1、 主持人：时间 参加人员地点 办公室 主备人 课题 Unit6 Topic2 Section B教学目标1、知识与技能：1. Learn some new words and a phrase: in ones view, fly, kiss2. Learn a proverb: One tree cant make a forest.3. Learn how to describe literary works.4. Learn about Chinese classical literature and western literature.5. Cultivate the student
2、s cooperative spirit.2、过程与方法：Review, Presentation, Consolidation, Practice, Project3、 情感态度与价值观：Harry Potter and the monkey king 两个英雄人物，展示了正义之身，说明了朋友的重要性重、难点及考点分析There are difference between Attributive clauses and object clauses.课时安排 One period 教具使用 录 音 机 /挂 图 /图 片教 学 环 节 安 排 备 注Step 1 Review 第一步 复习
3、首先让学生复述上节课 1a的内容，然后检查上节课布置的作业，引导学生谈论文学作品的作者，主要人物及其性格特征，引入新课。1. (找几名学生介绍顾恺之和凡高。)T: Who can tell me something about the painters of last lesson?S1: Gu Kaizhi was a Chinese painter in the Dongjin dynasty. He was quite good at painting figures. And the landscapes in his works also look attractive S2:Vin
4、cent van Gogh was a Dutch painter. He was famous for his painting, Sunflowers. His paintings are very lively with bright colors 2. (检查作业。让学生把自己阅读的文学作品的作者、主人公及其性格特征及作者的写作风格向大家汇报。)T: Lets check your homework. Who is the volunteer? Please report it to the class.(教师可先提供示范。)T: This book is called Yongzhe
5、ng Dynasty. Its 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.S3: This book is called Its mainly about .S4: .T: Well done! In this lesson, let
6、s talk about another two books and their characters.(出示西游记和哈利波特两本书的相关图片，引出新 课。)Step 2 Presentation 第二步 呈现用上述两本小说的相关图片，引导学生谈论小说主人公的性格特点，学习 1a中的重点语言项目及部分生词，并适时地对学生进行情感教育。1. (呈现小说西游记主人公的图片，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 four people.T: Who are they?Ss: They a
7、re the characters in Journey to the West.(对于这个回答，教师可以给出适当的提示，也可以用这四个人名来回答。)T: Great! Journey to the West is one of the four classic novels of Chinese literature.(板书并让学生理解 literature；了解 classic。)classic, literature(教师继续提问。)T: Which character do you like best?(学生们可以给出不同的回答。)S1: I like the Monkey King
8、best.S2: I like Sandy best.S3: I like Pigsy best.S4: I like Xuanzang best.(当学生们给出不同的回答后，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?S1:Because he is funny and clever.T: Why do you like Sandy?S2:Because he is kind and helpful.T: Why do you like Pigsy?S3:Because he is fat and l
9、azy. He likes eating very much. He is very funny.T: Why do you like Xuanzang?S4: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 was saved at last.2. (呈现哈利波特的图片，让学生们描述其内容，为后面对各个角色的描
10、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?S5: .S6: .(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 ?S7: Because .(教师总结学生们的回答。)T: Harry is clever and brave. But in my view, without the
11、help of his friends he wouldnt become a hero.板书并让学生掌握。)in ones view(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，使其形成注重和谐及积极向上的品质。)T: The Monkey King is clever and powerful, but he cant succeed by himself. His two friends give him a lot of help. Harry Potter is very brave and clever, but he can
12、t beat his enemies by himself. He would not become a hero without the help of his friends. From that we know one tree cant make a forest. We must know how to work together with others. Then we can make a great success. Now lets listen to 1a and know more about the characters in the novels.(板书画线部分并让学
13、生猜句意。)One tree cant make a forest.3. (用小黑板板书问题，让学生带着任务听 1a，锻炼其从材料中获取信息的能力。)T: Now please listen to 1a. Then answer the following questions:(1)In order to help Harry, what did Harrys friends do?(2)Whats Kangkangs view?(听录音后，师生共同核对答案。)Key:(1)They read many books and discovered the best way to defeat t
14、heir enemies.(2)Neither the Monkey King nor Harry Potter would become a hero without the help of their friends.Step 3 Consolidation 第三步 巩固巩固 1a，完成 1b。1. (三人一组表演 1a，加深对对话的理解。)T: Lets act the dialog out. Work in groups of three.2. (小组活动，让大家一起讨论并填写表格。)T: Lets work in groups of four, and discuss the cha
15、racters in 1a with your group members. Then fill in the chart and check () your favorite character.3. (选两位学生作汇报，其他学生一起核对并对其进行补充，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. Because S2: is my favorite character. Because character The monkey kingsandy pigsy Harry potterHarrys friendsCharact
16、eristicsfunny, clever, brave honest,wise,helpfulkind,funny,a little lazy brave, handsome,kind helpful,wise Your favoritecharacter(可用小黑板或幻灯片展示上面的表格。)Step 4 Practice 第四步 练习学生谈论文学作品中他们最喜爱的人物，导入 2a。完成 2b。1. (让学生拿出自己收集的文学作品，并描述自己最喜欢的人物。)T: Please take out your literature works and describe your favorite
17、characters. Why do you like him or her? What other characters do you remember clearly? Do you like them? Why or why not?S1: .2. (完成 2a。通过活动培养学生的阅读能力。) (1)(读 2a，找出文中所提及的重点人物，培养学生获取信息的能力。)T: Lets read 2a and find the answer to the question: Who are mentioned in this passage?(读完后，教师核对答案。)(2)(对哈利波特和孙悟空进
18、行比较，以加深学生对文章的理解并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.(教师帮助总结，并板书，让学生 掌握 fly。)The similarities: can fly, both brave and cleverThe differences: Harry Potter 1)super power2)handsome and kind3)protect his frie
19、nds from danger The monkey king:1)funny behavior2) is good at hiding3)hides by turning himself into a small living thing such as a bee or a fly3. (引导学生根据 2a内容进行讨论，并适时地 进行情感教育，在讨论中完成 2b。)(1)(学生自读短文，根据文中所提供信息，描述哈利波特和美猴王。)T: Read by yourselves and describe Harry Potter and the Monkey King.S3: Harry Pot
20、ter has many powers. He can fly and protect his friends from danger. He is not only brave, but also handsome and kind.S4: 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 turn
21、ing himself into a small living thing, such as a bee or a fly.(2)(让学生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，对学生进行情感教育。)T: The heroes you mentioned are all very successful. But who succeeds all by himself?Ss: .T: No
22、one can succeed all by himself. They always need the help from his relatives or friends. One tree cant make a forest. We must work together with others.(4)(两人一组讨论 2b中的问题。)T: Please discuss the questions of 2b in pairs, and then Ill ask some of you to report.S5: (再读 2a，对其进一步理解。)T: Read 2a again and h
23、ave a further understanding of it.Step 5 Project 第五步 综合探究活动通过情景剧表演，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)人物的语言与其身份要符合，特别是 the Monkey King。T: Lets make up a short play. Work in groups of four. Four students act as
24、the Monkey King, Sandy, Pigsy and Xuanzang respectively. Then choose two groups to act it 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: Now lets come to class activities. First of all, let me tell you the word “kiss”. Here “kiss” means to touch somebody with your lips as a greeting or as a sign of love.(板书，并要求学生掌握。)kiss(2)(听录音并跟读，欣赏诗歌。)T: Listen to the tape and repeat. Appreciate the poem.3. Homework:Write a short article in the topic“My friend”using the descriptive words you have learnt in this lesson.
