仁爱版九年级英语上册全套教案全册

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 ，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?

(板书grandpa，要求学生掌握。)

2

grandpa

3

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?

S 5: 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.

)

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。

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.

，教师适当讲解have/has gone to 的用法，并让学生初步掌握。) 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.

)

(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: Y es.

T: Where have you been?

S4: I have been to …

T: By the way, where is S3?

S4: H e has gone to the teacher’s office.

，要求学生掌握。)

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:

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。)

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，

chairwoman和grandson。)

)

(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?

…

…

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?

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: H e/She has gone to Mr. Lee’s office.

T: When will he/she come back?

S3: I n 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.

)

4

T: Yes, he has. He has been to Beijing with his parents, granny and little sister.

)

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

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 l isten 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.

but连用。板书并要求学生掌握。)

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: Toda y we all have a happy life, but in the past, people’s lives were very hard, even some

)

)

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

6. (学生仔细阅读2a，完成2b。两分钟后，核对答案。)

Step 3 Consolidation

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