初三英語(yǔ)Unit 17 Lesson 68說(shuō)課稿
一、教材分析：Lesson 68是第十七單元的第四課時(shí)，是一節(jié)復(fù)習(xí)課。Unit
17主要圍繞著尋找“丟失的項(xiàng)鏈”這一話題展開(kāi)，通過(guò)學(xué)習(xí)定語(yǔ)從句，培養(yǎng)學(xué)生運(yùn)用所學(xué)語(yǔ)言描述人和物的特征。Lesson 68
所安排的聽(tīng)說(shuō)讀寫(xiě)活動(dòng)都圍繞著偵破案件展開(kāi)，旨在通過(guò)一系列的活動(dòng)和練習(xí)，加深鞏固學(xué)生對(duì)定語(yǔ)從句的理解和運(yùn)用，并實(shí)現(xiàn)準(zhǔn)確地描述人物外貌特征，撰寫(xiě)案件報(bào)告的教學(xué)目的。
二、教學(xué)目標(biāo)及重、難點(diǎn)：
（一） 知識(shí)目標(biāo)：
1、復(fù)習(xí)鞏固定語(yǔ)從句的用法。
2、學(xué)習(xí)掌握單詞conversation, robbery, description.
（二） 能力目標(biāo)：培養(yǎng)學(xué)生運(yùn)用所學(xué)語(yǔ)言描述人物外貌特征的能力。
（三） 技能目標(biāo)：能根據(jù)線索寫(xiě)出案情報(bào)告及通緝令。
（四） 教學(xué)重點(diǎn)：用于描述人物特征的定語(yǔ)從句。
（五） 教學(xué)難點(diǎn)：學(xué)會(huì)分析并對(duì)現(xiàn)有的信息進(jìn)行處理，產(chǎn)生正確的判斷，并寫(xiě)出案情報(bào)告。
三、教學(xué)活動(dòng)設(shè)計(jì)：
Main task: The students are able to describe the characteristic of a
person.
Step one: Warming-up
“Guessing game” 展示一幅圖畫(huà)。讓學(xué)生通過(guò)猜測(cè)“Is the man who
…?”判斷圖中的人物分別是誰(shuí)。這一活動(dòng)既是熱身，又是一個(gè)練習(xí)使用定語(yǔ)從句的活動(dòng)。主要目的是復(fù)習(xí)定語(yǔ)從句的用法，同時(shí)也讓學(xué)生熟悉如何描述人物特征。（3-4分鐘）
Step two: Pre-task
“To be a
detective”進(jìn)行一個(gè)考眼力的游戲，首先放一張圖片，讓學(xué)生仔細(xì)觀察，之后放另一張圖片，請(qǐng)學(xué)生判斷兩張圖的區(qū)別，誰(shuí)是受害者（教victim）,誰(shuí)是小偷。請(qǐng)他們分析理由。這一活動(dòng)除了復(fù)習(xí)定語(yǔ)從句以外，也是引出本課的話題：辨認(rèn)嫌疑犯（5分鐘）
Step three: While-task
“Who’s the robber?” 進(jìn)行一個(gè)聽(tīng)力練習(xí)（SB Lesson 68 Part
2）。聽(tīng)錄音，判斷四個(gè)人物中誰(shuí)是強(qiáng)盜。（3分鐘）
“Write a report”假設(shè)你是警察，根據(jù)上面聽(tīng)到的這段描述，完成一份案情報(bào)告(SB Lesson 68 Part
5)。在課內(nèi)校對(duì)答案。（5-8分鐘）
Step four: Post-task
先讓學(xué)生完成一個(gè)警察與受害人之間的對(duì)話（Workbook, Ex 2）
在此基礎(chǔ)上進(jìn)行“Dialogue making”。
向?qū)W生介紹一個(gè)案件，請(qǐng)他們根據(jù)所給的信息編寫(xiě)一個(gè)警察與受害者之間的對(duì)話（可參照課后練習(xí)2）并選擇幾組進(jìn)行對(duì)話表演。（8-12分鐘）
假設(shè)你是警察，根據(jù)案件信息寫(xiě)一個(gè)通緝令（也可自己想象一個(gè)案件）。并選擇幾份在課內(nèi)點(diǎn)評(píng)。（8-13分鐘）
Step five: Homework
完成練習(xí)冊(cè)中的練習(xí)。在課外閱讀有關(guān)的著名的偵探小說(shuō)，并挑選一則在班上交流。
四、評(píng)估與反饋：
學(xué)生能否熟練運(yùn)用定語(yǔ)從句進(jìn)行描述或判斷人物的外貌特征是判斷本節(jié)課是否達(dá)到教學(xué)目的的一個(gè)重要標(biāo)準(zhǔn)。
Teaching Process:
Step One Warming-up
1. Play a guessing game to review the Attributive Clause. Looking at
the picture, Teacher asks “Can you guess who is Mr. Smith?” Students
may answer like this: “Is he the man who is fishing?”
2. Show another picture of a bus. Tell them “One night, there are
some passengers on the bus, some are sitting and sleeping, some are
standing and looking out of the window. Please look carefully, try
to remember what they’re wearing.” Suddenly the light on the bus is
out. It ‘s dark. And something has happened. Now look at the picture
carefully, can you find out whose things have been stolen? Who is
the victim? (Explain the word) And who is the thief?”
Give them several minutes to discuss with the partners. Check the
answer.
Step Two Presentation
Teacher says: “Last Thursday there was a robbery. Miss Brown is the
victim. She was robbed by a man. Now the police have found four
suspects. Would you please listen tothetape carefully and find out
who is the robber？” Play the tape, check the answer.
Since the police have caught the robber, they should write a police
report about the robbery. Please help the police finish the report.
(Students’ book Part 5) Check the answers and read it.
Step Three Practice
1. Ask the students to finish a dialogue between a policeman and a
victim and read it out.
2. Give the students some information about another robbery, ask
them to make a new dialogue just like the above one. And act it out.
3. Suppose you are the police, and you want to catch the robber with
the help of the public. You need to write a WANTED. Let them work in
pairs and write a WANTED, they can either use the information of the
above one, or just use their own opinions. Shoe some of the work to
class.
Step Four Homework
Finish the exercises in the workbook. Try to find an interesting
detective story and share it with the classmates.