Grade level: First grade of High school
Lesson type: Reading
Duration: 45min
Teaching objectives
1) Help students to learn the usage of ….
2) Help students to grasp the sentence pattern of…..
Teaching aids
Multimedia devices, blackboard
Teaching important and difficult points
1) the sentence pattern of…
2) some special cases
3) enable students to use … in real life
Teaching procedures
Step 1 Lead-in (5min)
Show some pictures to the students and ask them to describe the picture. 引导学生运用语法项目
Step 2 Explanation (18min)
Explain the usage of …. Present several examples of the grammar item.
Step 4 Practice (15min)
Ask the students to do the exercises.
Step 3 Summary(4min)
Invite students to summarize the usage of … Make some supplements and stress the important points.
Step 5 Homework (3min)
Ask students to finish related exercise on the textbook. Ask the students to write a passage about ….
(You have all done a really good job today. I believe you already have a good knowledge of /master the knowledge of….. For homework, you are required to
complete exercises on page 201 and to write a passage about ….[I’d rather you search more information about… and some of you will be invited to share your findings with us in the next class.] Clear? Ok. See you next class.)
写作试讲教案
Grade level: First grade of High school
Lesson type: Reading
Duration: 45min
Teaching objectives
1) enable students master the procedure of writing this kind of composition
2) improve students’ writing skills
3) help students to get more knowledge of …
Teaching aids
Multimedia devices, blackboard
Teaching important &difficult points
1) Help students to express their ideas in proper English
2) Help students to learn the structure in English writing
Teaching procedures
Step 1 Warming-up (5min)
Show some pictures of … to the students and ask what do they know about … Then lead the students to the topic of writing.
(Good morning, boys & girls. How are you doing? Fine? Good. Now let’s start our new lesson. Here I have some pictures for you. Do you know what’s in the picture?) Step 2 Pre-writing(10min)
Activity 1: brainstorming. Provide Ss some questions about the topic and ask them to discuss the questions in group and write down every idea that comes to their mind. After discussion, invite representatives of each group to present their ideas to the whole class. Activity 2: planning. Encourage Ss to work on their own to repot ideas that they think are valuable and think about how to organize their ideas.
Step 3 While-writing (20min)
Ask the students to write down their own articles.
Step 4 Post-writing (7min)
Ss will work in group and read each other’s composition. They should choose the best composition of the group and read it in front of the class.
Step 5 Writing assessment (2min)
Ask Ss: What’s you most difficult thing during the whole process?
(difficult to organize the ideas in a logical way; you feel brainstorm is difficult, difficult to provide persuasive reasons to support the idea)
Step 6 Homework (1min)
1) Here are some handouts I prepared for you. Read it after class, I believe you can find answers towards your questions.
2) Improve your composition according to the handout.
听力课试讲教案
Grade level: First grade of high school
Lesson type: Listening
Duration: 45 min
Teaching objectives
1) Enable students to master different listening skills
2) Help students to learn more about …..
Teaching aids:
Multimedia devices; blackboard
Teaching important and difficult points
1) Help students to understand the listening material
2) Encourage students to apply listening skills when listening to the material Teaching procedures
Step 1 Warming-up (2min)
Show some pictures to the students and have a free talk with the students. Step 2 Pre-listening (5min)
Organize the students to have a brief discussion about the topic. Invite some students to share their ideas with the class. Predict the main idea of the passage. After that,
present new words and expressions to the students.
Step 3 While-listening (25min)
1) Listen for main idea
Ask Ss to listen to the passage but do not look at the questions, ask them to get the main idea of the passage. Invite students to share their ideas.
2) Listen for answers to the exercises/detailed information
Ask Ss to listen to the passage again. This time ask them to try their best to get answers to the questions. After listening, check whether Ss get the correct answer, and ask why.
3) Play the tape again, focus on the part where they did not get the right information. Do you have any questions?
Step 4 Post-listening (10min)
Show them the listening text and ask them to read it aloud together.
Step 5 Summary (2min)
In this period, we mainly focus on the listening ability. It’s very important. If your listening is poor, you’d better practice more. The more you listen to English, the better your listening is. Remember: Practice makes perfect.
Step 6 Homework (1min)
1) Read the listening texts again and try to retell the passage in your own words
2) Search more information about ….
口语课试讲教案
Grade level: First grade of high school
Lesson type: Speaking
Duration: 45 min
Teaching objectives
1) Students will be able to use some important words and expressions
2) Students will be able to express their ideas or thoughts clearly.
Teaching aids
Multimedia devices; blackboard
Teaching important and difficult points
1) Help Ss to master the expressions of giving advice:
2) Talk about … by using …
Teaching procedures
Step 1 Warming-up
Show Ss some pictures of … and ask students to describe what they are doing. Step 2 Lead-in
Play the tape and ask Ss to listen to the dialogue. Ask Ss to predict what we will learn today.
Step 3 Provide key sentence patterns & expressions
Provide Ss useful sentence patterns and expressions to express …..
Step 4 Role-play/ Discussion
Give the Ss a situation, and ask the Ss to work in pairs and make up a conversation. Ask the Ss to discuss the topic with their partners.
After that, invite Ss to present their ideas in front of the class.
Step 5 Summary
In this period, we mainly focus on how to…. It’s very important. You should know how to … in real life after this period. You should memorize the useful expressions we learned today. I hope you can practice more after class. Remember: practice makes perfect. Step 6 Homework
1) Collect more expressions and sentence patterns that can be used to express …..
2) Find a partner to practice how to … in different situations.
词汇课试讲教案
Grade level: First grade of high school
Lesson type: Vocabulary
Duration: 45 min
Teaching objectives
1) Enable students to know the meaning of new words and grasp the usages of such important new words
2) Enable Ss to use such new words in their own writing or speaking
Teaching aids
Multimedia devices; blackboard
Teaching important and difficult points
1) Explain the meaning and usage of the words to the students
2) Enable Ss to use the new words when they express themselves
Teaching procedures
Step 1 Lead-in
Revision. Last period, we have finished the reading of the passage. Now we will learn the
new words in the passage. Let’s look at the underlined/italic/bold words. Step 2 Guess Ask Ss to guess the meaning of the words in the context. Or give students some examples and ask Ss to guess the meaning of the words.
Step 3 Explanation
Explain the meaning of the words to the Ss. After explanation, present the usage of the words to the students and provide examples to help them understand how to use them. Step 4 Practice
Ask the students to make sentences with new words by themselves. Invite Ss to share their sentences with the whole class.
Step 5 Summary
This, period, we have learnt several new words:... we have learnt the usage of these new words. I hope you will memorize these words, as well as the usage of these words. I suggest you use the new words as often as possible. In this way, you will know how to use the words, instead of only knowing the meaning of the words. Step 6 Homework
1) Look up these new words in the dictionary, and get more meanings and usage of them in the dictionary.
2) Finish Exercise 2 on page 11.
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New words: New phrases: Step5: Summary
Ss summarize what we have learnt and key points. Make an assessment on each group. Step6: Homework
Write a diary with simple past tense. Blackboard design: Title:
Questions: New words :
文章线索(便于复述)
口语课教学过程:看图,问答练习,重点句呈现讲解,小组练习,展示成果 Teaching Objectives:
1. Be able to master the following words and sentence pattern. And learn the expression of giving advice .
2. Be able to talk about one?s health problems and give advice fluently
3. Improve the cooperative spirit and care more about yourself and your family members? health. Teaching Aids: Pictures, a tape recorder and ppt. The teaching Focus:
1. Master the following words and sentence pattern. 2. Master the expressions of giving advice The Teaching Difficulties:
1. Students may find it difficult to remember all the target new words in the class;
2. Students may find it difficult to give appropriate advice to the certain disease because of their limited life experience. Teaching procedure: Step1:Warming up
Greet Ss by asking them: How are you today? Then I?ll tell Ss that I?m not feeling well today (Write the sentence on the blackboard and guide Ss to read it.) and get Ss to guess the reason freely. If Ss can?t get the answer, I?ll tell them that I didn?t have a good sleep last night. So I have a headache. (I say this by doing a gesture)
Step2: Presentation of words and sentence patterns
1. Let one student imitate he has a kind of disease and ask the class guess what ?s the matter with him. Use the following sentence:”what?s the matter with him?” “I have a stomache.”
2. Show Ss pictures of diseases.( Write the words on the black board.) Step3: Pair work Ask Ss to work in pairs and talk about health problems by using the bandage given and using the target language: What?s the matter? I?m not feeling well. I have a … Step4: Presentation of expressions of giving advice
Tell Ss that I have a cold/cough, ask them: What should I do? Ss may give different answers, collect their answers and help them to use: You should/shouldn?t do… During this activity, some phrases will be learned: ... Step5: Role play
1.Show the sample dialogue and ask Ss to complete it according to the picture orally. Ask Students to make a four -people group, one of them is a doctor, the other three are p
atients. Ask the Ss to role play a dialogue . A: What?s the matter with you?
B: I?m not feeling well. I have a _______. A: When did it start? B: About______ ago.
A: Oh, that?s too bad. / I?m sorry to hear that. You should/shouldn?t ________ and you should/shouldn?t ________... B: Yes, I think so.
A: _________________.
B: Thank you, doctor. Step5: Summary
Ss summarize what we have learnt. Make an assessment on each group. Step6: Homework
Try to make a story according to the dialogue. Blackboard design: Title:
New words and phrases : Sentence pattern :
语法课:复习导入,查找标记相关句子,总结规律,练习(造句,讨论) Teaching objectives:
1.Enable the Ss to know the uses of adjectives ending in -ing / -ed and the differences between them.
2. Master the following words and sentence pattern.
Main word and Expression: amazed, amazing, interested, interesting, bored, boring. Main structure: The classroom was amazing. I was completely amazed by the classroom. Teaching aids: Pictures, a tape recorder and ppt. Teaching important points:
Get the Ss to know the differences between the adjectives ending in -ing and -ed and learn the uses of them in the sentences. Teaching difficult points:
Understand the differences between the adjectives ending in –ing and –ed and apply them in the sentences .
Teaching procedure: Step 1 Lead in
Greet the students and say some words which includes the language points. Then tell them what we are going to learn is the differences and uses of the adjectives ending in –ing and –ed . Ask students to think about the question below and try to figure out the right answer. ---Can you make a distinguish between the two sentences? I am bored. I am boring .
Step 2 discovering and explaining.
Ask the students to read the text and try to find out the sentences which have the adjectives ending in -ING and –ED. Try to find the differences and understand the meaning of these adjectives. Step 3 Group work
Let students work in groups and have a discussion. Try to find the differences of these adjectives and explain the meaning of these sentences according to the context. Step 4 Conclusion and exercise
Invite students to make a report about their group discussion and teacher will make a conclusion according to their report. Find the grammar rules:
1: The –ing form describes the people or things that cause the feeling;(令人?)2: The –ed form tells us how people feel.(感到?)
Give some examples to show what they have learned and ask students to do exercise and check the answers. Fill in the blank with the correct forms of words. It is a ____ (bore)party and I feel__(bore). Step 5 Homework
1. Find out more adjectives ending in -ing and -ed and sentences.
2.Use the -ED and -ING form of the words “bore” “interest” “amaze” and “embarrass” to make sentences.
Blackboard design: Title:
Teaching procedures:
Step 1: Greetings
T: Good morning, everyone.
S: Good morning, Mr Dai.
Step 2: Lead-in
T: My lovely Ss, please look at the screen. What is the topic of our class?
Ss: Unforgettable experiences.
T:Yes. Please use one word to describe it, such as “happy”.
S1:…
S2:…
… …
T: perfect, all of you are knowledgeable.
(Ask Ss one by one, and choose some words write down on the blackboard.)
T:Okay. You see, all of you used many different words to describe, like…(write down on the blackboard.)
Step 3: Activities
1. Acitivity1: Telling story
(Make a short conclusion)
T: Different people have different understanding of our topic. Now, look at the screen, I’ll show you some aspects of our topic. First, unforgettable experience sometimes means
something leaves deep impression on you. Such as……(the words of Ss’) It also can means events, some are good, and some are bad. (Olympic Games, natural disasters, etc.) Or, it may be means something very meaningful. And, it also can means your unforgettable trip; you went to some famous places. For example, went to zoos. Yes, I have gone to Linyi Wild Zoos last week. I saw many different kinds of animals there. It’s so enjoyable and meaningful. You can see the pictures…. Do you want to know more information about my “Zoo’s trip”?
Ss: Yes.
T: OK. Let’s see it together.
(Present the route of my tour on the blackboard or ppt, use First—Next—Then—Finally to describe.)
T: Look at my route on the Blackboard:
(My own experience:
It was a fun day. I went to Linyi Wild Zoos with my friends. First, we took on the bus at bus station. Because we would see many dangerous and ferocious animals such as lions, tigers, wolves , etc. After about half an hour, we backed to the station. Next, we walked to see some gentle animals like pandas, different kinds of birds, monkeys, swans and so on. Then, we went to see the animals’ shows. They are so lovely, interesting and smart. Finally, we went to the restaurant to have dinner. Although all of us were very tired, we were happy and enjoyable.)
T: How do you think of my experience?
Ss:…
T:But I believe yours must be better than mine.Now, working in pairs, share your own unforgettable experiences with your partner.
T:I can see all of you are eager to tell your stories. ..., who do you think has the most interesting story in our class?
S1:**.
T:OK. Thank you.
Jack, please share your unforgettable experience.
S2:…
T:You say that… Whose story are you interested in , you can call his or her name. …
…
T. All of you did a very good job. And I am very proud of you. Give you a big hand. If you want to know more, you can communicate with your classmates after class.
2. Activity2: Making story
T: Next, let’s play a mini-game.
Looking at the blackboard, there are two faces, one is… the other is…
I will ask two students to write down some relevant words or phrases.
… …
T: Now, I have several envelopes in my hands. Do you want to know what is it in it? Ss:Yes.
T:Okay. I will divide you into several groups. Each group chose one envelope. And you will know the secret in it.
(Making the short dialogue according to the paper in envelope.After they finished, ask one student of each group to stand on the stage to tell their story.)
Step4: Summary
T: We have learned many useful words, phrases, and sentences to describe our own experience. In next days, you can use them to talk about things, people and events in your own daily life.
Step5: Homework
T: After class, each group prepare a play according your story. At next class, you will have a role play. Are you clear?
高中英语教师资格证面试教案模板二
Teaching Objectives(教学目标)
1. Language Objectives (知识目标)
2. Ability Objectives(能力目标)
(1)Enable students to …
(2)…
3. Moral Objectives (情感、态度及价值观目标)
(1) Help students to learn that…
(2) …
注:
1.Teaching Objectives的三个目标可以根据授课内容不同加以取舍。
2.语言目标主要包括本课将讲授的重点单词,短语或句型结构。
3.能力目标指对学生听说读写能力的培养。
Important Points(教学重点)
1. Master two important reading skills
2. …
Difficult Points(教学难点)
1. How to analyze the text and grasp the main idea of the text;
2. …
Teaching Methods(教学方法)
1. Communicative Approach .........
2. Teaching Aids: a tape recorder, a projector and a computer …
1.注:教学方法根据教学内容选择。
Teaching Procedures(教学过程)
Step I Lead-in (1 mins) 导入
1. …
2. …
注:Lead-in部分是通过复习、图片、问问题、提问、讨论相关话题等教学手段引入本节课的授课内容。
Step II Fast Reading (3 mins) 新课学习
注:Reading是通过 skimming 或scanning等教学手段使学生对课文大意,或课文结构等有所了解。
Step III Important words and phrases: (3 mins) 新课学习
Eg. 1. apply for …(顶多讲两个!)
2. …
注:词汇课是通过对单词或短语的讲解使学生对具体知识等有详细了解,并通过小题练习,或者互相提问相关问题理解并掌握运用知识。
Step IV Careful Reading (5 mins) (顶多讲两个!)
注:Careful Reading主要是处理课文中较难的单词,短语,句子结构,或课文篇章理解。如:
Eg. 1.The teacher is a very enthusiastic woman called Ms. Shen.
called Ms. Shen 是过去分词短语作定语,与所修饰的词之间存在着逻辑上的被动关 系,相当于定语从句who/that was called Ms. Shen。 如:
---We visited the new library built three weeks ago.
---The first textbooks written for teaching English as a foreign language came out in the 18th century.
---Most of the artists invited to the party were from South Africa.
注:短语一般放在被修饰词之后,单个过去分词放在被修饰词之前.
2. …
Step V Summary (1 mins) (小结)
注:Summary 是总结讨论本节课的学习内容。如:
We have known the Likang’s life at Senior High, is your English classroom like Likang’s? Is your class the same size as his? Is the number of boys and girls the same? Are you looking forward to doing your English homework? Now please discuss with your partner and compare your school life with Likang’s.
Step VI Homework Assignment (1 mins)(作业布置)
初中英语语法试讲教案
篇一:初中英语语法教案
一级语法教案
句子成分和基本句型
教学目标和要求
Teaching aims
一( 知识要点
Master the sentence members and basic patterns
1. five sentence members: subject(主语) verb(谓语) object(宾语)predictive(表语) complement(补足语) adverbial(状语)attributive(定语)
2. seven basic sentence patterns:SV(主谓)SVP(主谓表)SVO(主谓宾)SVOO(主谓宾宾) SVOC(主谓宾补)SVA(主谓状)SVOA(主谓宾状)
二(难点
句子成分的划分及七种句型的理解与区分
三(考点
句子成分的划分
四(课时设计与分配
1
Period one :Introduce five members
Period two:the seven basic patterns
Period three:exercises
Period one
一(五种句子成分
主(S)谓(V)状(A)宾(O)补(C)定
1.主语:表示所说的“是什么”或“是谁”,通常用名词,代词,动词不定式,或相当于名词的词,短语或从句担任。主语要放在句首。
例:The girl studies English.
这个女孩学习英语。 (叙述“谁”)
The post office is open.
邮局门开着。 (叙述“什么”)
Only five are there.
只有五个人在这里。 (数次做主语)
注:it 做主语时,可以有以下作用
1).表示时间、天气、季节、距离和自然现象。
It’s windy today.
今天刮风了。
2).表示刚刚提到的事情。
What’s this, It’s a fox.
这是什么,它是一只狐狸。
2
3).起指示代词的作用,表示人或事物。
Who is it outside, It’s Hey.
外面是谁,是亨利。
4).用作形式主语或形式宾语。
It’s my job to teach them English.
教他们英语是我的工作。
2. 谓语:说明主语的动作,特征或者状态。必须用动词表示。谓语与主语必须在人称与数两方面一致,常位于主语之后。有三种表现形式:
1).动词或动短语做谓语。
Eg:He studies English.
他学习英语。
2).联系动词和表语做谓语。
Eg:He is a student.
他是一个学生。
3. 表语:说明主语的性质,特征,身份或状态。可由名词,形容词,副词,介词和不定式充当,谓语联系动词之后。
Eg:He is a lawyer.(名词作表语)
他是一名律师。
注意:
联系动词本身有意义,但不能在句中单独做谓语,必须和表语一起构成谓语。 如:be,
3
seem,look,become,get,appear,remain, feel,sound等
4. 宾语:是及物动词所表示动作的对象或介词的对象。可由名词,代词,不定式及从句充当。位于谓语动词(及物动词)或介词之后。
Eg:My father enjoys tea. (名词作宾语)
我父亲喜欢喝茶。
She didn’t know what to do next.(不定式做宾语)
她不知道下一步做什么。
5.定语:修饰名词或代词。可由形容词,代词,名词,数词,名词所有格,副词,不定式,分词,分词短语,介词短语及从句来充当。凡有名词与代词的地方就可以有定语。
Eg: The blue car is Jeff’s. (形容词作定语)
那辆蓝色的汽车是杰夫的。
6.状语:修饰动词,形容词,副词或整个句子。通常表示行为发生的时间,地点,目的,方式,程度等。一般由副词,介词短语,分词,分词短语,不定式充当。Eg: She drove fast.
(副词做状语) 她把车开得飞快。
7.补语:述补结构中补充说明述语的结果、程度、趋向、可能、状态、数量等的成分。补语与述语之间是补充与被补充、说明与被说明的关系。
Period two
基本句型
4
1.SV(主谓句型)
Eg: The boy sleeps.这个男孩睡着了。
2.SVA(主谓状句型)
Eg: He runs fast in the street.
他在街上跑得飞快。
3.SVO(主谓宾句型)
Eg: We attended the meeting. 我们参加了那次会议。
注:该句型所用动词都是及物动词。
4.SVP(主系表句型)
Eg: She is a student.她是学生。
注:联系动词后必须跟表语。
5.SVOO(主谓宾宾)
Eg: She gave me a ticket. 她给了我一张票。
注:通常情况下,第一个宾语是间接宾语,表示该动作所涉及到的人及物;第二个宾语是直接宾语,表示该动作的直接承受者。
且间宾通常位于直宾前,但有时为了强调,直宾位于间宾之前,这时要在间宾前加to/for.
Eg: Mother bought a new car for him.
(=Mother bought him a new car. )
6.SVOA(主谓宾补句型)
Eg: I saw him enter the room.
5
我看见他进屋了。
注:一些使役动词与感官动词用宾补时,省去to;但用于被动态时,要加上to。 Eg: He was seen to enter the room.
Period three: 练习(略)
【名词】
Period one
名词分为普通名词与专有名词。
专有名词指特定的人,地点,机构等专有名称。开头要大写,且前面不用冠词。 普通名词指一般的人,事物或是一个抽象概念的名称。包括个体名词,集体名词,物质名词和抽象名词。
1(名词的可数与不可数
可数名词指表示的人或事物可以用数来计量,它有单数与复数两种形式。不可数名词指所表示的事物不能用数来计量。物质名词与抽象名词一般无法用数目,来统计,都成为不可数名词。不可数名词前一般不能用冠词a、an来表示数量,没有复数形式。要表示“一个……”这一概念,就须加a piece of这一类短语。要注意许多名词在汉语里看来是可数名词,在英语里却不可数。如:chalk,paper,bread,rice,grass,news等。
2(名词的复数
(1)规则变化
6
A(一般情况下加-s。
B(以s, x, ch, sh, 结尾的加-es。
如:bus---buses,box---boxes,watch---watches,brush---brushes
C(以辅音字母加y结尾的改y为i再加-es。
如:city---cities,country---countries
D(以f,fe结尾的,去掉f或fe,变成v再加-es。
(2)不规则变化
A(元音发生变化。
如:man---men,woman---women,foot---feet,tooth---teeth,mouse---mice
B(词尾发生变化。
如:child---children
C(单、复数同形。
如:fish---fish,Japanese---Japanese,Chinese---Chinese,sheep---sheep
3(物质名词(不可数名词)量的表示方法
(1)用much,a little,a lot of等表示
(2)用容器表示
a bowl of rice,a glass of water,a cup of tea,a piece of,orange,two glasses of milk,two pieces of paper
4(名词的所有格
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(1) 名词所有格的构成法
A(单数名词词尾加’ s,复数名词词尾若没有s,也要加’ s。
the worker's bike,the Children’ s ball
B(表示几个人共有一样东西,只需在最后一个人的名字后加’ s若表示各自所有,则需在各个名字后’ s。如:
This is Lucy and Lily’ s room(
这是Lucy和Lily共同的房间。
These are Kate's and Jack’ s rooms(
这是Kate的房间和Jack的房间。
C. 如果是通过在词尾加—s构成的复数形式的名词,只加’。如:
the students’ books,the girls’ blouses
(2)名词+of+名词名词是有生命的,我们就用’s结构来表示所有关系。如果名词所表示的事物是无生命的,我们就要用名词+of+名词的结构来表示所有关系.如:
the legs of the desk,the door of the room
但在表示名词所有格时,’ s结构也常可转换成of结构。有些表示时间,距离、国家、城市等无生命的东西的名词,也可以加’s来构成所有格.如:
ten minutes' walk,today's newspaper
Period two
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练习(略)
【代词】
Period one
分类:人称代词,物主代词,反身代词,指示代词,不定代词,疑问代词
主格
宾格
形容词性 物主代词名词性物主代词反身代词第一人称单数
I me my mine myself
复数 we us our ours ourselves
第二人称
单数 you you your yours yourself
复数 you you your yours yourselves
第三人称
单数 he him his his himself
she her her hers herself
it it its its itself
复数 they them their theirs themselves
人称代词 I,he, she, you, it, we, they
人称代词it的特殊用法:一般it指“它”,但在表示天气、时间、距离等时,用it来代替,此时的it并不译为“它”。
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当三个人称代词(单数)同时出现时,其先后顺序为you,he,I。而复数一般采用we,you,they顺序。
2(物主代词
物主代词的用法:
形容词性物主代词(my, his, her, its, our, your, their)后面一定要跟上一个名词。
Eg: It is her book.
名词性物主代词(mine, his, hers, its, ours, yours, theirs)可作主语、表语、宾语。
Eg: This book is hers.
3(反身代词
1)反身代词的构成分两种:第一、二人称反身代词在形容词:性物主代词后加上self或selves,第三人称的反身代词在宾格代词后加上self或selves(
2)反身代词的用法:一种是作宾语,由主语发出的动作又回到动作者本身。 如:I enjoyed myself at the party(另一种是作名词或代词的同位语;用来加强语气。如:I can do it
myself(
3)初中阶段由反身代词构成的常用词组有:enjoy oneself,help oneself to,learn by oneself,teach oneself,(all)by oneself,leave...by oneself,lose oneself in等,在运用反身代词时,应注意它在数、性别上与哪一个保持一致。试比较:
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“Help yourselves to some fish,Tom and Mike(”与I can’t leave the girl by herself(
4. 指示代词
指示代词的特殊用法:
(1)为了避免重复,可用that,those代替前面提到过的名词,但是this,these不可以。
(2)this,that有时可代替句子或句子中的一部分。
5. 不定代词
主要不定代词的用法:
(1)one的用法
A. one作为代词可以指人,也可以指物。
B. one,ones (one的复数形式) 可用来代替前面出现过的少数名词,以避免重复。
篇二:初中英语语法名词教案
初中语法名词教学设计
篇三:初中英语语法——现在完成时教学教案
(the 47 period)
Unit 1 The Present Perfect Tense
Title:the Present Perfect Tense May 16, 2005
Tools: CAI
Aims: 1. Learn the Present Perfect Tense
2. Get Ss to tell the differences between the present perfect
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tense
and the simple past tense
Keys: the Present Perfect Tense
Difficulties: the usages of the tense
Procedures:
Step 1. Revision
Have a dictation.
Step 2. Presentation
Talk about the pictures. Present the present Perfect tense. Get Ss to know the usage of the tense. Past Action, Present result.
Get Ss to match the action and the result, make sure that the students can connect the tense with the pre(转 载
于:wWw.xLTkwj.cOM 小 龙 文档网:初中英语语法试讲教
案)sent result.
Get Ss to image the present result, make sure they know the tense is focused on the present result. Get Ss to summarize the formation of the tense and the past participle. See PP255-257
Step 3. Teach the tense
Get Ss to practice the tense with a guessing game.
Get Ss to practice “have you…? And say “when”. Make
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sure they have to use the past simple when they say “when”.
Find the clues of the present perfect tense: already, just, ever, never , before , yet
Show the time and the action: Get Ss to be familiar with the second usage of the present perfect tense.
Get Ss to talk and boast with the present perfect tense (II).
Get Ss to find the clues: for + a period of time; since + time point; so far; in/during the past / last + a period of time; since + past simple
Make sure:
1.现在完成时态可用在下列结构中:
It is + a period of time +since + past simple.
This (That, It) is +形容词最高级+ n +定语从句。
2. We use insistent verbs when we talk about the usage 2.
3. The usage of “have /has been to, have/ has gone to”
Step 4. Homework:
I. Preview Lesson 1
II. Do the following:
Sheet 1
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小学英语语法试讲教案
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小学英语语法试讲教案
Story —— Jenny Goes To City
Step 1. Greetings
Good morning/ How are you.
who’s on duty today?
Step.Revision
提出2个问题,让学生们带着问题去看故事短文,时间定为10分钟 Jenny:How to go to the city?
why she doesn’t... ...?
再这10分钟学生阅读期间,老师写好一部分板书.
2)针对提出的2个问题,展开讨论,回答问题,并及时给予学生答案的指导
3)放3遍磁带短文录音,让学生们大声地去跟读
4)再针对故事短文中4个角色,找四名学生,
进行分角色朗读课文.最后并予以掌声,给予肯定和奖励
5)教师把故事短文分为4部分,设置情景,进行逐一翻译,易于学生理解
6)针对故事短文的知识点,一一讲解分析,例have to do sth最好做某事句型,并及时做好板书,时刻促使学生看黑板,培养注意力不分散
7)情景再现,将学生分组,找四名同学,分别带上面
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具,试着扮演短文中四个角色,Jenny Jenny’s mather
Jenny’s mother Denny,让学生们身临其境,去领悟故事短文中意思,掌握交际中的技巧和方法,挖掘学生们运用语言的创造能力
Step.Homework
培养听说读写能力
1)listen the story 循环放短文听录音
2)read the story again and again 大声一遍遍朗读短文
3)write the story 正确抄写短文
4)remember knowledge on class掌握牢记课上所学知识
?
? 小学英语语法教学设计 小学低年级英语教学主要培养孩子学习英语的兴趣,注重课堂设计的真实性和实践性,因此在课堂教学中不能就语法而讲语法,对语法的教学应注重课堂活动和情景的创设,主要从以下几个方面来设计。
在情景性活动中感悟语法
直观的教学情境能使抽象的知识变为形象的知识,静态的知识变为动态的知识。语法教学中语法概念和语法规则是抽象乏味的,对小学生来说没有太大的吸引力,如果单用
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教师的讲解去解释和说明语法现象,或者让学生死记硬背,
久而久之学生学习英语的热情就会慢慢地消退。语法教学
上,英国专家提倡让孩子在一个有意义的情景中理解所教语
法项目的意义;然后,提供足够的机会让孩子在比较真实的
语境中进行交际性活动,运用所学的语法项目;例如:教师
再教助动词be的人称形式+动词的ing形式构成时,可请几
个男女同学上台和老师一起画画。
T: I’m drawing pictures. What are you doing, Tom?
Tom: I’m drawing pictures, too.
T: What is she doing?
Ss: She is drawing pictures.
T: What is he doing?
Ss: He is drawing pictures.
T: What are Tom, Amy and Ben doing? Ss: They are
drawing pictures.
教师重复之后板书:
What are you doing? I’m?
What is he doing? He is?
What is she doing? She is?
What are they doing? They are?
通过情景教学,语法学习变得生动而有趣,学生也学
得快,记得牢,用得活。
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在游戏型活动中强化语法
游戏活动可以有效激发小学生的课堂参与意识,提高学生的兴趣,使枯燥的语法教学生动有趣。笔者以竞猜活动、唱歌谣和讲故事为例,介绍如何在这些游戏活动中进行语法教学。
a.在竞猜中强化语法
小学生活泼好动,富于挑战性。教师可以利用小学生的这一特点,把语法教学融入其中,这样可以有效地激活学生思维、激发其兴趣。如在教学一般疑问句Is he/she ?.?
时,教师先随意叫一名学生上台描述自己心中的某个人,其他学生纷纷举手猜此人是谁。提出的问也必须是一般疑问句Is he/she a boy/girl. Is he/she tall/short? Is he/she
in Group1? 等等。回答的人也只能用Yes 或No来回答。最后,教师对猜错次数少、很快猜中的学生给予表彰,对部分猜错次数多,但说话流利、语言准确的学生给予鼓励。在这样的竞猜活动中,学生不仅掌握了语法的结构和功能,学会了用所学内容表达意义,同时也增强了学生学好英语的自信心。
b.在说唱中强化语法
音乐节奏给人以美的享受。在节奏鲜明,富于韵律感的歌曲童谣中学习语法,能起到事半功倍的效果。如在学习have和has的用法时,教师可提供下面的歌谣>,让学生吟
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唱,帮助学生学习、理解、掌握。
I have a table in my little bedroom.
My little table has a little chair.
I have a table in my little bedroom.
My little table has a little chair.
再要求学生根据自己的实际情况,自己填词,在吟唱
这首歌谣的过程中,学生不但轻松地掌握了本课的重点句
型、语法结构,还陶冶了情操。
c.在故事中强化语法。
故事可以让枯燥、难懂的语法知识变得活灵活现,生
动有趣。如在教学be 动词的时候,可以告诉学生be动词有
一个绝活,那就是变脸。当描述现在的事情时,它遇见了I 就
变成am,遇见you, we, they就变成are,遇见he, she ,it就变成is.是一个不折不扣的变脸大王。又如在教学助动词
的用法时,告诉学生助动词时一个助人为乐的活雷锋。当一
个句中没有be动词和情态动词的陈述句变成疑问句时,都
会请助动词来帮忙,而助动词也会不遗余力的跑在最前面,
因此助动词是最受大家喜爱的。通过这样生动有趣的讲解,
非常的便于学生理解和记忆。
在任务型活动中巩固语法
在语法教学中,教师设计贴近学生生活的任务,让学
生在任务活动中运用语法知识解决生活中的问题,不仅可以
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让学生体会和领悟语言形式的表意功能、内化语言规则,而
且能有效提高其语用能力。例如,教学How many句型时,
教师设计如下任务型调查活动:教师先让学生写下自己感兴
趣的问题,如How many people are there in your family?
How many pencils do you have? How many storybooks have
you read?等,并请学生自制调查统计表,可以是如下格式。
Mike Lisa Donna
How many people are there in your family?
How many pencils do you have?
学生做好准备后,在班级中任意找采访对象进行提
问,并填写统计表,最后汇报调查结果,并请全体学生选出
班级之最;又如在教学句型“Whose ?is this/are they? It’s/They’re?’s.”时,可设计一个“失物招领”的任务,
先将一张桌子放在教室前面的一角,桌上放一块失物招领处
的英文牌,然后把课前让学生带来的服装鞋帽一一放在桌子
上,让学生在询问、辨认,找失主的过程中自然地引导他们
学习口语:Whose ?is this/are they? It’s/They’re?’
s.在此过程中,不仅帮助学生区分be动词单复数的的使用,
还培养了学生综合运用语言的能力。
小学英语语法教学设计
一般过去时
1(英语中一般过去时表示过去某个时间发生的动作
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或存在的状态,常和表示过去的时间状语连用。一般过去时也表示过去经常或反复发生的动作。
2(Be 动词在一般过去时中的变化:
?am 和is在一般过去时中变为was。
?are在一般过去时中变为were。
3(句中没有be动词的一般过去时的句子
否定句:didn’t 动词原形,如:Jim didn‘t go home yesterday。
动词过去式变化规则:
1(一般在动词末尾加-ed,如:work__-worked , cook-cooked
2(结尾是e加d,如:live____lived
3(末尾只有一个元音字母和一个辅音字母的重读闭音节,应双写末尾的辅音字母,再加-ed,如:stop-stopped
4(以“辅音字母 y”结尾的,变y为i, 再加-ed,如:study-studied
5(不规则动词过去式:
am,is-was, are-were, do-did, see-saw, say-said, give-gave, get-got, go-went, come-came, have-had, eat-ate, take-took, run-ran, sing-sang, put-put, make-made, read-read, write-wrote, draw-drew, drink-drank, swim-swam, sit-sat
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过去时练习
请写出下列动词的过去式
is\am_________ plant________ are ________
drink_________ play_______ go________ make ________
does_________ dance________ worry________ ask _____
taste_________ eat__________ put ______
kick_________ pass_______ do ________
Be动词的过去时练习
Name ____________ No。 ______ Date __________
一、请用be动词的适当形式填空
1。 I _______ at school just now。
2。 He ________ at the camp last week。
3。 We ________ students two years ago。
4。 They ________ on the farm a moment ago。
5。 Yang Ling ________ eleven years old last year。
6。 There ________ an apple on the plate yesterday。
7。 There ________ some milk in the fridge on Sunday。 。 The mobile phone _______ on the sofa yesterday evening。
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一、请用be动词的适当形式填空 。
1。 I ______ an English teacher now。
2。 She _______ happy yesterday。
3。 They _______ glad to see each other last month。
行为动词的过去时练习
Name ____________ No。 ______ Date __________
一、用be动词的适当形式填空
1。 I ______ a cartoon on Saturday。
2。 Her father _______ a newspaper last night。 。
We _________ to zoo yesterday, we _____ to the park。
4。 ______ you _______ your relatives last Spring Festival,
5。 ______ he _______ a kite on Sunday, Yes,
he ______。
6。 Gao Shan _______ up carrots last National Day holiday。
7。 I ____________ the floor yesterday, but my
mother ______。
8。 What ______ she _______ in the garden last morning, She __________ a beautiful butterfly。
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高中英语语法课教案
高中英语语法“虚拟语气”的教学设计 一、教材分析:
本课是结合外研社版高中英语教材选修6中有关虚拟语气的语法内容,进行高三虚拟语气的复习,教学中将语法知识的传授和语言基本技能的学习结合到一起,注重复习语法与语言的运用。采用任务型教学法和小组合作探究学习法,从而扩大课堂的语言输入量及学生的语言输出量。
二、学情分析:
在高一和高二英语学习基础上,高三学生已经掌握基本的语言结构和一定程度的听说读写能力。在高三语法复习的过程中,结合学生原有的知识掌握水平,巩固基础强化正确使用语法知识,提高学生运用语言的深度和难度.但大部分学生的基础知识仍然较为薄弱,运用英语进行交际活动的能力较差,主动学习的动力不够,然而他们学习比较认真,渴求知欲旺盛,思维比较活跃。部分学生的基础较好,能主动配合老师。只有设置使他们感兴趣的活动,因材施教,才能让他们投入到课堂活动中来。
三、教学重点:
1.复习的重点---语法虚拟语气的句型结构.
2.语法虚拟语气的运用
四、教学难点:
1.结合复习的语法知识,以课堂教学为依托,全面训练学生的听、说、读、写能力,加强和提高运用英语的综合能力。
2.虚拟语气在真实的生活语境中的使用。
五、教学目标:
1.知识目标:
引导学生掌握情态动词在虚拟语气之中的使用。培养学生通读,分析,理解,综合的能力,教会学生体察语境,结合上下文,附和逻辑推理和合理的想象,结合语法和题干中的语境解决高考题。在运用语言过程中培养学生的观察力、分析力、想象力和自学能力,提高思维能力和运用英语的综合能力。
2.能力目标:
利用多媒体手段营造积极和谐教学氛围,使学生进入情景之中,充分调动学生的思维活动和情感体验,规范学生运用英语知识准确表达的能力,同时,发展学生综合语言运用的能力,分析问题和解决问题的能力,培养学生自主学习。
3.德育目标:
用情态动词和虚拟语气的句子结构表达思想感情和正确的世界观、人生观。
六、教学策略:
通过活动课、小组讨论等具体形式,创设有利于高中生自己自我认识、自我反省、自我调节的情境,利用他们自身较高的自我意识水平对自己的学习进行调节、监控。因此,本课采用教学方法---任务型教学法。以任务为中心,任务的设计焦点是解决某一具体的贴近学生生活的问题。教师要从学生“学”的角度来设计教学活动,使学生的学习活动具有明确的目标。在的各种“任务”中,学生能够不断地获得知识并得出结论。
七、学习策略:
非测试性评价体现新课程标准的实施效果,评价体系“正确反映外语学习的本质和过程,满足学生发展的需要。” 本课将各种活动设计成小组活动并开展小组竞赛和填写课堂自我评价表等非测试性评价手段,帮助学生养成自主学习与合作学习的能力,培养创新意识和实践能力,以及具备科学的价值观。
八、教学用具:
黑板、录音机、多媒体辅助(将本课所需要的图片、文字、音乐等制成PPT课件)
九、 教学过程
Step1 Warming up(5 minutes)Discuss about the pictures together , and express their ideas freely . Such as, What would you do now, if you lost your vision or other valuable things ? You wish??
设计说明:
1. 教师首先展示美国聋哑女作家 海伦·凯勒的影片图片和主要作品,然后请学生阅读以下片段:假如给我三天光明(节选)请学生思考一下这个问题:假如你只有三天的光明,你会怎么做?教师通过多媒体呈现图片,目的吸引学生的注意力,并激发起好奇心。
2.利用新颖和形象的图片导入,有利于学生参与教学活动,进行讨论和对话活动。帮助学生学会珍惜拥有,学会生活。
Step2 Presentation (8 minutes)
Hold an English poem recital competition.
Task1:Divide the whole class into a number of groups. Each group asks one student to act as the competitor with music
Living life over
If I had my life live over I would have talked less and listened more
I would have invited my friend over to dinner even if the carpet was strained and the sofa faded
??
Task2:Choose the best group that read the poem with their deepest feeling.
评价工具(选票):选出朗读最好的学生。
设计说明:
1.用配乐英文诗歌朗诵的方式导入语法---虚拟语气的学习。该诗歌几乎每句都使用虚拟语气来表达思想,传递情感。
2.任务型活动:课题的引入采用诗歌朗诵竞赛的形式,学生小组活动,对英文诗歌进行翻译,激发参与学习过程的热情和竞争意识。最后由全体同学对各组参与代表投票进行非测试性评价。
Step3 Revision(7 minutes)
Firstly,ask the students to answer the questions in groups to summarize the basic structure of the grammar.
1. If there _______ (be) no computer, the students _______(learn) much now.
2. If there _______ (not be) the war, people ______(live) a happier life in the future.
3. If you ________ (come) yesterday, you _______ (see) Jackie Chen.
4. If you______ (attend) the concert, your oral English _______(become) better now. 设计说明:
1.教师在进行语法教学的过程中把握好教学内容和教学范围的度, 适应高三复习的需要,加强语法教学的交际性,科学性和可操作性。
2.合作学习活动,学生在活动中运用语言,调动起学生的认知结构和主体意识。教师把语法规则活化为活动,把教学活动活化为交际活动。设分组竞答游戏活动,激发学生的参与意识。
Step4 Consolidation (5minutes)
1. If Newton lived today, he would be surprised by what ______ in science and technology.
A. had discovered B. had been discovered
C. has discovered D. has been discovered
2. This printer is of good quality. If it ____ break down within the first year, we would repair it at our expense.
A. would B. should C. could D. might
3. --- John went to the hospital alone.
--- If he ____ me about it, I would have gone with him.
A. should tell B. tells C. told D. had told
设计说明:
以选择题的形式,降低学习学习的难度。通过课堂测试进行反馈,进而了解学生的掌握情况,以学生的为本,注意个体差异,因材施教。
Step5 Writing (20 minutes)
Task1: Summarize the grammar with the students and write down what they said on the blackboard. 1. If…did/were , …would/could/should/might do…
2. If …had done , …would/could/should/might have done…
3. If…did/ were to/should do ,…would/could/should/might do…
Task 2: Discuss the sentences in groups and encourage the students to express their feelings in English as follows
1. I regret wasting the time which I should have spent on my studies playing computer games.
2. I could have been good at English, but I devoted too little time and energy to it.
3. If I had worked two years ago as hard as I do now, my grades would be much more satisfactory now.
Task3: Ask the students to translate the sentences into English.
1.我的老师建议我制定学习计划并认真的执行。
(1) My teacher suggests that I should make a study plan and carry it out very seriously.
(2)It is suggested that I should make…
(3)My teacher’s suggestion is that I should make…
2.现在,我学习起来好像永不疲倦一样。我相信,坚持不懈和决心会助我成功。
At present, I am learning as if I were never tired. I believe that my perseverance and determination will lead to my success.
设计说明:
1. 让学生围绕该话题展开讨论,以确认可以使用虚拟语气的地方。课堂教学过程中,注重 “精讲精练,以练为主;点到为止,注重运用”。
2. 在学生找到可使用的句子之后,鼓励学生灵活运用多种虚拟语气的表达方式对语言进行深层次的句法处理.调动学生参与课堂学习活动的热情,增强面对高考的自信。
Step5 Assignment
Ask the students to finish the composition we have talked about or write a
composition about your dream that can hardly be realized in your daily life, such as walking in the space , living under the sea, making a journey, and
so on. Motivate the students to use the grammar “the subjunctive mood” to organize the sentences and form the composition.(写作训练)
设计说明:
任务型活动:课外作业是课堂教学活动的延伸,学生可以互相合作完成该写作任务。该环节是本课所有教学环节的延续,通过写作的练习,使学生逐步学会运用语法知识,讨论自己感兴趣的话题,表达自己的思想,达到形成和提高写作能力与技巧的目的,完成学习的任务。让学生在反复接触和运用语言的过程中逐步体会和感知语言的规律性,从而使学生的语法知识内化成语言能力。
Blackboard design (板书设计)
Revision--- the subjunctive mood
1?did/were , ?would/could/should/might do?
2?had done , ?would/could/should/might have done?
3?did/ were to/should do ,?would/could/should/might do?
If
but for
Reflection after teaching(教学反思)
本节课通过不同的任务设置,让学生在小组活动中通过合作和探究来完成各个任务。新教材要求将语言的形式与其意义、交际功能有机的结合起来,通过在实际的语言运用中内化语言规则,从而使学生达到能准确运用语言进行有效交际的目的。大多数学生离开课堂之后并没有多少听说英语的练习机会,他们十分缺少环境英语的反复刺激。导致学生的语言基础不扎实,在表达自己的看法和用英语进行讨论时,不时有学生夹杂着汉语。在学生进行小组活动时,应尽量给学生更多的帮助,主动了解学生的语言困难。学生在有限的课堂中学到的知识毕竟有限,让他们掌握语言的同时,将课堂学到的知识内化为能力,继而实现语言学习并运用的目的。同时,运用写作引导学生体验语言的用法,提升学生的能力。
高中英语语法英文教案
篇一:高中英语语法教案大全17个
高中英语语法专题复习教案大全
语法复习专题一——名词
一、考点聚焦
1.可数名词单、复数变化形式
(1)规则变化。
?单数名词词尾直接加-s。如:boy — boys, pen — pens。
?以s、x 、ch 、sh结尾的单词一般加-es。如:glass — glasses,box— boxes, watch — watches, brush — brushes。
特例:stomach — stomachs。
?以“辅音字母 + y”结尾的变“y”为“i”再加“-es”。如:
baby — babies, lady — ladies, fly — flies。
?以“o”结尾的多数加-es。如:tomato — tomatoes, potato
— potatoes, hero — heroes。但以两个元音字母结尾的名词和部分外来词中以o结尾的词只加-s。 如:radio — radios, zoo — zoos, photo — photos, piano — pianos, kilo — kilos, tobacco — tobaccos。
?以“f”或“fe”结尾的名词复数形式变“f”或“fe”为“v”,之
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后再加-es。如:wife — wives, life — lives, knife — knives, wolf— wolves, self — selves, leaf — leaves等。特例:handkerchief— handkerchiefs, roof — roofs, chief — chiefs, gulf — gulfs, belief — beliefs, cliff — cliffs。
?改变元音字母的。如:man — men, mouse — mice, foot — feet,
woman — women, tooth — teeth, goose — geese, ox — oxen。特例:child — children。
?复合名词的复数形式。(A)在复合词中最后名词尾加-s。如:armchair — armchairs, bookcase — bookcases, bookstore — bookstores。(B)man和woman作定语修饰另一个名词时,前后两个名词都要变成复数。如:man doctor — men doctors, woman driver — women drivers。(C)与介词或副词一起构成的复合名词应在主体名词部分加-s。如:brother-in-law — brothers-in-law, passer-by — passers-by。
?有的名词有两种复数形式。如:zero — zeros 、zeroes, deer —
deers 、deer。penny的两种复数形式含义有所不同。如:pence(便士的钱数),pennies(便士的枚数)。
(2)不规则变化。
?单、复数同形。如:means, aircraft, deer, fish, Chinese,
Japanese, sheep, works(工厂),cattle。
2
?合成名词的复数。如:boy-friend — boy-friends, go-between— go-betweens(中间人),grown-up — grown-ups。
?有些名词通常只用作复数。如:glasses眼镜,clothes衣服,goods
货物,trousers裤子,belongings所有物,wages工资,riches财富, surroundings环境,ashes灰尘, compasses圆规,cattle家畜,congratulations祝贺,have words with sb. 同某人吵
架,in high spirits以很高热情地,give one’s regards to sb.向某人问侯,in rags衣衫破烂,It is good manners to do sth.
有礼貌做某事。
?集体名词的数。有些集体名词通常只用作复数,如:
people,
cattle, police; 有些名词只用作单数,如:machinery, furniture, mankind, jewellery;有些名词既可用作单数又可
用作复数,单数看做整体,复数看做集体的各个成员。如:
The crew is large.船员人数很多(指整体);The crew are all tired.船员们都累坏了(个体)。
2、不可数名词的数
(1)一般说来抽象名词为不可数名词,但当抽象名词表
示具体的东西时,可用作可数名词且词义发生变化,主要类
型如下:
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?抽象名词表示具有某种特性、状态、感情情绪的人或事。
如:
抽象名词(不可数) 具体化(个体名词,可数名词)
in surprise惊讶地a surprise一件令人惊讶的事
win success获得成功 a success一个(件)成功的人(事)
win honor赢得荣誉 an honor一个(件)引以为荣的(事)
Failure(失败)is the mother of successa failure失败者
失败是成功之母。
by experience靠经验 an experience一次经历
youth青春a youth一个青年人
have pity on sb.怜悯某人 a pity可惜的事情
with pleasure乐意 a pleasure乐事
?抽象名词与a(an)连用,淡化了抽象概念,转化为似乎
可以体验到的动作、行为或类别。如:
A knowledge of English is a must in international trade.
Would you like to have a walk (swim, bath, talk) with me?
It is waste of time reading such a novel.
She made an apology to her mother for her wrong doings.
(2)物质名词是不可数名词,但表示数量或种类之多时,可
以用作可数名词。如:
?物质名词有形或数的相应物体,有单、复数。如:some
coffee一些咖啡,a coffee一杯咖啡,three coffees三杯咖啡,
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some drink一些饮料, a drink一杯饮料,three drinks三杯
饮料,his hair他的头发,a few grey hairs几根白发,glass
玻璃,a glass一只玻璃杯。
?物质名词有前置后置修饰时,前面要使用不定冠词。
have breakfast
The road is covered with snow.
have a wonderful breakfastThey have a heavy snow every
year.
Time and tide wait for no man.
We had a wonderful time last night.
(3)有复数形式的不可数名词
?有些抽象名词往往以复数形式出现,起到一种丰富语言
感情色彩或强调某种特殊状态的作用。如: Use your brains, please.
They have smoothed away the difficulties.
Have you made preparations for tomorrow’s meeting?
Many thanks for your kindness.
No pains, no gains.
After many failures, they finally succeeded.
?有些物质名词以复数形式出现,表示数量之多,范围之
广。如:
The boy burst into tears at the bad news.
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The rising waters did a lot of harm to the crops.
The stone bridge broke down in heavy rains.
3.名词所有格
(1)“’s”所有格的特殊表示形式有:
? 用于表示时间、距离、价格、重量等的名词后,如:
today’s
newspaper, five minutes’ walk(drive),five pounds’ weight, ten dollars’ worth of coffee。
?用于表示国家、世界、城市等地方的名词后。如:the earth’s planet, the word’s population, China’s industry, New York’s parks。
(2)“of”所有格的特殊表示方式有:
?表示“部分”时,一般在所修饰的名词前有一个表示数量
的词(a、two、several、some、no、many等),如:Some students of Mister Zhang’s have gone to college.张老师的一些学生已
经上大学了。
?表示“其中之一,其中一部分”的意思时,用:a friend of Tom’s
汤姆的一个朋友(许多朋友中的一位)。
?表示赞扬、批评或厌恶等感情色彩时,应该用:
that/this/these/
those + 名词(单、复数)of Mary’s/yours/his/hers。如:
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That invention of hers belongs to the world. 她的那项发
明是属于全世界的(表赞赏)。
4、名词作定语
英语中有些名词没有其对应的同根形容词,这些名词可以
直接用来作定语修饰另一个名词。
(1)分类意义。
air pollution 空气污染boy friend 男朋友
coffee cup咖啡杯 income tax所得税
tennis ball网球song writer歌曲作家
body language身体语言road accident交通事故
Nobel Prize诺贝尔奖
(2)时间、地点、称呼等。
Doctor Jack杰克医生Professor Li李教授
evening school夜校 winter sleep冬眠
street dance 街舞 country music乡村音乐
village people村民school education学校教育
China problem中国问题
(3)表目的、手段、来源,所属意义。
reception desk接待台 sports field田径场
stone table石桌 color TV彩电
weather report天气预报
语法复习专题二——冠词
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一、考点聚焦
1.不用冠词的情况
(1)专有名词、物质名词、抽象名词、人名、地名等名词前,一般不加冠词。
China, America, Smith
Air is matter.
(2)可数名词前有物主代词、指示代词、名词所有格等限制时,不加冠词。
This dictionary is mine.
(3)季节、月份、星期、节日、假日、一日三餐名称前一般不加冠词。
March, May Day, National Day, Children’s Day, Women’s Day
Have you had supper?
Spring is the best season of the year.
(4)称呼语或指家用雇用的nurse、cook等名词前及表示头衔职务的名词作宾语、补语及同位语时,一般不加冠词。
What’s this, Father? We made him our chairman.
Ask nurse to put the child to bed. Professor Li.
(5)学科名称、球类、棋类名称前不加冠词。
Do you study physics?
He likes playing football/chess.
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(6)复数名词表示泛指一类人或事物时前不用冠词。
They are peasants/ workers.
(7)在与by连用的交通工具名称前不加冠词。
by car, by bus,by bike, by train, by air/ water/ land
但:take a bus, come in a boat, on the train/ bus需注意。
(8)某些固定词组中不用冠词。
?名词词组中:
husband and wife, brother and sister, body and soul, day and night, knife and fork
?介词词组中:
to(at, from) school, in (to)class, in (to,at, from)university(college),to(in, into, from)church, to(in,into, out
of)prison(hospital, bed), to(at, from, out of)work, to(in, from) town,at (from)home, to(at)sea, at night(noon, midnight), by car (bus, bicycle, plane), on foot
注意:在有些词组中,有无冠词含义不同。
住院(因病)
in the hospital在医院(工作、参观等)
在前面,指某物体之外
in the front of在前部,指某物之内
负责,主管 out of question没问题
in the charge由……负责 out of the question不可能
9
(9)as
Child as she is, she knows a lot of French.
(10)系动词turn(作“变成”解)后作表语的单数可数
名词前习惯不用冠词。
The young girl has turned writer.
= The young girl has become a writer.
(11)在单数名词 + after + 同一单数名词(表示“一个
接一个”)结构中,单数可数名词前不加冠词。 She did
experiment after experiment.
类似的还有:shop after shop, mistake after mistake
(12)形容词的最高级前、序数词前也有不用定冠词的情
况。
?“most + 形容词原级”作“十分、非常、极”解时,前面
不用定冠词。
Oh, it’s most beautiful.
?当两个形容词最高级并列修饰同一个名词时,第二个形
容词前通常不用定冠词。
She is the tallest and fattest girl in our school.
?当形容词最高级作表语,不表示与其他人或物相比时,
其前不用定冠词。
The market in the country is busiest in winter.
?形容词最高级前有名词所有格或物主代词时,不能用定
10
冠词。
A wolf in a sheep’s skin is our most dangerous enemy.
?序数词前面一般加定冠词表示“第……”之意,但在second、third等词前加不定冠词表示“又一,再一”之意。
…why you took a second arrow
注意:下句中“a first”表示“第一名、冠军”。
He is a top student in our class; he often gets a first in
maths.
(13)no与such连用时应放在such之前,such后面的名词不用冠词。
No such thing has ever happened in this village.
(14)never、ever置于作主语的名词前,这些名词前不用冠词。
Never did student study so hard.这个学生从未学得这么认真。
(15)有时为了节省空间、时间、金钱和精力,或为了引起注意力,省去a(n)或the,这主要用于新闻标题、工商业文件、广告、电报、公告、提纲、书名等。
Conference opens.会议召开了。
2.定冠词的使用情况
(1)使用定冠词的一般情况。
?特指或第二次提到。
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?序数词前、最高级前、独一无二的东西前。
?用于表示发明物的单数名词前或某些专有名词前。
(2)定冠词使用特殊的场合。
? He hit him in the face.
beat sb. on the nose, take sb. by the arm, pat sb. on the
head? the rich, the poor, the wounded 富人,穷人,伤员
? the elder of the two, he more beautiful of the two两者
中较年长的一位,较漂亮的一个
? The sooner, the better.越快越好。
? He got paid by the hour.他是按小时付工钱的。
by the yard/the dozen/the month/the year…
但:by weight按重量
? in th(来自:WwW.xltkwJ.cOm 小龙 文档 网:高中英
语语法英文教案)e 50s /in the 1870s(表示年代)
? the Smiths/the Whites(表示一家人或夫妇俩)
? in the
water/field/light/shade/distance/middle/country/rain
? tell the truth/on the other hand/on the way home
? 当抽象名词表示某一特定内容,特别是当它有一限定
性修饰语时,
它与定冠词连用: He is playing the music written by
Beethoven.
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I’m sorry not to have taken the advice he gave.
不定冠词常用的几种情况
(1)表示“一”相当于“one”。I’ll return in a day or two.
(2)表示“每”相当于“per”。We have three meals a day.
(3)表示“同一性”相当于“the same”。The children are of an age.
(4)表示类指,表示“某类”。He wants to he a doctor.
(5)表示泛指,相当于“any”。A horse is a useful animal.
(6)表示某一个,相当于“a certain”。A Mr. Smith is asking to see you.
(7)与抽象名词连用,可以表示“一场、一次、一件”,
如:a pleasure一件乐事,a surprise一件令人惊讶的事,a joy
一件高兴的事,a pity一件遗憾的事,an honour一个(件)
经以为荣的人(事)。
(8)与物质名词连用,表示“一种,一阵、一份”。
What a heavy rain!
What a good supper!
Please give me a black coffee!
4.冠词表类别的常见方式
(1)定冠词 + 单数可数名词,表示一个,代表一类。
The computer was invented in 1945.
The TV set was invented by Joan Baird.
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The horse is a useful animal.
(2)不定冠词 + 单数可数名词(表示任意一个,某一个)。
A pen is a tool for writing.
A square has four sides.
A horse is a useful animal.
注意:man, woman表示泛指时,不用冠词,且常用单数。如:
Man is fighting a battle against pollution.
篇二:高中英语语法教案
高中英语语法教案
高中英语语法教案(全套)及配套练习
1、名词 2、冠词和数词 3、代词 4. 形容词和副词 5、动词6.动名词 7. 动词不定式 8.特殊词精讲9、分词 10(独立主格11. 动词的时态 12. 动词的语态13. 句子的种类14. 倒装15. 主谓一致16. 虚拟语气 17. 名词性从句 18. 定语从句 19. 状语从句20. 连词21. 情态动词
1、名词
名词可以分为专有名词和普通名词,专有名词是某个(些)人,地方,机构等专有的名称,如Beijing,China等。普通名词是一类人或东西或是一个抽象概念的名词,如:book,sadness等。普通名词又可分为下面四类:
1)个体名词:表示某类人或东西中的个体,如:gun。
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2)集体名词:表示若干个个体组成的集合体,如:family。
3)物质名词:表示无法分为个体的实物,如:air。
4)抽象名词:表示动作、状态、品质、感情等抽象概念,如:work。
个体名词和集体名词可以用数目来计算,称为可数名词,物质名词和抽象名词一般无法用数目计算,称为不可数名词。归纳一下,名词的分类可以下图表示:
名词 专有名词 不可数名词
普通名词 物质名词
抽象名词
集体名词
可数名词
个体名词
1.1 名词复数的规则变化
情况 构成方法 读音 例词
一般情况 加 -s 清辅音后读/s/ map-maps
浊辅音和元音后读 /z/ bag-bags /car-cars
以s, sh, ch, x等结尾 加 -es 读 /iz/ bus-buses/ watch-watches
以ce, se, ze,等结尾 加 -s 读 /iz/ license-licenses
以辅音字母+y结尾 变y 为i再加es 读 /z/ baby---babies
1.2 其它名词复数的规则变化
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1) 以y结尾的专有名词,或元音字母+y 结尾的名词变
复数时,直接加s变复数。 如:two Marys the Heys
monkey---monkeys holiday---holidays
2) 以o 结尾的名词,变复数时:
a. 加s,如: photo---photospiano---pianos
radio---radioszoo---zoos;
b. 加es,如:potato--potatoes tomato--tomatoes
c. 上述a和b两种方法均可,如zero---zeros / zeroes。
3) 以f或fe 结尾的名词ZYB可调式渣油泵变复数时:
a. 加s,如: belief---beliefs roof---roofs
safe---safes gulf---gulfs;
b. 去f,fe 加ves,如:half---halves
knife---knives leaf---leaves wolf---wolves
wife---wives life---lives thief---thieves;
c. 上述a和b两种方法均可,如handkerchief: handkerchiefs / handkerchieves。
1.3 名词复数的不规则变化
1) child---children foot---feet tooth---teeth
mouse---mice man---men woman---women
注意:由一个词加 man 或 woman构成的合成词,其复
数形式也是 -men 和-women, 如an Englishman,two
Englishmen。
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但German不是合成词,故复数形式为Germans;Bowman是姓,其复数是the Bowmans。
2) 单复同形,
如deer,sheep,fish,Chinese,Japanese ,li,jin,yuan,two li,three mu,four jin 但除人民币的元、齿轮泵KCB-200角、分外,美元、英镑、法郎等都有复数形式。 如:a dollar, two dollars; a meter, two meters。
3)集体名词,以单数形式出现,但实为复数。例如:
people police cattle 等本身就是复数,不能说 a people,a police,a cattle,但可以说a person,a policeman,a head of cattle, the English,the British,the French,the Chinese,the Japanese,the Swiss 等名词,表示国民总称时,作复数用,如The Chinese are industries and brave. 中国人民是勤劳勇敢的。
4) 以s结尾,仍为单数的名
a. maths,politics,physics等学科名词,一般是不可数名词,为单数。
b. news 为不可数名词。
c. the United States,the United Nations 应视为单数。
The United Nations was organized in 1945. 联合国是1945年组建起来的。
d. 以复数形式出现的书名,剧名,报纸,杂志名,也可视
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为单数。例如:
\The Arabian Nights\ is a very interesting story-book. 《一千零一夜》是一本非常有趣的故事书。
5) 表示由两部分构成的东西,如:glasses (眼镜) trousers, clothes等,若表达具体数目,要借助数量词 pair(对,双); suit(套); a pair of glasses; two pairs of trousers
等。
6) 另外还有一些ZYB可调压齿轮泵名词,其复数形式有时可表示特别意思,如:goods货物,waters水域,fishes(各种)鱼。
1.4 不可数名词量的表示
1)物质名词
a. 当物质名词转化为个体名词时为可数。
比较:Cake is a kind of food. 蛋糕是一种食物。 (不可数)
These cakes are sweet. 这些蛋糕很好吃。 (可数)
b. 当物质名词表示该物质的种类时,可数。例如:
This factory produces steel. (不可数)
We need various steels. (可数)
c. 当物质名词表示份数时,可数。例如:
Our country is famous for tea. 我国因茶叶而闻名。
Two teas, please. 请来两杯茶。
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2) 抽象名词表示具体的事例时也可数。例如:
four freedoms 四大自由 the four modernizations四个现代化
物质名词和抽象名词可以借助单位词表一定的数量,如a glass of water 一杯水/ a piece of advice 一则建议。
1.5 定语名词的复数
名词作定语一般用单数,但也有以下例外。
1) 用复数作定语ZYB渣油齿轮泵。例如:
sports meeting 运动会 students reading-room 学生阅览室
talks table 谈判桌 the foreign languages department 外语系
2) man, woman, gentleman等作定语时,其单复数以所修饰的名词的单复数而定。例如: men workers women
teachers gentlemen officials
3) 有些原有s结尾的名词,作定语时,s保留。例如:
goods train (货车) arms produce 武器生产
customs papers 海关文件 clothes brush 衣刷
4) 数词+名词作定语时,这个名词一般保留单数形式。例如:
two-dozen eggs 两打鸡蛋 a ten-mile walk 十英里路
two-hundred trees 两百棵树 a five-year plan. 一个五年
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计划
1.6 不同国籍人的单复数
国籍 总称(谓语用复数) 单数 复数
中国人 the Chinese a Chinese two Chinese
瑞士人 the Swiss a Swiss two Swiss
澳大利亚人 the Australians an Australian two Australians
俄国人 the Russians a Russian two Russians
意大利人 the Italians an Italian two Italians
希腊人 the Greek a Greek two Greeks
法国人 the French a Frenchman two Frenchmen
日本人 the Japanese a Japanese two Japanese
美国人 the Americans an American two Americans
印度人 the Indians an Indian two Indians
加拿大人 the Canadians a Canadian two Canadians
德国人 the Germans a Germans two Germans
英国人 the English an Englishman two Englishmen
瑞典人 the Swedish a Swede two Swedes
1.7 名词的格
英语中有ZYB硬齿面渣油泵些名词可以加\\'s\来表
示所有关系,带这种词尾的名词形式称为该名词的所有格,
如:a teacher\'s book。名词所有格的规则如下:
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1) 单数名词词尾加\\'s\,复数名词词尾没有s,也要加\\'s\,如the boy\'s bag 男孩的书包,men\'s room 男厕所。
2) 若名词已有复数词尾-s ,只加\ \' \,如:the workers\' struggle 工人的斗争。
3) 凡不能加\\'s\的名词,都可以用\名词+of +名词\的结构来表示所有关系,如:the title of the song 歌的名字。
4) 在表示店铺或教堂的名字或某人的家时,名词所有格的后面常常不出现它所修饰的名词,如:the barber\'s
理发店。
5) 如果两个名词并列,并且分别有\'s,则表示\分别有\;只有一个\'s,则表示\'共有\'。例如:
John\'s and Mary\'s rooms(两间) John and Mary\'s room(一间)
6) 复合名词或短语,\'s 加在最后一个词的词尾。例如:a month or two\'s absence 2.
2、冠词和数词
2.1 不定冠词的用法
冠词本身不能单独使用,也没有词义,它用在名词的前面,帮助指明名词的含义。英语中的冠词有三ZYB渣油泵系列种,一种是定冠词,另一种是不定冠词,还有一种是零冠词。 不定冠词a (an)与数词one 同源,是\一个\的意思。a用
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于辅音音素前,一般读作
[e],而an则用于元音音素前,一般读做[en]。
1) 表示\一个\,意为one;指某人或某物,意为a certain。
例如:
A Mr. Ling is waiting for you. 有位姓凌的先生在等你。
2) 代表一类人或物。例如:
A knife is a tool for cutting with. 刀是切割的工具。
Mr. Smith is an engineer. 史密斯先生是工程师。
3) 组成词组或成语,如a little / a few / a lot / a type of / a
pile / a great many / many a / as a rule / in a hurry / in a
minute / in a word / in a short while / after a while / have a
cold / have a try /keep an eye on / all of a sudden等。
2.2 定冠词的用法
定冠词the与指示代词this,that同源,有\那(这)个\
的意思,但意义较弱,可以和一个名词连用,来表示某个或
某些特定的人或东西。
1)特指双方都明白的人或物。例如:
Take the medicine. 把药吃了。 2)上文提到过的人或
事。例如: He bought a house. I\'ve been to the house.
他买了幢房子。我去过那幢房子。 3)指世上独一物二的
事物,如the sun, the sky, the moon, the earth等。
4)与单数名词连用表示一类事物,如the dollar 美元; the
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fox 狐狸;或与形容词或分词连用,表示一类人:the rich 富人; the living 生者。
5)用在序数词和形容ZYB-B型可调式渣油泵词最高级,及形容词only,very,same等前面。例如:
Where do you live? I live on the second floor. 你住在哪,我住在二层。
That\'s the very thing I\'ve been looking for.
那正是我要找的东西。
6)与复数名词连用,指整个群体。例如:
They are the teachers of this school.(指全体教师)
They are teachers of this school. (指部分教师)
7)表示所有,相当于物主代词,用在表示身体部位的名词前。例如:
She caught me by the arm.. 她抓住了我的手臂。
8)用在某些由普通名词构成的国家名称、机关团体、阶级、等专有名词前。例如: the People\'s Republic of
China 中华人民共和国
the United States 美国
9)用在表示乐器的名词之前。例如:
She plays the piano. 她会弹钢琴。
10) 用在姓氏的复数名词之前,表示一家人。例如:
the Greens 格林一家人 (或格林夫妇)
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11) 用在惯用语ZYB燃烧器煤焦油泵中。例如:
in the day, in the morning (afternoon,evening), the day after tomorrow
the day before yesterday, the next morning,
in the sky (water,field,country)
in the dark, in the rain, in the distance,
in the middle (of), in the end,
on the whole, by the way, go to the theatre
2.3 零冠词的用法
1) 国名,人名前通常不用定冠词:England,Mary。
2)泛指的复数名词,表示一类人或事物时,可不用定冠
词。例如:
They are teachers. 他们是教师。
3)抽象名词表示一般概念时,通常不加冠词。例如:
Failure is the mother of success. 失败乃成功之母。
4)物质名词表示一BRY风冷离心导热油泵般概念时,通
常不加冠词,当表示特定的意思时,需要加定冠词。例如:
Man cannot live without water. 离开水人就无法生存。
5)在季节、月份、节日、 假日、日期、星期等表示时间
的名词之前,不加冠词。例如: We go to school from Monday to Friday. 我们从星期一到星期五都上课。
6)在称呼或表示官衔,职位的名词前不加冠词。例如:
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The guards took the American to General Lee. 士兵们把这个美国人送到李将军那里。
7)在三餐、球类运动和娱乐运动的名称前,不加冠词,如have breakfast,play chess。
8)当两个或两个以上名词并用时,常省去冠词。例如:
I can\'t write without pen or pencil. 没有钢笔和铅笔,我就写不了字。
9)当by 与火车等交通工具连用,表示一种方式时,中间无冠词,如by bus,by train。
10)有些个体名词不用冠词,如school,college,prison,market,hospital,bed,table,class,town,church,court 等个体名词,直接置于介词后,表示该名词的深层含义。例如: go to hospital去医院看病
go to the hospital 去医院 (并不是去看病,而是有其他目的)
11)不用冠词的序数词;
a. 序数词前有物主代词时。
b. 序数词作副词。例如:He came first in the race. 他跑步得了第一。
c. 在固定词组高温导热油泵中,如at(the)first, first of all,
from first to last等。
2.4 冠词与形容词+名词结构
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1) 两个形容词都有冠词,表示两个不同的人或物。例如:
He raises a black and a white cat. 他养了一只黑猫和一只白猫。
The black and the white cats are hers. 这只黑猫和白猫都是他的。
2) 如后一个形容词无冠词,则指一人或一物。例如:
He raises a black and white cat. 他养了一只花猫。
2.5 冠词位置
1) 不定冠词位置
不定冠词常位于名词或名词修饰语前。注意:
a. 位于such,what,many,half等形容词之后。例如:
I have never seen such an animal. 我从来没见过这样的动物。
Many a man is fit for the job. 许多人适合这岗位。
b. 当名词前的形容词被副词as, so, too, how, however,
enough修饰时,不定冠词应放在形
篇三:高中英语语法课教学设计
篇一:高中英语语法课教学活动的设计
高中英语语法课教学活动的设计
密云县第二中学 季李红
【摘要】本文结合三个课例,探讨了高中英语语法课教学活动设计可遵循
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的原则,以实现学生在课堂中的主体地位,发展思维能力,促进
综合语言运用能力的形成。
【主 题 词】语法教学 活动设计 主体地位
《英语课程标准》指出:英语语法是语言知识的重要组成部分,是发展语言技能的基础。语法教学是语言教学的重要内容之一。基于高中学生认知能力的发展,课标倡导语法教学应遵循的教学模式为:关注—归纳—操练—运用。相对传统的语法教学方式,学生不再是死记硬背语法规则,做大量的机械练习,而是积极参与课堂,通过观察、体验、实践、合作等方式学习语法,是课堂学习的主体。要实现学生角色的转变,培养学生的英语思维能力,教学活动的精心设计是高效课堂的重要保障。
笔者以课例研究的方式对语法教学进行了大量实践,认为语法课教学活动的设计应注意以下原则。
一、 教学活动的设计与教学目标一致
教学活动的设计要与教学目标一致,为教学目标达成服务,因此每个教学活动要有明确的目的。以北师大版第五模块第13单元语法项目---情态动词表推测,
语言鲜活。为了实现教学的第一个目标,笔者对教材设计的教学练习做了如下调
推测的句子,没有足够调动学生的主动性,激发他们的思
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维活动;事实上,要学生关注目标语法结构前,教师应对语料进行必要的阅读理解处理,这有利于解决教学难点。此外,文中有18个含情态动词的句子;其中4个不是情态动词表推测的句子。若学生能将他们成功挑出,说明他们不但回顾了旧知识,理解了must, may, may not, might, can’t, could
表推测时,在上下文中表达的语气,而且更将注意力关注于目标语法。
本课的教学难点为:use the proper forms of modal verbs
to express guesses about what happened and what is
happening now. 为了在教学中突破难点,笔者将
测的深层含义,同时又关注、归纳出了语法规则。
在归纳法语法教学模式中,学生首先接触的是包含语法规则的真实上下文情景,然后根据上下文的信息归纳出使用规则。这种教学法有助于培养学生的语感。通过分析归纳总结语言使用规律课深化学生对用法的理解,培养学生的逻辑思维能力。但教师必须提供充足的,以语境为依托的语料,教学活动的形式适合学生的认知水平,他们的观察、体验、探究、合作等主动学习行为才得以开展。
二、 教学活动的设计是形式和意义的结合
高中阶段的语法教学,应从语言运用的角度出发,把语言的形式、意义和用法有机地结合起来。要引导学生在语境中了解和掌握语法的表意功能。例如:在强化巩固情态动词对
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发生了的事情表推测的句型时,笔者认为教材p13 ex-8 的活动设计得很好,例如:a housewife is cheering. 针对这个情境,学生的语言产出为:
1) her husband may be cooking.
2) she may have got a surprising gift.
3) her husband may have been promoted.
4) she could be pregnant.
学生的表达多样,富于想象,不是对例句的机械模仿,他们在努力传达内心所想,这使得课堂气氛越来越活跃。
三、 教学活动的设计具有层次性和梯度
变化是学习的调料,是教学的调节剂。由于学生水平的差异,课堂上活动任务应有一定的梯度,使各层次的学生都能学到东西。另外, 过于单一、没有挑战性的教学活动会使学生对语法教学产生厌倦情绪。
语法练习一般分为结构认知性练习、控制和指导性练习、交流性练习。教学过程中,教师的指令要简洁明确,做出清晰的示范,以保证练习效果。在本课例中,练习设计的层次和形式如表格所示:
片传达的信息要明确,切忌含有分散学生注意力的动画和声效。
四、 教学活动的设计保持话题一致性
运用得当的语法结构表达意思,离不开词汇的支持。为了
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实现语言的输入与输出的一致,教学活动的设计要保持话题的一致性。笔者认为话题应在贴近学生生活实际的前提下,尽量保持与单元话题一致。例如: 北师大版第二模块,第六单元—定语从句的教学设计。该单元话题为文学与艺术,如果要学生描写一位艺物,又能激发学生的表达欲望,定语从句会被学生自然地运用到文段中,为语言的输出搭建了平台。
五、 教学活动的设计与教学资源整合
教材是语言教学的媒介之一,教师应对教材认真分析,对学生的需求和水平进行深入了解,补充和调整教材内容,进行有效的资源整合,使之为教学目标服务。首先,教师可以进行单元内或单元之间的教学材料重组。例如:人教版模块5第四单元语法---v-ing 作定语和状语。在目标语言项目呈现环节,笔者没有采用第四单元的课文,其中含有动词-ing 形式的句子少。本人将三单元的课文a master of nonverbal
humor 做了缩写,集中呈现了动词-ing 形式的四种用法,让学生通过观察,依据其成分功能进行分类,复习已学动词-ing 形式作表语、补语、定语,发现新的语法点---动词-ing 形式做状语。笔者呈现的练习如下: 教版教材等,其中的练习有权威性,具有很高的参考价值。
结束语
教学活动是实现教学理念的载体,合理的练习设计可以激
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发学生的学习动机,提高课堂学习的效果。学生的思维能力在活动中得到锻炼与发展。这是师生对课堂教学价值最大化的实现。参考书目:
1( 陈琳 王蔷 程晓堂《英语课程标准解读》江苏教育出版社2003年
2( diane larsen-freeman 《语言教学:从语法到语言技能》
外语教学与研究出版社2005年
3( 北京市基础教育课程改革实验工作领导小组《北京市普通高中新课程英语学 科教学指导意见和模块学习要求》2007年
篇二:高中英语语法课教案
高中英语语法“虚拟语气”的教学设计 一、教材分析:
本课是结合外研社版高中英语教材选修6中有关虚拟语气的语法内容,进行高三虚拟语气的复习,教学中将语法知识的传授和语言基本技能的学习结合到一起,注重复习语法与语言的运用。采用任务型教学法和小组合作探究学习法,从而扩大课堂的语言输入量及学生的语言输出量。
二、学情分析:
在高一和高二英语学习基础上,高三学生已经掌握基本的语言结构和一定程度的听说读写能力。在高三语法复习的过程中,结合学生原有的知识掌握水平,巩固基础强化正确使
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用语法知识,提高学生运用语言的深度和难度.但大部分学生的基础知识仍然较为薄弱,运用英语进行交际活动的能力较差,主动学习的动力不够,然而他们学习比较认真,渴求知欲旺盛,思维比较活跃。部分学生的基础较好,能主动配合老师。只有设置使他们感兴趣的活动,因材施教,才能让他们投入到课堂活动中来。
三、教学重点:
1.复习的重点---语法虚拟语气的句型结构.
2.语法虚拟语气的运用
四、教学难点:
1.结合复习的语法知识,以课堂教学为依托,全面训练学生的听、说、读、写能力,加强和提高运用英语的综合能力。
2.虚拟语气在真实的生活语境中的使用。
五、教学目标:
1.知识目标:
引导学生掌握情态动词在虚拟语气之中的使用。培养学生通读,分析,理解,综合的能力,教会学生体察语境,结合上下文,附和逻辑推理和合理的想象,结合语法和题干中的语境解决高考题。在运用语言过程中培养学生的观察力、分析力、想象力和自学能力,提高思维能力和运用英语的综合能力。
2.能力目标:
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利用多媒体手段营造积极和谐教学氛围,使学生进入情景之中,充分调动学生的思维活动和情感体验,规范学生运用英语知识准确表达的能力,同时,发展学生综合语言运用的能力,分析问题和解决问题的能力,培养学生自主学习。
3.德育目标:
用情态动词和虚拟语气的句子结构表达思想感情和正确的世界观、人生观。
六、教学策略:
通过活动课、小组讨论等具体形式,创设有利于高中生自己自我认识、自我反省、自我调节的情境,利用他们自身较高的自我意识水平对自己的学习进行调节、监控。因此,本课采用教学方法---任务型教学法。以任务为中心,任务的设计焦点是解决某一具体的贴近学生生活的问题。教师要从学生“学”的角度来设计教学活动,使学生的学习活动具有明确的目标。在的各种“任务”中,学生能够不断地获得知识并得出结论。
七、学习策略:
非测试性评价体现新课程标准的实施效果,评价体系“正确反映外语学习的本质和过程,满足学生发展的需要。” 本课将各种活动设计成小组活动并开展小组竞赛和填写课堂自我评价表等非测试性评价手段,帮助学生养成自主学习与合作学习的能力,培养创新意识和实践能力,以及具备科学
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的价值观。
八、教学用具:
黑板、录音机、多媒体辅助(将本课所需要的图片、文字、
音乐等制成ppt课件)
九、 教学过程
step1 warming up(5 minutes)discuss about the pictures
together , and express their ideas freely . such as, what would you do now, if you lost your vision or other valuable things ? you wish??
设计说明:
2.利用新颖和形象的图片导入,有利于学生参与教学活动,
进行讨论和对话活动。帮助学生学会珍惜拥有,学会生活。
step2 presentation (8 minutes)
living life over
if i had my life live over i would have talked less and listened more
i would have invited my friend over to dinner even if the carpet was strained and the sofa faded
??
task2:choose the best group that read the poem with their deepest feeling. 评价工具(选票):选出朗读最好的学生。
设计说明:
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1.用配乐英文诗歌朗诵的方式导入语法---虚拟语气的学
习。该诗歌几乎每句都使用虚拟语气来表达思想,传递情感。
2.任务型活动:课题的引入采用诗歌朗诵竞赛的形式,学
生小组活动,对英文诗歌进行翻译,激发参与学习过程的热
情和竞争意识。最后由全体同学对各组参与代表投票进行非
测试性评价。
step3 revision(7 minutes)
firstly,ask the students to answer the questions in groups
to summarize the basic structure of the grammar.
2. if there _______ (not be) the war, people ______(live) a
happier life in the future.
1.教师在进行语法教学的过程中把握好教学内容和教学范
围的度, 适应高三复习的需要,加强语法教学的交际性,科
学性和可操作性。
2.合作学习活动,学生在活动中运用语言,调动起学生的
认知结构和主体意识。教师把语法规则活化为活动,把教学
活动活化为交际活动。设分组竞答游戏活动,激发学生的参
与意识。 step4 consolidation (5minutes)
1. if newton lived today, he would be surprised by what
______ in science and technology.
a. haddiscovered b. hadbeendiscovered
c. hasdiscovered d. hasbeendiscovered
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2. this printer is of good quality. if it ____ break down within the first year, we would repair it at our expense.
a. wouldb. shouldc. couldd. might
3. --- john went to the hospital alone.
--- if he ____ me about it, i would have gone with him.
a. should tellb. tells c. told d. had told
设计说明:
以选择题的形式,降低学习学习的难度。通过课堂测试进
行反馈,进而了解学生的掌握情况,以学生的为本,注意个
体差异,因材施教。
step5 writing (20 minutes)
task1: summarize the grammar with the students and write down what they said on the blackboard. 1. if?did/were , ?would/could/should/might do?
2. if ?had done , ?would/could/should/might have done?
3. if?did/ were to/should do ,?would/could/should/might do?
task 2: discuss the sentences in grou
ps and encourage the students to express their feelings in english as follows
2. i could have been good at english, but i devoted too little time and energy to it.
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3. if i had worked two years ago as hard as i do now, my grades would be much more satisfactory now.
task3: ask the students to translate the sentences into english.
1.我的老师建议我制定学习计划并认真的执行。
(1) my teacher suggests that i should make a study plan and carry it out very seriously.
(2)it is suggested that i should make?
(3)my teacher’s suggestion is that i should make?
2.现在,我学习起来好像永不疲倦一样。我相信,坚持不
懈和决心会助我成功。
at present, i am learning as if i were never tired. i believe that my perseverance and determination will lead to my success.
设计说明:
1. 让学生围绕该话题展开讨论,以确认可以使用虚拟语气
的地方。课堂教学过程中,注重 “精讲精练,以练为主;点
到为止,注重运用”。
2. 在学生找到可使用的句子之后,鼓励学生灵活运用多种
虚拟语气的表达方式对语言进行深层次的句法处理.调动学
生参与课堂学习活动的热情,增强面对高考的自信。
step5 assignment
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设计说明:
任务型活动:课外作业是课堂教学活动的延伸,学生可以互相合作完成该写作任务。该环节是本课所有教学环节的延续,通过写作的练习,使学生逐步学会运用语法知识,讨论自己感兴趣的话题,表达自己的思想,达到形成和提高写作能力与技巧的目的,完成学习的任务。让学生在反复接触和运用语言的过程中逐步体会和感知语言的规律性,从而使学生的语法知识内化成语言能力。
blackboard design (板书设计)
revision--- the subjunctive mood
1?did/were , ?would/could/should/might do?
2?had done , ?would/could/should/might have done?
3?did/ were to/should do ,?would/could/should/might do?
if
but for
reflection after teaching(教学反思)
本节课通过不同的任务设置,让学生在小组活动中通过合作和探究来完成各个任务。新教材要求将语言的形式与其意义、交际功能有机的结合起来,通过在实际的语言运用中内化语言规则,从而使学生达到能准确运用语言进行有效交际的目的。大多数学生离开课堂之后并没有多少听说英语的练习机会,他们十分缺少环境英语的反复刺激。导致学生的语
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言基础不扎实,在表达自己的看法和用英语进行讨论时,不时有学生夹杂着汉语。在学生进行小组活动时,应尽量给学生更多的帮助,主动了解学生的语言困难。学生在有限的课堂中学到的知识毕竟有限,让他们掌握语言的同时,将课堂学到的知识内化为能力,继而实现语言学习并运用的目的。同时,运用写作引导学生体验语言的用法,提升学生的能力。
篇三:综合运用型高中英语语法课的教学设计
高中英语语法课的教学设计
—— v-ing form as subject and object
一、教材依据
人教版高一教材模块4第二单元discovering useful
structures部分的内容为动词 -ing 形式用作主语和宾语。
二、设计思想
英语新课程标准明确指出:“此次英语课程改革的重点就是要改革英语教学过分强调语法和
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