仁爱英语九年级下册教案.doc

仁爱版英语九年级下册
———铜仁市第九中学英语教研组

九年级英语下册教学说明
英语组九年级备课组

目录
Unit 5 China and the World

Topic 1 China attracts millions of tourists from all over the world.
Topic 2 He is really the pride of China.
Topic 3 Now it is a symbol of England.

Unit 6 Entertainment and Friendship

Topic 1 I would rather watch sports shows than those ones.
Topic 2 Who is your favorite character in literature?
Topic 3 I will remember our friendship forever.

Unit 5 China and the World

Topic 1 China attracts millions of tourists from all over the world.
Section A
Ⅰ. Material analysis
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. Teaching aims
1. Knowledge aims：
1) Words and phrases:
a great number of, fetch, introduce, strange, lie in, height
2) Grammar:
掌握that /which 引导的定语从句的用法。
3) Functions:
描述风景名胜。
2. Skill aims:
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. Emotional aims:
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. Culture awareness:
了解祖国的悠久历史和名胜古迹的地理位置及特色。
5. Learning strategies：
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. The key points and difficult points
1. Words and phrases:
a great number of, fetch, introduce, strange, lie in, height
2. Sentences:
1) There are many places of interest which attract millions of tourists from all over the world every year.
2) Among them, the Changjiang River is the longest one and the second longest is the Huanghe River.
3) I can fetch you Guide to China.
4) It’s a place which/that is worth visiting.
3. Grammar:
attributive clauses (which/that)
Ⅳ. Teaching aids
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. Teaching procedures
1.Greeting.
2.Ask students to talk about where they have been on vacations.
Guide students to review attributive clauses.
Show some pictures about places of interest mentioned in 1a and lead to the listening activity.
1.Show the table of 1b, and ask students to read through the content of the table.
2.Play the record of the conversation. Guide students to listen and note.
1.Ask two students to report the answers.
2.Play the flash of 1a. And ask students to understand something important and difficult.
Ask students to discuss the key and difficult points in groups.
1.Point out the key and difficult points.
2.Organize students to retell the conversation based on the table of 1b.
Ask students to talk about the pictures of 2 by following the example above them.
Ask students to read through the table of 3 to prepare to finish the listening practice.
Let students listen to the passage and finish the listening practice.
Ask two students to check the answers.
Ask students to introduce the famous rivers and lakes in our country according to the table of 3.
Ask two students to sum up the key points according to the blackboard.
Repeat the key points.
Ask students to make a note about one of the places of interest mentioned in today’s lesson after class.
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。
Ⅵ. Blackboard design
Topic 1 China attracts millions of tourists from all over the world.
Section A
1. a great number of  许多，大量
2. I can fetch you Guide to China.
我可以拿《中国指南》给你。
3. introduce v. 介绍
4. strange adj. 奇怪的；陌生的
5. lie in 位于
6. It’s a place which/that is worth visiting.
这个地方值得参观。
7. height n. 高度；身高
Section B
Ⅰ. Material analysis
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.Teaching aims
1. Knowledge aims：
1) Words and phrases:
stone, guard, It’s said that…, a symbol of… , play an important part in …
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. Skill aims:
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.Emotional aims:
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.Culture awareness:
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.Learning strategies：
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. The key points and difficult points
1.Words and phrases:
stone, guard, It’s said that…, a symbol of… , play an important part in …
2. Sentences:
1) It’s said that they’re powerful animals which guard the whole nation.
2) That’s correct!
3) It also plays an important part in Chinese festivals.
4) Anything else about dragons?
3. Grammar:
Attributive clauses (which/that)
Ⅳ. Teaching aids
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. Teaching procedures
Step 1
1.Greeting.
2.Show pictures about the places of interest which students learnt last lesson. And let students say something about them with attributive clause.
Step 2
1.Show the picture of Forbidden City. Let students introduce the great buildings according to the knowledge they have known.
2.Show the content of 1b, and ask students to read through the sentences.
Play the record of 1a, let students listen to the conversation and choose the correct answers.
Step3
1.Ask two students to check the answers.
2.Play the flash of 1a and ask students to finish 1c.
3.Ask students to solve something difficult.
Step 4
1.Point out the key and difficult points.
2.Stress the usage of attributive clauses, and then organize students to finish 2a in groups by discussing.
Ask students to finish 2b, and then check the answer.
Ask students to read through the table of 3.
Play the tape and let students listen to the passage and complete the table.
Step 5
1.Organize students to check the answers.
2.Ask students to introduce Huabiao to their partners.
Step 6
1.Ask students to sum up the key points.
2.Repeat the key points.
3.Ask students to find out the differences between the Chinese dragon and the dragon of western countries.
Ⅵ. Blackboard design
Topic 1 China attracts millions of tourists from all over the world.
Section B
1.stone n. 石头
2.guard v. 守卫，保卫；看守
3. a symbol of… ……的象征
4. It’s said that they’re powerful animals which guard the whole nation.
据说他们是守护整个国家的威猛动物。
It’s said that… 据说……
关系代词which引导的定语从句修饰的是先行词animals。
5. That’s correct! 很正确！
6. play an important part in … 在……中扮演重要角色

Section C
Ⅰ. Material analysis
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The Great Wall 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.Teaching aims
1. Knowledge aims：
1) Words and phrases:
state, remain, separate, enemy, expect, treasure, suppose, stretch from…to …, bring… into…, be regarded as…, be famous for
2) Grammar:
进一步掌握that /which 引导的定语从句的用法。
2. Skill aims:
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.Emotional aims:
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.Culture awareness:
了解长城的地理知识和悠久的历史。
5.Learning strategies：
拆分理解定语从句。
Ⅲ. The key points and difficult points
1. Words and phrases:
state, remain, separate, enemy, expect, treasure, suppose, stretch from…to …, bring… into…, be regarded as…, be famous for
2. Sentences:
1) The entire wall, which has many branches, is about 8 800 kilometers long.
2) It stretches from Shanhaiguan in the east to Jiayuguan in the west.
3) It is said that he who has never been to the Great Wall is not a true man.
3. Grammar:
Attributive clauses (which/that)

Ⅳ. Teaching aids
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. Teaching procedures
Step 1
1.Greeting.
2.Ask students to give a report.
Lead students to introduce a place of interest with attributive clauses.
Play the video or show a picture of the Great Wall.
Ask students to talk about the Great Wall in pairs, and help them understand the new words and phrases.
Step 2
1.Let students skim the passage and match the words with their meanings.
2.Ask students to watch the flash carefully to complete the diagram in 1c.
Ask students to discuss their answers in groups.
Step 3
1.Organize students to find out the key points and solve the difficulties.
2.Ask students to finish the tasks of 2 in groups.
Step 4
1.Ask students to discuss the questions in 3.
2.Ask students to prepare the material for writing alone. Remind them to use the formation of the e-mail.
Ask students to complete the e-mail alone.
Ask two students to read their e-mails and help them learn to proofread.
Step 5
1.Ask students to sum up the key points.
2.Ask students to consolidate the usage of the key phrases.
Ask students to look up some information about tea.
Ⅵ. Blackboard design
Topic 1 China attracts millions of tourists from all over the world.
Section C
1. state n. 国家；州；政府；状态
v. 陈述，说明
2.separate v. （使）分开，分离；区分
3. remain v. 剩余，遗留；仍然是
4.enemy n. 敌人；反对者
5.expect v. 预料，预期；期待，盼望
6.treasure n. 财富；珍重
7.suppose v. 假定，假设；推测
8.It stretches from Shanhaiguan in the east to Jiayuguan in the west.
它东起山海关，西至嘉峪关。
stretch from…to …从……延伸到……
9.He who has never been to the Great Wall is not a true man.
不到长城非好汉。
10.bring… into…　把……带进……
11.be famous for　因……而著名

Section D
Ⅰ. Material analysis
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.Teaching aims
1.Knowledge aims：
1) Words and phrases:
include, along with, the number of (a number of )
2) Grammar:
掌握that /which 引导的定语从句的用法。
2.Skill aims:
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.Emotional aims:
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. Culture awareness:
了解茶文化的悠久历史。
5. Learning strategies
1) 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. The key points and difficult points
1. Words and phrases:
include, along with, the number of (a number of )
2. Sentences:
1) Of the tree major drinks—tea, coffee and cocoa, tea is drunk by the largest number of people in the world.
2) The friendship between gentlemen is like a cup of tea.
3) Firewood, rice, oil, salt, sauce, vinegar and tea are necessary to begin a day.
3. Grammar:
Attributive clauses (which/that)
Ⅳ. Teaching aids
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. Teaching procedures
Step 1
Greeting.
Ask students to act out conversations about their vacations.
Offer the diagram of 1c in Section C to the students, and ask them to ask and answer about the Great Wall.
Let students show their written works.
Play the video about tea, such as Kungfu tea, or show some pictures about it, introduce the Chinese tea culture in brief.
Step 2
1.Let the students read the passage and understand the general meaning of the passage to choose the best title.
2.Guide students to read the passage paragraph by paragraph to mark the sentences in 1b.
Ask students to translate the sayings about tea in pairs.
Ask students to give a report about some unique Chinese tea culture.
Step3
1.Ask two students to sum up the key points and write them down on the blackboard.
2.Offer a passage about Chinese culture the teacher prepared before class, and let students finish the reading practice.
Review the whole topic by asking students to ask and answer in pairs.
Ask students to search some sayings of Confucius on the Internet after class.
Ⅵ. Blackboard design
Topic 1 China attracts millions of tourists from all over the world.
Section Ｄ
1. include v. 包含；包括
2. along with… 与……一起
当主语与along with连用时，谓语动词与along with前面的主语在人称和数上保持一致。如，
Joe, along with his family, is leaving for Disneyland.
乔和他的家人正要动身去迪斯尼乐园。
3. The friendship between gentlemen is like a cup of tea.
君子之交淡如水。
4. Firewood, rice, oil, salt, sauce, vinegar and tea are necessary to begin a day.
开门七件事：柴、米、油、盐、酱、醋、茶。

Topic 2 He is really the pride of China.

Section A
Ⅰ. Material analysis
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.Teaching aims
1. Knowledge aims：
1) Words and phrases:
pioneer, wise, influence, whom, pass away, set up, come to an end
2) Grammar:
掌握who，whom和whose引导的定语从句。
3) Functions:
询问更多信息。
2. Skill aims:
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. Emotional aims:
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. Culture awareness:
　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. Learning strategies：
注意名言的积累，为写作提供素材。
Ⅲ. The key points and difficult points
1. Words and phrases:
pioneer, wise, influence, whom, pass away, set up, come to an end
2. Sentences:
1) Confucius, a pioneer in the field of education.
2) He was a great thinker who had many wise ideas about human nature and behavior.
3) He was also a famous philosopher whose wise sayings have influenced many people in different countries.
4) He was really a great man from whom I can learn a lot.
5) He spent the rest of his life teaching.
3. Grammar:
attributive clauses (who/whom/whose)
Ⅳ. Teaching aids
多媒体课件，或本话题将讨论的历史人物的图片。
Ⅴ. Teaching procedures
Step1
1.Greeting.
2.Show some pictures of famous people in China’s history. Ask students to introduce the famous people according to the pictures and the knowledge they know. At last sum up the introduction and offer some information about them.
Check the homework.
Show the pictures of Confucius to lead to the new lesson.
Step2
1.Guide students to scan 1b.
2.Play the record of the conversation and let students complete the table.
3.Ask two students to tell the answer.
Play the flash of 1a and let students underline the key points.
Ask students to discuss the key and difficult points in groups.
Step3
1.Point out the key and difficult points.
2.Guide students to finish 2.
Organize students to discuss the meanings of Confucius’ sayings.
Show the picture of 4a, and ask students to answer the questions of 4a.
Step4
1.Play the record and let students finish 4a.
2.Play the record again and let students finish 4b.
Step5
1.Ask students to repeat the passage of 4b after the record.
2.Ask students to read 4a by themselves.
Step6
1.Ask students to sum up the key points according to the blackboard.
2.Repeat the key points.
3.Assign homework.
Ⅵ. Blackboard design
Topic 2 He is really the pride of China.
Section A
1. pioneer n. 先锋；拓荒者
2. wise adj.