九年级英语Unit 10教学设计The second period

Unit 10 By the time I got outside, the bus had already left．教学设计
The Second Period

一、本课时教材分析
本课是新目标英语九年级上册第10单元，section A 的2a,2b,2c 及Grammar focus部分。教材以 Tina’s morning 为中心话题，围绕着描述“过去发生的事情”展开，学习和运用过去完时态。本课教学内容与学生的实际生活密切相关，易于引发学生运用简单的英语进行交际和交流。在学习活动中，学生通过交换对Tina’s morning的描述及自己早晨发生的事，学习运用过去完成时。
（一）教学目标
根据《英语课程标准》关于总目标的具体描述，结合本课时教材内容，我按语言知识、语言技能、学习策略、情感态度、文化意识五个方面将本单元的教学目标细化：
1、知识目标：
单词：学习掌握词汇
功能：用过去完成时描述过去发生的事情
语言结构：过去完成时
规则动词和不规则动词的一般过去式和过去分词
．
2、语言技能：
听：能听懂本课学习活动中的问题，做出较得体的回答。
说：能在本课的任务型活动
读：能正确朗读本课对话和句型
写：能写出本节课学习的单词和句型，能运用简单的句子写出过去的活动 。
3、学习策略： 抓住用英语交际的机会，在交际中把注意力集中在意思的表达上。
主动参与学习活动，善于和他人合作。
4、情感目标： 通过描述Tina’s morning使学生树立守时的观念。
（二）教学重点及难点
重点：
词汇：by the time,already,realize,leave-left, get-got-gotten, go-went-done,start, 等。
句型： By the time I got outside,the bus had already left
When I got home, I realized I had left my key in the backpack
语法：过去完成时
规则动词和不规则动词的一般过去式和过去分词
难点：2c Tina’s morning 结尾的续写。
过去过完成时的理解应用
二、学情分析
本课时授课的对象是三(3)班的56名学生。初三的学生在学习英语上两极分化较为严重，尤其是本班表现较为明显，本班另一个特点是中间生少。因此在教学上主要的教学活动以小组活动为主，充分照顾学困生的学习，同时通过小组展示给优生搭建展示的平台。
三、教学策略
新 教材的突出特点是尊重学生。以学生为主，创设情景，培养学生听、说、读、写四项英语能力。尤其是对农村中学而言，在课堂四十分钟内，创设语言情景，让学生 开口，培养学生学会四项基本能力尤为重要。只有充分利用课堂四十分钟，尽量创设贴近学生生活和学习的情景，激发学生兴趣，充分调动学生学习积极性，积极主 动地参与课堂教学，让学生能有时间、有机会自主学习，有机会运用所学知识来表达自己的思想，提高英语能力。
本节课我将始终引导学生通过完成具体的任务活动来学习语言，让学生为了特定的学习目的去实施特定的语言行动，通过完成特定的交际任务来获得和积累相应的学习经验，让学生在用中学，在学中用（Learning by using, learning for using）。
本课主要运用“任务型教学法”， 情景交际教学法 及讲解法。
在本课的任务型语言教学中，我将依据课程的总体目标并结合教学内容，创造性地设计贴近学生生活实际的任务活动，吸引和组织他们积极参与，使学生通过观察、思考、讨论、交流和合作等方式，在一种自然、真实或模拟真实的情境中体会语言、掌握语言的应用。
课堂教学以情景交际教学法为主，尽量给学生以足够的听、说、读的机会，联系课文实际，创设情景，引入讨论主题，在交际中学英语。情景的设计注意衔接的自然性，主题的设计强调知识的渐进性和讨论的可行性，并注意情感体验和概括、推理思维的培养。
通过对过去过完成的构成、用法的讲解来突破过去完成时这一难点。我强调语法教学的重要性并不是要回复到传统的语法教学模式中去，而是强调培养学习者的语法意识，语言由两部分内容组成，一部分是综合的，记忆中的词块； 另一部分是分析性的语法规则。语法在语言中起的是调节性的作用，但是这一功能必不可少。不学语法是不可能真正学会一种语言的。而在课堂中学到的毕竟有限， 如果让他们掌握了规律，那么在任何时候他们都能通过思考，转化成自己的知识，继而形成语言能力。一旦有了良好的外语交际环境，学生们自然也就能自如地运 用。
四、学法指导
新制定的《英语课程标准》把“培养学生学习英语的兴趣，树立自信心，培养良好学习习惯和形成有效策略，发展自主学习和合作精神”放在了首位。依据课改的精神，我从以下几个方面对学生进行学法指导。
1、学习方法的指导
培养学生观察力，想象力，记忆力以及思维能力。
2、学习积极性的调动
我在教学过程中创造一种开放的，和谐的，积极互动的语言氛围，把课堂变成有声有色的舞台，让学生在乐中学。
3、学习能力的培养
通过连贯的听说读写，讲解，培养学生的交际能力，发展他们的思维能力。
4、学习策略的指导
通过语法知识的讲解才，培养学生的自学能力。
Teaching procedures
Step 1: Revision and lead-in
1. Review what happened to Tina in the morning by asking one or two students to tell the story.
2. Ask some students to do like this:
T: What happened when you got up this morning?
S1: I overslept. And by the time I got up, my brother had already finished his breakfast.
S2: Well, I got up late. By the time I finished my breakfast, my mother had left home.
S3: By the time I got up, my mother had already cooked the breakfast.
S4: By the time I got up, my brother had already gotten in the shower.
3. Ask the students to discuss in pairs.
Step 2: Section A 2a and 2b
T: Well done. As we know, Tina’s getting up late brought her a lot of trouble. We’d better get up early, so that we can get to school on time. Now let’s listen to another material about Tina and see what happened later. Before we do this, let’s look at the pictures on page 77 first. What can you see in the pictures?
S1: I can see Tina is looking for her keys.
S2: I can see she is rushing to school. I think she will be late.
S3. By the time she got to school, class had already begun.
T: Now listen and find out what happened to Tina. For the first time, just listen and get a general idea.
( Play the recording for the first time. )
T: Listen again and number the pictures in the correct order.
( Play the recording for the second time. )
T: S1, what’s your order?
...
( Check the answers. )
T: You’ll listen to the conversation again. This time fill in the blanks in 2b with the correct verb forms.
( First ask the students to read the instructions in 2b together, then play the recording again. After the Ss fill the blanks, check the answers. )
Step 3: Section A 2c
T: After listening, we know that the teacher had already started teaching by the time Tina walked into class. Now make up an ending for the story and share it with the class. Tell what happened to Tina when she entered the classroom.
(Ask the students to discuss the story in groups, and then write the ending of the story. Make a competition, choose the best ending to display.)
Sample endings:
When Tina walked into class, the class had already begun. The teacher looked at Tina and asked why she was late. Her face turned red and told the teacher that she got up late and missed the bus and she had to walk to school. The teacher told her to get up earlier and never to be late again.
Step 4: Grammar Focus
1. Call students’ attention to the sentences on the left．Ask four different students to read the four sentences and point out where had plus a past participle is used．Write the sentences on the blackboard. Ask the students to make sentences correctly using each form of the verbs in the box．
2. Explain the differences between Present Perfect tense and Past Perfect tense.
Step 5: Post-task
Put these sentences into English:
1. 到他离开时，他已经交了一些朋友。
2. 当她赶到车站的时候，车已经走了。
3.当我们到校时老师已经来了。
4. 在我回家时妈妈已经做好了饭。
Step6: Summary and homework
Blackboard Design
Unit 10 Section A (2a-2c)
Target language:
When I got home, I realized I had left my key in the backpack．
By the time she got back to school, the bell had rung.
By the time I walked into class, the teacher had started teaching already．
过去完成时: 主语 + had done
get got gotten

go went gone

leave left left

start started started