开放英语1教案
Unit 1 Talking about people
Language focus: 介绍自己或他人；询问他人情况；讨论休闲活动；讨论旅行安排
Step 1 greeting and introduce this cause
Step 2 lead in the topic in this unit and then introduce three sessions respectively.
Session 1:1)learn to give basic information;
2) study the verb to be;
3)study the use of a and an
1) Ask ss to listen to Extract 1 and complete the table about the people in the photographs. T eacher checks the answers.
2) Listen and repeat what people say on the tape and try to write down their words.
e.g. David: Hello! I am David Manning. I am 34 years old. I am British. I live in London.
3) introduce Language Focus:
●不定冠词a/an
I am a deputy manager/a teacher/a student/a policeman.
I am an information technology manager/an accountant/an engineer.
1.名词前面用a还是用an，不是看其后的起首字母是元音字母还是辅音字母，而是看
其后的起首音节音素.
4) Ask ss to do some practice about a/an
●与work连用的介词
Y ou work with a person.
I work with David in the same company.
Y ou work for a company.
I work for an IT company.
Y ou work at a place.
I work at a school.
Y ou work in a town.
I work in Beijing.
5)write a short text to describe yourself, like the texts about David in Activities 3 and 6 above. There is a list of jobs for your reference in your book (P3).
●动词to be
介绍自己和他人可以用动词to be, 其形式随主语变化。
?I am from China.
?Y ou are English.
?He is a manager.
?She is a deputy manager.
?The manager is British.
?It is in shanghai.
1.否定句在动词to be后加not, 一般疑问句要将动词to be放在句首。
e.g He is not Chinese
2. 将who, what, when, where, how放在句首，构成特殊疑问句
e.g What is your name?
6) ask ss to form a question for each of the following sentence:
?I am from China.
?They are teachers.
?She is 19 years old.
?Peter is in China.
?She is my English teacher .
3. 动词to be的缩略形式
7) introduce some culture notes: taboo in talking with foreigners
session2:
1）introduce 人称代词，形容词性的物主代词
2)名词所有格
?在名词后加-?s 表所属关系
Sally’s friend is Greek.
John?s father is Chinese.
The manager?s home is in London.
what?s Polly?s job?
①表示有生命的东西的名词所有格在名词末尾加上-’s。
?the teacher…s house教师的家
?children's toys儿童玩具
?Charlie Chaplin…s films查理·卓别林的电影。
②词尾是-s或-es的复数名词末尾只加“ ’ ”。
?the boys… house男孩们的房子
?the soldiers' horses士兵们的马
?the students… textbooks学生们的课本
③如果某物为两人共有，则只在后一个名词的词尾加's；如果表示各自的所有关系时，则各个名词词尾都加's。
?my father and mother…s friends我爸妈的朋友
④不以-s结尾的复数名词加's
?women…s dress妇女的衣服
?men?s work 男人的工作
?the children…s room 孩子的房间
3)名词的单数与复数
?大部分名词的复数形式是在名词后加-s
job job s
parent parent s
?以-ch, -sh, -s, -x, -z 结尾的名词变复数时，加-es ：
box box es
bus bus es
?以辅音＋y 结尾的名词要变y 为i，然后加-es。（以元音+ y 结尾的名词，变复数还是直接加-s，如：day--days）：
baby bab ies
party part ies
?以 f 或fe 结尾的名词，变复数时先将f 或fe 变为ve，然后加-s ：
life lives
half halves
?以辅音字母+o结尾时，一般加-es，读[z]。tomato→tomatoes 西红柿hero→heroes 英雄
?potato-potatoes 土豆volcano-volcanoes 火山
?但piano，photo后只加-s，读[z]。
?piano→pianos 钢琴photo→photos 相片
?bamboo→bamboos竹radio→radios 收音机
有些名词复数形式的变化是不规则的，对于这些不规则的名词复数形式变化，最好随学随记。
?man men
?woman women
?child children
?foot feet
?person people (persons)
?tooth teeth
4) ask ss to fill in the chart with information about someone you know and write a description like the one in Activity 11, completing the sentences below. Then read aloud what you have written several times.
5)动词like的用法
?表示喜欢做某事，可以用动词like + 动词- ing 形式，例如：
I like play ing football.
They like watch ing TV.
?将动词变成- ing 形式时，一般情况下直接在动词后面加– ing如：go – go ing play– play ing watch – watch ing
step 3 Homework
?Review the way of introducing yourself and other people.
?Review the new words and language points in this unit.
?Preview unit 2.
UNIT 7 MAKING APPOINTMENTS
LANGUAGE FOCUS: 提建议, 表达批评, 打电话, 预约时间, 询问所需时间SESSION 1:
-PRACTISE THE LANGUAGE FOR ASKING HOW TO GET TO PLACES
-REVIEW THE LANGUAGE FOR MAKING OFFERS/SUGGESTIONS
1. Read the following message and answer the questions that follow it.
Answer: 1. Polly. 2. Dinner this evening. 3. Before 6 pm.
2. Read through the statements below, and listen to the recording, Decide whether the statements are true or false.
T: 1 4 6 7 9 F: 2 3 5 8
提建议: Would you like to +do something?
How about…?
What about…?
Why don?t you…?
4. Use the verbs in the box to complete the following sentences. Use each verb only once. Answer; 1. to come 2. to take 3. to wale 4. to stay
5. to have
6. to play
7. to meet
8. to rent
6. Complete the following sentences using suitable verbs.
Answer: 1. taking 2. going 3. staying 4. coming 5. having
询问所需时间: How long does it take to do something?
It takes+(时间)+to do sth
8. Read the following information and then complete the paragraph below.
Answer: 1. takes 2. 65 pound 3. city centre 4. 10 minutes 5. fare 6. 10 minutes
7. 1 pound
9. Read the following conversation and fill in the table below.
Answer: a. one hour b. 80 pound return c. 20 pound d. 40 minutes e. 5 pound
f. about on hour
g. 7 o?clock
h. for hours
i. 80 pound return
j. 6 o?clock
10. Match the following questions and answer.
Answer: 1-d 2-a 3-e 4-c 5-b
SESSION 2:
-PRACTISE THE LANGUAGE FOR DESCRIBING ACCOMMODA TION
-LEARN TO CRITICISE
11. Match the adjectives on the left with their opposites on the right. Use your dictionary if you need to.
Light –dark large-small modern-old-fashioned far-near comfortable-uncomfortable
Noisy-quiet cheap-expensive dirty-clean
13. Listen to Extract 5 and put the criticisms under the correct heading.
Answer: A-1 9 4 B-7 C-3 5 D-2 8 E-6
表达批评: too+adj not+adj+enough
The kitchen is too dark.
The table is not big enough for two people.
SESSION 3:
-LEARN SOME TYPICAL TELEPHONE LANGUAGE
-LEARN SOME LANGUAGE FOR MAKING APPOINTMENTS
16. Complete the dialogue using the sentences given below:
Answer: 2-d 3-b 4-e 5-a
打电话用语:
-接电话: Hello,/Good morning, Franco Rossi speaking.
-打电话: Good afternoon. This is Lin Xiaoyan. I?m calling about…
-请人接听: Could/Can I speak to Rossi, please? Is Sally there, please?
-询问打电话者: Who?s calling, please?
-接听找人电话时: One moment, please. /Hold on, please./Sorry, wrong number.
-留口信: Could/Can I leave a message, please?
-记录口信: Can I take a message?
17. Fill in the gaps in the dialogue.
Answer: 1. Good 2. Could I 3. calling 4. My 5. is 6. One 7. please
8. this is 9. speaking 10. this is
19. Read the following part of the conversation between Franco and Xiaoyan and answer the questions.
Answer: 1. No, she has a meeting.
2. No, he is busy in Cambridge.
3. On Friday and at 5 o?clock.
开放英语1教案
Unit 8 Moving In
LANGUAGE FOCUS:
-lean how to ask for and give permission
-revise the language for talking about what?s happening now
-study the language for describing a city
-learn how to talk about the weather
-learn to express a command
SESSION 1:
-revise the language for talking about routines
-learn how to ask for and give permission
1.Listen to the conversation between Xiaoyan and Franco. Read the sentences below and put a
tick next to the things Xiaoyan is permitted to do and a cross next to the things she isn?t. Answer: She can-2 3 5 7 8 9
She can?t-1 4 6 10
-lean how to ask for and give permission:
Can I use the cooker in the kitchen?
Y ou can do what you want.
Y ou can?t be noisy.
3. A new employee is asking he boss about what is permitted in the office. Complete the dialogue with can or can?t.
Answer: 1. Can 2. can?t 3. can 4. can 5. can 6. can?t 7. can 8. can 9. can?t
10. can 11. Can 12. can?t
5. Complete the first part of the conversation between Xiaoyan and Franco, putting do or don?t in the gaps.
Answer: 2. do 3. do 4. do 5. don?t 6. do 7. don?t
SESSION 2:
-revise the language for talking about what?s happening now
-learn to describe the weather and cities
8. Read the text. Look at the list of verbs given below. Tick the activities Mary is doing now and cross the ones she is not.
Answer: Y es-1 3 4 6 7 No-2 5
9. Complete Xiaoyan?s email using the correct form of the verb from the verbs in the box below. Use each verb only once.
Answer: 2. am looking 3. am thinking 4. am having 5. like 6. love 7. is shining
8. are singing 9. am missing
-learn to describe the weather:
-What?s the weather like in …?
-It is raining (+v.-ing)./It is+adj..
10. Match the words to picture.
It is + sunny-1 raining-2 foggy-3 snowing-4 hot-5 cold-6 cloudy-7 windy-8.
-learn to describe the cities:
What?s +the city+like?
It?s beautiful, busy, crowded, modern, safe…
14. Listen to Extract 6. Tick the adjectives that are used to describe each city.
Answer: Rome-chaotic noisy crazy crowded big beautiful dirty cheap
Singapore-old-fashioned modern small clean well-organised quiet expensive
SESSION 3:
-learn how to use prepositions of place
-learn to express a command
18. Listen to Extract 7. As you listen to the tape, mark where the items are on the drawing by putting the number of the item on the drawing.
Prepositions of place: on in under above next to in front of behind
21. The following is the advice given by an English language school to someone learning English.
Choose verbs from the list below to complete the sentences. Decide if the imperative form should be positive or negative.
Answer: 1. Watch 2. Read 3. Don?t translate 4. Don?t speak 5. Listen 6. Use
7. Don?t study 8 Go 9. V isit
Unit 16 At the doctor’s
总体教学思路：
本节课设计思路是两条主线，一条是知识线；另一条是任务链。
1．知识：知识的呈现是按照词、句、文，即从易到难的顺序呈现的。从对课题的解释入手，接着分别学习人体各部分的词汇；身体各部分常见疾病的词汇；然后学习描述病情和询问病情的句型表达；再到知识综合运用和提高，即把所学的句型具体运用在日常的对话中，最后是巩固和作业。
2．任务：本节课任务设计以主人公Xiaoyan感到不舒服，去看医生为主线。引导学生通过听、说、读、写完成与疾病相关的词汇、句型和对话的练习和口头操练的任务。
教学媒体：录音机、课件（PowerPoint）
Teaching Aims: 教学目标
1.Learn language related to the body (p216) （学习有关身体部位的词汇）
2.Learn the names of some illnesses. (p217) （学习有关疾病的名称）
3.Tell and ask the symptoms of illnesses. （描述和询问病情）
Points & Difficulties: 教学重点和难点
1.New words: chest, knee, throat, stomach, neck.
headache, earache, toothache, stomachache, backache, sore ,
infection, flu, temperature
https://www.doczj.com/doc/996674229.html,eful Expressions: A: 描述病情
I have a headache/ backache/stomachache/a sore throat…
B: 询问病情
What?s the matter?
How do you feel?
How are you feeling?
3.Revise the use of the indefinite article. (复习不定冠词a/an)
Teaching procedures ：教学过程设计
Step 1: Leading in
Xiaoyan feels unwell and goes to the doctor , let?s look at the title of this unit
“At the doctor?s “, who can tell me what the title means? It means “在诊所”。
(如果学生答不上来，帮助其回忆在第9单元学过的相关的表达如
the greengrocer?s; the chemist?s; the newsagent?s; 等,再联系到这个短语的意思.) Step 2: Vocabulary
1. Learn the parts of the body (ppt3)
Task 1: Now, we are going to learn the parts of the body. How many parts of the body can you name? Look at the screen; please label the drawing with the following words. heart tooth chest mouth nose leg head
knee back throat stomach ear feet neck
eyes
Task 2: Listen to Extract 1 and repeat the names of the parts of the body.
1)throat , eyes, head, back, stomach
2)tooth, ears, chest, nose, mouth
3)heart, eyes, ears, throat
4)head, stomach, back, tooth
2.Learn the names of the illnesses.(ppt4)
Task1: Match the English and the Chinese words.
Task2: Listen to Extract 2 and repeat the expressions. Note which ones use the indefinite article a or an by writing a or an against the list in your book.
Step 3. Language focus (ppt5)
?5个aches(疼痛): a headache, earache, toothache, stomachache, backache
注意：这些“ache”中，只有headache需要使用不定冠词a
?下面这些症状和疾病通常也需要用不定冠词a/an
a cold
a runny nose
a cough
a pain in my throat/stomach/ear
a sore throat
a bad chest
an infection
a temperature
?描述病情时常用的动词是to have got 或to have 。I?ve got a headache.
She?s got toothache.
I have a cold.
He has a sore throat. ★(回到幻灯片4，操练描述病情的句型。)
Step 4 Listening and Reading (ppt6)
Task1: Listen and read the conversation between Xiaoyan and the nurse in Extract 3 and fill in the gaps. (Pause the recording, if necessary, to write down the words.) Task2: Check the answers.
Task 3: Read it in pairs and act it out.
Step5 Language focus (ppt7)
询问：
What?s the matter?
How do you feel?
How are you feeling ?
回答：
I feel /am feeling really ill.
I feel/I?m feeling better.
I don?t feel /I am not feeling well.
I feel awful.
I feel terrible.
Step6 Practice ﹠Summary(ppt8)
Task1: Look at the pictures and make a conversation with your partner according to the example.
Then ask some of them to act it out.
Task 2: Summary. Make sure if Ss have known the important and difficult points we have learned in Session I..
Step7 Homework (ppt9)
1.Remember the parts of the body and the names of the illnesses.
Activity 5 on P219: Write the conversation between Xiaoyan and Pam.
《典范英语》（1a-L5）教学参考 A Good Trick 教学参考的目的在于为实验课提供一个基本的思路和框架，帮助实验教师更好地把握课题理念。课题组鼓励实验教师结合学生的实际情况适当做出调整，将实验课上出特色。 一、教学目标 1. 语言能力目标：学生能够读懂故事情节；惟妙惟肖地模仿录音；绘声绘色地独立朗 读故事；能够看图说出故事中的实物名称（rug, sheet, big box, little box）；掌握字母“b” 的拼读规律。 2. 非语言能力目标：让学生在故事中体验变戏法的乐趣；通过观察Biff和Chip表演变 戏法，培养学生的观察能力和预测能力；使学生在表演中提升学习兴趣，培养表达能力。 二、课时安排 要求每周不少于两课时，每课时至少完成一个故事。 三、教师要求 1.教师课前须熟读故事，了解本课故事内容。 2.对于较难的单词，教师可板书，并配合动作和表情帮助学生理解。 3.全英文授课。 四、教学用具 多媒体设备、CD机、课件（课题组提供）、彩色打印的故事截图（见附录）、人物头饰（Biff, Chip）、人物图（Kipper）、毛绒玩具、小地毯、床单、大盒子、小盒子、小小盒子、小球。 五、课堂教学基本步骤 1. 导入（Lead-in）：了解“trick”的含义，激发学生对变戏法的兴趣 教师表演“大盒子套小盒子”变戏法，在师生互动中激发学生兴趣，让学生体会“trick”的含义。
（1）教师在课前准备好大盒子、小盒子、小小盒子和一个小球，把球装进小小盒子，把小小盒子套入小盒子，最后把小盒子套入大盒子。 （2）把套好的大盒子呈现给学生，提问：What is it? It is a box.It is a big box. 然后请学生猜：What’s in the box? （BQ: Is it a book? Is it a pen?） （3）打开大盒子，取出小盒子，提问：What is it? Oh, it’s a small box. What’s in the small box? （BQ: Is it a teddy bear? Is it a doll?） （4）打开小盒子，取出小小盒子，提问：Look! It’s a smaller box. What’s in the smaller box? （BQ: Is it another box?） （5）打开小小盒子，取出小球，提问：What is it? It’s a ball. 之后，教师导入故事：I did a trick just now. Do you like the trick? Is it a good trick?（请学生自由回答）There is another trick in our book. Let’s learn the story A Good Trick.（教师板书故事标题） 2. 看图讲故事（Storytelling）：理解故事情节，观察细节，预测情节，体会乐趣 教师利用课件逐幅播放故事图片，并用丰富的表情、生动的英文和适当的肢体语言给学生绘声绘色地讲故事，引导学生仔细观察图片，预测故事情节，感受游戏的乐趣。 （Picture 1）Look! Who are they? （指向Biff和Chip） They are Biff and Chip. What were they doing? They were doing a trick. It was the Biff and Chip Show.（指向图片中的文字） Who watched the show? Mum, Dad, Wilf and Floppy.（指向图片中的观众） Who was not here? Kipper. Where was Kipper? （只提问题让学生思考） What’s this?（BQ: Is it a box?）（指向图片中的小地毯） It’s a rug. “We are going to do a trick. Here is a rug,”said Biff.（模仿Biff的动作） Chip pulled the rug off.（教师动作演示） （Picture 2）What’s under the rug?（指向图片中的床单） It’s a sheet. “Here is a sheet,” said Chip.（模仿Chip的动作） Biff pulled the sheet off.（教师动作演示） What’sunderthe sheet?（BQ: Is it a bed?）（让学生观察并猜测）（Picture 3）Look! Itis a big box.（指向图片中的大盒子） Biff and Chip lifted it.（教师动作演示） What’s under the big box? （指着大盒子下露出的小盒子）（Picture 4）Oh! It is a little box.（教师展示实物） What’s in the little box?（BQ: Is it Floppy?）（指着小盒子里露出的一抹黄色）（Picture 5）Ah!It’s Kipper. Is it a good trick? （让学生自由作答） What a good trick!Everyone was happy. 教师要注意启发学生思考，每次提问之后稍作停顿，不要急于说出答案，先观察学生的反应，如果学生仍回答困难，再进一步给出提示引导学生作答。 3.听录音模仿（Listening and Imitating）：听懂录音并模仿出标准的语音语调
第一章名词 一、定义 名词是表示人或事物名称的词。它既可以表示具体的东西，也可以是表示抽象的东西。 二、分类 1. 名词可以根据意义分为普通名词和专有名词 如：John is a student student是普通名词，John是专有名词 普通名词前可以用不定冠词a/an, 定冠词the 或不加冠词，专有名词前一般不加冠词，专有名词的首字母要大写。 2. 普通名词又可以分为个体名词、集体名词、物质名词和抽象名词，其中个体名词与集体名词是可数名词，物质名词和抽象名称是不可数名词。 3. 专有名词 专有名词是表示人名、地名、团体、机构、组织等的专有名词，多为独一无二的事物。 三、名词的数 1、名词分为可数名词和不可数名词。 可数名词——可以数的名词 不可数名词——数不清（没有复数） Drink?milk tea water orange juice coke coffee porridge Food?rice bread meat fish fruit cake dumplings 2、可数名词与不定冠词a(an)连用有数数形式，不可数名词不能与不定冠词a(an)连用，没有复数形式 many+可数名词复数 much/a little+不可数名词 some, any , a lot of (lots of) 两者都可以修饰。
3、可数名词可以直接用数词来修饰 不可数名词数词 +量词 +of + 名词 对可数名词的数量提问用How many 对不可数名词的数量提问用 How much 4、不可数名词的量有以下两种表示方法： 1） some, much ,a little ,a lot of ,a bit of , plenty of 用等表示多少。 注意既可以与可数名词复数，又可以与不可数名词连用的有：plenty of ,some ,a lot of ,lots of ,most of 等。 如There is much water in the bottle .瓶中有很多水。 I'll tell you much good news.我要告诉你许多好消息。 We should collect some useful information我们应该收集一些有用的消息。 2）用单位词表示。 用a ... of 表示。 如 a cup of （一杯......），a bottle of （一瓶......） a piece of （一张......），a pair of shoes（一双鞋） 如two cups of tea（两杯茶）,five pieces of paper（五张纸） 注意单位词后的动词单复数形式往往取决于单位词的单复数形式；千、百等数词与名词加用，表示复数时，数词仍保持单数，名词变复数。 如two hundred students（200名学生） ten thousand trees（10000棵树） 测试点He caught a lot of fish他抓到了许多鱼（此处为许多条鱼，fish的复数仍为fish 或fishes） =He caught a lot of fishes. The paper is about some fresh-water fishes.这篇论文是有关几种淡水鱼的。（此处fish 表示不同种类的鱼，加复数词尾-es） 5、可数名词分为单数和复数。 名词单数就是该词本身，在其前面加a或an。 1）单数
初中英语语法课教案设计 初中英语语法课教案设计 一、牛津版初中英语教材与人教版教材语法内容的异同 牛津版初中英语教材在内容上更加贴近现实生活，在语法知识上也有所改变，增加了间接引语这一知识点。这就要求老师要对教材 的语法知识进行深入地分析和研究，准确把握语法重点和难点，找 到最合适学生学习的方法，提升学生的英语语法学习兴趣，使学生 扎实掌握英语语法。 二、牛津版初中英语教材与人教版教材语法的具体差异 （一）牛津版教材更强调现在时语法 牛津版初中英语教材的“现在进行时”与“一般现在时”出现的先后顺序有所调整，而且没有“过去将来时”这一语法点。这一顺 序的调整不会对学生的学习产生较大影响，“过去将来时”可以在 学生学习“过去完成时”时提出。“现在进行时”与“一般现在时”主要是让学生掌握区分助动词形式：do/does/is/are；区分动词形式：read/reads/reading。 （二）牛津版教材被动语态出现较早 被动语态出现的时间比较早，学生比较难以理解，例如学生对“Englishisspokenbylotsofpeopleintheworld.”这句话的理解就 容易产生困难。因此教师在教学时就要使学生回顾过去学过的几种 基本时态，通过基本时态反过来理解被动语态，这样就可以起到融 汇贯通的作用。 （三）牛津版教材新增间接引语语法 间接引语是牛津版英语教材中新增的内容，学生之前从来没有接触过，学生在学习时就会产生障碍，不容易理解。
“HeaskedmeifIhadanypaper.”这句话是如何体现间接引语的语法 特征的以及如何将直接引语转化为间接引语学生都是第一次接触， 教师在设计教案时要抓住宾语从句作为间接引语的教学重点。从宾 语从句入手，讲解间接引语的语法特点和直接引语转化为间接引语 的方法，深入浅出，这样就会使学生更容易理解间接引语的语法特点，及时掌握间接引语的转换方式，提升学生英语语法的基础水平。 三、语法课教案设计措施 教案是教师开展教学的重要手段，教案好坏直接关系到教学质量。合格的教案能最大程度地体现教师的教学水平，能够激发学生的学 习兴趣，使学生在短时间内有效地接受新知识。 （一）教案要有针对性 教师在设计教案时要有针对性。一是要针对学生的`学习特点和 身心发展的特点，掌握学生之间学习水平的差异，这样就可以合理 安排教学环节和教学进程。教师在设计教案时，要制定有层次性的 学习目标，设置不同难度的问题，根据学生的学习特点设置提问环节，使学生都能够在课堂上有所收获，能够体会到学习过程中的成 就感，激发学生的学习兴趣，提升语法教学质量。二是要针对教学 内容准确把握各类语法的重难点，将重点知识传授给学生，如在讲 间接引语时要着重讲解宾语从句的语法特点。这样就可以事半功倍，使学生更有针对性地开展学习活动，有助于提升学生的英语成绩。 （二）教案要有创新性 教师在设计教案时，要充分调动自身的能力，对教材内容进行深入剖析，对学生心理进行深入解读。初中阶段，学生的好奇心、好 胜心较强，教师在设计教案时要充分尊重学生的这些特点。不断创 新教学形式，开展合作学习和探究式学习，引导学生进入到教师创 设的教学情境中，激发学生的想象力和创造力，充分调动学生的积 极性。在教案中最好设计小组竞技教学活动内容，打破传统灌输式 教育模式，提升学生的学习兴趣，保证良好的教学效果。 教案中还要注意提问的技巧，提问要注重知识点的迁移，促使学生能够积极思考。例如在提问被动语态的特点时，学生可能不太了
Periods 1-2 I. Teaching Content: Listening and Speaking: Unit 1 Family II.Teaching Aims: 1.Knowledge aims (1)Grasp important words and phrases Award；conservationist；environmentalist；film ；take after (2)Have a better understanding of family. 2.Ability aims Improve their ability of listening and speaking. 3.Emotional aims Get more interested in English studying. Combine English learning with daily life and arouse students’interest in learning English. III.Teaching Important and Difficult Points: (1)To grasp important words and phrases such as award; conservationist; environmentalist; film; take after. (2)To train students grasp the main idea and details of the passage listened. IV.Teaching Methods: https://www.doczj.com/doc/996674229.html,municative method; Task-based method; 2.Teaching aids: Multi-media, blackboard. V. Teaching Procedures: Step 1: Greeting/ Organize the Class Greet students. Step 2: Review/Revison Step3: Presentation 1.Introduction of pronunciations and meanings of the new words and phrases. 2. Lesson A A Famous family 1)Listen for gist To give the students some background information, the teacher should have students look over the picture and read the captions. Ask them to raise their hands if they've
高中英语语法“虚拟语气”的教学设计 一、教材分析： 本课是结合外研社版高中英语教材选修6中有关虚拟语气的语法内容，进行高三虚拟语气的复习，教学中将语法知识的传授和语言基本技能的学习结合到一起，注重复习语法与语言的运用。采用任务型教学法和小组合作探究学习法，从而扩大课堂的语言输入量及学生的语言输出量。 二、学情分析： 在高一和高二英语学习基础上，高三学生已经掌握基本的语言结构和一定程度的听说读写能力。在高三语法复习的过程中，结合学生原有的知识掌握水平，巩固基础强化正确使用语法知识，提高学生运用语言的深度和难度.但大部分学生的基础知识仍然较为薄弱，运用英语进行交际活动的能力较差，主动学习的动力不够，然而他们学习比较认真，渴求知欲旺盛，思维比较活跃。部分学生的基础较好，能主动配合老师。只有设置使他们感兴趣的活动，因材施教，才能让他们投入到课堂活动中来。 三、教学重点: 1.复习的重点---语法虚拟语气的句型结构. 2.语法虚拟语气的运用 四、教学难点: 1.结合复习的语法知识，以课堂教学为依托，全面训练学生的听、说、读、写能力，加强和提高运用英语的综合能力。 2.虚拟语气在真实的生活语境中的使用。 五、教学目标: 1.知识目标: 引导学生掌握情态动词在虚拟语气之中的使用。培养学生通读，分析，理解，综合的能力，教会学生体察语境，结合上下文，附和逻辑推理和合理的想象，结合语法和题干中的语境解决高考题。在运用语言过程中培养学生的观察力、分析力、想象力和自学能力，提高思维能力和运用英语的综合能力。 2.能力目标： 利用多媒体手段营造积极和谐教学氛围，使学生进入情景之中，充分调动学生的思维活动和情感体验，规范学生运用英语知识准确表达的能力，同时，发展学生综合语言运用的能力，分析问题和解决问题的能力，培养学生自主学习。 3.德育目标： 用情态动词和虚拟语气的句子结构表达思想感情和正确的世界观、人生观。 六、教学策略:
初中英语语法大全 名词 （一）概述 名词就是表示人、地方、事物或抽象概念名称的词,可以说名词就是万物之名称。它们可以就是: 人的名字Li Ming, Tom 地方名称China, London 职业称呼teacher, doctor 物品名称pencil, dictionary 行为名称study, invention 抽象概念history, grammar (二)普通名词与专有名词 1.普通名词 凡不属于特定的人名、地名、事物名称或概念名称的名词,都属于普通名词。这类名词在所有的名词中占绝大多数。普通名词大致有以下四种类型: 1)个体名词 个体名词指作为个体而存在的人或物。可以指具体的人或物,例如: He has two aunts、她有两个姑姑。 Most classrooms have computers、多数教室里都有电脑。 也可指抽象东西,例如: We’ve lived here for twenty years、我们在这里住了二十年了。 I had a dream last night 我昨晚做了一个梦。 个体名词有复数形式,如:weeks, problems;单数形式可以与a/an连用,如:a week, a problem, an old man、 2)集体名词 集体名词表示由个体组成的集体,下面就是一些常见的集体名词: family(家,家庭) army(军队) company(公司;全体船员) enemy(敌人) government(政府) group(小组,团体) public(公众) team(队;组) police(警方) 集体名词有时作单数瞧待,有时作复数瞧待。一般说来,视为整体时作单数瞧待,想到它的成员时作复 有的集体名词通常用作单数,例如: Our company is sending him to work in Berlin、我们公司将派她去柏林工作。 有的集体名词多作复数瞧待。例如: The police are looking for him、警察正在找她。 3)物质名词 物质名词指无法分为个体的东西,我们学过的常见的物质名词有: beer, cloth, coal, coffee, coke, cotton, ice, ink, jam, juice, meat, medicine, metal, milk, oil paper, rain, salad, salt, sand, snow, soup, steel, sugar, tea, water, wine, wood, wool等。 一般说来,物质名词就是不可数折,因而没有复数形式。但有一些特殊情况: a.有些物质名词可用作可数名词,表示“一份”,“一杯”: Tree beers, please、请来三杯啤酒。 A chocolate ice-cream for me、给我一份巧克力冰淇淋。 b.有此物质名词可作可数名词,表示“一种”:
广州市公用事业高级技工学校 教案 编号：版本：流水号： 授课教师：审阅签名： 提交日期：审阅日期：
I. Vocabulary 10mins 1. Learn the new words in Unit 1. Make sure that students can read all the new words and understand them. 2.Pay attention to the following words: nationality 国籍 British 英国的Britain 英国 Chinese 中国的、中国人China 中国 American 美国的、美国人America 美国 Italian 意大利的、意大利人Italy 意大利 Russian 俄罗斯的、俄罗斯人Russia 俄罗斯 II. Session 1 40mins A.Learn to give basic information about a person and their jobs. 1.Let students make self-introduction, and describe their parent’s jobs simply 2.Activity1 Extract 1 Listen to Extract 1 and complete the table about the people in the photographs. An example has been done for you. 答案：略 3. Activity 4 Extract 2 L isten to Extract 2 and tick the people’s jobs and work places. One example has been done for you.
高中英语语法教案（全套）高中英语语法教案 2、冠词和数词 2.1不定冠词的用法 冠词本身不能单独使用，也没有词义，它用在名词的前面， 帮助指明名词的含义。英语中的冠词有三种，一种是定冠词，另 一种是不定冠词，还有一种是零冠词。 不定冠词a（an）与数词one同源，是\" 一个\"的意思。 a用于辅音音素前，一般读作［e］，而an则用于元音音素前， 一般读做［en］。 1）表示\" 一个\"，意为one ；指某人或某物，意为 acertain 。例如： Amr.Lingiswaitingforyou. 有位姓凌的先生在等你。 2）代表一类人或物。例如： Aknifeisatoolforcuttingwith. 刀是切割的工具。 mr.Smithisanengineer. 史密斯先生是工程师。 3 ）组成词组或成语，如 alittle/afew/alot/atypeof/apile/agreatmany/manya/as arule/inahurry/inaminute/inaword/inashortwhile/afte rawhile/haveacold/haveatry/keepaneyeon/allofasudden 等。 2.2定冠词的用法
定冠词the与指示代词this ,hat同源，有\"那（这）个\"的意思，但意义较弱，可以和一个名词连用，来表示某个或某些特定的人或东西。 1）特指双方都明白的人或物。例如：Takethemedicine. 把药吃了。 2）上文提到过的人或事。例如： Heboughtahouse. I\'vebeentothehouse. 他买了幢房子。我去过那幢房子。 3）指世上独一物二的事物，如thesun，thesky ，themoon，theearth 等。 4）与单数名词连用表示一类事物，如thedollar 美 元;thefox 狐狸；或与形容词或分词连用，表示一类人：therich 富人;theliving 生者。 5）用在序数词和形容词最高级，及形容词only , very，same等前面。例如： wheredoyoulive? Iliveonthesecondfloor. 哪？我住在二层。 That\'stheverythingI\'vebeenlookingfor. 我要找的东西你住在那正是 6）与复数名词连用，指整个群体例如:
The 4th week the 3rd plan Teaching aims 1Teaching the students to practice how to introduce other person or something with the adjectives. 2 Students will be able to understand and master the usage of some important words/phrases and sentences pattern. 3 Students will be able to practice their careful reading skill and information converting skill. 3According to this lesson, let students to know how to use it. Not only for the study, but also for the realized. Let the students to know there are many beautiful things in the world. 4 Help the students to train the ability of using the rules Teaching important point 1Teaching the students to practice how to introduce other person or something with the adjectives. 2 Students will be able to understand and master the usage of some important words/phrases and sentences pattern. 3 Students will be able to practice their careful reading skill and information converting skill. Teaching difficult point 1Teaching the students to practice how to introduce other person or something with the adjectives.
大学英语教案 2学时Unit 1 On Campus Teaching content Topics: On Campus Part One : Campus Life P art Two: Campus Study Teaching materials and reference book 《Beyond Oxford 2》 （Student’s Book; Teachers’ Book） Teaching objectives With the aims of: 1. Teach the students language knowledge, grammar and intonation. 2. Cultivating students’listening, speaking, reading and writing skills; 3. Motivating students’English learning interests. Teaching methods Listening; D iscussion; role-play; task-based
teaching method and exercises. Teaching time arr angement E very unit occupies about two-three week s Teachin g steps 见附录 Unit One Human Touch 人间真情 Time Allotment of the Unit Six teaching periods are needed to cover the whole unit, among which students will have a series of listening,speaking, reading and writing activities related to the theme of the unit. Moving Stories 1 感人故事1 (2 periods) Moving Stories 2 感人故事2 (2 periods) S: A song: My Heart W ill G o O n 5 mins S: G eneration gap 5 mins L: Holding on and never giving up (1) 10 mins L: Simba disobeys his father (1) 10 mins L:Holding on and never giving up (2)10 mins L: Simba disobeys his father (2) 10 mins S:Telling a story15 mins S: Unconditional love 15 mins R:It was worth every penny 30 mins W:Writing a memo 15 mins W:Writing a t hank-you l etter15 mins R:Corporate benefits10 mins R:Kindness 5 mins Grammar: 时间状语从句与 地点状语从句 25 mins Section One: Moving Stories 1 感人故事1 A. Objectives Students will be able to: 1. be familiar with the expressions about human touch. 2. master the techniques of giving encouragement in English. 3. share stories of helping others with classmates. 4. write a thank-you letter. B. Teaching Procedures Step One: Starter—A song: My Heart Will Go On A. A s k students the following questions before playing the tape: a) Which do you think is the most important in one’s life, faith, hope, or love? b) Do you think love begins at home?
Good English Lesson 13 教学目标: 了解park及相关游戏设施的英文意思 准备图片： P1: Welcome to the class for Good English. P2： Now, be quiet and listen to me carefully. If you know the answer, put up your hand and tell me. Here we go. P3: Today, we are talking about the park. It’s the place that every child would like to go. Because a park would contain so many fun things. What are they? Let’s have a look. P4. This is slide. We can see slides in the park.
P5: This is rocking horse. We can see rocking horse and other rocking rides in the park. P6: This is seesaw One sits on one end of the seesaw and another sits on the other. The see-saw game needs at least two kids to play at one time. P7: This is swing. Everyone loves the swing in the park. P8： This is monkey bar. We can see monkey bar in the park. And many children play on the monkey bar. P9 Now, let’s read the story and see what ride can the Kipper family play in the story.注意点：
英语基础语法知识（一） 第一节词类和句子成分 一、词类 能够自由运用的最小语言单位叫词。根据词的形式、意义及其在句中的作用所作的分类叫词类（parts of speech）。 英语的词通常分为十大类，即名词、冠词、代词、数词、形容词、副词、动词、介词、连词和感叹词。现分别叙述如下： （一）名词 名词(noun)是表示人、事物、地点或抽象概念的名称。例如： foreigner外国人soap 肥皂Newton牛顿 law 法律freedom自由peace和平 英语名词可分为两大类： 1。普通名词(common noun)是某一类人、事物、某种物质或抽象概念的名称。例如：teacher教师market市场rice大米 magazine杂志sound声音production生产 2。专有名词(proper noun)是特定的某人、地方或机构的名称。专有名词的第一个字母必须 大写。例如： Hemingway海明威Russia 俄罗斯 New York 纽约United Nations联合国 名词又可分为可数名词(countable noun)与不可数名词(uncountable noun)两种。可数名词有单、复数之分。绝大多数名词的复数形式的构成是在单数名词的后面加-s或-es。例如： shop→shops商店bus→buses 公共汽车library→libraries图书馆 toy→toys玩具leaf→leaves树叶 英语中有一些名词的复数形式是不规则的。例如： man→men男人tooth→teeth牙齿datum→data数据 有关名词复数形式构成的具体规则，请参阅有关的英语语法书。 （二）冠词
Unit 1 Half a day 教学目的 1. 了解作者及其背景知识； 2．熟悉本文使用的写作手法； 3．掌握修辞疑问句、倒装句等修辞手法； 4．熟练掌握三类构词法； 5．通过深刻理解文章内涵，培养学生社会洞察力和相关的讨论能力，同时掌握文中的核心语言点。 教学内容 1. 热身 2．作者 教育与背景 主要著作 创作观 3．作品赏析 结构分析 如何赏析文学作品 扩展式讨论 4．写作技巧 省略疑问句和修辞疑问句 倒装句 “with”独立结构 5．语言理解 长难句解析 核心词汇学习 band, convince, daze, exert, intricate, observe, overlook, rank, revolve, startle, uviverse, vary 介词练习 构词法：-tion; -volve; -ly 6．课堂讨论 7．练与讲 教学重点 1. 文学作品的赏析； 2．文学中的修辞手法――省略疑问句和修辞疑问句；倒装句；“with”独立结构3．构词法：前缀 教学方法结合实际吸收各种教学法（讲授、问答、讨论、模仿、练习、多媒体使用）的优点。 教学手段用投影仪播放PowerPoint课件及板书；群发电子邮件布置课堂资料和课后作业（或其来源）。
ⅠAbout the author ★Naguib Mahfouz was born on the 11th Dec. 1911 in an old quarter of Cairo, the youngest son of a merchant. （mummies and pyramids / sphinx 狮身人面）★He worked in university administration（行政部门）and then in 1939 he worked for the Ministry of Islamic Affairs.（Buddhism Christianity Islam） ★He was later Head of the State Cinema Organization at the Ministry of Culture(文化部）. He also worked as a journalist（记者）. ★He is married, has two daughters and lives in Cairo. ★He was the first Arab to win the Nobel prize for literature He is now the author of no fewer than 30 novels, more than 100 short stories, and more than 200 articles. Half of his novels have been made into films which have circulated （流通；传播）throughout the Arabic-speaking world. The Cairo Trilogy（三部曲）is a tale of the lives of a Muslim family and spans （跨过）the first half of the 20th century. Palace Walk 《宫间街》Palace of Desire 《思官街》Sugar Street 《甘露街》How does he picture the world? 1 The world is very gloomy（阴沉的令人沮丧的）though not completely disappointing. 2 The author’s social utopia (乌托邦）is far from being realized. 3 Time is the bringer of change and change is a very painful process. 4 Life is a tragedy. ⅡText Appreciation 1 structure 2 Further discussion Can you recall your first day’s experience at primary school? Did you feel you were a stranger the first day you arrived at this university? Was it hard for you to leave home for the first time in your life? What do you think is the business of university? What do you expect to learn here? 3 Theme of the story The following are a few possible understandings of the message the story conveys. Which one do you agree with? Argue with your group partners. Time and tide wait for no man. Life is a tragedy. There is nothing permanent in life but change. Education can never keep up with changes in society. Life is short and time is precious. Life is a dream. Do not take anything seriously. 4 Structure of the text Part 1 (para. 1- 7 ) about:The boy’s misgivings about school Part 2 (para. 8-16 ) about: How the boy felt about school. Part 3 (para. 17-20 ) about: Walking out of the school, he found time had changed everything.
第2单元代词 （一）人称代词 1、主格作主语，当两个以上人称代词并用时，单数顺序为第二，第三，第一人称；复数为第一，第二，第三人称。 『例』You, he and I are all in Grade One. We, you and they have been to Hang Zhou. 有表示承认过失或有不好的意思时，单数按第一，第三，第二人称排列；复数按第三，第二，第一人称排列。 『例』It was I and Tom that broke the window. They, you and we should leave there at once. 注意：it用法较灵活，可指天气、季节、时间、明暗、距离、状况、形式主语及形式宾语等。 2、宾格用在及物动词或介词后面作宾语 『例』I bought it for you. Let us go, will you? 3、形容词性物主代词只能作定语，后面要跟名词，名词性物主代词单独使用，作主语、表语或宾语。 『例』His school is not so large as hers. Their team is stronger than ours. （二）指示代词 1、that, those指前面提到过的名词，但不可用this, these 『例』The weather today is warmer than that yesterday. 2、打电话时用that 『例』This is Bruce speaking, who is that? 3、刚才提到的事情，在英文中用that 『例』He was ill yesterda y. I’m sorry to hear that. 4、this,these指在方位上较近的人或物that,those指在方位上较远的人或物 有关词组及应用 『例』This is my shirt, that’s yours. 『例』These TVs are made in China, those are made in Japan. （三）反身代词：主要用于加强语气 单数myself yourself himself herself itself 复数ourselves yourselves themselves 反身代词有以下常见搭配 enjoy oneself = have a good time by oneself = alone help oneself to… learn sth. by oneself = teach oneself sth. help yourselves to… 『例』：I myself did it (I did it myself). She can't dress herself. （四）不定代词：不是指明代替特定名词（或形容词）的代词 如：all, each, every, both, either, neither none, one, little, few, many, much,other, another,