九年级英语Unit5 Topic 2 Section D湘教版.doc

Unit5 Topic 2 Section D
The main activities are 1, 2 and 4. 本课重点活动是1，2和4。
Ⅰ. Teaching aims and demands教学目标
1. Master some new words and phrase:
safety, fear, wait for, pupil, instruction, ping-pong, owner, private
2. Summarize attributive clauses.
3. Let the students understand the history of China deeply. Raise public
awareness of patriotism.
Ⅱ. Teaching aids教具
图片
Ⅲ. Five-finger Teaching Plan五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
学生汇报课前准备的在长征中对自己影响最大的伟人。呈现新词，引出长征。
1. (几个学生到讲台前汇报。)
T: Now check your homework. I ask several students to report the great men who influence them most to the class.
S1: …
S2: …
2. (教师通过介绍《西行漫记》，过渡到1。)
T: Do you read a book named Red Star over China?
Ss: No.
T: It’s a book that tells us about an important event in China’s history—the Long March. The KMT wanted to wipe out the Red Army in the autumn of 1933. So the CPC decided to move the Red Army to safety. Along the way, the Red Army faced the enemy’s attacks and hard living conditions without any fear.
(板书，掌握生词safety, fear，理解生词wipe, attack及短语wipe out。)
the KMT
wipe out
the CPC
safety
attack
fear
T: Do you want to know more about the Long March?
Ss: Yes.
T: Let’s finish 1.
Step 2 Presentation 第二步 呈现(时间:8分钟)
1. (Work alone，先让学生完成1，再与同伴交流。)
T: Let’s read some sentences about the Long March and give the correct order. Then you can talk it with your partner.
2. (核对答案。按正确顺序，全班同学齐读1遍。)
T: Let’s check the answers. Then read it together in the correct order.
3. (教师提取1中的数词并把数字列在黑板上，让学生指出与这些数字相关的信息，以加深对长征的理解。)
1933, 1934, 25,000, 1936
T: Look at the numbers about the Long March on the blackboard. Please find out the information related to the numbers from 1.
Step 3 Consolidation 第三步 巩固(时间:10分钟)
1. (让学生讲关于长征的故事，以便于更多的了解长征。)
T: Now, tell stories about the Long March, please. Who wants to try?
S1: …
S2: …
2. (Group work，以小组形式简要阐述A Plan for a New Long March.)
T: The Red Army faced not only the enemy’s attacks but also hard living conditions. However, they didn’t have any fear and they moved to safety. Suppose you were going to make a new program—experiencing the Long March. Compare the differences between the Red Army’s difficulties and yours. Then make a plan for yourselves.
(学生通过此活动了解到红军长征的艰辛。并让他们大胆设想、创新，计划经历一次新的长征。)
3. (学生设计完后，教师抽一、两个写得好的做示范，其他课后张贴在墙上展示。)
T: Who wants to tell us something about your plan? S3, please.
S3: …
T: Good job, S3. Thank you. Sit down, please. What about yours, S4?
S4: …
(两个学生表演。)
Step 4 Practice 第四步 练习(时间:10分钟)
1. (用头脑风暴的方式来复习定语从句和有用的表达，完成3a，3b。)
(1)(完成3b。)
T: Please look for some useful expressions in Topic 2 within 2 minutes.
(2分钟后，教师让学生汇报。)
S1: …
S2: …
(2)(完成3a。)
T: Please look for some attributive clauses in Topic 1 and Topic 2 within 3 minutes.
(3分钟后，教师让学生汇报。)
S3: …
S4: …
2. (教师与学生一起总结定语从句中关系代词的用法，完成2。)
T: Look at the words on the blackboard.
(教师板书并讲解。)
that, which, whose, who, whom
(仿照例句，完成2,板书并学习生词,要掌握生词及短语wait for, pupil, instruction, ping-pong, owner和private。)
wait for, pupil, instruction, ping-pong, owner, private
T: Complete 2 with “that”, “which”, “whose”, “who” or “whom”.
(核对答案)
T: Let’s check your answers.
S1: …
S2: …
3. (用连句子的方法来巩固定语从句。)
T: Now everyone. Please match the sentences with “that”, “which”, “whose”, “who” or “whom”. First look at the example.
(板书。)
I know the girl in green who/whom John is talking to.
Confucius is the great man whose sayings are still very famous.
T: OK. Can you match the following sentences?
Ss: Yes, we can.
T: Good.
(1) The foreigner visited our school yesterday.
The foreigner is from Canada.
(2) They planted the trees.
The trees don’t need too much water.
Answers: (1)The foreigner who visited our school yesterday is from Canada.
(2)We planted the trees which don’t need too much water.
4. (教师将学生分为四组，每组到黑板上写由关系代词引导的定语从句，所写句子不能相同，且一定要用到每个代词。)
T: Now, my class. Let’s have a competition. Each group writes the sentences using attributive clauses as many as possible. OK?
Ss: OK.
T: Ready? One, two, three, go!
GA GB GC GD
(1) ... ... ... ...
(2) ... ... ... ...
(3) ... ... ... ...
...
(写的又多又正确的组为赢者，给予奖励。)
T: OK. Well done, everyone. GD is the winner, congratulations!
Step 5 Project 第五步 综合探究活动(时间:7分钟)
通过谈论图片与写作，完成4。
1. (把学生分成4人一组，教师拿出事先准备好的中国的漂亮地方的图片和中国著名人物的图片。然后把图片分到各组，让组内成员每人抽一张图片，然后轮流描述自己的图片，让组内其他成员猜测它是哪儿或者他/她是谁。)
T: I have some pictures of beautiful places and famous people in China. Now I give them to you. One member in a group draws a picture, then describe it and ask the others to guess where it is or who he/she is.
2. (根据刚才的描述，写一篇作文。)
T: Write a composition according to the descriptions just now.
3. (让几个学生口述自己的作文，其他学生改错。)
T: Now, who wants to retell you own composition? S1, please.
S1: …
4. Homework:
Join the sentences with “that”, “which”, “whose”, “who” or “whom” to form attributive
clauses.
(1)The girl is Mrs. Smith’s daughter.
She lost her way last night.
(2)I have a TV set.
It was made in Japan.
(3)I received a postcard yesterday.
The postcard was from Kangkang.
(4)I met a beautiful girl at the party yesterday.
Michael knows the girl.
(5)I know Jackie Chan.
His movies are very popular with the young.
板书设计：
Confucius, a pioneer in the field of education.
Section D
that, which, whose, who, whom
I know the girl in green who/whom John is talking to.
Confucius is the great man whose saying are still very famous.