Unit 5 China and the world. Topic 1 Section B（共38张PPT）+教案+练习+音视频

中小学教育资源及组卷应用平台 Section B教学设计 Ⅰ. Material analysis 本课是九年级第五单元第一个话题的第二课时，主要活动为1a和3。对话内容由Jane 和Kangkang带着Susanna去参观故宫博物院展开，介绍了中国的龙文化，然后以同一话题为载体进一步学习了本话题的语法重点———定语从句的用法，并通过第三部分听力任务的设置呈现了华表的历史沿革。通过本课的学习，学生将进一步掌握听说技能，提高自己的听说水平，在惊叹于龙文化的悠久和故宫博物院的宏伟的同时，激发他们作为龙的传人的民族自豪感。 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: 进一步掌握that /which 引导的定语从句的用法。 3) Functions: 表达同意。 2. Skill aims: 1) 能听懂有关谈论中国龙文化的对话，找出文章大意。 2)能听懂对话的内容，记录简单信息，完成细节信息的搭配。 3)理解所听到的短文内容，进行信息转换。 3.Emotional aims: 1)遇到问题能主动请教，勇于克服困难。 2)对祖国文化有更深刻的了解，激发学生作为龙的传人的民族自豪感。 4.Culture awareness: 加深学生对中国文化的理解，了解中国的龙文化与西方的龙文化的差异，关注中外文化异同。 5.Learning strategies： 1) 运用已有信息激活头脑中预存的信息，找到正确的答案。 2) 注意通过音像资料丰富自己的学习，主动查找信息。 Ⅲ. The key points and difficult points 1.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 3. Grammar: Attributive clauses (which/that) Ⅳ. Teaching aids 多媒体课件，或故宫博物院、黄山、长城、黄果树瀑布、西湖和华表的图片。 Ⅴ. Teaching procedures Stage Interaction patterns Teacher activity Student activity Remarks Getting students ready for learning Class activity 1.Greeting. 2.Show pictures 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. 鼓励学生用定语从句进行描述。 本环节活动的设计也可成为2b 活动的铺垫。 Pre-listening 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 great 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。 让学生在听前对给出的问题进行细致的了解，弄清每个选项的含义。 While-listening Individual work Play the record of 1a, let students listen to the conversation and choose the correct answers. Listen to the conversation and choose the correct answers. Post-listening Individual work 1.Ask two students to check the answers. 2.Play the flash of 1a and ask students to finish 1c. 1.Repor ... ...