九年级英语下册Unit6Topic3SectionB教案(仁爱版)。
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SectionB
Themainactivitiesare1a,2aand2c.本课重点活动是1a，2a和2c。
Ⅰ.Teachingaimsanddemands教学目标
1.Masterthenewphrase:
toone’sjoy
2.Gooverthepresentperfecttense:
(1)MaybeIhavedonesomethingsthathurtyourfeelingsinthepastthreeyears.
(2)I’vecertainlyforgotteneverythinglikethat.
3.Learntomakeanapology:
(1)Ibegyourpardon.
(2)Youdon’tneedtosaysorry.
4.Practicemakingaspeechatthegraduationceremony.
Ⅱ.Teachingaids教具
磁带/录音机/写有阅读任务的小黑板
Ⅲ.Five-fingerTeachingPlan五指教学方案
Step1Review第一步复习(时间:15分钟)
1.(复习上节课功能话题，现在完成时态和其他一些时态的综合运用。)
T:Boysandgirls,gladtoseeyouagain.
Ss:Gladtoseeyou,too.
T:Ourgraduationiscoming.Whatwillyoudoforit?
S1:Imuststudyhardforthefinalexamination.
S2:Iwillbuysomegiftsformygoodfriends.
S3:Iwillmakesomecardsformyclassmatesanddesignsomebeautifulflowersandwordsontheblackboardfortheceremony.
T:Great!Now,pleaseworkinpairsanddiscusswhatyouhavedoneforgraduation.
(学生互相讨论，复习现在完成时态的用法。教师尽量引导学生复习含有完成时态的陈述句、疑问句及其回答。)
T:S4,couldyoutelluswhatyouhavedone?
S4:Ihavetakensomephotostosendtomygoodfriends.S5andIhavepreparedaprogramforthegraduationceremony.
S5:Yes,wehavepractisedtheprogramforalongtime.
T:That’sgreat.Mostofyouhavepreparedfortheexamination,haven’tyou?
Ss:Yes,wehave.
T:It’ssosmartofyoutodoso.
2.(导入新单词和短语。)
T:Tomygreatjoy,mostofyouarestudyingsohard.Here“toone’sjoy”means“whatmakesonehappy”,thatistosay，inChinese,“使某人高兴的是……”,foranotherexample,tohisgreatjoy,hehaspassedtheexamination.Whocanmakeasentencewiththephrase?
S6:Tomygreatjoy,Ihavesuchateacherasyou.
S7:Toourjoy,wehavelearntnotonlyhowtostudy,butalsohowtobeaman.
T:Wonderful!Ithinkonceyouworkhard,you’llachieveyourdream.“Achieve”heremeans“realize”,“achieveyourdream”meansthatyourdreamwillcometrue.Wealsocansay“achieveone’sgoal,achievesuccess...”
(板书划线内容。标出新单词的音标，领读几遍。)
toone’sjoyExample:Tohisgreatjoy,hehaspassedtheexamination.
achievev.Example:achieveone’sdream,achieveone’sgoal,achievesuccess(取得胜利)
T:Pleasemakeasentencewiththeword“achieve”.
S8:Ifwewanttoachieveourdream,wemustworkhard.
S9:Hehasfinallyachievedsuccess.
T:Thankyou.Youaregreat!Now,let’sgooversomephrases.Therearesomesentences.Pleasechooseaproperphraseorwordtocompletethem.Pleasecomehereandwriteyouranswersontheblackboard,S10.
(呈现写有下列内容的小黑板。此项活动复习已学单词，短语，激活旧知识，为课文理解作铺垫。)
Fillintheblankswithawordorphraseinaproperwaytocompletethefollowingsentences:
toone’sjoy,realize,enjoyoneself,getalongwell,goon,thanksto.
(1)myclassmates’advice(建议),Ihavemadesogreatprogress.
(2),ImetanoldfriendinBeijing.
(3)Workhard,andyouwillyourdreams.
(4)Theseyears,wewitheachother.
(5)Attheclassget-together,theyhadagoodtimeandverymuch.
(6)Havingarest,wewritingourcomposition.
(学生单独做作业，随后讨论并修改。教师给出学生在作业中的典型问题。)
T:Boysandgirls,discusstheanswersontheblackboardandthenlet’scheckthemtogether.
Theanswersare:1.Thanksto2.Tomyjoy3.realize4.getalongwell
5.enjoyedthemselves6.wenton
Step2Presentation第二步呈现(时间:12分钟)
1.(进入1a部分。)
T:TurntoPage43.Lookatthepicture.KangkangandMichaelaretalkingaboutsomething.Listentothetapeandlearnwhattheyaretalkingabout.Therearesomequestionsforyouafterlistening:
(播放本部分教材内容磁带。老师板书下列问题。)
(1)WhowillgobacktoAmerica,KangkangorMichael?
(2)HasKangkangdoneanythingthathurtMichael’sfeelings?
WhatdoesKangkangsay?
(3)Whataretheygoingtoremember?
T:Now,haveyoucaughtthedialog?
Ss:Yes,wehave.
T:Great!Turntothetaskontheblackboard.Question1.S1,pleasegiveyouranswer.
S1:MichaelwillgobacktoAmerica.
T:S2,areyousureaboutquestion2?
S2:Yes,hehas.Hesays“Ibegyourpardon”.
T:Youareright.“Ibegyourpardon”heremeans“Iamsorry”or“Ibegyoutoforgiveme”.Whenyoucan’tcatchsomebody,youalsocansay“Ibegyourpardon”.Itmeans“Idon’tunderstandyouandpleaserepeatit”.
Ibegyourpardon.
(板书划线部分。)
T:Let’sturntoquestion3.S3,couldyougivetheanswertoit?
S3:Theywillrememberallthegoodtimetheyhavehadtogether.
2.(进入1b部分。)
T:Allright.Readthedialogandmakesureofyouranswers.
Group1andgroup2actasKangkang,group3andgroup4actasMichael.One,two,three,go!
(根据班上座位的编排情况把学生分成两组，分角色朗读。)
T:Now,youhavetofinishataskaloneaccordingtothedialog.
Turnto1bonPage43.Fillintheblanksandfinishitassoonaspossible.
(学生独立作业。)
T:S4,couldyougiveyouranswers?
S4:Allright.MichaelisgoingbacktoAmerica.Kangkangwillmisshimalot.Inthepastthreeyears,maybehehasdonesomethingsthathurtMichael’sfeelings.Heisreallysorryforthat.ButMichaelsayshewillrememberallthegoodtimesthey’vehadtogether.
Theanswersare:miss,hasdone,feelings,sorry,willremember
T:Class,whatdoyouthinkofhisanswers?
Ss:Weagreewithhim.
(教师呈现写有阅读任务的小黑板。)
Howtheyfeels
Whattheygot
Whattheywilldo
T:Lookattheforms.Pleasediscusswithyourpartnerthethreepoints:(1)Howtheyfeels?(2)Whattheygotduringthethreeyears?(3)Whattheywilldo?
(学生展开讨论,随后汇报结果。老师填写关键词及短语。)
T:S5,pleasefindthewordsandphrasesshowingtheirfeelings.
S5:I’lltry.(1)excitedandhappy(2)afantasticthree-yeartime
(3)ahappyfamily(4)manyunforgettablememories
(5)tomygreatjoy(6)love
T:Sowonderfulofyou!S6,couldyoufinishthenext:whattheygot?
S6:OK.(1)learntalotfromothers(2)gotalongwellwithfriends
(3)wontheprizeof“ExcellentStudent”(4)receivedalotofpraise
T:Thankyou,S6,youarethesamegreat.Thelasttask:whowilltry?
S7:Letmetry.(1)saygood-bye(2)remember...
(3)goonworkinghard(4)comebacktoschool
(把划线部分填入表格。使学生清楚地了解文章的具体内容。)
T:Thankyou,S7.Sowonderful!
Step3Consolidation第三步巩固(时间:8分钟)
1.(听磁带模仿语音、语调。)
T:We’velearntwhatthespeechsays.Now,listentothetape.Payattentiontoitspronunciationandintonation.
(播放课文磁带。)
T:Areyousureyouhavenoproblemsaboutthetest?
Ss:Yes,weare.
2.(开展任务型活动，帮助学生进行语音、语调练习，加深对句子的理解。)
(进入2b部分。)
T:I’llcheckhowyougraspthetext.Turnto2bonPage44,choosethesimilarmeanings.Atfirst,finishthepartalone.
(学生独立作业。)
T:Finished?
Ss:Yes,wehave.
T:OK.S1,readthefirstsentenceandchoosethesimilarword.
S1:Allright.WehavehadthreefantasticyearsinRen’aiInternationalSchool.Wecansaywehavehadagreatthree-yeartime.SoBisright.
T:Youareright.S2,tryNo.2.
S2:Ihavemanyunforgettablememories.“unforgettable”means“hardtoforget”.SoAisright.
T:...
(教师按此方法完成3-5题。让学生借此练习自己的发音。)
3.(活动二。整合文章内容。练习学生的语音、语调，进一步加深对文章的理解。)
T:Therearesomequestions.Couldyouanswerthemaccordingtothetext?
(教师板书划线部分内容，同时给学生一些思考的时间。)
1.Whyisshefeelingsoexcitedandhappy?
2.Whathasshegotduringthethree-yeartime?
Ss:Letustry.
T:Question1:Whyisshefeelingsoexcitedandhappy?S3,please.
S3:Becauseshewillgraduatefromtheschoolsoon.Shethinksofwhatshehashadandwhatshewilldo.
T:Wonderfuljob!
Question2:Whathasshegotduringthethree-yeartime?
Whowilltrythistask?
(让学生自愿举手。)
T:OK.S4,please!
S4:Shehaslearntalotfromherteacherandherfriend.Shehaslearnedthatifshewantstosucceed,shemuststudyhardatfirst.
T:Youaresowonderful!
Step4Practice第四步练习(时间:5分钟)
(进入课文2c部分。)
T:Justnow,wehavelearntaspeechandwediscussedhowtomakeaspeech.Now,we’lldiscusswhatyouaregoingtospeakatthegraduationceremony.Atfirst,discusswithyourpartner,thenmakealistofwhatyouwillspeakinarightorder.
(学生开始讨论，要求他们列出讨论结果。)
T:Stop!Areyousureaboutyourspeech?
Ss:Yes.
T:S1,pleasegiveyourlistofwhatyouwillsay.
S1:OK.Iamgladto.
(1)Myfeeling.
(2)Thereasonsformyexcitementandhappiness.
(3)WhatI’velearntanddoneduringthethreeyears.
(4)Themostmovingevent.
(5)Myplanforthefuture.
(教师根据情况可另外让1-2名学生陈述。)
Step5Project第五步综合探究活动(时间:5分钟)
1.(练习写毕业典礼演讲稿。)
T:Ithinkmostofyouhavepreparedforwritingaspeech.
Now,writeitonyourexercisebook.Therearesomerequirementsforyou.
(1)先列出纲要。再写正文。
(2)文章中尽量能运用已学或你收集的谚语或俗语。如:
①Wherethereisawill,thereisaway.
②It’sthethoughtthatcounts.
③Nopains,nogains.
(3)词数:80-100。
2.Homework
Thinkoftheactivitiesreferredtointhetext.Whichonesdoyouthinknotgoodforus?Showyourreasons.
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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.
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.
