【篇一：高中英语语法课教学设计】
篇一：高中英语语法课教学活动的设计 高中英语语法课教学活动的设计 密云县第二中学 季李红
【摘要】本文结合三个课例，探讨了高中英语语法课教学活动设计可遵循
的原则，以实现学生在课堂中的主体地位，发展思维能力，促进 综合语言运用能力的形成。
【主 题 词】语法教学 活动设计 主体地位
笔者以课例研究的方式对语法教学进行了大量实践，认为语法课教学活动的设计应注意以下原则。
一、 教学活动的设计与教学目标一致
教学活动的设计要与教学目标一致，为教学目标达成服务，因此每个教学活动要有明确的目的。以北师大版第五模块第13单元语法项目---情态动词表推测，
语言鲜活。为了实现教学的第一个目标，笔者对教材设计的教学练习做了如下调
推测的句子，没有足够调动学生的主动性，激发他们的思维活动；事实上，要学生关注目标语法结构前，教师应对语料进行必要的阅读理解处理，这有利于解决教学难点。此外，文中有18个含情态动词的句子；其中4个不是情态动词表推测的句子。若学生能将他们成功挑出，说明他们不但回顾了旧知识，理解了must, may, may not, might, can’t, could 表推测时，在上下文中表达的语气，而且更将注意力关注于目标语法。
本课的教学难点为：use the proper forms of modal verbs to express guesses about what happened and what is happening now. 为了在教学中突破难点，笔者将
测的深层含义，同时又关注、归纳出了语法规则。
在归纳法语法教学模式中，学生首先接触的是包含语法规则的真实上下文情景，然后根据上下文的信息归纳出使用规则。这种教学法有助于培养学生的语感。通过分析归纳总结语言使用规律课深化学生对用法的理解，培养学生的逻辑思维能力。但教师必须提供充足
的，以语境为依托的语料，教学活动的形式适合学生的认知水平，他们的观察、体验、探究、合作等主动学习行为才得以开展。 二、 教学活动的设计是形式和意义的结合
高中阶段的语法教学，应从语言运用的角度出发，把语言的形式、意义和用法有机地结合起来。要引导学生在语境中了解和掌握语法的表意功能。例如：在强化巩固情态动词对发生了的事情表推测的句型时，笔者认为教材p13 ex-8 的活动设计得很好，例如：a housewife is cheering. 针对这个情境，学生的语言产出为： 1) her husband may be cooking.
2) she may have got a surprising gift.
3) her husband may have been promoted. 4) she could be pregnant.
学生的表达多样，富于想象，不是对例句的机械模仿，他们在努力传达内心所想，这使得课堂气氛越来越活跃。 三、 教学活动的设计具有层次性和梯度
变化是学习的调料，是教学的调节剂。由于学生水平的差异，课堂上活动任务应有一定的梯度，使各层次的学生都能学到东西。另外, 过于单一、没有挑战性的教学活动会使学生对语法教学产生厌倦情绪。
语法练习一般分为结构认知性练习、控制和指导性练习、交流性练习。教学过程中，教师的指令要简洁明确，做出清晰的示范，以保证练习效果。在本课例中，练习设计的层次和形式如表格所示： 片传达的信息要明确，切忌含有分散学生注意力的动画和声效。 四、 教学活动的设计保持话题一致性 五、 教学活动的设计与教学资源整合
教材是语言教学的媒介之一，教师应对教材认真分析，对学生的需求和水平进行深入了解，补充和调整教材内容，进行有效的资源整合，使之为教学目标服务。首先，教师可以进行单元内或单元之间的教学材料重组。例如：人教版模块5第四单元语法---v-ing 作定语和状语。在目标语言项目呈现环节，笔者没有采用第四单元的课文，其中含有动词-ing 形式的句子少。本人将三单元的课文a master of nonverbal humor 做了缩写，集中呈现了动词-ing 形式的四种用法，让学生通过观察，依据其成分功能进行分类，复习已学动词-ing 形式作表语、补语、定语，发现新的语法点---动词-ing 形式做状语。笔者呈现的练习如下： 教版教材等，其中的练习有权威性，具有很高的参考价值。
结束语
教学活动是实现教学理念的载体，合理的练习设计可以激发学生的学习动机，提高课堂学习的效果。学生的思维能力在活动中得到锻炼与发展。这是师生对课堂教学价值最大化的实现。参考书目： 1． 陈琳 王蔷 程晓堂《英语课程标准解读》江苏教育出版社2003年
2． diane larsen-freeman 《语言教学：从语法到语言技能》 外语教学与研究出版社2005年
3． 北京市基础教育课程改革实验工作领导小组《北京市普通高中新课程英语学 科教学指导意见和模块学习要求》2007年 篇二：高中英语语法课教案
高中英语语法“虚拟语气”的教学设计 一、教材分析：
本课是结合外研社版高中英语教材选修6中有关虚拟语气的语法内容，进行高三虚拟语气的复习，教学中将语法知识的传授和语言基本技能的学习结合到一起，注重复习语法与语言的运用。采用任务型教学法和小组合作探究学习法，从而扩大课堂的语言输入量及学生的语言输出量。 二、学情分析：
在高一和高二英语学习基础上，高三学生已经掌握基本的语言结构和一定程度的听说读写能力。在高三语法复习的过程中，结合学生原有的知识掌握水平，巩固基础强化正确使用语法知识，提高学生运用语言的深度和难度.但大部分学生的基础知识仍然较为薄弱，运用英语进行交际活动的能力较差，主动学习的动力不够，然而他们学习比较认真，渴求知欲旺盛，思维比较活跃。部分学生的基础较好，能主动配合老师。只有设置使他们感兴趣的活动，因材施教，才能让他们投入到课堂活动中来。 三、教学重点:
1.复习的重点---语法虚拟语气的句型结构. 2.语法虚拟语气的运用 四、教学难点:
1.结合复习的语法知识，以课堂教学为依托，全面训练学生的听、说、读、写能力，加强和提高运用英语的综合能力。 2.虚拟语气在真实的生活语境中的使用。 五、教学目标: 1.知识目标:
引导学生掌握情态动词在虚拟语气之中的使用。培养学生通读，分析，理解，综合的能力，教会学生体察语境，结合上下文，附和逻辑推理和合理的想象，结合语法和题干中的语境解决高考题。在运用语言过程中培养学生的观察力、分析力、想象力和自学能力，提高思维能力和运用英语的综合能力。 2.能力目标：
利用多媒体手段营造积极和谐教学氛围，使学生进入情景之中，充分调动学生的思维活动和情感体验，规范学生运用英语知识准确表达的能力，同时，发展学生综合语言运用的能力，分析问题和解决问题的能力，培养学生自主学习。 3.德育目标：
用情态动词和虚拟语气的句子结构表达思想感情和正确的世界观、人生观。
六、教学策略:
通过活动课、小组讨论等具体形式，创设有利于高中生自己自我认识、自我反省、自我调节的情境，利用他们自身较高的自我意识水平对自己的学习进行调节、监控。因此，本课采用教学方法---任务型教学法。以任务为中心，任务的设计焦点是解决某一具体的贴近学生生活的问题。教师要从学生“学”的角度来设计教学活动，使学生的学习活动具有明确的目标。在的各种“任务”中，学生能够不断地获得知识并得出结论。 七、学习策略:
非测试性评价体现新课程标准的实施效果，评价体系“正确反映外语学习的本质和过程，满足学生发展的需要。” 本课将各种活动设计成小组活动并开展小组竞赛和填写课堂自我评价表等非测试性评价手段，帮助学生养成自主学习与合作学习的能力，培养创新意识和实践能力，以及具备科学的价值观。 八、教学用具：
黑板、录音机、多媒体辅助（将本课所需要的图片、文字、音乐等制成ppt课件） 九、 教学过程
step1 warming up（5 minutes）discuss about the pictures together , and express their ideas freely . such as, what would you do now, if you lost your vision or other valuable things ? you wish?? 设计说明：
2.利用新颖和形象的图片导入，有利于学生参与教学活动，进行讨论和对话活动。帮助学生学会珍惜拥有，学会生活。 step2 presentation （8 minutes） living life over
if i had my life live over i would have talked less and listened more
i would have invited my friend over to dinner even if the carpet was strained and the sofa faded ??
task2：choose the best group that read the poem with their deepest feeling. 评价工具（选票）：选出朗读最好的学生。 设计说明：
1.用配乐英文诗歌朗诵的方式导入语法---虚拟语气的学习。该诗歌几乎每句都使用虚拟语气来表达思想，传递情感。
2.任务型活动：课题的引入采用诗歌朗诵竞赛的形式，学生小组活动，对英文诗歌进行翻译，激发参与学习过程的热情和竞争意识。最后由全体同学对各组参与代表投票进行非测试性评价。 step3 revision（7 minutes）
firstly，ask the students to answer the questions in groups to summarize the basic structure of the grammar.
2. if there _______ (not be) the war, people ______(live) a happier life in the future.
1.教师在进行语法教学的过程中把握好教学内容和教学范围的度, 适应高三复习的需要，加强语法教学的交际性，科学性和可操作性。 2.合作学习活动，学生在活动中运用语言，调动起学生的认知结构和主体意识。教师把语法规则活化为活动，把教学活动活化为交际活动。设分组竞答游戏活动，激发学生的参与意识。 step4 consolidation (5minutes)
1. if newton lived today, he would be surprised by what ______ in science and technology.
a. haddiscovered b. hadbeendiscovered c. hasdiscovered d. hasbeendiscovered
2. this printer is of good quality. if it ____ break down within the first year, we would repair it at our expense. a. wouldb. shouldc. couldd. might 3. --- john went to the hospital alone.
--- if he ____ me about it, i would have gone with him. a. should tellb. tells c. told d. had told
设计说明：
以选择题的形式，降低学习学习的难度。通过课堂测试进行反馈，进而了解学生的掌握情况，以学生的为本，注意个体差异，因材施教。
step5 writing （20 minutes）
task1: summarize the grammar with the students and write down what they said on the blackboard. 1. if?did/were , ?would/could/should/might do?
2. if ?had done , ?would/could/should/might have done?
3. if?did/ were to/should do ,?would/could/should/might do? task 2: discuss the sentences in grou
ps and encourage the students to express their feelings in english as follows
2. i could have been good at english, but i devoted too little time and energy to it.
3. if i had worked two years ago as hard as i do now, my grades would be much more satisfactory now.
task3: ask the students to translate the sentences into english. 1.我的老师建议我制定学习计划并认真的执行。
(1) my teacher suggests that i should make a study plan and carry it out very seriously.
(2)it is suggested that i should make?
(3)my teacher’s suggestion is that i should make?
2.现在，我学习起来好像永不疲倦一样。我相信，坚持不懈和决心会助我成功。
at present, i am learning as if i were never tired. i believe that my perseverance and determination will lead to my success. 设计说明：
1. 让学生围绕该话题展开讨论，以确认可以使用虚拟语气的地方。课堂教学过程中，注重 “精讲精练，以练为主；点到为止，注重运用”。
2. 在学生找到可使用的句子之后，鼓励学生灵活运用多种虚拟语气的表达方式对语言进行深层次的句法处理.调动学生参与课堂学习活动的热情，增强面对高考的自信。 step5 assignment 设计说明：
任务型活动：课外作业是课堂教学活动的延伸，学生可以互相合作完成该写作任务。该环节是本课所有教学环节的延续，通过写作的
练习，使学生逐步学会运用语法知识，讨论自己感兴趣的话题，表达自己的思想，达到形成和提高写作能力与技巧的目的，完成学习的任务。让学生在反复接触和运用语言的过程中逐步体会和感知语言的规律性，从而使学生的语法知识内化成语言能力。 blackboard design (板书设计)
revision--- the subjunctive mood
1?did/were , ?would/could/should/might do?
2?had done , ?would/could/should/might have done?
3?did/ were to/should do ,?would/could/should/might do? if
but for
reflection after teaching（教学反思）
本节课通过不同的任务设置，让学生在小组活动中通过合作和探究来完成各个任务。新教材要求将语言的形式与其意义、交际功能有机的结合起来，通过在实际的语言运用中内化语言规则，从而使学生达到能准确运用语言进行有效交际的目的。大多数学生离开课堂之后并没有多少听说英语的练习机会，他们十分缺少环境英语的反复刺激。导致学生的语言基础不扎实，在表达自己的看法和用英语进行讨论时，不时有学生夹杂着汉语。在学生进行小组活动时，应尽量给学生更多的帮助，主动了解学生的语言困难。学生在有限的课堂中学到的知识毕竟有限，让他们掌握语言的同时，将课堂学到的知识内化为能力，继而实现语言学习并运用的目的。同时，运用写作引导学生体验语言的用法，提升学生的能力。 篇三：综合运用型高中英语语法课的教学设计 高中英语语法课的教学设计
—— v-ing form as subject and object 一、教材依据
人教版高一教材模块4第二单元discovering useful structures部分的内容为动词 -ing 形式用作主语和宾语。 二、设计思想
英语新课程标准明确指出：“此次英语课程改革的重点就是要改革英语教学过分强调语法和
【篇二：高中英语语法课的教学设计】
人教版高中英语选修7 unit4语法教学设计 the revision of attributive clauses ( i )
高州市第一中学 梁智群
一、教材依据
人教版高二教材选修7第四单元revising useful structures部分的内容为
the revision of the restributive attributive clauses。 二、 教学目标
根据《新课程标准》关于总目标的具体描述，结合高二学生实际和教材内容，制定相应教学目标： （一） 知识与能力
1、复习、理解、巩固限制性定语从句的结构及其用法；
2、在真实的语境和任务完成中复习、理解、巩固限制性定语从句的结构及其用法；
3、提高学生用英语获取信息、处理信息、分析和解决问题的能力，逐步培养学生用英语进行思维和表达的能力； 4、培养学生自主学习、合作学习的能力。 （二） 过程与方法
1、采用“任务型”语言教学。根据不同的语法内容设计不同的任务，让学生通过完成任务，在语言运用中去学习、掌握语言形式和语言规则，使学生在做中学，在做中练，在做中巩固。
2、利用真实的环境或设计模拟的情境进行语法教学，使语法教学更趋形象化、直观化、真实化和趣味化。情景活动中的学习降低了语法学习的难度，激发了学生学习英语的积极性，使他们学得快，记得牢，用得活。
3、把某些语法教学转化为交际活动，具体设计有： （1）英文歌式
通过画出英文歌中的restributive attributive clauses，使教学内
容生动形象，不仅调动学生的学习兴趣，而且营造良好的课堂氛围。 （2）游戏式
根据教学内容设计“接龙”游戏及猜谜游戏。在这样的操练活动中，学生既锻炼了思维能力与快速反应能力，又加深了对所学语法现象的理解，同时使语法教学既轻松又有效。 （3）讨论式
设计一些练习，让学生与同桌或小组同学相互讨论学习，激发学生学习的兴趣，增强学生对英语语言信息的使用和接受能力。
（4）直观式
利用图表、动画等方式直观复习目标语言结构。
4、通过小组竞赛方式实现激励机制。在课堂反馈中教师通过自己的表情、语言、体态等给学生尽可能多的鼓励和赞扬，使学生在愉悦的课堂氛围中发展创新，体验成功。 （三） 情感、态度、价值观
1、有稳定和持久的英语学习动机，对课堂内容有较高的兴趣；
2、能根据语言环境得体地使用英语表达自己的情感、态度和价值观； 3、通过谈论名人、谈论朋友，树立奋发向上、努力奋斗和团结友爱的精神。
三、 教学重点
引导学生发现、理解、复习、巩固限制性定语从句的结构及其用法； 四、 教学难点
1、引导学生在真实的情景和语境中使用限制性定语从句； 2、限制性定语从句的关系代词和关系副词的选择。 五、 教学准备
多媒体教学课件、学案 六、教材分析：
这一册书中的unit4和unit5的语法框题都是复习定语从句，其中unit4是复习限制性定语从句，unit5是复习非限制性定语从句，由于本班学生大部分同学基础不够扎实，所以复习定语从句采用三课时，本节课是第一课时，主要是复习限制性定语从句，帮学生复习和梳理相关知识。 七、学生分析：
本人教的是文科班学生，英语两极分化现象严重，大部分同学基础不扎实，在平时练习和考试中，大部分同学在语法填空和写作，特别是基础写作中不懂得使用定语从句或使用不恰当或关系词错用，所以有必要从最基础开始复习、梳理、归纳、总结和巩固定语从句相关知识。 八、 教学过程
task one：warming up (listening to an english song)
教学思路：听英文歌曲画出歌词中的限制性定语从句，引入本节课的目标语言结构限制性定语从句。学生通过听，写，看的形式，在教师的提示下自我发现并关注目标语言的形式和用法，同时也进行热身，为同学们营造一种轻松和谐的学习环境。
whatever it is ————zac brown band shes got eyes that cut you like a knife and lips that taste like sweet red wine and pretty legs go to heaven every time she got a gentle way that puts me at ease
when she walks in the room i can hardly breathe
got a devastating smile knock a grown man to his knees shes got whatever it is it blows me away
shes everything i wanted to say to a woman but couldnt find the words to say shes got whatever it is
i dont know what to do ........
教学过程：首先让学生仔细听歌曲，画出歌词中的限制性定语从句，由于目的在于引入而非训练听力，因为歌词较简单，让学生明确只听一遍,听完请一位同学呈现结果，大家共同验证信息的正确性,最后引导学生观察所画出句子，发现共同点，引入本节课的主题：定语从句。
task two revising the structures
教学思路:首先通过以填空的形式让学生说出定语从句的定义、分类及相关概念（先行词、关系代词和关系副词），然后通过各种形式的练习和活动让学生归纳、总结，从而使学生巩固掌握限制性定语从句的结构和用法，特别是关系代词和关系副词的选择和使用。 教学过程：
activity1 复习定语从句的定义和相关概念
要求学生以填空形式回忆说出定语从句的定义及相关概念： 一、定语从句的定义：
1.在复句中修饰（名词）或（代词）的从句叫做定语从句。 2.定语从句所修饰的词叫（先行词）。
3.引导定语从句的连词叫(关系代词)或(关系副词)。
关系代词：(who), (whom), (whose), (that), (which), (as) ; 关系副词：(when), (where), (why). 二、关系代词和关系副词的作用： 1、引导作用 2、替代作用
3、在定语从句中担当某个成分的作用
eg: 1.those who want to go please sign your names here.
2.this is the house where he was born.
3. bill, who was here yesterday, asked me a lot of questions. activity 2 practise 先让学生用恰当的关系代词填空，然后讲评，再让学生归纳总结如何选择关系代词。 用恰当的关系代词填空
1. a plane is a machine______ can fly.
2. the noodles ______i cooked were delicious.
3. who is the man ______is reading a book over there? 4. the person ________ broke the window is called tom.
5. this is the scientist ________name is known all over the world .
6. the room ______window faces south is mine.
7. mrs li is the person _________ you should write to.
8.tom didn’t take away the same bag ______he lost yesterday. 归纳总结，完成下列表格：
关系代词（who, whom, which, that, whose，as）的指代关系 activity3: practise( 通过练习让学生掌握that 和which 的区别) 单项选择
1 .he is such a lazy man _____nobody wants to work with_____
a. as;himb.that;/ c.as;/ d.whom;him
2.take care of the blind man and his dog____are crossing the street.
a.which b. that c. who d.whom
3. do you agree with everything _____at the meeting. a.what he said b.he said c.which he said d.as he said
4. whenever i speak to him, ______was fairly often , he would talk on and on without giving me a chance to speak. a. which b. whatc.that d. when
5. this is the most attractive match ____i have watched. a.whob.that c.whichd.whom
6.jack is no longer the naughty boy ____he was. a.whob.that c.whichd.whom
归纳总结that 和which 的区别： a.关系代词必须用that的情形：
1、当先行词被形容词的最高级所修饰 this is the best film that i have ever seen.
2、当先行词被序数词修饰 the first car that arrived at the destination was driven by john.
3、当先行词被the only, the very等修饰 this is the only ticket that i got yesterday. this is the very book that i’m looking for 4、当先行词为不定代词时或被不定代词修饰时 is there anything that i can do for you? all that you have to do is to press the button.
there is no time that we can waste.
5、当先行词既指人又指物时 the car and its driver that knocked down the old lady have been taken to the police station. b.关系代词必须用which的情形： 1．引导非限定性定语从句。 2．直接作介词的宾语。 3．避免与that重复。
例如：1.here he worked on a short film, which won him a job as the youngest film director in the world.
2.many people were afraid to swim in the sea when they remembered the scenes in which people were eaten by the shark.
activity4 practise( 通过练习掌握关系副词的选择使用) 用恰当 的关系副词或介词+which填空
1.this was a film_ __________ spielberg used real actors instead of toys.
2.the reason______________ he could not go there was that his grades was too low.
3.this was the moment ______________ spielberg’s career really took off.
4.jurassic park,______spielberg made in 1993, is about a park_______________ a man keeps different kinds of dinosaurs.
5.he began to work in beijing in the year______ new china was founded.
【篇三：高中英语全英文说课稿万能模板】
interpretation
good morning, ladies and gentlemen. it’s my great honor and pleasure to be here sharing my lesson with you.
i have been ready to begin this representation with five parts. analysis of the teaching material, the teaching aims, the
important and difficult points, the studying methods, and the teaching procedure.
part 1 teaching material
the content of my lesson is new senior english for china book___ unit____________________. this unit is
about____________________ (topics). by studying of this unit, we’ll enable students to know_________________________ and develop the interest in___________________. at the same time, let the students learn how to____________________ (functional items). from this lesson, it
starts___________________________(structures). (as we all know, reading belongs to the input during the process of the language learning. the input has great effect on output, such as speaking and writing.) therefore, this lesson is in the important position of this unit. if the ss can master it well, it will be helpful for them to learn the rest of this unit. part 2 teaching aims
according to the new standard curriculum and the syllabus (新课程标准和教学大纲), and after studying the teaching material, the teaching aims are the followings:
1.knowledge objects (语言目标：语音，词汇，语法，功能，话题) (1)the ss can master the usage of the important words and expressions.
(2)the ss can use the __________________ (grammar) in the proper situation.
(3)the ss can understand the content of the lesson, talk about _______________________ (information) and get their own idea about _______________________________. 2.ability objects (技能目标：听，说，读，写)
(1) to develop the ss’ abilities of listening, speaking, reading and writing
(2) to guide ss to set up effective studying strategies.
(3) to improve the student’s reading ability, especially their skimming and scanning ability.
(4) to train the ss’ abilities of studying by themselves and cooperating.
3.emotion or moral objects (情感目标：兴趣，自信，合作，爱国，国际视野)
(1)by completing the task, the ss increase their interest in ____________________and set up self-confidence in _____________________.
(2)teach the ss_________________________, put the moral education in the language study.
part 3 the important and difficult points based on the requirement of the syllabus.
the important points are__________________________ such as ______________.
the difficult points are_________________________ for example_____________. part 4 teaching methods
as is known to us all, a good teaching method requires that the teacher should help ss develop good sense of the english language. for achieving these teaching aims, (after the analysis of the teaching material and teaching aims,) i will use the following methods according to the modern social
communication teaching theories(现代社会交际教学理论) . 1. communicative approach(交际教学法)
2. whole language teaching(整体语言教学法) 3. task-based language teaching (任务教学法) 4. total situational action (情景教学)
a “scene — activity” teaching method , it establishes a real scene and the interaction between the teacher and the ss. at the same time, cai (电脑辅助教学) can provide a real situation with its sound and picture, it can develop the ss creativity in learning english.
part 5 teaching procedure step 1 lead-in. (_____min)
___________________________________________________________________
purpose of my design: (1) to catch ss’ attention about the class/topic/passage.
(2) to set up suspense/develop interest in _______________. step 2 pre-reading
task 1 (individual work, pair work, group work, class work; _____min) let ss
_____________________________________________________________
task 2 (individual work, pair work, group work, class work; _____min)
___________________________________________________________________
now, let’s see what happened to the_______________/ let’s check whether it is right or not.
purpose of my design: (1) to get to know something about the _________________.
(2) to have a better understanding about the importance of ___________________. step 3 while-reading
task 1 (individual work, pair work, group work, class work; _____min)
skimming: ss should read the material fast to find out the main idea/topic sentence for each paragraph. para 1 ___________________ para 2 ___________________ para 3 ___________________
task 2(individual work, pair work, group work, class work; _____min)
scanning: listen to the tape part by part to finish ___________________________.
task 3 (individual work, pair work, group work, class work; _____min)
scanning: guide ss to read the material carefully and take some important notes, then answer the following questions. task 4 (individual work, pair work, group work, class work; _____min)
scanning: ask ss to read the material carefully and find out the correct answers to finish the following chart. purpose of my design:
enable students to understand the given material better by using different reading skills. and proper competition can arouse the ss’ interest in english learning. ―task-based‖ teaching method is used here to develop the ss’ ability of communication and also their ability of co-operation will be well trained.
step 4 post-reading
task 1 (individual work, pair work, group work, class work; _____min)
(接task3)ask ss to close books and finish the summary according their notes.
(接task4)retell the story /sum up the passage in ss’ own words according to the chart.
task 2 (individual work, pair work, group work, class work; _____min) discuss
_______________________________________________with other group members and then choose a reporter to share
their opinions about ____________________________________ with the whole class. purpose of my design:
i think if the ss can finish this task well, they will benefit a lot in their spoken english. most ss can take their parts in the activities, especially for the ss who have trouble in english study.
step 5 homework
1. __________________________________________________ 2. __________________________________________________ purpose of my design:
homework is so important and necessary for to master the knowledge they learned after class. it will check whether the ss achieve the teaching aims. 说课二
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 activity 1 free talks (class work)q1: who do you think looks coolest in our class? q2: do you like him/her? q3: if so, why? if not, why? … 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. activity 2 picture-talking /music-talking (individual work) 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.
the picture/… activity2 brain-storming (class work)
goal: to develop ss’ reading skill---predicting and present some new words in the passage such as …
activity 1 skimming (class work) step 3 reading
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) title
part/para. main idea
detailed information
1 a. topic sentences/introduction b. examples/supporting ideas c. conclusion
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 q1: what does the word ―this‖ in the last para? but 3 refer to?a.b. c. a. b. d. d. q2: what is the chinese equivalent for the phrase ―investing in loss‖? c. 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. multiple choices.) 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? ―remind you‖, 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 … 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. step 5 homework
这是考取教师资格证的第二环节：说课。这篇说课模板以高一课本为例,叙述说课中的五个基本点
good afternoon, teachers, it’s my great pleasure to be here sharing my lesson with you. the content of my lesson is senior english book 4 unit 1（a student of african wildlife/why not carry on the good work）i will be ready to begin this lesson from five parts. that is analysis of the teaching material, the teaching methods, the studying methods, the teaching
procedure, and blackboard design. first, let me talk about the teaching material.
part 1 teaching material: this unit is about
great women and their achievements
important people, history and methods of agriculture different types of english humor
culture differences and communication different types of theme park）
by studying of this unit, we’ll enable the students to know some great women and their achievement and what makes the great women successful
the knowledge of farming and dr yuan longping’s achievement and chemical farming and organic farming.
charlie chaplin and his funny and encouraging humor
people from different area have different body language and use the right body language to showing our feelings.
theme park not only provides fun but also provide various knowledge and exciting experience.
this lesson not only teach the students to learn the related material about
(1) the good character to be a successful person
(2)yuan longping’s scientific research spirit and attitudes toward life
the disadvantage of using chemical fertilizers how to increase production in organic farming. (3)charlie chaplin and his humor english jokes
(4)different body language and the similarities in body language which make the others understand our feelings. (5)theme park
but also learning ability in english.
a： if ss can learn it well, it will be helpful to make the ss learn the rest of this unit well.
b： it provides all-around practice about listening, speaking, reading and writing revolve around the topic, it is the
expansion of this unit and give ss a space to use the language. so it plays an important part in the english teaching in this unit.
（as we know ,reading belongs to the input during the
process of the language learning. the input has great effect on output, such as speaking and writing. ）according to the new standard curriculum and the syllabus (新课程标准和教学大纲), after studying the teaching material and analyzing the rule of children’s growing of mind, i think the teaching aims are the followings:
1. knowledge objects:
(1) the students can hear, read, and use the main sentence patterns.
(2) the students can understand the content of the lesson:
(3) the students can use the patterns to express their thoughts in proper situation
and learn how to describe people with adjective. ability objects:
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