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初中英语仁爱科普版九年级上册Topic 3 China is the third nation that sent a person into space.教案设计
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这是一份初中英语仁爱科普版九年级上册Topic 3 China is the third nation that sent a person into space.教案设计，共13页。
本课是九年级第四单元第三话题的第四课时。主活动是1a和Prject。1a通过介绍机器人的迅猛发展，提出一个引人深思的问题：将来机器人还会像人类的仆人一样为人类服务吗？这个看似滑稽的问题其实蕴含了一个科学价值观：科技发展使人类成为主宰地球的王者，然而这是否又是葬送人类的最终利器呢？因为一切都要等到将来才能知道答案，所以现在所谈论的都只是可能性。这样，本课的功能也就自然而然地呈现了：谈论可能性。中国学生习惯通过汉语学英语，1b则体现了课程标准所提倡的“用英语学英语”。1c 所设置的问题部分与1a有联系，又有一部分需要学生发表自己的观点，也就是要学生有自己的科学观。Prject 通过让学生“在做中学，在做中用”的方式，来整合本话题的相关知识。但是这个活动需要学生先收集资料、准备材料，只能在课后完成，故留作家庭作业。
Ⅱ.Teaching aims
1. Knwledge aims：
掌握本课的重点词汇和短语，归纳总结定语从句。
2. Skill aims:
能够总结定语从句的用法。
能够谈论可能要发生的事情。
能够通过1b, 学会“用英语学英语”。
3. Emtinal aims: (ptinal)
培养辩证的科学价值观。
4. Culture awareness: (ptinal)
Ⅲ. The key pints and difficult pints
1. Key pints:
Wrds and phrases: certain, fr certain, n ne’s wn, warn, might, husewrk, s far, be surprised at, n lnger
Sentences: N ne knws fr certain, but mst peple think that rbts will be part f ur lives.
In a few years, perhaps rbts will think n their wn, just as peple use their brains and act fr themselves.
One scientist warns that if rbts start t think fr themselves, they will n lnger want t be ur servants, but ur masters.
Grammar: summarize the attributive clause, talk abut pssibilities
2. Difficult pints：
The scientist als warns that if we are lucky, they might treat us as we nw treat ur pets.
Perhaps there will be a war between human beings and rbts.
In a few years, perhaps rbts will think n their wn, just as peple use their brains and act fr themselves.
Hwever, nce rbts can think fr themselves, prblems may appear.
Ⅳ. Learning strategies
在“语法和功能”部分，通过和老师同学一起总结定语从句的用法，来整理本话题的语法。
通过讨论pre-reading 的问题，预测文章的内容。
在1b , 尝试用英语释义来学习英语单词。
通过Prject , 在合作的过程中学习制作英语墙报。
Ⅴ. Teaching aids
各种机器人的图片/做墙报用的8开的纸/彩笔/一本英英词典/ppt等。
Ⅵ. Teaching prcedures
Ⅶ. Blackbard design
Stage
(time perid)
Interactin
patterns
Teacher activity
Student activity
Remarks
1
Revisin
（8mins)
Class activity
Encurage the Ss read ut their HMK which was assigned in Sectin C.
T: Hi, bys and girls, happy t see yu again. Have yu finished yur hmewrk?
T: Wh wuld like t share yur passage? Hw abut yu, xxx?
T: Ww! What wnderful imaginatin! Anther ne?
Read ut their HMK which was assigned in Sectin C.
Ss: Yes.
S1: All right.
One Day Withut Cmputers
It was the mst bring day I spent tday. I wke up at eight in the mrning. Then I was ready t have my breakfast. But the cmputer cntrlled cker didn’t wrk. I sent a message t my driver—the rbt. But he didn’t cme. S I had t walk t the wrkplace. When I gt there, there was a big crwd. The dr culdn’t pen as usual. They tld me that the cmputer which cntrlled the dr was brken. Nbdy culd g int the rm. Then I went t supermarket t buy sme fd. It’s clsed, t. The nte said the cmputer didn’t wrk. I decided t g hme. I said “Open Sesame” t the dr. Oh, my gd! It didn’t wrk. At last, I spent the whle day walking alng the street! Until eight in the evening, everything came back t life. What a bad day I had!
S2: …
S3: …
这种幻想式的作文很有趣，可以让学生把他们的作品贴在教室的“英语园地”中。
2
Getting students ready fr learning
(3mins)
Class activity
Present all kinds f pictures f rbts t give a brief intrductin t rbts.
T: Hi, class. Lk at this strange thing. What d yu think it is?
T: N. It’s nt a tank. It’s a rbt. It’s the first rbt in the wrld. It was invented by Engelberger. He was called “The father f rbts”.
T: Lk! There are many pictures f rbts.
T: Yu can see rbts have changed a lt in shapes. Tday, we will learn abut rbts.
Learn smething abut rbts.
S1: 坦克。
最好能够根据机器人的发展历程来展示各种机器人。
3
Pre-reading
(5mins)
Grup wrk
Let the Ss discuss in grups the questins in 1a t warm up.
T: Befre we begin the new lessn, I’d like yu t discuss the questins in 1a first. If yu finish, raise yur hand.
T: What are yur pinins, Grup 4?
T: What a lazy by! T tell the truth, I als want a rbt t d husewrk fr me, haha! If I have a rbt, it can d all the husewrk fr me, like my servant. Hw abut yu, Grup 1?
T: I agree with yu. If yu want t knw mre abut rbts, just read 1a.
Discuss in grups the questins in 1a t warm up.
S1: We all like rbts. xxx says he wuld like a rbt t d hmewrk fr him.
S2: We like rbts, t. They are t helpful in ur daily life.
S3: …
S4: …
老师要适时讲解部分生词。如：huse+wrk= husewrk, serv(serve)+ant(…的人)=servant。
4
While-reading
(5mins)
Individual wrk
Let the Ss read 1a and d 1b.Check the answers .
T: Next, yu will read 1a. But befre reading, please read 1b. Yu have t find the wrds in the passage accrding t the meanings and the first letter. When yu finish, put up yur hand.
T: Hi, bys and girls! Wh can tell us what the first wrd is? Hw abut yu, xxx?
T: It desn’t matter. Please spell it.
T: Yes, yu are right. Fllw me, everyne. “warn”.
T: We usually use it this way: “warn sb. nt t d sth.” r “sb. warns that…” The secnd ne?
T: …
Read 1a and d 1b. Check the answers .
S1: Srry, I dn’t knw hw t prnunce it.
S1:W-A-R-N
Ss: warn
S2: cause
S3: …
S4: …
尽管学生没学过“warn”，但通过英语解释，能知道第一个单词的意思是“警告”，然后再回到短文去寻找哪个单词可能是这个意思。这就是要培养学生“用英语学英语”的能力。老师可以利用这个环节来让学生学习新词: warn, certain, servant。
5
Pst-reading
(15mins)
Grup wrk
Individual wrk
Step 1: Let the Ss read 1a again and then discuss the questins in 1c in grups.
T: Nw, yu will read 1a again. Hwever, yu shuld read the questins in 1c first. After reading, please discuss the questins in grups. If yu finish yur discussin, please let me knw.
T: What are yur pinins abut Questin 1, Grup 3?
T: Great! Each grup has different ideas. Rbts are cnsidered t be ur servants, aren’t they?
T: I hpe s. D yu think rbts can think r act fr themselves?
T: It seems that yu have a deep discussin. Hw abut the last questin?
T: I agree with yu. The passage is just talking abut pssibilities. D yu knw which wrds are usually used t talk abut pssibilities?
T: “May” and “Might”.
Step 2: Let the Ss read 1a the third time t find ut the useful expressins and the sentences which express pssibilities.
T: Yu have learned hw t talk abut pssibilities. Nw, read 1a the third time t find ut the sentences which express pssibilities and useful expressins. If yu finish, put up yur hand.
T: Nw, let’s check the sentences tgether. The first ne is…
T: The secnd ne is…
T: …
T: Thugh the passage is just talking abut pssibilities, frm this passage, we knw science may be nt always gd fr us. Perhaps it will d harm t human beings in the future.
T: Have yu fund any useful expressins?
Read 1a again and then discuss the questins in 1c in grups.
S1: We think rbts will be part f ur lives in the future. Because cmputer
science and rbt technlgy will make everything pssible .
S2: We think rbts will play imprtant part in many areas f wrk , especially in factries.
S3: We think rbts will be part f ur lives, but they wn’t take the place f human beings.
S4: …
S5: …
S6: We think they are.
S7: We dn’t think s. They are machines nly. They dn’t have their wn brains.
S8: Perhaps it is pssible. Human beings are t clever. They can make impssible things pssible.
S9: Because rbts may becme masters f the human beings.
S10: Because we are nt sure, it is a questin.
S10: Perhaps , prbably
S11: maybe
Read 1a the third time t find ut the useful expressins and the sentences which express pssibilities.
Ss: Perhaps rbts will think n their wn,…
Ss: Hwever, nce rbts …may appear.
Ss: …
S1: fr certain, s far,..
S2: be surprised at , n ne’s wn,…
S3: n lnger, between…and…
让学生在重读1a之前，先读1c的问题，带着问题去阅读，有利于提高学生的阅读效率。
老师要在学生回答第4个问题时，顺势点明：文章所讲的只是可能性。并指出本话题的目的之一就是要谈论可能性。通常用这些词来表达可能性：perhaps, prbably, maybe, may, might。
6
Summarizing and assigning hmewrk (9mins)
Class activity
Class activity
Step 1: Let the Ss read the sentences in Grammar and Functins tgether.
T: We have finished this tpic. It’s time t sum up. First, read the sentences in Grammar and Functins tgether. Ready? G!
Step 2: Let the Ss sum up the grammar.
T: Nw, let’s sum up the grammar and expressins. What’s the grammar fr this tpic?
T: Yes. What else?
T: Right. xxx, can yu say smething abut attributive clause?
T: Sunds great! Wh wants t add mre?
T: Well dne. Hw abut pssibilities?
T: Hw wnderful!
Step3: HMK
T: I knw yu are gd at making wall newspapers. But I’m nt sure whether yu are gd at making English wall newspapers, t. Tday, yu’ll have the chance t shw yur talent. After class, please wrk in grups t make an English wall newspaper accrding t the requirements in Prject. We will chse the best ne and give this grup presents. All yur newspapers will be put up n the English Crner.
Read the sentences in Grammar and Functins tgether.
Ss: …
Sum up the grammar.
Ss: 定语从句。
S1: 还有谈论可能性。
S2: 定语从句常用的关系代词有：wh ,which ,that. Wh 用于指人，which 用于指物，that 既可以指人，也可以指物。
S3: 从句中的谓语动词要和先行词的数保持一致。
S4：常用maybe, may, might, perhaps, prbably来谈论可能性。
学生喜欢竞争，渴望得到认可。所以老师要强调：墙报做得好的小组将得到礼物。其余也要张贴到“英语角”，这样每个小组都会认真对待这个任务。
China is the third natin that sent a persn int space.
Sectin D
Wrds and phrases:
certain
fr certain
n ne’s wn
warn
might (may)
huse+wrk=husewrk
Grammar:
attributive clause（定语从句）
relative prnuns（关系代词）
antecedents（先行词）
当先行词指人时，关系代词用“wh/that”；
当先行词指物体时，关系代词用“which/that”。
关系代词在从句中的成分：主语，宾语
关系代词的省略：在从句中作宾语时
Pssibilities:
may
might
perhaps
prbably
maybe
Sentences:
The scientist als warns that if we are lucky, they might treat us as we nw treat ur pets.
Perhaps there will be a war between human beings and rbts.
In a few years, perhaps rbts will think n their wn, just as peple use their brains and act fr themselves.
Hwever, nce rbts can think fr themselves, prblems may appear.
本课是九年级第四单元第三话题的第四课时。主活动是1a和Prject。1a通过介绍机器人的迅猛发展，提出一个引人深思的问题：将来机器人还会像人类的仆人一样为人类服务吗？这个看似滑稽的问题其实蕴含了一个科学价值观：科技发展使人类成为主宰地球的王者，然而这是否又是葬送人类的最终利器呢？因为一切都要等到将来才能知道答案，所以现在所谈论的都只是可能性。这样，本课的功能也就自然而然地呈现了：谈论可能性。中国学生习惯通过汉语学英语，1b则体现了课程标准所提倡的“用英语学英语”。1c 所设置的问题部分与1a有联系，又有一部分需要学生发表自己的观点，也就是要学生有自己的科学观。Prject 通过让学生“在做中学，在做中用”的方式，来整合本话题的相关知识。但是这个活动需要学生先收集资料、准备材料，只能在课后完成，故留作家庭作业。
Ⅱ.Teaching aims
1. Knwledge aims：
掌握本课的重点词汇和短语，归纳总结定语从句。
2. Skill aims:
能够总结定语从句的用法。
能够谈论可能要发生的事情。
能够通过1b, 学会“用英语学英语”。
3. Emtinal aims: (ptinal)
培养辩证的科学价值观。
4. Culture awareness: (ptinal)
Ⅲ. The key pints and difficult pints
1. Key pints:
Wrds and phrases: certain, fr certain, n ne’s wn, warn, might, husewrk, s far, be surprised at, n lnger
Sentences: N ne knws fr certain, but mst peple think that rbts will be part f ur lives.
In a few years, perhaps rbts will think n their wn, just as peple use their brains and act fr themselves.
One scientist warns that if rbts start t think fr themselves, they will n lnger want t be ur servants, but ur masters.
Grammar: summarize the attributive clause, talk abut pssibilities
2. Difficult pints：
The scientist als warns that if we are lucky, they might treat us as we nw treat ur pets.
Perhaps there will be a war between human beings and rbts.
In a few years, perhaps rbts will think n their wn, just as peple use their brains and act fr themselves.
Hwever, nce rbts can think fr themselves, prblems may appear.
Ⅳ. Learning strategies
在“语法和功能”部分，通过和老师同学一起总结定语从句的用法，来整理本话题的语法。
通过讨论pre-reading 的问题，预测文章的内容。
在1b , 尝试用英语释义来学习英语单词。
通过Prject , 在合作的过程中学习制作英语墙报。
Ⅴ. Teaching aids
各种机器人的图片/做墙报用的8开的纸/彩笔/一本英英词典/ppt等。
Ⅵ. Teaching prcedures
Ⅶ. Blackbard design
Stage
(time perid)
Interactin
patterns
Teacher activity
Student activity
Remarks
1
Revisin
（8mins)
Class activity
Encurage the Ss read ut their HMK which was assigned in Sectin C.
T: Hi, bys and girls, happy t see yu again. Have yu finished yur hmewrk?
T: Wh wuld like t share yur passage? Hw abut yu, xxx?
T: Ww! What wnderful imaginatin! Anther ne?
Read ut their HMK which was assigned in Sectin C.
Ss: Yes.
S1: All right.
One Day Withut Cmputers
It was the mst bring day I spent tday. I wke up at eight in the mrning. Then I was ready t have my breakfast. But the cmputer cntrlled cker didn’t wrk. I sent a message t my driver—the rbt. But he didn’t cme. S I had t walk t the wrkplace. When I gt there, there was a big crwd. The dr culdn’t pen as usual. They tld me that the cmputer which cntrlled the dr was brken. Nbdy culd g int the rm. Then I went t supermarket t buy sme fd. It’s clsed, t. The nte said the cmputer didn’t wrk. I decided t g hme. I said “Open Sesame” t the dr. Oh, my gd! It didn’t wrk. At last, I spent the whle day walking alng the street! Until eight in the evening, everything came back t life. What a bad day I had!
S2: …
S3: …
这种幻想式的作文很有趣，可以让学生把他们的作品贴在教室的“英语园地”中。
2
Getting students ready fr learning
(3mins)
Class activity
Present all kinds f pictures f rbts t give a brief intrductin t rbts.
T: Hi, class. Lk at this strange thing. What d yu think it is?
T: N. It’s nt a tank. It’s a rbt. It’s the first rbt in the wrld. It was invented by Engelberger. He was called “The father f rbts”.
T: Lk! There are many pictures f rbts.
T: Yu can see rbts have changed a lt in shapes. Tday, we will learn abut rbts.
Learn smething abut rbts.
S1: 坦克。
最好能够根据机器人的发展历程来展示各种机器人。
3
Pre-reading
(5mins)
Grup wrk
Let the Ss discuss in grups the questins in 1a t warm up.
T: Befre we begin the new lessn, I’d like yu t discuss the questins in 1a first. If yu finish, raise yur hand.
T: What are yur pinins, Grup 4?
T: What a lazy by! T tell the truth, I als want a rbt t d husewrk fr me, haha! If I have a rbt, it can d all the husewrk fr me, like my servant. Hw abut yu, Grup 1?
T: I agree with yu. If yu want t knw mre abut rbts, just read 1a.
Discuss in grups the questins in 1a t warm up.
S1: We all like rbts. xxx says he wuld like a rbt t d hmewrk fr him.
S2: We like rbts, t. They are t helpful in ur daily life.
S3: …
S4: …
老师要适时讲解部分生词。如：huse+wrk= husewrk, serv(serve)+ant(…的人)=servant。
4
While-reading
(5mins)
Individual wrk
Let the Ss read 1a and d 1b.Check the answers .
T: Next, yu will read 1a. But befre reading, please read 1b. Yu have t find the wrds in the passage accrding t the meanings and the first letter. When yu finish, put up yur hand.
T: Hi, bys and girls! Wh can tell us what the first wrd is? Hw abut yu, xxx?
T: It desn’t matter. Please spell it.
T: Yes, yu are right. Fllw me, everyne. “warn”.
T: We usually use it this way: “warn sb. nt t d sth.” r “sb. warns that…” The secnd ne?
T: …
Read 1a and d 1b. Check the answers .
S1: Srry, I dn’t knw hw t prnunce it.
S1:W-A-R-N
Ss: warn
S2: cause
S3: …
S4: …
尽管学生没学过“warn”，但通过英语解释，能知道第一个单词的意思是“警告”，然后再回到短文去寻找哪个单词可能是这个意思。这就是要培养学生“用英语学英语”的能力。老师可以利用这个环节来让学生学习新词: warn, certain, servant。
5
Pst-reading
(15mins)
Grup wrk
Individual wrk
Step 1: Let the Ss read 1a again and then discuss the questins in 1c in grups.
T: Nw, yu will read 1a again. Hwever, yu shuld read the questins in 1c first. After reading, please discuss the questins in grups. If yu finish yur discussin, please let me knw.
T: What are yur pinins abut Questin 1, Grup 3?
T: Great! Each grup has different ideas. Rbts are cnsidered t be ur servants, aren’t they?
T: I hpe s. D yu think rbts can think r act fr themselves?
T: It seems that yu have a deep discussin. Hw abut the last questin?
T: I agree with yu. The passage is just talking abut pssibilities. D yu knw which wrds are usually used t talk abut pssibilities?
T: “May” and “Might”.
Step 2: Let the Ss read 1a the third time t find ut the useful expressins and the sentences which express pssibilities.
T: Yu have learned hw t talk abut pssibilities. Nw, read 1a the third time t find ut the sentences which express pssibilities and useful expressins. If yu finish, put up yur hand.
T: Nw, let’s check the sentences tgether. The first ne is…
T: The secnd ne is…
T: …
T: Thugh the passage is just talking abut pssibilities, frm this passage, we knw science may be nt always gd fr us. Perhaps it will d harm t human beings in the future.
T: Have yu fund any useful expressins?
Read 1a again and then discuss the questins in 1c in grups.
S1: We think rbts will be part f ur lives in the future. Because cmputer
science and rbt technlgy will make everything pssible .
S2: We think rbts will play imprtant part in many areas f wrk , especially in factries.
S3: We think rbts will be part f ur lives, but they wn’t take the place f human beings.
S4: …
S5: …
S6: We think they are.
S7: We dn’t think s. They are machines nly. They dn’t have their wn brains.
S8: Perhaps it is pssible. Human beings are t clever. They can make impssible things pssible.
S9: Because rbts may becme masters f the human beings.
S10: Because we are nt sure, it is a questin.
S10: Perhaps , prbably
S11: maybe
Read 1a the third time t find ut the useful expressins and the sentences which express pssibilities.
Ss: Perhaps rbts will think n their wn,…
Ss: Hwever, nce rbts …may appear.
Ss: …
S1: fr certain, s far,..
S2: be surprised at , n ne’s wn,…
S3: n lnger, between…and…
让学生在重读1a之前，先读1c的问题，带着问题去阅读，有利于提高学生的阅读效率。
老师要在学生回答第4个问题时，顺势点明：文章所讲的只是可能性。并指出本话题的目的之一就是要谈论可能性。通常用这些词来表达可能性：perhaps, prbably, maybe, may, might。
6
Summarizing and assigning hmewrk (9mins)
Class activity
Class activity
Step 1: Let the Ss read the sentences in Grammar and Functins tgether.
T: We have finished this tpic. It’s time t sum up. First, read the sentences in Grammar and Functins tgether. Ready? G!
Step 2: Let the Ss sum up the grammar.
T: Nw, let’s sum up the grammar and expressins. What’s the grammar fr this tpic?
T: Yes. What else?
T: Right. xxx, can yu say smething abut attributive clause?
T: Sunds great! Wh wants t add mre?
T: Well dne. Hw abut pssibilities?
T: Hw wnderful!
Step3: HMK
T: I knw yu are gd at making wall newspapers. But I’m nt sure whether yu are gd at making English wall newspapers, t. Tday, yu’ll have the chance t shw yur talent. After class, please wrk in grups t make an English wall newspaper accrding t the requirements in Prject. We will chse the best ne and give this grup presents. All yur newspapers will be put up n the English Crner.
Read the sentences in Grammar and Functins tgether.
Ss: …
Sum up the grammar.
Ss: 定语从句。
S1: 还有谈论可能性。
S2: 定语从句常用的关系代词有：wh ,which ,that. Wh 用于指人，which 用于指物，that 既可以指人，也可以指物。
S3: 从句中的谓语动词要和先行词的数保持一致。
S4：常用maybe, may, might, perhaps, prbably来谈论可能性。
学生喜欢竞争，渴望得到认可。所以老师要强调：墙报做得好的小组将得到礼物。其余也要张贴到“英语角”，这样每个小组都会认真对待这个任务。
China is the third natin that sent a persn int space.
Sectin D
Wrds and phrases:
certain
fr certain
n ne’s wn
warn
might (may)
huse+wrk=husewrk
Grammar:
attributive clause（定语从句）
relative prnuns（关系代词）
antecedents（先行词）
当先行词指人时，关系代词用“wh/that”；
当先行词指物体时，关系代词用“which/that”。
关系代词在从句中的成分：主语，宾语
关系代词的省略：在从句中作宾语时
Pssibilities:
may
might
perhaps
prbably
maybe
Sentences:
The scientist als warns that if we are lucky, they might treat us as we nw treat ur pets.
Perhaps there will be a war between human beings and rbts.
In a few years, perhaps rbts will think n their wn, just as peple use their brains and act fr themselves.
Hwever, nce rbts can think fr themselves, prblems may appear.
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