九年级下册Unit 5教案2.docx
九年级下册Unit5教案2SectionBneeds12periods.SectionB需用12课时。Themainactivitiesarelaandlc.本课重点活动是Ia和Ic0I.Aimsanddemands目标要求1. Mastersomenewwordsandphrase:beproudof,captain,sail,coast,pride,trade,prize2. Leamattributiveclauseswhichuse“whom”.HewasaMingdynastyexplorerwhomtheChinesepeopleareproudof.3. TalkaboutthelifeofZhengHe.4. Learnabouttherelationbetweendifferentsubjects.II. Teachingaids教具录音机/教学图片/多媒体课件/名人图片III. Five-fingerTeachingPlan五指教学方案Step1Review第一步复习（时间:10分钟）展示郑和的图片，师生讨论，导入新课。1.（检查作业，由学生展示自己制作的名人档案，过渡到历史人物一一郑和。）T:LastclassIaskedyoutomakesomecardsabouthistoricalpeople.Whocanshowusyourcard?Si：.Si:.S3：（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:Ihavemadeacard,too.Pleaselookatthescreen.rName:ZhengHe（1371-1433）第4Birthplace:YunnanProvinceExperience:From1405to1433,heledsevenoceanjourneysfortheMingemperor.（教师口头介绍郑和的个人档案，深入引导，过渡并呈现COaSt和dieof。）T:Who,sthat?SsiZhengHe.T:Wherewashefrom?S4：HewasfromYunnan.T:Howoldwashewhenhedied?S5：Sixty-twoyearsold.T:Whatdoyouthinkofhim?So：Heisagreatexplorer.T:Wheredidhearrive?Ss:TheeastcoastofAfrica.T:Yes.HetraveledtotheeastcoastofAfrica.（板书）CoaSt.海岸，海滨Wewalkedalongthecoastforfivemiles.thecoastroad海滨道路（板书）HediedofillnessonhiswayhomefromAfricain1433.（板书）dieof死于Hediedofcancer.T:DoyouwanttoknowmoreaboutZhengHe?Let,smoveintoournewlesson,SectionB.Step2Presentation第二步呈现（时间：10分钟）学习Ia,并完成Ibo1 .（听录音呈现Ia,并进行判断，问题以幻灯片的形式呈现。）T:Let,slistentothetapetwiceandmakeTrue（T）orFalse（F）.（I）SusannaisbecomingmoreandmoreinterestedinChina,shistory.（2）ZhengHeeventraveledtotheeastcoastofAfrica.（3）ZhengHeledsixoceanjourneysfrom1405to1433.（4）HislastoceanjourneywaslaterthanColumbus,journeytoAmerica.（5）Hediedofillnessin1433.2 .（再听一遍录音，并让学生跟读。）T:Listentothetapeagainandreadafterit.Payattentiontothepronunciationandintonation.3 .（让学生两人一组表演对话。）T:Actitoutinpairs.4 .（让学生完成lb,然后小组之间互相检查、讨论。）T:Accordingtola,writedownasmuchinformationaboutZhengHeaspossible.Step3Consolidation第三步巩固（时间：10分钟）通过1c,进一步巩固Ia,并进一步了解有关郑和的信息。1 .（通过多媒体呈现IC的表格。）（1）（表格呈现在大屏幕上，进行PairWork,让学生读一遍表格，找出新词。）T:Pleaselookatthechartonthescreenandfindoutthenewwordsorphrases.SsiEquipment,thenumberof.（板书，并举例讲解。）equipment装备，设备thenumberof的数量anumberof许多，大量 Thenumberofthestudentsinourclassis52. Anumberofstudentslikepopmusic.（2）（读表格，每一行说出一个句子。）T:Pleasemakeasentenceforeveryline.Answers:Heledsevenoceanjourneysfrom1405to1433.Hewentonhisjourneyforseventimes.©Therewasacompass,anoceanmapandotherthingsinhisship.©Thenumberofshipswasover200eachtimewhenhewentontheiroceanjourneys.Thenumberofpeoplewasabout27,000eachtime.Thesizeofthebiggestshipwasabout151.8meterslong,61.6meterswide.Hereachedmorethan30countriesandareas.HetraveledinordertodeveloptradeandfriendshipbetweenChinaandothercountries.(教师总结并引导完成IC的6个问题。)T:OK,Weallhaveanswers.Nowlet,sfillintheblanksoflc.2. (Groupwork,读la、lc,找出关键词。)T:Let,sreadlaandIcagain.Pleasefindoutsomekeywordsandphrases.Thentalkabouttheminyourgroup.Group1:.Group2:.Group3:.(教师在黑板上呈现一些关键词。)(1) agreatexplorer(2) from1405to1433,ledsevenoceanjourneys(3) compass,oceanmap,otherthings(4) thenumberofships,over200eachtime(5) thenumberofpeople,about27,000eachtime(6) thebiggestship,151.8meterslong,61.6meterswide(7) placestoreach,morethan30countriesandareas3. (Pairwork,根据给出的关键词复述郑和的生平。)T:Lookatthekeywordsandphrasesontheblackboard.PleaseretellthelifeofZhengHetoyourpartnerinturns.（几分钟后，教师组织学生展示复述的成果。）T:Now,whocanretellthelifeofZhengHe?Si：.52: .53: .（教师进行概括总结，由郑和过渡到近代历史的红军，为练习作铺垫。）T:WeallknowZhengHewasagreatancientexplorer.Hemadecontributionstoourcountry.Weareallproudofhim.ButthereareotherimportanthistoricalpeopleinChina,shistory.Step4Practice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引导的定语从句。完成2。1 .（教师准备一张名人图片，比如爱迪生的，或用多媒体呈现。）T:Lookatthepicture.Doyouknowwhoheis?Ss:HeisThomasEdison.T:Doyouknowsomethingabouthim?Si：Yes,heisascientist.52: Heisclever.53: Heinventedmanyusefulthings.54: .*.T:Wecanalsosay:ThomasEdisonwasagreatscientistwhoinventedmanyusefulthings.2.（教师亦可以用身边的学生作为教学资源。）T:DoyouknowsomethingaboutLiHuainourclass?S5:HelikesEnglish.S6：LiHuaisastudent.S7:（总结）LiHuaisastudentwholikesEnglish.3 .（教师出示自己弟弟的照片。）T:Ihaveabrothcf,-HisnameisLiLei.Icanalsosay:IhaveabrotherwhosenameisLiLei.L->whose4 .(学生可根据上面的例子看着书上2中的图片，完成2。或者利用准备的名人图片或课堂上的老师、学生、自己亲人、朋友的图片进行对话，使用who,whom,WhOSe引导的定语从句。)T:Pleasemakedialogsinpairsusingattributiveclauseswith"who”,"whom”and"whose”.Step5Project第五步综合探究活动(时间:5分钟)收集所需信息，尽量多用WhO,whom,WhoSe引导的定语从句写作。1 .(让学生收集所了解的历史人物和相关的历史事件，并制成剪贴报。)步骤：(I)Collectpicturesofsomehistoricalpeopleandhistoricevents.(2)Makeanewspaperusingthepicturesandwordsthatyoucollected.(3)Putthenewspaperthatyoumadeonthewall.2 .Homework找出SectionB中由who,whom,whose引导的定语从句。T:FindoutattributiveclausesinSectionB.(2)写一篇名人传记，尽量多用Who,whom,WhOSe引导的定语从句。T:Pleasewriteapassageaboutafamousperson.Useattributivec
