Learning about Language教学内容分析

Unit 5

China and the World

Topic 1

China attracts millions of tourists from all over the world.

Section A Ⅰ. Teaching aims 1. Knowledge aims：

1) Words and phrases:

a great number of, fetch, introduce, strange, lie in, height 2) Grammar: 掌握that /which 引导的定语从句的用法。

3) Functions: 描述风景名胜。

2. Skill aims:

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1）能听懂有关谈论中国名胜的对话，并能够提取有用信息。

2）能用英语谈论中国的一些名胜古迹。

3. Emotional aims: 1) 鼓励学生积极参与并培养其乐于与他人合作的精神，在共同合作中完成学习任务。

2) 热爱孕育了无数名山大川的伟大祖国。

4. Culture awareness:

了解祖国的悠久历史和名胜古迹的地理位置及特色。

5. Learning strategies：

1) 学会有效地进行听前预览，预测将要听到的对话的内容，避免相似信息的干扰。

2) 搜集相关资源，积累更多的知识。

Ⅱ. The key points and difficult points 1. Words and phrases:

a great number of, fetch, introduce, strange, lie in, height 2. Sentences: 1) There are many places of interest which attract millions of tourists from all over the world every year.

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2) Among them, the Changjiang River is the longest one and the second longest is the Huanghe River. 3) I can fetch you Guide to China.

4) It’s a place which/that is worth visiting.

3. Grammar:

attributive clauses (which/that)

Ⅲ. Teaching aids 多媒体课件，或黄山、长城、黄果树瀑布、西湖、故宫的图片，可选用歌曲«大中国»作为导入本课的背景音乐。

Ⅳ. Teaching procedures

Stage （time period）

Interaction patterns Teacher activity 1.Greeting. 2.Ask students to talk about Getting students 1 ready for learning Class activity (3-5 mins) where they have been on vacations.

Student activity 1.Greeting.

2.Students show their traveling experiences and introduce what they have done and where they have been on vacations.

Remarks 可用歌曲《大中国》作为学生介绍假期旅行经历的背景音乐，既可创设氛围，又能为本课的学习作铺垫。

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Change the sentence “China is a great Revision (3 mins) Individual work Guide students to review attributive clauses.

country with so many places of interest.”

into an attributive clause: China is a great country that has so many places of interest.

Pre-listening (2 mins) Show some pictures about places Watch the pictures and prepare to complete Class activity of interest mentioned in 1a and lead to the listening activity.

1.Show the table of 1b, and ask students to read through the content of the 4 While-listening (7 mins) Individual work table.

2.Play the record of the conversation. Guide students to listen and note. 1.Read through the table before listening. They may fill in some of blanks according to the knowledge they know. And try to guess other words. 2.Listen to the conversation and write down the answers or the capital letters of the words.

the listening tasks. 复习第四单元接触过的简单的定语从句的用法，引出本课学习重点。

2 3 激活情境。

做好听前预览是完成听力任务的保障。

提醒学生做好记录。

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1.Ask two students to report the answers.

2.Play the flash of 1a. And ask students to understand something Individual Post-listening (14 mins) work important and difficult.

1.Report the answers.

2.Watch the flash of 1a, and mark fetch的用法对一些学生来说不是很好记，something important and difficult.

可以用图示辅助记忆：

bring

take 说话者

所处的

Students discuss in groups to understand the conversation further in groups. fetch get 5 Group work Ask students to discuss the key and difficult points in groups.

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1.Point out the key and difficult Individual work points. 2.Organize students to retell the conversation based on the table of 1b. Ask students to talk about the Pair work pictures of 2 by following the example above them. Ask students to read through the 6 Pre-listening (3mins) Individual work table of 3 to prepare to finish the listening practice.

7 While-listening (3 mins) Post-listening (5 mins) Individual work Individual work Let students listen to the passage and finish the listening practice. Ask two students to check the answers.

1.Note the key and difficult points.

2.Retell the conversation based on the table of 1b.

Talk about the pictures by following the example in pairs.

Read through the table before listening. They may fill in some of blanks according to the knowledge they know.

Listen to the passage and write down the answers or the capital letters of the words. Report the answers.

8 听力任务完成后，

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Ask students to introduce the famous rivers and lakes in our country according to Pair work the table of 3. Introduce the famous rivers and lakes according to 3 to their partners in pairs. And their partners listen carefully without books. Then change the roles. 学生可以结合听到的信息，根据表格进行介绍，因为听和说作为交际的两个方面，是不可分割的整体。听能带动说，说能促进听。

Ask two students to sum Summarizing and 9 assigning homework (3 mins) Class activity Individual work up the key points according to the blackboard. Repeat the key points.

Read through what they have learnt after the teacher. Sum up the main content of this class.

鼓励学生课后通过查找网络和书籍更多地了解本课中提到的名胜古迹，在下节课前进行

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Ask students to make a note about one of the Individual work places of interest mentioned in today’s lesson after class. Make a note of the conversation. 分享，学会拓展学习的Search the Internet or look up some 同时，进一步了解祖国information in some books to know more about knowledge of the places of interest mentioned in today’s lesson. 的大好河山，激发他们对祖国的热爱之情。

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Unit5 Topic 1 Section A说课稿

一、说教材

本单元教学内容的三个话题主要围绕中国地理和历史方面的话题展开。第一话题How much do you know about China?介绍了中国的风景名胜、旅游胜地、名山大川和历史名城，让学生学会用英语谈论各地特色并表达自己的看法。这一题的语法知识是由that和which引导的定语从句。第二话题I'm becoming more and more interested in China's history.主要向学生介绍一些中国古代和近代的著名人物，如孔子、郑和和孙中山等，还有一些历史事件。此话题主要学习由who,whom,和whose引导的定语从句。第三话题The dragon has become a symbol of the Chinese nation.则是以谈论中国文化为主，重点介绍了中国古代建筑、中国象棋、茶文化和中国古代四大发明。这一话题归纳总结并列连词eitheror…，

both…and…，neither…nor…，not only…but also…的用法及主谓一致的原则。而我选上的课是第一话题第一课时的内容，即Topic1 Section A，在Section A中重点学习了由关系代词that/which引导的定语从句，并简单介绍了我国的一些名山大川，特别是五岳的一些情况，激发了学生对祖国大好河山的热爱。基于对教材的分析，同时为了更好地培养学生学习英语的兴趣，提高应用英语能力，推进探究﹑合作和自主学习，对听﹑说﹑读﹑写全面训练，并培养他们的爱国主义情操，我将本节课的三维目标及重难点确定如下：

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二

、说教学目标：

知识和能力目标：1.learn Attributive Clauses which use “

that”or“which”. 2.Learn to introduce the places of interest. 过程与方法：Speaking and Communication with the students while teaching the new contents. 情感态度与价值观：Teach the students to talk about the places of interest with parters and love our motherland. 重点：1a and 2a 难点：学习归纳用that和which的定语从句。

三、说教法和学法

仁爱教材充分体现了新课标的指导思想，把任务型教学与交际教学灵活地运用于课堂。课题探究活动构成了每一单元的核心，旨在让学生综合运用所学的语言知识、语言技能，提高用英语获取信息、分析和解决问题的能力。鉴此，我采用了仁爱课堂的“五步教学法”与“洋思教学法”相结合的教学方法。根据洋思教法中的“先学后导，当堂训

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练”的基本理念，小组合作探究，学生向学生学习并解决疑难问题。而我在整个学生学习过程中只起到引导﹑参与小组合作探究的作用。

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