模块二作业表单.doc

模块二作业表单省市县名称江苏南通海安网络班级初中英语1班任职学校海安镇隆政初中姓名钱立荣作业要求根据现代教学设计要素，结合任教学科，从4个课例中选择一个课题编制一份教学设计，填写作业表单（抄袭原教案者不得分）。作业内容9A Unit3 Teenage problemsTitle：GrammarTeaching aims and learning objectives:By the end of the lesson, students should be able1. to use “wh-” words + “to” infinitives to talk about problems.2. to learn about sentences types 3. to study five kinds of sentences structuresTeaching procedures:Before class:(课前预习)1. 准时交作业是好的。_ is good _ homework _.2 我的梦想是成为一个很棒的足球选手。My _ is _.3 男孩承诺上学不再迟到。The boy _ again.4 我的父母不允许我在6点以后出去。My _ dont _ after 6 p.m.5 吴先生是最后一个离开的。Mr. Wu is _.6 为了看看将会发生什么，他留在那儿。He _ there _ what would _ .7 Linda回到家中发现她的房子着火了。Linda _ home _ her house _.In class: （课堂教学）Step 1 Answer-checkingT: Did you finish the exercises yesterday? What do you think of them, easy or difficult? Would like to show me your answers? Ill ask some students to write them on the blackboard. Lets check the answers together.Step 2 PresentationA1. Look at the blackboard. What can you find out from these sentences? All of them have To-infinitives. To-infinitives have different uses in the sentences. Here is a brief overview of the use of to infinitives.2. You should pay attention to the following things. Sometimes the to infinitives can be dropped.3. Many students in Class 1, Grade 9 have many problems. What problems do they have? Who do they ask for advice? Lets do some exercises.B1. Remind students that when we talk about “wh-” words, we mean question words. i.e., what, when, why, where, who, how2. For stronger classes, introduce “whom” and “whose”. “Whom” is the object pronoun form of “who”,e.g. Whom did you invite to the party? However, it is rarely used nowadays except in formal contexts.Normally, we simply say “who”. “Whose” is the possessive form of “who”,e.g. “Whose book is that?3. Explain to students that they need to use the “wh-“ words+to do structure to complete the exercise on page51. The “wh”- words can be used more than once.4. This is a fairly challenging exercise and all students will benefit from guidance. For stronger classes, ask students to do it by themselves and the n check their answers. Less able students will benefit from working in pairs. More able students can work on their own, but encourage students to share their difficulties with the class. If one student finds something difficult, it is likely that the others do too. Be on hand to offer help for this exercise. For weaker classes, tell students that it may be easier if they find either the “wh-“ word or “to”-infinitive first before working out the whole answer.5. Once students have finished, choose one student to play the part of Millie and another student to play the part of Sigmund. Ask them to read the conversation aloud. Check for incorrect answers and mispronunciation. For weaker classes, ask several pairs of students to read one exchange each.C1. As a warm-up activity, write the following form on the board:Statement (positive)Statement (negative)Question Imperative Exclamation 2. Ask students to make up a sentence in each blank on the right according to the requirement on the left. Students make up their own sentences on a piece of paper. Less able students can work in pairs. Encourage more able students to work on their own. 3. Ask a student to come to the front of the class and write the sentence in the right column. If the answer is correct, he / she can choose the next students to the front to continue. If not, you choose the next student. 4. Go through the table at the top on page 52. Ask students if they have any questions. Make sure they understand the four types of sentences. 5. Explain to students that in the exercise on page 53 they must identify the different types of the sentences and write the correct answers in the blanks. This is a fairly simple exercise. Students can work out their own.6. Once students have finished, ask the class to check the answers with you.Step 3 ExercisesA 用所给动词的适当形式填空1. The little dog _(lie) there quietly and waited for its master.2. It is easy _(help) them with their homework.3. There _(be) a talk on Australia next Friday afternoon.4. What is your father busy with? He _(get) ready for a test.5. Why didnt you come to the village to see Tony yesterday?Because we _(think) he would come to visit us next week.6. Could you offer me some suggestions? I think they _(be) most valuable.7. Where is the address Robert gave you the other day?I cant find it. I am afraid I _(lose) it.8. What is your dream? _(be) a player. 9. Simon does not know which _(do) first.10. Jack cant find his cap. Have you seen it? Yes, he _(leave) it in the car yesterday.B 用动词不定式改写下列句子1. Some students ask me how they can solve the problems.2. They cant decide when they should play and when they should study.3. I really dont know where I can buy this book.4. Can you tell me what I should do next time?5. Does Paul know who he can talk to for help?After class（课后巩固）Step 4 HomeworkPut the following into English.1. 没有必要麻烦他。2. 他回家发现房子着火了。3. 我没有勇气和我的朋友们分享我的忧愁。4. 说实话，我经常与我的哥哥争吵。5. 我希望父母能为我匀出一些时间，我需要有人交谈。6. 他们似乎没有注意我的进步。Design on Board A . To-infinitives1. 主语 It is good to hand in homework on time2. 表语 My dream is to be a great football player.3. 宾语 I hope to hear from you soon.4. 宾补 My parents do not allow me to go out after 6 p.m.5