九年级英语unit 5 Topic 2湘教版.doc

Unit 5 Topic 2
Section A
The main activities are 1a, 1c and 2. 本课重点活动是1a, 1c和2。
Ⅰ. Teaching aims and demands教学目标
1. Master the new word:
state
2. Learn the attributive clause (with the use of who):
He is a man who had many wise ideas and thoughts about nature, ...
3. Learning something about China’s historic people and historic events.
4. Train the students in loving our motherland.
Ⅱ. Teaching aids教具
录音机/教学图片/多媒体课件
Ⅲ. Five-finger Teaching Plan五指教学方案
Step 1 Review 第一步 复 习(时间:20分钟)
1. (教师收集一些名谚，分组、分条翻译，以竞赛的形式完成。其中要包含关于孔子的名谚，便于呈现孔子和引出saying。)
步骤:(1)教师分组，两人一组。
(2)把事先准备好的名谚发给每组，每组两条名谚，一条英译汉，一条汉译英。
(3)做好的交给教师，教师需对前15名进行表扬。
(4)把所有名谚用小黑板展示，让学生选择2条自己最喜欢的速记。
(5)把自己喜欢的名谚说给同伴听。
(6)教师选择孔子的名谚，呈现孔子，并进行简单的介绍，呈现who引导的定语从句。
T: Let’s have a match. Two students one group, I have some sentences on these paper. Please translate them with your partner. Let’s find the first group, the second … to the fifteenth group. Let’s begin.
(教师所搜集的名谚可参考下面小黑板呈现的，进行英汉转化。)
(两分钟后，教师展示前15组的名谚并给予奖励。)
T: Now I have fifteen groups. Let’s listen and check them.
Group 1: …
Group 2: …
...
Group 15: …
(教师把所收集的名谚以小黑板的形式展示出来。)
(1)Two heads are better than one.
(学过的采用汉译英的形式)
(2)The early bird catches the worms.
(3)Love me, love my dog.
(4)Where there is a will, there is a way.
(5)When I walk along with two others, I may be able to learn from them.
(6)What you know, you know. What you don’t know, you don’t know.
(7)To study and not think is a waste. To think and not study is dangerous.
(8)Isn’t it a pleasure that friends come to see you from far away?
(9)Learn the new while reviewing the old.
T: Which is your favorite? Can you tell me?
S1: …
S2: …
S3: …
(教师总结并引出saying及Confucius。)
T:Look at the small blackboard. These are sayings. From No. 5 to No. 8 are Confucius sayings.
(板书)
saying n.谚语，俗语
Confucius 孔子
T:Do you know about Confucius?
Ss:Yes. But only a little.
(另一种可能，Ss: No.)
(教师出示孔子图和孔子讲学图，并对孔子进行简单的介绍引出定语从句:He is a man who had many wise ideas and thoughts about nature, the world and human behavior.)

T: Let’s learn something about Confucius. He was born in the year 551 B.C. He was from the state of Lu.
(板书)
in the year 551 B.C.
the state of Lu

He is a man who had many wise ideas and thoughts about nature, the world and human behavior.
(教师对who引导的定语从句进行必要的讲解，并且要提到that和who引导的定语从句的共同点，并举例。)
(1)He is the man that I want to meet.
(2)I like the teacher who can play with us together.
Step 2 Presentation 第二步 呈现(时间:6分钟)
(以听力的形式呈现1a。)
T: Listen to the tape twice. And answer the questions on the blackboard.
(1)Whom are they talking about?
(2)Have his wise sayings influenced many people?
(3)When was he born?
(听录音后，给出问题答案。)
T:Listen to the tape for another time. Write down the saying of Confucius’ in the dialog.
(听录音后，找学生到黑板上写出孔子的名谚。)
Learn the new while reviewing the old.
Step 3 Consolidation 第三步 巩 固(时间:5分钟)
(以对话的形式，对1a进行巩固。)
1. (听录音，模仿对话。)
T: Listen to the tape and practice the dialog with your partner.
2. (Work alone, 根据呈现的问题的答案复述对话。)
T: Please retell the dialog according to the questions on the blackboard.
S1: …
S2: …
S3: …
Step 4 Practice 第四步 练 习(时间:8分钟)
1. (1)(Group work, 让学生快速阅读1c中的每个句子，在小组内讨论并排序，完成1c的练习。)
T: Read the sentences in 1c and talk about them in your group, then give the right order.
(讨论时教师要参与到小组中，及时的提供帮助，讨论结束，教师核对答案。)
T: Let’s check our answers.
Group A: …
Group B: …
(2)(Pair work, 小组内部讨论并找出自己难以理解的词句。)
T: Read 1c with your partner. Talk about the sentences and find out some that you can’t understand.
(学生可能难以理解的句子:)
(1)He tried to search for good rules of behavior.
(2)He died five years after returning to his home in the state of Lu.
S1: …
S2: …
(教师在处理这样的问题时要尽量让学生自己解决。教师提示，这两个句子优等生是可以解决的，由学生解决既可以发挥榜样的作用，又可以鼓励学生思考，培养他们独立解决问题的能力。)
(3)(教师根据排出的正确顺序，用小黑板呈现一些表示时间概念的词，让学生来复述孔子的生平。)
T: Please look at the time on the small blackboard. Try to retell the Confucius’ life in order.
(1)be born
(2)When he was 17 …
(3)After his mother’s death …
(4)When he was 55 …
(5)When he was 68 …
(6)five years after returning to his home in the state of Lu
(三分钟后)
T: Who can retell the life about Confucius?
S3: …
S4: …
S5: …
2. (练习听力，完成2。)
(1)(听录音,完成2。)
T: Listen to the tape for the first time. Finish the questions from one to three.
(放一遍录音后。)
T: Listen to the tape again. Finish the last two questions.
(2)(教师就听力文段进行提问，引导学生谈论历史事件和历史人物。)
T: We have listened to the tape twice. I want to know the answers to the following questions. Please talk about them:
Questions:
(1)What do you think of Emperor Qin Shihuang?
(2)Why is Qin Dynasty beaten by Liu Bang?
(教师给学生一些时间讨论，提供必要的帮助。)
T: Who can tell me your answers?
S6: …
S7: …
S8: ..
(教师进行总结，并将主题升华。)
T: We all know Emperor Qin Shihuang is a great emperor. He defeated six states. But his rules can’t go on forever, because those rules are strict. So we must be kind to everyone.
Step 5 Project 第五步 综合探究活动(时间:6分钟)
1. (方案一)
(组织对话表演，主题是关于孔子师生之间的对话，分小组进行表演。)
要求: (1)情景剧表演。
(2)人物的语言要符合人物的身份，特别是孔子的语言。
(3)对话中要尽量加入孔子的名谚。
T: Let’s make a conversation among your partners. Imagine one of you is Confucius, others are Confucius’ students. Please act it out.
(教师在学生组织时应该提供必要的帮助。)
T: Which group can act out your conversation?
Group 1: …
Group 2: …
Group 3: …
(方案二)
(调查孔子及孔子思想在中学生中的影响力，教师把调查的问题分别做成表格，分到各小组。)
T: Let’s make a survey about the influences of Confucius and his thoughts. Please fill in the
chart. Do Confucius and Confucius’ thoughts influence you a lot, just so-so, or none?
Name
A lot
Just so-so
None
Favorite sayings of Confucius’

(调查后进行汇报，每组派一名代表汇报。)
T: Can you tell me your results?
Group 1: …
2. Homework
(1)把两个句子用that或who联结，使之成为定语从句。
①She is a girl. I want to meet her.
②The boy is my brother. The boy stands in front of the house.
③The astronaut is coming here. The astronaut is Yang Liwei.
④He is the first student. He comes to school every day.
(2)为你喜欢的中国古代名人建立个人档案。
①收集古代名人的图片。
②为图片配上相应的说明文字(例如:Name, Birthplace, Experience …)。
Section B
The main activities are 1a, 1c和2. 本课重点活动是1a,1c和2。
Ⅰ. Teaching aims and demands教学目标
1. Master some new words and phrases:
coast, total, in total, army, march, succeed in doing, enemy
2. Learn the attributive clause (with the use of whom):
Zheng He is the Ming dynasty explorer whom all the Chinese people are proud of.
3. Learn something about China’s historic people and historic events.
4. Train the students in loving our motherland.
Ⅱ. Teaching aids教具
录音机/教学图片/多媒体课件
Ⅲ. Five-finger Teaching Plan五指教学方案
Step 1 Review 第一步 复 习(时间:10分钟)
1. (检查作业，由学生展示自己制作的名人档案，过渡到历史人物——郑和。)
T: Last class I asked you to make some cards about historic people. Who can show us your cards?
S1: …
S2: …
S3: …
(教师用多媒体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.

Name: Zheng He (1371-1433)
Birthplace: Yunnan Province
Experience: From 1405 to 1433, 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coast和die of。)
T: Who’s that?
Ss: Zheng He.
T: Where was he from?
S4: He was from Yunnan.
T: How old was he when he died?
S5: Sixty-two years old.
T: What do you think of him?
S6: He is a great explorer.
T: Where did he arrive?
Ss: The east coast of Africa.
T: Yes. He traveled to the east coast of Africa.
coast n.海岸，海滨
We walked along the coast for five miles.
the coast road 海滨道路
(板书)
His trips were about 60 years earlier than Columbus’ journey to America.
He died of illness on his way home from Africa in 1433.
(板书)
die of 死于……
He died of cancer.
T: Do you want to know more about Zheng He? Let’s learn 1a.
Step 2 Presentation 第二步 呈现(时间:10分钟)
1. (听录音呈现1a，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 make True(T) or False (F).
( )(1)Maria read a story about Zheng He.
( )(2)Zheng He even traveled to the east coast of Africa.
( )(3)Zheng He led seven ocean journeys from 1405 to 1433.
( )(4)He traveled to the west coast of Africa.
( )(5)He died of illness in 1431.
The answers are:(1)T，(2)T，(3)T，(4)F，(5)F
2. (再放一遍让学生跟读。)
T: Listen to the tape again. Pay attention to the pronunciation and intonations.
3. (让学生两人一组表演对话。)
T:Act it out in pairs.
Step 3 Consolidation 第三步 巩 固(时间:10分钟)
1. (通过多媒体呈现1c的表格。)
(1)(表格呈现在大屏幕上，进行pair work,让学生读一遍表格，找出新词。)
T: Please look at the chart on the screen and find out the new words or phrases.
Ss: Equipment, the number of …
(板书，并举例讲解。)
the number of ……的数量
a number of 许多……，大量……
① The number of China’s people is big now.
② A number of students like pop music.
(2)(读表格，每一行说出一个句子。)
T: Please say a sentence for every line.
S1: …
S2: …
S3: …
The answers are: ①He led seven ocean journeys from 1405 to 1433.
②He went on his journey for seven times.
③There were an ocean map, a compass and other things in his ship.
④The number of ships is over 200 each time when he went on their ocean journeys.
⑤The number of people was about 27,000 each time.
⑥The biggest ship was about 151.8 meters long, 61.6 meters wide.
⑦He reached more than 30 countries and areas.
(教师总结并引导完成1c的5个问题。)
T: OK, we all have good answers. Now let’s finish the questions of 1c.
S4: …
S5: …
S6: …
.
.
.
S8: …
The answers are:1.twenty-eight, seven pass, ocean map3.over, each time4.151.8, 61.65.30
2. (Group work, 读1a、1c，找出关键词。)
T: Let’s read 1a and 1c for another time. Please find out some key words and phrases. Then talk about them in your group.
Group 1: …
Group 2: …
Group 3: …
(教师在黑板上呈现一些关键词。)
(1) a great explorer
(2) from 1405 to 1433, led seven ocean trips
(3) compass, ocean map, other things
(4) the number of ships, over 200 each time
(5) the number of people, about 27,000 each time
(6) the biggest ship, 138 meters long, 56 meters wide
(7) places to reach, more than 30 countries and areas
3. (Pair work, 根据给出的关键词复述郑和的生平。)
T: Look at the key words and phrases on the blackboard. Please retell the life of Zheng He to your partner.
(几分钟后，教师组织学生展示复述的成果。)
T: Now, who can retell to all of us?
S9: …
S10: …
S11: …
(教师进行概括总结，由郑和过渡到近代历史的红军，为练习作铺垫。)
T: We all know Zheng He was a great ancient explorer. He made contributions to our country. We are all proud of him. But there are other important historic people in China’s history.
Step 4 Practice 第四步 练 习(时间:10分钟)
1. (承接巩固的内容，过渡到红军和长征，依次呈现毛泽东，蒋介石和红军长征的图片，教学army, enemy, wipe out, KMT 和CPC。)

T: Please look at the pictures on the screen. Who are they in Picture One and Picture Two?
Ss: Chairman Mao and Jiang Jieshi.
T: Which party did they lead?
Ss: CPC and KMT。
T: Yes, CPC and KMT.
CPC 中国共产党
KMT 国民党
T: Mao Zedong is the leader of the Red Army. He led the Long March.
army n.军队
the Red Army 红军
T: We all know that the Red Army faced the enemy’s attack bravely.
enemy n.敌人
They are our enemies.
2. (Pair work, 让学生阅读文段完成2。)
T: Let’s read the passage about the Long March and give the right order. You can talk about it with your partner.
(教师给出正确的答案:2-4-1-6-3-5。)
3. (读文段回答黑板上的问题。)
T: Read the passage again and answer my questions on the blackboard:
(1)When did the Red Army face the danger of being wiped out?
(2)Where did the Red Army begin the Long March?
(3)What did the Red Army face when they went on their Long March?
(4)Where did they succeed in arriving at last?
4. (教师提供一些关键词，让学生来改编对话，对话的主题是A TV Show, 关于长征的专题采访。)
要求: (1)Pair work， 一个是记者，一个是老红军。
(2)对长征相关的问题进行采访。
(3)提供的词汇:
Time of Long March, the Red Army,
KMT, CPC, wipe out, succeed in doing, enemy, 1933, 1934, 1935, 25,000 Li.
Example:
Journalist: I’m a journalist from CCTV. I hear that you are an old Red Army man.
Old man: Yes.
Journalist: How old are you now?
Old man: Ninety years old.
Journalist: That’s to say you are only ten when the Long March began.
…
(教师给学生几分钟组织后，一组一组的展示。)
Group A: …
Group B: …
(教师总结。)
T: OK. We all have our ideas about the Long March, and I think our study is just like the Long March. If you insist on, you can succeed in learning.
Step 5 Project 第五步 综合探究活动(时间:5分钟)
1. (收集学生所了解的历史人物和相关的历史事件，并制成剪贴报。)
(1)Collect pictures of some historic people and historic events.
(2)Make a newspaper using the pictures and words that you collected.
(3)Put the newspaper that you made on the wall.
2. Homework
(1)找出Section B中由who， whom, whose引导的定语从句。
(2)做关于长征的问卷调查。
Please make a survey to your parents and your friends about the Long March. Write down the information that you get from them.

Section C
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 phrases:
bring down, pass away, chairman
2. Learn the attributive clause:
Sun Yat-sen was the leader who led the 1911 Revolution.
3. Learn something about the great man, Sun Yat-sen.
Ⅱ. Teaching aids教具
准备三张分别为毛泽东、孔子、孙中山的教学图片/多媒体课件/幻灯机/录音机/小黑板/一些姚明、刘翔等明星卡片
Ⅲ. Five-finger Teaching Plan五指教学方案
Step 1 Review 第一步 复 习(时间:10分钟)
1. (学生作英语值日报告，既养成说口语的习惯，又检查了前面知识的学习情况。)
T: Who’s on duty today?
S1: I am …
(学生汇报当天的日期、天气、出勤并复述上节课有关郑和的情况。)
T: Well done. Thank you. Sit down, please.Well, just now S1 told us something about Zheng He. He was a great explorer of Ming Dynasty. As a great hero, he lived in Chinese people’s memory forever.
(板书，标出音标，带读两遍。)
memory ／5mem[ri／
2. (接着教师把首先准备的图片展示给学生，进行定语从句的复习、巩固。)
(1)(第一幅毛泽东头戴草帽在农田干活图)。
T: Here is another great man.Who is this? Guess, please.
Ss: This is Mao Zhuxi.
T: Yes, that’s right. We call him Chairman Mao.
(板书且跟读。)
Chairman Mao
T: Look! What’s Chairman Mao doing? S2, please.
S2: He is working on a farm.
T: Yes. We can say like this.
(板书，带读。)
The man who is working on a farm is Chairman Mao.
(然后指着他头上的草帽，问学生问题。)
T: What’s he wearing?
S3: He is wearing a hat.
T: Do you know what the hat is made of ? S4, please.
S4: I think it’s made of grass.
T: Yes. You’re right. The hat is made of a special kind of dry grass.
(2)(展示第二幅孔子讲学图，用同样的对话方式引出“The man who is … ”并板书。)
The man who is giving a class is Confucius.
(3)(最后展出孙中山先生相片，问学生。)
T: Who is he?
S5: He is Sun Zhongshan.
T: Very good. He’s Sun Yat-sen.What is he wearing, S6?
S6: He is wearing a suit.
T: Yes. He is wearing a suit(西装).
(板书，让学生齐读。)
The man who is wearing a suit is Sun Yat-sen.
T: OK. My class， do you know something about Sun Yat-sen?
Ss: No.
T: Don’t worry! Today we’ll learn about him.
Step 2 Presentation 第二步 呈现(时间:10分钟)
1. (1)(教师挂出小黑板，展出部分关键问题，播放录音，学生不看课本材料，听录音，然后作答。)
T: Now, first let’s listen to the tape with the books closed. Listen carefully, then answer the key questions on the blackboard.
(1) Who overthrew the Qing Dynasty in China?
(2) When and where did he set up Tongmenghui?
(3) What theory(理论) did he have?
(4) When did he die?
(播放完第一遍后。)
T: Are you clear? Let’s listen again.
(播放第二遍录音后，全班核对答案。)
T: Understand?
Ss: Yes.
T: Good. Let’s check the answers to the questions.
T: Volunteers? Hands up, please. S1, please.
S1: Sun Yat-sen.
T: Well done, sit down, please. Next!
(再让三个基础不同层次的学生回答剩下的问题。)
S2: He set up Tongmenghui in 1905 in Japan.
S3: The Three Principles of the