U1T1SA
T: do Gs: did Bs: done … Gs: did Bs: done … Present some pictures and get the Ss Guess the meaning of the words 教师根据教学实际，采to guess the meaning of the new according to the pictures and the 用方便的方式，如图片，words. T: Look at the picture, the ring road is very wide, but this small road is Pre-reading (5 mins) Class activity narrow. So what’s the meaning of “narrow”? Ss: … T: Look at this picture of my family, this is my uncle, this is my cousin, this is …they are all my relatives. So who can tell me what’s the meaning of “relative”? teacher’s descriptions. 照片，幻灯片等都可以，只要达到看图猜词义的目的就行。 3
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九年级上册教学案例设计
Ss … Pair work 4 While-reading (10 mins) Step1: Fast-reading. Read the passage quickly and try to 注意用一到两个词语做Get the Ss to read the passage quickly guess the meaning of the words or 例子，教会学生通过上and finish 1b in pairs. Check the phrases in 1b. Discuss the answer with 下文来推测单词的含answer in class and give necessary your partner. explanations. 义，如communication。 T: OK, now read the passage quickly and finish 1b together with your partner. Group work Step2: Comprehensive-reading. Read the passage again, finish 1c and 引导学生分别找出主题Read the passage again and guide the pay attention to the first sentence of 句和论据细节, 培养学Ss to find out the topic sentence of para2 and para3. Discuss the changes in 生学习阅读策略。 Para 2 and Para 3. Then discuss the Beijing. details of part 2. Finish 1c. S1: Para.2… (The second part of 1c has opening S2: Para. 3… answers, so the teacher can encourage the Ss to give as many answers as 26
U1T1SA
they can.) T: Read Para2 and Para3, can you find one sentence in each para to summarize the whole passage? Then list the changes in Beijing. Class activity 5 Post-reading (15 mins) Step1: Get the Ss to underline the key Read the passage carefully, discuss and 学生水平有限的话可以points. Then ask questions about the ask questions about the points they do 老师直接讲解知识点。 passage and deal with difficult not understand. Take notes when the language points. teacher gives explanations. 学生直接给口头报告有T: Now, go over the passage sentence by sentence, underline some key points your think. If you have any questions, please raise up your hand and ask. Group work Step2: Show some pictures of Ss’ Work in groups, using 1c as an example, 难度的话老师可以先做hometowns, give necessary and discuss the changes in their 一次范例，然后鼓励学descriptions and guide the Ss to give hometowns. List the topic sentences and 生模仿，通过要求使用
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九年级上册教学案例设计
an oral report about the changes in details. Then choose one student of each 主题句和细节内容来组their hometowns. group to give their report to the whole 织学生的逻辑思维能力。 建议：可处理为读后的一个活动，如果学生水平好，课堂时间允许的话也可以作为一个读-说-写结合的独立活动来重点训练学生说和写的能力。 T: Now, let’s see some old pictures. class. Can you recognize the places? Ss… T: What has happened to these places? Ss… T: Are these changes good or bad? Ss… T: Can you state your reason? … T: Now who can make a report about your hometown? Have a try, please! Summarizing Group work Step 1: Sum up the key points in this Go over what they have learned in 6 and assigning homework class. Groups. Then try to report to the whole Then ask one group to give a class. 28
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