仁爱英语九下TopicHeismyfavoritecharacterinChineseliterature四

仁爱英语九下TopicHeismyfavoritecharacterinChineseliterature四

Unit 6‎ Topic 2 ‎ Section A Section A needs 1 period. Section A需用1课时。‎ The main activities are ‎1a and ‎3a. 本课重点活动是‎1a和‎3a。‎ Ⅰ. Aims and demands目标要求 ‎1. Master new word and phrase: ‎ make up one’s mind, work ‎ ‎2. Review different kinds of clauses.‎ ‎(1)attributive clauses ‎(2)adverbial clauses ‎(3)object clauses ‎3. Learn about some famous painters and their paintings.‎ Ⅱ. Teaching aids教具 录音机/不同风格的图画及其作者画像或图片 Ⅲ. Five-finger Teaching Plan五指教学方案 Step 1 Review 第一步 复习(时间: 15分钟)‎ 复习宾语从句、状语从句、定语从句，并导入新课。‎ ‎1. (师生问答，复习电视节目，为下面引出教育节目及凡·高的出现作铺垫。)‎ T: Did you watch TV last night?‎ S1: Yes, I did.‎ T: What program did you watch?‎ S1: I watched ... (让学生说出节目名称。)‎ T: What was it about?‎ S1: It was about ...(让学生用自己的话描述节目内容。)‎ ‎2. (学生用相似的对话问教师，导入新课。)‎ Ss: Did you watch TV last night?‎ T: Yes, I did.‎ Ss: What program did you watch?‎ T: I watched an educational program.‎ Ss: What was it about?‎ T: It was a story about Vincent van Gogh. He was a famous Dutch artist. It’s a pity that he died when he was very young. The colors in his paintings are bright and beautiful.‎ ‎(板书画线部分，让学生们猜Vincent van Gogh的中文名字，解释Dutch的英语意思，使学生们对凡·高有一定的了解。)‎ Vincent van Gogh: Dutch artist T:“Dutch”means people from Holland, language spoken in Holland and other things about Holland. I want some students to say something about the great artist, Vincent van Gogh, who can? Hands up!‎ ‎(分别让几个同学单独说，然后大家一起说，学会对艺术家的描述。) ‎ ‎3. (让一个喜欢艺术的学生回答教师的问题，引出对从句的复习。)‎ T: Do you like drawing?‎ S2: Yes.‎ T: What do you know about paintings?‎ S2: ...‎ ‎(让学生根据自己的情况说一些内容。)‎ T: If you want to learn more about paintings, you can go to Beijing National Art Gallery.‎ ‎(板书画线部分，让学生朗读，并了解短语的含义。)‎ Beijing‎ National Art ‎Gallery T: Do you want to be an artist?‎ Ss: Yes, ...‎ ‎(引导学生做肯定回答。)‎ T: What will you do if you want to be an artist?‎ Ss: ...‎ ‎(引导学生说一些做法。)‎ T: Yes. If you want to be an artist, you must work very hard.‎ ‎(让其他学生模仿造句，教师总结观点。)‎ S3: If you want to be an artist, you must go to art classes.‎ S4: If you want to be an artist, you must watch things carefully.‎ S5: If you want to be an artist, you must work very hard.‎ ‎(板书画线句子，总结条件状语从句。)‎ If you want to be an artist, you must go to art classes.‎ If you want to be an artist, you must watch things carefully.‎ If you want to be an artist, you must work very hard.‎ T: Beijing‎ National Art ‎Gallery is a great place for you to go. If you don’t know much about art, you can ask somebody who knows art to go with you. If you don’t know the way, you can ask your friends who know the way to go with you.‎ ‎(板书定语从句，并归纳。)‎ You can ask somebody who knows art to go with you.‎ You can ask your friends who know the way to go with you.‎ ‎(引导学生们用含有定语从句的句子回答问题。)‎ T: Who can you ask to go with?‎ S6: I can ask somebody who has a car to go with me.‎ S7: I can ask somebody who is helpful to go with me.‎ S8: ...‎ S9: ...‎ ‎(找几个不喜欢艺术的同学，说出自己不喜欢的原因，引导他们用原因状语从句来表达。)‎ T: Do you want to be an artist?‎ S10: No, I don’t.‎ T: Why?‎ S10: Because I must work very hard.‎ ‎(教师对学生观点作出总结。)‎ T: Now you know that it is not easy to be an artist, you can decide whether or not you want to be an artist. If you still want to be an artist，you must know how hard you must work.‎ ‎4. (点将比赛。要求用以上所涉及的各种从句。男女学生分为两组。)‎ T: Let’s do a contest. All the girls in one group: G, all the boys in the other group: B. You can challenge the members of the other group.‎ ‎(第一轮，用if条件状语从句。)‎ T: Let’s make sentences with“if”. I will make the first sentence.‎ ‎(教师说出第一句，让第一个学生说第二句，第一个学生说完叫第二个学生。)‎ T: I will go to the park if it is fine tomorrow.(T→B1)‎ B1: I will go to school if it is fine tomorrow.(B1→G1)‎ G1: I will go to the National‎ Art ‎Gallery if it is fine tomorrow.(G1→B2)‎ B2: ...‎ ‎...‎ ‎(第二轮，用定语从句。)‎ T: I like books which have interesting stories.(T→B1)‎ B1: I like paintings which have beautiful landscapes.(B1→G1)‎ G1: …‎ ‎…‎ ‎(第三轮，用条件状语从句。)‎ T: ×× said he would have a good rest if he had enough time. (T→B1)‎ B1: If you wouldn’t know the way, you can ask your friends. (B1→G1)‎ G1: …‎ ‎…‎ ‎(教师宣布结果，并给予奖励。)‎ Step 2 Presentation 第二步 呈现(时间: 5分钟)‎ 学习‎1a。‎ ‎1. (就‎1a对话，进行简单介绍，然后设置听力任务，降低听力难度。)‎ T: Today we’ll learn something about Steve, he wants to be an artist like Vincent van Gogh because he likes Vincent van Gogh’s works very much. Now listen and find the answers to the following questions: ‎ ‎(1)What’s the most important things Steve thinks about paintings?‎ ‎(2)When is he going to Beijing‎ National Art ‎Gallery?‎ ‎(听录音，回答问题并核对答案。)‎ ‎2. (让学生找出本段对话的复合句，并说出从句的类型。)‎ T: Please find out the complex sentences and point out their types. ‎ ‎(本段对话含有宾语从句、状语从句、定语从句。含有where引导的定语从句，教师需讲解。)‎ Example:‎ T: My favorite city is Beijing. In Beijing I can visit the Great Wall. We can also say: My favorite city is Beijing where I can visit the Great Wall.(先行词是地点名词通常用where 引导。)‎ ‎(让学生组合句子。)‎ This is the house. In the house I have ever lived.‎ Answers:①This is the house where I have ever lived.‎ ‎②This is the house in which I have ever lived.‎ Step 3 Consolidation 第三步 巩固(时间: 5分钟)‎ 巩固‎1a。‎ ‎1. (放‎1a录音，让学生跟读。)‎ T: Follow the tape, and pay attention to the pronunciation and intonation.‎ ‎2. (两人一组表演‎1a。)‎ T: Work in pairs. Act out the dialog.‎ ‎3. (学生自读，注意黑板上所标的复合句的类型，对从句作出总结。)‎ T: Read the dialog by yourselves and pay attention to the complex sentences on the blackboard. Then summarize the kinds of the sentences.‎ ‎4. (完成1b。)‎ T: Discuss with your partner whether you want to be an artist or not. Check (√) the reasons of 1b. Then I’ll ask some of you to say.‎ Example:‎ I want to be an artist because I like painting …‎ ‎5. (呈现第34页‎3a的图片，引出对图画的分类，并学习生词。)‎ T: In this picture we can see a woman. It’s a portrait. It is Leonardo da Vinci’s work.‎ ‎(以同样的方法讲解其他两幅图片，学习另外一个生词: landscape。)‎ ‎(板书画线部分。)‎ portrait landscape ‎(领读生词并对图片进行描述，为学生自己描述奠定基础。)‎ Step 4 Practice 第四步 练习(时间: 15分钟)‎ 完成2。‎ ‎1. (展示一张凡·高的画像。根据这张图，设计几个问题并板书，让同学们讨论。)‎ T: Look at the picture. He is Steve’s favorite artist Vincent van Gogh. Steve likes Vincent van Gogh’s works very much，because the colors in his paintings are bright and beautiful. His paintings belong to traditional arts.‎ ‎(1)Do you have a favorite artist? Who is he/she?‎ ‎(2)Why do you like his/her paintings?‎ ‎(3)What kind of art do you prefer, modern arts or traditional arts?‎ ‎(为了让同学们能够顺利描述自己喜爱的艺术家，老师再给学生示范一幅其他的图画，比如齐白石的画。)‎ T: My favorite artist is Qi Baishi. He shows great love to life in his paintings. His paintings belong to modern arts.‎ ‎(四人小组活动，描述自己喜欢的艺术家。)‎ T: Work in groups of four and describe your favorite artist according to the models.‎ ‎2. (完成2‎ ‎，让学生们拿出自己的艺术课本及事先准备好的图片，根据以上内容做出相似的描述。)‎ T: Please take out the pictures you have. Describe them.‎ ‎(在学生们描述之后，让他们对这些图画进行不同方式的分类。)‎ T: What types of pictures are they, portrait, landscape or animal? Who are the painters? What feelings do they show in the pictures?‎ Picture Type Painter Description of the picture Picture 1‎ Picture 2‎ Picture 3‎ Picture 4‎ Picture 5‎ T: Have you ever read any books about artists? If so, please tell your classmates a story of your favorite artist.‎ Example: ‎ My favorite artist is Leonardo da Vinci. He was from Italy. When he was very young, he liked drawing very much. From drawing an egg, he learned how to be a good artist. In his pictures, he shows deep love to his life. His most famous work is Mona Lisa.‎ ‎(板书画线部分，让学生根据示例写出自己喜爱的艺术家的故事。)‎ My favorite artist is Leonardo da Vinci.‎ He shows deep love to his life. His most famous work is Mona Lisa.‎ S1: My favorite artist is ... He/She showed ... in his/her pictures. His/Her most famous work is ...‎ Step 5 Project 第五步 综合探究活动(时间: 5分钟)‎ 完成3b。‎ ‎1. (让学生拿出自备的图画，总结艺术的分类，并调查学生最喜欢的艺术家和他们的作品、风格及喜欢他们的原因。)‎ Student’s name Animal Landscape Portrait Reason T: What types of paintings do you like best? Why? Please make a survey and fill in the blanks.‎ ‎2. (学生完成调查表后，把调查结果汇报给全班同学。)‎ T: You can report it to your class like this: ‎ Kangkang likes Xu Beihong’s paintings best. Because the horses in his pictures are very powerful.‎ ‎3. Homework ‎(查找有关艺术家的资料，包括其作品及风格，并记录下来，下节课汇报给大家。)‎ Ⅳ.疑点探究 It’s a pity that he died young. 含有主语从句的复合句，that he died young是真正的主语，it是形式主语。可译为: 真可惜他英年早逝。‎ Section B Section B needs 1 period. Section B需用1课时。‎ The main activities are ‎1a and 2. 本课重点活动是‎1a和2。‎ Ⅰ.Aims and demands目标要求 ‎1.Review object clauses and attributive clauses.‎ ‎2.Go on talking about artists and their works.‎ ‎3.Learn about paintings at home and abroad.‎ ‎4.Learn to write a story.‎ Ⅱ.Teaching aids教具 录音机/ 图片/ 小黑板 Ⅲ.Five-finger Teaching Plan五指教学方案 Step 1 Review 第一步 复习(时间: 15分钟)‎ 复习并学习对画的分析与赏析，学会用英语表达。‎ ‎1. (拿出事先准备好的三幅属于不同种类的图画，师生问答，复习对图画的分类。)‎ ‎(1)(拿出达·芬奇的《蒙娜丽莎》，本图画属于肖像。)‎ T: Whose painting is it?‎ Ss: It’s Leonardo da Vinci’s.‎ T: What type of painting is it?‎ Ss: It’s a portrait.‎ ‎(2)(然后学生之间对话。)‎ ‎(1)‎ T: Please talk about picture 2 and picture ‎3 in pairs.‎ Leonardo da Vinci, portrait B ‎(教师指导。)‎ Zhang Weiming, landscape ‎(2)‎ ‎2. (继续引导学生说出这三幅图的作者的艺术风格，并复习That is the reason why... 表示原因的定语从句。目的是为后面的描述艺术风格作铺垫。)‎ ‎(1)(达·芬奇的画)‎ ‎(3)‎ T: This is Leonardo da Vinci’s Mona Lisa. He[来 shows the Qi Baishi, Chinese painting B beauty of the female. That is the reason why I like it.‎ ‎(2) (张伟明的山水画)‎ T: This is Zhang Weiming’s landscape. He shows his love to life in the great mountains. That is the reason why I like it.‎ ‎(3) (齐白石的国画)‎ T: This is Qi Baishi’s painting. He shows deep love to his life. That is the reason why I like it.‎ ‎(鼓励学生自己用That is the reason why… 说出这三幅图的艺术风格。)[‎ ‎3. (展示顾恺之的风景画，对其艺术风格进行描述，为下一步的复述作准备。)‎ T: This is Gu Kaizhi’s landscape. What’s his style?‎ ‎(让学生用自己的话进行描述。)‎ S1: The scene in his picture is beautiful.‎ S2: The colors are not so bright.‎ S3: The people are quiet.‎ ‎...‎ T: He is good at painting figures. Do the landscapes in his works look attractive?‎ Ss: Yes.‎ ‎(教师总结并板书课本上所出现的描述其艺术风格的语句。)‎ And the landscapes in his works also look attractive.‎ T: What’s Gu Kaizhi’s style?‎ Ss: He painted beautiful landscapes and people.‎ ‎4. (展示凡·高的风景画，对其艺术风格进行描述，为下一步的复述作准备。)‎ T: This is Vincent van Gogh’s landscape. What’s his style?‎ ‎(让学生们用自己的话进行描述。)‎ S4: The scene is about countryside.‎ S5: The colors are very bright.‎ S6: The sky is so blue.‎ S7: ...‎ ‎(教师总结，并板书课本上所出现的描述其艺术风格的语句。)‎ T: He always expected that people lived in a simple and happy life. So his paintings express strong feelings. Also his paintings are very lively with colors.‎ ‎…, Vincent van Gogh’s works usually express strong feelings.‎ Vincent van Gogh’s paintings are very lively with bright colors.‎ ‎(为了让学生们在问及艺术家的艺术风格时能够进行完整的问答，把同学们分成两大组，第一组问，第二组答，然后交换角色进行练习。)‎ Group 1: What’s Vincent van Gogh’s style?‎ Group 2: His paintings express strong feelings. His paintings are very lively with bright colors.‎ ‎(交换)‎ Group 2: What’s Vincent van Gogh’s style?‎ Group 1: His paintings express strong feelings. His paintings are very lively with bright colors.‎ Step 2 Presentation 第二步 呈现(时间: 5分钟)‎ 学习‎1a。‎ ‎1. (设置听力任务。让学生带着任务听录音，将问题呈现在小黑板上。)‎ T: Listen to the tape, please. Don’t look at your books. Try to answer the questions.‎ ‎(1) What’s the difference between Gu Kaizhi’s and Vincent van Gogh’s styles?‎ ‎(2) What does Steve prefer, landscape or portrait paintings?‎ ‎(听录音，回答问题。)‎ ‎(因为这两个问题有一定的难度，如果需要，可再听一遍。)‎ ‎(板书画线部分，为复述两个艺术家的情况做基础。)‎ Gu Kaizhi: The way he shows things in the distance is different from the way Vincent van Gogh does.‎ Step 3 Consolidation 第三步 巩固(时间: 10分钟)‎ 巩固‎1a，完成1b。‎ ‎1. (教师放录音，让学生跟读。在这一过程中让学生画出对两位艺术家进行描述的句子。)‎ T: Follow the tape and underline the sentences that describe the two artists.‎ ‎2. (学生自读，准备描述两位艺术家。)‎ T: Read by yourselves and prepare for describing the artists.‎ ‎3. (学生用课本上的句子及其所知道的内容对两位艺术家进行描述。)‎ T: Please describe the two artists with what you know about them.‎ ‎(首先教师用问题提示学生，引导他们说出所知道的内容。)‎ T: Where was Gu Kaizhi from?‎ Ss: He was from China.‎ T: Which dynasty did he live in?‎ Ss: He lived in the Tang dynasty.‎ ‎(教师总结两句话所描述的意思。)‎ T: Gu Kaizhi was a Chinese painter who lived in the Tang dynasty.‎ ‎(继续提问学生，引导学生说出其他内容。)‎ T: What is he called in China?‎ Ss: He is considered to be the father of landscape paintings.‎ T: What did he paint in his paintings?‎ Ss: He painted beautiful landscape and people.‎ ‎(教师带领学生总结以上内容，系统地描述顾恺之的情况。)‎ T&Ss: Gu Kaizhi was a Chinese painter. He lived in the Tang dynasty. He is considered to be the father of landscape paintings. He painted beautiful landscapes and people.‎ ‎(如此重复两次，使同学们都能够对其进行描述，然后抽查两个同学以检验效果。)‎ T: I’ll ask two students to describe him.‎ S1: ...‎ S2: ...‎ ‎(用相同的方法对凡·高进行描述。)‎ ‎4. (小组讨论，完成1b。)‎ T: Please work in groups to talk about Gu Kaizhi and Vincent van Gogh，and then fill in the blanks.‎ ‎5. (两人一组，讨论以下问题。)‎ ‎ (教师板书)‎ ‎(1)Whose paintings do you prefer, Gu Kaizhi’s or Vincent van Gogh’s? Why?‎ ‎(2)Describe your favorite picture in ‎1a with a few sentences. What is it in the picture? What colors can you see?‎ ‎(3)Do you agree with Steve that landscapes are more beautiful than portraits? Why or why not?‎ T: Please work in pairs and report your ideas to others.‎ ‎(学生们讨论以后，让两组同学站起来向全班汇报。)‎ T: I’ll ask two pairs to give their ideas to others.‎ Step 4 Practice 第四步 练习(时间: 10分钟)‎ 完成2和3。‎ ‎1. (进行3，让学生们拿出自备的图画，借助以下问题进行讨论，板书问题。)‎ ‎(1) Whose painting is it?‎ ‎(2) What type of painting is it?‎ ‎(3) What is it in the picture?‎ ‎(4) What colors does the painter use?‎ ‎(5) What’s the painter’s style?‎ T: Please take out your own pictures and talk about them. You can use the above questions to help you.‎ ‎(讨论完毕之后，找两组学生指着自己手中的图以问答的方式向其他学生作汇报，每做完一组后，教师要求其他学生对他们进行补充。)‎ T: I’ll ask two pairs to talk about their pictures.‎ ‎2. (让学生们各自画出自己的图画，交给同伴加以描述，再由作者本人进行补充说明。完成3。)‎ T: Please draw your own pictures. Then give it to your partner, let he/she describe it. After that, you can add something to his or her description.‎ ‎(为了帮助学生们顺利描述同伴的图画，教师可先描述其中一幅作为示范。)‎ ‎3. (完成2。)‎ T: Listen to the tape twice, please. Fill in the blanks.‎ Step 5 Project 第五步 综合探究活动(时间: 5分钟)‎ 完成4。‎ ‎1. (完成4。)‎ T: Look at the pictures of 4 on page 36. Talk about them in groups. Then choose one of them and write a story.‎ ‎(教师向学生讲解此类作文应注意的事项，要求学生写出故事发生的时间、地点、人物、起因、经过和结果。)‎ ‎2. (让学生们讨论一些文学作品，说出它们的作者、写作风格，最喜欢的人物形象及其特点，为下一节课的内容打下基础。)‎ T: Let’s make a chart, find the information to fill in it. Which book do you like best? Who is your favorite character? What are his/her characteristics and what’s the writer’s style?‎ Name Your favorite character Characteristics Writer Style ‎3. Homework Find as many books as you can. Find out the main characters, their characteristics and the writers’ styles.‎ Section C Section C needs 1~2 periods. Section C需用1~2课时。‎ The main activities are ‎1a and ‎2a. 本课重点活动是‎1a和‎2a。‎ Ⅰ.Aims and demands目标要求 ‎1. Master some new words: ‎ till, reply, kiss ‎2. Learn a proverb:‎ One tree can’t make a forest.‎ ‎3. Learn how to describe literary works.‎ ‎4. Learn about Chinese classical literature and western literature.‎ ‎5. Cultivate the students’ cooperative spirit and learn to cherish friendship.‎ Ⅱ.Teaching aids教具 录音机/投影仪/图片 Ⅲ.Five-finger Teaching Plan五指教学方案 Step 1 Review 第一步 复习(时间: 10分钟)‎ 检查作业，导入新课。‎ ‎1. (让学生们整理上一节课的作业，把自己所找到的文学作品的作者、主要人物及其性格特征，还有作者的写作风格向大家汇报。)‎ T: Let’s check your homework. Who has finished your homework? Please report it to the class.‎ ‎(为了规范大家的说法及提供示范，教师先介绍一下自己的发现。)‎ T: This book is called Yongzheng Dynasty. It’s mainly about Emperor Yongzheng. Yongzheng was very powerful. He made a great contribution to the dynasty. Eryuehe always writes stories about Chinese emperors, especially the emperors of the Qing dynasty.‎ S1: This book is called …. It’s mainly about ...‎ S2: ...‎ ‎(检查作业，谈论文学作品的作者、主要人物及其性格特征等。)‎ ‎2. (呈现《西游记》的图，让学生们描述其内容，为后面对各个角色的描述作铺垫。)‎ T: What can you see in the picture?‎ Ss: We can see four people.‎ T: Who are they?‎ Ss: They are the characters in Journey to the West.‎ ‎(对于这个回答，老师可以给出适当的提示，也可以用这四个人名来回答。)‎ T: Which character do you like best?‎ ‎(学生们可以给出不同的回答。)‎ S3: I like … best.‎ S4: ...‎ S5: ...‎ S6: ...‎ ‎(当学生们给出不同的答案后，教师提问他们喜欢这一角色的原因，引导学生们对其性格特点做出描述。)‎ T: Why do you like the Monkey King?‎ S7: Because he is funny and clever.‎ T: Why do you like Sandy?‎ S8: Because he is kind and helpful.‎ T: Why do you like Pigsy?‎ S9: Because he is fat and lazy. He likes eating very much. He is very funny.‎ T: Why do you like Xuanzang?‎ S10: Because he can say magic words to control the Monkey King.‎ ‎(教师总结学生们的回答，并对其进行情感态度方面的教育。)‎ T: Xuanzang was nearly eaten by his enemies. With the help of the other three, he succeeded at last.‎ ‎3. (呈现《哈里·波特》的图片，让学生们描述其内容，为后面对各个角色的描述作铺垫。)‎ T: What can you see in the picture?‎ Ss: We can see some children.‎ T: Who are they?‎ Ss: They are Harry Potter and his friends.‎ T: Which character do you like best?‎ S11: ...‎ S12: ...‎ ‎(允许学生们给出不同的回答，然后问喜欢的原因。)‎ T: Why do you like ××?‎ S13: Because ...‎ T: Why do you like××?‎ S14: Because...‎ ‎(教师总结学生们的回答。)‎ T: Harry is clever and brave. But without the help of his friends he wouldn’t become a hero.‎ ‎(总结学生们对两幅图的描述，加上一些适当的提示，对学生进行情感方面的教育，培养其乐于与他人合作的精神，使其养成和谐和健康向上的品质。)‎ T: The Monkey King is clever and powerful, but he can’t succeed by himself. His two friends give him a lot of help.‎ Harry Potter is very brave and clever, but he can’t beat his enemies by himself. He would not become a hero without the help of his friends.‎ From that we know, One tree can’t make a forest.‎ We must know how to work together with others, then we can make a great success.‎ ‎(板书画线部分对其进行释义并领读。)‎ One tree can’t make a forest. 独木难成林。‎ Step 2 Presentation 第二步 呈现(时间: 5分钟)‎ 完成‎1a。‎ ‎1. (让学生带着任务听‎1a，锻炼其从材料中获取信息的能力。)‎ T: Listen to ‎1a. I will give you two questions about the dialog. You can find out the answers while you are listening.‎ ‎(板书问题。)‎ ‎(1)What books did they mention in the dialog?‎ ‎(2)What story did they mention in the dialog?‎ ‎(听录音，回答问题。)‎ ‎(1)Journey to the West and Harry Potter.‎ ‎(2)Sand and Stone.‎ ‎(板书画线部分，为下面的总结打下基础。)‎ ‎2. (三人一组表演‎1a，加深对对话的理解。)‎ T: Let’s act the dialog out. Work in groups of three.‎ Step 3 Consolidation 第三步 巩固(时间: 10分钟)‎ 巩固‎1a，完成1b。‎ ‎1. (为了充分理解对话的内容，继续设置问题，让学生在听和阅读中找答案。)‎ T: Listen to the tape again. Let’s further discuss ‎1a.‎ ‎(1)What can we call the two books?‎ ‎(2)What are Potter’s friends like?‎ ‎2. (小组活动，让大家一起讨论并填写表格。)‎ T: Let’s work in groups of four, describe the characters in ‎1a to your partners, then fill in the chart and check your favorite character.‎ ‎3. (选两位学生来作汇报，其他学生一起校对并对其进行补充，然后师生一起补全表格中人物的性格特征，完成1b。)‎ S1: … is my favorite character.‎ S2: … is my favorite character.‎ Character the Monkey King Sandy Pigsy Harry Potter Harry’s friends Characteristics funny, clever, ‎ brave …‎ honest,‎ wise,‎ helpful …‎ kind,‎ funny,‎ a little lazy …‎ brave handsome,‎ kind …‎ helpful,‎ wise …‎ Your favorite character ‎(可用小黑板或幻灯片展示上面的表格。)‎ Step 4 Practice 第四步 练习(时间: 10分钟)‎ 学生谈论文学作品中他们最喜爱的人物，导入‎2a。‎ ‎1. (让学生拿出自己所搜集的文学作品，来描述自己最喜欢的人物。)‎ T: Please take out your literature works and describe your favorite characters. Why do you like him or her? What other characters do you remember clearly? Do you like them? Why or why not?‎ S1: ...‎ S2: ...‎ ‎2. (让学生对作品进行分类，找到能说明“独木难成林”这一主题的作品，用以巩固合作精神。)‎ T: Let’s talk about our books and find out the works which have an idea of One tree can’t make a forest.‎ ‎3. (转入另外一个故事‎2a, 让学生们阅读并完成以下几个问题。)‎ T: Here is a story with the idea of “One tree can’t make a forest.”Let’s come to ‎2a and read the story Sand and Stone. Then answer the following questions.‎ ‎(呈现小黑板上的问题。)‎ ‎(1)How many people are there in the story?‎ ‎(2)Where did the story happen?‎ ‎(3)What did the taller boy do when he had an argument with his friend?‎ ‎(4)Where did the shorter boy write the words when his friend hurt him?‎ ‎(5)What happened in the pond?‎ ‎(6)Where did the shorter one write the words when his friend saved him?‎ ‎(7)What did he mean in his last words?‎ ‎(文中有几个生词教师不必处理，让学生自己判断，锻炼其根据上下文理解文章的能力。)‎ ‎(以下是几个问题的答案，板书以备同学们复述。)‎ ‎(1) There are two people in the story.‎ ‎(2) The story happened in a desert.‎ ‎(3) He slapped his friend in his face.‎ ‎(4) He wrote it in the sand.‎ ‎(5) The shorter boy got stuck in the mud and started to sink.‎ ‎(6) He wrote it on a stone.‎ ‎(7) If someone hurts me, I’ll be angry but try to forget it and forgive the person. If someone gives me help, I’ll be thankful to him and try to remember him forever.‎ ‎4. (让学生用自己的话复述课文大意，要求用记叙文。)‎ T: Please retell the story with the sentences above.‎ ‎5. (根据短文，让学生回答问题，为下面的辩论作准备。)‎ T: Do you agree that it is good to forgive your friends when they hurt you? Why or why not?‎ S3: Yes. I agree, because...‎ ‎(学生们的意见是不一致的，这时候教师就提出来让大家进行辩论。)‎ T: Let’s debate on this statement.‎ It is good to forgive your friends when they hurt you. How to debate: ‎ ‎(给他们定下规则。)‎ ‎(1)Form two teams. Each team has three speakers. Others give information to them.‎ ‎(2)Say one reason each time.‎ ‎(3)Each reason can get two scores.‎ ‎(4)The whole class decide which team is the winner.‎ ‎(板书下面的辩论主题和表格。)‎ It is good to forgive your friends when they hurt you.‎ agreement disagreement reason score reason score ‎(教师作出总结，用以教育学生认识自己的性格优点与不足，学会宽容并乐于与他人合作。)‎ T: Some students think we should forgive our friends when they hurt us, because we should give each other lots of help at most time. Maybe when they are in bad moods they may hurt us. So we should understand and be friendly with them again. But some students think that we should not forgive them because they hurt us deeply, they act in bad manners. You can solve the problem according to your own ideas. But remember the proverbs: Two heads are better than one. One tree can’t make a forest. One more friend, one more way. We should always be thankful and grateful to others. Then we can get more happiness from our life.‎ Step 5 Project 第五步 综合探究活动(时间: 5分钟)‎ 通过情景剧表演，加深对中国文学中人物的理解。欣赏诗歌，完成3。‎ ‎1. (组织学生从熟悉的Journey to the West中选材或自编一个小情景剧，分四人小组进行表演。)‎ 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the Monkey King.‎ T: Let’s make up a short play. Work in groups of four. Four students act the Monkey King, Sandy, Pigsy and Xuanzang. Then choose two groups to act them out.‎ ‎(教师在学生组织表演时应及时提供必要的帮助。)‎ T: Which group can act out your play?‎ G1: …‎ G2: …‎ ‎2. (欣赏3中的诗歌。)‎ ‎(1)(看图画，分析内容，帮助学生理解诗歌。) ‎ T: A beautiful night, a beautiful girl, a large leaf and a beautiful lotus. What can you think of?‎ ‎(2)(听录音，欣赏诗歌。)‎ T: Listen to the tape and appreciate the poem.‎ ‎3. Homework 做调查: What is one of the good things a friend has done for you during your middle school years?‎ Section D Section D needs 1 period. Section D需用1课时。‎ The main activities are ‎1a and 4. 本课重点活动是‎1a和4。‎ Ⅰ. Aims and demands目标要求 ‎1. Master new word and phrase: ‎ fly, can’t help doing ‎2. Sum up the sentence patterns and useful expressions in Topic 2.‎ ‎3. Improve listening, speaking and writing skills of the students.‎ ‎4. Go on talking about art and literature.‎ ‎5. Learn about several litterateurs and artists at home and abroad.‎ Ⅱ. Teaching aids教具 录音机/文学艺术作品/图片[‎ Ⅲ. Five-finger Teaching Plan五指教学方案 Step 1 Review 第一步 复习(时间: 15分钟)‎ 谈论艺术家及其作品，加深学生对艺术作品的理解。‎ ‎1. (复习艺术家及作品，给出本单元所涉及的艺术家及其作品的图片。)‎ ‎ T: In this topic we’ve learned some artists and their works. You can appreciate their works. Let’s discuss the styles of their works.‎ ‎]‎ ‎(1)(讨论凡·高。)‎ T: Who is this man?‎ Ss: He is Vincent van Gogh.‎ T: Where was he from?‎ Ss: He was from Holland.‎ T: What did he do?‎ Ss: He was a great Dutch artist.‎ T: What’s his style?‎ Ss: His paintings express strong feelings. Also, his paintings are very lively with bright colors.‎ ‎(2)(让学生两人一组编相似的对话，讨论顾恺之。)‎ ‎(3)(总结两者的异同点。)‎ T: They have some different points though their paintings belong to the same type. What type of paintings did they paint?‎ Ss: They painted landscapes.‎ T: What are landscapes about?‎ Ss: They show beautiful scenes.‎ T: What’s the difference between their paintings?‎ Ss: The way they show things in the distance.‎ ‎(4)(讨论达·芬奇。)‎ T: Who is this man?‎ Ss: He is Leonardo da Vinci.‎ T: Where was he from?‎ Ss: He was from Italy.‎ T: What’s his most famous picture?‎ Ss: Mona Lisa.‎ T: What type does it belong to?‎ Ss: It belongs to portrait.‎ T: What are portraits about?‎ Ss: They are about people.‎ ‎(5)(让学生两人一组编相似的对话，讨论徐悲鸿。)‎ ‎(6)(总结图画的分类，并让学生们把自己所搜集的图画进行分类。)‎ T: We know three types of pictures now. Please tell them respectively and describe them.‎ ‎(让同学们对自己的图画进行描述。)‎ S1: This is a portrait. It’s drawn by …. In this picture, we can see ...‎ S2: ...‎ ‎...‎ ‎2. (复习文学作品及作品涉及的人物，呈现《西游记》和《哈里·波特》的图片。)‎ ‎ T: In literature there are many famous characters. We know more about the Monkey King and Harry Potter. We can discuss them together again.‎ ‎(1)(讨论《西游记》。)‎ T: What’s the picture about?‎ Ss: It’s a picture of Journey to the West.‎ T: Who is your favorite character in the novel?‎ Ss: The Monkey King.‎ T: Why?‎ Ss: Because he is very powerful. He won many battles with his friends.‎ T: What are you most interested in about him?‎ Ss: He can change.‎ T: Yes. He can change. He always turns himself into other things or people. Sometimes he turns himself into a small thing, as small as a bee.‎ ‎(2)(讨论《哈里·波特》。)‎ T: This is a picture of another literature—Harry Potter. Who is your favorite character in the novel?‎ Ss: Harry Potter.‎ T: Why?‎ Ss: Because he is very brave, handsome and kind. He has many powers. He can fly and wants to protect his friends from danger.‎ ‎3. (让学生们说出自己喜欢的文学作品中的人物形象。)‎ T: Tell others who is your favorite character. Why do you like him or her?‎ S3: ...‎ S4: ...‎ ‎4. (教师总结学生们对这些人物形象的描述，引出听力材料中的内容，降低听力训练的难度。)‎ T: The characters you like best are all brave, clever or kind. They are always the main ‎ characters in the works, we call them heroes or heroines. We can learn much about life ‎ from their stories.‎ Step 2 Presentation 第二步 呈现(时间: 5分钟)‎ 完成‎1a。通过活动培养学生的阅读能力。‎ ‎1. (听‎1a，找出文中所提及的重点人物，培养学生从听力材料中获取信息的能力。)‎ T: Let’s listen to ‎1a and find the answer to the question: Who are mentioned in this passage?‎ ‎(听完录音后，教师核对答案。)‎ ‎2. (对哈里·波特和孙悟空作比较。以加深学生对文章的理解和培养他们对人物分析的能力。)‎ T: Compare the similarities and differences between Harry Potter and the Monkey King. You can do it with your partner.‎ The similarities: can fly, both brave and clever.‎ The differences: Harry Potter the Monkey King ‎ 1)supper power 1)funny behavior ‎ 2)protect his friends from danger 2)is good at hiding ‎ 3)handsome and kind 3)hides by turning himself into a small living thing ‎3. (让学生听录音并跟读。再一起朗读。)‎ T: Listen to the tape again and read after it. Then read the passage together.‎ Step 3 Consolidation 第三步 巩固(时间: 5分钟)‎ 巩固‎1a，并讨论1b。‎ ‎1. (学生自读短文，根据文中所提供信息，描述哈里·波特和美猴王。)‎ T: Read by yourselves and describe Harry Potter and the Monkey King.‎ S1: Harry Potter has many powers. He can fly and protect his friends from danger. He is not only brave, but also handsome and kind.‎ S2: The Monkey King is a brave hero. He is very clever and funny. He often behaves like a child and makes us laugh. The Monkey King can fly and he is good at hiding. He hides by turning himself into small living things, such as a bee.‎ ‎2. (让学生们描述其他文学作品中的人物形象。)‎ T: Who is your favorite hero in literature? Describe the hero with a few sentences to your partner.‎ ‎3. (教师总结，对学生们进行情感教育。)‎ T: The heroes you mentioned are all very successful. But who succeeds all by himself?‎ Ss: ...‎ T: No one can succeed all by himself. They always need the help from his relatives or friends. One tree can’t make a forest. We must work together with others.‎ ‎(板书画线部分,复习此谚语。)‎ One tree can’t make a forest.‎ Step 4 Practice 第四步 练习(时间: 15分钟)‎ 完成2和3。‎ ‎1. (呈现2的图片。)‎ T: Do you know these people? If so, tell your partner what you know about their works. You can use the following words to help you.‎ ‎(1)Xu Beihong: He is well-known for traditional paintings of horses. His most famous paintings are called Running Horses. The horses in his paintings are very powerful and energetic.‎ ‎(2)Bing Xin is good at writing novels for children. We all know A Letter to the Young Readers and Another Letter to the Young Readers.‎ ‎(3)William Shakespeare is known for his plays and poems. His most famous poem is Hamlet, and his most famous play is Romeo and Juliet. In that play, he shows the great true love between two young people.‎ ‎(4)Leonardo da Vinci is known for the portrait of Mona Lisa. The smile on her face is very mysterious, no one can correctly tell what kind of smile it is.‎ T: Do you like paintings?‎ Ss: That depends on what types of paintings you are talking about.‎ ‎(板书画线部分，复习固定句式: That depends on...)‎ That depends on what types of paintings you are talking about.‎ T: Do you like portraits?‎ Ss: No, I like landscapes better. They show beautiful scenes. Perhaps that is the reason why I prefer to paint landscapes.‎ ‎(板书画线部分，复习固定句式: That is the reason why...)‎ Perhaps that is the reason why I prefer to paint landscapes.‎ T: Do you like reading books?‎ Ss: Yes. We can learn much about life by reading good books.‎ ‎(教师总结，加深学生对文学和艺术的了解。)‎ T: From the paintings and the literature, we can learn much about the society, the history and some political problems. The scientists and the writers are very great, they can show so many things to us. We must learn from them.‎ ‎2. (完成3。)‎ T: Look at the expressions. Listen to the tape and read after it.‎ Step 5 Project 第五步 综合探究活动(时间: 5分钟)‎ 完成4。以表格的形式对本话题内容进行总结。‎ ‎1. (让学生先看活动4(1)的图画，分析图画中所描述的内容，并标出正确的序号。)‎ T: Look at the pictures in 4 and number them in right order.‎ ‎ (让学生对6幅图逐个进行描述，并核对答案。)‎ T: Let’s look at these pictures. Who can describe them?‎ ‎ S1: The Monkey King is jumping out of a stone.‎ ‎ S2: They four go to the west together.‎ ‎ S3: The Monkey King is under the mountain.‎ ‎ S4: The Monkey King is fighting in the heaven.‎ S5: The Monkey King thanks Xuanzang.‎ ‎ S6: The Monkey King has a special stick.‎ ‎2. (做一个表格，列出本话题所谈的艺术家、文学家及其作品，对本话题内容进行总结。)‎ ‎ T: Please fill in the form.‎ Name Works Type Style/Story ‎3. Homework Find and appreciate some foreign arts and poems.‎