第一篇：梁子恒語(yǔ)法課(被動(dòng)語(yǔ)態(tài))設(shè)計(jì)片段

梁子恒語(yǔ)法課（被動(dòng)語(yǔ)態(tài)）設(shè)計(jì)片段

教學(xué)活動(dòng)： Step1：

先讓學(xué)生看一段1.5分鐘的關(guān)于美國(guó)作家海倫與她老師在平常教學(xué)當(dāng)中的一段視頻 然后讓學(xué)生分兩人描述在影片當(dāng)中海倫的家庭教師對(duì)海倫干了什么。Step2：

閱讀一段關(guān)于海倫成長(zhǎng)歷程與長(zhǎng)大做了什么的介紹之短文。并把其中的簡(jiǎn)單句劃出。Step3: 找期中一句寫在黑板，讓學(xué)生說出中文，同時(shí)引導(dǎo)學(xué)生以不同觀察角度進(jìn)行觀察，同樣以學(xué)生在小學(xué)語(yǔ)文課已經(jīng)學(xué)到的被字句與把字句作為“橋”同樣教師把黑板上的句子變成被字句并且附上中文在下面。

Step4：讓學(xué)生四人一小組討論，把總結(jié)到的結(jié)構(gòu)變化寫在紙上。討論完畢后教師提問兩個(gè)1小組的組長(zhǎng)，把他們的意見寫在黑板上再對(duì)照黑板上句子。

Step5：下面以各個(gè)小組為單位把剛才閱讀得的一段短文劃線句子都變成被動(dòng)語(yǔ)態(tài)句子。Step6：在對(duì)答案時(shí)再細(xì)致講解一下不同時(shí)態(tài)的被動(dòng)語(yǔ)態(tài)的句子變法，以及強(qiáng)調(diào)的方面。

在以上的教學(xué)活動(dòng)當(dāng)中首先會(huì)用到歸納法

這樣能夠使得學(xué)生對(duì)于語(yǔ)法有感性的認(rèn)識(shí)，對(duì)于學(xué)生的學(xué)習(xí)總結(jié)方面很有好處。同時(shí)在教師講解后又有之前讀過的文章進(jìn)行演繹出來(lái)，運(yùn)用了演繹法。同時(shí)有了老師的講解，避免了漫無(wú)邊際地亂改。

同時(shí)在后面階段學(xué)生分組在紙上把一些不同情況的句子改為被動(dòng)語(yǔ)態(tài)能夠使得學(xué)生能夠馬上運(yùn)用剛學(xué)的知識(shí)演繹產(chǎn)出目的句子出來(lái)。

還有在整個(gè)教學(xué)活動(dòng)當(dāng)中始終貫穿了美國(guó)女性作家海倫的故事使得學(xué)生便于接受知識(shí)。同時(shí)腳手架也在閱讀與講解中顯現(xiàn)出來(lái)在后面的產(chǎn)出方面順理成章。

第二篇：被動(dòng)語(yǔ)態(tài)教學(xué)設(shè)計(jì)

The Passive Voice 一般現(xiàn)在時(shí)和一般過去時(shí)的被動(dòng)語(yǔ)態(tài)教學(xué)設(shè)計(jì)

汕頭市第六中學(xué) 陳婉霞

<1>教學(xué)內(nèi)容分析：本節(jié)微課是以新目標(biāo)英語(yǔ)九年級(jí)Units 5-6兩個(gè)單元的知識(shí)點(diǎn)為教學(xué)內(nèi)容。在簡(jiǎn)要分析了主動(dòng)語(yǔ)態(tài)與被動(dòng)語(yǔ)態(tài)的區(qū)別后，進(jìn)而分析一般現(xiàn)在時(shí)與一般過去時(shí)兩種時(shí)態(tài)下的被動(dòng)語(yǔ)態(tài)的異同點(diǎn)，最后通過填空題和改錯(cuò)題，講練結(jié)合來(lái)鞏固所學(xué)知識(shí)點(diǎn)。<2>教學(xué)重難點(diǎn)：1）主動(dòng)語(yǔ)態(tài)變被動(dòng)語(yǔ)態(tài)時(shí)主語(yǔ)的變化； 2）主動(dòng)語(yǔ)態(tài)變被動(dòng)語(yǔ)態(tài)時(shí)be動(dòng)詞的變化； 3）被動(dòng)語(yǔ)態(tài)中動(dòng)詞過去分詞的正確使用； 4）含不同時(shí)態(tài)的被動(dòng)語(yǔ)態(tài)的句子的辨析。<3>教學(xué)步驟： Step 1 Lead-in 引導(dǎo)學(xué)習(xí)者觀察并總結(jié)四組句子。（句子設(shè)置的規(guī)律：每組的第一句都是主動(dòng)語(yǔ)態(tài)形式的句子，而第二句都是改成了相應(yīng)的被動(dòng)語(yǔ)態(tài)句子。四組間，A,B兩組是含一般現(xiàn)在時(shí)的句子，C,D組是含一般過去時(shí)的句子。）Step 2 Presentation 在給予學(xué)習(xí)者足夠的時(shí)間思考之后，開始?xì)w納總結(jié)主動(dòng)語(yǔ)態(tài)如何變成相應(yīng)的被動(dòng)語(yǔ)態(tài)句子。然后，再引導(dǎo)觀察各組句子中因使用不同的時(shí)間狀語(yǔ)，而構(gòu)成不同時(shí)態(tài)的被動(dòng)語(yǔ)態(tài)的規(guī)律，最后再結(jié)合圖示，進(jìn)行本節(jié)微課的重難點(diǎn)總結(jié)。Step 3 Exercise 在全面歸納總結(jié)知識(shí)點(diǎn)之后，引導(dǎo)學(xué)習(xí)者完成填寫不規(guī)則動(dòng)詞的過去分詞的填空練習(xí)，以及被動(dòng)語(yǔ)態(tài)易錯(cuò)考點(diǎn)的改錯(cuò)訓(xùn)練（每題給予三分鐘解題時(shí)間），進(jìn)而鞏固今天所學(xué)知識(shí)。

第三篇：語(yǔ)法課

語(yǔ)法課課型

以人教版必修三UNIT3為例

紅色字體為板書內(nèi)容

藍(lán)色字體為設(shè)計(jì)目的黑色字體為口述內(nèi)容 綠色字體為提示內(nèi)容

Grammar(板書內(nèi)容)

教學(xué)目標(biāo)：準(zhǔn)確理解相關(guān)語(yǔ)法的基本概念，結(jié)構(gòu)，運(yùn)用。

重點(diǎn)：相關(guān)語(yǔ)法的基本概念和結(jié)構(gòu) 難點(diǎn)：以學(xué)促考，靈活運(yùn)用。

Part 1: Independent reading Ex 1:自主閱讀Ex 1 部分, 了解名詞性從句的用法

T: Good morning, boys and girls.Today, we’ll learn a new grammar style名詞性從句Noun clauses.Now please open your book, turn to page 21, book 3 and look at Ex 1.Read the play, which are mainly about this kind of grammar? Try to find the sentences.（pause）

T: Ok.Stop here!Can you say one sentence? Now, who want to share your works? Ok, Tom, please.(手勢(shì)語(yǔ)：平伸右手，手掌朝上，示意學(xué)生回答。做邊聽狀，邊板書第一個(gè)句子，這個(gè)要提前備課，就是您早就準(zhǔn)備好的句子！)

S: May we ask what you are doing in this country?

T: Very good，sit down, please.Now, who want to say the next? Ok, Lily, please.(同上，寫第二個(gè)句子！)

S: I didn’t know whether I could survive until morning.T: Very good, sit down, please.Now, who want to share the last one? Ok, Kate, please.(同上，寫第三個(gè)句子！)

The fact is that I earned my passage by doing sth.（課本上的三個(gè)句子）

T: Very good，sit down, please.T: Now, we can see the Noun clause is a piece of cake.Let’s look at the Ex 2 and try to finish the exercise of this part.If you can not solve the problem, first, lists problems of your own, then you can discuss in pairs;after discussion, you two can’t solve it, come to the blackboard and write it down.Part 2 comprehension 理解(寫完板書，此時(shí)，就下去轉(zhuǎn)一下，回來(lái)在黑板上寫1-2個(gè)難句子，就當(dāng)是學(xué)生寫的)

Difficult point 1: What do you think of the bet the brothers have made?

Difficult point 2: What do you think will happen to Henry? Research 1: students’ comprehension to the grammar.T: Very good, just now two of our students wrote down two sentences, they think the sentences are much harder to understand.Can we help them to under the two sentences? T: Now, who want to try? Ok, Susan, please.(手勢(shì)語(yǔ)：平伸右手，手掌朝上，示意學(xué)生回答。)Which sentence do you want to explain to them?(Pause)Ok, the first one.(Pause)Ok, Susan’s explanation is very good!I must say that the bet is very interesting.Sit down, please.T: Now, who can solve the second sentence?(Look around)Research 2: With the teacher’s help to understand the grammar.T: Nobody? Really? Ok, let me help you.You can use “I must say that_____________” Here.Here, can” that” be left out?(Pause)Right!It can not be left out.Does it have any meanings?(Pause)Right.It has no any meaning.（此處用漢語(yǔ)解釋語(yǔ)法現(xiàn)象，在講解時(shí)可以在原句上畫點(diǎn)記號(hào)什么的,目的是幫助，不是全部解決）Now, who can have a try in volunteer? Ok, Linda, please!(Pause)Ok, Linda’s explanation is very good!

I must say that Henry will live a happy life.Sit down, please.T: Now, who can draw a conclusion to the grammar which we learnt in this text in volunteer? Nobody? Ok, let’s discuss in groups!

Part 3: The rule of the grammar(寫完板書，此時(shí)，就下去轉(zhuǎn)一下，回來(lái)看練習(xí)四，當(dāng)堂測(cè)驗(yàn))T: Well, Tom, it’s you again!Please!(Pause)Very good!Thank you, sit down please.名詞性從句：缺什么補(bǔ)什么，不缺什么用“that”.(簡(jiǎn)析語(yǔ)法現(xiàn)象)

And now let’s finish Ex 4, now I’ll ask some of you to finish two of them.The reason was ________________________.4 His concern is__________________________.T: Who will answer in volunteer? Bush and Black!OK!Come to the black board and finish them!(自己寫上就OK了)The reason was that he met a strong wind.His concern is whether they can offer him a job.Very good!Quite right!Thank you, go back to your seat and sit down please.Part 4: Homework

T: Ok, so much for this class.After class, please finish Ex 5 on page 21.That’s all for today, see you

Speaking實(shí)戰(zhàn)講稿

Step 1: Leading in: by discussion.Hi, boys and girls.We are now living in a highly developed world, with advanced culture and highly developed civilizations.But have you ever thought what are the base of all the culture and civilizations? Oh, yes, they are based on those which were created by our great, great grandfathers lived a long, long time ago.No one exactly knows what they lived on, what were their housing and home decoration conditions, what kind of tools they usually used in their production activities, and what entertainment they had in their spare time.Anyway, we can imagine!So now, let’s divide into groups of four and, with the help of your imagination, discuss what kinds of food the early man ate, what their housing conditions and home decorations were like, what tools they made and what entertainment they had in their spare time.Then I’ll ask some of you to report the results to the whole class.Step 2: role play

T: Good, sit down.Please turn to page 72, look at the SPEAKING part.You should read it with your partner, then, do the roles play.(Teacher writes bb--middle)Making suggestions and giving advice:

1.What can you suggest?

Maybe we/you could …… 2.Can I ask you for some advice?

I suggest(that)…… 3.Can you help me decide?

That’s a good idea.4.What do you have in mind?

Well, but what about……

Have you considered doing……？

T: OK, time is up.In our daily life, we often ask someone for advice when we can’t make a decision.On the other hand, we often give other advice if they come to us for help.How can we ask for and give advice in English? Let’s look at the blackboard.There are several sentences about giving advice, please read it follow me.T: Make sure you can use these sentences when you are making suggestion.Who can give us a dialogue? Any volunteers?

T: x x, you please, you can choose one of the situation in speaking part.T: Excellent

Step 3: Interview

T: We are going to have an interview.You are a host and your partner is Helen.Now give a chat with Helen.I’ll give you several minutes to prepare.T: Time is up.Which pair would like you have a try? Lily, your group please.Q.What skills do you think young people need to succeed in life? A.Set Goals, plan for success, and believe in themselves.Q.In this high-tech world, what’s the most important aspect of education?

A.A well-rounded education with a broad view of the world.Q.Who was the biggest influence in your life? Why?

A.My parents, Sir Edmund Hillary

Q.What’s the toughest part of your job?

A.Finding time to do all that I want.Q.When you were a teenager, what place in the world did you most want to visit, and have you traveled there yet? Was it as wonderful as you thought it would be? Why or why not?

A.The magnetic North Pole was my dream.I am the first woman to walk there alone without support.I wrote a best-selling book about my journey with my polar bear dog Charlie who saved my life from polar bears.When I finally arrived after having survived storms, a tent fire, frozen fingers, broken sea ice and polar bears I had a tremendous feeling of achievement.I didn’t matter that I was first.It mattered that I had a goal, a plan and therefore I stood at the Pole.T: Very good.Thank you.I will ask another two students.Any volunteers?

Lily, your group please.… … Blackboard design:

Speaking Step 1 Discussion

Step 2: Role play 1.What can you suggest? Maybe we/you could …… 2.Can I ask you for some advice? I suggest(that)……

Step 3: Interview

詞匯課課型試講教案

Teaching Plan for Module 1(SEFC Book 1)Unit 1 “My first day at senior high” The Third Period, language points I.Teaching Objectives 1.Language Objectives(1)Help students know the collocation and meanings of the following words and phrases: embarrassed, instruction, far from, nothing like, looking forward to etc.(2)Help students acquire the use of adjective ending –ing and –ed.(3)Help students know the use of present continuous tense 2.Ability Objectives(1)Enable students to use these new words correctly in speaking and writing.(2)Enable students to use adjective ending –ing and –ed correctly in daily life to describe sth.II.Important Points 1.Master some phrase, and some new words 2.Master the use of adjective ending –ing and-ed III.Difficult Points Analyze components of a sentence IV.Teaching Methods 1.Practice, discover, Asking and Answering, Explaining 2.Teaching Aids: text book V.Teaching Procedures Step I Reading(1 minute)T: Good morning, boys and girls.First let’s read the new words and new phrases, please turn to page 113 and read the new words from enthusiastic to amazed, go(enthusiastic, amazing, information, website, brilliant, comprehension, instruction , embarrassed, description, amazed)OK.Very good!Step II Lead-in(1 minute)T: Everybody, after we have studied this passage(My first day at senior high), we all know that the writer had a wonderful experience of his first day in senior high school.In this class let’s study some useful words and phrases.Phrases(look forward to, far from, nothing like)and words(bored/boring tired/tiring excited/exciting surprising/surprised interesting/interested embarrassed /embarrassing)Step III Careful analyzing(8 minutes)（此處挑兩個(gè)講即可）

OK.Well done!Now let’s look at some of the difficult points in the text!

1.The first one: 1.the classrooms in li kang’s school are amazing/ some students were embarrassed at first.Fellows we have already learned the adjective ending –ing and –ed in our junior high school, so let’s turn to page 7 and complete the sentences.Two minutes.(then the teacher check the answers), then let us look at grammar 2 the 2nd one choose the correct explanation according to the exercise we have done in page 7.ok it seems that you have a clear mind of the 2 kinds of endings, so let us find more examples in our text.(2nd paragraph, the classrooms are amazing, the3rd I don’t think I will be bored in Ms Shen’s class, the 4th paragraph some students were embarrassed at first)

The next one, 2?and Ms Shen’s method of teaching is nothing like that of the teachers at my Junior High school.（the sentence under the picture）Nothing like means , “絲毫不象”in Chinese.Eg: Math class is nothing like Chinese class, because the former is focus on logic thinking, the latter is main tell us how to think in a different way.The third, 3.I'm looking forward to doing it!

look forward to sth./doing sth.In this structure to is used as a preposition I look forward to hearing from you as early as possible.（do you remember some other this kind of phrases）There are some other preposition phrases :(ask students the same kind of words they have learned in their junior school：do you remember some other this kind of phrases look forward to 盼望…… turn to 求助于；轉(zhuǎn)向；翻到……pay attention to 注意…… stick to 堅(jiān)持get down to 開始認(rèn)真干……object to 反對(duì)point to 指向see to 處理，料理devote…to… 貢獻(xiàn)……給…

Pay attention to ____(walk)along this risky bridge.There is not much time , lets get down to ___(walk)on this research.Teachers’whole life is devoted to_____(teach)We should object to ___(tell)lies.Step V Summary(1mins)T: In this class we have learned some useful phrases and words.do you still remember their meaning ?(nothing like , look forward to)and now are you clear how to use the adjective ending –ed and –ing.Step VI Homework Assignment(1 mins)T: After class, let’s have a revision of the present tense and preview listening and vocabulary, then do the exercises in text book.So much for this class, bye!VI.Blackboard Design

寫作課課型 四色筆 講稿模板

紅色字體為板書內(nèi)容 藍(lán)色字體為設(shè)計(jì)目的 黑色字體為口述內(nèi)容 綠色字體為提示內(nèi)容

寫作課：Writing class : Healthy eating（健康飲食）? Teaching Objectives（教學(xué)目標(biāo)）：

一、知識(shí)技能目標(biāo)： 1.認(rèn)識(shí)并掌握有關(guān)食物及健康飲食習(xí)慣的單詞、詞組；

2.用英語(yǔ)表達(dá)哪些是健康食物，哪些是垃圾食物，以及為什么；解決句式問題。3.總結(jié)平衡膳食的定義，并且能提出一些健康建議。

二、情感態(tài)度目標(biāo)：了解有關(guān)營(yíng)養(yǎng)飲食的基本常識(shí)和培養(yǎng)健康的飲食習(xí)慣。? 教學(xué)重難點(diǎn)：

1.教學(xué)重點(diǎn):如何區(qū)分健康食品以及垃圾食品并且會(huì)用英語(yǔ)表達(dá);.2.教學(xué)難點(diǎn): 教會(huì)學(xué)生如何自如表達(dá)自己的意見和建議并且?guī)椭鷮W(xué)生總結(jié)出平衡膳食的定義。

? 教學(xué)方法：

1.Pair work and Group work（小組合作，交流式教學(xué)）2.Discussion and cooperative learning（自主探究、合作探究）3.Task-based approach（任務(wù)式教學(xué)）? 教學(xué)步驟：

Part 1 導(dǎo)入（Warming up）

1.以一句話：“Everybody needs foods, so do I”及麥當(dāng)勞、肯德基的相關(guān)飲食引入話題。(1 分鐘)T: Good afternoon, boys and girls.Today we’ll talk about “Healthy eating(板書的內(nèi)容)“.We have three meals everyday.Everybody needs foods, so do I.I want to know the following questions.The first question: Have you had lunch or breakfast in McDonald’s or KFC? The second question: Do you like the food there? The third question: Which one do you prefer?”(The purpose of this part is to stimulate Ss’ interest and call their attention to the topic.)Part 2 小組練習(xí)（Pair works）（3分鐘）

T: Now, two students in pairs to ask each other about the above three questions, and then I’ll ask some of you to practice the dialogue in front of all of us.Now, let’s begin.(下去轉(zhuǎn)轉(zhuǎn))T: Ok.Now, which pair wants to act this dialogue in volunteer?(Pause)Tom and Kate, please.Good!Sit down please.T: Any other pair?(Pause)Well, Linda and Susan, please.(Pause，pretend to be listening)Good!Sit down please.Part 3 頭腦風(fēng)暴（Brain storming）3分鐘

1.Now, I will divide the whole class into two parts, the students on the left will be Group One, and the students on the right will be Group Two.Let’s compete between the two groups.One student will be the leader to collect the names of the food.Let’s see which group will get more names of the food.Who will be the leader? Ok!Tom and Kate.Ready? Go!(Pause)Ok!Now, let’s show the two sheets.（展示兩張紙，寫點(diǎn)對(duì)應(yīng)的內(nèi)容就行，一會(huì)好念，提前備課時(shí)就寫好）Group One win the game!Well done!(把學(xué)生分成兩組競(jìng)賽，看哪組的同學(xué)收集的食物單詞多，然后教師教導(dǎo)朗讀(2-3分鐘)Part 4 句型練習(xí)（Sentence structure practicing）（2分鐘）

Now, I’ll show some of the names of food on the black board,(讀其中的一些食物名稱)let’s discuss which are junk food and which are healthy food? You can use the sentence structure” I think that(or the food name)is junk/healthy food because….” And you can talk about “What is the name of the food? / What nutrition does it mainly contain?” Four students in a group, and let’s begin.(Pause, Junk food VS Healthy food,板書完成后，此時(shí)可下去轉(zhuǎn)轉(zhuǎn))老師先展示如何使用句型：“I think that(or the food name)is junk/healthy food because….”來(lái)描述什么是健康食品，什么是垃圾食品。然后把學(xué)生按4人分成一組進(jìn)行討論練習(xí)，老師給出了對(duì)話該涉及的內(nèi)容范圍：What is the name of the food? / What nutrition（營(yíng)養(yǎng)物質(zhì)）does it mainly contain?（2分鐘）

Part 5: Activity task----make a survey活動(dòng)任務(wù)---做調(diào)查報(bào)告(2分鐘)T: Now I’ll give you a sheet.Ask 3 students around you about their dieting habits, and offer them some advice.You can use the sentence structure as” You should take less…, and you should have more….”(Pause，可以下去轉(zhuǎn)轉(zhuǎn))給學(xué)生發(fā)一張表格，引導(dǎo)學(xué)生按照表格詢問周圍3個(gè)左右的同學(xué)，了解同學(xué)間的飲食習(xí)慣，并能提出一些健康建議。

調(diào)查的表格如下:(可忽略不備)Name（名字）Breakfast（早餐）Snacks（零食）Lunch（午餐）Dinner（晚餐）

Part6.布置作業(yè)（1分鐘左右）

T: Ok, let’s see the food Pyramid map together.（稍微暫停）From this picture you may well understand how to keep a balanced diet in our daily life.After class, write a composition about “Healthy Eating”.Ok, so much for this class.Class is over, see you!老師在課件上展示食物金字塔圖，讓學(xué)生了解飲食的營(yíng)養(yǎng)應(yīng)如何平衡，然后布置作業(yè)：讓學(xué)生自己寫一篇健康飲食的作文。板書設(shè)計(jì)

Healthy Eating 1.Junk food VS Healthy food 2.Balanced diet

Reading Step 1 Lead-in 導(dǎo)入 Brainstorm Class begins.Good morning, boys and girls.Today we will learn a new unit together.First let’s get to know the man, who is called Mr.Nature.He is very emotional.When he is happy, he stays calm and shows us beautiful natural scenery.But when he gets angry, he becomes a troublemaker and causes many natural disasters.Do you know the meaning of natural disaster? Yes, it means自然災(zāi)害, for example, the earthquake happened in Ya’an last month, which caused great damage.Besides earthquake, what other kinds of natural disasters do you know? Please brainstorm and try to think of as many natural disasters as you can.Suggested answers: typhoon 臺(tái)風(fēng)/ volcanic eruption 火山爆發(fā)/thunderstorm 暴風(fēng)雨 Flood 洪水/tsunami 海嘯/ drought 干旱/ hurricane(tornado)颶風(fēng)，龍卷風(fēng)

Guys, you’ve done a great job.Have you experienced any natural disaster we mentioned just now? You please.Suggested answers: You have experienced flood in summer.What did you see? The flood water covered the whole city and you had to stay at home.Can you describe your feelings at that time? You felt frightened and nervous.Step 2 Reading 1)Skimming/Listening Yes, I totally agree with you.In most cases, natural disasters can be very frightening.Today we will read a passage about natural disasters.Please take out your handout and listen to the tape.After listening, please tell me the main idea of this passage and in what order this passage is organized.You only have 2 minutes.Ready? Go!Time is up.Who would like to tell us the main idea? Tom, would you please have a try? Suggested answers: This passage talks about Tangshan earthquake, the largest earthquake of 20th century.Very good? Can you tell me in what order this passage is developed? In order of time.How do you know that? Because the writer first describes strange things in the first part and then tells us the city was destroyed by the earthquake.Lastly, he says the army came after earthquake.Yes, you are right.2)Scanning In the first part, the writer tells us strange things happened before the earthquake.We know that before some natural disaster, there are sometimes warning signs from nature.If we have such kind of knowledge, we can reduce the damage.Please go through the first paragraph quickly and try to figure out what signs did the author mention? You only have one minute.Here we go!Now let’s read for more details.Let’s go through the whole passage and try to find the answers to the following three questions.Step 2 Fast reading 泛讀

Read the text quickly and try to finish the following exercises.A.New words or phrases burst: break open because of pressure from inside at an end: finished nation: all the people in the country steam: gas that hot water gives out in ruins: destroyed extreme: very great in degree useless: of no use shocked: surprised very much rescue: save somebody or something from danger shelter: a place that protects you from the weather or danger B.Questions 1.When did the Tangshan earthquake happen? Suggested answers: The earthquake happened at 3:42 am on July 28, 1976.2.How many people were killed or injured in the earthquake? Suggested answers: More than 400, 000 people were killed or injured in the earthquake.3.Was all hope lost? How did the army help the people there after the earthquake? Suggested answers: No, all hope was not lost.The army sent 150,000 soldiers to Tangshan to help the rescue workers.The army organized teams to dig out those who were trapped and to bury the dead.Step 3 post-Reading 1.Discussion Suppose an earthquake happens now, what should we do to keep ourselves safe? Please discuss natural wonders in groups and your discussion should be based on the two questions.This time, the group leader should take down your group members’ ideas and sum them up in your own words.Later, we will share your ideas with all of us here.Understand me? Time is up.Any group would like to share your idea with us? Suggested answers: 1.Don’t be nervous and keep calm.2.Don’t try to run out of the classroom at once.3.Protect your head by putting your school bag on your head.4.Squat under your desk.5.Leave the classroom after the earthquake.2.Interview Have you noticed that news reporters and interviewers play an important role in keep us informed after Ya’an earthquake happened? Next, please choose a paragraph and act out an interview between a reporter and survivor from the Tangshan earthquake.Make a dialogue with your partner.I will give you three minutes and then I will invite some of you to act it out.Step 4 Summary and assiagnment We have done a lot of things today.Firstly, we have talked about….Then, we discussed.Next, we learned some useful words and expressions.Here comes your assignment: 1.Retell the passage.2.Search the Internet to find more information about earthquake.

第四篇：被動(dòng)語(yǔ)態(tài)復(fù)習(xí)課

被動(dòng)語(yǔ)態(tài)復(fù)習(xí)課(教學(xué)設(shè)計(jì))

一、教學(xué)內(nèi)容:被動(dòng)語(yǔ)態(tài)

二、教學(xué)對(duì)象：普通班學(xué)生

二、課型：復(fù)習(xí)課

三、教學(xué)目標(biāo)：（1）知識(shí)目標(biāo)：明白被動(dòng)語(yǔ)態(tài)的用法，學(xué)會(huì)使用被動(dòng)語(yǔ)態(tài)。

（2）能力目標(biāo)：會(huì)運(yùn)用語(yǔ)法結(jié)構(gòu)排除一定的干擾，提高解題能力，提高中考

被動(dòng)語(yǔ)態(tài)題目的答對(duì)率。

四、教學(xué)重點(diǎn)：被動(dòng)語(yǔ)態(tài)各種時(shí)態(tài)的結(jié)構(gòu)。

五、教學(xué)難點(diǎn)：情態(tài)動(dòng)詞和現(xiàn)在完成時(shí)的被動(dòng)語(yǔ)態(tài)，以及如何分辯中文的句子應(yīng) 采用何種語(yǔ)態(tài)。

六、教學(xué)輔助： ppt和學(xué)案

七、教學(xué)過程：

Step 1:讀句子,看看不同在哪里？

① I use the telephone.② My mother cooks breakfast everyday.③ Jim collects stamps.① The telephone is used by me.② Breakfast is cooked by my mother everyday.③ Stamps are collected by Jim.學(xué)生細(xì)心觀察后發(fā)現(xiàn)前三句為主動(dòng)語(yǔ)態(tài)，后三句為被動(dòng)語(yǔ)態(tài)。

教師提問：被動(dòng)語(yǔ)態(tài)的結(jié)構(gòu)和標(biāo)志？ 學(xué)生回答：be+p.p和by+sb.教師與學(xué)生口頭復(fù)習(xí)p.p.的構(gòu)成。

Step 2:小組討論：什么情況可以用被動(dòng)語(yǔ)態(tài)？

學(xué)生自由發(fā)言，教師總結(jié)被動(dòng)語(yǔ)態(tài)的基本用法： ? 不知道動(dòng)作的執(zhí)行者是誰(shuí)時(shí)； e.g.The glass was broken.? 由于某種原因不必提到動(dòng)作的執(zhí)行者時(shí)； e.g.Football is played all over the world.? 強(qiáng)調(diào)動(dòng)作的承受者而不是動(dòng)作的執(zhí)行者時(shí)。e.g.The Great Wall was built long long ago.Step 3:舉例子，分析題目（時(shí)態(tài)，單復(fù)數(shù)），發(fā)現(xiàn)規(guī)律，使用學(xué)案作總結(jié)。1.一般現(xiàn)在時(shí)：

They make shoes in that factory.→Shoes are made(by them)in that factory.總結(jié): 一般現(xiàn)在時(shí)被動(dòng)語(yǔ)態(tài)結(jié)構(gòu)為am/is /are +p.p.完成《學(xué)案》選擇題1、2 2.一般過去時(shí) They bought ten computers last term．

→Ten computers were bought(by them)last term.總結(jié): 一般過去時(shí)被動(dòng)語(yǔ)態(tài)結(jié)構(gòu)為was /were +p.p.完成《學(xué)案》選擇題3、4

3.一般將來(lái)時(shí)（含will）

They will finish the work tomorrow.→The work will be finished(by them)tomorrow.總結(jié): 一般將來(lái)時(shí)被動(dòng)語(yǔ)態(tài)結(jié)構(gòu)為will+be +p.p.完成《學(xué)案》選擇題5、6 4.現(xiàn)在完成時(shí)：(have/has+p.p.)Danny has finished the project.→The project has been finished(by Danny).總結(jié): 現(xiàn)在完成時(shí)被動(dòng)語(yǔ)態(tài)結(jié)構(gòu)為have/has+been +p.p.完成《學(xué)案》選擇題7、8 5.含情態(tài)動(dòng)詞（must, should, may, can, could, might…）Amy can make a cake ． →A cake can be made(by Amy).總結(jié): 含情態(tài)動(dòng)詞被動(dòng)語(yǔ)態(tài)結(jié)構(gòu)為情態(tài)動(dòng)詞+be +p.p.完成《學(xué)案》選擇題9、10 Step 4:教師提出：take place, happen, belong to無(wú)被動(dòng)語(yǔ)態(tài)；商場(chǎng)開業(yè)（open）無(wú)須用被動(dòng)語(yǔ)態(tài)。

Step 5:完成句子練習(xí)。

1.昨天的會(huì)上問了很多問題。（10年中考）

Many questions ________ _________ in the meeting yesterday.2.去年我們學(xué)校建了一個(gè)新的游泳池。（09年中考）

A new swimming pool _______ ________ in our school last year.3.這些花必須天天澆水，否則就會(huì)枯死。（08年中考）

All the flower _________ __________ _________ everyday, or they will die.4.今年街道兩邊種了很多樹。

Many trees ________ _________ on both side of the street this year.5.下周三我們學(xué)校將舉辦一場(chǎng)關(guān)于電腦的講座。

A talk on computer ________ ________ ________ in our school next November.學(xué)生到黑板上完成，交叉批改，再次鞏固被動(dòng)語(yǔ)態(tài)結(jié)構(gòu)用法。Step 6:布置作業(yè)。

第五篇：語(yǔ)法課教案

泰州學(xué)院 外國(guó)語(yǔ)學(xué)院 09英教

（五）學(xué)號(hào)：09952014 張茜

語(yǔ)法課教案 Unit 4 I.Teaching Objectives

1.Perception objective: a)The Ss can hear, read and use the main sentences patterns “What are you doing? I?m…/We are…”

b)The Ss can understand and read the conversation of the lesson.2.Ability objectives: a)The Ss can use the sentence pattern of talking in telephone.b)The Ss can use the pattern to express their thoughts in the proper scene.3.Emotion objective: By completing the task, the Ss increase their interest and set up self-confidence in language study.II.Difficult Points The students can use the sentence pattern to chat with others and can make simple dialogues.III.Teaching Methods

1.Communicative teaching method 2.Audio-visual teaching method 3.Task-based teaching method

IV.Teaching Tools

Pictures, ppt

V.Teaching Time 45 minutes

VI.Teaching Process

Step 1.Warming up a)Free talk

T：How are you? S：I?m fine.Thank you.T：What?s the weather like today? S：It?s sunny.b)Review the new words and phrases in this unit, such as “sweep the floor” “wash the clothes”.Step 2.Presentation a)First, show some pictures and give the primary form of verb phrases at the same time.Then show the present participle of the words.泰州學(xué)院 外國(guó)語(yǔ)學(xué)院 09英教

（五）學(xué)號(hào)：09952014 張茜

For example, the teacher shows a picture and gives the primary form “read a book”.Then show the present participle “reading a book”.b)Second, give the form of present participle

c)Third, show pictures and ask Ss talk with her and guide Ss to use these sentences pattern “what are you doing? I?m …/We?re …”.For example, “what are you doing? I?m reading a storybook”.d)After presentation, ask Ss “what we have learnt today?” and give them five

minutes to discuss together.Then sum up: 1.the sentence pattern “what are you doing? I?m …/We?re …”.2.Be(am/is/are)+ 動(dòng)詞ing 用來(lái)表示正在發(fā)生的事和進(jìn)行的動(dòng)作，這種表達(dá)形式就是現(xiàn)在進(jìn)行時(shí)。動(dòng)詞ing形式就是現(xiàn)在分詞

Step 3.Drills(Task time)

Task 1: Say out and spell First, ask Ss to say out primary form and present participle of these words and spell them.For example, show the word ?stand?, the Ss should read first, then say out ?standing? and spell it ?s-t-a-n-d-i-n-g?.Task 2: Make a telephone call Design a real situation about calling and let Ss work in pairs to make a telephone call like this: A: Hello, is that…? B: Yes.A: What are you doing now? B: I?m…

Task 3.Read and translate Give the Ss some incomplete sentences and ask them to fill in the blanks by using the sentences pattern and phrases.Task 4.Play a game The game is ?look and guess?.The teacher asks one student to draw in front of the stage and do the corresponding actions.Other students will guess what he/she is doing now.Step 4.Consolidation and extension

a)Fill in the blanks, then answer Ask Ss to fill in the blanks and then answer questions like this: T: What are you doing ? S1: I?m…

T: What is your English teacher doing? S1: He/She is…

b)Find and say 泰州學(xué)院 外國(guó)語(yǔ)學(xué)院 09英教

（五）學(xué)號(hào)：09952014 張茜

Show a picture about a park and ask Ss work in group to point out what are they doing and use sentences we learnt today.For example, Susan and Sam are running.Step 5.Homework 1.Copy the new words in Part B.2.Write about the pictures in Part C.3.Review some other verbs.Step 6.Blackboard design

Unit 6

running

swimming sweeping

What are you doing?

I?m …/We?re

cleaning 3