Unit 1 The Changing World Topic 2 The population in developing countries is growing faster. Section

Unit 1The Changing World Topic 2Section A（教学设计）
Ⅰ. Material analysis
本课是九年级第一单元第二话题，主活动为1a。1a的对话不长但语言点丰富。通过“Michael去购物中心”这件事，引出了话题和语法：人口问题和常见的现在完成时的标志性副词。1a通过学习标志词“just, already, yet, ever 和never”，继续学习现在完成时。学生通过朗读课文，培养语感。1b要求学生先预测，再通过听材料来核对。2进一步体会现在完成时标志性副词的用法，提高学生的听力水平。1c和3，通过短文改错和同义句转换的活动形式，巩固学生的基本功，培养学生的综合语言运用能力。
Ⅱ.Teaching aims
1.Knowledge aims：
掌握本课的重点词汇和短语，继续学习现在完成时。
2.Skill aims:
强化训练学生听的能力。
运用不同的方式，培养学生的综合语言运用能力。
在实际运用中，体会和领悟语法项目的表意功能。
3.Emotional aims: (optional)
引导学生关注社会现象，关注人口问题。
4. Culture awareness: ( optional)
Ⅲ. The key points and difficult points
1. Key points:
Words and phrases: yet, probably, cinema, department, nearby
get lost, hate doing sth., not…any more, such…that…/ so…that…
Sentences: So do I.
Grammar: Present Perfect (just, already, yet, ever和never的用法)
2. Difficult points：
能通过听、说和读的方式感知并正确使用just, already, yet, ever and never的用法。
能自如运用不同语言点表达相同信息。
能发现并改正短文中的常见错误。
3.Emotional aims: (optional)
培养学生关注社会现象，乐于与他人沟通的意识。
Ⅳ. Learning strategies
通过1c的改错练习，帮助学生学会自己纠错，提高学生的写作技能。
通过1b和2的听力训练，教会学生在听中感知语言的用法。
通过3的同义句转换，培养学生用不同表达法自如传递信息的能力。
引导学生就不同的问题各抒己见，交流观点，培养学习英语的自信心。
Ⅴ. Teaching aids
单词卡片（如：population, yet等）或者幻灯片；超市购物图；两张全家福照片(旧与新)
Ⅵ. Teaching procedures
Stage(time period) Interactionpatterns Teacher activity Student activity Remarks
1 Getting students ready for learning(2-3 mins) Class activity GreetingPlay the PPT about crowded places or play various noises from people, cars, machines etc.T: Good morning, my dear class. I have some information to share with you. Let’s watch and listen carefully, and then talk about your feelings.… Greeting.Watch some pictures and listen to some terrible noise. Then talk about their feelings.Ss: Good morning…… 利用多媒体或图片，以及音像制品让学生感知Topic 2 的功能与话题。
2 Revision(2-3 mins) Class activity Competition: Show the following exercises on the PPT , and ask the Ss to finish them as quickly as possible. (1) A: you (make) your bed B: Yes. (2) I (water) the flowers already. (3) My mother (work) in the hospital for twenty years. (4) A: Where’s Maria B: She to the library.(5) Lily Beijing twice. Finish the exercises as quickly as they can to revise the structure of present perfect tense. 该环节可以用抢答的方式处理。
3 Pre-listening (5-7 mins) Class activity Show some pictures to present the new words and then teach them.(show a picture of a cinema and ask)T: Have you ever been to a cinema to watch a movie S1: Yes, I have.S2: No, I haven’t. /Not yet.T: But I haven’t been to the Chongqing Department Store. Have you been there yet S3: Yes, I have.S4: No, I haven’t. /Not yet. T: Miss Wang has probably been there.…(Present other pictures to teach new words) Predict the meaning of the words according to the pictures and content.S1: Yes, I have.S2: No, I haven’t. / Not yet.…S3: Yes, I have.S4: No, I haven’t. /Not yet. ……… 教授单词中，名词较多时，还可采用匹配图片和单词的方式；也可用通过英语解释描述该词，做到形式多样化，才能更好地激发学生的兴趣。教师根据不同地理位置，学生的认知水平，设定不同的场景，做好不同的备案。
4 While-listening (10mins) Class activity Step 1: Let the Ss scan 1b before listening. Listen to 1a and finish 1b. T: Most students probably like going shopping. What about Michael and Maria Do you want to know Let’s listen to the tape and find out the answer.T: Do Michael and Maria like going to the shopping centre S1...Step 2: Listen to 1a again, pay attention to the pronunciation and intonation and then act 1a out. Listen to 1a and find the answer whether Michael and Maria like going to the shopping centre.S1: No, they don’t.Listen to 1a again, pay attention to the pronunciation and intonation and then act 1a out. 教师可以根据学生水平决定听的次数，也可将1b改为听后活动。
5 Post-listening (20 mins) Group workGroup workIndividual workIndividual work Step 1: Read the conversation again and ask the Ss to underline the key points. Let them discuss the key points by themselves first. Then give some necessary explanations.T: Read the conversation again, underline the key points and discuss them in groups.…T: Now let’s check the answer. Have a try, please.Step 2: Lead the Ss to circle the adverbs like just, already, yet, ever and never. Choose one group to state the usage of them. Others can add more opinions. Then finish 1c.T: OK, now please share your answers with us. Others listen carefully and you can add more different ideas.S1…Step3: Get the Ss to fill in the blanks in 2 before listening. Then listen and check the answer. Finish 2. T: Well done. Steve has been to China for a few days. Now tick the places Steve has visited after the first-listening.…T: Where has Steve been Ss...T: That’s right. Now try to fill in the blanks in 2 before listening. Then listen again and check the answer by yourselves.…T: OK, let’s check the answer.Step 4: Finish 3.T: You have learnt so many language points. How clever you are! Now, finish 3 by yourselves. Read the conversation carefully, and underline the points they do not understand. Solve the problems in groups. Ask for the teacher’s help if necessary.Discuss the difference between have/has been to and have/has gone to and then make a presentation. Then finish 1c.S1: “just” …Try to fill in the blanks of 2 and check the answer while listening.…Ss: department store and cinema.Ss…Finish 3. 学会归纳总结所学知识，构建知识框架。听力训练之前，试着填空，能更好地预测听力内容。
6 Summarizing and assigning homework (3-5 mins) Class activity Step 1: Summarize the main content of this class and repeat the key points.Step 2: HMK: Search for some information about the population of different countries. Go over the words and expressions you have learned with your partners. Then present them to the whole class. Make new conversations like 3. 作业布置：培养学生利用现代化的资源，提升自己收集，整理各种信息的能力。
Ⅶ. Blackboard design
The population in developing countries is growing faster.Section Aprobably, cinema, department, nearby (1) A: _______you_______(make) your bed just, already, yet, ever, never B: Yes. get lost (2) I _______ ______(water) the flowers already. hate doing sth. (3) My mother _______ ________ (work) in the hospital for twenty years. not…any more (4) A: Where’s Maria such…that… B: She _______ _________ to the library.so…that… (5) Lily ______ _______ ______ Beijing twice.So do I.
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