初三英语复习课说课稿
初三英语说课稿（4篇）
初三英语说课稿初三英语说课稿 (4篇)作为一名优秀的教育工作者，通常需要用到说课稿来辅助教学，说课稿有助于教学取得成功、提高教学质量。
写说课稿需要注意哪些格式呢？下面是小编精心整理的初三英语说课稿，希望对大家有所帮助。
初三英语说课稿 1一、说教材1、教材的地位和作用在单元第10课是一篇题为" MAKF OUR WORLD MORE BEAUTIFUL "的阅读教材，通过对环境保护这一话题的叙述增强学生的环境保护的意识，懂得如何在日常生活中保护环境，文中主要运用现在完成时态的句子，其中也穿插了一般现在时和过去时，让学生在特定的语境中感觉和发现英语时态的变化，从而达到正确运用英语的时态能力。
2、教学目的教学大纲指出要从英语的学科的特点出发，激发培养学生的兴趣，帮助同学树立学习英语的信心，克服学习中产生的畏惧心理和困难，建立语感，掌握语言基本知识和技能。
（1）知识目标这一课的知识目标很明确，就是围绕"环境保护"这一话题，继续学习和巩固现在完成时态的用法，利用本课所学习的话题，把功能与语法教学紧密结合一起。
（2）能力目标本课首先利用课前问题（pre-reading questions ），启发同学能利用已有的知识经验，对课文内容进行预测，就有关话题开展讨论，通过阅读验证自己的推测，吸取信息，掌握新的知识，丰富经验，从而达到独立阅读的能力。
3、教材的重点、难点、关键（1）重点：本课重点在其运用完成时态的句子谈论环保这一话题。
（2）难点：对课文内容及时态含义的`理解。
（3）关键：在于是否能突破难关，达到正确运用完成时态表达句意、理解全文的目标。
4、对练习的处理全文分为三部分，每一部分安排几个问题供同学回答，让学生边阅读边理解全文从而锻炼了学生的听、说、读、写四方面结合的能力。
二、说教法为落实大纲的要求，为满足学生个性化的要求，培养学生听、说、读、写各方面的能力，教师应从多层资助、多角度、多侧面进行，具体从教学方法和手段的多样性，本课教学应以以下方面进行。
中考英语语法复习说课稿讲义第十二讲：定语从句
中考英语语法复习说课稿讲义第十二讲：定语从句一. 教材分析定语从句是中考英语语法中的重要内容，也是学生难以掌握的部分。
本讲主要围绕定语从句的定义、分类、引导词以及用法进行讲解。
通过本讲的学习，学生能够理解定语从句的概念，掌握定语从句的分类和引导词，学会如何运用定语从句修饰名词或代词。
二. 学情分析定语从句是学生在初中阶段接触到的较复杂的语法知识，对于部分学生来说可能存在一定的难度。
学生在学习过程中可能会对定语从句的分类和引导词产生混淆，同时也容易在实际运用中出现错误。
因此，教师在教学过程中需要耐心引导，让学生逐步理解和掌握定语从句的用法。
三. 说教学目标1.知识目标：使学生理解定语从句的概念，掌握定语从句的分类和引导词，了解定语从句的用法。
2.能力目标：培养学生运用定语从句修饰名词或代词的能力，提高学生的英语表达能力。
3.情感目标：激发学生学习英语语法的兴趣，增强学生自信心，培养学生的合作精神。
四. 说教学重难点1.重点：定语从句的定义、分类、引导词以及用法。
2.难点：定语从句在实际语境中的运用，特别是关系代词和关系副词的用法。
五. 说教学方法与手段1.采用情境教学法，通过设置各种真实的语境，让学生在实际语境中学习和运用定语从句。
2.运用多媒体教学手段，如PPT、视频等，直观地展示定语从句的用法，增强学生的学习兴趣。
3.分组讨论法，让学生在小组内讨论定语从句的用法，互相学习，共同进步。
4.任务型教学法，通过完成各种任务，让学生在实践中运用定语从句，提高学生的实际运用能力。
六. 说教学过程1.导入：通过一个谜语引发学生对定语从句的好奇心，激发学生的学习兴趣。
2.讲解：讲解定语从句的定义、分类、引导词以及用法，结合实例进行分析。
3.练习：让学生进行定语从句的练习，及时纠正学生在练习中出现的错误。
4.情境创设：设置各种真实的语境，让学生在语境中运用定语从句。
5.分组讨论：让学生在小组内讨论定语从句的用法，互相学习，共同进步。
九年级英语名词专项复习说课稿
九年级英语名词专项复习说课稿一、说教材这节课的内容是九年级复习课名词专项，针对名词定义、可数名词的复数变化规则、不可数名词及名词所有格部分进行归纳总结。
名词是贯穿整个初中阶段新目标教材的一个重点的语法项目，学好名词是学好其他语法项目的关键。
对整个初中教材名词的用法进行统一归纳，将为学生的知识扩展和综合语言运用奠定坚实的基础。
因此，理清名词的用法将会为学生以后的复习做好铺垫。
二、说目标根据实际教学情况，及学生的学习能力和学习方式，我制定了如下学习目标：知识目标：1、复习并掌握名词的可数性和不可数性，并熟练运用可数名词的变化规则。
2、掌握名词所有格的用法能力目标：1、能根据名词网络清单，找出自主复习的重难点。
2、能灵活运用所学正确解题。
情感目标：1、学会通过交流与合作，解决学习中的难点，以求共同进步。
2、养成积极参与交流，自主完成学习目标的好习惯。
三、说重难点根据学情，我将重难点定为：掌握可数名词的变化规则；能灵活正确地运用名词所有格。
四、说教法为了完成教学重点，突破难点，按照学生的认知规律和本节课特点，我设计了以下的教学方法：１）主体参与及归纳法：通过网络清单的形式，帮助学生对知识点进行归纳总结，给学生更多自主学习的机会，充分体现主体性。
２）任务型教学法：在知识总结的基础上，要求学生在课堂上完成一定的任务，这样既能巩固本节重点知识又能培养学生的合作学习能力。
五、说学法根据学生的实际情况，我采用了自主学习法，合作探究法和迁移法。
１）自主学习法：学生充分发挥主观能动性，在教师的引导下对名词的用法进行归纳。
２）合作探究法：在授课过程中，鼓励学生互相合作，共同探究。
３）练习法：让学生将学到的知识，活学活用，在习题练习中进行检测反馈。
六、说教学过程这节课，我主要设计了以下环节：Step 1、根据名词网络清单，自主复习。
Step 2、自主交流，合作展示。
一、组内交流归纳1、在自主复习过程中，你认为哪些是重点，请列出重点。
初中英语全英说课稿优秀9篇
初中英语全英说课稿优秀9篇英文版说课稿篇一英文版说课稿Background of English teaching in primary school: It is not a long history that English is as a subject in primary school in our country and the main instructional aims of teaching English in primary school is to cultivate pupils’ basic abilities of their listening and speaking and their good sense of the English language. Our boys and girls are exposed to English for the first time, so it is very important to develop their keen interest in English.I. Contents:Today I’m going to talk about Part B of Unit 2, PEP Primary English, Book 3. This lesson includes two parts: Let’s talk and let’s practice. In section 1, it mainly deals with the dialogue about “What’s in the schoolbag?” and the answers. And in section 2, it provides a real situation for the Ss to prastise the pattern: How many +n.(pl.)+ do you have? And the answer: I have 23 +n.(pl.)II. Teaching aims1. Aims on the knowledge(1) To enable the Ss to understand and speak: “My schoolbag is heavy. What’s in it? Thank you sooooooo much.” Make sure that Ss can use these sentences in real situations.(2) To help Ss to finish the survey.(3) Let Ss finish the assessment of “Let’s check” in this unit.2. Aims on the abilities(1) To develop Ss’ abilities of listening and speaking.(2) To train the Ss’ ability of working in groups.(3) To foster Ss’ abilities of communication and their innovation.3. Aims on the emotion(1)To foster Ss’ consciousness of good co-operation and proper competition.(2) To lead Ss to show their loveliness to the poor.III. Key-points of this lesson(1) To help Ss ask and answer the question: What’s in it?(2) To enable Ss to study in groups and co-operate skillfully.(3) To develop Ss’ interest in English.IV. Difficult points(1) To help the Ss ask and answer the question “What’s in it?” and make sure they can use the plural nouns correctly.(2) To finish the survey by themselves.V. Teaching methodsAs we all know: the main instructional aims of learning English in primary school is 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 to help the Ss to get a better understanding of the key structure of the dialogue. I will arrange four kinds of activities: singing, guessing game, finishing a survey and having a competition. And in this lesson a recorder, CAI, school things and a printed form will be needed. Students should prepare some school things.英文版英语说课稿VI. Teaching procedures and purposes of my designing.I’ll finish this lesson in five steps.Step 1. Warm-up and preview1. Free talk between T and Ss about things in the classroom.2. Sing the song together: Books and pencils.3. Do some TPR, for example: Show me your English book. Show me your crayon.4. Review the numbers by asking: “How many crayons do you have?”Purpose: It is important to form a better English learning surrounding for the Ss by singing and doing some total physical response and at the same time it provides situations to review learned knowledge for the next step.Step 2. PresentationNow I’ll mainly talk about this step.1. Present the pattern: “My schoolbag is heavy.” “What’s in it?.”(1) Show a bag and say: “Look! I have a bag.” Carry it and say: “Oh, it is heavy. My schoolbag is heavy.” Help the Ss understand the meaning with the help of my body language. Then lead the Ss to read the sentence. Make sure they can say it correctly.(2) T: My schoolbag is heavy.Open the bag and say: “What’s in it? What’s in my schoolbag?”Take out a Chinese book. Then do the action again. Let the Ss read the sentence.2. Play a guessing game. Divide the whole class into four groups to have a competition.Let them guess: What’s in the bag? How many? Purpose: To present the key structures one by one is much easier for the Ss to learn and grasp the meanings. Proper competition can arouse the Ss’ interest in English learning.3. With the help of the CAI to present the dialogue. Set a situation to help Ss understand: Two Ss are coming. One girl is carrying a heavy bag on her back. They are talking.Girl: My schoolbag is heavy.Boy: What’s in it?Girl: 20 story-books, 32 pencil, 9 rulers, 12 crayons and 30 picture-books. Etc.Boy: What will you do?Girl: They are for the poor.Boy: Great! I’ll bring some school things too.The boy comes back home and puts a lot of things into the bag. Then he goes to school again and gives them to a teacher. While he is taking them out, he is counting the numbers of all things. The teacher says: Thank you soooooooo much.4. Mention that we should take care of the poor.5. Play the cassette. Let the Ss listen and imitate the dialogue.Pay attention to their pronunciation and intonation. Purpose: CAI can provide a real situation for the Ss to understand the dialogue and the relationships between people better. Tell the Ss we should show our loveliness to the Ss.Step 3. PracticeDivide Ss into groups of six children. Each one would finish the printed form by asking and answering: How many storybooks do you have? Find out which group finishes faster. Story books picture-books sharpeners crayons pencils erasers pencil-cases rulers Chen Jie 8 24 3 32 26 4 1 3Purpose: 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 4. AssessmentHelp Ss finish “Let’s check” of this unit and workbook.Purpose: To check the knowledge Ss have learned in this period.Step 5. Add-activity1. Let Ss tell each other how many school things they have after class. Tell their parents how many school things they have at home.2. Take care of everything they have.Purpose: Revision is so important that Ss should speak English as much as they as in class or after class. It is necessary for the Ss to do some extensive exercises after class to consolidate the knowledge they learned.英文版英语说课稿初中英语说课稿篇二今天我的说课内容是新目标英语八年级上册第四单元第一课时。
新目标初三英语全英文说课稿[精选5篇]
![新目标初三英语全英文说课稿[精选5篇]](https://img.taocdn.com/s3/m/e6f6376a302b3169a45177232f60ddccda38e604.png)
新目标初三英语全英文说课稿[精选5篇]第一篇：新目标初三英语全英文说课稿新目标初三英语全英文说课稿初三英语 Unit 4 What would you do 说课稿T:Good afternoon,everyone.I'm glad to have an apportunity to talk about some of my teaching ideas.My topic is talking about imaginary situations from Go for it Section A , Unit 4 , Book 3.I'll talk about the following parts.First, I'll talk about my understanding of this teaching material.In this unit student s learn to talk about imaginary situations.Such topic enables students to activate their imagination and raise learning interest of students.Most of students are active in such activities.I'll talk about the first period of Unit 4.The first period introduces the key vocabulary words and the target language in this unit.The topic,what would you do if you had a lot of money makes the introduction easier.I.Teaching aims of this lesson.1.Knowledge objects: Students will be able to understand the grammar of subjunctive mood, some important phrases and sentences.2.Ability objects: To train students' listening and speaking skills.3.Moral objects : Remember it's really being cool to realize your dream through great efforts.II.Key points and difficult points.1.Key vocabulary : million, medical , research, tie, what if 2.Target language: What would you do if you had.3.The structure : I would / I'd do.III.Something about the students 1.Most of them don't often use English to express themselves and communicate with others.2.Some of them aren't active in class because they are afraid of making mistakes.IV.Now next ,I'll talk about my teaching opinions, methods and aids.While dealing with the lesson , I'll do my best to carry out the following teachingbine the language structures with the language functions.2.Let students know how to talk about imaginary situations with the subjunctive mood 3.I'll take the T ask-based learning approach.4.And I'll use some teaching aids, such as a tape recorder, CAI and so on.V.Now let me talk about my teaching procedures.Step 1: Lead-in T: What a fine day, isn't it If it's fine this Sunday, what will you do S1: I will go shopping with my friends if it is fine this Sunday.S2: I will go to the park with my cousin.T: Then if there were no classes this afternoon,what would you do Tell students that there are classes this afternoon in fact.Let Ss know why we use “were” and “would”.Help Ss answer with “I would doif there were no classes this afternoon”.S3: I would play basketball with my friends if there were no classes this afternoon.T: After school Jim played basketball with his friends.He went back home very late and his mother was very angry.If you were him, what would you do Can you give him some advice S4: If I were him , I would say sorry to mother.S5: If I were him, I would try to do something to make mother happy.T: There will be an English test.Jim worries about it.What should he do S6;If I were him , I would study harder.In this step,I want to revise the if clause,and next I will lead in the subjunctive mood.I think students can understand easily and grasp it.Step 2: Practice T;Bill Gates is a very rich man in the world.He has given a lot of his money to charity.If you had so much money, what would you do Get Ss to think it over and write down their answers(Section A 1a)Let Ss listen to the tape and number the picture.(Section A 1b)Then get Ss to practice the conversation.Ss practice the conversation, they communicate with each other often.Everyone has a chance to speak English.Step3: Listening and practicing T:If I had much money, I'dbuy many presents for each of my rry is going to his friend,Tom's birthday party.But he's a little nervous.Why Can you guess S1: Perhaps he is late.S2: He doesn't have enough money to buy a present … T;Maybe you are right.I'm not sure.Let's listen to the tape.Get Ss to listen to the tape and circle the reasons(Section A 2a)Get Ss to listen to the tape again and check the advice Larry's sister says to him.Let Ss read the conversation after the tape.Then let Ss do pairwork.S1: Hi, Harry.You look worried.S2;I'm going to Tom's party.But I don't know what to wear.S1: If I were you, I would wear a shirt and a tie.S2;I don't have a present.What if everyone else brings a present ……After this step.Ss can have a good understanding of the subjunctive mood and develop their listening ability Step 4: Discussion Get Ss to choose one of the following situations or make up another imaginary situation , have a discussion in groups and write down their advice,then give a report.1.T om had an argument with his best friend.What should he do 2.There are always some Ss talking in class.If you were the teacher,what would you do In this step, students can use English in the real situation and use English to solve the real problems.Step 5: Homework Writ e a passage “If I were a teacher/headmaster” At last ,let me talk about my blackboard design.We will have a look at it on the blackboard.Unit 4 What would you do Words and phrases Sentences Million What would you do if you had a million dollars Medical research I'd give it to charity.What if If I were you , I'd wear a shirt and a tie Worry about Tie I write these words and phrases on the blackboard in order to tell the students that they are very important.I think my blackboard design will help students understand the lesson better.So much for this.Thank you.第二篇：人教版新目标九年级英语全英文说课稿找教案Unit13Rainy days make sad.SectionA(1a-1c)Hello, everyone，Today I’m very pleased to have an opportunity to talk about some of my teaching ideas.My topic is Section A(1a-1c , Grammar Focus)in Unit13.It is made up of seven parts.1.Analysis textbook(教材分析)2.The teaching methods(教学方法)3.The learning methods(说学法)4.Analysis the students(说学情)5.The procedures of the teaching(教学步骤)6.Blackboard design（板书设计）7.Self evaluation.(自评)Part 1The analysis of the teaching material:This lesson is about listening and speaking.It plays a very important part in the English teaching of this unit.By studying Section A , The students can improve their speaking ability, learn more about things that affect people.At the same time, we should get the students to understand better.The students should do some listening, speaking and writing, too.Of course, the students should receive some moral education.Let the students have positive attitude to dealing with things around them.1.Teaching objectsThe teaching aims are established according to Junior School English curriculum standard nguage goals1).Words & expressions :tense, some adjectives of feeling2).Key sentencesLoud music makes me tense.(P103)Loud music makes me want to dance.That movie made me sad.B.Ability goalsEnable the students to talk about how things affect them.Emotion & attitude goalsEnable the students to understand the effect of things upon them.The teaching key and difficult points are established according to Section A ,Unit13 in the teaching material’s position and function.2.Teaching Key Pointsthe usage of make.3.Teaching DifficultiesTrain the Ss to use make correctly.T o improve students’ listening ability.To train students' communicative competence.:Part 2.The teachingmethodsTask-based teaching;Cooperative learning;Part 3.The learning methods1).Set up six steps.It is presentation–words –pairwork –listening practice–Grammar-practice2).Ask the students to take part in class actively and develop their cooperation in the activities.Part 4.Analysis the students The students have learned some words about feeling and they have know the word make.But they don’t often use English to express themselves and communicate with others.Some Ss are not active in the class because they are afraid of making mistakes.Part 5.The procedures of the teachingI have designed the following steps to train their ability of listening, speaking, reading and writing, writing , especially listening and speaking.Set up six steps.It is greeting –lead-in-presentation– words – pairwork – listening practice–Grammar –practice –homework.Step Ⅰ Lead-in.Show the Ss a picture and then show the teaching material.Purpose: Arouse the students’ interest of study.Bring in new subject: Rainy days make me sad.Step IIPresentation.Review some words about feeling , then present the sentence structure.A:What makes him/her B:makeshim sad.Purpose :Through this part we can consolidate what they studied yesterday, communicate with others about their feelings and prepare for the new lesson.Step IIIListening(1a, 1b: P102) Ask the students to listen to Amy and Tina talking about the two restaurants and do the exercises.Purpose :Train the Ss’ listening ability and prepare for later exercises.Step IVSpeaking(1c: P102)Ask the students to talk about how music affects them.Let the Ss work in pairs andtalk about how the two restaurants would affect them.Purpose :Train the Ss’ speaking ability and prepare for later exercises.Step VDo a survey.After learning 1b , 1c , let the Ss do a survey about other things that affect them.Purpose : This step can open the Ss eyesight and thought.It’s a step from textbook to real life.Step VIGrammar1).Sum the usage of make then help them to say out the sentence structure.2).Do some exercises to consolidate the grammar.Purpose: Train the Ss’ ability of understanding and using language.Step VIIWriting practice1.List 4-5 things around you and then describe how the things affect you.positionExams make me _______。
初中英语说课稿(集锦15篇)
初中英语说课稿(集锦15篇)初中英语说课稿1一、说教材本单元以“A picnic”为话题，共设计四大部分的内容。
以It must belong to carla为主线，围绕谈论某东西属于某人等语言功能展开一系列任务活动。
通过第一部分的学习要求学会如何进行推测，并了解学会基本句型的应用。
教材内容从基本语言知识到语言综合知识的运用，层层递进，以一种循序渐进的生活化的语言程序，引导学生在做事中有目的的学习语言。
教学目标：知识目标：能够让学生掌握重点的词汇和语言结构。
能力目标：培养学生听、说、读、写能力和观察事物的能力。
情感目标：培养学生在外野营时，不能乱扔。
乱丢垃圾的良好习惯，以确保环境的干净和清洁。
二、说教法以任务教学策略为主，采用情景教学法、听力训练法、并辅助个人，小组竞赛和图片等兴趣策略教学。
如在教授单词时，通过一些图片等进行分析教学，以至于从视角引起他们的注意，从而记注单词。
采取任务型教学策略的目的是让学生多练多用，在做中学，学中乐，乐中掌握。
三、说学法采用合作式学习方式，有目的的让学生预习，在完成任务的活动中主动的学习语言。
养成继续学习英语、学好英语的良好习惯。
并让学生学会如何推测，以至于在做推测性的阅读题时有很好的方法。
强调学生不仅在课上积极发言、多练，并鼓励他们课后成立英语学习兴趣小组、英语角等，积极参加训练。
四、说教学过程1、课前任务设置。
在每一节课，我让学生提前预习，课前三分钟，我让学生学唱“Are you sleeping ”的歌曲。
目的是激发他们的学习热情。
另一方面，铃声响的时候，首先检查学生对第四单元的识记情况。
然后让学生看屏幕，用“Who is he ？” 句子问，用“It can?t、may 、must be ”等回答，之后通过“Look and learn”推出新单词“belong、belong to” 和教授的单元。
在此期间，让学生感知的重点句型结构。
把单词的教学融入句型，培养学生情景中理解单词的能力。
初中英语全英说课稿(优秀5篇)
初中英语全英说课稿（优秀5篇）初中英语全英说课稿篇一Good morning,ladies and gentlemen!I am very pleased to have an opportunity to talk about some of myteaching ideas.The topic of this Unit is "What should I do?" from thetextbook—go for it book 8 unit 2 for junior middle school students.I’d like tosay it from 5 parts as follows:There are teaching materials,teaching methods,learningstrategies,teaching procedures and blackboard design.Now,Let’s come to the first part—Teaching materials.It includestwo parts,status and functions of the material and the teaching content.The thingsin the text book are appropriate to students’ interests,experiencesand knowledge;provide the students with opportunities to use the target languageand stimulate students to seek further information.In unit 2,Studentswill learn to talk about problems and learn to give advice to others.So it ishelpful to improve their communicative competence.Ok,second,teaching content,which includes four aspects,the key vocabulary,the targetlanguage,important and difficult points, and the teaching aims.About theteaching aims,in this unit,students will talk about problems which students come up with intheir daily lives and learn to use modal verbs "could" and "should" to makesuggestions.The second is ability aims,to improve thestudents’ abilities of listening,speaking and readingby providing various tasks.The last is the affection aims,that is,to help eachother and learn to cooperate.Next,let’s come to the second part—teaching methods.Whiledealing with this lesson,I usually adopt "Task\|based" teaching approach.It aims at providing opportunities for the learners to explore bothspoken and written language through learning activities.So,I will letthe students learn in real situations,fulfill severaltasks such as pair work or group work.And in this unit thecommunicative approach and the situational language approach will be adopted.And thefocus is on functional language usage and the ability of learners to expresstheir own ideas,feelings,attitudes,desires and needs.So combine these methods together,enable the studentsto receive,process and retain new information through "multipleintelligences"。
江苏省扬州市中考英语复习九上Unit2说课稿
江苏省扬州市中考英语复习九上Unit2说课稿一. 教材分析江苏省扬州市中考英语复习九上Unit2，主要包括三个部分：Part A, Part B和Part C。
本节课的主要内容是让学生掌握一般过去时的用法，通过听、说、读、写等多种方式，提高学生的英语综合运用能力。
Part A包括两个部分：a conversation and a reading passage。
Conversation部分主要介绍了一对夫妇在周末的日常生活，通过这个对话，学生可以学习到一般过去时的基本结构：主语+动词过去式。
Reading passage部分讲述了一个男孩和他的朋友们在过去的一个月里所经历的有趣的事情，学生可以通过阅读这篇短文，进一步巩固一般过去时的用法。
Part B是一个任务型活动，要求学生根据图片和提示，编写一个关于过去发生的事情的简短故事。
这个活动旨在提高学生的写作能力和创造力。
Part C是一个综合实践活动，要求学生通过角色扮演，模拟真实的场景，运用一般过去时进行交流。
这个活动可以提高学生的口语表达能力，同时也可以巩固他们对于一般过去时的掌握。
二. 学情分析九年级的学生已经掌握了基本的英语语法知识，对于一般过去时已经有了一定的了解。
但是，他们在实际运用中还存在一些问题，如时态的运用不准确，句子结构不够完整等。
因此，在教学过程中，需要重点引导学生正确运用一般过去时，并注意句子结构的完整性。
三. 说教学目标1.知识目标：让学生掌握一般过去时的结构，能够正确运用一般过去时进行表述。
2.能力目标：通过听、说、读、写等多种方式，提高学生的英语综合运用能力。
3.情感目标：激发学生学习英语的兴趣，培养他们积极向上的学习态度。
四. 说教学重难点1.教学重点：一般过去时的结构及其运用。
2.教学难点：如何引导学生正确运用一般过去时，并在实际交流中注意句子结构的完整性。
五. 说教学方法与手段本节课采用任务型教学法，通过听、说、读、写等多种方式，引导学生主动参与课堂活动，提高他们的英语综合运用能力。
初三英语说课稿【三篇】
初三是整个初中阶段的重要⼀年，也是最关键的⼀年。
准备了初三英语说课稿【三篇】，供⼤家参考。
How much are these pantsHello! My name is Rao Shengliang. I’m from Dengfang Middle School. Today I’m very pleased to have an opportunity to talk about some of my teaching ideas. The topic of this unit is “How much are these pants?” students learn to ask about prices, talk about clothing, and thank someone. First , I will talk about my understanding of this unit. This Unit is talking about shopping. Many students are interested in shopping, but they knowlittle about shopping. This lesson is the first period of Unit 7, It’s very important. Teaching aims: 1. Knowledge aims: the vocabularies of the clothes, describe clothes, using how much to ask and talk about the prices of the clothes. 2. Ability aims: training the ability of talking about the clothes and the prices. To develop students’ ability of communication with other people in English. 3. Emotional aims: To encourage students to be brave to speak English. Training the competition and cooperation. Build up the correct opinion. 4. Strategy aims: pre-reading, listening, writing and speaking 5. Culture aims: The difference between dollars and RMB. Teaching important points: New language: How much are these socks? They are two dollars. How much is the blue T-shirt? It is ten dollars. Items of clothing, colors (black, white, green, red, blue ) numbers10-31. Second , I will talk about my teaching theories, methods andtools.While dealing with this lesson, I will do my best to carry out the following opinion: Make the Ss the real masters in class while the teacher himself acts as a director; Combine the language structures with the language functions; students will receive some moral education while they are learning the English language. Teaching methods: Double activities teaching method Free discussion method Pair work or individual work method(Learning by using, learning for using.) Task-Based Language teaching Teaching tools: 1. a projector 2. a tape recorder 3. the blackboard 4. some clothes Third , I will talk about my teaching steps. Now let me introduce my teaching procedure briefly. As we all know, “Well begun is half done.” A good beginning will not only warm the class up at once, but also give good preparation for presentation. As language is learnt gradually but not immediately, we will do some revision to strengthen students’ memory. As a memory activator, I’ll try to find out the link between the old and the new. We can lead students by things such as songs, games, competitions, simple pictures or other media. In this lesson, I’ll provide an English song. Step 1 Warming up Listen to an English song. Let the students do the action while they are listening.(I’m sure children will love this song and get interested in class.) Step 2 Presentation a. After listening to the song, Show different colors, things. Let students guess. What’s this? It’s a backpack. What color is it? It’s red.(After warming, the students are excited , at the same time, they have learned the names of fruits, and they also know colors, so we can show pictures ,and students can guess, everyone should be active.) b. T: I like fruits and I like shopping, so I have many nice clothes. Using the CAI, teach T-shirt, sweater, skirt, bag, socks, shorts, pants and so on. We can also teach small/big, long / short. e.g. This is a red T-shirt. These are black pants.(And we use pictures to teach T-shirt, sweater, hat and so on, we can also teach small/big, long/short)Step3Memory gamesWith the help of CAI , students will guess what’s this ? What color is it? Revise the items of the clothes.(in this step, in order to train the ability of students’memory)Step4 PresentationShow a new T-shirt, students see its label. Ask how much is the T-shirt?1 dollar=7.5 yuanTalk about students’own prices of the clothes.(in this step, students may know the relation of the dollars and RMB)Step5 PresentationUsing the language structure , students will take an active part in the game, and master the important sentences :How much are these socks/shorts/pants/shoes?They’re ten dollars.Step6 Listen to the conversation, fill in the price tags.This activity provides practice in listening for prices.Tell the students that all the items in each group are the same price. They are going to listen to the six conversations and write down the prices on the price tags.This step will train the ability of the students’ listeningStep7 Task :Make a surveyWe divide the class into many groups .Each group write down their friends’information .Then report.This activity can improve the ability of communication.NameclothescolorpriceStep8 HomeworkIn order to extend students’ability of using English, it’s necessary to give students good and proper homework.1. copy new words2.Make a list for own clothes, then write down in your exercises book. Introduce your clothes.3.searching informationGive students some websites. Students will find some more information about clothes on the Internet. Then talk about in pairs.(Students can accord to their ability to choose the exercises as their homework, because the students are different.)At last , let’s have a look at the blackboard design.The following is the blackboard design of this lesson, we’ll have a look at it on the blackboard.Unit 9 Section B ⼀.教材分析 1.教材的地位和作⽤本说课是⼈教版《go for it》九年级Unit 9 When was it invented?的第三课时部分。
人教版中考英语专题复习《写作和对话专题复习》说课稿
人教版中考英语专题复习《写作和对话专题复习》说课稿一. 教材分析人教版中考英语《写作和对话专题复习》教材，旨在帮助学生巩固和提高英语写作和对话能力。
本专题涵盖了中考英语写作和对话的主要题型，包括看图写作、续写句子、情景对话、问答题等。
通过本专题的复习，学生将能够掌握各种题型的解题技巧，提高语言表达能力和逻辑思维能力。
二. 学情分析学生在经过一段时间的英语学习后，已经掌握了一定的英语基础知识和写作技巧。
但同时在写作和对话方面还存在一些问题，如：写作内容不够丰富，表达不够准确，语法错误较多；对话交流不够流畅，语音语调不够自然等。
因此，在教学过程中，需要针对学生的问题进行有针对性的指导。
三. 说教学目标1.知识目标：通过复习，使学生掌握中考英语写作和对话的主要题型及解题技巧。
2.能力目标：提高学生的语言表达能力和逻辑思维能力，使学生在写作和对话中能够准确、流畅地表达自己的观点。
3.情感目标：激发学生学习英语的兴趣，培养学生的自信心和合作精神。
四. 说教学重难点1.重点：各种题型的解题技巧，如看图写作、续写句子、情景对话等。
2.难点：学生在写作和对话中如何准确、流畅地表达自己的观点，以及语法、词汇的运用。
五. 说教学方法与手段1.采用任务型教学法，以学生为主体，教师为主导，引导学生通过完成各种任务，提高写作和对话能力。
2.运用多媒体教学手段，如PPT、视频等，增加课堂教学的趣味性和互动性。
3.进行小组合作学习，培养学生之间的相互帮助和合作精神。
4.教师进行有针对性的个别辅导，解决学生在写作和对话中的问题。
六. 说教学过程1.导入：通过提问方式引导学生回顾已学的写作和对话知识，激发学生的学习兴趣。
2.讲解：讲解各种题型的解题技巧，如看图写作、续写句子、情景对话等。
3.示例：通过示例，使学生了解解题过程和注意事项。
4.练习：学生进行各种题型的练习，教师进行点评和指导。
5.小组讨论：学生进行小组讨论，分享自己的观点和经验，相互学习。
初三英语说课稿精选范文五篇
初三英语说课稿精选范文五篇说课稿不同于教案，教案只说"怎样教"，说课稿则重点说清"为什么要这样教"。
想知道具体的区别在哪么?下面就是给大家带来的初三英语说课稿精选范文五篇，希望大家喜欢!初三英语说课稿1一、教材分析(一)教材的地位及作用本课是初一新教材第7单元的第一部分，教材内容围绕着询问价格展开，让学生学会谈论物品的颜色。
本课的教学内容与学生的实际生活密切相关，易于引发学生运用简单的英语进行交际和交流。
在学习活动中运用句型进行交际，培养学生的口语表达能力。
让学生在学习及应用中，复习巩固以前所学知识，并加以创新，并用到实践中。
把知识进行整合，让学生头脑中有一个整体的认识。
通过伙伴交流，师生问答的形式，促进学生之间和师生之间的情感交流，增进情谊。
(二)教学目标教学目标Aim 记忆物品pants , socks , T-shirt , shirt , shorts , sweater , shoes理解颜色理解：color , black , white , red , green , blue ,应用通过布置任务，让学生在合作中进行语言交流。
德育培养学生的合作精神，以及通过任务完成，学习勤俭节约的品德。
情感激发学生学习英语的兴趣，使学生获得成就感，增强自信心。
(三)教学重点及难点重点Importance Learn to ask about prices . 学习询问物品价格。
难点Difficulty Learn to talk about clothing . 学习谈论衣物，例如颜色、大小等。
活动中运用的单词、句型。
二、教法渗透本课主要运用“任务型教学法”，采用多媒体教学，并辅助于TPR(全身反映教学法)、情景交际教学法和游戏活动。
1、任务型语言教学法任务型语言教学是交际语言教学近年来发展起来的一种教学方法，主张采用任务型语言教学的人认为：人们使用语言的过程就是一个完成各种各样任务的过程。
初三英语复习课说课稿
初三复习课说课稿陈晓萍一、教材分析在初三复习期间，如何选择好复习材料，如何在不同阶段高质量地上好每一节课，对中考成绩的好坏起着至关重要的作用。
作为中考前一星期的复习课，我选择了听力、补全对话和阅读理解这些对学生来说综合运用能力强的题型作为复习的重点来加以突破。
为了提高课堂效率，听力材料与中考题型完全一致，补全对话和阅读理解都在课前让学生提前完成，课堂中集中分析几篇与中考相关较多的文章进行重点分析。
二、教学方法为提高复习质量，较多采用让学生主动学习的方法，学生成为学习的主体，教师只充当教学的组织者，帮助学生更好地学习。
为提高学习成绩，课堂上更多地指导学生如何准确地答好每道题，给他们作学法指导，有些题让学生来说出如何回答准确，由学生来说明理由。
由于学生主动学习，复习后半阶段，（2）班学生在综合运用语言能力方面进步很大。
三、教学步骤所授内容分为三块：听力、补全对话和阅读理解。
教学步骤因此也分为三个步骤，在每个步骤中，基本上采用相同的方法：先让学生阅读、答题，然后校对答案，接着分析重点题目，有些题目由学生来分析为什么。
详细的见教案。
Revisi onTeachi ng aims:1. Trainand develo p the Ss’ listen ing abilit y.2. Trainand develo p the Ss’ abilit y on how to comple te the shortdialog ues.3. Trainand develo p the Ss’ readin g compre hensi on.Teachi ng aids: some paper, a tape and a record er.Teachi ng Steps:1. Listen to the listen ing materi al---Unit 5 and then give the rightanswer s to the Ss.2. Checkthe answer s to the shortdialog ues. Choose some of them to explai n.3. Checkthe answer s to the readin g materi als. Choose some passag es to explai n4. Homewo rk.补全对话说课材料材料分析：“补全对话”是“情景交流”题型的最基本考查方式，主要是以一个完整的功能项目展开交流，“补全对话”是中考的必考题，以某一场景或几个场景展开交流为主，兼顾设置众多的交流内容的题型，对学生来说存在着一定的难度。
江苏省扬州市中考英语复习九上Unit7说课稿
江苏省扬州市中考英语复习九上Unit7说课稿一. 教材分析江苏省扬州市中考英语复习九上Unit7的教材内容包括三个部分：Part A，Part B和Part C。
Part A包含两个任务，Task 1是阅读理解，Task 2是词汇练习。
Part B是一个听力练习，而Part C是一个综合练习，包括语法、阅读和写作。
本单元的主题是围绕环境保护，通过学习让学生能够更好地了解环境问题，提高他们的环保意识。
二. 学情分析九年级的学生已经掌握了英语学习的基本知识和技能，具备一定的阅读和写作能力。
但是，他们在理解和运用英语的过程中，尤其在听力方面还存在一些困难。
此外，部分学生对环境问题有一定的了解，但在英语表达方面还需要提高。
三. 说教学目标1.知识目标：学生能够掌握本单元的词汇、语法和功能句型，了解环境保护的相关知识。
2.能力目标：学生能够提高阅读和写作能力，提高英语听力水平。
3.情感目标：学生能够增强环保意识，提高他们对环境保护的关注。
四. 说教学重难点1.教学重点：本单元的词汇、语法和功能句型。
2.教学难点：学生在实际语境中运用英语表达环境问题。
五. 说教学方法与手段1.教学方法：采用任务型教学法，让学生在完成任务的过程中学习英语，提高他们的实践能力。
2.教学手段：利用多媒体教学设备，如投影仪、电脑等，进行课件展示和听力练习。
六. 说教学过程1.课堂导入：教师通过展示一些环境问题的图片，引导学生谈论环境保护的重要性，激发学生的学习兴趣。
2.新课呈现：教师通过课件展示本单元的词汇、语法和功能句型，引导学生进行学习。
3.课堂练习：学生完成Part A的Task 1和Task 2，教师进行讲解和辅导。
4.听力练习：学生完成Part B的听力任务，教师进行讲解和辅导。
5.综合练习：学生完成Part C的练习，教师进行讲解和辅导。
6.课堂总结：教师对本节课的内容进行总结，强调环境保护的重要性。
7.课后作业：学生完成课后作业，巩固所学知识。
关于初中英语说课稿精选5篇
关于初中英语说课稿精选5篇初中英语说课稿精选【篇1】各位评委老师：下午好！今天我说课的内容是《牛津初中英语》8A Unit 2 School Life的Reading 第一课时。
对于这节课我将以教什么、怎么教、为什么这么教为思路，从教材分析、教法分析、学法分析和教学过程四个方面加以说明。
一、说教材本课以school lives为话题，以学习life in a British school and in an American school为载体，以find out the differences between a British school and an American school为任务。
为了使学生对这一话题更感兴趣，在教学过程中，我准备采用多媒体辅助教学这一教学模式设置情境，有效地将单词、句子和情景相结合，达到语言点的灵活运用和学生学以致用的目的。
教学目标：能听懂，会说，会读，会拼写单词mixed，subject，sew，tasty，hero，close，taste and article。
能根据关键词和上下语境猜测课文大意。
重难点：本课是Reading的第一课时，主要为了完成这样一个任务，即通过阅读理解文章主题，通过设计一些如true or false questions，answer questions，fill in the blanks，line the words等练习题检查学生对课文的理解程度。
由于新课程标准要求大力培养学生的阅读能力，所以通过阅读理解文章大意就成了本课的重点。
通过对文章的理解要求学生能用自己的语言描述出相关内容，这就是本课的难点。
二、说教法1.直观情境教学法：本课将利用多媒体创设情境，激发学生的好奇心和求知欲；设置语境，使学生体验语言的真实、自然，从而培养学生组织和表达语言的能力。
2.任务型教学法：根据任务型教学的原则设计语言实践活动，通过学生体验、参与、合作、交流、探究等方式学习和使用英语，从而完成教学任务。
人教版初三英语第一和第二单元复习课说课稿
人教版初三英语第一和第二单元复习课说课稿惠东县稔山中学陈滋娘各位老师：上午好！今天我说课的内容是人教版初三英语第一和第二单元复习课，这一节是复习课。
中考英语复习阶段非常重要，复习可以查漏补缺，能使知识达到系统、全面。
下面我将从以下几个方面阐述说课：一、复习目标：熟练掌握现在完成时态的用法。
二、课前准备：要求学生在课前复习这两个单元，背诵课文的部分段落、对话和单词，复习现在完成时态，及动词的变化形式。
（P255--257的动词不规则变化表）三、知识要点：（一）、现在完成时态的构成have/has+动词的过去分词（二）、与现在完成时态连用的常用副词，词组just,already,yet,ever,never,several,times,so far,in the last/past few years.already一般用于肯定句中，而yet一般用于疑问句或否定句中。
（三）、现在完成时态表示过去发生的动作对现在造成的影响或结果（四）、现在完成时态也可表示过去发生的动作一直持续到现在的动作或状态，可以和表示从去某一时刻延续到现在（包括“现在”在内）的一段时间的状语连用，常以for和since引导for和表示一段时间的词组连用。
since和表示过去某一时刻的词或词组连用。
Have/has been to 与have/has gone to的区别：Have/has been to意为“已经去过某地，且已回来”，have/has gone to意为“去了某地，但还未回来”。
（五）、现在完成时态中延续性动词与短暂性动词之间的转换.现在完成时态可以表示已经发生了的动作持续到现在（包括相应“现在”在内）的动作或状态，但动词必须是延续性动词，因此，如果句子需要现在用现在完成时态，有些短暂性动词要改成相应的延续性动词或词组，常见的有：leave—be away, die—be dead , buy—have,borrow—keep, open—be open, begin/start—be on,arrive/reach/get—be in, come/go—be in, get up –be upget ill/fall—be ill, join—be in the /be a member of四、复习的词组:1.on the shelf 在架子上2.at the monent 现在；此刻ed to 过去常常做某事4.put down 放下；写下5.pay for sth. 付款e up with 提供；提出7.think of 认为；想起8.get… back 找回；要回9.pick up 拾（拿）起10.(a)large number(s) of大量11.all overthe world 遍及整个世界12.no matter 无论怎样13.give up 放弃14.ever since 从那时起15.so far 迄今为止e true 实现17.slow down 减慢18.be proud of以……自豪19.speak highly 称赞20.not only …but also 不仅……而且21.the TV station 电视台22.be afraid of 害怕23.a piece of music 一首音乐24.cut down 砍下；割下25.make a contribution to 贡献给；捐赠26.all one’s life （某人的）一生27.do well in 在某方面擅长五、句型:1．Have you got…?Have you got a CD player? 你有一台激光唱机吗？2．…so+倒装She was worried and so was the librarian.她很担心，图书管理员也一样。
中考英语语法复习说课稿讲义第十四讲：宾语从句
中考英语语法复习说课稿讲义第十四讲：宾语从句一. 教材分析宾语从句是中考英语语法中的重要内容，本节课我们将学习宾语从句的定义、类型、连接词以及语序等知识点。
通过本节课的学习，学生能够掌握宾语从句的基本用法，并在实际语境中运用。
二. 学情分析根据对学生的了解，大部分学生在之前的学习中已经接触过宾语从句，但对宾语从句的连接词和语序等细节部分掌握不扎实。
因此，在教学过程中，需要重点讲解和练习这些知识点。
同时，学生对宾语从句在实际语境中的应用还需加强。
三. 说教学目标1.知识目标：学生能够理解宾语从句的定义和类型，掌握宾语从句的连接词和语序，了解宾语从句在实际语境中的应用。
2.能力目标：学生能够熟练运用宾语从句进行口语表达和写作。
3.情感目标：激发学生学习英语语法的兴趣，培养学生的自主学习能力和团队协作精神。
四. 说教学重难点1.教学重点：宾语从句的连接词和语序。
2.教学难点：宾语从句在实际语境中的应用。
五. 说教学方法与手段1.教学方法：采用情境教学法、任务型教学法和合作学习法。
2.教学手段：利用多媒体课件、图片、例句等辅助教学。
六. 说教学过程1.导入：通过一个简单的宾语从句例子，引导学生回顾已知的宾语从句知识，为新课的学习做好铺垫。
2.讲解：讲解宾语从句的定义、类型、连接词和语序。
通过举例说明，让学生清晰地了解宾语从句的构成和用法。
3.练习：设计不同类型的练习题，让学生巩固所学知识。
练习题包括选择题、填空题和改错题等。
4.应用：创设实际语境，让学生运用宾语从句进行口语表达和写作。
可以采用角色扮演、小组讨论等形式。
5.总结：对本节课的主要内容进行总结，强调宾语从句的连接词和语序等重要知识点。
6.作业：布置相关的课后练习，让学生进一步巩固所学知识。
七. 说板书设计板书设计要简洁明了，突出宾语从句的关键点。
可以设计如下板书：•定义：……•类型：……•连接词：……•语序：……八. 说教学评价通过课堂表现、练习题和课后作业等多方面对学生的学习情况进行评价。
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初三复习课说课稿陈晓萍一、教材分析在初三复习期间，如何选择好复习材料，如何在不同阶段高质量地上好每一节课，对中考成绩的好坏起着至关重要的作用。
作为中考前一星期的复习课，我选择了听力、补全对话和阅读理解这些对学生来说综合运用能力强的题型作为复习的重点来加以突破。
为了提高课堂效率，听力材料与中考题型完全一致，补全对话和阅读理解都在课前让学生提前完成，课堂中集中分析几篇与中考相关较多的文章进行重点分析。
二、教学方法为提高复习质量，较多采用让学生主动学习的方法，学生成为学习的主体，教师只充当教学的组织者，帮助学生更好地学习。
为提高学习成绩，课堂上更多地指导学生如何准确地答好每道题，给他们作学法指导，有些题让学生来说出如何回答准确，由学生来说明理由。
由于学生主动学习，复习后半阶段，（2）班学生在综合运用语言能力方面进步很大。
三、教学步骤所授内容分为三块：听力、补全对话和阅读理解。
教学步骤因此也分为三个步骤，在每个步骤中，基本上采用相同的方法：先让学生阅读、答题，然后校对答案，接着分析重点题目，有些题目由学生来分析为什么。
详细的见教案。
RevisionTeaching aims:1. Train and develop the Ss’ listening ability.2. Train and develop the Ss’ ability on how to complete the short dialogues.3. Train and develop the Ss’ reading comprehension.Teaching aids: some paper, a tape and a recorder.Teaching Steps:1. Listen to the listening material---Unit 5 and then give the right answers to the Ss.2. Check the answers to the short dialogues. Choose some of them to explain.3. Check the answers to the reading materials. Choose some passages to explain4. Homework.补全对话说课材料材料分析：“补全对话”是“情景交流”题型的最基本考查方式，主要是以一个完整的功能项目展开交流，“补全对话”是中考的必考题，以某一场景或几个场景展开交流为主，兼顾设置众多的交流内容的题型，对学生来说存在着一定的难度。
要做好这类题目，尤其重要的是熟悉初中教材中的30个交流项目的表达方式和习惯用语，并掌握一些补全对话的解题方法。
复习目标：1）培养学生的口头表达能力，对话的理解能力以及在具体情景下的判断能力、反应能力，考查学生实际运用英语的交际能力，从而具有综合分析能力。
2）复习及掌握下列情景中的对话：问路、季节、问候、天气、邀请、购物、祝贺、介绍、道歉、看病、打电话、约会等等。
3）着重练补全对话填词题型，加强练习和应用，达到掌握程度，理解它们的不同点，达到正确使用的效果。
特别是：问路、天气、购物、看病、打电话等。
4）要求学生在课后课前去复习课本中以及练习中出现的对话，并对这些对话进行归类。
教学重点：掌握几个常用的、比较重要的对话题型，如：问路、天气、购物、看病、打电话等。
掌握并熟知这些交际用语。
解题方法：1）对平时所学的英语要熟练掌握，审题时需明确对话情景，分析是有关哪些方面的会话。
2）通读一遍先进行试填（第一遍可先快读），然后根据上下文仔细判断分析，既要考虑某一处，又要考虑到整篇对话的连贯性、完整性与统一性，切不可顾此失彼，最后确定所填答案在逻辑上、意义上、语法上均无错误；填好了后在全文完整读一遍，作再次校对，做题时要考虑到整篇对话的连贯性、完整性与统一性。
3）了解中西方文化的传统与不同的风俗习惯，熟记习惯用语表达。
教学步骤：详见教案Teaching PlanTeaching aims and demands:To revise the most important items: (1) Asking the way(2)Talking about the weather(3) Doing the shopping(4) Making a telephone(5) Seeing the doctorAsk Ss to remember these useful expressions.Teaching aids: PowerpointTeaching steps:Step 1 Warming-up1.Greetings2.Revise some daily expressionsStep 2 Revision1.Ask the students to fill in the blanks by themselves.2.Then check the answers.3.Read the dialogue by themselves.4. To revise the most important items: (1) Asking the way(2)Talking about the weather(3) Doing the shopping(4) Making a telephone(5) Seeing the doctor5. Ask Ss to remember these useful expressions.Step 3 SummaryTell Ss how to finish this kind of exercise without any mistakesStep 4 HomeworkRecite important dialogues and finish the exercises.-------- By Tong Yao复合句—宾语从句【复习目标】▲掌握宾语从句的语序。
▲掌握引导宾语从句的各种连词。
▲掌握宾语从句中，主句与从句在时态上的相互呼应。
【课前准备】要求学生回顾宾语从句的概念及其用法，并用各种引导词各造一个句子。
【知识要点】1.宾语从句在句中作及物动词或介词的宾语，从句放在主句之后，前后不用逗号分开。
2.引导宾语从句的词有：连词that(在口语中that常可省略)，if, whether,如：He knows that Jim will work hard.连接代词who, whom, which等，如：Do you know who (whom) they are waiting for?连接副词when, where, how, why等，如：Could you tell me how we can get to the station?3.whether和if都有“是否”的意思，一般情况下两者可以换用，但在介词之后，不定式之前，与or not连用，在句首或在引导表语从句，同位语从句时，只能用whether,如：I want to know if/whether the news is true. He doesn't knowwhether to stay or not?4.宾语从句要用陈述句语序。
5.宾语从句一定要注意时态呼应，即：当主句谓语动词是过去式时，从句中谓语动词也要用过去范畴的时态，但若从句陈述的是真理或客观规律，其谓语的时态仍用一般现在时，如：He asked who could answer the question.My father told me that the earth goes around the sun.6.一个宾语从句只能用一个连词。
7.当主句谓语动词是think, believe等动词时，宾语从句的否定意义要放到主句中。
另外，当主句主语为第一人称时，后面若接附加疑问句，那么附加疑问句的主语、谓语应与从句中的主谓语保持一致。
如：I don't think he looks like his father, does he?8.直接引语和间接引语也是宾语从句，直接引语是引述别人的原话，放在引号内，不用连词联接；间接引语是用自己的话转述别人的话，通常用连接词与主句联接。
(1)陈述句变为以that引导的宾语从句，如：He said,“I'm happy.”[FY()[FY]]He said that he was happy.(2)一般疑问句变为if(whether)引导的宾语从句，如：He asked me,“Does his father know Mr Green?”---He asked me if his father knew Mr Green.(3)特殊疑问句变为由who, what, where, how等疑问词(连接代词或连接副词)引导的宾语从句，如：He asked me,“Where is Mr Wang?”---He asked me where Mr Wang was.注意上述例句中连词、时态、语序等变化。
The Object Clause(Revision)Teaching aims:1) To revise the usage of the object clause.2) To master the order of the object clause.3) To master the tense between the main sentence and the clause. Teaching aids: CAITeaching stepsStep 1 RevisionFirst ask the SS to make a sentence by using the object clause.S1: Han Mei asks when she should come.S2: The teacher says the earth is round.S3: Jims told me which was the way to the park.S4:…Step 2 PresentationWhat is the object clause?The object clause is linked by “that who, whom, whose, which，what, where, how, why, when, whether, if”I hear that he will come back in a minute.The teacher asked who could answer the question.He asked whose handwriting was the best in the class.Tom asks what is wrong with him.He told us why he was late.Step 3 PresentationAsk the Ss to pay attention to the following:1、当主句的谓语动词是一般现在时或一般将来时，宾语从句的谓语动词可以用所需要的任何一种时态。