高中英语文公开课教案 M2u2 Grammar and usage(1)

Unit 2 The Universal LanguageGrammar and usageTeaching aims:After learning this part, the students will be able to know when to use ellipsis and how to use it correctly.Teaching procedures:Step 1 The introduction of ellipsis (PPT4—5)Show a sentence from the passage and introduce the concept of ellipsis to the students.Give some examples and ask students if there are some words that are left out in the sentences.(You) Come here, please.(You) Tell me who the director is, please.(You) Write a review of the opera.We often use ellipsis in imperative sentences.Step 2 Finding out the different situations in which ellipsis is used (PPT6—10)Have students read each of the sentences and talk about in what situations words can be left out.—Have you seen this opera?—Yes, I have (seen it).— Will the performance be put off till next week?— I hope (it will) not (be put off till next week). We also use ellipsis in short responses.—When will they arrive?—In about two hours.—Could you water the plants for me?—What about (watering them) after I finish my homework?The emperor finds the deaths of so many men disturbing, and although he would like to, he cannot break his promise.Puccini wrote Turandot and (he also wrote) Madam Butterfly.We can use ellipsis in two clauses with the same pattern and the same verb. The actor was born in 1961, and his wife in 1964.Step3 The introduction of the use of ellipsis in other different styles (PPT11—16)In some special styles of ellipsis, words are left out to save space and time. These include signs and labels, newspaper headlines, instructions, postcards and diaries, notes, etc.Signs:No smoking is allowed here.This is a one-way street.Instructions:Put this side up, please.Please handle this with care.Headlines:Houses destroyed in weekend stormsMayor says he won’t quit.The mayor says he won’t quit.Notes:These are bright ideas.Postcards:I wish you were here.Step 4 Show students some complete sentences and have the students rewrite them using ellipsis. (PPT17—19)ExerciseRewrite the following sentences with ellipses.1. What about some more coffee for you?2. Why do you get so upset?3. Why do you not do it at once?4. It’s a pity you didn’t get the chance.5. —Shall I go to play badminton?—If you like, you can go to play badminton.6. —When could I start the work?—You may start the work whenever you like.7. Please pass me one of these oranges, I don’t care which one you pass me.8. Father will come back, but I don’t know when he will come back.9. —What do you thin k about the opera?—I think it is wonderful.10. —Will we be late?—I’m afraid we will be late.11. Shirley will go if Rose will go.12. You can ask me questions if there are any questions that arise.13. I would have come yesterday if I had wanted to.14. When you are crossing the road, you must be careful.15. Unless I am invited, I won’t go.Step 5 Activ ity (PPT20)Have students work in groups and write some sentences with ellipsis, and then classify them into different groups.。

精选教课教课方案设计| Excellent teaching plan教师学科教课方案[ 20–20学年度第__学期]任教课科： _____________任教年级： _____________任教老师： _____________xx市实验学校Unit 2 Grammar and usage（1）教课方案教材：牛津高中英语（模块1）高一上学期文档内容：教课方案一教课方案单元： Unit 2 Growing pains板块： Grammar and usageThoughts on the design:本节课是以读、写为主的语法教课课。

语法教课的方法各有不一样，本节课的设计除了语言知识的传输外，还着眼于培育学生关于学习策略的掌握。

本节课依据“体现—思虑—概括—稳固”的模式，在语言知识的教授过程中，重申让学生独立思虑并概括语言规则，进而掌握独立的学习策略。

别的，本节课在内容的选择上参照了05-10 年各地高考题，对教课内容作了适合补充。

Teaching aims:After learning this session ， the students will be able to grasp the basic rules for attributive clauses—“ prep.+which/whom ” used to begin attributive clauses. Besides， the students will be able to learn the studying strategy for language learning.Teaching procedures:Step 1Review what the students have learned in the previous unit—relative pronouns—with a blank-filling exercise.Fill in the blanks with relative pronouns.1.This is the story __________ we wrote for our storytelling contest. (which/that)2.The book __________ I borrowed from the library is very interesting. (which/that)3.He likes the birthday gifts _________ his friends gave him. (which/that)4.The girl _________ you have just seen is very good at English. (who/whom/that)5.I don ’ tknow the name of the teacher _________ I met in the computer room.(who/whom/that)After finishing the exercise ， ask the students to think about the grammatical principles in the sentences， and then make a conclusion as follows: The relative pronouns serve as the objects ofthe __________. (verbs)[Explanation]第一和第二步是对第一单元中学习的关系代词指引定语从句的复习。

Module Two No DrugsPart One Teaching Design第一部分教学设计Aims and requirements●get the students to understand the texts well●get the students to know the harms of drugs.●help the students to improve their reading abilityTeaching proceduresPeriod Two: Grammar and usageStep1: General introduction1. The infinitive of purposeWarming up:1) Turn to page 14 and do the exercise 1.2) Read the passage (two articles) again to find out the sentences with the infinitive. Try explaining the function of the infinitive in each sentence. Don’t be afraid of making any mistakes.Summary about the infinitive:The infinitive can be used to indicate arrangement and purpose. Besides, it often follows certain verbs to form a set usage. In this unit, we’ll put the emphasis on the usage to indicate purpose. Of course, we can also change the infinitive into other forms to indicate purpose.1) To indicate managementHe is to leave for Beijing tomorrow.We are to travel during summer holiday.2) To follow certain verbsI can’t afford to buy a car.Remember to post the letter.She refuses to make up her mind. 3) To indicate purpose (used as adverbial)I went to France to learn French.He returned home to look for his keys.She opened her mouth to say something.4) To sleep late in the morning, Bob turned off the alarm.The negative form of the infinitive: not to do, never to doThe doctor advised me not to smoke.Father warned me never to drive after drinking.Other forms to indicate purpose: so as to do, in order to do(the negative form: so as not to do, in order not to do) In order to improve English, Jenny bought a lot of tapes for herself.He gave me the phone number so as to contact him when we are in need of help.Study hard so as not to fail the exam.He came in quietly in order not to wake his wife.The NMET tests:1) ----Mum, why do you always make me eat an egg every day?---- ________ enough protein and nutrition as you are growing up.(1999 Shanghai)A. EatB. GettingC. To getD. To be getting2) ---- Does your brother intend to study German?--- Yes, he intends ________.(1998 Shanghai)A. -B. toC. soD. that3) Correct: I’d like very much come but I had an examination on Monday morning.(2000 Beijing)4) She pretended ________ me when I passed by.A. not to seeB. not seeingC. to not seeD. having not seen5) We agreed ________ here but so far she hasn’t turned up yet.A. having metB. meetingC. to meetD. to have meet6) ---- The light in the office is still on.---- Oh, I forgot ________.A. turning it offB. turn it offC. to turn it offD. having turned it off7) ________ late in the morning, Bob turned off the alarm.A. To sleepB. SleepingC. SleepD. Having slept(Keys: 1C 2B 3 to come 4A 5C 6C 7A)2. Adverbial clause of resultWarming up1) Read the six sentences in Exercise1,Grammar 2 on page16, and try answering the following questions:What kind of words follows so?What kind of words follows such?What’s the meaning of “so…that” and “ such…that”?How should we use “ so…that” and “ such…that”?What’s the difference between “ so…that” and “ such…that”?2) Guess the Chinese meanings of the following sentences:He studied hard so that he passed the exam.The universe is so large that we cannot see all of it.She has such a good memory that she remembers all the names of the students she has taught.Summary about the usage of “ so that” , “ so…that”, “ such…that”:“so that”, “so…that”, “such…that” are translated into “以致于”，“如此。

《Grammar and usage》说课稿尊敬的各位评委、老师：大家好！今天我说课的内容是《Grammar and usage》。

下面我将从教材分析、学情分析、教学目标、教学重难点、教学方法、教学过程以及教学反思这几个方面来展开我的说课。

一、教材分析《Grammar and usage》是英语教材中的重要组成部分，它系统地梳理和讲解了英语语法知识，为学生的语言运用能力奠定基础。

本部分内容通常涵盖了常见的语法点，如时态、语态、非谓语动词、从句等。

通过对这些语法点的学习，学生能够更准确地理解和表达英语，提高语言的规范性和准确性。

教材在编排上通常会结合实例、练习和讲解，以帮助学生逐步掌握语法规则，并能够在实际语境中灵活运用。

二、学情分析我所授课的学生已经有了一定的英语基础，但在语法的理解和运用上还存在一些问题。

他们可能对一些复杂的语法规则感到困惑，在实际运用中容易出现错误。

然而，学生们具有较强的求知欲和好奇心，愿意通过积极的学习来提高自己的英语水平。

在教学过程中，我将充分考虑学生的这些特点，采用生动有趣的教学方法，激发他们的学习兴趣，提高学习效果。

三、教学目标1、知识目标学生能够理解并掌握本节课所涉及的语法点，包括其构成、用法和常见的搭配。

2、能力目标学生能够在听、说、读、写中正确运用所学语法知识，提高语言表达的准确性和流畅性。

3、情感目标培养学生对英语语法学习的兴趣，增强他们学习英语的自信心和积极性。

四、教学重难点1、教学重点本节课的重点语法点的构成和用法，以及在不同语境中的正确运用。

2、教学难点如何引导学生理解和掌握语法规则的细微差别，并能够举一反三，灵活运用。

五、教学方法1、讲授法通过清晰、简洁的讲解，让学生对语法知识有初步的了解。

2、练习法设计多样化的练习题，让学生在实践中巩固所学知识。

3、情境教学法创设真实的语言情境，让学生在情境中感受语法的运用。

4、小组合作法组织学生进行小组讨论和合作学习，培养他们的合作精神和交流能力。

That she survived in the accident is a miracle. 主语从句The trouble is that we are short of money. 表语从句I hope that high school will be more exciting. 宾语从句I sat next to a girl whose name is Diana. 定语从句As I grow older, I become more interested in poems. 状语从句PracticePlease fill in the appropriate linking words according to the context.A man was going to the house of a billionaire on a rainy day. As he went along the road, he saw a box of good apples at the side of the road. He said, “I do not want to eat those apples; ①the rich man will give me much food; he will give me very nice food to eat. “Then he took the apples ②__________ threw them away into the dust.He went on and came to a river. ③, the river had become very big due to the heavy rain, ④he could not go over it ⑤get anything from the billionaire.It tells us, “Do not throw good things away; you may be glad to have them at some other time.”Step 5 ExercisesMatch each sentence with the correct type in the table below.simple sentences: 2,3,4,6compound sentences: 5,8,13complex sentences: 1,7,9,11,12Step 6 Go through the Grammar notes from Page 97 to 98Step 7 Practice1.Point out the sentence type.West or east, home is best.(simple)。

教案年级: 高一学科: 英语主备人：课题Unit2 Grammar simple,compound andcomplex sentences第_______课时教学目标1.Read some sentences in the passages and analyse what the sentences are;2. Learn some related usages of the simple, compound and complex sentences.教学重难点Have the command of the usages of the simple, compound and complex sentences教学流程\内容\板书关键点拨加工润色Step 1 Greetings.3．主从复合句由一个主句和一个或一个以上的从句构成的句子叫主从复合句。

主句为句子的主体部分；从句无法独立，可以充当句子的主语、表语、宾语、定语、状语等。

按其在复合句中的作用，分为名词性从句(同位语从句、主语从句、表语从句、宾语从句)、定语从句和状语从句等。

(1)名词性从句That is ______ he did not come to school yesterday.那就是昨天他没来上学的原因。

He said ______ some teenagers didn’t work hard.他说有些青少年学习不努力。

_______Tom should cheat me is disappointing.汤姆竟然欺骗我真是令人失望。

He gave some advice ______ I should read English every day.他给我一些我每天都应该阅读英语的建议。

(2)定语从句The man _______ was full of anger was Mike’s father.那个非常生气的人是麦克的父亲。

《英语》（必修·第三册）Unit 2 Natural disastersGrammar and usageI. Learning objectivesBy the end of the lesson, students will be able to:1. understand the functions of to-infinitives as attributives and adverbials of result;2. use to-infinitives as attributives and adverbials of result properly in different situations;3. rewrite a passage using to-infinitives.II. Key competence focusUse to-infinitives as attributives and adverbials of result correctly and properly.III. Predicted area of difficulty1. Use to-infinitives as attributives and adverbials of result in new situations.2. Rewrite a passage using to-infinitives.IV. Teaching proceduresStep 1 Lead-inT: Hello, everyone. Last period we read two news reports about the lucky escapes from two natural disasters. First, I’d like to show your some sentences in these two news reports.•Alice Brown, head teacher at Falmont Primary School, was teaching when the floor began to shake.•The moment the shaking stopped, Miss Brown sensed it was the best time for the class to make their escape.•She signalled to her students to exit the classroom in an orderly line covering their heads with their hands.•The kids were calm enough to protect themselves during the earthquake.•“We practise earthquake safety procedures twice a year,” said Miss Brown, “so the kids were calm enough to protect themselves during the earthquake.”T: In all these sentences, there’re to-infinitives used as different sentence elements. In today’s class, we will explore the rules concerning to-infinitives as attributives and adverbials of result and learn to use them in different situations.【设计意图：学生在初中阶段已经接触过动词不定式的一部分用法，所以先在学生相对熟悉的语境中呈现含有动词不定式的句子，然后再呈现新的语法知识——动词不定式作定语和结果状语，用这个方法帮助学生建立新旧知识之间的联系，从而顺利过渡到新知识的学习。

Book 2 Unit 2 Be sporty, be healthyGrammar and usagePassive voice in the present continuous and present perfect tenses 教学目标By the end of this section, students will be able to:1. understand the use of passive voice in the present continuous and present perfect tenses;2. summarize general rules of passive voice in the present continuous and present perfect tenses;3. role-play an interview between a school news reporter and a PE teacher with the right tenses.教学重难点1. To understand the passive voice in the present continuous and present perfect within context;2. To apply the target grammar correctly according to different situations.教学过程步骤教学活动设计意图互动时间&模式Lead-inStep 1 The teacher shows students 4 groups of pictures and invites students to make sentences with passive voicein the present continuous or present perfect tenses.For example:The teacher introduces the term and focuses on themeaning as well as the form of the target grammar.The teacher tells students that they are going to learnpassive voice in the present continuous and presentperfect tenses. The former is used to indicate an通过图片直观呈现目标语法使用情境，在造句练习的过程中，使学生能够体验和感悟现在进行时态以及现在完成时态的被动语态的表意特征。