Book 4 Unit 3 语法 教案

Module 4 Planes, ships and trains一、教学内容：Unit3 Language in use二、课型：Revision and application三、教学目标：1、能正确运用本模块的词汇：road, accident, except, far, far away, crowded, choice, classmate, all the time,journey, book, outside, close, park, however, cost journey, book, outside, choice, however等.2、能按类别整理单词或词组, 提高单词学习效率.3、能运用形容词和副词的比较级和最高级.4、能够运用所学的知识, 介绍自己或他人的旅行方案及乘坐的交通工具.四、教学重难点：掌握形容词和副词的比较级和最高级的用法, 并能描述并比较各种交通方式.五、教学准备：本节课型为Revision and application, 根据新课标的要求, 结合教材和学生特点, 主要采用任务型互动式进行教学, 结合情景法、交际法、游戏等教学方法实施课堂活动, 开启学生思维, 通过一系列有条理的教学活动, 引导学生自主探究学习和与他人互动合作学习, 让学生体验愉快学习. 本节课所需教具及资料：幻灯、图片等.六、教学过程：一、用所给单词的适当形式填空1 .Tony lives ___________ ( far) from the school in his class.2. Betty’ s dad has _____________(expensive)journey .3. Daming has ___________(dangerous) journey .4. Lingling’s home is ________( cl ose) to school.5 .Daming has _________(fast) journey by bicycle.二、根据句意及首字母提示补全单词1、Jenny sometimes t the train to Beijing.2、Tony lives f from the school, so he has the longest journey.3、There are many people in the zoo, it’s very c .4、Lucy’s home is the c to the school, so she walks.5. Boeing 747 is one of the most expensive ____________(飞机) in the world.三阅读理解Modern life is impossible without traveling. The fastest way of traveling is by plane. With a modern airliner(客机), you can travel in one day to places which needed a month or more to get to hundreds of years ago.Traveling by train is slower than by plane, but you can see the places you are traveling through. Modern trains have comfortable seats and dining-cars. They even make the longest journey enjoyable(令人愉快的).Some people prefer to travel by sea. You can visit many other countries or different parts of your country. Ships are not so fast as trains or planes, but traveling by sea is a very pleasant way to spend a holiday.Many people like to travel by car. You can make your own timetable. You can travel three or four hundred miles or only fifty or one hundred miles a day, just as you like. You can stop if there is something interesting, for exampl e, at a good restaurant where you can enjoy a good meal, or at a hotel to spend the night. That’s why traveling by car is popular for pleasure trips, while people usually take a train or a plane when they travel on business.( )31. From the passage, we know the fastest way of traveling is ____.A. by trainB. by seaC. by planeD. by car( )32. If we travel by car, we can ____.A. make the longest journey enjoyableB. travel to a very far place in a few minutesC. make our own timetableD. visit many other countries( )33. The underlined word “They〞in the passage refers to(指的是) ____.A. modern trains in the countryB. the comfortable seats and dining-carsC. the travelers on the modern trainsD. the slower ways of traveling( )34. When people travel on business, they usually take ____.A. a plane or a carB. a car or a boatC. a boat or a trainD. a train or a plane( )35. How many ways of traveling are mentioned in the passage?A. Four.B. Three.C. Two.D. Six.Unit 1 While the lights were changing to red,a car suddenly appeared.教学目标【知识目标】1、能掌握本单元的单词和短语：bite, climb, hide, throw, fridge, pain, worse, medicine.2. 掌握本单元中的常用句型.【能力目标】1、能根据图片预测下文；能理解作者通过故事要传达的信息；能够理解语篇中故事发生的顺序.2、能够仿照范文, 用过去进行时对发生在周围的事故进行描述或报道.【情感态度目标】学习遇到突发事件时应沉着冷静, 尽量想方法自救的平安意识.教学重难点【教学重点】过去进行时, when和while引导的时间状语从句.【教学难点】能运用过去进行时就意外事故这一话题进行讨论.教学过程Ss look the pictures and fill in the blanks.Step 2 Consolidate new wordsLook and say. The teacher shows the pictures of new words and let the students to say the new words as quickly as possible.Step 3 Say the meaning of the phrases.Work in pairs. Let Ss say the meaning of the phrases as quickly as possible.Step 4 Look at the pictures and say what’s happeningLook at t he picture and use the words from the box to say what’s happening at that time.Step 5 Listen to Activity 2 and read1. The driver was/was not going fast.2. The driver was/was not looking.3. The driver was/was not talking on his mobile phone.Step 6 Listen to the dialogue and answer the questionsLet Ss listen to the dialogue and answer the two questions. Then check in groups.Step 7 Read the dialogue and answer the questions1. What was the boy doing when he was riding his bike?2. When did a car suddenly appear round the corner?3. Did the boy fall off his bike?Step 8 Read Activity 3 and complete the following advice.When you are riding a bike, think about the risk of an accident!Pay ___________ and stop at the___________.Don’t ______ too fast.Don’t ride ____________ with your friends.Don’t ______________!Step 9 Complete the passage with the correct form of the words from the box.Let Ss read the passage first and choose the words and expressions from the box.Step 10 Everyday EnglishAre you all right? That’s very dangerous!That’s too bad.Anything else?Step 11 Language pointsLet Ss master the main points of the passage.Step 12 Listen and mark when the speaker pauses1. Listen and mark when the speaker pauses.1) While the lights were changing to red, a car suddenly appeared round the corner.2) When I was waiting to cross the road, the accident happened.2. Now listen again and repeat.Step 13 Work in groups of fourStudent A: You’re a policeman at an accident scene in the street. Ask people questions.Student B, C and D: You saw the accident. Answer the policeman’s questionsStep 14 Grammer掌握过去进行时的用法.Step 15 Summary重点短语in time fall off pay attention side by side过去进行时Do some exercises about the main points.Step 17 中考链接Do the exercises in the entrance exam to senior high schools. 课堂作业编写一个对话,介绍你亲眼目睹的一次交通事故.教学反思。

潍坊科技职业学院教案课程名称：大学英语授课人：Writing Job Application Letters一. New words and expressionsapplication n. 1. [C; U] 申请；申请书 2. [C; U] 应用；用途reflection n. [C] 反映；表现preferencen. [C; U] 偏爱；偏好reference n. 1. [C]（书籍或地图中的）参照号 2. [C; U] 参考；查阅ensure vt. 确保；保证remedy vt. 补救；纠正introductoryadj. 介绍的；引导的salutation n. [C]（书信、演讲等开头的）称呼语statementn. [C] 陈述；声明illustratevt. 说明；阐明；表明summarizevt. (summarise BrE)总结；概括；概述selectiveadj. （做事、购物等）认真选择的highlightvt. 使……突出；使注意力集中于……uniqueadj. 唯一的；独一无二的specification n. 1. [C] 具体说明；要求 2. [C] (also plural) 规格；规格说明target n. [C]目标；指标sincerely adv. 1. 谨启；敬启 2. 真诚地；真挚地；由衷地principle n. [C] 原则；原理signature n. [C] 签字；签名flow vi. （语言或文字）流畅no more than 至多；不超过；仅仅cold call （为推销商品无事先接触而给潜在主顾）冷不防地打电话go ahead 开始；继续；进行to this/that effect 有这样/那样的意思或内容wrap up 完成；结束read over 从头至尾细读；通读in turn 因此；因而；转而二．Language points1. An application letter should be brief, no more than one page in length. Meaning: An application letter should be short, at most one-page long.no more than: only; at most 至多; 不超过；仅仅No more than 3,000 college graduates are allowed to go abroad every year.每年至多允许3,000名大学毕业生出国。

Book 7 Unit 3 Period 3
Using language
（40分钟）
课型：语法-状语从句复习
主题：人与社会—社会发展与人类文明
内容分析：
本单元大观念: 着眼中外文化交流，立足于中国本土文化，从不同的视角理解中国文化和中国文明，从更广阔的角度探讨中国如何更好地走向世界。

本课为单元第三课时语法。

该部分的主要内容为状语从句的复习。

这部分要求学生在分析典型例句的基础上，补全一个关于大提琴演奏家马友友的小语段，之后再运用状语从句讲述中国高铁的发展，并完成相应的开放性练习。

学情分析：
高二学生已具备在阅读中获取细节信息的能力，部分学生能用英语自信地表达观点。

学生之前也学习过状语从句，对状语从句有一定的了解，但此前与之相关的知识结构并不系统。

学生可能了解了如今中国发明的国际影响力，但缺乏相关信息的英文输入。

教学目标：
在本节课结束后，学生应该能够：
1.理解并总结状语从句的类型和意义，区分不同种类的状语从句；
2.在真实语境中使用状语从句，创造性地完成开放性问题；
3.为中国文化和科技为世界做出的贡献感到自豪，激发努力学习建设祖国的爱
国热情和民族自豪感。

教学重点：
1.引导学生复习状语从句的特点，在真实语境中使用状语从句。

2.引导学生理解中国在文化和技术方面对世界做出的贡献，锻炼语言表达能力。

教学难点：
引导学生在真实语境中使用状语从句
Teaching procedures。

Unit 3Could you please tell me where the restrooms are?教学设计知识目标课堂环节§自主学习案翻译下列词组。

1．买一些邮票buy__some__stamps2．得到关于……的信息get__some__information__about…3．打扰了excuse__me4．向左/右转turn__left/right5．经过书店go__past__the__bookstore6．在……和……之间between__…__and__…7．在左/右边on__the__left/right8．在那边over__there9．在二楼on__the__second__floor10．买一双鞋get__a__pair__of__shoes§课堂导学案Step 1 准备与热身(Preparation)Show pictures to the whole class, one student explains the places in English and another one who doesn't look at the blackboard guesses what place it is.For example, one student says: We can save money or exchange money in this place, another one guesses it is a bank.Get students to guesses the places like bank, post office, bookstore, museum, bathroom, washroom, mall and so on.T: You're new to this school.You need to know where the main office is.How can you ask where the main office is?S: Where's the main office?T: That's one way to ask.But there is a more polite way you can ask.Can you say some of them ?Students：__________________① Can you tell me where Classroom 1 is?② Could you tell me how to get to Classroom 1?……Step 2 呈现与输入(Presentation)1．要求学生翻开课本P17，要求学生查看1a下方的图片并与方框中所给动词短语的描述搭配起来。

Book3 Unit4 Discovering Useful Structures 动词不定式语法学案Learning ObjectivesBy the end of the class , you’ll be able to:1.study infinitives as the attributive and adverbial.2. use infinitives as the attributive and adverbial.Teaching ProceduresStep 1 Lead-inWhat are the functions of the underlined part?1.I trained for a long time to fly airplanes as a fighter pilot.2.As we all know, an astronau t needs to be healthy and calm in order to work in space.3.First of all, you must be intelligent enough to get a related college degree.4.Some scientists were determined to help humans real ize their dream to explore space.5.On 12 April 1961, Y uri Gagarin became the first person in the world to go into space.Find more examples from this unit.1. Looking up at the stars, people have always wanted to learn more about space, and scientists work hard to find answers.2. They make vehicles to carry brave people into space to find out the secrets of the universe.3. For example, America's NASA space agency launched V oyager 1 on 5 September 1977to study deep space, and it still transmits data today.4. These disasters made everyone sad and disappointed,but the desire to explore the universe never died.5. China became the third country in the world to independently send humans into space in 2003, when Yang Liwei successfully orbited Earth in the Shenzhou 5 spacecraft.6. This signalled one step further in China’s plan to establish a space station in the future.Step 2 Presentation不定式的定义不定式是动词的一种非限定形式, 由“to do ”构成，没有人称和数的变化，在句中不能独立作谓语。

Unit 4 Astronomy：the science of the stars I 教学内容分析本单元的中心话题是“天文学”。

本单元的两篇文章都采用了叙述性文体。

第一篇阅读短文按照时间顺序主要叙述了地球上生命的起源和发展过程。

第二篇阅读短文中作者用第一人称的口吻讲述了他和朋友的登月经历。

可以说本单元科学知识含量较高，更能激发学生的学习兴趣和好奇心。

Warming Up 部分共有两个问题,第一个问题让学生说出八大行星并看图指出各个行星的名称；第二个问题让学生说出自己对天文学哪些方面感兴趣以及天文学家所关注的方面。

在高考的重压之下，同学们都想能利用科学的学习方法做到事半功倍而且很多学生也一直做着将来能成为科学家的梦。

所以，该话题会让学生们兴趣盎然，积极思考和讨论此方面的内容，从而达到热身的目的。

Pre-reading部分也提出了三个问题，主要是让学生区分宗教信仰、文化传统和科学思想之间的不同。

可以以讲故事的方式让学生彼此之间分享一些有关宇宙和地球起源方面的传说或故事，这样既能激活他们的思维也能为阅读部分打下基础。

Reading部分描写了地球上生命的起源和发展过程，具体写了由于水的形成才使得地球上生命的诞生成为可能。

科学家认为，地球上的生命最初诞生于水中。

数万年后，陆地上才长出了绿色植物，随后出现了陆栖动物和水陆两栖动物。

最初的动物靠孵化繁衍后代， 再之后诞生了哺乳动物，人类也随之诞生了。

文章最后讲述的现象发人深省：The earth may become too hot for the lives on it.它关系到地球上生命的未来。

Comprehending 部分通过五个练习题检测学生对本文核心内容的理解。

练习1是对文章结构的分析以及大意的概括；练习2通过排序的方式帮助学生弄清本文的行文线索，也就是地球上生命的起源和发展历程；练习3提出5个小问题，考查学生的深层理解和推断能力；练习4让学生找出文章中出现的连接词，检查学生对文章中句型的熟悉和理解程度，同时还有助于学生在写作方面得到提高；练习5让学生选择一个问题进行回答并向全班汇报，开拓学生的思维并锻炼他们的语言表达能力。

必修四Unit 3 A Taste of English Humour 品味英国人的幽默 I. VocabularyAs Victor Hugo once said, “Laughter is the sun that drives winter from thehuman face”, and up to now nobody has been able to do this better than CharlieChaplin.正如维克特·雨果曾经所说的：“欢笑就是驱走人们脸上冬霭的阳光”，至今为止，在这方面查理·卓别林做得最好。

He brightened the lives of Americans andBritish through two world wars and the hard years in between .在整个两次世界大战及两次大战之间的艰苦岁月，他点亮了美国人和英国人的生活。

【注释： in between 在中间的状况：eg. My roommates disagreed and I was caught in between.我的室友不同意，我被夹在中间进退两难】 He made people laugh at a time when they felt depressed, so （that ） they could feel more content with their lives. 在 人们感到沮丧时，他使人们欢笑，使人们对生活更加满意。

【注释：①at a time 每次；在某时 ②be content with = be satisfied with = be pleased with = be happey with 对… 满意； be content to do sth .乐意做某事； content sb./ oneself with sth.满足于；对…感到满意； to one’s heart’s content 心满意足地；尽情地 eg. 1) We can swim in the river to our hearts' content.我们可以在河里尽情地游泳。

快乐英语》三起Book4 Lesson 17 教案铁岭市清河区第一小学白春茹教学目标：1.学会并运用“Can I help you?”句式提出帮助对方的请求，会用“How much?”询问价格并做出正确回答。

2.正确书写“Can I help you? How much?”3.学会使用礼貌的语言与人交往。

教学重点：1.能认读并灵活运用“Can I help you?”句式提出帮忙请求，会用“How much?”寻问价钱，能正确，熟练地用英文说出物品价格并对其进行正确书写。

2.听说读写“C an I help you?”教学难点：“Can I help you?”的发音教学及其正确书写。

教学用具：卡片，磁带，多媒体课件，学习用品（实物）教学步骤：一、热身，复习1. 通过做律动调动课堂气氛，增加学生的学习兴趣。

2．师生问候，并通过英文歌曲来复习数字导入新课。

3. 对话讨论。

讨论早餐吃的食物，引出各种蔬菜，并加以复习。

二、介绍新语言项目及练习方法1. 教师播放幻灯片，呈现真实的购物场景和配音，然后教师与学生创设会话情景，师生互换角色练习表演。

2. 走进课文，听录音，进行层次性操练。

3. 排列句子，教师把会话句子顺序打乱后将其书写在黑板上，请学生按正常的顺序进行排列并大声读出来。

4．小组成员排演，然后派代表汇报表演。

教师对表情丰富、语言流畅的代表给与及时的鼓励，表扬学生代表为该组所赢得的荣誉。

排演时允许学生进行扩充创新。

5. 学生练习书写句子，师巡视，亲近学生，指导每位学生的书写。

6. 展示文化用品商店的牌子，运用文化用品的实物进行排练，表演对话。

三、家庭作业1.Make a shopping list and go shopping with your parents.2.抄写、默写句子“Can I help you?”。

Book 4 Unit 3 A taste of English humour一、重点单词1. ______________ n. 幽默，诙谐______________ adj. 幽默的，诙谐的2. ______________ n.(大量) 财产，大笔的钱；运气，命运______________ adj.幸运的，侥幸的______________ adv.幸运地，幸亏3. ______________ vt. 使厌烦；______________ n. 令人讨厌的人(或事) ______________ adj.感到无趣的或单调的______________ adj.令人厌烦的，乏味的4. ______________ n. 嘴，口______________ n.一口；少量5. ______________ adj.直接的；坦率的______________ adv.直接地______________ vt.对准；指导______________ n.方向[pl.]说明书；指引；指导______________ n.指导者，主管；董事；导演6. ______________ v. 讲解，解释______________ n.解释，说明，阐述7. ______________ vt.使惊诧______________ n. 惊讶;惊愕[U]，令人惊讶的事物[C]______________adj. 惊讶的;惊愕的______________令人感到惊讶的8. ______________ vt. (使)满足；满意______________n.[u]满足；内容；目录；______________adj.感到满足的9. ______________ vt. 使欢乐；款待______________招待,款待[U]娱乐,消遣[U][C]10. ______________ vt. 使信服；使确信11. ______________ vt.&vi.导演，指示，指挥______________adj.直的，直接的，直率的______________adv.径直地12. ______________ v.&n. 耳语；私语；密谈13. ______________vt. 战胜，克服______________过去式______________过去分词14. ______________adj. 多山的；山一般的______________n. 山15. ______________ vt.作出反应；回应______________n. 反应,感应16. _____________adj.醉的___________v.饮，喝，饮酒_____________过去式____________过去分词____________n. 饮料；酒17. ______________ adj.特殊的，特别的______________n. 细；细目______________adv.特殊地；特别的18. _________ n.女演员__________ (男)演员_________v. 扮演,充当________ n. 行动;行为二、重点短语1. badly ________过得很差；穷的；缺少的[做表语或定语]2. pick ________ 挑出；辨别出3. cut________ 切断(供应等)；断绝(联系等)4. star ________在……主演；担任主角5. up________ now 直到现在6. feel/be content ________对……满足三、单词拼写。

PEP Book 4 Unit 3 Part B Let’s talk 教案设计者：三水区白坭中心小学陆小芳Unit 3 Is this your skirt?PEP Book 4 Unit 3 Part BTeaching contents : B Let’s talk Let’s checkTeaching aims :1) Students will be able to understand, listen, speak and read the dialogue.2) Students will be able to use the sentence patterns:These/Those are my/your----.They are---.3) Students will be able to use these sentence patterns to describe clothes. Teaching key points :1) Let the students master the dialogue.2) Let the students master the sentence patterns：These/Those are my/your ----.Teaching difficult points :1)Let the students distinguish “these” and “those”.2)These/Those are ---(s/es).Teaching aids : many clothes made by cards, a computer, CAI, VCD StepⅠ: Warm – up1.Greeting.2.Let’s chant: P31My shirt is red. My jacket is blue. My dress is old. My sweater is new. My socks are white. My shoes are too. My pants are old. My shorts are new.3.Sing a song: Who is wearing yellow today? Following the song, if the student is wearing yellow/blue/green/…, he shou ld stand up quickly.4.Free talk:T: Hello, what is this/that?S: It’s a T-shirt.T: What colour is it?S: It’s pink.T: Oh, it’s beautiful, I like it.【设计意图】这个环节通过利用学生身上的衣服来复习所学过的衣服单词、颜色和单数句型，遵循了语句教学的原则，词不离句。

Book3Unit4 学案一
教学目标：掌握并学会灵活运用下列短语和句子。

１.产生；分娩
２.轮到某人；接着
３.阻止；制止
４.地球上生命的起源是一个令天文学家感兴趣的问题。

５.没有人确切知道地球是怎样开始形成的。

６.宇宙起源于一场大爆炸，这次大爆炸将物质投射到四面八方。

７.它会变成什么没人能知道。

８.地球（开始）变得激烈震荡，不知道这个固体形状是否会继续存在下去。

９.它们最终产生了二氧化碳、氮气、水蒸气和其他多种气体，从而形成了地球的大气层。

１０.更为重要的是，地球冷却了下来，地球的表面就开始出现了水。

１１.水对生命的发展会起关键作用，这一点在当时并不明显。

１２.这就产生了一系列的反应，使得生命就有可能开始发展了。

１３.它们一般是通过孵蛋而繁衍后代的。

１４.所以，在未来的数百万年中，生命能否在地球上延续取决于这个问题能否得到解决。

１５.地球上生命是如何开始的是一个科学家们发现很难解决的最大的谜团之一。