九下教案unit 5 Topic 3.doc

Unit 5 Topic 3Section AThe main activities are 1a and 2a. 本课重点活动是1a和2a。. Teaching aims and demands教学目标1. Master some new words:promise, tower2. Learn the usage of the correlative conjunction:We can go either to Beihai Park or to Shichahai.3. Learn about Chinas old culture:the Forbidden City, dragon, Huabiao. Teaching aids教具录音机/挂图/一些反映中国文化的图片/电视机/少量CD. Five-finger Teaching Plan五指教学方案Step 1 Review 第一步 复习(时间:10分钟)1. (给学生展示毛主席站在天安门城楼上的图片，让学生复习上节课的伟人事迹，以天安门城楼引出新单词grand, roof和the Forbidden city。)T:Please look at the picture. Can you tell us where Chairman Mao was standing? S1, please.S1:He was standing on the Tianan Men Rostrum.(让学生看图片，问毛主席站在哪，他在干什么？毛主席在天安门城楼宣告中华人民共和国成立。让学生欣赏天安门城楼的雄伟。)T:What was he doing? S2.S2:Sorry. I dont know.T:He is announcing the foundation of PRC.Since then, he was the first chairman of new China.Look at the tower. How grand it is!Ss:Yes, it is.(板书，跟读。)tower 5tau n.grand 5grAnd a.T:And look at the roof, what colour is it? S3.S3:It is yellow.(板书，跟读。)roof 5ru:f n.T:Do you know what the roof was made of? S4.S4:It was made of wood.T:Yes, youre right. Its a wooden roof. Look, these are wooden desks.(板书，跟读。)wooden 5wudn a.T:Now, my class. Have you been to Beijing and did you see the Tianan Men Rostrum? S5, please.S5:No, I havent.T:What a pity! Ill tell you, the Tianan Men Rostrum is in front of the Forbidden City.2. (播放一段故宫的录像，让学生欣赏故宫的雄伟、宏大，为呈现内容作铺垫。)(Play a video about the Forbidden City.)T:Now, watch a CD carefully, please. Pay attention to Tiananmen Rostrum. After that, Ill ask you some questions or to say something about it.(播放录像。)(结束后。)T:Well. Arent the building grand?Ss:Yes, they are.S6:I hope to visit them some day in the future.T:Sure. Either the Tianan Men Rostrum or the Forbidden City is worth seeing. (板书，跟读。)T:Kids, Do you know what the tall buildings are in front of Tianan Men?Ss:They are two stone columns.T:Yes, but they are called Huabiao in Chinese. Huabiao has a long history and there are many interesting stories about it. Its said that in ancient China a king named Yao set up a wooden column outside his office. People could carve their suggestions on it, and Yao promised to follow the suggestions. But later, its made of stone, and many dragons were carved on it. Its said that it also means “See the king out and in(望君出，望君归)”.(板书，跟读。)promise 5prRmis v.Step 2 Presentation 第二步 呈现(时间:8分钟)1. (教师让学生合上书，听录音，同时把教学挂图故宫图挂在黑板上。)T:Now, look at this picture. At the same time, please listen to the tape carefully. Then answer the following questions.(板书)(1)Why were most of the buildings built with yellow roofs?(2)Why are there so many stone dragons there?(3)Is the dragon the symbol of the Chinese nation?(4)Do you know any stories of the dragon?.(对问题进行解释，降低学生听力难度，让他们带着问题去听，能集中学生的注意力，且有的放矢。)(播放完后。)T: Listen to the tape again.(第二次播放。)T:Well, can you tell us the answers to the questions?Ss:Yes.T:OK, volunteers? No one?(逐个让学生回答问题。)(板书，跟读。)S1:(1)Because yellow is the symbol of imperial power.S2:(2)Because in ancient China, emperors thought they were real dragons and the sonsof heaven.S3:(3)Yes, it is.S4:2. (教师让学生打开课本，翻到1a，将重点词、句列出来，再带读对话两遍。)T: Now, my class, please open your books and turn to Page 17.(板书，且略加解释。)grand, roof(s)It also plays an important part in Chinese festivals.Anything else about dragons?T:OK, lets read the words and useful expressions and then read the dialog twice. OK?Ss:OK.T:Read after me.Ss:Step 3 Consolidation 第三步 巩固(时间:12分钟)1. (分组操练，让每个学生都参与。)T:Now, lets act out the dialog.I act as Susanna. Group 1, 2 act as Jane.Group 3, 4 act as Kangkang, OK?Ss:OK.T:Lets begin!T:Group 1, 2: Group 3, 4: T: Good.2. (让学生三人一组相互表演，先准备1分钟产生互动，然后再抽出若干组进行表演。)T: Please practise the dialog with your partner. (Finish 1b)Group 5: Group 6: Group 7: T: Well done, everyone. Congratulations!3. (从对话中学生们了解到龙是中华民族的象征，在中国历史中，有许许多多关于龙的京剧、音乐、绘画和谚语等，播放录像关于叶公好龙的故事，使学生产生兴趣，又帮助他们产生联想。)T: As we know, the dragon is the symbol of the Chinese nation and there are a lot of operas, music, paintings and sayings about the dragon in Chinas history. Now, do you know anything about it?Here is a video. Its about a story of dragon.Please watch it carefully and then tell us what is the story called?(播放录像。)(播放完后。)T:Are you clear? Guess! What is the story called? S1, please.S1:Lord Yes Love of Dragons. (教师帮助他，然后板书。)(接着录音机播放一首王力宏演唱的歌曲中国龙，学生对歌曲最感兴趣，从而使他们积极参与进来。)T:Listen to the music and find out who is singing? The song is about the dragon, understand?Ss:Yes.(播放音乐。)T:Stop here. Do you like it?Ss:Yes, very much.T:Who is singing it, S2？S2:Lee-hom. He is my favorite singer.T:Good.Now my class, please discuss about dragons in groups.(学生分组讨论有关龙的情况，按照1c中范例进行练习。)T:Then Ill ask some groups to report to our class.Step 4 Practice 第四步 练习(时间:10分钟)1. (播放录音，听2a对话，然后完成2b。)T: OK. My class, please close your books and listen to the tape. Then answer the following questions.(播放录音。)T: Listen to the tape again. Try to find out the answers to the questions quickly.(第二次播放录音。)T: (播完后。)Stop here. Lets check the answers.(让学生回答问题，并且把少量词列在黑板上。)(板书，跟读。)wood n. wooden a. carve v. promise v. promise to do sth. either or T: Now, lets read the dialog together. Please read after me.(带读对话两遍。)2. (让学生注意重点词、句，并用它们造句。)T: OK, everyone, please pay attention to “promise to do sth.” and “either or ”. Use them to make some sentences.Example:(1)He promised to help me.(2)Either you or he may go there.(然后让学生造句。)promiseeither or 3. (操练2a对话。)T:Well done. Thank you.Next, lets practice the conversation with your partners like this. Im Susanna. G1,2 are Kangkang. G3,4 are Jane. Are you clear?Ss:Yes.T:OK. Lets begin.(教师带学生操练一遍，作示范。)T:OK. Please act it out in pairs.Ss:Pair 1: Pair 2: .Step 5 Project 第五步 综合探究活动(时间:5分钟)1. (总结归纳本课内容，让学生结合日常生活的经历，谈谈对古建筑物的所见，以启发学生思考。)T:OK, my class. Close your books, please.Today we have learned more about the Forbidden City and we know about Huabiao and dragons on it.Well, have you ever noticed something special in front of the great buildings?What do they mean? Please discuss in groups. OK?Ss:OK.(接着学生分组讨论。)2. (讨论完后，抽几位好的学生向全班汇报一下。)T: Now, stop here. Ill ask some students to tell us something.Ss:T:OK, after that, please write a passage down on your exercise books.3. HomeworkT:After class, search some information and then share it with your partner. So much for this. Class is over. Goodbye, class!Ss:Goodbye, teacher!Section BThe main activities are 1a, 2a and 3. 本课重点活动是1a, 2a和3。. Teaching aims and demands教学目标1. Master some new words and phrases:chess, neither, nor, neither.nor., memory, in memory of2. Learn the usage of the correlative conjunction:(1)Both my father and I like it a lot.(2)Neither my mother nor my father likes it, but I like it a lot. Teaching aids教具录音机/电视机/录像带/象棋/图片/小黑板. Five-finger Teaching Plan五指教学方案Step 1 Review 第一步 复习(时间:10分钟)1. (学生作英语值日报告，锻炼口语，且复习、巩固上节课的知识，检查家庭作业。)T:Whos on duty today?S1:I am.(汇报日期、天气、出勤和对龙了解的情况，引出下面全班学生的互动。)2. (检查昨天家庭作业完成的情况，让学生在班上作汇报。)T:Very good. Just now, S1 told us something special that he noticed in front of the great building stone lions.OK. What else did you notice?Have you searched the information about it?Ss:Yes, we have.T:Good, lets share it together.S2:S3:.3. (用一幅象棋展示，告诉学生，在古代中国，龙是重要的，但马也同样重要，以复习、引新为目的。)T:As we know, we can see many animals in front of the great building, such as dragons, lions, Xiezi, Qilin and so on. And they mean differently. There are a lot of stories, songs and sayings about them.But today I want to say, in Chinas old culture, horses are also important. They were used for riding and carrying things. So we can say: (板书，跟读。)Both dragons and horses are very important.T:Now, my class, have you seen the real horses?Ss:Yes. / No.T:Today we can see horses in a game, but not real horses. Look! Whats this in English? (展示中国象棋。)(板书，跟读。)Ss:Its chess . (帮助他们回答。)T:Yes, Its Chinese chess. Now, do you know how to play it?(让几个不会下棋的学生来回答问题，以便引出新句型neither nor 。)S4:No, I dont.S5:Sorry. I cant, either.T:Oh, S4 cant play it. S5 cant, either.(板书，跟读。)Neither S4 nor S5 can play Chinese chess.4. (为了提高全体学生的兴趣，让学生有成就感，也为呈现1a,2a内容作铺垫，要求两位学生讲解怎样下中国象棋，最后在屏幕上展示一盘残局让两人实践对弈。)T:OK. Who knows how to play chess? Volunteers?S6:I can.S7:I like it very much.T:Very good. Can you show us how to play it?S6,7: Sure.(于是两人依次向班上示范讲解。)(这是教师在屏幕展示一局残棋，要求两位学生作示范表演。)T:How clever you are!Can you make a model for us?S6,7: No problem.(两人示范，其他学生为其加油、喝彩。)T:Well done. Thank you.So much for this. I think most of the students like playing Chinese chess, especially the boys.Today we are lucky to learn something about the Chinese chess.Step 2 Presentation 第二步 呈现(时间:7分钟)1. (听磁带录音1a，然后做调查，完成1b的练习。)T:Now, everyone. Susanna, Kangkang and their classmates are in the park. They see some people crowding around a stone table. Please listen to the tape and then make a survey with the question in 1b. Ready?Ss:Yes.T:OK. Lets begin!(播放录音。)T: Are you clear? Lets listen again.(播放第二遍录音。)T: OK, stop here. Lets find out how they like Chinese chess.(教师核实听力结果。)2. (教师将1a中的重点句式列举出来，并稍加举例说明、解释。)T: Well, boys and girls, please look at the blackboard.Here are two phrases:(板书，跟读且略加解释。)both and neither nor T:both and 与 neither nor 意思相反。both and 连接并列主语时，谓语动词用复数。Example: Both you and I are from Jiangxi.而neither nor , either or 连接并列主语时，谓语动词则与最靠近的主语保持人称和数的一致。Example: Neither you nor he is from Beijing.Either he or I am mad.Step 3 Consolidation 第三步 巩固(时间:8分钟)1. (要求学生用both and 和neither nor 造句，分两组进行比赛，一组用both and , 另一组用neither nor , 不能重复，也不能出错，否则算输。)T: Now, my class, lets have a match/competition. Use both and / neither nor to make sentences as many as possible. You mustnt make mistakes.Example: Group A: I like both English and math.Group B: I have neither pens nor pencils.T:OK. Do you understand?Ss:Yes.T:Good. Lets begin our match.First Group A and then Group B.Ready? Go!(比赛开始。)Group A: Group B: T:Very good. Congratulations!(以同样的形式要三、四组进行比赛。)2. (赛完后，让学生打开课本，翻到P19 1a带读对话二遍，齐读一遍， 然后小组操练，表演，巩固呈现内容。)T:Well done, everyone. Open your books and turn to Page 19. Lets read the dialog.Ss:(学生跟读。)T:OK. Can you read it together?Ss:Yes, we can.(学生齐读。)T:Next. Please act it out.Im Kangkang. G1,2 are Susanna. G3,4 are Wang Junfeng and Li Ming.(三者操练。)T:Then please act it out with your partners.Ss:Pair 1: Pair 2: Step 4 Practice 第四步 练习(时间:15分钟)1. (让学生合上课本，听教师讲一个故事，提升学生学习兴趣。)T: Now, my class, close your books. Ill tell a story to you.(教师讲故事。)There is a great true story about Chinese chess, which happened 2200 years ago. In order to bring down the Qin Dynasty after the death of Emperor Qin Shihuang, the peasants fought against the government. Among them, there were the two strongest armies led by Xiang Yu and Liu Bang. In order to be the new emperor, there was a great final battle between them. The battlefield was along the Chu River. Finally, Liu and his army won the battle. So he became the next emperor. People invented Chinese chess in memory of the famous battle.2. (让学生阅读P20 短文，填上所缺单词。)T:OK. So much for this. Is that interesting?Ss:Yes, it is.T:Yeah, Susanna shows great interest in Chinese chess.She is reading some information about it on the Internet. But some words are missing. Please read the story by yourself and help her complete the story according to the letters which are given.(学生阅读开始，独自完成2a中的练习。)T:Now, finished?Ss:Yes.T:Very good. Then well check the answers together.(核对答案。)(板书，跟读。)The answers are: happened, order, against, Among, emperor, battle, became, invented3. (带学生将故事读一遍，齐读一遍，然后把书合上，判断句子正误。)T: Lets read the story. Read after me.(学生跟读。)T:Now, can you read it together?Ss:Yes, we can.T:Have a try, please.(齐读。)(最后教师说出有关的英语句子，要学生抢答，判断正误。)T:Good. Here, I have some sentences. Ill ask somebody to tell us whether they are true or false.Do you understand?Ss:Yes.T:OK. Lets begin! The statements are: (1)The story happened about 500 years ago.(2)After the death of Emperor Qin Shihuang, the peasants fought against the government of the Qin dynasty.(3)The battlefield was along the Han River.(4)Finally, Liu and his army won the battle.(5)In memory of Xiang Yu, people invented Chinese chess.(与全班学生核对答案。)The answers are:(1)F (2)T (3)F (4)T (5)F4. (听力训练，学生翻开课本P20，独自完成练习。)T: Please open your books again and turn to Page 20.Look at Part 3. Well have a listening test. First, read the questions.(学生阅读问题和选项。)T: OK, listen to the tape.(播放录音。)T:Listen to the tape again and follow it. Then check the right answers.Ss:The answers are: 1.Qin Shihuang 2.Hes reading a book. 3.bamboo or wooden 4.heavyStep 5 Project 第五步 综合探究活动(时间:5分钟)1. (作一次采访，调查一下班里有多少人喜欢中国象棋。)T: Now, Lets make a survey. Try to find out how many students like or dislike playing Chinese chess.LikeLikea littleDislikeNumber2. Homework(1)Review the usage of the correlative conjunction:both and neither nor either or (2)Search some information about Chinese chess on the Internet.Section CThe main activities are 1b and 2. 本课重点活动是1b和2。. Teaching aims and demands教学目标1. Master some new words:discovery, rope2. Continue to learn the usage of the correlative conjunction:Not only paper but also printing is very important to peoples daily lives.3. Learn the Four Great Inventions of ancient China. Teaching aids教具幻灯机/幻灯片/图片/小黑板. Five-finger Teaching Plan五指教学方案Step 1 Review 第一步 复习(时间:10分钟)1. (学生作英语值日报告，活跃气氛，使学生的思维直接进入主题，检查家庭作业。)T:Class begins. Whos on duty today?S1:I am. Today is (汇报日期、天气、出勤，介绍朋友对中国象棋的爱好情况，以及自己在网上对中国象棋了解的资料。)2. (学生互动练习，相互了解对方是否喜欢中国象棋，抽若干组在班上汇报。)T: Very good. S1, sit down, please. Next, youll have to make a conversation with your partner.Example: A: Hello, Li. What are you going to do?B: Nothing. Why?A: Would you like to play chess with me?B: Why not? Id like to. I like it very much.Ss:Pair 1: Pair 2: 3. (由中国象棋这一发明，逐步过渡到介绍中国古代四大发明，然后用猜谜的形式来调动学生的积极性。)T:OK, my class, we know Chinese chess was an invention of ancient China. Do you know any other inventions in ancient China?Ss:Yes, we do.T:What were they?Ss:They were the Four Great Inventions.T:Yes. Chinese are proud of the Four Great Inventions.Today well learn about them.But first, let me make the statement of every invention.Please guess. What is it?(教师逐个描述四大发明，引出新单词和句型，让学生抢答，可以用汉语回答。)(1)It was invented in 1080 in Song Dynasty. Sailors used it for sailing. After this invention, the oceans opened to the world.(compass)(2)It was one of the greatest inventions in Middle Ages in China. It may be used in fireworks and wars. Later, the method of making gunpowder was brought to the Arab world and Europe in the 13th and 14th centuries.(gunpowder)(3)The people of ancient China made paper with trees, ropes, rags and so on. Before it was invented, the ancient Chinese carved characters on animal bones and stones. They also wrote on bamboo or wooden sticks.(paper-making)(4)In the 1040s, a man who was named Bisheng carved characters on pieces of clay and wood. After the characters were printed on paper, the pieces of clay or wood could be used again. This technology then spread to Korea, Japan and Europe. (Printing)(板书，跟读。)compass, gunpowder, paper-making, printingrope n.5rupT: Good. The Four Great Inventions are well-known in the world. (板书，跟读并注意be动词的差异，稍加解释。)Both compass and printing were invented in Song Dynasty.Not only compass but also printing was invented in Song Dynasty.T: Pay attention to “were” and “was”.(both and 连接并列主语，谓语动词用复数，not only but also 连接并列主语，谓语动词与最靠近的主语保持人称和数的一致。)Step 2 Presentation 第二步 呈现(时间:10分钟)1. (展示四大发明图片，问学生用英语怎么说。)T:Look at Picture One, please. Whats this called in English, S1?S1:Its a compass.T:And what are these?S2:Its paper-making.S3:Its gunpowder.S4:Its printing.(跟读，并要求学生完成1a。)T:Very good. Now, please open your books and turn to Page 21.Look at the pictures and match the Four Great Inventions of ancient China with their pictures. Please do it by yourself. OK?Ss:OK.(学生独立完成，然后核对答案。)The answers are: D, B, A, C2. (以课文材料进行阅读训练,叫学生快速阅读,用最短的时间完成1b。)T:OK, my class, here are four passages. Please read it as soon as possible and then fill in the blanks with the names of the Four Great Inventions of ancient China.Ready?Ss:Yes.T:Go!(学生阅读2分钟。)T:Finished?Ss:Yes.T:OK. Lets check the answers. (Ask the student to fill in the blanks.)(板书)The answers are: A. compassB. gunpowderC. paper-makingD. printingStep 3 Consolidation 第三步 巩固(时间:10分钟)1. (带学生朗读1b, 四大发明。)T:Lets read the four passages. Read after me.Ss:T:Read after me again.Ss:T:OK. Can you read them together?Ss:Yes, we can.T:Now, please read them together.One, two, three. Go!Ss:2. (让小组中的一位代表有感情地朗读短文，分四组表演。)T: Very good, boys and girls. Next, Ill ask one student to read one passage aloud, understand?Ss:Yes.T: OK. S1 stands for Group One. S2 stands for Group Two. S3 stands for Group Three. S4 stands for Group Four.(学生朗读，其他学生给予鼓掌、喝彩，使课堂气氛活跃，教师做总评。)Ss: 3. (个人朗读后，全体学生再将四段描述看一遍，再完成P22 1c， work alone。)T: Now, everyone, please read the passage in 1b again and then fill in the chart.(学生阅读并做题1c。)Step 4 Practi