Unit2 Grammar学案
人教版高中英语必修2 Unit2 Grammar 优秀学案
Unit2 Grammar 学案Unit 2The Olympic Games学习目标1. 了解一般将来时的被动语态在具体语境中的运用。
2. 掌握一般将来时的被动语态的结构和主要用法。
3. 使用一般将来时的被动语态需要注意的问题。
感受新知Ⅰ. More sentences from the textbook. Give the students several minutes to find out their subject(主语) and predicate(谓语).1. When and where will the next Olympic Games be held?2. Only athletes who have reached the agreed standard for their event will be admitted as competitors.3. All the stadiums will be built to the east of London.4. New medals will be designed of course. . .Ⅱ. Conclusion of the rules1. 基本概念一般将来时的被动语态表示的事情。
2. 一般将来时的被动语态的各种句式++be done. . .++be done?3. 注意:在时间、条件状语从句中, 常用的被动语态代替的被动语态。
如:When the dam is completed, the river will be controlled.大坝竣工后, 这条河的河水将得到控制。
Ⅲ. Consolidation1. Fill in the blanks with the right form of the given words.(1)We (not punish) if we break the rule.(2)The exam (not put off).(3)His new novel (publish) next week.(4)The sports meet (hold) on April 10th.(5)The problem (discuss)at tomorrow’s meeting.2. Translate the sentences into English.(1)这些旧建筑什么时候被拆除?(2)我不会因为自己的错误而受到父亲的惩罚。
译林版英语八年级上册Unit2Grammar教学案
8A Unit2 School life 导学案Grammar主备人执教者【教学目标】知识目标：a. 学习词汇：point, least, healthb. 词组：free time, the funniest girl, tell funny jokes, score the most points, planttreesc. 句型：①Daniel has more flowers than Amy.②Daniel has fewer CDS than Kitty.③Simon has less orange juice than Sandy.技能目标：能够运用more . . .than, fewer … than, less … than比较数量能够运用the most, the fewest, 和the least比较数量掌握副词比较级和最高级的构成情感目标：初步了解中，英，美三国学校文化的差异【教学重难点】重点：能够运用more . . .than, fewer … than, less … than难点：能够运用the most, the fewest, 和the least比较数量【教学过程】一、课前预习：（一）写出下列词的比较级和最高级：Many/much few little（二）more . . .than, fewer … than, less … than中哪些是修饰可数的，哪些是修饰不可数的？二、课堂探究：任务一：小组合作运用more . . .than, fewer … than, less … than/the fewest…the least…造句任务二：总结用法many/much ----- more ----- mostfew ---- fewer ------ fewest (修饰可数名词)little ---- less ---- least (修饰不可数名词)任务三：练习1.完成Part A using more …than , fewer …than , less…than , the most ,the fewest ,theleast,then read the sentences together.任务四：呈现副词比较级和最高级1.朗读例句2.副词比较级和最高级构成方法和形容词变法相同a.大多数单音节副词后加-er/-estb.双音节及以上的副词，在前面加more/mostc.不规则副词变化任务五：练习plete exercises on page24,then check he answers and read them together.【课堂巩固】（一）单项选择：( ) 1. Mr Brown is fat. The doctor told him to eat ________ food and take _______ exercise.A. more, moreB. more, lessC. less, moreD. less, less( ) 2. Can you do the work well with ________ time and ________ people?A. little, lessB. few, littleC. less, fewerD. fewer, less( ) 3. I see some orange in the glass. Please give me __________.A. a fewB. fewC. littleD. a little( ) 4. ________ children there are in a family, __________ their life will be.A. The less, the betterB. The fewer, the betterC. Fewer, richerD. More, poorer（（二）改错1. Mr. Smith eats the fewest beef .2 .Tom has least sheep of them .3. Mary has the more bread than her classmate.4. The students in China have little free time than those in the UK .5. Cindy has less friends in his new school than in his old school.（三）翻译下列句子1. Sandy喝的水比Simon少。
牛津译林版八年级英语上册Unit 2 Grammar 学案
课题8A Unit 2 School life Grammar学习目标知识目标学习形容词变成副词的规则以及副词的用法学习副词比较级及最高级的用法能力目标能够正确使用副词及它的比较级和最高级情感目标引导学生观察比较身边的事物学习重点掌握并运用比较结构学习难点掌握并运用比较结构课前自学一、复习形容词和副词的比较级与最高级写出下列单词的比较级和最高级1.big ______ ________2.far _______ _______3.early _____ _______4.hot ______ ________5.little _________ ______6.healthy ______ _______7.well _______ ______ 8.bad _______ _________ 9.much ______ ________10.interesting ______ ______ 11.popular _____ _____ 12.many _____ _____13.good ______ _______ 14.happy ______ ________ 15.quickly ____ ______二、预习语法A部分，完成书上习题三、写出下列单词的副词形式1. hard __________2. quick _________3. early ________4. late ________5. careful ________6. happy ________7. true ________8. polite _______课堂交流展示一、展示预习题一检查校对答案学生归纳与复习副词的比较级与最高级二、结合学生预习情况，呈现比较数量的方法参看课本内容，巩固再现重点学生活动，比较身边事物的多少，以达到熟练运用句型三、小组活动，展示预习作业二四、展示预习作业三并根据实际情况自由造句例如：I get up earlier than Millie every morning.We study harder than Tom.I play baseball best of all.课堂达标检测一、用所给词的适当形式完成句子1.We should try to do the work better with _______(little) money.2.The busier he is , the ______(happy) he feels.3.Who runs ________(fast), David, Tony and John?4.He drives ________(careful) than any other boy in his class.5.Of all the girls, she has _________(few) friends.6.Nancy joins ________(many) clubs than John.7.He jumps _________ (far) of all the students.8.We are making our country even ___________(beautiful).三、用方框中的词的适当形式填空，使短文完整，每词只用一次than, one, long, short, from, of, river, in, second, overChina is a large country. There are several long __1___ in China. The Changjiang River and the Yellow River are the _2____ rivers in China. The Changjiang River is longer ____3___ the Yellow River.It’s the longest river. The Y ellow River is _4___ than the Changjiang River. But it is the__5___ longest river in China. After 1949, there are five bridges ___6___ the Changjiang River. The new __7____in Nanjing is the longest in China. The Great Wall is the longest wall _8____ the world. People ___9__ the world come to visit it . It is one __10____ Chinese people’s hard work.。
8B Unit 2 GrammarA教案
8B Unit 2 TravelingGrammar鲁河中学陈寿红1.To recognize and use the past continuous tenseTeaching procedures:Step 1 Review the use of the present continuous tense. Give a few examples talking about what students are doing at the present moment. Remind students how we form the present continuous tense: verb ‘be’ + the ‘-ing’ form of the verb.Step 2 Give some examples using the past continuous tense. Explain the difference between the simple past tense and the past continuous tense. Tell students that the simple past tense is used for a completed action in the past. The past continuous tense is used to describe an ongoing situation in the past. Explain that we form the past continuous tense by putting ‘was’ or ‘were’ before the ‘-ing’ form of the ve rb.Step 3 Explain the context of Part A1. Kitty is asking Simon what was happening in the computer room yesterday. Ask students to complete it on their own. Tell less able students that they have to put the verbs in brackets into the past continuous tense. When students have finished the exercise, select two more able students to role-play the conversation. Write the correct forms of the verbs on the board.Step 4 Tell students that when we ask questions about what people were doing, we use the past cont inuous tense, e.g., ‘Were you watching TV?’.Step 5 Go through the tables on page 28, focusing on question forms. Ask a few questions to check understanding.Step 6 Explain the context of Part A2. Daniel is asking Millie about her holiday. Ask students to complete the exercise on their own. When students have finished, ask tow more able students to role-play the conversation. Write the correct forms of the verbs on the board..一用所给词的适当形式填空1 They _______________ (plan) a day out for Nancy at that time.2 ---What were you doing?—I ______________(drive) my sister to school.3 ---What ______Kitty ________(do) at 10 a.m. yesterday?---She ______________(dance) in that room.4Your cousin _________________(not play) football when I saw him.5Later I found my friend ___________(work) on the Internet.二改写句子1 Sandy was writing a letter to Millie.(改为一般疑问句,并作肯定回答)__________________________________________________________________________2 My mother was making a birthday cake at this time yesterday.(否定句)_______________________________________________________3 Amy is drawing a picture of Beijing Zoo. I saw Amy just now.(用when连成一句)________________________________________________________________4 Mary was cleaning her bedroom at 8 p.m. yesterday.(划线提问)_______________________________________________5 About 40 students were searching the Internet in the computer room at that time last Friday.(同上)_______________________________________________________________________________ 三完成对话A: What______ your mother ________ when you came back?B: She ______ _______ the meal in the kitchen.A: ________ your sister _______ the piano?B: No, she ______ _______ an apple.A: What about your father?B: He _______ _______ on the sofa, listening to the music.A: That means you _______ back home latest in your family yesterday.B: Yes. I always ________ back home latest.。
牛津译林版九年级下Unit2 Grammar导学案
She was shopping at 10 a.m. yesterday.
昨天上午十点时她正在购物。
3. Simon and his friends are talking about what they did after dinner last night. Complete their conversation with the correct tenses of the verbs in brackets.
3. Durative and non-durative verbs
现在进行时
1.表示现在或现阶段正在发生的动作。
2.表示事先安排好的即将发生的动作。
at the moment, today, now, right now, Listen! Look!
e.g. I often go to school at 7 a.m.
我经常七点上学。
He is watching TV.
2. telling how many times an action has happened till now
e.g. She has been to the USA twice.
时态
用法
注意
一般过去时
只强调过去的动作或状态，不与现在发生联系
时态状语是过去的，yesterday, in 1998等。
5.在太空中，阿姆斯特朗接到缩短航程的命令。
In space, Armstrongreceived the order to cut the flight short.
(时态：一般过去时)
6.因为他的出色表现，迄今他已经被授予了五个奖项。
Because ofhis excellent service,he has been presented five awardsso far.
_新教材高中英语Unit2SUCCESSSectionⅢGrammar__动词_ing形式学案
Grammar——动词ing形式语法图解探究发现①Learning without thinking leads to confusion; thinking without learning ends in danger.②Being exposed to sunlight for too much time will do harm to one's skin.③I'm sorry for having kept you waiting so long.④Seeing that she was going off to sleep, I asked if she'd like that little doll on her bed.⑤Some teachers might be angry for not having been informed in advance.[我的发现]1．动词ing形式由“do＋ing”构成。
2．动词ing形式的否定形式直接在前面加not。
3．动词ing形式有一般式、完成式、一般被动式和完成被动式四种。
一、概念形式所作句子成分意义(not) doing主语、宾语、表语；定语、状语、宾语补足语主动(not) having done 宾语；状语主动being done 主语、宾语；后置定语(表示正在被做) 被动having been done 宾语；状语被动[即时演练1] 用所给动词的适当形式填空①The young men rose and returned into the sitting room, while the old man, again apologizing (apologize), left by another door.②I heard my parents quarrelling (quarrel) in the bedroom last night.二、用法1．作状语(1)doing表示主动的动作，可以表示原因、条件、伴随等。
译林版英语八年级下册Unit 2 Grammar教案
e.g. Mr Dong has lived here for many years.
Mr Dong has lived her since he was born.
Some verbs, such as come, go, buy and leave, can be used in the present perfect sense, but they cannot be used with for or since in positive statements.
4. My parents __________ to Xi’an and they’ll stay there for a week.
5. Daniel won’t be with us at the party. He _________ to Shanghai.
A2. Daniel and Millie are chatting. Complete their conversation. Use the correct forms of the verbs in brackets.
Example
begin/start
have/has been on
The film has been on for 20 minutes.
finish/stop
have/has been over
The parade has been over for hours.
come/go/arrive
牛津译林版英语七下Unit 2《Neighbours》(Grammar)教学设计
牛津译林版英语七下Unit 2《Neighbours》（Grammar）教学设计一. 教材分析牛津译林版英语七下Unit 2《Neighbours》主要讨论了与邻居相关的日常交流情景。
通过本单元的学习，学生将掌握如何描述邻居的特点、交流邻居之间的互动以及表达自己对邻居的看法。
本单元的核心语法是现在进行时态，用于描述正在进行的动作或状态。
此外，学生还需熟悉和掌握一些与邻居相关的词汇和表达方式。
二. 学情分析七年级的学生已经具备了一定的英语基础，能够听、说、读、写一些简单的英语句子。
但他们在使用现在进行时态和描述邻居特点方面可能存在一定的困难。
因此，在教学过程中，需要关注学生的个体差异，有针对性地进行教学。
三. 教学目标1.知识目标：–掌握现在进行时态的用法；–学会描述邻居的特点和交流邻居之间的互动；–学会表达自己对邻居的看法。
2.能力目标：–能够熟练运用现在进行时态进行日常交流；–提高听力、口语、阅读和写作能力；–培养合作意识和团队精神。
3.情感目标：–增强对英语学习的兴趣；–学会尊重和理解他人，培养良好的邻里关系。
四. 教学重难点•现在进行时态的用法；•描述邻居特点和交流邻居之间的互动；•表达自己对邻居的看法。
•现在进行时态的运用；•准确描述邻居特点和交流邻居之间的互动。
五. 教学方法1.情境教学法：通过设定真实的邻里场景，让学生在实际语境中学习和运用英语；2.交际教学法：鼓励学生进行角色扮演，模拟邻里之间的交流，提高口语表达能力；3.任务型教学法：通过完成小组任务，培养学生合作意识和团队精神；4.反馈与激励：及时给予学生反馈，鼓励学生积极参与课堂活动。
六. 教学准备1.教材：牛津译林版英语七下Unit 2《Neighbours》；2.多媒体课件：图片、视频、音频等教学资源；3.学习任务单：用于引导学生进行小组讨论和任务完成；4.板书用品：黑板、粉笔等。
七. 教学过程1.导入（5分钟）利用图片或视频展示邻居之间的日常生活场景，引导学生谈论自己的邻居。
牛津译林版九年级英语上册Unit 2 Grammar 示范课教案
学习理解之感知与注意、获取与梳理、概括与整合
效果评价
通过学生的活动反馈，了解学生对目标语言的掌握情况。
环节设计意图：引导学生在语境中识别、理解并归纳that，if/ whether引导的宾语从句的相关用法。
环节三：巩固新知，完成练习，在此基础上进行迁移创新。(20 mins)
教师引导学生完成练习，巩固that，if/ whether引导的宾语从句的相关用法，并联系实际，进行想象和创造性活动。
教学活动
2. Students read the sentences and express their own opinions.
3.Students observe the sentences and work out the rules.
4.Studentscircle the object clauses introduced bythatand work out the rules.
四、教学重难点
【重点】
1.感知并总结that，if /whether引导的宾语从句的构成规则。
2.识别that，if /whether引导的宾语从句的意义。
【难点】
正确运用that，if/whether引导的宾语从句表达自己对颜色与情绪的关系的看法。
五、教学活动设计
环节一：自由谈论，激活已知。(5 mins)
三、教学目标
通过本课时的学习，学生能够：
1.感知并总结that，if/whether引导的宾语从句的构成规则。
2.识别that，if/whether引导的宾语从句的意义。
3.正确运用that，if/whether引导的宾语从句表达自己对颜色与情绪的关系的看法。
4.通过运用宾语从句陈述事实、表达观点和疑问，形成自己对事物或观点的判断与评价。
Unit2grammar教案-高中英语必修一
Unit 2 English around the WorldPeriod 4 Grammar1.Analysis of the Teaching MaterialThis is the fourth teaching period of this unit. To test whether the students have grasped the important and difficult language points they learned in the last period, the teacher should first offer them some revision exercises.This teaching period is a grammar lesson. The students are expected to make clear what a command is and what a request is, and how to turn their direct speech into indirect speech in this period.In this lesson. we will first offer a supposed situation and make the students learn about the differences between demands and requests. The situation makes students know that in English, giving commands is less polite than making a request. Not everyone should give commands.People who often give commands are bosses, teachers and parents. If giving commands, we use such structures as “Do...” and “Don't...”. If making a request, we can say "Please do..." “Will/Would you(please)...?”, “Can/Could you(please)...”...etc.Later on, we'll summarize the rules of turning Direct speech into Indirect speech and make students know:if we change commands, we may use the pattern: sb. told/ordered sb. else(not)to do sth.; if we change requests,-we can use sb. asked sb. e lse(not)to do sth.” Then ask them to do exercises and make dialogues according to supposed situations This can help the students connect grammar rules with proper language forms so as to make grammar rules less abstract.2.Analysis of the Learning SituationStudents are freshmen in the High School, and they lack of English language learning environment and basis on learning English independently. It is very likely for students to misunderstand the reading material because of those new words. Senior One students have been learning English for several years. They have mastered certain vocabulary and expression, and have certain skills in listening, speaking, reading and writing. However, they are not familiar with the background knowledge of English. In addition, they need more opportunities to practice their skills so that they can use English skillfully and freely.3.The Analysis of Teaching ObjectivesBy learning this lesson, Ss are able to:1.To grasp the expressions of direct speech and indirect speech.2.To enhance the students' understandin g of direct and indirect speech through the discussion of the topic of world English, and to prevent students from abusing vocabulary and violating grammar rules.3.Learn to paraphrase others' words correctly, and understand the meaning of sentences in reading articles, and truly feel what the author thinks.4.Teaching Important and Difficult PointsTeaching Important Points:1.How to express one’s command or request in the Indirect Speech.2.Master the features of commands-tell or order sb. to do sth. And the feature of request—ask sb. to do sth. Teaching Difficult Points:1.How to tell the difference between a command and a request.2.How to change the pronouns when turning the direct speech into the indirect speech.5.Teaching Methods1.discovery learning2.cooperative learning6.Teaching AidsA projector and other normal teaching tools7.Teaching Procedures&WaysStep I GreetingT: Good morning boys and girls.Step II Grammar (1)Task 1 Summarize the difference between commands and requests. Work in pairs.T: First, listen to me carefully. (Speak to three Ss)S1, open the window. S2, pass on the book to Lucy. S3, will you please close the door.Write the three sentences on the Bb.T: What is the difference among the sentences I spoke to them just now?S4: The first sentence is not polite, while the last sentence is very polite.T: Excellent! How did I show my polite?。
七年级英语译林版上册Unit2-Grammar名师教案
Unit2 Grammar名师教案I. Teaching aims and learning objectivesBy the end of the lesson, students should be able to:1. be clear about the usage of the simple present tense of the verb to do;2. use this tense to make up positive and negative sentences, ask and answer questions;3. talk about something about themselves and their classmates using this tense;4. finish the exercises on the textbook correctly.II. Teaching contents1. New words and phrases: drawing, weekend, at/on weekends, of course, shop2. New structures: I/You/We/They like sports.He/She/It likes sports.I/You/We/They do not/don’t like sports.He/She/It does not/doesn’t like sports.Do I/you/we/they like sports?Yes, you/I/we/they do.No, you/I/we/they don’t.Does he/she/it like sports?Yes, he/she/it does.No, he/she/it doesn’t.III. Focus of the lesson and predicted area of difficultySum up how to use the simple present tense of the verb to do to make up positive and negative sentences, ask and answer questions.Sum up the rules of the third person singular form.ⅣPreview（课前预习）活动一：爱观察：本单元我们主要学习行为动词的一般现在时态，教材中Reading部分已学过的关于行为动词的一般现在时态的句子有哪些？尝试在课本中画出来，观察它们有什么特点？试着找找规律吧！活动二：爱思考：仔细阅读教材Grammar部分，注意动词第三人称单数的变化规则，观看视频讲解，尝试总结，我学到了什么？试着画出思维导图，拍照上传，与大家分享吧！活动三：爱创作：用学到的语法结构，再结合着本单元已学到的知识，尝试用一般现在时态编一段对话或者故事，并将自己的成果上传分享！【备注：学生登录“优教·同步学习网”完成本课时预习任务，教师可通过备课端查看预习结果反馈，针对性进行课堂教学】Ⅴ. Teaching proceduresStep 1 Lead-inT: Today we’ll learn grammar of Unit 2—the simple present tense of the verb to do. Boys and girls, let’s play a guessing game first. There is a photo in my hand. Can you guess who is it? You can guess like this: Is it a man? Is he/she a teacher? Is he/she famous? You are so clever. This is Messi. Can you tell me anything about him? Pay attention to these sentences.He looks strong. He plays football very well.He wants to play in the next World Cup.Many students like him.T: All the sentences are written in the simple present tense of the verb “to do”.【设计意图】通过学生比较感兴趣的游戏导入新课，使其迅速进入本课话题，增加了课堂的趣味性，运动员梅西的资料介绍即复习了上节课的一些内容，同时又导出了今天所学的语法项目，一举两得。
Unit2SectionA(Grammarfocus-4c)导学案九年级英语全一册精品课堂(人教版)
Unit 2 I think mooncakes are delicious!Section A (Grammar Focus-4c) 同步学案【学习目标】1.重点词汇: tie2.重点短语:one... the other...; Mother's Day; Father's Day; have to3.重点句型:I believe that April is the hottest month in Thailand.What fun the Water Festival is!How delicious the food is in Hong Kong!4.语言知识目标是掌握宾语从句用法，由What/How引导的感叹句。
5.语言能力目标是能够询问他人关于节日的话题，能够描述某个节日并说明原因。
6.能够读懂以节日为话题的阅读材料，并能够在文章中找到有用细节的信息。
7.能够以书面形式描述喜欢的节日或者介绍某个节日的风俗。
【新课导入】Read sentences in grammar focus and pay attention to the conjunctions in sentences.【新知呈现】Tell the meaning of the conjunctions that, wonder, if.Read the sentences in this part and pay attention to the object clauses and exclamatory sentences.一、宾语从句在复合句中，由一个句子充当宾语,这个句子叫作宾语从句。
引导宾语从句的常见连接词有that, whether, if, what, who, where, why和how等。
that引导表示陈诉的宾语从句，whether和if引导表示“是否”的宾语从句。
1.that引导的宾语从句2.由if/whether引导的宾语从句if/whether用法及区别3.宾语从句的语序4.宾语从句的时态二.感叹句1.what引导的感叹句2.how 引导的感叹句课堂训练按要求完成句子1. Peter runs really fast. (改为感叹句)_________ _________Peter runs!2.Can you go shopping with me this afternoon? I wonder. (台并为一句)_________ _________ _________ _________ __________go shopping with me this afternoon.3. How many sheep are there in Australia? (改为宾语从句)She asked__________ __________ __________ __________ ___________in Australia.4.They have sold out the light green dresses. (改为被动句)The light green dresses__________ __________ ___________out.5.He got too angry to speak. (改为同义句)He got_________ angry __________ he_________ speak.6. Tom may be on the team, or Jack may. (改为简单句)________Tom_ _______ Jack may be on the team.7.She didn’t reach the top of the mountain. Her brother didn't reach it, it. (合并成简单句)________ ________ _________her brother reached the top of the mountain.8. Our English teacher often wears a suit and_______(领带).9.校长做的演讲多么精彩呀！_________ _________ the head teacher’s talk was!10. 1. The movie is very interesting. (改为感叹句)________ ________interesting movie it is!【答案】:按要求完成句子1.How;fast2. I; wonder; if/whether; you; can3. how; many; sheep; there; were4. have; been; sold5.so; that; couldn't6. Either; or7.Neither;she;nor 8.tie 9.How wonderful 10.What;an。
人教版八年级下英语Unit 2 Grammar Focus学案设计
Unit 2I'll help to clean up the city parks. Grammar Focus课前预习1．几个；数个2．强烈的；强壮的3．感觉；感触4．满足；满意(名词)5．高兴；愉快6．物主；主人7．参加……选拔；试用8．(尤指长途)旅行；行程9．募集；征集10．午夜；子夜11．独自；单独典例精讲典例1I get such a strong feeling of satisfaction when I see the animals get better and the look of joy on their owner's faces．当我看到动物们(病情)渐好，看到它们主人脸上的喜悦表情时，我产生出那么一种极强的满足感来。
(1)这句话中两个get的用法和意义各不相同。
第一个get用作及物动词，意为“产生；形成”，常与feeling(感觉；情感)，idea(想法；主意)等词搭配使用。
第二个get用作连系动词，意为“变得；变为”，后接形容词，表示天气、情绪、体质等方面的改变。
(2)辨析such与sosuch和so都用于表示程度，意为“如此，这样”。
区别如下：afterschool reading program．去年，她决定参加一个课外阅读项目的志愿者选拔。
try out意为“参加……选拔；试用”。
当意为“参加……选拔”时，常与介词for连用。
典例3I'm making some signs to put up around the school．我正在制作一些标语，用来张贴在学校周围。
put up意为“张贴”，是“动词＋副词”结构的短语，注意介词要放中间。
【拓展】up的常用短语还有：get up起床grow up长大cut up切碎cheer up(使)变得高兴；振奋起来clean up打扫清洁give up放弃call up打电话；征召pick up捡起come up with想出；提出典例4For example，we can make plans to visit sick children in the hospital or raise money for homeless people．例如，我们可以制订计划去看望生病住院的孩子们或者为无家可归的人筹钱。
牛津译林版七年级英语上册Unit-2 grammar语法课时教案
牛津译林版七年级英语上册7A Unit2 Let's play sports ----GrammarTeaching aims1.了解常用语言形式的基本结构和常用表意功能2.在实际运用中体会和领悟语言形式的表意功能。
Teaching objectivesKnowledge objectives:1. To grasp what the simple present tense is and when to use it.2. To learn to use the verb to do in the simple present tense.Ability objectives:To talk about sb./ sth. using the verb to do in the simple present tense. Teaching procedureSte pⅠ. RevisionSay：I am your English teacher. You are my students. We are in Class3, Grade 7.This is our classroom. It is big and new. There are thirty students in our class.Bella is our monitor(班长).Ms Han is our head teacher. We are happy.总结：我们常使用“to be”的一般现在时谈论事实和状态。
Ste pⅡ. PresentationSay：Kobe plays basketball very well. Many students like him. They often watch his games on TV. In my free time, I like watching TV too. But my friendMillie likes reading. She often does some reading after class.1. Do you know when to use the simple present tense?（1）They often watch his games on TV.She often does some reading after class.在学生讨论之后归纳：当谈论经常性、习惯性的动作时用一般现在时，一般现在时表示经常性或习惯性的动作。
高中英语真题-高中英语Unit2Grammar导学案新人教版必修2
高中英语真题:高中英语Unit2Grammar导学案新人教版必修2英语中的分词有两种：现在分词和过去分词，兼有动词、副词和形容词的特征。
在句子中可以作定语，表语，宾语补足语和状语。
考点一现在分词的基本形式1．现在分词的一般式一般式所表示的动作与谓语动词所表示的动作一般同时进行。
如：They came in talking and laughing．他们谈笑着进来了。
Seeing nobody there，he turned off the lights．看到没人在那，他就把灯关了。
2．现在分词的完成式完成式表示的动作发生在谓语动词的动作之前。
如：Having cleaned the desks，we began reading．擦完了桌子后，我们便开始看书。
Having been surrounded for a month，the enemy had to give in．被包围一个月后，敌人不得不投降了。
3．现在分词的被动语态现在分词的被动语态分为一般式和完成式两种。
一般式表示一个被动动作正在进行。
或与谓语表示的动作同时进行。
完成式表示一个被动动作在谓语表示的动作之前已经完成了。
如： The building being built will be our school library．正在建造的那座大楼将是我们的校图书馆。
[例] ____ ，we were taken to Bee the library.A．We had been shown the classrooms B．Being shown the classroomsC．Having been shown the classrooms D．Having shown the classrooms[解析] 句意：我们先被领着看了教室，又被带去看图书馆。
首先，句子主语与show之间构成被动关系，因此可排除D项；A项为句子，需要加连词连接两个分句；B项相当于While we were being shown the classrooms，显然与后面的时间有冲突，故只有C项正确。
人教版高中英语必修一Unit2 Grammar 教学设计
Unit2 Grammar 教学设计Direct Speech and Indirect Speech (Ⅱ): requests and commands教学设计设计意图This is the last teaching 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 understanding and using the grammar. Therefore, teachers should create a relatively real context to present enough sentences for students to draw a conclusion about the rules of how to change direct speech into indirect speech when one gives a command or a request. In the meantime, teachers should offer more opportunities for students to practice. Exercises designed ought to be simple and easy to operate, which is of great help to students’ understanding, to somewhat difficult questions to enhance stude nts’ ability.教学重点Enable students to get familiar with how to change direct speech into indirect speech when they use the sentences to give a command or a request.教学难点Get students to master the rules and enable them to use these rules.知识目标Help students to know the rules of this grammar point: tell/order/command/ ask/advise somebody to do something or suggest doing something.Enable students to use the rules to make new sentences.教学过程Task 1 复习Lead-inHello, everybody!Today we are going to learn something new about Direct Speech and Indirect Speech. Since you have learned something about it in Unit 1, let’s have a revision. The situation is:Mary wanted to go swimming. On her arrival, she found John was already there.Look at the screen about four sentences that Mary said and change them into indirect speech. When you do the exercises, pay special attention to the rules.I. Change the sentences from direct speech into indirect speech.1. She said, “I want to go swimming now.”2. She said, “John, when did you set off for the swimming pool?”3. She said to John, “Do you come here by bike or by bus?”4. She said, “Practice makes perfect.”The teacher gives students several minutes to finish the exercises. Students give the answers and they also need to point out the rules. The teacher writes down the key words of the rules on the blackboard.When students give their answers, make sure that they:①have a good command of the rules about the change of persons, tenses, pronouns and adverbials.②know the differences about the transformation between declarative sentences and interrogative sentences.Ⅱ. Fill in the blanks.1. A. She said, “My brother left home three years ago.”B. She said brother home three years .2. A: He asked me, “Will you go to the park this evening?”B: He asked me I to the park evening.3. A: She said, “What are you doing?”B: She asked me doing.Ⅲ. Multiple choices.1. I asked them they got married.A. whoB. thatC. whichD. when2. ——What did she think of the film?。
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Grammar- past and future tensesPast tensesThe simple past tense（一般过去时）构成：过去式定义：1. 表示过去某一点时刻或某一段时间已经完全结束的动作或状态。
常用时间状语：yesterday, last week, an hour ago, the other day, in 1980 等。
填空：①I __________(buy) this TV set in Beijing last year.②He __________(serve) in the army from 2008 to 2010.2. 表示在过去一段时间内，经常性或习惯性的动作。
常与always, often, never等频度副词连用。
填空：①When I was a child, I often _________(play) football in the street.②I always __________(get) up too late and never __________(have) enough time for breakfast.3. 表示过去某特定时间一次完成的具有先后顺序的几个动作He __________(get) off the bus, __________(walk) into the factory, __________(enter) the workshop and __________ (set) to work.注意：这种用法中，最后两个动作往往用and连接。
4. 用在条件句中表示与现在或将来事实不符的虚拟语气。
句型：① If sb. did, sb. would do填空：If I ________(be) a bird, I __________(fly) to Beijing.句型：②It is time that sb. did sth. 该做…的时候了填空：It is time you __________(go) to bed.句型：③would rather sb. did sth. 宁愿某人做…填空：I'd rather you _______(come) to see me tomorrow.The past continuous tense（过去进行时）构成：was/were + doing定义：1. 过去进行时表示过去某一时刻或某一段时间正在进行的动作。
常与at that time , the whole morning, all day yesterday, from nine to ten last evening等连用。
填空：①What _______he _________(do) this time yesterday?②They __________ (expect) you, but you __________(not show) up.2. 表示一个动作发生时，另一个动作正在进行。
When you __________(phone) yesterday, I __________ (play) computer chess.3. 描写故事情景，或提供故事发生的时间背景。
It __________(be) a dark night and it __________(snow) heavily.4. 表示过去将要发生的动作He told me that he __________(leave) for Nanjing tomorrow.5. 表示礼貌并不表示过去的时间，而只表示现在的客气或礼貌。
I __________(wonder) if you could help me look up the word “unbearable”.I __________(think) if you could write an essay about O Henry.6. 过去进行时常用句型句型：① sb. was doing(延续性动词) when sth. did（终止性动词）填空：It _______ _______(rain) when they _______(leave) the station.句型：②sb. did (终止性动词) when/while sth. was doing（延续性动词）填空：①While I __________(work) in the fields, someone __________(come) to my house.②The thief __________(slip) into the house when no one __________(look).句型：③sb. was doing (延续性动词) when/while sth. was doing（延续性动词）填空：He __________(read) the newspaper while he __________(talk).The past perfect tense（过去完成时）构成：had +过去分词定义：1. 表示过去某一动作之前完成的另一动作或存在的状态；也可表示过去的某个动作或者状态持续到过去某个时间或者持续下去，即“过去的过去”。
常见的时间状语有：by, before, until, when等词引导的时间状语。
填空：①By the end of last year we _________________(build) five new houses.②I __________ (learn)5000 words before I entered the university.③Before he slept, he __________ (work) for 12 hours.④She said (that) she __________ never __________ to Paris. （没去过）.注意：在过去不同时间发生的两个动作中，发生在先，用过去完成时；发生在后，用一般过去时。
填空：①When the police __________(arrive), the thieves __________(run) away.②By the time he __________(be) twelve, Edison __________ (begin) to make a living by himself③She __________(return) the book she had __________(borrow) from the library.④When we __________(reach) the airport, the plane __________(leave) for America.2. 动词hope, expect, think, intend, mean, suppose, plan等，用过去完成时表示“原本…，（实际上没有…）”。
填空：①We ________________(hope) that you would come, but you didn't.②I __________(mean) to see you off at the airport, but I __________(had) an unexpected visitor.Future tensesThe simple future tense（一般将来时）构成：will/shall do/ be going to do/ be to do/ be about to do/ be doing/ be on the point of doing/ will be doing定义：1. “will/shall+动词原形”表示将要发生的动作或存在的状态。
时间状语有：tomorrow, next year, in an hour等。
shall常用于第一人称，其他人称用will。
现在各人称均可用will，shall 的填空：①I __________(see) you tomorrow about the new plan.②He __________(lose) the job if he __________(not work) hard.2. “be going to +不定式”表示主语的意图、打算、计划、安排，也可表示有迹象表明不可避免地要发生某事。
填空：①What __________ you __________(do) tomorrow?②The play ____________________(produce) next month.③Look at the dark clouds; there __________(be) a storm.比较：be going to与will的用法区别：be going to多指事先有计划的意图，也可指有迹象表明不可避免的即将发生的事。
will多表示事先无计划的意图，也即临时而作打算。
填空：①I have put my room in order; I __________(receive) a guest.②—I haven’t got a pen with me.—I __________(lend) mine to you.③There is a knock at the door. I __________(go) and see who is there.3. be +to do表示按计划或安排将发生的事，较正式。
填空：①We __________(discuss) the report next Saturday.比较：be to和be going to 的用法比较：be to 表示客观安排或受人指示而做某事。
而be going to 则表示主观的打算或计划。
I __________(play) football tomorrow afternoon. (客观安排)I __________(play) football tomorrow afternoon. (主观打算)4. “be about to +do”表示“马上做某事”，含有时间的紧迫性。
一般不再与具体的时间状语连用。
填空：①Don’t go out. We __________(have) dinner.②He __________(leave) for Beijing. Let’s see him off at the station.5. be doing 表示安排好要做某事。