小学二年级英语教案

九年级英语教案第二单元Unit2-Topic1（北京仁爱）。

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Unit2

教学目标

语言知识

类别

内容

课次

要求

词

汇

produce,chest,breathe,manage,waste,cancer,influence,look

1A

掌

握

Several,secretary,relation,fisherman,president,dead,rabbit

1B

disturb,downstairs,deaf,forexample,print

1C

blood,coal

1D

none,rubbish,anybody,steal,inpublic,punish,earth,dieout

1A

sand,cutdown,behavior,prevent,prevent...from...,although,cutoff

2B

asaresult,sun,bamboo

2C

rather,ratherthan,can,sort

3A

person,action,word,takeup

3B

electric,forward

3C

quick,towel

3D

理

解

chemical,chemicalfactory,soil,harmful

1A

Mygoodness!

1B

hearing,loss

1C

electricity

1D

producer,yeah,spit,farmland,desert

2A

sandstorm

2B

pollute,Mars,greenhouseeffect,completely

2C

organization,reduce,recycle

3A

oughtto,distance,harm

3B

power,nuclear,acid,following,theMaglevTrain,magnet,movement

3C

语

法

1.现在完成时

Howlonghaveyoubeenlikethis?

Ihavebeenlikethissincelastmonth.

Ihavebeenatthisschoolsincelastyear/foroneyear.

2.不定代词和不定副词

Asweknow,noneofuslikespollution.

语

言

知

识

类别

内容

语

法

Everyoneshouldcareforwildanimalsandplantmoretrees.

Ifpeoplespitanywhereinpublic,theyshouldbepunished.

Nothingisdifficultifyousetyourmindtoit.

3.复合句

About430milliontonsofwasteisproducedinBritaineveryyear,andabout85percentofthewasteisputintotheland.

Ofalltherubbish,about35percentcanberecycledwhiletherestcan’t.

Theyworkwell,buttheyareslowandcan’trunforlong.

功

能

和

话

题

1.表达责备和报怨。

2.谈论不同种类的污染。

3.谈论污染的危害。

4.谈论环境保护问题。

5.谈论如何给出建议。

6.描述个人情感。

7.谈论健康。

8.表达不满。

语

言

技

能

听

1.能够听懂有关环境污染和环境保护的对话或短文。

2.能够听懂别人含有责备和抱怨语气的句子。

3.能够从所听语言材料中获得有效信息，并能补充短文或完成表格。

说

1.能就环保问题表达简单的观点和意见。

2.能就环保问题与他人沟通信息、合作完成任务。

3.能够朗读或表演有关环保的对话。

4.能在以上口语活动中注意保持语音、语调自然，语气恰当。

读

1.能流畅地朗读课文。

2.能够读懂有关环保问题的说明文。

3.通过阅读策略获取有关环保的信息。

4.能利用工具书进行学习。

写

1.能够根据写作要求，收集、准备有关污染和环保的素材。

2.能根据所给图示或表格写出有关污染和环保的短文。

Topic1

SectionA

Themainactivitiesare1aand3a.本课重点活动是1a和3a。

Ⅰ.Teachingaimsanddemands教学目标

1.Mastersomenewwordsandusefulexpressions：

produce,chest,breathe,manage,waste,cancer,influence,look

2.Learnthepresentperfecttensewithfor/since:

—Howlonghaveyoubeenlikethis?

—Ihavebeenlikethissincelastmonth.

3.Learnsomethingaboutsomekindsofpollution:

（1）Thelargepopulationhascausedmanyproblems.

（2）Airpollutionmakespeoplesick.

（3）Lightpollutionisharmfultooureyes.

（4）Litterinfluencesthelookofourcities.

4.Letstudentsknowthatpollutionisreallyaseriousproblem.

Ⅱ.Teachingaids教具

录音机/本课图片/当地有关环境变化的图片

Ⅲ.Five-fingerTeachingPlan五指教学方案

Step1Review第一步复习（时间：10分钟）

1.（为了引导学生说出有关环境污染的话题，可用家乡变化的图片或联系居住的周围环境，采用问答的方式，让学生自己说出图片中所有的环境变化或居住地的环境变化。）

T:Nowpleaselookatthesepictures.Wouldyouliketosaysomethingabouttheenvironmentaroundus?

Please

answermyquestions.

No.1.Wheredoyoulive?

Andareyoulivinginthecountrysideorintown?

No.2.Arethereanychangesinyourvillage/town/city?

(Whatchangeshavetakenplaceinyourvillage…?)

(教师注意引导学生说出工厂的建立，树木的减少等。)

No.3.Howdoyoulikelivingthere?Why?

(Whatproblemsdowehavetoface?)

(教师通过引导，让学生说出各种污染，是由于工厂林立、树木减少

引发的污染，引出下列单词。)

air，soil,water,light,noisepollution,litter

2.（通过以上复习，导入新词。教师捂胸做痛苦状，咳嗽，师生问答。）

T:Lastnight,theairsmeltterrible.Icoughedallnight.

WhatamIdoing?(教师捂胸做咳嗽状。)

Ss:You’recoughing.

T:Yes,Iamcoughing.Mychesthurts.(做手捂胸状)

AndIcannotbreathe(深呼吸的动作)…

DoyouwanttoknowhowIgetit?

Ss:Yes.

T:Thefactorymakes(produces)terriblesmell.(捂鼻子的动作)

Youknowthefactory(名字)isverynearmyhome.

I’lltry(manage)toleavethere.

I’lltry(manage)tomovetoanewplace.

3.(教师出示1a图片，通过图片认读所要学的单词。)

T：OK.Thisisthechemicalfactory.

Itisproducing(making)terriblegas.

Itmakesmychesthurt.Ican’tbreathe.

(教师边表演动作边板书生词。)

chemicalfactoryproducechestbreathe

Step2Presentation第二步呈现（时间：5分钟）

1.(教师可以通过挂图复述课文内容，使学生更容易听得懂。)

T：Nowlookatthepictureandlistentome.

YoumayfindKangkangandGranny.They’rehavingatalk.KangkangandGrannymetinthemorning.Grannycouldn’tstandtheenvironmenthere.Thechemicalfactoryproducesterriblegas.Itmakesherchesthurtanditisdifficultforhertobreathe.Andthefactorymakesalotofnoiseandshecan’tsleepwellatnight.Andtherearetoomanypeoplearoundherhome.Itiscrowdedeverywhere.Sheisalwaysinabadmood.She’llmanagetoleavehere.Shehasbeenlikethissincelastmonth.Shehastoseeadoctor.

(通过教师板书keywords,加深理解，巩固。领读，为pairwork和retell作准备。)

chemicalfactorylargepopulationcrowdedinabadmood

terriblegaschestbreathealotofnoisenotsleep

(1)T：Listentothetape.

(2)(布置听力任务1b，学生带着任务再听一遍。)

T：Listentothetapeagain.Answerthefollowingquestions.

(教师可以从最简单的问题开始提问，遵循循序渐进的原则。)

Forexample:

T:(1)Whoareinthepicture?

(2)Whataretheytalkingabout?

(3)IsthechemicalfactorynearGranny’shome?

(4)Canwefindfishintheriver?

(5)Istheskyblue?

(6)…

Step3Consolidation第三步巩固（时间：10分钟）

1.（教师放录音，学生跟读。）

T:Readafterthetape.Payattentiontothepronunciationandintonation.

2.（学生齐读课文。）

T:Nowlet’sreadtogether.Payattentiontotheintonation.

3.（教师和一个topstudent表演对话。）

（1）T:Attentionplease.I’dlikeastudentheretoactthedialogout.Who’dliketobeavolunteer?

S1:I’dliketo.

T:OK.NowIamGranny,you’reKangkang.Nowlet’sbegin.

（2）T:OK.Nowpracticethedialoglikethis.Pairwork.

(通过教师的示范表演，对生词的读音和练习形式学生都很了解了，这部分需要很长时间，以保证其流利性。)

（3）T：It’syour“show”time.I’dlikeyoutoshowthedialogonepairbyonepair.Pleasegetready.

(学生可以借助黑板上的关键词，或到前台表演，或在其座位上表演。能加动作的要加动作。教师要给予适当的鼓励。）

4.(然后教师可要求学生借助图片和关键词，复述这篇对话。)

（1）T：Lookatthepictureandthekeywordsontheblackboard.Nowlet’sretellthepassagetogether.

(从整体到部分，使学生不会掉队。)

（2）T：OK.Nowretellthepassageingroups,thenshowtheminfrontoftheblackboardwiththehelpofthe

keywords.

Step4Practice第四步练习（时间：15分钟）

1.(教学2,3a,师生讨论，然后小组讨论。)

T：Lookatthepictures.Aretheybeautiful?Answermyfollowingquestions.

(1)Arethereanychemicalfactoriesinyourcity?

(2)Aretheynearyourschool?

(3)Whatwasyourcitylikeafewyearsago?

(4)Canyoulistsomeotherkindsofpollution?

(通过展示的图片，引导学生说出soil/air/water/light/noisepollution/litter。)

2.(注解3a图片，为3b的学习打下基础，利用3b内容说出3a图片。)

T：LookatthesixpicturescarefullyandI’llexplainitinEnglish.

airpollution:

causebreathingproblems,evencancer(深呼吸的动作)

soilpollution:producelessfruit/food,etc.noisepollution:hurtourears(捂耳朵的动作)litter:influencethefaceofourcitieswaterpollution:causeallkindsofdiseases

lightpollution:beharmfultooureyes(捂眼睛的动作)

(师生互相问答，为3b的学习继续打下基础。)

T：Whatwillhappenifairpollutioncomes?

Ss:…

T:Whatwillhappenifsoilpollution…?

Ss:…

3.（完成3b内容，可以小组讨论，也可以workalone，然后核对。）

T：Finish3bandcheckanswerswithyourpartner.

4.(在保证答案完全正确的前提下，让学生大声读3b。)

T：Readthispartaloud.Andyoucanaskanyquestionsaboutit.

Step5Project第五步综合探究活动（时间:5分钟）

1.Guessinggames.

(通过众多学生七嘴八舌的对污染的描述，让一个学生说出它是一种什么样的污染。)

（教师让一学生S1到前台，从所提供的有关污染的图片中任取一张“正面”面向全体学生，背面向自己。台下学生任意描述图片内容，台上学生猜出该种污染的名称。如：）

T:I’dlikeonestudenttobehere(前台)andhe’llchooseoneofthepicturesfromthesix.(展示六幅图

片。)Andtheotherstudentscanseethefrontcover.Thebackcoverisfacingthestudenthere.Everyoneofyoucandescribethepicture.Andthestudentheretriestotelluswhatkindofpollutionitis.

ExampleA:

S1:（任意抽取一张图片。）

S2:It’sproducedinafactory.

S3:Itsmellsterrible.

S4:It’sharmfultooureyesorlungs.

S5:It’sblacksmoke.

S1:Airpollution.

ExampleB:

S6:（任意抽取一张图片。）

S7:Itisproducedbyapaperfactory.

S8:Itispouringalotofwater.

S9:Thewatersmellsterrible.

S6:Waterpollution,airpollutionand…

2.Makeasurvey.

(调查你们家附近的环境状况，并填写表格。)

T：Nowmakeasurveytostudysomethingaroundyourhome.

Fillintheforms.

表格1

Pollution

Reason

Possiblediseasesorinfluences

Airpollution

Soilpollution

Waterpollution

Lightpollution

Noisepollution

Litter

表格2

Pollution

Name

Airpollution

Soilpollution

Waterpollution

Lightpollution

Noisepollution

Litter

S10

S11

S12

S13

…

（1）(教师本人根据自己填写的表格，简要介绍自己的居住环境，要求教师尽量多地用上SectionA学过的生词。)

T：Trytosaysomethingabouttheenvironmentaroundus.

（2）(学生做Groupwork。填写表1，2。)

T：OK，let’sdiscussingroupsandfillinform1orform2.

S14:Isthereairpollutionnearyourhome?

S15:Yes./No.

S14:Whereisitfrom?

S15:Fromamilkfactory.

S14:Isitharmfultoyourhealth?

S15:Yes,itisharmfultomylungs,and…

(3)(学生到台前汇报所做的表1或2的调查。)

T：Who’dliketogiveusyoursurvey?

ExampleA:Inmygroup,S10suffersfromwaterpollution.

(表2)Becausetheylivenearariver.Someplantsarealwayspouringwastewaterintoit.AndS11cannotstandthelightpollution.Atallglassbuildingisinfrontofhishome.Hiseyeshurt.AndS12…etc.

ExampleB:Ilivenearafactory.Theblacksmokeiscomingoutofthechimneyallthetime.

(表1)Itsmellsterribleanditisalsodifficultformetobreathe.Andtoomanycarspassthroughthestreetnearmyroom.Theymakealotofnoise.Ican’tsleepwellatnight…

3.Homework：

(1)Goonmakingasurveyaroundyourhome,andtelluswhatwecandotoprotecttheenvironmenttomaketheworldabetterplacetolivein.

(2)Writeastoryabout1a.

SectionB

Themainactivitiesare1aand3.本课重点活动是1a和3。

Ⅰ.Teachingaimsanddemands教学目标

1.Mastersomenewwords:

several,secretary,relation,fisherman,president,dead,rabbit

2.Goonstudyingthepresentperfectwithfororsince.

（1）Ihavebeenatthisschoolsincelastyear/foroneyear.

（2）Mr.Smithhasbeenawayfromhisofficefortwohours/sincetwohoursago.

3.Talkabouttheenvironmentinthepast,atpresent,andhowtoprotecttheenvironment.

(1)It’sabeautifulplacewithflowersandgrass.Thewaterisveryclear,andyouwillseefishswimming.

(2)Thewaterissodirty.Itsmellsterrible.

(3)Ithinkweshouldwritealettertothenewspaperaboutthepollution.It’sourdutytoprotecttheenvironment.

4.Review“usedtobe”structure.

WestHillusedtobeabeautifulplace.

Ⅱ.Teachingaids教具

录音机/SectionA,SectionB教学挂图/小黑板

Ⅲ.Five-fingerTeachingPlan五指教学方案

Step1Review第一步复习（时间：10分钟）

1.（此活动的目的是通过对SectionA的复习，强化对有关环境污染内容的学习。教师可以通过谈话、看图

片让学生回忆SectionA的相关内容。）

T:LookatthepictureinSectionA1a.Pleaseanswermyquestions:

(1)Whoareinthepicture?

(2)Whataretheytalkingabout?

(3)Wherearetheynow?

(4)WhatwaswrongwithGranny?

(5)Whatmadeherchesthurt?

(6)Didshehaveagoodnightyesterday?

(7)Issheinagoodmood?

(8)Howlonghasshebeenlikethis?

(9)Wheredoesshehavetogonow?

(通过教师对全体学生的整体问答，既可以面向全体学生，又创设了一种英语学习的氛围。而且也加深了对SectionA1a,1b内容的理解。)

T：Canyoulistsomeotherkindsofpollution?

Ss:Air/soil/water/light/noisepollution/litterpollution.

T：Whatisairpollution?Howdoesithappen?

Ss：Airpollutionsimplymeanstheairsmellsterrible.

Andthatisbecausethechemicalfactorymakesit,and…

T：Whataboutthesoilpollution?

Ss：Soilpollutionsimplymeansfarmerscannotproducefoodonlandbecausethesoilhasbeendestroyed.

T：Whataboutwater…?

Ss：…

（通过师生的整体问答，复习3a，3b。）

2.（通过图片或简笔画引出本课的部分生词。）

T：Now,pleaselookatthepicture.Itisahill.Thehillisabeautifulplacewithflowersandgrass.Thewaterisveryclearandyoucanseefishswimming.Arabbitisplaying.Alambiseatinggrass.Amanisfishing.Wecallthismanfisherman.ThefishermanisPresidentBush.Thenatureandthehumanbeingsarekeepinggoodrelationwitheachother.

rabbitfishermanpresidentrelation

T：Arabbitisasmallanimalwithsoftfur,longearsandshorttail.

T：Afishermanisapersonwhocatchesfisheitherasajoborasasport.

T：“Pollute”meansmakeair,water,soil，etc.dirtyandnotsuitableforpeopletouse.Itisaverb.Itsnounispollution.

(教师用英语解释生词，减少了不必要的汉语注解。)

3.（教师要求学生画出图片中的简笔画，边画边说出单词的英语释意，增强学习兴趣。）

T：Nowpleasedrawabeautifulhillwithflowersandgrass，cleanwater,andswimmingfish.Alambiseatinggrass.Arabbitisrunning.PresidentBushisfishing.

T：Butatpresenteverythinghasbeenchanged.Severalchemicalfactoriespourwastewaterintheriver.Therearenograss,noflowers,nolambshere,norabbitshere,nofishermanhere.

(通过教师、学生的共同活动，运用多种有趣的方法、手段，导入本课生词，使学生乐意学习。)

Step2Presentation第二步呈现（时间：5分钟）

1.（设置并板书听力任务，让学生带着任务听录音。）

T:Listentothetapecarefully,thenanswerthesequestions.

（挂出小黑板，问题如下，老师读出问题，放录音。）

(1)Whatarethechildrenplanningtodonow?

(2)CanyousaysomethingaboutWestHill?

(3)WhatdidtheyseeonWestHilltwodayslater?

(4)Whathappenedthere?

(5)Whatdidtheydonext?

2.(在小黑板上问题的后面板书问题的答案，以便用于表演和复述。)

Listentothetapeagainandanswerthesequestions.

(1)goforapicnic

(2)beautifulplace,flowers,grass,cleanwater,fishswimming

(3)dirtywater,smellsterrible

(4)Severalchemicalfactoriesarepouringwastewaterintotheriver.

(5)Writealettertothenewspaper.

3.(1)（师生首先口头共同完成1b内容，可采用叙述的方式，并重读划线部分，为学生的写作训练打下良好的基础。）

T：Nowlet’sfinish1borallyfirst,trytousethesentencelikethis:WestHillusedtobeabeautifulplace…

Forexample:

TandSs:InthepastWestHillusedtobeabeautifulplacewithflowersandgrass.Thewaterisveryclearandwecanseefishswimming.Butatpresentalltheflowers,grassand…!…(Why?)Whatisthereason?Becauseseveralchemicalfactories….Theythinkitistheirdutytoprotecttheenvironment.

（2）(小组讨论完成1b的表格，确定答案，参考小黑板上的keywords。)

T:OK.It’stimeforustofinish1b.Discussingroupsandfillintheform.Somehelpfulwords(keywords)areontheblackboard.(Thewordsontheblackboardcanhelpyou.)

(3)(学生准备好后，找学生读出来并核对答案。)

Askseveralstudentstoreadouttheanswersandmakesuretheiranswersarecorrect.

Step3Consolidation第三步巩固（时间：5分钟）

1.（教师放录音，学生跟读，并模仿录音的语音语调。）

T:Listentothetapeandreadafterit.Imitatetheintonationcarefully.

2.（齐读课文，以保证全体学生会读全部内容。）

T:Nowlet’sreadtogether.Go!

3.［在Groupwork前，老师可扮演其中一个角色（如：Kangkang）和其余三个学生表演对话，使学生明白怎样分角色，而且省略了很多的汉语指令。］

T:Now,IamKangkang,…youareJane.…youareMaria.…,youareMichael.Let’sactthedialogout.

(表演完毕后。)

T：OK.Pairwork.

(学生需要足够的练习时间，以保证学生表演的流利性，同时学生的Groupwork需要变换角色。)

4.（学生的Chaindrills表演。）

T:Nowlet’sactthedialogout.(Oryoumaysay“Let’sdothegroupwork.”)Volunteersorfromthefirstpair?

(学生表演完成后，可给予适当的鼓励。)

Step4Practice第四步练习（时间：15分钟）

1.（通过对1a的学习，使学生学习运用在1a中曾经出现的词语，继续贯彻学了就用的原则。教师可以找

本地的两个地方做比较，并和三个学生做出示范，以确保学生没有畏难情绪。）

T:Nowlet’smakeadialog,usingthewordsin1a,andcompareanewplaceandanoldone.Whichplaceisbettertolivein?I’dliketodoitfirst.Who’dliketobemypartner?I’mKangkang.Who’dliketoactasJane,Maria,andMichael?

Forexample:

JaneandMaria:Mr.Zhao,shallwegotothezooforapicnic?

Mr.ZhaGotothezooforapicnic?

I’vebeentherebefore.It’saverynarrowplaceforsomanyanimalstolivein.Andsomanybuildingsarearounditandsomanypeoplevisitit.Itisverycrowded.Especially,severalchemicalfactoriesaredoingalotofharmtoanimals.It’sverydangeroustoanimals.Theanimalsarenotcomfortable,Ithink.

JaneandMaria:Wemeanthenewwildzoo.Itissaidthatitisverybig.

MichaelandMr.ZhaWhynot?

(Onweekend,theygettothenewone.)

Mr.ZhaOh,myGod!It’saverybeautifulplaceanditisverybig.Look!Someanimalsareplayingonthehills.

(尽量使用2中动物的名称。)Andducksarespeakingtousinthecleanwater.Look!…

Micheal:True.It’sreallyagoodplace.

Shallwehaveapicnichere?

JaneandMariaandMr.ZhaWhynot?

Mr.ZhaI’llsende-mailstomyfriends.

Michael:Comeon.

2.（学生四人一组练习，也可以模仿以上对话，也可以自编对话。）

T：Nowit’sgroupworktime.Youcanimitateoryoucanmakeyourowndialoglikethis.

3.（学生表演。）

T:It’sthetimeforyoutoshowit.Volunteers?

4.(听录音，完成2。此部分的动物名称对话中已用过。为此部分的学习打下了基础。)

Listentothetapeandwritedownthelettersofthepictures.Doesthepollutiondoalotofharmtoanimals?Doyouthinkitisagoodideatomovethezootoanewplace?

5.(通过学生体会3提供的两个句子，让学生对短暂性动词和延续性动词有一定的认识。)

IcametoRen’aiInternationalschooloneyearago.

Ihavebeenatthisschoolsincelastyear/foroneyear.

（1）keephaskeptfor/since

（2）finishhasfinished

（3）behavebeen

（4）havehashad

（5）beawayfromhasbeenawayfrom

（6）bedeadhasbeendead

T:Wecanchangethesesentencesinanotherway.

Wechange”cameto”into“havebeenat”andremembertochange“oneyearago”into“foroneyear”or“sincelastyear”.

(教师需先口头说出，再要求学生说出，然后留家庭作业。)

Step5Project第五步综合探究活动（时间:10分钟）

1.（教师出示调查表，指导学生说出周围发生的变化，使学生更加深刻地认识到保护环境的重要性，使他们有保护环境的紧迫感。）

T:（1）Fillinthefollowingformbyyourselffirst,andmakeareporttothelocalgovernment.

(2)Thenactouttheform.Thistime,youareareporter.You’reinterviewingastudentnearyou.Trytofillintheformandreportittotheotherstudents.

GreatChanges

Place

Time

School

Home

Town

Others

Inthepast

Atpresent

Reasons

Inthefuture

(通过这项练习进一步巩固复习1a,1b的内容，学生在模拟生活的场景中进行“真实”的调查、采访，使学到的知识能真实地运用到现实生活中，即学了就用。同时，让学生写Report,提高学生的写作水平。)

2.Groupcompetition.

(一小组成员说出一个过去式的句子（含有过去式的时间状语），另外几组争先恐后地把它改为现在完成时，既可以用since引导时间，也可以改为用for引导时间，可参考3的句子，同时也练习了Unit1学习的直接引语变间接引语。)

T：Nowlet’shaveacompetition.Onestudentinagroupspeaksoutasentenceusingsimplepasttense,andtheothergroupsquicklychangeitintopresentperfecttense.Remember,youhavetochangetheverb,anduse“since”or“for”insteadof“ago”orothers.

Forexample:

Group1:IboughtanEnglishdictionarylastyear.

Group2:You/She/Hehave/hashadanEnglishdictionarysincelastyear/foroneyear.

Group1:Iborrowedanovelfromthelibraryaweekago.

anovel

hadkept

sinceaweekago.foraweek.

…

Whoisthewinner?

3.(教师要求学生完成探究活动1的表格，同时把探究活动2中的句子进行转换并写下来。)

T：FinishtheforminProject1andtoday’shomeworkisthesentencesinProject2.Writedownthesentencesyouhearanddoitjustlike3Workalone.

SectionC

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

Ⅰ.Teachingaimsanddemands教学目标

1.Mastersomenewwordsandusefulexpressions：

disturb,downstairs,deaf,forexample,print

2.Reviewthepresentperfecttense.

3.Letthestudentsknowsomethingaboutthenoisepollutioninordertomakelifecomfortableandpleasant.

(1)Noiseisakindofpollutionandit’sharmfultoourears.

(2)Loudnoisescancausehearingloss.

(3)Peoplewhoworkandliveinnoisyconditionsmaybecomedeaf.

4.Withthestudyofthisunit,studentscanimprovethesenseofprotectingtheenvironment.

Ⅱ.Teachingaids教具

录音机/本课图片/小黑板

Ⅲ.Five-fingerTeachingPlan五指教学方案

Step1Review第一步复习（时间：10分钟）

1.［教师引导学生复习SectionB1a,1b内容，老师提供图片（简笔画）。］

T:OK,boysandgirls.Lookatthepicture,it’sahill.It’sWestHill.Thehillisabeautifulplacewithflowersandgrass.Thewaterisveryclear,andyoucanseefishswimming.Arabbitisjumping.Alambiseatinggrass.Thepresidentandthesecretaryarefishing.Theyarefishermen.Theyarekeepinggoodrelationswitheachother.

(师生共同复述图片，板书关键词。)

rabbitfishermanpresidentrelation

2.T:Severalchemicalfactorieswastewaterintheriver,nograss,noflowers,nolambshere,norabbitshere,nofishermanhere.

(师生共同读图片，也可以让学生上台来讲述图片中发生的事情。)

T：Comparethetwopictures,Ithinkwepreferthefirstone.We’dliketoliveinabetterplace,nopollutionthere.Wecansmellfreshair,drinkclearwater.Wecankeepgoodrelationswithnature.Wearesurewecankeepgoodrelationswithnature.Wearesurewecanmakeourworldabetterplacetolivein.

(教师以此来提高学生的环保意识，共建美好和谐家园。)

3.（1）（口头复习SectionB3,教师让全体学生进行练习，强调整体性。）

T:Pleaseturnmysentencesintopresentperfecttense.

Paymoreattentiontoverbsandtheusingof“for”or“since”.

T:Hissecretaryborrowedthisbookseveraldaysago.

Ss:Hissecretaryhaskeptthisbookforseveraldays/sinceseveraldaysago.

T:ThefishermanboughttheVCDyesterday.

Ss:ThefishermanhashadtheVCDsinceyesterday.

T:Mr.Smithlefthisofficetwohoursago.

Ss:Mr.Smithhasbeenawayfromhisofficefortwohours/sincetwohoursago.

(2)(把全班分为GroupA,GroupB,让学生进行对练。)

T：Nowwedivideintotwogroups,onegroupspeakasentence,theothergroupchangeitinanotherway,justaswedidamomentago.

GroupA:Thespeechstartedfifteenminutesago.

GroupB:Thespeechhasbeenonforfifteenminutes/sincefifteenminutesago.

4.(通过SectionC1a图片引入单词，教师根据图片，复述其内容并板书生词。)

T:Pleasebequiet,boysandgirlsstoptalking.Lookatthepicture,tellmewhatthechildrenaredoing.

Ss:Theyarehavingabreak.Theyarespeakingloudly.

T:Aretheymakingalotofnoise?

Ss:Yes,theyare.

T:Theyaremakingnoise.Theyaredisturbingthestudentsdownstairs.Noiseisakindofpollution.

［“disturb”means:(举例说明。)Twopeoplearetalking(havingatalk),anotheronejoinsinandtheyhavetostoptalking.］

(“downstairs”istheoppositewordof“upstairs”.)

Noiseisakindofpollution,anditisharmfultoourhealth,evenmakespeoplebecomedeaf(做捂耳朵动作).

Forexample:Loudnoisescancausehearingloss.

Disturbdownstairsdeafforexample

(教师教学单词。)

T：Pleasereadthewordswiththeactions/orwithexplanations.

T:disturb(教师解释：Twopeoplearetalking（havingatalk）,anotheronejoinsinandtheyhavetostoptalking.)

Ss:disturb(学生重复)

T:downstairs(手指楼下)，upstairs(手指楼上)

Ss:downstairs,upstairs(学生重复)

T：deaf(两手捂耳朵，两手指指向耳朵，教师解释：unabletohearanything/unabletohearverywell）

Ss:deaf（学生重复）

Step2Presentation第二步呈现（时间：10分钟）

1.（设置并板书听力任务，让学生带着任务听录音。）

T:Lookatthequestionsonthesmallblackboard,listencarefully,trytofindtheanswers.

(挂出小黑板，师生齐读问题，放录音。)

(1)Whatarethechildrendoing?

(2)Aretheyhavingabreak?

(3)Isnoiseakindofpollution?

(4)WhatdidMichaelsayatlast?

2.（再听录音，找出以上问题的答案，板书在小黑板上。）

T：Listenagain,andwritetheanswersonthesmallblackboard.

(1)Twoofthemaretalkingloudly,theotheronesarebecomingdeaf.

(2)Yes,theyarehavingabreak.Buttheyaredisturbingthestudentsdownstairsandupstairs.

(3)Yes,itis.Itisharmfultoourears.

(4)Hestoppedshoutingandsaidsorryforwhathedid.

(教师也可以只板书方框中划线的keywords,帮助学生读一读这四个问题的答案。)

3.(通过本单元学习，使学生关注校内外的各种噪音污染、形成的原因及思考如何最大限度地减少污染。)

T：Wehavetopaymoreattentiontonoisepollutionnotonlyinsideschool,butalsooutsideschool.Lookatthispicture(教师出示SectionC2a中的图片).Somanyvehiclesaremakingtoomuchnoise.Readthesequestionsandtrytofindouttheanswersinthepassage.

(教师出示小黑板，问题在上面，答案可用红笔，只给出keywords。)

(1)Isnoisepollutionasharmfulasairpollution?

Yes,itis.

(2)Whatisthemainideaofthesecondparagraph?

Peopleinnoisyconditionmaybecomedeaf.

(3)Canvehiclesormachinesproducenoise?

Sure.

(4)IsthegovernmentinChinapayingmoreattentiontonoisepollution?

Yes,thegovernmentistryingtosolvealltheproblems.

(5)Canyougiveatitleforthispassage?

Noisepollution.

T:“Printnewspapers”means“makenewspapers”.

（板书）

Print

(教师可以提供下列图片，帮助学生理解下列单词或词组。)

printnewspapersandbooks

peoplelivingnearairports

teenagersinAmerica(教师也可以通过动作展示。)

Step3Consolidation第三步巩固（时间：10分钟）

1.（播放1a磁带，学生跟读，注意语音语调。）

T:Listentothetapeandreadafterit.Payattentiontothepronunciationintonation.

2.（齐读课文，以保证全体学生加深对课文的理解。）

T:Readthetexttogether.

3.(在进行Pairwork前，教师可扮演其中的一个角色（如Maria）和Michael进行对话表演，使学生明白下面要进行的内容及一些难读词句的读音。)

T:NowIamMariathistime.YouareMichael.

Let’sactthedialogout.

T：Practicethedialoglikethis.Thisline,youareMaria,andthisline,youareMichael.Pairwork.Go!

(学生需要足够的练习时间，以确保下一步学生表演的流利性。同时学生的Pairwork需要变换角色。)

T：OK,thistimeyouareMaria,andyouareMichael.

(教师通过手势告诉学生角色的变化。)

4.（学生的Chaindrills表演能节省大量的时间。）

T：Nowlet’sactthedialogout.(Oryoumaysay“Let’sdothePairworkonebyone.”)

Volunteersorfromthefirstpair/line?

(学生表演完毕后，可给学生适当的鼓励。Forexample:Excellent.Youdidagreatjob.Perfect,etc.)

5.(要求学生大声朗读2a两遍，并准备做2b的练习。)

T：Readthispassage(2a)aloudandfinish2bbyyourself.

(下面的“T”，“F”练习，可供参考。)

(1)Somepeopledon’tthinkthatnoiseisakindofpollution.(T)

(2)Theprintingworkersarealldeaf.(F)

(3)Inthewriter’sopinion,popmusicisverypopularamongteenagersintheU.S.A.(T)

(4)Inordertomakelifecomfortableandpleasant,thewritersuggestsusingfewervehicles.(T)

(5)Themainideaofthispassageisaboutairpollutionandnoisepollution.(F)

Step4Practice第四步练习（时间：10分钟）

1.（通过以上学习，使学生能运用已学的词语来表达自己的看法，贯彻学了就用，学用结合的原则。教师可以启发学生找出其他的noisepollution的示例，和自己的同伴进行讨论，再完成1b的内容。）

T：Wehavelearnedsomekindsofnoisepollution.Canyoutellussomeotherkindsofnoisepollutionyouknowaroundus?Howcanwesolvetheseproblems?Forexample,whenthetelephoneisringing,thesoundistooloud.OK,begin.

(教师需给学生一些引导，也可让电话“响”一下，提醒学生。)

S1:Someclassmatesaretalkingtoeachotherloudlyinthelibrary.

S2:Somepeopleanswersatelephonecallloudly.

S3:Someoneistypingthekeyboardstrongly.

S4:Thestudentsinthenextroomaresinging.

S5:…

(教师在学生罗列出noisepollution的各种来源后，引导学生避免这些现象的出现。)

T:Everyoneknowsthatnoisepollutionisharmfultoourears,itcanevenmakeusdeaf.Sohowcanwesolvetheseproblems?

(教师引导学生避免这些noisepollution的出现，以便培养学生的环保意识。)

S6:Wehavetospeaktoeachotherinalowvoice.

S7:Trytofindaproperplacetoanswerthetelephone.

S8:Typethekeyboardsoftly.

S9:Findaproperplaceandpropertimetohaveamusiclesson.

S10:…

2.（通过3的练习，让学生比较农村校园和城市校园，以及怎样整合两个校园，使它们变得更加美好。教师可以让学生写一篇以“我理想的校园”为题的作文。）

T:Let’stalkabouttheenvironmentaroundus.Nowpleaselookatthetwoschools.Onepictureisfromavillage,andtheotheroneisfromacity.Comparethesetwopictures.Pleasetellustheadvantagesanddisadvantagesandhowtoimprovetheenvironmentofthetwoschools.

Forexample:S11:Theairisfresh.S12:Thetrafficislight.S13:Thewaterisclear.S14:Thereisnofactorynearit.S15:Thepopulation/Thenumberofthestudentsissmall.S16:Theclassroomsarefallingdown.It’sdangerous.S17:Therearelotsoftreesaroundtheschool.S18:Animalsappearsometimes.

S19:Theairispolluted.S20:Thetrafficisheavy.S21:Thewaterisdirty.S22:Severalfactoriesarearoundtheschool.S23:Thenumberofstudentsislarge.S24:Therearesomeflowersandplantsintheschool.S25:Theteachingbuildingsarenew.

MyIdealSchool

I’dliketohaveabeautifulschool.Theschoolhasbeautifulflowersandtidygrass…

Step5Project第五步综合探究活动（时间：5分钟）

1.（通过SectionC的学习，让学生认识到噪音污染的来源及其危害，通过学生的小组活动调查各种各样的噪音污染以及怎样更加有效地加以改进。）

Place

Name

Atschool

Athome

Inotherpublicplaces

S1

S2

S3

S4

T:Makeasurveyingroupsaboutthenoisepollution.Beforeyoudoit,I’dliketosaysomethingaboutthenoisepollutioninourschool,inmyhomeandmyneighborhood.

(通过教师的示范作用，使此练习变得更加容易。)

T:Inourschoolthenoisepollutioniseverywhere…Andinmyhome,mysonlikesNBAgames.Heoftenwatchesitloudly…AndInsomepublicplaces,peoplespeakloudly…

T:Discussingroupsandfillintheform.

2.(让学生根据调查表进行报告。)

T：Pleasereporttotheclass.

S5：…

S6：…

3.Homework:

T:Pleasewriteanessay,thetitleis“MyIdealSchool“or“MyIdealCity”.

SectionD

Themainactivitiesare1aand4.本课重点活动是1a和4。

Ⅰ.Teachingaimsanddemands教学目标

1.Mastersomenewwords：

blood,coal

2.Reviewusefulexpressions：

(1)Whatdoyoumean?

(2)It’scrowdedeverywhere.

(3)Whatmadeherchesthurt?

(4)Thegovernmenthasdonesomethingusefultostopit.

(5)Buthowcanthatbe?

(6)I’msorryformakingsomuchnoise.

3.Reviewsomekindsofpollutionandeffects：

air/soil/light/water/noisepollution/litter

4.Listentosomematerialsandgetinformation.

Ⅱ.Teachingaids教具

录音机/SectionC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）

1.（教师和学生共同复习SectionC的内容，教师问，全体学生回答，以增加课堂的英语学习气氛。）

T:OK,boysandgirls,canyourememberthepictureinSectionC1a?Whatarethetwoboysdoing?

Ss:Theyaretalkingloudly.

T:WhatisMariaaskingthemtodo?

Ss:Sheisaskingthemtostopmakingsuchnoise.

T:Arethestudentshavingabreaknow?

Ss:Yes.ButMariathinksnoiseisakindofpollution.

T:WhatdidMichaelandhisfrienddoatlast?

Ss:Theystoppedtalkingandsaidsorryforwhattheyhavedone.

T:Goodjob.Who’dliketoretellthestory?

S1:I’dliketohaveatry.Michaelandhisdeskmatearemakingalotofnoise.Thenoiseissoloudthattheydisturbthestudentsdownstairsandupstairs.Mariaisshoutingatthem.Mariaistellingthemthatnoiseisakindofpollutionanditisharmfultoeveryone.Andloudnoisecanmakepeopledeaf.AtlastMichaelandhisdeskmatesaidsorryforwhattheydid.

T:Excellent.

2.(复习SectionC2a，可以通过问答的方式，即教师对全体学生的整体问答。)

T:(1)Isairpollutionharmfultopeople’shealth?

(2)Isnoiseakindofpollution?

(3)Willallthenewspaperprintersbecomedeaf?

(4)Doallthepeopleliketolivenearairport?

(5)DoteenagersintheU.S.A.preferpopmusic?

(6)Whatisyouropinionabout“Popmusicisakindofnoise.”?

(7)Pleaselistsomeadvantagesanddisadvantagesofvehicles.

(8)WhatmeasureshasthegovernmentofChinataken?

〔通过（7）、（8）两个问题拓展学生的思路。〕

3.(让学生报告上节课的活动产品，使学生有成就感。)

T：Boysandgirls,Iwanttoknowyourproject.Wouldyouliketosharewithus?

(学生举手。)

Ss:Yes.

T:Great!S2，please.

S2:Myidealschoolisverybeautiful,withmanyflowersandallkindsoftrees.Ariverflowsthroughit.Andthenumberofstudentsisnottoobig…

T:Wonderful!I’mpleasedwithyourdescription.Anyoneelse?

2.(采取竞赛方式，要求学生回忆归纳本Topic中所学的单词和重点句型。)

（1）T：Youhavedonegoodjobsforyourproject.Iamsurethatyouhavelearnedalot.Whocanchangemysentencesintopresentperfecttense?

T:Icametothisschoolthreeyearsago.

S3:Ihavebeenatthisschoolforthreeyears/sincethreeyearsago.

T:Whocananswermyquestions?

No.1:Howlonghaveyoubeenatthisschool?

No.2:Howlonghaveyoubeenlikethis?

(2)T:Iwillsayasentence.Andyouhavetomakeashortdialogwithit.Justlikethis:

IfIsay“Imanagetoleavehere.”,youcansay“Thesmellisterrible,soImanagetoleavehere.”

OK?Go!

T:Imanagetoleavehere.

S4:Thenoiseistooloud,soImanagetoleavehere.

T:Buthowcanthatbe?

S5:Loudnoisecanmakepeopledeaf.

T:It’snotrighttosaythat.

Ss:Peopledon’tliketoliveneartheairport.

T:Whatdoyoumean?

S6:…

T:Ihopeeverythingstaysfine.

S7:….

T:Whatmadeherchesthurt?

S8:…

（教师完全呈现SectionC1b的内容，通过竞赛的方式完成此项内容。）

（学生可以任意组合句子，只要说得有道理，都要给予及时的鼓励。）

T：Timeisup.Let’sseewhoisthewinner.

…isthewinner.Congratulations!

(大声鼓掌，更加活跃课堂气氛。同时不要忘记鼓励其他同学。)

Don’tworry.Therewillbesomeothergoodchancesforyou.Workharder!

T:Well,let’ssumupwhatwesaidjustnow.

(教师和学生共同回忆并板书本单元重点句型和词组。)

3.（师生共同活动引出新词汇。）

T：Canyoulistsomekindsofpollution?

Ss:air/soil/light/water/noisepollution…etc.

T:Yes,quiteright.Andweoftenthrowawaymanythingsbecausewenolongerneedthem,theyarewastethings,forexample,wastepaper,wastebags,brokenshoesandglassetc.Thatisrubbish,sometimeswecanseerubbisheverywhereinthestreet.Italsosmellsterrible.Itisalsoakindofpollution,litter.

air/soil/light/water/noisepollution/litter

(教师可以指着煤和电来教coal,electricity。)

Step2Presentation第二步呈现（时间：10分钟）

1.T:Now,pleaseopenyourbooks,andlookatPage31.Listentothetapeandfindouttheanswerstothesequestions.

(呈现新课,出示小黑板上的问题，让学生边听边思考问题，同时培养学生的听力技巧。)

(1)Howmanykindsofpollutionarementionedinthepassage?

(2)Whatistheeffectofeachpollution?

(3)Howcanwemakeourplanetbetter?

T:ListentothetapeagainandfillintheformonPage31.

Pollution

Harmfultoourhealth

airpollution

makespeopledeaf…

(让学生填表，教师与学生一起核对答案。)

T:Now,let’schecktheanswer.No.1…,areyouOK?

Ss:Yes,airpollution…

T:You’reright.It’strue.

(在核对过程中，如果有错误及时纠正。)

2.(阅读这篇短文，整理文章，帮助学生理解文章层次及重点词语，为学生复述课文打下基础。)

T：Let’sgothroughthepassageagain.Thistimeyoushouldfindoutthekeywordswithme.

airpollutionsoreeyes,breathingproblems

noisepollutiondeaf,highbloodpressure

lightpollutionsomekindsofdiseases,feelterrible,badforeyes

Step3Consolidation第三步巩固（时间：8分钟）

1.（朗读1a。）

T:Listentothetapeandreadafterit.

2.(1)(教师问，学生答。问题可由易到难，由一般疑问句到特殊疑问句。)

T：Nowanswermyquestions.First“Yes”or“No”questions,OK?

Ss:Yes.

T:No.1:Aretheremanykindsofpollutionaroundus?

No.2:Aretheybadforourhealth?

No.3:Canairpollutioncausebreathingproblems?

No.4:Isnoisepollutionharmfultopeople?

No.5:Dopeoplelikeworkingunderstrongchangeablelight?

No.6:Areyousureourplanetwillbecomegreen?

(2)(Pairwork,通过学生和学生之间的“Yes”“No”的问答，巩固对1a的理解。)

T:Nowpairworkbegins.Onestudentasksandoneanswers.Just“Yes”or“No”questions.

Raise“Yes”or“No”questionsasmanyaspossible.

3.(1)(教师用wh-question问，学生回答，然后学生和学生之间的练习。)

T：Nowanswermywh-questionsaboutthetext.

No.1:Howmanykindsofpollutionarementionedinthispassage?

No.2:Whateffectscanairpollutioncausetochildren?

No.3:Whateffectscannoisepollutioncause?

No.4:Whataboutlightpollution?

No.5:Whatmeasuresshouldthegovernmenthavetotake,inyouropinion?

No.6:Whatisthemainideaofthispassage?

(2)(在学生完全理解上述问句，并回答正确后，展开Pairwork,以便于更好地巩固1a。)

T：Nowit’stimeforpairwork.Thisline(手势)，youaskandthisline(手势)，youanswer.

(学生和学生之间问答，教师给予指导。)

4.(请几对同学到前面展示。)

T：Who’dliketogiveusa“ask—answershow”?

Wouldyoumindhavingatry?

（教师可补充更多类似的练习。）

T：Wecandosomemoreexerciseslikethis.Pleasecheckwhetheritisakindofpollution.

(1)Producingelectricityfromthesun.

(2)Usingmoreplasticbagsinshopping.

(3)Plantingmoretreesonland.

(4)Burningcoalforkeepingwarm.

(5)Makingelectricitywithanimalwaste.

(教师只提供参考答案，可以让学生讨论。）

Step4Practice第四步练习（时间：5分钟）

1.（教师让学生讨论2的内容，然后核对答案。）

T:Pleasediscussthestatementsbelowingroupstofindwhetheritisakindofpollution.

Nowreadaloudthefollowingsentencesbyyourselfandmarkthesentences,thendiscussingroups.

2.（通过1a,1b，2的学习，学生明白了airpollution,noisepollution,lightpollution带来的危害，然后引导学生写出其余三种污染waterpollution,soilpollution和litter带来的危害。让学生模仿1a写作之前，先进行口头练习，让学生七嘴八舌说出来。）

T：OK,let’ssaysomethingaboutwaterpollution,soilpollutionandlitter,andtheireffectstoourenvironmentortoourhealth.

(先让学生分别说出三种污染及其危害，然后教师总结。)

Forexample:

Therearemanykindsofpollutionaroundus,suchaswaterpollution,soilpollution,litter,andsoon.Theyareharmfultoourhealth.

Waterpollutioncancausestomachdisease,especially,lungcancer.

Soilpollutionisbecomingmoreserious.Peoplewillhavenoenoughland.Anditcannotprovideenoughfoodforhumanbeings.Andthesandstormoftenvisitsourcities.

Littercanbeseeneverywhere.Plasticbags,wastepaper,pilesandpilesoflittermakeourcitieshillsoflitter.Wearelivinginalitterworld.Itsmellsterrible.Itisdoingalotofharmtoourhealth.

Withoutpollution,ourworldwillbecomebetter.

Step5Project第五步综合探究活动（时间:7分钟）

1.(通过1a的学习和Practice中的练习，学生对4已经非常了解，教师可以让学生先说出来再进行整理。)

(1)T:Interviewoneofyourclassmateslikethis.

T:Isthereanypollutionaroundyou?

S1:Yes,thereis.

T:Whatisit?

S1:Airpollution.

T:Whatisitcausedby?

S1:Somechemicalfactoriesmakeblacksmoke.

T:Howcanwedealwithit?

S1:Pulldownthefactories.

Kindsofpollutioneffectstoourenvironmentorhealth.

Kindsofpollution

Effectsonourenvironmentorhealth

Howtodealwithit

(2)(找学生汇报活动产品，让学生体会成功的感受。)

T：Asksomeofthestudentstoshowitout.

2.Homework:

(1)Pleasewriteasimilartextlike1a.

(2)Makeasurveyaboutyourfamilymembersandfillintheform.

相关推荐

仁爱版九年级英语教案U3T2Topic2Englishisspokendifferentlyindiff

为了促进学生掌握上课知识点，老师需要提前准备教案，又到了写教案课件的时候了。只有规划好教案课件计划，就可以在接下来的工作有一个明确目标！你们了解多少教案课件范文呢？以下是小编为大家精心整理的“仁爱版九年级英语教案U3T2Topic2Englishisspokendifferentlyindiff”，欢迎您阅读和收藏，并分享给身边的朋友！

Topic2Englishisspokendifferentlyindifferentcountries.

SectionA

Ⅰ.Teachingaimsanddemands

1.Learnsomenewwordsandausefulphrase:

Australian,difference,autumn,facetoface

2.Learnsomeusefulsentences:

(1)Sorry,Ican’tfollowyou.Canyouspeakmoreslowly,please?

(2)EnglishisspokendifferentlyindifferentEnglish-speakingcountries.

(3)Haveagoodtrip!

(4)Ifyouwanttosucceedinmakingyourselfunderstood,youneedtoknowsomeofthesedifferences.

3.Learnpresentcontinuoustoshowthefuture:

I’mflyingtoDisneylandtomorrow.

4.DiscussthedifferencesinusingEnglisharoundtheworld.

Ⅱ.Teachingaids

Radio/blackboard

Ⅲ.Five-fingerTeachingPlan

Step1Review

T:InTopic1,we’velearnedtheimportanceofEnglish.Nowlet’sreviewit.I’llgiveyousomekeywords.Pleasesaysomesentencesusingpassivevoice.Areyouready?

Ss:Yes.

T:Firstly,thekeywords:English,speak.

Ss:EnglishisspokenasthefirstlanguageinAmerica.

T:Welldone!Next:English,use.

Ss:Englishiswidelyusedthroughouttheworld.

…

T:Goodonya,mate!Canyouunderstandme?

Ss:Sorry,wecan’t.

T:Ijustsaid“Welldone!”InAustralia,peopleusethewords“Goodonya,mate!”insteadof“Welldone!”

Goodonya,mate!=Welldone!

T:Infact,thoughEnglishiswidelyspokenaroundtheworld,therearesomedifferencesamongAmericanEnglish,BritishEnglish,CanadianEnglishandAustralianEnglish.Whatarethedifferencesbetweenthem?Pleaseread1aandfindouttheanswers.

different—difference

British

Australian

Step2Presentation

1.present1abylistenning，andsolvethedifficultiesof1a,andthencheckanswers

(1)Howtosay“hello”inAustralia?

(2)InAustralia,whatdopeoplecallalltheirfriends?

(3)Whocallgirls“sheilas”,CanadiansorAustralians?

T:Englishisspokendifferentlyindifferentcountries.Nowpleaselistentothetapecarefullyandanswerthequestionsabove.

2.findthecorrectpartnersbetweengroupAandgroupB

AB

g’daywelldone

sheilasfriends

boothello

matesallgirls

Goodonya,mate!trunk

Step3Consolidation

Grammar:Showingthefuturebypresentcontinuous.

e.g.①I’mcoming.

②I’mleaving.

③I’mflyingtoDisneylandtomorrow.

…

T:Boysandgirls,pleaselookatPicture1.What’retheboysdoing?

Ss:Theyaregreetingwhentheymeetonthewaytoschool.

T:Doyouknowwhattheyaresaying?

Ss:G’day.

T:IftheycomefromGreatBritain,whatwilltheysay?

Ss:Theywillsay“Hello/Hi,nicetomeetyou…”

T:You’reright.

3.S1:Ladiesandgentlemen,I’mveryhappytospeakhere.Mytopicis“DifferentCountries,DifferentEnglish”…

4.T:Pleasefinish1cbyyourself,thenwewillchecktheanswers.

Step4Practice

1.T:Goodonya,mate!We’velearnedtoexpressthesamemeaningwithdifferentwords.Nowpleaselistento2andfindoutwhat“fall”meansinthisdialog.

autumn=fall

2.T:WeknowEnglishisveryinteresting.Ithasdifferentmeaningsindifferentcountries.ThereisanotherinterestingEnglish,whichiscallede-mailEnglish.

T:Boysandgirls,doyoulikesurfingtheInternet?

Ss:Yes.

T:Doyouoftensende-mailstoyourfriends?

Ss:Yes.

T:OK.Doyouknowthemeaningsofthefollowinge-mailEnglishin3?Youcanreaditfirstly.

T:Now,let’schecktheanswers.

facetoface

T:Canyougivemoreexamplesofe-mailEnglish?

Ss:Yes.

S1:…

S2:Itmeans…

Step5Project

1.Forexample:

EnglishwordfromChineseKungfu,tofu…

ChinesewordfromEnglish咖啡，可口可乐……

2.Homework:

Collectmoreinformationaboute-mailEnglish.

Teachingreflections:

SectionB

Ⅰ.Teachingaimsanddemands

1.Learnanewwordandsomephrases:

see…off,putout,askforaride,getin,pickup,victory

2.Learnsomeusefulsentences:

(1)Theforeignerisaskingforaride.

(2)It’squiteallright.

(3)IhopeIwon’thavemuchdifficultycommunicating.

(4)Wheneveryouneedhelp,sendmeane-mailorcallme.

3.Goonlearningpresentcontinuoustoshowthefuture:

(1)Myuncleismeetingustomorrow.

(2)WhenareyouleavingforDisneyland?

(3)I’mleavingthisafternoon.

4.Talkaboutsignlanguageandbodylanguage.

Ⅱ.Teachingaids

Radio/blackboard/pictures

Ⅲ.Five-fingerTeachingPlan

Step1Review

T:WeknowthatEnglishisspokendifferentlyindifferentcountries.ThenhowtosayhellotoeachotherinAustralia?

S1:Theysay“g’day”.

T:Whatdoestheword“boot”meaninBritishEnglish?

S2:It’sthetrunkofacar.

T:Good!What’sthemeaningof“F2F”ine-mailEnglish?

S3:Facetoface.

T:Whatabout“OIC”?

S4:Itmeans“Oh,Isee.”

T:Welldone!Infact,Englishspeakerscommunicateinthiskindofsimplifiedform.Besides,theyalsousegesturestoexpresstheirmeanings.Lookatme.Thisismythumb.Iputoutmyhandwithmythumbraised.(putthefingerup)What’smymeaning?Doyouknow?

Ss:Sorry,wedon’tknow.

T:ItmeansthatIamaskingforaride.

Thumbputoutaskforaride

T:OK,lookatthepicturein1a,what’stheforeignerdoing?

Ss:Heisaskingforaride.

T:Yes,whereishegoing?Let’slistento1a.

Step2Presentation

1.

flight

T:Listentothetapeandanswerthefollowingquestions.

(1)Where’stheforeignergoing?

(2)WhenisWangJunfeng’sflight?

2.T:Pleaseread1aandwritedownthesentencesthatusepresentcontinuoustoshowthefuture.

I’mflyingtoDisneyland.

I’mleavingthisafternoon.

Myuncleismeetingustomorrow.

3.

现在进行时表将来时常有“意图”、“安排”(但不是固定不变的)或“打算”的含义，这种现在进行时比较生动，给人一种期待感。它常表示最近或较近的将来，所用动词多是位移动词(come,go,start,leave,stay,arrive…)。例如：

I’mgoing.

Whenareyoustarting?

I’mleavingtomorrow.

表示将来的现在进行时除用位移动词外，亦可用某些非位移动词。例如：

I’mmeetingyouafterclass.

Sheisbuyinganewbikesoon.

…

4.(findthemainphrasesof1a)

see…off,getin,minibus,guidebook

Theyareontheirwaytotheairport.→onone’swayto

MichaelandKangkangaregoingtoseethemoff.→seesb.off

IhopeIwon’thavemuchdifficultycommunicating.→havedifficulty(in)doing

Step3Consolidation

1.T:Readafterthetapeandpayattentiontothepronunciationandintonation.SupposeyouareWangJunfeng.Listentothetapeandmakeadialogwithit.

2.T:Class,nowlet’sworkingroups.I’llchoosesixstudentstoactthedialogoutinthefront.

3.T:MarkTrueorFalseaccordingto1a.Finish1b.

pickup

4.T:Herearesomepictures.Nowmakesentenceswiththekeywordsgivenbelow,usingpresentcontinuoustoshowthefuture.

leaveforDisneylandthisafternoontraveltoCanadatomorrow

comehomeintwentyminutesstartat7o’clockgotoShanghainextweek

Picture1:…isleavingforDisneylandthisafternoon.

Picture2:…istravelingtoCanadatomorrow.

Picture3:…isgettinghomeintwentyminutes.

Picture4:…isstartingat7o’clock.

Picture5:…isgoingtoShanghainextweek.

5.T:Pairwork.Makedialogswithyourpartneraccordingtotheexamplein1c.

Example:

A:WhenareyouleavingforDisneyland?

B:I’mleavingthisafternoon.

T:NowI’llaskseveralgroupstoactoutthedialogs.Let’shaveacompetition.

Step4Practice

1.T:Ihavesomepictureshere.Therearesomeinstructionsonthem.I’llaskonestudenttochooseacardandheshoulddoanactionaccordingtothecardhegets.Otherstudentsshouldguesswhatheisgoingtodo.

S1:(doactions)WhatamIgoingtodo?

S2:Youaregoingshopping.

S1:Yes,youareright./No,youarewrong.

S3:(doactions)WhatamIgoingtodo?

S4:Areyouflyingto…?

S3:Yes,Iam./No,I’mnot.

2.T:Class,supposeyouaretravelingintheUnitedStates.Butyoucan’tspeakEnglish.Ifyouareintrouble,whatareyougoingtodo?

Ss:…

T:Good.Youcantakeaninterpreterwithyouoryoucanmakeagesturetoexpressyourmeanings.Now,lookatthesegesturesthatpeopleoftenuseintheUnitedStates.Guessthemeaningsofthem,andyoucandiscusswithyourpartners.

T:What’sthemeaningofthegestureinPicture①?

S1:Itmeans“Haveavictory”.

T:WhataboutPicture②?

S2:ItmeansI’mpuzzled.

Victorypuzzled

T:Class,doyouagreewithhim/her?

Ss:Yes./No.

…

3.T:Boysandgirls,let’sworkingroupsandeachgrouphasfourstudents.Westickthegesturecardstothebackofonestudent.He/Shecanaskquestionsaboutthegestures,andtheotherthreejustdescribethegesturesandmakethestudentwhohaspicturesonhis/herbackguesseswhatthegestureis.

Step5Project

1.T:Supposeyou’reavolunteerofthe2008OlympicGames,trytosearchtheInternetforsignlanguageandbodylanguageasmanyaspossible,andthenmakeaformlikethis.Afterthat,pleasemakeareporttoyourclass.

CountryGestureMeaning

America

Germany

Australia

Japan

India

…

2.Homework:

(1)Writeseveralsentencesusingpresentcontinuoustoshowthefuture.

(2)CollectmoreinformationaboutthedifferencesinEnglishamongdifferentEnglish—speakingcountries,includingspellingandpronunciation.

Teachingreflections:

SectionC

Ⅰ.Teachingaimsanddemands

1.Learnsomenewwordsandphrases:

pronounce,pronunciation,fillin

2.DiscussthedifferencesbetweenBritishEnglishandAmericanEnglishinspelling,

pronunciationandexpression.

3.Cultivatestudents’exploringspiritandopentheirmindstoacceptlanguagedifferences.

Ⅱ.Teachingaids

Radio/pictures/blackboard

Ⅲ.Five-fingerTeachingPlan

Step1Review

1.T:Fly.

G1:WeareflyingtoDisneyland.

…

2.T:Now,let’splayagametoreviewthebodylanguage.

3.T:Welldone!Boysandgirls,yesterdayIaskedyoutocollectmoreinformationaboutdifferencesinEnglishamongdifferentEnglish-speakingcountries.NowI’llaskapairtoperforminthefront.S1,S2,wouldyouliketoshowusyourdialog?

S1,S2:Yes,ofcourse.

S1:Hello,whatshouldpeoplesaywhentheymeetotherpeopleinBritain?

S2:Theyoftensay“Hello”.ButwhataboutinAustralia?

S1:“G’day”instead.

S2:WhatshouldpeoplesaywhensomeonedidsomethingwellinBritainthen?

S1:Welldone!AndwhataboutinAustralia?

S2:Goodonya,mate!

S1:…

S2:…

T:Boysandgirls,doyouthinktheiroralEnglishisverygood?

Ss:Yes.

T:Whohasthebestpronunciationinourclass?

pronunciation(n.)——pronounce(v.),oral

Ss:LiLan.

T:Yes,you’reright.LiLan,pleasestandup.Canyoupronounce“hot”?(hot)

LiLan:Yes,it’s…

T:You’reright.Youknowitpronounces/ht/inBritishEnglish,whileinAmericanEnglishitpronounces…./.Besidespronunciation,therearealsodifferencesbetweenAmericanEnglishandBritishEnglish,suchasspellingandexpression.

expression

T:Now,ifyouwanttoknowmoreaboutdifferencesbetweenAmericanEnglishandBritishEnglish,let’slearn1a.

Step2Presentation

1.T:PleaselistentothetapecarefullyandfindoutwhatthedifferencesbetweenBritishEnglishandAmericanEnglishare.

(1)Howmanykindsofdifferencesarementionedinthepassage?

(2)Whatarethey?

T:WhocananswerQuestion1?

S1:Ican.Therearethree.

T:Yes,whatarethey?

S1:AmericanEnglishisdifferentfromBritishEnglishinpronunciation,spellingandsomeexpressions.

2.T:Read1aagain,andfillintheformin1b.

fillin

T:S2,couldyoutellmehowtopronounce“clerk”inBritishEnglish?

S2:Oh,yes.It’s….

T:ButhowtopronounceitinAmericanEnglish?

S2:It’s…

clerk

T:Great.S3,couldyouspellthepastparticipleformoftravelinAmericanEnglish?

S3:T-R-A-V-E-L-E-D.

T:Good.ButhowtospellitinBritishEnglish?

S3:T-R-A-V-E-L-L-E-D.

T:S4,whichtakethesubway,AmericansorBritishpeople?

S4:Americans.

T:OK.Youcanmakeasimilarconversationwithyourpartner.

Step3Consolidation

1.T:Now,let’splaythegame“Iknowwhereyoucomefrom.”Youcanusetheknowledgewehavelearnedinthistopic.Youcanbeginlikethis:

S1:Hello.MayIaskyouaquestion?

S2:Ofcourse,please.

S1:Howdoyoupronounce“hot”?

S1:Thanks.IknowyouareanEnglishman.

S2:(withasurprisinggesture)Howdoyouknowthat?

S1:Iknowthatfromyourpronunciation.

S2:Oh.Isee.

S3:Goodonya,mate!

S1:Oh.Iknowyou’refromAustralia.InAustralia,peoplecalltheirfriends“mates”.

S3:That’sright.TherearedifferencesinEnglishamongdifferentEnglish-speakingcountries.

2.T:Now,accordingtowhatwehavejustlearned,weknowAmericanEnglishandBritishEnglisharedifferent.Pleasefinish1bfirst.I’llasksomestudentstoretellthetext.Youcanusetheformin1b.

Step4Practice

1.T:Now,let’splayagame“Whodoesquicklyandwell?”.

Example:

A:“Fall”inAmericais“秋天”.Doyouknowhowtoexpress“秋天”inEngland?

B:Yes,it’s“autumn”.Doyouknowhowtospell“数学”inBritishEnglish?

C:Yes,it’s“maths”.DoyouknowhowtospellitinAmericanEnglish?

D:Yes.It’s“math”.

2.

notonly…butalso

befondof

becloseto

PiratesoftheCaribbean

Example:

NotonlyhebutalsoIaminterestedinwatchingTV.

Thechildrenarefondofplayingtoys.

Hishomeisclosetohisschool.

4.T:Matchthepictureswiththerightsentences.ThenIwillaskastudenttoreadthesentences,andchecktheanswers.

Step5Project

1.playagamelikefindingfriendstoexperiencethedifferencesbetweenBritishandAmericanEnglish

2.Homework:Afterclass,seetwoEnglishfilms.OneismadeintheUK,theotherismadeintheUS.

Teachingreflections:

SectionD

Ⅰ.Teachingaimsanddemands

1.Learnsomenewwordsandphrases:

comeabout,force,takein,cent,accent

2.LearnhowthedifferencesbetweenAmericanEnglishandBritishEnglishcameabout.

3.Reviewpresentcontinuoustoshowthefuture:

I’mflyingtoDisneylandtomorrow.

Myuncleismeetingustomorrow.

Ⅱ.Teachingaids

Blackboard/radio

Ⅲ.Five-fingerTeachingPlan

Step1Review

BritishEnglishAmericanEnglish

dialogue

alivingroom

metre

……

T:Now,let’sreviewSectionC.HowmanykindsofdifferencesarementionedbetweenBritishEnglishandAmericanEnglish?

S1:Three.Theyaredifferentinpronunciation,spellingandexpression.

T:Whocangivemesomeexamples?

S2:Wepronouncetheword“hot”[ht]inBritain,butitispronouncedas….inAmerica.

S3:Theword“dialog”isspeltas“dialogue”inBritain,butinAmericaitisspeltas“dialog”.

S4:InBritainpeopleusuallyrelaxinasittingroom,butinalivingroominAmerica.

…

T:Good.Youlearnverywell.Buthowdidthesedifferencescomeabout?Doyouwanttoknow?OK,let’slearn1atofindout.

Step2Presentation

1.T:Asweknow,therearesomedifferencesbetweenAmericanEnglishandBritishEnglish.Howdidthedifferencescomeabout?

comeabout

T:Longago,manyBritishpeoplewereforcedtoleavetheircountryforsomeotherplaces.TheseplaceswerelatercalledAmerica,CanadaandAustralia.TheEnglishlanguagewasbroughttotheseplacesbythem.Thelanguagechangedlittlebylittleindifferentpartsoftheworld.

force

T:TheEnglishlanguagehasalsotakeninmanynewwordsfromotherlanguages.Inaword,theEnglishlanguageischangingallthetime.Understand?

Ss:Yes.

takein

T:Now,lookatyourbooksandlistento1a,findouthowthesedifferencescameabout.

2.

beforcedtodo,cent

inthebeginning,German

takein,kowtow

inshort,

Step3Consolidation

1.T:Read1aagain,andmarkthestatementsin1bTrueorFalseandmatchthewordswiththelanguagesin1c.Thenwe’llchecktheanswerstogether.

2.Example:

T:S1,mayIaskyousomequestions?

S1:Ofcourse.

T:TherearedifferencesbetweenAmericanEnglishandBritishEnglish,buthowdidtheycomeabout?

S1:Longago,manyBritishpeoplewereforcedto…TheEnglishlanguagewasbroughtto…Inthebeginning…thesameas…,changedlittlebylittle…

T:What’sthemeaningoftheword“cookbook”?

S1:It’sabookforcooking.It’sfromGerman.TheEnglishlanguagehastakeninmanynewwordsfromotherlanguages.Forexample,itborrowed“tofu”and“kowtow”fromChinese.

T:Welldone,thankyou.You’velearntverywell.

Step4practice

1T:Nowlet’smakesomesentenceswiththepresentcontinuoustensetoshowthefuture.OK?

Ss:OK!

leave

travel

come

T:Whowantstotry?

S1:I’mleavingforDisneylandtomorrow.

S2:Themostexcitingtimeiscoming.

S3:WearetravelingtoAmericanextsummerholiday.

2.T:Now,pleasefindoutallthesentenceswhichshowthefuturebypresentcontinuousyourselves.Thendiscussingroups.

3.T:OK,listento2aandrepeatthesentences.

I’mflyingtoDisneylandtomorrow.

I’mleavingthisafternoon.

4.(1)T:Let’shaveacompetition.Iwilldivideyouintoeightgroups.Youhavetolistalltheusefulexpressionsinthistopicwithinthefixedtime.Thenwe’llchecktoseewhichgroupisthewinner.

(2)T:Listento2bandfollow.

Ican’tfollowyou.

Canyouspeakmoreslowly,please?

Haveagoodtrip!

Theforeignerisaskingforaride.

Step5project

1.T:Let’splayaguessinggame.Youworkingroupsoffour.Anystudentfromeachgroupinturndescribessomethinginriddleformat,andthestudentsfromthenextgroupguess.Iftheriddleisguessedcorrectly,theguessgroupwinsonescore,otherwisetheriddlegroupwinsthescore.

G1:WhatcoloristhewhitecapthatisthrownintotheBlackSea?

G2:White.Whichtabledoesn’thavelegs?

G3:Timetable.Whoearnsalivingbydrivinghiscustomersaway?

G4:Thedriver.…

T:I’llgiveyoumoreriddles.Ifyouranswerisright,yourgroupcangetonemorescore.OK?

Ss:Yes.

T:Areyouready?

Ss:Yes.

T:Allright.No.1:Whatletterisananimal?

S5:…(B).

T:No.2:Whatletterisanquestion?

S6:…(Y).

2.T:Whatdowetalkaboutinthistopic?

Ss:ThedifferencesbetweenBritishEnglishandAmericanEnglish.

T:Yes.IfsomeonehastroubleincommunicatinginEnglish,canyouhelphim/her?

Ss:Sure./Certainly./Noproblem.

T:OK.WangJunfengisinCalifornianow.Hehassomedifficultiesinunderstandingthepeoplethere.Becausetheiraccentsarenotallthesame.

accent

T:Let’sreadhise-cardtofindoutwhathewantstoknowandtryourbesttohelphim.

3.Homework:

WriteapassageaboutthedifferencesamongAmericanEnglish,BritishEnglish,CanadianEnglishandAustralianEnglish.

Teachingreflections:

仁爱英语七年级Unit2Topic1学案

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。