UnieaningaboutChinaTopicSectionD仁愛(ài)湘教版教案

《博愛(ài)版》九年級(jí)英語(yǔ)(下)Unit5LeaningaboutChina.Topic3ThedragonhasbecomeasymboloftheChinesenationSectionD教課設(shè)計(jì)設(shè)計(jì)【Teachingperiods】：One一、Teachingaimsanddemands：a.Knowledgegoals:1.Learnsomenewwordstheusageofconnectivesandagreementofsubjectandpredicate.b.Abilitygoals:能用所學(xué)語(yǔ)言描繪中國(guó)歷史事件和歷史人物，介紹中國(guó)文化。c.Emotiongoals:認(rèn)識(shí)中國(guó)文化，培育學(xué)生愛(ài)國(guó)熱忱。二、Keypointsanddifficultpoints:Learn

abouttheFourGreatInventions

of

Ancient

China:

compass,gunpowder,printingandpaper-

making.Cultivatethestudents

’patriotism.三、Teachingaids錄音機(jī)/圖片四、Teachingprocedure：Step1ReviewacompetitionaboutChineseculture.TheteachersayssomesentencesaboutancientChineseculture.ThestudentsworkingroupstomarkTure(T)orFalse(F)quickly.⑴Redisasymbolofimperialpower.EmperorswererealdragonsandthesonsofHeaven.ThedragonhasbecomeasymboloftheChinesenation.ChinesechesswascreatedinmemoryofthefamousbattlebetweenXiangYuandLiuBang.ThepeasantslovedtheQindynastyverymuch.tothenewlessonwithsomequestionsaboutpaperbyshowingapieceofpaper.Writethematerialsofpaper-makingontheblackboard,suchastree,rope,barkandrag.Letthestudentsunderstandthenewwords“bark”and“rag”.Forexample:T:What’spapermadefromS1:It’smadefromStep2PresentationthepicturesoftheFourGreatInventionsofAncientChina.Introducethembytheconversationbetweentheteacherandthestudents.Learnandmasterthenewword“discovery”andunderstandthewords“sailor”and“firework”.Knowaboutthenewwords“gunpowder”and“clay”.CanyoutellmetheFourGreatInventionsofAncientChinaSs:Yes,theyareThestudentsmayhavedifficultysayingthenamesinEnglish.Theteacherwritesthemdownontheblackboard.WhichinventionisthemosthelpfulforpeopletofindtherightdirectionSs:Compass.T:Yes,especiallytosialors.(Showapictureaboutsailorsatsea.)Andmanydiscorveriesweremadewithitshelp.Whichinventionwasusedformakingfireworks(Showthepictureoffireworks.)WheredidBiShengcarvecharactersatfirst(Leadtothenewword“clay”.)Ss:thestudentslookatthepicturesin1andmatcheachpicturewiththerightletter.tothetapeandchecktheanswers.Finish1.Step3Consolidationthestudentsread2aandfillintheblankswiththenamesofinventions.Thenchecktheanswers.thestudentsread2aagainandfindoutwhentheFourGreatInventionswereinventedandtheirinfluences.Finish2b.2aagain,andfindoutthedifficulties.Solvethemtogether.work.Dividethestudentsintofourgroups.Theystandforgunpowder,paper-making,printingandcompassrespectively.Thenletthemintroducethemselvestotheothers.Example:Mynameisgunpowder/compassStep4Practicethestudentstofindoutalltheconnectivesinthistopic.Writedownontheblackboard.thestudentsmakesentenceswiththeseconnectives.Goaround

theclassroomofferinghelpandasksomestudentstoreadtheirsentencestotheclass.thestudentssumupthegrammarfocusandtargetlanguageinthistopic,andthenaskthemtopractice3aand3b.Step5ProjectandhomeworkDividetheclassintotwogroups.Onegroupstandsforancienttimes,theotherformoderntimes.Letthestudentscollectinformationaboutthecivilizationofthetwoperiods,includingculture,famouspeople,technologiesandinventions,etc.Thenlisttheinformationandcomparethemtoseewhichgroupcollectsmore.Finish4.Teachingassessment】Fillintheblankswithrightconnectives.Kangkang________WangJunfenglikeChinesechess.mymother________myfatherplaysChinesechess.BeihaiPark________theGreatWallisagoodplacetovisit.paper-making________printingwasinventedinChina.【Key】:butalso

,and,nor/Notonly,butalso/Either,oronly,butalso

only,板書設(shè)計(jì)：dependonChildrendependontheirparentsforwhattheyneed.atthee