第一篇：人教版_新課標(biāo)版_高一英語(yǔ)_必修1unit2_英語(yǔ)_說(shuō)課稿[教案]（范文模版）

英語(yǔ)全英說(shuō)課樣稿

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

高一人教課標(biāo)必修1 Unit 3 說(shuō)課稿

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：人教新課標(biāo)高一英語(yǔ)必修2Unit1CulturalRelics詞匯學(xué)習(xí)教案

Section 3 Words and expressions from Unit 1 Cultural Relics

survive

v.生存,生還

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.在叢林中, 他們?yōu)榱松姹黄炔扇O端行動(dòng)。

3.The human race cannot survive.人類不能繼續(xù)生存。

4.Will we all survive until the year 2000? That's the sixty-four thousand dollar question.我們大家是否都能活到公元2000年? 這個(gè)問(wèn)題很難回答。

5.These birds are able to survive the perils of the Arctic winter.這些鳥(niǎo)能夠戰(zhàn)勝北極冬天的危險(xiǎn)。

6.If the industry doesn't modernize it will not survive.該制造業(yè)若不現(xiàn)代化就不能繼續(xù)存在。

7.You need to be tough to survive in the jungle.要在叢林中活下來(lái)就要有堅(jiān)忍不拔的意志。8.The urge to survive drove them on.求生的欲望驅(qū)使他們繼續(xù)努力。in search of 尋找,尋求

1.Some tribes migrate with their cattle in search of fresh grass.有些部落為了尋找新鮮的牧草而帶著他們的牲畜遷移。

2.The article seems to be angled towards modern young women in search of equality.這篇文章的觀點(diǎn)似乎傾向?qū)で笃降鹊默F(xiàn)代年輕婦女。

3.The scientists are in search of a new element.科學(xué)家們正在尋找一種新元素。4.It fared worse with the family who left their hometown in search of better jobs.那家人為尋找更好的工作離開(kāi)家鄉(xiāng)，運(yùn)氣卻更糟。

5.He's sailed the seven seas in search of adventure.他闖蕩七大洋去歷險(xiǎn)。select a.精選的

n.被挑選出來(lái)的人或物 vi.選擇,挑選,選拔 vt.選擇,挑選

1.A select group were invited to the wedding reception.一群經(jīng)過(guò)挑選的人士被邀請(qǐng)參加婚宴。

2.This is a very select area;you have to be rich to live here.這高級(jí)住宅區(qū)，你必須有錢才能住在這里。

3.She selected a diamond ring from the collection.她從收藏品中挑選了一枚鉆石戒指。

4.Our shops select only the very best quality produce.我們商店都是精選的質(zhì)量最高的產(chǎn)品。design

n.設(shè)計(jì),圖樣 v.設(shè)計(jì),計(jì)劃

1.He designed us a beautiful house.他為我們?cè)O(shè)計(jì)了一所很美的房子。2.This dress is of the latest design.這件衣服是最新設(shè)計(jì)。

3.The gloves were designed for extremely cold climates.這些手套是為嚴(yán)寒地區(qū)制造的。4.His evil designs were frustrated.他的罪惡企圖未能得逞。

5.The route was designed to relieve traffic congestion.這條路是為緩解交通擁擠而開(kāi)辟的。6.We shall have to design a new curriculum for the third year.我們得設(shè)計(jì)出三年級(jí)的新課程。

7.Do the Italians really design better than we do? 意大利人真比我們會(huì)設(shè)計(jì)嗎? 8.She has designs on his money.她覬覦他的錢財(cái)。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.我想我以前或許見(jiàn)過(guò)你。

2.The painting took his fancy, so he bought it.這幅畫(huà)被他看中了，所以他就把他買了下來(lái)。3.Fancy her saying a thing like that!想不到他竟然說(shuō)出這種話來(lái)。

4.I don't fancy going all that way in such bad weather.我不喜歡在這樣的壞天氣里一直這么走著。

5.She rather fancies herself as a singer.她自以為是了不起的歌手。6.I have a fancy(ie a vague idea)that he will be late.我感覺(jué)他要遲到。7.That's a very fancy pair of shoes!那是一雙非常別致的鞋!8.He fancies she likes him.他以為她喜歡他。decorate v.裝飾,裝修

1.We decorated the house for Christmas.我們裝飾房屋過(guò)圣誕節(jié)。

2.Several soldiers were decorated for bravery.數(shù)名士兵因英勇而受嘉獎(jiǎng)。

3.Bright posters decorate the streets.鮮艷的廣告招貼畫(huà)點(diǎn)綴著街道。4.The building was decorated with flags.這座建筑物有旗子作裝飾。

5.We're decorating(the kitchen)again this summer.今年夏天我們又要修飾廚房。belong to vt.屬于(為...之一員)1.You and I belong to different political camps.你和我屬于不同的政治陣營(yíng)。2.The more help a man have in his garden, the less it belongs to him.花園里幫忙的人手愈多，就愈不成為自己的花園。

3.What party do you belong to? 你屬于哪一黨派？

4.Land belonging to the crown does not belong to the king personally but to the state.皇室的領(lǐng)地并非屬于國(guó)王私人所有，而是屬于國(guó)家的。

5.Do you belong to a union? 你屬于某個(gè)工會(huì)嗎？

6.Do wolves belong to the canine species? 狼是犬科動(dòng)物嗎？ 7.Alder trees belong to the birch family.赤楊屬于樺木科。8.I belong to Glasgow.我是格拉斯哥人。in return 作為回報(bào),作為報(bào)答

1.He was always ready to help others, in return, he was liked by everyone.他總是樂(lè)于助人，作為回報(bào)，大家都喜歡他。

2.In return;in response;back.作為回報(bào)；作為回應(yīng)；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.納貢土地所有權(quán)在英格蘭和蘇格蘭的城鎮(zhèn)中向國(guó)王或貴族付一定的年租或提供服務(wù)作為回報(bào)而獲得的土地所有權(quán)。4.I sent him a present in return for his help.我送給他一份禮物以回報(bào)他的幫助。5.I'll let you borrow it on one condition:(that)you lend me your bicycle in return.我借給你也行, 但有個(gè)條件, 你得把你的自行車借給我。6.I bought him a drink in return for his help.我請(qǐng)他喝酒以酬謝他的幫助。

7.The bargain they reached with their employers was to reduce their wage claim in return for a shorter working week.他們與雇主達(dá)成的協(xié)議是他們?cè)诠べY方面降低要求, 但每周工時(shí)要縮短。at war 處于戰(zhàn)爭(zhēng)狀態(tài),交戰(zhàn)

1.An official agreement between governments at war, especially one concerning the exchange of prisoners.交換戰(zhàn)俘的協(xié)議交戰(zhàn)國(guó)政府間訂立的官方協(xié)議，尤指涉及戰(zhàn)俘交換的協(xié)議。2.The state of being at war or being engaged in a warlike conflict.交戰(zhàn)處于戰(zhàn)爭(zhēng)或有戰(zhàn)爭(zhēng)危險(xiǎn)的沖突狀態(tài)。

3.During the Second World War, Germany was at war with almost all the countries in the world.第二次世界大戰(zhàn)期間，德國(guó)幾乎同世界上所有的國(guó)家處于交戰(zhàn)狀態(tài)。

4.The two sisters are constantly at war with each other.這兩姐妹不時(shí)發(fā)生爭(zhēng)執(zhí)。

5.The country has been at war with its neighbour for two years.這個(gè)國(guó)家與鄰國(guó)已打了兩年仗了。

6.Their love affair was played out against the background of a country at war.他們戀愛(ài)那時(shí)國(guó)家正進(jìn)行著戰(zhàn)爭(zhēng)。remove n.距離

v.除去,遷移,開(kāi)除

1.Our office has removed to Shanghai from Beijing.我們的辦公室已從北京遷到上海。2.That officer must be removed.那位官員必須免職。3.He removed the mud from his shoes.他去掉鞋上的泥。

4.Your story is several removes from the truth.你的說(shuō)法與事實(shí)有些距離。5.We are removing from London to the country.我們正從倫敦遷往鄉(xiāng)下。6.Our suppliers have removed to Bath.我們的供應(yīng)廠商已遷往巴斯。7.How can we remove the husk of the grains? 我們?cè)鯓尤サ艄任锏耐馄ぃ?/p>

8.When the meat is boiling, remove the scum.當(dāng)肉煮沸時(shí)，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.這件家具還不到四十美元，實(shí)在不貴。

2.Even under the best conditions, we couldn't finish in less than three days.即使在最好的情況下，我們也無(wú)法在少于三天的時(shí)間內(nèi)完成。

3.A pound today buys much less than it did a year ago.今天一英鎊遠(yuǎn)遠(yuǎn)買不到一年前能買的那么多東西。

4.The amount by which one quantity is greater or less than another.差額一個(gè)數(shù)在數(shù)量上多于或少于一個(gè)數(shù)的數(shù)值。

5.That hotel probably costs no less than 20 dollars a night.那間旅館的住宿費(fèi)大約要20元一晚呢。

6.The whole house went up in smoke in less than an hour.整座房子不到一個(gè)小時(shí)就燒光了。7.We won no less than 500 in a competition.我們?cè)谝粓?chǎng)比賽中贏了多達(dá)500英鎊。8.We shan't let our house go for less than 50000.我們的房子低于50000英鎊不賣。doubt n.懷疑,疑惑 v.懷疑,不信

1.There is no doubt that we will be successful.毫無(wú)疑問(wèn)我們會(huì)成功的。

2.I doubt the truth of it.我懷疑此事的真實(shí)程度。

3.He was troubled by religious doubt.他因?qū)ψ诮痰囊蓱侄譄馈?/p>

4.No doubt he means to help, but in fact he just gets in the way.他確實(shí)是想幫忙，然而事實(shí)上卻只是幫倒忙。

5.She was beyond all doubt the finest ballerina of her day.她無(wú)疑是她那個(gè)時(shí)代最優(yōu)秀的芭蕾舞演員。

6.I have no doubt that you will succeed.我肯定你能成功。7.There is(no)room for doubt.（沒(méi)）有懷疑的余地。

8.I doubt if that was what he wanted.不知道那是不是他想要的。worth n.價(jià)值

prep.& a.值...錢,值得...的 1.The house is worth a lot of money.這棟房子值很多錢。

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.那個(gè)賊順著馬路逃跑，我就拼命緊追不舍。

4.It's such a small point that it's hardly worth troubling about.這個(gè)問(wèn)題很小, 不值得研究。5.What's the old man worth? ie What is the value of his possessions? 這個(gè)老先生的財(cái)產(chǎn)值多少錢?

6.Any teacher worth his salt knows that.只要不是混飯吃的教師, 都明白這一點(diǎn)。7.The book is worth reading/It's worth reading the book.這本書(shū)值得一讀。8.The scheme is well worth a try.這個(gè)計(jì)畫(huà)倒值得一試。take part vi.支持

1.He will take part in a chess tournament next week.下星期，他將要參加一場(chǎng)國(guó)際象棋比賽。

2.We are all invited to take part in the pageant.我們?nèi)急谎?qǐng)參加這次盛典。

3.He mustered all his courage to take part in the game.他鼓起全部的勇氣參加比賽。

4.The panel was chosen to take part in discussion.那個(gè)專門(mén)小組被選中參加討論。

5.Many people were elected to take part in democratic involvement.很多人被選舉參與民主管理。

6.Let's take part in the triumphal chorus.讓我們?nèi)⒓觿P歌大合唱吧。

7.In early days only male athletes were allowed to take part in the Olympic Games.在奧林匹克運(yùn)動(dòng)會(huì)早期, 只有男性運(yùn)動(dòng)員才能參加比賽。

8.She would sooner resign than take part in such dishonest business deals.她寧可辭職也不愿參與這種不正當(dāng)?shù)馁I賣。explode v.爆炸,爆發(fā),激發(fā)

1.He exploded with rage.他勃然大怒，暴跳如雷。

2.The firework exploded in his hand.那個(gè)爆竹在他手里響了。

3.When the boiler exploded many people were injured.因鍋爐爆炸，許多人受了傷。

4.At last his anger exploded.他終于大發(fā)雷霆。

5.He exploded with rage, fury, jealousy, etc.他勃然大怒、暴跳如雷、妒火中燒等。6.She exploded into loud laughter.她突然大笑起來(lái)。

7.The bomb was timed to explode during the rush-hour.炸彈選在人最多時(shí)爆炸。8.I'm about to explode!我肺都快要?dú)庹耍?/p>

think highly of 尊重

1.They think highly of him.他們很敬重他。

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。但我知道政府對(duì)他的發(fā)明評(píng)價(jià)很高。

第三篇：人教新課標(biāo)高一英語(yǔ)必修2Unit1CulturalRelics疑難解析教案

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.根本沒(méi)有想象到他送給俄羅斯人民的禮物會(huì)經(jīng)歷如此曲折的歷史。主句謂語(yǔ)動(dòng)詞和從句謂語(yǔ)動(dòng)詞都是“虛擬語(yǔ)氣”用法。最基本的虛擬語(yǔ)氣句型:

a虛擬現(xiàn)在時(shí)表示與現(xiàn)在事實(shí)相反的假設(shè)，其if 從句的謂語(yǔ)形式用動(dòng)詞的過(guò)去式(be 一般用were)，主句用would/ should/ could/ might +動(dòng)詞原形。If places were a like, there would be little need for geographers.如果各個(gè)地方都一樣，就不需要地理學(xué)家了。

b虛擬過(guò)去時(shí)是表示與過(guò)去事實(shí)相反的假設(shè)，if 從句的謂語(yǔ)形式用過(guò)去完成時(shí)即had＋過(guò)去分詞，主句用would / should / could / might + have +過(guò)去分詞。If he had known your address yesterday, he would have telephoned you.c虛擬將來(lái)時(shí)是表示對(duì)將來(lái)實(shí)現(xiàn)的可能性很小的或不確定的假設(shè)。If從句的謂語(yǔ)形式用一般過(guò)去式或用were to / should +動(dòng)詞原形，主句用would / should /could/ might +動(dòng)詞原形。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.琥珀屋設(shè)計(jì)的思路是當(dāng)時(shí)流行的華麗風(fēng)格。

句中in the fancy style 可以改寫(xiě)為of the fancy style，后者是一種特殊的“(be)+of+名詞”結(jié)構(gòu)，其中的名詞是抽象名詞時(shí),相當(dāng)于其中名詞所對(duì)應(yīng)的形容詞的意思, 說(shuō)明被修飾詞具有某種特征或?qū)傩浴?/p>

“(be)+of+名詞”結(jié)構(gòu)中常用的名詞有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.我不想聽(tīng)你說(shuō),我對(duì)此不感興趣。(of no interest=not interesting)Doing morning exercises will be of benefit to your health.做早操對(duì)你的健康有利。Coal is of great importance to the development of industry.煤對(duì)工業(yè)發(fā)展是相當(dāng)重要的。(of great importance=very important)

3.In fact，the room was not made to be a gift.事實(shí)上，琥珀屋制作的意圖不是禮物。英語(yǔ)中有些動(dòng)詞，若其賓語(yǔ)補(bǔ)足語(yǔ)是不帶to 的不定式，變?yōu)楸粍?dòng)語(yǔ)態(tài)時(shí)，該不定式前要加“to”。此類動(dòng)詞為感官動(dòng)詞。feel, hear, help, listen to, look at, make。

4.In 1770, the room was completed the way she wanted it.1770年琥珀屋按照她的設(shè)想完成了。the way 前面可以補(bǔ)上一個(gè)in，way 的后面可以補(bǔ)個(gè)that。

第四篇：英語(yǔ)九年級(jí)人教新課標(biāo)unit7說(shuō)課稿

七彩教育網(wǎng) 004km.cn 免費(fèi)提供Word版教學(xué)資源

Unit 7 Where would you like to visit?說(shuō)課稿

問(wèn)候語(yǔ)------今天我說(shuō)課的內(nèi)容是新目標(biāo)英語(yǔ)九年級(jí)第七單元Where would you like to visit ? 的第一課時(shí)。說(shuō)課包括四部分：一說(shuō)教材；二說(shuō)教法與學(xué)法；三說(shuō)教學(xué)設(shè)計(jì)與設(shè)計(jì)理念；四說(shuō)教學(xué)程序。

一、說(shuō)教材

一)教材的地位和作用

本單元圍繞“Vacations”展開(kāi)教學(xué)活動(dòng)。讓學(xué)生學(xué)習(xí)用“I’d like to---/ I’d love to----”和“I hope to---”等句型談?wù)摳髯韵矚g的旅游勝地，以期拓展學(xué)生的知識(shí)面。核心語(yǔ)言目標(biāo)是“Talk about places you would like to visit”，核心問(wèn)答是:---Where would you like to visit(go on vacation)?

/---I’d like(love)to visit---./ I hope to visit Hawaii one day.這是本單元的重點(diǎn)也是難點(diǎn)。本節(jié)課為第一課時(shí)，要向?qū)W生展示新的語(yǔ)言目標(biāo)，著重訓(xùn)練聽(tīng)、說(shuō)和寫(xiě)。二)教學(xué)目標(biāo)：

1、知識(shí)目標(biāo)：

A.詞匯：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．能力目標(biāo)：

A、學(xué)會(huì)談?wù)撟约合肴サ牡胤健?/p>

B、會(huì)使用基本句型。----Where would you like to visit ?----I’d like to visit---C、訓(xùn)練聽(tīng)說(shuō)能力.3．情感目標(biāo)：

通過(guò)對(duì)本課時(shí)的學(xué)習(xí)，增強(qiáng)實(shí)際交際能力，開(kāi)闊視野，加深對(duì)世界各地的地理環(huán)境,風(fēng)土人情,人文教育的了解，自覺(jué)地保護(hù)地球，保護(hù)環(huán)境并讓學(xué)生向往旅游，并逐步培養(yǎng)他們愛(ài)祖國(guó)、愛(ài)世界以及愛(ài)和平的世界觀。三).重點(diǎn)和難點(diǎn)：

1.重點(diǎn)：根據(jù)新目標(biāo)對(duì)口語(yǔ)會(huì)話能力的要求，本課重點(diǎn)為：掌握有關(guān)國(guó)家或地點(diǎn)的詞匯和描繪景點(diǎn)的形容詞，能比較流利地描述自己想去的地方，靈活地運(yùn)用句型

---Where would you like to visit?

---I would like to visit----2.難點(diǎn)：根據(jù)學(xué)生實(shí)際，本單元的難點(diǎn)有兩方面：A、正確運(yùn)用句型來(lái)詢問(wèn)他人或表述自己向往的地方。B、學(xué)習(xí)關(guān)系副詞where在定語(yǔ)從句中的用法。

二、說(shuō)教法與學(xué)法

1、初中生抽象思維能力較低，形象思維能力強(qiáng)，注意力易分散。本課以圖片、動(dòng)畫(huà)等形式來(lái)展示，配以豐富的色彩，從而增強(qiáng)學(xué)生的興趣、提高學(xué)生的注意力。

2、初中生的學(xué)習(xí)心理特點(diǎn)：對(duì)英語(yǔ)感興趣，但不穩(wěn)定，機(jī)械記憶強(qiáng),理解記憶弱，缺乏概括分析能力。主要通過(guò)他人評(píng)價(jià)初步形成對(duì)自己的評(píng)價(jià)，所以很在乎他人的評(píng)價(jià),因此，在本課教學(xué)過(guò)程中，在注重啟發(fā)引導(dǎo)，培養(yǎng)學(xué)生分析、概括能力的同時(shí)，更注重教學(xué)方法的靈活性，通過(guò)任務(wù)型教學(xué)，情景交際，角色表演, 采訪調(diào)查等方法，激發(fā)學(xué)生學(xué)習(xí)興趣，讓學(xué)生樂(lè)于接受，易于接受。

3、初三的學(xué)生經(jīng)過(guò)兩年的新課程理念的熏陶及實(shí)踐，有了一定的英語(yǔ)基礎(chǔ)知識(shí)，聽(tīng)說(shuō)能力和初步的自主、合作、探究、實(shí)驗(yàn)的能力。因此采用活動(dòng)教學(xué)法和 Role playing的學(xué)習(xí)策略，讓學(xué)生在活動(dòng)中自主地學(xué)習(xí)新詞匯、重點(diǎn)句型，自主七彩教育網(wǎng) 全國(guó)最新初中、高中試卷、課件、教案等教學(xué)資源免費(fèi)下載 七彩教育網(wǎng) 004km.cn 免費(fèi)提供Word版教學(xué)資源

地完成任務(wù),提高解決問(wèn)題的能力及綜合運(yùn)用語(yǔ)言能力。通過(guò)以上教學(xué)法,使學(xué)生將所聽(tīng)到、所看到﹑所讀到的語(yǔ)言信息轉(zhuǎn)化成自己能說(shuō)、能寫(xiě)的語(yǔ)言素材。三.說(shuō)教學(xué)設(shè)計(jì)與設(shè)計(jì)理念

確定了本課時(shí)在本單元中的地位、作用和教學(xué)目標(biāo)后，我將第一節(jié)課大致分成六個(gè)環(huán)節(jié)來(lái)設(shè)計(jì)：一)、熱身和復(fù)習(xí)，即世界名勝景點(diǎn)欣賞;二)、目標(biāo)語(yǔ)言呈現(xiàn);三)、目標(biāo)語(yǔ)言操練Pair work;四)、聽(tīng)力訓(xùn)練;五)、小組任務(wù)Make a survey;六)、課后練習(xí)homework。這六個(gè)環(huán)節(jié)按照從聽(tīng)說(shuō)到讀寫(xiě)、從單句到篇章、從模仿到創(chuàng)作的能力發(fā)展順序，遞進(jìn)式地設(shè)計(jì)語(yǔ)言活動(dòng)。

本課的教學(xué)活動(dòng)始終遵循任務(wù)型教學(xué)理念，以學(xué)生為學(xué)習(xí)主體，以任務(wù)為中心，在運(yùn)用語(yǔ)言完成任務(wù)的過(guò)程中學(xué)習(xí)、體會(huì)和掌握語(yǔ)言。自始自終貫穿了以交際為目的的原則（在做中學(xué)，學(xué)中用）。在教學(xué)過(guò)程中，關(guān)注學(xué)生的生活實(shí)際和生活體驗(yàn)，讓其貼近實(shí)際、貼近生活、貼近時(shí)代，樹(shù)立以學(xué)生為本的思想，提倡學(xué)生參與、體驗(yàn)、獨(dú)立思考、合作探究，從而實(shí)現(xiàn)教學(xué)目標(biāo)。

四.說(shuō)教學(xué)程序

環(huán)節(jié)一：熱身與復(fù)習(xí)。這一環(huán)節(jié)讓學(xué)生欣賞并描繪世界各地的旅游勝地。教師適當(dāng)?shù)丶右蕴崾狙a(bǔ)充,同時(shí)引入新單詞tiring、educational、fascinating、peaceful、thrilling、trek、jungle、take it easy等，從而創(chuàng)設(shè)語(yǔ)言的運(yùn)用環(huán)境，為Section A activity1a and 1b做一個(gè)熱身和鋪墊。這一環(huán)節(jié)中描述景點(diǎn)是學(xué)生主動(dòng)運(yùn)用語(yǔ)言的平臺(tái)，學(xué)生以此為新課做準(zhǔn)備，老師則在學(xué)生的描述中教會(huì)學(xué)生本節(jié)課的新詞匯。(5’)

環(huán)節(jié)二：目標(biāo)語(yǔ)言呈現(xiàn)。給學(xué)生展示世界地圖,并提問(wèn)Where would you like to visit? Why? 讓學(xué)生回答I’d like to visit…,并幫助學(xué)生用剛學(xué)的單詞講述理由(Because I want a peaceful trip)。此環(huán)節(jié)是對(duì)第一環(huán)節(jié)所學(xué)的單詞進(jìn)一步鞏固,并學(xué)習(xí)了本單元的主要句型,為下一環(huán)節(jié)作準(zhǔn)備。(10′)環(huán)節(jié)三：目標(biāo)語(yǔ)言操練即Pair work。讓學(xué)生適時(shí)操練目標(biāo)語(yǔ)言---Where would you like to visit /go on vacation?---I’d like/love to visit---.并設(shè)置 “比一比誰(shuí)說(shuō)得又快又對(duì)”的小競(jìng)賽，競(jìng)賽在小組之間進(jìn)行，要求學(xué)生交替問(wèn)答并且變換答案，費(fèi)時(shí)最少的一組獲勝。這個(gè)競(jìng)賽利用本課的主要句型和詞匯來(lái)練習(xí)說(shuō)的技能，將聽(tīng)說(shuō)結(jié)合，學(xué)生在這一環(huán)節(jié)中將從第一、二人稱的運(yùn)用向第三人稱的運(yùn)用轉(zhuǎn)移，這使學(xué)生對(duì)目標(biāo)語(yǔ)言的運(yùn)用和操練又向前邁進(jìn)一步。(5′)環(huán)節(jié)四：聽(tīng)力練習(xí)。這一環(huán)節(jié)覆蓋課本Section A 1b—2a---ab的內(nèi)容。有了前面幾個(gè)環(huán)節(jié)的準(zhǔn)備,為學(xué)生聽(tīng)懂對(duì)話掃清了障礙。(10′)環(huán)節(jié)五：綜合訓(xùn)練即小組任務(wù)Make a survey。這一環(huán)節(jié)覆蓋課本Section A1a—2c的內(nèi)容，讓學(xué)生在本小組內(nèi)展開(kāi)調(diào)查,就Where would you like to visit ? Why?等句型詢問(wèn)本小組成員想去哪個(gè)國(guó)家或地方旅游,并記錄相關(guān)的信息,根據(jù)記錄的信息寫(xiě)一個(gè)report。這就把本單元的目標(biāo)語(yǔ)言知識(shí)和旅游這一話題很好的結(jié)合起來(lái)了，寫(xiě)調(diào)查報(bào)告充分訓(xùn)練了學(xué)生寫(xiě)的技能。這樣,環(huán)節(jié)一學(xué)的詞匯,環(huán)節(jié)二學(xué)的句型為本環(huán)節(jié)提供豐富的語(yǔ)言素材，保證了話題寫(xiě)作的順利進(jìn)行。(10′)環(huán)節(jié)六：課后練習(xí)homework，自己設(shè)計(jì)一個(gè)旅游景點(diǎn)。要求每個(gè)學(xué)生總結(jié)自己喜歡去的地方的特點(diǎn),根據(jù)這些特點(diǎn)設(shè)計(jì)一個(gè)旅游景點(diǎn)并介紹給同學(xué)。

總之，本節(jié)課通過(guò)一系列活動(dòng)，學(xué)生的四大語(yǔ)言技能已有較大的提高，對(duì)本節(jié)課的詞匯、句型、語(yǔ)法等語(yǔ)言知識(shí)也有較扎實(shí)的掌握。

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七彩教育網(wǎng) 全國(guó)最新初中、高中試卷、課件、教案等教學(xué)資源免費(fèi)下載

第五篇：9.高一英語(yǔ)(人教新課標(biāo))定語(yǔ)從句教案!

定語(yǔ)從句（2）難點(diǎn)分析

限制性定語(yǔ)從句只能用that的幾種情況

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

你能記住我們學(xué)過(guò)的科學(xué)家和他的理論嗎？

由that引導(dǎo)的定語(yǔ)從句中，that可以指人或物，在從句中作主語(yǔ)或謂語(yǔ)動(dòng)詞的賓語(yǔ)，但不能放在介詞后面作介詞賓語(yǔ)。

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

注意在下面幾種情況下必須用that引導(dǎo)定語(yǔ)從句：

(1)先行詞是不定代詞all, few, little, much, something, nothing, anything等，如：All that we have to do is to practice English.我們所要做的就是練習(xí)英語(yǔ)。

(2)先行詞被序數(shù)詞或形容詞最高級(jí)所修飾，如：The first letter that I got from him will be kept.第一封他給我寫(xiě)的信會(huì)被保存下來(lái)。

(3)先行詞被all, any, every, each, few, little, no, some等修飾，如：I’ve eaten up all the food that you gave me.我已經(jīng)把你給我的所有食物吃光了。

(4)先行詞被the only, the very, the same, the last修飾時(shí)，如：He is the only person that I want to talk with.他是唯一一個(gè)我想和他說(shuō)話的人。

(5)先行詞既有人又有物時(shí)，如：They talked about persons and things that they met.他們談?wù)摿怂?jiàn)的人和事物。

(6)當(dāng)句中已有who或者which時(shí)，為避免重復(fù)，如：Who is the man that is giving us the class? 誰(shuí)將是給我們上課的人？

(7)在there + be 的句型中，句子的主語(yǔ)是先行詞，而且又是物，如：There are two novels that I want to read.這有兩本我想讀的小說(shuō)。

There is no work that can be done now.沒(méi)有什么工作現(xiàn)在能做的了。

(8)當(dāng)先行詞為主句的表語(yǔ)或者關(guān)系代詞為從句的表語(yǔ)時(shí)，如：This is the book that was bought yesterday.這就是昨天買的書(shū)。

Our school is no longer the school that it used to be.我們的學(xué)校不再是以前的學(xué)校了。

(9)以Here is(are)開(kāi)頭的句子時(shí)，如：Here is a film that will move anyone.這是一部將使所有人感動(dòng)的電影。

Here are two books that I will buy.這是我要買的兩本書(shū)。

(10)It is(high)time +定語(yǔ)從句，如：It is time that we should have a rest.我們應(yīng)該休息了。

It is high time that they started out.他們?cè)搫?dòng)身了。

只用which的場(chǎng)合如下：

1)非限制性定語(yǔ)從句中

Last night, I saw a very good film, which was about the Long March.昨天晚上，我看了一部好電影，是一部關(guān)于長(zhǎng)征的電影。

2）介詞放在關(guān)系代詞之前時(shí) This is my house of which the roof is red.這個(gè)房子屋頂是紅色的。

3）句中出現(xiàn)了that，或先行詞是that時(shí)

I have found that which I was looking for.我已經(jīng)找到了我一直尋覓的東西。

區(qū)分定語(yǔ)從句和同位語(yǔ)從句

1．定語(yǔ)從句修飾先行詞，它和先行詞是修飾關(guān)系；

同位語(yǔ)從句說(shuō)明先行詞的具體內(nèi)容，是補(bǔ)充說(shuō)明的關(guān)系。

(1)The plane that has just taken off is for London.定語(yǔ)從句

(2)The fact that he has been dead is clear.同位語(yǔ)從句

2.定語(yǔ)從句由關(guān)系代詞或者關(guān)系副詞引導(dǎo)，關(guān)系詞在句中充當(dāng)成分，有時(shí)可以省略；

同位語(yǔ)從句主要由that引導(dǎo)，在句中一般不做成分；

句子也可以由when, where, how, why, whether, what等詞引導(dǎo)，充當(dāng)成分。

(1)The news he told me is true.定語(yǔ)

(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.定語(yǔ)

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

3.同位語(yǔ)從句和先行詞一般可以用be動(dòng)詞發(fā)展成一個(gè)完整的句子，而定語(yǔ)從句不可以。

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

(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.限制性定語(yǔ)從句和非限制性定語(yǔ)從句非限制性定語(yǔ)從

(1)限制性定語(yǔ)從句是句中不可缺少的組成部分，主句和從句之間不用逗號(hào)分開(kāi)。引導(dǎo)

句的關(guān)系代詞有who, whom, whose, which, of which等，這些關(guān)系代詞都不能省略。

(2)非限制性定語(yǔ)從句是對(duì)主句先行詞的補(bǔ)充說(shuō)明，沒(méi)有這種從句，不影響主句意思的完整，一般用逗

號(hào)把主句和從句分開(kāi)，關(guān)系代詞用which，不用that；指人時(shí)可用who。

如：I have two brothers，who are both students.關(guān)系代詞as和which引導(dǎo)的定語(yǔ)從句

as和which引導(dǎo)非限制性定語(yǔ)從句，有相同之處也有不同之處。具體情況是：

1.as和which都可以在定語(yǔ)從句中做主語(yǔ)或者賓語(yǔ)，代表前面整個(gè)句子。

(1)He married her, as/which was natural.(2)He was honest, as/which we can see.2.as 引導(dǎo)非限制性定語(yǔ)從句，可放在主句之前，或者主句之后，甚至可以切割一個(gè)主句； which引導(dǎo) 的非限制性定語(yǔ)從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：當(dāng)主句和從句存在邏輯上的因果關(guān)系時(shí)，常用which。

(5)Tom was always late for school, which made his teacher angry.3.當(dāng)先行詞受such, the same修飾時(shí)，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：當(dāng)先行詞由the same修飾時(shí)，偶爾也用that引導(dǎo)定語(yǔ)從句，但是和由as所引導(dǎo)的定語(yǔ)從

句意思不同。

(4)She wore the same dress that she wore at Mary’s wedding.她穿著她在瑪麗婚禮上穿過(guò)的一條裙子。

(5)She wore the same dress as her young sister wore.她穿著和她妹妹所穿的一樣的裙子。

非限定性定語(yǔ)從句幾個(gè)注意的地方

1.which引導(dǎo)的非限定性定語(yǔ)從句來(lái)說(shuō)明前面整個(gè)句子的情況或主句的某一部分。

2.在引導(dǎo)限定性定語(yǔ)從句時(shí)，that有時(shí)相當(dāng)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.人們對(duì)白日做夢(mèng)的態(tài)度正在改變，這與人們對(duì)

夜間做夢(mèng)的看法的變化有非常相似之處。

I like the music for the very reason that(for which)he dislike it.我出于某種原因喜歡這種音樂(lè)，而他恰恰與我相反。

We arrived the day that(on which)they left.剛好我們到的那天他們走了。

3.有時(shí)as也可用作關(guān)系代詞

4.在非限定性定語(yǔ)從句中，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 是一種固定結(jié)構(gòu), 和??一樣??。

I have got into the same trouble as he(has).2.as可引導(dǎo)非限制性從句，常帶有“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是關(guān)系代詞。1中的as作know的賓語(yǔ)；

2中，它充當(dāng)從句的主語(yǔ)，謂語(yǔ)動(dòng)詞know要用被動(dòng)式。

以the way為先行詞的定語(yǔ)從句通常由in which, that引導(dǎo)，而且通?？梢允÷?。

e.g.The way in which/ that/不填 he answered the question was surprising.他回答問(wèn)題的方式很驚人。

but有時(shí)也可以做關(guān)系詞引導(dǎo)定語(yǔ)從句

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

沒(méi)有幾個(gè)不懂他意思的人。