牛津译林版高中英语选修模块八 选修模块8Unit2 Grammar教案-新版
牛津译林版高中英语选修八《Unit 2 The universal language》 grammar 教案 3
1.在口语中
—How is your mother today?
—(She is ) Much better.
(Is there) Anything wrong?
2.在祈使句中
(You) Open the door, please.
(I) Thank you very much.
3.在感叹句中
牛津译林版高中英语选修八
高二英语集体备课
主备人：
用案人：
授课时间：____________
第6课时
课题
M8U2 Grammar and usage(1)
课型
New
教学目标
1) To help the students review and master the usage ofEllipsis
重点
1) To help the students review and master the usage ofEllipsis
Ellipsis is used
when we do not want to repeat words or phrasesthatareobvious.
Some words of a sentence canbeleftoutwhile the meaning can still be understood.
5.动词不定式的省略
a.为避免重复,常省略上文已提到的动词原形,只保留不定式中的小品词to:这类动词有:expect, forget, hope, intend, mean, prefer, refuse, try, want, wish, would like, like和love等。E.g.:
牛津译林版英语八年级上册Unit2Grammar教学设计
（一）教学重难点
1.教学重点：
-掌握一般现在时、一般过去时和一般将来时在句子中的运用。
-学会使用频率副词描述人物活动的频率。
-能够运用情态动词表达对人物能力、可能性及必要性的推测。
-熟练运用there be句型描述某个地方或场景中存在的人或物。
2.教学难点：
-时态和语态的正确运用与变换，尤其是在实际语境中的应用。
b. Choose the best answer to complete the sentence.
c. Correct the mistakes in the following sentences.
2.练习过程中，教师鼓励学生积极参与，并及时给予反馈和指导。
3.针对学生的错误，教师进行分类总结，分析错误原因，帮助学生提高语法水平。
2.小组讨论过程中，教师巡回指导，解答学生的疑问。
3.讨论结束后，每个小组选派一名代表进行汇报，分享讨论成果。
（四）课堂练习
1.教学活动：教师设计以下练习题，帮助学生巩固所学知识：
a. Fill in the blanks with the correct form of the verb in parentheses.
（三）学生小组讨论
1.教学活动：教师将学生分成小组，每组四人，要求学生以小组为单位，讨论以下问题：
a. How to use the frequency adverbs (always, usually, often, sometimes, never) correctly in sentences?
2.互动交流：鼓励学生之间进行互动交流，如小组讨论、角色扮演等，使其在交流中自然地运用频率副词和情态动词，提高语言表达能力。
高中英语 M8 Unit2 Grammar学案1 牛津译林版选修8
高中英语 M8 Unit2 Grammar学案1 牛津译林版选修8U2 The universal language---Grammar知识技能与目标：To help students use ellipses properly、教学重点：To help students understand in what situations we can useellipses 教学难点：To help students understand in what situations we can use ellipses、、【教学过程】StepI 学生课前思考：1、什么时候用省略？_____________________________。
2、如何把下列省略句中的省略部分补充出来？1）…、although he would like to ,he can’t break his promise 、_________2)In order to avoid marriage, she says that any potential husband must answer three riddles correctly or die、 _________3)Write a review of the opera 、________4)---Get up、Alice, why didn’t you come yesterday? Don’t forget to come to my birthday party tomorrow、 Do you have anything to say for yourselves? Susan, will you please go and empty that drawer? Did youvisit the museum last week? Is your mother going to the supermarket？She may not be free today、— ______，we’ll have to put the meeting off、A、 If mayB、 If notC、 If she may notD、 If she may not be free today17、 She hurriedly left the room as if __ ____、A、 she angryB、 was angryC、 it was angryD、 angry。
牛津译林版八年级英语上册Unit2grammar教学设计
4.小组任务：分组进行角色扮演，每组编写一个关于人物经历的小故事，要求运用所学语法知识，并进行表演。下节课进行展示和评比。
5.自主学习：鼓励学生利用课后时间，通过查阅资料、观看英语视频等途径，拓展与人物特点、经历和计划相关的词汇，提高词汇量。
2.设计意图：通过小组讨论，让学生在实际语境中运用语法知识，提高语言运用能力。
3.操作步骤：
a.教师给出讨论话题，如：“描述你的好朋友”、“讲述你的一天”等。
b.学生分成小组，围绕话题展开讨论，尽量运用所学语法知识进行描述。
c.各小组派代表分享讨论成果，其他学生认真倾听，互相学习。
d.教师针对学生的讨论情况进行点评，给予鼓励和建议。
b.视频结束后，教师邀请学生分享他们观察到的人物行为。
c.教师引导学生运用一般现在时、一般过去时和一般将来时描述视频中的人物行为。
d.教师板书相关语法知识点，为学生讲授新课做好铺垫。
（二）讲授新知
1.教学内容：一般现在时、一般过去时、一般将来时；频率副词；情态动词。
2.设计意图：通过讲解和实例分析，帮助学生掌握语法知识点，并学会在实际情景中运用。
5.培养学生的自主学习能力，鼓励学生在课后进行语法知识的复习和巩固，养成良好的学习习惯。
三、教学重难点和教学设想
（一）教学重难点
1.重点：本章节的重点在于让学生掌握一般现在时、一般过去时和一般将来时在句子中的运用，以及频率副词和情态动词的用法。
难点：如何引导学生将这些语法知识灵活运用于实际情景对话中，提高语言表达的自然性和准确性。
3.采用任务型教学法，设计丰富多样的课堂活动，帮助学生巩固所学知识，提高语言运用能力。
牛津译林版高中英语选修8精品学案Unit 2 The universal languageGrammar
class was over) 他要在下课前离开，但我告诉他不要那样做。
6.在疑问词后的省略who, which, when, where, why, how, what等疑问词在引导从句时，其后的成分如与句子中出现的成分相同，往往可以省去。
如：Someone has cleaned the classroom, but I don’t know who.(=who has cleaned the classroom)有人打扫了教室，但我并不知道是谁。
They are going abroad soon, but I don’t know when.(=when they are going abroad)他们不久就要出国了，但我不知道具体时间。
7.在复合句中的省略复合句中某些成分省略的情形也是很多的。
在回答问题时我们常这样说：1）—Can you come with your husband this afternoon?今天下午你和你丈夫能一道来吗？—I am afraid not.恐怕不能。
（=I am afraid that I can not come with my husband this afternoon.) 2）—Shall I make a copy of it?我是否复制一份？—Yes, if time permits.是的。
如时间容许，请复制一份。
（Yes, please make a copy of it if time permits.）8.有时“so”可用来代替一个从句，或从句的一部分，而把这一部分省略。
如：1）—Is he coming back tonight?他是否今晚回来？—I guess so. 我想是这样。
（代替He is coming back tonight.）2)—She may not be free today. 她今天下午可能没时间。
—If so, we’ll have to put th e meeting off. 如果那样的话，我们必须把会议推迟。
牛津译林版高中英语选修模块八 选修模块8Unit2 Word Power教案-新版
8Unit2 Word Power教案Period Three Word powerTeaching Aims:1.Learn to read a passage of something about an orchestra and instruments used in anorchestra.2.Enlarge the students’ vocabulary.Teaching Important Points:1.Understand the meanings of words and expressions related to an orchestra.2.Master the words in this part and use them freely.Teaching Difficult Points:1.Knowing the main idea of the passage.2.Remember some new words about an orchestra.Teaching procedures:Step 1 Greetings1.Greet the whole class as usual.2.Check their homework if any.Step 2 Brainstorming1.What is an orchestra like?2.What kind of music is performed by an orchestra? (classical music/opera)3.Do you know any famous orchestras in China or in other countries around theworld?Step 3 Vocabulary learning1.Read the web page in Part A carefully, and then complete the following chartwritten on the blackboard.Complete Part B individually and then check answers with a partner to see if they have got the answers.Suggested answers:strings: harp, violas, double bassesbrass: saxophones, trombones, tubaswoodwind: oboes, bassoons, piccolospercussion: timpani, xylophones, gongs2.Read the report and complete Part C individually referring to Parts A and B. Suggested answers:(1) orchestra (2) chamber (3) symphony(4) strings (5) brass (6) violins(7) cellos (8) brass (9) trumpets(10) Flutes (11) woodwind (12) bass drumsStep 4 Vocabulary extensionPlease focus on Part D and complete it individually.Answers to D:the instruments in red: stringsthe instruments in blue: woodwindthe instruments in green: brassthe instruments in yellow: percussionStep 5 Homework。
牛津泽林版高中英语选修八-Unit2Grammarandusage_教案1
Unit2 Grammar and usageTeaching AimsClarify the concepts of the past tenses and the future tenses.Teaching Important PointsLearn more knowledge about the above two tenses.Teaching Difficult PointsUse the above two tenses appropriately in certain contexts.Teaching ProceduresStep 1 Revision of the past tensesStep 2 Application省略是英语中的一种避免重复，突出关键词语，并使上下文紧密连接的语法手段。
原则是既不损害语法结构，同时又不能产生歧义。
1．不使用替代词的省略。
1) 省略主语。
I have done more than (what) is required. 我已经做的比该做的多了。
(You) Open the window and the door for me, please. 请替我打开窗户和门。
2) 省略主谓语或主谓语的一部分。
Why (do) not (you) say goodbye to your lovely cousin?为什么不和你可爱的表弟说再见呢？(Are you) Ready? Try to answer these questions in your own words.准备好了吗？用你们自己的话来回答这些问题。
3) 省略宾语。
—Which of them is better? 它们中哪个更好？—Well, it is hard to tell (which of them is better). 嗯，这很难说。
4) 省略表语。
—Are you hungry? 你饿吗？—Yes, I am (hungry). 是的，我饿了。
牛津译林版高中英语选修模块八 选修模块8Unit2 Task教案-新版
牛津版选修8Unit2 Task教案Writing a website negative emotional languageTeaching Aims:1.To train the students’ ability of listening and writing.2.To master the skills in the writing of the life story of a composer3. To practise writing the life story of a composerTeaching procedure:Step 1 Review the last period of the unitSkills building 1: listening for facts about peopleWhen we are listening for facts about people, there are certain things we need to listen for. These includes:1. date when they were born and diede.g. He/She was born/died on 26 May 1962.2. places where they were born or died. These might be or countries.e.g. He/She was born in London, England.3. specific things that they did in their life. This will include dates and places such as when and where they got married or had a child, etc.e.g. He married Jane in Paris in 1999.4. information about why they did something and who or what influenced them.e.g. He wrote this opera because he liked East Asia.Step 2 ListeningWhile listening to the recording, ask the students to apply listening skills in practical use, such as note taking. The teacher should be responsible for the speed of the recording and make sure the student can finally understand the text as a whole. After the teacher can check the answers with the students.Step 3 Table fill-inIn this section, the students first are required to go through three passages on p 27. Since during the listening we have just finished part of the exercise, the teacher can design a skimming and scanning practice here, asking the students to find the relevant information of the table provided on P 26. And later ask the students to check theiranswers by presentation.Skills building 2: finding out about people’s livesSometimes you need to find out a bout people’s lives. You can start by asking the following questions.Which city/country was he/she born in?When was he/she born?What instruments did he/she play?When was …written?When did he/she die?Where did he/she die?Did he/she have brothers/sisters? What were their names?When did he/she get married?Who did he/she marry?Can you tell me any other information about him/her?Is there anything else you can tell me about him/her?Step 2 asking for further informationIn this section, the students are supposed to work in pair to practice the skills in skills buildings 2. The teacher can encourage the students to pracise their spoken language during this part, and later the teacher can also provide the sample answers to the students.Skills building 3: writing someone’s life storyWhen writing someone’s life story on an exhibition board, you need to:1. Start with his/her name as a little with the dates of his/her birth and death underneath.2. Perhaps use a timeline to illustrate what the person did in his/her life.3. Write the information in the order that it happened.4. Include pictures to make it attractive.Step 3: writing the life story of a composerIn this section, the students should apply their learned skills to practical use. First they have to collect some facts about the composers, find out about people’s lives and thenwrite someone’s life story. The teacher first of all should remind the students of these steps and then give some instructions to the students. If it is needed, the teacher can also give the students a sample writing to show how they are supposed to phrase their article.Step 4 HomeworkPrepare for next period.。
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牛津版选修8Unit2 Grammar教案Period Four Grammar and UsageTeaching Aim:Introduce the ellipsis.Teaching Important Point:The basic usage of the ellipsis and learn to use it in different situations.Teaching Difficult Point:How to help the students learn when to use ellipsis and how to use it correctly. Teaching Methods:Teaching and practicing.Individual or pair work.Teaching Aid:Multimedia.Teaching procedures:Step1: Introduction to ellipsisEllipsis means leaving out words of a sentence when the meaning can still be understood. Ellipsis is used when you do not want to repeat words or phrases that are obvious. You’re to learn when to use ellipsis and how to use it correctly.Step 2: PresentationSentences on the blackboard— How is your cousin today? ---(She is )Much better.(You) Open the the window, please!(It) Sounds fine to me.(It is a ) Pity our teacher couldn’t come.(Is there) Anything wrong?(Have you) Found your pencil?Read these sentences and point put the words that have been left out in each sentence. Step 3: Instructions1. Go over Part 1& Part 2Ellipsis is often used in imperative sentences, in short responses, in infinitive phrasesand in informal English. Ellipsis is also used after hence, some prepositions or than. You should pay attention to the case in which ellipsis is used when two clauses with the same pattern and the same verb are used in a sentence.Read the examples in Point 2 and get to know that in some special styles, words are left out just to save space and time. When it comes to signs and labels, newspaper headlines, instructions, postcards, diaries and notes, ellipsis is often used.2. More examplesStep 4: Practices1.Read Part A carefully and find out the words that can be left out.2.Read the instructions in Part B and finish the part individually.Answers:1 b2 c3 a4 d5 e1 Bob James, the pop star dies of drug abusing.2 This is the door to the stage.3 The performance last night was not as good as usual.4 Please handle this with care.5 Turandot is really a wonderful performance, and the setting is fantastic too.3. Do Part C1 and C2 on page110 of the Workbook. After doing the two exercises, they will know more clearly how to use ellipsis correctly.Step 5: Exercises1. — Are there any English story books for us students in the library?— There are only a few, ___________.A. if anyB. if there2. — Would you like to go with us?— Yes, _____________.A. I'dB. I'd likeC. I'd like toD. I'd like to do3. — Would you like to have a try once again?— ________________.A. Yes, I likeB. No, I don’t like itC. Yes, I want very muchD. Yes, I’d like to4. — What do you think made Mary so upset?— ___________ her bicycle.A. As she lostB. LostC. LosingD. Because of losing5. — When did they get down to the job?— _______________.A. Until they leftB. Till they arrivedC. Since they finished itD. Not until they turned to me6. — Are you angry?— Yes. He should at least answer when _____________.A. speakingB. spoken toC. spokenD. speaking to7. Be careful while _________ the street.A. to crossB. crossingC. he crossesD. being cross8. _______ us for a dinner, don’t you?A. Don’t you joinB. JoinC. Have to joinD. Let’s join9. I promise we’ll be there at 6, _________.A. rainy or shineB. rains or shiningC. rain or shineD. rain or shining10. In the car accident the child was hurt, but ___________.A. the mother is killedB. the mother killedC. the mother being killedD. the mother has killed11. __________ I don’t remember where I met him.A. Fact is whichB. what the fact is thatC. The fact is whatD. Fact is12. He raised his hand __________ silence.A. as if to commandB. as though he going to commandC. as though to commandD. as of he commanding13. Francis Preston Blair, Jr., _________ born in Kentucky, lived and practiced law in Missouri.A. wasB. he wasC. althoughD. who he was14. We are to install this instrument ____________.A. as originally plannedB. as it originally plannedC. as was originally plannedD. as it being originally planned15. __________, people and objects are presented in a flat, often angular, abstract manner in JacobLawrence’s paintings.A. Always able to recognizeB. The ability to recognize alwaysC. While always recognizableD. Always can be recognizedAnswers:1-5 ACDCD 6-10 BBBCB 11-15 DCCAC。