外研版九上： Module 10 unit3 Language in use.教案(2)

课文标题 Module 10 Unit 3 Language in use
教材版本 外研社
授课年级 九年级上册
授课教师
一、学情分析
本节课的授课对象是九年级学生，对于所授内容有一定的语法储备。大部分同学思维活跃，乐于表现，但是创造性不强。本课的语法定语从句，帮助学生在书面表达中句子更生动，具体。
根据课标要求和大连中考考试说明，学生能辨认出由that, which, who引导的限定性定语从句，并能理解句子意思。本节课是一节关于定语从句的语法复习课。教材文本以展示U1U2中定语从句的句子为出发点，以一首Lemon tree为台阶，学生通过复习课文中的句子和一首歌曲中歌词，观察并总结出定语从句的特点和用法。
二、教学目标
语言知识目标
正确使用短语：water sports, spend…in, be used to, as soon as, keep…away, brush off
语法：定语从句
技能目标
通过回忆课文中原句，观察定语从句的语言特点，总结出定语从句的用法，能在小组合作和个体完成任务中积极思考，对知识进行复习归纳，对自己的学习进行总结和体验。
情感与文化目标
主动思考，积极参与小组活动，享受英语带来的快乐。
三、 教学设计
Stage 1 导入
1. 展示课文中U1U2“定语从句”的句子，学生大声朗读出来。（点读笔、展台
批注）。
For yesterday’s homework, we needed to copy the “that” sentences in unit1 and unit 2. I think you are ready for that, aren’t you? One of the groups shows the sentences and students read them out loudly. (Pay attention to the “Do you know that many Australians came from Britain?)
设计意图：帮助学生回顾前两个单元的语法知识点，起到了巩固知识的作用。
2. Listen to an English son
听一首英文歌，让学生在轻松愉快的氛围中进入“定语从句”
Enjoy the music video Lemon Tree”.
Q: What’s the name of the song?
请学生把歌曲最后一句空缺的词填上。
I wonder how, I wonder why
Yesterday you told me about the blue-blue sky.
and all＿ I can see
and all＿ I can see
and all＿ I can see
is just the yellow lemon tree.
T: What’s the name of the song?
S1: Lemon Tree.
T: Do you like the song that is called Lemon Tree?
S2：Yes, I like the song that is Lemon Tree.
T：Please observe the two sentences: I like the song that is Lemon Tree.
…all that I can see is just the yellow lemon tree.
What can you get? What are the differences between this clause and object clause?
观察两个句子的语法现象，由此导入到定语从句。
Stage 2 翻转课堂
一节定语从句的微课系统地讲解了定语从句的定义、结构及用法。
设计意图：为了语法课不一如既往地枯燥，繁琐，一节简单的微课便抓住了学生的注意力。
Stage 3新知操练
A memory game
小组活动，每组组员分别介绍自己（名字首字母需和形容词首字母相同）如：
A：I am Emily. I am energetic.
B: Emily is a girl who/that is energetic.
I am Andy. I am active.
C: Andy is a boy who/that is active.
I am Lily. I am lovely.
……
A competiton: 每组出一名组员，重复前几组组员的名字。
Group 1: I am Betty. I am beautiful.
Group 2: Betty is a girl who/that is beautiful.
I am Mark. I am magic.
Group 3: Betty is a girl who/that is beautiful.
Mark is a boy who/that is magic.
I am Lucy. I am lazy.
Group 4: Betty is a girl who/that is beautiful.
Mark is a boy who/that is magic.
Lucy is a girl who /that is lazy.
……
设计意图：这个活动的设计使整个课堂变得更加活跃，学生很自然地运用了定语从句。
Stage 4 创作天地
I am creative enough!
学生动手做，真正地make sentences freely, choosing words from the envelopes, then interpret them to the students.
各小组展台展示。
设计意图：学生在课堂上动起来，双手和大脑同时活跃起来，通过自身参与逐步掌握定语从句，激发学生学习热情，促进团队合作与团结.
Stage5 小结
学生自我总结本节课的收获，教师结合中考及现实语用情况进行补充说明。
4. 作业：1） 完成定语从句的练习（全体学生）
2） 制作明信片（班级前20名）Imagine a country that you have visited.例如：This is the postcard that I made yesterday. It is about my favourite that I have travelled. It is America. Look at the picture on the card. They are the people that live there. They are friendly. They like…
设计意图：课后作业是对课堂做学内容学习的巩固和拓展。分层次作业给学生提供不同难度的内容，有利于满足不同学生达到不同层次的学习需求，促进语言技能的提高和英语思维的培养。