人教版九年级Unit 12 Life is full of the unexpected.-Section A 1a—2d-教案、教学设计-部级公开课-(配套课件编号：f0c5d).doc

1、1 初中英语九年级人教版教学设计初中英语九年级人教版教学设计 Unit 12 Life is full of the unexpected. Section A 1a -2c 一、一、Teaching Demands (一) Language demands Learn to use “had done to describe the past events; Learn to use the new words and sentences to narrate the past unexpected events. (二) Ability demand Be able to recogniz

2、e and use the target language in natural speech; develop their ability of narrating the past events. (三) Emotion demands To arouse students interest in learning English; to develop the students spirit of cooperation and the optimistic attitude towards life. 二二、Learner analysis (一) The analysis of th

3、e teaching material This unit relates to the usage of the past perfect tense. This lesson is the first period of this unit, in which students learn to perceive and master the sentence structure according to Marys story. The lesson is focused on the topic of narrating the unexpected events. It can te

4、ach the students how to talk about the past. It improves the students ability of communication. The aims of this lesson is to guide the students to develop their speaking and listening skills by using the target language, which I think is the important and difficult points in this lesson. Meanwhile

5、I should aim at developing the students love to the life and world. (二) The analysis of the students Even though the students are of different levels, most of them have a good foundation of words and a strong sense of acting. For the students in Grade 9, they can use what they have learned to expres

6、s their ideas in a correct way. I will use some activities and games in the class to finish some tasks such as pair work, interview and so on to let each of them have more chances to practice English, thus to make some improvement . 三、三、Teaching methods According to the requirements of New English C

7、urriculum Criterion, Ill mainly use the following four methods. (一) Situational Teaching Approach Use this method to give the students a real situation of language learning, arouse the students enthusiasm to take part in the group work and try to learn something by using. (二) Task-based Language Tea

8、ching Use this method to give the students tasks in order to develop the skills of listening, speaking, reading and writing and the ability of using the language. (三) Learning Regularity According to the regularity, I adopt the step by step way to teach from the easy to the difficult. (四) Use the bo

9、dy language and multimedia to make the lesson intuitive and interesting. 四、四、Teaching difficult and important points (一) Difficult points How to use had done for narrating the past; (二) Important points New words: unexpected; backpack; oversleep; ring; by the time Sentence pattern: By the time I got

10、 back to school, the bus had left. 2 When I got to school, I realized that I had left my backpack at home. 五、五、Teaching procedure Step 1 Lead in First, Ill play video named Backkom Surfing. While watching, ask the students to think about a question “what do you think of Backkoms life?” Then ask the

11、students to use some adjectives to describe Backkoms life so that I can bring out the title Life is full of the unexpected. In this step my purpose is to arouse studentsattention and lead out the topic. Step 2 Presentation Firstly, I will show some pictures about Marys morning and lead the students

12、to describe the pictures with simple past tense. Then use the simple past tense to lead out the past perfect tense. When learning about Marys story, students will also learn the new words sentence structure at the same time. In this part, students will practice the structure in many different ways.

13、My purpose is to let the students sense the past perfect tense and memorize the sentence structure. Step 3 Practice (一) Listening practice. After talking about Marys story, lead the students to finish 1b, 2a and 2b. In this part, students will get familiar with the material and the sentence structur

14、e. (二) Retell Marys story. After listening to 1b, ask the students to describe the first part of the story together. Then retell the rest after 2b. When the students know the whole story, I will ask them to play a chain game. Retell the story one by one. I design this part to give the students more

15、chances to practice the target language so that they can consolidate what they have learned. (三) Pair work. At the end of the story, Mary was late. I will ask students to work in pairs to make up an ending for Marys story and act it out. In this part, I create a realistic situation and ask them to m

16、ake up an ending with open minds. About this part my purpose is to arouse students interest and make them take an active part in the class. Whats more, it can also encourage them to speak and perform in public, so that they can improve their oral English. Step 4 Production Group work - interview. Af

17、ter learning Marys story, students are familiar with the target language. So in this part, students will use what they have learned to describe their own unexpected things in life. Before the group work, I will share my unexpected daymy birthday which can set an example for the following activity. F

18、irstly, Ill ask them to talk about their stories in groups. Secondly, I will choose a student as a reporter and ask the reporter to interview some of the students and give them some positive praise. About this part my purpose is to help students use the target language freely. Step 5 Summary In this

19、 step my purpose is to have a conclusion about this lesson. Try to get four new words and the sentences patterns. 六、六、Blackboard Design As for the Bb design, I just write the key words and structures. In this way, students can have a clear and concise impression about what theyve learned. 七、七、Teaching Reflection When the class is over, I will finish the teaching reflection according to the reflection of the students. I will also write some helpful advice which I can use next time.