外研版初中英语说课稿经典案例

初中外语外研版说课稿经典案例汇总

模板

初中英语说课稿(英文版)模板

一、说教材(教材分析)Analyzingteachingmaterial

1.说课型lessontype(Dialogue/reading/listening/revision)

2.本课在教材中的地位statusandfunction

Lesson33SavingtheEarthisadialogue.Thelessonisfocused

onthetopicoftheproblemsoftheearthandthefunctionalitemsof

Supposition/Intentions/conjecture/Prohibition.Sinceitisa

dialogue/reading.IfshelpfultoimprovetheSscommunicative/

readingability.

3.说教学指导思想teachingguideline

(Teachingsyllabus:Languageisforcommunication,develop

theirfourskills,layspecialemphasisonreading;Grelletputitwell

inhisbookdevelopingreadingskills:developreadingskill/

discourseanalysis;getthemtounderstandthewesternculturebetter;

improvetheabilitytodiscover,analyze&solvetheproblems;

Readingisforinformation,forfun;UseTop-downmodelor

Bottom-upmodeltoactivateSsschemata;Interactivemodel)

4.说教学目标和要求Teachingaimsanddemands(•••be

intendedforSsinkeyschools)

1）认知目标knowledgeobjects

a.EnabletheSstorememberthefollowingnewwords&

phrases:

Damage,lecture,pollute,pollution,room,standingroom,befit

for,hearabout,turninto

b.GettheSstobefamiliarwiththissentencepattern:

Ifthepopulationkeepsgrowingsoquickly,therewillonlybe

standingroomleft...

GivetheSsareinforcedpracticeonthefunctionalitem

Supposition.

c.ActivateSsschemataregardingthetopicofpollutionand

helpSstoknowmoreabouttheproblemofpollution.

2）智能目标abilityobjects

a.AsktheSstomakeupasimilardialogue.

b.Helpthemtounderstandthedialoguebetterandimprovethe

fourskills.

c.Developtheirabilityofthinkingindependently.

d.Cultivatetheirabilitytodiscover,analyzeandsolve

problems.

e.TrainthemtocollectinformationfromtheInternet.

f.Trainthemwithsomeeffectivelearningmethodstooptimize

Ss5learningresults.

3）德育目标moralobjects

a.ArousetheirinterestinlearningEnglish;

b.Helpthemtounderstandthebackgroundofpollution.

c.Enablethestudentstoloveourearthandthenature.

d.Beawareoftheimportanceofstoppingpollution&

protectingourenvironment.

e.EncouragetheSstodosomethingtosavetheearth.

5.说教学重点teachingimportantpoints（生词、句型；培养

阅读技能）

a.Newwordsandphrases

b.Sentencepattern:If-clause

c.improvetheirreadingskills.

d.TalkingaboutproblemsoftheEarth.

6.说教学难点teachingdifficultpoints（语法；发展交际能

力）

a.functionalitem:Supposition.

b.Developtheircommunicativeability.Actouttheirown

dialogue.

7.说教具teachingaids（multi-mediacomputer,software,

OHP）

Theteachingsyllabussaysthatit'snecessaryforteacherstouse

modemteachingfacilities.Ifsofgreathelptoincreasetheclass

densityandimproveourteachingresult.ItcanalsomaketheSs

reachabetterunderstandingofthetextbymakingtheclasseslively

andinteresting.Atthesametime,itarousestheSs5interestin

learningEnglish.

二、说教法Teachingmethods

Fivestepmethod;audio-video;communicativeapproach;

Task-basedlearning:NewSyllabusDesignencouragesteachers

tousethisteachingmethod.TBLTcanstimulateSs5initiativein

learninganddeveloptheirabilityinlanguageapplication.Makethe

Sstherealmastersinclasswhiletheteacherhimselfactsasthe

directorandbringtheirabilityintofullplay.

三、说学法Studymethods

1.TeachSshowtobesuccessfullanguagelearners.

2.TeachSshowtodevelopthereadingskill-skim&scan;

howtocommunicatewithothers;howtolearnnewwords;howto

learnindependently;

3.GettheSstoformgoodlearninghabits.

四、说教学过程Teachingprocedures

I.复习(Revision)5min(Dailyreport;词汇diagram;

brainstorming;activateschemata)

Activity1:Imagination

1).Supposeabottleofinkisturnedoveranddirtiesyourwhite

shirt,whatistobedone?(Washit?Orthrowitaway?)

2).Supposeyoucatchabadcold,whafstobedone?

3).Supposeyourbikeisbroken,whafstobedone?

4).Andsupposetheearth,onwhichwealllive,isdamaged,

whafstobedone?

*Whatcanyouthinkofwhenyousee“pollution”this

word?(waste,environment,air,water,factory,desert,climate...Try

toactivatetheSsschemataregardingthetopicofpollution.)

II.呈现(Presentation)5min

Activity2:Presentation

Playthesong“EarthSong“sungbyMichaelJackson.(Create

anatmosphere)

Alotofpicturesandvideoclipsaboutthecausesandresultsof

thethreeproblemsmentionedinthislessonwillbeshownonthe

screenwiththehelpofthecomputer.

Ss'presentationonpollution.Attracttheirattention,arouse

theirinterest,andcreateagoodatmosphereforcommunication.

*Activatetheirschemataandcultivatetheirabilityincollecting

informationfromtheInternetanddeveloptheirabilityinthinking

independently.

III.对话/阅读(Dialogue)18m

1.Pre-reading

Activity3:Prediction

1stlistening/fastreading,oneguidedQtohelpSstogetthe

mainidea:

Whatdoyouthinkisdiscussedattheconference?

2.While-reading

Activity4:Readandanswer

2ndlistening/carefulreading,moreQstogetthedetailed

information.Developtheirreadingskills:skim&scan.Payattention

tothepronunciation,stress&intonation.

*阅读：Pre-reading;while-reading;post-reading(fastreading/

carefulreading;skim/scan;识别关键词keywords；确定主题句；

创设信息差informationg叩；TorF;填表格chart/diagram;

Predicting;Makeatimeline;Makeastorymap。达到对课文的整体

理解和掌握。Sothattheycanhaveagoodunderstandingofthe

wholetext.)

3.Post-reading

Activity5:Languagefocus

WhileSsareansweringtheQs,theteacherdealswithsomekey

languagepoints.

a.isbeingcausedb.andsoonc.goondoing

d.befitfore.standingroomf.if-clause

IV.操练(Practice)10m

Activity6:Retell

Useyourownwordstoretellthedialogueinthe3rdperson.

Activity7:Actingout

Activity8:Drill-Supposition

Purpose:PractisethefunctionalitemofSupposition.(P.33Part

2;P.113,wbEx.3)

(Retell;actout;roleplay)

V.巩固(Consolidation)6m

(Discussion;interview;pressconference;debate;quiz)

Activity9:roleplay

Supposeyouwereheadofavillage,scientist,journalistand

villager,makeupaconversationandaskseveralgroupsto

demonstrateinfrontoftheclass.

*TheSsareencouragedtousethewordsandexpression_r_rs

likepollution,damage,befitfor,turninto,theif-clause,etc.

Activity10:Discussion

Thinkofthequestion:Arewecausingdamagetotheworld?

Whatshouldwedotosavetheearthandprotectour

environmentespeciallyinourdailylife?

Collecttheiranswersandformareport.

VI.作业(Homework)Im(Writing;continuethestory;recite;

retell)

Writealettertothemayor,tellinghimsth.aboutthepollution

aroundyourschool.

ABriefInstructiontothetopicof"WhatshouldIdo?”

ShangyuanMiddleSchoolLiYiCai

Goodafternoon,ladiesandgentlemen.MynameisLiYiCai.I

comefromShangyuanMiddleSchoolinNanjing.TodayI'mgoing

totalkaboutthetopic"WhatshouldIdo?”Iwilldividethe

instructionintosevenparts：theyareTeachingmaterialAnalysis,

Teachingaims,Teachingemphasis,Teachingdifficulties,Teaching

methods,TeachingaidsandTeachingprocedures.

Part1Teachingmaterialanalysis

ThisperiodisfromUnit3of9AOxfordEnglish.Firstofall,rd

liketotalkaboutmyunderstandingaboutthislesson.Wehave

learnedStarsingsinUnit1andColoursandmoodsinUnit2.We

havealsolearnedhowtowriteaformalrecommendationletterand

howtowriteareportonthemoodsofpeopleinlasttwounits.Today

wearegoingtolearntwoletterstoafamousyouthworkerabout

Millie'sandSimon'sproblems.Sothisunitlinkswithaspecial

meaningofUnit1andUnit2.Thisperiodisthefirstlessonof

Reading.Themainideaofthetopicishowtoexpresstheirproblems

andaskforadvice.Wearegoingtolearnthewaystodealwith

problemsandstressinfollowinglessons.Sothisperiodisvery

importantinthisunit.

Part2Teachingaims

1.Aimsoftheknowledge:

(1)Toknowthespellingofsomewordsandusageofsome

phrases.

(2)TolearnsomethingaboutMillie'sandSimon'sproblems.

(3)TograspthemainideaofReadingandusetheinformation

totalktoothersaboutone'sproblemsandhowtodealwiththem.

2.Aimsoftheablilities:

(1)Toimprovetheabilityofgettinginformationbyreading.

(2)Toimprovetheabilityofretellingthestory.

3.Aimsoftheemotion:

(1)Tounderstandhowtowriteaboutproblemsandtoexpress

feelings.

(2)Toaskforadvicetosolvetheproblems.

Part3Teachingemphasis

1.Tomasterthe'to'-infinitivesand'wh-'words+'to'

-infinitives.

2.Togettheabilityofgeneralreadingandgettinginformation.

Part4Teachingdifficulties

1.Torecognizeandunderstandvocabularyaboutproblems.

2.Toaskforadvice

Part5Teachingmethods

Inthistopic,Iwillusefive-stepTeachingMethodand

Task-basedlanguageTeaching.Idesignsometaskstohelpthe

studentslearn.IthinkifIwanttoimprovethestudents5oralEnglish,1

shouldgivethemenoughchancestopracticeandIwillusepair

workgroupworktoletthestudentstakeanactivepartinallkindsof

activities.Thatis"Learningbydoing,learningbyusing”.Letthe

studentsbethemastersoftheclassteaching,thus,student-centered

teachingmethodiswellshown.

Part6Teachingaids

Projector,slideshow,taperecorderandblackboard

Part7Teachingprocedure

StepI.Lead-in

Thepurposeistoarousethestudents5interestofstudy.

Lefshaveafreetalk.

T:Haveyougotproblems?

S：Yes.

T：Whatisit?

S：Eatingtoomuchmakesmeunhealthy.

T：Whataboutyou?

S：……

StepII.Presentation

Thepurposeistodeveloptheskillsofskimmingandhowto

gainthemainideaofthearticles.

1.Askstudentstoreadtwolettersandanswerthefollowing

questions:

①WhatisMillie'sfavoritehobby?(Painting)

②WhatisMillie'sproblem?(Shedoesn'thaveenoughtimefor

hobbiesandhomework.)

(3)WhendoesSimonplayfootball?(Afterschooluntillate)

④Howdohisparentsfeelaboutit?

(Theydon5tlikethisandaskhimtogohomebefore6p.m.)

2.Askstudentsiftherearewordsthattheydonotknow.

Explainsomenewwordsbriefly.

deal；choice；complete；refuse；accept；spare；doubt；whether；

StepIII.Practice

Thepurposeistodeveloptheskillsofscanningandhowto

gainthedetailsfromthearticles.

1.Listentothetapeandanswersomequestionabout"True"

or“False”.

2.Askstudentstoreadthearticlesagainandexplainsome

importantphrases.

Howtosolvetheproblems；handin；ontime；atthemoment；

can'tfindanytimeformyhobbies；feelbad；giveup；

achieveabalancebetweenthetwo；hearform；makeunhappy

StepIV.Retelling

Thepurposeistodeveloptheskillsofretellingwiththekey

words

1.Askstudentstomakesentenceswithphrasesthatwehave

learned.

2.Trytoretelltheoutlineofthearticles.

3.Encouragestudentstosaysomethingaboutthemselves.

StepV.Summaryandhomework

Thepurposeistogivethestudentsaclearideaofhowto

expresstheirproblemsandrevisethearticles.

1.Askstudentstorevisethewordsandphrases

2.Askstudentstowritealetterabouthimselfafterclass.

Duringmyteaching,V11trymybesttogetmyclassaliveand

encouragethestudentstotalkwitheachotherinEnglish.Ithinkthe

generalaimofEnglishteachingistoimprovetheabilityofusing

English.AndI'11usethistoguidemyteaching.

Thankyou!

1、Module4LifeIntheFuture说课稿

一.教材分析

1.本模块以未来的教室及学习为切入点，谈论将来我们生活的各

个方面，学生较为有兴趣,便于展开活动。在这个过程中学习和掌

握一般将来时WILL+动词原形的表达方法及注意点。

2.《新标准》英语采用归纳式语法学习法：呈现--提问--发现

-—总结，培养学生自主学习的能力。一般将来时作个本学期一

个重要的时态在上一个单元中就已涉及Begoingto+动词原形，

学生已有一定的概念，这只需要老师很好地设计课堂教学,活动作

一定的延伸就可以了。

二.学情分析

学生在前一模块中已学习了一般将来时的肯定、否定与一般疑问

的表达方式，也掌握了如何表达自己将要做什么，没做什么，也学

会了如何问别人将来是否要做某事。本单元则是在前面的基础上

引入到谈论将来生活这个话题上，这是学生很熟悉也是较感兴趣

的话题。在教师预设的任务中，引导学生在交际中动态.生成，学

生有话可说，乐于合作分享。这样就有利于他们更好的运用课本

知识，达到提高综合运用语言能力的目的.

三.教学目标

1.语言知识目标

基础核心词汇：lifefuturechalkpaperrulernoonefarm

holidayrainweatherwindsocheapexpensiveshortgetwarm

springautumnheavyrainstrongcomfortablemachinejob

freetechnologyinterestingdifficultweakdream

掌握：cablecalculatorcellsatellitefuelroughheatdull

climatetransportsmoothuncomfortable

语法一般将来时的肯定，否定及疑问句结构和形容词的用

法.

话题以谈论将来的生活为中心，说一说将来生活的各个方面.

2.语言技能目标

听：能听懂用一般将.来时表述的意义。

说：能运用一般将来时描述将来的生活。

读：能读懂阅读文章，理解语篇主题和细节。

写：能用一般将来时写将来生活等有关的短文。

3.学习策略目标

四.重点难点

1.教学重点

[1]以谈论将来生活为中心，介绍并询问有关将来生活的信息.

[2]能运用用一般将来时及形容词。

2.教学难点

[1]描述将来生活涉及的一些词汇及它们在句中的正确运.用。

[2]能运用一般将来时进行描述与提问。

五.突破途径

1.利用多媒体，让学生在歌声中感受语言，在轻松愉快的video

欣赏中输入语言。在合作学习、游戏、竞赛等活动中巩固语言。

2.整合教材，对教材的内容进行适当的补充、删减、调序。以话

题为核心，设计多种任务活动，把知识点化难为易。将知识不断

滚动、内化和外延。

Unit2ReadingandVocabulary

Teachingaims：

Togetnecessaryinformationfromthereadingmaterial

Totalkaboutlifeinthefuture

TolearntheSimpleFutureTense

Importanceanddifficulties：

Keyvocabulary：farm,holiday,rain,weather,wind,Fso,

cheap,fuel,expensive,short,get,getwarm,rough,spring,

autumn,heavy,rain,strong,comfortable,heat,light,

machine,dull,job,free,climate,technology,transport,

easy,interesting,difficult,smooth,uncomfortable,weak

Keystructures：will+V

Stepl.Greeting

Step2.Revision

Talkaboutschoolinthefuture

Step2.Newwords

Showsomepicturesandintroducethernewwords.

Step3.Parts(1,2,3,6)

(1)Listenandmatchthepicturesandheadingswiththe

paragraphs.

(2)Findsomeinformationwordsfortheheading.

(3)Checkrthetruesentencestohelpunderstandthe

material.

(4)Readthepassage.

Step4.Reading,

(1)Readcarefullyandfindtheadjectivesanditsopposite

wordsinPart2.

⑵.Lookatthepicturesandtrytosaysomethingabout

thepassage,usingtheseadjectives.

Step5.Groupwork

Talkabout„thequestions：Willwehaveaneasyora

difficultylifeinthefuture?why?

Step6.Survey

(1)Talkaboutyourlifein10or20years.

1.Whatwillyoubeinthefuture?

2.Willyouhaveaninteresting/happylife?Why?

2Willyouhaveasmallandnicecar?

3Whatwillyourhomebelike?

4Millyoudomanythingsonthe,Internet?Whatwillyou

doontheInternet?

5Willyouhavelotsoffreetime?Whatwillyoudoinyour

freetime?

6Willyoutakeaplanetotravelaroundtheword?Where

willyougo?

(2)Writeashortpassage“Mylifeinthefuture”

Step6.Homework

1、Rememberthenewvocabulary.

2、Finishtheshortpassage.

2、Module1Wondersoftheworld

Unit21wasontheedgeoftheGrandCanyon.说课稿

各位专家、老师：

下午好！

很荣幸能有这个机会上这堂课，同时，也很忐忑。在座的各

位都是资深教师了，都有一双火眼金睛，我的破绽，肯定是一览

无余的。

首先，我就本节课的载体(即课文)稍作分析。

本文是谈论作者一次去科罗拉多大峡谷的旅游经历和对大峡

谷的介绍。词汇量还是较多的。这篇文章是以游记形式的日记，

所以，整篇文章的阅读是以时间轴为主线的。

接下来我按照我自己教学的设计稍微作一个解释。

课前播放的图片是2007年新选出来的7大奇迹，学生通过图

片可以对世界奇迹有一些了解。Warmingup部分是以长城为载

体，讨论为什么长城是世界奇迹之一，随之呈现一些新词汇，

(wonder,ancient,man-made,disappear)为接下来的阅读减轻了

负担。也激起了学生的自豪感。

Pre-reading部分是直接用大峡谷的图片来导入，让学生就大

峡谷有一点了解，也解决了一部分新词汇(edge,ottom,

canyon,)。

我为学生每步的阅读预设阅读目的，引导学生使用skimming

和scanning等策略来完成阅读任务。本间的阅读设计是总-分-总。

首先学生快速阅读后本文呈现的是一则日记的形式，然后根据内

容将文章分为三大部分，这样就搭建起了本文的框架，使学生对

文本有了明晰的了解，然后再仔细阅读，并引导学生按事情的发

展顺序去阅读本文。

第一部分(ontheway),主要是信息的提取，其中还有一个

猜词“replay"，这一个题型我在以前不够重视，是上次我们学校

校本教研活动时，王老师给我们学校的老师评课时讲到了我们平

时阅读课上，可以适当练习一些考试题型，其中猜词就是很好的

一个训练，我觉得在课堂上的不知不觉的渗透比讲解考卷时更有

效。

第二部分(ontheedge),有信息的提取，但是更关注写作中

的描写，可以说是细节描写吧。让学生用几个句子自己去体会，

并引导学生从事实中去判断作者的观点和情感，也为读后的写作

提供一些模仿的依据吧。

第三部分(afterthetravelling),主要是分析作者对大峡谷的

看法，旨在告诉学生在写作过程中也要善于表达情感或观点。

最后环节的任务是让学生对作者的日记进行改写，在改写中,

注意写一篇日记的要点。(时间、地点、人物、事情、还有适当

的自己的看法)。

最后输出部分，是设想自己曾经去过一个奇迹之地，先合作

讨论，最后独立写作。

我经验不够，见识浅薄，还望各位多多指教。

3、Module8PhotosUnit3Languageinuse说课稿

学生年级：初中三年级

教学内容：外研版《新标准》英语Module8unit3

一模块教学内容分析

本模块以摄影比赛为话题，介绍了托尼为参加摄影比赛而拍

照的经历和上届摄影比赛的结果公示。通过介绍和摄影比赛相关

的内容展示了定语从句的用法。

二单元教学内容分析

本单元是第三单元，由于第一、二单元以听、说、读、写技

能培养为主，语法和词汇只是于听说读写中培养感性认识，并不

做深入理解，训练与应用训练，因此本单元以展示定语从句的用

法为主。教师将通过控制性逐渐降低的一系列活动引导学生最终

用定语从句准确地表达自己的思想学会描述人和物。

二、学情分析

初三学生在第七模块已经了解了定语从句的基本结构和表

意功能，并且能够用定语从句写出正确、通顺的句子，因此本模

块继续进行定语从句的学习，本模块中要引入which和who引导

的从句，只要注意先行词的不同，即可有水到渠成之功，利用丰

富多彩的照片展示，给学生以美的享受，从而使学生的多种感官

交替使用，达到学习和训练英语基础知识和基本技能的目的。

三、设计思路

Unit3的宗旨在于通过综合训练，掌握并运用新语法，培养

学生听、说、读、写的技能。

因此我将以对课文中出现的图片讨论复习为切口，引领学生对所

学篇章中含有定语从句的句型和重点词汇进行复习，板书呈现重

点，合理设计结构为下一步的写作铺垫。然后在教学中充分利用

本单元和workbook中部分练习层层递进帮助学生巩固和运用语

法，最后辅以少量阅读，感知从句在整体篇章结构中的运用。最

后根据单元写作任务在写作中运用语法。

四、学习策略

1.学生对所学习内容(unitl,unit2)能主动复习并加以整理

和归纳

2在使用英语中，能意识到错误并进行适当的修正。

3积极参与课堂内外英语学习活动，在交际中遇到困难时，有效

地寻求帮助。

五、任务

挑选自己最喜爱的照片，能向班内其他成员简要用英文介绍照

片，及喜爱它的原因。

六、教学目标

总体目标：通过综合训练，帮助学生能够复习本模块的词汇，含

有定语从句的句子，掌握并运用新语法，提高四项技能。

1、语言知识目标

⑴掌握本模块中的词语(准确发音、拼写、掌握词性、理解词

义并能真实运用)

名词：beautycongratulationmovementphotographer

size

动词：expectinclude

形容词：rich

短语：eventhoughontheleft/rightpickupthanksto

(2)理解下列单词：categoryceremonyfeature

frightenedhistorickidpresentshot

⑶掌握which,who引导的定语从句的基本用法

2、语言技能目标

经过课堂讲授操练之后，学生能够读懂与本模块话题相关的

文章，能够用定语从句描写作品。

3、情感目标

通过欣赏摄影作品培养审美意识，培养对他人的欣赏态度。

4、文化意识目标

结合照片内容向学生介绍各种各类照片所承载的文化内涵，

使学生了解文化是渗透在生活中的。

六教学过程

IExperience感知体验

Step1

【操作方式】教师由话题导入上节课学习过的图片，学生观察图

片，在教师的帮助下回顾所学重点单词和句型，教师引领操练句

型。

T：goodmorning,class.

Ss：goodmorningteacher.

T：Todaywe'11goontolearnModule8,LanguageinUse.

What'sthetitleofUnit8?

Ss：photos

T：whatdowecallthepersonwhotookphotos?

Ss：photographer.

T：…

【设计意图】通过标题和图片引出学生需复习的单词和句型。

Step2

【操作方式】教师设置情境引领学生巩固重点句型。

T：ThephotowhichIlikebestisofthecityofBeijing,

becauseitshowstherichculturewhichmakesBeijingso

famous.Whataboutyou?

Ss：thephotowhichIlikebestisof…

【设计意图】操练和巩固含有定语从句的重点句型。

Step3

【操作方式】继续引领学生做第二组词汇练习，通过观察和感知

句型总结本模块语法--定语从句

T：openyourbookstopage68,finishActivity1.

T：pleasereadthesentencesagainandtellmewhatkind

ofsentencestheyare.

Ss：Attributiveclause.

T：…

T：canyousaytheminanotherway?

Ss：Aphotographerisapersonwhotakesphotographs,

especiallyasajob.

【设计意图】反复操练描述人和物的句子，帮助学生感知定语从

句然后启发学生明确目标。

Ex2根据句意和首字母填空

1Apersonwhotakesphotographs,especiallyasajob,is

ap.

2Somemoneywhichisgivenasa“present”ina

competitionisap.

3Anareawhichisopentoeverybodyiscalledap__space.

4Someonewhoshowspeoplearoundaplaceofinterestis

ag.

5Abuildingwhichisnew,andnottraditionalisam

building.

IIpractice强化操练

Step4

【操作方式】完成课本Activity2.进一步对定语从句描述人和

物进行较高程度的训练。教师对教材原有活动加以改进，帮助学

生最终掌握和运用语法。

T：Nowlet'strysomedifficultones.

T：Ateacherissomeonewho…

Ss：Ateacherissomeonewhohelpsustolearn.

T：welldone.Anymoreideas?…

【设计意图】设计环节紧密相连，设题难度进一步提升。由浅入

深帮助学生掌握语法。

Step5

【操作方式】先同伴后小组活动做猜谜游戏，完成课本活动6.

T：Sheisnearagirlwhohasglassesandlonghair.Who

isshe?

Hesitsnearagirlwhostudiesbestinourclass.

Heistheboywhositsbesideme.

Sheisthegirlwhositsnearthefrontdoor.

【设计意图】将语法教学运用于情境之中，激发学生兴趣。同时，

活动难度上升，由原来的控制性活动开放性活动，体现交际性。

Step6

【操作方式】结合教学实际，教师选取本模块重点词汇及历届中

考试题中和定语从句相关的部分让学生进行实战演习，同时完成

和定语从句相关的句子翻译。

Ex2词汇运用

用括号里所给词语的适当影式填空。

congratulationhistorybeautifulmove

includephotographsizecategory

1.Itissaidthathisuncleisafamous.

2.Thereisatowerinthecentreofthecity.

3.Thewinnerinthe“Literature"isfromClass

8.

4.Hefelloffhisbikeandlayonthegroundwithout

any.

5.toourwinnersandthankstoeveryonewho

enteredthecompetition.

6.HiscollectionofstampsthreeAmerican

stamps.

7Thevisitorsareallattractedbytheofthe

city.

8.Iboughtapairofnineshoeslastweek.

Ex3中考链接

1.()Mr.Green,thereissomeoneatthefrontdesk

wouldliketospeakwithyou.

A.heB.whoC.whichD.whom

2.()YaoMingisafamousbasketballstarisplaying

intheNBA.(06吉林)

A.whoseB.whoC.whatD.which

3.()Helikesmusichecoulddanceto.(06福建)

A.whoB.thatC.whomD.what

4.一Isthegirlisinterviewingthemanagerofthat

companyyourfriend?

一Yes,sheisajournalistfromCCTV.(06天津)

A.whoB.thatC.whomD.what

Ex4语法应用

1我们应该帮助处于困境中的人。Weshouldhelppeople

2得奖的那个人是一位80岁的老妇人

isan80-year-oldwoman.

3我要向你们展示一下我在绘画比赛中所得的奖牌。

Iwillinthepainting

competition.

4你喜欢的照片在那边。

【设计意图】由听说向读写的过渡。设题简单帮助学生建立学好

定语从句的信心。

Step7

【操作方式】呈现两个与定语从句有关的谚语请同学欣赏，然后

翻译两个较常见的句子让同学翻译：。

T：let'senjoysomeproverbs.

1.Apersonisknownbythecompanythathekeeps.近

朱者赤，近墨者黑。

2.Hewhoinquiresmuchlearnsmuch.问得多，学得多。

3Godhelpthosewhohelpthemselves.天助自助者。

4Hewhohesitatesislost.犹豫不决就会错失良机。

5Allisnotgoldthatglitters.闪光的不全都是金子。

6Alliswellthatendswell.结局好就一切都好。

【设计意图】帮助学生了解在定语从句在精美谚语的运用，有助

于培养学生语感，启迪智慧，涵养情操，提高审美情趣。同时可

以在大量做题后放松心情，学会欣赏。

Step8

【操作方式】教师呈现一幅希望工程的图片，向同学介绍自己最

喜爱的图片。然后呈现并下发一组图片，请同学小组讨论自己最

喜爱的图片。

T：ThephotowhichIlikebestshowsagirlwithbrightbig

eyesinthepoorareas.Itwastakenbyajournalistcalled

XieHailong.Itsuccessfullyshowsthestrongwishofgoing

toschoolwhichthegirlhas.EverytimeIsawthepicture,

Iwillthinkabouthowpoortheyareandhowweneedtohelp

them.

Ill交际运用

Step9

【操作方式】检查部分学生的介绍，然后要求学生写出自己最

喜爱的照片

T：Youcandiscussingroupsandshowyourfavoritephoto.

【设计意图】帮助学生将语法最终运用到语言中去。

作业设计：完成写作任务。

4、ABriefInstructiontothetopicof“WhatshouldIdo?”

Goodafternoon,ladiesandgentlemen.MynameisLiYiCa

i.IcomefromShangyuanMiddleSchoolinNanjing.Today

I'mgoingtotalkaboutthetopic“WhatshouldIdo?”

Iwilldividetheinstructionintosevenparts：they

areTeachingmaterialAnalysis,Teachingaims,Teaching

emphasis,Teachingdifficulties,Teachingmethods,Tea

chingaidsandTeachingprocedures.

Part1Teachingmaterialanalysis

ThisperiodisfromUnit3of9AOxfordEnglish.First

ofall,I,dliketotalkaboutmyunderstandingaboutt

hislesson.WehavelearnedStarsingsinUnit1andCol

oursandmoodsinUnit2.Wehavealsolearnedhowtowr

iteaformalrecommendationletterandhowtowritear

eportonthemoodsofpeopleinlasttwounits.Todaywe

aregoingtolearntwoletterstoafamousyouthworke

raboutMillie'sandSimon'sproblems.Sothisunitli

nkswithaspecialmeaningofUnit1andUnit2.Thispe

riodisthefirstlessonofReading.Themainideaofth

etopicishowtoexpresstheirproblemsandaskforad

vice.Wearegoingtolearnthewaystodealwithproble

msandstressinfollowinglessons.Sothisperiodisve

ryimportantinthisunit.

Part2Teachingaims

1.Aimsoftheknowledge：

(1)Toknowthespellingofsomewordsandusageofso

mephrases.

(2)TolearnsomethingaboutMillie'sandSimon'spr

oblems.

(3)TograspthemainideaofReadingandusetheinfo

rmationtotalktoothersaboutone'sproblemsandhow

todealwiththem.

2.Aimsoftheablilities：

(1)Toimprovetheabilityofgettinginformationbyr

eading.

(2)Toimprovetheabilityofretellingthestory.

3.Aimsoftheemotion：

(1)Tounderstandhowtowriteaboutproblemsandtoe

xpressfeelings.

(2)Toaskforadvicetosolvetheproblems.

Part3Teachingemphasis

1.Tomasterthe'to'-infinitivesand'wh-'words+'t

o'-infinitives.

2.Togettheabilityofgeneralreadingandgettingin

formation.

Part4Teachingdifficulties

1.Torecognizeandunderstandvocabularyaboutproblem

s.

2.Toaskforadvice

Part5Teachingmethods

Inthistopic,Iwillusefive-stepTeachingMethodand

Task-basedlanguageTeaching.Idesignsometaskstohel

pthestudentslearn.IthinkifIwanttoimprovethes

tudents'oralEnglish,Ishouldgivethemenoughchance

stopracticeandIwillusepairwork,groupworktole

tthestudentstakeanactivepartinallkindsofacti

vities.Thatis“Learningbydoing,learningbyusing”.

Letthestudentsbethemastersoftheclassteaching,t

hus,student-centeredteachingmethodiswellshown.

Part6Teachingaids

Projector,slideshow,taperecorderandblackboard

Part7Teachingprocedure

StepI.Lead-in

Thepurposeistoarousethestudents'interestof

study.

Let'shaveafreetalk.

T：Haveyougotproblems?

S：Yes.

T：Whatisit?

S：Eatingtoomuchmakesmeunhealthy.

T：Whataboutyou?

S：……

StepII.Presentation

Thepurposeistodeveloptheskillsofskimmingandho

wtogainthemainideaofthearticles.

1.Askstudentstoreadtwolettersandanswerthefoil

owingquestions：

①WhatisMillie'sfavoritehobby?(Painting)

②WhatisMillie'sproblem?(Shedoesn'thaveenought

imeforhobbiesandhomework.)

③WhendoesSimonplayfootball?(Afterschooluntillat

e)

④Howdohisparentsfeelaboutit?

(Theydon'tlikethisandaskhimtogohomebefore6

p.m.)

2.Askstudentsiftherearewordsthattheydonotkno

w.

Explainsomenewwordsbriefly.

deal；choice；complete；refuse；accept；spa