每个老师上课需要准备的东西是教案课件，规划教案课件的时刻悄悄来临了。此时就可以对教案课件的工作做个简单的计划，才能规范的完成工作！有没有出色的范文是关于教案课件的？下面是由小编为大家整理的“九年级英语下册Unit6Topic2SectionC教案(仁爱版)”，欢迎您阅读和收藏，并分享给身边的朋友！

SectionC

SectionCneeds1~2periods.SectionC需用1~2课时。

Themainactivitiesare1aand2a.本课重点活动是1a和2a。

Ⅰ.Aimsanddemands目标要求

1.Mastersomenewwords:

till,reply,kiss

2.Learnaproverb:

Onetreecan’tmakeaforest.

3.Learnhowtodescribeliteraryworks.

4.LearnaboutChineseclassicalliteratureandwesternliterature.

5.Cultivatethestudents’cooperativespiritandlearntocherishfriendship.

Ⅱ.Teachingaids教具

录音机/投影仪/图片

Ⅲ.Five-fingerTeachingPlan五指教学方案

Step1Review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’scheckyourhomework.Whohasfinishedyourhomework?Pleasereportittotheclass.

(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:ThisbookiscalledYongzhengDynasty.It’smainlyaboutEmperorYongzheng.Yongzhengwasverypowerful.Hemadeagreatcontributiontothedynasty.EryuehealwayswritesstoriesaboutChineseemperors,especiallytheemperorsoftheQingdynasty.

S1:Thisbookiscalled….It’smainlyabout...

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:Whatcanyouseeinthepicture?

Ss:Wecanseefourpeople.

T:Whoarethey?

Ss:TheyarethecharactersinJourneytotheWest.

(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:WhydoyouliketheMonkeyKing?

S7:Becauseheisfunnyandclever.

T:WhydoyoulikeSandy?

S8:Becauseheiskindandhelpful.

T:WhydoyoulikePigsy?

S9:Becauseheisfatandlazy.Helikeseatingverymuch.Heisveryfunny.

T:WhydoyoulikeXuanzang?

S10:BecausehecansaymagicwordstocontroltheMonkeyKing.

(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:Xuanzangwasnearlyeatenbyhisenemies.Withthehelpoftheotherthree,hesucceededatlast.

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:Whatcanyouseeinthepicture?

Ss:Wecanseesomechildren.

T:Whoarethey?

Ss:TheyareHarryPotterandhisfriends.

T:Whichcharacterdoyoulikebest?

S11:...

S12:

(允许学生们给出不同的回答，然后问喜欢的原因。)

T:Whydoyoulike××?

S13:Because...

T:Whydoyoulike××?

S14:Because...

(教师总结学生们的回答。)

T:Harryiscleverandbrave.Butwithoutthehelpofhisfriendshewouldn’tbecomeahero.

(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:TheMonkeyKingiscleverandpowerful,buthecan’tsucceedbyhimself.Histwofriendsgivehimalotofhelp.

HarryPotterisverybraveandclever,buthecan’tbeathisenemiesbyhimself.Hewouldnotbecomeaherowithoutthehelpofhisfriends.

Fromthatweknow,Onetreecan’tmakeaforest.

Wemustknowhowtoworktogetherwithothers,thenwecanmakeagreatsuccess.

(板书画线部分对其进行释义并领读。)

Onetreecan’tmakeaforest.独木难成林。

Step2Presentation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:Listento1a.Iwillgiveyoutwoquestionsaboutthedialog.Youcanfindouttheanswerswhileyouarelistening.

(板书问题。)

(1)Whatbooksdidtheymentioninthedialog?

(2)Whatstorydidtheymentioninthedialog?

(听录音，回答问题。)

(1)JourneytotheWestandHarryPotter.

(2)SandandStone.

(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’sactthedialogout.Workingroupsofthree.

Step3Consolidation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:Listentothetapeagain.Let’sfurtherdiscuss1a.

(1)Whatcanwecallthetwobooks?

(2)WhatarePotter’sfriendslike?

2.(小组活动，让大家一起讨论并填写表格。)

T:Let’sworkingroupsoffour,describethecharactersin1atoyourpartners,thenfillinthechartandcheckyourfavoritecharacter.

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:…ismyfavoritecharacter.

S2:…ismyfavoritecharacter.

CharactertheMonkeyKingSandyPigsyHarryPotterHarry’sfriends

Characteristicsfunny,clever,

brave…honest,

wise,

helpful…kind,

funny,

alittlelazy…bravehandsome,

kind…helpful,

wise…

Yourfavorite

character

(可用小黑板或幻灯片展示上面的表格。)

Step4Practice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:Pleasetakeoutyourliteratureworksanddescribeyourfavoritecharacters.Whydoyoulikehimorher?Whatothercharactersdoyourememberclearly?Doyoulikethem?Whyorwhynot?

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’stalkaboutourbooksandfindouttheworkswhichhaveanideaofOnetreecan’tmakeaforest.

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:Hereisastorywiththeideaof“Onetreecan’tmakeaforest.”Let’scometo2aandreadthestorySandandStone.Thenanswerthefollowingquestions.

(呈现小黑板上的问题。)

(1)Howmanypeoplearethereinthestory?

(2)Wheredidthestoryhappen?

(3)Whatdidthetallerboydowhenhehadanargumentwithhisfriend?

(4)Wheredidtheshorterboywritethewordswhenhisfriendhurthim?

(5)Whathappenedinthepond?

(6)Wheredidtheshorteronewritethewordswhenhisfriendsavedhim?

(7)Whatdidhemeaninhislastwords?

(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)Therearetwopeopleinthestory.

(2)Thestoryhappenedinadesert.

(3)Heslappedhisfriendinhisface.

(4)Hewroteitinthesand.

(5)Theshorterboygotstuckinthemudandstartedtosink.

(6)Hewroteitonastone.

(7)Ifsomeonehurtsme,I’llbeangrybuttrytoforgetitandforgivetheperson.Ifsomeonegivesmehelp,I’llbethankfultohimandtrytorememberhimforever.

4.(让学生用自己的话复述课文大意，要求用记叙文。)

T:Pleaseretellthestorywiththesentencesabove.

5.(根据短文，让学生回答问题，为下面的辩论作准备。)

T:Doyouagreethatitisgoodtoforgiveyourfriendswhentheyhurtyou?Whyorwhynot?

S3:Yes.Iagree,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’sdebateonthisstatement.

Itisgoodtoforgiveyourfriendswhentheyhurtyou.Howtodebate:

(给他们定下规则。)

(1)Formtwoteams.Eachteamhasthreespeakers.Othersgiveinformationtothem.

(2)Sayonereasoneachtime.

(3)Eachreasoncangettwoscores.

(4)Thewholeclassdecidewhichteamisthewinner.

(板书下面的辩论主题和表格。)

Itisgoodtoforgiveyourfriendswhentheyhurtyou.

agreementdisagreement

reasonscorereasonscore

(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:Somestudentsthinkweshouldforgiveourfriendswhentheyhurtus,becauseweshouldgiveeachotherlotsofhelpatmosttime.Maybewhentheyareinbadmoodstheymayhurtus.Soweshouldunderstandandbefriendlywiththemagain.Butsomestudentsthinkthatweshouldnotforgivethembecausetheyhurtusdeeply,theyactinbadmanners.Youcansolvetheproblemaccordingtoyourownideas.Butremembertheproverbs:Twoheadsarebetterthanone.Onetreecan’tmakeaforest.Onemorefriend,onemoreway.Weshouldalwaysbethankfulandgratefultoothers.Thenwecangetmorehappinessfromourlife.

Step5Project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JourneytotheWest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theMonkeyKing.

T:Let’smakeupashortplay.Workingroupsoffour.FourstudentsacttheMonkeyKing,Sandy,PigsyandXuanzang.Thenchoosetwogroupstoactthemout.

(教师在学生组织表演时应及时提供必要的帮助。)

T:Whichgroupcanactoutyourplay?

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:Abeautifulnight,abeautifulgirl,alargeleafandabeautifullotus.Whatcanyouthinkof?

(2)(听录音，欣赏诗歌。)

T:Listentothetapeandappreciatethepoem.

3.Homework

做调查:Whatisoneofthegoodthingsafriendhasdoneforyouduringyourmiddleschoolyears?

相关阅读

九年级英语下Unit6Topic1SectionC教案(仁爱版)

SectionC
SectionCneeds1period.SectionC需用1课时。
Themainactivitiesare1aand2b.本课重点活动是1a和2b。
Ⅰ.Aimsanddemands目标要求
1.Mastersomenewwords:
honest,compare
2.LearnthedifferencesbetweenChinesecultureandwesternculture.
(1)Differentemotionstoanimals,plantsandsoon.
(2)SomeproverbsinwesterncountriesandChina.
①Everydoghasitsday.
②adogcatchingamouse
3.GoonlearningTVprogramsandtalkingabouttheircharacteristics.
4.Preferenceandhobbies
(1)WhichTVprogramdoyoulikebetter,SoccerNightorAnimalWorld?
(2)IpreferAnimalWorldtoSoccerNight.
Ⅱ.Teachingaids教具
磁带/录音机/写有阅读任务的小黑板或课件/一张叼着玫瑰花的狗的图片/一张普京的图片/一张动物世界的图片
Ⅲ.Five-fingerTeachingPlan五指教学方案
Step1Review第一步复习(时间:16分钟)
检查作业，导入新课。
1.(检查作业，把此项活动作为对学生学习活动的督促。)
T:Areyoureadytoshareyourhomeworkwithus?
Ss:Yes.
T:Whowantstoreadyourreportinclass?
S1:Letmetry.
(教师边问边注意学生的反映，检查他们作业的完成情况，让表现积极的某个学生汇报调查报告。选取几篇优秀的材料张贴以示鼓励。)
2.(进行Brainstorming，激励学生用英语表达电视节目名称。)
T:WhatTVprogramsdidyouwatchinthisweek?
Ss:TVplays,news,sportsshows,entertainmentshows.
T:We’velearntmanyexpressionsofTVprograms.But
couldyousaysomenamesofTVprograms?
(教师呈现动物世界的相关图片。)
T:WhatTVprogramdoyouthinkitis?
Ss:AnimalWorld.
T:Great.Whataboutthispicture?
(教师呈现罗京的图片。)
Ss:CCTVnews.
T:Goodjob!Thereisaform,pleasegiveanexampleofTVprogramtofillintheblanks.
(把写有上述表格的小黑板呈现给学生。表格最后部分的省略号表示此内容可充分扩展。)
T:Now,youaredividedinto5groups.Pleasegiveusmoreinformationassoonaspossible.Thegroupthatthinksoutthemostisthewinner.Let’sbegin.
T:Stophere!Group1,howmanyTVprogramnamesdoyouhave?
S2:4.
T:Whatarethey?
S2:TheyareLucky52,TheSameSong,AnimalWorldandCartoonCity.
(教师再检查其他组搜集的情况，作出总结。)
3.T:TherearesomanywonderfulTVprograms.S3,whichTVprogramdoyoulikebetter,SoccerNightorAnimalWorld?
S3:IwouldratherwatchAnimalWorldthanSoccerNight.
T:Why?
S3:BecauseIcanlearnalotaboutanimalsinAnimalWorld.
T:Good.Whichprogramdoyouprefer,Lucky52orTheSameSong,S4?
S4:IwouldratherwatchTheSameSongthanLucky52.
T:Couldyouexpressyourideainanotherway?
S4:IpreferTheSameSongtoLucky52.
T:Youarewonderful.WhydoyoupreferTheSameSongtoLucky52?
S4:BecauseIenjoymusic.
(在对话过程中，教师尽量把表达偏爱和喜好的不同句式运用起来，唤起学生对旧知识的回忆，并养成归纳和总结的学习习惯。)
T:Pleaseworkinpairs.Askyourpartner’spreferenceandtellyour
partnerwhatprogramyoulike.
(学生配对练习。)
4.(引出新单词。)
(拿出小狗的图片。)
T:Lookatthedog!Therearealotofphrasesaboutthedoginthissection.Forexample,ahomelessdog,arunningdog.Whatcharacteristicsdoesadoghave?
Ss:Friendlyandlovely.
T:Yes,andit’sveryhonest.“Honest”meansnottellinglies.
Anhonestmannevertellsalie.
(板书新单词，标出读音，领读，并讲解其含义。)
honest/I/adj.nottellinglies
Anhonestmannevertellsalie.
tellalie撒谎
T:Whoisthemosthoneststudentinourclass?
Ss:Me.
T:Maybeyouarehonestifyoutellthetruth.Whoisnothonestinourclass?
Ss:Nobody./Heisnothonest.
(在一种轻松幽默的气氛中练习新单词。)
Step2Presentation第二步呈现(时间:12分钟)
学习1a。
1.(教师呈现小狗叼着玫瑰花的图片。)
T:Lookatthepictureagain.Couldyoudescribeit?S1,please.
S1:Thereisadoginthepicturewitharoseinitsmouth.Thedog
looksverylovely.
T:Great!Whatdoyouthinktherosemeans?
S1:Usually,rosesmeanlove.Maybethedoglovesitsownerverymuch.
T:Thankyou.S2,Whatdoyouthinkofthedog?
S2:Ithinkthedogisapet.Itisveryfriendlytoitsowner.
T:Whatyousaidisveryreasonable.Whatelsedoyouthinkofit,S3?
S3:Ithinkoftwophrases,Itis“amaddog”and“adogcatchingamouse”.
T:Iseewhatyousaid,youmeansadoglikestryingtocatchmice.Anythingelse?
S4:Arunningdog.
2.(阅读1a。)
T:Yes.TherearedifferentfeelingstowardsdogsbetweenChinaandwesterncountries.Now,turnto1aonpage29.Readthetextandthenfinish1b.
(让学生独立阅读，教师到学生中了解学生的阅读情况，并指导学生养成良好的阅读习惯。)
T:Mostofyouhavefinished.Atfirst,answerthequestionsaccordingtothetext.
(教师把写有阅读任务的小黑板呈现给学生。)
(1)DoChinaandwesterncountrieshavedifferentcultures?
(2)Whatdoesaluckydogmean?
(3)Howmanyphrasesaboutdogsdoyouknow?
(4)ArerosesthesymbolofloveinChinaasinwesterncountries?
T:S5,pleasegiveyouranswertoNo.1.
S5:Yes,theydo.
T:Rightorwrong?
Ss:Right.
T:S6,haveyougottheanswertoNo.2?
S6:Yes.Itmeansapersonwhohasgoodluck.
T:S7,youanswerQuestion3.
S7:Ahomelessdog,amaddog,arunningdog,adogcatchingamouse,aluckydog，everydoghasitsday,sickasadog.
T:Wonderful!S7,whatdoes“everydoghasitsday”mean?
S7:Itmeanseachpersonhasgoodluckattimes.
T:Youaregreat.No.4,S8,couldyou?
S8:Yes,itis.
3.(完成1b。)
T:Now,let’sgoto1b.Fillintheformaccordingto1a.Youcanuse“negative”or
“positive”andalsoaddyourownopinions.
(学生独立做作业，教师指导学生用negative和positive填写，并能用自己的语言来阐述观点，最后核对。)
T:Finished?Let’scheckyouranswers.
Step3Consolidation第三步巩固(时间:5分钟)
巩固1a。
1.(听磁带。)
T:We’vegraspedthemainideaofthetext.Now,listentothetapeandpayattentiontoits
pronunciationandintonation.
(播放磁带，让学生纠正自己的语音语调，并进一步加深对课文内容的理解。)
2.(播放磁带时，教师在黑板上安排下列巩固任务。)
(1)Thetitleofthetext:
(2)Themainideaofparagraph1:
(3)Themainideaofparagraph2:
(4)Drawtheconclusion(结论):
T:Maybemostofyouaresureofthetext.Let’ssetouttothetaskontheblackboard.S1,pleasecometotheblackboardandwritedownyouranswers.
(让学生学会理解文章的整体结构，培养严密的逻辑思维能力。)
S1:OK.Letmetry.
T:Theotherscanwritedownyouranswersonapieceofpaper.
(完成后核对答案。)
T:Now,checkyouranswers.
Theanswersare:
(1)Title:DifferentCountriesHaveDifferentCultures
(2)Themainideaofparagraph1:SomedifferentwordsareusedinChinaandinwestern
countries.
(3)Themainideaofparagraph2:Taketheword“rose”forexampleanddiscusssimilar
wordsusedinChinaandinwesterncountries.
(4)Conclusion:Thewordsareusedinpositiveornegativewaysindifferentcultures.
3.(根据1b所填的表格，复述1a。)
T:Pleaseretell1aaccordingto1b.
Step4Practice第四步练习(时间:7分钟)
学习2a，完成2b。
1.(让学生把2a中的图片与英文表述匹配，然后听录音并用数字标出。)
T:Matchthepictureswiththeirnames.Thenlistenandnumber.
2.(实践活动一，组织学生对表达偏爱和爱好的句式进行归纳总结，进行拓展练习。)
T:Boysandgirls,ifyouwanttoexpressyourpreferenceandhobbies,howmanywayscanyoushow?Let’splayagame.Eachonesaysasentenceonebyoneassoonaspossible,butyoucan’trepeatothers’.S1,youplease.
(教师可要求学生按座次的先后顺序进行。)
S1:Iwouldratherstayathomethanhangout.
S2:Helikesplayingbasketballbetterthanplayingfootball.
S3:TheypreferLucky52toHappyDictionary.
S4:Whichsportwouldyouratherhave,runningorfishing?
S5:Whichdishdoyoulikebetter,fishorsteak?
S6:Whichfruitdoyouprefer,appleororange?
...
T:Howwonderfulyouare!Therearemanydifferentwaystoexpressyouropinions.
3.(小组对话，完成2b。)
T:Lookattheexampleof2b.Thenmakedialogsinpairsaccordingtothepicturesof2a.
Step5Project第五步综合探究活动(时间:5分钟)
收集谚语，设计电视节目。
1.(谚语集锦。拓展学生知识面，增强理解能力。)
T:Inthesection,we’velearntsomeproverbsandfamoussayings,forexample,Everydoghasitsday.Therearesomeothersontheblackboard.Trytograsptheirmeanings.
(教师出示写有下列谚语的小黑板。)
(1)Nothingisdifficultifyousetyourmindonit.
(2)Afriendinneedisafriendindeed.
(3)AllroadsleadtoRoman.
(4)Theearlybirdcatchestheworm.
(5)Nopains,nogains.
(6)Wastenot,wantnot.
T:TrytotranslatethemintoChineseinaneasyway.
(学生们各抒己见。)
2.Homework
电视节目设计方案:
(1)节目名称:TalksonDifferentCultures(不同文化访谈)
(2)节目风格(style)
(3)表现形式(form)
(4)选择收集的信息内容(information)
信息内容:①交际话题的差异
②对不同事物的情感态度
③一些有哲理的谚语
④不同的风土人情

九年级英语下册Unit6Topic2SectionA教案(仁爱版)

每个老师在上课前需要规划好教案课件，大家在细心筹备教案课件中。只有写好教案课件计划，才能促进我们的工作进一步发展！你们到底知道多少优秀的教案课件呢？以下是小编为大家收集的“九年级英语下册Unit6Topic2SectionA教案(仁爱版)”但愿对您的学习工作带来帮助。

SectionA

SectionAneeds1period.SectionA需用1课时。

Themainactivitiesare1aand3a.本课重点活动是1a和3a。

Ⅰ.Aimsanddemands目标要求

1.Masternewwordandphrase:

makeupone’smind,work

2.Reviewdifferentkindsofclauses.

(1)attributiveclauses

(2)adverbialclauses

(3)objectclauses

3.Learnaboutsomefamouspaintersandtheirpaintings.

Ⅱ.Teachingaids教具

录音机/不同风格的图画及其作者画像或图片

Ⅲ.Five-fingerTeachingPlan五指教学方案

Step1Review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:DidyouwatchTVlastnight?

S1:Yes,Idid.

T:Whatprogramdidyouwatch?

S1:Iwatched...(让学生说出节目名称。)

T:Whatwasitabout?

S1:Itwasabout...(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:DidyouwatchTVlastnight?

T:Yes,Idid.

Ss:Whatprogramdidyouwatch?

T:Iwatchedaneducationalprogram.

Ss:Whatwasitabout?

T:ItwasastoryaboutVincentvanGogh.HewasafamousDutchartist.It’sapitythathediedwhenhewasveryyoung.Thecolorsinhispaintingsarebrightandbeautiful.

(板书画线部分，让学生们猜VincentvanGogh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。)

VincentvanGogh:Dutchartist

T:“Dutch”meanspeoplefromHolland,languagespokeninHollandandotherthingsaboutHolland.Iwantsomestudentstosaysomethingaboutthegreatartist,VincentvanGogh,whocan?Handsup!

(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:Doyoulikedrawing?

S2:Yes.

T:Whatdoyouknowaboutpaintings?

S2:...

(让学生根据自己的情况说一些内容。)

T:Ifyouwanttolearnmoreaboutpaintings,youcangotoBeijingNationalArtGallery.

(板书画线部分，让学生朗读，并了解短语的含义。)

BeijingNationalArtGallery

T:Doyouwanttobeanartist?

Ss:Yes,...

(引导学生做肯定回答。)

T:Whatwillyoudoifyouwanttobeanartist?

Ss:...

(引导学生说一些做法。)

T:Yes.Ifyouwanttobeanartist,youmustworkveryhard.

(让其他学生模仿造句，教师总结观点。)

S3:Ifyouwanttobeanartist,youmustgotoartclasses.

S4:Ifyouwanttobeanartist,youmustwatchthingscarefully.

S5:Ifyouwanttobeanartist,youmustworkveryhard.

(板书画线句子，总结条件状语从句。)

Ifyouwanttobeanartist,youmustgotoartclasses.

Ifyouwanttobeanartist,youmustwatchthingscarefully.

Ifyouwanttobeanartist,youmustworkveryhard.

T:BeijingNationalArtGalleryisagreatplaceforyoutogo.Ifyoudon’tknowmuchaboutart,youcanasksomebodywhoknowsarttogowithyou.Ifyoudon’tknowtheway,youcanaskyourfriendswhoknowthewaytogowithyou.

(板书定语从句，并归纳。)

Youcanasksomebodywhoknowsarttogowithyou.

Youcanaskyourfriendswhoknowthewaytogowithyou.

(引导学生们用含有定语从句的句子回答问题。)

T:Whocanyouasktogowith?

S6:Icanasksomebodywhohasacartogowithme.

S7:Icanasksomebodywhoishelpfultogowithme.

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:Doyouwanttobeanartist?

S10:No,Idon’t.

T:Why?

S10:BecauseImustworkveryhard.

(教师对学生观点作出总结。)

T:Nowyouknowthatitisnoteasytobeanartist,youcandecidewhetherornotyouwanttobeanartist.Ifyoustillwanttobeanartist，youmustknowhowhardyoumustwork.

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’sdoacontest.Allthegirlsinonegroup:G,alltheboysintheothergroup:B.Youcanchallengethemembersoftheothergroup.

(第一轮，用if条件状语从句。)

T:Let’smakesentenceswith“if”.Iwillmakethefirstsentence.

(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:Iwillgototheparkifitisfinetomorrow.(T→B1)

B1:Iwillgotoschoolifitisfinetomorrow.(B1→G1)

G1:IwillgototheNationalArtGalleryifitisfinetomorrow.(G1→B2)

B2:...

...

(第二轮，用定语从句。)

T:Ilikebookswhichhaveinterestingstories.(T→B1)

B1:Ilikepaintingswhichhavebeautifullandscapes.(B1→G1)

G1:…

…

(第三轮，用条件状语从句。)

T:××saidhewouldhaveagoodrestifhehadenoughtime.(T→B1)

B1:Ifyouwouldn’tknowtheway,youcanaskyourfriends.(B1→G1)

G1:…

…

(教师宣布结果，并给予奖励。)

Step2Presentation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:Todaywe’lllearnsomethingaboutSteve,hewantstobeanartistlikeVincentvanGoghbecausehelikesVincentvanGogh’sworksverymuch.Nowlistenandfindtheanswerstothefollowingquestions:

(1)What’sthemostimportantthingsStevethinksaboutpaintings?

(2)WhenishegoingtoBeijingNationalArtGallery?

(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:Pleasefindoutthecomplexsentencesandpointouttheirtypes.

(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:MyfavoritecityisBeijing.InBeijingIcanvisittheGreatWall.Wecanalsosay:MyfavoritecityisBeijingwhereIcanvisittheGreatWall.(先行词是地点名词通常用where引导。)

(让学生组合句子。)

Thisisthehouse.InthehouseIhaveeverlived.

Answers:①ThisisthehousewhereIhaveeverlived.

②ThisisthehouseinwhichIhaveeverlived.

Step3Consolidation第三步巩固(时间:5分钟)

巩固1a。

1.(放1a录音，让学生跟读。)

T:Followthetape,andpayattentiontothepronunciationandintonation.

2.(两人一组表演1a。)

T:Workinpairs.Actoutthedialog.

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:Readthedialogbyyourselvesandpayattentiontothecomplexsentencesontheblackboard.Thensummarizethekindsofthesentences.

4.(完成1b。)

T:Discusswithyourpartnerwhetheryouwanttobeanartistornot.Check(√)thereasonsof1b.ThenI’llasksomeofyoutosay.

Example:

IwanttobeanartistbecauseIlikepainting…

5.(呈现第34页3a的图片，引出对图画的分类，并学习生词。)

T:Inthispicturewecanseeawoman.It’saportrait.ItisLeonardo

daVinci’swork.

(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。)

portraitlandscape

(领读生词并对图片进行描述，为学生自己描述奠定基础。)

Step4Practice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:Lookatthepicture.HeisSteve’sfavoriteartistVincentvanGogh.StevelikesVincentvanGogh’sworksverymuch，becausethecolorsinhispaintingsarebrightandbeautiful.Hispaintingsbelongtotraditionalarts.

(1)Doyouhaveafavoriteartist?Whoishe/she?

(2)Whydoyoulikehis/herpaintings?

(3)Whatkindofartdoyouprefer,modernartsortraditionalarts?

(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:MyfavoriteartistisQiBaishi.Heshowsgreatlovetolifeinhispaintings.Hispaintingsbelongtomodernarts.

(四人小组活动，描述自己喜欢的艺术家。)

T:Workingroupsoffouranddescribeyourfavoriteartistaccordingtothemodels.

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:Pleasetakeoutthepicturesyouhave.Describethem.

(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:Whattypesofpicturesarethey,portrait,landscapeoranimal?Whoarethepainters?Whatfeelingsdotheyshowinthepictures?

PictureTypePainterDescriptionofthepicture

Picture1

Picture2

Picture3

Picture4

Picture5

T:Haveyoueverreadanybooksaboutartists?Ifso,pleasetellyourclassmatesastoryofyourfavoriteartist.

Example:

MyfavoriteartistisLeonardodaVinci.HewasfromItaly.Whenhewasveryyoung,helikeddrawingverymuch.Fromdrawinganegg,helearnedhowtobeagoodartist.Inhispictures,heshowsdeeplovetohislife.HismostfamousworkisMonaLisa.

(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。)

MyfavoriteartistisLeonardodaVinci.

Heshowsdeeplovetohislife.HismostfamousworkisMonaLisa.

S1:Myfavoriteartistis...He/Sheshowed...inhis/herpictures.His/Hermostfamousworkis...

Step5Project第五步综合探究活动(时间:5分钟)

完成3b.

1.(让深处拿出自备的图画，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。)

2.(学生完成调查表后，把调查结果汇报给全班同学。)

T:Youcanreportittoyourclasslikethis:

KangkanglikesXuBeihong’spaintingsbest.Becausethehorsesinhispicturesareverypowerful.

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’sapitythathediedyoung.含有主语从句的复合句，thathediedyoung是真正的主语，it是形式主语。可译为:真可惜他英年早逝。

九年级英语下册Unit6Topic2SectionD教案(仁爱版)

教案课件是老师不可缺少的课件，大家应该在准备教案课件了。只有规划好教案课件工作计划，才能使接下来的工作更加有序！你们会写多少教案课件范文呢？为满足您的需求，小编特地编辑了“九年级英语下册Unit6Topic2SectionD教案(仁爱版)”，供您参考，希望能够帮助到大家。

SectionDneeds1period.SectionD需用1课时。

Themainactivitiesare1aand4.本课重点活动是1a和4。

Ⅰ.Aimsanddemands目标要求

1.Masternewwordandphrase:

fly,can’thelpdoing

2.SumupthesentencepatternsandusefulexpressionsinTopic2.

3.Improvelistening,speakingandwritingskillsofthestudents.

4.Goontalkingaboutartandliterature.

5.Learnaboutseverallitterateursandartistsathomeandabroad.

Ⅱ.Teachingaids教具

录音机/文学艺术作品/图片

Ⅲ.Five-fingerTeachingPlan五指教学方案

Step1Review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:Inthistopicwe’velearnedsomeartistsandtheirworks.Youcanappreciatetheirworks.Let’sdiscussthestylesoftheirworks.

(1)(讨论凡高。)

T:Whoisthisman?

Ss:HeisVincentvanGogh.

T:Wherewashefrom?

Ss:HewasfromHolland.

T:Whatdidhedo?

Ss:HewasagreatDutchartist.

T:What’shisstyle?

Ss:Hispaintingsexpressstrongfeelings.Also,hispaintingsareverylivelywithbrightcolors.

(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:Theyhavesomedifferentpointsthoughtheirpaintingsbelongtothesametype.Whattypeofpaintingsdidtheypaint?

Ss:Theypaintedlandscapes.

T:Whatarelandscapesabout?

Ss:Theyshowbeautifulscenes.

T:What’sthedifferencebetweentheirpaintings?

Ss:Thewaytheyshowthingsinthedistance.

(4)(讨论达芬奇。)

T:Whoisthisman?

Ss:HeisLeonardodaVinci.

T:Wherewashefrom?

Ss:HewasfromItaly.

T:What’shismostfamouspicture?

Ss:MonaLisa.

T:Whattypedoesitbelongto?

Ss:Itbelongstoportrait.

T:Whatareportraitsabout?

Ss:Theyareaboutpeople.

(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:Weknowthreetypesofpicturesnow.Pleasetellthemrespectivelyanddescribethem.

(让同学们对自己的图画进行描述。)

S1:Thisisaportrait.It’sdrawnby….Inthispicture,wecansee...

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:Inliteraturetherearemanyfamouscharacters.WeknowmoreabouttheMonkeyKingandHarryPotter.Wecandiscussthemtogetheragain.

(1)(讨论《西游记》。)

T:What’sthepictureabout?

Ss:It’sapictureofJourneytotheWest.

T:Whoisyourfavoritecharacterinthenovel?

Ss:TheMonkeyKing.

T:Why?

Ss:Becauseheisverypowerful.Hewonmanybattleswithhisfriends.

T:Whatareyoumostinterestedinabouthim?

Ss:Hecanchange.

T:Yes.Hecanchange.Healwaysturnshimselfintootherthingsorpeople.Sometimesheturnshimselfintoasmallthing,assmallasabee.

(2)(讨论《哈里波特》。)

T:Thisisapictureofanotherliterature—HarryPotter.Whoisyourfavoritecharacterinthenovel?

Ss:HarryPotter.

T:Why?

Ss:Becauseheisverybrave,handsomeandkind.Hehasmanypowers.Hecanflyandwantstoprotecthisfriendsfromdanger.

3.(让学生们说出自己喜欢的文学作品中的人物形象。)

T:Tellotherswhoisyourfavoritecharacter.Whydoyoulikehimorher?

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:Thecharactersyoulikebestareallbrave,cleverorkind.Theyarealwaysthemain

charactersintheworks,wecallthemheroesorheroines.Wecanlearnmuchaboutlife

fromtheirstories.

Step2Presentation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’slistento1aandfindtheanswertothequestion:Whoarementionedinthispassage?

(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:ComparethesimilaritiesanddifferencesbetweenHarryPotterandtheMonkeyKing.Youcandoitwithyourpartner.

Thesimilarities:canfly,bothbraveandclever.

Thedifferences:HarryPottertheMonkeyKing

1)supperpower1)funnybehavior

2)protecthisfriendsfromdanger2)isgoodathiding

3)handsomeandkind3)hidesbyturninghimselfintoasmalllivingthing

3.(让学生听录音并跟读。再一起朗读。)

T:Listentothetapeagainandreadafterit.Thenreadthepassagetogether.

Step3Consolidation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:ReadbyyourselvesanddescribeHarryPotterandtheMonkeyKing.

S1:HarryPotterhasmanypowers.Hecanflyandprotecthisfriendsfromdanger.Heisnotonlybrave,butalsohandsomeandkind.

S2:TheMonkeyKingisabravehero.Heisverycleverandfunny.Heoftenbehaveslikeachildandmakesuslaugh.TheMonkeyKingcanflyandheisgoodathiding.Hehidesbyturninghimselfintosmalllivingthings,suchasabee.

2.(让学生们描述其他文学作品中的人物形象。)

T:Whoisyourfavoriteheroinliterature?Describetheherowithafewsentencestoyourpartner.

3.(教师总结，对学生们进行情感教育。)

T:Theheroesyoumentionedareallverysuccessful.Butwhosucceedsallbyhimself?

Ss:...

T:Noonecansucceedallbyhimself.Theyalwaysneedthehelpfromhisrelativesorfriends.Onetreecan’tmakeaforest.Wemustworktogetherwithothers.

(板书画线部分,复习此谚语。)

Onetreecan’tmakeaforest.

Step4Practice第四步练习(时间:15分钟)

完成2和3。

1.(呈现2的图片。)

T:Doyouknowthesepeople?Ifso,tellyourpartnerwhatyouknowabouttheirworks.Youcanusethefollowingwordstohelpyou.

(1)XuBeihong:Heiswell-knownfortraditionalpaintingsofhorses.HismostfamouspaintingsarecalledRunningHorses.Thehorsesinhispaintingsareverypowerfulandenergetic.

(2)BingXinisgoodatwritingnovelsforchildren.WeallknowALettertotheYoungReadersandAnotherLettertotheYoungReaders.

(3)WilliamShakespeareisknownforhisplaysandpoems.HismostfamouspoemisHamlet,andhismostfamousplayisRomeoandJuliet.Inthatplay,heshowsthegreattruelovebetweentwoyoungpeople.

(4)LeonardodaVinciisknownfortheportraitofMonaLisa.Thesmileonherfaceisverymysterious,noonecancorrectlytellwhatkindofsmileitis.

T:Doyoulikepaintings?

Ss:Thatdependsonwhattypesofpaintingsyouaretalkingabout.

(板书画线部分，复习固定句式:Thatdependson...)

Thatdependsonwhattypesofpaintingsyouaretalkingabout.

T:Doyoulikeportraits?

Ss:No,Ilikelandscapesbetter.Theyshowbeautifulscenes.PerhapsthatisthereasonwhyIprefertopaintlandscapes.

(板书画线部分，复习固定句式:Thatisthereasonwhy...)

PerhapsthatisthereasonwhyIprefertopaintlandscapes.

T:Doyoulikereadingbooks?

Ss:Yes.Wecanlearnmuchaboutlifebyreadinggoodbooks.

(教师总结，加深学生对文学和艺术的了解。)

T:Fromthepaintingsandtheliterature,wecanlearnmuchaboutthesociety,thehistoryandsomepoliticalproblems.Thescientistsandthewritersareverygreat,theycanshowsomanythingstous.Wemustlearnfromthem.

2.(完成3。)

T:Lookattheexpressions.Listentothetapeandreadafterit.

Step5Project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:Lookatthepicturesin4andnumbertheminrightorder.

(让学生对6幅图逐个进行描述，并核对答案。)

T:Let’slookatthesepictures.Whocandescribethem?

S1:TheMonkeyKingisjumpingoutofastone.

S2:Theyfourgotothewesttogether.

S3:TheMonkeyKingisunderthemountain.

S4:TheMonkeyKingisfightingintheheaven.

S5:TheMonkeyKingthanksXuanzang.

S6:TheMonkeyKinghasaspecialstick.

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:Pleasefillintheform.

NameWorksTypeStyle/Story

3.Homework

Findandappreciatesomeforeignartsandpoems.

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