高中if從句教案

高中if從句教案(推薦5篇)。

高中if從句教案 篇1

Good morning, everyone! I’m glad to be here to give my lesson plan presentation. The lesson plan I am going to talk about is the reading part of Unit 4 Wildlife Protection in the book NSEFC BOOK1. Now I’ll explain my lesson plan from the following aspects——analysis of teaching material, learning condition, teaching objectives, important and difficult points, teaching methods, teaching procure and blackboard design.

Analysis of teaching material and learning condition

First, let’s come to the analysis of teaching material. The reading material is entitled How Daisy Learned to Help Wildlife. It talks about how Daisy learned the importance of wildlife protection through her communication with some animals in her dream. It is closely connected with this unit’s topic——the importance of wildlife protection. The passage is clearly organized by Daisy’s 3 trips in which she communicates with several endangered animals, and there are not so much new words in this passage

Now let’s move on to the analysis of learning condition, students must be very familiar with the topic and interested in all kinds of animals. Students have acquired the basic reading skills, such as skimming, scanning, etc to deal with different reading tasks, and they can do some discussion in English. However, they are not familiar with the organization WWF mentioned in the passage, not clear with the author’s purposes of writing some sentences, and they may find it difficult to deal with some real problems by themselves concerning with wildlife protection.

Teaching objectives

Based on the analyses of the teaching material and the learning condition, I will show you the teaching objectives.

(1) Language Skills:

1. Students can get the needed information about Daisy’s trip by applying different reading skills.

2. Students can summarize the main ideas of each paragraph through skimming.

3. Students can analyze the author’s purpose of writing sentences like “No rainforest, no animals, no drugs” and “And there are always WWF.”

(2) Language Knowledge:

1. Students can know more about why some animals are in danger and how to protect them.

2. Students can know how to use the new words, such as mercy, importance, contain, etc.

(3) Affective objectives:Students can realize the importance of wildlife protection.

(4) Culture awareness:Students can know something about the organization WWF.

(5) Learning strategy:

1. Students can improve their communication strategy by discussing with classmates about protecting animals.

2. Students can refer to the Internet to know more about wildlife protection.

Key point and difficult points:

Key points:

(1) Students can improve their reading skills, such as summarizing, skimming, scanning, etc.

（2）Students can get the main idea of the passage.

(3) Students can know how to use the new words in the passage.

Difficult Points:

1. Students can summarize the main ideas of each paragraph.

2. Students can get the implied meaning of some sentences in the passage.

Teaching methods

As for teaching methods, I’ll follow the interactive model to deal with the reading material and communicative approach to put what the students have learned into use.

Teaching procedure:

Then I’ll talk about the most important part of my presentation——teaching procedure.

Warming-up

The first step is warming-up. It will cost 3 minutes. First, I’ll show my students a short clip of video about the endangered wildlife. Then, I’ll ask the students to name the endangered animals in it together with me and list more. This step is aimed to arise the students’ interest and get the students familiar with the topic——wildlife.

Pre-reading

The second step is pre-reading. It will cost about 5 minutes with 2 activities. In the first activity, I’ll introduce something about the organization WWF to the students. The second activity is to ask students to give their reasons to the question “Why are some animals in danger?”. The purpose of these activities is to let students have the background knowledge of the passage and get interested in reading the passage. And it is also in this step some new words like fur, protect, affect will be taught.

While-reading

The third step is while-reading. It consists of 3 activities which will be finished in 20 minutes.

The first activity is skimming. It will cost about 5 minutes. I’ll ask the students to skim the passage and work out the main ideas of each paragraph by themselves. It is the difficult point for the students, so I’ll give them hints such as key words or some answers to choose when necessary to help them to do the summarization. The purpose is the improve students’ reading ability——skimming and let them get the main ideas of the passage.

The second activity is scanning. It will cost about 3 minutes. I’ll ask the students to read fast and do some True or False questions. The purpose of it is to get students know the detailed information about Daisy’s trip and wildlife protection and improve their scanning ability.

The third activity is close reading. It will cost about 12 minutes. Students will be asked to read the passage paragraph by paragraph and fill in the form the needed information——name of the animals in Daisy’s trips, their situation, and result. Then I’ll ask the students questions: “What does the author want to tell us from the first paragraph?”, “How the government help protect the elephants?”, and “How do you understand the sentences ‘No rainforest, no animals, no drugs.’ and ‘and there was always WWF.’?”. These 3 questions involve some implied meanings which may be difficult for students to work out, so I’ll give some key words as hints for them or ask some other related questions to guide them to work out the answers. The purpose of this activity is to make the students fully understand the reading material and try to analyze the author’s purpose of writing some sentences. And in these 3 activities, I can also teach students some new words like carpet, respond, powerful, etc.

Post-reading

The fourth step is post-reading. It will cost about 10 minutes. I’ll ask the students to form groups of 4 and do the discussion based on the questions on page 27, and they can refer to the reading material to work out these answers. After the discussion, I’ll ask some students to report their answers, especially how to protect the endangered animals.

Homework

The last step is homework. It will take about 2 minutes. The homework is to write a short passage entitled “How to Protect Wildlife”. They can surf the internet and try to find more ways about wildlife protection.

Well, this is the blackboard design. In the middle, it’s the form for students to fill in, and on the 2 sides, there are the new words in the passage. Some of them, as I’ve mentioned, are taught in pre-reading. Most of them is taught in third-step while-reading.

That’s all for my lesson plan presentation. Thank you for your attention. Thank you!

Unit 4 How Daisy Learned to Help Wildlife

protect Animal Situation Result carpet

fur Para 1 antelope being hunt decrease powerful

affect Para 2 respond

in relief Para 3 importance

mosquitoes appreciate

高中if從句教案 篇2

一、設計背景

1． 初步掌握及運用定語從句，如讓學生用定語從句來完成對人物喜歡的人物進行描述，如I like music that I can dance to. She is the only one who’s studying French.等。

2． 本課的學習任務就是能初步掌握及運用定語從句，為了使學生順利地完成教學任務，教師以學生為主體，為學生設計了幾個以他們的認知水平出發的符合生活實際的他們感興趣的一環扣一環的子任務，每個子任務緊緊圍繞總任務展開，再深入，在一個一個完成任務的活動中培養學生的能力。

二、教學目標

（1）語言目標：能用定語從句較自如地描述及談論人和物。在活動中訓練學生的聽力，口頭表達能力，培養學生的觀察，想象和創造力。

（2）情感目標：促進同學間積極合作交流，發展同學間的友誼 。

2．教學方法 ：多媒體的運用能創設真實的語言情景，學生也很感興趣，極大地鼓動了學生學習英語的積極性，而且呈現在課堂上能使教學更生活化，也更直觀和具體。

三、教學方法

以學生為主體，用多媒體輔助教學，通過幫助學生理解、歸納、總結、討論等方式學習定語從句，由于本節課是學生第一次系統學習定語從句，要達到讓學生初步掌握定語從句這一目的。

四、學法指導：

自主學習、合作學習

五、教學過程

第一環節： 觀察以下例句：

1.The red pen is broken.

2.The pen on the desk is broken.

3.The pen that I bought yesterday is broken.

導入：通過對定語的理解，導入定語、定語從句的概念，定語：用來修飾名詞或代詞的詞、短語或句子，當修飾詞是一個句子時被稱為定語從句。通常置于它所修飾的詞之后，這種被修飾的詞叫做先行詞，引導定語從句的關聯詞為關系代詞和關系副詞，關系代詞在定語從句中可用作主語、賓語、定語等，關系副詞在定語從句中只用作狀語。

例句分析：

I like to have friends who are like me.

I like to have friends who are different from me.

He is the only one who is studying French.

Be careful of the person who doesn’t speak and the dog that doesn’t bark.

You can’t wake up a person who pretends to sleep.

He who can’t get to the Great Wall is not a true man.

I like musicians who play different kinds of music.

Another that he found very difficult is grammar.

The other day, my friends and I talked about the rules that we have in school.

Being a professional athlete is the only thing that I have ever wanted to do.

I like music that I can sing along with.

I like music that has great lyrics.

I like music that I can dance to.

得出結論1)當先行詞是物時

a. 關系代詞代替先行詞在定語從句中作主語時，用which/that引導，且不能省略.b. 關系代詞代替先行詞在定語從句中作賓語時，用which/that引導，且可以省略.

2)當先行詞是人時

a. 關系代詞代替先行詞在定語從句中作主語時，用who/that引導，且不能省略.b. 關系代詞代替先行詞在定語從句中作主語時，用who/that/whom引導，且可以省略.

第二環節：在學生對定語從句有了初步的了解后，創設情境，學以致用，讓學生分組活動，根據多媒體呈現的情境，有創造性地造句：

This is a singer who/that …

who is a boy.

who is very shy.

who writes his own songs.

who has a song calledQinghuaci.

Who I like best.

It’s an animal that/which is very strong.

It’s an animal that/which has long nose and big ears.

It’s an animal that/which I like very much.

第三環節：在學生對一般的規律都把握好以后，把學生的易錯點和定語從句的考點呈現在屏幕上，讓學生仔細觀察并作出總結，該環節設計得很好，很好地訓練了學生的觀察能力和主動探究的能力，效果較好。

仔細觀察：你會發現什么？

1) I prefershoesthat are cool.

2) I likea pizzathat is really delicious.

3) I lovesingerswho are beautiful.

4) I havea friendwho plays sports.

學生觀察后得出的結論為：

who/that在定語從句中做主語時,謂語動詞的單復數應與先行詞保持一致。

高中if從句教案 篇3

Good afternoon, teachers, It’s my great pleasure to be here sharing my lesson with you. The content of my lesson is Senior English Book unit 1（A student of African wildlife/Why not carry on the good 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 the teaching material. Part 1 Teaching Material:

This unit is about（Great women and their achievements , Important people, history and methods of agriculture, Different types of English humor ,Culture differences and communication Different types of theme park）

By studying of this unit, we’ll enable the students to know some great women and their achievement and what makes the great women successful The knowledge of farming and Dr Yuan Longping’ achievement And chemical farming and organic farming. Charlie Chaplin and his funny and encouraging humor People from different area have different body language and use the right body language to showing our feelings. Theme park not only provide fun but also provide various knowledge and exciting experience. this lesson not only teach the students to learn the related material about

(1) the good character to be a successful person

(2)Yuan longping’s scientific research spirit and attitudes toward life The disadvantage of using chemical fertilizers and how to increase production in organic farming.

(3)Charlie Chaplin and his humor English jokes

(4)Different body language and the similarities in body language which make the others understand our feelings.

(5)Theme park but also learning ability in English .

A： If Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit well. B： It provides all-around practice about listening, speaking, reading and writing revolve around the topic, it is the expansion of this unit and give Ss a space to use the language So it plays an important part in the English teaching in this unit.

（As we know ,reading belongs to the input during the process of the language learning. The input has great effect on output , such as speaking and writing . ）According to the new standard curriculum and the syllabus (新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:

(1)the students can hear, read, and use the main sentence patterns.

(2) the students can understand the content of the lesson:

(3) the students can use the patterns to express their thoughts in proper situation and learn how to describe people with adjective. Ability objects:

Ability objects of this section are

(1)To develop the Ss’ abilities of listening, speaking, reading and writing. Especially speaking and writing ability.

(2) To train the Ss’ ability of working in pairs.

(4) To improve the Ss’ reading abilities ,especially their skimming and scanning ability.

3.Emotion objects:

By reading A Student of African wildlife /why not carry on the good work, students can learn from

(1)Jane Goodall in at least two aspects: one is what is the human way to study animal; the other is that it was her great personality-universal love and mercy that made her successful. Lin Qiao zhi in at least two aspects: one is what is the human way to help poor patients; the other is that it was her great personality-universal love and mercy that made her successful.

(2)Dr Yuan Long ping his scientific research spirit and attitudes toward life This passage what is chemical and organic farming and their advantage and disadvantage.

高中if從句教案 篇4

Good morning, dear teachers. I’m NO, 1. May I start now? Thank you.

It’s my great pleasure to present my lesson plan here. The lesson I’m going to talk about is unit 9 Have you ever been to a museum? I’ll interpret my lesson plan from the following aspects:

Firstly, I’d like to analyze the teaching material and learners.

This lesson is chosen from the section A of unit 9, Book 8B, PEP Junior English. The topic of this lesson is fun places. The main task for ss is to talk about past experiences to some places. Even though ss have learned the present perfect tense in last unit, they may still feel hard to talk about what fun places they have ever been to and what they think of these places. Thus, enough practice will be organized to help ss learn some museums, theme parks and the present perfect tense with been, ever and never.

Based on the analysis above and the new curriculum standard, I set the following teaching aims:

1.Knowledge aim. After the class, ss will understand the basic meaning of some museums and theme parks and the function of the present perfect tense with been, ever and never, such as amusement park, science museum, Have you ever been to sp? I’ve never been to sp etc.

2.Ability aim. By the end of this lesson, ss will be better able to talk about past experiences by using the present perfect tense with been, ever and never.

3.Emotional aim. During the class, ss’ interest in learning English will be increased by talking about fun places. Next, let’s focus on the key point and difficult point.

The key point is to talk about past experiences to fun places by using the newly learned vocabulary and sentence structures.

The difficult point is to understand that the present perfect tense is used to express a past event that has present consequences.

To achieve the objectives above,I’ll adopt Audio-lingual Approach, Communicative Approach and Situational Teaching Method. And ss’ll learn through cooperation, communication and discussion.

Now, I’d like to describe my teaching procedure.

Step 1 is leading in.

At the beginning of the class, I’ll present pictures of some super special museums around the world to attract ss’attention, such as the Tap Water Museum in Bejing, the Currywurst Museum in Berlin, the Instant Ramen Museum in Japan, the Underwater Museum in Mexico, the Museum of Broken Relationships in Croatia[kro?e???], The Museum of Jurassic[d???r?s?k] Technology in California and the International Toilet Museum in India.(選擇幾個) ss will be encouraged to share their experiences to museums or theme parks. This activity can arouse ss interest and lead them to the topic naturally.

Step 2 is presentation.

First, the museums and theme parks of this lesson will be presented, such as history museum, science museum, amusement park etc. And ss will be encouraged to guess what they can see from these museums and parks. Then, I’ll provide some background information. After that, they will rank these places in 1a from their most favorite to the least favorite.

Next, I’ll ask ss questions like “Have you ever been to an art museum?”and instruct ss to give positive and negative answers. So here, ss will learn the sentence structure.

This activity can help ss smooth the way for listening.

So, next is step 3 listening 1b.

First, I’ll lead ss read the chart for 1b and 2 questions will be asked to help ss understand the chart“Who are

高中if從句教案 篇5

教育方面

1. 掌握并能使用words and phrases: on the left/right, trouble, expect, pick up，kid, shot

2. 學習并理解which和who引導的定語從句。

3.能夠用which和who引導的定語從句來描述自己所喜歡的東西。

教養方面

1、通過對樂隊照片的評論引入照片的話題

2、引導學生通過攝影，從攝影的角度去看待周圍的人和物

3、通過聽力及閱讀訓練培養學生的聽說能力及閱讀能力

發展方面

通過樂隊，攝影等知識開拓學生的視野，讓學生更加熱愛生活，并引導學生學會多角度觀察世界，欣賞身邊的人和物。

教學重難點

1. 掌握并能使用words and phrases: on the left/right, trouble, expect, pick up，kid, shot

2. 學習并理解which和who引導的定語從句。

3.能夠用which和who引導的定語從句來描述自己所喜歡的東西。

教學工具

課件

教學過程

Step 1 復習檢測課前自學部分

1.檢查總結課前自主學習試卷情況

2. 通過自己拍攝的圖片復習that引導的定語從句

Step 2 新課導入

1、 展示樂隊圖片并播放樂隊的音樂激發學生的興趣。

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2、 播放樂隊視頻引出課文中參加學校舞會的氣氛。

本環節反饋：

1. 問題：_____________________________________________________________

2. 反思：______________________________________________________

Step 3 自主學習

聽力訓練(先由學生獨立完成再組內合作)

1、 聽前說 根據課文上的圖片完成activity 1讓學生了解對話大意

2、 聽中做 在聽的過程中一方面提高學生的聽力能力順應中考動向。

(1) listen and check the words in the box in Activity 1 as you hear them.(activity2)

(2) Listen and fill in the blanks

Lingling: This is a photo of the Blues Boys ______ in a concert last month. They’re _________ _______.

Daming: And is this the band _______ is playing at the ________ _________?

Linglling: Yes, they play really great music. _______ _______ ______ is the boy _______ ______ the guitar and the boy in front is the one ________ _______.

Betty: And at the back is the boy _____ _______ the drum. They’re really loud.

Daming: What kind of music?

Betty: Well, if _______ _______the Blues Boys, I guess they play the blues.

Betty: And they get everyone dancing.

Daming: When I’m a band, I ______ _______ play the guitar.

Betty: You can play the guitar?

Daming:No, I can’t. But ______ _______ to learn.

(3) listen to the tape and answer these questions

(4) .Who won the photo competition last summer?

.What’s the name of the band?

What music do they play?

.What’s wrong with He Zhong?

本環節反饋：

1. 問題：_____________________________________________

2. 反思：_____________________________________________

Step 4 對話處理。閱讀訓練 (互助交流)

1. Read the dialogue and do a4并找出對話中的疑難點。

2. 小組合作，根據出示的重點短語翻譯課文

本環節反饋：

1. 問題：____________________________________________________

2. 反思：_____________________________________________

Step 5精講點撥

1、講解由who 與which引導的定語從句

2、學以致用

1.The photo ________ you like is over there.

2.I have a friend_______ wants to be a writer.

3.The mountain ________ we climbed last year is very beautiful.

4.He is the greatest player ______ I know.

本環節反饋：

1. 問題：____________________________________________________

2. 反思：_____________________________________________

Step 6 我展示 我快樂

通過猜謎游戲讓學生學會描述自己喜歡的人和物

本環節反饋：

1. 問題：____________________________________________________

2. 反思：_____________________________________________

Step 7 當堂達標

1、 選詞填空。每個詞組或短語限用一次。

2、 選擇填空

本環節反饋：

1. 問題：____________________________________________________

2. 反思：_____________________________________________

step 8 感情升華

讓學生欣賞美，感悟美，從不同的角度看待周圍的人和事。

【課后延伸提升】

一、將下列每組句子改為含有定語從句的復合句。

1.The woman looks very young. She looks after my sister.

__________________________________________________________________

2. We all like the article. It was written by Confucius many years ago.

____________________________________________________________________

3. The bus left ten minutes ago. They missed it.

____________________________________________________________________

4. His father is the person. He will be most happy.

_____________________________________________________________________

二、翻譯下列句子。

1. 我期望著你送我一份禮物。I _______ you _______ ______ a gift.

2.我有機會贏了。

I _______ _______ _______ _______ win. = I______ ______ ______ ______ _______ _____ win.

3. 就是這支樂隊可以讓人們都跳起舞來。It’s the band ______ _______ everyone -________.

4. 前面的人擋著我看不見。 I can’t see ______ ______ _______.

5. 她父親才是最不高興的'人。His father is the person ______ _______ _______ most unhappy.

【拓展提升】

我們都有自己最喜歡的明星，老師，同學，事物等，請你用五句定語從句來描述這個人或物，讓大家來猜。

Eg: This is a teacher who teaches well. He is a teacher who is humor. He is a teacher who is about 1.7m tall.

He is a teacher who we all love. Do you know who is he?_________________

1. ______________________________________________________________

2. ______________________________________________________________

3. ______________________________________________________________

4._________________________________________________________________

5._______________________________________________________________

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