第一篇：九年級歷史下冊 6.21《觸摸人類心靈的文化》教案 冀教版

第21課 觸摸人類心靈的文化 教學設計

● 教學設計思路

本課講述了現(xiàn)代歐美文學、美術、音樂、電影方面的主要成就，由于都是一些感性知識，教學方面比較簡單，學生主要通過自學（閱讀教材）對上述內容有大致地了解。對于其中一些重難點，教師要引導學生透過表面現(xiàn)象，分析根本原因，培養(yǎng)學生分析認識問題的能力。建議教師多運用一些感性教材，比如圖片、音頻等，幫助學生更好的理解這些作品的主題思想，從而加深學生的印象，有利于學生對作品的分析理解，也有利于他們更好的理解作品產生的環(huán)境?！?教學目標

（一）知識與能力

通過本課學習，使學生了解并掌握現(xiàn)代歐美文學、美術、音樂、電影方面的主要成就。

（二）過程與方法

1．通過總結造成克萊德悲劇的原因，鍛煉學生概括及記課堂筆記的能力。2．通過對《格爾尼卡》的介紹，提高學生鑒賞和分析現(xiàn)代美術作品的能力。

3．通過欣賞爵士樂，使學生不僅從音樂角度，還要從歷史角度欣賞音樂，理解音樂表達，提高學生從多學科視角上綜合欣賞、理解音樂的能力。

4．通過教師引領學生探尋好萊塢稱霸世界影壇的原因，提高學生在閱讀教材過程中獲取有效信息的能力。

（三）情感態(tài)度與價值觀

1．通過對《美國的悲劇》的學習，使學生從克萊德悲劇中找到對自己人生發(fā)展的警示。2．從畢加索的學習中理解藝術家的成功離不開其強烈的社會責任意識。

3．通過欣賞并理解爵士樂產生和發(fā)展的歷史過程，豐富學生從音樂世界體驗人生的情感?？陀^而公正地評價現(xiàn)代流行音樂。

4．在感受好萊塢大片過程中，形成對他民族性格及精神世界的正確理解。在好萊塢稱霸世界影壇原因的探尋中，激發(fā)學生振興中國電影的民族自信心?！?教學重難點

（一）教學重點

用心

愛心

專心

一、繁榮的現(xiàn)代文學

（講述）首先，我們來看一下文學方面。20世紀的歐美文學作品中，名著很多，而且是在不同的國家，都有名著的誕生。你能說出幾部代表作嗎？

（學生結合教材，回答）

（出示相關的圖片，講述）教材上主要提到了6個人物，請同學們自己閱讀并總結。（學生結合教材，總結）

（講述）其中德萊塞的《美國的悲劇》是同學們必須掌握的內容。其主要內容是：描寫了主人公克萊德·格里菲斯受到社會上邪惡影響，逐漸蛻變、墮落為兇殺犯、最后自我毀滅的全過程。小說共分三卷。第一卷描寫克萊德這個天真幼稚的青年人怎樣受到外部世界腐蝕與毒害，逐漸演變成為一個玩世不恭、怙惡不悛的人，一直到汽車碾死女孩，逃離堪薩斯城為止，這是小說故事的準備階段。第二卷描寫克萊德與富商伯父薩繆爾·格里菲斯邂逅后，以窮親戚的關系來到萊柯格斯廠內充當工頭助手，隨后陷入與窮女工洛蓓達、闊小姐桑德拉的三角戀情。為了高攀桑德拉，克萊德甘愿違悖自幼接受的基本道德準則，犧牲洛蓓達，于是，他就通過翻船陰謀干掉了這個被他誘奸而懷孕的年輕的女工。事后，克萊德落荒出逃，逍遙法外。第三卷主要描寫案發(fā)之后，克萊德如何被捕入獄，受審和定罪，其間還穿插著美國兩黨和司法機構利用克萊德一案大搞政治投機的丑聞。最后經過終審判決，克萊德被送上了電椅。小說結尾處，還描寫牧師出場，為臨終之前克萊德尋求靈魂拯救的故事。

了解了小說內容梗概之后，大家可以談談你們的感想。想一想小說主人公克萊德悲劇出現(xiàn)的原因是什么？（回答）

（講述）（1）小說問世的20世紀20年代，美國社會崇尚偽善的侈談，并沒有好好地去培養(yǎng)青年一代。美國的實利主義，使青年人認為，有了金錢便能占有一切，包括美色在內。小說中所描述的不僅是克萊德的悲劇，也是美國的悲劇。（2）追求財富、貪圖享受的虛榮心和利己主義的惡性發(fā)展。從中我們就可以看出，一部偉大作品的誕生，絕不會是作者的憑空想象，一定會有它產生的深刻的社會基礎。反過來，從作品描繪的一個簡單的社會的剖析面中，我們就可以略見當時美國社會的一些情況，同時也給我們當今的人很大的啟示：我們應該怎樣做人？

（強調）每一部作品都不是單單的一本書，而是當時社會的指針式的縮影，這就是為什么說文學史當時政治、經濟的反映。遙想很好的理解一部作品，就要從當時他寫作的背景來分析，反之，從書中描寫的細節(jié)之處，也可以清除當時的社會情況。

二、關注人類命運的畫家

（講述）教材上講述了4位畫家，其中凡·高和畢加索是同學們必須掌握的。下面同學們根據(jù)教材自己學習并總結，注意閱讀“小資料”。

用心

愛心

專心

（學生根據(jù)自己的課外知識，回答）

（講述）布魯斯是爵士樂初期的一種重要形式，為爵士音樂的旋律基礎，源自非洲，由非洲的黑人帶到美國。17～18世紀，西方殖民主義者將大批非洲黑人販賣到美洲，這些黑人奴隸從故鄉(xiāng)帶走了歷史和文化，同時也帶上了音樂。生活在社會最底層的黑人奴隸思念遙遠的故鄉(xiāng)和親人，沮喪、無奈與絕望的情感始終伴隨著他們。在田間、在勞動之余，黑奴們懷念故鄉(xiāng)和親人，常常唱一種哀歌，以表達他們孤寂、哀怨的心聲。

從爵士樂起源的這方面來看，你能得出什么結論呢？（學生發(fā)言）

（講述）音樂是用來表達內心情感的，音樂與生活、與時代密切相關，任何形式的音樂都不可能是因為某個天才的突發(fā)奇想，總是在生活中經過長期的磨練、積累，在人民大眾中形成的。

透過爵士音樂的其他表現(xiàn)特征，你還可以看到日常生活中的什么細節(jié)呢？（學生回答）

（講述）因為爵士音樂產生于非洲，所以它更多的反映了非洲黑人的心聲。大家可以體會黑人奴隸的心愿所在：例如，即興風格──爵士樂的靈魂，即自由自在地演奏，他們渴望以此來表達自己的一個宏愿──自由地、無拘無束地生活。再如，拉格泰姆──爵士樂音樂的節(jié)奏支架，即切分的節(jié)奏風格，切分示意出動蕩和不穩(wěn)定，與平靜和穩(wěn)定相對峙。黑人奴隸生活在社會的底層，他們希望社會變革動蕩，這種不規(guī)則的切分節(jié)奏特點，就好像他們對現(xiàn)實社會不停地敲擊。

（出示圖片，講述）看看那些爵士樂手使用的樂器，爵士樂有一個很大的特點，就是講究“即興”演奏，這種“即興”表現(xiàn)方式滲透在整個作品的演奏之中，它是爵士音樂的精髓和靈魂。為什么會形成這種特點呢？

（學生思考，討論回答）

（講述）早期黑人爵士樂多不識譜，演奏時只是憑著靈感，對所熟悉的曲調自由地進行變化。所以帶有很強的即興性質。由于人數(shù)不多，三五個樂手經常在一起合作，時間久了，彼此之間也就自然地形成一種默契。這種情況只是到后來才有所改變。即興表演為爵士樂手提供了宣泄情感的機會，容易激發(fā)人的情緒。

大家想一想，爵士樂是起源于非洲的，而在黑人音樂的故土──非洲并沒有出現(xiàn)在世界范圍內具有深遠影響的現(xiàn)代音樂流派，這是什么原因？為什么爵士樂在美國出現(xiàn)？

（學生思考，討論回答）

（講述）因為那里社會發(fā)展相對落后，文化發(fā)展相對緩慢，無法被現(xiàn)代世界所理解。而來到美洲的黑人盡管早期

用心

愛心

專心

67-

第二篇：河北省石家莊市第八中學九年級歷史下冊 第21課 觸摸人類心靈的文化教學設計 冀教版

第21課 觸摸人類心靈的文化

● 教學設計思路

本課講述了現(xiàn)代歐美文學、美術、音樂、電影方面的主要成就，由于都是一些感性知識，教學方面比較簡單，學生主要通過自學（閱讀教材）對上述內容有大致地了解。對于其中一些重難點，教師要引導學生透過表面現(xiàn)象，分析根本原因，培養(yǎng)學生分析認識問題的能力。建議教師多運用一些感性教材，比如圖片、音頻等，幫助學生更好的理解這些作品的主題思想，從而加深學生的印象，有利于學生對作品的分析理解，也有利于他們更好的理解作品產生的環(huán)境?！?教學目標

（一）知識與能力

通過本課學習，使學生了解并掌握現(xiàn)代歐美文學、美術、音樂、電影方面的主要成就。

（二）過程與方法

1．通過總結造成克萊德悲劇的原因，鍛煉學生概括及記課堂筆記的能力。2．通過對《格爾尼卡》的介紹，提高學生鑒賞和分析現(xiàn)代美術作品的能力。

3．通過欣賞爵士樂，使學生不僅從音樂角度，還要從歷史角度欣賞音樂，理解音樂表達，提高學生從多學科視角上綜合欣賞、理解音樂的能力。

4．通過教師引領學生探尋好萊塢稱霸世界影壇的原因，提高學生在閱讀教材過程中獲取有效信息的能力。

（三）情感態(tài)度與價值觀

1．通過對《美國的悲劇》的學習，使學生從克萊德悲劇中找到對自己人生發(fā)展的警示。2．從畢加索的學習中理解藝術家的成功離不開其強烈的社會責任意識。

3．通過欣賞并理解爵士樂產生和發(fā)展的歷史過程，豐富學生從音樂世界體驗人生的情感?？陀^而公正地評價現(xiàn)代流行音樂。

4．在感受好萊塢大片過程中，形成對他民族性格及精神世界的正確理解。在好萊塢稱霸世界影壇原因的探尋中，激發(fā)學生振興中國電影的民族自信心?！?教學重難點

（一）教學重點

1．德萊塞及其長篇小說《美國的悲劇》。2．畢加索及其《格爾尼卡》。3．爵士樂。4．好萊塢。

（二）教學難點

1．分析《美國的悲劇》、《格爾尼卡》的深層意義。2．理解爵士樂。

3．探尋好萊塢稱霸影壇的原因?！?課時安排 1課時。

● 教學結構與過程

一、繁榮的現(xiàn)代文學 1.代表人物：德萊塞 2.作品：《美國的悲劇》

3.主要內容：描寫了主人公克萊德·格里菲斯受到社會上邪惡影響，逐漸蛻變、墮落為兇殺犯、最后自我毀滅的全過程。

4.意義：每一部作品都不是單單的一本書，而是當時社會的指針式的縮影，這就是為什么說文學史當時政治、經濟的反映。遙想很好的理解一部作品，就要從當時他寫作的背景來分析，反之，從書中描寫的細節(jié)之處，也可以清除當時的社會情況。

二、關注人類命運的畫家

1.代表人物：凡·高 《向日葵》 2.代表人物：畢加索 《格爾尼卡》

1937年4月26日德國法西斯空軍轟炸西班牙北部巴斯克重鎮(zhèn)格爾尼卡，鎮(zhèn)上的居民慘遭屠殺。得知此事，畢加索義憤填膺，隨即拿起畫筆，創(chuàng)作了震撼畫壇的《格爾尼卡》。

三、走出圣殿的音樂

1.爵士樂：布魯斯是爵士樂初期的一種重要形式，為爵士音樂的旋律基礎，源自非洲，由非洲的黑人帶到美國。17～18世紀，西方殖民主義者將大批非洲黑人販賣到美洲，這些黑人奴隸從故鄉(xiāng)帶走了歷史和文化，同時也帶上了音樂。生活在社會最底層的黑人奴隸思念遙遠的故鄉(xiāng)和親人，沮喪、無奈與絕望的情感始終伴隨著他們。在田間、在勞動之余，黑奴們懷念故鄉(xiāng)和親人，常常唱一種哀歌，以表達他們孤寂、哀怨的心聲。

2.音樂是用來表達內心情感的，音樂與生活、與時代密切相關，任何形式的音樂都不可能是因為某個天才的突發(fā)奇想，總是在生活中經過長期的磨練、積累，在人民大眾中形成的。

四、輝煌的電影藝術

1.美國的好萊塢電影稱雄于世界電影王國，幾乎成為電影的代名詞。2.原因：

1．一流的電影制作技術、一流的導演、一流的演員。2．推出影星以確立自己的地位。3．華爾街金融機構的大量投資。

4．制作技術、題材、制作方法的不斷革新。5．創(chuàng)造出不同的類型片來吸引觀眾?！?/p>

● 課堂板書

第21課 觸摸人類心靈的文化

一、繁榮的現(xiàn)代文學

二、關注人類命運的畫家

三、走出圣殿的音樂

四、輝煌的電影藝術

第三篇：冀教版九年級英語下冊教案

冀教版九年級英語下冊全套教案(48課)

Lesson 1: Poetry, Please Teaching Content: Mastery words and expressions: poem, decide, nature, express, learn/know …by heart, pleased, happiness, shut 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, flashcards, 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.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? Do you really want to hear? 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.Step5: 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.Step6: Describe the picture in English.Ask the students work in their formal groups.Then let them read their poems in class loudly.Step7: 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? All of the students have seen much Chinese poetry, but few of them have seen English poetry.So present the students several English poems.Let them discuss the mean ideas of the poems.Then let them finish the task.Step8: Homework 1.Finish off the activity book.2.Get more information about the English poetry after class.Summary:

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.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 Preparation: pictures Teaching Aids: audiotape, flashcards, 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.Step8: Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary:

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.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, adverb 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 Preparation: pictures 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.Step6: Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary: 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.Lesson 4: The Wish Teaching Content: Mastery words and expressions: wish, in the middle of, stone, friendship, recite 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 Preparation: pictures 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.Step6: Homework.1.Finish off the exercises in the activity book.2.Go on the next reading in the student book.Summary:

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.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 Preparation: pictures 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 “l(fā)imerick”.3.Let different groups act the dialogue out 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:

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.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 ______(犯錯誤)?

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:

1.Understanding the English saying.2.The expressions of similarities and differences.3.The past future tense.Teaching Difficult Points: Learn the expressions of similarities and differences between Chinese and Western countries on table manners and sayings.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of Lesson: new lesson Teaching Procedures: Step1.Lead in: The teacher begins the class by discussing the question.It is a group activity.Ask the students to tell the manners at the table.In the activity, the students will think of many funny stories.Give them chance to speak in front of the class.Praise the groups that act well.Step2.Listening task: Listen and answer the following questions: 1.Who does Nick sit beside? 2.Is Nick full at last? Listening is necessary for training the students listening abilities.Remember to give them a few easy questions to answer.Step3.Reading task:

Read and find the new words:

But as soon as his bowl was empty, the grandmother put more in it.Wu Yang’s little sister giggled.Let the students make sentences with the new words.S1: The students stop talking as soon as the teacher comes in.S2: My mother came in as soon as I watched TV.S3: While I am speaking, Wang Yan giggles all the time.Step4.Read and find the difficult language points: 1.Nick ate it all up.2.The grandmother kept giving him more.3.Wu Yang was trying not to smile.Let the students try using the phrases in English.S5: I’m so hungry that I eat up all the food on the table.S6: He was not good at English, but he kept trying his best.We all admire him.S7: Try to pass the exam, please.Step5.Divide the class into several groups in three or four.Guess the meanings of the English sayings.First let them exchange the meanings of the sayings in the group first.Then exchange the meanings in groups.Let the students decide which are the correct answers to the English sayings.Step6.Exercises:

1.I will call you __________(一??就)I come back.2.You must _________(解釋)it to your parents.3.Although he failed, he kept _________(努力).4.What _______(其他的)can I do for you? If the teacher wants to know if they have grasped the language points of this lesson, he can give them some exercises to see the result.Step7.Project: It is a group activity.Divide the class into several groups to finish the task.The people in the story have a problem.They don’t understand each other very well.Write an ending for the story.Explain why you choose you ending.Search more information about the differences between China and western countries at the table.Lesson 20: Where I Come From Teaching Content: Mastery words and expressions: greeting Oral words and expressions: forgive Teaching Aims:

1.Know more about the cultural differences among different countries.2.Cultivate the students’ cooperation spirit.Teaching Important Points: 1.The different greeting ways in different country.2.The Past Future Tense.Teaching Difficult Points: The similarities and differences.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of lesson: new lesson Teaching Procedure:

Step1.Lead in by discussing in groups.Finish the task with the help of the flashcards.Divide the class into groups of three or four.Let each group discuss the following questions with the help of the pictures.He /she will come to your home for dinner next Sunday.What will you prepare for him/her? Try to finish the task in five minutes.Step2.Listen to the tape and let the students sing after it for several times.Step3.Show a globe to the foreign students.Let’s see where we are.Ask some students come to the front and point up where we are on the globe.A game.Ask two students to the front.Let’s who can find more places in limited time.The one who finds more is the winner.Step4.Read the text as a poem and find the new words.Then make sentences with in greeting, forgive

Where I come from we shake hands in greeting and ask, “How are you?” During a meeting and forgive a mistake or two.Step5.Group work.Ask the students to say some special customs of the foreign countries.For example, the schools are different in China and other countries.Divide the class into groups of three or four to finish the task.Step6.Activity

Work in groups.Think about your culture.List some special Chinese customs that aren't found in other cultures.Step7.Homework

1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary:

English songs sometimes are the same as the Chinese songs.They also describe a subject and the content is all about it.Because of the English songs, the students know more about the foreign customs and culture.Lesson 21: What’s in a Name? Teaching Content: Mastery words and expressions: given name, family name, sir Oral words and expressions: formal Teaching Aims:

1.Know more about the foreign culture.2.Cultivate the students’ learning abilities.Teaching Important Points: 1.The structure of English names.2.The differences between English and Chinese names.Teaching Difficult Points: The structure of English names.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of lesson: new lesson Teaching Procedure: Step1.Lead in by discussing: How much do you know about the differences between Chinese and Western names? Work in groups.Then one of the members of the groups gives a report to the class.Step2.Listen to the tape and fill in the blanks with the information you hear.1.In Western countries, people have ______names.2._______ is Li Ming’s first name.Finish the task in class in oral.Step3.Read and find the new words in the text.1.My given names are “Brian” and “James”.2.My family name is “Smith”.3.That’ formal in English.Practice the new words in class.Stp4.The language points: I’m a little confused.But in China it comes last!What do they say when they meet on a formal occasion? Make sentences with the language points.Step5.Practice: Tell us why Danny is confused.If you understand, give us an example.Let some students say give some examples to show the differences between Chinese and English names.Step6.Work with a partner.Write a dialogue in which Brian and Wang Mei meet and introduce themselves.What do they say when they meet on a formal occasion.Step7.Homework

Give English names to each of your family members.Summary:

English names are so different from Chinese names that some Chinese students are confused about them.Let the students choose English names themselves.Then they can choose English names for their family members.I believe practice makes perfect.Lesson 22: Do Manners Matter? Teaching Content: Mastery words and expressions: praise Oral words and expressions: Joe Teaching Aims:

1.Know more about the foreign culture.2.Cultivate the students’ abilities about learning English.Teaching Important Points:

1.Good manners in China and North America.2.Apologies, similarities and differences.3.Past Future Tense.Teaching Difficult Tense: Past Future Tense.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of lesson: new lesson Teaching Procedure: Step1.Lead in by a group work.Ask the students to tell the differences about the manners when you receive the presents.Work in groups of three or four.Everyone writes his or her answers down on a piece of paper.Then exchange their ideas.Next sum the main ideas and present them to the class.Step2.Listen to the tape and fill in the blanks with the correct words.1.Wu Zhou has lived in Canada for ______ years.2.Good manners in North America are ______ from good manners in China.3.When people give you gifts in Canada, you ______ them with many words.Finish the task in class in oral.Step3.Read the text and decide the following statements are true or false.1.In North America, there are no words for being polite.2.When people give you gifts in Canada, you might say, “I don’t want your gift.” 3.Wu Zhou is a teacher in a university in Canada.Finish the task in class in oral.Step4.Read the text again.Tell the main idea of the text and encourage the students to ask more questions about the text.They can ask questions like these: S1: Wu Zhou calls himself Joe Wu, why? S2: Because “Joe” is an English name that sounds like “Zhou”.S3: If you don’t say “please” or “thank you”, what will people think of you? S4: They will think you are rude.Step5.Act

Work with your partner.Suppose you receive a present from your friends, what will you say if you are Chinese and what will you say if you are Canadian? Act your dialogue out in front of the class.Let the students get the differences by their acting.Step6.Come to “LET’S DO IT”

Before we do this, the teacher can show the students more about the differences between Chinese and Canadian culture on the Internet.Divide the class into groups of three or four to finish the task.Everyone write his or her ideas down then exchange the ideas in the group.Make up a dialogue or give a report.Then present it in front of the class.Step7.Homework 1.Finish the exercises in the activity book.2.Go on the next reading in the student book.Summary:

The culture differences show in different ways.Let the students think of more situations and let’s find out how to do on the Internet.Teach the students how to learn is more important than what to learn.So give the students more time to practice in class.Lesson 23: Supper with the Bradshaws

Teaching Content: Mastery words and expressions: trouble Oral words and expressions: peppermint, tradition Teaching Aims: 1.Know about the similarities and differences between China and Western countries.2.Cultivate the students’ abilities.Teaching Important Points: 1.Apologies.2.Similarities and differences.3.Past Future Tense.Teaching Difficult Points: Past Future Tense Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of lesson: new lesson Teaching Procedure: Step1.Lead in by discussing what you will do when your friends say goodbye to you.Divide the class into groups of three or four.Everyone writes their ideas down then exchange them in groups.Sum the ideas then give a report in front of the class.Step2.Listen to the tape and answer the following questions: 1.We just came home from the ______.2.Bruce and his father had trouble with Chinese ______ and culture.3.Last night, we eat in the ______.Finish the task in class in oral.Step3.Scan the text and answer 1.Did Bruce and his father make mistakes in China? 2.Western people never eat duck’s feet, do they? 3.Does Li Ming like peppermints? Finish the task in class in oral.Step4.Read the text again.Find the sentences with the new words.But he and his father sometimes had trouble with Chinese customs and culture.At the end of the meal, Mr.Bradshaw opened a box of peppermint candies.In good Chinese tradition, I told him that I enjoyed it.Show some pictures to help the students remember the new words.Step5.Act it out.Divide the class into several groups.Ask each group to act one part of the text out.Before doing this, let them read the text fluently and decide which part to act it out.If they don’t have real peppermints or something they must use, they can use something else to replace them.Step6.Come to “LET’S DO IT”.Divide the class into groups.Ask them to discuss what makes them embarrassed when they are guests at a dinner.Everyone writes his ideas down.Then exchange them in groups.At last, one of the groups sums the group’s ideas and presents it in front of the class.They can write a diary entry, an e-mail or a letter about the dinner.Step7.Homework 1.Finish off the exercises in the activity book.2.Go on the next reading in the student book.Summary:

It is not easy to make friends with foreigners.It is helpful to know more about the differences between Chinese and western customs and culture.Acting the text out is interesting.The teacher can ask the students to bring something useful into the class.If they don’t have real ones, they can use something to replace it.Lesson 24: Unit Review

Teaching Content: Mastery words and expressions from Lesson17 to Lesson23.Oral words and expressions from Lesson17 to Lesson23.Teaching Aims: 1.Know about the differences between Chinese and western customs and culture.2.Cultivate the students’ learning abilities and cooperation spirit.Teaching Important Points: 1.Apologies.2.Similarities and differences.3.The past future tense.Teaching Difficult Points: The past future tense.Teaching Preparation: pictures

Teaching Aids: flashcards, audiotape, pictures Teaching Procedure: Step1.Show some pictures about different table manners to the students.Encourage the students to act out a dialogue to show the differences.Give them five minutes.Let the students act in front of the class.Step2.Ask the students to talk about the different customs and culture between China and western countries.Show some pictures to remind the students.They can show them in all kinds of styles.They can make a dialogue or write a passage.Step3.Finish the exercises in class in oral.Write some problems down on the blackboard.Discuss in the class.Then choose the correct answer.Step4.Come to “Grammar in Use”.Let the students make more sentences with the past future tense.It is often used in the object clause, when the subject is past tense, the object clause is often used the past future tense.Encourage them to give more examples to practice it.Step5.Come to “Speaking the Language”.Ask volunteers to act the dialogue out in front of the class.Encourage the students to make other dialogues and act them out.Step6.Come to “Written work”.Let the students write it as homework if we can’t finish it in class.It’s practice of the main ideas of this unit.It can also build the students’ vocabulary.Step7.Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary:

The students practice their reading, speaking and written English in this text.It is used to build the students’ vocabulary.The teacher must make full use of this part.At the same time, encourage them to remind the main ideas of this unit.Give them more time to use what we learn in this unit.Think over after class :

Lesson 25: Talk!Don’t fight!

Teaching Content: Mastery words and expressions: fight, spend Oral words and expressions: fought, spent Teaching Aims: 1.Let the students know the importance of peace.2.Create the students’ spirit of cooperation.Teaching Important Points: 1.Talk about the agreement and disagreement.2.Grasp the object clause.Teaching Difficult Points: Talk about the agreement and disagreement.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of lesson: new lesson Teaching Procedure: Step1.Come to “THINK ABOUT IT”.Divide the class into groups of three or four.Discuss the following questions: What would you do if you found some money on the street? Give the students five minutes to finish the task.Pay attention to all the students’ feelings.Let all of them take part in the discussion.Step2.Listen to the tape and fill in the blanks with the words you hear: 1.Jenny and Brian see Danny ______ on the street, _______ a bag.2.The money that Danny found was on the _______.Step3.Read the text and answer the following questions: 1.Who did Danny buy the shirt for? 2.How much money did Brian lose? Step4.Read the text and tell the main idea of the text in the students’ own words.Let the students speak in front of the class.Encourage them not to be shy when they stand there.Give the students chances to speak loudly in front of the class.Step5.Encourage the students to ask more questions about this part.Divide the class into groups of three or four to finish the task.Ask all of the students to take part in the discussion.They can ask questions like this: S1: When you are Jenny, what should you do to stop the fight? S2: Do you think the ten dollars is Brian’s?

S3: Do you think Danny should spend the ten dollars that he found on the street? Step6.Come to “LET’S DO IT”.Divide the class into groups of three or four, talk about what Danny should do.Everyone writes his or her opinion on a piece of paper.Everyone must write his or her reasons down.Choose the best from their opinions.Then report it to the class.Step7.Homework 1.Finish off the exercises in the activity book.2.Go on the next reading in the student book.Summary:

Activities are the main style of the class.The students learn their knowledge in the games and role-plays.It’s a good way to make the English class interesting.Always remember to improve the students’ cooperation spirit.Let everyone in the group to have the chance to speak.This is very important for the English teaching.Think over after class :

Lesson 26: Good Friends Shouldn’t Fight

Teaching Content: Mastery words and expressions: enemy, behave, gentleman, honest Oral words and expressions: thief, unhappy, agreed Teaching Aims: 1.Let the student’s grasp the four basic skills of English: listening, speaking, reading and writing.2.Know about the importance of peace in the world.Teaching Important Points: 1.Talk about the agreement and disagreement.2.Grasp the object clause.Teaching Difficult Points: The agreement and disagreement Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of lesson: new lesson Teaching Procedure: Step1.Come to “THINK ABOUT IT”.Divide the class into groups of three or four.Talk about the following questions: Have you ever had a fight with a friend? What happened? If you had a fight with your friends, how do you make up after the fight? Everyone writes their opinions down on a piece of paper, then show it to the others of the group.Remember to demonstrate their reasons.The group chooses the best to present in front of the class.Step2.Listen to the tape and fill in the blanks with the words you hear.1.Brian thinks Danny is a ______.2.Jenny thinks Danny and Brian should stop _______.3.They will have a ______ at Jenny’s house.Step3.Read the text and answer the following questions: 1.Has Brian found his lost money? 2.Did Danny feel sorry to Brian? 3.Is Brian still angry with Danny? Step4.Read the text and act the role-play in front of the class.Encourage them to make up a role-play by themselves.If they like, they can add any ending for the story.After they act, the others can say where they should improve and how they should improve it.Step5.Group work Divide the class into groups of three or four.Discuss the following questions:

Talk about your fight with your members of the groups.Tell them: what happened to you? How long did the fight last? Who helped you to solve it? After one student finishes his speech, the others can tell him or her whether his actions are right or wrong.Step6.Come to “LET’S DO IT’.Finish the task in pairs.Ask the students to think about the fight between Danny and Brian.Is Brian right to be angry with Danny? Why? The key is to describe the reasons.Is Danny right to say that he doesn’t want to be Brian’s friend anymore? With a partner, debate which character is right, Danny or Brian? Step7.Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary:

Activities give the students chances to practice their spoken English.During the activities, some students may have trouble in expressing themselves.The teacher should help them if necessary.Provide them pictures to help them remind the stories or experience in their life.Show them some English words that are about their topics Think over after class :

Lesson 27: The Dove and the Olive Branch

Teaching Content:

Mastery words and expressions: flood, peaceful, raise, symbol Oral words and expressions: dove, olive, Adam, Eve, Eden, God, Noah Teaching Aims: 1.Stimulate the students’ ideas of loving our country.2.Improve the students’ spoken English.Teaching Important Points: 1.Talk about the agreement and disagreement.2.Grasp the object clause.Teaching Difficult Points: the object clause Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure:

Step1.Lead in by discussing “Do you know the story of the dove and the olive branch?”

Divide the class into group of three or four.Discuss the question.At the same time, show the students the picture of the dove and the olive branch with the help of the audiotape.Everyone in the group writes their answers down.Then discuss it in the group.Choose the best to show in front of the class.Step2.Listen to the tape and decide the following statements are true or false.1.Noah is a good man.2.Noah and his family in the Great Flood for a hundred days.3.Since then, people use a picture of a dove with an olive branch in its mouth to show their love for peace.After listening to the tape, ask the students to finish the task in class in oral.Step3.Scan the text and tell the main idea of it.Remember to say with their own words.Not one word by one word from the text.Step4.Read the text carefully and answer the following questions: 1.Did God think there are too many bad people in the world? 2.What did Noah do to escape the Great Flood? Finish the task in class in oral.Step5.Group work Discuss the following questions in groups of three or four.What do you think breaks the peace in our life? What can you do to prevent this happen?

Make a list of it.Then exchange the ideas in groups.Choose the best to present in front of the class.Before the students finish the task, the teacher had better show some new words to them on the blackboard.Step6.Come to “LET’S DO IT”.Ask the students to finish the task in formal groups.First, discuss whether or not you think the story of Noah is real.Why or why not? What do they think of the God’s idea?

Second, tell other famous stories about making peace.Many students may know some Chinese stories about making peace.Show some pictures to help them remind the old stories.Many people died in order to get a peaceful world for us.Step7.Homework 1.Finish off the exercises in activity book.2.Write down your story in the exercise book.Summary:

Remind the students to respect the dead men who died in the anti-Japanese wars.Many stories also write down some great men who devoted themselves to the peace of China.Let’s remember them forever.Without them, we haven’t the peaceful world and the happy life.Think over after class :

Lesson 28: Please Let There Be Peace Teaching Content: Mastery words and expressions: army, prepare, gun, agree, agree to, imagine Oral words and expressions: obey, battle, rage, suffering Teaching Aims: 1.Cultivate the students’ abilities of listening, speaking, reading and writing.2.Learn to love and care for the people around us.Teaching Important Points: 1.Talk about agreement and disagreement.2.The object clause.Teaching Difficult Points: The object clause Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1.Show a picture of a dove and the olive branch to the class.Let them show their opinions about the peace of the world.If you are a member in the U.N, what should you do to stop fighting? Peace and development are the main topics now.Make a list of the plan that you make.Then present it to the class.Step2.Listen to the tape for two times.Let them know the rhythm of the song.Can someone sing in front of the class? If anyone can, the teacher let them have a try.Step3.Read the song as a poem line by line.Translate it into Chinese.If necessary, help them.There are some new words in it.Some words are difficult to understand.Step4.Play the song again for several times again.Let the students sing after it.Step5.Practice Divide the class into two groups to read the song.Then sing the song together.If necessary, play the tape again.If they can’t sing it well, the teacher teaches them line by line.Step6.Come to “PROJECT”.Finish the task in groups of three or four.Wars bring suffering to people.We all love peace and hate war.We have an organization called the U.N.which is to stop fight and keep peace in the world.It is made up of six main countries in the world.When there is a fight on the earth, we may think it’s time for the U.N.to play an important part.Now imagine you are representing China at the U.N.Make a speech about how the U.N.should work to stop war.Present your speech to a small group of classmates and listen to their speeches.As a group, talk about your speeches.Ask each other questions about your opinions and information.After five minutes, ask several groups to present their result to the class.Step7.Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book Summary:

We all hate wars because we see what wars bring us on TV, in newspapers and on Internet.We must do something to stop them.Give the students chances to open their minds.Maybe it is they that can save the earth someday.Think over after class :

Lesson 29: Jenny’s Good Advice

Teaching Content: Mastery words and expressions: agree with, probably, belong, belong to Oral words and expressions: opinion, have a talk Teaching Aims: 1.Cultivate the students’ abilities of learning English.2.Know about the importance of peace.Teaching Important Points: 1.Talk about the agreement and disagreement.2.The object clause.Teaching Difficult Points: The object clause Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1.Come to “THINK ABOUT IT”

Lead in by discussing the following questions: Why do you sometimes fight with others? How do you feel after the fight? Finish the task in groups.After discussing it for a while, make the best one to show it in the class.Step2.Listen to the tape and answer the following questions: 1.Where do Danny and Brian meet? 2.Do Danny and Brian stop fight in this lesson? Finish the task in class in oral.Step3.Read the text and tell the main idea of the text.Pay attention to Danny’s and Brian’s opinions about this.Step4.Read the text and decide the statements are true or false.1.Danny and Brian both think Jenny’s cookies are good.2.Brain didn’t think the money that Danny’s picked up was his.3.Danny can’t agree with Brian’s opinion.Finish the task in class in oral.Step5.Pair work Work with your partner.If you were Jenny, what would you do to stop them from fighting? Do you have any other good ideas? Work in pairs.Then discuss it for a while.Let some volunteers come to the front to give their advice.Step6.Come to “LET’S DO IT”.Finish the task in group work.Ask them to make up a dialogue or a role-play.First, they must make a plan for the play.What happened to you? Who are fighting? Why? Give them five minutes to finish the task.If they don’t have enough people to play, they can ask the teacher to take part in it.Step7.Homework 1.Have you had a fight with your friend? Write it down.2.Go on the next reading in the student book.Summary:

The teacher can take part in the students’ activities.They can help the students make a plan to play it better.The teacher can provide them some new words if necessary.Praise them after they act a dialogue out.Think over after class :

Lesson30: Let’s Work for Peace

Teaching Content: Mastery words and expressions: provide, disagree, trust Oral words and expressions: religion Teaching Aims: 1.Learn about the importance of peace.2.Know more about the foreign culture.Teaching Important Points: 1.Know about a student council in Canada.2.Talk about the agreement and disagreement.3.The object clause.Teaching Difficult Points: The object clause Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1.Come to “THINK ABOUT IT”.Lead in by discussing the following questions: How many clubs are there in your school? What are they?

If there aren’t any clubs in the school, we can think about who works for the peace of your school.What do they often do when someone fights in school? Discuss it in groups.Then choose the best to present it in front of the class.Step2.Listen to the tape and answer the following questions: 1.What grade is Danielle in? 2.What does the student council do? Finish the task in class in oral.Step3.Read the text and decide the statements are true or false.1.Student councils work to make schools better places.2.All the students in Danielle’s school wear the same clothes.3.We need to learn about different cultures and make friends with people from other cultures.Finish the task in class in oral.Step4.Tell the main idea of this text.Remember to answer the questions: 1.What does the student council do? 2.What is Danielle’s school like?

3.What do we do in order to make our school a better place? Step5.Group work Work in groups of four or three to discuss the following questions: If you are a member of the student council, make a plan about how to make the school a better place.Make a list of the things that you think must be done according to the situation of the school.Discuss the question in groups.Then show it to the others in class.Discuss the plan in class.At last, give the advice to school.Step6.Come to “LET’S DO IT”.Work in groups.Plan a debate about this topic: countries should never go to war to solve disputes.Are there any wars today? Where are they? Are wars good or bad? Are there better ways to solve problems? Give them enough time to debate the interesting topic.Let them open their minds to create good ideas.Then present their ideas group by group in front of the class.Step7.Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary:

Students are old enough to think about these questions.They watch TV to pay attention to the development of the world.They have much to say in this part.Show some pictures about the disaster that wars bring to the people in the world.Call on the students to study hard to create a more peaceful world for the people.Think over after class :

Lesson 31: Peace at Last Teaching Content: Mastery words and expressions: at last, pity, angry, decision, fair, conversation, regret There are no oral words and expressions in this lesson.Teaching Aims: 1.Learn to love and care for the others.2.Practice the students’ written English.Teaching Important Points: 1.Talk about agreement and disagreement.2.The object clause.Teaching Difficult Points: The object clause Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of lesson: new lesson Teaching Procedure: Step1.Lead in the text by discussing the following question: What should you do if you have trouble with your friend? Finish the task in groups of three or more.Let’s see how they solve their problems.Many students may write a diary.Others tell his or her trouble to his friend or teacher.Tell the students: when you meet trouble, find some effective and fast ways to help yourselves out.Step2.Listen to the tape and answer the following questions: 1.Who has trouble with the basketball game, Li Ming or Danny? 2.Did Li Ming go to the basketball game at last? 2.What is Danny going to deal with the money problem? Finish the task in class in oral.Step3.Read the text and then tell the others what Li Ming’s trouble is.Do you think how to solve it? Is Li Ming right or wrong? Tell the class the reasons.Step4.Read the text and decide the statements are true or false.1.Li Ming has been invited to a party on Friday evening.2.Li Ming’s friend was angry because Li Ming missed the game.3.Brian wrote a letter to Danny and told him he didn’t want the ten dollars any more.Finish the task in class in oral.Step5.Find out the sentences with the news and practice them in class.After I missed the game, my friend was very angry.What a pity.She said that the decision was mine.It wouldn’t be fair for me to go to the game.Jenny said we should have a conversation.I regret what I did.Let the students make up sentences with the words and expressions that we learn in this lesson.Show some flashcards to help them.S1.Don’t be angry with me.S2: It is necessary for us to have a conversation with my mother.S3: His sister regrets doing that.Step6.Group work Divide the class into groups of three or four.Write experience that you have had.Then share it with your members.Tell who is right in the story.What should we do to solve the problem correctly? Step7.Come to “LET’S DO IT’.Finish the task in groups.Write a diary entry, an e-mail or a letter about the topic below.Have you or anyone in your family experienced war before? What is war like? If they have no experience, they can describe a war that they have heard before.After they write their experience down, share them in the group.Then choose a special to give a report 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:

We all have a fight with our friends.Write your experience down and share with your classmates.You may think it’s funny for to do such a thing at that time.It will help you to analyze yourself.Think over after class :

Lesson 32: Unit Review Teaching Content:

Mastery words and expressions from Lesson25 to Lesson31.Oral words and expressions from Lesson25 to Lesson31.Teaching Aim: 1.Learn to love and care for others.2.Know about how important the peace is for us.Teaching Important Points:

1.Talk about agreement and disagreement.2.The object clause.Teaching Difficult Points: The object clause Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of lesson: review lesson Teaching Procedure: Step1.Lead in by discussing the importance of peace for us in the world.Finish the task in groups of three or four.Show some pictures to the students.Analyze the disadvantages that wars bring us.Make a list of it and show it to the class.Step2.Do with the exercises the lesson.Write down some difficulties on the blackboard.Then discuss the use of them.Practice them again.Step3.Come to Grammar in Use.The object clause is the main part.Let some student make similar sentences in front of the class.The others listen and find if they are right.Step4.Come to “Speaking the Language”.Fill in the blanks with correct words.Make up similar dialogues in front of the class.Step5.Do with the comprehension part.Can the students answer the question fluently? If they have any difficulties, help them.Step6.Come to “Take This Quiz”.Search on the Internet to find more information.Ask the students what they want to know.Let them search on the Internet before the class.Then give a report to the class the next day.Step7.Do with written part.If we have time in class, finish it in class in groups.If we don’t have enough time to do with it, we can have it done after class.Step8.Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary:

This is the summary of the unit.It includes the main points in this unit.Arranging it carefully before the class, we can have a good review in the class.We can do with the language points, the main grammar and practice the spoken English.Think over after class :

Lesson 33: Welcome, Guest!

Teaching Content: Mastery words and expressions: shape, perhaps, though Teaching Aims:

1.Know more about the foreign culture.2.Good manners at table.Teaching Important Points: 1.Learn different cultures.2.Practice the object complements and attributive clauses.Teaching Difficult Points: The object complements.Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1.Come to “THINK ABOUT IT”.Lead in by discussing the following questions: What do you know about dinosaurs? List the names of some types of dinosaurs you know of.Discuss the questions in groups.Every member writes his or her answers down.Then discuss it in groups.Make a complete answer.Then present it in the class.Step2.Listen to the tape and answer the following questions: 1.Where was Danny yesterday afternoon? He was at Dinosaur School.2.Did Danny learn Dinosaur song at school? Yes, he did.Finish the task in class in oral.Step3.Reading task Read the text and encourage the students to ask more questions about this part.S1: What did Danny learn at Dinosaur school? S2: He learned dinosaur culture.S3: When will they have dinner together? S4: On Saturday.Step4.Practice Do with the main grammar: the object complements.Point out the sentences with object complements: I find other cultures interesting.Make examples by the students: We must keep the classroom clean every day.Step5.Activity Invite your friend to your home.What do you do? Make up a dialogue with your partner.Then let them present it in front of the class.Step6.Come to “LET’S DO IT”.What do you think dinosaur food is like? Do you think Brian and Jenny will like the food? Write down your ideas.Then share it with your partner.After a while, let some students show their answers in front of the class.Remind them to tell the students why they think so.Step7.Homework 1.Finish off the exercise book.2.Go on the next reading in the student book.Summary:

Students are strange to hear of the Dinosaur culture.We all want to know what real Dinosaur culture is, including their food, songs, clothes and so on.Give the students time to say some other countries’ culture in front of the class.Let them search on the Internet for more information.Think over after class :

Lesson 34: Danny’s Dinosaur Dinner

Teaching Content:

Mastery words and expressions: knock, hang, hang up, offer Oral words and expressions: hung, hanged Teaching Aims: 1.Know about the Dinosaur culture.2.Cultivate the students’ cooperation ability.Teaching Important Points: 1.Learn something about having a meal.2.The object complement and the attributive clause.Teaching Difficult Points: Have a meal.Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1.Come to “THINK ABOUT IT”.Lead in by discussing the following questions:

Have you ever invited a guest to your home? Have you ever been a guest? What’s the worst food you’ve ever had?

Discuss the following questions in groups.Then present it in front of the class.Step2.Listen to the tape and fill in the blanks with the correct words you hear.1.When Jenny and Brian come to Danny’s home, he is in the _____.2.Danny gives Brian and Jenny some _____ to eat.Finish the task in class in oral.Step3.Reading task Read the text and decide the following statements are true or false.1.Jenny and Brian come to Danny’s home on Sunday.2.Jenny and Brian drink some milk in Danny’s home.3.Dinosaur food is certainly different.Finish the task in class in oral.Step4.Read the text again and retell the story in their own words.Correct their grammar mistakes after he finish telling the story.Ste5.Do with the language points: Make sentences with the useful phrases: Would like to…? Help yourself to… S1: Would you like some dumplings? S2: Yes, I’d love to.S3: Would you like to have an apple? S4: No, thank you.Step6.Come to “LET’S DO IT”.Divide the class into several groups to finish the activity.Every member writes his ideas on a piece of paper.Are guests important in your home? What do you do to make guests feel comfortable? Let the students show their dialogues out in front of the class.Step7.Homework 1.Finish off the exercises in class.2.Go on the next reading in the student book.Summary:

It is important for you to make your guests feel comfortable.At first, you must be polite.Then you can provide them with different drinks and fruits.Ask them what their favourite food is.Of course, as a guest, you must be polite enough, too Think over after class :

Lesson 35: Keeping Culture Alive Teaching Content:

Mastery words and expressions: hand in, strange, mind, share Oral words and expressions: Chinatown Teaching Aims:

1.Learn more about foreign cultures.2.Cultivate the students’ abilities.3.Grasp the important grammars.Teaching Important Points: 1.Know more about the Chinatown.2.Having meals.3.Object complements.Teaching Difficult Points: Object complements Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1.Lead in by discussing the following questions: Have you ever heard of Chinatown? What do you think of it?

Work in groups.Everyone writes his or her answers down.Then discuss for five minutes.Present it in front of the class.Step2.Listen to the tape and fill in the blanks.This is the _____ time for Danny to Chinatown.Would Chinese students visit _____ _____ _____.Finish the task in class in oral.Step3.Read the text and answer the following questions: 1.Did Brian enjoy the school trip?

2.Is there an area called Little North America in Beijing? Finish the task in class in oral.Step4.Read the text again.Then ask the students to retell the story in their own words.They can practice with her partner first.Step5.Do with the language points: Let the students read the text again.Sum the new words and language points in this lesson.Make up sentences with the new words and the language points.S1: Must I hand in the paper now? S2: Let’s share the experience in the summer holiday.S3: I shall share the fruit with the little girls.S4: Will it rain tomorrow? S5: I don’t think so.Step6.Activity Group work.If there were Little North America in Beijing, what will it be like?

Divide the class into groups to finish the task.Every member writes his or her answers down.Then change it with the others.Then choose the complete one to present in front of the class.Step7.Come to “LET’S DO IT”.Finish this part in groups of three or four.One student sums his group’s advice.Then present it 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:

Chinatown is used for Chinese in America.They can speak Chinese.It if convenient for those people who can’t speak English live there.They are all kinds of shops there.Think over after class :

Lesson 36: So We Can Be Friends Teaching Content: Mastery words and expressions: difference Oral words and expressions: Peru, Scotland, bagpipe Teaching Aims:

1.Learn more about the foreign culture.2.Learn to sing English songs.Teaching Important Points: 1.Keep one country’s culture.2.Grasp the object complement.3.How to use keep.Teaching Difficult Points: Keep one culture’s culture.Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1.Show some pictures about the foreign culture.Pointing to the pictures, ask the students to guess where they are and what special culture they have.Step2.Listen to the tape for two times.While they are listening, let the students sing after it in a low voice.Step3.Read the song as a poem.Let them find if it has rhythms.Step4.Ask the students to know the meaning of the song with the help of the pictures.Step5.Listen to the tape again and sing after if for several times.Step6.Let the volunteers sing in front of the class.Step7.Come to PROJECT.1.List the differences between the Chinese and Chinese cultures.Finish it in work group.Talk about the different ways in China and Canada.What are the differences between the two countries?

2.Ask the students to act short plays out in front of the class.Show what would happen in Canada and what will happen in China.Step8.Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary:

Different countries have different culture.We must keep it.Students should know more about it.It can help them when they go abroad to study further.Ask the students to search more after the class.Then present it in the next lesson Think over after class :

Lesson 37: The Fox and the Stock

Teaching Content: Mastery words and expressions: fox, flat, hardly, fetch, thin, stick, regard, realize, promise Oral words and expressions: stork, Aesop, rudely, beak Teaching Aims: 1.Learn about more about the foreign culture.2.The importance of cooperation in the world.3.Improve the student’s creation ability.Teaching Important Points: 1.The lessons we learn from the story.2.The object complement and the attributive clauses.Teaching Different Points: Practice object complement and the attributive clauses.Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1.Lead in by discussing the following questions: Tell a story about the animals.What can we learn from the story? Finish the task in groups.Let some students come to the front and tell his class his wonderful story.Step2.Listening task Listening to the tape and find the correct answers to the following questions.1.There is a _____ and a _____ in the story.2.The fox brought the soup in large flat _____.Finish the task in class in oral.Step3.Read the text and answer the following questions: 1.Is the fox polite to the stork? 2.What are the stock’s noodles in? 3.Were they still friends? Finish the task in class in oral.Step4.Read and tell the stories by their own words.Step5.Do with the new language points in this text.1.“Certainly” said the stork, who was doing her best to be polite.Do one’s best

S1: I am doing my best to learn well.2.The stork fetched two tall, thin jars.Fetch=go and come back S2: Can you fetch me two bottles of water, please? Step6.Work in groups.Divide the class into groups.Then one member of the group tells a story which are with animals about characters.Then let the others sum the lessons that we learn from the story.Step7.Homework Find the most wonderful story after class.Prepare to tell the class in the next lesson.Summary:

All of the students know many interesting stories about animals.We can learn important lessons from the story.They must respect others in their life, or they might have a fight.This is the same as man.We must respect others in our life.Then we can have a peaceful world.Think over after class :

Lesson 38: One Country, Many Cultures

Teaching Content: Mastery words and expressions: central, although, respect Oral words and expressions: immigrant, tolerant, dancer Teaching Aims:

1.Know about the culture in the world.2.Keep one country’s culture.3.Create the students’ basic abilities.Teaching Important Points: 1.The details about Canadian cultures.2.Different cultures have different features.1.Practice the object complement and the attributive clauses.Teaching Difficult Points: The object complement and the attributive clauses Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1.Come to “THINK ABOUT IT”.Lead in by discussing the following questions: How many cultures does China have? How many can you name? What are some of the interesting things in your culture? Discuss the questions above in groups.Then every group answers the questions one by one.Step2.Listen to the tape and fill in the blanks with the words you hear: 1.Only _____ percent of all Canadians are from First Nations.2.Canada has _____ official languages.Finish the task in class in oral.

第四篇：冀教版九年級英語下冊教案

Lesson 1: Poetry, Please Mastery words and expressions: poem, decide, nature, express，learn/know …by heart, pleased, happiness, shut

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 “l(fā)imerick”.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 ______(犯錯誤)?

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:

1.Understanding the English saying.2.The expressions of similarities and differences.3.The past future tense.Teaching Difficult Points: Learn the expressions of similarities and differences between Chinese and Western countries on table manners and sayings.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of Lesson: new lesson Teaching Procedures: Step1.Lead in: The teacher begins the class by discussing the question.It is a group activity.Ask the students to tell the manners at the table.In the activity, the students will think of many funny stories.Give them chance to speak in front of the class.Praise the groups that act well.Step2.Listening task: Listen and answer the following questions: 1.Who does Nick sit beside?

第五篇：九年級歷史下冊教案

篇一：九年級歷史下冊全冊教案 人教新課標版

九年級歷史下冊全冊教案

第一單元 蘇聯(lián)社會主義道路的探索

第1課 俄國十月革命

【課標要求】

1.簡述俄國1917年彼得格勒武裝起義的概況，了解世界歷史上第一個社會主義國家的誕生及其重大意義。

【教學目標】

1.知識：了解俄國十月革命發(fā)生的原因、經過和歷史意義等基本史實；把握俄國十月革命發(fā)生的歷史條件及其歷史發(fā)展的進程

2.能力：①總結1918年蘇維埃政權所面臨的困難

②總結蘇維埃政權建立及鞏固的原因，培養(yǎng)學生的分

3.情感態(tài)度價值觀 ：通過蘇維埃政權建立和鞏固的史實，使學生認識：革命政權的建立和鞏固是廣大人民艱苦斗爭，流血犧牲才得以實現(xiàn)的。

【學習重點、難點】1.重點 ：俄國十月革命發(fā)生的歷史原因和重大歷史意義。2.難點 ：二月革命后出現(xiàn)的兩個政權并存局面

【學習過程設計】

一、新時代的曙光

1、哪些是俄國十月革命爆發(fā)的原因? a、運用課件展示“綱要信號”和教科書第4頁“動腦筋”資料：

b、教師歸納：第一次世界大戰(zhàn)的影響；二月革命后，臨時政府繼續(xù)執(zhí)行沙皇政府的內外政策；列寧和布爾什維克黨采取正確的方針政策；俄國工人階級的力量比較集中等。這些都導致了十月革命的爆發(fā)。

2、“兩個政權”分別指什么?（1917年3月，俄國爆發(fā)二月革命，推翻了沙皇專制統(tǒng)治，出現(xiàn)了兩個政權：革命中建立的工人士兵代表蘇維埃以及革命后建立的資產階級臨時政府。其中，臨時政府是主要的、實際掌權的機關。）

3、為什么會出現(xiàn)兩個政權并存局面?（工農群眾缺乏政治斗爭經驗，列寧等布爾什維克黨主要領導人身居國外，影響了黨對群眾的組織教育工作。）

4、十月革命和二月革命有哪些區(qū)別？

名稱時間 性質革命任務 結果

1917年3月 資產階級民主革命 推翻沙皇統(tǒng)治 兩個政權并存

1917年11月 無產階級革命推翻臨時政府 建立社會主義制度 二月革命 十月革命

5、運用動態(tài)地圖演示彼得格勒武裝起義經過： a、.起義總指揮部：斯莫爾尼宮b、起義信號：“阿芙樂爾”號巡洋艦的炮聲

c、起義勝利：1917年11月7日攻占冬宮，隨即建立世界上第一個工人士兵蘇維埃政權——人民委員會

6、十月革命的主要特征是什么？（中心城市暴動、武裝奪取政權）

7、蘇維埃政府采取的措施與資產階級臨時政府有什么不同？（果斷退出世界大戰(zhàn)，堅決維護民眾的政治經濟利益）

8、為什么要實行戰(zhàn)時共產主義政策？（十月革命勝利后，不甘失敗的內外反動勢力聯(lián)合起來，企圖扼殺新生的蘇維埃政權。為了在極端艱苦的三年國內戰(zhàn)爭中，有效地集中全國經濟力量戰(zhàn)勝敵人，蘇維埃政權實行了戰(zhàn)時共產主義政策。）二、十月革命的歷史意義

1、為什么說十月革命迎來了“新時代的曙光”？

它是人類歷史上第一次獲得勝利的社會主義革命。世界上第一個社會主義國家由此誕生。十月革命的勝利沉重地打擊了帝國主義的統(tǒng)治，推動了國際社會主義運動的發(fā)展，鼓舞了殖民地半殖民地人民的解放斗爭。

2、毛澤東說“十月革命一聲炮響，給中國送來了馬克思主義?！蹦阍鯓永斫膺@句話? 中國當年新文化運動的發(fā)展、五四運動的爆發(fā)、中共的成立等重大歷史事件，都受惠于十月革命的鼓舞和推動。

【板書設計】

第2課 對社會主義道路的探索

【課標要求】1.了解列寧在社會主義建設方面所做的探索。

2.概述二三十年代蘇聯(lián)社會主義建設的重大成就和經濟政治體制上存在的嚴重弊端。

【教學目標】 1.知識：了解新經濟政策、蘇聯(lián)的成立、蘇聯(lián)的工業(yè)化和農業(yè)集體化、斯大林模式； 把握新經濟政策的作用和斯大林模式的利弊

2.能力：①結合新經濟政策的內容來思考新經濟政策的作用

②討論總結蘇聯(lián)（蘇俄）在社會主義建設過程中采取的重大舉措。3.情感態(tài)度價值觀 ：列寧的新經濟政策使蘇俄恢復了被戰(zhàn)爭破壞的國民經濟，指明了建設社會主義的方向?！八勾罅帜Ｊ健备叨燃械恼谓洕w制既保證了蘇聯(lián)國防、工業(yè)的強大，也為蘇聯(lián)社會以后的發(fā)展埋下了許多隱患 ；蘇聯(lián)對社會主義建設道路的探索具有開創(chuàng)性、艱巨性、曲折性、復雜性，它不僅對蘇聯(lián)歷史的發(fā)展產生了深遠影響，而且影響了其他國家的社會主義建設。

【學習重點、難點】 1.重點 ：①新經濟政策：②蘇聯(lián)社會主義建設的成就。2.難點 ：新經濟政策和斯大林模式的弊端。

【學習過程設計】（導入新課）

我們在第1課學習了世界上第一個無產階級政權的建立和鞏固，大家想想，在反對帝國主義武裝干涉和國內反革命叛亂取得勝利后，蘇俄面臨的最主要的任務是什么呢？（要發(fā)展經濟，要進行社會主義建設。）怎樣發(fā)展經濟，以什么方式建設社會主義呢？則是本節(jié)課我們要學習的內容。

一、列寧對社會主義建設道路的探索 1.實施的原因

四年的世界大戰(zhàn)和三年的國內戰(zhàn)爭對俄國經濟造成的破壞是極其嚴重的。不僅如此，還有更重要的，（解釋戰(zhàn)時共產主義政策）隨著形勢的發(fā)展，戰(zhàn)時共產主義政策已不適應新的情況，農民開始不滿，階級敵人利用農民

的不滿，在一些地區(qū)組織叛亂。為此，黨需要制訂新的經濟政策。

1921年3月，根據(jù)列寧的提議，布爾什維黨通過了用糧食稅代替余糧征集制的決議，蘇俄開始由“戰(zhàn)時共產主義”政策向新經濟政策過渡。2.主要內容 ： 新經濟政策的主要內容有哪些呢？

（學生回答略）允許多種經濟并存，大力發(fā)展商品經濟。促進國民經濟的恢復和發(fā)展。

如果說新經濟政策的實施是布爾什維克黨在建設社會主義道路上在經濟上采取的第一個重大舉措，那么蘇聯(lián)的成立則是黨在政治上采取的第一個重大舉措。

二、蘇聯(lián)的成立

蘇聯(lián)的全稱是“蘇維埃社會主義共和國聯(lián)盟”。為什么要成立蘇聯(lián)呢？這是恢復經濟，建設社會主義的需要；是加強國防，抵抗外來侵略的需要；是無產階級專政的國際主義政權性質所決定的。

三、蘇聯(lián)的社會主義工業(yè)化：蘇聯(lián)社會主義工業(yè)化是在全國實行五年計劃經濟建設的方式，在短時間內實現(xiàn)的。

1.蘇聯(lián)的一五計劃和二五計劃

由于蘇聯(lián)人民的艱苦奮斗，在兩個五年計劃的建設期間，蘇聯(lián)取得了重大成就，人民用十幾年的時間走完了資本主義國家用幾十年，甚至上百年的時間走完的道路。這不僅極大地提高了蘇聯(lián)人民的自信心和蘇聯(lián)社會主義國家的國際地位，而且也為以后蘇聯(lián)衛(wèi)國戰(zhàn)爭的勝利奠定了物質基礎。

蘇聯(lián)的重工業(yè)在短時間內迅速發(fā)展的情況。但與此同時，其農業(yè)在生產技術生產方式則是比較落后的，貧富分化也不斷發(fā)生。如何發(fā)展農業(yè)。如何使廣大農民走共同富裕的道路，如何使農業(yè)適應國家工業(yè)化的發(fā)展，聯(lián)共（布）確定了農業(yè)集體化的方針。2．農業(yè)集體化

到1937年，蘇聯(lián)基本上完成了農業(yè)集體化，從而使社會主義成份在蘇聯(lián)的整個國民經濟中占有絕對優(yōu)勢。

四、斯大林模式的建立

1936年蘇聯(lián)通過了新憲法，宣布蘇聯(lián)是“工農社會主義國家”。1936年憲法的頒布，成為社會主義在蘇聯(lián)建成的標志，也是斯大林模式建立的標志：高度集中的經濟政治體制。讓學生看書，找到斯大林模式的作用，尤其是弊端的四點內容。（看書p10）

【板書設計】

第二單元凡爾賽——華盛頓體系下的世界

第3課 凡爾賽——華盛頓體系

【課標要求】1.了解凡爾賽和約、九國公約的基本內容。

【教學目標】 1.知識：巴黎和會的召開；凡爾賽和約和凡爾賽體系；國際聯(lián)盟；華盛頓會議的召開及主要內容；凡爾賽--華盛頓體系。

2.能力：通過講解帝國主義列強在巴黎和會上爭奪霸權的表現(xiàn)，培養(yǎng)學生依據(jù)經濟和軍事實力來分析帝國主義外交政策動向的能力。3.情感態(tài)度價值觀 ：①巴黎和會是戰(zhàn)勝國集團重新分割世界的分贓會議，它和華盛頓會議形成的凡爾賽--華盛頓體系是帝國主義列強暫時妥協(xié)的結果，不能維護世界和平。.重點 ： ①《凡爾賽和約》。②《九國公約》。

難點：“凡爾賽-華盛頓體系”的矛盾。

教學過程 ：（導入新課）與學生共同回顧第一次世界大戰(zhàn)的性質和結果，說明戰(zhàn)勝國集團企圖根據(jù)變化了的各國實力對比關系重新分割世界，他們召開了巴黎和會和華盛頓會議，建立起對世界統(tǒng)治的新秩序。

（講授新課）

一、戰(zhàn)后的“新秩序”（板書）

1、為什么說巴黎和會是一次國分贓的會議？ a、巴黎和會是怎樣召開的？

1919年1月，戰(zhàn)勝的協(xié)約國集團在法國巴黎召開了締結和約的會議，重新安排戰(zhàn)后世界 “新秩序”。

b、原先參加大戰(zhàn)的國家在會議上的地位有什么區(qū)別？

蘇維埃俄國被剝奪了參加和會的權利，德國及其盟國則成為受審者等候發(fā)落，就是參加會議的27個戰(zhàn)勝國的地位也相差甚遠。英、法、美三國始終是會議的主宰，而像中國這樣的國家只能作為大會的陪襯。

c、在“福煦車廂”里發(fā)生過的“換位事件”說明了什么問題？

德國不甘心于《凡爾賽和約》的制裁，在第二次世界大戰(zhàn)中對法國實施了報復。這說明巴黎和會處理戰(zhàn)勝國與戰(zhàn)敗國之間的關系時，留下了嚴重的“后遺癥”。d、美國一位當代歷史學家說道 ：“戰(zhàn)勝國在瓜分戰(zhàn)敗國殖民地的同時，創(chuàng)造出殖民統(tǒng)治的新理論?！边@句話反映出《凡爾賽和約》是怎樣處置德國海外殖民地的？

它規(guī)定戰(zhàn)前德國的海外殖民地由英、法、日等國瓜分。e、巴黎和會所簽訂的《凡爾賽和約》為什么會引發(fā)中國的五四愛國運動？

中國以戰(zhàn)勝國身份參加了巴黎和會，要求取消帝國主義在中國的一切特權、歸還在大戰(zhàn)期間被日本奪去的德國在山東的一切權益。英、法、美等列強不但拒絕了中國代表的合理要求，而且公然在《凡爾賽和約》中規(guī)定，德國在中國山東的全部特權由日本繼承，激發(fā)了中國人民的極大憤慨，引發(fā)了五四運動。

2、怎樣區(qū)別《凡爾賽和約》與“凡爾賽體系”？（運用課件演示大戰(zhàn)前后歐洲政治格局的變化，配合教師講解）a、《凡爾賽和約》是巴黎和會上戰(zhàn)勝國集團同德國簽訂的條約； b、“凡爾賽體系”是1919～1920年，協(xié)約國同德國簽訂了《凡爾賽和約》之后，又分別同奧、匈、土、保簽訂了一系列和約，由這些和約構成的對戰(zhàn)敗國領土及其殖民地再分割的體系，被稱作凡爾賽體系。首先，凡爾賽體系確立了帝國主義在歐洲統(tǒng)治的新秩序，德、奧、匈、保、土五國的疆界因割讓而縮小，原俄羅斯、德意志、奧匈三大帝國統(tǒng)治下的中歐和東南歐地區(qū)新成立了一批獨立國家；其次，凡爾賽體系確立了帝國主義在西亞統(tǒng)治的新秩序，奧斯曼帝國已經解體，它原先統(tǒng)治的阿拉伯地區(qū)，在委任統(tǒng)治的名義下成為英法的殖民地；最后，凡爾賽體系還確立了帝國主義在非洲統(tǒng)治的新秩序，英、法等國瓜分了原德國在非洲的殖民地。

3、根據(jù)17頁“動腦筋”：他們?yōu)槭裁催@么說？

提示——因為依靠《凡爾賽和約》所建立的一戰(zhàn)后帝國主義的世界和平秩序是極不穩(wěn)固的，它是第一次世界大戰(zhàn)戰(zhàn)勝國妥協(xié)分贓的產物，它不僅沒有消除帝國主義國家之間的矛盾，而且還加深了戰(zhàn)敗國與戰(zhàn)勝國之間的矛盾。

4、根據(jù)《凡爾賽和約》建立了什么樣的國際組織？（被英、法控制的“國際聯(lián)盟”）

二、對亞太地區(qū)的“安排”

1、第一次世界大戰(zhàn)結束后已經召開了巴黎和會，為什么還要召開華盛頓會議呢? 巴黎和會只是暫時調整了帝國主義列強在西方的關系，而他們在太平洋、東亞地區(qū)的矛盾仍然十分尖銳，日美之間的矛盾尤為激烈。所以在美國倡議下召開了這次會議。

2、毛澤東為什么說華盛頓會議使中國“回復到幾個帝國主義國家共同支配的局面”? 華盛頓會議簽訂的《九國公約》，表面上聲稱尊重中國的主權、獨立和領土的完整，實際上是肯定了中國半殖民地的地位。因為它宣稱要中國“門戶開放”、讓列強在中國的“機會均等”。這就打破了日本在第一次世界大戰(zhàn)中獨霸中國的局面，便利了美國在中國擴大侵略勢力，也便利了其它幾個列強對中國的侵略。中國是華盛頓會議“安排”的最大受害國。

3、“華盛頓體系”確立了帝國主義在哪些地區(qū)統(tǒng)治的新秩序？

華盛頓會議簽訂的幾個主要條約構成了華盛頓體系，它確立了戰(zhàn)后帝國主義在東亞、太平洋地區(qū)的國際關系結構，華盛頓體系的建立，標志著戰(zhàn)勝國帝國主義在全球范圍內基本完成了對戰(zhàn)后列強關系的調整和對世界秩序的重新安排，由凡爾賽體系和華盛頓體系構成的帝國主義國際關系的新格局，史稱“凡爾賽—華盛頓體系”。

4、怎樣理解和評價“凡爾賽——華盛頓體系”？

凡爾賽—華盛頓體系建立了戰(zhàn)后帝國主義的世界和平秩序，但這個秩序是極不鞏固的。因為它不僅沒有消除帝國主義國家之間的矛盾，而且還加深了戰(zhàn)敗國與戰(zhàn)勝國之間的矛盾。首先，凡爾賽體系并未能牢牢控制住德國，反而激起了德國對戰(zhàn)勝國的巨大仇恨。盡管德國存在著領土喪失、軍事上受限制、賠款等不利因素，但從潛力上講，德國仍然是一個強大的國家。其次，華盛頓體系也未能有效地抑制日本，日本繼續(xù)加強對中國的侵略，并準備有朝一日與美國再決高低。

【板書設計】

第4課 經濟大危機 課標：

教學目的：

1、要求學生掌握的知識：

“一戰(zhàn)”后資本主義的相對穩(wěn)定時期。1929年一1933年資本主義經濟危機：危機的爆發(fā)；危機的特點；危機的影響。羅斯福新政；羅斯福競選總統(tǒng)；新政的目的和特點；新政措施；新政效果。

2、要使學生認識： 1929-1933年經濟危機是資本主義制度根本矛盾發(fā)展的必然結果，是無法避免的。壟斷資產階級銷毀產品、毀壞生產設備和耕田等行徑，認識到資本主義制度的腐朽性。羅斯福新政有助于美國的盡快恢復，因而不可能從根本上消除危機。

篇二：人教版九年級歷史下冊全冊教案

人 教 版

九年級世界歷史

第一單元 蘇聯(lián)社會主義道路的探索

第1課 俄國十月革命

教學目標

教學重點 俄國十月革命發(fā)生的歷史原因和重大歷史意義。

教學難點 二月革命后出現(xiàn)的兩個政權并存局面

教學準備 多媒體課件

教學過程

導入新課

溫故知新

1.第一次世界大戰(zhàn)結局如何？（以德國為中心的同盟國戰(zhàn)敗，由英法美日中等組成的協(xié)約國集團戰(zhàn)勝）

2.俄國原先是協(xié)約國成員，為什么不是第一次世界大戰(zhàn)的戰(zhàn)勝國？（指導學生閱讀有關課文）

3.教師指出：戰(zhàn)爭給俄國帶來了巨大的災難，戰(zhàn)爭引起了俄國十月革命。革命勝利后建立的蘇維埃俄國宣布退出大戰(zhàn)，所以說十月革命在一定程度上制止了戰(zhàn)爭。十月革命如何取得勝利？它怎樣推動人類歷史的發(fā)展進程？請大家打開課本，根據(jù)屏幕上的導讀提綱閱讀全文，作好讀書標記。

課件演示導讀提綱（引導學生探索、交流、討論、練習。）1.哪些是俄國十月革命爆發(fā)的原因? 2.“兩個政權”分別指什么?為什么會出現(xiàn)兩個政權并存局面? 3.十月革命和二月革命有哪些區(qū)別？ 4.為什么要實行戰(zhàn)時共產主義政策？

5.十月革命最主要的特征是什么?其歷史意義如何？ 6.列寧和十月革命的關系如何? 組織學生學習和探究新課

一、新時代的曙光

1、哪些是俄國十月革命爆發(fā)的原因? a、運用課件展示“綱要信號”和教科書第4頁“動腦筋”資料：

一二資產階級臨時政府 繼續(xù)進行世界大戰(zhàn)遭慘敗 ＜ 戰(zhàn)月（執(zhí)行反人民政策）屠殺和平示威的反戰(zhàn)民眾 → ＜ ＞ 災革工人士兵代表蘇維埃 革命群眾擁護列寧 ＜ 難 命（布爾什維克黨）列寧確定武裝起義方針 十月革命

b、教師歸納：第一次世界大戰(zhàn)的影響；二月革命后，臨時政府繼續(xù)執(zhí)行沙皇政府的內外政策；列寧和布爾什維克黨采取正確的方針政策；俄國工人階級的力量比較集中等。這些都導致了十月革命的爆發(fā)。

2、“兩個政權”分別指什么?（1917年3月，俄國爆發(fā)二月革命，推翻了沙皇專制統(tǒng)治，出現(xiàn)了兩個政權：革命中建立的工人士兵代表蘇維埃以及革命后建立的資產階級臨時政府。其中，臨時政府是主要的、實際掌權的機關。）

3、為什么會出現(xiàn)兩個政權并存局面?（工農群眾缺乏政治斗爭經驗，列寧等布爾什維克黨主要領導人身居國外，影響了黨對群眾的組織教育工作。）a、.起義總指揮部：斯莫爾尼宮 b、起義信號：“阿芙樂爾”號巡洋艦的炮聲

c、起義勝利：1917年11月7日攻占冬宮，隨即建立世界上第一個工人士兵蘇維埃政權——人民委員會

6、十月革命的主要特征是什么？（中心城市暴動、武裝奪取政權）

7、蘇維埃政府采取的措施與資產階級臨時政府有什么不同？（果斷退出世界大戰(zhàn)，堅決維護民眾的政治經濟利益）

8、為什么要實行戰(zhàn)時共產主義政策？（十月革命勝利后，不甘失敗的內外反動勢力聯(lián)合起來，企圖扼殺新生的蘇維埃政權。為了在極端艱苦的三年國內戰(zhàn)爭中，有效地集中全國經濟力量戰(zhàn)勝敵人，蘇維埃政權實行了戰(zhàn)時共產主義政策。）

二、十月革命的歷史意義

1、為什么說十月革命迎來了“新時代的曙光”？

它是人類歷史上第一次獲得勝利的社會主義革命。世界上第一個社會主義國家由此誕生。十月革命的勝利沉重地打擊了帝國主義的統(tǒng)治，推動了國際社會主義運動的發(fā)展，鼓舞了殖民地半殖民地人民的解放斗爭。

2、毛澤東說“十月革命一聲炮響，給中國送來了馬克思主義。”你怎樣理解這句話? 中國當年新文化運動的發(fā)展、五四運動的爆發(fā)、中共的成立等重大歷史事件，都受惠于十月革命的鼓舞和推動。

練習鞏固

1、完成第5頁“練一練·選擇題”：俄國十月革命爆發(fā)于公歷（d）a.2月b.3月 c.10月 d.11月

2、列寧和十月革命的關系如何?（十月革命的領導人是偉大的革命導師列寧。正是列寧

領導的布爾什維克黨制定了正確的方針、政策，才取得了十月革命的勝利。十月革命迎來了新時代的曙光。從此，社會主義制度開始了同資本主義制度曲折、長期的斗爭。）

4、建議學生.回憶小學時候學過的課文──《誠實的孩子》，或者借閱電影故事《列寧在十月》、《列寧在1918年》等相關作品，自覺學習列寧的革命首創(chuàng)精神，認識領袖人物在推動歷史前進中的重要作用。

5、提醒學生預習第2課《對社會主義道路的探索》。

第2課 對社會主義道路的探索

新經濟政策、蘇聯(lián)的工業(yè)化和農業(yè)集體化

教學難點 如何正確評價斯大林模式

教學過程

導入新課

溫故知新

1、十月革命勝利后，蘇俄三年國內戰(zhàn)爭時期，在經濟上采用了什么政策? 蘇維埃政權實行了戰(zhàn)時共產主義政策

2、這一政策的實施結果如何? 在極端艱苦的三年國內戰(zhàn)爭中，有效地集中全國人力物力，最終戰(zhàn)勝了敵人。但是，也引起了人民群眾尤其是農民群眾的不滿，破壞了生產力的發(fā)展，造成生產下降，社會不穩(wěn)定。

3、放映《列寧同農民交談》圖片，指出：

它描繪十月革命勝利后，列寧在一間簡樸的辦公室里接見從外省步行來訪的農民的情景，反映出革命領袖和普通農民之間的感情交流和融洽的關系。列寧是為了謀求勞苦大眾的解放而領導革命斗爭的。革命勝利前主要通過政治上、軍事上的探索。如今革命勝利了，怎

樣進行經濟建設才能滿足民眾的需求？于是，列寧對社會主義道路開始了新的探索。請大家打開課本，根據(jù)屏幕上的導讀提綱閱讀全文，作好讀書標記。

課件演示導讀提綱（引導學生探索、交流、討論、練習。）

1、列寧為什么決定實施新經濟政策?怎樣評價這個政策？

2、蘇聯(lián)是怎樣成立的？怎樣從年代上區(qū)分“沙俄”、“蘇俄”、“蘇聯(lián)”？

3、“斯大林模式”高度集中的政治經濟體制是如何形成的?如何評價這種體制的利與弊？

組織學生學習和探究新課

一、列寧對社會主義建設道路的探索

1、列寧曾說：“我們計劃??用無產階級國家直接下命令的辦法在一個小農國家里按共產主義原則來調整國家的產品生產和分配?，F(xiàn)實生活說明我們錯了?！闭埬銚?jù)此回答下列問題： a、“用無產階級國家直接下命令的辦法”指的是什么政策？

戰(zhàn)時共產主義政策

b、.列寧說這話時，蘇俄發(fā)生了怎樣的變化？

國內戰(zhàn)爭已經結束，戰(zhàn)時共產主義政策集中全國人力物力戰(zhàn)勝敵人的的歷史使命已經完成。進入和平建設時期后，戰(zhàn)時共產主義政策對人民群眾尤其是農民群眾生產生活的諸多限制，日益引起不滿。必須盡快改變這種狀況，盡量調動人民群眾的生產積極性，恢復和發(fā)展國民經濟。

c、.針對這種形勢，列寧做出了怎樣的探索？

1921年開始實施新經濟政策，允許多種經濟并存，大力發(fā)展商品經濟。1927年，國家經濟恢復到了世界大戰(zhàn)前的水平。

2、運用課件組織學生完成填圖練習：蘇聯(lián)是哪一年成立的？那時的4個加盟共和國在地圖上什么位置？后來共有幾個加盟共和國？

1922年；俄羅斯、白俄羅斯、烏克蘭、外高加索聯(lián)邦；15。

3、怎樣從年代上區(qū)分“沙俄”、“蘇俄”、“蘇聯(lián)”？ 1917年 二月革命以前，沙皇統(tǒng)治下的俄國簡稱“沙俄”。1917年十月革命勝利到1922年底蘇聯(lián)成立前的蘇維埃俄國簡稱“蘇俄”?！疤K聯(lián)”全稱“蘇維埃社會主義共和國聯(lián)盟”，到1991年解體，如今已經成為歷史名詞。

二、蘇聯(lián)的社會主義建設

1、蘇聯(lián)怎樣從落后的農業(yè)國迅速變成先進的工業(yè)國？

1928~1937年，蘇聯(lián)人民在斯大林領導下，放棄新經濟政策，轉而進行第一、第二個五年計劃建設，集中力量重點發(fā)展重工業(yè)，迅速實現(xiàn)了社會主義工業(yè)化。

蘇聯(lián)的工業(yè)化速度很快，具有后來居上的顯著特征。其工業(yè)總產值迅速躍居歐洲第一位、世界第二位。但是國民生產總值平均計算到個人，仍然落后于歐美主要資本主義國家，人民生活水平提高的速度相對遲緩，民眾的不滿情緒就很容易被敵對勢力所利用。

3、毛澤東在《論十大關系》中說：“蘇聯(lián)的辦法把農民挖得很苦。他們采取所謂義務交

篇三：九年級下冊歷史教案 中華書局版

第1課 俄國十月革命

教學目標

教學重點 俄國十月革命發(fā)生的歷史原因和重大歷史意義。教學難點 二月革命后出現(xiàn)的兩個政權并存局面

教學準備 多媒體課件

教學過程

導入新課

溫故知新

1.第一次世界大戰(zhàn)結局如何？（以德國為中心的同盟國戰(zhàn)敗，由英法美日中等組成的協(xié)約國集團戰(zhàn)勝）

2.俄國原先是協(xié)約國成員，為什么不是第一次世界大戰(zhàn)的戰(zhàn)勝國？（指導學生閱讀有關課文）

3.教師指出：戰(zhàn)爭給俄國帶來了巨大的災難，戰(zhàn)爭引起了俄國十月革命。革命勝利后建立的蘇維埃俄國宣布退出大戰(zhàn)，所以說十月革命在一定程度上制止了戰(zhàn)爭。十月革命如何取得勝利？它怎樣推動人類歷史的發(fā)展進程？請大家打開課本，根據(jù)屏幕上的導讀提綱閱讀全文，作好讀書標記。

課件演示導讀提綱（引導學生探索、交流、討論、練習。）1.哪些是俄國十月革命爆發(fā)的原因? 2.“兩個政權”分別指什么?為什么會出現(xiàn)兩個政權并存局面? 3.十月革命和二月革命有哪些區(qū)別？ 4.為什么要實行戰(zhàn)時共產主義政策？

5.十月革命最主要的特征是什么?其歷史意義如何？ 6.列寧和十月革命的關系如何? 組織學生學習和探究新課

一、新時代的曙光

1、哪些是俄國十月革命爆發(fā)的原因? a、運用課件展示“綱要信號”和教科書第4頁“動腦筋”資料：

一二資產階級臨時政府 繼續(xù)進行世界大戰(zhàn)遭慘敗 十＜ 戰(zhàn)月（執(zhí)行反人民政策）屠殺和平示威的反戰(zhàn)民眾 月→ ＜ ＞ 災革工人士兵代表蘇維埃 革命群眾擁護列寧 革＜ 難 命（布爾什維克黨）列寧確定武裝起義方針 命

b、教師歸納：第一次世界大戰(zhàn)的影響；二月革命后，臨時政府繼續(xù)執(zhí)行沙皇政府的內外政策；列寧和布爾什維克黨采取正確的方針政策；俄國工人階級的力量比較集中等。這些都導致了十月革命的爆發(fā)。

2、“兩個政權”分別指什么?（1917年3月，俄國爆發(fā)二月革命，推翻了沙皇專制統(tǒng)治，出現(xiàn)了兩個政權：革命中建立的工人士兵代表蘇維埃以及革命后建立的資產階級臨時政府。其中，臨時政府是主要的、實際掌權的機關。）

3、為什么會出現(xiàn)兩個政權并存局面?（工農群眾缺乏政治斗爭經驗，列寧等布爾什維克黨主要領導人身居國外，影響了黨對群眾的組織教育工作。）

4、十月革命和二月革命有哪些區(qū)別？

5、運用動態(tài)地圖演示彼得格勒武裝起義經過，組織學生完成填圖練習： a、.起義總指揮部：斯莫爾尼宮 b、起義信號：“阿芙樂爾”號巡洋艦的炮聲

c、起義勝利：1917年11月7日攻占冬宮，隨即建立世界上第一個工人士兵蘇維埃政權——人民委員會

6、十月革命的主要特征是什么？（中心城市暴動、武裝奪取政權）

7、蘇維埃政府采取的措施與資產階級臨時政府有什么不同？（果斷退出世界大戰(zhàn)，堅決維護民眾的政治經濟利益）

8、為什么要實行戰(zhàn)時共產主義政策？（十月革命勝利后，不甘失敗的內外反動勢力聯(lián)合起來，企圖扼殺新生的蘇維埃政權。為了在極端艱苦的三年國內戰(zhàn)爭中，有效地集中全國經濟力量戰(zhàn)勝敵人，蘇維埃政權實行了戰(zhàn)時共產主義政策。）

二、十月革命的歷史意義

1、為什么說十月革命迎來了“新時代的曙光”？

它是人類歷史上第一次獲得勝利的社會主義革命。世界上第一個社會主義國家由此誕生。十月革命的勝利沉重地打擊了帝國主義的統(tǒng)治，推動了國際社會主義運動的發(fā)展，鼓舞了殖民地半殖民地人民的解放斗爭。

2、毛澤東說“十月革命一聲炮響，給中國送來了馬克思主義?！蹦阍鯓永斫膺@句話? 中國當年新文化運動的發(fā)展、五四運動的爆發(fā)、中共的成立等重大歷史事件，都受惠于十月革命的鼓舞和推動。

練習鞏固

1、完成第5頁“練一練·選擇題”：俄國十月革命爆發(fā)于公歷（d）a.2月b.3月 c.10月 d.11月

2、列寧和十月革命的關系如何?（十月革命的領導人是偉大的革命導師列寧。正是列寧領導的布爾什維克黨制定了正確的方針、政策，才取得了十月革命的勝利。十月革命迎來了新時代的曙光。從此，社會主義制度開始了同資本主義制度曲折、長期的斗爭。）

4、建議學生.回憶小學時候學過的課文──《誠實的孩子》，或者借閱電影故事《列寧在十月》、《列寧在1918年》等相關作品，自覺學習列寧的革命首創(chuàng)精神，認識領袖人物在推動歷史前進中的重要作用。

5、提醒學生預習第2課《對社會主義道路的探索》。

第2課 蘇聯(lián)社會主義建設的成就

教學重點 新經濟政策、蘇聯(lián)的工業(yè)化和農業(yè)集體化

教學難點 如何正確評價斯大林模式

教學過程

導入新課

溫故知新

1、十月革命勝利后，蘇俄三年國內戰(zhàn)爭時期，在經濟上采用了什么政策? 蘇維埃政權實行了戰(zhàn)時共產主義政策

2、這一政策的實施結果如何? 在極端艱苦的三年國內戰(zhàn)爭中，有效地集中全國人力物力，最終戰(zhàn)勝了敵人。但是，也引起了人民群眾尤其是農民群眾的不滿，破壞了生產力的發(fā)展，造成生產下降，社會不穩(wěn)定。

3、放映《列寧同農民交談》圖片，指出：

它描繪十月革命勝利后，列寧在一間簡樸的辦公室里接見從外省步行來訪的農民的情景，反映出革命領袖和普通農民之間的感情交流和融洽的關系。列寧是為了謀求勞苦大眾的解放而領導革命斗爭的。革命勝利前主要通過政治上、軍事上的探索。如今革命勝利了，怎樣進行經濟建設才能滿足民眾的需求？于是，列寧對社會主義道路開始了新的探索。請大家打開課本，根據(jù)屏幕上的導讀提綱閱讀全文，作好讀書標記。

課件演示導讀提綱（引導學生探索、交流、討論、練習。）

1、列寧為什么決定實施新經濟政策?怎樣評價這個政策？

2、蘇聯(lián)是怎樣成立的？怎樣從年代上區(qū)分“沙俄”、“蘇俄”、“蘇聯(lián)”？

3、“斯大林模式”高度集中的政治經濟體制是如何形成的?如何評價這種體制的利與弊？ 組織學生學習和探究新課

一、列寧對社會主義建設道路的探索

1、列寧曾說：“我們計劃??用無產階級國家直接下命令的辦法在一個小農國家里按共產主義原則來調整國家的產品生產和分配?，F(xiàn)實生活說明我們錯了?！闭埬銚?jù)此回答下列問題： a、“用無產階級國家直接下命令的辦法”指的是什么政策？

戰(zhàn)時共產主義政策

b、.列寧說這話時，蘇俄發(fā)生了怎樣的變化？

國內戰(zhàn)爭已經結束，戰(zhàn)時共產主義政策集中全國人力物力戰(zhàn)勝敵人的的歷史使命已經完成。進入和平建設時期后，戰(zhàn)時共產主義政策對人民群眾尤其是農民群眾生產生活的諸多限制，日益引起不滿。必須盡快改變這種狀況，盡量調動人民群眾的生產積極性，恢復和發(fā)展國民經濟。

c、.針對這種形勢，列寧做出了怎樣的探索？

1921年開始實施新經濟政策，允許多種經濟并存，大力發(fā)展商品經濟。1927年，國家經濟恢復到了世界大戰(zhàn)前的水平。

2、運用課件組織學生完成填圖練習：蘇聯(lián)是哪一年成立的？那時的4個加盟共和國在地圖上什么位置？后來共有幾個加盟共和國？

1922年；俄羅斯、白俄羅斯、烏克蘭、外高加索聯(lián)邦；15。

3、怎樣從年代上區(qū)分“沙俄”、“蘇俄”、“蘇聯(lián)”？ 1917年 二月革命以前，沙皇統(tǒng)治下的俄國簡稱“沙俄”。1917年十月革命勝利到1922年底蘇聯(lián)成立前的蘇維埃俄國簡稱“蘇俄”。“蘇聯(lián)”全稱“蘇維埃社會主義共和國聯(lián)盟”，到1991年解體，如今已經成為歷史名詞。

二、蘇聯(lián)的社會主義建設

1、蘇聯(lián)怎樣從落后的農業(yè)國迅速變成先進的工業(yè)國？

1928~1937年，蘇聯(lián)人民在斯大林領導下，放棄新經濟政策，轉而進行第一、第二個五年計劃建設，集中力量重點發(fā)展重工業(yè)，迅速實現(xiàn)了社會主義工業(yè)化。

2、蘇聯(lián)的工業(yè)化與英國的工業(yè)化相比，有哪些顯著的不同點？

蘇聯(lián)的工業(yè)化速度很快，具有后來居上的顯著特征。其工業(yè)總產值迅速躍居歐洲第一位、世界第二位。但是國民生產總值平均計算到個人，仍然落后于歐美主要資本主義國家，人民生活水平提高的速度相對遲緩，民眾的不滿情緒就很容易被敵對勢力所利用。

3、毛澤東在《論十大關系》中說：“蘇聯(lián)的辦法把農民挖得很苦。他們采取所謂義務交售制等項辦法，把農民生產的東西拿走太多，給的代價又極低。他們這樣來積累資金，使農民的生產積極性受到極大的損害。你要母雞多生蛋，又不給它米吃，又要馬兒跑得好，又要馬兒不吃草。世界上哪有這樣的道理?！蹦阍鯓永斫膺@句話? a、“蘇聯(lián)的辦法”指什么？（農業(yè)集體化運動中的強迫性措施）

b、這些辦法在客觀上產生了哪些弊端？（國家從農民手中拿走的東西太多，使農民的生產積極性受到極大的損害，農業(yè)生產長期停滯不前，導致整個國民經濟發(fā)展不平衡。）

4、鄧小平說：“社會主義究竟是個什么樣子，蘇聯(lián)搞了很多年，也并沒有完全搞清楚?？赡芰袑幍乃悸繁容^好，搞了個新經濟政策，但是后來蘇聯(lián)的模式僵化了。” 你怎樣理解這句話? a、“列寧的思路”好在哪里？（以新經濟政策取代戰(zhàn)時共產主義政策是俄國國情決定的。它是列寧將馬克思主義與俄國實際相結合的典范。列寧的這一創(chuàng)新精神直到今天仍煥發(fā)著強大的生命力。）b、“后來蘇聯(lián)的模式”也被稱為什么？（斯大林模式）c、這個模式形成的標志是什么？

1936年蘇聯(lián)通過新憲法，宣布蘇聯(lián)是“工農社會主義國家”，標志著蘇聯(lián)高度集中的政治經濟體制的形成。d、這個模式形成的背景如何？

當時蘇聯(lián)外有帝國主義的包圍，領導國家的權力需要集中起來，才能有效對付外部的挑戰(zhàn)。同時由于當時蘇聯(lián)的國內經濟、文化相對落后，在人們的思想觀念中，比較容易產生個人崇拜，導致個人專斷。

e、斯大林模式的弊端給了我們什么教訓？

① 在發(fā)展重工業(yè)的同時，也要兼顧農業(yè)和輕工業(yè)的發(fā)展；

② 發(fā)展經濟要尊重市場規(guī)律，既抓產值和產量，也抓產品品種創(chuàng)新和產品質量提高；

③ 要提高農民生產積極性，必須切實維護廣大農民的利益，不能從農民手中拿走太多東西； ④ 大力保護環(huán)境和資源，提倡可持續(xù)發(fā)展，注重經濟效益等；⑤在政治上要防止個人專斷，切實加強民主與法制。

練習鞏固

1、完成第10頁“練一練·選擇題”：最初加入蘇聯(lián)的加盟共和國不包括（d）a、俄羅斯聯(lián)邦b、外高加索聯(lián)邦 c、烏克蘭 d、愛沙尼亞

2、列出與1、2兩課內容有關的大事年表：

4、建議學生結合政治科內容，總結學習本課的心得體會：看問題應當從實際出發(fā)、實事求是；生產關系一定要適合生產力的發(fā)展；勞動者是生產力的主要組成部分，社會主義國家政權必須切實維護民眾的利益等等。

5、提醒學生預習第3課《凡爾賽——華盛頓體系》。

第3課 凡爾賽——華盛頓體系的確立

教學目標

篇四：《九年級歷史下冊全套教案(新人教版)》

第一單元 蘇聯(lián)社會主義道路的探索

第1課 俄國十月革命

教學目的

1.基礎知識：二月革命；彼得格勒武裝起義的爆發(fā)和勝利；人民委員會的建立；蘇俄退出第一次世界大戰(zhàn)；《土地法令》；蘇維埃人民反對帝國主義的武裝干涉和國內反革命叛亂的斗爭。

2.思想教育：①通過講述十月社會主義革命勝利的史實，使學生認識列寧和布爾什維克黨的正確領導，是十月革命勝利的根本保證。②通過蘇維埃政權建立和鞏固的史實，使學生認識：革命政權的建立和鞏固是廣大人民艱苦斗爭，流血犧牲才得以實現(xiàn)的。

3.能力培養(yǎng)：①總結1918年蘇維埃政權所面臨的困難，培養(yǎng)學生的概括能力。②總結蘇維埃政權建立及鞏固的原因，培養(yǎng)學生的分析理解能力。

教學重點和難點

重點：十月革命的準備，十月革命的歷史意義。

難點：二月革命后出現(xiàn)兩個政權并存局面的原因，十月革命的歷史意義。

教學方法 以講述法為主，輔以課堂討論。

教學過程

（導入新課）提問：一次大戰(zhàn)的后果是什么？

（講授新課）十月革命是人類歷史的轉折點，是世界現(xiàn)代史的開端。從1917年十月革命到現(xiàn)在的歷史為世界現(xiàn)代史。今天我們來學習第1課 俄國十月革命。了解這一人類歷史上重大事件的基本情況。（板書課題）

一、新時代的曙光（板書）1．二月革命

十月革命是在什么情況下進行的呢？是在一次大戰(zhàn)過程中，俄國二月革命后。俄國人民為什么要進行二月革命？二月革命取得的結果是什么？革命后俄國出現(xiàn)了什么局面呢？人民革命的要求，革命的目的達到了嗎？為什么？

二月革命雖然推翻了沙皇專制制度，但俄國人民迫切要求獲得和平、面包和土地的愿望并沒有實現(xiàn)。沒實現(xiàn)的原因剛才同學已經回答了，這就是掌權的是資產階級臨時政府。他們?yōu)榱俗陨淼睦?，不顧放棄瓜分?zhàn)利品的機會，因此不顧人民的要求，繼續(xù)進行帝國主義戰(zhàn)爭，并企圖借助戰(zhàn)爭來消滅革命力量。在這種情況下，布爾什維克黨如何領導人民繼續(xù)斗爭，是迫切需要解決的問題。全黨、全體勞動人民都熱切盼望著偉大領袖列寧的歸來。2．十月社會主義革命的勝利（板書）

1917年4月16日，長期流亡國外的列寧回到了首都彼得格勒。成千上萬的工人、士兵和革命群眾爭先恐后地奔赴車站，歡迎自己愛戴的領袖。請大家看插圖《列寧回到彼得格勒》。從這張圖中，你看到了什么？（學生回答略，教師總結）我們把同學們說的概括為三點。第一，列寧的回國，受到了群眾發(fā)自內心的歡迎；第二，人民群眾手中掌握著武裝；第三，列寧號召人民要把革命進行到底。布爾什維克黨為進行社會主義革命做了大量的準備工作。而在這一系列的準備工作中，列寧起了至關重要的作用。我們一起來歸納一下。（學生回答略）列寧所起的作用還表現(xiàn)在親自領導了彼得格勒的武裝起義。3.彼得格勒武裝起義的勝利（板書）

現(xiàn)在來想一個問題，彼得格勒的武裝起義從11月6日晚發(fā)動到11月7日晚取勝，僅用了一天的時間，這短時間取勝的原因在哪里呢？（學生回答從略）我們把大家所說的原因概括一下：第一，由于布爾什維克黨的領導，特別是列寧的親自領導；第二，由于人民群眾掌握著武裝；第三，由于革命戰(zhàn)士的英勇奮戰(zhàn)。

在首都武裝起義的影響下，莫斯科等城市相繼爆發(fā)了武裝起義。革命烈火迅速燃遍俄國各地，到1918年2月，蘇維埃政權在全國范圍內建立起來了。4.蘇維埃政府的建立（板書）

資產階級臨時政府被推翻后，建立了世界上第一個工人士兵蘇維埃政府——人民委員會，列寧當選為主席。這是代表勞苦大眾利益的政府，這是為人民群眾謀利益的政府。政府成立后的第一個對外政策的法令是《和平法令》。經過同德奧談判議和，蘇俄退出了戰(zhàn)爭，人民贏得了和平。對內則通過了《土地法令》沒收地主、寺院的土地，分配給農民，人民獲得了土地。俄國人民夢寐以求的事情，蘇維埃政府做到了，這是多么的使人歡欣鼓舞啊。5．國內戰(zhàn)爭和蘇維埃政權的鞏固（板書）

對蘇俄這世界上第一個社會主義國家，一切帝國主義國家是極端仇視、害怕的。他們千方百計欲置其于死地，而國內被推翻的反動階級也不甘心失敗，他們妄圖在國際反動勢力的支持下，卷土重來。推翻蘇維埃政權，恢復他們所失去的一切。蘇維埃政權面臨著嚴峻的形勢，面臨著極其嚴重的困難。我們請同學們分析概括一下，蘇維埃政權面臨著哪些具體困難呢？（學生回答略）這些困難威脅到了新生的政權，黨領導人民進行了鞏固政權的艱苦斗爭。經過三年的艱苦斗爭，蘇俄人民在黨的領導下，終于取得了反對帝國主義武裝干涉和國內反革命叛亂的基本勝利。蘇維埃政權鞏固了，第一個社會主義國家巍然屹立。

俄國十月革命是人類歷史上第一個獲得勝利的社會主義革命，所以其意義重大。

二、十月革命的歷史意義（板書）

書上有一思考題：你是怎樣理解十月革命開辟了人類歷史新紀元的？對照課文，談談你的理解？（回答略）我們以前講過英國、法國資產階級革命，結果是資本主義剝削制度代替了封建剝削制度，而十月革命則是從根本上消滅人剝削人的制度，消滅剝削階級。所以我們說十月革命開辟了人類歷史的新紀元，為人類解放事業(yè)指出了光明的道路。

第2課 對社會主義道路的探索

教學目的 1.基礎知識：新經濟政策；蘇聯(lián)的成立；蘇聯(lián)的社會主義工業(yè)化和兩個五年計劃的成就；蘇聯(lián)農業(yè)集體化；1936年蘇聯(lián)憲法，斯大林模式的確立。

2.思想教育：①通過介紹新經濟政策的實施，使學生認識：它是蘇俄當時具體國情的需要，調動了農民的生產積極性，促進了經濟的恢復和發(fā)展。②通過介紹蘇聯(lián)在短時期內社會主義建設取得的成就，使學生認識：社會主義制度的優(yōu)越性，是被歷史證明了的。

3.能力培養(yǎng)：①在老師的引導下，結合新經濟政策的內容來思考新經濟政策的作用，培養(yǎng)學生的分析能力。②討論總結蘇聯(lián)（蘇俄）在社會主義建設過程中采取的重大舉措，培養(yǎng)學生歸納、概括問題的能力。教學重點和難點

重點：①新經濟政策：②蘇聯(lián)社會主義建設的成就。

難點：新經濟政策和斯大林模式的弊端。

教學方法 以講述為主，輔以談話法和課堂討論。

教學過程

（導入新課）提問：我們在第1課學習了世界上第一個無產階級政權的建立和鞏固，那么，大家想想，在反對帝國主義武裝干涉和國內反革命叛亂取得勝利后，蘇俄面臨的最主要的任務是什么呢？（學生回答略）要發(fā)展經濟，要進行社會主義建設。怎樣發(fā)展經濟，以什么方式建設社會主義呢？則是本節(jié)課我們要學習的內容。（板書課題）戰(zhàn)爭結束了，政權鞏固了，這就為布爾什維克黨把工作重心轉移到經濟建設上來創(chuàng)造了條件。俄共（布）在建設社會主義道路上采取的第一個重大舉措是新經濟政策的實施。為什么要實施這一政策？這一政策的主要內容是什么？它實施以后起了什么作用？

一、列寧對社會主義建設道路的探索（板書）1.實施的原因（板書）

四年的世界大戰(zhàn)和三年的國內戰(zhàn)爭對俄國經濟造成的破壞是極其嚴重的。不僅如此，還有更重要的，（解釋戰(zhàn)時共產主義政策）隨著形勢的發(fā)展，戰(zhàn)時共產主義政策已不適應新的情況，農民開始不滿，階級敵人利用農民的不滿，在一些地區(qū)組織叛亂。為此，黨需要制訂新的經濟政策。再有，為建設社會主義，黨制訂了俄羅斯全國電氣化的遠景計劃，要實現(xiàn)社會主義工業(yè)現(xiàn)代化的大生產。而要使這一切成為現(xiàn)實，就要恢復發(fā)展經濟，特別是要首先恢復和發(fā)展農業(yè)。

1921年3月，根據(jù)列寧的提議，布爾什維黨通過了用糧食稅代替余糧征集制的決議，蘇俄開始由“戰(zhàn)時共產主義”政策向新經濟政策過渡。2.主要內容（板書）

新經濟政策的主要內容有哪些呢？（學生回答略）允許多種經濟并存，大力發(fā)展商品經濟。促進國民經濟的恢復和發(fā)展。

如果說新經濟政策的實施是布爾什維克黨在建設社會主義道路上在經濟上采取的第一個重大舉措，那么蘇聯(lián)的成立則是黨在政治上采取的第一個重大舉措。

二、蘇聯(lián)的成立（板書）

蘇聯(lián)的全稱是“蘇維埃社會主義共和國聯(lián)盟”。為什么要成立蘇聯(lián)呢？這是恢復經濟，建設社會主義的需要；是加強國防，抵抗外來侵略的需要；是無產階級專政的國際主義政權性質所決定的。蘇聯(lián)成立的時間是1922年。參加的基礎是平等、自愿。當時加盟的共和國有四個，俄羅斯，外高加索，烏克蘭和白俄羅斯。后來逐步增加，到1940年共有15個。（引導學生看課本p8《蘇聯(lián)各加盟共和國示意圖》）

1924年列寧逝世了，這對蘇聯(lián)，對世界無產階級革命事業(yè)都是不可估量的損失。列寧對蘇俄（蘇聯(lián)），對世界無產階級革命事業(yè)所做的貢獻永垂史冊。列寧逝世以后，以斯大林為首的聯(lián)共（布）領導人民為實現(xiàn)國家社會主義工業(yè)化進行斗爭。

三、蘇聯(lián)的社會主義工業(yè)化（板書）蘇聯(lián)社會主義工業(yè)化是在全國實行五年計劃經濟建設的方式，在短時間內實現(xiàn)的。1.蘇聯(lián)的一五計劃和二五計劃（板書）

由于蘇聯(lián)人民的艱苦奮斗，在兩個五年計劃的建設期間，蘇聯(lián)取得了重大成就，人民用十幾年的時間走完了資本主義國家用幾十年，甚至上百年的時間走完的道路。這不僅極大地提高了蘇聯(lián)人民的自信心和蘇聯(lián)社會主義國家的國際地位，而且也為以后蘇聯(lián)衛(wèi)國戰(zhàn)爭的勝利奠定了物質基礎。

蘇聯(lián)的重工業(yè)在短時間內迅速發(fā)展的情況。但與此同時，其農業(yè)在生產技術生產方式則是比較落后的，貧富分化也不斷發(fā)生。如何發(fā)展農業(yè)。如何使廣大農民走共同富裕的道路，如何使農業(yè)適應國家工業(yè)化的發(fā)展，聯(lián)共（布）確定了農業(yè)集體化的方針。2．農業(yè)集體化（板書）

到1937年，蘇聯(lián)基本上完成了農業(yè)集體化，從而使社會主義成份在蘇聯(lián)的整個國民經濟中占有絕對優(yōu)勢。

四、斯大林模式的建立

1936年蘇聯(lián)通過了新憲法，宣布蘇聯(lián)是“工農社會主義國家”。1936年憲法的頒布，成為社會主義在蘇聯(lián)建成的標志，也是斯大林模式建立的標志：高度集中的經濟政治體制。讓學生看書，找到斯大林模式的作用，尤其是弊端的四點內容。（看書p10）

第二單元凡爾賽——華盛頓體系下的世界

第3課 凡爾賽——華盛頓體系

教學目的

1.基礎知識：巴黎和會的召開；凡爾賽和約和凡爾賽體系；國際聯(lián)盟；華盛頓會議的召開及主要內容；凡爾賽--華盛頓體系。

2.思想教育：通過本課講述使學生認識：①巴黎和會是戰(zhàn)勝國集團重新分割世界的分贓會議，它和華盛頓會議形成的凡爾賽--華盛頓體系是帝國主義列強暫時妥協(xié)的結果，不能維護世界和平。②國際聯(lián)盟是帝國主義維護戰(zhàn)后世界統(tǒng)治秩序的工具。

3.能力培養(yǎng)：通過講解帝國主義列強在巴黎和會上爭奪霸權的表現(xiàn)，培養(yǎng)學生依據(jù)經濟和軍事實力來分析帝國主義外交政策動向的能力。

教學重點和難點

重點：①《凡爾賽和約》。②《九國公約》。

難點：“凡爾賽-華盛頓體系”的矛盾。

教學方法 講述法，輔以討論法。

教學過程

（導入新課）與學生共同回顧第一次世界大戰(zhàn)的性質和結果，說明戰(zhàn)勝國集團企圖根據(jù)變化了的各國實力對比關系重新分割世界，他們召開了巴黎和會和華盛頓會議，建立起對世界統(tǒng)治的新秩序。

（講授新課）

一、戰(zhàn)后的“新秩序”（板書）

1919年1月，戰(zhàn)勝國協(xié)約國集團在巴黎召開和會。27個國家參加會議，實際最后決定權操縱在和會的“三巨頭”手中。（請學生看教材《巴黎和會“三巨頭”》圖和小字內容，了解各大國爭霸圖謀和矛盾，然后補充講解）法國總理克里孟梭，英國首相勞合·喬治，美國總統(tǒng)威爾遜。美國有位歷史學家說：“凡爾賽和約的制定者??是在恨、貪、懼的氣氛中集合于巴黎的。他門懷恨敵人，貪婪殖民地和賠款，恐懼布爾什維主義?！?/p>

（請學生閱讀教材凡爾賽和約內容，概括成領土、軍事、政治、賠款、殖民地5個方面，教師講解與組織學生討論穿插進行）領土問題，請同學們對比教材戰(zhàn)前與戰(zhàn)后歐洲地圖中德國疆域變動情況，德國喪失了近1/8的領土和1/10的人口。這樣殘酷的規(guī)定對德意志民族心理上會造成什么影響？軍事方面，請同學們聯(lián)系德國十一月革命這個背景，考慮“只準保留陸軍10萬人”這項規(guī)定的雙重目的--既防止德國軍事力量威脅協(xié)約國，又為德國保留鎮(zhèn)壓國內革命力量的相當兵力。殖民地方面，“委任統(tǒng)治”權規(guī)定的實質是什么？（使戰(zhàn)勝國重新瓜分殖民地披上合法外衣。）中國也是戰(zhàn)勝國之一，但是，我們怎樣看待和約關于山東問題的規(guī)定？（帝國主義大國漠視弱小國家正當?shù)拿褡鍣嘁妫┓矤栙惡图s是戰(zhàn)勝國強加給德國的十分苛刻的和約。它埋下了德意志民族復仇主義的種子，并為后來希特勒所利用。和會一結束，德國復仇主義者便喊出“打倒凡爾賽和約”口號。

繼凡爾賽和約后，協(xié)約國又先后同戰(zhàn)敗的奧、保、匈、土簽訂和約。這些和約和凡爾賽和約構成凡爾賽體系，確立了帝國主義在歐洲、西亞和非洲的統(tǒng)治新秩序。維護這個新秩序的工具就是國際聯(lián)盟。

二、國際聯(lián)盟（板書）

創(chuàng)設國際聯(lián)盟的主張是美國總統(tǒng)威爾遜首先提出來的。它曲折地反映了飽經戰(zhàn)禍的世界各國人民渴望根除戰(zhàn)爭，保障和平的愿望。盟約中有維護和平、制裁侵略的漂亮辭句，但這不過是戰(zhàn)勝大國爭霸世界的障眼法。特別是關于瓜分戰(zhàn)敗國殖民地的“委任統(tǒng)治”規(guī)定，暴露了這一機構的帝國主義性質。威爾遜原本指望利用國際聯(lián)盟來實現(xiàn)美國對世界的領導，但創(chuàng)設國聯(lián)的主張一經列為巴黎和會的重要議題，國聯(lián)就成為推行英、法意志的工具。所以，美國最終沒有加入國際聯(lián)盟。

三、華盛頓會議（板書）

為了協(xié)調帝國主義列強間的爭霸關系，在美國倡議下，1921年11月到1922年2月，包括中國在內的九國代

篇五：九年級歷史下冊教案[北師大版] 第1課 《俄國向何處去》教學案例設計

★教學目標：

知識與能力：俄國二月革命和兩個政權并存局面的出現(xiàn)；俄國十月社會主義革命的勝利；

戰(zhàn)時共產主義政策；新經濟政策制定的歷史背景.要點.實施的意義；通過對俄國十月社會主

義革命勝利進程的學習，使學生認識到：無產階級政黨的路線.方針和政策正確與否是革命成

敗的關鍵。通過對新經濟政策實施的分析，使學生認識：新經濟政策的制定與實施，符合當

時蘇俄的國情，表明列寧找到了一條落后的俄國向社會主義過渡的正確途徑。

過程與方法：通過引導學生分析.評價戰(zhàn)時共產主義政策，提高學生全面.辯證地評價歷

史問題的能力。通過引導學生分析新經濟政策的實施，培養(yǎng)學生運用主要矛盾和次要矛盾.經濟基礎與上層建筑的辯證唯物主義.歷史唯物主義觀點分析問題的能力。

情感態(tài)度與價值觀：通過對俄國十月社會主義革命歷史意義的學習，使學生認識社會主

義制度代替資本主義制度，是歷史發(fā)展的必然。十月革命開辟了人類歷史的新紀元。

★教學重點.難點：

重點：俄國社會主義革命的歷史條件；十月革命勝利的世界歷史意義；新經濟政策的實

施。

難點：對戰(zhàn)時共產主義政策的評價；探索向社會主義過渡的途徑。

★教學手段：準備本課插圖.掛圖

★教學方法：講授法.談話法

★教學時間：一課時 ★教學過程： 1.導入新課：

同學們還記得上學期我們學習的世界近代史的主要內容嗎？我們學習的最后一件大事是？

促使“一戰(zhàn)”結束的兩個事件是？（學生答）促使俄國退出戰(zhàn)爭的是無產階級的革命斗爭，俄國十月社會主義革命開創(chuàng)了社會主義制度。從今天開始，我們將學習世界現(xiàn)代史部分的內

容。世界現(xiàn)代史是壟斷資本主義進一步發(fā)展，社會主義曲折前進，兩種社會制度長期并存，互相對抗；世界人民爭取獨立.民主.和平與發(fā)展的歷史。人類社會在這近百年間取得的最主

要成就之一就是社會主義制度的確立，本節(jié)課我們就學習第一課有關俄國十月革命的勝利和

向社會主義過渡的內容。2.講授新課：

一.“二月革命” 1．革命前的形勢

沙皇俄國參加了第一次世界大戰(zhàn)，戰(zhàn)爭接連失利，國內經濟瀕于崩潰，激起全國各地不

斷爆發(fā)革命運動，人民反戰(zhàn)爭.反饑餓.反專制的革命潮流沖擊著沙皇專制統(tǒng)治，革命時機成

熟。而且俄國無產階級有了自己比較成熟的政黨——布爾什維克黨，而且以列寧為首的布爾

什維克黨能夠根據(jù)具體情況制定正確的革命策略。2．二月革命

1917年3月俄國爆發(fā)了二月資產階級民主革命，推翻了沙皇統(tǒng)治，騎在俄國人民頭上作

威作福300多年的羅曼諾夫王朝覆滅了。3．二月革命后的形勢

（學生回答）二月革命后，在俄國形成了兩個政權并存的特殊局面。一個是彼得格勒工

兵代表蘇維埃，一個是資產階級臨時政府，而資產階級臨時政府在當時是主要政權。兩個政

權并存局面只是一個過渡現(xiàn)象，不可能長期維持。到底由誰來掌權？是讓資產階級掌權，還

是建立無產階級專政？這是革命與反革命斗爭的焦點，是關系到把革命進行到底，還是半途

而廢的嚴肅問題。4．《四月提綱》的制定

針對兩個政權并存的復雜情況，列寧向布爾什維克黨提出了什么樣的任務呢？1917年4 月，列寧在布爾什維克會議上作了一份報告，這份報告后來被稱為《四月提綱》。報告指出，俄國革命的第一階段由于無產階級的覺悟和組織程度不高，政權落到了資產階級的手中，第

二階段應當使政權轉到無產階級和貧苦農民手中。提出“全部政權歸蘇維?！钡目谔?。由此

確立了社會主義革命的目標，為俄國革命指明了方向。二.“阿芙樂爾號”的炮聲----------十月革命的勝利 1． 十月革命的經過

十月革命是怎樣取得勝利的？（學生回答）1917年11月7日，布爾什維克黨領導了彼

得格勒的武裝起義，占領了戰(zhàn)略要點，攻克了冬宮，推翻了資產階級的臨時政府，成立了以

列寧為首的世界第一個蘇維埃政府-------人民委員會。世界上第一個社會主義國家誕生。2．十月革命勝利的歷史意義

十月革命對俄國歷史.世界歷史進程.人類歷史產生了哪些重大影響？（學生回答）①對

俄國歷史的影響：它是俄國歷史上最深刻的一次社會革命，建立了世界上第一個無產階級領

導的.以工農聯(lián)盟為基礎的社會主義國家，為把俄國改造成為社會主義工業(yè)強國和實現(xiàn)國家現(xiàn)

代化創(chuàng)造了重要前提。②對世界歷史進程的影響：打破了資本主義一統(tǒng)天下的局面，宣告一

種新的社會制度由理想變?yōu)楝F(xiàn)實；為人類的解放事業(yè)指出了光明的道路。③對人類歷史的影

響：它開辟了人類歷史的新紀元，是世界現(xiàn)代史的開端。它從根本上消滅了人剝削人的制度，消滅了剝削階級。

三.“退一步.進兩步”--------向社會主義過渡

蘇維埃政府成立后，為鞏固新政權，在政治.經濟.軍事.外交上采取了多項措施：初步建

立新生的蘇維埃國家制度；改變生產資料所有制，建立社會主義經濟基礎；蘇維埃政權接管

銀行.鐵路，將大企業(yè)收歸國有；沒收地主土地，分配給農民耕種；退出帝國主義戰(zhàn)爭；組建

紅軍，粉碎國內外敵人對蘇維埃政權的進攻。

無產階級革命勝利后，如何向社會主義過渡，是十月革命后提出的新課題。以列寧為首的布爾什維克黨對這個問題的探索，在認識上經歷了曲折的過程。從1918年春到1920年底，在國內戰(zhàn)爭的條件下，實行戰(zhàn)時共產主義政策，企圖在一個落后的.小生產者占優(yōu)勢的俄國，直接向社會主義過渡。實踐證明，這一設想是行不通的。

1921年實施新經濟政策，采取逐步過渡到社會主義的政策。實踐的效果比較好。1．戰(zhàn)時共產主義政策

什么是戰(zhàn)時共產主義政策？為什么要實行戰(zhàn)時共產主義政策？戰(zhàn)時共產主義政策的主要

內容有哪些？如何評價？（學生依據(jù)小字注解討論.回答）

戰(zhàn)時共產主義政策也叫軍事共產主義政策，它是蘇維埃政府在戰(zhàn)爭條件下，為了集中有

限的人力.物力，戰(zhàn)勝敵人的一些臨時性政策。當時，國內外敵人勾結起來進攻蘇維埃政權，面臨嚴峻的內憂外患形勢，迫使蘇維埃政權采取果斷措施，將全國轉入戰(zhàn)爭軌道。

主要內容包括農業(yè)方面實行余糧收集制。農民必須按國家規(guī)定的數(shù)量交售糧食以及其他

產品。其目的是保證對軍隊和工人的供應。農民交出的產品幾乎是無償?shù)模@損害了農民的

利益。工業(yè)方面把大中企業(yè)全部收歸國有，對小企業(yè)實行監(jiān)督。在交換和流通方面：取消一

切商品貿易；一切生活必需品均由國家集中分配。戰(zhàn)時共產主義政策，使蘇維埃政府能夠在殘酷的戰(zhàn)爭條件下，最大限度地集中全國的財

力.物力，保障了軍事勝利。但戰(zhàn)時共產主義政策中的許多措施超出了戰(zhàn)時需要的限度，而且

隨著國內戰(zhàn)爭的結束，這些非常措施不僅沒有收縮，反而進一步加強，結果造成社會的不穩(wěn)

定和生產的下降，1921年春，蘇俄發(fā)生了嚴重的經濟政治危機。2．新經濟政策

為什么要實行新經濟政策？新經濟政策的主要內容是什么？如何評價？新經濟政策“新”

在何處？（學生回答）

（1）實行的原因：為了解決國內的經濟困難和政治危機。

（2）主要內容：農業(yè)方面推行糧食稅，納稅后剩下的糧食，歸農民自己支配；工業(yè)方面：

涉及國家經濟命脈的重要廠礦企業(yè)仍歸國有，由國家經營，中小企業(yè)和國家暫時無力興辦的

企業(yè)，允許本國和外國的資本家經營；恢復私人小企業(yè)。流通方面：允許自由貿易。實行按

勞分配的分配原則。

（3）新經濟政策與戰(zhàn)時共產主義政策的比較：戰(zhàn)時共產主義政策是在生活中排斥商品貨

幣關系，用軍事和行政的手段控制社會的運轉，進而直接進入社會主義；新經濟政策是通過

在一定限度內發(fā)展資本主義，利用市場和商品貨幣關系來擴大生產，改善和鞏固工農聯(lián)盟，逐步過渡到社會主義。這也是新經濟政策“新”之處。

（4）評價：新經濟政策的實施使1921年春天的危機迅速消失，生產逐步恢復，鞏固了

工農聯(lián)盟，使蘇維埃政權日益鞏固。新經濟政策的實施表明列寧找到了一條小農占優(yōu)勢的落

后的俄國向社會主義過渡的正確途徑。實踐表明，新經濟政策可以作為在商品生產和市場經

濟不發(fā)達，經濟發(fā)展水平相對落后的國家，在社會主義初級階段的一個相當長的過渡時期內

行之有效的經濟發(fā)展戰(zhàn)略。這是對馬克思主義理論的重大發(fā)展。3.本課小結：

以列寧為首的布爾什維克黨根據(jù)俄國的具體國情，創(chuàng)造性地運用了馬克思主義理論，制

定了正確的革命方針.路線，取得了十月社會主義革命的偉大勝利，建立了世界上第一個社會

主義國家，打破了資本主義一統(tǒng)天下的歷史，使人類進入探索社會主義發(fā)展道路的新時期。

十月革命標志著世界現(xiàn)代史的開端。

勝利后的俄國蘇維埃政權采取了一系列措施鞏固了無產階級專政。在小農占優(yōu)勢的俄國

如何向社會主義過渡的問題上，以列寧為首的布爾什維克黨又進行了

積極的探索，豐富和發(fā)展了馬克思主義理論，為國際共產主義運動提供了可貴的經驗教

訓。

4.鞏固練習 5.課后作業(yè)：

書后材料閱讀及自我測評 ★板書設計：

★教學反思：

第2課 《蘇聯(lián)的崛起》教學案例設計

★教學目標：

知識與能力：蘇聯(lián)社會主義工業(yè)化方針和農業(yè)集體化方針的確定和實施；五年計劃的實

施；蘇聯(lián)社會主義建設存在的嚴重問題；斯大林的經濟政治體制；1936年蘇聯(lián)憲法；斯大林

個人崇拜的盛行；

過程與方法：分析蘇聯(lián)社會主義建設的成就與失誤，培養(yǎng)學生運用共性與個性.原因與結

果.發(fā)展與聯(lián)系等辯證唯物主義觀點認識歷史現(xiàn)象。分析和評價高度集中的經濟政治體制，培

養(yǎng)學生運用辯證關系原理，闡釋歷史事件.歷史現(xiàn)象的能力；引導學生正確認識個人在歷史中

的作用。

情感態(tài)度與價值觀：蘇聯(lián)社會主義建設在短期內取得的巨大成就，有力地說明了社會主

義制度的優(yōu)越性。在探索社會主義發(fā)展道路的實踐中，蘇聯(lián)實行高度集中的經濟體制。這不

僅對蘇聯(lián)歷史的發(fā)展產生了深遠影響，而且影響了國際共產主義運動的發(fā)展。

★教學重點.難點：

蘇聯(lián)的工業(yè)化和農業(yè)集體化。對高度集中的經濟政治體制的評價。

★教學設備：

多媒體投影：社會主義建設時期的斯大林；與蘇聯(lián)的社會主義建設有關的圖等。

★教學時間：一課時

★教學過程： 1.復習提問： 2.導入新課：

1917年俄國十月革命的勝利，標志著人類歷史進入社會主義發(fā)展道路的新時期。請同學

們回答下面兩個問題：俄國十月革命對世界歷史有什么影響？蘇俄向社會主義過渡的主要途

徑是什么？（學生回答后，教師概括歸納）新經濟政策實施后，到1925年國民經濟恢復基本

完成，但蘇聯(lián)仍然是一個只能輸出農產品.輸入機器裝備的落后農業(yè)國，面臨著十分艱巨的社

會主義建設的任務。應該怎樣建設社會主義呢？20世紀二三十年代，蘇聯(lián)開始了建設社會主

義新社會的試驗。這節(jié)課我們就來學習第2課蘇聯(lián)的崛起。3.講授新課

一.理想與成就

1．蘇聯(lián)的社會主義工業(yè)化

蘇聯(lián)的社會主義建設包括工業(yè)化和農業(yè)集體化兩大方面，步驟是“先工業(yè)化，后集體化”。

同學們閱讀第8頁黑體字，分析工業(yè)化建設的主要方針是什么？（把蘇聯(lián)從農業(yè)國變?yōu)楣I(yè)

國，由輸入機器和設備的國家變成生產機器和設備的國家。）蘇聯(lián)工業(yè)化建設的重點是優(yōu)先發(fā) 展重工業(yè)。請同學們依據(jù)黑體字中斯大林的講話內容思考：蘇聯(lián)在工業(yè)化建設中為什么要優(yōu)

先發(fā)展重工業(yè)？在蘇聯(lián)的社會主義工業(yè)化進程中，實施了有計劃的經濟建設，即采取了制訂

“五年計劃”的做法。從1928年開始實行第一個五年計劃。每一個五年計劃有具體明確的任

務。

請同學們讀圖，結合教材回答問題：蘇聯(lián)的社會主義工業(yè)化建設取得了哪些成就？

（學生回答后，教師歸納概括）到蘇德戰(zhàn)爭爆發(fā)前，蘇聯(lián)建成了6000多家大企業(yè)，建立

起飛機.汽車.拖拉機.化學.重型和輕型機器制造業(yè)等部門。工業(yè)布局有了很大變化。蘇聯(lián)形

成了比較齊全的工業(yè)體系，基本上實現(xiàn)了以重工業(yè)為中心的國家工業(yè)化。1937年，蘇聯(lián)的工

業(yè)總產值躍居歐洲第一位.世界第二位。在基礎很差.困難重重的條件下，蘇聯(lián)僅用了十多年

的時間就取得了這樣的成就，是任何資本主義國家從未有過的。所以，制訂五年計劃的做法，也被后來的社會主義國家所沿用。2．蘇聯(lián)的農業(yè)集體化

以落后的個體小農經濟為基礎的農業(yè)，不能適應工業(yè)的迅速發(fā)展。因此1929年在蘇聯(lián)全

國范圍內，開展了大規(guī)模的農業(yè)集體化運動。農業(yè)集體化的基本形式是組織享有土地使用權

和主要生產資料公有的集體農莊。農業(yè)集體化運動使農業(yè)機械化的程度提高，蘇聯(lián)的國防力

量和綜合國力大大增強，城市居民的糧食供應和工業(yè)原材料的供應得到了一定保障，人民生

活普遍改善。集體農業(yè)還為工業(yè)發(fā)展提供了相當數(shù)量的資金和勞動力，為社會主義工業(yè)化的

實現(xiàn)創(chuàng)造了條件。農業(yè)集體化是工業(yè)化的繼續(xù)，是蘇聯(lián)社會主義建設事業(yè)的重要組成部分。

二.斯大林模式-------高度集中的經濟政治體制的形成 1．1936年蘇聯(lián)憲法

蘇聯(lián)的國家工業(yè)化和農業(yè)集體化，使蘇聯(lián)社會主義制度基本確立起來。蘇聯(lián)社會主義制

度確立的標志是什么？（學生答：1936年蘇聯(lián)新憲法的制定）為什么說1936年蘇聯(lián)新憲法

的制定，標志著第一個社會主義國家的建成？1936年，第八次蘇維埃代表大會通過的蘇聯(lián)新

憲法規(guī)定，國家性質是工農社會主義國家；經濟基礎是生產資料社會主義所有制；政治基礎

是各級勞動者代表蘇維埃。蘇聯(lián)新憲法所賦予的這些新內容表明：世界上第一個社會主義國

家已經建成。同時，也標志著斯大林創(chuàng)建的經濟政治體制的形成。2．斯大林的經濟政治體制

斯大林創(chuàng)建的經濟政治體制又稱為“斯大林模式”，它深刻地影響著蘇聯(lián)的歷史和命運，也對國際共產主義運動的發(fā)展產生了深刻的影響。那么，什么是蘇聯(lián)高度集中的經濟政治體

制？我們應當怎樣來評價它？它給我們什么啟示？請同學們討論。（討論過程中，允許同學們

各抒己見，暢所欲言。要點如下。）蘇聯(lián)經濟政治體制的突出特點是四個字：高度集中。表現(xiàn)

在以下兩個方面：它在經濟方面的特點，是一個以國家為核心的.高度集中的計劃經濟體制。用行政命令甚至強制手段管理經濟，把一切經濟活動置于指令性計劃之下。經濟成分單一化。

重工輕農.重重工業(yè).輕輕工業(yè)，是一種準軍事制的國民經濟體系。它在政治方面的特點是，權力高度集中于中央，集中于黨中央的最高領導機構。黨政不分，黨領導甚至包辦了一切，民主法制被忽視，干部對上級負責，領導終身任職，基本不受群眾監(jiān)督。權力越來越集中于

個人手里，最后形成個人高度集權的體制和制度。

這一建設模式是在蘇聯(lián)外有帝國主義包圍，內部文化落后的特殊條件下形成的。它基本

適應了蘇聯(lián)當時的生產力水平，在蘇聯(lián)二三十年代的經濟建設中發(fā)揮了巨大的作用，取得了

巨大的成就，斯大林以此把蘇聯(lián)建成強大的社會主義國家。蘇聯(lián)國力的迅速增強，為有效抵

御帝國主義的侵略起過積極作用?？梢哉f，如果沒有強大的工業(yè).強大的國防為基礎，二戰(zhàn)期

間蘇聯(lián)要打退法西斯的侵略.取得反法西斯戰(zhàn)爭的勝利是不敢想象的。

但斯大林模式的主要弊端，是違背了生產關系一定要適應生產力發(fā)展的客觀規(guī)律。沒有

根據(jù)不斷發(fā)展的生產力水平適時調整生產關系，也不適應世界經濟發(fā)展的不斷變化的趨勢，不按經濟規(guī)律辦事，長期僵化地執(zhí)行計劃指令，樣樣管，統(tǒng)統(tǒng)包，壓抑了地方和企業(yè)的積極

性，越來越嚴重地阻礙了蘇聯(lián)經濟的發(fā)展和生產力的提高。這是造成后來蘇聯(lián)解體和東歐劇

變的重要原因之一。

中國在探索社會主義發(fā)展道路的實踐中，直到改革開放前，也一直實行計劃經濟的運行

機制，這也不無打上了斯大林模式的烙印。改革開放的偉大實踐，就是通過生產關系的調整

促進生產力的發(fā)展，探索有中國特色的社會主義建設道路。這是斯大林模式給我們的深刻啟

示。

斯大林模式對黨的政治生活還發(fā)生了什么影響？（學生答：導致了對斯大林個人崇拜的盛行。）

3．對斯大林個人崇拜的盛行

到30年代，對斯大林的個人崇拜已達到相當嚴重的程度。其危害是嚴重破壞了黨的民主

與法制的建設，斯大林的一些錯誤得不到糾正，對社會發(fā)展造成很大的消極影響。1935年－ 1938年間的肅反運動是其突出的表現(xiàn)。