外研版九上Module11Unit3教案

1、.Name: Rao MingyanClass: Class 7/8Date of Lesson: DecemberModule:Module11Unit: Unit3 Language in useType of Lesson: Revision and applicationLesson aimsTo summarize and consolidate the use of attributive clauses with who/which.Describe a place in attributive clauses with who/which .Teaching focus: Ne

2、w words & phrases, sentence structures, grammar, etcAnticipated difficulties and their solutions: Problem 1: How to understand and use attributive clauses with who/that properly. Solution: T prepares more passage including the attributive clauses with that and Ss practice more.Additional teachin

3、g materials and aids optional: Stage / TimeWhat you are doing.AimWhy you are doing it.Lesson ProcedureHow you are doing it including target language, instructions, concept questions, answers to tasks etc., where appropriate.After-Class Reflectioneffective teaching methods/points, areas for improveme

4、nt, etc.Step1 Lead-inTo warm up and Revise1.Free talkShow pictures and introduce development of camera.Box camera, studio camera, instamatic camera, digital camera and phone cameraIt is necessary to review these important and difficult words and expressions.Step2listeningDevelop listening skills and

5、 get information about the short dialogue1. Listen and complete the sentences. 其实,任何一门学科都离不开死记硬背,关键是记忆有技巧,“死记之后会“活用。不记住那些根底知识,怎么会向高层次进军?尤其是语文学科涉猎的范围很广,要真正进步学生的写作程度,单靠分析文章的写作技巧是远远不够的,必须从根底知识抓起,每天挤一点时间让学生“死记名篇佳句、名言警句,以及丰富的词语、新颖的材料等。这样,就会在有限的时间、空间里给学生的脑海里注入无限的内容。日积月累,积少成多,从而收到水滴石穿,绳锯木断的成效。 1 The first

6、successful photo was produced in _.2 Because it took a long time to take a photo, people in early photos did not _.3 The first photographers needed to know how to _ and _ them.4 Kodak introduced a camera that could be used by everyone in _.5 Kodaks cameras was _ and _ than any of the earlier cameras

7、.6 Cameras with computer technology were introduced in _.语文课本中的文章都是精选的比较优秀的文章,还有不少名家名篇。假如有选择循序渐进地让学生背诵一些优秀篇目、精彩段落,对进步学生的程度会大有裨益。如今,不少语文老师在分析课文时,把文章解体的支离破碎,总在文章的技巧方面下功夫。结果老师费力,学生头疼。分析完之后,学生收效甚微,没过几天便忘的一干二净。造成这种事倍功半的为难场面的关键就是对文章读的不熟。常言道“书读百遍,其义自见,假如有目的、有方案地引导学生反复阅读课文,或细读、默读、跳读,或听读、范读、轮读、分角色朗读,学生便可以在读中

8、自然领悟文章的思想内容和写作技巧,可以在读中自然加强语感,增强语言的感受力。久而久之,这种思想内容、写作技巧和语感就会自然浸透到学生的语言意识之中,就会在写作中自觉不自觉地加以运用、创造和开展。Some students still cant understand the subject and object.Giving more examples may be a good way to help them understand these.一般说来，“老师概念之形成经历了非常漫长的历史。杨士勋唐初学者，四门博士?春秋谷梁传疏?曰：“师者教人以不及，故谓师为师资也。这儿的“师资，其实就是先

9、秦而后历代对老师的别称之一。?韩非子?也有云：“今有不才之子师长教之弗为变其“师长当然也指老师。这儿的“师资和“师长可称为“老师概念的雏形，但仍说不上是名副其实的“老师，因为“老师必需要有明确的传授知识的对象和本身明确的职责。Step 3Pair work“教书先生恐怕是市井百姓最为熟悉的一种称呼，从最初的门馆、私塾到晚清的学堂，“教书先生那一行当怎么说也算是让国人景仰甚或敬畏的一种社会职业。只是更早的“先生概念并非源于教书，最初出现的“先生一词也并非有传授知识那般的含义。?孟子?中的“先生何为出此言也？；?论语?中的“有酒食，先生馔；?国策?中的“先生坐，何至于此？等等，均指“先生为父兄或有

10、学问、有德行的长辈。其实?国策?中本身就有“先生长者，有德之称的说法。可见“先生之原意非真正的“老师之意，倒是与当今“先生的称呼更接近。看来，“先生之根源含义在于礼貌和尊称，并非具学问者的专称。称“老师为“先生的记载，首见于?礼记?曲礼?，有“从于先生，不越礼而与人言，其中之“先生意为“年长、资深之传授知识者，与老师、老师之意根本一致。Develop speaking skills and try to describe photos1. Talk about the two photos and the people in the photos.I like the photo whichI

11、 dont like the photo whichThe photo which is2. Describe someone or something in your class and ask your classmates to guess.Create a situation to talk about these structures.Step4GrammarPerceive the usage of sentences and conclude the grammar by themselves1. A group of photos which show Beijing and

12、Cambridge in 先行词 引导词England has won the prize.which 引导的定语从句修饰的一般是物，在从句中可以作主语，也可以作宾语，作宾语时可以省略。 2. Hes the boy who won the photo competition last year! 先行词 引导词who 引导的定语从句修饰的是人，在从句中作主语。 Help the less advanced students to understand attributive clauses.Step5practiceConsolidate the knowledge1. Finish Act

13、ivity 1 on page 92.Complete the poster for the photo competition. Use that, which or who. There may be more than one answer. 2. Finish Activity 2 on page 92.Complete the sentences so that they are true for you. 3.Finish Activity 5 on page 94.Complete the conversation with the expressions in the box.Step6ReadingDevelop reading skillsRead the