【英语教案】Unit3Grammar教案
牛津英语9A Unit3 Grammar 教案及练习(含答案)
9A Unit3 T eenage problemsPeriod Five (Grammar A/B)教学目标1、总结归纳动词不定式的用法。
2、用特殊疑问词＋to不定式来谈论问题。
教学重点难点make me laugh to tell you the truthspare some time for me care aboutLinda came back home to find he house on fire.Paul knows who to talk to her help.Simon knows who to talk to for help.Simon does not know what to do.You should decide which to do first.Simon just forget s when to meet his friends.Sandy wants to know where to ask for advice.Millie does not know how to solve her problems.预习作业动词不定式在句中的成份教学步骤Step1预习检测检查预习作业让学生在Reading部分划出所有不定式，并说出不定式所作成分。
Step2探索研究1.教师解读49页A部分的说明文字，学生掌握to do 在句中的成份。
2.可省略to的动词不定式如:make, let, have, see, hear, notice 等，但这些动词被用在被动语态中时t o不能省略。
(1)The boss made his workers work for 12 hours.The workers were made to work for 12 hours by the boss.（2）We often hear that girl sing in her room.That girl is often heard to sing in her room.3．完成50页A1部分的练习，朗读对话。
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
江苏省镇江市丹徒区上会中学七年级英语上册Unit 3 Grammar(第3课时)教案
7A Unit 3 Grammar（第3课时）【学习任务】1.掌握文中的词汇。
2．认知人称代词替换名词。
3.能够用正确的人称代词替换名词。
4. 用英语在朋友之间表达你、我、他,增进同学友谊。
【课堂学习】一、首先请亲爱的同学们写出下列代词宾格和主格,并且要背上哦!二、读读下列句子,划出句中宾格,并总结规律。
1. Do you know them?2, My parents love them.3. Miss Zhang teaches us English.4. We like it very much.5. We call her Millie.6. Please listen to him.总结规律:我们可以用人称代词的宾格代替在句子中做_____________的名词.人称代词宾格一般位于___________ ，___________ 后。
三、小组阅读P36,B部分表格,朗读例句,并分析句子中代词指代哪个名词.四、完成B部分习题。
【课堂检测】一、用适当宾格填空。
1. Mr Green is a teacher . the students all like _______ .2. We are Miss Zhang’s students. He teaches _______ English.3. This book is about America.We learn much about that country because we read_ every day .4. We ask a lot of questions in class .Mr Wu answers _______ one by one .5.My uncle and aunt give _______ a birthday present every year .二、请用适当的主格填空，并在句中画出其所代替的名词。
牛津译林版英语七年级上册Unit3 Grammar 精品教案
Step IV Exercise
plete the sentences。(ppt)
2.Help students finish part B: Daniel is talking to his grandfather on the phone. Read the conversation and tell me what they are talking about. They are talking about Daniel’s new school.
作业设计
教学反思
（1）It is our school. (2) You study here.
(3)I teach English here. (4) We always begin classes at 8 a.m.
(5) He is our principal. (6) She is your history teacher.（7）They are very kind. (8) They are good teacher.
Step I Presentation
Look at this picture. It is our school. You study here. And I teach English here. We always begin classes at 8 a.m. Look at this man. He is Mr…. He is our principal . Look at this woman. She is Miss…. Sheisour history teacher. They are very kind. They are good teachers.
(牛津译林版)八年级上册教案：unit3Grammar
电子备课教案模板教学内容8A,Unit3 Grammar 主备人授课人集体备课成员教学目标1. To grasp the usage of “as…as”2.To learn to use reflexive pronouns教学重点To grasp the usage of “as…as” and reflexive pronouns 教学难点To learn to use reflexive pronouns突破难点主要策略Group work, pair work课前准备PowerPoint, pictures, etc.集体研讨课文内容主备初稿集体讨论意见个性化内容Step1 Lead in1.Showing you some picturesI would like to show you some pictures.T: Are they happy?S: Yes. They enjoyed themselves.T: Where can we see the photos?S: On Daniel’s ho me page.2. Get the students to talk about thepictures above. Then elicit the sentences‘They enjoyed themselves.’Get the student to feel the differencesbetween the following sentences:He taught himself. (‘He’ and‘Himself’ is the same person.)He tau ght him. (‘He’ is one person.‘Him’ is another. )In this way, we can help the students tounderstand that we use reflexive pronounswhen the subject and the object are the sameperson.STEP 2 Spellings of reflexive pronounsSingularPlural TheFirstPersonmyself ourselvesThe Second PersonyourselfyourselvesThe Third Person himselfthemselvesherselfitselfGet the students to complete the exercises on Page 36. Check the answers in pairs and then check the answers together.Get the students to read and act out the dialogue.STEP 3 Other ways to use reflexive pronounsFor stronger class, it is good for the teacher to do some summary here.作表语Mary is notquite herselftoday.玛丽今天身体不好.That brave boyin the story wasmyself.故事里那个勇敢的男孩就是我本人.作宾语He cuthimself.他割伤了自己.Be careful, oryou will hurtyourself.小心, 否则你会伤着自己.She has tolook afterherself.她不得不自己照顾自己.I looked atmyself in themirror.我照镜子.作同位语Kate herselfcooked the mealyesterday.昨天凯特自己烧了饭.They will come here themselves.他们将亲自到这儿来.You may go and ask the teacher himself.你可以去问老师本人.I myself did the work.我亲自做的这件事.习惯用法Helpyourself! Helpyourselves你随便吃！你们随便吃！STEP 4 Doing some additional exercises1. Don’t tell me the answer. I’ll work out the problem myself.2. She is too young to look after herself.3. Help yourself/yourselves to some meat, please.4. Lei Feng was always ready to help others, he never thought of himself.5. It’s a new knife. Be careful not to cut yourself.6. It’s easy, so you should learn how to teach yourself/yourselves.7. I didn’t do it for them. They did it themselves.8. The workers just made the metal tower all by themselves.9. We need your help because we can’t finish the work on time ourselves.10. Can you work out the physics problems yourself/yourselves?STEP 5 HomeworkMake summaries about the grammar items in your own ways.Finish off the exercises in the Handbook小四号宋体，单倍行距，首行缩进2字符。
沪教牛津版-英语-八上-Unit3 Grammar教案
第六讲单元语法——形容词副词一般来说，中文意思是“……的”的词是形容词，而中文意思是“……地”的词是副词。
形容词和副词的比较级和最高级是小升初考试的重点之一。
一. 形容词:1. 概述: 形容词是用以修饰名词或某些代词,表示人或事物的性质,特征或状态的. eg: This is a small noon.多个形容词作定语一般遵循下面的规则:限(冠词, 物主代词, 指示代词, 数词等) 观(描述)形(大小, 形状等)龄(年龄, 新旧等)色(色彩)国(国籍, 出处等)二. 副词: 表示行为特征或性状的词叫副词, 副词主要用来修饰动词, 形容词,副词或其他结构.副词的基本特征①副词是表示行为或状态特征的词，在句子中属于修饰性词类。
②大多数副词是用形容词加后缀－ly构成的。
Eg: quickly slowly bravely以-y结尾的形容词，现将y改成i，再加-ly。
Eg: happy-----happilyangry-----angrily有些副词没有特殊词尾。
Eg: late, often, here, quite, never, very③有些副词与形容词形式相同。
Eg: late, early, high, long, fast④只有可以分成比较级的副词才能有比较级和最高级形式，eg: fast ,easily等。
像only, really, here, there则不可能有比较级，因为它们是不可分级的。
一、形容词、副词比较级和最高级的意义英语中的形容词和副词，在句子里表示“比较……”、“最……”时，要用特别的形式，即：比较级和最高级。
原来的形式称为原级。
如：long longer longest原级比较级最高级1．The black pen is very long. 黑色的钢笔很长。
2．The blue pen is longer than the black one. 蓝色的钢笔比黑色的长。
八年级英语译林版上册Unit3_Grammar名师教案
Unit3 Grammar名师教案I. Teaching aims and learning objectivesBy the end of the lesson, students should be able to:1. use “as … as” and “not as/so … as” properly;2. use reflexive pronouns correctly;3. know how to use some new words and expressions.II. Teaching contents1. New words and phrases: itself, pull, rock, luckily, climber, keep the secret tooneself, look at each other, hurt yourself, enjoyedourselves, pull himself up the rocks2. New structures: The bus is as comfortable as those in the USA.The Eiffel Tower is not as tall as the real one in France.The model Sydney Opera House looks as wonderful as that in Australia.Linda enjoyed herself in the park.Linda’s parents will go and see the photos for themselves.III. Focus of the lesson and predicted area of difficultyHow to use “(not) as/so … as”.How to use reflexive pronouns correctly.ⅣPreview（课前预习）活动一：爱观察：本单元我们主要学习“as…as”结构来比较两个人或事物和反身代词的用法，教材中Comic strip and Welcome to the unit和Reading部分已学过的关于语法句子有哪些？尝试在课本中画出来，观察他们有什么特点？试着找找规律吧！活动二：爱思考：仔细阅读教材Grammar部分，注意as+adj. +as中的adj.的形式，观看视频讲解，尝试总结，关于本单元的语法知识点，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，尝试编写对话或小故事，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 as … asStep 1 Lead-inShow the picture of West Lake and Slender West Lake.T: I know you all love travelling. Now I’ll show you two beautiful lakes. Do you know them? And where are they? (The West Lake of Hangzhou and the Slender West Lake of Yangzhou.) Do you think the Slender West Lake is as beautiful as the West Lake? (Yes.) Why is this lake called the Slender West Lake? Is the Slender West Lake as big as the West Lake? (Because the Slender West Lake is smaller and slimmer than the West Lake.) It is as beautiful as the West Lake, though it’s not as big as the West Lake, right?【设计意图】通过本单元旅游话题呈现两张景点的图片，在讨论过程中导入本课学习目标。
【英语教案】Unit3Grammar教案
【英语教案】Unit3Grammar教案一、教学目标1、学生能够理解并掌握本单元的重点语法结构，如一般现在时、现在进行时和一般过去时的用法。
2、能够正确运用这些语法结构进行书面和口头表达，提高语言运用的准确性。
3、通过语法学习，培养学生的语言逻辑思维和分析能力。
二、教学重难点1、重点一般现在时的第三人称单数形式及在不同语境中的运用。
现在进行时的构成和用法，特别是动词现在分词的变化规则。
一般过去时的构成和常见时间状语的搭配。
2、难点区分一般现在时和现在进行时的使用场景。
掌握不规则动词的过去式形式。
三、教学方法1、讲授法：系统讲解语法规则和要点。
2、练习法：通过课堂练习和课后作业巩固所学知识。
3、情景教学法：创设真实的语言情景，让学生在情境中体会和运用语法。
四、教学过程1、导入（5 分钟）通过播放一段简短的英语视频或展示一组图片，引导学生观察并描述其中的动作和状态，引出本节课的语法主题。
2、一般现在时（20 分钟）讲解一般现在时的定义、构成和用法。
强调主语是第三人称单数时动词的变化规则。
举例说明，如：He likes music She studies hard给出一些句子，让学生判断是否为一般现在时，并说明原因。
3、现在进行时（20 分钟）解释现在进行时的构成“be ＋动词的现在分词”，详细讲解动词现在分词的变化规则。
举例：I am reading a book They are playing football设计情景，让学生用现在进行时进行对话练习。
4、一般过去时（20 分钟）介绍一般过去时的概念、构成和常见的时间状语，如 yesterday, last week 等。
展示一些句子，让学生找出一般过去时的动词形式，并说出其过去式。
安排小组活动，让学生分享自己过去的经历，使用一般过去时进行表述。
5、对比与总结（10 分钟）将一般现在时、现在进行时和一般过去时进行对比，分析它们在时间表达和动作状态上的差异。
2024-2025学年初中英语八年级上册(译林版)教案Unit3Grammar
Unit 3 A day outGrammar教学反思设计说明首先通过两个同样身高的女孩图片，指导学生以造句的形式口头操练as…as结构来导入新课，然后学习形容词同级比较的肯定句、否定句形式以及和形容词比较级的转换。
通过一边说一边把带有反身代词的句子呈现在PPT上来引出反身代词的用法，进而展示八个反身代词，然后让学生小组讨论出常与反身代词连用的词组，通过书上的练习来掌握反身代词的用法，再通过一些练习来巩固反身代词的用法。
教学目标通过本单元的教学，让学生达成以下目标：1.知识目标掌握词汇：itself，pull，rock，luckily，climber, as happy as, not as tall as ,look wonderful, pull themselves up the rocks, hurt oneself, keep the secretto oneself2.能力目标(1)通过读写听说训练，学会形容词同级比较的用法。
(2)通过听说读写训练，学会反身代词的用法。
3.情感目标通过集体外出活动，培养学生的集体荣誉感和协作精神。
重点难点重点：形容词同级比较和反身代词的用法难点：形容词同级比较和反身代词的用法教学准备PPT课件；相关图片授课时数1课时教学过程Step 1 Lead-inShow three pictures and say “Nancy is as tall as Linda.” and ask thestudents to talk about the pictures.S:Kate is not as tall as Linda.Kate is shorter than Linda.Step 2 Presentation1. Show them more pictures and make more sentences.(1)The green bag is expensive.The purple bag is as expensive as the green bag.The white bag is not as expensive as the green bag.(2) A horse is not as/so heavy as an elephant.An elephant is heavier than a horse.(3) The train is not as/so fast as the plane.The plane is faster than the train.2. Ask them to think about more sentences using as…as.Step 3 Summary1. Give a summary of the usage of as…as.(1) We use as…as to say that people or things are the same in some ways.e.g. Mr Wu is as happy as the two girls.(2) We use not as…as to say that people or things are not the same in someways.e.g. The two girls are not as tall as Mr Wu.= The two girls are shorter than Mr Wu.2. Give more examples to consolidate the usage of as…as.Step 4 Practice1. Deal with the exercises in the book on page 35. Complete her sentence under each picture with as…as or not as…as.(1) Give students two minutes to complete the exercises. Students can work in pairs.(2) Check the answers with students.Answers: 1. as comfortable as 2. as kind as 3. not as interesting as 4. not as tall as 5. as wonderful as 6. as good as2. Practice and read the sentences in pairs.Step 5 语法训练翻译下列句子并改为否定句。
Unit3Grammar教案-牛津译林版九年级英语上册
集体备课教案纸教学内容Unit3 Grammar课型new 主备教师备课时间2020.9.20 使用教师教学目标 1.To learn object clauses introduced by question words.2.To learn how to give suggestions.3.Talk about teenage problems with object clauses introduced by questionwords.教学重点 1.To learn object clauses introduced by question words.2.To learn how to give suggestions.教学难点 1.To learn object clauses introduced by question words.2.To learn how to give suggestions.教具mult imediaPart One Revision (Translation)First, ask the students to try to translate the following sentences:二次备课1. 我想知道我该做什么。
2. Daniel不知道他该和谁交谈。
3. 有时我们忘记我们应该什么时候停止。
4. 我不能理解为什么他们对我如此严格。
5. 我不知道我该怎样处理这个问题。
Part Two Object clausesStep 1 Read and find1. Check the a nswer and pay attention to the structure.2. Read the sentences of Part A on Page 40 find the object clauses.Step 2 PracticeStudents are talking about the ir problems. Help them complete eachobject clause below with a correct question word.Finish the exercise in part A1 and read the object clauses.Step 3 Work out the rule1.从句中要用陈述语序而不用疑问语序，即引导词+主语+谓语+其他。
高中英语Unit3ⅢGrammar--省略教学案
Section ⅢGrammar——省略省略一、省略的定义省略是一种避免重复、保持句子简洁的语法手段。
凡是缺少一个或一个以上的必要语言成分，但在一定语境中能够独立存在，意义明确，并且能发挥交际功能的句子都是省略句。
一般说来，只要不损害语法结构或者引起歧义，能省略的就应省略。
省略不仅使句子结构显得紧凑，而且也是分句和分句之间的承接纽带。
[观察例句]1．A：Oh，I just love nachos mexican cornchips covered with cheese.B：Me，too.2．A：So it's the food of many different cultures，all in one dish?B：Exactly.3．A real mix of cultures here!4．Can't wait![归纳用法]1．简单句中的省略(1)主语的省略祈使句可省去主语。
①Hand me the hammer，will you?把锤子递给我好吗？除祈使句外，还有其他省去主语的情况。
阅读下列句子，指出句子省略的主语是什么。
②Don't know.不知道。
省略了：I③Looks like rain.像是要下雨了。
省略了：It(2)谓语或谓语的一部分的省略。
阅读下列句子，指出句子省略的谓语是什么。
④Anything you want to tell me?有什么事要告诉我吗？省略了：Is there⑤The students still waiting？学生们还在等吗？省略了：Are(3)主语和谓语，或主语和谓语的一部分的省略。
阅读下列句子，指出句子省略了什么。
⑥(2016·浙江卷)—The movie starts at 8：30，and we can have a quick bite before we go.——电影8：30开始，我们可以快速地吃点东西就走。
- 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)。
教学过程
教学环节
教师活动
学生活动
设计意图
时间
1/4
Part 1 Get the students to talk The students brainstorm 引入环节有意识
Байду номын сангаас地设计这样的谈
Step 1 about the things they like and then share their ideas 话活动， 既可顺
Drills
exercises on P 29. exercises.
及时进行笔头巩 固操练，进一步 熟悉 what 的用 法。
Step 4
Get the students to talk The students try their best 在第三步练习的
基础上提供与练
Semi-
about 3 pictures that are to express themselves 习相近又能反映
the exmaples to talk about what to express their
their favourits and worries.
ideas.
2 min 1 min 2 min
Help the students to find In pairs, the students try to
out the functions of what in find out the functions and
the clauses and then draw a conclusion about
encourage them to reach a
the usage ofwhat.
conclusion.
Revision outgoing and caring. He is questions and tag 的学生才俊巧妙
开 展一 般疑 问
and new no longer what…”in Step questions to talk about 句， 特殊疑问句，
application 4 to create some situations
James. 反义疑问句的快
of tag and organize a series of
速复习与有序拓 展活动，以旧带
questions practice about general
新，连环语境的
questions, special questions and tag questions
积极创设有助于 激发学生用已学 知识去表达，并
教学重点和难点
Teaching focus: 1. Enable the students to know when tousewhat as the subject, object or predicative. 2. Get the students toreview the three kinds of questions, especially tag questions in a certain situation and learn something new about them by observing and deducing. 3. Help students to apply what they have learned in this lesson to writing an e-mail. Possible difficulties: 1. Distinguish when “what”can be used in a noun clause. 2. How to translate “Yes”and “No”when they are used to respond a “negative statement + affirmative tag question”.
学的基本句型理 性弄清 what 在从 句中的本质，得
Reading in the school library is what I like best.
出基本的运用规 律并回到课本第 一段寻找含 what
2) Dealing with maths problems is someting that
三种问句：
general/special/ tag questions 反意疑问句：陈述句 +附加问句
1. 前肯，后否； 2. 前否，后肯； -- No 要译成“是” ，Yes要译成 “不 ”
定式祈使句 + will/ won ’t you？ 定式祈使句 + will you ？ Let’s 型祈使句 + shall we?
Get the students to find out The students find out the the sentence containing sentence containing what.
what in Paragraph 1.
2 min 1 min
2/4
Step 3 Get the students to do the The students do the
Guide the students to make The students will do the 有意识地引导学
生在简要总结中
a summary about what they exercises on their own and 运用 what；作业
have learnt.
of
course they
需要与运用相结 合的理念。
2 min
板书设计
Book 1 ，Unit 3 Grammar
what
what 在从句中除了表示疑问的含义， 译作“什么”，还表示“所……的” 充当 主语、宾语或表语
What I like most is reading. What worries me most is maths. James is no longer what he used to be.
课题名称
Unit 3 Teens in School： Do Our Parents Understand Us ？
（高一年级上 Module 1 Unit 3 ）
Grammar
教学目标
By the end of the lesson, students will be able to: 1. know when to use“what”in a noun clause and use general questions, special questions and tag questions correctly in real situation. 2.form the idea of learning grammar by trying to use it.
can seek
布置既有 drills 性 质的练习也有指
Assign some exercises for help from others if they 导性的写作，整
the students to do after find any problems.
节课都有意识地 渗透语言的学习
class.
使复习、呈现和 运用新知自然揉
Step 6 Present 6 pictures and Learn Practice some relevant sentencesto
guide students to do practising by using tag
questions.
合。
to
respond
Lead-in best and worries them most
with the classmates. 承课文的话题让
学生的情感得到
自然地表达，又
可为 what 用法的
引入做好铺垫；
接着利用学生生
成的话语用
what 进行替换， 自然过渡到新语
言结构的学习，
Step 2 Transform two sentences The students observe how 并让学生用新学
4/4
worries me most.
的句子。这样的 处理可较巧妙地 把习得，学得与 即时运用结合起
Dealing with maths problems is what worries
来 , 同时，鉴于学 生刚上高一，不 过多强调名词性
me most.
从句的概念。
Get the students to imitate The students try to use
production
similar with the exercises with
the aid
of
the 3
真实生活的图片 与一定的语料，
and further they have done. presentation
pictures and some hints
激发学生进行半 控制性的产出活 动。并在第三个
教学资源和教学方法
Teaching resources: Multimedia and other teaching aids；pictures from the Internet Teaching method: Task-based LanguageTeaching Approachand Situational Method.
运用练习中利用
语境呈现 what 在
从句中做表语的
用法，分散化解
难点，并为下个
环节的复习埋下
伏笔。
Part 2 Make use of the The students try to use 本 环 节 围 绕