冀教版九年级上册Lesson 20 Say It in Five教学课件ppt

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首先向学生展示一首汉语古诗和一首短小简单的英语五行诗，并向学生介绍它们的大意来导入课堂，提高学生对诗歌学习的兴趣。接下来教授本课节的生词，解释重点词汇的意思并举例说明。播放课文录音，让学生带着问题进行听力训练。再次播放对话录音，让学生学会标准读音，并尽量模仿录音中的语音语调朗读，提升口语水平和朗读的流利度。再通过设置与课文相关的阅读任务，巩固和提高学生阅读理解的能力。向学生展示课文中的三首五行诗，具体讲解诗的含义，并以第一首为例逐行解释五行诗的写作规则和特点。接着进行Let’s Do It!活动1，检验学生对课文的掌握程度。然后进行Let’s Do It!活动2，先进行写作前的词汇积累，再根据五行诗的成诗规则自己写一首五行诗，实现语言的运用输出。在小组讨论环节，让学生进行小组讨论活动，合作解决问题，增加学习英语的趣味性并激发学生学习英语的自主性。最后，处理自我检测和当堂达标，提升解题能力。

教学目标

通过本课节的教学，学生达成以下目标：

1.知识目标

掌握单词: line, text, single, screen, state, express

接触单词: poet, hum, stretch, liquid, noun, adjective

短语: a set number of

2.能力目标

了解五行诗的构成规则并能够按照规则完成五行诗的写作。

3.情感目标

培养对诗歌的兴趣。

重点难点

1. 重点: 掌握本课生词及固定用法

2. 难点: 掌握五行诗的写作要领

教学准备

PPT课件；相关音频。

授课时数

1课时

教学过程

Step 1  Warming up

1. Ask the students the questions:

Do you like reading old Chinese poems? Do they follow a pattern?

2.Show an old Chinese poem to the students and explain it.

3. Ask the students the questions:

Have you ever heard five-line poems? What pattern does a five-line poem follow?

4. Show a five-line poem to the students and explain it.

Step 2  Pre-reading

1. Show the students new words and the Chinese meaning.

2. Ask the students to read aloud.

3. Explain the following words about the part of speech.

Step 3  Listening

1. Play the recording for the students to listen to and ask the students the questions.

(1) Who created the five-line poem?

(2) How many words are there in the fourth line?

2. Ask one of the students to give the answers.

3. Check the answers together.

Answers:

(1) An American poet.

(2) Four.

Step 4  Reading

1. Play the recording for the students to listen to and repeat.

2. Read and decide the statements are true or false.

（1）This style was created in the nineteenth century.

（2）The second line has two words.

（3）The topic of the poem is an adjective.

3. Ask some of the students to give the answers.

4. Check the answers together.

Answers:

（1）√  （2）√  （3）×

5. Show the five-line poems on page 52.

6. Explain the meaning of these poems.

7.Tell the students the rules of organizing five-line poems.

8. Match and complete the format of a five-line poem. (Let’s Do It! No. 1)

9. Ask one of the students to give the answers.

10. Check the answers together.

Answers:

11. Let the students find out some key sentences and phrases.

12.Ask the students to find some difficult language points.

13. Let the students have a discussion about these difficult language points in groups of four.

14.Help the students explain these difficult language points.

Step 5  Writing

1. Choose something around you or in a picture. Collect some words to describe it. (Let’s Do It! No. 2)

2. Explain how to choose the proper words.

3.Work in pairs. Choose words from your word collection above in Activity 2, and write a five-line poem. Share your poem with your classmates. (Let’s Do It! No. 3)

4. Choose some students to share their writings in the class.

Step 6  Language points

1. It has five lines of text.正文有五行。

text 此处用作名词,意为“正文,文字材料”。

We looked through the full text of the agreement.

我们浏览了那份协议的全文。

【拓展】 text用作名词时,还可意为“课文;教科书,课本”。

The text of Lesson Three is easy to learn. 第三课的课文容易学。

There is an English text on the desk. 书桌上有本英语课本。

2. This kind of poem always talks about a single topic.

这种诗总是谈论一个单一的主题。

single 形容词,意为“单一的”,常在句中作定语。

He learnt 100 English words in a single day.

仅一天他就学了100个英语单词。

【拓展】 single 用作形容词时,还可意为“单人的,单身的”。

There is a single bed in my daughter’s bedroom.

我女儿的卧室里有一张单人床。

She is still single.她仍然单身。

3. Each line has a set number of words.每行都有一定数量的单词。

a set number of...意为“一定/固定数量的”,相当于a certain number of,后接可数名词复数,作主语时,谓语动词用复数形式。

A set number of people like going for a walk after supper.

有一定数量的人喜欢晚饭后散步。

4. Let’s look at another two poems as examples.我们再以两首诗为例。

another 此处用作形容词,意为“又一; 再一”。在一般情况下, another后面跟单数名词; 但其后也可跟基数词，再跟复数名词, 即:another+基数词(大于1)+复数名词,相当于“基数词(大于1)+more+复数名词”。

Have another cup of coffee. 再喝一杯咖啡。

The rain will last another three days.

=The rain will last three more days.

雨将再持续三天。

【拓展】 another 还可用作代词,意为“另一个”。

I don’t like this one. Please show me another.

我不喜欢这一个,请给我看另一个。

5. In one word, state the topic of your poem.

用一个单词,陈述你的诗的主题。

state 此处用作及物动词,意为“陈述,说明”,常指书面或演讲中正式表达,其名词形式为statement (陈述)。

He stated his view. 他陈述了他的观点。

【拓展】 state还可用作名词,意为“状态,状况;政府”。

The room was in a very clean state. 房间里非常干净。

6. Express a thought or a feeling about your topic in four words.

用四个单词表达关于你的主题的思想或情感。

express 此处用作及物动词,意为“表达”,后面可直接跟宾语。express sth. to sb.意为“向某人表达某事/物”,express oneself意为“表达自己的思想”。

He expresses to me how grateful he is for my help.

他对我的帮助感激不尽。

Step 7  Homework

1. Remember the new words.

2. Read the texts on page 52.

当堂达标

I.单项选择

1. —What about these two coats, madam?

—　　　　 of them fits me. Could you show me 　　　　 one?

A. Either; other B. Neither; another C. Neither; else D. Either; another

2. —Look! The big castle over there is so great.

—The castle was built in the 　　　　 century and interests 　　　　 visitors every year.

A. nine; thousand of  B. ninth; thousands of

C. nine; thousands of  D. ninth; thousand of

3. The number of the books in our school library 　　　　 60,000.A number of
them 　　　　 on science.
A. is; are  B. are; is  C. is; is  D. are; are
4. This is a 　　　　 tree.
A. four metres tall  B. four metres-tall

C. four-metre-tall   D. four-metres-tall

5. My advice on how to save paper 　　　　 by my class last Monday.
A. accept B. accepted C. was accepted D. is accepted

Ⅱ.根据句意及首字母提示写出单词

1. The t　　　　 of Lesson One is easy to learn.

2. She learnt 50 words in a s　　　　 day.

3. Everyone should be given a chance to s　　　　 his view.

4. I can’t e　　　　 to you how grateful I am for your help.

5. A set n　　　　 of students like writing poems.

答案：

Ⅰ. 1—5　BBACC

Ⅱ. 1.text  2.single  3.state  4.express  5.number

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