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视频标签：仁爱版九年级上册
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视频课题：仁爱版九年级上册 Unit3 topic2 sectionB 贵州省 - 黔西南
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仁爱版九年级上册 Unit3 topic2 sectionB 贵州省 - 黔西南
仁爱版九年级英语上册 Unit 3 Topic 2 Section B 教案
课题
Unit 3 Topic 2 Section B
课型
Conversation practice
时间
日
教学目标 三维目标
1. Learn the new words and some phrases:
see … off, put out, ask for a ride, get in, pick up, victory 2. Learn some useful sentences:
(1)The foreigner is asking for a ride. (2) It’s quite all right.
(3) I hope I won’t have much difficulty communicating. (4)Whenever you need help, send me an e-mail or call me. 3. Go on learning present continuous to show the future: (1)My uncle is meeting us tomorrow. (2)When are you leaving for Disneyland? (3)I’m leaving this afternoon.
4. Talk about sign language and body language. 教学重难点 1.Go on learning present continuous to show the future 2.Master the useful sentences.
教学 策略 学法 指导
Listening and reading, revision, discussion, pair work, group work
教 学 过 程
教学内容（用好教材、开发资源），教师引领（创设情景、问题设计、点拨诱导、分层导学）学生求学（自主、合作、探究），活动过程（教学环节、师生互动、反馈练习、布置作业）
设计意图
Step 1. Review
1.Learn the new words and phrases by discussion and making sentences. E.g.
see … off, put out, ask for a ride, get in, pick up, victory 2. Warming up by talking. Eg.
T: We know that English is spoken differently in different countries.
Then how to say hello to each other in Australia? S1: They say “g’day”.
T: What does the word “boot” mean in British English? S2: It’s the trunk of a car.
T: Good! What’s the meaning of “F2F” in e-mail English? S3: Face to face.
T: What about “GR8”?
通过师生对话，复习不同英语国家的表达习惯及网络用语，引出手势语，导入1a。
2
教 学 过 程
教学内容（用好教材、开发资源），教师引领（创设情景、问题设计、点拨诱导、分层导学）学生求学（自主、合作、探究），活动过程（教学环节、师生互动、反馈练习、布置作业）
设计意图
S4: It means “great”.
T: Well done! In fact, English speakers communicate in this kind of
simplified form. Besides, they also use gestures to express their meanings. Look at me. This is my thumb. I put out my hand with my thumb raised. (做拇指朝上伸出手的动作。) What’s my meaning? Do you know?
Ss: Sorry, we don’t know.
T: It means that I am asking for a ride.
T: OK, look at the picture in 1a, what’s the foreigner doing? Ss: He is asking for a ride.
T: Yes, where is he going? Let’s listen to 1a. Step 2 Presentation
1. Listen to the tape and answer the following questions: (1) Where’s the foreigner leaving for? (2) When is Wang Junfeng’s flight?
2. Please read 1a and write down the sentences that use present continuous to show the future. Eg. I’m flying to Disneyland. I’m leaving this afternoon.
My uncle is meeting us tomorrow.
3. Summarize the usage of present continuous which shows the future:
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(come, go, start, leave, stay, arrive …)。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. Work in groups, finding out the key points:
They are on their way to the airport. → on one’s way to
Michael and Kangkang are going to see them off. → see sb. off
I hope I won’t have much difficulty communicating. → have difficulty
让学生带着问题听1a的录音，以听力的形式呈现1a内容，并找出文中重点词句和目标语言，师生共同学习语法，为下一步的学以致用打基础。
3
(in) doing …
教 学 过 程
教学内容（用好教材、开发资源），教师引领（创设情景、问题设计、点拨诱导、分层导学）学生求学（自主、合作、探究），活动过程（教学环节、师生互动、反馈练习、布置作业）
设计意图
Step 3 Consolidation
1. Read after the tape of 1a and pay attention to the pronunciation and intonation. Suppose you are Wang Junfeng. Listen to the tape and make a dialog with it.
2. Work in groups. Then choose six students to act the dialog out in the front.
3. Mark True or False according to 1a. Finish 1b.
4.1c: (1) Make sentences with the key words given below, using present continuous to show the future. Eg.
Picture1: …is leaving for Disneyland this afternoon. Picture2: …is traveling to Canada tomorrow. Picture3: …is getting home in twenty minutes. Picture4: …is starting at 7 o’clock.
Picture5: …is going to Shanghai next week.
(2) Pair work.: Make dialogs with your partner according to the example in 1c.
Ask several groups to act out the dialogs by competition. Step 4 Practice
1. Play a game: Act out what you have chosen. Eg.
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 let’s see which team acts best. 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 flying to …? S3: Yes, I am. / No, I’m not. …
2. suppose one of you is traveling 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 an interpreter with you or you can make a
gesture to express your meanings. Now, look at these gestures that
以角色表演等形式巩固1a，并操练现在进行时表将来的用法，体现学以致用原则，培养学生语言实际运用能力。
学习体态语，巩固现在进行时表将来的用法。在不同情境中练习目标语言，展开任务型活动，激发学生学习兴趣。
4
people often use in the United States. Guess the meanings of them, and you can discuss with your partners.
T: What’s the meaning of the gesture in Picture ①? 教 学 过 程
教学内容（用好教材、开发资源），教师引领（创设情景、问题设计、点拨诱导、分层导学）学生求学（自主、合作、探究），活动过程（教学环节、师生互动、反馈练习、布置作业）
设计意图
S1: It means “Have a victory”. (可帮助学生回答。) T: What about Picture ②?
S2: It means I’m puzzled. (帮助学生回答。)
3. Work in groups to guess the gestures by games. Eg.
Work in groups and each group has four students. We stick the gesture cards to 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 his/her back guesses what the gesture is. Step 5 Project
1. Suppose you’re a volunteer of the 2008 Olympic Games, try to search the Internet for sign language and body language as many as possible, and then make a form like this. After that, please make a report to your class.
Country Gesture
Meaning
America Germany Australia Japan India
2. Homework:
(1)Write several sentences using present continuous to show the future. (2)Collect more information about the differences in English among different English—speaking countries, including spelling and pronunciation.
通过小游戏让学生在娱乐中掌握了不同的体态语及其含义，激发了学生的学习兴趣。
让学生收集不同国家的手势语和英语国家在语音、拼写等方面的差异，锻炼学生的探究能力。
教学反思（教学随笔） 这节课有听说读写和游戏活动，所学内容比较简单易于理解又能激发学生的兴趣。教学重点是学习现在进行时表示一般将来时的语法现象。同时，了解一些肢体语言，拓展学生的视野，扩大知识面。学生的参与面比较广。 板书设计：
English is spoken differently in different countries. Section B
face to face I’m flying to Disneyland. see sb. off My uncle is meeting us tomorrow. put out It’s quite all right.
5
ask for a ride I’m leaving for Disneyland this afternoon. get in pick up
have much difficulty (in) doing …
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