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Unit 1The Changing World Topic 3 Section A（教學設計）
Ⅰ. Material analysis
本課是九年級第一單元第三話題，主活動為1a和3。1a通過談論紐約街頭今昔的變化，學習含有since和for的現在完成時態。1b通過聽對話來獲取特定的信息，提升學生的聽力水平。1c訓練學生的口語表達能力。2通過聽短文來了解百老匯的變化。3既是重點也是難點。讓學生通過觀察數軸來學習since和for的用法，最后在4中進行口頭運用。本課通過紐約和百老匯的今昔對比，引導學生關注社會的發展，關注文化的進步。
Ⅱ.Teaching aims
1.Knowledge aims：
掌握本課的重點詞匯和短語，進一步學習現在完成時（since和for的用法及區別）。
2.Skill aims:
培養學生的聽力能力。
培養學生的運用現在完成時進行口頭表達的能力。
能通過整合對話內容，提升綜合語言運用能力，為語言輸出做好準備。
3.Emotional aims: (optional)
引導學生了解各國城市的變化，關注社會文明的進步，為建設更好的家園而努力學習。
4.Culture awareness: (optional)
通過紐約街頭今昔的對比，引導學生關注不同的國家、城市的發展和社會文明進步。
Ⅲ. The key points and difficult points
1. Key points:
Words and phrases: block, artist, visitor, industry, chemistry, term, get/be used to, used to be…, as a matter of fact, millions of, stand for…
Sentences: You have been in New York for a long time.
…but the city has improved a lot since I came here a few days ago.
Grammar: Present Perfect (since和for的用法)
2. Difficult points：
通過具體語境，區別短語get/be used to (doing) sth.和used to do sth.的用法。
能通過觀察、聽和說的方式感知并掌握since和for的用法。
能區別since和for引導的時間狀語，并在現在完成時中進行運用。
Ⅳ. Learning strategies
通過1b 圖表信息完成1c，培養學生重組語言的能力。
通過1b的聽力訓練，教會學生在聽力中提取關鍵語句的學習方法。
通過3的練習，培養學生掌握觀察、歸納總結的學習策略。
通過2的綜合填空，教會學生根據聯系上下文和提取時間狀語的方法進行綜合填空。
Ⅴ. Teaching aids
單詞卡片（如：block, art/artist, visit/visitor等）或者幻燈片；紐約或者北京今昔的對比圖片；歌劇視頻Cats的片段等。
Ⅵ. Teaching procedures
Stage(time period) Interactionpatterns Teacher activity Student activity Remarks
1 Warming-up (2-3 mins) Class activity Greet and play a video of a part of Cats.T: Boys and girls, before we have our class, let’s enjoy a part of the opera.…T: Do you like it Ss: Yes, it’s amazing.T: It’s very famous throughout the world. Do you want to know where it is from Ss: America. Greet and enjoy a video about Cats.…Ss: Yes, it’s amazing.…Ss: America. 《貓》是紐約百老匯非常著名的音樂劇之一，讓學生欣賞其中的片段，感受西方文化。如果條件不具備，可以播放音樂Memory或者其它具有代表性的歌曲。
2 Lead-in (2-3 mins) Class activity Present some pictures of New York’s streets, famous museums etc., and get the Ss to talk about their feelings after watching.T: Right. It’s from Broadway in New York. Now, look at the pictures of New York. How do you like it . Watch the pictures of New York’s streets, famous museums etc., and talk about their feelings.S1: The street is clean.S2: How beautiful the park is!S3… 教師先出示具有紐約特色的圖片，引起學生的興趣，為學習1a打下基礎。
3 Pre-listening (5 mins) Class activity Present the new words and difficult sentences on the Bb. Ask the Ss to take notes and try to remember them.T: Yes, it’s a wonderful place to live. As a matter of fact, it used to be terrible. Bob has been in New York for a long time. He has seen the changes himself. The city has improved a lot since he came there. He has already got used to the life there.Ss…(Teach other new words and phrases in the same way.) Try to understand the new words and difficult sentences, and take notes according to the teacher’s descriptions.Ss… 1a部分內容簡單，教師在課前可以處理的話，聽后活動中就不用再做另外的處理。教師在呈現新知時，應注意短語的辨析。如果學生基礎較差，可補充與實際生活貼近的例句，創設新的語境感知語言點的用法。
4 While-listening (8 mins) Class activityPair work Step 1: Let the Ss scan 1b before listening. Listen to 1a twice and tick what was mentioned about New York. Finish 1b. T：Do you want to know how terrible New York used to be Now let’s listen to a dialog and tick what was mentioned about New York.…T: Now, let’s check the answer.Step2: Listen to 1a again, pay attention to the pronunciation and intonation and then act 1a out.T: You are right, let’s listen to the tape, and then try to act out the dialog. …T: Any volunteers Ss: Scan the materials of 1b. Then listen and tick the right answers. Finish 1b.……S1:terrible trafficS2:dirty streetListen to 1a again, pay attention to the pronunciation and intonation and then role play 1a.Ss… 經過聽前的新知呈現，該部分聽力練習的難度大大降低，因此，不用再另外給時間讓學生作聽前準備。分角色朗讀課文時，教師應根據從班級到小組，再到結對練習的順序，逐漸讓學生把握對話角色，更好的理解課文，增強展示環節的自信心。
5 Post-listening(20 mins) Group workGroup workIndividual work Step 1: Guide the Ss to talk about New York based on 1b and 1c. Then retell 1a in groups.T: We’ve learnt about the changes about New York’s traffic, streets, life and so on. Now, let’s ask and answer with your group members. Then retell 1a in your own words. The information of 1b can help you.S1: How much do you know about the traffic in New York S2: I heard that the traffic there was terrible. Do you have any idea about the street S3…T: OK, who can report what you discussed in your group just now Have a try, please.S4: New York is a big city in the USA. The traffic there used to be terrible. And the streets there were dirty, but they are clean now….Step 2: Get the Ss to underline the sentences in Present Perfect tense in 1a and present three sentences of 4 in Section B, paying attention to the stress, weak form, liaison and pause. Then discuss the usage of “for” and “since” in groups according to the examples. Finish 3.T: Excellent! Now go through 1a again and underline the sentences with “for” and “since” in them.…T: OK, who can S1: You have been in New York for a long time. Ss: But the city has improved a lot since I came here a few days ago. (Present three sentences of 4 in Section B)T: Now, look at these sentences. Let’s read the five sentences together and pay attention to the intonation.Ss…(Draw a time axis like the one in 3)T: OK, look at the sentences and this time axis carefully; think about the differences between “since”and”for”. Then discuss with your group members.Ss…T: Who can try, please Group 1, please. Listen carefully and you can add your ideas.S1: “for”… S2: “since”…T: Well done! Now, try to fill in the blanks with “since” and “for”, and then listen to the tape to check your answer.…Step 3: Get the Ss to fill in the blanks in 2 before listening. Then listen and check the answer. Finish 2. T: First，try to fill in the blanks before listening, and pay attention to “since” and “for”. Then listen and check the answer by yourselves. Talk about New York based on 1b and 1c. Then retell 1a in groups.S1: How much do you know about the traffic in New York S2:I heard that the traffic there was terrible. Do you have any idea about the street S3…S4: New York is a big city in the USA. The traffic there used to be terrible. And the streets there were dirty, but they are clean now….Underline the sentences which have “have/has done” in 1a. Read the three sentences of 4 in Section B, paying attention to the stress, weak form, liaison and pause. Then discuss the usage of “for” and “since” in groups according to the examples and teacher’s explanations. Finish 3.…S1: You have been in New York for a long time. Ss: But the city has improved a lot since I came here a few days ago.…Ss…Ss…S1: “for”… S2: “since”…Try to fill in the blanks in 2, and then check the answer while listening. 如果學生的綜合語用能力較差，可以按課文要求完成1c，只進行簡單的對話問答；如果可以，教師根據實際情況調整成對話后的復述環節。適當整合教材，運用教材資源，提升教學效果。討論過程中，教師應給予適當的點撥，幫助學生突破重難點，如關注“時間狀語”的特點等。另外，簡筆畫，圖表，時間軸也是提高課堂教學有效性的重要手段。將第二部分放在最后，可以提升學生的綜合語言運用能力。
6 Summarizing and assigninghomework(5 mins) Class activity Step 1: Sum up the main content of this class and repeat the new words, expressions and grammar.Step 2: HMK1.Get the Ss to work in groups to compare the differences of the places where they live. Finish 4. 2.Collect more information about New York. Go over what you have learned with your group members. Work in groups to talk about the differences of the place they live. Finish 4. 課堂總結，也可以分工合作，如：單數組歸納單詞短語；雙數組總結句型和語法等，但要注意經常輪換。布置開放性作業時，要采用不同方式進行評價，如：可以通過下節課的課前展示，或小組長調控等方式實現。
Ⅶ. Blackboard design
The world has changed for the better.Section A
Language points:block, artist/art, visitor/visit,industry, chemistry/chemical, term;get/be used to/ used to be;as a matter of fact/ in fact;millions of;stand for Grammar:You have been in New York for a long time.But the city has improved a lot since I came here a few days ago.I have lived in New York for three years.He has been away from home for 12 days.Since it started, it has helped hundreds of people return to workand live a normal life.
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