2026秋新教材仁爱科普版九年级上册英语全册教案

第第页PAGE2026秋新教材仁爱科普版九年级上册英语全册教案授课时间：年月日第周第课时课题Unit1TheChangingWorldListeningandSpeaking教学目标1.学生能够识别并正确使用与生活变化相关的六个核心词汇：communication,transportation,education,livingconditions,leisureactivities和medicaltreatment。2.学生能够使用一般过去时和一般现在时，就生活各方面的变化进行问答对话，掌握"Inthepast,itwas...butnowitis..."和"Peopleusedto...butnowtheycan..."等比较结构。3.学生能够运用概括策略简要描述某一领域的主要变化，并能够区分事实与观点。重点掌握目标词汇，并能运用比较句型讨论生活中的变化。难点在对话中准确使用一般过去时和一般现在时进行对比，同时能够区分事实与观点。教学过程Stage1:Warm-upandLead-inTheteachershowstwopicturesonthescreen–anoldrotary-dialtelephoneandamodernsmartphone–andasksstudents:"Whatarethese?Whichoneisolder?"Studentsrespond.Theteacherwritesthetitle"ThePastvs.ThePresent"ontheboardandcontinueswithabrainstormingquestion:"Whatotherthingshavechangedalotinourlives?"Studentssharetheirideasfreely,suchascars,schools,hospitals,andhouses.Theteacherlistensandwritessomekeywordsontheboardtoactivatepriorknowledgeandcreateinterestinthetopic.Stage2:VocabularyPresentationTheteacherdirectsstudentstoActivity1Aandpresentsthesixvocabularyitems:communication,livingconditions,transportation,leisureactivities,education,andmedicaltreatment.Foreachword,theteachershowsapictureorgivesasimpleexampletoensureclearunderstanding,thenreadsthewordaloudandhasthewholeclassrepeattwice.TheteachertheninstructsstudentstocompleteActivity1Bindividually,fillingineachblankwithasuitablewordfromthelist.Studentsworkforaboutthreeminutes.Theteacherchecksanswerswiththewholeclassbycallingonindividualstudents.Correctanswers:1.transportation,2.education,3.medicaltreatment,4.communication,5.Leisureactivities,6.Livingconditions.Theteacherclarifiesanyerrorsormisunderstandings.Stage3:ControlledPractice–SpeakingandListeningForActivity1C,theteachermodelsthetargetdialoguebyreadingitaloudwithnaturalintonation:"Whatwascommunicationlikeinthepast?Itwasslowanddifficult,andpeoplecouldonlywritelettersormakephonecalls.Whathaschangedaboutcommunicationnowadays?Wecangetintouchsoeasilythroughmoderncommunication.Ithasbecomequickandeasy."Theclassrepeatsaftertheteacher.Thenstudentsworkinpairstopracticethedialogue,replacingtheboldword"communication"withothervocabularywordssuchastransportation,education,orlivingconditions.Studentsswitchrolesandpracticeforaboutfourminutes.Theteacherwalksaround,monitors,andoffershelpwhenneeded.ForActivity2,theteacherplaysthelisteningrecordingandtellsstudents:"Listencarefullyandcompletethetablewiththemissinginformation."Theteacherplaystherecordingtwice–firstforgeneralunderstanding,secondwithpausestoallowstudentstowrite.Theteacherchecksanswerswiththeclass.Answers:TheUK–cleanair;China–publicorder;MountJinggangshan–environment.Theteacherwritesthecorrectanswersontheboard.Stage4:Production–Summarizing,CriticalThinking,andGroupWorkTheteacherintroducesthesummarizingstrategybyasking:"CanyousummarizethechangesintheUKinoneortwosentences?"Studentsrespond(e.g.,"TheUKhasbluesky,greengrass,andcleanairnow.").TheteacherdoesthesameforMountJinggangshan(e.g.,"MountJinggangshanhasabetterenvironmentnow.").Next,theteacherexplainsthedifferencebetweenfactsandopinionswithclearexamplesontheboard:"Fact:Peopleusedtowriteletterstocommunicate.""Opinion:Writingletterswasmorepersonalandmeaningful."Theteachergivesadditionalexamplesandasksstudentstoidentifywhethersamplesentencesarefactsoropinions.Theteacherthenannouncestheupcomingposterprojectanddividestheclassintogroupsoffour.Eachgroupisassignedonetopicfromthevocabularylist.Groupsdiscussthreequestions:Whatwasitlikeinthepast?(Fact)Whatisitlikenow?(Fact)Whichoneisbetterandwhy?(Opinion).Studentsdiscussforsixtosevenminuteswhiletheteachercirculatesandofferssupport.Finally,twoorthreegroupssharetheirsummariesandopinionswiththewholeclass.Stage5:SummaryandHomeworkAssignmentTheteacherreviewsthekeypointsofthelesson:vocabulary,question-and-answerpatterns,summarizingstrategy,andfactsvs.opinions.Theteacherthenassignshomeworkandclearlyexplainsbothlevels.Studentsaskquestionsifanythingisunclear.Theteacherremindsstudentstobringmaterialsfortheposterprojectinthenextclass.板书设计ThePastvs.ThePresentKeyVocabulary:communication,transportation,education,livingconditions,leisureactivities,medicaltreatmentKeySentenceStructures:Q:Whatwas...likeinthepast?A:Itwasslowanddifficult.Peopleusedto...Q:Whathaschangedabout...nowadays?A:Ithasbecomequickandeasy.Now,peoplecan...Factvs.Opinion:FACT:Peopleusedtowriteletters.（可证实的）OPINION:Writingletterswasmorepersonal.（个人看法）分层作业A层作业：Writeashortparagraph(6-8sentences)abouthowoneaspectoflifehaschanged.Chooseonetopicfromthelist:communication,transportation,education,orlivingconditions.B层作业：Interviewanolderfamilymember(parent,grandparent,orrelative).Askthem:"Whatwastransportation/school/communicationlikewhenyouweremyage?"Takenotesduringtheinterview.课后反思授课时间：年月日第周第课时课题Unit1TheChangingWorldFunction:MovingtotheCity教学目标学生能够理解并运用对话中的核心功能句型，包括"Haveyougotusedto...?"、"Haveyougotaround...?"以及"prefer...to..."等结构，就城市与乡村生活的适应问题展开交流。学生能够通过听力活动获取关键信息，判断正误，并运用适当的语调（升调、降调）和连读技巧朗读对话。学生能够运用所学语言，与同伴讨论城市与乡村生活的差异，并表达个人对不同生活方式的偏好和原因。重点掌握对话中关于适应城市生活的功能句型，如"Haveyougotusedtothelifeinthecity?"、"Ihaven'tgotaroundinthecityyet."以及"prefertheirquietandsimplelife"等表达，并能正确运用一般现在时和现在完成时进行交流。难点在对话中正确区分和运用一般现在时与现在完成时（如"havegotusedto"、"havebeenbusywith"、"haven'tgotaroundto"等），同时能够运用恰当的升降调和连读技巧使口语表达更加自然流畅。教学过程Stage1:Warm-upandLead-inTheteachershowstwopicturesonthescreen–apeacefulcountrysidesceneandabusycitystreet.Theteacherasksstudents:"Wheredoyouprefertolive,inthecountrysideorinthecity?Why?"Studentssharetheiropinionsfreely.Theteacherthenasks:"Whatchangeshavetakenplaceinyourhometowninrecentyears?"Studentsbrainstormanswers.Theteacherwritesthetitle"MovingtotheCity"ontheboardandintroducestoday'stopic:adaptingtolifechangesanddiscussingcityversuscountrysideliving.Stage2:Pre-listening–VocabularyandPredictionTheteacherintroduceskeyexpressionsfromtheconversation:"getusedto"(becomeaccustomedto),"getaround"(travelaround/explore),and"prefer"(likebetter).Theteachergivesexamplesforeachphraseandhasstudentsrepeatthemaloud.TheteacherthenasksstudentstolookatthepicturesfromActivity2(ifavailable)andpredictwhattheconversationmightbeabout.Studentsguessthetopicandtherelationshipbetweenthespeakers.Stage3:While-listening–ComprehensionPracticeTheteacherplaystherecordingforActivity3.Forthefirstlistening,studentssimplynumberthepicturesinthecorrectorder.Theteacherplaystherecordingasecondtime,andstudentsreadthefivestatementsandmarkT(True)orF(False).Theteacherpausestherecordingwhennecessarytohelpstudentscatchthekeyinformation.Afterlistening,theteachercheckstheanswerswiththewholeclass.Correctanswers:1.False,2.False,3.False,4.True,5.True.Theteacherclarifieseachanswerbyreferringbacktotheoriginalsentencesinthedialogue,helpingstudentslocatetheevidenceforeachjudgment.Stage4:Post-listening–SpeakingandPronunciationTheteacherdividestheclassintopairsandasksstudentstopracticereadingthedialoguealoud,payingattentiontotheintonationandliaisons.Theteacherexplainsthekeypronunciationpoints:risingintonationforyes/noquestions(e.g.,"Haveyougotusedtothelifeinthecity?"),fallingintonationforwh-questions(e.g.,"Whendidyoumovehere?"),andliaison(connectingsounds,e.g.,"movehere"soundslike"move-here").Theteachermodelsseveralsentencesandhastheclassrepeat.Studentsthenpracticethedialogueinpairsforaboutfiveminutes,switchingroles.Theteachercirculatesandoffersfeedbackonpronunciationandintonation.Afterpairpractice,theteacheraskstwoorthreepairstoperformtheirdialogueinfrontoftheclass.Theclassprovidespositivefeedback.Stage5:ExtensionandGroupDiscussionTheteacherconnectsbacktoActivity4(Searchforchangesaroundyou)andalsoreferstotheFunctionsectionquestionsfromActivity1.Theteacherorganizesstudentsintogroupsoffourandasksthemtodiscussthefollowingquestionsbasedonwhattheyhavelearnedfrombothtoday'sdialogueandthepreviouslesson'scontent:Doyoulikelivinginthecountrysideorinthecityandwhy?Whatchangeshavetakenplaceinyourhometowninrecentyears?Whatchangeshavehappenedinleisureactivitiesbetweenthepastandnow?Groupsdiscussforaboutsixminutes.Theteacherwalksaround,listens,andofferssupport.Finally,theteacherinvitesoneortwogroupstosharetheirkeypointswiththewholeclass.板书设计ThePastvs.ThePresentKeyExpressions:·Haveyougotusedto...?（你习惯……了吗？）·Haveyougotaround...?（你四处走动/逛过了吗？）·preferAtoB（喜欢A胜过B）·It'seasytogotherebybusnow.KeyPronunciation–Intonation:↗Haveyougotusedtothelifeinthecity?(Yes/Noquestion–rising)↘Whendidyoumovehere?(Wh-question–falling)Liaison(连读):movehere→move-here(连读)busnow→bu-snow(连读)ListeningCheck(T/F):1.F2.F3.F4.T5.T分层作业A层作业：Writeashortdialogue(8-10exchanges)betweentwofriends.Onefriendhasjustmovedtoanewcity.Theotherasksabouttheirlifechanges,usingexpressionsfromtoday'slesson:"Haveyougotusedto...?","Haveyougotaround...?",and"prefer".Writeandpracticereadingitaloudwithproperintonation.B层作业：Writeashortpassage(8-10sentences)comparingcitylifeandcountrysidelife.Include:whatlifeislikeineachplace,whichoneyoupreferandwhy,andwhatchangesyouhavenoticedinyourhometown.Useatleastthreeexpressionsfromtoday'slesson.Bereadytoshareyourwritinginthenextclass.课后反思授课时间：年月日第周第课时课题Unit1TheChangingWorldThinkingSkillsandReadingStrategies教学目标学生能够理解事实与观点的定义和区别，并能运用判断标准准确识别给定陈述属于事实还是观点。学生能够运用概括策略，在阅读文本后提取主旨大意和重要细节，并用简洁的语言完成摘要。学生能够在小组讨论中运用所学策略，围绕生活中的变化进行交流，区分他人的陈述中哪些是事实、哪些是观点。重点掌握区分事实与观点的判断方法，理解事实是可证实的客观陈述，而观点是表达个人感受或看法的主观判断；同时掌握概括的阅读策略，学会提取主旨和关键细节。难点在实际阅读和讨论中，准确区分那些看似客观但实际带有主观色彩的陈述，以及能够用简洁连贯的语言整合信息、写出完整的摘要。教学过程Stage1:Warm-upandLead-inTheteacherwritestwosentencesontheboard:"Thereare45studentsinourclass."and"Ourclassisthebestclassintheschool."Theteacherasksstudents:"Whichsentencecanbeproven?Whichoneisjustsomeone'sfeelingoropinion?"Studentsrespond.Theteacherthenexplainsthedifference:afactissomethingthatcanbecheckedorproven,whileanopinioniswhatsomeonethinksorfeelsandpeoplemaydisagreeaboutit.Theteacherintroducestoday'stopic:"Todaywewilllearntodistinguishfactsfromopinionsandpracticesummarizingwhatweread."Stage2:PresentationandPractice–Factsvs.OpinionsTheteacherdirectsstudentstoActivity1.Studentslookatthepicturesandmatchthestatementstothecorrectpictures.Thentheydecidewhethereachstatementisafactoranopinion.Theteachergoesthrougheachstatementwiththeclass.Andthentheteacherwritestheanswersontheboardandchecksstudents'understanding.Next,theteachermovestoActivity2.StudentsreadthetextaboutZhangLinindividuallyandthendecidewhetherthefivestatementsarefactsoropinions.Theteachergivesstudentsaboutfourminutestoreadandcompletethetask.Theteacherthenchecksanswerswiththewholeclassandexplainseachone.Theteacheremphasizescluewordslike"Ithink","Ibelieve",and"Ihavetosay"thatoftensignalopinions.Stage3:PairWork–SharingOpinionsTheteacherasksstudentstoworkinpairsforActivity3.StudentstalkaboutthechangesinZhangLin'slifeandgivetheirownopinionsaboutwhethertheyagreewithherviews.Forexample,studentsmightdiscuss:"Doyouthinkherlifestyleisunhealthy?Why?"or"Doyouthinkshoppingonlineisreallyeasierthangoingtostores?"Studentsdiscussforaboutthreetofourminutes.Theteacherwalksaroundandlistenstotheirconversations,encouragingthemtousecompletesentences.Stage4:ReadingStrategies–SummarizingTheteacherintroducesthereadingstrategyofsummarizing.Theteacherexplains:"Summarizingmeansretellingtheimportantpartsofatextinyourownwords.Youshouldkeepthemainideaandthemostimportantdetails.Asummaryisshorterthantheoriginaltext."Theteacherwritesthedefinitionontheboard.TheteacherthendirectsstudentstoReadingStrategiesActivity1.Studentslookatthepicturesandreadthesampletext.Theteacherguidesstudentstoidentifythemainideaandtheimportantdetailstogether.Theteacherthenasksstudentstofillintheblanksinthesummary:"Chinahasmadegreatprogressineducation,transportationandhealthcare."Theteacherwritesthecompletedsummaryontheboard.Next,theteacherdirectsstudentstoReadingStrategiesActivity2.StudentsreadthenewtextaboutChina'sachievementsindividually.Theymustcompletethesummarychart.Theteachergivesstudentsaboutfourminutestoreadandfillintheblanks.Theteacherthenchecksanswerswiththeclass.Theteachercollectsafewsamplesummariesfromstudentsandsharesthemwiththeclass.Stage5:GroupWorkandSummaryTheteacherdividestheclassintogroupsoffourforActivity3.Studentstalkaboutthechangesaroundthem,summarizetheirideas,andpreparetosharewiththeclass.Theteacherprovidesguidingquestions:"Whatchangeshavehappenedinyourhometown?Whatchangeshavehappenedinyourschoolorfamily?Canyousummarizethemainchanges?"Studentsdiscussforaboutfiveminutes.Theteachercirculatesandoffershelp.Finally,theteacherinvitesoneortwogroupstosharetheirsummarieswiththewholeclass.Theteacherprovidespositivefeedbackandbrieflyreviewsthekeypointsoftoday'slesson:howtodistinguishfactsfromopinionsandhowtowriteagoodsummary.Theteacherassignshomeworkandexplainsbothlevelsclearly.板书设计Factvs.Opinion:·FACT:Canbeproven/checked.(可证实的)·OPINION:Whatsomeonethinks/feels.(个人看法)SignalWordsforOpinions:Ithink,Ibelieve,Ifeel,inmyopinion,IhavetosayExamplesfromtoday:FACT:Technologyhaschangedourlives.OPINION:Hamburgerstastebetterthannoodles.Summarizing:MainIdea+ImportantDetails=Summary(用自己的话复述)分层作业A层作业：Readtheshortpassagebelow.WriteF(Fact)orO(Opinion)foreachstatement.Thenwriteasummaryofthepassageintwosentences.Passage:Myhometownhaschangedalot.Therearemorebuildingsandshopsnow.Ithinkitismuchmoreconvenienttoliveherenow.Thetransportationisbettertoo.B层作业：Writeashortpassage(8-10sentences)aboutthechangesinyourhometownoryourschool.Inyourpassage,includeatleastthreefactsandthreeopinions.Underlinethefactswithasinglelineandcircletheopinions.Thenwriteatwo-sentencesummaryofyourownpassageattheend.课后反思授课时间：年月日第周第课时课题Unit1TheChangingWorldThemeReading:GreatChangesinChina教学目标学生能够通过阅读关于北京变化的文章，理解文章主旨大意，提取关键细节，并运用概括策略完成段落摘要和结构图表。学生能够根据上下文语境推测生词含义，完成单词与释义的匹配，并掌握apartment,narrow,modern,leisure,block等词汇的用法。学生能够运用事实与观点的判断标准，分析文中的陈述，并能够在讨论中表达自己对城市变化的不同看法。重点理解文章关于北京过去与现在变化的主要内容，掌握概括策略，提取每段的主旨和重要细节，完成文章结构图表的填写。难点准确区分文中的事实陈述与作者或他人的观点表达，理解"somepeoplefindtheolddaysmorefun"属于观点而非事实，并能够用英语表达自己对变化的看法。教学过程Stage1:Warm-upandLead-inTheteachershowstwopicturesofBeijingonthescreen–onefromthe1980s(oldstreets,bicycles,simplebuildings)andonefromtoday(modernskyscrapers,subways,crowdedtraffic).Theteacherasksstudents:"Whatdoyouseeinthesetwopictures?WhathaschangedinBeijingovertheyears?"Studentssharetheirobservationsfreely.Theteacherthenasks:"Doyouthinkthesechangesaregoodorbad?Why?"Studentsgivetheiropinions.Theteacherintroducestoday'stopic:"TodaywewillreadaboutthegreatchangesinBeijingandlearntosummarizethemainideasandidentifyfactsandopinionsinthetext."Stage2:VocabularyPre-teachingTheteacherwritesfivekeywordsontheboard:apartment,narrow,modern,leisure,andblock.Theteachershowspicturesforeachwordtohelpstudentsunderstandthemeanings.ThentheteacherdirectsstudentstoActivity3andasksthemtomatchthewordswiththeirmeaningsaccordingtothetext.Studentscompletethistaskindividuallyforabouttwominutes.Theteacherchecksanswerswiththeclass.Stage3:FirstReading–SummarizingtheMainIdeaTheteacherasksstudentstoreadthetextinActivity2silentlyandquickly.Studentsreadforaboutfourminutes.Theteacherthenasks:"Whatisthemainideaofthistext?"StudentsshouldidentifythatthetextisaboutthegreatchangesinBeijingfromthepasttothepresent.Theteacherthenasksstudentstosummarizethetextinonesentence.Apossibleansweris:"ThetextdescribeshowlifeinBeijinghaschangedfromthepasttothepresent."Theteacherwritesthissummaryontheboard.Stage4:SecondReading–CompletingtheChartTheteacherasksstudentstoreadthetextagain,morecarefullythistime.StudentsreadeachparagraphandcompletethechartinActivity4.Theteacherexplainsthatthechartisorganizedbyintroduction,body,andconclusion.Theteachergoesthroughthechartwiththeclassandguidesstudentstofindtheanswers.ForParagraph1,studentsshouldfillin"life"or"wayoflife."ForParagraph2,studentsshouldidentifythepastdetails:crowded,narrowstreets,travelingbybikeorbus,notmanyleisureactivities.ForParagraph3,studentsshouldidentifytoday'sdetails:undergroundlinesandsmartphones.ForParagraph4,studentsshouldfillin"slowerandsimpler"and"keepupwiththechangingworld."Theteacherchecksanswerswiththewholeclassandwritesthemontheboard.Stage5:Factsvs.Opinions–CriticalThinkingTheteacherdirectsstudentstoActivity5.Studentsreadthefourstatementsanddecidewhethereachisafactoranopinionbasedonthetext.Studentscompletethetaskindividuallyforaboutthreeminutes.Theteacherchecksanswersandexplainseachone.Statement1,"Peopleusedtogotoworkbybikeorbybus,"isafactbecausethetextstatesthisclearly.Statement2,"Inthepast,peopledidn'thavemanyactivitiesforfun,"isafactasthetextsays"theydidn'thavemanyleisureactivities."Statement3,"TheolddaysinBeijingweremorepleasant,"isanopinionbecausethetextsays"somepeoplefindtheolddaysmorefun"–thisisapersonalview,notanobjectivetruth.Statement4,"Peopleshouldkeepupwiththechangesintoday'sworld,"isalsoanopinionbecauseitexpresseswhattheauthorthinkspeopleshoulddo,whichisasuggestionorbelief.Theteacheremphasizesthatsignalwordsandcontextshelpusdistinguishfactsfromopinions.Stage6:PairWorkandSummaryTheteacherasksstudentstoworkinpairs.StudentsdiscussthechangesinBeijingbasedonthetextandgivetheirownopinions:"Whichdoyouprefer,thepastlifeortoday'slifeinBeijing?Why?"Studentsdiscussforaboutfourminutes.Theteachercirculatesandlistenstotheirconversations.Finally,theteacherinvitestwopairstosharetheiropinionswiththeclass.Theteacherreviewsthekeypointsofthelesson:summarizingmainideasanddetails,completingastructurechart,anddistinguishingfactsfromopinions.Theteacherassignshomeworkandexplainsbothlevelsclearly.Theteacheralsoremindsstudentstobringmaterialsfortheposterprojectinthenextclass.板书设计ThemeReading:GreatChangesinChinaNewVocabulary:apartment(公寓),narrow(狭窄的),modern(现代的),leisure(休闲),block(街区/大楼)SummaryoftheText:MainIdea:LifeinBeijinghaschangedgreatly.Past:crowded,narrowstreets,bikes/buses,fewleisureactivitiesPresent:modernapartments,widerstreets,subways,smartphones分层作业A层作业：Writeashortsummaryofthetext"GreatChangesinBeijing"in3-4sentences.Yoursummaryshouldincludethemainideaandthemostimportantdetails(pastvs.present).Useyourownwords.B层作业：Writeashortpassage(8-10sentences)comparingyourhometown'spastandpresent.Describethechangesinhousing,transportation,andpeople'sactivities.Includeatleasttwofactsandtwoopinionsinyourwriting.Underlinethefactsandcircletheopinions.课后反思授课时间：年月日第周第课时课题Unit1TheChangingWorldGrammarinUseTheSuffix-ment&PresentPerfectTense(I)教学目标学生能够理解并掌握后缀-ment的构词规律，能将动词转化为名词，并能运用该规律完成词汇填空练习。学生能够理解现在完成时的基本结构和用法，掌握其肯定句、否定句和疑问句的构成方式。学生能够正确运用现在完成时配合already,just,yet,recently等副词描述过去发生且与现在有联系的事件。重点掌握后缀-ment的构词法及其在语境中的运用；掌握现在完成时的基本结构"have/has+过去分词"及其与already,just,yet,recently等副词的搭配使用。难点理解现在完成时与一般过去时的区别，特别是当动作发生在过去但对现在有影响时使用现在完成时的语境判断；掌握动词过去分词的不规则变化形式。教学过程Stage1:Warm-upandLead-inTheteacherwritestwosentencesontheboard:"Theenvironmenthasimprovedalot."and"Therehasbeengreatimprovementintheenvironment."Theteacherasksstudentstocomparethewords"improved"and"improvement"andidentifythedifference.Studentsrespondthatoneisaverbandtheotherisanoun.Theteacherintroducestoday'stwogrammartopics:thesuffix-mentforformingnounsfromverbs,andthepresentperfecttense.Stage2:GrammarFocus–TheSuffix-mentTheteacherpresentstherule:adding-menttoaverbchangesitintoanounmeaningtheactionorresultofthatverb.Theteacherwritesexamplesontheboard:improve→improvement,achieve→achievement,move→movement,pay→payment,agree→agreement,argue→argument,encourage→encouragement,develop→development,enjoy→enjoyment,excite→excitement.StudentscompleteActivity2independently,fillingintheblankswiththecorrectwordsfromthebox(argument,payment,movement,agreement).Aftertwominutes,theteachercheckstheanswers:1.agreement,2.argument,3.movement,4.payment.StudentscompleteActivity3independently,fillingintheblankswiththecorrectnounformsofthegivenverbs(excite,enjoy,develop,encourage).Afterthreeminutes,theteachercheckstheanswers:excitement,enjoyment,development,encouragement.Stage3:GrammarFocus–PresentPerfectTense(I)Theteacherintroducesthepresentperfecttensestructure:have/has+pastparticiple.Theteacherexplainsthethreemainuses:actionsthathappenedatanunspecifiedtimeinthepast,actionsthatstartedinthepastandcontinuetothepresent,andpastactionsthathavearesultorconnectiontothepresent.Theteacherintroducesthekeyadverbs:already(usedinpositivestatements,placedbetweenhave/hasandpastparticiple),just(similartoalready),yet(usedinnegativestatementsandquestions,placedattheendofthesentence),recently(canbeplacedatthebeginningorend).StudentsreadtheconversationinActivity1inpairs,payingattentiontothepresentperfecttenseverbs.Studentsidentifytheverbsintheconversation:haven'tseen,havejustcome,havetakenplace,hasbecome,haveyouseen,hasgone,hasn'tcomeback.StudentscompleteActivity2,fillingintheblankswiththecorrectformoftheverbs.Theteacherchecksanswers:havemoved,hasbuilt,haven'tfinished,HasBillbeen,hasn't,hasgone.Stage4:Practice–PresentPerfectTenseStudentscompleteActivity3independently,fillingintheblankswiththecorrectformofthegivenverbsinthetextaboutreturninghomeaftertenyears.Theteachergivesstudentsfiveminutestocompletethetask.Theteacherchecksanswerswiththeclass:haschanged,remained,haveseen,havefaced,havegone,haveneverforgotten,havecome.Stage5:SummaryandHomeworkAssignmentTheteacherreviewsthetwogrammarpoints.Forthesuffix-ment,theteacherreviewstheruleandexamples.Forthepresentperfecttense,theteacherreviewsthestructureandthekeyadverbs.Theteacherassignshomeworkandexplainsbothlevelsclearly.板书设计GrammarinUse:Suffix-ment&PresentPerfectTense(I)1.Suffix-ment(动词→名词)improve→improvement(改进)achieve→achievement(成就)move→movement(运动/行动)pay→payment(支付)2.PresentPerfectTenseStructure:have/has+过去分词Adverbs:already(肯定句中，have/has之后)just(肯定句中，have/has之后)yet(否定句和疑问句中，句末)recently(句首或句末)分层作业A层作业：Completethefollowingexercises.1.Add-menttothefollowingverbstomakenouns:amuse,punish,treat,employ.2.Fillintheblankswithalready,just,yet,orrecently:Ihave______finishedmyhomework.(already/just)Shehasn'tarrived______.(yet)Haveyouseenhim______?(recently)B层作业：Writeashortpassage(8-10sentences)aboutthechangesinyourlifeusingatleastfiveverbschangedintonounswiththesuffix-mentandatleastfivepresentperfecttensesentences.Forexample:Therehavebeengreatimprovementsinmyschool.Ihavealreadymademanynewfriends.Underlineallthe-mentnounsandcircleallthepresentperfecttenseverbs.课后反思授课时间：年月日第周第课时课题Unit1TheChangingWorldOralCommunication–TalkingaboutLeisureActivities教学目标学生能够通过听力活动获取关于Mr.Li休闲活动变化的关键信息，完成图片排序和表格填空。学生能够运用比较类句型，描述自己与父母在休闲活动方面的差异，并使用恰当的连接词组织语言。学生能够在小组讨论中分析休闲活动变化的原因，并能清晰地向全班呈现小组的发现。重点掌握描述休闲活动变化的词汇和句型，包括过去和现在娱乐方式的对比表达，以及运用连接词while,but,however等进行比较。难点在口语表达中能够连贯地组织语言，清晰对比两代人的休闲活动差异，并分析产生差异的社会原因（如科技发展、生活方式改变等）。教学过程Stage1:Warm-upandLead-inTheteacherasksstudentsaquestion:"Whatdoyouusuallydoinyourfreetime?"Studentssharetheirleisureactivitiesfreely.Theteacherthenasks:"Whatdidyourparentsdoforfunwhentheywereyoung?"Studentstrytoguess.Theteacherintroducesthetopic:"TodaywewilllistentoaninterviewabouthowMr.Li'sleisureactivitieshavechanged.Thenwewilldiscusshowyourleisureactivitiesaredifferentfromyourparents'."Stage2:Pre-listening–VocabularyandPredictionTheteacherintroduceskeyvocabularythatwillappearinthelistening:open-airmovies(露天电影),Chinesechess(中国象棋),EiffelTower(埃菲尔铁塔),andcomfortof