九年级英语Unit3 Letters from the past--Topic2 Section B.doc

Unit3 Letters from the past
Topic 2
Section B
The main activities are 1a, 1c and 2. 本课重点活动是1a, 1c和2。
Ⅰ. Teaching aims and demands 教学目标
1. Master some new words and useful expressions:
see sb. off, victory, ask for a ride
The foreigner is asking for a ride.
I hope I won’t have any difficulty.
2. Go on learning present continuous to show the future:
(1)I’m leaving for California.
(2)My uncle is meeting us tomorrow.
(3)When are you leaving for Disneyland?
3. Talk about the sign languages and body languages.
Ⅱ. Teaching aids 教具
录音机/教学挂图/小卡片/图片(机票)
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:12分钟)
1. (教师出示一张飞机票的图片，导入本课语法和生词。)
T: Nice to see you again, class.
Ss: Nice to see you again, my dear teacher.
T: I’m sorry to tell you that I can’t have English classes for you next week. I’m leaving for Beijing to have an important meeting this weekend. It’s my plane ticket.
(板书)
I’m leaving for …
Ss: Really? When are you leaving? Mr. / Miss …, we want to see you off.
T: My flight takes off at 7:00 a. m. , you needn’t see me off. If you have any difficulty in studying English, you can ask Mr. Hu for help. OK?
Ss: OK.
T: At the same time, try your best to get ready for next week’s exam. I hope you will have a victory in it.
(教师解释并领读flight, see sb. off, have any difficulty (in doing…), victory。)
Ss: We will. Don’t worry. Mr. / Miss … Have a good trip!
T: Thank you.
2. (教师讲解进行时表将来的句式，并结合1c组织练习。)
(板书)
I’m leaving for Disneyland this afternoon.
T: Boys and girls, look at the sentence on the blackboard. Then could you tell me what’s the
meaning of this sentence? Who can?
Ss: It means you will fly to Disneyland this afternoon.
T: Yes, that’s right. But if we plan or hope to do something eagerly in the future, we should express like this.
(教师指导学生观察黑板上的句子，让学生给出更多例句。)
3. (教师展示1c图画，给出一些关键词，让学生用将来时态造句并板书。)

T: Here are some pictures. Now make sentences with the key words given below, using present continuous to show the future.
leave for Disneyland this afternoon travel to Canada tomorrow
come home in twenty minutes start at 7 o’clock go to Shanghai next week

Picture1: …is leaving for Disneyland this afternoon.
Picture2: …is travelling to Canada tomorrow.
Picture3: …is coming home in twenty minutes.
Picture4: …is beginning at 7 o’clock.
Picture5: …is going to Shanghai next week
4. (在熟悉了现在进行时表将来的用法之后，两人一组对话操练。)
T: Pair work. Make dialogs with your partners according to the example of 1c.
A: When are you leaving for Disneyland?
B: I’m leaving this afternoon.
(在每个小组充分训练之后，教师找出几组表演对话。)
T: Now I’ll ask several groups to act out the dialog. Let’s have a competition.
通过竞赛，学生已熟练掌握现在进行时表将来的用法，为进一步呈现和理解1a做好准备。)
Step 2 Presentation 第二步 呈现(时间:13分钟)
1. (设置并板书听力任务，让学生带着任务听1a录音，从整体上对对话的意思加以把握。)
T: Listen to the tape and find out the answers to the questions on the blackboard.
Where is Wang Junfeng flying?
What should Wang Junfeng do if he needs help?
(师生一起核对答案对错误答案先不纠正，要求学生再听一遍，找出问题关键进行对比，提高学生听力技能。)
2. (教师再放1a录音，让学生边听边在练习本中写下现在进行时表将来的句子。)
T: Listen to the tape again and write down the sentences that use present continuous to show the future.
3. (在Step1和听力理解的基础上，师生共同做如下总结。)
现在进行时表将来时常有“意图”、“安排”(但不是固定不变的)或“打算”的含义，这种现在进行时比较生动，给人一种期待感。它常表示最近或较近的将来，所用动词多是位移动词。例如：
I’m going.
When are you starting?
I’m leaving tomorrow.
表示将来的现在进行时除用位移动词外，亦可用某些非位移动词。例如：
I’m meeting you after class.
She is buying a new bike soon.
4. (学生跟录音读，然后进行人机对话。)
T: Read after the tape, then suppose you are Wang Junfeng. Listen to the tape and make a dialog with Kangkang and Michael.
Step 3 Consolidation 第三步 巩固(时间:8分钟)
1. (在学生熟悉了对话内容的基础上进行分组对话练习，然后让每组分角色进行表演。)
T: Class, now let’s work in pairs. Each group chooses five students to play a role in the dialog, then act the dialog out.
2. (准备一些指令性动作，如go shopping，leave for Shanghai, fly to America等等，让一些同学来抽签，抽到哪个指令就做一些相关动作，让其他同学猜，进行组与组间的评比。)
T: I have some cards here. There are some instructions on them. I’ll ask one student to choose a card and he should do an action according to the card he gets. Other students should guess what he is going to do. Now who is the volunteer and do the action here?
S1: (做动作)What am I going to do?
S2: You are going shopping. Am I right?
S1: Yes, you are right. / No, you are wrong.
S3: (做动作)What am I going to do?
S4: Are you going to …?
S3: Yes, I am. / No, I’m not.
3. (让学生看1b, 双人讨论图片所表达的意思。)
Step 4 Practice 第四步 练习(时间:7分钟)
1. (出示2体态语的图片，让学生猜出它们的含义。)
T: Class, suppose one of you is travelling in the United States. But you can’t speak English. If you are in trouble, what are you going to do?
Ss: …
T: Good. You can take a interpreter with you and you can take a gesture to express your meaning. Now, look at these gestures that people often use in the United States. And guess the meanings of them, you can discuss them with you partner.
(教师把图片贴在黑板上，一分钟后提问学生。)
T: What’s the meaning of the gesture in Picture 1?
S1: It means “Call me or ring me up”.
T: Class, do you agree with him / her?
Ss: Yes. / No.
T: …
2. (小组讨论。尽量多地找出日常生活中我们所运用的体态语，运用简笔画做成小卡片，组织学生进行“猜一猜”的游戏，和其他同学分享。)
T: Boys and girls. Let’s work in groups and each group has four students. We stick the gesture cards on the back of one student. He / She can ask questions about the gestures, and the other three just describe the gestures and make the student who has pictures on the back guess what the gestures mean.
(通过此小游戏让学生在娱乐中掌握了不同体态语及其含义，激发了学生学习兴趣。)
Step 5 Project 第五步 综合探究活动(时间:5分钟)
1. (引导学生收集不同国家的手势语的不同含义。)
T: Suppose you’re a volunteer of the 2008 Olympics Games, try to search the Internet for information as much as possible, and then make a form like this. After that please make a report to your class.
Countries
Gestures
Meanings
America

Germany

Australia

Japan

India

…

2. Homework:
Write ten sentences using present continuous to show future.
板书设计：
English is spoken differently in different countries.
Section B
ask for a ride I’m flying to Disneyland.
have any difficulty (in doing …) I’m leaving this afternoon.
Have a victory.