语法教案模板全英文
推荐第1篇：全英文教案
Unit 5 Do you like candies? Warming up: 1.Sing a song 《Apple Tree》.2.Look and say.(Review the words about food and drinks).Presentation and practice: 1.Present the new words and sentences: banana, grape Do you like …？ Yes, I do./ No, I don’t.T: I like apples.I like oranges.They are fruits.Now, I will give you two riddles.Let’s gue what fruits they are.a.They are yellow.They are sweet.The monkeys like them very much.What are they? b.They are purple.They are nice.We eat them in summer.What are they? (Teach the new words: banana, grape) T: I like grapes.Do you like grapes? 2.Teach the new words: candy, candies.T: (在黑板上画简笔画) Look, what’s this? Ss: It’s a candy.T: Look, what are these? Ss: They’re candies.3.Teach the new words: bread, cookie, cake.T: Look, what’s this? S1: It’s bread.T: What’s this? S2: It’s a cookie.…
4.Present the new word: tea.T: I’m thirsty.I want to drink something.I like water.Do you like water? Do you like tea? 5.Game: a.Bomb.T: Look, it’s a bomb.When there is a bomb near the word, don’t read it.b.Yes or No.T: There are some word cards in my hand.If I say correctly, you should say “ Yes”.If I’m wrong, you should say “No”.6.Chant.a.Read the chant together.b.Make a new chant.Work in pairs.c.Show themselves.7.Practice the sentences:
Does…like…? Yes, she/he does.
/
No, she/he doesn’t.Teaching Proce: 1.Listen and answer the questions: a.Does Wu Chen like candies? b.Does the monkey like bananas? c.Does it like ice-creams? 2.Listen and repeat.3.Try to read together.4.Read in roles.5.Make a new dialogue.Development: Happy Big Wheel.
推荐第2篇：全英文教案
We have new friends
08英本7班 谢芷静 04b10740841 Cla Type:New Teaching Context:PEP Grade:Five
1、Preparation 1) Analysis of the context It’s the final cla of the unit,designed to consolidate what they learned before.That’s why I lay much emphasis on practicing sentence patterns.The content is about other people’s appearances and characteristics.
2) Anlysis of the students The five-grade pupil have approached to English and accumulated certain amount of knowledge towards it.
2、Teaching objectives 1) Knowledge to enable students’s abilities to speak,read and listen to the words and phrases: “clever,quiet,pretty,Carl,Cathy,Carla” “…hiar,…eyes,a…nose,a…mouth” “She’s cute./He’s clever./….”
to let them be able to listen to,speak,read and write the following words and senteces: “her,his,eyes,nose,mmouth”
“What’s her name?Her name is Zhou Pei.What’s his name?His name is Peter” .2) Emotion to further stimulate students’s paion towards English learning and encourage them to take part in the course activities energetically,creating situations and speaking to their partners actively with the words and patterns they learned.
3) Learning strategy to strengthen their focus on the cla and improve their capability of observing people’s appearances and characteristics.
4) Culture
to get to know the expreion of foreign descriptions of people appearances and characteristics.
3、Teaching Strategy On the premise of task-based approach,I combine various teaching methods together,such as Happy Teaching ,Situation Teaching and TPR.I take advantage of multimedia like PPT to help me illustrate the language point and get myself understood.In addition to that,the adopt of multimedia can also make the cla more vividly so that students won’t be bored but excited during the learning proce.
4、Teaching Procedure 1) Warm up a、Sing the song Head and shoulders knees and toes together.the teacher leads students to touch correct body parts with the music to review the expreion of that part to prepare students for the next study of human charcteristics.
b、Play a touching game.Choose one student from each group,ask them to stand in a line in front of the cla.First,the teacher gives the order,”touch your…”,the students do as the teacher says.Who is wrong will be out.Then the order students can give the order too.The pupil who stands through the game could win his group and himself a ★ as the price.Because of the competion,the whole cla’s attention could be drawed to the game.During the game,I’ll write the key words on the blackboard and practice them vocally in the game.They are”eyes,nose,mouth.
2）Presentation a、Do the dialogue with the students.T: What’s your name? S: My name is…
T: What’s his/her name
S2: His/Her name is…(Board writing: ”What’s her name? Her name is…What’s his name?His name is…”)
b、The students practice in groups of four.
c、The students act out the dialogues in groups.The teacher gives them proper aement,and give the best three groups ★.Then teaches the new words(clever,quiet,pretty) in chant:Clever,clever,he is clever.Quiet,quiet,she is quiet.Pretty,pretty,she is pretty.Through T-S and S-S practices,the new words and patterns could be reinforced with the fomer learned words and sentences.The form of Chant can help students remember the words.
d、Ask a student to come to the front. T：What’s her/his name? Ss:Her/His name is…
T:Look,she/he has…hair…eyes,a…nose,and a…mouth.She/He is…
e、Play a gueing game.Use the computer to show the features of the famous athletes of the 29th Olympic Games,and ask the students to gue what’s her/his name? By relating the newly learned knowledge to the Olympic winners,the teacher could rouse students study interests and patriotism at the same time.
3) Practice a、Books open.The students listen to the tape and repeat.
b、Describe yourself: My name is…I have… hair…eyes, a…nose, and a…mouth.I ’m clever….I can…I’m interested in…
Picturing themselves help them to apply the knowledge into reality.
4) Play a gueing game.a、Describe your friend and let your clamates find hin or her.E g: I have a good friend.She is quiet.She has short hair.She has a moon face.Her eyes are big and her mouth is small.She’s very tall.What’s her name? Her name is…
b、Describe a famous people or a cartoon character(an actor, an actre, a singer, an athlete etc.)and let your clamates to gue what her or his name is.
c、Let’s chant.Look at the screen and chant with the tape to consolidate the pronunciation/k/.
5) Aement a、The teacher makes a short summary to go over the cla and make comments on students performance. b、Praise the winner groups and encourage the other groups to motivate the students to join in the activities and increase their interests in English.
推荐第3篇：全英文教案
牛津英语8A unit4全英文教案
作者：佚名
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Warm-up activities 1 Create an interest in the iue of sharing the limited natural resources.Depending on therest of the cla, choose one of the following situations: * A group of students are stranded on an island.There is not enough food available for urvive.* Astronauts are stranded in space.They do not have enough oxygen for everyone to sur2 Make a list of people involved in the situation, a list of the resources available (e.g., fwater, etc.) and a list of how long everyone is able to survive.Ss have to decide whether thtogether sharing what they have or they are going to occupy all the resources for their own s3 Ss study the pictures and read the conversation first on their own, then in pairs.Ask tw students to role-play the conversation.Presentation 1 Ss complete Part A.Encourage them to do the task without any pre-teaching of keywoswers orally with the whole cla.2 Divide Ss into pairs and ask them to do the survey in Part B1 3 Encourage them to discu in pairs why they like or do not like the animals.Ask themwn their ideas.Language points Look delicious, If you eat my food, I won‟t talk to you., no one, in danger, a report on Homework 1 Learn the language points by heart.2 一课三练 P.43 3 Preview the Reading Part.Revision 1 Review key vocabulary according to the general ability of the cla.Presentation (Readi1 On the Bb, write the following list of sentences on the Bb: * Xi Wang is the name of a baby giant panda.* Baby giant panda s are very small when they were born.* They grow very quickly.* Xi Wang has to find her own food when she is 20 months old.* Hunters kill giant pandas and sell their fur.2 Divide the cla into three groups and allocate one part to each group.While students on their own, ask them to underline the words they do not know.Then go through the worave underlined.Ask students to explain briefly how they know that the sentences on the Bb entifying and listing key facts in the text.Presentation (Reading B& C) 1 Ask Ss to draw a parallel between the growth of the baby giant panda and a human bhey know what happens to people while they grow up.Write the following words/phrases on Adult old person teenager baby middle-aged person Young adult child toddler Draw a timeline and encourage Ss to come forward and write each word at the correct pmeline.Ask them to draw a more creative growth chart.2 Ask students to do a birth chart of themselves.Tell them to add their photos to the chPresentation (Reading D) 1 Revise the words listed in the box in Part D.2 Ask students to complete Part D.Then ask some Ss to read the sentences aloud to chece of words.3 If they show interest, ask them to practice the text for a presentation for 2-3 minutes.Presentation (Reading E) 1 Ask Ss to read the conversation in Part E in pairs to check if there are any words thew.Then ask Ss to complete the sentences individually.2 Ask six Ss to read the conversation while the rest of the cla check their answers.Language points (Part A) The story of Xi Wang, only 10 days old, it means…, was born, weigh just 100 grams, as, for the first time, eight months later, not…any more, grow into, at the very beginning, up a day, bamboo shoots, have to look after herself, have another baby, It is adj.(for sb.) to doe problems, kill it for its fur, nowhere to live, on their own, need help, in danger, take the fons to do, protect giant pandas, make giant panda reserves bigger, encourage sb.to do, there Language points (Part B& C) Keep sb./sth.Safe from danger, large areas of land with trees, special areas for wild anime Homework 1 Learn the language points by heart.2 一课三练 P.44-45 3 Preview the Vocabulary Part.Presentation (Vocabulary) 1 Creat an interest in animals.Try to extend the context by asking Ss if they would likeanimal and , if they do, which one they would choose.2Use the task to check Ss‟ knowledge of name of animals.Ask Ss to gue the names inst and then compare with a partner.3 Check answers with the whole cla.Read all the words under the pictures and ask Ss itions.Language points Polar bear---North Pole, wolf----wolves Homework 1 Learn the language points by heart.2 一课三练 P.46 3 Preview the Grammar Part.Presentation (Grammar Part A) 1 Try to elicit the conditional structure by asking questions such as What will happen if school lats? What will happen if you break your favourite toy? Try to think of sentences whs‟ own experience.Write the most interesting answers on the Bb.Ask Ss to include the “If”-l.Read all the sentences again and ask more able Ss to elicit the rule.2 Write some more open “If”-clauses on the Bb and ask Ss to finish the sentences with as.Help Ss reformulate their ideas into correct sentences and write them on the Bb.3 Ask Ss to match the sentences on their own and then compare answers with a partner.e able student to read the sentences aloud for the rest of the cla to check answers.4 For Part A2, Ask Ss to complete the sentences on their own and then compare answerner.Check answers with the whole cla.5 Ask Ss to complete “Work out the rule” at the bottom of page 61.Presentation (Grammar Part B) 1 Ask Ss to read through the rules and the sample sentences on their own.Then check uby asking them to think of other examples.2 Write several “If”-clauses on the Bb and ask more able Ss to complete them with theirRemind them to write about repeated and predictable situations instead of poible results.3 Explain the context of Part B1.Revise the words in the box.4 Ask students to complete the sentences individually.5 Ask Ss to read the conversation with a partner checking the accuracy of their sentences answers with the cla.Presentation (Grammar Part B2) 1 Try to creat interest in learning interesting things about wild animals.Tell them that Antroduces new information about tigers and wolves.2 Explain the context of writing a report.Revise the structure of conditional sentences.3 Ask Ss to read the report on their own to make sure that there are no unfamiliar wordomplete the sentences individually and compare them with a partner.Check answers with the Language points Grow more bamboo, run the other way, go to North Africa, walk through a rainforest, leut wild animals, arrive at noon, see the feeding of animals, get enough information for my clack people, spit poison, step on them, male wolves Homework 1 Learn the language points by heart.2 一课三练 P.47-48 3 Preview the Integrated skills Part.Presentation (Integrated skills A) 1 Invite students to talk about what they like about tigers and wolves.Brainstorm any inf general knowledge about the two animals.2 Ask Ss to study the two fact files in pairs.Check the meaning of some of the words.3 Help Ss focus on the general context by asking general questions they may be able to listening for the first time.Write them on the Bb: * What is the name of the largest living cat? * What is Millie‟s favourite animal?
Play the recording.Students listen carefully for keywords to answer the questions.4 Play the recording for again and ask students to find out the miing facts in the fact he tape for the third time for Ss to check the answers.5 Ask Ss to read the letter in pairs and discu any words they do not understand.Comp without looking at the fact sheetson page 64.Then ask them to look at the fact sheets to chers and make corrections if neceary.6 Ask more able Ss to read aloud the letter.Presentation (Integrated skills B) 1 Ask students to practice the conversation in pairs and then change roles.Identify any wses they do not know.2 Ask students to create their own conversation using information from the fact sheets.Language points Live as a family, good at hunting other animals, make medicine, friendly towards each otiving areas, make medicine from their bones, buy clothes made of animal fur, look lovely one‟s life, someone else,
Homework 1 Learn the language points by heart.2 一课三练 P.49 3 Preview the Pronunciation, Main task & Check out Part.Presentation (Pronunciation) 1 Remind Ss of communicative purpose of conditional sentences.2 Play the recording for Part A and ask Ss to listen carefully.Ss imitating the rising and patterns.3 Ask students to read Simon‟s presentation with correct the rising and falling voices.4 Ask students to read Millie‟s presentation in Part B quietly on their own.Play the recoSs to listen carefully and mark where Millie‟s voice rises and falls with the correct arrows.5 Tell students to read them again, and answer the „Wh-„questions.Students work in pairLanguage points (Pronunciation) Peaceful animals, live in family groups, continue to build roads, have suitable homes, makand, make a lot of money, sell elephants‟ tusks, train them,
Presentation(Main task) 1 Talk to Ss about the purpose of writing reports.Elicit from the different reports.Explaorts, we do not normally say „I feel…‟ or „I like…‟ and do not include personal comments.2 Read the title of the report in Part A.Create an interest in the topic by asking what thnt about giant panda in this unit.3 Ask students to skim through the report quickly and give each paragraph.4 Ss complete Simon‟s report in Part C on their own.Ask more able Ss to read it aloud answers.Language points (Main task) Spend a lot of time drinking their mums‟ milk, at a time, get smaller and smaller, becomkeep taking the land, what action can the club take? Sharp paws, walk upright Presentation (Checkout) 1 Set a time limit for reading the sentences in Part A and for filling the blanks.Ask Ss the task on their own.2 Ask students to Proceed to Part B after completing Part A.3 Ss complete Part B on their own and then compare answers in pairs.Language points (Checkout) Climbing, what about playing football?, a friend like Alan, answer questions correctly Homework 1 Learn the language points by heart.2 一课三练 P.50-52 3 Preview the Unit 5
推荐第4篇：全英文教案
I.Teaching Aims And Demands The teaching aim is established建立，确定 according to the New Curriculum of Primary School English.1.Knowledge objects (1)To enable the students to understand and speak five new words and two sentence patterns: wear, shirt, T-shirt, dre, skirt.He’s wearing a… She’s wearing a… (2)To be able to describe someone else more freely.(3)To enlarge the Ss’ vocabulary. 2.Ability objects (1)To develop the Ss’ speaking strategy.
(2)To develop the Ss’ vocabulary strategy.(word gueing etc.) (3)To encourage the students cooperation amongst处于。。。中 in their studies.3.Moral objects To arouse唤醒 the students’ interest of learning English and to have them participate actively in language communication.To stimulate刺激 the students’ creativity .II.Teaching Key And Difficult Points The teaching key and difficult points are based on the aims and demands.Teaching Key Points : To grasp领悟 the five new words and two sentence patterns. Teaching Difficulties: 1.Improve Ss’s speaking ability to describe others more freely 2.Develop their lateral侧面的 thinking through games .III.Teaching Aids A Computer IV .Teaching Methods 1.Student-centered teaching 2.Task-based learning任务型教学方法
3.Communication through learning
4.Situational teaching method情境教学法 V.Studying Ways
Activity-based learning(individual 个别的work; pair work; group work; cla work) VI.Teaching Procedure Step 1 warm up
to arouse Ss’ interest ,play a “colour song” on the computer, let the students become familiar with the phrase “ Who’s wearing…”
Step 2 Lead-in To introduce the new words and sentences ,I create a situation here, Sam and Amy are Australian children , they decide to buy some summer clothes because it’s getting hotter in their county.What will they buy?
(purpose: To present the new words and increase students geographical knowledge at the same time) Step 3 practice After presentating the new words, the students need some activities to practice them.Students greatly welcome games.They can create a cheerful and light-hearted environment and arouse students’ interest in learning English.Games are considered one of the most effective ways to improve efficiency in language learning.So in this part, I will use a power point I prepared to play some games with the students: 1.Let them try to memorize how many models are wearing a T- shirt/ shirt/ dre/skirt?
2.How many models they can introduce by using the sentence in a limit time: He’s /She’s wearing a … 3.And the third game is to try to answer some questions according to the shadow pictures. 阴影图片 Step 4 extension
(to develop their creativity and speaking ability) Organize Ss into groups of four and discu “ how can you help them to find “the miing person（situation: a little child is lost in a shopping mall and he/she is trying to find his parent） Step 5 Homework Design a T-shirt , or some other clothes that you like.Blackboard Design Topic sentences and key words are written to help Ss know the main content of this cla.
推荐第5篇：全英文教案 Unit2
Teaching Plan （45mins） Unit2 English around the world Part 1 ：Analysis of teaching material
The theme of this cla is “English language and its development, different kinds of English”.Researching the topic of the development of the history of English language, which can make students strengthen the understanding of the English language, especially for the understanding of the trend of English development.After finished this cla, the students can comprehend the variety levels and plurality of English language, which can help students develop the consciousne of intercultural.
Part 2: Teaching Aims
1.Knowledge Objects
①Talk about English and its development, different kinds of English.②Talk about the difficulties in language communication.③Learn to make dialogue by using request & command.④Learn to transfer from Direct Speech into Indirect Speech.⑤Learn to organize ideas and give opinions by the way of brainstorming.2.Ability Objects
（1）Important word and phrase Subway, elevator, petrol, gas, official, voyage, conquer, native, come up, apartment, actually, base, at present, gradually, vocabulary, make use of, latter, identity, fluently, frequently, usage, command （2）Grammar and sentence
①English is a language spoken all around the world.②There are more than 42 countries where the majority of the people speak English.③The number of people who learn English as a foreign language is more than 750 million.④In China students learn English at school as a foreign language, except for those in Hong Kong, where many people speak English as a first or a second language.3.Moral Objects
Let the students obtain the knowledge about the development of English language by reading, expand international horizons, aggrandize the culture consciousne, arouse their enthusiasm for English learning.
Part 3: Teaching Key Points and Teaching Difficulties
1.To be able to get the main idea from the text.2.To be able to solve the problem by analyzing.3.To be able to use the different learning strategies for different reading purposes.
Part 4: Teaching method
1.Scenario communication method 2.Task based Language Teaching method 3.The heuristic teaching method
Create the scenarios, lead in the topic, group discuions and exchange, inspire the learning initiative of student with the heuristic teaching method Part 5:
Teaching Procedures Step1： Warming up
Let the students look at the following picture, then ask them some questions like these: Which words in the picture are British English or American English? Which country do you think has the most English learners？ Step2：Lead in
I play a short video about people from England making voyages to conquer other parts of the world, then ask the students: Why is English the most widely used in so many countries? Why has English changed over time？ Step3：Fast reading
1.Let the students read the text as quickly as they can, then decide whether the statements are true or false:
（1）There is no difference between American English and British English. （2）Written English is the same in both American English and British English. （3）Sometimes people from the two countries have difficulty in understanding each other. （4）The English language in the world always stay the same as the language used in Britain.
2.Show the students some important words and expreions.（1）include包括，包含
（2）play an important role / part in 扮演重要角色 （3）even if / though 即使，即便 （4）a large number of 许多，大量的 （5）communicate with 和...交流 （6）be based on 建立在......的基础上 （7）make use of 利用，使用 Step 4： Careful reading 1.Let the students read the paage carefully and then make a time line of the development of English.2.Let the students read the paage again and fill in the blanks with the words from the text.It is not easy for a Chinese person to speak English as ___ as a ___ English speaker.One reason is that English has a large ___.It also has different usage in different English speaking countries.If you use “flat”instead of “___”, people in America will know you have learned British English.If you use the word “___”instead of “lift”in Britain, people will know you have studied American English.
3.Let the students listen to the text carefully and repeat the sentences. Step 5 ：Group work
Ask and answer the questions like these: When did five to seven million people speak English? Why did English begin to be spoken in many other countries? Which country may have the largest number of English learners? Step 6 ：Practice
Retell the history of English and tell the differences of ancient English and modern English, British English and American English. Step 7：Summary
Answer questions: Tell us what did you learn from this leon? Why do you think people all over the world want to learn English？ Then give “The road to modern English”.
Step 8：Homework
1.Go over the text and try to learn all the useful words and expreions in this part by heart.2.Write a paage about your English learning.
Part 6: After-cla reflection
The eential aim of English teaching is to promote the skills of listening, speaking, reading, writing, and the ability of comprehension, and to strengthen their consciousne of cro cultural communication.The four skills link closely, and they do not exist in isolation, this leon will integrate these four links to the whole teaching proce, which make students basically achieved the knowledge of this leon and enable students to systematically understand the knowledge they have learned.At the same time, we can achieve the teaching aim of this cla.
推荐第6篇：万能全英文教案
一．Teaching aims: 1.Knowledge aim To enable the students to master the key words, phrases and language points, such as....(从文中找两个单词、一个短语和一个语言点就可以了) 2.Ability aim To improve the students reading abilities, such as skimming and scanning.3.Emotional aim 根据文章大体内容编一个情感目标。 二．Teaching important and difficult points: 1.Teaching important points To master the key words, phrases and language points, such as....(从文中找两个单词、一个短语和一个语言点就可以了) 2.Teaching difficult points: To improve the students reading abilities, such as skimming and scanning.三．Teaching method: Task-based language teaching method (意思是任务型教学法) Cooperative language learning approach(意思是合作语言学习教学法) 四．Teaching aids: 1.A projector 2.Multimedia 3.A tape recorder 五．Teaching procedures Step 1 Lead-in The teacher will show the students some pictures about the topic of this cla to arouse the students’ interest of this leon.Step 2.Pre-reading The teacher will give the students two questions and ask them to discu.After the discusion, the teacher will ask the students to show their own opinions.Step 3.While-reading
Activity 1: The students will be asked to read the text quickly and answer the questions the teacher shows on the screen.This activity can help to improve the students’ skimming ability.Activity 2: The students will be asked to read the text carefully again and underline what they don’t understand.Then discu in groups.If they still have any difficulty, the teacher will help to explain.Step 4.Post-reading In this part, the teacher will give the studetns another two questions to discu.They can use what they have learned in this cla.Step 5.Consolidation After the students have learned the text, the teacher will ask them to do some relative exercise to consolidate the knowledge they have learned in this cla.Step 6.Summary To ask the students to summarize what they have learned in this cla.It can help the students to have a clear understanding of what they’ve learned.Step 7.Homework The students will be asked to write a short composition about the topic of this cla.They can use the the key word, phrases and language points in this cla.It can help the students to consolidate what they have learned.六.Blackboard design （罗列几个单词、短语、知识点）
推荐第7篇：小学全英文 教案
Unit 6
Let\'s eat Teaching Objectives 1.Objectives for Affect Let the students know that they should save food and share food with friends.2.Objectives for Language Knowledge Learn the new sentences “I like …” and “Have some…”.
Learn the new words “tea, cake, coke, chicken, hot dog, hamburger, bread, French fries…”.3.Objectives for Language Skills Be able to pronounce the words and sentences correctly.Be able to know how to share food with friends.Key Points 1.The sentences: “I like …” and “Have some…”
2.Some words: chicken, hot dog, hamburger, bread, French fries… Difficult Points The pronunciation of the words “chicken, bread and French fries”.Teaching Aids CAI ppt, pictures Teaching Approaches Game teaching Teaching Steps 1.Warming-up Sing the song“Let’s have a picnic” together.T：Hello, boys and girls! How are you? Ss: I’m fine, thank you.And you? T: Very well, thank you.Let’s sing a song, OK? Ss: OK! 2.Leading-in Daily talk.T: Do you like cake? S1: Yes, I do.T: Do you like milk? S2: Yes, I do.T: OK.Today, I will show something delicious for you.Do you want to have a look? 3.Presentation
(1)Let students watch the CAI ppt.(2)The teacher show some pictures of food.Students learn the words “tea, cake, coke, chicken, hot dog, hamburger, bread, French fries”.
T：Do you know what it is ? S1：Bread.T：What are these? S2：Hamburger.T: Hamburgers.Ss: Hamburgers.…
(3) The teacher play the recording to students.(4) The teacher teach students know how to use the sentence “I like …”.4.Practice （1）Let students introduce the food they like in groups by using the sentence “I like …”.
（2）Let’s act Let students act about the story in the text book, then ask several students to show in front of the cla.(3) Let’s play
Let students play the paing game by using the words about food.5.Conlidation Review the sentences and words in the text book.Let students reads the text book.Extension Read and color: Give pictures to the students, then let them color it and read the words of the food.Board-writing Unit 6
Let’s eat
I like chicken (hot dog, hamburger, bread, French fries).Homework 1.Do some exercises in the text book.
推荐第8篇：语法教案
高中英语教学设计案例
高中英语教学案例分析 Book 6 Unit 2 Poems I.Teaching Contents 教学内容
Unit 16 Scientists at Work (SEFC Book 1B)Reading: Franklin’s Famous Kite Experiment (全日制普通中学教科书(必修)人教版高三英语(下)第二单元《诗歌》的语法部分情态动词的用法) 授课班级： 高三
2 授课时间：2013年6月2日
II.Design of Teaching Objectives 教学目标设计（三维目标） 1.Knowledge objectives 知识目标
Enable the students to know about the way to expre poibility and improbability(让学生学会表达可能性与不可能性。) (1) Enable Ss to master the usage of “may”, “might”, and “likely”.(2)Help Ss learn how to use modal verbs “may” and “might” to expre conjecture 2.Ability objective能力目标
Communicate with Ss by expreing their poibility and improbability .(用表达可能性与不可能性和同学交流。) 3.Affective objectives 情感价值目标
(1)After Learning the paage, the students are expected to expre conjecture.（通过本节课的学习，让学生在遇到不情愿的情景时，能够正确表达意愿。）
(2)Enable the students to expre their ideas bravely.(让学生勇敢表达自己意愿。) III.Teaching Important Points(教学重点)
1.Explain how to use modal verbs to talk about something which happened in the past—perhaps..(解释怎样用动词谈论过去曾经发生的事情。) 2.Explain how to use modal verbs to talk about something which happened at present—perhaps..(解释怎样使用情态动词描述现在可能发生的事情。) IV.Teaching Difficult Points(教学难点)
Understand the following phrases.(正确理解下面词组的区别。) may have done
might have done
must have done V.Teaching Methods(教学方法)
1.Task-based method to make students interested in what they will learn.(任务型教学法) 2.The questioning method.(提问法) 3.The working system method.(作业法) VI.Teaching Aids:(教学辅助手段) 1.A blackboard (黑板) 2.A projector and a computer for multimedia (投影仪、多媒体) VII.Teaching procedures (教学程序) Step I Lead in (5minutes)(引入，5分钟)
教师活动：Ask Ss to work in groups and discu the question in Activity 1 of Grammar on page 57.Then give them the right answer.学生活动：Answer the teacher’s questions 设计目的：激发学生的学习兴趣，让学生主动参与。
Step II Explanation(15minutes)(说明，15分钟)
教师活动：Explain how to use modal verbs to talk about something which happened in the past—perhaps.
(1) 对过去的事情进行猜测，但把握较小时，肯定形式一般用may have done，否定形式一般用may not have done。如：
He may have gone back home, because he didn’t say he would take part in her birthday party.He may not have paid for the bill, because he had lost his job.(2) 对过去的事情进行猜测，但把握更小时，肯定形式一般用might have done，否定形式用might not have done。如：
They helped send her bat to the hospital; otherwise, she thought, the baby might have died.She might not have left home when I got to school.
(3) 对过去的事情进行猜测，并且可能性较大时，肯定形式一般用must have done，否定形式一般用can’t have done。如：
Your score is the highest; you must have studied very hard.
You can’t have seen her in her office last Friday; she’s been out of town for two weeks.学生活动：配合老师，掌握may have done， might have done ，must have done的区别 设计意图：（1）激活学生已有的信息，使学生具备摄入新知识的心理定势。 （2）激发学生的学习兴趣。
Step III.Practice(10minutes)(练习，10分钟)
选用can, could, may, must, shall, should, will, would, can’t, mustn’t, needn’t或have to填空 教师活动：教师用投影仪展示出下面问题：
1.There is air around us, thought we ________ see it.2.Your mother is getting better and better.You _______ worry about her.3.You _______ play football in the busy street.4.“_______ it be true ?.” “Yes.It _______ be true indeed.” 5.Tom _______ come to the party tonight, but I’m not sure.6._______ you please fetch me some water for me? 7.Young trees ________ be planted in spring.8.“Must we hand in our exercise books today?” “Yes, you ______.” “No, you ________.”
9.“May I take this magazine out of the reading-room?”
“Yes, you _______.” “No, you _______.”
10.Please speak a little louder so that I _______ hear you.学生活动：选测填空。
设计意图：考察学生对情态动词may,might,must用法的掌握。 参考答案：
Could needn’t can’t
can must
may
would
must
have to needn’t
can
can’t
can
2.multiple-choice question (10minutes)(选择题，10分钟) (1)教师活动：教师用投影仪展示出下面问题，要求小组讨论：
1.If you are not careful in the street, a car ______ hit you.
A.can
B.may
C.would
D.must 2.–May I watch TV now, mum?
-No, you _____.You _____ do your homework first.A.don’t; must
B.don’t; can’t
C.can’t; must
D.can’t; can 3.–Mr.John, we must hand in our work today, ______?
-No, you ______.But you must bring it to school tomorrow.A.needn’t we; mustn’t
B.mustn’t we; needn’t C.mustn’t you; mustn’t
D.needn’t we; needn’t
4.He isn’t in the school.I think he ______ be ill. A.can B.shall C.must 5.Children ______ play on the road or in the street.It is dangerous.A.may not
B.mustn’t
C.couldn’t
D.needn’t
6.Even the top students in our cla can’t work out this problem, so it _____be very difficult. A.may
B.must C.can D.need 7.–Can you ride a bike? -No, I _____.A.may not B.can’t C.needn’t D.mustn’t 8.–Must I return the book this morning?
-No, you _____.But you ______ return it before supper.A.needn’t; must
B.mustn’t; can C.mustn’t; may D.can’t; need 9.You ____ to go and see the doctor right now.
A.must
B.should
C.have
D.will 10.Don’t play with the knife.You ______ hurt yourself.
A.may B.should C.have to D.need 参考答案：1 A
2 B
3 C
4 B
5 D
6 A 7 B
8 D
9 C
10 C 学生活动：认真分小组讨论问题，然后向全班汇报。 设计意图：训练学生沟通合作能力。
(2)教师活动：把学生分成男女组，进行比赛，抢答形式。 1.What _____ I do for you, madam? A.may B.must
C.can D.will 2.You’re made the same mistake again.How _____ you be so carele! A.shall
B.may
C.can
D.must 3.Peter _____ come with us this afternoon, but he isn’t very sure yet.A.shall
B.may
C.can
D.must 4.Don’t worry! The news _____ be true.
A.may not
B.mustn’t
C.will not
D.needn’t 5.The traffic _____ stop when the lights are red in the street.A.can’t
B.don’t have to
C.mustn’t
D.must 6.–Look! It _____ be the new headmaster.-It _____ be him.He went to Beijing yesterday.A.can; mustn’t
B.can; can’t
C.must; can’t D.must; may 7.______ I close the window? It’s so cold here.A.Must
B.Will
C.Need
D.Shall 8.You ___ return the bike now.You can keep it till tomorrow if you like.A.can’t
B.mustn’t
C.needn’t
D.may not
9.You _____ yourself about money. A.needn’t worry B.needn’t to worry C.don’t need worry D.needn’t be worry
10.Many people want to see you._____ they wait here or outside? A.Do
B.Will
C.Need
D.Shall 11.____ I ask your name, please? A.Will B.Shall C.May D.Must 12.You _____ do it even if you don’t want to.
A.can’t
B.mustn’t
C.have to
D.needn’t 13.I _____ like someone to take me to the museum.A.will
B.would
C.shall
D.need 14.Look, what you have done! You _____ more careful.A.may be B.had to C.should be D.should 学生活动：分男女小组进行抢答回答老师提问问题。 设计意图：训练学生正当的竞争意识。
Step IV Supplements（10minutes）(补充，10分钟)
教师活动：Explain how to use modal verbs to talk about something which happened at present—perhaps.
用来表猜测的情态动词有：must, can, may等，但它们所表示可能性是不同的。
(1) 对现在的事情进行猜测，并且可能性较大时，肯定形式一般用must加动词原形，此时，must不再表示“必须”，而是表示“肯定”；否定形式一般用can’t加动词原形，此时，
can不再表示“能够”，而是表示“肯定不„„”。如：
I saw him go out just now.He can’t be in his own room.
It must be Linda in the claroom, because she is on duty today.
(2) 对现在的事情进行猜测，但把握较小时，肯定形式一般用may加动词原形，此时，may不再表示“可以”，而是表示“可能”；否定形式一般用may not加动词原形。如：
He may tell the truth to his father.She may not angry because she is good-tempered.(3) 对现在的事情进行猜测，但把握更小时，肯定形式一般用might加动词原形；否定形式一般用might not加动词原形。如：
She might not be angry because she usually is very patient.He might be at home now, but I’m not sure.(4) 情态动词+动词现在进行时，表示对现在或将来正在进行的情况进行推测。如： At this moment, our teacher must be correcting our exam papers. Doctor Wang isn’t here.He might be giving a lecture in the hall.(5) 情态动词+动词的现在完成进行时，表示对过去正在发生事情的推测。如： Your mother must have been looking for you.
The light was on the whole night.He may have been doing his homework all the time.学生活动：学生认真听讲，做笔记。 设计意图：增加学生的知识储备。
Step V
Consolidation (5minutes)(总结，5分钟)
Ask Ss to translate the following sentences.
(1) 他们也许错过了那班飞机。
(2) 快点！他们正在机场等我们。
(3) Tom是个诚实的孩子。他今晚可能会把真相告诉他父亲。
(4) 他五年前来看过我，他也许不费劲就能找到我的住处。 Step VI Homework (2minutes）（作业，4分钟) 1.Ask Ss to review Grammar.2.Ask Ss to finish Grammar exercises in the Workbook pages 97~98. 设计意图：①帮助学生进行课堂反思，自己学到了些什么知识； ②学生收集课文中没有解决的问题，以便课后进一步讨论。
推荐第9篇：语法教案
语法一：比较句 A比B 句型1：A比B+adj 中国比日本大。 中国的人口比日本的多。
三者比较：A比B+更/还（注意：不能用很、非常、真）+adj 苹果比葡萄大。 西瓜比苹果更/还大。 西瓜最大。葡萄最小。 火车比汽车快。 飞机比火车更/还快。 飞机最快。汽车最慢。 句型2：比较结果差别大小（ 1） A比B+adj+具体数字 今天的温度比昨天低几度？ 今天的温度比昨天低5度。 麦克今年18岁 玛丽比麦克大1岁。
玛丽今年19岁 山本的年纪最大 山本今年20岁 （2） A比B+adj+一点儿/一些（差别不大） 玛丽的头发比田芳的（头发）长一点儿/一些。 衣服200元：裤子190元 衣服比裤子贵一点儿/一些。 （3） A比B+adj+得多/多了 房子比汽车贵得多/多了。
（4） A比B+V（喜爱）+宾语 哥哥比弟弟爱唱歌。 麦克比杰克喜欢唱歌。 句型4：动作的比较 小明 八点 来学校
小芳 八点一刻 来学校 山本 八点半 来学校 A比B+[动词+得]+adj A+[动词+得]+比+B+adj 小芳比山本来得早。 小芳来得比山本早。 小明比小芳来得更早。 小明来得比小芳更早。 A+（动词+宾语）+比+B+动词+得+adj 他 （说 汉语）比 她 说 得 好。 我 （跑 步） 比 他 跑 得 快。 A+（动词+宾语）+动词+得+比+B +adj 他 （说 汉语）说 得 比 她 好。 我 （跑 步） 跑 得 比 他 快。 否定句：A没有B·······左边比右边重。 右边没有左边重。 比较：A没有B····和A不比B····· 哥哥没有弟弟高。 （哥哥比弟弟矮）
哥哥不比弟弟高。 （哥哥和弟弟差不多高） 句型5：A有/没有B+（那么、这么）+adj 妹妹有妈妈高吗？
妹妹（没）有妈妈那么高。
语法二：A跟B一样/不一样 （1）“„„跟„„一样” “我的书跟你的书一样。”“这件衣服跟那件衣服一样。” （2）“„„跟„„一样＋形容词” 老 师：现在，谁来说说老师手上的这两支笔哪里一样？ 学 生：一样长。
“„„跟„„一样＋adj。”“这本跟那本书一样大。”“这件衣服和那件衣服一样贵。”等等。（ 3）“A跟B„„一样”或者“A跟B一样„„”“田芳的书10元”。“大卫的书10元”。我 们说，田芳和大卫的书价格一样。（板书）“A跟B＋n。＋一样”，也可以说他们一样的是喜欢做什么，想要做什么等等（板书）“A跟B一样＋„„”那现在我们来练习一下。
1、“大卫今年21岁”。“李明今年21岁”。
2、“姐姐爱好唱歌”。“妹妹爱好唱歌”。
3、“我喜欢写书法”。“他喜欢写书法”。 （4）否定形式 老 师：刚才我们学习了，“什么跟什么一样”， “什么跟什么哪里一样”的说法，那大 家来看看老师手上的这两支笔，他们一样吗？
学 生：不一样。 老 师：哪里不一样？ 学 生：颜色。 老 师：老师的笔跟你的笔颜色不一样。
现在大家看这幅图，张东和李明一样高吗？ 学 生：不一样。 老 师：谁高？ 学 生：张东。
老 师：某某，你来完成说一下。
很好。那现在呢，老师还要告诉大家，“跟„„不一样”也可以说“不跟„„一 样”比如：“我不跟你一样高”。“我的鞋子不跟你的一样大” 语法二：“快” 和 “ 就” 与“了”的搭配，组成“要〃〃〃〃〃〃〃了”“快〃〃〃〃〃〃〃了”“就
要〃〃〃〃〃〃〃了”“快要〃〃〃〃〃〃〃了”，表达动作即将发生。
十一点半下课，现在十一点二十。可以说： 快下课了。 快要下课了。 就要下课了。 我们把时间带上，应该怎么说：
我们十一点半就要下课了。 不能说：我们十一点半快要下课了。 飞机十点起飞，现在九点半。可以说：
飞机要起飞了。 飞机快起飞了。 飞机马上就要起飞了。 现在是晚秋，再过一个月冬天就到了，我们可以说： 快要冬天了。加上一个时间状语“再过一个月”应该怎么说 再过一个月，就要冬天了。
语法三：简单趋向补语：V+来/去 句型1：V+来/去
尼玛出来一下！ 老师你过来一下！ 句型2：V+处所名词+来/去 他回家去了。 我们进教室去吧。
句型3：V+来/去+事物名词；V+事物名词+来/去 他买来了一本书。 他买了一本书来。 他带来了一个照相机。 他带了一个照相机来。 山本拿去了一本书。 山本拿了一本书去。 语法三：V+住 记住/拿住/站住/停住〃〃〃〃〃〃
语法四：V+过 表示动作曾经在过去发生。该动作一般不持续，说话时已经停止。 句型1：V+过+宾语 吃过中药 看过中医 去过香港 没针灸过 句型2：V+过+动量词（次、遍）+宾语 得 过 三次 感冒 去 过 一次 香港
句型3：否定：没+ V+过 我们以前没见过。
正反疑问句：v+过+宾语+没有 你以前来过中国没有？ 语法五：动量补语 数次+动量词（次、遍、剩、趟、下、口〃〃〃〃〃〃） 句型1：V+数词+动量词 麻烦你 跑 一 趟。 句型2：V+数词+动量词+事物名词 他 敲了 一 下 门。 句型3：V+人称代词+数词+动量词
他 找过 你 一次。 不说：他找过一次你。
句型4： V+数词+动量词+人名/地名 或者 V+人名/地名+数词+动量词 山本以前来过 一 次 中国。 山本以前来过中国 一 次。 注意：“次”和“遍” 遍强调动作由始至终的全过程。 语法六：“一·······就······”
（1） 表示后一个动作紧跟着前一个动作发生。 我一下课就去看你。 他一毕业就参加工作了。
（2） 表示前一个动作是条件和原因，后一个动作时结果。 中国人一听就知道你是老外。
我一感冒就咳嗽。
语法七：结果补语：在、着、好、成、坏、懂、见、完、给····
1、V+在+处所名词 表示通过动作使某人或某事处于某处
这张画我们挂在哪儿呢？ 就挂在这儿吧。
2、V+着 表示动作的目的达到了或有了结果。 我的护照你找着了吗？ 你睡着了吗？
3、V+好 表示动作完成并达到了完善、令人满意的程度。 衣服我洗好了。 昨天晚上我没睡好。
4、V+成
（1） 表示动作完成，达到目的 这座大楼是什么时候建成的？
推荐第10篇：小学英语口语全英文教案
Teaching Plan
2011-5-11
school： Grade： Cla： Teacher：content of courses
Topic11.My Pet Turtle
Teaching aims
Listen to say familiar three sentence patterns and their
answer form——What is your favorite …?\\My favorite … is…
Teaching difficult points
first-person converting and reconverting
teaching media
1.Teacher preparation teaching material matching tapes
2.Prepare relevant part of the courseware
3.Teachers learned patterns card ready
Teaching steps
1.Warming-up/Revision.
（1）Daily conversation display.
（2）play“Let us sing together” songs the recording, the teachers
and students singing and do the action
2.Presentation
（1）The tortoise knowledge introduction
T:Look and think.
（2）Teachers fast.Pictures of animals show series:
daddy turtle,mommy turtle, brother turtle, baby turtle.Accordingto see pictures about students cultivate animal words observationand memory.
(3)Listen to recording ,then practice in pairs.The next lead
“What is your favorite pet?”， First , take out to the whole , then askseveral students answer shows the correct answer form.
“ My favorite pet is…”
3.Practice
（1）Let’s do a game!
I will ask two students to do it.one say “what’s your favorite pet?”,the other do a reply and expre it with your body languag-e.
(2)Exchange.
4.Now read the text quickly and find out other sentence pa-erns ：when and where did you get it?\\how often do you feed it?\\why do you like it?\\Is it a turtle?And so forth.
5.Aignment
You should know “what is his\\her favorite ….?”and their answer form.Next cla teacher will check it ,oh
第11篇：This is my sister全英文 教案
外国语12.11 姚玉林 1204021106
Unit3 This is my sister
Period 1(Section A 1a—1c) 45 minutes
Teaching objectives 1.knowledge objectives At the end of this cla,
1) Ss can master the words: sister, mother, father, parent, brother, grandmother, grandfather, friend, grandparent, these those 2) Ss can expre their idea with these sentence patterns
------This is my …
------ These are my … ------ This is his / her … ------ These are his / her …
------Is this your…? ------ Are these your…? ------ Is this his / her …? ------ Are those his / her…? 2.ability objectives: 1) Train Ss’ listening skill.
2)Train Ss’ communicative competence.3)to introduce family.3.Moral Objectives
A friend in deed is a friend indeed.
Teaching Key Points 1.The names of the various members of a family. 2.How to introduce family.
Teaching Difficult Point Ss can introduce their family members.
Teaching Methods 1.Visual teaching method. 2.Pair work. Teaching Aids Photographs of your family members and friends, cards A tape recorder.
Teaching procedure Step I Warming up (3 minutes) 1.Greetings.
2.Revise the sentences “What’s your name? Are you…? Is she…?”
Step II lead in and presentation(15 minutes) 1.Ask Ss “Do you know a sitcom called Jia You Er Nv”, then let them tell me the names in the sitcom.Show Ss the pictures of each member in the sitcom to present the new words.T: Do you know a sitcom called Jia You Er Nv? Ss: Yes! T:So please tell me their names in this sitcom, Ss: Liu Xin, Liu Mei, Xia Yu….T: Great! Now I will show you some pictures.Look what’s his name?
…
Ss: His name is Liu Xin.T: We all know Liu Xing is Xia Yu’s brother.Follow me “brother” Ss: …
( present rest of the words in this way ) 2.After presenting the new words, lead Ss read the words in an interesting way.3.Role play I will give Ss an example T: Now I am Xiaoyu, look, this is my brother(point Liu Xing) to present the sentence structure: This is my/her/his….These/those are my… 4.Lead Ss to practice the sentence structures.
Step III practice(25 minutes)
1.Role play First I will give Ss an example: If I were xiaoyu, I will introduce my family members one by one, then I will ask some Ss to do this activity.2.Show pictures I will show Ss some pictures on the screen, let them say according to the pictures with the sentence patterns : This is my…, These/Those are my… 3.listening listen to 2a: listen and circle the words you hear
4. game
To practice Ss memorize the miing words.5. pair work: Introduce family members
Every student has a family photo, work in pairs to introduce their family members to each other and then ask some of them to present in front of the cla.Step IV production
task:
Obama and his family come to visit China, and if you are Maria , some Chinese friends want to know about your family members, so please introduce your family members to them.Step V summary and homework(2minutes) 1.lead Ss to summary what we have learnt in the cla.
2.Homework : found a family photo, and introduce your family.
第12篇：小学英语口语全英文教案
Teaching Plan
Topic.My Pet Turtle Teaching aims Listen to say familiar three sentence patterns and their answer form——What is your favorite …?\\My favorite … is…
Teaching difficult points
first-person converting and reconverting teaching media 1.Teacher preparation teaching material matching tapes 2.Prepare relevant part of the courseware
3.Teachers learned patterns card ready Teaching steps 1.Warming-up/Revision.
（1）Daily conversation display.（2）play“Let us sing together” songs the recording, the teachers and students singing and do the action 2.Presentation
（1）The tortoise knowledge introduction T:Look and think.
（2）Teachers fast.Pictures of animals show series: daddy turtle,mommy turtle, brother turtle, baby turtle.
According
to see pictures about students cultivate animal words observation and memory.(3) Listen to recording ,then practice in pairs.The next lead “What is your favorite pet?”， First , take out to the whole , then ask several students answer shows the correct answer form. “ My favorite pet is…” 3.Practice （1）Let’s do a game!
I will ask two students to do it.one say “what’s your favorite pet?”,the other do a reply and expre it with your body languag-e.
(2)Exchange.
4.Now read the text quickly and find out other sentence pa -erns ：when and where did you get it?\\how often do you feed it?\\why do you like it?\\Is it a turtle? And so forth.5.Aignment
You should know “what is his\\her favorite ….?”and their answer form.Next cla teacher will check it ,oh
第13篇：Unit1My school全英文教案
Unit Part Let
1 My school
B
’s sing This is the way I go to school, go to school, go to school.This is the way I go to school, where I like to learn all day.This is the claroom in my school, in my school, in my school.This is the claroom in my school, where
Welcome library teachers
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T: D: Thank Thank you, you, Mike.Mike.Bye, Mi White.T S3: A: Bye, Mi Read and
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（1）Do you have a library ? Yes.The library is on the second floor.（2）Do you have an art room ? The art room is next to the gym.（3）Where is the teachers’ office ? The teachers’ office is next to the library.（4）Where is Claroom 1 ? Claroom 1 is under the teachers’ office. Listen 1 3 4
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1、离我们近处的单个物体用This is… 离我们远处的单个物体用That is…
2、英语句子书写注意事项： 句首字母要大写； 单词之间要空一格； 句尾要书写标点符号。 （别忘了英语句号是实心小圆点喔）
自That
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第14篇：全英文英语阅读课教案
阅读课教案
School__ Number3 Middle School____
Junior or Senior Section _Junior__ Cla ____3____
Grade _1_______ Size ______45__
Time_40_______
Date __2009-12-28____ Materials __Go for it______
Type of leon _reading ____ Contents: 1.Vocabulary: Some nouns about furniture and some daily use things: table, bed, dreer, bookcase, sofa, chair, backpack, books, keys, baseball, drawer, plant.Some prepositions of place: on, in, under
2.Structure: Where is (Where’s)…?
It is (It’s) in/on/under…
Where are…?
They are (They’re) in/on/under…
Where’s/where’re…?
I don’t know.Is it /are they on/in/under… ? No, it isn’t./They aren’t./ Yes, it is./they are.
3.1) Dialogue: Where’s the bag?
I don’t know.
Is it on the dreer? No, it isn’t.
Where are my books?
I don’t know.Are they on the bed? No, they’re not.2)Writing: ask, gue and write
Objectives:
1.Instructional objectives (language knowledge and language skills)
1) To promote students’ vocabulary development (table, bed, dreer, bookcase, sofa, chair, backpack, books, keys, baseball, drawer, plant.…)
2) To promote students’ reading skills
a) prediction
b) skimming
3) To promote students’ oral English
4) To develop students’ writing skill
2.Educational objectives (affect, learning strategy and cultural awarene)
1) To develop students’ ability to communicate with others to get information
2) To build students’ confidence
3) To make students learn to cooperate with others
3.Personal objectives: 1) To develop teacher’s ability of claroom management
Focal points: a: the nouns.b: prepositions of place
c: Where- question and d: answers to “Is the… in/on/under the …?”；
Difficult points: a: use the prepositions to describe position of things b: use the where-question and Is it-/Are they -question to ask things’
position
Aids: PPT, blackboard, chalk … Procedures and Time Allotment 1.Getting students ready for learning
( mins)
1) Greetings: Good morning everyone! 2) Routine task: duty report
2.Revision: Use some pictures to review the vocabulary ( table, bed, dreer, bookcase, sofa, chair, backpack, books, keys, baseball, drawer, plant, on, in, under) and sentence structure:
Where is (Where’s)…? It is (It’s) in/on/under Where are…? They are (They’re) in/on/under… 3.Pre-reading : Step1: vocabulary and some phrases learning
Task: Look at the conversation between them and gue the meaning of the sentences in red.( using the conversation between Liu Qian and A Xin to show those phrases to the students in order to learn them by the context; because the sentence structure in the conversation is those they have learnt)
(… mins)
此步骤包括词汇、语法教学等 4.While-reading 5.Post-reading
(… mins)
1) Oral work
2) Written work 6.Aigning homework 1) Conclusion: a: vocabulary
b: sentence patterns: Where is (Where’s)…?
It is (It’s) in/on/under… Where are…?
They are (They’re) in/on/under… Where’s/where’re…?
I don’t know.Is it /are they on/in/under… ? No, it isn’t./They aren’t./ Yes, it is./they are.2) Homework: Ask, gue and write Let your partner to ask as well as gue where your things are in your room.Write down your conversation by using the following sentence patterns: A: where’s/where’re your…? B: You can gue.A: I don’t know.Is it /are they on/in/under… ? B: No, it isn’t./They aren’t.Yes, it is./they are.
…
Self-evaluation
第15篇：上课语法教案
Unit 3 Travel Journal 高中英语
Period 3 The Present Continuous Tense for Future Actions 现在进行时表将来 学习目标:
1.通过观察例句，总结语法，实际演练的方法，使学生学习并运用一般现在时表将来的语法现象,并相应地掌握一般现在时表将来的语法现象，帮助学生总结现在进行时的用法以及一般将来时的六种表现形式。
2.使学生学会观察语法现象，总结语法特征，用语法规律解答习题。
3.帮助学生学会合作学习和探究。
学习重点：现在进行时和一般现在时表示将来的区别 学习难点：现在进行时的用法和一般将来时的六种表现形式。 学习方法：观察法，讨论法, 总结法。 教学用具：多媒体。 学习步骤： StepILead in 观察句子，思考问题
StepIIThe Present Continuous Tense for Future Actions（现在 进行时表现在进行时用法归纳 (1)表示现在的动作：
① 表示说话的时刻正在进行的动作，常与时间状语now, at the moment等连用。
② 表示现在阶段正在进行的动作，而不一定是说话时正在进 行的动作，常与today, this week, this term等连用。
(2)表示反复性或习惯性的动作，常与副词always, continually(频繁地)等连用，表示说话人的赞扬，厌恶，不满，遗憾等的感情色彩。 (3)现在进行时表将来
现在进行时代替一般将来时，表示一个最近按计划或安排要进行的动作，这类动词通常是瞬间动作，常见的有：go, come, leave, arrive, return, stay, start, Step
Step III example sentence 小结：表示按计划或安排要发生的事, 含义是 “预定要„„” 这一结构常用趋向动词 go, arrive, come, leave, start, stay , return 和 play, do, have, work, wear, spend, see, meet等 。 Step IVpractice Step Vsum up StepVI homework 表示将来的时态有下列的方法：
①will/shall+动词原形，表示将来某个时间要发生的动作或存在的状态，或表示自然趋势。
②be going to +动词原形，表示“就要……”，“打算……”或有迹象表明将要发生的事。
⑶be to do 表示预定或按计划安排要发生的事。 ? 想一想 还有那些表现形式？？
(4)be about to + 动词原形表示即将发生的动作,不与表示将来的时间状语连用
(5)一般现在时代替一般将来时
小结： 此四句表示将来的事情按时刻表将要发生，不因主观情况而改变，则用一般现在时代替将来时，但仅限于少数动词begin, go, leave, start, take off 等。在时间和条件状语从句中，都可用一般现在时表示将来时
第16篇：1级语法教案
１、～あっての
接续： N+あっての （前接体言+が、后接こと）译为“正因为～才～，没有～就不能～” 表示因为有前项，才有后项的存在。如果没有前项的条件，后项就无法成立。 前项通常多为表示人或者人的行为的名词。
例：こうして私たちが商売を続けられるのも、お客様あってのものと感謝しております。
両親あってのわたしです。両親がいなければ今日の私はいない。
① 前项和后项是不同的名词。强调前项的助词“が”可以省略，后项也会以「もの」「こと」的形式出现。
如「～あってのことだ」「～あってのものだ」
例：つらい治療に耐え、病気を克服することができたのは、家族の励ましがあってのことだ。
② 固定用法 「命あっての物種」 有了生命才有一切，留得青山在不怕没柴烧
2、～いかんだ
接续：N+いかんで（は）/ いかんだ/ いかんによっては 译为“根据～而～，取决于～” “～いかんだ”用在句末，用在句子中顿处，表示一个至关重要的决定性条件。 例：今の生活を幸せと感じるかどうかは、考え方いかんだと言える。
“～いかんにかかわらず/～いかんによらず”用在句子中顿处，表示前项这个条件再怎么变化后项也不会受其影响的，后项的结果不受前项条件的限制。译为“不管～,不论～”助词“に（かかわらず、よらず）”前，经常接“天気”“理由”“学歴”等词汇 例：理由如何によらず、遅刻したものは試験が受けられない。
試験の結果いかんでは、卒業できないこともある。
有时“～いかんだ”可以改变为“～いかんにかかっている或～いかんにけまっている”的形态。所有这些句式的“～いかん”前面，还可以再加一个“の”。 “～いかんによっては”表示根据前项不同，后项也有可能会改变。 例：情勢いかんによって、対策を決める。
3、～うが/～うと
动・よう、形・かろう、名/行动・だろう/であろう+が/と
①常与“どんなに”“いくら”等表示程度的疑问词连用。表示不管前面的条件如何，后面的结果都不会改变，前后项是逆接假定关系，后项不受前项的条件限制，多接表示想要完成的事情或决心。译为“不论～，不管～”。
后项是表达强烈的主观意志（包括强调解释说明、主张、决心、推量、劝诱等）
注意：“どんな近くても歩いて5分間かかる”这样的逆接表达方式，前项是既定条件，后项是客观事实，一般就用“～う（よう）が”来替换。 例：他人が何と言おうが、自分のしたいことをする。
どんな金持ちであろうが、幸福は金で買えるものではない。
③ 前项表示一正一反或是任意两个假定条件，而后项不受到前项的影响（逆接），且后项是带有强烈的主观语气（强调解释说明、主张、决心、推量、劝诱等）。这个句型有事还会采取“～う（よう）と、～まいと / ～う（よう）と、～う（よう）と”的形式。注意：前后使用同一动词。
例：本当のことを母に話そうが、隠そうが、絶対父と関係なし。
今晩のパーティに来ようが、来るまいが、どちらでも構わない。
④ ～にせよ、～にせよ / ～にしろ、～にしろ 前项也是提出两个假定条件，但是任何一个条件都可以得出后项的结果且后项是可以带有说话人自由的判断、推量、意志。 是提出两个前提条件，任何一个条件都可以自然而然得出后项这一结果，所以后项不能用说话人自己的判断、推量、意志，而是较多出现说话人自然的联想或是回忆。 練習：焼
、煮
、おいしい料理が作れるに違いない。
焼
、煮
、母の手作りの料理の味は忘れがないものだ。
～うが、～うが / ～うと、～うと
接续：動・よう、形・なかろう、名（形動）・だろう/であろう + が/と
表示假定逆接，前后项为相反或者类似的事情，强调不管前项情况如何，后项结果都是一样的。后项多用“つもり”“決心”“変えない”等表示说话人决心，意志的词汇。译为“不管是～还是～”
例：雤が降ろうと風が吹こうと練習を決して休まない。
4、～うにも～ない
接续：動・ようにも～動・ない
表示由于客观条件的限制，即使某事也无法办到后面多跟动词的否定形式，经常用于愿望无法实现的情况。当前后项为同一动词时，后项的动词用可能形式。“～うにも”表示非常想要做一件事情的主观意志，而后项的动词可能态否定是表示受到客观限制或是主观能力有限，心有余而力不足。译为“就是想～也不～”
例：こんなに騒がしい部屋では、赤ちゃんを寝かせようにも寝かせられない。
5、～かぎりだ
接续：形・い、形動・な、名 + かぎりだ
表示极限。一般跟表示感情的形容词。如“うれしい”“かなしい”“残念”“羨ましい”等，形容感情非常强烈由于是形容说话人的心理状态，所以一般不用于第三人称。 译为“非常～”
例：自分の作品がこんなに大勢の人に評価されるとは、本当にうれしいかぎりだ。
お祝いのパーティに出席できないとは、残念な限りでございます。
雑誌の貸し出しは五日限りですから、それまでにお返しください。
6、～が最後
接续：動・た+が最後 / たら最後
表示结果，一旦发生了前项的事情或者一旦出现了前面的状况，就一定会导致后项的结果或者就必须采取后项的行动。译为“一旦～就～”
前项为假定条件，后项多为消极结果。“たら最後”多为口语。
例：おしゃべりのあいつに知られたが最後、噂はすぐに広がるだろう。
気に入ったブランド品を一度手に取ったが最後、値段に関係なくどうしても買わずにはいられない。
7、～かたがた
接续：名、動・連用形+かたがた
译为：顺便～，借～机会去～
表示同时做两件事情。用于强调在执行前一动作同时，顺便兼做后一动作。多用于正式，商业性等客套的场合。
① 属于比较正式的表达。后项多为与移动有关的“訪問する”“上京する”等动词。 ② 另外还有一些比较郑重的习惯性说法，如：“お礼かたがた”“お詫びかたがた”“ご挨拶かたがた”等。
③ 后项的动作是有打算，有计划的执行。
例：土曜日は暖かかったので、買い物方々散歩に出た。
散歩かたがた友達を訪ねる。 ～がてら ～的同时，顺便
～がてら的后项动作是无打算计划而进行的动作。 例：散歩がてら、ちょっと煙草を買ってきます。
9、～がてら
接续：動・連用形、サ変動詞詞干+がてら 译为：～的同时，顺便 顺便做某事，后项多为移动动词。例：“来る”“行く”“回る”“寄る”等。
がてら和かたがた的前后项一般同属于一个动作主体，前接动作性名词和动词的连用形。かたがた强调动作主体有意识的去做某事，而がてら则强调利用去做前项事情的机会来做某事。 例：買い物がてら、クラスメートの家へ行って来よう。
8、～かたわら
接续：動・連体形、名+の +かたわら
译为: 一边～一边～，一面～一面～
～かたわら表示前后项在时间上错开，交替进行。前后项动作有主次之分，前项为主，常用于表示职业与其他社会角色兼顾。
例：田中さんは仕事のかたわら、好きな撮影をしている。
学校で勉強するかたわら、アルバイトをする。
ながら与かたわら的区别 ① 接续不同
② ～ながら主要用于对眼前具体动作的叙述，而～かたわら则多为抽象的行为。 例：彼女が向こうから笑
やってきた。
勤め
、夜間大学で日本語を勉強する。
10、～が早いか
接续：動・る/た + が早いか
译为：刚～就～
表示两个动作相继发生。两者时间间隔很短，几乎同时发生。
客观描述，所以后项不能用意志形，命令形，否定形，也不用于描述说话人本身。并且不能表示自然规律，真理以及经常发生的事情、动作等。时态为过去式。 ～が早いか的前项谓语动词多为瞬间动词，后项常与“すぐ”等词呼应。 例：席に着くが早いか、すぐベルが鳴り出した。
お父さんがベットにつくが早いか、すぐ眠ってしまった。
与～と的区别，～と在表示顺接恒常条件时，一般表示事物的真理，自然规律以及人的生活习惯，后续现在时。
夜になる
暗くなります。
11、～からある
接续：名+からある/からする/からの
强调数量之多，出乎说话人的意料，着重指说话人主观上认为数量多得惊人，前面接表示数量的名词。一般来讲，表示重量，长度跟大小的时候用“からある”表示人数时用“からの”、而表示价钱多少的时候用“からする”。
例：身長2メートルからある男が突然目の前に現れた。
彼女は20キロからある荷物を片手で持った。
12、～嫌いがある （书面语）
接续：名+の、動・る +嫌いがある
有点儿～，有～的毛病
表示某种不好的倾向，而且这种倾项是事物本身的性质特点，自觉不自觉的就会变成那个样子。常用“どうも～嫌いがある”的形式。经常用于对某人某物进行批评的句子中（消极评价）。
例：彼はいつも物事を悲観的に考える嫌いがある。
このように言うなら、独断の嫌いがる。
～嫌いがある与～恐れがある，用法相近，但前者主要强调有某种不好的倾向，后者则是担心有可能出现某种不好的现象。
このままだと、鳥が絶滅する
。
13、～極まる/～極まりない
接续：形動词干+極まる/～極まりない
～之极，极其～，非常～ 表示达到了无以复加的程度、极限，说明“没有比这个更…”的意思，带有说话人的感情色彩，语气较郑重，属书面语。
例：食事をしている時まで、他人の煙草の煙を吸わされるのは、迷惑極まりない。
～限りだ与～極まる的区别，接续不同，前者经常接“悲しい”“残念な”等词汇，后者经常接“迷惑”“無理”“退屈”等词汇。“極まりない”虽然为否定形式，但意为肯定。
14、～ごとき/～ごとく/～ごとし
接续：名+の、動・る/た +ごとき/ごとく/ごとし
就像～，同～一样
表示打比方，其实事实不是那样的，但是给人一种就像是那样的感觉或者使人看上去是那样的。相当于口语的“～ようだ”，基本形是“～ごとし”，连用形是“～ごとく”，连体形是“～ごとき”。
① 常与“宛も”想呼应，表示比喻。 ② 表示列举
③ 表示和～一样，多用于“～ごとく”的形式。 例：十年一日のごとき講義である。
青春時代は宛も弓を離れた矢のごとく、あっという間に過ぎ去ってしまう。
お前ごとき人間には僕の気持ちはわからない。
表に指示したごとく、ここ数年の生産の伸びは芳しくない。
15、～こととて
接续：名・の/である、形动・な/である、形、动・る/た +こととて（顺接、书面语） 表示原因、理由 译为：因为～
经常用于表示道歉的句子中，后项经常伴有解释、请求原谅的内容。前接否定形式用“ぬ” 例：知らぬこととて、たいへん失礼いたしました。
会議中のこととて、会えなかった。
連絡もなしにお客様がいらっしゃったが、急なこととて、何のおもてなしもできなかった。
16、～ことなしに
接续：動・る+ことなしに 译为：没有～就～
① 表示不经过前项无法实现后项的结果，前项是实现后项的必要条件。后项多为动词可能态的否定形式。
② 表示在没有做前项事情直接进行后项动作。 例：努力することなしに、上達になれるわけがない。
親友は、細かい事情を聞くことなしに私にお金を貸してくれた。
17、～始末だ 接续：动・体+始末だ
即使是过去的内容，也是用现在时态。
表示结果。由于做了某些事情导致了一个更糟糕的结果。带有说话人感到很为难的情绪。一般用于不太好的结果。 译为：竟然落到～的地步 例：兄は酒が好きで、一日三食の飲む始末だ。
あの人は今では人の哀れみを乞う始末だ。
練習：親と相談した
、留学することにした。 A.始末
B．皮切り
C.結果
D.理由
18、～ずくめ
接续：名・ずくめ+の+名 形动・なこと、形・こと+ずくめ
译为：全是～、净是～ ① 接在喜庆意义的形容词后面，表示全是好事 ② 接在颜色后面表示清一色。
例：今年は息子の結婚、孫の誕生と、めでたいことずくめの一年だった。
葬式だから、みんな黒ずくめの服着ている。 ～ずくめ表示全体处于同一状态
而～まみれ、～だらけ 译为：沾满，满是
主要表示物体表面被沾满或者整个空间都被占据的意思。前面经常接令人不愉快的东西或者肮脏的东西。并且～だらけ还表示事物杂乱无章的样子。都属主观色彩较浓。 例：男が血 になって道に倒れている。
練習：このレポートは字が間違い
で読みにくい。
19、～ずにはおかない
“する”变为“せず”+にはおかない
具有一定的主观色彩。（书面语）
译为：不能不～ 不得不～
① 表示强烈的意志，不做到某事决不罢休，前面接表示动作的动词。 例：あの人にはどうしても話せずにはおかない。 ②自然发生的状态
例：この絵は本当に素晴らしい。見るものを感謝させずにはおかないだろう。
困難にうち、勝たずにはおかない。
注意：与～ずにはいられない和～ざるをえない的区别 前者表示由于某种感情或者身体上的冲动自身无法控制要做某事，前接表示行为、感情、思考等的动词。主语仅限第一人称，当主语为第三人称时，句末一定要与“ようだ”“らしい”相呼应。而～ざるをえない一般来说表示说话者并不是出于本意要去做某事，而是由于外界因素的影响不得不去做。 例：あの映画のラストシーンは感動的で、なみだを流さずにはいられなかった。
交通渋滞のため、30分早めに出かけざるを得なかった。
練習：小さい子供が父親のまねをして歩いているのを見て、笑わず
。
日本で生活をするのなら、漢字覚
。
今度、いたずらをしたら、罰を与え
。
20、～ずにはすまない/ないでは済まない
表示多数情况下为当事人不情愿去做或者感到难为情的事情。由于社会规则、形势等外界客观条件限制，不得不做某事。从自己的义务感、周围的状况、社会性的常识等方面考虑，不做什么就不被允许或解决不了的意思。 译为：不～就不算完 非～不可 例：時間がないので、徹夜せずにはすまない。
今日は本当のことをいわずにはすまないだろう。
21、～すら/～ですら 接续：名+（で）すら
表示举出极端的例子说明，其他的就更不用提了的意思。结果具有消极倾向。译为:就连～都～, 甚至连～都～
① 文言副助词，接在体言和部分助词后 译为：连～也～
例：そんなことは子供ですら知っている。
あの人は無神経なもので、試験のときですら遅刻するのだ。
② 以～すら～ない的形式，表示举轻及重的类推关系，与～さえ～ない的用法相似。
～さえ 意思是“一般情况下认为理所当然的事情实际上并不是那样的”，隐含着“其他事物更加…”的含义。是一种举例说明暗示还有其他的表达方法。 例：病気になって、水さえ飲むことができない。
22、～そばから 接续：動・終+そばから
表示才刚做完前项动作，马上就出现了与之相矛盾的后项结果，将前项动作所体现出的结果或效果抵消。译为：才刚～就～ “～そばから” 带有“不停的”“一个一个的”的语感。 例：わたしは語学の才能がないようで、新しい言葉を習うそばから忘れてしまう。
あの人は作るそばから食べてしまう。
23、ただ～のみ
译为：只有、唯有、仅仅
接续：ただ + 形、動・辞書形、名 + のみ （のみ也可以单独使用） のみ是文言副助词，与ただ呼应，表示限定范围，除此之外没有其他的意思。 例：一歩も後退できない。ただ前進するのみだ。
人間の価値はただ学歴のみで判断すべきではない。 ただ～のみならず/のみか
译为：不仅～而且～、不只～ 表示范围，程度不仅限于此。
接续：ただ+ 形、動・辞書形、名/形動（である）+のみならず/のみか 例：ただ北京のみならず、上海でも人口問題が目立って厳しい。
友人のみならず先生もお見舞いに来てくれた。
24、～たところで 译为：即使～也～
表示即使做到了前项的事情未必到所期待的结果。带有说话人认为“为时已晚”“即使～也无济于事”的心情。后项多为说话人主观的推测或者判断，且说话人判断所假定的内容是多余的、不起作用的或与预期相反的事请等，对结果不太具有影响。后接否定形式。 例：悔やんでみたところで、始まらない。 今さら口を言ったところで、どうにもならない。
25、～だに
接续：名、動・終止+だに 译为：连～都不～、连～都没～
后接消极，否定的谓语形式呼应，表示“举轻及重”。前面一般接“考える”“想像する”“思う”等的词汇，而后项则多接一些感情词汇，如“怖い”“うれしい”等。 例：大気汚染はこのまま続いたら…想像するだに恐ろしい。
こちらは丁寧に挨拶したが、あの人は返事だにせず座っていた。
～だに是举轻及重，后接消极内容，～さえ则往往是举重及轻、并且带有主观认识。前项是后项成立的唯一必要条件。表达“只要前项能能够实现就足够了，其他都是小问题”的意思。 例：薬をちゃんと飲み
、すぐ治るよ。
将来のことを思い書く
、笑顔になる。
26、～たりとも
用在正式场合，后接否定，表示全面否定，就连最低的程度也不能允许。
前面接表示最低数量的数量词。多用于回忆、演讲等场合。 译为：即使～也～ 例：医者は手術の間、一瞬たりとも気が抜けない。
27、～たる/たるもの
多接在表示人物身份、职业、职位、性别、状态等名词后面，其后面表达在这一身份或状态下应做或不应做的事。相当于口语的“である”。 例：大学生たるものは遊んでばかりはいられない。
教師たる者は教育事業に力を尽くすべきである。
28、～つ～つ
接续：動・用+つ+動・用+つ
表示动作交替进行。（书面语）前后项为同一的主张和被动态，或者意义相对立的一组动词。前后两个动词、作用不断反复、交替进行。 译为：时而～时而～、一边～一边～、一会儿～一会儿～
～たり～たり 与 ～つ～つ的区别： 接续不同。用法相近，都可以表示两个动作的交替，但是前者还可以表示列举。
例：事実を言おうか言うまいか、廊下で行きつ戻りつ考えた。
今夜はゆっくり二人きりで、さしつ差されつ朝まで飲みましょう。 行きつ戻りつ：走来走去 浮きつ沈みつ：时浮时沉 追いつ追われつ：你追我赶 押しつ押されつ：你推我挤 さしつ差されつ：互相敬酒 持ちつ持たれつ：互相扶持 矯めつ眺めつ：仔细端详
29、～っぱなし
接续：動・用+っぱなし 译为：一直～着 与“～たまま”的用法相似
① 表示在某种动作、行为后不进行善后处理，带有弃之不理、丢在一旁的语气。 ② 表示某种状态一直持续。
与“～たまま”两者接续形式不同。まま表示保持原有状态不变，不带感情色彩，而っぱなし则一般多用于负面评价。
例：ガス・ストープをつけっぱなしで出てきたらしい。
窓が開けっ放しになっている。
30、～であれ/～であろうと
接续：（疑问词）名+であれ/であろうと
译为：不管～都～ ，即使～ 经常和“たとえ”“どんな”“どう”等疑问词连用。 例：どんな理由であれ、ケンカはよくない
いかに困難であれ、この仕事を最後までやりぬくべきだ。
～であれ～であれ / ～であろうと～であろうと / ～だろうが～だろうが
两个～であれ交替使用，带有一种放任的语气表示假定逆接，不管前项的情况如何，后项结果是相同的。主要接名词、也可接形容动词。接形容词时，要用“～かれ～かれ”、例如：“良かれ悪かれ”。
例：教師であれ学生であれ、校則を守る義務がある。
雤であれ、晴れであれ、試合は予定通り行われる。
31、～てからというもの 译为：自从～以后（以来）～
表示以前项事情为转折点，自从某件事发生后，情况变得和以前不一样了，偏向于说话人自身的主观感受。后项是对已经发生的变化的描述，常用过去时。
例：Eメールを使うようになってからというもの、ほとんど手紙を書かなくなった。
この道具を一度使ってからというもの、あまり便利さに手放せなくなってしまった。 与～てから和～てからでないと的区别
～てから为强调两个动作的连续发生，后项为主要动作。 而～てからでないと强调以前项为转折点原有的状态被打破。 練習：お父さんはさっき帰宅し
、何も言わずに酒を飲んでいる。
そのことがあって
、彼は日一日と落ち込んでいった。
32、～でなくてなんであろう
接续：名・でなくてなんであろう
译为：不是～有事什么呢、难道不是～吗 用反问句的语气强调“不是别的，正是这个”表达说话人强烈的感情，常用于小说、散文等抒情性的文章中。一般多用在句末，表示说话人强烈的语气，不用用于主语后。
例：たった3歳でこんなに難しい曲を見事に演奏してしまうとは、これが天才でなくてなんだろう。
こんなに見事な絵が、芸術でなくてなんだろう。
33、～ではあるまいし
接续：名、动・终+の/ん、+ではあるまいし
译为：因为不～
， 又不是～ 表示原因理由。“因为不是前项的情况所以当然就…”的意思，后面多跟说话人的判断或者劝告，多带有指责，气愤等的感情。
例：子供ではあるまいし、そんな簡単なこともできないの。
冗談を言うのではあるまいし、よく聞きなさい。
34、～てやまない
译为：衷心的„„
表示强烈的愿望、希望，一直抱着某种愿望、希望或者后悔等的心情，而且这种感情一直持续着（书面语），前面接表示感情的动词。如“願う”“祈る”“念願”等。 例：卒業生の健康と幸せを願ってやまない。
みなさんのご親切に対し感謝してやみません。
35、～と相まって/～も相まって/～が相まって 译为：„„再加上„„
前接名词，表示附加，在原有的事物基础上，又出现一个新情况，使原来好的事情更好，坏的事情更坏。前项多为两个并列的事物，后项是前项的两个事物相互作用、相互补充、相互配合的产物，也可翻译为“与„„相辅相成”“与„„相依” 例：良質の米と水が相まって、おいしい酒ができた。
才能と努力とが相まって成功した。
36、～とあって
接续：形、名、形动、动+とあって（书面）
表示原因，由于前项的特殊原因而出现了后项的反常现象，用于对于某种特殊现象的观察（常用于报纸或新闻报道中）。后项不能用命令、劝诱、推测等表示意志的表达方式。 译为：因为„„、由于„„、由于„„
例：日本で初めて生まれたパンダとあって、見物人が全国から上野動物園に殺到した。
大型台風の接近とあって、彼は水、食料などを用意した。 ～こととて 属书面用语，在口语中多用于郑重的场合，且后项谓语可用命令等表示个人意志的形式结句。前接否定时用“ぬ”。
～とあって 带有“据说是因为„„”的语感，属客观陈述，后项谓语不能使用命令等表现形式。
練習：一人暮らし
、特別のおもてなしもできませんが、お許しください。
～とあれば 表示假定条件，如果是为了前项的事物，可以尽最大的努力去做，说法较为正式。后项不能使用表示请求或者劝诱的句子。 例：親友のためとあれば、なんでもするつもりだ。
37、～といい～といい 接续：名+といい
表示列举，列举出一个事物中有代表性的两个不同方面，其后项为说话人对此所做的判断、评价等。译为：无论从„„还是从„„来说 多用于表示评价或者批评的句子中。 例：学歴といい実力といい、向こうのほうが勝っている。
あのレストランの料理は量といい味といい、ほかの店とは比べものにならない。 ～なり～なり
表示从所举事例中选择较为合适的一项。
～だの～だの 用于列举，暗示除以上所举事物或情况外还有类似的事物或情况。 ～といい～といい 表示说话人对所举事项的主观评价。 ～であれ～であれ 的后项表示没有影响，没有例外的意思。
練習：好き
嫌い
と言わないで、なんでも食べなさい。
味
香り
この酒は天下一品だ。
お見舞いに行く時、お花
果物
持っていったほうがいい。
人間
動物
、水がなければ生きられない。
38、～というところだ/～といったところだ
接续：名、動・る+というところだ/といったところだ
表示大体的预测或是大概的情况说明。接在程度低的数量词后面表示最多也超不过这个数字。译为：大概是„„顶多„„
例：ほかの人にとって厳しいトレーニングでも、ぼくにとってはちょうどいい散歩といったところだ。
宿題は月に
2、3回というところです。
39、～といえども
接续：名、动・る、名（形動）+といえども
① 构成逆接确定条件，即前项为既定事实，后项内容常为否定意义的句子。译为：虽说„„可是„„ ， 尽管„„可是„„ 此用法可与～とはいえ换用 ② 前连“いかなる”等，后接否定。
译为：无论……都不…… 例：校長といえども校則は守らなければなりません。
いかなる困難といえども、我々の決心を揺るがすことはできない。
40、～といったらありはしない/～といったらありゃしない/～といったらない
/～ったらない/～ったらありゃしない
接续：動・る、形、名/形動 + といったらない
译为：极其„„ ，„„之极 表示极端，强调“没有比这更„„的了”的意思，达到了未曾有过的，无可比拟的程度。多用于负面评价。（书面）
“～といったらありはしない”是“～といったらない”的强调形式，因此在语气上更为强烈。
例：この複雑な書類は何十枚も書かなきゃいけないなんて、面倒くさいっ足らない。
一ヶ月も掃除していないので、あの部屋は汚いと言ったらない。
また、きらいな野菜を食べさせられた、いやといったらありゃしない。
41、～と思いきゃ
接续：動・終、形、形動/名・だ + と思いきゃ
译为：原以为……、不料…… 前接简体句，表示事实和预想的不一样。原以为会达到前项的状况，却意外的出现了后项相反的结果。往往带有说话人感到惊讶、失望、害怕等语感。前项多外主观判断、意见等。 例：学生だと思いきゃ、実は先生だった。
今度こそ解決できたと思いきゃ、また新たな問題が出てきてしまった。
42、～ときたら
前接名词，表示说话人以稍微的语气把一个自己不满或轻蔑的话题提出来进行议论或加以责备。提起话题，表示评价，带有说话人感到不满地语感，常用于对人或事物的负面评价。 谈论的对象一般是说话人较为熟悉的人或事物。 译为：说起„„ 至于„„ 提起„„
例：うちの妹ときたら、最近おしゃれのことばかり気にしている。
甘いものときたら、目がない。 ～といえば 表示提起前项就想起后项。
練習：うちの主人
、休みの日にはテレビを見てばかりいて、なにもしないです。
北海道
、鈴木先生のご実家だそうです。
43、～ところを
接续：動・る/た、形、名・の、形動・な + ところを
① 前项表示某种场面，某种场景、某种状况。后项多是前项的动作主题感到意外的，不愿意看到的事情，所以谓语大多数以被动型态出现。后续动词一般是“見る”“見つかる”“見つける”“発見する”等视觉或发现意义的动词，或者“呼び止める”“捕まえる”“捕まる”“襲う”等表示停止、捕捉、攻击之类含义的动词。由于谓语大多数是以被动态出现的，所以表达的主题不愿意看到的结果却偏偏出现了，这样使主体很尴尬或者接受了不想接受的现实。另一类是和打搅，妨碍，警告，抓住等有关反映主体遭到麻烦的动词，如「邪魔する/妨げる/注意する/呼び止める」等，由于谓语大多数是以被动态出现的，所以表达的主体不愿意看到的结果却偏偏出现了，这样使主体很尴尬或者接受了不想接受的现实。
译为：正在„„的时候 „„之中
例：泥棒が家に侵入するところを近所の人に目撃された。
足が滑って派手に転んだ。その時、周りにたくさんの人がいた。ああ、まずいところを見られて恥をかいたわ。
「ところを」的前项仍表示某种场面，某种场景，某种情况。后项接救助，帮助等动词时，如「助ける/助かる/救う/教える」等。表示某人正在处于困境中时，得到了别人帮助。
例：その若い女は痴漢に襲われているところを見知らぬ人に助けられた。
溺れてもう少しで死のうとするところを通りかかった人に救われた。
② 表示在前项的情况下做了后项的事情，含有轻微转折的意思，经常用于感谢、请求、道歉的场合。
译为：„„的时候„„
例：お忙しいところを、恐れ入りますが、どうかよろしくお願い申し上げます。
お忙しいところをお見送りいただき、どうもありがとうございます。 ③ 同书207页
44、～としたところで
接续：形、形动、名、動・る + としたって（としたところで、にしたって、にしたところで）
表示让步。逆接，说明前项成立，后项也不成立。
①
后项多为否定，消极的含义。 译为：即使„„也„„ ②
疑问词+にしたって 译为：无论„„都„„
前接体言，用言基本形，表示从诸多情况中确定或假定一项，后项得出不因前项实现而改变的结论。
例：何を買うにしたって、お金がかかる。
前接人物、身份等名词，表示资格、立场、种类、名目等，即使成为前项的或有了那样的身份，也得不到所期待的结果。后项多为说话人的意见、判断等。
例：社長としたところで、社員の利益を無視してその計画を進められないだろう。
息子が北京大学に入れば、親にしたって鼻が高いでしょう。
第17篇：语法填空教案
学本高考
英语教案
使用时间：2015/10-8
语法填空教案
授课教师：胡丽芳
授课班级：41
课型：复习课
一、教学内容： 语法填空技巧点拨
二、教学内容所在单元描述：本节教学内容属于英语试卷第2部分 ,体现了对高三学生的语法要求。
三、单元学习目标：达到高考大纲所要求的答卷能力
四、本节学习目标：掌握技巧，提高做题能力。
五、教学过程：
（一）、组织候课：
大屏幕出示内容如下：1.坐姿端正，注意力集中；
2.精神饱满，充满信心；
3.准备好红、黑笔，笔记本，错题本，字典
4.部分知识树
注意：知识树出示时间不能过短，适当解读；检查落实
（二）、辅助环节（3分钟）
1、导入语：同学们，今我们来讲高考试卷中二卷部分的语法填空部分。
2、板书课题：
注意：讲导入语同步板题，书写工整，占位准确
3、出示目标：掌握考试中的常见语法，提高水平。
4、出示自读指导: 大屏幕出示内容如下 1.时间：8分钟
2．内容：自学资料
3.方式：出声背记；如有不懂的问题，举右手询问
4.标准：达到熟记的程度
5.检查方式：闭卷考试
（三）、先学环节（18分钟）
1．请后进生朗读材料，了解材料难易程度。
预案：偏难，首先领读，正音，重要知识点讲解；难易适中，自学
2.指导学生按照自读指导要求认真自学，教师巡视了解学情和自学进度。3.统计自学完成情况，准备组织检测 4.组织检测：（1）请同学们收拾书桌，只保留黑、红笔。
（2）出示自读检测指导：时间：10分钟
方式：闭卷考试
要求：不看书、不讨论、不抄袭
审清题干
规范作答
1 学本高考
英语教案
使用时间：2015/10-8
字迹清晰
书写工整
看谁得满分！！！
（3）发卷，2问。没有试卷的同学请举右手；试卷缺印或字迹不清晰的同学请举右手 （4）开始答题
预案：1.学生做题迅速，提前进入下一环节。
2.学生为在规定时间内完成，统计学情，多余5人，延长2分钟；少于等于5人，记入日清名单，不再等待。
（四）、后教环节（15分钟）
1.同桌互改，出示评分标准：每题1分，未在规定范围内答题，不得分
出示答案
2.统计学情：满分人数
优秀人数
不及格人数 3.自查自纠：出示自查自纠指导：时间：3分钟
方式：运用6步自查法自查自纠
可以查阅自学资料和字典
可以同桌讨论
标准：学会做错的题目
找到每道题的考点，并归纳句型 （注：考察自学材料中背记内容，不须讲解）
（五）、当堂训练环节（30分钟）
1、请学生收拾书桌，只保留黑笔。
2、出示巩固拓展检测指导：时间：15分钟测试语法填空知识点,
方式；闭卷考试
要求：不看书、不讨论、不抄袭
审清题干，规范答题
字迹清晰，书写工整
抓紧时间，写完必做题，请写拔高题
3、发卷2问
4、开始答卷
5、时间到，统计完成情况，将为完成必做题的同学记入日清名单 预案：如果时间紧张，删减题目，缩短时间；
如果时间充裕，收卷后，给学生时间整理笔记
（六）、后教环节（15分钟）
1.同桌互改，出示评分标准：每题1分，未在规定范围内答题，不得分
出示答案
2.统计学情：满分人数
优秀人数
不及格人数 3.自查自纠：出示自查自纠指导：时间：3分钟
方式：运用6步自查法自查自纠
可以查阅自学资料和字典
可以同桌讨论
标准：学会做错的题目
找到每道题的考点，并归纳句型 （注：考察自学材料中背记内容，不须讲解）
（七）、回归环节（5分钟）
1、请学生回顾知识点。
2、再次出示学习目标，指导学生对照目标找差距。
3、宣布日清名单，请大课间到办公室找老师，去之前请准备好回答3个问题：本节课哪里没达标；为什么没达标；以及本节重要知识点复述
4、布置明天早读的朗读任务：复习本节自学材料；预习下节课自学材料
第18篇：魔力语法教案
Leon Plan 教案
Time课次 1
Date 日期
12/1/13 （单课）
Leon type课程类型: New leon Contents 教学内容：
第一章 Extra Contents 扩展内容：名词
Purposes 教学目标：熟练运用
1、可数名词（单数变复数的规律）
2、不可数名词（加上量词的变化）
3、名词所有格（各自所有和多者共 有的结构、无生命、词尾是s的结构）
Key words 重点单词：专有名词、不可数名词、可数名词、名词所有格 Key structures 重点句型：I like drinking milk and eating rice.
I don’t like milk.I like apples.Teaching tools 教具：各类单词卡片
Homework 家庭作业：1.抄写隐形衣1遍
2.抄写魔法咒语3遍
3.完成单元试卷
4.预习（章前对话、魔法屋）
创新：根据上课情况来写（课后完成） 需改进之处：根据上课情况来写（课后完成）
Cla Dismi 过关放学： 1.竞技场（现场练习，错误2个以上 不过关，最好能够当堂讲解）
2.口诀背诵比赛
对抗：切水果，得3分抽一个水果，如果抽到别的名词，3分作废，抽到水果本组得，再得3分可以选择是自己抽水果，还是切掉对方的水果，最后看谁的分数多（水果后面有分数）。
Teaching Procedure 基本流程：
老师在上课前20分钟进教室，
1、老师和学生问答（10分钟）
2、检查学生的试卷并批改（10分钟）
3、检查预习
Step1: Greeting + warm up (5分钟)
T: Good morning ladies and gentlemen.Today is a happy day, let’s play together and learn together.
I like drinking milk.What about you? S: I like···.(可数或不可数名词) T: One, two, three, let’s play ,about what? Everything.Apple··· S: 接单词要求和老师说的同类，如：水果，动物、人名等等 Step2:复习上次课内容（第一次新课没有复习）
Step3: New words（50分钟）
1、Presentation导入:
老师为服务员，学生为顾客，老师将菜单给学生问其“What do you like?”
老师：Welcome to our restaurant ,please sit here! This is our menu, what do you like?(老师将事先准备好的菜单给学生)学生抽卡片（卡片是不同种类的名词如：学生名字 \\ tea\\ cat等）并说：I like··· 引出今天所学的名词种类，此时每个学生手上都有一张单词卡，让学生到黑板上开始给单词分类。 专有名词
① 魔法屋：给学生专有名词定义，让学生将专有名词写出来（规定时间内，两组比赛看谁写的多） ② 羊皮卷：让学生总结归纳，在不看书的情况下，哪组能归纳的最多最完整 ③ 隐形衣：给出例句改错:I will go to the great wall on sunday.（看哪组反应最快，一题赚1万块钱） ④ 魔法咒语：一问一答（总结）读2遍，老师上句，学生下句 T:专有名词不可数； Ss：人名地名和国家，没有复数只单数。
可数名词
① 魔法屋：（一般+ s的情况）T：一只猫
Ss：a cat
T：好多猫
Ss：cats T：相当多的猫
Ss：cats T：一只猫
Ss：a cat （老师可以问快点，让学生反应快点）
（+ es的情况）There are some dishes, watches and boxes in the buses.找出复数名词的共同点 （去y改i+ es的情况）老师给出一个例子baby---babies，boy—boys，然后让学生找例子（看哪组找的快，加分）
（去f\\ fe 改v+ es的情况）老师给出wife—wives，让学生找例子（加分）
② 羊皮卷：让学生总结归纳，以sh\\ ch\\ x\\ o\\ s结尾的名词变复数+ es，在不看书的情况下，哪组能归纳的最快最完整
有一些组合名词的复数：有一天，黄馨和史佳佳打架，钟奕在旁边看，钟奕是一个looker-on，后来Coco、赵芸、张子立、姚金菊一起来看了，有很多looker-on，这个复数加在哪里？单词的主体是looker，复数就加在主体lookers-on。成年人grown-up没有主体，就加在最后grown-ups。两个部分都是主体man teacher—men teachers两者都加s。
③ 隐形衣：不规则变化的名词：老师准备一个卡纸，折3份，分别写上单数形式和复数一正一误的形式，让学生去选择（赚钱）如tooth—toothes—teeth 。最后让学生总结出不规则的变化，并且要求背诵
④ 魔法咒语：一问一答（总结）读2遍，老师上句，学生下句 T:妻子持刀去宰狼； Ss：小偷吓得发了慌。···
⑤ 听写（口诀、隐形衣、特殊词组）第一次课没有
(课间休息10分钟)
不可数名词
① 魔法屋：老师之前以呈现单词给出例句为主，让学生找规律，体现不可数名词的定义，There is some milk. Tea is a common drink.特别注意谓语动词（单数）Meat and soup are in the fridge.② 羊皮卷：让学生找不可数名词在句子中的特点，如：前面不能加a\\an; 作主语时谓语动词用单数，两类不可数名词作主语，谓语动词用复数。（看哪组找的最完整，对抗）
③ 隐形衣：不可数名词不能用数来计算，但是可以用量词，T：一瓶果酱、一杯咖啡、一片面包等，首先要找对量词，不能说一头人，一杯面包等，结构：量词+ of+ 不可数名词。然后让学生造句（看那组用时最少，对抗）总结：数词+量词（复数）+ of+ 不可数名词。
④ 魔法咒语：一问一答（总结）读2遍，老师上句，学生下句 T:专有名词不可数； Ss：人名地名和国家，没有复数只单数。
名词所有格
① 魔法屋：前方打仗后方支援，T: I want some pens.学生传pens给老师，老师可以变化单复数，I want a book, I want a bottle of water.等。收完了东西，老师走到孩子中去问：Whose is this···？学生：It’s xxx ’s.老师问：Whose are these pens? 学生：They are xxx’s and xxx’s.（分别所有）。 T: Whose is this claroom? 学生：It’s xxx and xxx’s.(共同所有)。老师：Whose are these···？学生：They are boys’.
② 羊皮卷：让学生总结归纳，在不看书的情况下，哪组能归纳的最多最完整（对抗）
③ 隐形衣：判断：the gate of the school \\ the gate’s school ？（赚钱）today’s weather\\ the weather of today？；China’s culture \\ culture of China？ (表示距离、时间、国家、城镇等无生命的名词，也可以用’s 表示所有格) ④ 魔法咒语：一问一答（总结）读2遍，老师上句，学生下句 T:一撇s所有格； Ss：s结尾只加撇
Step4: 总结（10分钟）：
1、黑魔药（让错误句子体现，让学生现场改错，火眼金睛）
2、魔法咒语：老师：一撇s所有格。学生：s结尾只加撇···（口诀）
老师：表示距离的无生命的所有格可以用什么结构？学生：’s 结构（隐形衣）
Step5:表扬：分片表扬与个人表扬结合 总结对抗，表扬个人
Step6:过关放学（10分钟）
1.竞技场（现场练习，错误2个以上 不过关，最好能够当堂讲解）
2.口诀背诵比赛
Step7:布置作业
1.抄写隐形衣1遍
2.抄写魔法咒语3遍 3.完成单元试卷
4.预习（章前对话、魔法屋）
第19篇：一般现在时语法教案
课题：
一般现在时语法
（实义动词引导的）
目标：
1、学习一般现在时结构;
2、学习一般现在时中动词用法。
重点：
1、肯定句、否定句、一疑、特疑。
2、动原形变三单 学习方法：归纳总结、练习巩固 课时 ：1课时 教具：ppt 教学过程： Step
1、展示目标
1、学习一般现在时结构：肯定句、否定句、一疑、特疑。
2、学习一般现在时中动词用法：原形变三单 Step
2、学生看句子归纳一般现在时的结构：
1、归纳结构： 肯定句、否定句、一般疑问句、特殊疑问句：
2、看谁学得快：每个结构组一个巩固练习。（翻译句子） Step
3、学习动词变第三人称单数方法
1、学生看课本83页，主语是第三人称单数时，动词变化表。总结动词变三单形式：1—4种。
2、巩固练习：动词变三单 Step
4、综合练习Step
5、小测试
Step
6、作业：复习本课知识，会背一般现在时4种结构。
第20篇：unit5MUSIC语法教案
Unit 5 Music Period 3 Grammar
★Teaching Aims: 1.To help students learn about the Attributive Clause with a preposition in front.2.To help students discover and learn to use some useful structures.3．Make sure the students can use the Attributive Clause with a preposition in front freely.
★Difficult and Important Points: Master the usage of the Attributive Clause with a preposition in front.
★Teaching Methods: Inquires into the study method and Independent study method
★Procedures Step 1.Warming up ( 3 minutes) Underline the attributive clauses in the text that contain prep.+ whom/which. Check your answers against your clamates’.
Step 2.Learning about grammar (35 minutes) 1.Reading and thinking ( 8 minutes ) Summary the usage of attributive clauses with a preposition ahead of the relative pronoun shown in the sentences.
介词+which/whom引导的定语从句用于正式场合。在这一结构中，关系代词which/whom做介词的宾语。
(1)当先行词是人时，用介词+whom引导定语从句，如：They may start as a group of high-school students, for whom practising their music in someone’s house is the first step to fame.(2)当先行词是物时，用介词+which引导定语从句，而且只能加which，不能加that，例如：
They produced a new record in 1996, with which they celebrated their former time as a real band.2.Doing exercises.( 7 minutes ) (1) Fill in each blank with a proper prep.+ whom/which.(2)There is a grammatical error in each of the following sentences.Please read them carefully and correct the mistake.Finish the exercises and then check the answers.3.Thinking and summary ( 15 minutes ) 使用“介词＋关系代词”要注意以下几点： (一) 选用介词的依据：
(1) 根据定语从句中谓语动词的搭配习惯。例如：
Yesterday we visited the West Lake for which Hangzhou is famous.(2) 根据先行词的搭配习惯。例如：
The old woman with whom you talked just now is a famous artist.(3) 根据句子的意思来选择。例如：
The naughty boy made a hole in the wall through which he could see what is happening outside.(4) 表示“所有”关系或“整体中的一部分”时，通常用介词of。例如：
I have about 20 books, half of which were written by Bing Xin, the famous writer.(二) 含介词的短语动词不可拆开使用，如look after, look for等。例如： The babies whom the nurses are looking after are very healthy.(正) The babies after whom the nurses are looking are very healthy.(误) (三) “of which / whom”有时可以用“whose＋名词”结构来改写。例如： The building whose roof was damaged in the earthquake has been repaired.＝The building of which the roof was damaged in the earthquake has been repaired.(四)当先行词为way并且定语从句中缺少状语时，通常用in which或that引导定语从句(in which或that可省略)；如果定语从句中不缺少状语，则用关系代词引导(that 或which 可省略)。例如：
All of us disliked the way(in which / that)Tom settled the maths problem.I don’t understand the way(that/which)the teacher explained to me.
(五)in that不可以引导定语从句，但可以引导原因状语从句。例如： She didn’t attend the meeting in that / because she was seriously ill.“介词＋关系代词”与关系副词的转化
(1)当先行词表示地点，从句中缺少地点状语，常用关系副词where引导，也可用表地点的介词＋which代替。例如：
I visited the village where many children couldn’t go to school because of poverty.＝I visited the village in which many children couldn’t go to school because of poverty.(2) 当先行词表示时间，从句中缺少时间状语，常用关系副词when引导，也可用表时间的介词＋which来代替。例如：
We’d better fix a date when we will practice speaking English next week.
＝We’d better fix a date on which we will practice speaking English next week.(3) 当先行词为reason，从句中缺少表示原因状语时，常用关系副词why引导，也可用for which来代替关系副词why。例如： Can you tell me the reason why you were late for school? ＝Can you tell me the reason for which you were late for school? 4.Read these sentences and try to simplify them changing them where neceary.( 5 minutes ) Eample: I don’t understand the way in which you solved
this problem.
→I don’t understand how you solved this problem.
1.This is the month during which we like to go to outdoor
concerts.2.She gave a musical concert in the hall in which we interviewed a famous violinist last week.3.Lillian lives in a town in which there are many cultural events.4.A concert hall is a place to which you go to buy tickets for a show.5.Finding a job as a singer was the reason for which I moved.6.Summer is the time at which it is best to practise outside with your band.7.His studio was the place in which we recorded our greatest hits.8.I relied on my car until it broke down at the place at which three roads meet.9.I am familiar with your songs and the way in which you compose them.10.It is a time at which the sun begins to sink and the moon to rise.
Step 3.Homework ( 2 minutes ) Do exercise 2 on page 37 after cla.
