上好语法课,很重要

第一篇：上好语法课,很重要

上好语法课，很重要

在高三的复习过程中，经常会听到有学生抱怨：语法怎么那么复杂呀，一点儿都看不懂语法......语法学习是一个长期困扰学生和老师的一大难题。而对于一门完全不同于汉语语法体系的外语来说，学习其语法体系是非常重要和首要的。学不好语法，就不能说是真正掌握一门语言。本文将就如何在英语教学中提高语法学习展开探索，提出一些建议。

英语是一门外来语，英语的语法体系和汉语的语法体系截然不同，如果只是单纯依靠创造语言情景，藉此为学生提供象母语学习一样的条件，在寓教于乐中自然而然的掌握英语语法，那是不现实的。忽略语法的重要性和基础性，片面追求模拟语境、提高试听能力，使学生的语言能力浮于表面。在一些对英语语言学习兴趣浓厚的学生中，往往存在口语流利，但语法句法使用不规范，省略语使用过于频繁的问题。而对于那些在高中阶段没有打好语法基础的学生来说，要他们开口说英语，就更难了。

在学校开辟英语角、组建英语兴趣小组、利用多媒体技术进行试听学习早已经不是新闻了，但是如果仅仅以交际为目的，进行纯粹实验性的外语学习，即便提供给学习者充足的可理解输入和交际机会，多年之后他们仍无法系统习得很多形式结构，无法进行高水平的语言交流，语言的准确程度也差强人意。创造情景条件提高学生的英语运用水平固然是当下一种颇为流行的方式，但是在某一个固定场合、固定时间内，涉及到的语法知识必然是单一的、重复的，如果不能让学生系统的学习，而只是一味机械的重复某一类语法或句法结构，必将导致学习者的语法系统混乱、出现知识结构断层。

任何脱离语境的单纯句子结构方面的语法教学，和任何忽视语法结构的片面追求实用原则的情景教学，都是不可取的。因此，在实际教学过程中，应该采用动静结合的教学方式，在精读课的分析语法结构时加入如何使用语法结构的训练，在泛读课中辨析语言意义和辨析语法结构同步进行，有效提高学生听说读写译的综合能力。

传统教学法 “以课堂为中心，以教师为中心，以教材为中心”，这种教学思想固然突出了英语教学的目的性，起到有的放矢的效果，但是同时却忽略了对学生主观能动性的开发和培养。开放式教学给学生更多自主的空间，使学生能够按照自己的兴趣和特点进行选择性的学习，在一定层面上有助于提高英语学习的效果。但是由于现阶段我国教育体制的局限性，大部分的学生在高中阶段接受的是以应试为目的学习模式，即使他们已经掌握了足够的语法知识和词汇信息，却无法合理的运用这些知识。

因此，必须将开放式教学和传统教学相结合，取长补短，才能更好的实现英语教学的理想效果。开放式教学弱化了教与学的对立关系，传统教学给与学生扎实的语法结构基础，将二者有机融合才是教学改革的新出路。

语法是提高语言准确度的保证，是全面运用一种语言的基础，因此任何排斥和忽略语法教学的教学法都是不可取的。只有将语法教学和语言的交际功能相结合，将语法教学明确化、系统化、实用化，才能实现英语教学的全面成功。

第二篇：英语教师怎样上好英语语法课很重要

英语教师怎样上好英语语法课很重要

语法填空题的设置是广东高考英语试题的一项创新，它将语法知识的考查置于一篇英语短文中，通过设置纯空格题填空和给词填空两种形式来表现，突出考查了学生通过语境运用语法知识的能力，更能客观、准确地考量学生的语法知识水平。本篇是对以上问题做出了较系统和全面的阐述，对于我们老师的语法填空教学有着很强的指导意义。

一、语法填空题命题原则及考点分析。

（一）命题原则：

1.短文题材：题材多样，或体现文化内涵、文化交往，或给人以启迪等。2.短文长度：约200词，一般不超过12句话，设10个空，句首不设空。

3.短文难度：没有超出课标的生词，但有课标单词的派生词，此题考查考生在特定语境中语法的分析和运用能力。

4.考点设置：只能填一个词的纯空格题：设6-7个小题；用所给的词填空题：设3-4小题。纯空格题通常考冠词、介词、代词和连词等词；给词填空通常考谓语动词的时态和语态、非谓语动词、形容词和副词的比较级和最高级、此类转换等，答案可能是一个单词、两个单词或两个以上单词。

5.常常会出现所填词位于句首，目的是考查该单词的第一个字母要大写。

（二）考点分析：

语法填空题主要考查的是语法和上下文的连贯性，而语法是重点。它主要考查的内容为高中英语大纲要求的基本语法知识、词汇、习语和较为简单的英语表达方式的掌握情况。具体考点和命题特点如下：

1．每一个空格的设置都必定涉及到某一条或某几条语法规则，不会单纯考查单词的拼写和词组的用法。

【例1】In Greece women had little freedom.Wealthy women hardly lefttheir houses, but they ___(allow)to attend weddings and some festivals.【解析】 因allow 与 they 在逻辑上是动宾关系，要用被动语态，用beallowed;由 had和 left可知 be是过去式；主语是复数 they, be的过去式应是 were, 答案就是 were allowed.此题就涉及到动词的时态、语态和主谓一致三条语法规则。

【例2】The ___ why I was sad was that he didn’t understand me.【解析】因为why引导的定语从句，前面的先行词一定是reason.此题看起来是考查填入适当的名词。但实际上是考查定语从句.2.考虑语境。既然采用短文形式来考查语法，其目的就是要利用短文以较强的语境特点来命题，否则，就不如用单句来考查语法了，考生要想填出正确答案，至少要理解整个句子的意思或各分句之间的逻辑关系，或者需要理解前后几个句子，甚至整个段落或篇章。

【例3】Several changes have brought wild animals to the____.Foremost, air and water quality in many cities have improved as a resultof the 1970’s pollution control efforts.【解析】：在冠词the后必定是名词，再根据下句确定填cities。本题若只根据设空格本身，而不阅读并理解下文。是无法填出正确答案的。

3.考点分散。基本上一个空格代表一个语法点，十个空格有可能涉及十个或十个以上的语法点。至少也得有7个语法点。因此，重复考查某项语法的可能性较小，填词相同的空格几乎没有可能。

4.适当提示。涉及到动词的时态，语态、非谓语动词、词类转换等需要词形变换的空格，要紧扣上下文的信息提示。【例4】Oil prices have risen by 32 percent since the start of theyear,____(reach)a record $57.65 a barrel on April 4.【解析】reach及后面的内容是伴随着谓语动词的发生而产生的自然结果。用现在分词作状语，故填reaching。

【例5】It would be _____(believe)that such an honest fellow shouldhave betrayed his friends!【解析】因为在系动词be后作表语。要用believe的形容词形式believable，由句意“这样一个老实人竟会出卖朋友，真难以置信”可知，要加前缀变为反义词。故答案是unbelievable。

5.考题一般涉及到的语法项目：

1）动词与介词或副词搭配构成的固定动词短语；

2）冠词的用法<有时要填的词是名词，但往往考的是冠词的用法>； 3）连词的用法，包括从属连词和并列连词； 4）派生词的用法。

5）动词的适当形式（包括谓语动词的时态和语态以及非谓语动词的用法等）； 6）情态动词的用法；

7）定语从句。名词性从句、状语从句的引导词等。

8）代词的用法：人称代词、指示代词、物主代词、反身代词、不定代词等。

特别提醒：1）适当注意倒装句中的助动词和强调谓动词的助动词的用法；2）名词的数和所有格有可能在给词填空中考察；4）要填写的词位于句首要注意大写；5）考生需要具备句子结构分析的能力:首先，应熟练掌握简单句的五大基本句型；其次，要充分了解词类及语法功能；再次，要会分析并列句，主从复合句等；要懂得两个简单句间不用分号或句号，就必须用连词，否则句子结构不完整。

二、语法填空题解题思路和做题技巧。

通过对命题思路和考点的分析。考生对此题要“考什么”和“怎么考”有了明确的认识。接下来要弄清楚的是“如何做题”和确保考试得分的问题了。下面就谈一谈这方面的事。

（一）解题思路。做语法填空题时，可以用一种由大及小的思路去（其根据是此题的特点---语境与语法相结合）思考答案。也就是说，可以从“篇章，句子，词汇”三个层面去思考。1.通读全文，了解大意，弄清文脉。考生不要读一句就填一个答案，首先要把括号有提示的空格视为已知条件，通读全文，了解文段内容及要点。

2.结合语境，试填空格，先易后难。

基本了解文章大意后，就可以动手填空了。分析句子结构与空格、边读边填，遇到一时想出来的答案，不要用太多时间停留在此题上，先跳过去，做后面的题，待填完其他空格后，再回过头来细细推敲此空的语义，填入最佳单词。具体体现为八条思路：

思路1：根据语法知识填空。根据已学语法，分析空格及句意，填入正确答案。【例1】He must be _____(mental)disabled.【解析】disabled是形容词，修饰它的词应是副词，作状语，故填mentally.【例2】lots of rescue workers were working around theclock,_____(send)supplies to Yushu, Qinghai province after the earthquake.【解析】根据句意和句子结构可知were working为谓语，空格表示伴随，因此答案为sending.思路2：根据逻辑关系填空。通读全文，把握作者的思路，联系上下文语义，分析归纳，填入符合词义、句意和上下文情景的正确答案。【例3】On Sunday morning in August I went to local music festival.Ileft it early because I had an appointment _____(late)in the day.【解析】根据上下文内容可知，作者“先去音乐节，随后早些离开因为要去赴约”，late要用其比较级later，表示赴约在后。

思路3：根据语篇的标志填空。语篇是指比单个句子长的语言单位（句群、段落、篇章等）。语篇间往往有标明内在关系的词，我们称这些词为“语篇标志词”。如表示结构层次的有first，second，third，finally等；表示转折关系或变换话题的有 however，but, by the way等；“语篇标志词”对迅速理清文章脉络，弄清上下文关系很有帮助。

【例4】Because when money is spent, we can earn it back.However,when time is _____ , it will never return.Therefore we should make _____ useof our time to study hard so as to serve our country in the future.【解析】由表示转折的However可知，第一个空格是表示时间的“失去”，应填gone/lost;由表示结果的Therefore可知，应充分利用时间，第二个空格应用full或good来修饰名词use.思路4：根据固定词组填空。熟练掌握一些常见的词组，如：as a matter of fact, makeup one’s mind, take part in depend on/upon, by the way, keep in touch with,earn one’s living,等，对解题有很大帮助。

【例5】It is easy for him to make up _____ mind and also easy tochange it.【解析】表示“下决心”是固定词组make up one’s mind, 因此答案是his.思路5：根据句型搭配，如so/such„that„;It is„(forsb.)to do sth.;There is no doubt that„;There is no sense in doing sth.等来解题。

【例6】_____ is known to all that thetime we can use is limited.【解析】是Itis„that主语从句的句型，作形式主语要用it,故填 it.【例7】He feels it his duty _____(help)others.【解析】句中it是形式宾语。要用to help(others)作真正宾语，故填to help.思路6：根据词汇知识填空。指根据某些词语在用法上的特殊搭配来解题。如下列各类动词必须牢记：只能接动词-ing形式作宾语的动词； 只能接to do作宾语的动词;接to do作宾语补足语的动词；接to do作宾语补足语的动词；接 done作宾语补足语的动词；对句式搭配要求较为特别的词语等。

【例8】The temple in bad condition needs _____(repair).【解析】need实义动词是“需要”的意思，其后如果表示主动，用to do,如果表示被动，就用v-ing或 to be done,故答案为repairing或to be repaired.思路7：根据生活常识填空。

【例9】Do not put off what can be done today _____ tomorrow.【解析】结合生活常识，不难理解句意为“不把今天能做的事情推迟到明天去做”，答案自然是表示“直到”的till/until.思路8：根据文化背景填空。

【例10】After the flood Mr.Deng was as poor as a church _____.【解析】这句话的意思是“水灾后邓先生一贫如洗了”。as poor as a church mouse 是谚语“一贫如洗”的意思。因此此处填mouse.3.验证复查，清除难点。将所有答案填入空格，并把整篇文章从头至尾读一遍，对所填写的内容进行检查修正，以最后确定答案。

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（二）解题技巧。所谓解题技巧指的是：遵循一般规律，分析具体情况，结合语境做出正确判断。

1.纯空格题的解题技巧。首先，分析句子结构，确定填哪类词；然后，根据句子意思确定填什么词或根据两句间的逻辑关系，确定用什么样的关联词。具体有以下七种技巧： 技巧1：缺主语或宾语，一定是填代词或名词（代词考的更多）。

【例1】I can send a message to Kenya whenever I want to, and _____gets there in almost a second.【解析】and 连接前后两个句子，and后面的句子缺主语，应填名词或代词；结合前一个分句，不难推知，空格处应填it, 代替前句的message.技巧2：名词前若没有限定词（冠词，形容词性物主代词，不定代词等），很可能要填限定词。【例2】„the head of the village was tying his horse to my car to pullit to_____ small town some 20 kilometres away where there was a garage.【解析】因单数可数名词town前还没有限定词，应填限定词，根据句意，天不定冠词a,表示“一个”。

技巧3：句子不缺主语、表语，动动词后不缺宾语的情况下，名词或代词前面一定是填介词。【例3】„who should have the honour of receiving me _____ a guest intheir house.【解析】完全符合技巧3的情况，填介词无疑，根据句意可知，此介词的意思是“作为”，用介词as.技巧4：若两个或几个单词或短语之间没有连词，可能填连词。

【例4】„these paintings by two world-famous artists, Pablo Picasso_____ Candido Portinarni, which are worth millions of dollars.【解析】空格之后两个名词之间没有连词，再根据句意，这里需要并列连词and.技巧5：若两句之间没有连词，也没有分号或句号，一定是填并列连词或从属连词。

【例5】I wanted to see as much of the city as possible in the twodays _____ I was to return to Guangzhou.【解析】空格前后是两个句子，它们之间要填连词，根据两句之间的逻辑关系，可知“参观”在“回广州”之前，故填before.技巧6:若结构较完整，空格后的谓语动词是原形，特别是与上下文的时态不一致时，很可能是填情态动词或表示强调或倒装的助动词（do, does, did等）。

【例6】What is acceptable in one country _____ be consideredextremely rude in another.【解析】符合技巧6的情况，再根据句意及语气，填may(表示“可能”)。

技巧7：由特殊的句式结构来判断空格应填的词。这些特殊句式有：强调句式、倒装句、it用作形式主语或形式宾语、so/such„that„句型和more„than„等。

【例7】...and _____ was only after Iheard she became sick that I learned she couldn’t eat MSG(味精)！

【例8】_____ with hard work can you expect to get a pay rise.【例9】Dating sites also make _____ easy to avoid someone when youare not interested in.【例10】This made the goat so jealous _____ it began plotting thedonkey.【解析】例7是强调句式，应填it;例8是倒装句，根据句意应填only;例9考查to avoid(真正宾语)的形式宾语it;例10是so„that„句型，应填that.2.给出动词填空的解题技巧。首先，判断要填的动词是谓语动词还是非谓语动词。然后按照以下两点进行思考：

技巧8：若句中没有别的谓语动词，或者虽然已有谓语动词，但需填的动词与之是并列关系时，所给动词就是谓语动词；若是谓语动词，就要考虑时态和语态。【例11】He _____(pretend)that a tiger toy was real and giving it avoice.【解析】 此句没有谓语动词，pretend应是谓语动词，它与主语He是主动关系；再根据从句中谓语动词was可知，要用一般过去时，故填pretended.【例12】In Logan, three people _____(take)to a hospital, whileothers were treated at a local clinic.【解析】因主语threepeople与 take是被动关系，故用被动语态；由were treated可知，要用一般过去时，故填were taken.技巧9：若句中已有谓语动词，又不是并列谓语时，所给动词就是非谓语动词。若是非谓语动词就要确定用-ing形式、-ed形式，还是用不定式形式。

【例13】_____(speak)out your inner feeling won’t make you feelashamed, on the contrary„ 【解析】此句已有谓语won’tmake,所以speak要用非谓语动词；谓语之前应为主语，故填Speaking.【例14】_____(complete)the project as planned, we’ll have to worktwo more hours a day.【解析】 因句中已有谓语 will have to work,所以complete是非谓语动词；根据句意，非谓语动词在这里作目的状语，用动词不定式 to complete.【例15】I got on the bus and found a seat near the back, and then Inoticed a man _____(sit)at the front.【解析】此句的谓语动词是三个并列的动词got on, found和noticed,表示接连发生的动作，所以sit要用非谓语动词；通过分析可知sit应是宾语补足语，它与宾语a man是主动关系，用sitting.【例16】The headmaster went into the lab, _____(follow)by theforeign guests.【解析】此句的谓语动词went,所给动词与谓语不是并列关系，应用非谓语动词形式；headmaster与follow是被动关系，故填followed,作伴随状语。

the

第三篇：语法课

语法课课型

以人教版必修三UNIT3为例

红色字体为板书内容

蓝色字体为设计目的黑色字体为口述内容 绿色字体为提示内容

Grammar(板书内容)

教学目标：准确理解相关语法的基本概念，结构，运用。

重点：相关语法的基本概念和结构 难点：以学促考，灵活运用。

Part 1: Independent reading Ex 1:自主阅读Ex 1 部分, 了解名词性从句的用法

T: Good morning, boys and girls.Today, we’ll learn a new grammar style名词性从句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.(手势语：平伸右手，手掌朝上，示意学生回答。做边听状，边板书第一个句子，这个要提前备课，就是您早就准备好的句子！)

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，写第二个句子！)

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，写第三个句子！)

The fact is that I earned my passage by doing sth.（课本上的三个句子）

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(写完板书，此时，就下去转一下，回来在黑板上写1-2个难句子，就当是学生写的)

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.(手势语：平伸右手，手掌朝上，示意学生回答。)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.（此处用汉语解释语法现象，在讲解时可以在原句上画点记号什么的,目的是帮助，不是全部解决）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(写完板书，此时，就下去转一下，回来看练习四，当堂测验)T: Well, Tom, it’s you again!Please!(Pause)Very good!Thank you, sit down please.名词性从句：缺什么补什么，不缺什么用“that”.(简析语法现象)

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!(自己写上就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实战讲稿

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

词汇课课型试讲教案

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)（此处挑两个讲即可）

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 , “丝毫不象”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；转向；翻到……pay attention to 注意…… stick to 坚持get down to 开始认真干……object to 反对point to 指向see to 处理，料理devote…to… 贡献……给…

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

写作课课型 四色笔 讲稿模板

红色字体为板书内容 蓝色字体为设计目的 黑色字体为口述内容 绿色字体为提示内容

写作课：Writing class : Healthy eating（健康饮食） Teaching Objectives（教学目标）：

一、知识技能目标： 1.认识并掌握有关食物及健康饮食习惯的单词、词组；

2.用英语表达哪些是健康食物，哪些是垃圾食物，以及为什么；解决句式问题。3.总结平衡膳食的定义，并且能提出一些健康建议。

二、情感态度目标：了解有关营养饮食的基本常识和培养健康的饮食习惯。 教学重难点：

1.教学重点:如何区分健康食品以及垃圾食品并且会用英语表达;.2.教学难点: 教会学生如何自如表达自己的意见和建议并且帮助学生总结出平衡膳食的定义。

 教学方法：

1.Pair work and Group work（小组合作，交流式教学）2.Discussion and cooperative learning（自主探究、合作探究）3.Task-based approach（任务式教学） 教学步骤：

Part 1 导入（Warming up）

1.以一句话：“Everybody needs foods, so do I”及麦当劳、肯德基的相关饮食引入话题。(1 分钟)T: Good afternoon, boys and girls.Today we’ll talk about “Healthy eating(板书的内容)“.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 小组练习（Pair works）（3分钟）

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.(下去转转)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 头脑风暴（Brain storming）3分钟

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.（展示两张纸，写点对应的内容就行，一会好念，提前备课时就写好）Group One win the game!Well done!(把学生分成两组竞赛，看哪组的同学收集的食物单词多，然后教师教导朗读(2-3分钟)Part 4 句型练习（Sentence structure practicing）（2分钟）

Now, I’ll show some of the names of food on the black board,(读其中的一些食物名称)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,板书完成后，此时可下去转转)老师先展示如何使用句型：“I think that(or the food name)is junk/healthy food because….”来描述什么是健康食品，什么是垃圾食品。然后把学生按4人分成一组进行讨论练习，老师给出了对话该涉及的内容范围：What is the name of the food? / What nutrition（营养物质）does it mainly contain?（2分钟）

Part 5: Activity task----make a survey活动任务---做调查报告(2分钟)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，可以下去转转)给学生发一张表格，引导学生按照表格询问周围3个左右的同学，了解同学间的饮食习惯，并能提出一些健康建议。

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

Part6.布置作业（1分钟左右）

T: Ok, let’s see the food Pyramid map together.（稍微暂停）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!老师在课件上展示食物金字塔图，让学生了解饮食的营养应如何平衡，然后布置作业：让学生自己写一篇健康饮食的作文。板书设计

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

Reading Step 1 Lead-in 导入 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自然灾害, 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 台风/ volcanic eruption 火山爆发/thunderstorm 暴风雨 Flood 洪水/tsunami 海啸/ drought 干旱/ hurricane(tornado)飓风，龙卷风

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 泛读

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：给学生上挫折课很重要

给学生上“挫折教育”课很有必要

日前，据媒体报道：湖北十堰一大学生十四年不工作，“宅”死家中。原来是在毕业后分配到一所中专学校在任教中因不满学校的工作而离职回家。这位大学生在踏入社会后不能适应环境，内心脆弱难能负重，在今天并非个例。我们有的学生，遇到一点挫折或者受到一点委屈，就负气沉重甚至走向极端采取轻生的态度对待。

现在的孩子独生子女居多，在父辈、祖辈的精心呵护下，生活上无忧无虑，如同生活在蜜罐一般。平时生怕他们受点儿“苦”、受点儿“罪”，当然很少让他们体验艰苦和挫折。

俗话说：“宝剑锋从磨砺出，梅花香自苦寒来。”“艰难困苦，玉汝于成。”我们在教导孩子刻苦读书，奋发有为的同时，还应采取多种途径磨炼他们的心志，培养他们坚强的品格顽强的意志健全的人格。

家庭是学生的第一教育环境，父母是孩子的第一任老师。家长不只是要对孩子智力的发展知识的学习身体的健康方面进行投入，更要对孩子正确的思想行为、良好的劳动习惯、积极的生活态度等方面的培养进行投入，绝对不能忽视对孩子在意志品质、挫折承受能力和能够输得起等方面的锤炼培养。

日常生活中，家长应有目的给孩子制造一些“苦难”，磨炼其心志。对孩子的不合理要求要坚决拒绝，引导孩子多参加各种劳动，因为艰难困苦是磨炼人格的最高学府，艰难挫折也是人格的最好试金石。

学校教育应成为挫折教育的重要园地。在这方面，学校的挫折教育和生命教育往往重于形式，在内容上还不够实，有必要在时间上在各种活动中来保证其效果。在生活条件愈来愈优越的今天，这使得一些处于这样环境的学生享乐主义思想严重，心理脆弱，意志薄弱。因此作为学校和教师有必要在这方面的教育多些投入和创新，为学生的健康成长提供有力保障。当学生有了敢于面对挫折和困苦的勇气，有了能适应它并拥有勇于战胜它的心态后，那么这些挫折、困难和痛苦于他们来说既是垫脚石又是财富，是人生阅历的提升，而不是万丈深渊了，这在中外古今皆有颇多例证。当学生有了面对困难的勇敢性和面对厄运的刚毅性，才会不论在怎样的境遇里都能适应，进入正常和良好的学习、工作和生活状态。奥斯特洛夫斯基说，“人的生命似洪水在奔腾，不遇着岛屿和暗礁，难以激起美丽的浪花。”

对孩子来说，生活环境和条件越好，越有必要对他们进行这样的教育。

掇刀区麻城小学：孙昌伦

第五篇：交通安全很重要

交通安全很重要

八月中旬的一天，我在北京路延长线地段看到一起非常严重的交通事故。

一辆公交大巴在路口的斑马线地带撞倒了一位骑摩托手的人，伤者倒在马路上，生命垂危，120急救中心的医护人员正在抢救。由于公交大巴的紧急制动，导致后面的另两辆公交车追尾形成连环相撞，整个北京路延长线严重堵塞。

通过这一交通事故，使我认识到遵守交通安全法的重要性。只要人人都遵守交通规则，提高自我保护的安

全意识，交能状况就会好得多了，交通事故就会逐步减少，人民群众的生命安全就更有保障了。相反，如无视交通法规，不遵守交通规则，人或车都争先恐后，造成交通混乱，就容易酿成意外，威胁人民群众的生命安全。

我们从小就要遵守交通法规，提高安全意识，养成良好的习惯，才会利已利人，防患于未然，使自己能健康成长，将来报效国家。