英文説課稿範文集錦10篇

作為一位無私奉獻的人民教師，時常會需要準備好説課稿，藉助説課稿可以讓教學工作更科學化。怎麼樣才能寫出優秀的説課稿呢？下面是小編幫大家整理的英文説課稿10篇，僅供參考，希望能夠幫助到大家。

Good morning, everyone! It’s my honor to present my lesson plan here. The teaching material comes from PEP Go for it 8B U6. The title of the reading part is I’ve been studying history in China. History is the topic of this passage. The story is narrated by an Australian, Leo, who tells his life in China, his family history and his study of history. This reading mainly focuses on developing Ss’ reading skill, especially scanning. So this is one of the language focuses. As for the content, because of many new words and phrases in the context and Ss’ lack of the knowledge about “history”, it is a little difficult for them to understand the passage. So the Ss may have a bit difficulty in retelling the passage in the last activity role-play. Thus I rearrange the material like this: The 3 questions in pre-reading are modified. I’ll choose some easier and funnier questions to lead Ss into the topic History. The grammar review in Exercise 3b, 3c is not the language focus in this lesson, thus it’s considered as the homework.

According to the New English Curriculum, the teaching should not only focus on the development of Ss’ reading strategy, also the Ss’ interest in English. So I apply communicative approach, making use of real-life situations to motivate their desire to communicate in meaningful ways about meaningful topics. Ss will enjoy their participation in this lesson by discussion and role-playing. As for the teaching aids, PPT, blackboard and audio tape are needed.

Based on those analyses, I set the following 5 teaching objectives. By the end of the class, Ss will be able to:

1. Linguistic knowledge

Master new words and expressions, such as emperor, dynasty, capital etc. (this is the language focus)

Be familiar with the topic history.

2. Language skills

Develop their reading skills, especially scanning. (This is the language focus I’ve mentioned before.)

Tell Mike Leo’s life in Harbin during the role-playing. (This is the anticipated difficulty.)

3. Affects

Love our country by learning more about Chinese history.

4. Cultural awareness

Know more about history of other countries.

5. Learning strategy

Learn to get more information both from books and the Internet.

Ok, now let’s move to the most important part: teaching procedure. I adopt 3-stage model: pre-reading, while-reading and post-reading. The duration is 45 minutes.

In pre-reading stage, there’re 2 activities for 9mins. I’d like to introduce Leo to Ss as a new friend. The first activity is Leo’s self-introduction through a short record. The record is prepared before the class with some key information about Leo. As a foreigner, Leo loves Chinese history very much, so he has many questions to ask Ss. The first one is about the emperors and the dynasties. Ss should be able to do the match between them. Those emperors are all famous characters in the Chinese history, such as Tang Taizong, Cheng Jisihan, Kang Xi and so on. The second one is about the famous capitals in the history. Ss should pick out the city which was not the capital in the history. By the way, I will provide some information about Harbin, which is the city where Leo lives. This introduction can also build Ss’ knowledge structure. This kind of lead-in could be funnier and easier, and the comfortable atmosphere can help Ss’ to acquire new knowledge easily.

In the second stage while-reading, there are 2 steps; they are fast-reading for 6mins and careful-reading for 15mins. There’re 2 activities in fast-reading: skimming for the main idea of each paragraph and scanning for the specific and important information to fill in the blanks. These tasks can help them get the general idea of the passage.

In careful-reading step, I’ll guide them to learn the passage paragraph by paragraph, from Leo’s introduction to Leo’ s family history, and Leo’s study of history, the last is Leo’s dream. Different tasks are designed for Ss: For the first paragraph, Ss are asked to find some key words about Leo: Australian, Jewish, etc. For the second paragraph, Ss are required to fill in the time table about Leo’s family history. As for Leo’s study, Ss are asked to make a comparison between Leo and his friends. The last is Leo’s dream, I’ll ask Ss several simple questions. I will make sure that Ss won’t be bored by the tasks and participate in all the activities actively.

In post-reading, there’re 2 activities for 14mins: discussion for 5mins and role-playing for 9mins. I’ll ask Ss two questions: Q1: Why are some old buildings in Harbin built in Russian style? Q2: Why does Leo want to go to Beijing for the Olympic Games in 20xx? What can we infer from that? Ss are supposed to learn more about the history of China and other countries, and develop their patriotic feeling. The role-playing is Leo’s talking with his friend Mike. They are talking about Leo’ life, work and the future plan. What Ss have learned in this lesson is needed in the talking. In order to lower the degree of the difficulty, I’ll provide some sentence structures, some questions and key words. So this can be considered as a review of the whole lesson. And this is the right time to practice Ss’ oral English and they should talk in the correct tense to practice the grammar we have learned before.

The last minute is for explaining homework: Suppose that Leo’s friend Mike is coming China for the Olympic Games, we should give him some tips. Ss are asked to get more information through the books and the Internet, and then write down at least 3 tips in the following structure: If you want to go to the Great Wall, you will have to take No.15 bus…. This task comes from Exercise 3b, 3c. Ss can not only review adverbial clauses of condition introduced by If according to the requirements of the teaching material but also enjoy learning with the given situation. As time’s limited in the class, the task is left as the homework.

Finally, making a good use of the blackboard can help Ss learn better. So this is my blackboard design: the title is in the middle of the blackboard, the left part is for some information related to Leo and also the structure of the whole passage, the right part is for some new words and expressions.

The lesson I am going to talk about is from the teaching materialBook One ,Unit third part that is used by the kids in Grade One .

一、Analysis of the teaching material （説教材）

This is a dialogue that happens in the fruit shop ral sentences surround selling and buying the fruit will be learned ng the first and the second part in this unit ,the kids have understood simple instructions and act accordingly ,and they can say simple words ,phrases or sentences by looking at objects and the pictures : lychee, banana, apple,"What’s this ?It’s an apple."In Unit seven ,we grasped the numbers from one to ten main language points in this unit is to make sentences using the fruit and numbers freely and communicate with others in English in the fruit shop. And pay close attention to the single and plural forms of the nouns rding to the kids’ English level and the corresponding content in the daily life ,I give them some extra extending train their ability of communicate with the others in English ,I prepare the following design .

Teaching aims （教學目標）

1. knowledge and skill aims :（知識技能目標）

Review the names of the ten different kinds of fruit and recognize the numbers from one to ten .

Understand simple instructions about the numbers and act accordingly.

Practice English and communicate with others in the situation.

2. Equip them with the emotion ,attitude and value goals :（情感、態度、價值目標）

Cultivate the spirit of co-operations in the group work

Bring up the good quality of protect and make friends with the animals .

Teaching importance :（教學重點）

1. Make sentences using the fruit and the numbers . "Six oranges ,please .’

2. Distinguish the difference between the single form and the plural forms of the nouns ."one apple / two apples …"

3. The sentences used when selling and buying the fruit in a fruit shop.

Teaching difficulties :（教學難點）

1. Distinguish the difference between the single and the plural forms of the nouns .

2. Train their ability of communicating with others in English .

Teaching aids ;（教具準備）

Multimedia , flash cards ,fresh fruit and arrangements and decorations of the fruit shop .

Teaching methods :（教學方法）

Task objective teaching method method , performance and games methods .

二、Analysis of the learners :（説學習者）

We are facing the 5 to 6-year-old little kids who just graduated from the kindergarten ,and they can not tell the difference between kindergarten and the primary school. sometimes they even don’t know how to behave in the class. So ,I think the most important thing for me to do is to attract their interests and make them love English and feel confident in this subject ,I will play some interesting games with them ,show them the funny cartoon movie and role the plays in the text or have a competation. we should not only focus on the language point itself ,but also set up the real circumstance where I can encourage them to express themselves better I try my best to do is to arouse the kids’ interests and protect their enthusiasm.

三、Analysis of the teaching methods （説教法）

says that during the Foundation Education period ,the total goal for English lesson is to improve the pupils’ ability of comprehensive using language promotes task teaching structure rding to the little kids’ physical and psychological characteristics of keeping curios ,active and imitating and showing themselves .I adopt the "task –research—construct " teaching methods and organize the class to focus on the importance and solve the difficulties .I give the pupils an open and relaxed circumstance in which they can learn to observe ,think and discuss ng this procedure ,the pupils’ ability of thinking and using language is developed very well .

四、Analysis of the teaching procedures .（説教學過程）

1. Warm up .（歌曲熱身）

All the class sing English song "Ten little Indian boys " to arouse their interests and help them to step into English learning circumstance happily.

2. Review the fruit and the numbers those we learned in the first and the second part in this unit .（複習數字和水果）

A. Watch a funny video . and answer the questions .（learn more fruit and practice more sentence patterns eg: strawberry / watermelon/ pineapple /cherry） ask some questions .

What’s this ?

What colour is it ?

How many bananas are there ?

Do you like eating bananas ?

What is your favourite fruit ?

Encourage them to open their mouth and speak English as much as they can .

B. Play guessing game review the spelling of the words using the basic pronunciation knowledge .

C. Play a game named "up and down "asis on distinguishing the single and plural forms of the nouns .

3. Guide the pupils to the main teaching points .（引入新課）To comprehensive use the numbers and the fruit that is a needed in a fruit shop two volunteers to come to the front and choose the right number cards and stick it beside the right fruit according to the other pupils’ instructions quicker one will be the winner .

Eg: Six oranges ,please .

4. Time to practice for all the class （全體同學操練）。The pupils choose the right cards they have prepared and put them up above their heads when they hear the teacher’s instructions and give them to the teaching answering loudly: "Here you are .’

5. Watch a video （觀看多媒體，瞭解本課故事情節），understand what’s happening in the story ,（This part is important, reasonable and effective）and guide them to protect and make friends with the animals .

Present the situation of a fruit shop teacher will act a shopkeeper and invite a better pupil to be the customer and finish all the buying steps .

Shopkeeper : Good morning .

Customer : Good morning .

Shopkeeper : Can I help you ?

Customer : Yes ,six oranges ,please .

Shopkeeper : Here you are .

Customer : Thank you very much .

Shopkeeper : You are welcome .

6. Consolidation and Practice（鞏固和練習）

Group work : Divide the class into eight groups and every group will be decorated into a fruit shop, ask one pupil to be the shopkeeper and the other members in this group will be the customers urage them to buy and sell the fruit with what they learned in this part ,I design a real situation that is common in our daily life and the kids will not feel uncomfortable or unfamiliar with it, The teacher will go around the class and supply the help to the unable ones such a peace and pleasant situation they like to speak the dialogue they learned to express themselves can feel the success and become confident in speaking English .

7. Conclusion （總結）

The teacher would lead the class to read the sentences on the board and ask some more difficult questions e the pupils can not understand them clearly ,but it doesn’t matter just give the pupils more information about the language and give them the better language circumstances that can help them in the future learning .

8. Homework : （家庭作業）

Encourage the pupils to design a little fruit shop at home and teach their family the dialogue in the fruit shop they practice this , they should take photos and show the other pupils the next day .

In this lesson , what I design （not only the presentation of the main teaching points ,but also the activities） attract the pupils interests learn and practice while playing . I think it’s really a good lesson of high quality.

Black design （ 板書設計）

i am an ordinary teacher, loyal to the party's education, in 23 years teaching career, from time to time to an excellent standard of teachers themselves, diligent, conscientious, loving students, comrades united in the ordinary post some achievements made by students, parents, colleagues, leadership at home.

a temper of thought, improve the state

as a teacher, i know that learning is a lifelong thing, only to continuous learning in order to advance with the times in terms of ideology, a strong man in business financing can be a qualified teacher of the people's republic of china. in the two decades of work, i have always conscientiously study marxism-leninism mao zedong thought, deng xiaoping theory and "three represents" important thought, in the face of major stand firm and clear-cut, with the party central committee at all times maintain a high degree of unity, faithful to the party's education . usually pay attention to the current study the party's principles, policies, concerned with national issues, and learn the use of political theory to guide their practice. the rostrum in the foot, i earnestly implement the party's education line, principles and policies, in strict accordance with the party's education policy, curriculum teaching, teacher and dedicated work to do a good job teaching. in any position, i have a high sense of responsibility and dedication to all of the enthusiasm into the work to foster the ideals, moral, disciplined, educated a new generation of successors for the term of office,志存高遠, love post jobs, willing to devote themselves, and willingly fulfill their sacred duty of teaching.

second, business skills, to join the curriculum

as an experienced teacher, i do not have the results in the stagnation of the past, high standards and strict requirements to treat myself, i am seriously in teaching classes, classes seriously, get their brains working, studying business, with an open mind to consult colleagues;批改作業timely patiently counseling students, for students of martial law and degrees, in good faith with the students to get along with the students to communicate with love. i think that students should be dependent on the teachers, experienced teachers teaching, but also a close friend, the elderly should be respected. with love and like it, the students always love my class, classroom teaching performance classes year round at the forefront of the same year. i brought the students in each class exams are among the best, not a student in my belief that hard work behind the fertile ground in education, i taught many classes as advanced classes.

i am diligent in learning, good at business, willing to devote themselves. every curriculum reform at the forefront of curriculum reform, teaching experience as a school, a rich old teachers, i am their own lack of knowledge, learning things naturally become the first to bear the brunt. the use of spare time, multi-data collection, reading newspapers, changing concepts of education, understanding the new trends in curriculum reform. over the years, i am constantly active learning curriculum theory, master, "new curriculum," the basic spirit, reading a lot of quality education and the new curriculum reform theory books, to make their own educational philosophy has always been ahead of the times, and better serve the educational and teaching work, teaching more than the award-winning paper, which i am teaching papers <>, education and scientific research papers in national evaluation activities, was a national first prize; in second national education work papers cup competition awarded first prize評優activities, and published in the <> publications; my instructional design "leaves", "gently to "by" contemporary chinese education teaching and research papers (case) "evaluation of the vetting committee, won the" unesco national results, "the first prize, and published in the" journal of teaching and research and practice "(monthly) october XX (total no. 25) on; i wrote, "into the curriculum to reflect the new" has been acclaimed experts; there i wrote "i am so backward into health" and "use of resources to fully exploit the extra-curricular teaching resources" and other papers also autonomous prefecture in western hunan education thesis assessment activities were given the second prize, third prize. in their own learning, i is not far behind, and actively participate in further their studies in a variety of training and has passed the computer early, mid-level training examinations, such as putonghua proficiency test.

一、説教材分析

1、教材的地位和作用：

本課是國中牛津英語8B第七單元Water Talk課文的教學。這篇課文是一篇較長的閲讀文章。八年級的英語教學突出了閲讀文章的教學，而長篇文章的閲讀也恰是同學們學習的難點。如何處理好此篇閲讀文章的教學，如何讓學生對文章有整體的把握與理解以及對部分生詞有初步的掌握，將是本課着重解決的問題。本課雖是閲讀教學，但是在教學中，本課也有針對性地對學生的聽, 説, 讀, 寫進行了一定的操練, 以便提高學生綜合運用語言的能力。本課課文所涉及的內容為水的旅程，聯繫了生活實際，是學生較為熟知的話題;同時將水擬人化，增加了文章的趣味性。本堂課將着眼於課本，充分挖掘文章的知識性以及趣味性。

2、教學目標的確立

Teaching objectives:

1. Language objectives:

To learn the new words: precious, vanish, a sewage plant, a water treatment works, thorough, etc.

To get to know water’s journey.

2. Skill objectives:

To find out the information according to the given questions.

To improve the students’ skills in using some verbs to describe facts.

3. Emotional objectives:

To arouse the students’ awareness of the importance and necessity of saving

二、説學情分析與學法指導：

學情分析：初中學生的形象思維能力較強，抽象思維能力較弱，上課注意力容易分散。八年級的學生已具備一定的英語基礎，好奇心強，求知慾旺盛，已不滿足教師對課文的簡單重複，因而在注重啟發引導，培養學生分析、概括能力的同時，本課將採用靈活多樣的教學方法，並配以趣味圖片及動漫，從而增強學生的興趣和注意力。

學法指導：

1、在課前設定閲讀任務, 讓學生帶着任務進行閲讀, 增強閲讀的目的，對文本有一個整體把握

2 、在教學中, 指導學生掌握閲讀的步驟和方法，加強泛讀與精讀的訓練。

3、在教學中, 注意啟發和引導學生質疑問題。

4、在教學中, 指導和訓練學生掌握閲讀的基本技巧, 比如教給學生圈點、劃線﹑改寫等方法。

三、説教學設計與步驟

課堂的設計遵循了課文整體教學的思路，結合聽、説、讀、寫訓練，加強了同學們對文本的理解以及對重要語言知識點的掌握，最終達到提升學生綜合運用語言的能力。

Teaching procedures:

Pre-task 環節，激發興趣，做好鋪墊。

1. Let students read a poem and guess to elicit the topic—Water. (引發興趣)

2. Ask students to say something about water to elicit a new word— precious.(以舊帶新)

3. Ask the students to finish Water’s talk in groups. Check whether the students understand the main idea of the passage.(旨在對文章的整體把握)

While-task環節，嘗試用不同的方法對各段進行分段教學。

1. Introduce Daisy’s bathroom and teach some words--- tap, sink, drain. (由圖片引出課文生詞，處理文中的開頭部分)

2. Read aloud the rewritten reading part on the slide and tell why water was angry.(閲讀被改寫過的段落後，同學們就水為什麼會生氣這一問題進行思考。)

3. Ask the students to read the first part of the passage and use the new words to replace the expressions in the rewritten part. (對照被改寫的段落，在書上圈出不同的地方，看似簡單的任務，卻很好地調動了學生，讓學生輕鬆地掌握了生詞的英語釋義。)

4. Play the recording of the second part and let the students find out the places water passed in order. (聽段落，把握大意，篩選信息。)

5. Show the students some pictures and let them tell what water did and what happened to water. Students are required to use the key verbs.

(趣味圖片，關鍵動詞來説明)

6. Get the students to know the end of water’s journey and learn the new word --- a sewage plant. Make sure the students know water’s cycle.(問題設問，鋪墊下文)

7. Prepare some questions about water’s journey and have them wok out the questions in groups.(小組問題競答，檢查與鞏固課文內容。)

Post-task 環節，總結與拓展。

1. Get the students to have a competition. They take turns to write a flow chart of water’s journey in four and one of them read it out after completing it.(小組比賽，完成水旅程的流程圖，更進一步地檢測並鞏固所學內容。)

2. Let the students watch a flash on water’ cycle and tell what they think of the journey.

Try to arouse their awareness of the importance of saving water.(情意昇華，珍惜水資源。)

Homework 作業佈置

1. Read the passage after the tape.

2. Use the given words to finish a short passage at least 60 words with the topic of ‘Water’s journey’.(寫話練習是對所學內容的複習與鞏固)

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.

（英文萬能版）

● Good morning, my dear judges. I am number_______. I’m glad to interpret my teaching design here.

● My teaching content today is Part of Unit of PEP Primary English, Book This unit is mainly about Now, I will explain the lesson from the following aspects.

1. 教學內容 (Contents)

Firstly, let’s focus on the analysis of teaching content. The lesson is a new one of Unit .

It includes , ____ and . In section 1, it mainly deals with these key words,

2. 教學對象(talk about the students)

Secondly, it is about the students. Our students are in Grade

They are active and curious, interested in new things.

After learning English for years, they have some basic English background knowledge, so the teacher should attach importance to the communication with them, providing them the chances of using language.

They have learnt English for years, and have already known

It is not difficult for them to understand and use the language

3. 教學目標 (Teaching aims)

So, I set the following aims.

By the end of the lesson, students will be able to read, recognize, and use these words:

And, these sentences:

By the end of the lesson,

①Ss can understand the and get useful information from the through attentive listening / reading.

②Ss are able to talk about

③Ss can use to give suggestions on

④Ss’ abilities of listening and speaking will be developed.

(Affect; Learning strategies; cultural awareness.) In this lesson, the emotional aim is

①to help students cultivate and foster their abilities of working in groups.

②to foster Ss’ consciousness of good-cooperation and proper competition.

③to help Ss cultivate their abilities to analyze and solve problems independently.

④to foster Ss’ initiative and creativeness.

⑤to help Ss to recognize and identify the differences between Chinese and English cultures on

⑥to help Ss know some and comprehend the

①to make sure that Ss can useCorrectly and skillfully. to develop Ss’ interest in English. ②The difficult point is:

The pronunciation of

4.教法學法(Teaching methods)

Fourthly, it talks about teaching methods.

In this lesson, I will mainly use “Task-based teaching method”, “Communicative language teaching method” and “TPR teaching method”, and so on.

5. 教學過程

① 具體steps 根據具體內容定；

一般分為：warming up lead inpresentationconsolidationhomework

②板書steps ＋ purpose 説明； ③如有可能，同時完成layout設計;

Next, let’s focus on the teaching procedures. I will finish the lesson in steps.

It will cost about mins.

After greeting with the Ss, I will begin the lesson by singing the song

together with the Ss. Purpose:

The purpose of this is to form a better English learning surrounding for the Ss, and, at the same time, it provides situations to review the learnt

knowledge for the next step.

It will cost about mins.

With the help of the PPT, I set a situation of

by to stimulate the Ss’ interest of the lesson.

By playing the PPT, IAnd then, (板書layout)

The purpose of this is to present the new words and sentences in the situation, which relates to the Ss’ real life experiences, to help the Ss understand the language easily and naturally.

After presenting each new word (by the guessing game), I will impart the knowledge of pronunciation rules in teaching the new words.

It is called Phonics.

It can facilitate the Ss’ abilities to pronounce the words, and help them to remember the spelling of the words.

（機械上口； 有意義操練； let’s do; 課文對話表演;）

It will cost mins, including

Due to the Ss’ age, I make

The purpose of this is to draw the whole Ss’ attention to the spelling of the words.

It is to help Ss to learn through a true situation.

In this step, I will give Ss a free space to show their abilities.

I will Then,

Task-based teaching method and Communicative language teaching are used here.

The activity is to develop Ss’ ability of communication, and also, their ability of cooperation will be well developed.

Making a new dialogue is to check if Ss can use correctly and skillfully.

（總結上課內容； 德育滲透； 作業佈置；）

In this step, I will guide the Ss to conclude the key words And sentences

And also, I will

The purpose of this is to stimulate Ss’ interest of learning English and wide their knowledge about communication across cultures.

6.板書再次介紹（Talking about the blackboard design again）

And, this is my layout design.

That’s all for my teaching design. Thank you a lot for listening.

一、説教材。

我這次授課的內容是PEP教材五年級上冊Unit 2 My Days of the Week A部分的 Let’s start,Let’s learn and Let’s play.這一部分的教學是在學生已經掌握許多課程名稱的基礎上進行的有關星期單詞的詞彙課教學，也為以後能夠熟練運用句型What day is it today? What do you have on Mondays?詢問今天是星期幾和談論一週內有關學校課程的安排等打下基礎。

二、説學情。

本班三十五人，學生整體素質有待提高，可是有大部分學生對英語的學習興趣較為濃厚，上課積極性較高。但是，由於學生本身知識積累較少，課堂上對問題的理解不透徹，合作學習及獨立思考方面也表現不夠好。所以就要求我們教師更要做一個有心人，充分利用各種資源來提高課堂教學效率。

三、説理念。

基於教材與學情，在本課我主要突出兩個理念：

1、整合各種資源，提高課堂效率。在這一課中我搜集整合了一些資源：一個自制的單詞轉盤、還準備了學生喜歡的一些動畫人物的圖片、自制的PPT以及錄音帶中外教的示範教讀等，讓他們渾然一體形成一條有效的資源鏈，最大限度地服務於課堂教學。

2、利用課堂主陣地，培養學生對四會單詞的聽、説、讀、寫以及綜合語言運用能力。英語教學中培養學生的綜合語言運用能力是英語教學的重要目標之一。

四、説教法學法。

根據詞彙教學的特點和學生的學情實際，在這一節課中我主要採用了任務型教學法和活動法進行教學。始終堅持融詞彙教學於訓練句型之中，倡導學生體驗參與，讓學生在一個又一個的任務活動中達成習得語言的目的。既培養了學生的學習興趣又為學生形成一定的綜合語言運用能力起到了作用。

五、説教學目標：

1，能聽懂問句：What day is it today? What do we have on Mondays? 並能做出正確回答。

2, 能夠聽、説、讀、寫單詞：Monday, Tuesday, Wednesday, Thursday, Friday, 並能根據實際情況替換關鍵詞熟練運用。

3，能夠運用新的語言做 Let’s play 中的星期轉盤遊戲。

4, 欣賞歌曲“ My Days of the Week ”。

六、説教學重難點：

本課時的教學重點和難點是Let’s learn 部分的四會單詞：Monday, Tuesday,

Wednesday, Thursday, Friday, 要求學生結合所給句型替換關鍵詞，逐步達到聽、説、讀、寫四會掌握。

七、説教學流程：

（一）Warm-up

1, 日常口語練習

T: Hello! How are you ? Nice to meet you.

S: I’m fine, thank you. / Nice to meet you, too.

T: Who’s your English ?

S: Miss Li.

T: What’s she like?

S: ….

2, 欣賞歌曲“ My Days of the Week ”學生感知本單元的新語言。

（二）Presentation

1, Let’s start

以我們的新同學Dora and Boot 要帶同學們去探險為情境，用新句子What classes do you like?

I like…把學生分成四組學習。同時還引出新課程：Moral Education ,Social Studies的學習。

2，Let’s learn

(Dora今天要帶我們去魔仙堡，得經過小矮人的單詞橋和句型樂園。我們來看看怎麼樣才能通過吧。)

⑴小矮人的單詞橋

A, 聽錄音，讓學生整體感知今天的學習內容。

B, 學習Monday

（出示Monday）T: What day is it today?

S: It’s Monday.

師範讀-----小老師帶讀------分組讀--------個別讀

C, 學習Tuesday

學習方法同學習Monday。

師範讀-----小老師帶讀------開火車讀--------齊讀

D, 學習Wednesday

通過找單詞遊戲突破Wednesday的讀音這一難點。

E, 學習Thursday

通過比較學習Tuesday和Thursday。

F, 學習Friday

利用French fries 遷移學習Friday.

在學習新單詞的過程中，始終把本課的新句子What day is it today? It’s… What do we have on Mondays? We have…貫穿始終，為以後的輸出奠定基礎。 G, 總結五個單詞的特點並識記。

H, 師範寫，生仿寫。師巡視指導。

(2)通過小矮人的單詞橋。

（三）Consolidation

句型樂園

玩轉盤，我最棒

規則：一位學生轉動轉盤的指針指向某個星期單詞，問：What day is it today

小組的其他學生用：It’s …進行猜測。猜對之後，再問What do we have on…/ We have… 誰猜對，並説對就是贏家。

師先示範-----小組長帶領小組成員玩------小組展示。

（四）Summary and homework

師生共同歸納總結，評出優勝小組，讓組長給他們蓋章。

作業：1,把今天學習的內容讀給家人聽。

2，根據個人愛好設計一張個性化課程表。

這堂課的語言知識技能目標是：

通過在創設買水果的情境的對話中，使學生能聽懂、會説：Do you like ….? / Yes，I do …. / No，I don’t. / What about …? / Let,s have some …這些句型。 並能在實際情境中運用。

情感目標是：

在小組內用“What about …”向別人提意或詢問，滲透人際間要有良好的溝通方式。

我這堂課總體的設計理念是採用了任務型教學的方式。“教師應該避免單純傳授語言知識的教學方法，儘量採用‘任務型’的教學途徑”，這是《英語課程標準》所指出的，所以全課始終在購買水果的情境中進行着，讓學生觸景生情，在完成購買水果的任務中，學生愉快地學習英語。

為了很好的達成以上教學目標，把教室佈置成一個模擬購買水果的.情境：四個同學圍成一個小組，每組的桌上，放一個水果盆和一個用紙密封的水果籃，水果盆和水果籃中都放入“pear peach orange watermelon”的英語圖片。

過程：

在課的開始部分，我組織一個對前一課時所學四個水果單詞的warm—up。為了提高學生學習的積極性，複習採用的方法是：每個小組桌子上放一個用紙密封的水果籃。籃中放入一些水果圖片，老師問學生，Guess it ，pless. What’s in it? 學生不知是什麼物品，都想去摸，自然就提高了學生的參與積極性，讓學生摸出一個圖片，説出這個水果的英語單詞。先老師參與到其中一組，師生共同示範一次，然後每個小組，輪流從密封的水果籃裏摸，摸到一個水果圖片，就説出它的英語單詞，其他學生要聽出他説的單詞是否準確。

（這種複習符合學生好奇心理，激發學生説的慾望和聽的興趣，擴大參與面，實現生生互動。）

複習之後，教師就用語言來創設一個購買水果的情境，“Amy and Bai ling go to the fruit shop ，Which fruit they like best? Let’s have a look。”播放課件，讓學生整體感知課文“Let’s talk”部分。

先讓學生聽兩遍課件中的課文朗讀，瞭解整個故事情節，並對本課所要學的句型有個初步的印象。聽兩遍的過程，也是規範學生語言的過程。

之後，再播放一次課件，程度好的學生可以跟讀對話，給不同程度學生有不同的發展。

教師提出全文任務：Look ! So much fruits 。Do you like it？If you can say it well。The fruits is for you。有學習的目標是任務型英語教學的基礎，也是激發學生學習興趣的途徑。

這篇課文中，學生要了解四個句型的意思，並達到會説的程度是本課的重點，句型較多，也是學習的一個難點。為克服內容多的難點，我將全文內容整合，重新分組。這符合新課標“教師要善於結合實際教學需要，靈活和有創造性地使用教材，對教材內容進行適當調整”的精神。 我的引導過程具體分為三個環節。

第一環節：

教師參與到其中的一個小組，用“Do you like …？”的句型提問，因為學生在上學期已經接觸了“like”一詞，現在又有了前面三次聽的機會，對本課所要學的對話有了一定的感知，預計有部分學生會回答“Yes，I do. 或 No，I don’t .”當學生回答“Yes，I do.”時，我就説：“Here you are .”同時也將水果遞給學生，在教師與學生、學生與學生的對話中，領悟了“Yes，I do.”和“Here you are .”的意思。

當學生回答“No, I don’t.” 時，教師不把水果遞給他。通過這個過程的口語與演示，學生也會領悟到“No, I don’t.”的意思。

同時，進行師問生答的口語操練。師生對話要適當增加，使學生對“Yes，I do.和No, I don’t”的句型有更多的操練機會。這樣，第一環節的目標也就達到了。

第二環節：

由師問生答的形式，變為生問師答。通過教師引導，讓學生用“Do you like …”提問。因為，學生要把“Do you like …”的音讀準，有一定難度。因此，在起先學生説這句式時，要發揮教師的主導作用，讓學生跟讀，注重學生髮音的準確。

在學生基本會用“Do you like …”提問後，教師引導小組內成員相互之間用“Do you like …與Yes或No”的句式進行問答，整個對話過程要留給學生足夠的時間，教師還要及時瞭解各組的對話情況，通過激勵與輔導形式，達到優等生熟練、其他學生基本會説的程度。

第三環節：

教師與學生合作當一對顧客，起先還是運用“Do you like …與Yes或No”進行對話。當學生説“No，I don’t .”時，教師順勢引出“What about … ?”和“Let’s have some …”的句型。教師配以動作演示，當學生對這兩句口語有強烈刺激後，就組織學生自願組合成一對顧客，進行對話，要求在對方説“No，I don’t .”時，要選擇另外水果圖片，並用“What about … ?”和“Let’s have some …”句型説話。這一環節的重點就是操練這兩個句型，同時也實現了本課時的情感目標——那就是人際間要有良好的溝通方式。

（以上三個教學環節，將本課要學的三類新句型，分層練習，一步一個句型，掌握一句，再學一句，學生頭緒清晰，學得輕鬆，效果自然就高了。）

朗讀:

在學生對所學四個句型基本掌握之後，組織學生通讀課文，熟讀對話。先教師一句一句領讀，再組織指名讀，自由讀。朗讀有利於提高口語表達能力，是新課程所提倡的最基本的學習策略。學生在各種形式的讀中，提高了英語口語水平。

操練:

最後操練部分：將各組水果圖片集中，整個教室組成一個模擬型的水果超市，操練分兩步：1、教師與學生配合示範練習：教師邀請一位學生組成一對購物夥伴，走進水果超市，要求相互間用“Do you like …？Yes, I do.和No, I don’t about pears?”和“Let’s have some …”這些句型進行英語購物，從而激發其他學生的操練慾望。2、學生之間配合購物操練：讓少部分學生自願當營業員，大部分當顧客，兩位顧客組成一對購物夥伴，走進水果超市，進行英語對話，如果學生説得準確，那麼水果就可被取走。學生扮演的顧客與營業員之間的角色要自由換位，以便讓每個學生對各類句型都能得到訓練。

整堂課，教師樹立讓每個學生得到發展的理念，比如創設的活動情境，有利於全體學生髮展語言技能，提高實際語言運用能力。優等學生在聽的基礎上就有自由嘗試説的機會。組成學習小組學習口語，注重相互間的合作。全課有多次遞進式的口語實踐機會。

注重把英語教學與情感教育有機結合。全課就是在寬鬆、民主、和諧的學習環境中完成活動過程的，教師參與小組交流引導，關注學習困難學生的語言實踐。

　　一、説教材（教材分析） Analyzing teaching material

1. 説課型 lesson type （Dialogue/ reading/ listening/ revision）

2. 本課在教材中的地位 status and function

Lesson 33 Saving the Earth is a dialogue. The lesson is focused on the topic of the problems of the earth and the functional items of Supposition/ Intentions/ conjecture/ Prohibition. Since it is a dialogue / reading. It’s helpful to improve the Ss communicative/ reading ability.

3. 説教學指導思想 teaching guideline

（Teaching syllabus: Language is for communication, develop their four skills, lay special emphasis on reading; Grellet put it well in his book developing reading skills: develop reading skill/ discourse analysis; get them to understand the western culture better; improve the ability to discover, analyze & solve the problems; Reading is for information, for fun; Use Top- down model or Bottom- up model to activate Ss schemata; Interactive model）

4. 説教學目標和要求 Teaching aims and demands （…be intended for Ss in key schools）

1）認知目標 knowledge objects

a. Enable the Ss to remember the following new words & phrases:

Damage, lecture, pollute, pollution, room, standing room, be fit for, hear about, turn into

b. Get the Ss to be familiar with this sentence pattern:

If the population keeps growing so quickly, there will only be standing room left…

Give the Ss a reinforced practice on the functional item Supposition.

c. Activate Ss schemata regarding the topic of pollution and help Ss to know more about the problem of pollution.

2）智能目標 ability objects

a. Ask the Ss to make up a similar dialogue.

b. Help them to understand the dialogue better and improve the four skills.

c. Develop their ability of thinking independently.

d. Cultivate their ability to discover, analyze and solve problems.

e. Train them to collect information from the Internet.

f. Train them with some effective learning methods to optimize Ss’ learning results.

3）德育目標 moral objects

a. Arouse their interest in learning English;

b. Help them to understand the background of pollution.

c. Enable the students to love our earth and the nature.

d. Be aware of the importance of stopping pollution & protecting our environment.

e. Encourage the Ss to do something to save the earth.

5. 説教學重點 teaching important points （生詞、句型；培養閲讀技能）

a. New words and phrases

b. Sentence pattern: If- clause

c. improve their reading skills.

d. Talking about problems of the Earth.

6. 説教學難點 teaching difficult points （語法；發展交際能力）

a. functional item: Supposition.

b. Develop their communicative ability. Act out their own dialogue.

7. 説教具 teaching aids （multi-media computer, software, OHP）

The teaching syllabus says that it’s necessary for teachers to use modern teaching facilities. It’s of great help to increase the class density and improve our teaching result. It can also make the Ss reach a better understanding of the text by making the classes lively and interesting. At the same time, it arouses the Ss’ interest in learning English.

　　二、説教法 Teaching methods

Five step method; audio-video; communicative approach;

Task-based learning: New Syllabus Design encourages teachers to use this teaching method. TBLT can stimulate Ss’ initiative in learning and develop their ability in language application. Make the Ss the real masters in class while the teacher himself acts as the director and bring their ability into full play.

　　三、説學法 Study methods

1. Teach Ss how to be successful language learners.

2. Teach Ss how to develop the reading skill — skim & scan; how to communicate with others; how to learn new words; how to learn independently;

3. Get the Ss to form good learning habits.

　　四、説教學過程Teaching procedures

I. 複習 （Revision） 5min （Daily report; 詞彙diagram; brainstorming; activate schemata）

Activity 1: Imagination

1）。 Suppose a bottle of ink is turned over and dirties your white shirt, what is to be done? （Wash it? Or throw it away?）

2）。 Suppose you catch a bad cold, what’s to be done?

3）。 Suppose your bike is broken, what’s to be done?

4）。 And suppose the earth, on which we all live, is damaged, what’s to be done?

* What can you think of when you see "pollution" this word?（waste, environment, air, water, factory, desert, climate… Try to activate the Ss schemata regarding the topic of pollution.）

II. 呈現 （Presentation） 5min

Activity 2: Presentation

Play the song "Earth Song" sung by Michael Jackson. （Create an atmosphere）

A lot of pictures and video clips about the causes and results of the three problems mentioned in this lesson will be shown on the screen with the help of the computer.

Ss’ presentation on pollution. Attract their attention, arouse their interest, and create a good atmosphere for communication.

* Activate their schemata and cultivate their ability in collecting information from the Internet and develop their ability in thinking independently.

III. 對話 / 閲讀 （Dialogue）18m

1. Pre- reading

Activity 3: Prediction

1st listening/ fast reading, one guided Q to help Ss to get the main idea:

What do you think is discussed at the conference?

2. While- reading

Activity 4: Read and answer

2nd listening/ careful reading, more Qs to get the detailed information. Develop their reading skills: skim & scan. Pay attention to the pronunciation, stress & intonation.

* 閲讀： Pre-reading; while-reading; post-reading （fast reading/ careful reading; skim/ scan; 識別關鍵詞key words;確定主題句；創設信息差information gap;T or F; 填表格chart/diagram; Predicting; Make a timeline; Make a story map.達到對課文的整體理解和掌握。So that they can have a good understanding of the whole text.）

3. Post- reading

Activity 5: Language focus

While Ss are answering the Qs, the teacher deals with some key language points.

a. is being caused b. and so on c. go on doing

d. be fit for e. standing room f. if- clause

IV. 操練 （Practice） 10m

Activity 6: Retell

Use your own words to retell the dialogue in the 3rd person.

Activity 7: Acting out

Activity 8: Drill – Supposition

Purpose: Practise the functional item of Supposition. （P. 33 Part 2; P.113, wb Ex. 3）

（Retell; act out; role play）

V. 鞏固 （Consolidation） 6m

（Discussion; interview; press conference; debate; quiz）

Activity 9: role play

Suppose you were head of a village, scientist, journalist and villager, make up a conversation and ask several groups to demonstrate in front of the class.

* The Ss are encouraged to use the words and expression_r_rs like pollution, damage, be fit for, turn into, the if- clause, etc.

Activity 10: Discussion

Think of the question: Are we causing damage to the world?

What should we do to save the earth and protect our environment especially in our daily life?

Collect their answers and form a report.

VI. 作業 （Homework） 1m （Writing; continue the story; recite; retell）

Write a letter to the mayor, telling him sth. about the pollution around your school.

A Brief Instruction to the topic of "What should I do?"

Shangyuan Middle School Li Yi Cai

Good afternoon, ladies and gentlemen. My name is LiYiCai. I come from Shangyuan Middle School in y I’m going to talk about the topic" What should I do?"I will divide the instruction into seven parts: they are Teaching material Analysis, Teaching aims, Teaching emphasis, Teaching difficulties, Teaching methods, Teaching aids and Teaching procedures.

Part 1 Teaching material analysis

This period is from Unit 3 of 9A Oxford English. First of all,I’d like to talk about my understanding about this have learned Star sings in Unit 1 and Colours and moods in Unit have also learned how to write a formal recommendation letter and how to write a report on the moods of people in last two y we are going to learn two letters to a famous youth worker about Millie’s and Simon’s this unit links with a special meaning of Unit 1 and Unit period is the first lesson of main idea of the topic is how to express their problems and ask for are going to learn the ways to deal with problems and stress in following this period is very important in this unit.

Part 2 Teaching aims

of the knowledge:

（1）To know the spelling of some words and usage of some phrases.

（2）To learn something about Millie’s and Simon’s problems.

（3）To grasp the main idea of Reading and use the information to talk to others about one’s problems and how to deal with them.

of the ablilities:

（1）To improve the ability of getting information by reading.

（2）To improve the ability of retelling the story.

of the emotion:

（1）To understand how to write about problems and to express feelings.

（2）To ask for advice to solve the problems.

Part 3 Teaching emphasis

master the ‘to’-infinitives and ‘wh-’words+‘to’-infinitives.

get the ability of general reading and getting information.

Part 4 Teaching difficulties

recognize and understand vocabulary about problems.

ask for advice

Part 5 Teaching methods

In this topic,I will use five-step Teaching Method and Task-based language Teaching.I design some tasks to help the students learn.I think if I want to improve the students’ oral English,I should give them enough chances to practice and I will use pair work,group work to let the students take an active part in all kinds of is "Learning by doing,learning by using" the students be the masters of the class teaching,thus,student-centered teaching method is well shown.

Part 6 Teaching aids

Projector,slide show,tape recorder and blackboard

Part 7 Teaching procedure

Step Ⅰ。Lead-in

The purpose is to arouse the students’interest of study.

Let’s have a free talk.

T:Have you got problems?

S:Yes.

T:What is it?

S:Eating too much makes me unhealthy.

T:What about you?

S:……

Step Ⅱ。Presentation

The purpose is to develop the skills of skimming and how to gain the main idea of the articles.

students to read two letters and answer the following questions:

①What is Millie’s favorite hobby?（Painting）

②What is Millie’s problem?（She doesn’t have enough time for hobbies and homework.）

③When does Simon play football?（After school until late）

④How do his parents feel about it?

（They don’t like this and ask him to go home before 6 p.m.）

students if there are words that they do not know.

Explain some new words briefly.

deal;choice;complete;refuse;accept;spare;doubt;whether;

Step Ⅲ。Practice

The purpose is to develop the skills of scanning and how to gain the details from the articles.

en to the tape and answer some question about "True"or"False".

students to read the articles again and explain some important phrases.

How to solve the problems;hand in;on time;at the moment;

can’t find any time for my hobbies;feel bad;give up;

achieve a balance between the two;hear form;make unhappy

Step Ⅳ。Retelling

The purpose is to develop the skills of retelling with the key words

students to make sentences with phrases that we have learned.

to retell the outline of the articles.

urage students to say something about themselves.

Step Ⅴ。Summary and homework

The purpose is to give the students a clear idea of how to express their problems and revise the articles.

students to revise the words and phrases

students to write a letter about himself after class.

During my teaching,I’ll try my best to get my class alive and encourage the students to talk with each other in English. I think the general aim of English teaching is to improve the ability of using English. And I’ll use this to guide my teaching.

Thank you!

一、分析教材

1、教材內容要點：

第一、定語從句的概念

第二、定語從句的分類

第三、定語從句的用法

2、教材的地位和作用：

定語從句是高中英語教學中的一個非常重要的語法，也是大學聯考的一個熱點。在英語裏，定語從句可以使一個繁瑣的句子變得非常簡潔，同時，它在人們日常會話中出現的頻率特別高。定語從句掌握地紮實與否關係到一個學生英語水平的高低。因此，定語從句的學習和掌握在英語學習中有着重要的意義。

3、教學目的

根據教學大綱的要求，通過這一節課的教學，要使學生知道什麼是定語從句和定語從句的分類，掌握定語從句的用法。培養學生的觀察能力、分析概括能力以及演繹推理能力等。還要培養學生探索求真知的精神，對學生進行實踐觀點的教育。

4、教學的重點與難點

定語從句是本課的主要內容，與日常英語的應用密切聯繫，所以定語從句的概念與運用是本節課的一個重點。對定語從句的複習，需要綜合應用所學知識來解決原來的遺留問題，因而對句子分析和推理概括能力要求提高了。而高中生側重於對直觀現象進行具體、形象的思維來獲得知識。因此這個知識點既是本節課的重點又是難點。

培養學生的多種能力也是這節課的重點，這是素質教育對現代教學的要求。

二、分析學生

大多數學生上進心強，學習態度端正，有良好的學習習慣，但是缺乏一定的探索研究問題的能力。

定語從句是學生在英語學習中比較常用的語法，也是他們必須掌握的內容。教學中要注意培養學生對英語的興趣，充分發揮主體作用，迎合他們好奇、好動、好強的心理特點，調動他們學習的積極性和主動性。

高中生的思維方式由形象思維向抽象思維過渡，因此在教學中應注意積極引導學生應用已掌握的基礎知識，通過理論分析和推理判斷來獲得新知識，發展抽象思維能力。當然在此過程中仍需以一些感性認識作為依託，可以藉助多媒體設備加強直觀性和形象性，以便學生理解和掌握。

三、教學方法

這節課可綜合應用提問、歸納、介紹、檢查、講授和討論等多種形式的教學方法，提高課堂效率，培養學生對英語的興趣，激發學生的求知慾望。充分體現以教師為主導，以學生為主體的原則。創設英語情境讓學生參與語言實踐，邊動口邊思考。從語言分析總結出結論以調動學生的積極性。

四、教學程序

教學中要以瞭解、學習研究英語的方法為基礎，掌握知識為中心，培養能力為方向，緊抓重點突破難點，具體設計如下：

1、新課導入：

以創設問題情境導入新課。學源於思，思源於疑，一上課便以聽歌曲填空的形式引入課題，引導學生分析歌詞中的有關定語從句的句子，認真分析句子成分，使學生產生強烈的求知慾和好奇心，調動學生學習的積極性和主動性。

2、講授新課：

任何語言學習都離不開語言實踐。這節課主要採用講授歸納的方法來建立定語從句的概念。我將一個定語從句列在投影上，讓學生分析這個句子的成分，從而導出兩個非常重要的內容----先行詞和關係詞，然後逐一解釋。通過分析例句，培養了學生的分析能力、觀察能力，增強了他們的感性認識。為了使學生能對定語從句有更進一步的認識，這裏我又採用提問的方法讓學生説出定語從句的分類，然後我對其進行進一步地解釋和説明，讓學生通過講解概括，總結出定語從句的分類。在此基礎上，我讓同學們回答出定語從句中的關係代詞有哪些，通過一些簡單的例句，讓學生知道每一個代詞在句子中起什麼作用以及用法。在講解關係代詞與介詞時，我讓學生自己歸納出它們的規律，提高學生的概括能力，從而達到複習的目的。

在講解關係詞that和which、who和that、as和which這一環節時，我先讓學説出它們的特殊用法，然後我再進一步加以闡述。從而，引出它們的特殊用法。

一）、that和which的特殊用法：

1、有些情況下只用關係詞that,而不宜用which。

a、從句所修飾的詞又被形容詞最高級或序數詞修飾時,只能用that引導從句。

b、先行詞是all,something,nothing,anything等不定代詞時，只能用that。

c、先行詞既有人也有物時,只用that引出從句。

d、先行詞是one of,the one, 或用little,few, no, all, any, only, just, very作修飾時，只能用that。

e、當主句已有疑問詞 who或which時，只能用that。

2、定語從句中宜用which而不宜用that的情況。

a、當關系代詞前面有介詞時。

b、在非限制性定語從句中。

c、在一個句子中有兩個定語從句，其中一個從句的關係代詞用了that，另一個宜用which。

二）、who和that的特殊用法：

who、that在許多情況下可以通用，但有時宜用who不用that。

a、先行詞是one(s),anyone,someone, those時，關係詞使用who。

b、在there be 句型中，先行詞指人時，關係詞用who。

三)、關係代詞as和which的區別

as和which所代表的都是整個句子所表示的內容,但是二者有兩點不同之處：

a、在形式上as引導的非限制定語從句可位於主句後面,也可位於主句之前；而which引導的非限制定語從句只能位於主句之後，不能位於主句的前面。

b、在意義上，as定語從句和主句的關係一般為一致關係，常譯為“正如……”，“就象……”，而which定語從句和主句的關係是因果關係，或which從句是對主句的評論。因此，在意思通順的情況下，which可代替as，而as許多時候不能代替which。

針對關係副詞的複習，因其難度不大，我直接採用講解法，學生容易理解。關係副詞是用來引導定語從句的，它和關係代詞一樣，具有數種作用。

a、在從句中代替先行詞。

b、在句中作狀語。

c、連接作用，把兩個句子連接成為一個帶有定語從句的複合句。

同時，在解釋的過程中不斷穿插練習，達到鞏固複習的目的,體現精講精練的教學原則和我校提出的“四轉五讓”原則。

3、反饋和鞏固

在講解完所有語法點之後，為了更加有效地鞏固所複習的知識，我設計了兩種有針對性的習題練習，讓學生把掌握的知識運用於實際語言操作中，從而達到知能並重的目的。

4、小結

最後通過小結，以表格的形式把本節課所複習的語法點進行總結。

5、板書設計

GRAMMAR

Attributive Clause

6、佈置作業

Finish off the exercise paper.

課後反思

課後各位聽課教師對本節課進行了點評，結合其他聽課的評價及與其他教師的交流，談談個人的思考，具體如下：

一)、值得推介的幾點

1、重視基礎語言知識，對於基礎的語言知識講得透，講得到位。

2、重視語言綜合運用能力的培養。講知識點時，能結合語境，提供情境，對於學生語言基礎知識的綜合運用起到了鋪墊作用，對於學生髮散思維能力的培養有很大的幫助。

3、課堂教學有思想。教師擁有豐富資源，多媒體課件設計地實用、合理。講授方法新穎獨特，練習形式靈活多樣。

4、教師個人素質較好，能靈活應對任何突發教學情況，合理安排講練比率。

二)、存在問題

1、英語思維與漢語思維同時存在，相互干擾。偶爾用漢語組織教學好像省事，其實反而浪費時間和精力，不利於學生形成用英語思維的習慣，更影響交際速度。

2、交際面有時過窄，很難訓練到全部。很多學生只有聽的份，沒有説的機會，這是大班的侷限，有些活動是為了順利進行而侷限於“好學生”身上，一些英語學困生被遺忘。時間長了，會使學生討厭英語並放棄英語的學習。

3、任務型教學活動有時設計地不是很好。活動要求有時不是很明確，活動設計不能從學生生活經驗，興趣愛好出發，活動形式有時單調，缺乏趣味性。

三)、幾點想法

1、千方百計、想方設法激發學生的學習興趣，調動學生的學習積極性。有人説“掌握一門外語就比別人多活了一輩子。”因為你比別人多瞭解另一種語言背景下的政治歷史、天文地理、風土人情等等。向學生多介紹經典音樂、視頻、英文佳作等，在潛移默化中培養學生的學習興趣。

2、在課堂上注意學生的綜合語言運用能力的培養。在基礎的語言形式訓練上提升交際品位，為學生創設豐富的語言環境，讓學生產生交際的願望和機會，使交際具有實際內容和實際意義。

3、要繼續學習，不斷充電，提升自身的業務素質和人文素養。