(B4U3)Grammar教学设计 - 副本
人教版必修4英语Unit3_Grammar_教学设计
Unit3 Grammar 名师教学设计设计意图This is the last teaching period of this unit, aiming to help students learn something about the usage of the -ing form. The emphasis of this period is mainly placed on the understanding and usage of the -ing form. To achieve the above aims, the teacher should ask students to find and read some sentences from the text in which the -ing form is used, then ask them to discover the function of the -ing form, and summarize the rules. Teachers should give a clear explanation about how to use the the -ing form. In addition, teachers should get the students to apply them to the exercises individually and then check the answers.教学重点1. Enable students to understand the function of the -ing form.2. Enable students to apply the usage of the -ing form.教学难点Enable the students to apply the usage of the -ing form in a real situation.教学目标1. Help students to understand the usage of the -ing form as the predicative, attribute and object complement.2. Enable students to grasp the skills of using the -ing form as the predicative, attribute and object complement correctly.呈现新知Lead-inT: Hello, everybody! Today we are going to learn something more about the -ing form. First, read the sentences and expressions from the text. Pay attention to the -ing form in them.(The teacher shows the sentences on the PPT.)T: From these sentences and expressions, what can you learn about the -ing form?S: In the three expressions, the -ing form is used as the attribute. In the fourth sentence, the -ing form is used as the predicative. Besides, the first three sentences, the -ing form is used as the object complement.(The teacher writes down the function of the -ing form on the blackboard.)感受新知I. Read the sentences in which the -ing form is used as the attribute. Find the differences in the usage of the -ing form.1. The boy standing in the classroom is our monitor.=The boy who is standing in the classroom is our monitor.(动词-ing形式作定语，可表示所修饰的名词的动作或状态，可转化成一个定语从句)2. There is a swimming pool in our school.= There is a pool for swimming in our school.(动词-ing形式作定语，可表示名词的属性、作用或用途，可改为for短语) II. Read the sentences in which the -ing form is used as the predicative. Find the differences in the usage of the -ing form.1. The film we saw last night is quite moving.(-ing形式作表语，可表示主语的某种性质和特征，常看成是形容词)2. His hobby is collecting wine bottles.=Collecting wine bottles is his hobby.(-ing形式作表语，可用来说明主语的内容，表语和主语常可以互换位置) Ⅲ. Read the sentences in which the -ing form is used as the objectcomplement. Summarize the verbs which are followed by the object complement.1. I see a stranger sliding into the manager’s office.2. I heard her singing an English song when I passed by her room yesterday.(表示感觉和心理状态的动词see，hear，feel，watch 等后接宾语补足语，表示动作正在进行)3. We shouldn’t keep our lights burning in the day.(使役动词keep, have, make, get等)IV. Give the students several minutes to read more sentences, and find out the different functions of the -ing form.1. Students are not allowed to speak aloud in the reading room.2. The report is very encouraging.3. Listen! Do you hear someone calling for help?4. The girl swimming in the river is good at dancing.5. Our greatest happiness is serving the people.V. Conclusion.Suggested answers：Ⅵ.Consolidation.用括号内所给动词的适当形式填空1. The villagers saw the fire _____ (burn) brightly in the distance.2. The woman _____ (look) at her map is a relative of my mother.3. Doing nothing is _____ (do) ill.4. His refusal to come to our party was the most _____ (disappoint).5. He gave us an _____ (inspire) speech. We were all _____ (inspire)Suggested answers: 1. burning 2. looking 3. doing 4. disappointing 5. inspiring; inspired归纳拓展I. Read the sentences. Pay attention to the function of the -ing form.(1) He is a promising young man.(2) The woman standing over there is our English teacher.(3) The houses being built are for the teachers.(4) My job is teaching English.(5) They heard him singing in the next room.(6) He was heard singing in the next room.Conclusion：1. Sentences (1) (2) (3)中，动词-ing形式作_____。
高中英语外研版必修4 Module3 《Grammar》省级名师优质课教案比赛获奖教案示范课教案公开课教案
高中英语外研版必修4Module3 Body Language and Non-Verbal Communication《Grammar》省级名师优质课教案比赛获奖教案示范课
教案公开课教案
【省级名师教案】
1教学目标
复习原因状语从句学习条件和让步状语从句
2学情分析
学生在初中学习该语法掌握的程度参差不齐,要从基础复习,教学进度得放慢
3重点难点
重点掌握条件和让步状语从句的连系词和句型
难点是如何用本知识来独立做高考题,能熟练掌握学习该知识的方法和解题技巧
4教学过程
4.1第三学时
教学活动
1【导入】grammer
阅读并翻译下面两个句子,说出相同点
1.If you say the word “communication”, most people think of words and sentences.
2.We use “learnt” body language when we are introduced to strangers.
2【讲授】grammer
step1.Go over part
3. 根据汉语释义补全短语。
(1)shake hands ____ 和某人握手
(2)say goodbye __ 向某人道别
(3)lift ___ 举起
(4)be rude __ 对……粗鲁
(5)switch ___ 打开(灯、无线电等)。
Book 4 Unit 3 语法 教案
Unit 3 GrammarSchool :WTeacher:Size : middle—sizedType of lesson: readingSenior sectionTime : 40minutesMaterial : bookAids : multimediaStepⅠ GoalLearn about infinitivesStepⅡ FocusFind out about the features of infinitivesStepⅢ Difficulties1)Find the rule of infinitives2)Learn to express with infinitives.StepⅣ Process1. Lead-in:Question : What，s your dream after graduating?Answer :My dream is to……2. Study the ruleInfinitive(1)Studying the ruleRead the following conversation , paying special attention to the underlined parts. Julia: Hi , Kate. I heard that you became an English teacher after graduation. How，s your new job?Kate: Well, it took me a couple of weeks to get used to my new role. Y ou know , froma student to a teacher. I was asked to remember all the 60 students，names. Julia: Yes. It，s not an easy job to be a teacher.Kate: Especially a primary school teacher! Some of the kids wanted to talk with you. They wanted you to answer every question they asked. Some kidspretended to be sleeping in class.Julia: Sounds terrible! I hope not to meet kids like that.Kate: Fortunately, the other teachers in my office gave me many suggestions. One teacher helped me solve the first problem. He made every kid speak twominutes in class. Another one told me that I could have some kids stay after school to have a friendly conversation. Let me tell you the truth, now I am happy to have been staying with my workmates and my kids!3 Find the rule1)What are infinitives? Tick and fill in the blanks to find out about the features ofinfinitives.Features of InfinitivesBasic form ＋Change of person □Yes□NoExample sentence from the conversation:Change of singular or plural form □Yes□NoExample sentence from the conversation:Change of voice □Yes□NoExample sentence from the conversation:Change of tense □Yes□NoExample sentence from the conversation:2) Find the difference between the blue and the purple parts in the conversation ofStudying the rule.BARE INFINITIVE:When verbs like , , ,and are followed by an infinitive, we don，t have “to” preceding them.4 Apply the rule1. Rewrite the following sentences after the exampleExample: They are happy if they help you. →They are happy to help you.1)He did not expect that he would find a job so soon.2)The last person that arrived was our monitor.3)He hopes that he will not fail the exam again.4)I was sorry that I heard your father was dead.5)Don，t forget you have promised that you will come back soon.6)It is not an easy thing if we want to master a foreign language.7)I made a plan that I would pay a visit to China one day.8)It，s helpful if the students repeat the sentences out loud.9)The boss made the workers work long hours every day .(passive voice)10)We saw the thief enter the room.(passive voice)2. Look at the following pictures of the Wonderful Wizard of Oz（《绿野仙踪》）. Complete the story with the proper forms of the verbs given on the next page.visit play help get killsend tell see GoA lovely girl named Dorlthy and her dog Otto when a strong wind blew their house to a place far away from home. Dorothy met a kind witch here and told her that she wanted back home. The kind witch asked herthe Wizard of Ozin the castle, who had the magic power Dorothy back.On the way to castle Dorothy met a scarecrow who wanted a brain, a Tinman who wanted a heart, and a lion who tried courage in itself. They became good friends. In fact, the Wizard of Oz didn，t have any magic power at all. But he decided the truth. He promised Dorothy and her friends if they could kill the bad witch.When the bad witch knew about Dorothy, she was very angry. A pack of wolves and three monkeys Dorothy and her friends. After many fights,Dorothy defeated the bad witch and went back home with a pair of magic shoes. Her aunt was very surprised her again.。
U3 Grammar电子教案
Unit 3Grammar
教学目标
1.学习人称代词主格的用法。
2.学习人称代词宾格的用法。
3.用正确的人称代词进行表达。
教学重点
人称代词：主格，宾格
教学难点
介词+宾格，动词+宾格
教学方法
启发式教学，任务型教学，讲练结合
教具课件
多媒体
课时分配1Fra bibliotek教学过程详见课件
随堂反思
板
书
设
计
Unit 3Grammar
单数
复数
主格
I
you
he
she
it
we
you
they
宾格
me
you
him
her
it
us
you
them
作业
布置
1．导学稿
2．大课堂
教
后
反
思
单纯的学习主格或者是宾格并不难，但把主格和宾格放在一起，很多学生就会混淆了它们的用法。语法还是要靠多做习题来进行巩固。尤其是关于动宾和介宾的题目。
外研《Grammar》课教案
外研《Grammar》优质课教案一、教学目标1. 知识目标：（1）学生能够理解并掌握本课所学的语法知识点。
（2）学生能够运用所学的语法知识进行口头和书面表达。
2. 能力目标：（1）学生能够提高英语听说读写能力。
（2）学生能够运用所学的语法知识解决问题。
3. 情感目标：（1）激发学生学习英语的兴趣。
（2）培养学生的团队合作精神。
二、教学重难点1. 教学重点：本课所学的语法知识点。
2. 教学难点：语法知识点的运用。
三、教学方法1. 情境教学法：通过设定情境，让学生在实际语境中学习和运用语法知识。
2. 任务型教学法：通过完成任务，让学生在实践中运用语法知识。
3. 合作学习法：学生分组合作，共同完成任务，培养团队合作精神。
四、教学准备1. 教材：《外研Grammar》教材。
2. 多媒体设备：电脑、投影仪、音响等。
3. 教学辅助材料：课件、图片、卡片等。
五、教学过程1. 导入：通过歌曲、游戏等方式导入本课主题，激发学生兴趣。
2. 呈现：利用课件、图片等展示本课所学的语法知识点，引导学生观察和发现。
3. 讲解：对语法知识点进行详细讲解，并通过例句让学生理解其用法。
4. 练习：设计不同类型的练习题，让学生进行口头和书面练习。
5. 任务：布置实际任务，让学生在实践中运用所学语法知识。
6. 反馈：对学生的练习和任务完成情况进行点评，及时纠正错误。
7. 总结：对本课所学语法知识点进行总结，提醒学生重点注意。
8. 作业：布置作业，巩固所学知识。
六、教学评价1. 课堂表现评价：观察学生在课堂上的参与程度、听说读写能力的运用以及团队合作精神。
2. 练习完成情况评价：评估学生在口头和书面练习中的表现，及时给予反馈和指导。
3. 任务完成情况评价：评价学生在实际任务中的语法知识运用能力和解决问题的能力。
七、教学拓展1. 开展英语角活动：让学生在真实的交流环境中运用所学语法知识，提高口语表达能力。
2. 组织英语写作比赛：鼓励学生运用所学语法知识进行写作，培养书面表达能力。
7.17B4U3 Grammar定稿
在接下来的几年中，她学习更努力了。
Make less noise. There’s a sleeping child.
少弄出点噪音，有个孩子在睡觉。
【注意】在下列情况下不能用动词-ing形式作定语，必须用定语从句。
The man who is running in the picture is Liu Xiang.=
The techer who teaches us Math is our headteacher.=
They heard him singing in the next room.（被动语态）=
昨天来的教授将给我们做讲座。
（1）动词-ing形式的完成式一般只用来作状语，不作定语。例如：
The temple having been destroyed by the earthquake will be rebuilt soon.( F )被地震毁坏的庙宇很快就要重建了。
三、动词-ing形式作宾语补足语
A. working B. work C. the working D. to working
3.Mark often attempts to escape _________whenever he breaks traffic regulations.
A. having been fined B. to be fined C. to have been fined D. being fined
3.卓别林(Chaplin)的梦想是被观众所喜爱。
B.饮用水发展中国家
手杖等候室
有趣的音乐一只飞翔的鹰
(B4U5)Grammar教学设计 - 副本 - 副本 (2)
必修四第五章（单元）第六节课标要求教学设计编写人张颖教学过程设计板书设计教学反思Teaching planPeriod 6 Grammar and Useful Structures Teaching method: Examples and ExplanationTeaching tools: Exercise paperTeaching Goals:①Let ss be familiar with common prefixes and suffixes②Teach ss a good way to do word spellingImportant points: the meanings of different prefixes or suffixesDifficult points: how to fill in word spelling with correct formsTeaching process:Step1: Leading-inToday we will review a way of word-formation we have learned before ----Derivation Firstly, I want to ask a question :What is derivation（派生）? Look at the blackboarddis ableunen able In新的词意和词性。
Eg. in depend ent inter nation alStep2:Warming-upLet’s do some exercises to check up your understanding about itEX1. Complete the following sentences by adding a prefix to the words.4.Rose said that it was ___fair if Dad gave me a dictionary but gave her only a diary.5.The mother ___dressed the baby, then put him in a basin of warm water.6.Though he didn’t win any medals in the last sports meet, he was not ___couraged.7.It’s ___possible for anyone to finish the work within such a short time.8.Please don’t ____understand what I have said.9.This cloth would be ___visible to anyone who was ___fit for the office he heldFrom the exercises, we can see many prefixes. Then let’s do next exercises.EX2. Add a negative prefix to each group to create words with opposite meaning.____-appear ability agree honest____-usual expected experienced willing happy lucky fortunately____-convenient correct capable visible____-possible polite mature____-stop smokers____-understand take fortune leadStep3: Expanding & ConclusionPrefixes change the meaning of the words.Do you know the meaning of the following prefixes? Can you list more words with these prefixes? Come on !EX3.re—retellen--encouragepost--postwarpre—pre-readingunder--undergroundover--overworksub--subwaySino—Sino-AmericanStep4: SuffixNow ,let’s review some suffixes.Suffixes change the speeches of the words.EX4.加后缀时的拼写规则：①以不发音e结尾的去掉e再加后缀→②以辅音字母+У结尾的变У为i再加后缀 satisfy→satisfied③以重读辅元辅音节双写最后一个字母再加后缀 sun→sunnyadj.--able (加在名词、动词后)“可----的”“能-----的”knowable valuable unforget___ --ful (加在名词后)①“充满时的量”handful mouthful spoonful②“富有----的”“充满---的”careful hopeful←→--less careless hopeless (use\ power\meaning) --ive active creative attractive--al natural national environmental--ous dangerous adventurous famous--ish childish selfish--an American Indian--y“多-----的”cloudy windy icyn.⑴adj.→n.①+ness sadness illness darkness②-ent→-ence different→___________ patient→___________(absent\present\dependent\silent)-ant→-ance important→___________ distant→___________③+ity able→_________ active→__________similar→_________equal→___________⑵v.→n.①+ment movement agreement government entertainment⑶表示“人”--er worker\writer\dancer\player--or visitor\director\inspector\translator--ant servant\assistant--ist artist\pianist\journalist\cyclist--ian musician\historian\comedian\librarianadv.--ly (区别adj)--wards forwards\backwards\sunwards\northwards另外，--s\--es\--ing\--ed\--er\--estStep5：How to do Word Spelling of NMET.解题方法：1、阅读全句，正确理解句义及所缺词词义。
教学设计3：Grammar
4．“It” can act as a subject or an object，while the real subject or object can be put backwards in the form of an infinitive，-ingform or a clause.
Grammar
课程教学目标
目标
解读
1.识记、理解“it”的用法。
体语境中分析代词it的表达效果。
2.体会it在各种语境的运用。
课程导
学建议
重点
难点
1.能在具体语境中准确理解“it”的用法。
2.能在具体的语境中灵活应用代词it。
教学
建议
1.通过对课文中所含代词it的语句的欣赏和分析，揣摩it在不同语境中的含义。
【Lines】We are going to learn more about the usage of it in this period.
1.翻转课堂，学生提出上节课固学案中遇到的问题。
2.纠正固学案中的错误。
3.学生预习单词并完成“基础学习交流”部分的内容，了解it在句子中所作的成分并识记其用法。
It is a very expensive habit and so it will waste your money.
EXAMPLES：
It is a bad habit for both males and females.
It is something you shouldn't start because you will be addicted to it.
人教课标版高中英语必修四 Unit3 Grammar 教案-新版
Unit3 Grammar 教学设计设计意图This is the last teaching period of this unit, aiming to help students learn something about the usage of the -ing form. The emphasis of this period is mainly placed on the understanding and usage of the -ing form. To achieve the above aims, the teacher should ask students to find and read some sentences from the text in which the -ing form is used, then ask them to discover the function of the -ing form, and summarize the rules. Teachers should give a clear explanation about how to use the the -ing form. In addition, teachers should get the students to apply them to the exercises individually and then check the answers.教学重点1. Enable students to understand the function of the -ing form.2. Enable students to apply the usage of the -ing form.教学难点Enable the students to apply the usage of the -ing form in a real situation.教学目标1. Help students to understand the usage of the -ing form as the predicative, attribute and object complement.2. Enable students to grasp the skills of using the -ing form as the predicative, attribute and object complement correctly.呈现新知Lead-inT: Hello, everybody! Today we are going to learn something more about the -ing form. First, read the sentences and expressions from the text. Pay attention to the -ing form in them.(The teacher shows the sentences on the PPT.)T: From these sentences and expressions, what can you learn about the -ing form?S: In the three expressions, the -ing form is used as the attribute. In the fourth sentence, the -ing form is used as the predicative. Besides, the first three sentences, the -ing form is used as the object complement.(The teacher writes down the function of the -ing form on the blackboard.)感受新知I. Read the sentences in which the -ing form is used as the attribute. Find the differences in the usage of the -ing form.1. The boy standing in the classroom is our monitor.=The boy who is standing in the classroom is our monitor.(动词-ing形式作定语，可表示所修饰的名词的动作或状态，可转化成一个定语从句)2. There is a swimming pool in our school.= There is a pool for swimming in our school.(动词-ing形式作定语，可表示名词的属性、作用或用途，可改为for短语) II. Read the sentences in which the -ing form is used as the predicative. Find the differences in the usage of the -ing form.1. The film we saw last night is quite moving.(-ing形式作表语，可表示主语的某种性质和特征，常看成是形容词)2. His hobby is collecting wine bottles.=Collecting wine bottles is his hobby.(-ing形式作表语，可用来说明主语的内容，表语和主语常可以互换位置) Ⅲ. Read the sentences in which the -ing form is used as the objectcomplement. Summarize the verbs which are followed by the object complement.1. I see a stranger sliding into the manager’s office.2. I heard her singing an English song when I passed by her room yesterday.(表示感觉和心理状态的动词see，hear，feel，watch 等后接宾语补足语，表示动作正在进行)3. We shouldn’t keep our lights burning in the day.(使役动词keep, have, make, get等)IV. Give the students several minutes to read more sentences, and find out the different functions of the -ing form.1. Students are not allowed to speak aloud in the reading room.2. The report is very encouraging.3. Listen! Do you hear someone calling for help?4. The girl swimming in the river is good at dancing.5. Our greatest happiness is serving the people.V. Conclusion.Suggested answers：Ⅵ.Consolidation.用括号内所给动词的适当形式填空1. The villagers saw the fire _____ (burn) brightly in the distance.2. The woman _____ (look) at her map is a relative of my mother.3. Doing nothing is _____ (do) ill.4. His refusal to come to our party was the most _____ (disappoint).5. He gave us an _____ (inspire) speech. We were all _____ (inspire)Suggested answers: 1. burning 2. looking 3. doing 4. disappointing 5. inspiring; inspired归纳拓展I. Read the sentences. Pay attention to the function of the -ing form.(1) He is a promising young man.(2) The woman standing over there is our English teacher.(3) The houses being built are for the teachers.(4) My job is teaching English.(5) They heard him singing in the next room.(6) He was heard singing in the next room.Conclusion：1. Sentences (1) (2) (3)中，动词-ing形式作_____。
Unit3_Grammar_精品教案新部编本
教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校Unit3 Grammar精品教案Period 4 Learning about LanguageTeaching objectives:1. To get Ss to know how to use new words and phrases.2. To help Ss to master some new words and expressions.3. To get Ss to have the knowledge of this grammar point: A noun clause is used as the object; a noun clause is used as the predicative.Teaching Procedures:Step 1.RevisionPurpose: To consolidate the words and phrases in the text.1. Ask Ss to look through the reading passage and finish Ex1 of Discovering useful words and expressions.2. Ask Ss to finish Ex2 of Discovering useful words and expressions. Then let them check the answers in pairs.3. Organize a game. Ask Ss to finish Ex3 to see who can get the most right answers in the least time.Step 2. Grammar1.Ask Ss to finish Ex1 and Ex2 of Discovering useful structures and try to findsome rules about how to use a noun clause as the object.2.Ask Ss to finish Ex3, Ex4 and Ex5 of Discovering useful structures and try to findsome rules about how to use a noun clause used as the predicative.3. Conclusion(1) 宾语从句：引导词为that; whether/ if; what; which; who; whom; whose; when; where; how; why and so on. The object clause can be placed after vt, prep, and some adj.注意事项：◆用陈述句的语序。
外研《Grammar》课教案
外研《Grammar》优质课教案一、教学目标1. 知识目标：（1）学生能够掌握本节课所学的语法知识点；（2）学生能够正确运用所学的语法知识进行口语表达和写作。
2. 能力目标：（1）学生能够在实际语境中运用所学的语法知识；（2）学生能够提高自己的英语听说读写能力。
3. 情感目标：（1）学生能够对英语学习保持浓厚的兴趣；（2）学生能够增强自信心，勇于开口说英语。
二、教学内容1. 语法知识点：（1）现在进行时态的构成和用法；（2）现在进行时态的肯定句、否定句和疑问句的结构。
2. 词汇：（1）与现在进行时态相关的词汇；（2）日常生活中的动词。
三、教学重点与难点1. 教学重点：（1）现在进行时态的构成和用法；（2）现在进行时态的肯定句、否定句和疑问句的结构。
2. 教学难点：（1）现在进行时态的否定句和疑问句的结构；（2）动词的搭配和运用。
四、教学方法1. 任务型教学法：通过小组合作、角色扮演等任务，激发学生的学习兴趣，提高学生的参与度。
2. 情境教学法：创设真实的生活情境，让学生在实际语境中运用所学的语法知识。
3. 交际法：注重师生互动，生生互动，提高学生的口语表达能力。
五、教学步骤1. 导入：（1）教师与学生用英语进行自由对话，激发学生的学习兴趣；（2）引导学生谈论日常生活中的动词，为学生引入现在进行时态的概念。
2. 呈现：（1）教师通过图片或实物展示现在进行时态的肯定句；（2）学生跟读并模仿，教师纠正发音。
3. 操练：（1）学生分组进行角色扮演，运用现在进行时态进行对话；（2）教师选取部分学生进行展示，并对学生的表现给予评价。
4. 练习：（1）学生完成现在进行时态的肯定句、否定句和疑问句的练习题；（2）教师及时批改并给予讲解。
5. 巩固：（1）学生分组进行任务，如编写一段对话或故事，运用所学的现在进行时态；（2）教师选取部分学生进行展示，并对学生的表现给予评价。
6. 总结与拓展：（1）教师对本节课所学的语法知识点进行总结；（2）学生分享自己学习英语的心得和感悟。
Unit3_Grammar_优教教学设计
Unit3 Grammar 优教教学设计设计意图This is the last period of this unit, aiming to help students get a basic knowledge of the grammar in this unit. The emphasis of this period is mainly placed on the understanding and usage of the grammar. Therefore, the teacher should create a relatively real context to present enough sentences for students to draw a conclusion about the rule of the Past Participle as the adverbial and attribute. In the meantime the teacher should offer more opportunities to students to practice. Exercises designed ought to be simple and easy to operate, which should be connected with their daily life to make exercises easy to understand.教学目标1. Students master the basic usages of the Past Participle as the adverbial and attribute.2. Students learn to use the Past Participle as the adverbial and attribute in the real situation through self-study and practice.3. Get students to be interested in English study and enjoy the beauty of English.教学重点Enable students to master the usages of the Past Participle as the adverbial and attribute.教学难点Guide students to use the Past Participle as the adverbial and attribute in real situations.教学过程Step 1: Lead-in（设计意图：通过课文句子导入新课，让学生体会过去分词的使用语境，同时带着问题进入课堂，激发学生兴趣。
Unit3_Grammar_名师教学设计
7. I knewitwas time to quit smoking.
通过此家庭作业的评价，检查学生对每句的翻译，引导学生去发现和感知it的用法。
学生是否通过预习，自我学会it的用法或发现自己在这方面的问题。
2．it用作代词，代替前文提到的事物或动物、指婴儿(尤指性别不明者)，未指明但谈话双方都明白的事情或情况。
Her baby’s coming next month. She hopesitwill be a girl.(指婴儿,尤指性别不明者)
We just bought a new book and I will readiton this weekend. (代替前文提到的事物)
Section 4语法课教学设计
步骤
过程
措施（教师活动与学生活动）
目的
持续性评价
DELC1
预备与激活先期知识
Step 1
Leading in（导入活动）(5mins )
Teachers let students discuss the sentences with it. (all the sentences are found in the reading material)
一系列的练习是为了让学生能进一步去练习和巩固it句型的用法，思考并总结其规律。
教
学
目
标
语言目标：
1.能够在说和写中使用it句型。
2.能够在读和听中明白含有it句型的意思。
语义目标：
能明白如何正确使用it。
语用目标：
在说和写中，正确使用it句型。
教学设计3：Grammar
虚拟语气一、教学设计（一）教学目标1．知识与技能：了解掌握虚拟语气在If条件句（和过去事实相反）中的构成和用法。
2．文化与策略：能理解含虚拟语气的If条件句（和过去事实相反）在文章和现实生活中的运用。
3．情感与态度：学会在生活中用虚拟语气表示对过去已发生事实表示遗憾或猜测。
（二）教学内容1．教材内容的地位、作用与意义：虚拟语气在高考中虽然涉及不多，但在阅读文章和现实生活中频频出现，如果不加以学习会造成理解错误和交流障碍。
所以掌握和运用虚拟语气的用法对学习者提高英语水平和能力是很有帮助的。
2．教材的编排特点、重点和难点：特点：利用学生身边的事件，把枯燥的语法趣味化，生活化，语境化。
重点：掌握虚拟语气在If条件句（和过去事实相反）的构成形式。
难点：在生活中运用虚拟语气表示对过去已发生事实表示遗憾或猜测。
（三）教学对象1．学生已有知识和经验：学生为高二的学生，经过book 6 Unit 1 Reading 的学习他们已经接触到了虚拟语气，并基本掌握了If条件句和现在事实相反的结构。
2．学生学习方法和技巧：采取以学习小组为单位，通过竞赛，编对话和故事接龙来完成学习。
3．学生个性发展和群体提高：以优带差，共同学习，提高参与性，创设轻松学习氛围。
（四）教学策略1．教学设计思路：通过拍摄校运会中的一些真实图片作为素材来引入，加入课文中含虚拟语气的诗歌作为语言呈现，引导学生归纳出虚拟语气在If条件句（和过去事实相反）的构成形式，然后进行练习（完成句子—改写句子—编写对话）最后通过讲故事的形式进行展示学习效果和总结。
2．教学方法：语境教学法。
3．教学媒体的选择与运用：电脑、投影和黑板4．教学流程:Step1. Lead inLeading in by reviewing the first conditional.Step 2. Present the target language.Present the target language by showing two pictures and the poem “Our First Football Match” to help Students understand the second conditional, and then generalize the form of the sentence.Step3. PracticeStudents are given 3 tasks to complete in order to practice the second conditional.Task 1: complete sentences (competition)1. If he____ ____ _____ (jump far), he ___ ___ ____ (get) the first prize.2.If she ___ ___ ___ ( throw far) , she____ ____ ____（get ) a medal.3.If he _____ _____ ( be) faster, he ____ _____ _______( catch ) the school bus4. If they____ _____ (cooperate) better, they _______ ______ _______ (win) the first prize.5.If she ___ ___ (run) so fast, she ____ ___ ___ ( get ) the gold medal6.If he _____ ________ _________ ( encourage) by the teacher, he____ ______ ______ ____ ___(be able to ) get full marks.Task 2: change sentences（written practice）Change the following sentences into wishes.1. I didn’t know that George had to get up early, so I didn’t wake him up.____________________________________________________________________ 2. Mary was injured badly in the accident, because she didn’t fasten her seat belt____________________________________________________________________ 3. I was able to buy the car only because Jim lent me the money.____________________________________________________________________ 4. He achieved great success with your help.＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿5. Mike was published by the teacher, so he was very sad.＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿6. Tom didn’t get back on time, so he was scolded by his mother.＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿Task 3 :make dialogues ( Pair Work)Make dialogues with your partner.Dialogue AS1: Did you pass the math exam?S2: Yes\NoS1: Congratulations!\What a shame! If______________, you___________. Dialogue BS1: Did you take part in the school sports meeting last month?S2: No./Yes.S1: Oh, what a pity\Good. If _______ ,you______________.Dialogue CS1:Did our team win in the basketball match ?S2: No.\Yes.S1: What a shame! \Great! If______________, you___________________________.Dialogue DS1: Did you go to the opening ceremony of the 15th Humen International fashion Fair on November 19th?S2: No.＼Yes.S1: What a pity! \Wonderful. If ________,you ___________________________..Step 4 :ProductTell stories by using the second conditionals ( Group work)Y ou can begin the story like this :A: Last night Tom played computer games till 12 o’clock, so he didn’t get up until 8 a.m. this morning. If he hadn’t…..B：One day, while Peter was walking on the street, he met a young guy. If he …S tep 5: SummarySummarize the form of the second conditional.虚拟语气在If条件句中的用法：5．板书设计subjunctive moodfirst conditional (present): If + sb. +did sth, sb. + would do sth.second Conditional (past): If + sb. + had done, sb + would have done。
2019-2020年七年级英语《Unit3 Grammar》教案.doc
一、教学目标：Look at this picture. It is our school. You study here. And I teach English here. We always begin classes at 8 a.m. Look at this man. He is Mr…. He is our principal. Look at this woman. She is Miss…. She is your history teacher. They are very kind. They are good teachers.（1）It is our school. (2) You study here.(3) I teach English here. (4) We always begin classes at 8 a.m.(5) He is our principal. (6) She is your history teacher.（7）They are very kind. (8) They are good teachers.We can use personal pronouns to replace nouns for people or things, so we do not need to repeat the nouns. 将personal pronouns写在黑板上并告诉学生：. We use the subject form when the noun is the subject. 将subject form写在黑板上并解释。
Step 3. Practice1．Use the things in the classrooms to practice personal pronoun---- the subject form2 Millie and her mother are in the classroom now. Please complete theirconversation with the correct personal pronouns.3. Check the answers and practice it in pairs.B Personal pronouns (object form)Step 4 Presentation1 Useful sentences（1）It is our school. Do you like it?(2) You study here. Teachers can help you with your study.(3)I teach English here. You can ask me some questions .(4) We always begin classes at 8 a.m. So let us go to school early.(5) He is our principal. You can call him Mr…(6) She is your history teacher. Please say hello to her（7）They are very kind. All the students like them.2. We can use personal pronouns to replace nouns for people/things. We use the object form when the noun is the object of a verb or preposition .Step 5. Practiceplete the sentences（1）Can you show________(我) your new volleyball , please?( me)(2) Swimming is good . It can make ________(你) strong. (you)(3) I have a lot of friends .I often play football with ________(他们) after school.(them)(4) Millie likes reading very much. I often meet _______(她) in the library.(her)(5) This computer game is interesting . Many boys enjoy______(它) very much.(it)(6) Mr. Chen is a good teacher. He teaches _______(我们) Science. (us)(7) My grandfather like music . So I often sing songs for _______(他) .（him）2. Help students finish part B: Daniel is talking to his grandfather on the phone. Read the conversation and tell me what they are talking about. They are talking about Daniel’s new school.3. Check the answers with students. Everybody, please complete their conversation with the correct personal pronouns.4 . Read and act.5 .Show Do you like your school, your teachers and your classmates? Please work in groups of four and prepare your own phone conversation. Pay attention to use the correct personal pronouns.Step 6. Doing exercisesFinish some exercises on the paper.Homework:1.Review the personal pronouns.2.Finish exercises.3.Preview Integrated skills.。
Unit3 Grammar精品教案
Unit3 Grammar精品教案一、教学目标1. 认识并理解与机器人有关的词汇。
2. 进一步谈论机器人能做的事情，谈论机器人各部件的功能。
二、教学内容1. 掌握词汇：pill, unsure, forgetful stair。
词组：talk on the phone, be busy with, all kinds of housework, come back from work, go on a business trip, a serious heart problem, poor memory, remind sb. of sth., feel lonely, go up and down the stairs, lock the door, take a walk, in order to do, enough...to do, so...that。
句型：(1)He saw that the robot was making breakfast.=He saw the robot making breakfast.(2)He thinks that it is too much trouble to own a robot.=He thinks it too much trouble to own a robot.(3)Mr. Jiang did not know what he should do with the robot.=Mr. Jiang did not know what to do with the robot.(4)The robot is smart enough to do a lot of things for Mr. Jiang.=The robot is so smart that it can do a lot of things for Mr. Jiang.三、重点难点1. 正确熟练地运用宾语从句。
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必修四第三章（单元）第六节
课标要求
教学设计编写人张颖
教学过程设计
板书设计
教学反思
Teaching plan
Period 6 Grammar and Useful Structures
Learning Aims
To help students learn about The –ing form as the predicate, attributive, and object complement.
To help students discover and learn to use some useful words and expressions.
To help students discover and learn to use some useful structures.
Teaching Procedures
Step 1. Warming up
Warming up reading aloud the text A PIONEER FOR ALL PEOPLE
Language is learned in context. So let’s first review the text learned yesterday by re ading it aloud. Try to force out your English slowly and clearly.
Step 2. Discovering useful words and expressions
In pairs do the exercises 1, 2 and 3 . You must finish them in 5 minutes.
Step 3. Learning about grammar
1. Read and identify
Read the text about Yuan Longping again, paying attention to the sentences which use the –ing form as the subject and object.
In the sentence “Wishing for things, however, cost nothing. “the –ing is used as subject.
It can be also used as object of the sentence. For example: Yuan Longping likes playing his violin.
2. Consolidating by do exercises
To consolidate your understanding you will be given 10 minutes to go over exercises 1,2,3,4 and 5 on pages 12 and 13. You may just write on your text book. I mean the student’s book you are working by.
Step 4. Ready used materials for The v–ing form as the predicate, attributive, and object complement.
其否定式在肯定形式前加not
动词-ing形式可作成分
动词-ing 形式具有名词、代词、形容词、副词等特征
可在句中作主语、表语、宾语、宾补、主补、定语、状语。
1、作定语
分词的完成式不可作定语，主要有v-ing, being+过去分词
This is an amusing story.
The boy standing at the door is my cousin.
3、作表语
The news was inspiring.
This book is more interesting than that one.
4、作宾补
接复合宾语的动词归类：
7）感官动词：see, watch, observe, look at, hear, listen to, notice, feel
8）使役动词：have, let, make, get
9）其他动词：catch, keep, want, find, set, leave
当宾语与补足语存在逻辑上的主动关系时用现在分词；当宾语与补足主语之间存在被动关系现在分词一般被动式being done
Eg: I heard her singing an English song when I passed by her room yesterday.
I heard an English song being sung by a little girl when I passed by her room yesterday.
动词不定式作宾补
不定式表全过程或只是陈述某一事实。
Eg: I saw a thief steal a purse from a woman.
Exercise:
注：1）have 及get 用法
have sb/sth doing= get sb/sth doing 使/让某人/物继续/开始做
have sth done=get sth done 使/让某事由别人去做
have sb do sth=get sb to do sth 使/让/叫某人做某事
Eg: I’ll have/ get my bike repaired tomorrow.
Tom had his leg broken while playing football.
The captain got the soldiers moving toward the front after a short rest.
Mother had me go/ got me to go to the shop and buy some salt.
2)leave 用法
leave+sb/sth.doing sth 一直做某事
leave +sth undone 被动和完成
leave+sb to do sth 表将来
leave +sth to be done 动作
Eg: It’s wrong of you to leave the machine running.
He left me to do all the rest work.
Exercise 2 : 1.At the moment I saw him___crossing___(cross)the road.
2. Mr. Brown was much disappointed to see the washing machine he had
had__repaired_(repair) went wrong again.
3. I wonder if this is the computer you want to have___repaired___(repair).
4.His remark left me__D____about his real purpose.
A wondered
B wonder
C to wonder
D wondering
5. He went away without saying anything, leaving us ___standing_(stand) outside.。