unit4Grammar教案
八年级英语牛津版8A Unit4 Grammar 教学设计
Unit 4 Wild animalsGrammarStep 1 Free TalkTalk about wild animals.Step 2 presentationWhat will happen if you come to school late ?I will miss some classes.If I come to school late.用if合并成一句I will miss some classes if I come to school late.What will happen tomorrow ?It will be sunny tomorrow.We will have a trip tomorrow.We will have a trip if it is sunny tomorrow.If在此引导一个条件状语从句。
当主句是一般将来时时，if引导的从句必须用现在时来表示将来可能发生的动作或存在的状态。
Step 3 Excercises用if合并成一句It is going to rain tomorrow.I will stay in bed.If it rains tomorrow, I will stay in bed.I will stay in bed If it rains tomorrow.Section A 1. Match.1.If I see a snake in front of me, ____ a I will see a lot of camels.2.Giant pandas will survive _____ b I will go to the zoo.3.I will see some beautiful birds ______ c If we protect them.4.If I go to North Africa, _____ d I will run the other way.5.If I have time next weekend, _____ e if I walk through a rainforest. Section A 2Why do I want to go to Beijing Zoo?Talk about it.Complete and check.2.You will have a good time if ____________.练习：思考并完成下面的句子.1.If it doesn‟t rain tomorrow, we will______.3.Look at picture and Make up sentences using “if”.If tigers are hungry.用if合并成一句If tigers are hungry, they attack people.If在此引导一个真实条件状语从句。
牛津译林版8上Unit4 Grammar 教案
Module 1 Unit 4教案二Grammar教学目标1学会运用祈使句表达指令。
2学会用should和had better来提出建议教学内容四会内容词汇：cut sentence词组：on the other side of句型：Put up a picture on the wall.Don't paint the cat.Please fix the shelf for me.Don't touch the wet paint, please.You should know a little about DIY.You should not put so many books on the shelf.Your watch is broken. You had better buy a new one.You had better not be late for school.教学准备制作卡片的图片。
教学步骤A Giving instructionsStep I呈现1教师说：Suzy's cousin thinks he's good at DIY. Does his mother agree? 学生回答：No, she doesn't教师继续提问：Why do you think so? 鼓励学生回答：When he was painting the walls, his mother said, "Stop it.”教师板书：Stop it启发学生思考如何用祈使句来表达指令。
2引导学生自己总结祈使句的构成：We start a sentence with the base form of a verb when wewant to tell people what to do. We add do not/don't in front of the verb when we want to tell people not to do something. We often add please in a sentence if we want to give instructions politely.3教师说：Now open your books and turn to page 47, please Let's read the sentences together让学生翻到课本第47页，朗读A部分的例句。
译林版英语九年级上册_Unit4_Grammar名师教案
Unit4 Grammar名师教案I. Teaching aims and learning objectivesBy the end of the lesson, students should be able to:1. learn the structure of time clauses;2. use the conjunctions before, after, when, while, since, till, until, whenever, as soon as correctly;II. Teaching contents1. New words and phrases: against, career, feel tired out, become serious aboutbasketball, take part in the Olympics2. New structure: Until his dream came true, Spud never gave up.III. Focus of the lesson and predicted area of difficultyUse the conjunctions to make sentences or conversations.Ⅳ. Preview（课前预习）活动一：爱观察：本单元我们主要学习before, after, when, while, since, till, until, as soon as,和when引导时间状语从句，教材中Reading部分已学过的关于语法的句子有哪些？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，注意它们之间的的区别，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 proceduresA Using before, after, when and whileStep 1 Warming-upT: Spud Webb is an excellent basketball player from the US. In China, there is also a great basketball star. Who is he?S: …T: Yes. David’s favourite basketball player! How much do you know about him?S: …Step 2 Presentation1. before, afterT: His parents are both basketball players. One is 2.08 m tall and the other is 1.88 m tall.Before Yao Ming was born, many people believed that he would be a basketball star.Did he become a basketball star later?S: …T: After he took some basketball training, he showed his talent in the game.2. When, whileT: When did he begin to take training?S: When he was 9, he began to take basketball training.T: Yes, he started training at 9.While/When he was attending junior high, he joined the Shanghai Youth Team. 【设计意图：以讨论David最喜欢的篮球明星姚明为线，导入新知识的学习。
人教版英语九年级上册Unit4Grammar说课稿教案与反思
九年级Unit4Iusedtobeafraidoftmarfocus(4a-4c)说课稿人非圣贤，孰能无过？过而能改，善莫大焉。
《左传》原创不容易，【关注】，不迷路！一、教材分析本节课是本单元的一节语法课。
处于单元的中间位置，对整个单元起承上启下的作用。
二、学情分析针对“usedto”这个结构的学习，初二就接触过一些，应该不太陌生。
但是初三学生比较老气。
怎样最大限度地调动学生的积极性，是我本堂课的挑战。
三、教学目标：1.知识目标：教会学生掌握词汇European，African，British，speech，public，inpublic。
2.能力目标教会学生正确使用“usedto”结构谈论自己及他人在外貌、性格、兴趣爱好及生活等方面的变化。
3.情感目标：指导学生能通过学习，培养自己遇到困难不放弃的心态四、教学重难点1.教学重点：学会使用“usedto”结构谈论过去与现在的对比变化。
2.教学难点：掌握“usedto”结构的用法。
五、学法指导自学---讨论-----语法规律探究----巩固六、教学过程、说板书usedto的用法定义:usedto“dosth.”,“过去常常做某事”用法：usedto+动词原形【素材积累】从诞生的那一刻起，我们就像一支离弦的箭，嗖嗖地直向着生命的终点射去。
但我们无论怎样地气喘吁吁疾步如飞，也赶不上岁月那轻捷的步履。
她无声无息波澜不惊地带走纷沓的人群，卷走一个又一个朝代，不在世界的任何一个角落停留，也不在心灵的重重羁绊前稍一驻足。
无论经了多少沧海桑田的变，她永远年轻、纯洁、轻盈、清澈如初。
时光不老人易老。
穿行在一片又一片洁白的日子里，我们可曾朝涂曦霞，暮染烟岚，在她的脉络里注进拼搏的汗水，把每一页洁白的日子都涂成一幅斑斓的图画，剪成一贴丰满的记忆？穿行在一片又一片洁白的日子里，我们可曾删繁就简，除去芜杂的枝蔓，抖落发黄的往事，省略多余的情节，向着既定的目标轻装向前。
2020新译林版高中英语选修第一册Unit4 grammar教学设计教案
Book 1 Unit 4 Fun with scienceGrammar and compositionSubjunctive mood (II): other cases教学目标By the end of this section, students will be able to:1. identify the use of other cases of the subjunctive mood;2. work out the rules of other cases of the subjunctive mood;3. use the subjunctive mood to finish tasks of correcting mistakes and completing an article;4. make a conversation about snowflakes using the subjunctive mood.教学重难点1. To distinguish different cases of subjunctive mood;2. To learn to apply subjunctive mood in conversations.教学过程步骤教学活动设计意图互动时间&模式Lead-inStep 1 1. The teacher has students reviewif-clause in unreal conditionals, listrelative pronouns and explain theirrules.(1) What is subjunctive mood?(2) Give some examples of if-clause usedin unreal conditionals.(3) Are there other cases in which we usesubjunctive mood?让学生联系第三单元关于“虚拟语气”的语法知识，结合第四单元Reading语篇中的例句或已知的其他例句，自主分析其他虚拟语气句型的基本规则。
牛津译林版九年级英语上册Unit 4 Grammar 示范课教案
4. Students compare the sentences and learn.
6. Students read and complete the sentences.
7. Students read and circle the conjunctions.
环节三：巩固新知，完成练习，在此基础进行迁移创新。(16 mins)
教师引导学生完成练习，巩固对时间状语从句相关知识的用法，并联系实际，进行想象和创造活动。
教学活动
13. Students read and complete the sentences.
14. Students read the article written by David about Yaoming and complete the article with the correct conjunctions.
二、学情分析
通过前几课时的学习，学生已经掌握了如何描述个人经历，但对如何用时间状语从句来描述事件的发生存在一定的困难。学生在前几册的教材中接触过时间状语从句，对其中使用的连词并不陌生，但如何有意识地运用这些连词还需要一定的指导。
三、教学目标
通过本课时的学习，学生能够：
1.感知并总结时间状语从句的构成规则。
2.在语境中识别时间状语从句的意义与功能，并总结、归纳其句型结构。
3.运用时间状语从句来描述个人经历。
四、教学重难点
【重点】
1.感知并总结时间状语从句的构成规则。
2.在语境中识别时间状语从句的意义与功能，并总结、归纳其句型结构。
【难点】
运用时间状语从句来描述个人经历。
牛津译林版英语八下Unit 4《A good read》(Grammar)教学设计
牛津译林版英语八下Unit 4《A good read》（Grammar）教学设计一. 教材分析《A good read》是人教版牛津译林英语八年级下的一个单元，主题是关于书籍和阅读。
本课的主要内容是通过介绍两本书的评价，让学生学会如何使用过去时态和现在时态描述事件的顺序。
教材中包含了丰富的阅读材料，有助于提高学生的阅读兴趣和阅读能力。
二. 学情分析学生在学习这个单元前，已经掌握了动词的过去式和现在式的变化规则，同时也具备了一定的阅读理解能力。
但学生在阅读长篇文章时，可能会遇到生词和难句，影响阅读理解。
因此，在教学过程中，需要帮助学生克服这些困难，提高他们的阅读能力。
三. 教学目标1.知识目标：学生能够正确使用过去时态和现在时态描述事件的顺序。
2.能力目标：学生能够读懂文章，提高阅读理解能力。
3.情感目标：激发学生对阅读的兴趣，培养良好的阅读习惯。
四. 教学重难点1.重点：学生能够正确使用过去时态和现在时态描述事件的顺序。
2.难点：学生能够读懂文章，提高阅读理解能力。
五. 教学方法1.任务型教学法：通过完成各种任务，激发学生的学习兴趣，提高学生的参与度。
2.互动式教学法：教师与学生，学生与学生之间的互动，促进知识的传递和能力的培养。
3.情境教学法：创设情境，让学生在真实的环境中学习，提高学生的应用能力。
六. 教学准备1.教师准备：准备好教材、多媒体教具、教学卡片等教学资源。
2.学生准备：学生提前预习课文，了解文章大意。
七. 教学过程1.导入（5分钟）教师通过提问方式引导学生谈论他们喜欢的书籍和阅读体验，激发学生的学习兴趣。
2.呈现（10分钟）教师通过多媒体展示两本书的评价，让学生听懂并理解文章的内容。
3.操练（15分钟）学生分角色朗读文章，模仿文章中的评价语言。
教师引导学生运用过去时态和现在时态描述事件的顺序。
4.巩固（10分钟）学生分组讨论，总结文章的主旨大意，并用自己的话进行表达。
教师巡回指导，纠正学生的错误。
沪教牛津版-英语-八上-Unit4 Grammar教案
第八讲单元语法——形容词与副词同级比较1. 两者相比（甲=乙）用“as +形容词/副词原级+ as”表示。
如：My English is as good as my brother’s.我的英语和我弟弟一样好。
Dick can type as fast as his uncle.迪克打字和他叔叔一样快。
2. 两者相比（甲≠乙）用“as / so +形容词/副词原级+ as”表示。
如：Mary is not as / so tall as her sister.玛丽不比她姐姐高。
The gi rl in red didn’t make the model plane as / so well as you.穿红衣服的那个女孩没有你做的模型飞机好。
3. 成倍优势的比较问题。
（1）“倍数+ as … as”。
如：Our school is three times as large as theirs.我们学校是他们学校面积的3倍。
This lift runs twice as fast as that one.这个电梯是那个电梯速度的2倍。
（2）“倍数+ the size / length / width / height / depth … of”。
如：Our school is three times the size of theirs.我们学校的面积是他们学校的3倍。
The new road is four times the width of the old one.这条新路的宽度为那条老路的4倍。
以上结构可以转化为“净倍数+比较级+ than”，表达同样的意思。
试比较：Our school is two times larger than theirs.我们学校比他们学校大2倍。
The new road is three times wider than the old one.这条新路比那条老路宽3倍。
牛津译林版英语八年级上册Unit4_Grammar教学设计
牛津译林版英语八年级上册Unit4_Grammar教学设计一. 教材分析牛津译林版英语八年级上册Unit4的主题是“一般现在时”，本节课的主要内容是让学生掌握一般现在时的构成和用法，以及如何用一般现在时描述习惯和经常发生的动作。
教材通过丰富的语境和实践活动，帮助学生理解和运用一般现在时。
二. 学情分析八年级的学生已经掌握了英语学习的基本语法知识，对英语有一定的听、说、读、写能力。
但是，对于一般现在时的理解和运用还需要进一步的指导和练习。
因此，在教学过程中，需要结合学生的实际情况，设计符合他们认知水平的活动。
三. 教学目标1.知识目标：让学生掌握一般现在时的构成（主语+动词原形）和用法，能用一般现在时描述自己的习惯和经常发生的动作。
2.能力目标：通过课堂学习和实践活动，提高学生运用一般现在时进行交流的能力。
3.情感目标：激发学生学习英语的兴趣，培养他们的自信心和合作精神。
四. 教学重难点1.教学重点：一般现在时的构成和用法。
2.教学难点：一般现在时在实际语境中的运用。
五. 教学方法1.任务型教学法：通过设计各种任务，让学生在完成任务的过程中运用一般现在时，提高他们的实际运用能力。
2.情境教学法：创设各种情境，让学生在真实的语境中感受和理解一般现在时。
3.互动式教学法：鼓励学生积极参与课堂活动，加强师生之间、学生之间的互动，提高课堂氛围。
六. 教学准备1.准备相关课件和教学材料。
2.设计各种任务和实践活动。
3.准备一些图片和实物，用于创设情境。
七. 教学过程1.导入（5分钟）利用图片和实物，引导学生谈论日常生活中的一些习惯和经常发生的动作，激发学生的学习兴趣。
2.呈现（10分钟）介绍一般现在时的构成（主语+动词原形）和用法，让学生初步理解一般现在时的概念。
3.操练（15分钟）设计一些简单的练习，让学生用一般现在时描述自己的习惯和经常发生的动作。
教师给予指导和反馈。
4.巩固（10分钟）通过小组活动，让学生在实际语境中运用一般现在时。
人教版七年级英语上册教案：unit4 ( Grammar Focus)
池河中学2017-2018学年度第一学期教学设计年级七年级科目英语任课教师邓梦婷授课时间10.23课题Unit 4 Where’s my schoolbag?Section A (Grammar Focus)授课类型语法课标依据本单元围绕着Where is my schoolbag?的话题，共设计了三个部分的内容。
通过教授本单元，使学生学会谈论房间里物品的位置，能读懂有关物品位置的便条，并学会写便条让朋友帮自己从房间里取东西。
教学目标知识与技能1）掌握名词的单、复数形式与be动词、特殊疑问词where之间的关系。
2）能够正确使用where 引导的特殊疑问句询问物品位置。
3）能够正确使用介词 on, in, under描述物品的所在位置。
过程与方法通过学生自主学习总结，讲授练习等方法开展此部分教学。
编号：28情感态度与价值观学生能在多种英语学习情景中体验用英语交流的成功与喜悦，以及培养合作精神、互助精神和创新精神。
通过话题启发学生积极思考，调动学生的学习兴趣。
教学重点难点教学重点重点词汇： things in the room and some prepositions: on in underbehind next to语言结构：Where is/are….?It is…/They are…on,in,under,behind,next to …教学难点1．能够辨认位置，并描述物体所在位置。
2．能根据物体所在位置进行简单的问答。
教学过程师生活动设计意图设计Lead-in: Greeting with students as usual. Step 1 Read the grammar focus.Task 1 认真朗读P9 Grammar Focus 表格中的句子，仔细观察其中的语法语义规律。
1) 观察be （ is ,are ）动词和名词间的对应关系，填一填。
Where _____ the map? Where _____ my books?2） 观察表格中的句型变化，试着填一填, 并说出句子中表黑单词的意思。
2024-2025学年初中英语九年级上册(译林牛津版)教案Unit4Grammar
Unit 4 Growing upGrammar设计说明教学反思首先通过复习Reading，讨论关于Spud Webb的情况，来引入新课，呈现出相关的时间状语从句，通过一系列的讲解和练习，让学生掌握不同的连词的用法，学会各连词所引导的时间状语从句，并掌握与其相关的时态，学会用时间状语从句来表达自己的想法。
教学目标通过本课时的教学，让学生达成以下目标：1.知识目标(1)掌握单词：career, against。
(2)掌握连词before, after, when, while, since, till, until, as soon as 和whenever引导的时间状语从句。
2.能力目标（1）通过学习，掌握连词以及时间状语从句的用法。
（2）学会用时间状语从句来表达思想，培养写作能力。
3.情感目标通过谈论学生自身的变化让他们懂得感恩。
重点难点重点：学习生词和短语以及各连词引导的时间状语从句的用法。
难点：灵活使用生词、短语以及连词，学会使用时间状语从句。
教学准备PPT 课件；相关图片。
授课时数1课时教学过程Step 1 Lead-in1. Talk about Spud Webb.2. Revise the sentences with adverbial clauses of time in the passage about SpudWebb. Lead in the clauses.·While (he was) attending junior high, Spud tried out for the school team.·When he finally got the chance, he scored 20 points in his first game.·After he graduated, he was forced to play in another basketball league.·He remained there for about a year before the NBA took notice of him.Step 2 Grammar A1. Talk about the meanings and the uses of the conjunctions: before, after, when, while.（1）before意为“在……之前”, 表示主句动作发生在从句动作之前。
牛津英语7B Unit4 Grammar—Simple Past Tense教学案
用卡片操练动词过去式的构成，要求学生在熟练掌握构成规律的基础上，还要求学生反应相当快，提高学生课堂参与的积极性。
6、7、8、9四步采取了英语语法教学中的归纳法(inductive)：给学生大量的例子，让学生从例子中总结出理论，再进行大量的操练，巩固学生所归纳出的理论。这样做符合学生的认知规律，有利于激发和调动学生自主学习的积极性和主动性
Level3让学生根据图片把自己已熟悉的“狼来了”的故事用英文讲述出来，该故事语言简单，学生易操作，这步是达到学习目标中“能够根据所给情境使用一般过去时编故事”的要求。
Level4让学生根据图片，结合身边发生的事情，谈论已发生的玉树地震以达到“运用一般过去时谈论身边刚发生的事”的学习目标。同时在情感教育方面也是一次潜移默化地熏陶：一方有难八方支援，帮助生活中需要帮助的人。
4.预习心得：
通过预习，你学到了什么，还有什么疑惑请写下来，让我们课上一起来学习、解惑。______________________________
____________________________________________________
课堂学习：
1.板书：课前在黑板上写出本节课要逐一解决的问题
（3）He answered the question quickly.(改为否定句)
He ______ _______ the question quickly.
（4）My brother had a class meeting yesterday.(改为一般疑问句)
____ ____ brother _____ a class meeting yesterday?
牛津译林版七年级英语上册复习教案： Unit 4 Grammar
课题7上Unit 4 Grammar 课型New教学目标1. To use prepositions to talk about time correctly;2.To use the adverbs of frequency correctly;3. To grasp the usage of “how often”;4. To use these items of grammar to talk about their daily life.教学重点1. To use prepo sitions to talk about time correctly;2.To use the adverbs of frequency correctly;教学难点To use these items of grammar to talk about the ir daily life.教学过程集体备课备课札记Step 1. Checking of preview work1. Check their preview work2. Solve questions they found about their preview workStep 2. RevisionReview the contents they learned in the last lesson.St ep 3. Presentation1.Talk about the daily routine with the class, e.g..,I get upat six o’clock. I go swimming on Saturday. I prepare mylessons in the evevning. Write these sentences on theblackboard and underline the prepositions ‘at’, ‘on’, ‘in’.2. Ask some students to make similar sentences aboutthemselves using these prepositions. Then elicit the rules forusing these prepositions.Step 4. Practice1. Go through the table on page 45 w ith the class. Ask thestudents to add more sentences to the ‘Example’ col umn.2. Ask students to complete Part A1 on their own. Walkaround the class and give help when necessary.3. Then look at Millie’s letter. In pairs, read the lettertogether and discuss the answers.4. Write down the correct prepositions in the blanks and check the answ ers in class.Step 5. Presentation1.Loo k at the ppt,ask the Ss to think of the adverbs of frequency and tell the difference between them.plete the blanks on P48 with the words of frequency.3.Check the answers in class.Step 6. ExercisesDo some exercises and check some in class.Step 7. Homework板书设计Unit 4 Grammar1.I often get up ___________ half past six.2.In America, it’s very cold ___________ winter.3.They’re going to the library ____________ the morning of October 3rd.4.The teachers are going to have a meeting ____________ Friday evening.5.____________ Christmas, people put a Christmas tree in the middle of their sitting room.6.My daughter was born ___________ July 12th, 2019.Their party will start__________ the evening.教学反思。
人教版英语九年级全册Unit4SectionAGrammar4c教学设计
一、教学目标
（一）知识与技能
在本章节的学习中，学生将掌握人教版英语九年级全册Unit 4 Section A Grammar 4c中所涉及的语法知识点，即情态动词"must"和"can"的用法，以及它们在句子中的功能。通过学习，学生能够：
3.目标达成：
-通过导入活动，激发学生对新课的学习兴ust”和“can”的用法，为后续学习做好铺垫。
（二）讲授新知
1.教学活动设计：
-结合课本例句，讲解情态动词“must”和“can”的用法，包括它们表达推测、能力、请求等意义。
-通过示例句、表格等形式，呈现“must”和“can”的用法规则。
4.个性化指导，关注差异：
-在教学过程中，关注学生的个体差异，提供个性化的指导与帮助。
-对学习困难的学生给予更多关心与支持，提高他们的自信心和学习积极性。
5.实践活动，学以致用：
-创设真实的语境，让学生在实际场景中运用所学语法知识，提高语言实际运用能力。
-鼓励学生参与课后实践活动，如编写小故事、进行角色扮演等，将所学知识应用于实际生活。
2.分步教学，循序渐进：
-将语法知识点进行分解，由浅入深地进行讲解，让学生逐步掌握"must"和"can"的用法。
-通过示例、练习、纠错等环节，帮助学生巩固所学知识，提高语法水平。
3.合作学习，共同进步：
-鼓励学生进行小组合作学习，共同完成学习任务，培养学生的合作意识和团队精神。
-设计多样化的合作学习活动，如小组讨论、互评互改等，促进学生之间的交流与互动。
6.反馈评价，持续改进：
+Unit4(Grammar+Focus)+教案2023-2024学年人教版英语九年级全册
年级九年级班级课题Unit4 I used to be afraid of the dark. (Grammar Focus)教学目标1.语言能力：能够熟练运用used to的不同句型用法；2.文化意识：通过学习used to句型，明白事事物是不断发展,变化的道理，培养积极向上的心态。
3.思维品质：通过语法结构的学习，思考如何运用语法结构帮助我们提高英语的听、说、读、写的能力；4.学习能力：通过对used to结构的学习，培养语法结构分析，从而提升语言综合运用能力。
教学重点1. 重点掌握used to剧本句型和用法；1.2. 学会用重点语法谈论事物的过去和变化。
教学难点1.总结used to的不同句型学习运用表达过去常做的事情或状态的句型。
教学过程二次备课Step 1 Lead inGreat changes have taken place in China, what has happened?Show a video and find out the answer.Step 2 PresentationChina has Changed in many aspects : Traveling/ shopping/ communication/environment…Q: How can we describe such changes?Eg. China used to be poor, but now it has changed a lot.Let’s learn the usage of “used to”ed to的用法We used to take a long train ride to travel.People used to buy things with cash.ed to 意为，用于表达的动作或的状态，强调与的对比，暗示现在不做了。
ed to后跟，即。
ed to只用于时态，无和的变化。
Unit4 Grammar教案 牛津译林版初中英语七年级上册
Unit 4 My dayGrammar教案（一）I. Teaching aims and learning objectivesBy the end of the lesson, students should be able to:1. use prepositions to talk about time correctly;2. use the adverbs of frequency correctly;3. grasp the usage of “how often”;4. use these items of grammar to talk about their dai ly life.II. Teaching contents1. New words and expressions: would, would like, life, all the best, roller skating2. New structure: How often do they exercise?III. Focus of the lesson and predicted area of difficulty1. Know better about some usages of the prepositions of time;2. Tell the difference between “how often” and “how many times”.IV. Teaching proceduresA. Prepositions of timeStep 1 Presentation1. Find out the expressions which should be put after “in/on/at” one by one.2. Read the expressions together.3. Find out more similar expressions.4. Work out the rules.(1) in: in the evening (part of day), in December (months), in 2013 (years), in winter (season)(2) on: on Sunday, on December 31st (days & dates), on the evening of July 4th, on Monday afternoon (parts of a specific day), on Children’s Day (specific holidays or days)(3) at: at seven, at noon, at lunchtime (time of day), at (the age of) 16 (age), at the Spring Festival (specific holidays or festivals), at the weekend【设计意图：通过设计新生找教室的情境，让本来枯燥的语法稍显活泼些。
牛津译林版九年级上英语9上Unit 4 Grammar教案设计
课题9上Unit 4 GrammarIntegrated skills主备人第 5 课时教学目标1. To listen carefully and try to get the details they need to finish some tasks.2. To learn about the danger of the wars.3. To talk about one’s life experience according to time clues4. To talk about the topic about wars..教学重点To listen carefully and try to get the details they need to finish some tasks. To learn about the danger of the wars.教学难点To talk about one’s life experience according to time clues To talk about the topic about wars.教法与教具Heuristic teaching method, task-based teaching method.Group discussion methodA small blackboard and a tape recorder教学过程个人复备自主先学1. Revise the important knowledge of last class. Do some practice on the blackboard.2. Preview the new lesson.小组讨论1. Present some pictures about World War II and teach the new words like symbol and victory etc. Then show a video about World War II and introduce Anne and her diary.2. Discuss what caused to people.交流展示Listening1Part A1 1) Go through the table first with the students together , make sure they know what they’re going to listen to .2) Play the CD for them to listen and get the information they need ,and finish A13）Ask some questions about Part1,after checking the answers.Q1:Who wrote the book The Diary of a Young Girl?2:When was the book first published?3:How many languages has the book been translated into?4:Why is the book so important?4).Let the students read partA1 loudly.课时数年月日质疑拓展Listening2Now we will learn more about the writer, Ann Frank. Next, we will listen to PartA2, pay attention to the time mentioned in the recording.. Check the answers together.Step4:PracticePart A3 Listen to the recording again and finish partA3 and then read the passage together.检测反馈Speak up1) Listen with questions : .How old was the boy in the bookI Am David?What does Simon admire?2) Listen and answer some questions.3) Read after the CD loudly and make sure their pronunciations are correct.4）Read and act the dialogue.5) Do more exercises.小结反思1. Show some exercises on the small blackboard and get students to finish them by themselves.2. In this period, students should learn to find the useful information from the listening materials and can finish the exercises correctly.板书设计教后札记。
牛津译林版 8A Unit 4 Grammar 教案
本文由一线教师精心整理/word可编辑8AUnit4 GrammarTeaching aims:1. To master the new words.2. To use imperative sentences to give instructions.3. To use should/had better to give advice.Teaching difficulties:1. To use imperative sentences to give instructions in correct context.2. To use should/had better to give advice in correct context.Teaching periods:Step 1: Revision:When Andrew painted the living room, what did his mum say?She gave instructions.Eg. Put up a picture on the wall. Don’t hit the pipe.Paint the walls blue. Don’t paint the cat.Step 2: Instructions in daily life1. Show some signs in daily life and have a guessing game.2. Write these sentences on Bb and ask students to discuss the structure.Step 3: Sum up the structureWe start a sentence with the base form of a verb when we want to tell people what to do. We add do not/don’t in front of the verb when we want to tell people not to do something. We often add please in a sentence if we want to give instructions politely.Step 4: Practice1. Do some exercises2. Finish the exercise on Page 47.Have students watch the pictures and finish the exercise.3. T: Let’s read the sentences together.Check answers together.Step5: To learn should/had better to give adviceWe use should and had better when giving advice and telling people what we think is the best or right thing to do. The tone of had better is strong than should.Step 6: Practice1. T: Suzy is giving DIY advice to her classmates. Can you help her make sentences with should (not) and had better (not)?Have students do exercise on page 48, and then read and check answers together.2. Instructions or Advice?Give some suggestions in correct context.Homework1. Preview Grammar2. Finish the relative exercise.1 / 1。
Unit 4 Grammar Focus 教案4
Unit 4 Where’s my schoolbag? Grammar Focus教案Target language:1.Words and phrasesknow, where, table, bed, chair, plant, under, they, on.2.Key sentencesWhere’s the map? It’s in your grandparents’ room.Where are my books? They’re on the sofa.W here’s his pencil box? It’s in his schoolbag.Where’s your ruler? It’s under the chair.Where are their keys? They’re on the table.Learning ability goals:1.能掌握目标语言。
2.能运用目标语言自由谈论物品的位置。
Teaching important points:1.Get students to talk about where things are.2.Grammar FocusTeaching difficult points:1.熟练运用表示方位的介词in, on, under, behind, in front of, near等及其用法。
2.询问物品位置的表达方式。
Teaching method:1.结对活动法Pair work2.归纳总结法Teaching Procedure:Step 1 Check the homework.1.The students practice the short play “forgetful” for three minutes so that they can act it outwell.T: Which group can act the play out?Ss: We can. (Come to the front.)S1: My name is “forgetful”, I want to work, but, but … Where are my …?S2: (Come to him) Are they on the…?S1: No, it isn’t.S3: Are they in your…?S1: Oh, yes, it is. But where is my ID card?2.Some groups act it out.Step 2 Review the words.Ask the students to spell the words in the picture in 2a.Step 3 Practice the drills.1.T: Look at the picture. Is the baseball on the chair?Ss: No, it isn’t. It’s under the chair.T: Are the books under the table.S: No, they aren’t. They’re on the chair.Write the four sentences on the blackboard. Let the students ask and answer using their own things.2.S1: Is your ruler on your pencil case?S2: No, it isn’t. It’s in my…S3: Are your keys in your pocket?S4: No, they aren’t. They are in my…Let them ask and answer in pairs as many as they can to improve their oral ability.Step 4 Present the grammar and practice.Grammar focus1.The teacher collects some school things on her desk, them hides them to ask some questions.T: Where is the baseball? (Put a baseball in the desk)S: It’s in …T: Where is the dictionary?Ss: It’s on/ under/ behind…T: Where’re the books/your keys?S: They’re on the chair/in your pocket…2.Then the teacher writes the sentences on the blackboard.T: Please pay attention to the sentences. We use “It’s” to talk about single objects and“They’re” to talk abo ut two or more objects.“Where’s, It’s and They’re” are contractions.Step 5 Practice the drill “Where is / are…?”1.Make a conversation with a student.T: Look at the picture in 3c. Where are the books?S1: I don’t know.T: Where are the keys?S2: They are on the dresser.T: Work in pairs. Make a similar conversation like this.S1: Where is the baseball?S2: It’s… S3:Where is the…?S4: I don’t know. S5: Where are the…?S6: … S7: Where is the pencil case?S8: It’s…2.Let the students ask and answer according to the picture in 3c or using their own things. Step 6 Task.1.Look at the pictures in 3a and fill in the blanks.2.Student A looks at Picture 1 in 3a, student B looks at the dialogue in 3a. Then Ss work inpairs, ask and answer the dialogue in 3a.3.Sample:Sa: Where are the keys? Is it under the table?Sb: No, it isn’t. It’s on the table.Sa: Where are the books? Are they on the sofa?Sb: No, they aren’t. They are under the chair.…...Step 7 Pair work1.Show the pictures of 3b.2.Students work in pairs and practice.3.Report, ask and answer questions about the things in the picture 3b.Step 8 Look and find differences1.T: Let’s find out the differences between the pictures. Where is the schoolbag? Is it under thetable? (Look at Picture 1)Ss: No, it isn’t. It’s on the table. (Look at Picture 2)T: Where are the books? Are they behind the sofa? (Look at Picture1)Ss: No, they are on the sofa. (Look at Picture 2)2.Ask some pairs to make the dialogue and find out some differences.Step 9 Homework1.Make a survey after class. Ask some of your classmates:“Where is…? Where are…?”2.Fill in the chart.。
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4. It ______ on the telephone that I spoke to my wife inNew Zealand.
A. isB. wasC. areD. were
5. It might have been John ______ bought a new ring for Lily yesterday afternoon.
能力目标:
To enable the students to use the emphasized sentences correctly and properly.
情感目标：
1.To get the students to become interested in grammar learning.
2.To develop the students’ability of comparing and summarizing..
教学重难点：
1.To get the students to master the structure and usages of the emphasized sentences.
How do we go to school every day?
Step3Discovering useful structures:
Emphatic pattern(强调句型):
It is /was+被强调部分+that /who+其他成分…
如何判断是个强调句？
把句型中固定的成份：it is/was…that/who….去掉，如果剩余的部分结构仍然完整，句意仍然明确，说明是个强调句，如果不完整，则是其他的从句。
Step7Grammar practice
Ⅰ.多项选择
1. ____ she first heard of the man referred to as an actor.
A That was from Stephen B It was Stephen whom
C It was from John thatD.It was Stephen that
2.To enable the students to learn how to use the emphasized sentences.
教学过程
Step1Revision
Revise what we have learned in the last period by asking some students to retell the reading passage.
A. thereforeB. whoC. whichD. so that
6.It was yesterday__ whenB.whichC. on whichD. that
Ⅱ.句型转换
1．He didn't attend the meeting because he was ill.
→It washe was illhe didn't attend the meeting.
2．When did you call me yesterday?
→Whenyou called me yesterday?
3．Did the Second World War break out in 1939?
2.It was __ the city was liberated__his father was born.
A.when; that B.that ; when
C.that; that D.when; when
3. It was ______ the next morning that I began to think about where I was going.
It wasyesterdaythat John bought an old bike in a marketplace.
It wasin a marketplacethat John bought an old bike yesterday.
Step5 Summing up
Try to help the students draw the following conclusions.
2．直到临近信的末尾，她才提到了她自己的计划。(it)
It wasshe mentioned her own plan.
3．是全球变暖而不是其他因素导致了极端天气。(that)
It ishas led to the extreme weather.
4. It is your efforts, not your intelligenceyour success. (contribute)
→It wasthe sunsetit was too late to go home
6．What he said disappointed me.
→It washe saiddisappointed me.
Ⅲ.完成句子
1．我不知道到底是什么使她与众不同。(what)
I don't knowmakes her different from others.
Step2Leading in
Ask some questions to arouse their interestin the sentence structure.
Where do we study?
When was our school founded?
Who teaches you Maths?
④Not···until···句型的强调句：
It is/was not until +被强调部分+that +其他部分
Step6 Getting more about the grammar
Play a guessing game toget the students more familiar with the structure.
Johnboughtan old bikeyesterdayin a marketplace.
It wasJohnthat/who bought an old bike yesterday in a marketplace.
It wasan old bikethat John bought yesterday in a marketplace.
Unit4Global Warming教案
Grammar: Emphatic pattern
三维目标：
知识目标：
1.To get the students to know the structure of the emphasized sentences.
2.To let the students learn the usages of the emphasized sentences..
(3)无论被强调的是人还是物，单数还是复数，强调句型中一律用it is或者it was
强调句型的特殊句式：
①强调句型的一般疑问句：
Is/Was+it+被强调部分+that（who）+原句其他部分？
②特殊疑问句：特殊疑问词+is/was+it+that+原句其他部分？
③宾语从句中对引导词强调：
引导词+it+is/was+that+其他部分（陈述句序）
请看：1.It is true that he will leave.
2.It was in the street that I lost the book.
哪一句是强调句?
Step4 Grammar learning
Ask the students to study the following sentences and try to summarize the structure of the emphasized sentences.
是你的努力而不是聪明促成了你的成功。
Step8Homework
1. Review theemphatic pattern.
2. Finish the exercises on the exercises book(新坐标）
Step9 Reflection after teaching
强调句型是高考的的一个重点，同时也是学生学习的一个难点问题，尤其是在完成句子中的运用，学生只有把基本结构和特殊句型烂熟于心，方能熟练运用。
→the Second World War broke out?
4．I don't know why you want to change your mind.
→I don't knowyou want to change you.
5．She didn't realize it was too late to go home until the sunset.
⑴当强调部分是人时，引导词可以用that,或者who.
Itis Mr. Chen that/who teaches you Maths.
当指过去的事情，用it was...
⑵被强调的部分是主语时，要注意句子的谓语动词和被强调部分的主语保持一致
It was he who was late.
It was they who were late.