联系本站客服加+微信号15139388181 或QQ：983228566 |
视频标签：the world
所属栏目：初中英语优质课视频
视频课题：仁爱科普版英语九年级下册Unit 5 Topic 1 China attracts millions of tourists from all over the world Section D 广东省优课
本视频配套资料的教学设计、课件 /课堂实录及教案下载可联本站系客服
仁爱科普版英语九年级下册Unit 5 Topic 1 China attracts millions of tourists from all over the world Section D 广东省优课
科普2011课标版 九年级下册 Unit 5 China and the World
Topic 1 China attracts millions of tourists from all over the world.
Section D
Analysis of teaching materials
The topic of this lesson is traveling. The target is to use attributive clauses led by “that” or “which” to describe places of interest in China. In this lesson, the teacher integrates the materials and designs speaking, listening, reading and writing tasks to help students acquire and use the attributive clauses. The teaching materials are adapted to suit students’ learning needs. to get students be involved in the lesson, the teacher designs a scenario in which a student called Jason needs to design a travel route for his mother as a present for Mother’s Day, and the rest of the students in class need to help him.
Analysis of students
The students of Class 8, Grade 9 are aged from 14 to 15. They are curious, active and fond of different activities. Besides, this lesson’s topic—traveling and helping others are closely to their daily life.
Before this lesson, the students have learned attributive clause in Unit 4. However, they have not learned to use attributive clauses to describe objects specially. Thus, this lesson guides them to observe and summarize as well as applying the attributive clauses into use.
The thought of teaching designs
This is a grammar lesson based on task-based teaching approach. The target content of this lesson is to use attributive clauses led by “that” or “which” to describe objects. To get students involved, the students are divided into 6 groups to have a competition. The thoughts of teaching designs are as follows: 1. Lead-in: The teacher plays a video in which a student called Jason wants to take his mother travel around China as a present for Mother’s Day. So he needs the students in Class 8, Grade 9 to design a travel
guide for his mother. 2. Main plot line: there are 6 parts in this lesson. They are: 1) Students watch a video to know about places of interest in China. 2) Students recommend more places of interest that they know in China to Jason’s mother. 3) Students read an email from Jason’s father to get to know about the place that Jason’s mother likes. 4) Students work in groups to design a travel route for Jason’s mother. 5) The groups introduce the travel route to Jason through video call. 6) Students write down their ideas about the travel route and send the information to Jason tonight.
2
3. Experience the target language: students experience the target language with rich input in introducing places of interest to Jason’s mother through speaking, listening, reading and writing tasks. In this way, the students can first observe and learn the use of attributive clauses led by “that” or “which” and then apply them into use.
4. Practice: To get students involved, the tasks of this lesson are based on contexts and technology-aided. For instance, the students need recommend places of interest in China with attributive clause. Meanwhile, the students need to match the attributive clauses on their iPad, which stimulates their learning enthusiasm.
5. Cultivation of thinking abilities: After watching a video about places of interest in China, the students need to observe the sentences that they used and find out the similarities of these sentences. This part helps to cultivate the students’ independent and critical thinking. Meanwhile, before writing down their travel guide, the students need to discuss with their peers to design a route. This cultivates the students’ teamwork spirit.
本课是一节基于任务的语法课。本节课的学习目标是使用由“that”和“which”的定语从句描述中国的风景名胜。为了充分调动学生的积极性，教师把学生分为六组，进行贴图比赛：每回答一个问题就可以获得一定数量的贴纸，看哪组最快获得所有贴纸，并拼出对应的风景名胜。这些评价的贴图还能用于最后总结环节的造一个定语从句修饰其中一个景点，较为高效。本节课的设计思路如下：
1. 导入：教师播放视频：一名叫做Jason的学生想要带他妈妈游玩中国，作为母亲节礼物。但是他不熟悉中国，需要上课的学生帮助他设计一份中国的旅游攻略。
2. 主线设计：本节课重要分为六部分：1）学生观看视频，了解中国的风景名胜（句子呈现）；2）学生向Jason推荐更多他们所知道的风景名胜（对话操练）；3）学生阅读邮件，找出Jason的妈妈喜欢的地方（阅读训练）；4）小组合作，设计一条旅游路线（小组合作）；5）各小组通过实时视频通话的方式向Jason介绍他们的旅游路线；6）学生写下他们的旅游攻略，并把信息发给Jason.
3. 感知语言，发现规律：通过充分的语言输入，学生能更好地感知和体验语言。通过使用句子描述中国的风景名胜后，学生能观察并总结由“that”或者“which”引导的定语从句的用法，并将其应用于听说读写的任务之中。
4. 操练：本节课基于语境和高科技辅助，为学生提供了大量的操练方式。例如，学生需要通过实时通话的方式，使用定语从句，向Jason介绍他们的旅游路线；同时，学生也需要在平板上进行听力，完成相应的定语从句的句子的配对。这些形式的操练都能极大地激发学生的学习兴趣。
5. 培养思维能力：在使用句子对中国的风景名胜进行描述后，学
3
生需要观察这些句子的共同点。这帮助培养了学生的独立思维能力。此外，在独自写旅游攻略之前，他们需要在小组内进行讨论，培养了他们的交流能力和合作能力。
Teaching Aims
Aims
Knowledge Aims 1. to understand the structure of attributive clause led by “that” or “which”
2. to use attributive clauses to describe places of interest in China
Ability Aims
1. to be able to talk about and write about places of interest in China
Moral and Emotional Aims
1. To appeal to Ss to love their own country and protect the environment while traveling
2. To teach students to care about their parents
Important Points To understand and practice the attributive clause led by “that” or “which ”
Difficult Points The structure and the application of attributive clauses led by “that” or “which”
Teaching Method
Situational Teaching Method, Communicative Teaching Method, Task-based Teaching Method, Group Cooperation
情景教学法、交际教学法、任务型教学法、小组合作
Teaching Tools
1. Multimedia devices: PPT, forclass, Micro-lesson, FaceTime and iPad 2. Work sheet, stickers
1. 多媒体设备：PPT、forclass授课系统、FaceTime视频通话软件、视频、平板 2. 练习纸，贴纸
Teaching Process
Teaching Steps Teacher’s activities Students’ activities
Design purpose
Lead in: setting the task: making a travel guide for Jason’s mother 1. Teacher tells students, the next Saturday is an important day-Mother’s Day, and asks: What do you plan to do for your mother? 2. Teacher plays a video to let Ss know that another student called Jason wants to take his mother travel
around China to give her a surprise,
1. Ss talk about their plans
for Mother’s Day.
2. Ss watch the video and
know about Jason’s plan for Mother’s Day. 3. Ss are willing to help
Jason. 1. Ss can be led to the topic
of traveling naturally. 2. The video can stimulate
the Ss’ learning interest and enthusiasm.
3. This part sets a scenario
and a task for Ss, which makes the learning more
4
and he needs help from students to make a travel guide.
3. Teacher asks Ss whether they are
willing to help Jason.
effective.
Step 1 of making a travel guide: Watching a video to know about places of interest in China
Teacher plays a video about places of interest in China. Ss watch the video, and get to know the information about places of interest in China
1. The visual images attract
the Ss attention.
2. This part helps to lay a
foundation for the presentation of sentences.
Step 2 of making a travel guide: Learning to describe these places 1. Teacher asks Ss: why these places are famous? 2. Teacher shows some attributive sentences to describe some places of interest in China.
3. Teacher shows the attributive
clauses used just now, and asks: what do these sentences have in common?
1.
Ss learn some attributive sentences to describe places of interest in China. 2.
Ss apply some attributive sentences to describe some places.
3.
Ss observe the attributive sentences and conclude the structure of
attributive sentences. Ss learn the struture through practice and observtion. Thi helps enhance the Ss’ critical thinking abilities and cultivate independency. Step 3 of making a travel guide: Recommending more places for Jason’s mother
1. Teacher has the following
conversation with a student: A: What other places do you think Jason’s mother will like? B: I think she will like …. A: Why?
B: Because it is a …that/which +句子. A: Wow, it sounds like a … that/which + 句子.
B: Yes. You can go there this summer vacation.
2. Teacher invites some Ss to act out
the conversation.
1.
Ss use the sentences to recommend more places for Jason’s mother. 2.
Ss act out the conversation in front of the class. 1. The pair work is set within contexts, which can stimulate the Ss’ learning enthusiasm effectively. 2. The Ss can practice and
enhance the attributive clause led by “that” or “which”
Step 4 of making a travel guide: Listening to a tape and find out a famous place 1. Teacher plays a record. 2. Teacher invites a student to match the information on the whiteboard. 3. Teacher checks the answer of Ss.
1. Ss listen to the record
and match the information.
2. Ss find out which place it
is based on the
information and do the multiple choices on iPad.
By doing the matching, the Ss can enhance the structure and the use of attrbuitive clauses led by “that” or “which”.
5
Step 5 of making a travel guide: Reading an
email to find out the place that Jason’s mother likes
1. Teacher shows Ss the email that she
received from Jason’s father. 2. Teacher asks Ss to read the email
and finish the information card. 3. Teacher checks the answers of Ss.
1. Ss read the email on iPad
and then finish the questions.
2. Ss find out the place that
Jason’s mother likes.
Ss can apply the use of
attributive clauses in reading.
Step 6 of making a travel guide: Designing a travel route for Jason’s mother
Teacher asks Ss to work in group of 6 to design a travel route for Jason’s mother based on the information got in this class.
Ss work in group of 6 and design a travel route for Jason’s mother.
1. Ss can enhance their
communication skills and cooperatives abilities.
2. Ss can enhance their oral
English and apply the attributive clauses.
Step 7 of making a travel guide: Introducing the travel route to Jason through video call
1. Teacher makes a video call to Jason. 2. Teacher invites some groups to share their travel route to Jason. Ss come to the front of the classroom and introduce the
travel route to Jason through
video call. 1. This part activates the
classroom atmosphere. 2. The Ss can enhance their
speaking skills.
Step 8 of making a travel guide: Introducing the travel route to Jason through video call. 1. Teacher asks Ss to write down their
travel guide and send it to Jason tonight.
2. Teacher invites some Ss to share
their writing.
3. Teacher checks the writing. 1. Ss write down their
travel route and share their writing through forclass.
Ss can learn to use attributive clauses in writing.
Summary
1. Teacher summarizes the contents of
this lesson.
2. Teacher invites Ss to write down the
structure of attributive clause.
Ss have a summary on the contents of this lesson as well as the structure of attributive clause led by “that” or “which”.
This helps the Ss have a better understanding on the knowledge.
Homework
Perfect your travel guide and then send it to Jason’s mother.
视频来源：优质课网 www.youzhik.com
