有關英文說課稿模板彙總6篇

作為一名教師，就難以避免地要準備說課稿，認真擬定說課稿，那麼什麼樣的說課稿才是好的呢？下面是小編為大家整理的英文說課稿6篇，僅供參考，大家一起來看看吧。

Good morning, everyone, Today, it‘s a pleasure for me to stand here and I‘m very pleased to have such an opportunity to share some of my teaching ideas with you. First, let me introduce myself. My name is Guo Xinzhi, and I am working as an English teacher in Yong‘an Middle School, Congtai District of Handan. My topic today is taken from Lesson 37 of Unit 5 in Student Book 4. The main content of this unit is ―Go With Transportation‖, and the topic of Lesson 37 is ―Flying Donuts‖. I have decided to say the lesson from six parts:

Part One —— Analysis of the Teaching Material One:

Status and Function

1. This unit tells us the improvement of traffic transportation and the related stories. Besides learning this, students will also learn some words, phrases and expressions of traffic, and so on. In Lesson 37, Danny will introduce a new type of transportation to us, it is imaginary.

2. To attain ―four skills‖ request of listening, speaking, reading and writing, I will have the students do some exercise about the text.

3. Such a topic is very important in this unit. I will lead the students to use their imagination and encourage them to be creative. For example, helping them use English to describe their imaginary transportation. So I think if the students can learn this lesson well, it will be helpful to make them learn the rest of this unit.

4. While teaching them, I will also encourage them to say something about what they think the future transportations will be like. In a way, from practising such a topic, it can be helpful to raise learning interests of students and it will be also helpful to improve their spoken language. Two: Teaching Aims and Demands

The teaching aims basis is established according to Junior School English syllabus provision.

Knowledge objects

(1) To study the new words ―fuel‖, ―oil‖ and ―coal‖.

(2) To learn and master the phrases ―think of, on the way to …, have fun‖, etc.

Ability objects

(1) To develop the students‘ abilities of listening, speaking, reading and writing.

(2) To train the students‘ ability of working in pairs

(3) To develop the students‘ abilities of communication by learning the useful structures.

3. Moral objects

(1) Through different teaching methods to make students be interested in study.

(2) Love to know more knowledge about transportation and dare to express their opinions in English.

(3) Encourage the students to be more creative and try to make contributions to making new inventions in the future.

Three: Teaching Keys and Difficult Points The teaching keys and difficult points‘ basis is established according to Lesson 37 in the teaching materials position and function.

1. Key points:

(1) able to express words, phrases and sentences in English.

(2). Know about the improvement of transportation and Danny‘s invention. 2. Difficult points: Be able to talk about their imaginary future transportation in oral English. Part Two —— The Teaching Methods 1. Communicative teaching method;

2. Audio-visual teaching method;

3. Task-based teaching method;

4. Classified teaching 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. So in this lesson I‘ll mainly use ―Communicative‖ teaching method, ―Audio-visual‖ teaching method and ―Task-based‖ teaching method and ―Classified‖ teaching method. That is to say, I‘ll let the students get a better understanding of the key structures. I‘ll give the students some tasks and arrange some kinds of activities, like talking, watching CAI, and reading in roles. In a word, I want to make the students the real masters in class while the teacher himself acts as director. I also hope to combine the language structures with the language functions and let the students receive some moral education while they are learning the English language.

Part Three —— Studying ways

1. Teach the students how to be successful language learners.

2. Make situation and provide meaningful duty, encourage the students to study the text by themselves.

Part Four —— Teaching steps As this lesson plays an important part in the English teaching of this unit, I have decided the following steps to train their ability of listening, speaking, reading and writing, especially reading and speaking ability. The entire steps are: Step1 Warm-up and Lead-in Show the students some pictures of common transportations, like car, bike, train and so on. Ask the students: What can you see from the picture? Is there another kind of transportation around us? Purpose of my designing: In this part, have the students say more about what they see or what they don‘t see. In this way, they will know today‘s lesson has something to do with their discussion. Step2 Presentation 1. Learn new words in groups. The new word in this lesson are fuel, oil and coal. Show them pictures of these things and teach them these new words.

Purpose of my designing:

1. After seeing the pictures, the students will know what they are and they can learn them quickly and easily.

2. Play the tape recorder. Let the students listen and imitate the text. Pay attention to their pronunciation and intonation. Then finish the exercises on the computer. Purpose of my designing: This step is employed to make the students get the general idea of the text. At the same time let the students have a chance to practise their listening and speaking ability.

3. Text Learning and a Quiz I‘ll use CAI to present the whole text. I‘ll write the key points on the blackboard while they are watching. After watching, I‘ll teach them to read the words and sentences on the Bb. Make sure they can read them well. After teaching them the whole text, including the meanings of new words, the use of similar expressions and so on. Get the students to try and say out some phrases on the screen, like I don‘t think so, have fun, a new kind of, on the way to school, and so on. Purpose of my designing: To present the text by CAI is much easier for the students to learn and grasp the meanings. CAI can provide a real situation with its sound and picture and it makes the relationships between the students better.

4. Key Structures and Difficult Points Learning First, I will divide the students into three groups and tell them to have a discussion about what they learn in this lesson. Then encourage them to try to understand the whole text, know what the difficult points are, and so on. At last, I will help them to master them all. For example, I teach the students know the differences between phrases think of, think about and think over. I will show them some sentences and get them to know the use of these phrases. Encourage them to do some exercise about these phrases. Purpose of my designing: By practising using these new words and similar phrases, the students will know how to use them in English and master the use of them better.

5. Read and Say Give the students two or three minutes to prepare, and then get them read the text together in three groups. Tell them to read aloud. Then help the students say something about the future transportation or their imaginary transportation. Encourage them to say more. Purpose of my designing: By reading the text and saying such things, get the students to practise their reading and speaking ability again.

Part Five —— Summarize and Homework Ask the students such questions:

What have we learned from this lesson? What does Danny say about his new kind / type of transportation? Do you like his idea? What new phrases have we learned today? Do you have enough confidence to finish these exercises? Now, let‘s try! Then show them some exercises and help them to finish them. At last, tell the students what today‘s homework is. While doing this, the teacher can have the boys and girls have a competition to see who are better.

Part Six —— Blackboard Designing Lesson 37 Flying Donuts Language points:

k of認為,想起; think over仔細考慮; think out想出

the front of在……前面(部)/ in front of在……前面

the way to school在上學的路上/ on one‘s way home在回家路上

4. With用…… Purpose of my designing: Presents the text key content clearly on the blackboard, favors the students to knowledge grasping. OK. That’s all.

Thanks for listening to me and helping me.

英語說課稿（英文版）

8B Unit 3 Online Travel

Reading Around the world in eight hours

Good afternoon, everyone. Now I’ll say junior Oxford English 8B Unit 3 Reading Part A. Around the World in Eight Hours. I’ll prepare to say the lesson from three parts.

Part One: Analysis of the Teaching Material

(一) Status and Function

This is an important lesson in this book. Such a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their society sense. It can help students to attain “four skills” request of listening, speaking, reading and writing. Therefore this lesson is in the important position of the teaching material.

(二) Analysis of the students

Most students are interested in computer games. So this topic can greatly attract their interests. It can accelerate them to learn English and geography well. After learning this lesson, they will know English and geography are as important as computer out much knowledge ,you won’t be able to learn computer well.

(三)Teaching aims and Demands

ledge objects

To understand the aim of an educational CD-ROM and what the character can do

To infer meaning from keywords, context and existing knowledge.

To master the Passive voice.

ity objects

To develop the Ss’ abilities of listening, speaking, reading and writing.

To train the students how to use their own words to express their ideas.

(四)Teaching key and Difficult point

1. Key points

To review the Present perfect tense.

To learn the Passive voice.

To tell more about the CD-ROM.

To retell how the game is played

To understand the whole passage and answer teacher’s questions

2. Difficult points:

The Passive voice.

To retell how the game is played

(五) Teaching Equipment

Multi-media computer, Tape recorder, Software: PowerPoint and so on. They will be needed in this lesson.

Part Two: The Teaching Metthods

1. Communicative teaching method

2. Audio-visual teaching method

3. Task-based” teaching 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. So in this lesson I’ll mainly use “Communicative” teaching method, “Audio-visual” teaching method and “Task-based” teaching method.

To use these methods are helpful to develop the students’ abilities.

Part Three: Studying Procedures

Step 1

Arouse students’ interest by telling them that they are going to read about a new educational CD-ROM. Explain that the game is set in different countries and involves a tour around the world

Step 2

Tell students that the first paragraph of the reading passage explains the background to the game en to the tape. Ask some questions to check understanding, eg.

What’s the name of the new educational CD-ROM?

What can it help you to do?

Who is the designer?

Step 3

Tell students that the second paragraph of the reading passage introduces the main character of the game . Ask some questions to check understanding, eg.

Who is the main character of the game?

How old is he?

What does he like doing?

What was he doing when he fell asleep?

Step 4

Tell students that the third and fourth paragraphs of the reading passage, on page41, explain how the game is played. Ask them to read the rest of the reading passage on page 41

Step 5

Ask some questions to check understanding, eg.

How can you earn a point?

What will happen if you have earned a point?

What will happen if you have earned enough points?

How many levels does the game have?

How long does it take you to finish the game?

What do the questions test?

What will you see on the screen when you reach a new place?

What can you learn about when you reach London?

What will you see when you passa level?

What happened to the places you have visited?

Step 6

Read the whole passage and then ask some students to retell how the game is played(in 5steps)

1 See a golden cloud with instructions on it

2 See clouds with information about different places; See clouds with questions on them

3 Get a point every time you answer a question correctly

4 A cloud will come down and carry you off to a new place

5 See a world map. The old place is marked in bright purple

If possible, ask students to discuss what they have learned from the passage.(with their own words)

Step7 Use the following keywords to try to retell the passage.

Paragraph1.

a new educational CD-ROM, Around the world in Eight Hours.

Come out, interesting, at the same time, be designed by, the all-time favorite CD-ROM

Paragraph2.

Main character, love traveling, lie on the grass, fall asleep

Paragraph3.

be written on, different colors with questions on them

Every time you answer a question, earn enough points, come down, Carry off

Pargraph4

Play the role of, take …an hour to finish, travel around, Test your knowledge of, a lot of useful information, for example

Paragraph 5

Be the best , get it in sold out

Step 8 Homework

1 Translating the following phrases:

1)同時 2) 過一關

3) 扮演…角色 4) 光碟的設計者

5) 一直廣受歡迎的遊戲 6) 得到足夠的分數

7) 睡著 8) 英語語法和詞彙

9) 在你的螢幕上 10) 檢驗知識

11) 在市場上 12) 例如

13) 掉下來 14) 售完

2 Try to recite the text.

Design of the blackboard

1) The Present perfect tense. A new educational CD-ROM has just come out.

When you have earned enough points,….……y you off to a place you have never visited before. The places you have visited are marked…

2) The Passive voice.

It is designed by Nancy Jackson. These words were written on it.

The places you have visited are marked in bright purple.

Get it now before it is sold out英語說課稿（英文版）

8B Unit 3 Online Travel

Reading Around the world in eight hours

Good afternoon, everyone. Now I’ll say junior Oxford English 8B Unit 3 Reading Part A. Around the World in Eight Hours. I’ll prepare to say the lesson from three parts.

Part One: Analysis of the Teaching Material

(一) Status and Function

This is an important lesson in this book. Such a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their society sense. It can help students to attain “four skills” request of listening, speaking, reading and writing. Therefore this lesson is in the important position of the teaching material.

(二) Analysis of the students

Most students are interested in computer games. So this topic can greatly attract their interests. It can accelerate them to learn English and geography well. After learning this lesson, they will know English and geography are as important as computer out much knowledge ,you won’t be able to learn computer well.

(三)Teaching aims and Demands

ledge objects

To understand the aim of an educational CD-ROM and what the character can do

To infer meaning from keywords, context and existing knowledge.

To master the Passive voice.

ity objects

To develop the Ss’ abilities of listening, speaking, reading and writing.

To train the students how to use their own words to express their ideas.

(四)Teaching key and Difficult point

1. Key points

To review the Present perfect tense.

To learn the Passive voice.

To tell more about the CD-ROM.

To retell how the game is played

To understand the whole passage and answer teacher’s questions

2. Difficult points:

The Passive voice.

To retell how the game is played

(五) Teaching Equipment

Multi-media computer, Tape recorder, Software: PowerPoint and so on. They will be needed in this lesson.

Part Two: The Teaching Metthods

1. Communicative teaching method

2. Audio-visual teaching method

3. Task-based” teaching 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. So in this lesson I’ll mainly use “Communicative” teaching method, “Audio-visual” teaching method and “Task-based” teaching method.

To use these methods are helpful to develop the students’ abilities.

Part Three: Studying Procedures

Step 1

Arouse students’ interest by telling them that they are going to read about a new educational CD-ROM. Explain that the game is set in different countries and involves a tour around the world

Step 2

Tell students that the first paragraph of the reading passage explains the background to the game en to the tape. Ask some questions to check understanding, eg.

What’s the name of the new educational CD-ROM?

What can it help you to do?

Who is the designer?

Step 3

Tell students that the second paragraph of the reading passage introduces the main character of the game . Ask some questions to check understanding, eg.

Who is the main character of the game?

How old is he?

What does he like doing?

What was he doing when he fell asleep?

Step 4

Tell students that the third and fourth paragraphs of the reading passage, on page41, explain how the game is played. Ask them to read the rest of the reading passage on page 41

Step 5

Ask some questions to check understanding, eg.

How can you earn a point?

What will happen if you have earned a point?

What will happen if you have earned enough points?

How many levels does the game have?

How long does it take you to finish the game?

What do the questions test?

What will you see on the screen when you reach a new place?

What can you learn about when you reach London?

What will you see when you passa level?

What happened to the places you have visited?

Step 6

Read the whole passage and then ask some students to retell how the game is played(in 5steps)

1 See a golden cloud with instructions on it

2 See clouds with information about different places; See clouds with questions on them

3 Get a point every time you answer a question correctly

4 A cloud will come down and carry you off to a new place

5 See a world map. The old place is marked in bright purple

If possible, ask students to discuss what they have learned from the passage.(with their own words)

Step7 Use the following keywords to try to retell the passage.

Paragraph1.

a new educational CD-ROM, Around the world in Eight Hours.

Come out, interesting, at the same time, be designed by, the all-time favorite CD-ROM

Paragraph2.

Main character, love traveling, lie on the grass, fall asleep

Paragraph3.

be written on, different colors with questions on them

Every time you answer a question, earn enough points, come down, Carry off

Pargraph4

Play the role of, take …an hour to finish, travel around, Test your knowledge of, a lot of useful information, for example

Paragraph 5

Be the best , get it in sold out

Step 8 Homework

1 Translating the following phrases:

1)同時 2) 過一關

3) 扮演…角色 4) 光碟的設計者

5) 一直廣受歡迎的遊戲 6) 得到足夠的分數

7) 睡著 8) 英語語法和詞彙

9) 在你的螢幕上 10) 檢驗知識

11) 在市場上 12) 例如

13) 掉下來 14) 售完

2 Try to recite the text.

Design of the blackboard

1) The Present perfect tense. A new educational CD-ROM has just come out.

When you have earned enough points,….……y you off to a place you have never visited before. The places you have visited are marked…

2) The Passive voice.

It is designed by Nancy Jackson. These words were written on it.

The places you have visited are marked in bright purple.

Get it now before it is sold out

一、教材分析

本堂課是一堂會考複習課，如果從分析教材來講，本課話題主要是出現在仁愛英語九年級(下)Unit 5之中，主要講的是讓學生認識定語從句，瞭解定語從句的結構，並能熟練的運用定語從句。但是對於一堂會考複習課來講，我覺得應當從會考英語對本課話題的難易度要求以及考點的探究入手。從歷年的會考真題來看，對於定語從句的考察主要體現在單選題、完型填空和閱讀理解中。當然還有就是從作文之中體現出來。而且我們知道，如今的會考英語，更側重於在語境之中來考察語法和詞彙專案，強化對學生語言運用能力的考察。

二、教學目標

根據課程標準和我市會考英語的要求，堅持以學生為本，切實體現素質教育，面向全體學生，立足基礎，設定練習注意難易度適中，這堂課是一堂會考複習課，本課設計從英文歌曲匯入，在課堂之上，利用簡單習題小遊戲，設定情景，情景之中學語法，以達到下列教學目標：

知識目標：複習和掌握定語從句中關係代詞和關係副詞的作用和功能，能準確選擇定語從句所需的關係代詞或關係副詞。從知識系統的歸納呈現入手，注重學生基礎知識的複習鞏固;這堂課又是一堂語法複習課本身具有一定的應試成分。

能力目標：能較好地運用定語從句，能正確組織包含定語從句的複合句。注意培養學生運用所學的知識和技能分析、解決問題的能力。

德育目標：培養分析問題解決問題的能力，熱愛祖國，關心時政，學會競爭和合作，建立自信心和集體榮譽感。

情感目標：通過學習調動學習積極性，使學生體會到英語的趣味和實用性。激發和培養學生學習英語的興趣，建立學習英語的成就感和自信心。讓他們成為課堂的主角，使學生懂得語法學習無處不在，使學生學在其中，樂在其中，並掌握一些應試技巧。

三、教學重點難點

提高學生對語法複習的興趣和積極性，較好地掌握定語從句的用法，理解定語從句，運用知識點解題。

四、教學方法

《新課程標準》要求教師在教學中要以學生為主體，嘗試創新思維，聯絡社會採用討論、協作、探究、競爭的教學模式，引導學生靈活運用所學語法知識。採用研究性學習方法，寓教於樂。檢驗一節課成功與否，不是教師講了多少，而是以學生的學習效果為評價標準。因此我藉助多媒體，結合競賽形式，力求使枯燥的語法生動趣味化;並且考慮學生英語基礎的實際情況，教學過程也要體現素質教育的全體性，因此設計任務循序漸進(如按“詞→句→文”遞進)，由淺入深，由易到難，導引學生參與整個學習過程，獲得更佳的學習效果及發展智力，提高思維，觀察，注意，記憶，想象，聯想等能力。

五、教學過程

本堂課主要分為五個步驟：

第一步：創設情景 歌曲匯入

我選擇了英文歌曲《Lemon Tree》來匯入本課的知識，請學生把歌曲最後一句空缺的詞填上。I wonder how I wonder why

Yesterday you told me 'bout the blue blue sky

Is just a yellow lemon tree (答案：that, that, that)

根據以上所說的2句I like the song whose name is Lemon Tree very much ? all that I can see is just a yellow lemon tree.請學生分析這兩個句子中劃線部分所出現的語法現象，由此匯入到“定語從句”。簡單但動感的FLASH很符合學生的口味，學習興趣一下被調動起來。重要的是本歌的歌詞中含有定語從句，可以於歡快的節奏中導引學生輕鬆自然地進入語法話題。

第二步：知識呈現，鋪設階梯

呈現定語從句的定義和結構使學生加深對定語從句的結構和關係代詞、關係副詞的印象，以便下面的競賽中更好的發揮。

第三步：要點提醒，操練運用

為了更好的調動學習積極性，加強學生思維能力、協作競爭能力及強化團體榮譽意識。在本環節中，我採取了競賽形式，把全班分成二大組，看哪方得分高。競賽內容分為四部分：

第一部：基礎語法知識(必答)：以抽籤的方式選擇本組所答的題，所有的題都是有關定語從句的理論知識填空，包括定語從句中的先行詞、關聯詞、關聯詞的省略以及各個關聯詞的區別。使學生加深對定語從句的結構和關係代詞、關係副詞的印象，以便下面的競賽中更好的發揮。對學生來說完成本項任務輕鬆、新鮮、又有一定的競爭，學生興趣又一次被調動。複習基礎理論知識，為以下的實際操練做較好的準備，提高準確率。

第二部：合併定語從句。貫徹由易漸難的原則，先從相對簡單的題型開練，重點鞏固關係代詞的選擇，並在第一題：The woman is our English teacher、He speaks English very well、→The woman who(that) speaks English very well is our English teacher

中點出另外一個知識點：定語從句中謂語動詞的數要與先行詞保持一致。鼓舞士氣，提高自信心。

第三部：辨析正誤，並說明原因。這部分主要是幫助學生區分關係代詞that和which的不通用的特殊情況。1.2題是幫助學生辨析只能使用that而不使用which的特例。兩個題並不能全部體現只能使用that而不使用which的特殊情況，所以在做完1、2題後全班一起總結，幫助他們將知識系統化。3、4題幫助學生區分只能使用which而不使用that的特殊情況。貫徹由易漸難的原則，簡單的關係代詞會用後，逐漸進入到關聯詞使用的特殊情況，是學生更全面的掌握定語從句。

第四部：格言英譯中(搶答)。有了以上幾部分的複習鞏固，學生已經掌握了定語從句的必要知識點，本部分用英文表達幾句著名的格言，幫助學生將知識昇華。有利於學生知識面的拓展，也為以後寫作做積累。

第四步：直擊會考，深入探究

本環節中我精選了歷年會考真題，少而精，體現難易度，並鞏固本課的定語從句，激起學生英語學習的成就感和自信心。

第五步：課後作業，鞏固所學

寫作在會考中佔較大的比重，故平時要多加訓練，承上所提奧運話題讓學生以感想並結合自身實際寫短文，進一步鍛鍊在實際中運用定語從句的能力。而且本次教學活動關於定語

從句的任務設計理念是按“詞→句→文”循序漸進，所以寫作便是前面部分很好的延續和提高了。

六、課後反思

本堂課由於是公開課，雖然說已經花了大量的時間做了充分的準備，但由於前面的時候有點緊張，本堂課的內容大，以及課時的.一些應變做得不夠好，儘管說順利地完成了教學，但是感覺還是沒有達到自己預期的效果。比如說平時和學生口語的交流在本節課沒有充分的體現出來，互動不夠好;速度偏快，沒有給學生留下足夠的空白時間思考問題;作為重要教學輔助工具的黑板利用不夠。從整體上看，本節課將語法複習課揉入情景交際之中，注意語法課的實用性和趣味性的結合，應該說是比較成功的一堂課。日後我將更加註意語法實用性和趣味性的探究，努力上好每種型別的課。

The teaching design I’m going to talk about is for unit 10, from Fun with English for primary school, Book 1A. It mainly deals with colors , I’ll describe it mainly in 5 parts.

1. Analysis of Ss

Most of the first-grade Ss haven’t learned English. But some of them have learned some basic knowledge about English in the kindergarten. They are eager to learn and are interested in English. All these are to the advantages of English learning.

Analysis of the textbook

The ultimate goal of Oxford English is to develop the comprehensive ability to use the language. That is to develop their four skills, listening, speaking, reading and writing.

hing Objectives

Firstly, knowledge objective. In this unit, Ss are required to master the five words ( red, green, yellow, brown, white) and sentence structure “ What color?”

Secondly, skill objective. Ss are going to learn how to apply the words and expressions they’ve learned in their daily life. The good news is that unit 10 is so closely connected with their daily life that it is not difficult to set a life-like language environment for them to practice what they’ve learned in class.

Thirdly, emotional objective. We should make Ss become aware of their own advantages and disadvantages in learning. And also teach them to be willing to cooperate with others. In this way to help them develop a healthy and positive character.

hing Points

The key points of this lesson are the five words ( red, green, yellow, brown, white) and sentence structure “ What color?”

The difficult points of this lesson are how to motivate students’ zeal for knowledge and create life-like language situation.

hing approaches.

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）習題匯入：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，給定語從句一個巨集觀的定位，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

一、教材分析：

教材概述：

《新目標英語》Go for it !每個單元包括section A , section B,跟 self check三個，部分其中A 部分是基本的語言內容，B部分是知識的擴充套件跟綜合的語言運用。Self check 部分是讓學生用來自我檢測本單元所學的語言知識。教材突出語言使用能力的培養，它採用任務型語言教學模式，每個單元都設計成一個或幾個與該單元話題有關的任務，讓學生在完成任務的過程中，使用英語獲取資訊，進行交流，真正體現了在"在做中學""在學中用"的教學理念。

單元內容分析：

本單元的標題為This is my sister ,教材以family members 為中心話題，圍繞著"介紹家人跟朋友"展開，學習跟運用目標語言"介紹人物跟識別人物"

本單元的教學內容：

1.掌握詞彙 father ,mother ,grandfather, grandmother , brother ,sister , cousin ,daughter ,son ,uncle ,aunt ,parent（s），grandparent（S） friend. 等

2.補充詞彙 husband wife son-in-law daughter-in-law mother-in -law father-in -law, nephew , niece等

3.介紹他人的句型 This/That is… , These/Those are…

4.詢問，辨認人物的疑問句形式 Is this/that…？

二、教學設計思路

《新目標英語》中的具體語言目標是通過各種各樣的tasks來實現的，學生需要運用具體而特定的行動來完成一定的交際任務，整個教學過程中就是各種語言結構與語言功能與不同的學習任務有機的結合，因此，本單元我將始終引導學生通過完成具體的任務活動來學習語言，讓學生為了特定的學習目的去實施特定的語言行動，通過完成特定的交際任務來獲得跟積累相應的學習經驗，讓學生在用中學，在學中用。

根據語言學習的認知規律；由淺入深，由已知到未知，本單元計劃用四個課時。

分課分析：

第一課時： Section A, 1a, 1b, 1c, 2a, and 2b

利用教學圖片跟製作多媒體課件來展開課堂pair work ,group work等口語交際活動，引導學生學會運用指示代詞介紹人物，幫助學生掌握家庭人員的稱謂，區分單指跟復指。

教學重點：

1）詞彙father ,mother ,grandfather, grandmother , brother ,sister , uncle ,aunt ,parent（s），grandparent（S） friend,these, those

2）句型 This/That is… , These/Those are…

教 學 難 點： 複數指示代詞these those 家庭成員的 複數形式及它們在句中的正確運用。

第二課時： Section A 2c , 2d , 3a , 3b, 3c , 4,

利用照片跟多媒體遊戲， 複習鞏固家庭成員的稱謂， 運用this /that…疑問句形式，辨認人物。

教 學 重 點： 掌握句型Is that/this……？及其肯定跟否定回答。

第三課時： Section B 1, 2a, 2b, 2c, 3a, 3b, and 3c

複習猜詞遊戲鞏固跟教學更多的家庭成員的詞彙，通過製作家譜，進一步明確家庭成員間的關係。

教學重點：

1）詞彙 uncle aunt cousin son daughter dear thanks for photo here

2） 掌握並製作家譜

3）擴充詞彙 husband wife father-in-law mother-in-law son-in-law daughter-in-law nephew niece

第四課時 section B 4, self check

通過小組活動跟知識檢測，促使學生不斷地使用所學內容，從而提高他們靈

活運用知識的能力

教學重點： 書信的格式

教學難點： 以書信的形式介紹家人

三、教學目標

1.語言知識目標

1）學習並掌握與家庭成員有關的詞彙 father ,mother ,grandfather, grandmother , brother ,sister , cousin ,daughter ,son ,uncle ,aunt ,parent（s），grandparent（S） friend.

補充詞彙 husband wife father-in-law mother-in-law son-in-law daughter-in-law nephew niece

2） 學會初步運用指示代詞 this that these those 介紹他人

3） 學會初步運用 this that 的疑問句形式詢問辨認人物

2.語言技能目標

1）培養良好的聽說讀寫能力

2）通過創設情景，培養學生的發展思維能力，激發學生的想象力。

3.情感目標

1），創設真實情景，激發學生學習英語的興趣，培養學生積極主動的學習精神。

2）通過小組間良性的競爭與合作，培養友好互助的精神。

3）通過對家庭成員之間關係的描述，增進學生關心熱愛家人的情感，促進學生彼此之間的相互瞭解，增進友誼。

4.文化意識

1） 瞭解英語國家中不同性別常用的名字及家庭成員之間的稱呼習俗，瞭解中西方在家庭成員稱呼上的文化差異，拓展學生的視野。

2） 跨學科學習，利用多媒體跟卡通圖片，強化視覺能力，拓展語言藝術，培養審美意識。

5.學習策略目標

1）幫助學生明確學習目的，指導學生做好預習

2）利用不同方法收集卡通圖片 或家人照片，供上課小組活動使用

3）通過小組討論，競賽，遊戲等多種形式，確立learning by doing learning for using 的學習英語的思想。

四、教學原則

1. 活動性原則 提倡學生主動參與，體驗，交流，合作，探究等多種學習。

2. 合作性原則 以學生為主體，師生合作，生生合作，體現教與學的互動，交往。

3. 任務型原則 運用任務型的教學途徑，培養學生綜合語言運用能力。

4. 情感性原則 激發學生學習英語的興趣跟始終保持良好的學習情緒。

五、教學方法

1.提問引入法 通過提問，集體，分組，分行回答，或學生逐個回答的形式開展教學，檢查 跟鞏固新舊知識。

2.交際功能法 通過集體，分組，兩人，個人操練等形式，達到交際的目的，促進語言實際運用能力的提高。

六、任務特點：

在本單元的教學活動中，每課都圍繞一箇中心任務而進行。

第一課時 識別家庭成員及其稱謂。

第二課時 相互問答，介紹家庭成員。

第三課時 製作家譜並描述家庭成員

第四課時 以簡訊的形式向朋友介紹家庭成員，以quiz的形式對本單元的學習做終結性評價。