九年级英语Unit5 Topic 3 Section B湘教版.doc

Unit5 Topic 3 Section B
The main activities are 1a and 2. 本课重点活动是1a 和2。
Ⅰ. Teaching aims and demands教学目标
1. Master some new words and phrase:
chess, thirsty, hungry, memory, in memory of …
2. Go on learning the usage of connectives and agreement of subject and predicate.
(1)Both my father and I like it a lot.
(2)Neither my mother nor my father likes it, but I like it very much.
3. Learn about Chinese chess and its background.
Ⅱ. Teaching aids教具
录音机/电视机/录像带/象棋/图片/小黑板
Ⅲ. Five-finger Teaching Plan五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
检查作业。教师对学生的象棋爱好进行采访并总结，导入新课。
1. (检查上节课家庭作业的完成情况，让学生在班上作汇报。)
T: Very good. Just now, S1 told us something special in his hometown. He noticed stone lions in front of the great building. OK. What else did you notice? Have you searched the information about it?
Ss: Yes, we have.
T: Good, let’s share it together.
S2: …
S3: …
...
2. (展示一幅象棋，告诉学生，在古代中国，龙是重要的，但马也同样很重要，以复习、导入新课为目的。)
T: As we know, we can see many animals in front of the great building, such as dragons, lions and so on. And they mean differently. There are a lot of stories, songs and sayings about them. But today I want to say, in China’s ancient culture, horses are also important. They were used for riding and carrying things. Have you seen the real horses?
Ss: Yes. / No.
T: Today we can see horses in a game, but not real horses. Look! This is chess. It’s Chinese chess.
(板书并掌握生词chess。)
chess
(展示中国象棋。)
3. (教师提问做调查，然后总结。)
T: How many students like playing Chinese chess? Hands up, please.
T: OK. Next, how many students don’t like it?
T: Good. Most of you like it. S4 and S5 like playing Chinese chess. But S6 doesn’t like playing it at all. S7 either. We can also say:
(板书)
▲

Both S4 and S5 like playing Chinese chess.=Not only S4 but also S5 likes playing Chinese

chess.
▲

Neither S6 nor S7 likes playing Chinese chess.

both … and … 两者都……(谓语动词用复数)
谓语动词遵守“就近原则”
not only … but also … 不但……而且……
neither … nor … 既不……也不……
(让学生造句，进一步加深记忆。)
4. (方案一)(导入新课1a。)
T: OK. I think most of the students like playing Chinese chess, especially the boys. Today we are lucky to learn something about Chinese chess.
(方案二) (为了引发全体学生的兴趣，让学生有成就感，也为呈现1a, 2内容作铺垫，要求两位学生讲解怎样下中国象棋，最后在屏幕上展示一盘残局让两人实践对弈。)
T: OK. Who knows how to play chess? Volunteers?
S8: I know.
S9: I like it very much.
T: Very good. Can you show us how to play it?
S8,9: Sure.
(于是两人依次向全班讲解。)
…
(教师在屏幕上展示一局残棋，要求两位学生作示范表演。)
T: How clever you are! Can you make a model for us?
S8,9: No problem.
(两人示范，其他学生加油、喝彩。)
…
T: Well done. Thank you so much for this. I think most of the students like playing Chinese chess, especially the boys. Today we are lucky to learn something about Chinese chess.
Step 2 Presentation 第二步 呈现(时间:7分钟)
学习1a。
1. (让学生听1a录音，快速回答关于1a的问题，以加深对both...and...，neither...nor...的理解。)
T: Now, everyone. Susanna, Kangkang and their classmates are in the park. They see some people crowding around a stone table. Please listen to the tape and answer some questions quickly. You’d better use“both … and …”and“neither … nor …”.
(1) Do Wang Junfeng and his father like playing Chinese chess?
(2) Does Li Ming’s father like playing Chinese chess? What about his mother?
2. (读1a让学生从1a中找出含有both … and …和neither … nor…的句子,并用词组造句。同时学习并掌握生词thirsty和hungry。)
T: Please find out the sentences that contain “both … and …, neither … nor…”in 1a. Then make sentences with these phrases.
(both … and … 与 neither … nor …意思相反。both … and …连接并列主语时，谓语动词用复数。)
板书
Both you and I are from Jiangxi.
(而neither … nor …, either … or … 连接并列主语时，谓语动词则与最靠近的主语保持人称和数的一致。)
板书
Neither you nor he is from Beijing.
Either he or I am mad.
Step 3 Consolidation 第三步 巩固(时间:8分钟)
巩固1a，完成1b。
1. (要求学生用both … and …和neither … nor …造句，分两组进行比赛，一组用both … and …, 另一组用neither … nor …, 不能重复，也不能出错，否则算输。)
T: Now, my class, let’s have a competition. Use“both … and …”/ “neither … nor …”to make sentences as many as possible. You mustn’t make mistakes.
Example:
Group A: I like both English and math.
Group B: I have neither pens nor pencils.
OK. Do you understand?
Ss: Yes.
T: Good. Let’s begin our competition. First Group A and then Group B. Ready? Go!
(比赛开始。)
Group A: …
Group B: …
T: Very good.
2. (1)(赛完后，学生分四组进行角色朗读1a，表演并巩固1a的内容。)
T: Now let’s act 1a out. G1 is Kangkang. G2 is Susanna. G3 is Wang Junfeng and G4 is Li Ming.
(2)(让学生四人一组进行操练。)
T: Then please act it out with your partners.
Ss: …
3. (Work alone，完成1b。)
T: Fill in the brackets according to 1a, then retell the dialog.
Step 4 Practice 第四步 练习(时间:13分钟)
学习2并完成3。
1. (让学生听教师讲一个故事，引起学生学习2的兴趣。)
T: Do you want to listen to a story?
Ss: Yes.
T: Now, let me tell you a story about Chinese chess.
(教师讲故事。)
There is a great true story about Chinese chess. The story happened 2,200 years ago. In order to bring down the Qin dynasty after the death of Emperor Qin Shihuang, the peasants fought against the government. Among them, there were the two strongest armies led by Xiang Yu and Liu Bang. In order to be the new emperor, there was a great final battle between them. The battlefield was along the Chu River. Finally, Liu and his army won the battle. So he became the next emperor and founded the Western Han dynasty. People invented Chinese chess in memory of the famous battle.
(板书并掌握词组in memory of…理解新单词peasant, found，了解新单词battlefield。)
peasant
found
in memory of …
2. (让学生阅读2，填上所缺单词。)
T: OK. So much for this. Is that interesting?
Ss: Yes, it is.
T: Yeah, Susanna shows great interest in Chinese chess. She is reading a story about it on the Internet. But some words are missing. Please read the story by yourself and help her complete the story according to the first letters which are given.
(学生开始阅读，独自完成2。)
T: Now, finished?
Ss: Yes.
T: Very good. Then let’s check the answers together.
(核对答案。)
3. (带领学生将故事读一遍，再让学生齐读一遍，然后把书合上，判断句子正误。)
T: Let’s read the story. Read after me.
(学生跟读。)
T: Now, can you read it together?
Ss: Yes.
(齐读。)
(最后教师说出与2内容有关的英语句子，要学生抢答，判断正误。)
T: Good. I have some sentences. I’ll ask some of you to tell us whether they are true or false. Do you understand?
Ss: Yes.
T: OK. Let’s begin!
(1)The story happened about 500 years ago.
(2)After the death of Emperor Qin Shihuang, the peasants fought against the government of the Qin dynasty.
(3)The battlefield was along the Han River.
(4)Finally, Liu and his army won the battle.
(5)In memory of Xiang Yu, people invented Chinese chess.
(与全班学生核对答案。)
4. (学生进行听力训练，独立完成练习3。)
T: Let’s look at Activity 3. Listen to the tape and complete the sentences, then number the pictures.
(学生完成后，教师再放录音。)
T: Listen to the tape again and follow it. Then check the answers.
Step 5 Project 第五步 综合探究活动(时间:7分钟)
做采访调查。
1. (做一次采访，调查一下你周围的朋友喜欢中国象棋的程度及原因。)
T: Now, let’s make a survey. Try to find out whether the students around you like playing Chinese chess. Record their reasons at the same time. When you report to the class. I need you to use the connectives we have learnt.
Name
Like
Like … a little
Dislike
Reason

2. (让学生汇报结果，内容一定用到所学并列连词。)
3. Homework
(1)Make 2 sentences with each connective below:
both … and …
neither … nor …
either … or …
(2)Search more information about Chinese chess on the Internet.
板书设计：
The dragon has become a symbol of the Chinese nation.
Section B
chess both…and…
peasant Both you and I are from Jiangxi.
found neither…nor…
in memory of… Neither you nor he is from Beijing.
Either he or I am mad.