九年级英语下册Unit6Topic2SectionB教案(仁爱版)。
老师工作中的一部分是写教案课件，大家在仔细设想教案课件了。写好教案课件工作计划，我们的工作会变得更加顺利！你们知道适合教案课件的范文有哪些呢？下面是由小编为大家整理的“九年级英语下册Unit6Topic2SectionB教案(仁爱版)”，欢迎大家与身边的朋友分享吧！
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.
精选阅读
九年级英语下册Unit6Topic1SectionB教案(仁爱版)
SectionB
SectionBneeds1~2periods.SectionB需用1~2课时。
Themainactivitiesare1aand2.本课重点活动是1a和2。
Ⅰ.Aimsanddemands目标要求
1.Mastersomenewwordsandphrases:
voice,starsign,fair,onceuponatime,sudden,shoulder
2.Learnhowtodescribeone’sownstarsignandcharacteristics.
(1)IwasbornonJuly12th.SomystarsignisCancer.
(2)Cancersarekindandalwaysreadytohelpothers.
3.Learn12starsignsandsomestoriesaboutit.
4.Learntodevelopgoodcharacteristicsandassessoneselfcorrectly.
Ⅱ.Teachingaids教具
录音机/天蝎座和巨蟹座的动物标志图片/星座与性格调查表/写有12星座名称和日期的小黑板
Ⅲ.Five-fingerTeachingPlan五指教学方案
Step1Review第一步复习(时间:15分钟)
检查作业，学习新词汇。
1.(检查上节课布置的作业，组织学生互评，教师选取其中几份予以表扬。)
T:Didyouhaveanyproblemswithyourhomework?
S1:No.
S2:Alittle.
T:Pleaseexchangeyourhomeworkwithyourpartnerandcheckiteachotherandthenshowmesomegoodexamples.
(学生开始互评，教师了解情况。)
T:Therearesomeexampleshere.TheyareS3’s,S4’sandS5’s.S3,pleasereadyourpassage
loudly.OK?
S3:OK.
T:Goodjob!Ofcourse,therearesomecommonproblemsinyourexercise.Forexample,...
2.(导入新课词汇。)
T:Weareoldenoughtohaveourownopinions.Canyoutellmehowoldyouare?
S6:Iamthirteen.
S7:Iamtheoldestone.Iamfifteen.
T:S7,couldyoutellmewhenyourbirthdayis?
S7:Mybirthdayis...
T:OK.ThenIknowyourstarsign,yourstarsignis...
(导入并板书新单词。)
T:Whatstarsignmeans?Forexample,ifyouarebornbetweenOct.23andNov.21,yourstarsignisScorpio.Understand?
(教师一边讲述，一边拿出蝎子的图片向学生展示。)
Ss:Yes,Isee.MystarsignisalsoScorpio.
T:DoyouknowScorpioisrelatedtohunter?Ahunterisapersonwhokillswildanimals.
T:IfyouarebornbetweenJune22andJuly22,yourstarsignisCancer.
(教师拿出巨蟹座的图片向学生展示。)
T:Doyouthinkyourcharacteristicshaveanythingtodowithyourstarsign?
Ss:Wecan’tcatchyou.Ibegyourpardon?
T:Forexample,ifyourstarsignisCancer,maybeyouarekindandhardworking.Thoseareyourmaincharacteristics.
S8:Ithinkso.
S9:Idon’tthinkso.Everyonehashisowncharacteristics.
T:Butinwesternculture,theybelievethepersonswhosharethesamestarsignhavesomecommonadvantagesandshortcomings.Ifyouareannoyedbecauseoftheirshortcomings,willyouforgivethem?“Forgive”means“stopfeelingangrywithsb.”.
Ss:Iwill.
(板书新单词，让学生了解本节课即将谈论的主要话题，标出音标及释义或展示图片，领读几遍。)
3.(开展活动，进一步了解课文主题和相关词汇。)
T:Thereare12starsigns.Pleasematchthemwiththerelateddates,andfindoutwhichstar
signyoubelongto.
(教师把写有下列内容的小黑板呈现给学生。)
Matchthebirthdayswiththestarsigns:
BirthdaydatesStarsigns
(1)Dec.21-Jan.20双鱼座()
(2)Jan.21-Feb.19摩羯座()
(3)Feb.20-Mar.20巨蟹座()
(4)Mar.21-Apr.20水瓶座()
(5)Apr.21-May21狮子座()
(6)May22-Jun.21白羊座()
(7)Jun.22-Jul.22天秤座()
(8)Jul.23-Aug.22金牛座()[来源:学科(9)Aug.23-Sept.22射手座()
(10)Sept.23-Oct.22双子座()
(11)Oct.23-Nov.21天蝎座()
(12)Nov.22-Dec.20处女座()
(让学生先讨论，然后让一个学生把相应的序号填在后面的括号内。)
T:S10,couldyoumatchthem?
S10:Letmehaveatry.
(学生开始做题。)
T:Arealltheanswersright?Theorderis3,1,7,2,8,4,10,5,12,6,11and9?
Ss:Yes.
T:Now,pleaseaskyourpartner’sbirthdayandhis/herstarsign.
(学生配对练习。)
(Example)
S11:Whenisyourbirthday?
S12:Mybirthdayison….
S11:What’syourstarsign?
S12:Mystarsignis….
Step2Presentation第二步呈现(时间:13分钟)
呈现1a，进行活动1b,1c。学习2。
1.(听1a录音，回答问题，用小黑板呈现问题。)
T:Listento1aandanswerthefollowingquestions.Don’tlookatyourbooks.
(1)WhydoesMarialooktiredtoday?
(2)Whenwassheborn?
(3)Whatarehercharacteristics?
2.(跟录音朗读。)
T:Readafterthetape,please.
3.(练习对话。)
T:Workinpairstopractisethedialog,please.
4.(进行活动1b，让学生讨论或通过小记者采访的形式谈论每个人的星座。)
T:Pleasetalkaboutthestarsignofyourowninpairs.
Example:
S1:Whenwereyouborn?
S2:Iwasbornonthe21stofMarch,1995.
S1:Whatisyourstarsign?
S2:MystarsignisWhiteSheep.
S1:Youmustbeactiveandimpatient.
(教师板书1b中的生词并操练)
gentle,creative,hard-working,outgoing,generous,modest,fair
5.(完成1c，小组讨论性格共同点与不同点。)
T:Pleasetalkaboutyourcharacteristicsingroups.Findoutthecommononesandthedifferentones.Thenreporttotheclass.
6.(学习2。)
T:Maybesomeofyoucollectalotofinformationaboutstarsigns.WhatcharacteristicsdopeoplehaveunderthestarsignScorpio?
S3:Theyarepowerfulandhavelotsofenergy.
T:Yeah.Dotheyhaveanyshortcomings?
Ss:Idon’tknow.
T:Sometimestheydonotforgiveothers.Thatistosay,theydon’thavebroadminds.Therearealsomanystoriesaboutstarsignsinwesterncountries.Inourbooks,thereisastoryaboutScorpio.Couldyoutellmewhichkindofexpressionastoryusuallybeginswith?
S4:Long,longago...
S5:Manyyearsago...
S6:Acenturyago...
T:Allright.Theseexpressionsistotellusthetime,justasonceuponatime.S7,canyoumakeasentenceusing“onceuponatime”?
(教师边说边板书画线部分内容。)
onceuponatime=longlongago
S7:Onceuponatime,therelivedanoldmaninthevillage.
T:Good.S8,couldyou?
S8:Onceuponatime,therewasatalltree.
T:Welldone.Now,turnto2onpage28.Readthepassagewithin2minutesandfindoutthe
keywordsinthetext.
(让学生阅读课文，找出文中的关键词。为降低难度，教师安排3个学生完成此任务。第一个完成任务后，第二个开始，依次到第三个学生。按词性分类，以便在下轮巩固环节中参考关键词时能想到其搭配的名词、动词或形容词。)
T:S9,pleasefindoutthekeywordsinparagraph1.
S10,youareinchargeofparagraph2.S11,youareinchargeofparagraph3.
(学生一边找，教师一边板书。)
SpeechKeywords
n.12starsigns,characteristics,animal,hunter,secrets
v.decide,share,kill,die,appear,hide,forgive
adj.handsome,brave,dangerous,powerful
T:Doyouagreewiththem?
Ss:Yes.
T:You’vedonegoodjobs.
Step3Consolidation第三步巩固(时间:7分钟)
巩固2。
1.(听磁带，加深学生对课文的理解，纠正他们的语音语调。)
T:Now,listentothetapecarefullyandpayattentiontothepronunciationandintonation.
(播放磁带。)
2.(复述故事情节。检测学生对课文的熟悉程度，培养学生的表达能力和记忆能力。)
T:IbelieveyouhaveknownthestoryaboutScorpio.I’llasksomeofyoutoretellitaccordingtothekeywords.
(板书)
(1)TellsomethingaboutScorpio.
(2)RetellthestoryaboutScorpio.
(学生准备后，要求他们合上书本进行复述。)
Step4Practice第四步练习(时间:5分钟)
通过采访活动，进一步练习性格的表达法。
1.(采访活动。此活动的目的在于创设真实的语言环境，让学生学以致用。)
T:Supposeyouareasuccessfulbusinessman.Thereisareportertointerviewyou.Youmaybeaskedthefollowingquestions:
(1)Whenisyourbirthday?
(2)Whatisyourstarsign?
(3)Whatareyourcharacteristics?
(4)Doyoubelieveyourstarsigndecidesyourcharacteristics?
(5)Whyareyousosuccessful?
2.(让学生合作练习。在运用中认识到性格与成功的关系。)
T:Pleasefindapartner,oneactsastheinterviewer,theotherasasuccessfulbusinessman.
(教师巡视，并及时予以帮助。)
3.(表演)
T:S1andS2,pleaseactouttheinterview.
S1,2:Allright.
(根据学生表现欲望的强弱，安排两对学生进行汇报表演。)
Step5Project第五步综合探究活动(时间:5分钟)
通过所掌握的描述性格的词汇，让学生描述人物。
1.(目的:组织学生收集描述性格的词汇，以扩展他们的词汇量，提高语言表达能力。)
T:Thereisgoingtobeamatchamongeachgroup.We’llcollectwordstodescribecharacteristics.
2.(规则:每10人为一小组，把该组想到的词汇按感情色彩分成两类。)
T:Eachgroupismadeupof10members.Thewordsshouldbedividedintotwogroups.Agood.Bbad.Thegroupthathavethemostwordsisthewinner.
3.(开展合作学习活动。)
T:Understand?Let’sbegin.
4.Homework
(1)(调查报告:相同星座的人是否具有相同的性格。下面为调查表格。)
T:Thereisaform.Pleasecollectinformationtoshowifthepersonsbornunderthesamestar
signsharethesimilarcharacteristics.
NameBirthdayStarsignCharacteristics
要求:①调查完后写出报告。
②每人对同一星座的人调查对象不少于10人。
(2)(独立完成3。)
T:Finish3byyourself.
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.
