有關英文說課稿模板集合十篇

作為一名優秀的教育工作者，時常會需要準備好說課稿，藉助說課稿可以提高教學質量，取得良好的教學效果。說課稿要怎麼寫呢？以下是小編整理的英文說課稿10篇，僅供參考，歡迎大家閱讀。

The Introduction of the teaching plan

for section B(1-2c) unit 5 (go for it)

I have the honor to reveal my analysis of English lesson

here. I’d like to say I’ll try my best not to let all of you down. As teachers ,if you want to have an excellent class of English ,especially an open class to many experts like all of you, we should have to dig into the teaching material ,analyze the teaching material. However, I think we should take these parts

into consideration. ①Teaching material and the students ②teaching methods ③learning methods④procedures ⑤blackboard design and assessment , let me say something about my teaching plan for unit 5 section B. Today the first I’ll talk about is the first part “Analysis of the Teaching Material and students”

Part One: Analysis of the Teaching Material and students

(一) status and function

The topic of this unit is about decision making. Such topic is related to daily life of students, so it is helpful to raise learning interest of students and it will be helpful to improve their spoken English. This unit is divided into two parts: Section A and Section

B. Section B is divided into two periods. This period is the first lesson of Unit5 section B. It introduces new vocabulary while recycling the language presented in Section A. All activities help students integrate the new target language with the language studied in Section A. This recycling reinforces previous language learning while providing additional practice with newly learned language. It also increases the students listening and speaking ability by listening practice and pair work talking

(二) Teaching Aims and Demands

The teaching aims basis is established according to Ju

nior School English syllabus provision. In accordance with the analysis of teaching material and the requirements of “go for it＂ English teaching syllabuses. The focus of teaching should be laid on grasping key vocabulary and structures, and developing the students’ ability of communication. So I’vedesigned the following aims and demands

1. Knowledge objects

Key vocabulary: agent; make money;

travel around the world; get an education

Target language:

I think you should go to college

But if I go to college, I’ll never become a great

soccer player.

2. Ability objects:

To train students’ ability of listening and speaking

To train students’ ability of communication

3. Moral objects:

Money isn’t everything.

To be interested in taking part in activities in English class

(三)Teaching key points and difficult points

1. Key points:

key phrases:

travel around the world; make money; get an education key structures: I think you should …。If I… I’ll never…

2. Difficult points:

how to train and improve students’ listening ability.

(四) Analysis of the students

The Ss has learned English for about two years so far. Although they are all from the rural area, they can understand some words and some simple sentences. The Ss have taken a great interest in English now.

1. The students don’t have large vocabulary.

2. The students seldom communicate in English

in normal times.

3. The students are lacking in listening and speaking skills.

4. The gap of the Ss’ knowledge level in the same class is quite wide

(五) Teaching aids

Multi-media computer, Tape recorder, some money and so on. They will be needed in this lesson.

Part Two The Teaching Methods

1. Communicative teaching method

2. listening and speaking methods

3. Task-based teaching method

As we all know，the main instructional aims of learning English in the Junior Middle School is to train 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” ,“listening and speaking teaching method ” and “Task-based” teaching method. That is to say, I’ll let the Ss get a better understanding of the key structure of the dialogue. I’ll give the Ss some tasks and arrange some activities: free talking, listening and answering , oral practice, acting out and having a competition. Above all, I will let the Ss learn in real situations, finish a task by making a survey to help the Ss to get a better understanding of the key structure of the conversation.

Part Three The Learning Method─cooperation

The students will finish some tasks in limited time to improve their listening and speaking skills. The students will take part in some activities like working in pairs, discussing in pairs. Each unit in “Go for it” contains pair work, group work and games. The students who sit at the same table and groups can make a discussion and learn each other. It makes each student be relaxed. They needn’t worry about making can arouse students to think and to say what they want to say. Study will become more relaxed and pleased in this kind of environment.

Part Four Teaching Procedure

一Teaching steps

Step 1 Leading in

T: Good morning, boys and girls!

Ss: Good morning, sir!

T: (Take out a piece of bill) Look! What’s this?

Ss: Money.

T: Who likes it? Hands up?

Ss: (Ss all put up their hands)

T: (kiss the money) me, too. (Put the bill in the pocket)

Ss: (Ss all laugh)

T: (Show a man who is holding plenty of money)

Ss: Wow.

T: If I have so much money, I will give some to the poor students in our class, and if they work hard, I will give them more. If you have so much money, what will you do? Work in pairs and talk

about it.

(Students are talking about it in pairs; they have enough words to say)…

(Talk about the question with many students.)

T: S1, If you have so much money, what will you do?

S1: If I have so much money, I will give some money to my

parents.

T: You are so kind. Don’t you want to travel around the world?( translate into Chinese if necessary; Teach: travel around the world)

S1: I think I will.

T: S2, what about you?

S2: If I have so much money, I will buy some new clothes for my parents. They are very hard-working.

T: That’s a good idea. Don’t you want to get an education? (Translate into Chinese if necessary; teach: get an education) S2: Yes, I am sure I will go to college.

T: If you work hard, I think you will go to college.

S2: I think so.

T: S3, if you have so much money, what will you do?

S3: I will open up a company and make more money.

T: That’s great. May you success!

S3: Thank you.

( Ask more students to talk about it )…

T: If we have so much money, we will do a lot of things with the money. So money is very important for us; S4, do you think money is everything? (Translate into Chinese if necessary)

S4: I think money isn’t everything.

T: I agree with you. Money isn’t everything.

Purpose of my designing: I think it is important to form a better English learning surrounding for the Ss and at the same time it is necessary to provide situations to review learned knowledge for the next step and present some new words and phrases.

Step 2 Study the phrases

T shows the phrases in Activity 1 and let Ss read and learn.

Step 3 Circle and survey

1. T: Look at the things in Activity 1, which of the things are the most important to you? Circle three things.

(Ss circle. Wait for a moment)

T: What is the most important thing to you?

S5: To go to college.( help if necessary)

T: What’s the second?

S5: …

T: What’s the third?

S5: …

(Ask more students to say)

2. T: Please work in groups of six, and count up the number of

Show the most students in each item.

_____ think _____ is the most important thing to them, ______ think _____ is the second important thing to them, and _____ think _____ is the third important thing to them.

Purpose of my designing: To provide situations to review learned knowledge for the next step listening and make sure the Ss can grasp the key words and phrases and learn to express their own opinion

Step 4 Listen and write “A” or “P”

T: Look at the pictures in Activity 2a, we can see two pictures, the first picture is about Michael and a soccer agent (teach: agent), and the second picture is about Michael and his parents. And we will hear two conversations, Conversation One is about Michael and the soccer agent, Conversation Two is about Michael and his parents. Listen to the recording and write “A” or “P” in the blanks.

A----- a soccer agent

P----- Michael’s parents

(Make sure they know the letters’ meaning)

(T plays the recording for the first time, Ss listen. T plays the recording for the second time, Ss write “A” or “P”)

Correct the answers with the students.

Purpose of my designing: to give students practice n the target languages in spoken conversation

Step 5 Listen and complete

T: Look at the sentences in Activity 2b, read the sentences first. (Students read loudly)

T: Listen to the recording, Listen to the first sentence as a model. (Play the recording; let them know the first sentence) now.

Good morning, ladies and gentlemen. It’s my great honor and pleasure to be here sharing my lesson with you.

I have been ready to begin this representation with five parts. Analysis of the teaching material, the teaching aims, the important and difficult points, the studying methods, and the teaching procedure.

Part 1 Teaching Material

The content of my lesson is New Senior English for China Book___ Unit____________________. This unit is about____________________ (topics). By studying of this unit, we’ll enable students to know_________________________ and develop the interest in___________________. At the same time, let the students learn how to____________________ (functional items). From this lesson, it starts___________________________(structures). (As we all know, reading belongs to the input during the process of the language learning. The input has great effect on output, such as speaking and writing.) Therefore, this lesson is in the important position of this unit. If the Ss can master it well, it will be helpful for them to learn the rest of this unit.

Part 2 Teaching Aims

According to the new standard curriculum and the syllabus , and after studying the teaching material, the teaching aims are the followings:

ledge objects

(1)The Ss can master the usage of the important words and expressions.

(2)The Ss can use the __________________ (grammar) in the proper situation.

(3)The Ss can understand the content of the lesson, talk about _______________________ (information) and get their own idea about _______________________________.

ity objects

(1) To develop the Ss’ abilities of listening, speaking, reading and writing

(2) To guide Ss to set up effective studying strategies.

(3) To improve the student’s reading ability, especially their skimming and scanning ability.

(4) To train the Ss’ abilities of studying by themselves and cooperating .

ion or moral objects

(1)By completing the task, the Ss increase their interest in ____________________and set up self-confidence in _____________________.

(2)Teach the Ss_________________________, put the moral education in the language study.

Part 3 the Important and Difficult Points

Based on the requirement of the syllabus.

The important points are__________________________ such as ______________.

The difficult points are_________________________ for example_____________.

Part 4 Teaching Methods

As is known to us all, a good teaching method requires that the teacher should help Ss develop good sense of the English language. For achieving these teaching aims, (after the analysis of the teaching material and teaching aims,) I will use the following methods according to the modern social communication teaching theories.

unicative Approach

e Language Teaching

-based Language Teaching

l Situational Action a “scene — activity” teaching method , it establishes a real scene and the interaction between the teacher and the Ss. At the same time, CAI can provide a real situation with its sound and picture, it can develop the Ss creativity in learning English.

Part 5 Teaching Procedure

Step 1. Lead-in. (_____min)

___________________________________________________________________

Purpose of my design: (1) to catch Ss’ attention about the class/topic/passage.

(2) To set up suspense/develop interest in _______________.

Step 2. Pre-reading

Task 1. (Individual work, pair work, group work, class work; _____min)

Let Ss _____________________________________________________________

Task 2. (Individual work, pair work, group work, class work; _____min)

___________________________________________________________________

Now, let’s see what happened to the_______________/ let’s check whether it is right or not.

Purpose of my design: (1) to get to know something about the _________________.

(2) To have a better understanding about the importance of ___________________.

Step 3. While-reading

Task 1. (Individual work, pair work, group work, class work; _____min)

Skimming: Ss should read the material fast to find out the main idea/topic sentence for each paragraph.

Para 1 ___________________

Para 2 ___________________

Para 3 ___________________

Task 2. (Individual work, pair work, group work, class work; _____min)

Scanning: Listen to the tape part by part to finish ___________________________.

Task 3. (Individual work, pair work, group work, class work; _____min)

Scanning: Guide Ss to read the material carefully and take some important notes, then answer the following questions.

Task 4. (Individual work, pair work, group work, class work; _____min)

Scanning: Ask Ss to read the material carefully and find out the correct answers to finish the following chart.

Purpose of my design: Enable students to understand the given material better by using different reading skills. And proper competition can arouse the Ss’ interest in English learning. “Task-based” teaching method is used here to develop the Ss’ ability of communication and also their ability of co-operation will be well trained.

Step 4. Post-reading

Task 1. (Individual work, pair work, group work, class work; _____min)

(task1)Ask Ss to close books and finish the summary according their notes.

(task2)Retell the story /Sum up the passage in Ss’ own words according to the chart.

Task 2. (Individual work, pair work, group work, class work; _____min)

Discuss _______________________________________________with other group members and then choose a reporter to share their opinions about ____________________________________ with the whole class.

Purpose of my design: I think If the Ss can finish this task well, they will benefit a lot in their spoken English. Most Ss can take their parts in the activities, especially for the Ss who have trouble in English study.

Step 5. Homework

1.__________________________________________________

2.__________________________________________________

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.

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。在英語裡，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著重要的意義。

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絡，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，可以藉助多媒體裝置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、教學程式

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、新課匯入：

以創設問題情境匯入新課。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，從而匯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，這裡我又採用提問的方法讓學生說出定語從句的分類，然後我對其進行進一步地解釋和說明，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，我先讓學說出它們的特殊用法，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階或序數詞修飾時,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、連線作用，把兩個句子連線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，沒有說的機會，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。有人說“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、視訊、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。

a. New wrds and phrases

b. Sentence pattern: If- clause

c. iprve their reading sills.

d. Taling abut prbles f the Earth.

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

a. functinal ite: Suppsitin.

b. Develp their cunicative abilit. Act ut their wn dialgue.

7. 說教具 teaching aids (ulti-edia cputer, sftware, OHP)

The teaching sllabus sas that it’s necessar fr teachers t use dern teaching facilities. It’s f great help t increase the class densit and iprve ur teaching result. It can als ae the Ss reach a better understanding f the text b aing the classes livel and interesting. At the sae tie, it aruses the Ss’ interest in learning English.

二、說教法 Teaching ethds

Five step ethd; audi-vide; cunicative apprach;

Tas-based learning: New Sllabus Design encurages teachers t use this teaching ethd. TBLT can stiulate Ss’ initiative in learning and develp their abilit in language applicatin. Mae the Ss the real asters in class while the teacher hiself acts as the directr and bring their abilit int full pla.

三、說學法 Stud ethds

1. Teach Ss hw t be successful language learners.

2. Teach Ss hw t develp the reading sill — si ≈ scan; hw t cunicate with thers; hw t learn new wrds; hw t learn independentl;

3. Get the Ss t fr gd learning habits.

四、說教學過程Teaching prcedures

I. 複習 (Revisin) 5in (Dail reprt; 詞彙diagra; brainstring; activate scheata)

Activit 1: Iaginatin

1). Suppse a bttle f in is turned ver and dirties ur white shirt, what is t be dne? (Wash it? Or thrw it awa?)

2). Suppse u catch a bad cld, what’s t be dne?

3). Suppse ur bie is bren, what’s t be dne?

4). And suppse the earth, n which we all live, is daaged, what’s t be dne?

* What can u thin f when u see “pllutin” this wrd?(waste, envirnent, air, water, factr, desert, cliate... Tr t activate the Ss scheata regarding the tpic f pllutin.)

II. 呈現 (Presentatin) 5in

Activit 2: Presentatin

Pla the sng “Earth Sng” sung b Michael acsn. (Create an atsphere)

A lt f pictures and vide clips abut the causes and results f the three prbles entined in this lessn will be shwn n the screen with the help f the cputer.

Ss’ presentatin n pllutin. Attract their attentin, aruse their interest, and create a gd atsphere fr cunicatin.

* Activate their scheata and cultivate their abilit in cllecting infratin fr the Internet and develp their abilit in thining independentl.

III. 對話 / 閱讀 (Dialgue)18

1. Pre- reading

Activit 3: Predictin

1st listening/ fast reading, ne guided Q t help Ss t get the ain idea:

What d u thin is discussed at the cnference?

2. While- reading

Activit 4: Read and answer

2nd listening/ careful reading, re Qs t get the detailed infratin. Develp their reading sills: si ≈ scan. Pa attentin t the prnunciatin, stress ≈ intnatin.

* 閱讀: Pre-reading; while-reading; pst-reading (fast reading/ careful reading; si/ scan; 識別關鍵詞e wrds；確定主題句；創設資訊差infratin gap；T r F; 填表格chart/diagra; Predicting; Mae a tieline; Mae a str ap。達到對課文的整體理解和掌握。S that the can have a gd understanding f the whle text.)

3. Pst- reading

Activit 5: Language fcus

While Ss are answering the Qs, the teacher deals with se e language pints.

a. is being caused b. and s n c. g n ding

d. be fit fr e. standing r f. if- clause

IV. 操練 (Practice) 10

Activit 6: Retell

Use ur wn wrds t retell the dialgue in the 3rd persn.

Activit 7: Acting ut

Activit 8: Drill – Suppsitin

Purpse: Practise the functinal ite f Suppsitin. (P. 33 Part 2; P.113, wb Ex. 3)

(Retell; act ut; rle pla)

V. 鞏固 (Cnslidatin) 6

(Discussin; interview; press cnference; debate; quiz)

Activit 9: rle pla

Suppse u were head f a village, scientist, urnalist and villager, ae up a cnversatin and as several grups t denstrate in frnt f the class.

* The Ss are encuraged t use the wrds and expressin_rs lie pllutin, daage, be fit fr, turn int, the if- clause, etc.

Activit 10: Discussin

Thin f the questin: Are we causing daage t the wrld?

What shuld we d t save the earth and prtect ur envirnent especiall in ur dail life?

Cllect their answers and fr a reprt.

VI. 作業 (Hewr) 1 (Writing; cntinue the str; recite; retell)

Write a letter t the ar, telling hi sth. abut the pllutin arund ur schl.

五、說板書Blacbard design

Good morning, everyone !

I’m No.____ candidate. Nice to meet you! （鞠躬）

Today my topic is about ________________________,(板書) I will analyze the lesson from the six parts.：analysis of teaching

material, teaching aims and demands, student analysis, teaching met

hods, learning methods and procedures. （下面我將從教材、教學目

標和要求、學情、教法、學法、教學程式等幾個方面進行說課。） Part 1 Analysis of the teaching material .

Status and functions :

The topic of this unit is about________________. It is from the unit ______of PEP English < go for it> the _______semester of grade ______. This is an interesting topic for students all the activities in this unit are helpful to raise students’ learning interest. As we all know, interest is the best teacher for students unit includes two sections (section A and section B). I will finish section A from 1a to Grammar Focus in this period. Let students learn happily and easily. All the activities in this lesson are designed to help Ss consolidate the language points in this unit.

Part 2 Teaching Aims and Demands

Knowledge objects:

The Ss can master the usage of the important words, expressions and

sentences.

____________________________________________________

____________________________________________________

____________________________________________________

The Ss can use the patterns to express their thoughts in the proper

situation.

The Ss can understand the content of the lesson, talk about

Ability objects:

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

To improve the student’s reading ability.

To guide Ss to set up effective studying strategies.

Emotion or moral objects:

By studying this lesson, the students and put the

moral education in the language study.

In order to achieve these aims, we must be clear about the important

points and difficult points:

The important points：

（1）

（2）

（3）

The difficult points：

（1）

（2）

Part３ Teaching Methods

In my opinion, the main instructional aims of learning English in the Middle School is to develop the students’ abilities of listening, speaking, reading, writing and their good sense of English language. So in this unit， I’ll mainly use “Communicative” Approach(交際教學法), “Task-based” language teaching (任務教學法). The Situational Approach(情景教學法) .

Part４ The Studying of Students and learning Methods

Most of the students are from the countryside, and most of them are poor in cooperative learning skills. Some students are not active in the class, and some students don’t like English. Therefore, I’ll make Ss get the knowledge actively by probe study and cooperative study and let the Ss pass "Observation—Imitation—Practice " to study.

Part５ Teaching Procedure

Period 1(1a--- Grammar Focus)

Step 1 warming up

It will cost 3 minutes

In this step , I’ll ask students to have a free talk with the knowledge they have learnt last lesson . In this way , students will pay their attention to our class easily , and their speaking

ability will be improved .

Step 2 leading in

It will cost 2minutes .

I’ll show some pictures about__________________, and tell something about _________, these can form a relaxing atmosphere and let the students get ready for the next step . Step 3 presentation

It’ll cost 20 minutes

I’ll show some words and sentences ,and ask students to guess the meaning of new words , with the help of PPT . I’ll set a real situation to help the class learn new words and sentence pattern ents can follow the tape recorder reading words and text .

Situational approach is used here .

Step 4 practice

It’ll cost 10 minutes

In this step , I’ll divide the whole class into 4groups to have a competition by reading the dialog and role-playing . Then ,I’ll ask students to make a new dialog to check if they can use new words and sentence pattern correctly .

Task-based teaching method is used here，and students’ cooperation ability will be well developed .

Step 5 summary

It’ll cost 5 minutes .

In this step ,I’ll guide students to conclude key words and sentence pattern to wide their knowledge

In the end ,I’ll give some homework ,go over today’s lesson and preview next lesson , go to the library or search the internet for some information ,then write a short passage .

Ok ,that’s all for my lesson ,Thank you a lot for listening .

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 （說教材）

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 :（說學習者）

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 （說教法）

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 .（說教學過程）

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）

說教材：

1. 教材內容

本節教材重點圍繞節日展開，圍繞人們經常如何度過節日展開話題。本課時要求學生能掌握四個節日National Day, Halloween, Christmas, Spring Festival 及句型What do people usually do at …? I… .並能自由交流如何度過假日。在本課中did引導的一般疑問句及回答也是新知之一。因為在前面第三單元己出現了be 動詞的過去式，所以學生在學習的時候這方面比較容易掌握。

2.教材的地位

本節課所選的教學內容是牛津國小英語6A Unit 6。本單元教學圍繞節日兒展開的。在詢問節日這部分，學生已有了前面第三單元的知識鋪墊，比較易於深入與擴充套件。這樣的安排，既體現了教材循序漸進、由難到易的編排意思，又符合學生的知識水平和認知水平。關於人們如何度過節日這一話題，特別是西方的節日，。則需要學生課後及時收集資料。在實際教學中，本課採用舊話題先教新句型，再用句型引新知的方式展開，這樣既便於學生接受掌握，也體現了教學內容之間的連貫性。

說目標：

1. 教學目標

新課程強調知識與技能、過程與方法、情感態度與價值觀三個角度的有機結合，本著這樣的認識，我制定如下教學目標。

[認知目標] 學生能聽、說、讀短語及單詞：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 ; 能運用 When's … ? What do people usually do at …? Did you…last …? Yes , I did./ No, I didn't.等進行口語交際。

[能力目標]能用英語交流在假日中的活動，部分同學能用英語流利介紹節日的有關情況。

[情感目標] 通過活動、遊戲使學生產生學習英語的興趣;讓學生敢於、樂於開口，積極參與交流。並讓學生在學習的過程中，培養他們的合作意識和競爭意識。

2. 教學重難點

教學的重點是讓學生掌握片語，能夠熟練的運用片語進行交流，初步鍛鍊學生運用片語描述節日的能力;難點是讓學生認識時態的變化，及意識到片語的不同運用能造就語言的豐富性。

說教法：

1. 教法設計

根據英語這門課本身的特點及六年級學生的興趣，我通過了設計具體形象的情景，以舊帶新，不斷滾動知識點，以此來分散教學難點，讓學生直觀地感知與理解。同時創設數個任務活動，從單詞到短語到句子到對話到片斷，使學生在師生、生生之間的多向交流中進行有意義的練習與實踐，充分發揮他們的學習主體性，培養他們學習致用的能力。

2. 學法指導

引導學生通過比較、觀察、猜測的方法逐漸感悟新語言專案的功能，讓學生在多層次的練習中體會到學習英語時“運用”的必要性，鼓勵學生積極思維，大膽嘗試。

3. 教學手段

根據本課的教學內容、教學目標、學生的年齡特徵和心理特徵，為了更好地激發學生的學習興趣，從而能積極主動參與學習。教學中運用多媒體課件、圖片等教學輔助手段，置抽象的句型於一個個生動的情景、遊戲之中，不僅使學習過程自然輕鬆，更能較好地啟智開思。

說過程：

1.熱身( Warm up)

(1)宣佈本節課的學習方式：小組競賽。以座位分成四個參賽小組，按每個同學的課堂表現為本組加星，課末評出WINNER。然後，開始“每課一句”，本節課所教授的句子是“Lite is long if you know how to use it.”

[設計意圖] 學習方式的宣佈讓學生對本節課充滿了興趣，激起了他們的鬥志和為本組爭星的表現欲。“每課一句”是我在六年級開始每堂課上設定的一個必備環節。這個環節主要教學生一些妙言警句。這些句子既豐富了學生的詞彙量，提高了他們的表達能力，同時也讓他們學到了地道的英語表達方式。從而為學習英語創設一個良好的氛圍。

2.以舊帶新 [lead in ]

提供話題Birthday，師生自由交流，然後用“How do you spend your birthday?”引出本課的新句型“What do you do on your birthday?” 進而再匯入“ Did you … last birthday? ”及回答。然後用Colour 話題引出句型My favourite …

[設計意圖] 通過舊知識滾出新知識，是我常用的教學方法之一。以舊帶新，學生可以比較輕鬆地掌握本課的句型。同時把新的句型和老話題融合一起。有助於培養學生的語言思維能力的開放性。

3.呈現、操練(Presentation, Practice)

承接Colour話題，引出第一個節日：National Day。利用課件呈現中國國旗。教師引導的話如下：

T:My favourite is red . Because Chinese flag is red . The main colour in China is red on important days. I love China , so I like red. I like red , because I'm from china. Do you like China? Do you like red now?

S: Yes…

T： Do you know my country's birthday?

S: The first of October.

T: What holiday is on that day?

S: National Day.

[設計意圖] 找到話題與所授新知的契合點，讓學生很自然地從一個話題向另一個話題過渡，從而開始了本節課Holiday的話題。同時英語並不是僅僅是一種工具，它是能夠表現出情感的。在此由紅色引出中國，由中國引出它的生日，簡單的幾句帶有感染力的話就能激發學生的愛國熱情。

接著用在談論生日時所學的句型讓學生談論一下國慶節，使所學知識處於不斷的滾動複習鞏固之中。用Guess 猜下一個節日Halloween.猜出來之後，利用謎面鍛鍊學生聽與說的能力。

[設計意圖]因為Halloween節日在5A的書上有專門的一單元的介紹，所以雖然它是一個外國的節日，可是學生對它並不陌生。利用謎面，讓學生讀一讀，說一說，談一談。在此環節充分鍛鍊學生的口語表達能力。

聖誕節的出示用一首輕快明瞭的CHANT作為引入，同時讓學生看一段配上音樂的介紹資料，然後用今天要掌握的句型來問一問。之後，出現了一個有關聖誕節的小故事，讓學生自由的閱讀，然後完成後面的題目。

[設計意圖] 在課中關注學生的注意力的放鬆。高輸入量的學習會讓學生很快有疲勞的感覺，從而降低學習效率。在此環節，設計了CHANT 和一段瞭解性文字的閱讀，就是給學生創設了一段休息的時間。然後再根據高年級學生的英語閱讀能力的培養需要，適時進行一篇短文閱讀。

聖誕節後進行春節的教學。用一封來自外國朋友的信引出春節。這是一個美國的朋友，她先介紹了一下人們如何過聖誕的情況，然後向中國的朋友問了三個有關春節的問題：What holiday is the popular holiday in China? When is it ? What do people do on that day? 教師讓學生四人一組討論後再反饋回答。

[設計意圖] 在這兒出現了一封的書寫方式，同時很好地匯出了下面的內容，教師給學生提供了廣闊的自由想像和發揮的空間，讓學生運用所學的語言進行擴充套件性的練習。

4. 拓展、鞏固(Extension , Consolidation)

(1) Listen and number

(2) Say out the holiday

將一些沒有學過的節日收集在一起，讓學生猜測出意思，並能說出時間。

(3) Try your best

按自己的能力選做一題，題目要求由難到易，選擇不同程度的題所獲得的加星也不斷增加。

[設計意圖] 檢查一節課的教學效果，課外知識的拓展，豐富學生的知識面。選做題的設定，再次調動起學生的積極性。本來無望獲勝的小組，此時又有了一次機會，不甘失敗的心理會讓他們充分發揮潛能;而本來勝利在望的小組，此時又有了危機感，讓他們不敢掉以輕心。於是一場比拼實力的競爭又在無形之中展開了。他們不斷調動出潛能，能於同學互幫互助，一種為本組爭光的主人翁意識也在不斷膨脹中。從而形成了一個積極的參與氛圍。

5 課後作業(Homework)

(1) Look and write

(2) 用至少五句話介紹一個節日。

[設計意圖] 鞏固所學，將課內的學習延伸到課外。

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.

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。

一、 說教材

(一) 教材地位、作用

本課內容是本單元的核心教學內容是 “現在進行時”，主要學習句子What are you doing ?I’m … is he/she doing? He/She is …. 本單元出現了八個單詞，都是動詞的現在進行時態今天這一課是第一課時。所以今天的內容主要是呈現並操練八個單詞，順便結合句型進行交際活動。

(二) 教學目標

教學目標是教學活動的出發點和歸宿，根據新課標以及大綱要求，結合以上分析，我確定本課的教學目標如下：

1、 認知目標：

(1) 能正確聽、說、讀、寫詞彙playing shopping studying painting eating runningsleeping writing

(2)正確聽、說、讀、句型 What are you doing ?I’m … is he/she doing? He/She is ….

2、 能力目標：

(1)培養學生的觀察力，分析能力。

(2)培養學生的創造能力、發展學生個性。

3、情感目標：

(1)激發學生的學習興趣，提高學習的積極性。

(2)激發學生的參與意識，綜合運用語言知識的意識，團結合作的意識。

(三)教學重點：

能正確聽、說、讀、寫詞彙 playing shopping studying painting eating runningsleeping writing

(四)教學難點：

正確運用人稱代詞進行交流。

二、說教法、學法

愛因斯坦曾說過：“興趣是最好的老師”.因此，英語教學一開始，就應當注意培養學生對這門學科的興趣，保持強烈的好奇心和旺盛的求知慾。這就要求我們教師採用靈活多樣的教學法，激發學生的學習興趣，充分調動他們學習的積極性。所以，我採用情景法、多媒體輔助教學法、交際法等進行教學。

1、 情景法

2、 情景法強調語言在情景中的應用，讓學生身臨其境地學習英語，使教學在生動活潑的情景中進行。學生在輕鬆的情景下，容易學到知識與運用知識。

3、 多媒體輔助教學法

多媒體輔助教學集圖象、聲音、文字於一體，使教學內容更生

4、 動、形象，吸引學生的注意力，使其在輕鬆、愉快的氛圍中接受新的知識。

5、交際法

學習英語，目的在於用英語進行交際。英語要作為交際工具來教，也要作為交際工具來學，做到學用統一。在教學中，我遵循這一原則，提供較真實的情景。如：在引入新課時教師和一學生正在打籃球，讓學生體會現在進行時，活學或用所學知識。這樣，激發了學生的學習興趣，活躍了課堂氣氛，又培養了學生的語言交際能力。

本堂課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。增加了直觀性和趣味性，加大了課堂密度，提高了教學效果。我根據本堂課的教學目標、要求看圖說出他/她/我在做什麼，設計了生活化的情景，讓學生在實際情景中運用所學知識。同時通過多媒體的運用，設計各種小遊戲，記憶看等多種形式的演練，讓學生在玩中學，樂中學。

三、說教學程式

Step1 Free talk

師生交流，既複習舊知，又很好地拉近了師生間的距離，為下面的合作學習打下基礎。

Step 2 Lead in

首先教師和一學生在打籃球。

設計思路： 每一堂課的開頭很重要，要在上課一開始就吸引學生的注意力，調動他們的興趣，這樣便容易開展下面的內容。學生都喜歡玩，看到老師在課堂上打籃球立刻會吸引學生的注意力，學唱歌曲迎合了兒童的心理需求，從而促使他們在輕鬆自如的情況下，主動地學習。所以課前的預備活動，既活躍了課堂氣氛，又緩解了學生的緊張情緒。

Step3、 Presentation

結合單詞句型操練時，設計幾個有競賽的遊戲，學生在玩遊戲中既開心又可以鞏固所學的單詞和句型。根據多媒體音、形、色、像圖文並茂的優勢，提供不同的時間，給 學生創設了學習練說的機會，這樣的練習，既保持了學生的學習積極性，又使學生體驗到了知識收穫後的滿足。

Step 4、sing a song and finish activity

這一環節，根據兒童認知特點，學唱歌曲迎合了兒童的心理需求，從而促使他們在輕鬆自如的情況下，主動地學習。歌詞正好與所學的句型一致。這一環節讓學生在聽、說、讀方面得到練習、鞏固. 培養學生良好的語音，語調和語感。

Step 5、播放FLASH動畫

這一活動的設計，是對本課教學的有利鞏固，學生都非常喜歡Gogo這個淘氣的小生物和他的朋友們，學生學過的句型都在動畫裡出現，大部分學生都能看懂，學生見老師提出的問題自己能回答，使學生體驗到了知識收穫後的滿足。

五、說板書設計

設計思路：

板書要求清晰、明瞭，體現教學的重點與難點，這裡將本課的主要內容呈現在黑板上，同時這也有利於學生學習與運用對話。