Book 3 Lesson 65 教学设计，本文主要内容关键词为：教学设计论文,Book论文,Lesson论文，此文献不代表本站观点，内容供学术参考，文章仅供参考阅读下载。
一、指导思想
1.坚持以学生为中心，以任务为主的教学原则(Learner-centered,task-based learning)；
2.创造使用英语的机会，“学以致用”，贯彻英语学习的交际性原则(communicative-loarn ing)；
3.教师的作用：设计者、研究者、组织者、促进者、协调者。
二、教学目标设计
A.知识目标
1.掌握本单元的词汇和短语，特别是steal, shoot,look like,hear sb.do sth.,hands up的用法。
2.初步学习定语从句，找准先行词，选对关系代词：指人的用who，指物的用that/ which，如关系代词在定语从句中做宾语可以省略。
3.句型：This is the necklace you gave me for my birthday.
B.能力目标
训练谈论有关“人的描写”和“失窃”的话题，编写有关“失窃”的对话。
C.德育目标
学习“Who stole the necklace?”培养分析问题能力、逻辑思维能力。
D.智力发展目标
在连贯的听、说活动中，训练学生的逻辑思维能力和快速反应能力。
三、教学方法和教具
教学方法：任务教学法(Task-based Lan guage)，情景教学法(Situation Approach)，整体语言教学法(Whole Language Teaching)，交际法 (Communicative Approcach)。
教具：A computer.
使用多媒体图片，提供有趣、真实、易懂的素材，讲授定语从句的用法。方便实用，提高学习效率。同时，由简单入手，容易让学生得到成就感。
四、教学过程设计
Step 1.Warmingup（热身）
(1)Listen and sing the song together.
(2)Greeting each other.The student on duty and free talk.
通过欢快而美妙的歌曲、亲切的问候、流畅的交流可以快速稳定学生的情绪，给他们创设学习英语的氛围。
Step 2.Revision（复习）
Play a guessing game.（猜谜游戏）Get the students to use "The Past Perfect Tense".
(1)When I got home,what had my mother done?——When you got home,she had had supper.
(2)When I got to the classroom,… 3)When I got to the shop,…4)Before I went to bed,…（在屏幕上打出had had supper,the class had begun,the rain had stopped,had done my homework）让学生通过复习过去完成时展开丰富的想像，达到熟练运用的目的。
Step 3.Leading in（新课导入）
Say:We often can't find our things when we need them.When you have something lost,what will you say？
A.I can't find it.
B.I often lose pens.
C.I don' t know if I put them here.
D.Where is my book? (some pictures on the screen )
Say:Last year,my mother gave me a necklace for my birthday.It was very beautiful.It cost one thousand yuan.Unluckily,I lost it when I went shopping.Perhaps someone stole it.Today we're going to tell a story about the missing necklace.
Step 4:Learn Part 1
1.Watch the screen and answer the ques tions:What happened to the woman?
2.师生共同探讨
Explain some language points：有疑问向老师或同学提出，由老师或同学给予回答，然后老师提出问题由学生回答。
3.Then let the students read and act out the dialogue.（朗读表演）
4.Make new dialogues and guess what did he lost.（编对话）
让学生朗读对话、表演对话、编对话，给学生一定的自主空间，发挥学生的主体性。采用灵活多样的教学手段和教学方法，创设丰富多彩的教学情景，这有利于激发学生的学习兴趣，从而调动全体学生学习英语的积极性。
5.Practice（练习）
Go throuZh the dialogue.Then let the stu dents make dialogues using the words in the box. Practise the dialogue in pairs.(on the screen)
本练习是为了培养和强化学生的语言实践能力和自主学习能力。
Step 5.Teaching Grammar
Learn the Attributive Clause,Give the stu dents more examples:
Tom tall clever careful
用以上的词汇来描述Tom，形成如下句子：
The boy who is tall is Tom.
The boy who is clever is Tom.
The boy who is careful is Tom.
接着老师就本班的学生进行举例。如：Sun Li is lovely.The girl who is lovely is Sun Li.
Han Chuang is tall.The boy who is tall is Han Chuang，然后说一个类似的句子叫学生猜。The boy who has curly hair,who is he?
板书：The girl who is lovely is SunLi.
（主语）
The pen that I gave him is new.
（宾语）
学生自主学习，合作探究。（在复合句中，修饰一个名词或代词的从句叫定语从句，引导定语从句的关系代词有that，which和who。当关系代词在定语从句中用作宾语时，关系代词常被省去。） （略。在屏幕上出现，由学生分组探讨和研究。）
Step 6.Consolidation and Practice（巩固练习）
1.Fill in the blanks with that,which or who.
(1)Do you know the man______came to see Xiao Yang this morning?
(2)There are many plays______I'd like to see.
(3)The people______you were talking to were Australians.
(4)The train______has just left is for Xi'an.
2.Make sentences with attributive clause.（想像思维训练）
Teacher is the person who helps you grow up.
Mother/Father is the person who…
3.Play guessing games（猜谜游戏）
(1)班级分男女两个小组。让各小组的学生先各自介绍自己的相貌特征和兴趣、爱好。例如：
A:I have big eyes and a small mouth.I like playing the piano.
B:I have short hair.I like playing football.
C:…
D:…
(2)每组选一位学生来描述本小组某一位同学的特征和喜好，让其他小组的学生猜猜看，看他（她）到底描写的是谁。
A:Student X is one who has big eyes and a small moath.And she also likes Playing the piano. Who is she?
B:Student X is one who has short hair and likes playing football.Who is he?
C:…
D:…
Step 7.Learn Part 2
1.Watching the screen
2.Practice（练习）(pictures on the screen)
Go through the dialogue.Then let the stu dents make dialogues using the words in the box. Practise the dialogue in pairs.(on the screen)
本练习是为了培养和强化学生的语言实践能力和自主学习能力。
3.延伸话题，展开想像
Make new dialogues and describe the thief who stole your things.Imagine who stole the necklace.
设计了创新思维能力的练习，采用不同方法，鼓励学生主动参与，展示个人的才能。培养学生思考问题、表达观点的能力、引导学生运用所学的语言和知识进行交际，体现了语言为生活服务的主旨。让学生进行一些即兴的、自由的交流活动，练习由浅入深，层层深入。
Step 8.Summary（小结）
see sb.do sth. hands up
steal sth.from sb. sth.cost money
The one that you gave me for my birthday
The one that cost one thousand dollars
由学生自己总结出本课的知识点和语法点。培养他们自主学习的良好习惯。
Step 9.Guiding homework
1.Oral work:Recite Part 1
2.Written work:P.172 Ex 2.3.
3.Writing exercises:Describe your friend/ classmate…with attributive clause.
作业设计体现了口语训练和应用，巩固所学重点和语言点的练习，书面表达提高了学生综合运用所学语言自由表达思想的能力。