英语仁爱版九年级英语下册全册教案设计

英语仁爱版九年级英语下册全册教案

Unit 5

Topic 1

Section A

Section A needs 1 period. Section A需用1课时。

The main activities are 1a and 2. 本课重点活动是1a和2。

Ⅰ. Aims and demands目标要求

1. Master some new words and phrases:

tourist, a number of, fetch, introduce, lie in

2. Learn attributive clauses which use“that”and“which”.

(1)China is a great country that has about 5,000 years of history.

(2)It’s a book which introduces China in detail.

(3)It’s Mount Tai that/which lies in Shandong Province.

3. Learn about the geography of China.

4. Cultivate the students’ patriotism through learning about the geography of China.

Ⅱ. Teaching aids教具

录音机/长城和五岳的图片/幻灯片/中国地图

Ⅲ. Five-finger Teaching Plan五指教学方案

Step 1 Review 第一步复习(时间:15分钟)

让学生尽可能地和同伴说出他们最喜爱的名胜，激活他们的英语思维，培养他们的爱国之情。呈现新词，引出并学习定语从句。

1. (学生很快谈论一下My favorite place is ...，激活他们的英语思维。)

T: China has a long history. It’s very beautiful. It has many places of interest. What place have you been to?

S1: I’ve been to Mount Huang.

T: Do you like it? Why?

S1: I like it very much. The scenery is very beautiful.

T: What’s your favorite place?

S2: …

T: Can you describe it for us?

S2: …

(结对活动，谈论My favorite place is …, 并对其加以描述。)

2. (教师出示长城图片。)

T: Have you been to the Great Wall?

(学生可能没去过，教师自己介绍。)

T: I went there two years ago. I like it best. The Great Wall lies in the north of Beijing. Every year many tourists visit it. It attracts a number of tourists from all over the world.

(板书画线部分的生词和短语，然后解释，并领读。最后以四人小组形式让学生用所学新词说出他们最

say them like this: My favorite place is … It lies in … It attracts many/a nu mber of tourists …

(然后介绍同组同学Kangkang’s favorite place is …)

T: In our country, many places of interest attract many tourists. And China also has a number of beautiful mountains and rivers. Can you say some?

(学生很快说出名山和河流。)

T: I think a number of students want to know more about our country. Now I can fetch you a book. Here “fetch”means“go and bring sth. back”.

T: The book is Guide to China.It introduces China in detail. I can also say: Guide to China is a book that/which introduces China in detail.

(教师由此引出由that/which引导的定语从句，并用汉语解释。然后给出几组简单句，合并成含有定语从句的复合句。)

China is a great country. It has about 5, 000 years of history./My favorite place is Kunming. It is known as the Spring City./In China there are many places of interest. They attract millions of tourists from all over the world every year.

(也可继续学习活动2。)

Step 2 Presentation 第二步呈现(时间:10分钟)

呈现并学习1a，同时完成1b。

1. (学生合上课本，听1a的录音，准备回答问题，教师可以先把这些问题写在小黑板上。)

T: Now, please close your books and listen to the tape. Prepare to answer the questions:

T: Please find out attributive clauses. Then I will tell you how to use them.

3. (让学生完成1b，教师抽查。)

T: Fill in the form of 1b. Then I will ask some of you to give your answers.

Step 3 Consolidation 第三步巩固(时间:7分钟)

巩固1a。

1. (让学生跟录音朗读，两遍后，可让学生脱离课本跟录音朗读，并用/标出定语从句的停顿之处。)

T: Please listen to the tape and read after it. Pay more attention to the pronunciation and intonation and the pause of attributive clauses.

2. (让学生根据1b复述1a。)

T: Please look at 1b and retell 1a.

Step 4 Practice 第四步练习(时间:6分钟)

(方案一: 通过活动2，继续学习并操练定语从句，而后进行活动3的听力训练。)

1. (教师展示一幅中国地图，练习定语从句。)

T: What place is this?

Ss: It’s Hefei.

T: Where is it?

Ss: It’s in Anhui Province.

T: We can also say this is Hefei which/that lies in Anhui Province.

(然后老师手指多个地点，先让学生一起说，再找几个学生个别地说。)

2. (让学生看2中的例子，然后仿照例子编对话。有条件的可以用幻灯片把五岳的图片展示出来，这样学

生可以不看课本中的例子，真正地脱离课本进行交际。)

T: O K. Look at the example in 2, please. Then you can make dialogs after the example while looking at the pictures.

Ss: …

(然后教师抽几对进行表演，检查效果，特别注意学生在使用定语从句时会不会用关系代

词。)

3. (让学生先看3，脑中形成初步的印象，然后听录音，听两遍后再让学生填空。第三遍检查，有必要时

停顿。如果效果好，听两遍亦可，灵活把握。)

T: Please look at 3. After a while, I will play the tape. Just listen for the first time. For the second time, you can listen and write down the answers.

(方案二: 让学生介绍自己的家乡，进一步练习定语从句，完成3。)

1. (由五岳名山过渡到学生家乡的山、水、人。)

T: We all know, Mount Tai, Mount Hua, Mount Heng, Mount Song are in different areas. They also have their own special scenery. What about your hometown? Where is it? Are there any beautiful mountains or famous rivers?

(给学生3分钟时间组织语言。)

Direction: east, west, north, south …

Scenery: (mountains, rivers) beautiful, long, clear, high, green …

Food: delicious …

People: friendly, kind …

3. (为降低难度，教师也可以给学生提供一个范例。)

Example:

My hometown is a small town that lies in . There is a beautiful river flowing in front of my house. It’s not wide, but long. The water is clean and clear. My hometown is surrounded by high mountains. The mountains are all the year round. is famous for the red mountains. There are many kinds of delicious food in my hometown, especially . It is made of . The most important is that the people are very friendly. Welcome to . Come on!

4. (任务设置的目的是调动全体学生参与到活动中来，展示的同时要注意让学生都有事做，所以在Group work的展示中，一个说，三个听并作评委，要求四个人中每个人都说一次，同时每个人都作三次评委，

选出最优秀的那个。)

T: Tell your partners about your hometown. Choose the best one in your group.

5. (完成3。)

T: First read 3. Then fill in the blanks while listening to the tape.

(小组讨论复习所学中国地理，通过语法练习和作文形式进一步巩固所学定语从句。)

Step 5 Project 第五步综合探究活动(时间:7分钟)

收集地理知识，用which/that引导的定语从句交谈。

1. (进行一个Group work, 复习所学的中国地理。)

(1)教师将事先准备好的中国地形图分给各组。

(2)要求各组拿出笔、纸进行查找和记录中国的名山、大河。

(3)组与组间进行汇报。

(4)教师选个别的组进行展示。

T: Let’s find out the beautiful mountains and famous rivers on the map of China. Write them down on a piece of paper.

(3分钟后)Group A reports your result to Group B. Group C reports to Group D …

(2分钟后)Please tell me your results.

Group A: …

Group B: …

Group C: …

Group D: …

2. (进行一个语法练习，巩固which/that引导的定语从句。)

(1)(教师出示一块小黑板，要求用that/which来连接两个句子。)

①This is the photo. You took the photo last summer.

②The building is a supermarket. The building stands near the train station.

③The computer was sold out. I wanted to buy that computer.

④That is the Yellow River. The Yellow River is the birthplace of Chinese culture.

3. Homework

Mountains Rivers

China

World

(2)布置对话，主题为旅游。

要求:

①出现旅游景点:名山，大河。

②尽量用定语从句。

(下节课同学们可以带来各自的旅行照片。)

Ⅳ.疑点探究

It’s Mount Tai that/which lies in Shandong Province.此句并非强调句子，it代指place。

Section B

Section B needs 1~2 periods. Section B需用1~2课时。

The main activities are 1a and 2a.本课重点活动是1a和2a。

Ⅰ. Aims and demands目标要求

1. Master some new words and phrases:

have fun, above, come true, so … that …, not only … but also …

2. Go on learning attributive clauses which use“that”and“which”.

(1)Could you tell me something about the places that you visited there?

(2)That’s the most fantastic place that I have ever heard of.

3. Learn more about the geography of China—the Qinghai-Tibet Plateau and West Lake.

4. Cultivate the students’ patriotism.

Ⅱ. Teaching aids教具

录音机/幻灯片/青藏高原图片/打印材料/小黑板

Ⅲ. Five-finger Teaching Plan五指教学方案

Step 1 Review第一步复习(时间:10分钟)

检查作业，然后用师生课前准备的旅行照片谈论他们去过的景点，复习旅行的话题。

1. (检查作业。)

T: Last class I asked you to make a dialog about travelling. Who can act it out to us with your partner?

S1: ...

S2: …

2. (教师出示自己的旅行照片与学生交流。)

T: It’s a beautiful picture. Can you find me in it?

Ss: Yes.

T: Y ou can ask me some questions according to the picture.

S3: Where did you go?

T: I went to Mount Tai that lies in Shandong Province.

S4: When did you go there?

T: Last summer holiday.

S5: Did you have a good time and what did you see?

T: Yes. I saw sunrise. It made me surprised and excited. The scenery there is fantastic. Mount Tai is well worth visiting. That’s the most beautiful mountain that I have ever been to. I wish you to go there some day.

Ss: OK. I will.

3. (学生与同伴交流他们去过或喜欢的景点，教师给出一些单词和词组。)

T: You and your partner can talk about your pictures. I’ll give you some words and phrases.

4. (1)(呈现青藏高原图片，并教授此词。)

T: Can you guess what place it is?

Ss: 青藏高原。

T: Yes. In English it’s the Qinghai-Tibet Plateau.

(2)(教师可以针对青藏高原进行简单的问答，为下一步呈现扫清障碍。)

T: Where is the Qinghai-Tibet Plateau?

S6: It’s in the west of China.

S7: It’s in the north of China.

T: It’s in the southwest of China. It’s a fantastic place. It’s more than 4, 000 meters above sea level. The weather there changes a lot. You can experience four seasons in a day. Do you want to know more about it?

Ss: Yes.

T: OK. Let’s learn 1a.

Step 2 Presentation第二步呈现(时间:10分钟)

呈现1a。

1. (以听力的形式呈现1a。)

T: Listen to the tape and mark True (T) or False (F).

(1)The Greens went to Tibet last summer.

(2)They didn’t enjoy themselves there.

(3)They visited Jokhang Temple and Potala Palace.

(4)The weather there never changes.

(5)Susanna looks forward to visiting there as soon as possible.

2. (Pair work. 读对话，找出关键词。)

(1)T: Read the dialog with your partner and find out the key words and phrases.

(2)(找几组学生到黑板上写出他们找到的关键词。)

(3)①(教师用幻灯片/图表的形式出示由关键词组成的对话图解。)

和seem的用法。板书)

be worth doing sth. 值得做……；做……是值得的

be well worth doing 很值得做……

Harry Potter is well worth reading.

This idea is worth considering.

It seems/seemed that …似乎……

seem+adj./to do sth. 好像，似乎，看来

You seem happy.

They seem to know me.

It seems that they know what they’re doing...

②(教师解释只能用that引导的定语从句。)

That’s the most fantastic place that I have ever heard of.

Step 3 Consolidation 第三步巩固(时间:7分钟)

复述1a完成1b。

1. (利用Step 2中找出的关键词，不看课本复述对话，给学生大约3分钟的时间自己组织语言。)

T: Let’s retell the dialog according to the key words and phrases on the screen.

2. (展示复述的结果，选择优、中、差三个学生作示范。)

T: Who can retell the dialog?

S1: … (中)

S2: … (差)

S3: … (优)

3. (为调动多数学生参与对课文的复述，进行Pair work，一个说，另一个听，再反之。)

T: Retell the dialog in turn with your partner.

4. (完成1b。)

T: Let’s finish 1b. Fill in the blanks according to the dialog.

Step 4 Practice 第四步练习(时间:12分钟)

训练学生的阅读能力，完成2a和2b。

1. (直接进行2a的学习。)

T: Do you know West Lake?

Ss: Yes, I do.

T: What do you know about it?

S1: I know the story about West Lake.

S2: I know the poem about West Lake.

(可以让学生用汉语来表述关于西湖的故事及诗句。)

S3: I know it’s beautiful.

T: Do you know where is West Lake?

S4: It lies in Hangzhou.

T: What’s West Lake famous for?

2. (让学生带着问题读短文。)

T: Read the passage and find out what West Lake is famous for.

(2分钟后)

S5: West Lake is famous for its beautiful scenery and some poems.

3. (Group work, 读短文，找出难以理解的短语或句子。小组讨论，尝试解决这些问题。)

T: Work in groups of four. Read the passage again and find out the phrases and sentences that you can’t understand. Discuss and try to understand them.

(对本环节的处理，教师要本着这样的原则: 学生能自己解决的问题由学生自己来解决，学生不能解决的再提供必要的帮助。)

(教师要指出第一段中的定语从句，有必要让学生来翻译，并指出which可替换为that。)

T: Have you ever heard of the love story which is about Xu Xian and White Snake?

(学生可能会有难以解决的问题。)

5. (Group work, 教师把图解做在小纸片上，由各组快速完成。)

The parts of West Lake:

Tourists:

Famous for:

Others:

(2) (选两个小组作汇报。)

T: Please report your information about West Lake to the class.

Step 5 Project 第五步综合探究活动(时间:6分钟)

进行活动3。

1. (根据活动3的要求，以小组形式介绍自己的家乡。)

T: According to Activity 3 students introduce their hometowns to each other in groups. Then report to the class.

2. (做一张明信片，一面是我国的名山或河流，另一面是英文简介。)

T: Please make a postcard using the pictures of the famous mountains or rivers in China. Then write some information about them in English.

West Lake is in Hangzhou.

It is famous not only for the

beautiful scenery but also

for some poems.

3. Homework

Ask the students to write a short passage about their hometowns. Let them use attributive clauses as many as possible.

Section C

Section C needs 1 period. Section C需用1课时。

The main activities are 1a and 2. 本课重点活动是1a和2。

Ⅰ. Aims and demands目标要求

1. Master some new words and phrases:

be known as, think of, island, PC, license, giraffe, break down, neck, take away

2. Review attributive clauses which use“that”and“which”.

Group ①: …

Group ②: …

(1)There are three beautiful places which shouldn’t be missed by visitors to China.

(2)May I use your PC that you bought last month?

3. Learn more about the geography of China—Hong Kong, Macao and Taiwan.

4. Improve the students’ abilities of reading and writing.

5. Cultivate the students’ patriotism through learning about Hong Kong, Macao and Taiwan.

Ⅱ. Teaching aids教具

中国地图(政区图)/小黑板/幻灯片/港、澳、台的相关图片

Ⅲ. Five-finger Teaching Plan五指教学方案

Step 1 Review 第一步复习(时间:18分钟)

学生汇报关于自己家乡的小短文，再利用制作的明信片扩展思维，训练说的能力。

1. (由多名学生扮演小记者，在班级随机采访学生，了解他们的家乡。老师先作示范。)

T(Journalist): Hello! I’m a journalist from CCTV. Could you tell me something about your hometown?

S1: …

(被采访的学生介绍自己的家乡。)

2. (利用上节课做的明信片，让学生口述其中的图片，复习中国的名山大川。)

T: Who can come here and introduce your postcard to us?

(学生拿着自己制作的明信片，只需介绍明信片的图。)

S2: This is a picture about Guilin. Guilin lies in Guangxi Province. Guilin is a beautiful place which is famous for its mountains and water. We all know Guilin’s mountains and water are the first in the world. I hope to go on a trip to Guilin some day.

S3: I’m only a high school student. I have never been to other places. This is a picture about my hometown.

Look, the green mountains and water. The green mountains are called Mount Hong, which is the birthplace of Mount Hong culture. The long river isn’t wide, but it’s clear. We are proud of being children of Mount Hong. The people there are very friendly. Welcome to my hometown.

3. (1)(教师总结，展示香港、澳门、台湾的图片。)

T: Look! Do you know about these places? They are very famous to us. Could you tell me what places they are?

S4: Hong Kong.

S5: Macao.

S6: Taiwan.

Hong Kong 香港Macao 澳门Taiwan 台湾

(2)(教师简单的介绍香港、澳门和台湾，以呈现一些新词。)

T: Now, let’s learn something about Hong Kong, Macao and Taiwan. What do you know about them? You can express your ideas in Chinese.

S7: 香港是购物天堂。

S8: 澳门是赌城。

S9: 台湾是宝岛。

(教师板书关键词，进而引出相应的英语。)

东方之珠the Oriental Pearl Hong Kong

Step 2 Presentation 第二步 呈现(时间:8分钟)

通过回答问题加深对1a 的理解。完成1b 。 1. (读短文，回答问题。

)

T: Read the passage and answer the question.

2. (让学生找出关键词，教师带领学生共同理解。)

T: OK, listen to me carefully. Hong Kong is famous as the Oriental Pearl and Shopping Heaven. T: Can you make some sentences according to the information on the blackboard?

(让学生给出例子。)

(教师总结并呈现have a chance to do sth.。)

T: If you have a chance to go there, you should visit Ocean Park and Victoria Peak. 3. (读短文，完成1b 。)

(让学生再读短文，完成1b 。教师把表格以幻灯片的形式呈现出来，教师要核对答案，为后面的巩固作铺垫。)

Step 3 Consolidation 第三步 巩 固(时间:6分钟)

根据1b ，分组分段复述1a ，然后交流展示。 (方案一)

1. (Group work, 分组复述短文，根据前一步的表格，达到巩固的目的。)

T: Work in groups of four students. Let’s retell something about Hong Kong, Macao and Taiwan according to 1b.

2. (三分钟后，交流展示。)

T: Please retell it to your partners. Others listen carefully. At last, the leader in each group should report to the big group.

(交流后可选出几组进行集中的展示。)

3. T: Some of you have been chosen as the best of your group. Who can report to the class?

(可以选择2~3组复述展示一下即可。)

(方案二: 以游戏的形式巩固1a。)

(具体做法:教师把香港、澳门、台湾的相关信息做成若干小纸条，每张纸条上只写一个词或短语，然后要学生来抽。抽到的学生要说出两到三个与该词相关的句子。)

T: Let’s play a game. I have some pieces of paper. There are some key words about Hong Kong, Macao and Taiwan on the paper. Please say two or three sentences about them with the key words.

(纸条上可以出现的关键词如下:)

Example:

Hong Kong the Oriental Pearl

Macao the Shopping Heaven

Taiwan the Gambling City

separate the Treasure Island of China

be known as

(每个词或短语做成一张纸条。)

Step 4 Practice 第四步练习(时间:7分钟)

以海报形式展示1c。练习定语从句并完成2。

1. (Group work, 把全班分成香港、澳门和台湾三组，让学生自己选择组别。活动要求:各组分别做一个策

划把自己推向国际，形式不限，教师可以提供一点思路。)

T: The class will be divided into three groups: Hong Kong, Taiwan and Macao. You can choose any one, then introduce it to the world.

Example:

(可以做成海报、广播及电视节目等多种形式。)

T:You can introduce them on radio, TV and so on. I think you will have better methods.

2. (用活动的形式复习定语从句并完成2。)

活动步骤:

(1)教师把先行词car, your PC, driving license, a kind of animal等写在黑板上。

(2)在每个先行词后写上that, which。

(3)幻灯片出示有序号的句子或不完整的句子。

① The

a. I rented broke down. ② May I use

b. has a very long neck. ③ The

c. you bought last month?

④ A giraffe

d. was taken away by the police is min

e.

Step 5 Project 第五步 综合探究活动(时间:6分钟)

完成活动3。

1. (1)(Written work, 调查去过的地方，要去的地方及去的原因，教师把事先准备好的表格分给各组进行

调查。)

Names Places that he/she has been to The scenery that he/she enjoyed

Places that he/she would like to visit Reasons why he/she would like to go there

(2)(组与组之间汇报调查的结果，选择1~2组展示。) T: Please report your results to another group. 2. Homework

(1)要求学生和同伴组织一个对话，话题围绕旅行。假设一个学生要去旅行，需要了解某地一些情况，另一个学生进行介绍。

T: Suppose one student wants to go on a trip. He/She needs to know something about the place he/she ’s

going to. The other introduces it to him/her. Make a dialog that is about a trip with your partner. (2)根据上面的调查结果写一篇相关的作文。

T: Write a passage according to the results of the survey above.

Section D

Section D needs 1 period. Section D 需用1课时。

The main activities are 1a and 3. 本课重点活动是1a 和3。 Ⅰ. Aims and demands 目标要求

1. Master some new words:

rather, below, freeze, thick, plain

2. Review attributive clauses which use “that ”and “which ”.

(1)People that live on the northern plains usually come and go by land, but people in the south travel not only by land but also by water.

(2)Kunming which lies in the south of China is known as the Spring City.

that/which

3. Go on learning about the geography of China.

4. Talking about the life in the south and north of China.

5. Strengthen the students’ patriotism.

Ⅱ. Teaching aids教具

一张中国政区图/风景图片/多媒体课件

Ⅲ. Five-finger Teaching Plan五指教学方案

Step 1 Review 第一步复习(时间:15分钟)

检查作业。通过图片展示南北方各方面的差异。

1. (检查学生的对话，从学生对话中所谈的地点引出南北方。)

T: Last class I asked you to make a dialog. Who can tell me your dialog with you partner?

(学生展示对话。)

S1: May I speak to ××?

S2: This is ××speaking. What’s up?

S1: The summer vacation is coming. Where will you want to go for your vacation?

S2: I have no idea now. What about you?

S1: I want to go to Hangzhou. I am eager to visit West Lake for a long time.

S2: That’s a good place, especially West Lake. It is surrounded on three sides by mountains with a lot of places of interest.

S1: You know much about West Lake.

S2: Certainly. That’s my hometown.

S1: Oh, would you like to visit it with me?

S2: You bet. Let’s make it.

S1: OK. Good-bye.

S2: Bye.

(教师总结，过渡到南方和北方。)

T: Well done. They want to visit West Lake. We all know West Lake is in Hangzhou. But where is Hangzhou?

S3: It is in the south of China.

T: Good. But where is Beijing?

S4: It is in the north of China.

T: OK. Let’s have a discussion.

What are the differences between the south and the north of China?

S5: It’s warm in the south. But It’s cold in the north.

S6: Most people in the south are shorter than people in the north.

(教师总结，并为下一步作铺垫。)

T: That’s right. But there are some other differences between the south and the north.

2. (用多媒体展示有关南北方的一系列图片，通过对比得出南北方在气候、地形等方面的差异。)

T: OK. Let’s look at some pictures and compare them.

(1)(出示第一组图片，对比南北方气侯的差异。)

(让学生用自己的语言来简单地描述两幅图。)

T: Can you describe the scenery of the pictures？

Example:

It’s very cold in the north of China. Snow is here and there. But it’s hot in Picture 2. It’s green all the year round.

(2)(出示第二组图片，通过两幅图的地貌特征的对比，总结出南北方地貌的差别。)

T: Look at the two pictures. Can you tell me the features of them?

S7: In the first picture the ground is flat.

S8: In the second picture the hills are high or low.

S9: In the second picture the hills are big or small.

(教师总结，并呈现plain。)

T: Yes, you are right. We can call the first picture“plain”. But the second is“hill”.

plain n.平原

T: In fact, there are wide plains in the north. And there are many hills in the south.

(3)(出示第三组图片，对比南北方的农作物。)

T: Can you tell me what’s in the pictures?

S10:Wheat is in Picture 1.

S11: Rice is in Picture 2.

T: Is wheat in the north or in the south?

Ss: In the north.

T: OK. That is to say, rice is in the south of China, right?

Ss: Yes.

Step 2 Presentation 第二步呈现(时间:10分钟)

学习1a，训练阅读能力。

(方案一)

1. (Group work, 把全班分成两大组。一组代表生活在北方的学生，另一组代表生活在南方的学生，以竞

赛方式说出南、北方的特点。)

T: Now The class will be divided into two groups. The first group is the students who live in the north and the second group is the southern students. Talk about the features of the north and the south. Let’s have a competition.

(通过竞赛，学生基本上能把南、北方的特点找出来。)

2. (导入1a，学生快速阅读，锻炼从材料中获取信息的能力，完成表格。)

T: Look at 1a. Please read it quickly and complete the table.

weather clothes activities food/way of life traffic

North

South

3. (听1a录音)

T: Let’s listen to 1a.

4. (两人一组介绍家乡。一个是南方学生、另一个是北方学生，然后互换角色。)

T: Work in pairs to introduce your hometown. One student is living in the north. The other student is living in the south. Then change your roles.

(方案二)

1. (Group work, 把全班分为Group A, Group B两组分别来阅读1a中的第二段和第三段，并找出关键词。) T: Let’s learn the north and the south of China. All the boys are Group A. All the girls are Group B. Group A reads the second part. Group B finishes the third part. Then find out the key words and phrases. Let’s begin.

(两分钟后，核对答案。)

T: Boys and girls check the answers.

Group A

Group B

2. (继续分组活动，但是两组的内容互换。)

T: Let’s find out the key words and phrases. But Group B finishes the second part. Group A finishes the third part.

Step 3 Consolidation 第三步巩固(时间:7分钟)

巩固1a，完成1b。

1. (巩固文章内容。)

(1)(把上一步中的关键词分类。)

T: Let’s put these key words and phrases into the following boxes.

(2)(复述给同伴听。)

Group A1—Group B1

Group B1—Group A1

2. (巩固语法。)

(1)(让学生从文段中找出能体现本话题语法的句子。)

T:Please find out attributive clauses in the passage.

in winter

the north:

the south: mild and wet, go swimming, bright sunshine

cold, below zero, freeze, snow, wear thick coats and gloves

make snowmen, throw snow balls, go skating

the north: flour, by land

the south: rice, by land or by water

people’s way of life

(2)(让学生写出两到三个定语从句，并读出来。)

S1: …

S2: …

S3: …

3. (完成1b，让学生根据关键词用自己的语言写一篇关于南北方差异的短文。学生亦可补充内容，教师

可随时检查或课后更改，确保无语法错误。)

T: Please write a short passage about the differences between the north and the south in your own words.

Step 4 Practice 第四步练习(时间:7分钟)

练习定语从句，完成2a和2b。

1. (为调动学习积极性，减缓课堂压力，进行练习定语从句的活动。)

活动步骤:

(1)教师把定语从句的前半部分写在黑板上。

(2)第一组学生在黑板上圈出先行词。

(3)第二组学生在黑板上写出引导词。

(4)第三组学生在盒子中选择后半部分，并把序号填入适当的位置，组成一个完整的定语从句。

T: Let’s play a game—making sentences. One part of the sentence has been given.

The first group, circle the center word.

The second group, write“that”or“which”.

The third group, choose the other part from the box, and put them on the right position to complete

盒中的内容如下:)

①is written in pencil

②I borrowed last Wednesday

③I received from him yesterday

2. (进行2a。让学生跟读磁带，培养学生正确朗读长句的能力。注意定语从句的停顿，教师归纳定语从

句的用法。)

T: Listen to the tape and read after it, please.

3. (进行2b。让学生跟读磁带，然后教师说汉语，学生脱离课本说英语。)

T: Read after the tape please. Then close your books. I say them in Chinese. You say them in English. OK?

Step 5 Project 第五步综合探究活动(时间:6分钟)

巩固定语从句，并完成3。

1. (教师展示标有香港、澳门、台湾、重庆、昆明等地的中国地图，多媒体呈现例句和useful expressions。

把图片与useful expressions相结合，写句子。)

T: Look at the map and useful expressions. Let’s make some sentences. You should use “which”or“that”

Kunming which lies in the south of China is known/famous as the Spring City.

Useful expressions:

(1)the Shopping Heaven

(2)the Mountain City

(3)the Gambling City

(4)the Treasure Island of China

S1: …

S2: …

S3: …

S4: ...

2. (制作你最喜爱的地方的海报。)

(1)全班分成若干个四人小组，每组选择一个最喜爱的地方，搜集有关信息和图片。

(2)把搜集到的信息和图片制作成图文并茂的海报。

T: Look at the map of China. In groups of four students, choose the place you like best, and collect some information and pictures to make a poster.

3.(各组展示自己的作品，看看哪一组的海报最漂亮，最吸引人。完成3。)

T: Let’s see which group is the best.

4. Homework

(将下列各句用that/which连成一个定语从句。)

(1)This is the house. We lived in the house last year.

(2)This is the best movie. I saw the best movie last night.

(3)The train has left. The train is from Shanghai to Beijing.

Unit 5

Topic 2

Section A

Section A needs 1 period. Section A需用1课时。

The main activities are 1a and 1c. 本课重点活动是1a和1c。

Ⅰ. Aims and demands目标要求

1. Master the new word and phrase:

pioneer, spend…(in) doing

2. Learn attributive clauses which use“who”and“whose”.

(1)He was a great thinker who had many wise ideas and thoughts about nature and human behavior.

(2)He was also a famous philosopher whose wise sayings have influenced many people in different countries.

3. Talk about historical people and historic events of China.

4. Let the students learn about Chinese culture, and improve the sense of national pride.

Ⅱ. Teaching aids教具

录音机/教学图片/多媒体课件

Ⅲ. Five-finger Teaching Plan五指教学方案

Step 1 Review 第一步复习(时间:20分钟)

教师用常见的谚语和孔子名言呈现并介绍孔子，引出定语从句。

1. (教师收集一些名言和谚语，让学生分组进行翻译，以竞赛的形式完成。其中要包含关于孔子的名言和

谚语，便于呈现孔子。)

步骤:(1)教师分组，两人一组。

(2)把事先准备好的名言和谚语发给每组，每组两条名言和谚语，一条英译汉，一条汉译英。

(3)做好的交给教师，教师检查并对好的进行表扬。

(4)把所有名言和谚语用小黑板展示，让学生选择两条自己最喜欢的速记。

(5)把自己喜欢的名言和谚语说给同伴听。

(6)教师选择孔子的名言和谚语，呈现孔子，并进行简单的介绍，呈现who引导的定语从句。T: Let’s have a competition. Work in pairs. I have some sentences on these paper. Please translate them with your partner. Let’s begin.

(教师搜集的名言和谚语可参考下面小黑板呈现的内容，进行英汉转化。)

T: OK, let’s look at your translations together. Group1…

(教师把收集的名言和谚语以小黑板的形式展示出来。)

sayings.

(1)Two heads are better than one.

(2)The early bird catches the worms.

(已学过，采用汉译英的形式)

(3)Love me, love my dog.

(4)Where there is a will, there is a way.

(5)When I walk along with two others, I may be able to learn from them.

(6)What you know, you know; what you don’t know, you don’t know.

(7)He who learns but does not think is lost; he who thinks but does not learn is in danger.

(8)Isn’t it a pleasure that friends come to see you from far away?

(9)Learn the new while reviewing the old.

T: Which is your favorite? Can you tell me?

S1: …

S2: …

S3: …

(教师总结并引出Confucius。)

T: Do you know about Confucius? Confucius was a pioneer in the field of education. He was also a famous philosopher.

(板书并领读。)

Confucius 孔子

pioneer n.先驱

philosopher n.哲学家

Confucius was a pioneer in the field of education. He was also a famous philosopher.

2. (教师展示孔子图和孔子讲学图，并进一步对孔子进行介绍，引出定语从句: He was a great thinker who

had many wise ideas and thoughts about nature and human behavior.)

T: Let’s learn something about Confucius. He was born in the year 551 B.C. He was a pioneer in the field of education. He was also a famous philosopher.

(教师对who引导的定语从句进行必要的讲解，并且要提到that和who引导的定语从句的共同点，并举例。)

Step 2 Presentation 第二步呈现(时间:6分钟)

学习1a。

(方案一)

1. (以听力的形式呈现1a，并找出介绍孔子的关键句。)

T: We’ve talked something about Confucius. Do you want to know more about him? Now let’s learn a dialog that introduces Confucius. Listen to the tape and find some key sentences about him.

(听录音)

S1: Confucius, a pioneer in the field of education.

S2: He was born in the year 551 B.C.

S3: He was a great thinker who had many wise ideas and thoughts about nature and human behavior.

S4: He was also a famous philosopher whose wise sayings have influenced many people in different countries.

S5: ...

2. (听录音，学生跟读，进一步记忆有关孔子的关键句。)

T: Listen to the tape carefully and read after it. Try to remember the key sentences about Confucius.

3. (让学生读出对话中孔子的一句名言并译成汉语。)

T: I’ll ask one student to read the saying of Confucius in the dialog and another translate it.

S6: He who learns but does not think is lost; he who thinks but does not learn is in danger.

S7: 学而不思则罔；思而不学则殆。

(方案二)

学习1a并通过回答问题加深对1a的理解。

1. (以听力的形式呈现1a。)

(听录音后，核对答案。)

2. T:Listen to the tape again. Write down the saying of Confucius’ in the dialog.

Step 3 Consolidation 第三步巩固(时间:5分钟)

以对话的形式，对1a进行巩固并完成1b。

(方案一)

1. (听录音，模仿对话。)

T: Listen to the tape and practice the dialog.

2. (以四人小组形式把有关孔子的知识以定语从句的形式展现。复习并巩固先行词是人的定语从句。) T: Work in groups of four. Use attributive clauses to introduce Confucius. You can discuss with

your partner.

S1:He was a great thinker who had many ...

S2: ...

(方案二)

1. (听录音，模仿对话。)

T: Listen to the tape and practice the dialog with your partner.

2. (Work alone, 根据问题的答案复述对话。)

T: Please retell the dialog according to the answers to the questions on the blackboard.

S1: …

S2: …

S3: …

3. (完成1b。两人一组，一人读孔子名言，一人翻译成汉语，然后一起讨论。)

T: Work in pairs. One reads the sayings, the other translates them into Chinese. Then discuss the meanings together.

Step 4 Practice 第四步练习(时间:8分钟)

完成1c和2。

1. (1)(Group work, 让学生快速阅读1c中的每个句子，在小组内讨论并排序，完成1c。)

T: Read the sentences in 1c and talk about them in your group, then give the right order.

(讨论时教师要参与到小组中，及时地提供帮助，讨论结束，师生一起核对答案。)

T: Let’s check the answers together.

(2)(Pair work, 小组内部讨论并找出自己难以理解的句子。)

T: Read 1c again. Discuss in groups and find out the sentences that you can’t understand.

S1: …

S2: …

(教师在处理这样的问题时要尽量让学生自己解决。教师给予提示，这两个句子优等生是可以解决的，由学生解决既可以发挥榜样的作用，又可以鼓励学生思考，培养他们独立解决问题的能力。)

(3)(教师根据排出的正确顺序，用小黑板呈现一些表示时间概念的词，让学生来复述孔子的生平。)

’ life in order.

仁爱版九年级英语教学设计.doc

仁爱版九年级英语UNIT4 Topic1 Section D 教学设 计 教材的分析 本课处于仁爱英语九年级（上）Unit4 Amazing Science Topic1 Spaceships Are Mainly Controlled By Computers 第四 课时，话题主要围绕谈论神舟五号和嫦娥一号进而涉及到电 脑在航天中的应用。本话题从令人关注的神五入手，贴近生 活，时代感强。然后，，由飞船的成功运行联想到电脑科技，最后，由电子邮件的发送与接收回到电脑的应用的实际生活 中。教学中本着整合教材的精神，把本课的内容顺序进行调 整，使之浑然成为一个整体，因为学生在学习本课前已经学 习并掌握了部分关于谈论电脑科技的的句型，所以，教材的 要求与学生现有的水平相一致。通过本课的学习，学生对祖 国的科技有了更深的了解。更乐于接触现代科技:电脑、太空知识，口语表达能力和书面表达能力都会有所提高。 学生分析： 我所任教的中学，是以优异的教学成绩闻名远近的初级 中学，学生在严格的教学管理中，形成了良好的学习习惯， 对英语学习有较浓厚的兴趣，英语基础扎实，他们活泼、有 好奇心、有创新精神。他们争强好胜，渴望成功。他们追逐 新鲜事物，对电脑、手机、MP3、宇宙飞船都非常感兴趣， 本教材的选择符合学生的心理特点，在学习本课之前，学生 已经掌握了有关电脑在科技中的用途、优点和缺点，和一些 基本的语法、单词和句型，已初步具备了小组合作学习的能 力和语言表达能力。 教学目标

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人教版九年级英语教学设计

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