教案中對每個課題或每個課時的教學內容，教學步驟的安排，教學方法的選擇，板書設計，教具或現代化教學手段的應用，各個教學步驟教學環節的時間分配等等下面是小編整理的關于《必修一unit5語法教案》僅供參考，大家一起來看看吧。
第一篇：必修一unit5語法教案
人教版英語必修一unit5教案
Teaching plan of unit 5
Teaching aims: 1. Topic
The qualities of a great person; The lives of some great people. 2. Useful words and expressions: hero quality willing active republic principle fight peaceful prison prisoner period law advise continue fee gold youth league stage vote position accept violence equal blanket degree guard educated terror fear cruelty reward right(n.)
criminal leader president sentence(v.) sincerely
lose heart
in trouble
worry about
out of work
Youth League
as a matter of fact
blow up
put… in prison
come to power
set up
be sentenced to 3. Functional items: A. Giving opinions: Why do you think so? What do you think of …? What’s your opinion? I agree/ don’t agree. I think/don’t think…. I prefer….
In my opinion…. I’m afraid…
B. Making comments:
Good idea!
That’s an excellent idea. 4. Structures The attributive clause (II) 由where, when, why, 介詞+ which, 介詞+ when 引導的定語從句。 The school where I studied only two years was three kilometers away. This was a time when you had got to have a passbook to live in Johannesburg. The reason why I got a job was because of my hard work. …we were put in a position in which we had either to accept we were less important, or fight the Government. The person to whom you should be grateful for a peaceful South Africa is Nelson Mandela.
Teaching procedures
(Reading) Step 1. Warming up 1. Ask Ss some questions: What are the qualities you should find in a great person? Who do you think is a great person? What qualities do you have? 2. Ss finish the chart on page 33.
Step 2. Pre-reading 1. Show Ss some pictures about some famous people and let them discuss who are great people. 2. Ask Ss to tell why they are important persons or great people.
Step 3. While-reading 1. First listening: Ss read the text and finish comprehending 1 on page 35. 2. Ss read again and make a timeline of Elias’ life until he met Nelson Mandela. 1940______________
1942 ______________ 1944 ______________
1946 ______________ 1948 ______________
1950 _______________ 1952 ______________
1954 _______________ 3. Ss read the whole passage and see how many parts the text can be divided into, and give the general idea of each part. Suggested answers: Part I paragraph 1-2
The life of Elias’ before he met Nelson Mandela. Part II paragraph 3-5
The change of Elias’ life after he met Nelson Mandela and what Mandela did.
Step 4. After-reading Ss discuss:
How the ANC Youth League fights the Government? What can we learn from the text about Nelson Mandela?
Step 5. Extensive reading Get the Ss to learn more about Nelson Mandela.
Ss read the passage: the rest of Elias’ story on page 38, and answer the following questions: 1. When did Elias lose his job? 2. Does Elias like his present work?
Homework
1. Recite the key sentences in the text. 2. Retell the text.
第二篇：高中英語必修2·Unit5·Music-Reading教案(人教新課
Unit 5 Music
Reading---教案
Contents: (1)Enable students to appreciate and classify different kinds of music by doing the exercise in Warming
up
(2)Developing their abilities to express their feeling on music and enlarge their
knowledge on music
Procedures:
Step 1 warming up
1、Introduce the topic of music through asking some question such as “Are you fond of music ,Are
you good at singing, Can you play a musical instrument”
Ask students to answer the 4 questions in groups actively while introducing different kinds of
music in the world.
Step 2 pre—reading
(1) Get the students to discuss the questions with their partners and then ask them to report their
work.. Encourage them express their opinion freely
1、Have you heard about any of famous bands in the words, please list them if you have
(Beatles, Back—street boy, West—life )
2、Which one do you like best?
(2) Introduce something about “The Monkeys”
Step 3 skimming
Let the students listen to the tape and find out the answers to the following two questions.
1、 What are the benefits if students former a band to play in the street?
2、 When did “The Monkeys” break up and when did it reunite?
Step 4 Second reading
In this part, students will read the text again and try to understand the sentences and the main idea of
each paragraph, and then finish the exercise 2 and 4 in Comp rending
Step 5 Homework: Fin out some language points in Reading and recite the new words in unit 5
Step 6:Feedback
第三篇：高中英語必修4 Unit 3語法教案
Teaching aim: Grasp the usages of -ing form and use them freely STEP1.[自學探究] (SB P21 Discovering useful structures)
1.v. ing 做定語
▲動名詞放在所修飾的名詞前面作為定語，表示該名詞的用途或有關的動作。 walking stick 手杖
printing shop 印務館
dining room飯廳 reading room 閱覽室
swimming pool 游泳池
washing machine洗衣機 a waiting room(= a room for waiting) 候車室 a walking stick( =a stick for walking)手杖
▲現在分詞做定語，說明所修飾名詞進行的動作。 a waiting man (=a man who is waiting)正在等待的男人 a dancing girl (= a girl who is dancing ) 單個分詞作定語，分詞前置。 We can see the rising sun. The sleeping boy is my son. 分詞短語作定語，分詞后置;分詞修飾不定代詞something等要后置。 The girl standing under the tree is my niece. There is nothing interesting. 2. v. ing 作表語
▲動名詞做表語是對主語內容的解釋，這時主語與表語位置可以互換。 (1) Its full time job is laying eggs. 他的專職工作是產卵。
(2) Our job is playing all kinds of music. 我們的工作就是演奏各種音樂。 (3) Playing all kinds of music is our job. 演奏各種音樂是我們的工作。 *現在分詞做表語，表明的是主語的性質與特征，主語與表語位置不可互換。 (4) The film is touching. (5) This girl is charming. (6) My job is interesting. 3.v.-ing作賓語補足語的用法
v.-ing 形式主要用于以下兩類動詞后構成賓語補助語。
1 ⑴表示感覺和狀態的動詞，如see, hear, feel, smell, watch, find, notice，listen to ,look at等。表示動作正在進行。例如:
I heard Mr. Smith singing in the next door. 我聽到史密斯先生在隔壁唱歌。 I felt someone patting on the shoulder. 我感到有人拍了拍我 的肩膀。 She smelt something burning. ⑵表示“指使”等意義的動詞，如have, set, keep, get, catch, leave等.強調的持續性。例如: We won’t have you doing that. 我們不允許你這么做。 I’m sorry to have kept you waiting long. 對不起，讓你久等了。 The joke set them all laughing. The teacher often caught him sleeping in class. II.Make a thorough inquiry during class.Teacher and students work toghter. STEP2.精例點撥
1. The salesman scolded the girl caught _____ and let her off. A. to have stolen
B. to be stealing
C. to steal
D. stealing [解析]本題考查動詞非謂語形式在句中作賓補的用法。正確掌握并靈活運用非謂語形式是解此類題的關鍵，另外，解這一題目也要用還原法，即catch the girl stealing，若沒有把catch the girl stealing 還原，也是很難找出本題的答案的，因此，解題時，不但要有扎實的基礎知識，還要掌握解題技巧。本題旨在考查catch sb. doing sth.(發現某人做某事)這一短語，故先排除A、C兩項，由于girl與catch之間是被動關系，因此需要用catch的過去分詞形式作后置定語，stealing所作的只能是定語中的補足語，故本題最佳答案為D。
2. In the study, I found my son ______ at a desk, with his attention ______ on a book. A. sitting; fixing
B. sit; fixed
C. sitting; to be fixed
D. seated; fixed [解析]此題考查不定式與分詞作賓補的區別以及短語fix one’s attention的用法。解答此題時，應特別留意不定式與分詞作賓補的區別;第二應注意倘若邏輯賓語提前，則with+復合賓語中賓補應用過去分詞表示被動。因為強調found的動作與sit同時進行，而省去to的不定式sit作賓補表示動作的完成，但sitting和seated皆可。第二空中，attention原為fix的邏輯賓語，所以應選fixed作賓語補足語。故此題正確答案為：D。
第四篇：高中英語必修4_Unit_3_語法教案
高中英語必修4 Unit 3語法教案 PeriodIV Grammer
Teaching aim: Grasp the usages of -ing form and use them freely I.Preparation for grammer before class. STEP1.[自學探究] (SB P21 Discovering useful structures)
1.v. ing 做定語
▲動名詞放在所修飾的名詞前面作為定語，表示該名詞的用途或有關的動作。 walking stick 手杖
printing shop 印務館
dining room飯廳
reading room 閱覽室
swimming pool 游泳池
washing machine洗衣機 a waiting room(= a room for waiting) 候車室 a walking stick( =a stick for walking)手杖
▲現在分詞做定語，說明所修飾名詞進行的動作。 a waiting man (=a man who is waiting)正在等待的男人 a sleeping child (= a child who is sleeping ) 正在睡覺的孩子 2. v. ing 作表語
▲動名詞做表語是對主語內容的解釋，這時主語與表語位置可以互換。 Its full time job is laying eggs. 他的專職工作是產卵。
Our job is playing all kinds of music. 我們的工作就是演奏各種音樂。 Playing all kinds of music is our job. 演奏各種音樂是我們的工作。
*現在分詞做表語，表明的是主語的性質與特征，主語與表語位置不可互換。 The music they are playing sounds exciting. 他們演奏的音樂是如此令人興奮。 The task of this class is practising the idioms. 這節課的任務是練習這些短語。 Seeing is believing. 眼見為實。
My work is looking after the children. 我的工作是照看這些孩子。 3.v.-ing作賓語補足語的用法
v.-ing 形式主要用于以下兩類動詞后構成賓語補助語。
⑴表示感覺和狀態的動詞，如see, hear, feel, smell, watch, find, notice等。例如: I heard Mr. Smith singing in the next door. 我聽到史密斯先生在隔壁唱歌。 I felt someone patting on the shoulder. 我感到有人拍了拍我的肩膀。
⑵表示“指使”等意義的動詞，如have, set, keep, get, catch, leave等。例如: We won’t have you doing that. 我們不允許你這么做。
I’m sorry to have kept you waiting long. 對不起，讓你久等了。 II.Make a thorough inquiry during class. Teacher and students work toghter. STEP2.精例點撥
1. The salesman scolded the girl caught _____ and let her off. A. to have stolen B. to be stealing C. to steal D. stealing [解析]本題考查動詞非謂語形式在句中作賓補的用法。正確掌握并靈活運用非謂語形式是解此類題的關鍵，另外，解這一題目也要用還原法，即catch the girl stealing，若沒有把catch the girl stealing 還原，也是很難找出本題的答案的，因此，解題時，不但要有扎實的基礎知識，還要掌握解題技巧。本題旨在考查catch sb. doing sth.(發現某人做某事)這一短語，故先排除A、C兩項，由于girl與catch之間是被動關系，因此需要用catch的過去分詞形式作后置定語，stealing所作的只能是定語中的補足語，故本題最佳答案為D。
2. In the study, I found my son ______ at a desk, with his attention ______ on a book. A. sitting; fixing B. sit; fixed C. sitting; to be fixed D. seated; fixed [解析]此題考查不定式與分詞作賓補的區別以及短語fix one’s attention的用法。解答此題時，應特別留意不定式與分詞作賓補的區別;第二應注意倘若邏輯賓語提前，則with+復合賓語中賓補應用過去分詞表示被動。因為強調found的動作與sit同時進行，而省去to的不定式sit作賓補表示動作的完成，但sitting和seated皆可。第二空中，attention原為fix的邏輯賓語，所以應選fixed作賓語補足語。故此題正確答案為：D。 III.當堂達標
STEP3.Ask students to finish with 7minutes given 單項選擇
1.I don’t mind her_________ jewels at the party. A. wear B. to wear
C. wearing D. worn 2.After her famous husband’s death, Eleanor Roosevelt continued ________for peace.
A. working
B. work
C. the working
D. to working 3.Mark often attempts to escape _________whenever he breaks traffic regulations.
A. having been fined
B. to be fined
C. to have been fined
D. being fined 4.Ann never dreams of _________ for her to be sent abroad very soon. A. there being a chance
B. there to be a chance C. there be a chance
D. being a chance 5. — What made him so unhappy? — _______ the ticket for the football match. A. Having been lost
B. Lost
C. Because of losing
D. Losing 6. After _______for the job, you will be required to take a language test. A. being interviewed
B. interviewed
C. interviewing D. having interviewed 7.I don’t know what illness he suffered from, but I do remember he mentioned _______ in hospital last year. A. to have been
B. to be
C. having been
D. being 8.I still remember you, as a student, _________ sweetly.
A. to sing
B. singing
C. being singing
D. sing 9.The boy’s _______ school late again and again caused the teacher to wonder why.
A. to come
B. coming
C. being coming
D. come 10. — Why do you think of the film Harry Potter?
— Oh, excellent. It’s worth _______ a second time.
A. to see
B. to be seen
C. seeing
D. being seen 11.These young scientists succeeded _________ the new software.
A. produced
B. to produce
C. in producing
D. produce 12. — I apologized to you ________ your dictionary for so long.
— It doesn’t matter.
A. to keep
B. for having kept
C. of keeping
D. for keeping Step4.summary Step5.Master grammer’s uses futher. Suggested answer 語法單項選擇CADA DACB BCCB
第五篇：八年級英語下Unit5第一課時課件教案(牛津譯林版)
八年級英語下Unit5第一課時課件教案
(牛津譯林版)
本資料為woRD文檔，請點擊下載地址下載全文下載地址
Unit5Goodmanners
comicstrip&welcometotheunit
胡寨中學
孫剛
I.Teachingaimsandlearningobjectives
Bytheendofthelesson,studentsshouldbeableto:
.knowdifferentkindsofknowledgeaboutmanners;
2.talkabouthowtoactpolitelyinpublic;
II.Teachingcontents
.Newwordsandphrases:manners,eh,politely,litter,tap,run,pick,obey,queue,turn,cutin,droplittereverywhere,leavethetaprunning,obeytrafficrules,queueforyourturn
2.Newstructures:weshould/shouldn’t…
wecan/can’t…
Don’t/Always…
youareoldenoughtolearnaboutmanners.
you’renevertoooldtolearn.
III.Focusofthelessonandpredictedareaofdifficulty
TotalkabouthowtoactpolitelyinpublicinEnglish.
IV.Teachingprocedures
welcometotheunit
Step1Lead-in
watchavideo
T:watchavideoaboutgoodmanners.
【設計意圖：觀看文明行為視頻，讓學生了解一些關于英文的禮貌用語，養成文明好習慣?！?/p>
Step2Presentation
.Showsomepicturesaboutgoodmannersandbadmanners,tolearnsomenewwordsandphrases.
【設計意圖：設置看圖活動，幫助學生將不同的禮儀行為歸類，通過圖片直觀地了解禮儀，激發興趣并把新的生詞放到情境中教學?！?/p>
2.Lookandlearn
T:Ithinkyouallknowwhattodoinyourdailylife.It’stimeformetocheckthat.First,lookatthepictures.canwe...?I’mafraidnot.whatshouldwedo?weshouldalways…weshouldn’t…
T:Lookatthegirl.canshe…?ofcoursenot.whatshouldshedo?Sheshould…
T:what’sthis?It’satap.Isitgoodmannersto…afteruse?I’mafraidnot.whatafteruse.Anythingelse?Tryto…
T:Look!whataretheydoing?Theyarefollowingthetrafficrules.Herefollowmeansobey.cantheywhatshouldtheydothen?…
T:whataboutthispicture?whataretheydoing?Theyarewaitingfortheirturn.Herewaitformeansqueue.whataboutthisone?Theyarejumpingthequeue.Dowehavetoinourschooldininghall?yes,itimpolite…
【設計意圖：利用對話形式討論教材六幅圖片，學習公共場合的禮儀，輸入對話短語和句型，為后面的兩人討論做好鋪墊?！?/p>
Step3Practice
.Lookandmatch
T:Pleasematchthepictureswiththephrases.
【設計意圖：呈現課本六幅圖片，讓學生判斷文明與不文明行為，培養他們的是非觀?！?/p>
Step4Listening&Speaking
’
spoliteto
…
……
…
?
…
…then?Always
…
.Listenandcomplete
T:AmyandhercousinShirleyarediscussingwhattheyshouldandshouldnotdointhelibrary.Listentotheirdialogueandcompletetheform.
【設計意圖：設計表格，引導學生帶著問題去聽對話，了解圖書館行為規范。前面環節的鋪墊降低了本部分填表的難度，學生比較容易得出答案?！?/p>
2.Discussion
T:workinpairs.Discusswhatweshouldandshouldnotdoinapublicplace.makeanewdialogue.Herearesomeusefulexpressionsforyou.
【設計意圖：兩人討論公共場所的文明與不文明行為，鼓勵學生用本節課所學的句型編造對話，既鞏固了本課的重點句型，又鍛煉了口頭表達能力?！?/p>
Step5Teamwork
T:writedownmorerightthingsandwrongthingsinthevideoaspossibleasyoucan
【設計意圖：引導學生試著呈現和使用一些用關文明與不文明的有用短語?！?/p>
comicstrip
Step6Presentation
.watchavideo
T:Nowlet’swatchavideo.
2.Thinkandanswer
T:Therearethreequestionsforyou.Pleasethinkandanswer.
whatdoesEddieteachHobo?
whatdoesEddiereallywantfromHobo?
T:canyouunderstandthetwosentences?
3.Readandact
T:Nowreadthedialogueinpairsandactitout.
【設計意圖：通過觀看教學視頻，討論視頻內容，分角色朗讀對話，表演對話，引導學生思考Eddie和Hobo的行為，為學習正確的行為習慣做好鋪墊?！?/p>
4.Playagame.
Step7conclusion
V.Homework
.
Ssmakedialoguesaboutgoodmannersinpublic,atschool…
2.Searchmoreinformationaboutgoodmannersindifferentcountries.