grammar教案1
牛津译林版英语八年级上册U1 Grammar 教案
《英语》（八年级上册）Unit 1 FriendsGrammarI. Teaching aims and learning objectivesBy the end of the lesson, students should be able to:1. know when to use comparatives and superlatives;2. use comparatives and superlatives correctly;3. compare people or things.II. Teaching contents1. New words and phrases: height, slimmer, worse, worst2. New structure: We use comparatives + than to compare two people or things.We use the +superlatives to compare three or more people or things.III. Focus of the lesson and predicted area of difficultyIntroduce the structure of comparative and superlative adjectives.Change the adjectives into comparative and superlative adjectives.IV. Teaching proceduresStep 1 Lead-in1. Try to describe.Describe two girls’ appearances.2. Try to compareShow a table about two girls’ appearance. Lead the students to compare them.Alice is shorter than Lucy. Lucy is taller than Alice.Alice’s eyes are bigger than Lucy’s. Lucy’s eyes are smaller than Alice’s.Alice’s hair is longer than Lucy’s.Lucy’s hair is shorter than Alice’s.【设计意图】先以一个简短的描述人物外貌开头。
《Grammar》优秀教案
___________________ ______________________
_________________________________________
_________________________________________
教学
反思
S2:The’re the ame
S1: Loo at the two dogAre the the ame
S2: No The’re differentThe dog in aer than the one ine a和different from来表示人或事物的相同或不同之处，常搭配的动词有：be, oo, me, eem, ound, tate等。
Steetime we e i the ame age aI
Jim i a od aI
The river i the ame ength a that one
The river i a ong a that one
Steewor:
Finih the eerciein theEercieBoo
板书
设计
六十一中学英语组备课模版
备课内容
Unit3
题目Grammar
上课时间
主备人
纪楠
教学用具
教材及多媒体
本课
教学目标
语言知识:掌握用ie, the ame a 和different from表示事物异同点的方法。
情感态度：培养学生主动探究，善于发现语言的规律并能运用规律举一反三。
教学重难点
教学重点：掌握用ie, the ame a 和different from表示事物异同点的方法。
教学难点：在具体的语言环境中灵活运用本节语法内容。
外研《Grammar》课教案
外研《Grammar》优质课教案一、教学背景1. 教材分析：本课选自外研版《Grammar》教材，主要讲述了情态动词can的用法。
情态动词can表示能力、允许和请求，是英语学习的基础内容。
2. 学生情况：本课适用于初中一年级学生，学生已掌握基本的英语语法知识，具备一定的听说读写能力，但对情态动词can的用法尚未深入学习。
3. 教学目标：通过本课的学习，使学生掌握情态动词can的用法，能够正确运用can表示能力、允许和请求，提高学生的英语交际能力。
二、教学内容1. 情态动词can的用法（1）表示能力：I can swim.（我会游泳。
）（2）表示允许：You can e in.（你可以进来。
）（3）表示请求：Can you help me?（你能帮我吗？）2. 情景交际（1）A: Can you help me with this?B: Yes, I can. / No, I can't.（2）A: Can I borrow your book?B: Yes, you can. / No, you can't.三、教学过程1. 导入：教师通过提问引导学生思考生活中可以用到情态动词can 的场景，激发学生学习兴趣。
2. 新课呈现：教师通过图片和例句展示情态动词can的用法，引导学生理解并模仿。
3. 课堂活动：教师组织学生进行小组活动，运用情态动词can进行情景交际，提高学生的实际应用能力。
4. 巩固练习：教师设计练习题，让学生运用情态动词can进行句子编写，检查学生掌握情况。
5. 课堂小结：教师总结本节课所学内容，强调情态动词can的用法和情景交际的重要性。
四、作业布置1. 抄写情态动词can的用法例句，每人至少5个。
2. 运用情态动词can编写一个短对话，描述自己或朋友的能力、允许和请求。
五、教学反思教师在课后对本节课的教学进行反思，分析学生的学习情况，针对存在的问题调整教学策略，为下一节课的教学做好准备。
Unit 2 We are friends!教案(第2课时 Grammar 1)-【中职专用】高一英
Unit 2 We are friends!教案（第2课时 Grammar 1）-【中职专用】高一英语同步精品课堂（外研版2021·基础模块1）教学目标：1. 学生能够掌握形容词比较级的用法和构成方法；2. 学生能够在实际交流中使用比较级描述人或物之间的大小、高矮、快慢等差异；3. 学生能够通过练习使形容词比较级的用法更加熟练。
教学重点：学生能够掌握形容词比较级的用法和构成方法。
教学难点：学生能够在实际交流中使用比较级描述人或物之间的大小、高矮、快慢等差异。
教学方法：task-based instruction, communicative approach教学准备：多媒体课件、课堂活动用纸、笔。
教学过程：Step 1. Revision1. Greet students and ask them how they are feeling today.2. Ask some students to use the Superlative of Adjectives to describe their classmates or people they know.3. Review the Superlative of Adjectives with examples.Step 2. Presentation1. The teacher introduces the concept of Comparatives using a series of pictures and sentences to explain the comparison between two objects.2. Teacher explains that we use comparatives to compare two things and shows the spelling rule for forming a Comparative.3. The teacher then explains the situations in which we use the Comparative form of Adjectives, e.g. to describethe difference of size, height, weight, age or speed.Step 3. Guided Practice1. The teacher shows pictures related to comparisons,e.g. two animals with different sizes, two fruits of different colors, etc. and asks students to make a sentence that uses the Comparative of Adjectives to describe the difference between them.2. Students work in pairs and practice making sentences using the Comparative form of Adjectives.Step 4. Independent Practice1. Students complete the activity worksheet given bythe teacher, which includes exercises to practice the Comparative.2. Students share their answers and explain the reasons behind their choices.Step 5. Production1. In pairs, students create a dialogue where they describe the differences between two objects or people.2. Students present their dialogues to the class, and the class listen and provide feedback.3. The teacher evaluates the dialogues based on correct usage of comparatives and encourages students to identify and correct any errors.Step 6. Homework1. Students create their own sentences using the Comparative of Adjectives to compare two things.2. Students prepare a short presentation on the topicof Comparatives using PowerPoint or other media tools.教学反思：本课主要内容为形容词比较级的用法和构成方法。
英语：module1 grammar教案(外研版必修2)
Module 1 Our Body and Healthy HabitsGrammarGrammar 1 nouns used as verbs名词转化为动词很多表示物件、身体部位或某类人的名词可以用作动词，某些抽象名词也可用作动词。
名词和动词在转化时，有时不改变意思，有时意思也相应地变化，在学习的过程中注意记忆总结。
1 名词和动词在转化时，有时不改变意思，有时也相应地变化。
eye n. 眼睛.（用眼睛看）注释，端详ship n. 船，v. 用船装help v. 帮助n. 帮助love v. 爱n.. 爱picture 能画，照片v. 用图表示，描述2 有些名词和动词在转化时会发生元音改变或词尾变化blood----bleed sell----sale sing---- song advise----advice bathe----- bath believe---- beliefe.g.We ship grain to Africa.我们把谷物运往非洲。
These desks and chairs are coated with dust. 这些桌椅落上了灰尘。
We lunched together.我们一起吃了午餐。
3 Look at the verbs in bold. What are the nouns of these verbs?A.When Zhou Kai’s mother saw him heading towards the front door without a jacketon, she eyed him anxiously.B And I’m not overweight so I never have to diet4 1) She mothered the orphan他慈母般地照顾这个孤儿。
He wolfed his meal.他狼吞虎叨地吃饭．2）Tom braked the car.汤姆刹了车。
Unit 9 Grammar Focus 教案1
Unit 9 My favorite subject is science. Grammar Focus（教研教案）王晓芳Analysis of the teaching material:This unit mainly talk about school subjects and will be divided into five periods. This is the second period of this unit.1.It will continue to talk a bout the students’ favorite subjects and the reasons.2.It will review what have learned in the last period and focus on the usage of the specialquestions contain what, who, why, and when. Important sentence patterns are presented and flexible teaching methods are used to help students master the grammar.Teaching objectives:1.Knowledge objectives1)To study the special questions contain what, who, why and when.2)To use the key sentence patterns to ask and answer questions.2.Ability objectives:1)To develop the ability of speaking and writing.2)To use the special questions to talk about their favorite subjects freely.3.Moral objectives:1)To increase students’ interest and develop their self-confidence in speaking English.2)To enhance the students’ friendship between each other.Focal points and difficult points:1.To enable students to understand the usage of the special questions.2.To enable students to use the special questions to ask and answer questions.Teaching aids:Multi-mediaTeaching procedures:Step 1 Revision and lead-in1.Review what have learned.2.Lead-in the new language point.1)Ask some of the students:W hat’s your favorite subject?Why do you like the...?Who’s your...teacher?What’s (his, her, Bob’s...) favorite subject?Why does Bob like...?When is your...class?2)Ss: Answer questions use the sentence patterns:My favorite subject is...Because it is...My...teacher is ...Her/ his favorite subject is...It’s on Monday.Step 2 Grammar focusGuide students to understand how to use what, who, why, and when to ask questions, and how to answer the question including what, why, how, and when.1.Ask students to summarize the usage of what, who, why, and when. .2.Ask Ss to read the Grammar Focus box three times.3.Ask Ss to work in pairs, ask and answer with the sentences in Grammar Focus box.Step 3 Guessing game1.Show some pictures of the students in the class and ask other students to guess their favoritesubjects.2.Ask students to use what, why, who, and when to ask and answer questions.Step 4 Pair work1.Ask students to make dialogues with their partners use the sentence patterns:1)What’s your favorite subject? My favorite subject is...2)Why do you like...? Because it is...3)Who is your...teacher? My...teacher is...4)When is your...class? It is on...2.Ss: Discuss and make dialogues with their partners3.Show their dialogues to the class.Step 5 Fill in the blanks1.Guide students to do the exercise in 3a and 3b2.Ss do the exercise carefully3.Check the answers.4.Exchange their answers with their partners to make sure the answers are correct.Step 6 Interview and report1.Guide the students to do the interview in 3c.2.The students are divided into several groups.3.Then give the survey to the students to discuss and show an example for them how to fill outthe survey and do a report.1)Ask students to work in groups, and find out the one who has the same favorite subject.2)Find out those who has the same favorite subject.Step 7 Summary1.Consolidate what have learned in the class today.2.Ss s ummarize the sentence patterns have learned. Listen carefully and answer the teacher’squestions.Step 8 HomeworkWrite a short passage about my favorite subject.Blackboard designUnit 9 My favorite subject is scienceWhat’s your favori te subject? My favorite subject is...Why does Bob like...? Because it is...Who is your...teacher? My...teacher is...When is your...class? It is on...。
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。
英语Unit 同步教案(Grammar)
I had hoped to go on Monday， but I couldn’t get away.
I had thought that he was our English teacher.
3）用与Hardly…when， Scarcely…when, No sooner…than句型中。
had been done
过去完成进行时
had been doing
/
Step 3Consolidation
Finish the exercises (导学案）
6. Months ago， we sailed ten thousand miles across this open sea， which _____ the Pacific, and we met no storms。
A。 was calledB. is called C. had been called D. has been called
2)表示过去经常性、习惯性的动作。
I went to school by bus。
He was often late for school.
3）常用一般过去时的句型。
Why didn’t you/I think of that？
I didn’t notice it.
I forgot to tell you I had been there with my brother before。
Step1Revision
“现在时”错题回顾：
1. —How can I apply for an online course？
—Just fill out this form and we _____ what we can do four you。
Grammar教案
8B Unit 3 Online travelGrammar一、The Clues of TeachingThrough asking and answering the questions, discussing the questions in groups and acting out the dialogues, arouse the interests of the students. Improve the students’ability to use the language and form the ability to use the language. Through practising , joining, cooperating and communicating, enable the students to form the habits of study and improve students’ ability to study.二、Teaching Aims1. To revise some names about computers.2. To learn the new points passive voice.三、Difficult Points1. Words: widely e-dictionary restart connect properly2. Structure: 主语+ am/is/are + done主语+ was/were + done四、Key Points1. The changes of the verbs.2. The usage of passive voice.五、Teaching Equipments: Tape recorder pictures.六、Teaching Procedures:Step one RevisionThe title of unit 3 is online travel. Last class, We learnt some words about computers , can you remember, What they are? Then ask some students to answer. Show some pictures of computer to students./i?ct=503316480&z=&tn=baiduimagedetail&word= %B5%E7%C4%D4%CA%F3%B1%EA&in=10757&cl=2&lm=-1&st=-1&pn=8&rn= 1&di=53760832920&ln=1999&fr=&fm=result&fmq=1332151045406_R&ic=0&s=0&se=1&sme=0&tab=&width=&height=&face=0&is=&istype=2#pn8&-1&di5376083 2920&objURLhttp%3A%2F%%2F20090313%2F1383578_00053 7027_2.jpg&fromURLhttp%3A%2F%%2Fshow%2F1%2F46%2F1 1a55849e166e3e4.html&W795&H1024&T7436&S32&TPjpg/i?ct=503316480&z=&tn=baiduimagedetail&word=%B5%E7 %C4%D4%BC%FC%C5%CC&in=7207&cl=2&lm=-1&st=-1&pn=2&rn=1&di=184 ********&ln=1954&fr=&fm=result&fmq=1332151155718_R&ic=0&s=0&se=1&s me=0&tab=&width=&height=&face=0&is=&istype=2#pn2&-1&di184********&ob jURLhttp%3A%2F%%2Fpics%2F20080407%2Fb5f3ced7e18c8e8d 73113c8cfbd55eb147dc_o.jpg&fromURLhttp%3A%2F%%2Ftradel ead%2Fb5f3ced7e18c8e8d73113c8cfbd55eb147dc__%25E4%25BE%259B%25E5% 25BA%2594%25E9%25BB%2591%25E8%2589%25B2%25E7%25BB%258F%25E 5%2585%25B8%25E5%25B8%2583%25E8%2589%25BA%25E5%25BA%258A% 2F&W1024&H768&T9361&S80&TPjpg/i?tn=baiduimage&ct =201326592&cl=2&lm=-1&st=-1&fm=result&fr=&sf=1&fmq=1332151242046_R& pv=&ic=0&z=&se=1&showtab=0&fb=0&width=&height=&face=0&istype=2&word =%B4%F2%D3%A1%BB%FA&s=0Keyboard menu mouse printer screen.Ask some questions to revise the words.1. It is used for typing. Do you know what is it?2. There are lots of words and pictures on it, what do we call it?3. I find that it can put the words and pictures on paper, what is it?Step Two presentationⅠ. We all want to travel around the world and we learnt a new educational CD-Rom call ed “around the world in Eight hours”.T: Who is the designer?S: It is designed by Nancy Jackson.T: What colour have you visited? (show a picture)S: The places you have visited are marked in bright purple.T: Get the game now before it is sold out.Ⅱ.Show some pictures and say/i?tn=baiduimage&ct=201326592&cl=2&lm=-1&st=-1&fm=r esult&fr=&sf=1&fmq=1332151350609_R&pv=&ic=0&z=&se=1&showtab=0&fb=0 &width=&height=&face=0&istype=2&word=%B5%E7%C4%D4%CD%BC%C6%A C&s=01. Mr Li bought a new computer yesterday.A new computer was bought by Mr Li.2. We speak English.English is spoken by us.Let some students find out sentences like these.Step Three DiscussionLook at the sentences on the blackboard and work out the rules:1. concept: 主动语态：表示主语是动作的执行者被动语态：表示主语是动作的承受者2. structure: Simple present tense: am/is/are +doneSimple past tense: was/were +done主动语态变为被动语态的步骤a.将主动句的宾语变为主语，如果主动句的宾语是代词，需将其由宾格变为主格b.将动词改为“be + 过去分词”c.将主动语态的主语改为“by + …”放在谓语动词后，如果原主语是代词，则应由主格变为宾格Step Four PracticeⅠ Do some exercise to consolidate写出下列动词的过去分词live buy sellcome see finishborrow cut sayⅡ改写句子1. The woman cut the cake into two halves.（改成被动语态）The cake into two halves the woman.2.Our school needs two more good English teachers（同上）Two more good English teachers in our school.3.A book was borrowed by Jim yesterday（改为主动语态）a book yesterday.ⅢLet some students write down their answers on the blackboard and check the answers together.Blackboard PlanHomework1.Remember the new words and some expressions after class.2.Do some exercises to consolidate the usage of passive voice.七、Teaching Notes通过学生课堂反馈，教案使用达到了预先设想的教学目标，在复习板块中，学生都能积极地参与，在新课讲授过程中，大部分学生能够投入课堂中来，充分体现了教师的主导性和学生的主体性，引导他们逐渐将兴趣转化为学习动机，并使他们认识到自己的优势与不足，部分学生在练习的时候主动句和被动句的人称代词转换容易出错，课后应加强练习，使学生能够完全的掌握主、被动句的运用，并且督促学生记牢不规则动词的过去分词。
译林版版七年级英语上册Unit1_Grammar_优质课教案设计
Teaching important and difficult points
How to use simple present tense correctly and freely.
Teaching theories
Before dealing with this lesson, I did my best to carry out the following theories: Make theSsthe real masters in class while the teacher herself acts as a director. How can I make the students learn happily and quickly? I think interest is the best teacher.We should use the text book to teach, but not teach the text book.
Teaching aims
①Knowledge aim: Understand and grasp simple present tense.
②Abilityaim:Introducethemselves,describesomebody or something using simple present tense of the verb‘to be’.
译林版英语九年级上册_Unit1_Grammar名师教案
Unit1 Grammar名师教案I. Teaching aims and learning objectivesBy the end of the lesson, students should be able to:1. use the conjunctions “and”, “but” , “or” and “so” to join ideas together.2. use “both… and”, “not only… but also”, “either… or” and “n either … nor” to connect the same part of the two sentences.II. Teaching contents1. New words and phrases: impatient, think twice (about sth.), do the dishes2. Structures: Both Kitty and Simon are energetic.Not only the students but also their teacher knows about the four people.Either Simon or David is ready to take on new challenges.Neither Millie nor her friends know about types of personality.III. Focus of the lesson and predicted area of difficulty1. Talk about something with the correct conjunctions;2. Use the verb form after “not only… but also”, “either… or” and “neither… nor” correctly.ⅣPreview（课前预习）活动一：爱观察：本单元我们主要学习连词and, but, or, so和both…and…, not only..but also…, either…or…, neither…or…，教材中Reading部分已学过的关于这些连词句子有哪些？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：仔细阅读教材Grammar部分，注意比较级both…and…, not only..but also…, either…or…, neither…or…的用法，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，尝试用这些连词编写一段对话或者写一首小诗，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 and, but, or and soStep 1 Lead inFree talkT: Today, we’ll learn Grammar of Unit 1.We’ve met four outstanding persons. Do you remember them? (Show the pictures of the characters we’ve learned)S: They are Wu Wei, Su Ning, Liu Tao and Fang Yuan.T: Among them, I admire Wu Wei best because I wanted to be an artist when I was young.【设计意图：通过复习Reading中人物，导入新课，利用已有知识过渡至新板块的学习，使学生迅速进入学习状态。
八年级英语上第二单元grammar教案
八年级英语上第二单元grammar教案教案标题：八年级英语上第二单元Grammar教案教学目标：1. 理解并正确使用本单元的语法重点——过去完成时。
2. 能够用过去完成时描述过去发生的动作或事件的先后顺序。
3. 能够在口语和书面表达中正确运用过去完成时。
教学重点：1. 掌握过去完成时的构成和用法。
2. 能够区分过去完成时和一般过去时的差异。
3. 能够在句子中正确使用过去完成时。
教学准备：1. 教材：《八年级英语上册》教材第二单元相关教材。
2. 多媒体设备：电脑、投影仪等。
教学过程：Step 1: 导入新知1. 引入话题：通过展示一张有关过去的图片，引导学生回忆过去的经历，并用一般过去时描述。
2. 引入过去完成时：提问学生是否知道如何表达过去的过去，引出过去完成时的概念。
Step 2: 讲解过去完成时的构成和用法1. 展示过去完成时的构成：主语 + had + 过去分词。
2. 解释过去完成时的用法：用于描述在过去某一时间或动作之前已经完成的动作或事件。
3. 通过例句和练习，让学生理解过去完成时的具体应用场景。
Step 3: 过去完成时与一般过去时的对比1. 对比过去完成时和一般过去时的区别：强调过去完成时是过去的过去，而一般过去时只是过去的一段时间。
2. 通过例句和练习，让学生进一步理解两者的差异。
Step 4: 运用过去完成时进行练习1. 给学生提供一些句子，让他们用过去完成时改写句子。
2. 给学生提供一些情境，让他们用过去完成时描述过去的经历。
3. 进行口语练习，让学生在对话中使用过去完成时。
Step 5: 总结与拓展1. 总结过去完成时的构成和用法。
2. 提醒学生在写作和口语表达中要注意使用过去完成时。
3. 鼓励学生在日常交流中多运用过去完成时。
Step 6: 作业布置1. 完成教材相关练习题。
2. 写一篇短文，描述自己最近一次的过去完成时的经历。
教学反思：本节课通过引入话题和概念，讲解过去完成时的构成和用法，并进行对比练习和口语练习，帮助学生理解和掌握过去完成时的使用。
7A Unit5 Grammar1教学案
7A Unit5 Going shopping教学案第四课时 Grammar 1课型：新授执笔：鲁河中学陈寿红审核：初一年级英语组【学习目标】1．学会在疑问句和陈述句中使用there be结构2．学会使用there be 向别人介绍新事物【课前预习】一、请用动词Be的适当形式填空。
1. There _____ two English books on the desk.2. _____ there an American girl in your class?3. There _____ a football and some toys on the bed.4. There ______ (not) any water in the river.5. There ______ 100 dollars in the purse (钱包).6. _____ there many cakes and an apple in the box?二、选择填空。
( )1. Are there _______ in your class?A. any boyB. any boysC. any boiesD. some boys( )2. Wu Dong and his sister _______ a new bike.A. haveB. there areC. hasD. there is( ) 3. There is _______ cat here.A. not anB. noC. no anyD. not any( ) 4. ---- What’s on the table?----_______ some books on it.A. There’sB. There’reC. It’sD. They’re【课堂解疑】1、当我们想向别人介绍某地方有……的时候，我们可以用There be句型来介绍新事物，现在让我们来具体地学习这个句型，然后你们就可以运用自如了！There be句型There is/ are + 某物/某人+某地，表示“某地有某人或某物”，句中is/ are与最靠近他们的名词在数方面必须一致。
8A Unit 5 Grammar1教案
8A Unit 5 Grammar A＆ BSitu Secondary School JennyLearning aims1.学习英文五种基本句型结构。
2.理解使用一般现在时表示将来的用法。
3.懂得保护鸟类、保护湿地的重要性。
4.养成按计划行事的良好习惯。
Checking the preview（一）判断下列句子的句型。
(5x1’)1. The children are singing and dancing. ( )2. Mrs Lin made her son a nice kite. ( )3. They made him their monitor. ( )4. The fish tastes nice. ( )5. The young man likes learning foreign language. ( )（二）用括号内所给动词的一般现在时形式填空。
(2’)Tomorrow __________ (be) a busy day for me. Take a look at my schedule. The earliest underground _______ (leave) at 6.30, so I have to get up early. I __________ (give) Class 1 and Class 4 lessons from 8 to 10. At about 11.00, I __________ (meet) my friends from Y angzhou at the airport. Then we __________ (have) lunch. I __________ (return) to school at 1 p.m. becauseI __________ (have) a meeting. At about four I __________ (meet) some parents in my offices. At8 p.m., my favourite TV play Ji Xiaolan __________ (start). I __________ (watch) TV and relax myself.schedule 日程安排表timetableTask 1---Before birdwatchingWe should also make a timetable(时刻表)8.00 a.m. Meet at the bus station9.00 a.m. Get to Zhalong9.30 a.m. Begin birdwatching12.30 p.m. Have lunch3.30 p.m. Finish birdwatching4.00 p.m. Leave Zhalong bus station5.00 p.m. Get to schoolA timetable (3’)At 8.00a.m. ,we meet at the bus station.…I. Complete the notes on page83.(2’)The bus ______(leave) at 8a.m tomorrow from the bus stop. We_____(arrive) at Zhalong at 9 a.m. Birdwatching ____(start) at 9.30a.m. Lunch ___ (be) at 12.30.Birdwatching ____(end) at 3.30 p.m. and the bus ______(leave) Zhalong at 4 p.m. We ______(return) to school at 5 p.m.Concluding---Grammar B(一) When do we often use the simple present tense to talk about the future? (2’)当我们谈论Definite future plans(确切的未来计划)Timetables（时刻表）;Calendars(日历);Programmes(节目表),我们经常使用一般现在时表示将来。
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。
初中grammar英语教案
初中grammar英语教案一、教学目标1. 让学生掌握一般现在时的概念和用法。
2. 能够正确运用一般现在时描述人或事物的特征、习惯和经常发生的事情。
3. 提高学生的英语听说读写能力，培养学生的语法意识。
二、教学内容1. 一般现在时的定义和结构2. 一般现在时的用法3. 动词的形式变化三、教学重点和难点1. 教学重点：一般现在时的概念、结构和用法。
2. 教学难点：动词的形式变化和主语与动词的一致性。
四、教学方法1. 任务型教学法：通过完成各种任务，让学生在实践中学习和运用一般现在时。
2. 交际式教学法：通过小组讨论和角色扮演等活动，提高学生的口语表达能力。
3. 直观教学法：利用图片、实物等直观教具，帮助学生理解和记忆。
五、教学步骤Step 1: 引入新课教师通过展示图片或播放视频，引导学生谈论日常生活中的一些习惯和特征，如“我喜欢吃苹果”、“她很勤奋”等，引出一般现在时的概念。
Step 2: 讲解一般现在时1. 教师讲解一般现在时的定义和结构，强调主语与动词的一致性。
2. 举例说明一般现在时的用法，如描述人或事物的特征、习惯和经常发生的事情。
Step 3: 动词形式变化练习1. 教师展示一组动词，让学生判断它们的一般现在时形式。
2. 学生分组练习，互相纠正和指导。
Step 4: 小组活动学生分成小组，用一般现在时编写短剧，表演给其他小组观看，并互相评价。
Step 5: 课堂小结教师引导学生总结一般现在时的概念、结构和用法，以及动词的形式变化。
Step 6: 作业布置1. 抄写一般现在时的动词形式变化表。
2. 编写一篇短文，运用一般现在时描述一个人的特征或习惯。
六、教学反思通过本节课的教学，学生是否掌握了般现在时的概念、结构和用法？是否能够正确运用般现在时描述人或事物的特征、习惯和经常发生的事情？教师应根据学生的反馈和作业情况，及时调整教学方法和策略，提高学生的英语语法水平。
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。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
Unit 1 This is me
第五课时Grammar ( 1 )
一、要求:
语法1 行为动词句的一般现在时---- 含义、结构、肯定句行为动词的第三人称单数的构成规律
语法2行为动词句一般现在时的否定句、疑问句
二、Review
Review the words by a dictation.
三、Presentation
Ask the Ss: Do you have any hobbies? What do you like?
1. Ask the Ss, “ Who is this girl? Where does she live in?” Put She lives in Beijing. on the Bb. Say, “What about you? Do you live in Beijing? Where do you live in?” Put I live in Naijing. on the Bb.
2. Ask, “What does Millie have at home? Does she have a cat? No, she has a dog. Do dogs love fish? What loves fish?”Put Cats eat fish.on the Bb. Say, “Where do fish live?”Put Fish live in water. on the Bb.
3. Ask, “What does Millie love doing? Does she love swimming?” Put She reads books every day. on the Bb. Say, “What about you?”Put I do my homework every evening. on the Bb.
4. Point to the sentences on the Bb and say She lives in Beijing.I live in Naijing.These are things that are true now. Cats eat fish. Fish live in water.They are things that are always true. She reads books every day.I do my homework every evening. They are things that we do regularly.
5. Explain that we use the simple present tense to talk about things that are always true now we do regularly
四、Practice
1. Ask Ss to classify this sentence Simon plays football after school.
2. Give Ss more examples in order to help them understand the usage of the simple present tense.
a. I teach in a middle school.
b. I get up at 6 o’clock.
c. I take a bus to work.
d. I come from China.
e. I have a daughter.
f. I like milk.
3. Ss finish Part A in their books.
五、Presentation
1. Teach positive and negative sentences in the simple present tense using the sentences on the Bb.
She lives in Beijing. ∣I don’t live in Beijing.
I live in Nanjing. ∣Amy doesn’t live in Nanjing.
Cats eat fish. ∣Pandas don’t eat fish.
Fish live in water. ∣Birds don’t live in water.
She reads books everyday. ∣Her dog doesn’t read books.
I do my homework every evening. ∣My daughter doesn’t do
her homework every
evening.
2. Help them find out the rules. Then ask Ss to have a look at Page 8.
六、Practice
1.Change the sentences in Part A into negatives after the model. Model:
I live in a flat in Beijing. (she)
She doesn’t live in a flat in Beijing.
a. I have breakfast at 7 a.m. (you)
b. I go to school with my friend. (they)
c.I love my cousin Andy very much. (my father)
d.I talk to my classmates at lunchtim
e. (my dog)
e.I take my dog for a walk every day. (Andy)
f.I play volleyball. (Lucy and Lily)
g.I drink orange juice. (we)
h.I like reading. (my friends)
2. Complete the sentences.
a. Mr. Liu__________(teach) in a middle school.
b. I __________ (get up) at 6 o’clock.
c. He__________(take) a bus to work.
d. You_________(come) from China.
e. Birds_________(fly) in the sky.
f. That woman___________ (look) youn
g.
3. Go through the table on page 9. The table shows verb form changes for the simple present tense in the third person singular. Check their understanding by asking them to change other verbs.
4. Ask Ss to complete the exercise in Part B on their own.
5. Go through it with the whole class.
七、Consolidation
1. Ask pairs of Ss to act out the conversation.
2. Ask Ss to complete ‘Work out the rule!” at the bottom of page 9.
八、Homework
( A ) 将括号内的动词变为恰当形式
1. They ____________ ( like ) Chinese food.
2. Li Hua ____________ ( like ) the lunch in our school.
3. I ____________ ( go ) to school by bus. He ____________ ( go ) to school on his bike.
________ you ________ ( go ) to school by bike?
4. We ____________ ( play ) games on Tuesday and Thursday.
5. ________ the twins ________ (speak ) English?
6. Tom ______________ ( not, have ) a short ruler. He
____________ ( have ) a long one.
7. He ______________ ( watch ) TV now. He ____________
( watch ) TV every day.
8. My father ____________ ( know ) English, but he
______________ ( not, speak ) English.
( B ) 翻译句子
1. 你每天放学后走路回家吗？不，我乘车回家。
2. 他每天在学校吃午饭吗？是的。
我们都在学校吃午饭。
3. 午饭时间里你们做些什么？我们看书、谈话，有时做作业。
感谢您的阅读，祝您生活愉快。