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  • 您的位置:在点网 > 教案 > 高中教案 > 高中英语语法试讲教案 正文 2016-09-18

    高中英语语法试讲教案

    相关热词搜索:试讲 教案 英语语法 高中 高中英语试讲教案模板 10分钟试讲教案模板 高中英语试讲语法课

    篇一:高中英语试讲教案——定语从句

    定语从句 Attributive Clause之关系副词篇

    教学目标:掌握由关系副词引导的定语从句

    教学重点:定语从句中的关系副词why, when, where

    教学难点:关系词的选择

    教学过程

    STEP ONELead in

    Dream→Westlife → My Love → “Find a place I love the most”

    STEP TWONew Lesson

    一、 定语从句相关基础知识

    1. 定语从句

    2. 定语从句结构:主句(先行词)+关系词+从句

    3. 先行词

    4. 关系词/引导词:连接/引导;做成分

    5. 关系词分类:

    关系代词 (that,which,who, whom, whose) →

    ← 从句中做主,宾,表,宾补;

    关系副词(why, when, where) →

    ←从句中做状语

    二、定语从句之关系副词

    1. 关系副词why

    1) 在从句中做原因状语,修饰从句谓语动词;先行词必须是表示原因的名词,常用的就两个reason, cause

    e.g.(1)This is the reason why I didn’t come here.

    2)why作关系词引导定语从句,先行词一定是reason/cause;但reason/cause是先行词时,关系词不一定就是why,可能是that/which

    e.g. ①The reason ________ he gave me was unknown.

    ②The reason ________ he didn’t attend the meeting was unknown.

    3)如何选择关系词

    解题路径:区分关系代词和关系副词,分析从句中的成分,判断关系词在从句中充当的成分,从而判断是关系代词还是关系副词

    a. 通过翻译找准先行词

    b. 判断从句中的谓语动词是否及物。及物动词没有带宾语,说明关系词在从句中做宾语,因此是关系代词(注意spend,visit是及物动词,give后可接双宾语<人是间接宾语,不能独立存在>,talk 是不及物动词)

    4)why引导的定语从句时,先行词可省略

    因此例句(1)可以改为:This is why I didn’t come here.

    小结:why引导的定语从句比较简单,记住reason和cause

    2. 关系副词when

    1) 在从句中做时间状语,修饰从句谓语动词;先行词必须是表示时间的名词,常用的例如hour, day, year, time等

    e.g. (2) I never forget the day when we first met in the park.

    2) 先行词是时间名词,关系词不一定是when

    e.g. ① The days ______ we spent in London is unforgettable.

    ② The days ______ we stayed in London is unforgettable.

    小结:关系词when的用法,先行词是否为时间名词,分析从句句子成分。从句缺少时间状语用when, 缺少其他成分用that等

    即 先行词是时间名词,关系词不一定是when

    关系词是when,先行词一定是时间名词

    3.关系副词where

    1) 在从句中做地点状语,修饰从句谓语动词;先行词通常是表示地点的名词,常用的例如house, factory, palce等

    e.g. (3) I get out of the house where I was born.

    2) 先行词是地点名词,关系词不一定是where

    e.g. ① This is the town ______ I spent my childhood.

    ② This is the town ______ I told you about.

    判断方法任然是看关系词在定语中充当的成分

    3)where引导定语从句,先行词可能是隐含地点意义的抽象名词

    必须(舍我其谁)vs通常(还有例外)

    换句话说,where引导的定语从句,先行词不一定是表示地点的名词,但是这类名词隐含地点意义,通常是抽象名词,例如dream, case, point, stage, situation, occasion, business等

    e.g. ① He has reached the point(地步/程度) ______ a change is needed.(that/which/where/who)

    ② Can you think out a situation (情况/情形)_____ this phrase can be used. 小结:a.确认关系词在从句中是否作状语,再确认先行词是否为地点名词 b.谨记where引导的定语从句中可能出现“离谱”的先行词

    先行词是地点名词,关系词不一定是where

    关系词是where,先行词也不一定是地点名词

    三个关系副词中where用法最复杂

    4. 关系副词有how吗?

    how 不可以作为表示方式的关系副词,在英语中若要表示方式,用以下四种句型

    1)the way +从句

    2)the way that +从句

    3)the way in which +从句

    4)the manner that +从句

    e.g. (4) I don’t like ______ you speak to her.

    A the wayB the way in thatC the way whichD the way of which

    STEP THREEExercise

    ① The factory_______ we visited last week was built in 2001.

    ② The factory_______ my father was working was built in 2001.

    ③ It’s helpful to put children into a situation_______ they can see themselves differently.

    高考真题09福建

    A thatB whenC whichD where

    造句

    要求:定语从句中至少再包含另外一个定语从句

    e. g. I’ll never forget the day when we first met in the park where is full of pandas whose eyes are black that is my sister’s favorite.

    篇二:高中英语试讲教案(教学设计)参考模板

    教案(教学设计) 参考模板

    The Seventh Period:

    Culture Corner A letter from a senior high student.

    The General Idea of This Period

    In this period, we will just review what we have learned in this module and learn some similarities

    and difference between US and Chiese school systems.

    Teaching Aims

    1. Review the useful words, expressions and sentences learned in this module.

    2. Master some everyday English.

    3. Learn some information about the school systems.

    Teaching Important Points

    1. Try to talk with others in English.

    2. Improve the students’ reading ability by reading the material.

    3. Learn something about the school systems.

    Teaching Difficult Points

    1. How to communicate with others in English.

    2. Master some information about the school systems.

    Teaching Methods

    1. Speaking, listening, reading and practicing.

    2. Pair work or group work.

    Teaching Aids 1. the blackboard 2. the multimedia

    Teaching Procedures

    Step 1 Greeting and Lead-in T: Good morning, everyone! S: Good morning, Mr/Ms....

    T: Do you like you high school life?

    S:…

    T: And would you like to study in the USA? What do you know about the high school system in the US?

    S:…different test system,shorter time at school and many after school activities….

    T: Great! Let’s read a letter from a senior high school to know the US high school system. Turn to page 9 and read the passage quickly,anser this question:

    What's similar and what’s differet in the American and Chiese school systems? Step 2

    T: Tell us your answers, please. S:…

    T: Excellent, you got it. Now, read it again and then discuss the main idea of each para. XXX,the main idea of para 1 is…. S:…

    T: After knowing the US school system, let’s fill in the chart to get more details.

    1

    they can develop their interest in other things, also they will be good students in many ways of course, as Chinese students, we also should use this limited time to develop our potential and become excellent students.

    T: Do you want to know something about England school system? I will show you a passage on the 1. children 2.law 3.prove 4.provide 5.education 6.choice 7.charge

    2

    8.expensive9.broken 10.Primary 11.Comprehensive 12.Grammar

    13.traditions 14.curriculum 15.academic

    T: I will read the whole passage. You should look at the screen and fill in the blanks according to

    your listening.

    Step 4 Summary and Homework

    T: In this lesson, we’ve gone through all the important things learned in this unit. We also have learned some information about foreign school systems. After class, you should write a brochure about your school according to the information on Page 10.

    3

    篇三:高中英语试讲教案《Breaking_the_record》

    /retype/zoom/691735c6e45c3b3566ec8b00?pn=1&x=0&y=1333&raww=50&rawh=50&o=png_6_0_0_135_156_75_75_892.979_1262.879&type=pic&aimh=50&md5sum=82836a66e0396bb4f328aea91732c9fd&sign=d3dd3d1e41&zoom=&png=0-10398&jpg=0-0" target="_blank">点此查看

    Leading-in (discussion)

    To show Ss pictures about some famous athletes to let them know something in common about these people--the key of success.

    Some words may be used in this activity :

    (出自:WwW.zaiDian.com 在点网:高中英语语法试讲教案)

    Sports champion athlete winning breaking records challenge exciting confidence physical ability speed strength

    Something in common: concentration confidence good physical abilities speed strength flexibility athletic skills strong will interest hard training

    目的及依据:本环节通过看图讨论激发学生的学习兴趣激活已有的背景知识,使学生能运用已有的知识和经验思考本单元的中心话题。能起到温故而知新的作用。

    Pre-reading

    Task one

    to show students some pictures which occur in the text,

    First, lets them to know the name of the activity and the way to do it,

    Second, let the students experience one or more of this, such as somersaulting doing jumping jacks,

    Third, thinking and discussing

    ① Would you consider each activity to be serious sports?

    ② Which activity would you like to try? Would you need to be fit to do any of them?

    ③ Do you think you could do any of them for any length of time?

    (Indication:Different activity requires different physical fitness

    psychological

    personification such as coordination strength balance? concentration strong will devotion)

    Now class we will read a story about a man called Ashrita Furman who has broken Guinness

    浙江教育考试网为考生准备了浙江教师资格证考试面试高中英语试讲教案《Breaking the record》,为您助考。

    records.(过度)

    (读前部分设计依据及目的:本部分根据学生的认知规律而设计,首先让学生借助图片了解运动的名称及运动方式,其次,让学生体验其中一项或几项活动,体验后让学生思考问题 这种方式呦浅入深、由感性认识到理性思考了解文章当中提到的运动项目降低阅读难度 ,为下一步阅读理解做好充分的准备)

    While reading

    Task two Listening (scanning)(close your book 此处把快速阅读与听力整合在一起正大课堂容量加快课堂节奏) (提高学生的听力水平培养快速获取所需信息的能力)

    Task two

    Listen to the tape, after listening tick the topics that the author does not cover

    physical skills needed for events ② number of records broken ③ his family life ④ kind of records broken ⑤ why he became a sportsman ⑥ countries he likes best⑦ place and date of birth ⑧ his occupation ⑨ his education ⑩ his first Guinness record

    (目的及依据,新课程理念要求让学生对语篇整体学习,为此首先让学生快速把握文章结构要点让学生从整体明白文)

    Task three

    Skim the text and answer the questions

    ①Who is Ashrita Furman?

    ②When and why he entered the Guinness book of world records?

    ③When did Ashrita become a student Chinmoy?

    ④When did he first come across the Guiness book of the world records

    ⑤ What are some of his pgysical difficulties?

    A walking with a bottle of milk on his head B standing on top of a Swiss ball

    C somersaulting D doing gymnastically correct lunges

    ⑥ what happens in an event that prevent Ashrita from giving up?

    Post reading

    Task five

    Discussion on Ashrita’s motivation

    ①Why did Ashrita challenge the Guinness world records instead of taking part in

    the Olympic games?

    ②Why does he keep on trying to challenge different Guinness records?

    ③Why didn’t he take part in a conventional sports instead of un conventional and

    funny one?

    ④Why did Ashrita took part in active sports after learned quiet mediation? Task six

    discussion on Ashrita’s belief.

    work in group four or five each group may be for it or against it, choose one, and discuss with your group, (divide the class into two parts for-part and against part, then have a class report)

    Task seven

    Summary and homework

    Task one

    Write an article about the imagination about the outlook of Ashrita Task two

    work in group to find more information about Ashria through internet as well as books about after class each group should try brief paper about ahsrita.

    来源:中师教育

    篇四:教师资格证高中英语试讲教案2013

    Book 7, Selective English Course, Senior High School

    Unit 5 Travelling Abroad

    Ⅰ. Teaching aims

    1. Students get to know some knowledge about studying abroad.

    2. Students are able to make use of some words, expressions and grammar applied in this unit.

    Ⅱ. Knowledge aims

    Words:

    motherland, visa, queue, cafeteria, lecture, qualification, shopkeeper, idiom, academic, essay, tutor, revise, revision, draft, numb, autonomous, preparation, recommend, comfort, substitute, requirement, acknowledge, contradict, occupy

    Phrases:

    apply for, take up, feel at home, say goodbye to sb., deserve to do sth., adjust to, keep it up, fit in, as far as one is concerned, be occupied with

    Sentences:

    1. she had ever left her motherland. (It

    is/was the…time that…)

    2. It’s not just study that’s difficult. (强调句型)

    3. Besides,

    …is/was concerned, what从句主语)

    4. I have been so occupied with work that I haven’t had time for

    social activities. (so…that…)

    Grammar:

    Non-restrictive attributive clauses

    e.g.: Xie Lei, who is 21 years old, has come to our university to study for a business qualification.

    Ⅲ. Teaching key and difficult points:

    Teaching key: to understand the text and use your own words to retell the text

    Difficult point: how to use phrases and grammar: adjust to, keep it up, fit in, as far as one is concerned, be occupied with; non restrictive attributive clauses

    Ⅳ. Teaching aids:

    1) Raising question approach

    2) Discussion approach

    *Teaching means: to use multi-media (Powerpoint Slides) as an assistant means in teaching

    Ⅴ. Teaching steps:

    Step 1 Lead-in

    1. To raise the following questions to students:

    1) If you could go anywhere in the world, which country

    would like to visit and why?

    2) Do you have any friends or relatives who are studying

    abroad? Do you know what they need to prepare for studying abroad before their departure?

    (Offer letter, passport, visa, to get to know the culture in another country beforehand…and the most important thing is to be psychologically and mentally prepared for a totally different culture, environment and life.)

    2. To ask the question as a cut-in of our text:How is life for

    students who study abroad?

    Step 2 Listening comprehensions

    1. Present students with the following question before listening

    to the tape:

    What does Xie Lei find difficult when studying in England?

    2. Get students to listen to the tape and then answer the above

    question.

    Step 3 Fast reading

    1) To tell students the task of summarizing the main idea of this

    text before they start reading.

    2) To have students to work in pairs and summarize the main idea of this text.

    Step 4 Intensive reading

    1. To get students to read the text more carefully paragraph by

    paragraph and then discuss the following questions in groups. Language points will be analyzed paragraph by paragraph to go with intensive reading.

    Paragraph 1:

    1) How long has Xie Lei been in England?

    2) How did Xie Lei feel when she got her visa?

    Paragraph 2:

    1) Why is Xie Lei doing a preparation course first?

    Paragraph 3:

    1) What kinds of difficulties does Xie Lei come across during

    her study in London?

    2) Why did Xie Lei feel like a child when she first arrived in

    England?

    Paragraph 4:

    1) What does Xie lei gain by living with a host family?

    Paragraph 5:

    1) What helps Xie Lei to get used to the academic

    requirements of a western university?

    2) What kind of learner is Xie Lei now?

    Paragraph 6:

    1) How does Xie Lei feel in England now?

    2) Why has Xie Lei decided to join a few clubs?

    2. To analyze and learn important phrases, sentences and

    grammatical points with students during the process of intensive reading

    Step 5 Language points

    Phrases:

    Apply for, take up, feel at home, say goodbye to sb., deserve to do sth., adjust to, keep it up, fit in, as far as one is concerned, be occupied with

    Sentences:

    5. she had ever left her motherland. (It

    is/was the…time that…)

    6. It’s not just study that’s difficult. (强调句型)

    7. Besides, …is/was concerned, what从句主语)

    8. I have been so occupied with work that I haven’t had time for

    social activities. (so…that…)

    篇五:教师资格证高中英语试讲教案

    http://

    Book 7, Selective English Course, Senior High School

    Unit 5 Travelling Abroad

    Ⅰ. Teaching aims

    1. Students get to know some knowledge about studying abroad.

    2. Students are able to make use of some words, expressions and grammar applied in this unit.

    Ⅱ. Knowledge aims

    Words:

    motherland, visa, queue, cafeteria, lecture, qualification, shopkeeper, idiom, academic, essay, tutor, revise, revision, draft, numb, autonomous, preparation, recommend, comfort, substitute, requirement, acknowledge, contradict, occupy

    Phrases:

    apply for, take up, feel at home, say goodbye to sb., deserve to do sth., adjust to, keep it up, fit in, as far as one is concerned, be occupied with

    Sentences:

    1. she had ever left her motherland. (It

    is/was the…time that…)

    2. It’s not just study that’s difficult. (强调句型)

    http://

    3. Besides, …is/was concerned, what从句主语)

    4. I have been so occupied with work that I haven’t had time for

    social activities. (so…that…)

    Grammar:

    Non-restrictive attributive clauses

    e.g.: Xie Lei, who is 21 years old, has come to our university to study for a business qualification.

    Ⅲ. Teaching key and difficult points:

    Teaching key: to understand the text and use your own words to retell the text

    Difficult point: how to use phrases and grammar: adjust to, keep it up, fit in, as far as one is concerned, be occupied with; non restrictive attributive clauses

    Ⅳ. Teaching aids:

    1) Raising question approach

    2) Discussion approach

    *Teaching means: to use multi-media (Powerpoint Slides) as an

    http://

    assistant means in teaching

    Ⅴ. Teaching steps:

    Step 1 Lead-in

    1. To raise the following questions to students:

    1) If you could go anywhere in the world, which country

    would like to visit and why?

    2) Do you have any friends or relatives who are studying

    abroad? Do you know what they need to prepare for studying abroad before their departure?

    (Offer letter, passport, visa, to get to know the culture in another country beforehand…and the most important thing is to be psychologically and mentally prepared for a totally different culture, environment and life.)

    2. To ask the question as a cut-in of our text:How is life for

    students who study abroad?

    Step 2 Listening comprehensions

    1. Present students with the following question before listening

    to the tape:

    What does Xie Lei find difficult when studying in England?

    2. Get students to listen to the tape and then answer the above

    http://

    question.

    Step 3 Fast reading

    1) To tell students the task of summarizing the main idea of this

    text before they start reading.

    2) To have students to work in pairs and summarize the main idea of this text.

    Step 4 Intensive reading

    1. To get students to read the text more carefully paragraph by

    paragraph and then discuss the following questions in groups. Language points will be analyzed paragraph by paragraph to go with intensive reading.

    Paragraph 1:

    1) How long has Xie Lei been in England?

    2) How did Xie Lei feel when she got her visa?

    Paragraph 2:

    1) Why is Xie Lei doing a preparation course first?

    Paragraph 3:

    1) What kinds of difficulties does Xie Lei come across during

    her study in London?

    2) Why did Xie Lei feel like a child when she first arrived in

    England?

    http://

    Paragraph 4:

    1) What does Xie lei gain by living with a host family?

    Paragraph 5:

    1) What helps Xie Lei to get used to the academic

    requirements of a western university?

    2) What kind of learner is Xie Lei now?

    Paragraph 6:

    1) How does Xie Lei feel in England now?

    2) Why has Xie Lei decided to join a few clubs?

    2. To analyze and learn important phrases, sentences and

    grammatical points with students during the process of intensive reading

    Step 5 Language points

    Phrases:

    Apply for, take up, feel at home, say goodbye to sb., deserve to do sth., adjust to, keep it up, fit in, as far as one is concerned, be occupied with

    Sentences:

    5. she had ever left her motherland. (It

    is/was the…time that…)

    6. It’s not just study that’s difficult. (强调句型)

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