高中英语 Module3 period 4 Grammar 1, Grammar 2教案 必修3 新

Unit3 Grammar精品教案Period 4 Learning about LanguageTeaching objectives:1. To get Ss to know how to use new words and phrases.2. To help Ss to master some new words and expressions.3. To get Ss to have the knowledge of this grammar point: A noun clause is used as the object; a noun clause is used as the predicative.Teaching Procedures:Step 1.RevisionPurpose: To consolidate the words and phrases in the text.1. Ask Ss to look through the reading passage and finish Ex1 of Discovering useful words and expressions.2. Ask Ss to finish Ex2 of Discovering useful words and expressions. Then let them check the answers in pairs.3. Organize a game. Ask Ss to finish Ex3 to see who can get the most right answers in the least time.Step 2. Grammar1.Ask Ss to finish Ex1 and Ex2 of Discovering useful structures and try to findsome rules about how to use a noun clause as the object.2.Ask Ss to finish Ex3, Ex4 and Ex5 of Discovering useful structures and try to findsome rules about how to use a noun clause used as the predicative.3. Conclusion(1) 宾语从句：引导词为that; whether/ if; what; which; who; whom; whose; when; where; how; why and so on. The object clause can be placed after vt, prep, and some adj.注意事项：◆用陈述句的语序。

云南德宏州芒市第一中学高中英语 unit3 travel Period4 Grammar教案新人教版必修1This unit helps students make a connection between geography, or the “lay of the land”, and the customs and traditions of the people who live there. The places visited in this unit are close to home:in China and Southeast Asia. Critical thinking skills developed in this unit will include planning for a trip and solving problems after the trip has begun. The skills students are asked to use are set in realistic situations and are intended to make students more resourceful. The focus in this unit is on how to read an atlas to make travel plans and how to find ways to travel. An atlas offers a wealth of information about geography and is one way to increase students’ awareness of their global environment. U se of an atlas especially addresses the needs of students with visual and spatial learning styles. Of course, the photos and maps included in this unit add to the skills taught. Practice with creative writing is continued in this unit. Students learn about the purpose of the journal and how it compares with the diary. Students are also given practice in reading journal entries and writing their own. In the process, they are introduced to the role of sensory detail in descriptive writing. Thus, based on the theme, contents and teaching objectives, the whole teaching procedures can fall into sevenperiods as follows:Period 1 Warming up and speakingPeriod 2-3 ReadingPeriod 4 GrammarPeriod 5-6 Listening and writingPeriod 7 Using language(exercise)Period 4 GrammarA. Teaching goals:1. To discover and learn to use some useful words and expression2. To learn about the present continuous tense for future actions.B. Teaching important points:the present tense for future use.C. Predicting problems and analysis1. The teacher should make a good preparation for the pre-class to help our students understand the concept and category better. Because of their poor basis, they may not be familiar with some words, phrases, sentences, definition and so on.2. The teacher should introduce some skills properly so that it enables studentswork out many questions of this grammar learning.3. The teacher must pay more attention to students’ feedback in the class and timely adjust..D. Teaching Methods1. Review, explanation, and consolidation.2. Make every student work in class.3. Task-Based Teaching Method and Group Cooperation.E. Teaching AidsThe multimedia; The blackboard; The coursewareF. Teaching proceduresPre-class-----lead-in-----exercise-----presentation-----Post-class-----consoli dation----homeworkStep1. Lead-in and revision1.Give them a few sentences to translate into Chinese and ask them to pay attention to its tense form.1. Look! What are they doing?______看！他们正在做什么？________________2. She is swimming now._____她正在游泳。

Unit 3 Period 4 Grammar and usageThe General Idea of This Period:The main task of this period is to learn and master The Past Perfect Tense.Make differences between the Past Perfect Tense, the Simple Past Tense and Present Perfect Tense.Finish some exercises about different kinds of verb tenses. Teaching Aims:1. Master the usage of The Past Perfect Tense.2. Make differences between the Past Perfect Tense, the Simple Past Tense the Present Perfect Tense3. Practice about all kinds of verb tensesTeaching Important & Difficult Point:How to use the past perfect tenses correctly.Learn the difference between the past perfect tense and the present perfect tenseTeaching Methods:l. Explanation and practice.2. Explain some important and difficult points to students.3. Finish some important exercises about verb tenses. Teaching Aids:1. the multimedia2. the blackboardTeaching Procedures:Step 1 greetingsGreet the students as usualCheck the homeworkStep 2 lead- inWrite some sentences on the blackboard and lead the students to Then show some sentences and lead the students to recognize situations where the past perfect tense is used as well as what time expressions can be used together with the tense. Also, they will see how the tense is formed and know the difference between the past perfect tense and the simple past tense.T: Look at the sentences on the Bb. What can you find the common points of these sentences are?(Show the following on the blackboard)◆ Upon entering the tomb, Carter's lucky pet bird, which hadled him to the place, was eaten by a snake.◆ "We emptied the tomb of everything it contained,'' said Carter.Carter said that they had emptied the tomb of everything it contained.S: They all include the past perfect tense.T: Good! We form the past perfect tense by using "had" and the "verb-ed" form. I will show youwhy and when we use the past perfect tense. Please look at the sentences on the Bb. We cansee from the first sentence: Carter's lucky pet bird led Carter to the site, and then it was eaten by a snake. We use the simple past tense to talk about a past action. When we want to talk about something that happened at an earlier time in the past, we use the past perfect tense. We can find more examples. Such as, The tickets had been sold out when we arrived at the theatre. It means the tickets were sold out before we arrived at the theatre. Do you know why we use the past perfect tense in the second example?S: I think it's because we've change the sentence from the direct speech into the reported speech.And "said”is used in the main clause, so we must change the simple past tense to the past perfect tense.T: Quite right! We can use the past perfect tense in reportedspeech to refer to an action that had already happened at the time of speaking. We can change the simple past tense and present perfect tense in the direct speech to the past perfect tense in the reported speech. Now read the following two examples.1. I had done my homework this morning before I went to the museum.2. Then a few months after Carter had opened the tomb, Lord Carnarvon fell ill with a fever and died.T: As we can see in the first example, the use of the past perfect tense simply indicates that an action comes before another past action. It does not mean that the past action happened a long time ago. And we often use the past perfect tense with time expressions such as when, after, before, as soon as, until, since, by, for and already.(Show more sentences and ask them to join the pairs of sentences using the past perfect tense so that students can understand the past perfect tense better.)T: Look at these sentences. Join these pairs of sentences using the past perfect tense. You can add words if needed.1. I enjoyed the play very much. I saw it once before.2. I looked for my friends at the end of the play. They left.3. We got to the restaurant. It closed.Suggested answers:1. I enjoyed the play very much, although I had seen it once before.2.I looked for my friends, but they had left.3. When we got to the theatre, it had closed.Step 3 PracticeStudents will read two stories and complete them using the correct verb forms.T: Please turn to page 49. The following are the notes of Amelia Earhart. Who was AmeliaEarhart? What happened to her? Read the notes and then answer the two questions.S1: She is a female pilot from America and the first woman passenger to fly across the Atlantic and later, she became the first woman to fly across the Atlantic. But she went missing on her round- the-world flight.T: OK. Please complete the story of her life after reading the notes.(Ask the students to read and complete the story. After theyfinish it, check the answers in class.)T: Have you watched the film "Titanic"?S2: Yes.T: Great! Now here is an article "The Titanic". Please read and complete it. Use the simple pastor the past perfect tense. Turn to page 48 if you need help.(A few minutes later, check the answers.)Step 4 Present perfect or past perfectStudents will learn when to use the present perfect tense and when to use the past perfect tense. Get the students to read the four pictures with the sentences in the direct speech to review where the present perfect should be used. Then ask the students to complete an article using the past perfect tense by changing the sentences into the indirect speech.T: Please read this sentence and the diagram. Can you tell us when we use the present perfect tense?We have received more than ten letters from him by now. We received his letters.→_____│__________________________│_________ FuturePast PresentT: Any volunteer to answer my question?S1: Let me have a try. I think the present perfect tense isused when we are talking about a pastevent which relates to the present time.T: Well done! Who can explain the sentence below by drawinga diagram?We had received five letters from him by the end of last year.S2: I will draw it on the Bb.PresentPast │ │ │We received his letter the end oflast yearT: Can you tell us when we use the past perfect tense?S: The past perfect tense is used when we are discussing thepast event and want to talk about an even earlier event.T: Besides, when we change a sentence from the direct speechinto the indirect speech, the past tense, the presentperfect tense should be changed into the past perfecttense.T: Look at the four pictures. What story do they tell US?S: I think this man is Cai Lun. The pictures are about how he invented paper, and how people inthe west knew the way.T: Good. The sentences in the pictures are in the direct speech. Now you will complete the article. You will change these sentences into the indirect speech. Pay attention to the tense.(After the students finish the exercise, check their answers) Step 5 HomeworkFinish the exercises C1, C2 and D2 on page 104 and 105 in Workbook.Refer to some grammar books to more about the tense.。

Unit 3 Period 4 Grammar and usageNon-restrictive Attributive ClauseThe General Idea of This Period:The main task of this period is to learn and master Non-restrictive AttributiveClause.And finish some exercises about different kinds of Attributive Clause.Teaching Aims:Master the usage of non-restrictive Attributive Clause.Practice about all kinds of Attributive Clause.Teaching Important & Difficult Point:Non-restrictive Attributive Clause.Which ,that and as in Attributive Clause.Teaching Methods:Read and draw a conclusion about non-restrictive Attributive Clause.Explain some important and difficult points to students.Finish some important exercises about Attributive Clause.Teaching Aid:Multimedia.Teaching Procedures:Step 1 Greetings and RevisionGreet the Ss as usualCheck the homework if necessaryT.In the last several units,we have learnt some kinds of Attributive Clause.Read the following sentences and fill in the blanks using the relativepronouns and the relative adverbs.1. The person _______ is standing there is my teacher.2. The person _______ you spoke just now is my teacher.3. The person _______ you spoke to just now is my teacher.4. I bought a car _____ cost little.5. The car _______ I bought yesterday cost little.6. This school is the one _______ I studied ten years ago.7. This is the little girl _________ parents were killed in the earthquake.8. The boss _________ pany my father worked is a very kind man.9. I will remember that day _______ I first came to Beijing.10. There are several reasons ________ we can’t do that.Give Ss several minutes to finish them, then check the answers.Suggested answers:1. who/that2. to whom3. who/whom/that4. which/that5. which/that6. in which/where7. whose8. whose9. when/on which10. why/for whichT:Now,let's learn another kind of Non-restrictive Attributive ClauseStep 3 Non-restrictive Attributive ClauseT: Let's look at some examples. Can you find some differences between theNon-restrictive Attributive Clause and the Restrictive Attributive Clause?Examples: Amy, who took weight-loss pills, now realizes that health isimportant.My pills are in the bathroom,where I always keep them.My cousin,whose body is slim, still wants to lose some weight.We will put off the outing until next month,when Amy feels better.T:Who can answer this question?S1 :There is a ma before the Non-Restrictive Attributive Clause.S2 :The Non-restrictive Attributive Clause can be left outS3 :We can't use "that" in this kind of sentence.T: OK,not bad. And we can't miss the relative words, either.Let's look at some examples:T:What can you learn from the sentences?Ss:We can use which to refer to the whole main clause.T: OK, and we can't use "that". Other examples.T:We can find a new kind of Attributive Clause.We can use most/all/some/both/part/of + whom/which to express a plete or partial quantity. Step4PracticeLet's finish the given exercises on Pages 48-49.(check the answers )Step 5 HomeworkDo some consolidation exercise。

Unit4 Grammar 名师教学设计（一）新课标人教版英语高一 BOOK 3课题: Unit 4 Astronomy: the science of the stars一、教学目标 (teaching aims):By the end of the class, students will be able to1. identify subject clauses;2. understand some rules in subject clauses;3. use subject clauses to tell stories.二、教学重点 (teaching important points):1. Distinguish different guide words of subject clauses;2. Master some rules in subject clauses.三、教学难点 (teaching difficult points):1. Use “it” in the position of the subject;2. Tell the difference between “whether” and “if”.四、教学辅助 (teaching aids):Multi-media.五、教学步骤 (teaching procedures)：Step1: Lead-in1. What are you talking about the most recently?What do you know about the World Cup?Show three sentences about the World Cup using subject clauses.Purpose: The World Cup is a popular topic among students, so this step is to arouse st udents’ interest.Step 2: Introduction to subject clauses1. Show six sentences with some underlined words.Question: What part do the underlined words serve as in the sentences? Purpose：Cultivate students’ ability to make definitions.2. Introduce guide words of subject clauses and some examples.(1) Conjunction: that, whether, if(2) Conjunctional pronoun: what, who, whom, which, whose, whatever, whoever, whi chever, whomever(3) Conjunctional adverb: when, where, how, whyPurpose：This is the key knowledge of this class, on which the final activity is based. Step 3: Some basic rules in subject clauses1. Show sentences with some words marked in red.2. Ask students to find the rules. (1) When a sentence is used as the subject, the verb is in singular form.Whatever he says is of no importance.Who will come to attend the meeting is not known．(2) When the subject clause is complete without anything missing, the conjunction “th at” can not be cut out.That our class is a united one is without question.That we finally won the match excited us a lot．(3) Subject clauses should be put in statement order.How he became a great scientist is known to all.Whether we will go to the park depends on the weather.Purpose: Let students find rules according to the marked parts in the sentences, which helps them memorize the important knowledge.Step 4: Music time1. Play an English song with some blanks for students to fill in.2. Explain two difficult points using two sentences in the song:(1) Use “it” in the position of the subject;(2) Tell the difference between “whether” and “if”.Purpose: Use an English song to make difficult grammar points more accessible to stu dents. Students will be more interested and will remember them more easily.Step 5: PracticeGet students to do four exercises about subject clause in class and give timely feedback. Purpose: Consolidate the knowledge students have just learned.Step 6: Story telling （group work）1. Show two cartoon pictures about the World Cup (drawn by two students). Students are divided into two parts, each chooses one picture. Then students talk about their pic ture in groups of six and form a story based on it. Each group member speaks out one sentence and finally there should be at least three subject clauses in a story.2. Some groups come to the platform to tell their stories.3. Other students listen carefully and try to figure out how many subject clauses in a st ory and what the guide words are.Purpose: 1. Create the contexts that students are familiar with for them to use what the y are taught to express their ideas.2. Teach students to listen to others, and identify subject clauses quickly.Step 7: Moral lessonThe true spirit of sports is teamwork, competition and friendship.Purpose: Teach students to learn to cooperate with others. Winning or losing is just a p art of competition; team spirit and friendship is more important.Homework:1. 完成课本“Discovering useful structures”部分的习题 ;2. 完成《新课程新练习》中“Grammar”部分。