九年级英语下册Unit6 Flying to Mars--Topic 2 Section B仁爱版.doc

Unit6 Flying to Mars--Topic 2 Section B
The main activity is 1a. 本课重点活动是1a。
Ⅰ.Teaching aims and demands教学目标
1.Learn different styles of paintings
2.Revise Adverbial Clause
Ⅱ.Teaching aids教具
录音机/ 图片/ 投影仪
Ⅲ.Five-finger Teaching Plan五指教学方案
Step 1 Review 第一步 复习(时间：15分钟)
1. (拿出事先准备好的三幅属于三个不同种类的图画，师生问答，复习对图画的分类。)
(1)(拿出达·芬奇的《蒙娜丽莎》，本图画属于肖像。)
T: Whose painting is it?
Ss: It’s Leonardo da Vinci’s.
T: What type of painting is it?
Ss: It’s a portrait.
(2)(齐白石的虾图，本画属于国画。)
T: Whose painting is it?
Ss: It’s Qi Baishi’s. (1)
T: What type of painting is it?
Ss: It’s a Chinese painting.
(3)(张伟明的山水画。)
T: Whose painting is it?
Ss: It’s Zhang Weiming’s.
T: What type of painting is it?
Ss: It’s a landscape. (2) (3)
2. (重新拿出三幅图，引导学生说出作者的艺术风格，并复习That is the reason why... 表示原因的句式结构。目的一是复习原因状语从句；目的二是为后面的描述艺术风格作铺垫。)
(1)(达·芬奇的画)
T: This is da Vinci’s Mona Lisa. He showed the beauty of the nature. That is the reason why I like it.
(2)(齐白石的国画)
T: This is Qi Baishi’s painting. He showed deep love to his life. That is the reason why I like it.
(3)(张伟明的山水画)
T: This is Zhang Weiming’s landscape. He shows his love to life in the great mountains. That is the reason why I like it.
3. (向学生出示顾恺之的风景画，对其艺术风格进行描述，为巩固下一步的复述作准备。)
T: This is Gu Kaizhi’s landscape. What’s his style?
(让学生用自己的话进行描述。)
S1: The scene in his picture is beautiful.
S2: The colors are not so bright.
S3: The people are quiet.

...
T: He is good at showing people’s feelings from the outside environment. He painted beautiful landscapes and people.
(教师总结并板书课本上所出现的描述其艺术风格的语句。)
He painted beautiful landscapes and people.
(让同学们跟读并练习这个句子。)
T: Please follow me to read the sentence:
He painted beautiful landscapes and people.
(为了给学生的复述扫清障碍，让学生知道这个句子适合的语境，进行师生问答，然后练习这个句子。)
T: What’s Gu Kaizhi’s style?
Ss: He painted beautiful landscapes and people.
(为了让学生们在描述艺术家的艺术风格时能够进行完整的问答，把同学们分成两个大组，第一组问第二组答，然后交换角色进行练习。)
Group 1: What’s Gu Kaizhi’s style?
Group 2: He painted beautiful landscapes and people.
(交换)
Group 2: What’s Gu Kaizhi’s style?
Group 1: He painted beautiful landscapes and people.
4. (向学生出示凡·高的风景画，对其艺术风格进行描述，为巩固下一步的复述作准备。)
T: This is Vincent van Gogh’s landscape. What’s his style?
(让学生们用自己的话进行描述。)
S4: The scene is about countryside.
S5: The colors are very bright.
S6: The sky is so blue.
S7 ...
(教师总结，并板书课本上所出现的描述其艺术风格的语句。)
T: He always expected that people lived in a simple and happy life. So his paintings express strong feelings. Also his paintings are very lively with bright blue sky and excellent yellow flowers.
His paintings express strong feelings.
His paintings are very lively with bright blue sky and excellent yellow flowers.
(让同学们跟读并练习这个句子。)
T: Please follow me to read the sentence：
His paintings express strong feelings. His paintings are very lively with bright blue sky and excellent yellow flowers.
(为了让学生们复述无障碍并知道这个句子的语境，师生问答，练习这个句子。)
T: What’s van Gogh’s style?
Ss: His paintings express strong feelings. His paintings are very lively with bright blue sky and excellent yellow flowers.
(为了让学生们在问及艺术家的艺术风格时能够进行完整的问答，把同学们分成两大组，第一组问第二组答，然后交换角色进行练习。)
Group 1: What’s van Gogh’s style?
Group 2: His paintings express strong feelings. His paintings are very lively with bright blue sky and excellent yellow flowers.
(交换)
Group 2: What’s van Gogh’s style?
Group 1: His paintings express strong feelings. His paintings are very lively with bright blue sky and excellent yellow flowers.
Step 2 Presentation 第二步 呈现(时间：5分钟)
(设置听力任务。让学生带着任务听录音，可以增强目的性。)
1.What’s the difference between Gu Kaizhi’s and van Gogh’s styles?
2.What does Steve prefer, landscape or portrait paintings?
(听录音，回答问题。)
The answers are：
1.The way Gu Kaizhi shows things in the distance is different from the way van Gogh does.
2.He prefers landscape paintings.
(因为这几个问题有一定的难度，如果需要可再听一遍。)
(板书画线部分，为复述两个艺术家的情况做基础。)
Gu Kaizhi: The way he show things in the distance is different from the way van Gogh does.
Step 3 Consolidation 第三步 巩固(时间：10分钟)
1. (教师放录音，让学生跟读。在这一过程中让学生画出对两位艺术家进行描述的句子。)
T: Follow the tape and underline the sentences that describe the two artists.
2. (学生自读，准备描述两位艺术家。)
T: Read by yourselves and prepare for describing the artists.
3. (学生用课本上的句子及其所知道的内容对两位艺术家进行描述。)
T: Please describe the two artists with what you know about them.
(首先教师用问题提示学生，引导他们说出所知道的内容。)
T: Where was Gu Kaizhi from?
Ss: He was from China.
T: Which dynasty did he live in?
Ss: He lived in the Tang Dynasty.
(教师总结两句话所描述的意思。)
T: Gu Kaizhi was a Chinese painter. He lived in the Tang Dynasty.
(继续提问学生，引导学生说出其他内容。)
T: What is he called in China?
Ss: He is considered to be the father of landscape paintings.
T: What did he paint in his paintings?
Ss: He painted beautiful landscape and people.
(教师带领学生总结以上内容，系统地描述顾恺之的情况。)
T&Ss: Gu Kaizhi was a Chinese painter. He lived in the Tang Dynasty. He is considered to be the father of landscape paintings. He painted beautiful landscape and people.
(如此重复两次，使同学们都能够对其进行描述，然后抽查两个同学来单独描述。)
T: I’ll ask two students to describe him.
S1: ...
S2: ...
(下面对凡·高进行描述，用相同的方法。)
(老师用问题提示学生，引导他们说出所知道的内容。)
T: Where was van Gogh from?
Ss: He was from Holland.
(教师总结，用形容词来描述他的国籍。)
T: Vincent van Gogh was a Dutch painter. What do van Gogh’s paintings express?
Ss: Vincent van Gogh’s paintings express strong feelings.
T: What other characteristics do his paintings have?
Ss: His paintings are very lively with bright blue sky and excellent yellow flowers.
(教师带领学生总结以上内容，系统描述凡·高的情况。)
T&Ss: Vincent van Gogh was a Dutch painter. His paintings express strong feelings. His paintings are very lively with bright blue sky and excellent yellow flowers.
(如此重复两次，使学生们都能够对其进行描述，然后抽查两名学生单独描述。)
T: I’ll ask two students to describe Vincent van Gogh.
S3: ...
S4: ...
4. (小组讨论，完成1b。)
T: Let’s work in groups to talk about Gu Kaizhi and van Gogh，and then fill in the blanks.
5. (两人一组，讨论以下问题。)
(1)Whose paintings do you prefer, Gu Kaizhi’s or Vincent van Gogh’s? Why?
(2)Describe your favorite picture in 1a with a few sentences.
What is it in the picture? What colors can you see?
(3)Do you agree with Steve that landscape are more beautiful than portraits? Why or why not?
T: Let’s work in pairs and report your ideas to others.
(等待学生们进行充分讨论以后，让两组同学站起来向全班汇报。)
T: I’ll ask two pairs to give their ideas to others.
Step 4 Practice 第四步 练习(时间：10分钟)
1. (让学生们拿出自备的图画，借助以下问题进行讨论板书问题。)
(1) Whose painting is it?
(2) What type of painting is it?
(3) What is it in the picture?
(4) What colors does the painter use?
(5) What’s the painter’s style?
T: Please take out your own pictures and talk about them.
You can use the above questions to help you.
(讨论完毕之后，找两组学生指着自己手中的图以问答的方式向其他学生作汇报，每做完一组后，教师要求其他学生对他们进行补充。)
T: I’ll ask two pairs to talk about their pictures.
S1: (问以上问题，也可以问其他跟图画有关的问题。)
S2：(以回答问题的方式描述其图画。)
T: Others, do you have anything else to say about the pictures?
S3: ...
S4: ...
(再请第二组学生以相同方式描述共同的图画。)
S5: (问)
S6：(答)
T: Anything else?
S7: ...
S8: ...
2. (让学生们各自画出自己的图画，交给其他学生加以描述，再由作者本人进行补充说明。)
T: Please draw your own pictures. Then give it to your partner, let your partner to describe it. After that, you can add something to his description.
(为了帮助学生们顺利描述同伴的图画，教师可先描述其中一幅作为示范。)
T: ×× painted a child playing in the park. It shows that he wants to have more time to play.
(然后让其他学生描述同伴作品，并请作者补充。)
S9: ×× painted...
T: (对作者)What do you want to express in your painting?
S10: I want to show (express)...
(最后教师总结，对学生们的说法做出评价，鼓励他们。)
T: All pictures you painted are very beautiful and show your hopes to the life. If you live an active life, you can find many good things in it.
3. (听力训练。让学生先看3图画，分析图画中所描述的内容，然后听录音，标出正确的序号。)
T: Michael doesn’t like paintings. He prefers reading novels. Listen to the passage and number the pictures with correct order.
(1)Let’s look at the pictures in 3, who can describe them?
(让学生们对6幅图逐个进行描述。)
S11: The monkey is going to come out.
S12: The four go to the west together.
S13: The monkey is under the mountain.
S14: The monkey is fighting in the heaven.

S15: A stone.
S16: The monkey has a special stick.
(2)Listen to the tape and number the pictures.
(听录音标出正确的序号。)
Step 5 Project 第五步 综合探究活动(时间: 5分钟)
1. (让学生们讨论一些文学作品，找出他们的作者，写作风格，最喜欢的人物形象及人物的特点，为下一节课的内容打下基础。)
T: Let’s make a chart, find the information to fill in it.
Which book do you like best? Who is your favorite character? What are his/her characteristics and what’s the writer’s style?
Name
Your favorite character
Characteristics
Writer
Style

2. Homework
Find as many books as you can. Find out the main characters, their characteristics and the writers’ styles.