苏家屯区公开课unit3 grammar
牛津深圳版(广州沈阳)八年级英语上册Unit3Computers第三课时Grammar优秀教学案例
3. 小组合作：本案例将学生分成小组，鼓励他们相互合作、共同探究现在进行时态的构成和用法。这种小组合作的学习方式有助于培养学生的团队精神和交流能力，提高他们的自主学习能力。
3. 采用任务型教学法，引导学生参与各种互动性强的教学活动，如调查、讨论、合作等，培养学生的团队协作精神和自主学习能力。
（三）情感态度与价值观
1. 培养学生对英语学习的兴趣，激发他们对计算机科技的好奇心，提高他们的学习积极性。
2. 引导学生认识到现在进行时态在实际生活中的重要性，培养他们运用英语进行交际的能力。
2. 学生能够正确运用现在进行时态描述正在进行的动作，并在适当的情境中进行交流。
3. 学生能够通过听力、口语、阅读和写作等多种途径，运用现在进行时态表达自己的观点和感受。
（二）过程与方法
1. 通过多媒体展示、实例分析、小组讨论等教学手段，引导学生主动探究现在进行时态的构成和用法。
2. 创设真实的语境，如课堂表演、角色扮演等，让学生在实践中运用现在进行时态，提高语言运用能力。
3. 教育学生树立正确的价值观，认识到学习英语和计算机科技对个人成长和为国家发展的重要意义。
三、教学策略
（一）情景创设
1. 利用多媒体展示计算机相关场景，如黑客攻击、人工智能等，引导学生关注计算机科技的发展和应用。
2. 创建虚拟课堂，让学生扮演不同角色，如计算机工程师、程序员等，模拟实际工作场景，提高学生的参与度。
4. 反思与评价：教师引导学生对自己的学习过程进行反思，总结现在进行时态的构ቤተ መጻሕፍቲ ባይዱ和用法。同时，学生相互评价，分享学习心得和经验，提高彼此的英语水平。这种反思与评价有助于学生更好地掌握知识，发现自己的不足，从而不断进步。
牛津译林版九年级英语上册Unit 3 Grammar 示范课教案
活动层次
学习理解之感知与注意
效果评价
观察学生回答问题的表现，了解其对阅读部分内容的理解和掌握程度。
环节设计意图：复习本单元阅读部分的内容，激活已知，为后续活动提供语料。
环节二：创设语境，掌握连接代词和连接副词引导的宾语从句的用法。(12 mins)
作业与拓展
1. Write down your classmates’ problems and the suggestions.
2. PreviewIntegrated skills.
环节设计意图：培养学生的分析和总结能力，并加深对知识的理解。
环节四：巩固新知，完成练习。(10 mins)
教师引导学生完成练习，巩固对本节课所学知识的理解和掌握。
教学活动
10.Studentsrewritequestionsbyusing object clauses introduced by question words.
11. Studentscomplete the email using the correct question words.
12. Students complete the conversation using correct structures of giving suggestions.
三、教学目标
通过本课时的学习，学生能够：
1.正确使用连接代词和连接副词引导宾语从句。
2.运用宾语从句来表达自己和他人的问题。
3.总结礼貌地给建议的句型结构，并针对他人的问题给予合适的建议。
4.积极看待生活中遇到的问题，及时求助他人。
四、教学重难点
英语8译林牛津版unit3grammar教案
英语8译林牛津版unit3grammar教案Grammarandusage---教案Teachingaims:(1)Tohelpthestudentsreviewandmastertheusageofinversion.(2)Tohelpthestudentstoapplywhattheyhavelearnttopracticalusebyfinishingsomeexercises.Teachingimportantpoints&difficultpoints:(1)Howtomakeaninversion(2)InwhatcasesinversionisusedTeachingprocedures:Step1Lead-in1.What’sinversion?2.Whydoweuseinversion?Step2PartALiMinggottoLondonandwroteane-mailtohisparents.Readwhathewroteandunder-linethein versionsincludedinthetext.1.AuntreallyenjoyedFranceandsodidI.2.Hardlyhadweleftthedormitorythenextmorningwhenwerealizedwehadforgottenourmapintheroom.3.Hadyoucomewithus,IthinkyouwouldhaveenjoyedEuropetoo.4.IsthereanythingspecialthatIcanbringyou?Step3IntroductionⅠ.部分倒装1.否定副词放句首，如not,no,never,neither,nor,few,little,seldom,rarely,hardly,scarcely,nosooner,n otonly,innoway,atnotime,等Hedidnotlikethepainting.NeitherdidI.NeitheramIimpressedbythepaintingsnordoIlikethem.NeverinmylifehaveIseensuchwonderfulpictures.Notaworddidhesayabouthisvisittotheartmuseum.AtnotimeduringthetourwasIbored.Seldomdoeshepaintnow.HardlyhadIgottoAmsterdamwhenitbegantosnow.Ⅱ.only+状语放在句首,要部分倒装。
2020-2021译林牛津版初中英语七年级下Unit3第3课时Grammar教学案
7B Unit 3 Welcome to Sunshine Town!(第 3 课时)Grammar问题导学单【教学目标】【温故知新】一. 用所给单词的适当形式填空.1 ・ What do you buy for your mother on __________ (mother) Day? 2. These are the ____________ (student) desks. 3. This pencil case is not _______ (the boy).4. There are many __________ (children) names on the paper.5. He is ________ (Kate) teacher.6. _______ (who) coat is tliis? It's _____ (Sandy)7. The jacket is _________________ (your sister)・ &The skirts are these _________________ (woman).9. _______ (Tom) home is two floors above the ____________ (twin). 10. My idea is different from ____ (she). 11.1 am a friend of ______ (their).12. These skirts are ________ (he). _______ (you) are over there ・ 13. The cat is washing ______ (it) face ・14. __ (we) classroom is on the second floor. _______ (they) is below _______ (we). 15. -Who teaches _________ (he) English? - _______ (he) father does.二、 句型转换1.1have a new friend. He is called Robin.(改为同义句) I have a new friend __________________ Robin.2.1t has been the home of kings and queens for a long lime.(对划线提问) h as it the home of kings and queens?3. Simon came to Nanjing two months ago.(改为同义句)Simon _________________________________ Nanjing ___________ two months . 4. Liyang learned English well by reading it aloud every day.(对划线提问) __________________________ Liyang learn English well? 5.1 have already finished the work.(改为否左句) I _________ finished the work ___________ ・【预习导航】一. 找出本课中的生词，猜测词义，并注上音标试着拼读，然后听磁带读会。
英语教案Unit3Grammar教案
英语教案Unit3Grammar教案Unit 3 Grammar Lesson PlanI. IntroductionThis grammar lesson plan aims to teach students about the usage and formation of the present perfect tense in English. Students will learn how to form positive statements, negative statements, and questions using the present perfect tense. They will also practice using time expressions that are commonly used with this tense. By the end of the lesson, students should be able to use the present perfect tense accurately in conversation and written exercises.II. ObjectivesBy the end of this lesson, students should be able to:1. Understand the concept of the present perfect tense.2. Form positive and negative statements in the present perfect tense.3. Ask and answer questions using the present perfect tense.4. Use appropriate time expressions with the present perfect tense.III. Materials- Whiteboard markers- Handouts with practice exercises- A computer or projector to display examples and exercisesIV. Procedure1. Warm-up (5 minutes)- Begin the lesson by asking the students some questions about their recent experiences, e.g. "Have you ever traveled abroad?" or "Have you ever tried traditional Chinese food?"- Encourage students to share their experiences using the present perfect tense.2. Presentation (15 minutes)- Introduce the present perfect tense by explaining that it is used to talk about past events or experiences that have a connection to the present.- Write on the board: "Subject + have/has + past participle."- Provide examples of positive statements, negative statements, and questions using the present perfect tense.- Highlight the differences between "have" (used with pronouns 'I','you', 'we', and 'they') and "has" (used with the pronouns 'he', 'she', and 'it').3. Practice (20 minutes)- Distribute handouts with practice exercises.- Instruct students to complete the exercises individually.- Monitor their progress and provide assistance when needed.- Review the answers as a class and address any questions or concerns that arise.4. Guided Conversation (15 minutes)- Divide the class into pairs or small groups.- Provide each group with a set of conversation cards with prompts related to the present perfect tense.- Instruct students to take turns asking and answering questions using the present perfect tense.- Monitor their conversations and provide feedback on their usage of the present perfect tense.5. Production Task (20 minutes)- Ask students to write a short paragraph about their own experiences using the present perfect tense.- Encourage them to include at least three different verbs and appropriate time expressions.- Collect and review their paragraphs for accuracy and grammatical errors.6. Wrap-up (5 minutes)- Recap the main points covered in the lesson.- Answer any remaining questions from students.- Assign any additional homework or review activities as necessary.V. AssessmentAssessment during this lesson can be performed through observation of students' participation in the guided conversation activity, accuracy in completing the practice exercises, and the quality of their written paragraph.VI. Homework- Assign students to complete a set of exercises from their textbooks that focus on the present perfect tense.- Instruct them to review the lesson material and practice using the present perfect tense in their daily conversations.Note: This is a sample format for a grammar lesson plan. Adapt and modify it according to your teaching style, the level of the students, and the specific course requirements.。
九年级英语下册 Unit 3 Asia Grammar教案 牛津版
练习安排
完成练习册相关练习
板书设计
New words:
Phrases:
Sentences:
备课组长审核签名：年级主任复核签名：
It is two kilometres from my school to my
___ was a sunny day. Peter decided to go for a walk to the park, though _____ was two miles away. ___ was so comfortable to walk on the street.
Step 5 Do the exercise in partB
Step 6 Learn the use of it ---to replace the real subject or object
It is very tiring ti climb the steps.
It is +adj.+(offor…)+to do sth
It weighs only 3 kilos.
--Who was calling you just now?
--It was my cousin.
Tourists like to take a boat trip along theLijiangRiver.
It is a great fun.
Step 2 Working out the rules
We use it for animals and lifeless things
We use it for a young child when we don’t know whether it is a boy or a girl
英语教案Unit3Grammar精品教案
英语教案Unit3Grammar精品教案Title: Unit 3 Grammar - High-Quality English Lesson PlanIntroduction:This high-quality English lesson plan is designed for Unit 3 Grammar and aims to provide students with a thorough understanding of the grammar concepts covered in this unit. The lesson plan is structured to ensure effective teaching and optimal learning outcomes for students.I. Lesson Objectives- To introduce and explain the grammar concepts covered in Unit 3- To provide examples and practice exercises for better comprehension- To facilitate students' application of the grammar concepts in written and spoken EnglishII. Warm-up ActivityThe lesson begins with a warm-up activity aimed at engaging students and activating their prior knowledge related to the grammar concepts of Unit 3. The teacher can use one of the following activities to achieve this:1. Sentence Completion: Provide incomplete sentences related to the Unit 3 grammar concepts and ask students to complete them appropriately.Example: "I have ___ (see) that movie before." (seen)2. Matching Game: Prepare cards with sentence fragments and the correct verb forms. Students must match the fragments with the correct verb forms to form coherent sentences.III. Presentation of Grammar ConceptsIn this section, the teacher presents the Unit 3 grammar concepts in a clear and concise manner, using visual aids and real-life examples to enhance understanding. The grammar concepts covered may include:1. Present Perfect Tense:- Explanation of the present perfect tense and its usage.- Examples of sentences using the present perfect tense.- Formation of the present perfect tense, including auxiliary verbs and past participles.2. Past Simple vs. Present Perfect- Comparison of the past simple and present perfect tenses.- Explanation of the specific situations in which each tense is used.- Practice exercises to reinforce the difference between the two tenses.3. Irregular Past Participles- Introduction to irregular past participles and their usage.- Common irregular past participles and their corresponding base verbs.- Activities to help students practice identifying and using irregular past participles correctly.IV. Practice ActivitiesIn this section, students have the opportunity to apply the grammar concepts learned in Unit 3 through various practice activities. The activities should be designed to promote active participation and engagement among students. Examples of practice activities include:1. Fill in the Blanks:Provide a passage or a set of sentences with missing verb forms. Students must select and fill in the appropriate verb forms, focusing on the grammar concepts covered in Unit 3.2. Role-Play:Assign students different roles in a given scenario and instruct them to create dialogues using the present perfect tense. This activity encourages students to use the target grammar in a communicative context.V. Consolidation and AssessmentTo ensure students have successfully grasped the Unit 3 grammar concepts, a consolidation and assessment activity is implemented. This activity serves as both a review and a formative assessment. Examples of activities for consolidation and assessment include:1. Error Correction:Provide sentences with grammatical errors related to the grammar concepts covered in Unit 3. Students must identify and correct the errors.2. Writing Task:Ask students to write a short paragraph or essay using the present perfect tense correctly. The topic can be related to personal experiences or recent events.VI. Conclusion and Homework AssignmentConclude the lesson by summarizing the key points covered in Unit 3 Grammar. Assign relevant exercises or activities as homework to reinforce the students' understanding of the grammar concepts discussed.VII. Additional ResourcesProvide additional resources, such as online grammar tutorials or interactive exercises, for students to further practice and reinforce their understanding of Unit 3 Grammar.In conclusion, this high-quality English lesson plan for Unit 3 Grammar is designed to effectively teach and engage students in learning essential grammar concepts. By incorporating various activities and assessments, students are given ample opportunities to apply these concepts and continuously enhance their proficiency in English grammar.。
牛津新版七年级上册Unit3Grammar教案
牛津新版七年级上册Unit 3 Grammar教案anywhere.8. Mr. Wu and his students are over there. Now_______ is talking to _______._______ are going to have a class.三、根据首字母完成短文。
Tom and Helen a 1 in Paris this weekend. They f 2 from London and get to the airport at 10 on Saturday morning.They t 3 a taxi from the airport to their hotel. On the way, they r 4 a lot of comic books in a bookstore. In the evening they h 5 dinner in a French restaurant. On Sunday theyv 6 the Labour. Museum. They e 7 all the things in the museum and l 8 a lot . Though they are very t 9 , they feel very happy. They get h 10 on Sunday evening. 1. _______ 2. _______ 3. _______ 4._______5. _______6. _______7. _______8. _______9. _______ 10. _______课外作业，拓展延伸1. Recite the useful vocabulary.2. Complete some exercise.板书设计Unit 3 welcome to our schoolGrammarAre you free today ? = do you have time todayIn one’s free time = when sb be freeDon’t open the boxbe friends with sb “与某人是朋友”。
牛津深圳版(沈阳广州)七年级英语上册Unit3Grammar说课稿
为了帮助学生巩固所学知识并提升应用能力，我计划设计以下巩固练习和实践活动：首先，设计一些填空题，让学生根据所学知识完成句子，加强对一般现在时的运用；然后，组织学生进行小组讨论，让他们用一般现在时描述自己的日常生活，培养他们的实际应用能力；接着，安排一个角色扮演活动，让学生模拟对话，运用一般现在时进行交流，提高他们的口语表达能力；最后，布置一篇小作文，要求学生用一般现在时描述一个他们熟悉的人或物，锻炼他们的写作能力。
四、教学过程设计
（一）导入新课
为了快速吸引学生的注意力和兴趣，我计划采用以下导入方式：首先，通过展示一张图片，如一张学生们喜欢的明星或动画片角色的图片，引发他们的好奇心；然后，以提问的方式引导学生思考：“These characters, do they only act in movies or cartoons? What are they doing now?”让学生猜测并回答，从而自然地引入一般现在时的概念。
（二）教学目标
1.知识与技能：学生能够掌握一般现在时的构成，理解主语和谓语动词的一致性，并能运用一般现在时进行简单的句子表达。
2.过程与方法：通过小组合作、讨论等方式，培养学生主动探究、解决问题的能力；通过实例分析，让学生学会如何运用一般现在时进行句子构建。
3.情感态度与价值观：激发学生学习英语的兴趣，培养他们积极向上的学习态度，使他们对英语产生浓厚的兴趣。
（二）学习障碍
在学习本节课之前，学生需要具备一定的基础知识，如对英语语法的基本了解，能够区分时态等。可能存在的学习障碍主要有：对一般现在时的理解不够深入，对主语和谓语动词的一致性掌握不牢固，以及在实际语境中运用一般现在时的能力较弱。
（三）学习动机
为了激发学生的学习兴趣和动机，我将采取以下策略或活动：首先，通过设计有趣的导入活动，如图片展示、情境对话等，引发学生的好奇心，激发他们的学习兴趣。其次，采用任务驱动的教学方法，让学讨论和互动，鼓励学生积极参与，增强他们的学习积极性。最后，注重课堂评价，及时给予学生反馈，让他们感受到自己的进步，从而提高他们的学习动机。
牛津深圳版(沈阳广州)七年级英语上册Unit3Grammar教学设计
（4）日常生活中的动词短语。
2.技能目标：培养学生以下技能：
（1）能够准确运用一般现在时描述日常习惯和客观事实；
（2）能够运用频率副Байду номын сангаас描述动作发生的频率；
（3）能够运用现在进行时描述正在进行的动作；
（4）能够运用所学的动词短语进行情景对话。
（二）过程与方法
1.过程目标：通过以下教学活动，让学生在互动中学习、巩固和运用语法知识：
4.口语表达和听力理解：学生在口语表达和听力理解方面仍需加强，需要通过课堂互动、角色扮演等教学活动，提高他们的口语表达和听力理解能力。
5.学习动机和兴趣：部分学生对英语学习缺乏兴趣，需要激发他们的学习动机，调动学习积极性。
针对以上学情分析，我将采用以下教学策略：
1.创设情境，让学生在实际语境中感受语法知识，提高语法运用能力；
（4）珍惜时间，努力学习，为实现自己的人生目标而努力。
二、学情分析
针对牛津深圳版（沈阳广州）七年级英语上册Unit3 Grammar的教学内容，我对学情进行了以下分析：
七年级学生正处于青春期，好奇心强，求知欲旺盛，对新鲜事物充满兴趣。他们在小学阶段已经积累了一定的英语基础，具备一定的词汇量和语法知识，但在实际运用中仍存在一定困难。在本章节的学习中，学生可能会在以下方面遇到挑战：
（1）小组讨论：让学生在小组内讨论日常生活中的习惯，运用一般现在时进行描述；
（2）角色扮演：设计情境，让学生扮演不同角色，运用频率副词和现在进行时进行对话；
（3）语法填空：设计语法填空题，让学生在练习中掌握动词短语的用法；
（4）写作练习：让学生运用所学的语法知识，编写小故事或日记。
2.方法目标：采用以下方法，提高学生的学习效果：
Unit3Grammar—辽宁省沈阳市牛津深圳版七年级英语下册课件(共22张PPT)
Where is Jerry? It's _n_e_x_t_t_o_/__b_e_s_id_e_ Tom.
next to / beside: 在...旁边
Where is Jerry?
It's _b__e_h_i_n_d_ Tom.
behind：在...后面
Please fill in the Hey guys! I am going to
blanks with proper reflexive pronouns.
tell you something more about __m_y_s_e_l_f. I like
In groups, tell your classmates about yourself.
We will have to tie ourselves to our beds
第一人称
反身代词基本形式
单数
复数
myself
ourselves
第二人称 yourself
yourselves
第三人称
himself herself itself
Can you tell me where Jerry is?
Let's catch him today!
Where is Jerry?
It's __in__ the bottle. 在...里面，内部
under 在...的下面
It's _o_n__Tom's head. It's a_b__o_v_eTom's head.
7. 8.
a a
carpet（地毯） desk
苏家屯区七中七年级英语上册Unit3IsthisyourpencilSectionA1a_2d教案
Unit 3 Is this your pencil?Period 1Section A ( 1a–2d)【教学目标】●知识目标1. Master the new words and useful expressions.2. Master the target language.3. Master the use of “Is this/ that your...? Yes, it is. / No, it isn’t.”●能力目标1. Be able to make conversations using the target language.2. Be able to identify the ownership.●情感目标Lead students to be interested in identifying ownership.【教学重难点】●重点1. Master the new words and useful expressions.Words: pencil, book, eraser, box, pencil box, schoolbag, dictionary, his, hers, mine, yours, teacher, excuse me, You're welcome2. Master the target language:① —Excuse me. Is this/that…? —Yes, it is. / No, it isn’t.② —Excuse me. Are these/those…? — Yes, they are. / No, they aren't.③ What about …?3. Improve students’ listening and speaking skills.●难点Be able to make conversations using “Is this/ that your...? Yes, it is. / No, it isn’t.”【教学准备】A tape recorder, some pictures, some school things and handouts.【教学方法】任务型教学法、情景交际法、自主学习与合作学习相结合【课时安排】One period【教学过程】Step 1: Greetings and revisions1. Greeting the students.T: Good morning! /Hello!/ Hi! ...Ss: Good morning! /Hello!/ Hi! ...2. RevisionLet some some students show their family photos and ask:—Is this your…? —Yes, she/he is. /No, she/he isn’t.—Are these/those your…? — Yes, they are./ No, they aren’t.Step 2: Lead-inCollect some items (pen, ruler, cup, book, pencil…) from the students and ask:What’s this in English?What’s that in English?(Help them answer like this: It’s a/an …)Have them work in pairs to practice the questions.Step 3: Presentation1. Teach activity 1a(1) Ask students to look at the picture in 1a and see how many words they know. Have acompetition in groups.(2)Ask some groups to make a report to see which group can say the most words.At the same time, teacher writes some easy and important words on the blackboard.(3)Give students a few minutes to read and the words. Offer them some help if needed.(4)T:Now, you need to look at the picture in 1a. Find out the things. Then match the words with the things.(5) Ask them to do it individually.(6) Check the answers.Answers: 1.pencil e 2.pen g 3.book b 4.eraser h 5.ruler c 6.pencil box f 7.schoolbag a 8.dictionary d(7) Ask the students to read the conversation in the picture together. Explain some language points.2. Teach activity 1b(1) Ask students to look at 1b and ask some pairs to read the conversations.(2) Play the recording for the first time. Students only listen and get the main idea.(3) Play the recording for the second time. Ask students to write answers by themselves.(4) Invite some students to check the answers. Then play the recording for the third time. Havestudents listen and repeat, pay attention to the pronunciation and intonation.3. Teach activity 1c(1) Invite two students to practice the sample conversation in 1b in pairs.(2) Ask students to make new conversations in pairs. Move around the classroom to check the progress and give some help if necessary.(3) Invite some pairs to act out their conversations.Step 4: Practice1. Teach activities 2a & 2b(1) Go through the instruction in 2a with the class.(2) Look at the pictures in 2a.(3) Play the recording for the first time. Let students check the questions they hear, then checkthe answers.(4) Go through the instruction in 2b with the class.(5) Read the words in the box in 2b. Help students read the them correctly in 2b and tell students to only listen to them carefully.(6) Play the recording for the second time. Ask students to write letters in the blanks in 2a.Then check the answers.(7) Play the recording for the third time. And let students listen and repeat.2. Teach activity 2c(1) Ask the students to read through the conversations in pairs.(2) Give them three minutes to practice reading it.As students work, walk around the room, offering help if necessary. Correct pronunciation mistakes if any.(3) Ask several pairs to act out their conversations.Step 5: ConsolidationTeach activity 2d1. Ask students to read the conversation by themselves to get the main idea.2. Lead students to read the conversation sentence by sentence, and explain some language points at the same time.3. Play the recording, and ask students to listen and repeat. Then ask them to role-play theconversation in pairs. Move around the classroom to check the progress.4. Invite several pairs to role-play the conversation for the whole class.【课堂小结】In this period, we’ve learned how to identify ownership. And we’ve also learned the use of possessive pronouns.【课后作业】1. Review the new words and useful expressions in this period.2. Practice the conversation in 2d in pairs and recite it.3. Finish the exercises in the workbook.4. Preview the next period.Unit 8 Is there a post office near here?Period 3 Section B 1a-1d【课型】听说课学习目标1.学习并熟练掌握单词:along,go along,turn right/left,crossing。
牛津译林版七年级上册Unit3Grammar学案.docx
七年级上册Unit 3 Grammar学案主备：审核：日期：2028-8-2学校_______ 班级______________ 姓名____________ 家长签字 _______【板块要点】一、教学目标1.了解相关人称代词的主格形式及其相应的Be动词。
2.掌握人称代词主格和宾格的用法。
教学重点、难点1.用正确的人称代词及其相应的Be动词进行对话表达。
2.正确使用主格和宾格来进行表达。
二、词汇、短语1 let me see让我想想let us; let's让我们..........2 phone= telephone(n.) on the phone 通电话；by phone 通过电话。
3after class 下课后；before class 课前。
4 pardon (excl.)什么请再说一遍pardon please?句型(语法)1.This is ...? Is that ... ?2• Let me tell you about...3 • I want to say hello to…4.Pardon? I can，t hear you well on the phone・5.I am.... You are.... She/he/It is....We/You/They are....不同的人称代词所接be 动词6.About it; like him; play with them; help me; say hello to her 动词/介词后用宾格|概念|人称代词是用来代替指_________ 或 _________ 的名词。
在英语中，第一次提到某人或某物吋用名字或名词，下文再提到该人或该物吋，用人称代词 来代替，一般不再重复名字或名词。
e.g. (1) Tom 是一名学生，他十七岁。
Tom is a student. He is seventeen.s 人称代词有 __________ 和 ______ 两种形式，当被代替的词作 _______ 时，用主格形式；_ 当被代替的词作 _____ 时，用宾格形式。
苏家屯区中心小学四年级英语上册Module3PlacesandactivitiesRevision3
Revision3 and Project 3Unit 1 Time注意事项：1．答题前填写好自己的姓名、班级、考号等信息2．请将答案正确填写在答题卡上第I卷（选择题）请点击修改第I卷的文字说明一、选择题1.How many_____________are there in a year? ( )A. seasonB. seasons2.There are two ____in Toby’ s room? ( )A. clocksB. clock3.Toby has got two____. ( )A. watchB. watchsC. watches4.I like _____. ( )A. tomatosB. tomatoesC. tomato5.________name is Lily. ( )A. HerB. His6.找出划线字母发音与其它三个单词不一样的单词。
（______）1. A. lunch B. cute C. uncle D. umbrella （______）2. A. number B. hamburger C. farm D.dirty（______）3. A.girl B. dinner C. birth D.first （______）4. A. it B. pig C. like D. sit （______）5. A.meat B. bread C. teacher D.cheap第II卷（非选择题）二、填空题7.用英语表达下列时间1.6:45____________2. 1:58____________3. 9:05____________4. 3:30____________5. 5:50____________三、连线题8.看一看，连线1. What time is it? A. Yes, I can.2. What season is it? B. It’s 6.403. Can you slide? C. It’s fall.4. Do you like summer? D. It’s hot.5. What’ the weather like? E. No.四、翻译9.用英语表达下列句子1.你什么时间起床？ What time do you ____________?2.我06:30起床 I________________at ______ past ________3 .TOBY的房间里有两个钟。
牛津深圳版(广州沈阳)九年级英语上册Unit3语法课说课稿
（一）导入新课
为了快速吸引学生的注意力和兴趣，我将以一段关于青少年偶像的短视频作为新课导入。视频中将展示学生们熟悉的偶像明星，配合动感音乐，让学生在轻松愉快的氛围中进入课堂。随后，我会提出以下问题：“Do you have an idol? Why do you like him or her?”让学生们分享自己的偶像及喜欢的原因。这样的导入方式既贴合学生生活，又能激发他们对本节课话题的兴趣。
-学会动词在不同时态下的语态变化；
-能够运用所学时态进行句子表达，保证句子时态一致性。
2.过程与方法：
-通过小组讨论、情景模拟等方法，让学生在实际语境中运用所学语法知识；
-培养学生观察、分析和解决问题的能力；
-引导学生通过自主学习，总结和归纳语法规则。
3.情感态度与价值观：
-培养学生对英语学习的兴趣和自信心；
-教师示范：通过示例，展示语法知识在实际语境中的应用，为学生提供模仿的范例；
-课堂反馈：教师针对学生的回答和表现给予及时、具体的反馈，指导学生改进。
2.生生互动：
-小组讨论：学生分组讨论，共同完成学习任务，提高团队协作能力；
-角色扮演：学生模拟偶像情境，进行角色扮演，锻炼口语表达能力；
-小组竞赛：设置竞赛环节，鼓励学生积极参与，增强课堂氛围。
（二）媒体资源
在本节课中，我将使用以下教具、多媒体资源和技术工具：
1.多媒体课件：展示偶像图片、视频等，丰富课堂内容，提高学生的学习兴趣；
2.互动白板：方便教师在课堂上实时展示和批注，增加课堂的互动性；
3.网络资源：提供丰富的学习材料，拓展学生的知识视野；
4.小组讨论板：用于记录小组合作过程中的讨论成果，便于学生分享和交流。
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a flower a baby a child a box a man a woman an apple an email an animal
flowers babies children boxes men women apples emails animals
grass water rice rubbish milk coffee
A1
nouns in italics are countable or uncountable. Write the words in the correct columns.
1 There is grass in a forest.
Grammar exercises Read the sentences below and decide whether the
回顾目标
1.能否正确区分可数名词与不可数 名词。 2.掌握可数名词复数的变化规则及应 用可数与不可数名词的三条规则. 3.哪个小组本节课合作最好？分数最 高？
Homework
将ห้องสมุดไป่ตู้幅图片的对话写 一遍翻译一遍。
1
2
3
4
bowl\rice
glass\water
bags\apples
cups\coffee
A2 In pairs, ask and answer questions about each photo. Follow the example.
S1: What’s this? S2: It’s a_______. S1: What’s inside it? S2: __________. S1: What are these? S2: They’re _______. S1: What’s inside them? S2: _______________.
Rules 2
(Countable/Uncountable) nouns can have plurals.
Rules 1
We can use a or an before (countable/uncountable) nouns.
规则：
1.通常情况下直接在词尾加s. Eg: books, chairs, blogs,etc. 2.以s, x, sh, ch,结尾的单词在词尾加es. Eg: boxes, watches, buses, washes,etc. 3.以辅音字母加y结尾的单词，改y为i加es. Eg: babies, cities, strawberries, etc. 4.以f或fe结尾的单词,改f或fe为v加es. Eg: thieves, shelves, lives, etc. 5.不规则变化形式：mouse-mice, child-children man-men, woman-women, foot-feet, sheepsheep, etc.
Class begins
replay
What are there on Earth?
Countable and uncountable （可数的） （不可数的）
nouns (名词)
学习目标
1.能正确区分可数名词与不可数名 词。 2.掌握可数名词复数的变化规则及应 用可数与不可数名词的三条规则 3.通过小组合作学习增进学生的团队 合作意识和相互学习的精神。
2 Do not throw rubbish into the river.
3 The air is fresh in the mountains. 4 The flowers are beautiful. Let me take a photo. 5 We should drink water every
day.Here is a glass for you.
forest river mountains flowers photo glass
countable uncountab le
grass rubbish air water
Rules 3
Uncountable nouns only take (singular/plural) verbs.
A: What is this ? B: It is a bottle. A: What is inside it ? B: Some milk.
• A: What are these?
B: They are boxes. • A: What is inside them ? • B: Some eggs.