九年级英语LEARNING ABOUT CHINA教案3
LearningaboutLanguage英语课文教案范例
Learning about Language 英语课文教案范例一、教学目标1. 知识目标：（1）学生能够理解并运用本课中的新词汇和短语。
（2）学生能够听懂、说准本课中的对话和课文内容。
（3）学生能够掌握一定的阅读技巧，如预测、推断等。
2. 能力目标：（1）学生能够运用所学知识进行日常交流。
（2）学生能够独立完成阅读任务，提高阅读理解能力。
（3）学生能够通过小组合作，提高团队协作能力。
3. 情感目标：（1）激发学生学习英语的兴趣，增强自信心。
（2）培养学生积极思考、主动探究的学习态度。
（3）培养学生尊重文化差异，拓宽国际视野。
二、教学内容1. 课文主题：介绍不同国家的文化习俗。
2. 课文内容：课文中介绍了英国、美国、中国等国家的饮食、节日、问候语等文化习俗。
3. 词汇短语：食物、节日、问候语等相关词汇和短语。
三、教学重点与难点1. 教学重点：（1）学生能够掌握本课中的新词汇和短语。
（2）学生能够听懂、说准本课中的对话和课文内容。
（3）学生能够运用所学知识进行日常交流。
2. 教学难点：（1）正确运用本课中的词汇和短语。
（2）理解并运用阅读技巧。
四、教学方法1. 情境教学法：通过设置真实的情境，让学生在实践中学习和运用英语。
2. 任务型教学法：通过完成各种任务，提高学生的综合语言运用能力。
3. 交际法：鼓励学生积极参与课堂互动，提高口语表达能力。
五、教学步骤1. 热身活动（5分钟）：（1）教师与学生进行简单的英语对话，检查学生的英语水平。
（2）学生进行小组活动，讨论各自的兴趣爱好。
2. 引入新课（10分钟）：（1）教师展示课文图片，引导学生预测课文内容。
（2）教师播放课文录音，学生跟读并模仿语音语调。
3. 学习课文（15分钟）：（1）教师引导学生逐段阅读课文，理解课文内容。
（2）教师讲解新词汇和短语，学生进行实际运用。
4. 课堂互动（10分钟）：（1）教师组织学生进行角色扮演，模拟课文中的场景。
（2）学生进行小组讨论，分享各自的观点和经历。
九年级英语Learning-about-China课件3
Tian An Men
Huabiao
Listen to the tape and finish 2b
• 1. What’s on the Huabiao that the children saw outside the Forbidden City? Dragons • 2. Who set up the first Huabiao that was made of wood? Why? Yao. In order to encourage people to carve their suggestions on it.
Translations: either write ____ or phone. (你可以写 1.You can _____ 信也可以打电话) either 2.He can’t speak French, I can’t ______. (他不会说法语,我也不会.) is 3.Either of us ____(be) willing to help. (我们俩谁都乐意伸出援手) 4.It’s a pleasant road, with trees on either/each side. _________ (这条路两边都种了树,真是赏心悦目)
Read again and retell the story ቤተ መጻሕፍቲ ባይዱbout Huabiao
It is said that in ancient China a King Named Yao set up a wooden column outside his palace. He encouraged __________________ people to carve their suggestions on it, _______________________ and Yao promised to follow the good ones.
九年级英语下册_Unit_5_Learning_about_China_Topic_1课件_仁爱版
• Answer the following questions according to 1a.
• Does Susanna know a lot about china? why? • No. Because she has just come to live with her parents. • How much do you know about china? • A lot. China is a great country that has about 5,000 years of history.
Introduce v. 介绍，引见 attract v. 吸引，引起 a number of 一些，许多 tourist n. 旅行者，观光者 fetch v. (去)取(物)来；(去)带(人)来 fetch sb. sth. fetch sth.for sb. guide n. 指南，手册；向导，导游者
九年级英语（下册） 仁爱版
Could you tell me something about the places that you visited? Section A
• West Lake
• Terra Cotta Warriors
• the Great Wall
• • • • • • • •
欢迎指导，谢谢!
2008、3 、15
Mount Hua/ Shaanxi Province
Mount Tai/ Shandong Province
Mount Heng /Shanxi Province
Mount Heng/Hunan Province
Mount Song/Henan Province
• Let’s introduce our hometown. The following passage can help you.
教案-人教book九-Unit3教学设计 2 Learning about Language
Unit 3 AustraliaPart One: Teaching DesignPeriod 2: A lesson plan for Learning about Language(The Predicative <words, phrases, nonfinites, clauses>)AimsTo help students revise The Predicative <words, phrases, nonfinites, clauses>To help students discover and learn to use some useful words and expressionsTo help students discover and learn to use some useful structuresProceduresI. Warming up by talking about Life Style in Australia●Australians are very friendly and helpful people, with a great sense of humor and a natural ability to tell jokes and play with words.●The majority of Australians live in coastal areas because the interior of the country called "the Outback", can be a very arid area with many deserts and lack of water.●Australians were born to compete! In reality, Australia is considered one of the most competitive nations on Earth.●Fishing in Australia: Well, well, well, this is a big thing in Australia, and it is amazing how passionately Australians feel about fishing.●Cinemas in Australia are disappearing from the streets and are moving to inside Shopping Centers.●Australians are compulsive buyers having some of the biggest credit card debts in the world.●Noth ing demands as much attention from Australians as a House. It is as a national symbol of security.●Going to the beach on weekends in Australia is a very popular exercise, just as much as going to the Shopping Center or doing any sport.●If you are not g oing to a special event, the fashion in Australia is pretty casual and laidback.●Australian Television: The salvation is the SBS channel, with lots of good programs and documentaries.●Preservation of the environment is ten out of ten for Australia.II. Discovering useful words and expressionsAn increase in vocabulary is an essential part of developing reading skills. Methods to build vocabulary include direct instruction, listening to literature, participating in discussions, and reading to build vocabulary based on context.You are now to do the three vocabulary exercises on page 24 and 25 to enlarge your vocabulary.III. Revising The SyntaxToday we shall go over a very important part of English grammar—The Syntax ：Members of the SentenceIn English, there are seven members of the sentence:the Subject: a member of sentence which describe 'who' or 'what', and is usually undertaken by nouns, pronouns or their equavilents. E.g.The Sun rises from the east.the Predicate: it describes the action or situation of the subject, and usually undertaken by verbs or verb phrases, e.g.They study very hard.the Predicative: it describes the quality, feature, state or identity, and form compound predicate with linking verbs. It is usually undertaken by nouns, pronouns and adjectives or their equivalents, e.g.That river is very deep.the Object: it shows the object or content of the action of a transitive verb, or is put after a preposition to form a prepositional phrase. It is usually undertaken by a noun or pronoun or their equivalents, e.g.We all like him.the Complement: it is a supplement of the subject or the object, and is usually undertaken by an adjective or a noun or other proper structures, e.g.We consider this task very important.the Attribute: it modifies or restricts nouns, and is usually undertaken by adjectives or their equivalent structures, e.g.This is a difficult problem.the Adverbial: it modifies verbs, adjectives, adverbs or the whole sentence, and is usually undertaken by a adverb or its equivalent structures, e.g.He runs fast.IV. Revising useful structuresYou shall go over the text Glimpses of Australia and others to underline all the predicatives.Now it’s time to do exercises 1, 2, and 3 on page 26.IV. Closing down by talking about what you can do to learn English grammarBe aware of grammar.Read a lot of English books.Concentrate on the aspects of grammar you personally find most difficult.If you don't like to do grammar exercises or to be taught grammar, then it's more important that you follow the advice in the paragraphs above.If you do like to do grammar exercises, then go ahead.Learn the common irregular verbs.。
LEARNING ABOUT CHINA教案
一，说教材3，教学目标：（1）语言知识：①本单元共出现93个新单词，考虑到学生实际情况，我只要求他们掌握以下23 个《英语课程标准》要求掌握的词：（按词性分类，方便记忆）名词兼形容词：plain, total（2）语言技能：听：能听懂有关河流、湖泊、中国历史中秦朝的历史事件和历史人物（秦始皇）的相关信息。
说：能用英语谈论中国的名山大川和历史文化，并表达自己的看法。
读：能阅读并理解关于中国地理、历史人物和历史事件的短文，从而进一步提高阅读能力（包括猜测词义，分析句子结构等），最后在中考阅读及综合填空中取得好成绩。
写：能利用所学语言描述自己去过的和向往的地方并说明理由及中国历史事件、历史人物及相关信息（3）情感态度与价值观：通过学习中国的有关文化，培养学生的爱国情操，树立正确的人生价值观。
4，教学重难点及突破方法：⑴重点：《英语课程标准》要求掌握的词，短语及句子。
⑵难点：四组并列连词；定语从句⑶突破重难点的方法：“泛讲—泛练”—“反馈”--针对性“精讲—精练”……5，说学生：基础薄弱，理解能力不强，兴趣不高，但学习态度好。
二，说教法1，教学方法及依据：在新课程理念下，我主要运用五指教学法，贯穿任务型教学法。
对不同层次的学生，布置不同的任务。
让学生在完成教师布置的任务的同时，学会使用相关的字词句。
在词汇教学中，引导学生用联想法，归纳法，结合音形意来学记单词，从而改变学生以往的死记硬背和机械训练等不良学习方式。
在语法教学中引导学生用观察法，对比法及归纳法进行总结及指导解题。
多种教学方式，可以提高学生学习英语的兴趣，活跃课堂气氛，让每个学生在轻松快乐的氛围中学有所得！2，教学用具：在才溪中学，教学用具主要就是粉笔，黑板（包括小黑板），收录机等。
为吸引学生，我常在重要的地方用彩色粉笔以引起他们的注意，同时板书也非常美观。
三，说学法遵循“教为主导，学为主体，练为主线”的教育思想，引导学生用比较归纳，观察分析的方法学习。
Unit3LearningAboutLanguage(导学案)
Unit 3 Food and CulturePeriod 2 Learning About Language（导学案）2024年课程标准学习目标本单元的单元主题语境是Food andCulture，该课时是其语法项目教学：The Past Perfect Tense。
语法是指导人们正确使用语言的行动准则，它来自于活生生的语言，并运用于语言的交际活动，对一个语法项目的真正掌握应体现在对语言形式、语义和语用三方面的活用上。
【语言能力】总结过去完成时的定义和公式及用法。
【思维品质】培养识别和使用过去完成时的能力。
【文化意识】在给定的情境中培养逻辑思维和创造性思维的能力。
【观察例句】1．When my family and I had just arrived in China，we went looking for a good place to eat in Beijing. 2．Tired，hungry，and not knowing a word of Chinese，we had no idea how to order，so the chef just began filling our table with the best food we had ever eaten.3．A Sichuan restaurant had been remended to us by a friend，and finally，we found it.4．Prior to ing to China，my only experience with Chinese cooking was in America，with Chinese food that had been changed to suit American tastes.【归纳用法】1．例句1和2的黑体部分为过去完成时，其构成为“had＋动词过去分词”，表示过去某一时间或动作以前已经发生或完成了的动作。
Unit 3 Learning about Language第1课时示范课教案【高中英语选修一人教版
Unit 3 Fascinating ParksLearning about languagePeriod 1教学设计教材分析该部分的活动围绕构词法以及话题词汇设计。
运用构词法学习和积累词汇是英语学习的重要策略。
因此，学生需要掌握构词法，积累相关知识，提升词汇量，提升学生的词汇理解和学习能力。
通过不同的词汇练习活动，让学生掌握目标词汇的运用，同时拓宽学生的视野，加深学生对本单元主题意义的理解。
教学目标在本课学习结束时，学生能够：1. 掌握目标词汇和词块：buffet，edge，ban，remote，journalist，vast，boundary，visible，on the move，set up等。
2. 能够了解英语中三种主要的构词法。
3. 能够通过构词法来建构词汇语义网，扩大词汇量。
4. 能够引导学生在语境中正确运用相关词汇。
教学重难点【教学重点】引导学生掌握构词法，扩大词汇量。
【教学难点】引导学生能在语境中正确运用相关词汇。
教学过程Step 1 Warming-upFind the sentences in the reading passage that contain the words below and explain the meaning of these words.1. buffet2. edge3. remote4. ban设计意图：引导学生在语境中复现词汇，强化学生对“语言知识的表意功能”。
Step 2 Learn about language1.Work on Activity 1. Match each word with its proper meaning and make a sentence with it.2. Make sentences:buffet: Many kids like buffet dinners where a variety of food is provided. (n.)edge: The little boy edged nervously past the dog. (v.)ban: The government has issued a total ban on smoking in school. (n.)remote: I live in a remote area so I seldom visit my parents. (adj.)设计意图：以匹配英文释义的方法引导学生关注词类转化的现象，利用造句练习，在具体语境中理解运用3. Work on Activity 2. Work out the meanings of the underlined words in the sentences below and state whether they are compounds or derivatives.(1) I believe that a journalist should be completely objective.(2) Whenever I sneeze, my English teacher says, “Bless you!”(3) We are impressed by the vastness and breathtaking beauty of the oceans.(4) He bought a traditional tea set at the airport: a nice teapot and four teacups.(5) He ordered the dish labelled “Pumpkin Pie and Ice Cream”.设计意图：拓展引入了更多的单词，让学生通过句子语境推敲词义，并观察单词的形式特征，判断单词的构成方法；4. Work on Activity 3. Complete the passage below with the correct forms of the words in the box. 设计意图：以东北虎豹国家公园的介绍为语境，让学生在语篇中使用学过的话题词汇，进一步加深本单元主题意义的理解。
人教版九年级英语unit3教案
Unit 3 Teenagers should be allowed to choose their own clothes.Goals●To learn to use should ﹢be allowed to●To listen and speak about school lifeProceduresWarming up by learning new wordsTo start with, let’s first go to page 147 to go over the vocabulary for this unit. Read to the tape and try to learn off them by heart.Warming up by learning about “should ﹢be allowed to”We shall first learn to use the structures: “should ﹢be allowed to”. It is actually partAnimals should be allowed to live in the forest. Children should be allowed to watch TV at weekends.1a Reading and circlingFor practice of the “should ﹢be allowed to” r ead the statements in the box on page 18 and circle A for agree or D disagree.1b Listening and circlingListen and circle “T” for true or “F” for false beside the statements in the box on pageIn pairs look at the statements in activity 1a and makeconversation. You may use the phrases in the box on page 18A: I think teenagers should be allowed to go out with their friends.B: I agree. They are old enough.A: I think teenagers should be allowed to go to the mall with their classmates.A:I think teenagers should be allowed to get their driver’slicense.A: I think teenagers should be allowed to drive.A: I think teenagers should be allowed to get their ears pierced.A:I think teenagers should be allowed to watch TV at weekends.A: I think teenagers should be allowed to take the school bus.A: I think teenagers should be allowed to buy a new blouse at the mallA: I think teenagers should be allowed to choose their own clothes.B: I agree. They are old/ clever/ strong/ bright/ serious/ kind/ careful/ lucky/ enough. 2a Listening and checkingNext we are going to listen and check on page 19 what Kathy thinks. You may circleYou are going to listen again to the recording just now tonumber Kathy’s and Molly’s re asons in the correct order onpage 19.Next you are going to make in pairs a list of things teenagersshould and should not be allowed to do. Discuss your listwith your partner.A: Do you think teenagers should be allowed to drive?B: Yes, I think so.A: Do you think teenagers should be allowed to work late at night?B:No, I don’t think so. I don’t think they should be allowed to work late at night. They need to get enough sleep.A: Do you think teenagers should be allowed to disagree with their teachers?B: Yes, I think so.A: Do you think teenagers should be allowed to get tired doing their homework?B:No, I don’t think so.A: Do you think teenagers should be allowed to work every night?B: Yes, I think so.A: Do you think teenagers should be allowed to cut one’s hair?B: Yes, I think so. I kind of like my own style. It looks cool.A: Do you think teenagers should be allowed to have many friends?B:No, I don’t think so. They may meet bad people if they have too many friends. A: Do you think teenagers should be allowed to work on weekends?B: It depends on what they do. They may spend time with parents on weekends.3a Reading and writingYou are to read a dialogue between Sun Fei and Wu Yu on page 20.After reading you shall write in the chart Sun Fei’s and WuYu’s rules.Use “Don’t…” and “You can” to express your ideas.Jot down all the useful phrases form their dialogue.In pairs role play the conversation in 3a using the information in thechart on page 20.A: What rules do you have at home?B:Well, I’m not allowed to go out on school nights. How aboutyou?A:I’m not allowed to go out on school nights either. But I can watchTV with my sister.A: What rules do you have at school?B:Well, We’re not allowed to go out to movies on school nights. How about you?A:We’re not allowed to go out to movies on school nights either. But We can watch VCD with our teachers on the school playground.4 Doing groupworkTurn to page 20 and find someone in your group who has to g o home after school, who is allowed to stay up until 11:00 pm, who has to stay at home on school nights, who is allowed to watch TV every night, who had to clean up his room every morning.Write their names in the chart on page 20Closing down by reciting a kid poemAnother kid's poemThere is nothing under the bedOr on your closet floor,The monster is inside your headDon't worry anymore.It'll be there every nightIn your dreams to give you frightEvery time you turn off the lightAs long as you believe it.There is no monster on the stairsNor anywhere down the hallThis old house just settles at nightYou hear the creaks, that's allYou think you see a dragon peekThrough the window with a fang-ed beakAnd that's why you can't go to sleepAs long as you believe it.Mama loves you, daddy, tooAnd you will grow up tallNothing's going to happen to youWe'll take care of it all.You will be a fine young manA brave little boy who never ranWhatever you want to do, you canAs long as you believe it.So listen to me now, you poohIt's off to sleep right now with you.Daddy knows what you can doAs long as you believe it.SECTION BGoals●To read about rules of school●To talk about rules of schoolProceduresWarming up by talking about rulesHello, class. Are there any rules for us in this class? What are they? How were they made?Now list some of them and talk about them in pairs.1a Reading and checkingRead the questions on page 21 and write either “A” for always, “U” for usually, “S”In pairs you are to talk about your answers in activity 1a.I am going to play a dialogue to you. It is between a man and a boycalled Peter. They are talking about a math test. You are to listen andcircle the things in activity 1a you hear. While listening try to note theexpressions used.TapescriptListen again to the dialogue and match the sentence parts in the box onpage 21.Now copy down the expressions from the dialogue into your notebook.They are shown on the blackboard.2c Doing group workNext it’s reading time. Let’s read the article on page 22 and answer the questionsRole play a conversation using information from 3a.A:I think our school rules of always wearing school uniforms at school should be changed.B: Well, Mary and I talked about the rules the other day.A: At our school, we have to wear uniforms every day. That isbad for us.B: Yes, I agree. The problem is that all of us think the uniformsare ugly.A: I think young people should look smart and so we should beallowed to wear our own clothes.B: But our teachers believe that if we did that, we would concentrate more on our clothes than our studies.A: I disagree with them. We would feel more comfortable and that is good for studying. If we can't do that, we should be allowed to design our own uniforms. That would be a good way to keep both teachers and us happy.B:It’s also probably a good idea for parents to allow us to study in groups duringevening.A: I think so. I know we get noisy sometimes, but we learn a lot from each other.B: I also think that vacations should be longer.A:I agree with you on that. At present they're too short. Longervacations would give us time to do things like volunteering.B:Last summer I had an opportunity to volunteer at the localhospital, but I couldn’t because I had to go back to schools. It would be a good experience for me because I want to be a doctor when I'm older.A:Let’s go to talk to our teachers about the school rules after scho ol.B: OK! I agree with you!4 Making a list of rulesSuppose you and your friend are starting an English club. Make a list of rules aboutGet Up! Get Up!"Get up! Get up! Get out of bedyou lazy bum, you sleepyhead."Yes, that is what my mother saidat eight-oh-five today.She left the house and drove to work.She'll soon be feeling like a jerkwhen she finds out -- I have to smirk --Today is Saturday.--Kenn NesbittSELF CHECK1 Filling in blanksTo test your study this week you are to fill in each blank on page 23 with a correct word given. Change the form if it is necessary.2 Reading and writingYou are going to read the article on page 23 first and then write a letter to the editor agreeing or disagreeing. Explain your reasons.While you are reading cut the sentences into thought groups and underline the expressions.3. Helping and learningAt our school, we sometimes have a special day/ to help others. Last year/ we went to an old people’s home/ and sang songs/ and performed a play /for them. The old people were very happy. We should be allowed/ to take time/ to do things/ like that/ more often. For example, we should visit primary schools/ and help teach young students. I want to be a teacher/ when I'm older/ so it would be a great experience/ for me. Other students would like to do other jobs. For example, my friend Tian Ge wants/ to write for a newspaper. She should be allowed/ to volunteer/ at the newspaper office/ once a week. On Friday afternoons, many students are sleepy/ after a long week of classes. Some students should be allowed/ to have Friday afternoonsTo end this busy period we shall take time to learn and read aloud an English poem for kids.My FeetMy feet, my feet,I love my feet.I think they're great,I think they're neat.They're pretty, pink,and picturesque.They look so perfecton my desk.Unfortunately,sad to tell,they also havea funny smell.So though I'm fast,and though I'm fleet,and though at sportsI can't be beat,no team will pickme to compete,because they alwayssmell defeat.--Kenn NesbittReading: Should I be allowed to make my own decisions?Before you read, go over the new words for this part on 148.While you read, listen to the recording and underline all the expressions.Many teenagers have hobbies. But sometimes these hobbies can get in the way of schoolwork, and parents might worry about their child's success at school. Teenagers often think they should be allowed to practice their hobbies as much as they want. Do you agree?Liu Yu, a fifteen-year-old from Shandong, is a running star. He is in his school running team, and has always wanted to be a professional athlete. However, his parents won't allow him to train as much as he would like to. "Of course we want to see Liu Yu achieve his dreams,”says Mr Liu, “and we know how much he loves running. That's great, and my wife and I watched him in every one of his races. We have nothing against running! But we do think that our son needs to be realistic. Now he is getting older, he needs to think about what will happen if he doesn't become a professional runner in the end.”Liu Yu doesn't really agree. “Well, I think I should be allowed to make decisions formyself,”he says. “ My parents have always taught me the importance of working hard and not just to do what I enjoy. I understand this. But I'm serious about running. Being a professional runner is the only thing I have ever wanted to do.”Mr and Mrs Liu believe that Liu Yu should study hard in the evenings, and so they don't allow him to practice running on school nights. “I know this might seem strict,”says Mrs Liu, “but we think we're doing the right thing. He has to understand that very few people can become professional athletes. It's a very difficult dream to achieve. We don't allow him to practice every day because we think he needs to spend time on his homework.”But Liu Yu still doesn't agree. “I know my parents care about me,” he says. “But they are always talking about what will happen if I don't succeed. But I will succeed! I think I should be allowed to make this decision myself. Only then will I have a chance of achieving my dream.”After you read, read aloud the text again, to yourself, or to the tape and copy down all the expressions, too.Part 2: Teaching Resources(第二部分:教学资源)The Trouble with TeenagersPeople now care more about what teenagers are thinking about and feeling because they know there are hard moments in the life of teenagers.Varieties of troubles are seriously puzzling teenagers, such as hard study, the gap between parents and kids, relationship between themselves and their classmates, teachers and friends.Among them, the problem of "the generation gap" has become more and more obvious. The argument on this is widely spread. Different people hold different views. But we cannot fail to admit the fact that there are no hearts as delicate as those of teenagers, as everything is happening to them for the first time. Teenagers are certainly different from adults in many ways. They don't know the right way in which they can make everyone happy and satisfied. They are certainly lack of experience. That's why parents are always complaining about their being misunderstood. They say, they love their kids so much as to do everything for them. Is that the true love their children want? No, teenagers say, the true love which they long for should contain courage, correct guide and support instead of endless complaints about marks, marks, marks and strong pressure. So the teenagers are now even said to have been leading a harder life.The trouble with teenagers is that they haven't learned how to be controlled. Living life right down the middle, with all its attendant landmines, is all they know. It hasn't occurred to them to run in a zigzag pattern.They are more emotional than people think. If something serious happens to them, they will be deeply hurt. You can always hear the voice from a teenager that they haven't learned enough how to appear to be fine.The adults have recognized that they should show more care for the teenagers, especially their school life. Teenagers have their own special way of thinking.I have also got my own troubles. My grandpa passed away in September last year, which has greatly changed my life. He was even one of my best friends ever since I was born. He lived with my family for the past 18 years, the happiest time in his eyes.I have never admitted his death as a fact till now.Things which happened between us have come to my mind. All over again, I felt those powerful losses crisscrossing my own heart, and I know that when you say goodbye to a beloved grandparent, you say goodbye to something happy, something young in yourself. And that something never really returns and the pain never really goes away.No matter how hard a life the teenagers are leading, they will forever stand still and march forward straight and bravely.。
2024年人教版九年级英语第二单元教案
2024年人教版九年级英语第二单元教案1. Learning about languageKey vocabulary: field, crop, seed, wheat, dig, plant, pick, carrot, onion, grain, grow, farmer, field, corn, potato, peas.Key structures: What should we do? We should plant the seeds in the ground.2. Looking and learningStep 1. Pre-task preparationTell students that they are going to watch a film about farming and the different jobs people do. Ask them to look at the pictures and the words in Activity 1 on page 12 and to match the words with the pictures.Step 2. Watching and understandingPlay the film, and pause it after each scene.At the end of the film, ask some questions about the content to consolidate the new words and sentences in Activity 1.Step 3. Working with othersDivide the class into pairs. Ask them to interview each other about the different jobs they can see in the film, using the words and phrases in Activity 1. They should use the questions in Activity 2 on page 12 to help them.Encourage the pairs to use the target language. Monitor and help where necessary.Step 4. Checking and practicingAsk some of the pairs to report back to the class on the different jobs they have talked about.3. Listening and speakingStep 1. Pre-task preparationTell students that they are going to listen to someone talking about the different jobs on a farm.Step 2. Listening and understandingPlay the recording through once for students to listen and understand.Play the recording again, pausing after each section to check students' understanding.Step 3. Working with othersDivide the class into A and B pairs. Ask the A students to look at the pictures in Activity 2 on page 12 and describe them to the B students, using the information in the recording and the words in the box. Encourage students to use the words for different farming jobs.Repeat with the B students describing the pictures to theA students.4. TalkingStep 1. Pre-task preparationTell students that they are going to interview a classmate about the jobs they like or dislike.Step 2. 7alking and understandingDemonstrate the task with one of the students.Start with a volunteer and ask them to sit at the front of the class. Ask the class to help you to find out the jobs that the volunteer likes or dislikes. Use the information in the Let's talk questions and answers. Write the answers on the board and model the language with the class.Step 3. Working in pairsDivide the class into A and B pairs. Ask the A students to look at the pictures and words in Let's talk on page 12 and ask the B students which jobs they like or dislike, using the questions and answers.Repeat with the B students asking the A students which jobs they like or dislike.Encourage students to use polite language and show interest in what their partner has to say. Monitor and help where necessary.5. SummaryAsk some students to report back to the class on the different things they have learned and found out about farming today.。
九年级英语LearningaboutChina课件
China is popular for its ceramics, including politics and politics Chinese ceramics have a long history and are highly skilled, often with beautiful patterns and glazes
• Modern China: The Qing Dynasty (1644-1912) saw the beginning of modernization in China The Opium Wars and the Boxer Rebellion marked a period of foreign invasion and domestic unrest The May Fourth Movement in 1919 marked the beginning of the New Culture Movement in China
Chinese Music and Dance
Traditional music
Modern music
Dance
Chinese traditional music includes various styles such as Peking Opera, Cantonese music, and the music of ethical minorities Instruments used in traditional Chinese music including the pipa, erhu, and guzheng
A Brief History of China
• Prehistory: The earliest known human activity in China dates back to the Paleolitic Age The Neolithic Age saw the development of agriculture and the emergence of the first civilizations in China
【知识学习】九年级英语Learning about China教案5
九年级英语Learning about China教案5课件www.5yk Unit5Learningaboutchina.一.教学内容：Topic3:Thedragonhasbecomeasymbolofthechinesenation. SectionAandB二.重点、难点：单词:grandroofimperialcarvetailcorrectelderlorduniquewoodenpromisechessnorthirstyhungrypeasantbattlefieldmemoryfound词组:showaround neither…nor inmemoryof playanimportantpartin theyearofthedragon setupencouragesb.todosth. promisetodosth. either…oras…as inordertodosth. fightagainst alongwith…notonly…butalso…dependon句子:1.Inancientchina,emperorsthoughtthemselvesrealdr agonsandthesonsofheaven.2.Italsoplaysanimportantpartinchinesefestivals.3.Itissaidthatinancientchinaakingnamedyaosetupawood encolumnoutsidehispalace.4.Heencouragedpeopletocarvetheirsuggestionsonit,and yaopromisedtofollowthegoodones.5.wecangotoeitherBeihaiParkorShichahaiPark.Theyareb othwonderfulplacestovisit.6.yeah,butIcan’tplayitaswellasmyfather.7.InordertobringdowntheQindynastyafterthedeathofEmp erorQinShihuang,thepeasantsfoughtagainstthegovernme nt.8.Peopleinventedchinesechessinmemoryofthefamousbattle.中国象棋棋盘上有“楚河汉界”，这是怎么来的呢？“楚河汉界”指的是河南省荥阳市黄河南岸广武山上的鸿沟。
最新-九年级英语下册 Unit 5 Learning about China Topic 2教案 仁爱版 精品
Unit 5 Learning about ChinaTopic 2Section ASection A needs 1 period. Section A需用1课时。
The main activities are 1a and 1c. 本课重点活动是1a和1c。
Ⅰ. Aims and demands目标要求1. Master the new word and phrase:pioneer, spend…(in) doing2. Learn attributive clauses which use“who”and“whose”.(1)He was a great thinker who had many wise ideas and thoughts about nature andhuman behavior.(2)He was also a famous philosopher whose wise sayings have influenced many peoplein different countries.3. Talk about historical people and historic events of China.4. Let the students learn about Chinese culture, and improve the sense of nationalpride.Ⅱ. Teaching aids教具录音机/教学图片/多媒体课件Ⅲ. Five-finger Teaching Plan五指教学方案Step 1 Review 第一步复习(时间:20分钟)教师用常见的谚语和孔子名言呈现并介绍孔子，引出定语从句。
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，便于呈现孔子。
)步骤:(1)教师分组，两人一组。
英语：unit 5《learning about china》教案(1)(仁爱英语九年级下).doc
英语：Unit 5《Learning about China》教案（1）（仁爱英语九年级下）一. 教学内容：Unit 5: Learning about China. Review二. 重点、难点：定语从句及单项选择训练三. 具体内容:定语从句专讲专练概念：在含有主句和从句的复合句中，修饰主句中的某一名词或代词的从句叫做定语从句。
它所修饰的词叫先行词。
定语从句就跟在先行词的后面。
用来引导定语从句的词叫关系词，分为关系代词（who, whom, that, which, whose）和关系副词（where, when, why）。
e.g. Did you see the person who/that stole it?This is the pen which/that he is looking for.上面两例中的先行词分别是the person与the pen，后面是由关系代词who/that; which/that引导的定语从句。
2. 关系代词的选择及功能。
引导定语从句的词有关系代词who, that, which, whom, whose和关系副词where, when, why。
它们放在先行词和定语从句之间起联系作用，同时又充当定语从句中的一个成分（如主语或宾语）。
有关先行词的选择取决于两点：先行词是人还是物；关系代词在从句中做主语还是宾语。
具体用法如下：1）当先行词是人时，关系代词可以用who或that；当先行词是物时，关系代词可用which或that。
e.g. The film which/that they saw was very interesting.The boy who/that is sitting in the sun is my brother.2）当关系代词在句中做宾语时，关系代词可以省略。
e.g. The man （who, whom, that）they are waiting for comes from Japan.3）whose 指人或物的所有格。
九年级英语Unit 5 Learning about China Topic 1湘教版
九年级英语Unit 5 Learning about China Topic 1湘教版【本讲教育信息】一. 教学内容：Unit 5 Learning about ChinaTopic 1 It attracts many tourists from all over the world.Section A1. China is a big country that has about 5000 years of history.中国是一个拥有五千多年历史的大国。
that在此引导的定语从句，用以修饰先行词a big country, that在从句中作主语。
如：你正在使用的钢笔是李雷的。
The pen that you are using is Li Lei’s.正在河里游泳的男孩是吉姆。
The boy who is swimming in the river is Jim.2. It attracts many tourists from all over the world every year.每年它吸引了世界各地的许多游客。
attract sb / sth吸引某人/某物这儿漂亮的风景吸引许多外国人来这里度假。
The beautiful scenery here attracts a lot of foreigners to spend their holidays.展览吸引了成千上万的参观者。
The exhibition has attracted thousands of visitors.3. If you want to learn more, I can fetch you Guide to China. It’s a book which introduces China in detail.如果你想了解更多，我可以拿《中国指南》给你，这本书详细地介绍了中国。
fetch sb. sth. = fetch sth. for sb.替某人去拿某东西请到楼上替我拿衣服。
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一. 教学内容：
二. 重点、难点：
（一）单词：
oriental 东方的，亚洲的 pearl 珍珠 oriental pearl 东方之珠
gambling 赌博 gambling house 赌场
ruin （复）废墟，遗迹毁坏，毁灭 ruins of st. paul 大三巴牌坊
island 岛屿
various 各种各样的
latest 最近的，最新的，最晚的
bar 酒吧，（卖东西的）柜台
freeze 结冰
mild 温暖的，暖和的（天气，尤指冬天），性情温和的
sunshine 阳光
flour 面粉，粉
plain 平原
（二）句子：
（三）语法知识：
定语从句：
关系副词引导的定语从句
关系副词可代替的先行词是时间、地点或理由的名词，在从句中作状语。
（2）that代替关系副词
判断关系代词与关系副词
方法一：用关系代词还是关系副词完全取决于从句中的谓语动词。
及物动词后面无宾语，就必须要求用关系代词；而不及物动词则要求用关系副词。
例如：
判断改错
方法二：准确判断先行词在定语从句中的成分（主、谓、宾、定、状），也能正确选择出关系代词/关系副词。
限制性和非限制性定语从句
（1）定语从句有限制性和非限制性两种。
限制性定语从句是先行词不可缺少的部分，去掉它主句意思往往不明确；非限制性定语从句是先行词的附加说明，去掉了也不会影响主句的意思，它与主句之间通常用逗号分开，例如：
（2）当先行词是专有名词或物主代词和指示代词所修饰时，其后的定语从句通常是非限制性的，例如：
介词＋关系词
（1）介词后面的关系词不能省略。
（2）that前不能有介词。