新编英语语法教程教案第一章

合集下载

新编英语语法教程教案

章节及教学内容
导论 ---- 语法层次第一讲句子结构
第二讲主谓一致（一）
累计学时 2 4
第 3周
第三讲主谓一致（二）
6
第 4周
第四讲名词和名词词组
8
第 5周
第五讲名词属格
10
第 6周
第六讲限定词（一）
12
第 7周第 8周
第七讲限定词（二）
14
第八讲代词（一）
第九讲代词（二）
16
taller than Peter ．汉斯
不比彼得高。 My uncle
似乎并 has too many
children ．我的叔叔 None of the girls
孩子太多了。
like football
．
没有那位女孩
喜欢足球。
由上述诸例可以看出，作为句子的话题，主语通常是一些带有事物性或实体性的词语，如 China ，the
词词组等。例如：
My daughter became a college student expensive ．这辆车价钱
．我女儿成了大学生。 His books are on that
The car is
shelf ．他的书在那个书架上。
She looks fine
．她穿着漂亮好看。
I shall be away three weeks
示的事物或概念是或不是什么，有或没有什么，要或不要什么，做了或未做什么，等等。因此，谓语通常
是述说性的，它能说明情况，表达意愿，评论美丑，分辨是非。所以，谓语通常由动词词组
+补足成分来表
示，而且谓语部分在结构上通常要比主语长一些或者更复杂一些。

新编英语教程1unit1

The practical application of grammar refers to using the grammar rules learned in this unit in real-life situations. Students will practice speaking and writing in English using the grammar structures covered in this unit, such as simple present, present continuous, and present perfect tenses.
04
提前阅读问题，了解需要回答的内容和要求。
在听的过程中，注意捕捉关键信息和细节，记录重要内容。
根据问题类型，选择合适的答题方法，确保答案准确、完整
。
Listening skills sharing
预测答案
根据问题和听力材料的主题，预测可能的答案。
筛选无关信息
在听的过程中，快速筛选出与问题相关的信息，忽略无关内容。
04
reading comprehension
Reading article analysis
文章主题分析
文章结构分析
文章语言特点分析
文章逻辑关系分析
本篇文章主要探讨了英语学习的技巧和方法，包括词汇、语法、阅读和写作等方面的学习建议。
文章采用了总分总的结构，先总体介绍了英语学习的重要性，然后分别从词汇、语法、阅读和写作四个方面进行了详细阐述，最后总结了提高英语学习的关键因素。
Analysis of Listening Materials
词汇量
评估听力材料中涉及的词汇量，确定是否超出了学生的词汇范围。

初中英语语法教案英文

初中英语语法教案英文一、教学目标：1. 知识目标：学生能够理解并掌握基本的英语语法知识，如时态、语态、名词、动词、形容词等。

学生能够运用所学的语法知识进行简单的句子构建和表达。

2. 技能目标：学生能够通过听、说、读、写的练习，提高英语语法运用能力。

学生能够通过合作学习，提高沟通和交流的能力。

3. 情感目标：学生能够培养对英语语法的兴趣，增强学习英语的自信心。

学生能够积极参与课堂活动，提高学习英语的积极性。

二、教学内容：1. 第一章：英语语法简介介绍英语语法的基本概念和重要性。

引导学生了解英语语法的学习方法和技巧。

2. 第二章：时态介绍英语基本时态的用法。

通过实例和练习，让学生掌握一般现在时、一般过去时和一般将来时的构成和用法。

3. 第三章：语态介绍英语被动语态的用法。

通过实例和练习，让学生掌握被动语态的构成和用法。

4. 第四章：名词介绍英语名词的分类和用法。

通过实例和练习，让学生掌握名词的单复数、所有格和限定词的用法。

5. 第五章：动词介绍英语动词的分类和用法。

通过实例和练习，让学生掌握动词的时态、语态和形式变化。

三、教学方法：1. 采用任务型教学法，通过小组合作、角色扮演等形式，激发学生的学习兴趣和积极性。

2. 运用多媒体教学手段，如PPT、视频等，提供丰富的教学资源和实例，帮助学生更好地理解和掌握语法知识。

3. 结合语境和实际场景，让学生在真实的语言环境中学习和运用语法知识。

四、教学评估：1. 课堂练习：通过课堂上的语法练习，及时检测学生对语法知识的理解和运用能力。

2. 小组讨论：通过小组合作和讨论，评估学生在团队合作中的沟通和交流能力。

3. 课后作业：布置相关的语法作业，让学生巩固所学知识，提高自主学习能力。

五、教学资源：1. 教材：选用适合初中学生的英语语法教材，如《新概念英语》等。

2. 多媒体课件：制作PPT等多媒体课件，提供丰富的教学资源和实例。

3. 在线资源：利用互联网资源，如英语学习网站、视频等，提供更多的学习材料和练习题。

新编英语教程Unit1教案分析解析

新编英语教程Unit1教案分析解析Unit OneI. Lead-inMovie ClipWatch the following video and then do the exercise. You can find the interpretation of some words and phrases in "Word Bank".Book 6 Unit 1.mp4 (00:00 – 02:33)Script- See?- So this is where the tree went.- What?- Interesting.- What's so interesting?- These branches don't have a single leaf.- You know, I noticed that, too.- Jack. Look at the tree and say something.- Say what? What's so funny?- This is amazing. Don't you see?- Hey, you know, it almost seems like every time I say something, some of the ... Hello? Hel ...lo! I want my baby back, baby back, baby back. I want my baby back, baby back ribs. Shit!Hey, how are you doing this?- Me? I'm doing nothing. You and this tree are now connected.- Connected?- It seems like all your talking is making you sick.- Hey, my talking is not making me sick.- Oh, really? What happens when a tree loses all its leaves, Jack?- So what are you trying to say, Sinja?- It's obvious to me. The more you talk, the more leaves fall, the sicker you get.- The sicker I get? So what happens if all the leaves fall off the tree?- That usually means the tree is dead.- Hey, wait a second. Hold on a second. You're telling me that you think whatever happens to the tree happens to me? - Yes.- So I could die.- Yes, but you would die in the most amazing way possible.- I could die?- Or someone could turn you into a coffee table.- Hey, Sinja, you know, you're a real funny dude to stand here making jokes when my life is being controlled by this magic tree. How many leaves do you think are left on this tree?- A thousand.- So what I got? A thousand words left?- Now you have 993. One word, one leaf.(From A Thousand Words)Word Bankdude:an informal form of address for a man 伙计、哥们Exercise1.It is interesting that Jack and the tree _________________.A. can communicateB. are of the same ageC. come from the same placeD. are connected2.At the end of the conversation, Jack has ___________ words to say before he dies.A. 993B. 995C. 997D. 1,000Key: 1. D 2. AInspirational QuotesWhen ideas fail, words come in very handy.— Johann Wolfgang von GoetheDiscussionIf you are to describe your campus life in only one word, what is it? Then tell us why you choose that particular word.II. Text IPre-reading Questions1.You may have kept in your memory some words, phrases or even whole sentences that are ofgreat wisdom and can serve as guidelines in your life. Share them with your classmates and discuss their value.2.The two words that, as the author of the text suggests, should be avoided are "if only", and thetwo be remembered are "next time". Can you guess, before you read the text, what message the author intends to convey to the reader with such a suggestion?General ReadingI. Judge which of the following best states the purpose of the article.A. To explain how Freud's psychotherapy works.B. To demonstrate the power of positive thinking.C. To call attention to the importance of the choice of words.Key: BII. Judge whether the following statements are true or false.1.That wintry afternoon, the author was in a bad mood and he happened to meet an old friendof his in a French restaurant in Manhattan.2.The Old Man asked the author to go to his office because he thought that the office was abetter place than the restaurant for their talk.3.The three speakers on the tape had all been unfavorably affected by what had happened tothem.4.In the Old Man's opinion, it was a bad way of thinking always to regret what one had done orhad not done.Key: 1. F 2. F 3. T 4. TBackground Notes1.Manhattan, an island near the mouth of the Hudson River, is a borough of New York City, insoutheastern New York State, U.S.A. Commercial and cultural heart of the city, Manhattan is the site of the Metropolitan Opera House, Carnegie Hall, the City Center of Music and Drama, and numerous other music institutions.2.Sigmund Freud (1856–1939) is an Austrian physician and the founder of psychoanalysis.Freud explored the workings of the human mind and developed psychoanalysis as a therapeutic technique to treat neurosis or mental disturbances.Text StudyTextTwo Words to Avoid, Two to RememberArthur Gordon1 Nothing in life is more exciting and rewarding than the sudden flash of insight that leaves you a changed person — not only changed, but changed for the better. Such moments are rare, certainly, but they come to all of us. Sometimes from a book, a sermon, a line of poetry. Sometimes from a friend ...2 That wintry afternoon in Manhattan, waiting in the little French restaurant, I was feeling frustrated and depressed. Because of several miscalculations on my part, a project of considerable importance in my life had fallen through. Even the prospect of seeing a dear friend (the Old Man, as I privately and affectionately thought of him) failed to cheer me as it usually did. I sat there frowning at the checkered tablecloth, chewing the bitter cud of hindsight.3 He came across the street, finally, muffled in his ancient overcoat, shapeless felt hat pulled down over his bald head, looking more like an energetic gnome than an eminent psychiatrist. His offices were nearby; I knew he had just left his last patient of the day. He was close to 80, but he still carried a full case load, still acted as director of a large foundation, still loved to escape to the golf course whenever he could.4 By the time he came over and sat beside me, the waiter had brought his invariable bottle of ale. I had not seen him for several months, but he seemed as indestructible as ever. "Well, young man," he said without preliminary, "what's troubling you?"5 I had long since ceased to be surprised at his perceptiveness. So I proceeded to tell him, at some length, just what was bothering me. With a kind of melancholy pride, I tried to be very honest. I blamed no one else for my disappointment, only myself. I analyzed the whole thing, all the bad judgments, the false moves. I went on for perhaps 15 minutes, while the Old Man sipped his ale in silence.6 When I finished, he put down his glass. "Come on," he said. "Let's go back to my office."7 "Your office? Did you forget something?"8 "No," he said mildly. "I want your reaction to something. That's all."9 A chill rain was beginning to fall outside, but his office was warm and comfortable and familiar: book-lined walls, long leather couch, signed photograph of Sigmund Freud, tape recorder by the window. His secretary had gone home. We were alone.10 The Old Man took a tape from a flat cardboard box and fitted it onto the machine. "On this tape," he said, "are three short recordings made by three persons who came to me for help. They are not identified, of course. I want you to listen to the recordings and see if you can pick out the two-word phrase that is the common denominator in all three cases." He smiled. "Don't look so puzzled. I have my reasons."11 What the owners of the voices on the tape had in common, it seemed to me, was unhappiness. The man who spoke first evidently had suffered some kind of business loss or failure; he berated himself for not having worked harder, for not having looked ahead. The woman who spoke next had never married because of a sense of obligation to her widowed mother; she recalled bitterly all the marital chances she had let go by. The third voice belonged to a mother whose teen-age son was in trouble with the police; she blamed herself endlessly.12 The Old Man switched off the machine and leaned back in his chair. "Six times in those recordings a phrase is used that's full of subtle poison. Did you spot it? No? Well, perhaps that's because you used it three times yourself down in the restaurant a little while ago." He picked up the box that had held the tape and tossed it over to me. "There they are, right on the label. The two saddest words in any language."13 I looked down. Printed neatly in red ink were the words: If only.14 "You'd be amazed," said the Old Man, "if you knew how many thousands of times I've sat in this chair and listened to woeful sentences beginning with those two words. 'If only,' they say to me, 'I had done it differently — or not done it at all. If only I hadn't lost my temper, said the cruel thing, made that dishonest move, told that foolish lie. If only I had been wiser, or more unselfish, or more self-controlled.' They go on and on until I stop them. Sometimes I make them listen to the recordings you just heard. 'If only,' I say to them, 'you'd stop saying if only, we might begin to get somewhere!'"15 The Old Man stretched out his legs. "The trouble with 'if only,'" he said, "is that it doesn't change anything. It keeps the person facing the wrong way —backward instead of forward. It wastes time. In the end, if you let it become a habit, it can become a real roadblock, an excuse for not trying any more.16 "Now take your own case: your plans didn't work out. Why? Because you made certain mistakes. Well, that's all right: everyone makes mistakes. Mistakes are what we learn from. But when you were telling me about them, lamenting this, regretting that, you weren't really learning from them."17 "How do you know?" I said, a bit defensively.18 "Because," said the Old Man, "you never got out of the past tense. Not once did you mention the future. And in a way —be honest, now! — you were enjoying it. There's a perverse streak in all of us that makes us like to hash over old mistakes. After all, when you relate the story of some disaster or disappointment that has happened to you, you're still the chief character, still in the center of the stage."19 I shook my head ruefully. "Well, what's the remedy?"20 "Shift the focus," said the Old Man promptly. "Change the key words and substitute a phrasethat supplies lift instead of creating drag."21 "Do you have such a phrase to recommend?"22 "Certainly. Strike out the words 'if only'; substitute the phrase 'next time.'"23 "Next time?"24 "That's right. I've seen it work minor miracles right here in this room. As long as a patient keeps saying 'if only' to me, he's in trouble. But when he looks me in the eye and says 'next time,' I know he's on his way to overcoming his problem. It means he has decided to apply the lessons he has learned from his experience, however grim or painful it may have been. It means he's going to push aside the roadblock of regret, move forward, take action, resume living. Try it yourself. You'll see."25 My old friend stopped speaking. Outside, I could hear the rain whispering against the windowpane. I tried sliding one phrase out of my mind and replacing it with the other. It was fanciful, of course, but I could hear the new words lock into place with an audible click....26 The Old Man stood up a bit stiffly. "Well, class dismissed. It has been good to see you, young man. Always is. Now, if you will help me find a taxi, I probably should be getting on home."27 We came out of the building into the rainy night. I spotted a cruising cab and ran toward it, but another pedestrian was quicker.28 "My, my," said the Old Man slyly. "If only we had come down ten seconds sooner, we'd have caught that cab, wouldn't we?"29 I laughed and picked up the cue. "Next time I'll run faster."30 "That's it," cried the Old Man, pulling his absurd hat down around his ears. "That's it exactly!"31 Another taxi slowed. I opened the door for him. He smiled and waved as it moved away. I never saw him again. A month later, he died of a sudden heart attack, in full stride, so to speak.32 More than a year has passed since that rainy afternoon in Manhattan. But to this day, whenever I find myself thinking "if only", I change it to "next time". Then I wait for that almost-perceptible mental click. And when I hear it, I think of the Old Man.33 A small fragment of immortality, to be sure. But it's the kind he would have wanted.Words and Phrases1.prospect n. sth. one expects to happen; a possibility or likelihood of sth. happeninge.g. I look forward to the prospect of being a volunteer doing social work in the GreatNorthwest.There is a reasonable prospect of reaching the trapped miners within the next 24 hours.prospects pl. — opportunitiese.g. Most people are not quite optimistic about the prospects for/of employment.Don't think too much how the job pays now. What really matters is that it holds good prospects.2.eminent adj.famous and respected within a particular profession, e.g. eminentdoctor/surgeon/scientist, etc.3.invariable adj. never changinge.g. The invariable question the mother asked her child after school every day was: "How dideverything go today?"4.proceed v. begin a course of actione.g. After the preparations had been made, we proceeded to draft the plan.5.at some length: (formal) in some detaile.g. She described to us her trip to New Zealand at some length.cf. at length— after a long time; at laste.g. He thought over the mathematical problem day and night and solved it at length.6.false move: an unwise action that turns out to be a mistake and brings one risks or failuree.g. Be very careful with the designing of the plan; a false move and it will fall through.7.berate v. (formal) scold or criticize angrily because of a faulte.g. Don't berate anyone just because he has made a mistake. Don't we all make mistakesfrom time to time?/doc/e6d8e79dafaad1f34693daef5ef7ba0d4a736d2f.html ment v. feel or express deep sorrow (for or because of sth.)e.g. One should not lament the past mistakes, but should try to do better later.9.ruefully adv. regretfullye.g. He faced his recent failure ruefully.10.promptly adv. quickly, at oncee.g. He always responded to the customers' requests promptly.11.grim adj. harsh, unpleasant, dreadfule.g. He was depressed when he heard the grim news that two-thirds of the workforce might bedischarged.Notes1.the sudden flash of insight that leaves you a changed person: the quick and spontaneousunderstanding that makes you a different persona flash of insight— an understanding that comes to one suddenly and quicklyleave(with object and adverbial or complement) —cause (object) to be or to remain in a particular state or positione.g. Buying an expensive car has left the family penniless.The children were left in the care of the nanny.2. chewing the bitter cud of hindsight: thinking repeatedly about the painful realization ofwhat had happenedLiterally cud means "partly digested food returned from the first stomach of ruminants to the mouth for further chewing" (反刍的⾷物). When an animal chews the cud, it chews further the partly digested food. When a person chews the cud, he thinks about somethingreflectively.e.g. He chewed the cud for a long while before he set pen to paper.hindsight— understanding the reasons for an event or situation only after it has happenede.g. The accident could have been avoided with the wisdom of hindsight.With hindsight they should not have left their little daughter alone in the country villa.3.he still carried a full case load: he still kept himself fully occupied in the treatment of hispatientscase load— the number of patients a doctor has to deal with4.I had long since ceased to be surprised at his perceptiveness.: I had long before come toknow that he was good at perceiving how others thought and felt; so I was not at all surprised when he noticed my troubled state.perceptiveness(n.) — unusual ability to notice and understand; awareness and understandinge.g. We all admired his perceptiveness; he was always so quick to respond to a new situation.5.With a kind of melancholy pride: Apparently the author was still proud of his "project ofconsiderable importance", though he was sad because of "several miscalculations on his part"./doc/e6d8e79dafaad1f34693daef5ef7ba0d4a736d2f.html mon denominator: This is a term used in mathematics, meaning "the common multipleof the denominator of several fractions" (公分母). In this context, it means "the characteristic shared by the three persons", i.e. the phrase if only was used by all three of them.7.all the marital chances she had let go by: all the chances for her to get married she hadmissedlet (sth.) go by— lose sth.e.g. The short course is a good opportunity for you to learn a skill. Don't let it go by.8.There's a perverse streak in all of us that makes us like to hash over old mistakes.:There's an obstinately unreasonable quality in all of us which makes us enjoy bringing up old mistakes again for consideration.perverse—(of a person or one's actions) showing an obstinate desire to behave in an unreasonable waye.g. We just couldn't understand her perverse decision against the majority.streak— an element of a specified kind in one's character （性格⾏为的）倾向, an often unpleasant characteristice.g. Her streak of stubbornness makes her difficult to get along with.hash over— (slang) bring up (sth.) again for consideratione.g. What has been done cannot be undone. Don't hash over past mistakes. Cheer up and tryto do better next time.9.substitute a phrase that supplies lift instead of creating drag: use a phrase (in place of ifonly) that provides encouragement that pushes you forward instead of discouragement that pulls you backwardsubstitute (v.) — use (sth.) in place of (sth. else)e.g. The old lady suffers from diabetes, so she substitutes saccharine for sugar/so shesubstitutes sugar with saccharine.substitute (n.) — a person or thing acting or used in place of anothere.g. The actress's substitute performed as well as the actress herself.10.when he looks me in the eye: when he looks directly at me without showing embarrassment,fear, or shame11.I could hear the new words lock into place with an audible click: I could sense the newwords firmly fixed in my mind without any doubt12.that almost-perceptible mental click: the reminder provided by the Old Man that canroughly be felt in the mind13.a small fragment of immortality: a small piece of advice to be remembered foreverQuestions1.How were the author and the old man related?Key: The old man was an eminent psychiatrist and the author was a client of his.2.According to the author, how much did the session with his psychiatrist friend that afternoonmean to him? (para. 1)Key: To him, the session was just like "a flash of insight that leaves him a changed person —not only changed, but changed for the better."3.Why did the old man let the author listen to the three speakers on the tape? (para.15)Key:The three speakers on the tape were all unhappy, and the two words they all used frequently in what they said were "if only". What the old man wanted to point out to the author was that to keep saying "if only" would not change anything; on the contrary, it only kept the person facing the wrong way — backward instead of forward. Thus it did more harm than good to the person who kept saying them.4.What did the old man advise the author to do to get out of his depressed state of mind? (para.20)Key: Shift the focus; substitute "next time" for "if only".5.In what way are the two phrases "if only" and "next time" different? (para. 20)Key: They point to entirely different mental directions; one is backward and negative, and the other forward and positive.6.What do you think is the tone of the passage?Key: It is instructive and inspirational.Activity1.Failures and setbacks are an inevitable part of our life. Tell your classmates about one such"unfortunate" experience and how you managed to get back on your feet.Sentence patterns for your referenceWhen I was ... I met ...It is true that life is ...In spite of the ..., I ...2.Discuss the "flash of insight" Gordon suddenly got. What psychological effect did this pieceof advice produce on Gordon? Do you believe that one's mentality is an essential factor when one is unfortunately thrown into adversity? Give examples to support your view.Sentence patterns for your referenceIn case one meets ..., it is essential that ...As in Gordon's case, ...An example to show ... is that ...Organization and DevelopmentNarrationIn terms of mode of development, the present text is basically a narration, in which the author, Arthur Gordon, relates his meeting with his psychiatrist friend "the Old Man".Characteristics of NarrationThe purpose of a narration is to recount an event or a series of events; therefore it is usually chronological in its arrangement of details. The chief purpose of narration is to interest and entertain, though, of course, it may be used to instruct and inform. Narrative Structure of the TextGordon's purpose of writing, obviously, is not just to tell what happened during his meeting with his friend, but, more importantly, to instruct. The instructive significance of the story is made clear in the first paragraph. In the first few lines Gordon has already made it clear to the reader that what he is going to do is to tell how "the sudden flash of insight that leaves you a changed person — not only changed, but changed for the better — ... Sometimes from a friend."In the first three paragraphs, which serve as a kind of introduction to the narration, we learn something about the physical circumstances for the meeting, i.e. the time —one rainy wintry afternoon, and the place — a French restaurant in Manhattan; the author's somber mood caused by his failure to complete an important project; and also something about the Old Man —his age, his profession, and perhaps more importantly, his positive attitude towards life.The last two paragraphs form a sort of conclusion, in which what the author has learned from his friend, which is also what he wants his readers to learn, is explicitly stated: ... whenever I find myself thinking "if only", I change it to "next time".III. Text IIText StudyTextThe Romance of WordsWilfred Funk and Norman Lewis1 From now on we want you to look at words intently, to be inordinately curious about them and to examine them syllable by syllable, letter by letter. They are your tools of understanding and self-expression. Collect them. Keep them in condition. Learn how to handle them. Develop a fastidious, but not a fussy, choice. Work always towards good taste in their use. Train your ear for their harmonies.2 We urge you not to take words for granted just because they have been part of your daily speech since childhood. You must examine them. Turn them over and over, and see the seal and superscription on each one, as though you were handling a coin. We would like you actually to fall in love with words.3 Words, as you know, are not dead things. They are fairly wriggling with life. They are the exciting and mysterious tokens of our thoughts, and like human beings, they are born, come to maturity, grow old and die, and sometimes they are even re-born in a new age. A word, from its birth to its death, is a process, not a static thing.4 Words, like living trees, have roots, branches and leaves.5 Shall we stay with this analogy for a few moments, and see how perfect it is?6 The story of the root of a word is the story of its origin. The study of origins is called etymology, which in turn has its roots in the Greek word etymon meaning "true" and the Greek ending — logia meaning "knowledge." So etymology means the true knowledge of words.7 Every word in our language is a frozen metaphor, a frozen picture. It is this poetry behind words that gives language its overwhelming power. And the more intimately we know the romance that lies within each word, the better understanding we will have of its meaning.8 For instance, on certain occasions you will probably say that you have "calculated" the cost of something or other. What does this term "calculate" really mean? Here is the story. Years ago, ancient Romans had an instrument called a hodometer, or "road measurer," which corresponds to our modern taximeter. If you had hired a two-wheeled Roman vehicle to ride, say, to the Forum, you might have found in the back a tin can with a revolving cover that held a quantity of pebbles. This can was so contrived that each time the wheel turned the metal cover also revolved and a pebble dropped through a hole into the receptacle below. At the end of your trip you counted the pebbles and calculated your bill. You see the Latin word for pebble was calculus, and that's where our word "calculate" comes from.9 There are, of course, many words with much simpler histories than this. When you speak of a "surplus," for instance, you are merely saying that you have a sur (French for "over") plus (French for "more") or a sur-plus. That is, you have an "over-more" than you need.10 Should you be in a snooty mood for the nonce, and happen to look at someone rather haughtily, your friends might call you supercilious, a word which comes from the Latin supercilium, meaning that "eyebrow" you just raised. That person you are so fond of, who hasbecome your companion, — [cum (Latin for "with") and panis (Latin for "bread")] — is simply one who eats bread with you. That's all. Again, "trumps" in bridge is from the French "triomphe" or triumph, an old-time game of cards. In modern cards one suit is allowed to triumph over, or to "trump" the other suits. And still again, in the army, the lieutenant is literally one who takes the place of the captain when the latter is not around. From the French lieu (we use it in "in lieu of") and tenir, "to hold." The captain, in turn, derives from the Latin word caput (head); colonel comes from columna (the "column" that he leads).11 If, by any chance, you would like to twit your friend, the Wall Street broker, just tell him that his professional title came from the Middle English word brocour, a broacher, or one who opens, or broaches, a cask to draw off the wine or liquor. We still employ the same word in the original sense when we say "he broached (or opened up) the subject." Finally the broacher, or broker, became a salesman of wine. Then of other things, such as stocks and bonds.12 These are the roots of words. We next come to the branches. The branches of our language tree are those many groups of words that have grown out from one original root.13 Let's take an example. The Latin term spectare which means "to see" contains the root spec, and from this one root have sprouted more than 240 English words. We find the root hidden in such words as spectacles, those things you "see" through; in respect, the tribute you give to a person you care to "see" again; inspect, "to see" into; disrespect (dis — unwilling; re —again; spec — to see) therefore, when you treat someone with disrespect, you make it plain that you do not care to see him again; introspection, looking or seeing within; spectator, one who "sees" or watches.14 Turning to the Greek language, which has so largely enriched our own, we discover the root appearing in English as graph. This means "to write" and has been a prolific source of words for us. We have telegraph, which literally means "far writing"; phonograph, "soundwriting"; photograph, "light-writing"; stenographer, one who does "condensed writing"; a graphic description, one that is just as clear and effective as though it had been written down; mimeograph, "to write a copy or。

浙江省高中英语语法定语从句教案新人教版必修

浙江省高中英语语法定语从句教案新人教版必修第一章：定语从句的概念与作用1.1 定语从句的定义1.2 定语从句的作用1.3 定语从句与主句的关系第二章：关系代词who的用法2.1 who引导的定语从句2.2 who在定语从句中的作用2.3 who的先行词第三章：关系代词whom的用法3.1 whom引导的定语从句3.2 whom在定语从句中的作用3.3 whom的先行词第四章：关系代词which的用法4.1 which引导的定语从句4.2 which在定语从句中的作用4.3 which的先行词第五章：关系代词that的用法5.1 that引导的定语从句5.2 that在定语从句中的作用5.3 that的先行词第六章：关系代词的的特殊用法6.1 who, whom, which, that的用法辨析6.2 关系代词在特定语境中的用法6.3 关系代词的转移用法第七章：定语从句的先行词7.1 先行词的定义与作用7.2 先行词的确定方法7.3 先行词在定语从句中的关系第八章：限制性定语从句与非限制性定语从句8.1 限制性定语从句的定义与用法8.2 非限制性定语从句的定义与用法8.3 限制性定语从句与非限制性定语从句的区分方法第九章：定语从句的嵌套9.1 定语从句嵌套的定义与特点9.2 定语从句嵌套的用法9.3 定语从句嵌套的实例分析第十章：定语从句的综合练习10.1 定语从句的判断与运用10.2 定语从句的翻译与改写10.3 定语从句在实际语境中的应用第十一章：定语从句与介词短语的搭配11.1 介词短语在定语从句中的位置11.2 介词短语与关系代词的搭配使用11.3 介词短语在定语从句中的意义和用法第十二章：定语从句的倒装12.1 定语从句倒装的定义与规则12.2 定语从句倒装的用法和意义12.3 定语从句倒装的实例分析第十三章：定语从句与主句的逻辑关系13.1 定语从句与主句的逻辑关系概述13.2 定语从句与主句逻辑关系的判断方法13.3 定语从句与主句逻辑关系在实际语境中的应用第十四章：定语从句的翻译技巧14.1 定语从句翻译的基本原则14.2 定语从句翻译中关系代词的处理方法14.3 定语从句翻译的实例分析第十五章：定语从句在阅读理解中的应用15.1 定语从句在阅读理解中的作用15.2 定语从句在阅读理解中的解题策略15.3 定语从句在阅读理解中的实践训练重点和难点解析本文主要讲解了定语从句的概念、关系代词的用法、先行词的确定、限制性定语从句与非限制性定语从句的区分、定语从句的嵌套、定语从句的综合练习、定语从句与介词短语的搭配、定语从句的倒装、定语从句与主句的逻辑关系、定语从句的翻译技巧以及定语从句在阅读理解中的应用等内容。

新编英语教学语法教案模板

一、教学目标1. 知识目标：使学生掌握所学的语法知识点，理解其用法，并能正确运用到实际语境中。

2. 技能目标：提高学生的语法运用能力，增强语言表达能力。

3. 情感目标：培养学生对英语学习的兴趣，激发学习热情，树立自信心。

二、教学内容1. 语法知识点：根据教材内容，选择合适的语法知识点进行教学。

2. 课时安排：根据实际情况，确定每节课的教学时间。

三、教学过程1. 导入新课（1）复习旧知识：回顾上一节课所学的语法知识点，巩固学生记忆。

（2）创设情境：通过图片、视频、故事等形式，导入新课。

2. 语法讲解（1）详细讲解语法知识点，包括定义、用法、例句等。

（2）分析语法结构，让学生理解其内在规律。

（3）强调语法规则，让学生明确学习目标。

3. 练习环节（1）设计各种形式的练习题，如选择题、填空题、改错题等，让学生巩固所学知识。

（2）鼓励学生积极参与，提高课堂互动性。

（3）针对学生练习中存在的问题，进行个别辅导。

4. 拓展延伸（1）通过阅读、写作、口语等形式，让学生运用所学语法知识。

（2）介绍与所学语法相关的背景知识，拓宽学生视野。

5. 总结与反馈（1）总结本节课所学内容，强调重点、难点。

（2）布置课后作业，巩固所学知识。

（3）收集学生反馈，了解教学效果。

四、教学评价1. 课堂表现：观察学生在课堂上的参与度、积极性等。

2. 作业完成情况：检查学生课后作业的完成质量。

3. 语法测试：通过测试，评估学生对语法知识的掌握程度。

五、教学反思1. 教学过程中遇到的问题及解决方法。

2. 学生学习效果分析。

3. 教学方法的改进与优化。

以下为新编英语教学语法教案模板的具体示例：新编英语教学语法教案——一般过去时一、教学目标1. 知识目标：使学生掌握一般过去时的定义、用法和构成方法。

2. 技能目标：提高学生运用一般过去时进行描述、叙述的能力。

3. 情感目标：激发学生对英语学习的兴趣，增强学习信心。

二、教学内容1. 语法知识点：一般过去时2. 课时安排：2课时三、教学过程1. 导入新课（1）复习旧知识：回顾一般现在时和一般将来时的用法。

大学英语语法教案模板(3篇)

第1篇课程目标：1. 帮助学生掌握大学英语语法的基本知识，提高语法应用能力。

2. 培养学生的英语思维和表达能力，增强语言实际应用能力。

3. 培养学生自主学习的能力，提高学习效率。

教学内容：1. 语法知识点讲解2. 实际例句分析3. 练习题讲解与练习教学对象：大学英语专业学生教学时间：2课时教学准备：1. 教材及教学参考资料2. 多媒体课件3. 练习题教学步骤：第一课时一、导入1. 简要回顾上节课所学内容。

2. 提出本节课的学习目标。

二、语法知识点讲解1. 讲解名词、代词、动词、形容词、副词等词性及它们在句子中的作用。

2. 讲解时态、语态、虚拟语气等语法现象。

3. 结合实际例句，讲解语法知识点。

三、实际例句分析1. 展示一些典型例句，让学生分析其中的语法结构。

2. 引导学生总结出各种语法现象的规律。

四、练习题讲解与练习1. 给学生发放练习题，要求学生在规定时间内完成。

2. 对学生的练习情况进行讲解，指出错误并纠正。

3. 让学生再次练习，巩固所学知识。

第二课时一、复习1. 复习上节课所学的语法知识点。

2. 针对学生普遍存在的问题进行讲解。

二、语法知识点讲解1. 讲解非谓语动词、情态动词、倒装句、强调句等语法现象。

2. 结合实际例句，讲解语法知识点。

三、实际例句分析1. 展示一些典型例句，让学生分析其中的语法结构。

2. 引导学生总结出各种语法现象的规律。

四、练习题讲解与练习1. 给学生发放练习题，要求学生在规定时间内完成。

2. 对学生的练习情况进行讲解，指出错误并纠正。

3. 让学生再次练习，巩固所学知识。

教学评价：1. 通过课堂提问、练习题等方式，了解学生对语法知识的掌握程度。

2. 对学生的作业进行批改，分析学生的学习情况，及时调整教学策略。

教学反思：1. 教师要根据学生的实际情况，调整教学内容和方法。

2. 注重培养学生的英语思维和表达能力，提高学生的实际应用能力。

3. 鼓励学生自主学习，提高学习效率。

1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。

Teaching Notes
Chapter One
The Hierarchical Structure of Grammar

Ⅰ Teaching Aims:
This chapter aims to:
1. help students to know the hierachial structure of English grammar.
2. get students to learn morphemes words, phrases and sentences and their
classification.

Ⅱ Teaching Procedures
1. Introduction
The grammatical structure of English is a hierarchical one, which can be divided
into five levels, i.e. Sentence, Clause, Phrase, Word and Morpheme. A sentence is
the largest unit and highest level in a grammatical structure while a morpheme is
the smallest and lowest one.
2. Morphemes
A morpheme is the smallest unit in English grammar, and also the smallest
meaningful unit of language.
1) Free Morphemes
Free morphemes are morphemes which can constitute words by themselves,
e.g. boy, girl, work, water.
2) Bound Morphemes
Some morphemes like de-, dis-, -ness, -ly are never used independently in
speech and writing. They are always attached to free morphemes to form new
words. These morphemes are called bound morphemes.
Bound morphemes are mostly affixes. Affixes are attached to free morphemes
either to form new words or to indicate grammatical categories. Affixes can be
divided into two types: prefixes and suffixes.
3. Words
1) Simple Word, Derivative, Compound Word
a) simple words (morpheme words):at, far, hand, get
b) derivatives:
prefixes: dislike, unhappy, pronoun, prewar
suffixes: worker, widen, foolish, manly
c) compound words: handbook, outline, moreover, anybody
2) According to grammatical function, English words can be classified into
Closed Class and Open Class.
a) Closed Class
Closed class refers to all the Function words. The number of this type of
words are limited. No new comers will enter into this class. Therefore, this kind
of words are called Closed Class. They include:
Preposition: in, on, without
Pronoun: you, he, one, this
Determiner: a, the, his, that, some
Conjunction: and, or, but, when
Auxiliary: do, can, must, will
b) Open Class
Open class refers to all the Content Words. In this type of words, new words
appear continuously. Therefore, they are called Open Class. They included:
Noun: Smith, Paris, man, book
Adjective: old, big, cheap
Adverb: here, fast, early
Main Verb: work, make, give
4. Phrases
A phrase is a grammatical unit which is formed by one word or more than one
word. A phrase is usually a string of words built up around a head word which
determines both the class that the phrase belongs to and the way the phrase is
structured.
Noun Phrase ( N P ):
all the college students
the tall boy sitting there
Verb Phrase ( V P ):
looks pale
arrived last night
Adjective Phrase ( Adj P ):
very difficult
careful enough
Adverb Phrase ( Adv P ):
very clearly
so slowly
Preposition Phrase ( P.P ):
before the war
in the north
5. Clauses
In logical terms, a clause is a construction of a subject and a predicate. In
view of grammatical relations, clauses are divided into two broad categories, the
main clause and the subordinate clause, the latter of which may function as a
nominal clause, a relative clause, or an adverbial clause.
1) Nominal clauses
He said that he had done his best.
What he said was true.
2) Relative clauses
This is one of the best films I’ve ever seen.
He failed to pass the test, which was a pity.
3) Adverbial clauses
If I were you, I would not quit.
I was having dinner when he came.
6. Sentences
In terms of sentence structure, sentences can be classified into three kinds: (1)
simple sentences, (2) compound sentences and (3) complex sentences.
(1) You throw a stone at the window.
I’ll scream.( two simple sentences)
(2) You throw a stone at the window and I’ll scream. ( two coordinate main
clauses in one sentence).
(3) If you throw a stone at the window, I’ll scream. ( one main clause and one
subordinate clause within one and the same sentence)

新编英语语法教程教案第一章