英语教案

第一篇：英语教案

比较状语从句

连词有：as …as, not as/ so … as, than, the …, the …

(1)as...as 引导的比较状语从句

as...as表示同级的肯定比较，主句中用形容词或副词的原级形式，从句常常为省略句。如：

We were as fortunate as them(they were)

我们和他们一样幸运。

I hope she will make as much progress as you(have done).我希望她将取得和你同样的进步。

(2)not so/as...as “...不如......”引导的比较状语从句

not so/as...as表示同级的否定比较，主句中用形容词或副词的原级形式，从句常常为省略句。如：

That's not so/as simple as it sounds.那件事情不像听起来那么简单。

(3)than引导的比较状语从句

than引导的比较状语从句，主句中用形容词或副词的比较级形式，从句常常为省略句。如：

He has lived here longer than I(has lived).他在这儿住的时间比我长。

They love the girl than(they love)him.他们爱这个女孩而不爱他。

(4)the..., the...引导的比较状语从句

The more you listen to English, the easier it becomes.英语听得越多就越容易。方式状语从句

连词有：as, as if/ as though

(1)as引导的方式状语从句, 意为“以……方式；如同……那样”，从句有时是省略句。如：

Do as I say.要照我说的做。

I did just as you told me.我正是照你说的办的。

Air is to man as water is to fish.空气之于人犹如水之于鱼。

(2)as if/as though引导的方式状语从句

as if和as though的用法相同，都作“好像，仿佛”解。如：

二者引导的状语从句往往用虚拟语气，表示与事实相反。as if比as though更为常用。但也可用陈述语气，表示所说的情况是事实或实现的可能性较大。如：

They looked at me as if , as though I were mad.他们瞧着我好像我发疯了似的。

They look as if/as though they know each other.他们看来好像互相认识。让步状语从句

连词有：although/ though, even if/ even though, however, whatever,… wh-ever.(1)although/though引导的让步状语从句

although和though，都作“虽然；尽管”解，通常可以换用，although的语气较重。如果要强调“但是”语气，可使用yet，still或nevertheless来表示“但是”、“依然”或“然而”之意，但是不能与but连用。

Although they have been talking for a long time, he cannot make her believe him.= _________________________________________________________________________.虽然和她谈了半天，他还是不能让她信任自己。

The text is few new words, but the students can't understand.= _________________________________________________________________________.这课文几乎没有新单词，但是学生们不能理解。

(2)even if引导的让步状语从句

even if “即使，纵然”，从句表示的是尚未发生的动作或存在的情况。如：

Even if it rains tomorrow，_______________________________________________.即使明天下雨，我们也不改变计划。

Even if I failed again, I will not _____________ the experiment.即使我再次失败，我也不会放弃实验。

(3)even though引导的让步状语从句

even though“虽然，尽管”，从句所表示的是已经发生的动作或存在的情况，通常可以和although/though换用。如：

Even though I didn't understand a word，I kept smiling.即使我一个字也不懂，我还是保持微笑。

Even though you say so，I do not believe it.即使你这样说，我也不信。

(4)whatever/no matter what引导的让步状语从句

Whatever等于no matter what，用法相同，都作“无论什么”解，后者多用于非正式文体。如：

Whatever/No matter what he says，don't go.不管他说什么，你都不要走。

We are determined to fulfill the task，___________________________________________.不管发生什么了，我们决心完成任务。条件状语从句

连词有：if, unless, as long as

(1)if引导的条件状语从句 翻译为：“如果”, 时态遵循主将从现，可以与祈使句进行转换，如：

If he said that，he can't be telling the truth.如果他说了那样的话，他不可能是说实话。

You ____________(pass)the exam if you _________(study)hard.= _______________________________________________________________.Hurry up, or you'll be late.= _____________________________________________________.(2)unless“除非”或“如果......不”引导的条件状语从句

unless引导的是否定条件状语从句，在意义上相当于if...not，而且语气较强，一般不用于虚拟语气。如：

You'll be late unless you hurry.= _____________________________________________________.你会迟到的，如果不赶快的话。

(3)as long as意为“只要；如果”。如：

__________________________________, we can play.只要不下雨我们就能玩。结果状语从句

连词有：so … that, such … that

(1)so...that“如此……以致”，that在非正式文体中可以省略，so后面接形容词或副词。如：

She spoke __________ fast ___________ nobody could catch what she was saying.她说话如此之快竟没有人听出来她在讲什么。

There is _________ little time left _________ I have to tell you about it later.现在剩下的时间不多了，我只好以后再给你讲这件事。

(2)such...that“如此……以致”，具体内 容是：①such +形容词+名词+that从句。其中的名词可以是可数名词的单数或复数，也可以是不可数名词。

② such +a/an+形容词+单数名词+that从句,可换成so+形容词+a/an+单数名词+that从句。如：

The Japanese student made _________ rapid progress __________ he soon began to write article in Chinese.那个日本留学生进步很快，不久就开始用中文写文章了。

The professor told us __________________________ all the students laughed．

＝___________________________________________________________________________.教授讲了个很有趣的故事，(以致于)所有的学生都笑了起来。

She is _________ beautiful __________ everyone likes her.目的状语从句

连词有：in order that, so that, in case, for fear that

①in order that“为了；以便”。多用于正式文体，通常可以与so that换用。如：

You stopped at Hangzhou _____________ they could go around the West Lake.他们在杭州停了下来，以便游览西湖。

The expert spoke slowly _________________________________________________.专家讲得很慢，以便人人听得懂。

注意：in order to与so as to 也表示“为了，以便于”，但是后面只能接单词或短语，不能接句子，且so as to一般位于主句后，可与so that/ in order that进行同义句转换

He studies hard _____________ he can get good marks.= _______________________________________________________________.She gets up early ______________ get there on time.= ______________________________________________________________.= ______________________________________________________________.②in case意思是“以免”,“以防”,多用于英国英语，它所引导的从句中的谓语动词可以是陈述语气形式，也可以是虚拟语气形式；

Take your umbrella in case it rains.带上你的伞，以防下雨。

He took an umbrella with him for fear that it might rain.他带了一把伞，以防下雨。原因状语从句

连词有：because as since now that等

（1）区分because, as, since, for

① because表示人们不知道的直接的原因或理由，着重点在从句，其所引导的从句，为全句句意的中心所在。通常用于回答why引出的疑问句，语气最强，除特别强调外，该从句一般位于主句后面，不能与so连用但是可以与so进行同义句转换。

I didn't go aboard with her because I couldn't afford it.我没有和她一起出国是因为费用太高。

② as引导的原因状语从句所传递的通常是已知信息，从句多位于主句之前，表示双方那个已知的理由，如：

As I didn't know the way，I asked a policeman.我不认识路，因而问警察。

③ since引导的原因状语从句多表示大家众所周知的理由，如：

Since traveling by air is much faster, they decided to take a plane.既然乘飞机旅行快得多，他们就决定坐飞机。

④ for表示的理由是附加的或推断的，并非此原因，通常与主句用逗号隔开，不位于句首，如：

He must be not at home, for the telephone isn't answered.用because, as, since, for 填空：

We'll have to go to bed early ___________ we'll start off early tomorrow.___________ you know all about it, tell me please.____________ all the seats were taken, I had to stand.He must be at work, __________ the light in his office is still on.Lily didn't go to school ___________ she was ill.=_________________________________________________________.(4)now that引导的原因状语从句

Now that “因为；既然”，通常可以和since换用。用来表示一种新的情况，再加以推论。如：

Now(that)you have passed your test, you can drive on your own.你既已考试合格，就可以独自开车了。地点状语从句

连词主要有：where wherever

(1)where“在（或到）……的地方”

Where there is a will, there is a way.翻译为：有志者事竟成 Put it where you found it.把它放在原来的地方。

(2)wherever “在（或到）……的各个地方”或“不管哪里”：

You can go _________________________ these days.这些天你可以去你想去的地方。

你喜欢坐哪儿就坐哪儿。

连词主要有：when as while before after until as soon as since等

（1）区别when, as, while的用法

①.when“当......时候”引导的时间状语从句，其动词既可以是延续性动作的动词，也可以是瞬间性动作的动词,如：

_________ the students heard the teacher's footsteps, they all stopped talking.当学生们听到老师的脚步声时，他们都停止了讲话。（从句动作发生在前）

② as“当.......时候”或“一边.......一边”引导的时间状语从句其动词的动作是延续性的，而且侧重表示主句和从句的动作并相发生：

We were having breakfast __________ she was combing her hair.她梳头时我们在吃早饭。

③ while表示“在某一段时间里”或“在……期间”，其所引导的从句的动作是延续性的，并侧重表示和主句的动作同时发生。如：

I can learn ________ I work.我可以边工作边学习。

用when, as, while填空：

________ you came in, I was talking with a few boys.It started to rain __________ we were playing outdoors.They talked _________ they walked down the river.__________ it was raining, the students were playing basketball.Her brother watched TV__________ he ate supper.(4)before引导的时间状语从句，指时间上的“在……之前”

I'll be back _______________________________________________.你离开之前我就会回来。

(5)as soon as表示“一……就”，做题要注意主将从现

As soon as we __________(get)there, he ___________(tell)us the news.我们一到那，他就会告诉我们那个消息。

(7)since引导的时间状语从句，从句的谓语动词通常为一般过去时，主句的谓语动词通常为现在完成时

We __________ never __________(meet)since we ___________(graduate)from the college.大学毕业后我们就再没见过面。

(8)till/until引导的时间状语从句 till和until同义，作“直到……时(为止)”解，till多用于非正式文体，until多用于句首；not … until通常与after进行转换。如：

I won't go with you until(till)I finished my homework.=____________________________________________________________________.等我做完作业我才和你一起去。

The meeting didn't start___ everyone was there.A.because B.until C.why D.if 2 The boy ___ to bed ___ his mother came in.A.went not;until B.didn't go;after C.went;until D.didn't go;until 3 I won't believe you___ I have seen it with my own eyes.A.before B.until C.after D.when 4 He ___ home ___ she was satisfied ___ his answer yesterday.A.didn't go;until;with B.wasn't go;after;to C.doesn't go;before;with D.didn't go;until;to 5 He ___ back until the work ___ done.A.isn't;will be B.isn't;is C.won't be;will be D.won't be;is 6 They didn't start the work ___ their teacher came back.A.until B.while C.as soon as D.if 7.Tom will call me as soon as he ___ Shanghai.A.arrives B.will reach C.arrives in D.get to

8.I'm sure he'll come to see me before he ___ Beijing.A.will leave B.is leaving C.leave D.leaves

9.I will tell him the news as soon as he___ back.A.come B.comes C.will come D.came

10.Tom has got a watch.He ___ it for two years.It _______ by his father.A.has bought;was bought B.has got;is bought , C.was bought;has bought.D.has had;was bought "'

11.When he got to the station, the train ___.A.left B.had left C.leaves D.has left

12.The boy told his father what he ___ in the street.A.saw B.have seen C.had seen D.see

13.We ___ TV when the telephone ____.A.watched;was ringing B.were watching;rang C.watch;rings D.are watching;rang

14.By the end of last term, I___ ten books.A.had finished reading B.have finish reading C.had finish to read D.finish read

15.I ___ you for a long time.Where ___ you ___?

A.didn't see;did;go B.didn't see;have;goneC.haven't seen;have;been D.haven't seen;have;gone

16.Tom___ China for 3 years.A.has been B.has been in C.has been to D.has been at

17.I won't go to see the film tonight, because I ___ my ticket.A.lost B.have lost C.will lose D.didn't lose

18.-Hello!May I speak to Bob?

-Sorry, but he ___ for a month.A.had been away B.was left C.left D.has been away 19.I ___ him since I began to live in the city.A.know B.have known C.knew D.will know 20.Zhao Lan ___ already ___ in this school for two years.A.was;studying B.will;study C.has;studied D.are;studying 21.Betty didn't go to see the film yesterday ___ she was ill.A.because B.but C.until D.if 22 May I sit nearer___I can see more clearly? A.as if B.so that C.even if D.so 23 ___ you work hard, you will certainly succeed.A.Though B.If C.Because D.For 24 ___ he came to study in the university, he has made much progress in the study of English.A.While B.When C.Since D.After 25 I'd like to go swimming _____ the water is not too cold.A.for B.unless C.if D.whether 26 There are ___ many league members in class 2 ___ in Class 4.A.both;and B.'so;that C.either;or D.as;as 27.-Do you have a big library?-No, we don't.At least, not___yours.A.as big as B.as big than C.as bigger than D.bigger as 28.Suzhou is not ____ beautiful ____ Hangzhou.A.as;than B.so;as C.even;than D./;than

29.Iron is more useful ___ any other metal.A.as B.than C.then D.so

30.I want to know ___ she is going to see a film.A.if B.that C.what D.which

31.You are sure to pass the exam ___ you study hard.A.if B.thoughC.that D.since

32.I'll go to see the film with you___I have time this evening.A.whether B.so C.if D.when

33.___ you study harder, you'll never pass the final exam.A.If B.Until C.Unless D.Except

34.Although it was raining，still worked in the fields.A.but they B.and they C.they D.and yet they

___ there were only five soldiers left at the front, ___ they went on fighting.A.Because;so B.If;and C.Though;but D.Though;/

___ she is very old, ___ she can still work eight hours a day.A.Because;so B.Though;but C.As;yet D.Though;yet

37.Please answer the question in a loud enough voice ___ all the class may hear.A.so, that B.or C.in order that D.and

38.Lift it up___I may see it.A.though B.so that C.as D.than

39.I hurried___I wouldn't be late for class.A.so

B.so that

C.if

D.unless

40.We should go by bus ___ we can get there earlier.A.as soon as B.where C.in order that D.as

The dictionary is so expensive ___ I can't buy it.A.because B.when C.that

D.if

I got there ___ late ___ I didn't see him.A.too;to B.such;that C.so;that D.so;as

It is ___ hot in the room ___ we have to go out for a walk.A.such;that B.so;that C.as;as D.such;as

He has___ an interesting book that we want to read it.A.so B.such C.the same D.as 参考答案：

1-5B D B A D 6-10 A C D B D 11-15 B C B AC

16-20B B D B C

21-25A B B C C 26-30 D A B B A

31-35 A C C C D 36-40 D C B B C

41-44 C C B B

第二篇：英语教案

教案编写模板

一、要求

1、教案请按下面所列格式编写，页面设置为纸张，上下左右2厘米,；

2、每课时40分钟；

3、教案于11月15日前完成并上交。

二、模板

封面格式：

A 4

小学英语教学法

(教案编写及说课稿)

学院专业级班

教材名称：pep 小学英语 四年级（上）

Unit 6 At a PE lesson

学生姓名：学号：

上交日期：2011-11-1

5教案编写格式：

Unit 6At a PE lesson(Comic Sans MS，加粗三号)

一、教学要求（黑体，加粗四号）

1、能听得懂，会说，会读和会拼写单词time, left, right, touch, an arm, a hand, a leg, a foot.（宋体，小四）

二、单元教材分析（黑体，加粗四号）

本单元通过一堂体育课引出“按指令做动作”这一语言项目（中文：宋体，小四；英文：Comic Sans MS，小四）

Unit 6（第一课时）(Comic Sans MS，三号)

一、教学内容（黑体，加粗四号）ARead and say

二、教学目标（黑体，加粗四号）

1．会听、说、读日常交际用语： Stand in a line.Let’s do some exercise.（中文：宋体，小四；英文：Comic Sans MS，小四）

三、教学重点（黑体，加粗四号）

1．会听、说、读、写单词：time, left, right, stop, touch.（中文：宋体，小四；英文：Comic Sans MS，小四）

四、教学难点（黑体，加粗四号）

1．单词time, back, right, with意思和句子Touch „ with „的意义。

五、教学准备（黑体，加粗四号）

1．教具准备：录音机、磁带、人体各个部位的图片、单词卡片和投影片。

（中文：宋体，小四；英文：Comic Sans MS，小四）

六、教学过程（黑体，加粗四号）

Step 1．Free talk(Comic Sans MS，加粗四号)Timing: 15 min

1.T: Good morning, boys and girls.（Comic Sans MS，小四）

七、作业设计（黑体，加粗四号）

1． Read the text three times after the tape.（Comic Sans MS，小四）

八、板书设计（黑体，加粗四号）

Unit 6At a PE lesson（A）

（Comic Sans MS，小四）

九、教后记（黑体，加粗四号）

-----说课稿内容包括：

1.问候语

2.说教学内容

3.说教材

4.说教学目的5.说教学重点、难点

6.说教学准备

7.说教法、学法

8.说教学流程

9.教学总结

第三篇：英语教案

Know the fruits 教学目标：

（1）能够听说读写五个有关水果的单词：apple、orange、banana、grape、pear。

（2）能够运用句型what is this？it is a/an…进行对话，注意单词在名词前a/an的变化。教学重难点：

重点：学习单词apple、orange、banana、grape、pear的正确读音。难点：注意单词在名词前a/an的变化。

教学准备：不同颜色的卡片、水果、水果卡片、多媒体课件。教学方法：实物教学法、游戏法。教学过程： 课前小游戏

游戏导入，激发学生学习的兴趣。

师：在正式上课之前，我们先来玩一个“水果蹲”的游戏，我请五位同学上来表演，每个同学代表一种水果，如(苹果、梨子、香蕉、葡萄、桔子)然后说苹果蹲，苹果蹲，苹果蹲完香蕉蹲。

一、复习旧知识

利用带有颜色的卡片进行抽查和全班齐读的形式让学生回忆red、yellow、orange、green、purple等单词。

提问：刚刚同学们分别代表了哪几种水果呀（学生回答）那你们想不想知道这些水果用英语怎么说呢？（想）今天我们就一起来学习吧。”（教师板书课题）

一、呈现新课

（1）学习单词：教师把新单词板书在黑板上，老师教读单词，老师读一遍，学生跟着读两遍。在教读过程中，也要教他们写。（2）师生互动：老师说出哪种水果名称，学生则用英语说出来，老师用英语说出水果名称，学生则说出是哪种水果

（3）大声小声读单词：老师大声读单词，学生则小声读单词，反之亦然。

（4）比赛读单词：首先是男生女生轮流读、然后是小组读单词（把学生分成两个组，tiger组和lion组，这两个组要森林称王，哪组读的最大声最好，哪一组就是森林之王），以竞赛的形式来巩固单词读音。（5）游戏“水果蹲”

和开始的游戏一样，只是把我们的水果换成我们刚刚学习的单词来进行。如“apple蹲 apple蹲 apple蹲完 banana蹲”。已达到巩固的效果。

二、学习句型

（1）教师手拿水果卡片提问：“这是什么？”学生回答“苹果”，这一句用英语怎样表达。大屏幕出示what’s this？it’s a/an„的对话语音，老师及时在黑板上板书新句型what’s this？it’s a/an„。让学生把刚学的单词运用起来，（如：老师手拿苹果，问：what’s this？学生回答it’s an apple.）强调apple、orange的首字母是元音字母，所以单词前必须是an（如：an apple、an orange），而banana、grape、pear是辅音字母开头，所以单词前加a（如：a banana、a grape、a pear）。再通过师生互动、生生互动交流进行对话练习，首先是全班跟读，接着是师问生答，最后是同桌之间到小组之间的生生问答，达到巩固且能掌握并熟练运用。（2）玩句型接龙游戏

其中一竖排同学每个座位上摆放不同的水果，由第一个人开始问what’s this？第二个同学回答，回答完了之后又问第三个同学，一次类推。（回答对的同学，水果就属于他，回答错了的同学水果就不属于他）

三、总结

今天我们一起学习了新的水果单词apple、orange、banana、grape、pear，以及新的句型what’s this？it’s a/an„和单词在名词前a/an的变化，课下同学们要多读并多用学过的单词句子与同学们交流哦。

第四篇：英语教案

英语教案模板

1、Subject:

2、Teaching aims: Knowledge aim: Ability aim: Emotional aim:

3、Key points: Difficult points:

4、Teaching procedures Step1:Greeting!Step2:Leading in/lead-in Step3:Presentation Step4:Practice Step5:Summary Step6:Homework

第五篇：英语教案

Unit 5 Text A What Are Friends For?

Teaching Objectives:

By the end of the unit, students will be better able to

1.understand the varied parts friendship plays in one's life and be better friends themselves;

2.use about 30 new words and 10 new phrases and expressions in brief conversations, translation and preliminary writing tasks;

3.use the subjunctive mood with implied condition in real life communication;4.read material of a similar topic and degree of difficulty;

5.Know how to write concisely by avoiding overstated, pompous words and redundant phrases.Teaching Methods:

Audio lingual Method;Presentation;Discussion;Question-answer.Important/Difficult Points:

New words and expressions: chat, turtle, model

Pick up, happen to, CD player, out of touch, put in perspective, betrayed confidence on the planet, get rid of, in good/bad shape Some sentences in the text are difficult to understand, such as I was thinking about how everybody can’t be every thing to each other, but some people can be something to each other, but some people can be something to each other;Wherever, whenever, there’s that spark of recognition;They have beautiful homes filled with special handmade things presented to them by villagers in the remote areas they have visited in their extensive travels.Teaching Procedure: Step 1.Warming Up(30 mints)

1)Work in pairs or groups, and discuss the following questions. 1.Do you have different kinds of friends? How do you classify them?