Unit 5 Learnig about ChinaTopic 3 The dragon has become a symbol of the Chinese nation.SectionD

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《仁爱版》九年级英语(下)
Unit 5 Leaning about China.
Topic 3 The dragon has become a symbol of the Chinese nation
Section D
教案设计
【Teaching periods】：One
一、Teaching aims and demands：
a. Knowledge goals:
1. Learnsome new words
2.Review the usage of connectives and agreement of subject and predicate.
b. Ability goals: 能用所学语言描述中国历史事件和历史人物，介绍中国文化。
c. Emotion goals:了解中国文化，培养学生爱国热情。
二、Key points and difficult points:
Learn about the Four Great Inventions of Ancient China: compass, gunpowder, printing and paper-making. Cultivate the students’ patriotism.
三、Teaching aids
录音机/图片
四、Teaching procedure：
Step 1 Review
1.Have a competition about Chinese culture. The teacher says some sentences about ancient Chinese culture. The students work in groups to mark Ture(T) or False(F) quickly.
⑴Red is a symbol of imperial power.
⑵Emperors were real dragons and the sons of Heaven.
⑶The dragon has become a symbol of the Chinese nation.
⑷Chinese chess was created in memory of the famous battle between Xiang Yu and Liu Bang.
⑸The peasants loved the Qin dynasty very much.
2.Lead to the new lesson with some questions about paper by showing a piece of paper. Write the materials of paper-making on the blackboard, such as tree, rope, bark and rag. Let the students understand the new words “bark” and “rag”. For example:
T: What’s paper made from
S1:It’s made from…
…
Step 2 Presentation
1.Show the pictures of the Four Great Inventions of Ancient China. Introduce them by the conversation between the teacher and the students. Learn and master the new word “discovery” and understand the words “sailor” and “firework”. Know about the new words “gunpowder” and “clay”.
T: Can you tell me the Four Great Inventions of Ancient China
Ss:Yes, they are…
The students may have difficulty saying the names in English. The teacher writes them down on the blackboard.
T: Which invention is the most helpful for people to find the right direction
Ss:Compass.
T: Yes, especially to sialors. (Show a picture about sailors at sea.) And many discorveries were made with its help.
T: Which invention was used for making fireworks (Show the picture of fireworks.)
Ss:Gunpowder.
T: Where did Bi Sheng carve characters at first (Lead to the new word “clay”.)
Ss:…
2.Let the students look at the pictures in 1 and match each picture with the right letter.
3.Listen to the tape and check the answers. Finish 1.
Step 3 Consolidation
1.Let the students read 2a and fill in the blanks with the names of inventions. Then check the answers.
2.Let the students read 2a again and find out when the Four Great Inventions were invented and their influences. Finish 2b.
3.Read 2a again, and find out the difficulties. Solve them together.
4.Group work. Divide the students into four groups. They stand for gunpowder, paper-making, printing and compass respectively. Then let them introduce themselves to the others.
Example:
My name is gunpowder / compass…
Step 4 Practice
1.Ask the students to find out all the connectives in this topic. Write down on the blackboard.
2.Let the students make sentences with these connectives. Go around the classroom offering help and ask some students to read their sentences to the class.
3.Let the students sum up the grammar focus and target language in this topic, and then ask them to practice 3a and 3b.
Step 5 Project and homework
Divide the class into two groups. One group stands for ancient times, the other for modern times. Let the students collect information about the civilization of the two periods, including culture, famous people, technologies and inventions, etc. Then list the information and compare them to see which group collects more. Finish 4.
【Teaching assessment】
Fill in the blanks with right connectives.
1.________ Kangkang ________ Wang Junfeng like Chinese chess.
2.________ my mother ________ my father plays Chinese chess.
3.________ Beihai Park ________ the Great Wall is a good place to visit.
4.________ paper-making ________ printing was invented in China.
【Key 】: 1.Both, and 2.Neither, nor / Not only, but also / Either, or 3.Not only, but also 4.Not only, but also
板书设计：
depend one.g Children depend on their parents for what they need.at the end ofe.g You will see a cinema at the end of the street.spread toe.g Buddhism spread to China from India.……
Reflecting (教学反思)
通过本课学习让学生了解中国文化，用所学知识介绍中国文化，通过积极参与课内外英语活动学习中国文化。让学生更深刻地了解中国文化，增强民族自信心，培养爱国主义情操。
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