仁爱版英语九年级下册全册教案

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. Welcome 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 computer was sold out. I wanted to buy that computer. 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, 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: 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。)
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 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.
(板书)
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。)
T: But what are these in English Let’s look at the blackboard.
东方之珠 the Oriental Pearl Hong Kong 购物天堂 the Shopping Heaven Hong Kong 赌 城 the Gambling City Macao 宝 岛 the Treasure Island of China Taiwan
(教师可以进行必要的领读。)
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.
(板书)
Question: What can we visit if we go to Hong Kong, Macao or Taiwan
(两分钟后，学生回答，教师板书。)
Hong Kong Disneyland, Ocean Park, Victoria Peak Macao Mazu Temple, Ruins of St. Paul Taiwan Sun Moon Lake, Mount Ali
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.
(板书)
be known as 作为……而出名 be famous for 因……而出名
T: Can you make some sentences according to the information on the blackboard
S1: ...
S2: ...
Macao is known as the Gambling City. Taiwan is famous for Sun Moon Lake.
(呈现并解释类似表达。)
regard ... as ... 把……作为 be regarded as .../be considered as ... ……被当作…… various: different kinds of
(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。)
T: Read 1a again. Complete the table according to 1a. Then I’ll check the answers with you.
Information Place Known as Interesting place
Hong Kong
Macao
Taiwan
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。
(4)组成完整的定语从句。
(幻灯片的内容:)
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 mine.
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。)
T: Let’s make a survey about some places. Finish it in your group.
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.
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.
(板书)
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”.
(板书)
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.
(板书)
People that live on the northern plains usually come and go by land, …
(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 sentences.
①A letter that is difficult to read. △ ②The postcard which is very important. △ ③That is the book which . △
(盒中的内容如下:)
① is written in pencil
② I borrowed last Wednesday
③ I 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”in the sentences.
Example: 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
T: Please tell me your sentences.
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。)
T: Look at the small blackboard. Here are some sayings. From No. 5 to No. 8 are Confucius’ sayings.
(1)Two heads are better than one. (2)The early bird catches the worms. (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.
(板书)
He was a great thinker who had many wise ideas and thoughts about nature and human behavior.
(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。)
(1)He is the man that I want to meet. (2)I like the teacher who can play with us.
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。)
T: Listen to the tape twice. And answer the questions on the blackboard.
(1)Whom are they talking about (2) When was he born (3) Have his wise sayings influenced many people
(听录音后，核对答案。)
2. T:Listen to the tape again. Write down the saying of Confucius’ in the dialog.
(听录音后，找学生到黑板上写出孔子的名言。)
He who learns but does not think is lost; he who thinks but does not learn is in danger.
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.
(学生可能难以理解的句子:)
(1)He tried to search for good rules of behavior. (2)Confucius died five years after returning to his home in the state of Lu.
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。)
T: Please look at the time on the small blackboard. Try to retell Confucius’ life in order.
(1)in the year 551 B.C. (2)three years after he was born (3)When he was 17 … (4)When he was young (5)In his thirties … (6)At the age of 55 … (7)When he was 68 … (8)five years after returning to his home in the state of Lu
(三分钟后)
T: Who can retell the life about Confucius
S3: …
S4: …
S5: …
2. (练习听力，完成2。)
(1)(听录音,完成2。)
T: Listen to the tape for the first time. Finish the questions from one to three.
(放一遍录音。)
T: Listen to the tape again. Finish the last two questions.
(2)(与同伴核对答案，然后教师给出正确选项。)
T: Check your answers with your partner, then I’ll give you the right answers.
(3)(再听一遍录音。)
T: Now, Listen to the tape for the last time and try to get the main idea.
Step 5 Project 第五步 综合探究活动(时间:6分钟)
通过对话表演，巩固理解孔子及其名言。
(方案一)
1. (组织对话表演，主题是关于孔子师生之间的对话，分小组进行表演。)
要求: (1)情景剧表演。
(2)人物的语言要符合人物的身份，特别是孔子的语言。
(3)对话中要尽量加入孔子的名言。
T: Let’s make a conversation. Suppose one of you was Confucius, others were Confucius’ students. Please act it out.
(教师在学生组织对话或短剧时提供必要的帮助。)
T: Which group can act out your conversation
Group 1: …
Group 2: …
Group 3: …
…
(方案二)
1. (做一个调查。调查孔子及其思想在中学生中的影响力，教师把调查的问题做成表格，分到各小组。)
T: Let’s make a survey about the influences of Confucius and his thoughts. Please fill in the
chart. Do Confucius and Confucius’ thoughts influence you a lot, just so-so, or none
Name A lot Just so-so None Favorite sayings of Confucius
(调查后，每组派一名代表向全班汇报。)
T:Can you tell me your results
Group 1: …
Group 2: …
Group 3: …
…
2. Homework
(1)把两个句子用that或who连结，使之成为定语从句。
①She is a girl. I want to meet her.
②The boy is my brother. The boy stands in front of the house.
③The astronaut is coming here. The astronaut is Yang Liwei.
④He is the first student. He comes to school every day.
(2)为你喜欢的中国古代名人建立个人档案。
①收集古代名人的图片。
②为图片配上相应的文字说明(例如:Name, Birthplace, Experience …)。
Section B
Section B needs 1~2 periods. Section B需用1~2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 some new words and phrase:
be proud of, captain, sail, coast, pride, trade, prize
2. Learn attributive clauses which use“whom”.
He was a Ming dynasty explorer whom the Chinese people are proud of.
3. Talk about the life of Zheng He.
4. Learn about the relation between different subjects.
Ⅱ. Teaching aids教具
录音机/教学图片/多媒体课件/名人图片
Ⅲ. Five-finger Teaching Plan五指教学方案
Step 1 Review 第一步 复 习(时间:10分钟)
展示郑和的图片，师生讨论，导入新课。
1. (检查作业，由学生展示自己制作的名人档案，过渡到历史人物——郑和。)
T: Last class I asked you to make some cards about historical people. Who can show us your card
S1: …
S2: …
S3: …
(教师用多媒体或板书展示自己制作的名人档案，呈现历史人物郑和。)
T: I have made a card, too. Please look at the screen.
Name: Zheng He (1371-1433) Birthplace: Yunnan Province Experience: From 1405 to 1433, he led seven ocean journeys for the Ming emperor.
(教师口头介绍郑和的个人档案，深入引导，过渡并呈现coast和die of。)
T: Who’s that
Ss: Zheng He.
T: Where was he from
S4: He was from Yunnan.
T: How old was he when he died
S5: Sixty-two years old.
T: What do you think of him
S6: He is a great explorer.
T: Where did he arrive
Ss: The east coast of Africa.
T: Yes. He traveled to the east coast of Africa.
(板书)
coast n. 海岸，海滨 We walked along the coast for five miles. the coast road 海滨道路
(板书)
He died of illness on his way home from Africa in 1433.
(板书)
die of 死于…… He died of cancer.
T: Do you want to know more about Zheng He Let’s move into our new lesson, Section B.
Step 2 Presentation 第二步 呈现(时间:10分钟)
学习1a，并完成1b。
1. (听录音呈现1a，并进行判断，问题以幻灯片的形式呈现。)
T: Let’s listen to the tape twice and make True(T) or False (F).
(1)Susanna is becoming more and more interested in China’s history. (2)Zheng He even traveled to the east coast of Africa. (3)Zheng He led six ocean journeys from 1405 to 1433. (4)His last ocean journey was later than Columbus’ journey to America. (5)He died of illness in 1433.
2. (再听一遍录音，并让学生跟读。)
T: Listen to the tape again and read after it. Pay attention to the pronunciation and intonation.
3. (让学生两人一组表演对话。)
T: Act it out in pairs.
4. (让学生完成1b，然后小组之间互相检查、讨论。)
T: According to 1a, write down as much information about Zheng He as possible.
Step 3 Consolidation 第三步 巩 固(时间:10分钟)
通过1c，进一步巩固1a，并进一步了解有关郑和的信息。
1. (通过多媒体呈现1c的表格。)
(1)(表格呈现在大屏幕上，进行Pair work,让学生读一遍表格，找出新词。)
T: Please look at the chart on the screen and find out the new words or phrases.
Ss: Equipment, the number of …
(板书，并举例讲解。)
equipment 装备，设备 the number of ……的数量 a number of 许多……，大量…… ① The number of the students in our class is 52. ② A number of students like pop music.
(2)(读表格，每一行说出一个句子。)
T: Please make a sentence for every line.
Answers: ①He led seven ocean journeys from 1405 to 1433.
②He went on his journey for seven times.
③There was a compass, an ocean map and other things in his ship.
④The number of ships was over 200 each time when he went on their ocean
journeys.
⑤The number of people was about 27,000 each time.
⑥The size of the biggest ship was about 151.8 meters long, 61.6 meters wide.
⑦He reached more than 30 countries and areas.
⑧He traveled in order to develop trade and friendship between China and other
countries.
(教师总结并引导完成1c的6个问题。)
T: OK, we all have answers. Now let’s fill in the blanks of 1c.
2. (Group work, 读1a、1c，找出关键词。)
T: Let’s read 1a and 1c again. Please find out some key words and phrases. Then talk about them in your group.
Group 1: …
Group 2: …
Group 3: …
(教师在黑板上呈现一些关键词。)
(1) a great explorer (2) from 1405 to 1433, led seven ocean journeys (3) compass, ocean map, other things (4) the number of ships, over 200 each time (5) the number of people, about 27,000 each time (6) the biggest ship, 151.8 meters long, 61.6 meters wide (7) places to reach, more than 30 countries and areas
3. (Pair work，根据给出的关键词复述郑和的生平。)
T: Look at the key words and phrases on the blackboard. Please retell the life of Zheng He to your partner in turns.
(几分钟后，教师组织学生展示复述的成果。)
T: Now, who can retell the life of Zheng He
S1: …
S2: …
S3: …
(教师进行概括总结，由郑和过渡到近代历史的红军，为练习作铺垫。)
T: We all know Zheng He was a great ancient explorer. He made contributions to our country. We are all proud of him. But there are other important historical people in China’s history.
Step 4 Practice 第四步 练 习(时间:10分钟)
师生准备一些名人图片，进一步练习由who引导的定语从句。完成2。
1. (教师准备一张名人图片，比如爱迪生的，或用多媒体呈现。)
T: Look at the picture. Do you know who he is
Ss: He is Thomas Edison.
T: Do you know something about him
S1: Yes, he is a scientist.
S2: He is clever.
S3: He invented many useful things.
S4: …
T: We can also say: Thomas Edison was a great scientist who invented many useful things.
2. (教师亦可以用身边的学生作为教学资源。)
T: Do you know something about Li Hua in our class
S5: He likes English.
S6: Li Hua is a student.
S7: (总结)Li Hua is a student who likes English.
3. (教师出示自己弟弟的照片。)
T: I have a brother. His name is Li Lei. I can also say: I have a brother whose name is Li Lei.
4. (学生可根据上面的例子看着书上2中的图片，完成2。或者利用准备的名人图片或课堂上的老师、学生、自己亲人、朋友的图片进行对话，使用who，whom，whose引导的定语从句。)
T: Please make dialogs in pairs using attributive clauses with“who”,“whom”and“whose”.
Step 5 Project 第五步 综合探究活动(时间:5分钟)
收集所需信息，尽量多用who，whom，whose引导的定语从句写作。
1. (让学生收集所了解的历史人物和相关的历史事件，并制成剪贴报。)
步骤:
(1)Collect pictures of some historical people and historic events.
(2)Make a newspaper using the pictures and words that you collected.
(3)Put the newspaper that you made on the wall.
2. Homework
(1)找出Section B中由who, whom, whose引导的定语从句。
T: Find out attributive clauses in Section B.
(2)写一篇名人传记，尽量多用who，whom，whose引导的定语从句。
T: Please write a passage about a famous person. Use attributive clauses with“who”,“whom”and“whose”as many as possible.
Ⅳ.疑点探究
Because, as a captain and palace official, he led seven ocean journeys from 1405 to 1433.
“as a captain and palace official”是插入语。palace official前的不定冠词a承前省略。
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:
as soon as, president, achieve, pass away, regret, chairman
2. Go on learning attributive clauses.
Sun Yat-sen who led the Xinhai Revolution in 1911 was the first president of the Republic of China.
3. Talk about the life of Sun Yat-sen.
4. Help the students build up confidence.
Ⅱ. Teaching aids教具
毛泽东、孔子、孙中山、郑和、邓小平的教学图片/多媒体课件/幻灯机/录音机/小黑板/姚明、刘翔等明星卡片
Ⅲ. Five-finger Teaching Plan五指教学方案
Step 1 Review 第一步 复 习(时间:10分钟)
展示名人图片，让学生复习定语从句，引出有关孙中山的介绍，并呈现新词。
1. (教师给学生展示一张郑和的图片。复习含有who，whom引导的定语从句。)
T: Please look at the picture, do you know the man
Ss: Yes, he is Zheng He.
T: Last class we talked about Zheng He. Now who can say
something about him You must use attributive clauses
as many as possible.
S1: He is a great explorer who led seven ocean journeys.
S2: He is a man who/whom all the Chinese people are proud of.
S3: He is a man who lived in the Ming dynasty.
S4: ...
2. (学生四人一组。选择他们最喜欢的名人，用含有定语从句的复合句介绍给同伴。)
T: Good! There are another three pictures. Now work in groups of four. Choose any of them that you like best, and introduce him to your partner with attributive clauses.
3. (展示一张孙中山的图片，向学生介绍并展现新词。)
T: Could you tell me who he is
Ss:He is Sun Zhongshan.
T: Yes. He’s Sun Zhongshan. We often call him Sun Yat-sen. I think you know little about him. Now I give you some introduction about him. Sun Yat-sen was the first president of the Republic of China. He and Huang Xing set up Tongmenghui in Tokyo. He brought down the Qing dynasty and achieved the victory of Xinhai Revolution. He created the Three Principles of the People. Unfortunately, he broke down from his hard work and passed away with deep regret.
(教师也可用小黑板出示以上的介绍。教师可先用汉语讲一遍，板书新词并领读。)
president n. 总统 set up 建立，创立 bring down 推翻 achieve v. 取得，达到 revolution n. 革命 Three Principles of the People 三民主义 break down (健康状况)变得恶劣；损坏 pass away 去世；消失 regret n.& v. 遗憾，懊悔
Step 2 Presentation 第二步 呈现(时间:10分钟)
听录音。以回答问题的形式呈现关键内容，并再次学习新词和词组。
1. (1)(教师挂出小黑板，展出部分关键问题，播放录音，学生不看课本，听录音，然后作答。)
T: Now, first listen to the tape with the books closed. Listen carefully, then answer the questions on the blackboard.
(1) Who brought down the Qing dynasty in China (2) When and where did he set up Tongmenghui (3) What theory(理论) did he have (4) When did he die
(播放完第一遍录音后。)
T: Are you clear Let’s listen again.
(播放第二遍录音后，全班核对答案。)
T: Understand
Ss: Yes.
T: Good. Let’s check the answers to the questions. Volunteers Hands up, please. S1, please.
S1: Sun Yat-sen.
T: Well done. Sit down, please. Next!
(再让三个基础不同层次的学生回答剩下的问题。)
S2: He set up Tongmenghui in 1905 in Japan.
S3: The Three Principles of the People.
S4: He died in 1925.
T: Very good.
(2)(要求学生打开课本翻到第13页，朗读1a，并加深记忆新词和词组。)
T: Now, please open your books, and turn to page 13. Read the passage about Sun Yat-sen and pay attention to the new words and expressions that we have just learned.
(学生阅读完毕，教师稍作说明，领读板书内容。)
T: Now, everyone. Have you finished reading
Ss: Yes.
T: OK. Let’s read the new words and useful expressions again.
Ss: …
Step 3 Consolidation 第三步 巩固(时间:10分钟)
巩固1a，完成1b。
1. (教师带读一遍课文，学生再齐读一遍，然后完成1b。)
T: Let’s move into the passage again. First read after me aloud.
Ss: …
T: Good. Read it again together, please.One, two, three, go!
Ss: …(学生齐读。)
(读完后，完成1b。)
T: Very good. Next, let’s read the following sentences in 1b and mark True (T) or False (F).
No.1, Sun Yat-sen lived for about 59 years. S1, please. True or False
S1: True.
T: Right, sit down, please. Next.
(教师让四个学生判断，一起核对答案。)
2. (教师让一、两个学生有感情地朗读课文，然后根据短文填空，完成短文。)
T: OK, S2, please read the first paragraph.
S2: …
T: Very good. S3, read the rest of the passage.
S3: …
T: Good. Well, let’s fill in the blanks. Please close your books.
(学生阅读小黑板上的短文。)
Sun Yat-sen was born in 1866. When he was in his , he took an active part in the battle the Qing dynasty. In 1905, he and his friend, Huang Xing, Tongmenghui. And they the Qing dynasty. He was selected the first of the Republic of China. But his Three Principles of the People didn’t China and the Chinese people. Sun Yat-sen died in 1925. He lived in the of the Chinese people forever.
(与学生一起核对答案并板书。)
Answers: thirties, against, set up, brought down, president, save, memory
Step 4 Practice 第四步 练习(时间:10分钟)
完成2。
1. (教师向学生展示刘翔跑步夺冠图片，然后示范用定语从句进行口语操练。)
Example:
T: Now, look at the picture. Do you know the young man
S1: Which one
T: The one in the middle.
S1: He is Liu Xiang. He is a famous runner.
T: That’s right.
(接着出示姚明打篮球图片，让学生模拟示范并表演。)
T: Please look at this picture. S2, S3. Can you make a similar dialog
S2,3: Yes.
T: Good. Please try it in front of the class.
S2,3: OK.
…
2. (两人模仿练习后，全班学生互动练习，运用2。)
T: OK, everyone, please open your books and turn to page 14. Make dialogs like the example in pairs, OK
Ss: OK.
Example:
S4: Can you see that nice woman
S5: Which one
S4: The woman who is with the children.
S5: Oh, she is Song Qingling. She was an excellent woman.
(全班学生两人一组进行操练，然后抽几组出来表演，给予掌声鼓励。)
Ss: …
(板书，教师领读一遍，以巩固本话题的语法。)
The man who is riding a horse… The man who is giving a speech…
Step 5 Project 第五步 综合探究活动(时间:5分钟)
完成3。
1. (让学生用自己喜爱的伟人图像(图像可以是本书中的，也可以是其他学科的)，两人一组讨论，再完成3。)
T: Today we have learned more about some great men. Next, let’s discuss the person who influences you in your life with your partner.
(学生根据3中的问题进行讨论。)
…
T: After your discussion, please fill in the card below.
My Favorite Person Name: The reasons why you like him/her:
(学生讨论后，教师找几位学生向全班作汇报。)
T: Now, I’ll choose some students to report their cards.
S1: …
S2: …
2. Homework
(要求学生课后搜集一些对自己影响最大的人物的资料，为下节课课前复习作准备，并把它们摘录在练习本上。)
Section D
Section D needs 1 period. Section D需用1课时。
The main activities are 3 and 5. 本课重点活动是3和5。
Ⅰ. Aims and demands目标要求
1. Master some new words and phrase:
safety, enemy, fear, wait for, pupil, instruction, ping-pong, private, owner
2. Review attributive clauses.
(1)I know the girl whom/who John is waiting for.
(2)Confucius was a great man whose sayings are still very famous.
3. Sum up useful expressions in Topic 2.
4. Let the students understand the geography and history of China deeply.
Ⅱ. Teaching aids教具
图片/幻灯机/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)
学生汇报课前准备的对自己影响最大的伟人。呈现新词，引出长征。完成1和2。
1. (几个学生到讲台前汇报影响自己的伟人。)
T: Now check your homework. I ask several students to report the great men who influence them most to the class.
S1: …
S2: …
2. (直接板书，教授新词并用这些词造句，领读。最后介绍长征。)
T: OK. Well done. Today we’ll learn something about the Long March. At first, I will teach you some new words and phrases.
(板书)
CPC 中国共产党 KMT 国民党 wipe out 彻底消灭 safety n. 安全 enemy n. 敌人 attract n.& v. 进攻 fear n.& v. 害怕 KMT wanted to wipe out CPC. Although CPC faced the enemy’s attacks, they didn’t have any fear and they moved to safety.
3. (Work alone，先让学生完成1，再与同伴交流。)
T: Let’s read some sentences about the Long March and give the correct order. Then you can talk it with your partner.
4. (教师提取1中的数词并把数字列在黑板上，让学生指出与这些数字相关的信息，以加深对长征的理解。)
1933, 1934, 25,000, 1936
T: Look at the numbers about the Long March on the blackboard. Please find out the information related to the numbers from 1.
5. (Group work，以小组形式简要阐述A Plan for a New Long March. 完成2。)
T: The Red Army faced not only the enemy’s attacks but also hard living conditions. However, they didn’t have any fear and they moved to safety. Suppose you were going to make a new program—experiencing the Long pare the differences between the Red Army’s difficulties and yours. Then make a plan for yourselves.
(学生通过此活动了解到红军长征的艰辛。并让他们大胆设想、创新，计划经历一次新的长征。)
6. (学生设计完后，教师抽一、两个写得好的做示范，其他课后张贴在墙上展示。)
T: Who wants to tell us something about your plan S3, please.
S3: …
T: Good job, S3. Thank you. Sit down, please. What about yours, S4
S4: …
(两个学生表演。)
Step 2 Presentation 第二步 呈现(时间:8分钟)
学习3，复习定语从句中关系代词的用法。
1. (教师与学生一起复习关系代词的用法。)
T: Now, let’s review the usage of the relative pronouns. As we know, the relative pronouns can be used to introduce attributive clauses.
(板书，领读并用英语略加讲解。然后用汉语解释其用法。)
who, whom, that, which, whose
T: Now, look at the blackboard. Fill in the blanks with the proper relative pronouns. Before you choose the relative pronouns, you should pay special attention to the function of it. For example, in the first sentence we should fill in the blank with the relative pronoun “who” or “whom”, because the noun before the clause refers to a person while “that” or “which” refers to an object. What’s more, the word to be filled in is used as the object in the clause. Do you understand
Ss: Yes.
T: OK. You can do the exercises by yourselves. Then I’ll check the answers.
(把写在小黑板上的句子展示给学生。)
(1)I know the girl John is waiting for. (2)Confucius is a great man sayings are still very famous. (3)He has a TV set is made in Japan. (4)The pupil lost her way last night is Mrs. Smith’s daughter. (5)Follow the instructions are given by Mrs.Wei to do the experiment. (6)I met the ping-pong player Michael knows at the school gate yesterday. (7)We know Jackie Chen movies are very popular with young. (8)The private plane owner is Mr. Wang will be repaired.
(两分钟后，与学生一起核对答案。)
T: OK, boys and girls. Have you finished
Ss: Yes.
T: Good, let’s check the answers.
(板书)
The answers are: (1)who/whom (2)whose (3)that/which (4)who/that (5)which/that (6)whom/who (7)whose (8)whose
T: Look at the fourth sentence. Here “who”or“that”is used as the subject in the clause. But we can’t put“whom”. Because it’s used as the object of the preposition in the clause.
Ss: Yes.
T: Very good. Let’s do some more exercises.
(再让学生理解，巩固。)
Step 3 Consolidation 第三步 巩固(时间:10分钟)
巩固定语从句，并完成4a。
1. (巩固上面讲到的定语从句。)
T: Now my class, we’ll fill in the blanks again using the relative pronouns. Think it over. Try to complete the sentences quickly.
(呈现小黑板上的另一部分练习。)
(1)The house we used to live in is 7 km away. (2)The person to I lent my bicycle is Mr. Bill. (3)The place to I used to go was just for a picnic. (4)The girl you need to speak to isn’t here. (5)Wang Hai is the boy handwriting is the best in our class. (6)A doctor is a person looks after patients in a hospital. (7)A fish is an animal lives in water.
(学生单独做完后，教师与学生核对答案。)
T: Now, finished
Ss: Yes.
T: OK. Let’s check the answers. S1, please.
S1: That or which.
T: That’s right. Next.
…
(让学生一个一个向全班汇报。)
(板书)
Answers: (1)that/which (2)whom (3)which (4)who/whom (5)whose (6)who/that (7)which/that
2. (用连句子的方法来巩固定语从句。)
T: Now everyone. Please match the sentences with “that, which, whose, who or whom”. First look at the example.
(板书，并领读。)
I know the girl in green who/whom John is talking to. Confucius is the great man whose sayings are still very famous.
T: OK. Can you match the following sentences
Ss: Yes, we can.
T: Good.
(1) The foreigner visited our school yesterday. The foreigner is from Canada. (2) They planted the trees. The trees don’t need too much water.
Answers: (1)The foreigner who visited our school yesterday is from Canada.
(2)We planted the trees which don’t need too much water.
3. (进行4a。让学生跟读磁带，注意who, whose, whom在从句中的用法。)
T: Listen to the tape and read after it.
Step 4 Practice 第四步 练习(时间:10分钟)
复习巩固由关系代词引导的定语从句，并完成4b。
1. (教师将学生分为四组，每组到黑板上写由关系代词引导的定语从句，所写句子不能相同，且一定要用到每个代词。)
T: Now, my class. Let’s have a competition. Each group writes the sentences using attributive clauses as many as possible. OK
Ss: OK.
T: Ready One, two, three, go!
GA GB GC GD (1) ... ... ... ... (2) ... ... ... ... (3) ... ... ... ... ...
(写的又多又正确的组为赢者，给予奖励。)
T: OK. Well done, everyone. GD is the winner, congratulations!
2. (要求学生合上书，归纳总结一下本话题中的有用表达。)
T: Now, my class, please close your books and sum up useful expressions in this topic. OK
Ss: OK.
(几分钟后)
T: Now, let’s stop here. Volunteers Hands up!
(然后学生逐个总结，完成4b。)
Step 5 Project 第五步 综合探究活动(时间:7分钟)
通过谈论图片与写作，完成5。
1. (学生拿出课前准备好的名胜和名人图片向同伴描述图片，并让他/她猜一猜，然后交换角色。)
T: Describe each picture and ask your partner to guess where it is and who he/she is. Then change your roles.
2. (按描述内容写一篇小作文。)
T: Put all the descriptions together to write a passage. You can begin like this:
China is a great country which has a lot of beautiful places and famous people …
Unit 5
Topic 3
Section A
Section A needs 1~2 periods. Section A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 phrase:
show (sb.) around, tail, correct, elder, promise
2. Learn the usage of connectives.
We can go to either Beihai Park or Shichahai Park.
3. Understand dragons and Huabiao which play an important part in Chinese culture.
Ⅱ. Teaching aids教具
录音机/挂图/一些反映中国文化的图片/电视机/少量CD
Ⅲ. Five-finger Teaching Plan五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
(方案一)复习上节课伟人事迹，学习生词。
1. (展示毛主席站在天安门城楼上的图片，让学生复习上节课的伟人事迹，以天安门城楼引出新单词grand, roof和the Forbidden City。)
(让学生看图片，问毛主席站在哪，他在干什么？毛主席在天安门城楼宣告中华人民共和国成立。让学生欣赏天安门城楼的雄伟。)
T: Please look at the picture. Can you tell us where Chairman Mao was standing S1, please.
S1: He was standing on the Tian’anmen Rostrum.
T: What was he doing S2.
S2: Sorry. I don’t know.
T: He was announcing the foundation of the PRC. Since then, he was the first chairman of new China. Look at the tower. How grand it is!
Ss: Yes, it is.
(板书，并领读。)
grand ／／ a.
T: And look at the roof, what colour is it S3.
S3: It is yellow.
(板书，并领读。)
roof ／／ n.
T: Do you know what the roof was made of S4.
S4: It was made of wood.
T: Yes, you’re right. It’s a wooden roof. Look, these are wooden desks.
(板书，并领读。)
wooden ／／ a.
T: Now, my class. Have you been to Beijing and did you see the Tian’anmen Rostrum S5, please.
S5: No, I haven’t.
T: What a pity! The Tian’anmen Rostrum is in front of the Forbidden City.
2. (播放一段故宫的录像，让学生欣赏故宫的雄伟、宏大，为呈现内容作铺垫。)
T: Now, I’m ready for playing a video. Please watch it carefully. Pay attention to the buildings. After that, I’ll ask you some questions or to say something about it.
(录像结束后。)
T: Well. Are the buildings grand
Ss: Yes, they are.
S6: I hope to visit them some day.
T: Sure. Either the Tian’anmen Rostrum or the Forbidden City is worth seeing.
(板书，并领读。)
the Forbidden City 故宫
T: OK, my class. Do you know what the tall buildings are in front of Tian’anmen
Ss: They are two stone columns.
T: Yes, but they are called Huabiao in Chinese. Huabiao has a long history and there are many interesting stories about it. It’s said that in ancient China a king named Yao set up a wooden column outside his palace. People could carve their suggestions on it, and Yao promised to follow the suggestions. But later, it’s made of stone, and many dragons were carved on it. It’s said that it also means“See the king out and in(望君出，望君归)”.
(板书，并领读。)
promise ／／ v.& n.
(方案二)由本单元Topic 1所学的名胜引入故宫。
1. (教师可以用头脑风暴的形式让学生说出五岳的一些情况，尽量使用定语从句。)
T: We have learned something about the five famous mountains in China. Can you remember
S1: We can see sunrise on Mount Tai which lies in Shandong Province.
S2: Mount Song which lies in Henan is a good place to visit, where we can see monks play Chinese kung fu.
S3: ...
T: OK. Do you want to visit another fantastic place which is called the Forbidden city.
Ss: Yes.
T: Have you ever been there Who has been there Hands up. Please say something about it.
S4: ...
T: Thank you. Now let me tell you something more about it. Most of its buildings have yellow roofs. There are many animals, which have long tails. They are called dragons which are carved on the stones. Dragons play an important part in Chinese festivals.
(板书，并领读。)
the Forbidden City, roof, tail, carve
Step 2 Presentation 第二步 呈现(时间:8分钟)
学习1a，了解中国古代建筑——故宫。
1. (让学生合上书，听1a的录音，同时把教学挂图——故宫图挂在黑板上。)
T: Now, please close your books, and look at this picture. At the same time, listen to the tape carefully. Then answer the questions.
(板书)
(1)Why were most of the buildings built with yellow roofs (2)Why are there so many stone dragons there (3)Is the dragon a symbol of the Chinese nation (4)Do you know any stories of the dragon
(对问题进行解释，降低听力难度，让学生带着问题去听，能集中他们的注意力，且有的放矢。)
(播放完后。)
T: Listen to the tape again.
(第二次播放。)
T: Well, can you tell us the answers to the questions
Ss: Yes.
T: OK, volunteers
(逐个让学生回答问题。)
(板书，并领读。)
S1: (1)Because yellow is the symbol of imperial power.
S2: (2)Because in ancient China, emperors thought they were real dragons and the sons
of heaven.
S3: (3)Yes, it is.
S4: …
2. (让学生打开课本，翻到1a，将重点词、句列出来，再跟磁带读两遍对话。)
T: Now, my class, please open your books and turn to page 17.
(板书，且略加解释。)
grand, roof(s), correct It also plays an important part in Chinese festivals. Anything else about dragons
T: OK, let’s read the dialog after the tape twice. OK
Ss: OK.
T: Now, let’s begin.
Ss: …
Step 3 Consolidation 第三步 巩固(时间:12分钟)
巩固1a，完成1b。
1. (分组操练，让每个学生都参与。)
T: Now, let’s act out the dialog. I act as Susanna. Group 1, 2 act as Jane. Group 3, 4 act as Kangkang, OK
Ss: OK.
T: Let’s begin!
T: …
Group 1, 2: …
Group 3, 4: …
T: Good.
2. (让学生分角色朗读，先准备1分钟，然后再抽出若干组进行表演。)
T: Please practice the dialog with your partners.
Group 5: …
Group 6: …
Group 7: …
…
T: Well done, everyone.
3. (从对话中学生了解到龙是中华民族的象征，在中国历史中，有许许多多关于龙的京剧、音乐、绘画和谚语等，播放关于叶公好龙的录像，使学生产生兴趣，又帮助他们产生联想。)
T: As we know, the dragon is a symbol of the Chinese nation and there are a lot of operas, music, paintings and sayings about it in China’s history. Now, do you want to know more about it Here is a video. It’s a story about dragons. Please watch it carefully and then tell us what the story is called.
(录像播放完后。)
T: Are you clear Guess! What is the story called S1, please.
S1: Lord Ye’s Love of Dragons.
(教师帮助回答，然后板书。)
(接着用录音机播放一首王力宏演唱的歌曲《中国龙》，学生对歌曲最感兴趣，从而使他们积极参与进来。)
T: Listen to the song and find out who is singing. The song is about the dragon, understand
Ss: Yes.
(播放音乐。)
…
T: OK. Stop here. Do you like it
Ss: Yes, very much.
T: Who is singing it, S2？
S2: Wang Lihong. He is my favorite singer.
4. (完成活动1b。小组形式讨论有关龙的事情。每组一人向全班汇报。)
T: Now work in groups of five and discuss something related to dragons. Then choose one student of each group to report to the class.
Step 4 Practice 第四步 练习(时间:10分钟)
学习2a，完成2b。
1. (用小黑板展示2b的问题，学生合上课本听两遍2a录音并回答。)
T: Look at the questions. Listen to the tape twice and try to answer them.
(让学生听录音，回答问题完成2b。)
2. (让学生跟读录音，并找出