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小学五年级英语教案

发表时间：2021-04-27

仁爱英语九年级Unit1Topic1SectionC教案。

为了促进学生掌握上课知识点，老师需要提前准备教案，是认真规划好自己教案课件的时候了。认真做好教案课件的工作计划，才能够使以后的工作更有目标性！你们会写一段适合教案课件的范文吗？下面是小编精心收集整理，为您带来的《仁爱英语九年级Unit1Topic1SectionC教案》，希望能为您提供更多的参考。

仁爱英语九年级Unit1Topic1SectionC教案

Ⅰ.Materialanalysis

这是九年级第一单元第一话题的第三课时，本课的容量适中，主活动是1a。1a通过对“ChangesinBeijing”这篇文章的学习，进一步训练学生的阅读能力。1a部分还对学生的阅读策略进行了指导：通过图片和语境来猜测生词。通过完成1b，培养学生用英语学英语的意识。1c主要是培养学生寻找段落中心句和归纳文章内容的能力。2和3是紧密相连的两个任务。2引导学生就家乡的变化进行交谈，训练学生的口语表达能力，并为3的写作训练做好准备。3则以2的交流为依托，提高学生的写作能力。本课通过对北京和家乡今昔的对比，引导学生了解过去，珍惜现在和展望未来，培养学生积极向上的生活态度和爱家爱国的情怀。

Ⅱ.Teachingaims

1.Knowledgeaims：

掌握本课的重点词汇和短语，继续学习现在完成时。

2.Skillaims:

培养学生的阅读能力和阅读技巧。

提高学生的口语表达能力和写作能力。

能通过图片和语境猜测词义，减轻学习过程中的压力。

了解Topicsentence的含义并初步学习如何在口语表达和书面表达中进行运用。

3.Emotionalaims:(optional)

引导学生了解过去，珍惜现在和展望未来，培养学生热爱生活的积极态度。

4.Cultureawareness:(optional)

通过对北京今昔变化的对比，引导学生关注自己身边社会的变化，培养他们热爱家乡热爱祖国的情怀。

Ⅲ.Thekeypointsanddifficultpoints

1.Keypoints:

Wordsandphrases:communication,report,relative,develop,since,satisfy,medical,machine,rapid,progress,already,becrowdedinto,receivea

goodeducation,keepintouchwith,what’smore,makeprogress,succeedindoingsth.

Grammar:PresentPerfect

2.Difficultpoints：

如何通过语境，猜测生词、短语的意思。

如何在阅读过程中找出各个段落的Topicsentence。

口头报告和书面写作时，能有意识的使用topicsentence和supportingdetails。

Ⅳ.Learningstrategies

通过任务前活动，引导学生预测阅读内容。

通过找主旨句的方法，教会学生在做口头报告或写作时正确使用topicsentence。

通过图片和上下文，提升猜测词义和扫清阅读障碍的学习策略。

Ⅴ.Teachingaids

单词卡片（如narrow/wide，relative，machine，etc.）或者幻灯片；能反映学生家乡今昔变化的图片或照片等。

Ⅵ.Teachingprocedures

Stage

(timeperiod)

Interaction

patterns

Teacheractivity

Studentactivity

Remarks

Gettingstudentsreadyforlearning

(3-5mins)

Classactivity

Greeting

T:Goodmorning,everyone.Ihaveafunnystorytosharewithyou…

Greeting

Ss:Goodmorning,MissTan.

…

Revision

(3-5mins)

Groupwork

PresenttheverbsatrandomandholdacontesttoarousetheSs’interest.Thengetthegirlstospeakouttheirpasttenseandtheboystosaythepastparticiples.WritedownsomenotesontheBb.

T:Boysandgirls,wehavelearnedpresentperfectlastperiod.Nowlet’shaveawordcompetition.I’llshowyousomeverbs.Girlsneedtosaythepastformsandboysneedtosaythepastparticiplesasquicklyasyoucan.Areyouready?

Ss:Yes!

T:do

Gs:did

Bs:done

…

PKbetweenboysandgirls.Speakoutthepasttenseandpastparticiplesoftheverbsrespectively.Haveacontesttoseewhichgroupisthewinner.

Ss:Yes!

Gs:did

Bs:done

…

竞争是激发学生求知的良好方式，也是提升学习效率的有效途径。

建议一：对于基础较好的学生，可以要求他们用该动词的过去分词造句。

Pre-reading

(5mins)

Classactivity

PresentsomepicturesandgettheSstoguessthemeaningofthenewwords.

T:Lookatthepicture,theringroadisverywide,butthissmallroadisnarrow.Sowhat’sthemeaningof“narrow”?

Ss:…

T:Lookatthispictureofmyfamily,thisismyuncle,thisismycousin,thisis…theyareallmyrelatives.Sowhocantellmewhat’sthemeaningof“relative”?

Ss…

Guessthemeaningofthewordsaccordingtothepicturesandtheteacher’sdescriptions.

教师根据教学实际，采用方便的方式，如图片，照片，幻灯片等都可以，只要达到看图猜词义的目的就行。

While-reading

(10mins)

Pairwork

Groupwork

Step1:Fast-reading.

GettheSstoreadthepassagequicklyandfinish1binpairs.Checktheanswerinclassandgivenecessaryexplanations.

T:OK,nowreadthepassagequicklyandfinish1btogetherwithyourpartner.

Step2:Comprehensive-reading.

ReadthepassageagainandguidetheSstofindoutthetopicsentenceofPara2andPara3.Thendiscussthedetailsofpart2.Finish1c.

(Thesecondpartof1chasopeninganswers,sotheteachercanencouragetheSstogiveasmanyanswersastheycan.)

T:ReadPara2andPara3,canyoufindonesentenceineachparatosummarizethewholepassage?ThenlistthechangesinBeijing.

Readthepassagequicklyandtrytoguessthemeaningofthewordsorphrasesin1b.Discusstheanswerwithyourpartner.

Readthepassageagain,finish1candpayattentiontothefirstsentenceofpara2andpara3.DiscussthechangesinBeijing.

S1:Para.2…

S2:Para.3…

注意用一到两个词语做例子，教会学生通过上下文来推测单词的含义，如communication。

引导学生分别找出主题句和论据细节,培养学生学习阅读策略。

Post-reading

(15mins)

Classactivity

Groupwork

Step1:GettheSstounderlinethekeypoints.Thenaskquestionsaboutthepassageanddealwithdifficultlanguagepoints.

T:Now,gooverthepassagesentencebysentence,underlinesomekeypointsyourthink.Ifyouhaveanyquestions,pleaseraiseupyourhandandask.

Step2:ShowsomepicturesofSs’hometowns,givenecessarydescriptionsandguidetheSstogiveanoralreportaboutthechangesintheirhometowns.

T:Now,let’sseesomeoldpictures.Canyourecognizetheplaces?

Ss…

T:Whathashappenedtotheseplaces?

Ss…

T:Arethesechangesgoodorbad?

Ss…

T:Canyoustateyourreason?

…

T:Nowwhocanmakeareportaboutyourhometown?Haveatry,please!

Readthepassagecarefully,discussandaskquestionsaboutthepointstheydonotunderstand.Takenoteswhentheteachergivesexplanations.

Workingroups,using1casanexample,anddiscussthechangesintheirhometowns.Listthetopicsentencesanddetails.Thenchooseonestudentofeachgrouptogivetheirreporttothewholeclass.

学生水平有限的话可以老师直接讲解知识点。

学生直接给口头报告有难度的话老师可以先做一次范例，然后鼓励学生模仿，通过要求使用主题句和细节内容来组织学生的逻辑思维能力。

建议：可处理为读后的一个活动，如果学生水平好，课堂时间允许的话也可以作为一个读-说-写结合的独立活动来重点训练学生说和写的能力。

Summarizingandassigninghomework

(5mins)

Groupwork

Step1:Sumupthekeypointsinthisclass.

Thenaskonegrouptogiveapresentation.

Step2:Assign3astheHMK.

GooverwhattheyhavelearnedinGroups.Thentrytoreporttothewholeclass.

Writeapassageaboutchangesintheirhometownsaccordingtowhattheyhavediscussedintheirgroup.

Ⅶ.Blackboarddesign

Ourcountryhasdevelopedrapidly.

SectionC

Review:

Clean/cleaned/cleaned

Fly/flew/flown

Do/did/do

…

HMK:changesinmyhometown

Topicsentence:…..

Details…

Languagepoints:

narrow,communication,report…

keepintouchwith,makeprogress,

succeedindoing…

…

Reading:

changesinBeijing:

in1960s,…

Chinahasdevelopedrapidly…

road,medicalcare,education,

communication,buildings

相关知识

九年级英语下Unit6Topic1SectionC教案(仁爱版)

SectionC
SectionCneeds1period.SectionC需用1课时。
Themainactivitiesare1aand2b.本课重点活动是1a和2b。
Ⅰ.Aimsanddemands目标要求
1.Mastersomenewwords:
honest,compare
2.LearnthedifferencesbetweenChinesecultureandwesternculture.
(1)Differentemotionstoanimals,plantsandsoon.
(2)SomeproverbsinwesterncountriesandChina.
①Everydoghasitsday.
②adogcatchingamouse
3.GoonlearningTVprogramsandtalkingabouttheircharacteristics.
4.Preferenceandhobbies
(1)WhichTVprogramdoyoulikebetter,SoccerNightorAnimalWorld?
(2)IpreferAnimalWorldtoSoccerNight.
Ⅱ.Teachingaids教具
磁带/录音机/写有阅读任务的小黑板或课件/一张叼着玫瑰花的狗的图片/一张普京的图片/一张动物世界的图片
Ⅲ.Five-fingerTeachingPlan五指教学方案
Step1Review第一步复习(时间:16分钟)
检查作业，导入新课。
1.(检查作业，把此项活动作为对学生学习活动的督促。)
T:Areyoureadytoshareyourhomeworkwithus?
Ss:Yes.
T:Whowantstoreadyourreportinclass?
S1:Letmetry.
(教师边问边注意学生的反映，检查他们作业的完成情况，让表现积极的某个学生汇报调查报告。选取几篇优秀的材料张贴以示鼓励。)
2.(进行Brainstorming，激励学生用英语表达电视节目名称。)
T:WhatTVprogramsdidyouwatchinthisweek?
Ss:TVplays,news,sportsshows,entertainmentshows.
T:We’velearntmanyexpressionsofTVprograms.But
couldyousaysomenamesofTVprograms?
(教师呈现动物世界的相关图片。)
T:WhatTVprogramdoyouthinkitis?
Ss:AnimalWorld.
T:Great.Whataboutthispicture?
(教师呈现罗京的图片。)
Ss:CCTVnews.
T:Goodjob!Thereisaform,pleasegiveanexampleofTVprogramtofillintheblanks.
(把写有上述表格的小黑板呈现给学生。表格最后部分的省略号表示此内容可充分扩展。)
T:Now,youaredividedinto5groups.Pleasegiveusmoreinformationassoonaspossible.Thegroupthatthinksoutthemostisthewinner.Let’sbegin.
T:Stophere!Group1,howmanyTVprogramnamesdoyouhave?
S2:4.
T:Whatarethey?
S2:TheyareLucky52,TheSameSong,AnimalWorldandCartoonCity.
(教师再检查其他组搜集的情况，作出总结。)
3.T:TherearesomanywonderfulTVprograms.S3,whichTVprogramdoyoulikebetter,SoccerNightorAnimalWorld?
S3:IwouldratherwatchAnimalWorldthanSoccerNight.
T:Why?
S3:BecauseIcanlearnalotaboutanimalsinAnimalWorld.
T:Good.Whichprogramdoyouprefer,Lucky52orTheSameSong,S4?
S4:IwouldratherwatchTheSameSongthanLucky52.
T:Couldyouexpressyourideainanotherway?
S4:IpreferTheSameSongtoLucky52.
T:Youarewonderful.WhydoyoupreferTheSameSongtoLucky52?
S4:BecauseIenjoymusic.
(在对话过程中，教师尽量把表达偏爱和喜好的不同句式运用起来，唤起学生对旧知识的回忆，并养成归纳和总结的学习习惯。)
T:Pleaseworkinpairs.Askyourpartner’spreferenceandtellyour
partnerwhatprogramyoulike.
(学生配对练习。)
4.(引出新单词。)
(拿出小狗的图片。)
T:Lookatthedog!Therearealotofphrasesaboutthedoginthissection.Forexample,ahomelessdog,arunningdog.Whatcharacteristicsdoesadoghave?
Ss:Friendlyandlovely.
T:Yes,andit’sveryhonest.“Honest”meansnottellinglies.
Anhonestmannevertellsalie.
(板书新单词，标出读音，领读，并讲解其含义。)
honest/I/adj.nottellinglies
Anhonestmannevertellsalie.
tellalie撒谎
T:Whoisthemosthoneststudentinourclass?
Ss:Me.
T:Maybeyouarehonestifyoutellthetruth.Whoisnothonestinourclass?
Ss:Nobody./Heisnothonest.
(在一种轻松幽默的气氛中练习新单词。)
Step2Presentation第二步呈现(时间:12分钟)
学习1a。
1.(教师呈现小狗叼着玫瑰花的图片。)
T:Lookatthepictureagain.Couldyoudescribeit?S1,please.
S1:Thereisadoginthepicturewitharoseinitsmouth.Thedog
looksverylovely.
T:Great!Whatdoyouthinktherosemeans?
S1:Usually,rosesmeanlove.Maybethedoglovesitsownerverymuch.
T:Thankyou.S2,Whatdoyouthinkofthedog?
S2:Ithinkthedogisapet.Itisveryfriendlytoitsowner.
T:Whatyousaidisveryreasonable.Whatelsedoyouthinkofit,S3?
S3:Ithinkoftwophrases,Itis“amaddog”and“adogcatchingamouse”.
T:Iseewhatyousaid,youmeansadoglikestryingtocatchmice.Anythingelse?
S4:Arunningdog.
2.(阅读1a。)
T:Yes.TherearedifferentfeelingstowardsdogsbetweenChinaandwesterncountries.Now,turnto1aonpage29.Readthetextandthenfinish1b.
(让学生独立阅读，教师到学生中了解学生的阅读情况，并指导学生养成良好的阅读习惯。)
T:Mostofyouhavefinished.Atfirst,answerthequestionsaccordingtothetext.
(教师把写有阅读任务的小黑板呈现给学生。)
(1)DoChinaandwesterncountrieshavedifferentcultures?
(2)Whatdoesaluckydogmean?
(3)Howmanyphrasesaboutdogsdoyouknow?
(4)ArerosesthesymbolofloveinChinaasinwesterncountries?
T:S5,pleasegiveyouranswertoNo.1.
S5:Yes,theydo.
T:Rightorwrong?
Ss:Right.
T:S6,haveyougottheanswertoNo.2?
S6:Yes.Itmeansapersonwhohasgoodluck.
T:S7,youanswerQuestion3.
S7:Ahomelessdog,amaddog,arunningdog,adogcatchingamouse,aluckydog，everydoghasitsday,sickasadog.
T:Wonderful!S7,whatdoes“everydoghasitsday”mean?
S7:Itmeanseachpersonhasgoodluckattimes.
T:Youaregreat.No.4,S8,couldyou?
S8:Yes,itis.
3.(完成1b。)
T:Now,let’sgoto1b.Fillintheformaccordingto1a.Youcanuse“negative”or
“positive”andalsoaddyourownopinions.
(学生独立做作业，教师指导学生用negative和positive填写，并能用自己的语言来阐述观点，最后核对。)
T:Finished?Let’scheckyouranswers.
Step3Consolidation第三步巩固(时间:5分钟)
巩固1a。
1.(听磁带。)
T:We’vegraspedthemainideaofthetext.Now,listentothetapeandpayattentiontoits
pronunciationandintonation.
(播放磁带，让学生纠正自己的语音语调，并进一步加深对课文内容的理解。)
2.(播放磁带时，教师在黑板上安排下列巩固任务。)
(1)Thetitleofthetext:
(2)Themainideaofparagraph1:
(3)Themainideaofparagraph2:
(4)Drawtheconclusion(结论):
T:Maybemostofyouaresureofthetext.Let’ssetouttothetaskontheblackboard.S1,pleasecometotheblackboardandwritedownyouranswers.
(让学生学会理解文章的整体结构，培养严密的逻辑思维能力。)
S1:OK.Letmetry.
T:Theotherscanwritedownyouranswersonapieceofpaper.
(完成后核对答案。)
T:Now,checkyouranswers.
Theanswersare:
(1)Title:DifferentCountriesHaveDifferentCultures
(2)Themainideaofparagraph1:SomedifferentwordsareusedinChinaandinwestern
countries.
(3)Themainideaofparagraph2:Taketheword“rose”forexampleanddiscusssimilar
wordsusedinChinaandinwesterncountries.
(4)Conclusion:Thewordsareusedinpositiveornegativewaysindifferentcultures.
3.(根据1b所填的表格，复述1a。)
T:Pleaseretell1aaccordingto1b.
Step4Practice第四步练习(时间:7分钟)
学习2a，完成2b。
1.(让学生把2a中的图片与英文表述匹配，然后听录音并用数字标出。)
T:Matchthepictureswiththeirnames.Thenlistenandnumber.
2.(实践活动一，组织学生对表达偏爱和爱好的句式进行归纳总结，进行拓展练习。)
T:Boysandgirls,ifyouwanttoexpressyourpreferenceandhobbies,howmanywayscanyoushow?Let’splayagame.Eachonesaysasentenceonebyoneassoonaspossible,butyoucan’trepeatothers’.S1,youplease.
(教师可要求学生按座次的先后顺序进行。)
S1:Iwouldratherstayathomethanhangout.
S2:Helikesplayingbasketballbetterthanplayingfootball.
S3:TheypreferLucky52toHappyDictionary.
S4:Whichsportwouldyouratherhave,runningorfishing?
S5:Whichdishdoyoulikebetter,fishorsteak?
S6:Whichfruitdoyouprefer,appleororange?
...
T:Howwonderfulyouare!Therearemanydifferentwaystoexpressyouropinions.
3.(小组对话，完成2b。)
T:Lookattheexampleof2b.Thenmakedialogsinpairsaccordingtothepicturesof2a.
Step5Project第五步综合探究活动(时间:5分钟)
收集谚语，设计电视节目。
1.(谚语集锦。拓展学生知识面，增强理解能力。)
T:Inthesection,we’velearntsomeproverbsandfamoussayings,forexample,Everydoghasitsday.Therearesomeothersontheblackboard.Trytograsptheirmeanings.
(教师出示写有下列谚语的小黑板。)
(1)Nothingisdifficultifyousetyourmindonit.
(2)Afriendinneedisafriendindeed.
(3)AllroadsleadtoRoman.
(4)Theearlybirdcatchestheworm.
(5)Nopains,nogains.
(6)Wastenot,wantnot.
T:TrytotranslatethemintoChineseinaneasyway.
(学生们各抒己见。)
2.Homework
电视节目设计方案:
(1)节目名称:TalksonDifferentCultures(不同文化访谈)
(2)节目风格(style)
(3)表现形式(form)
(4)选择收集的信息内容(information)
信息内容:①交际话题的差异
②对不同事物的情感态度
③一些有哲理的谚语
④不同的风土人情

九年级英语上册Unit3Topic1SectionC教案

每个老师需要在上课前弄好自己的教案课件，大家在认真写教案课件了。对教案课件的工作进行一个详细的计划，才能对工作更加有帮助！有多少经典范文是适合教案课件呢？以下是小编为大家精心整理的“九年级英语上册Unit3Topic1SectionC教案”，仅供参考，欢迎大家阅读。

课题

Unit3Topic1SectionC

课型

Readingpractice

时间

教学目标

三维目标

1.Learnsomenewwordsandphrases:

tongue,mothertongue,state,speaker,communicate,conference,tourist

2.Goonlearningthesimplepresentpassivevoice:

Ofalltheselanguages,Englishisthemostwidelyused.

3.LetthestudentsknowthewideusesofEnglishintheworld.

教学重难点

1.Goonlearningthesimplepresentpassivevoice:

2.LetthestudentsknowthewideusesofEnglishintheworld.

教学

策略

学法

指导

Readingcomprehension,revision,discussion,pairwork,groupwork

教学过程

教学内容（用好教材、开发资源），教师引领（创设情景、问题设计、点拨诱导、分层导学）学生求学（自主、合作、探究），活动过程（教学环节、师生互动、反馈练习、布置作业）

设计意图

Step1.DutyReport

Askoneortwostudentsondutytogiveareport,theotherslistencarefullyandanswertheteacher’squestions.Step2.Review

1.Learnthenewwordsandphrasesbydiscussionandmakingsentences.E.g.mothertongue,communicate,tourist…2.Retell2a,SectionBwiththehelpofthekeywords.

onbusinessingeneralhavenotroubledoingsth.

onceinawhiletranslateandexplain3.Checkthehomework,asksomestudentstotalkaboutEnglish.T:WhenandwheredopeopleuseEnglish?

S1:IwillhavelongconversationswithAmericansinEnglish.

S2:IwilluseEnglishifItakepartinaninternationalmeeting…

S3:Mostoftheworld’sscientistsreadinEnglish.

S4:Englishisusefulwhenyougoabroad.…Step3Presentation

1.ShowapictureofaninternationalconferencewithEnglishandtalkaboutit.Eg.

教学过程

复习上节课的语言项目，为导入新课作准备。为学习新课作准备。

展示图片，创设情景对话，

设计意图

T:DoyouknowwhichlanguageisspokenastheirmothertongueinFrance?

S1:French.

T:WhichlanguageisspokenastheirmothertongueinChina?

S2:Chinese.

T:Lookatthispicture.Canyoutellmewhattheyaredoing?

Ss:Theyarehavingameeting.

T:Yes.Theyarehavinganinternationalconference.

T:Whichlanguageisthespeakerspeaking?Canyouguess?

Ss:Yes.IthinkheisspeakingEnglish.

T:Englishisspokeninmanycountries.Itbecomesaninternationallanguagetoday.MoreandmorepeopleuseEnglishtocommunicateontheInternet,phonesandintheletters.It’sausefultoolforthepeoplefromallovertheworldtocommunicatewitheachother.ItisspokennotonlyintheUnitedKingdom,theUnitedStates,butalsoinChinaandmanyotherplaces.MoreandmoreChinesepeoplearepracticingspeakingEnglish.

T:IsEnglishspokenbythelargestnumberofpeopleintheworld?

Ss:Yes.

T:Idon’tagreewithyou.ChineseisspokenasthefirstlanguageinChinawhichhasthelargestpopulationintheworld.SoChineseisspokenbythelargestnumberofpeopleintheworld,andEnglishisthemostwidelyusedintheworld.Englishisusefulinmanydifferentfieldsoflife,suchasbusiness,airlines,technologyandtourism.TouristsalsospeakEnglishwhentheygoabroad.Inaword,Englishisthemostwidelyused.Itplaysanimportantpartinourlife.

WriteontheBb:

tourismtourist

Chineseisspokenbythelargestnumberofpeopleintheworld.

Englishisthemostwidelyusedintheworld.

2.Listentothetapeandwritedownthecorrectnumbersinthebrackets.

EnglishAroundtheWorld

(1)()peoplespeakEnglishastheirmothertongueintheworld.

English(2)Over226millionpeoplespeakEnglishin

Is(3)Englishisalsolearnedasaforeignlanguagein.

used.(4)About()oftheworld’sscientistsreadinEnglish.

(5)About()usersoftheInternetcommunicateinEnglish.

教学过程

教学内容（用好教材、开发资源），教师引领（创设情景、问题设计、点拨诱导、分层导学）学生求学（自主、合作、探究），活动过程（教学环节、师生互动、反馈练习、布置作业）在互动中让学生了解英语的重要性，同时学习生词。借助表格训练学生的听力理解能力及阅读能力。

设计意图

(1）Listentothetapeandfillintheblankswithnumbers.(2)Readthepassage,fillinthenamesofcountriesandanswerthepre-readingquestions.(3)Askandansweraccordingtothetableabove.Eg.Nowlookattheformandanswermyquestionswithpassivevoice.

HowmanypeoplespeakEnglishastheirmothertongue?

S3:Englishisspokenastheirmothertonguebyover400millionpeople.

T:InwhichcountriesEnglishisspoken?

S4:IntheU.S.A.…

T:SoEnglishisthemostwidelyused,isn’tit?

Ss:Yes,itis.

3.Read1aagain.Thenfinish1b.Step4Consolidation

1.Encouragethestudentstoreadthepassageagainandpickupthekeypoints,thendiscuss:eg.thenumberofThenumberofthestudentsinourclassis60.

anumberof=many/lotsofAnumberofstudentsaredoingsomecleaning.

twothirdsof

another+数词

moreandmoreimportant2.Encouragethestudentstoretellthepassageaccordingto1b:Workingroupsof4-6persons,thenasksomeofthemtoretellitinSolitairestyle.Summarize:Englishisreallyveryimportant.YoumuststudyEnglishhardfromnowon.

Step5Practice

1.Listento2,finishit,thenchecktheanswers.2.DiscussingroupswhereEnglishisused.(1)Lookatthepicturesin3anddiscuss.(2)Discussingroupsaccordingtothetablebelow.

Where

What

Meaning

building

Exit

安全出口

square

Parking

停车场

教学过程

教学内容（用好教材、开发资源），教师引领（创设情景、问题设计、点拨诱导、分层导学）学生求学（自主、合作、探究），活动过程（教学环节、师生互动、反馈练习、布置作业）学生精读1a，并根据1b提供的数字复述1a，培养学生的概括能力和表达能力。

复述课文。分组活动，每组5~6人，以接力赛的形式复述课文。最后选本组较好的2~3人把课文复述完整，表扬优秀，鼓励后进。听2录音，完成2和3。让学生进一步认识到英语在我们日常生活中的重要性。

设计意图

Step6Project

1.DiscussingroupswhereEnglishisusedaroundyou.(1)Collectallthesigns.

BeQuiet.Don’tLitter.NoPhotos.NoSmoking.…

(2)Makecardswiththesigns.(3)Showthecards,askandansweraboutthem:Example:NoPhotos

S1:Whatdoesthissignmean?

S2:Itmeansyoucan’ttakephotosthere.

S1:Wherecanthissignbeput?

S2:Itisusuallyputinthemuseums.

2.Homework:

ListfivereasonstoexplainwhywestudyEnglish.讨论生活中英语被广泛应用的例子以及学习英语的重要性。教学反思（教学随笔）

1、对于英语学习来说，本节课内容是寓德于教的范本，我们可以大力宣传英语的重要性，要引起学生的重视并能激发那些对英语不感兴趣的学生改变态度，去努力学好英语。

2、本节课是阅读课，培养学生的阅读能力是重点之一。主要通过听磁带、阅读后填写表格、读后问答等活动加强理解，培养学生的概括能力和表达能力。

3、为了突出本课教学内容，导入部分用了大量的英语创设情景，对中下学生来说必定会难以理解，所以要注意语速并适当地加以汉语解释。板书设计：

Englishiswidelyspokenthroughouttheworld.

SectionC

mothertongueChineseisspokenbythelargestnumberofpeopleintheworld.

thenumberofOfalltheselanguages,Englishisthemostwidelyused.

anumberof

twothirdsof

九年级英语下册Unit6Topic2SectionC教案(仁爱版)

SectionC

SectionCneeds1~2periods.SectionC需用1~2课时。

Themainactivitiesare1aand2a.本课重点活动是1a和2a。

Ⅰ.Aimsanddemands目标要求

1.Mastersomenewwords:

till,reply,kiss

2.Learnaproverb:

Onetreecan’tmakeaforest.

3.Learnhowtodescribeliteraryworks.

4.LearnaboutChineseclassicalliteratureandwesternliterature.

5.Cultivatethestudents’cooperativespiritandlearntocherishfriendship.

Ⅱ.Teachingaids教具

录音机/投影仪/图片

Ⅲ.Five-fingerTeachingPlan五指教学方案

Step1Review第一步复习(时间:10分钟)

检查作业，导入新课。

1.(让学生们整理上一节课的作业，把自己所找到的文学作品的作者、主要人物及其性格特征，还有作者的写作风格向大家汇报。)

T:Let’scheckyourhomework.Whohasfinishedyourhomework?Pleasereportittotheclass.

(为了规范大家的说法及提供示范，教师先介绍一下自己的发现。)

T:ThisbookiscalledYongzhengDynasty.It’smainlyaboutEmperorYongzheng.Yongzhengwasverypowerful.Hemadeagreatcontributiontothedynasty.EryuehealwayswritesstoriesaboutChineseemperors,especiallytheemperorsoftheQingdynasty.

S1:Thisbookiscalled….It’smainlyabout...

S2:...

(检查作业，谈论文学作品的作者、主要人物及其性格特征等。)

2.(呈现《西游记》的图，让学生们描述其内容，为后面对各个角色的描述作铺垫。)

T:Whatcanyouseeinthepicture?

Ss:Wecanseefourpeople.

T:Whoarethey?

Ss:TheyarethecharactersinJourneytotheWest.

(当学生们给出不同的答案后，教师提问他们喜欢这一角色的原因，引导学生们对其性格特点做出描述。)

T:WhydoyouliketheMonkeyKing?

S7:Becauseheisfunnyandclever.

T:WhydoyoulikeSandy?

S8:Becauseheiskindandhelpful.

T:WhydoyoulikePigsy?

S9:Becauseheisfatandlazy.Helikeseatingverymuch.Heisveryfunny.

T:WhydoyoulikeXuanzang?

S10:BecausehecansaymagicwordstocontroltheMonkeyKing.

(教师总结学生们的回答，并对其进行情感态度方面的教育。)

T:Xuanzangwasnearlyeatenbyhisenemies.Withthehelpoftheotherthree,hesucceededatlast.

3.(呈现《哈里波特》的图片，让学生们描述其内容，为后面对各个角色的描述作铺垫。)

T:Whatcanyouseeinthepicture?

Ss:Wecanseesomechildren.

T:Whoarethey?

Ss:TheyareHarryPotterandhisfriends.

T:Whichcharacterdoyoulikebest?

S11:...

S12:

(允许学生们给出不同的回答，然后问喜欢的原因。)

T:Whydoyoulike××?

S13:Because...

T:Whydoyoulike××?

S14:Because...

(教师总结学生们的回答。)

T:Harryiscleverandbrave.Butwithoutthehelpofhisfriendshewouldn’tbecomeahero.

(总结学生们对两幅图的描述，加上一些适当的提示，对学生进行情感方面的教育，培养其乐于与他人合作的精神，使其养成和谐和健康向上的品质。)

T:TheMonkeyKingiscleverandpowerful,buthecan’tsucceedbyhimself.Histwofriendsgivehimalotofhelp.

HarryPotterisverybraveandclever,buthecan’tbeathisenemiesbyhimself.Hewouldnotbecomeaherowithoutthehelpofhisfriends.

Fromthatweknow,Onetreecan’tmakeaforest.

Wemustknowhowtoworktogetherwithothers,thenwecanmakeagreatsuccess.

(板书画线部分对其进行释义并领读。)

Onetreecan’tmakeaforest.独木难成林。

Step2Presentation第二步呈现(时间:5分钟)

完成1a。

1.(让学生带着任务听1a，锻炼其从材料中获取信息的能力。)

T:Listento1a.Iwillgiveyoutwoquestionsaboutthedialog.Youcanfindouttheanswerswhileyouarelistening.

(板书问题。)

(1)Whatbooksdidtheymentioninthedialog?

(2)Whatstorydidtheymentioninthedialog?

(听录音，回答问题。)

(1)JourneytotheWestandHarryPotter.

(2)SandandStone.

(板书画线部分，为下面的总结打下基础。)

2.(三人一组表演1a，加深对对话的理解。)

T:Let’sactthedialogout.Workingroupsofthree.

Step3Consolidation第三步巩固(时间:10分钟)

巩固1a，完成1b。

1.(为了充分理解对话的内容，继续设置问题，让学生在听和阅读中找答案。)

T:Listentothetapeagain.Let’sfurtherdiscuss1a.

(1)Whatcanwecallthetwobooks?

(2)WhatarePotter’sfriendslike?

2.(小组活动，让大家一起讨论并填写表格。)

T:Let’sworkingroupsoffour,describethecharactersin1atoyourpartners,thenfillinthechartandcheckyourfavoritecharacter.

3.(选两位学生来作汇报，其他学生一起校对并对其进行补充，然后师生一起补全表格中人物的性格特征，完成1b。)

S1:…ismyfavoritecharacter.

S2:…ismyfavoritecharacter.

CharactertheMonkeyKingSandyPigsyHarryPotterHarry’sfriends

Characteristicsfunny,clever,

brave…honest,

wise,

helpful…kind,

funny,

alittlelazy…bravehandsome,

kind…helpful,

wise…

Yourfavorite

character

(可用小黑板或幻灯片展示上面的表格。)

Step4Practice第四步练习(时间:10分钟)

学生谈论文学作品中他们最喜爱的人物，导入2a。

1.(让学生拿出自己所搜集的文学作品，来描述自己最喜欢的人物。)

T:Pleasetakeoutyourliteratureworksanddescribeyourfavoritecharacters.Whydoyoulikehimorher?Whatothercharactersdoyourememberclearly?Doyoulikethem?Whyorwhynot?

S1:...

S2:...

2.(让学生对作品进行分类，找到能说明“独木难成林”这一主题的作品，用以巩固合作精神。)

T:Let’stalkaboutourbooksandfindouttheworkswhichhaveanideaofOnetreecan’tmakeaforest.

3.(转入另外一个故事2a,让学生们阅读并完成以下几个问题。)

T:Hereisastorywiththeideaof“Onetreecan’tmakeaforest.”Let’scometo2aandreadthestorySandandStone.Thenanswerthefollowingquestions.

(呈现小黑板上的问题。)

(1)Howmanypeoplearethereinthestory?

(2)Wheredidthestoryhappen?

(3)Whatdidthetallerboydowhenhehadanargumentwithhisfriend?

(4)Wheredidtheshorterboywritethewordswhenhisfriendhurthim?

(5)Whathappenedinthepond?

(6)Wheredidtheshorteronewritethewordswhenhisfriendsavedhim?

(7)Whatdidhemeaninhislastwords?

(文中有几个生词教师不必处理，让学生自己判断，锻炼其根据上下文理解文章的能力。)

(以下是几个问题的答案，板书以备同学们复述。)

(1)Therearetwopeopleinthestory.

(2)Thestoryhappenedinadesert.

(3)Heslappedhisfriendinhisface.

(4)Hewroteitinthesand.

(5)Theshorterboygotstuckinthemudandstartedtosink.

(6)Hewroteitonastone.

(7)Ifsomeonehurtsme,I’llbeangrybuttrytoforgetitandforgivetheperson.Ifsomeonegivesmehelp,I’llbethankfultohimandtrytorememberhimforever.

4.(让学生用自己的话复述课文大意，要求用记叙文。)

T:Pleaseretellthestorywiththesentencesabove.

5.(根据短文，让学生回答问题，为下面的辩论作准备。)

T:Doyouagreethatitisgoodtoforgiveyourfriendswhentheyhurtyou?Whyorwhynot?

S3:Yes.Iagree,because...

(学生们的意见是不一致的，这时候教师就提出来让大家进行辩论。)

T:Let’sdebateonthisstatement.

Itisgoodtoforgiveyourfriendswhentheyhurtyou.Howtodebate:

(给他们定下规则。)

(1)Formtwoteams.Eachteamhasthreespeakers.Othersgiveinformationtothem.

(2)Sayonereasoneachtime.

(3)Eachreasoncangettwoscores.

(4)Thewholeclassdecidewhichteamisthewinner.

(板书下面的辩论主题和表格。)

Itisgoodtoforgiveyourfriendswhentheyhurtyou.

agreementdisagreement

reasonscorereasonscore

(教师作出总结，用以教育学生认识自己的性格优点与不足，学会宽容并乐于与他人合作。)

T:Somestudentsthinkweshouldforgiveourfriendswhentheyhurtus,becauseweshouldgiveeachotherlotsofhelpatmosttime.Maybewhentheyareinbadmoodstheymayhurtus.Soweshouldunderstandandbefriendlywiththemagain.Butsomestudentsthinkthatweshouldnotforgivethembecausetheyhurtusdeeply,theyactinbadmanners.Youcansolvetheproblemaccordingtoyourownideas.Butremembertheproverbs:Twoheadsarebetterthanone.Onetreecan’tmakeaforest.Onemorefriend,onemoreway.Weshouldalwaysbethankfulandgratefultoothers.Thenwecangetmorehappinessfromourlife.

Step5Project第五步综合探究活动(时间:5分钟)

通过情景剧表演，加深对中国文学中人物的理解。欣赏诗歌，完成3。

1.(组织学生从熟悉的JourneytotheWest中选材或自编一个小情景剧，分四人小组进行表演。)

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theMonkeyKing.

T:Let’smakeupashortplay.Workingroupsoffour.FourstudentsacttheMonkeyKing,Sandy,PigsyandXuanzang.Thenchoosetwogroupstoactthemout.

(教师在学生组织表演时应及时提供必要的帮助。)

T:Whichgroupcanactoutyourplay?

G1:…

G2:…

2.(欣赏3中的诗歌。)

(1)(看图画，分析内容，帮助学生理解诗歌。)