外研版初三上册Module 10 Unit 3教案

Unit 3 Language in use学习目标: 知识目标:掌握本模块三单元词汇。

能力目标：掌握that引导的定语从句。

情感目标：通过学习，培养学生用英语独立思考的能力。

重难点：掌握that引导的定语从句。

学习过程：一.预习展示1・我们这就试试 ______________ 2•中心的，在中心的 ________ 3•相符的—4.___________ 根据_______________ 5•高度_______________ 6.羊，绵羊______________7.___________ 帽子__________________ &使保持 _____________ 9.避开10.剪刀 _______ H.羊毛 _________ 12 口记_________13.写E1记______ ]4.讨厌，憎恨_________ ]5.蚂蚁_________16•刷，刷子 _______ 17•把某物从某物上刷掉_______1&现在，当时_________ 19.阶段，时期 ________20.精灵，神灵，精神_______ 21.关系_________ 22.亲戚_______23•色拉 ______ 24.葡萄_________ 25.袋鼠 ________ 26•懒散的，懒的_______二.自主学习，感受新知Read and complete the exercises in activity 1一-10。

三.合作探究，深挖教材1.central adj. ________________ 同根词n. ________2.height n. __________ Adj. _________________3.sheep n. ___________ 复数______________4.keep il去式_______ 过去分词_________ 固定搭配：保持健康 _______远离 _________ 跟上______ 保持记录_______ 保持安静___________5.scissors n. ___________ 一扌巴剪刀 _____________________6.diary n.. __________ i己口i己__________ 写口记 ______________7.hate v. ________ 反义词______________ 近义词 _______________8.wool n. ____________ adj. ______________zy adj. ___________ A dv. __________ 反义i司 ---------10.spirit n. __________ Be in high spirits _________be in good/low spirits _____________ i n spirit ___________四、精讲精练，快速提高1. 定语从句：在复合句中修饰某一名词或代词的从句叫定语从句。

Module1 AustraliaUnit3Language in use(复习课教案)Ⅰ、Teaching model：Revision and applicationⅡ、Teaching method：Formal and interactive practiceⅢ、Teaching Objectives●Knowledge objective1.To review the key words, phrases, and sentences of M10.2To practice the use of that introducing attributive clauses●Ability objective1. To summarise and consolidate the key words, phrases, andsentences of M10.2. To understand the conversation.3. To practice the use of that introducing attributive clause●Moral objective.To love the place you have visited.Ⅳ、Teaching importance and difficulty1.To summarise and consolidatethe key words, phrases, and sentencesof M10.2. To practise practice the use of that introducing attributive clauseV、Teaching methodPWP method, task-based methodVI、Teaching aidsA tape recorder, multimedia and some picturesⅦ、Teaching ProceduresLearning Aims （学习目标）1.To review the key words, phrases, and sentences of M10.2.To use the key words, phrases, and sentences of M10.3. To learn to write a passageAbout a place that you have visited.Step 1:Review the knowledge （知识回顾）1.师友互查1）Review the phrasesmagical, height, sailing, sailing boat, sheep, wool, ant, fly, hat, scissors, diary, keep a diary, central, hate, according to, keep sb./sth. away, cut off, brush, brush sth.. off sth., at the time.surf ,kangaroo ride riding lazy ham salad grape2) 课文原句在现1.I am surprised at so beautiful scenery2.The scissors that they’re holding are used to cut the wool off the sheep3.It wasn’t funny at the time!4.They wear special hats that keep the flies away.（友情提示：先自主完成再互助检查，说明原因）II.教师点评I.师友互讲Language practice Complete the sentences we have learned.1. I have some photos ___________ ___________________.我有一些去年我在澳大利亚拍的照片。

Unit 3 language in use课题Module 10 fitnessUnit 3 language in use教学目标To understand and apply the restrictive attributive clause with whose; to practice and apply vocabulary; to learn something about health building in different countries; to complete a task involving making a survey.重点关系代词whose引导的定语从句难点关系代词whose引导的定语从句课型Language practice and application教法Formal and interactive practices教学步骤教师活动学生活动活动目的Step1. Leading-in （10’）Language practice1.Lead in to theexercises by asking 3students to translatethe sentences in box onpage 84 individuallyand then check answerswith the class.2. Ask the Ss. to repeatthe sentences in thebox.Language practice1.Listen and find possiblemistakes in thetranslation made by otherstudents.2. Repeat the sentences inthe box.3. Work in pairs and makesimilar sentences.4. Have a match. To standup and say out their new用口头练习来复习所学内容，来巩固本单元的知识。

Chapter 1 Lead-in : Warming up(营造氛围，导入新课)Step 1 Language practiceI have some photos that I took in Australia last year.They wear special hats that keep the flies away.The horse that I rode was lazy.The game that they like most is Australian football.Chapter 2 The students can learn by themselves, and ask some questions about the study. (自主学习提出疑问)Step 2 Read the passage and underline all the sentences with that. Australia has more beaches than any other country —more than 10,000! It has one of the most famous beaches in the world, called Bondi Beach. Bondi Beach is the most beautiful beach that I have ever seen. It is a huge, wide beach that is very popular for swimming and other water sports. It is a great place to visit and to spend some time at. It is easy to get there by bus or train from the centre of Sydney. The hotel that we stayed in was right on the beach. It was perfect!Keys: Bondi Beach is the most beautiful beach that I have ever seen.It is a huge, wide beach that is very popular for swimming and other water sports.The hotel that we stayed in was right on the beach.Now work in pairs. Discuss the meaning of the sentences with that. Chapter 3 The students can learn the main p oint with the help of the teacher, and solve the problems. (精讲点拨)Step 3 that 引导定语从句that 为定语从句的引导词, 放在先行词及定于从句之间起连接作用, 同时在定语从句中充当句子成分。

Module 10Unit 3 Language in use教课目标【知识目标】1.词汇 period, spirit, relationship, relative, salad, grape, kangaroo, lazy, riding, ride2.that 指引的定语从句【能力目标】可以读懂介绍旅行的文章，理解语篇主题和细节。

可以用定语从句描述自己的旅行经历。

【感情态度目标】珍爱大自然，保护大自然。

教课重难点【教课要点】1.意会并灵巧使用本模块的单词、短语和句型2.理解并掌握 that 指引的定语从句的用法【教课难点】定语从句的用法教课过程Step 1 Language practiceI have some photos that I took in Australia last year.They wear special hats that keep the flies away.The horse that I rode was lazy.The game that they like most is Australian football.Step 2 Read the passage and underline all the sentences with that.Australia has more beaches than any other country— more than 10,000! It has one of the most famous beaches in the world, called Bondi Beach. Bondi Beach is the most beautiful beach that I have ever seen. It is a huge, wide beach that is very popular for swimming and other water sports. It is a great place to visit and to spend some time at. It is easy to get there by bus or train from the centre of Sydney. The hotel that we stayed in was right on the beach. It was perfect!Keys: Bondi Beach is the most beautiful beach that I have ever seen.It is a huge, wide beach that is very popular for swimming and other water sports.The hotel that we stayed in was right on the beach.Now work in pairs. Discuss the meaning of the sentences with that.Step 3 that 指引定语从句that 为定语从句的指引词 , 放在先行词及定于从句之间起连接作用 , 同时在定语从句中充当句子成分。

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1.语言知识目标1）正确使用短语：water sports, spend…in, be used to, as soon as, keep…away, brush off2）语法：定语从句2.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 sentencesand 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。

九年级上册：Module 10 Unit 3 Language in use主讲人:(P1) 我们在前面一起学习了九年级上册第10模块第一单元和第二单元的内容，下面我将带领大家一起学习第三单元。

本节课将侧重语言运用。

本模块的标题是Australia, 我们通过Unit 3 Language in use 来巩固和运用本模块所学知识。

（单击鼠标）(P2) 首先和同学们分享的是本节课的内容分析。

（点击鼠标）(P3) 本课时的课型是复习应用课，主要对本模块所学的由that引导的定语从句进行综合练习。

本单元的阅读拓展练习介绍了作者从英国搬到澳大利亚后的生活。

在Around the world栏目中，介绍了澳大利亚土著人奥运冠军凯西. 弗里曼。

(单击鼠标）(P4) 基于以上内容，我们确定本节课的学习目标为：1.能够理解并运用由that引导的定语从句。

2.能够运用新词汇。

3. 能够了解澳大利亚的风景和文化特征。

4. 能够制作一张介绍一个国家的海报。

（单击鼠标）(P5) 下面我们就开始今天的学习。

（单击鼠标）(P6)大家对这4个句子，熟悉吗？I have some photos that I took in Australia last year.我有一些去年在澳大利亚拍的照片。

They wear special hats that keep the flies away.他们戴着能赶走苍蝇的特制的帽子。

The horse that I rode was lazy.我骑的马很懒。

The game that they like most is Australian football.他们最喜欢的运动是澳大利亚足球。

这四个例句，涵盖了本模块重要的语法内容，即：由that 引导的定语从句。

那么接下来我们就对这一语法进行回顾复习。

（点击鼠标）P7下面咱们一起进入知识学习环节。

（点击鼠标）P8首先进入语法复习部分。

（单击鼠标）P9 由that引导的定语从句：that为定语从句的引导词, 放在先行词及定语从句之间起连接作用, 同时在定语从句中充当句子成分。

Module 10 AustraliaUnit 3 Language in use设计说明教学反思本单元是复习单元，集中总结和练习that引导的定语从句的用法；复习巩固本模块的重点单词、短语和句型。

本课从指导学生朗读Language practice中的句子入手，引入语法的集中讲解与练习。

除语法专项训练外，本单元还安排了词汇和听力的训练以及拓展视野的Around the world栏目。

在本课的末尾安排了实践性环节——设计一张关于某个国家的海报。

所有这些环节的设置，旨在提升学生的语言运用能力。

教学目标通过本单元的教学，让学生达成以下目标:1. 知识目标：（1）复习本模块新单词、短语及句型。

（2）总结并巩固that引导的定语从句的用法。

2. 能力目标：（1）能够运用that引导的定语从句。

（2）能够设计一张关于某个国家的海报。

3. 情感目标：培养对世界各国自然和文化的兴趣。

重点难点重点：掌握本模块的重点短语和句子难点：that引导的定语从句教学准备PPT课件，活动6、7的录音授课时数1课时教学过程Step 1 Review1. Ask students to read the new words and expressions in Module 10. Use theword and expression cards to help them.2. Get some students to read the conversation in Unit 1 in different roles.3. Get the students to read the passage in Unit 2 on their own.Step 2 Language practice1. Read the sentences in the box to the class.3. Encourage some of them to repeat the sentences.Step 3 Grammarthat引导的定语从句1. 关系代词that既可以指代人也可以指代物，所以that引导的定语从句既可以修饰人，也可以修饰物。

Module 10 Unit3 Language in use教案ⅠTeaching modelRevision and application.ⅡTeaching methodFormal and interactive practice, task-based activities.ⅢTeaching ObjectivesTo summarize and consolidate.ⅣTeaching aidsPPT, tape recorder, handouts.ⅤTeaching StepsStep 1 Revision1. Review the text of Unit2.2. Grammar learning.Step 2 Language practiceRead the passage and underline all the sentences with that.Step 3 Work in pairsNow work in pairs. Discuss the meaning of the sentences with that.Step 4 Check up1. Complete the conversations. Use that.2. Think of an animal and write some sentences about it, starting with “This is an animal that…”3. Put the words into the correct column.4. Complete the conversation with the expressions in the box.Step 5 Module task1. Work in groups. Talk about what you would like to include in your poster and how to present it.1) Choose a country you would like to make the poster about.2) Think about the kinds of things you want to include: location, capital, famous places, famous people, customs and traditions, etc.3) Think about how you would present your information: photos, leaflets, description, maps, etc.2. Collect and present your information.3. Present your poster to the class.Step 6 HomeworkMake a poster about your hero and present it to the class.。

Period 3: Writing & Around the world &Module TaskTeaching Content: Writing & Around the world &Module TaskTeaching Aims and Demands:1. Writing skill: To write a short passage called “Feed me better”. Improve the students’writing ability (难点).2. To learn about healthy building in different countries, eg. Spar. (重点)3. To complete a task involving making a survey3. Attitudes:Enjoy a healthy life.Learning strategiesTop-down and Interactive approach and do some exercises.Teaching Aids: Multi-Media (Tape recorder, video, OHP, handout)Teaching Procedures:Part I: RevisionTask: Help students to revise what was learnt in last module.Directions:(1). Revise the words and phrases.(2).Let the Ss. retell the text.Part II:Writing.Task: Write a short passage called “Feed me better”.DirectionsStep One: Make notes about healthy eating. Use the table in Activity 3 to help you.Step two: Use the notes in Activity 7 and write full sentences.Step three: Call back the answers from the whole class, having individuals read their sentences.Part III: Around the worldTask: Learn something about healthy building in different countries, eg. Spar.DirectionsStep One: Ask the Ss.to look at the different pictures about healthy building in different countries, eg. Spar.Tell the Ss. some knowledge about them.Step two: Read the text and answer any questions the Ss have.Part IV: Module TaskTask: Finding ways of keeping fit.Directions:Step One: Activity 9 on page 87. Ask the Ss. to fill in this questionnaires about your health habits.Step two: Discuss things you can do to be healthier.Step three: Make a list o f 10 things everyone can do to be healthy. Read your list to the class ---- do they agree?Step four :Try to do the things on the list for one week. Then meet again and see how well you did!Part V: RecallingRecall what we have learned today.Part VI: A testDo Ex.6 on page 149 and hand in immediately.Part VII: Homework: Do the Self-assessment on page 149.Period 4. Language in useTeaching Content:Language in useKey vocabulary: , advertise, at firstKey structures: The restrictive attributive clause with whose. (难点）Teaching Aims and Demands:1. To summarise and consolidate the restrictive attributive clause with whose..2. To practise the words and expressions. (重点)3.Affection and attitudes: Enjoy a healthy life.Learning strategies: Formal instruction and task-based approach and interactive practice. Teaching Aids: Multi-Media (video, OHP, handout)Teaching Procedures:Part I RevisionHelp students to revise what is learnt in 3 periods of this module.Part II Language practiceTask1:To summarize and consolidate the restrictive attributive clause with whose. Directions(1).Run through the examples with the Ss. and make sure that they are familiar with the use ofthe restrictive attributive clause with whose.(2). Ask the Ss. to repeat the sentences in the box.(3). Ask“Can you make other similar examples?”(4).Focus the Ss’ attention on the ways in which they are used.Task2:1. Complete the instructions for the game, using who or whose.Directions:(1). Do Activity1 on page 84 individually.(2). Ask the Ss. to check with a partner.(3). Ask the Ss. to read out the sentences.(4). Summarize: the use of the restrictive attributive clause with whose.Task 3: Join the sentences with whose.Directions:(1). Ask the Ss. to do Activity 2 on page 84 individually. We can also do Activity 3 at this time.(2).Circulate and monitor their production.(3) Call the answers back from some students.Task 4: Work in pairs. Discuss the questions. Write answers with the words in the box. Directions:(1). Ask the Ss. to complete Activity 4 and Activity 5.(2)Call the answers back from some students.Task 4: Complete the passage using the correct form of the words and expressions in the box.Directions:(1). Ask the Ss. to complete the passage using the correct form of the words and expressions in the box in Activity 8.(2)Call the answers back from some students.Task 5: Practise listeningDirections:(1). Ask the Ss. to listen to the conversation and do Activity 6 on page 85 and Activity 7 on page 86 individually.(2).Listen again and check with their partners.(3) Call the answers back from the class.Part III: A testTalk about how to keep healthy.Part IV: Homework:Finish all the exercises in the WB.。

Module 10 Australia Unit3Language in use教学设计【目标确定的依据】1.相关课程标准陈述2011版《英语课程标准》五级目标对应本模块听说的要求是：能听懂有关熟悉话题的对话并能从中提取、记录信简单信息和观点；能就熟悉话题与他人交换信息并陈述自己的观点和意见。

能读懂相应水平的的常见体裁读物，运用简单的阅读策略，找出文章主题，理解故事情节；能根据图示或表格写出简单的段落。

2.学情分析通过一二单元的学习，学生对that引导的定语从句有了基本的了解，这为本单元的语言应用做好了语法铺垫。

但学生在灵活应用的过程中对定语从句还会存在一些模糊的地方，所以要让学生通过多种练习题再具体语境中判定、理解、运用定语从句。

3.教材分析本单元是语言应用单元，以巩固所学知识提升学生阅读写作能力为重点，其中世界各地栏目中介绍了澳大利亚的土著英雄Cathy Freeman，拓展了学生的知识面，开阔了学生的视野。

【教学目标】1.通过归纳梳理U1,U2的基础知识，形成知识网络图，并学会在特定语境中灵活运用。

2.通过听对话素材，学会捕捉并记录关键信息，提高学生对听力素材进行加工整合的能力。

3.通过运用速读、跳读、略读、精读等阅读策略，学会根据语境选择、把握主旨大意，提高阅读理解能力。

【教学重难点】重点：that引导的定语从句在特定语境中灵活使用；理解故事情节、把握主旨大意。

【课时安排】1课时【评价任务】1.针对目标一设计的任务：背诵Language practice中的关于关于定语从句的句子，完成Activity1来巩固本模块所学语法。

2.针对目标二设计的任务：听本单元Ex.6中对话，学会捕捉并记录关键信息和观点，提高学生对听力素材进行加工整合的能力。

【教学活动设计】附：板书设计Module 10 Australia Unit 3 Language in use先行词; which; whom1.heroes2.called3.proud4.first 【教学反思】。

1.学生自学生词，并记住单词拼写和拼读。

2.预习课本，找出重点短语和句式。

3.读、记后完成学案中自学导练作业。

Step 1完成教材Activities 1~7的任务1.Read the passage and underline all the sentences with that. Now work in pairs. Discuss the meaning of the sentences with that. (Activity 1) 学生个体活动或小组活动。

本活动的目的是让学生通过阅读理解that引导的定语从句的用法。

（答案:1.Bondi Beach is the most beautiful beach that I have ever seen. 2.It is a huge, wide beach that is very popular for swimming and other water sports. 3.The hotel that we stayed in was right on the beach.）plete the e that. (Activity 2)本活动旨在帮助学生进一步理解定语从句的用法。

采用同伴协作，当堂展示的方式。

（答案:1.that surprised me 2.that is the most popular/that most people like 3.that can jump4.that created the world5.that I have ever had/eaten)3.Think of an animal and write some sentences about it, starting with This is an animal that…Now read your sentences to your partner.How quickly can your partner guess what it is? (Activity 3)(1)教师带领学生朗读例句，确保学生清楚活动要求。