初中英语人教版九年级Section A Grammar focus 4a—4c 3

1、热身和打招呼部分：Greetings: (T: Good morning, my little ladies and gentlemen（鞠躬表示礼貌）! Ss: Good morning, Mr. Liu!T: Now, look at this picture.第一部分：导入（话题一：愚公）导入环节建议多一些活动让学生互动：最好individual第一张：T: Do you know anything about this old man? Who is he? Ss: Yu Gong. (如果学生已经说出来: 愚公，那么老师说Who is he?就成了废话，老师可以说：Yes, you

2、are right. He is Yu Gong.) T: Do you know his story? （这里可以多些师生互动，多来几组师生互动）(学生已经说出愚公移山了，What did he do?也就成了废话)What did he do? Ss: He moved the mountains with his sons and grandsons. (老师还可以问：Why did he move the mountains, 让学生更多地说说愚公移山的故事，哪怕是一句、二句都可以。) T: What do you think of this story?（通过这些问句交流可以与学生开

3、始展开互动。）Ss: . 如果学生回答不出来，老师引导：Is the story interesting?(此处用一般疑问句，又容易回答，还能拓展开来的句子提醒学生，不用选择疑问句，太限制学生思维了) Is Yu Gong silly? Ss会回答一般疑问句的。老师在此可以重复学生的回答（You think）(也可以这样：学生回答its interesting, 老师可以说: Maybe you can say I think its interesting, I believein my opinionas far as I know)，期待有一个清晰的语言表达。（避免Yes, 可以用：is

4、nt it?）（让学生单个回答，可以有这个手势：老师举手并说”Who can tell me?”）这个环节老师最好还要引导学生有更多的语言输入。比如：think、believe、if、Im sure等的语言输入。接着老师夸奖学生（T: You have different ideas on the same thing. You are great!老师竖起大拇指称赞学生）第二张：T: Wang Ming and Claudia are also talking about the story of Yu Gong. What do they think of the story? Do th

5、ey have the same ideas? listen! (开始播放听力) （听力放完）T: Do they have the same ideas? Ss: No!T: What do they think of the story? (手势、表情、停顿)Open your books, and look at page42 2d. Lets have a group discussion. Read the conversation/dialogue, find the information and fill in the chart. 2 minutes. Go(打枪手势)! (

6、下面的用语Lets check the answers可以调整为：Lets look at the chart.)Wang Mingideas about the story1. The story is really interesting.(注意学生interesting的发音)，用正确的方式纠正学生的发音。2. Yu Gong found a good way to solve his problem.3. The story is trying to show us that anything is possible if you work hard!4. Yu Gong kept t

7、rying and didnt give up.（注意学生kept的发音）Claudiaideas about the story1. Yu Gong is a little bit silly.2. It doesnt seem very possible to move a mountain. 3. There are many other ways to solve a problem. For example, he could build a road. Thats better and faster than moving a mountain!2分钟以后询问学生：T: What

8、does Wang Ming think of the story? What did he say? Ss: T: He also gives detailed explanations. What did he say? 依次类推询问How about Claudia? What does Claudia think of the story? T: Different people have different ideas on the same thing. When I read the story of Yu Gong, I also have my own ideas. Look

9、 at it, Lets read my ideas together with me.（范文老师要和学生一起读） 老师学生一起朗读完后，老师问：T: You are clever, can you find some rules? 目的是让学生自己发现规律并总结，老师同时需要板书结构词。如果学生总结不出来，老师代替总结并提醒学生注意表述的逻辑性。（T：Pay attention to the Red Words: first, next, finally. If you have more than one idea, you have to express your ideas logic

10、ally. 老师在此一定要板书结构词） So, today we are going to talk about this(手指向标题页). How can we express our ideas?（老师要读出标题，点题作用）(标题的停留时间太短了)（老师的评价语不要太夸张，也不要过于频繁。取消Super！的表扬，例如：小组或集体，用good job! 个人想法好，用you have a good idea! 个别句子好，用you have a good sentence! 板书：First, Next, Finally要大写，不能随意，要规范。）第二部分：话题二（开校园超市）T: Look

11、, there is going to be a supermarket in our school. Someone suggests opening the supermarket. Is it good? What do you think of the suggestion? Do you agree to open a supermarket in our school? If you agree, what do you say? 开展学生的brainstorm(口头上集思广益)，同理类推T: If you disagree, what do you say? T: Wow, so

12、me say “agree”, some say “disagree”. Lets have a group discussion. List your ideas in the chart. Did you get this chart? Ss: Yes! T: OK, the words and expressions here may help you. 3 minutes. Go! 3分钟后，T: Time to give a report. ( 老师示范下：I agree! N0.1No.2NO.3 ) T: like this. You read it by yourself, O

13、K? 同理去让其他同学，自己来朗读自己的文章。T: You are super/great!T: Time to put your ideas together and make it into an article. Write it down on this paper. T: Do you understand? 8 minutes. Go! （如果问到学生是否开商店，Is it good? Is it bad? 学生们出现一边倒，都同意了怎么办？老师可以追问一句，Do all of you say”yes”, all of you? 防止学生都随大流，如果学生依然说Yes, 老师就追问

14、：Why? 先让学生说出观点，老师不随意亮观点，老师只讲典型的，让学生认真想想再进行讨论。T: I dont have the same ideas with you. I think,这时候再亮明老师的观点，问学生：Do you agree?/ Is it right? Yes? Ss: yes!）八分钟后，通过展示台展示学生作品并批改。agreeideas about the suggestion1. 2. 3. 4. disagreeideas about the suggestion1. 2. 3. 4.先展示一位写作较好的学生作品，估计学生会写得很好，但有可能是缺乏逻辑性。老师可以现

15、场批改，指导学生引入逻辑词来表述个人观点。（这里注意：展示2、3个典型最好，1个太少，first, next, then等不要出现地太早。）T: A good article! But if you put these logical words into your article, I believe it will be much better. 此处要用到投影： 此时，老师呈现自己的作品（老师的范文尽量避开：agree、disagree. 可以是I think its a good idea/ a little bit）。T：I also have my own ideas about

16、this suggestion, lets see.(老师自己朗读出来.) T: Read together, OK? 呈现老师作品，指导学生用好逻辑词，T: So you know how to express your ideas logically, Yes? Ss: Yes! T: So, I suggest giving you another two minutes to rewrite or correct your article, OK? Ss: OK! T: Go! 并要求学生再给2分钟重写（rewrite）, 然后接着展示4-6人作品。T: Time is up, jus

17、t stand up and read your article.第三部分：话题三（拖堂）老师故意做看表姿势，T：Wow! How time flies! We dont have enough time to share all of our articles. Well (停顿一下), I always want to teach you more, you know, but I sometimes delay the class.（切换到拖堂话题的画面）T: You know: delay the class(呈现短语的汉意画面)? Ss: 拖堂。T: You are fantasti

18、c! What do you think of my delaying the class? What do you want to say if I delay the class？(老师可以加入：Is it good?/right?/suitable?来询问学生)(该部分，老师向全班展开集体互动，进行集体讨论，以口头讨论、提醒为方式)如果学生不说或者不会表达生词，老师顺势引导：下面这段要考虑一下：一方面：Do you think delaying the class is good? Why or why not? Do you need to take breaks? Do you ne

19、ed to prepare for the next class? T: What else do you have to do during breaks? Do you need to go to WC? Do you need to eat or drink something? Do you need to go to the teachers office? Ss: 另一方面：Teachers will teach us more.下面这段也有考虑一下：If I delay the class, do you have enough time to go to WC? Can you take good breaks? Do you have enough time to get to