7AU5Grammar课堂教学设计
7AU5Grammar学案
班级：___________姓名：Array ___________【学习目标】1.掌握书中所列的八个特殊疑问句2 .学习用这些疑问词提问并回答【学习过程】一、预习：在书上划出下列短语和句子，并试着读准它们1.疑问词：什么what 哪个which 谁who 谁的whose 何时when 何地；哪里where为什么why 怎样；怎么；如何how2.多么美味的一块蛋糕啊！What a nice cake!3.今天是谁的生日？Whose birthday is it today?4.出去吃一顿生日宴go out for a birthday dinner5.谁参加你的生日宴？Who goes to your birthday party?6.我的祖父母、阿姨们、叔叔们和表兄妹们my grandparents,aunts,uncles and cousins7.在我家附近的一个餐馆里at a restaurant near my home8.你得到什么作为生日礼物？What do you get as birthday presents?9.书、衣服、鞋子、玩具books,clothes,shoes and toys10.一些其它精美的东西some other nice things二、知识点1 . what “什么”，询问物品或活动。
如：一what does she do ？她是干什么工作的？一She is a doctor ．她是个医生。
一What is this/ that ？这（那）是什么？一lt ' s a ComPuter ．是一台电脑。
2 . which “哪一个”，询问人或物。
如：一which one do you like ？你喜欢哪一个？一1 like the red one ．我喜欢红色的那个。
3 . who“谁”询问人。
如：Who is he?他是谁？Who do you go shopping with?你要和谁去购物？4 . whose “谁的”，询问所有者。
牛津译林版七年级上册英语全册教案：Unit5Grammar（1）
牛津译林版七年级上册英语全册教案：Unit5Grammar（1）课题7A U5Grammar (1) 主备Shan Mei 主核Ma Haixia 使用者Lu Li 课型New 使用日期11.9【学习目标】1. To master the meanings of “wh-question” words.2.To use “wh-question” to ask each other aboutsomeone/something.第一次集体备课（通案）第二次备课（个案）【导入新课】Free talk between the teacher and the students using “wh-question” words to ask and answer.【板书课题】7A U5Grammar (1)【学习目标】1.To master the meanings of “wh-question”words.2.To use “wh-question” to ask each otherabout someone/something.【自学指导】Task11.Learn the Wh- sentences.2.Match the Wh-words with the meanings.3.Read and remember the Wh-words.Task21.Show the sentences to learn in groups.2.Discuss and understand in groups then say to theclass.3.Make the rules together.show some sentences. Ask students to work out the rules.特殊疑问词用法1）、what----对行为和事物，工作提问。
2）、which----对特定的人或事物提问3）、who----对人提问4）、whose----对人的所有关系提问5）、when----对时间提问6）、where----对地点提问Using“wh-question ” words to have a free talkDiscuss and understand in groups then say to the class.Ask students to work out the rules. and remember them7）、why-----对原因提问8）、how ——提问交通方式和形容词9)、how old ——提问年龄10)、how often,——提问频率11）、how many——提问可数名词数量12）、how much ——提问不可数名词数量、价格13）、what colour——提问颜色14）、what time——提问时间点15)、what class ——提问班级16)、what…do…提问干什么事17)、how long——提问时间长短for+18)、how soon-----提问时间长短in+19)、how far-----提问距离Task 31Watch the pictures and fill in the blanks with“wh-words”. (Part A)2. Get the Ss to make some dialogues according to thepictures.3. Ss practice making a dialogue like the above inpairs using more “wh-words”.4. Get some pairs to act it out before class.5. Complete some exercises.【堂清知识】1）、what----对行为和事物，工作提问。
《Grammar》 教学设计
《Grammar》教学设计一、教学目标1、知识目标学生能够理解并掌握常见的语法规则，如时态、语态、句子结构等。
学生能够准确识别语法错误，并进行改正。
2、能力目标学生能够运用所学语法知识进行准确、流畅的书面和口头表达。
培养学生自主学习和分析语法问题的能力。
3、情感目标激发学生对英语语法学习的兴趣，增强学习自信心。
培养学生严谨的语言态度和习惯。
二、教学重难点1、教学重点重点时态（一般现在时、一般过去时、现在进行时、过去进行时、现在完成时、过去完成时等）的构成和用法。
被动语态的构成和使用场景。
复杂句子结构（如宾语从句、定语从句、状语从句等）的理解和运用。
2、教学难点不同时态之间的区别和联系，以及在实际语境中的正确运用。
被动语态与主动语态的转换，以及在特定语境中的选择。
引导学生理解和运用复合句，避免语法错误。
三、教学方法1、讲授法系统讲解语法规则，使学生对语法知识有初步的了解。
2、练习法通过大量的练习题，让学生在实践中巩固所学语法知识。
3、情景教学法设置真实的语言情景，让学生在情景中感受和运用语法。
4、合作学习法组织学生进行小组合作学习，共同探讨语法问题，培养学生的合作能力和思维能力。
四、教学过程1、导入（5 分钟）通过播放一段英语电影片段或展示一篇英语短文，引导学生注意其中的语法现象，提出问题，引发学生的思考和兴趣，从而导入本节课的主题——语法。
2、知识讲解（20 分钟）时态依次讲解一般现在时、一般过去时、现在进行时、过去进行时、现在完成时、过去完成时的构成、用法和时间状语。
通过例句进行对比分析，让学生清晰地理解不同时态之间的差异。
语态讲解被动语态的构成“be ＋过去分词”，说明被动语态的使用场景，如强调动作的承受者、不知道动作的执行者等。
通过主动语态和被动语态的转换练习，加深学生对被动语态的理解和运用。
句子结构详细讲解宾语从句、定语从句、状语从句的引导词、语序和时态等要点。
通过分析例句和仿写句子，帮助学生掌握复合句的结构和用法。
7AU5Grammar学案-word文档资料
班级：___________姓名：___________ Array【学习目标】1.掌握书中所列的八个特殊疑问句2 .学习用这些疑问词提问并回答【学习过程】一、预习：在书上划出下列短语和句子，并试着读准它们1.疑问词：什么what 哪个which 谁who 谁的whose 何时when 何地；哪里where 为什么why 怎样；怎么；如何how2.多么美味的一块蛋糕啊！What a nice cake!3.今天是谁的生日？Whose birthday is it today?4.出去吃一顿生日宴go out for a birthday dinner5.谁参加你的生日宴？Who goes to your birthday party?6.我的祖父母、阿姨们、叔叔们和表兄妹们my grandparents,aunts,uncles and cousins7.在我家附近的一个餐馆里at a restaurant near my home8.你得到什么作为生日礼物？What do you get as birthday presents?9.书、衣服、鞋子、玩具books,clothes,shoes and toys10.一些其它精美的东西some other nice things二、知识点1 . what “什么”，询问物品或活动。
如：一what does she do ？她是干什么工作的？一She is a doctor ．她是个医生。
一What is this/ that ？这（那）是什么？一lt ' s a ComPuter ．是一台电脑。
2 . which “哪一个”，询问人或物。
如：一which one do you like ？你喜欢哪一个？一1 like the red one ．我喜欢红色的那个。
3 . who“谁”询问人。
如：Who is he?他是谁？Who do you go shopping with?你要和谁去购物？4 . whose “谁的”，询问所有者。
沪教牛津版7AU5-2 Grammar课件
Formulation:Structure
I fly. (the present) I will fly. (the future ) I am going to fly. (the future )
•
Formulation:Structure
I will
will + a verb f
l
am going to
(5)__th_e_r_e_w__il_l/_th_e_r_e_’_ll_b_e____ (there/be) wonderful views of the Moon. Mrs Green: How (6)___w_il_l_w_e__g_e_t_ (we/get) to the hotel? Mr GreenW:(e7)w__il_l/_W_e_’_ll_f_ly__________ (We/fly) up to the hotel in a spaceship.Will Tim be Mrs Green: (8)____________ (Tim/be) with us? Mr GreHeenw: illO/Hhe,’ylleesn, jloety’s take him too.
Unit 5 Visiting the Moon
The simple future tense
Objectives
What to learn
• 了解一般将来时含义 • 掌握一般将来时的结构（will & be going to） • 应用一般将来时
What you need to do
• 轻呼吸，放松身体 • 集中注意力 • 智慧地记录笔记
3. Exercises
Homework
You are going to complete a mini Mind Map to represent the concept of the simple future tense（will）.
人教版英语七年级上册Unit5SectionA(GrammarFocus～3c)教学设计
（三）学生小组讨论（500字）
1.教师将学生分成小组，每组讨论一个话题，如：“My daily routine”或“Hobbies and interests”。
2.小组内成员用一般现在时互相提问、回答，描述自己和组员的日常习惯和兴趣爱好。
b.针对预习过程中置要求：
1.学生应在规定时间内独立完成作业，确保作业质量。
2.家长应督促孩子按时完成作业，关注孩子的学习进度，积极配合教师的教学工作。
3.教师应及时批改作业，给予评价和反馈，关注学生的进步和不足之处，以便在后续教学中进行有针对性的指导。
人教版英语七年级上册Unit5SectionA(GrammarFocus～3c)教学设计
一、教学目标
（一）知识与技能
1.学生能够理解并掌握本节课所学的语法知识点，包括一般现在时的肯定句、否定句以及一般疑问句的构成及用法。
2.学生能够运用所学词汇（如: do, does, don't, doesn't, what, how, always, sometimes, often, usually, never等）和句型描述自己和他人日常习惯和行为，并能用一般现在时进行正确的提问和回答。
2.词汇运用：本节课涉及的词汇（如: do, does, don't, doesn't, what, how, always, sometimes, often, usually, never等）在实际语境中的运用是教学的另一个重点，学生需要学会如何将这些词汇融入日常交流中。
3.口语表达：提高学生使用一般现在时进行口语表达的能力，使其能够流畅、准确地描述自己和他人日常习惯和行为。
教学设计新部编版 Module 7 Unit 5 Grammar
教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校Teaching Plan ForModule 7 Unit 5 Traveling abroad （Grammar ---Revision of Non-attributive Clauses）T: TeacherSs: Students＊Teaching ideologyNew Curriculum for English advocates quality-oriented education and all round learning. Grammar is no exception. When it comes to grammars of any language, its real function is to serve its language better. That is to say, only if one master the grammars, he can know the language itself indeed. So, grammar teaching is for language using. But in this period, T should follow the Ss-centered principle and act as the role of a guide, a helper and a facilitator of Ss.＊The analysis of teaching materialThe grammar “Revision of Non-attributive Clauses”is taken from NSEFC Module 7 Unit 5, of which, “Discovering useful words and expressions” is to train Ss how to tell Non-attributive Clauses from attributive Clauses; “Revising useful structures” is aimed at helping Ss master and use Non-attributive Clauses.＊The analysis of learning conditionObviously, this unit is a revision, which is learnt in Senior 1.But it’s very easy to forget unless applied. Ss may remember little about it. So T tries to enable Ss to follow the memory traces and consolidate the relevant knowledge from the simple to complicated, and reach the ultimate purpose --- understand and master how to use the grammar in the real context of language.＊Learning goalsBased on the analysis of the teaching ideology, the teaching material and the learning condition, the following goals are set:By the end of the class, the Ss will be able to:①find out the differences between attributive clauses and non-attributive clauses;②Grasp the usage of the non-attributive clauses;③learn how to use the non-attributive clauses in the real context.＊Language focuses & anticipated difficultiesLanguage focusesThe differences between attributive clauses and non-attributive clauses and the how to use the non-attributive clauses properly.Anticipated difficulties①Write the passage with non-attributive clauses in Ss’ homework②The time sequence of the passage is not clearTeaching methods＊Teaching aids＊Teaching procedures & waysStep I DiscoveryTask 1 : Look at the following three groups of sentences, and translate them into Chinese.His brother who is now a doctor always encourages him to go to college.His brother, who is now a doctor, always encourages him to go to college.（Answers: 他那当医生的哥哥常鼓励他要考上大学。
牛津译林版英语七年级下册Unit5Grammar教学设计
3.教师针对学生可能出现的疑问和难点，进行解答和举例说明。
（三）学生小组讨论
1.教师将学生分成小组，每组根据教师提供的图片或情境，运用一般过去时进行句子构建。
- Picture 1: A girl is feeding a swan.（一个女孩在喂天鹅。）
3.教师强调本节课的重点和难点，提醒学生加强课后练习，巩固所学知识。
4.鼓励学生在日常生活中多运用英语，提高自己的语言表达能力。
五、作业布置
为了巩固本节课关于一般过去时的知识点，确保学生对所学内容有深刻的理解和掌握，特布置以下作业：
1.课本练习：完成牛津译林版英语七年级下册Unit 5 Grammar部分的相关练习，包括填空、选择和句型转换等类型。通过这些练习，帮助学生巩固动词过去式的变化规则和不规则变化，以及一般过去时的句子结构。
（四）课堂练习
1.教师设计一系列练习题，包括选择题、填空题、改错题等，让学生巩固一般过去时的知识点。
2.学生独立完成练习题，教师巡回指导，解答学生的疑问。
3.针对学生的完成情况，教师进行点评和讲解，强调易错点。
（五）总结归纳
1.教师引导学生回顾本节课所学内容，总结一般过去时的基本结构和用法。
2.邀请学生分享学习心得，讨论在句子构建和练习过程中遇到的困难和解决办法。
-预习时，请注意做好笔记，以便在课堂上提问和讨论。
5.家长参与：鼓励家长参与学生的作业过程，了解孩子在学习英语中的进步和困难。家长可以协助学生完成口语作业，或与孩子一起讨论写作作业的内容。
牛津译林版英语七年级下册Unit5Grammar教学设计
江苏省江阴市敔山湾实验学校牛津译林版7AUnit5 Gramma
5) Where are you going to have the party?
6 ) Which is your favourite ?
7) Who will sing at the party?
8 ) Why don’t you ask your teacher to come to the party?
Step5. Exercises and homework
随堂反馈
教学随笔：适当扩充下以前所学的情况
Ask Ss to work in pairs. Ask Wh- questions as much as possible.
E.g. 1) Who’s Kate?
2) Whose cousin is Tom?
3) What does Kate tell us?
4) How does she celebrate Halloween?
1. Ss make some dialogues using the following Wh- questions:
1 ) When is your birthday?
2 ) How are you going to celebrate your birthday?
3 ) What do you do for your birthday?
I’m Wendy’s friend. My name is Kate and I’m from the USA.
Halloween is my favourite festival. I often spend this day with my family and my cousin Tom. On that day, I wear special colourful clothes and a black-and-white mask. When I dress up, it looks so cool. We are very excited because we can play a game called “ trick or treat”. Of course, the big day ends with a big party. Mom cooks nice food for us, Dad prepares cool drinks, and funny Tom tells funny jokes. We eat,talk, and laugh till ten p.m. That’s really great.
初中英语七年级上册(牛津译林版)Unit5Grammar教学设计
四、教学内容与过程
（一）导入新课
1.教学活动：教师通过展示一组图片，如学生日常生活中的各种场景（上学、吃饭、运动等），引导学生观察并描述图片中的内容。
2.设计意图：通过图片导入，激发学生的兴趣，让他们在观察和描述过程中，自然而然地运用一般现在时，为新课的学习打下基础。
4.注重个体差异，针对不同学生的学习需求，提供个性化的辅导和指导，使他们在原有水平上得到提高。
三、教学重难点和教学设想
（一）教学重难点
1.教学重点：本章节的重点在于使学生掌握一般现在时的基本用法，并能运用频率副词描述日常习惯和状态。此外，通过语法练习，提高学生的句子构建能力，培养他们准确、流利地运用英语进行表达的能力。
b.搜集有关一般过去时的例句，尝试分析并理解其语法结构。
作业布置注意事项：
1.作业量适中，难度适中，确保学生能够在课后进行有效的复习和巩固。
2.鼓励学生在完成作业过程中，积极思考、主动探究，提高自主学习能力。
3.教师在批改作业时，要及时给予反馈和指导，帮助学生发现并改正错误，提高学习效果。
4.鼓励家长参与学生的英语学习，关注孩子的作业完成情况，共同促进学生的英语水平提高。
1.书面作业：
a.完成课本练习册中与本节课相关的一般现在时练习题，包括填空、选择、改错等题型，以提高学生的语法运用能力。
b.编写一篇关于描述自己家庭成员或朋友的短文，要求使用一般现在时，并尽量运用所学的频率副词，以锻炼学生的写作技能。
2.口语作业：
a.学生与家长或朋友进行英语对话，用一般现在时描述彼此的日常生活习惯和兴趣爱好，以提高口语表达能力。
2.设计意图：通过总结归纳，帮助学生巩固所学知识，提高语法运用能力。
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7 Unit 5 Let’s celebrate! Grammar Title (课题)：牛津版初中英语7 Unit 5 Let’s celebrate! (Grammar) Period (课时) ：Period 4Teaching procedures(教学过程)：Step 1 Revision and Lead-in1. Preview workT: Class begins.S: Stand up.T: Good morning, class.S: Good morning, Ms.Shi.T: Sit down, please.T: I will ask you some questions.Are you ready?S: Yes.T: What day comes after Thursday?S: It’s Friday.T: What day comes after Friday?S: It’s Saturday.T: What day comes after Saturday?S: It’s Sunday.T: Do we have to go to school on Friday?S: Yes.T: Do we have to go to school on Saturday?S: No.T: What about on Sunday?S: No.T: What month comes after October?S: It’s December.T: What month comes after December?S: It’s November.T: When is Christmas?S: It’s in December.T: Which season is it in?S: It’s in winter.T: There are four seasons in a year. Winter is one of them. We have the other three seasons. They’re spring, summer and autumn.T: Which is the first/second /tenth/eleven month of the year ?S: It’s January/February/October/December…T: Work in groups by using the sentences.S: 练习T: Well done.【设计意图】自然引出本课内容。
Step 2 PresentationT: Please talk about the daily routine with the class.S: I get up at six o’clock.S: I go swimming on Saturday.S: I prepare my lessons in the evening.T: Write these sentences on the blackboard and underline the prepositions ‘at’, ‘on’, ‘in’.S: at on inT: Whose ruler is this?S: It’s Wang Huican’s.T: Who goes to school by bike today?S: Ge Rong.T: Who doesn’t go to school by bus ?S: All of us.T: Can you understand the meanings of “What, How, When, Where, Which, Who, Why”?S: Yes.T: Go through the table on page 45 ,please. A dd more sentences to the ‘Example’ column.S: 练习T: Have you finished them?S: Yes.T: Please check the answers in your group.S: 核对T: Now complete Part A1 on your own..S: Yes.T: I’ll give help where necessary.S: 自主练习T: Have you finished them?S: Yes.T: Please check the answers in your group.S: 核对T: Now let’s check the answers one by one.S: The National Day is on Tuesday.S: Eric’s birthday is on 6th October.S: I’m going to see the doctor at three o’clock this afternoon.S: I always take Eddie for a walk in the evening.S: We have a long holiday in October.T: Well done. Read it quickly.3. Asking questionsT: How do you go to school?S: On foot.T: How does your father go to work?S: By bike.T: Ask each other by using “How does/do your father, mother/you go to work/school?” Then one asks questions, the other reads answers.S: 练习T: Millie loves to ask questions. Look at the pictures below and help her complete her ‘Wh-’questions.S: Where are you going?S: Who is the man?S: What do we have for lunch?S: Why do you like fishing?T: Very good. You did a good job.S: They hope another show will be held next year.T: Very good. Let’s read the letter together.S: 齐读T: Suzy went to the theatre with her parents to watch a charity show. When she got home, she wrote about it in her diary. Please help her complete her diary entry.S: 练习T: Have you finished it?S: Yes. Let’s check the answers.S: We bought tickets for a charity show. We went to the theatre and found our seats easily. Then the curtain rose.S: The host came on stage with a microphone in his hand and began to introduce the stars. After a few songs, there was a break.S: At the end of the show, the audience clapped and shouted with excitement because the performers all did very well.T: Well done. Read it quickly and try to describe her diary.S: Suzy went to the theatre and found seats easily. The curtain rose, then the host came on stage and began to introduce the stars. After a few songs, there was a break. At the end of the show, the audience clapped and shouted with excitement because the performers all did very well.3. Some important phrases and sentences.T: Now let’s look at some important phrases and sentences. A lot of work needed to be done. need to be done=need doing Can you make a new sentence with the phrase?S: My bike needs repairing.T: I was very nervous, too, because of the exams. Because of and because are different. Who can tell me the difference between them?S: I have no time to play with you because I have lots of homework to do.I have no time to play with you because of lots of homework.T: Great. Just now some sentences were made by you. They have been used fluently by you.【设计意图】设计意图：呈现图片和关键词，教师引导、学生探究、合作、体验。
Step3 PracticeA competitionT: I will show you a page from a calendar. Then I will ask you to fill in some special days on the calendar.S: New Year’ Day.S: May Day.S: Children’s Day.S: Teachers’ Day.S: National Day.S: Christmas.T: Please talk about your activities on that day.(Give the students some time to write down sentences first. Walk around the class and check for correct usage of prepositions.)T: Ask for volunteers to tell the class about their activities for that month. Find out who does the best.S: (学生讨论)T: Each group, a speaker.S: I can wear new clothes and get money on New Year’ Day.S: I can eat rice dumplings at Dragon Boat Festival.S: I can have a special party on Children’s Day .T: Very good. You did a good job. Boys and girls, we can do a lot to celebrate these festivals.T: Millie is a good girl. She loves to ask questions. Do you love to ask questions?S: Yes.T: L ook at Millie’s letter. Read the letter in pairs.S: 学生朗读。