1、TopicTopic 1 1OurOur coucountryntry hashas developeddeveloped rapidlyrapidly SectionSection A A . . MaterialMaterial analanalysisysis 本课是九年级第一单元第一话题的第一课时。本课内容丰富，主活动为 1a 和 3。 1a 部分通过“谈论假期经历”初步感知现在完成时 “have/has been to 和 have/has gone to” 的用法。 1b 引导学生运用抓关键字词完成表格的方法，培养学生的听力技能。1c 则 是培养学生运用关键词复述课文的能力。 2a
2、 通过创设新的语境，在听的过程中进一步体会 “have /has been to 和 have/has gone to”。然后在 2b 中让学生通过小组合作的方式总 结它们的区别。 通过前几个步骤的学习， 学生完全可以口头运用“have/has been to 和 have /has gone to”来进行 3 的对话操练。这样，在听、说、读、写各个方面都对新语法进行 了全方位地复现和操练，有利于巩固新知识。通过谈论假期生活，既可以相互增长见识又可 以增进同学间的友谊。 .Teaching.Teaching aimsaims 1.Knowledge aims： 掌握本课的重点词汇和短语，初步学
3、习现在完成时。 2.Skill aims: 培养学生的听力能力。 培养学生的口语表达能力。 能通过整合对话内容，提升综合语言运用能力，为语言输出做好准备。 3.Emotional aims: (optional) 引导学生了解不同的假期生活，热爱生活，增进友谊。 4.Culture awareness: (optional) 通过了解不同的假期生活，引导学生关注不同的生活方式有不同的人生意义，培养他们 热爱生活的品质。 . . TheThe keykey pointspoints andand difficultdifficult pointspoints 1. Key points: Wor
4、ds and phrases: bell, take place, volunteer, have/has been to, have/has gone to, sothat, by the way, be happy to do Sentences: There goes the bell. /It must be fun. 2 Grammar: Present Perfect (have/has been to 和 have/has gone to 的用法) 2. Difficult points： 能通过听、说和读的方式感知并掌握 have/has done 的用法。 能区别并会恰当使用
5、 have/has been to 和 have/has gone to。 . . LearningLearning strategiesstrategies 培养学生通过图表信息重组语言的综合能力。 教会学生如何在听的过程中提取关键词。 培养学生通过图片表达相应信息的能力。 . . TeachingTeaching aidsaids 单词卡片或者幻灯片；家乡或所去城市的风景照片等。 .Teaching procedure Step 1 Lead in Have a small conversation with students about summer holiday. T: Do you
6、 remember your last summer holiday? Did you go to travel? Ss think about their last summer holiday and answer together. T: A new summer holiday is coming! Do you want to have a travel? Where do you want to go? Do you know these places in Zhuhai and have you been to these places? Show some pictures o
7、f Zhuhai scenery on blackboard and lead the Ss say the names. Then T use sentence where have you been to? I have been to _. What about you? To ask Ss one by one. And Ss should answer the question base on the sentence pattern “ I have been to.” to answer the question. Step 2 Presentation Number 1-5 t
8、o the pictures of Zhuhai scenery and divide students into 4 groups. Have a game “Which group is the fastest!” Each student have a card then according to the number with the picture and tell their group members where he/she has been to. The last student repeat all the sentence use “He/She has been to
9、.” and “I have been to.”in correct order. The group finish first will be the winner and get some gifts. Before the game T will present an example. 3 Step 3 Listening 1.Pre-listening Show the chart and introduce names of students in the chart. Tell students what they need to write down and require th
10、em to underline the answer in the text. Pay attention to “who/where/feeling”. And also remind student the last one “has gone to”. By this chance, T explain the difference between “have/has been to and have/has gone to”. 2.Listening Listen to 1a and complete the table. At the same time, T require Ss
11、to underline the answers in the text. Then check the answers group by group. 3.After listing Ss role-play the conversation by themselves in 1 minute. Then finish 1c-retell the main information of 1a based on 1b. 3 students act as the roles in conversation and 1 student retell the main information of
12、 it. Step 4 Listening and writing Listen to the conversation and fill in the blanks. Before listening, T asks Ss to predict whether “have/has been to” or “have/has gone to” should be filled in the blanks. Then listen to the tape to check their answers. Step 5 Activity-Do a survey among class T asks
13、Ss to do a survey with their group members among the classmates. And students should use following questions to ask other students. What places have you ever been to? How long have you been in there? What did you remember about these places? Example: NamesPlacesHow longFeelings RitaLondon8 daysBig B
14、en is so amazing; it often rains in London 4 ect. Rita has been to London, she has been in there for 8 days. She thinks London is a beautiful city and Ben Ben is so amazing! And it often rains in London. After doing the survey, each group will be asked to write down the result as the example, then p
15、resent in front of the class. Step 5 Summary Summarize key words and key grammar with students. We learn: 1. Some words: volunteer, bell, Africa 2. Some phrases: take place, come back from 3. Some sentences: There goes the bell. 4.The Present Perfect Tense We can: 1.Tell the differences between have
16、/has gone to and have/has been to. I have been to Mount Huang with my parents. He has gone to the library, too. 2. Use them properly. Step 6 Homework 1. Practice 1a with your partners. 2. Write sentences with have/has been/gone to according to pictures in 3. 3. Finish your survey and write down the
17、result. 5 . . BlackboardBlackboard designdesign OurOur countrycountry hashas developeddeveloped rapidly.rapidly. SectSectionion A A L Languageanguage points:points: bell, take place, volunteer so that, by the way, be happy to do There goes the bell. /It must be fun. Grammar:Grammar: have/has been to, have/has gone to, A：Where have you been? B: I have been to A: Where is ? / Where has gone? B: has gone to
