倒装句（Inversion of Sentence）
完全倒装：指整个谓语部分放在主语之前。
部分倒装：指谓语中的一部分（通常是助动词、情态动词或系动词）放在主语之前，其余部分放在主语之后。
形式倒装：把句中的某一个部分放在主语之前，主谓的顺序不变。
特别提示：主倒与从倒前倒与后倒
一、完全倒装
A、简单句
1、there+ be结构中的倒装，有些不及物动词也可用于此结构，如：appear, exist, lie, remain, seem, stand, live 等。
There are 40 students in our class.
There stands a bridge across the river.
2、以here, there then ,now , next ,thus ,hence, up , down, in , out , off , below, above, away 等副词开头的倒装句，其谓词动词一般为be, go , come, follow, exist, remain 等不及物动词。
Here come the rest of the party .
There goes the bell.
Up went the arrow into the air.
Down fell a dozen apples.
Thus ends his life (他就这样结束了生命)
注：若主语为代词，则主谓不倒装。
Here you are.
Then he left.
In he rushed.
3、表地点的介词短语（in front of ,in the distance, to the east of , in the corner of 等）在句首，且谓语为不及物动词，主谓需倒装，起强调作用。
At the school gate stood a guard.
Under the tree sit some students.
(To the )east of the two hills is a factory.
注：若主语为代词，则不用倒装。
Behind the counter he stood.
4、表语提前的倒装句型
1）介词短语+ be + 主语。
2）形容词+ be + 主语。
3）分词+ be + 主语。
On the wall are several water — color paintings.
Happy are those who are contented. 知足者常乐。
Gone are the days when my heart was young and gay.
5、分词置于句首的倒装
当进行进态中的现在分词和被动语态中的过去分词置于句首时，需用倒装。
Sitting around her were her children .
Shot by enemies were two entirely innocent tourists.
B、复合句
1、当直接引语置于句首时主句用不用倒装均可，但倒装形式更为常见。
“Would you like to go back to the hotel?” asked Paul.
“I shall not scold you,” Said the man, “you are punished enough how.”
注①：如果主谓语部分含有助动词就不用倒装。
“I am hungry,” she had said (句中有助动词had)。
②：如果主句的谓语动词有宾语时不用倒装。
“He is a student ”,Tom said to me.
二、部分倒装
A、简单句
1、否定词语或半否定词语置于句首
① never, never before, never again, hardly, scarcely, rarely, very rarely, barely, seldom , very seldom, little, few, in vain置于句首，需要部分倒装。
Never have I beard or seen such a thing .
Hardly did I think it possible.
In vain did we try. (我们试了，无效。)
② not 短语置于句首
not 与被否定的词语或宾语，同时提前，句子才用部分倒装，如not until, not + an/a + 名词（not a soul, not a moment, not a word等), not + a + single +名词(not a single mistake等), not until,，not only, not merely, not simply ,not once , not often, not otherwise等。
Not a moment did she waste.
Not a single mistake did he make in this work.
Not until after the war did he come back to his research work.
注：当not 否定主语，或not only…but also 连接两上主语时，不用倒装。
Not a word was said .
Not only you but also I will attend the meeting .
③ no 短语置于句首
no常可与其他词语构成固定短语，表示“决不”，如by no means，in no way，in no case，on no account，under (或in )no circumstances，at no time, on no terms等。如果这些短语作状语，置于句首，句子就通常用部分倒装。除此之外，no longer, in no tome, no sooner 等短语置于句首，通常也要部分倒装。
By no means should he be left alone.
In no way can we allow this to continue.
注：如果no 否定主语，句子就不用倒装。
No student is allowed to enter the office.
④ no 构成的合成词置于句首
no构成和成词，如nobody, nothing , nowhere 等作宾语或状语，置于句首，句子用部分倒装。
Nobody did I see there.
Nothing can I do.
注：当nobody, nothing 作主语时，句子不用倒装。
Nobody knows that secret.
Nothing is wrong.
2、only加状语置于句首，句子用部分倒装。
Only by this means is it possible to explain his failure to act decisively.
Only after making investigation can we have the right to speak.
注：only 当修饰主语时，句子不用倒装。
Only socialist can save China.
Only he can deal with such situation..
Only he the icebreaking journey to Korea in the past 20 years.
A. did, make
B. has, make
C. did, made
D. 不填, has made
3、Still/ much/ even less (更不用说)和least of all (最不)放在句首时，句子通常要部分倒装。
Least of all would I want to hurt your feelings.
Still/ much/ even less is it his intention to marry her.
4、频率副词或短语（often, always once, many a time, now and again, every other day等）置于句首，句子用部分倒装。
Many a time has he helped me with my experiment.
How many times have I told you not to stand on that chair.
注：此句型也可不用倒装。
Mary a time I have seen that man begging from door to door.
5、well , long 等副词置于句首
well, long 等副词置于句首，需用部分倒装。
Well did I know him and well did be know me.
Well do I remember your father.
注意：long live our friendship.
May you succeed.
B、复合句
a)主倒从不倒
1、在Hardly…when, scarcely…when, bearly…when , no sooner…tha n句型中，如果把否定的词放到句首，需要部分倒装。
Hardly(Scarcely) had he arrived home when it began to rain. 他刚到家就开始下雨了。
No sooner had I reached home than it began to rain heavily.
2、在so … that 句型中，如果把so 及其修饰的词语提到句首，需用部分倒装; 在such … that 句型中，如果such 及其修饰的词语提到句首，也需用部分倒装。
So fast did he run that I c ouldn’t catch up with him.
So loudly did he speak that everyone could hear him clearly.
Such fine weather is it that we decide to go for an outing.
注：①so作副词，置于后一分句句首，表示“也一样”。
He knows French and so do I .
②to/ in such+名词放在句首时，用部分倒装，such用于句首时，全部倒装。
To such lengths did go not, her stories that every body began to feel sleepy.
Such was Albert Einstein.
3、as (just as ) …，so…句型中的倒装
as (just as) …，so…句型用于比喻，副词so 部分需用部分倒装，表示“正如……，”“……也一样”。
As you sow ,so will you reap. 种瓜得瓜，种豆得豆。
As the earth travels through space, so does the moon round the earth.
注：此句型也可不用倒装。
Just as French people enjoy their wine, so the British enjoy their beer.
4、only + 状语从句放在句首时，要部分倒装。
Only after my friend came was the computer repaired.
5、not until + 状语从句放在句首时，要部分倒装。
Not until all the fish died in the river did the villagers realize how serious the pollution was.
b)从倒主不倒
1、虚拟条件从句中的倒装
为条件句中出现had, were , should 时，可以省略if ，可采用部分倒装。
If he had come earlier, be would not have missed the bus.
→Had he come earlier, he would not have missed the bus.
2、even if 引导的虚拟让步状语从句；如果句中含有had, were , should 时，可省略even if 或保留even 省略if, 都需用部分倒装。
（1）省略even if 。
Were the danger even greater, I should feel compelled to go. 即使危险再大，我也觉得非去不可。
（2）保留even 省略if 。
Even had she been alive, we shouldn’t have seen her. 即使她还活在人间，我们也见不着她。
3、无引导词的让步状语从句：此句型的动词必须用原形，并采用倒装形式。
（1）be + 主语+ or 连接的两个表语，相当于whether …or。
（2）be + 主语+ever so + 形容词，相当于whether …or。
（3）动词原形+ or + 连接的两个主语，相当于no matter + 疑问词。
（4）动词原形+ 疑问词+ 主语+ may / will, 相当于no matter + 疑问词。
“Be he rich or poor, I’ll marry him all the same,”said the girl.
(=Whether he is rich or poor, I’ll marry him all the time.)
Be a child ever so clever, if he does not learn, he knows nothing.
(=No matter how clever a child is ,if he does not learn, he knows nothing.)
Come wind or rain, we’re having our party outside today.
(=Whether wind or rain comes, We’re having our party outside today.)
I shall have to buy the coat, cost what it may.
（=No matter what it many cost, I shall have to buy the coat.）
4、在用作比较的连词as/than 引导的从句里，通常也要倒装。
She traveled a great deal, as did most of her friends.
He enjoys dancing more than do his brothers.
5、定语从句的倒装
在介词加关系代词引导的定语从句中，谓语为不及物动词或动语态时，常用倒装形式。There is an old house in which lives a poor hunter.
You can see the gate at which stands a guard.
c)前倒后不倒
1、not only …but(also……)放在句首时，要部分倒装。
Not only did they bring snacks and drinks, but they also brought cards for entertainment when they had a picnic in the forest
d)前后都倒
1、Neither/ not…nor 引导的两个分句时，这两个都要进行部分倒装。
Neither do I know her address, Nor does he.
Not could the patient eat, Nor could he drink.
注意：neither, nor, no more 置于分句句首
①作副词，置于后一分句句首，表示“也不”。
He did not do it, Neither / nor/ no more did I.
②作连词，表示“既不……也不……”。
Neither French nor German do I know.
Neither no Saturday nor on Sunday do we have lessons.
注：当neither … nor 连接两个主语时，句子不用倒装。
Neither you nor I like this book.
三、形式倒装
A、简单句
1、感叹倒装：what/ how 引导的感叹句，将表语、宾语或状语前置。
How beautiful the building is!
What a fool I am!
B、复合句
1、as引导的让步状语从句的倒装。
（1）形容词+ as + 主语+ 系动词。
（2）副词+ as + 主语+ 动词。
（3）词原形+ as + 主语+ may / might / would。
（4）名词+ as + 主语+ 动词+ 系动词。名词前不可加冠词。
Much as I like you, I will not marry you.
Try as he would, he could not lift the rock.
Child as he is , he knows something of electricity.
Busy as he is, he often helps me with my English.
2、though 引导的让步状语从句：though 置于句首以正常顺序出现，如果倒装与as倒装形式相同。
Clever though he is ,he knows little .
Much though I admire her, I cannot excuse her faults.
Fail though I did , I would not abandon my goal.
3、that 引导的让步状语从句：用法与as 相似。
（1）句词+ that + 主语+ 系动词，句词前不加冠词。
( 2 ) 形容词+ that + 主语+ 系动词。
Fool that he was, he managed to evade his pursuers.
Child that he was, he know what was the right thing to do.
Poor that they were, they gave money to charity.
4、However, no matter how等引导让步状语从句，把形容词或副词提前。
However hard he tries, he won’t win.
No matter how difficult the job is, I’ll try to finish it on time.
5、the+比较级，the+比较级，
The harder he works, the greater progress he’ll make.
The sooner you give up smoking, the heal their you ’ ll become.
6、将句型prefer to do A rather than do B中的rather than do B放在句首，从而构成特殊倒装句型。
Rather than ride on a crowded bus, he always prefers to ride a bicycle.
试题集锦
1. of it, for it happened long time ago.
A. Little thought I
B. Little have I thought
C. I little have thought
D. Did little I think
2. Scarcely out of the house I heard a shot within.
A. I had stepped; then
B. did I step; than
C. have I stepped; when
D. had I stepped; when
3. Hearing the cat mewing, off .
A. fled all the mice
B. fleeing all the mice
C. away fled the mice
D. all the mice fled away
4. , she has seen much of the world.
A. Young as she is
B. As she is young
C. Young as is she
D. Though young she is
5. I don’t suppose anyone will volunteer, .
A. do I
B. don’t I
C. will they
D. won’t they
6. Not until a baby kangaroo is four months old to live outside its mother’s porch.
A. it begins
B. doesn’t it begin
C. and begins
D. does it begin
7. Only after a baby seal is pushed into the sea by its mother to swim.
A. how will it learn
B. will it learn how
C. it will learn how
D. and it learns how
8. that he didn’t notice his mother came in.
A. He was very interested in the program
B. So was he interested in the program
C. As he was interested in the program
D. So interested was he in the program
9. are the days when the Chinese people used foreign oil.
A. Gone
B. Go
C. To go
D. Going
10. If Bob’s wife doesn’t agree to sign the papers, .
A. neither he will
B. neither won’t he
C. neither will be
D. he will, either
11. Not only polluted but crowded.
A. was the city; were the streets
B. the city was; were the streets
C. was the city; the streets were
D. the city was; the streets were
12. The door was forced o[en and , shouting with anger.
A. in rushed the crowd
B. rushed in the crowd
C. the crowd in rushed
D. in the crowd rushed
13. , I wouldn’t have make such a mistake.
A. If I followed your advice
B. Were I to follow your advice
C. Had I followed your advice
D. I had followed your advice.
14. Nowhere else in the world kangaroos Australia.
A. there are; besides
B. are there; except
C. are there; besides
D. are there; except for
15. Catherine is a beautiful girl and she likes dancing very much, .
A. so is Mary
B. so does Mary
C. so Mary does
D. so it is with Mary
[参考答案]
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牛津英语8A unit4全英文教案 作者：佚名文章来源：本站原创点击数：2483 Warm-up activities 1 Create an interest in the issue of sharing the limited natural resources. Depending on th erest of the class, choose one of the following situations: * A group of students are stranded on an island. There is not enough food available for urvive. * Astronauts are stranded in space. They do not have enough oxygen for everyone to sur 2 Make a list of people involved in the situation, a list of the resources available (e.g., f water, etc.) and a list of how long everyone is able to survive. Ss have to decide whether th together sharing what they have or they are going to occupy all the resources for their own s 3 Ss study the pictures and read the conversation first on their own, then in pairs. Ask tw students to role-play the conversation. Presentation 1 Ss complete Part A. Encourage them to do the task without any pre-teaching of keywo swers orally with the whole class. 2 Divide Ss into pairs and ask them to do the survey in Part B1 3 Encourage them to discuss in pairs why they like or do not like the animals. Ask them wn their ideas. Language points Look delicious, If you eat my food, I won?t talk to you., no one, in danger, a report on Homework 1 Learn the language points by heart. 2 一课三练P.43 3 Preview the Reading Part. Revision 1 Review key vocabulary according to the general ability of the class. Presentation (Readi 1 On the Bb, write the following list of sentences on the Bb: * Xi Wang is the name of a baby giant panda. * Baby giant panda s are very small when they were born. * They grow very quickly. * Xi Wang has to find her own food when she is 20 months old. * Hunters kill giant pandas and sell their fur. 2 Divide the class into three groups and allocate one part to each group. While students
Unit 1 Hello 第一课时 教学目标： 1、听懂、会说Hello./Hi . Goodbye./Bye-Bye. I'm ...。 2、通过创设见面打招呼、自我介绍以及道别等情景，让学生学 会见面打招呼、自我介绍及道别的日常用语 3、培养学生乐于开口,敢于开口讲英语的习惯，激发学生想学、 乐学英语的兴趣和愿望。 教学重点： 本部分主要是见面打招呼、自我介绍及道别用语的会话学习，使学生在不同的情景中听懂、会说Hello./Hi . Goodbye./Bye-Bye. I'm ...。教学难点： 自我介绍用语I'm …的发音不容易到位，学习起来较难，教师要 适时纠正，切不可挫伤孩子的学习积极性。 教具准备： 1. 教材相关人物的面具或头饰 2.为Let's play中的击鼓传花游戏准备相应的道具 3.教材相配套的录音带 教学过程： 热身(Warm-up) （1）先给学生播放卡通片，了解所学语言运用的环境。内容为"迪士尼英语"中第一课的片段（Magic English----Hello）学生在他们喜爱的卡通节目中了解、学习打招呼用语Hello./Hi ，边看卡通边说英语。学习语言的同时，了解语言所用的环境，兴趣与语境同时创设， 学习与兴趣同时存在。[本部分内容根据各校情况可自行改变，用图 片来代替，或直接进入下一环节。 （2）通过看卡通片告诉学生"卡通"一词的发音是由英语单词Cartoon一词的发音直接翻译过来的。在现实生活中，我们还有许多 的类似之处，有时我们甚至直接用英语的单词来代表某物如CD, VCD, DVD等等。 （3）由于学生是第一次正式接受英语课的学习，教师可在此基 础上采取交谈的方式与学生讨论一下英语的作用以及学习英语的意 义。不妨请学生说说他们在现实生活中已经了解的英语单词或日常用 语。利用教科书开始的蝴蝶页Welcome to English 彩图中呈现的我们生活中学生已经会说或较熟悉的词汇如CD, VCD, DVD, OK! Hi! Yeah! Wow! Bye! E-mail, Cartoon等词来激发学生学习兴趣与学习愿望。 呈现新课(Presentation)
初中英语备课教案模板 【篇一：初中英语教学设计模板】 初中英语教学设计模板 【篇二：初中英语教案范例】 unit 4 i want to be an actor 教学目标： 1.学会不同工作的英文表达方式。 2.了解同学父母的工作。 3.学会简单的介绍自己将来的理想。教学内容： 重点词汇：teacher, nurse, engineer, manager, airhostess, lawyer, doctor, clerk, reporter, police 重点句型：1. what does your mother do? she is a teacher. what does your father do? he is an engineer. 2. what do you want to be? i want to be a teacher. what does she want to be? she wants to be a singer. 总体思路: 本单元采用任务型的教学模式，设计了三个任务活动，首先以比赛的形式，让学生通过工作的描述，来猜测工作的名称；然 后由学生自己下座位找与自己父母工作相同的同学，练习所学的句型；其后让学生用所学句型谈论自己的理想。所有任务的设计，由 简到难，每一个任务都为下一个任务的完成奠定了一定的语言基础。语法知识一般现在时 （1）一般现在时主要由动词原形表示，但第三人称单数后要加-s， 另外be有特殊的人格形式，见下表: 一般现在时 （2）一般现在时的否定式见下表 一般现在时的否定式 （3）一般现在时的疑问式及简略回答，见下表。一般现在时的疑问式 （4）一般现在时的基本用法如下。①经常性或习惯性的i get up at six every day． ②客观真理，客观存在，科学事实。 the moon moves round the earth．月亮围着地球转。③表示格 言或警句中。 pride goes before a fall. 骄者必败。④现在时刻的状态、能力、 性格、个性。i dont want so much.
英语写作课教案英文版 【篇一：高一英语写作课教学设计】 高中英语写作课教学实施及反思 为了提高教学质量和升学率，我校实施了一系列的课堂改革举措。 在“三段六环”课堂模式的引领之下，我们都在尽自己所能力争将自 己的课堂打造成高效的课堂。作为英语教学我认为结合我校的课堂 改革模式我们的外语教学的目的就是培养语言应用能力。《新课程 标准》指出基础教育阶段英语课程的任务是激发和培养学生学习英 语的兴趣使学生树立自信心养成良好的学习习惯和形成有效的学习 策略，发展自主学习的能力和合作的精神，使学生掌握一定的英语 基础知识和基本技能，形成一定的语言综合运用能力。作为教师我 们要转变自身的角色，确认自己新的教学身份。我们是学生学习活 动的组织者、指导者、参与者。教师与学生都是课程资源的开发者，共创共生，共同发展。学校对我们的“三段六环”课堂教学的要求一 再强调要突出互动探究环节，这就要求我们的英语教学就必须要建 立以学生为主体的英语教育方式，使英语学习既有利于学生打好英 语基础，也有利于学生形成健全的人格，更有利于学生去探索，创新。教学活动的设计和开展不但要使学生的主观能动性得到充分的 发挥，做到以学生为主体，同时也要营造一个和谐、民主、轻松的 课堂气氛，并在教学过程中注重实效，提高课堂教学效率。在教学 方法上，教师应多采用启发式教学。教师可以通过设计各种情境， 问题来引导学生发现问题，解决问题，并帮助学生自主地总结归纳。教师的引导要做到含而不露，指而不明，开而不达，引而不发。下 面我谈谈写作课在新课改下的实施情况及我对此的一些反思。 培养学生规范准确的书面表达是高中英语教学目的之一，而英语听 说读写四项技能中，写作是相对较难的．在教学中，学生惧怕写作，教师觉得写作教学难，批改学生作文也难，因此一般对阅读理解较
全英文英语教案获奖 【篇一：全英文英语教案模板】 lesson plan nsefc module2 unit reading in teacher: period：period1 type：reading duration: 45minutes teaching ideology the current theory view reading as a interactive process which involves not only the printed page but also the reader’s old knowledge of the language in general, the world and the text types. in the reading process, these factors interact with each other and compensate for each other. based on the understanding of reading as an interactive process, teaching reading in the classroom is divided into three stages in which the top-down and bottom-up techniques integrated to develop the students language efficiency in general and reading strategies. the three stages are pre-reading, while-reading and post-reading. teaching material and learning condition the analysis of teaching material the teaching material is the reading part from nsefc module2 unit. the topic of this unit is . this passage mainly introduces the passage consists of paragraphs. the first paragraph is a general introduction of the . para.2 to para.4 introduces . the last paragraph tells about . the topic is not new to the ss. but there is some new words and phases in the passage. the analysis of learning condition the students are from grade1 in senior high school. as high school students, they have achieved certain english level and they have the ability to get the basic idea of the reading. since they are in grade1, they are easily activated and want to air their own opinions on the topic. they are familiar with the topic of and know some. but they may not know before. moreover, their vocabulary is limited so they may have difficulties in understanding some sentences. learning objectives 1. language skills
最新人教版小学三年级英语教案优秀范文大全 英语教案设计是改善课堂教学的一种更高层次的探索,是提高课堂教学质量和效率的一项必要工作,它可以促进教学的系统化,使老师掌握讲课节奏.下面是小编为大家准备好了三年级有关的英语,希望你们能喜欢, 人教版小学三年级英语教案优秀范文大全一 1.单元教材分析 本单元是本学期的第一个单元Welcome back to school!欢迎学生回到学校,从巩固问候语开始,如:Welcome back! Nice to see you again. Nice to see you, too.接着学习自我介绍I m I m from 及问句Where are you from?和9个单词Canada, China, USA, UK, she, he, student, teacher, pupil以及元音字母a 的发音.在上个学期知识点Good morning. Nice to meet you.的基础上进一步扩展新知识,学生易于接受,能更好地学习自我介绍.通过本单元的学习,更好地为以后学习介绍他人奠定基础;字母的学习也为以后的学习打下基础.课本通过新学期新学生与大家见面、学生之间做自我介绍的情景,让学生感知句型的意义及应用情景. 2.学情分析 三年级学生经过半年的学习,对英语有了全新的认识,加上社会与家庭的渲染与影响,学生对新课程充满了好奇,想了解英语究竟是怎么一回事,学习热情也比较高.这也是学生从对英语的无知向求知发展的动力.这对他们学好英语有很大帮助,教师应抓住这一有利因素在新学期的第一节课里充分展示英语的魅力,让他们从一开始就爱上这门学科,激发学生的学习兴趣. 单元教学目标 1.知识目标 (1)能够听懂、会说句型Where are you from? I m from He/She is (2)能够听、说、认读单词:UK, Canada,USA,China,teacher, student, pupil, he, she. (3)掌握Let s spell中元音字母a在单词中的发音以及认读、书写含有这个字母的单词. (4)学会Let s check, Let s sing等部分内容.
Unit 1 How can we become good learners? Section A 1 (1a-2d) 一．Teaching aims: Language goals 1. Talk about how to study. 2. Find out your suitable learning methods. Ability goals 1.Words and phrases：aloud pronunciation work with friends ask the teacher for help, read aloud , look up , practice pronunciation 2.Sentence patterns How do you study English? I learn by working with a group. Do you learn English by reading aloud? Yes, I do. It helps my pronunciation. How can I read faster? You can read faster by reading word groups. 二．Emotion and attidute: Developing students’ ability of learning English 三．Key points and difficulties 1. Key words and phrases 2.Questions intrduced by “how”and the sentence pattern: “by +doing ” 四．Teaching procedures: Step 1 Warming up T: How do you study English? Do you study English by the following ways? (Show some pictures and present the important phrases.) T: How do you study English? S: I study English by ______.
全英文幼儿园英语教案
全英文幼儿园英语教案 【篇一：幼儿园英语教案】 幼儿园英语教案-好吃的水果 一、活动内容：《好吃的水果》 二、活动目的： 1、在游戏中学习英语单词，如：apple 、banana 、orange 、pear 、grape 、peach等等。 2、初步运用“i love you的句型。 三、活动准备： 准备各种水果（实物）、水果小粘贴、水果卡片、多媒体。 四、活动过程： （一）：导入 1.热身活动：播放歌曲《apple i love you 》 2讨论a讨论今天（或最近）大家都吃些了什么？ b讨论各自最喜欢吃的食物，水果等 3．老师拿出装有水果的袋子让小朋友们猜“老师今天给大家带来了什么？”来激发幼儿对英语活动的兴趣。打一两个水果谜语，提示小朋友老师今天带来的是水果。例如：弯弯的月牙小小的船，小小船儿两头尖。（香蕉）藤挂珍珠一串串，酸甜红紫惹人馋（葡萄） 今天我给大家带来了很多好吃的水果，表现好的小朋友可以分到哦！让我们大家一起学英语，吃水果好吗？ （二）：呈现
1 出示ppt，学习水果单词。 例如t：what’s this ？ s：it’s an apple 。 t；very good！appleapple i love you 。 （三）练习 小朋友和老师一起念顺口溜，复习刚才学过的英语水果单词好吗 （1）例如韵律：apple apple 红苹果peach peach甜桃子pear pear 大黄梨orange orange 甜桔子banana banana黄香蕉grape grape 酸葡萄 (哎呦酸死我了) （四）玩游戏通过游戏让幼儿加强巩固对新水果的认识。 1游戏一快速说单词 “现在我们来玩个游戏，让我们看看大屏幕上闪出的是什么水果，用英语大声说出来，比赛听听谁说得既准确有好听。” （小朋友可真厉害，说得又快又好的可以得到小粘贴） 2游戏二找朋友 准备：闪卡玩法：教师将闪卡贴在幼儿身体任何部位，幼儿根据教师说的单词将闪卡碰在一起。例如教师说apple,两名幼儿则移动身体将apple,.这2张卡片面对面贴在一起。注意 事项：将卡片贴于手、脚、屁股部位，可增加游戏的趣味性。 （贴对了的小朋友，可以得到小粘贴） 3游戏三水果蹲
小学英语水果教学教案 一、教学目标： 1、知识目标 （1）能够听、说、认读五个有关水果的单词：apple,orange,banana, grape,pear，并能正确运用；注意单词banana、grape的复数形式。 （2）能够运用句型What is this/that? It is a/an…进行对话，注意单词在名词前a/an的变化。2、技能目标 （1）通过学习单词，培养学生听说读的能力 （2）通过创设情景，综合运用所学语言进行交流，培养学生在实际生活中综合运用语言的交际能力和对语言的应变能力。 3、情感目标 让每一个学生都能积极主动参与教学活动，发挥学生主观能动性，从而使他们更加热爱英语学习，增强学习英语的信心。 二、教学重点难点 (1)重点：学习单词apple、pear 、banana 、orange 、grape 的正确读音以及句型What is this/that? It is a/an…的学习。注意单词在名词前a/an的变化和单词的复数形式。 (2)难点：注意单词在名词前a/an的变化和单词banana、grape的复数形式；能正确运用句型What is this/that? It is a/an…在日常生活中进行对话。 三、教法、学法：情景教学法、游戏法、活动教学法、小组合作法 四、教具准备：单词卡片，多媒体课件。 五、教学过程 1、复习旧知：利用带有颜色单词的卡片，进行抽查和全班齐读形式让学生回忆red、yellow、orange等单词。 2、导入新课：大屏幕出示所要学习的水果的谜语，要求学生猜谜语。“同学们喜欢猜谜语吗？老师这里有几个谜语，想让同学们猜猜，快看大屏幕：红红脸，圆又圆，咬一口，脆又甜。”(剩下的4种水果也用猜谜形式引出) “同学们真聪明，那同学们想不想知道这些水果用英语怎么说呢？好，今天我们就一起来学习吧。”
英语教案范文全英文版初中 【Analysis of the Teaching Material】 (I)STATUS AND FUNCTION 1.This unit is a revision unit, so it covers all communicative language knowledge learned from Unit 7 to Unit 11. 2.This lesson is the first one of Unit 12. So if the students can learn this lesson well, it will be helpful to make the students learn the rest of this unit. 3.This lesson is a dialogue about keeping fish. Such topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their spoken English. (II)TEACHING AIMS AND DEMANDS Knowledge objects 1. To make the Ss know how to keep fish, birds or any other animal by learning the dialogue of this lesson. 2. To give a reinforced practice in the use of the Modal Verbs and some useful expressions for making suggestions. Ability objects
Lesson plan NSEFC Module2 Unit Reading In Teacher: Period：Period1 Type：Reading Duration: 45minutes Teaching ideology The current theory view reading as a interactive process which involves not only the printed page but also the reader’s old knowledge of the language in general, the world and the text types. In the reading process, these factors interact with each other and compensate for each other. Based on the understanding of reading as an interactive process, teaching reading in the classroom is divided into three stages in which the top-down and bottom-up techniques integrated to develop the students language efficiency in general and reading strategies. The three stages are pre-reading, while-reading and post-reading. Teaching material and learning condition The analysis of teaching material The teaching material is the reading part from NSEFC Module2 Unit. The topic of this unit is . This passage mainly introduces .The passage consists of paragraphs. The first paragraph is a general introduction of the . Para.2 to Para.4 introduces . The last paragraph tells about . The topic is not new to the Ss. But there is some new words and phases in the passage. The analysis of learning condition The students are from grade1 in senior high school. As high school students, they have achieved certain English level and they have the ability to get the basic idea of the reading. Since they are in grade1, they are easily activated and want to air their own opinions on the topic. They are familiar with the topic of and know some. But they may not know before. Moreover, their vocabulary is limited so they may have difficulties in understanding some sentences. Learning objectives 1. Language skills ●At the beginning of the class, Ss can predict the content of the passage based on the title. ●Ss can scan the passage and find out the specific information such as the person related with
Instructional Design I. Background information Content: Section A, Unit 5, JEFC Teacher: Chen Jie Description of students: 40 students in Junior/Primary/Senior 1, 15 boys and 25 girls Lesson duration: 40 minutes Time & date: 8:20—9:00am, Tuesday, 29th April, 2014 II. Teaching contents: Topic: Asking the way. New words: face, hand, …. New patterns: Could you tell me how to get to the post office? 按照听、读、说、写的内容分开写，然后要功能与话题。 III. Teaching key points and difficulties: Teaching key points: Teaching difficulties: IV. Teaching objectives: A.Knowledge objectives By the end of the lesson, students should be able to: ……
B.Ability objectives By the end of the lesson, students should be able to …… C.Affects/Morality/Attitude…. Students learn to be good listeners while the others are talking. V. Teaching aids: tapes, OHP, chalk, etc. VI. Teaching Model /Method ?PPP ?Three stages ?Five-step teaching method ?Audio-lingual method, etc. ?语法课见第七单元 ?每节课选用一个 VII. The style of the lesson: ?Reading ?Reading and writing ?Reading and talking ?Listening and talking ?Listening and speaking ?Grammar ?Exercises
小学英语教案全英文版 小学英语教案全英文版篇一 Ⅰ.Teaching objectives https://www.doczj.com/doc/cf9361445.html,nguage functions: Talking about animals and their favorite food. 2. Language structures: I like… 3. New vocabulary: Monkey, elephant, rabbit, panda, goat 4. Skills: Listening: 能听懂各种动物的名称及其习性的内容，－go to the zoo。Speaking: 能运用所学的单词句型谈论各种动物的习性 5. Teaching activities: (1). Role play: Elephant 生日请客，分食物给他的朋友们并说”I like…”T－elephant Ss－monkey, rabbit, panda, goat (2). A game: Looking for good friends 让学生自取道具找朋友，如当T说1，2，3后拿carrot的要与拿rabbit的站到一块并说We are good friends. Ⅱ.Teaching key points and difficult points 1.The sounds of the new words. 2.Freely using the sentences. Ⅲ.Teaching aids 课件，a big picture (animals party), 10 small pictures (monkey, elephant, rabbit, panda, goat, bananas, grass, carrots, bamboo, leaves)Ⅳ.Teaching procedure 1. Greeting 2. Sing a song: one two three song 3. say goodbye to the 1, 2, 3 and go to the zoo T: We
A teaching plan By Liu Yuan fu School:_ Xuan Hua Middle school Junior or Senior Section：Junior Class：_six__ Grade : Seven_ Size: 65_students_ Time:_40 minutes Materials: _Unit 10 Can you play the guitar?(section A 1a-1c)_ Date: _December 13th_ Type of lesson: __listening and speaking_ Aids: CAI, PPT Contents: 1. Vocabulary：guitar, join, dance, swim, sing, chess, paint, s peak, play chess, speak English, play the guitar, want to join the music club, art club. 2. Structure: Can you play the guitar/ swim/paint/dance---? Yes, I can. No, I can’t. Bu t I can---. Can he/she play the guitar/ swim/paint/dance---? Yes, he/she can. No, he/she can’t.Bu t he/she can---. I want to join the art club. 3. Dialogue:1c. 4. listening: 1b. Objectives: 1. Teaching Aims and Demands (1) Instructional Objectives
新目标人教版英语七下 全册教案 Unit 1 Where’s your pen pal from? Language goals: ●In this unit students learn to talk about countries, nationalities and languages. ●Ask and tell where people live. New languages: ●Where’s he / she from? ●He / She is from Australia / England / China / France / Singapore / Australia. ●Where does he / she live? He / She lives in Sydney. ●What language do you speak? I speak English. ●What’s your / his / her favorite subj ect? ●My / His / Her favorite subject is English. ●Does he / she have any brothers and sisters? Yes, he/ she does. / No, he / she doesn’t. Difficult points: 1. Listening for the information about countries, nationalities and languages. Write an e-mail about oneself. Describe the new students in class. 2. Where questions with from Where questions with live What questions Teaching aids: ● A tape recorder Teaching periods: ●Period 1:Section A中1a, 1b, 1c ●Period 2:Section A中2a, 2b, 2c，2d ●Period 3:Section A中3a, 3b, 4
小学英语全英文教案全英版 Unit 1 Lesson 3 Part A Lets say, Lets chant Part C Culture Teaching Aims : 1. Be able to listen, say, recognize the words: apple, ant, boy, bag, Coke, coffee. 2. Be able to listen, say, read and write these three letters: A a; B b; C c 3. Through the chant review the letters of ABC, train a sense of group identity. Focus Points Difficult Points : Read the letters: Big letter C, small letter c; Write down them correctly and handsomely. Teaching Preparation: 1. Letter cards ,some word pictures, word cards: apple boy eraser ant crayon body head cake Coke coffee bag ball 2. A little blackboard with four-line format and a ball. Designing for the blackboard: panda beaver eagle kangaroo (pictures)
四年级下册英语教案 、教学目的 1、激发学生学习英语的兴趣，培养他们学习英语的积极态度，使他们初步建立学习英语的自信心； 2、培养学生具有一定的语感和良好的语音、语调书写基础，以及良好的学习习惯； 3、使他们初步具备用英语进行简单日常交流的能力。 4、同时培养学生的观察、记忆、思维、想象和创造能力。 5、适当介绍中西方文化，培养学生的爱国主义精神，增强世界意志，为学生的进一步学习奠定良好的基础。 二、教材分析 《义务教育课程标准实验教科书英语》供三年级起使用，是人民教育出版社与加拿大Lingo.Media 国际集团合作编写的一套全新的中下学衔接的英语教材。这套教材是根据教育部制定的《国家英语课程标准》和《小学英语教学基本要求》编写而成的。本册供以小学三年级为起点、开设英语的学校第一学年第一学期使用。 《义务教育课程标准实验教科书英语》的设计和编写体现了外语教学思想的继承和发展。在分析、研究许多种国内外小学英语教材的基础上，取其精华，博采众长，形成了本套教材特有的编写体系。同时，有吸收了当今国内外英语作为外语教学的理论和成功经验，把这些教学理论和实践经验同我国的小学外语教学实际相结合，以形成我国小学英语的外语教学模式和教学方法。 本册教材具有以下几个特点： 1、注重学生语言运用能力的培养，突出语言的实践性和交际性，同时也突出语言的真实性和实用性。 2、注重学生自学能力和学习策略的培养，为学生的进一步学习或终身学习奠定基础。 3、注重中外文化的双向交流，使学生通过学习，培养未来跨文化交际所需要的能力。 4、注重学生学习兴趣的培养，以不同方式最大限度的激发学生的学习动机。 5、注重融合学科内容，加强学科之间的整合和渗透，让学生通过英语学习来获得其他学科的知识。 6、注重教材的灵活性和可操作性，以满足不同层次的学生的需求。 7、注重教学资料的配套，为学生提供良好的英语学习环境，帮助学生拓展自我发展的空间。 8、注重中小学各阶段的衔接，以保证各学段的顺利过渡，全面提高中小学英语教学的整体质量。 三、教学措施 1、认真备课，钻研教材，抓紧课堂教学，做到当堂内容当堂掌握。 2、运用各种不同的肢体语言来辅助教学。 3、在课堂上多开展一些有趣的活动、游戏让学生在活动中学习英语，在生活中学习英语。 4、多为学生营造一些学习氛围，如：创设英语角等等。 5、要求学生在课余时间尽量的运用已经学习的英语进行对话。 6、多看英语画报，多读英语故事，多看英语书籍。 7、多与学生交流，进行口语交际训练。