九年级英语下册Unit6Topic2SectionD教案(仁爱版)。
教案课件是老师不可缺少的课件，大家应该在准备教案课件了。只有规划好教案课件工作计划，才能使接下来的工作更加有序！你们会写多少教案课件范文呢？为满足您的需求，小编特地编辑了“九年级英语下册Unit6Topic2SectionD教案(仁爱版)”，供您参考，希望能够帮助到大家。
SectionDneeds1period.SectionD需用1课时。
Themainactivitiesare1aand4.本课重点活动是1a和4。
Ⅰ.Aimsanddemands目标要求
1.Masternewwordandphrase:
fly,can’thelpdoing
2.SumupthesentencepatternsandusefulexpressionsinTopic2.
3.Improvelistening,speakingandwritingskillsofthestudents.
4.Goontalkingaboutartandliterature.
5.Learnaboutseverallitterateursandartistsathomeandabroad.
Ⅱ.Teachingaids教具
录音机/文学艺术作品/图片
Ⅲ.Five-fingerTeachingPlan五指教学方案
Step1Review第一步复习(时间:15分钟)
谈论艺术家及其作品，加深学生对艺术作品的理解。
1.(复习艺术家及作品，给出本单元所涉及的艺术家及其作品的图片。)
T:Inthistopicwe’velearnedsomeartistsandtheirworks.Youcanappreciatetheirworks.Let’sdiscussthestylesoftheirworks.
(1)(讨论凡高。)
T:Whoisthisman?
Ss:HeisVincentvanGogh.
T:Wherewashefrom?
Ss:HewasfromHolland.
T:Whatdidhedo?
Ss:HewasagreatDutchartist.
T:What’shisstyle?
Ss:Hispaintingsexpressstrongfeelings.Also,hispaintingsareverylivelywithbrightcolors.
(2)(让学生两人一组编相似的对话，讨论顾恺之。)
(3)(总结两者的异同点。)
T:Theyhavesomedifferentpointsthoughtheirpaintingsbelongtothesametype.Whattypeofpaintingsdidtheypaint?
Ss:Theypaintedlandscapes.
T:Whatarelandscapesabout?
Ss:Theyshowbeautifulscenes.
T:What’sthedifferencebetweentheirpaintings?
Ss:Thewaytheyshowthingsinthedistance.
(4)(讨论达芬奇。)
T:Whoisthisman?
Ss:HeisLeonardodaVinci.
T:Wherewashefrom?
Ss:HewasfromItaly.
T:What’shismostfamouspicture?
Ss:MonaLisa.
T:Whattypedoesitbelongto?
Ss:Itbelongstoportrait.
T:Whatareportraitsabout?
Ss:Theyareaboutpeople.
(5)(让学生两人一组编相似的对话，讨论徐悲鸿。)
(6)(总结图画的分类，并让学生们把自己所搜集的图画进行分类。)
T:Weknowthreetypesofpicturesnow.Pleasetellthemrespectivelyanddescribethem.
(让同学们对自己的图画进行描述。)
S1:Thisisaportrait.It’sdrawnby….Inthispicture,wecansee...
S2:...
...
2.(复习文学作品及作品涉及的人物，呈现《西游记》和《哈里波特》的图片。)
T:Inliteraturetherearemanyfamouscharacters.WeknowmoreabouttheMonkeyKingandHarryPotter.Wecandiscussthemtogetheragain.
(1)(讨论《西游记》。)
T:What’sthepictureabout?
Ss:It’sapictureofJourneytotheWest.
T:Whoisyourfavoritecharacterinthenovel?
Ss:TheMonkeyKing.
T:Why?
Ss:Becauseheisverypowerful.Hewonmanybattleswithhisfriends.
T:Whatareyoumostinterestedinabouthim?
Ss:Hecanchange.
T:Yes.Hecanchange.Healwaysturnshimselfintootherthingsorpeople.Sometimesheturnshimselfintoasmallthing,assmallasabee.
(2)(讨论《哈里波特》。)
T:Thisisapictureofanotherliterature—HarryPotter.Whoisyourfavoritecharacterinthenovel?
Ss:HarryPotter.
T:Why?
Ss:Becauseheisverybrave,handsomeandkind.Hehasmanypowers.Hecanflyandwantstoprotecthisfriendsfromdanger.
3.(让学生们说出自己喜欢的文学作品中的人物形象。)
T:Tellotherswhoisyourfavoritecharacter.Whydoyoulikehimorher?
S3:...
S4:...
4.(教师总结学生们对这些人物形象的描述，引出听力材料中的内容，降低听力训练的难度。)
T:Thecharactersyoulikebestareallbrave,cleverorkind.Theyarealwaysthemain
charactersintheworks,wecallthemheroesorheroines.Wecanlearnmuchaboutlife
fromtheirstories.
Step2Presentation第二步呈现(时间:5分钟)
完成1a。通过活动培养学生的阅读能力。
1.(听1a，找出文中所提及的重点人物，培养学生从听力材料中获取信息的能力。)
T:Let’slistento1aandfindtheanswertothequestion:Whoarementionedinthispassage?
(听完录音后，教师核对答案。)
2.(对哈里波特和孙悟空作比较。以加深学生对文章的理解和培养他们对人物分析的能力。)
T:ComparethesimilaritiesanddifferencesbetweenHarryPotterandtheMonkeyKing.Youcandoitwithyourpartner.
Thesimilarities:canfly,bothbraveandclever.
Thedifferences:HarryPottertheMonkeyKing
1)supperpower1)funnybehavior
2)protecthisfriendsfromdanger2)isgoodathiding
3)handsomeandkind3)hidesbyturninghimselfintoasmalllivingthing
3.(让学生听录音并跟读。再一起朗读。)
T:Listentothetapeagainandreadafterit.Thenreadthepassagetogether.
Step3Consolidation第三步巩固(时间:5分钟)
巩固1a，并讨论1b。
1.(学生自读短文，根据文中所提供信息，描述哈里波特和美猴王。)
T:ReadbyyourselvesanddescribeHarryPotterandtheMonkeyKing.
S1:HarryPotterhasmanypowers.Hecanflyandprotecthisfriendsfromdanger.Heisnotonlybrave,butalsohandsomeandkind.
S2:TheMonkeyKingisabravehero.Heisverycleverandfunny.Heoftenbehaveslikeachildandmakesuslaugh.TheMonkeyKingcanflyandheisgoodathiding.Hehidesbyturninghimselfintosmalllivingthings,suchasabee.
2.(让学生们描述其他文学作品中的人物形象。)
T:Whoisyourfavoriteheroinliterature?Describetheherowithafewsentencestoyourpartner.
3.(教师总结，对学生们进行情感教育。)
T:Theheroesyoumentionedareallverysuccessful.Butwhosucceedsallbyhimself?
Ss:...
T:Noonecansucceedallbyhimself.Theyalwaysneedthehelpfromhisrelativesorfriends.Onetreecan’tmakeaforest.Wemustworktogetherwithothers.
(板书画线部分,复习此谚语。)
Onetreecan’tmakeaforest.
Step4Practice第四步练习(时间:15分钟)
完成2和3。
1.(呈现2的图片。)
T:Doyouknowthesepeople?Ifso,tellyourpartnerwhatyouknowabouttheirworks.Youcanusethefollowingwordstohelpyou.
(1)XuBeihong:Heiswell-knownfortraditionalpaintingsofhorses.HismostfamouspaintingsarecalledRunningHorses.Thehorsesinhispaintingsareverypowerfulandenergetic.
(2)BingXinisgoodatwritingnovelsforchildren.WeallknowALettertotheYoungReadersandAnotherLettertotheYoungReaders.
(3)WilliamShakespeareisknownforhisplaysandpoems.HismostfamouspoemisHamlet,andhismostfamousplayisRomeoandJuliet.Inthatplay,heshowsthegreattruelovebetweentwoyoungpeople.
(4)LeonardodaVinciisknownfortheportraitofMonaLisa.Thesmileonherfaceisverymysterious,noonecancorrectlytellwhatkindofsmileitis.
T:Doyoulikepaintings?
Ss:Thatdependsonwhattypesofpaintingsyouaretalkingabout.
(板书画线部分，复习固定句式:Thatdependson...)
Thatdependsonwhattypesofpaintingsyouaretalkingabout.
T:Doyoulikeportraits?
Ss:No,Ilikelandscapesbetter.Theyshowbeautifulscenes.PerhapsthatisthereasonwhyIprefertopaintlandscapes.
(板书画线部分，复习固定句式:Thatisthereasonwhy...)
PerhapsthatisthereasonwhyIprefertopaintlandscapes.
T:Doyoulikereadingbooks?
Ss:Yes.Wecanlearnmuchaboutlifebyreadinggoodbooks.
(教师总结，加深学生对文学和艺术的了解。)
T:Fromthepaintingsandtheliterature,wecanlearnmuchaboutthesociety,thehistoryandsomepoliticalproblems.Thescientistsandthewritersareverygreat,theycanshowsomanythingstous.Wemustlearnfromthem.
2.(完成3。)
T:Lookattheexpressions.Listentothetapeandreadafterit.
Step5Project第五步综合探究活动(时间:5分钟)
完成4。以表格的形式对本话题内容进行总结。
1.(让学生先看活动4(1)的图画，分析图画中所描述的内容，并标出正确的序号。)
T:Lookatthepicturesin4andnumbertheminrightorder.
(让学生对6幅图逐个进行描述，并核对答案。)
T:Let’slookatthesepictures.Whocandescribethem?
S1:TheMonkeyKingisjumpingoutofastone.
S2:Theyfourgotothewesttogether.
S3:TheMonkeyKingisunderthemountain.
S4:TheMonkeyKingisfightingintheheaven.
S5:TheMonkeyKingthanksXuanzang.
S6:TheMonkeyKinghasaspecialstick.
2.(做一个表格，列出本话题所谈的艺术家、文学家及其作品，对本话题内容进行总结。)
T:Pleasefillintheform.
NameWorksTypeStyle/Story
3.Homework
Findandappreciatesomeforeignartsandpoems.
相关阅读
九年级英语下册Unit6Topic3SectionD教案(仁爱版)
SectionD
Themainactivitiesare1aand4.本课重点活动是1a和4。
Ⅰ.Teachingaimsanddemands教学目标
1.Mastersomenewwordsandphrases:
hurry,hurryup,head,inthefuture,awake,(at)anyminutenow
2.Expressfarewells:
(1)Wehaveonlyalittletimelefttosaygood-bye.
(2)I’msadtobeherewatchingyouallheadbackhome.
(3)Whichflightwillyoutake?
(4)I’msorrywehavetogonow.
(5)Ihopeyouwillhaveagreatfuture.Ilookforwardtoreadingaboutitinyoure-mails.
(6)We’llmissyou!
(7)Keepintouch!
(8)Haveasafeflight!
Ⅱ.Teachingaids教具
录音机/图片
Ⅲ.Five-fingerTeachingPlan五指教学方案
Step1Review第一步复习(时间:10分钟)
1.(以点将的形式复习本单元谚语。)
(老师说出汉语，让同学说出英语，考查同学们的记忆力。)
T:S1，礼轻情意重。
S1:It’sthethoughtthatcounts.
T:有志者事竟成。
S2:Wherethereisawill,thereisaway.
T:凡人皆有得意日。
S3:Everydoghasitsday.
(老师说出英语，让同学们说出汉语，扩展同学们的知识。)
T:Nopains,nogains.
Ss:不劳无获。
T:Afriendinneedisafriendindeed.
Ss:患难朋友才是真朋友。
T:Anearlybirdcatchesworms.
Ss:勤能补拙。
T:Wastenot,wantnot.
Ss:塞翁失马，焉知非福。
T:AllroadsleadtoRome.
Ss:条条大路通罗马。
T:WheninRome,doasRomansdo.
Ss:入乡随俗。
2.(复习与毕业有关的内容，为引出新课作出铺垫。)
T:Whatdoesagraduationceremonymark?
(帮助学生一起回忆教材中有关的句子。)
Ss:Itmarkstheendofaperiodinone’sschoollife.
T:Itmeanssomethingelse.Whatdoesitmean?
(让学生们自主发表意见。)
S4:Itmeanswemustleavethisschool.
S5:Itmeanswecan’tbetogetheranylonger.
S6:Itmeanswehavegrownup.
S7:Itmeanswecanseeeachotheronlyinourdreams.
S8:Itmeanswemaynotseeeachotheragain.
(问及学生们自己毕业前的感受及原因。)
T:Everythinghasanend.You’llleaveourschoolverysoon.
Howdoyoufeelaboutit?
(让学生们举手回答问题。)
S9:I’mhappy.
T:Why?
S9:BecauseIcanfindnewfriendsinanotherschool.
(以相同的方式问其他学生。)
S10:…
S11:…
T:WhatdoIfeel?Doyouknow?
Ss:Wedon’tknow.Whatdoyoufeel?
(教师通过问这个问题来呈现本课新单词。)
T:Ifeelhappybecauseyouhavegrownup.ButIfeeldisappointedtoo.BecauseIalwaysdreamofyouthesedays.WhenIawake,Ican’tseeyou,thenIwillfeelanxiousandhurrybacktoschool.Iwanttogettoschoolearlierandstaywithyouforalongertime.
(板书划线单词，进行释义，并领读)
awake,hurry
T:“Awake”means“wakeup”.
Example:
Ialwaysawakeat6:00,thenIgetupatonce.
(以词组和例句的形式解释生词。)
T:“Hurry”meansdosomethingmorequicklythanusual.
Example:Kangkanggotupandhurriedtoschool.
T:Whenwewantsomebodytodosomethingquickly,wecansay.
Hurry!orHurryup!
Andwecanuseitasanoun.
Example:
Kangkanggotuplateandhewenttoschoolinahurry.
awake=wakeup
Ialwayswakeat6:00.ThenIgetupatonce.
hurry=dosomethingmorequicklythanusual
Kangkanggotuplateandhehurriedtoschool/wenttoschoolinahurry.
Hurry!=Hurryup!
There’slittletimeleft.Hurryup!
(继续提出问题，为1a的呈现打下基础。)
T:WhereisMariafrom?
Ss:SheisfromCuba.
T:WhereisMichaelfrom?
Ss:HeisfromtheU.S.A.
T:WhereisJanefrom?
Ss:SheisfromCanada.
(教师总结，引出机场送行。)
T:NowtheyhavegraduatedfromRen’aiInternationalSchool.Theyhavetogobackhome.Howcantheygoback?
(这个问题很简单，同学们会自然回答乘飞机。)
Ss:Theycangobyair/byplane.
T:Theyareleavingfortheirhomes,theyareheadingbacktotheirhomes.Thatmeanstheyarestartingtogobackhome.
(板书划线部分。)
headback=starttoleavefor
T:WhereshouldKangkangseethemoff?
Ss:Atairport.
T:Yes,KangkangwillseethemoffatBeijingAirport.
Step2Presentation第二步呈现(时间:5分钟)
Step3Consolidation第三步巩固(时间:10分钟)
1.(打开课本，看着对话听录音，找出表达送别的用语并给出问题的答案。)
(1)Whyisitasadfarewell?
(2)Howdotheyplantokeepintouch?
(3)DoesMichaelliketowrite?
(4)WhatdoesMichaellike?
Theanswersare:
(1)Becausetheymaynotseeeachotheragain.
(2)Theyplantokeepintouchbysendinge-mails.
(3)No,hedoesn’t.
(4)Helikesskating.
(送别用语)
(1)Wehaveonlyalittletimelefttosaygoodbye.
(2)Iwillmissyouall.
(3)I’msadtobeherewatchingyouallheadbackhome.
(4)Whichflightwillyoutake?
(5)I’msorryIhavetogonow.
(6)Ihopeyouwillhaveagreatfuture.Ilookforwardtoreadingaboutitinyoure-mails.
(7)We’llmissyou!
(8)keepintouch!
(9)Haveasafeflight.
2.(分角色表演对话。)
T:Let’stakerolestopracticethedialog.
Step4Practice第四步练习(时间:10分钟)
1.(做出相似的对话。)
T:Yourgraduationwillcomeverysoon.Doyouneedtoseeyourfriendsoff?Let’ssupposeyouareseeingyourfriendsoffattheairportoratthestation.Makeasimilardialoginpairsoringroups.Youcanusethesentencesontheblackboardtohelpyou.
2.(阅读，完成2。)
(1)(用所给动词的适当形式填空。)
Theanswersare:arrived,love,weredancing,topaint,dreamed/dreamt,awoke,missed,sent,meet,don’tforget
(2)(解释文中的生词及难懂的句子。)
T:“Alive”means“continuetoexist”or“keepexisting”,继续存在。Wecansay“keepadreamalive”,使梦想不破灭，“keepahopealive”，使希望永不破灭。
(3)(设置问题，帮助学生们深入理解短文。)
①WheredidMariaarrive?
②Wheredoessheoftengoforawalk?
③Whydidshefeelsad?
Theanswersare:
①ShesafelyarrivedatherhometowninHavana,Cuba.
②Sheoftengoesforawalkontheseaside.
③Becauseshemissedherfriends.
3.(小组活动，设计毕业后的去向。)
T:Youaregoingtoleaveschool,whatareyougoingtodoaftergraduation?Whatdoyouwanttobeinthefuture?Howcanyouachieveyourdream?Pleaseworkingroupsoffour.Thenaskthestudentstoreportforyou.
Namewanttobehowtodo
Stevearistgotoanartschool
Example:
Stevelikespaintingverymuch.Hewantstobeanartistverymuch,sohewillgotoanartschooltoachievehisdream.
Step5Project第五步综合探究活动(时间:10分钟)
1.Collectfamoussayings,thenchooseoneasyourmotto.
2.Makeanaddressbook.
Name
Address
Telephonenumber
Motto
Starsign
Hobby
T:Whenyouleaveeachotherandwanttokeepintouchwithyourfriends,youcanmakeanaddressbook.Fillinthechartandreportittoothers.
3.Homework
Getyourschoolmatestofillinyouraddressbook.
九年级英语下册Unit6Topic2SectionA教案(仁爱版)
每个老师在上课前需要规划好教案课件，大家在细心筹备教案课件中。只有写好教案课件计划，才能促进我们的工作进一步发展！你们到底知道多少优秀的教案课件呢？以下是小编为大家收集的“九年级英语下册Unit6Topic2SectionA教案(仁爱版)”但愿对您的学习工作带来帮助。
SectionA
SectionAneeds1period.SectionA需用1课时。
Themainactivitiesare1aand3a.本课重点活动是1a和3a。
Ⅰ.Aimsanddemands目标要求
1.Masternewwordandphrase:
makeupone’smind,work
2.Reviewdifferentkindsofclauses.
(1)attributiveclauses
(2)adverbialclauses
(3)objectclauses
3.Learnaboutsomefamouspaintersandtheirpaintings.
Ⅱ.Teachingaids教具
录音机/不同风格的图画及其作者画像或图片
Ⅲ.Five-fingerTeachingPlan五指教学方案
Step1Review第一步复习(时间:15分钟)
复习宾语从句、状语从句、定语从句，并导入新课。
1.(师生问答，复习电视节目，为下面引出教育节目及凡高的出现作铺垫。)
T:DidyouwatchTVlastnight?
S1:Yes,Idid.
T:Whatprogramdidyouwatch?
S1:Iwatched...(让学生说出节目名称。)
T:Whatwasitabout?
S1:Itwasabout...(让学生用自己的话描述节目内容。)
2.(学生用相似的对话问教师，导入新课。)
Ss:DidyouwatchTVlastnight?
T:Yes,Idid.
Ss:Whatprogramdidyouwatch?
T:Iwatchedaneducationalprogram.
Ss:Whatwasitabout?
T:ItwasastoryaboutVincentvanGogh.HewasafamousDutchartist.It’sapitythathediedwhenhewasveryyoung.Thecolorsinhispaintingsarebrightandbeautiful.
(板书画线部分，让学生们猜VincentvanGogh的中文名字，解释Dutch的英语意思，使学生们对凡高有一定的了解。)
VincentvanGogh:Dutchartist
T:“Dutch”meanspeoplefromHolland,languagespokeninHollandandotherthingsaboutHolland.Iwantsomestudentstosaysomethingaboutthegreatartist,VincentvanGogh,whocan?Handsup!
(分别让几个同学单独说，然后大家一起说，学会对艺术家的描述。)
3.(让一个喜欢艺术的学生回答教师的问题，引出对从句的复习。)
T:Doyoulikedrawing?
S2:Yes.
T:Whatdoyouknowaboutpaintings?
S2:...
(让学生根据自己的情况说一些内容。)
T:Ifyouwanttolearnmoreaboutpaintings,youcangotoBeijingNationalArtGallery.
(板书画线部分，让学生朗读，并了解短语的含义。)
BeijingNationalArtGallery
T:Doyouwanttobeanartist?
Ss:Yes,...
(引导学生做肯定回答。)
T:Whatwillyoudoifyouwanttobeanartist?
Ss:...
(引导学生说一些做法。)
T:Yes.Ifyouwanttobeanartist,youmustworkveryhard.
(让其他学生模仿造句，教师总结观点。)
S3:Ifyouwanttobeanartist,youmustgotoartclasses.
S4:Ifyouwanttobeanartist,youmustwatchthingscarefully.
S5:Ifyouwanttobeanartist,youmustworkveryhard.
(板书画线句子，总结条件状语从句。)
Ifyouwanttobeanartist,youmustgotoartclasses.
Ifyouwanttobeanartist,youmustwatchthingscarefully.
Ifyouwanttobeanartist,youmustworkveryhard.
T:BeijingNationalArtGalleryisagreatplaceforyoutogo.Ifyoudon’tknowmuchaboutart,youcanasksomebodywhoknowsarttogowithyou.Ifyoudon’tknowtheway,youcanaskyourfriendswhoknowthewaytogowithyou.
(板书定语从句，并归纳。)
Youcanasksomebodywhoknowsarttogowithyou.
Youcanaskyourfriendswhoknowthewaytogowithyou.
(引导学生们用含有定语从句的句子回答问题。)
T:Whocanyouasktogowith?
S6:Icanasksomebodywhohasacartogowithme.
S7:Icanasksomebodywhoishelpfultogowithme.
S8:...
S9:...
(找几个不喜欢艺术的同学，说出自己不喜欢的原因，引导他们用原因状语从句来表达。)
T:Doyouwanttobeanartist?
S10:No,Idon’t.
T:Why?
S10:BecauseImustworkveryhard.
(教师对学生观点作出总结。)
T:Nowyouknowthatitisnoteasytobeanartist,youcandecidewhetherornotyouwanttobeanartist.Ifyoustillwanttobeanartist，youmustknowhowhardyoumustwork.
4.(点将比赛。要求用以上所涉及的各种从句。男女学生分为两组。)
T:Let’sdoacontest.Allthegirlsinonegroup:G,alltheboysintheothergroup:B.Youcanchallengethemembersoftheothergroup.
(第一轮，用if条件状语从句。)
T:Let’smakesentenceswith“if”.Iwillmakethefirstsentence.
(教师说出第一句，让第一个学生说第二句，第一个学生说完叫第二个学生。)
T:Iwillgototheparkifitisfinetomorrow.(T→B1)
B1:Iwillgotoschoolifitisfinetomorrow.(B1→G1)
G1:IwillgototheNationalArtGalleryifitisfinetomorrow.(G1→B2)
B2:...
...
(第二轮，用定语从句。)
T:Ilikebookswhichhaveinterestingstories.(T→B1)
B1:Ilikepaintingswhichhavebeautifullandscapes.(B1→G1)
G1:…
…
(第三轮，用条件状语从句。)
T:××saidhewouldhaveagoodrestifhehadenoughtime.(T→B1)
B1:Ifyouwouldn’tknowtheway,youcanaskyourfriends.(B1→G1)
G1:…
…
(教师宣布结果，并给予奖励。)
Step2Presentation第二步呈现(时间:5分钟)
学习1a。
1.(就1a对话，进行简单介绍，然后设置听力任务，降低听力难度。)
T:Todaywe’lllearnsomethingaboutSteve,hewantstobeanartistlikeVincentvanGoghbecausehelikesVincentvanGogh’sworksverymuch.Nowlistenandfindtheanswerstothefollowingquestions:
(1)What’sthemostimportantthingsStevethinksaboutpaintings?
(2)WhenishegoingtoBeijingNationalArtGallery?
(听录音，回答问题并核对答案。)
2.(让学生找出本段对话的复合句，并说出从句的类型。)
T:Pleasefindoutthecomplexsentencesandpointouttheirtypes.
(本段对话含有宾语从句、状语从句、定语从句。含有where引导的定语从句，教师需讲解。)
Example:
T:MyfavoritecityisBeijing.InBeijingIcanvisittheGreatWall.Wecanalsosay:MyfavoritecityisBeijingwhereIcanvisittheGreatWall.(先行词是地点名词通常用where引导。)
(让学生组合句子。)
Thisisthehouse.InthehouseIhaveeverlived.
Answers:①ThisisthehousewhereIhaveeverlived.
②ThisisthehouseinwhichIhaveeverlived.
Step3Consolidation第三步巩固(时间:5分钟)
巩固1a。
1.(放1a录音，让学生跟读。)
T:Followthetape,andpayattentiontothepronunciationandintonation.
2.(两人一组表演1a。)
T:Workinpairs.Actoutthedialog.
3.(学生自读，注意黑板上所标的复合句的类型，对从句作出总结。)
T:Readthedialogbyyourselvesandpayattentiontothecomplexsentencesontheblackboard.Thensummarizethekindsofthesentences.
4.(完成1b。)
T:Discusswithyourpartnerwhetheryouwanttobeanartistornot.Check(√)thereasonsof1b.ThenI’llasksomeofyoutosay.
Example:
IwanttobeanartistbecauseIlikepainting…
5.(呈现第34页3a的图片，引出对图画的分类，并学习生词。)
T:Inthispicturewecanseeawoman.It’saportrait.ItisLeonardo
daVinci’swork.
(以同样的方法讲解其他两幅图片，学习另外一个生词:landscape。)
(板书画线部分。)
portraitlandscape
(领读生词并对图片进行描述，为学生自己描述奠定基础。)
Step4Practice第四步练习(时间:15分钟)
完成2。
1.(展示一张凡高的画像。根据这张图，设计几个问题并板书，让同学们讨论。)
T:Lookatthepicture.HeisSteve’sfavoriteartistVincentvanGogh.StevelikesVincentvanGogh’sworksverymuch，becausethecolorsinhispaintingsarebrightandbeautiful.Hispaintingsbelongtotraditionalarts.
(1)Doyouhaveafavoriteartist?Whoishe/she?
(2)Whydoyoulikehis/herpaintings?
(3)Whatkindofartdoyouprefer,modernartsortraditionalarts?
(为了让同学们能够顺利描述自己喜爱的艺术家，老师再给学生示范一幅其他的图画，比如齐白石的画。)
T:MyfavoriteartistisQiBaishi.Heshowsgreatlovetolifeinhispaintings.Hispaintingsbelongtomodernarts.
(四人小组活动，描述自己喜欢的艺术家。)
T:Workingroupsoffouranddescribeyourfavoriteartistaccordingtothemodels.
2.(完成2，让学生们拿出自己的艺术课本及事先准备好的图片，根据以上内容做出相似的描述。)
T:Pleasetakeoutthepicturesyouhave.Describethem.
(在学生们描述之后，让他们对这些图画进行不同方式的分类。)
T:Whattypesofpicturesarethey,portrait,landscapeoranimal?Whoarethepainters?Whatfeelingsdotheyshowinthepictures?
PictureTypePainterDescriptionofthepicture
Picture1
Picture2
Picture3
Picture4
Picture5
T:Haveyoueverreadanybooksaboutartists?Ifso,pleasetellyourclassmatesastoryofyourfavoriteartist.
Example:
MyfavoriteartistisLeonardodaVinci.HewasfromItaly.Whenhewasveryyoung,helikeddrawingverymuch.Fromdrawinganegg,helearnedhowtobeagoodartist.Inhispictures,heshowsdeeplovetohislife.HismostfamousworkisMonaLisa.
(板书画线部分，让学生根据示例写出自己喜爱的艺术家的故事。)
MyfavoriteartistisLeonardodaVinci.
Heshowsdeeplovetohislife.HismostfamousworkisMonaLisa.
S1:Myfavoriteartistis...He/Sheshowed...inhis/herpictures.His/Hermostfamousworkis...
Step5Project第五步综合探究活动(时间:5分钟)
完成3b.
1.(让深处拿出自备的图画，总结艺术的分类，并调查学生最喜欢的艺术家和他们的作品、风格及喜欢他们的原因。)
2.(学生完成调查表后，把调查结果汇报给全班同学。)
T:Youcanreportittoyourclasslikethis:
KangkanglikesXuBeihong’spaintingsbest.Becausethehorsesinhispicturesareverypowerful.
3.Homework
(查找有关艺术家的资料，包括其作品及风格，并记录下来，下节课汇报给大家。)
Ⅳ.疑点探究
It’sapitythathediedyoung.含有主语从句的复合句，thathediedyoung是真正的主语，it是形式主语。可译为:真可惜他英年早逝。
九年级英语下册Unit6Topic2SectionB教案(仁爱版)
SectionB
SectionBneeds1period.SectionB需用1课时。
Themainactivitiesare1aand2.本课重点活动是1a和2。
Ⅰ.Aimsanddemands目标要求
1.Reviewobjectclausesandattributiveclauses.
2.Goontalkingaboutartistsandtheirworks.
3.Learnaboutpaintingsathomeandabroad.
4.Learntowriteastory.
Ⅱ.Teachingaids教具
录音机/图片/小黑板
Ⅲ.Five-fingerTeachingPlan五指教学方案
Step1Review第一步复习(时间:15分钟)
复习并学习对画的分析与赏析，学会用英语表达。
1.(拿出事先准备好的三幅属于不同种类的图画，师生问答，复习对图画的分类。)
(1)(拿出达芬奇的《蒙娜丽莎》，本图画属于肖像。)
T:Whosepaintingisit?
Ss:It’sLeonardodaVinci’s.
T:Whattypeofpaintingisit?
Ss:It’saportrait.
(2)(然后学生之间对话。)
T:Pleasetalkaboutpicture2andpicture3
inpairs.
(教师指导。)
2.(继续引导学生说出这三幅图的作者的艺术风格，并复习Thatisthereasonwhy...表示原因的定语从句。目的是为后面的描述艺术风格作铺垫。)
(1)(达芬奇的画)
:ThisisLeonardodaVinci’sMonaLisa.He
showsthebeautyofthefemale.Thatisthe
reasonwhyIlikeit.
(2)(张伟明的山水画)
T:ThisisZhangWeiming’slandscape.Heshowshislovetolifeinthegreatmountains.ThatisthereasonwhyIlikeit.
(3)(齐白石的国画)
T:ThisisQiBaishi’spainting.Heshowsdeeplovetohislife.ThatisthereasonwhyIlikeit.
(鼓励学生自己用Thatisthereasonwhy…说出这三幅图的艺术风格。)
3.(展示顾恺之的风景画，对其艺术风格进行描述，为下一步的复述作准备。)
T:ThisisGuKaizhi’slandscape.What’shisstyle?
(让学生用自己的话进行描述。)
S1:Thesceneinhispictureisbeautiful.
S2:Thecolorsarenotsobright.
S3:Thepeoplearequiet.
...
T:Heisgoodatpaintingfigures.Dothelandscapesinhisworkslookattractive?
Ss:Yes.
(教师总结并板书课本上所出现的描述其艺术风格的语句。)
Andthelandscapesinhisworksalsolookattractive.
T:What’sGuKaizhi’sstyle?
Ss:Hepaintedbeautifullandscapesandpeople.
4.(展示凡高的风景画，对其艺术风格进行描述，为下一步的复述作准备。)
T:ThisisVincentvanGogh’slandscape.What’shisstyle?
(让学生们用自己的话进行描述。)
S4:Thesceneisaboutcountryside.
S5:Thecolorsareverybright.
S6:Theskyissoblue.
S7:...
(教师总结，并板书课本上所出现的描述其艺术风格的语句。)
T:Healwaysexpectedthatpeoplelivedinasimpleandhappylife.Sohispaintingsexpressstrongfeelings.Alsohispaintingsareverylivelywithcolors.
…,VincentvanGogh’sworksusuallyexpressstrongfeelings.
VincentvanGogh’spaintingsareverylivelywithbrightcolors.
(为了让学生们在问及艺术家的艺术风格时能够进行完整的问答，把同学们分成两大组，第一组问，第二组答，然后交换角色进行练习。)
Group1:What’sVincentvanGogh’sstyle?
Group2:Hispaintingsexpressstrongfeelings.Hispaintingsareverylivelywithbrightcolors.
(交换)
Group2:What’sVincentvanGogh’sstyle?
Group1:Hispaintingsexpressstrongfeelings.Hispaintingsareverylivelywithbrightcolors.
Step2Presentation第二步呈现(时间:5分钟)
学习1a。
1.(设置听力任务。让学生带着任务听录音，将问题呈现在小黑板上。)
T:Listentothetape,please.Don’tlookatyourbooks.Trytoanswerthequestions.
(1)What’sthedifferencebetweenGuKaizhi’sandVincentvanGogh’sstyles?
(2)WhatdoesSteveprefer,landscapeorportraitpaintings?
(听录音，回答问题。)
(因为这两个问题有一定的难度，如果需要，可再听一遍。)
(板书画线部分，为复述两个艺术家的情况做基础。)
GuKaizhi:ThewayheshowsthingsinthedistanceisdifferentfromthewayVincentvanGoghdoes.
Step3Consolidation第三步巩固(时间:10分钟)
巩固1a，完成1b。
1.(教师放录音，让学生跟读。在这一过程中让学生画出对两位艺术家进行描述的句子。)
T:Followthetapeandunderlinethesentencesthatdescribethetwoartists.
2.(学生自读，准备描述两位艺术家。)
T:Readbyyourselvesandpreparefordescribingtheartists.
3.(学生用课本上的句子及其所知道的内容对两位艺术家进行描述。)
T:Pleasedescribethetwoartistswithwhatyouknowaboutthem.
(首先教师用问题提示学生，引导他们说出所知道的内容。)
T:WherewasGuKaizhifrom?
Ss:HewasfromChina.
T:Whichdynastydidhelivein?
Ss:HelivedintheTangdynasty.
(教师总结两句话所描述的意思。)
T:GuKaizhiwasaChinesepainterwholivedintheTangdynasty.
(继续提问学生，引导学生说出其他内容。)
T:WhatishecalledinChina?
Ss:Heisconsideredtobethefatheroflandscapepaintings.
T:Whatdidhepaintinhispaintings?
Ss:Hepaintedbeautifullandscapeandpeople.
(教师带领学生总结以上内容，系统地描述顾恺之的情况。)
TSs:GuKaizhiwasaChinesepainter.HelivedintheTangdynasty.Heisconsideredtobethefatheroflandscapepaintings.Hepaintedbeautifullandscapesandpeople.
(如此重复两次，使同学们都能够对其进行描述，然后抽查两个同学以检验效果。)
T:I’llasktwostudentstodescribehim.
S1:...
S2:...
(用相同的方法对凡高进行描述。)
4.(小组讨论，完成1b。)
T:PleaseworkingroupstotalkaboutGuKaizhiandVincentvanGogh，andthenfillintheblanks.
5.(两人一组，讨论以下问题。)
(教师板书)
(1)Whosepaintingsdoyouprefer,GuKaizhi’sorVincentvanGogh’s?Why?
(2)Describeyourfavoritepicturein1awithafewsentences.Whatisitinthepicture?Whatcolorscanyousee?
(3)DoyouagreewithStevethatlandscapesaremorebeautifulthanportraits?Whyorwhynot?
T:Pleaseworkinpairsandreportyourideastoothers.
(学生们讨论以后，让两组同学站起来向全班汇报。)
T:I’llasktwopairstogivetheirideastoothers.
Step4Practice第四步练习(时间:10分钟)
完成2和3。
1.(进行3，让学生们拿出自备的图画，借助以下问题进行讨论，板书问题。)
(1)Whosepaintingisit?
(2)Whattypeofpaintingisit?
(3)Whatisitinthepicture?
(4)Whatcolorsdoesthepainteruse?
(5)What’sthepainter’sstyle?
T:Pleasetakeoutyourownpicturesandtalkaboutthem.Youcanusetheabovequestionstohelpyou.
(讨论完毕之后，找两组学生指着自己手中的图以问答的方式向其他学生作汇报，每做完一组后，教师要求其他学生对他们进行补充。)
T:I’llasktwopairstotalkabouttheirpictures.
2.(让学生们各自画出自己的图画，交给同伴加以描述，再由作者本人进行补充说明。完成3。)
T:Pleasedrawyourownpictures.Thengiveittoyourpartner,lethe/shedescribeit.Afterthat,youcanaddsomethingtohisorherdescription.
(为了帮助学生们顺利描述同伴的图画，教师可先描述其中一幅作为示范。)
3.(完成2。)
T:Listentothetapetwice,please.Fillintheblanks.
Step5Project第五步综合探究活动(时间:5分钟)
完成4。
1.(完成4。)
T:Lookatthepicturesof4onpage36.Talkaboutthemingroups.Thenchooseoneofthemandwriteastory.
(教师向学生讲解此类作文应注意的事项，要求学生写出故事发生的时间、地点、人物、起因、经过和结果。)
2.(让学生们讨论一些文学作品，说出它们的作者、写作风格，最喜欢的人物形象及其特点，为下一节课的内容打下基础。)
T:Let’smakeachart,findtheinformationtofillinit.Whichbookdoyoulikebest?Whoisyourfavoritecharacter?Whatarehis/hercharacteristicsandwhat’sthewriter’sstyle?
NameYourfavoritecharacterCharacteristicsWriterStyle
3.Homework
Findasmanybooksasyoucan.Findoutthemaincharacters,theircharacteristicsandthewriters’styles.
