初中英语Topic 3 China is the third nation that sent a person into space.教学设计

这是一份初中英语Topic 3 China is the third nation that sent a person into space.教学设计，共9页。教案主要包含了学情分析，三维目标等内容，欢迎下载使用。
课型：语法课
教材分析：
本节课主要是引导学生总结以关系代词that/ which/ wh 引导的定语从句的使用规律。设计教学活动的旨意是引导学生复习Sectin A-C 所学的句型。主要的句型为：He is ur natinal her wh traveled arund the earth in Shenzhu V fr 21 hurs in 2003. It’s a spaceship that was launched as China’s first lunar prbe.
二、学情分析：
当前的初三学生，在初中阶段已经学习三年的英语，有一定的英语基础。在我校里，学生的整体成绩是低下的，还有那么一小部分的学生是没有什么英语基础的。因此我在教授此课时，我一定要从基础下手，从简单的句子导入下手。在锻炼定语从句时，尽量多考虑基础差的学生，让他们能在别的学生带动下进行课堂学习。
三、三维目标
1.knwledae aims:
学习本课的新词汇：husewrk、servant
掌握归纳总结定语从句。
Skill aims:
能够总结定语从句的用法。
Emtinal aim:
激发热爱科学的情感意识。
The key pints and difficults pints.
Key pint:
Sentences: He is Yang Liwei wh/that is in the spaceship.
He is Lu Han wh/that is a famus singer.
It’s a spaceship which/that was made in China.
Difficult pint:
总结定语从句的定义和先行词以及关系代词。
教学方法：
小组合作竞争激励法。
教具：
Muti-media, blackbard
Teaching prcedures:
Teaching prcedures
设计意图
一
Greeting:
T: Gd mrning, bys and girls.
Ss: Gd mrning, Mr. Wu.
T: I have a wnderful vedi. Hpe yu can enjy it.(Play the vedi.)
该部份主要在于引导学生进入课堂，激发学生学习兴趣，把学生的注意力集中到课堂上来。
二
Lead-in
1.T shw a picture abut Yang Liwei.
T: Wh is he?
Ss: He is Yang Liwei.
T: OK, Where is he?
Ss:He is in the spaceship.
T:Well dne. Please put the sentence tgether.
2.T shw anther picture abut Lu Han.
T: S, wh is he?
Ss: He is Lu Han.
T: Gd. What is he?
Ss: He is a singer.
T:Gd. Please put the sentences tgether.
Ss: He is Lu Han wh is a famus singer.(Help them.)
3.Practice the sentence. Try t cmplete the blanks.
T:S,this time yu can lk at the pictures and fill in the blanks.
Ss:...(Read the whle sentences tgether.)
4.T shw a mind map abut the sentence f Attributive Clause.
T:Nw this time, Let’s say ut the sentences abut the picture tgether.
Ss: ...
(After that.)
T:Very gd. Yu really did a gd jb. S, please tell us the rules.
Ss:...
5.T shw anther picture abut the Chang’e 1.
T: What is that?
Ss: It’s a spaceship.
T: Which cuntry made it?
Ss: It was made in China.
T: S please put them tgether.
Ss: It’s a spaceship which/ that was made in China.
T shw anther picture abut a rbt.
T:What’s that?
Ss: It’s a rbt.
T:What can a rbt d fr us?
Ss:It can d husewrk like ur servant. (Write dwn “husewrk 、servant”)
T: Gd. S, please put the sentences tgether.
Ss: ...
T shw anther picture abut exercise.
T: Well, please fill in the blank. The whle class.
Ss: ...
T shw a mind map abut the pictures again.
T:OK, this time. Please read the sentences abut the pictures tgether.
Ss: ...
(After that.)
T:Well dne. Yu really did a gd jb. S, please tell us the rules.
由问题进行导入，让学生进入今天所要学习的环节，加大对学生兴趣的培养。
这里设计了一个小练习，由练习来巩固以上所学的先行词是人的、关系代词是wh/that 的知识点。接着通过思维导图介入，让学生一句一句说出之前呈现的句子，最后让学生总结定语从句所用的引导词。
设计一道简易的练习题，使学生得到巩固的同时更加让学生快速掌握好本课语法。
由思维导图的形式总结出定语从句描写物的关系代词更加让学生懂得其技巧。
三
Task 1
T shw sme sentences abut the Attributive Clause and let them say ut the rules.
T: Please lk at these sentences, and find ut what the Attributive Clause is. S every idea yu can get 2 pints fr yur grup.
S1:...
S2:...
S3:... (Add 2 pints t each grup.)
通过观察句子任务，让学生自己总结出定语从句的定义和先行词以及关系代词，更加体现出新课改的理念。
四
Task 2
Skim the fllwing passage and find ut the sentences which with “wh/ which/ that”. Then underline the sentences.
T: OK, my students. Yu have sme minutes t find the sentences which with “ wh/which/that”. Then draw an underline. Each ne f yu can get 2 pints.
(After sme minutes.)
S1:...
S2:...
S3:... (Add 2 pints t each grup.)
通过以上的总结，进一步找出文章中的定语从句，让学生加深对语法点的认识。
五
Task 3
Use the fllwing wrds t fill in the blanks.
T: Gd jb. This time yu als have sme minutes t fill in the blanks.
(After sme minutes)
Wh wuld like t share yur answers?
S1:...
S2:...
S3:... (Add 2pints t each grup. )
练习加深，从方框里选词填空，是有阶梯式的训练。
六
Task 4
Change the fllwing sentences int attributive clause.
T:Well dne. Nw anther task. Please change the fllwing sentences int attributive clause n yur paper. After that I wuld like sme f yu t share yur wn answers. Each f yu can get 2 pints.
(After sme minutes.)
Well, stp. Wh wuld like t try?
S1:...
S2:...
S3:...
S4:... (Add 2 pints t each grup)
通过使用定语从句来合并句子，学生不仅可以进行笔头的训练又能对学生口头表达进行训练。
七
Prject
Shw a picture abut a rbt and a master. Let the students talk abut picture and write dwn sme sentences. After that make them reprt.
T: Wnderful. This time yu have the last jb. Describe the picture with yur partner in yur grup. And write dwn 3 sentences at least. After that, try t reprt it. Each ne yu can get 5 pints.
S1:...
S2:...
在这一部分，是整堂课的输出部分，是考验学生对此课掌握的程度，又能通过小组合作的方式，增加学生之间的竞争意识。还能做到拓展学生的思维发展。
八
Summary
Make the students read them ut tgether.
总结本课所学的知识点，通过大家齐读的方式表达，能加深学生印象。
九
Hmewrk
Thinking: D yu like rbts? Why r why nt? If yu have a rbt, what wuld yu like it t d fr yu?
因为本课里还有一个有关于机器人的文章，所以要求学生回去预习。
Blackbard design:
Unit 4 Amazing Science
Tpic 3 China is the third natin that sent a persn int space.
Sectin D
New wrds:
husewrk The Attributive Clause G1:
/hauswɜːk/ 先行词+关系代词+从句 G2:
Servant 指人：wh G3:
/'sɜːvənt/ 指物：which G4:
指人或物：that