教学设计 Grammar and usage

● Grammar and UsageStep 1: General introductionThe grammar items in this unit focus on negative statements. You are expected to understand the meanings of negative statements. You will also learn the ways to make a negative statement. Then you may apply what you have learnt to practical use by finishing two exercises.Step 2: ExercisesTurn the following into negative statements:1. They’re listening to pop music now.________________________________2. Many people can speak English nowadays._________________________________3. You must make your bed after you get up every day._______________________________________________4. His mother has a beautiful car.________________________________________________5. We need a pen and piece of paper.________________________________________________6. I need wear a warm coat._________________________________________________7. The old man always goes for a walk in the park after supper._______________________________________________8. The doctors volunteer in the countryside every year._________________________________________9. Mike does sports in the afternoon.________________________________10. You’d better talk with your parents right now.___________________________________Keys:1. They aren’t listeni ng to pop music now.2. Many people can’t speak English nowadays.3. You don’t have to make your bed after you get up every day.4. His mother doesn’t have a beautiful car.5. We don’t need a pen and piece of paper.6. I needn’t wear a warm coat.7. The old man seldom goes for a walk in the park after supper.8. The doctors don’t volunteer in the countryside every year.9. Mike doesn’t do sports in the afternoon.10. You’d better not talk with your parents right now.Step 3: Explanation and practice1. Make a list of the most commonly used negative words:no, not, never, neither, hardly, seldom, few, little, barely…2. Please decide whether it is a true statement: John Keats was a famous short story writer.This statement is untrue. We can correct an untrue statement in the following way:John Keats was not a famous short story writer.3. As we learned, negative statements are often used to correct a mistaken idea. Let’s recall the ways to make negative statements.4. Read Part 1 and Part 2. When not is used with a negative prefix, the meaning of the sentence is positive. However, the positive meaning is not as strong as that of a direct positive statement. For example:Students are not discouraged to discuss things with their classmates. (Students are encouraged to discuss things with their classmates.)Your actions were not inexcusable, but they were certainly not appropriate. (Your actions were excusable, but certainly not appropriate.)It is not uncommon for him to be late. (It is very common for him to be late.)not can be used before a phrase of time, distance or a noun phrase to emphasize the negative meaning of the phrase. For example:It is not a long distance from the city center to the new railway station. (=It is very near from the city center to the new railway station.)It will not be long before most people around the world know how to use a computer. (=Soon, people around the world will know how to use a computer.)There were not many people present for the lecture. (=There were very few people present for the lecture.)5. Read Part 3. In informal English, the negative expressions can be used with whether and if to show doubt or uncertainty. For example:I wouldn't be surprised if they didn’t buy a house soon. (=I wouldn’t be surprised if they bought a house soon.)I wonder whether/if I shouldn't get a haircut. (=I wonder whether/if I should get a haircut.)I wonder whether/if I shouldn't buy a new suit. (=I wonder whether/if I should buy a new suit.)6. Read Part 4. Pay attention to some negative expressions.on no account, in no circumstances, never before, nowhere, at no time, by no means,7. Read a book report written by Sharon. Try to cycle the negative statements.AnswersA 1 … he experiences an abnormal childhood without any parents.2 He is raised in a place with other children who also have no parents.3 He is then sent to a workhouse, where he has to work very hard and hardly has time to relax.4 Oliver does not like anything about the workhouse.5 He is treated very badly and seldom has enough food or water.6 Fagin is not a good character and cares only about himself.7 Oliver does not know anything at first and stays with Fagin.8 He does not want to steal from anyone, but in order to survive, Oliver is forced to become a criminal.9 Mr Ba rnlow is a man without any of Fagin’s vices.10 Unless Oliver can escape, he will never be reunited with Mr Barnlow.11 He will have only misfortune, not a real family and the love he deserves, which is the major theme of the book.8. Finish Part B individually.AnswersB 1 surprised if, didn’t2 not uncommon3 Not many4 wonder whether/if, shouldn’tFor referenceThere are some other patterns which can be used to express negation.1 too + adjective +to-infinitiveIn this pattern too, with the meaning ‘very’, is used before an adjective. After the adjective, an infinitive is used to mean‘(somebody) cannot do’ or ‘something cannot be done’. Sometimes for somebody can be used before the infinitive. For example:My father is too old to have such a long journey. (=My father is very old and cannot travel so long.)She is too happy to say a word at the party. (=She is so happy that she cannot say anything at the party.)The box is too heavy to carry. (=The box is so heavy that no one can carry it.)The house is too expensive for us to buy. (=The house is so expensive that we cannot buy it.)2 few + a countable noun; little +an uncountable nounWhen we use few to modify a countable noun, we mean ‘not many’, and the noun should be in its plural form. When we use little to modify an uncountable noun, we mean ‘not much’. And few or little here has the negative meaning. For example:Few students in our class have ever read Katherine Mansfield’s short stories. (=Not many/Only one or two students in our class have ever read Katherine Mansfield’s short stories.)We have little rain all this summer. (=It almost does not rain during this summer.)Because few or little has the negative meaning, we do not use the negative form in question tags. For example:Few people liked his painting at that time, did they?There is little ink in the bottle, is there?For reference关于英语中的否定句1)一般否定I don’t know this. No news is good news.There is no person /not a person/not any person in the house.2)特指否定He went to his office, not to see him.I am sorry for not coming on time.I don’t think/believe/suppose/feel/imagine you are right.3)部分否定I don’t know all of them.I can’t see everybody/everything.All the answers are not right.（并非所有答案都对。

《Grammar and usage》教学设计一、教学目标1、知识目标学生能够掌握常见的语法规则和用法，如时态、语态、从句等。

2、能力目标能够在书面和口语表达中正确运用所学语法知识，提高语言的准确性和流畅性。

3、情感目标培养学生对语法学习的兴趣，增强学习英语的自信心。

二、教学重难点1、教学重点各种时态的构成和用法，如一般现在时、一般过去时、现在进行时、过去进行时、现在完成时、过去完成时等。

宾语从句、定语从句、状语从句的引导词和语序。

被动语态的构成和不同时态下的被动形式。

2、教学难点各种时态和语态的综合运用，以及从句在复杂句子中的正确使用。

如何让学生在实际语言运用中灵活、准确地运用语法知识。

三、教学方法1、讲授法通过讲解语法规则、例句，让学生对语法知识有初步的了解。

2、练习法安排各种形式的练习，如填空、选择、造句等，帮助学生巩固所学知识。

3、情景教学法创设真实的语言情景，让学生在情景中运用语法知识，提高实际运用能力。

4、合作学习法组织学生进行小组讨论、合作完成任务，培养学生的合作精神和交流能力。

四、教学过程1、导入通过展示一些包含语法错误的句子，让学生找出错误并尝试改正，引出本节课的主题——语法和用法。

2、知识讲解（1）时态依次讲解各种时态的概念、构成和用法，通过例句和时间轴帮助学生理解。

例如，讲解一般现在时，展示例句“He often plays basketball on weekends”，强调其表示经常发生的动作或存在的状态。

（2）语态介绍主动语态和被动语态的概念，重点讲解被动语态的构成“be ＋过去分词”，并结合不同时态进行变化。

如，“The book was written by him last year”（3）从句详细讲解宾语从句、定语从句和状语从句的引导词、语序和用法。

以宾语从句为例，“I know that he is a good student”，解释引导词that 在句中的作用。

Unit 1 Wish you were hereGrammar and usageNon-restrictive relative clauses◆内容分析：本板块围绕单元话题，引导学生在有关“旅游业的利弊”的语篇中观察、探究非限制性定语从句的使用情况，自主归纳其核心规则，再通过单句、语篇两个层面的巩固练习让学生内化新知；最后要求学生运用所学，准确、恰当、得体地使用目标语法，讨论如何在旅游过程中践行可持续发展理念，实现“形式—意义—使用”的统一。

◆教学目标：By the end of this section, students will be able to:1. identify the use of non-restrictive relative clauses;2. work out the rules of non-restrictive relative clauses;3. use non-restrictive relative clauses to finish the tasks of rewriting sentences and completing an article;4. discuss how to be a sustainable tourist using non-restrictive relative clauses.◆教学重难点：1.To summarize the general rules;2.To apply the rules correctly and properly.◆教学过程：Step 1 Lead-inHave the students compare two sentences and tell the difference between them.1. He has two sisters who work in the same company.2. He has two sisters, who work in the same company.Answer:1. Perhaps he has more than two sisters.2. He has only two sisters.Step 2 Exploring the rules1. Have students read the article on page 6 and answer the following question.What are the advantages and disadvantages of tourism?Possible answer:Advantages:Tourism allows service industries to grow consistently, thus giving jobs to the local population, and bringing more wealth to the surrounding community. Disadvantages:Tourist destinations may be at risk physically and culturally, with wildlife habitats suffering and the local culture receiving insufficient respect.Useful expressions:1. 社区的命脉the lifeblood of the communities2. 服务行业service industries3. 持续增长grow consistently4. 依次，轮流；反过来in turn5. 繁荣的产业booming business6. 称心如意的境遇 a bed of roses7. 观光胜地tourist attractions8. 和谐相处live in harmony (with)9. 野生物栖息地wildlife habitats10. 土地的自然特性physical characteristics of the land11. 处于危险中at risk12. 使…...受到伤害put …in harm’s way13. 失去对......的尊重the loss of respect for ...14. 旨在...... aim to15. 未来许多代人many future generations2. Have students find the sentences with non-restrictive relative clauses in the article and fill in the box of part A on page 6.Answer:These industries, in turn, give jobs to the local population, whose welfare depends on tourism.The prices of tourist essentials such as transport, accommodation and food usually increase too, which brings even more wealth to the surrounding community.More nature-centred tourist attractions, where man and nature live in harmony, can be greatly impacted or even destroyed by the flood of tourists.As resources are used more rapidly than they can be sustained, wildlife habitats are likely to suffer, which could endanger the local plants and animals.Local festivals and customs, which may have deep meaning in a particular culture, can simply become entertainment for tourists.3. Have students read and compare the following pair of sentences.These industries, in turn, give jobs to the local population, whose welfare depends on tourism.These industries, in turn, give jobs to the local population whose welfare depends on tourism.Possible answer:The first sentence contains a non-restrictive relative clause. It simply adds more information to the main clause and does not affect its meaning; it is separated from the main clause by a comma. It tells us that the local population depend on tourism forwelfare. The second sentence contains a restrictive relative clause. It defines its antecedent in the main clause more specifically and makes a difference to the meaning of the sentence. It implies that these industries give jobs only to the people whose welfare depends on tourism, but not to those who do not depend on tourism.4. Have stu dents read the following sentences and identify what “which”refers to respectively.The prices of tourist essentials such as transport, accommodation and food usually increase too, which brings even more wealth to the surrounding community.As resources are used more rapidly than they can be sustained, wildlife habitats are likely to suffer, which could endanger the local plants and animals.Possible answer:In both the sentences above, “which” refers to the main clause as a whole. In the first sentenc e, “which” refers to the fact that the prices of tourist essentials such as transport, accommodation and food usually increase too. In the second sentence, “which” refers to the fact that wildlife habitats are likely to suffer.Step 3 Working out the rules1. Have students finish “Working out the rules" on page 6.Answer:1) cannot 2) which2. Have students go through “Grammar notes” on page 95.Give explanations if necessary.Step 4 Applying the rules1. Have students finish B1 on page 7.Answer:1. My parents went on a tour of Japan with 20 people, some of whom had never been abroad before.2. My favourite place to visit is a little village near Shanghai, where my grandma was born.3. Dr Luo, who is an expert in Chinese history, will give us a tour of Beijing.4. I'd rather visit Europe in summer, when the weather is at its best.5. I'm reading a guidebook to Rome, which is really fascinating and helpful.2. Have students finish B2 on page 7.Answer:1) c 2) a 3) d 4) b3. Have students answer the following question.What is sustainable tourism?Answer:It is not just about seeing the sights—it is also about connecting with people and their cultures, making a positive impact on the places we visit and enhancing opportunities for the future.4. Have students complete the table according to the article on how to be a sustainable1) Avoid flying if possible2) Avoid having bedding and towels washed every day3) Culture4) Respect the right to privacy.5. Have students finish B3 on page 7.Possible answer:When visiting national parks, where the ecosystem might be particularly sensitive, we should make sure that we do not disturb the balance of nature in any way.Local communities, whose needs are often overlooked, should benefit from tourism. We can use locally owned businesses like hotels, restaurants and travel agencies, which offer a more authentic travel experience as well as ensure that tourists’ money supports local communities.When travelling, try to reduce single-use plastic items like shopping bags, which take many years to break down in the environment and can injure wildlife that mistakenly eats them.【设计意图】本板块的教学设计首先引导学生阅读有关“旅游业的利弊”的文章，自主探究并归纳非限制性定语从句的核心规则；再通过改写句子的练习，让学生巩固所学、内化新知；然后引导学生在主题为“可持续旅游”的语篇中用非限制性定语从句补全篇章的信息；最后指导学生准确、得体地使用非限制性定语从句，讨论如何在旅游中践行可持续发展理念。

高三英语选修10 Unit4 grammar and usage教案高三英语选修10unit4grammarandusage教案5th period grammar and usagelanguage stylesability goalsenable the students to learn to use proper language styles in proper situations.learning ability goalshelp the students to learn how to use proper language styles in proper situations.teaching important pointsteach differences between spoken and written english; differences between formal and informal styles.teaching difficult pointshelp students learn how to choose proper languages styles according to the situations. teaching methodsquestion-and-answer activity and practiceteaching aidsa computer and a blackboardteaching procedurei. greetings and revision1.talk about the types of cybercrime.2.how to fight against cybercrime.ii. language styles1.the most important difference in the english language style is between spoken and written forms of english. within spoken and written forms of english, there are also differences between formal and informal styles.2.read the texts and decide which is formal and which is informaltext 1 informala. hi mike. it's alice's birthday tomorrow. shall we buy her a present?b. yes, of course, what about some flowers?a. flowers are lovely. but i'd prefer to get her a cd. you know she loves music.b. good idea.summaryit uses simple sentence structures, the active voice, less formal language and contractions.text 2 formala. good morning, mr. smith. the report is finished. shall i present it to you?b. please give it to me in an hour. i have a meeting with some customers about our new product.a. i am sorry to interrupt you. please inform me when you are finished and have time to look at the report.b. yes, i will.summaryit uses the passive voice and is obviously a formal setting between two professionals.general guideformalinformalwritten textessaysreportsletters of applicationletters to friends or family共3页，当前第1页123。

牛津高中英语教学设计教材：牛津高中英语(模块十) 高三上学期文档内容：教学设计——教案单元：Unit 2 People on the move板块：Grammar and usage作者：陈敏玥Thoughts on the design:本单元语法板块的主要内容是帮助学生了解段落的组成部分，并且能够在实际写作过程中按照“总起—分述—总结”的模式组织文章，提高学生的写作水平。

Teaching aims:1.Get to know the elements of a paragraph.2.Do some exercises to consolidate the different elements of a paragraph.3.Ask students to write a paragraph to practise writing.Teaching procedures:Step 1 Lead-inThe teacher begins the lesson by asking students to put the following sentences in the correct order to form a well-developed paragraph on page 108 and ask students to divide the paragraph into three parts.a. Another way to improve your listening comprehension is to watch English news programs on TV or to listen to English-language radio programs.b. Besides focusing on listening and writing skills, you should also take every opportunity to speak English in and after class.c. I have been doing all these things, so I have made great progress in learning English.d. Today, I would like to tell you about different ways to study English.e. Secondly, you might want to watch English-language films, as these can help you learn someuseful words and expressions, and they make practicing English listening a lot more interesting.f. Thirdly, you should work on your English writing by doing something like keeping a diary inEnglish or writing to an English-speaking pen friend.g. Firstly, you should be sure to read something in English every day.h. For example, you can read articles in an English newspaper like China Daily.i. In this way, you can use English every day and improve your fluency.j. However, if newspapers do not interest you, you may choose a novel that appeals to you and read one or two pages every day.Keys: d, g, h, j, e, a, f, b, i, cDivide the paragraph into three parts.Part 1 dPart 2 g—bPart 3 i—c【设计说明】通过排序和分段练习，让学生对于段落的各个组成部分有一个形象直观的认识，为后面的介绍做好铺垫。

《Grammar and usage》学历案一、学习目标1、理解并掌握常见的语法规则，如时态、语态、句型结构等。

2、能够正确运用语法知识进行书面和口头表达，减少语法错误。

3、培养对语法的敏感度，能够在阅读和听力中识别语法要点。

4、通过语法学习，提高语言的准确性和流畅性，增强语言运用能力。

二、学习重难点1、重点各种时态（一般现在时、一般过去时、现在进行时、过去进行时、现在完成时、过去完成时等）的构成和用法。

被动语态的构成和在不同语境中的应用。

名词、代词、形容词、副词的用法及相互之间的转换。

各类从句（宾语从句、定语从句、状语从句）的引导词和语序。

2、难点虚拟语气的用法和理解。

非谓语动词（动词不定式、动名词、分词）的形式和功能。

复杂句中语法结构的分析和正确运用。

三、学习方法1、系统学习法按照语法的不同模块，有计划地进行学习，逐个突破重点和难点。

结合教材和语法书籍，全面了解语法规则的定义、构成和应用。

2、练习巩固法完成大量的语法练习题，包括选择题、填空题、改错题等，通过练习加深对语法知识的理解和记忆。

分析练习中的错误，找出自己的薄弱环节，有针对性地进行强化训练。

3、语境运用法在阅读、写作和口语表达中，注重语法的实际运用，将所学的语法知识融入到语言实践中。

观察和分析英语原著、影视作品、新闻报道等中的语法现象，提高在真实语境中运用语法的能力。

4、合作学习法与同学组成学习小组，互相交流学习心得和经验，共同解决语法学习中遇到的问题。

进行小组讨论、语法讲解和互相批改作业等活动，促进共同进步。

四、学习过程1、知识梳理时态一般现在时：表示经常发生的动作或存在的状态，主语是第三人称单数时，动词要加“s”或“es”。

例如：He often plays football一般过去时：表示过去发生的动作或存在的状态，动词要用过去式。

例如：I went to Beijing last year现在进行时：表示正在进行的动作，结构是“be ＋动词的现在分词”。

U1Grammarandusage教案Unit 1 Back to schoolGrammar and usage江苏省丹阳高级中学原华平张芮许心怡I. Learning objectivesBy the end of the lesson, students will be able to:1.identify different elements in a sentence;2.understand five basic sentence structures;3.apply the rules in new situations;4.write a short passage about how to achieve the goal for the new term.II. Key competence focus1. Understand different elements in a sentence and basic sentence structures.2. Apply grammar knowledge to expressing ideas.III. Predicted area of difficulty1. Use eight basic sentence structures in new situations.2. Create a passage based on given topics and sentence structures.IV. Teaching proceduresStep 1 Lead-in1.Ask students to observe the given sentences and guess the members of the sentences.2.T introduces members of sentence and their functions.【设计意图：通过语境导入的方式，引发学生对句中不同成分的注意和思考，为后续环节中的句子成分和五大基本句式的内容做好铺垫。

《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。

《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。