九上人教版历史教案

九上人教版历史教案（精选5篇）

九上人教版历史教案 篇1

1、知道《神曲》，复述达?芬奇的主要活动，初步认识文艺复兴对欧洲资本主义社会的产生所起的作用。

2、说出《最后的晚餐》的作者和艺术风格。

3、知道莎士比亚的主要作品。

二、教学目标

知道但丁和《神曲》。说出达芬奇的主要成就。说出《最后的晚餐》的作者和艺术风格。知道莎士比亚的主要作品。通过对但丁、达芬奇、莎士比亚作品的朗诵与分析，理解其中蕴涵的人文主义思想，认识文艺复兴是欧洲资产阶级的思想解放运动。感受文化巨人对封建教廷的抨击与控诉、对人性的渴望与追求，形成崇尚科学、反对迷信的人生观，认识文化变革对社会发展的推动作用。

三、教学过程

(一)设计思路

根据对《课程标准》的理解，对教材、学生等因素的分析，本课遵循以学生发展为本的现代教学理念，确定本课教师的活动以启发、引导为主，多媒体课件演示为辅，通过看图说话等形式，引导学生进行体验、探究，在探究学习的过程中分析问题、解决问题。

(二)课堂展示

[导入新课]

名言赏析：走自己的路，让别人去说吧!

教师引入：改革开放以来，对个性的追求成为一股潮流。近30年来，很多大中小学生在他们的毕业留言册上都写过这句话，或者在憧憬未来时表达过这样的思想。同学们，在你们的留言册上有过这句话吗?你们谁能说出这句名言的作者和他揭示的主题思想吗?

在学生回答后，教师作新课导语：社会越是发展，对个性的追求就越为社会所尊重。作为新新人类的“90后”，同学们是追求个性化的主力军。这节课，我们就学习这段人类历最早追求个性解放、尊重人权的思想解放潮流——文艺复兴运动。

[学习新课]

1、自主学习，完成知识盘点，初步构建知识结构：

①西欧社会的主宰力量是( )，他们的专制统治禁锢思想，扼杀人性。

②( )世纪，西欧许多人发掘和继承( )和( )的文化传统，追求( )和( )，表现了人类( )的本性。这一思想文化运动被称为“ ”。

③但丁是文艺复兴的先驱，他的代表作是《 》，被认为是欧洲开始从( )向( )过渡的标志。这部作品批评了( )的罪恶，强调( )的伟大;提倡追求( )，反对( )。

④达?芬奇是意大利的画家、( )、( )和( )，还涉足( )等各个科学领域。堪称( )的文化巨人。

⑤莎士比亚是文艺复兴时期( )国的文学家。他的代表作品有《 》、《 》、《 》和《 》，合称为“ ”。

在学生回答的基础上，老师总结：以上是我们本节课必须掌握的基础知识，那么，同学们看看四个子目的内容之间是什么关系?(学生回答后，边讲解知识结构，边板书或使用多媒体展示)

2、活动探究：

步骤一：看一看，画家笔下的诉说

图一：中世纪的一副镶嵌画(图略) 图二：《最后的晚餐》(图略)

教师提问：比较上面两幅图画，你觉得画中人物的表情有什么不同?图二人物内含“神秘的微笑”，其含义是什么?(通过中世纪宗教绘画与《最后的晚餐》的比较让学生找出文艺复兴时期的作品与以前相比反映了什么思想的光辉。教学目标：说出《最后的晚餐》的作者和艺术风格。说出达芬奇的主要成就。)

步骤二：读一读，文学作品流淌的情感

《神曲》节选(内容略) 《哈姆雷特》节选(内容略)

学生带着感情朗诵后教师提问：《神曲》表达的主题内容是什么?结合《哈姆雷特》的节选，谈谈你如何理解人是“宇宙的精华，万物的灵长”，并简要概括这些作品是怎样体现人文主义思想的。(教学目标：知道《神曲》，知道莎士比亚的主要作品。)

步骤三：议一议，新时期的“文艺复兴”

北京大学教授林庚老先生说：“由于文艺复兴，欧洲社会才逐步地步入了一个富于创造性的自由发展时代，同时也就使自然科学得到更大的发展，所以才会有了这个时代的胜利。”钱学森老先生说：“欧洲14—16世纪的文艺复兴也是科学的伟大复兴，它把人们从上千年的封建枷锁和神学的桎梏中解放出来，使人重新认识了世界、认识了人自身。因而，给了人们无穷的力量和勇气，为人类的才能和智慧的发挥开辟了广阔的前景。”

教师提问：结合我们现在受到的教育，体会两位文化老人语句的深刻含义。(教学目标：感受文化巨人对封建教廷的抨击与控诉、对人性的渴望与追求，形成崇尚科学、反对迷信的人生观，认识文化变革对社会发展的推动作用。)

3、巩固提高

①如果有人想了解意大利文艺复兴运动的先驱，你会说“他”是

A但丁 B达?芬奇 C彼特拉克 D莎士比亚

②15世纪以抨击教会、反封建为思想核心创作一部文学作品，对它评价的应该是

A国王和贵族们 B教皇 C城市资产阶级 D僧侣们

③被认为欧洲开始从中世纪向近代社会过渡的标志是

A莎士比亚的《麦克白》 B但丁的《神曲》

C达?芬奇的《最后的晚餐》 D拉斐尔的《大卫》

④如果让你出一期“张扬人性——欧洲中世纪的终结”的主题板报，请完成下列题目：

本期板报的中心历史事件是

在人物方面你选择的是 、和 。

你会选用他们的哪些成就(文字或画作)展示在板报上(每人一项)?

如果让你对他们的成就做个评论，你怎样描述他们在推动社会进步方面的作用?

用三个词写出你在学习生活中从他们身上学习的优良品质：

、、。

九上人教版历史教案 篇2

学习目标

1.通过自主学习，了解阿拉伯半岛所处的地理位置，说出伊斯兰教的创立过程； 2.通过阅读教材，了解阿拉伯帝国形成过程，知道其版图范围和帝国的兴衰；

3.通过自主学习，说出阿拉伯文化的突出成就，感受辉煌灿烂的阿拉伯文化及对世界文化所作的独特贡献。

重点 伊斯兰教的创立和穆罕默德的主要活动 难点 阿拉伯文化成就。导入新课 出示阿拉伯图片,引出阿拉伯,然后出示:阿拉伯国家是指以阿拉伯民族为主的国家。他们有统一的语言--阿拉伯语，有统一的文化和风俗习惯，大部分人信奉伊斯兰教。阿拉伯国家和地区共22个。那么历史上的阿拉伯国家是怎样建立的？阿拉伯文化最著名成就有哪些？导入新课。

讲授新课

一、伊斯兰教的创立

请同学们阅读教材完成下列问题： 1.了解阿拉伯的地理位置；

2.说出伊斯兰教的创立过程和阿拉伯半岛的统一。(二)背景材料引入

阿拉伯半岛位于亚洲西南部，地处红海和波斯湾之间，是世界上最大的半岛，大部分地区被沙漠和草原所覆盖。其中夹带着一些绿洲。6世纪末7世纪初，阿拉伯半岛大部分地区尚未形成统一的国家，为了争夺水源和牧场，部落间相互仇杀。在内部矛盾丛生、商业连遭破坏、生产停滞和外部势力入侵的形势下，阿拉伯人民渴望建立统一国家。半岛西部两个最著名的商业城市──麦加和麦地那。

（三）老师一边提问一边点拨： 1.伊斯兰教的创立背景

公元 6 世纪以后，阿拉伯社会发生了重大变化，社会动荡，经济萧条，外族入侵。建立统一国家，抵御外侮，恢复商路，成了阿拉伯人的共同愿望。2.时 间：7世纪初

3.地 点：麦加

4.创始人：穆罕默德

5.重要事件：徙志（622年）

6.教 徒：穆斯林

7.经 典：《古兰经》

（四）合作探究

伊斯兰教在阿拉伯统一过程中起到什么作用？

伊斯兰教产生以前，阿拉伯半岛四分五裂，各部落都有自己所信仰的神，部落之间相互仇杀。伊斯兰教宣扬真主安拉是宇宙间唯一的神，必须深信不疑，绝对服从；穆斯林之间是兄弟。这种“一神教”的教义，有利于打破狭隘的氏族观念和地域观念，形成统一的信仰，促进了阿拉伯的统一。同时，穆罕默德建立了政教合一的国家，集政权、神权和军事大权于一身，强有力的国家政权为阿拉伯的统一提供了保障。

（四）拓展延伸 政教合一：

政 ： 是指阿拉伯的国家政治、国家政权。教 ：是指伊斯兰教。所谓 “ 合一 ” 是政权与宗教紧密结合为一体，两者不可分割。伊斯兰教是阿拉伯国家的精神支柱，其经典 《 古兰经 》 宣扬的宗教教义是国家法律的基础 是国家行为的指导思想。穆罕默德是国家首脑，又是宗教领袖和军事统帅，就是阿拉伯国家 “政教合一 ” 的具体表现。

二、阿拉伯帝国

请同学们阅读教材完成下列问题：

阿拉伯帝国的形成过程过程，知道其版图范围；了解帝国的繁荣和解体。(二)背景材料引入

阿拉伯帝国实行政教合一的哈里发中央集权统治。哈里发集政权、军权和神权于一身。既是帝国最高元首，又是全体穆斯林的宗教领袖。

（三）精讲点拨 阿拉伯帝国

1.形成：穆罕默德的继承者——哈里发继续扩张，至8世纪中叶，形成地跨亚、非、欧三洲的封建大帝国，疆域东起印度洋，西濒大西洋，北起黑海、里海之南，南达尼罗河下游。2.繁荣：8世纪中叶到9世纪中叶，帝国兴旺繁繁荣。

（1）政治方面：实行政教合一的专制统治，哈里发独揽军政大权，还 是宗教领袖；《古兰经》的教条成为法律。

（2）经济方面：实行封建的土地国有制，自由农民是主要生产者；一 些城市工商业兴旺，巴格达是内外贸易中心；阿拉伯商人经过丝绸之路 与中国贸易，通过红海进入非洲东岸。

（3）宗教方面，伴随帝国的扩张，伊斯兰教教广泛传播，由阿拉伯人的 宗教发展为世界性宗教。

4.衰落：9世纪中叶以后，由于人民起义、权力纷争、突厥人入侵，帝 国衰落。

5.灭亡：1258年，蒙古人攻陷首都巴格达，帝国灭亡。

（四）合作探究

回忆列举世界历史上地跨亚、非、欧三洲的大帝国

三、阿拉伯文化

请同学们阅读教材完成下列问题： 1.阿拉伯文化昌盛的原因； 2.阿拉伯文化的主要成就； 3.阿拉伯人对文化传播的贡献。(二)背景材料引入

据统计，翻译局将各门学科译成阿拉伯语的名著有数百部之多。其中，从希腊语译过来的，包括亚里士多德、柏拉图、希波克拉底、盖伦、欧几里德、托勒密、克罗丢、普林尼、普罗提诺等希腊著名哲学家、医学家、数学家、天文学家的著作100多部；

从波斯语翻译过来的有关历史、语言、文学方面的作品约20部；

从印度梵语翻译过来的有关医学、天文学、数学方面的著作约30部；

从奈伯特语翻译过来的有关农业、园艺方面的著作约20部；

此外，从古叙利亚语、希伯来语翻译过来的有关文学、艺术和科技方面的著作也有几十部。

（三）老师一边提问一边点拨：

1.阿拉伯文化灿烂的原因：在本民族文化的基础上，吸收亚非文化古国文明的营养，融汇古希腊罗马文化精华，创造了兼容东西方文化的阿拉伯文化。2.阿拉伯的文化成就

① 《一千零一夜》是阿拉伯文学的瑰宝；阿拉伯民间故事集《一千零一夜》，中国译为《天方夜谭》，该书深受各国人民喜爱，并对欧洲文学产生了深远影响。②天文学成就显著

著名天文学家花剌子密（Khwarizmi，约 780—850），编制了阿拉伯最早的天文表《花剌子密历表》。他编制的《花剌子密历表》 后来成为东西方各种天文表的蓝本。③医学家：阿维森那----《医典》----“医中之王”

④阿拉伯人改造了古印度人从0到9的记数法，形成了“阿拉伯数字”。阿拉伯数字是阿拉伯人对世界文化的独特贡献；完整的代数是阿拉伯人创造的。

3.阿拉伯人对文化传播的贡献：阿拉伯人担当了沟通东西方文化的角色，为世界文化的发展作出了卓越贡献。中国的造纸术、指南针、火药等重大发明和印度的棉花、食糖等都是由阿拉伯人传入欧洲的。

（四）合作探究

古代阿拉伯人为什么能够在短短的一两百年的时间里创造出如此光辉灿烂的文化呢？ ①阿拉伯帝国繁荣时期，哈里发重视知识，认为“人最美的装饰是知识”。

②阿拉伯人周游世界,吸收各过个民族文化精华,在吸收、消化外来文化的基础上，阿拉伯人创造了光辉灿烂的阿拉伯文化。

九上人教版历史教案 篇3

遵守社会规则

一、复习内容：八年级上册第二单元遵守社会规则

二、知识脉络：

三、考点梳理：

第三课 社会生活离不开规则

1.社会秩序的重要性：（1）社会正常运行需要秩序（2）社会秩序是人民安居乐业的保障。2.社会规则的含义及种类分别有哪些？社会规则是人们为了维护有秩序的社会环境，在逐渐达成默契与共识的基础上所形成的。生活中，调节我们行为的规则有很多，如道德，纪律，法律等。

3.遵守社会规则有什么作用？规则告诉我们应该如何安排社会生活各方面的关系，如何作为社会一员享有权利，承担责任，处理好与他人，社会的关系，从而使大家各司其职，各安其位，各尽其责，各得其所。

4.社会规则的作用：社会规则是人们享有自由的保障。人们建立规则的目的不是限制自由，而是保证每个人不越过自由的边界，促进社会有序进行。对违反社会规则行为的处罚，既有法律，纪律等规定的强制性措施，也有道德，风俗等包含的非强制性手段。5.社会规则与自由的关系：社会规则划定了自由的边界。自由不是随心所欲，它受道德，纪律，法律等社会规则的约束。我国宪法规定，公民在行使自由和权利的时候，不得损害国家的，社会的，集体的利益和其他公民的合法的自由和权利。

6.如何做到自觉遵守社会规则：（1）遵守社会规则需要他律和自律（2）遵守社会规则，需要我们发自内心地敬畏规则，将规则作为自已行动的准绳。

7.怎样维护与改进规则：（1）我们要坚定维护规则。一方面要从自已做起，自觉遵守规则，另一方面要在保护自身安全的基础上，提醒，监督，帮助他人遵守规则。（2）我们要积极改进规则，为新规则的形成建言献策，使之更符合人民的利益和社会发展的要求。

第四课 社会生活讲道德

1.尊重他人的意义：（1）尊重他人是一个人内在修养的外在表现。(2)尊重使社会和谐融洽，是文明社会的重要特征（3）尊重是相互的，尊重能形成互敬互爱的融洽关系。2.如何做到尊重他人：（1）积极关注，重视他人（2）平等对待他人（3）学会换位思考（4）学会欣赏他人 3.文明有礼的重要性的体现：（1）文明有礼是一个人立身处世的前提（2）文明有礼促进社会和谐（3）文明有礼体现国家形象。

4.怎样做一个文明有礼的人：（1）做文明有礼的人，要态度谦和，用语文明。（2）做文明有礼的人，要仪表整洁，举止端庄。（3）做文明有礼的人，需要在社会生活中不断学习，观察，思考和践行。

5.诚信：是社会主义核心价值观在公民个人层面的一个价值准则，是一种道德规范和品质，是中华民族的传统美德。诚信也是一项民法原则。

6.讲诚信有什么重要作用？（1）诚信是一个人安身立命之本。（2）诚信是企业的无形资产。（3）诚信促进社会文明，国家兴旺。

7.如何做一个诚信的人：（1）树立诚信意识（2）运用诚信智慧（3）珍惜个人的诚信记录。

第五课 做守法的公民

1.什么是违法行为？违法行为主要有哪些类型？（1）违法行为是指出于过错违反法律，法规的规定，危害社会的行为。（2）根据违反法律的类型，违法行为分为民事违法行为，行政违法行为和刑事违法行为。

2.怎样区分一般违法行为和犯罪：民事违法行为和行政违法行为对社会的危害相对轻微，称为一般违法行为。刑事违法行为是违法行为中最严重的一种，就是我们常说的犯罪。无论是一般违法还是犯罪，都要承担法律责任。

3.如何认识一般违法行为的危害，自觉依法规范自已的行为：遵章守法是社会和谐的保证。我们要认识一般违法行为的危害，自觉依法规范自已的行为。在社会生活中，我们要分辨是非，增强守法观念，严格遵守治安管理的法律规定。在社会交往中，我们要依法从事民事活动，积极防范民事侵权行为和合同违约行为，既要维护自已的权益，又要尊重他人的权益，促进社会和谐发展。4.犯罪的基本特征有哪些：根据刑法规定，犯罪是具有严重社会危害性，触犯了刑法，应当受到刑罚处罚的行为。严重社会危害性，刑事违法性和应受刑罚处罚性是犯罪的三个基本特征。

5.什么是刑罚？刑罚有哪两大类?刑罚又称为刑事处罚，刑事处分，是指审判机关依法对犯罪分子适用的最严厉的强制性法律制裁方法，以限制或剥夺犯罪人权益为主要内容。根据我国刑法的规定，刑罚分为主刑和附加型两大类。

6.如何加强自我防范，预防违法犯罪：（1）认清犯罪危害，远离犯罪（2）预防犯罪，需要我们杜绝不良行为（3）做一个自觉守法的人。

7.遇到侵害怎样依法求助？（1）要及时寻求法律救助（2）可以通过法律服务机构来维护合法权益（3）受到非法侵害，用诉讼方式维护合法权益。

8.诉讼的特点：诉讼是处理纠纷和应对侵害最正规，最权威的手段，是维护合法权益的最后屏障。

青少年如何做到有勇有谋，应对犯罪：（1）同违法犯罪作斗争，是全体公民义不容辞的责任（2）我们要善斗争，在保全自已的前提下，同违法犯罪作斗争。(3)做社会主义法治的忠实崇尚者，自觉遵守者和坚定捍卫者。

四、随堂练习

（一）单项选择题：

1.有人说：“网络一半是天使，一半是恶魔。”下列理解正确的有

①正确使用网络可以增长知识，促进交流 ②网络无限，自由无界

③不健康的网络信息可能会干扰生活，污染精神世界 ④网络的作用是有限的，没必要相信网上的信息 A．①②

B．②③

C．①③

D．②④

2．咸宁市中级人民法院对刘某等36人一审公开宣判，其中判决刘某犯骗取贷款、票据承兑、金融票证罪，判处有期徒刑四年，并处罚金人民币一千万元；犯组织、领导黑社会性质组织罪，判处有期徒刑十五年，并处没收个人全部财产：犯故意杀人罪，判处死刑，剥夺政治权利终身。上述判决中属于主刑的有（）

A．有期徒刑、死刑 B．死刑、罚金、剥夺政治权利

C．死刑、剥夺政治权利终身、没收财产 D．管制、拘役、有期徒刑、无期徒刑、死刑

3.违法行为是指出于过错违反法律、法规的规定，危害社会的行为。违法行为中对社会危害性最严重的是

A．民事违法行为 B．行政违法行为

C．违宪行为

D．刑事违法行为

4．“许多违法犯罪行为往往都是从沾染不良习气开始的，一般违法行为和犯罪之间没有不可逾越的鸿沟。”这警示我们

①要加强自我防范，杜绝不良行为②珍惜美好生活，认清犯罪危害，远离犯罪 ③避免沾染不良习气，自觉遵纪守法，防患于未然 ④不要拘泥于日常小事，要从大事着眼，依法自律

A．①②④ B．①②③C．②③④

D．①③④

（二）非选择题

材料：2017年1月23日，辽宁省沈阳市中级人民法院公开宣判辽宁省凤城市原市委书记王某某受贿、巨额财产来源不明案，以受贿罪、巨额财产来源不明罪对王某某数罪并罚，决定执行有期徒刑8年，并处罚金人民币90万元。(1)犯罪的基本特征有哪些？

(2)王某某受到的刑罚处罚中，主刑和附加刑分别是什么？

（3）我们应如何加强防范，预防违法犯罪？

九上人教版历史教案 篇4

1、假如你于20世纪五六十年代到美国西部和南部旅游，你将看到：

A、经济发展缓慢B、经济停滞不前C、经济萧条衰退D、发展尤其迅速

2、20世纪90年代美国经济的主要推动力是：

A、汽车工业B、航天工业C、信息产业D、军事工业

3、假如你暑假要到欧洲去旅游，为了方便在欧洲购物，你所带的货币是：

A、英镑B、美元C、人民币D、欧元

4、一位中国人民志愿军战士在朝鲜战场上清理缴获敌人的战利品，其中军用食品大多产自：

A、美国B、朝鲜C、日本D、中国

5、苏联解体的直接原因是

A、高度集中的经济政治体制的弊端B、各加盟共和国的分裂倾向

C、戈尔巴乔夫背离社会主义的政治改革D、西方资本主义国家“和平演变”策略影响

6、戈尔巴乔夫的改革给我们的经验教训是：

A、改革应从实际出发，坚持马克思主义B、要时刻警惕西方国家的“和平演变”

C、改革应坚持以经济建设为中心D、改革步伐要稳妥，不能急于求成

7、下列国家中，在1947年以前与印度是一家的是：

A、巴勒斯坦B、缅甸C、斯里兰卡D、巴基斯坦

8、标志着帝国主义在非洲殖民体系最终崩溃的事件是：

A、埃及独立B、纳米比亚独立C、埃及收回运河主权D、非洲独立年

9、下列国家中，最早走上社会主义道路的拉丁美洲国家是：

A、埃及B、古巴C、印度D、巴拿马

10、从1948年以色列建国到1973年，阿拉伯国家和以色列之间发生了：

A、两次战争B、三次战争C、四次战争D、五次战争

11、右图中这位国际政坛上的人士于11月不幸逝世。

国际社会称他是巴勒斯坦人数十年来为建立一个独立国家而不懈

斗争的象征。此人是：

A、纳赛尔B、阿拉法特C、卡斯特罗D、拉宾

12、东欧剧变中一分为五的国家是：

A、南斯拉夫B、匈牙利C、德国D、捷克斯洛伐克

13、东欧剧变的开始于：

A、1979年下半年B、1968年初C、1989年下半年D、1991年底

14、东欧剧变的实质是：

A、东欧各国解体、摆脱苏联控制B、经济与政治制度遭到破坏

C、政党政治、社会制度发生根本变化D、美国与苏联之间发生矛盾

15、美国新经济的主要特征是：、

①信息化②一体化③全球化④通用化⑤网络化⑥标准化

A、①②B、③⑤C、④⑥D、①③

16、20世纪80年代东欧各国出现的经济困难表现在：

①外债负担沉重②通货膨胀③人民生活水平下降④苏联放松对东欧的控制

A、①②③B、①②④C、②③④D、①②③④

17、匈牙利改革中优先发展的部门是：

A、重工业B、商业C、农业和轻工业D、工业和农业

18、下图名为“历史性的握手”，它给长期动荡不安的中东局势带来了一丝和平曙光。请你判断是下面哪幅图：

A、B、C、

19、引发1974～1975年世界性经济危机的是：

A、中东产油国提高石油价格B、美国经济受到打击

C、美国经济地位下降D、美国债务负担加重

20、苏联解体表现了：

A、社会主义运动的失败B、“斯大林模式”的失败

C、列宁主义的失败D、国际工人运动的失败

二、填空题(本大题共2个小题，每空2分，共10分)

21、、和的信徒都把的看作自己的“圣域”，几乎整个20世纪他们不断地相互争斗，以取得对该城市的控制权。

22、成为中东问题的关键。

三、列举(本大题共2个大题，每连线1分，共6分)

23、尼赫鲁古巴24、联邦德国1964年奥运

纳赛尔印度日本欧盟成员

卡斯特罗埃及苏联“八一九”事件

四、判断题目(本大题共4个小题，每小题4分，共16分)

25、为参加一次有关中东问题的讨论会，王强上网找到了一些材料，但有一些错误，你能帮他找出来吗?

中东地区的地理位置和战略位置极为重要，煤炭资源十分丰富，是各个历史时期世界列强的必争之地，列强从自己利益出发，在此进行长期角逐，它们的介入，使问题更加复杂。第二次世界大战后，欧盟通过了巴勒斯坦地区“分治”、建立一个犹太国家和一个阿拉伯国家的决议。1948年以色列建国以后，不断扩张领土，侵占巴勒斯坦阿拉伯人的家园，同巴勒斯坦进行了多次中东战争。巴勒斯坦领袖卡斯特罗为领导巴基斯坦解放进行了不懈斗争。

错误1：_____________________改正：_________________________________________

错误2：_____________________改正：_________________________________________

错误3：_____________________改正：_________________________________________

错误4：_____________________改正：_________________________________________

26、阅读下列材料：(本大题共3个小题，共11分)

阿姆斯特朗率先走出登月舱，一步一步走下了阶梯，在月球上留下了我们地球人的第一个脚印，他兴奋地说：“这一步，对一个人来讲只是一小步，而对整个人类却是一次飞跃。”

请回答：①迈出这一步的时间是何时?(2分)

②迈出这一步有何意义?(3分)

③有人说：“美国登月计划共耗资250亿美元，400多万人参加，这一项目劳民伤财，不值得。”你如何看待这一问题?(4分)

五、问答题(本大题共2个小题，27题3分，28题3分、29题5分、29题6分、共17分)

材料一、日本政府在1947年进行教育改革，将义务教育的范围扩大到初中。20世纪70年代又基本普及了高中教育

材料二、日本政府教育经费支出在国民收入中的比例逐步上升，20世纪五六十年代为5%,20世纪70年代6%～7%，1980年达到7.2%

材料三、日本国民生产总值增长示意图

请回答：

27、日本教育投入逐年增加对经济的发展起到什么作用?

28、日本的科技立国政策，对我国有何借鉴?

29、假如你是中国国家领导人，你希望塑造怎样的新一代青少年去与美国、欧盟、日本的青少年进行竞争?

30、日本积极从经济大国向政治大国迈进，并多次要求成为联合国安理会常任理事会国，但多次失败。假如你是中国外交部发言人，你对此有何评论?(字数100字左右)

参考答案

一、选择题(本大题共20个小题，每题2分，共40分)

题号12345678910

答案DCDCCADBBC

题号11121314151617181920

答案BACCDACAAB

二、填空题(本大题共2个小题，每空2分，共10分)

21、犹太教、和伊斯兰教的信徒都把的看作自己的“圣域”，几乎整个20世纪他们不断地相互争斗，以取得对该城市的控制权。

22、巴以冲突成为中东问题的关键。

三、列举(本大题共2个大题，每连线1分，共6分)

23、尼赫鲁古巴24、联邦德国1964年奥运

纳赛尔印度日本欧盟成员

卡斯特罗埃及苏联“八一九”事件

四、判断题目(本大题共4个小题，每小题4分，共16分)

错误1：煤炭改正：石油

错误2：欧盟通过了巴勒斯坦地区“分治”改正：联合国通过了巴勒斯坦地区“分治”

错误3：同巴勒斯坦进行了多次中东战争改正：同阿拉伯国家进行了多次中东战争

错误4：巴勒斯坦领袖卡斯特罗改正：巴勒斯坦领袖阿拉法特

三、材料解析题(本大题共3个小题，共11分)

26、①1969年7月20日

②标志着人类文明的一大进步

③“阿波罗登月计划”历时9年,这是一项伟大功工程,它使人类第一次走上太空,踏上月球,实现了人类飞天的梦想,探索宇宙奥秘，是值得的。(学生答案言之成理即可)

四、问答题(本大题共2个小题，27题3分，28题3分、29题5分、29题6分、共17分)

27、日本大力发展教育，为经济发展保证了人才资源，促进了经济发展。

28、日本引进先进技术，大力发展教育，注意培养人才，这是其经济腾飞的关键。因此我国也要大力发展教育，培养人才，积极引进先进科技，大胆创新，走科技兴国之路

29、提示：树立前途理想以及报国志向，注重德才兼备，注意综合能力培养。

冀教版九年级英语下册教案 篇5

Oral words and expressions: poetry, description, continue, beyond Teaching Aims: 1.Learn about the poems in foreign countries.2.Know the differences between Chinese and foreign poetry.Teaching Important Points: 1.How to make suggestions.2.The grammar: infinitives.3.Some words and expressions: learn/know …by heart Teaching Difficult Points: The grammar: infinitives Teaching Preparation: pictures Teaching Aids: audiotape, pictures Type of lesson: new lesson Teaching Procedure: Step1: Come to “THINK AOBUT IT”.Let the students talk about the questions in groups.1.Have you written a poem in Chinese? Is it hard? Why? 2.What kinds of poetry do you like best? After a while, let the students in each group present their ideas to the class in front of the class.Step2: Listen to the tape and find the answers to the questions: 1.Have Brian finished his poem? 2.What’s Danny’s poem about? Step3: Reading task: 1.Read the text and underline the new words in this lesson.2.Present the meanings of the words with the help of the media computer.We can use our body language if necessary.3.Tell the main idea of this lesson.Step4: Read the text again and decide the statements are true or false.1.Jenny wrote a Chinese poem.2.Brian wrote a poem about nature.3.Danny learned his poem by heart.Step5: Deal with the language points.How to make a suggestion: Maybe you could write a description of your favourite place.The infinitives: I haven’t decided what to write about.Would you like to hear my poem? I don’t need to read it.Let the students sum the use of infinitives of this lesson.Then encourage them to make more sentences with the grammar.Step6: Activities 1.Divide the class into several groups.Then let them translate a Chinese poem written by Li Bai or other famous poets.Then compare the translations of the groups.Let’s see which is the best? 2.Each group writes an English poem about the familiar things around us.Then let them change the poems in groups.They may give their own advice to the poems written by others.Step7: Describe the picture in English.Ask the students work in their formal groups.Then let them read their poems in class loudly.Step8: Come to “LET’S DO IT”.Work with a partner.Let the students talk about the question: which do you think is more difficult to understand, English poetry or Chinese poetry? Homework 1.Finish off the activity book.2.Get more information about the English poetry after class.Feedback：

The students more little of the English, so that the teacher provides them more information about the English poetry is very necessary.We can use the Internet to help us.The teacher should stimulate the students’ interests about the English poetry.The students can have more time to search more information on the Internet after class.Blackboard Design

Lesson 2: Poems About Nature Teaching Content: Mastery words and expressions: hill, clear, brave, pale, golden, softly, kiss, noisy Oral words and expressions: swiftly, tiny, warmth, scene, related, topic Teaching Aims: 1.Cultivate the students’ guessing ability of the whole text.2.Enjoy the charming of the English poetry.3.Compare the differences between the English and Chinese poetry.Teaching Important Points: 1.Learn the English poetry about nature by hearty.2.Know how to write an English poem.Teaching Difficult Points: Use what we learn to write an English poem.Teaching Aids: audiotape, pictures Type of lesson: new lesson Teaching Procedure: Step1: Come to “THINK ABOUT IT”.Divide the class into several groups.Talk about the next questions: Have you read any poems in English? Which one do you like best? Why? What should you do first if you want to write a poem about winter? Choose several best poems and let the students read them in front of the class.Show some pictures of winter to the students.Help them to find more words to describe winter.Step2: Listen to the tape and fill in the blanks.1.Does the poem make you think of _______? 2.You can write a poem about _______, too.3.Before you start writing your poetry, think about your _______.Step3: Read the text and find the new words.1.Let the students guess the meanings of the new words.Most of the new words are related nature.So present some pictures to the students to help them understand the new words.2.Ask some students to tell the main idea of this text.Step4: Do with the language points.Make sentences with the new words we learn in this text.Ask if someone can tell a story with the words we learn today.Encourage them to stand in front of the class and tell his story to us.Step5: Reading task Encourage the students to ask questions about this text.Finish the task in groups.Let the students design questions and exchange them in groups.They can ask questions like this: 1.What are your ideas for a nature poem? 2.What can you do to describe about something? Step6: Activities.Work in groups.Write a poem about the two pictures.Finish a poem.Then each student in the group correct it before reading it to the class.Step7: Come to “LET’S DO IT!”

The task is similar to the step6.Finish it in class.Try to write a poem about one of the seasons.The teacher shows some pictures about the seasons to the students.Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Feedback：

It is fun and interesting to write a poem in English.The teacher tries to write a poem and presents it to the class.Let the students correct it if they have any good ideas.Some students are interested in English, and they are also interested in poems.So give them more chances to create their minds.Blackboard Design

Lesson 3: Say It in Three Teaching Content: Mastery words and expressions: direction, form, poet, simply, a set number of, middle, clearly, dark, sleepy, unexpected, frog, feeling Oral words and expressions: petal, cherry, grebe, Matsuo Basho, Haiku, particular, pattern, set, syllable, interruption, plop, splash, limerick, Teaching Aims: 1.Cultivate the students’ reading comprehension.2.Know more about the foreign culture.3.Compare the differences between the Chinese and Japanese poems.Teaching Important Points: 1.Learn about an old style of Japanese poem: Haiku.2.Know some styles of poems: Haiku, Nature Poem and Limerick.Teaching Difficult Points: The old form of Japanese poetry: Haiku.Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1: Show pictures of Japanese poets and poems.Then introduce Haiku to the students.The teacher can find some music to match the poem.Step2: Listen to the tape and fill in the blanks.Usually Haikus are about _______.Haiku always has ______ lines.The first line of a Haiku has _______ syllables.Check the answers in class in oral.Step3: Read the text and guess the meanings of the new words.Sometimes some new words are too hard to understand, so the teacher can find some related pictures to help them.If the students bring some pictures about nature to the class, let them show them in front of the class.Step4: Read the text and find the answers to the questions: 1.Do Haikus tell a story? 2.What’s a syllable? Step5: Come to “PROJECT”.1.Divide the class into groups to finish the task.2.Finish the three poems in the text.Use the sentence: I need a ______.Let the others give the answers, one student write the words down.3.After finishing the poems, read it to the class.All the groups have different poems.Do they sound funny? 4.Decide a subject by each group.Then make a pattern according to the subject.Then finish the poem as the models in the text.5.Read the poem to the class.Homework: 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Feedback:

Some students may think the foreign poems are funny and easy.The teacher may also think so.It is possible for the students to create poems like those we have learned in the class.Give them more chances to create their minds.The teacher can try some poems, too.The class and the teacher can find much fun in learning foreign poems.Blackboard Design：

Lesson 4: The Wish Teaching Content: Mastery words and expressions: wish, in the middle of, stone, friendship, Teaching Aims: 1.Learn how to sing foreign songs.2.Know more about the foreign culture.3.Learn about the styles of all kinds of poems in other countries.Teaching Important Points: 1.Master the main idea of the song.2.Grasp the use of “without”.3.Make a similar song like this.Teaching Difficult Points: The use of “without”.Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1: Listen to the tape for several times.At the same time, ask the students to sing after it.Test how long they grasp the rhythm of the song.Step2: Read the song as a poem.Let the students read the poem as a lyric line by line.Step3: Make a poem like this.Divide the class into several groups.Make the similar this.Every group makes a poem.Then present it to the class.If the others have other better ideas, they can give their advice.Step4: Do with the language points.Make sentences with the important phrases: in the middle, without.S1: Danny sits in the middle of the classroom.S2: There is a stone in the middle of the road.S3: Fish can’t live without water.S4: We can’t finish the work without your help.Step5: Come to “PROJECT”.Finish the task in groups.1.Everyone in the group chooses one pattern of these poems and writes one by yourself.2.After writing the poem, show it to the others in the group.3.Each exams the others’ poems and gives his advice.4.After examine all of their poems, change them with the other group.Give their reasonable advice.5.The teacher gives them chances to express themselves.Homework：

1.Finish off the exercises in the activity book.2.Go on the next reading in the student book.Feedback: The students are familiar to the Chinese poetry, but the foreign ones are hard for them.When the students practice, the teacher should give them a hand if necessary.It is a challenge for the Chinese students to write foreign poems.Encourage them more in order to stimulate their interests of learning English.Blackboard Design:

Lesson 5: That’s a Funny Limerick!

Teaching Content: Mastery words and expressions: both…and… Oral words and expressions: blank, motion Teaching Aims: 1.Cultivate the students’ ability of learning by themselves.2.Master one of the patterns of foreign poems.3.Compare the differences between the Chinese and foreign poetry.Teaching Important Points: 1.Know more about the limerick.2.Learn more words about describing weight, size, feeling and age.Teaching Difficult Points: Know how to write a limerick.Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1: Come to “THINK ABOUT IT”.Let the students answer the questions in class in oral.1.Ask several students to say funny sayings in English.If they can’t express themselves in English, they can say them in Chinese.2.Let some students tell jokes.Encourage them to tell jokes in English.Step2: Listen to the tape and fill in the blanks.1._______ and _______ help Jenny fill in the blanks in her limerick.2.They choose _______ to describe the weight.Step3: Read and get the main idea of the text.1.Let the students scan the text.Then tell the main idea of the text.2.Find the new words and guess their meanings according to the text.Step4: Do with some language points.Either…or…, both…and…

Let some students make sentences with the help of the pictures.S1: He eats either apples or oranges.S2: Either he or I am good at dancing.S3: Both his teachers and his parents love him.S4: Susan loves both reading and listening.Step5: Come to “LET’S DO IT”.Limerick is a kind of poem that has a pattern.Study the “Limerick”.Get the results.1.There are five lines in the limerick.2.From Jenny’s limerick, we can see the first, second and fifth lines have rhyme.Look in the library or search on the Internet to find some information about limericks.Show them to the class and let them find the patterns of “limerick”.3.Let different groups act the dialogue out in front of the class.Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Feedback:

Limerick is fun.It’s interesting for the students.The students may like to practice it very much.Everyone writes a limerick.The class will be full of laughter.Ask the students to begin the similar dialogue in class to practice the limerick.Blackboard Design

Lesson 6: Say It in Five Teaching Content: Mastery words and expressions: create, single, thought Oral words and expressions: fur, stretch, hum, adjective Teaching Aims: 1.Improve the students’ listening and reading abilities.2.Know more about the foreign poetry.3.Learn the American five-line poems.Teaching Important Points: 1.Grasp the pattern of the five-line poem.2.Use the pattern to describe something.Teaching Difficult Points: Use the pattern to describe something.Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1: Come to “THINK ABOUT IT”.We all know Chinese poetry has different kinds of patterns.Let the students give some examples.Step2: Listen to the tape and answer the following questions: 1.Who created the five-line poem? 2.How many poems does the text show us? Finish the listening part in class in oral.Step3: Reading task: Read and tell the main idea of the text.This is a game to practice the students’ memories.It can improve the students’ summary abilities.Step4: Read and decide the statements are true or false.1.Today we learn a pattern of French poetry.2.The second line has three words.3.The topic of the poem is a noun.Finish the questions in class in oral.Step5: Activity: Show some pictures to the students.Let them the favourite one to describe.They can work in pairs.Then show their poems to the class.It’s easy to finish the task, but it is hard to do it well.Step6: Come to “LET’S DO IT”.Work in groups of three or four students.1.Say the differences between a Haiku and a five-line poem.Say about their different forms and different patterns.A haiku is just a description of a scene.It is simply what is happening in this place, at this moment.Five-line poem has five lines.It is always about a single topic.Each line has a set number of words.The first line has one word.The second line has two words.The third, or middle, line has three words.The fourth line has four words.The last line has one word.2.Finish the task in groups.Choose one topic as they like.Then exchange the poems among the groups.Step7: Homework 1.Finish off the exercises in activity book.2.Ask the students to find more topics after class.Summary:

We learn different kinds of foreign poetry.They are limericks, five-line poems and Haiku.The students may think they are very interesting.Some students have surprising poems that you didn’t think of.Give them more chances to practice so that they can create their minds.Lesson 7: Trading Poems Teaching Content: Mastery words and expressions: awake, riddle Oral words and expressions: avenue Teaching Aims: 1.Know more about the foreign culture.2.Create the student’s cooperation ability.Teaching Important Points: 1.Master the written style, letter.2.Learn the differences between Chinese and foreign poetry.Teaching Difficult Points: Write a letter with what we learn in this unit.Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1: Show the type of the letter.Let the students sum how to write a letter.Pay attention to the written style of the envelope.Step2: Listening task Listen to the tape and fill in the blanks.1._______ is a beautiful way to express thoughts and feelings.2.Danny’s teacher says Danny’s always saying _______ things.Let the students listen to the tape and finish the listening task in class in oral.Step3: Read the text and answer the following questions: 1.Does Danny think it is hard to write a poem? 2.Did Li Ming write back to Danny? Ask the students scan the text and answer the questions.Step4: Practice Write a letter to your friends about what we learn in this unit.The teacher encourages them to write a poem to their friend, too.It’s hard, so they can choose any topic that they like.They only write for friends.We don’t need to demand too much.Step5: Come to “LET’S DO IT”.Finish the task in groups of three or four students.In a small group, write a poem like the one in Li Ming’s postcard.1.First, choose a word your group like.They can choose any word that they like.Because the task is to begin a poem with the letters in this word, everyone can write a word on a piece of paper.Then they can choose one from these.2.Use each letter in this word to begin a line of our poem.Everyone in the group can write different poem according to the word.Then they can exchange their poems and give advice to each other.3.Make a poster to display your poems on the wall.It takes some time to design the poster.4.Which one do you think is the best? Give your reasons.Let the students choose the best poem that they like best and give their reasons in front of the class.Step6: Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary:

The last poem that we learn in Li Ming’s postcard is very interest

Lesson 8: Unit Review

Teaching Content: Mastery words and expressions from Lesson1 to Lesson7.Oral words and expressions from Lesson1 to Lesson7.Teaching Aims: 1.Improve the students’ ability of using what we learn in this unit.2.Stimulate the students’ mind of learning about Chinese and foreign poetry.3.Know the differences between Chinese and foreign poetry.Teaching Important Points: 1.Making suggestions.2.Master the use of infinitives.Teaching Difficult Points: The use of infinitives.Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: review lesson Teaching Procedure: Step1: Listen to some beautiful poems in Chinese or in English.Music usually creates atmosphere for the students.If anyone can recite some English poems, the teacher can give them chances to recite in front of the class.Step2: Do the exercises in Lesson8.At the same time, the teacher walks in the classroom and see if they have any trouble to solve.Step3: Let the students write some difficulties on the blackboard.Then let’s try to solve them together.The most important grammar is the infinitive.For example: I haven’t decided what to write.Li Ming has something important to do, so he can’t come to your party.My wish is to go to space.It’s not easy to walk against a strong wind.Step4: Practice the spoken English.Make a similar dialogue according to the Speaking the Language part.It’s how to make suggestions.Ask the students work in pairs to make up dialogues like this.Then present it in front of the class.Step5: Play “Story Game’.Work in groups to finish the task.When the students play the game, the teacher walks around the classroom and see if any group needs help.At last, ask each group presents their stories to the others in front of the class.Whose story is the funniest? Step6: Homework 1.Finish the exercises in activity book.2.Preview the next lesson.Summary:

Poetry is an important part of culture.So it is useful to learn it well.This unit gives us opportunities to practice.Making suggestions is important, too.So let the students make dialogues to practice it.The teacher should pay attention to the infinitives in this unit.We should practice more in this class.Lesson 9: What’s a “Horkey”?

Teaching Content: Mastery words and expressions: helpful, at the same time Oral words and expressions: DNA, combine, juicy, mule, donkey Teaching Aims: 1.Know more about cloning.2.How to combine two different things.Teaching Important Points:

1.Talk about the ability and inability.2.The use of coordinating conjunctions.3.Combine two different things.Teaching Difficult Points: Talk about the ability and inability.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of lesson: new lesson Teaching Procedure: Step1.Lead in the class by showing some pictures about combining to the students.They may be about different things, such as food, fruit, animals and other things.Step2.Listen to the tape and answer the following questions: 1.Can Danny combine a donut and a pizza? 2.Who wants to combine a cow and a chick? Let the students answer the questions with the help of the pictures.Finish the task in oral in class.Step3.Read the text and fill in the blanks with the correct words.1.We can combine two different ______ or two different ______.2.Brian would combine ______ and ______.Look through the whole text quickly and answer the questions in class in oral.Step4.Encourage the students find the new words in this lesson.Give more examples and let the students understand more about the words.I would combine a donut and a pizza.Then I could have breakfast and lunch together.Then I would have little, juicy bananas.Do you know what a mule is? It has a horse as mother and a donkey as a father.Step5.Read the text again and encourage them to find more questions about the text.One student stands up and asks a question.The others who want to answer can stand up and answer it as quickly as he can.For example: 1.What would you combine? 2.What about combining a duck and a deer? 3.Can we combine apples and bananas? Step6.Come to “PROJECT”.Finish the task in groups of three or four students.Think about something that is combined by two different things.Each of the group writes his answer down and shows it to others.Then choose the most meaningful one to study.What will your group combine? What if you combine the two things? What can it do for us? What’s its advantage? Talk about the questions above, then sum their ideas.Give a report in front of the class.Demonstrate your ideas.Describe the thing that you combine in detail.Describe its advantages and disadvantages.Step7.Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary In this lesson, we learn to combine two different things together.In order to get new living things, we must make full use of our imagination.What can the things that we combine are used for? It is important for us to discuss.During the discussion, we practice our spoken English.Lesson 10: What is DNA? Teaching Content: Mastery words and expressions: generally, twin, clone, not only…but also Oral words and expressions: blueprint, identical, egg, identify Teaching Aims: 1.Know how to write a passage on science.2.Learn something about DNA.3.Know more about our body.Teaching Important Point: 1.Master the words and expressions of this lesson.2.The ability and inability.3.The use of coordinating conjunctions.Teaching Difficult Point: The use of DNA.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of lesson: new lesson Teaching Procedure: Step1.Lead in the text by discussing what DNA is.Divide the class into several groups.Then talk about the subject for several minutes.Then one of the groups presents their opinions in front of the class.Step2.Listening task:

Listen to the tape and fill in the blanks with the correct words you hear.1.Generally speaking, a ______ is a drawing.2.______ for identical twins, each living thing has its own unique DNA.Play the tape once.Then let the students try to finish the task in class in oral.Step3.Reading task: Read the text quickly and answer the following questions: 1.Where does your DNA come from? 2.Is your DNA in every part of your body? Finish the reading task in class in oral.Try to get more information about the text at the same time.Step4.Read the text again.Find the sentences with the new words.Try to create situation about the new words.Then make sentences with the new words.If someone can make a whole story with the new words that we learn in this lesson, the teacher must encourage her.The sentences with the new words: Generally speaking, a blueprint is a drawing.Identical twins are two children that grew from the same egg.They are clones.From your DNA, scientists can identify not only you, but also people related to you.Step5.Let some students tell some details about the text.What is DNA?

Where is your DNA from? What is DNA used for? Step6.Come to “LET’S DO IT”.Finish the task with a partner.Find the things about you that show your parents’ DNA.Talk about if for a while.Then let some volunteers come to the front to talk about the subject.Step7.Homework 1.Finish off the exercises in the activity book.2.Go on the next reading in the student book.Summary:

You look like your father or your mother.That identifies the DNA of your body from your parents.DNA is very fascinating.Each living thing has its own unique DNA.Try to find more ways to use the DNA in many fields.Discuss the use of DNA in this class.Make full use of it to help more people in the world in more fields

Lesson 11: Cloning People? Teaching Content: Mastery words and expressions: exactly, divide, crazy Oral words and expressions: human being, original, adult, Dolly, insect Teaching Aims:

1.Know more about cloning.2.Create the students’ spirit of cooperation.Teaching Important Points: 1.The advantages and disadvantages of cloning.2.The expression of ability and disability.3.The use of coordinating conjunctions.Teaching Difficult Points: The advantages and disadvantages of cloning.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of lesson: new lesson Teaching Procedure:

Step1: Show a picture of Dolly.Then let the students discuss what our life will be if we make a clone of ourselves.Divide the class into groups of three or four.Discuss for five minutes.Then present their results to the class.Step2.Listening task: Listen to the tape and fill in the blanks with the correct words you hear.1.The clones are the ______ height.2.There are ______ ways to clone people.Finish the task in class in oral.Step3.Reading task: Read the text and decide whether the following statements are true(T)or false(F).1.We can make clones from dead animals.2.Each clone would be a different person.3.We can combine the DNA of pigs and dogs.Finish the task in class in oral.Step4.Pair work: Read the text again and find more details about the text.Try to solve the following problems.Talk about them with your partner.At the same time, encourage them to ask more questions about the text.How many ways are there to clone people? What are they? Do you want a clone of your self? Why? What is the use of cloning? Try to finish it in a limited time in order to improve their comprehension ability.Step5.Read the text by the students.Give the students time to listen to the tape again.Then make a chance for them to practice in front of the class.Step6.A debate Divide the class into two groups.One group is for the advantages of cloning.The other is for the disadvantages of cloning.The teacher designs the task in order to find out the meanings of cloning.Step 7.Come to “LET’S DO IT’.This task is similar to the one is step6.This topic is about the food.The students can use their imaginations.Of course the best way is to search on the Internet for more information about the subject.Step8.Homework 1.Search more information about cloning on the Internet or in the newspaper.2.Finish off the exercises in the activity book.Summary:

Cloning is a popular subject in the modern society.It is good for the students to know more about that.Encourage the students to find out more information on the Internet.They can use other tools to get more.Give them chances to present their results in the next lesson.Lesson 12: Did You Ever See a “Chorse”?

Teaching Content: There are no new words and expressions in this lesson.Teaching Aims: 1.Know more about combining.2.Find the differences between the Chinese and foreign songs.Teaching Important Points: 1.The expression of ability and disability.2.The use of coordinating conjunctions.3.Sing the song fluently.Teaching Difficult Points: Combine two different living things.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of lesson: new lesson Teaching Procedure: Step1.Show some pictures of animals to the students.Let them imagine what animals what animals they would like to combine.What would they look like? What are they used for? Divide the class into groups of three or four.Then discuss the questions for five minutes.After a while, show their results to the class in front of the class.Step2.Listen to the song and repeat after it.Play the tape for several times.Let the students to be familiar to the rhythm of the song.Step3.Read the song as a lyric.Then let the students make up other similar songs according to their imagination.Let some volunteers present their song to the class.Step4.Let the students try to sing the song together.Play the tape again.Ask them to sing after it for several times again.Step5.Ask some volunteers to sing in front of the class.Step6.Come to “LET’S DO IT”.Work in a small group to finish the task.Use the pattern in the song to tell customers about your new animals.Describe the new animals in the following ways.What animals will you combine? What is the new animal look like? What are they used for? What will you name them? At last, they can present their result in words or in pictures.Let the students talk about the subject for five minutes.Then let one of the members come to the front and present their result.Step7.Homework 1.Finish off the exercises in activity book.2.Practice the song after class.Summary:

This song is about combining.Combine two different things together by changing their DNA.It is a new technique.We must make full use of it in many ways.The students today are the future scientists and engineers.So let them know more about coming is good for them.Give them more chance to search after class.Help them to use many tools to teach themselves.Lesson 13: Clones Are the Same Teaching Content: Oral words and expressions: laboratory Teaching Aims:

1.Practice the students’ spoken English.2.Create the students’ imaginations.Teaching Important Points: 1.Know more about cloning.2.The expression of ability and inability.3.The use of coordinating conjunctions.Teaching Difficult Points: The expression of ability and inability.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of lesson: new lesson Teaching Procedure: Step1.Talk about the question “What would you like to clone?” in groups.They can use the following patterns: What would you like to clone? Why? Give the students five minutes.Then let them act their dialogues out in front of the class.Step2.Listening task: Listen to the tape and answer the following questions: 1.Jenny would like to clone a dog.2.Danny would clone himself.Finish the task in class in oral.Step3.Reading task: Scan the text and answer the following questions: 1.What would Jenny like to clone? 2.What would Brian like to clone? 3.Why would Danny like to clone himself? Finish the task in class in oral.Step4.Read the text again and find the main idea of the text.Ask some students to say it in front of the class.Step5.A Game Make up a similar dialogue according to the text.Finish the task in groups of three or four.Give them five minutes.And then ask the students to present their dialogues in front of the class.Step6.Discussion Discuss the use of the clones of yourself.If you have a clone of yourself, what would you like him to do for you? Do you think it is very useful? Step7.Come to “PROJECT”.Divide the class into groups of three or four.Talk about the subject “Have you heard of cloned animals?” The next is “If you are a scientist, what would you like to clone? Why?”

Talk about the subjects in groups.The students may have five minutes to finish the task.Then try to present your result to the class in front of the class.Step8.Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary:

Cloning is new to some students.It is useful to give them more time to talk about the subject.They can find more information about cloning on the Internet or with other tools.Encourage them to know more after class by themselves

Lesson 14: A Clone of My Own Teaching Content:

Mastery words and expressions: secret, copy, doubt, stupid, chess, robot Oral words and expressions: foolish, flute, closet, prefer, play chess, prefer…to… Teaching Aims:

1.Improve the students’ written ability.2.Create the students’ imaginations.Teaching Important Points: 1.Imagine the use of cloning in our daily life.2.The expression of ability and inability.3.The use of coordinating conjunctions.Teaching Difficult Points: The use of coordinating conjunctions.Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1.Talk about the question: Would you like to have a clone of yourselves? Why? Finish the task in groups.Give the students five minutes to discuss the subject.Then let the students present it in front of the class.Step2.Listening task: Listen to the tape and answer the flowing questions: 1.How old is Kate? 2.What does “foolish” mean? Finish the task in class in oral.Step3.Scan the text and decide the following statements are True or False: 1.Katie would like a secret clone.2.Katie already has three sisters.3.Katie’s clone would live the living room with Katie.Finish the task in class in oral.Step4.Read the text again and try to find the sentences with the new words.What does Katie mean by “a secret clone”? I doubt what she says!“Foolish” means “silly or stupid”.Also, she would play chess with me.Maybe I need a robot!She would feed my tow cats, clean my room and practise my flute.Step5.Ask some students to tell the main idea of the text.Let some students say it in front of the class.Step6.Group Work Talk about the subject in groups.Talk for about five minutes.If you have a clone of yourself, what would you like her or him to do for you? Write what you think of down on a piece of paper.Then exchange their ideas in groups.One of the members sum what they think of.Then present it in front of the class.Step7.Come to “LET’S DO IT”.Finish the task in pairs.Make up a dialogue with a partner and act it out in front of the class.Encourage them to make the story funny.Make the ending surprising.Step8.Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary:

It is fun to give the students chances to speak in front of the class.Sometimes they think they are not happy in their daily life.They don’t want to do something sometimes, so they want someone else to do it for him or her.Maybe some students think clones of themselves are useful to them.Lesson 15: Cloning Questions

Teaching Content: Mastery words and expressions: neither, nor, neither…nor…, dead Oral words and expressions: mammoth Teaching Aims:

1.Be familiar to the e-mail.2.Know more about cloning.Teaching Important Points: 1.The expressions of ability and inability.2.The use of coordinating conjunction.Teaching Difficult Points: The use of coordinating conjunction.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of lesson: new lesson Teaching Procedure: Step1.Lead in by showing some pictures of cloning.Let the students talk about the use of cloning.What is cloning? What is cloning used for? What can we do with cloning? Step2.Listening task: Listen to the tape and answer the following questions: 1.What did Li Ming study this week in school? 2.What’s the name of the first cloned animal? Ask the students to answer the questions in class in oral.Step3.Reading task: Read the text and decide the statements are True or False.1.Li Ming doesn’t think cloning is interesting.2.Li Ming knew how the sheep Dolly cloned.3.Jenny has ever studied cloning.Finish the task in class in oral.Step4.Read the text again and find the sentences with the new words.Let the students guess the meanings of the new words.Give more examples with the new words.I knew that English scientists had cloned a sheep, but I knew neither how nor why.I chose mammoths.Ask the students to make sentences with neither…nor… He is neither a teacher nor a doctor.Neither he nor I am thirteen years old.Step5.Sum the main idea of the two e-mails.Let the students tell them in their own words, not word by word according to the content of the e-mails.Step6.Come to “LET’S DO IT”.Divide the class into groups of three or four.Use the Internet or other tools to find more information about cloning.Talk about what, where, when, why and how cloning is taking place.Everyone writes down a short passage, then exchange it with the others.Next one of the members of the group gives a report in front of the class.Step7.Homework 1.Finish off the exercises in the activity book.2.Ask your parents for some information about cloning.Summary:

Cloning is new to the students.Let them get more information on the Internet.That is helpful for them.It is helpful for them to use the Internet for some important information.On th the coordination conjunctions are important in this unit.So make more practice in class.Lesson 16: Unit Review Teaching Content: Mastery words and expressions in this unit.Oral words and expressions in this unit.Teaching Aims: 1.Learn to use the Internet and other tools to search more information.2.Know more about cloning.Teaching Important Points: 1.The expression of ability and inability.2.The use of coordinating conjunction.Teaching Difficult Points: The use of coordinating conjunction.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of lesson: review lesson Teaching Procedure: Step1.Group work Talk about the question in groups.“What do you like to clone the most? Why?” Let the students write their opinions down on a piece of paper.Then exchange their opinions.At last, one of the members sums the opinions and gives a report in front of the class.Step2.Finish the exercises in this lesson.Find out the problems and write them down on the blackboard.Discuss the problem together and find out the correct way to solve the problems.Step3.Do with “Grammar in Use”.Let the students finish the exercises.Then ask the students to make some sentences with neither…nor…, not only…but also….Not only he but also his father is handsome.Neither my mother nor my father likes this kind of fruit.Step4.Come to “Speaking the Language”.Complete the dialogue.Then ask the students to make a similar dialogue with his partner.Then present it in front of the class.Step5.Play the game “Stop-Go”

Play the game in front of the class.Start the game with 10 volunteers from the class.Play the game to practice the “ability and inability” expressions on this page.Change the students to play the game if the time is enough.Step6.Group work Divide the class into several groups.Ask them to introduce themselves in the group.Then choose two best ones to present in front of the class.Step7.Homework 1.Finish off the exercises in activity book.2.Find out more information about cloning on the Internet.Summary:

This unit is designed to review the main language points in this unit.It is used to build the vocabulary of the unit.Practice the grammars and spoken English in this unit.All those are put in a situation of cloning.Cloning is a new subject for the students.It is very interesting to discuss.Lesson 17: Do Mistakes Matter? Teaching Content:

Mastery words and expressions: pardon, mention, pocket, double, mistake, make a mistake, depend, common Oral words and expressions: Bruce, confused, confusing, depend on, bargaining Teaching aims: 1.Know the cultural differences between China and western countries.2.Improve the students’ abilities of speaking English.Teaching Important Points:

1.Target language: I made a mistake.He looks confused.Buying things in China is confusing.2.Train the students’ focus abilities and cooperation spirit.Teaching Difficult Points: the difficult cultures of different countries Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of Lesson: new lesson Teaching procedures: Step1.Lead in The teacher shows some pictures to the students with the Multi-media computer.The pictures show the differences between China and Western countries.From the people’s appearance and the colour of the skin，We can tell the differences.The others show cultural differences.We use chopsticks but they use the fork and knives.Divide the class into several groups and finish the task.Encourage the students to speak more.They can use their own pictures to help them.Step2.Listening task

Listen to the text and answer the following question: 1.Where is Bruce from? 2.What does Bruce’s father do?

3.How much does Li Ming pay for the two pops? 4.How much did Bruce pay for one pop?

Ask the students to listen carefully and answer the questions.We can arrange the students to listen to the part that is connected with the two questions.Step3.Read and find the new words: He looks confused.Buying things in China is confusing.I made a mistake.Let the students try to make sentences with the new words.Step4.Reading task:

Read the text again and answer the questions: What are Bruce and Li Ming doing? Is Bruce confusing?

Where don’t people try to change the price, in China or in North America?

Encourage the students to ask more questions by themselves.Step5.Fill in the blanks with the right forms of the words given.1.My brother is _______(迷惑的).2.It is so ______(迷惑的)a thing.3.Does he often ______(犯错误)?

This part is used to check if they have grasped the new words.Step6.Activity

Suppose you and Bruce are shopping, you are bargaining with the clerk.Bruce can bargain, too.Divide the class into several groups and talks about the questions.After a while, let the students act their out in front of the class.Encourage the students to speak loudly in front of the class.Choose the best group and praise them.Step7.Think about: What’s the difference between people in China and North America when they are shopping?

Use the formal group to finish the task.When the students discuss, the teacher walks around the classroom to see if they need any help.Step8.Talk about: Where would you like to buy things, in shopping center or market? Let them debate the questions.As usual, the class can be divided into two groups.One group thinks the shopping center is good.The other thinks the market is better.Let them debate for five minutes.Then let one student in each group to sum the opinions of his own group.Step9.Homework

Find more information about the differences between China and western countries.Summary:

This interesting text is about bargaining in China.It’s based on the different cultures between Chinese and Western countries.In some countries in North America, people don’t try to bargain, so some foreign friends feel confused when they buy things in China.Try to help them when you meet foreigners.Try to find more differences between Chinese and Western countries on the Internet.Lesson 18: Wait!Don’t Eat Yet!

Teaching Content:

Mastery words and expressions: society, politely, manner, especially, unless, polite, fork, serve, forever, act, compare, theirs Oral words and expressions: custom, tablecloth, rude, toothpick, Spaghetti, sauce Teaching Aims: 1.Find the differences between the Chinese and Western customs at table.2.Cultivate the students’ creation and cooperation spirit.Teaching Important Points: 1.The expressions of similarities and differences.2.Grasp the Past Future Tense.Teaching Difficult Points: The expressions of similarities and differences.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of Lesson: new lesson Teaching Procedures: Step1.Lead in: a pair work.The teacher asks the students the following question: Have you ever traveled to other places? Where have you been?

Show some pictures with the help of the multi-media.The pictures are from Australia, France, China, England, America and Japan.Let the students discuss for 2 or 3 minutes.Then let them say in front of the class.When the student is speaking, the others can ask him or her questions about his subject.Step2.Listening task Listen and answer the following questions: 1.Table manners in China and Canada are quite ______.2.In China, if your guests have no food on their plates, putting food on their plates is ______.3.It’s ______ to use a toothpick at the table.Finish the task in class in oral.Step3.Read the text and find out the sentences with the new words.All societies have customs about how to eat politely.We call these customs “table manners”.It’s okay to eat it, especially if it’s something dry, like a piece of bread.In Canada, if you drop something on the tablecloth, you pick it up and put it on your plate.Parents are forever telling their children: “Don’t talk with your moth full!”

Step4.Reading task: Read the text and decide the statements are true or false.1.In China, if you drop something on the tablecloth, you usually pick it up and eat it.2.In Canada, to finish the food in front of the class in rude.In China, everybody has a knife at the table.Exercises: Fill in the blanks with the right forms of the words given.1.I think______(sing)loudly at table is not polite.2.It’s rude ______(point)to the others when you eat at table.3.His mother said he ______(return)the fork to the restaurant tomorrow.4.Nobody ______(know)the secret except me.Step6.Activity:

Project: What’s the story? 1.Find pictures in magazines.2.Make up a quick story about your picture.3.Trade your picture with the students from another group.Practice:

Show some pictures to the students.Let the students picture them.Show some different pictures in different situations.Let them give vivid description.When they finish one picture, try to show them the whole story.If we don’t have enough time, show them the main idea.Step8.Consolidation

Suppose you have a foreign friend.He will come to China.Make a chart.Write down his/her name, his nationality, his language and his aims.Show it to your partner, then finish it in class.Lesson 19：Sayings

Teaching Content: Mastery words and expressions: culture, several, action, fly, as soon as Oral words and expressions: saying, penny, earn, boil, hatch, judge, prevention, cure, worm, fence, spoil, broth, honey, vinegar, Nick, giggle Teaching Aims: 1.Know more about the differences between the Chinese and Western table manners.2.Train the students focus abilities.3.Cultivate the students’ cooperation abilities.Teaching Important Points: