作业标题：【第一次研修作业】 作业周期 : 2019-11-24 — 2020-01-10
发布范围：全员
作业要求： 各位老师，项目自2019年10月10日正式开始，截止目前已顺利开展近两个月的时间，第一次线下坊员集中研修活动也已圆满结束。相信老师们经过这段时间的平台课程学习、名师示范课例的观摩学习，一定学有所获。 第一次研修作业要求：老师们结合本工作坊的研修主题，提交一节“初建课”。 提交内容：教学设计、课件、PPT、课堂实录（片断）等；（备注：课堂实录非必提交项） 提交格式：在“第一次研修作业”处提交，标题需设置为【初建课】+姓名/项目县/学校。例：【初建课】张三潢川县一小 分数说明：提交得5分，被批阅为“优秀”加5分，被批阅为“良好”加3分，被批阅为“合格”加1分，被批阅为“不合格”不加分，未提交不得分。满分10分。
发布者：项目管理员
提交者:学员吴建国 所属单位:固始县沙河一中 提交时间: 2019-12-24 15:39:34 浏览数( 0 ) 【举报】
仁爱版九年级上册Unit 1 The Changing World Topic 1 Our country has developed rapidly.
Section A 第一课时教学设计 固始县沙河铺乡第一初级中学吴建国
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。
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:
A.培养学生的听力能力。B.培养学生的口语表达能力。
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和教会学生如何在听的过程中提取关键词。
Ⅴ. Teaching aids
幻灯片；城市的风景照片等。
Ⅵ. Teaching procedures
Stage (time period) | Interaction patterns | Teacher activity | Student activity | Remarks | |
1 | Getting students ready for learning (3 mins) | Class activity | Brainstorming: Show some pictures of some famous places. Get the Ss to speak out their names as quickly as possible to arouse the Ss’ interest. T: Boys and girls, the bell is ringing. Let’s begin our class. T: Here are lots of pictures. Now please speak out their names as quickly as you can. Are you ready? T: Here we go! | Speak out the names of the countries.
Ss…
Ss: Yes! | 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。让学生更加熟悉各国名称，为1a学习做好准备。
|
2 | Pre-listening (15 mins) | Class activity
Round robin
Pair work
| Step 1: Present the last picture of Wenchuan, get the Ss to guess the meaning of the new words and then teach the new words. T: What happened there in 2008? Ss:（地震） T: Yes. An earthquake has taken place there. Many volunteers went there to help them.
Step2: Present the new sentence structures and then ask and answer one by one in each group. T: I have been to Wenchuan, too. Where have you been? Ss: I have been to… T: Now, let’s ask and answer one by one in each group. S1…S2...S3…S4…S5…S6…S1 Step3: Present the new sentence structures and then ask and answer with partners. T: Where is S5? Ss: He went to the wash room? T: Yes, he has gone to the wash room. And 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. … | Guess the meaning of the words according to the teacher’ s descriptions.
Ss:（地震）
Ask and answer one by one in each group.
Ss: I have been to…
S1…S2...S3…S4…S5…S6…S1 Practice the dialog in pairs.
Ss: He went to the wash room?
Ss: She has gone to … | 让学生在具体的语言环境中感知新单词，有助于更快更好的记住它们。
给学生创设良好的语言环境，有助于学生更好的体会和掌握该句式。
在环境中感知语言，才能更好地用语言做事情。
|
3 | While-listening (7 mins) | Individual work
Class activity
| Step1: Get the Ss try to fill in the blanks in 1b before listening. Then listen and 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 pronunciation and intonation and then read 1a. …
| Fill in the blanks in 1b before listening. Then listen and check the answers. Finish 1b.
Listen to 1a and pay attention to the pronunciation and intonation and then read 1a.
| 听力训练之前，试着填空，能更好地预测听力内容。
语言学习，读的过程很重要，教师可以根据班级情况，分配朗读的方式和时间。 |
4 | After-listening (15 mins) | Individual work
Group work
Individual work | Step 1: Read the 1a again and guide the Ss to underline the structures like“have/has done”. T: Listen to the 1a again and please underline the structures like“have/has done” and the key points. Step 2: Let the Ss discuss the key points and solve the problems by themselves. T: Now please deal with the difficult points 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. S1: Rita has been to many places near her home in India. Her hometown has become more and more beautiful. Jane has been to Mount Huang with her parents. It’s beautiful, but there were too many people… | Read the conversation thoroughly and underline the points they do not understand.
Discuss the key points and solve the problems by themselves.
Retell 1a according to 1b. S1: Rita has been to many places near her home in India. Her hometown has become more and more beautiful. Jane has been to Mount Huang with her parents. It’s beautiful, but there were too many people… | 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。
小组内不能解决的问题，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情况，采用不同的互动模式，可以是班级活动，结对活动，也可以是个人活动。 |
5 | Summarizing and asigning homework (5mins) | Class activity | Step 1: Sum up the main content of this class and repeat the key points.
Step2: HMK: Retell 1a. | Go through what you have learned with your teacher. If there is still something you do not understand, do not hesitate to ask for help. Retell 1a. | |
Ⅶ. Blackboard design
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.
| 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 … |