仁爱版九年级下册英语教案全册精编版.doc

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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
Stage
（time period） Interaction
patterns Teacher activity Student activity Remarks
1 Getting students ready for learning
(3-5 mins) Class activity 1.Greeting.
2.Ask students to talk about where they have been on vacations. 1.Greeting.
2.Students show their traveling experiences and introduce what they have done and where they have been on vacations. 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。
2 Revision
(3 mins) Individual work Guide students to review attributive clauses. Change the sentence “China is a great country with so many places of interest.” into an attributive clause: China is a great country that has so many places of interest. 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。
3 Pre-listening
(2 mins) Class activity Show some pictures about places of interest mentioned in 1a and lead to the listening activity. Watch the pictures and prepare to complete the listening tasks. 激活情境。
4 While-listening
(7 mins) Individual work 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.Read through the table before listening. They may fill in some of blanks according to the knowledge they know. And try to guess other words.
2.Listen to the conversation and write down the answers or the capital letters of the words. 做好听前预览是完成听力任务的保障。
提醒学生做好记录。
5 Post-listening
(14 mins) Individual work 1.Ask two students to report the answers.
2.Play the flash of 1a. And ask students to understand something important and difficult. 1.Report the answers.
2.Watch the flash of 1a, and mark something important and difficult.
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：
bring take
Group work Ask students to discuss the key and difficult points in groups. Students discuss in groups to understand the conversation further in groups.
Individual work 1.Point out the key and difficult points.
2.Organize students to retell the conversation based on the table of 1b. 1.Note the key and difficult points.
2.Retell the conversation based on the table of 1b.
Pair work Ask students to talk about the pictures of 2 by following the example above them. Talk about the pictures by following the example in pairs.
6 Pre-listening
(3mins) Individual work Ask students to read through the table of 3 to prepare to finish the listening practice.
Read through the table before listening. They may fill in some of blanks according to the knowledge they know.
7 While-listening
(3 mins) Individual work Let students listen to the passage and finish the listening practice. Listen to the passage and write down the answers or the capital letters of the words.
8 Post-listening
(5 mins) Individual work Ask two students to check the answers. Report the answers.
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。
Pair work Ask students to introduce the famous rivers and lakes in our country according to the table of 3. Introduce the famous rivers and lakes according to 3 to their partners in pairs. And their partners listen carefully without books. Then change the roles.
9 Summarizing and assigning homework
(3 mins) Individual work Ask two students to sum up the key points according to the blackboard. Sum up the main content of this 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。
Class activity Repeat the key points. Read through what they have learnt after the teacher.
Individual work Ask students to make a note about one of the places of interest mentioned in today’s lesson after class. Make a note of the conversation. Search the Internet or look up some information in some books to know more about knowledge of the places of interest mentioned in today’s lesson.
Ⅵ. Blackboard design
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
Stage
（time period） Interaction
patterns Teacher activity Student activity Remarks
1 Getting students ready for learning
(5 mins) Class activity 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. 1.Greeting
2.Students report their passage prepared at home. Introduce the places of interest they learnt last lesson.
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。
2 Pre-listening
(5 mins) Individual work 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. 1.Look at the picture of Forbidden City. Think about the great buildings according to the knowledge they have already known.
2.Read through the sentences before listening. Make sure they can understand the meanings of them. 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。
3 While-listening
(3 mins) Individual work Play the record of 1a, let students listen to the conversation and choose the correct answers. Listen to the conversation and choose the correct answers.
4 Post-listening
(18 mins) Individual work 1.Ask two students to check the answers.
2.Play the flash of 1a and ask students to finish 1c. 1.Report the answers.
2.Watch the flash of 1a and match the words in 1c with their descriptions. 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。
Group work 3.Ask students to solve something difficult.
3.Students ask some questions they can’t understand and solve them with the help of each other.
Class activity 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. 1.Note the key and difficult points.
2.Complete the sentences of 2a with the correct attributive clauses.
Individual work Ask students to finish 2b, and then check the answer. Complete the sentences with the information in Section A—2. Then read them aloud.
5 Pre-listening
(3 mins) Individual work Ask students to read through the table of 3. Read through the table before listening. 提醒学生在听短文时可以根据时间顺序来获取信息。
6 While-listening
(3 mins) Activity work Play the tape and let students listen to the passage and complete the table. Listen to the passage and write down the answers or the capital letters of the words. 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。
7 Post-listening
(5 mins) Pair work 1.Organize students to check the answers.
2.Ask students to introduce Huabiao to their partners.
1.Report the answers.
2.Introduce Huabiao according to 3 to their partners in pairs. And their partners listen carefully without books. Then change the roles. 信息转换可以帮助学生更好地理解听力材料。
8 Summarizing and assigning homework
(3 mins) Class activity 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. 1.Sum up the main content of this class.
2.Read through what they have learnt after the teacher.
3.Search on the Internet or look up some information from some books to compare the differences of meanings of dragons in different countries. 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. 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
Stage
（time period） Interaction
patterns Teacher activity Student activity Remarks
1 Getting students ready for learning
(5 mins) Class activity 1.Greeting.
2.Ask students to give a report.
1.Greeting.
2.Students report the differences between the Chinese dragon and the dragon in western countries.
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。
2 Revision
(3 mins) Individual work Lead students to introduce a place of interest with attributive clauses. Introduce a place of interest of 2b in Page 4 using attributive clauses to describe them. 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。
3 Pre-reading
(5 mins) Class activity Play the video or show a picture of the Great Wall. Watch the video or look at the picture to know about the topic. 创设与课文语境有关的课堂氛围，导入话题。
Pair work Ask students to talk about the Great Wall in pairs, and help them understand the new words and phrases. Talk about the Great Wall with the given expressions above the passage with the help of the teacher. 配对活动讨论出的有关长城的信息，激活相关的背景知识。
4 While-reading
(12 mins) Individual work 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. 1.Read the passage quickly and match the words with their meanings. They can infer the words by reading the sentences with the words carefully. They can also put the English meanings into the sentences to understand the meanings.
2.Watch the flash carefully and underline the key points to complete the diagram about the Great Wall. 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。
Group work Ask students to discuss their answers in groups. Discuss the answers in groups.
小组讨论后让小组代表回答，其他小组补充，最后教师给予评价。
5 Post–reading
(5 mins) Group work 1.Organize students to find out the key points and solve the difficulties.
2.Ask students to finish the tasks of 2 in groups.
1.Students sum up the key points and ask some questions they can’t understand, and then solve them with the help of each other. Report the results.
2.Work in groups and complete the tasks of 2. Choose one of group members to give a report. 1.小组合作学习，以学生为主体。教师可给予适时的指导，如可以把定语从句分成两个简单句来理解。
2.以阅读素材作为载体，进行任务型的口语操练。
6 Pre-writing
(4 mins) Group work 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. 1.Talk about the given questions in groups.
2.Sort the material they can use for writing according to their discussion, including the words, phrases and sentences. 在完成写作任务之前让学生讨论给出的提示问题。
67 While-writing
(4 mins) Individual work Ask students to complete the e-mail alone. Complete the e-mail alone.
此环节要留给学生独立思考、整理写作素材的时间。
8 Post–writing
(4 mins) Class activity Ask two students to read their e-mails and help them learn to proofread. Read their e-mails and learn to proofread. 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。
9 Summarizing and assigning homework
(3 mins) Class activity 1.Ask students to sum up the key points.
2.Ask students to consolidate the usage of the key phrases. 1.Sum up the main content of this class.
2.Make up sentences with
“stretch from…to …, b