第一篇：定從教案

定語從句語法教案

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：定從教案

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.展示或陳列某事物

It?s the first time the painting has been displayed to the public.(2)顯示；顯露

Her writing displays natural talent.(3)展示：陳列；顯示；顯露 Put on a firework display(4)陳列的貨物，藝術(shù)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)養(yǎng)成：培養(yǎng)： 產(chǎn)生

He has developed the habit of making notes while reading.(2)發(fā)展：發(fā)揚

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

China is developing the west.(4)沖洗（膠卷）

I ?d like to have these films developed here.Phrase: on display 被展示；被陳列

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教學(xué)設(shè)計

高二英語第四組匯報

組員：

1.雙流棠湖中學(xué) 劉 鮮 2.雙流棠湖中學(xué) 張燕君 3.都江堰市青城山高級中學(xué) 李凌霄 4.大邑縣實驗中學(xué) 王香蓉 5.四川省蒲江縣壽安中學(xué) 陳文霞 6.大邑縣安仁中學(xué) 鄭州宇 7.邛崍市平樂中學(xué) 熊錦莉 8.新津華潤高級中學(xué) 毛 靈 9.新津華潤高級中學(xué) 李 瓊 10.大邑中學(xué) 茍新云

I．About the teaching materials: 本模塊以Literature為話題，介紹了著名英國古典文學(xué)作家查爾斯?狄更斯（Charles Dickens）的生平和他的作品《霧都孤兒》（Oliver Twist）、《遠大前程》（Great Expectations）的片段，旨在通過這樣的話題，使學(xué)生運用所學(xué)的知識談?wù)撔≌f中的人物及其情節(jié)，更多地了解作家的作品及其作品的時代背景和深刻的社會意義。通過學(xué)習(xí)能將小說中的精彩片段表演出來，讓學(xué)生了解如何對人物和事件進行描寫。通過本模塊學(xué)習(xí)，學(xué)生要能對小說與文學(xué)有辯證的認識及學(xué)會鑒賞文學(xué)。

Reading and Vocabulary(1)部分通過閱讀《霧都孤兒》中的一段標題為“Oliver Asks for More”片段，設(shè)計了以下的任務(wù)：1.學(xué)會對素材片段 進行概括，培養(yǎng)學(xué)生的總結(jié)能力和對文章中心的把握能力；2.學(xué)習(xí)相關(guān)的詞匯和短語，為進一步理解課文掃清障礙，培養(yǎng)學(xué)生學(xué)習(xí)生詞的能力，解決了方法問題，同時設(shè)計一定的練習(xí)，鞏固所學(xué)習(xí)的詞匯；3.在對文章內(nèi)容理解的基礎(chǔ)上，為了讓他們進一步理解該故事，更充分地參與到課堂，設(shè)計了角色扮演，和穿越到Oliver Twist 生活的時代，去體會和對比自己的幸福生活，從而達到情感教學(xué)目標的實現(xiàn)：珍惜今天的美好生活，并為明天的更美好而努力奮斗。

II．About the students：本教學(xué)設(shè)計為英語學(xué)科成績在80---100左右的學(xué)生（基本就是我們幾位組員所教學(xué)生的水平）而設(shè)計，他們有一定的英語學(xué)習(xí)基礎(chǔ)，但學(xué)習(xí)興趣和動力還有待于進一步加強，他們的英語口語表達能力也有待進一步訓(xùn)練和提高。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)

河北青年管理干部學(xué)院

教 案

(200 —— 200 學(xué)年第 學(xué)期)

課程名稱 系 任課專業(yè) 任課班級 教師姓名

第五篇：石榴教案定

義務(wù)教育課程標準實驗教科書蘇教版小學(xué)語文三年級上冊《石榴》第一課時教學(xué)設(shè)計

一、教學(xué)目標

1.能正確、流利、有感情地朗讀課文。

2.學(xué)會本課9個生字，重點學(xué)會“抽”、“仿”、“佛”三個生字，兩條綠線內(nèi)的4個字只識不寫。理解由生字組成的詞語。掌握本課的兩個多音字“間”“剝”，體會本課出現(xiàn)的一個比喻句。

3.了解石榴的生長過程以及特點，激發(fā)學(xué)生熱愛自然、熱愛生活的情感。

二、教學(xué)重點

1.讀準生字、新詞，會寫三個生字。2.了解石榴的生長過程以及特點。3.掌握本課的比喻句，能夠有感情的朗讀。

三、教學(xué)難點：理解詞句，并能有感情地朗讀課文。

四、教學(xué)過程

（一）圖片導(dǎo)入

直接出示圖片，提問：這是？學(xué)生（石榴）。你看成熟的石榴有的笑得裂開了嘴，有的笑破了肚皮，多可愛??！你們想和它交朋友嗎？要和它做朋友可得先把課題讀好，講解“榴”的讀音：單獨成字讀第二聲，在課題中讀輕聲。指讀課前板書的課題，學(xué)生跟讀。

（二）初讀課文，整體感知 1.初讀課文，檢查預(yù)習(xí)。要求：自由朗讀課文，讀準字音，讀通句子，難讀的地方多讀兩遍。

2.挑戰(zhàn)詞語：仿佛、甚至、喜訊、抽出、扒開、肚皮、甜津津、石榴、成熟、瑪瑙、馳名中外、郁郁蔥蔥、紅白相間、晶瑩透亮、咧開了嘴。

先帶拼音讀：自由讀、開火車讀（正確就跟讀，不正確的舉手幫幫他）、齊讀。

過渡：去掉拼音你還認識他嗎？去拼音小組讀、齊讀。過渡：同學(xué)們把詞語讀得這么好，老師要獎勵大家來玩一個游戲。出示課件。

3.“闖關(guān)游戲”，挑戰(zhàn)句子。圖片上的三個石榴啊，石榴越大，背后的句子就越難，你們可以根據(jù)自己的能力來挑戰(zhàn)。

第一句：熟透了的石榴高興地笑了，有的笑得咧開了嘴，有的甚至笑破了肚皮，露(lù)出了滿滿的子兒。重點強調(diào)露字的讀音。（2加齊）

第二句：這些石榴娃娃急切地扒開綠黃色的葉子向外張望，向人們報告著成熟的喜訊。請同學(xué)起來讀（1），老師有個方法，能讓你們讀的和她一樣好，斷句（1加齊）。

這句話也很長，你能用剛才的斷句方法試試嗎？第三句：這時，你摘下一個石榴，剝(bāo)開外皮，只見瑪(mǎ)瑙(nǎo)般的子兒一顆顆緊偎(wēi)在一起，紅白相間（jiàn），晶瑩透亮。學(xué)生邊度邊出示斷句，提示剝是一個多音字，在這度bao，再講解多音字間。利用斑馬的圖片理解紅白相間。

（三）再讀課文

再讀課文，把剛才學(xué)的詞語、句子帶入課文中，把課文讀通順、讀流利，同時思考：課文主要講了什么？（課文的主要內(nèi)容學(xué)生言之有理即可，教師做適當(dāng)?shù)狞c評。）

過渡：棗莊石榴可真誘人，看！他們把廣告都打到新聞上啦！

（四）學(xué)習(xí)第一自然段

1.教師讀新聞：棗莊石榴園有石榴樹五百三十余萬株，建于西漢年間，距今已有兩千年的歷史了，是我國最大的石榴園，被譽為中國第一，世界少有。（馳名中外）如果你是棗莊人，你此時有什么感受？（驕傲、自豪、喜愛）

2.出示課文第一自然段，學(xué)生讀出驕傲、自豪、喜愛之情。過渡：夏天到了，石榴花開了。（板書：夏天 開花）

（五）學(xué)習(xí)第二自然段

1.出示圖片，一張石榴花遠景的，一張近景的。讓學(xué)生觀察，用自己的話形容一下石榴花。（2至3個同學(xué)）

2.默讀課文第二自然段，用波浪線勾畫出你最喜歡的或者你認為描寫最生動的句子。學(xué)生可能會說走近看，仿佛是一個個活潑的小喇叭，正鼓著勁兒在吹呢。

3.講解這個比喻句：先出示小喇叭和石榴花的圖片，引導(dǎo)學(xué)生看圖，他們很像，這個句子用了什么修辭手法？（比喻），你從哪個詞語可以看出來？（仿佛），你能給仿佛換個詞嗎？（宛如、好像等），此時小喇叭在干嗎呢？（鼓著勁兒在吹呢），你能比一比這個動作嘛嗎？講解鼓著勁兒——鼓著腮幫子，用力吹。這里體現(xiàn)出石榴花充滿著生命力，充滿著力量！指導(dǎo)學(xué)生感情朗讀（2加齊）。

4.這是在“近”處看石榴花，那遠處看石榴花又是什么樣的呢？到了夏天，郁郁蔥蔥的綠葉中，便開出一朵朵火紅的石榴花。

花越開越密，越開越盛，不久便掛滿枝頭。

誰能解釋郁郁蔥蔥？（多、綠、密、亮）出示圖片，石榴花又是怎樣的呢？（火紅、越開越密、越開越盛、滿）說明石榴花很多、很紅。在指導(dǎo)學(xué)生感情朗讀，讀出石榴花的紅和多。

過渡：這么美的石榴花也給古代大詩人們留下了深刻的印象。

5.拓展似火山榴映小山，火齊滿枝燒夜月。

6.石榴花確實很惹人喜愛，讓我們通過自己的朗讀把喜愛之情表達出來。

過渡：下面我們一起來看看這一段課文給我們帶來的三個生字吧！

（六）教學(xué)生字

1.教學(xué)生字“抽”，“仿”“佛”你怎么記住它？觀察特點，怎么占格，教師范寫佛字、擴詞、描紅，在生字本上寫兩個。

（七）總結(jié)

這篇課文作者通過由遠及近的方法寫出了石榴花的紅、多，還通過春天、夏天，秋天的石榴樹又是怎么樣的呢？我們下節(jié)課再來學(xué)習(xí)。

（八）作業(yè)布置 1.寫一寫今天學(xué)的三個生字，各一行。

2.把課文讀給爸爸媽媽聽，讓他們從你的語言里感受石榴的美。

（六）板書設(shè)計石榴

春天

抽枝 長葉

夏天

開花

掛果

遠——近