教案可以让学生更清晰地了解课程内容和教学要求，提高学习效果，教师制定教案是备课不可或缺的一环，可以使教学更加生动有趣，范文社小编今天就为您带来了必修4英语教案5篇，相信一定会对你有所帮助。

必修4英语教案篇1

一、动名词做主语的用法

动名词做主语往往表示经常性、习惯性的'动作，在口语中也可以表示具体的动作。如：

seeing is believing. helping her is my duty. talking mends no holes.

空谈无济于事。

working with you is a pleasure.和你一起工作是一种乐趣。

动名词做主语和不定式做主语一样，也可以用it作形式主语。如：

it's rather tiring walking around in a city.

不定式做主语往往表示具体的特别是将来的动作。如：

it's no use crying over spilt milk.覆水难收。

he realized that to go on like this was wrong.

二、动名词作宾语的用法

1.有些动词或短语动词后常用动名词作宾语。如admit, appreciate, avoid,can't stand(不能忍受)，consider,delay, devote … to, dislike enjoy,escape, excuse, feel like, finish, forgive, get down to, give up,

imagine. insist on, keep (on), look forward to, mention, mind, miss(错过)，pay attention to, practice, put off, stick to, suggest等等。

doing morning exercises is good for your health.做早操对你的健康有好处。

her shoes wants mending.她的鞋该修理了。

注意：当need, want, require, worth后面接doing也可以表示被动。

your hair wants cutting.你的头发该理了。

the floor requires washing.地板需要冲洗。

i have finished writing this book.我已经写完这本书了。

2.在allow, advise, forbid, permit后直接跟动名词作宾语，如果有名词或代词作宾语，则构成“allow/advise/forbid/permit +名词/代词+不定式(宾语补足语)”之形式。如：

we don't allow smoking here. we don't allow anybody to smoke here.

3.动词need, require, want意为“需要”时，后跟动名词的主动式或不定式的被动式作宾语，意义没有区别。如：

the window needs/requires/wants cleaning/to be cleaned.

4.在begin, continue, love, like, hate, prefer, intend, start后用动名词和

用不定式作宾语均可，意义没有多大区别。

5.动词forget, go on, mean, regret, remember, stop, try, be used to, can't help后跟动名词和跟不定式区别较大，须注意。

forget, regret, remember后跟动名词，动名词表示已经发生的动作;后跟不定式表示将要发生的动作。

period9-10 writing and checking the answers of the exercises.

必修4英语教案篇2

第一部分：热身

快速应答：

1.how are you going to school everyday?

2.thank you very much for your help.

3.would mind my opening the window?

4.what day was it yesterday?

5.what's the weather like today?

第二部分：朗读

口语朗读技巧：

1.声调与降调

i have three english books, two chinese dictionaries and five pens. do you have a map in your hand? yes, i do.

2.连读：将前一个单词最后的辅音与后一个单词开头的元音连在一起朗读。 half an hour ran out of not at all

3.失爆：当相邻两个爆破音在一起时，往往给前面一个爆破音留一个位置，但不

爆破，稍停随即发后面的爆破音，这种现象称为“失爆”。 hot bath the next day a good deal of i don’t believe i don’t know i want to say

朗读练习：

1. a smart housewife was told that there was a kind of stove which would only

consume half of the coal she was burning. she was very excited, and said: "that'll be terrific! since one stove can save half of the coal, if i buy two, no coal will be needed!"

2.the little boy did not like the look of the barking dog.

"it's all right," said a gentleman, "don't be afraid. don't you know the proverb: barking dogs don't bite?"

"ah, yes," answered the little boy. "i know the proverb, but does the dog know the proverb, too?"

必修4英语教案篇3

第三单元

1 ) bet

make a bet 打赌

place/put a bet on 在……下赌注

one ’ s best bet 最好的办法

作动词，表示“打赌，赌博”，后直接加宾语。

i bet ( that )表示“我敢肯定”，相当于 i am sure 。

you bet 表示“肯定，没问题”，相当于 certainly 。

2 ) scene

scene 表示“(戏剧，电影中的)一幕 / 一场，出事地点，现场，情景;风景，布景”。

behind the scenes 在幕后;秘密地。

on the scene 在现场。

set the scene ( for sth )作事前的现场描述，为……做准备。

come on the scene 到现场。

3 ) stage

表示“舞台，戏剧，阶段”，可以表示“路程，一段路，(事故发生的)现场”。

be/go on the stage 当演员，登台演出

set the stage for sth 为某事做准备。

4 ) tale

是可数名词，表示“传说，故事”。

tell its own tale 不言自喻，显而易见。

5 ) permit

作动词，后接名词或者代词，表示“允许，答应”;也可以表示“使可能”。

后接不定式的复合结构。

后接动名词，不能直接跟不定式。

分词短语作状语。

后不能跟从句。

permit of sth 认可，容忍。

作名词，表示“许可证，执照，许可”。

6 ) account

作名词，表示“叙述，报道，理由，账目，户头”。

by/from all accounts 根据大家所说的。

give an account of 叙述，报道，说明。

作名词，表示“认为”时，后接复合宾语。

account for 表示“做出解释，导致，是……的原因”，还可以表示“占，捕获”。

常见的词组：

out of account 不考虑 on all accounts/on every account 无论如何 on no account 决不

take … into account/take account of … 对……加以考虑，顾及…… turn … to good account 利用

7 ) jealous

be jealous of sb 嫉妒，唯恐某人被他人夺走。

be jealous of sth 妒忌，精心守护。

8 ) issue

作动词，表示“发行，出版，发布“。

issue sb with sth 将某物发给某人。

issue in 导致。

作名词，表示“流出，发行，(出版物的)期号，争端”。

at issue 要考虑的，意见不同的。

take issue with sb ( on/over/about )就某事论某人。

9 ) bow

bow at sb 朝某人鞠躬 bow to sb 鞠躬迎接某人

bow sb in/into 鞠躬迎入某人 bow sb out 鞠躬送走某人

bow to sth 顺从某事

take a/one ’ s bow (演员)鞠躬谢幕( bow 作名词)。

10 ) pretend

作及物动词，后接动词不定式， that 从句，名词。

pretend to sth 表示“自以为有……”，后面接名词，常指“学问，智慧，美德”。

11 )有关 trouble 的词组：

get into trouble 陷入困境，惹麻烦 ask for/look for/borrow trouble 自找麻烦，自讨苦吃

be a trouble to sb 对某人是个麻烦 be a trouble to do 干某事是件麻烦事

be in trouble 处于困境 get sb into trouble 使某人陷入困境 get out of trouble 摆脱困境

have trouble doing sth 做某事很费力 make trouble 闹事，捣乱 make trouble for sb 给某人带来麻烦 take the trouble to do sth=take the troublein doing sth 不辞劳苦地做某事 trouble sb to do sth 麻烦某人做某事 trouble sb for sth 麻烦某人某事

3. 语法

名词性从句

在句子中起名词作用的句子叫名词从句 (noun clauses )。 名词从句的功能相当于名词词组 , 它在复合句中能担任主语、宾语、表语、同位语、介词宾语等，因此根据它在句中不同的语法功能，名词从句又可分别称为主语从句、宾语从句、表语从句和同位语从句。

一、引导名词性从句的连接词

引导名词性从句的连接词可分为三类：

连词： that (无任何词意)

whether,if (均表示“是否”表明从句内容的不确定性)

as if ,as though (均表示“好像”，“似乎”)

以上在从句中均不充当任何成分

连接代词： what, whatever, who, whoever, whom,

whose, which.whichever,whomever

连接副词： when, where, how, why

不可省略的连词：

1. 介词后的连词

2. 引导主语从句和同位语从句的连词不可省略。

that she was chosen made us very happy.

we heard the news that our team had won.

比较：

whether 与 if 均为”是否”的意思。 但在下列情况下，whether 不能被 if 取代：

1. whether 引导主语从句并在句首

2. 引导表语从句

3. whether 从句作介词宾语

4. 从句后有” or not ”

whether he will come is not clear.

大部分连接词引导的主语从句都可以置于句末，用 it 充当形式主语。

二 . 主语从句

作句子主语的从句叫主语从句。主语从句通常由从属连词 that ， whether ，if 和连接代词 what ， who ， which ， whatever ， whoever 以及连接副词 how ， when ， where ， why 等词引导。 that 在句中无词义，只起连接作用;连接代词和连接副词在句中既保留自己的疑问含义、又起连接作用，在从句中充当从句的成分。

有时为避免句子头重脚轻，常用形式主语 it 代替主语从句作形式主语放于句首，而把主语从句置于句末。主语从句后的谓语动词一般用单数形式。常用句型如下：

( 1 ) it + be + 名词 + that 从句

( 2 ) it + be + 形容词 + that 从句

( 3 ) it + be + 动词的过去分词 + that 从句

( 4 ) it + 不及物动词 + that 从句

另注意在主语从句中用来表示惊奇、不相信、惋惜、理应如此等语气时，谓语动词要用虚拟语气“ (should) +do ”，常用的句型有：

it is necessary (important, natural, strange, etc.) that …

it is a pity (a shame, no wonder, etc.) that …

it is suggested (requested, proposed, desired, etc.) that …

三、宾语从句

名词句用作宾语的从句叫宾语从句。引导宾语从句的关联词与引导主语从句表语从句的关联词大致一样，在句中可以作谓语动词或介词及非谓语动词的宾语。

1. 由连接词 that 引导的宾语从句

由连接词 that 引导宾语从句时， that 在句中不担任任何成分，在口语或非正式的文体中常被省去，但如从句是并列句时 , 第二个分句前的 that 不可省

注意：在 demand 、order 、suggest 、decide 、insist, desire, request, command 等表示要求、命令、建议、决定等意义的动词后，宾语从句常用“( should ) + 动词原形”。

2. 用 who ， whom, which, whose, what, when, where, why, how, whoever, whatever,whichever 等关联词引导的宾语从句相当于特殊疑问句，应注意句子语序要用陈述语序。

3. 用 whether 或 if 引导的宾语从句，其主语和谓语的顺序也不能颠倒，仍保持陈述句语序。此外， whether 与 if 在作“是否”的意思讲时在下列情况下一般只能用 whether ，不用 if ：

a. 引导主语从句并在句首时;b. 引导表语从句时; c. 引导从句作介词宾语时;d. 从句后有“ or not ”时; e. 后接动词不定式时。

4. 注意宾语从句中的时态呼应，当主句动词是现在时，从句根据自身的句子情况，而使用不同时态。

当主句动词是过去时态( could, would 除外)，从句则要用相应的过去时态，如一般过去时，过去进行时，过去将来时等;当从句表示的是客观真理，科学原理，自然现象，则从句仍用现在时态。

5. think, believe, imagine, suppose 等等动词引起的否定性宾语从句中，要把上述主句中的动词变为否定式。即将从句中的否定形式移到主句中。

四、表语从句

在句中作表语的从句叫表语从句。引导表语从句的关联词与引导主语从句的关联词大致一样，表语从句位于连系动词后，有时用 as if 引导。其基本结构为：主语 + 系动词 + that 从句。

需要注意的，当主语是 reason 时，表语从句要用 that 引导而不是 because 。

?注意】 whether 可引导表语从句，但与之同义的 if 却通常不用于引导表语从句。

五、同位语从句

同位语从句说明其前面的名词的具体内容。同位语从句通常由 that 引导，可用于同位语从句的名词有 advice 、demand 、doubt 、fact 、hope 、idea 、information 、message 、news 、order 、problem 、promise 、question 、request 、suggestion 、truth 、wish 、word 等。

同位语从句和定语从句的区别：

that 作为关系代词，可以引导定语从句，充当句子成分，在从句中作宾语时可以省略; that 引导同位语从句时，起连词的作用，没有实际意义，不充当句子成分，一般不能省略。

试比较下面两个例句 :

i had no idea that you were here .( that 引导同位语从句，不能省略)

have you got the idea ( that ) this book gives you of life in ancient greece ?( that 引导定语从句，作宾语，可以省略)

六、名词性 that- 从句

1 )由从属连词 that 引导的从句叫做名词性 that- 从句。 that 只起连接主句和从句的作用，在从句中不担任任何成分，本身也没有词义。名词性 that- 从句在句中能充当主 语、宾语、表语、同位语和形容词宾语，例如：

主语： that he is still alive is sheer luck. 他还活着全靠运气。

宾语： john said that he was leaving for london on wednesday. 约翰说他星期三要到伦敦去。

表语： the fact is that he has not been seen recently. 事实是近来谁也没有见过他。

同位语：the fact that he has not been seen recentlydisturbs everyone in his office.

近来谁也没有见过他，这一事实令办公室所有的人不安。

形容词宾语： i am glad that you are satisfied with your job.

你对工作满意我感到很高兴。

2 ) that- 从句作主语通常用 it 作先行词，而将 that- 从句置于句末，例如：

it is quite clear that the whole project is doomed to failure. 很清楚，整个计划注定要失败。

it ’ s a pity that you should have to leave. 你非走不可真是件憾事。

用 it 作形式主语的 that- 从句有以下四种不同的搭配关系：

a. it + be + 形容词 + that- 从句

it is necessary that … 有必要……

it is important that … 重要的是……

it is obvious that … 很明显……

b. it + be + -ed 分词 + that- 从句

it is believed that … 人们相信……

it is known to all that … 从所周知……

it has been decided that … 已决定……

c. it + be + 名词 + that- 从句

it is common knowledge that ………是常识

it is a surprise that … 令人惊奇的是……

it is a fact that … 事实是……

d. it + 不及物动词 + that- 分句

it appears that … 似乎……

it happens that … 碰巧……

it occurred to me that … 我突然想起……

七、名词性 wh- 从句

1 )由 wh- 词引导的名词从句叫做名词性 wh- 从句。 wh- 词包括who, whom,. whose, whoever, what, whatever,which, whichever 等连接代词和 where, when, how, why 等连接副词。 wh- 从句的语法功能除了和 that- 从句一样外，还可充当介词宾语、宾语补语和间接宾语等，例如：

主语： how the book will sell dependson its author. 书销售如何取决于作者本人。

直接宾语： in one ’ s own home one can do what one likes. 在自己家里可以随心所欲。

间接宾语： the club will give whoever wins a prize.

俱乐部将给得胜者设奖。

表语： my question is who will takeover president of the foundation. 我的问题是谁将接任该基金会主席职位。

宾语补足语： she will name him whatever she wants to. 她高兴给他起什么名字就取什么名字。

同位语： i have no idea when he will return.

我不知道他什么时候回来。

形容词宾语： i ’ m not sure why she refused their invitation. 我尚不能肯定她为什么拒绝他们的邀请。

介词宾语： that depends on where we shall go.

那取决于我们去哪儿。

2 ) wh- 从句作主语也常用先行词 it 做形式主语，而将 wh- 从句置于句末，例如：

it is not yet decided who will do that job.

还没决定谁做这项工作。

it remains unknown when they are going to get married. 他们何时结婚依然不明。

八、if, whether 引导的名词从句

1 ) yes-no 型疑问从句

从属连词 if, whether 引导的名词从句是由一般疑问句或选择疑问转化而来的，因此也分别被称为 yes-no 型疑问句从句和选择型疑问从句，其功能和 wh- 从句的功能相同， 例如：

主语： whether the plan is feasible remains to be proved. 这一计划是否可行还有等证实。

宾语： let us know whether / if you can finish the article before friday. 请让我们知道你是否能在星期五以前把文章写完。

表语： the point is whether we should lend him the money. 问题在于我们是否应该借钱给他。

同位语： they are investigating the question whether the man is trustworthy. 他们调查他是否值得信赖。

形容词宾语： she ’ s doubtful whether weshall be able to come. 她怀疑我们是否能够前来。

介词宾语： i worry about whether he canpass through the crisis of his illness. 我担心他是否能度过疾病的危险期。

2 )选择性疑问从句

选择性疑问从句由关联词 if/whether … or 或 whether … or not 构成，例如：

please tell me whether / if they are swedish or danish. 请告诉我他们是瑞典人还是丹麦人。

i don ’ t care whether you like the plan or not. 我不在乎你是否喜欢该计划。

if 和 whether 的区别：

1 、在动词不定式之前只能用whether 。

2 、在 whether …… ornot 的固定搭配中。

3 、在介词后，只能用whether 。

4 、宾语从句放在句首表示强调时，只能用 whether 。

5 、用 if 会引起歧义时，只用 whether 。

九、否定转移

1) 将 think,believe, suppose, expect, fancy, imagine 等动词后面宾语从句的否定词转移到主句中，即主句的谓语动词用否定式，而从句的谓语动词用肯定式。注意：若谓语动词为 hope, 宾语从句中的否定词不能转移。

2) 将 seem,appear 等后的从句的否定转移到前面。

3) 有时将动名词，介词短语或整个从句的否定转变为对谓语动词的否定。

4) 有时状语或状语从句中否定可以转移到谓语动词前。

必修4英语教案篇4

教学准备

教学目标

1. ss will be able to master the following useful new words and expressions.

well,smelly,pond,burst,canal,steam,dirt,injure,brick,dam,useless,steel,shock,rescue,quake,electricity,army,shelter,

fresh, organize, bury, at an end, dig out, coal mine, in ruins

2. ss will be able to know the basic knowledge about earthquake

教学重难点

1. the usages of some words and expressions.

2. how to train the students’ reading ability in learning the text.

教学工具

课件

教学过程

step i lead-in

let students see a short video and answer the questions

1.what happened in the video? earthquakes

2.how do you feel seeing the plots(情节)? students’ discussion.

step ii fast reading

1. what is the passage mainly about? in tangshan ,earthquakes happened on july 28th 1976

2. skim the text and answer the questions

the type of writing (写作体裁)

narrative writing

topic sentence of paragraph 1

sentence 1

topic sentence of paragraph 2

sentence 2

topic sentence of paragraph 3

sentence 1

topic sentence of paragraph 4

sentence 1

step iii detailed reading

ask students to read the text carefully and answer the questions

task1: what were the nature signs of the coming earthquake?(选择)para 1

1.water in well( g ) 2. well walls(d ) 3.chickens &pigs(f ) 4 .mice (a) 5.fish(e ) 6. bright lights( b) 7. water pipes(c )

a. ran out of fields b. in the sky c. cracked and burst d. deep cracks e. jumped out of ponds

f. too nervous to eat g. rose and fell, fell and rose

task 2 fill in the blanks

main idea

details

damage caused by

earthquake

para 2-3

at _____ am, the __________ earthquake of the 20th century began .

_______ burst from holes in the ground.

hard hills of the rock became rivers of ____.

________ covered the ground like red autumn leaves.

two _______ and most of the bridges fell.

the railway tracks were now _________pieces of _______.

______ now filled the wells instead of water.

water,food,and ______________ were hard to get.

the reconstruction(重建) after the earthquake

para 4

1. the army _____________

2. workers ____________for survivors.

3._____________was taken to the city.

details:

1. at 3:42 am, the greatest earthquake of the 20th century began.

2. steam burst from holes in the ground.

3. hard hills of the rock became rivers of dirt.

4. bricks covered the ground like red autumn leaves.

5. two dams and most of the bridges fell.

6. the railway tracks were now useless pieces of steel.

7. sand now filled the wells instead of water.

8. water, food, and electricity were hard to get.

step iv consolidation (当堂巩固)

let students fill the blanks according to the passage

strange things were happening in the countryside of northeast hebei. for three days the water in the village wells kept rising and 1_________(fall). farmers noticed that the well walls had deep cracks 2___________ them. a smelly gas came out of the cracks. in 3_________farmyards, the chickens and even the pigs were too nervous 4__________(eat). 5_________(mouse) ran out of the fields looking for places 6________(hide). fish jumped out

of their bowls and ponds. at about 3 am on july 28,1976, some people saw bright lights 7_________ the sky. the sound of planes could 8________(hear) outside the city of tangshan even 9_________ no planes were in the sky.

in the city, the water pipes in some buildings cracked and burst. but the one million people of the city, ________thought little of these events, were asleep as usual that night.

1 falling 2 in 3 the 4 to eat 5 mice 6 to hide 7in 8 be heard 9when 10 who

这部分目的是让学生进一步巩固课文的内容。

step v post-reading-activity: news report group work(小组活动):

假设我们时光倒流到1976年这场灾难的现场。

小组讨论出一篇关于唐山大地震的五句话新闻报道。

选出一名组员做新闻报道员。

向全班做一个新闻报道。

新闻报道要包括以下内容:

写作提纲 outline

新闻的标题 headline 简洁明了,吸引人

新闻的导语 introduction 新闻消息的第一句 揭示核心内容

新闻的主体 main body 对导语进行展开和阐释

结束语 conclusion 对全文概括总结

唐山地震发生的时间,地点

地震发生前的一些预兆

地震带来的破坏和损失

地震后的救援工作

这部分主要是培养学生的小组合作能力和语言表达能力,进一步巩固课堂所学的内容。

step vi homework: write a news report about yushu earthquake.

必修4英语教案篇5

teaching aims and demands

words and phrases

four skills: stomach fever ought ought to examine plenty plenty of diet keep up with make a right choice short of fit gain now and then

three skills: energy soft bar fuel chemical balance tasty boil mixture

spoken english:

in the clinic / seeing a doctor:

what’s wrong with you?/what’s the matter with you?

lie down and let me examine you.

let me have a look.

where does it hurt?

drink plenty of water and get some rest.

i’ve got a pain here. this place hurts.

there’s something wrong with back/my knee/my arm.

i don’t feel well.

grammar:

use of language:

1. master the function use of language as defined above.

2. help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have learned.

learn the text about healthy eating. get the students know about the basic knowledge of how to eat healthily.

important points:

1. talk about different kinds of food that one favorites.

2. learn the basic knowledge of healthy eating.

3. learn how to say in the clinic.

4. grasp the language points and grammar in the text.

difficult points: the use of modal verbs --- had better, should and ought to.

teaching aids: computer or slider-projector

way of teaching: communication way of teaching, discussion and group work.

lesson 1step 1 warming-up

first show the students some pictures of dishes and so to introduce the topic of this unit.

and then show the pictures on their text books and let them to decide what is junk food and what is not.

here the students may have a short ask and answer in pairs to themselves more engaged in the topic.

step 2 listening

let the students listen to the tape and be prepared to answer the questions below.

step 3 speaking

show the students the three situations as on p2. then ask the students to prepared a dialogue according to the examples in pairs. ask several pairs of students to present their dialogue

after that list the useful expressions in their dialogue.

step 4 homework

prepare for the next class.

collect some menus if possible for the next class.

lesson 2

step 1 introduction

using the questions on p3 to introduce the new text.

step 2 fast-reading

1.what does the “fuel ” mean in the first paragraph?

(it means different kinds of materials, such as protein, calcium that we need to keep healthy.)

2.what do we have to consider when we choose to buy or eat?

(what kinds of nutrients that the food contain.)

3.what made our eating habit changing?

(many things: what people believe, advice from companies and stores.)

4. how can we feel and look fine?

(we ought to learn about our body and the fuel it needs to keep fit.)

explain the language points if necessary.

step 3 carefully-reading

how many parts can be divided into?

(three parts.)

what’s the main idea of each part?

(1.our eating habits are changing. 2.why the eating habits are changing 3.the best way to develop healthy eating habits.)

step 4 talking

ask the students to take out their menus and read them carefully. then prepare a dialogue that may happen between a customer and a waiter/waitress.

step 5 homework

finish the exercise --- vocabulary on p5. and p72-73

lesson 3

step 1 revision

check the homework.

step 2 grammar

first present the students the modal sentences with modal verbs and ask the students to make some sentences with them.

step 3 consolidation

(1) finish the exercise on p5 and on p74

(2)take out a piece of paper with the column “ask ###” in order to make the students understand when you are giving advice it is better to use some sentences with had better (not), and ought(not) to, should(not). then read a passage as an example and afterwards list the points you have to pay attention to when you give advice.

1.give advice that will really help the person.

2. be polite and sincere

at last get the students to finish the following practice.

step 4 homework

finish the exercise 3 on p74 in the students’ workbook.

lesson 4

step 1 revision

let some students read their reply to the letters on p74.

step 2 reading

read the text on p6 and then get the students to find the main idea of it (snacks is also important . we need to learn something about snacks and the way to prepare it.)

step 3 writing

ask the students to work in pairs to write the recipe for their favourite dish.

we may first give the tips on p7 as a guide.

step 4 discussion

first ask the students to read the passage on p75 and then give the following questions as the topic for the students to talk: what is a couch potato?

what does one have to pay special attention to in order to keep healthy? (food and exercise etc.)

step 5 homework

do a general survey in order to learn about the differences between people’s eating habits and try to find which is healthier.