Learning about Language优秀教案板书设计

人教版Book 9 Unit3 ？

Learning about language 教学设计

设计

教师

教材

版本

人教版

授题时间

1课时

课型：

语法复习

本课的教学对象是高三年级学生，本班是一个重点班，学生英语基础较好，学习积极性学

生

分

析

较高、

好奇心强、竞争意识浓厚、具有一定的自主学习能力，而且在课前能进行自主学习，完成预习任务。上课都能认真听讲，积极配合。而实力更强的学生在小组合作学习中能发挥“带头人”的作用。对于不同层次的学生布置不同的任务，循序渐进和尊重差异，让他们各有所学，各有所得。

教

材

分

析

类和可以作表语的结构有哪些。

1.知识与技能：

话题相关的文章和词汇掌握

表语从句系统复习

教学

目标

2.过程与方法：

首先通过阅一篇短文，了解澳大利亚的公民组成及背景，然后再通过一篇文章了解澳大利亚的最初移民的情况，从中解释一些新词并且对比与词典释义的区别。然后通过一篇小笑话引导表语从句内容，观察哪些可以作表语，系动词可以包含哪些词汇。

3.情感态度价值观:

了解移民的艰难历史，向他们学习他们勇敢的精神。

教学方法

学习方法

教学准备

任务型教学法

讲授法

Individual learning method, Cooperative learning method Textbook, PPT 教 学 过 程

设计意图

1.前两段话是跟本单元话题相关的两篇小文章和词汇定义等内容。要重点理解和学习。

2. 后两段话重点学习表语从句：表语从句是基本句型中的一个基础语法项目，涉及到句子的基本结构，对句子的理解起着重要作用，而表语从句应该从两个方面入手：系动词的分崔英杰

课题名称

表语从句及本课部分重要词语文

阅读新授

1

Step 1 Lead in. 1. 学生阅读小短文，填空，并且了解澳大利亚移民组成：

•

Reading and finding useful words and expressions Make students get involved •

Read passage 1 and passage 2 to have an understanding of the passages and to in the this find the useful words and expressions in them. Step 2 Objectives: To discover some useful words and expressions

To review and practice The Predicative To admire the bravery of the first migrants in Australia Step 3 Further study. Passage 1: The majority of Australians are _____________ from many different __________. In fact, the only ________ whose ancestors have lived here for more than 200 hundred years are the __________ people. Most Australians believe that having people from so many different _______________ creates _______ and _________ and makes Australia a stronger _______ and a more interesting place to live. Passage 2: Read the paragraph below, paying particular attention to the underlined words, some of which may be new to you. Try to work out the definitions of these words and write them down in the second column. Then check your answer using an English-English dictionary and write the dictionary definitions in the third column. class and learn something about Australia

By presenting

grammar rules and doing exercises, students can master the predicative 2 1)associate vt.使联合, 使联系起来

associate sb/sth with sb/sth 将（人或事物）联系起来

They associate turkey with Thanksgiving. 他们把火鸡和感恩节联系在一起。

I didn't want to be associated with it at all.我根本不想与这事有牵连。

2)

tolerance n.宽容，容忍；忍耐(力) tolerance of/towards/for

3)

tolerance towards religious minorities via

prep.经由，经过，通过

He flew to New York via Hong Kong.

他经过香港飞往纽约。

I sent a message to Mary via her friend.

我通过玛丽的朋友带信给她

Step 2.

Exercise 1)

Do exercise 1 at the bottom of p24. 2)

Read the paragraph on p25.Guess the meaning of underlined words, then check your answer.

3)

Write down as many words associated with the given one as possible. Here are some examples: Rain: rainbow raindrop raincoat rainy rainfall rainwater…

Home: homemaker homely homeless homesick homework …

…

Step 3. Predicative 1)

Revision: 表语是由系动词引导的主语补足语，补充说明主语。常见系动词有：

be

become

feel

grow

prove

taste

appear

look

seem

smell

keep

get

go

remain

sound

turn

stay

better.

Students are familiar with the predicative and then do some exercises to consolidate it.

充当表语的成分有形容词，名词，代词，数词，介词短语，词组，不定式，-ing形式，过去分词，从句等。如：

You look well today.

He became a doctor.

She appears to have many beautiful dresses. 只能作表语的一些形容词:

afraid

asleep

ready

unable

alive

aware

glad

well

alone

sure

2)

Exercises:

3

Look at the sentences bellow and tell if the underlined part is predicative.

1) Australia is a young nation.

Y

2) After World War II, Australian economy grew rapidly.

N

3) If you go near a Koala bear, it will get very upset. Y

4) Australia keeps about 1/6 of the world’s sheep.

N Followed by fill in blanks with proper verbs and adjectives. Step 6 Homework 这是一道综合性比较强的作业，难度增大，设计目标是把课堂学习内容内化为自己的能力，能够成Write a short article to introduce an object or an experience, using as many 功运用输出。

predicatives as possible in the article.

板书

设计

Unit 6 When was it invented? 1. useful words and expressions: 2. 表语

1）系动词：be, 感官类，变化类，保持类……

2）可以作表语的情况：名词，形容词，副词，介词短语，数词，代词，从句等。

教后

反思

1.分层练习需要进一步细化，部分学生对被动结构理解没有问题，但存在新词汇不熟悉的情况，导致无法顺利完成相关练习。

2. 写作运用仍然有一些担心，看写完后情况再确定下堂课是否需要巩固。

4