關於英文説課稿範文合集八篇

作為一名教師，時常需要編寫説課稿，藉助説課稿可以更好地提高教師理論素養和駕馭教材的能力。那麼應當如何寫説課稿呢？以下是小編收集整理的英文説課稿8篇，歡迎大家借鑑與參考，希望對大家有所幫助。

一、説教材

１、教材的地位及作用：

第二冊第五單元第二節課， 本單元圍繞做"比較"( Makingcomparison) 這個題材開展多種教學活動，它與上一單元聯繫緊密，是它的延續。本節課是本單元的重點，表示數量的some,few的比較。通過學習的比較等級，進一步加深對比較等級的語法現象的理解與運用。同時通過some,few比較等級在陳述句與疑問句中的操練，進一步提高學生聽、説、讀、寫綜合素質能力。

２、教學目標：（知識目標、能力目標、德育目標）

知識目標：

(１)學習、掌握some,few的比較等級；

(２)學習單詞strong。

能力目標：提高學生聽、説、讀、寫及知識自學的綜合能力。

德育目標：教育學生熱愛勞動。不臀藁?No pains,no gains)。

確立教學目標的依據：

根據英語教學大綱規定，通過聽、説、讀、寫的訓練，使學生獲得英語基礎知識與為交際初步運用英語的能力，激發學生的學習興趣，為進一步學習打好初步的基礎。此外，根據我國國情與外語教學大綱的要求，現階段外語教學的素質教育主要包括思想素質教育、目的語素質教育、潛在外語能力的培養、非智力因素的培養等四方面。

３、重點與難點：

重點：學習表示數量some, a few的比較等級。

難點：some, a few的比較等級在實際生活中的應用。

確立重點與難點的依據：

根據教學大綱的要求，及本課在教材中所處的地位與作用。

二、説分析

根據以上對教材的分析，同時針對中國學生學習外語存在一定困難的實際情況。首先給學生創造外語語言氛圍，身臨其境地把學生帶到農場裏。同時激發學生學習興趣，使學生在參與農場的一系列活動中，掌握知識。最後通過做遊戲對學生所學知識點進行訓練，從而達到鞏固知識的目的。

三、説教法：

通過五步教學法，精講巧練，由淺入深，由易到難，由已知到未知，循序漸進地深化教學內容。展開以教師為主導，以學生為主體的師生雙邊活動。

四、説手段：

主要以現代化電教手段－－多媒體輔助教學，貫穿整個教學過程。增加了直觀性與趣味性，加大了課堂密度，提高了教學效果。

五、説過程：

１、新課導入

為了激發學生的學習興趣，引起注意，拉近師生距離，首先告訴學生這節課我將帶他們去一個有趣的地方，並請他們依據我的提示猜測要去哪裏？ 當學生猜出去農場時，我們便"上車"， 一路歡歌(PickingApples)去農場。隨着"嘎"的剎車聲，電腦打出農場全景， 給學生一種身臨其境的感覺，導入正課。

２、新課的講解

本課利用多媒體教學手段展示了一幅幅色彩逼真、形象生動的畫面，配有汽車聲、動物的叫聲，栩栩如生。以學生在農場裏勞動為主線，通過樹上結多少蘋果，學生摘多少蘋果，卡車運多少蘋果筐，以及勞動後學生吃多少蘋果的比較，將some,few的比較等級在一系列既關聯又相對獨立的語境中詳細講解，反覆演練，使學生全面掌握。其中多媒體展示的動畫部分更具特色，充分地調動了學生的積極性，吸引了全體學生的注意力，達到了教育教學目的，培養學生思想素質、情感素質與英語語言素質。

３、反覆操練與鞏固應用

為了調動學生的積極性，利用Work in threes,in pairs,in row,in group,及Boys ask,Girls answer等多種不同方式操練鞏固。使學生處於積極思維的狀態之中，全方位、多角度培養學生運用英語的能力。

４、反饋練習

本課的又一次高潮是將遊戲與練習有機結合，融為一體。設計下棋遊戲，棋盤為２０個格，每格均為在蘋果園裏勞動的情景，並配有本課的重點－－比較等級的練習題。棋盤的上一男一女分別代表男生與女生兩大組，值得一提的是決定男女生在棋盤上走幾步的`轉盤，是用本課重點詞彙fewest,fewer,a few,some,more與most組成，使學生在玩中進一步體會數量some,a few的比較等級的運用。學生通過轉輪，邊做遊戲邊做練習，寓教於樂，極大地激發學生學習興趣，同時鞏固了學生所學的知識。

５、歸納總結

本課除了板書所呈現的重點內容外，又把本課內容濃縮成韻律詩形式，巧妙地總結本課重點、難點，學生又通過優美的旋律、音韻動力聽的節奏。進一步鞏固，加強對本課內容的理解與運用。

６、展示板書

Unit 5 Lesson 18

Kate some apples.

Jim has more apples than Kate.

Meimei the most of all.

The first truck a few baskets.

The second one is carrying fewer tham the first.

The third one the fewest of all.

本課以素質教育為目的，結合教材重點、難點及英語學科特點，利用多媒體輔助教學，從視、聽、説等方面使學生得到鍛鍊，在愉快、輕鬆的氛圍中温故而知新，達到初步運用英語交際的能力。由於缺少經驗，在教學過程中難免會出現不足，敬請各位老師不吝賜。

一．説教材：

《birthdays》是譯林英語五下的最後一個單元。本課時主要講授的是第一板塊Story time的內容。主要圍繞“過生日”這一話題，通過問詢和討論在生日裏所做的事情展開對話。

教學大綱對Story time的要求是通過對話、短文、故事等，幫助學生掌握基本的英語語言知識，發展基本的英語聽、説、讀、寫技能，初步形成用英語與他人交流的能力，進一步促進思維能力的發展，同時提高學生的綜合人文素質。所以本課的主要目標是培養學生靈活運用所學知識進行語言表達的能力。

二．説教學目標：

針對這些要求，我設定了本課時的教學目標是：

1. 學生能流利朗讀並理解story time。

2. 學生能聽懂、會讀句型" When's your birthday? It's on the eleventh of May. It's on the eighth of April."

3. 學生能運用句型"What do you do on your birthday? I usually..."正確問答生日活動。

而本課有比較明顯的中西文化區別，所以針對這一特徵，設定情感和文化目標為：

1. 能理解中西方生日文化的去別和融合。

2. 能懂得感恩父母。

三：説教學方法：

教法：

1. 問答式教學法：它能充分發揮師生兩方面的積極性，用此法可啟發學生思維，培養學生分析問題、解決問題的能力和口頭表達能力，激發其學習的主動性、積極性。

2. 討論式教學法：通過對教學主題的自由討論，得出在生日經常做的事情。在討論的過程中運用所學的語言。不僅能幫助學生正確運用語言，也能創建比較自由舒適的課堂環境。

3. 情境教學法：給學生創建比較真實的語言環境，在情境中學習課文的內容。

學法：

1. 聽選法：要求學生在聽的過程中完成信息的採集。幫助學生鍛鍊聽取信息的能力。

2. 速讀法：以快速閲讀為基礎，找出與給出主題相關的內容，幫助學生練習泛讀能力。

3. 精讀法：細讀課文，找出細節內容。在這一部分，學生需要對課文進行分析，並找出正確的答案。鍛鍊學生對文本的分析運用能力。

四：説教學過程：

本課時是本單元的第一課時，主要教學過程如下：

課前活動：

一、熱身活動

為了幫助學生進入學習狀態，設計如下的課前活動。

1. 解釋卡片和獎勵機制。

2. Listen to the song< Happy birthday to you>

3. Say a chant< The months chant>

二、引入課題

1. 正是上課，首先出示本課的學習目標，讓學生對本節課需要掌握得內容有比較清晰的瞭解。

2. 討論月份，引入主題。

T: boys and girls. There are twelve months in a year. Which month do you like best?

S: I like…

T: I like October best. Because my birthday is in October. Do you want to know?

You can ask“ When’s your birthday? ”引入生日討論。

連讀，板書。

Put in order

先出示打亂的生日活動，觀看聽老師的生日活動，然後完成排序練習。

以上引入課題：birthdays

三、處理文本

為了幫助學生鍛鍊聽、説、讀的能力，設計瞭如下的處理文本的活動。

a. (放視頻，完成連線)

b.聽錄音，説出所做的事情。（板書）

c. 速讀課文，找出Mike做的事

d. 精讀

Read the text carefully and try to find the answers.

1）Who do they spend their birthdays with?(他們和誰一起度過生日？)

2）What do they eat?

文化滲透：Chinese people usually spend their birthdays with their families, they often eat noodles. Western people usually spend their birthdays with their friends, they often eat birthday cakes.

3）T: They do different things on their birthdays.

Are they happy on their birthdays?

S: Yes.

How can you know?

找出句子: We have a great time. We have a lot of fun.

四、練讀課文。

練讀課文時比較枯燥的，所以設計了多樣的練讀方法。

1）跟讀，注意語音語調，特別是重音。

2）三人多樣練讀，請兩組示範。

3）齊讀。

五、複述課文

複述課文是比較有效的檢驗學生是否掌握課文內容的方法，所以在本部分設計了逐層遞進的複述方法。

1）看板書，複述。

2）去掉動詞詞組，複述。

六、你的生日

讓學生正式運用本節課所學的知識，進行豐富的討論活動。

T: We know Su Hai, Su Yang and Mike’s birthdays. Now, it’s your turn to share your birthdays.

1)提供表格，讓學生先選一選。

2)根據選擇,和同桌説一説。

3)請學生説一説。

文化滲透：隨着時代的發展，中國的生日文化已經吸納了很多西方元素，中西方生日文化的差異已經不是很明顯了。

T: Now we also eat birthday cakes and have a birthday party with our friends. So with the development of the world, the differences between China and western countries are getting smaller and smaller.

七、情感教育

幫助學生學會感恩父母並且對本課的內容進行書寫訓練。

Your birthdays are wonderful. Your parents remember your birthday and prepare a lot of presents for you. But I have a question. Do you know your parents’ birthdays. Who knows? Hands up! Not all of us know the birthdays of our Parents. But our parents is the most important people in our life. Boys and girls, Let’s design some birthday activities for your parents’ birthdays. Write down your ideas.

八、評價和回家作業

針對上課是出示的學習目標，讓學生對自己這節課的學習效果進行評價和反饋。知道自己的薄弱點在哪兒。針對這些評價內容，設計回家作業。

(必做)1. Listen to the tape and read after it three times.

2. Write down more ideas for your parents’ birthdays.

(選做)1. Try to retell the story.

2. Write down your parents’ birthday dates.

五：説板書

本課的板書採用了和課文相關的蛋糕和麪條，並在上面貼上對用人物的活動詞組，輔以頭像幫助理解。非常的生動，讓學生對本課的內容有比較直觀的理解。

一、説教材

1.教材內容

我説課的內容是人民教育出版社九年義務教育課程標準實驗教科書四年級上冊中的Unit2 My Schoolbag。這一單元呈現了教科書的名稱。本單元通過一系列的活動與對話來講解大家在日常生活中描述書本的單詞和句子。本單元需要6個課時完成。我現在要説的是第一個課時。

2.教材地位

本課時是第二單元的第一課時，綜觀PEP教材，本課時首次出現教科書名稱。本課時又是第二單元的重點，因此本課時的教學對第二單元的學習起着決定性的作用。

二、説教學目標

根據本課時內容的特點和四年級學生的年齡特點和任務型教學模式的要求。在教學過程設計中，特別關注全體學生的學習發展，注重互動，給孩子們學習英語的氛圍，讓他們運用語言進行交際，用英語做事情，讓學生們在活動中參與體驗和理解。因此我制定了以下教學目標：

1、知識與能力

a、能夠聽、説、認讀本課時主要生詞English book, math book, Chinese book, story-book, notebook, schoolbag。

b、能夠聽懂、會説How many … do you have? I have….並能在實際情景中運用。

c.能聽懂指示語，並按照指令做出相應的動作，如：Put your English book on your head….

2、過程與方法

3、情感態度與價值觀

通過教學，逐漸達到培養孩子們的語感以及運用本單元語言內容做事情的目的，同時也讓孩子們學會關愛社會，並且運用實際行動來表達自己的愛心的情感態度。

三、教學重難點：

本課時的重點是能夠聽、説、認讀本課時主要生詞English book, math book, Chinese book, story-book, notebook, schoolbag。語音的教學是這一環節的重點，預計學生初學時會出現較明顯的語音錯誤，因此我要注意指導學生仔細聽音、讓學生觀察老師的口型，認真模仿、及時結合學生髮音進行評價糾誤。另一方面，在所學單詞中很多都於book有關，這些單詞的書寫形式有所不同，學生很容易出錯，要及時相機指導，而且這些單詞中還設計到合成詞，如：school+book=schoolbook,所有的這些都要讓學生抓住，抓牢。

難點是能夠聽懂、會説How many … do you have? I have….並能在實際情景中運用。在這個句型設計到單詞的複數形式，對於學生來説是個難點，要詳解。

四、説教法、學法

1.教法設計

四年級的學生的注意力很難持久，他們對新鮮事物比較感興趣，還有他們的水平參差不齊，甚至有較大差距，因此我採用綜合運用全身肢體反映法（TPR），情景導入法和任務型教學模式，使優秀的學生學得更好，使基礎差的學生在課堂上多開口，使他們有所提高，以達到調動全班學生學習英語興趣的目的。

2. 學法指導

新課標倡導“以人為本”，倡導自主、合作、探究的學習方式。本課時中教師充分考慮到學生的年齡特徵、興趣和認知水平，準備了直觀、生動的教具，創設了寬鬆活潑的學習環境和真實有意義的活動場景，設計了多樣的學生喜愛的教學活動，讓學生在情境中感受英語，運用英語。

五、 課前準備

1、準備一台錄音機及相關的磁帶，便於學生更好的掌握語音及語調。

2、準備相關的課件，讓學生在形象逼真的氛圍中更好的學習。

3、準備與本課時相關的單詞卡，便於學生反覆認讀。

六、説教學程序

我的教學思路有五步：

Step1：Warming up 創設情景，引入新知

（1） Sing a song.

唱一唱學過的歌曲《In the classroom》，既活躍了氣氛，又能使學生儘快地融入英語課堂學習的氛圍。

（2）通過聽指令做動作（如：point to the window , point to the door ….）等複習第一單元的知識，同時為進入本單元的schoolbag作鋪墊。

Step2：. Presentation 激情引趣，學習新知

（1）由point to the bag 導入課題 (板課題) 並引導學生説。

（2）多媒體課件呈現所學新單詞。學習單詞按易到難，由淺入深原則逐一學習。先從大家熟悉的English book入手，然後到Chinese book, math book, notebook ,由於story-book比較難發音，因此安排在最後。

（3）通過圖片、單詞卡片、課本讓學生反覆指認這些單詞。

（4）Guessing game .讓學生快速搶猜單詞。

（5）教學句型:How many …do you have? I have….

通過學生與老師 ，老師與老師之間的對話來加強學習，在同學們熟悉單詞後，引導他們加入How many …do you have? I have….進行操練。

Step3：. Play time 深化新知，體驗參與

（1） Let’s do.

學生在老師的帶領下進行let’s do. 需特別注意事物間的方位關係以及介詞的用法：in, on, under, near（出示課件幫助理解）.這部分是對所學單詞的鞏固並應用。

（2） Let’s sing “Books and Pencils ”讓句型化難為易。伴隨着音樂的節拍，學生在輕鬆愉悦的氣氛中學習興趣濃厚，使得整節課在充滿樂趣的氛圍中度過。

通過歌曲既鞏固所學知識，又讓學生在玩、唱中去習得語言。

Step4： Practice. 鞏固新知，運用新知

我會設計一個場景，比如説在一張桌子上擺放一本英語書，三本數學書，五本故事書……讓學生分成兩組用今天所學的知識來簡述，

E.g. Show me your notebook

Show me your English book

E.g. __How many English books, math books, Chinese books, story-books, notebooks, schoolbags do you have?

__I have……

通過這樣的練習，達到鞏固新知，運用新知的目的。

Step5： Extension完善新知，拓展延伸

讓學生用所學的句型和單詞找一找身邊的事物並延伸到課外。培養學生綜合運用語言。讓學生帶這問題走出教室。

七、教學反思

本節課採用任務型教學，利用多媒體課件突出重點，突破難點，使教學內容形象生動有趣，學生易於接受；根據學生的年齡特徵採用多種遊戲活動，激發興趣，激活思維。預計所有的學生都能理解和掌握六個新單詞意義和讀音，大多數學生能夠用所學語句進行相關的對話，表達自己的認知情況。

八、説板書設計

板書分為兩部分，即單詞和句型。讓學生對本課學習的知識清晰明瞭，突出教學目標的重難點，有利於學生理解吸收和記憶。

Unit2 My Schoolbag

schoolbag English book Chinese book,

math book, notebook story-book,

How many books do you have?

--- I have 6.

Good morning, teachers. Today I’m very glad to show my teaching plan here. The lesson I’m going to talk about is from lesson 1, unit 1, PEP book 1. Generally, I’ll teach this lesson from the following aspects: teaching material, teaching aims, teaching and learning methods, teaching procedures and blackboard designing.

Firstly, let’s look at the teaching material. This unit discusses about the stationery. And this lesson is the first one of this unit. It consists of two parts: Let’s learn and Let’s do. In Let’s learn, it requires Ss to master the new words "pencil, pen, crayon, ruler, eraser". Ss have learned some words about stationery. They’re still very interested in that. So they’ll be interested in this new lesson.

Secondly, let’s talk about the teaching aims. The New Curriculum Standard points out that the objective of English in the basic educational stage is to develop Ss’ ability of language using. According to that and the teaching material, I’d like to make the following aims:

First, knowledge aims: Enable Ss to master the new words "pencil, pen, crayon, ruler, eraser" and the structure "I like…".

Second, ability aims: Develop Ss’ basic ability of listening and speaking. Enable them to use the structure freely in the real situation.

Third, emotion aims: Develop Ss’ consciousness of cooperation and competition.

Fourth, learning strategy aims: Enable Ss to pay attention to the observation and communication.

Fifth, culture aims: Make Ss understand the differences between Chinese and English culture.

According to the analysis of material and the characteristics of pupils, I think the teaching importance of this lesson is the 5 new words and the new structure. The teaching difficulty is to use the words and the structure freely in the real situation.

Thirdly, I’d like to analyze Ss and show you my teaching and learning methods.

Grade 3 is the first year to learn English. Ss are very curious about English. They’re active and competitive. Also, they are good at imitating. But, their attention can’t be kept long. So it requires us to use attractive teaching manners to hold Ss’ attention. Based on the psychoanalysis and Ss’ interests, I mainly use the task-based approach, which embodies the idea of the New Curriculum Standard and can help Ss keep their passion for English. In order to help Ss finish the task efficiently, I’ve prepared activities such as TPR, chanting, singing, game, etc. I also arrange individual work, pair work and group work for Ss to practice. Besides, praise is very important. When they have a chance to speak, and have done a good job, they can get a star or something like that on their books. It’s very important to keep Ss’ interests.

Fourthly, we come to the most important part—the teaching procedures. It can be divided into 5 steps: warm-up, presentation, practice, extension and homework.

First, let’s look at step 1 "Warm-up".

In this part, I’ll get the Ss to sing a song and do some revision.

The purpose of singing a song is to attract Ss’ attention and make a relaxing atmosphere for Ss to concentrate on the English class. The revision aims to help Ss review the words and sentences they have learned before and get them prepared for the new lesson.

Step 2 "Presentation".

As we know, children are characterized by image thinking. They can understand the content easily with the help of the gestures. After the new words are taught, a small conclusion can help them master better. And chant is a good way to strengthen their memory and make the poor feel confident, as well as their pronunciation and intonation. The chant in this part is like this: A pen, a pencil, I can see. A pen, a pencil, for you and me. And it’s necessary to present the new words in different ways to avoid boredom and tediousness.

Step 3 "Practice".

Traditionally, there aren’t many chances offered for Ss to talk in the class. That’s not a proper way to learn English. So I’ll try some activities in my lesson, such as games and role play. Games aim to stimulate Ss’ interests in English and strengthen their memories of what’s been learned before. And also train their consciousness of cooperation and competition. Role play is a good way to improve their ability of language using.

Step 4 is Extension.

This step is very important and necessary. I mainly put key points and difficulties in this part. Also, I’ll praise Ss’ behavior in this class.

It can make Ss know more clearly about what they have learned in this class, and proper complements can help them hold their interests.

Step 5 "Homework".

（1） Listen and read the new words after class.

（2） Finish the exercise book.

Ss will forget the new lessen soon if they don’t practice. It’s necessary to give some proper assignment. And it’s also an important feedback.

Fifthly, I’ll show you my blackboard designing. I divide the whole class into 4 groups. Each group can get a star when any one of them does a good job. And that’s a competition that can keep their attention. （Write the new words and the structure on the board.）

Good afternoon,teachers. It’s my great pleasure to be here sharing my teaching ideas I’ll begin the lesson from the following four parts:

Analyzing teaching material

The teaching methods

The studying methods

The teaching procedures

and while presenting these parts I will do the blackboard writing properly. Ok now I am going to start from the first part “Analyzing teaching material”

This unit is about It is made up of paragraphs.

The teaching aim of this lesson is to help students to understand and master the words, phrases and sentence patterns on the basis of understanding the text.

The ability aim is to improve the students’ organizing and using skills of English and to retell the whole text in their own words.

The emotional aim is to help students understand and to develop

students’ sense of cooperative learning.

Then the teaching key points is to help the students get a general idea of the whole

And the teaching difficult points is to make students use their own words to express

According to the analysis above, I’ll try my best to carry out the following theories

while dealing with this lesson:

To make students the real masters of the class while I just act as a director.

To combine the language structure with the language functions.

And to make students receive some moral education while they are learning language. In order to achieve my goal, I will use the following teaching methods:

The first teaching method I will use is communicative approach, since language is

used for communication. Communicative approach is learner-centered and emphasizes communication and real-life situations.

The second teaching method I would like to use is task-based approach. A task

resembles activities which our students or other people carry out in everyday life.

Learners should be given opportunities to reflect on what they have learned and how well they are doing.

The third teaching method I want to use is computer assisted language teaching.

Computer plays an important role to make the materials attractive. It can also help the learners to understand the language and then produce comprehensible output.

And in order to practice my teaching methods better, the following teaching aids will be used:

A projector, a tape recorder, multimedia and of course the blackboard.

And then, I would like to talk about the studying methods. As students are poor in

cooperative learning skill, many students are not active in English class, and even

some of them don’t like English. Therefore, I will have the students learn English in a much more relaxed atmosphere. The learning process of students is from seeing,

thinking, and speaking. So, to make the students get the knowledge actively,

cooperative learning and task-based learning will be used.

Next, I will talk about the teaching procedure. To train the students’ ability of listening, speaking, reading and writing, I have designed the following steps.

Step 1 Lead-in

At the very beginning of the class, I will make the students have a free talk about and then discuss the questions in pre-reading on page . The purpose of this step is to arouse the students’ learning interest. After a discussion about the questions,

the students will be eager to know something about and it’s the very time to naturally lead the class into

Step 2 Listening comprehensions

In this step, I will write several questions before listening to the text:

And then I will make the students answer the questions after listening to the tape. The purpose of this step is to train and improve the students’ listening ability .

Step 3 skimming and scanning

In this step, I will give the students two tasks . The first task is to get the general idea, the task is to develop the students’ reading skill by making prediction and to encourage the students to express their own thoughts in English. The second task is to get the main idea of each paragraph. I will divide the whole class into several groups to skim the whole text and get the main idea of each paragraph. The purpose of this task is to improve the students’ fast reading skill and cooperate with each then guide Ss to read the material carefully and take some important notes, then answer the following questions in P.

Step 4 Retelling the passage

Language is learned by communicating. It’s my job to creat an atmosphere for students to use the language. The students discuss in their group and then choose a reporter to share to the whole class.

Step 7 Consolidation

In this activity, I will ask some students to read each paragraph, and then do the exercise following the text.

Step 8 make a summary

I will go through the important points and difficult points of this lesson with the students once again. And of course, the language points on the blackboard will be mentioned as well.

And now let’s move to the last step

Step 9 Homework

1. Read the passage as frequently as you can

2. Find out some words and sentences you think are beautiful and recite them.

Purpose of my design: Homework is so important and necessary for to master the knowledge they learned after class. It will check whether the Ss achieve the teaching aims.

That’s all of my teaching ideas about this lesson. Thanking you for your listening.

一、教學內容分析

(一)、知識背景

定語從句是高中英語教學的重點語法，大學聯考必考內容之一，也是一個難點。涉及面廣，平行區分難度大，因此需要作專題複習，歸納，講解，辨析。

（二）、教學重點難點

1、語言知識重點與難點

（1）that 與which 用法區別

（2）對the way的考查

（3）關係副詞引導的定語從句和介詞+關係代詞引導的定語從句。

2、綜合知識重點與難點

（1）as 的使用

（2）對where 的考查

（3）綜合考查

教學輔助手段：多媒體

二、教學目標

（一）、知識技能

1、複習、掌握關係代詞和副詞引導的定語從句及介詞+關係代詞引導的定語從句。

2、歸納並掌握與定語從句相類似的句法考察現象。

2、提高學生語法分析以及綜合運用能力。

（二）過程與方法

習題引導，自主歸納，近似對比，拓展演化

（三）情感態度

“辦法總比困難多”，遇到難題、複雜情況要積極想辦法。

（四）學習策略

1、認知策略：能總結定語從句的結構規律，並加以應用；

2、調控策略：利用遊戲，鼓勵學生主動積極思考，寓教於樂

三、教學步驟

1、導課

（1）習題導入：展示一組reason用法考查題目，引導學生形成一種基本思維----與一個關鍵詞相關的從句並非只有一種，因此需要站得更高，才能看的更全面，準確。

（2）拓展回顧，框架定位

拓展複習範圍，回顧句法結構體系，給定語從句一個宏觀的定位，同時也將複句連詞分析進行一個策略上的定位。

2、基礎知識回顧

（1）練習引導

（2）歸納總結

關係詞及其意義

指代人關係代詞

指代事物在從句中作主幹成分

所屬關係whose

指地點關係副詞

指時間在從句中) 作狀語

指原因why

3、考點與難點歸納

（1）考點1：that與which

歸納只使用which和that應遵循的規則

（2）考點2：theway用做先行詞

歸納做題技巧

theway做先行詞時，先看後面定語從句中是否缺少主語或賓語：

缺少主語或賓語：引導詞用that/which/不填（作賓語）

主語賓語都不缺：引導詞用that/inwhich/不填

（3）考點3：介詞+關係詞

歸納做題技巧

定語從句句首為介詞時，後可接的關係詞為：

1、介詞+whom/which/whose2．名詞＋of+關係詞

3．不定代詞／數詞＋of+關係詞4．介詞＋名詞＋of+關係詞

（4）難點一：as的用法

歸納as在限制性和非限制性定語從句中做關係代詞的用法，並歸納做題技巧。

（5）難點二：一些特殊詞之後的where

解析：

1、如果定語從句分別修飾point，situation，part，condition和case等表示抽象意義的詞，常用where引導，意思是“到了某種地步，在某種境況中”。

2、先行詞是表示地點的名詞，定語從句未必用where

如果定語從句的先行詞是地點（或時間）類名詞，而關係詞又代替先行詞在從句中充當主幹成分，從句用that /which引導；如果是關係詞在從句中充當狀語類成分，用where /when/in which。

（6）難點三、綜合考查

綜合考查一：定語從句與強調句

綜合考查二：定語從句與同位語從句

綜合考查三：定語從句與表語從句

4、對比訓練與鞏固

採用競賽的形式，分為兩組，由對方為己方出題，輪流，選出優勝組。

5、能力提升

請學生完成一篇短文，並使用定語從句，使學生具體運用中提升能力。

6、作業：完成短文

Good afternoon, every one. It is my great honor to stand here to present my lesson. To make my presentation clearer, I will explain my lesson plan in the following parts

Part One: Analysis of the teaching material

Reading teaching is a very important part in English teaching. New Curriculum standard requires that students should get some kinds of information, enlarge their knowledge, enjoy and get gum, cultivate and develop their reading skills through reading.

The lesson I am going to talk about is the reading part in Chapter6 from Oxford English 7A. It is a story about a crew’s adventure on another planet. The title is Nobody wins. Part One of the story appears in Chapter 5 and students will know the result of the story in this chapter. Students only know part of the story in Chapter5, so they will be very interested and eager to know the result of the story. They may be very exciting when they know the result.

Part Two: Teaching aims

According to my understanding of the material and students, I establish the following teaching aims:

1. Students can read and understand the story.

2. Students can develop their guessing, skimming and scanning skills.

3. Students can build up their self-confidence and learn how to cooperate with others well.

Teaching key point and difficult point:

The key point of this lesson is to develop students’ scanning and skimming skills. The difficult point of this lesson is some difficult words in the story.

Part Three: Teaching equipment

CAI, tape recorder

Part Four: Teaching methods and learning methods

1. Communicative teaching method

2. Task-based" teaching method

erative learning method

As we all know: the main instructional aims of learning English in the Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the English language. To use these methods are helpful to develop the students’ abilities.

Part Five: Teaching procedures

（1） Pre-reading activity:

Students act out part one of the story.

Students have learned part one of this story in Chapter 5. After learning Chapter 5, students know what the story is about but they don’t know the result of the story. The ending of part one is that the main character of the story says all of them will be alive. （The main characters were caught by a monster and trapped in a cage）。 After students act out part one of the story, I will raise a question to lead in my lesson: What’s the main character’s plan to save the crew from danger? Ask students to number the paragraphs in the story. There are totally twelve paragraphs in this story.

（2） While-reading activities:

Activity one: Guessing: Students often meet with some new words in reading. When

they see the new words, they are either frightened by the new words or they spend too

much time in looking up the words in the dictionary. It will be helpful to improve

students’ reading ability if they know how to guess the meaning of the words

according to the context. When they are doing this part, ask them to finish it by

themselves first and then ask them to discuss in groups.

Ask students to find the following words in the story and use them to replace the words in italics in the sentences.

immediately, secretly, attacked, escape

1. The captain’s men climbed into the kangaroos’ pockets and no one saw them.

2. After super, Gork went to bed and fell asleep at once.

3. Gork shouted because Nobody hit him.

4. They could not kill Gork. Otherwise, they could not get away.

Activity two: skimming （When students do the skimming task, they don’t need to read the whole story word by word and they don’t need to understand the whole story. The skimming task only requires students to read parts of the story and get the main information of the story. This skill will help students to develop the ability to find out the key words and key sentences to understand the main idea of the story. It is helpful to increase students’ reading speed. ）

Ask students to number the paragraphs in the story. There are totally twelve paragraphs in this story.

1. Ask students to read the first and the last three paragraphs and answer the following questions:

a. What will they use to melt the bars of the cage?

b. Were they free?

2. Ask students to read the story quickly and give correct orders to the following sentences:

a. Then you’ll use it to kill Gork, Captain.

b. Gork, this is nobody.

c. You just had a bad dream.

d. We will use this laser torch to melt the bars of the cage.

e. We can’t kill him.

f. Nobody attacked and damaged my eye.

Activity Three: scanning （scanning is a kind of skill used to find out the main information in reading. When scanning, students don’t need to read the story word by word, they just need to scan the relative part of the story according to the information they need to find out. ）

Ask students to fill in the blanks according to the story.

Gork fell asleep. Captain King told his ________. They _____ from the cage. King shouted "This is _________" and use a ________ _______ to aim at Gork’s eye. The kangaroos did not help Gork because he said nobody ________ him. King and his friends _________ into the kangaroos’ pockets and escaped the cave.

（3）Post-reading activity:

Students work in groups to tell Captain King’s plan to save them from the danger with the help of the given questions.

How did King call himself?

What did they use to melt the bars?

What hit Gork’s eye?

When the kangaroos came, what did Gork say?

After this activity, I will tell them the moral education of this story: When you are in danger, you should calm down, use your brain and try to think of some ways to save yourself from danger.

（5）Homework: sh the exercise on page 74 and 75.

2. Write down the story in your own words.

The above is my presentation about my lesson plan. Thank you for listening.

1. content of teaching materials

This section focuses on festivals and focuses on how people usually spend their class requires students to master the National, Day, Halloween, Christmas, Spring, Festival and What do people usually do at of...I? free to talk about how to spend the this class, did leads to general questions and answers as well as new use the past tense of the be verb has appeared in the first third units, it is easier for the students to master it when they are studying.

2. status of teaching materials

The selected course in this class is English 6A Unit 6 in Oxford primary teaching of this unit revolves around this section of the festival, students have the knowledge of the previous third units foreshadowing, relatively easy to depth and arrangement reflects not only the progressive meaning of teaching materials, but also the students' knowledge level and cognitive how people spend their holidays, especially in Western festivals,ents are required to collect information in time after the actual teaching, this class uses the old topic, first teaches the new sentence pattern, and uses the sentence pattern to lead the new knowledge way to unfold, this is advantageous for the student to accept and grasp, also has manifested the teaching content the continuity.

Say target:

1. teaching objectives

The new curriculum emphasizes the organic combination of knowledge and skills, process and method, emotion, attitude and values, and in the light of this understanding, I set the following teaching objectives: three.

[Objective] to students' cognitive spoken phrases and words: visit relatives and friends, go to parties, dress up in costumes, ware masks, make pumping lanterns, eat lots of delicious food, National Day, Christmas, Halloween, Spring, Festival, favourite; can use When's , do, people, usually, do, you?, I, did./, No, I, didn, T. and so on.

Ability to communicate in English on holidays, and some students can introduce the festival in English fluently.

[Objective] through activities and games, students are interested in learning English. Students are encouraged and willing to talk and participate actively in let students cultivate their sense of cooperation and competition in the process of learning.

2. teaching difficulties

The focus of teaching is to let students master the phrase, can use phrases to communicate, the ability of students to use the phrase to describe the preliminary exercise Festival; difficulty is to enable students to understand the temporal changes in richness and realize the use of different phrases to create language.

Doctrine of teaching:

1. teaching method design

According to the characteristics of this English class itself and the sixth grade students' interest, I through the design of a specific image of the scene, the old with the new, continuous rolling knowledge, in order to disperse the difficulty of teaching, let students perceive and the same time, the creation of a number of tasks, from words to phrases to sentence to dialogue to pieces, make students practice and meaningful practice in multi exchange between teachers and students in learning, give full play to their enthusiasm, cultivate their ability to learn to use.

2. learning method guidance

To guide students through the method of comparison, observation and speculation gradually new language project function, let the students in practice to realize multi-level learning English "use" the necessity, to encourage students to think actively, bold attempt.

3. teaching means

According to the teaching content, teaching objectives, students' age characteristics and psychological characteristics, in order to better stimulate students' interest in learning, so as to actively participate in imedia courseware, pictures and other teaching aids teaching, the abstract sentence in a vivid scene, the game, not only make the learning process more relaxed, can special case.

Say process:

1. warm up (Warm up)

(1) announce the way of study in this lesson: group seats are divided into four teams, each of which is based on the class performance of each student. At the end of the class, WINNER is , begin "one sentence for each class". The sentences taught in this class are "Lite is long if you know how to use it.""

[design intention] the announcement of the study style made the students full of interest in the lesson and aroused their fighting spirit and desire for the group's performance."One sentence for each class" is an essential part of every class I started in grade section mainly teaches students some clever words and e sentences not only enrich students' vocabulary, improve their expression ability, but also enable them to learn idiomatic expressions in as to create a good atmosphere for learning english.

2. take the old with the new [lead in]

Provide topic Birthday, free communication between teachers and students, and then use the "How do you your birthday spend" to draw the new sentence pattern of this lesson "What do you on your birthday do", and then import "Did you"..."Last birthday?" and use the Colour topic to elicit the sentence pattern My favourite....

[design intention] to get rid of new knowledge through old knowledge is one of my frequently used teaching new students, students can master the sentence patterns more the same time, combine the new sentences with the old helps to cultivate students' open thinking ability.