【正文】 Tapes, puter,blackboard, chalk, PPT, pictures, white papersTeaching procedures: Step 1:warming up1,a free talk about earthquake in ganzhi si chuan 2,pictures with natural disasters,then focus on volcanoPurposes:lead in topic，arouse ss’s interest , draw attention，Step 2,prereading: Word study:review them quickly and ask ss to match the pictures with words ,then do the missing game:what is missing?grammar learning:plete a short passage with grammar and check answersSet reading tasks:ask some related questions about the passagePurposes: activate and practice their existing knowledge ,train their observation and memory,then lay a solid foundation for next stepwhile reading,make it easier,make the class interestingStep3,while reading Guide ss to Predict:title,my questions, reading:to get the general information,then choose best answers,fill the tablejudge following sentences using true or falseskimming,scanning and skipping:to find out key words,then choose best answers,fill the tableCareful reading:to get detailed information and know the structure of the passage,understand and grasp the ,ask them to divide the passage into several parts and summarize the main ideas of each part ,2,find out words that they do not know,guide ss to guess the meaning of ,answer the following questions and write them down on the white paperPurposes:train ss to understand and grasp the passage,develop ss’s reading skills:to know the topic,prediction,main ideas,key words,details,guessing new words,structure and so on of the reading ,postreading Whole class work:Read it aloudUnderline the words,phrases and grammar and Use the words,phrases and grammarPair work:Make an interview:a reporter and volcanologistGroup work:Retell the passage and share their opinions about being a volcanologistListen to the passage again:to understand and grape the passage pletelyPurposes:practice their speaking,listening,consolidate and use what we have learned in this class,make the class interestingStep5,summary Ask 2 or 3 ss to make a summary that we have learned in this class Guide whole ss to make a summary what we have learned in this class Purposes:consolidate what we have learned in this classStep6,homework Rewrite the passageDo a reading context about a kind of disaster Prepare their duty report and do it next classPurposes:consolidate what we have learned in this class, develop ss’s reading,writing and speaking skillsStep 7,Blackboard designFirstly, when the class begins, I will write down the title“ the power of nature.” Secondly, when careful reding, I will write down words that they do not , I will write down the sentence pattern “Having done?”Finally, when I am telling them their homework, I will write it down :by the end of the lesson,students’ skills of...on the whole, the design of this lesson was logical and it had met the requirements of the teaching goal, especially for the leading part, it fully aroused the ss’ ,There are some problems that.......I should pay more hope you can give me some advice,thank you.第三篇：英語說課教案初中英語說課教人教新目標(biāo)英語八年級(jí)下冊(cè)Unit 、教材分析：１、教材的地位及作用：第二冊(cè)第九單元第二節(jié)課，本單元圍繞閱讀有關(guān)迪斯尼樂園的文章開展多種教學(xué)活動(dòng)，學(xué)會(huì)用Have you ever been to ?.?這個(gè)句型來詢問別人的經(jīng)歷。如:(l)The news that he passed the exam was a great surprise.(同位語從句)(2)The news(that)he told me was a great surprise.(定語從句)③“疑問詞+ever”引導(dǎo)名詞性從句與引導(dǎo)讓步狀語從句的比較。that引導(dǎo)同位語從句時(shí)，在從句中不充當(dāng)任何成分，只起連接作用，that一般不能省略?？键c(diǎn)六: 名詞性從句與其它從句的比較名詞性從句與其它從句的比較主要體現(xiàn)在以下三個(gè)方面:①主語從句與 as引導(dǎo)的非限制性定語從句的比較。考點(diǎn)五:含干擾因素的名詞性從句命題人為了增加題目的難度，往往對(duì)名詞性從句增加干擾因素，常見的有兩種形式:一是將名詞性從句(多為同位語從句)與中心詞分隔開來?！镌诒硎尽皥?jiān)持insist,建議suggest, advise, propose,命令order,要求require, request, demand”等詞后面的名詞性從句中往往要使用虛擬語氣，即(should)+動(dòng)詞原形。如: The reason why he was late was that he missed the first :名詞性從句的語序：引導(dǎo)詞+陳述句語序（千萬不可以用疑問句語序）。④如果if引導(dǎo)有歧義時(shí)，通常用whether引導(dǎo)。②介詞后的賓從用whether引導(dǎo)。在賓語從句中，whether與if往往可以換用。1)The question is whether we can make good preparations in such a short )This is why we can’t get the support of the )The fact remains that we are behind the other )The reason why he is late for school is that he missed the early ．同位語從句前面的名詞作進(jìn)一步解釋，說明名詞的具體內(nèi)容，一般由that引導(dǎo)，例如：The king’s decision that the prisoner would be set free surprised all the ，而是被別的詞隔開。 可以作為形式賓語用于此句型常見的動(dòng)詞和短語:appreciate, like, dislike, hate, love, count on/upon, depend on/upon,rely on, see to, insist on, take…for granted）, bring…to one’s attention等，如： Please see to it that the door is locked before you may rely on it that everything will be ready by 若主語為I/we think/consider/ suppose/ believe/expect/guess/imagine等，其后的賓語從句若含有否定意義，一般要把否定詞轉(zhuǎn)移到主句謂語上，從句謂語用肯定式。 that 引導(dǎo)的從句常跟在下列形容詞后作賓語：anxious, aware, certain, confident, convinced，determined, glad, proud, surprised, worried, sorry, thankful, ashamed, disappointed, annoyed, pleased, hurt, satisfied, content 等。】一．主語從句 作形式主語和it引導(dǎo)強(qiáng)調(diào)句的比較It doesn’t interest me whether you succeed or is in the morning that the murder took 作形式主語的結(jié)構(gòu)(1)It is ＋名詞＋從句It is a fact that …It is an honor that…It is a pity that…(2)It is ＋形容詞＋從句It is natural that…It is strange that…It is certain that…(3)It＋連系動(dòng)詞或不及物動(dòng)詞＋從句It seems that…It happened that…(4)It is＋過去分詞＋從句It is reported that…It has been proved that… 與that 在引導(dǎo)主語從句時(shí)的區(qū)別What 引導(dǎo)主語從句時(shí)在從句中充當(dāng)句子成分，如主語,賓語,表語，而that 則不然。③連接副詞有when / where / why / how等。: ①連接詞有that/whether/if等。第一篇：高三英語說課教案高三英語語法專題名詞性從句宋朝陽教學(xué)目的：通過精講多練，讓學(xué)生全面認(rèn)識(shí)并能正確地運(yùn)用名詞性從句。教學(xué)內(nèi)容：名詞性從句主語從句、表語從句、同位語從句和賓語從句 教學(xué)重難點(diǎn)：名詞性從句的運(yùn)用概述：，通常把主從、表從、同從和賓從統(tǒng)稱為名詞性從句。②連接代詞有what/ who / which/ whatever / whoever / whichever 等?！久~性從句中缺什么成分就找什么引導(dǎo)詞，如果不缺成分通常用that來引導(dǎo)。如：What you said yesterday is she is still alive is a surprise to all of ．賓語從句：由that引導(dǎo)的賓語從句（that 通常可以省略）注意：在insist, order, demand, require, suggest, advise等表示堅(jiān)持、命令、要求、建議等意義的動(dòng)詞后，that從句常用“（should）+ 動(dòng)詞原形”的結(jié)構(gòu)（虛擬語氣）。也可以將此類詞后的that從句看作原因狀語從句。三．表語從句可以接表語從句的連系動(dòng)詞有be, look, remain, seem等。例如：He got the news from Mary that the sports meeting was put 、名詞性從句考點(diǎn)掃描：（例子略）考點(diǎn)一: 一些引導(dǎo)詞的使用★主語從句、表語從句、同位語從句中所缺少的成分如果表示“是否”，則用whether