Grammar 教案
牛津译林版(2024)七年级上册Unit 2 Hobbies第四课时Grammar教案
Unit 2教案第四课时Grammar◆内容分析本板块围绕单元话题，谈论彼此的兴趣爱好，指导学生学习行为动词的一般现在时的形式特征及其在语境中表达的意义和使用的规则。
本板块首先呈现Reading 板块语篇中的原句，引导学生关注一般现在时的形式特征之一，即动词为原形或第三人称单数形式，并归纳行为动词的一般现在时表达的意义；接着展示一般现在时的肯定句、否定句和一般疑问句的例句以及行为动词的第三人称单数形式变化的表格，指导学生观察和探究助动词do和行为动词的一般现在时的基本形式特征；随后通过单句和对话语篇两个层面的练习帮助学生巩固所学内容，内化新知；最后设置讨论自己和他人的兴趣爱好的情境，引导学生围绕单元话题在语境中运用目标语法，强化一般现在时的语法结构，领悟一般现在时的语用功能。
◆教学目标通过本课时学习，学生能够：1获取和梳理一般现在时的肯定句、否定句和一般疑问句中行为动词和助动词do 的形式变化规律以及行为动词的第三人称单数形式变化规律；2辨别和归纳行为动词的一般现在时的表意功能，即用于描述惯常行为、普遍真理或目前符合事实的事情；3在交流自己和他人的兴趣爱好的情境中正确运用行为动词的一般现在时，进一步增进对同学的兴趣爱好的了解。
◆教学建议•^Presentation1Read the sentences from Millie's article about Daniel on page 23 and answer the following questions.(1)Which tense do these sentences use? How do you know that?(2)According to these sentences, when can we use the simple present tense?2Have students read the positive sentences using verbs in the simple present tense in the table on page 23 and answer the following questions.(1)When do we use the base form of verbs in a positive sentence?(2)When do we use the third person singular form of verbs in a positive sentence?3Have students read the negative sentences and questions using verbs in the simple present tense in the tables on page 23 and answer the following question.Which form of the verbs should we use in negative sentences and questions in the simple present tense?4Have students read and learn Tip 1 on page 23.5Have students finish “Work out the rule!” on page 23.6Have students answer the following question.How do we change most verbs into the third person singular form?7Read the table at the bottom of page 23 and summarize the ways to change verbs into the third person singular form.8Have students go through “Grammar check” from page 140 to 142. Give explanations if necessary.•^Practice1Have students underline the subject of each sentence in A on page 24 first and then finish A.Then have students underline the time adverbial of each sentence in A and summarize the rule.2Have students finish B on page 24.Answer1Does; No, she doesn't.2Does; No, she doesn't.3Does; Yes, she does.4Do; No, they don't.3 Have students finish C on page 24.■^ProductionHave students finish D on page 24.◆设计意图本板块教学首先通过分析Reading板块语篇原句，引导学生观察行为动词的一般现在时的形式特征，感知一般现在时的表意功能；接着指导学生观察肯定句、否定句和一般疑问句，归纳行为动词和助动词do在不同句式中的形式变化和使用规则；再引导学生观察行为动词第三人称单数形式，总结变化规律，并在语境中从单句和对话语篇两个层面进行练习和巩固；最后让学生准确使用行为动词的一般现在时讨论兴趣爱好和相关活动，充分内化本单元核心语法知识。
《Grammar》优秀教案
___________________ ______________________
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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。
Unit1Grammar教案
2.思维品质：培养学生观察、分析、比较不同时态的语言现象，发展逻辑思维和批判性思维，提高解决问题的能力。
3.文化意识：通过学习时态在真实语境中的应用，使学生了解中西方文化差异，增强跨文化交际意识，培养国际视野。
（三）实践活动（用时10分钟）
1.分组讨论：学生们将分成若干小组，每组讨论一个与英语时态相关的实际问题。
2.实验操作：为了加深理解，我们将进行一个简单的时态填空练习。这个练习将演示不同时态的基本原理。
3.成果展示：每个小组将向全班展示他们的讨论成果和填空练习的结果。
（四）学生小组讨论（用时10分钟）
Unit 1 Grammar教案
一、教学内容
《Unit 1 Grammar教案》
本节课教学内容选自八年级英语上册，主要包括以下章节内容：
1.一般现在时态
2.一般过去时态
3.一般将来时态
4.现在进行时态
5.过去进行时态
二、核心素养目标
《Unit 1 Grammar》的教学旨在提升学生的英语学科核心素养，具体目标如下：
-难点2：动词过去式的变化。如：“eat”的过去式是“ate”，“go”的过去式是“went”。
-难点3：在实际情境中运用时态。如：描述正在进行的动作时，学生可能会说成“I am going to the library”而非“I am going to the library now”。
在教学过程中，教师需针对以上难点进行重点讲解和练习，帮助学生理解并掌握各时态的核心知识，提高他们在实际语境中正确运用时态的能力。
在小组讨论环节，学生们提出了许多关于时态在实际生活中应用的问题，这让我意识到他们已经开始学会将所学知识运用到实际情境中。然而，如何在短时间内帮助学生们更好地消化吸收这些知识点，仍然是我需要思考的问题。
Unit5第四课时Grammar(教案)2023-2024学年八年级下册英语译林版(安徽专版)
教学评价：通过学生在课堂上的参与度、练习题的正确率和课后作业的完成情况进行综合评价。
核心素养目标
本节课旨在培养学生的英语学科核心素养，主要包括语言能力、文化意识、思维品质和学习能力。
1. 语言能力：通过本节课的学习，学生能够正确运用现在完成时态描述自己的经历和变化，提高学生的英语口语表达能力和书面表达能力。
强调现在完成时态在现实生活或学习中的价值和作用，鼓励学生进一步探索和应用现在完成时态。
布置课后作业：让学生撰写一篇关于现在完成时态的短文或报告，以巩固学习效果。
学生学习效果
1. 语言能力：学生能够掌握现在完成时态的构成和用法，能够正确运用现在完成时描述自己的经历和变化。他们在口语表达和书面表达中能够更准确地表达过去发生的动作对现在的影响。
答案：
had eaten
4. 改写句子题型
目标：学生能够将一般过去时态句子改写为现在完成时态。
题目示例：
He went to the park yesterday.
改写为：
He ______ (go) to the park ______ (yesterday).
答案：
has gone
yesterday
5. 情感态度：学生对英语完成时态在实际生活中的重要性，增强对英语学习的自信心。
6. 合作能力：在小组讨论和角色扮演的活动中，学生学会了与他人合作，分享自己的想法和观点。他们能够有效沟通，倾听他人的意见，共同解决问题。
7. 创新思维：在讨论现在完成时态的案例和解决问题时，学生能够提出创新性的想法和建议。他们能够运用所学的知识，创造出新的表达方式和解决方案。
答案：
finished
部编版八年级英语上册《Grammar》教案及教学反思
部编版八年级英语上册《Grammar》教案及教学反思一、教案设计1. 教学目标•能够理解并运用本单元所学语法知识——时态和语态；•能够正确使用被动语态；•能够掌握句子成分在被动语态中的变化。
2. 教学重难点•重点：被动语态的概念和运用，句子成分在被动语态中的变化；•难点：时态和语态的区分及运用。
3. 教学内容本课时主要内容为：•时态的概念和运用；•被动语态的概念和运用；•句子成分在被动语态中的变化。
4. 教学过程a. 热身通过英文歌曲欣赏、问候和自我介绍等活动，放松学生心情，引导学生进入英语教学状态。
b. 语法讲解1.时态的概念和运用：时态是指动作或状态发生的时间，在句子中主要通过谓语动词的形式来表示。
英语总共有12种时态，分别为：•一般现在时：常表示习惯性动作和客观真理等；•现在进行时：表示正在进行的动作或状态，常与现在时间状语连用；•一般过去时：表示已经结束的过去动作或状态；•过去进行时：表示过去某个时刻正在进行的动作或状态；•现在完成时：表示已经完成的动作对现在造成的影响，常与for、since等状语连用；•过去完成时：表示在过去某个时间之前已经完成的动作；•将来进行时：表示将来某个时间正在进行的动作；•一般将来时：表示将来的动作；•将来完成时：表示将来某个时间之前已经完成的动作；•完成进行时：表示从过去一直延续到现在正在进行着的动作；•过去完成进行时：表示从过去某个时间一直延续到另一个过去时间正在进行着的动作；•虚拟语气：表示不是事实的情况，有三种形式——虚拟现在时、虚拟过去时、与过去相反的虚拟过去时。
2.被动语态的概念和运用：被动语态表示动作的承受者，主要形式为be动词+过去分词。
其一般用法为：•主语+be+过去分词；•主语+be+过去分词+by+动作执行者。
3.句子成分在被动语态中的变化：句子成分在被动语态中的变化主要表现在：1. 主语变成被动语态的动作承受者；2. 宾语变成被动语态的主语；3. 动词变成被动语态形式。
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。
Unit6 Grammar教案 牛津译林版九年级英语上册
Unit6 TV programmes Grammar教案（一）Grammar教案（二）I. Teaching aims and learning objectivesBy the end of the lesson, students should be able to:1.learn to use if-clause;2.learn to use unless-clause.II. Teaching contents1.New words and phrases:be in danger live in the wildlive as a family realize your dreamweather report have a chance to do sth.Take your own food with you have little interest in sth. 2.New structures:If you enjoy solving mysteries, you might like this film.Unless you try your best, you will not realize your dream.You will have a chance to see how a TV programme is recordedunless you have little interest in it.III. Focus of the lesson and predicted area of difficulty1. To use if-clause to talk about the result of a possible action.2. To use unless to say that something can only happen or be true in a particular situation.IV. Teaching proceduresGrammar AStep 1 Sing a song -I f You Are HappyIf you’re happy and you know it , clap Your handsIf you’re happy and you know it , clap your handsIf you’re happy and you know itNever be afraid to show it...【设计意图：通过英文歌曲调节气氛，同时迅速进入本课重点if-clause。
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。
【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。
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。
必修三Unit1Grammar教案
《高中英语（上外版）》必修第三册Unit 1 Road to Success课时：第3课时课题：Grammar in Use课型：语法课教学设计与说明一.学情分析本节课授课对象为高一第二学期的学生。
经过第一学期的学习，同学们已经有了分词在句子中各项功能的总体概念。
但是大部分同学们对分词各项句法功能的总体框架结构是不清晰的，对分词的各项句法功能各自的特点、重点、难点没有概念。
所以需要帮助学生分项理清特点、重点、难点，并在语言实际交际运用中加以操练并巩固。
二．教材分析单元语法运用Grammar in Use聚焦于分词作补语（宾语补足语和主语补足语）的复习和巩固。
教材P9-10上有三道语法练习题。
第一题旨在分析分词在句子中的功能，认识分词做补语的结构。
第二题旨在辨认分词作补语的结构并能正确区分这一结构中现在分词和过去分词在做补语时的区别。
第三题考查语言的综合运用能力，要求学生在语篇中、在上下文语境中理解、分析、归纳并灵活运用分词作补语这一语法功能，同时要求学生区分分词作补语与分词其它功能的区别。
三．教学设计思路本课为本单元语法教学的第二课时：语法练习课，旨在帮助学生在第一节语法课的基础上复习巩固分词作补语这一语法功能，并为学生创设产出的机会，提高语用能力。
导入部分利用课本P8-9练习I&II，采用归纳演绎教学法复习第一课时学习过的内容，引导学生学会对学过的语法规则进行分类归纳，在头脑中形成非谓语知识体系的网络架构。
操练部分采用任务型教学方法，在遵循学生认知规律的基础上设置多层次能力要求逐步递进的实践任务，引导学生在完成各个层次的任务中逐步实现分词做补语这一语法功能的内化，并在任务中实现learning by using, learning for using的语法学习目标。
Lesson Plan（the 3 period）rdLearning Objectives:By the end of the period, the students are expected to:1. have the ability of classifying and summarizing grammar rules of -ing / -ed forms as complements;2. form the network of -ing / -ed forms as complements in mind so as to distinguish them from other functions of -ing / -ed forms;3. skillfully apply -ing / -ed forms as complements in listening, reading and writing.Learning Procedures:Step I. Revision (Interactive activity)*T: Help the students recall and classify what they learned in the first period of Grammar in Use with the help of Exercise I & II on P 8-9.*Ss: Recall the grammatical rules of -ing / -ed forms used as complements by category.I. -ing form used as complements:feel / hear / listen to / see / watch / look at / notice / observe ... + O. + doing (O. C.)S.+ be felt / heard ... + doing (S. C.)discover / find / smell / catch ... + O. doing (O. C.)S. + be + discovered ... + doing (S. C.)get / have / keep / leave / send / set / start ... + O. doing (O. C.)with + O. + doing (O. C.)II. -ed form used as complements:see / hear / watch / find / feel / consider ...+ O. + done (O. C.)S.+ be seen ... + done (S. C.)get / have / keep / leave / make ... + O. + done (O. C.)declare / like / need / order / want / wish ... + O. + done (O. C.)with + O. + done (O. C.)Note: After working non-stop for twenty hours, he went to bed tired and hungry. (O. C.) The athlete went away quite satisfied with the result of the match. (O.C.)Step II. PracticeI. Identify - ing /- ed forms as complements in the lyrics (Task 1)*T: Play the song “Those Sweet Words” and ask students to identify - ing /- ed forms as complements in the lyrics while enjoying the melody. And then focus on the functions of -ing / -ed forms in “Iknow I saw you saying it.” and “I just h ave to hear t hose sweet words s poken like a melody.” and the meanings of the two sentences.*Ss: Identify - ing /- ed forms as complements and translate the two sentences into Chinese.Those Sweet WordsBy Norah JonesWhat did you sayI know I saw you saying itMy ears won't stop ringingLong enough to hearThose sweet wordsWhat did you sayAnd now the dayThe hour hand has spunBefore the night is doneI just have to hearThose sweet wordsSpoken like a melodyAll your love...II. Apply -ing / -ed forms as complements in individual sentences. (Task 2)*T: Ask students to identify the structure of -ing / -ed forms as complements in the following sentences and then fill in the blanks with proper forms of the verbs given in the box. Call students’attention to the differences between -ing forms as complements and -ed forms as complements.*S: Read the sentences silently and underline the structure of -ing / -ed forms as complements in each sentence and then fill in the blanks with -ing forms or -ed forms based on grammar rules of the differences between -ing forms as complements and -ed forms as complements.III. Apply -ing / -ed forms as complements in a passage. (Task 3)*T: Ask students to read a short passage and fill in the blanks with the -ing / -ed forms of the verbs given in the box. Then circle the ones that are used as complements. Call students’ attention to the differences between -ing / -ed forms as complements and -ing / -ed forms for other functions.*S: Read the short passage silently and circle the structures of -ing / -ed forms as complements in the passage and then fill in the blanks with -ing forms or -ed forms based on grammar rules of the differences between -ing / -ed forms as complements and -ing / -ed forms for other functions.IV. Apply -ing / -ed forms as complements in writing sentences. (Task 4)*T: Ask students to read each sentence in Chinese carefully and make out which category of -ing / -ed forms as complements fits the contexts best based on the given word in the brackets. And then translate the whole sentence into English.*S: First, make out and write down the proper structure of -ing / -ed forms as complements. Then, translate the whole sentence into English.。
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。
牛津英语8B Unit4教案(Grammer)教案
Unit 45 &6 period：Grammar－．教学目标：l．To understand the purpose of using connectives of reason 2．To use “because” to give a reason for something3．To use “because of ” to give a reason for something 4．To show results with “so”5．To use “hope” and “wish” correctly二．教学重难点：words:groundPhrases：Sentences：1. Ricky helped with the charity show because he wanted toraise money for Project Green Hope.2．Ricky was nervous because of the TV cameras.3．There was a lot of work so I was very busy.4．I hope (that) you will like the show.5．I hope to see the charity show.6．I wish (that) I would be the host of the next show.7．I wish (that) the pop stars would invite me to lunch.8. I wish (that) I could fly.9. I wish (that) I were Richy.10. I wish you a happy holiday.11. We wish you good luck.三．教学方法：Listening and speaking．四．教学手段－tape-recorder and multi－media五．教学过程：Step 1：Lead－in1.introduce myselfI’m Zhang Ping, you can call me Miss Zhang. I’ll teach you till your teacher, Miss Cai, come back from the USA.This is my first time to teach fun with English , so you need your help, if there is any trouble. I didn’t teach for about half a year because I had a son last winter.I love my son because板书he is very lovely. I wish板书 I could stay at home板书for more time, but your English teacher has gone to the board, so板书I have to come back to teach you. I hope板书 we can get well on with.2.free talkT: I like F4 becau se they’re very handsome. Who is your favourite sports star/music starS: …is my favourite pop star.T: Why do you like him/her bestS: Because …3.ask some more questions like thisStep 2 ：pre－task.l. Turn to page 60. Let’s think of Ricky.Q1: Why did Ricky help with the charity show (Because he wanted to raise money for Project Hope).Q2: Why couldn’t Ricky sleep the night before the show ( Because he was too excited).Step 3 ：While－taskTask11.T: W hen we ask for reasons, we use ‘why’. When we givereasons, we can use ‘because’. T: underline thesentences that contain the word ‘because’.2.Ask two students to read out one example each from thegrammar table at the top of page 64.4.Explain the context of the exercise. Daniel is askingSandy about the charity show. The words on the pieces of paper are reasons from Sandy’s notes.Ask students to work on their own to write answers toDaniel’s notes. Remind them that each sentence must contain the word ‘because’.Read out each of Daniel’s questions. Ask volunteers to answer the questions using ‘because’. Repeat the answers clearly and ask students to check their own work.Task21. T: Look at the Bb, we say:We also can say板书We also can sayT: We can al so use ‘because of’ to give a reason for something. When we use ‘because of’, it is followed by a noun or pronoun.T: Look at the grammar table at the top of page 65. Show students that we can use ‘because of’ to answer questions with ‘why’, .Why did Ricky have to speak loudly ( Because of the noise.) Why was Ricky nervous (Because of the TV cameras.)T: Read the words above the speech bubbles in part B1, the first part says what happened, and the second part is the reason. Please use ‘because of’ to make sentences.Ask three volunteers to read out their answersT: part B2 Amy and Shirley are looking at pictures of a flood. Amy is answering Shirley’s questions about it. Please write answers to Shirley’s questions using ‘because of’ or ‘because’.Select two students to play the roles of Shirley and Amy.Task3T: I like F4 because they’re handsome. F4 are very handsome, so I like them.1.Tell students that we can use ‘so’ to introduce aresult. Read out the two examples and explain that thefirst part ( ‘There was a lot of work’/’ I wantedto help the poor’) is a fact, and the second part(‘Iwas very busy’/I ‘donated some money.’) is a resultof that fact.2.Explain that like ‘because’, ‘so’ can be used togive a reason for something, but the order is different from a sentence with ‘because’. In other words, we can give the information in the example sentences using ‘because’ as follows:I was very busy because there was a lot of work.I donated some money because I wanted to help the poor.3.Ask students to rearrange the words in Part C1 to makesentences. Remind them that the first part of the sentence should be a fact and the second part should be a result.4.Once students have finished, ask three students toread out one sentence each. Correct errors and mispronunciations.5.Ask students to read through Kitty’s letter in partC2 for overall meaning first. Then ask them to fill in the blanks using ‘because’ ‘because of’ ‘so’.6.Ask students to read out one paragraph each. Clarifyany misunderstandings if necessary.7.Ask students to complete ‘ Work out the rule!’ ontheir own. Ask one student to read out the rule and check the answer as a class.8.In a compound sentence, we cannot use because and soat the same time.(F)Because I got up late, so I’m late for school.(T) I got up late, so I’m late for school.(T) Because I got p late, I late for school.Task4T: I wish板书 I could stay at home for more time, but your English teacher has gone to the board,so板书I have to come back to teach you. I hope板书 I can get well on with you.1.Tell Ss that we use ‘hope’ and ‘wish’ to talkabout things or situations that we want to happen.2.To hope is to want something to happen and think thatit is possible. We usually use ‘hope’ to talk aboutthe present or the future.To wish is to want what is not happening or what didnot happen. We usually use ‘wish’ to talk aboutthe past or the present.age of ‘hope’:n. hope → hopes. I hope (wish) to come.. I hope she won’t come tonight.. You’re my last hope.4. usage of ‘wish’:v.wish + to do wish + sb. to dowish + clause 虚拟。
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。
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Unit 1 Art Period 3 Grammar 教案
元阳高级中学秦一丹
Teaching aims
1.Enable the students to use the Subjunctive mood correctly in different situations
2.
Teaching important and difficult points
Enable the students to use the correct form of the subjunctive mood; To know the differences between the attributive and the predicative
Teaching methods
Analysis and have some discussions.
Teaching procedures
StepⅠLeading-in
Greet students and play a song (The butterfly song) .Then ask them some questions about the song.
StepⅡPresentation
At first, give the students an example to present what the subjunctive mood is and in what situation we should use the subjunctive mood. Then, show them the sentence structure of the subjunctive mood.
Ask Ss to listen to the following example:
Suppose I’m a basketball fan. Yao Ming is coming here to play a basketball game this evening. But unfortunately, I haven’t’got a ticket for it. I feel sorry about that and what should I say in this situation? I will say: I wish I watched the basketball game. / If I had got a ticket, I would go to watch the basketball game. Have you ever heard such kind of sentences?
They use subjunctive mood. The subjunctive mood is used when we want to express a wish, request, recommendation or report of a command. Also the subjunctive mood is used to express something that is contrary to the fact, highly unlikely or doubtful.
We can use the following tow sentence structures to express our regretting.
Ste p ⅢPractice
First, show the Ss some more situations. Then raise some questions and ask them to discuss in groups of 4 the according to the situations using the subjunctive mood. At
last, get them to show their sentences
Step ⅣSummary
Ask the Ss to make a summary about what they have learned today. Show it on the screen.
StepⅤHomework
Prepare for the Listening and Talking on page 41.。