九年级英语Unit 6 Topic 2 Section C湘教版.doc

Unit 6 Topic 2 Section C The main activity is 1a and 3. 本课重点活动是1a和3。.Teaching aims and demands教学目标1. Master some new words and phrases：murder, keep on, come back to life, at the bottom of2. Learn the meaning of a proverb.One tree cant make a forest.3. Talk about literature.Teaching aids教具录音机/投影仪/图片.Five-finger Teaching Plan五指教学方案Step 1 Review 第一步 复习(时间：15分钟)1. (让学生们拿出昨天画好的画，告诉他们在页角写上姓名及时间。引出本课新单词。)T: Yesterday we drew some beautiful pictures. Please take them out and write your names and the date at the bottom.at the bottom(板书画线部分，并领读生词。)T: Follow me to read the new word.(为了使学生们能够透彻理解单词的含义及记忆词组，拿出一些其他的东西作示范。)(1)(指着书的封面的下面，引导他们说出词组。)at the bottom of the page(2)(黑板的下面，说词组。)at the bottom of the blackboard(3)(一幅图的下面)at the bottom of the picture(4)(为了减少写作中的难点，引导学生写出完整的句子。)Ss: His name is at the bottom of the picture.(5)(在黑板的底部，我们能看到一个单词。)Ss: We can see a word at the bottom of the blackboard.2. (让学生们交换彼此画的图，对其进行描述，为后面的写作打下基础。为了便于学生们操作，教师作示范。)T: The picture is by . We can see some students planting trees on the hill. We know that likes the environment very much.The picture is by .We can see.(1)(学生们互相听，互相补充。)T：First, you can describe the picture to your partner. If necessary, get your partner to add something. Then please describe the picture to the others.(2)(请两个学生把自己对图画的描述讲给大家，用上面划线的句子。)S1: The picture is by . We can see.S2: The picture is by . We can see.3. (请学生们整理上一节课的作业，把自己所找到的文学作品的作者，主要人物及性格特征，还有作者的写作风格向大家汇报。)T: Lets check your homework. Who has finished your homework? Please report your findings to the class.(为了规范大家的说法及提供示范，教师先介绍一下自己的发现。)T: This book is called Yongzheng Dynasty. Its mainly about Emperor Yongzheng. Yongzheng was very powerful. He made a great contribution to the dynasty. Eryuehe always writes stories about Chinese emperors, especially the emperors of Qing Dynasty.S3: This book is called . Its mainly about .S4: .4. (呈现西游记的图，让学生们描述其内容，为后面对各个角色的描述作铺垫。)T: What can you see in the picture?Ss: We can see four people.T: Who are they?Ss: They are the characters in Journey to the West.(对于这个回答，老师可以给出适当的提示，也可以用这四个人名来回答。)T: Which character do you like best?(学生们可以给出不同的回答。)S5：I likebest.S6: .S7: .S8: .(当学生们给出不同的答案后，教师提问他们喜欢这一角色的原因，引导学生们对其性格特点做出描述。)T: Why do you like the Monkey King?S9: Because he is funny and clever.(如学生们做出的是其他的回答，教师可补充这一句。)T: Why do you like Sandy?S10: Because he is kind and helpful.T: Why do you like piggy?S11: Because he is fat and lazy. He likes eating very much. He is very funny.T: Why do you like Xuanzang?S12: Because he can say magic words to control the other three.(教师总结学生们的回答，并对其进行情感态度方面的教育。)T: Xuanzang was nearly eaten by his enemies. With the help of the other three, he succeeded at last.5.(呈现哈里波特的图片，让学生们描述其内容，为后面对各个角色的描述作铺垫。)T: What can you see in the picture?Ss: We can see some children.T: Who are they?Ss: They are Harry Potter and his friends.T: Which character do you like best?S13: .S14: .(允许学生们给出不同的回答，然后问喜欢的原因。)T: Why do you like ?S15: Because .T: Why do you like?S16: Because.(教师总结学生们的回答。)T: Harry was clever and brave. But without the help of his friends, he would be murdered sooner or later.(教会学生认识并理解murder这一生词的含义。)murder v.(板书划线部分，领读生词，释义)T:“murder”means“kill by plan”.(举出适当的例子，使学生对这一词有更深的理解。)(1)Abraham Lincoln was dead. He was murdered by his enemies.(2)Harry was nearly murdered.(扩展这一句子，引出教材中含有这一词的原句，并领读。)T: Harry would be murdered sooner or later.If Harrys friends didnt help him, he would be murdered sooner or later.(总结学生们对两幅图的描述，加上一些适当的提示，对学生进行情感方面的教育，培养其乐于与他人合作的精神，使其养成和谐和健康向上的品质。)T: Monkey King is clever and powerful, but he cant succeed by himself. His two friends gave him a lot of help.Harry Potter is very brave and clever, but he cant beat his enemies by himself. He would be murdered by them without his friends help.From that we know, One tree cant make a forest.We must know how to work together with others, then we can make a great success.(板书划线部分对其谚语进行释义并领读)One tree cant make a forest.Step 2 Presentation 第二步 呈现(时间：5分钟)(设置听力任务，让学生带着任务听，锻炼其从材料中获取信息的能力。)(1)What books did they mention in the dialog?(2)What story did they mention in the dialog?(听录音，回答问题。)(1)Journey to the West and Harry Potter(2)Sand and Stone(板书划线部分，为下面的总结打下基础。)Step 3 Consolidation 第三步 巩固(时间：5分钟)1. (为了充分理解对话的内容，继续设置问题，让学生在阅读中找答案。)(1)What can we call the two books?(2)What are Potters friends like?The answers are：(1)We can call them literature.(2)They are wise and helpful.2. (小组活动，让大家一起讨论完成1b表格。)T: Lets work in four-people groups, describe the characters in 1a to your partner, then fill in the chart and check your favorite character.3. (请两位学生来作汇报，其他学生一起校对和补充四个人的性格。)S1: is my favorite character.the Monkey King.Sandy.Piggy .Harry Potter.S2: is my favorite character.the Monkey King.Sandy.Piggy.Harry Potter.Step 4 Practice 第四步 练习(时间：15分钟)1. (让学生拿出自己所搜集的文学作品，来描述自己最喜欢的人物。)T: Please take out your literature works and describe your favorite characters. Why do you like him or her? What other characters do you remember clearly? Do you like him or her? Why or why not?S1: .S2: .2. (让学生对作品进行分类，找到能说明“独木难成林”这一主题的作品，用以巩固其合作精神。)T: Lets tell about our books and find out the works which have an idea of “One tree cant make a forest.”3. (转入另外一个故事2a,让学生们阅读并完成以下几个问题。)(1)How many people are there in the story?(2)Where did the story happen?(3)What did the tall one do when he had an argument with his friend?(4)Where did the short one write the words when his friend hurt him?(5)What happened in the water hole?(6)Where did the short one write the words when his friend saved him?(7)What did he mean in his last words?(文中有几个生词教师不必处理，让学生自己判断，锻炼其根据上下文理解文章的能力。)(以下是几个问题的答案，板书以备同学们复述。)(1) There are two people in the story.(2) The story happened in a desert.(3) He slapped his friend in his face.(4) He wrote it in the sand.(5) The short one got stuck in the mud and started to drown.(6) He wrote it on a stone.(7) If someone hurts me, Ill be angry but try to forget it and forgive the person. If someone gives me help, Ill be thankful to him and try to remember him forever.4. (用自己的话复述课文大意，要求用记叙文。)T: Please retell the story with the words above.5. (根据以上短文，让学生回答问题，为下面的辩论作准备。)T: Do you agree it is good to forgive your friends when they hurt you? Why or why not?S3: Yes. I agree, because.(学生们的意见是不一致的，这时候教师就提出来让大家进行辩论。)T: Lets debate on this statement.It is good to forgive your friends when they hurt you. How to debate: (给他们定下规则。)(1)Form two teams. Each team has three speakers. Others give information to them.(2)Say one reason each time.(3)Each reason can get two scores.(4)The whole class decide which team is the winner.It is good to forgive your friends when they hurt you.agreementdisagreementreasonscorereasonscore(教师作出总结，用以教育学生认识自己的优势与不足，学会宽容并乐于与他人合作。)T: Some students think we should forgive our friends when they hurt us, because we should give lots of help each other at most time. Maybe when they are in bad moods they may hurt us. So we should understand and be friends with them again. But some students think that we should not forgive them because they hurt us deeply, they act in bad manners. You can solve the problem according to your own ideas. But remember the proverbs: “Two heads are better than one. One tree cant make a forest. One more friend, one more way.” We should always be thankful and grateful to others. Then we can get more happiness from our life.Step 5 Project 第五步 综合探究活动(时间: 5分钟)1. (呈现3的图画，让学生观察，然后用问答的方式对其进行提示。)T: We can find many interesting things in our life. Look at the pictures. Lets talk about them.What can you see in the picture 1?Ss: We can see.(教师提醒。)T: We can see many animals and three bunches of grapes. What are they doing?Ss: Theyre laughing at the fox.T: Why are they so happy?Ss: Because the thirsty fox cant catch the grapes.T: What can you see in the picture 2?Ss: We can see a hare and a tortoise.T: Yes. What are they doing?Ss: The tortoise is nearly coming to the end while the hare is sleeping.T: So an early bird catches worms(勤能补拙).2. Homework做调查：What is one of the good things a friend has done for you during your middle school years?