俗话说,凡事预则立,不预则废。作为教师就要在上课前做好适合自己的教案。教案可以让学生能够在教学期间跟着互动起来,帮助教师掌握上课时的教学节奏。那么一篇好的教案要怎么才能写好呢?为满足您的需求,小编特地编辑了“Lesson4DreamHouses教案”,大家不妨来参考。希望您能喜欢!
Lesson4DreamHouses教案
Teachingaims:
A:Knowledgeaim:
vocabulary(cottage,apartment,basement,garage,narrow,balcony,washroom,bathroom,sittingroom,curtain,airconditioner,holdone’sbreath)
B:Abilityaim:
a.topractiseextensivereadinginordertounderstandthemainideaofeachparagraphandguessthemeaningofnewwordsfromthecontext.
b.topractiseintensivereadingtogetdetailedinformation.
c.topractiseoralEnglishandwrittenEnglish.
2.Teachingmethod:Directteachingmethod.
Teachingprocedures:
Stepone:Warm-upandlead-in
Enjoysomepicturesofdifferentstylesofhousesandrooms.
Question:whatkindofhousedoyoulikemostandwhy?
(Introducethetopicofthislesson,giveSsastagetoshowtheirinterestandability)
Steptwo:Beforereading
AnintroductionoftheauthorandthebookTheHouseonMangoStreet
Theauthor:
SandraCisnerosisoneofthemostinteresting‘Latina’writersintheUSA.Herfatherwasexicanandhermotherwas‘Chicano’.Sheisbothapoet(诗人)andshortstorywriter.
TheHouseonMangoStreetwasaboutadissatisfiedlittlegirlnamedEsperanza,themaincharacterofthenovel.Shewasbroughtupbyapoorfamily.Esperanzawasayounggirlofmanyhopesanddreams.Onedreamshehadwastoleaveherchildhoodmemoriesbehindonedayandliveinarichfamilywithanicehusbandandfamily.OneremarkablethingaboutEsperanzawasthatshewantedtomakeherselfdifferentfromalltheotherfemalegenders(女性).Stepthree:Fastreading
Readthetextquickly.Whichofthesethingsdidthegirl’sdreamhousehave?
Aswimmingpool,abiggarden/yardwithtrees,abalcony,runningwater,agamesroom,threewashrooms,realstairs,abasement
(TotrainSs’abilityoffastreadingandhowtogetthemainideaofeachparagraph)
Stepfour:Intensivereading
Readthepassagecarefullyandanswerthefollowingquestionsinpairs:
1.Howmanyplaceshasthegirllivedin?
2.WheredidshelivebeforeMangoStreet?Whydidtheyleave?
3.Whydidthegirlwantatleastthreebathrooms?
4.WhodidMamaandPapatalktoabouttheirdreamhouse?
5.WhatdoyouthinkwasthebiggestproblemwiththehouseinMangoStreet?
Stepfive:Languagepoints
1.ButwhatIrememberedmostismovingalot.
what用来引导名词性(主语,宾语,表语)从句,同时在句中又担句子成分,译为“…的”
movingalot在句中作表语
e.g.Theteacher’sjobisteachinghisstudentsknowledge.
e.g.1.Whatheboughtyesterdayarethreebooks.(主语从句)
2.IamenjoyingwhatI’mlisteningnow.(宾语从句)
3.Heisn’twhatheusedtobe.(表语从句)
2.Eachtimeitseemed(that)there’dbeonemoreofus.
Itseems/seemedthat…
=sb.seems./seemedtodo
e.g.Itseemsthathehasbeenill.=Heseemstohavebeenill.
Itseemedthatyouhadheardofit.=Youseemedtohaveheardofit.e.g.1.Itseemsasifyouarethefirstonetobehere.(与事实可能相符)
2.Itseemedasifhehadjuststeppedoutofafairlybook.(与事实不相符)
3.That’swhyMamaandPapalookedforahouse…
why引导表语从句在从句中作状语,表示结果。
That’swhyhespokeFrenchsofunnily.
because引导表语从句在从句中作状语,表示原因。
That’sbecauseyou’redoingtoomuch.
reason作主语时,表语从句一般用that引导
Thereason(whyhewaslateforschool)wasthathesuddenlyfellill.
4.Andourhousewouldhaverunningwaterandpipesthatworked.
runningwater自来running是v-ing形式作定语
asleepingboy正在睡的孩子boilingwater沸腾的水
区别:boilingwater/boiledwaterfallingleaves/fallenleaves
5.Ourhousewouldbewhitewithtreesaroundit.
“with+宾语+宾补”(adj./adv.
/V-ing
/V-en/Prepositionphrase)Helookedatus,withhismouthopen.
Theemperorwalkedinthefrontoftheprocession,withnothingon.
Hefellasleepwiththelampburning.
Hewentouttoplaybasketballwithhishomeworkdone.
Wesawawhitehousewithbeautifulflowersinfrontofit.
6.Outbackisasmallgarageforthecarwedon’townyet
=Asmallgarageforthecarwedon’townyetisoutback.倒装结构,
wedon’townyet,是定语从句,修饰名词thecar.
e.g.1.金字塔里面是国王和王后们的墓室和通往墓室的长长的通道.
Insidethepyramidsaretheburialroomsforthekingsandqueensandlongpassagestotheserooms.
2.房子的前面是花园,后面是树林。Infrontofthehouseisagarden,atthebackofitisaforest.Stepsix:Oralpractice
Ingroupoffour,designahousethatyouthinkisperfectanddothedrawingonapieceofpaper.Thendescribeittootherstudents.Trytousethekeywordsonpage42tohelpyou.
(topracticeSs’abilityofspeaking)Stepseven:Homework:
Writeacompositionaboutyourdreamhouse:MyDreamHouse(topracticeSs’abilityofwriting)1.
2.
作为优秀的教学工作者,在教学时能够胸有成竹,作为高中教师就需要提前准备好适合自己的教案。教案可以保证学生们在上课时能够更好的听课,帮助高中教师在教学期间更好的掌握节奏。我们要如何写好一份值得称赞的高中教案呢?下面是小编精心为您整理的“Lesson4SeaStories-grammar学案”,欢迎阅读,希望您能够喜欢并分享!
Lesson4SeaStories-grammar学案
语法知识:定语从句
(一)限定性定语从句
一、关系代词(在句中作主语、宾语或定语)指人
指物
关系代词
Who,whom,that,whose
That,which
二、关系副词(在句中作状语)
关系副词=介词+关系代词
表原因:why=forwhich
表地点:where=in/at/on/...which(介词同先行词搭配)
表时间:when=during/on/in/...which(介词同先行词搭配)
(二)非限定性定语从句
非限定性定语从句的作用是对所修饰的成分作进一步说明,通常是引导词和先行词之间用逗号隔开,将从句拿掉后其他部分仍可成立
1.which引导的非限定性定语从句来说明前面整个句子的情况或主句的某一部分
2.当先行词是专有名词或物主代词和指示代词所修饰时,其后的定语从句通常是非限制性的,例如:
CharlesSmith,whowasmyformerteacher,retiredlastyear.查理·史密斯去年退休了,他曾经是我的老师。
Myhouse,whichIboughtlastyear,hasgotalovelygarden. 我去年买的的那幢房子带着个漂亮的花园。
Thisnovel,whichIhavereadthreetimes,isverytouching.这本小说很动人,我已经读了三遍。
3.非限制性定语从句还能将整个主句作为先行词,对其进行修饰,这时从句谓语动词要用第三人称单数,例如:
HeseemsnottohavegraspedwhatImeant,whichgreatlyupsetsme.他似乎没抓住我的意思,这使我心烦。
Liquidwaterchangestovapor,whichiscalledevaporation.液态水变为蒸汽,这就叫做蒸发。
4.有时as也可用作关系代词
5.在非限定性定语从句中,不能用关系副词why和关系代词that,而用who,whom代表人,用which,whose代表事物.;
(三)介词+关系代词引导的定语从句
关系代词在定语从句中做介词宾语时,从句常由介词+关系代词引导。
(1)Theschool(that/which)heoncestudiedinisveryfamous.
(2)Theschoolinwhichheoncestudiedisveryfamous.
1.含有介词的动词短语一般不拆开使用,如:lookfor,lookafter,takecareof等
2.若介词放在关系代词前,关系代词指人时用whom,不可用who或者that;指物时用which,不能用that;关系代词是所有格时用whose.
3.“介词+关系代词”前可有some,any,none,both,all,neither,most,each,few等代词或者
(四)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。不及物动词后面无宾语,就必须要求用关系副词或者是介词加关系代词;而及物动词后接宾语,则要求用关系代词。
方法二:准确判断先行词在定语从句中的成分(主、谓、宾、定、状),也能正确选择出关系代词/关系副词。
(五)关系代词that的用法
(1)不用that的情况
(a)在引导非限定性定语从句时。
(错)Thetree,thatisfourhundredyearsold,Isveryfamoushere.
(b)介词后不能用。
Wedependonthelandfromwhichwegetourfood.
Wedependonthelandthat/whichwegetourfoodfrom.
(2)只能用that作为定语从句的关系代词的情况
(a) 在therebe句型中,只用that,不用which。
(b) 在不定代词,如:anything,nothing,theone,all,much,few,any,little等作先行词时,只用that,不用which。
(c) 先行词有theonly,thevery,thesame,thelast,just修饰时,只用that。
(d) 先行词为序数词、数词、形容词最高级时,只用that。.
(e) 先行词既有人,又有物时。
(f)先行词指物,在主句中作表语时.
(g)为了避免重复.
(h)先行词是theway时
(六)as,which引导的非限定性定语从句
由as,which引导的非限定性定语从句,as和which可代整个主句,相当于andthis或andthat。As一般放在句首,which在句中。
1)Asweknow,smokingisharmfultooneshealth.
2)Thesunheatstheearth,whichisveryimportanttous.
一名优秀的教师就要对每一课堂负责,作为高中教师准备好教案是必不可少的一步。教案可以让学生们能够在上课时充分理解所教内容,使高中教师有一个简单易懂的教学思路。高中教案的内容具体要怎样写呢?经过搜索和整理,小编为大家呈现“Lesson3TheseaWorld-grammar学案”,相信您能找到对自己有用的内容。
Lesson3TheseaWorld-grammar学案
Review:fillintheblankswithrightform.
1.I(have)abigfamily.
2.She(watch)TVeverynight.
3.Fatherandmother(pay)visittoGrandmaeveryweekend.
4.Myfamily(live)inCardiff.
5.Thewholeclass(be)here.
一、谓语与A部分一致:(即:A为单数,谓语动词就用单数;A为复数,谓语动词就用复数)
eg.Theboytogetherwithhisparentsgoes_tothemuseumonceaweek.(go)
Noonebutus_was___intheclassroomatthattime.(be)
togetherwith
alongwith(或with)
besides(或but/except)
AaswellasB谓语动词
including
ratherthan
like
二、就近就近原则
EitheryouorIamwrong.
Notonlythestudentsbutalsotheteacherdoesn’tknowtheanswertothequestion.
NotyoubutIamtoanswerforit.
Therearetwoknives,apenandseveralbooksonthetable.
neitherAnorB
eitherAorB
notonlyAbutalsoB
notAbutB
AorB
三、谓语用复数:
BothLiHuaandWangBinaregoodatplayingfootball.
(both)AandB
四、谓语用单数:
1.Manyastudenthasbeentiredbyhislongspeech.
Morethanonestudentisgoingtobealawyerinthefuture.
manya…,morethanone…
2.Everyboyandeverygirlinourclasslikesthepopstar.
Nochairandnodeskispermittedtobetakenawayfromthereading-room.
each…andeach…
every…andevery…
no…andno…
3.Aknifeandforkislyingonthetable.
Thewriterandpoetisgoingtogiveusatalkonwriting.
Afactoryworkerandawriteraregoingtogiveusatalk.
.and连接两词表示同一人或物,谓语动词用单数.
4.Tenpoundsisenoughforsuchathinbook.
Fivemilesisnotashortdistanceforaboyof7yearsold.
Threeyearshaspassedsinceshecamehere.
表示时间,数目,距离,价格等名词复数作主语,作整体看时谓语动词仍用单数.
如:tenpounds,fiveweeks,fivemiles等.
主谓一致练习
(红色显示答案)
(C)1.Everyteacherandeverystudent____foundaStudents’Union.
A.hasB.haveC.expectstoD.hopeto
(B)2.Nobodybutthem____toknowaboutthematter.
A.wantB.wantsC.havewantedD.werewanted
(D)3.Nothingbuttrousers____inthatsmallshop.
A.wasworthof20dollarsB.wereworth20dollars
C.wascost20dollarsD.waspaid20dollarsfor
(D)4.Thedictionaryaswellasthebooksthat____picturesinthem____toher.
A.has;belongsB.have;arebelongedC.has;belongD.have;belongs
(D)5.Twentypercentoftheworkofthewholeyear____finishedbytheirgrouplastmonth.
A.hasbeenB.hadbeenC.wereD.was
(A)6.Aknifeandfork____onthetable.
A.isB.areC.hasbeenD.havebeing
(B)7.Neitherhisparentsnorhiswife____anythingaboutit.
A.knowB.knowsC.haveknownD.isknown
(A)8.Fivedollars___toomuchforaticket.
A.seemsB.seemC.seemtobeD.are
(B)9.Mostoftheapples____.
A.wasrottenB.wererottenC.hasrottenD.haverotten
(C)10.Aboutonethirdoftheworkersinthatfactory____youngpeople.
A.isB.hasbeenC.areD.havebeen
(A)11.Notonlytheteacherbutalsothestudents____thechange.
A.objecttoB.objectstoC.objectD.objects
(A)12.Everymeans___triedsincethen.
A.hasbeenB.havebeenC.areD.is
(D)13.Thispairoftrousers___mysister.
A.isbelongtoB.arebelongC.belongtoD.belongsto
(A)14.Ourteam____defeatedbytheirslastSunday.
A.wasB.hadbeenC.hasbeenD.havebeen
(C)15.Ourteam____takingshowerswhenthedoorwasknockedopen.
A.wasB.areC.wereD.havebeen
(B)16.TheLeaguesecretaryandmonitor____askedtomakeaspeechatthemeeting.
A.isB.wasC.areD.were
(B)17.His“SelectedPoems”___firstpublishedin1965.
A.wereB.wasC.hasbeenD.hadbeen
古人云,工欲善其事,必先利其器。高中教师在教学前就要准备好教案,做好充分的准备。教案可以让学生更好的吸收课堂上所讲的知识点,帮助高中教师掌握上课时的教学节奏。怎么才能让高中教案写的更加全面呢?以下是小编收集整理的“Unit5Lesson1Grammar导学案”,希望能对您有所帮助,请收藏。
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