Unit 5 China and the world.Topic 2 He is really the pride of China.Section B 教案

Unit
5
Topic
2
Section
B
教案
The main activities are 1a and 2. 本课重点活动是1a 和2。
Ⅰ. Teaching aims and demands教学目标
1. Learn some new words and a phrase:
chess, thirsty, hungry, memory, in memory of …
2. Learn some useful sentences:
(1) People invented Chinese chess in memory of the famous battle. (2) Learn the new while reviewing the old.
(3) It marks the beginning of modern Chinese history.
3. Go on learning the usage of connectives and agreement of subject and predicate.
(1)Both my father and I like it a lot.
(2)Neither my mother nor my father likes it, but I like it very much. 4. Learn about Chinese chess and its background.
Ⅱ. Teaching aids教具象棋/多媒体课件/录音机/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)
检查作业。调查学生对中国象棋的爱好情况，导入新课。1. (检查上节课家庭作业的完成情况，让学生在班上作汇报。)
T: Very good. Just now, S1 told us something special in his hometown. He noticed stone lions in front of the great buildings. OK. What else did you notice Have you searched for the information about it Ss: Yes, we have.
T: Good, let’s share it together. S1: …S2: …...
2. (展示一副中国象棋，告诉学生，在古代中国，龙是权位的象征，马也同样重要，由此导入新课。)
T: As we know, we can see many animals in front of the great buildings, such as dragons, lions and so on. And they mean differently. There are a lot of stories, songs and sayings about
them. But today I want to say, in ancient Chinese culture, horses were also important. They were used for riding and carrying things. Have you ever seen the real horses Ss: Yes. / No.
T: Today we can see horses in a game, but not real horses. Look! This is chess. It’s Chinese chess.
(板书，并要求学生掌握。) chess
3. (展示一副中国象棋。教师以提问的方式做调查，然后进行总结。) T: How many students like playing Chinese chess Hands up, please.
T: OK. Next, how many students don’t like it
T: Good. Most of you like it. You see, S3 and S4 like playing Chinese chess. But S5 doesn’t like playing it at all. S6 doesn’t like it, either. We can also say: (板书)
Both S3 and S4 like playing Chinese chess.=Not only S3 but also S4 likes playing Chinese chess.
Neither S5 nor S6 likes playing Chinese chess.
both … and …not only … but also …neither … nor …(让学生运用上述连词造句，进一步加深记忆。) 4. (方案一)(导入新课1a。)
T: OK. I think most of the students like playing Chinese chess, especially the boys. Today we are lucky to learn something about Chinese chess.
(方案二) (为了激发全体学生的兴趣，让学生有成就感，也为呈现1a, 2内容作铺垫，要求两位学生讲解怎样下中国象棋，最后在屏幕上展示一盘残局让两人对弈。) T: OK. Who knows how to play Chinese chess Volunteers S7: I know. S8: I like it very much.
T: Very good. Can you tell us how to play it S7,8: Sure.
(两人依次向全班进行讲解。) …(教师在屏幕上展示一盘残局，要求两位学生作示范表演。) T: How clever you are! Can you show us how to play it S7,8: No problem.
(两人示范，其他学生加油、喝彩。) …T: Well done. Thank you so much for this. I think most of the students like playing Chinese chess, especially the boys. Today we are lucky to learn something about Chinese chess.
Step 2 Presentation 第二步呈现(时间:9分钟)
学习1a。培养学生的听说、阅读技能以及遣词造句的能力。1. (让学生听1a录音，快速回答关于1a的问题，以加深对both...and...，neither...nor...的理解。) T: Now, Susanna, Kangkang and their classmates are in Beihai Park. They see some people crowding around a stone table. Please listen to the tape and answer some questions on the small blackboard quickly. You’d better use“both … and …”or “neither … nor …”. (出示小黑板。)
(1) Do Wang Junfeng and his father like playing Chinese chess
(2) Does Li Ming’s father like playing Chinese chess What about his mother (核对答案。)
2. (让学生读1a并从中找出含有both … and …和neither … nor…的句子，教师进行讲解并让学生造句。同时教授并要求学生掌握thirsty和hungry；理解snack bar。) (板书)
▲▲▲thirsty hungry snack bar
T: Please find out the sentences that contain “both … and …”, “neither … nor…”in 1a. Then make sentences with these phrases.
(both … and …与neither … nor …意思相反。both … and …连接并列主语时，谓语动词用复数。) (板书)
Both you and I are from Jiangxi.
(而neither … nor …, either … or …连接并列主语时，谓语动词则与最靠近的主语保持人称和数的一致。) (板书) Neither you nor he is from Beijing. Either he or I am mad.
Step 3 Consolidation 第三步巩固(时间:8分钟)
巩固1a，完成1b。进一步培养学生的遣词造句能力和分角色朗读能力。1. (要求学生用both … and …和neither … nor …造句，分两组进行比赛，一组用both … and …, 另一组用neither … nor …，要求不能重复，选出优胜组。)
T: Now, my class, let’s have a competition. Please use“both … and …” or “neither … nor …”
to make sentences as many as possible. No repetition. And you mustn’t make mistakes. Example: Group A: I like both English and math. Group B: I have neither pens nor pencils. T: OK. Do you understand Ss: Yes.
T: Good. Let’s begin our competition. First Group A and then Group B. Ready Go! (比赛开始。) Group A: …Group B: ……T: Very good. 2. (1)(比赛结束后，让学生分四组进行分角色朗读，表演，巩固1a的内容。)
T: Now let’s act 1a out. G1 is Kangkang. G2 is Susanna. G3 is Wang Junfeng and G4 is Li Ming. (2)(让学生四人一组进行操练。)
T: Work in groups of four. Then please act it out with your partners. Ss: …3. (让学生独立完成1b，核对答案。)
T: Fill in the brackets according to 1a. Later, let’s check the answers.
Step 4 Practice 第四步练习(时间:11分钟)
学习2并完成3。让学生们进一步了解象棋的渊源，及有关的历史文化名人和事件，激发学习兴趣。1. (让学生听教师讲一个故事，引入2。) T: Do you want to listen to a story Ss: Yes.
T: Now, let me tell you a story about Chinese chess. (教师讲故事。)
T: There is a great true story about Chinese chess. The story is about a battle between Xiang Yu and Liu Bang, who both led peasants to fight against Qin dynasty. The battlefield was along the Chu River. Finally, Liu defeated Xiang. People invented Chinese chess in memory of the famous battle.
(板书，并要求学生掌握in memory of …；理解peasant；了解battlefield。)
peasant battlefield
in memory of …2. (让学生阅读2，填上所缺单词。)
T: OK. So much for this. Is that interesting Ss: Yes, it is.
T: Yeah, Susanna shows great interest in Chinese chess. She is reading a story about it on the Internet, but some words are missing. Please read the story by yourself and help her complete the story. The first letters are given. (学生开始阅读，并独立完成2。) T: Now, finished Ss: Yes.
T: Very good. Then let’s check the answers together. (核对答案。)
3. (教师领读一遍，再让学生齐读一遍，然后把书合上，判断句子正误。) T: Let’s read the story. Read after me. (学生跟读。)
T: Now, can you read it together Ss: Yes. (齐读。)
(最后教师说出与2内容有关的英语句子，请学生判断正误。)
T: Good. I will say some sentences, then ask some of you to tell us whether they are true or false. Do you understand Ss: Yes.
T: OK. Let’s begin! (1)The story happened about 500 years ago.
(2)After the death of Emperor Qin Shihuang, the peasants fought against the government of the Qin dynasty.
(3)The battlefield was along the Han River. (4)Finally, Liu and his army won the battle.
(5)In memory of Xiang Yu, people invented Chinese chess. (核对答案。)
4. (让学生进行听力训练，独立完成练习3。)
T: Let’s look at 3. Listen to the tape and complete the sentences, then number the pictures. (学生完成后，教师再放录音，让学生跟读并核对答案。) T: Listen to the tape again and follow it. Then check the answers.
Step 5 Project 第五步综合探究活动(时间:7分钟)
做采访调查。进一步增强学生对中国象棋及其相关知识的了解，熟练掌握几个主要并列连词词组的用法。1. (做一次采访，调查你周围的朋友对中国象棋的喜欢程度及原因。)
T: Now, let’s make a survey. Try to find out whether the students around you like playing Chinese chess. Record their reasons at the same time. When you give the report to the class, I want you to use the connectives we have learnt. Name Like Like … a little Dislike Reason 2. (让学生汇报调查结果，一定要用到所学的并列连词。)
3. Homework:
(1)Make two sentences with each connective below: both … and …neither … nor …either … or …
(2)Search for more information about Chinese chess on the Internet.
板书设计：The dragon has become a symbol of the Chinese nation.
Section B
both…and…Both my father and I like it a lot. neither…nor…Neither my mother nor my father likes it, but I like it very much. in memory of People invented Chinese chess in memory of the famous battle. Learn the new while reviewing the old. It marks the beginning of modern Chinese history.