人教版_新课标版_高一英语_必修1unit2_英语_说课稿[教案]（范文模版）

第一篇：人教版_新课标版_高一英语_必修1unit2_英语_说课稿[教案]（范文模版）

英语全英说课样稿

I Teaching Aims:

1.To develop Ss’ basic skills of listening, speaking, reading and writing.Reading is the focus in this lesson.Reading skills for Ss include(predicting, skimming, scanning and digesting.)

2.To encourage Ss to practice, participate, and co-operate in the classroom activities.3.To get Ss to know something about … and have a better understanding of the importance of ….As for teaching approaches, I think … II Teaching Approaches

Communicative approach and Computer-Assisted Instruction are to be used in the course of this lesson.And I will try my best to limit TTT, that is, limit Teacher Talking Time and increase STT(Student Talking Time).So during this lesson, emphases are to be laid on:

1.Student-centered teaching

2.Task-based learning

3.Activity-based teaching(individual work;pair work;group work;class work)

III Teaching Aids:

1.a projector

2.a multi-media computer system

They are for showing Ss some pictures, some audio files, some visual files, some topics or reading tasks.IV Teaching Procedure Step 1.Warming-up & lead-in Activities 1 Free talk(class work)

I will invite Ss to answer the following Qs.Q1: Who do you think looks coolest in our class?

Q2: Do you like him/her?

Q3: If so, why? If not, why? Activity 2 Picture-talking /Music-talking(individual work)

Download some pictures/music from the Internet.Guiding Qs may be:

Q1: Who’s she/he?

Q2: Do you like him/her?

Q3: If so, why? If not, why?

Q4: Do you think he/she is perfect?

Goal: To lead up to the topic, get Ss to warm up and arouse their interest in the topic.Step 2.Pre-reading Activity1 Look and guess(class work)

In this activity, Ss are required to look at the title/subtitle and guess what they will read.Activity2 Brain-storming(class work)

In this activity, Ss are encouraged to think of as many words as possible to describe the picture/…

Goal: To develop Ss’ reading skill---predicting and present some new words in the passage such as … Step 3.Reading Activity 1 Skimming(class work)

Ss are required to go through the whole passage quickly to get the general idea and pay special attention to the first or last Para of the article(or the first sentence or the last sentence of each Para.)

Goal: To develop Ss’ reading skill---skimming, that is, how can we get the general idea of a passage as quickly as possible.Activity 2 Scanning(group work)

Encourage Ss to read the passage again, exchange their understanding of the passage with their group members and work together to fill in the following form:

Title

Part/Para.Main ideaDetailed information a.topic sentences/introduction

b.examples/supporting ideas

c.conclusion a.b.c.Goal: To develop Ss’ reading skill---scanning, that is, how to find out the clue of a story and motivate Ss to cooperate with each other.Activity 3 Report(class work)

Invite some group members to report their work to the whole class.Goal: To overcome Ss’ shyness and stimulate Ss to speak in public.Activity 4 Further understanding and word study(pair work)

Encourage Ss to discuss the following Qs in pairs(A PowerPoint will be used here to present some blank-filling exercises and multiple choices.)

Q1: What does the word “this” in the last Para.but 3 refer to? A.sjkdfkjdk

B.klklklkl

C.opieporiwp

D.jdlkjflkd

Q2: What is the Chinese equivalent for the phrase “investing in loss”? A.B.C.D.Q3: The word “flawless” in Line 5 of Para.2 can be replaced by ___

Q4: Which of the following statements is true or not true?

Goal: To help Ss to guess the meaning of certain unknown words and understand the passage exactly.Step 4.Post-reading Activity1 Role-play(pair work)

Suppose one student is a … and the other ….Ss are encouraged to put themselves in the situation and make a face-to-face interview.Activity2 Discussion(Group work)

Topics may be :

Q1: Do u want to be perfect?

Q2: Do u think there is anyone in the world that is perfect?

Q3: Look at the subtitle/title “Remind yourself”, remind yourself of what? Activity3 Poster-designing/Cartoon-designing/…(group work)

Goal: These post-reading activities are intended to develop Ss’ creative thinking and get them to know the importance of … Step 5.Homework Task 1 Write a summary of the passage(about 100 words)(Individual work)Goal: To spur Ss to consolidate what they have learned.Task 2 Look up some more information about …(Individual work)

Encourage Ss to go to the school library or get on the Internet if possible to consult related English websites on the topic.Goal: To encourage Ss to study English spontaneously and independently after class, arouse Ss’ interest in traditional Chinese

culture and develop Ss’ culture awareness and cross-culture communicative skills.As for my blackboard-design, since time is limited, I’d like to give a brief introduction.Title

Here is the form

Here are some new words for Ss

So much for my presentation.Thank u very much.Bye-b

高一人教课标必修1 Unit 3 说课稿

Lesson Plan Interpretation NSEFC Book1 Unit3 Travel Journal Hello, everyone.It’s an honor for me to stand here and interpret my lesson.The lesson plan I am going to talk about is from NSEFC Book 1 Unit 3 Travel Journal.I’ll explain how to teach and why do so from the following 5 aspects: the theoretical basis, understanding of the teaching material, teaching methods and studying ways, teaching procedure, blackboard design.Ⅰ.The theoretical basis First, I’d like to show my theoretical basis--schema theory and top-down model(Goodman, 1971).Journey down the Mekong is a reading course.According to schema theory, reading comprehension is an interactive process between the reader’s background knowledge and the text(Carrel and Eisterhold, 1983), or between the new information and the old knowledge store(Anderson and Pearson, 1984).So in order to improve the students’ reading speed and reading comprehension, language teachers should try to activate the Ss’ old knowledge store and add more relevant background knowledge before they get the students to read.According to the top-down model, general idea of the text will be got first, and then come the details.II.Understanding of the teaching material My understanding of the teaching material includes 3 parts: the status and the function, teaching objectives, the important and difficult points.At the beginning, let’s focus on the first part.Journey down the Mekong is a piece of travel journal written by Wang Kun.It’s mainly about Wang Kun and his sister’s dream of taking a great bike trip down the Mekong River, their preparation for the trip and some more details of the Mekong River.General speaking, it is not difficult for the students to understand the text, but there are some new phrases and sentences that may be a little bit difficult.So before the students’ first reading, I will explain the new words and phrases briefly and after reading the whole passage, I will embody the usage of the news words and phrases, and get the student understand the difficult sentences.As it is a piece of journal, besides learning the new words and phrases, students can get the general idea of how to write a journal.That’s all for the first part, now let’s move to the second part.According to the teaching material and the new curriculum of English, in order to fulfill the learning task of this lesson, I establish the following objectives: a)Knowledge objectives By the end of the lesson, Ss will have a better understanding of the meaning and structure of the text.Then Ss will grasp some useful words and expressions such as determined, make up one’s mind, give in, be fond of …, care about…, stubborn, etc.b)Ability objectives Actually students should be encouraged to do speed reading in the first period of reading lesson.But the students in my class are lack of independent reading ability.In this class, I will encourage and help them to read, think and find out information by themselves most time.Since the main objective of reading course is to improve the Ss’ reading ability, I’ll train their ability of identifying the general idea in the fast reading.And in intensive reading their ability of information-gathering and summarizing is developed.And the whole class is for Ss to develop their reading skills as scanning, skimming, information-gathering, summarizing and guessing the new words from the text.c)Moral objectives Though Journey down the Mekong is mainly about the trip down the river, it also talks about the scenery and life along the river.So before learning the text, we will have a short discussion about the importance of the river.I want the Ss to have the awareness of protecting the river and protecting our environment.Well, so much for the teaching objectives, let's come to deal with the third part: the important points and the difficult points.According to the national curriculum of English and language learning theory, when teaching reading, we should encourage the Ss to do speed reading for the first time, that’s to say, we should encourage our Ss to read as fast as they can when they do the first reading.So much emphasis should be put on reading skills and reading comprehension as well.So the important points are that how to make Ss grasp the new words and phrases and how to improve their reading skills as scanning, skimming, information-gathering and summarizing.As to the difficult points, they are the same as the important ones.III.Teaching methods and studying ways That’s all for my understanding of the teaching material.Now let’s focus on the ways of teaching and learning.Generally speaking, I adopt task-based language teaching and communicative approach in my class.As for learning, Ss will learn through independent reading, discussing and cooperating.I will use computer and blackboard as my teaching aids.Ⅳ.Teaching procedure Here comes the most important part, the teaching procedure.It includes 5 steps: Step I: Lead-in and pre-reading, Step II: While-reading, Step III: Consolidation, Step IV: Post-reading, Step V: Homework.Step I: Lead-in and pre-reading(7mins)Now let’s come to the first step.There are three activities in this step and I will spend 7mins on them.In activity one, I will ask Ss two questions “Do you know some great rivers in China?” and “Why they are great?” Here, as the Ss get familiar with the Chinese great rivers, I choose to ask them some great rivers in China.And the answer to the second question can lead in the next activity--brainstorming.In activity two, I will ask the Ss to discuss in pairs and answer the question ”How The first activity is filling in the blanks.In this activity, Ss are required to find the different attitudes of Wang Kun and Wang Wei to the trip, and then the teacher will express her attitude to this trip.After demonstrating, Ss are encouraged to express their attitudes.It can help the Ss train their ability of information-gathering and expression.The second activity is thinking.In this activity, I will ask the Ss to discuss in groups of four and try to use some words to describe the characteristics of Wang Kun and Wang Wei according to their attitudes.It is really difficult, but it can not only train their ability of analysis and comprehension, but also cultivate their spirit of cooperation

Step V: Homework(1min)Finally it comes to the homework.Ss are required to review the learnt lesson and underline the useful words and phrases in the text.This one is for them to consolidate what they’ve learnt and make preparation for the next lesson—Learning about the Language..Ⅴ.Blackboard design On the top, there is the title of this lesson.On the left, it lists some important roles that the river plays.On the right, there are some useful words and expressions.That’s all for my interpretation.Thank you

第二篇：人教新课标高一英语必修2Unit1CulturalRelics词汇学习教案

Section 3 Words and expressions from Unit 1 Cultural Relics

survive

v.生存,生还

1.The old lady has survived all her children.那老太太的子女都先她而去世了。2.In the jungle, they were driven to extremes in order to survive.在丛林中, 他们为了生存被迫采取极端行动。

3.The human race cannot survive.人类不能继续生存。

4.Will we all survive until the year 2000? That's the sixty-four thousand dollar question.我们大家是否都能活到公元2000年? 这个问题很难回答。

5.These birds are able to survive the perils of the Arctic winter.这些鸟能够战胜北极冬天的危险。

6.If the industry doesn't modernize it will not survive.该制造业若不现代化就不能继续存在。

7.You need to be tough to survive in the jungle.要在丛林中活下来就要有坚忍不拔的意志。8.The urge to survive drove them on.求生的欲望驱使他们继续努力。in search of 寻找,寻求

1.Some tribes migrate with their cattle in search of fresh grass.有些部落为了寻找新鲜的牧草而带着他们的牲畜迁移。

2.The article seems to be angled towards modern young women in search of equality.这篇文章的观点似乎倾向寻求平等的现代年轻妇女。

3.The scientists are in search of a new element.科学家们正在寻找一种新元素。4.It fared worse with the family who left their hometown in search of better jobs.那家人为寻找更好的工作离开家乡，运气却更糟。

5.He's sailed the seven seas in search of adventure.他闯荡七大洋去历险。select a.精选的

n.被挑选出来的人或物 vi.选择,挑选,选拔 vt.选择,挑选

1.A select group were invited to the wedding reception.一群经过挑选的人士被邀请参加婚宴。

2.This is a very select area;you have to be rich to live here.这高级住宅区，你必须有钱才能住在这里。

3.She selected a diamond ring from the collection.她从收藏品中挑选了一枚钻石戒指。

4.Our shops select only the very best quality produce.我们商店都是精选的质量最高的产品。design

n.设计,图样 v.设计,计划

1.He designed us a beautiful house.他为我们设计了一所很美的房子。2.This dress is of the latest design.这件衣服是最新设计。

3.The gloves were designed for extremely cold climates.这些手套是为严寒地区制造的。4.His evil designs were frustrated.他的罪恶企图未能得逞。

5.The route was designed to relieve traffic congestion.这条路是为缓解交通拥挤而开辟的。6.We shall have to design a new curriculum for the third year.我们得设计出三年级的新课程。

7.Do the Italians really design better than we do? 意大利人真比我们会设计吗? 8.She has designs on his money.她觊觎他的钱财。fancy

n.想象力,幻想,喜好 a.想象的,精美的,新奇的

1.I fancy I have met you before.我想我以前或许见过你。

2.The painting took his fancy, so he bought it.这幅画被他看中了，所以他就把他买了下来。3.Fancy her saying a thing like that!想不到他竟然说出这种话来。

4.I don't fancy going all that way in such bad weather.我不喜欢在这样的坏天气里一直这么走着。

5.She rather fancies herself as a singer.她自以为是了不起的歌手。6.I have a fancy(ie a vague idea)that he will be late.我感觉他要迟到。7.That's a very fancy pair of shoes!那是一双非常别致的鞋!8.He fancies she likes him.他以为她喜欢他。decorate v.装饰,装修

1.We decorated the house for Christmas.我们装饰房屋过圣诞节。

2.Several soldiers were decorated for bravery.数名士兵因英勇而受嘉奖。

3.Bright posters decorate the streets.鲜艳的广告招贴画点缀着街道。4.The building was decorated with flags.这座建筑物有旗子作装饰。

5.We're decorating(the kitchen)again this summer.今年夏天我们又要修饰厨房。belong to vt.属于(为...之一员)1.You and I belong to different political camps.你和我属于不同的政治阵营。2.The more help a man have in his garden, the less it belongs to him.花园里帮忙的人手愈多，就愈不成为自己的花园。

3.What party do you belong to? 你属于哪一党派？

4.Land belonging to the crown does not belong to the king personally but to the state.皇室的领地并非属于国王私人所有，而是属于国家的。

5.Do you belong to a union? 你属于某个工会吗？

6.Do wolves belong to the canine species? 狼是犬科动物吗？ 7.Alder trees belong to the birch family.赤杨属于桦木科。8.I belong to Glasgow.我是格拉斯哥人。in return 作为回报,作为报答

1.He was always ready to help others, in return, he was liked by everyone.他总是乐于助人，作为回报，大家都喜欢他。

2.In return;in response;back.作为回报；作为回应；回答

3.A tenure in England and Scotland under which property of the king or a lord in a town was held in return for a yearly rent or the rendering of a service.纳贡土地所有权在英格兰和苏格兰的城镇中向国王或贵族付一定的年租或提供服务作为回报而获得的土地所有权。4.I sent him a present in return for his help.我送给他一份礼物以回报他的帮助。5.I'll let you borrow it on one condition:(that)you lend me your bicycle in return.我借给你也行, 但有个条件, 你得把你的自行车借给我。6.I bought him a drink in return for his help.我请他喝酒以酬谢他的帮助。

7.The bargain they reached with their employers was to reduce their wage claim in return for a shorter working week.他们与雇主达成的协议是他们在工资方面降低要求, 但每周工时要缩短。at war 处于战争状态,交战

1.An official agreement between governments at war, especially one concerning the exchange of prisoners.交换战俘的协议交战国政府间订立的官方协议，尤指涉及战俘交换的协议。2.The state of being at war or being engaged in a warlike conflict.交战处于战争或有战争危险的冲突状态。

3.During the Second World War, Germany was at war with almost all the countries in the world.第二次世界大战期间，德国几乎同世界上所有的国家处于交战状态。

4.The two sisters are constantly at war with each other.这两姐妹不时发生争执。

5.The country has been at war with its neighbour for two years.这个国家与邻国已打了两年仗了。

6.Their love affair was played out against the background of a country at war.他们恋爱那时国家正进行着战争。remove n.距离

v.除去,迁移,开除

1.Our office has removed to Shanghai from Beijing.我们的办公室已从北京迁到上海。2.That officer must be removed.那位官员必须免职。3.He removed the mud from his shoes.他去掉鞋上的泥。

4.Your story is several removes from the truth.你的说法与事实有些距离。5.We are removing from London to the country.我们正从伦敦迁往乡下。6.Our suppliers have removed to Bath.我们的供应厂商已迁往巴斯。7.How can we remove the husk of the grains? 我们怎样去掉谷物的外皮？

8.When the meat is boiling, remove the scum.当肉煮沸时，把浮在上面的浮渣撇掉。less than 不到,少于

1.This piece of furniture is really inexpensive with a price of less than forty dollars.这件家具还不到四十美元，实在不贵。

2.Even under the best conditions, we couldn't finish in less than three days.即使在最好的情况下，我们也无法在少于三天的时间内完成。

3.A pound today buys much less than it did a year ago.今天一英镑远远买不到一年前能买的那么多东西。

4.The amount by which one quantity is greater or less than another.差额一个数在数量上多于或少于一个数的数值。

5.That hotel probably costs no less than 20 dollars a night.那间旅馆的住宿费大约要20元一晚呢。

6.The whole house went up in smoke in less than an hour.整座房子不到一个小时就烧光了。7.We won no less than 500 in a competition.我们在一场比赛中赢了多达500英镑。8.We shan't let our house go for less than 50000.我们的房子低于50000英镑不卖。doubt n.怀疑,疑惑 v.怀疑,不信

1.There is no doubt that we will be successful.毫无疑问我们会成功的。

2.I doubt the truth of it.我怀疑此事的真实程度。

3.He was troubled by religious doubt.他因对宗教的疑惧而十分烦恼。

4.No doubt he means to help, but in fact he just gets in the way.他确实是想帮忙，然而事实上却只是帮倒忙。

5.She was beyond all doubt the finest ballerina of her day.她无疑是她那个时代最优秀的芭蕾舞演员。

6.I have no doubt that you will succeed.我肯定你能成功。7.There is(no)room for doubt.（没）有怀疑的余地。

8.I doubt if that was what he wanted.不知道那是不是他想要的。worth n.价值

prep.& a.值...钱,值得...的 1.The house is worth a lot of money.这栋房子值很多钱。

2.Whatever is worth doing at all is worth doing well.任何值得做的事就值得做好。

3.The thief ran off down the road, so I chased him for all I was worth.那个贼顺着马路逃跑，我就拼命紧追不舍。

4.It's such a small point that it's hardly worth troubling about.这个问题很小, 不值得研究。5.What's the old man worth? ie What is the value of his possessions? 这个老先生的财产值多少钱?

6.Any teacher worth his salt knows that.只要不是混饭吃的教师, 都明白这一点。7.The book is worth reading/It's worth reading the book.这本书值得一读。8.The scheme is well worth a try.这个计画倒值得一试。take part vi.支持

1.He will take part in a chess tournament next week.下星期，他将要参加一场国际象棋比赛。

2.We are all invited to take part in the pageant.我们全都被邀请参加这次盛典。

3.He mustered all his courage to take part in the game.他鼓起全部的勇气参加比赛。

4.The panel was chosen to take part in discussion.那个专门小组被选中参加讨论。

5.Many people were elected to take part in democratic involvement.很多人被选举参与民主管理。

6.Let's take part in the triumphal chorus.让我们去参加凯歌大合唱吧。

7.In early days only male athletes were allowed to take part in the Olympic Games.在奥林匹克运动会早期, 只有男性运动员才能参加比赛。

8.She would sooner resign than take part in such dishonest business deals.她宁可辞职也不愿参与这种不正当的买卖。explode v.爆炸,爆发,激发

1.He exploded with rage.他勃然大怒，暴跳如雷。

2.The firework exploded in his hand.那个爆竹在他手里响了。

3.When the boiler exploded many people were injured.因锅炉爆炸，许多人受了伤。

4.At last his anger exploded.他终于大发雷霆。

5.He exploded with rage, fury, jealousy, etc.他勃然大怒、暴跳如雷、妒火中烧等。6.She exploded into loud laughter.她突然大笑起来。

7.The bomb was timed to explode during the rush-hour.炸弹选在人最多时爆炸。8.I'm about to explode!我肺都快要气炸了！

think highly of 尊重

1.They think highly of him.他们很敬重他。

2.No, not really!I think only the professor really understands it.But I know the government thinks highly of it.不，并不真懂。我想只有教授本人才真正懂得。但我知道政府对他的发明评价很高。

第三篇：人教新课标高一英语必修2Unit1CulturalRelics疑难解析教案

Section 2 Notes to difficult sentences from Unit 1 Cultural

relics

1.…could never have imagined that his greatest gift to the Russian people would have such a strange history.根本没有想象到他送给俄罗斯人民的礼物会经历如此曲折的历史。主句谓语动词和从句谓语动词都是“虚拟语气”用法。最基本的虚拟语气句型:

a虚拟现在时表示与现在事实相反的假设，其if 从句的谓语形式用动词的过去式(be 一般用were)，主句用would/ should/ could/ might +动词原形。If places were a like, there would be little need for geographers.如果各个地方都一样，就不需要地理学家了。

b虚拟过去时是表示与过去事实相反的假设，if 从句的谓语形式用过去完成时即had＋过去分词，主句用would / should / could / might + have +过去分词。If he had known your address yesterday, he would have telephoned you.c虚拟将来时是表示对将来实现的可能性很小的或不确定的假设。If从句的谓语形式用一般过去式或用were to / should +动词原形，主句用would / should /could/ might +动词原形。If he were to leave today, he would get there by Friday 2.The design of the room was in the fancy style popular in those days.琥珀屋设计的思路是当时流行的华丽风格。

句中in the fancy style 可以改写为of the fancy style，后者是一种特殊的“(be)+of+名词”结构，其中的名词是抽象名词时,相当于其中名词所对应的形容词的意思, 说明被修饰词具有某种特征或属性。

“(be)+of+名词”结构中常用的名词有use/importance/help/value/interest/quality/service/benefit/necessity等。如: I don't want to hear what you are saying.It is of no interest to me.我不想听你说,我对此不感兴趣。(of no interest=not interesting)Doing morning exercises will be of benefit to your health.做早操对你的健康有利。Coal is of great importance to the development of industry.煤对工业发展是相当重要的。(of great importance=very important)

3.In fact，the room was not made to be a gift.事实上，琥珀屋制作的意图不是礼物。英语中有些动词，若其宾语补足语是不带to 的不定式，变为被动语态时，该不定式前要加“to”。此类动词为感官动词。feel, hear, help, listen to, look at, make。

4.In 1770, the room was completed the way she wanted it.1770年琥珀屋按照她的设想完成了。the way 前面可以补上一个in，way 的后面可以补个that。

第四篇：英语九年级人教新课标unit7说课稿

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Unit 7 Where would you like to visit?说课稿

问候语------今天我说课的内容是新目标英语九年级第七单元Where would you like to visit ? 的第一课时。说课包括四部分：一说教材；二说教法与学法；三说教学设计与设计理念；四说教学程序。

一、说教材

一)教材的地位和作用

本单元围绕“Vacations”展开教学活动。让学生学习用“I’d like to---/ I’d love to----”和“I hope to---”等句型谈论各自喜欢的旅游胜地，以期拓展学生的知识面。核心语言目标是“Talk about places you would like to visit”，核心问答是:---Where would you like to visit(go on vacation)?

/---I’d like(love)to visit---./ I hope to visit Hawaii one day.这是本单元的重点也是难点。本节课为第一课时，要向学生展示新的语言目标，着重训练听、说和写。二)教学目标：

1、知识目标：

A.词汇：tiring ,educational,fascinating, peaceful,thrilling,take it easy,trek , jungle，fall , some day.B.句型---Where would you like to visit(go on vacation)?---I’d like to visit---.2．能力目标：

A、学会谈论自己想去的地方。

B、会使用基本句型。----Where would you like to visit ?----I’d like to visit---C、训练听说能力.3．情感目标：

通过对本课时的学习，增强实际交际能力，开阔视野，加深对世界各地的地理环境,风土人情,人文教育的了解，自觉地保护地球，保护环境并让学生向往旅游，并逐步培养他们爱祖国、爱世界以及爱和平的世界观。三).重点和难点：

1.重点：根据新目标对口语会话能力的要求，本课重点为：掌握有关国家或地点的词汇和描绘景点的形容词，能比较流利地描述自己想去的地方，灵活地运用句型

---Where would you like to visit?

---I would like to visit----2.难点：根据学生实际，本单元的难点有两方面：A、正确运用句型来询问他人或表述自己向往的地方。B、学习关系副词where在定语从句中的用法。

二、说教法与学法

1、初中生抽象思维能力较低，形象思维能力强，注意力易分散。本课以图片、动画等形式来展示，配以丰富的色彩，从而增强学生的兴趣、提高学生的注意力。

2、初中生的学习心理特点：对英语感兴趣，但不稳定，机械记忆强,理解记忆弱，缺乏概括分析能力。主要通过他人评价初步形成对自己的评价，所以很在乎他人的评价,因此，在本课教学过程中，在注重启发引导，培养学生分析、概括能力的同时，更注重教学方法的灵活性，通过任务型教学，情景交际，角色表演, 采访调查等方法，激发学生学习兴趣，让学生乐于接受，易于接受。

3、初三的学生经过两年的新课程理念的熏陶及实践，有了一定的英语基础知识，听说能力和初步的自主、合作、探究、实验的能力。因此采用活动教学法和 Role playing的学习策略，让学生在活动中自主地学习新词汇、重点句型，自主七彩教育网 全国最新初中、高中试卷、课件、教案等教学资源免费下载 七彩教育网 www.xiexiebang.com 免费提供Word版教学资源

地完成任务,提高解决问题的能力及综合运用语言能力。通过以上教学法,使学生将所听到、所看到﹑所读到的语言信息转化成自己能说、能写的语言素材。三.说教学设计与设计理念

确定了本课时在本单元中的地位、作用和教学目标后，我将第一节课大致分成六个环节来设计：一)、热身和复习，即世界名胜景点欣赏;二)、目标语言呈现;三)、目标语言操练Pair work;四)、听力训练;五)、小组任务Make a survey;六)、课后练习homework。这六个环节按照从听说到读写、从单句到篇章、从模仿到创作的能力发展顺序，递进式地设计语言活动。

本课的教学活动始终遵循任务型教学理念，以学生为学习主体，以任务为中心，在运用语言完成任务的过程中学习、体会和掌握语言。自始自终贯穿了以交际为目的的原则（在做中学，学中用）。在教学过程中，关注学生的生活实际和生活体验，让其贴近实际、贴近生活、贴近时代，树立以学生为本的思想，提倡学生参与、体验、独立思考、合作探究，从而实现教学目标。

四.说教学程序

环节一：热身与复习。这一环节让学生欣赏并描绘世界各地的旅游胜地。教师适当地加以提示补充,同时引入新单词tiring、educational、fascinating、peaceful、thrilling、trek、jungle、take it easy等，从而创设语言的运用环境，为Section A activity1a and 1b做一个热身和铺垫。这一环节中描述景点是学生主动运用语言的平台，学生以此为新课做准备，老师则在学生的描述中教会学生本节课的新词汇。(5’)

环节二：目标语言呈现。给学生展示世界地图,并提问Where would you like to visit? Why? 让学生回答I’d like to visit…,并帮助学生用刚学的单词讲述理由(Because I want a peaceful trip)。此环节是对第一环节所学的单词进一步巩固,并学习了本单元的主要句型,为下一环节作准备。(10′)环节三：目标语言操练即Pair work。让学生适时操练目标语言---Where would you like to visit /go on vacation?---I’d like/love to visit---.并设置 “比一比谁说得又快又对”的小竞赛，竞赛在小组之间进行，要求学生交替问答并且变换答案，费时最少的一组获胜。这个竞赛利用本课的主要句型和词汇来练习说的技能，将听说结合，学生在这一环节中将从第一、二人称的运用向第三人称的运用转移，这使学生对目标语言的运用和操练又向前迈进一步。(5′)环节四：听力练习。这一环节覆盖课本Section A 1b—2a---ab的内容。有了前面几个环节的准备,为学生听懂对话扫清了障碍。(10′)环节五：综合训练即小组任务Make a survey。这一环节覆盖课本Section A1a—2c的内容，让学生在本小组内展开调查,就Where would you like to visit ? Why?等句型询问本小组成员想去哪个国家或地方旅游,并记录相关的信息,根据记录的信息写一个report。这就把本单元的目标语言知识和旅游这一话题很好的结合起来了，写调查报告充分训练了学生写的技能。这样,环节一学的词汇,环节二学的句型为本环节提供丰富的语言素材，保证了话题写作的顺利进行。(10′)环节六：课后练习homework，自己设计一个旅游景点。要求每个学生总结自己喜欢去的地方的特点,根据这些特点设计一个旅游景点并介绍给同学。

总之，本节课通过一系列活动，学生的四大语言技能已有较大的提高，对本节课的词汇、句型、语法等语言知识也有较扎实的掌握。

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第五篇：9.高一英语(人教新课标)定语从句教案!

定语从句（2）难点分析

限制性定语从句只能用that的几种情况

(1)Can you remember the scientist and his theory that we have learned?

你能记住我们学过的科学家和他的理论吗？

由that引导的定语从句中，that可以指人或物，在从句中作主语或谓语动词的宾语，但不能放在介词后面作介词宾语。

如：The book that I bought yesterday was written by Lu Xun.

注意在下面几种情况下必须用that引导定语从句：

(1)先行词是不定代词all, few, little, much, something, nothing, anything等，如：All that we have to do is to practice English.我们所要做的就是练习英语。

(2)先行词被序数词或形容词最高级所修饰，如：The first letter that I got from him will be kept.第一封他给我写的信会被保存下来。

(3)先行词被all, any, every, each, few, little, no, some等修饰，如：I’ve eaten up all the food that you gave me.我已经把你给我的所有食物吃光了。

(4)先行词被the only, the very, the same, the last修饰时，如：He is the only person that I want to talk with.他是唯一一个我想和他说话的人。

(5)先行词既有人又有物时，如：They talked about persons and things that they met.他们谈论了所见的人和事物。

(6)当句中已有who或者which时，为避免重复，如：Who is the man that is giving us the class? 谁将是给我们上课的人？

(7)在there + be 的句型中，句子的主语是先行词，而且又是物，如：There are two novels that I want to read.这有两本我想读的小说。

There is no work that can be done now.没有什么工作现在能做的了。

(8)当先行词为主句的表语或者关系代词为从句的表语时，如：This is the book that was bought yesterday.这就是昨天买的书。

Our school is no longer the school that it used to be.我们的学校不再是以前的学校了。

(9)以Here is(are)开头的句子时，如：Here is a film that will move anyone.这是一部将使所有人感动的电影。

Here are two books that I will buy.这是我要买的两本书。

(10)It is(high)time +定语从句，如：It is time that we should have a rest.我们应该休息了。

It is high time that they started out.他们该动身了。

只用which的场合如下：

1)非限制性定语从句中

Last night, I saw a very good film, which was about the Long March.昨天晚上，我看了一部好电影，是一部关于长征的电影。

2）介词放在关系代词之前时 This is my house of which the roof is red.这个房子屋顶是红色的。

3）句中出现了that，或先行词是that时

I have found that which I was looking for.我已经找到了我一直寻觅的东西。

区分定语从句和同位语从句

1．定语从句修饰先行词，它和先行词是修饰关系；

同位语从句说明先行词的具体内容，是补充说明的关系。

(1)The plane that has just taken off is for London.定语从句

(2)The fact that he has been dead is clear.同位语从句

2.定语从句由关系代词或者关系副词引导，关系词在句中充当成分，有时可以省略；

同位语从句主要由that引导，在句中一般不做成分；

句子也可以由when, where, how, why, whether, what等词引导，充当成分。

(1)The news he told me is true.定语

(2)The news that he has just died is true.同位

(3)The problem that we are facing now is how we can collect so much money.定语

(4)The problem how we can collect so much money is difficult to solve.同位

3.同位语从句和先行词一般可以用be动词发展成一个完整的句子，而定语从句不可以。

(1)The idea that we could ask the teacher for advice is wonderful.同位语

(2)The idea was that we could ask the teacher for advice.(3)The fact that the earth moves around the earth is known to all.(4)The fact is that the earth moves around the earth.限制性定语从句和非限制性定语从句非限制性定语从

(1)限制性定语从句是句中不可缺少的组成部分，主句和从句之间不用逗号分开。引导

句的关系代词有who, whom, whose, which, of which等，这些关系代词都不能省略。

(2)非限制性定语从句是对主句先行词的补充说明，没有这种从句，不影响主句意思的完整，一般用逗

号把主句和从句分开，关系代词用which，不用that；指人时可用who。

如：I have two brothers，who are both students.关系代词as和which引导的定语从句

as和which引导非限制性定语从句，有相同之处也有不同之处。具体情况是：

1.as和which都可以在定语从句中做主语或者宾语，代表前面整个句子。

(1)He married her, as/which was natural.(2)He was honest, as/which we can see.2.as 引导非限制性定语从句，可放在主句之前，或者主句之后，甚至可以切割一个主句； which引导 的非限制性定语从句只能放在主句之后。另外，as有“正如„„，正像„„ ” 的意思。

(1)As is known to all, China is a developing country.(2)He is from the south, as we can see from his accent.(3)John, as you know, is a famous writer.(4)He has been to Paris more than several times, which I don’t believe.注意：当主句和从句存在逻辑上的因果关系时，常用which。

(5)Tom was always late for school, which made his teacher angry.3.当先行词受such, the same修饰时，常用as。

(1)I have never heard such a story as he tells.(2)He is not such a fool as he looks.(3)This is the same book as I lost last week.注意：当先行词由the same修饰时，偶尔也用that引导定语从句，但是和由as所引导的定语从

句意思不同。

(4)She wore the same dress that she wore at Mary’s wedding.她穿着她在玛丽婚礼上穿过的一条裙子。

(5)She wore the same dress as her young sister wore.她穿着和她妹妹所穿的一样的裙子。

非限定性定语从句几个注意的地方

1.which引导的非限定性定语从句来说明前面整个句子的情况或主句的某一部分。

2.在引导限定性定语从句时，that有时相当于in which, at which, for which或at which。

Attitudes towards daydreaming are changing in much the same way that(in which)

attitudes towards night dreaming have changed.人们对白日做梦的态度正在改变，这与人们对

夜间做梦的看法的变化有非常相似之处。

I like the music for the very reason that(for which)he dislike it.我出于某种原因喜欢这种音乐，而他恰恰与我相反。

We arrived the day that(on which)they left.刚好我们到的那天他们走了。

3.有时as也可用作关系代词

4.在非限定性定语从句中，不能用that，而用who, whom代表人，用which代表事物.as 的用法例

1.the same„ as；such„as 中的as 是一种固定结构, 和„„一样„„。

I have got into the same trouble as he(has).2.as可引导非限制性从句，常带有“正如”。

1）As we know, smoking is harmful to one's health.2）As is known, smoking is harmful to one's health.as是关系代词。1中的as作know的宾语；

2中，它充当从句的主语，谓语动词know要用被动式。

以the way为先行词的定语从句通常由in which, that引导，而且通常可以省略。

e.g.The way in which/ that/不填 he answered the question was surprising.他回答问题的方式很惊人。

but有时也可以做关系词引导定语从句

e.g.There are very few but understand his idea.(but = who don’t)

没有几个不懂他意思的人。