仁愛英語九年級下冊教案.doc

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. 九年級英語下冊教學說明 英語組九年級備課組 目錄 Unit 5 China and the World Topic 1 China attracts millions of tourists from all over the world. Topic 2 He is really the pride of China. Topic 3 Now it is a symbol of England. Unit 6 Entertainment and Friendship Topic 1 I would rather watch sports shows than those ones. Topic 2 Who is your favorite character in literature? Topic 3 I will remember our friendship forever. Unit 5 China and the World Topic 1 China attracts millions of tourists from all over the world. Section A 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 1.Greeting. 2.Ask students to talk about where they have been on vacations. Guide students to review attributive clauses. Show some pictures about places of interest mentioned in 1a and lead to the listening activity. 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.Ask two students to report the answers. 2.Play the flash of 1a. And ask students to understand something important and difficult. Ask students to discuss the key and difficult points in groups. 1.Point out the key and difficult points. 2.Organize students to retell the conversation based on the table of 1b. Ask students to talk about the pictures of 2 by following the example above them. Ask students to read through the table of 3 to prepare to finish the listening practice. Let students listen to the passage and finish the listening practice. Ask two students to check the answers. Ask students to introduce the famous rivers and lakes in our country according to the table of 3. Ask two students to sum up the key points according to the blackboard. Repeat the key points. Ask students to make a note about one of the places of interest mentioned in today’s lesson after 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。 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 Section B Ⅰ. Material analysis 本課是九年級第五單元第一個話題的第二課時，主要活動為1a和3。對話內(nèi)容由Jane 和Kangkang帶著Susanna去參觀故宮博物院展開，介紹了中國的龍文化，然后以同一話題為載體進一步學習了本話題的語法重點——定語從句的用法，并通過第三部分聽力任務的設置呈現(xiàn)了華表的歷史沿革。通過本課的學習，學生將進一步掌握聽說技能，提高自己的聽說水平，在驚嘆于龍文化的悠久和故宮博物院的宏偉的同時，激發(fā)他們作為龍的傳人的民族自豪感。 Ⅱ.Teaching aims 1. Knowledge aims： 1) Words and phrases: stone, guard, It’s said that…, a symbol of… , play an important part in … 2) Grammar: 進一步掌握that /which 引導的定語從句的用法。 3) Functions: 表達同意。 2. Skill aims: 1)能聽懂有關談論中國龍文化的對話，找出文章大意。 2)能聽懂對話的內(nèi)容，記錄簡單信息，完成細節(jié)信息的搭配。 3)理解所聽到的短文內(nèi)容，進行信息轉(zhuǎn)換。 3.Emotional aims: 1)遇到問題能主動請教，勇于克服困難。 2)對祖國文化有更深刻的了解，激發(fā)學生作為龍的傳人的民族自豪感。 4.Culture awareness: 加深學生對中國文化的理解，了解中國的龍文化與西方的龍文化的差異，關注中外文化異同。 5.Learning strategies： 1) 運用已有信息激活頭腦中預存的信息，找到正確的答案。 2) 注意通過音像資料豐富自己的學習，主動查找信息。 Ⅲ. The key points and difficult points 1.Words and phrases: stone, guard, It’s said that…, a symbol of… , play an important part in … 2. Sentences: 1) It’s said that they’re powerful animals which guard the whole nation. 2) That’s correct! 3) It also plays an important part in Chinese festivals. 4) Anything else about dragons? 3. Grammar: Attributive clauses (which/that) Ⅳ. Teaching aids 多媒體課件，或故宮博物院、黃山、長城、黃果樹瀑布、西湖和華表的圖片。 Ⅴ. Teaching procedures Step 1 1.Greeting. 2.Show pictures about the places of interest which students learnt last lesson. And let students say something about them with attributive clause. Step 2 1.Show the picture of Forbidden City. Let students introduce the great buildings according to the knowledge they have known. 2.Show the content of 1b, and ask students to read through the sentences. Play the record of 1a, let students listen to the conversation and choose the correct answers. Step3 1.Ask two students to check the answers. 2.Play the flash of 1a and ask students to finish 1c. 3.Ask students to solve something difficult. Step 4 1.Point out the key and difficult points. 2.Stress the usage of attributive clauses, and then organize students to finish 2a in groups by discussing. Ask students to finish 2b, and then check the answer. Ask students to read through the table of 3. Play the tape and let students listen to the passage and complete the table. Step 5 1.Organize students to check the answers. 2.Ask students to introduce Huabiao to their partners. Step 6 1.Ask students to sum up the key points. 2.Repeat the key points. 3.Ask students to find out the differences between the Chinese dragon and the dragon of western countries. Ⅵ. Blackboard design Topic 1 China attracts millions of tourists from all over the world. Section B 1.stone n. 石頭 2.guard v. 守衛(wèi)，保衛(wèi)；看守 3. a symbol of… ……的象征 4. It’s said that they’re powerful animals which guard the whole nation. 據(jù)說他們是守護整個國家的威猛動物。 It’s said that… 據(jù)說…… 關系代詞which引導的定語從句修飾的是先行詞animals。 5. That’s correct! 很正確！ 6. play an important part in … 在……中扮演重要角色 Section C Ⅰ. Material analysis 本課是九年級第五單元第一個話題的第三課時，主活動為1a和3。通過短文The Great Wall 的學習，見識了世界上最偉大的奇跡之一長城的瑰麗風采；進一步運用定語從句來描述名勝古跡，以更好地掌握定語從句的用法；提高學生在閱讀中根據(jù)句子的含義辨認單詞，猜測陌生詞語的技能及信息轉(zhuǎn)換的技能，并通過第二部分和第三部分任務的設置來完成“讀－說－寫”的任務鏈，實現(xiàn)真正意義上的拓展，達到學以致用的目的，提高學生自主、合作、探究的能力。通過本課的學習，學生在了解到長城的地理知識和悠久的歷史，開拓視野增長見識的同時，也能激發(fā)他們的民族自豪感并加深他們對祖國油然而生的熱愛之情。 Ⅱ.Teaching aims 1. Knowledge aims： 1) Words and phrases: state, remain, separate, enemy, expect, treasure, suppose, stretch from…to …, bring… into…, be regarded as…, be famous for 2) Grammar: 進一步掌握that /which 引導的定語從句的用法。 2. Skill aims: 1)能讀懂介紹長城相關知識的短文，在閱讀中能根據(jù)語境推測、理解生詞的含義。 2)能理解短文大意，并將文本信息轉(zhuǎn)換為圖表信息。 3)學以致用，把輸入的信息“如何介紹一處名勝”通過說和寫的方式輸出。 3.Emotional aims: 1)遇到問題時能主動請教，勇于克服困難。 2)開拓視野增長見識，對祖國的文化能有更深刻的了解，激發(fā)民族自豪感和對祖國大好河山的熱愛之情。 4.Culture awareness: 了解長城的地理知識和悠久的歷史。 5.Learning strategies： 拆分理解定語從句。 Ⅲ. The key points and difficult points 1. Words and phrases: state, remain, separate, enemy, expect, treasure, suppose, stretch from…to …, bring… into…, be regarded as…, be famous for 2. Sentences: 1) The entire wall, which has many branches, is about 8 800 kilometers long. 2) It stretches from Shanhaiguan in the east to Jiayuguan in the west. 3) It is said that he who has never been to the Great Wall is not a true man. 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、故宮和華表的圖片；關于長城的短片。 Ⅴ. Teaching procedures Step 1 1.Greeting. 2.Ask students to give a report. Lead students to introduce a place of interest with attributive clauses. Play the video or show a picture of the Great Wall. Ask students to talk about the Great Wall in pairs, and help them understand the new words and phrases. Step 2 1.Let students skim the passage and match the words with their meanings. 2.Ask students to watch the flash carefully to complete the diagram in 1c. Ask students to discuss their answers in groups. Step 3 1.Organize students to find out the key points and solve the difficulties. 2.Ask students to finish the tasks of 2 in groups. Step 4 1.Ask students to discuss the questions in 3. 2.Ask students to prepare the material for writing alone. Remind them to use the formation of the e-mail. Ask students to complete the e-mail alone. Ask two students to read their e-mails and help them learn to proofread. Step 5 1.Ask students to sum up the key points. 2.Ask students to consolidate the usage of the key phrases. Ask students to look up some information about tea. Ⅵ. Blackboard design Topic 1 China attracts millions of tourists from all over the world. Section C 1. state n. 國家；州；政府；狀態(tài) v. 陳述，說明 2.separate v. （使）分開，分離；區(qū)分 3. remain v. 剩余，遺留；仍然是 4.enemy n. 敵人；反對者 5.expect v. 預料，預期；期待，盼望 6.treasure n. 財富；珍重 7.suppose v. 假定，假設；推測 8.It stretches from Shanhaiguan in the east to Jiayuguan in the west. 它東起山海關，西至嘉峪關。 stretch from…to …從……延伸到…… 9.He who has never been to the Great Wall is not a true man. 不到長城非好漢。 10.bring… into…　把……帶進…… 11.be famous for　因……而著名 Section D Ⅰ. Material analysis 本課是本話題的最后一課，主活動為1a。通過介紹富有特色的中國茶文化, 培養(yǎng)學生通過閱讀快速找出文章大意的能力和理解有關細節(jié)并進行判斷的能力，并對整個話題的語法及功能進行系統(tǒng)的總結(jié)。通過本課的學習，學生在了解中國茶文化的同時，提高自己綜合運用語言的技能，同時為我們國家擁有如此豐富的歷史文化而倍感自豪。 Ⅱ.Teaching aims 1.Knowledge aims： 1) Words and phrases: include, along with, the number of (a number of ) 2) Grammar: 掌握that /which 引導的定語從句的用法。 2.Skill aims: 1) 能閱讀并理解關于中國茶文化的短文，并學會通過略讀找出文章的中心思想。 2) 掌握通過查讀理解文章細節(jié)的技巧。 3.Emotional aims: 1) 能在小組活動中積極與他人合作，相互幫助，共同完成學習任務。 2) 對祖國的文化能有更深刻的了解，激發(fā)民族自豪感。 4. Culture awareness: 了解茶文化的悠久歷史。 5. Learning strategies 1) 略讀，即有目的性地閱讀以獲取文章的大意或中心思想。 2) 對所學內(nèi)容能主動復習并加以整理和歸納。 Ⅲ. The key points and difficult points 1. Words and phrases: include, along with, the number of (a number of ) 2. Sentences: 1) Of the tree major drinks—tea, coffee and cocoa, tea is drunk by the largest number of people in the world. 2) The friendship between gentlemen is like a cup of tea. 3) Firewood, rice, oil, salt, sauce, vinegar and tea are necessary to begin a day. 3. Grammar: Attributive clauses (which/that) Ⅳ. Teaching aids 多媒體課件，或風景名勝的圖片，功夫茶的視頻，一篇難度適中并附有任務的有關中國茶文化的英語短文。 Ⅴ. Teaching procedures Step 1 Greeting. Ask students to act out conversations about their vacations. Offer the diagram of 1c in Section C to the students, and ask them to ask and answer about the Great Wall. Let students show their written works. Play the video about tea, such as Kungfu tea, or show some pictures about it, introduce the Chinese tea culture in brief. Step 2 1.Let the students read the passage and understand the general meaning of the passage to choose the best title. 2.Guide students to read the passage paragraph by paragraph to mark the sentences in 1b. Ask students to translate the sayings about tea in pairs. Ask students to give a report about some unique Chinese tea culture. Step3 1.Ask two students to sum up the key points and write them down on the blackboard. 2.Offer a passage about Chinese culture the teacher prepared before class, and let students finish the reading practice. Review the whole topic by asking students to ask and answer in pairs. Ask students to search some sayings of Confucius on the Internet after class. Ⅵ. Blackboard design Topic 1 China attracts millions of tourists from all over the world. Section Ｄ 1. include v. 包含；包括 2. along with… 與……一起 當主語與along with連用時，謂語動詞與along with前面的主語在人稱和數(shù)上保持一致。如， Joe, along with his family, is leaving for Disneyland. 喬和他的家人正要動身去迪斯尼樂園。 3. The friendship between gentlemen is like a cup of tea. 君子之交淡如水。 4. Firewood, rice, oil, salt, sauce, vinegar and tea are necessary to begin a day. 開門七件事：柴、米、油、鹽、醬、醋、茶。 Topic 2 He is really the pride of China. Section A Ⅰ. Material analysis 本課是九年級第五單元第二個話題的第一課時，主要活動為1a, 4a和4b。以Susanna向高老師詢問孔子的事跡及他留給我們的精神財富作為切入點引出本課的學習，重點學習用who，whom和whose引導的定語從句，了解偉大的教育學家孔子的生平及其著名的教育論著，并通過第四部分的任務詳細介紹了秦始皇的歷史功績，使學生對先輩們的奉獻有更深刻的了解，能從小樹立為人類的幸福而奮斗的遠大理想。通過本課的學習，學生在提高分析細節(jié)信息能力的同時，會發(fā)現(xiàn)積累名言是學習英語的一個好方法，它對寫作也有很大的幫助。 Ⅱ.Teaching aims 1. Knowledge aims： 1) Words and phrases: pioneer, wise, influence, whom, pass away, set up, come to an end 2) Grammar: 掌握who，whom和whose引導的定語從句。 3) Functions: 詢問更多信息。 2. Skill aims: 1) 能聽懂并理解介紹孔子的對話的大意，掌握信息轉(zhuǎn)換能力。 2) 能就熟悉的話題提供信息，表達簡單的觀點和意見，參與討論。 3) 能讀懂相關的名言，理解其中蘊含的寓意。 3. Emotional aims: 1) 能在小組活動中積極與他人合作，相互幫助，共同完成學習任務。 2) 對著名的歷史人物有更深刻的了解，能從小樹立為人類的幸福而奮斗的遠大理想，傳承豐富的歷史文化。 4. Culture awareness: 　介紹一位外國的或中國現(xiàn)代的教育家，并與中國古代的教育家進行對比，開闊視野，增長知識。 5. Learning strategies： 注意名言的積累，為寫作提供素材。 Ⅲ. The key points and difficult points 1. Words and phrases: pioneer, wise, influence, whom, pass away, set up, come to an end 2. Sentences: 1) Confucius, a pioneer in the field of education. 2) He was a great thinker who had many wise ideas about human nature and behavior. 3) He was also a famous philosopher whose wise sayings have influenced many people in different countries. 4) He was really a great man from whom I can learn a lot. 5) He spent the rest of his life teaching. 3. Grammar: attributive clauses (who/whom/whose) Ⅳ. Teaching aids 多媒體課件，或本話題將討論的歷史人物的圖片。 Ⅴ. Teaching procedures Step1 1.Greeting. 2.Show some pictures of famous people in China’s history. Ask students to introduce the famous people according to the pictures and the knowledge they know. At last sum up the introduction and offer some information about them. Check the homework. Show the pictures of Confucius to lead to the new lesson. Step2 1.Guide students to scan 1b. 2.Play the record of the conversation and let students complete the table. 3.Ask two students to tell the answer. Play the flash of 1a and let students underline the key points. Ask students to discuss the key and difficult points in groups. Step3 1.Point out the key and difficult points. 2.Guide students to finish 2. Organize students to discuss the meanings of Confucius’ sayings. Show the picture of 4a, and ask students to answer the questions of 4a. Step4 1.Play the record and let students finish 4a. 2.Play the record again and let students finish 4b. Step5 1.Ask students to repeat the passage of 4b after the record. 2.Ask students to read 4a by themselves. Step6 1.Ask students to sum up the key points according to the blackboard. 2.Repeat the key points. 3.Assign homework. Ⅵ. Blackboard design Topic 2 He is really the pride of China. Section A 1. pioneer n. 先鋒；拓荒者 2. wise adj. 明智的，高明的 3. influence v.&n. 影響 4. whom pron. 誰，什么人 5. pass away 去世；消失 6. set up　建立，創(chuàng)建；設置 7. come to an end　結(jié)束 8. Confucius, a pioneer in the field of education. 孔子，教育領域的先驅(qū)。 in the field of 在……領域 9. He spent the rest of his life teaching. 他把自己的余生奉獻給了教學。 spend sometime doing sth 花費時間做某事 Section B Ⅰ. Material analysis 本課是九年級第五單元第二個話題的第二課時，主要活動為1a。由Susanna 向Kangkang請教有關鄭和的事跡引出話題，再現(xiàn)了鄭和七次下西洋的壯麗畫卷，突顯無數(shù)先輩用生命換來了我們今天的繁榮昌盛的主題，激發(fā)學生對英雄的崇敬之情，學習他們的奉獻精神和開拓精神，更好地發(fā)展現(xiàn)代文明。在本課里學生們將繼續(xù)學習用who，whom和whose引導的定語從句；通過任務的設置，培養(yǎng)學生能聽懂接近自然語速的敘述，并能從中提取細節(jié)信息的能力，以及能用定語從句對人物及其事跡進行描述的能力。 Ⅱ.Teaching aims 1. Knowledge aims： 1) Words and phrases: lead, succeed in doing sth., coast, die of, birth, trade 2) Grammar: 進一步掌握who, whom和whose引導的定語從句。 3) Functions: 表達興奮。 2. Skill aims: 1) 能聽懂接近自然語速談論鄭和下西洋的對話，并能從中提取細節(jié)信息。 2)能用定語從句對人物及其事跡進行描述。 3. Emotional aims: 1)鼓勵學生積極參與并樂于與他人合作，共同完成學習任務。 2)對著名的歷史人物有更深刻的了解，從小樹立為人類的幸福而奮斗的遠大理想，傳承豐富的歷史文化。 4. Culture awareness: 　 對比介紹鄭和和哥倫布的航海經(jīng)歷。 5. Learning strategies： 在學習中積極思考，主動探究，善于發(fā)現(xiàn)語言的規(guī)律并能運用規(guī)律舉一反三。 Ⅲ. The key points and difficult points 1. Words and phrases: lead, succeed in doing sth., coast, die of, birth, trade 2. Sentences: 1) He was a Ming dynasty explorer whom we Chinese people are proud of. 2) His last ocean journey was more than half a century earlier than Columbus’ first journey to America. 3) It’s hard to believe! 4) What a great explorer! 3. Grammar: Attributive clauses (who/whom/whose) Ⅳ. Teaching aids 多媒體課件，或孔子和鄭和的圖片，鄭和下西洋的視頻資料。 Ⅴ. Teaching procedures Step 1 1.Greeting. 2.Organize a competition to translate the sayings. Check the homework. Show the video or pictures about Zheng He’s ocean journeys. Ask students to talk about the famous explorer. Step2 1.Guide students to scan 1b. 2.Play the record of theconversation. 3.Check the answers with thestudents. Step 3 1.Let students read through the table of 1c. 2.Play the flash of 1c, and ask students to understand the conversation and finish 1c. 3.Check the answers with the students. Explain anything students can’t understand. 4.Sum up the usage of attributive clause(who/whom/whose). Step 4 1.Let students read the example of 2. 2.Let students finish 2. 3.Check the results. Guide students to finish 3. Step 5 1.Ask students to sum up the key points. 2.Repeat the key points. 3.Assign homework. 4.Introduce Columbus briefly. Ⅵ. Blackboard design Topic 2 He is really the pride of China. Section B 1. succeed in doing sth. 成功地做了某事 2. die of/from 死于…… 3. He was a Ming dynasty explorer whom we Chinese people are proud of. 他是一個讓中國人引以為豪的明代探險家。 4. It’s hard to believe！ 真是難以置信！ 5.What a great explorer! 多么偉大的探險家?。? 6. birth n. 出生 Section C Ⅰ. Material analysis 本課是九年級第五單元第二個話題的閱讀課，主活動為1a和3。介紹了中國的導彈之父錢學森的奮斗歷程，展示了其勵精圖治的堅定信念和高尚的道德情操，引導學生學習他對待科學的鉆研精神、無私奉獻的精神及其偉大的愛國主義精神。在本課里學生們將繼續(xù)學習使用who，whom和whose引導的定語從句解決具體問題；通過任務的設置，培養(yǎng)學生在閱讀中獲取信息和處理信息的能力，并把閱讀與口語及寫作技能的訓練有機地結(jié)合起來，提高學生語言的綜合運用能力。 Ⅱ.Teaching aims 1. Knowledge aims： 1) Words and knowledge: university, (the) Pacific Ocean, degree, make important contributions to (doing) sth., in charge of , express 2) Grammar: 進一步掌握和運用who，whom和whose引導的定語從句。 2. Skill aims: 1)能閱讀并理解關于錢學森的奮斗故事，并根據(jù)閱讀目的在閱讀材料中獲取所需信息。 2)在閱讀的基礎上進行口頭和書面表達。 3. Emotional aims: 1)能積極與同伴合作參與課堂活動，大膽實踐。 2)對著名的歷史人物有更深刻的了解，能從小樹立為人類的幸福而奮斗的遠大理想。 4. Learning strategies 1)根據(jù)需要進行預習。(homework) 2)在學習中積極思考，主動探究，善于發(fā)現(xiàn)語言的規(guī)律并能運用規(guī)律舉一反三。 Ⅲ. The key points and difficult points 1. Words and phrases: university, (the) Pacific Ocean, degree, make important contributions to (doing) sth., in charge of , express 2. Sentences: 1) After he graduated, he became a teacher as well as a researcher who studied rockets and missile theories. 2) He is the pride of the Chinese people. 3. Grammar: Attributive clauses (who/whom/whose) Ⅳ. Teaching aids 多媒體課件，或袁隆平、錢學森及航天方面的圖片，發(fā)射導彈的視頻資料, 閱讀理解語篇。 Ⅴ. Teaching procedures Step 1 1.Greeting. 2.Check the homework. Ask students to give a report about Zheng He and Columbus. Guide students to review attributive clauses. Step2 1.Show the video or pictures about sending up the missile to lead the new lesson. 2.Guide students to solve the new words. Step 3 1.Guide students to scan the first task of 1b. 2.Play the flash of the passage. 3.Check the answers with the students. 4.Let students read through the second task of 1b. 5.Let students read the passage and answer the questions. 6.Check the answers with the students. Explain anything students can’t understand. Ask students to complete the task of 1c. Step 4 1.Let students choose one famous person from 2 and list his life story and devotion to the country and people. 2.Ask students to make a report. Guide students to work alone to finish the written work. Step 5 1.Ask students to sum up the key points. 2.Repeat the key points. 3.Assign homework. Offer a passage and its tasks prepared before class to students. Ⅵ. Blackboard design Topic 2 He is really the pride of China. Section C 1. university n. 大學 2. deg