英語七年級上冊 Unit9 Grammar Focus3c 教案

1、.Unit 9 My favorite subject is science. Grammar Focus教案Analysis of the teaching material:This unit mainly talk about school subjects and will be divided into five periods. This is the second period of this unit. 1. It will continue to talk about the students favorite subjects and the reasons. 2. It

2、will review what have learned in the last period and focus on the usage of the special questions contain what, who, why, and when. Important sentence patterns are presented and flexible teaching methods are used to help students master the grammar. Teaching objectives:1. Knowledge objectives 1) To s

3、tudy the special questions contain what, who, why and when. 2) To use the key sentence patterns to ask and answer questions. 2. Ability objectives: 1) To develop the ability of speaking and writing. 2) To use the special questions to talk about their favorite subjects freely. 3. Moral objectives: 1)

4、 To increase students interest and develop their self-confidence in speaking English. 2) To enhance the students friendship between each other. Focus points and difficult points: 1. To enable students to understand the usage of the special questions. 2. To enable students to use the special question

5、s to ask and answer questions. Teaching aids: Multi-media Teaching procedures: Step 1 Revision and lead-in 1. Review what have learned. 2. Lead-in the new language point. 1) Ask some of the students:Whats your favorite subject? Why do you like the.? Whos your.teacher?Whats his, her, Bobs. favorite s

6、ubject?Why does Bob like.? When is your.class? 2) Ss: Answer questions use the sentence patterns: My favorite subject is.Because it is.My.teacher is .Her/ his favorite subject is.Its on Monday. Step 2 Grammar focus Guide students to understand how to use what, who, why, and when to ask questions, an

7、d how to answer the question including what, why, how, and when. 1. Ask students to summarize the usage of what, who, why, and when. . 2. Ask Ss to read the Grammar Focus box three times.3. Ask Ss to work in pairs, ask and answer with the sentences in Grammar Focus box.Step 3 Guessing game 1. Show s

8、ome pictures of the students in the class and ask other students to guess their favorite subjects. 2. Ask students to use what, why, who, and when to ask and answer questions. Step 4 Pair work1. Ask students to make dialogues with their partners use the sentence patterns: 1) Whats your favorite subj

9、ect? My favorite subject is.2) Why do you like.? Because it is. 3) Who is your.teacher? My.teacher is. 4) When is your.class? It is on. 2. Ss: Discuss and make dialogues with their partners 3. Show their dialogues to the class. Step 5 Fill in the blanks 1. Guide students to do the exercise in 3a and

10、 3b 2. Ss do the exercise carefully 3. Check the answers. 4. Exchange their answers with their partners to make sure the answers are correct. Step 6 Interview and report 1. Guide the students to do the interview in 3c. 2. The students are divided into several groups. 3. Then give the survey to the s

11、tudents to discuss and show an example for them how to fill out the survey and do a report. 1) Ask students to work in groups, and find out the one who has the same favorite subject. 2) Find out those who has the same favorite subject. Step 7 Summary 1. Consolidate what have learned in the class tod

12、ay. 2. Ss summarize the sentence patterns have learned. Listen carefully and answer the teachers questions. Step 8 HomeworkWrite a short passage about my favorite subject. Blackboard design “師之概念，大體是從先秦時期的“師長、師傅、先生而來。其中“師傅更早那么意指春秋時國君的老師。?說文解字?中有注曰：“師教人以道者之稱也?！皫熤x，如今泛指從事教育工作或是傳授知識技術(shù)也或是某方面有特長值得學(xué)習(xí)者?！袄?/p>

13、師的原意并非由“老而形容“師。“老在舊語義中也是一種尊稱，隱喻年長且學(xué)識淵博者。“老“師連用最初見于?史記?，有“荀卿最為老師之說法。漸漸“老師之說也不再有年齡的限制，老少皆可適用。只是司馬遷筆下的“老師當(dāng)然不是今日意義上的“老師，其只是“老和“師的復(fù)合構(gòu)詞，所表達(dá)的含義多指對知識淵博者的一種尊稱，雖能從其身上學(xué)以“道，但其不一定是知識的傳播者。今天看來，“老師的必要條件不光是擁有知識，更重于傳播知識。 Unit 9 My favorite subject is science 宋以后，京師所設(shè)小學(xué)館和武學(xué)堂中的老師稱謂皆稱之為“教諭。至元明清之縣學(xué)一律循之不變。明朝入選翰林院的進士之師稱“教

14、習(xí)。到清末，學(xué)堂興起，各科老師仍沿用“教習(xí)一稱。其實“教諭在明清時還有學(xué)官一意，即主管縣一級的教育生員。而相應(yīng)府和州掌管教育生員者那么謂“教授和“學(xué)正。“教授“學(xué)正和“教諭的副手一律稱“訓(xùn)導(dǎo)。于民間，特別是漢代以后，對于在“校或“學(xué)中傳授經(jīng)學(xué)者也稱為“經(jīng)師。在一些特定的講學(xué)場合，比方書院、皇室，也稱老師為“院長、西席、講席等。Whats your favorite subject? My favorite subject is. 與當(dāng)今“老師一稱最接近的“老師概念，最早也要追溯至宋元時期。金代元好問?示侄孫伯安?詩云：“伯安入小學(xué)，穎悟非凡貌，屬句有夙性，說字驚老師。于是看，宋元時期小學(xué)老師被稱為“老師有案可稽