)
2. Homework:
Write an article about teenagers nowadays.
板书设计:
Our country has developed rapidly.
Section B
Though she has no time to travel, … —Have you ever fed the disabled children?
have/live a hard life —Yes, I have./No, I haven’t.
in detail —Has Ann ever …?
Is that so? —Yes, she has./No, she hasn’t.
can’t/couldn’t afford sth. Now our country has developed rapidly.
give support to sb./give sb. support

Section C
The main activity is 1a. 本课重点活动是1a。
Ⅰ. Teaching aims and demands 教学目标
1. Learn some new words and phrases:
communication, quick, keep in touch with, far away, sort, rapid, progress, make progress, already, succeed
2. Go on learning the present perfect tense:
(1)My granny has lived in Beijing for more than forty years.
(2)Beijing has made rapid progress and it has already succeeded in hosting the 2008 Olympic Games.
3. Learn the great changes in China by comparing the living conditions in the past with those at present.
4. Tell the students to cherish the life at present and study hard to make China stronger and stronger.
Ⅱ. Teaching aids 教具
新旧北京城的图片/幻灯片/录音机/自己家乡今昔变化的图片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review
通过开展主题为“我和爷爷奶奶比童年”的讨论活动，让学生更加珍惜新社会的幸福生活，从而导入本课话题。
1. (检查作业。让学生在小组内交流自己的报告，然后每个小组推荐出一名学生向全体同学汇报。师生互动，谈论爷爷奶奶的童年生活。)
Example:
T: Who can tell us what your grandparents’ life was like in the past?
S1: Let me try. My granny had a hard life during her childhood. Her family was very big and poor. Her parents couldn’t afford an education for her.
S2: My grandpa used to be a child laborer…
S3: …
T: Very good. So you should enjoy today’s life and study hard.
2. (谈论新社会的幸福生活，感受社会进步。)
T: What do you think of your life at present?
Ss: We are living a happy life.
S4: We have a balanced diet.
S5: We can wear different kinds of clothes.
S6: We can also get a good education. For example, we have chances to draw pictures, play the musical instruments and receive some other training.
…
T: Well done. As we know, great changes have taken place in China. Today let’s talk about the changes in Beijing.
Step 2 Presentation
通过多媒体或图片创设语言情境，教学生词，培养学生快速阅读的能力。
1. (用多媒体或图片呈现旧北京城和现代北京城的照片并做比较，从而引出生词。)
T: Let’s look at the place which Kangkang’s granny lived in. It was old Beijing. What were Beijing’s roads like? Look at today’s Beijing. What are Beijing’s roads like now?
S1: In the past Beijing’s roads were narrow. (教师引导并帮助学生用narrow回答。)
(板书并要求学生理解。)
narrow
S2: But Beijing’s roads are wide now.
T: You’re right. Do you know how to keep in touch with our friends far away nowadays?
(板书，讲解并要求学生掌握。)
keep in touch with, far away
S3: We can keep in touch with our friends on the Internet.
S4: We can use cellphones to keep in touch with our friends.
T: Great. But do you know how people kept in touch with their friends and relatives in the past?
S5: They used to write letters.
T: Yes, good. At that time if we wanted to keep in touch with others, we could also send telegrams. But nowadays we can use many sorts of communication methods, such as telephones, cellphones, fa