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Unit 3 Let’s celebrate!Part 1: Teaching DesignUnit goals●Use prepositions to talk about time.●Use ‘Wh-’ words to ask questions.●Use ‘some’ and ‘any’ to talk about the amount of something.●Make a writing plan for a poster and write about a favourite festival.Period 5 Grammar (1)Teaching goals:●To use correct prepositions to talk about time, days months and seasons Teaching proceduresStep 1 Making a revisionRevision 1. (Show different pictures of festivals to students.) Ask: What festival is it? What do you usually do? Revision 2. Ask: How many days are there in a week? What are they? What day is the first day of the week? What day es after Tuesday?… (Ask one students to write the days of the week on the Bb.)Revision 3. Ask: How many months are there in a year? What are they? Which is the last month? Which month es before September?… (Choose two students to write the months of the year on the Bb.)Step 2 PresentingAsk: When is Christmas? (It’s on December 25th.) Is it cold at Christmas? Why? (Yes. Because it is in winter.) Winter is one of the seasons of the year. There are 4 seasons in a year. They are spring, summer, autumn and winter. Which is the hottest/coldest season? Which season es after spring/summer/autumn/winter? Which is your favourite season? Why?Ask: What season is Halloween in? When is Halloween? What do you do at Halloween? Write the answers on the Bb. ‘Halloween is in autumn’. ‘Halloween is on October 31st.’We play a game called ‘trick or treat’ at Halloween. Underline the prepositions ‘in’, ‘on’ and ‘at’.Step 3 Practicing1. Ask some students to make similar sentences about themselves using these prepositions.2. Then elicit the rules for using these prepositions.3. Go through the table on page 41 with the class. Ask students to add more sentences to the ‘Example’ column.4. Ask students to plete Part A1, on their own. In pairs, ask students to check their answers. (1. on 2. on 3. at, in, on 4. in5. in)5. Ask students to look at Millie’s letter. In pairs, students read the letter together. Ask students to guess the correct prepositions for the blanks and write them in by looking at the rules on page 41. Go through the answers with the class orally.(1. on 2. at 3. in 4. at 5. on 6. in 7. on 8. on)Step 4 SummaryAsk students to say the rules for using the prepositions of time.Step 5 Doing consolidation exercisesFill in the blanks with right prepositions.1. I read newspapers _____ breakfast. Then I go to school 7:00 a.m..2. I get cards Christmas. I give cards to my teacherTeachers’ Day.3. He could swim7. He often went to swim Summer.4. I go to schoolMonday Friday. I don’t go to school the weekend.5. We have lunch at school noon. Then we play gamesthe afternoon. We do our homeworknight.6. I was born1982. He was born May. She was bornJuly 2nd, 1982.(1. at, at 2. at, on 3. at, in 4. from, to, at 5. at, in, at 6. in, in, on)Step 6 Doing homework1. Revise the prepositions of time.2. Do some more consolidation exercises.。
Module 3第 3课时Ⅰ .拼写1． The storm r________ the crops seriously.2． The thief set f________ to the house and escaped.3． Make some sentences a________ to the example.4． He was going over his p________ papers to prepare for the exam.5． My father w________ us that the road was crowded.6． ________(火山灰 )and lava poured down the mountain.7． The________()of the volcano was terrifying.8． Luckily, there's still some________( 可能性 )for him to recover.9． Parents spend an________(均匀 )of $ 220 a year on toys for their children.10． Be careful and don't________( 落下 )your keys behind.7.eruption答案： 1.ruined 2.fire 3.according 4.previous 5.warned 6.Ash8.possibility 9.average 10.leaveⅡ .填空从中所的 A 、 B、 C、 D 四个中出一个最正确答案。
1． If you have questions, ________the guide book.A ． look atB ． look forC．refer to D ．look into答案： Clook into“ ”。
Unit 2 We are friends!教案（第2课时 Grammar 1）-【中职专用】高一英语同步精品课堂（外研版2021·基础模块1）教学目标：1. 学生能够掌握形容词比较级的用法和构成方法；2. 学生能够在实际交流中使用比较级描述人或物之间的大小、高矮、快慢等差异；3. 学生能够通过练习使形容词比较级的用法更加熟练。
教学重点：学生能够掌握形容词比较级的用法和构成方法。
教学难点：学生能够在实际交流中使用比较级描述人或物之间的大小、高矮、快慢等差异。
教学方法：task-based instruction, communicative approach教学准备：多媒体课件、课堂活动用纸、笔。
教学过程：Step 1. Revision1. Greet students and ask them how they are feeling today.2. Ask some students to use the Superlative of Adjectives to describe their classmates or people they know.3. Review the Superlative of Adjectives with examples.Step 2. Presentation1. The teacher introduces the concept of Comparatives using a series of pictures and sentences to explain the comparison between two objects.2. Teacher explains that we use comparatives to compare two things and shows the spelling rule for forming a Comparative.3. The teacher then explains the situations in which we use the Comparative form of Adjectives, e.g. to describethe difference of size, height, weight, age or speed.Step 3. Guided Practice1. The teacher shows pictures related to comparisons,e.g. two animals with different sizes, two fruits of different colors, etc. and asks students to make a sentence that uses the Comparative of Adjectives to describe the difference between them.2. Students work in pairs and practice making sentences using the Comparative form of Adjectives.Step 4. Independent Practice1. Students complete the activity worksheet given bythe teacher, which includes exercises to practice the Comparative.2. Students share their answers and explain the reasons behind their choices.Step 5. Production1. In pairs, students create a dialogue where they describe the differences between two objects or people.2. Students present their dialogues to the class, and the class listen and provide feedback.3. The teacher evaluates the dialogues based on correct usage of comparatives and encourages students to identify and correct any errors.Step 6. Homework1. Students create their own sentences using the Comparative of Adjectives to compare two things.2. Students prepare a short presentation on the topicof Comparatives using PowerPoint or other media tools.教学反思：本课主要内容为形容词比较级的用法和构成方法。
No matter+疑问词”结构用法疑难解析no matter常与疑问代词或疑问副词一起构成连词词组引导让步状语从句，意为“不管……，无论……”，是高考的高频考点之一，在运用时应注意以下几点：一、注意从句的时态由no matter what/who/where/when…引导的从句往往用一般现在时或一般过去时。
如：No matter who you are, you must obey the rules. 无论你是谁，都应该遵守规则。
二、注意被修饰的名词、形容词以及副词的位置1.no matter what/whose/which修饰名词时，该名词必须紧跟其后；2.no matter how修饰形容词或副词时，该形容词或副词也必须紧跟其后。
如：No matter how hard he works, he find it difficult to make ends meet. 无论他多么努力工作，却总是入不敷出。
三、注意“no matter+疑问词”结构与“疑问词+ever”在用法上的区别1. “no matter+疑问词”结构只能引导让步状语从句，这时可以和“疑问词+ever”互换。
如：No matter where he may be （=Wherever he may be）, he will be happy. 他无论在什么地方都快乐。
2. 而“疑问词+ever”还可以引导名词性从句。
如：Give this book to whoever likes it. 谁喜欢这本书就给谁吧。
（这里不能用no matter who。
）3.1)whoever既可引导名词性从句，又有在从句中作主语、宾语、表语等；2)whomever也可引导名词性从句，但只能在从句中作宾语。
如：You may invite whomever you like.4. whatever表示“无论什么”，没有一定的范围限制；whichever表示“无论哪一个、无论哪些”，其后可接一个名词。
牛津译林版英语九上Unit 4《Growing Up》（Grammar1）说课稿一. 教材分析《Growing Up》是牛津译林版英语九年级上册Unit 4的一篇文章，主要讲述了一个名叫Jack的小男孩在成长过程中，从小学到中学，再到大学，最后成为一名作家的故事。
文章通过描述Jack在不同阶段的生活经历，让学生了解成长过程中的变化和挑战，并学会如何面对。
本节课的主要语法知识点是现在完成时态，通过学习Jack的成长经历，让学生掌握现在完成时态的构成、用法和辨析。
同时，文章中还涉及一些词汇和短语，如：primary school, secondary school, university等，为学生提供了丰富的语言材料。
二. 学情分析九年级的学生已经具备了一定的英语基础，对过去时态有了初步了解。
但是，对于现在完成时态的掌握还不够扎实，需要通过本节课的学习来进一步巩固。
同时，学生对于成长过程中的变化和挑战可能还缺乏深刻的认识，通过本文的学习，可以让学生有所启发和感悟。
三. 说教学目标1.知识目标：–掌握现在完成时态的构成、用法和辨析；–学会运用现在完成时态描述个人的成长经历。
2.能力目标：–提高学生的阅读理解能力，能读懂并理解文章内容；–培养学生的口语表达能力，能用英语谈论自己的成长过程。
3.情感目标：–让学生认识到成长过程中的变化和挑战，学会面对和克服困难；–培养学生的团队合作精神，学会与人分享和交流。
四. 说教学重难点•现在完成时态的构成、用法和辨析；•文章内容的理解和掌握。
•现在完成时态的运用，尤其是体现在日常交流中的运用；•对文章深层含义的理解，以及如何将文章内容与个人经历相结合。
五. 说教学方法与手段1.采用任务型教学法，让学生在完成任务的过程中，自然地学习和掌握现在完成时态；2.运用情境教学法，创设各种情境，让学生在实际情境中运用英语；3.利用多媒体教学手段，如图片、视频等，激发学生的学习兴趣，提高课堂效果。
