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. 其實,任何一門學(xué)科都離不開死記硬背,關(guān)鍵是記憶有技巧,“死記之后會“活用。不記住那些根底知識,怎么會向高層次進(jìn)軍?尤其是語文學(xué)科涉獵的范圍很廣,要真正進(jìn)步學(xué)生的寫作程度,單靠分析文章的寫作技巧是遠(yuǎn)遠(yuǎn)不夠的,必須從根底知識抓起,每天擠一點時間讓學(xué)生“死記名篇佳句、名言警句,以及豐富的詞語、新穎的材料等。這樣,就會在有限的時間、空間里給學(xué)生的腦海里注入無限的內(nèi)容。日積月累,積少成多,從而收到水滴石穿,繩鋸木斷的成效。 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 _.語文課本中的文章都是精選的比較優(yōu)秀的文章,還有不少名家名篇。假如有選擇循序漸進(jìn)地讓學(xué)生背誦一些優(yōu)秀篇目、精彩段落,對進(jìn)步學(xué)生的程度會大有裨益。如今,不少語文老師在分析課文時,把文章解體的支離破碎,總在文章的技巧方面下功夫。結(jié)果老師費力,學(xué)生頭疼。分析完之后,學(xué)生收效甚微,沒過幾天便忘的一干二凈。造成這種事倍功半的為難場面的關(guān)鍵就是對文章讀的不熟。常言道“書讀百遍,其義自見,假如有目的、有方案地引導(dǎo)學(xué)生反復(fù)閱讀課文,或細(xì)讀、默讀、跳讀,或聽讀、范讀、輪讀、分角色朗讀,學(xué)生便可以在讀中

8、自然領(lǐng)悟文章的思想內(nèi)容和寫作技巧,可以在讀中自然加強語感,增強語言的感受力。久而久之,這種思想內(nèi)容、寫作技巧和語感就會自然浸透到學(xué)生的語言意識之中,就會在寫作中自覺不自覺地加以運用、創(chuàng)造和開展。Some students still cant understand the subject and object.Giving more examples may be a good way to help them understand these.一般說來，“老師概念之形成經(jīng)歷了非常漫長的歷史。楊士勛唐初學(xué)者，四門博士?春秋谷梁傳疏?曰：“師者教人以不及，故謂師為師資也。這兒的“師資，其實就是先

9、秦而后歷代對老師的別稱之一。?韓非子?也有云：“今有不才之子師長教之弗為變其“師長當(dāng)然也指老師。這兒的“師資和“師長可稱為“老師概念的雛形，但仍說不上是名副其實的“老師，因為“老師必需要有明確的傳授知識的對象和本身明確的職責(zé)。Step 3Pair work“教書先生恐怕是市井百姓最為熟悉的一種稱呼，從最初的門館、私塾到晚清的學(xué)堂，“教書先生那一行當(dāng)怎么說也算是讓國人景仰甚或敬畏的一種社會職業(yè)。只是更早的“先生概念并非源于教書，最初出現(xiàn)的“先生一詞也并非有傳授知識那般的含義。?孟子?中的“先生何為出此言也？；?論語?中的“有酒食，先生饌；?國策?中的“先生坐，何至于此？等等，均指“先生為父兄或有

10、學(xué)問、有德行的長輩。其實?國策?中本身就有“先生長者，有德之稱的說法?？梢姟跋壬夥钦嬲摹袄蠋熤?，倒是與當(dāng)今“先生的稱呼更接近?？磥?，“先生之根源含義在于禮貌和尊稱，并非具學(xué)問者的專稱。稱“老師為“先生的記載，首見于?禮記?曲禮?，有“從于先生，不越禮而與人言，其中之“先生意為“年長、資深之傳授知識者，與老師、老師之意根本一致。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 先行詞 引導(dǎo)詞England has won the prize.which 引導(dǎo)的定語從句修飾的一般是物，在從句中可以作主語，也可以作賓語，作賓語時可以省略。 2. Hes the boy who won the photo competition last year! 先行詞 引導(dǎo)詞who 引導(dǎo)的定語從句修飾的是人，在從句中作主語。 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