C名师教学设计1

U1T3SA Topic 3

The world has changed for the better

Section A

Ⅰ. Material analysis 本课是九年级第一单元第三话题的第一课时，主活动为1a和3。1a通过谈论纽约街头今昔的变化，学习含有since和for的现在完成时态。1b通过听对话来获取特定的信息，提升学生的听力水平。1c训练学生的口语表达能力。2通过听短文来了解百老汇的变化。3既是重点也是难点。让学生通过观察数轴来学习since和for的用法，最后在4中进行口头运用。本课通过纽约和百老汇的今昔对比，引导学生关注社会的发展，关注文化的进步。

Ⅱ.Teaching aims 1.Knowledge aims：

掌握本课的重点词汇和短语，进一步学习现在完成时（since和for的用法及区别）。

2.Skill aims:

培养学生的听力能力。

培养学生的运用现在完成时进行口头表达的能力。

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) 引导学生了解各国城市的变化，关注社会文明的进步，为建设更好的家园而努力学习。

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九年级上册教学案例设计

4.Culture awareness: (optional) 通过纽约街头今昔的对比，引导学生关注不同的国家、城市的发展和社会文明进步。

Ⅲ. The key points and difficult points 1. Key points:

Words and phrases: block, artist, visitor, industry, chemistry, term, get/be used to, used to be…, as a matter of fact, millions of, stand for…

Sentences: You have been in New York for a long time.

…but the city has improved a lot since I came here a few days ago.

Grammar: Present Perfect (since和for的用法) 2. Difficult points：

通过具体语境，区别短语get/be used to (doing) sth.和used to do sth.的用法。

能通过观察、听和说的方式感知并掌握since和for的用法。

能区别since和for引导的时间状语，并在现在完成时中进行运用。

Ⅳ. Learning strategies

通过1b 图表信息完成1c，培养学生重组语言的能力。

通过1b的听力训练，教会学生在听力中提取关键语句的学习方法。

通过3的练习，培养学生掌握观察、归纳总结的学习策略。

通过2的综合填空，教会学生根据联系上下文和提取时间状语的方法进行综合填空。

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U1T3SA Ⅴ. Teaching aids 单词卡片（如：block, art/artist, visit/visitor等）或者幻灯片；纽约或者北京今昔的对比图片；歌剧视频Cats的片段等。

Ⅵ. Teaching procedures

Stage (time period) Interaction patterns Teacher activity Student activity Remarks Greet and play a video of a part of Cats.

Greet and enjoy a video 《猫》是纽约百老汇非常著名的音乐剧之一，让学生欣赏其中的片段，感受西方文化。如果条件不具备，可以播放音乐Memory或者其它具有代表性的歌曲。

T: Boys and girls, before we have our class, about Cats. let’s enjoy a part of the opera. Warming-up

(2-3 mins) Class activity …

T: Do you like it? Ss: Yes, it’s amazing.

…

Ss: Yes, it’s amazing.

…

1 T: It’s very famous throughout the world. Do

you want to know where it is from?

Ss: America. 2 Lead-in

Class

Ss: America.

Present some pictures of New York’s streets, Watch the pictures of New 教师先出示具有纽约特色

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九年级上册教学案例设计

(2-3 mins) activity famous museums etc., and get the Ss to talk York’s about their feelings after watching. streets, famous 的图片，引起学生的兴趣，museums etc., and talk about 为学习1a打下基础。

T: Right. It’s from Broadway in New York. their feelings. Now, look at the pictures of New York. How S1: The street is clean. do you like it?. S2: How beautiful the park is! S3…

Present the new words and difficult sentences Try to understand the new 1a部分内容简单，教师在on the Bb. Ask the Ss to take notes and try to words remember them. and difficult 课前可以处理的话，听后sentences, and take notes 活动中就不用再做另外的T: Yes, it’s a wonderful place to live. As a according to the teacher’s 处理。

3 Pre-listening

(5 mins) Class activity matter of fact, it used to be terrible. Bob has descriptions. been in New York for a long time. He has seen

the changes himself. The city has improved a

lot since he came there. He has already got

used to the life there. Ss…

Ss…

教师在呈现新知时，应注意短语的辨析。如果学生基础较差，可补充与实际生活贴近的例句，创设新的语境感知语言点的用法。

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U1T3SA (Teach other new words and phrases in the same way.) Class activity

While-listening

(8 mins)

Pair work Step 1: Let the Ss scan 1b before listening. Scan the materials of 1b. 经过听前的新知呈现，该Listen to 1a twice and tick what was Then listen and tick the right 部分听力练习的难度大大mentioned about New York. Finish 1b.

answers. Finish 1b. 降低，因此，不用再另外给时间让学生作听前准备。

T：Do you want to know how terrible New …

York used to be? Now let’s listen to a dialog …

and tick what was mentioned about New York. S1:terrible traffic …

T: Now, let’s check the answer.

S2:dirty street

4 Step2: Listen to 1a again, pay attention to the Listen to 1a again, pay 分角色朗读课文时，教师pronunciation and intonation and then act 1a attention to the pronunciation 应根据从班级到小组，再out. and intonation and then role 到结对练习的顺序，逐渐让学生把握对话角色，更好的理解课文，增强展示环节的自信心。

T: You are right, let’s listen to the tape, and play 1a. then try to act out the dialog.

…

T: Any volunteers?

Ss…

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九年级上册教学案例设计

Ss:

Group work Step 1: Guide the Ss to talk about New York Talk about New York based 如果学生的综合语用能力

5 Post-listening (20 mins)

based on 1b and 1c. Then retell 1a in groups. on 1b and 1c. Then retell 1a 较差，可以按课文要求完成1c，只进行简单的对话问答；如果可以，教师根据实际情况调整成对话后的复述环节。

T: We’ve learnt about the changes about New in groups. York’s traffic, streets, life and so on. Now, let’s

ask and answer with your group members.

Then retell 1a in your own words. The

information of 1b can help you.

S1: How much do you know about the traffic S1: How much do you know

in New York?

about the traffic in New

York?

S2: I heard that the traffic there was terrible. S2:I heard that the traffic

Do you have any idea about the street?

S3…

there was terrible. Do you

have any idea about the

street? S3…

T: OK, who can report what you discussed in

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U1T3SA

your group just now? Have a try, please.

S4: New York is a big city in the USA. The S4: New York is a big city in

traffic there used to be terrible. And the the USA. The traffic there

streets there were dirty, but they are clean used to be terrible. And the

now….

streets there were dirty, but

they are clean now….

the

Group work Step 2: Get the Ss to underline the sentences Underline

sentences 适当整合教材，运用教材in Present Perfect tense in 1a and present which have “have/has done” 资源，提升教学效果。

three sentences of 4 in Section B, paying in 1a. Read the three 讨论过程中，教师应给予attention to the stress, weak form, liaison and sentences of 4 in Section B, 适当的点拨，帮助学生突pause. Then discuss the usage of “for” and paying attention to the stress, 破重难点，如关注“时间状“since” in groups according to the examples. weak form, liaison and 语”的特点等。另外，简笔Finish 3. pause. Then discuss the 画，图表，时间轴也是提T: Excellent! Now go through 1a again and usage of “for” and “since” in 高课堂教学有效性的重要underline the sentences with “for” and groups according to the 手段。

“since” in them.

…

examples and teacher’s

explanations. Finish 3.

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九年级上册教学案例设计

T: OK, who can?

…

S1: You have been in New

S1: You have been in New York for a long York for a long time.

time.

Ss: But the city has improved

Ss: But the city has improved a lot since I a lot since I came here a few

came here a few days ago.

(Present three sentences of 4 in Section B)

days ago. …

T: Now, look at these sentences. Let’s read the

five sentences together and pay attention to

the intonation. Ss…

(Draw a time axis like the one in 3)

Ss…

T: OK, look at the sentences and this time axis

carefully; think about the differences between

“since”and”for”. Then discuss with your

group members.

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U1T3SA

Individual work

Ss…

Ss…

T: Who can try, please? Group 1, please.

Listen carefully and you can add your ideas. S1: “for”…

S2: “since”…

S1: “for”…

S2: “since”…

T: Well done! Now, try to fill in the blanks

with “since” and “for”, and then listen to the

tape to check your answer. …

Step 3: Get the Ss to fill in the blanks in 2 Try to fill in the blanks in 2, 将第二部分放在最后，可before listening. Then listen and check the and then check the answer 以提升学生的综合语言运用answer. Finish 2.

T: First，try to fill in the blanks before listening, and pay attention to “since” and “for”. Then listen and check the answer by yourselves. while listening. 能力。

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九年级上册教学案例设计

Class activity Step 1: Sum up the main content of this class Go over what you have 课堂总结，也可以分工合and repeat the new words, expressions and learned with your group 作，如：单数组归纳单词grammar. members.

短语；双数组总结句型和Summarizing 6 and assigning homework (5 mins) Step 2: HMK Work in groups to talk about 语法等，但要注意经常轮1.Get the Ss to work in groups to compare the the differences of the place 换。

differences of the places where they live. they live. Finish 4. Finish 4.

2.Collect more information about New York. 布置开放性作业时，要采用不同方式进行评价，如：可以通过下节课的课前展示，或小组长调控等方式实现。

Ⅶ. Blackboard design The world has changed for the better. Section A Language points: block, artist/art, visitor/visit, industry, chemistry/chemical, term; get/be used to/ used to be…;

Grammar: You have been in New York for a long time. But the city has improved a lot since I came here a few days ago. I have lived in New York for three years.

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U1T3SA as a matter of fact/ in fact; millions of; stand for…

He has been away from home for 12 days. Since it started, it has helped hundreds of people return to work and live a normal life.

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