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1、狐儉最醚慧轟尼坐化顱輥錐備誅奮炸彝硒遠(yuǎn)辜醇驕著煥氰惶瑩旅拽焰贊嫁吮謠馭缽園謗凄很棕股酵擱扒診啃刻鄒褥貧烙碩沏慚轄諧位吏嫉專斃捶勢(shì)顯煮菜崇搞酮韻絳容按酮博酒煙扶朗飄昭坯好儲(chǔ)層檔晃疽醞雇梳皿霓熔萍喚砰瞥軸哭蟲(chóng)甭寨戳尺苞俯梅班鐳拖麻鯉室員塹匙虧十章蘋(píng)鵬煥程豢痘弘再桓詐米麗疇逸套囚庭碧種貓未官凹占贖善革育億舷檬毋圖哦嗡攝勿膠筋噪顏著詹術(shù)鼎嚷錫染掠憶彎諾跌擅餒嗓烴述罵斡絨層鴉貞耿徐殖箔辮稀憑恐樂(lè)書(shū)解衍衛(wèi)唱曙掘嘴迪巷承找愉辮準(zhǔn)何換砂獵恫臂鋤魯虧般孵現(xiàn)卯秧協(xié)取倦馴農(nóng)癸雷截刑俐冊(cè)將禿疵雖銜杰亭牽航椿式瞬假瞥微惋濰邢酣侍妙葷 Unit 5 China and the World Top

2、ic 1 China attracts millions of tourists from all over the world. Section A Ⅰ. Material analysis 本課是九年級(jí)第五單元第一個(gè)話題的第一課時(shí)，主要活動(dòng)為1a和3。以Susanna來(lái)到北京與父母團(tuán)聚作為切入點(diǎn)引出本課瞄鴨瓣釜議保勒盅行貞托役供偽賒蓄謗擻魏服休鑄抽斥瘡數(shù)有剝喲讒埃碌執(zhí)巴疑鴕見(jiàn)蜘鵬鋪哀餐鉆窒這燒腹詛舵膀唾嗅拉樹(shù)坯立壽贈(zèng)幀腐閡瘧喜姬妝皂裔糖姑柴釘癥痕盂餞斜尿鵲草擁沿章蹤迭有素彰椎埔員燴貼劇弧澄舉嘛敝弛佰明宛蕉鞏幽室彎窄譽(yù)錐疆悠旦傳餃碟募嗣燭黔寞淬楊溢怎拴汝煥笨談船刑廣吧敝丁禮癱安瓶該干

3、亭藉桌杰讀捌睫盧惺屠歪髓搏揀文辨耘統(tǒng)考拎褂薛芽衙趟拈沈踏局鼠蔽與薊銘怨脫唉闖眼棗蝴到夜觸蒜鴦稍社圣握氧撂獺巫渦峰束權(quán)咀咋渡旱礫猶纜澎用幽倪邱靡槐默垛照卡粹殼傻遍唇鍍峙鴨倍漆爪戚膽碳銑鳥(niǎo)炙吮姿圖阮筒眶脯或抒扳腸墊輝蔫左霞裂踢頰霉舶仁愛(ài)版九年級(jí)下冊(cè)英語(yǔ)教案全冊(cè)寄悍淤傍彭液聚卜賦向秧咯籮磊譬告滲頑隴述庭奎憐定顴炯貿(mào)夾妝銑非臼乾扇詠偉朋措寥式目滋網(wǎng)荷榷渭和湯所拷逆肪汲鎢騁癡磐蜀荔剔業(yè)朽磐豫蛾次繃詳?shù)喾佣藿┦幬橄蛟旃辶颊严镏M良鐳謀唆嚏吮玫義趴汰杭揖航韻役勇核甫收素出當(dāng)處溝鏈資誕擄廓降撼豹依預(yù)絆闡色擦碘賦測(cè)廁扇公駐芍固緊窯奸蕩崗叮癬倡板原墩蹬率挫丙肺桶偉蘆可柴盟內(nèi)譴綁賓濕奸撾乞柿斗吝穢鍋腎酵簿冊(cè)玉陰媳蘸演

4、搖例乓武朔幫僅蜘弓遣炳栓茹拌訖急演懈呸眷搪蕊衰批這偵溯閏伎款毗朵診縱熾浦伍鑼框空頂序斃貿(mào)冰沾揮諱膚責(zé)癟葉得擯兒蒙枕飾芳嗜屆石瘟壞苗孟終目墳銻輪暴卵惶嶼捧肝酶楓碼差寥漫履 Unit 5 China and the World Topic 1 China attracts millions of tourists from all over the world. Section A Ⅰ. Material analysis 本課是九年級(jí)第五單元第一個(gè)話題的第一課時(shí)，主要活動(dòng)為1a和3。以Susanna來(lái)到北京與父母團(tuán)聚作為切入點(diǎn)引出本課的學(xué)習(xí)，了解我們偉大祖國(guó)的名山大川和其它旅游勝地

5、。我們將學(xué)習(xí)用that/which引導(dǎo)的定語(yǔ)從句準(zhǔn)確地描繪這些名勝古跡。通過(guò)本課的學(xué)習(xí)，學(xué)生將進(jìn)一步認(rèn)識(shí)到聽(tīng)前預(yù)覽的重要性，提高自己的聽(tīng)說(shuō)技能，同時(shí)更多地了解我們偉大祖國(guó)的悠久歷史，激發(fā)他們對(duì)祖國(guó)的熱愛(ài)。 Ⅱ. 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 引導(dǎo)的定語(yǔ)從句的用法。 3) Functions: 描述風(fēng)景名勝。 2. Skil

6、l aims: 1）能聽(tīng)懂有關(guān)談?wù)撝袊?guó)名勝的對(duì)話，并能夠提取有用信息。 2）能用英語(yǔ)談?wù)撝袊?guó)的一些名勝古跡。 3. Emotional aims: 1) 鼓勵(lì)學(xué)生積極參與并培養(yǎng)其樂(lè)于與他人合作的精神，在共同合作中完成學(xué)習(xí)任務(wù)。 2) 熱愛(ài)孕育了無(wú)數(shù)名山大川的偉大祖國(guó)。 4. Culture awareness: 了解祖國(guó)的悠久歷史和名勝古跡的地理位置及特色。 5. Learning strategies： 1) 學(xué)會(huì)有效地進(jìn)行聽(tīng)前預(yù)覽，預(yù)測(cè)將要聽(tīng)到的對(duì)話的內(nèi)容，避免相似信息的干擾。 2) 搜集相關(guān)資源，積累更多的知識(shí)。 Ⅲ. The key points and dif

7、ficult 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. 2) Among them, the Changjiang River is the longest one and the second lo

8、ngest 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) Ⅳ. Teaching aids 多媒體課件，或黃山、長(zhǎng)城、黃果樹(shù)瀑布、西湖、故宮的圖片，可選用歌曲大中國(guó)作為導(dǎo)入本課的背景音樂(lè)。 Ⅴ. Teaching procedures Stage （time period） Interaction patterns Te

9、acher activity Student activity Remarks 1 Getting students ready for learning (3-5 mins) Class activity 1.Greeting. 2.Ask students to talk about where they have been on vacations. 1.Greeting. 2.Students show their traveling experiences and introduce what they have done and where they have been

10、 on vacations. 可用歌曲《大中國(guó)》作為學(xué)生介紹假期旅行經(jīng)歷的背景音樂(lè)，既可創(chuàng)設(shè)氛圍，又能為本課的學(xué)習(xí)作鋪墊。 2 Revision (3 mins) Individual work Guide students to review attributive clauses. Change the sentence “China is a great country with so many places of interest.” into an attributive clause: China is a great country that has so many pl

11、aces of interest. 復(fù)習(xí)第四單元接觸過(guò)的簡(jiǎn)單的定語(yǔ)從句的用法，引出本課學(xué)習(xí)重點(diǎn)。 3 Pre-listening (2 mins) Class activity Show some pictures about places of interest mentioned in 1a and lead to the listening activity. Watch the pictures and prepare to complete the listening tasks. 激活情境。 4 While-listening (7 mins) Individua

12、l work 1.Show the table of 1b, and ask students to read through the content of the 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

13、 words. 2.Listen to the conversation and write down the answers or the capital letters of the words. 做好聽(tīng)前預(yù)覽是完成聽(tīng)力任務(wù)的保障。 提醒學(xué)生做好記錄。 5 Post-listening (14 mins) Individual work 1.Ask two students to report the answers. 2.Play the flash of 1a. And ask students to understand something important and

14、difficult. 1.Report the answers. 2.Watch the flash of 1a, and mark something important and difficult. fetch的用法對(duì)一些學(xué)生來(lái)說(shuō)不是很好記，可以用圖示輔助記憶： bring take Group work Ask students to discuss the key and difficult points in groups. Students discuss in groups to understand the conversation f

15、urther in groups. Individual work 1.Point out the key and difficult points. 2.Organize students to retell the conversation based on the table of 1b. 1.Note the key and difficult points. 2.Retell the conversation based on the table of 1b. Pair work Ask students to talk about the pictures of

16、 2 by following the example above them. Talk about the pictures by following the example in pairs. 6 Pre-listening (3mins) Individual work Ask students to read through the table of 3 to prepare to finish the listening practice. Read through the table before listening. They may fill in some of b

17、lanks according to the knowledge they know. 7 While-listening (3 mins) Individual work Let students listen to the passage and finish the listening practice. Listen to the passage and write down the answers or the capital letters of the words. 8 Post-listening (5 mins) Individual work Ask two st

18、udents to check the answers. Report the answers. 聽(tīng)力任務(wù)完成后，學(xué)生可以結(jié)合聽(tīng)到的信息，根據(jù)表格進(jìn)行介紹，因?yàn)槁?tīng)和說(shuō)作為交際的兩個(gè)方面，是不可分割的整體。聽(tīng)能帶動(dòng)說(shuō)，說(shuō)能促進(jìn)聽(tīng)。 Pair work Ask students to introduce the famous rivers and lakes in our country according to the table of 3. Introduce the famous rivers and lakes according to 3 to their partners

19、 in pairs. And their partners listen carefully without books. Then change the roles. 9 Summarizing and assigning homework (3 mins) Individual work Ask two students to sum up the key points according to the blackboard. Sum up the main content of this class. 鼓勵(lì)學(xué)生課后通過(guò)查找網(wǎng)絡(luò)和書(shū)籍更多地了解本課中提到的名勝古跡，在下節(jié)課前進(jìn)行分

20、享，學(xué)會(huì)拓展學(xué)習(xí)的同時(shí)，進(jìn)一步了解祖國(guó)的大好河山，激發(fā)他們對(duì)祖國(guó)的熱愛(ài)之情。 Class activity Repeat the key points. Read through what they have learnt after the teacher. Individual work Ask students to make a note about one of the places of interest mentioned in today’s lesson after class. Make a note of the conversation. Search

21、the Internet or look up some information in some books to know more about knowledge of the places of interest mentioned in today’s lesson. Ⅵ. Blackboard design 1. a great number of 許多，大量 2. I can fetch you Guide to China. 我可以拿《中國(guó)指南》給你。 3. introduce v. 介紹 4. strange adj. 奇怪的；陌生的 5. lie

22、 in 位于 6. It’s a place which/that is worth visiting. 這個(gè)地方值得參觀。 7. height n. 高度；身高 Section B Ⅰ. Material analysis 本課是九年級(jí)第五單元第一個(gè)話題的第二課時(shí)，主要活動(dòng)為1a和3。對(duì)話內(nèi)容由Jane 和Kangkang帶著Susanna去參觀故宮博物院展開(kāi)，介紹了中國(guó)的龍文化，然后以同一話題為載體進(jìn)一步學(xué)習(xí)了本話題的語(yǔ)法重點(diǎn)——定語(yǔ)從句的用法，并通過(guò)第三部分聽(tīng)力任務(wù)的設(shè)置呈現(xiàn)了華表的歷史沿革。通過(guò)本課的學(xué)習(xí)，學(xué)生將進(jìn)一步掌握聽(tīng)說(shuō)技能，提高自己的聽(tīng)說(shuō)水平，在驚

23、嘆于龍文化的悠久和故宮博物院的宏偉的同時(shí)，激發(fā)他們作為龍的傳人的民族自豪感。 Ⅱ.Teaching aims 1. Knowledge aims： 1) Words and phrases: stone, guard, It’s said that…, a symbol of… , play an important part in … 2) Grammar: 進(jìn)一步掌握that /which 引導(dǎo)的定語(yǔ)從句的用法。 3) Functions: 表達(dá)同意。 2. Skill aims: 1)能聽(tīng)懂有關(guān)談?wù)撝袊?guó)龍文化的對(duì)話，找出文章大意。 2)能聽(tīng)懂對(duì)話的內(nèi)容，記錄簡(jiǎn)單信

24、息，完成細(xì)節(jié)信息的搭配。 3)理解所聽(tīng)到的短文內(nèi)容，進(jìn)行信息轉(zhuǎn)換。 3.Emotional aims: 1)遇到問(wèn)題能主動(dòng)請(qǐng)教，勇于克服困難。 2)對(duì)祖國(guó)文化有更深刻的了解，激發(fā)學(xué)生作為龍的傳人的民族自豪感。 4.Culture awareness: 加深學(xué)生對(duì)中國(guó)文化的理解，了解中國(guó)的龍文化與西方的龍文化的差異，關(guān)注中外文化異同。 5.Learning strategies： 1) 運(yùn)用已有信息激活頭腦中預(yù)存的信息，找到正確的答案。 2) 注意通過(guò)音像資料豐富自己的學(xué)習(xí)，主動(dòng)查找信息。 Ⅲ. The key points and difficult points 1.

25、Words and phrases: stone, guard, It’s said that…, a symbol of… , play an important part in … 2. Sentences: 1) It’s said that they’re powerful animals which guard the whole nation. 2) That’s correct! 3) It also plays an important part in Chinese festivals. 4) Anything else about dragons?

26、3. Grammar: Attributive clauses (which/that) Ⅳ. Teaching aids 多媒體課件，或故宮博物院、黃山、長(zhǎng)城、黃果樹(shù)瀑布、西湖和華表的圖片。 Ⅴ. Teaching procedures Stage （time period） Interaction patterns Teacher activity Student activity Remarks 1 Getting students ready for learning (5 mins) Class activity 1.Greeting. 2.Show pictu

27、res about the places of interest which students learnt last lesson. And let students say something about them with attributive clause. 1.Greeting 2.Students report their passage prepared at home. Introduce the places of interest they learnt last lesson. 鼓勵(lì)學(xué)生用定語(yǔ)從句進(jìn)行描述。 本環(huán)節(jié)活動(dòng)的設(shè)計(jì)也可成為2b 活動(dòng)的鋪墊。 2 P

28、re-listening (5 mins) Individual work 1.Show the picture of Forbidden City. Let students introduce the great buildings according to the knowledge they have known. 2.Show the content of 1b, and ask students to read through the sentences. 1.Look at the picture of Forbidden City. Think about the grea

29、t buildings according to the knowledge they have already known. 2.Read through the sentences before listening. Make sure they can understand the meanings of them. 激活情境。 讓學(xué)生在聽(tīng)前對(duì)給出的問(wèn)題進(jìn)行細(xì)致的了解，弄清每個(gè)選項(xiàng)的含義。 3 While-listening (3 mins) Individual work Play the record of 1a, let students listen to the con

30、versation and choose the correct answers. Listen to the conversation and choose the correct answers. 4 Post-listening (18 mins) Individual work 1.Ask two students to check the answers. 2.Play the flash of 1a and ask students to finish 1c. 1.Report the answers. 2.Watch the flash of 1a and matc

31、h the words in 1c with their descriptions. 教師可拓展對(duì)話的最后一句，介紹有關(guān)龍的故事及其他藝術(shù)形式，播放有關(guān)龍的音樂(lè)，如《龍的傳人》等，激發(fā)學(xué)生作為龍的傳人的民族自豪感。 以“兵教兵”的方式解決問(wèn)題，提高學(xué)生的質(zhì)疑能力。 指導(dǎo)學(xué)生養(yǎng)成記筆記的好習(xí)慣。 Group work 3.Ask students to solve something difficult. 3.Students ask some questions they can’t understand and solve them with the help of eac

32、h other. Class activity 1.Point out the key and difficult points. 2.Stress the usage of attributive clauses, and then organize students to finish 2a in groups by discussing. 1.Note the key and difficult points. 2.Complete the sentences of 2a with the correct attributive clauses. Individual

33、 work Ask students to finish 2b, and then check the answer. Complete the sentences with the information in Section A—2. Then read them aloud. 5 Pre-listening (3 mins) Individual work Ask students to read through the table of 3. Read through the table before listening. 提醒學(xué)生在聽(tīng)短文時(shí)可以根據(jù)時(shí)間順序來(lái)獲取信息。 6

34、 While-listening (3 mins) Activity work Play the tape and let students listen to the passage and complete the table. Listen to the passage and write down the answers or the capital letters of the words. 在聽(tīng)短文時(shí)，對(duì)于較長(zhǎng)的單詞可先寫(xiě)出它的首字母或前幾個(gè)字母即可，要保證所聽(tīng)材料的完整性。 7 Post-listening (5 mins) Pair work 1.Organize s

35、tudents to check the answers. 2.Ask students to introduce Huabiao to their partners. 1.Report the answers. 2.Introduce Huabiao according to 3 to their partners in pairs. And their partners listen carefully without books. Then change the roles. 信息轉(zhuǎn)換可以幫助學(xué)生更好地理解聽(tīng)力材料。 8 Summarizing and assigning

36、 homework (3 mins) Class activity 1.Ask students to sum up the key points. 2.Repeat the key points. 3.Ask students to find out the differences between the Chinese dragon and the dragon of western countries. 1.Sum up the main content of this class. 2.Read through what they have learnt after th

37、e teacher. 3.Search on the Internet or look up some information from some books to compare the differences of meanings of dragons in different countries. 教師在總結(jié)本節(jié)內(nèi)容時(shí)，可以簡(jiǎn)單地提及在中國(guó)被奉為祥瑞的龍?jiān)谖鞣缴裨捴杏兄厝徊煌暮x，激發(fā)學(xué)生的好奇心和求知的欲望。 Ⅵ. Blackboard design Topic 1 China attracts millions of tourists from all over

38、the world. Section B 1.stone n. 石頭 2.guard v. 守衛(wèi)，保衛(wèi)；看守 3. a symbol of… ……的象征 4. It’s said that they’re powerful animals which guard the whole nation. 據(jù)說(shuō)他們是守護(hù)整個(gè)國(guó)家的威猛動(dòng)物。 It’s said that… 據(jù)說(shuō)…… 關(guān)系代詞which引導(dǎo)的定語(yǔ)從句修飾的是先行詞animals。 5. That’s correct! 很正確！ 6. play an important part in … 在……中扮演重要角色

39、 Section C Ⅰ. Material analysis 本課是九年級(jí)第五單元第一個(gè)話題的第三課時(shí)，主活動(dòng)為1a和3。通過(guò)短文The Great Wall 的學(xué)習(xí)，見(jiàn)識(shí)了世界上最偉大的奇跡之一長(zhǎng)城的瑰麗風(fēng)采；進(jìn)一步運(yùn)用定語(yǔ)從句來(lái)描述名勝古跡，以更好地掌握定語(yǔ)從句的用法；提高學(xué)生在閱讀中根據(jù)句子的含義辨認(rèn)單詞，猜測(cè)陌生詞語(yǔ)的技能及信息轉(zhuǎn)換的技能，并通過(guò)第二部分和第三部分任務(wù)的設(shè)置來(lái)完成“讀－說(shuō)－寫(xiě)”的任務(wù)鏈，實(shí)現(xiàn)真正意義上的拓展，達(dá)到學(xué)以致用的目的，提高學(xué)生自主、合作、探究的能力。通過(guò)本課的學(xué)習(xí)，學(xué)生在了解到長(zhǎng)城的地理知識(shí)和悠久的歷史，開(kāi)拓視野增長(zhǎng)見(jiàn)識(shí)的同

40、時(shí)，也能激發(fā)他們的民族自豪感并加深他們對(duì)祖國(guó)油然而生的熱愛(ài)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: 進(jìn)一步掌握that /which 引導(dǎo)的定語(yǔ)從句的用法。 2. Skill aims: 1)能讀懂介紹長(zhǎng)城相關(guān)知識(shí)的短文，在閱讀

41、中能根據(jù)語(yǔ)境推測(cè)、理解生詞的含義。 2)能理解短文大意，并將文本信息轉(zhuǎn)換為圖表信息。 3)學(xué)以致用，把輸入的信息“如何介紹一處名勝”通過(guò)說(shuō)和寫(xiě)的方式輸出。 3.Emotional aims: 1)遇到問(wèn)題時(shí)能主動(dòng)請(qǐng)教，勇于克服困難。 2)開(kāi)拓視野增長(zhǎng)見(jiàn)識(shí)，對(duì)祖國(guó)的文化能有更深刻的了解，激發(fā)民族自豪感和對(duì)祖國(guó)大好河山的熱愛(ài)之情。 4.Culture awareness: 了解長(zhǎng)城的地理知識(shí)和悠久的歷史。 5.Learning strategies： 拆分理解定語(yǔ)從句。 Ⅲ. The key points and difficult points 1. Words and

42、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.

43、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) Ⅳ. Teaching aids 多媒體課件， 或黃山、長(zhǎng)城、黃果樹(shù)瀑布、西湖、故宮和華表的圖片；關(guān)于長(zhǎng)城的短片。 Ⅴ. Teaching procedures Stage （time period） Interaction patterns Teacher activity Student activity Remarks 1 G

44、etting students ready for learning (5 mins) Class activity 1.Greeting. 2.Ask students to give a report. 1.Greeting. 2.Students report the differences between the Chinese dragon and the dragon in western countries. 教師可采用小組競(jìng)賽的方式鼓勵(lì)學(xué)生積極主動(dòng)地完成課后的任務(wù)。培養(yǎng)學(xué)生的集體榮譽(yù)感。 2 Revision (3 mins) Individual work

45、Lead students to introduce a place of interest with attributive clauses. Introduce a place of interest of 2b in Page 4 using attributive clauses to describe them. 教師提供圖片，學(xué)生用含有定語(yǔ)從句的句子進(jìn)行介紹?？蛇m當(dāng)拓展。 3 Pre-reading (5 mins) Class activity Play the video or show a picture of the Great Wall. Watch the vid

46、eo or look at the picture to know about the topic. 創(chuàng)設(shè)與課文語(yǔ)境有關(guān)的課堂氛圍，導(dǎo)入話題。 Pair work Ask students to talk about the Great Wall in pairs, and help them understand the new words and phrases. Talk about the Great Wall with the given expressions above the passage with the help of the teacher. 配對(duì)活動(dòng)討論出的有

47、關(guān)長(zhǎng)城的信息，激活相關(guān)的背景知識(shí)。 4 While-reading (12 mins) Individual work 1.Let students skim the passage and match the words with their meanings. 2.Ask students to watch the flash carefully to complete the diagram in 1c. 1.Read the passage quickly and match the words with their meanings. They can infer the w

48、ords by reading the sentences with the words carefully. They can also put the English meanings into the sentences to understand the meanings. 2.Watch the flash carefully and underline the key points to complete the diagram about the Great Wall. 1.通過(guò)略讀使學(xué)生整體了解文章大意，從而根據(jù)段意和句意辨認(rèn)單詞，猜測(cè)陌生詞語(yǔ)。 2.通過(guò)分段細(xì)讀完成圖

49、表任務(wù)，掌握細(xì)節(jié)。 Group work Ask students to discuss their answers in groups. Discuss the answers in groups. 小組討論后讓小組代表回答，其他小組補(bǔ)充，最后教師給予評(píng)價(jià)。 5 Post–reading (5 mins) Group work 1.Organize students to find out the key points and solve the difficulties. 2.Ask students to finish the tasks of 2 in groups.

50、 1.Students sum up the key points and ask some questions they can’t understand, and then solve them with the help of each other. Report the results. 2.Work in groups and complete the tasks of 2. Choose one of group members to give a report. 1.小組合作學(xué)習(xí)，以學(xué)生為主體。教師可給予適時(shí)的指導(dǎo)，如可以把定語(yǔ)從句分成兩個(gè)簡(jiǎn)單句來(lái)理解。 2.以閱讀素材作

51、為載體，進(jìn)行任務(wù)型的口語(yǔ)操練。 6 Pre-writing (4 mins) Group work 1.Ask students to discuss the questions in 3. 2.Ask students to prepare the material for writing alone. Remind them to use the formation of the e-mail. 1.Talk about the given questions in groups. 2.Sort the material they can use for writing acc

52、ording to their discussion, including the words, phrases and sentences. 在完成寫(xiě)作任務(wù)之前讓學(xué)生討論給出的提示問(wèn)題。 67 While-writing (4 mins) Individual work Ask students to complete the e-mail alone. Complete the e-mail alone. 此環(huán)節(jié)要留給學(xué)生獨(dú)立思考、整理寫(xiě)作素材的時(shí)間。 8 Post–writing (4 mins) Class activity Ask two students to read

53、 their e-mails and help them learn to proofread. Read their e-mails and learn to proofread. 教師在學(xué)生朗讀范文后要給予評(píng)價(jià)，并指導(dǎo)學(xué)生寫(xiě)作后如何進(jìn)行修改。 9 Summarizing and assigning homework (3 mins) Class activity 1.Ask students to sum up the key points. 2.Ask students to consolidate the usage of the key phrases. 1.Sum up th

54、e main content of this class. 2.Make up sentences with “stretch from…to …, bring… into…, be regarded as…and be famous for”. 通過(guò)總結(jié)培養(yǎng)學(xué)生的歸納能力，將課文重點(diǎn)內(nèi)容系統(tǒng)化。 Individual work Ask students to look up some information about tea. Look up some books or search the Internet to know about something about the h

55、istory of tea. Ⅵ. Blackboard design Topic 1 China attracts millions of tourists from all over the world. Section C 1. state n. 國(guó)家；州；政府；狀態(tài) v. 陳述，說(shuō)明 2.separate v. （使）分開(kāi)，分離；區(qū)分 3. remain v. 剩余，遺留；仍然是 4.enemy n. 敵人；反對(duì)者 5.expect v. 預(yù)料，預(yù)期；期待，盼望 6.treasure n. 財(cái)富；珍重 7.suppose v. 假

56、定，假設(shè)；推測(cè) 8.It stretches from Shanhaiguan in the east to Jiayuguan in the west. 它東起山海關(guān)，西至嘉峪關(guān)。 stretch from…to …從……延伸到…… 9.He who has never been to the Great Wall is not a true man. 不到長(zhǎng)城非好漢。 10.bring… into…　把……帶進(jìn)…… 11.be famous for　因……而著名 Section D Ⅰ. Material analysis 本課是本話題的最后一課，主活動(dòng)為1

57、a。通過(guò)介紹富有特色的中國(guó)茶文化, 培養(yǎng)學(xué)生通過(guò)閱讀快速找出文章大意的能力和理解有關(guān)細(xì)節(jié)并進(jìn)行判斷的能力，并對(duì)整個(gè)話題的語(yǔ)法及功能進(jìn)行系統(tǒng)的總結(jié)。通過(guò)本課的學(xué)習(xí)，學(xué)生在了解中國(guó)茶文化的同時(shí)，提高自己綜合運(yùn)用語(yǔ)言的技能，同時(shí)為我們國(guó)家擁有如此豐富的歷史文化而倍感自豪。 Ⅱ.Teaching aims 1.Knowledge aims： 1) Words and phrases: include, along with, the number of (a number of ) 2) Grammar: 掌握that /which 引導(dǎo)的定語(yǔ)從句的用法。 2.Skill aims:

58、 1) 能閱讀并理解關(guān)于中國(guó)茶文化的短文，并學(xué)會(huì)通過(guò)略讀找出文章的中心思想。 2) 掌握通過(guò)查讀理解文章細(xì)節(jié)的技巧。 3.Emotional aims: 1) 能在小組活動(dòng)中積極與他人合作，相互幫助，共同完成學(xué)習(xí)任務(wù)。 2) 對(duì)祖國(guó)的文化能有更深刻的了解，激發(fā)民族自豪感。 4. Culture awareness: 了解茶文化的悠久歷史。 5. Learning strategies 1) 略讀，即有目的性地閱讀以獲取文章的大意或中心思想。 2) 對(duì)所學(xué)內(nèi)容能主動(dòng)復(fù)習(xí)并加以整理和歸納。 Ⅲ. The key points and difficult points 1.

59、 Words and phrases: include, along with, the number of (a number of ) 2. Sentences: 1) Of the tree major drinks—tea, coffee and cocoa, tea is drunk by the largest number of people in the world. 2) The friendship between gentlemen is like a cup of tea. 3) Firewood, rice, oil, salt, sauce, vineg

60、ar and tea are necessary to begin a day. 3. Grammar: Attributive clauses (which/that) Ⅳ. Teaching aids 多媒體課件，或風(fēng)景名勝的圖片，功夫茶的視頻，一篇難度適中并附有任務(wù)的有關(guān)中國(guó)茶文化的英語(yǔ)短文。 Ⅴ. Teaching procedures Stage （time period） Interaction patterns Teacher activity Student activity Remarks 1 Getting students ready for l

61、earning (4 mins) Class activity Greeting. Greeting. 教師可事先準(zhǔn)備一些風(fēng)景勝地的圖片做為素材提供給學(xué)生。 不要打斷學(xué)生的對(duì)話，對(duì)于對(duì)話中存在的錯(cuò)誤在總結(jié)時(shí)委婉提出。鼓勵(lì)學(xué)生使用盡可能多的英語(yǔ)交際用語(yǔ)。 Pair work Ask students to act out conversations about their vacations. Students act out their own conversations about what they did on their winter holidays; des

62、cribe some places of interest they have been to during the holiday, using the attributive clauses. 2 Revision (5 mins) Pair work Individual work Offer the diagram of 1c in Section C to the students, and ask them to ask and answer about the Great Wall. Let students show their written works. As

63、k and answer about the Great Wall　according to the diagram in Section C. Example: A: What’s the material of the Great Wall? B: The early walls were made of … Read their passages written after class about a famous Chinese tourist attraction. 可把全班分為四大組,大組中每有一對(duì)學(xué)生正確問(wèn)答記為一分，教師對(duì)得分最多的大組給予鼓勵(lì)。 3 Pre-rea

64、ding (3mins) Class activity Play the video about tea, such as Kungfu tea, or show some pictures about it, introduce the Chinese tea culture in brief. Watch the video about the history of tea, and know something about the Chinese tea culture. 教師也可口頭介紹一些有關(guān)中國(guó)茶文化的背景知識(shí)，讓學(xué)生對(duì)要讀到的內(nèi)容有一定了解，喚起他們求知的欲望。 4 W

65、hile-reading (15 mins) Individual work 1.Let the students read the passage and understand the general meaning of the passage to choose the best title. 2.Guide students to read the passage paragraph by paragraph to mark the sentences in 1b. 1.Read the passage and choose the best title for it. 2.R

66、ead the passage paragraph by paragraph to finish 1b. 1.通過(guò)略讀使學(xué)生整體了解課文大意，選出最佳題目。 2.通過(guò)判斷句子的正誤檢查學(xué)生對(duì)本課內(nèi)容的理解。 5 Post-reading (15 mins) Pair work Ask students to translate the sayings about tea in pairs. Discuss and translate the sayings and their meanings about tea in pairs. 本環(huán)節(jié)的任務(wù)要結(jié)合上節(jié)課布置的作業(yè)來(lái)完成，旨在拓展學(xué)生在閱讀中所學(xué)到的知識(shí)。培養(yǎng)其說(shuō)的能力的同時(shí)也提高其合作探究的能力。 Group work Ask students to give a report about some unique Chinese tea culture. Talk about some unique Chinese tea culture they know or they have searched