仁爱九年级unit5topic2教案

Topic 2 I’m becoming more and more interested

in China’s history.

Section A

The main activity is 1a and 1c. 本课重点活动是1a和1c。

Ⅰ. Teaching aims and demands教学目标

1. Learn a new word and some phrases:

pioneer, pass away, come to an end

2. Learn the attributive clauses led by“who”or“whose”.

(1)He was a great thinker who had many wise ideas about human nature and behavior.

(2)He was also a famous philosopher whose wise sayings have influenced many people in

different countries.

3. Talk about a historical person: Confucius, a pioneer in the field of education.

4. Let the students learn about Chinese culture, and improve their sense of national pride.

Ⅱ. Teaching aids教具

图片/小黑板/教学挂图/录音机

Ⅲ. Five-finger Teaching Plan五指教学方案

Step 1 Review 第一步复习(时间:5分钟)

教师检查作业，然后展示图片，复习that/which引导的定语从句。

1. (检查作业。)

T: Last class I asked you to join the sentences with that/which to form attributive clauses. Who can show us your answers?

S1: This is the house which we lived in last year.

S2: This is the best movie that I have seen this year.

S3: The train that/which is from Shanghai to Beijing has left.

T: Very good. You are very clever.

2. (展示一些带有人物照片和关键词的卡片。让学生用定语从句把他们连接起来。)

T: I’ll show some cards with a photo of my cousin’s and key words, please connect them with attributive clauses.

(展示人物照片和关键词：my cousin like play chess clever的卡片。)

T: Who can make a sentence with these words?

S4: My cousin that likes playing chess is very clever.

T: Good job. We can also say: My cousin who likes playing chess is very clever

…

(教师作小结，为导入新课作准备。)

Step 2 Presentation 第二步呈现(时间:15分钟)

创设语境，呈现新词汇。完成1b，学习先行词为人的定语从句。然后学习1a。

1. (教师收集一些名言和谚语，让学生分组进行翻译，以竞赛的形式完成。其中要包含关于

孔子的名言和谚语。然后完成1b，便于呈现孔子。)

步骤:(1)教师把学生分成两人一组。

(2)把事先准备好的名言和谚语发给每组，每组两条名言和谚语，一条英译汉，一条

汉译英。

(3)做完后交给教师，教师检查并对好的进行表扬。

(4)把所有名言和谚语用小黑板展示，让学生选择两条自己最喜欢的速记。

(5)把自己喜欢的名言和谚语说给同伴听。

(6)教师用孔子的名言和谚语呈现孔子，并进行简单的介绍，呈现who引导的定语从

句。

T: Let’s have a competition. Work in pairs. I have some sentences on these paper. Please translate them with your partner. Let’s begin.

(教师收集的名言和谚语可参考下面小黑板呈现的内容，进行英汉转化。)

T: OK, let’s look at your translations together. Group 1…

(教师把收集的名言和谚语以小黑板的形式展示出来。)

T: Look at the small blackboard. Here are some sayings. Let’s check them out together.

(1)Two heads are better than one.

(2)The early bird catches the worms.

(已学过，采用汉译英的形式)

(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)He who learns but does not think is lost; he who thinks but does not learn is in danger.

(8)Isn’t it a pleasure that friends come to see you from far away?

(9)Learn the new while reviewing the old.

(10)Do not do to others what you would not like yourself.

T: They are Confucius’ sayings from No.5 to No.10. Which is your favorite? Can you tell me? S1: …

S2: …

S3: …

(教师总结并引出Confucius。)

T: Do you know about Confucius? Confucius was a pioneer in the field of education. He was also a famous philosopher.

(板书并领读，掌握pioneer，了解philosopher。)

pioneer

philosopher

2. (教师展示1a中的孔子图和1c中的孔子讲学图，并进一步对孔子进行介绍。呈现新词汇。) T: Let’s learn something about Confucius. He was born in the year 551 B.C. and passed away in the year 479 B.C. He was a pioneer in the field of education. He was also a famous philosopher. Do you want to know more about him? Ok. Let’s listen to 1a together.

(板书，要求掌握。)

pass away

3. (以听力的形式呈现1a。)

T: Listen to 1a carefully. And answer the questions on the blackboard.

(1)Whom are they talking about?

(2) When was he born?

(3) Have his wise sayings influenced many people?

(听录音后，核对答案。)

4. (读1a，让学生找出描述孔子的句子。)

T: Read 1a, please. Find out the sentences that describe Confucius within 2 minutes.

(2分钟后)

S1: Confucius, a pioneer in the field of education, was born in the year 551 B.C.

...

5. (针对对孔子的描述，教师从中找出一句作为例子，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，并举例说明。)

T: Let’s look at the sentence.

(板书并讲解。)

He was a great thinker who/that had many wise ideas about human nature and behavior.

(举例说明并板书。)

(1)He is the man that/who I want to meet.

(2)I like the teacher who/that can play with us.

Step 3 Consolidation 第三步巩固(时间:8分钟)

以小组活动形式，复述1a。巩固先行词是人的定语从句，帮助学生总结who/whose引导的定语从句的用法。

1. (以四人小组形式把有关孔子的知识以定语从句的形式展现。复习并巩固先行词是人的定语从句。)

T: Work in groups of four. Use attributive clauses to introduce Confucius. You can discuss with your partner.

S1: He was a great thinker who had many ...

...

2. (让学生根据对孔子的描述，以短文的形式复述1a。)

T: Now, let’s retell 1a in the form of a short passage based on the description of Confucius in the dialog.

Step 4 Practice 第四步练习(时间:10分钟)

阅读1c中孔子的生平，并正确排序，鼓励学生复述，完成1c。然后听录音，完成2。让学生了解中国的历史文化，培养学生的听、说能力。

1. (1)(小组活动, 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。)

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，及时地提供帮助，讨论结束，师生一起核对答案。) T: Let’s check the answers together.

(2)(小组活动, 小组内部讨论并找出疑难。)

T: Read 1c again. Discuss in groups and find out the sentences that you can’t understand.

(教师要尽量让学生自己解决，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 Confucius’ life in order.

(1)in the year 551 B.C. …

(2)three years after he was born …

(3)When he was 17 …

(4)When he was young…

(5)In his thirties …

(6)At the age of 55 …

(7)When he was 68 …

(8)five years after returning to his home in the state of Lu …

(三分钟后)

T: Who can retell the life of Confucius?

S1: …

S2: …

2. (听力训练，完成2。)

(1)(教师展示秦始皇图，并进一步对秦始皇进行介绍。)

T: Just now, we knew something about Confucius who was a great Chinese ancient thinker.

Now let’s learn something about Qin Shihuang. He was the first emperor. In 221 B.C., he defeated the other six states and united China. Then he set up his own empire. He wished that his empire could go on forever. But 15 years later, the Qin dynasty came to an end.

(板书并要求掌握come to an end；理解：unite, empire, forever, defeat。)

defeat

unite

empire

forever

come to an end

(2)(听录音，完成2。)

T: Now let’s learn something about Ying Zheng who was the first emperor of China. Listen to the tape twice. Then finish 2.

(3)(与同伴核对答案，然后教师给出正确答案。)

T: Check your answers with your partner, then we’ll share the right answers.

(4)(再听一遍录音，加深对听力材料的理解。)

T: Now, listen to the tape again and try to get a deep understanding.

Step 5 Project 第五步综合探究活动(时间:7分钟)

通过小组活动，进一步了解孔子，巩固理解孔子名言。然后以作业形式进一步巩固先行词为人的定语从句的用法。

1. (方案一) (组织对话表演，主题是关于孔子师生之间就学习与思考的重要性的对话，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言。

T: Let’s make a conversation. Suppose one of you was Confucius, the other was Confucius’student. Please act it out in 5 minutes.

(教师在学生组织对话或短剧时提供必要的帮助。)

T: Which group can act out your conversation?

Group 1: …

Group 2: …

Group 3: …

(方案二) (做一个调查。调查孔子及其思想在中学生中的影响力，教师把调查的问题做成表格，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，每组派一名代表向全班汇报。)

T: Can you tell me your results?

Group 1: …

Group 2: …

Group 3: …

…

2. Homework:

(1)Join the sentences with“that/who”to form attributive clauses.

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 a student. He comes from the suburb.

(2)Make personal files about Chinese ancient famous people.

①Collect the pictures of Chinese ancient famous people.

②Write down the information about them on the pictures.

(For example: Name, Birthplace, Experience...)

板书设计：

I’m becoming more and more interested in China’s history.

Section A

pioneer He was a great thinker who had many wise ideas about human pass away nature and behavior.

come to an end He was also a famous philosopher whose wise sayings have

influenced many people in different countries.

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. Learn some new words and a phrase:

captain, sail, coast, pride, die of, trade, prize

2. Learn the attributive clauses led by“whom”:

He was a Ming dynasty explorer whom the Chinese people are proud of.

3. Talk about the life of Zheng He.

4. 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(时间:10分钟)

检查作业，复习先行词为人的定语从句。然后展示图片，创设语境，呈现新词汇，导入新课。

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 historical people. Who can show us your cards?

S1: …

S2: …

S3: …

2. (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: Who’s he?

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 was a great explorer.

T: Yes. He traveled to the east coast of Africa.

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。) coast sail

unfortunately compass

die of trade

captain pride

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(时间:10分钟)

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. ( )

(核对答案。)

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。)

T: Read 1a and find out some words, phrases and sentences you don’t understand. Let’s work them out.

(板书并解释whom的用法。)

He was a Ming dynasty explorer whom the Chinese people are proud of.

Step 3 Consolidation 第三步巩固(时间:10分钟)

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。)

T: According to 1a, write down information about Zheng He as much as possible, using attributive clauses. Check the answers, and then share with the whole class.

2. (让学生两人一组表演1a对话。)

T: Act 1a out in pairs.

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。)

T: Please look at the chart on the screen and find out the new words or phrases.

Ss: Compass, trade.

(2)(读表格，根据表格内容，每一行说出一个句子。)

T: Please make a sentence for every line.

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.

(教师总结并引导学生完成1c。)

T: OK, we all have answers. Now let’s fill in the blanks of 1c.

(核对答案。)

4. (小组活动。巩固1a，1c。)

T: Let’s read 1a and 1c again. Pay more attention to some key words and phrases. Then talk about them in your group.

Group 1: …

Group 2: …

Group 3: …

(教师可以根据这些所给信息来引导学生巩固1c。)

born in 1371

a Ming dynasty explorer

captain and palace official

more than half a century earlier

died of … in 1433

5. (结对活动。根据1c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 in turn.

(几分钟后，找学生复述。)

T: Now, who can retell the life of Zheng He?

S1: …

S2: …

S3: …

(教师进行概括总结，过渡到练习。)

T: We all know Zheng He was a great ancient explorer. He made great contributions to our country. We are all proud of him. But there are other famous historical people in the history of the world.

Step 4 Practice 第四步练习(时间:10分钟)

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。完成2。了解中国的名人、伟人及其事迹，增强民族自豪感。

1. (教师出示一张名人图片，比如鲁迅，进行师生问答。)

T: Look at the picture. Do you know who he is?

Ss: He is Lu Xun.

T: Do you know anything about him?

S1: Yes, he is a writer.

S2: He is very famous.

S3: He wrote many articles.

S4: …

T: W e can also say: Lu Xun is a great writer who wrote many articles.

2. (教师也可以用身边的学生作为教学资源。)

T: Do you know something about Li Hua in our class?

S5: He likes English.

S6: Li Hua is a beautiful girl.

S7: (总结)Li Hua is a beautiful girl who likes English.

3. (教师出示自己朋友的照片。)

T:

whose

I have a friend whose name is Liang Bing.

4. (学生根据例子利用书上2中的提示，完成2。)

T: Please make sentences in pairs using the attributive clauses with“who”,“whom”or“whose”.

First, let me introduce two new words“prize”and“hybrid rice”. Prize means an award that is given to a person who wins a competition, race, etc. or who does very good work. Hybrid rice means the rice that has parents of different species or varieties.

(板书，并要求学生掌握prize；理解hybrid rice。)

prize

hybrid rice

(师生共同练习。)

Step 5 Project 第五步综合探究活动(时间:5分钟)

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。

1. (以游戏的方式，练习并巩固who, whom和whose引导的定语从句。游戏规则：把学生分成若干个4人小组，小组内第1个学生说一个古代名人的名字，第2名学生说who, whom 或者whose中的一个引导词，第3名学生说出定语从句的主句，第4名学生说出定语从句的从句。在说的过程中，由第一名学生把本句话整理完整。组内学生的顺序可以互换，最后看哪一组学生在规定的时间内整理的句子又对又多，即为获胜组。)

T: Let’s play a game.

Example:

S1: Zheng He.

S2: Who.

S3: Zheng He was a great explorer.

S4: Who led seven ocean journeys.

(S1把整句话整理在练习本上。)

S1: Zheng He was a great explorer who led seven ocean journeys.

T: Are you clear? Let’s begin.

…

2. Homework:

(1)Collect pictures of some historical people and historic events to make a newspaper. Put up

the newspaper that you have made on the wall.

(2)Please write a passage about a famous person. Use the attributive clauses with“who”,

“whom”or“whose”as many as possible.

板书设计：

I’m becoming more and more interested in China’s history.

Section B

captain prize He was a Ming dynasty explorer whom the

sail hybrid rice Chinese people are proud of.

coast unfortunately My pleasure.

pride compass

trade

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. Learn some new words and phrases:

president, bring down, (be) full of, regret, leader

2. Learn a useful sentence:

Unfortunately, Sun Yat-sen broke down from hard work and passed away full of regret on March 12th, 1925.

3. Go on learning attributive clauses.

4. Help the students search for information with the simple reference books, and get the

information from the library and Internet.

Ⅱ. Teaching aids教具

图片/教学挂图/幻灯机/录音机

Ⅲ. Five-finger Teaching Plan五指教学方案

Step 1 Review 第一步复习(时间:7分钟)

教师检查作业，然后展示名人图片，让学生复习定语从句，引出有关孙中山的介绍。

1. (检查作业，让学生汇报结果。)

2. (教师给学生展示一张郑和的图片。复习含有who，whom引导的定语从句。)

T: Please look at the picture. Do you know the man?

Ss: Yes, he is Zheng He.

T: L ast class we talked about Zheng He. Now who can say something about him? You must use attributive clauses as many as possible.

S1: He was a great explorer who led seven ocean journeys.

S2: He is a man who/whom all the Chinese people are proud of.

S3: He was a man who lived in the Ming dynasty.

S4: ...

3. (教师展示孔子、成吉思汗、冰心的照片，让学生四人一组，选择他们最喜欢的名人，用含有定语从句的复合句介绍给同伴。)

T: Good! There are another three pictures. Now work in groups of four. Choose any of them that you like best, and introduce him or her to your partner with attributive clauses.

4. (展示1a中孙中山的图片，导入新课。)

T: Could you tell me who he is?

Ss:He is Sun Zhongshan.

T: Yes. He’s Sun Zhongshan. We often call him Sun Yat-sen. I think you know a little about him.

Now I’ll give you some introductions about him.

Step 2 Presentation 第二步呈现(时间:12分钟)

展示图片，通过介绍孙中山生平，呈现部分新词汇。然后学习1a，完成1b。掌握1a中出现的语言项目，培养学生的阅读理解能力。

1. (用幻灯片展示孙中山的简介。)

Sun Yat-sen was the first president of the Republic of China. He and Huang Xing set up Tongmenghui in Tokyo. He was the leader who led the Xinhai Revolution in 1911. He brought down the Qing dynasty and achieved the victory of Xinhai Revolution. He created the Three Principles of the People. Unfortunately, he broke down from his hard work and passed away full of regret. He was popular with overseas Chinese and Chinese students abroad.

(板书，并要求学生掌握：president, regret, leader, bring down, be full of；理解revolution；

了解overseas。)

president

leader

revolution

bring down

regret

be full of

overseas

2. (教师用幻灯片出示问题，学生听1a录音回答问题。)

T: Now, let’s listen to 1a and answer the questions.

(1) Who brought down the Qing dynasty in China?

(2) When and where did he set up Tongmenghui?

(3) What theory(理论) did he have?

(播放完第一遍录音后。)

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. V olunteers? Hands up, please. S1, please.

S1: Sun Yat-sen and his men.

T: Well done. Sit down, please. Next!

S2: He set up Tongmenghui in 1905 in Tokyo.

S3: The Three Principles of the People.

T: Very good.

3. (读1a，完成1b，并核对答案。)

T: Read 1a, please. Then finish 1b.

4. (再读1a，找疑难，学生先自己解决，不能解决的，教师帮助解决。)

T: Please read 1a again. Find out something you don’t understand. Let’s work them out together.

Step 3 Consolidation 第三步巩固(时间:10分钟)

阅读1a，根据表格复述1a，巩固1a的语言项目。让学生加深对伟人—孙中山先生的认识，培养学生的口语表达能力。

1. (让学生阅读1a，填写下面的表格。)

T: Now, let’s read 1a. Then fill in the form below.

Year Something about Sun Yat-sen

1866

1896

1905

1911

1925

2. (根据上面的表格复述孙中山的生平。)

T: Let’s retell the life of Sun Yat-sen according to the above form.

3. (让学生完成大屏幕上的短文。)

T: Well, let’s fill in the blanks.

Sun Yat-sen was born in 1866. When he was in his , he took an active part in the battle the Qing government. In 1905, he and his friend, Huang Xing,

Tongmenghui. And they the Qing dynasty. He was selected the first of

the Republic of China. But his Three Principles of the People didn’t China and the Chinese people.

Sun Yat-sen died in 1925. He lived in the of the Chinese people forever.

(与学生一起核对答案并板书。)

Answers: thirties, against, set up, brought down, president, save, memory

Step 4 Practice 第四步练习(时间:8分钟)

展示名人、伟人的图片，呈现部分新词汇，并用定语从句进行口语操练，完成2。让学生继续学习who/whom/whose引导的定语从句。

1. (教师向学生展示刘翔夺冠图片，然后示范用定语从句进行口语操练。)

Example:

T: Now, look at the picture. Do you know the young man?

S1: Which one?

T: The man who is in the middle.

S1: He is Liu Xiang. He is a famous runner.

T: That’s right.

(接着出示姚明打篮球图片，让学生编对话并表演。)

T: Please look at this picture, S2, S3. Can you make a similar dialog?

S2,3: Yes.

T: Good. Please try to act it out in front of the class.

S2,3: OK.

…

2. (两人模仿练习后，全班学生互动练习，完成2。)

T: OK, everyone, please look at 2.

First, look at the picture. (出示图片1) Do you know that old man?

S4: Which one?

T: The one who is giving a lecture.

S4: He is Confucius. He is a great philosopher.

T: Yes, he was one of the greatest philosophers in China’s history. Who’s the man? (出示图片3。)

S5: Which one?

T: The older woman who/that is with a friend.

S5: She is Bing Xin. (帮助学生回答。)

T: Yes, she was a greater writer and an excellent woman. Now please talk about these pictures in pairs like this.

…

(板书并要求学生理解lecture。)

lecture

(全班学生两人一组进行操练，然后抽几组出来表演，给予掌声鼓励。)

Step 5 Project 第五步综合探究活动(时间:8分钟)

学生分组活动，讨论3中的问题并汇报，完成3。然后布置作业。加深学生对中国历史伟人的了解，增强民族自信心和自豪感，巩固定语从句的用法。

1. (用采访的形式来进行3。将学生分成若干4人小组，运用3中的问题，轮流采访，做好记录，最后每组由一位学生为全班学生作汇报。注意要用到定语从句。)

T: Today we have learned more about some great men. Then, let’s make a survey. Discuss the person who influences you in your life with your partner. After the discussion, please complete the table below. Then, one student of the group reports the result to the whole class.

Name The important things he/she did

(学生讨论后，教师找几位学生向全班作汇报。)

T: Now, please report your results.

S1: …

S2: …

2. Homework:

Think about some people in the Long March who have influenced you a lot. Write down their information on your notebooks, using the attributive clauses with“who”,“whom”and “whose”as many as possible.

板书设计：

I’m becoming more and more interested in China’s history.

Section C

leader

president Unfortunately, Sun Yat-sen broke down from hard work and bring down passed away full of regret on March 12th, 1925.

(be) full of regret

Section D

The main activities are 1a and 4. 本课重点活动是1a和4。

Ⅰ. Teaching aims and demands教学目标

1. Learn some new words and a phrase:

wipe out, safety, fear, pupil, instruction, owner, private

2. Learn a useful sentence:

In the autumn of 1933, the Red Army faced the danger of being wiped out by the KMT.

3. Summarize the usage of the attributive clauses.

4. Let the students understand the history of China deeply. Raise the awareness of patriotism. Ⅱ. Teaching aids教具

录音机/图片

Ⅲ. Five-finger Teaching Plan五指教学方案

Step 1 Review 第一步复习(时间:5分钟)

学生汇报课前准备的在长征中对自己影响最大的伟人。为导入新课作准备。

(教师检查作业，让学生到讲台前汇报。)

T: Now check your homework. I’ll ask several students to report the great men in the Long March who have influenced them most to the class.

S1: …

S2: …

(通过谈论《西行漫记》，导入新课。)

T: Have you heard of Red Star over China?

Ss: No.

T: That’s an educational book. Today we’ll learn something about it.

Step 2 Presentation 第二步呈现(时间:10分钟)

通过介绍《西行漫记》，呈现部分新词汇，引出长征，完成1a。让学生了解长征并学习1a 的语言项目。

1. (教师通过介绍《西行漫记》，过渡到1a。)

T: It’s a book that tells us something about an important event in China’s history—the Long March. The KMT wanted to wipe out the Red Army in the autumn of 1933. So the CPC decided to move the Red Army to safety. Along the way, the Red Army faced the enemy’s attacks and hard living conditions without any fear. At last, after a long journey, they succeeded in arriving in Gansu Province in 1936.

(板书，掌握wipe out, safety, fear；理解attack。)

wipe out

safety

attack

fear

T: Do you want to know more about the Long March?

Ss: Yes.

T: Let’s come to 1a.

2. (先让学生阅读1a中的句子并排序，完成1a，再与同伴交流。)

T: Let’s read some sentences about the Long March and give the correct order. Then you can talk it with your partner.

3. (核对答案。全班同学按正确顺序齐读1a。)

T: Let’s check the answers. Then read it together in the correct order.

4. (教师提取1a中的数词并把数字列在黑板上，让学生根据这些数字找出相关的信息，以加深对长征的理解。)

1933, 1934, 25 000, 1936

T: Look at the numbers about the Long March on the blackboard. Please find out the information related to the numbers from 1a.

Step 3 Consolidation 第三步巩固(时间:8分钟)

巩固1a，以小组活动形式简要阐述一次新长征计划，完成1b。使学生加深对长征的了解，增强爱国意识。

1. (让学生再次朗读1a，教师给出关键词：Red Star over China—wipe out—safety—begin the Long March—fear—succeed。要求学生根据这些关键词复述长征的内容。)

T: Now, retell the stories about the Long March according to the keywords on the blackboard, please. Who wants to try?

S1: …

S2: …

2. (小组活动。以小组形式简要阐述一次新的长征计划。完成1b。)

T: The Red Army faced not only the enemy’s attacks but also hard living conditions. However, they didn’t have any fear and they moved to safety. What do you know about the long match?

Who can tell us some moving stories during the long match? Suppose you want to experience a new Long March, discuss in groups. Compare the differences between the Red Army’s difficulties and yours. Finish 1b.

(学生通过此活动了解到红军长征的艰辛。并让他们大胆设想、创新，计划经历一次新的长征。)

3. (学生设计完后，教师找一、两个写得好的做示范，其他课后张贴在墙上展示。)

T: Who wants to tell us something about your plan? S3, please.

S3: …

T: Good job, S3. Thank you. Sit down, please. What about yours, S4?

S4: …

Step 4 Practice 第四步练习(时间:15分钟)

听3a和3b的录音，以练习的方式完成2，3a和3b。然后总结由关系代词引导的定语从句的用法。

1. (用头脑风暴的方式来复习定语从句和有用的表达，听3a和3b录音，复习本话题重要句

型。)

(1)(完成3b。)

T: Please find out some useful expressions in Topic 2 within 2 minutes.

(2分钟后，教师让学生汇报并播放3b录音。)

S1: …

S2: …

(2)(完成3a。)

T: Please find out some attributive clauses in Topic 1 and Topic 2 within 3 minutes.

(3分钟后，教师让学生汇报并播放3a录音。)

S3: …

S4: …

2. (教师与学生一起总结定语从句中关系代词的用法。)

T: Look at the words on the blackboard.

(教师板书并讲解。)

that, which, whose, who, whom

(教师呈现部分新词汇，仿照例句，完成2。)

T: Now let me tell a story to you, then we learn some new words. And then according to the example, finish 2.

T: Kangkang is a good pupil in a private school. Last Tuesday his schoolbag was lost. Miss Wang, his English teacher asked some students to help him look for it. But none of them found it. At last, another student found it and returned it to the schoolbag’s owner,

Kangkang. When Miss Wang asked this student how he/she knew it belonged to Kangkang, this student said that he/she had found the instructions that were written by Kangkang.

(板书并要求学生掌握。)

pupil

private

owner

instruction

T: Are you clear?

Ss: Yes.

T: Very good.

T: Complete 2 with “that”, “which”, “whose”, “who” or “whom”.

(核对答案。)

T: Let’s check your answers.

S5: …

S6: …

3. (用连句子的方法来巩固定语从句。)

T: Now everyone, please join the sentences with “that”, “which”, “whose”, “who” or “whom”.

First look at the examples.

(板书)

(1)I know the girl in green who/whom John is talking to.

(2)Confucius is the great man whose sayings are still very famous.

T: OK. Can you join the following sentences?

Ss: Yes, we can.

T: Good. Let’s begin.

(1) The foreigner visited our school yesterday.

The foreigner is from Canada.

(2) They planted the trees.

The trees don’t need too much water.

Answers: (1)The foreigner who visited our school yesterday is from Canada.

(2)They planted the trees which don’t need too much water.

4. (教师将学生分为四组，每组到黑板上写由关系代词引导的定语从句，所写句子不能相同，

且一定要用到每个代词。)

T: Now, let’s have a competition. Each group writes some sentences using attributive clauses as much as possible. OK?

Ss: OK.

T: Ready? One, two, three, go!

G A G B G C G D

(1) ... ... ... ...

(2) ... ... ... ...

(3) ... ... ... ...

...

(写的又多又正确的组为胜者，给予奖励。)

T: OK. Well done, everyone. G D is the winner, congratulations!

Step 5 Project 第五步综合探究活动(时间:7分钟)

通过谈论图片与写作，完成4，综合运用由关系代词引导的定语从句。

1. (把学生分成4人一组，教师出示一些中国的优美风景及著名人物的图片。然后把图片分到各组，让组内成员每人抽一张图片，然后轮流描述自己的图片，让组内其他成员听并说出它是哪儿或者他/她是谁。)

T: I have some pictures of beautiful places and famous people in China. Now I will give them to you. Each member in a group takes a picture, then describes it and asks the others to guess where it is or who he/she is.

2. (根据刚才的描述，写一篇作文。)

T: Write a composition according to the descriptions just now.

3. (让几个学生口述自己的作文，其他学生改错。)

T: Now, who wants to retell your own composition? S1, please.

S1: …

…

4. Homework:

Connect the sentences with “that”, “which”, “whose”, “who” or “whom” to form attributive clauses.

(1)The girl is Mrs. Smith’s daughter.

She lost her way last night.

(2)I have a TV set.

It was made in Japan.

(3)I received a postcard yesterday.

The postcard was from Kangkang.

(4)I met a beautiful girl at the party yesterday.

Michael knows the girl.

(5)I know Jackie Chan.

His movies are very popular with the young.

板书设计：

I’m becoming more and more interested in China’s history.

Section D

wipe out In the autumn of 1933, the Red Army faced the danger of

safety being wiped out by the KMT.

fear that, which, whose, who, whom

pupil Confucius is a great man whose sayings are still very famous.

instruction

owner

private

仁爱版九年级上册教案

仁爱版九年级上册教案 【篇一：仁爱九年级英语上册教案】 仁爱英语九年级上册教案 unit 1 the changing world topic1 my hometown has become more and more beautiful. section a the main activity is 1a. 本课重点活动是1a。 Ⅰ. teaching aims and demands 教学目标 1. learn some new words and a phrase: proper, by the way, bell, grandpa, chairwoman, grandson 2. learn a useful sentence: there goes the bell. 3. learn the present perfect tense: (1)rita, you have just come back from your hometown. (2)—where have you been, jane? —i have been to mount huang with my parents. (3)—by the way, where’s maria? —she has gone to cuba to be a volunteer… 4. talk about the children’s vacation experiences. Ⅱ. teaching aids 教具 录音机/小黑板/学生的旅游纪念照/图片/幻灯片 Ⅲ. five-finger teaching plan 五指教学方案 step 1 review 第一步复习(时间:7分钟) 通过教师询问学生的暑期活动，导入话题，呈现部分生词。’s begin our class! (教师解释the bell is ringing等于there goes ，板书bell，要求学生掌握。) t: nice to see you again. did you enjoy your summer holiday? ss: yes. t: hi, s1, where did you go during your summer holiday? s1: i went to … t: s2s home? s2: yes. (板书grandpa，要求学生掌握。) grandpa t: s3, where did you go? s3: i went to the west lake with my father.

仁爱版九年级英语上册全套教案全册

Unit 1 The Changinging World Topic 1 Our country has developed rapidly. Section A The main activity is 1a. 本课重点活动是1a。 Ⅰ. Teaching aims and demands 教学目标 1. Learn some new words and a phrase: proper, by the way, bell, grandpa, chairwoman, grandson 2. Learn a useful sentence: There goes the bell. 3. Learn the present perfect tense: (1)Rita, you have just come back from your hometown. (2)—Where have you been, Jane? —I have been to Mount Huang with my parents. (3)—By the way, where’s Maria? —She has gone to Cuba to be a volunteer… 4. Talk about the children’s vacation experiences. Ⅱ. Teaching aids 教具录音机/小黑板/学生的旅游纪念照/图片/幻灯片 Ⅲ. Five-finger Teaching Plan Step 1 Review 通过教师询问学生的暑期活动，导入话题，呈现部分生词。 T: Listen! The bell is ringing. Let’s begin our class! (教师解释The bell is ringing等于There goes ，板书bell，要求学生掌握。) bell T: Nice to see you again. Did you enjoy your summer holiday? Ss: Yes. T: Hi, S1, where did you go during your summer holiday? S1: I went to … T: S2, did you go to your grandpa’s home? (板书grandpa，要求学生掌握。) 2 grandpa 3 S3: I went to West Lake with my father. T: Wow! West Lake is a beautiful place. What did you do there? S3: I enjoyed the beautiful scenery, took photos and bought many beautiful postcards. T: S4, what about you? S4: I had to stay at home to help my mother with the housework. T: Oh, I feel glad for what you did, and I think you’re a good girl. You’re helpful. S5, did you go to

仁爱版英语九年级上册教案

仁爱版英语九年级上册教案 Unit 1 The Developing World Topic 1 Our country has developed rapidly. Section A 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. Learn some new words and useful expressions： cruel, proper, by the way, bell, chairwoman, yet, grandson 2. Learn the present perfect tense： You have just come back from your hometown. Where have you been, Jane? I have been to Mount Huang with my parents. By the way, where’s Maria? She has gone to Cuba to be a volunteer… 3. Learn some functional sentences： I felt sorry for them. There goes the bell. Ⅱ. Teaching aids 教具 录音机/童工图片/小黑板/多媒体图片或幻灯片/学生的旅游纪念照 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步复习(时间：12分钟)

仁爱版九年级英语上册Unit4Topic1SectionC教案

Section C Ⅰ. Material analysis 本课是九年级第四单元第一话题的第三课时。主活动是1a。1a 通过介绍发明是什么来继续学习一般过去时的被动语态。学生通过完成1a的任务型阅读，知道发明创造并非遥不可及。1b让学生学习归纳中心句。1c把发明创造的步骤进行整合，让学生更加清楚怎样去发明创造。2是个开放性的讨论，让学生在讨论的过程中知道发明无论大小都对我们的生活产生了巨大的影响。3倡导学生自己去发明创造，并通过介绍自己的发明来巩固英语知识。学生学习了本课之后，对发明创造不再感到神秘莫测，从而萌发自己动手的愿望，有利于激发学生的创造精神。3这个写作任务，需要学生独立思考，并运用所介绍的写作小窍门。学生在短时间内难以很好地完成，故留作家庭作业。 Ⅱ. Teaching aims 1. Knowledge aims： 掌握本课的重点词汇和短语，继续学习一般过去时的被动语态。 2. Skill aims: 通过1b学习归纳中心句。 通过3学习写作介绍性的小短文。 3. Emotional aims: (optional) 激发学生大胆思考、勇于创造的精神。 4. Cultural awareness:(optional) Ⅲ. The key points and difficult points 1. Key points: Words and phrases: invention, crayon, thought, silly, balloon, gun, robot, keyboard, come about, laugh at, come to

Sentences: That’s why now we have planes. This is the time to brainstorm for ideas and to evaluate them. Grammar: was/were + pp 2. Difficult points： Inventions come about in many ways. None of these things was planted in fields. Remember that no idea is too silly. Ⅳ. Learning strategies 能够通过1a的Pre-reading来预测文章的内容。 能够概括文段大意，提炼主题句。 学习3来拟定写作提纲。 Ⅴ. Teaching aids 气球、蜡笔等实物/枪、机器人等图片/录音机/小黑板/PPT等。Ⅵ. Teaching procedures

仁爱版英语九年级上册教案使用说明(精修版)

仁爱版英语精品资料（精修版） 《教学案例设计》使用建议 一、编写思想 本书根据《义务教育英语课程标准（2011年版）》的最新理念---“以人为本，在做中学，强调对学习过程的关注，使学生能用英语做事情”而编写。旨在给广大教师提供优质、详实的教学案例范本，使教师认识到把实践、体验、探究和使用英语的机会留给学生，让学生在用英语做事情的过程中发展综合语言运用的能力。 希望广大教师通过具体的教学案例的参考可以学会分析教材、明确每堂课的教学目标和教学难重点的处理方式，并结合自己的教学实际（如所能利用的教学资源，学生的实际英语水平等等）设计出切实有效的教学案例，体现英语课程工具性和人文性统一的课程性质，更好的实现英语课程标准发展学生综合语言运用能力的总目标。 二、教案概述 本次九年级的教案的编写仍然采用以Section为编写单位的方式（个别特殊案例编者采用了跨Section整合的方式。），每个Topic包含四份教学案例。教师可根据当地的英语课时安排和自己所教学生的实际英语水平进行教案的分拆和整合。本次编写不再采用以往Introduction—Presentation—Consolidation—Practice —Production比较固化的五步教学法，而是根据Section A、B、C、D各自不同的课型要求来确定具体的教学步骤（stage和step）。 三、体例结构 Ⅰ. Material analysis 教学内容分析，中文呈现。对本Section的教学内容进行分析解读，概述本section教学设计的总体思路和目标达成。 Ⅱ.Teaching aims 1.Knowledge aims： 2.Skill aims: 3.Emotional aims:(optional) 4.Culture awareness: (optional) 教学目标，中英文呈现。从语言知识、语言技能，情感态度和文化意识四个方面对本Section

[英语]仁爱版九年级英语上册教学案

Unit 1 The Changing World Topicl Our country has developed rapidly . Section A I . Aims and dema nds学习目标： 1. 学习新单词:proper, by the way, bell, grandpa, chairwoman, grandson 2. 学会区另U have been to 与have gone to U、学习重点及难点： 了解并掌握现在完成时的基本用法。 Step 1.导入。 Step 2.自学检测： 自学第1和第2页的内容，并写出下列英语。 1. ____________________________ 变化的世界__________________________ 2.巨大的变化 ________________________ 3. ________________________ 越来越漂亮_____________________________ 4..如此(那么)多的人_______________ 5.拍照_____________________ Step3.精讲点拨： 1. 语法重点导入(根据句意在横线上填入谓语动词的适当形式) 1. He _______________(play) soccer on t he playgro un now. 2. He _______________(play) soccer on t he playgro un yesterday 3. He _______________(play) soccer on t he playgro un whe n I saw himyesterday 4. He _______________(play) soccer on t he playgro un every day 5. He _______________(play) soccer on t he playgro un domorrow after noon. 6. He _______________(play) soccer on t he playgro undor a long time. 注意(6)句中的时间状语，看P118现在完成时讲解，总结现在完成时用法 总结：(1)现在完成时的构成是--- _________________________ 看P140-142过去分词表。

UTSA仁爱版英语九年级上教学设计

U T S A仁爱版英语九年 级上教学设计 集团文件版本号：（M928-T898-M248-WU2669-I2896-DQ586-M1988）

Topic 3 Could you give us some advice on how to learn English well Section A Ⅰ. Material analysis 本课是九年级第三单元第三话题的第一课时。主活动是1a 和2。1a 通过王俊峰与孩子们交流在美国所碰到的困难引出话题：英语学习的困境。除了引出话题，还引出了语法：how/what+ to do 。1b 是个听力任务，以此来训练“边听边排序”的能力，这也是课程标准要求学生掌握的技能。1c 初步呈现构词法，2重点学习一些常见的构词法。3a 与1a 相似，只是把王俊峰换成了李明，除了要听问题，还要听解决方法，学生在无形中也可以学到一些学习技巧。3b 是一个完全开放式的口语任务，主要是模仿3a 来口头描述问题，然后给出合理的建议。这个任务要综合1a 和3a 的内容，要经过准备、演练、展示三个环节，故作为课后练习，并要求学生在下一次课进行展示。通过学习本课，可以培养学生相互沟通、相互帮助的美德，也让学生知道前缀和后缀是英语词汇的重要构词方式。 Ⅱ. Teaching aims 1. Knowledge aims ： 掌握本课的重点词汇和短语，初步学习“how/what to do sth.”。

2. Skill aims: 能通过学习构词法，来猜测新词的含义，读出新词的发音。 能够通过听前的阅读，猜测部分听力答案。如：3a 的听力任务。 能够综合所学知识，进行替换性会话。如：3b 的对话。 3. Emotional aims: (optional) 培养学生相互沟通、相互帮助的美德。 4. Culture awareness: (optional) Ⅲ. The key points and difficult points 1. Key points: Words and phrases: sleepy, real, granddaughter, pronounce, dialog, copy, notebook, diary, tape, dare, keep a diary, feel like doing, give up, be afraid of, work hard at, make oneself understood Sentences: Could you make yourself understood I don’t know what to do.

仁爱版2018-2019学年初三英语九年级上册全册教案

1 Unit 1 The Changing World Topic 1 Our country has developed rapidly Section A Ⅰ. Material analysis 本课是九年级第一单元第一话题的第一课时。本课内容丰富，主活动为1a 和3。 1a 部分通过“谈论假期经历”初步感知现在完成时 “have/has been to 和 have/has gone to” 的用法。 1b 引导学生运用抓关键字词完成表格的方法，培养学生的听力技能。1c 则是培养学生运用关键词复述课文的能力。 2a 通过创设新的语境，在听的过程中进一步体会“have /has been to 和 have/has gone to”。然后在2b 中让学生通过小组合作的方式总结它们的区别。通过前几个步骤的学习，学生完全可以口头运用“have/has been to 和 have /has gone to”来进行 3的对话操练。这样，在听、说、读、写各个方面都对新语法进行了全方位地复现和操练，有利于巩固新知识。通过谈论假期生活，既可以相互增长见识又可以增进同学间的友谊。 Ⅱ.Teaching aims 1.Knowledge aims ： 掌握本课的重点词汇和短语，初步学习现在完成时。 2.Skill aims:

九年级上册教学案例设计 培养学生的听力能力。 培养学生的口语表达能力。 能通过整合对话内容，提升综合语言运用能力，为语言输出做好准备。 3.Emotional aims: (optional) 引导学生了解不同的假期生活，热爱生活，增进友谊。 4.Culture awareness: (optional) 通过了解不同的假期生活，引导学生关注不同的生活方式有不同的人生意义，培养他们热爱生活的品质。 Ⅲ. The key points and difficult points 1. Key points: Words and phrases: bell, take place, volunteer, have/has been to…, have/has gone to…, so…that…, by the way, be happy to do…Sentences: There goes the bell. /It must be fun. Grammar: Present Perfect (have/has been to和have/has gone to的用法) 2. Difficult points： 能通过听、说和读的方式感知并掌握have/has done的用法。 能区别并会恰当使用have/has been to和have/has gone to。 Ⅳ. Learning strategies 培养学生通过图表信息重组语言的综合能力。 教会学生如何在听的过程中提取关键词。 2

仁爱版初中英语九年级上册全册教案(可编辑)

仁爱版初中英语九年级上册全册教案（可编辑）仁爱版初中英语九年级上册全册教案 按住Ctrl键单击鼠标打开教学视频全册播放 Unit 1 The changing world Topic 1 Our country has developed rapidly Section A ITeaching aims and demands 1 1 Learn the present perfect tense and master the sentence patterns havehas been to and havehas gone to 2 Compare the simple past tense with the present perfect tense and find out the differences in their usages 2 Learn how to describe holiday activities II Important points havehas been to and havehas gone to III Teaching procedure Step 1 Review 1 Ask and answer between the teacher and students Make a conversation about their summer holiday to review the simple past tense 2 Summarize students activities during the summer holiday and lead to the present perfect tense by the simple past tense 1 A went to Hainan A has been to Hainan

(仁爱版)九年级英语上册全套教案

仁爱版九年级英语上册全套教案 Unit 1 The Developing World Topic 1 China has developed rapidly In recent years. Section A The main activity is 1a. 本课重点活动是1a。 Ⅰ. Teaching aims and demands 教学目标 1. Learn some new words and a phrase: proper, by the way, bell, grandpa, chairwoman, grandson 2. Learn a useful sentence: There goes the bell. 3. Learn the present perfect tense: (1)Rita, you have just come back from your hometown. (2)—Where have you been, Jane? —I have been to Mount Huang with my parents. (3)—By the way, where’s Maria? —She has gone to Cuba to be a volunteer… 4. Talk about the children’s vacation experiences. Ⅱ. Teaching aids 教具 录音机/小黑板/学生的旅游纪念照/图片/幻灯片 Ⅲ. Five-finger Teaching Plan Step 1 Review 通过教师询问学生的暑期活动，导入话题，呈现部分生词。 T: Listen! The bell is ringing. Let’s begin our class! (教师解释The bell is ringing等于There goes the bell，板书bell，要求学生掌握。) bell Ss: Yes. T: Hi, S1, where did you go during your summer holiday? S1: I went to … T: S2, did you go to your grandpa’s home? S2: Yes. (板书grandpa，要求学生掌握。) grandpa 3 S3: I went to West Lake with my father. T: Wow! West Lake is a beautiful place. What did you do there? S3: I enjoyed the beautiful scenery, took photos and bought many beautiful postcards. T: S4, what about you? S4: I had to stay at home to help my mother with the housework. T: Oh, I feel glad for what you did, and I think you’re a good girl. You’re helpful. S5, did you go to summer classes? S5: Yes, I did. I went to an English training school to improve my English. I think the English training school is a nice place for me to improve my English.

仁爱版九年级化学上册教案(创作)

专题1 走进化学殿堂【课标对本专题的学习要求】 【课题】单元1 造福人类的化学

【教学目标】知识与技能---初步引入化学用语，分散难点。 过程和方法---知道科学探究可以通过实验、观察等多种手段获取事实和判断。情感态度与价值观---体验到科学探究是人们获取知识认识客观世界重要途径。【教学重点】认识学习化学的重要意义。 【教学难点】化学用语。 【课型】新课。 【教法】讲解、实验。 【教具】试管，试管架，米饭，生锈的铁钉，稀硫酸。 【教学过程】 【教学总流程】创设情景→看课本→讨论认识→初识化学用语

【作业设计】 1.化学研究的对象是A.物质B.运动C.食品D.实验（） 2.燃放烟花爆竹是我国过年时的传统习俗，但燃放会对环境造成这样的危害（） ①有毒有害气体污染；②噪声污染；③粉尘污染；④伤害人；⑤烟花爆竹的生产厂家有安全隐患A.① ③⑤ B.①②④⑤ C.③④⑤ D.①②③ 3.绿色化学是（） A.采用无毒无害的原料，生产出有利环保的产品 B.颜色为绿色的无害化工产品 C.绝对不含任何化学元素的产品 D.不能再生的化学产品 4.下列各项研究中属于化学科学研究的内容的是（） A.设计更优越的办公系统，开发人工智能 B.开发研究新能源，研制新型化学合成材料 C.培育杂交水稻，提高农作物产量 D.研制赛车的动力系统，提高赛车速度 5.社会的发展需要充足的能源，化学在利用、、等化石燃料的同时，正在积极寻求解决的有效途径，如 开发、、等新能源，研制和开发。

【板书设计】 单元1 造福人类的化学 一. 化学在哪里？生活离不开化学、工业、农业和科学研究中都离不开化学，化学使人类 社会更美好。 二. 学习化学的重要意义：化学为人类做出了巨大的贡献，而且将进一步为人类做出更大 的贡献。 三. 进入化学意境 ⑴出示碱式碳酸铜，学生近距离观察颜色、状态； ⑵加热碱式碳酸铜： ①观察到的现象。 ②文字表达式碱式碳酸铜→氧化铜+水+二氧化碳 ③各物质化学式 Cu2(OH)2CO3→CuO + H2O + CO2 【课题】单元2探寻物质世界的化学 【教学目标】知识与技能---1.认识物质的三态及其转化，认识物质的多样性。 2.认识化学变化的基本特征，理解反应现象和本质的联系；初步形成“物 质是变化的”观点。 3.了解人们如何利用化学反应改善和提高自身的生活质量。 过程和方法---1.知道科学探究可以通过实验观察等多种手段获取事实和判断。 2.认识到科学探究既需要观察和实验，又需要进行推理和判断。 情感态度与价值观---体验科学探究是人们获取知识认识客观世界的重要途径。 【教学重点】1.对木条燃烧和加热碱式碳酸铜实验的探究。 2.掌握物质的物理变化和化学变化。 【教学难点】体验探究活动的重要性，区别物质的物理变化和化学变化。 【课型】新课。 【教法】设置情景、活动探究、讨论。 【教具】有关物质化学变化的图片及课堂演示实验有关仪器及药品 【教学过程】 第1课时 【教学总流程】创设情境→举例讨论→演示实验→分析比较→当堂练习

仁爱版九年级英语上册全套教案2019版

Unit 1 The Developing World Topic 1 China has developed rapidly In recent years. Section A The main activity is 1a. 本课重点活动是1a。 Ⅰ. Teaching aims and demands 教学目标 1. Learn some new words and a phrase: proper, by the way, bell, grandpa, chairwoman, grandson 2. Learn a useful sentence: There goes the bell. 3. Learn the present perfect tense: (1)Rita, you have just come back from your hometown. (2)—Where have you been, Jane? —I have been to Mount Huang with my parents. (3)—By the way, where’s Maria? —She has gone to Cuba to be a volunteer… 4. Talk about the children’s vacation experiences. Ⅱ. Teaching aids 教具 录音机/小黑板/学生的旅游纪念照/图片/幻灯片 Ⅲ. Five-finger Teaching Plan Step 1 Review 通过教师询问学生的暑期活动，导入话题，呈现部分生词。 T: Listen! The bell is ringing. Let’s begin our class! (教师解释The bell is ringing等于There goes the bell，板书) bell T: Nice to see you again. Did you enjoy your summer holiday? Ss: Yes. T: Hi, S1, where did you go during your summer holiday? S1: I went to … T: S2, did you go to your grandpa’s home? S2: Yes. ，要求学生掌握。) grandpa T: S3, where did you go?

九年级英语上册U4T2SB教学设计 最新仁爱版

1 Unit 4 Amazing Science Topic 2 I ’m excited about the things that will be discovered in the future. Section B Ⅰ. Material analysis 本课是九年级第四单元第二话题的第二课时。主活动是1a 和3a 。1a 通过Kangkang 和Maria 由谈论航天之旅延伸到各自的理想，继续学习一般将来时的被动语态。1b 是检测学生的听力技能，1c 通过完成句子，让学生巩固一般将来时被动语态的结构。2是学生比较感兴趣的UFO ，重点是培养学生通过问题预测听力内容的能力。3a 把语法知识和语音语调巧妙地融合在一起。3b 属于半开放式拓展训练，是对3a 的延续。通过本课的学习，学生基本能掌握一般将来时的被动语态。 Ⅱ.Teaching aims 1. Knowledge aims ： 掌握本课的重点词汇和短语，继续学习一般将来时的被动语态。 2. Skill aims: 能够通过1c, 3a 和3b 环节，基本掌握一般将来时的被动语态的结构。 能够听懂含有一般将来时的被动语态的对话，并且能够正确运用这一时态。 3. Emotional aims: (optional) 做一个有理想的中学生，并为实现理想而刻苦学习。 4. Culture awareness: (optional)

Ⅲ. The key points and difficult points Key points: Words and phrases: realize, dancer, admire, master, take part in, grow up, prefer…to…Sentences: What are you going to be? I’d like to be an astronaut when I grow up. But I prefer science to dance. Then our dreams will be realized. Grammar: will +be+pp 2. Difficult points： I’m excited about the things that will be discovered in the future. Ⅳ. Learning strategies 能够通过2的小秘诀，学习通过问题预测内容的能力。 能够运用3a所展示的例子，体验、模仿流利优雅的语音语调。 Ⅴ. Teaching aids 航天员的图片/ UFO图片/录音机/ppt等。 Ⅵ. Teaching procedures 2

仁爱版九年级英语上册U1T3SC优质教案

SectionC Ⅰ.Materialanalysis 本课是九年级第一单元第三话题的第三课时，承接第二个话题，继续谈论社会问题和公共服务，主活动是1a和3。1a通过分析流浪人口的产生原因和导致的结果，让学生正确认识流浪人口这种社会现象。1b的任务主要是培养学生提炼文章标题的能力。1c则是让学生学会寻找特定的信息。1d旨在培养学生根据上下文猜测词意的能力。2这个看图说话属于半控制性任务。让学生模仿1a的句型来谈论新的问题。3的写作任务是建立在完成2的基础之上的。让学生先讨论再写作，有利于降低写作难度，拓展学生的思维。本课通过了解流浪人口产生的原因和结果，引导学生关注社会现象，思考社会问题的成因。文章还向学生传递了“以人为本”的人文关怀的理念。 Ⅱ.Teachingaims 1.Knowledgeaims： 掌握本课的重点词汇和短语，巩固现在完成时的用法。 2.Skillaims: 运用不同的阅读方法找出文章主题，段落主旨句和细节描述。

能通过语境猜测词义，扫清阅读障碍。 能谈论和表达与本文相关材料的话题。 3.Emotionalaims:(optional) 引导学生关注社会问题和社会服务，为社会主义的发展作出努力。 4.Cultureawareness:(optional) 了解世界各国存在的社会问题，分析产生的原因和导致的结果，关注各国政府就这个问题采取的应对措施，从而拓展学生的国际视野。 Ⅲ.Thekeypointsanddifficultpoints 1.Keypoints: Wordsandphrases:basic,human,value,period,whatever,steal,support,shelter,homelessness,e arn,drug,mental,onpurpose,effect,phrase,according,context,laborer,cru el,basicneeds,ashortperiodof,oneplacetoanother,inashelter,mentalillne ss,onpurpose,thinkof…as… 2.Difficultpoints： 口头报告和书面写作时，能有意识地使用“causeandeffect”来组织段落。

仁爱版九年级英语上第二单元教案

1 / 11 Unit 2 Saving the Earth Topic 1 Pollution has caused too many problems. Section A Ⅰ. Material analysis 本课是九年级第二单元第一话题的第一课时。主活动是1a 。1a 通过对比“West Hill”今昔的环境变化，引出本话题的污染问题，巩固现在完成时与一般过去时的用法及区别。1b 要求学生能够听懂一般过去时态和现在完成时态，也就是要分清1b 所提及的词语所伴随的时间。1c 则是在阅读之后再找出“西山”所发生的变化。2通过观察图片内容，结对编对话，描述污染前后的情况，进一步训练学生口头表达能力和对一般过去时和现在完成时的运用能力。3通过听并记录“动物的生存现状”，了解环境污染带给动物的危害，继续提高学生的听力水平。任务4的口语表达，培养学生的说的技能，检测对本课的掌握情况。通过本课的学习，培养学生关注环境问题的意识。 Ⅱ.Teaching aims 1.Knowledge aims ： 掌握本课的重点词汇和短语，巩固一般过去时和现在完成时的用法和区别。 能够用一般过去时和现在完成时描述过去和现在的变化。 正确使用there be sth./sb. doing sth.来表达“有某人/物正在做某事”。 2.Skill aims: 能听懂描述环境变化的对话，区别一般过去时和现在完成时的用法。 能理解和运用一般过去时和现在完成时来进行听、说、读、写活动。

3.Emotional aims: (optional) 让学生了解环境污染的严重性，并树立环保意识。 4. Culture awareness: (optional) 通过课文的学习，让学生了解环境的变化，关注全球的环境问题。 Ⅲ. The key points and difficult points 1. Key points: Words and phrases: bee, butterfly, mess, shame, several, pollute, waste, villager, destroy, cut down, goodness, pour, see sb./sth. do sth., see sb./sth. doing sth., cut down, my goodness Sentences: What a shame! / What a mess! The flowers and grass have gone! What has happened here? There be sth./sb. doing sth. There are several factories pouring waste water into the stream. Everything has changed. Grammar: differences betweenSimple Past and Present Perfect tense. 2.Difficult points： 正确使用there be sth./sb. doing sth.来表达“有某人/物正在做某事” 。 区别使用短语see sb./ sth. do sth.和see sb. / sth. doing sth.。 2 / 11

仁爱版英语九年级上册教案

仁爱版英语九年级上册教案Unit1TheDevelopingWorld Topic1Ourcountryhasdevelopedrapidly. SectionA Themainactivitiesare1aand2.本课重点活动是1a和2。 Ⅰ.Teachingaimsanddemands教学目标 1.Learnsomenewwordsandusefulexpressions: cruel,proper,bytheway,bell,chairwoman,yet,grandson 2.Learnthepresentperfecttense: Youhavejustcomebackfromyourhometown. Wherehaveyoubeen,JaneIhavebeentoMountHuangwithmyparents. Bytheway,where’sMariaShehasgonetoCubatobeavolunteer… 3.Learnsomefunctionalsentences: Ifeltsorryforthem. Theregoesthebell. Ⅱ.Teachingaids教具

录音机/童工图片/小黑板/多媒体图片或幻灯片/学生的旅游纪念照Ⅲ.Five-fingerTeachingPlan五指教学方案 Step1Review第一步复习(时间:12分钟) (通过教师询问暑期活动，导入话题，呈现现在完成时和部分生词。) T:Listen!Thebellisringing.Let’sbeginourclass!(老师解释Thebellisringing等于Theregoesthebell，板书bell，要求学生掌握) bell Nicetoseeyouagain.Didyouenjoyyoursummerholidays Ss:Yes. T:(问其中一学 生)Hi,LiXueqing,wheredidyougoduringyoursummerholiday S1:Iwenttomygrandparents’home. T:Whatdidyoudothere S1:Iwentfishing,swimmingandsoon. T:WangXue,wheredidyougo S2:IwenttoWestLakewithmyfather.

仁爱版九年级英语上册 U5T3SD教案

基于“课程标准、中招视野、两类结构” 九（上）Unit5 Topic3 Section D教案设计 （新授课） 制作学校：汤庄一中（无） 重备人：顾娜 一、学习目标确定的依据： 1、课程标准相关要求:《英语课程标准》（2011年版）要求学生能够会读会写知汉意的单词和短语 单词：Egyptian pyramid tomb complete scientific ton fix tool mystery completion 短语：one of the Seven Wonders be considered as according to Order sb to do sth scientific research as much as continue to dosth 语法：总结复习定语从句，并列连词的用法。 2、教材分析： 本节课为该话题的最后一节课，建议用1课时上完。主要学习并列连词组的用法，以及定语从句的用法 3、中招考点： 定语从句是中招的必考题，要多加练习巩固，并列连词属于主谓一致中招题中经常出现。 4、学情分析： 本班学生英语学科基础较差，部分学生学习兴趣不是很足，而定语从句和并列连词十分重要，鉴于这一点，上课前应当充分备足课，知识点应让学生一点一点地归纳出来，努力提高学生的学习兴趣。 二、学习目标 1、学习并能说出、写出P23—24的生词，并能进行英汉互译 2、研读Grammar，能够掌握定语从句并列连词，能够熟练做题。 3、能够熟读1a，理解其中的内容，把握里面的知识点。 三、评价任务 1、针对目标1，通过学习P23—24的生词，让学生并能熟练说出、写出P23—24的生词，并能进行英汉互译。 2、针对目标2，通过研读grammar，能够说出其中的的知识点，能够熟练做题。 3、针对目标3，通过多读，让学生了解埃及金字塔的构造及古埃及人民的伟大,并能熟练做题。 四、教学过程 学习目标教学活动评价要点要点归 纳 目标1：自学指导1 1.自学内容：课本P23—24的生词。通过学习 1.both... and...连