新目标 九年级 英语 Unit 10 教学设计

  Unit 10  By the time I got outside, the bus had already left．        The first period   I、Analysis of the teaching material： 1. Function and position of this lesson.  In this unit, students learn to narrate past events. And they will enjoy some stories happened on April Fool’s Day. Students will be interested in both of them. Also they will be asked to tell some jokes. It will arouse students’ great interest. All those will be very useful to practice using the target language. All the students will make great progress in narrating past events 2. Teaching aims and Demands A: Knowledge aim (1): Key vocabulary: oversleep  (2): Target Language: What happened?/ I overslept/And by the time I got up, my brother had already gotten in the shower  B: Ability aim: (1): Teach the students to use the new words (2): Train the students to narrate past events with the Past Perfect Tense. (3): Train the students’ listening and speaking skills with the target language. C: Moral education aim: It’s a good habit to go to bed early in the evening and get up early in the morning. So you’ll never be in a hurry in the morning.    Why? Practice listening, practice speaking, practice reading, practice writing. The four skills help students get some English knowledge. And help them make some similar conversations in English. Students get interested in English. 3 Main points and difficult points  (1)Main Points: narrate past events with the Past Perfect Tense.  (2)Difficult Points: Train the students to narrate past events with the Past Perfect Tense   Train the students to understand the target language in spoken conversation. Ⅱ Teaching methods According to the fact of the students and the teaching materials, In order to accomplish the above aims and demands, I will use the following methods: (1)Thinking of examples from the students’ real lives. (2)Making sentences by looking at the pictures  so that the students can collect enough information  understand the text better. Ⅲ Analysis of learning method 1. teaches students how to communicate with  others in English, and ask them to grasp the chances.  2. Encourage student to enter the competition in groups, and teach them how to cooperate. The ambiance of classroom will be very relaxing. And it’s easy for students to master the knowledge.   The First Period Ⅰ． Teaching Aims and Demands 1． Knowledge Objects （1） Key Vocabulary    oversleep （2） Target Language   What happened? I overslept  And by the time I got up, my brother had already gotten in the shower． 2． Ability Objects （1） Teach the students to use the new words． （2） Train the students to narrate past events with the Past Perfect Tense． （3） Train the students’ listening and speaking skills with the target language． 3． Moral Object It’s a good habit to go to bed early in the evening and get up early in the morning． So you’ll never be in a hurry in the morning． Ⅱ． Teaching Key Points 1． Key Vocabulary  oversleep 2． Target Language  Narrate past events with the Past Perfect Tense Ⅲ． Teaching Difficult Points 1． Train the students to narrate past events with the Past Perfect Tense．  2． Train the students to understand the target language in spoken conversation． Ⅳ． Teaching Methods 1． Thinking of examples from the students’ real lives． 2． Making sentences by looking at the pictures． Ⅴ． Teaching Aid A tape recorder Ⅵ． Teaching Procedures  Step 1. Revision 1. Discuss these questions in a group: What do you usually do in, the morning before school? Do you like morning? Why or why not? Choose one good student to answer them by saying something he or she usually does in the morning． He or she may answer like this, I usually get up early, wash my face and have breakfast． I like mornings because the air is fresh, or I usually get up as late as possible． Then I have to wash my face and have breakfast in a hurry． I often rush to school without breakfast． Sometimes I forget something at home． I don’t like mornings because I am always too busy． Then have the whole class practice in pairs． Ask each other the questions． After they finish talking, ask one or two pairs to say their conversations to the class． Correct the mistakes they may make with the other students． 2. Show some pictures to students and ask some questions: A: What do you usually do in the morning? B:I usually brush my teeth in the morning A: What do you usually do in the morning? B:I usually have a breakfast in the morning . A: What do you usually do in the morning? B:I usually go to school in the morning . Step 2. 1a This activity reviews vocabulary and introduces new vocabulary which can be used to narrate past events 1. New  words  : 1). by the time   到 ……时候 2). gotten     get  的过去分词. got 是它的过去式 3). oversleep   睡过头 2. Language goal: Say to the class, By the time I came in． what had happened? Help one student to answer like this, By the time the teacher came in, Don had written his name on the blackboard． Then get more students to answer differently, such as, By the lime the teacher came in, we had discussed an English problem． By the time the teacher came in, I had drawn a picture． Write these sentences on the blackboard, and teach the students to read several times． Read the instructions to the students and read these questions to the class as well． Step 3.Represent Show some pictures to students and ask students to tell what they see． Say, Any sentences which make sense are accepted to describe the pictures． The girl in the pictures is Tina． Present the new words by providing sentences showing the meanings of them like this: : What can you see in Picture 1? S1: She slept a long time． T: That’s correct． She slept too late． She overslept． Class repeat． She overslept． Ss: She overslept． T: What do you see in Picture 2? S2: Her brother or sister is in the bathroom． T: That’s correct． She wants to go into the bathroom． She can’t because someone is taking a shower． Class repeat． Someone is taking a shower． Ss: Someone is taking a shower． Write these words on the blackboard: overslept, taking a shower, had left, left her backpack at home． Then tell students to talk about the pictures in groups of four． Move around the classroom, listening to students and offering help． Make sure that they talk in English． After they all finish talking, ask different groups to tell the class about the pictures． They may say like this: 1. Tina overslept in the morning． 2.  She wanted to go to the bathroom, but her brother had already gotten in the shower． 3.  When she got to the bus stop, the bus had already left． 4. She had to run to school． 5.  After she got to school, she realized she had left her backpack at home． The sentences can vary, but should be correct． Step 4. 1b This activity gives students practice in understanding the target language in spoken conversation． Ask the students to read the instructions together． Have them look at the three columns, 1, 2 ,3 ,in the chart． Point out the sample answer． Read the three parts of the sentence． 1. Play the recording for the first time． Students only listen． Then play it a second time． Let students match two parts of each sentence． Check the answers by asking some students to tell their answers． Make sure that all of them have got the correct answers by listening． Say congratulations to the students who get the answers correctly by guessing． 2.Answers 1)． had  gotten  2)． had left   3)．had  left 3.Look at your books in page134 Then ask some students translate some difficult points  English into Chinese. Step 5 1c This practice provides guided oral practice using the target language． First play the recording in Activity 1b again and let the students read after it． Do it at least twice． Then read the instructions together with the whole class． You will make conversations in pairs． Each of you will have to take turns being Tina． Look at the pictures in Activity la to help you． Tell your partner what happened to you this morning． Ask a pair to read the example to the class before they begin SA: What happened? SB: I overslept． And by the time I got up, my brother had already gotten in the shower． Write the conversation on the blackboard． Have the students work in pairs． Move around the room offering language support as needed． After they all finish talking, ask some pairs to say their conversations to the class． Step 6 Summary Say, In this class, we’ve learned how to narrate past events, using the Past Perfect Tense． We’ve also done some listening practice in understanding the target language in spoken conversation． Also, we’ve done much oral practice using the target language． Step 7 Homework 1． Write out the story of Tina, Note to use the target language． 2． Revise when to use the Past Perfect Tense and the verb structure of it． Step Ⅶ Blackboard Design   Unit 10 By the time I got outside, The bus had already left． Section A The First Period 1． By the time… By the time the teacher came in, the students had begun reading． By the time the teacher came in, Don had written his name on the blackboard． By the time the teacher came in, we had discussed an English problem． 2 Some words to describe the pictures overslept, taking a shower, had left, left her backpack at home． 3 Target Language: A: What happened? B:I overslept． And by the time I got up, my brother had already gotten in the shower．   九年级英语Unit 10教学设计The second period Unit 10  By the time I got outside, the bus had already left．教学设计                                  The Second Period    一、本课时教材分析 本课是新目标英语九年级上册第10单元，section A 的2a,2b,2c 及Grammar focus部分。教材以 Tina’s morning 为中心话题，围绕着描述“过去发生的事情”展开，学习和运用过去完时态。本课教学内容与学生的实际生活密切相关，易于引发学生运用简单的英语进行交际和交流。在学习活动中，学生通过交换对Tina’s morning的描述及自己早晨发生的事，学习运用过去完成时。 （一）教学目标 根据《英语课程标准》关于总目标的具体描述，结合本课时教材内容，我按语言知识、语言技能、学习策略、情感态度、文化意识五个方面将本单元的教学目标细化： 1、知识目标： 单词：学习掌握词汇 功能：用过去完成时描述过去发生的事情 语言结构：过去完成时 规则动词和不规则动词的一般过去式和过去分词 ． 2、语言技能： 听：能听懂本课学习活动中的问题，做出较得体的回答。    说：能在本课的任务型活动 读：能正确朗读本课对话和句型 写：能写出本节课学习的单词和句型，能运用简单的句子写出过去的活动 。 3、学习策略： 抓住用英语交际的机会，在交际中把注意力集中在意思的表达上。 主动参与学习活动，善于和他人合作。 4、情感目标： 通过描述Tina’s morning使学生树立守时的观念。 （二）教学重点及难点   重点：  词汇：by the time,already,realize,leave-left, get-got-gotten, go-went-done,start, 等。 句型： By the time I got outside,the bus had already left When I got home, I realized I had left my key in the backpack 语法：过去完成时 规则动词和不规则动词的一般过去式和过去分词 难点：2c Tina’s morning 结尾的续写。       过去过完成时的理解应用   二、学情分析 本课时授课的对象是三(3)班的56名学生。初三的学生在学习英语上两极分化较为严重，尤其是本班表现较为明显，本班另一个特点是中间生少。因此在教学上主要的教学活动以小组活动为主，充分照顾学困生的学习，同时通过小组展示给优生搭建展示的平台。 三、教学策略 新 教材的突出特点是尊重学生。以学生为主，创设情景，培养学生听、说、读、写四项英语能力。尤其是对农村中学而言，在课堂四十分钟内，创设语言情景，让学生开口，培养学生学会四项基本能力尤为重要。只有充分利用课堂四十分钟，尽量创设贴近学生生活和学习的情景，激发学生兴趣，充分调动学生学习积极性，积极主 动地参与课堂教学，让学生能有时间、有机会自主学习，有机会运用所学知识来表达自己的思想，提高英语能力。 本节课我将始终引导学生通过完成具体的任务活动来学习语言，让学生为了特定的学习目的去实施特定的语言行动，通过完成特定的交际任务来获得和积累相应的学习经验，让学生在用中学，在学中用（Learning by using, learning for using）。 本课主要运用“任务型教学法”， 情景交际教学法 及讲解法。 在本课的任务型语言教学中，我将依据课程的总体目标并结合教学内容，创造性地设计贴近学生生活实际的任务活动，吸引和组织他们积极参与，使学生通过观察、思考、讨论、交流和合作等方式，在一种自然、真实或模拟真实的情境中体会语言、掌握语言的应用。 课堂教学以情景交际教学法为主，尽量给学生以足够的听、说、读的机会，联系课文实际，创设情景，引入讨论主题，在交际中学英语。情景的设计注意衔接的自然性，主题的设计强调知识的渐进性和讨论的可行性，并注意情感体验和概括、推理思维的培养。 通过对过去过完成的构成、用法的讲解来突破过去完成时这一难点。我强调语法教学的重要性并不是要回复到传统的语法教学模式中去，而是强调培养学习者的语法意识，语言由两部分内容组成，一部分是综合的，记忆中的词块；另一部分是分析性的语法规则。语法在语言中起的是调节性的作用，但是这一功能必不可少。不学语法是不可能真正学会一种语言的。而在课堂中学到的毕竟有限， 如果让他们掌握了规律，那么在任何时候他们都能通过思考，转化成自己的知识，继而形成语言能力。一旦有了良好的外语交际环境，学生们自然也就能自如地运用。 四、学法指导 新制定的《英语课程标准》把“培养学生学习英语的兴趣，树立自信心，培养良好学习习惯和形成有效策略，发展自主学习和合作精神”放在了首位。依据课改的精神，我从以下几个方面对学生进行学法指导。 1、学习方法的指导   培养学生观察力，想象力，记忆力以及思维能力。 2、学习积极性的调动     我在教学过程中创造一种开放的，和谐的，积极互动的语言氛围，把课堂变成有声有色的舞台，让学生在乐中学。 3、学习能力的培养    通过连贯的听说读写，讲解，培养学生的交际能力，发展他们的思维能力。 4、学习策略的指导 通过语法知识的讲解才，培养学生的自学能力。 Teaching procedures Step 1: Revision and lead-in 1. Review what happened to Tina in the morning by asking one or two students to tell the story. 2. Ask some students to do like this:   T: What happened when you got up this morning?    S1: I overslept. And by the time I got up, my brother had already finished his breakfast. S2: Well, I got up late. By the time I finished my breakfast, my mother had left home.    S3: By the time I got up, my mother had already cooked the breakfast.    S4: By the time I got up, my brother had already gotten in the shower.   3. Ask the students to discuss in pairs. Step 2: Section A 2a and 2b  T: Well done. As we know, Tina’s getting up late brought her a lot of trouble. We’d better get up early, so that we can get to school on time. Now let’s listen to another material about Tina and see what happened later. Before we do this, let’s look at the pictures on page 77 first. What can you see in the pictures? S1: I can see Tina is looking for her keys. S2: I can see she is rushing to school. I think she will be late. S3. By the time she got to school, class had already begun. T: Now listen and find out what happened to Tina. For the first time, just listen and get a general idea. ( Play the recording for the first time. ) T: Listen again and number the pictures in the correct order. ( Play the recording for the second time. ) T: S1, what’s your order? ... ( Check the answers. ) T: You’ll listen to the conversation again. This time fill in the blanks in 2b with the correct verb forms. ( First ask the students to read the instructions in 2b together, then play the recording again. After the Ss fill the blanks, check the answers. ) Step 3: Section A 2c  T: After listening, we know that the teacher had already started teaching by the time Tina walked into class. Now make up an ending for the story and share it with the class. Tell what happened to Tina when she entered the classroom.    (Ask the students to discuss the story in groups, and then write the ending of the story. Make a competition, choose the best ending to display.) Sample endings: When Tina walked into class, the class had already begun. The teacher looked at Tina and asked why she was late. Her face turned red and told the teacher that she got up late and missed the bus and she had to walk to school. The teacher told her to get up earlier and never to be late again. Step 4: Grammar Focus   1. Call students’ attention to the sentences on the left．Ask four different students to read the four sentences and point out where had plus a past participle is used．Write the sentences on the blackboard. Ask the students to make sentences correctly using each form of the verbs in the box．   2. Explain the differences between Present Perfect tense and Past Perfect tense. Step 5: Post-task Put these sentences into English: 1. 到他离开时，他已经交了一些朋友。 2. 当她赶到车站的时候，车已经走了。 3.当我们到校时老师已经来了。 4. 在我回家时妈妈已经做好了饭。 Step6: Summary and homework            Blackboard Design                   Unit 10  Section A (2a-2c)      Target language: When I got home, I realized I had left my key in the backpack．             By the time she got back to school, the bell had rung.      By the time I walked into class, the teacher had started teaching already．      过去完成时: 主语 + had done get              got          gotten           go              went         gone    leave            left            left   start            started      started Unit 10  By the time I got outside, the bus had already left． The Third Period Ⅰ． Teaching Aims and Demands 1． Knowledge Objects （1） Key Vocabulary bell, ring, go off, rush, run off, on time, give sb. a ride, relative,  lock, break down （2） Target Language  By the time I woke up, my father had already gone into the bathroom．       By the time I got there, the bus had already left． 2． Ability Objects      Train the students’ reading skill with target language．      Train the students’ speaking skill with target language． 3． Moral Object     Have you ever done anything carelessly?  Share your story with your friends． Ⅱ．Teaching Key Points 1． Guide the students to read the article in activity 3a． 2． Help the students do the oral practice with the target language． Ⅲ．Teaching Difficult Points 1． Help improve the students’ reading skill by Activity 3a． 2． Help the students describe what has happened to them with the target language． Ⅳ．Teaching Methods 1． Get the main idea by reading． 2． Pairwork． Ⅵ． Teaching Procedures Step I  Greeting and Introduce Step II  Revision Ask and answer: Do you like English? How do you learn English? How do you get to school, on foot, by bike or by bus？ Have you ever been late for school? Say: I’ve ever been late for work, because I overslept. Now please read the story and find the answers to the questions. ( show the questions to the students ). Step III  3a This activity provides reading and writing practice using the target language． Task 1. Show some questions to the Ss. 1,  Has the writer ever been late for school?      2,  Did his alarm clock go off?      3,  Did he catch up with the bus?      4,  How did he get to school?      5,  Was he lat for school?  Ask the students to listen to the tape and answer the questions. Then find the new words in the story.  Check the answers and read the new words      overslept睡过头         bell n． 钟；铃      ring v． 鸣;响          \    go off 闹钟（闹响）       wake up 醒来      rush v．冲；     rush off 跑掉;迅速离开      on time 准时      lock v． 锁；锁上         give sb． a ride让某人搭便车        break down 损坏；坏掉        Point to the words one by one and teach the students to read them．Get the students to read the story Task 2. Groupwork; Write the events in the correct order. Then check the answers.  1.      alarm clock didn’t go off         2. father went to the bathroom 3.  woke up late                   4. took shower 5.      had some breakfast              6. bus left 7.      ran to the bus stop               8. started walking 9.      get a ride with a friend           10. bell ringing 11.  go to school                    12. got to class Get some students to report their answers to the class． Write the events on the blackboard as they report, putting the events in the correct order． Task 3. Translate the main sentences     1. I’ve never been late for school, but yesterday I came very close.  我上学从未迟到过，但是昨天差一点儿就迟到了。 2. be late for 意为“……迟到”，for为介词，所以其后须跟名词。 Don’t be late for the meeting． 开会别迟到了。 3. My alarm clock didn’t go off, …     闹钟没有大响……    go off 意为“爆发，大响”。 e.g:  Although the alarm clock went off, he didn’t wake up．     虽然闹钟大响, 但是他还是没有醒来。 4. Luckily, my friend Tony and his dad came by his dad’s car and they gave me a ride. 幸运的是, 我的朋友托尼和他的爸爸乘他爸爸的小车过来了, 他们带了我一程。 give sb a ride 意为“让某人搭便车”。ride在此为名词“搭车，乘车”的意思。 e.g: Can you give me a ride, Jack? 杰克，能让我搭个便车吗？ 5. I only just made it to my class．我恰好到教室 make it 意为“成功了，做成了”。这里指的是没有迟到，准时到达。例如： －Have you got the job? －你得到那份工作了吗？ －Yes, I made it．－是的，我成功了 6. Get the students to try to repeat the story.(Using the events on the blackboard) 7. Next ask students to pick out the sentences with the Past Perfect Tense． Tell them to underline them and come up with the reason to use the tense． Ask two students to read their answers and explain the sentences．Sentences with the Past Perfect Tense in the article: 1．By the time I woke up, my father had already gone into the bathroom and… 2.  Unfortunately, by the time I got there, the bus had already left  the Past Perfect Tense． 过去完成时: 1. 构成: had +V-p.p 2. 过去完成时态的含义: 主要是表示在过去某个时间,或是动作之前已经发生或完成的动作.也就是：过去的过去. 3.过去完成时态的用法： Then ask the students to read the article aloud． Step IV  3b This activity provides reading and writing practice using the target language． Call the students’ attention to the photo of the woman sleeping． The girl is sleeping． She may oversleep． How about you? Have you ever overslept? Get a students to answer the question. such as Yes, I have． /No, I haven’t． There are six questions in the box．Get students to read the questions and have the students ask and answer      T:  Have you ever overslept?      S1: Yes, I have.      T: Why did you oversleep?  S1: Because my alarm clock didn’t go off.  T: What did your teacher do?  S1:(help)My teacher told me not to be late again.                    asked me to get up early.                    said nothing.                    Get the students to read the phrases and conversation on the Bb, ask and answer. Step V  3c This activity provides listening and speaking practice using the target language． Ask the whole class to read the instructions together．Ask the students to work in pairs． Encourage them to ask as many questions as they can． Ask students to choose a question , make a conversation and write it in their exercise books． Ask some pairs to say their conversations to the class Step Ⅵ Doing exercises Step VII Summary Say, In this class, we’ve learned an article． And we’ve done much practice in reading, listening, speaking and writing． We’ve done much practice with the target language．（找同学来总结） Step VIII  Homework 1． Listen to the tape and read the article. 2． Write a conversation in Activity 3c． Step Ⅷ Blackboard Design Unit 9 By the time I got outside, the bus had already left．(Section A) Words and phrases              Answers to Activity 3a: overslept睡过头               1． alarm clock didn’t go off bell n． 钟；铃                2． father went to bathroom ring v． 鸣;响                 3． woke up late  go off 闹钟（闹响）            4． took shower wake up 醒来                  5． had some breakfast  rush v．冲；                   6． bus left rush off 跑掉;迅速离开          7． ran to bus stop on time 准时                   8． started walking lock v． 锁；锁上              9． got a ride with a friend give sb． a ride让某人搭便车    10． bell ringing break down 损坏；坏掉         11． got to school                                 12． got to class         随堂练习 练习：请用所给词的正确形式和提示完成下列各句。 1. When I ________ (get home), I____________ (realize) I ___________(leave) my keys in the backpack. 2. By the time I ____ (get) back to school, the bell ___________ (ring). 3. By the time I ______(walk) into the class, the teacher__________ (start) teaching already. 4. I have never _______ (be) late for school. 5. Tom missed the early bus because he ___________（睡过头）in the morning. 6. Luckily, the driver___________________ (让我搭了便车)yesterday afternoon。 7.He knows he can’t get to school _____________(按时). 8.On Sundays my alarm clock _______________(不闹响).