初3英语10单元41课的教案

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

(P215 《设计》----投影)

巩固主被动语态转换

StepII Show the teaching aims and demands

明确目标

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

引起学生注

意，导入新课

学会互交信息

教学步骤和内容

设计思想

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?

听后回答问题，训练学生集中注意力听

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

图片影示，有利于学生掌握植树的几个步骤，并通过操练与阅读，进一步熟练和加强理解程度。

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。

小组合作方式有利于学生学会互相帮助，培养协作精神，编造对话及表演，训练综合运用知识能力

Step ⅨLanguage points （投影）

1。带情态动词的'被动语态的谓语结构

（教师以问答形式，帮助学生回顾带情态动词的谓语结构和被动语态的基本结构，并通过本课出现的句型，启发学生总结带情态动词的谓语结构）

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

比较： must，should (not) + be + adj（主动句式）

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。

引导学生找出so that 引导的状语从句表示什么意义，然后投影：

A．表目的----谓语中常有can，could，may，might 等词

so that 引导的状从

B。表结果----主从句属因果关系

比较：so + adj。 / adv。 + that引导的从句， 表示so后的adj。/ adv 达到“如此”程度，以至产生了某种结果

3．neither …nor… 连用时注意问题：（属旧知识，让学生回答）

A。连接两个相同的名子成分

B．连接主语时，谓语动词在人称、数上通常与nor后面的主语保持一致

突出本节重、

难点，并通过

启发引导、温

故知新、比

较、归纳的方

法，有利于学

生较系统地

掌握知识

StepⅩ Consoledation

1。Finish Ex2 of the WB (关于SO that引导状从的练习)

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)气温不可以太高或太低

The temperature _______ ______ _____ too high or too low

(3)这本书必须在这周三前归还

The book _____ ______ ______ before this Wednesday。

(4) 应该好好照看这个小女孩

The little girl __________________________________

(5)戴上眼镜，你可以看得更清楚

Put on your glasses _____ ______ you can see_____ _____

巩固重、难点

并培养学生

独立思考的

习惯，了解学

生对知识的

掌握情况及

迁移能力

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。

再次明确重点，从反馈中掌握学生对知识的理解情况

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。 设计一份海报，鼓励人们多种树木，保护环境

B。 写一份有关植树活动的通知

巩固本节重点内容，培养学生协作、动手能力及创新精神。