1、1Unit5 Topic1 SectionC. Material analysis本课是九年级第五单元第一个话题的第三课时，主活动为 1a 和 3。通过短文 The Great Wall 的学习，见识了世界上最伟大的奇迹之一长城的瑰丽风采；进一步运用定语从句来描述名胜古迹，以更好地掌握定语从句的用法；提高学生在阅读中根据句子的含义辨认单词，猜测陌生词语的技能及信息转换的技能，并通过第二部分和第三部分任务的设置来完成“读说写”的任务链，实现真正意义上的拓展，达到学以致用的目的，提高学生自主、合作、探究的能力。通过本课的学习，学生在了解到长城的地理知识和悠久的历史，开拓视野增长见识的同时，也能激发
2、他们的民族自豪感并加深他们对祖国油然而生的热爱之情。.Teaching aims1. Knowledge aims： 1) Words and phrases: state, remain, separate, enemy, expect, treasure, suppose, stretch fromto , bring into, be regarded as, be famous for2) Grammar:进一步掌握 that /which 引导的定语从句的用法。2. Skill aims:1)能读懂介绍长城相关知识的短文，在阅读中能根据语境推测、理解生词的含义。2)能理解短文大意，并
3、将文本信息转换为图表信息。3)学以致用，把输入的信息“如何介绍一处名胜”通过说和写的方式输出。3.Emotional aims:1)遇到问题时能主动请教，勇于克服困难。2)开拓视野增长见识，对祖国的文化能有更深刻的了解，激发民族自豪感和对祖国大好河山的热爱之情。4.Culture awareness: 了解长城的地理知识和悠久的历史。5.Learning strategies：拆分理解定语从句。2. The key points and difficult points1. Words and phrases:state, remain, separate, enemy, expect, tr
4、easure, suppose, stretch fromto , bring into, be regarded as, be famous for2. 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. 3) It is said that he who has never been to the Great Wall is not
5、 a true man. 3. Grammar:Attributive clauses (which/that). Teaching aids多媒体课件， 或黄山、长城、黄果树瀑布、西湖、故宫和华表的图片；关于长城的短片。. Teaching proceduresStage（time period）InteractionpatternsTeacher activity Student activity Remarks1Getting students ready for learning(5 mins)Class activity1.Greeting.2.Ask students to giv
6、e a report.1.Greeting.2.Students report the differences between the Chinese dragon and the dragon in western countries.教师可采用小组竞赛的方式鼓励学生积极主动地完成课后的任务。培养学生的集体荣誉感。2Revision(3 mins)Individual workLead students to introduce a place of interest with Introduce a place of interest of 2b in Page 4 using 教师提供图
7、片，学生用含有定语从句3attributive clauses. attributive clauses to describe them. 的句子进行介绍。可适当拓展。Class activityPlay the video or show a picture of the Great Wall.Watch the video or look at the picture to know about the topic. 创设与课文语境有关的课堂氛围，导入话题。3Pre-reading(5 mins)Pair workAsk students to talk about the Great
8、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 对 活 动讨 论 出 的 有 关长 城 的 信 息 ，激 活 相 关 的 背景 知 识 。4While-reading(12 mins)Individual work1.Let students skim the passage and match the wor
9、ds 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 words by reading the sentences with the words carefully. They can also put the English meanings into the sentences
10、to understand the meanings. 1.通过略读使学生整体了解文章大意，从而根据段意和句意辨认单词，猜测陌生词语。2.通过分段细读完成图表任务，掌握细节。42.Watch the flash carefully and underline the key points to complete the diagram about the Great Wall. Group workAsk students to discuss their answers in groups.Discuss the answers in groups.小 组 讨 论后 让 小 组 代 表回 答
11、 ， 其 他 小组 补 充 ， 最 后教 师 给 予 评 价 。5Postreading(5 mins)Group work1.Organize students to find out the key points and solve the difficulties. 2.Ask students to finish the tasks of 2 in groups.1.Students sum up the key points and ask some questions they cant understand, and then solve them with the help o
12、f each other. Report the results.2.Work in groups and complete the tasks of 2. Choose 1.小 组 合作 学 习 ， 以 学生 为 主 体 。 教师 可 给 予 适 时的 指 导 ， 如 可以 把 定 语 从 句分 成 两 个 简 单句 来 理 解 。2.以阅读素材作为载体，进行任务型的口语操练。5one of group members to give a report.6Pre-writing(4 mins)Group work1.Ask students to discuss the questions
13、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 according to their discussion, including the words, phrases and sentences.在完成写作任务之前让学生讨论给出的提示问题。67Wh
14、ile-writing(4 mins)Individual workAsk students to complete the e-mail alone.Complete the e-mail alone.此环节要留给学生独立思考、整理写作素材的时间。8Postwriting(4 mins)Class activityAsk two students to read their e-mails and help them learn to proofread.Read their e-mails and learn to proofread.教师在学生朗读范文后要给予评价，并指导学生写作后如何进
15、行修改。9Summarizing and assigning homework(3 mins)Class activity1.Ask students to sum up the key points.2.Ask students to consolidate the usage 1.Sum up the main content of this class.通过总结培养学生的归纳能力，将课文重点内容系6of the key phrases. 2.Make up sentences with“stretch fromto , bring into, be regarded asand be f
16、amous for”.统化。Individual workAsk students to look up some information about tea.Look up some books or search the Internet to know about something about the history of tea. Blackboard designTopic 1 China attracts millions of tourists from all over the world.Section C1. state n. 国家；州；政府；状态v. 陈述，说明2.se
17、parate v. （使）分开，分离；区分3. remain v. 剩余，遗留；仍然是4.enemy n. 敌人；反对者5.expect v. 预料，预期；期待，盼望6.treasure n. 财富；珍重7.suppose v. 假定，假设；推测8.It stretches from Shanhaiguan in the east to Jiayuguan in the west. 它东起山海关，西至嘉峪关。stretch fromto 从延伸到9.He who has never been to the Great Wall is not a true man. 不到长城非好汉。10.bring into 把带进711.be famous for 因而著名
