.PAGE2下载后可自行编辑修改，页脚下载后可删除。Unit1Topic1SectionA教学
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Ⅰ.Materialanalysis本课是九年级第一单元第一话题的第一课时。本课内容丰富，主活动为1a和3。1a局部通过“谈论假期经历〞初步感知现在完成时“have/hasbeento和have/hasgoneto〞的用法。1b引导学生运用抓关键字词完成
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格的方法，培养学生的听力技能。1c那么是培养学生运用关键词复述课文的能力。2a通过创设新的语境，在听的过程中进一步体会“have/hasbeento和have/hasgoneto〞。然后在2b中让学生通过小组合作的方式
总结
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它们的区别。通过前几个步骤的学习，学生完全可以口头运用“have/hasbeento和have/hasgoneto〞来进展3的对话操练。这样，在听、说、读、写各个方面都对新语法进展了全方位地复现和操练，有利于稳固新知识。通过谈论假期生活，既可以相互增长见识又可以增进同学间的友谊。 Ⅱ.Teachingaims1.Knowledgeaims：掌握本课的重点词汇和短语，初步学习现在完成时。2.Skillaims:培养学生的听力能力。培养学生的口语表达能力。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.Emotionalaims:(optional)引导学生了解不同的假期生活，热爱生活，增进友谊。4.Cultureawareness:(optional)通过了解不同的假期生活，引导学生关注不同的生活方式有不同的人生意义，培养他们热爱生活的品质。Ⅲ.Thekeypointsanddifficultpoints1.Keypoints:Wordsandphrases:bell,takeplace,volunteer,have/hasbeento…,have/hasgoneto…,so…that…,bytheway,behappytodo…Sentences:Theregoesthebell./Itmustbefun.Grammar:PresentPerfect(have/hasbeento和have/hasgoneto的用法)2.Difficultpoints：能通过听、说和读的方式感知并掌握have/hasdone的用法。能区别并会恰当使用have/hasbeento和have/hasgoneto。Ⅳ.Learningstrategies培养学生通过图表信息重组语言的综合能力。教会学生如何在听的过程中提取关键词。培养学生通过图片表达相应信息的能力。Ⅴ.Teachingaids单词卡片或者幻灯片；家乡或所去城市的风景照片等。Ⅵ.TeachingproceduresStage(timeperiod)InteractionpatternsTeacheractivityStudentactivityRemarks1Gettingstudentsreadyforlearning(4-6mins)ClassactivityBrainstorming:Showsomepicturesofsomefamousplaces.GettheSstospeakouttheirnamesasquicklyaspossibletoarousetheSs’interest.T:Boysandgirls,thebellisringing.Let’sbeginourclass.T:Herearelotsofpictures.Nowpleasespeakouttheirnamesasquicklyasyoucan.Areyouready?Ss:Yes!T:Herewego!Speakoutthenamesofthecountries.Ss…Ss:Yes!让学生更加熟悉各国名称，为1a学习做好准备。建议一：也可使用自己旅游时的照片或当地比拟有特色的风景图片，让学生猜地名，提升学习兴趣。建议二：可使用freetalk的方式，用一般过去时自由谈论假期生活。2Pre-listening(15mins)ClassactivityRoundrobinPairworkGroupworkPairworkStep1:PresentthelastpictureofWenchuan,gettheSstoguessthemeaningofthenewwordsandthenteachthenewwords.T:Whathappenedtherein2021?Ss:〔地震〕T:Yes.Anearthquakehastakenplacethere.Manyvolunteerswenttheretohelpthem.Step2:Presentthenewsentencestructuresandthenaskandansweronebyoneineachgroup.T:IhavebeentoWenchuan,too.Wherehaveyoubeen?Ss:Ihavebeento…T:Now,let’saskandansweronebyoneineachgroup.S1…S2...S3…S4…S5…S6…S1Step3:Presentthenewsentencestructuresandthenaskandanswerwithpartners.T:WhereisS5?Ss:Hewenttothewashroom?T:Yes,hehasgonetothewashroom.Andwethinkhewillbebacksoon.WhereisMissZhu(ateacherofyourclass)?Ss:Shehasgoneto…T:Nowaskandanswerwithyourpartners.…Step4:GettheSstodiscussthedifferencesbetweenhave/hasbeentoandhave/hasgoneto.Chooseonegrouptostatethepointsandotherscanaddtheirideas.Finish2b.T:OK,nowpleaseshareyouranswerswithus.Otherslistencarefullyandcanaddyourideas.Step5:LettheSsmakeconversationsinpairsandactthemout.Finish3.T:Nowlookattheexample,let’sreadittogether.Pleasemakenewdialogsaccordingtothepictures?…T:Let’sinvitesomeofyoutoactoutyourdialog.Ss…Guessthemeaningofthewordsaccordingtotheteacher’sdescriptions.Ss:〔地震〕Askandansweronebyoneineachgroup.Ss:Ihavebeento…S1…S2...S3…S4…S5…S6…S1Practicethedialoginpairs.Ss:Hewenttothewashroom?Ss:Shehasgoneto…Discussthedifferencebetweenhave/hasbeentoandhave/hasgonetoandthenmakeapresentation.Finish2b.Makeconversationsinpairsandfinish3.让学生在具体的语言环境中感知新单词，有助于更快更好的记住它们。给学生创设良好的语言环境，有助于学生更好的体会和掌握该句式。在环境中感知语言，才能更好地用语言做事情。教会学生及时归纳和总结所学知识是学好语言的策略之一。建议：教师应根据实际给予不同程度的肯定与奖励。及时的稳固训练是内化语言的有效途径。建议一：教师可以根据需要在第三局部适当增加有地方特色的图片，用来练习，可以更好的贴近实际生活。建议二：教师可以用简笔画，在黑板上展示两个短语的不同之处，更加清晰明了。建议三：展示环节，建议让学生互动
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，指出优缺点，更好地使全体学生参与课堂。3While-listening(8mins)IndividualworkClassactivityIndividualworkStep1:GettheSstrytofillintheblanksin1bbeforelistening.Thenlistenandchecktheanswers.Finish1b.T:First，trytofillintheblanksbeforelistening.Thenlistenandchecktheanswersbyyourselves.…T：DoyouknowwhereKangkang,Jane,RitaandMariahavebeen?Nowlet’slistenandcompletethechartin1b.Step2:Listento1aandpayattentiontothepronunciationandintonationandthenread1a.…Step3:Listentotheconversationin2aandfillintheblanks.Payattentiontothepresentperfecttense.Fillintheblanksin1bbeforelistening.Thenlistenandchecktheanswers.Finish1b.Listento1aandpayattentiontothepronunciationandintonationandthenread1a.Finish2aand2b.听力训练之前，试着填空，能更好地预测听力内容。语言学习，读的过程很重要，教师可以根据班级情况，分配朗读的方式和时间。4After-listening(15mins)IndividualworkGroupworkIndividualworkStep1:Readthe1aagainandguidetheSstounderlinethestructureslike“have/hasdone〞.T:Listentothe1aagainandpleaseunderlinethestructureslike“have/hasdone〞andthekeypoints.Step2:LettheSsdiscussthekeypointsandsolvetheproblemsbythemselves.T:Nowpleasedealwiththedifficultpointsbyyourselvesandyoucanaskyourgroupmembersforhelp.Step3:Retell1aaccordingto1b,finish1c.T:Trytoretell1aaccordingto1b.…T:Nowlet’sretell1a.S1:RitahasbeentomanyplacesnearherhomeinIndia.Herhometownhasbecomemoreandmorebeautiful.JanehasbeentoMountHuangwithherparents.It’sbeautiful,butthereweretoomanypeople…Readtheconversationthoroughlyandunderlinethepointstheydonotunderstand.Discussthekeypointsandsolvetheproblemsbythemselves.Retell1aaccordingto1b.S1:RitahasbeentomanyplacesnearherhomeinIndia.Herhometownhasbecomemoreandmorebeautiful.JanehasbeentoMountHuangwithherparents.It’sbeautiful,butthereweretoomanypeople…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制难关的意识。小组内不能解决的问题，组间可以互相帮助解决。学生水平有限的话，教师可以直接讲解知识点。该环节教师可以根据实际情况，采用不同的互动模式，可以是班级活动，结对活动，也可以是个人活动。5Summarizingandasigninghomework(5mins)ClassactivityStep1:Sumupthemaincontentofthisclassandrepeatthekeypoints.Step2:HMK:Makenewconversationslike3.Gothroughwhatyouhavelearnedwithyourteacher.Ifthereisstillsomethingyoudonotunderstand,donothesitatetoaskforhelp.Makenewconversationslike3.Ⅶ.BlackboarddesignOurcountryhasdevelopedrapidly.SectionALanguagepoints:bell,takeplace,volunteerso…that…,bytheway,behappytodo…Theregoesthebell./Itmustbefun.HMK:Makenewconversations.Grammar:have/hasbeento…,have/hasgoneto…,A：Wherehaveyoubeen?B:Ihavebeento…A:Whereis…?/Wherehas…gone?B:…hasgoneto…
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