第一篇：2012湖北招教面試考試說課教案：My Sweet Family

2012湖北招教面試考試說課教案：My Sweet Family

作者：京佳教育 添加時間：2012-06-08 09:40:39

2012年湖北招教考試馬上開始了，京佳教育湖北分校為您整理了關于2012年湖北招教面試考試復習資料，希望您能一舉拿下湖北省教師招聘考試，順利過關!大班英語活動《My Sweet Family——甜蜜的家庭》說課稿

各位領導、各位老師，大家好。今天我說課的題目是大班英語《My Sweet Family——甜蜜的家庭》。

一、說教材

1.教材來源：此活動選材來源于生活。英語學習更是離不開生活。一些簡單用語和單詞，幼兒都可以在生活中得到應用。同樣生活中無處不在的英語也促進了幼兒的英語學習。本次我選的課題來自《楊文英語》第六冊，第三單元，第五課《我的家》。

2.目標定位

1)能正確的聽、說、讀單詞

2)能正確運用對話中的日常交際用語：

“Where are you ?”

“I’m in the living room,come and find me.”

3)培養幼兒熱愛英語的良好習慣

教學重點：

能正確理解掌握對話內容，并能朗讀一部分表演對話

教學難點：

A.能比較流暢的朗讀對話內容，并能在掌握對話內容的基礎上進一步表演對話。

B.能正確朗讀單詞 “kitchen , bedroom , bathroom , livingroom.”

課前準備：

1)教具準備：

A.課前準備好畫有實物圖片及人物圖片

B.單詞卡片

C.錄音機及磁帶

2)板書準備：

畫好對話背景圖。

二、說教法

新《綱要》指出：“教師應成為學習活動的支持者、合作者、引導者?！被顒又袘η笮纬珊献魈骄渴降膸熒?。

我采用的教法有：

1、演示法

2、操作法

3、賞識激勵法

4、游戲法。從而達到科學性、藝術性、健康性、愉悅性的和諧統一。

三、說學法

以幼兒主體，創造條件讓幼兒參加探究活動。不僅提高了認識鍛煉的能力各升華了感情。本次活動采用學法有：

1、多通道參與法

2、嘗試法

3、體驗法。

四、說教學程序

我采用了環環相扣組織此活動程序，采用了整體呈現——分步操練——整體操練的教學方法，即：讓幼兒先對正篇對話內容有了全面了解再分場景進行分塊教學，最后將對話整體進行朗讀鞏固。這樣的方法有助于幼兒整體掌握知識和技能。本單元律動我采用了說唱表演形式。一方面可以活躍課堂氣氛，另一方面也可以有效的化解對話的難度。

各位領導，各位老師，我的說課結束了。謝謝!

第二篇：【招教考試】小學英語教師面試說課萬能(中英對照)

教師招聘考試英語說課萬能模板 中英對照版 【英文】

Goood moring, I'm glad to interpret my lesson here.The lesson plan I am going to talk about is Part A let's learn of unit1 PEP Primary English book7.I will explain how to teach and the reason for doing this from following aspects.Ⅰ analysis of the teaching content.Ⅱ ways of teaching and learning.Ⅲ teaching procedures Ⅳ blackboard design V assessment Now Let’s focus on the analysis of teaching content.It can be divided into 3 parts as followed: the status and the function, the teaching objectives , the main points and difficult points, I’ll talk about it one by one.This lesson is the first lesson of unit 1, book7.It includes two parts: Let’s learn and let’s play.In section 1, it mainly deals with these key phrases: on foot, by bike, by bus, by train, by subway.And in section 2, it provides a game for the Ss to prastise the patterns: How do you go to…? And the answer: I go… by../ on foot.Our students have already known some vehicles in the daily life.It’s not difficult for them to understand and use these words.If students can learn it well, it will help students to learn the rest of this unit.So, I set the following aims: The first is language objectives To make sure that students can read, recognize and use these key phrases :on foot ,by bike,by bus,by train

skillfully.The next is ability objectives(1)To develop Ss’ abilities of listening and speaking.(2)To train the Ss’ ability of working in groups.moral objectives(1)To help students know some vehicles and comprehend the traffic rules(2)To foster Ss’ consciousness of good co-operation and proper competition.The main points and difficult points about this lesson is:(1)To make sure that Ss can use these key phrases correctly and skillfully.(2)To enable Ss to study in groups and co-operate skillfully.(3)To develop Ss’ interest in English.Difficult points To help the Ss ask and answer the question “How do you go to…?

part Ⅱways of teaching and learning As we all know: the main instructional aims of learning English in primary schoolis to cultivate pupils’ basic abilities of listening and speaking and their good sense of the English language.So in this lesson I’ll mainly use “Task-based” teaching method.That is to say, I will let the Ss learn in real situations, finish a task by making a survey”How do you go to school?” to help Ss to get a better understanding of the key phrases.I will arrange these activities: guessing game, finishing a survey and having a competition.And in this lesson a recorder, CAI, will be needed.教師招聘考試英語說課萬能模板 中英對照版 【英文】

partⅢ teaching procedures I’ll finish this lesson in five steps.step1 lead--in activities I will begin my class with “drawing and guessing” game, just like this : I show students some vehicles such as bike ,bus ,jeep which they learned before by “Stick Figures” and ask them guess what’s it.Purpose: It is important to form a better English learning surrounding for the Ss by guessing game.and at the same time it provides situations to review learned knowledge for the next step.step2 prestentation Now I’ll mainly talk about this step.1first there is a Free talk between T and Ss.For example: I show many pictures of beautiful cities and ask students some questions, such as “do you like this city?where do you want to go ?”and help Ss to answer them with “by train ,by plane,by ship”.By the way, I show the picture of a school, and say“ I go to schiool by bus” ,Ss read this sentence.do the actions and ask “how do you go to school?”,show many pictures of tools such as ,on foot by bike ,by bus to help students answer myquestion one by one.To present the key structures one by one is much easier for the Ss to learn and grasp the meanings.2 With the help of the CAI I set a situation to help Ss understand the way of using these key phrases: A boy is coming, who is going to school.He says: I go to school by…Then play the sounds of bus, bike ask students to listen carefully and tell “I go to school by…“ according to the different sounds, by the way , I present another new

phrases:by subway Purpose:Make Ss use these new phrases with sentence structures, to help Ss use the language in a real situation.step3 practise 3 I order to make every student read these new phrases correctly, I design a ”drill “in this step, I show cards as soon as possible ,students should read the words quickly and spell them.Then I ask 'How do you go to school?'students answer ”I go to......“also I will quicken the speed to ask.The purpose is to draw the whole students'attention to the spelling of the words 4 After this, I ask Ss to do ”Let's play “ in fours.They use places cards and vehicle cards, ask and answer:How do you go to …? I go to … by…” If Ss can ask and answer expertly, I will ask them to make a short dialogue.the purpose of this is to help students to learn those sentenses through a ture situation and make the dialogues in order to check if Ss can usse these key prases、sentences structures skillfully step 4 consolidation let students do a survey about ”how do you go to school?“and the table like this :write down names and tools another Ss choose Task-based teaching method is used here to develop Ss’ ability of communication and also their ability of co-operation will be well trained.step 5 homework ask students to collect other kinds of transport tools through the library ,computer.the purpose of this is to stimulate the interest of learning english and to wide the students'knowledge step6 blackboard design my blackboard design like this :on the left Ishow the phrases:on foot,by bus.......on the right there are many sentences:how do you go to school?I go to......” step 7 assessment due to the students'age ,I

make every students work in class through many activities in order to stimulate the students'interest and provide they a wide thinking room.I make students learn this lesson very well through desiring scene statues that's all,thank you for your listening!教師招聘考試英語說課萬能模板 中英對照版 【中文】

我說內的內容是XX教科書XX版XX英語的第X單元第X課時。1． 說教材

⑴教材內容 A本課時的教學內容為 B需要掌握的詞匯有 C需要掌握的句型有 ⑵地位和作用 本課是第 單元的第 課時，教材中出現了 的用法，本課時又是第 單元的重點，因此本課時的教學對第單元的學習起著關鍵的作用。2． 說目標

⑴教學目標 根據新課程理念教材內容，教學要求，我制定以下教學目標： 知識目標：能聽懂，會說，會讀，會拼寫本課時主要詞匯： 以及句型； 能力目標：能用本課時所學句型： 就日常生活中的話題進行交流，使學生掌握 的用法； 情感目標：引導學生 總思路： ⑵重點和難點

本課時的重點使要求學生掌握詞匯 以及句型，本課時的難點是： 3．說教法（本課是 學生情況）

⑴教法分析（創設情境，事物展示，活動）

英語教學的目的在于讓學生獲得用英語焦急的能力，所以在課堂教學活動中需創設特定的情景，使學生通過模仿和想象，促進學生的理解和記憶，啟發學生思維達到教學目的。⑵學法指導

要讓全班學生都參與到課堂活動中來，同桌之間的合作，尤為重要，可使同學們都敢于在課堂中操練口語，更可使學生們不會有被忽視的感覺，合作簡單，增多操練機會。⑶教學手段

充分利用多媒體，投影儀，錄音機等教學手段，為學生創設英語學習的環境增加學生的學習興趣。4．教學過程

為了完成以上教學任務，我設計了一下教學過程： Step1:Warming up ⑴It’s time for English class.Let’s ； ⑵創設輕松的氛圍，帶領學生進入英語學習的；

⑶復習動詞Let’s do 通過“你說我做”的TPR活動在復習舊知的同時，為新課做好鋪墊，因為學生都熟悉這些動作，建議教師讓學生當小老師來發指令，這樣可以充分體現學生的主動性。Step2：Free talk ⑴提問 ⑵Game

本課學習的重點是 教學手段 鞏固 的掌握，為導入新課作準備。Step3：Presentation ⑴單詞新授 通過事物或圖片教學單詞，學生能更好的理解和掌握單詞； ⑵單詞復習互問互答 讓學生通過對句子的操練鞏固語言知識，拓寬學生的視野和增添學習興趣； ⑶句子新授

⑷鞏固新句型，快速搶答，互問互答

A 在緊張激烈的比賽中，大量輸入降低學習的難度，使學生學習的積極性更加高漲（講情規則）；

B 生活情景展示 通過多媒體等方式把語言知識放在特定的情景中進行操練，體現語言運用的真實性；

⑸播放錄音 學生觀看相關的動作畫面，跟著錄音聽，說，演，做，在輕松自然的狀態下鞏固所學語言。

Step4 Practice and consolidation 同桌互助合作，體現了以語言為載體和以真實情景交際為目的的英語教學的基本要求。

Step5 Homework A 聽錄音 鞏固所學詞匯和句型 B 運用句型 板書設計

第三篇：招教(特崗)面試技巧：“說課”經典

尊敬的各位評委老師，早上好!

今天我說課的題目是《______》教學設計及分析。

一、分析本課教材：(教材結構、內容、地位)(1～2分鐘左右)

《______》是______版初中新教材第______冊第______章第______課。本節內容是______。在此之前，學生已學習了_____ ,這為過渡到本節的學習起著鋪墊作用。這節課，在______中，占據______的地位。

二、教學目標：(1～2分鐘左右)

根據上述教材結構與內容分析，依據______課程標準，考慮到學生已有的認知結構、心理特征，制定如下教學目標：

1.知識目標：____________________

2.能力目標：___________________

3.情感、態度、價值觀目標：______________

三、教學重點、難點：(2～3分鐘左右)

根據，以及學生________________特點的基礎上，我確立了如下的教學重點、難點。重點是___________。難點是___________。

四、教法：(2分鐘左右)

在教學中，不僅要使學生“知其然”而且要使學生“知其所以然”。為了講清重點、難點，完成教學任務，達成教學目標，擬著重采用____________________等的教學方法

五、學法：(1分鐘左右)

我們常說：“現代的文盲不是不識字的人，而是沒有掌握學習方法的人”，因而在_____________中,要特別重視引導學生_____________的學習(或采用重視 學法的指導)。

六、教學過程：(10～12分鐘左右)

1.根據______我準備采用由_____________ 引入新課，引出______新知識。

2.新授______，采用______方法，突出______重難點。具體的說，有以下幾個環節：

第一個環節;第二個環節

……

3.能力訓練。__________________，由易到難，由淺到深，達到 目的。

4.總結。______________________

我的說課結束，敬請各位評委老師多提寶貴意見。謝謝!

小學數學精品說課稿模板《圓的面積》說課稿

教學重難點及教法說明

說課內容是全日制小學數學課本第十二冊“圓的面積”。本課是在學生已經掌握長方形面積的基礎上，通過直觀、演示，把圓分割成若干等份，再拼成一個近似的長方形，然后由長方形面積公式推導出圓面積的計算公式。

圓的面積是本單元的教學重點，也是今后進一步學習圓柱體，圓錐體等知識的基矗本節課的教學目的要求是：

1.通過學生操作、觀察推導出圓面積的計算公式，并能運用公式正確計算圓的面積。

2.通過教學培養學生初步的空間觀念。

3.滲透轉化數學思想。本節課的教學重點是觀察操作總結圓面積公式。難點是理解公式的推導過程。關健是弄清圓與轉化后的近似長方形之間的關系。本課教學，采用直觀演示和學生動手操作等方法，充分運用電教媒體輔助教學，由圓轉化為近似的長方形，總結出圓的面積公式，并能在實際中加以運用。

課堂教學程序設計

本節課分四個環節來設計教學。

月光老師空間分享考試資料：QQ250335651

第一個環節：復習導入新課

為了激發學生的學習興趣，在計算機的屏幕上顯示出一個紅顏色的圓，請同學看這圓一周的長度叫什么?這個圓所占平面的大小又叫什么?引出課題“圓的面積”。

第二個環節：新授

教學中，運用轉化的方法，將未知轉化為已知，不僅可以化繁為簡，化難為易，而且可以勾通知識之間的聯系。可以幫助學生理解新知識，提高課堂教學效率。鑒于此，新授部分我是這樣設計的。

(一)公式的推導

1.準備題請同學們回憶平行四邊形的面積計算公式是怎樣推導出來的。再想想，三角形、梯形又都是轉化成哪一種圖形推導出它們的面積計算公式的。本課就用這種轉化的方法來推導圓面積的計算公式。

2.推導圓面積公式

第一層次教授轉化的方法。讓學生看屏幕上 的圓，老師把它平均分成8份，先把上面的4等份和下面的4等份分開，再交叉地拼在一起，看看，拼成了一個什么圖形的近似圖形?為什么說是近似的平行四邊形呢?讓學生繼續觀察，我們將其中左邊的一個等份再平均分成2份，將一小份移到右邊拼起來，現在拼成的圖形近似什么圖形?由圓轉化成近似的長方形，什么發生了變化，什么沒有變?

第二層次運用轉化方法讓學生進行操作，再通過演示滲透極限思想。讓學生拿出準備好的16等份的圓，利用剛才的方法把它剪開拼成一個近似的長方形。觀察一下，拼成的近似的長方形與屏幕上8等份的比較一下，哪個更接近于長方形，為什么?如果我們把一個圓等分成32份，拼成的長方形會怎樣呢?(屏幕上演示)這時引導學生思考：我們剛才是把一個圓平均分成8份、16份、32份，如果再繼續分下去，分的份數更多，拼成的圖形你會發現什么?由此可得：把圓等分的份數越多，拼成的圖形就越接近于長方形，盡管形狀發生了變化，但面積是不變的，也就是說，拼成的長方形的面積等于圓的面積。

第三層次推導公式讓學生再注意觀察屏幕上顯示的由圓轉化為長方形的過程，思考這個長方形的長和寬各相當圓的哪一部分?那么，能根據長方形的面積公式推導出圓的面積公式嗎?歸納得到圓的面積。(公式略)回顧學習過程：將圓平均分成8份，進行拼圖，目的是教給學生由圓轉化為近似長方形的方法，并初步感知圓的形狀變了，但面積并沒有變。再讓學生親自動手將圓平均分成16份拼圖，使學生進一步感知拼成的圖形更接近于長方形。此時，經過學生的空間想象，他們在大腦中已經形成了由圓轉化成長方形的圖像，這時在計算機上再顯示將圓等分32份后拼成的近似于長方形的圖像，會使學生在視覺上得到證實，他們的思維結果是正確的：將圓平均分成的份數越多，拼成的圖形越接近長方形，但面積始終是不變的。運用計算機顯示由圓到近似長方形的圖像的變換過程，揭示出數學知識的內在規律的科學美，并充分體現構圖美和動態美的特點，它能刺激學生，強化學生的好奇心，提高學生探求知識奧秘的欲望，有助于解除學生視聽疲勞，提高學習效率。計算機的輔助教學促進學生良好思維品質的形成，達到了預想的教學目的。

小學語文精品說課稿模板《荷花》說課稿

一、教材分析：

1、本課在教材中的地位和作用：蘇教版小學語文第六冊第十二課的《荷花》是一篇寫景記敘文，本文寫了“我”在公園的荷花池邊觀賞荷花并展開想象的事。作者寥寥400個字，把滿池荷花的美表現得淋漓盡致，同時也表達了作者熱愛大自然的思想感情。作者因景美而入情，以情深而觀景，由景入情，情景交融，不僅寫出了荷花的豐姿，而且突出了荷花的神韻，使讀者既賞心悅目，又有身臨其境的感覺。

2、教學目標：知識與技能：能讓學生正確流利，有感情地朗讀課文，背誦課文;過程與

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方法：感受文章準確、生動的表達，養成積累語言的良好習慣;情感、態度、價值觀：提高學生的想象能力和語言表達能力，能讓學生欣賞荷花的美麗，體會大自然的神奇美妙，激發對大自然的熱愛之情。

3、重點、難點：

(1)理解荷花開放時的種種姿態，體會荷花的美。

(2)培養學生的想象能力和語言表達能力。

二、說教法和學法：依據本課的性質及小學三年級學生的身理和心理特點，結合新課標的教學理念，特設計如下教法、學法：本堂課以情感為紐帶，通過創設情景、朗讀品味、想象體驗等方法，讓學生自主體驗感受作者所描繪的美景。并隨著教學過程的推進入情、動情、移情、抒情，讓學生得到美的享受和情感的熏陶。

三、學情分析：三年級學生思維活躍，求知欲強，樂于表達，但他們的生活經驗畢竟有限，對文中描繪的荷塘美景，僅憑想象難以深刻感受，需要教師提供直觀的圖像幫助理解。

四、教學程序設計：根據教材特點以及學生實際情況，在教學中，我設計了這樣四個環節：

第一環節

在初讀課文和激發動機中——入情如果把兒童的情感比作“小河”，要它漾起漣漪，泛起微波，需要外力的推動?；蚴窍褚恢或唑言谒陷p輕一點;或是像一陣微風悄悄掠過水面。上課伊始，教師要放飛一群“蜻蜓”，要送上一陣“微風”，讓學生情感的河水蕩漾起來，使他們對新課的學習形成一種期盼的欲望和關注的心理。為此，我是這樣導入新課的：“老師這兒有個謎語，小朋友能猜出來嗎?”“小朋友見過荷花嗎?今天老師要帶大家欣賞一篇題為《荷花》的課文，大家準備好了嗎?”以謎語導入新課，學生的情緒一下子被調動起來，形成了“未成曲調先有情”的良好課堂基調。教學也因為學生的入情，而進入了積極的狀態。

第二環節

在感受課文描寫的形象中——動情在學習語文的過程中，兒童的情感總是與他們對教材的認識相連。而作者的情感是寓于他們所描繪的對象之中的。因此，重要的一環是要讓學生去認識、去感受教材寓寄情感的形象。因而，教師在引導學生從初讀進入細讀的過程中，應該飽蘸著情感,用富有感染力的語言去描繪，用圖畫的、音樂的、表演的藝術直觀，讓學生仿佛看到、聽到、整個心靈都感受到，在學生眼前再現課文中描寫的一個個栩栩如生的形象。教材中有一幅精美的插圖，形象地描繪了幾種不同姿態的白荷花和碧綠的荷葉，色彩清麗，充分展示了荷花素潔、高雅的本色。我依據這個材料制成鮮活的課件進行展示，并配上富有感染力的語言去描繪：“瞧，這就是作者看到的荷花開放時的樣子，放眼望去，微波粼粼的水面上，漂浮著碧玉盤似的荷葉，透過荷葉的縫隙，一枝枝荷花從水里探出頭來，就像穿著潔白衣裙的少女，在微風中亭亭玉立。它們中有的花瓣兒全都展開了，露出了嫩黃色的小蓮蓬;有的則微露笑臉，含苞欲放;有的還未綻開，看起來飽脹得馬上就要破裂似的?！薄澳敲次覀冋n文哪一自然段具體寫了荷花的美?”從而引入第二自然段的學習。

第三環節

在領悟課文的神韻中——移情兒童在感受課文形象為之動情時，情感趨向高漲，應牢牢把握，并順勢將教學過程推進，從細讀進入精讀。所謂精讀，即讀課文精彩片段詞句，讀出其神韻。課文語言不僅承載著人、事、景、物的形象，更重要的是通過形象寄托著作者的情感。因此精讀時要將學生的情感移入課文描寫的對象上，從而使已激起的情感深化。

我通過三條途徑將學生的情感引向深層，產生移情。

1、借助比較區別;

2、借助想象展開;

3、借助語言媒介。課文第三自然段中沒有對荷花的“姿勢”進行具體描寫，因此我設計了以下環節：

1、課件展示：看圖想象說話，“這么多的白荷花，一朵有一朵的姿勢，有的，有的，月光老師空間分享考試資料：QQ250335651

還有的?！毙〗M討論，指名說，集體評議。

2、指圖引讀這一自然段最后一句話。討論：作者為什么把這一大幅畫看作是“活的畫”呢?用這么美的詞句來描寫荷花，表達了作者怎樣的感情?這樣的設計，既鍛煉了學生的想象力，又訓練了學生的表達能力，而且加深了對荷花美的認識，使學生更深地體會受到作者對荷花強烈的喜愛之情，可謂一舉三得。

第四環節

在表情朗讀和語言訓練中——抒情表情朗讀是抒發學生內心感受的一種常用形式。表情朗讀雖然讀的是作者的語言，但包含了學生自己的主觀感受。他們往往用恰當的語氣、語調、語速來表達，抒發他們對作品中人物、角色、場景的情感。因此，在課文第二、三自然段中，我都設計了表情朗讀。特別是第二自然段，還安排了背誦訓練。在反復品讀欣賞后，荷花之美躍然紙上，呼之欲出。此時，學生的情感達到了高潮，這一背誦環節，不僅加深了學生對課文語言文字美的品味，而且促進了學生對優美語匯的積累內化，從而更好地抒發了學生的情感。學生有情，教材有情，“學生——教材”之間的情感橋梁就是教師。由教師來傳遞情感，讓學生隨著教學過程的推進，入情，動情，移情，抒情。學生在充滿情感的課堂教學中學會熱愛生活，追求美好。

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第四篇：2010徐州教師公招面試材料系列英語說課

英語說課

Unit4 Reading A Night The Earth Didn't Sleep[ 時間：2009-12-14 | 欄目：高中英語說課稿 2009.12.6 Good afternoon, ladies and gentlemen, I'm greatly honored to have the opportunity to share my teaching ideas with you.I am No.8 and my topic is ?A night the Earth Didn't Sleep? taken from Unit4，Book1.My presentation consists of 6 parts: The analysis of teaching material;teaching methods;learning methods;teaching procedures, teaching assessment，blackboard design and time division.Part1 The Analysis of the Teaching Material This part consists of 3 aspects 1.Status and function of this passage This reading passage is the highlight of this unit.It maily talks abut the biggest earthquake which hit Tangshan in 1976.By describing the terrible disaster, students can know more information about the earthquakes and feel prouder of our great nation and great people.So it not only contains the most important words and sentece strtuctures of this unit but also embodies the theme of this whole unit.2.Teaching aims 1）Knowledge aims: To help the students master the usage of important words, phrases and sentence patterns,especially the attributive clauses.Guide the students to use these vocabularies and sentence patterns to describe a disaster.2)Ability aims: To develop ss’ 4 basic skills, especially reading skills, such as skimming, scanning, guessing and concluding;detailed reading, study reading and appreciation.Guide them to find the clue of such a narrative style and use these reading skills to collect and deal with information.Meanwhile, encourage them to express their own opinions using the language they learned in the class and cultivate their ability to cooperate with others.3)Emotional aims: Get the ss to know more knowledge about an earthquake and know how to survive an earthquake.Then get them to learn from the bravery of people in Tangshan to face the reality and rebuild the city, thus strenghening their strong will and make them love our nation and people.Key points and difficult points 1)The key point is how to enable the students to master the reading skills, such as skimming, scnning, detailed reading and so on.2)The difficult point is how to get the students to master the words and expression_r_rs in this unit and how to help the students to express their thoughts using what they have learnt in the reading.Part2 Teaching methods To achieve the teaching aims above, I’ll adopt the following teaching methods: 1.Brainstorming activates the ss quickly, master the words easily and come into the topic naturally.2.Task-based teaching method enables the ss to read and learn more efficiently and with more curiosity.3.Situational approach enables the ss to be active and creative.4.Multi-media assistance arouses the ss’ interest, curiosity and desire for learning.Part3 Learning Methods As is described in modern educational theory, ?the process of obtaing knowledge is more important than obtaining knowledge itself ?, so I will try to arouse the ss’ potential and make them obtain knowledge by way of autonomous study and cooperation, and at the same time form good learning methods to improve their reading, speaking, and writing abilities.Part4 Teaching procedures；

According to the teaching aims, I divide the teaching procedures into 3steps, that is warming up and pre-reading, while-reading and post-reading.Step1 Warming-up and pre-reading(It includes 2tasks)Task1: Get the ss to discuss in groups about the warming-up, encourage them to imagine bravely and describe the damage to these beautiful and calm buidings after the earthquake.Task2: Discuss the 2 questions in pre-reading part and report their result to the whole class.The purpose of this step is to revise some words and enrich the ss’ background knowledge about earthquakes by brainstorming.Step2 While-reading(This step includes 4 tasks)Task1 skimming Skim the passage and do some true or false questions.The purpose is to enable the students to find out some exact information quickly.The students can also combine their background knowledge they got in pre-reading with detailed information.Task2 Scanning Scan the passge and do exx.2 by individual work and pair work.Meanwhile get the ss to find out the main idea of each paragrah.The purpose is to enable the students to find out the clue of this text and understand the structure of this passage.Task3 Study reading Get the students to read and study the passage to find out the difficult and charming sentences and then try to analyze and memorize them.The purpose is to train the ss’ ability of understanding, appreciating and using language.Task4 Listening and reading aloud Now that the ss have fully understood the whole passage, I will get them to listen to the tape and read it aloud to prepare for the next step: post-reading.Step3 post reading(It includes 2tasks)Task1 Writing Get the ss to write a summry of this passage, using the useful expression_r_rs and sentence patterns they have learnt in this unit.Task2 Acting out an interview Get the ss to act out an interview between a reporter and a survivor from the Tangshan earthquake.One ss acts as a reporter, and the other acts as a reporter.The purpose of this step is to consolidate the ss’ language knowledge and language ability, and at the same time to broaden the ss’ cultural awareness.Step4 Homework Finish off the reading task on workbook and preview the tasks in learning about language.Part 5 Teaching assessment(It includes 4 aspects)1.self-assessment 2.the group members’ assessment 3.the teacher’s assessment 4.Speaking assessment Part 6.Blackboard design and time division 1.Blackboard design: 1)Key words and sentences 2)Questions for reading 3)The main idea for each paragraph.2.Time division Warming up and pre-reading: 8 minutes While-reading: 25 minutes Post-reading: 12 minutes.高中英語說課稿

2009年08月16日 星期日 19:35 高中英語說課稿

2009年05月11日 星期一 12:08

一、Introduction（導言）

英語說課是英語教學中的重要一環，也是衡量一位英語教師對教材的把握、分析及教師本人對上課進程的宏觀控制能力的有力手段，能從理論上指導教師貫徹教學大綱，真正做到教與學相結合，將教材、大綱、教師、學生、課堂融為有機整體，對不斷提高教師教學能力和教研能力，有著突出的作用。

二、說課的基本原則

1.遵循教學大綱要求，明確說課內容。把握說課與上課的區別與聯系，正確理解教材、教案說課、上課之間的層進關系，走出說課即是?說教案?的誤區。2.以教師為主導，學生為主體，體現先進的教學理念。3.詳略得當，重點突出，體現說課的完整性。4.與教案相結合，體現其可操作性。

三、說課的基本程序

1.說教材：科學分析教材，明確重點難點、教學目標和要求以及教材在單元中的地位和作用。

2.說學生：談談學生的知識與能力結構，明確說課內容的難易程度。3.說教法：談談本節課要實施的教學手段、方法以及教具的使用。4.說學法：談談學習方法的運用以及將要實現的目標。

5.說教學程序：說為什么要設計該程序？目的、意圖何在？結果如何？

6.說板書設計：談談板書設計的根據和理由，力求體現說板書設計的程序性、概括性和藝術性。

四、注重說課信息和反饋與總結

說課的對象可以是專家、同行甚至是學生。向說課對象征詢意見、獲取信息，力求不斷改進和提高。高中英語全英文說課稿模板

2009年09月21日 星期一 09:59 Good afternoon, everyone, It’s my great pleasure to be here sharing my lesson withyou.The content of my lesson is Senior English for China Book1B Unit 16 Scientists at work.I’ll be ready to begin this lesson from five parts.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 science and scientists.By studying of this unit, we’ll Enable the students to know the serious attitude towards science and develop the interest in science.At the same time ,Let the students learn how to give instructions.this lesson plays an important part in the English teaching in this unit.This is an important lesson in Book One.From this lesson, it starts asking the Ss to grasp contents of each passage.Therefore, this lesson is in the important position of the teaching material.If the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit.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.According to the new standard curriculum and the syllabus(新課程標準和教學大綱), 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: a)The Ss can hear, read, and use the main sentence patterns b)The Ss can understand the content of the lesson.c)The Ss can use the patterns to express their thoughts in the proper situation.2.Ability objects:(1)To develop the Ss’ abilities of listening, speaking, reading and writing.(2)To train the Ss’ ability of working in pairs.(3)To Improve the student’s reading ability, especially their skimming and scanning ability.3.Emotion or moral objects: a)By completing the task,the Ss increase their interest and set up self-confidence in science;b)Teach the Ss what is ?science?, put the moral education in the language study.now,let’s come to the Important points and the Difficult points.Well, how to achieve the teaching objects better, how to stress the important points and break through the difficult points? As is known to us all,The modern teaching demands the teacher should improve the students’ ability.A good teaching method requires that the teacher should have the leading effects.According to the analysis of the teaching material and the students’learning background ,I will use the following methods.Part 2 Teaching Methods: In my opinion,the main instructional aims of learning English in the Middle School is to develop the students’ abilities of listening, speaking, reading, writing and their good sense of the English language.So in this lesson I’ll mainly use ?Communicative? Approach(交際教學法), ?Whole language teaching?(整體語言教學法)and ?Task-based? language teaching(任務教學法).That is to say, I’ll let the Ss to get a better understanding of the key structure of the dialogue.According to the modern social communication teaching theories(現代社會交際教學理論), I adopt the TSA method(情景教學)and TBLT method(語言任務教學)in my teaching, namely Total Situational Action and Task-based Language Teaching.The former is a ?scene — activity? teaching method.It establishes a real scene and the interaction between the teacher and the Ss.The latter offers the Ss an opportunity to complete the tasks in which Ss use language to achieve a specific outcome.The activity reflects real life and learners focus on meaning, they are free to use any language they want.At the same time, I’ll make use of the modern electricity teaching equipments and all kinds of teaching means, it can develop the Ss creativity in learning English.Part 3 Studying Methods:......6-2 說課稿

2009年09月23日 星期三 10:35 外研版順序選修六module 2 《fantasy literature-introduction》

——說課稿 高二英語組 郝洪實 1.教材：

《高中英語課程標準》要求高中學生在義務教育階段英語學習的基礎上，發展自主學習于合作學習的能力，形成有效的英語學習策略，培養學生的綜合運用能力，特別是提高學生用英語進行思維和表達能力.本模塊是關于fantasy literature的內容。較具有時代氣息，內容能夠引起學生的閱讀興趣。通過本模塊的學習，學生可以學會使用并能夠靈活運用關于科幻題材書籍的詞匯，增強語言運用的真實感，使學生體驗到語言的生活性，同事也培養了他們對英語及英美文學的興趣，并且了解英美國家較流行的幻想小說或電影系列，初步學會欣賞幻想文學，拓寬知識性，提高文化素養。

教學目標：了解作者背景及本模塊涉及到的科幻小說背景；培養在閱讀過程中猜測詞義的能力。

教學重點：掌握新學詞匯及關于書籍的一些形容詞。

教學難點：精確表達并能夠自由運用相關詞匯對書籍進行描述。2．教法：

任務教學法、活動教學法 2.學法：

參與式學習法、知識遷移法 3.教學步驟：

1.words、revision book 5 module 3 2.The background of the author 3.complete activity 1 4.complete activity 2(improve Ss’ listening ability)5.complete activity 3 6.show a short movie about the passage 7.Fast Reading complete activity 1-4

虛擬條件句

2009年10月20日 星期二 15:27 虛擬條件句的三種基本類型：與現在事實相反、與過去事實相反、與將來事實相反。

條件句有真實條件句和非真實(虛擬)條件句兩種。真實條件句所表示的假設是有可能發生的，而非真實條件句則通常表示一種假想，與事實相反或不大可能會發生：

If I have time, I will go with them.假若我有時間，我就同他們去。(陳述語氣)If I were you, I would go with them.假若我是你，我就同他們去。(虛擬語氣)▲ 與現在事實相反

若與現在事實相反，條件從句的謂語用過去式(be通常用were)，主句謂語用?should(would, could, might)+動詞原形?：

If I knew her number，I could ring her up.要是我知道她的電話號碼，我就可以給她打電話了。(可惜我不知道)▲與過去事實相反 若與過去事實相反，條件從句的謂語用過去完成時(had+過去分詞)，主句謂語用?should(would, could, might)+have+過去分詞?：

If I’d left sooner，I’d have been on time.要是我早點動身，我就準時到了。(但我動身太遲了)▲與將來事實相反

若與將來事實相反，條件從句的謂語用過去式(be通常用were)，主句謂語用?should(would, could, might)+動詞原形?：

If I asked him，I’m sure he’d help us.如果我向他提出要求，肯定他會幫助我們。(不過我不打算這樣做)注：幾點特別說明

① 主句謂語中的should主要用于第一人稱后。would, might, could的大致區別是：would表示結果，might表示可能性，could表示能力、允許或可能性。比較：

If you tried again，you would succeed.要是你再試一試，你就會成功的。(would表結果)If you tried again，you might succeed.要是你再試一試，你可能會成功的。(might表可能)If you tried again，you could succeed.要是你再試一試，你就能成功了。(could表能力)④ 對于與將來事實相反的情形，請注意以下幾點：一是這里說的與將來事實相反，實為對將來情況的推測；二是此用法中的條件從句謂語除用過去式外，有時也用?should+動詞原形?(表示可能性極小，常譯為?萬一?)或?were to+動詞原形?(表示與將來事實相反的假設)；三是當條件從句使用?should+動詞原形?這樣的謂語時，主句謂語除可用?should(would, could, might)+動詞原形?這樣的虛擬語氣外，也可用直陳語氣或祈使語氣：

If it should rain tomorrow, don’t expect me.萬一明天下雨，就不要等我了。（祈使語氣）

If I should see him, I’ll tell him.萬一我見到他，我就告訴他。（直陳語氣）

2、錯綜時間虛擬條件句

所謂錯綜時間虛擬條件句即條件從句與主句所指時間不一致，如從句指過去，而主句即指的是現在或將來，此時應根據具體的語境情況，結合上面提到的三種基本類型對時態作相應的調整：

If it had rained last night, the ground would be wet now.要是昨晚下過雨的話，現在地面就會是濕的。

You would be much better now if you had taken my advice.假若你當時聽我的話，你現在就會好多了。

3、兩個常考虛擬語氣句型 ▲ 句型介紹

這兩個句型是If it weren’t for…和If it hadn’t been for…，這是兩個很常用的虛擬語氣句型，也經常受到命題人的青睞，其意為?若不是(有)??要不是有?。如：

If it weren’t for water, no plant could grow.要是沒有水植物就無法生長。

If it hadn’t been for your assistance，we wouldn’t have succeeded.=But for your assistance，we wouldn’t have succeeded.=Without your assistance，we wouldn’t have succeeded.5、wish后賓語從句用虛擬語氣 ▲ 用法說明

動詞wish后接賓語從句時，從句謂語要用虛擬語氣。若要表示與現在事實相反的愿望，從句謂語用一般過去時或過去進行時；若表示與過去相反的愿望，從句謂語用過去完成時或would / could+have +過去分詞；若表示將來沒有把握或不太可能實現的愿望，用would(could)＋動詞原形。如： 注：特別注意

從句的時態只與從句所指的時間有關，而與wish的時態無關，比較： I wish I were rich.要是我現在有錢就好了。I wish I had been rich.要是那時我有錢就好了。I wished I were rich.當時我后悔自己沒有錢。

I wished I had been rich.當時我后悔自己曾經沒有錢。

6、if only后的句子用虛擬語氣

if only 與 I wish一樣，也用于表示與事實相反的愿望，其后所虛擬語氣的時態與 wish后所接時態的情況相同：

If only she had had more courage!她再勇敢一些就好了。

If only I had listened to my parents!我要是當時聽了父母的話就好了。If only she would go with me!她要是愿意和我一道去就好了!注：if only 通常獨立使用，沒有主句。

7、as if(though)從句用虛擬語氣 ▲ 基本用法

以as if(as though)引導的方式狀語從句或表語從句，有時用虛擬語氣，若表示與現在事實相反，謂語動詞用一般過去時；若表示與過去事實相反，用過去完成時；表示將來的可能性不大，用would(might, could)+動詞原形： He acts as if he knew me.他顯得認識我似的。

They treat me as though I were a stranger.他們待我如陌生人。He talks as if he had been abroad.他說起話來好像曾經出過國。注：兩點說明

(1)從句所表示的內容若為事實或可能為事實，也可用陳述語氣： It looks as if we’ll be late.我們似乎要遲到了。(2)注意 It isn’t as if…的翻譯：

It isn’t as if he were poor.他不像窮的樣子(或他又不窮)。

8、It’s time后的從句用虛擬語氣 ▲ 基本用法

從句謂語通常用過去式表示現在或將來，有時也用過去進行時或?should+動詞原形?(較少見，且should不能省略)，其意為?(早)該干某事了?： It’s time we went [were going, should go].我們該走了。It’s time I was in bed.我該上床睡了。(不用were)

9、would rather后句子用虛擬語氣

在would rather, would sooner, would just as soon 后的that從句中, 句子謂語習慣上要用虛擬語氣，表示?寧愿做什么?，具體用法為： ▲ 一般過去時表示現在或將來的愿望

I’d rather you went tomorrow(now).我寧愿你明天(現在)去。▲ 用過去完成時表過去的愿望

I’d rather you hadn’t said it.我真希望你沒有這樣說過。

10、賓語從句用虛擬語氣的10種類型 ▲ I wish后的賓語從句

動詞wish后接賓語從句時，從句謂語要用虛擬語氣。若要表示與現在事實相反的愿望，從句謂語用一般過去時或過去進行時；若表示與過去相反的愿望，從句謂語用過去完成時或would / could+have +過去分詞；若表示將來沒有把握或不太可能實現的愿望，用would(could)＋動詞原形。如： I wish I could be of some use.我希望我能有什么用處。We wish he didn’t smoke.我們希望他不吸煙。

I wish prices would come down.我希望物價能降下來。▲ 表示?堅持?后的賓語從句

主要是指insist的賓語從句，從句謂語由?should+動詞原形?構成，其中的should在美國英語中通常可以省略。如：

I insisted that he(should)stay.我堅持要他留下。

注：動詞insist后接賓語從句時，除可用虛擬語氣外，也可用陳述語氣，兩者的區別是：若謂語動詞所表示的動作尚未發生，或尚未成為事實，則用虛擬語氣；若謂語動詞所表示的動作已經發生，或已經成為事實，則要用陳述語氣。比較： He insisted that I had read his letter.他堅持說我看過他的信。He insisted that I should read his letter.他堅持要我看他的信?！?表示?命令?后的賓語從句

主要是指order, command的賓語從句，從句謂語由?should+動詞原形?構成，其中的should在美國英語中通?？梢允÷浴Ｈ纾?/p>

He ordered that it(should)be sent back.他命令把它送回去?！?表示?建議?后的賓語從句

主要是指advise, suggest, propose, recommend等的賓語從句，從句謂語由?should+動詞原形?構成，其中的should在美國英語中通?？梢允÷?。如： He suggested that we should leave early.他建議我們早點動身。

注：與動詞insist相似，動詞suggest后接賓語從句時，除可用虛擬語氣外，也可用陳述語氣，兩者的區別也是：若謂語動詞所表示的情況尚未成為事實，則用虛擬語氣，此時suggest通常譯為?建議?；若謂語動詞所表示的情況為既成事實，則要用陳述語氣，此時的suggest通常譯為?表明?、?認為?。比較并體會：

He suggested that we(should)stay for dinner.他建議我們留下吃飯。I suggested that you had a secret understanding with him.我覺得你與他心照不宣。

▲ 表示?要求?后的賓語從句 主要是指ask, demand, require, request等后的賓語從句，從句謂語由?should+動詞原形?構成，其中的should在美國英語中通?？梢允÷浴Ｈ纾?I ask that he leave.我要求他走開。

He requires that I(should)appear.他要求我出場。▲ 表示?提議??投票?后的賓語從句

主要是指move, vote等后的賓語從句，從句謂語由?should+動詞原形?構成，其中的should在美國英語中通?？梢允÷?。如：

I move that we accept the proposal.我提議通過這項提案。▲ 表示?敦促?后的賓語從句

主要是指動詞urge后的賓語從句，從句謂語由?should+動詞原形?構成，其中的should在美國英語中通常可以省略。如：

He urged that they go to Europe.他敦促他們到歐洲去?！?表示?安排?后的賓語從句

主要是指動詞arrange后的賓語從句，從句謂語由?should+動詞原形?構成，其中的should在美國英語中通?？梢允÷?。如：

He arranged that I should go abroad.他安排我去國外?！?表示?希望??打算?后的賓語從句

主要是指動詞desire, intend后的賓語從句，從句謂語由?should+動詞原形?構成，其中的should在美國英語中通常可以省略。如： She desires that he do it.她希望他做此事?！?表示?指示?后的賓語從句

主要是指動詞direct后的賓語從句，從句謂語由?should+動詞原形?構成，其中的should在美國英語中通?？梢允÷浴Ｈ纾?/p>

The general directed that the prisoners should be set free.將軍指示釋放那些俘虜。

11、主語從句中的虛擬語氣

在It is necessary，important，strange，natural，advisable, anxious, compulsory, crucial, desirable, eager, essential, fitting, imperative(絕對必要), impossible, improper, obligatory, possible, preferable, probable, recommended, urgent, vital etc.；it is a pity；It is requested/suggested/desired/proposed等結構后的主語從句中要用虛擬語氣，即Should+動詞原形或只用動詞原形。如： ▲ It’s important…類

這一類型主要包括It is(was)important(necessary, desirable, imperative, advisable)that...句型。如：

It is impossible that he should go home.他不可能會回家去?！?It’s a pity…類

It is a pity that she should fare so badly.她竟吃得這么差，真可憐?！?It’s desired…類

這種主語從句還常用在It is(was)desired(suggested, settled, proposed, requested, decided, etc.)that...句型。如：

It is requested that a vote be taken.建議付諸表決。

12、表語從句、同位語從句中的虛擬語氣

在advice, agreement, command, decision, decree, demand, determination, indication, insistence, order, preference, proposal, request, requirement, stipulation，suggestion，idea，plan，order等名詞后的表語從句、同位語從句中要用虛擬語氣，即should+動詞原形或只用動詞原形。如： Our suggestion is that you（should）be the first to go． 我們的建議是你應該第一個去。

13、在 lest，for fear that(以免), in case(以防)引導的目的狀語從句中的虛擬語氣

在 lest，for fear that(以免), in case(以防)從句中用should＋動詞原形, should 可以省略.She walked quietly lest she(should)wake up her roommates.她走得很輕以免吵醒她的室友。

為方便記憶，表格對比

使用虛擬語氣的主要句型 謂語動詞的虛擬形式 例句

表現在的虛擬條件句 從句：用動詞過去（be 多用were）1.If I were you, I should study English.2.I would certainly go if I had time.主句：would/should/could/might+動詞原形 表過去的虛擬條件句 從句：had + PP 1.If you had taken my advice, you would not have failed in the test.2.If I had left a little earlier, I would have caught the train.主句：would/should/could/might +have + PP 表將來的虛擬條件句 從句：①用動詞過去②should +V原③（were +to do）1.If it were to rain tomorrow, the meeting would be put off.2.If you came tomorrow, we would have the meeting.主句：would/should/could/might +have + PP 省略 if 的條件句 從句：用倒裝形式，即把were,had等臵于句首。(并只限were/ had)主句：根據虛擬的情況采取與從句相應的形式。1.Were I in school again(= If I were in school again, I would work harder.)2.Were it not for the rain,(不能說Weren’t it for the rain,)I would go swimming.錯綜時間條件句（從句與主句所表示時間不一致）根據從句與主句表示的不同時進行調整。1.If you had worked hard yesterday, you would be tired now 2.If we hadn’t been working hard in the past few years, things woud be going so smoothly.含蓄條件句（虛擬條件暗含在短語或上下文之中，從句不表現出來）(常見有but for?要不是? without等)根據句子表達的實際情況選用相應的虛擬條件句中的主句的動詞形式 1.Without air, there would be no living things.2.I would have given you more help, but I was busy now.名詞性從句中的虛擬語氣

wish, ?可惜……??……就好了?，?悔不該……??但愿……? wish后從句：與表各種時間的虛擬條件句中的從句動詞形式基本相同。

具體：1，表與現在不能實現的愿望，從句用?過去時，be 用were?

2.表與過去不能實現的愿望，從句用?had+PP 或 could/would +have +PP? 3..表與將來不能實現的愿望，從句用?could/would +動詞原形? 1.I wish I were a bird.2.I wish I had known the answer..would rather 后的賓語從句 would rather后從句：動詞常用過去式 1.I would rather they came tomorrow demand, insist,suggest, command, order, require, request, desire等一類動詞后的賓語從句

（suggest表?暗示、隱含等?insist表?強調，力言等?不用虛擬語氣。）從句謂語用?should+動詞原形?，should可省。1.I suggest you(should)go at once.2.He suggested that he patient’s leg should be cut and this suggested that he was not good at the case.(注意兩個suggest的準確翻譯)?It is(was)+上述demand/suggest等動詞過去分詞（或important,natural,strange ,necessary等形容詞）?后的主語從句 從句謂語用?should+動詞原形?，should可省。1.It ordered that the army(should)get there by 4 a.m.2.It is necessary that she(should)be sent there at once.order,suggestion,idea,plan, proposal, advice, demand等名詞后的表語從句或同位語從句 從句謂語用?should+動詞原形?，should可省。His demand is that we(should)finish the work in 3 hours.特殊形式的虛擬語氣

as if 引導的從句（表示非真實時）但表真實時，不用虛擬語氣。與虛擬語氣條件中從句動詞形式基本相同。1.Tom speaks as if he were a girl.2.He looks as if he had been to Beijing.so that, in order that引導的目的狀語從句 May/might/should +V原 I live so that others may live better.It is(the very/high)time that后的定語從句 從句謂語動詞常用過去式，有時也可用should+動詞原形 It is(high)time that we went(should go)to bed.It is time that I were leaving.省去主句的If only(要是……就好了)虛擬條件句 與wish后的賓語從句謂語形式相同。If only I hadn’t lost the chance!(= I wish I hadn’t lost the chance)某些表祝愿的句子 常用原形或?May+動詞原形? Long live world peace!May you be happy1 表委婉客氣的是常語句 情態動詞的過去式+動詞原形 Could I borrow your bike? Would you please give me a hand? 虛擬語氣的用法

虛擬語氣表示一種假設的情況，或一種主觀的愿望，即動詞所表示的動作或狀態并非事實，或不可能實現。英語虛擬語氣的形式有下列幾種：

一、與現在事實相反

連接詞 條件從句 結果從句 If 1.動詞過去式(或were)2.助動詞（過去式）+動詞原形 Should Would +動詞原形 could might If had the time, John would make a trip to China to see the Great Wall.If I were you, I would give up drinking immediately.二.與將來事實相反

連接詞 條件從句 結果從句 If 1.should+動詞原形 2.動詞過去式

3、were to+動詞原形 Should Would +動詞原形 could might If you should lose, what would you do? If I were to see her tomorrow, I would tell her thetruth.If you went there next time, you would see what I mean.三、與過去事實相反

連接詞 條件從句 結果從句 If had+過去分詞 Should Would + have+過去分詞 could might If I’d dnown that it was going to rain, I would never have gone for a walk in the country.四、虛擬語氣的幾種特殊用法 省掉if的條件從句結構：

Had you asked me, I would have told you.(=If you had asked me,…)2.有時虛擬條件不用條件從句而用不定式、分詞、介詞、名詞、連接詞或定語從句來表示，如：

A true friend would not do such a thing.(=If he were a true friend, he...)

(=If there were no water,…)

(=If you hadn’t helped me,…)3.有時條件從句中的動作和結果從句中的動作發生的時間不一致，如：

If he had followed the doctor’s advice, he would be quite all right now.If I were you, I would have gone home.五、虛擬語氣的其他用法

1、Suggest, advise 等動詞之后賓語從句須用虛擬語氣，其句子結構如下： suggest, advise, recommend, demand, require, insist, urge, request, order, +that…(should)+動詞原形 devide, ask, move, propose等

注意：在此結構中that不可省略；should省不省均可。He suggested that they(should)stop smoking.上述動詞的名詞形式出現時，that 引導的從句仍用虛擬語氣。He made a request that they(should)stop smoking.如果that 引導的從句所表達的內容是事實，也可用陳述語氣。He insists that he is right.2、It is(was)+necessary, a pity 等+that引導的從句須用虛擬語氣，其句子結構如下：

imperative, advisable, 動詞完成式

It is(was)+ important,natural, necessary, +that…(should)+ essential, strange,等 動詞原形

It is important that you(should)follow the doctor’s orders.It is right that you should have done your homework.3、wish的用法

動詞過去式或were—與現在事實相反

主語+wish(that)+主語 + 動詞過去完成式—與過去事實相反 助動詞過去試+動詞原形—與將來事實相反

I wish I were a pop singer.(=I am sorry I am not a pop singer..)I wish I had never stopped teaching.(=I am sorry I stopped teaching.)I wish they’d let us get some sleep.注意：wish與hope接賓語從句的區別在于：hope表示一般可以實現的希望，賓語從句用陳述語氣。wish表示很難或不大可能實現的希望,賓語從句用虛擬語氣。試比較：

（1）We hope they will come,(We don’t know if they can come.)（2）We wish they could come,(We know they are not coming.)

4、as if, as though, would(had)rather(that)引導的從句須用虛擬語氣，如： He acts as if nothing had happened.I would rather you didn’t tell him.5、It’s(high)time that…+動詞過去式或should+動詞原形，如： It’s time(that)you had a hair cut.It’s high time(that)we took some action.Differences Between American and British English 2009年08月01日 星期六 08:23 Differences Between American and British English

While there are certainly many more varieties of English, American and British English are the two varieties that are taught in most ESL/EFL programs.Generally, it is agreed that no one version is “correct” however, there are certainly preferences in use.The most important rule of thumb is to try to be consistent in your usage.If you decide that you want to use American English spellings then be consistent in your spelling(i.e.The color of the orange is also its flavouror possible.The following guide is meant to point out the principal differences between these two varieties of English.Use of the Present Perfect

In British English the present perfect is used to express an action that has occurred in the recent past that has an effect on the present moment.For example:

I've lost my key.Can you help me look for it? In American English the following is also possible: I lost my key.Can you help me look for it?

In British English the above would be considered incorrect.However, both forms are generally accepted in standard American English.Other differences involving the use of the present perfect in British English and simple past in American English include already, just and yet.British English:

I've just had lunch I've already seen that film Have you finished your homework yet?

American English: I just had lunch OR I've just had lunch I've already seen that film OR I already saw that film.Have your finished your homework yet? OR Did you finish your homework yet?

Possession

There are two forms to express possession in English.Have or Have got

Do you have a car? Have you got a car? He hasn't got any friends.He doesn't have any friends.She has a beautiful new home.She's got a beautiful new home.While both forms are correct(and accepted in both British and American English), have got(have you got, he hasn't got, etc.)is generally the preferred form in British English while most speakers of American English employ the have(do you have, he doesn't have etc.)

The Verb Get The past participle of the verb get is gotten in American English.Example He's gotten much better at playing tennis.British Englishangry, bad humored, British Englishcondom, British Englishhood British Englishtrunk British Englishtruck British Englishon the weekend British Englishon a team British Englishplease write me soon British English-please write to me soon

Past Simple/Past Participles

The following verbs have two acceptable forms of the past simple/past participle in both American and British English, however, the irregular form is generally more common in British English(the first form of the two)and the regular form is more common to American English.Burn Burnt OR burned Dream dreamt OR dreamed Lean leant OR leaned Learn learnt OR learned Smell smelt OR smelled Spell spelt OR spelled Spill spilt OR spilled Spoil spoilt OR spoiled

Spelling Here are some general differences between British and American spellings:

Words ending in-or(American)-our(British)color, colour, humor, humour, flavor, flavour etc.Words ending in-ize(American)-ise(British)recognize, recognise, patronize, patronise etc.愛轉了一圈到下一個路口,你要勇敢往前沖;每一段痛徹心扉的付出，都是珍貴的禮物;失去了一個不愛你的人，你應該感覺幸福；是你的你要把握住，不是你的請讓路；退一步會海闊天空,愛本來就跌宕起伏

本人收藏的高中英語全英文說課的資料（含部分初中英語英文說課稿）：

1、說課必備：英語說課常用教學術語英漢對照：

A.Brief introduction to the teaching material 教材分析 Task and content B.Instructional objectives 教學目標 1.Cognition objectives 知識目標 2.Skill objectives 能力目標 3.Sensibility objectives 情感目標 C.Emphases and consolidation 重點與鞏固 D.Difficulties and breakthrough 難點與突破 E.Ideas of language teaching 教學思想

G.Teaching methods and teaching aids 教法教具

H.Teaching process and distribution of time 教學過程與時間分配（Warm up）1.Presentation 2.Sample drills 3.Explanation to the linguistic points 4.Consolidation practice 5.Summary 6.Test 7.Homework 8.Distribution of time I.Layout of blackboard writing 板書

英語說課] 高一英語說課稿范文

宿遷英語網 2009-04-17 10:59:06 作者:www.tmdps.cne stronger-mind to face the difficulty in their lives.On studying the teaching material and analyzing the regulation of the Ss’ growing of mind, I put forward the teaching objectives according to English Syllabus and new lesson standard.1 Perception objective boundary, disable, work on, go by, be/get engaged to sb., use up, dream of, go on with, turn out, seek 2 Ability objectives Train the Ss’ reading skills.The Ss master the language points and can apply it flexibly.3 Emotional objectives By studying the text, let Ss become stronger-mind to face the difficulties in their lives.Make Ss be aware of the importance of life and require them to cherish the life.Next is teaching important points: Get to know something about the famous scientist Stephen Hawking.Teaching difficult points: First of all, develop some basic skills of reading.Second, learn the spirit of Hawking.Something about the Ss: The senior students have learned some vocabularies, so they can express their ideas to some extent.Some Ss are not active in the class because they are afraid of making mistakes.So we should encourage them to practice.Well, I’ll talk about my teaching methods below.Part 2 Teaching Methods: According to the modern perception theories and social intercourse teaching theories, I adopts the question-and–answer method, cooperate method and discussion method in my teaching.First, question-and–answer method, to some degree, it can arouse Ss’ interest and develop their corpus.Second, cooperate method can cultivate the Ss’s communicate skills and influence efficiency of the class.Third, discussion can help develop their thinking and communicative ability.At the same time, make use of the modern electricity teaching equipment and all kinds of teaching means.It can mobilize the Ss’ enthusiasm and creativity in learning English.Teaching Aids: A tape recorder, a projector and a computer Part 3 Studying Methods: Let the Ss study in a relaxed and agreeable atmosphere, Ss understand the main idea of text through the mental process of reading, saying, thinking ect.After feeling and comprehending the passage, let the Ss talk something about Hawking in their own words.Thereby, develop the Ss’ abilities of organization the language and cultivate their thinking.Part 4 Teaching Process: In order to realize the teaching process systematically, properly and efficiently, under the principle of ?regard Ss as the corpus, the teacher inspires for predominance?, I divided the teaching process into six steps.Step 1 Lead-in First, I show the question ‘…may not have more than twelve months to live.How would you feel? What would you do?’ on the PowerPoint and ask the Ss to say something about it.And then show what Stephen Hawking thought on the PowerPoint.The purpose is to arouse the Ss’ interest of the study on Hawking.Step 2 Fast reading Before fast reading, here some questions for them.1 Why did Stephen Hawking need a PhD? 2 When did Hawking become famous? 3.When did Hawking visit Beijing? The purpose is to concentrate the Ss’s thinking, make them find the answer quickly to develop some basic skills of reading.It also prepares for knowing something about Hawking and understanding the main idea of the text.Step 3 Careful reading Ask the students to read the text carefully and find the information about Hawking’s misfortune, attitude towards difficulty, and his achievements, also the results from his disease.Then fill the information in a form.Show the form on the PowerPoint.Four minutes later, check the answers with the whole class.From this form Ss can have a clear image of Stephen Hawking.Ask Ss to discuss with group members: What should we learn from Stephen Hawking? Students are given several minutes to discuss.Several minutes later, spokesmen or spokeswomen from different groups will stand up and speak out their opinions.Different people have different opinions.So it is easy to make the class the fullest.By designing the question, the Ss’ learn the spirit of Hawking.It is a good case point of ?regard Ss as the corpus, the teacher inspires for predominance?.Step 4 Sum up the main idea of each part During this procedure Teacher will play the tape for students.Students will underline the head sentences.After listening to the tape, students will grasp the main idea of the text.Part1(Paragraph1~3)This part tells us about Stephen Hawkins’s positive attitude towards life in the face of great difficulties.It is his positive attitude that helps him succeed.Part2(Paragraph4~5)His achievements and his best seller A Brief History of Time.Part3(Paragraph6)The basic steps of the scientific method.Part4(Paragraph7)Science(The speech computer)enables Stephen Hawking to give lectures all around the world.Through fast reading, careful reading, it gains the aim of train the Ss’s reading ability to some extent.Step 5 Language points Pick out some difficult sentences and phrased to explain.Make them understand the passage better and lay a solid basis for applying language ability.Step 6 Homework Surf on the Internet and find more about Stephen Hawking and his contributions to the world.In these activities students should learn to co-operate and solve problems.回答者： 小米粒maggie

第五篇：【說課】教招面試說課時間的把握

【說課】教招面試說課時間的把握

面對剛剛接觸說課的考生來說，說課這一種面試考核形式相當頭疼。

首先說課的難，難在于環節多，教學過程復雜，針對不同學科的特點制定出不同的教學過程環節和內容，而且教學過程整個范圍內都不能一味的背說課稿，還需要理解性記憶。所以很多考生對于說課的考情一下子就蒙了。進而也就不知道如何提升說課的質量。

其實說課的質量體現在一下幾個方面：

首先是時間：時間是約束說課內容最好的一種方式和方法。

比如我們常常給說課分成兩個大部分。教學過程之前和教學過程，也就是我們常說的A面和B面。

A面包括了總括、教材分析、學情分析、教學目標、教學重難點、教學方法，有必要的話可以說一說教學準備教學用具。如果是十分鐘的說課，那么A面的整體時間盡量約束在三分鐘到三分半左右，至于每一個環節的過渡語，不需要加太多，反之會拖累了教學過程內容的闡述，很有可能超時。在A面中，如果我們制定出來的說課稿已經成型，而且超時比較嚴重，那么我們可以適當的從學情分析，還有教學方法的過渡語這兩點進行適當的刪減，畢竟教學目標和教學重難點這兩個部分比較固定沒有什么過分的修飾語。

B面的時間加上板書設計的話，正常情況下在六分鐘左右可以完成。B面當中需要注意的是，每個環節比如導入、新課教學、鞏固提高以及小結作業等等環節都需要注意需要遵循教什么、怎么教以及為什么這么教的思路，說白了就是老師在這個環節的任務布置，學生們在這個環節有什么樣的聽課效果，以及你在本環節的教學意圖盡量不要丟。B面體現出來的就是流暢度以及畫面感。流暢度首先就是要找準本節課你所講的知識點有哪些，這個非常重要。畫面感體現在你所說的言語需要體現出一些細節，舉個例子：那么在接下來鞏固提高的環節，我會給學生們五分鐘的時間，讓他們前后四人為一個小組，每組設計一個比較完備的制取氧氣的實驗方案，時間結束后我會找一個小組的代表進行發言，考察學生們對于知識點的掌握情況，同時對于學生的答案我會給予鼓勵，如果有不足之處我會進行補充。

教師在這個環節的任務布置一定要說到比較詳細，這樣畫面感自然而然就能夠形成，考官的腦海當中也就產生了那個實驗的整個流程。

希望各位能夠根據每一部分說課內容的時間，對說課進行改進。

初中語文《濟南的冬天》說課稿

一、說教材 《濟南的冬天》是七年級語文上冊第三單元中的第二篇課文。該單元的主題是“多彩的四季”，讓學生領略到四季自然景物的美?！稘系亩臁肥抢仙嵩?931年初寫的一篇通過描繪濟南冬天的美麗景色，來抒發感情的寫景散文。

《濟南的冬天》是一篇寫景散文，本文語言清新、優美、親切、自然，描寫生動形象而又妙趣橫生。作者對景物描寫得細致入微，在描寫濟南的冬景時，處處流露出作者的贊美之情。

二、說學情

七年級的學生有了一定的語文知識積累，但是對于散文這種文體的學習有一定程度的困難，對課文語言美、藝術手法美的感知還不夠，對于散文的中心思想難于把握。

三、說教學目標 1知識與技能目標

領會作者對景物的特征進行細致描繪的方法，通過情景交融的方式，表達對濟南的熱愛贊美之情。

2過程與方法

學生掌握比喻、擬人等修辭手法，提高分析綜合能力。3情感態度與價值觀

學生熱愛自然、熱愛祖國的思想感情。

四、教學重難點

教學重點：領會作者對景物的主要特征細致描繪的方法，通過景物描寫表達思想感情的方式。

教學難點：體會作者在字里行間體現的情感，以及情景交融的寫法。

五、說教法

語文新課標要求：教學過程應突出學生的主體地位，指導學生主動獲取知識，全面提高語文能力。在教授本課過程中，結合學生實際能力，用發現法、合作探究法進行教學，讓學生在整體感知的基礎上，通過朗讀去發現美、感知美、探究美。引導學生小組討論，相互交流，激發主動獲取知識。

六、說學法

尊重學生主體地位，在課堂中調動學生的主動性、積極性，采用主體思維法、小組討論法、反饋練習法。先調動學生參與課堂學習的積極性，使學生自主地發現、思考、分析、討論，從而解決問題，并在課文賞析后進行拓展鞏固。

七、說教學過程 1導入

先以簡潔的話語引入新課。同學們，一提到北國的冬天，總會讓人想起“大雪紛飛”、“寒冬凜冽”這樣的景象。然而在冰雪皚皚的北國之冬中，有一個地方的景色與眾不同，它的氣候溫晴，它的水在冬天“不但不結冰，反倒在綠萍上冒著點熱氣”，這個地方就是濟南。這節課，我們就在老舍先生的引導下，一起領略濟南的冬天。

2初讀課文

采用默讀法，限定時間，要求學生全神貫注的讀，并且讓學生帶著問題對課文進行朗讀，使學生感知課文，問題用課件打出如下：

為什么說濟南是個“寶地”? 3再讀感知

教師分段讀課文，引導學生思考每一段的寫作手法，以及段落大意。對于課文中的關鍵段落3-5段，需要重點賞讀，引導學生主動地品析重點語句，體會作者感情。也是突破本文難點的很重要的環節。

4歸納小結

讓學生總結在文章中采用了哪些寫作手法，以及該文章表達了什么樣的思想感情。5拓展延伸

學生仿照文中最喜歡的句子或段落，結合前幾天本地的一場大雪，寫寫冬景。