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小學(xué)英語教案 篇1

XX高考二輪復(fù)習(xí)英語學(xué)案專題九 名詞性從句

【典例精析】

1.( 山東，22 )could i speak to ____is in charge of international sales ,please ?

a. anyone??b. someone ??c. whoever ??d. no matter who

【解析】c.“is in charge of international sales ”表語從句，缺少引導(dǎo)詞和主語。其中a. b.選項(xiàng)后面需加定語從句引導(dǎo)詞who； 而no matter who不能引導(dǎo)名詞性從句，只能引導(dǎo)狀語從句。

2.（ 重慶，25 ）people in chongqing are proud of __they have achieved in the past ten years .

a. that ??b. which ??? c what? ??? d. how

【解析】c “they have achieved in the past ten years ”做介詞of的賓語，賓語從句中缺少have achieved的賓語。

3.（ 山東，23 ）____was most important to her ,she told me ,was her family .

a. it????? b this??????? c. what??? d. as

【解析】c.句子的主干為“____was most important to her was her family”很明顯此句的主語是個(gè)從句，主語從句中缺主語。

4.（09山東）the little girl who got lost decided to remain _________she was and wait tor her mother.

a. where???????? b. what?????????? c. how????????? d. who

【解析】a remain是系動(dòng)詞，后加表語從句，由句意可知，從句缺地點(diǎn)狀語，所以選a。

5.（09湖南）she is very dear to us. we have been prepared to do??????? it takes to save her life.

a. whichever???? b. however??????? c. whatever???? d. whoever

【解析】c 名詞性從句的引導(dǎo)詞。句意為：她對(duì)我們來說是非常寶貴，我們已經(jīng)準(zhǔn)備好做一切來拯救她的生命。

6.（09江西）the fact has worried many scientists ______ the earth is becoming warmer and warmer these years.

a. what????????? b. which???????? c. that????????? d. though

【解析】c 間隔式同位語從句的用法。即先行詞是the fact 和that引導(dǎo)的同位語從句中間隔了謂語部分。

7.（09海南）could i speak to????????? is in charge of international sales please?

a. who????????? b. what???????? c. whoever???????? d. whatever

【解析】c whoever既作了 to 的賓語，又作is in charge of international sales please?的主語?！皐hoever”作代詞，/any person who/the person who/“任何人”、“無論誰”、“……的人”。

8.（09陜西）the how to book can be of help to????? wants to do the job.

a. who????????? b. whomever??? c. no matter who?? d. whoever

【解析】d 此處從做介詞to的賓語，是名詞性從句，引導(dǎo)詞做從句的主語，指人，意思是：無論是誰，選d。

9.（09海南）one of the most important questions they had to consider was????? of public health

a. what??????? b. this???????? c. that???????????? d. which

【解析】c? 句意為：他們必須考慮其中最重要的問題是公共衛(wèi)生?？疾閠hat作代詞，that 作代詞，往往用于特指，相當(dāng)于“that＋名詞”，它也只能代替事情不能代替人。

10.（09上海）as a new diplomat, he often thinks of _______ he can react more appropriately on such occasions.

a. what?????? b. which??????? c. that????????????? d. how

【解析】d考查賓語從句用法。句意“作為一個(gè)新的外交家，他常常想到在這樣的場(chǎng)合下，他如何才能作出更恰當(dāng)?shù)姆磻?yīng)”?？芍xd符合。

11.（09四川）8. news came from the school office ________wang lin had been admitted to beijing university.

a. which????? b. what???????? c. that????????????? d. where

【解析】c 在該題中that引導(dǎo)了一個(gè)同位語從句來解釋說明news的內(nèi)容，由于該題把同位語從句后置了，所以很多考生由于不能正確分析句子結(jié)構(gòu)而錯(cuò)誤選擇了d項(xiàng)。

【專題突破】要求學(xué)生在做題中要注意如下幾點(diǎn)：1.分析結(jié)構(gòu)，辨析名詞性從句和狀語從句；2.理解句意，正確區(qū)別引導(dǎo)詞；3.按照句意，出現(xiàn)那個(gè)引導(dǎo)詞意思，便選擇那個(gè)引導(dǎo)詞。

1.there is a common belief among them ___rubbish can and should be put to good use .

a. which??? b. if ????? c. whose ???????? d. that

2.__ has been mentioned above, continued chairman after he took a sip of coffee, ____ the project must be carried out before spring flood comes.

a. as; that?? b. that; which??? c. this; which???????? d. it; that

3. david beckham has ___it take to become a professional football player.

a.who??????? b.what??? c.which????? d.that

4. nobody would stand out admitting the fact, for some reason,????? they lost the game.

a. that??????? b. which????????? c. what?d. why

5.--- the patient looks much better.?????? is it that has made him??????? he is today?

--- perhaps the special medicine and his family’s patient care.

a.what; that? b.that; that?c.what; what????????? d.what; which

6. after three hours’ climbing , they reached?????????? they thought was the place they’d been dreaming of .

a.what?????? b.which????????? c.where???? ?d.that

7. a plan has been put forward __ more graduates should go to work in the country

a. when?????? b. that?????????? c. whether??????????????? d. how

8.it is pretty well understood __________controls the flow of carbon dioxide in and out the atmosphere today.

a.that??????? b.when???????????? c.what?????????????????? d.how

9.there is a new problem involved in the popularity of private cars ____________ road conditions need ____________.

a. that; to be improved????????? b. which; to be improved

c. where; improving????????????? d. when; improving

10.______ made the school proud was ______ more that 90% of the students had been admitted to key universities.

a.what…becauseb.what…thatc.that…whatd.that…because

11.— are you still thinking about yesterday’s game?

— oh, that’s ____________.

a. what makes me feel excited??????? b. whatever i feel excited about

c. how i feel about it?????????????? d. when i feel excited

12.you are saying that everyone should be equal, and this is ________ i disagree.

a. why???????????? b. where?????????? c. what????????????? d. how

13.the road is covered with snow. i can’t understand ________ they insist on going by motor-bike.

a. why???????????? b. whether????????? c. when????????????? d. how

參考答案和解析：

1.【解析】d “___rubbish can and should be put to good use .”是a common belief的同位語從句，從句中意思完整，結(jié)構(gòu)完整。

2.【解析】a“__ has been mentioned above”是定語從句，而“____ the project must be carried out before spring flood comes.”是動(dòng)詞continued的賓語從句，賓語從句中句意和結(jié)構(gòu)都完整，故選that，結(jié)合第一個(gè)空，得答案a.

3.【解析】b “_______ it takes to be a professional footballer”做has的賓語，賓語從句中缺少takes的賓語。句意“貝克擁有成為一名職業(yè)足球運(yùn)動(dòng)員所需要的品質(zhì)”

4.【解析】a“_______ they lost the game.”在句子中做the fact 的同位語從句，從句意思結(jié)構(gòu)完整，結(jié)構(gòu)完整。

5.【解析】c先將句子結(jié)構(gòu)理清楚，it is ___that has made him ___he is today 就可以判斷，第一個(gè)空是考察強(qiáng)調(diào)句型的特殊疑問形式；第二個(gè)空則是表語從句，表語從句中缺少he is的表語。句意：病人好多了，是什么使得他成為現(xiàn)在這個(gè)樣子。

6.【解析】a考生誤以為是地點(diǎn)狀語從句，誤選c.where。而reached是及物動(dòng)詞，后邊接的是賓語從句，賓語從句除去插入語they thought，應(yīng)該缺主語。

7.【解析】b 考察同位語從句，表達(dá)a plan的具體內(nèi)容，has been put forward將名詞與從句隔開，加大了難度。

8.【解析】c 主要測(cè)試主語從句。分析句子結(jié)構(gòu)可知：句子屬于形式主語格式；另外主句中缺少主語。雙重作用的引導(dǎo)詞只能是what。例如：it is still doubtful what he said at the meeting yesterday。昨天他在會(huì)上說的話仍然值得懷疑。

9.【解析】c 主要測(cè)試同位語從句。由句子語境可知句意；有個(gè)新的問題卷入私家車行列：道路狀況需要改進(jìn)。結(jié)合同位語從句的定義可知：?jiǎn)栴}的具體內(nèi)容既是：到了狀況需要改進(jìn)。因此屬于該句型結(jié)構(gòu)。例如：there was a new problem put forward at the meeting where we could get the loan。會(huì)議上提出一個(gè)新問題，我們到哪兒弄到貸款。

10.【解析】b主要測(cè)試主語從句和表語從句。分析句子結(jié)構(gòu)可知：句子______ made the school proud 缺少主語，另外還要引導(dǎo)主語從句，故此只能選擇what，由此先排除c、d兩答案。再結(jié)合句子______ more that 90% of the students had been admitted to key universities結(jié)構(gòu)完整不缺少成分，只需要引導(dǎo)詞。句子意思：讓我們學(xué)校自豪的是百分之九十多的學(xué)生被重點(diǎn)大學(xué)錄取。

11.【解析】a 主要測(cè)試表語從句。此試題測(cè)試的重點(diǎn)在于表語從句及起引導(dǎo)詞。句子意思：——你仍在考慮昨天的比賽嗎？———哦，那正是讓我感到興奮的地方?？梢岳门懦ǎ篵、c、d三個(gè)答案中結(jié)構(gòu)或句子意思不符合語境。

12.【解析】c主要測(cè)試表語從句。解題的關(guān)鍵在于分清句子中動(dòng)詞disagree的詞性：不及物動(dòng)詞。句子意思：你說每個(gè)人應(yīng)該平等，這正是我不同意的地方。

13.【解析】a 主要測(cè)試賓語從句。充分把握題干挖掘所有可能存在的信息。意思：路上有積雪。我不理解他們?yōu)楹螆?jiān)持騎摩托車去。此題可以結(jié)合語境及答案兩方面，逐一排查尋找最佳答案。充分注意所給答案能夠充當(dāng)句子什么成分這也是解題的關(guān)鍵。

【學(xué)法導(dǎo)航】考生對(duì)于名詞性從句的復(fù)習(xí)和應(yīng)試關(guān)鍵要把握每個(gè)引導(dǎo)詞的意義，因?yàn)樵趯?duì)于名詞性從句的考查中，引導(dǎo)詞在句子中都起作用，有意義，因此在分析句子結(jié)構(gòu)，對(duì)比辨別名詞性從句、狀語從句、強(qiáng)調(diào)句式后，最后還是要選擇引導(dǎo)詞；另外還要注意以下幾點(diǎn)：

1.what 引導(dǎo)詞的考查，尤其位于介詞后引導(dǎo)的賓語從句以及引導(dǎo)名詞性從句時(shí)的雙重作用。

2.whether和if 的區(qū)別，尤其注意他們的不同之處。

3.名詞性從句和其它從句的兼容結(jié)構(gòu)測(cè)試。

4.句子語序和時(shí)態(tài)。

具體說：

1.掌握名詞性從句的分類功能

名詞性從句根據(jù)其在主句的功能作用又可分為主語從句、賓語從句、表語從句和同位語從句。

1)若從句在句中作主語為主語從句

what he said at the meeting astonished everybody present.(nmet93)

2.)若從句在句中作賓語為賓語從句

i remember when this used to be a quiet village.(nmet93)

3.)若從句在句中作表語為表語從句

-i drove to zhuhai for the air show last week.

-is that why you had a few days off?(nmet99)

4)若從句在句中作同位語為同位語從句

we will discuss the question whether we will go there or not.

2.掌握連詞的含義及分類

絕大多數(shù)名詞性從句的連詞都有其實(shí)在意義，稱為有義連詞，如what表“……的內(nèi)容”，when表“……的時(shí)間”，where表“……的地點(diǎn)”，why表“……的原因”，how表“如何；怎樣”，who表“誰”，if、whether表“是否”；沒有實(shí)在意義的連詞叫無義連詞，無義連詞只有that一個(gè)。

3.掌握名詞性從句的語序

名詞性從句用陳述語序。

4.掌握名詞性從句和其它從句之間的關(guān)系

有些連詞除引導(dǎo)名詞性從句外還可引導(dǎo)其它從句，應(yīng)掌握它們之間的關(guān)系。

1)if ,whether表"是否"時(shí)引導(dǎo)名詞性從句；if表“如果”時(shí)引導(dǎo)條件狀語從句；whether表“無論是否；不管是否”時(shí)引導(dǎo)讓步狀語從句。

2)when表“……的時(shí)間”，where表“……的地方”時(shí)引導(dǎo)名詞從句；when表“當(dāng)……的時(shí)候”引導(dǎo)時(shí)間狀語從句，where表“……的地方”，且修飾行為動(dòng)詞時(shí)，引導(dǎo)地點(diǎn)狀語從句；when,where從句作定語修飾先行詞時(shí)引導(dǎo)定語從句。

【專題綜合】1.we can? not figure out ____quit a number of insects ,birds ,and animals are dying out .

a. that???? b. as???????? c. why ????? d. when

2. after yang liwei succeeded in circling the earth ,___our astronauts desire to do is walk in space .

a. where?????????? b. what???? c. that ??? d. how

3. mary wrote an article on ____the team had failed to win the game .

a. why ??????? b. what ???? c. who ??? d. that

4. the place __ the bridge is supposed to be built should be ____the cross-river traffic is the heaviest .

a. which; where ?????????????????? b. at which ;which

c. at which ;where??????????????? d. which ;in which

5. the shopkeeper didn’t want to sell for __he thought was not enough .

a where ????? b. how ?????? c. what ?????? d. which

6. a warm thought suddenly came to me ___i might use the pocket money to buy some flowers for my mother’s birthday .

a. if ????????? b. when ?? c. that ?????? d. which

7. see the flag on top of the building ? that was ___ we did this morning .

a when???????? b. which ?? c. where????? d. what

8. the government has announced that a modern city will be set up in ____is still a wasteland now .

a. what ???? b. which?????? c. that ????? d. where

9.many people wrote articles on ___liu xiang had failed to compete in the event .

a. why ????? b. what ?? c. who ???? d. that

10.the couple are spending their holiday on __is described as one of the most beautiful islands .

a. that ????? b. what ?? c. which ???? d. where

11.the book is meant to ___needs it .

a. who????????? b. whoever?? c. whomever???? d. whom

12.in his speech, premier wen jiabao points out that creativity is __it takes to keep a nation highly competitive .

a. how????????? b. what ??? c. which ????? d. that

13.the experience of the chinese nation attests to a truth____ a nation loses in times of disaster will be made up for by her progress

a. that what??b. what???? c. that??? d. what that

14.___has recently been done to provide more buses for the people ,a shortage of public vehicles remains a serious problem .

a.that????????? b.what ??????? c.in spite of what d.though what

15.____is certain is ___prevention is more important than treatment .

a.it;that ????? b.what;that ?? c.as;what?????? d.what;what

參考答案和解析：

1.【解析】c figure out后接賓語從句，根據(jù)從句要表達(dá)的意思“為什么很多昆蟲，鳥，和動(dòng)物在逐漸滅絕”

2.【解析】b“our astronauts desire to do”是主語從句，從句中缺少do的賓語

3.【解析】a“the team had failed to win the game”是詞on的賓語從句，從句中不缺主干，故排除b和c.再根據(jù)句意 “為什么這個(gè)隊(duì)沒能贏”

4.【解析】c“he bridge is supposed to be built”是定語從句，修飾名詞place?！癶e cross-river traffic is the heaviest”組在句中做表語，表語從句引導(dǎo)詞中沒有in which，兩空結(jié)合

5.【解析】c.那位店主不愿意以他認(rèn)為不夠高的價(jià)格出售他的商品。本題考察賓語從句的用法。難度在于“he thought”的干擾。從句中缺少主語故選c. what

6.【解析】c.句意：我腦海中突然出現(xiàn)一個(gè)溫情的念頭，用我的零花錢給媽媽買些鮮花作為她的生日禮物。本題考察名詞性從句用法。i might use the pocket money to buy some flowers for my mother’s birthday .做a warm thought 的同位語從句。中間被suddenly came to me隔開，增加了試題難度。此外，部分考生由于對(duì)同位語從句和定語從句不分，故錯(cuò)選d為答案

7.【解析】d表語從句中缺did的賓語。

8.【解析】a “____is still a wasteland now .”做介詞in的賓語從句，從句中缺主語句意為：政府已經(jīng)宣布一座現(xiàn)代化的城市將在這片現(xiàn)在仍是廢墟的地方建成。

9.【解析】a“___liu xiang had failed to compete in the event .”做介詞on的賓語，賓語從句中不缺主干，故排除b和c。另外that不引導(dǎo)介詞的賓語從句（固定搭配除外），所以排除d。

10【解析】b “__is described as one of the most beautiful islands .”賓語從句，從句中缺少主語，

11.【解析】b whoever在賓語從句中做主語，部分學(xué)生，因?yàn)橹豢吹浇樵~to，誤認(rèn)為要添whomever做介詞的賓語。

12【解析】b “__it takes to keep a nation highly competitive .”做表語從句，從句中缺少takes的賓語，構(gòu)成 it takes sth to do sth 結(jié)構(gòu)。

13【解析】a本題句子結(jié)構(gòu)比較復(fù)雜，“____ a nation loses in times of disaster will be made up for by her progress”做a truth的同位語從句，同位語從句中____ a nation loses in times of disaster為主語從句。本句共有兩個(gè)從句，故有兩個(gè)引導(dǎo)詞。句意為“中華民族的經(jīng)驗(yàn)證明了一個(gè)真理，即，一個(gè)民族在災(zāi)難中失去的，必將從民族的進(jìn)步中得到補(bǔ)償。

14.【解析】c “___has recently been done to provide more buses for the people”在句中做讓步狀語，而d. though what錯(cuò)誤，因?yàn)?，一個(gè)單一的從句不能用兩個(gè)連詞引導(dǎo)。句意：盡管在為人們提供更多公交車這件事上，投入了很多，但是公交工具的缺乏，仍然是個(gè)問題。

15【解析】b “____is certain”在句中做主語，主語從句缺少一個(gè)主語，需要用what; “___prevention is more important than treatment .”系表語從句，句意與結(jié)構(gòu)完整，只有that,可以這樣用。

小學(xué)英語教案 篇2

教學(xué)目標(biāo)：

Using adjectives to describe objects; e.g. The car is fast.

Using nouns to identify things; e.g. pavement, crossroad;

Locate specific information in response to simple instructions;

Helping students to Expend their horizon and develop their daily English;

重點(diǎn)難點(diǎn)：

Using adjectives to describe objects; e.g. The car is fast.

教學(xué)準(zhǔn)備：

A computer, a TV set, PPT

教學(xué)過程：

Pre-task:

· Sing a song ”walking walking ”

· Quick response: red light, stop!

Yellow light, wait!

Green light, go!

While-task:

1. T: How do you go to school?

Ss:

T: Jerry and Tom also go to school on foot. Look! There are many lanes, which lane should they walk on? A? B? C? D?

Ss:

T: It is called pavement.

l Practice the pronunciation

l Guessing game: Teacher does some actions, Students guess and say jump, crawl, run, skate on the pavement

2. T: On their way to school, Jerry and Tom saw something. What do they see?

Ss: a car and a bicycle.

T: What the difference between the car and the bicycle?

Big—small new—old

Fast---slow (PPT showed )

3. Practice the pronunciation while teacher mimes running fast and slow.

4. Let’s have a competition

T: Pass the book to the end, please. Let us see which group is fast. Other students all together say: fast, fast, fast.

Group _ is fast!

Ask 2 volunteers to compete to see who hops slow. Other students all together say: slow, slow, slow.

____ is slow.

5. PPT shows groups of things: Students tell

____ is fast/ slow.

6. Make a new rhyme (group work)

Tom made a rhyme: Fast, fast. The car is fast. Drive on the road.

Can you make a rhyme with these words

l slow, Jerry, pavement

l slow, the ant, pavement

lLiu Xiang, fast, pavement

lfast, the motorcycle, road

7. T: Tom and Jerry keep walking on the pavement. They see traffic lights. Where can you see traffic lights?

l Explain crossroads ( cross)

l Practice the pronunciation

Post-task:

l Conversation

T: School is over.Jerry and Tom are going home together. Let’s see what they are talking.

I am Jerry. Who wants to be Tom?

T--- individual

T--- whole class

S--- S (pair work)

A: School is over. Let’s go home!

B: OK! Let’s walk on the pavement.

A: Look! The ___ is fast!

B: Look! The ____ is slow.

A: here is the crossroad. Look at the light.

B: It’s ___. ___!

2 Role- play

Be a kangaroo and a driver

We see many bicycles on the road in China. But in Australia, we often can see kangaroos and koalas. The road sign tells you to drive carefully. Students act as two persons in a car and a kangaroo or koala.

A: What do you think of Australia ?

B: I think Australia is______!

A: Look! The ___ is ____!

B: Please drive carefully!

Assignment:

Listen to the tape and practice the dialogue.

小學(xué)英語教案 篇3

小學(xué)五年級(jí)英語教案范文一：屬相

教材分析

本節(jié)課要求學(xué)生學(xué)會(huì)談?wù)撟约杭凹胰伺笥训膶傧唷＿@節(jié)課內(nèi)容由詞匯，對(duì)話，練習(xí)三部分構(gòu)成。其內(nèi)容在教材中占有重要地位。為后面學(xué)習(xí)談?wù)撝袊?guó)文化奠定了基礎(chǔ)。

學(xué)情分析

課前對(duì)學(xué)生做了簡(jiǎn)單的調(diào)查，五年級(jí)學(xué)生對(duì)十二生肖有一定的了解，以前也學(xué)習(xí)了十二生肖中的大部分動(dòng)物，對(duì)一些基本的句型也能夠了解和掌握，能夠在教師指令下參加一些活動(dòng)，對(duì)直觀生動(dòng)的東西充滿興趣。所以本節(jié)課利用猜謎語、卡通圖片、小組活動(dòng)調(diào)動(dòng)學(xué)生學(xué)習(xí)的積極性。

1、了解熟悉十二生肖動(dòng)物的名稱

2、能正確使用第一至第十二的序數(shù)詞。

3、能正確理解圖文意思，了解十二生肖的排位情況。

4、了解自己與家人朋友的生肖屬相，并樹立熱愛動(dòng)物，保護(hù)動(dòng)物的意識(shí)。

學(xué)習(xí)重點(diǎn)及難點(diǎn)

詞匯：dragon rooster rat ox

句型：What is your year? My year is the year of the.

教學(xué)難點(diǎn)：重點(diǎn)句型的拓展

教具準(zhǔn)備：課件，錄音機(jī)，生肖卡片

教學(xué)基本策略及設(shè)計(jì)思路

本課題是根據(jù)本年段學(xué)生學(xué)習(xí)語言的認(rèn)知規(guī)律和《課標(biāo)》提出的學(xué)習(xí)目標(biāo)來設(shè)計(jì)的，注重直觀，形象，激發(fā)學(xué)生好奇心和興趣，以學(xué)生熟悉的生活情境和經(jīng)驗(yàn)為基礎(chǔ)，通過卡片、小組合作等活動(dòng)讓學(xué)生在“做中學(xué)，用中學(xué)”的過程中學(xué)習(xí)語言，運(yùn)用語言。

教學(xué)過程

Step1師生問候，增進(jìn)交流，復(fù)習(xí)舊知。

Step2講授新知：1.設(shè)計(jì)情景，用猜謎語的形式逐一出示動(dòng)物圖片，在復(fù)習(xí)和學(xué)習(xí)12個(gè)動(dòng)物單詞中，滲透拓展詞匯 ox drogon rooster rat

2.復(fù)習(xí)12個(gè)序數(shù)詞。

3.學(xué)習(xí)句型Theis the.

4.小組合作，為12只動(dòng)物排序。

設(shè)計(jì)意圖

猜謎語，調(diào)動(dòng)孩子的積極性，生動(dòng)形象，圖文并茂，模仿讀音，形象記憶，并就問題進(jìn)行思考。小組合作，完成課文內(nèi)容為12只動(dòng)物排序。

Step3

1、引出新知，每一年都有動(dòng)物的名字，再次按順序讀十二生肖。

2、聽錄音，并思考相關(guān)問題。

3. 讓學(xué)生分組對(duì)話，教師巡視。

4. 學(xué)生回答所給問題。

5、知識(shí)拓展：What is his/her year?看聽 ,師生對(duì)話。

My year is the year of the_____

What is your year?

聽音，看書，跟讀

初識(shí)對(duì)話，再讀對(duì)話，體會(huì)英語 表達(dá)培養(yǎng)自主學(xué)習(xí)能力和合作意識(shí)。檢驗(yàn)學(xué)生掌握對(duì)話和知識(shí)生成情況.

Step4

1.播放課件，看短文。

2.回答問題。

What is Li Ming’s year?

What is Jenny’s year?

What is Denny’s year?

分小組練習(xí)對(duì)話

My year is the year of the_____.What is your year?

用課文內(nèi)容進(jìn)行聽力練習(xí)。學(xué)會(huì)表達(dá)自己及他人的屬性，從而將知識(shí)拓展延伸。

3.布置家庭作業(yè)

小學(xué)五年級(jí)英語教案范文二：認(rèn)識(shí)五個(gè)新單詞：young,old,funny,kind;strict

教學(xué)目標(biāo)與要求

1、能聽、說、認(rèn)、讀，并理解本課的五個(gè)新單詞：young, old , funny, kind;strict

2、能掌握句型：who’s your…? what’s he /she like? 并能在具體的語境中運(yùn)用;

3、培養(yǎng)學(xué)生熱愛、尊敬老師的情感。

教學(xué)重點(diǎn)

let’s learn部分的單詞：old，short thin，tall，strong, young, funny, kind等。要求學(xué)生能聽懂句型，并結(jié)合這些句子表達(dá)的情境，學(xué)會(huì)恰當(dāng)?shù)靥鎿Q句中的單詞。逐步學(xué)會(huì)聽、說、讀、寫單詞：old，short，thin，tall，strong。

教學(xué)難點(diǎn)

如何利用所提供的對(duì)話和情景，以舊引新，讓學(xué)生進(jìn)入學(xué)習(xí)狀態(tài)。let’s start部分在學(xué)生用書當(dāng)中首次出現(xiàn)，教師應(yīng)正確理解此部分的輔墊作用，可根據(jù)實(shí)際教學(xué)需要進(jìn)行使用，并幫助學(xué)生熟悉教材內(nèi)容的變化。

教學(xué)準(zhǔn)備

1、準(zhǔn)備教學(xué)過程中所需要的圖片、聲音、課件，以及本課時(shí)的八張單詞卡;

2、準(zhǔn)備一些教師的照片或圖片;

3、準(zhǔn)備錄音機(jī)及錄音帶。

教學(xué)方法

小組合作法、情景教學(xué)法

1、warm-up(熱身)

(l) 播放let’s start下面歌謠的錄音，讓學(xué)生聽歌謠猜單元話題，激發(fā)學(xué)生對(duì)新學(xué)期第一單元英語學(xué)習(xí)的興趣。還可以使用四年級(jí)上冊(cè)第三單元學(xué)過的句型：“i have a new friend. he’s tall. he’s strong,

too.”并結(jié)合相關(guān)人物的圖片，引導(dǎo)學(xué)生復(fù)習(xí)strong， tall， short，thin等詞，為本課時(shí)聽、說、讀、寫這些單詞做好準(zhǔn)備。

(2)日常口語練習(xí)，內(nèi)容可參考如下：

t：hello, everyone! welcome back to school! nice to see you!

ss: nice to meet you!

(3) 問學(xué)生幾個(gè)問題，引出本課重點(diǎn)內(nèi)容。具體會(huì)話可參考如下：

t：hi，everyone!nice to see you again.what grade are you in now?

ss：we’re in grade 5.

t：do you like your new english books(new classroom, new teacher)?

ss：yes!

t： what are we going to talk about in unit 1?guess!what’s the topic of unit 1?

2、presentation(新課呈現(xiàn))

(l)出示let’s start部分圖片，介紹說： rabbit has many new teachers in her school.

do you have new teachers? 引導(dǎo)學(xué)生根據(jù)情景圖的提示描述新教師。然后說：“今天我們將學(xué)習(xí)怎樣描述新教師。sarah將為大家介紹幾位新教師，大家在先看一看有哪些是新教師?

(2)出示let’s learn部分的圖片，向?qū)W生介紹說： they are sarah’s teachers.

describe these teachers.引導(dǎo)學(xué)生結(jié)合預(yù)習(xí)部分回答出 strong， tall， short， thin等舊詞，然后結(jié)合圖卡向?qū)W生呈現(xiàn)新詞：youny，kind old，funny?？衫煤?jiǎn)筆畫、單詞卡片或?qū)嵨飯D片等—一教授新詞，使學(xué)生正確理解、認(rèn)讀。

(3)可播放單詞的聲音，讓學(xué)生在聽過一遍后跟讀單詞，逐步掌握正確的讀音。

(4)根據(jù)以下信息請(qǐng)學(xué)生判斷會(huì)話中描述的教師是 let’s learn配圖中的哪一位： mr hu is the art teacher. what’s he like?he’s short and thin.完成前面鋪墊的學(xué)習(xí)任務(wù)，讓學(xué)生猜出哪位是sarah的新教師。再引導(dǎo)學(xué)生利用 let’s learn部分所提供的替換句型，描述sarah的其他兩位新教師，練習(xí)鞏固所學(xué)新詞。

(5)試著寫單詞。

范寫四會(huì)單詞，讓學(xué)生跟寫或在單詞卡片背面仿寫，達(dá)到聽、說、讀、寫四會(huì)掌握新詞的目的。

3、let’s play (趣味操練)

(1)let’s find out (找一找)

指導(dǎo)學(xué)生用所學(xué)新詞和句型描述let’s find out部分幾位教師的體貌特征，然后找出正確的圖片。完成這項(xiàng)活動(dòng)后，教師引導(dǎo)學(xué)生充分利用八張新詞卡片繼續(xù)進(jìn)行結(jié)對(duì)或小組活動(dòng)，如： my new chinese teacher is tall and strong. who is he? 讓其他學(xué)生選出正確的圖片。

(2)let’s sing (唱一唱)

放歌曲“my new teacher”的錄音，學(xué)生跟唱，進(jìn)一步在音樂節(jié)奏中感知新詞。

4、consolidation and extension(鞏固與擴(kuò)展)

(l)讓學(xué)生做本單元 a let’s learn部分的活動(dòng)手冊(cè)配套練習(xí)。

(2)讓學(xué)生模仿let’s find out部分的錄音，讀給朋友或家長(zhǎng)聽。展示不同教師的圖片，讓學(xué)生猜出是教哪個(gè)科目的教師，然后用所學(xué)新詞描述這些教師的外貌特征。

(3)讓學(xué)生參照 let’s find out部分設(shè)計(jì)一些謎語讓大家猜一猜?？梢詤⒖家韵抡Z言： she is tall. she’s beautiful. she’s very young. we all like her. who’s she?

(4)讓學(xué)生把新學(xué)的歌曲唱給家長(zhǎng)或朋友聽。

小學(xué)五年級(jí)英語教案范文三：Unit3What’surFavuriteFd?

單元教學(xué)目標(biāo)：

1、能力目標(biāo)

(1) 能夠提問并回答三餐所吃的食物，如：What d u have fr lunch

tda/n Mndas……?We have tates, tfu and fish……

(2) 能夠簡(jiǎn)單描述一些食物的味道，如：The apples are sweet……

(3) 能夠提問并回答最喜歡吃的食物是什么，并說出原因，如：What’s

ur favurite fd? I lie apples. The are sweet……

(4) 能夠聽懂、會(huì)唱歌曲“What d u have fr lunch?”和本單元的歌

謠。

2、知識(shí)目標(biāo)

(1) 認(rèn)讀A、B部分Let’s learn Let’s tal 中的單詞和句子，并掌握四會(huì)

單詞。

(2) 掌握四會(huì)句子，讀懂對(duì)話內(nèi)容，完成句子填空。

(3) 了解Let’s start Grup/pair wr Tas tie等部分的內(nèi)容。

(4) 了解Prnunciatin中的字母組合w, a, fr, fl的發(fā)音規(guī)則，認(rèn)讀相

關(guān)的單詞。

(5) 了解Str tie Gd t nw等部分的內(nèi)容。

3、情感、策略、文化等有關(guān)目標(biāo)

(1) 培養(yǎng)學(xué)生的合作精神和創(chuàng)新意識(shí)，引導(dǎo)學(xué)生通過以舊帶新的方式自

主學(xué)習(xí)，同時(shí)也要注重合作學(xué)習(xí)。

(2) 了解中國(guó)表示美好愿望的傳統(tǒng)美食，并介紹其他國(guó)家的代表性食

物，開拓學(xué)生的視野。

單元教學(xué)課時(shí)安排：

第一課時(shí)：Let’s start Main scene Let’s chant A Let’s learn Grup wr

第二課時(shí)：A let’s tr Let’s tal Tal and atch C Gd t nw

第三課時(shí)：A Read and write Grup wr C Let’s sing

第四課時(shí)：B Let’s tr Let’s tal Pair wr C Str tie

第五課時(shí)：B Let’s tr Let’s tal Pair wr C Tas tie

第六課時(shí)：B Read and write Grup wr C Prnunciatin Let’s chec

第一課時(shí)

一、教學(xué)目標(biāo)與要求：

1、能夠聽、說、讀、寫本課時(shí)四會(huì)單詞： tat, tfu, green beans,

fish, ptat, eggplant并認(rèn)讀者cabbage, uttn, pr三個(gè)單詞及替換句型：What

wuld u lie fr lunch? I’d lie ……

2、能用本課時(shí)單詞卡片完成小組活動(dòng)，操練新單詞。

3、能夠說唱歌謠，并理解其含義。

二、教學(xué)重、難點(diǎn)：

重點(diǎn)：掌握有關(guān)食物的單詞：tat, tfu, green beans, fish, ptat,

eggplant。

難點(diǎn)：本課時(shí)詞匯量大，要求四會(huì)掌握的單詞多。

三、課前準(zhǔn)備：

教學(xué)掛圖、單詞卡片、錄音帶、錄音機(jī)、學(xué)生卡片和彩筆

四、教學(xué)過程：

1、熱身

跟錄音，跟唱歌曲，復(fù)習(xí)有關(guān)食物的單詞。

2、預(yù)習(xí)

(1) 吟唱歌謠。

(2) Let’s start

出示Let’s start 部分的掛圖，出謎語，請(qǐng)學(xué)生猜是什么食物。師：I’

u t eat. I’ ellw and lng. I grw n the tree. M nae

begins with the letter as “bee”. What an I ?

可讓學(xué)生進(jìn)行搶答，以此復(fù)習(xí)學(xué)過的有關(guān)食物的單詞。

(3) 回答謎底，為教授四會(huì)單詞tat做準(zhǔn)備。

3、新授：

Let’s learn

(1) 學(xué)生說出Let’s start 部分謎語的謎底后，自然引出四會(huì)單詞

tat，教師出示單詞卡片tat。由于本詞在四年級(jí)下冊(cè)已出現(xiàn)，在此便可反重點(diǎn)放在該單詞的拼讀上。在學(xué)生拼讀熟練后，教師引入ptat的學(xué)習(xí)，隨后呈現(xiàn)三個(gè)新單詞：uttn,

cabbage, pr,

領(lǐng)讀，讓學(xué)生快速記住讀音，然后教師說出其中某種食品的特點(diǎn)，學(xué)生認(rèn)讀單詞。再以不同方式教讀其他新單詞：tfu, fish,

eggplant, green beans 并拼讀這些單詞。

(2) 做游戲操練新單詞。

(3) 聽Let’s learn 部分錄音，認(rèn)讀新單詞：cabbage, tat, tfu,

eggplant, uttn, fish, ptat, green beans.

(4) 教師出示六個(gè)四會(huì)單詞，以四人小組為單位搶拼單詞，拼讀時(shí)

小組成員可提供幫助。

Let’s chant

聽懂、學(xué)唱本課時(shí)的歌謠，復(fù)習(xí)鞏固新單詞。

Grup wr

以小組為單位利用食物圖片完成任務(wù)，以此來操練新單詞和鞏固已學(xué)句型。

4、鞏固延伸：

做活動(dòng)手冊(cè)配套練習(xí)，熟記單詞

第二課時(shí)

一、教學(xué)目標(biāo)與要求

1、能聽懂、會(huì)說：What d u have fr lunch tda? I have

eggplant……并能在情景中進(jìn)行運(yùn)用。

2、能聽懂提示語，按照Let’s tr錄音內(nèi)容判斷兩張配圖的正誤。

3、能夠了解中國(guó)一些傳統(tǒng)食物所蘊(yùn)含的文化。

二、教學(xué)重、難點(diǎn)：

重點(diǎn)：掌握詢問和回答三餐所吃食物的句型。

難點(diǎn)：句子What wuld u lie fr lunch? What d u have fr

lunch tda? 的不同用法。

針對(duì)本課時(shí)文化背景的學(xué)習(xí)，要求教師為學(xué)生介紹中國(guó)表示美好祝愿

的傳統(tǒng)美食，以及其他國(guó)家具有代表性的食物，開拓學(xué)生的視野。

三、課前準(zhǔn)備：

掛圖、單詞卡、錄音機(jī)、錄音帶

四、教學(xué)過程：

1、熱身

(1) 聽歌曲，感知本課時(shí)的新語言。

(2) 進(jìn)行師生對(duì)話。

2、預(yù)習(xí)

Let’s tr

播放Let’s tr 部分的錄音，請(qǐng)學(xué)生做出正確判斷。

3、新授

Let’s tal

(1) 通過校對(duì)Let’s tr 部分聽力練習(xí)的答案進(jìn)一步呈現(xiàn)新句

型。

(2) 用舊句型：“What wuld u lie fr lunch?”與新句型

“What d u have fr lunch tda?”進(jìn)行比較，讓學(xué)生進(jìn)一步熟悉新句式。

(3) 運(yùn)用卡片練習(xí)新句式。

(4) 放Let’s tal 部分的錄音，讓學(xué)生跟讀句子。

學(xué)生可用不同的食物單詞替換關(guān)鍵詞，形成多組對(duì)話。

Tal and atch

學(xué)生進(jìn)行兩人小組練習(xí)，完成說說連連活動(dòng)。

Gd t nw

出示本部分的圖片，為學(xué)生介紹中國(guó)及其他國(guó)家的飲食文化。

鞏固延伸：

做活動(dòng)手冊(cè)的配套練習(xí)，聽錄音，讀給家長(zhǎng)、朋友聽，熟悉單詞

第三課時(shí)

教學(xué)目標(biāo)與要求：

1、能夠聽、說、讀、寫本課時(shí)四會(huì)句子，并使用該句型完成問卷調(diào)查。

2、能夠理解部分對(duì)話的含義并完成句子填空。

3、能夠聽懂、會(huì)唱歌曲。

教學(xué)重、難點(diǎn)：

重、難點(diǎn)為四會(huì)掌握句子，還需要解釋句子的含義。

課前準(zhǔn)備：

掛圖、錄音機(jī)、錄音帶

教學(xué)過程：

1、熱身

(1) Let’s sing

教師播放錄音，學(xué)生跟唱歌曲，復(fù)習(xí)鞏固A部分主要句型。

(2) 日常口語練習(xí)。

2、預(yù)習(xí)

復(fù)習(xí)有關(guān)星期的單詞。

3、新授

Read and write

(1) 針對(duì)預(yù)習(xí)部分的內(nèi)容提問學(xué)生，讓學(xué)生齊聲回答。教師接著問學(xué)生：

What d u have fr lunch n Mndas? 呈現(xiàn)一張Schl Menu說：Let’s see

tgether,引導(dǎo)學(xué)生回答問題。

(2) 讓學(xué)生就一日三餐的話題進(jìn)行小組交流，并制作一張菜單。然后由

兩名代表以問答的形式在班內(nèi)做匯報(bào)，適時(shí)引出句子：That sunds gd.

(3) 聽Read and write 部分錄音，指導(dǎo)學(xué)生在讀懂對(duì)話的基礎(chǔ)上完成

句子填空。教師重點(diǎn)指導(dǎo)四會(huì)句子的認(rèn)讀和書寫。

(4) 引導(dǎo)學(xué)生用不同的食物單詞替換對(duì)話中的關(guān)鍵詞，操練新句型。

Grup w

請(qǐng)學(xué)生使用所學(xué)語言完成采訪，并進(jìn)行匯報(bào)。

鞏固延伸

依照課文自編一段對(duì)話進(jìn)行表演;做活動(dòng)手冊(cè)配套練習(xí);聽錄音，讀給家長(zhǎng)朋友聽;熟悉單詞

第四課時(shí)

教學(xué)目標(biāo)與要求：

1、能夠聽、說、讀、寫本課時(shí)四會(huì)單詞：tast, salt, sweet, sur,

fresh,，并認(rèn)讀單詞health。

2、能夠說唱歌謠，并理解其含義。

3、能夠了解故事大意。

教學(xué)重、難點(diǎn)：

重點(diǎn)：聽、說、讀、寫四會(huì)掌握的單詞。

難點(diǎn)：?jiǎn)卧~health 的發(fā)音。

課前準(zhǔn)備：

單詞卡、錄音帶、錄音機(jī)

教學(xué)過程：

1、熱身

(1) 教師放本單元Let’s sing部分的錄音，學(xué)生跟唱歌曲。

(2) 參照上課時(shí)的課文內(nèi)容進(jìn)行師生對(duì)話或生生對(duì)話。

2、預(yù)習(xí)

聽歌曲“An Apple a Das ”,學(xué)生跟唱并做動(dòng)作。

3、新授

Let’s learn

(1) 教師接著預(yù)習(xí)部分的歌謠出示實(shí)物，根據(jù)以前學(xué)過的故事，引出單

詞fresh,領(lǐng)讀單詞。再通過歌詞理解Health的含義，領(lǐng)讀單詞，注意th的發(fā)間。引導(dǎo)學(xué)生想一想哪些水果或食品對(duì)人體健康有益，在學(xué)生說出水果或蔬菜時(shí)，可自然引出tast一詞并帶讀。

出示鹽、糖、醋，佯裝品嘗這三種調(diào)料，呈現(xiàn)不同表情，出示三個(gè)單詞salt, sweet, sur,

讓學(xué)生認(rèn)讀新單詞。在教學(xué)新單詞的過程中，應(yīng)反復(fù)使用句子：“It’s

favurite.”讓學(xué)生多次感知新詞favurite, 以減輕下一課時(shí)的負(fù)擔(dān)。

(2) 以游戲的方式操練新單詞。教師拿出已準(zhǔn)備好的三杯溶液，請(qǐng)某小

組的一名學(xué)生品嘗并呈現(xiàn)不同表情，讓其他組的學(xué)生猜單詞。

(3) 聽Let’s learn 部分錄音，讓學(xué)生認(rèn)讀單詞：tast, salt, sweet, sur,

fresh, health.

(4) 教師出示單詞卡片，學(xué)生搶讀搶拼單詞，拼讀時(shí)小組成員可提供幫

助。

Let’s chant

讓學(xué)生聽懂、學(xué)唱本課時(shí)歌謠The apples are sweet……

鞏固延伸：

收集有關(guān)食品的廣告信息;做活動(dòng)手冊(cè)配套練習(xí);聽錄音，讀新單詞給家長(zhǎng)和朋友聽;熟記單詞

第五課時(shí)

教學(xué)目標(biāo)與要求：

1、能夠聽懂、會(huì)說：What’s ur favurite fd? I/We lie……并能

在情景中熟練運(yùn)用。

2、能夠聽懂Let’s tr 的錄音，為幾張配圖正確排序。

3、能夠根據(jù)Tas tie中所給的范例自編一則廣告。

教學(xué)重、難點(diǎn)：

重點(diǎn)：掌握詢問和回答最愛吃什么食物的句型：What’s ur favurite fd?

I lie ……

難點(diǎn)：?jiǎn)卧~favurite的發(fā)音。

課前準(zhǔn)備：

單詞卡片、調(diào)查表、錄音帶、錄音機(jī)、彩筆

教學(xué)過程：

1、熱身

(1) 播放歌曲“What Wuld u Lie?”，學(xué)生跟唱歌曲。

(2) 日?？谡Z練習(xí)。

2、預(yù)習(xí)

(1) 放錄音，跟唱歌謠。

(2) Let’s tr

教師放Let’s tr部分的錄音，請(qǐng)學(xué)生為幾張配圖正確排序。錄音內(nèi)容

如下：

① Girl: D u lie bananas?

B :es, the’re sweet.

② Girl: D u lie tates?

B: es, the’re fresh.

③ Girl: What’s u favurite fd?

B: Beef, it’s health.

④ B: D u lie ice-crea?

Girl: es, it’s tast.

3、新授

Let’s tal

(1) 教師出示三張食品的圖片，對(duì)學(xué)生說：I lie chicen,

beef and fish.教師指著chicen說：I lie chicen.在旁邊畫上一張笑臉;接著指向beef說：I

lie beef better.并在旁邊畫上兩張笑臉;再指向fish說：I lie fish

best.在旁邊畫上三張笑臉。最后表述：S, favurite fd is

fish.出示favurite的單詞卡，再詢問學(xué)生，讓學(xué)生充分理解這個(gè)詞的含義。

教讀句子： What’s ur favurite fd?

(2) 兩人小組用該句型編一小段對(duì)話進(jìn)行操練，同時(shí)也

可引導(dǎo)學(xué)生用該句型編一小段對(duì)話進(jìn)行操練，同時(shí)也可引導(dǎo)學(xué)生用fruit and drin替換fd.

(3) 聽錄音，讓學(xué)生跟讀對(duì)話。學(xué)生可用不同的食物單

詞做替換回答問句。

Pair wr

讓學(xué)生拿出已發(fā)的調(diào)查表格，用所學(xué)句型對(duì)不同學(xué)生進(jìn)行調(diào)查，

并要求對(duì)方陳述原因。先組內(nèi)匯報(bào)，再向全班匯報(bào)，匯報(bào)時(shí)要說出：I lie …… Mie lies…… We

lie……教師看哪一小組表現(xiàn)好，適當(dāng)給予獎(jiǎng)勵(lì)。

Tas tie

請(qǐng)學(xué)生拿出第一課時(shí)所做的謎語卡片，向全班展示。

鞏固延伸：做配套練習(xí)，讀對(duì)話給家長(zhǎng)聽，熟記單詞

第六課時(shí)

教學(xué)目標(biāo)與要求：

1、能夠聽、說、讀、寫本課時(shí)四會(huì)句子：What’s ur favurite fruit?

I lie apples. The’re sweet. I dn’t lie grapes. The’re

sur.并能在情景中正確運(yùn)用。能夠在Grup wr中使用該句型完成調(diào)查。

2、能夠理解情景對(duì)話的含義并完成句子填空。

3、能夠理解Prnunciatin中字母組合的發(fā)音規(guī)則，讀出相關(guān)的單詞。

4、能夠完成Let’s chec部分。

教學(xué)重、難點(diǎn)：

重點(diǎn)：本課時(shí)的四會(huì)句子的掌握。

難點(diǎn)：?jiǎn)卧~favurite的拼寫。

課前準(zhǔn)備：掛圖、錄音帶、錄音機(jī)

教學(xué)過程：

1、熱身

(1) 放錄音，跟唱歌曲。

(2) 日常口語對(duì)話，進(jìn)行師生對(duì)話或生生對(duì)話。

2、預(yù)習(xí)

請(qǐng)學(xué)生展示自己制作的廣告，兩人一組向大家介紹。

3、新授

Read and write

(1) 教師展示自己制作的廣告圖片，示意學(xué)生提問：What’s ur

favurite fruit? 教師回答：I lie apples. The are

sweet.另外出示帶有哭臉的葡萄圖片說：I dn’t lie grapes. The are Sur.

請(qǐng)學(xué)生模仿會(huì)話，教師可適當(dāng)給予提示。

(2) 看圖，指著Z說：L! What’s Z’s favurite fd? Can he

have it? Wh? Let’s listen t the tape.

(3) 教師指導(dǎo)學(xué)生完成句子填空。

(4) 教師適當(dāng)指導(dǎo)四會(huì)句子的書寫，尤其要注意單詞favurete 的拼寫。

Grup wr

教師引導(dǎo)學(xué)生用所學(xué)句型完成調(diào)查，找出小組中歡迎的食物。

Prnunciatin

先給出windw, ellw, snw 三個(gè)單詞，讓學(xué)生找出w的發(fā)音，再自己嘗

拼讀單詞grw。用這種方式總結(jié)fl, a,

fr的發(fā)音。每教授一個(gè)字母組合的發(fā)音后，請(qǐng)學(xué)生聽例詞和繞口令，鼓勵(lì)學(xué)生說出字母組合在單詞中的發(fā)音。

Let’s chec

完成Let’s chec部分，幫助學(xué)生理解每組句子的含義。錄音內(nèi)容如下：

① hn: What d u have fr lunch tda, Mie? Mie: I have

cabbage, uttn and carrts. The’re tast.

② Waitress: What wuld u lie fr dinner? Sarah: I’d lie

green beans and fish. The’re health.

③ Wen1: What’s ur favurite fd? Wen2: Eggplant. It’s

tast. It’s favurite.

④ hn: Can I have se eggplant and tfu, please? I’

hungr. M: Sure.

鞏固延伸：做配套練習(xí)，練習(xí)發(fā)音，書寫單詞和句子

小學(xué)英語教案 篇4

Part 3 Studying Methods:

Our students are almost from the countryside. They are lack of geography knowledge and the cultural background of those foreign senior students ,they have a certain ability to read . And the beautiful places are most attractive and easily arouse students learning for the learning methods, they are poor in cooperative learning students are not active in the class ,and some students don’t like , I ’ll have Ss study in a relaxed atmosphere. Ss understand the new knowledge in certain degree through the mental process of seeing, hearing, saying, observing, thinking etc. And make preparation for completing the new study feeling and understanding the language points, let Ss get the knowledge actively by probe study and cooperative study. In a word,we’ll

the Ss how to be successful language learners.

the Ss pass "Observation—Imitation—Practice "(觀察—模仿—實(shí)踐三步教學(xué)法) to study language.

the Ss how to master dialogues and how to communicate with others.

全英文英語教案實(shí)施流程

Part 4 Teaching Procedure:

Step 1 Lead-in.

As we all know ,Benjamin Franklin is a famous politician and today, we will read a passage about him as a scientist. His serious attitude to science .Let’s see how Franklin made his famous electricity experiment by flying a kite.

1). Group competition

In the 18th and 19th century, scientists all over the world made many important discoveries and inventions in different fields of physics, chemistry, medicine, biology and so on. Divide the whole class into four groups to name some of them.

2). Group work

A match competition. Match Column B with Column A more examples to make Ss get information.

Purpose of my design:To get to know something about the story of famous scientists.

To have a better understanding about the importance of experiments in is really difficult for the scientists to achieve their goal , and only after tens of thousands of attempts, experiments, thinking and failure can they be successful in their research. Today, we are going to learn one example of them: Franklin’s famous kite experiment.

Step 2 Reading

1). Individual work

Skimming: Read the material fast to find out the right picture about Franklin’s experiment.

2). Individual work

Scanning: Listen to the tape part by part to find out the topic for each one.

Para 1-3 the description of the experiment

Para 4 the equipment of the experiment

Para 5-6 the steps of the experiment

Purpose of my design:Enable students to understand the given material better using different reading skills . To present Sample A by CAI (電腦輔助教學(xué))is much easier for the Ss to learn and grasp the meanings. CAI can provide a real situation with its sound and picture and it makes the relationships between the Ss better. In this course, Ss can understand the main contents of this dialogue and get the key points by following the example.

Step 3 Practice

1). Class work

With all the equipment ready ( a handkerchief made of silk, two pieces of light wood, strings, a sharp piece of metal, a key, a silk ribbon ), one student acts as the host to conduct two students how to make a kite as the one made by Franklin.

2). Individual work

After that, all the students try to tell how to make such a kite in their own words with the help of the pictures on the screen.

Step4 Further understanding

1). Pair work

Read through the passage to fill in the blanks in the form in pairs.

2). Class work

Listen to some sentences to judge whether they are true or false.

Purpose of my design: “Task-based” teaching method is used here to develop the Ss’ ability of communication and also their ability of co-operation will be well trained. Tell the Ss we should be polite and take good care of our things. We should love our life. I think proper competition can arouse the Ss’ interest in English learning. If the Ss can finish this task well, they will benefit a lot in their spoken English. By this step, it achieved the teaching aim of understanding and talking the dialogue of this lesson.

Step 5 Post-reading

1). Pair work

Franklin was doing the experiment with his little son, and he was a bit curious about what his father was doing. On the other hand, many people were watching Franklin doing the experiment. Divide the class into two groups to make a dialogue in pairs, one is between Franklin and his son ,the other Franklin and a person watching the experiment.

2). Group work

let Ss read the passage carefully and answer the question: Discuss the following questions in groups:

Students make a conclusion of de process of Franklin’s experiment and retell the tips of doing the experiment。let Ss find out the keys of the exercises after their reading.

Purpose of my design: Most Ss can take their parts in the activities, especially for the Ss who have trouble in English study. In the group activities, they can speak a little English. Without doubt, this will encourage them to speak fact, it is a kind of demand of human (蘇霍穆林斯基)says:“In one’s mind, there is always a kind of deeply rooted demand, that is the hope to feel oneself a finder and explorer. In Ss’ spirits, such demand is specially strong.”This step also leads to the emotion objective of this lesson, that is to have moral education in this step.

Step4 Homework.

Summarize the whole lesson,and arrange the homework.

the exercises in the the mastering of knowledge of this lesson.

Ss to interview their friends asking the price and size of their clothing and make records of the information.

Purpose of my design: I think homework is so important that the Ss should speak English as much as they can in class or after class. It is necessary for the Ss to do some exercises after class to master the knowledge they learned. This content is an extension of the previous lesson, to meet the needs of increasing communicating demand of some Ss.

Part 5 Blackboard Design.

Anyway, the teaching of this lesson aims to develop not only the Ss' language technical abilities, but also the various intelligence by gathering teaching methods. Purpose of my design:

1、Make the students be free to talk about social behaviors

2、Understand the reading passage and can talk more about teamwork.

3、Improve the students’ reading and writing skills.

As teachers, to make our English classrooms shine with vitality, we are laid with heavy burden, and we still have long way to go. Deal with the language points. Ask the students to pick out the useful expression from the text, give them more examples, and do some exercises to practice the language points.

Above is the lecture notes of my lesson. Thank you very much!

小學(xué)英語教案 篇5

教學(xué)目標(biāo)：

Using nouns to indicate some sports; e.g. football, basketball, baseball, ping pong

Using “play+ objective” phrases.

Using “I like” to indicate preference;

Using “modelled sentence “what do you like to play?” to communicate with others;

Helping students to develop their daily English.

重點(diǎn)難點(diǎn)：

Using “play+ objective” phrases;

Use “modelled sentence “what do you like to play?” to communicate with others

教學(xué)準(zhǔn)備：

A computer, a TV set, PPT

教學(xué)過程：

Pre-task:

Let’s sing a song ”walking walking”

Daily talk:

Where do you like?

Do you love Shanghai? Why?

Ss: I love Shanghai, because it is __, __and__.

(help Ss to use more than one adjective to present reasons of loving shanghai and develop their ability to use connectives to add information)

While-task:

guess riddles and make riddles

T: do you like riddles? I have a riddle for you. Listen carefully.

It is round!

It is big!

It is orange!

What is it?

Ss: it is a basketball!

Teach and practice the pronunciation of “basketball”。

Teach and practice the phrase of

T: What am I doing?( T Miming play basketball)

T: this time, I tell you the answer of the riddle, can you make a riddle? I give you 1 min, pls discuss in groups. Ready? Go!

Ss:

Teach and practice the pronunciation of “ping pong”。

Teach and practice the phrase of “ play ping pong”。

T: What am I doing?( T Miming play ping pong)

Ss pass the football and say “play ping pong”

I have another riddle for you. Listen carefully.

It is round!

It is small!

It is white!

You play it with a stick.

What is it?

Ss: it is a baseball!

Teach and practice the pronunciation of “baseball”。

Teach and practice the phrase of

T: What am I doing?( T Miming play baseball)

T: this time, I tell you the answer of the riddle, can you make a riddle? I give you 1 min, pls discuss in groups. Ready? Go!

Ss:

Teach and practice the pronunciation of “football”。

Teach and practice the phrase of “ play football”。

T: What am I doing?( T Miming play football)

Ss pass the football and say “play football”

Play + sports

game: T acts, Ss guess

S acts, Ss guess

What do you like to play?

I like to play____.

(with all sports showed)

T asks individuals

Pair work

Conversation

T: Today is Saturday. Sam and May is planning to go out. Let’s see what they are talking.

I am May. Who wants to be Sam?

T--- individual

T--- whole class

S--- S (pair work)

教案相關(guān)

小學(xué)英語教案 篇6

Module 1 Unit1

We lived in a small house.

教學(xué)目標(biāo)：

1、知識(shí)目標(biāo)：

(1)New words: life ,different, ago, any, television, grandchildren, us, grandmother, lady

(2)New sentences：There were/weren’t …. There are….

We lived…many years ago. We live…now.

2、能力目標(biāo)：

(1)能根據(jù)情境正確使用There be ……,We lived…many years ago. We live…now.句型談?wù)撋?、學(xué)習(xí)中的事物

(2)培養(yǎng)學(xué)生聽、說、讀、寫的能力。

教學(xué)重點(diǎn)：：如何讓學(xué)生在課堂上學(xué)會(huì) There be …, We lived…many years ago. We live…now.句型并能在生活中靈活運(yùn)用該句型。

教學(xué)過程：

一.預(yù)習(xí)檢測(cè)

寫出下列動(dòng)詞的過去式。

do_____ is____ are_____

live_____ have______ watch____

二.合作探究，學(xué)習(xí)課文。

1)播放課文錄音，讓學(xué)生在聽錄音的同時(shí)找出課文中出現(xiàn)的新單詞與新句型。

2)進(jìn)行游戲“火眼金睛找生詞新句”。讓學(xué)生以競(jìng)賽搶答的形式快速找出課文中出現(xiàn)的新單詞與新句型。

3)在讓學(xué)生初步了解了課文內(nèi)容后，教師再次播放錄音，讓學(xué)生大聲跟讀課文。

鞏固練習(xí);

重點(diǎn)句式操練Listen and say。先讓學(xué)生聽錄音，跟讀句子，明確本課的重點(diǎn)句式，然后讓他們靈活運(yùn)用句式：There is/are……/There was/were……造句。

練習(xí)檢測(cè)：

拓展延伸

讓學(xué)生準(zhǔn)備，談?wù)搱D中內(nèi)容，然后選擇幾個(gè)代表來講給全班同學(xué)聽?；貞浾n文內(nèi)容，試著用重點(diǎn)句復(fù)述課文。

引導(dǎo)學(xué)生對(duì)本節(jié)所學(xué)內(nèi)容進(jìn)行歸納總結(jié)：運(yùn)用句式…There be.We lived…many years ago . We live …now.談?wù)摷氨容^過去和現(xiàn)在的生活。

課后反思：

Module 1 Unit 2

She didn’t have a television.

教學(xué)目標(biāo)：

能聽說讀寫單詞：lady fire radio field telephone hope

1. 能熟練運(yùn)用這類句子”She didn’t…She worked…談?wù)撊藗冞^去的生活。

2. 學(xué)會(huì)歸納動(dòng)詞的過去式，并能靈活運(yùn)用。

3. 教學(xué)重點(diǎn)：

學(xué)會(huì)歸納動(dòng)詞的過去式，并能靈活運(yùn)用。

教學(xué)過程：

一. 預(yù)習(xí)檢測(cè)

英漢互譯并連線。

有關(guān)中國(guó)的節(jié)目 many years ago

許多年以前 programme about China

談?wù)?last night

在田野里 on a fire

昨天晚上 in the fields

在火上 talk about

二.合作探究，學(xué)習(xí)課文。

1.聽課文錄音，圈出文中出現(xiàn)的動(dòng)詞過去式。

2.同桌學(xué)習(xí)課文。

3.師講解“or”的用法.

三.鞏固練習(xí)

完成課本第二部分。

練習(xí)檢測(cè)

小學(xué)英語教案 篇7

pep小學(xué)英語 Unit5 B Let’s talk說課稿全英文版 The Lecture Notes of 《 PEP Primary English 》 Book4 Unit5 B Let’s talk

Ladies and Gentlemen, It’s my great pleasure to be here sharing my leon with you.

The content of my leon is《 PEP Primary English 》Book4 Unit5 B Let’s talk, asking the price and inquiring the clothes , let me talk about the teaching 1 Teaching Material:

This leon is about a shopping study of this unit, the Ss know how to ask the price in English and how to describe the size and price with simple words and sentence patterns of this leon “What size?” “How much are they?” and “we’ll take them.” are the key and difficult points of this study of this leon will help the Ss with daily communication.

Moreover, this leon completes the transition of the phrase “a pair of… ”to the sentence pattern “A pair of… for …” ,and helps the Ss further consolidate the knowledge of words of clothing appearing in plural form.

Therefore, on studying the teaching material and analyzing the regulation of children’s growing of mind, I put forward the teaching objectives according to new English leon objective: a) The Ss can hear, read, and use the main sentence patterns “A pair of … for …” “What size?” “How much are they?” “We’ll take them.” b) The Ss can understand and read the conversation of the objective: a) The Ss can use the sentence pattern of inquiring the price, and further develop their language ability of “shopping”;

b) The Ss can use the patterns to expre their thoughts in the proper objective: a) By completing the task, the Ss increase their interest and set up self-confidence in language study; b) Teach the Ss what is “l(fā)ove” and “managing money matters”, put the moral education in the language , the key points of this leon:

First of all, to study and use the sentence patterns “What size?” “How much are they?”“A pair of … for ….” “We’ll take them.” To improve the Ss’ abilities in “shopping”;

Secondly, teach the Ss how to study independently as well as by points:

The Ss can use the words and patterns to describe the clothes in the proper scene, and make simple dialogues of shopping.

Well, how to achieve the teaching objectives better, to stre the key points and break through the difficult points? The key is how to make use of the proper teaching methods; I’ll talk about my teaching methods 2 Teaching Methods:

According to the modern perception theories and social intercourse teaching theories, I adopt the TSA method and TBLT method in my teaching, namely Total Situational Action and Task-based Language Teaching.

The former is a “scene — activity” teaching method .It establishes a real scene and the interaction between the teacher and the Ss .It emphasizes a dynamic information exchange between the teacher and Ss.

The latter offers the Ss an opportunity to complete the tasks in which Ss use language to achieve a specific activity reflects real life and learners focus on meaning; they are free to use any language they want.

At the same time, make use of the modern electricity teaching equipments and all kinds of teaching means, it can mobilize the Ss’ enthusiasm and creativity in learning 3 Studying Methods:

Let Ss study in a relaxed and agreeable understand the new knowledge in certain degree through the mental proce of seeing, hearing, saying, observing, imagining, thinking make preparation for completing the new study task.

After feeling and comprehending the language points, let Ss obtain the knowledge actively by probe study and cooperative , develop the Ss’ abilities of studying and working with the learning language 4 Teaching Proce:

In order to realize the teaching proce systematically, properly and efficiently, under the principle of “regard Ss as the corpus, the teacher inspires for predominance”, I divide the teaching proce into five 1 a song: The coat in window.

So as to the psychological characteristics of children，singing a song can make Ss feel pleased and satisfied, and can arouse exciting this step, teacher and the Ss sing in unison and perform the song “The coat in window.”

Thus, review the sentence pattern “How much is …?” And arouse the Ss' performance desire, participation desire, and lead the Ss into a thick English studying 2 Presentation and : Look for Cinderella.

Broadcast a part of “Cinderella” with the flash, presenting a crystal shoe that Cinderella lose, and establishes a scene of ministers look for the proper size the role playing, guide the Ss to use the sentence pattern “What size do you wear?” “Size ….”to make the question and design is a novelty of my leon; it leads the Ss into the fairy acquire the language unconsciously and can do communication to the shopping topic naturally from the unsuited shoes, and demonstrate the sentence pattern “How much are they?”

With a good student to be the aistant, I perform to go shopping, and guide the Ss to make the answer: “They are ….”

In this course, Ss can understand the main contents of this dialogue and get the key points by scene : Gue the price.

From buying a pair of shoes for me to buying a pair for my mom, introduce the sentence pattern “A pair of … for ….”

The CAI presents a big cabinet with various shoes, ask the Ss to gue their price, and then display them.

It considers that children can keep their attentions in limited game can avoid the lifelene and boredom from the pure machine drills .It creates the conditions of a relaxed and natural atmosphere for children’s achieve the aim of consolidating and deepening the sentence the ) At this time, John and his mom come to the shoe store.

It reappears the relevant conversation by broadcasting the VCD, let Ss know the text contents with a combination of audio and video, words and pictures, which cater to the characteristics of primary period to be curious and

pursuing

interest

an

freshne.

b) After the audio-visual commences, play the tape recorder completely again, let the Ss concentrate on listening, then answer my questions according to the .: What size does John wear? How much? Whether buy or not, etc.

c) After be familiar with the text, let the Ss try to act out the this step, it achieved the teaching aim of understanding and talking the dialogue of this 3 Task : Mother’s Day.

To master the language capability needs certain amount of I still adopt the “Task-based” teaching method, which is defined by strong practicality and exact task, so as to make break-through about the difficult points of this advance, I shall arrange the claroom to some busine locations, such as clothes store, shoes store, fruit store shall divide the cla into groups and play roles, and then give the Ss a certain quantity of specie currency, so that they may choose and buy the gifts for Mother’s Day.

For this step, I shall instruct the Ss to use the words and patterns learnt in the proce of completing certain , they may have mutual improvement in exchanging information during the communicating activities.

Most Ss can take their parts in the activities, especially for the Ss who have trouble in English the group activities, they can speak a little English with no doubt, this will encourage them to speak fact, it incarnates a kind of demand of human says:

“In one’s mind, there is always a kind of deeply rooted demand that is the hope to feel oneself a finder and Ss’ spirits, such demand is specially strong.”

This step also leads to the emotion objective of this leon that is to have moral education in this 4 Consolidation and extension.

Summarize the whole leon, and arrange the the correlative exercises in the activity the mastering of knowledge of this Ss to interview their friends asking the price and size of their clothing and make records of the information.

This content is an extension of the previous leon, to meet the needs of increasing communicating demand of some 5 Blackboard Design.

Show on the CAI.(It’s a ….)

Anyway, the teaching of this leon aims to develop not only the Ss' language technical abilities, but also the diverse intelligence by integrated teaching teachers, to make our English clarooms shine with vitality, we are laid with heavy burden, and we still have long way to are the lecture notes of my you

小學(xué)英語教案 篇8

一、教法建議

本單元主要內(nèi)容是讓學(xué)生能聽、說、讀、寫四會(huì)，掌握從A到N14個(gè)英語字母，并能正確辨認(rèn)其中的三個(gè)元音字母，即Aa，Ee，Ii。能認(rèn)讀其印刷體和手寫體字母的大小寫形式，注意書寫格式、筆劃、筆順合乎標(biāo)準(zhǔn)，培養(yǎng)學(xué)生良好的書寫習(xí)慣。

【拋磚引玉】

1.英語字母教學(xué)是入門階段的一項(xiàng)主要的教學(xué)內(nèi)容，為了使字母教學(xué)任務(wù)順利完成，應(yīng)通過看、聽、說、練四個(gè)方面解決。

(1)看是指看老師口型，善于模仿教師發(fā)音。

(2)聽是指聽錄音學(xué)字母，對(duì)初學(xué)者來說Cc，Gg和Jj是比較難讀準(zhǔn)的，因此應(yīng)仔細(xì)去聽。

(3)說是指實(shí)踐，即通過聽、看過程使學(xué)生達(dá)到獨(dú)立地、正確地讀出字母。

(4)練是指通過看、聽、說的反復(fù)訓(xùn)練，善于發(fā)現(xiàn)錯(cuò)誤并及時(shí)糾正。

2.積極創(chuàng)設(shè)語境，培養(yǎng)學(xué)生交際能力。

(1)本單元的口語訓(xùn)練主要圍繞“Greeting”展開教學(xué)，教師應(yīng)引導(dǎo)學(xué)生運(yùn)用“Hello! What‘s your name? My name is...”進(jìn)行會(huì)話。

(2)教師以身示范，親切地向?qū)W生打招呼，盡量給學(xué)生創(chuàng)造英語情景，如：Hello!或Good morning, My mane is Lin Lina. What’s your name? How are you?等，通過語言交流方式，培養(yǎng)學(xué)生的語言表達(dá)能力。

(3)運(yùn)用“TPR”(Total Physical Response)培養(yǎng)學(xué)生反應(yīng)能力和語言感知能力。如：

Stand up! sit down, please. Listen to me. Open your books. Close your books等課堂用語，教師可用手勢(shì)表明其含義。學(xué)生聽懂后，會(huì)迅速做出正確反應(yīng)。

(4)使用pair work培養(yǎng)學(xué)生自我展示能力。

【指點(diǎn)迷津】

本單元難點(diǎn)知識(shí)

1.字母的書寫格式。

對(duì)初學(xué)者來講，小學(xué)的`漢語拼音對(duì)學(xué)習(xí)英語字母有一定的干擾。應(yīng)引導(dǎo)學(xué)生仔細(xì)觀察14個(gè)字母的大小寫格式，避免書寫錯(cuò)誤，做到書寫正確、美觀。

2.按音素劃分字母：

將所學(xué)的14個(gè)字母按順序朗讀、默寫對(duì)初學(xué)者來說是比較容易做到的。但如果將14個(gè)字母按音素劃分是比較難的事情。教師從一開始教字母時(shí)，就應(yīng)該讓學(xué)生在朗讀時(shí)去感受不同字母之間所含有的相同元音音素。

二、學(xué)海導(dǎo)航

【學(xué)法指要】

1.體會(huì)打招呼用語的奧妙所在，做到靈活運(yùn)用。

(1)Good morning：適用于比較正式客氣的場(chǎng)合，雙方都應(yīng)說Good morning!例如：

A: Good morning, Miss Zhao.早晨好，趙老師。

B: Good morning, Mr. Wang.早晨好，王校長(zhǎng)。

(2)Morning：適用于比較熟悉的朋友之間或比較繁忙的情況下。

(3)Hello：是最廣泛、最簡(jiǎn)單的打招呼，顯得親切自然。例如：

A：Hello, Kate.你好，凱特。

B：Hello, Li Lei.你好，李雷。

A：How are you?你好嗎?

B：Fine, thank you.是的，很好。謝謝你。

(4)Hi：在現(xiàn)代英語中，Hi比Hello用得更多，顯得更隨和。例如：

小學(xué)英語教案 篇9

專題八 非謂語動(dòng)詞和獨(dú)立主格結(jié)構(gòu)

【典例精析】

1. （08北京）____ that she was going off to sleep, i asked if she'd like that little doll on her bed.

a. seeing?????????? b. to see??????????? c. see????????? d. seen

【解題】a非謂語動(dòng)詞see構(gòu)成的短語與句子的主語i即其邏輯主語之間是主動(dòng)關(guān)系，用在句首，中間與句子用逗號(hào)分開，表示伴隨情況，用作伴隨狀語，因此用現(xiàn)在分詞。

2.(08全國(guó)卷i)i like getting up very early in summer. the morning air is so good ____.

a. to be breathed??? b. to breathe??????? c. breathing???? d. being breathed

【解題】b在主系表結(jié)構(gòu)中，當(dāng)表語形容詞為good, light, heavy, difficult等時(shí)，其后常用不定式作狀語，表示時(shí)間，原因，結(jié)果等，且常用主動(dòng)形式表示被動(dòng)意義，因此選b。此處為特殊情況。

3.(08北京)----did the book give the information you needed?

----yes. but ____ it, i had to read the entire book.

a. to find?????????? b. find????????????? c.to be finding? d. finding

【解題】 a 非謂語動(dòng)詞短語與主句之間用逗號(hào)隔開，作狀語。根據(jù)句意：為了找到需要的信息，我不得不看完整本書的內(nèi)容，表示目的。不定式常在句首作目的狀語，且此處不表示動(dòng)作正在進(jìn)行，因此用一般式，選a。

4.（09湖南）nowadays people sometimes separate their waste to make it easier for it .

a. reusing ?b. reused ?c. reuses ?d. to be reused

【解析】d 考查動(dòng)詞不定時(shí)的用法。句意為：現(xiàn)在人們有時(shí)把他們的廢物分開，以便很容易被重復(fù)利用。重新再利用是指將來發(fā)生的動(dòng)作，而且是被動(dòng)的。故選d。

5.（09江西）_________ the right kind of training , these teenage soccer players may one day grew the international stars.

a. giving???????????? b. having given???? c. to give?????? d. given

【解析】d 考查非謂語動(dòng)詞。如果把句子補(bǔ)充完整就不難看出：if they are given the right kind of training , 可知主語they 即these teenager soccer players與give 之間是被動(dòng)的關(guān)系，所以用過去分詞。根據(jù)主、從句主語一致可省略從句主語的原則，連詞if 也可省，所以得出given the right kind of training , these teenager soccer players……

6.（09江西）the government plans to bring in new laws _____ parents to take more responsibility for the education of their children.

a. forced??????????? b. forcing?????????? c. to be forced??? d. having forced

【解析】b 考查非謂語動(dòng)詞的用法。 現(xiàn)在分詞短語作后置定語，修飾new laws ,相當(dāng)于which forces ……...

7.（09海南）the children all turned_____the famous actress as she entered the classroom.

a. looked at?? ?b. to look at??????? c. to looking at?? d. look at

【解析】b。 句意為：當(dāng)那位著名的女演員走進(jìn)了教室，所有的孩子都轉(zhuǎn)過頭去看她。

turn to 表示“轉(zhuǎn)向，求助”的意思。

8.(09海南) now that we’ve discussed out problem, are people happy with the decisions ?

a. taking?? ?b. take? ?c. taken?d. to take

【解析】c。 考查with +賓語+賓語補(bǔ)足語的用法。句意為：現(xiàn)在，我們已經(jīng)討論了問題，是人們最滿意的決定？ take 與the decisions之間存在的關(guān)系是動(dòng)賓關(guān)系，故用過去分詞表示被動(dòng)

9.（09山東）we are invited to a party _________in our club next friday.

a. to be held???????? b. held?????????????? c. being held??????? d. holding

【解析】a 考查非謂語動(dòng)詞的用法，由next month可知時(shí)間是在將來，party是被舉行，故選a。

10（09陜西）i still remember????? to the famen temple and what i saw there.

a. to take??????????? b. to be taken???????? c. taking?????????? d. being taken

【解析】d 考查非謂語動(dòng)詞。此處非謂語動(dòng)詞做remember的賓語，而remember后用非謂語動(dòng)詞做賓語時(shí)，可以用v-ing形式，v-ing表示的動(dòng)作已經(jīng)完成，也可用動(dòng)詞不定式，表示的動(dòng)作還未發(fā)生，根據(jù)后文的saw可知此處非謂語動(dòng)詞動(dòng)作已經(jīng)完成，且與邏輯主語是被動(dòng)關(guān)系，用v-ing的被動(dòng)式，選d。

11.（09福建）??? not to miss the flight at 15:20, the manager set out for the airport in a hurry.

a. reminding???? ?b. reminded???? ?c. to remind???? d. having reminded

【解析】b 考查非謂語動(dòng)詞。非謂語動(dòng)詞做狀語，邏輯主語是句子的主語the manager，非謂語動(dòng)詞與句子主語是被動(dòng)關(guān)系，且其表示的動(dòng)作在謂語動(dòng)詞set out之前已經(jīng)發(fā)生，非謂語動(dòng)詞用過去分詞，選b。

12.（09福建）in april, , president hu inspected the warships in qingdao,??? the 60th anniversary of the founding of the pla navy.

a. marking??? ??????? b. marked??? ??? c. having marked? d. being marked

【解析】a 考查非謂語動(dòng)詞。非謂語動(dòng)詞做狀語，其后有賓語，故與邏輯主語是主動(dòng)關(guān)系，且表示的動(dòng)作與謂語動(dòng)詞的動(dòng)作同時(shí)進(jìn)行，用現(xiàn)在分詞，選a。

13.（09湖南）when he??????? the door, he found his keys were nowhere.

a. would open ?b. opened ?c. had opened ?d. was to open

【解析】d 考查非謂語動(dòng)詞。動(dòng)詞不定時(shí)的用法。句意為：當(dāng)他要打開門的時(shí)候，他發(fā)現(xiàn)他的鑰匙不見了。動(dòng)詞不定時(shí)表示將要發(fā)生的動(dòng)作。

14.（09湖南）9.at the age of 29, dave was a worker,??????? in a small apartment near boston and ______ what to do about his future.

a. living; wondering ??b. lived; wondering

c. lived; wondered ??d. living; wondered

【解析】a 考查分詞的用法。句意為：29歲的大衛(wèi)，是一個(gè)工人，住在一間小公寓在波士頓附近，不知怎么辦關(guān)于他的未來?，F(xiàn)在分詞作定語修飾a worker，and 為并列連詞，連接相同的成份。

【專題突破】依據(jù)非謂語動(dòng)詞各個(gè)不同類型的考查方式和特點(diǎn)?？梢圆捎梅侵^語動(dòng)詞和獨(dú)立主格結(jié)構(gòu)的“五步驟”做題法；即非謂語動(dòng)詞的“五步驟”做題法：1.牢記核心意義；2.分析句子成分；3.尋找邏輯主語；4.了解時(shí)間關(guān)系；5.分析特殊情況。獨(dú)立主格結(jié)構(gòu)的“五步驟”：1. 認(rèn)識(shí)獨(dú)立主格結(jié)構(gòu)，建立獨(dú)立主格結(jié)構(gòu)概念；2. 認(rèn)清獨(dú)立主格結(jié)構(gòu)的來源，理解獨(dú)立主格結(jié)構(gòu)的功能；3. 從邏輯主語的不同認(rèn)識(shí)分詞和獨(dú)立主格結(jié)構(gòu)作狀語的區(qū)別；4.全面掌握獨(dú)立主格結(jié)構(gòu)的功能；5. 熟悉獨(dú)立主格結(jié)構(gòu)的不同類型，全面掌握獨(dú)立主格結(jié)構(gòu)。當(dāng)然并非每道題都要全面考慮以上"五步驟" 有時(shí)只需通過一兩個(gè)步驟即可得到答案。我相信，只要同學(xué)們?cè)谟?xùn)練中嚴(yán)格按照這種思路去分析，就可以練就一雙火眼金睛，那么，再難的考查非謂語動(dòng)詞和獨(dú)立主格結(jié)構(gòu)的試題都是可以快速得到答案的。

1. i don’t know whether you happen ____ it, but i’m going to study in the u.s.a. this september.

a. to be heard???? b. to be hearing???? c. to hear???? d. to have heard

2. _____ and out of breath, we reached the top of the mountain and stopped _____ the beautiful scenery.

a. tiring; to admire??????????????????? b. being tired; admiring

c. tired; to admire???????????????????? d. tired; admiring

3. don’t leave the water ____ while you brush your teeth.

a. run??????????? b. running??????????? c. being run???? d. to run

4. he looked around and caught a man _____ his hand into the pocket of a passenger.

a. put??????????? b. to be put????????? c. to put??????? d. putting

5. _____ the diamond, he had to look for a place to hide it.

a. having stolen? b. having been stolen c. stolen??????? d. stealing

6. to answer correctly is more important than _____.

a. that you finish quickly?????????????? b. finishing quickly

c. to finish quickly???????????????????? d. finish quickly

7. you will see this product made in this factory _____ wherever you go.

a. to be advertised? b. advertised　 　c. advertise????? d. advertising

8. the monument was built in honor of the explorer who was believed _____ the river.

a. to have discovered ?????????????? b. to have been discovered

c. to discover??????? ?????????????? d. having been discovered

9. —— have you considered _____ your job as a teacher?

——yes. i like the job because a teacher is often considered _____ a gardener.

a. to change; to be? b. to change; being?? c. changing; being?? d. changing; to be

10. mr. green is said _____ an experiment to prove the new method of solving the problem when young.

a. to do??????????? b. to have done?????? c. to be doing??????? d. to have been doing

11. seeing the soldiers well _____ for the flood-fight, the general nodded with satisfaction.

a. prepare??????? b. preparing????????? c. prepared????????? d. having prepared

12.the murder was brought in, with his hands ___ behind his back。

a. being tied　?? b. having tied??? c. to be tied??? d. tied

13.weather___, we'll go out for a walk.

a. permitted　??? b permitting　??????? c permits　????????? d for permitting

14.the speech ______ a lively discussion started.

a.being delivered?????????????????????? b. was delivered

c.be delivered????????????????????????? d. having been delivered

15.______, a man who expresses himself effectively is sure to succeed more rapidly than a man whose command of language is poor.

a.other things being equal????????????? b.were other things equal

c.to be equal to other things?????????? d.other things to be equal

16.all things ______, the planned trip will have to be called off.

nsidered????? b.be considered??????? nsidering?????? d.having considered

參考答案：

1.【解析】d happen to have done sth 為不定式的完成時(shí)， 表示一個(gè)已經(jīng)完成了的動(dòng)作，強(qiáng)調(diào)對(duì)于現(xiàn)在的影響。

2.【解析】c tired and out of breath為“形容詞和介詞短語”在句中作狀語。stop to do sth. 停下來去做另外一件事

3.【解析】b非謂語動(dòng)詞作賓語補(bǔ)足語時(shí)，選項(xiàng)a、d表示將來可能發(fā)生的動(dòng)作；b表示賓語持續(xù)性動(dòng)作，根據(jù)句意選b,表示水不停地流出。

4.【解析】d catch sb doing sth表示發(fā)覺或當(dāng)場(chǎng)捉住 sb在做一件事情。

5.【解析】a從動(dòng)作發(fā)生的時(shí)間來看，應(yīng)是先偷鉆石，再找地方藏匿，故用-ing形式的完成式。

6.【解析】c題意為“正確做出答案要比快速完成更重要”。兩個(gè)非謂語動(dòng)詞短語在形式上應(yīng)保持一致。

7.【解析】b advertise意為“為……登廣告”。made in this factory作定語修飾product; advertised作賓語補(bǔ)足語。

8.【解析】a用不定式的完成式表示動(dòng)作發(fā)生在(定語)從句謂語動(dòng)作之前。

9.【解析】d consider 作“考慮”解時(shí)，后常接-ing形式（短語）作賓語；作“認(rèn)為” 解時(shí)，后常接含有名詞、形容詞或to be的復(fù)合結(jié)構(gòu)。

10【解析】b由when young可知此處應(yīng)該用不定式的完成式，表示此動(dòng)作發(fā)生在謂語動(dòng)作之前。

11.【解析】c由固定短語be (well) prepared for可知此處應(yīng)用過去分詞作賓補(bǔ)。

12.【解析】d. with +名詞（代詞）+分詞+介詞短語結(jié)構(gòu)。當(dāng)分詞表示伴隨狀況時(shí)，其主語常常用with來引導(dǎo)。由于本句中名詞"手"與分詞"綁"是被動(dòng)關(guān)系，因此用過去分詞，選d.13.【解析】b. 本題中沒有連詞，它不是復(fù)合句，也不是并列句。 句中使用了逗號(hào)，且we 小寫，可知其不是兩個(gè)簡(jiǎn)單句。能夠這樣使用的只有獨(dú)立主格或with的復(fù)合結(jié)構(gòu)。據(jù)此判斷，本句中使用的是獨(dú)立結(jié)構(gòu)，其結(jié)構(gòu)為：名詞+分詞。 由于permit在這里翻譯為'天氣允許'，表主動(dòng)，應(yīng)用現(xiàn)在分詞，故選b。如果不會(huì)判斷獨(dú)立結(jié)構(gòu)作狀語的形式，不妨將句子改為條件句，例如本句改為if weather permits, we'll go out for a walk. 然后將if 去掉，再將謂語動(dòng)詞改為非謂語動(dòng)詞即可。

14.【解析】d 句意：演講完后，開始了熱烈的討論。把握前后主語不一致，動(dòng)作發(fā)生在之前，故選答案為d.

15.【解析】a 句意：在其它條件相同的情況下，表達(dá)好的人肯定要比語言能力差的人更快地取得成功，前后的主語不一致，故選答案a.

16.【解析】a 考慮了方方面面之后，原來計(jì)劃好的旅行不得不取消了，前后主語不一致，故答案為a。

【學(xué)法導(dǎo)航】非謂語動(dòng)詞內(nèi)容繁多，用法復(fù)雜，是學(xué)生們?cè)谟⒄Z學(xué)習(xí)過程中的最大難點(diǎn)，也是高考中的必考項(xiàng)目。獨(dú)立主格結(jié)構(gòu)相對(duì)來說考查較少，但經(jīng)常放在with復(fù)合結(jié)構(gòu)中考查；同學(xué)們要想掌握他們的用法，輕松備戰(zhàn)高考，快速準(zhǔn)確地解題，不妨牢記非謂語動(dòng)詞和獨(dú)立主格結(jié)構(gòu)基本、特殊用法以及解題“五步驟”，具體內(nèi)容如下：

一。非謂語動(dòng)詞“五步驟”

1.牢記核心意義。不定式表將來或能夠，動(dòng)詞ing形式表主動(dòng)或進(jìn)行，過去分詞表被動(dòng)或完成。

2.分析句子成分。非謂語動(dòng)詞在句中可充當(dāng)主語、賓語、定語、表語、補(bǔ)語以及狀語。

3.尋找邏輯主語，把握，前后主語一致性和主被動(dòng)關(guān)系。非謂語動(dòng)詞雖然在語法上沒有主語，但它仍表示的是動(dòng)作，因此在意義上會(huì)有一個(gè)動(dòng)作的發(fā)出者，這個(gè)發(fā)出者就是它的邏輯主語。作主語補(bǔ)足語，表語和狀語時(shí)，邏輯主語為句子的主語；作賓語補(bǔ)足語，邏輯主語為賓語；作定語，邏輯主語是所修飾的先行詞；復(fù)合結(jié)構(gòu)自帶邏輯主語。如果非謂語動(dòng)詞與其邏輯主語的是主動(dòng)關(guān)系，用現(xiàn)在分詞或不定式的主動(dòng)式，如果是被動(dòng)關(guān)系，則用過去分詞或不定式的被動(dòng)式，如果表被動(dòng)進(jìn)行，則用現(xiàn)在分詞的被動(dòng)式或不定式的被動(dòng)進(jìn)行式。

4.了解時(shí)間關(guān)系。如果非謂語動(dòng)詞與句子的謂語動(dòng)詞所表示的動(dòng)作同時(shí)發(fā)生，用一般式；如果發(fā)生在之前，則用完成式，如果強(qiáng)調(diào)正在進(jìn)行，則用進(jìn)行時(shí)；如果動(dòng)作在將來發(fā)生，則用不定式。

5.分析特殊情況。主要是指一些習(xí)慣用法，固定搭配等。

二。獨(dú)立主格結(jié)構(gòu)的“五步驟”

1.認(rèn)識(shí)獨(dú)立主格結(jié)構(gòu)，建立獨(dú)立主格結(jié)構(gòu)概念。

最初的獨(dú)立主格結(jié)構(gòu)就是帶邏輯主語的分詞結(jié)構(gòu)，它的作用相當(dāng)于狀語。

2.認(rèn)清獨(dú)立主格結(jié)構(gòu)的來源，理解獨(dú)立主格結(jié)構(gòu)的功能。

我們清楚地看出獨(dú)立主格結(jié)構(gòu)作狀語和分詞作狀語一樣來源于狀語從句。

3.從邏輯主語的不同認(rèn)識(shí)分詞和獨(dú)立主格結(jié)構(gòu)作狀語的區(qū)別。

分詞作狀語和獨(dú)立主格結(jié)構(gòu)作狀語的區(qū)別就在于邏輯主語的不同，分詞的邏輯主語為主句的主語，獨(dú)立主格結(jié)構(gòu)的邏輯主語就是分詞前邊的名詞或代詞。

4.全面掌握獨(dú)立主格結(jié)構(gòu)的功能。

要將復(fù)合句或并列句改成簡(jiǎn)單句時(shí)，應(yīng)注意：要根據(jù)分詞和獨(dú)立主格結(jié)構(gòu)作狀語時(shí)邏輯主語的不同情況改寫句子，當(dāng)復(fù)合句或并列句的主語一致時(shí)，適合改成分詞作狀語；當(dāng)復(fù)合句或并列句的主語不一致時(shí)，適合改成獨(dú)立主格結(jié)構(gòu)作狀語。

5.熟悉獨(dú)立主格結(jié)構(gòu)的不同類型，全面掌握獨(dú)立主格結(jié)構(gòu)。

有時(shí)將并列句或復(fù)合句改成簡(jiǎn)單句時(shí)，應(yīng)注意：原句中含有 be 動(dòng)詞時(shí)，一律改成 being 形式， being 后面為非名詞時(shí) being 可忽略。

獨(dú)立主格結(jié)構(gòu)除了分詞式獨(dú)立主格結(jié)構(gòu)之外，還有介詞、形容詞、副詞、不定式式獨(dú)立主格結(jié)構(gòu)，即帶邏輯主語的介詞、形容詞、副詞、不定式結(jié)構(gòu)，可用作伴隨狀語、條件狀語、原因狀語或時(shí)間狀語。

【專題綜合】1. ____ their hats into the air, the fans of the winning team let out loud shouts of victory.

a. to throw????? b. thrown?????? c. throwing?????? d. being throwing

2.?? ____ in the fields on a march afternoon, he could feel the warmth of spring.

a. to walk?????? b. walking????? c. walked????????? d. having walked

3. i hear they've promoted tom, but he didn't mention ____ when we talked on the phone.

a. to promote??????????????????? b. having been promoted

c. having promoted?????????????? d. to be promoted

4. the message is very important, so it is supposed ____ as soon as possible.

a. to be sent??? b. to send????? c. being sent????? d. sending

5. ____ around the water cube, we wre then taken to see the bird's nest for the olympic games.

a.having shown?? b. to be shown? c. having been shown d. to show

6. we had an anxious couple of weeks ____for the results of the experiment

a. wait????????? b. to be waiting c. waited?????????? d. waiting

7. ____ to reach them on the phone, we sent an email instead.

a. fail????????? b. failed??????? c. to fail????????? d. having failed

8. it is one of the funniest things ____ on the internet so far this year.

a. finding?????? b. being found?? c. to find????????? d. found

9. ____ in the queue for half an hour, the old man suddenly realized he had left the cheque in the car.

a. waiting?????? b.to wait??????? c. having waited??? d. to have waited

10.----can those ____at the back of the classroom hear me?

-----no problem.

a. seat?????????? b. sit????????? c. seated?????????? d. sat

11.he was busy writing a story, only _____once in a while to smoke a cigarette.

a. to stop??????? b. stopping???? c. to have stopped?? d. having stopped

12. please remain ______; the winner of the prize will be announced soon.

a. seating??????? b. seated??????? c. to seat????????? d. to be seated

13.----they are quiet, aren't they?

----yes. they are accustomed ______at meal.

a. to talk??????? b. to not talk?? c. to talking??????? d. to not talking

learn english well, we should find opportunities to hear english ______as much as we can.

a. speak??????? b. speaking??????? c. spoken??????????? d. to speak

15. lucy's new job paid twice as much as she had made _____in the restaurant.

a. working????? b. work??????????? c. to work?????????? d. worked

16.the soldier fell asleep ________.

a.with the candle burning????????? b.burning the candle

c.when he was burning the candle?? d.when burning the candle

17.________, the tiananmen square looks more beautiful.

a.being on???????????????????????? b.when being on

c.with all the lights on?????????? d.when it turns on all the lights

18.____ the notice, he had an idea.

a.when he was watching b.watching c.when watching?? d.all the above

19.______ the notice, an idea came to his mind.

a.when he was watching b.watching c.when watching?? d.all the above

參考答案：1-5 cbbac 6-10 dddcc 11-15bbdca 16-19 acda

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