Unit3EnglishAroundtheWorldTopic1Englishiswidelyspokenthroughouttheworld.SectionBⅠ.Materialanalysis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officiallanguage，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。Ⅱ.Teachingaims1.Knowledgeaims：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.Skillaims: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.Emotionalaims:(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.Cultureawareness:(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。Ⅲ.Thekeypointsanddifficultpoints1.Keypoints:Wordsandphrases:tonight,communicate,conversation,explain,impossible,divide,dig,lay,bepleasedwith,onbusiness,besimilarto,have(no)troubledoingsth.,introuble,ask...forhelp.Sentences:Haveagoodtrip!Iwishyousuccess!Grammar:Simplepresentpassivevoice2.Difficultpoints：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。Ⅳ.Learningstrategies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。Ⅴ.Teachingaids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。
Ⅵ.TeachingproceduresStage(timeperiod)InteractionpatternsTeacheractivityStudentactivityRemarks1Gettingstudentsreadyforlearning（2mins)ClassactivityPresentapictureoftheUNheadquarterorapictureofPanJiwen.DiscussingroupsandlisttheofficiallanguagesusedinUN.Encouragethestudentstospeakthemout.T:Doyouknowwhatthisis?T:Whoishe?T:Great!DoyouknowwhatlanguagesareusedintheUN?NowdiscussingroupsandtrytonametheofficiallanguagesusedinUN.Discussandspeakoutthelanguages.S1:It’stheUN.S2:PanJiwen.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,SpanishandArabic.2Revision(5mins)GroupworkStep1:LettheSslookatthepicturesin4onpage58.First,guessthemeaningsandGuessthemeaningsandpronunciationsofthenew
Individualworkpronunciationsof“divide,dig,lay”.Second,makeasentencewiththegivenwordsonpaper.Third,encouragegroupstowriteoneoftheirsentencesontheBb.Finally,lettheSscheckthesentences.T:Lookatthepicturesandguessthemeaningsandpronunciationsof“divide,dig,lay”.ThenmakeasentencewiththemonpaperandI’dlikeseveralstudentstowriteoneofyourgroup’ssentencesontheBb.T:Nowcheckyoursentences.Step2:LettheSsreadthesentencestheyhavejustwritten.Payattentiontothestressandweakform.T:Lookattheexamplefirst,andthenI’dlikesomestudentstoreadthesesentences.words.S1:Thecakeisdividedintopiecesbyher.S2:Thecarrotsaredugbytherabbit.S3:…Readthesentencesaccordingtothegivenexample.S1:The`cakeis`dividedinto`piecesbyher.S2:The`carrotsare`dugbythe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，哪些词应该弱读。
Payattentiontothestressandweakform.rabbit.S3:...3Pre-listening(7mins)ClassactivityClassactivityStep1:PresentamedicineinstructioninJapanese.LettheSsguesswhatitisabout.Moveto1a.T:Hereisaninstruction.Lookatitcarefullyandguesswhatitisabout.S1:It’saboutmedicine.T:Wow!Youaresosmart!Howdoyouknowit?T:Whatdoesthismean?T:Youareveryclever.Asweknow,JapaneseisborrowedfromChinese.SoJapaneseissimilartoChineseinsomeway.Step2:LettheSslookatthepicturein1aandpredictbyansweringtheteachersquestions.Lookattheinstructionandtrytofigureoutwhatitisabout.S1:BecausesomewordslooklikeChinese.S2:ItmeansJapanesehasthesamecharactersasChinese.S3:ItmeansJapaneseisborrowedfromChinese.Lookatthepicturein1aandanswertheteacher’squestions.老师要及时总结学生的猜测并指出日语是以汉语为基础创造的。在黑板上板书词组“besimilarto”并进行教读。
IndividualworkT:Lookatthepicturein1a,whatisthemandoing?Ss:Heis....(writedown“pack-packing”ontheBbandteachthem.LettheSsrepeat“Heispacking”)T:Whatishegoingtodo?Guess!Step3:LettheSsscanthestatementsin1btogetmoreusefulinformation.Writedown“possible-impossible,interpreter,tonight,onbusiness”andencouragetheSstoreadandguessthemeaning.T:Now,read1b,youmayfindsomeusefulinformationaboutmyquestions.PayattentiontothewordsandphrasesontheBb.S1:Heisputtingawayhisclothes.S2:Heisgoingtohaveagoodtrip.S3:Heisgoingto...合理利用旧单词，通过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=onthenightoftoday。还可以通过上下文的语境来猜测词义。如：1b中的interpreter
就可以通过上下文来猜测。4While-listening(4mins)IndividualworkLettheSslistento1aonceandmarkT/Fin1b.Thenchecktheanswerstogether.Listento1amarkT/Fin1bandcheckiftheiranswersareright.不要担心学生不能完全听懂，只要了解大意即可。5Post-listening(17mins)IndividualworkClassactivityStep1:LettheSsread1acarefullyandcirclethedifficultpointsincludingwords,phrasesandsentences.GoaroundtheclassandcollectwhattheSshavecircledandwritethemdownontheBb.ThenencouragetheSstoreadthemandguessthemeanings.T:First,read1aandfindthedifficultpointsT:Howdoyoupronouncethisword,...?S1:...T:Whatdoesthiswordmean?S2:...Step2:LettheSsread1ainrolestocheckiftheycanpronounceproperly.TakenotesRead1a,findthedifficultpointsandtrytosolvethemwiththehelpofallkindsofresources.Read1ainrolesaloud.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，词组和
GroupworkGroupworkandcorrectthemafterreading.T:Now,girlswillbeJaneandboyswillbeFather.Read1ainroles.Step3:LettheSsdiscussingroupsandmakealistofthekeypoints.WritethemdownontheBb.T:Now,workingroups.It’stimeforyoutodecidewhichwords,phrasesorsentencesareusefultoyou.Step4:ChecktheSs’HMKassignedyesterday.Encouragesomegroupstomakeanewconversationbasedon1a.Discussandmakethelistandreporttotheclass.S1:onbusiness,besimilarto,havetroubledoingsth.....S2:conversation,haveaconversation,asksbforhelp,…S3:explaintosb,haveagoodtrip,Iwishyousuccess,…S4:communicate,pack,...Chooseamembertoreport.S1:FrenchisspokenastheofficiallanguageinFrance.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。如：have(no)troubleindoingsth.,beintrouble/getintotrouble,explainsthtosb，wishsbsth.等。
PairworkT:Now,let’scheckyourhomework.Whichgroup?Volunteers!Youmanybeginlikethis“ChineseisspokenastheofficiallanguageinChina.Step5:AsktheSstomakeanewconversationaccordingto1aafterclass.T:Wedon’thaveenoughtimetodaytomakeanewconversation,soyou’dbetterdoitwithyourpartnerafterclass.S2:Japaneseis....inJapan.S3:Englishis...inSingapore.S4:...老师对学生的答案要做出肯定的评价，如果学生的答案有偏差，老师要给出正确答案。6Finishingtask2(2mins)IndividualworkLettheSsfillintheblanksaloneandthenchecktogether.LettheSsguesswhat“twinsister”means.T:Completetheblanksalone.Whenyoufinish,raiseyourhand.Fillintheblanksandchecktheanswers.Speakouttheanswers.当给学生布置某项单人任务时，要求学生做出回应，以便老师掌控时间和步骤。7Finishingtask3(3mins)IndividualworkLettheSsscanthequestionsquickly.ThenlettheSslistentothetape.Askthemtopayattentiontothemostimportantpart.Readthequestions.Listentothetapeandchecktheanswers.S1:Maryisa/an....
T:Now,youwilllistentoastoryaboutMary.Trytocatchtheanswerstothequestions.S2:BecauseMary...S3:...8Summarizingandassigninghomework(5mins)ClassactivityStep1:LettheSsgothroughwhattheyhavelearnedinthisperiod.Speakoutwhattheyhavelearned.T:Now,let’ssumupwhatwehavelearnedtoday.Youcanspeakoutthewords,phrases,sentences.Andsoon.Step2:HMK:T:Makeanewconversationbasedon1conpage57withyourpartneraccordingto1a.Sumupandspeakonebyone.S1:onbusiness,explainsth.tosb...S2:havetroubledoingsth..,introuble,getintotrouble,...
Ⅶ.BlackboarddesignEnglishiswidelyspokenthroughouttheworld.SectionBWordsandphrases:Grammar：Sentences：SpanishIsEnglishspokenastheofficiallanguage?Notreally.divide(一般疑问形式）Oh,Isee.divideintoHaveagoodtrip.lie-lay-lainIwishyousuccess.lay-laid-laiddig-dug-dugbesimilartopackpossible-impossibletonightonbusinessinterpretercommunication-communicate
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