912英语.doc

太山庙乡第一初级中学教学活动设计第 周 总第 节 执笔教师 审核领导 学习内容： Section B学习目标：1. Learn some new words and a phrase:2. Learn some useful sentences:3. Go on learning the present perfect tense with “for” or “since” and find the differences between the present perfect tense and the simple past tense:重点难点： 1a和3 学习过程：一、 揭题示标（简明扼要、具体实用、操作性强）1. Learn some new words and a phrase:2. Learn some useful sentences:3. Go on learning the present perfect tense with “for” or “since” and find the differences between the present perfect tense and the simple past tense:二、 自学指导（一）（内容、要求、时间、方法）Step 1 Review 第一步 复习(时间:8分钟)复习for, since在现在完成时中的用法及派生构词法，引出合成构词法并导入新课。1. (师生问答，复习for, since的用法。) T:Wang Tao went to Beijing in 1999 and lived there since then. How long has he been there? Ss:For eleven years. T:Right. I have taught in this school since 1995. How long have I been in this school? Ss:For about fifteen years.2. (教师用上节课给单词穿“鞋”戴“帽”的小游戏复习派生构词法。)T:Lets play a game to review the derivations.T:Who can put on “hat” for “obey”?S1:I can. dis + obey = disobey.T:Who can put on “shoes” for “home”?S2:I can. home + less = homeless.T: Who can put on “hat” and “shoes” for “friend”?S3: I can. un + friend + ly = unfriendly.3. (引出合成构词法，导入新课。) T:Boys and girls, do you think English words are very interesting? Ss:Yes. T:We can form new words by adding prefixes or suffixes to the words. Now lets learn another word formation: compound.Step 2 Presentation 第二步 呈现(时间:13分钟)首先利用单词卡引导学生学习合成构词法，完成3。然后用多媒体呈现图片，讨论我们应该怎样帮助无家可归的人，培养学生的同情心，让学生学会关心他人，并在师生对话中学习1a中的生词及短语。1. (教师出示一些单词卡，引导学生说出合成词的词义。) T:As we know, “A friend in need is a friend indeed.” English words also have their own friends. Now lets help them find good friends. T:Who can help them find friends? Whats the meaning when they are together? “home” and “town”?(同时出示单词卡。) Ss:Hometown. It means “家乡”. T:“Hand” and “bag” are good friends. Ss:Handbag. It means “手提包”. (用同样的方式引导学生学习3中的生词。)Ss:“Grand”and “daughter”are good friends. Its meaning is“孙女”，“外孙女”. Ss:“Grand” and “child”are good friends. It means“(外)孙或孙女”，“孙辈”. Ss:“Down” and “stairs” are good friends. Its meaning is“楼下”. Ss:“Fire” and “place” are good friends. It means“壁炉”. (板书生词，要求学生掌握。)granddaughter, grandchild, headache, fireplace, downstairs, blackboardT:Youre very helpful. We should often help each other. In English, there are many words like these. Its useful for us to make our vocabulary bigger. Lets try to give more examples. Please do it in groups. (用小黑板或幻灯片出示3，引导学生分组讨论，2分钟后，让各组汇报讨论结果。对表现最佳、说出合成词最多的小组给予表扬。)T:English words are very interesting, right?Ss:Yes. Theyre very interesting.T:We can make many new words by word formation. Look at the two cards. Lets make a new word.(教师出示写有词根home和后缀less的卡片。)T:What does the word mean?Ss:Homeless. It means “无家可归的”.T:Yes. Lets look at some pictures and talk about how to help homeless people.2. (展示三幅流浪者或灾难的图片，谈论并引出1a。)T:Look at Picture 1. He is a homeless man. He doesnt have food, clothes, houses, and so on. Once we find this kind of people in need, what should we do to help them?Ss:We should give them food, clothes, and so on.T:Yes, thats to say, we should provide them with food, clothes, and so on.(板书并讲解once做连词的用法及词组in need, provide with .，要求学生掌握。)in need, onceprovide, provide with T:Look at Picture 2. A flood broke out in their hometown. What should we do?Ss: We should provide them with houses.T:Yes, we should also provide them with medical treatment.(板书并让学生掌握medical和treatment。)medical, treatmentT: You are very kind. All of us should learn to take care of others. I think the government should also manage to help the homeless, then the problem will be solved more quickly. In Canada, there is a program that helps homeless people. It has done many things for them. Now, lets listen to 1a and answer the question: How does the program help the homeless people?2. (让学生听1a录音，并回答问题，必要时可听两遍。)S1:It provides food and medical treatment for them.S2:The program provides them with houses.S3:It trains them so that they can find jobs again.S4:It makes them feel good about themselves.Step 3 Consolidation 第三步 巩固(时间:6分钟)通过分角色表演，复述等活动，巩固1a，完成1b。1. (双人活动，让学生分角色表演1a。) T:Now, lets act out the dialog in pairs.2. (读1a，学生找出关键词组和句子，教师板书，解释并让学生复述1a。)T: Read 1a, find out the key phrases and sentences, then retell 1a by using them.(1)the homeless people(2)How do they manage it?(3)Once they find people in need, they decide on suitable ways to help them.(4)provide sb. with sth.(5)I think its important for these people to feel good about themselves.3. (再读1a，完成1b。要求学生掌握conversation。核对答案。)T: Read 1a again, finish 1b, then I will check the answers.Step 4 Practice 第四步 练习(时间:13分钟)继续巩固合成词及for, since的用法，引出2a内容，然后用多媒体创设情景，通过讲故事的方式呈现延续性动词与非延续性动词在现在完成时中的用法及2b中的生词，并让学生掌握，完成2a，2b。1. (分组开展竞赛，复习合成词。) T:Now, lets have a word competition. (把全班分成四组，让学生组内讨论，尽可能多地找出已学过的合成词，每组选择一人到黑板上写出本组总结的合成词，其他同学可以补充，写的最多的组获胜。)G1G2G3G4hometownpancakehomeworkclassroombirthdaytoothbrushhouseworkupstairsclassmatedaytimeoutstandingpolicemanhandbagraincoatfarmlandtoothbrushfilmmakerpolicemanmotherlandhandsomepolicewoman(三分钟后，宣布结果。)T: Very good. Lets count the words they wrote together. Ss:G1 twenty-one G2 G3 G4T: Youre excellent. Which group is the winner?Ss:G2. T: Lets explain these words and read them. You can learn a lot of words from this competition. (解释这些合成词，让学生齐读，把不懂的写在笔记本上。)2. (组织学生仔细观察2a中的图解，引导学生对含有for和since的现在完成时与一般过去时进行区别。教师适当补充讲解。) T: Read 2a carefully, try your best to find the differences between the two sentences in groups.3. (继续学习since, for的用法，同时呈现2b中的生词，并让学生掌握。)T: Now let me tell you a story about Xiao Lin to go on learning the usage of “since” and “for”.Example: Look at Xiao Lin. He is the son of a fisherman. (用多媒体呈现一幅渔夫的图片) In 1992, his father died. Thats to say, his father has been dead for many years. He used to be a soldier. But in 2002, he left the army because of a leg wound. (呈现一幅军队的图片和小林腿部受伤的图片) It means he has been away from the army for nine years. (用同样的方式呈现生词：secretary, engineer；同时板书非延续性动词与延续性动词的转换并让学生观察。)fisherman, army, wound, secretary, engin