Section C教案教学设计导入整理

Section CⅠ. Material analysis

本课是九年级第五单元第一个话题的第三课时，主活动为1a和3。通过短文The Great Wall 的学习，见识了世界上最伟大的奇迹之一长城的瑰丽风采；进一步运用定语从句来描述名胜古迹，以更好地掌握定语从句的用法；提高学生在阅读中根据句子的含义辨认单词，猜测陌生词语的技能及信息转换的技能，并通过第二部分和第三部分任务的设置来完成“读－说－写”的任务链，实现真正意义上的拓展，达到学以致用的目的，提高学生自主、合作、探究的能力。通过本课的学习，学生在了解到长城的地理知识和悠久的历史，开拓视野增长见识的同时，也能激发他们的民族自豪感并加深他们对祖国油然而生的热爱之情。

Ⅱ.Teaching aims 1. Knowledge aims：

1) Words and phrases:

state, remain, separate, enemy, expect, treasure, suppose, stretch from…to …, bring… into…, be regarded as…, be famous for 2) Grammar: 进一步掌握that /which 引导的定语从句的用法。

2. Skill aims: 1)能读懂介绍长城相关知识的短文，在阅读中能根据语境推测、理解生词的含义。

2)能理解短文大意，并将文本信息转换为图表信息。

3)学以致用，把输入的信息“如何介绍一处名胜”通过说和写的方式输出。

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3.Emotional aims: 1)遇到问题时能主动请教，勇于克服困难。

2)开拓视野增长见识，对祖国的文化能有更深刻的了解，激发民族自豪感和对祖国大好河山的热爱之情。

4.Culture awareness:

了解长城的地理知识和悠久的历史。

5.Learning strategies：

拆分理解定语从句。

Ⅲ. The key points and difficult points 1. Words and phrases: state, remain, separate, enemy, expect, treasure, suppose, stretch from…to …, bring… into…, be regarded as…, be famous for

2. Sentences: 1) The entire wall, which has many branches, is about 8 800 kilometers long. 2) It stretches from Shanhaiguan in the east to Jiayuguan in the west.

3) It is said that he who has never been to the Great Wall is not a true man.

3. Grammar: Attributive clauses (which/that)

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Ⅳ. Teaching aids 多媒体课件，

或黄山、长城、黄果树瀑布、西湖、故宫和华表的图片；关于长城的短片。

Ⅴ. Teaching procedures Stage （time period）

Interaction patterns Teacher activity 1.Greeting. Getting students 1 ready for learning (5 mins) Student activity 1.Greeting. Remarks 教师可采用小组2.Ask students to give a report. 2.Students report the differences between 竞赛的方式鼓励学生Class activity

the Chinese dragon and the dragon in 积极主动地完成课后western countries.

的任务。培养学生的集体荣誉感。

教师提供图片，学生用含有定语从句的句子进行介绍。可适当拓展。

创设与课文语境有关的课堂氛围，导入话题。

2 Revision (3 mins) Individual work Lead students to introduce a Introduce a place of interest of 2b in place of interest with attributive Page 4 using attributive clauses to clauses. describe them.

3 Pre-reading (5 mins) Class activity Play the video or show a picture Watch the video or look at the picture of the Great Wall. to know about the topic.

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Ask students to talk about the Talk about the Great Wall with the Pair work Great Wall in pairs, and help given expressions above the passage them understand the new words with the help of the teacher. and phrases. 1.Let students skim the passage 1.Read the passage quickly and match 配对活动讨论出的有关长城的信息，激活相关的背景知识。

1.通过略读使学and match the words with their the words with their meanings. They can 生整体了解文章大meanings.

Individual While-reading (12 mins) work

infer the words by reading the sentences 意，从而根据段意和with the words carefully. They can also 句意辨认单词，猜测put the English meanings into the 陌生词语。

sentences to understand the meanings.

2.通过分段细读4 2.Ask students to watch the 2.Watch the flash carefully and underline flash

carefully to complete the the key points to complete the diagram 完成图表任务，掌握diagram in 1c. about the Great Wall.

细节。

小组讨论后让小组代表回答，其他小组补充，最后教师给予评价。

Group work Ask students to discuss their Discuss the answers in groups. answers in groups.

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1.Organize students to find out 1.Students sum up the key points and ask 1.小组合作学习，the key points and solve the some questions they can’t understand, 以学生为主体。教师可difficulties.

5 Post–reading (5 mins) Group work

and then solve them with the help of each 给予适时的指导，如可other. Report the results.

以把定语从句分成两个简单句来理解。

2.以阅读素材作2.Ask students to finish the tasks 2.Work in groups and complete the tasks of 2 in groups.

of 2. Choose one of group members to 为载体，进行任务型give a report. 的口语操练。

1.Ask students to discuss the 1.Talk about the given questions in questions in 3. 6 Pre-writing (4 mins) Group work groups.

在完成写作任务之前让学生讨论给出的提示问题。

2.Ask students to prepare the 2.Sort the material they can use for material for writing alone. Remind writing according to their discussion, them to use the formation of including the words, phrases and the e-mail.

sentences. 6While-writing 7 (4 mins) Individual work Ask students to complete the Complete the e-mail alone. e-mail alone.

此环节要留给学生独立思考、整理写作素材的时间。

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Ask two students to read their Read their e-mails and learn to proofread. 8 Post–writing (4 mins) Class activity e-mails and help them learn to proofread. 教师在学生朗读范文后要给予评价，并指导学生写作后如何进行修改。

1.Ask students to sum up the 1.Sum up the main content of this class. key points. Summarizing 9 and assigning homework (3 mins) Individual work

通过总结培养学生的归纳能力，将课Class activity 2.Ask students to consolidate 2.Make up sentences with the usage of the key phrases. “stretch from…to …, bring… into…, be 文重点内容系统化。

regarded as…and be famous for”. Ask students to look up some Look up some books or search the information about tea. Internet to know about something about the history of tea.

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Ⅵ. Blackboard design Topic 1

China attracts millions of tourists from all over the world. Section C 1. state

n. 国家；州；政府；状态

v. 陈述，说明

2.separate

v. （使）分开，分离；区分

3. remain

v. 剩余，遗留；仍然是

4.enemy

n. 敌人；反对者

5.expect

v. 预料，预期；期待，盼望

6.treasure

n. 财富；珍重

7.suppose

v. 假定，假设；推测

8.It stretches from Shanhaiguan in the east to Jiayuguan in the west.

它东起山海关，西至嘉峪关。

stretch from…to …从……延伸到……

9.He who has never been to the Great Wall is not a true man.

不到长城非好汉。

10.bring… into…

把……带进……

11.be famous for

因……而著名

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