Unit 5 Knowing About China
Topic 1 How much do you know about China?
Section A
The main activity is 1a. 本课重点活动是1a。
Ⅰ. Teaching aims and demands教学目标
1. Learn some new words and phrases:
a great number of, fetch, introduce, lie in
2. Learn the attributive clauses led by“that”or“which”.
(1)China is a great country that/which has about 5 000 years of history.
(2)It’s a book that/which introduces China in detail.
(3)It’s Mount Tai that/which lies in Shandong Province.
3. Learn about the geography of China.
4. Cultivate the students’ patriotism through learning about the geography of China.
Ⅱ. Teaching aids教具
五岳的图片/幻灯片/中国地图/录音机
Ⅲ. Five-finger Teaching Plan五指教学方案
Step 1 Review 第一步复习(时间:3分钟)
让学生尽可能地用英语和同伴谈论他们最喜爱的名胜，培养他们的爱国之情。导入新课。(呈现一些五岳等名胜的图片，引导学生快速谈论My favorite place is ...，激活他们的英语思维。)
T: Look at these pictures. Are they beautiful?
Ss: Yes.
T: Yeah. They are very beautiful. S1, what places have you been to?
S1: I’ve been to Mount Huang.
T: Do you like it? Why?
S1: Yes. I like it very much. It’s a wonderful place.
T: What’s your favorite place, S2?
S2: …
T: Can you describe it for us?
S2: …
(双人活动。谈论My favorite place is …，并对其加以描述。让1-2组学生表演。)
S3: …
S4: …
…
T: Well done. You’ve just talked about many places of interest. As we know, China is a great country. It has about 5 000 years of history. Do you want to know more about it? OK, let’s come to the new unit.
(导入新课。)
Step 2 Presentation 第二步呈现(时间:13分钟)
继续谈论中国的名胜古迹，呈现1a内容，引出并学习文中生词及定语从句。
1. (教师出示泰山图片。)
T: Have you been to Mount Tai?
(教师介绍。)
T: I went there two years ago. I like it best. Mount Tai lies in Shandong Province. Every year many tourists visit it. It attracts a great number of tourists from all over the world.
(板书并要求学生掌握lie in和a great number of，理解attract和province。然后让学生用所
)
lie in=be in
province
attract
a great number of=many
this: My favorite place is … It lies in … It attracts many/a great nu mber of tourists …
S1: My favorite place is Mount Wuyi. It lies in Fujian Province. It attracts a great number of tourists from home and abroad.
S2: My favorite place is …
S3: …
T: In our country, many places of interest attract many tourists. And China also has a great number of beautiful mountains and rivers. Can you say some?
S4: The Huanghe River.
S5: The Changjiang River.
S6: Mount Tai.
S7: Mount Emei.
S8: …
T: I think a number of students want to know more about our country. Now I can fetch you a book. I can also say: I can fetch a book for you. Here“fetch”means“go and bring sth. back”.
fetch。)
动作展示Guide to China这本书。)
T: The book is Guide to China. It introduces China in detail. I can also say: Guide to China is a book that/which introduces China in detail.
introduce，理解guide。)
)
wants to know more about China?
Ss: Yes.
T: OK, let’s introduce the book to Susanna. Because she has just come to China. She wants to know more about the country. Now, she is talking with her mother. What are they talking about? Let’s listen to 1a and get it.
2. (利用幻灯片出示下列问题，让学生听1a的录音，回答问题。)
3. (朗读1a，让学生找出定语从句，引导学生讨论、归纳其用法。)
T: Please read 1a and then try to find out attributive clauses.
S1: …
S2: …
(教师总结学生所找的规律，讲解定语从句的用法并要求学生掌握。然后用幻灯片给出两
通过角色扮演等形式巩固1a。
1. (再朗读1a，同时画出文中的关键词并完成1b。)
T: Please read 1a again and underline the key words. Then complete the table of 1b. I will ask some of you to give your answers.
(师生共同核对1b答案。)
2. (两人一组，分角色练习1a。)
T: Work in pairs. I will ask some students to act out the dialog in roles.
3. (随机抽几组学生分角色表演，同时引导学生参与评价。)
T: Please act out the dialog. Let’s see which group is the best.
Step 4 Practice 第四步练习(时间:10分钟)
利用2中的图片和例子，继续学习并操练定语从句，然后完成3的听力训练。
1. (教师展示一幅中国地图，练习定语从句。)
T: What place is this?(教师手指“合肥市”问。)
Ss: It’s Hefei.
T: Where is it?
Ss: It’s in Anhui Province.
T: We can also say “This is Hefei which/that lies in Anhui Province.”
(然后学生两人一组操练对话。练习使用定语从句。)
2. (让学生看2中的图片，仿照例子编对话。)
T: O K. Look at the example in 2, please. Then you can make dialogs after the example while looking at the pictures.
S1: What a beautiful place!
S2: Yeah! It’s Mount Hua that/which lies in Shaanxi Province.
S1: Have you ever been there before?
S2: Yes, I have./No, I haven’t.
(教师挑选几组进行表演，检查定语从句的运用效果，特别注意关系代词的用法。)
3. (听录音，完成3。)
T: First read 3. Then fill in the blanks while listening to the tape.
(如有必要，可重复播放。师生核对答案。让学生熟读句子，并掌握其表达方式；另外注意听力原文中定语从句的用法。)
Step 5 Project 第五步综合探究活动(时间:4分钟)
收集相关地理知识，用which/that引导的定语从句交谈。
1. (小组活动, 复习所学的中国地理。)
(1)教师将事先准备好的中国地形图分给各组。
(2)要求各组拿出笔、纸进行查找和记录中国的名山、大河。
(3)教师选几组进行展示。
T: L et’s find out the beautiful mountains and famous rivers on the map of China. Write them down on a piece of paper.
(3分钟后)
T: Please tell us your results.
Group A: …
Group B: …
Group C: …
Group D: …
2. Homework:
(1) Collect some information about famous mountains and rivers you know and fill in the
blanks below.
Mountain River
China
World
(2) Make a dialog about traveling in pairs.
Requirement:
①Talk about places of interest, the famous mountains, rivers, cultural relics, ...
②Use the attributive clauses as many as possible.
(3) There are four attributive clauses in Section B. Let’s see who can find all of them.(引导学
生预习Section B)
(4) (准备好各自的旅行照片，以备下节课使用。)
How much do you know about China?
Section A
a great number of Guide to China is a book. The book introduces China in detail. =
lie in Guide to China is a book that/which introduces China in detail.
fetch sb. sth.=
fetch sth. for sb.
introduce
Section B
The main activities are 1a and 2a. 本课重点活动是1a和2a。
Ⅰ. Teaching aims and demands教学目标
1. Learn some new words and phrases:
fantastic, hear of, tale, so … that …
2. Learn some useful sentences:
(1) They are well worth visiting.
(2) It seemed that we experienced four seasons in a day.
(3) If not, you must find a chance to go there!
3. Go on learning the attributive clauses led by“that”or“which”.
(1)Could you tell me something about the places that(which) you visited there?
(2)That’s the most fantastic place (that) I have ever heard of.
4. Learn more about the geography of China—the Qinghai-Tibet Plateau and West Lake.
5. Cultivate the students’ patriotism.
Ⅱ. Teaching aids教具
照片/小黑板/幻灯片/录音机
Ⅲ. Five-finger Teaching Plan五指教学方案
Step 1 Review第一步复习(时间:5分钟)
检查作业，然后用师生课前准备的旅行照片谈论他们去过的景点，复习旅行的话题，展示祖国美好河山，导入新课。
1. (检查作业。)
(1) (小组内汇报、核对Section B中的定语从句，老师巡视了解预习效果。)
(2) T: Last class I asked you to make a dialog about traveling in pairs. Who can act it out with
your partner?
S1: ...
S2: …
2. (教师出示自己的旅行照片与学生交流。)
T: It’s a beautiful picture. Can you find me in it?
Ss: Yes.
T: Y ou can ask me some questions according to the picture.
S3: Where did you go?
T: I went to Mount Tai that/which lies in Shandong Province.
S4: When did you go there?
T: Last summer holiday.
S5: Did you have a good time and what did you see?
T: Yes. I saw sunrise. It made me surprised and excited. The scenery there is fantastic. Mount Tai is well worth visiting. That’s the most beautiful mountain that I have ever been to. I had
a lot of fun there. I hope you will go there some day.
Ss: OK. I will.
(板书并要求学生掌握fantastic；了解scenery。)
scenery, fantastic
单词和词组。)
T: You and your partner can talk about the places that you like or have been to. You can use these useful words and phrases.
(用小黑板或幻灯片展示。)
lie in, wonderful, famous, fantastic, scenery, surprised, excited, be well worth visiting,
have a lot of fun, some day...
4. (1)(用幻灯片呈现青藏高原图片，导入新课并教授生词。)
T: Boys and girls, here is another fantastic place. Look at the picture. Can you guess what place it is? Have you ever heard of it? Ss: 青藏高原。 T: Yes. In English it ’s the Qinghai-Tibet Plateau.
(板书并要求学生掌握。) hear of
(2)(教师可以针对青藏高原进行简单的问答，为下一步呈现扫清障碍。)
T: Where is the Qinghai-Tibet Plateau?
S 6: It ’s in the west of China.
S 7: It ’s in the north of China.
T: It ’s in the southwest of China. It ’s a fantastic place. It ’s more than 4 000 meters above sea level. The weather there changes a lot. You can experience four seasons in a day. Do you want to know more about it?
Ss: Yes.
T: OK. Let ’s learn 1a.
Step 2 Presentation 第二步 呈现(时间:10分钟)
以听力的形式呈现1a ，师生共同学习文中的目标语言。
1. (用幻灯片、小黑板或打印材料出示听力问题，让学生边听边判断正误。)
T: Listen to the tape and mark True (T) or False (F).
(1)The Greens went to Tibet last summer.( )
(2)They visited the Jokhang Temple and the Potala Palace. ( )
(3)The weather there never changes. ( )
(再听1a ，核对答案。)
T: Listen again and check the answers.
2. (结对活动。朗读对话，注意两个含有定语从句的句子，教师加以解释。)
T: Read the dialog with your partner and pay attention to the attributive clauses.
(教师提问并板书。注意引导学生观察、比较、发现规律、掌握规律。)
(1)Could you tell me something about the places (that/which) you visited there?
(2)That ’s the most fantastic place (that) I have ever heard of.
T: Compare the two sentences. Can we also say: That ’s the most fantastic place which I have ever heard of? Why?
(教师解释第(2)句为什么只能用关系代词that 引导定语从句。这两句中关系代词为什么可以省略。)
3. (学生提出1a 中的难点，教师讲解重难点。)
4. (教师用幻灯片/图表的形式出示1a 的对话图解。)
以角色扮演的形式巩固1a ，并完成1b 。
1. (利用1a 的对话图解，角色扮演对话。)
T: Let ’s act out 1a according to the diagram on the screen.
(教师抽查几组学生展示效果。引导学生参与评价。)
T: Act out the dialog with your partner. Who can?
S 1: …
S 2: …
2. (根据1a ，完成1b 。)
T: Let ’s fill in the blanks according to 1a. Finish 1b.
(师生核对答案。)
3. (根据1a 内容，用幻灯片呈现几组简单句，让学生变为含有定语从句的复合句。) I want to know more about the place.
You visited the place.
I will never forget the place.
The place made me surprised and excited.
That ’s the Qinghai-Tibet plateau.
The Qinghai-Tibet Plateau is more than 4 000 meters above sea level.
(师生共同核对答案。)
T: S 1, complete the sentence, please.
(1) (2) (3)
S1: I want to know more about the place that you visited.
…
Step 4 Practice 第四步练习(时间:11分钟)
呈现西湖风景图，引出2a。然后引导学生自己解决2a中的疑难点并完成2b，训练学生阅读能力和独立解决问题的能力。
1. (用幻灯片呈现西湖风景图，师生对话，引出2a。)
T: Do you know the West Lake?
Ss: Yes, I do.
T: What do you know about it?
S1: I know the stories about the West Lake.
S2: I know the poems about the West Lake.
(可以让学生用汉语来表述关于西湖的故事及诗句。)
S3: I know it’s beautiful.
T: Do you know where the West Lake is?
S4: Yes. It lies in Hangzhou.
T: You’re clever. It’s in Zhejiang Province. It’s surrounded on three sides by mountains. Many tourist attractions there are well worth visiting. They are so fantastic that they attract lots of tourists from home and abroad every year.
surround, tourist attraction，掌握so … that …。)
S5: Leifeng Pagoda.(帮助学生回答。)
S6: Sudi Causeway.(帮助学生回答。)
S7: Broken Bridge.(帮助学生回答。)
S8: ...
T: Good! Have you ever heard of the romantic tale about Xu Xian and the White Snake, S9?
S9: Yes. I think it’s a moving story.
romantic，掌握tale。)
’s go on our new lesson.
2. (小组活动。学生读短文，找出难以理解的短语或句子。通过小组讨论，尝试解决这些问
题。)
T: Work in groups of four. Read the passage and find out the phrases and sentences that you don’t understand. Discuss and try to understand them.
3. (让学生带着2b中的问题再读2a。完成2b。)
T: Read 2a again and answer the questions in 2b within 2 minutes.
(2分钟后，核对答案。)
4. (小组活动。教师把图解做在小纸片上，由各组快速完成。)
(1)
West Lake Position:
Tourist attraction:
Famous for:
Others:
T: Finish these cards in groups of four. Later, I ’ll ask some groups to report to the whole class.
(2) (抽两个小组作汇报。)
T: Please report your information about the West Lake to the class.
Group A: …
Group B: …
Step 5 Project 第五步 综合探究活动(时间:4分钟)
根据活动3的要求，以小组形式介绍自己的家乡。尽可能多地运用定语从句来表达。
1. (学生6人一组讨论家乡的景点，然后每组推选出一名“导游”向全班同学汇报讨论结果。) T: You can discuss the places of interest in your hometown in groups of six. Then each group
choose one “guide ”to introduce it. The following information may help you.
Location: north, south, east, west …
Scenery: (mountains, rivers …) beautiful, long, clear, high, green …
Food: …
People: …
Custom: …
T: OK? Let ’s begin.
2. Homework:
(1) (引导学生通过网络或其它渠道了解、收集有关香港、澳门和台湾的一些信息。为新课作准备。)
T: Try to get some information about Hongkong, Macco and Taiwan over the Internet …
(2) T: P lease make a postcard using the pictures of the famous mountains or rivers in China.
Then write some information about them in English on the other side of the postcard. Example:
It ’s West Lake which lies
in Hangzhou. It is famous not
only for the beautiful scenery but also
for some poems.
板书设计：
How much do you know about China?
be well worth visiting Section B
hear of That ’s the most fantastic place (that) I have ever heard of.
tale West Lake is surrounded on three sides by mountains.
tourist attraction The scenery is so attractive that visitors often lose themselves in it. so …that …
Section C
The main activities are 1a and 2. 本课重点活动是1a 和2。
Ⅰ. Teaching aims and demands 教学目标
1. Learn some new words and phrases:
connect … with …, be known as, island, enemy, flat
2. Go on learning the attributive clauses led by“that”or“which”.
(1)It serves as a bridge that/which connects the mainland with the rest of the world.
(2)It’s a beautiful building which/that forms a huge ring or square.
3. Learn more about the geography of China—Hong Kong, Macao and Taiwan.
4. Cultivate the students’ patriotism through learning about Hong Kong, Macao and Taiwan. Ⅱ. Teaching aids教具
明信片/多媒体/课件/录音机/幻灯片/图片/学生准备的照片
Ⅲ. Five-finger Teaching Plan五指教学方案
Step 1 Review 第一步复习(时间:5分钟)
学生汇报关于自己家乡的小短文，再利用制作的明信片扩展思维，训练说的能力。
1. (由多名学生扮演小记者，在班级随机采访学生，了解他们的家乡。教师先作示范。) T: Hello! I’m a journalist from CCTV. Could you tell me something about your hometown?
S1: …
(被采访的学生介绍自己的家乡。)
2. (利用上节课做的明信片，让学生描述其中的图片，复习祖国的名山大川的介绍方法和定
语从句的运用。)
T: Who can come here and introduce your postcard to us?
(学生拿着自己制作的明信片。)
S2: This is a picture about Guilin. Guilin lies in Guangxi Province. It is a beautiful place which is famous for its mountains and water. We all know Guilin’s mountains and water are the most beautiful in the world. I hope to go on a trip to Guilin some day.
S3: I have never been to other places. This is a picture of my hometown. Look at the green mountains and clear water. The green mountains which are called Mount Hong are the birthplace of Mount Hong culture. The long river isn’t wide, but it’s clear. We are proud of being children of Mount Hong. The people here are very friendly. Welcome to my hometown.
3. (教师总结，引入1a。)
T: Very good. Now let’s look at the screen. I’ll introduce another three beautiful places to you.
Step 2 Presentation 第二步呈现(时间:13分钟)
通过在大屏幕上呈现有关香港、澳门和台湾的各种图片，引入并学习本课新知识。
1. (用多媒体播放香港回归仪式的视频。)
T: What happened in the video?
Ss: 香港回归。
T: Yes. Hong Kong returned to the motherland.
)
T: When did it happen?
S1: On July 1st, 1997.
T: What places do you want to visit in Hong Kong?
S2: Disneyland.
S3: …
T: It is known as the Pearl of the Orient and Shopping Heaven. It serves as a bridge which connects the mainland with the rest of the world. If you have a chance to go there, you should visit Disneyland, Ocean Park and Victoria Peak.
be known as=be famous as
He was known as a singer.=He was famous as a singer.
connect … with …
T: What happened in the picture?
Ss: 澳门回归。
T: Yes. Macao returned to the motherland. When did it happen?
S4: On Dec. 20th, 1999.
T: What do you know about Macao?
S5: I know Macao is a“赌城”.
T: Very good. When you hear the name, Macao, you may think of its gambling houses.
)
gambling
S6: Mazu Temple.
S7: …
T: In Macao, you can visit Mazu Temple and Ruins of St. Paul.
(画面转换到台湾阿里山的图片上，同时播放歌曲《阿里山的姑娘》。)
T: Are you familiar with this song?
Ss: Yes!
T: Do you know who sings this song?
Ss: Deng Lijun.
T: What’s the name of the mountain in the picture?
S8: 阿里山。
T: Yes. It’s Mount Ali. Where is it?
S9: It’s in Taiwan.
T: What else do you know about Taiwan?
S10:日月潭.
T: Yes. Sun Moon Lake. Taiwan is considered the Treasure Island of China.
)
island
T: Do you want to know more about Hong Kong, Macao and Taiwan?
Ss: Yes.
(通过回答问题，学生对1a有初步的了解。)
2. (快速阅读1a，获取所需信息，填小草图，培养学生的爱国情感。)
T: Now, skim 1a, get the information you need and fill out the form below.
the Treasure Island
(核对答案。)
3. (再读1a，并把下列内容配对。)
4. (让学生细读1a找出疑难点，教师带领学生共同理解。)
T: Read 1a carefully, and find out something that you don’t understand.
Step 3 Consolidation 第三步巩固(时间:7分钟)
以复述、游戏等形式巩固1a，完成1b。
1. (让学生再读1a，完成1b。教师把表格以幻灯片的形式呈现出来，学生核对答案，为后面的巩固作铺垫。)
T: Read 1a again. Complete 1b. Then check your answers.
2. (小组活动。根据1b，分组复述1a，然后交流展示，以达到巩固的目的。)
T: Work in groups of four. Let’s retell 1a according to 1b. First, retell it to your group members.
Others listen carefully. Then each group should choose one to retell 1a to the class.
3. (以游戏的形式巩固1a。具体做法：教师把香港、澳门、台湾的相关信息做成若干小纸条，
每张纸条上只写一个词或短语。学生抽取纸条后造句。)
T: Let’s play a game. I have some pieces of paper. There are some key words about Hong Kong, Macao and Taiwan on the paper. Please make sentences about them with the key words.
(纸条上可以出现的关键词如下:)
Example:
Hong Kong the Pearl of the Orient
Macao the Shopping Heaven
Taiwan Gambling City
be known as the Treasure Island of China
Step 4 Practice 第四步练习(时间:10分钟)
通过师生对话引出2中的内容及部分生词，引导学生继续练习定语从句。
1. (利用图片简单介绍2中建筑，引出并学习文中生词，为下一步训练扫清障碍。)
T: We have learnt three beautiful and interesting places in 1a. In fact, there are some more interesting buildings in China. Look at these buildings. (拿出土楼图片) They mainly spread over Fujian Province. Look at their roofs. What shapes are they?
roof。)
T: Yes, what are they made of?
Ss: Maybe they are made of earth.
T: Right. The houses are made very well. They can protect against enemies, earthquakes and so on. They are unique in the world.
enemy，了解unique。)
flat，理解cave。)
flat
cave
2. (让学生根据教师的描述来猜测民居。教师尽量运用含定语从句的句子来描述，以供学生
独立描述时模仿，降低难度。)
T: We’ve just learn t about some interesting buildings. Now let’s play a game. I describe the buildings. You guess which picture they are in. Are you ready? Let’s begin.
T: It’s a beautiful building that can protect against strong winds.
Ss: Picture 2.
…
3. (让学生仿照2中的例句，任选一幅图片，根据图片下面的提示，写出四句或更多的含有定语从句的句子。注意关系代词在从句中担任的句子成分。)
T: Now, look at the other three pictures. You can choose one picture, then write down four or more sentences using attributive clauses. Hand in your exercises after class.
Step 5 Project 第五步综合探究活动(时间:5分钟)
完成活动3。
1. (小组讨论，结合3介绍各自的旅行经历，然后由小组长总结。)
T: I know many of you love traveling very much and some of you have been to many different places. Where have you been? What scenery did you enjoy? What places would you like to visit? Why would you like to go there? Actually, all of you have brought the photos of your trips and you also did some preparation for it. OK, today let’s share the experiences and happiness with each other. Please have group work and let your friends know about your trips. You can ask questions about other s’ trips. Then, each group should choose one to report them to the whole class.
2. Homework:
(1)Make a dialog about a trip with your partner. Suppose one student wants to go on a trip.
He/She needs to know something about the place he/she’s going to visit. The other introduces it to him/her using the attributive clauses.
(2)Write a passage according to the results of the survey in 3.
(3)Suppose you trave around China. Choose the place you like best, and then collect some
pictures and information to make a booklet about it.(为新课Project作准备)
板书设计：
How much do you know about China?
Section C
be known as = be famous as It serves as a bridge which connects the mainland
connect … with …with the rest of the world.
island It’s a beautiful building that forms a huge ring
enemy or square.
flat
Section D
The main activities are 1a and 4. 本课重点活动是1a和4。
Ⅰ. Teaching aims and demands教学目标
1. Learn some new words and a phrase:
below, freeze, thick, wheat, plain, PC, license, giraffe, break down
2. Review the attributive clauses led by“that”or“which”.
(1)Northern people are used to eating food that is made with wheat flour, while rice is the
main food of southern people.
(2)A giraffe is a kind of animal which …
(3)May I use the PC that ...
3. Go on learning about the geography of China.
4. Talk about the life in the south and north of China.
5. Strengthen the students’ patriotism.
Ⅱ. Teaching aids教具
多媒体课件/幻灯片/录音机/教学挂图
Ⅲ. Five-finger Teaching Plan五指教学方案
Step 1 Review 第一步复习(时间:5分钟)
检查作业。
1. (检查学生的对话，从学生对话中所谈的地点引出南北方。)
T: Last class I asked you to make a dialog. Which group would like to share your dialog with us? (学生展示对话。)
S1: May I speak to ××?
S2: This is ××speaking. What’s up?
S1: The summer vacation is coming. Where are you going for your vacation?
S2: I have no idea now. What about you?
S1: I am going to Hangzhou. I have been eager to visit West Lake for a long time.
S2: That’s a good place, especially West Lake. It is surrounded on three sides by mountains with
a lot of places of interest.
S1: You know much about West Lake.
S2: Certainly. That’s my hometown.
S1: Oh, would you like to visit it with me?
S2: You bet. Let’s make it.
S1: OK. Good-bye.
S2: Bye.
2. (教师总结，过渡到南方和北方。)
T: Well done. They want to visit West Lake. We all know West Lake is in Hangzhou. But where is Hangzhou? Is it in the south or north of China?
S3: It is in the south of China.
T: Good. But where is Beijing?
S4: It is in the north of China.
T: OK. Let’s have a discussion.
S5: It’s warm in the south in winter. But It’s cold in the north.
S6: Southern people eat rice mainly but northern people don’t.
(教师总结，并为下一步作铺垫。)
T: That’s right. But there are some other differences between the south and the north. Let’s come to 1a and learn about them.
Step 2 Presentation 第二步呈现(时间:13分钟)
用多媒体展示有关南北方的一系列图片，通过对比得出南北方在气候、地形、农作物等方面的差异，引出并学习1a中的部分生词，然后听1a录音，提高学生的听力理解能力。
1. (出示第一组图片，对比南北方气候的差异。)
T: OK. Let’s look at some pictures and compare them.
(让学生用自己的语言来简单地描述两幅图。)
T: Can you describe the scenery of the pictures？
Ss: It’s very cold in Picture 1. Snow is here and there. But it’s hot in Picture 2.The trees are green.
T: Yes. It’s rather cold in the north of China in winter. The temperature often stays below zero and the water freezes in the rivers. So, people usually wear thick clothes. At the same time, the weather in the south is usually mild and wet. People can even enjoy the bright sunshine on the beach.
；理解mild, sunshine。)
below, freeze, thick, mild, sunshine
2. (出示第二组图片，通过两幅图的地貌特征的对比，总结出南北方地貌的差别。)
T: Look at the two pictures. Can you tell me the features of them?
S7: In the first picture, the ground is flat.
S8: In the second picture the ground is not flat.
(教师总结，呈现plain，并要求学生掌握。)
T: Yes, you are right. In Picture 1, it’s a plain. In Picture 2, they’re hills.
plain
T: In fact, there are wide plains in the north. And there are many hills in the south.
3. (出示第三组图片，对比南北方的农作物。)
T: Can you tell me what’s in the pictures?
S 9:
Wheat is in Picture 1.
S 10: Rice is in Picture 2.
T: Is the wheat mainly grown in the north or in the south?
Ss: In the north.
T: Quite well, many kinds of food can be made with wheat flour. While the rice is mainly
grown in the south of China, right?
Ss: Yes.
) wheat, flour 4. (让学生听1a 录音，从听力中获取信息，结合内容和自己生活实际，回答问题。) T: Do you like living in the north or the south? Why?
Step 3 Consolidation 第三步 巩 固(时间:9分钟)
通过复述巩固1a ，并完成1b 。
1. (小组活动。把全班分为A 、B 两组分别来阅读1a 中的第二段和第三段，并找出关键词。) T: Let ’s learn the north and the south of China. All the boys are Group A. All the girls are Group B. Group A reads the second part. Group B finishes the third one. Then find out the key words and write them down on a piece of paper. Let ’s begin.
(核对答案。)
T: Boys and girls, check the answers.
Group A
Group B
2. (根据关键词，两组互换内容，再读1a ，进一步熟悉课文，为复述课文奠定基础。)
T: Let ’s read 1a again. Pay more attention to the key words. Group B finishes the second part. Group A finishes the third part.
3. (巩固文章内容。)
(1)(把上一步中的关键词分类。)
T: Let ’s put these key words into the following boxes.
(2)(再读1a ，完成1b ，并核对答案。)
T: Read 1a again, and please finish 1b.
(3)(根据1b 和上面的关键词复述1a 。)
T: Retell 1a according to 1b and the key words above.
the north: the south: mild and wet, go swimming, bright sunshine cold, below zero, freeze, snow, wear thick coats and gloves ， make snowmen, throw snowballs, go skating the north: wheat flour, by land the south: rice, by land or by water people ’s way of life in winter
Step 4 Practice 第四步练习(时间:8分钟)
练习定语从句，完成2，3a和3b。
1. (用活动的形式复习定语从句并完成2。)
活动步骤:
(1)教师把先行词car, the PC, driving license, a kind of animal写在黑板上。
(2)在每个先行词后写上that, which。
(3)幻灯片出示不完整的句子。
2. (通过比赛，复习本话题出现的定语从句。将学生分为男生一组，女生一组，每次每组只能由一名学生发言，每次说一句，发言的学生不能重复。每次答对赢得1分，比赛结束，得分高的小组获胜。)
T: It is exciting time for Boys vs Girls! We are going to say some attributive clauses which appear in this topic. Every time, there should be a boy and a girl ready to say. If the answer is correct, he/she gets a point for his/her group. The student in one group can say only once.
Let’s see which group is the winner.
(听读3a，进一步强调定语从句的用法。)
T: Listen to 3a and read after it, paying attention to attributive clauses.
3. (头脑风暴。让学生快速回想本话题的常用语。看谁说得又对又多。)
T: Le t’s think about the useful expressions in this topic. Please say them as much as possible. (表扬说得最快最多的一名同学。再听读3b，加深学生对这些表达方式的记忆。)
T: Listen to 3b and read after it. Then I say them in Chinese. You say them in English. OK?
Step 5 Project 第五步综合探究活动(时间:5分钟)
巩固定语从句，并完成4。
1. (教师展示4中的中国地图，让学生把旅游地点标到地图上并核对答案。)
T: Look at the map of China. Mark the following places on the map.
2. (利用多媒体呈现例句和常用语。把图片与常用语相结合，写句子。)
T: Look at the map and useful expressions. Let’s make some sentences. You should use “which”
or “that” in the sentences.
Example:
Kunming which lies in the south of China is known/famous as the Spring City.
Useful expressions:
(1)Shopping Heaven
(2)the Mountain City
(3)Gambling City
(4)the Treasure Island of China
T: Please tell me your sentences.
S1: …
S2: …
S3: …
S4: …
3. (制作你最喜爱的地方的宣传手册。)
(1)全班分成若干个四人小组，每组选择一个最喜爱的地方，搜集有关信息和图片。
(2)把搜集到的信息和图片制作成图文并茂的宣传手册。
T: Look at the map of China. In groups of four, choose the place you like best, and collect some information and pictures to make a booklet.
4. (各组展示自己的作品，看看哪一组的宣传手册最漂亮，最吸引人。)
T: Let’s see which group is the best.
5. Homework:
Join the sentences with that/which to form attributive clauses.
(1)This is the house. We lived in the house last year.
(2)This is the best movie. I have seen the best movie this year.
(3)The train has left. The train is from Shanghai to Beijing.
How much do you know about China?
Section D
PC=personal computer 1.The car which I rented broke down.
license(AmE)=licence(BrE) 2.May I use the PC that you bought last month?
below zero 3.The driving license which was taken away by the
thick coats police is mine.
wheat flour 4.A giraffe is a kind of animal which has a very long
break down neck.
5.Northern people are used to eating food that is made with
wheat flour, while rice is the main food of southern people.
Topic 2 I’m becoming more and more interested
in China’s history.
Section A
The main activity is 1a and 1c. 本课重点活动是1a和1c。
Ⅰ. Teaching aims and demands教学目标
1. Learn a new word and some phrases:
pioneer, pass away, come to an end
2. Learn the attributive clauses led by“who”or“whose”.
(1)He was a great thinker who had many wise ideas about human nature and behavior.
(2)He was also a famous philosopher whose wise sayings have influenced many people in
different countries.
3. Talk about a historical person: Confucius, a pioneer in the field of education.
4. Let the students learn about Chinese culture, and improve their sense of national pride.
Ⅱ. Teaching aids教具
图片/小黑板/教学挂图/录音机
Ⅲ. Five-finger Teaching Plan五指教学方案
Step 1 Review 第一步复习(时间:3分钟)
教师检查作业，然后展示图片，复习that/which引导的定语从句。
1. (检查作业。)
T: Last class I asked you to join the sentences with that/which to form attributive clauses. Who can show us your answers?
S1: This is the house which we lived in last year.
S2: This is the best movie that I have seen this year.
S3: The train that/which is from Shanghai to Beijing has left.
T: Very good. You are very clever.
2. (展示一些带有人物照片和关键词的卡片。让学生用定语从句把他们连接起来。)
T: I’ll show some cards with a photo of my cousin’s and key words, please connect them with attributive clauses.
(展示人物照片和关键词：my cousin like play chess clever的卡片。)
T: Who can make a sentence with these words?
S4: My cousin that likes playing chess is very clever.
T: Good job. We can also say: My cousin who likes playing chess is very clever
…
(教师作小结，为导入新课作准备。)
Step 2 Presentation 第二步呈现(时间:15分钟)
创设语境，呈现新词汇。完成1b，学习先行词为人的定语从句。然后学习1a。
1. (教师收集一些名言和谚语，让学生分组进行翻译，以竞赛的形式完成。其中要包含关于
孔子的名言和谚语。然后完成1b，便于呈现孔子。)
步骤:(1)教师把学生分成两人一组。
(2)把事先准备好的名言和谚语发给每组，每组两条名言和谚语，一条英译汉，一条
汉译英。
(3)做完后交给教师，教师检查并对好的进行表扬。
(4)把所有名言和谚语用小黑板展示，让学生选择两条自己最喜欢的速记。
(5)把自己喜欢的名言和谚语说给同伴听。
(6)教师用孔子的名言和谚语呈现孔子，并进行简单的介绍，呈现who引导的定语从
句。
T: Let’s have a competition. Work in pairs. I have some sentences on these paper. Please translate them with your partner. Let’s begin.
(教师收集的名言和谚语可参考下面小黑板呈现的内容，进行英汉转化。)
T: OK, let’s look at your translations together. Group 1…
(教师把收集的名言和谚语以小黑板的形式展示出来。)
T: Look at the small blackboard. Here are some sayings. Let’s check them out together.
(1)Two heads are better than one.
(2)The early bird catches the worms.
(已学过，采用汉译英的形式)
(3)Love me, love my dog.
(4)Where there is a will, there is a way.
(5)When I walk along with two others, I may be able to learn from them.
(6)What you know, you know; what you don’t know, you don’t know.
(7)He who learns but does not think is lost; he who thinks but does not learn is in danger.
(8)Isn’t it a pleasure that friends come to see you from far away?
(9)Learn the new while reviewing the old.
(10)Do not do to others what you would not like yourself.
T: They are Confucius’ sayings from No.5 to No.10. Which is your favorite? Can you tell me? S1: …
S2: …
S3: …
(教师总结并引出Confucius。)
T: Do you know about Confucius? Confucius was a pioneer in the field of education. He was also a famous philosopher.
(板书并领读，掌握pioneer，了解philosopher。)
pioneer
philosopher
2. (教师展示1a中的孔子图和1c中的孔子讲学图，并进一步对孔子进行介绍。呈现新词汇。) T: Let’s learn something about Confucius. He was born in the year 551 B.C. and passed away in the year 479 B.C. He was a pioneer in the field of education. He was also a famous philosopher. Do you want to know more about him? Ok. Let’s listen to 1a together.
(板书，要求掌握。)
pass away
3. (以听力的形式呈现1a。)
T: Listen to 1a carefully. And answer the questions on the blackboard.
(1)Whom are they talking about?
(2) When was he born?
(3) Have his wise sayings influenced many people?
(听录音后，核对答案。)
4. (读1a，让学生找出描述孔子的句子。)
T: Read 1a, please. Find out the sentences that describe Confucius within 2 minutes.
(2分钟后)
S1: Confucius, a pioneer in the field of education, was born in the year 551 B.C.
...
5. (针对对孔子的描述，教师从中找出一句作为例子，对who引导的定语从句进行必要的讲解，并且要提到that和who引导的定语从句的共同点，并举例说明。)
T: Let’s look at the sentence.
(板书并讲解。)
He was a great thinker who/that had many wise ideas about human nature and behavior.
(举例说明并板书。)
(1)He is the man that/who I want to meet.
(2)I like the teacher who/that can play with us.
Step 3 Consolidation 第三步巩固(时间:8分钟)
以小组活动形式，复述1a。巩固先行词是人的定语从句，帮助学生总结who/whose引导的定语从句的用法。
1. (以四人小组形式把有关孔子的知识以定语从句的形式展现。复习并巩固先行词是人的定语从句。)
T: Work in groups of four. Use attributive clauses to introduce Confucius. You can discuss with your partner.
S1: He was a great thinker who had many ...
...
2. (让学生根据对孔子的描述，以短文的形式复述1a。)
T: Now, let’s retell 1a in the form of a short passage based on the description of Confucius in the dialog.
Step 4 Practice 第四步练习(时间:10分钟)
阅读1c中孔子的生平，并正确排序，鼓励学生复述，完成1c。然后听录音，完成2。让学生了解中国的历史文化，培养学生的听、说能力。
1. (1)(小组活动, 让学生快速阅读1c中的每个句子，在小组内讨论并排序，完成1c。)
T: Read the sentences in 1c and talk about them in your group, then give the right order.
(讨论时教师要参与到小组中，及时地提供帮助，讨论结束，师生一起核对答案。) T: Let’s check the answers together.
(2)(小组活动, 小组内部讨论并找出疑难。)
T: Read 1c again. Discuss in groups and find out the sentences that you can’t understand.
(教师要尽量让学生自己解决，培养他们独立解决问题的能力。)
(3)(教师根据排出的正确顺序，用小黑板呈现一些表示时间概念的词，让学生来复述孔子
的生平。)
T: Please look at the time on the small blackboard. Try to retell Confucius’ life in order.
(1)in the year 551 B.C. …
(2)three years after he was born …
(3)When he was 17 …
(4)When he was young…
(5)In his thirties …
(6)At the age of 55 …
(7)When he was 68 …
(8)five years after returning to his home in the state of Lu …
(三分钟后)
T: Who can retell the life of Confucius?
S1: …
S2: …
2. (听力训练，完成2。)
(1)(教师展示秦始皇图，并进一步对秦始皇进行介绍。)
T: Just now, we knew something about Confucius who was a great Chinese ancient thinker.
Now let’s learn something about Qin Shihuang. He was the first emperor. In 221 B.C., he defeated the other six states and united China. Then he set up his own empire. He wished that his empire could go on forever. But 15 years later, the Qin dynasty came to an end.
(板书并要求掌握come to an end；理解：unite, empire, forever, defeat。)
defeat
unite
empire
forever
come to an end
(2)(听录音，完成2。)
T: Now let’s learn something about Ying Zheng who was the first emperor of China. Listen to the tape twice. Then finish 2.
(3)(与同伴核对答案，然后教师给出正确答案。)
T: Check your answers with your partner, then we’ll share the right answers.
(4)(再听一遍录音，加深对听力材料的理解。)
T: Now, listen to the tape again and try to get a deep understanding.
Step 5 Project 第五步综合探究活动(时间:4分钟)
通过小组活动，进一步了解孔子，巩固理解孔子名言。然后以作业形式进一步巩固先行词为人的定语从句的用法。
1. (方案一) (组织对话表演，主题是关于孔子师生之间就学习与思考的重要性的对话，分小
组进行表演。)
要求: (1)情景剧表演。
(2)人物的语言要符合人物的身份，特别是孔子的语言。
(3)对话中要尽量加入孔子的名言。
T: Let’s make a conversation. Suppose one of you was Confucius, the other was Confucius’student. Please act it out in 5 minutes.
(教师在学生组织对话或短剧时提供必要的帮助。)
T: Which group can act out your conversation?
Group 1: …
Group 2: …
Group 3: …
(方案二) (做一个调查。调查孔子及其思想在中学生中的影响力，教师把调查的问题做成表格，分到各小组。)
T: Let’s make a survey about the influences of Confucius and his thoughts. Please fill in the
(调查后，每组派一名代表向全班汇报。)
T: Can you tell me your results?
Group 1: …
仁爱版九年级英语UNIT4 Topic1 Section D 教学设 计 教材的分析 本课处于仁爱英语九年级（上）Unit4 Amazing Science Topic1 Spaceships Are Mainly Controlled By Computers 第四 课时，话题主要围绕谈论神舟五号和嫦娥一号进而涉及到电 脑在航天中的应用。本话题从令人关注的神五入手，贴近生 活，时代感强。然后，，由飞船的成功运行联想到电脑科技，最后，由电子邮件的发送与接收回到电脑的应用的实际生活 中。教学中本着整合教材的精神，把本课的内容顺序进行调 整，使之浑然成为一个整体，因为学生在学习本课前已经学 习并掌握了部分关于谈论电脑科技的的句型，所以，教材的 要求与学生现有的水平相一致。通过本课的学习，学生对祖 国的科技有了更深的了解。更乐于接触现代科技:电脑、太空知识，口语表达能力和书面表达能力都会有所提高。 学生分析： 我所任教的中学，是以优异的教学成绩闻名远近的初级 中学，学生在严格的教学管理中，形成了良好的学习习惯， 对英语学习有较浓厚的兴趣，英语基础扎实，他们活泼、有 好奇心、有创新精神。他们争强好胜，渴望成功。他们追逐 新鲜事物，对电脑、手机、MP3、宇宙飞船都非常感兴趣， 本教材的选择符合学生的心理特点，在学习本课之前，学生 已经掌握了有关电脑在科技中的用途、优点和缺点，和一些 基本的语法、单词和句型，已初步具备了小组合作学习的能 力和语言表达能力。 教学目标
1、知识目标 (1) Review Grammar: The Object Complement. (2) Know about the parts of computers and the use of them. (3) Know about how to send and receive an e—mail. 2、教学方法 Task—based Language Teaching 3、途径 Listing, speaking, reading, writing, debiting, 4、理论依据 Project English 通过各种任务性的活动，巩固所学的语 言知识；通过思考、体验、合作等方式来学习，培养学生独 立思考的习惯以及口语表达和合作学习的能力，强化语言的 运用和习得的过程，充分体现了语言的交际本质----- 学以致用（Learning to do things ）。 5、辅助手段 采用多媒体电脑投影图片、PPT 教学课件、充分利用网络资源；增大了课堂的容量；这样做是因为作为内驱动力的 积极活跃的心理因素，对学习起到催化剂的作用，能大大提 高学生对语言学习的兴趣和求知欲；这样能创设情景；活跃 课堂气氛；营造语言氛围；吸引学生注意力；促进学生主动 学习是课堂变得生动活泼、色彩鲜明、绚丽多彩是教学内容 趣味化；提高英语教学的课堂教学效率。 重点: 1. Sum up “Verb+ object+complement. ” 2. Useful expressions. 难点: Know about how to send and receive an e-mail.
Teaching Plan 学校：云南师范大学 学院：外国语学院 专业：英语教育 姓名：单坤妍&曹慧仙 学号：114050282&114050281 2013年10月19日星期六
Teaching Plan Name : Shan Kunyan & Cao Huixian No: 114050282& 114050281 Teaching Materials:Go for It (Unit 6 : Do you like bananas ?) ( period: 1 ) Students’ level : Junior 1 1:Teaching content :SectionA(1a-1c) (1)Vocabulary: food, hamburger, tomato, ice-scream, salad, strawberry, pear, milk, bread, ,apple, banana (2)Structure : Yes/No questions and short answers Affirmative and negative statement Examples : Do you like bananas? Yes , I do ./No , I don’t. Do you like salad ? Yes , I do ./No , I don’t. 2:Teaching aim : (1) To learn to use words about some foods . (2) To enable students to ask and answer easy questions about likes and dislikes . 3: Function : Talk about likes and dislikes about foods . 4: Teaching methods : 3P model 5: Teaching aids: pictures , real objects , stick figures 6: Teaching Time: 45 minutes
仁爱初中英语优秀教案 【篇一：仁爱版英语七年级下册教学设计】 unit 5 our school life topic 1 i usually come to school by subway. section a i. material analysis 本话题是第五单元的第一个话题，主要围绕交通方式、日常活动的频度等展开。将主要复习一般现在时态，学习谈论交通方式和日常活动频度的句型“how do you usually/often…?, “i usually/often … by…”, “how often do you…?”, “three times a week.”等。本课的主要活动是1a和3a。通过人物对话呈现主要内容，结合“图片和句子匹配”、“图片和短语匹配”等活动，复习有关新年问候，学习和操练日常交通方式等的表达法。同时还通过听说活动，帮助学生了解字母e和d以及字母组合ea/ee/ei/dge的发音规则，训练他们进行单词拼读的能力。因为本课是本话题的第一课时，学生对于交通方式的英语表达才刚开始接触，因此可能出现用英语表达交通方式的不流畅，教师应该在教学活动中创造机会，引导学生在活动中反复操练进而巩固关于交通方式的英语表达。 ii. teaching aims 1.knowledge aims 能根据已学语音、音标及发音规则，正确朗读下列词汇并在实际的对话操练中加以使用： gate, by, subway, underground, always, come on, on foot等； 学生在小组合作活动中，能掌握字母e和d以及字母组合 ea/ee/ei/dge的发音并通过单词拼读进一步熟悉发音规则；
2018年新人教版初中英语九年级英语 全一册全套精品教案 Unit 1 How can we become good learners? 学习目标 认知目标： 1. Talk about how to study. 学会讨论各种学习方法和策略。 2. Find out your suitable learning methods. 找出适合自己的学习方法。 情感目标： 通过对学习方法的学习，培养学生用正确而科学的方法做事的能力，明 白“一份耕耘，一份收获”。 技能目标： （1）熟练掌握下列词汇：aloud pronunciation discover repeat note pronounce increase speed partner create active connect review knowledge wisely born attention （2）熟练掌握下列短语：work with friends ask the teacher for help read aloud look up practice pronunciation connect…with…pay attention to （3）掌握下列句型： How do you study English? I learn by working with a group. Do you learn English by reading aloud? Yes, I do. It helps my pronunciation. How can I read faster? You can read faster by reading word groups. How can I improve my pronunciation? One way is by listening to tapes. But whether or not you can do this well depends on your learning habits.
初二年级上册英语教案仁爱版 【篇一】初二年级上册英语教案仁爱版 第1课时 Section A 1a-2c 教学目标一、知识与技能 1. 掌握句型：—Where did you go on vacation? —I went to the mountains. —Did you go with anyone? —Yes, I did. / No, I didn’t. 2. 熟练掌握本课短语：stay at home, went to New York City, went to summer camp, went to the mountains, went to the beach, visited museums, visited my uncle. 二、过程与方法通过例子Who went to the movies last Saturday?引出动词go的过去式went，从而引出一般过去时态。大面积操练，采用学生提出间题，学生解决问题，借助多媒体来提高学生的主动性。三、情感、态度与价值观学会用一般过去时进行信息交流，培养学生的环保意识，热爱大自然。教学重点掌握句型：—Where did you go on vacation? —I went to the mountains/ New York City/ beach /summer camp. —Did you go with anyone? —Yes，I did. / No, I didn’t. 教学难点掌握用过去时谈论假期的活动。教法导航通过看图、看视频、听录音、问答、讨论等方法学习谈论能力和表达愿望。学法导航通过看、听、说等各种途径，以小组合作的形式，主动探求知识，锻炼自主学习能力。教学准备图片，多媒体。教学过程 Step 1 Greetings Greet the class. Step 2 Lead in Ask questions about what students did last Saturday. （1）
Unit 1 The Changinging World Topic 1 Our country has developed rapidly. Section A The main activity is 1a. 本课重点活动是1a。 Ⅰ. Teaching aims and demands 教学目标 1. Learn some new words and a phrase: proper, by the way, bell, grandpa, chairwoman, grandson 2. Learn a useful sentence: There goes the bell. 3. Learn the present perfect tense: (1)Rita, you have just come back from your hometown. (2)—Where have you been, Jane? —I have been to Mount Huang with my parents. (3)—By the way, where’s Maria? —She has gone to Cuba to be a volunteer… 4. Talk about the children’s vacation experiences. Ⅱ. Teaching aids 教具录音机/小黑板/学生的旅游纪念照/图片/幻灯片 Ⅲ. Five-finger Teaching Plan Step 1 Review 通过教师询问学生的暑期活动，导入话题，呈现部分生词。 T: Listen! The bell is ringing. Let’s begin our class! (教师解释The bell is ringing等于There goes ，板书bell，要求学生掌握。) bell T: Nice to see you again. Did you enjoy your summer holiday? Ss: Yes. T: Hi, S1, where did you go during your summer holiday? S1: I went to … T: S2, did you go to your grandpa’s home? (板书grandpa，要求学生掌握。) 2 grandpa 3 S3: I went to West Lake with my father. T: Wow! West Lake is a beautiful place. What did you do there? S3: I enjoyed the beautiful scenery, took photos and bought many beautiful postcards. T: S4, what about you? S4: I had to stay at home to help my mother with the housework. T: Oh, I feel glad for what you did, and I think you’re a good girl. You’re helpful. S5, did you go to
初一人教版英语教案
初一人教版英语教案 【篇一：新目标初一英语上册教案】 unit one my name is gina. 教材分析 1．话题： making new friends 2．功能目标： 1）使学生学会用英语介绍自己。 3．文化目标： 1）让学生初步体会用英语和别人交流的感受，培养学生学习英语的兴趣。 2）通过对英文名字的介绍，对比中西方表达名字的不同，了解中西方文化的差异。 3）通过对西方一些成功人士英文名字的介绍，使学生了解成功是由不懈的努力和艰苦的奋斗得来的。 4．认知目标： 1）词汇： clock, hello, hi, and, question, answer, look, first name, last name 2) 语法项目：一般现在时be的用法 特殊疑问词what开头的问句 形容词性物主代词my, your, his, her
what’s=what is i’m=i am my name’s=my name is 3) 语言目标： what’s your name? my name is gina. i’m gina. nice to meet you. period one language topic: what’s your name? my name is gina. language strategies: talk about the names main vocabulary: name is, meet, his, first name, last name, answer, boy , girl. ii.语言结构: present tense to be, what questions, possessive adj. my, your, his, her. 。iii.语言功能:询问姓名及怎样回答. iv.活动设计：采访调查what’s your first name? v. teaching steps: step 1:greetings. step 2: words: learn the new words a: first, listen to the recorder, the students read after the recorder. b: read the new words after the teacher. step 3: 1a write english words for the things in the picture. how many things do you know? step 4: 1b listen and number the conversations . three times.
仁爱版七年级英语教学案例 案例背景： 在教七年级unit8 topic1 时，那时候学生已经学了近一年的英语，开始有些学生出现懈怠应付的现象，对英语的兴趣也在慢慢减弱，上课无精打采，我心里很是着急，该用什么办法让教学持续有效地进行呢？由于这个话题都是围绕天气，气象等实际生活现象，如果只是照本宣科，要求背诵各种天气现象，学生势必觉得枯燥无味，所以我想应该更多的从实际生活入手，让学生把英语和生活紧密联系起来，让他们觉得学有所用，让他们重新拾起学习英语的动力，让英语课堂更加生动有趣。课上我先教会他们读了单词，然后布置一项课后任务，让他们回去关注各地天气预报，下节课用英语汇报。以下是这节课的部分内容。 案例描述： 我把学生分成六个小组，让他们在自己的小组里把看来的天气预报记录结果总结汇报。学生马上一组一组叽叽喳喳讨论起来，我一听，大都是用中文说的，有些学生还不能很自然地运用英语表达，这样影响到其他学生，农村学生在自觉讲英语这方面还是比较薄弱。我赶紧鼓励他们“ speak English,if you don't know how to express,you can ask me or your teammates ”讨论后，按照惯例让他们各组请一个同学当天气预报主持人，把自己组查到的天气预报结果向全班汇报。为了不重复，我之前有让他们稍微分了区域，有的同学自告奋勇要查国外的天气。每个学生汇报
完之后，我还让其他组就汇报内容进行问答，以巩固相关的句型和表达,而且其他学生需要认真听汇报，才能保证问答流利。S1:Good morning! Everyone,here is the weather report on April 20 for some cities in Fujian.Fuzhou is cloudy. The temperature is from 19 °C to 28 °C .... Quan zhou is warm and sunny .The high temperature is 26 C, the low temprature is 18 C」t' s a good time to climb hills.Would you like to come with me this afternoon? （掌声）下面是问答环节， A:What's the weather like in Fujian？ B:It 'closudy. A:What ' s the temperature there? B:It's from 19C to 28C . A: What can we do? B: We can climb hills. 提的问题课文里面都有，有事先去预习的学生都能很快提出来，如果不懂得提问，我会在旁边提示他们。 S2:Here is the weather report for some big contries tomorrow in the world …London is rainy, the temperature is between 14 C and20 C」f you go there, you need to take an unberalla …If you go to Sedn ey, you had better wear warm clothes.（掌声） A:What's the weather like in London tomorrow ？ B:It 's rainy. A:What ' s the temperature there?
新目标人教版英语七下 全册教案 Unit 1 Where’s your pen pal from? Language goals: ●In this unit students learn to talk about countries, nationalities and languages. ●Ask and tell where people live. New languages: ●Where’s he / she from? ●He / She is from Australia / England / China / France / Singapore / Australia. ●Where does he / she live? He / She lives in Sydney. ●What language do you speak? I speak English. ●What’s your / his / her favorite subj ect? ●My / His / Her favorite subject is English. ●Does he / she have any brothers and sisters? Yes, he/ she does. / No, he / she doesn’t. Difficult points: 1. Listening for the information about countries, nationalities and languages. Write an e-mail about oneself. Describe the new students in class. 2. Where questions with from Where questions with live What questions Teaching aids: ● A tape recorder Teaching periods: ●Period 1:Section A中1a, 1b, 1c ●Period 2:Section A中2a, 2b, 2c，2d ●Period 3:Section A中3a, 3b, 4
仁爱版英语九年级上册教案 Unit 1 The Developing World Topic 1 Our country has developed rapidly. Section A The main activities are 1a and 2. 本课重点活动是1a和2。 Ⅰ. Teaching aims and demands 教学目标 1. Learn some new words and useful expressions： cruel, proper, by the way, bell, chairwoman, yet, grandson 2. Learn the present perfect tense： You have just come back from your hometown. Where have you been, Jane? I have been to Mount Huang with my parents. By the way, where’s Maria? She has gone to Cuba to be a volunteer… 3. Learn some functional sentences： I felt sorry for them. There goes the bell. Ⅱ. Teaching aids 教具 录音机/童工图片/小黑板/多媒体图片或幻灯片/学生的旅游纪念照 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步复习(时间：12分钟)
Unit 1 How can we become good learners? Section A Period 1 Section A (1a-2d) 本单元围绕“做一个优秀的学习者”这一话题，首先引入了 “I study by working with a group.”这一重点句型，接下来学习how引导的特殊疑问句及其答语和复习现在完成时态。Section A包含两个教学重点：其一要求学生学习、掌握“I study by working with a group.”这一重点句型，；其二，学习how引导的特殊疑问句及其答语。Section B是在Section A基础上的拓展，主要是语言的学习、运用和巩固阶段。另外，本单元介绍了许多优秀的英语学习习惯与方法，可引导同学们借鉴采用。 【知识与能力目标】 （1）熟练掌握下列词汇： aloud,pronunciation,discover,repeat, note,pronounce, increase,speed, partner, create, active, connect, review, knowledge, wisely, born, attention （2）熟练掌握下列短语： work with friends, ask the teacher for help read aloud, look up, practice pronunciation, connect…with…, pay attention to （3）掌握下列句型： ---How do you study English? --- I learn by working with a group. ----Do you learn English by reading aloud? ----Yes, I do. It helps my pronunciation. ----- How can I read faster? ----You can read faster by reading word groups. ------How can I improve my pronunciation? ----One way is by listening to tapes. ----But whether or not you can do this well depends on your learning habits 【过程与方法目标】 本单元的主题是谈论学习方法与习惯，可引导学生采用Listening for specific information，
Unit 5 Knowing About China Topic 1 How much do you know about China? Section A The main activity is 1a. 本课重点活动是1a。 Ⅰ. Teaching aims and demands教学目标 1. Learn some new words and phrases: a great number of, fetch, introduce, lie in 2. Learn the attributive clauses led by“that”or“which”. (1)China is a great country that/which has about 5 000 years of history. (2)It’s a book that/which introduces China in detail. (3)It’s Mount Tai that/which lies in Shandong Province. 3. Learn about the geography of China. 4. Cultivate the students’ patriotism through learning about the geography of China. 板书设计： How much do you know about China? Section A a great number of Guide to China is a book. The book introduces China in detail. = lie in Guide to China is a book that/which introduces China in detail. fetch sb. sth.= fetch sth. for sb. introduce Section B The main activities are 1a and 2a. 本课重点活动是1a和2a。 Ⅰ. Teaching aims and demands教学目标 1. Learn some new words and phrases: fantastic, hear of, tale, so … that … 2. Learn some useful sentences: (1) They are well worth visiting. (2) It seemed that we experienced four seasons in a day. (3) If not, you must find a chance to go there! 3. Go on learning the attributive clauses led by“that”or“which”. (1)Could you tell me something about the places that(which) you visited there? (2)That’s the most fantastic place (that) I have ever heard of. 4. Learn more about the geography of China—the Qinghai-Tibet Plateau and West Lake. 5. Cultivate the students’ patriotism. 板书设计： How much do you know about China? be well worth visiting Section B hear of That’s the most fantastic place (that) I have ever heard of. tale West Lake is surrounded on three sides by mountains. tourist attraction The scenery is so attractive that visitors often lose themselves in it. so…that…
[标签:标题] 篇一：2014新人教版七年级英语上册全册教案 新人教版七年级英语上册Starter Unit 1-3教案 Starter Unit 1 Good morning. 1.Good morning/afternoon/evening. 早上（上午）/下午/晚上好。答语相同。在熟人或家人之间可省略good。熟人之间的问候可加上称呼语，称呼语放在问候语之后且用逗号隔开。如：Good morning ,class!同学们，早上好！△Good night!晚安（晚间告别用语） 2.Hello, Frank! 你好，弗兰克。 3.A: How are you? 你（身体）好吗？ B: (I‘m) fine/Very well/I‘m OK, Thank you./thanks. How are you? / And you? 我很好，谢谢。你呢？ A: (I‘m)fine/OK, too.我也很好。 4.thanks = thank you 谢谢 5.HB（铅笔芯）硬黑 CD光盘 BBC英国广播公司 Starter Unit 2 What‘s this in English? 1.What‘s this/that? 这/那是什么？ It’s a/an + 单数物品 （△不说This/That is） 1) What‘s this/that? 这/那是什么？ 2) What‘s this/that? 这/那是什么？ It’s a ruler. （这/那是）直尺。 It’s an apple. （这/那是）苹果。 2.What‘s this/that in English? 这/那用英语怎么说？ It’s a/an + 单数物品 （△不说This/That is）What‘s this in English? 这用英语怎么说？It’s a jacket. 夹克衫What‘s that in English? 那用英语怎么说？ It’s an orange. 橘子。 in + 语言：用某种语言 in Chinese/English/Japanese 用汉/英/日语 英语中还可用What‘s the English for….?表达同样的含义。 What‘s the English for直尺？直尺用英语怎么说？ It‘s a ruler.是ruler 3.a 和an是不定冠词，只用在可数名词单数前面，表示― a用在以辅音音素开头的单词前； an用在以元音音素开头的单词前。这里的元音音素和辅音音素是指读音，而不是指字 母。如：a pen /pen/ 一支钢笔
仁爱版英语精品资料（精修版） 《教学案例设计》使用建议 一、编写思想 本书根据《义务教育英语课程标准（2011年版）》的最新理念---“以人为本，在做中学，强调对学习过程的关注，使学生能用英语做事情”而编写。旨在给广大教师提供优质、详实的教学案例范本，使教师认识到把实践、体验、探究和使用英语的机会留给学生，让学生在用英语做事情的过程中发展综合语言运用的能力。 希望广大教师通过具体的教学案例的参考可以学会分析教材、明确每堂课的教学目标和教学难重点的处理方式，并结合自己的教学实际（如所能利用的教学资源，学生的实际英语水平等等）设计出切实有效的教学案例，体现英语课程工具性和人文性统一的课程性质，更好的实现英语课程标准发展学生综合语言运用能力的总目标。 二、教案概述 本次九年级的教案的编写仍然采用以Section为编写单位的方式（个别特殊案例编者采用了跨Section整合的方式。），每个Topic包含四份教学案例。教师可根据当地的英语课时安排和自己所教学生的实际英语水平进行教案的分拆和整合。本次编写不再采用以往Introduction—Presentation—Consolidation—Practice —Production比较固化的五步教学法，而是根据Section A、B、C、D各自不同的课型要求来确定具体的教学步骤（stage和step）。 三、体例结构 Ⅰ. Material analysis 教学内容分析，中文呈现。对本Section的教学内容进行分析解读，概述本section教学设计的总体思路和目标达成。 Ⅱ.Teaching aims 1.Knowledge aims： 2.Skill aims: 3.Emotional aims:(optional) 4.Culture awareness: (optional) 教学目标，中英文呈现。从语言知识、语言技能，情感态度和文化意识四个方面对本Section
初中英语教学设计 教材分析： 在课改的背景下，本套教材避免了传统课程的缺点，强调了学生的兴趣、经验等，能结合实际，贴近生活，插图生动活泼，重视了学生的情感。本节课我强调英语课程要从学生的学习兴趣、生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力。 设计理念： 以听说训练为主线，通过看、听、说、演练、唱、动手操 作等一系列教学活动，使学生获得最基本的英语听说能力，并在教学中充分激发学生强烈的学习愿望，在注重学生知识能力发展的同时，特别强调学生人格的发展和思维的发展。 设计特色： 强调学生自主学习，培养学生学习英语的习惯。如：预习作业的设计――选择一个你最喜欢的国家（如：英国、美国、日本、法国、澳大利亚等），收集查找相关资料，如：它的国旗、国名、人民、语言、着名人物等，并能用英语做简单介绍。 教案流程图： Warm up Free talk Learning new words Presentation Say a rhyme Learning new sentences
板书设计： Unit 9 The English Club Lesson 1 W here are you from? I’m from … . I’m … . 教学反思： 1、本课力求通过一系列贴近小学生生活实际的生动活泼的教学设计，激发学生学习英语的兴趣，培养学生自主学习以及团结合作的能力，使学生初步形成该话题的会话能力。 2、教学过程中根据学生的心理和生理特征，采用游戏与教学相结合的方法，同时积极鼓励学生进行情景交际，让学生在教师的指导下通过感知、体验、实践、参与和合作等方式实现人物的目标，感受成功。
Unit 1 Making New Friends Topic 1 Welcome to China! Section A The main activities are 1a, 2a and 3a. 本课重点活动是1a, 2a和3a。 Ⅰ. 教学目标 1.(1)Learn the letters Aa-Gg. (2)Learn some new words: good, morning, welcome, to, China, thank, you, hello, I, am, are, yes, no, not, nice, meet, too 2. Learn about greetings and introductions: (1)—Good morning. —Good morning. (2)—Welcome to China! —Thank you./Thanks. (3)—Hello/Hi! —Hello/Hi! (4)—I’m … Are you …? —Yes, I am./No, I’m not. I’m … (5)—Nice to meet you. —Nice to meet you, too. Ⅱ. 教具 录音机/字母卡片 Ⅲ. 五指教学方案 第一步介绍(时间:6分钟) 本节课是开篇，教师应向全体学生说明以下两点：1.学习英语的重要性。2.学习英语的正确方法。目的：激发学生学习英语的兴趣，提高学习效率。 第二步呈现(时间:9分钟) 呈现简单的打招呼用语，并进行听说练习，学以致用。 1. (运用真实情境，让学生学会如何与他人简单地打招呼。) (1)(教师向一学生做手势以示打招呼。) T: Hello! S1:Hello!(启发学生回答。) 让学生猜测其意思并掌握。) (师生互动操练Hello!) T: Hello! Ss:Hello! ) (同时教师可以请一位学生帮忙，示范熟人之间应怎样打招呼。并让学生之间用真实姓名依次操练) T: Please look at us and see how we are greeting. Then you can use your names to greet each other.(教师给以适当的汉语提示。) T: Hi, Li Lei!
人教版（新目标）初中七上Starter Unit 2 What’s this in English?教案 Period One 教学目标： 1.复习巩固字母Aa--Hh 2.复习打招呼的用语、朋友见面的问候语和应答 教学重点、难点： 1.字母的正确书写和认读。 2.7个表示物体的单词的熟练掌握。 教学过程： Step 1. Warming-up 1. Good morning/afternoon/evening! How are you? I’m fine, thanks.How are you? I’m OK. 引导学生在真实的交际中运用Starter Unit 1中学到的日常用语，让学生体会学英语的乐趣和成功的快乐。 Step 2. Play a game. 让学生从闪烁的画面中通过快速的思维，说出其中是什么字母。“What’s this？It’s …”是本单元的重点句型。通过这个游戏，让学生在听说中首先建立一定的感性认识，体现听说领先的原则。 Play the game like this: Teacher shows a letter quickly and asks : “What’s this?” Get the students to answer the questions like this: “ I think it’s A / B.” Step 3. Game Teacher shows a part of a letter and asks : “What’s this?” Get the students to answer the questions like this: “ I think it’s A / B.” Then show the whole of the letter to let the students check whether they’re right or wrong. 在幻灯片上通过闪现字母进行猜测，从猜谜游戏到新知识呈现，学生在悬而未决的心理状态下学习新知识，因注意力相对集中和兴趣被有效激活，对所学的东西印象深刻。 Step 4. Presentation. 1a Look for the small letters in the picture for these big letters. Check (√)the ones you found. 在图中找出下列字母的大小写，在找到的字母后打√。 Step 5. Work on 1b. 播放1b录音，同学们先听。第二次播放1b录音，同学们跟读，培养学生学习兴趣和良好