九年级英语下册 Unit 5 Topic 2 I'm becoming more and more interested in China's history.Section B教案 （新版）仁爱湘教版.doc

Unit 5 Topic 2 I'm becoming more and more interested in China's history.Section B
Ⅰ. Teaching aims and demands教学目标
知识目标：1. Learn some new words and a phrase:
captain, sail, coast, pride, die of, trade, prize
能力目标：（1） Learn the attributive clauses which use“whom”:
He was a Ming dynasty explorer whom the Chinese people are proud of.
（2）. Talk about the life of Zheng He.
情感目标： Learn about the great persons and their events in order to improve the students’ sense of national pride.
Ⅱ. Teaching aids教具
多媒体课件/录音机/幻灯片/图片
Ⅲ. Five-finger Teaching Plan五指教学方案
Step 1 Review 第一步 复 习
(教师用多媒体或板书展示自己制作的名人档案，呈现历史人物郑和。)
T: I have made a card, too. Please look at the screen/blackboard.

Name: Zheng He (1371-1433)
Birthplace: Yunnan Province
Experience: From 1405 to 1433, he led seven ocean journeys for the Ming emperor.

(教师口头介绍郑和的个人档案，深入引导，过渡并呈现新词汇。)
T: Zhen He was born in 1371 and unfortunately he died of illness in 1433. As a captain and palace official, he led seven ocean journeys from 1405 to 1433. He even sailed to the east coast of Africa with the help of compasses. He made the ocean journeys in order to develop trade and friendship between China and other countries. He is really the pride of China.
(板书，并要求掌握captain, sail, coast, pride, die of, trade；理解unfortunately；了解compass。)
T: Do you want to know more about Zheng He? Let’s begin our new lesson, Section B.
Step 2 Presentation 第二步 呈现
学习1a的语言项目和whom/who引导的定语从句。
1. (听1a录音，并进行判断，问题以幻灯片的形式呈现。)
T: Let’s listen to the tape twice and mark True(T) or False (F).
(1)Zheng He even traveled to the east coast of Africa. ( )
(2)Zheng He led six ocean journeys from 1405 to 1433. ( )
(3)His last ocean journey was later than Columbus’ journey to America. ( )
2. (读1a，让学生找出疑难点，先自己解决，自己不能解决的，教师帮其解决。)
He was a Ming dynasty explorer whom the Chinese people are proud of.
Be proud of=take pride in 为…骄傲/自豪 the pride of…的骄傲
It’s hard to believe.
Step 3 Consolidation 第三步 巩 固
通过1b，巩固1a的语言项目，然后完成1c。让学生了解郑和的生平，提高学生的英语表达能力。
1. (根据1a完成1b，然后小组之间互相检查、讨论。)
2. (让学生两人一组表演1a对话。)
3. (通过多媒体呈现1c的表格。)
(1)(表格呈现在大屏幕上，让学生读一遍表格，找出新词。)
(2)(读表格，根据表格内容，每一行说出一个句子。)
Answers: ①He led seven ocean journeys from 1405 to 1433.
②He led seven ocean journeys in total.
③There were compasses, ocean maps and other things in his ships.
④The number of ships was over 200 each time when he went on his ocean journeys.
⑤The number of people was about 27 000 each time.
⑥The size of the biggest ship was about 151.8 meters long, 61.6 meters wide.
⑦He reached more than 30 countries and areas.
⑧He traveled in order to develop trade and friendship between China and other countries.
4.根据1c复述郑和的生平。
Step 4 Practice 第四步 练 习
师生准备一些名人图片，进一步练习由who, whom, whose引导的定语从句。
1. (教师出示一张名人图片，比如鲁迅，进行师生问答。)
Lu Xun is a great writer who wrote many articles.
I like the writers whose books are very famous.
2. (教师出示自己朋友的照片。)
T: I have a friend. His name is Liang Bing. I can also say:
whose

I have a friend whose name is Liang Bing.
3. (学生根据例子利用书上2中的提示，完成2。)
Step 5 Project 第五步 综合探究活动
收集一些有关名人的资料，来汇报他们的事迹。进一步巩固who/whom/whose引导的定语从句。
板书设计：