资料简介
Unit1TheChangingWorldTopic1OurcountryhasdevelopedrapidlySectionCⅠ.Materialanalysis这是九年级第一单元第一话题的第三课时，本课的容量适中，主活动是1a。1a通过对“ChangesinBeijing”这篇文章的学习，进一步训练学生的阅读能力。1a部分还对学生的阅读策略进行了指导：通过图片和语境来猜测生词。通过完成1b，培养学生用英语学英语的意识。1c主要是培养学生寻找段落中心句和归纳文章内容的能力。2和3是紧密相连的两个任务。2引导学生就家乡的变化进行交谈，训练学生的口语表达能力，并为3的写作训练做好准备。3则以2的交流为依托，提高学生的写作能力。本课通过对北京和家乡今昔的对比，引导学生了解过去，珍惜现在和展望未来，培养学生积极向上的生活态度和爱家爱国的情怀。Ⅱ.Teachingaims1.Knowledgeaims：掌握本课的重点词汇和短语，继续学习现在完成时。2.Skillaims:培养学生的阅读能力和阅读技巧。提高学生的口语表达能力和写作能力。能通过图片和语境猜测词义，减轻学习过程中的压力。了解Topicsentence的含义并初步学习如何在口语表达和书面表达中进行运用。
3.Emotionalaims:(optional)引导学生了解过去，珍惜现在和展望未来，培养学生热爱生活的积极态度。4.Cultureawareness:(optional)通过对北京今昔变化的对比，引导学生关注自己身边社会的变化，培养他们热爱家乡热爱祖国的情怀。Ⅲ.Thekeypointsanddifficultpoints1.Keypoints:Wordsandphrases:communication,report,relative,develop,since,satisfy,medical,machine,rapid,progress,already,becrowdedinto,receiveagoodeducation,keepintouchwith,what’smore,makeprogress,succeedindoingsth.Grammar:PresentPerfect2.Difficultpoints：如何通过语境，猜测生词、短语的意思。如何在阅读过程中找出各个段落的Topicsentence。口头报告和书面写作时，能有意识的使用topicsentence和supportingdetails。Ⅳ.Learningstrategies通过任务前活动，引导学生预测阅读内容。通过找主旨句的方法，教会学生在做口头报告或写作时正确使用topicsentence。通过图片和上下文，提升猜测词义和扫清阅读障碍的学习策略。Ⅴ.Teachingaids
单词卡片（如narrow/wide，relative，machine，etc.）或者幻灯片；能反映学生家乡今昔变化的图片或照片等。Ⅵ.TeachingproceduresStage(timeperiod)InteractionpatternsTeacheractivityStudentactivityRemarks1Gettingstudentsreadyforlearning(3-5mins)ClassactivityGreetingT:Goodmorning,everyone.Ihaveafunnystorytosharewithyou…GreetingSs:Goodmorning,MissTan.…2Revision(3-5mins)GroupworkPresenttheverbsatrandomandholdacontesttoarousetheSs’interest.Thengetthegirlstospeakouttheirpasttenseandtheboystosaythepastparticiples.WritedownsomenotesontheBb.T:Boysandgirls,wehavelearnedPKbetweenboysandgirls.Speakoutthepasttenseandpastparticiplesoftheverbsrespectively.Haveacontesttoseewhichgroupisthewinner.竞争是激发学生求知的良好方式，也是提升学习效率的有效途径。建议一：对于基础较好的学生，可以要求他们用该动词的过去分词造句。
presentperfectlastperiod.Nowlet’shaveawordcompetition.I’llshowyousomeverbs.Girlsneedtosaythepastformsandboysneedtosaythepastparticiplesasquicklyasyoucan.Areyouready?Ss:Yes!T:doGs:didBs:done…Ss:Yes!Gs:didBs:done…3Pre-reading(5mins)ClassactivityPresentsomepicturesandgettheSstoguessthemeaningofthenewwords.T:Lookatthepicture,theringroadisverywide,butthissmallroadisnarrow.Sowhat’sthemeaningofGuessthemeaningofthewordsaccordingtothepicturesandtheteacher’sdescriptions.教师根据教学实际，采用方便的方式，如图片，照片，幻灯片等都可以，只要达到看图猜词义的目的就行。
“narrow”?Ss:…T:Lookatthispictureofmyfamily,thisismyuncle,thisismycousin,thisis…theyareallmyrelatives.Sowhocantellmewhat’sthemeaningof“relative”?Ss…4While-reading(10mins)PairworkGroupworkStep1:Fast-reading.GettheSstoreadthepassagequicklyandfinish1binpairs.Checktheanswerinclassandgivenecessaryexplanations.T:OK,nowreadthepassagequicklyandfinish1btogetherwithyourpartner.Step2:Comprehensive-reading.Readthepassagequicklyandtrytoguessthemeaningofthewordsorphrasesin1b.Discusstheanswerwithyourpartner.Readthepassageagain,finish1cand注意用一到两个词语做例子，教会学生通过上下文来推测单词的含义，如communication。
ReadthepassageagainandguidetheSstofindoutthetopicsentenceofPara2andPara3.Thendiscussthedetailsofpart2.Finish1c.(Thesecondpartof1chasopeninganswers,sotheteachercanencouragetheSstogiveasmanyanswersastheycan.)T:ReadPara2andPara3,canyoufindonesentenceineachparatosummarizethewholepassage?ThenlistthechangesinBeijing.payattentiontothefirstsentenceofpara2andpara3.DiscussthechangesinBeijing.S1:Para.2…S2:Para.3…引导学生分别找出主题句和论据细节,培养学生学习阅读策略。5Post-reading(15mins)ClassactivityStep1:GettheSstounderlinethekeypoints.Thenaskquestionsaboutthepassageanddealwithdifficultlanguagepoints.T:Now,gooverthepassagesentenceReadthepassagecarefully,discussandaskquestionsaboutthepointstheydonotunderstand.Takenoteswhentheteachergivesexplanations.学生水平有限的话可以老师直接讲解知识点。
Groupworkbysentence,underlinesomekeypointsyourthink.Ifyouhaveanyquestions,pleaseraiseupyourhandandask.Step2:ShowsomepicturesofSs’hometowns,givenecessarydescriptionsandguidetheSstogiveanoralreportaboutthechangesintheirhometowns.T:Now,let’sseesomeoldpictures.Canyourecognizetheplaces?Ss…T:Whathashappenedtotheseplaces?Ss…T:Arethesechangesgoodorbad?Ss…Workingroups,using1casanexample,anddiscussthechangesintheirhometowns.Listthetopicsentencesanddetails.Thenchooseonestudentofeachgrouptogivetheirreporttothewholeclass.学生直接给口头报告有难度的话老师可以先做一次范例，然后鼓励学生模仿，通过要求使用主题句和细节内容来组织学生的逻辑思维能力。建议：可处理为读后的一个活动，如果学生水平好，课堂时间允许的话也可以作为一个读-说-写结合的独立活动来重点训练学生说和写的能力。
T:Canyoustateyourreason?…T:Nowwhocanmakeareportaboutyourhometown?Haveatry,please!6Summarizingandassigninghomework(5mins)GroupworkStep1:Sumupthekeypointsinthisclass.Thenaskonegrouptogiveapresentation.Step2:Assign3astheHMK.GooverwhattheyhavelearnedinGroups.Thentrytoreporttothewholeclass.Writeapassageaboutchangesintheirhometownsaccordingtowhattheyhavediscussedintheirgroup.Ⅶ.BlackboarddesignOurcountryhasdevelopedrapidly.SectionCReview:Clean/cleaned/cleanedFly/flew/flownLanguagepoints:narrow,communication,report…keepintouchwith,makeprogress,Reading:changesinBeijing:in1960s,…
Do/did/do…HMK:changesinmyhometownTopicsentence:…..Details…succeedindoing……Chinahasdevelopedrapidly…road,medicalcare,education,communication,buildings
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