九年级英语上册 Unit 1 The Developing World全单元教案 仁爱版.doc

Unit 1教 学 目 标

语 言 知 识
类别
内 容
课次
要求
词 汇
training, bell, whole, learn...from..., tidy
1A

掌 握
article, granny, describe, afford, education, develop, development, picture, when, abroad
1B
hungry, divide, divide...into..., use, elder, recent, rapid, progress, make progress, present, dream
1C
thanks to, capital, note, composition, consider, draw up, check, right, example
1D
yet, already, everybody, population, take place, policy, possible
2A
increase, rise, medical
2B
difficulty, energy, trouble, less, offer
2C
unless, couple, a couple of, market, excellent, even though, difference, grandson
2D

provide, stairs
3A
fair, excite
3B
skill, drug, succeed, purpose, mention, war
3C
social, home and abroad
3D
disabled
1A
理 解
detail, in detail, support, child laborer, nowadays, rapidly, entertainment
1B
narrow
1C
slogan, billion, outline, title, conclusion
1D
scenery， one-child policy
2A
um, lifespan, conclude, medical care
2B
human being
2C
Hard-working, pressure
2D
homeless, flood, mate
3A
disobey
3C
Project Hope, French
3D

语 言 知 识
类别
内 容
语 法
1.现在完成时
You have just come back from your hometown.
Where have you been, Jane?
I have been to Mount Huang with my parents.
Have you ever fed the disabled children?
Yes, I have. / No, I haven’t.
I’ve just tried to call you.
Have you found him yet?
Yes, he has already gone home.
Has he ever been abroad?
2.直接引语和间接引语
“What are you reading, Jane?” Maria asked.
Maria asked Jane what she was reading.
Jane said, “I’m reading a newspaper from Canada.”
Jane said that she was reading a newspaper from Canada.
“Are there homeless people in Canada?”Maria asked Jane.
Maria asked Jane if there were homeless people in Canada.
3.构词法
（1）合成法：filmmaker, granddaughter, friendship, fireplace
(2)派生法：disobey, rewrite, impossible, unhappy, laborer, peaceful, homelessness, snowy, exciting, rapidly

功 能 和 话 题
1.谈论假期发生的事情。
2.谈论社会环境发生的变化。
3.谈论人口问题。
4.谈论社会服务问题。
5.谈论城乡生活的区别。
6.谈论有关社会问题的话题。
7.谈论北京2008年奥运会。
8.谈论童工和希望工程的话题。

Topic 1
Section A
The main activities are 1a, 1c and 2a. 本课重点活动是1a, 1c和2a。
Ⅰ.Teaching aims and demands 教学目标
1.Master some new words and useful expressions：
training, bell, whole, learn…from, tidy
2.Master the present perfect：
（1）You have just come back from your hometown.
（2）Where have you been?
（3）I have been to...
(4) Have you ever...?
3.  Talk about what they did and what they have done in their summer holidays.
Ⅱ.Teaching aids教具
录音机/多媒体课件或风景图片/印度童工图片/小黑板

Ⅲ.Five-finger Teaching Plan五指教学方案

Step 1 Review 第一步 复习 （时间:8分钟）

（以谈论学生暑假生活的形式复习一般过去时，引出现在完成时。）
T: Nice to see you again after a wonderful summer holiday. You enjoyed yourselves during the vacation, didn’t you?
Ss: Yes/Sure. We had a good time.
T: I think so. You could do the things that you liked to do. Could you tell me what you did and where you went?
S1: Certainly. I visited my aunt. She lives in Dalian. I learnt how to swim.
S2: I climbed the Mount Tai. It was so great.
S3: I had to stay at home to help my parents with housework.
S4: I must study hard all day. In the morning, I did my homework at home. And in the afternoon, I had to have English class to improve my English. I felt tired.
(同学们七嘴八舌纷纷站起来说暑假中他们的所见所闻。老师对着S4。)
T: Well done. Though you had little rest, you learnt much.
(面向全体同学总结学生假期中的活动，引出主人公康康在暑假中的活动。)
T: S1 has been to Dalian. He/She learnt how to swim there.
S2 has been to Mount Tai.
S3 has stayed at home to help his/her parents.
S4 has been to a summer class to improve his/her English.
How about Kangkang?
(稍停顿，引起学生的注意。)
T: Kangkang has been to an English Training School.
He has improved his English a lot.
(板书)
has/ have been to… training school
has/ have improved…
(在新单词及过去分词下划线，教师讲解 training school。)
(适时运用现在完成时，引出新单词。)
T: Most of us have been to other places. But Kangkang’s another classmate, Ann did a lot of things to help disabled children. Disabled children means the children who can’t use a part of their body properly.
(可出示一张残疾儿童照片帮助学生理解disabled children。)
Ann fed them, told them stories and cleaned their rooms.
The activities are useful. We can learn a lot from them.
(板书)
Learn from
Ann stayed in a disabled children’s home during the summer holiday. That means she spent the whole holiday there.
(板书)
whole
T:S1(学生的名字) has been to Dalian. And I have been to...
(教师向学生展示一张有许多游人的风景画。)
Ss: Wow! How beautiful!
T: But there were so many people that I couldn’t find a good place to take photos.
T: Do you want to know what Kangkang and his classmates have done in their vacation?
Ss: Of course.

Step 2 Presentation第二步呈现（时间:10分钟）

（方案一）（多媒体播放丽塔印度见闻:印度童工图片，简和父母登黄山图片，康康在仁爱英语培训学校学习的图片。）
1. T: Now, listen to the tape. Kangkang and his friends are talking about their different experiences during their holidays. Pay attention to what they have done.
(播放1a录音，注意文中主人公在暑假中的活动。)
T: Please tell me: Who has just come back from India, Sally or Rita?
(教师加重语气读has just come back并板书。)
has/have just come back from...
S1: Rita.
(学生若有疑问或答错，可再播放一遍磁带。)
T: Right. 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?
S2: Mount Huang.
(教师引导学生用现在完成时表达。)
T: Yes. She has been to Mount Huang.
Ss: She has been to Mount Huang.
T: Where has Kangkang been?
S3: He has been to Ren’ai English Training School.
(如学生不能完整地答出 Training School,教师可领读新单词training。)
2. (重放课文录音，学生核对答案。)
T: Listen to the tape again. And then talk about what they have done.
(多媒体展示Kangkang，Sally，Rita和Jane的图像和has been to。)
（学生再听一遍对话，教师引导学生用现在完成时说出四人分别在暑假中的活动。）
S4: Kangkang has been to…
Rita has been to…
Jane has been to…
T: What about Sally?
S4: Sorry, I don’t know. She had a good summer holiday.
T: Yes, she had a good time. I think we are all happy nowadays. Please look at the pictures.
(教师展示印度童工图画。)
They are of the same age as you. What were they doing?
S4: They were working. They looked so tired and thin.
T: Rita saw children in her hometown in India working for a cruel boss. They couldn’t go to school. They lived a poor life. I feel sorry for them.
(板书)
Feel sorry for...
We should feel sorry for the people. When they are in trouble, we should try our best to help them.

3. (播放1a 对话的最后一句，呈现There goes the bell。)
T: Listen! The bell is ringing. What does Kangkang say?
Ss:(学生重复磁带上的Kangkang的话。) There goes the bell.
(板书)
There goes the bell. (铃)
T: Now, there goes the bell. Kangkang is going to have his class. And we have learnt “has/have been to…”
（板书）
Where have you been?
(为板书课题和巩固练习做准备，板书在黑板最上面。)
(方案二)(向学生展示 Rita, Jane 和Kangkang在暑假中的活动图片。）
T: Look at the pictures. Listen to the tape of Section A 1a. Pay attention to what they did and where they went.
(播放录音，让学生看着图画听录音，有助于学生对所听内容的理解。)
（板书）
Sally _____________.
Rita ______________.
Jane _______________.
Kangkang ___________.
T: What did Sally do?
S5: Sally had a good time.
T: What about Rita?
S6: She went to her hometown in India.
S7: She also saw children working.
T: Perfect! Rita has been to India.
(在Rita名字后板书。)
Has been to...
She also saw children working for a cruel boss. Those children were of the same age as you. But they lived a poor life, with no enough food to eat, no clothes to wear and no books to read.
I feel sorry for them.
(板书)
Feel sorry for...
T: Rita has been to her hometown in India. Now she has come back from there.
(教师读has been to时语气加重。)
And where has Jane been?
S8: Mount Huang.
T: Yes, right. Jane has been to Mount Huang.

Mount Huang
(在Jane名字后板书。)

How about Kangkang?
S9: He has been to an English Training School.
(学生如不能正确说出has been to，教师可指着板书内容进行引导。)
T: Listen!
(铃声响)
T: The bell is ringing. We also can say: there goes the bell.
(板书)
bell(铃)
(板书）
There goes the bell.
Ss:（学生重复）There goes the bell.
T: Let’s go over where they have been.
(学生复述对话中人物的行为。)
(板书）
Where have you been?
（把Where have you been? 板书在黑板最上面作为课题，又为下文练习做准备。）

Step 3 Consolidation第三步巩固（时间：10分钟）

1.T: Now，open your books. Please read 1a on Page 1. And then fill in the chart in 1b according to 1a.
(学生读对话，也可以四人小组分角色读对话，教师巡视，纠正学生发音。)
(学生独立完成1b的表格。）
(教师检查学生所填内容，然后学生口头汇报，巩固现在完成时has/have been to这一基本句型。）
2. T: Kangkang has been to an English Training 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 pairs to talk about your summer holiday.
(学生两人一组进行问答。)
T: Who will try to “ask and answer” in front of us?
(挑几组学生进行表演回答，并对学生进行适时指导和鼓励。)
Example A
S1: Where have you been?
S2: I have been to the South Lake.
S1: What did you do?
S2: I went boating on the lake. What about you?
S1: I have been to…
S2: What did you do?
S1: I…
Example B
S3: Where have you been?
S4: I have been to…
S3: What did you do?
S4: I…
(然后S4问S5同样的问题。)
S4: Where have you been?
S5: I have been to…
…
Step 4 Practice 第四步 练习（时间：10分钟）

1. T: Next, let’s listen to 2a. Listen to the tape carefully. Try to know about Ann’s summer holiday. Think about what we can learn from her.
（学生听2a部分的对话。）
Answer the following questions:
(1) Ann took part in some activities, didn’t she?
(2) Where has she been?
(3) Did she feel sorry for the disabled children?
(4) Though Ann had no time to travel, did she feel happy?
(以上问题也可以写在幻灯片上或小黑板上。)
（让学生进行抢答或小组竞答记分。）
T: Read the dialog by yourselves first. And then answer the questions. You can answer them without raising your hands.
(学生读对话。)
T: Are you ready?
Ss: OK.
S1: Yes, she did. She took part in some activities.
S2: She has been to a disabled children’s home.
(如果学生2本句发音较准，可让他/她领读此句，其他学生跟读，以表示对该生的鼓励。)
S3: Yes, she did. She felt sorry for them.
(巩固练习句子 feel sorry for。)
(教师解释 though的意思可以用汉语“尽管”。)
S4: Yes, she did.
T: Why?
S4: She helped other people.
T: Should we learn from her?
Ss: Yes.

T: We should help each other and we should help the people in trouble.
Who has the best answer? Who is the winner?
Let’s clap for her/him!
2. (学生完成2b,教师随时检查并纠错。)
T: Can you complete the passage correctly?
You can read the dialog again and do it alone.
3. (学生展示成果。)
T: S5 has finished it first. Congratulations! Let’s share it.
(学生5把完成的2b结果向大家展示。)
T: S6 has finished it, too.
T: Who can tell something about Ann?
(因为对2a内容比较了解,学生可能会抢答。)
For example:
Ann didn’t travel in her summer holiday. She helped the disabled children. She has been to…
Step 5 Project 第五步 综合探究活动 （时间:7分钟）
1.（教师提前制作一些关于暑假活动调查的表格，按小组分发给学生，并引导学生完成该表格。）
T: Here is a form. Please finish it in groups. Ask your partners: What did you do during the holiday? Check or fill in the blanks.
(教师表扬几组完成的比较好的。)
T: G1 has finished the survey.
(第1组的一个学生代表发言。）
G1S1: Li Ming watched TV and traveled with his parents. Tom attended a summer class for learning Chinese.
…
T: Well done. Thank you.
2. Homework:
(让学生在课余时间模仿老师制作的表格，完成一个调查。练习巩固has/have been to 句型，作为作业，挑选优秀作品张贴。）
T: Can you make another survey? Ask your classmates after class: Where have you been?
I will pick out the excellent to put up.
Section B
The main activities are 1a and 3.本课重点活动是1a和3。
Ⅰ. Teaching aims and demands教学目标
1. Master some new words and useful expressions:
article, granny, describe, in detail, afford, education, develop, development, picture, when, abroad
2. Master the present perfect using “already, yet, just, ever, never”.
（1）She has gone to the library.
（2）—Have he/she ever...?
—Yes, he/she has./No, he/she has never done that.
3. Learn about the differences between the Chinese teenagers’ lives in the past and at present.
4.Learn about the changing world.
Ⅱ.Teaching aids教具
含有人物活动场景的图片（多媒体课件或幻灯片）/录音机
Ⅲ.Five -finger Teaching Plan五指教学方案

Step 1 Review第一步复习（时间:15分钟）

1.（检查学生的课外作业完成情况，择优张贴，复习现在完成时的陈述句并引入一般疑问句。）
T: I’m glad to see your smiling faces.
Ss: Glad to see you, too, Mr./Miss…
T: You had made a survey, yes?
S1: Yes. I did it after class. I asked five students.
T: Well done. Where have they been in the summer holiday?
S1: Li Liang has been to the beach in Lianyungang.
Du Lei has been to Beijing.
Hu Ying has been to...
Mei Lan has been to...
Cui Wei has been to...
T: You have finished the survey well.
Have you been to a library? There are so many interesting books.
S1: Yes. I have read a lot there.
T: A good habit. You have learnt much from books, haven’t you?
S1: Yes, I have.
(引导学生用Yes, I have.来回答。)
(教师询问另一个学生的作业情况，此时可以采用一般疑问句形式。）
T: S2, have you ever been there?
(学生有两种可能性，去过或未去过。如果刚好去过，复习Yes, I have.若没有去过，教师引导学生说出No, I haven't.)
S2: Sorry, I attended a training class to practice spoken English.
T: You had no time to do that. Yes?
S2: Yes. I practiced speaking English every day.
T: You haven’t been there. The answer to “Have you been to a library?” is “No, I haven’t.” . Can you understand?
S2: Yes.
T: Answer me like that. Have you been abroad?
(板书并用英语解释。)
abroad
When we are not in our own country, we can say we are abroad.
(在abroad后板书。)
Out of our own country
S2: No, I haven’t.
(可再叫几位同学回答加以巩固。)
2.T: Rita has come back from her hometown. She’d like to write something about teenagers. The passage written by Rita is also called an article.
(板书)
article
(教师继续解释)We can know about someone’s opinions from his/her article. Usually we read articles in the magazines or on the Internet. Sometimes your compositions are also beautiful articles.
S3: I see. We all like reading interesting articles.
T: We can learn different kinds of knowledge from different articles. But in the past, most children couldn’t go to school. My mother can’t read books. She tried to get a chance to school but failed. What about your father’s or mother’s mother? Can your granny read books?
(引出新词granny并板书，为呈现作准备。)
granny
(学生可能会笑着答出“会”或“不会”。)
S4: Oh, no, she can’t. She is so old.
T: Can you say something about your granny?
S4: Yes, I can. She...
(学生进行描述。)
T: S4 has described his/her granny.
describe
(引出新单词并板书。)
Anyone else?
S5: My granny often tells me not to waste anything.
T: In the past, most families were poor and there were many children in one family. Parents didn’t have enough money to afford all the children’s education.
（板书）
afford
（板书）
education
We are all happy for having a chance to get education.
(教师可领读几遍新单词，提示单词的发音规则。)
Should we study hard for a better life?
Ss: Yes, we’d like to learn the knowledge as much as we can.
T: Nowadays, most children from poor families can get good education.

Step 2 Presentation第二步呈现（时间:8分钟）

(要求学生不看书，只听听力，捕捉要点，提高听力水平。)
T: There are so many differences between past and now.
Rita and Kangkang are talking about the Chinese teenagers’ lives. Please listen to the tape. Pay attention to the new words on the blackboard.
T: Let’s read the new words together.
(听过磁带后再次领读几遍新单词，让学生感受纯正的英语发音。）
（再次放录音，让学生回答下列问题。用幻灯片、多媒体或小黑板，把下列题目展示给学生，逐步引出本课重点呈现的内容。）
T: Here are some questions. Listen to the tape again. Try to give the correct a