定从教案（5篇材料）

第一篇：定从教案

定语从句语法教案

Study the Attribute Clause Lecturer: LiuJing Time: Sep.27th, 2012 ◆Three dimensional Teaching Aims： 1.Knowledge aims: Know the trends of attributive clauses 2.Ability aims: Master the usage of Relative pronouns and Relative adverbs.3.Emotional aims: Distinguish some groups of relative conjunctions easy to misuse.4.Tell the difference among several kinds of clauses to cultivate Ss’ integrating skills.◆Teaching Important Points: 1.How to tell the difference between “as/ which, that/which”,etc.2.Use the Relative pronouns and Relative adverbs freely.◆Teaching Difficulties: 1.“as” leading attributive clauses, 2.How to use “where, when, why” properly ◆Learning Strategy:

Make the students learn to summarize and use the grammar freely.◆Teaching aids: Multimedia ◆Teaching Procedures: Step I Greeting and leading-in: 1.Guess the meaning of the English sentence.2.Find out the attributive clauses.StepII Grammar 1.Looking and brainstorming 1)The definition of the attributive clause 2)The relative pronoun and adverb 2.Explanations of some situations Look at some examples and explain the usage of each one.3.Consolidation Do some exercises and explain some difficult points.StepIII Homework 1)Draw a conclusion of the grammar.2)Discribe your teacher using the attributive clauses.

第二篇：定从教案

Teaching procedure: Step 1: Greetings Step 2: Definition An attributive clause modifies a noun in the same way that an adjective or prepositional phrase does.The noun it modifies is called an antecedent.Now, look at the three phrases in page 8.pay attention to the position of the adjective, prepositional phrase and the attributive clause.T: From the above three phrases, can you tell me the antecedent? S: The team.Step3: Relative pronouns: which, that, who, whom and whose.They usually function as subject, object, predicative and attribute.Relative adverbs: where, why, and when.They usually function as adverbial.Examples are in page 8.Ask students to read every sentence and find out the antecedent, relative pronouns and relative adverbs, the attributive clauses.Step 4: Exercise.Read the article in page 9 quickly to underline the attributive clauses you find.There are 5 sentences in all.Then, teacher explains some language points in this article.1.David was one of the most helpful students that we ever had.Compare:---She is one of the few girls who have passed the examination.---Mr.Herre is the only one of the foreign experts who is in our works.2.Upon finishing his studies, he started traveling China.---Upon finishing = as soon as he finished---“Upon” can also be changed for “on “

Example: On reaching the city, he called up Lester.3.The paintings that David donated to the school are being displayed in the assembly hall.“Are being displayed” is the passive voice of the present continuous tense.Example: The meeting is being held in the hall and you can go to attend it.Display: v.& n.(1)vt.展示或陈列某事物

It‟s the first time the painting has been displayed to the public.(2)显示；显露

Her writing displays natural talent.(3)展示：陈列；显示；显露 Put on a firework display(4)陈列的货物，艺术品等

The displays in Harrods are one of the sights in London.3.In China he developed an interest in teaching English to Chinese students.Develop v.(1)养成：培养： 产生

He has developed the habit of making notes while reading.(2)发展：发扬

We should develop our good points and overcome our shortcomings.(3)开发：培育

China is developing the west.(4)冲洗（胶卷）

I „d like to have these films developed here.Phrase: on display 被展示；被陈列

4．He will make a speech about his experiences in China.Phrase: make a speech(countable noun)Step 5 Relative pronouns(1)that & which In attributive clause, they are used to refer to things Examples: this is the story that / which we wrote for our storytelling contest,(2)who & whom---In attributive clause, they are used to refer to people.Example: I am going to see a friend who has just come back from the UK.---When who functions as the object, it can be replaced by whom.Example: The student who/whom we saw at the school gate is from America.(3)that, which, who, whom can be left out when they are the objects.Example: The girl(that/who / whom)you have just seen is very good at English.(4)Whose: mean possession.It usually relates to a person, but it can also relate to things.Example:---I sat next to a girl whose name was Diane.---The club whose members are music fans meet in the school garden every Saturday afternoon.Step 6 Conclusions Review the important and difficult points in this lesson generally.Step 7 Homework Page 11, page 68 C1, C2

第三篇：教案定

Book7 Module 3 Literature Reading and vocabulary教学设计

高二英语第四组汇报

组员：

1.双流棠湖中学 刘 鲜 2.双流棠湖中学 张燕君 3.都江堰市青城山高级中学 李凌霄 4.大邑县实验中学 王香蓉 5.四川省蒲江县寿安中学 陈文霞 6.大邑县安仁中学 郑州宇 7.邛崃市平乐中学 熊锦莉 8.新津华润高级中学 毛 灵 9.新津华润高级中学 李 琼 10.大邑中学 苟新云

I．About the teaching materials: 本模块以Literature为话题，介绍了著名英国古典文学作家查尔斯•狄更斯（Charles Dickens）的生平和他的作品《雾都孤儿》（Oliver Twist）、《远大前程》（Great Expectations）的片段，旨在通过这样的话题，使学生运用所学的知识谈论小说中的人物及其情节，更多地了解作家的作品及其作品的时代背景和深刻的社会意义。通过学习能将小说中的精彩片段表演出来，让学生了解如何对人物和事件进行描写。通过本模块学习，学生要能对小说与文学有辩证的认识及学会鉴赏文学。

Reading and Vocabulary(1)部分通过阅读《雾都孤儿》中的一段标题为“Oliver Asks for More”片段，设计了以下的任务：1.学会对素材片段 进行概括，培养学生的总结能力和对文章中心的把握能力；2.学习相关的词汇和短语，为进一步理解课文扫清障碍，培养学生学习生词的能力，解决了方法问题，同时设计一定的练习，巩固所学习的词汇；3.在对文章内容理解的基础上，为了让他们进一步理解该故事，更充分地参与到课堂，设计了角色扮演，和穿越到Oliver Twist 生活的时代，去体会和对比自己的幸福生活，从而达到情感教学目标的实现：珍惜今天的美好生活，并为明天的更美好而努力奋斗。

II．About the students：本教学设计为英语学科成绩在80---100左右的学生（基本就是我们几位组员所教学生的水平）而设计，他们有一定的英语学习基础，但学习兴趣和动力还有待于进一步加强，他们的英语口语表达能力也有待进一步训练和提高。III．Teaching Goals: 1.To let Ss read the text for summarizing the plot and getting general information.2.To let Ss know the meaning of the important words ：warden, appetite, pick out, nudge, misery, hang someone.3.To get Ss to find the important words used to describe the poor and the rich.4.To help Ss learn to appreciate the beauty and figures of speech of the text.IV．Teaching difficulties and Key teaching points: 1.To get Ss to find the important words used to describe the poor and the rich.2.To help Ss learn to appreciate the beauty and figures of speech of the text.V.Teaching Aids: PPT.& Computer VI.Teaching procedures: Step 1.Revision: word consolidation 1.Ask Ss to finish Activity 3 on page 32 to learn the new words.If they don’t know the meanings, they can refer to the dictionary.2.Ask Ss to fill in the following blanks with the correct form of the words just learnt.John has just got out of prison.Now he is ___(1)____ to hunt for a job to ___(2)_____ his big family, but he has not been ___(3)______ for three months yet.Yesterday he was walking on the street when he was __nudged ______ by somebody, and the man ____(4)____ him by his arm.To his great ___(5)_____, it was one of his ____(6)______.They were so excited to meet each other at first, but a ___(7)_____ look appeared on John’s face at once when John heard that the man has been ___(8)____ by the government and is going to work abroad.Suggested Answers:(1)eager

(2)support

(3)employed(4)seized(5)astonishment(6)companions(7)desperate(8)rewarded 【Purpose of teaching design】: To consolidate some new words out of NS which may cause some trouble while the students are reading the story.Step 2.Leading-in: play a video about Oliver Twist to enjoy and then discuss what happened in the film or show Ss several film posters of Oliver Twist and then ask them to express their opinions about it.【Purpose of teaching design】: To arouse Ss’ interest in what they will learn, and help them understand it better.Step 3.Fast Reading

1.Scanning Ask Ss to look through the whole passage quickly to get the main idea of the story and choose the best summary in Activity 1 on page 30.【Purpose of teaching design】: To train Ss’ability to use reading skills to get the main idea and grasp the passage/story as a whole, and at the same time develop Ss’ ability to make a conclusion/summary.2.Get Ss to divide the whole passage into three parts and get the main idea of each part.Part I(para.____)Part II(para.____---para.____).Part III(para.____---para.____)【Purpose of teaching design】: To lead the ss to grasp the different stages of the development of the story and at the same time develop Ss’ ability to make a conclusion/summary.Step 4.Careful Reading

1.Ask Ss to read the passage carefully and complete the sentences in Activity2 on page 32.【Purpose of teaching design】: To train Ss’ ability to guess the meaning of word in the context.2.After reading the passage, ask Ss to say what they know about the following things or characters.(1)The poor and hungry boys(2)the warden(3)the managers

For reference:(1)The poor boys each were allowed a bowl of soup no more.The bowls never needed washing.They sit staring at the pot with eager eyes.They became wild with hunger.The soup was served and disappeared down the boy’s throats…

(2)The warden was a fat, healthy man.He hit the boy on the head with the soup spoon.Then he seized Oliver’s arms and held him…

(3)When Mr Bumble told the managers…, the faces of everyone in the room showed great complete astonishment because Oliver asked for more.【Purpose of teaching design】: To teach the students to grasp the different features of different characters in a story.3.Ask the students to answer the following question:

(1)what’s the author’s attitude towards the little boy Oliver Twist?

【Purpose of teaching design】: To develop the students’ ability to judge the author’s purpose or feelings or attitude in his/her works, which is extremely important in the college entrance examination.(2)what’s the end of the story?

【Purpose of teaching design】: To develop the students’ ability to make a prediction in the special background of society according to the development of the story

Step 5.Role-playing.Ask the students to act out the story.【Purpose of teaching design】: To let the students get a better and further understanding of this novel by acting out it.Meanwhile, to practice the students’ spoken English and to develop their ability to use what they have learned in class.To help Ss learn to appreciate the beauty and figures of speech of the text.Step 6.Suppose you have a chance to go back to the era of Oliver Twist, and become a Oliver Twist, what’s your feeling in comparison with your happy life today? 【Purpose of teaching design】:to lead the students to make a contrast between their happy life and Oliver Twist’s hard life to cherish what they have today and say thanks to their parents and our society and then work hard to make their future better and better.Step 7.Homework Ask Ss to read the passage again after class and analyze some difficult sentences by themselves first.If you have any points that you can’t understand, please underline them.【Purpose of teaching design】:to understand the story further and prepare for the study of language points next period!

Design of blackboad: Book7 Module 3 Literature Reading and vocabulary Plot: Charactors:

the warden: Oliver Twist:

the managers: Figures of speech: Inversion

第四篇：教案封面(定)

河北青年管理干部学院

教 案

(200 —— 200 学年第 学期)

课程名称 系 任课专业 任课班级 教师姓名

第五篇：石榴教案定

义务教育课程标准实验教科书苏教版小学语文三年级上册《石榴》第一课时教学设计

一、教学目标

1.能正确、流利、有感情地朗读课文。

2.学会本课9个生字，重点学会“抽”、“仿”、“佛”三个生字，两条绿线内的4个字只识不写。理解由生字组成的词语。掌握本课的两个多音字“间”“剥”，体会本课出现的一个比喻句。

3.了解石榴的生长过程以及特点，激发学生热爱自然、热爱生活的情感。

二、教学重点

1.读准生字、新词，会写三个生字。2.了解石榴的生长过程以及特点。3.掌握本课的比喻句，能够有感情的朗读。

三、教学难点：理解词句，并能有感情地朗读课文。

四、教学过程

（一）图片导入

直接出示图片，提问：这是？学生（石榴）。你看成熟的石榴有的笑得裂开了嘴，有的笑破了肚皮，多可爱啊！你们想和它交朋友吗？要和它做朋友可得先把课题读好，讲解“榴”的读音：单独成字读第二声，在课题中读轻声。指读课前板书的课题，学生跟读。

（二）初读课文，整体感知 1.初读课文，检查预习。要求：自由朗读课文，读准字音，读通句子，难读的地方多读两遍。

2.挑战词语：仿佛、甚至、喜讯、抽出、扒开、肚皮、甜津津、石榴、成熟、玛瑙、驰名中外、郁郁葱葱、红白相间、晶莹透亮、咧开了嘴。

先带拼音读：自由读、开火车读（正确就跟读，不正确的举手帮帮他）、齐读。

过渡：去掉拼音你还认识他吗？去拼音小组读、齐读。过渡：同学们把词语读得这么好，老师要奖励大家来玩一个游戏。出示课件。

3.“闯关游戏”，挑战句子。图片上的三个石榴啊，石榴越大，背后的句子就越难，你们可以根据自己的能力来挑战。

第一句：熟透了的石榴高兴地笑了，有的笑得咧开了嘴，有的甚至笑破了肚皮，露(lù)出了满满的子儿。重点强调露字的读音。（2加齐）

第二句：这些石榴娃娃急切地扒开绿黄色的叶子向外张望，向人们报告着成熟的喜讯。请同学起来读（1），老师有个方法，能让你们读的和她一样好，断句（1加齐）。

这句话也很长，你能用刚才的断句方法试试吗？第三句：这时，你摘下一个石榴，剥(bāo)开外皮，只见玛(mǎ)瑙(nǎo)般的子儿一颗颗紧偎(wēi)在一起，红白相间（jiàn），晶莹透亮。学生边度边出示断句，提示剥是一个多音字，在这度bao，再讲解多音字间。利用斑马的图片理解红白相间。

（三）再读课文

再读课文，把刚才学的词语、句子带入课文中，把课文读通顺、读流利，同时思考：课文主要讲了什么？（课文的主要内容学生言之有理即可，教师做适当的点评。）

过渡：枣庄石榴可真诱人，看！他们把广告都打到新闻上啦！

（四）学习第一自然段

1.教师读新闻：枣庄石榴园有石榴树五百三十余万株，建于西汉年间，距今已有两千年的历史了，是我国最大的石榴园，被誉为中国第一，世界少有。（驰名中外）如果你是枣庄人，你此时有什么感受？（骄傲、自豪、喜爱）

2.出示课文第一自然段，学生读出骄傲、自豪、喜爱之情。过渡：夏天到了，石榴花开了。（板书：夏天 开花）

（五）学习第二自然段

1.出示图片，一张石榴花远景的，一张近景的。让学生观察，用自己的话形容一下石榴花。（2至3个同学）

2.默读课文第二自然段，用波浪线勾画出你最喜欢的或者你认为描写最生动的句子。学生可能会说走近看，仿佛是一个个活泼的小喇叭，正鼓着劲儿在吹呢。

3.讲解这个比喻句：先出示小喇叭和石榴花的图片，引导学生看图，他们很像，这个句子用了什么修辞手法？（比喻），你从哪个词语可以看出来？（仿佛），你能给仿佛换个词吗？（宛如、好像等），此时小喇叭在干吗呢？（鼓着劲儿在吹呢），你能比一比这个动作嘛吗？讲解鼓着劲儿——鼓着腮帮子，用力吹。这里体现出石榴花充满着生命力，充满着力量！指导学生感情朗读（2加齐）。

4.这是在“近”处看石榴花，那远处看石榴花又是什么样的呢？到了夏天，郁郁葱葱的绿叶中，便开出一朵朵火红的石榴花。

花越开越密，越开越盛，不久便挂满枝头。

谁能解释郁郁葱葱？（多、绿、密、亮）出示图片，石榴花又是怎样的呢？（火红、越开越密、越开越盛、满）说明石榴花很多、很红。在指导学生感情朗读，读出石榴花的红和多。

过渡：这么美的石榴花也给古代大诗人们留下了深刻的印象。

5.拓展似火山榴映小山，火齐满枝烧夜月。

6.石榴花确实很惹人喜爱，让我们通过自己的朗读把喜爱之情表达出来。

过渡：下面我们一起来看看这一段课文给我们带来的三个生字吧！

（六）教学生字

1.教学生字“抽”，“仿”“佛”你怎么记住它？观察特点，怎么占格，教师范写佛字、扩词、描红，在生字本上写两个。

（七）总结

这篇课文作者通过由远及近的方法写出了石榴花的红、多，还通过春天、夏天，秋天的石榴树又是怎么样的呢？我们下节课再来学习。

（八）作业布置 1.写一写今天学的三个生字，各一行。

2.把课文读给爸爸妈妈听，让他们从你的语言里感受石榴的美。

（六）板书设计石榴

春天

抽枝 长叶

夏天

开花

挂果

远——近