九年级英语第十单元的第一课时教案

You're supposed to shake hands. 教学设计（Period 1）Section A 1a-2b一、教学目标知识与能力能够通过听、说环节了解不同国家的人们初次见面时的礼仪方式。

过程与方法利用教学图片、视频等展开课堂教学，帮助学生意识到要在具体的语境中如何运用目标语言和有效的使用肢体语言。

情感态度与价值观帮助学生学习、领会如何尊重他国的习惯和如何礼貌地与他人交流。

二、教学重难点教学重点复习提建议的方法。

教学难点为培养运用目标语言进行口语交际的能力；通过本单元的学习，力争让学生学会运用目标语言向他人介绍中国、西方的餐桌礼仪及中西方在交往礼节上的异同。

（1）学习表达初次见面的相关词汇与句型；描述自己或他人在不同场合应该做什么；讨论不同国家的风俗习惯，如初次见面的礼仪等。

（2）理解、运用be supposed to的结构。

教学难点培养运用目标语言进行口语交际的能力。

三、教学策略（1）语音教学——让学生进行模仿操练；（2）词汇教学——采取情景介绍或演示对比的方式进行教学，让学生在情境中操练、理解含义，并学会运用；（3）口语教学——采取pairwork问答式的口语交际活动或游戏方式，小组互相操；（4）听力教学——采取图文配对和对话选择的方式进行操练。

四、教学过程Step 1 Warming up师生同唱英文歌曲。

【设计意图】通过唱歌曲吸引学生关注课堂，联想本节课要学习的内容。

Step 2 Presentation教师出示几张图片，引出不同国家的人们初次见面时的礼仪，学习有关礼仪的新单词。

（1）让一位学生按照老师图片上的提示做动作，教师接着说：T: In our country, when you meet someone for the first time, what should you do?T: In China, We should shake hands.= In China, We are supposed to shake hands.（根据图片引出shake hands和be supposed to = should）（2）然后让一个学生问，另一个学生回答，进行问答练习。

Unit 10 You're supposed to shakehands.第一课时Section A (1a～2d)【学习目标】1．教会学生初步掌握be supposed to do sth.结构的用法。

2．指导学生仔细聆听谈论不同国家风俗礼仪的对话；学会用be supposed to do sth.谈论自己国家的风俗礼仪。

3．引导学生通过开展小组学习活动，培养协作意识；了解不同国家的风俗礼仪，学会尊重外国友人。

【学习重点】重点单词：custom，bow，kiss，greet【学习难点】通过交流表达和听力训练，引入各种学习方法和策略来学习不同国家的风俗礼仪。

☞学习提示使用PPT课件，展示有关不同国家的人们初次见面时的不同礼节的图片；针对每张图片让学生进行讨论，然后导入新课。

Task 1☞学习提示预习教材P73—74的单词，通过音标认读单词，然后在课文中画记新单词并标注中文意思。

最后完成P73中1a的任务。

【学法指导】►greet及物动词，意为“和……打招呼；迎接”，相当于say hello to或welcome，后接名词或代词作宾语。

greet sb.with sth.意为“以某种方式和某人打招呼”。

如：Jane greeted me with a friendly smile.简友好地向我微笑致意。

►for the first time表示“首次；第一次”。

在句中作时间状语。

与其相对应的词组是for the last time，意为“最后一次”。

如：I went to Thailand last year for the first time.我去年第一次去了泰国。

Task 2☞学习提示(1)翻开教材P73要求学生听第一遍录音，并完成课本上1b的听力任务。

然后要求学生听第二遍录音，并逐句进行跟读。

情景导入生成问题Talk about the customs and what you are supposed to do.T：Different countries have different cust oms.What are people in…supposed to do when they meet for the first time?S1：They are supposed to…S2：They are expected to…S3：I think it's polite to…自学互研生成能力Task 1Let's read new words and the phrases.1．I can read.(我会读)预习下列单词，争取自己能正确拼读。

新目标英语九年级 Unit 10 Section A 第一课时教案设计一、教案背景：本节课面向九年级学生，无论是学生还是老师，准时到校是必须遵守的准则，能够一直守时的人是值得敬佩和学习的。

那么通过向学生问“我们有没有谁过头错过上学的公交车的时候呢？”这一问题引起学生的兴趣。

再通过老师对自己早晨的描述，以及对学生早晨上学前的活动情况的询问把学生带到过去时的语境中，进而导出本节课的主角Tina。

二、教案课题：Unit 10 By the time I got outside, the bus had already left .Section A 第 I 课时三、教材分析：本课是新目标英语九年级上册第10单元，section A 的1a-2c部分。

教材以 Tina's morning 为中心话题，围绕着描述"过去发生的事情"展开，学习和运用过去完时态。

本课教学内容与学生的实际生活密切相关，易于引发学生运用简单的英语进行交际和交流。

在学习活动中，学生通过交换对Tina's morning的描述及自己早晨发生的事，学习运用过去完成时。

四、教学目标：1. Knowledge Objects(1) Key vocabulary: by the time, oversleep, had gotten/left/started/rung(2) Target Language: What happened?/ I overslept/ By the time I got up, my brother had already gotten in the shower2. Ability Objects(1) Students can learn and use the new words.(2) Students can listen and speak the target language.(3) Students can narrate past events with the Past Perfect Tense3. Moral Objects(1) Let students know that they should have a good habit of going to bed early in the evening and getting up early in the morning. So you'll never be in a hurry in the morning.(2) Early to bed and early to rise makes a man healthy, wealthy and wise.五、教学重点与难点:1、Teaching Key Points:(1)Key words(2)Narrate past events with the Past Perfect Tense2、Teaching Difficult Points:(1)Train the students to narrate past events with the Past Perfect Tense(2)Train the students to understand the target language in spokenconversation.六、教学方式:以任务型教学为主，采用情景教学法、多媒体辅助教学法、交际法等方式，利用多媒体课件展开课堂学习，谈论过去的事情。

第一课时Unit 1 I have some photos that I 投我以桃，报之以李。

《诗经·大雅·抑》翰辰学校李道友组长took in Australia last year.重点单词central adj.中心的；在中间的magical adj.神奇的；迷人的height n．高度；身高northeast adj.在东北的hat n．帽子keep v．使保持(某种状态)；记录；存储(信息) scissors n．[复数]剪刀wool n．羊毛diary n．日记；日记簿hate v．憎恨；讨厌ant n．蚂蚁brush v．(用刷子)刷重点短语ask sb.to do sth.让某人做某事according to根据；按照；据……所说sailing boat帆船keep sb./sth.away(使)避开；(使)不靠近cut sth.off sth.把某物从某物上剪掉keep a diary写日记brush sth.off sth.把某物从某物上刷掉at the time那时；在那段时间重点句子1.Here we go.我们这就看看。

2.According to the local people，it's a special and magicalplace.根据当地人的说法，它是一个特殊而神奇的地方。

3.It's like a huge sailing boat with water on three sides.它就像一艘三面环水的大帆船。

4.The scissors that they're holding are used to cut the wool off the sheep.他们拿着的剪刀是用来剪羊毛的。

5.That's why they speak English.那就是他们说英语的原因。

教学难点掌握本课时重点词汇及句型；学会一些描述著名景点的表达方式根据句意及音标提示写出单词。

Unit 10 You’re supposed to shake hands.Section APeriod 1 Section B 1a-2d教学设计教材分析本单元围绕different countries, different customs为话题来进行听、说、读、写活动。

描述自己或他人在不同场合应该做什么be supposed to do sth.，不应该做什么be not supposed to do sth.。

讨论不同国家的风俗习惯，如初次见面的礼仪，餐桌礼仪等，进一步提高文明意识，养成良好的行为习惯，培养学习兴趣。

教学目标【知识与能力目标】1) 能掌握以下单词：custom, bow, kiss, greet, relaxed2) 掌握be supposed to句型的用法。

【过程与方法目标】本节课,采用了多个任务，紧紧围绕本课重点单词,应用句型what are you supposed to do when… You are supposed to… 展开训练活动，由浅入深，循序渐进地展开教学活动，引导学生了解西方的社交礼仪，生活习惯，风土人情等。

应用多媒体教学手段，让学生多接触和了解英语国家的文化，并联系身边的日常生活，设置情景，激发兴趣，提高应用英语解决问题的能力，培养跨文化交际的能力和语言思维能力。

【情感态度价值观目标】1. 学习一些见面礼仪，生活习俗和对时间的看法。

2. 了解西方国家的风土人情和习俗。

教学重难点【教学重点】be supposed to的用法【教学难点】1. 中西方人们见面礼仪的差别。

2. 培养学生跨文化交际意识。

课前准备1. 准备录音机和磁带；2. 设计课后巩固练习；3. ppt；教学过程Step 1. Lead-inLet Ss have a discussion about what they should do in school. Lead to the new sentence pattern. E.g. : Is it a good idea to come to class late?S: No.T: That’s right. It’s not a good idea to come late. You’re not supposed to come to class late. You’re supposed to …Use “eat in class, do homework every day, raise your hand before talking” to do more practice, and let Ss to know “be supposed to”.Step 2. Discussion1. Show a map of the world.T: Do you know where Brazil/ the United States/Japan/Mexico/Korea is?S: …T: Do you know what people do when they meet for the first time?S: …2. Show what people in different countries do when they meet for the first time.Learn the new words: custom, bow, kiss, greet.Step 3. Work on 1a-1c1.1aHave Ss match the countries and the customs.2. Listening 1b.Listen to the recording and check your answers to activities in 1a.3. Pair work:A: What are people in Korea/… to do when they meet for the first time?B: They are supposed to bow. How about in the United States?A: They’re supposed to shake hands.Step 4. Listening1. Listening to 2a and 2b. What mistakes did Maria make?2. Finish 2a and 2b.3.Pair work (2c)Role-play a conversation between Maria and Dan.Dan: How was the dinner at Paul’s house last night?Maria: Well, it was OK, but I made some mistakes. I was supposed to arrive at 7:00, but I…Step 5. Role playWork on 2d Role play a conversation between Katie and John. Discuss different customs in different countries.Step 6. ConsolidationAsk Ss to search the Internet to make a summary about different manners in different countries before class. Then make a table.Step 7. Language points进一步向学生讲解本单元的目标语言: be supposed to, be expected to.1. You are supposed to shake hands.be supposed to do… 应该……被期望做……，当句子的主语是人时，它可以用来表示劝告，建议，义务，责任等，意思是“to be expected to do sth., or to have to do sth.”e.g. You’re supposed to ask the teacher if you want to leave the classroom.如果你要离开教室，应该先问问老师。

Unit 10 You’re supposed to shake hands（第1课时）一、教材分析本课重点学习一些常见国家的英文表达，以及该国在初次见面时的行为与语言, 该话题能激起学生的好奇心，调动学生学习英语的积极性。

其中有听力练习也有口语练习。

内容相对来说较简单，重点帮助学生练习“be supposed to do” 的用法，在不断的练习中达到掌握以及熟练运用的目的。

二、教学目标和要求1、知识目标：1、能够使用be supposed to do谈论不同国家人们初次见面时的礼仪2、掌握关键词：shake hands , bow , kiss ,custom3、句型:A: What are you supposed to do when you meet someone for the first time?B: We are supposed to shake hands/bow/kiss.4、句型“should have + done”能力目标：正确运用短语：be supposed to, should do something ,情感目标：本单元以谈论“习俗”为话题，了解各地不同的文化知识，从而让学生知道哪些是应该做的，哪些是不应该做的，要学会尊重不同的文化，养成良好的行为习惯，培养学生的学习兴趣。

三、教学重点1. The customs of some countries.2. Tell what you are supposed to do in different situations.四、教学难点Can use“be supposed to”correctly.五、教学策略本课主要是一节听说课，根据《英语课程标准》及《英语教学大纲》的要求，在本节课的教学过程中，采用“小组合作“以及“任务型”的教学途径，借助多媒体，增强趣味性和直观性，增大课堂容量，提高课堂效率，面向全体同学，在听说过程中帮助学生掌握知识、发展能力、形成正确的价值观。

新目标九年级unit10第一课时说课稿尊敬的各位老师下午好！我是来自许庄初中的一位英语老师---董晓艳。

今天我说课的内容是新目标英语九年级unit10 SectionaA1a-2c.我将从以下几个方面来进行我今天的说课：1、教材分析2、学情分析3、教法设想4、教学过程5、板书设计一、教材分析（一）教材的地位及作用1、新目标英语教材概述《新目标英语》教材的语言教育理念是：知识用于行动.强调“语言应用”，培养“创新、实践能力”，发展“学习策略”。

它采用任务型语言教学（Task-based Language Teaching）模式。

教材中每单元都设计一个或几个与该单元话题有关的任务，让学生在完成任务的过程中，使用英语获取信息，用英语进行交流，培养运用英语解决实际问题的能力。

2、教材分析本课是新目标英语九年级第10单元的第一课时。

，本单元围绕谈论有关令人尴尬的事情来学会过去完成时态的用法、构成，运用新目标语言，展开听、说、读、写的活动。

本节课1a通过讨论发生在早上的事件的图片，引出本单元的中心话题和新的目标语言。

1b通过听Tina …的新目标语言，并学习一些主体词汇。

1c 则整合1a 和1b的语言知识和新的目标进行口语训练。

2a—2c则围绕已学的新的目标语言，提供更多的听、说、写的训练，有利于提高学生的听、说、写的技能。

（二）教学目标1知识目标：理解并掌握过去完成时，同时正确区别一般过去时与现在完成时及过去完成时。

2．能力目标：提高听说读写及自学的综合能力。

3．情感目标：熟悉了解不及时做事的危害，培养学生养成良好的行为习惯。

（三）教学重点及难点教学重点：1Key vocabularyBy the time, gotten, oversleep2.Target languagenarrate past events with the Past Perfect tense教学难点：Train students to narrate past events with the Past Perfect Tense 二说学情“以学生的发展为本”的新课程理念，要求教学必须以学生的学习基础、学生需要、学习兴趣等为出发点，联系学生的现代校内外生活，让课堂教学成为学生生命成长和个性张扬的过程。

九年级英语Unit 10第一课时教学设计人教版九年级英语unit 10第一课时教学设计一、教材简介本课是人教版九年级英语第十单元第一课时，教材中引入了过去完成时态，在本单元教学中起着重要的引导作用。

本单元围绕谈论有关令人尴尬的事情来学会使用过去完成时态的用法、构成。

通过创设语境、听力输入、学生活动、听力检测、语法汇总五个环节让学生进行了听、说、读、写方面的练习，激发学生用英语交流的兴趣，让学生在应用中理解过去完成时态，从而提高学生应用英语的能力。

二、教学目标知识与技能目标：理解并掌握过去完成时态，同时正确区别一般过去时与现在完成时及过去完成时。

过程与方法：在师生共同策划下，通过学生合作探究、小组展示和当堂检测三个环节，让学生在讨论中获得新知，在展示中得以提升，检测中得以巩固，从而提高学生的英语交际能力。

情感态度与价值观：学生能够进行合作学习，并在合作学习中提升个人英语表达能力。

三、教学重点：句型：－by the time i got outside, the bus had already left.when i got to school, i realized i had left my backpack at home.词汇：by the time, gotten, oversleep四、教学难点：本课时的难点在于如何确定使用过去完成时态，即对“过去的过去”的理解。

五、教学方法：(1)教法分析运用了任务教学法,以教学任务作为本堂课的主线,贯穿于整个课堂，并在课堂教学活动中创设特定的情景，使学生通过模仿和想象，促进学生的理解和记忆。

（2）学法指导要让全班学生都参与到课堂活动中来，同桌、小组之间的合作尤为重要，让同学们都敢于在课堂中操练口语，不会有被忽视的感觉，配合默契，善于探究。

（3）教学手段主要采用多媒体,投影仪，录音机等教学手段,丰富课堂教学,使课堂更形象生动,激发学生学习英语的兴趣,使学生更乐于学习英语。

Unit10 You are supposed to shake hands主备人：郑遂聚第一课时Ⅰ．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularyland, drop by, after all, relaxed, a bit（2）Target LanguageCan you tell me the things I’m supposed to do?The first thing is to greet the teacher．Okay．What should I say?You are supposed to say "good morning, teacher．"2．Ability Objects．（1）Train students’ integrating skillsve competence．（2）Train students’ communicatiⅡ．Teaching Key Point．Train students’ integrating skillsⅢ．Teaching Difficult Point．How to improve students’ integrating skillsⅣ．Teaching ProceduresStep Ⅰ RevisionT: In last period, we summed up the expressions for telling what you are supposed to．I’ll ask some pairs to act out the conversationsdo．Now I’ll check your homeworkbefore the class．Free talk:T: What are we supposed to say when we meet others for the first time?S: We are supposed to say “How do you do.” or “Nice to meet you.”T: What are we supposed to do when we have an appointment to friends?S: We are supposed to be on time.T: Do you know what we are supposed to pay attention to at the table?S: We can’t make noise while eatingLook at the picture in activity 1a.T: What are the people doing in the picture?S: They are eating.T: How much do you know about table manners around the world?Allow the students to have different answers.Then look at the sentences in Part 1. Comprehend every sentence. Circle “T” or after each one.While comprehending, raising two points in them.1. pick upa. 捡起，拾起，拿起例：He saw a wallet lying on the ground and picked it up.b. 接人，取物例：I’m going to pick up my uncle at the airport.2. wipe 擦，擦去wipe away / off 把…..擦去例：Wipe your tears away.Step II 2aRead the instructions to the class.Review w hat an exchange student is and what table manners are.If necessary, translate them into Chinese．Look at the four pictures.You will hear the exchange student Steve, talking with his Japanese friend, Satoshi．Satoshi is explaining some things you are and aren’t supposed to do when eating in Japan．Point to the boxes where students are supposed to write a number next to each picture．Say, Number these 1 through 4 to show the order you hear Satoshi talk about, these things in the recording．Play the recording the first time．Students only listen．Play the recording a second time．As they listen to the recording this time, let students number the pictures．Correct the answers with the class．Step III 2bRead the instructions and point to the numbered list of sentence starters and the lettered list of sentence endings．Ask different students to read the two lists．You will hear the same recording again．Play the recording again．Ask students to write the letters in the blanks alone．Check the answers with the class．Step IV 2dGo through the instructions for the activity with the class．Look at the example in the box．Ask two students to read the sentence starters．Now, complete each one with a true statement about table manners in your country．Ask two students to read their sentences．Point out the sentence starters in Activity 2b．Say, Have a conversation about table manners in your country with a patter．You can use the sentence starters in Activity 2b to help you get started．Have students work in pairs．Ask one or two pairs of students to say their conversations to the class．Help the students to understand the instructions. Then listen to the tape and number the pictures in order. Listen again. Match sentence parts.Get the students to understand the meaning of every sentence, especially themeanings of phrases :把…..插入…..)，point at (指着)，walk down“make noise (制造噪音)，stick… into….((沿着…．走)”．Practising：Ask students to make up the whole sentences according to the ones in 2b.Then some say out their sentences before the class.Exercise：Make up sentences by using “be (not) supposed to…, be polite to…, be rud (The sentences they make must be different from the ones into…., shouldn’t…..”.the book.)Step ⅤHomework1．Write a conversation using the information in Part 4．2．Finish off the exercises on pages 49～50 of the workbook。

Unit 10You're supposed to shake hands.第1课时Section A (1a～2d)【教学目标】1．指导学生仔细听说谈论不同国家风俗礼仪的对话。

2．学会用be supposed to do sth.谈论自己国家的风俗礼仪。

3．了解不同国家的风俗礼仪，学会尊重外国友人。

【教学重难点】重点：掌握单词custom，bow，kiss，greet等。

难点：通过听力训练，学习不同国家的风俗礼仪。

【课堂导学案】Step 1情景导入(2分钟)We know Chinese people shake hands with each other when they meet for the first time.Do you know how to greet when they meet for the first time in Brazil，the United States，Japan，Mexico，Korea and so on？Please guess.可以给学生时间猜，让学生练习。

They are supposed to do sth.环节说明：通过教师的一段语言及学生的猜测导入新课的中心句“sb.be supposed to do sth.”，同时激发学生的学习兴趣。

Step 2完成教材1a～1c的教学任务1．学生看1a中的表格，让学生朗读表格中的单词或短语。

2．两人一组进行对话，猜测这些国家的风俗。

(5分钟)【参考案例】A：In Brazil，what are they supposed to do when they meet someone for the first time?B：I think they are supposed to kiss.3．把风俗和国家进行配对。

(1分钟)4．听1b录音，检查1a的答案。

(2分钟)5．根据1a中的信息，让学生进行对话。

《新目标英语》九年级 Unit 10 第一课时教学设计摘要：新一轮的课程改革要求教师对教材进行整合，本设计就是对《新目标英语》九年级Unit10 第一课时的听、说、写的整合。

关键词：教材分析；教材过程；设计说明作者简介：刘明琴，任教于陕西省西安经发中学。

一、教材分析这是新目标英语九年级第十单元第一课时。

在这一课，我们首先通过看图片认知过去完成时，然后再通过听、说、写来体验并掌握这个时态。

二、教学目标和要求1.认知目标(1)掌握单词和短语：by the time, gotten, oversleep(2)观察目标句型：“What happened?”And“By the time I got up, my brother had already gotten in the shower.”(3)归纳过去完成时的用法。

2.技能目标(1)教学生会使用新单词。

(2)教学生会用过去完成时来叙述过去发生的事情。

(3)用核心句型来训练学生的听说写的技能。

3.情感价值要让学生养成早睡早起的好习惯，那么早上就不会匆匆忙忙。

教学重点：(1)重点单词：oversleep(2)用过去完成时来叙述过去发生的事情。

(3)语法：过去完成时教学难点：语法：过去完成时三、教学设计在备课时，笔者是依据《全日制义务教育英语课程标准（实验稿）》、“考试说明”及初中英语教学和学生实际情况来设计的。

具体的教学过程：1.首先以“发现”区别为例，减缓学生的紧张和焦虑，并为下面的对话和理解语法作热身。

Teacher asked, “In Unit 9, we’ve learned the differences between discover and invent, do you still remember?”Student 1 answered, “My father discovered my mother, then they invent me, I I’m their invention ”T: What do you usually do in the morning?before school?T: Do you like mornings? Why or why not?2.教师先通过图片说两个完整的过去完成时的句子，让学生有个初步的了解。

英语教学设计Unit1 I’m looking for the photos that you took in Australia Period 1教学目标1. Knowledge Objects1)Key Vocabulary:crocodile,shark,hand,have a look at,alongside,detail2)Structure: I’m looking for the photos that you took in Australia2. Ability ObjectsTrain students’ listening skill and communicative competence.To understand the conversation involving the use of restrictive attributive clause.3. Moral ObjectTo ask and give information about one’s travel experiences or competitionexperiences.教材分析 1. Teaching Key Points:Target languageThe structure ：the use of restrictive attributive clause.I’m looking for the photos that you took in Australia.2. Teaching Difficult PointThe structure: the use of restrictive attributive clause.Teaching aids: CAI, Multimedia教学过程Step Ⅰ Warming up and lead inLook at the picture and say what building it is and what country it is in .Brainstorming: How much do you know about Australia?--Where is it? --What’s the capital of i t?--What famous things can you see/ do there?--What famous animals can you see there?Tick the famous animals that live in australia.Step II New words teachingc r o c od i le n . 鳄鱼 h a n d n . 协助 a l o n g s i d e p r e p . 沿着… h a v e a l o o k a t 看… 一眼 s h a r k n . 鲨鱼 d e t a i l n . 细节Step III. Listen and complete the table.s h a r kL i k e a h u g e s a i l i n g b o a ts p e c i a l h u g e r o c kdetail o n t h e N o r t h e a s t e r n c o a s t o f A u s t r a l i a i n s y d n e y i n t h e c e n t r e o f A u s t r a l i a Place T h e G r e a t B a r r i e r R e e f S y d n e y O p e r a H o u s e U l u r u Name 32 1Step IV.A n s w e r t h e q u e s t i o n s.1.W h y d o e s T o n y w a n t h i s d a d’s p h o t o s o f A u s t r a l i a?2.D o e s h e k n o w w h e r e t o f i n d t h e m?3.W h a t d o e s T o n y t h i n k o f t h e p h o t o?4.W h y d o e s T o n y w a n t t o b o r r o w t h e c a m e r a?5.I s T o n y’s d a d s u r p r i s e d t h a t T o n y w a n t s t o w i n t h e p h o t o c o m p e t i t i o n?6.D o e s T o n y’s d a d l e n d h i m t h e c a m e r a a t o n c e?StepV. Complete the sentences in your own words.1.Tony is looking for the photos that his dad took in Australia because he ______________________2. Tony is going to write a letter to his mum and dad that describes ___________________________3. He likes the photo that shows______________________________4. The kangaroos that Tony’s dad saw were ______________________________Give example for the first sentence. When all the students are finished, ask students to raise their hands to show their opinions.Discuss the results with the class.Answers to this activity will vary.Step VI.T a l k i n g s h o w&m a i n-i d e a e x p r e s s.M a i n-i d e a S h o wT o n y w a n t s t o f i n d s o m e p h o t o s a b o u t A u s t r a l i a b e c a u s e h e….↓T o n y’s d a d s h o w s h i m s o m e p h o t o s,s u c h a s…↓T o n y w a n t s t o w i n t h e p h o t o c o m p e t i t i o n s o…Step V.M a t c h t h e s e n t e n c e s a c c o r d i n g t o P a r t3.1.I’m looking for the photos2.We’re doing a project about countries3.I have to imagine4.This is one of a photo of a shark5.There were kangaroosA.that were jumping alongside the car.B.that you took in Australia.C.that I saw on the Great Barrier Reef.D.that I have been there.E.that we want to visit.This activity gives students practice in understanding the target language in spoken conversation. Read the instructions to the class.Step VII . EXTRA READING1.The Great Barrier Reefi s l o c a t e d o n t h e N o r t h e a s t e r n c o a s t o f A u s t r a l i a.A b o u t a l m o s t2300k m l o n g (1430m i l e s),i t i s t h e l a r g e s t l i v i n g o r g a n i s m(生物)o n t h e p l a n e t.T h e A u s t r a l i a n G o v e r n m e n t h a s d e s i g n a t e d(命名)t h e r e e f a s a M a r i n e P a r k.(海洋公园)I t’s o n e o f t h e n a t u r a l w o n d e r s o f t h e w o n d e r s o f t h e w o r l d.I t i s t h e l a r g e s t c o r a l f o r m a t i o n(珊瑚群)i n t h e w o r l d a n d c a n b e s e e n f r o m o u t e r s p a c e!I n f a c t,i t i s n o t o n e r e e f b u t a c h a i n o f t h o u s a n d s.M o r e t h a n10,000s p e c i e s(物种)l i v e o n T h e G r e a t B a r r i e r R e e f.T h e r e a r e m o r e t h a n1,500k i n d s o f f i s h e s a n d200k i n d s o f b i r d s.T h e b e a u t y o f t h e r e e f a l s o a t t r a c t s t h o u s a n d s o f v i s i t o r s e a c h y e a r.T h e y d i v e,o r s e e t h e r e e f b y g l a s s-b o t t o m b o a t.2. MOVIE STAR: Nicole KidmanLiving Address:C/O Creative Artists Agency 9830 WilshireBlvd Beverly Hills, CA 90212 USADate of Birth:20 June1967,Honolulu,Hawaii,USAHeight: 1.79 m ( 5' 10½" )weight：40kg ( 88.0 lbs )Awards:Won Oscar. Another 31 wins& 50 nominationsMain movies：澳大利亚A u s t r a l i a上海小姐T h e L a d y f r o m S h a n g h a i冷山C o l d M o u n t a i n 美利坚向英雄致敬A m e r i c a:A T r i b u t e t o H e r o e s淑女本色P o r t r a i t o f a L a d y 永远的蝙蝠侠B a t m a n F o r e v e r神鬼第六感T h e O t h e r s红磨坊M o u l i n R o u g e 派对女郎B i r t h d a y G i r l永远的蝙蝠侠B a t m a n F o r e v e r不惜一切T o D i e f o r Step VIII.Summary and Homework:In this class, we’ve learned the conversation involving the use of restrictive attributive clause. And we’ve done much listen ing and oral practice using the target language.L o o k u p m o r e i n f o r m a t i o n a b o u t A u s t r a l i a o n t h e i n t e r n e t.课前预设/课后反思：1. 以学生为中心，注重师生、生生互动；2. 注重课堂实效性，务实、朴素；3. 时刻关注学生，注重实际生成；4. 针对学生基础，灵活把握，积极应对；5.限定性定语从句（Restrictive Attributive Clause）是初中英语教学的一个难点，从本单元起四个模块学习关系代词引导的定语从句，本课将关系代词that引导的定语从句融入于生活中的情景交际对话之中，学生易于接受。