T e a c h i n g D e s i g n
Grammar — The Attributive Clause (I) (who, whom, which, that, whose)
淅川二高贾丽君
I. Teaching aims:
1. Help students understand what the Attributive Clause is and its function.
2. Enable students to use relative pronouns (who, whom, which, that, whose) in the Attributive Clause properly.
3. Encourage students to express their love to fathers using the Attributive Clause.
II. Teaching important and difficult points:
Enhance students’ proficiency and accuracy in using the relative pronouns to write the Attributive Clauses.
III. Teaching methods:
Task-based teaching method; Audio-lingual method; Cooperative learning; Group discussion
IV. Teaching steps:
Step I：Lead in
1. Guess a riddle.
This is a man who loves us very much.
This is a man whose love is as great as a mother’s.
Purpose: Help students get a general understanding about
what the attributive clause is and attract their attention to
fathers.
2. Show a picture of a great father and ask students to say
what they know about him. Then combine the two sentences.
He is Li Wei. He took part in Super Brain for his daughter.
He is Li Wei who took part in Super Brain for his daughter.
The Attributive Clause (定语从句): who took part in Super
Brain for his daughter
Antecedent (先行词): Li Wei
Relative word (关系词): who
relative pronouns (关系代词) Relative words (关系词) who, whom, which, that, whose
relative adverbs (关系副词)
Purpose: Introduce basic elements of the attributive
clause.
Step II：Discovery
1. Read the letter from Li Wei, work in groups to combine sentences
and discover the usage of relative pronouns.
My dear daughter,
Thank you for being my daughter.
I want to be a qualified father. I can help you achieve
your dream. I hope you will become a clever and brave girl. Your mom and I love you.
Unfortunately, you were born with heart disease. Your heart disease is so serious that you have to be operated on. At first, I was very worried. But now I dare to face you and your disease. You and your disease make me stronger.
I believe in you. Your future will be colorful.
Dad After combining the sentences, ask students to find out the antecedents and relative pronouns.
My dear daughter,
Thank you for being my daughter.
I want to be a qualified father who can help you achieve your dream. I hope you will become a clever and brave girl who/whom your mom and I love.
Unfortunately, you were born with heart disease which is so serious that you have to be operated on. At first, I was very worried. But now I dare to face you and your disease that make me stronger.
I believe in you whose future will be colorful.
Dad Purpose: Enable students to discover the usage of relative
pronouns by themselves and feel fathers’ love.
2. Ask a volunteer to fill in the table on the blackboard and sum up.
The usage of relative pronouns: 1. 连接主从句
2.指代先行词
3.在定语从句中作句子成分
Purpose: Enable students to have a more clear understanding about the usage of relative pronouns.
Step III：Practice
1. Fill in the blanks and finish the letter from Li Wei’s daughter.
Dear dad,
I’m fortunate to be your daughter who/that receives much courage and love from you. It is certain that I will be the bravest girl who/whom/that you are proud of.
Although I suffer from heart disease which/that worries you, I’m sure to o vercome it. I always remember you and your love that I will treasure forever.
I’m grateful to you whose help makes me healthier and stronger.
Yours daughter 2. Listening
Listen to a song about love and find out the attributive clauses.
For all those times you stood by me
For all the truth that you made me see
For all the joy you brought into my life
For all the wrong that you made right
For every dream you made come true
For all the love I found in you
I'll be forever thankful baby
You're the one who held me up
Never let me fall
You're the one who saw me through
through it all
3. Writing & speaking (Group work)
As Father’s Day is coming, encourage students to make a
card and speak out their love to fathers using as many attributive clauses as possible. After several minutes’preparation, students share their works in class.
4. Competition (NMET)
Correct the mistakes.
1) My mother has a good book which cover looks terrible.
whose
2) This is the boy whom likes English very much.
who
3) This is the pen that you gave it to me before.
Multiple choice.
1) Happiness and success often come to those ____ are good at recognizing their own strengths. (B)
A. whose
B. who
C. what
D. which
2) Finally he reached a lonely island ___ was completely cut off from the outside world. (C)
A. when
B. where
C. which
D. whom
Fill in the blanks and translate the sentences.
1) He _________ doesn’t reach the Great Wall is not a true man. (who/that) 不到长城非好汉。
2) Those______ make most people happy are the happiest in the world. —— Karl Marx (who)
能使大多数人幸福的人是世界上最幸福的人。——卡尔·马克思
Rational cloze (语法填空).
1) People shouldn’t do things ____________ will disturb their neighbors unnecessarily. (which/that)
2) Maybe you leave a habit ___________ is driving your family crazy. (which/that)
Purpose: Enable students to have a good command of what they have learned, through various exercises.
Step IV：Use the attributive clauses to end the class.
First ask students to read the following sentences together.
Don’t forget all that once you owned. 曾经拥有的，不要忘记；
Treasure something that you can’t get. 不能得到的，更要珍惜；
Don't give up anything that belongs to you.属于自己的，不要放弃；
Keep everything that is lost in memory. 已经失去的，留作回忆。
Then ask students a question “Can we use ‘which’instead of ‘that’?”The answer is “No”. That’s what we will talk
about next period.
Purpose: Stimulate students’ curiosity and interest, make them realize that knowledge is endless and encourage them to enjoy learning.
Step V: Homework
Write a letter to your father before Father’s Day.
(Use as many attributive clauses as possible)
Purpose: Writing is one of the most important skills, but it is always ignored by students. Writing a letter to father is an extension of this period, which not only enables students to express their love but also improves their writing ability by using the Attributive Clause.
StepⅥ: Blackboard design
The Attributive Clause
Relative pronouns: who, whom, which, that, whose
V. Teaching reflection
As Father’s Da y is coming, the designer wants to make grammar teaching full of love and fun. Therefore, there are two clues.
One clue is love. The teacher begins this class with a riddle and the answer is father. Then a father is introduced who is well-known for taking part in Super Brain for his daughter. Later students read the letters between this great father and his daughter to feel fathers’ love. Last students are enabled to enjoy a song full of love, make a card speaking out love to their fathers, and do some exercises.
The other clue is self discovery and cooperative learning. Students work in groups to discover the usage of relative pronouns and sum up. They also cooperate with each other to make cards for fathers. The teacher creates an atmosphere to direct students to master the usage of the Attributive Clause while they are feeling the deep love from fathers and daughters. Students are the real masters of the class.
In a word, by the drive of the students’emotion, by means of cooperation, with the help of peers and under the guidance of the teacher, students will have a good train of the Attributive Clause and want to learn more.
Writing How to write an English diary Teaching aims: a) How to write an English diary. b) The form of English diaries. c) To improve the students’ writing ability. Important points: The skills of English writing. Difficult points: How to make every sentence appropriate and precise. Teaching procedure: Step I.Leading-in After exchanging greetings, talk about writing diaries and the advantages of writing in English.（As we know, most of the students, especially the girls, like writing diaries. But few of you write in English, which is a good way to improve your writing and speaking. So why not write English diaries? Today our topic is how to write English diaries.） Step II. Discussion First, give the students about three minutes to check their
T e a c h i n g D e s i g n Grammar — The Attributive Clause (I) (who, whom, which, that, whose) 淅川二高贾丽君 I. Teaching aims: 1. Help students understand what the Attributive Clause is and its function. 2. Enable students to use relative pronouns (who, whom, which, that, whose) in the Attributive Clause properly. 3. Encourage students to express their love to fathers using the Attributive Clause. II. Teaching important and difficult points: Enhance students’ proficiency and accuracy in using the relative pronouns to write the Attributive Clauses. III. Teaching methods: Task-based teaching method; Audio-lingual method; Cooperative learning; Group discussion IV. Teaching steps: Step I：Lead in 1. Guess a riddle. This is a man who loves us very much. This is a man whose love is as great as a mother’s.
高中英语优秀说课稿《Unit1JohnSnowdefeatsKingCholera》高中英语优秀说课稿《Unit1JohnSnowdefeatsKingCholera》 高中英语优秀说课稿《Unit1JohnSnowdefeatsKingCholera》 [编辑推荐]高中学生在学习中或多或少有一些困惑，xx的编辑为大家总结了高中英语优秀说课稿《Unit1JohnSnowdefeatsKingCholera》，各位考生可以参考。 一、教材分析 1、材的地位和内容 该课文JohnSnowDefeatsKingCholera是人教版高中英语必修5第一单元的一篇文章，这是一篇阅读课。文章介绍了有名医生JohnSnow是如何通过考察、分析和探究的科学方法，发现并控制霍乱这种传染疾病的。通过学习这篇课文，使学生感悟到科学家的周密观察、勇于探索、认真分析的科学精神，使学生了解到科学发现的全过程具有其科学的严密性。该课文出现了英语重要语法知识--过去分词的用法。 2、教学目标 根据该教材的特点以及高中英语课程标准，我拟定下列教学目标 1)语言知识目标 词汇：defeatattendexposecureoutbreakcontrolabsorbseverevaluablestrictpump 等 语法：过去分词作定语和表语 2)语言技能目标 练习并培养学生的听、说、读和写的能力，侧重培养和提高学生的阅读理解能力 3)情感目标 培养学生的科学探索精神，培养学生科学人文精神相融合的素养 4)学习策略目标 学生通过阅读理解、互动交流以及完成任务过程中进行有效地自我调控，通过各种途径获取相关信息，并运用有效教学资源
Section Ⅲ Grammar-复习定语从句[语法初识] huge national park on the Qinghai which is the 1．引导定语从句的常用关系词的用法
他就是那个在地震中幸存的男孩吗？ He lives in a big house whose window faces the sea. 他住在一座窗户朝向大海的大房子里。 I often thought of my childhood when I lived on a farm. 我经常回想起我的童年，那时我住在一个农场里。 Bamboo grows well in the place where it is warm and wet all the year. 竹子在一年四季都温暖潮湿的地方生长得好。 There are several reasons why we can't do that. 我们有好几个理由不那样做。 [名师点津] situation, case, point ，stage 等表示“情况，方面”的名词后可接where 引导的定语从句。 I think you've got to the point where a change is needed, otherwise you'll fail. 我认为你应该改变了，否则你会失败。 2．定语从句中关系词的选用 方法一：用关系代词还是关系副词取决于从句中的谓语动词。如果是及物动词，就要用关系代词；如果是不及物动词，则要用关系副词。 This is the mountain village that/which I visited last year. 这是我去年参观过的山村。 This is the mountain village where I stayed last year. 这是我去年待过的山村。 方法二：准确判断关系词在定语从句中所作的成分(主、宾、定、状)，也能正确选择出关系代词/关系副词。 关系词在从句中作主语、定语、宾语时，应用关系代词(who, whom, that, which, whose)；关系词在从句中作状语时，应用关系副词(where 作地点状语，when 作时间状语，why 作原因状语)。 3．that 和which 引导的定语从句的区别 that 和which 都是关系代词，都可在从句中作主语或宾语，但两者存在着不同：
高中英语优秀说课稿 I. Analysis of learners: They are students of senior 1, who are learners of different comprehending levels. Although they have finished Module 1, some of them have adapted themselves to senior studies while most of them are still struggling in reading class. They need further guidance from the teacher and help from their peers. Besides, more practice is necessary and more learning strategies should be developed. (点评:对学生的适应性、学习需求等分析得很到位。学生学习本课在英语语言能力、英语知识 等方面的起始状态的分析略显不足。) II. Analysis of the teaching material: The strange history of the Amber Room, a cultural relic, is told in the reading passage. It is written chronologically and the structure of the story is well–organized. The first paragraph is a good sample of how to describe an object while the other four paragraphs tell a story. The language in this passage is clear and simple. There are few long complicated sentences in it. Although there are some proper nouns, they ad dto no difficulty in understanding the passage if proper guidance is offered by the teacher. Therefore the passage is designed to be taught in two periods. Period 1: Reading comprehension. Period 2: Learning how to write about a cultural relic and its history.
高一英语定语从句教案 一、基本概念 1. 定语从句： 修饰一个名词或代词的从句称为定语从句，一般紧跟在它所修饰的先行词后面。 2. 先行词： 被定语从句修饰的名词 3. 关系词： 引导定语从句的关联词成为关系词有关系代词和关系副词。关系代词有that, which, who, whom, whose, as；关系副词有where, when, why。关系词常有3个作用：1）引导定语从句。2）代替先行词。3）在定语从句中担当一个成分。 二、关系代词和关系副词的意义及用法 指人：who, that,(指人常用who,不常用that) 主语 指物：which, that 指人：whom, who, that（who常用在在非正式和口语体中） 宾语(关系代词作宾语时常可省略) 关系代词指物：which, that 定语：whose （whose + n.=of which + n. ） 关系词 时间：when 关系副词----状语地点：where = 介词+ which 原因：why 解题技巧：关键看从句缺何种成分 三、例句练习讲解 1.Yesterday I helped an old man ＿lost his way.昨天我帮助了一位迷路的老人。 2.The man ＿you met just now is my friend. 你刚才见到的那个人是我的朋友。 3.This is the pen ＿he bought yesterday. 这是他昨天买的笔。 4.He has a friend ＿father is a doctor. 他有个父亲是医生的朋友。 注意：whose指物时，常用以下结构来代替，例： 门坏了的那间教室很快就会被修好。 The classroom whose door is broken will soon be repaired. The classroom the door of which is broken will soon be repaired. 你喜欢那本封面是黄色的书吗？ Do you like the book whose cover is yellow? Do you like the book the cover of which is yellow? 5.I still remember the day ＿I first came to this school.我仍然记得第一次来到这学校 的那一天。 6.Shanghai is the city ＿I was born. 上海市我出生的地方。 7.Please tell me the reason ＿you missed the plane. 请告诉我你错过航班的原因。 注意：关系副词引导的从句可以由“介词+which”引导的从句替换 8.易错题：This is the mountain village (which) I visited last year. I'll never forget the days (which) I spent in the countryside. 习惯上总把表地点或时间的名词与关系副词where, when联系在一起而做错题。
公开课教案 Xxx Model 1 How Good Are Your Social Skills? Lear ning Aims: 1. Learn some words related to social manners. 2. Get a gen eral un dersta nding of social skills using differe nt readi ng strategies 3. Be able to summarize some basic social skills mentioned in the passage and thus improve their own social techniques Step 1 lead-in What kind of book is it from? A. a bus in ess course
B. a how-to book teach ing social skills Step 2 while- readi ng Skip to get the main idea of each paragraph. Lear n how to do small talk Develop your liste ning skill. Lear n the rules. The gen eral idea is _____ . A. social skills B. liste ning skills C. talk skills D. social rules Step 3 read the passage carefully to get some detailed in formati on. 1. We will not be shy if we have good ____________ . 2. Accord ing to paragraph land 2 ,We should ______ . A. avoid talk ing to some one whom you know B. lack the con fide nce to talk to a stra nger C. talk con fide ntly to a stra nger 3. Communication is a __________ process」t invoIves _______ and ________ . Step 4post- readi ng
Teaching Design Grammar — The Attributive Clause (I) (who, whom, which, that, whose) I. Teaching aims: 1. Help students understand what the Attributive Clause is and its function. 2. Enable students to use relative pronouns (who, whom, which, that, whose) in the Attributive Clause properly. 3. Encourage students to express their love to fathers using the Attributive Clause. II. Teaching important and difficult points: Enhance students’proficiency and accuracy in using the relative pronouns to write the Attributive Clauses. III. Teaching methods: Task-based teaching method; Audio-lingual method; Cooperative learning; Group discussion IV. Teaching steps: Step I：Lead in 1. Guess a riddle. This is a man who loves us very much. This is a man whose love is as great as a mother’s. Purpose: Help students get a general understanding about what the
高中定语从句讲课教案
Book7Unit5Attributive Clause(定语从句)教案 一．教材分析 定语从句是高考要点，虽然近些年的高考全国卷不再有单选题，但是定语从句在完形填空、阅读理解、语法填空以及短文改错中仍然是重要考点。并且在作文中使用定语从句在考试作文中为避免使用过多的单句，让同学们可以尝试使用定语从句等稍复杂的复合句，以增加作文的亮点和深度，从而提升作文的档次，获得更高的分数！ 二．学情分析 五班的同学们对定语从句还是比较感兴趣的，一部分同学掌握的还不错，但是并不是所有同学掌握程度都一样，所以对定语从句及时的复习和巩固是有必要的。尤其是在期中考试之前，给学生们定定心，打打气，有助于提高他们学英语的自信心。 三．学习目标。 1．进一步理解定语从句的概念。 2. 学会判断定语从句，分析定语从句的构成； 3. 掌握有关定语从句的解题技巧，培养综合运用语言的能力，特别是能在作文中熟练使用定语从句。 四. 教学重点和难点 重点是给同学们呈现清楚定语从句的分类和几种特殊情况；难点是给他们设置的两个练习：把单句组合成复合句；当场用定语从句作文。 五．教学过程 Step1. Warming up Show a picture of Class5 and a sentence “We love this family, where we can learn English well.” 设计思路：首先让同学们感到集体的温暖，齐读这个定语从句，让他们自己先感受认识定语从句，为接下来的课堂内容做铺垫。 Step2．定语从句的概念和构成。 (一)概念。 在复合句中，用来修饰____________和____________的从句叫做定语从句。被修饰词叫____________, 用来引导定语从句的关联词叫_____________。定语从句分为____________和_____________。 （二）构成。
A teaching design Teacher Hongli Dong Analysis on Learners Senior high students are eager to learn something knowledgeable and interesting. They have their own opinions and attitudes. They're not content with the limited knowledge obtained from the textbooks. Their abstract thinking and cognitive capability have developed a lot. So I must try my best to help them keep up their passion, develop the feeling of success and build up good values. Analysi s On the Teachin g Materia l Teaching Content The content of my lesson is a reading material, through the learning of which, I ’ll enable students to know more about Jackie Chan, his life career and the qualities that lead to his success. At the same time, make Ss aware of the question-and-answer format in an interview and learn how to conclude a question from the answer. Teaching Aims Knowledge (1)The Ss can learn question-and-answer format in an interview. (2) The Ss can understand the content of the lesson, talk about Jackie Chan ’s life career and form their own opinion about success. A bilities (1) To develop the Ss ’ abilities of listening, speaking, reading and writing (2) To improve Ss' reading abilities, especially their skimming and scanning abilities. (3) To train the Ss ’ abilities of studying by themselves and through cooperating. Emotion Learn from Jackie Chan and understand the way to success is not smooth. Put the moral education in the process of study. Importan t Points What qualities are required to be successful? Difficul t Points Help students to conclude the questions of interviewers according to Jackie Chan ’s answers. Teaching Methods 1. Communicative Approach 2. Task-based Language Teaching 3. Total Situational Action Teaching Aids A computer and a multi-media courseware. Teaching Procedures Students ’ Activities Purpose Step 1 Lead in (3 min) Greeting. T: Hello, everyone! Do you have an idol? Ss: yes. Arouse students' interest and
高中英语定语从句教学 设计优质课 Coca-cola standardization office【ZZ5AB-ZZSYT-ZZ2C-ZZ682T-ZZT18】
T e a c h i n g D e s i g n Grammar — The Attributive Clause (I) (who, whom, which, that, whose) 淅川二高贾丽君 I. Teaching aims: 1. Help students understand what the Attributive Clause is and its function. 2. Enable students to use relative pronouns (who, whom, which, that, whose) in the Attributive Clause properly. 3. Encourage students to express their love to fathers using the Attributive Clause. II. Teaching important and difficult points: Enhance students’ proficiency and accuracy in using the relative pronouns to write the Attributive Clauses. III. Teaching methods: Task-based teaching method; Audio-lingual method; Cooperative learning; Group discussion IV. Teaching steps: Step I：Lead in 1. Guess a riddle. This is a man who loves us very much.
牛津高中英语说课稿评优课一等奖说课稿(全英文) 牛津高中英语说课稿评优课一等奖说课稿(全英文)牛津高中英语说课稿 以下是全市高中英语教师评优课一等奖的全英文说课稿，现注销来，希望对大家有点帮助， 说课的内部实质意义是《牛津高中英语》（江苏版）第11板块第2单元Project 中的阅读材料。 Good morning, ladies and gentlemanx Today, I feel honored to have the chance to share my ideas about how to teach readingx In the reading process, I will focus on students’ long-term development and enable them to use proper reading skills and strategiesx In other words, students are guided to read efficiently and independentlyx My teachellong plan will incl ude 3 sectionsx They’re analysis of the reading material, identifying the teachellong aims and teachellong proceduresx Section 1 Analysis of the teachellong material The selected teachellong material is a magazine article taken from the Project section of Module 11, Unit 2 of Advance with Englishx The article is about British students who take a gap year, whelloch is intended to develop the theme of the unit, that is, Getting a jobx After analyzing it carefully, I find the article has two uni2ue charact eristicsx First, it’s a long passage with 688 words, much more than the usual textsx Second, it deals with a new topic, that is, a gap yearx The topic is unfamiliar to most studentsx Section 2 Indentifying the teachellong aims Based on the analysis of the teachellong material, I have chosen the following as the teachellong aims of my lesson: The 1st aim: Students learn the skills and strategies to read a prolonged textx The 2nd aim: Students get a better understanding of what a gap year isx The 3rd aim: Students are encouraged to figure out the implied meaningx The 4th aim: Students are familiar with various expression_r_r_r_r_rs or approaches to express the same thellong or ideax Section 3 Teachellong procedures In order to achelloeve the teachellong aims mentioned above, I decide to choose guided reading and Task-Based Teachellong as the main teachellong approachx With the teachellong methods, I can guide students to use effective reading strategies toprehend the text, solve problems andplete different tasksx The teachellong procedures include four partsx They’re getting ready, focusing on main facts, reading between the lines and responding the textx Part 1x Getting ready Reading begins before a book is openedx It’s important to activate students’ existing background knowledge and draw their attention to the topic of the textx In thellos part, I will use the pre-reading activities to increase students’ concentration, arouse their curiosities, fire their imagination and give them a purpose for readingx The part consists of two tasks: Task 1: A time machellonex I start my lesson by asking senior
教学过程 一、复习预习 1、对上节课课后作业中的问题进行查漏补缺； 2、导入： e.g. She is a beautiful girl. She is a beautiful girl who drives me crazy. 二、知识讲解 （一）定语从句定义
1、定语从句：在复合句中，修饰某个名词或代词的句子（做这个名词或代词的定语）叫定语从句，定语从句一般放在被修饰的名词或代词后面。 2、先行词：被修饰的名词或代词叫做定语从句的先行词。 3、关系词：用来引导定语从句的词叫做关系词。 关系代词的种类： 关系代词：that, which, who, whom, whose, as 关系副词：when, where, why 4、定语从句结构：先行词+关系词+定语从句。 a、There she saw a wall of water that was quickly advancing towards her. b、In Japan, someone who sees another person making the gesture will think it means money. c、Visitors can go on exciting rides where they can feel what it is like to do the things they have seen their heroes do in the movie. d、Oprah Winfrey is a black woman whose rise to fame is an inspiring story. （二）定语从句分类 限定性定语从句：从句对先行词进行必要的描述或说明，对先行词起修饰限定作用，从句与先行词紧密相连，缺少它则句义显得不完整，一般不用逗号隔开。非限定性定语从句：对先行词进行补充说明，解释，它与先行词关系松散，用逗号隔开。 1、The man who gave me this book is T om .(限定性) 2、T om,who is reading a book ,is my classmate (非限定性) （三）关系代词 1、who指人，在定语从句中作主语。 e.g. The man who is sitting under the tree is a German . 2、Whom指人，在句中做宾语，可省略，但在做介词的宾语是只能用whom,不能用who。关系代词前有介词时不能省略。 e.g. I know the girl (whom) the teacher is speaking to . I know the girl to whom the teacher is speaking . 3、whose, 作定语，可指人或物 e.g. Everyone heplps the child whose parents are dead. They are the lazy students whose homework wasn’t handed in . 4、that 指人或物，多指物，作主语（不能省略）或宾语（可省略） e.g. He is the finest comrade that has helped us . This is a plant that grows in the north . 5、which ,指物，在句中做主语（不能省略），或宾语（可省略）。 e.g. This is a plant which grows in the north . ☆常用that不用which的情况 1、当先行词是all, everything, anything, nothing, much, little, none, one等不定代词时，只用that。 歌诀助记：不定代词这路货，全用that准没错。 Pay attention to everything that I do.
阅读原文题目：An interview with Jackie Chan 高中英语阅读课公开课原文
persons’ pictures mentioned) Ss: he/she is .... T:What qualities of your idol attract you most (I will pick up three students to answer this question) T: do you want to know who my idol is Ss:no T:have a guess .(then I will show them a picture of Jackie Chan’s profile ) 》 Ss: he is Jackie chan. T: Ok, today, I will introduce my idol—Jackie Chan to all of you. First let us enjoy a video about Jackie Chan’s life. Then I will play a video about Jackie chan. 《 $ Step 2. Pre-reading (8 min)Task1. A small quiz (individual work,3 min) T: let’s check the following sentence using true or false .and I will pick up some students to say his or her answer and tell me why it is wrong or correct. # Ss:ok. 1. Get Ss to know something about Jackie Chan. 】 2. Serve as a warm-up for the following tasks.
Introduce a place From Module2 Unit4 Communication Workshop 各位评委，大家好！ 今天我说课的内容是写作课“Introduce a place”。本节内容来自于第二模块第四单元的Communication Workshop。 对于这节课的设计，我力求突出重点，条理清晰。学生活动的安排也注重互动、交流，最大限度的调动学生参与课堂的积极性和主动性。 下面我就说说本课的教学过程, 具体分为7个步骤，分别为， 1、Discuss the topic（引入并讨论话题）（3—5分钟） 2、Sample presentation（范文展示）（10分钟） 3、Drafting（写出初稿）（15分钟） 4、Self－response and making revisions（自查自改）（3分钟） 5、Getting response and revising again(互查互改）（3分钟）（亮点和创新点） 6、Giving feedback（给出回馈）（3分钟） 7，Homework （1分钟） 下面我详细说说每一个步骤， 1、Discuss the topic（引入并讨论话题）（3—5分钟） 首先，我从刚学过的奥克兰导入话题，问学生，我们已经学过了奥克兰这一课，那么我们回忆一下，介绍一个地方，需要考虑什么因素哪？学生们进行头脑风暴，得出相关的要素。比如人口, 历史, 地理位置等。然后我问学生，我们的首都北京已经成为国际化的大都市，越来越多的外国友人来北京旅游，你能否用英语把北京介绍给他们吗？我以此来激发学生运用发散性思维思考北京的相关要素，在学生思考完毕后，我在大屏幕上展示若干北京的图片，作为补充。然后让学生分成两人一组, 彼此向对方描述这些图片。同时，我走到学生中间聆听他们的描述。
重点高中英语阅读课公开课教案---一等奖
————————————————————————————————作者：————————————————————————————————日期： 2
高中英语阅读课 此教案独家特色简介： 一，高中英语阅读课，该教案在赛课中获得了一等奖，同时该阅读课获得了一等奖, 经过实战演练，课堂气氛非常活跃，阅读表格等教学方法得到评委一致称赞 二，该教案内容翔实，制作创意十足。 A,用表格的形式来制作教案，一目了然，简洁明了 B,加入了对应内容的ppt 截图 ，让教案不再是死气沉沉，冗长无聊，而是生动活泼，十分有趣，有新意！ 三，拥有配套的高质量的说课稿，课件，阅读原文，让你把优秀阅读课信手拈来！ 说课稿题目：高中英语阅读课公开课说课稿 一等奖 课件题目：高中英语阅读课公开课课件 一等奖 阅读原文题目：An interview with Jackie Chan 高中英语阅读课公开课原文 A teaching design Teacher Hongli Dong Analysis on Learners Senior high students are eager to learn something knowledgeable and interesting. They have their own opinions and attitudes. They're not content with the limited knowledge obtained from the textbooks. Their abstract thinking and cognitive capability have developed a lot. So I must try my best to help them keep up their passion, develop the feeling of success and build up good values. Analysis On the Teachin g Teaching Content The content of my lesson is a reading material, through the learning of which, I’ll enable students to know more about Jackie Chan, his life career and the qualities that lead to his success. At the same time, make Ss aware of the question-and-answer format in an interview and learn how to conclude a question from the answer.