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人教课标版必修一英语Unit3 Grammar 课程教学设计(一)

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Unit3 Grammar 名师教学设计（一）

A Teaching Design

Unit3 Travel Journal

Grammar

Yuxi No. 3 Middle School

By Sun Rui

Module 1 Unit 3 Travel Journal

A Teaching Design

I. Teaching content: Grammar

Ⅱ. Teaching goals

1. Knowledge aims

(1)Help students have a general idea about the Present Continuous Tense.

(2)Get students to learn the usage of the Present Continuous Tense for future actions.

2. Ability aim

Enable students to use the Present Continuous Tense to express future actions

properly in different situations.

3. Emotional aims

(1)Arouse students' interest of grammar learning.

(2)Develop students' awareness of cooperation and teamwork.

Ⅲ. Teaching important point

Help students master the usage of the Present Continuous Tense to express future

actions.

Ⅳ. Teaching difficult point

How to enable the students to use the Present Continuous Tense to express a plan or

something to be done.

V. Teaching methods

1. Task-based teaching and learning 2. Cooperative learning

3. Discussion

VI. Teaching aids:

1. The multi-media

2. The blackboard

VII. Teaching Procedures

Step 1 Greeting

Greet the students as usual.

Step 2Lead-in

1. Show the pictures of some activities on the screen and ask the students to answer

the question “What is she/he doing?”

【设计意图】通过观看与各种活动有关的图片，说出图片中的人物正在做什么，调动学生的热情，激起学生的学习兴趣，为本节课创设良好的开端。

2. List the sentences and ask the students to discover what these sentences have in

common.

1）She is singing.

2）He is watching TV.

3）He is playing basketball.

4）He is fishing.

5）She is walking the dog.

6）He is visiting his grandmother.

【设计意图】通过观察，发现句子当中的相同或相似处，引出现在进行时这一

语法项目。

Step 3 Presentation

1. Review the basic knowledge of the Present Continuous Tense.

A. 结构：be+ V-ing

主语 Be动词 现在分词

第一人称单数I am V-ing

第三人称单数He，She，is It

第二人称单数You are

所有人称的复数You，We，They

B. 说话时正在进行的动作或所处状态

1)Our city is becoming better and better.

2)Look, they are playing soccer on the playground.

常与now，at present，at the moment等时间状语连用

【设计意图】通过对现在进行时基本结构的复习，激活学生已有知识，让他们

积极参与到本堂课的思考与讨论中来。

2. Let the students talk about their weekend plans.

3. Show the pictures of some activities on the screen and ask the students to answer

the question “What is she/he doing this weekend?”

【设计意图】通过师问生答的方式，练习巩固现在进行时的基本结构，同时利

用图片（视觉图像)和问题（语言信息）相结合，形象生动，引出现在进行时表

将来这一语法项目。

4. Draw a conclusion that the Present Continuous Tense can be used to express a

plan or an arrangement and give some explanations about how to use the Present

Continuous Tense to express future actions.

【设计意图】通过之前的练习引导学生探索发现现在进行时表将米这一语法项

目，对此语法项目进行展现和分析，使学生对新语法项目的认识从感性上升到理

性。

5. Ask the students to translate the following sentences into English.

1）他马上就来。

2）我明天出发。

3）你什么时候到？

4）我们将在上海呆一个星期。

5）我父亲将于下周动身前往口本。

【设计意图】通过翻译练习，巩固语法项目，同时引出哪些动词可以用现在进 行时表将米这一语法条目。

Step 4 Practice

1. Ask the students to finish Ex3 on their handouts.

①The Browns (go)to China by train net week. They(stay)

in Beijing for a week. They(go)to Xian. They(get)there by air.

②Some friends(come)to Anne's birthday party this evening. Anne

(help)her mother now. 2. Check the answers with the whole class and deal

with any problems students meet.

【设计意图】通过填空练习，使语法项目得到进一步巩固，同时帮助学生熟悉

高考新题型一语法填空。

3. Ask the students to cooperate with their partners and fill in the chart. They can ask

questions like “What is she doing on Monday/Tuesday. . . ?”

Kitty’s plan for next week (A)

Monday Tuesday Wednesday Thursday Friday Weekend

Babysitting Doing her laundry Working overtime

Kitty’s plan for next week (B)

Monday Tuesday Wednesday Thursday Friday Weekend

Working out Visiting

relatives ?

4. Check it. (Enjoy the song “I'm babysitting on Thursday”)

【设计意图】设置两张有信息差的表格，学生A仅知道Chart A的信息，学生

B仅知道Chart B的信息，互相询问后填入自己表格中所缺的信息。通过此活动，

让学生不仅在口语中练习语法，而且在笔头上也得到锻炼。同时，边欣赏歌曲，

边核对答案，活跃课堂气氛，既生动又能加深记忆。

Step 5 Production

Let the students suppose they are planning a holiday trip. Ask them to talk with their

classmates about it. The following questions can help them.

1. Where are you going on vacation?

2. Who are you going with? 3. When are you leaving?

4. How are you getting there?

5. How long are you staying there?

【设计意图】通过老师和个别学生示范对话，让学生初步了解在对话中该怎样

询问他人的旅游计划，然后，互相询问其他同学的旅游计划。此活动结合学生的

实际生活，不仅练习了刚刚学习过的现在进行时表将来这一语法项目，而且锻炼

了学生的语言知识运用能力。

Step 6Homework

1. Review and summarize what they have learned in this period.

2. Write a passage about their travel plan. Try to use the Present Continuous Tense.

【设计意图】第一个作业是让学生复习本节课所学语法项目。第二个作业是让

学生把所学的知识运用到生活实践中。

合集下载

新课标人教版高中英语必修三 Unit1 精品学案

新课标人教版高中英语必修三 Unit1 精品学案

必修三 Unit 1 Festivals around the world

单元要点

词汇

部分 词语

辨析 1. take place / happen / occur / come about / break out

2. celebrate / congratulate 3. gather / collect 4. award / reward

词形

变化 1. beauty n.美，美丽；美人，

美的东西 beautiful adj. 美的，美丽的 beautifully

adv.美丽地；优美地 beautify v.美化，变美

2. religion n. 宗教,信仰 religious adj.宗教的,虔诚的

3. satisfy vt. 满足；使满意 satisfaction n.满意 satisfying adj.令人满意的satisfied感到满意的

4. arrive vi. 到达，到来 arrival n. 到达,到来,到达者/物

5. depend vi.依靠,信赖, 决定于 dependent adj.依靠的,依赖的independent

adj.独立的,自主的 dependence n.信赖，依赖independence n. 独立，自立

6. energy n. 活力，精力，能源 energetic adj. 精力充沛的，充满活力的 energetically adv. 精力充沛地，积极地

7. apologize vi. 道歉，认错 apology n. 道歉，认错

8. sad adj. 悲哀的；十分糟

糕的，令人伤心遗憾的 sadly adv. 悲哀地；凄惨地 sadness n.悲哀；悲痛；凄惨 重点

单

词 1. mean (meant, meant) vt.&vi. 意思是；意味着；打算；预定

2. starve vi.&vt. (使)饿死；饿得要死

人教版高中英语必修三 unit3 grammar 宾语从句 学案设计 (无答案)

人教版高中英语必修三 unit3 grammar 宾语从句 学案设计 (无答案)

宾语从句

1、定义：宾语从句就是在复合句中作宾语的名词性从句, 通常放在主句谓语动词(及物动词)或介词之后。

2、连接词

（1）从属连词that引导，that无词义，在口语或非正式文体中常省略。如：

He said that he could finish his work before supper．他说他会在晚饭前完成工作。

造句：1.他说他想呆在家里

He said (that) he wanted to stay at home.

2. 我确定他能成功

I’m sure (that) he will succeed.

（2）当由一般疑问句充当宾语从句时，用if或whether引导，意为“是否”。如：

例句：I don't know if ／whether he still lives here after so many years．我不知道这么多年后他是否还住在这儿。

造句：

他问我是否可以帮助他。

He asked me whether/if I could help him.

但在下列情况下只能用whether：

①在具有选择意义，与or not连用时，尤其是直接与or not连用时，往往用whether如：

I don't know whether he does any washing or not．（＝I don't know whether or not he

does any washing．）我不知道他洗不洗衣服。

造句：

我不知道他是否能来。

I don’t know whether he will come or not．（＝I don’t know whether or not he will

come）

②在介词之后用whether。如：

I'm interested in whether he likes English．我关心的是他是否喜欢英语。

必修三Unit4教学案五grammar

必修三Unit4教学案五grammar

阳江市第三中学2014级高一（英语）教学案五

课题：Unit4 Astronomy: the science of the stars

Grammar: Noun clauses as the subject

1．Teaching aims (教学目标)

1) Learn the use of the noun clauses as the subject.

2) Make sure that the students can do the exercises correctly.

2. Teaching important and difficult point

Master the use of the noun clauses as the subject.

3. Teaching methods

Discussing, summarizing and practicing.

4. Teaching procedures

Step1: Lead-in

Ask Ss to underline the subject of two groups of sentences.

Step2: Point out the grammar: noun clauses as the subject

Step3: Learn the grammar in details

1. 定义：在句子中充当主语的从句叫主从

2. 基本结构：1）主从放句首

2）主从放句末

3. 连接词：that, whether, who, whose, what, which, when, where, why, how等

(1) What we see are three cute babies.

(2) That she is beautiful is obvious.

(3) Whether they will get married is still unknown.

高二英语选修六_Unit3_Grammar_公开课教学设计

高二英语选修六_Unit3_Grammar_公开课教学设计

1 / 1

Unit3 Grammar 公开课教学设计

The use of “it”

Teacher: Jiezhen Liang

Class: Class 14, Senior 2

Teaching aims:

1. Learn the basic use of the pronoun 'it'.

2. Master some sentence patterns of 'it'.

3. Try to use “it” in different language situations.

Teaching important points and difficult points

Enable the students to get the hang of the usages of, it used as formal subject, formal

object, and for emphasis.

Teaching methods

Task-based approach Teaching aids

A white board ,a projector and student’s learning guide Teaching procedures

Step I Leading-in

Ask students to translate the proverbs with „it‟ into English.

Step II Revision & Practice

Enable the students to review and summarize usages of „it as formal subject, formal

object, and for emphasis and try to use 'it' in different language situations.