C课堂实录

U1T1SB Section B

Ⅰ. Material analysis 本课是九年级第一单元第一话题的第二课时，主活动是1a和2a。

1a通过Maria和Kangkang谈论在假期参加志愿者活动的经历，复习一般过去时和继续学习现在完成时，并引出本话题的功能意念：表达情感。1b主要培养学生预测听力内容的能力。1c则侧重于检测学生的阅读理解能力。2a部分是为学习实义动词做准备：一是学习实义动词过去分词的形式，二是读出实义动词过去分词的正确发音。2b既是语音训练又是语法操练。让学生口头做替换练习的过程也是学生运用现在完成时的过程。2c通过调查并汇报组内成员的假期生活，进一步巩固了语音语调和现在完成时，从而达到提高学生的口语表达能力和综合语言运用能力。

Ⅱ.Teaching aims 1.Knowledge aims：

掌握本课的重点词汇和短语，继续学习现在完成时，即过去分词的构成。掌握现在完成时的一般疑问句以及肯否定回答。

2.Skill aims:

能听懂现在完成时表达的各种活动，并作出正确判断。

能正确运用现在完成时的疑问句询问他人的事情。

能通过整合对话内容，提升综合语言运用能力，并能准确描述自己及他人的假期生活。

3.Emotional aims: (optional) 在学习过程中，结合小组竞赛、同伴互助等活动，培养互助进步的合作精神。

引导学生了解不同的假期生活，发扬乐于助人的传统美德。

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九年级上册教学案例设计

4. Culture awareness: ( optional) Ⅲ. The key points and difficult points 1. Key points:

Words and phrases: shut, ever, rope, disabled, take part in, disabled children’s home, learn…from…, put on, jump rope, chat on line

Sentences: I think it makes me happy to help others.

Though I had no time to travel, I still felt very happy.

To help others makes us happy. A: Have you been to any other places?

A: Ann has chatted on line, hasn’t she?

B: No, she hasn’t.

B: No, I haven’t.

Grammar: Present Perfect (past participle和疑问句的问答). 2. Difficult points：

能巧记过去分词的构成。

能正确使用疑问句对日常活动进行问答。

Ⅳ. Learning strategies

通过1a和1b的听力练习，提升听的语言技能。

通过1a和2b的朗读训练，能够准确、清楚地进行朗读，培养语感和自信心。

通过2b的对话练习，能够运用所学的知识传递日常生活信息。

通过2c的提升训练，能够监控和评价自己的学习，制定自己的复习计划。

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感知和掌握过去分词的发音规则。

Ⅴ. Teaching aids 图片；录音机；幻灯片。

Ⅵ. Teaching procedures

Stage (time period) Getting students 1 ready for learning (2 mins）

Class activity Interaction patterns Greeting. T: Hello, boys and girls. How are you?

Ss…

Teacher activity Student activity Greeting. Ss: Hello, Miss Tan. We’re fine, thanks. And you?

Remarks T: I’m very well. It’s a fine day today. Would …

you like to chant with me? Chant and review the sentence patterns. T: Now let’s Chant.

Ss: Yes, I’d like that…

Chant together.

提升学习兴趣。

建议一：也可创设情境，自由交谈。

建议二：做游戏，“Quick Response”。

建议三：用一张自己的照2 Revision (2-3 mins) Class activity —Where have you been? —I have been to Africa. —Where has she been? —She has been to Canada.

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—Where’s Maria?

—She has gone to America. Show a picture of a disabled children’s Remember the pronunciation home to teach the new words. and spelling of the new 片介绍自己的假期经历。

T: This picture is a

disabled children’s words.

home. Have you ever been there? Pre-listening

(2-3 mins) Class activity (Teach the Ss to read the new words.)

给学生创设良好的语言环3 Ss: No, I haven’t./Yes, I have.(Lead the Ss to Ss: No, I haven’t./Yes, I have.

境，有助于学生更好地体会answer)

(Lead the Ss to answer) 并掌握新单词及新句式。

T: Has Maria been to the disabled

children’s home? Can you guess?

Ss: Yes, she has. / No, she hasn’t.

…

Class 4 While-listening (10 mins) activity

Ss: Yes, she has. / No, she hasn’t.

Step1: Get the Ss to scan the statements in Read the statements in 1b 听力训练之前，分析题目，1b before listening. Then listen and mark T before listening. Then listen 能更好地做出判断。

or F. Finish 1b.

and mark T or F.

建议：如果学生基础较差可以重新设置两个简单的T: As we know, Maria has been to Cuba to

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Group work be a volunteer. But do you wonder what

Maria has done there? Ss: Of course.

Ss: Of course.

问题，再将1b改为读后训练。

T: OK. Let’s listen to the tape and finish 1b.

Before listening, you have 1 minute to read

1b. Then mark T or F. You can listen twice. Ss…

Ss…

Step2: Listen to 1a again, pay attention to Listen again, pay attention to 加强语音语调练习，有助the pronunciation and intonation, and then the act 1a out. …

pronunciation and 于培养学生的语感，增强intonation and then present 自信，特别注意一般疑问1a. 句的升调读法。

建议：小组展示环节采用组间PK的方式，提升学生的竞争意识。

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Group work

Post-listening

(10 mins)

Individual work

Step 1: Ask the Ss to underline the key Read the conversation 知识点简单时，大胆放手points and solve the problems by carefully and underline the 让学生自己解决，老师可themselves.

points they do not 以适当的点拨。该环节教师应提供参考资料和方法指导，以提升学生的自学能力和培养克服难关的意识。

T: Listen to the conversation again and understand. underline the key points. Then solve the

problems by yourselves.

Now you have 2 minutes to underline the

language points. Ss…

Ss…

5 T: OK, please discuss the underlined words

and expressions in groups. You can ask me

and other students for help. Step 2: Finish 1c according to 1a.

Read 1a again and fill in the T: Now read 1a carefully and complete the blanks in 1c. passage in 1c. …

Circle the structures like “have/has done” in 1c and T: OK, please share your answers with share them with the class.

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Individual work others. …

S1: has taken part in S2: has learnt Step 3: Let the Ss circle the structures S3: …

like“have/has done” in 1c as quickly as possible.

T: Now please find the structures like “have/has done” in 1c and circle them. S1: has taken part in S2: has learnt S3: …

(Teachers should write the past participle on the Bb.)

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Group work

Finishing task 2 (10 mins)

Step 1: Ask the Ss to fill in the blanks by Finish 2a. Pay attention to 掌握构词法有助于拓展学themselves. Then listen and check the the pronunciation of the past 生的词汇量。

answers. Pay attention to the pronunciation forms and past participles. of the past forms and past participles.

建议一：教师应根据实际给予不同程度的肯定与奖励, 以提升学生的自主探究能力。

建议二：教师教读时，注意强调词缀“ed”的发音。

T: Well, now, let look at 2a. Can you fill in

the blanks?

T: Have you finished yet? Now let’s check

the answer. S1: jumped

S2…

S1: jumped

S2…

6 T: So wonderful. Now follow me to read the

words. Ss…

T: Now please discuss the rules of the

P.P.(过去分词)

Ss…

T: You did a good job.

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U1T1SB Pair work

Step 2: Present the new sentence structures Make conversations in pairs 及时的巩固训练是内化语“General question of Present Perfect”, then and finish 2b. let the Ss ask and answer with their

partners. Finish 2b.

言的有效途径。

建议一：教师可以根据实际情况增加与生活相贴近的问答环节。

建议二：展示环节，教师及时纠正语法小错误,语言输出是任务后的再做活动，教师要让学生独立、完整的完成任务，还应强调语言的准确性。

建议三：小组展示时，其他同学应参与评价，这也是引导学生主动反思和调控自己学习方法的策略之一。

T: Now look at this chart and answer my

question. Has Ann ever cleaned the room? Ss: Yes, she has. T: Has Ann ever chatted on line? Ss: No, she hasn’t.

T: Ann has cleaned the room, hasn’t she?

Ss: Yes, she has. T: Ann has chatted on line, hasn’t she?

Ss: No, she hasn’t.

Ss: Yes, she has.

Ss: No, she hasn’t.

Ss: Yes, she has.

Ss: No, she hasn’t.

T: Now listen and pay attention to the Ss…

intonation. Then ask and answer with your partners.

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Group work Ss…

Step 3: Make a survey.

Interview the members of the 教师适时合理安排该部Interview the members of the group like 2b group like 2b and take notes. 分，不仅可以提高学生的and take notes. Then report it to class. Then report it to class. Finish 口语水平和书面表达能Finish 2c. S1: Have you ever done…?

S2: Yes, I have. / No, I haven’t.

…

T: You can report like this: Jane has done some farm work…

2c. S1: Have you ever done…?

力，还能增强学生的自信心。如果课堂时间有限可S2: Yes, I have. / No, I 留此部分为课后作业。

haven’t.

…

Ss: Jane has done some farm work…

Class Summarizing 7 and Assigning homework (5mins) activity Step 1: Summarize the main content of this Go through what you have class and repeat the key points.

learned with your teacher. If there is still something you do not understand, do not hesitate to ask for help. HMK：Write a passage like

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Step2: HMK：Write a passage like 2c. Ⅶ. Blackboard design Our country has developed rapidly. Section B am/is/are go see clean jump _____

fly do

shut was/were went saw cleaned

jumped chatted _____ did _____ _____ _____ _____ _____ _____ Chatted flown _____ shut 2c. take part in, disabled children’s home,

learn…from…, put on, jump rope, chat on line;

I think it makes me happy to help others. Though I had no time to travel, I still felt very happy. To help others makes us happy. A: Have you been to any other places? B: No, I haven’t.

A: Ann has chatted on line, hasn’t she?

B: No, she hasn’t.

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