初3英語10單元41課的教案

StepI Revision----get Ss change the sentences into the Passive Voice

(P215 《設計》----投影)

鞏固主被動語態轉換

StepII Show the teaching aims and demands

明確目標

StepIII Starting a new lesson

1。T show a picture of planting trees and ask Qs:

What are the Ss doing in the picture?

Have you ever planted a tree? When is Tree-planting Day?

2。Get Ss to talk about Tree-Planting Day in groups using the information they have searched

引起學生注

意，導入新課

學會互交信息

教學步驟和內容

設計思想

Step IV Listening

Listen to the tape for Part 1， then read it aloud and answer Qs:

What are the Ss going to do tomorrow?

Where are they going to plant trees?

聽后回答問題，訓練學生集中注意力聽

Step V Presentation (投影)

Present steps of planting a tree with pictures and show out the following steps

1。Dig a hole 2。Knock a stick 3。Put the tree in the hole

4。Put back the earth and push it down hard 5。 tie the tree to the stick

6。Water the tree

圖片影示，有利于學生掌握植樹的幾個步驟，并通過操練與閱讀，進一步熟練和加強理解程度。

Step VI Drills----Drill the six steps of how to plant a tree

Step VII Reading

1。 Ss read through Part 2 and do the true or false Ex

2。 Listen to the tape for Part 2 and read after it aloud。

Step VIII Group-work

1。 Ss finish Ex1and Ex3 in the WB alone ，then check their answers in group。

2。 Finish the tasks in group:

A。 Make a plan for planting trees and decide what to get ready and who to do each step of the planting。

B。 Make a dialogue like Ex1 of the WB

C。 Make a report about the plan by acting out their own dialogue

3。The whole class decide which group is the best。

小組合作方式有利于學生學會互相幫助，培養協作精神，編造對話及表演，訓練綜合運用知識能力

Step ⅨLanguage points （投影）

1。帶情態動詞的'被動語態的謂語結構

（教師以問答形式，幫助學生回顧帶情態動詞的謂語結構和被動語態的基本結構，并通過本課出現的句型，啟發學生總結帶情態動詞的謂語結構）

肯定：must，should + be + V。pp 否定：must，should（not） + be + V。pp

比較： must，should (not) + be + adj（主動句式）

2．present the following sentences

I took a taxi so that I could get there earlier。

I am going to the lecture early so that I may get a good seat。

She sat behind me so that I did not see her。

引導學生找出so that 引導的狀語從句表示什么意義，然后投影：

A．表目的----謂語中常有can，could，may，might 等詞

so that 引導的狀從

B。表結果----主從句屬因果關系

比較：so + adj。 / adv。 + that引導的從句， 表示so后的adj。/ adv 達到“如此”程度，以至產生了某種結果

3．neither …nor… 連用時注意問題：（屬舊知識，讓學生回答）

A。連接兩個相同的名子成分

B．連接主語時，謂語動詞在人稱、數上通常與nor后面的主語保持一致

突出本節重、

難點，并通過

啟發引導、溫

故知新、比

較、歸納的方

法，有利于學

生較系統地

掌握知識

StepⅩ Consoledation

1。Finish Ex2 of the WB (關于SO that引導狀從的練習)

2．Finish the following Exx

(1)The size should not be too big or too small

The size should be _________ too big ______ too small。

(2)氣溫不可以太高或太低

The temperature _______ ______ _____ too high or too low

(3)這本書必須在這周三前歸還

The book _____ ______ ______ before this Wednesday。

(4) 應該好好照看這個小女孩

The little girl __________________________________

(5)戴上眼鏡，你可以看得更清楚

Put on your glasses _____ ______ you can see_____ _____

鞏固重、難點

并培養學生

獨立思考的

習慣，了解學

生對知識的

掌握情況及

遷移能力

StepⅪ Summary

1。how to plant a tree 2。the Passive Voice(3)

3。the expressions in L41

4。Let Ss know it is our duty to plant more trees to protect the environment。

再次明確重點，從反饋中掌握學生對知識的理解情況

StepⅫ Homework

1。Review L41

2。Write some sentences using the Passive Voice(3)，the more，the better

3。Choose one of the following to finish in group

A。 設計一份海報，鼓勵人們多種樹木，保護環境

B。 寫一份有關植樹活動的通知

鞏固本節重點內容，培養學生協作、動手能力及創新精神。