Ⅰ. Material analysis

本課是九年級第五單元第一個話題的第一課時，主要活動為1a和3。以Susanna來到北京與父母團聚作為切入點引出本課的學習，了解我們偉大祖國的名山大川和其它旅游勝地。我們將學習用that/which引導的定語從句準確地描繪這些名勝古跡。通過本課的學習，學生將進一步認識到聽前預覽的重要性，提高自己的聽說技能，同時更多地了解我們偉大祖國的悠久歷史，激發(fā)他們對祖國的熱愛。

Ⅱ. Teaching aims

1. Knowledge aims：

1) Words and phrases:

a great number of, fetch, introduce, strange, lie in, height

2) Grammar:

掌握that /which 引導的定語從句的用法。

3) Functions:

描述風景名勝。

2. Skill aims:

1）能聽懂有關談論中國名勝的對話”，并能夠提取有用信息。

2）能用英語談論中國的一些名勝古跡。

3. Emotional aims:

1) 鼓勵學生積極參與并培養(yǎng)其樂于與他人合作的精神，在共同合作中完成學習任務。

2) 熱愛孕育了無數(shù)名山大川的偉大祖國。

4. Culture awareness:

了解祖國的悠久歷史和名勝古跡的地理位置及特色。

5. Learning strategies：

1) 學會有效地進行聽前預覽，預測將要聽到的對話的內(nèi)容，避免相似信息的干擾。

2) 搜集相關資源，積累更多的知識。

Ⅲ. The key points and difficult points

1. Words and phrases:

a great number of, fetch, introduce, strange, lie in, height

2. Sentences:

1) There are many places of interest which attract millions of tourists from all over the world every year.

2) Among them, the Changjiang River is the longest one and the second longest is the Huanghe River.

3) I can fetch you Guide to China.

4) It’s a place which/that is worth visiting.

3. Grammar:

attributive clauses (which/that)

Ⅳ. Teaching aids

多媒體課件，或黃山、長城、黃果樹瀑布、西湖、故宮的圖片，可選用歌曲大中國作為導入本課的背景音樂。

Ⅴ. Teaching procedures

Stage

（time period） Interaction

patterns Teacher activity Student activity Remarks

1 Getting students ready for learning

(3-5 mins) Class activity 1.Greeting.

2.Ask students to talk about where they have been on vacations. 1.Greeting.

2.Students show their traveling experiences and introduce what they have done and where they have been on vacations. 可用歌曲《大中國》作為學生介紹假期旅行經(jīng)歷的背景音樂，既可創(chuàng)設氛圍，又能為本課的學習作鋪墊。

2 Revision

(3 mins) Individual work Guide students to review attributive clauses. Change the sentence “China is a great country with so many places of interest.” into an attributive clause: China is a great country that has so many places of interest. 復習第四單元接觸過的簡單的定語從句的用法，引出本課學習重點。

3 Pre-listening

(2 mins) Class activity Show some pictures about places of interest mentioned in 1a and lead to the listening activity. Watch the pictures and prepare to complete the listening tasks. 激活情境。

4 While-listening

(7 mins) Individual work 1.Show the table of 1b, and ask students to read through the content of the table.

2.Play the record of the conversation. Guide students to listen and note. 1.Read through the table before listening. They may fill in some of blanks according to the knowledge they know. And try to guess other words.

2.Listen to the conversation and write down the answers or the capital letters of the words. 做好聽前預覽是完成聽力任務的保障。

提醒學生做好記錄。

5 Post-listening

(14 mins) Individual work 1.Ask two students to report the answers.

2.Play the flash of 1a. And ask students to understand something important and difficult. 1.Report the answers.

2.Watch the flash of 1a, and mark something important and difficult.

fetch的用法對一些學生來說不是很好記，可以用圖示輔助記憶：

bring take

Group work Ask students to discuss the key and difficult points in groups. Students discuss in groups to understand the conversation further in groups.

Individual work 1.Point out the key and difficult points.

2.Organize students to retell the conversation based on the table of 1b. 1.Note the key and difficult points.

2.Retell the conversation based on the table of 1b.

Pair work Ask students to talk about the pictures of 2 by following the example above them. Talk about the pictures by following the example in pairs.

6 Pre-listening

(3mins) Individual work Ask students to read through the table of 3 to prepare to finish the listening practice.

Read through the table before listening. They may fill in some of blanks according to the knowledge they know.

7 While-listening

(3 mins) Individual work Let students listen to the passage and finish the listening practice. Listen to the passage and write down the answers or the capital letters of the words.

8 Post-listening

(5 mins) Individual work Ask two students to check the answers. Report the answers.

聽力任務完成后，學生可以結合聽到的信息，根據(jù)表格進行介紹，因為聽和說作為交際的兩個方面，是不可分割的整體。聽能帶動說，說能促進聽。

Pair work Ask students to introduce the famous rivers and lakes in our country according to the table of 3. Introduce the famous rivers and lakes according to 3 to their partners in pairs. And their partners listen carefully without books. Then change the roles.

9 Summarizing and assigning homework

(3 mins) Individual work Ask two students to sum up the key points according to the blackboard. Sum up the main content of this class. 鼓勵學生課后通過查找網(wǎng)絡和書籍更多地了解本課中提到的名勝古跡，在下節(jié)課前進行分享，學會拓展學習的同時，進一步了解祖國的大好河山，激發(fā)他們對祖國的熱愛之情。

Class activity Repeat the key points. Read through what they have learnt after the teacher.

Individual work Ask students to make a note about one of the places of interest mentioned in today’s lesson after class. Make a note of the conversation. Search the Internet or look up some information in some books to know more about knowledge of the places of interest mentioned in today’s lesson.

Ⅵ. Blackboard design

Topic 1 China attracts millions of tourists from all over the world.

Section A

1. a great number of 許多，大量

2. I can fetch you Guide to China.

我可以拿《中國指南》給你。

3. introduce v. 介紹

4. strange adj. 奇怪的；陌生的

5. lie in 位于

6. It’s a place which/that is worth visiting.

這個地方值得參觀。

7. height n. 高度；身高