仁爱版英语九年级上册全册教案.doc

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仁爱版英语九年级上册全册教案
Charity edition book of all the days of the nine grade English lesson plan
Unit 1  The Developing World
Topic 1  Our country has developed rapidly.
Section A
The main activities are 1a and 2. 本课重点活动是1a和2。
Ⅰ. Teaching aims and demands 教学目标
1. Learn some new words and useful expressions:
cruel, proper, by the way, bell, chairwoman, yet, grandson
2. Learn the present perfect tense:
You have just come back from your hometown.
 Where have you been, Jane? I have been to Mount Huang with my parents.
 By the way, where’s Maria? She has gone to Cuba to be a volunteer…
3. Learn some functional sentences:
I felt sorry for them.
There goes the bell.
Ⅱ. Teaching aids 教具
录音机/童工图片/小黑板/多媒体图片或幻灯片等
Ⅲ. Teaching Plan 教学方案
Step 1  Review 第一步  复习
(通过教师询问暑期活动，导入话题，呈现现在完成时和部分生词。)
T: Listen! The bell is ringing. Let’s begin our class! (老师解释The bell is ringing等于There goes the bell，板书bell，要求学生掌握)
bell
Nice to see you again. Did you enjoy your summer holidays?
Ss: Yes. 
T: (问其中一学生)Hi, Li Xueqing, where did you go during your summer holiday?
S1: I went to my grandparents’ home. 
T: What did you do there?
S1: I went fishing, swimming and so on. 
T: Wang Xue, where did you go?
S2: I went to West Lake with my father. 
T: Wow! West Lake is a beautiful place. What did you do there? 
S2: I enjoyed the beautiful scenery, took photos and bought many beautiful cards. 
T: Li Yang, what about you?
S3: 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. S4, did you go to summer classes?
S4: 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: 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，要求掌握。)
proper
Step 2  Presentation 第二步  呈现
1. (创设对话情境。Mr. Smith组织Class3去野营。在校门口集合时发现Tom没来。对话呈现have/has gone to…，完成2。)
Smith: Hello! Everyone. Are we all here?
Ss: No, Tom isn’t here.
Smith: Do you know where he is?(教师帮助学生用has gone to和volunteer回答。)
Ss: Yes. He has gone to Beijing to be a volunteer for the Olympics.
(板书volunteer，让学生猜出意思。然后板书have/has gone to，解释并稍加操练。)
volunteer
have/has gone to …
(星期一Tom返回学校，Mr. Smith和Tom展开对话，呈现have/has been to …)
Tom: Good morning, Mr. Smith.
Smith: Good morning, Tom. You have just come back from Beijing. How was your trip?
Tom: Cool! And I have been to many places of interest.
(教师可用简笔画呈现have/has been to和have/has gone to，并讲解它们的区别。)
He has been to school.
He has gone to school.

2. T: Mr. Smith and his class had a good time. By the way, do you know what Rita, Jane and Kangkang did during the holiday?
(板书by the way，要求学生掌握)
by the way
 T: Now, listen to 1a. Kangkang and his friends are talking about their different experiences 
 during their holidays. Pay attention to what they have done. 
(播放1a录音，注意文中主人公在暑假中的活动。)
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。)
S1:Rita. 
(学生若有疑问或答错，可再播放一遍录音。)
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?
S2: 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?
S3: He has been to an English training school. 
3. (重放课文1a录音，核对答案，板书并领读生词cruel，要求学生掌握。)
T: Listen to the tape again. And then talk about what they have done. 
(多媒体展示康康、简、丽塔和玛丽亚的图像和has been to。让学生再听一遍对话，教师引导学生用现在完成时说出四人分别在暑假中的活动。)
S4: Kangkang has been to…
 Rita has been to…
  Jane has been to…
…
(教师展示印度童工图画。)
T: They are as old as you. What were they doing?
S4: They were working. They looked so tired and thin. 
T: Rita saw them working for a cruel boss in her hometown in India. They couldn’t go to school. They lived a poor life. I felt sorry for them. 
(板书cruel，要求学生掌握)
cruel
Step 3  Consolidation 第三步 
1. T: Now, open your books. Please read 1a. And then fill in the chart in 1b, according to 1a. 
(学生读对话，也可以三人小组分角色读对话，教师巡视纠正学生发音。)
(学生独立完成1b的表格。教师检查学生所填内容，然后学生口头汇报，巩固现在完成时have / has been to 这一基本句型。)
2. T: Kangkang has been to an English training 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 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 class?
  (挑几组学生进行表演，并对学生进行适时指导和鼓励。)
For 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 第四步  练习
1. (教师让学生两人一组，每人拿出提前准备好的照片或图片，操练现在完成时，并注意区别一般过去时和现在完成时，完成1c。)
A: Hi, B. Where have you been?
B: I have been to Shanghai.
A: When did you go there?
B: I went there this summer holiday.
…
C: Hi, D. Where has Lucy gone?
D: She has gone to Mount Tai.
C: Why did she go there?
D: Because she wanted to see the sunrise there.
…
2. (根据呈现的have/has been to…和have/has gone to…，完成2。小组完成后可讨论答案，然后教师核对。在处理2时，讲解并要学生掌握chairwoman, yet和grandson，板书并领读。) 
3. (缤纷小赛场。出示幻灯片或小黑板。)
(1)My teacher gave us the p     answer.(首字母填空)
(2)I also want to be a v     for the 2008 Olympics.(首字母填空)
(3)These     (chairwoman) can’t agree with each other.(适当形式填空)
(4)—Hi, Michael. How was your holiday?
—Wonderful! Because I      to many famous mountains.(单项选择)
A. went B. have been C. have gone D. has gone
(5)—Where’s Jane, Maria?
—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 第五步  综合探究活动
1. (教师制作关于暑假活动的表格，让学生相互调查完成表格。)
Name Where has he/she been? What did he/she do?
…  
…  
2. Homework: Write a survey report.
(课后根据本课内容，用过去式和现在完成时写一份暑假调查报告。内容包括：1.去了什么地方？2.做了什么事？)
 板书设计：
Our country has developed rapidly.
Section A
proper by the way How was your trip?
volunteer see … doing —Where have you been, Jane?
  There goes the bell. —I have been to …
   —Where’s Jane?
  —She has gone to …
Section B
The main activities are 1a, 1b and 2a. 本课重点活动是1a, 1b和2a。
Ⅰ. Teaching aims and demands 教学目标
1. Learn some new words and expressions:
social, learn … from …, shut, dig, granny, describe, in detail, education, develop, development
2. Learn the present perfect tense and useful sentences:
Have you ever fed the disabled children? Yes, I have./No, I haven’ t.
Has Ann ever…? Yes, she has./No, she hasn’t.
Though I had no time to travel, …
Is that so?
3. Learn about the differences between the Chinese teenagers’ lives in the past and at present. 
Ⅱ. Teaching aids 教具
录音机/幻灯片/残疾儿童的照片/小黑板/《三毛流浪记》和《家有儿女》影片片断
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1  Review 第一步  复习
1. (通过师生问答复习现在完成时。)
T: Hi, Class. Let’s play the game “Quick Response”.
T: Where have you been, S1?
S1: I have been to Hong Kong, and I have bought many things.
.  
.  
.  
T: Where has S2 gone?
S3: He/She has gone to Mr. Lee’s office.
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 Tom has been during his summer holiday?
Ss:Yes. 
T: It’s a photo of him. Let me describe it for you. 
(板书)
describe
  T: He has been to Beijing with his parents, granny and little sister. 
 (板书)
granny
T: His little sister went there for further education. Her dream is to study abroad. I hope her dream will come true. I think some of you want to study abroad. Am I right?
(板书)
education
  Ss:Yes, you’re right.
  T: So you must study hard. With the development of our country, most of you will have a chance to study abroad. 
(板书，学生跟读熟悉单词，快速记忆。)
development, develop
Tom also did some social activities.(学习social，引入disabled children’s home。)
Step 2  Presentation 第二步  呈现
1. (老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: What’s this?
Ss: It’s a disabled children’s home.
(理解单词disabled，板书并领读)
disabled
T: Have you ever been there?
Ss: Yes, we have./No, we haven’t.(引导学生去回答)
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录音回答问题，老师核对答案。)
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 learned a lot from her holiday experiences.
(老师解释though引导让步状语从句，不与but连用，然后继续询问。)
T: Sally, what did you do to spend your leisure time during the holiday?
(板书leisure, learn … from …并要求理解)
leisure
Sally: I watched many films.
T: Oh. Do you want to watch films now, boys and girls?
Ss: Great.
(用多媒体播放《三毛流浪记》和《家有儿女》影片片断，对比影片所反映的生活。播放2a录音前，把班级分为A和B两大组，分别记录过去和现在生活，完成2b。)

 Food Clothes Education …
In the past    
Nowadays    
T: Today we all have a happy life, but in the past, people’s lives were very hard. Listen to the tape, and answer the following questions. (播放2a录音，并回答下列问题。用幻灯片出示问题，让学生读问题，并放录音。)
1. Did kangkang’s granny have a hard life in the past?
2. How did most children spend their childhood in the past?
(板书，理解childhood)
childhood
2. (学生打开课本，再听2a，跟读并找出疑难点。)
3. (鼓励学生说出疑难点和含有现在完成时态的句子，引导学生解释疑难点，并板书要点，理解生词support, rapidly，掌握短语in detail。)
have/live a hard life
Is that so?
in detail
can’t/couldn’t afford sth. 
Our country has developed rapidly.
give support to sb./give sb. support
Step 3  Consolidation 第三步  巩固(时间:12分钟)
1. (分角色朗读2a，选择四组进行比赛，激发学生朗读兴趣。)
2. (听录音2c填空。提高学生听力技能，进一步了解过去与现在的生活变化。)
T: Listen to the tape and fill in the blanks. 
(播放录音2c两遍，并核对答案。若有不明白之处，再放一遍。)
3. (学生两人一组，谈论过去的孩子和现在的孩子不同的生活。)
T: Work in pairs to talk about children’s different lives in the past and nowadays. 
For 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. 
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 can write an article about it after class. 
Step 4  Practice 第四步  练习(时间:10分钟)
1. (出示残疾儿童的图片，指令学生运用现在完成时，针对图片进行问答练习。)
(1)—Have you ever told stories to the kids? —Yes, I have.
(2)—Have you ever fed the disabled children? —No, I haven’t.
(3)I have cleaned their rooms.
2. (引导学生总结现在完成时的句子，结构为：have/has+动词的过去分词。然后板书几组过去分词的构成，同时告诉学生动词的不规则变化可参考书后附表，完成1b过去分词的填空部分。)
clean      cleaned shut      shut
dig dug      do did     
(板书并掌握生词shut和dig)
shut, dig
3. (用现在完成时的一般疑问句操练1b，完成1b。要注意第三人称单数的练习。例如：)
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 第五步  综合探究活动(时间:5分钟)
1. (让学生在课后调查自己的父母亲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’ lives in their childhood? If so, you can ask your parents or your grandparents some questions. 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。)
(板书生词teenager和nowadays，并要求理解)
teenager, nowadays
2. Homework: According to your survey, please write an article about teenagers nowadays.
  (此综合探究活动既完成了课本2a部分，又综合了学生对本课内容的理解，让学生感受到世界变得越来越美好，体现了教学目标中对学生的情感教育。)
  (为出色完成此项作业也可鼓励学生利用多种方式获得信息。) 
T: It’s possible to read the text of Section B to finish your article and your parents can also help you. What else can you do to get information?
  Ss:We can search the Internet. 
  T: Excellent! Have a break!
  Ss:Thank you. See you!

 板书设计:
Our country has developed rapidly.
Section B
social —Have you ever fed the disabled children?
describe —Yes, I have./No, I haven’t.
development —Has Ann ever …?
Though I had no time to travel, … —Yes, she has./No, she hasn’t.
Is that so?
With the development of China, …
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 useful expressions:
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.
3. Compare the living conditions in the past with those at present. Learn the great changes in China.
4. Tell the students to cherish the life at present and study hard to make China stronger.
Ⅱ. Teaching aids 教具
录音机/投影仪/旧北京城的图片/新北京城的图片/自己家乡新旧变化的图片 
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1  Review 第一步  复习(时间:10分钟)
1. (检查作业。让学生在小组中交流自己的报告，然后小组推荐出一名学生向全体同学报告。师生互动，谈论父母或爷爷奶奶的童年生活。)
For example:
T: What do you think of your life at present?
Ss: We live a happy life. 
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 her education. 
S2: My grandpa used to be a child laborer…
S3: …
T:  Very good. So you should enjoy today’s life and study hard.
2. (开展全班讨论活动，主题为“我和爷爷奶奶比童年”，复习新社会的幸福生活，感受社会进步。并逐一汇报。)
S1: We have a balanced diet.
S2: We can wear different kinds of clothes.
S3: We can also get a good education. For example, we have chances to draw pictures, play musical instruments and receive some other training.
…
Step 2  Presentation 第二步  呈现(时间:12分钟)
1. (用多媒体或图片展出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. 
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?
(板书narrow，要求理解。)
narrow
(板书，讲解且要求掌握。)
far away, keep in touch with
S1: We can keep in touch with our friends on the Internet. 
S3: We can also use fax machines. 
S4: We can use cellphone to keep in touch with our friends. 
T: Great. But do you know how people kept in touch with their friends in the past?
S1: 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. OK, we know, in the past we could write letters, and send telegrams to keep in touch with our friends. But nowadays we can use many sorts of communications methods, such as telephones, cellphones, fax machines, the Internet and so on.
(板书telegram, fax，要求理解。板书sort和communication，要求掌握。)
fax, telegram, sort, communication
T: In the past the communications were slow, but today’s communications are very quick. So  we can say, China has made rapid progress. 
  (板书，掌握生词qui