2015春9年級下冊仁愛英語教案.doc

Section B. Material analysis本課是九年級第五單元第一個話題的第二課時，主要活動為1a和3。對話內(nèi)容由Jane 和Kangkang帶著Susanna去參觀故宮博物院展開，介紹了中國的龍文化，然后以同一話題為載體進一步學習了本話題的語法重點定語從句的用法，并通過第三部分聽力任務(wù)的設(shè)置呈現(xiàn)了華表的歷史沿革。通過本課的學習，學生將進一步掌握聽說技能，提高自己的聽說水平，在驚嘆于龍文化的悠久和故宮博物院的宏偉的同時，激發(fā)他們作為龍的傳人的民族自豪感。.Teaching aims1. Knowledge aims：1) Words and phrases:stone, guard, Its said that, a symbol of , play an important part in 2) Grammar:進一步掌握that /which 引導的定語從句的用法。3) Functions:表達同意。2. Skill aims:1)能聽懂有關(guān)談?wù)撝袊埼幕膶υ挘页鑫恼麓笠狻?)能聽懂對話的內(nèi)容，記錄簡單信息，完成細節(jié)信息的搭配。3)理解所聽到的短文內(nèi)容，進行信息轉(zhuǎn)換。3.Emotional aims:1)遇到問題能主動請教，勇于克服困難。2)對祖國文化有更深刻的了解，激發(fā)學生作為龍的傳人的民族自豪感。4.Culture awareness: 加深學生對中國文化的理解，了解中國的龍文化與西方的龍文化的差異，關(guān)注中外文化異同。5.Learning strategies：1) 運用已有信息激活頭腦中預存的信息，找到正確的答案。2) 注意通過音像資料豐富自己的學習，主動查找信息。. The key points and difficult points1.Words and phrases: stone, guard, Its said that, a symbol of , play an important part in 2. Sentences: 1) Its said that theyre powerful animals which guard the whole nation. 2) Thats correct! 3) It also plays an important part in Chinese festivals.4) Anything else about dragons? 3. Grammar: Attributive clauses (which/that). Teaching aids多媒體課件，或故宮博物院、黃山、長城、黃果樹瀑布、西湖和華表的圖片。. Teaching proceduresStage（time period）InteractionpatternsTeacher activityStudent activityRemarks1Getting students ready for learning(5 mins)Class activity1.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.鼓勵學生用定語從句進行描述。本環(huán)節(jié)活動的設(shè)計也可成為2b 活動的鋪墊。2Pre-listening(5 mins)Individual work1.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。讓學生在聽前對給出的問題進行細致的了解，弄清每個選項的含義。3While-listening(3 mins)Individual workPlay the record of 1a, let students listen to the conversation and choose the correct answers.Listen to the conversation and choose the correct answers.4Post-listening(18 mins)Individual work1.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. 教師可拓展對話的最后一句，介紹有關(guān)龍的故事及其他藝術(shù)形式，播放有關(guān)龍的音樂，如龍的傳人等，激發(fā)學生作為龍的傳人的民族自豪感。以“兵教兵”的方式解決問題，提高學生的質(zhì)疑能力。指導學生養(yǎng)成記筆記的好習慣。Group work3.Ask students to solve something difficult.3.Students ask some questions they cant understand and solve them with the help of each other. Class activity1.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 workAsk students to finish 2b, and then check the answer.Complete the sentences with the information in Section A2. Then read them aloud.5Pre-listening(3 mins)Individual workAsk students to read through the table of 3. Read through the table before listening. 提醒學生在聽短文時可以根據(jù)時間順序來獲取信息。6While-listening(3 mins)Activity workPlay 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. 在聽短文時，對于較長的單詞可先寫出它的首字母或前幾個字母即可，要保證所聽材料的完整性。7Post-listening (5 mins)Pair work1.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.信息轉(zhuǎn)換可以幫助學生更好地理解聽力材料。8Summarizing and assigning homework(3 mins)Class activity1.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.教師在總結(jié)本節(jié)內(nèi)容時，可以簡單地提及在中國被奉為祥瑞的龍在西方神話中有著截然不同的含義，激發(fā)學生的好奇心和求知的欲望。. Blackboard design Topic 1 China attracts millions of tourists from all over the world.Section B1.stone