仁爱版九年级英语下册全册教案

PAGE61/1Unit5Topic1SectionA教学设计Ⅰ.Materialanalysis本课是九年级第五单元第一个话题的第一课时，主要活动为1a和3。以Susanna来到北京与父母团聚作为切入点引出本课的学习，了解我们伟大祖国的名山大川和其它旅游胜地。我们将学习用that/which引导的定语从句准确地描绘这些名胜古迹。通过本课的学习，学生将进一步认识到听前预览的重要性，提高自己的听说技能，同时更多地了解我们伟大祖国的悠久历史，激发他们对祖国的热爱。Ⅱ.Teachingaims1.Knowledgeaims：1)Wordsandphrases:agreatnumberof,fetch,introduce,strange,liein,height2)Grammar:掌握that/which引导的定语从句的用法。3)Functions:描述风景名胜。2.Skillaims:1）能听懂有关谈论中国名胜的对话，并能够提取有用信息。2）能用英语谈论中国的一些名胜古迹。3.Emotionalaims:1)鼓励学生积极参与并培养其乐于与他人合作的精神，在共同合作中完成学习任务。2)热爱孕育了无数名山大川的伟大祖国。4.Cultureawareness:了解祖国的悠久历史和名胜古迹的地理位置及特色。5.Learningstrategies：1)学会有效地进行听前预览，预测将要听到的对话的内容，避免相似信息的干扰。2)搜集相关资源，积累更多的知识。Ⅲ.Thekeypointsanddifficultpoints1.Wordsandphrases:agreatnumberof,fetch,introduce,strange,liein,height2.Sentences:1)Therearemanyplacesofinterestwhichattractmillionsoftouristsfromallovertheworldeveryyear.2)Amongthem,theChangjiangRiveristhelongestoneandthesecondlongestistheHuangheRiver.3)IcanfetchyouGuidetoChina.4)It’saplacewhich/thatisworthvisiting.3.Grammar:attributiveclauses(which/that)Ⅳ.Teachingaids多媒体课件，或黄山、长城、黄果树瀑布、西湖、故宫的图片，可选用歌曲«大中国»作为导入本课的背景音乐。Ⅴ.TeachingproceduresStage（timeperiod）InteractionpatternsTeacheractivityStudentactivityRemarks1Gettingstudentsreadyforlearning(3-5mins)Classactivity1.Greeting.2.1.Greeting.2.theyhavebeenonvacations.可用歌曲《大中国》作为学生介绍假期旅行经历的背景音乐，既可创设氛围，又能为本课的学习作铺垫。2Revision(3mins)IndividualworkChangethesentence“Chinaisagreatcountrywithsomanyplacesofinterest.”intoanattributiveclause:Chinaisagreatcountrythathassomanyplacesofinterest.复习第四单元接触过的简单的定语从句的用法，引出本课学习重点。3Pre-listening(2mins)ClassactivityShowsomepicturesaboutplacesofinterestmentionedin1aandleadtothelisteningactivity.thelisteningtasks.激活情境。4While-listening(7mins)Individualwork1.Showthetableof1b,andaskofthetable.2.Guidestudentstolistenandnote.1.Readthroughthetablebeforelistening.totheknowledgetheyknow.Andtrytoguessotherwords.2.Listentotheconversationandwritedowntheanswersorthecapitallettersofthewords.做好听前预览是完成听力任务的保障。提醒学生做好记录。5Post-listening(14mins)Individualwork1.Asktwostudentstoreporttheanswers.2.Playtheflashof1a.Andaskstudentstounderstandsomethingimportantanddifficult.1.Reporttheanswers.2.importantanddifficult.fetch的用法对一些学生来说不是很好记，可以用图示辅助记忆：getget说话者说话者所处的位置bringtakefetchfetchGroupworkAskstudentstodiscussthekeyanddifficultpointsingroups.conversationfurtheringroups.Individualwork1.Pointoutthekeyanddifficultpoints.2.Organizestudentstoretelltheconversationbasedonthetableof1b.1.Notethekeyanddifficultpoints.2.Retelltheconversationbasedonthetableof1b.PairworkAskstudentstotalkaboutthepicturesof2byfollowingtheexampleabovethem.Talkaboutthepicturesbyfollowingtheexampleinpairs.6Pre-listening(3mins)IndividualworkAskstudentstoreadthroughthetableof3topreparetofinishthelisteningpractice.Readthroughthetablebeforelistening.accordingtotheknowledgetheyknow.7While-listening(3mins)IndividualworkLetstudentslistentothepassageandfinishthelisteningpractice.Listentothepassageandwritedownthe8Post-listening(5mins)IndividualworkAsktwostudentstochecktheanswers.Reporttheanswers.听力任务完成后，学生可以结合听到的信息，根据表格进行介绍，因为听和说作为交际的两个方面，是不可分割的整体。听能带动说，说能促进听。Pairworkriversandlakesinourcountryaccordingtothetableof3.Introducethefamousriversandlakesaccordingto3totheirpartnersinpairs.books.Thenchangetheroles.9Summarizingandassigninghomework(3mins)IndividualworkAsktwostudentstosumupthekeypointsaccordingtotheblackboard.Sumupthemaincontentofthisclass.鼓励学生课后通过查找网络和书籍更多地了解本课中提到的名胜古迹，在下节课前进行分享，学会拓展学习的同时，进一步了解祖国的大好河山，激发他们对祖国的热爱之情。ClassactivityRepeatthekeypoints.Readthroughwhattheyhavelearntaftertheteacher.IndividualworkAskstudentstomakeanoteaboutoneoftheplacesofinterestmentionedintoday’slessonafterclass.Makeanoteoftheconversation.Searchinoftheplacesofinterestmentionedintoday’slesson.Ⅵ.BlackboarddesignTopic1Chinaattractsmillionsoftouristsfromallovertheworld.SectionA1.agreatnumberof

许多，大量2.IcanfetchyouGuidetoChina.我可以拿《中国指南》给你。3.introducev.介绍4.strangeadj.奇怪的；陌生的5.liein位于6.It’saplacewhich/thatisworthvisiting.这个地方值得参观。7.heightn.高度；身高Unit5Topic1SectionB教学设计Ⅰ.Materialanalysis本课是九年级第五单元第一个话题的第二课时，主要活动为1a和3。对话内容由Jane和Kangkang带着Susanna去参观故宫博物院展开，介绍了中国的龙文化，然后以同一话题为载体进一步学习了本话题的语法重点——定语从句的用法，并通过第三部分听力任务的设置呈现了华表的历史沿革。通过本课的学习，学生将进一步掌握听说技能，提高自己的听说水平，在惊叹于龙文化的悠久和故宫博物院的宏伟的同时，激发他们作为龙的传人的民族自豪感。Ⅱ.Teachingaims 1.Knowledgeaims：1)Wordsandphrases:stone,guard,It’ssaidthat…,asymbolof…,playanimportantpartin…2)Grammar:进一步掌握that/which引导的定语从句的用法。3)Functions:表达同意。2.Skillaims:1)能听懂有关谈论中国龙文化的对话，找出文章大意。2)能听懂对话的内容，记录简单信息，完成细节信息的搭配。3)理解所听到的短文内容，进行信息转换。3.Emotionalaims:1)遇到问题能主动请教，勇于克服困难。2)对祖国文化有更深刻的了解，激发学生作为龙的传人的民族自豪感。4.Cultureawareness:加深学生对中国文化的理解，了解中国的龙文化与西方的龙文化的差异，关注中外文化异同。5.Learningstrategies：1)运用已有信息激活头脑中预存的信息，找到正确的答案。2)注意通过音像资料丰富自己的学习，主动查找信息。Ⅲ.Thekeypointsanddifficultpoints1.Wordsandphrases:stone,guard,It’ssaidthat…,asymbolof…,playanimportantpartin…2.Sentences:1)It’ssaidthatthey’repowerfulanimalswhichguardthewholenation.2)That’scorrect!3)ItalsoplaysanimportantpartinChinesefestivals.4)Anythingelseaboutdragons?3.Grammar:Attributiveclauses(which/that)Ⅳ.Teachingaids多媒体课件，或故宫博物院、黄山、长城、黄果树瀑布、西湖和华表的图片。Ⅴ.TeachingproceduresStage（timeperiod）InteractionpatternsTeacheractivityStudentactivityRemarks1Gettingstudentsreadyforlearning(5mins)Classactivity1.Greeting.2.Showpicturesabouttheplacesofinterestwhichstudentslearntlastlesson.Andletstudentssaysomethingaboutthemwithattributiveclause.1.Greeting2.Studentsreporttheirpassagepreparedathome.Introducetheplacesofinteresttheylearntlastlesson.鼓励学生用定语从句进行描述。本环节活动的设计也可成为2b活动的铺垫。2Pre-listening(5mins)Individualwork1.ShowthepictureofForbiddenCity.Letstudentsintroducethegreatbuildingsaccordingtotheknowledgetheyhaveknown.2.Showthecontentof1b,andaskstudentstoreadthroughthesentences.1.LookatthepictureofForbiddenCity.2.Readthroughthesentencesbeforelistening.Makesuretheycanunderstandthemeaningsofthem.激活情境。让学生在听前对给出的问题进行细致的了解，弄清每个选项的含义。3While-listening(3mins)IndividualworkPlaytherecordof1a,letstudentslistentotheconversationandchoosethecorrectanswers.Listentotheconversationandchoosethecorrectanswers.4Post-listening(18mins)Individualwork1.Asktwostudentstochecktheanswers.2.Playtheflashof1aandaskstudentstofinish1c.1.Reporttheanswers.2.Watchtheflashof1aandmatchthewordsin1cwiththeirdescriptions.教师可拓展对话的最后一句，介绍有关龙的故事及其他艺术形式，播放有关龙的音乐，如《龙的传人》等，激发学生作为龙的传人的民族自豪感。以“兵教兵”的方式解决问题，提高学生的质疑能力。指导学生养成记笔记的好习惯。Groupwork3.difficult.3.Studentsasksomequestionstheycan’tunderstandandsolvethemwiththehelpofeachother.Classactivity1.Pointoutthekeyanddifficultpoints.2.Stresstheusageofattributiveclauses,andthenorganizestudentstofinish2aingroupsbydiscussing.1.Notethekeyanddifficultpoints.2.Completethesentencesof2awiththecorrectattributiveclauses.IndividualworkAskstudentstofinish2b,andthenchecktheanswer.CompletethesentenceswiththeinformationinSectionA—2.Thenreadthemaloud.5Pre-listening(3mins)IndividualworkAskstudentstoreadthroughthetableof3.Readthroughthetablebeforelistening.提醒学生在听短文时可以根据时间顺序来获取信息。6While-listening(3mins)ActivityworkPlaythetapeandletstudentsthetable.Listentothepassageandwritedowntheanswersorthecapitallettersofthewords.在听短文时，对于较长的单词可先写出它的首字母或前几个字母即可，要保证所听材料的完整性。7Post-listening(5mins)Pairwork1.Organizestudentstochecktheanswers.2.AskstudentstointroduceHuabiaototheirpartners.1.Reporttheanswers.2.IntroduceHuabiaoaccordingto3totheirpartnersinpairs.Andtheirpartnerslistencarefullywithoutbooks.Thenchangetheroles.信息转换可以帮助学生更好地理解听力材料。8Summarizingandassigninghomework(3mins)Classactivity1.Askstudentstosumupthekeypoints.2.Repeatthekeypoints.3.AskstudentstofindoutthedifferencesbetweentheChinesedragonandthedragonofwesterncountries.1.Sumupthemaincontentofthisclass.2.Readthroughwhattheyhavelearntaftertheteacher.3.thedifferencesofmeaningsofdragonsindifferentcountries.教师在总结本节内容时，可以简单地提及在中国被奉为祥瑞的龙在西方神话中有着截然不同的含义，激发学生的好奇心和求知的欲望。Ⅵ.BlackboarddesignTopic1Chinaattractsmillionsoftouristsfromallovertheworld.SectionB1.stonen.石头2.guardv.守卫，保卫；看守3.asymbolof………的象征4.It’ssaidthatthey’repowerfulanimalswhichguardthewholenation.据说他们是守护整个国家的威猛动物。It’ssaidthat…据说……关系代词which引导的定语从句修饰的是先行词animals。5.That’scorrect!很正确！6.playanimportantpartin…在……中扮演重要角色Unit5Topic1SectionC教学设计Ⅰ.Materialanalysis本课是九年级第五单元第一个话题的第三课时，主活动为1a和3。通过短文TheGreatWall的学习，见识了世界上最伟大的奇迹之一长城的瑰丽风采；进一步运用定语从句来描述名胜古迹，以更好地掌握定语从句的用法；提高学生在阅读中根据句子的含义辨认单词，猜测陌生词语的技能及信息转换的技能，并通过第二部分和第三部分任务的设置来完成“读－说－写”的任务链，实现真正意义上的拓展，达到学以致用的目的，提高学生自主、合作、探究的能力。通过本课的学习，学生在了解到长城的地理知识和悠久的历史，开拓视野增长见识的同时，也能激发他们的民族自豪感并加深他们对祖国油然而生的热爱之情。Ⅱ.Teachingaims 1.Knowledgeaims：1)Wordsandphrases:state,remain,separate,enemy,expect,treasure,suppose,stretchfrom…to…,bring…into…,beregardedas…,befamousfor2)Grammar:进一步掌握that/which引导的定语从句的用法。2.Skillaims:1)能读懂介绍长城相关知识的短文，在阅读中能根据语境推测、理解生词的含义。2)能理解短文大意，并将文本信息转换为图表信息。3)学以致用，把输入的信息“如何介绍一处名胜”通过说和写的方式输出。3.Emotionalaims:1)遇到问题时能主动请教，勇于克服困难。2)开拓视野增长见识，对祖国的文化能有更深刻的了解，激发民族自豪感和对祖国大好河山的热爱之情。4.Cultureawareness:了解长城的地理知识和悠久的历史。5.Learningstrategies：拆分理解定语从句。Ⅲ.Thekeypointsanddifficultpoints1.Wordsandphrases:state,remain,separate,enemy,expect,treasure,suppose,stretchfrom…to…,bring…into…,beregardedas…,befamousfor2.Sentences:1)Theentirewall,whichhasmanybranches,isabout8800kilometerslong.2)ItstretchesfromShanhaiguanintheeasttoJiayuguaninthewest.3)ItissaidthathewhohasneverbeentotheGreatWallisnotatrueman.3.Grammar:Attributiveclauses(which/that)Ⅳ.Teachingaids多媒体课件，或黄山、长城、黄果树瀑布、西湖、故宫和华表的图片；关于长城的短片。Ⅴ.TeachingproceduresStage（timeperiod）InteractionpatternsTeacheractivityStudentactivityRemarks1Gettingstudents(5mins)Classactivity1.Greeting.2.Askstudentstogiveareport.1.Greeting.2.theChinesedragonandthedragoninwesterncountries.教师可采用小组竞赛的方式鼓励学生积极主动地完成课后的任务。培养学生的集体荣誉感。2Revision(3mins)IndividualworkLeadstudentstointroduceaclauses.Introduceaplaceofinterestof2binPage4usingattributiveclausestodescribethem.教师提供图片，学生用含有定语从句的句子进行介绍。可适当拓展。3Pre-reading(5mins)ClassactivityoftheGreatWall.Watchthevideoorlookatthepicturetoknowaboutthetopic.创设与课文语境有关的课堂氛围，导入话题。PairworkAskstudentstotalkabouttheGreatWallinpairs,andhelpthemunderstandthenewwordsandphrases.TalkabouttheGreatWallwiththegivenexpressionsabovethepassagewiththehelpoftheteacher.4While-reading(12mins)Individualwork1.Letstudentsskimthepassageandmatchthewordswiththeirmeanings.2.Askstudentstowatchtheflashcarefullytocompletethediagramin1c.1.Readthepassagequicklyandmatchwiththewordscarefully.TheycanalsoputtheEnglishmeaningsintothesentencestounderstandthemeanings.2.thekeypointstocompletethediagramabouttheGreatWall.1.通过略读使学生整体了解文章大意，从而根据段意和句意辨认单词，猜测陌生词语。2.通过分段细读完成图表任务，掌握细节。GroupworkAskstudentstodiscusstheiranswersingroups.Discusstheanswersingroups.5Post–reading(5mins)Groupwork1.Organizestudentstofindoutthekeypointsandsolvethedifficulties.2.of2ingroups..以阅读素材作为载体，进行任务型的口语操练。6Pre-writing(4mins)Groupwork1.Askstudentstodiscussthequestionsin3.2.Askstudentstopreparethethemtousetheformationofthee-mail.1.Talkaboutthegivenquestionsingroups.2.Sortthematerialtheycanuseforwritingaccordingtotheirdiscussion,includingthewords,phrasesandsentences.在完成写作任务之前让学生讨论给出的提示问题。67While-writing(4mins)IndividualworkAskstudentstocompletethee-mailalone.Completethee-mailalone.此环节要留给学生独立思考、整理写作素材的时间。8Post–writing(4mins)ClassactivityAsktwostudentstoreadtheire-mailsandhelpthemlearntoproofread.教师在学生朗读范文后要给予评价，并指导学生写作后如何进行修改。9Summarizingandassigninghomework(3mins)Classactivity1.Askstudentstosumupthekeypoints.2.Askstudentstoconsolidatetheusageofthekeyphrases.1.2.Makeupsentenceswith“stretchfrom…to…,bring…into…,beregardedas…andbefamousfor”.通过总结培养学生的归纳能力，将课文重点内容系统化。IndividualworkAskstudentstolookupsomeinformationabouttea.Lookupsomebooksorsearchthethehistoryoftea.Ⅵ.BlackboarddesignTopic1Chinaattractsmillionsoftouristsfromallovertheworld.SectionC1.staten.国家；州；政府；状态v.陈述，说明2.separatev.（使）分开，分离；区分3.remainv.剩余，遗留；仍然是4.enemyn.敌人；反对者5.expectv.预料，预期；期待，盼望6.treasuren.财富；珍重7.supposev.假定，假设；推测8.ItstretchesfromShanhaiguanintheeasttoJiayuguaninthewest.它东起山海关，西至嘉峪关。stretchfrom…to…从……延伸到……9.HewhohasneverbeentotheGreatWallisnotatrueman.不到长城非好汉。10.bring…into…把……带进……11.befamousfor因……而著名Unit5Topic1SectionD教学设计Ⅰ.Materialanalysis本课是本话题的最后一课，主活动为1a。通过介绍富有特色的中国茶文化,培养学生通过阅读快速找出文章大意的能力和理解有关细节并进行判断的能力，并对整个话题的语法及功能进行系统的总结。通过本课的学习，学生在了解中国茶文化的同时，提高自己综合运用语言的技能，同时为我们国家拥有如此丰富的历史文化而倍感自豪。Ⅱ.Teachingaims 1.Knowledgeaims：1)Wordsandphrases:include,alongwith,thenumberof(anumberof)2)Grammar:掌握that/which引导的定语从句的用法。2.Skillaims:1)能阅读并理解关于中国茶文化的短文，并学会通过略读找出文章的中心思想。2)掌握通过查读理解文章细节的技巧。3.Emotionalaims:1)能在小组活动中积极与他人合作，相互帮助，共同完成学习任务。2)对祖国的文化能有更深刻的了解，激发民族自豪感。4.Cultureawareness:了解茶文化的悠久历史。5.Learningstrategies1)略读，即有目的性地阅读以获取文章的大意或中心思想。2)对所学内容能主动复习并加以整理和归纳。Ⅲ.Thekeypointsanddifficultpoints1.Wordsandphrases:include,alongwith,thenumberof(anumberof)2.Sentences:1)Ofthetreemajordrinks—tea,coffeeandcocoa,teaisdrunkbythelargestnumberofpeopleintheworld.2)Thefriendshipbetweengentlemenislikeacupoftea.3)Firewood,rice,oil,salt,sauce,vinegarandteaarenecessarytobeginaday.3.Grammar:Attributiveclauses(which/that)Ⅳ.Teachingaids多媒体课件，或风景名胜的图片，功夫茶的视频，一篇难度适中并附有任务的有关中国茶文化的英语短文。Ⅴ.TeachingproceduresStage（timeperiod）InteractionpatternsTeacheractivityStudentactivityRemarks1Gettingstudentsreadyforlearning(4mins)ClassactivityGreeting.Greeting.教师可事先准备一些风景胜地的图片做为素材提供给学生。PairworkAskstudentstoactoutconversationsabouttheirvacations.Studentsactouttheirownconversationsdescribesomeplacesofinteresttheyhavebeentoduringtheholiday,usingtheattributiveclauses.2Revision(5mins)PairworkIndividualworkOfferthediagramof1cinSectionCtothestudents,andaskthemtoaskandanswerabouttheGreatWall.Letstudentsshowtheirwrittenworks.AskandanswerabouttheGreatWallaccordingtothediagraminSectionC.Example:A:What’sthematerialoftheGreatWall?B:Theearlywallsweremadeof…ReadtheirpassageswrittenafterclassaboutafamousChinesetouristattraction.可把全班分为四大组,大组中每有一对学生正确问答记为一分，教师对得分最多的大组给予鼓励。3Pre-reading(3mins)ClassactivityPlaythevideoabouttea,suchasKungfutea,orshowsomepicturesaboutit,introducetheChineseteacultureinbrief.Watchthevideoaboutthehistoryoftea,andknowsomethingabouttheChineseteaculture.教师也可口头介绍一些有关中国茶文化的背景知识，让学生对要读到的内容有一定了解，唤起他们求知的欲望。4While-reading(15mins)Individualwork1.Letthestudentsreadthepassageandunderstandthegeneralmeaningofthepassagetochoosethebesttitle.2.Guidestudentstoreadthetomarkthesentencesin1b.1.Readthepassageandchoosethebesttitleforit.2.tofinish1b.1.通过略读使学生整体了解课文大意，选出最佳题目。2.通过判断句子的正误检查学生对本课内容的理解。5Post-reading(15mins)PairworkAskstudentstotranslatethesayingsaboutteainpairs.Discussandtranslatethesayingsandtheirmeaningsaboutteainpairs.本环节的任务要结合上节课布置的作业来完成，旨在拓展学生在阅读中所学到的知识。培养其说的能力的同时也提高其合作探究的能力。GroupworkAskstudentstogiveareportaboutsomeuniqueChineseteaculture.TalkaboutsomeuniqueChineseteaculturetheyknowortheyhavesearchedbeforeclassingroups,andthenchooseoneofgroupmemberstoreportit.6Summarizingandassigninghomework(3mins)Individualwork1.Asktwostudentstosumupthekeypointsandwritethemdownontheblackboard.2.1.Sumupthemaincontentofthistopic.2.Finishthereadingpracticealone.1.话题总结之前，可留给学生归纳的时间。2.通过运用本节学到的阅读技巧完成阅读任务，学以致用，同时也是一种语言的综合运用。Pairworkstudentstoaskandanswerinpairs.Reviewthewholetopicandrecitethesayingsmentionedinit.IndividualworkAskstudentstosearchsomesayingsofConfuciusontheInternetafterclass.SearchsomesayingsofConfucius.Ⅵ.BlackboarddesignTopic1Chinaattractsmillionsoftouristsfromallovertheworld.SectionＤ1.includev.包含；包括2.alongwith…与……一起当主语与alongwith连用时，谓语动词与alongwith前面的主语在人称和数上保持一致。如，Joe,alongwithhisfamily,isleavingforDisneyland.乔和他的家人正要动身去迪斯尼乐园。3.Thefriendshipbetweengentlemenislikeacupoftea.君子之交淡如水。4.Firewood,rice,oil,salt,sauce,vinegarandteaarenecessarytobeginaday.开门七件事：柴、米、油、盐、酱、醋、茶。Unit5Topic2SectionA教学设计Ⅰ.Materialanalysis本课是九年级第五单元第二个话题的第一课时，主要活动为1a,4a和4b。以Susanna向高老师询问孔子的事迹及他留给我们的精神财富作为切入点引出本课的学习，重点学习用who，whom和whose引导的定语从句，了解伟大的教育学家孔子的生平及其著名的教育论著，并通过第四部分的任务详细介绍了秦始皇的历史功绩，使学生对先辈们的奉献有更深刻的了解，能从小树立为人类的幸福而奋斗的远大理想。通过本课的学习，学生在提高分析细节信息能力的同时，会发现积累名言是学习英语的一个好方法，它对写作也有很大的帮助。Ⅱ.Teachingaims 1.Knowledgeaims：1)Wordsandphrases:pioneer,wise,influence,whom,passaway,setup,cometoanend2)Grammar:掌握who，whom和whose引导的定语从句。3)Functions:询问更多信息。2.Skillaims:1)能听懂并理解介绍孔子的对话的大意，掌握信息转换能力。2)能就熟悉的话题提供信息，表达简单的观点和意见，参与讨论。3)能读懂相关的名言，理解其中蕴含的寓意。3.Emotionalaims:1)能在小组活动中积极与他人合作，相互帮助，共同完成学习任务。2)对著名的历史人物有更深刻的了解，能从小树立为人类的幸福而奋斗的远大理想，传承丰富的历史文化。4.Cultureawareness:介绍一位外国的或中国现代的教育家，并与中国古代的教育家进行对比，开阔视野，增长知识。5.Learningstrategies：注意名言的积累，为写作提供素材。Ⅲ.Thekeypointsanddifficultpoints1.Wordsandphrases:pioneer,wise,influence,whom,passaway,setup,cometoanend2.Sentences:1)Confucius,apioneerinthefieldofeducation.2)Hewasagreatthinkerwhohadmanywiseideasabouthumannatureandbehavior.3)Hewasalsoafamousphilosopherwhosewisesayingshaveinfluencedmanypeopleindifferentcountries.4)HewasreallyagreatmanfromwhomIcanlearnalot.5)Hespenttherestofhislifeteaching.3.Grammar:attributiveclauses(who/whom/whose)Ⅳ.Teachingaids多媒体课件，或本话题将讨论的历史人物的图片。Ⅴ.TeachingproceduresStage（timeperiod）InteractionpatternsTeacheractivityStudentactivityRemarks1Gettingstudentsreadyforlearning(3-5mins)Classactivity1.Greeting.2.Showsomepicturesoffamoustointroducethefamouspeopleaccordingtothepicturesandtheknowledgetheyknow.Atlastsumuptheintroductionandoffersomeinformationaboutthem.1.Greeting.2.TheymayuseChineseifnecessary.教师用多媒体课件或图片呈现中国的历史人物，可选用将在本话题中出现的人物，为本单元的学习埋下伏笔，并激发学生的学习兴趣。必要时允许学生使用汉语表达，降低难度，使各个水平的学生都能乐于参与到英语学习活动中来。2Revision(3mins)IndividualworkCheckthehomework.1.Retellthefamoussayingsmentionedinlasttopic.2.ReportthefamoussayingsofConfuciustheysearchedbeforeclass.TheymayuseChineseifnecessary.复习上个话题中提到的谚语，引出孔子的至理名言。3Pre-listening(3mins)ClassactivityShowthepicturesofConfuciustoleadtothenewlesson.4While-listening(6mins)Individualwork1.Guidestudentstoscan1b.2.3.Asktwostudentstotelltheanswer.1.Readthroughthetablein1bcarefully.2.writedowntheanswersorthecapitallettersofthewords.Completethetable.3.Checktheanswerswiththeteacher.1.强调听前预览的重要性。2.提醒学生记录简单的相关信息。5Post-listening(14mins)ClassactivityPlaytheflashof1aandletstudentsunderlinethekeypoints.GroupworkAskstudentstodiscussthekeyanddifficultpointsingroups.Studentsdiscussingroupstounderstandtheconversationfurtheringroups.Individualwork1.Pointoutthekeyanddifficultpoints.2.Guidestudentstofinish2.1.Notethekeyanddifficultpoints.2.Putthesentencesof2inthecorrectorder.通过排序的形式培养学生分析细节信息的能力。PairworkOrganizestudentstodiscussthemeaningsofConfucius’sayings.ReadandtalkaboutthesewisesayingsofConfuciuswiththeirpartners.告诉学生记忆名言是学习英语的一个好方法。它对写作也有很大的帮助。6Pre-listening(3mins)IndividualworkShowthepictureof4a,andaskstudentstoanswerthequestionsof4a.Trytoanswerthequestionsaccordingtotheknowledgeyouknow.激活语境。7While-listening(3mins)Individualwork1.Playtherecordandletstudentsfinish4a.2.Playtherecordagainandletstudentsfinish4b.1.2.Listentotheconversationagainandfillintheblankstocomplete4b.8Post-listening(5mins)Pairwork1.Askstudentstorepeatthepassageof4baftertherecord.2.Askstudentstoread4abythemselves.1.Repeataftertherecord.2.Readbythemselves.在听音的基础上进行仿读，培养学生正确的语音语调。9Summarizingandassigninghomework(3mins)Individualwork1.Askstudentstosumupthekeypointsaccordingtotheblackboard.2.Repeatthekeypoints.3.Assignhomework.1.Sumupthemaincontentofthisclass.2.Readthroughwhattheyhavelearntaftertheteacher.3.PreparetoreportConfucius’lifestoryaccordingto2by培养学生能根据话题提供的信息进行口语表述的能力。Ⅵ.BlackboarddesignTopic2HeisreallytheprideofChina.SectionA1.pioneern.先锋；拓荒者2.wiseadj.明智的，高明的3.influencev.&n.影响4.whompron.谁，什么人5.passaway去世；消失6.setup建立，创建；设置7.cometoanend结束8.Confucius,apioneerinthefieldofeducation.孔子，教育领域的先驱。inthefieldof在……领域9.Hespenttherestofhislifeteaching.他把自己的余生奉献给了教学。spendsometimedoingsth花费时间做某事Unit5Topic2SectionB教学设计Ⅰ.Materialanalysis本课是九年级第五单元第二个话题的第二课时，主要活动为1a。由Susanna向Kangkang请教有关郑和的事迹引出话题，再现了郑和七次下西洋的壮丽画卷，突显无数先辈用生命换来了我们今天的繁荣昌盛的主题，激发学生对英雄的崇敬之情，学习他们的奉献精神和开拓精神，更好地发展现代文明。在本课里学生们将继续学习用who，whom和whose引导的定语从句；通过任务的设置，培养学生能听懂接近自然语速的叙述，并能从中提取细节信息的能力，以及能用定语从句对人物及其事迹进行描述的能力。Ⅱ.Teachingaims 1.Knowledgeaims：1)Wordsandphrases:lead,succeedindoingsth.,coast,dieof,birth,trade2)Grammar:进一步掌握who,whom和whose引导的定语从句。3)Functions:表达兴奋。2.Skillaims:1)能听懂接近自然语速谈论郑和下西洋的对话，并能从中提取细节信息。2)能用定语从句对人物及其事迹进行描述。3.Emotionalaims:1)鼓励学生积极参与并乐于与他人合作，共同完成学习任务。2)对著名的历史人物有更深刻的了解，从小树立为人类的幸福而奋斗的远大理想，传承丰富的历史文化。4.Cultureawareness:对比介绍郑和和哥伦布的航海经历。5.Learningstrategies：在学习中积极思考，主动探究，善于发现语言的规律并能运用规律举一反三。Ⅲ.Thekeypointsanddifficultpoints1.Wordsandphrases:lead,succeedindoingsth.,coast,dieof,birth,trade2.Sentences:1)HewasaMingdynastyexplorerwhomweChinesepeopleareproudof.2)HislastoceanjourneywasmorethanhalfacenturyearlierthanColumbus’firstjourneytoAmerica.3)It’shardtobelieve!4)Whatagreatexplorer!3.Grammar:Attributiveclauses(who/whom/whose)Ⅳ.Teachingaids多媒体课件，或孔子和郑和的图片，郑和下西洋的视频资料。Ⅴ.TeachingproceduresStage（timeperiod）InteractionpatternsTeacheractivityStudentactivityRemarks1Gettingstudentsreadyforlearning(3-5mins)Groupwork1.Greeting.2.Organizeacompetitiontotranslatethesayings.1.Greeting.2.reportstheresult.Thegroupwhichdoesthebesttranslatingjobwinsthegame.教师可根据学生实际情况进行任务的设置，可进行汉译英，也可进行英译汉，可选用学过的谚语，也可选用没学过的简单而经典的谚语。2Revision(3mins)IndividualworkCheckthehomework.theinformationwhichtheyhavelearntfromSectionA.在学生作报告之前说明要求，至少要用到一个定语从句。渗透给学生在使用英语时，能意识到错误并能进行纠正的学习策略。3Pre-listening(3mins)ClassactivityShowthevideoorpicturesaboutZhengHe’soceanjourneys.Askstudentstotalkaboutthefamousexplorer.journeys.Saysomethingtheyknowaboutthefamousexplorer.鼓励学生养成预习的好习惯，课后能主动关注下一课的话题，乐于积极探索新知。4While-listening(15mins)Individualwork1.Guidestudentstoscan1b.2.Playtherecordoftheconversation.3.Checktheanswerswiththestudents.1.Readthroughthequestions.2.Listentotheconversationandchoosethecorrectanswers.3.Checktheanswerswiththeteacher.5Post-listening(14mins)Individualwork1.Letstudentsreadthroughthetableof1c.2.Playtheflashof1c,andaskstudentstounderstandtheconversationandfinish1c.3.4.clause(who/whom/whose).1.Readthroughthetableof1c.2.Watchtheflashandthenfinish1c.3.Checktheanswerswiththeteacher.Understandtheconversationwiththehelpoftheteacher.4.Notethekeyanddifficultpoints.鼓励学生遇到问题时能主动请教，勇于克服困难。在学习中积极思考，主动探究，善于发现语言的归律并能运用规律举一反三。Groupwork1.Letstudentsreadtheexampleof2.2.Letstudentsfinish2.3.Checktheresults.1.Readandunderstandtheexample.2.who,whom,whose,whichorthat.3.Reporttheirresults.Guidestudentstofinish3.WorkingroupsandtalkaboutZhengHewiththeinformationin1aand2.6Summarizingandassigninghomework(5mins)Individualwork1.Askstudentstosumupthekeypoints.2.Repeatthekeypoints.3.Assignhomework.4.IntroduceColumbusbriefly.1.Sumupthemaincontentofthisclass.2.Readthroughwhattheyhavelearntaftertheteacher.3.ZhengHeaccordingtotheinformationin1aand2.Useasmanyattributiveclausesaspossible.4.SearchsomeinformationaboutColumbus.ComparehimwithZhengHe.完成从句到语篇的过渡。开拓视野，深刻理解中国的航海业。Ⅵ.BlackboarddesignTopic2HeisreallytheprideofChina.SectionB1.succeedindoingsth.成功地做了某事2.dieof/from死于……3.HewasaMingdynastyexplorerwhomweChinesepeopleareproudof.他是一个让中国人引以为豪的明代探险家。4.It’shardtobelieve！真是难以置信！5.Whatagreatexplorer!多么伟大的探险家啊！6.birthn.出生Unit5Topic2SectionC教学设计Ⅰ.Materialanalysis本课是九年级第五单元第二个话题的阅读课，主活动为1a和3。介绍了中国的导弹之父钱学森的奋斗历程，展示了其励精图治的坚定信念和高尚的道德情操，引导学生学习他对待科学的钻研精神、无私奉献的精神及其伟大的爱国主义精神。在本课里学生们将继续学习使用who，whom和whose引导的定语从句解决具体问题；通过任务的设置，培养学生在阅读中获取信息和处理信息的能力，并把阅读与口语及写作技能的训练有机地结合起来，提高学生语言的综合运用能力。Ⅱ.Teachingaims 1.Knowledgeaims：1)Wordsandknowledge:university,(the)PacificOcean,degree,makeimportantcontributionsto(doing)sth.,inchargeof,express2)Grammar:进一步掌握和运用who，whom和whose引导的定语从句。2.Skillaims:1)能阅读并理解关于钱学森的奋斗故事，并根据阅读目的在阅读材料中获取所需信息。2)在阅读的基础上进行口头和书面表达。3.Emotionalaims:1)能积极与同伴合作参与课堂活动，大胆实践。2)对著名的历史人物有更深刻的了解，能从小树立为人类的幸福而奋斗的远大理想。4.Learningstrategies1)根据需要进行预习。(homework)2)在学习中积极思考，主动探究，善于发现语言的规律并能运用规律举一反三。Ⅲ.Thekeypointsanddifficultpoints1.Wordsandphrases:university,(the)PacificOcean,degree,makeimportantcontributionsto(doing)sth.,inchargeof,express2.Sentences:1)Afterhegraduated,hebecameateacheraswellasaresearcherwhostudiedrocketsandmissiletheories.2)HeistheprideoftheChinesepeople.3.Grammar:Attributiveclauses(who/whom/whose)Ⅳ.Teachingaids多媒体课件，或袁隆平、钱学森及航天方面的图片，发射导弹的视频资料,阅读理解语篇。Ⅴ.TeachingproceduresStage（timeperiod）InteractionpatternsTeacheractivityStudentactivityRemarks1Gettingstudentsreadyforlearning(3mins)Classactivity1.Greeting.2.Checkthehomework.AskstudentstogiveareportaboutZhengHeandColumbus.1.Greeting.2.ReportandcompareoceanjourneysofZhengHeandColumbus.对比中外两位著名的航海家，加深民族自豪感。2Revision(5mins)Pairwork