牛津译林版英语必修二Unit1Grammarandusage1教案

Unit 1 Tales of the unexplainedPeriod 5 Grammar and UsagePresent perfect tense & present perfect continuous tenseTeaching aims:1.Help Ss learn how to form and use the present perfect tense2.Help Ss learn how to form and use the present perfect continuous tenseTeaching methods:1. Reading2. PracticeTeaching procedures:Step one: Lead-in1. Make Ss to look at the following sentences and point out what tense or tenses are used in them and the reason why they are used.1) We have studied English for about five years. We began to study it five years ago.2) They moved to the south in 1990 and have lived there since then.3) The student is doing her homework. She hasn’t finished it yet.4) Eric left home last year and has just come back.Take sentence one as an example:The time we began to study English was at a definite time in the past, so we use the past simple tense. But the action study happens again and again, so we use the present perfect tense.Tell Ss: When an action happens over a period of time that began in the past and continues to the present, the present perfect tense is often used.Step two: ReadingAsk Ss to read point 1—6 on page 8 and explain the reasons why they are used in these sentences.Then ask Ss to read point 1—3 on page 9.Tell Ss that we use present perfect continuous tense to talk about actions that started in the past and are still continuing, or have just finished but are still connected to thepresent in some way.Examples: I’ve been waiting for an hour and he still has n’t turned up.I’m so sorry I am late. Have you been waiting long?Step three: Difference between Present perfect or present perfect continuous Ask Ss to read point 1-4 on page 10 and know the difference between them. Step four: Practicea)Ask Ss to finish doing part A & B on page 11.b)Ask Ss to finish Part C on page 88.。

牛津高中英语教学设计单元：Unit 1 Tales of the unexplained板块：GrammarTeaching aims:Learn the grammar Present perfect tense and Present perfect continuous tense. Teaching important points:1. Learn how to form and use the present perfect tense.2. Understand when the present perfect continuous tense is used in sentences.Teaching methods:Explaining and practicing.Teaching aids:The multi-media.Teaching procedures:Step 1Lead- inGo over the news story on Page 2 and find the sentences using the present perfect tense. Please explain why the tense is used in these sentences.Step 2 Present perfect tense1. The form of the present perfect tense: has/ have done.2. Talk about the uses of the present perfect tense.A. We use the present perfect tense to talk about things that happened in the recent past, but areconnected to the present. 表示过去发生的事对现在仍有影响。

《英语》（选择性必修·第二册）Unit 1 The mass mediaGrammar and usageI. L earning objectivesBy the end of the lesson, the students will be able to:1. learn about the definition and the verb form of past perfect tense;2. summarize the grammatical rules of past perfect tense;3. apply the rules in new situations appropriately.II. Key competence focusDevelop the thinking ability by analyzing and summarizing the grammar rules.III. Predicted area of difficulty1. How to use past perfect tense freely and properly in their writing and speaking.2. Explore the rules of past perfect tense.IV. Teaching proceduresStep 1 Warming up1.T asks the Ss to read part A on page 6 and complete the True or False exercise.1)He regularly visited the library and studied English and Law---by then he had learnt very little French. ( )2)By the age of 25, he had become a teacher. ( )3)He used the same business strategy he employed at the St Louis Post-Dispatch and sales of the newspaper mounted up until it was the bestselling newspaper in the country. ( ) 2.T asks the Ss the following questions1)When and where was Joseph Pulitzer born?Suggested answer: Joseph Pulitzer was born on April 10, 1847, in Hungary.2)When did Joseph Pulitzer found the newspaper the St Louis Post-Dispatch?Suggested answer: In 1878.3)In 1892, what did he offer Columbia University money to start?Suggested answer: He offered Columbia University money to start a school of journalism.4)When were the first Pulitzer Prizes were awarded?Suggested answer: Six years after Joseph Pulitzer’s death.【设计意图: 老师一开始通过分享Joseph Pulitzer的生活故事，设置对与错以及回答问题的练习让学生在具体的情境中提前感知本节课的语法知识。

牛津高中英语教学设计单元：Unit 2 Growing pains板块：Grammar and usageThoughts on the design:本节课是以读、写为主的语法教学课。

语法教学的方法各有不同，本节课的设计除了语言知识的传输外，还着眼于培养学生对于学习策略的掌握。

本节课按照“呈现—思考—归纳—巩固”的模式，在语言知识的传授过程中，强调让学生独立思考并归纳语言规则，从而掌握独立的学习策略。

此外，本节课在内容的选择上参考了05-08年各地高考题，对教学内容作了适当增补。

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’t know 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 of the __________. (verbs)[Explanation]第一和第二步是对第一单元中学习的关系代词引导定语从句的复习。

牛津译林版（2020）选择性必修第一册Unit 1 Food MattersGrammar and usage教材分析：本节课的教材内容是牛津译林版（2020）选择性必修第一册Unit 1 Food Matters 中的Grammar and usage 板块。

该板块主要介绍了名词性从句的语法知识，通过典型例句和相关练习帮助学生理解和掌握名词性从句的用法。

同时，本节课还结合了食物话题，将语法知识融入真实的语境中，有助于学生更好地理解和运用语言。

教学目标：1. 帮助学生掌握名词性从句的基本概念和用法。

2. 让学生能够正确识别和运用名词性从句。

3. 通过语境教学，提高学生的语言运用能力和口语表达能力。

4. 培养学生的自主学习和合作学习能力，提高他们的学习积极性和自信心。

教学重点：1. 名词性从句的基本概念和用法。

2. 名词性从句与其他从句的区别。

3. 名词性从句在口语和书面语中的运用。

教学难点：1. 名词性从句中连词的选择和使用。

2. 名词性从句与主句的逻辑关系和语序问题。

3. 名词性从句在不同语境下的运用。

学情分析：本节课的教学对象是高一学生，他们已经具备了一定的英语基础和语法知识，但对于名词性从句这一较为复杂的语法点可能还存在一定的困惑和疑问。

因此，在教学过程中，教师应该注重由浅入深、由易到难地讲解，通过实例和练习帮助学生逐步掌握名词性从句的用法。

此外，教师还应该关注学生的个体差异，针对不同层次的学生进行有针对性的指导。

教学策略：1. 激活学生的前知：通过提问和回顾之前所学的语法知识，激活学生对于名词性从句的前知。

2. 教学策略：采用讲解、示范、小组讨论和实例分析相结合的方式进行教学。

在教学过程中，注重引导学生主动参与，鼓励他们积极思考和发现规律。

同时，教师还应该根据学生的实际情况进行有针对性的指导和点拨。

3. 学生活动：组织学生进行小组讨论和实例分析活动，让他们在实践中学习和掌握名词性从句的用法。