英語語法課件收藏

英語語法課件。

編輯經(jīng)過深入了解和細致分析，為大家?guī)磉@篇“英語語法課件”。每位老師都需要為每堂課準備教案課件，并且都需要認真準備自己的教案課件。只有充分準備教案課件，老師才能打造一個生動的學堂。所有提供的建議僅供參考，最終決策需要您自己做出！

英語語法課件 篇1

重點教學詞匯

Zebra,giraffe,seal,elephant,kangroo,leopard,animal,zoo Cat,dog,turtle,rabbit,bird,lion,fish 重點教學巨型

What do you see in the zoo?I see…

What do you want to see in the zoo?I want to see…

Where is the(rabbit)?It is under/on/in（front of）/behiand the chair.教學目標

掌握重點詞匯，學會運用方位介詞及教學句型

Greenting How are you today?/What's the weather like today?/How old are you?/What's the date today? Chant “hello chant”“say bye bye” 教學步驟

一． Warming up

a

t:Now, let's begin the !-one boys and girls!I'm your new teacher,my name is ,if I say“Hello,boys and girls”,you should say“Hello,Wendy.”(then,say “hello”to students one by one.)[I am very happy to join with you to learn are so excellent!]Hello,boys and girls!

ss:Hello,Wendy!(小聲帶讀,重復一次)

t:very good!

how are you today?

ss:I'm you,and you?(小聲帶讀,重復一次)

t:I'm fine, you!What's the weather like today?[畫圖，做提示，在沒有反應的情況下，要運用選擇疑問句It's(sunny)day or(rainy)day?]

ss:It's a _

t:who is today?(做手勢)

ss:I'm :what do you want,_?(do you want star and sun)

C

OK，boys and girls.(干脆利落，聲音宏亮)Let's do a chant:Hello chant!Now one,two and three,let's go!(chant第一遍先慢，快的再來一遍.)stand up and sit down!one,two,three!go back to your seat!quickly,hands,hands on your knees!let me see,who do a good job,I will give one encouragement!what do you want?

二、presentation T:boys and girls,what do you see in the zoo?look at white board,can you guess what it is? Ss:I see…(touch and say,then flash the cards)T:Now,you will read loudly after you say loudly,you will get the ,now let's play a game,bomb is a bomb,when I say 'rabbit',you should use the “rabbit” to cover your face quickly,or you will get the bomb.(注意示范).Now boys and girls,are you ready?Let's begin!Attentation,one two!OK,now there is will treat it as a we say one animal,you should put the card on the chair quickly,then I will give you one encouragement later.(one by one)What do you want to see in the zoo? Ss:I want to see…

t:Now we will play another game:run and say!（以帶讀的方式放卡片，并注意根據(jù)聲音大小擺放卡片位置，游戲結束后給獎勵give me five/ten,say bye-bye to the cards收卡片）Now，look at here!Where is the card?It's on the chair.(沒有人回答出的就做選擇疑問句，先做引導，后讓學生自己說)Now I will choose two students to come here,and then I say put the card on the will put the card on the chair quickly,If you do a good job and i give you one encouragement!Attention!let's do a chant~bye-bye chant!and then you will go out and have a break!Stand up!

英語語法課件 篇2

語法試講教案

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.引導學生運用語法項目

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.)寫作試講教案

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: vide 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.聽力課試講教案

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 ….口語課試講教案

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.詞匯課試講教案

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.require.async(['wkcommon:widget/ui/lib/sio/sio.js']，function(sio)

{

varurl

= 'https://cpro.cpro/ui/c.js';sio.callByBrowser(url, function(){ BAIDU_CLB_fillSlotAsync('u2845605','cpro_u2845605');});});

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 : 文章線索（便于復述）

口語課教學過程：看圖，問答練習，重點句呈現(xiàn)講解，小組練習，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.”

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 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 patients.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 : 語法課：復習導入，查找標記相關句子，總結規(guī)律，練習（造句，討論）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?

高中英語教師資格證面試教案模板二

Teaching Objectives(教學目標)

1.Language Objectives(知識目標)

2.Ability Objectives(能力目標)

(1)Enable students to …

(2)…

3.Moral Objectives(情感、態(tài)度及價值觀目標)

(1)Help students to learn that…

(2)…

注：

1.Teaching Objectives的三個目標可以根據(jù)授課內容不同加以取舍。

2.語言目標主要包括本課將講授的重點單詞，短語或句型結構。

3.能力目標指對學生聽說讀寫能力的培養(yǎng)。

Important Points(教學重點)

1.Master two important reading skills

2.…

Difficult Points(教學難點)

1.How to analyze the text and grasp the main idea of the text;

2.…

Teaching Methods(教學方法)

municative Approach.........2.Teaching Aids: a tape recorder, a projector and a computer …

1.注：教學方法根據(jù)教學內容選擇。

Teaching Procedures(教學過程)

Step I Lead-in(1 mins)導入

1.…

2.…

注：Lead-in部分是通過復習、圖片、問問題、提問、討論相關話題等教學手段引入本節(jié)課的授課內容。

Step II Fast Reading(3 mins)新課學習

注：Reading是通過 skimming 或scanning等教學手段使學生對課文大意，或課文結構等有所了解。

Step III Important words and phrases:(3 mins)新課學習

Eg.1.apply for …(頂多講兩個!)

2.…

注：詞匯課是通過對單詞或短語的講解使學生對具體知識等有詳細了解，并通過小題練習，或者互相提問相關問題理解并掌握運用知識。

Step IV Careful Reading(5 mins)(頂多講兩個!)

注：Careful Reading主要是處理課文中較難的單詞，短語，句子結構，或課文篇章理解。如：

Eg.1.The teacher is a very enthusiastic woman called Ms.Shen.called Ms.Shen 是過去分詞短語作定語，與所修飾的詞之間存在著邏輯上的被動關

系，相當于定語從句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：短語一般放在被修飾詞之后，單個過去分詞放在被修飾詞之前.2.…

Step V Summary(1 mins)(小結)

注：Summary 是總結討論本節(jié)課的學習內容。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)(作業(yè)布置)

英語語法課件 篇3

高中英語語法“虛擬語氣”的教學設計

一、教材分析：

本課是結合外研社版高中英語教材選修6中有關虛擬語氣的語法內容，進行高三虛擬語氣的復習，教學中將語法知識的傳授和語言基本技能的學習結合到一起，注重復習語法與語言的運用。采用任務型教學法和小組合作探究學習法，從而擴大課堂的語言輸入量及學生的語言輸出量。

二、學情分析：

在高一和高二英語學習基礎上，高三學生已經(jīng)掌握基本的語言結構和一定程度的聽說讀寫能力。在高三語法復習的過程中，結合學生原有的知識掌握水平，鞏固基礎強化正確使用語法知識，提高學生運用語言的深度和難度.但大部分學生的基礎知識仍然較為薄弱，運用英語進行交際活動的能力較差，主動學習的動力不夠，然而他們學習比較認真，渴求知欲旺盛，思維比較活躍。部分學生的基礎較好，能主動配合老師。只有設置使他們感興趣的活動，因材施教，才能讓他們投入到課堂活動中來。

三、教學重點:

1.復習的重點---語法虛擬語氣的句型結構.2.語法虛擬語氣的運用

四、教學難點:

1.結合復習的語法知識，以課堂教學為依托，全面訓練學生的聽、說、讀、寫能力，加強和提高運用英語的綜合能力。

2.虛擬語氣在真實的生活語境中的使用。

五、教學目標: 1.知識目標:

引導學生掌握情態(tài)動詞在虛擬語氣之中的使用。培養(yǎng)學生通讀，分析，理解，綜合的能力，教會學生體察語境，結合上下文，附和邏輯推理和合理的想象，結合語法和題干中的語境解決高考題。在運用語言過程中培養(yǎng)學生的觀察力、分析力、想象力和自學能力，提高思維能力和運用英語的綜合能力。2.能力目標：

利用多媒體手段營造積極和諧教學氛圍，使學生進入情景之中，充分調動學生的思維活動和情感體驗，規(guī)范學生運用英語知識準確表達的能力，同時，發(fā)展學生綜合語言運用的能力，分析問題和解決問題的能力，培養(yǎng)學生自主學習。3.德育目標：

用情態(tài)動詞和虛擬語氣的句子結構表達思想感情和正確的世界觀、人生觀。

六、教學策略: 通過活動課、小組討論等具體形式，創(chuàng)設有利于高中生自己自我認識、自我反省、自我調節(jié)的情境，利用他們自身較高的自我意識水平對自己的學習進行調節(jié)、監(jiān)控。因此，本課采用教學方法---任務型教學法。以任務為中心，任務的設計焦點是解決某一具體的貼近學生生活的問題。教師要從學生“學”的角度來設計教學活動，使學生的學習活動具有明確的目標。在的各種“任務”中，學生能夠不斷地獲得知識并得出結論。

七、學習策略:

非測試性評價體現(xiàn)新課程標準的實施效果，評價體系“正確反映外語學習的本質和過程，滿足學生發(fā)展的需要。” 本課將各種活動設計成小組活動并開展小組競賽和填寫課堂自我評價表等非測試性評價手段，幫助學生養(yǎng)成自主學習與合作學習的能力，培養(yǎng)創(chuàng)新意識和實踐能力，以及具備科學的價值觀。

八、教學用具：

黑板、錄音機、多媒體輔助（將本課所需要的圖片、文字、音樂等制成PPT課件）

九、教學過程

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?? 設計說明：

1.教師首先展示美國聾啞女作家 海倫·凱勒的影片圖片和主要作品，然后請學生閱讀以下片段：假如給我三天光明（節(jié)選）請學生思考一下這個問題：假如你只有三天的光明，你會怎么做？教師通過多媒體呈現(xiàn)圖片，目的吸引學生的注意力，并激發(fā)起好奇心。

2.利用新穎和形象的圖片導入，有利于學生參與教學活動，進行討論和對話活動。幫助學生學會珍惜擁有，學會生活。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.評價工具（選票）：選出朗讀最好的學生。設計說明：

1.用配樂英文詩歌朗誦的方式導入語法---虛擬語氣的學習。該詩歌幾乎每句都使用虛擬語氣來表達思想，傳遞情感。

2.任務型活動：課題的引入采用詩歌朗誦競賽的形式，學生小組活動，對英文詩歌進行翻譯，激發(fā)參與學習過程的熱情和競爭意識。最后由全體同學對各組參與代表投票進行非測試性評價。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.設計說明：

1.教師在進行語法教學的過程中把握好教學內容和教學范圍的度, 適應高三復習的需要，加強語法教學的交際性，科學性和可操作性。

2.合作學習活動，學生在活動中運用語言，調動起學生的認知結構和主體意識。教師把語法規(guī)則活化為活動，把教學活動活化為交際活動。設分組競答游戲活動，激發(fā)學生的參與意識。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 uld 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 設計說明： 以選擇題的形式，降低學習學習的難度。通過課堂測試進行反饋，進而了解學生的掌握情況，以學生的為本，注意個體差異，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 …h(huán)ad 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.我的老師建議我制定學習計劃并認真的執(zhí)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.現(xiàn)在，我學習起來好像永不疲倦一樣。我相信，堅持不懈和決心會助我成功。

At present, I am learning as if I were never tired.I believe that my perseverance and determination will lead to my success.設計說明：

1.讓學生圍繞該話題展開討論，以確認可以使用虛擬語氣的地方。課堂教學過程中，注重 “精講精練，以練為主；點到為止，注重運用”。

2.在學生找到可使用的句子之后，鼓勵學生靈活運用多種虛擬語氣的表達方式對語言進行深層次的句法處理.調動學生參與課堂學習活動的熱情，增強面對高考的自信。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.(寫作訓練)設計說明：

任務型活動：課外作業(yè)是課堂教學活動的延伸，學生可以互相合作完成該寫作任務。該環(huán)節(jié)是本課所有教學環(huán)節(jié)的延續(xù)，通過寫作的練習，使學生逐步學會運用語法知識，討論自己感興趣的話題，表達自己的思想，達到形成和提高寫作能力與技巧的目的，完成學習的任務。讓學生在反復接觸和運用語言的過程中逐步體會和感知語言的規(guī)律性，從而使學生的語法知識內化成語言能力。

Blackboard design(板書設計)

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（教學反思）

本節(jié)課通過不同的任務設置，讓學生在小組活動中通過合作和探究來完成各個任務。新教材要求將語言的形式與其意義、交際功能有機的結合起來，通過在實際的語言運用中內化語言規(guī)則，從而使學生達到能準確運用語言進行有效交際的目的。大多數(shù)學生離開課堂之后并沒有多少聽說英語的練習機會，他們十分缺少環(huán)境英語的反復刺激。導致學生的語言基礎不扎實，在表達自己的看法和用英語進行討論時，不時有學生夾雜著漢語。在學生進行小組活動時，應盡量給學生更多的幫助，主動了解學生的語言困難。學生在有限的課堂中學到的知識畢竟有限，讓他們掌握語言的同時，將課堂學到的知識內化為能力，繼而實現(xiàn)語言學習并運用的目的。同時，運用寫作引導學生體驗語言的用法，提升學生的能力。

英語語法課件 篇4

高三英語語法復習課

廣東省興寧市興民中學 劉飛宇

英語教學是一種動態(tài)教學，教學過程是交際活動過程。只有從組織教學活動入手，大量地進行語言實踐，使英語課堂交際化，才能有效地培養(yǎng)學生運用英語進行交際的能力。本人結合區(qū)級研究課題“高中英語任務型課堂教學課題”的實施和本班學生的實際，對高三語法復習課---虛擬語氣進行了操作性較強的處理。

一、教材分析：

本課是結合外研社高中英語教材選修6中有關虛擬語氣的語法內容，進行高三英語語法---虛擬語氣的復習，我在教學中將語法知識的傳授和語言基本技能的學習結合到一起，注重復習語法與語言的運用。采用任務型教學法和小組合作探究學習法，從而擴大課堂的語言輸入量及學生的語言輸出量。

二、學情分析：

在高一和高二兩年英語學習的基礎上，高三學生已經(jīng)掌握了基本的語言結構和一定程度的聽說讀寫能力。在高三語法復習的過程中，結合學生原有的知識掌握水平，鞏固基礎強化正確使用語法知識，提高學生運用語言的深度和難度，為高考和大學的進一步學習研究打下堅實的基礎。但大部分學生的基礎知識仍然較為薄弱，運用英語進行交際活動的能力較差，主動學習的動力不夠，然而他們學習比較認真，好勝心強，渴望在班集體里得到他人的承認，很在乎別人對他們的評價，求知欲旺盛，思維比較活躍。部分學生的基礎較好，能主動配合老師，愿意開口講。他們有著高中生獨立、愛表現(xiàn)自我的特點。因此，只有設置使他們感興趣的活動，因材施教，才能讓他們投入到課堂活動中來。

三、教學重點:

1.把握本課復習的重點---語法虛擬語氣的句型結構

2.語法虛擬語氣的運用

四、教學難點:

1.結合復習的語法知識，以課堂教學為依托，全面訓練學生的聽、說、讀、寫能力，加強和提高運用英語的綜合能力。

2.虛擬語氣在真實的生活語境中的使用。

五、教學目標:

1.知識目標:引導學生準確把握情態(tài)動詞在虛擬語氣之中的使用。根據(jù)該語法規(guī)律解決實際問

題。重語境，探語義，培養(yǎng)學生通讀，分析，理解，綜合的能力，教會學生體察語境，結合上下文，附和邏輯推理和合理的想象，依靠語法但不拘泥于語法，結合語法和題干中的語境解決高考題。在運用語言的過程中培養(yǎng)學生的觀察力、分析力、想象力和自學能力，幫助學生加強記憶力，提高思維能力和運用英語的綜合能力，激發(fā)創(chuàng)造能力。

2.能力目標：利用多媒體手段營造積極和諧教學氛圍，使學生不自覺地進入情景之中，充分調動學生的思維活動和情感體驗，規(guī)范學生運用英語知識準確表達的能力，同時，發(fā)展學生綜合語言運用的能力，著重提高學生獲取信息，處理信息，分析問題和解決問題的能力，培養(yǎng)學生自主學習。

六、教學策略:

本課我主要采用教學方法---任務型教學法：任務型教學法是讓學生在課堂活動中獲得知識。任務完成的過程，就是一個知識轉化的過程。它應具備以下特點：（1）以任務為中心，而不是以操練語言形式為目的。（2）任務的設計焦點應該是解決某一具體的貼近學生生活的問題。在任務型語言教學中，教師要從學生“學”的角度來設計教學活動，使學生的學習活動具有明確的目標，并構成一個有梯度的連續(xù)活動。在教師精心設計的各種“任務”中，學生能夠不斷地獲得知識并得出結論，從注重語言本身轉變?yōu)樽⒅卣Z言習得。

七、學習策略:

非測試性評價體現(xiàn)新課程標準的實施效果，評價體系“正確反映外語學習的本質和過程，滿足學生發(fā)展的需要。” 為了達到這一目標，本課我將各種活動設計成小組活動并開展小組競賽和填寫課堂自我評價表等非測試性評價手段，幫助學生養(yǎng)成自主學習與合作學習的能力，培養(yǎng)創(chuàng)新意識和實踐能力，以及具備科學的價值觀。

八、教學設計:

1.總體思路

將本節(jié)課的主要內容分為 Warming up（熱身）Presentation（導入）Revision（語法復習）Consolidation（知識鞏固）以及Writing（寫作應用）。其中熱身及導入部分相結合，由欣賞名篇名句入手，再進行英文詩歌朗誦比賽活動，旨在讓學生處于興奮的狀態(tài)，是學生通過聽、說、讀等活動熟悉學習的主題。學習的主體環(huán)節(jié)由復習、鞏固和實際應用三個環(huán)節(jié)構成，所設計的問題精心挑選，學習活動層層深入，著眼于提高學生對語法知識的運用能力。

2.教學過程

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??

Step2Presentation（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 I would have taken the time to listen to my grandfather ramble about his youth…

I would never have insisted the car windows be rolled up in the summer day because my hair had just been teased and sprayed.I would have burned the pinked candle sculpted like a rose before it melted into storage

I would have sat on the lawn with my children and not worried about the grass strains

I would have cried and laughed less while watching television---and more while watching life I would have gone to bed when I was sick instead of pretending the earth would go into a holding patter if I were not there for the day.I would never have bought anything just because it was practical would not show soil or was guaranteed to lastlife time.There would have been more “I love you”…… more “I am sorry”……but mostly ,given another shorts at life ,I would seize every minute…look at it and really see it ……live it ……and never give it back.（譯文:如果時間倒流，我會少說多聽。我會請朋友來家里吃飯，即使地毯臟了，沙發(fā)褪色了。我會抽時間聽祖父嘮叨他的青年時代。我不會因為剛剛把頭發(fā)梳理定型而要求夏天關上車窗。我會點燃那支雕成玫瑰狀的蠟燭，而不會讓它在塵封中融化。我會與孩子們坐在草地上，不去擔心草地上的污漬。我會把淚水和笑聲更多得留給觀察人生，而不是看電視。如果生病了，我會臥床休息，而不是自認為沒有我，地球就不轉了。我不會買那些僅僅是實用或者不顯臟或者保證能用一生的東西。我會更多地說，“我愛你”?? “對不起”??然而，最重要的是，如果有來生，我會抓住每一秒，看人生??體驗人生??再也不放手。）Task2：Choose the best group that read the poem with their deepest feeling.Step3 Revision（6 minutes）

Firstly，ask the students to answer the questions in groups to summarize the basic structure of the grammar.And then find out how to use the grammar correctly.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.5.But for the PLA, people _______(suffer)a lot in the earthquake.Step4 Consolidation(5minutes)

Give the students some examples that have been used in the Tianjin College Entrance Examination, which can promote the students to prepare for the examinations from the bottom of their hearts.13.If Newton lived today, he would be surprised by what ______ in science and technology.A.haddiscoveredB.hadbeendiscovered

C.hasdiscoveredD.hasbeendiscovered

15.This printer is of good quality.If it ______ break down within the first year, we would repair it at our expense.A.wouldB.uldD.might

15.---John went to the hospital alone.---If he ____ me about it, I would have gone with him.A.should tellB.tellsC.toldD.had told

Step5 Writing（20 minutes）

How to express true feelings with the help of the grammar.And ask the students to say and write down their ideas in English.Task1: Summarize the grammar with the students and write down what they said on the blackboard.(3 minutes)

1.If…did/were , …would/could/should/might do…

2.If …h(huán)ad 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(4 minutes):

1.我現(xiàn)在有些后悔把本該用在學習上的時間浪費在玩電腦游戲上了。

I regret wasting the time which I should have spent on my studies playing computer games.2.英語本該是我擅長的學科，但我在上面投入的時間和精力都太少了。

I could have been good at English, but I devoted too little time and energy to it.3.如果我兩年前像現(xiàn)在一樣用功，現(xiàn)在我的成績就會令人滿意的多。

If I had worked two years ago as hard as I do now, my grades would be much more satisfactory now.Task 3: Broaden their horizon to use the grammar in some other different ways , discuss their ideas and write the answers on the blackboard.(6minutes)

1.我的老師建議我制定學習計劃并認真的執(zhí)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…

(4)My teacher has made the suggestion that I should make…

2.現(xiàn)在，我學習起來好像永不疲倦一樣。我相信，堅持不懈和決心會助我成功。At present, I am learning as if I were never tired.I believe that my perseverance and determination will lead to my success.Task 4: Encourage the students to collect the main ideas to form a good composition，the students can cooperate to finish the task, as follows(7 minutes)：

It will be a few months before we take the College Entrance Examination.And I should be devoted to my studies.Now I regret wasting the time which I should have spent on my studies playing computer games.I could have been good at English, but I devoted too little time and energy to it.In my view, if I had worked two years ago as hard as I do now, my grades would be much more satisfactory now.As a result, My teacher suggests that I should make a study plan and carry it out very seriously.Believe it or not, I got a high mark at the exam, which encourage me a lot.At present, I am learning as if I were never tired.I believe that my perseverance and determination will lead to my success.Step5 Assignment（1 minute）

1.Oral practice---summarize the grammar and talk about where and how we can use it.(口語練習)

2.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 journeyin 3000 and so on.Motivate the students to use the grammar “the subjunctive mood” to organize the sentences and form the composition.(寫作訓練)

本節(jié)課我通過不同的任務設置，讓學生在小組活動中通過合作和探究來完成各個任務。新教材要求教師改變單純進行語法教學的方式，將語言的形式與其意義、交際功能有機的結合起來，通過在實際的語言運用中內化語言規(guī)則，從而使學生達到能準確運用語言進行有效交際的目的。但是，在農村大多數(shù)學生離開課堂之后并沒有多少聽說英語的練習機會，他們十分缺少環(huán)境英語的反復刺激。導致學生的語言基礎不扎實，在表達自己的看法和用英語進行討論時，不時有學生夾雜著漢語，或有的學生不敢大膽說出自己的看法，欲言又止。所以在學生進行小組活動時，應盡量給學生更多的幫助，主動了解學生的語言困難。

總之, 學生在有限的課堂中學到的知識畢竟有限，我們要讓他們掌握語言的同時，將課堂學到的知識內化為能力，繼而實現(xiàn)語言學習并運用的目的。同時，運用寫作引導學生體驗語言的用法，提升學生的能力。

英語語法課件 篇5

一、說教材

1、 教材分析：本課的中心話題是“世界英語”，介紹了英語在世界范圍內的人們生活中所承擔的不同角色及所起的重要作用。這篇文章是一篇說明文，它介紹了英語是世界上最為廣泛使用的語言，并通過具體數(shù)字來說明英語使用的廣泛性和重要性。

2、 教學目標

1） 知識目標：

要求學生掌握大綱詞及短語：majority， native， total， in total， tongue， equal， government， situation， except for， international， organization， trade， tourism， global， communicate。

2） 能力目標：

著重培養(yǎng)學生的閱讀能力。通過閱讀該文章，獲取有關于世界英語的信息，并使學生能閱讀類似難度的篇章。

3） 情感目標：

使學生認識到學習英語的重要性：為了更好地與各國人民溝通，獲取新的知識，從而為祖國做貢獻。

3、基本技能：讀、說有關英語語言話題的知識。

4、三點

1）重點：掌握大綱詞及短語

2）難點：讀，說

3）關鍵：創(chuàng)設情景，讓學生溶入其中，充分調動其非智力因素。

二、說學情

1、學生特點：

1）基礎教差；

2）學習被動，缺乏好的學習習慣

2、知識結構：

知識零碎，沒有形成系統(tǒng)，結構不完整。尤其是基礎知識匱乏，在初中應當建立的基本框架沒有建立起來，給英語教學帶來一定難度。

3、思維特征：

缺乏創(chuàng)造性的思維，有幼稚化的傾向；缺乏條理性和邏輯性，缺少思想深度。

三、說教學過程

為全面提高學生的閱讀理解能力及綜合運用語言能力，培養(yǎng)學生的創(chuàng)新能力與自主學習的能力，主要設計如下步驟：

教具：多媒體

1、 精心導入：教師首先提出問題：How many languages can you speak？ 直接導入到語言這一話題。再讓學生展示自己的方言，并利用多媒體將事先錄制好的聲音播放出來（用不同語言或方言說我是一個中國人），提高學生學習的興趣。

2、 整體閱讀：要進行有效地整體閱讀，首先應該讓學生具備篇章知識，了解偏重模式與內涵。掌握了常見的模式，就可以更好地進行篇章閱讀。在這一部分，我就文章內容，提出一個問題：How many roles of the English language？ 讓學生快速地找出英語所扮演的三種不同角色。再讓學生根據(jù)這幾種角色，找出各個段落的主題句或是大意。從而使學生在整體上對該篇說明文有所把握。再讓學生找出文章中幾個數(shù)字具體指代的是什么以及學好英語越來越重要的原因。在以上這兩個環(huán)節(jié)中，運用了一些閱讀技巧和閱讀方法：如skimming使學生快速預測主旨大意；scanning跳讀找出信息。

3、 深層理解：我設計了六個正誤判斷題，引導學生加深對文章的理解。

4、 鞏固練習：在學生對文章有了較好地理解后，用blank—filling來鞏固學生對該文章的掌握，包括詞和短語。

5、 表演：教師給出一個語境：兒子不愛學習英語，父親勸說其要認真學習。通過對本篇文章的學習，編造對話。利用這種真實情景交際法，提高了學生參與的積極性，并加深對文章的理解。

6、 問題討論：漢語是不是會越來越被廣泛地使用呢？為什么？這個開放性話題通過比較漢語與英語，闡述它們被廣泛使用的原因，從而激發(fā)學生的思維思考，并關注社會問題。

7、 情感教育：最后給出幾個有關學好英語的漂亮句子，使學生認識到學習英語的重要性，并能付諸于實踐中去。

8、 小結：再次提出學習英語的重要性

9、 作業(yè)：根據(jù)所學內容，寫一篇有關于為什么學習英語的文章。

英語語法課件 篇6

輕松愉快學語法——My New Neighbor的時態(tài)教學設計

學習目標：

學困生能夠理解一般過去時以及含有一般過去時的句子，并嘗試模仿造句；接受能力高的學生能夠在理解的基礎上，熟練運用一般過去時進入句子和語篇的寫作。

教學步驟及說明 I.Presentation.利用文本中的圖片資料，引導學生通過對標題My New Neighbor以及文本中的三幅圖的識讀，預先進入語境的猜測和預熱?；蛴谜n件展示的圖片，講述Lucy昨天忙碌的一天，引入一般過去時所表達的含義及動詞的過去式。

（設計意圖：學生樂于看圖聽故事，在語境中讓學生感知一般過去時這一語法。）

II．語境中認識一般過去時時態(tài)形式。

1.導入問題，What did I do for my new neighbor last weekend? 隨后讓學生快速閱讀My New Neighbor，并找出下列動詞的過去式, 小組合作總結動詞過去式的變化規(guī)律, 學生競爭展示。

（1）pick ________attach ________open ________look______ fold ________ fill ________（2）move ________smile_______

（3）am______ see _____ say______ have ________ run________ hide ________ become ________ leave ________ put ________

（設計意圖：讓學生進行小組合作探究，提高學生參與的積極性和主動性。）2.細讀My New Neighbor，讓學生回答問題： When did the girl move in?

What did Lucy see the girl doing? How did the girl look?

What did Lucy do to help the girl? Did they become good friends?

（設計意圖：讓學生帶著問題去細讀，并合理組織語言回答問題，初步體會一般過去時的用法。）

3.再讀My New Neighbor，讓學生填空復述課文。

Last weekend , a new girl ______ in next door.She _______ lonely.I _____ a great idea.First, I _______a piece of paper into the shape of a basket.Next, I _______some grass and put it inside.Then, I____ the rest of the basket with candy and flowers.Finally, I _______ a card.I ______ the basket on her doorstep, _____ her doorbell, ______away and ______ behind a tree.She _______ the door, ________ up the basket and ______.We ________ good friends after that.（設計意圖：讓學生在語境中再體會一般過去時動詞的變化。）

III． 結構理解與識記（教師系統(tǒng)講解此時態(tài)）

1.基本定義：（1）一般過去時態(tài)表示過去某個時間發(fā)生的動作或存在的狀態(tài)，常和表示過去的時間狀語連用；（2）也表示過去經(jīng)?；蚍磸桶l(fā)生的動作，常和表示頻度的時間狀語連用。

2、時間狀語：yesterday, the day before yesterday, last night, in 1990, two days ago, this morning, just now, a moment ago, in May, last night / year / week, …

3.動詞的一般過去式的變化規(guī)則

（設計意圖：讓學生整體感知一般過去時這一語法項目。引導學生根據(jù)語境中的理解，歸納一般過去時的具體概念，意義和結構。）IV． 延展練習。

1.先師生示范練習，圖片展示過去時活動情景，讓學生在練習中鞏固加強一般過去時的句子組織，并同時了解更多運用一般過去時的時間狀語。2.再生生分組練習，就親身經(jīng)歷進行問答：

What did you do yesterday/last week/last Sunday ??? 3.小組協(xié)作，寫作演練。

把剛才練習的句子記錄下來，并以小組為單位把每個人的回答句子組織成篇?？傊?，用篇章學語法，緊密結合語篇理解；以圖畫形式讓學生形成英語思維，在語境中識記時態(tài)，在延展語境中拓展演練；再在語篇中進一步鞏固提升，力圖實現(xiàn)“用中學，學中用”。

英語語法課件 篇7

小學四年級下冊Unit 1 Our School 教案

課題：Unit 1 Our School 第二課時

教學目標：讓學生熟練掌握單詞art room, computer room, music room, TV room, wash room.教學重點、難點、：掌握part B部分的五個單詞，以及這幾個單詞中room的構詞功能。

教具準備：單詞卡片，圖片，多媒體課件，聲音。教學過程：

一：課堂導入

（2分鐘）

t: Hello, kids!Nice to meet you again!Last time, we have learned the part A of unit1 our ,let’s go over what we learn.二：復習

（5分鐘）Guess, where am I? : Look at am playing am I ? S: : Good!Playground.(教師出示卡片): Ok, listen carefully!Wow ,the flowers are so am I? S: : garden?(教師懷疑的表情)T: yes, you are : Be quiet!Many students are reading am I?

Who knows? Hands up, please!S: : Is she right? T: You are so : Now, class is ’m so hungry, where should I go to

have dinner? S: : very good!: This is my must hand it in to should I go? Put up your hand, : teacher’s : oh!’s clap for her.教師總結上節(jié)課的單詞，帶讀。三：呈現(xiàn)新課（12分鐘）

1、過渡（2分鐘）

t: Well done!You do a good , we continue our lesson, unit1 our school, part your book, turn to ’s the context and do the as I ’s chant:

school days, School a lot of fun!

Read in the flowers in the in the in the days, School a lot of fun!

2、呈現(xiàn)新單詞（2分鐘）

t: well look at the picture.(1)T: what are they doing ? S: 畫畫

t: yes, we can say it art.(教師板書art)T: they draw pictures in a it is an art room.教師板書art room,帶讀。（2）T: What are they?

s: they are : yes, it’s a computer room.(3)T: Listen!(教師播放音樂).what is she doing? S: : is singing in a it is music room.(4)T: what’s this?

s: : it’s a it’s TV room.(5)T: what are they doing ?

s: : where is it?

s: wash : yes, you are right.教師帶讀新單詞。

3、Practice.(3分鐘)T: Excellent, now , the class is divided into five room，computer room, music room, TV room and wash the teacher say art room, all of you say “art room, stand up” the part stand up and say louderly “art ” Which part do better, they will get a big you clear? T: ok!Stop part is better? Let’s give them a big 、play a game（3分鐘）

小組競賽，分為兩個小組，每組派一個記分員。當教師拿出圖片時，兩組站起來搶答，哪組答得又對又快就加分，答對加分，答錯扣分。輸?shù)哪墙M要表演唱歌。Ok?

5、讀順口溜，鞏固新單詞。（2分鐘）

在讀順口溜時，遇到新單詞要拍掌。

四、課堂總結(1分鐘)That is all for , we learn the new words….Do you have any questions? Here’s your a school map, and introduce it to your you clear? Are you happy? Clap for ourselves.

英語語法課件 篇8

一、表義務，“必須”。例如：

You must talk to them about their study. 你必須同他們談談關于他們學習的事。

二、在否定結構中表不許。例如：

You mustn't leave here. 你不能離開這兒。

三、表推測，暗含有很大的可能性。例如：

He must be ill. He looks so pale. 他肯定是病了。他的臉色那么蒼白。

注意：之前我們說過 may 也可以表猜測，但是 may 暗含的可能性較小，must 暗含的可能性較大。另外否定的猜測是用can't。例如：

The baby can't be ill. He is so active. 那寶寶不大可能是病了。他那么活躍。

四、表不可避免，“必然要，必定會”。例如：

All men must die. 人總有一死。

五、表主張，“堅持要，一定要”。例如：

If you must go, at least wait till the rain stops. 如果你堅持要走，至少也要等雨停了再走。

六、關于 must 的簡短回答：

-Must I clean the dining room at once? 我必須馬上打掃膳廳嗎?

-Yes, you must. 是的。

-No, you needn't. / No, you don't have to. 不必馬上打掃。

英語語法課件 篇9

Teaching Goals:

1.To enable Ss to know about the way to express possibility and improbability.2.To enable Ss to master the usage of “may”, “might”, and “l(fā)ikely”.3.To help Ss learn how to use modal verbs “may” and “might” to express conjecture.Teaching Procedures: Step 1.Revision

Check the answers to the Vocabulary exercises in the Workbook.Step ction 1.Ask Ss to do Activity 1 on page 54 and call back the answers.Then give them the correct answers.2.Ask Ss to identify the creatures in the pictures in Activity 4 on page 55, by using “may” or “might”.Arouse their interest in talking about possibility.3.Ask Ss to do Activity 2 on page 54 individually.Then check their answers.Step 3.Grammar

1.Leading-in

Ask Ss to work in groups and discuss the question in Activity 1 of Grammar on page 57.Then give them the right answer.2.Explanation

Explain how to use modal verbs to talk about something which happened in the past—perhaps.(1)對過去的事情進行猜測，但把握較小時，肯定形式一般用may have done，否定形式一般用may not have done。如：

He may have gone back home, because he didn’t say he would take part in her birthday party.He may not have paid for the bill, because he had lost his job.(2)對過去的事情進行猜測，但把握更小時，肯定形式一般用might have done，否定形式用might not have done。如：

They helped send her bat to the hospital;otherwise, she thought, the baby might have died.She might not have left home when I got to school.(3)對過去的事情進行猜測，并且可能性較大時，肯定形式一般用must have done，否定形式一般用can’t have done。如：

Your score is the highest;you must have studied very hard.You can’t have seen her in her office last Friday;she’s been out of town for two weeks.3.Practice Ask Ss to do Activity 2 on page 57.Then call back the answers and correct them.4.Supplements

Explain how to use modal verbs to talk about something which happened at present—perhaps.用來表猜測的情態(tài)動詞有：must, can, may等，但它們所表示可能性是不同的。(1)對現(xiàn)在的事情進行猜測，并且可能性較大時，肯定形式一般用must加動詞原形，此時，must不再表示“必須”，而是表示“肯定”；否定形式一般用can’t加動詞原形，此時，can不再表示“能夠”，而是表示“肯定不??”。如：

I saw him go out just now.He can’t be in his own room.It must be Linda in the classroom, because she is on duty today.(2)對現(xiàn)在的事情進行猜測，但把握較小時，肯定形式一般用may加動詞原形，此時，may不再表示“可以”，而是表示“可能”；否定形式一般用may not加動詞原形。如：

He may tell the truth to his father.She may not angry because she is good-tempered.(3)對現(xiàn)在的事情進行猜測，但把握更小時，肯定形式一般用might加動詞原形；否定形式一般用might not加動詞原形。如：

She might not be angry because she usually is very patient.He might be at home now, but I’m not sure.(4)情態(tài)動詞+動詞現(xiàn)在進行時，表示對現(xiàn)在或將來正在進行的情況進行推測。如： At this moment, our teacher must be correcting our exam papers.Doctor Wang isn’t here.He might be giving a lecture in the hall.(5)情態(tài)動詞+動詞的現(xiàn)在完成進行時，表示對過去正在發(fā)生事情的推測。如： Your mother must have been looking for you.The light was on the whole night.He may have been doing his homework all the time.nsolidation

Ask Ss to translate the following sentences.(1)他們也許錯過了那班飛機。

(2)快點！他們正在機場等我們。

(3)Tom是個誠實的孩子。他今晚可能會把真相告訴他父親。

(4)他五年前來看過我，他也許不費勁就能找到我的住處。Step 4.Homework

1.Ask Ss to review Grammar.2.Ask Ss to finish Grammar exercises in the Workbook pages 97~98.

英語語法課件 篇10

學好英語語法是學好英語的基礎，而對于初中階段的學生來說，建立起正確的語法思維至關重要。本文將從初中英語語法的重要性、初中英語語法的知識點以及初中英語語法學習方法三個方面詳細闡述初中英語語法課程的相關知識。

一、初中英語語法的重要性

英語語法可以說是英語學習的根本，是英語學習的橋梁。初中階段的英語語法課程為學生打下了學好英語的基礎。語法教學能夠幫助學生鍛煉語言運用能力，促進學生英語水平的提高。學好初中英語語法能夠讓學生更好地理解讀懂英語原版書籍和英語考試試題，以及順利完成英語聽說讀寫能力的提高。

二、初中英語語法的知識點

1. 時態(tài)：英語中有很多時態(tài)，掌握時態(tài)是學好英語語法的關鍵。初中英語語法課程中主要涉及到的時態(tài)包括一般現(xiàn)在時、一般過去時和將來時。

2. 語態(tài)：英語中的語態(tài)分為主動語態(tài)和被動語態(tài)。初中英語語法課程中主要學習被動語態(tài)的構成和用法。

3. 語法結構：學習英語語法課程的目的主要是為了讓學生掌握英語的語法結構，包括名詞、形容詞、動詞、副詞、介詞、連詞等。

4. 句子結構：英語中有簡單句、復合句和復雜句三類句子結構。初中英語語法課程主要學習這三類句子結構的構成和用法。

三、初中英語語法的學習方法

1. 總結規(guī)律：初中英語語法課程中有很多規(guī)律需要學生去總結。學生應該結合例句和練習題來總結規(guī)律，切勿死記硬背。

2. 多使用英語：語言學習需要多聽、多說、多讀和多寫。學生應該多使用英語，提高語感和語言運用能力。

3. 練習題完成：英語語法練習題是學習英語語法的重要途徑之一。學生應該針對不同的語法知識點多完成相關的練習題，以加深對該知識點的理解。

4. 閱讀英語原版書籍：學生在完成初中英語語法課程后，可以閱讀英語原版書籍，進一步加深對英語語法的理解和應用。

總之，初中英語語法課程的學習是英語學習的基礎。學生要認真學習，積極掌握語法知識，多使用英語，并通過練習題和閱讀英語原版書籍來加強語言應用能力。相信只要用心學習，一定能夠學好英語語法，更好地掌握英語。

英語語法課件 篇11

一般過去時

1．英語中一般過去時表示過去某個時間發(fā)生的動作或存在的狀態(tài)，常和表示過去的時間狀語連用。一般過去時也表示過去經(jīng)?；蚍磸桶l(fā)生的動作。

2．Be 動詞在一般過去時中的變化：

⑴am 和is在一般過去時中變?yōu)閣as。（was not=wasn’t）

⑵are在一般過去時中變?yōu)閣ere。（were not=weren‘t）

3．句中沒有be動詞的一般過去時的句子

否定句：didn’t 動詞原形，如：Jim didn‘t go home yesterday。

動詞過去式變化規(guī)則：

1．一般在動詞末尾加-ed，如：work__-worked，cook-cooked

2．結尾是e加d，如：live____lived

3．末尾只有一個元音字母和一個輔音字母的重讀閉音節(jié)，應雙寫末尾的輔音字母，再加-ed，如：stop-stopped

4．以“輔音字母 y”結尾的，變y為i，再加-ed，如：study-studied

5．不規(guī)則動詞過去式：

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

過去時練習

請寫出下列動詞的過去式

isam_________ plant________ are ________

drink_________ play_______ go________ make ________

does_________ dance________ worry________ ask _____

taste_________ eat__________ put ______

kick_________ pass_______ do ________

Be動詞的過去時練習（1）

Name ____________ No。______ Date __________

一、請用be動詞的適當形式填空

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。

8。The mobile phone _______ on the sofa yesterday evening。

一、請用be動詞的適當形式填空。

1。I ______ an English teacher now。

2。She _______ happy yesterday。

3。They _______ glad to see each other last month。

行為動詞的過去時練習（2）

Name ____________ No。______ Date __________

一、用be動詞的適當形式填空

1。I ______（watch）a cartoon on Saturday。

2。Her father _______（read）a newspaper last night。

3。We _________ to zoo yesterday，we _____ to the park。（go）

4。______ you _______（visit）your relatives last Spring Festival？

5。______ he _______（fly）a kite on Sunday？ Yes，he ______。

6。Gao Shan _______（pull）up carrots last National Day holiday。

7。I ____________（sweep）the floor yesterday，but my mother ______。

8。What ______ she _______（find）in the garden last morning？ She __________（find）a beautiful butterfly。

英語語法課件 篇12

(1)this和that是指示代詞，it是人稱代詞。

(2)距離說話人近的人或物用this, 距離說話人遠的人或物用that。如： This is a flower. 這是一朵花。(近處)

That is a tree. 那是一棵樹。(遠處)

(3)放在一起的`兩樣東西，先說this, 后說that。如：

This is a pen. That is a pencil. 這是一支鋼筆。那是一支鉛筆。

(4)向別人介紹某人時說This is…, 不說That is…。如：

This is Helen. Helen, this is Tom. 這是海倫，海倫，這是湯姆。

(5)This is 不能縮寫, 而That is可以縮寫。如：

This is a bike. That’s a car. 這是一輛自行車。那是一輛轎車。

(6)打電話時，介紹自己用this, 詢問對方用that。如：

-Hello! Is that Miss Green? 喂，是格林小姐嗎?

-Yes, this is. Who’s that? 是的，我是，你是誰?

注意：雖然漢語中使用“我”和“你”，但英語中打電話時絕不可以說：I am…, Are you…?/Who are you?

(7)在回答this或that作主語的疑問句時, 要用it代替this或that。如：

①-Is this a notebook? 這是筆記本嗎?

-Yes, it is. 是的，它是。

②-What’s that? 那是什么?

-It’s a kite. 是只風箏。

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