初中英語(yǔ)課試講教案

初中英語(yǔ)課試講教學(xué)設(shè)計(jì)初中英語(yǔ)課試講教學(xué)設(shè)計(jì)初中英語(yǔ)課試講教學(xué)設(shè)計(jì)初中英語(yǔ)課試講授課設(shè)計(jì)初中英語(yǔ)課試講授課設(shè)計(jì)【篇一：初中英語(yǔ)教師應(yīng)聘試講】授課目的：1.經(jīng)過(guò)教師表現(xiàn)的句子放學(xué)生進(jìn)行歸納與總結(jié)，能夠理解簡(jiǎn)單的定語(yǔ)從句的含義。2.經(jīng)過(guò)教師講解與學(xué)生自主研究相結(jié)合，學(xué)生能夠，認(rèn)識(shí)定語(yǔ)從句的語(yǔ)法規(guī)則。3.經(jīng)過(guò)練習(xí)與完成任務(wù)，學(xué)生能夠解析運(yùn)用簡(jiǎn)單的定語(yǔ)從句。4.學(xué)生能夠運(yùn)用簡(jiǎn)單的定語(yǔ)從句進(jìn)行寫(xiě)作，提高寫(xiě)作技術(shù)。授課重點(diǎn):1.經(jīng)過(guò)本節(jié)課學(xué)習(xí)簡(jiǎn)單的定語(yǔ)從句，使學(xué)生能夠?yàn)榻窈髮W(xué)習(xí)復(fù)雜定語(yǔ)從句確定基礎(chǔ)。2.經(jīng)過(guò)本節(jié)課學(xué)習(xí)簡(jiǎn)單的定語(yǔ)從句，使學(xué)生應(yīng)用定語(yǔ)從句進(jìn)行翻譯句子并且運(yùn)用定語(yǔ)從句進(jìn)行寫(xiě)作，增加寫(xiě)作亮點(diǎn)。授課難點(diǎn)：1.經(jīng)過(guò)本節(jié)課的學(xué)習(xí)，學(xué)生理解簡(jiǎn)單的定語(yǔ)從句2.經(jīng)過(guò)本節(jié)課的學(xué)習(xí)，學(xué)生能運(yùn)用定語(yǔ)從句進(jìn)行表達(dá)句子。授課方法：1.發(fā)現(xiàn)法，教師表現(xiàn)定語(yǔ)從句例句，讓學(xué)生主動(dòng)進(jìn)行歸納，發(fā)現(xiàn)定語(yǔ)從句的特色。2.講解法，教師對(duì)重點(diǎn)語(yǔ)法知識(shí)進(jìn)行講解，表達(dá)，演講。3.問(wèn)答法，講課老師從各個(gè)角度對(duì)學(xué)生提問(wèn)，以檢查語(yǔ)法知識(shí)的學(xué)習(xí)情況。4.練習(xí)法，教師恩賜合適的練習(xí)以牢固定語(yǔ)從句知識(shí)。、授課過(guò)程1.導(dǎo)入gooodafternooneverybody,nicetomeetyou.today,wewilllearnattributiveclause.(邊說(shuō)邊法資料，并翻譯attributiveclause).firstly,whatisattribute?lookatyourmaterial.thentellmewhatyoufind.(給學(xué)生兩分鐘思慮，爾后回答，恩賜議論和指導(dǎo)。)ok,thanksforyouranswering.theunderliningparisattribute.在句子中修飾名詞或代詞的句子成分就是定語(yǔ)?？勺鞫ㄕZ(yǔ)的成分有adj﹑n﹑pron﹑名詞所有格﹑數(shù)詞﹑不定式﹑分詞﹑動(dòng)名詞﹑介詞短語(yǔ)﹑adv等。那么句子做定語(yǔ)從句會(huì)怎樣呢？2語(yǔ)法知識(shí)點(diǎn)講解第一個(gè)句子1.thetreeisverytall.heisclimbingit.

→

thetreethat/whichheisclimbingisverytall.翻譯，他正在爬的那個(gè)樹(shù)特別高。thetreeisverytall.是主句。that/which引導(dǎo)的句子是定語(yǔ)從句，整個(gè)句子修飾thetree，thatwhich在從句中做climb的賓語(yǔ)。2.theboyismybrother.hewerehereaminuteago.

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theboywhowerehereaminuteagoismybrother.提問(wèn)，請(qǐng)問(wèn)哪個(gè)是主句？哪個(gè)是定語(yǔ)從句？從句修飾限制誰(shuí)？在從句中做什么成分？

whothewomanismyenglishteacher.yousawherinthepark.thewomanwho/whomyousawintheparkismyenlglishteacher.講課老師講解，翻譯主句，從句關(guān)系詞先行詞4.theboyishapyy.hisparentslovehimverymuch.→theboywhoseparentslovehimverymuch.教師請(qǐng)學(xué)生翻譯句子，并解析句子。總結(jié)，上述都是關(guān)系代詞，引導(dǎo)定語(yǔ)從句，修飾名詞或代詞，在從句中做主語(yǔ)，賓語(yǔ)，定語(yǔ)（whose代表theboy’s）。5.①weshallrememberthedays.②westudiedtogetherthen.weshallrememberthedayswhenwestudiedtogether.weshallrememberthedays.thedays.⑤weshallrememberthestudiestogether.

westudiedtogetherduringdaysduringwhichwe把句②變?yōu)榫洧俚亩ㄕZ(yǔ)從句，句①中的thedays做定語(yǔ)從句的先行詞。在句②中then指句①中提到的thedays，也就是定語(yǔ)從句的先行詞，then在句中做時(shí)間狀語(yǔ)，因此要用when引導(dǎo)定語(yǔ)從句，取代句②中的then，也就是說(shuō)then就不能夠出現(xiàn)在定語(yǔ)從句中了。由此獲取句③weshallrememberthedayswhenwestudiedtogether.句②還可以夠?qū)懽骶洧躻estudiedtogetherduringthedays.(介詞短語(yǔ)duringthedays含義為“在這些日子里”)。把句④變?yōu)榫洧俚亩ㄕZ(yǔ)從句，因?yàn)閠hedays做介詞during的賓語(yǔ)，先行詞是thedays，指物，在定語(yǔ)從句中介詞during提前，用關(guān)系代詞which取代thedays，thedays就不能夠在定語(yǔ)從句中出現(xiàn)了。由此獲取句⑤weshallrememberthedaysduringwhichwestudiestogether.ivealwayslongedforthedays.ishouldbeabletobeindependentthen.ivealwayslongedforthedayswhenishouldbeabletobeindependent.第二組：therearemoments.iforgetallaboutitthen.therearemomentswheniforgetallaboutit.6.①iknowagarden.②youcanfindwildstrawberriesthere.iknowagardenwhereyoucanfindwildstrawberries.youcanfindwildstrawberriesinitiknowagardeninwhichyoucanfindwildstrawberries.把句②變?yōu)榫洧俚亩ㄕZ(yǔ)從句，句①中的agarden做定語(yǔ)從句的先行詞。在句②中there指句①中提到的agarden也就是定語(yǔ)從句的先行詞，there在句中做地點(diǎn)狀語(yǔ)，因此要用where引導(dǎo)定語(yǔ)從句，取代句②中的there，也就是說(shuō)there就不能夠出現(xiàn)在定語(yǔ)從句中了。由此獲取句③iknowagardenwhereyoucanfindwildstrawberries.請(qǐng)把下面每組的兩句話合并為一句，把第二句話變?yōu)榈谝痪涞亩ㄕZ(yǔ)從句。第一組：thisisthevillage.iwasbornthere.thisisthevillagewhereiwasborn.第二組：thelabisnotfarfromhere.thechemistoftendoesexperimentsthere.thelabwherethechemistoftendoesexperimentsisnotfarfromhere.7.①hewantedtoknowthereason.②iwaslateforthereason.hewantedtoknowthereasonforwhichiwaslate.hewantedtoknowthereasonwhyiwaslate.把句②變?yōu)榫洧俚亩ㄕZ(yǔ)從句，句①中的thereasons做定語(yǔ)從句的先行詞。因?yàn)閠hereason做介詞for的賓語(yǔ)，先行詞是thereason指物，在定語(yǔ)從句中介詞for提前，用關(guān)系代詞which取代thereason，thereason就不能夠在定語(yǔ)從句中出現(xiàn)了。由此獲取句③hewantedtoknowthereasonforwhichiwaslate.注意：在定語(yǔ)從句中當(dāng)先行詞為thereason(s)，定語(yǔ)從句由which引導(dǎo)時(shí)，能夠用why取代forwhich。由此我們獲取句wantedtoknowthereasonwhyiwaslate.

for④hethereasonisnotveryconvincing.hecameforthereason.thereasonwhyhecameisnotveryconvincing.thereasonforwhichhecameisnotveryconvincing.3.作業(yè)一．翻譯句子1.我依舊記得爸爸說(shuō)過(guò)的話。2.正在說(shuō)話的女孩是我的好朋友。3.我認(rèn)識(shí)的那個(gè)女孩的爸爸是我的老師。二、合并句子請(qǐng)把下面每組的兩句話合并為一句，把第二句話變?yōu)榈谝痪涞亩ㄕZ(yǔ)從句。1.therecameaday.therainfellatlastthen.2.thisisthehour.theplaceisalwaysfullofwomenandchildrenthen.3.wewillstartatthepoint.weleftoffthere.4.givemeonegoodreason.ishouldhelpyouforthereason.5.thisisthefactory.hisfatherworksthere.6.idontknowthereason.youquarreledwithhim.7.illneverforgetthedays.westudiedtogetherthen.三、鏈接高考1.all___isneededisasupplyofoil.a.thethingb.thatc.whatd.which2.finally，thethiefhandedeverything___hehadstolentothepolice.a.whichb.whatc.whateverd.that3.infacttheswededidnotunderstandthethreequestions____wereaskedinfrench.a.whereb.whoc.inwhichd.which4.canyoutellmethenameofthefactory___youvisitedlastweek？a.whatb.wherec./d.when5.hisparentswouldntlethimmarryanyone___familywaspoor.a.ofwhomb.whomc.ofwhosed.whose6.afterlivinginparisfor50yearshereturnedtothesmalltown____hegrewupasachild.a.whichb.thatc.whered.when7.thefilmbroughtthehoursbacktome____iwastakengoodcareofinthatfar-awayvillage.a.untilb.thatc.whend.where【篇二：教師資格證初中英語(yǔ)試講經(jīng)驗(yàn)稿】初中英語(yǔ)試講經(jīng)驗(yàn)稿恩，第一就是穿什么的都有，正裝，休閑裝，甚至牛仔褲涼鞋等等，爾后也沒(méi)有詳盡要求必定著正裝，考場(chǎng)里老師也沒(méi)有提到，因此沒(méi)有說(shuō)規(guī)定必然正裝，但是個(gè)人感覺(jué)還是稍微正式點(diǎn)比較好，穿個(gè)襯衫配工裝裙也許黑色休閑褲也好過(guò)牛仔褲涼鞋。。。畢竟老師還是比較嚴(yán)肅的職業(yè)。記得帶支筆，因?yàn)閭淇际覍?xiě)授課設(shè)計(jì)會(huì)用到?？济佬g(shù)的憂(yōu)如備考室有準(zhǔn)備的道具，彩紙，膠布，剪刀等等都有。。不用你自己準(zhǔn)備了進(jìn)去考場(chǎng)此后，同一樓層的考生全都在候場(chǎng)室，爾后就是抽簽，自己抽到的是1號(hào)，此后即是跟著老師去抽題室，抽提排隊(duì)的時(shí)候請(qǐng)盡量站在第一個(gè)，因?yàn)樗械?號(hào)抽完此后才回去備考室，這樣你會(huì)比別人多幾分鐘的準(zhǔn)備時(shí)間。我抽到的是詞匯題，給一個(gè)片段，六個(gè)單詞，要求是讀對(duì)話，爾后講單詞，其他的兩個(gè)英語(yǔ)試講是語(yǔ)法，我看了一眼是一般將來(lái)時(shí)的時(shí)態(tài)，另一個(gè)是作文類(lèi)題目。此后去備考室，這里給你也就是15分鐘的準(zhǔn)備時(shí)間，能夠把自己的資料帶進(jìn)去，也能夠手機(jī)百度，低調(diào)點(diǎn)，別被老師看到都是能夠的。不是很?chē)?yán)。第一，進(jìn)入考場(chǎng)，有三個(gè)老師，先問(wèn)兩個(gè)結(jié)構(gòu)化的面試題目，問(wèn)到的有：1，家長(zhǎng)工作忙，認(rèn)為教育學(xué)生完滿(mǎn)部是學(xué)校的責(zé)任，你怎么看？2，你怎么對(duì)待“綠領(lǐng)巾”事件。3，請(qǐng)問(wèn)你對(duì)陶行知的“千教萬(wàn)教,教人求真;千學(xué)萬(wàn)學(xué),學(xué)做真人”怎么理解？4，同學(xué)上課素來(lái)開(kāi)小差做小動(dòng)作，你怎么辦？恩，我知道的就是這些了。。爾后就是英語(yǔ)試講，試講此后會(huì)問(wèn)你1-2個(gè)關(guān)于你試講的問(wèn)題，有的可能不問(wèn)，此后就結(jié)束了。記得擦黑板。。關(guān)于授課設(shè)計(jì)，我們這兒是不看授課設(shè)計(jì)的，你拿著授課設(shè)計(jì)講課，講完交給面試?yán)蠋熅托?，但是其?shí)你講完就已經(jīng)打完分了，一個(gè)同學(xué)說(shuō)她講完交授課設(shè)計(jì)的時(shí)候已經(jīng)偷瞄到自己的成績(jī)了，我授課設(shè)計(jì)寫(xiě)的很好，結(jié)果沒(méi)有計(jì)入分?jǐn)?shù)，特別遺憾。大概就是這么多，不用緊張，我在旅店跟同學(xué)試講的時(shí)候還緊張到發(fā)抖，真到考場(chǎng)上就特別淡定了，也許是抽到的題目相對(duì)來(lái)說(shuō)簡(jiǎn)單點(diǎn)，講的有點(diǎn)快，不要太快，自然也別太慢，10分鐘以?xún)?nèi)講完。這里給大家模板作為參照，在備考室的時(shí)候你就可以這么準(zhǔn)備了，什么授課目的，難點(diǎn)和重點(diǎn)，授課手段這些完滿(mǎn)沒(méi)必要寫(xiě)啊，直接切入你開(kāi)講就行了。。試講神情動(dòng)詞的語(yǔ)法類(lèi)試講稿：step1warmingupasweknow,the2008olympicsiscoming.showtwopictures:liuxiangandyaoming.saysomethingaboutthemusingmodalverbs.教師顯現(xiàn)兩幅圖片：劉翔和姚明，經(jīng)過(guò)用幅圖片。step2lead‐in

modalverbs

來(lái)描述這兩lookatthepicture,themaniscarryingapileofbooks.sohecancarryheavybooks.hewantstoentertheroom,buthecouldnismakingarequesttoaskforhelp

’topenthedoorbyhimself.sohefromthewomanbysaying“couldyouopenthedoor,please?(theteacherwritesthethreesentencesontheblackboard.

”1.sohecancarryheavybooks.hecouldn’topenthedoorbyhimself.couldyouopenthedoor,please?)lookatthethreemodalverbsineachsentenceandtrytogettheirmeanings.step3explanationcancouldmaymight?willwould?shallshould?mustcan’te.g.canandcould表示能力（ability），指有能力做某事，意為“能夠”。could是can的過(guò)去式e.g.thegirlcandanceverywell.weallknewthattheyoungmancouldn

’tbeadoctor.2)表示央求（以”。比can

request）或贊同（更有禮貌，

permission

）。意為“可否”、“可在此不是can的過(guò)去式。e.g.canyouwaitamomentplease?excuseme,couldyoutellmethewaytothestation?表示可能性（possibility）coulda.can表示泛指的“可能”，其實(shí)不是說(shuō)話者主觀認(rèn)為的可能性，即其實(shí)不是說(shuō)話者的主觀猜想。e.g.accidentcanhappentoanydrunkendriver.表示說(shuō)話者主觀猜想，只能用與否定句或疑問(wèn)句中。e.g.itcan’etmybfather.heisnowinengland.step4summingupfromthedemonstrationofthemodalverbsabove,wecanfindmostofthemcanbeusedtoexpresscertainty,butthedegreeofthemisdifferent.step5practice1）findallthesentenceswithmodalverbsandexplainthemeaning.1.othercelebrationswereheldwhenhunterscouldcatchanimals.2.theylitfiresandmademusicbecausetheythoughtthesefestivalswouldbringayearofplenty.3.?orsatisfyandpleasetheancestors,whocouldreturneithertohelportodoharm.2）completethefollowingsentenceswithpropermodalverbs.you’vebeenworkingallday.you___beverytired.(thedoorbellrings)iwonderwhothatis,it___belisa.shestillinthelibraryatthistime.

’sitisalongtimesincewemetlasttime.you___comeandseeusmoreoften....3)makeadialogueusingmodalverbsaccordingtothegivensituation.youhavetogotobuyfoodandgiftsforspringfestival.inpairs,oneastheshopkeeperandtheotherasthecustomer,offerandrequesttheitemsyouneed.usetheseexpressionstohelpyou.wouldyoulike??couldihave??mightisuggest??mayisee??youshouldtry??couldwelookat??canyousee??wemighttake??step6.homeworkchooseoneofthefollowingsituationstocreateashortdialogueusingmodalverbs.situationa:inalibrary.askthelibrarianifhecanhelptofindabookrelatingtosomespecifictopics,whethertheycanberenewedornot,andhowtodoifthebooksarelost.(“dcoulyoupleasefind??

”“mayi??

”“youmustn

’t?

”)situationb:adoctorgivesapatientsomeadvice.(

“youshould?”)這一個(gè)就是完滿(mǎn)的試講模板了。。insearchoftheamberroomlead-in:freetalk【篇三：初中英語(yǔ)教師試講授課設(shè)計(jì)】identifypossessions表示擁有part1:lead-ine.g.ihavegotabrotherandasister.havegot表示擁有=have(口語(yǔ))（書(shū)面語(yǔ)）wehavegotadog.=wehaveadog.wehavegotacat.=wehaveacat.part2:detailstudy人稱(chēng)區(qū)分：i/you/we/they:have/havegote.g.ihavegotacomputer.youhavegotagoodfriend.wehavegotmanybooksinourschool.theyhavegotanewcar.he/she/it:has/hasgote.g.shehasgotbrownhair.hehasgottwosis