初中英語(yǔ)九年級(jí)下冊(cè)外研版《Unit 3 Language in use.》教學(xué)設(shè)計(jì)-九年級(jí)英語(yǔ)教案

Module5lookafteryourself

Unit3Languageinuse

Differenttenses

I.AnalysisoftheTeachingMaterial

Typeoflesson:Grammarreviewing

ThisunitistakenfromNewStandardEnglish,Student’sBookSixwiththetopicofproblemsandadvice(withdifferenttensesinthetext).Thepurposeofthisunitistohelpstudentsreviewhowtouse6differenttenses.Bystudyingthisunit,studentswillbeabletousedifferenttensesaccordingtodifferentcontexts,aswellastolearnaboutsomeproblemsandadviceinourdailylife.

II.Analysisofthestudents

Studentsarequitefamiliarwithandinterestedinthistopicbecauseit’squiteclosetotheirdailylife.What’smore,studentswillfeeleasiertotalkandwriteaboutproblemsandadviceafterthelearningoftheformertwounits.Meanwhile,theyareabletoreviewdifferenttensesintherealcontext.

III.Teachingaims

Attheendofthisclass,studentswillbeableto

1)recognizedifferenttensesbythestructure.

2)recognizedifferenttensesbythetimeword.

3)understandtheirmeaning.

4)usesuitabletensesaccordingtodifferentcontexts.

5)developsomeculturecharacter,like“knowit’snormaltohaveproblemssometimesinourlifebutnevergiveupandgetthemover.”

IV.Teachingdifficultandimportantpoints

1.Importantpoint

Studentscanuseusesuitabletensesaccordingtodifferentcontexts.

2.Difficultpoints

Studentscandescribedifferentproblemsandadviceusingpropertenses.

V.Teachingmethod

Communicativeapproach

Task-basedapproach

VI.Teachingaids

ablackboard,themulti-media…

VII.Teachingprocedures

Procedures

T’sactivity

Ss’activity

Purposes

I．

Warming-up

Step1.Self-introduction

Makeaself-introductionwithsomepicturesandsentencesindifferenttenses.

Step2.Self-description

Giveadescriptionoftheteacher’sproblemandsolution.

Step3.Match

Showsixsentencesindifferenttensesandletstudentsmatchthemwithsixtimewords.

Listen,watchandthink

Asktheteacherquestionsiftheylike.

Writedownthestructureoftensesontheblackboardtogetherwiththeteacher.

Matchthesixsentenceswithsixtimewords.

Toarousestudents’interestandleadinthetopic

Tocreateasituationtopresentdifferenttenses.

Toreviewdifferenttensesbythetimewordandthestructure.

II.Listeningandreadingfordifferenttenses

III.Post-reading

Step4.listening

Letstudentslistentothetapethefirsttimetogetthegeneralideaandthesecondtimetofillintheblanks,usingpropertenses.

Step5.Fastreading

Readthepassageandmatchtheideaswiththeparagraphs.

Step6.Carefulreading

Askstudentstoreadtheemailcarefully,underlinedifferenttensesandtofillintheblanks,usingpropertenses.

studentslistentothetapethefirsttimetogetthegeneralideaandthesecondtimetofillintheblanks,usingpropertenses.

Readandmatch.

Read,underline,discusswiththeirpartnersandfillintheblanks,usingpropertenses.

Toletstudentsexperiencedifferenttensesbylistening.

Toencouragestudentstoworktogethertofindoutwhattensestheyshoulduse,basedontheunderstandingofthetensesaswellasthelisteningmaterial.

Todevelopthestudents’readingstrategyofscanningandtoprepareforthenextstep.

Topractiseusingsuitabletensesaccordingtodifferentcontexts.

Step7.Groupwork

Dividestudentsinto4groups.Askeachgrouptochoosetodescribesomeone’sproblemandtogivesomeadvice,usingdifferenttenses.

Workingroupsandchoosetodescribesomeone’sproblemandtogivesomeadvice,usingdifferenttenses.

Tobuilduparealsituationforthestudentstoapplythegrammarthey’vejustreviewed.

Toguidestudentstothinkabouthowtodealwithdifferentproblemsinlife.

Tohelpformgoodculturecharacter:It’snormaltohaveproblemssometimesinourlifebutnevergiveupandgetthemover.

Step8.Writing

Askstudentstowriteabouttheirownproblemsandadvice,usingdifferentTENSES

writeabouttheirownproblemsandadvice,usingdifferentTENSES.Shareworksanddopeerevaluatingaccordingtothechecklist.

Todevelopthestudents’writingability,especiallytheabilityofusingpropertensesintargetlanguagebyinvolvingallthestudentsinthisactivity.

Toprovideaplatformforstudentstolearnfromeachotherandhelpeachothertoimprovewriting.

Step11.AssessmentandSummary

Revisewhatwehavelearnttodaytogetherwiththestudentsbyfillinginanassessmentchart.

Step12.Homework.

Finishanassessmentchartofwhatthey’velearnedbycheck(√)

Tohelpthestudentstoevaluatewhattheycanandcan’tdoattheendofthisclass.

Whilethelessonisgoingon,thisteachingdesignmayhavesomechanges,whicharemainlydeterminedbythestudents’reactionaswellastomeetthetimelimit.

BlackboardDesign

Reflection

Self-assessment

HowcanIdothefollowing?Check(√)inthechart.

assessment

Excellent

Good

Tryhard

1.

Icanrecognizedifferenttensesbythestructure.

2.

Icanrecognizediffe