仁爱版英语九年级下册全册教学案例设计（表格式）

目录
U5T1SA
2
U5T1SB
10
U5T1SC
17
U5T1SD
25
U5T2SA
31
U5T2SB
38
U5T2SC
45
U5T2SD
51
U5T3SA
57
U5T3SB
65
U5T3SC
72
U5T3SD
79
U6T1SA
86
U6T1SB
93
U6T1SC
99
U6T1SD
105
U6T2SA
111
U6T2SB
119
U6T2SC
125
U6T2SD
131
U6T3SA
136
U6T3SB
142
U6T3SC
148
U6T3SD
153
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
Knowledge
aims：
Words
and
phrases:
a
great
number
of,
fetch,
introduce,
strange,
lie
in,
height
Grammar:
掌握that
/which
引导的定语从句的用法。
Functions:
描述风景名胜。
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。
Emotional
aims:
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。
热爱孕育了无数名山大川的伟大祖国。
Culture
awareness:
了解祖国的悠久历史和名胜古迹的地理位置及特色。
Learning
strategies：
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。
搜集相关资源，积累更多的知识。Ⅲ.
The
key
points
and
difficult
points
Words
and
phrases:
a
great
number
of,
fetch,
introduce,
strange,
lie
in,
height
Sentences:
There
are
many
places
of
interest
which
attract
millions
of
tourists
from
all
over
the
world
every
year.
Among
them,
the
Changjiang
River
is
the
longest
one
and
the
second
longest
is
the
Huanghe
River.
I
can
fetch
you
Guide
to
China.
It’s
a
place
which/that
is
worth
visiting.
Grammar:
attributive
clauses
(which/that)
Ⅳ.
Teaching
aids
Stage
（time
period）
Interaction
patterns
Teacher
activity
Student
activity
Remarks
1
Getting
students
ready
for
learning
(3-5
mins)
Class
activity
Greeting.
Ask
students
to
talk
about
where
they
have
been
on
vacations.
Greeting.
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.”
复习第四单元接触
过的简单的定语从句的
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
into
an
attributive
clause:
China
is
a
great
country
that
has
so
many
places
of
interest.
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
Show
the
table
of
1b,
and
ask
students
to
read
through
the
content
of
the
table.
Play
the
record
of
the
conversation.
Guide
students
to
listen
and
note.
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.
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
Ask
two
students
to
report
the
answers.
Play
the
flash
of
1a.
And
ask
students
to
understand
something
important
and
difficult.
Report
the
answers.
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：
get
bring
说话者
take
所处的位置
fetch
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
Point
out
the
key
and
difficult
points.
Organize
students
to
retell
the
conversation
based
on
the
table
of
1b.
Note
the
key
and
difficult
points.
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
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.
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。
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
Topic
1
China
attracts
millions
of
tourists
from
all
over
the
world.
Section
A
a
great
number
of
许多，大量
I
can
fetch
you
Guide
to
China.
我可以拿《中国指南》给你。
introduce
v.
介绍
strange
adj.
奇怪的；陌生的
lie
in
位于
It’s
a
place
which/that
is
worth
visiting.
这个地方值得参观。
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
Knowledge
aims：
Words
and
phrases:
stone,
guard,
It’s
said
that…,
a
symbol
of…
,
play
an
important
part
in
…
Grammar:
进一步掌握that
/which
引导的定语从句的用法。
Functions:
表达同意。
Skill
aims:
能听懂有关谈论中国龙文化的对话，找出文章大意。
能听懂对话的内容，记录简单信息，完成细节信息的搭配。
理解所听到的短文内容，进行信息转换。3.Emotional
aims:
遇到问题能主动请教，勇于克服困难。
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。
Learning
strategies：
运用已有信息激活头脑中预存的信息，找到正确的答案。
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
Words
and
phrases:
stone,
guard,
It’s
said
that…,
a
symbol
of…
,
play
an
important
part
in
…
Sentences:
It’s
said
that
they’re
powerful
animals
which
guard
the
whole
nation.
That’s
correct!
It
also
plays
an
important
part
in
Chinese
festivals.
Anything
else
about
dragons?
Grammar:
Attributive
clauses
(which/that)
Ⅳ.
Teaching
aids
Stage
（time
period）
Interaction
patterns
Teacher
activity
Student
activity
Remarks
1
Getting
students
ready
for
learning
(5
mins)
Class
activity
Greeting.
Show
pictures
about
the
places
of
interest
which
students
learnt
last
lesson.
And
let
students
say
something
about
them
with
attributive
clause.
Greeting
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.
Look
at
the
picture
of
Forbidden
City.
Think
about
the
great
buildings
according
to
the
knowledge
they
have
already
known.
Read
through
the
sentences
before
激活情境。
让学生在听前对
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
2.Show
the
content
of
1b,
and
ask
students
to
read
through
the
sentences.
listening.
Make
sure
they
can
understand
the
meanings
of
them.
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
Ask
two
students
to
check
the
answers.
Play
the
flash
of
1a
and
ask
students
to
finish
1c.
Report
the
answers.
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。
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
Point
out
the
key
and
difficult
points.
Stress
the
usage
of
attributive
Note
the
key
and
difficult
plete
the
sentences
of
2a
with
the
clauses,
and
then
organize
students
to
finish
2a
in
groups
by
discussing.
correct
attributive
clauses.
指导学生养成记笔记的好习惯。
Individual
work
Ask
students
to
finish
2b,
and
then
check
the
plete
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
Organize
students
to
check
the
answers.
Ask
students
to
introduce
Report
the
answers.
Introduce
Huabiao
according
to
3
to
信息转换可以帮
助学生更好地理解听力材料。
Huabiao
to
their
partners.
their
partners
in
pairs.
And
their
partners
listen
carefully
without
books.
Then
change
the
roles.
8
Summarizing
and
assigning
homework
(3
mins)
Class
activity
Ask
students
to
sum
up
the
key
points.
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
stone
n.
石头
guard
v.
守卫，保卫；看守
a
symbol
of…
……的象征
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。
That’s
correct!
很正确！
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
Knowledge
aims：
Words
and
phrases:
state,
remain,
separate,
enemy,
expect,
treasure,
suppose,
stretch
from…to
…,
bring…
into…,
be
regarded
as…,
be
famous
for
Grammar:
进一步掌握that
/which
引导的定语从句的用法。
Skill
aims:
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。
能理解短文大意，并将文本信息转换为图表信息。
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。
Emotional
aims:
遇到问题时能主动请教，勇于克服困难。
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
Words
and
phrases:
state,
remain,
separate,
enemy,
expect,
treasure,
suppose,
stretch
from…to
…,
bring…
into…,
be
regarded
as…,
be
famous
for
Sentences:
The
entire
wall,
which
has
many
branches,
is
about
8
800
kilometers
long.
It
stretches
from
Shanhaiguan
in
the
east
to
Jiayuguan
in
the
west.
It
is
said
that
he
who
has
never
been
to
the
Great
Wall
is
not
a
true
man.
Grammar:
Attributive
clauses
(which/that)
Ⅳ.
Teaching
aids
Stage
（time
period）
Interaction
patterns
Teacher
activity
Student
activity
Remarks
1
Getting
students
ready
for
learning
(5
mins)
Class
activity
Greeting.
Ask
students
to
give
a
report.
Greeting.
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。
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
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
Let
students
skim
the
passage
and
match
the
words
with
their
meanings.
Ask
students
to
watch
the
flash
carefully
to
complete
the
diagram
in
1c.
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.
Watch
the
flash
carefully
and
underline
the
key
points
to
complete
the
diagram
about
the
Great
Wall.
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。
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
Organize
students
to
find
out
the
key
points
and
solve
the
difficulties.
Ask
students
to
finish
the
tasks
of
2
in
groups.
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.
Work
in
groups
and
complete
the
tasks
of
2.
Choose
one
of
group
members
to
give
a
report.
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。
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
Ask
students
to
discuss
the
questions
in
3.
Ask
students
to
prepare
the
material
for
writing
alone.
Remind
them
to
use
the
formation
of
the
e-mail.
Talk
about
the
given
questions
in
groups.
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。
7
While-writing
(4
mins)
Individual
work
Ask
students
to
complete
the
e-mail
plete
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
Ask
students
to
sum
up
the
key
points.
Ask
students
to
consolidate
the
usage
of
the
key
phrases.
Sum
up
the
main
content
of
this
class.
Make
up
sentences
with
“stretch
from…to
…,
bring…
into…,
be
regarded
as…and
be
famous
for”.
通过总结培养学生的归纳能力，将课文重点内容系统化。
Individual
work
Ask
students
to
look
up
some
information
about
tea.
Look
up
some
books
or
search
the
Internet
to
know
about
something
about
the
history
of
tea.
Ⅵ.
Blackboard
design
Topic
1
China
attracts
millions
of
tourists
from
all
over
the
world.
Section
C
state
n.
国家；州；政府；状态
v.
陈述，说明
separate
v.
（使）分开，分离；区分
remain
v.
剩余，遗留；仍然是
enemy
n.
敌人；反对者
expect
v.
预料，预期；期待，盼望
treasure
n.
财富；珍重
suppose
v.
假定，假设；推测
It
stretches
from
Shanhaiguan
in
the
east
to
Jiayuguan
in
the
west.
它东起山海关，西至嘉峪关。
stretch
from…to
…从……延伸到……
He
who
has
never
been
to
the
Great
Wall
is
not
a
true
man.
不到长城非好汉。
bring…
into…
把……带进……
be
famous
for
因……而著名
Section
D
Ⅰ.
Material
analysis
本课是本话题的最后一课，主活动为
1a。通过介绍富有特色的中国茶文化,
培养学生通过阅读快速找出文章大意的能力和理解有关细节并进行判断的能力，并对整个话题的语法及功能进行系统的总结。通过本课的学习，学生在了解中国茶文化的同时，提高自己综合运用语言的技能，同时为我们国家拥有如此丰富的历史文化而倍感自豪。
Ⅱ.Teaching
aims
Knowledge
aims：
Words
and
phrases:
include,
along
with,
the
number
of
(a
number
of
)
Grammar:
掌握that
/which
引导的定语从句的用法。
Skill
aims:
能阅读并理解关于中国茶文化的短文，并学会通过略读找出文章的中心思想。
掌握通过查读理解文章细节的技巧。
Emotional
aims:
能在小组活动中积极与他人合作，相互帮助，共同完成学习任务。
对祖国的文化能有更深刻的了解，激发民族自豪感。
Culture
awareness:
了解茶文化的悠久历史。
Learning
strategies
略读，即有目的性地阅读以获取文章的大意或中心思想。
对所学内容能主动复习并加以整理和归纳。Ⅲ.
The
key
points
and
difficult
points
Words
and
phrases:
include,
along
with,
the
number
of
(a
number
of
)
Sentences:
Of
the
tree
major
drinks—tea,
coffee
and
cocoa,
tea
is
drunk
by
the
largest
number
of
people
in
the
world.
The
friendship
between
gentlemen
is
like
a
cup
of
tea.
Firewood,
rice,
oil,
salt,
sauce,
vinegar
and
tea
are
necessary
to
begin
a
day.
Grammar:
Attributive
clauses
(which/that)
Ⅳ.
Teaching
aids
多媒体课件，或风景名胜的图片，功夫茶的视频，一篇难度适中并附有任务的有关中国茶文化的英语短文。
Ⅴ.
Teaching
procedures
Stage
（time
period）
Interaction
patterns
Teacher
activity
Student
activity
Remarks
1
Getting
students
ready
for
learning
(4
mins)
Class
activity
Greeting.
Greeting.
教师可事先准备一些风景胜地的图片做为素材提供给学生。不要打断学生的对
话，对于对话中存在的错误在总结时委婉提出。鼓励学生使用尽可
能多的英语交际用语。
Pair
work
Ask
students
to
act
out
conversations
about
their
vacations.
Students
act
out
their
own
conversations
about
what
they
did
on
their
winter
holidays;
describe
some
places
of
interest
they
have
been
to
during
the
holiday,
using
the
attributive
clauses.
2
Revision
(5
mins)
Pair
work
Offer
the
diagram
of
1c
in
Section
C
to
the
students,
and
ask
them
to
ask
and
answer
about
the
Great
Wall.
Ask
and
answer
about
the
Great
Wall
according
to
the
diagram
in
Section
C.
Example:
A:
What’s
the
material
of
the
Great
Wall?
B:
The
early
walls
were
made
of
…
可把全班分为四大组,大组中每有一对学生正确问答记为一分，教师对得分最多的大组给予鼓励。
Individual
work
Let
students
show
their
written
works.
Read
their
passages
written
after
class
about
a
famous
Chinese
tourist
attraction.
3
Pre-reading
(3mins)
Class
activity
Play
the
video
about
tea,
such
as
Kungfu
tea,
or
show
some
pictures
about
it,
introduce
the
Chinese
tea
culture
in
brief.
Watch
the
video
about
the
history
of
tea,
and
know
something
about
the
Chinese
tea
culture.
教师也可口头介绍一些有关中国茶文化的背景知识，让学生对要读到的内容有一定了解，唤起他们求知
的欲望。
4
While-reading
(15
mins)
Individual
work
Let
the
students
read
the
passage
and
understand
the
general
meaning
of
the
passage
to
choose
the
best
title.
Guide
students
to
read
the
passage
paragraph
by
paragraph
to
mark
the
sentences
in
1b.
Read
the
passage
and
choose
the
best
title
for
it.
Read
the
passage
paragraph
by
paragraph
to
finish
1b.
通过略读使学生整体了解课文大意，
选出最佳题目。
通过判断句子的正误检查学生对本
课内容的理解。
5
Post-reading
(15
mins)
Pair
work
Ask
students
to
translate
the
sayings
about
tea
in
pairs.
Discuss
and
translate
the
sayings
and
their
meanings
about
tea
in
pairs.
本环节的任务要
结合上节课布置的作
Group
work
Ask
students
to
give
a
report
about
some
unique
Chinese
tea
culture.
Talk
about
some
unique
Chinese
tea
culture
they
know
or
they
have
searched
before
class
in
groups,
and
then
choose
one
of
group
members
to
report
it.
业来完成，旨在拓展学生在阅读中所学到的知识。培养其说的能力的同时也提高其合作
探究的能力。
6
Summarizing
and
assigning
homework
(3
mins)
Individual
work
Ask
two
students
to
sum
up
the
key
points
and
write
them
down
on
the
blackboard.
Offer
a
passage
about
Chinese
culture
the
teacher
prepared
before
class,
and
let
students
finish
the
reading
practice.
Sum
up
the
main
content
of
this
topic.
Finish
the
reading
practice
alone.
话题总结之前，
可留给学生归纳的时间。
通过运用本节学到的阅读技巧完成阅读任务，学以致用，
同时也是一种语言的综合运用。
Pair
work
Review
the
whole
topic
by
asking
students
to
ask
and
answer
in
pairs.
Review
the
whole
topic
and
recite
the
sayings
mentioned
in
it.
Individual
work
Ask
students
to
search
some
sayings
of
Confucius
on
the
Search
some
sayings
of
Confucius.
Internet
after
class.
Topic
1
China
attracts
millions
of
tourists
from
all
over
the
world.
Section
Ｄ
include
v.
包含；包括
along
with…
与……一起
当主语与along
with
连用时，谓语动词与
along
with
前面的主语在人称和数上保持一致。如，
Joe,
along
with
his
family,
is
leaving
for
Disneyland.
乔和他的家人正要动身去迪斯尼乐园。
The
friendship
between
gentlemen
is
like
a
cup
of
tea.
君子之交淡如水。
Firewood,
rice,
oil,
salt,
sauce,
vinegar
and
tea
are
necessary
to
begin
a
day.
开门七件事：柴、米、油、盐、酱、醋、茶。
Ⅵ.
Blackboard
design
Topic
2
He
is
really
the
pride
of
China.
Section
A
Ⅰ.
Material
analysis
本课是九年级第五单元第二个话题的第一课时，主要活动为
1a,
4a
和
4b。以
Susanna
向高老师询问孔子的事迹及他留给我们的精神财富作为切入点引出本课的学习，重点学习用
who，whom
和
whose
引导的定语从句，了解伟大的教育学家孔子的生平及其著名的教育论著，并通过第四部分的任务详细介绍了秦始皇的历史功绩，使学生对先辈们的奉献有更深刻的了解，能从小树立为人类的幸福而奋斗的远大理想。通过本课的学习，学生在提高分析细节信息能力的同时，会发现积累名言是学习英语的一个好方法，它对写作也有很大的帮助。
Ⅱ.Teaching
aims
Knowledge
aims：
Words
and
phrases:
pioneer,
wise,
influence,
whom,
pass
away,
set
up,
come
to
an
end
Grammar:
掌握who，whom
和whose
引导的定语从句。
Functions:
询问更多信息。
Skill
aims:
能听懂并理解介绍孔子的对话的大意，掌握信息转换能力。
能就熟悉的话题提供信息，表达简单的观点和意见，参与讨论。
能读懂相关的名言，理解其中蕴含的寓意。
Emotional
aims:
能在小组活动中积极与他人合作，相互帮助，共同完成学习任务。
对著名的历史人物有更深刻的了解，能从小树立为人类的幸福而奋斗的远大理想，传承丰富的历史文化。
Culture
awareness:
介绍一位外国的或中国现代的教育家，并与中国古代的教育家进行对比，开阔视野，增长知识。
Learning
strategies：
注意名言的积累，为写作提供素材。Ⅲ.
The
key
points
and
difficult
points
Words
and
phrases:
pioneer,
wise,
influence,
whom,
pass
away,
set
up,
come
to
an
end
Sentences:
Confucius,
a
pioneer
in
the
field
of
education.
He
was
a
great
thinker
who
had
many
wise
ideas
about
human
nature
and
behavior.
He
was
also
a
famous
philosopher
whose
wise
sayings
have
influenced
many
people
in
different
countries.
He
was
really
a
great
man
from
whom
I
can
learn
a
lot.
He
spent
the
rest
of
his
life
teaching.
Grammar:
attributive
clauses
(who/whom/whose)
Ⅳ.
Teaching
aids
Stage
（time
period）
Interaction
patterns
Teacher
activity
Student
activity
Remarks
1
Getting
students
ready
for
learning
(3-5
mins)
Class
activity
Greeting.
Show
some
pictures
of
famous
people
in
China’s
history.
Ask
students
to
introduce
the
famous
people
according
to
the
pictures
and
the
knowledge
they
know.
At
last
sum
Greeting.
Students
introduce
the
famous
people
according
to
the
pictures.
They
may
use
Chinese
if
necessary.
教师用多媒体课件或图片呈现中国的历史人物，可选用将在本话题中出现的人物，为本单元的学习埋下伏笔，并激发学生的学习兴趣。
必要时允许学生使用汉语表
多媒体课件，或本话题将讨论的历史人物的图片。Ⅴ.
Teaching
procedures
up
the
introduction
and
offer
some
information
about
them.
达，降低难度，使各个水平的学生都能乐于参与到英语
学习活动中来。
2
Revision
(3
mins)
Individual
work
Check
the
homework.
Retell
the
famous
sayings
mentioned
in
last
topic.
Report
the
famous
sayings
of
Confucius
they
searched
before
class.
They
may
use
Chinese
if
necessary.
复习上个话题中提到的谚语，引出孔子的至理名言。
3
Pre-listening
(3mins)
Class
activity
Show
the
pictures
of
Confucius
to
lead
to
the
new
lesson.
Introduce
something
they
know
about
Confucius.
提示学生联系在语文课上
曾学过的孔子的生平及作品。
4
While-listening
(6
mins)
Individual
work
Guide
students
to
scan
1b.
Play
the
record
of
the
conversation
and
let
students
complete
the
table.
Ask
two
students
to
tell
the
Read
through
the
table
in
1b
carefully.
Listen
to
the
conversation
and
write
down
the
answers
or
the
capital
letters
of
the
plete
the
table.
强调听前预览的重要性。
提醒学生记录简单的相关信息。
answer.
3.Check
the
answers
with
the
teacher.
5
Post-listening
(14
mins)
Class
activity
Play
the
flash
of
1a
and
let
students
underline
the
key
points.
Watch
the
flash
of
1a
and
mark
something
important
and
difficult.
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
Point
out
the
key
and
difficult
points.
Guide
students
to
finish
2.
Note
the
key
and
difficult
points.
Put
the
sentences
of
2
in
the
correct
order.
通过排序的形式培养学生分析细节信息的能力。
Pair
work
Organize
students
to
discuss
the
meanings
of
Confucius’
sayings.
Read
and
talk
about
these
wise
sayings
of
Confucius
with
their
partners.
告诉学生记忆名言是学
习英语的一个好方法。它对写作也有很大的帮助。
6
Pre-listening
(3mins)
Individual
work
Show
the
picture
of
4a,
and
ask
students
to
answer
the
questions
of
4a.
Try
to
answer
the
questions
according
to
the
knowledge
you
know.
激活语境。
7
While-listening
(3
mins)
Individual
work
Play
the
record
and
let
students
finish
4a.
Play
the
record
again
and
let
students
finish
4b.
1.Listen
to
the
passage
and
check
the
answers
of
the
questions
in
4a.
2.Listen
to
the
conversation
again
and
fill
in
the
blanks
to
complete
4b.
8
Post-listening
(5
mins)
Pair
work
Ask
students
to
repeat
the
passage
of
4b
after
the
record.
Ask
students
to
read
4a
by
themselves.
Repeat
after
the
record.
Read
by
themselves.
在听音的基础上进行仿读，培养学生正确的语音语调。
9
Summarizing
and
assigning
homework
(3
mins)
Individual
work
1.Ask
students
to
sum
up
the
key
points
according
to
the
blackboard.
2.Repeat
the
key
points.
3.Assign
homework.
Sum
up
the
main
content
of
this
class.
Read
through
what
they
have
learnt
after
the
teacher.
Prepare
to
report
Confucius’
life
story
according
to
2
by
adding
some
information
from
1a.
培养学生能根据话题提供的信息进行口语表述的能力。
Ⅵ.
Blackboard
design
Topic
2
He
is
really
the
pride
of
China.
Section
A
pioneer
n.
先锋；拓荒者
wise
adj.
明智的，高明的
influence
v.&n.
影响
whom
pron.
谁，什么人
pass
away
去世；消失
set
up
建立，创建；设置
come
to
an
end
结束
Confucius,
a
pioneer
in
the
field
of
education.
孔子，教育领域的先驱。
in
the
field
of
在……领域
He
spent
the
rest
of
his
life
teaching.
他把自己的余生奉献给了教学。
spend
sometime
doing
sth
花费时间做某事
Section
B
Ⅰ.
Material
analysis
本课是九年级第五单元第二个话题的第二课时，主要活动为
1a。由
Susanna
向
Kangkang
请教有关郑和的事迹引出话题，再现了郑和七次下西洋的壮丽画卷，突显无数先辈用生命换来了我们今天的繁荣昌盛的主题，激发学生对英雄的崇敬之情，学习他们的奉献精神和开拓精神，更好地发展现代文明。在本课里学生们将继续学习用
who，whom
和
whose
引导的定语从句；通过任务的设置，培
养学生能听懂接近自然语速的叙述，并能从中提取细节信息的能力，以及能用定语从句对人物及其事迹进行描述的能力。Ⅱ.Teaching
aims
Knowledge
aims：
Words
and
phrases:
lead,
succeed
in
doing
sth.,
coast,
die
of,
birth,
trade
Grammar:
进一步掌握who,
whom
和whose
引导的定语从句。
Functions:
表达兴奋。
Skill
aims:
能听懂接近自然语速谈论郑和下西洋的对话，并能从中提取细节信息。
能用定语从句对人物及其事迹进行描述。
Emotional
aims:
鼓励学生积极参与并乐于与他人合作，共同完成学习任务。
对著名的历史人物有更深刻的了解，从小树立为人类的幸福而奋斗的远大理想，传承丰富的历史文化。
Culture
awareness:
对比介绍郑和和哥伦布的航海经历。
Learning
strategies：
在学习中积极思考，主动探究，善于发现语言的规律并能运用规律举一反三。Ⅲ.
The
key
points
and
difficult
points
Words
and
phrases:
lead,
succeed
in
doing
sth.,
coast,
die
of,
birth,
trade
Sentences:
He
was
a
Ming
dynasty
explorer
whom
we
Chinese
people
are
proud
of.
His
last
ocean
journey
was
more
than
half
a
century
earlier
than
Columbus’
first
journey
to
America.
It’s
hard
to
believe!
What
a
great
explorer!
Grammar:
Attributive
clauses
(who/whom/whose)
Ⅳ.
Teaching
aids
Stage
（time
period）
Interaction
patterns
Teacher
activity
Student
activity
Remarks
1
Getting
students
ready
for
learning
(3-5
mins)
Group
work
Greeting.
Organize
a
competition
to
translate
the
sayings.
Greeting.
Discuss
the
famous
sayings
and
translate
them
into
Chinese
in
groups.
One
member
reports
the
result.
The
group
which
does
the
best
translating
job
wins
the
game.
教师可根据学生实际情况进行任务的设置，可进行汉译英，
也可进行英译汉，可选用学过的谚语，也可选用没学过的简单而经
典的谚语。
多媒体课件，或孔子和郑和的图片，郑和下西洋的视频资料。Ⅴ.
Teaching
procedures
2
Revision
(3
mins)
Individual
work
Check
the
homework.
Report
Confucius’
life
story
according
to
the
information
which
they
have
learnt
from
Section
A.
在学生作报告之前说明要求，至少要用到一个定语从句。渗透给学生在使用英语时，
能意识到错误并能进
行纠正的学习策略。
3
Pre-listening
(3mins)
Class
activity
Show
the
video
or
pictures
about
Zheng
He’s
ocean
journeys.
Ask
students
to
talk
about
the
famous
explorer.
Watch
the
video
about
Zheng
He’s
ocean
journeys.
Say
something
they
know
about
the
famous
explorer.
鼓励学生养成预习的好习惯，课后能主动关注下一课的话题，
乐于积极探索新知。
4
While-listening
(15
mins)
Individual
work
1.Guide
students
to
scan
1b.
2.Play
the
record
of
the
conversation.
3.Check
the
answers
with
the
students.
Read
through
the
questions.
Listen
to
the
conversation
and
choose
the
correct
answers.
Check
the
answers
with
the
teacher.
5
Post-listening
(14
mins)
Individual
work
Let
students
read
through
the
table
of
1c.
Play
the
flash
of
1c,
and
ask
students
to
understand
the
conversation
and
finish
1c.
Check
the
answers
with
the
students.
Explain
anything
students
can’t
understand.
Sum
up
the
usage
of
attributive
clause(who/whom/whose).
Read
through
the
table
of
1c.
Watch
the
flash
and
then
finish
1c.
Check
the
answers
with
the
teacher.
Understand
the
conversation
with
the
help
of
the
teacher.
Note
the
key
and
difficult
points.
鼓励学生遇到问题时能主动请教，勇于克服困难。
在学习中积极思考，主动探究，善于发现语言的归律并能运用规律举一反三。
Group
work
Let
students
read
the
example
of
2.
Let
students
finish
2.
Check
the
results.
Read
and
understand
the
example.
Discuss
and
combine
each
two
sentences
of
2
from
two
to
one
with
who,
whom,
whose,
which
or
that.
Report
their
results.
Guide
students
to
finish
3.
Work
in
groups
and
talk
about
Zheng
He
with
the
information
in
1a
and
2.
6
Summarizing
and
assigning
homework
(5
mins)
Individual
work
Ask
students
to
sum
up
the
key
points.
Repeat
the
key
points.
Assign
homework.
Introduce
Columbus
briefly.
Sum
up
the
main
content
of
this
class.
Read
through
what
they
have
learnt
after
the
teacher.
Prepare
to
write
a
passage
to
introduce
Zheng
He
according
to
the
information
in
1a
and
2.
Use
as
many
attributive
clauses
as
possible.
Search
some
information
about
pare
him
with
Zheng
He.
完成从句到语篇的过渡。
开拓视野，深刻理解中国的航海业。
Ⅵ.
Blackboard
design
Topic
2
He
is
really
the
pride
of
China.
Section
B
succeed
in
doing
sth.
成功地做了某事
die
of/from
死于……
He
was
a
Ming
dynasty
explorer
whom
we
Chinese
people
are
proud
of.
他是一个让中国人引以为豪的明代探险家。
It’s
hard
to
believe！
真是难以置信！
What
a
great
explorer!
多么伟大的探险家啊！
birth
n.
出生
Section
C
Ⅰ.
Material
analysis
本课是九年级第五单元第二个话题的阅读课，主活动为
1a
和
3。介绍了中国的导弹之父钱学森的奋斗历程，展示了其励精图治的坚定信念和高尚的道德情操，引导学生学习他对待科学的钻研精神、无私奉献的精神及其伟大的爱国主义精神。在本课里学生们将继续学习使用
who，whom
和
whose
引导的定语从句解决具体问题；通过任务的设置，培养学生在阅读中获取信息和处理信息的能力，并把阅读与口语及写作技能的训练有机地结合起来，提高学生语言的综合运用能力。
Ⅱ.Teaching
aims
Knowledge
aims：
Words
and
knowledge:
university,
(the)
Pacific
Ocean,
degree,
make
important
contributions
to
(doing)
sth.,
in
charge
of
,
express
Grammar:
进一步掌握和运用who，whom
和whose
引导的定语从句。
Skill
aims:
能阅读并理解关于钱学森的奋斗故事，并根据阅读目的在阅读材料中获取所需信息。
在阅读的基础上进行口头和书面表达。
Emotional
aims:
能积极与同伴合作参与课堂活动，大胆实践。
对著名的历史人物有更深刻的了解，能从小树立为人类的幸福而奋斗的远大理想。
Learning
strategies
根据需要进行预习。(homework)
在学习中积极思考，主动探究，善于发现语言的规律并能运用规律举一反三。Ⅲ.
The
key
points
and
difficult
points
Words
and
phrases:
university,
(the)
Pacific
Ocean,
degree,
make
important
contributions
to
(doing)
sth.,
in
charge
of
,
express
Sentences:
After
he
graduated,
he
became
a
teacher
as
well
as
a
researcher
who
studied
rockets
and
missile
theories.
He
is
the
pride
of
the
Chinese
people.
Grammar:
Attributive
clauses
(who/whom/whose)
Ⅳ.
Teaching
aids
多媒体课件，或袁隆平、钱学森及航天方面的图片，发射导弹的视频资料,
阅读理解语篇。
Ⅴ.
Teaching
procedures
Stage
（time
period）
Interaction
patterns
Teacher
activity
Student
activity
Remarks
1
Getting
students
ready
for
learning
(3
mins)
Class
activity
Greeting.
Check
the
homework.
Ask
students
to
give
a
report
about
Zheng
He
and
Columbus.
Greeting.
Report
and
compare
ocean
journeys
of
Zheng
He
and
Columbus.
对比中外两位著名的航海家，加深民族自豪感。
2
Revision
(5
mins)
Pair
work
Guide
students
to
review
attributive
clauses.
Make
up
conversations
after
the
example
of
2.
鼓励学生通过观
察、模仿，探究学习和运用英语。
3
Pre-reading
(3
mins)
Class
activity
Individual
work
Show
the
video
or
pictures
about
sending
up
the
missile
to
lead
the
new
lesson.
Guide
students
to
solve
the
new
words.
Watch
the
video
about
sending
up
the
missile.
Learn
the
new
words
with
the
dictionary.
激活语境。
为新课的学习扫除障碍。
4
While-reading
(15
mins)
Individual
work
1.Guide
students
to
scan
the
first
task
of
1b.
1.Read
through
the
questions.
提醒学生根据时
间进行叙述会使文章
Play
the
flash
of
the
passage.
Check
the
answers
with
the
students.
Let
students
read
through
the
second
task
of
1b.
Let
students
read
the
passage
and
answer
the
questions.
Check
the
answers
with
the
students.
Explain
anything
students
can’t
understand.
Watch
the
flash
and
underline
the
key
words
to
complete
the
task.
Check
the
answers
with
the
teacher.
Read
through
the
questions.
Read
the
passage
carefully
and
answer
the
questions.
Check
the
answers
with
the
teacher.
Understand
the
difficulties
with
the
help
of
the
teacher.
的脉络更清晰。
阅读时要养成做笔记的好习惯。
5
Post-reading
(3
mins)
Group
work
Ask
students
to
complete
the
task
of
1c.
Read
the
words
by
Qian
Xuesen
and
discuss
what
kind
of
person
he
is
and
what
they
can
learn
from
him.
6
Pre-writing
(7
mins)
Group
work
1.Let
students
choose
one
famous
person
from
2
and
list
his
life
story
and
devotion
to
the
country
1.Talk
about
one
famous
person
who
has
influenced
them
a
lot
and
make
a
list
in
groups.
教师可以让学生在第二部分的名人中
选择一位进行介绍，学
and
people.
2.Ask
students
to
make
a
report.
2.Choose
a
member
to
report
their
list.
生也可以根据自己的知识积累介绍给自己带来很大影响的其它名人，给学生较大的自由空间。每组选一名进行讨论和组织事迹即可，知识共享可减小不同层次的学生知识储
备的差异。
7
While-writing
(4
mins)
Individual
work
Guide
students
to
work
alone
to
finish
the
written
work.
Write
a
short
passage
based
on
the
list
alone.
因为时间关系，
学生不能全都当堂完成，可留作课后作业，
并在下节课前进行作
品展示。
8
Summarizing
and
assigning
homework
Individual
work
Ask
students
to
sum
up
the
key
points.
Repeat
the
key
points.
Sum
up
the
main
content
of
this
class.
Read
through
what
they
have
learnt
教师给学生提供课前准备好的难度适
中的短文，要求学生在
(5
mins)
3.Assign
homework.
Offer
a
passage
and
its
tasks
prepared
before
class
to
students.
after
the
teacher.
3.Write
down
the
homework.
1)Complete
the
reading
practice.
2)Complete
the
written
work.
3)Search
some
information
about
the
Four
Great
Inventions
of
ancient
China.
4)Collect
pictures
and
information
about
famous
persons.
课后完成阅读任务，学以致用。为复习课的project
做准备。
Ⅵ.
Blackboard
design
Topic
2
He
is
really
the
pride
of
China.
Section
C
university
n.
大学
degree
n.
（大学）学位；度，度数
make
important
contributions
to
(doing)
sth.
为……做出重要贡献
in
charge
of
主管；负责
express
v.
表达；表露
(the)
Pacific
Ocean
太平洋
Section
D
Ⅰ.
Material
analysis
本课是九年级第五单元第二个话题的最后一课。主活动为
1a,
介绍了为世界的进步与发展做出了巨大贡献的四大发明，让学生在惊叹于中国灿烂文化的同时增强爱国的意识，同时培养学生根据不同的阅读目的运用简单的阅读策略获取信息的能力。在本课里将对定语从句的用法作以复习回顾，使学生能正确熟练运用定语从句进行交际，解决实际问题。
Ⅱ.Teaching
aims
Knowledge
aims：
Words
and
phrases:
discovery,
eastern,
depend
on,
at
the
end
of
…
Grammar:
系统掌握和运用who,
whom
和whose
引导的定语从句。
Skill
aims:
能读懂中国古代四大发明的介绍，并根据构词法推断、理解生词的含义。
能根据不同的阅读目的运用简单的阅读策略获取信息。
Emotional
aims:
遇到问题时能主动请教，勇于克服困难。
对祖国的文化能有更深刻的了解。
Learning
strategies：
在学习中善于利用图画等非语言信息理解主题。Ⅲ.
The
key
points
and
difficult
points
Words
and
phrases:
discovery,
eastern,
depend
on
,
at
the
end
of
…
Sentences:
And
many
discoveries
were
made
with
its
help.
China
was
the
first
country
in
the
world
to
make
it.
Grammar:
Attributive
clauses
(who/whom/whose)
Ⅳ.
Teaching
aids
多媒体课件，或四大文明的视频资料（四大发明的图片），定语从句方面的练习，或者与四大发明相关的阅读素材。
Ⅴ.
Teaching
procedures
Stage
（time
period）
Interaction
patterns
Teacher
activity
Student
activity
Remarks
1
Getting
students
ready
for
learning
(3
mins)
Class
activity
Greeting.
Check
the
homework.
Greeting.
Report
their
homework.
2
Revision
(5
mins)
Individual
work
Guide
students
to
review
attributive
clauses
and
functions.
Read
through
Section
A-C
and
choose
the
correct
words
in
Grammar.
Translate
the
sentences
in
Functions
into
Chinese.
教师也可以让学生再复习前面的谚语，
加深印象，为写作积累
素材。
3
Pre-reading
(5
mins)
Class
activity
Show
the
video
or
pictures
about
the
Four
Great
Inventions.
Ask
students
to
know
about
something
about
them.
Guide
students
to
look
at
the
pictures
and
match
the
Four
Great
Inventions
with
them.
Watch
the
video
and
know
about
something
about
the
Four
Great
Inventions.
Look
at
the
pictures
of
the
Four
Great
Inventions
and
match
their
correct
names
with
them.
激活语境。
培养学生在学习中善于利用图画等非语言信息理解主题的能力。
4
While-reading
(17
mins)
Individual
work
Guide
students
to
fill
in
the
blanks
with
the
names
of
the
Four
Great
Inventions.
Ask
two
students
to
check
the
answers.
Let
students
read
through
the
questions
of
1b.
Let
students
read
the
passage
paragraph
by
paragraph
and
answer
the
questions.
Check
the
answers
with
the
students.
Explain
anything
students
can’t
understand.
Look
at
the
pictures
and
fill
in
the
blanks
with
the
names
of
the
Four
Great
Inventions.
Check
the
answers
with
the
teacher.
Read
through
the
questions
of
1b.
Read
the
passage
carefully
and
answer
the
questions.
Check
the
answers
with
the
teacher.
Understand
the
difficulties
with
the
help
of
the
teacher.
提醒学生根据时间进行叙述会使文章的脉络更清晰。
阅读时做养成做笔记的好习惯。
鼓励学生遇到问题时能主动请教，勇于克服困难。
5
Post-reading
(10
mins)
Group
work
Divide
the
class
into
three
groups:
the
Politics
Group,
the
Science
Group
and
the
Culture
Group,
and
then
guide
students
Each
group
chooses
a
famous
person
in
the
field
from
their
collection.
Talk
about
information
about
him/her.
Write
a
short
introduction
under
each
此环节的准备工作要提前布置，在学生讨论和书写时教师可
给予必要的指导。在展
to
finish
the
Project.
picture
using
two
or
three
sentences.
(It’s
the
best
to
use
attributive
clauses.)
4.Display
them
on
the
wall
and
introduce
their
own
heroes.
示环节后教师要表扬最优秀的小组，同时鼓励其他小组。
6
Summarizing
and
assigning
homework
(5
mins)
Individual
work
Ask
students
to
sum
up
the
key
points.
Repeat
the
key
points.
Assign
homework.
Offer
a
passage
and
its
tasks
to
students.
Sum
up
the
main
content
of
this
class.
Read
through
what
they
have
learnt
after
the
plete
the
homework
after
plete
the
reading
practice.
Preview
next
section,
and
search
some
information
about
the
places
of
interest
all
over
the
world.
教师给学生提供课前准备好的题材相近的短文，要求学生在课后完成阅读任务，学以致用。
Ⅵ.
Blackboard
design
discovery
n.
发现
Topic
2
He
is
really
the
pride
of
China.
Section
D
depend
on
依靠，取决于
at
the
end
of
…在……末尾
east
eastern
n.
东
adj.
东方的，东部的
west
western
n.
西
adj.
西方的，西部的
north
northern
n.
北
adj.
北方的，北部的
south
southern
n.
南
adj.
南方的，南部的
Topic
3
Now
it
is
a
symbol
of
England.
Section
A
Ⅰ.
Material
analysis
在上两个话题中，Kangkang
向
Susanna
介绍了中国的风景胜地，历史文化及名人的丰功伟绩，那么在本话题中
Susanna
将介绍西方的特色建筑、历史人物的伟大事迹及作为世界七大奇迹之一的金字塔的相关知识。本课的主活动为
1a,
3a
和
3b，以世界上的著名建筑物为话题，巩固学习并列连词的用法，培养学生利用图画等非语言信息理解主题的能力和语言实践、自主探索、合作交往的能力，
在合作活动中能与其他成员建立和谐的人际关系，在学习中拓展视野，主动了解各国的重要标志物，乐于接受外国文化。Ⅱ.Teaching
aims
Knowledge
aims：
Words
and
phrases:
hang,
Australian,
below,
leader,
private,
president,
see…doing
sth.,
either…or…,
have
sth.
done,
not
only
…but
also…,
ring
out
Grammar:
①
学习并列连词either...
or…,
not
only…but
also…和both...and…的用法。
②
学习主谓一致的用法。
Functions:
表达见解和希望。
Skill
aims:
能听懂关于世界上著名的建筑物的简单对话，识别主题，获取主要信息。
能听懂简单的描述建筑物的语段，理解其中的细节信息。
Emotional
aims:
有学习英语的愿望和兴趣，乐于参与英语实践活动。
在小组活动中积极与他人合作，互相帮助，共同完成学习任务。
Culture
awareness:
了解外国尤其是英语国家的重要标志物，提高对中外文化异同的敏感性和鉴别能力，提高跨文化交际的能力。
Learning
strategies：
在学习中善于利用图画等非语言信息理解主题。Ⅲ.
The
key
points
and
difficult
points
Words
and
phrases:
hang,
Australian,
below,
leader,
private,
president,
see…doing
sth.,
either…or…,
have
sth.
done,
not
only
…but
also…,
ring
out
Sentences:
People
were
either
early
or
late.
Now
it
is
a
symbol
of
England.
That
is
a
good
description.
That’s
right,
but
do
you
know
that
Eiffel
designed
not
only
the
Statue
of
Liberty
but
also
the
Eiffel
Tower?
I
really
hope
I
can
visit
some
of
these
places
some
day.
Grammar:
Conjunctions；
Agreement
of
subject
and
predicate.
Ⅳ.
Teaching
aids
Stage
（time
period）
Interaction
patterns
Teacher
activity
Student
activity
Remarks
1
Getting
students
ready
for
learning
(3
mins)
Class
activity
Greeting.
Play
a
song:
I
would
like
to
Guilin.
Greeting.
Enjoy
the
song
and
get
ready
for
learning.
运用歌曲激发学生的学习兴趣，使学生的注意力集中到课堂活动中来。
多媒体课件，或大本钟、自由女神像、艾菲尔铁塔、悉尼歌剧院、比萨斜塔、温莎城堡、白宫、伦敦塔和伦敦桥等的图片。Ⅴ.
Teaching
procedures
2
Revision
(3
mins)
Individual
work
Ask
students
to
review
the
names
of
places
of
interest
of
our
country,
and
encourage
them
to
say
more.
Think
about
names
of
places
of
interest
of
our
country
as
many
as
possible.
Describe
them
with
the
attributive
clauses.
回顾学过的我国的风景名胜，鼓励学生说出他们所知道的其它旅游胜地。激活旧知
识，有效导入。
3
Pre-listening
(3
mins)
Individual
work
Ask
students
to
list
some
famous
buildings
in
the
world.
List
some
famous
buildings
in
the
world
they
know.
假设情境，探索新知。
Class
activity
Show
the
pictures
about
the
famous
buildings
all
over
the
world.
Let
students
know
about
other
famous
buildings
all
over
the
world.
Know
more
about
knowledge
about
famous
buildings
all
over
the
world.
开拓视野。
4
While-listening
(10
mins)
Individual
work
Guide
students
to
read
through
1b.
Play
the
record.
Play
the
flash
to
let
students
check
Read
through
1b,
they
may
match
some
of
them
according
to
the
knowledge
they
know.
Listen
to
the
conversation
and
match
the
information.
Watch
the
flash
to
check
the
听前预测是完成听力任务的保障。
在听音的基础上进行仿读，培养学生正确的语音语调。
the
answers.
4.Play
the
record
again.
answers.
Finish
1b.
4.Read
the
conversation
after
the
record.
Pay
attention
to
the
pronunciation
and
intonation.
5
Post-listening
(10
mins)
Class
activity
Encourage
students
to
ask
something
they
can’t
understand.
Understand
the
difficulties
with
the
help
of
the
teacher.
聚焦难点，
处理
加工。
Pair
work
Ask
students
to
talk
about
the
pictures
in
1a
with
the
information
in
1b.
Let
students
act
out
their
own
conversations.
Encourage
students
to
talk
about
the
pictures
in
2.
Work
in
pairs
and
talk
about
the
pictures
in
1a
with
the
information
in
1b.
Act
out
their
own
conversations
in
pairs.
Work
in
pairs
and
talk
about
the
pictures
with
their
partner
by
following
the
example.
深入探究，
交流发现。
创设情境，让学生在自然的言语交际的情境中进行口语练习。
6
Pre-listening
(3mins)
Individual
work
Guide
students
to
look
at
the
pictures
of
3a
and
choose
the
correct
one.
Look
at
the
pictures
and
choose
the
correct
one
based
on
the
following
statements.
培养学生在学习中善于利用图画等非
语言信息理解主题的
能力。
7
While-listening
(7
mins)
Individual
work
Play
the
record
of
the
passage.
Let
students
read
through
the
sentences
in
3b.
Play
the
record
again.
Listen
to
the
passage
and
check
the
answer.
Read
through
the
content
of
3b
carefully.
Listen
again
and
complete
the
sentences.
边听边做好记录。
8
Post-listening
(3
mins)
Individual
work
Check
the
answer
with
the
students.
Check
the
answer
with
the
help
of
the
teacher.
Then
read
the
sentences
loudly.
9
Summarizing
and
assigning
homework
(3
mins)
Individual
work
Ask
students
to
sum
up
the
key
points.
Repeat
the
key
points.
Assign
homework.
Sum
up
the
main
content
of
this
class.
Read
through
what
they
have
learnt
after
the
teacher.
Take
a
note
to
introduce
one
famous
building
in
foreign
countries.
让学生进一步运用所学知识，实现真正意义上的拓展。
Ⅵ.
Blackboard
design
Topic
3
Now
it
is
a
symbol
of
England.
Section
A
hang
v.
悬挂，吊
leader
n.
领导者；领袖
Australian
n.
澳大利亚人
private
adj.
私人的；私有的
president
n.
总统；国家主席
see…doing
sth.
看见……正在做……
either…or…
或……或……；要么……要么……；不是……就是……
have
sth.
done
让别人做……
below
adv.
&
prep.
在下面
below
表示“在下方或位置低于……”，不一定有垂直在下之意；
under
表示“在……正下方”。
not
only
…but
also…
不但……而且……
ring
out
发出清脆的响声
both…and…
两者都
Section
B
Ⅰ.
Material
analysis
本课是九年级英语第五单元第三话题的第二课时，本课的主活动为
1a
和
2。话题由Susanna,
Kangkang
和他们的同学讨论世界名人展开，介绍了林肯、居里夫人、爱迪生和南丁格尔的故事。通过对这些人物事迹的讲述，学习并列连词的用法，同时掌握主谓一致的用法。1a
对话的学习可以训练学生的听说能力，为语言的输出即复述信息提供范例；1b
和
2
的听力任务训练学生提取信息的技能；
在
3
的仿写活动中，通过用并列连词造句达到复习巩固的目的，培养学生的语言运用能力。通过本节课的学习，鼓励学生用所学语言谈论和描述历史人物，建立他们是全人类学习的楷模的信息，并以他们为榜样努力奋斗。
Ⅱ.Teaching
aims
Knowledge
aims：
Words
and
phrases：
give
up,
prize,
learn…
from…,
spend…
doing
sth.,
care
for,
stop
doing
sth.,
neither,
nor,
neither…nor…
Grammar:
①学习并列连词either…
or…,
not
only…but
also…,
both...and…和neither…nor…的用法。
②学习主谓一致的用法。
Functions:
表达希望。
Skill
aims:
能听懂有关世界名人事迹的对话，并能够提取有用信息。
能用英语谈论世界著名的历史人物，并发表见解。
Emotional
aims:
鼓励学生积极参与并乐于与他人合作，共同完成学习任务。
通过交流对历史人物的看法更好地理解他人情感。
Learning
strategies：
预习和收集相关资料；
根据已掌握的历史知识理解相关的英语对话和短文。Ⅲ.
The
key
points
and
difficult
points
Words
and
phrases:
give
up,
prize,
learn
…from…,
spend…doing
sth.,
care
for,
stop
doing
sth.,
neither,
nor,
neither…nor…
Sentences:
Although
he
was
both
poor
and
didn’t
have
much
education,
he
never
gave
up
reading
books.
Not
only
did
she
discover
radium
but
also
she
won
the
Nobel
Prize
twice
in
her
lifetime.
I
think
we
have
learned
a
lot
from
the
famous
people
around
the
world.
Grammar:
Conjunctions
Agreement
of
subject
and
predicate
Ⅳ.
Teaching
aids
多媒体课件，或大本钟、自由女神像、艾菲尔铁塔、悉尼歌剧院、比萨斜塔、温莎城堡、白宫的图片；林肯、居里夫人、爱迪生和南丁格尔的图片。
Ⅴ.
Teaching
procedures
Stage
（time
period）
Interaction
patterns
Teacher
activity
Student
activity
Remarks
1
Getting
students
ready
for
learning
(3
mins)
Class
activity
Greeting.
Get
students
to
report
the
homework.
Greeting.
Introduce
famous
buildings
in
foreign
countries
according
to
their
notes.
学生根据课后笔记中的关键词进行复述。
2
Revision
(5
mins)
Individual
work
Ask
students
to
make
up
sentences
to
review
conjunctions.
Finish
3.
Make
up
sentences
with
either…
or…,
not
only…but
also…,
both...and…
and
neither…nor…
教师在学生完成句子之前先让学生根据所给图片的情境猜测出
neither…nor…的
含义，然后给予用法上
的解释说明。
3
Pre-listening
(3
mins)
Individual
work
Ask
students
to
list
some
famous
people
they
know
in
the
world.
List
some
famous
people
in
the
world
they
know.
假设情境，
探索新知。
教师可利用图片
创设情境引入本课所描述的人物。
Class
activity
Show
the
pictures
about
the
famous
people
who
will
be
mentioned
in
this
lesson.
Know
about
famous
people
who
will
be
mentioned
in
this
lesson.
4
While-listening
(10
mins)
Individual
work
Guide
students
to
read
through
1b.
Play
the
record.
Play
the
record
to
let
students
check
the
answers.
Read
through
the
table,
they
may
infer
the
content
of
the
conversation.
Listen
to
the
conversation
and
complete
the
table.
Listen
to
the
conversation
to
check
the
answers.
Finish
1b.
根据表格感知对话内容。
5
Post-listening
(10
mins)
Class
activity
Play
the
record
again.
Encourage
students
to
ask
anything
they
can’t
understand.
Read
the
conversation
after
the
record.
Pay
attention
to
the
pronunciation
and
intonation.
Understand
the
difficulties
with
the
help
of
the
teacher.
在听录音的基础上进行仿读，培养学生正确的语音语调。
聚焦难点，
处理
加工。
Pair
work
Ask
students
to
act
out
the
conversation
in
roles.
Act
out
the
conversation
in
roles.
根据板书表演，降低难度。
汇报时根据本组成员实际情况进行任务分配。英语出色的成员复述内容多的部分，
英语基础不是很好的学生，由小组分配复述简单的部分，根据时间等因素也可由小组代
表一人完成任务。
Group
work
Ask
students
to
work
in
groups
of
three
to
retell
the
information
based
on
1b.
Encourage
students
to
report
in
groups.
Work
in
groups
of
three
to
practice
retelling
the
information
based
on
1b.
Give
a
report.
6
Pre-listening
(2
mins)
Individual
work
Guide
students
to
look
at
the
pictures
of
2
and
encourage
students
to
introduce
Nightingale.
Look
at
the
pictures
and
introduce
Nightingale
according
to
the
knowledge
they
know.
教师可出示更多短文中提到细节的图片介绍南丁格尔的相
关信息。
7
While-listening
(7
mins)
Individual
work
Ask
students
to
read
the
sentences
of
2—A
.
Play
the
record.
Read
through
the
sentences
of
2—A
.
Listen
to
the
passage
and
complete
2—A.
鼓励学生先互相核对答案，然后再全班核对。
可提醒学生简单
Class
activity
Guide
students
to
check
the
answers.
Check
the
answers
with
their
partners.
Then
two
students
report
the
answers
to
the
whole
class.
记录听力材料的内容，
但不要把注意力停留在一个问题上。
Individual
work
Ask
students
to
read
the
sentences
of
2—B
.
Play
the
record
again.
Read
the
sentences
carefully
and
understand
their
meanings.
Listen
to
the
record
and
make
some
notes.
Class
activity
Check
the
answers
with
the
students.
Check
the
answers.
8
Post-listening
(2
mins)
Individual
work
Ask
students
to
introduce
Nightingale
according
to
2.
Introduce
Nightingale
according
to
the
information
of
2.
培养学生综合运
用语言的能力。
9
Summarizing
and
assigning
homework
(3
mins)
Individual
work
Class
activity
Ask
students
to
sum
up
the
key
points.
Repeat
the
key
points.
Assign
homework.
Sum
up
the
main
content
of
this
lesson.
Read
through
what
they
have
learnt
after
the
teacher.
3.1)Read
and
practice
the
conversation.
2)Write
down
the
key
words
of
the
教师引导学生自主总结。
主动获取知识，为下节课预习和收集相关资料作准备。
conversation
to
introduce
one
famous
person
they
learnt
today.
3)Search
more
information
about
Lincoln.
Ⅵ.
Blackboard
design
Topic
3
Now
it
is
a
symbol
of
England.
Section
B
give
up
放弃
prize
n.
奖，奖励，奖品
learn
…from…
向……学习
spend…doing
sth.
花费……做某事
care
for/look
after/take
care
of
照顾
stop
doing
sth.
停止做某事
stop
to
do
sth.
停下去做另一件事
neither…nor…
既不……也不……
Section
C
Ⅰ.
Material
analysis
本课是九年级英语第五单元第三话题的阅读课，本课的主活动为
1a
和
3。1a
介绍了美国第十六任总统林肯的事迹，通过完成排序任务让学生体验如何按照时间顺序对人物事迹进行描述，1b
和
1c
的阅读任务训练学生的寻读技巧和根据语境猜词的能力。通过２的问题讨论对所学内容进行口头输出，最后设置的写作任务用以训练学生的综合语言运用能力，并要求学生学会在教师的指导下对自己的作品进行修改。通过本节课的学习，鼓励学生用所学语言谈论和描述历史人物，理解名人名言的含义，并以此鞭策自己：在学习上要坚持不懈，永不放弃。
Ⅱ.Teaching
aims
Knowledge
aims：
1)Words
and
phrases:
trust,
break
out,
get
rid
of,
set
free,
die
from,
break
up,
unit
2)Grammar:
①学习并列连词either...
or…,
not
only…but
also…,
both...and…和neither…nor…的用法。
②学习主谓一致的用法。
Skill
aims:
能理解事件发生的顺序和人物行为，并根据事件发生的时间进行排序。
能读懂有关世界名人，如林肯的事迹，并能够获取有用信息。
能独立完成短文，并在教师的指导下进行修改或互相修改。
Emotional
aims:
鼓励学生积极参与并乐于与他人合作，共同完成学习任务。
能根据上下文推断、理解生词的含义。
通过讨论林肯的名言正确对其进行评价，学习他勇于克服困难、坚持不懈、永不放弃的精神。
Learning
strategies：
预习和收集相关资料；
在写作之后学会校对拼写、语法和标点的错误，也可以互相校对，完善自己的作品。Ⅲ.
The
key
points
and
difficult
points
Words
and
phrases:
trust,
break
out,
get
rid
of,
set
free,
die
from,
break
up,
unit
Sentences:
In
Illinois,
there
were
neither
teachers
nor
schools,
but
Lincoln’s
stepmother
encouraged
him
to
study.
He
learned
to
read
and
write
while
working
on
the
farm.
People
trusted
him
and
began
to
call
him
“
Honest
Abe”.
The
southern
states
wanted
to
keep
the
laws
that
allowed
them
to
own
slaves.
Grammar:
Conjunctions;
Agreement
of
subject
and
predicate.
Ⅳ.
Teaching
aids
多媒体课件。
Ⅴ.
Teaching
procedures
Stage
（time
period）
Interaction
patterns
Teacher
activity
Student
activity
Remarks
1
Getting
students
ready
for
learning
(4
mins)
Group
work
Greeting.
Ask
students
to
report
the
homework.
Greeting.
Act
out
the
conversation
of
1a
in
Section
B.
热身活动。
学生三人一组表
演对话。
2
Revision
(4
mins)
Class
activity
Ask
students
to
introduce
the
famous
people
in
brief
according
to
their
notes.
Introduce
the
famous
people
they
learnt
in
the
last
lesson
in
brief
according
to
their
notes.
检查作业情况，复习上节重点，同时为本节课的英语学习做好
知识衔接和铺垫。
3
Pre-reading
(3
mins)
Pair
work
Ask
students
to
work
in
pair
and
finish
the
pre-reading
task.
Work
in
pairs
and
put
the
statements
about
Abraham
Lincoln
in
the
right
让学生理解事件
发生的先后顺序，并根
order.
据事件发生的时间进行排序，并提示学生可
在写作时进行应用。
4
While-reading
(13
mins)
Individual
work
Guide
students
to
read
the
passage
and
check
the
order.
Ask
students
to
read
the
sentences
of
1b.
Play
the
flash
of
1a.
1.Read
the
passage
to
check
the
answers.
2.Read
the
sentences
of
1b
carefully,
and
understand
their
meanings.
3.Read
the
passage,
and
then
mark
the
sentences
of
1b
with
T
or
F.
指导学生略读核对所排顺序。
培养学生寻读的能力。
培养学生能根据上下文推断、理解生词含义的能力。
在学生提问环节里，提倡先由其它组帮助回答，教师补充说明。
Class
activity
Guide
students
to
check
the
answers.
Check
the
answers.
Finish
1b.
Individual
work
Ask
students
to
scan
the
sentences
and
finish
1c.
Read
the
conversation
carefully
and
match
the
words
with
their
meanings.
Group
work
Ask
students
to
discuss
in
groups
and
ask
anything
they
can’t
understand.
Discuss
in
groups
of
three
or
four
to
understand
the
passage.
The
other
groups
help
them
to
solve
the
questions;
teacher
can
offer
help
if
necessary.
5
Post-reading
(5
mins)
Group
work
Ask
students
to
discuss
the
sayings
of
Abraham
Lincoln.
And
then
share
them
in
class.
Ask
students
to
tell
their
group
mates
the
story
of
one
of
the
famous
people
they
have
learnt
in
this
unit.
Ask
them
to
choose
the
best
story
to
report
in
front
of
the
class.
Discuss
in
groups
of
three
or
four
to
understand
the
sayings
of
Abraham
Lincoln.
Share
the
meanings
and
learn
from
him.
Tell
the
story
of
one
of
the
famous
people
they
have
learnt
in
this
unit.
Then
choose
the
best
story
to
give
a
report.
向学生渗透情感教育，学习林肯勇于克服困难、坚持不懈、永不放弃的精神。
6
Pre-writing
(4
mins)
Group
work
Guide
students
to
talk
about
their
heroes.
Discuss
the
hero
they
will
introduce,
and
collect
the
materials.
小组讨论决定要写的人物，搜集素材，
让基础不好的学生体验写作的全过程，掌握
写作的流程和方法。
7
While-writing
Individual
Ask
students
to
finish
the
speech
Finish
the
written
work
by
themselves
(5
mins)
work
alone
according
to
the
materials.
according
to
the
information.
8
Post-writing
(4
mins)
Pair
work
or
individual
work
Guide
students
to
proofread
their
works.
Ask
two
students
to
show
their
works.
Learn
to
proofread
their
compositions;
they
can
also
proofread
each
other.
Read
their
speeches.
在写作之后学会校对拼写、语法和标点的错误，也可以互相校对，完善自己的作品。学生读完校对过
的短文后，教师要给予
评价。
9
Summarizing
and
assigning
homework
(3
mins)
Individual
work
Ask
students
to
sum
up
the
key
points.
Repeat
the
key
points.
Assign
homework.
Sum
up
the
main
content
of
this
class.
Read
through
what
they
have
learnt
after
the
teacher.
Read
1a
and
review
the
key
plete
the
speech.
Search
more
information
and
pictures
about
pyramids
and
other
wonders
of
the
world.
教师引导学生自主总结。
主动获取知识，为下节课预习和收集相关资料作准备。
Ⅵ.
Blackboard
design
Topic
3
Now
it
is
a
symbol
of
England.
Section
C
People
trusted
him
and
began
to
call
him
“Honest
Abe”.
人们信任他，并开始称他为“诚实的亚伯”。
trust
v.
信任，信赖，相信
break
out
爆发
get
rid
of
丢弃，摆脱，扔掉
set
free
die
from
break
up
释放；解放
死于……
拆开，分散；粉碎
7.
unit
n.
单元；单位
Section
D
Ⅰ.
Material
analysis
本课是九年级英语第五单元第三话题的最后一课，本课的主活动为
1a。介绍了世界七大奇迹之一的金字塔，复习了并列连词的用法，通过完成
1b
的表格培养学生根据有效的阅读策略获取有用信息的能力。通过
2
和
project
的任务设置训练学生根据图文理解相关话题的能力，并提高根据要求进行学习活动的能力，让学生体验合作学习的乐趣和成效，同时开拓视野，增进对世界著名文化遗产的了解。
Ⅱ.Teaching
aims
Knowledge
aims：
1)Words
and
phrases:
complete,
order
sb.
to
do
sth.,
ton,
fix,
tool,
continue
to
do
sth.
2)Grammar:
①学习并列连词either…or…,
not
only…but
also…,
both...and…和neither…nor…的用法。
②学习主谓一致的用法。
Skill
aims:
能通过阅读介绍金字塔的短文总结文章大意。
能读懂有关金字塔的短文，并能够获取有用信息。
能根据图文理解相关话题，并根据要求进行学习活动。
Emotional
aims:
鼓励学生积极参与并乐于与他人合作，共同完成学习任务。
Culture
awareness:
了解世界七大奇迹和世界新七大奇迹的知识。
Learning
strategies：
能够养成复习的好习惯，温故知新。Ⅲ.
The
key
points
and
difficult
points
Words
and
phrases:
complete,
order
sb.
to
do
sth.,
ton,
fix,
tool,
continue
to
do
sth.
Sentences:
Studies
show
that
it
took
100
000
people
over
20
years
to
complete
it.
The
completion
of
the
Great
Pyramid
shows
the
wisdom
and
the
achievements
of
ancient
Egyptian
working
people.
Grammar:
Conjunctions;
Agreement
of
subject
and
predicate.
Ⅳ.
Teaching
aids
多媒体课件，世界七大奇迹的图片。
Ⅴ.
Teaching
procedures
Stage
（time
period）
Interaction
patterns
Teacher
activity
Student
activity
Remarks
1
Getting
students
ready
for
learning
(3mins)
Class
activity
Greeting.
Check
the
homework.
Greeting.
Report
their
homework.
2
Revision
(5
mins)
Individual
work
Guide
students
to
review
grammar
and
functions.
1.Sum
up
the
usage
of
conjunctions.
2.Fill
in
the
blanks
in
grammar
according
to
the
summary.
Check
the
answers.
Translate
the
sentences
in
Functions
into
Chinese.
教师先让学生总结前几课学到的并列连词的用法，阐述复习总结的重要性，然后要求学生独立完成，教师
适时指导。
3
Pre-reading
(5mins)
Pair
work
Show
the
pictures
of
the
Egyptian
pyramids.
Ask
students
to
talk
about
them
with
partners.
Talk
about
the
picture
in
pairs.
Guess
what
they
will
learn
in
today’s
lesson.
本环节要求学生在课前做好准备，教师要强调预习的重要性。
Class
activity
Ask
students
to
report
something
they
know
or
they
have
searched
about
the
pyramid.
Make
a
report
about
the
Egyptian
pyramids
they
searched
before
class.
展示收集的信息时，可先让可能会完成较好的学生示范，逐渐让更
多学生加入。
4
While-reading
(14
mins)
Individual
work
Ask
students
to
read
and
finish
choosing
the
title.
Then
Guide
students
to
check
the
answers.
Read
the
passage
after
the
record,
then
choose
the
best
title
for
it.
And
check
the
answers.
通过略读了解文章大意，选出恰当的题目。
在提问核对答案时，教师要根据不同问题的难易程度，有目的地选择不同基础的学生回答，让每名学生都能有效地参与到课堂活动中来。
Individual
work
Ask
students
to
read
the
table
of
1b.
Ask
students
to
scan
the
passage
and
complete
the
table.
3.Ask
three