Unit 5 China and the World Topic 1 Section C 示范公開課教學(xué)設(shè)計(jì)【九年級(jí)英語下冊(cè)仁愛版】

PAGE7Unit5ChinaandtheWorldTopic1ChinaattractsmillionsoftouristsfromallovertheworldSectionC教學(xué)設(shè)計(jì)Ⅰ.Teachingaims1.Knowledgeaims：1)Wordsandphrases:state,remain,separate,enemy,expect,treasure,suppose,stretchfrom…to…,bring…into…,beregardedas…,befamousfor2)Grammar:進(jìn)一步掌握that/which引導(dǎo)的定語從句的用法。2.Skillaims:1)能讀懂介紹長(zhǎng)城相關(guān)知識(shí)的短文，在閱讀中能根據(jù)語境推測(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”通過說和寫的方式輸出。3.Emotionalaims:1)遇到問題時(shí)能主動(dòng)請(qǐng)教，勇于克服困難。2)開拓視野增長(zhǎng)見識(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)大好河山的熱愛之情。4.Cultureawareness:了解長(zhǎng)城的地理知識(shí)和悠久的歷史。5.Learningstrategies：拆分理解定語從句。Ⅱ.Thekeypointsanddifficultpoints1.Wordsandphrases:state,remain,separate,enemy,expect,treasure,suppose,stretchfrom…to…,bring…into…,beregardedas…,befamousfor2.Sentences:1)Theentirewall,whichhasmanybranches,isabout8800kilometerslong.2)ItstretchesfromShanhaiguanintheeasttoJiayuguaninthewest.3)ItissaidthathewhohasneverbeentotheGreatWallisnotatrueman.3.Grammar:Attributiveclauses(which/that)Ⅲ.TeachingproceduresStep1GettingstudentsreadyforlearningAskstudentstogiveareport.StudentsreportthedifferencesbetweentheChinesedragonandthedragoninwesterncountries.Step2RevisionLeadstudentstointroduceaplaceofinterestwithattributiveclauses. Introduceaplaceofinterestof2binPage4usingattributiveclausestodescribethem.Step3Pre-readingPlaythevideoorshowapictureoftheGreatWall.Watchthevideoorlookatthepicturetoknowaboutthetopic. AskstudentstotalkabouttheGreatWallinpairs,andhelpthemunderstandthenewwordsandphrases. TalkabouttheGreatWallwiththegivenexpressionsabovethepassagewiththehelpoftheteacher. Step4While-readingLetstudentsskimthepassageandmatchthewordswiththeirmeanings.Askstudentstowatchtheflashcarefullytocompletethediagramin1c. Readthepassagequicklyandmatchthewordswiththeirmeanings.Theycaninferthewordsbyreadingthesentenceswiththewordscarefully.TheycanalsoputtheEnglishmeaningsintothesentencestounderstandthemeanings.WatchtheflashcarefullyandunderlinethekeypointstocompletethediagramabouttheGreatWall.Step5Post–readingOrganizestudentstofindoutthekeypointsandsolvethedifficulties.Askstudentstofinishthetasksof2ingroups.Workingroupsandcompletethetasksof2.Chooseoneofgroupmemberstogiveareport. Step6Pre-writingAskstudentstodiscussthequestionsin3.Askstudentstopreparethematerialforwritingalone.Remindthemtousetheformationofthee-mail. Step7While-writingAskstudentstocompletethee-mailalone.Completethee-mailalone.Step8Post–writingAsktwostudentstoreadtheire-mailsandhelpthemlearntoproofread. Readtheire-mailsandlearntoproofread. Step9SummarizingandassigninghomeworkAskstudentstosumupthekeypoints.Askstudentstoconsolidatetheusageofthekeyphrases.Makeupsentenceswith“stretchfrom…to…,bring…into…,beregardedas…a