九年级英语上册《Unit 3 English Around the World》Topic2 SectionD 教案 仁爱版

九年级英语《Unit 3 English Around the World》Topic2 SectionD 教案 仁爱版 The main activities are 1a and 4. 本课重点活动是1a和4。 Ⅰ. Teaching aims and demands 教学目标 1. Learn some new words and phrases: come about, force, take in, cent, accent 2. Learn how the differences between American English and British English came about. 3. Review present continuous to show the future: I’m flying to Disneyland tomorrow. My uncle is meeting us tomorrow. Ⅱ. Teaching aids 教具 小黑板/录音机 Ⅲ. Five-finger Teaching Plan 五指教学 Step 1 Review 第一步 复习(时间:7分钟) 教师用小黑板出示以下表格，让学生填表后编几组对话，复习上节课所学的英式英语和美式英语之间的区别，导入新课。 British English American English [] [] dialogue a living room metre [] … … T: Now, let’s review Section C. How many kinds of differences are there between British English and American English? S1: Three. They are different in pronunciation, spelling and expression. T: Who can give me some examples? S2: The word“hot”is pronounced as [ht] in Britain, but it is pronounced as [] in America. S3: The word“dialog”is spelt as“dialogue”in Britain, but in America it is spelt as“dialog”. S4: In Britain people usually relax in a sitting room, but in a living room in America. … T: Good. You learn very well. But how did these differences come about? Do you want to know? OK, let’s learn 1a to find out. Step 2 Presentation 第二步 呈现(时间:10分钟) 由上面的复习入手，继续谈论问题：这种差别是怎样形成的？呈现本课内容，并讲解生词。 1. (教师引导学生学习本课生词。) T: As we know, there are some differences between American English and British English. How did the differences come about? (板书并要求学生掌握。) come about T: Long ago, many British people were forced to leave their country for some other places. These places were later called America, Canada and Australia. The English language was brought to these places by them. The language changed little by little in different parts of the world. (板书并要求学生掌握。) force T: The English language has also taken in many new words from other languages. In a word, the English language is changing all the time. Understand? Ss: Yes. (板书并要求学生掌握。) take in T: Now, look at your books and listen to 1a, find out how these differences came about. 2. (让学生看着课文听1a录音，理解英、美式英语差异形成的原因，同时画出文中的生词及疑难点。学生小组合作解决，教师再作补充讲解，要求掌握文中部分短语及生词cent;理解German;了解kowtow。) be forced to do, cent in the beginning, German take in, kowtow in short, Step 3 Consolidation 第三步 巩固(时间:8分钟) 让学生再读1a，完成1b和1c，然后改编短文，巩固1a。 1. (学生再读1a，完成1b。师生核对答案。) T: Read 1a again, and mark the statements in 1b True or False. 2. (让学生读1c，根据1a迅速找出答案，然后进行核对。) T: OK. Please read 1a again and match the words with the languages in 1c. Then we’ll check the answers together. 3. (小组合作。把课文内容改编成一个对话, 然后进行表演。巩固1a。) Example: T: S1, may I ask you some questions? S1: Of course. T: There are differences between American English and British English, but how did they come about? S1: Long ago, many British people were forced to… The English language was brought to… In the beginning… the same as…, changed little by little… T: What’s the meaning of the word “cookbook”? S1: It’s a book for cooking. It’s from German. The English language has taken in many new words from other languages. For example, it borrowed “tofu” and “kowtow” from Chinese. (教师及时给予鼓励，让学生勇于开口讲英语。) T: Well done, thank you. You’ve learnt very well. Step 4 practice 第四步 练习(时间:10分钟) 复习本话题的重点语法及有用表达，鼓励学生采用合作学习的，学会归纳和。 1. (复习现在进行时表示将来时的用法。教师出示一些位移动词，让学生做出更多的例句。) T: We have learnt to show the future by present continuous in this topic. Now let’s make some sentences with the present continuous tense to show the future. OK? Ss: OK! (出示位移动词) leave travel come … T: Who wants to try? S1: I’m leaving for Disneyland tomorrow. S2: The most exciting time is coming. S3: We are traveling to America next summer holiday. … 2. (小组合作。要求学生找出本话题中所有现在进行时表将来的句子。然后小组间进行交流，检查句子是否正确。) T: Now, please find out all the sentences which show the future by present continuous by yourselves. Then discuss in groups. 3. (听2a录音，学生跟读。) T: OK, listen to 2a and repeat the sentences. (板书) I’m flying to Disneyland tomorrow. I’m leaving this afternoon. … 4. (1)(复习归纳本话题的语言点。通过小组竞赛的形式，把全班分为8组，要求在规定的时间内列出本话题的语言点，评选出优胜组。) T: Let’s have a competition. I will divide you into eight groups. You have to list all the useful expressions in this topic within the fixed time. Then we’ll check to see which group is the winner. (2)(听2b录音，学生跟读。) T: Listen to 2b and follow. (板书) I can’t follow you. Can you speak more slowly, please? Have a good trip! The foreigner is asking for a ride. … Step 5 project 第五步 综合探究活动(时间:10分钟) 做猜谜游戏，活跃课堂气氛，完成3。并由谈论本话题的主要内容导入4，让学生小组讨论学习Wang Junfeng的来信并给Wang Junfeng写一封回信。 1. (猜谜游戏：学生四人一组。每组轮流派代表出谜语，下一组猜谜。猜对的一组得分，未猜对则出题组得分。完成3。) T: Let’s play a guessing game. You work in groups of four. Any student from each group in turn describes something in riddle format, and the students from the next group guess. If the riddle is guessed correctly, the guess group wins one score, otherwise the riddle group wins the score. G1: What color is the white cap that is thrown into the Black Sea? G2: White. Which table doesn’t have legs? G3: Timetable. Who earns a living by driving his customers away? G4: The driver. … … (教师可以出一些谜语让学生竞猜，各组抢答得分。) T: I’ll give you some riddles. If your answer is right, you can get one score for your group. OK? Ss: Yes. T: Are you ready? Ss: Yes. T: All right. No.1: What letter is an animal? S5: … (B). T: No.2: What letter is an question? S6: … (Y). … 2. (师生讨论本话题内容，引出4，并学习生词accent。) T: What do we talk about in this topic? Ss: The differences between British English and American English. T: Yes. If someone has trouble in communicating in English, can you help him/her? Ss: Sure./Certainly./No problem. T: OK. Wang Junfeng is in California now. He has some difficulties in understanding the people there. Because their accents are not all the same. (板书并要求学生掌握。) accent T: Let’s read his e-card to find out what he wants to know and try our best to help him. (学生小组讨论学习e-card，并写回信。找个别同学作汇报。) 3. Homework: Write a passage about the differences among American English, British English, Canadian English and Australian English. 板书： English is spoken differently in different countries. Section D be forced to do sth. in the beginning I’m flying to Disneyland tomorrow. little by little take in I can’t follow you. borrow… from… in a word Could you speak more slowly, please?