英语学案样例模板
非谓语动词
★备注：标题名称按照X计划英语学科三级知识主题设定
教学过程：
一、预习
对上节课课后作业中的问题进行查漏补缺
二、知识讲解
知识点1：非谓语动词做主语的用法及规则
非谓语动词到底是什么？就是不能够做主语的动词的格式，只有三种格式，即：____________;
__________; _____________.
非谓语动词做什么用途？除了谓语动词之外，可以充当句子的各种成分，即：
_______________________________。
非谓语动词和谓语动词的区别到底是什么？谓语动词在使用的过程中，要遵从______和_____的要求，也就是说要完全符合时态和语体对于动词格式的要求。而非谓语动词在使用过程中，从格式上看，
只是截取了各种时态或语态要求的格式的一部分。
哪些非谓语格式可以做主语？_________；_________
to do 的用法：It be +adj +(for sb/ of sb) +to do sth
Tips: for sb 和of sb 的区别：当adj 形容sb 的时候，用of sb。
当adj 形容to do sth的时候，用for sb。
Eg. It’s very important for us to reach destination tonight.
It’s very kind-hearted of them to do me a favor.
另：当adj 变成no use/good；of little use/good; useless; not any use/good ,句式中的to do 就要变成doing。
Eg. It’s no good for you sitting too long.
It’s useless for me persuading him to accept our holiday plan.
非谓语动词作宾语的格式是什么？to do；doing
非谓语作宾语研究的重点是什么？句子中谓语动词是什么，决定了宾语是用to do 还是doing。
哪些动词后接不定式to do？
决心学会想希望；_______________________________;
拒绝设法愿假装；_______________________________;
主动答应选计划；_______________________________;
同意请求帮一帮；agree; beg/ask; help
哪些动词后接动名词doing？
考虑建议盼原谅；_______________________________;
承认推迟没法想；_______________________________;
避免错过继续练；_______________________________;
否认完成就欣赏；_______________________________;
禁止想象才冒险；_______________________________;
不禁介意准逃亡;___________________________________
另外：be used to; lead to; devote to/ apply to; go back to; stick to; object to; get down to; pay attention to; can’t stand; give up; feel like; insist on; thank you for; apologize for; spend time （in）同样要接doing 的格式。
某些动词后可以双接to do 和doing 的格式，但是意义不同。这些动词是哪些？
forget doing--- forget to do: _________________________；
remember doing--- remember to do: ________________________；
regret doing---- regret to do:_______________________________；
mean doing--- mean to do:_________________________________；
c an’t help doing--- can’t help to do:______________________________；
try doing--- try to do:_________________________；
关于like；love；prefer 的规定；
表示习惯性动作要用到doing；表示具体性的动作要用到to do。
经典例句：I like dancing but I don’t like to dance now.
Tips：would/should like to do 为固定的格式，表示愿意做什么事；
feel like doing 表示喜欢做什么
关于allow/ permit/ forbid/ advise 的规则
allow + doing
+ sb to do
Eg. This area doesn’t’t allow smoking!
My boss allows me to be late today.
表示“需要”怎么表达？need; require; want
+ to be done eg. This computer need sto be repaired.
+ doing eg. This computer requires repairing.
+ sb to do eg. My boss wants me to repair the computer.
表示“值得”怎么表达？worth/worthy
be worth doing/ n.
be worthy to be done/ of doing
eg. What you are doing is worth a good return.
The book is worthy to be read.
The book is worthy of reading.
什么是前“do” 后不“to”原则？
在“but”或者“other than”引导的句子中，当句子前半部分出现“do”后边的不定式省略“to”。
Eg. We could do nothing but wait.
We had no choice but to wait.
Tips: 可以省略不定式符号“to”的还有：can’t choose but ; can’t help but; can’t but; had better; would rather
Eg. He can’t choose but stay on.
对于“how to do”的格式应该注意的问题：
任何疑问词都适用于此格式，除了why之外。
知识点2：非谓语动词作宾语补足语，做定语，做状语的用法和规则
可以做宾语补足语的非谓语动词格式是什么？to do和done/doing
什么动词可以用不定式和分词作宾语补足语？感官动词和使役动词。
感官动词（watch, see, look at, notice, observe, hear, listen to）和使役动词“have”怎么来接宾语补足语？当宾语和宾补之间存在主动关系若动作完成，就用do；
若动作未完成或者说正在进行，用doing
当宾语和宾补之间存在被动关系若动作完成，用done；
若动作未完成或者说正在进行，用being done
Eg. When I passed by the classroom I heard a little girl singing an English song.
I saw a little girl stepped into a sports store.
I had my hair cut.
I had my car being repaired.
使役动词“let”怎么接宾补？
宾语与宾补之间为主动关系，用do；
Eg. Don’t let your child play with the matches.
宾语与宾补之间为被动关系，用be done；
Eg. Let the work be accomplished on time.
“leave”做使役动词表示什么意思？让什么人或什么事处于……状态。
使役动词“leave”怎么接宾补？
当宾语与宾补之间存在主动关系且动作正在进行：leave sb/sth doing
Eg. It’s wrong of you to leave the machine running.
当宾语与宾补之间存在被动关系且动作完成：leave sth done
Eg. The guests left most of the dishes untouched.
当宾语与宾补之间存在主动关系且表示将来的动作：leave sb to do
Eg. He left, leaving me to do all the rest work.
当宾语与宾补之间存在被动关系且表示将来：leave sth to be done
Eg. We hurriedly ended our meeting, leaving many problems to be settled.
“h ave”和“get”作为使役动词的用法是什么？
have/get sth done：表示由别人去做sth，sth 和done 之间是一种被动且完成的状态。
Eg. I had my hair cut.
Tips: have sth done表示的意思还有“遭受”的意味。
Eg. Tom had his leg broken while playing score.
have sb /sth doing 仍然表示由别人做什么，但是sb/sth 与do 之间表示的是主动且正在进行。
get sth/sb doing 表示“开始做”
eg. Our boss get us preparing the meeting of few days later today.
Tips: not have sb doing表示不能容忍别人做什么。
Eg. I won’t have you speaking like this to your dad.
get sb to do :表示主动且将来
Eg. My parents have me to study abroad.
不定式做定语的条件是什么？
a.动作表将来，若动作与被修饰的名词之间是主动关系，用to do；若动作与被修饰名词之间是被动关系，用to be done。
E.g. The car to be bought is for her sister.
b.用于序数词，最高级或由“no，all，any”等限定的中心词。
eg. He was the best man to do the job.
She was the first woman to win the gold medal for her country.
c.用于抽象性名词：
ability; chance; idea; fact; excuse; promise; answer; reply; attempt; belief; way; reason; moment; time.
分词作定语怎么用？
被修饰名词与分词之间是主动关系：doing
I’ve never seen a more moving film.
被修饰名词与分词之间是被动关系且完成：done
Things lost never come again.
被修饰名词与分词之间是被动且未完成：being done
The apartment being built is for the young teachers.
怎么区别to be done，done，being done 作定语？
它们都是在表达非谓语动词与被修饰词之间的被动关系，但是表达的时间不同。
The question to be discussed at tomorrow’s meeting is a very important one.
The song being sung is very popular.
Have you read the novel written by Dickens?
哪些形式作状语？不定式和分词
不定式作状语表达的意思是什么？
表示目的，从in order to，so as to 而来：
Helen had to shout to make her heard.
表示结果，从only to do而来：
He hurried to the station to find that the train had left.
表示条件：To look at him, you would like him.
表示程度，从enough to 或者too to而来
It’s too late to get it back.
表示原因，只跟在表示情绪的形容词之后：
I’m sorry to hear abo ut your failure.
分词作定语的原则是什么？
分词的逻辑主语与句子的主语要保持一致；
分词必须与主语存在逻辑上的主谓或者动宾关系。
怎么样区别各种形式的分词？
分词与主语之间是主谓关系，且与谓语动词同时发生—doing
Noticing her new hair style, her mother got angry.
分词与主语之间是主谓关系，但是先于谓语动词发生—having done
Having noticed sign, he parked his car in the pointed zone.
分词与主语之间是动宾关系—done
Given the chance, I will make a surprise.
分词与主语之间是动宾关系，且与谓语动词同时发生—being done
Being stared by the audience, the blind singer showed his wonderful voice on stage. 分词与主语之间是动宾关系但先于谓语动词发生-having been done
Having been checked for several times, the paper is published finally.
三、典型例题
例题1.
The play ______ next month aims mainly to reflect the local culture.
A. produced
B. being produced
C. to be produced
D. having been produced
答案：
解析：
例题2.
______, you need to give all you have and try your best.
A. Being a winner
B. To be winner
C. Be a winner
D. Having been a winner
答案：
解析：
例题3.
All of them try to use the power of the workstation ______ information in a more effective way.
A. presenting
B. presented
C. being presented
D. present
答案：
解析：
四、课堂搭配练习
A级
1. The children talked so loudly at dinner table that I had to struggle _____.
A. to be heard
B. to have heard
C. hearing
D. being heard
2. When asked why he went there, he said he was sent there _____ for a space flight.
A. training
B. being training
C. to have trained
D. to be trained
3. There is nothing more I can try _______ you to stay, so I wish you good luck.
A. being persuaded
B. persuading
C. to be persuaded
D. to persuade
4. Nowadays people sometimes separated their waste to make it easier for it _____.
A. reusing
B. reused
C. reuses
D. to be reused
B级
5. _______ the project in time, the staff were working at weekends.
A. Completing
B. Having completed
C. To have completed
D. To complete
6. the children all turned _______ the famous actress as she entered the classroom.
A. looked at
B. to look at
C. to looking at
D. look at
7. In order to improve English, _______.
A. J enny’s father bought her a lot o f tapes
B. Jenny bought a lot of tapes for herself
C. a lot of tapes were bought by Jenny
D. a lot of tapes were bought by Jenny’s father
C级
8. I’ve worked with children before, so I know what ______ in my new job.
A. expected
B. to expect
C. to be expecting
D. expects
9. Schools across China are expected to hire 5000 college graduates this year as short-term teachers, almost three times the number hired last year, _______ reduce unemployment pressures.
A. help
B. to have helped
C. to help
D. having helped
10. We are invited to a party ______ in our club next Friday.
A. to be held
B. held
C. to holding
D. holding
★备注：此部分习题可在X计划题库系统中选择
五、课后作业
A级
1. European football is played in 80 countries, ______it the most popular sport in the world
A. making
B. makes
C. made
D. to make
2. The managers discussed the plan that they would like to see ______the next year.
A. carry out
B. carrying out
C. carried out
D. to carry out
3. The purpose of new technologies is to make life easier, _______it more difficult.
A. not make
B. not to make
C. not making
D. don’t make
4. When I got back home I saw a message pinned to the doctor ______,“Sorry to miss you; will call later.”
A. read
B. reads
C. to read
D. reading
5. I’v worked with children before ,so I know what ______in my new job.
A. expected
B. to expect
C. to be expecting
D. expects
6. A computer does only what thinking people _______.
A. have it to
B. nave it done
C. have done it
D. having it done
7. What worried the child most was ____to visit his mother in the hospital .
A. his not allowing
B. his not being allowed
C. his being not allowed
D. having not been allowed
8. Cleaning woman in big cities usually get ______by the hour.
A. pay
B. paying
C. paid
D. to pay
9. Recently a survey prices of the same goods in two different supermarkets has caused heated debate among citizens.
A. compared
B. comparing
C. compares
D. being compared
10. He sent me an e-mail _______to get further information.
A. hoped B hoping C. to hope D. hope
B级
11._____is 1636, Harvard is one of the most famous universities in the United States.
A. Being rounded B It was founded C. Founded D. Founding
12. The ____boy was last seen ______near the East Lake.
A. missing, playing
B. missing, play C missed ,played D missed ,to play
13. Tony was very unhappy for _______ to the party.
A. having not been invited
B. not having invited
C. having not invited D not having been invited
14. Does your brother intend to study German? Yes ,he intends ________.
A. /
B. to
C. so
D. that
15. He claimed _______in the supermarket when he was doing shopping yesterday.
A. being badly treated
B. treating badly
C. to be treated badly
D. to have been badly treated
16. To fetch water before breakfast seemed to me a rule________.
A. to never B never to be broken C. never to have broken D. never to be breaking
17. She asked me to help her, _____that she couldn’t move the heavy suitcase alone
A. only to realize
B. realizing
C. having been realized
D. realized
18. Robert is said _______abroad, but I don’t know the country he studied in .
A. to have studied
B. to study
C. to be study D to have been studying
19. Let me tell you something about the jou rnalists. Don’t you remember ______me the story yesterday?
A. told
B. telling C .to tell D. to have told
20, There are five pairs ______,but I’m at a loss which to buy.
A. to be chosen
B. to choose from
C. to choose
D. for choosing
C级
21. ---Mum ,why do you always make me eat an egg every day?
---______enough protein and nutrition as you are growing up.
A. Get B Getting C To get D. To be going
22. The lady said she would buy a gift for her daughter with the_____.
A.20 dollars remained
B. 20 dollars to remain
C. remained 20 dollars
D. remaining20 dollars
23. Will those ____the children from abroad come to the headmaster’s office?
A. teaching
B. teach
C. who teaches
D. who teaching
24. While building a tunnel though the mountains,________.
A. an underground lake was discovered
B. there was an underground lake discovered
C. a lake was discovered underground
D. the workers discovered an underground lake
25. I meant ____,but when I was leaving I couldn’t find her anywhere.
A. to do
B. to
C. doing D doing to
26. _____more time, he’ll make a first-class tennis player.
A. Having given
B. To give
C. Giving
D. Given
27.---Do you have any letters ______ today?
---I had my son _______it this morning .Thank you anyway.
A. post , to post
B. posting ,post
C. being posting , posted
D. to be post ,post
28. He went to American _____some English as well as ____.
A. learning ,to travel
B. learning, traveling
C. to learn, travel
D. to learn ,to travel
29. The party was a success ,but we thought it a pity not ______you.
A. to invite
B. to be inviting
C. to have invited
D. to be invited
30. When I handed the report to John , he said that George was the person______.
A. to send
B. for sending it
C. to send it to
D. for sending it to
★备注：此部分习题可在X计划题库系统中选择
六、课后评价
本堂课我们主要学习了非谓语动词的使用，该生在课堂表现非常好，认真听课，积极和老师互动，已经可以区分哪些是非谓语动词，并知道如何使用，只是在做题的过程中由于单词量偏少，会影响准确率，所以建议在课后多背一些单词，上一堂课老师布置的作业完成的非常好，五道题做对了四道，希望老师这次布置的作业能全部做对，同时请把下堂课要学习的名词性从句的内容再预习一下。加油！
★备注：课后评价要包含“本节课主要内容概括”、“本节课学习态度”“知识掌握情况（通过课堂反馈题进行分析）”“需要注意哪些问题”及“上一次课后作业完成情况”“课后要完成两件事情：1、作业，2、预习”等六部分，内容多少老师自定，但需要语言真诚、体现学生实际情况，并且语言风格以鼓励为主，语气温和。
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五年级英语微课教案
五年级英语微课教案 教学内容：let’s read 教学目标： 1．能够理解并会朗读Let’s read部分的短文，并回答课后问题。 2．基本掌握现在进行时的用法。 教学重、难点： 1．重点是理解并正确朗读短文，能读懂会说Let’s read 中的对话，尤其是复习巩固现在进行时的用法。 2．难点是能灵活运用Let’s read中的语言。 课前准备： 教师准备本课时所需的词卡。 教学过程： Step 1 Preparation 1.出示第二单元A let’s learn部分的单词卡，学生同桌之间可以开火车的形式操练How do you feel? I feel sick. I have a fever… 2.教师出示第二单元的单词卡，学生同桌之间操练句型。 3.教师提问：We’re going to have a farewell party. How do you feel? 学生自由回答：I feel….. Step 2 Pre-reading 出示图片或动作展示，引导学生用现在进行时来描述。例如：
I am …ing. He / She is …. Is he / she …? 诸如此类的句子。 Step 3 In-reading 1. General reading 让学生快速浏览，并回答： A: Is Liu Yun happy? B: How many gifts? Check the answers. 2. Detailed reading 让学生仔细阅读，回答（在课本上划出答案）： A: What are the gifts? B: What does Liu Yun give in return? Check the answers. (3) Read and write 让学生再次细读，完成基础训练上的题目。 Check the answers. 跟读 Read aloud . Step 4 Post-reading 1.学生分角色朗读对话，提出不理解的句子，教师解惑答疑。 2.学生进行小组对话练习，然后进行表演，教师鼓励学生在原有对话的基础上进行改编和创新。
高中英语学案设计-写作
Unit 1 Festivals around the world Period 3语言运用 学习目标 1.To have a better understanding of the love story. 2.To learn to express ideas of festivals and celebrations freely. 学习过程 Ⅰ.Pre-reading activity 浏览文章内容,把握阅读速度;结合插图,猜测文章话题。 Task 1 Skimming—Skim the text and find out the main idea of the story. 1.What is the main idea of the passage? 2.What is the reason why Li Fang and Hu Jin did not meet on time? 3.Why was Li Fang so worried at the end of the story? Task 2 Careful reading 1.It was obvious that the manager of the coffee shop was waiting for Li Fang to leave. It作,真正的主语是 It was obvious that的含义是 2.Finding that Zhinü was heart-broken,her grandmother finally decided to let the couple cross the Milky Way to meet once a year. 分词作。(定语、状语、主语) Ⅱ.Writing 学习建议:请根据写作指导完成写作任务。 The topic is “The Spring Festival”.The writing must be written about 120 words. 1.Recall some pictures about the Spring Festival. 2.(1)春节是中国人的重要节日; (2)春节在哪一天(农历:the lunar calendar); (3)除夕一家人吃团圆饭(have a...meal); (4)守岁放爆竹迎新年(爆竹firecracker); (5)大年初一亲朋好友拜年(exchange...greetings); (6)孩子们的压岁钱(lucky money)。 According to the above points,make an outline about how to describe the custom of the Spring Festival. 3.Discuss with your partners how to describe the Spring Festival and then enrich your content.In the meanwhile,look up some new words in the dictionary. 4.Please finish the composition according to the above outline. 5.After finishing your writing,swap your composition with your partners and correct mistakes. 6.Hand in your composition. 好词好句
英语微课教学设计
英语微课教学设计 文昌市华侨中学符云贞 教学课题: there be 结构 一、教学目标: 1、掌握There be 结构所表达的意义。 2. 掌握There be 结构的一般现在时和一般过去时基本句式。 3. 掌握There be 结构的回答方式。 二、重点难点 there be 句型的肯定式、否定式一般疑问句及其回答方式。There be句型和have\has的区别 三、教学方法: 讲授法、分组讨论法、任务型教学法、多媒体教学 四、教学过程 （一）、there be构成 There be ...句型，表示的是“某地或某时有某人或某物”，其结构为There be(is，are，was, were )+某物/ 某人+ 某地/ 某时。 二、There be 结构的一般现在时和一般过去时各种句式。 (1)肯定式 There is a supermarket on that road. 在那条路上有一个超市。
There was a supermarket on that road last year. 去年在那条路上有一个超市。 There are many people here on vacation. 有很多人在这里度假。 There were many people here on vacation last summer. 去年夏季有很多人在这里度假。 （2）否定式 There be句型否定句式的构成和含有be动词的其它句型一样，在be后加上“not”。例如： There isn`t a supermarket on that road. 在那条路上没有超市。 There wasn`t a supermarket on that road last year. 去年在那条路上没有超市。 There aren`t many people here on vacation. 没有很多人在这里度假。 There weren`t many people here on vacation last summer. 去年夏季没有很多人在这里度假。 （3）一般疑问句：There be结构的一般疑问句变化只需把be动词移到句首，再在句尾加上问号即可。例如：Is there a supermarket on that road ? 那条路上有超市吗？ Are there many people here on vacation.?
高一英语学案
高一英语学案 Units 9-10 (B1) 【知识网络】 一、重点词汇与短语 1．add用法小结： （1）的基本意思是“增加、添加，加上”，一般作及物动词，后接名词、数词等作宾语。 例如： Add more hot water to the soup – it is too salty. 在汤里多加点热水–太咸了。 Add a few more names of laborers to the list. 名单上再加上几个工人的名字。 （2）表示“加；加起来”的意思。 例如： If you add 4 to 3，you get 7. 四加三得七。 Add up these figures, please. 请把这些数字加起来。 （3）表示“补充说；又说”。 例如： I should add that we are very pleased. 我要补充的是我们非常高兴。 I should like to add that we are pleased with the test result. 我还要补充说一下,我们对测试结果表示满意。 （4）常用短语： ●add something to something: add fuel to the fire: 火上浇油 ●add up/together: 加算；合计He wrote down the weight of each stone and then added up/together all the weights. 他把每一块石头的重量记下来，然后把所有的重量加在一起。 T he various facts in their report just don't add up. 他们报告中的各方面材料根本串不起来。 ●add to: 增加 Our coming added to your trouble. 我们的到来给你们增加了麻烦。 ●add up to：总计达到…，总和为…，总数达…： His debts added up to 40,000 dollars. 他的债务总计达到40，000美圆。 2．remind用法小结：remind作为及物动词，常与of, to infinitive, that连用，意思是“使想起；使记起；提醒”。 例如： Remind me to write to Mother. (后接somebody to do something ) 提醒我给妈妈写信。 This reminds me of last year. (后接somebody + of + something) 这使我想起去年的事。
人教版高一英语学案
Unit1 Friendship part 1 (new words) Learning Aims(学习目标): 1.Understand the meaning and usage of words in warming-up and reading 了解并掌握重点词汇 2.Practice using some important words in bold . Learning importance (学习重点): key words Learning procedure:： 1.add up合计，加起来；合情理 add up to加起来达到，总计为；add to增添add...to...把……加到……里 eg. 1.Add up your score and see how many points you get. 累加你的分数, 看你得多少分。 2.The numbers add up to exactly 100. 这些数字的总和恰好是100。 Exercise: The heavy rain _________the difficulty in rescuing the buried people.大雨增加了营救被掩埋群众的困难。 2.upset adj.心烦意乱的；不安的；v. upset，upset，upsetting 使不安；使心烦；打乱；扰乱；打翻be upset about/at/over为……烦恼It upsets sb.that...让某人心烦的是…… eg. 1.There is no point being upset about it. 犯不着为此事而难过。 2.I’m sorry. I didn’t mean to upset you. 对不起, 我没想要让你不高兴。 3.It upset him that nobody had bothered to tell him about that.让他不高兴的是, 谁也没把那件事告诉他。 4.She was upset that he had left without saying goodbye. 他的不辞而别让她感到不安。 夯实基础 (1)用upset的适当形式填空 ①She sounded _______________when I said you couldn’t come. 3.ignore v.不理睬；忽视；不顾 ignorance n.无知；愚昧；不知道out of ignorance出于无知ignorant adj.无知的；愚昧的；不知道的be ignorant of不知道…… eg.1. You will ignore the bell and go somewhere quiet to calm your friend down. 你会不顾铃声, 而是去某个安静的地方安慰你的朋友。 2.We can’t afford to ignore their advice. 我们不能不考虑他们的劝告。 夯实基础(1)用ignore的适当形式填空 ①They fought a long battle against prejudice and_______________. 4.calm adj.镇静的，沉着的(not excited，upset，etc.)；风平浪静的；无风的；v.(使)平静，(使)镇静calm sb.down使某人平静下来keep/be/stay calm保持镇静calm down平静 镇静 下来 eg. 1.We waited inside until things calmed down. 我们待在室内等着, 直到一切都恢复了平静。 2.He took a few deep breaths to calm himself down. 他深深吸了几口气, 使自己平静下来。 3.It is important to keep calm in the face of danger. 在面临危险时, 保持镇静是重要的。Exercise:（1）I t is not easy to ____ the excited man _____. 5.concern v.影响 ；涉及 与……有关 be connected with ；让 某人 担忧 be worried about ；n.担心，忧虑；关心concerned adj.担心的；忧虑的；感兴趣的as far as sb.be concerned就某人而言 concerning prep.关于 eg.1.Can you tell us what concerns you most? 你能告诉我们什么让你最担忧吗? 2.More and more people are showing concern for the safety of school buses.越来越多的人在关注校车的安全问题。 3.As far as I’m concerned, I disagree with his idea. 就我个人而言, 我不同意他的想法。Exercise: It is love and __________that have brought about the great changes. 6.go through经历，经受 experience ；仔细查看 go o ver ； 法律等 通过；用完 use up ；浏览 look through get through通过；接通电话；用完look through浏览；往……里面看break through冲破；突破 eg.1.The poor girl has gone through such a lot since her parents died. 这个可怜的女孩自父母去世后经历了许多苦难。 2.The doctor will go through the operation soon. 那位医生很快就会做完手术了。 3.I went through the students’ papers last night. 昨晚我仔细阅读了学生们的论文。 7.set down放下 put down ；记下 write down ；登记；让……下车 set off动身；引爆；引起set up竖立；建立；张贴set an example树立榜样be set in以……为背景eg.1.You had better set down your idea before you forget it. 你最好把你的想法写下来, 以免忘记。2.She has set a good example for us. Exercise: 1.The bus stopped to _____________an old lady. 公共汽车停下来让一位老太太下车。 2.Please help me _____________the names of all the students. 请帮我把所有学生的名字都登记下来。 8.in order to为了 in order not to do...为了不做…so as to do...为了做…in order that/so that后接从句，为了…… eg 1.In order to pass the exam, he studied even harder. 为了通过考试, 他学习更加努力。 2.He went to sleep early in order to get up early the next day. 为了第二天早起, 他早早地就睡觉了。Exercise: 1..__________________encourage the students to take outdoor exercise ，our school organized a mountain-climbing on April 10. 为了鼓励学生进行户外锻炼，我们学校在四月十号组织了爬山。 特别提醒 in order to与so as to都可以表示目的，但so as to不能用于句首，而in order to既可置于句首，也可置于句中。两者都可转换成in order that/so that引导的状语从句。 9.power n.能力；力量；权力；动力 come to/into power掌权；上台in one’s power在某人的掌控中
英语教学设计模板
Module 5 Unit 2 It’s too big for you. 教学设计 【目标确定的依据】 1.课程标准相关要求 知道要根据单词的音、义、形来学习词汇。能认读所学词语，能根据拼读的规律，读出简单的单词。能根据图片、词语或例句的提示，写出简短的语句。能正确朗读所学故事或短文。在学习和日常交际中，能初步注意到中外文化异同。 2.学情分析 五年级下册第五模块学习的重点是巩固用形容词说明事物特性的用法。这是形容词的重要用法之一，难度相对不大，但我们要注意引导学生对形容词进行归纳和总结，并给学习有困难的学生更多运用和实践的机会。学生在四年级已经学习了一些表达事物特性的形容词，为本节课奠定了一定基础。 3.教材分析 第2单元课文情境是Amy和Lingling在商场买衣服，Amy和Lingling觉得一件带有熊猫图案的T恤衫很漂亮，不过这件衣服的尺码对Lingling来说太大了。Lingling询问售货员是否有尺码小一些的，售货员拿出一件白色的，Amy觉得这件衣服很漂亮，建议Lingling 带这件衣服回中国。本单元的任务要求学生为朋友的生日选择礼物。 【教学目标】 1.通过尝试自然拼读、跟读、个人试读、同桌互助等活动，能正确认读本单元单词：too, try, lovely,提高学生自主学习单词的能力。 2.通过呈现活动、练习活动、交际活动等学习本模块中描述事物特性的句型：It’s too...for...运用这些句型来描述事物的特性。 3.通过对话教学与情境教学等方法学习会话内容，能正确朗读本单元的课文。 【教学重难点】 重点：能正确认读本单元单词，正确朗读课文。 难点：能够运用所学习的句型：It’s too...for...来描述事物的特性。 【课时安排】1课时 【评价任务】 1.借助幻灯片、图片认读本单元新单词。（检测目标1的达成情况） 2.班内汇报、展示目标语言的运用情况。（检测目标2的达成情况） 3.组内分角色朗读课文，班内进行展示表演，检查课文的朗读情况。（检测目标3的达成情况）
初中英语语法微课教案新部编本
教师学科教案[ 20 – 20 学年度第__学期] 任教学科：_____________ 任教年级：_____________ 任教老师：_____________ xx市实验学校
初中英语语法微课教案（定语从句） 定语从句在句中做定语，修饰一个名词或代词，被修饰的名词词组或代词即先行词。定语从句通常 出现在先行词之后，由关系词（关系代词或关系副词）引出。 关系代词有：who, whom, whose, that, which等。 关系副词有：when, where, why等。 18.1 关系代词引导的定语从句 关系代词所代替的先行词是人或物的名词或代词，并在句中充当主语、宾语、定语等成分。关系代词在定语从句中作主语时，从句谓语动词的人称和数要和先行词保持一致。 1）who, whom, that 这些词代替的先行词是人的名词或代词，在从句中作主语和宾语。例如： is he the man who/that wants to see you? 他就是你想见的人吗？（who/that在从句中作主语） he is the man whom/ that i saw yesterday. 他就是我昨天见的那个人。（whom/that在从句中作宾语）2）whose 用来指人或物，（只用作定语, 若指物，它还可以同of which互换）。例如：they rushed over to help the man whose car had broken down.那人车坏了，大家都跑过去帮忙。 please pass me the book whose （of which）cover is green.请递给我那本绿皮的书。 3）which, that所代替的先行词是事物的名词或代词，在从句中可作主语、宾语等。例如： a prosperity which / that had never been seen before appears in the countryside. 农村出现了前所未有的繁荣。（which / that在句中作宾语） the package （which / that）you are carrying is about to come unwrapped. 你拿的包快散了。（which / that在句中作宾语） 18.2 关系副词引导的定语从句 关系副词可代替的先行词是时间、地点或理由的名词，在从句中作状语。 1）关系副词when, where, why的含义相当于\"介词+ which\"结构，因此常常和\"介词+ which\"结构交替使用。例如： there are occasions when （on which）one must yield.任何人都有不得不屈服的时候。 beijing is the place where（in which）i was born.北京是我的出生地。 is this the reason why （for which）he refused our offer?这就是他拒绝我们帮助他的理由吗？2）that代替关系副词，可以用于表示时间、地点、方式、理由的名词后取代when, where, why和\"介+which\"引导的定语从句，在口语中that常被省略。例如： his father died the year （that / when / in which）he was born.他父亲在他出生那年逝世了。 he is unlikely to find the place （that / where / in which）he lived forty years ago. 他不大可能找到他四十年前居住过的地方。 18.3 判断关系代词与关系副词 方法一：用关系代词，还是关系副词完全取决于从句中的谓语动词。及物动词后面无宾语，就必须要求用关系代词；而不及物动词则要求用关系副词。例如： this is the mountain village where i stayed last year. 这是我去年呆过的山村。 i\'ll never forget the days when i worked together with you.我永远不会忘记与你共事的日子。 判断改错： （错）this is the mountain village where i visited last year. （错）i will never forget the days when i spent in the countryside.
高一英语导学案
高一英语导学案 主备者：杨静 一、Lesson subject: M3 U5 Canada---“The True North” 二、Teaching type: Reading and important language points 三、Teaching aims: 1.grasp words and expressions in the passage. 2. Master the noun clauses--- appositive clause 3.Talk about the basic information about Canada— location, main cities, customs and cultural diversity. 4.Learn how to read a traveling report and use maps. 四、Teaching emphasis:1.Learn the new words and phrases in the passage. 2.Learn to use the noun clauses---appositive clause correctly 3.Learn to express directions and positions. 五、Teaching difficulties: 1.The noun clauses---appositive clause 六、Teaching methods: self-study , cooperation . Inquiry 七、Class time: 6 period 八、Learning process: （一）self-study A. Words 1、景色；风景n．______________ 2、测量；衡量；判定v.&n.计量制；计量单位；措施________________ 3、在船、飞机、火车或公共汽车上prep.& adv________________ 4、在……之内prep._______________ 5、证实；证明；批准vt ________________ 6、接近；大约adv. ________________ 7．在附近adv.& 附近的；邻近的adj.________________ 8、行李n．________________→______________(同义词) 9、聊天；闲聊n.& vi________________ 10、边；边界n. & 与......接壤v.________________ B. Vocabulary Enlargement 1、.包围；围绕vt.& vi_______________ 2、使印象深刻；使铭记vt.______________ 周围的事物；环境n_______________ 给人深刻印象的；感人的adj.______________ 周围的adj_______________ 印象n._____________ 3、混合；调配vt.&vi.______________ 4、混合；调配vt.&vi. ______________ 混合(物)；混合状态n.______________ 混合(物)；混合状态n.______________ 5、距离；远方n.______________ 6、传统；风俗n._____________ 远的；远方的adj. ______________传统的adj._____________ 7、使恐怖；恐吓vt.______________ 8、富有的；富人；有钱人adj.& n____________ 恐惧n. _____________财富n.___________ 恐惧的；受惊吓的adj. ______________
英语教学设计模板及范例
一、教材分析:Analysis of the Teaching material 二、教学目标:Teaching alms and demands: 三、教学重难点:Teaching keys and difficulties: 四、教学方法:Teaching methods: 五、教学工具:Teaching aids： 六、教学过程:Teaching procedures: 七、板书设计：Blackboard Design. 八教学评价与反思 一份正规的高中英语教案主要应该包含上面的八个要点，也是作为一份教案应该具有的基本格式。
《Making Apologies》说课稿 关于课文 本篇课文选自中等职业技术学校教材《基础英语》第一册。 教学目标和要求 本课是第2课时，教学目标主要是对课文中的对话进行阅读、巩固和拓展。要求通过学习，学生能达到以下要求： 1．知识目标 能够牢固掌握好课文对话中的重点词汇词组；阅读对话并且根据提示完成对话，运用已经学会知识让学生分角色进行口语练习，特别要求记忆Sarah所说的话并能当堂表演对话。能够拓展对话，根据图片内容创作一段对话。
2．能力目标 能够独立阅读课文对话，能够正确理解课文对话并根据提示完成对话，能够用英语表达歉意和接受道歉并学会为工作中所犯的错误致歉。能够拓展对话，完成看图说话并把每张图片的对话内容连在一起形成一段对话。 3．情感目标 通过小组讨论，培养同学们的交际能力和团队合作精神； 不同的教学目标和要求 A. 对于基础相对好的同学，能够阅读对话并且根据提示完成对话，运用已经学会知识让学生分角色进行口语练习，能当堂表演对话，能够拓展对话，根据图片内容创作一段对话。 B. 对于基础中等的同学，能够完成课文对话，分角色进行口语练习，能当堂表演对话。 C. 程度较弱的同学，要求能够熟练掌握课文中的生词和词组，能够正确完成课文对话。 教学重点 英语道歉和接受道歉的词汇及表达；学习英语在工作中犯错误的表达；根据提示完成对话；表演对话； 教学难点 根据提示完成对话，表演对话，拓展对话，根据图片创作对话。 学情分析 该班部分学生英语基础比较好，部分比较薄弱，学习的主动性参差不齐，性格普遍也比较内向。 教学指导思想 鉴于以上情况，本人在教学活动中采用任务型教学，充分调动学生学习的主动性，积极性，自觉性，充分体现课堂上学生为主，教师为辅，师生互动的指导思想，让每一个学生都能“动”起来，不同层次的学生都能有一定的提高。 教学活动 热身练习：整堂课的教学活动设计是由易到难的。先复习上节课所学到的表达道歉和接受道歉的句型，要求学生能回顾出英语的表述形式，为之后的教学活动先做一个热身练习。 活动一：work in pairs to discuss how to express your apologies to someone for doing wrong things and how to accept an apology，write on the board the sentence patterns. 活动二：learning words and expressions, then do words exercises 活动三：Complete the conversation of the text by using the words given as clues Background introduction of the conversation: Sarah : the secretary of Mr. Black
英语的微课教学设计课题
英语微课教学设计 授课教师姓 名 董小丽学科英语教龄17 微课名称 There be句 型视频长度7分15秒 录制时 间 2016.9 知识点来源学科：英语年级：四年级教材版本：上海教育出版社知识点描述理解there be 句型的含义及用法。 预备知识 学习掌握了各种图形的英文表达，以及数字1到10的英语表 达。 教学方法多媒体教学法，讲授法，任务型教学法，对比观察法，总结法适用对象四年级学生 设计思路 小学四年级学生对there be 句型的理解比较抽象，通过与数学图形的结合，能更好的的理解该句型的含义；接着通过各种there be句型的对比练习，学生归纳总结其用法；最后学生就会形成自己there be句型的初步理解。当老师和学生接触到理解there be句型时就可以利用此微课。 教学过程 内容时间 一、导入（40秒） Hello，本节微课重点讲解there be句型的含义 及用法，通过Count numbers about shapes来实现 这个教学目标。 40秒
二、新授 （4分钟左 右） 三、导入 （40秒） Hello ，本节微课重点讲解there be 句型的含义 及用法，通过Count numbers about shapes 来实现这个教学目标。 40秒 四、新授 （4分钟左 右） Q1: What are these? Q2: Look at the picture. What shape is it? 通过旧知，引出新知，初步感知there be 句型。 Q3: How many shapes are there? There are five shapes. 90秒 通过数不同的形状，运用there be 句型回答问题。 1. How many squares are there? 2. How many rectangles are there? 3. How many triangles are there? 4. How many stars are there? 50秒 1. What’s in the picture? 2. How many doors are there? 3. How many trees are there? 4. How many windows are there? 通过结合形状拼起来的房子图片，熟练运用there be 句型回答问题，达到巩固的目的；并且初步观察 there be 句型的特点。 120秒 三、练习 （70秒） 用there is / there are 完成练习。 1. There a house and some 70秒 90秒
人教版高二英语导学案：必修五 unit1 great scientists 【第1课时】(精修版)
人教版英语精品资料（精修版） 词汇运用: 1.characteristic n.特色；特性；典型adj.特有的；典型的 Kindness is one of his characteristics. 和善是他的特性之一。 【即学即用】 He proved himself a true gentleman and the beauty of his _________was seen at its best when he worked with others. A. characteristic B. character C. appearance D. temper 易混辨析: character/characteristic character n.性格，品质（本身具有的）；角色，人物；字符 characteristic n. 特点，特征（用以区别于其他事物的）高手过招 2.put forword 搭配：put oneself /sth forward 自荐或推荐某人为某职位的候选人 put sth. forward 提前，把时钟往前拨；提出 例句：Shall we put him forward as the candidate for chairman of the committee? 运用:他提出了一个更好的计划。 _________________________________________________. 拓展：put away 收拾好put out 扑灭，生产put up 举起，搭建，张贴put down 放下，写下 put on weight 增加体重put off 推迟 put on 穿上，上演put up with 容忍 3. attend v.注意；留意；处理(与to连用)=do with； 出席；到场；照看；照料=take care=look after 常用结构： attend school/college 上学/上大学 attend a lecture/meeting 听讲座/出席会议 attend a wedding/ceremony 出席婚礼/参加典礼 attendance n. 出席；出席的人数；伺候；照料 【例句】
全英文英语教案模板
Lesson plan NSEFC Module2 Unit Reading In Teacher: Period：Period1 Type：Reading Duration: 45minutes Teaching ideology The current theory view reading as a interactive process which involves not only the printed page but also the reader’s old knowledge of the language in general, the world and the text types. In the reading process, these factors interact with each other and compensate for each other. Based on the understanding of reading as an interactive process, teaching reading in the classroom is divided into three stages in which the top-down and bottom-up techniques integrated to develop the students language efficiency in general and reading strategies. The three stages are pre-reading, while-reading and post-reading. Teaching material and learning condition The analysis of teaching material The teaching material is the reading part from NSEFC Module2 Unit. The topic of this unit is . This passage mainly introduces . The passage consists of paragraphs. The first paragraph is a general introduction of the . Para.2 to Para.4 introduces . The last paragraph tells about . The topic is not new to the Ss. But there is some new words and phases in the passage. The analysis of learning condition The students are from grade1 in senior high school. As high school students, they have achieved certain English level and they have the ability to get the basic idea of the reading. Since they are in grade1, they are easily activated and want to air their own opinions on the topic. They are familiar with the topic of and know some. But they may not know before. Moreover, their vocabulary is limited so they may have difficulties in understanding some sentences. Learning objectives 1. Language skills ●At the beginning of the class, Ss can predict the content of the passage based on the title. ●Ss can scan the passage and find out the specific information such as the person related with ●Ss can summarize the passage with the help of the clues of the passage.