英语仁爱版九年级英语下册全册教案.doc

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喜爱的名胜，操练新词。)
lie in→be in
tourist n.→traveler
attract v.→interest you and make you like it
a number of→many
T: Now work in groups of four and talk about your favorite places with the new words and phrases. You can say them like this: My favorite place is … It lies in … It attracts many/a number 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”.
(板书)
fetch v. →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.
(板书)
Guide to China is a book. The book introduces China in detail.=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:
(板书)
(1) How long have Mr. and Mrs. Green been in China?
(2) How many years of history does China have?
(3) What mountains appear in the dialog? What about rivers?
(4) What book can introduce China in detail?
2. (让学生找出定语从句，教师解释其用法。)
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: OK. 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。)
2. T: Let’s describe our hometown. The information on the blackboard can help you.
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. Wele to . e 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。)
T: Look at the small blackboard and connect these sentences using which or that.
① This is the photo. You took the photo last summer.
② The building is a supermarket. The building stands near the train station.
③ The puter was sold out. I wanted to buy that puter.
④ That is the Yellow River. The Yellow River is the birthplace of Chinese culture.
(2)(核对答案，并复习that/which引导定语从句的用法。)
3. Homework
(1)收集你知道的中国的、世界的地理名词，包括山川、河流等，进行分类整理。

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, e 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: You 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.
(用小黑板或幻灯片展示。)
lie in, wonderful, famous, fantastic, scenery, surprised, excited, be well worth visiting, have a lot of fun, some day...
(选几名学生介绍，介绍完后，其他学生可以自由提问，最后选出他们最想去的地方。)
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.
(板书并领读。)
Qinghai-Tibet Plateau 青藏高原
(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).
(幻灯片/小黑板/打印材料出示问题,边听边判断。)
(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.
T: Listen again and check the answers.
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。)

(教师可以在学生找出的关键词中解释be worth doing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。)
(板书)
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。)
(板书)
West Lake is surrounded on three sides by mountains.
be surrounded on three sides by mountains 三面环山
Besides, the surrounding area of West Lake is the home of the famous Dragon Well Tea.
besides 而且，并且
the surrounding area 周边地区
4. (让学生两人一组根据2a中的内容，完成2b。)
5. (Group work, 教师把图解做在小纸片上，由各组快速完成。)
(1)
West Lake
Position:
The parts of West Lake:
Tourists:
Famous for:
Others:

(2) (选两个小组作汇报。)
Group ①: …
Group ②: …

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”.
(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 e 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. Wele 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