英語(yǔ)語(yǔ)法課件收藏

英語(yǔ)語(yǔ)法課件。

編輯經(jīng)過(guò)深入了解和細(xì)致分析，為大家?guī)?lái)這篇“英語(yǔ)語(yǔ)法課件”。每位老師都需要為每堂課準(zhǔn)備教案課件，并且都需要認(rèn)真準(zhǔn)備自己的教案課件。只有充分準(zhǔn)備教案課件，老師才能打造一個(gè)生動(dòng)的學(xué)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(yǔ)語(yǔ)法課件 篇1

重點(diǎn)教學(xué)詞匯

Zebra,giraffe,seal,elephant,kangroo,leopard,animal,zoo Cat,dog,turtle,rabbit,bird,lion,fish 重點(diǎn)教學(xué)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(xué)目標(biāo)

掌握重點(diǎn)詞匯，學(xué)會(huì)運(yùn)用方位介詞及教學(xué)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(xué)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(fù)一次)

t:very good!

how are you today?

ss:I'm you,and you?(小聲帶讀,重復(fù)一次)

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

ss:It's a _

t:who is today?(做手勢(shì))

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(lái)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(jié)束后給獎(jiǎng)勵(lì)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(méi)有人回答出的就做選擇疑問(wèn)句，先做引導(dǎo)，后讓學(xué)生自己說(shuō))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(yǔ)語(yǔ)法課件 篇2

語(yǔ)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(dǎo)學(xué)生運(yùn)用語(yǔ)法項(xiàng)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(tīng)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(yǔ)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(fù)述）

口語(yǔ)課教學(xué)過(guò)程：看圖，問(wèn)答練習(xí)，重點(diǎn)句呈現(xiàn)講解，小組練習(xí)，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(yǔ)法課：復(fù)習(xí)導(dǎo)入，查找標(biāo)記相關(guān)句子，總結(jié)規(guī)律，練習(xí)（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(yǔ)教師資格證面試教案模板二

Teaching Objectives(教學(xué)目標(biāo))

1.Language Objectives(知識(shí)目標(biāo))

2.Ability Objectives(能力目標(biāo))

(1)Enable students to …

(2)…

3.Moral Objectives(情感、態(tài)度及價(jià)值觀目標(biāo))

(1)Help students to learn that…

(2)…

注：

1.Teaching Objectives的三個(gè)目標(biāo)可以根據(jù)授課內(nèi)容不同加以取舍。

2.語(yǔ)言目標(biāo)主要包括本課將講授的重點(diǎn)單詞，短語(yǔ)或句型結(jié)構(gòu)。

3.能力目標(biāo)指對(duì)學(xué)生聽(tīng)說(shuō)讀寫能力的培養(yǎng)。

Important Points(教學(xué)重點(diǎn))

1.Master two important reading skills

2.…

Difficult Points(教學(xué)難點(diǎn))

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

2.…

Teaching Methods(教學(xué)方法)

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

1.注：教學(xué)方法根據(jù)教學(xué)內(nèi)容選擇。

Teaching Procedures(教學(xué)過(guò)程)

Step I Lead-in(1 mins)導(dǎo)入

1.…

2.…

注：Lead-in部分是通過(guò)復(fù)習(xí)、圖片、問(wèn)問(wèn)題、提問(wèn)、討論相關(guān)話題等教學(xué)手段引入本節(jié)課的授課內(nèi)容。

Step II Fast Reading(3 mins)新課學(xué)習(xí)

注：Reading是通過(guò) skimming 或scanning等教學(xué)手段使學(xué)生對(duì)課文大意，或課文結(jié)構(gòu)等有所了解。

Step III Important words and phrases:(3 mins)新課學(xué)習(xí)

Eg.1.apply for …(頂多講兩個(gè)!)

2.…

注：詞匯課是通過(guò)對(duì)單詞或短語(yǔ)的講解使學(xué)生對(duì)具體知識(shí)等有詳細(xì)了解，并通過(guò)小題練習(xí)，或者互相提問(wèn)相關(guān)問(wèn)題理解并掌握運(yùn)用知識(shí)。

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

注：Careful Reading主要是處理課文中較難的單詞，短語(yǔ)，句子結(jié)構(gòu)，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(guò)去分詞短語(yǔ)作定語(yǔ)，與所修飾的詞之間存在著邏輯上的被動(dòng)關(guān)

系，相當(dāng)于定語(yǔ)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(yǔ)一般放在被修飾詞之后，單個(gè)過(guò)去分詞放在被修飾詞之前.2.…

Step V Summary(1 mins)(小結(jié))

注：Summary 是總結(jié)討論本節(jié)課的學(xué)習(xí)內(nèi)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(yǔ)語(yǔ)法課件 篇3

高中英語(yǔ)語(yǔ)法“虛擬語(yǔ)氣”的教學(xué)設(shè)計(jì)

一、教材分析：

本課是結(jié)合外研社版高中英語(yǔ)教材選修6中有關(guān)虛擬語(yǔ)氣的語(yǔ)法內(nèi)容，進(jìn)行高三虛擬語(yǔ)氣的復(fù)習(xí)，教學(xué)中將語(yǔ)法知識(shí)的傳授和語(yǔ)言基本技能的學(xué)習(xí)結(jié)合到一起，注重復(fù)習(xí)語(yǔ)法與語(yǔ)言的運(yùn)用。采用任務(wù)型教學(xué)法和小組合作探究學(xué)習(xí)法，從而擴(kuò)大課堂的語(yǔ)言輸入量及學(xué)生的語(yǔ)言輸出量。

二、學(xué)情分析：

在高一和高二英語(yǔ)學(xué)習(xí)基礎(chǔ)上，高三學(xué)生已經(jīng)掌握基本的語(yǔ)言結(jié)構(gòu)和一定程度的聽(tīng)說(shuō)讀寫能力。在高三語(yǔ)法復(fù)習(xí)的過(guò)程中，結(jié)合學(xué)生原有的知識(shí)掌握水平，鞏固基礎(chǔ)強(qiáng)化正確使用語(yǔ)法知識(shí)，提高學(xué)生運(yùn)用語(yǔ)言的深度和難度.但大部分學(xué)生的基礎(chǔ)知識(shí)仍然較為薄弱，運(yùn)用英語(yǔ)進(jìn)行交際活動(dòng)的能力較差，主動(dòng)學(xué)習(xí)的動(dòng)力不夠，然而他們學(xué)習(xí)比較認(rèn)真，渴求知欲旺盛，思維比較活躍。部分學(xué)生的基礎(chǔ)較好，能主動(dòng)配合老師。只有設(shè)置使他們感興趣的活動(dòng)，因材施教，才能讓他們投入到課堂活動(dòng)中來(lái)。

三、教學(xué)重點(diǎn):

1.復(fù)習(xí)的重點(diǎn)---語(yǔ)法虛擬語(yǔ)氣的句型結(jié)構(gòu).2.語(yǔ)法虛擬語(yǔ)氣的運(yùn)用

四、教學(xué)難點(diǎn):

1.結(jié)合復(fù)習(xí)的語(yǔ)法知識(shí)，以課堂教學(xué)為依托，全面訓(xùn)練學(xué)生的聽(tīng)、說(shuō)、讀、寫能力，加強(qiáng)和提高運(yùn)用英語(yǔ)的綜合能力。

2.虛擬語(yǔ)氣在真實(shí)的生活語(yǔ)境中的使用。

五、教學(xué)目標(biāo): 1.知識(shí)目標(biāo):

引導(dǎo)學(xué)生掌握情態(tài)動(dòng)詞在虛擬語(yǔ)氣之中的使用。培養(yǎng)學(xué)生通讀，分析，理解，綜合的能力，教會(huì)學(xué)生體察語(yǔ)境，結(jié)合上下文，附和邏輯推理和合理的想象，結(jié)合語(yǔ)法和題干中的語(yǔ)境解決高考題。在運(yùn)用語(yǔ)言過(guò)程中培養(yǎng)學(xué)生的觀察力、分析力、想象力和自學(xué)能力，提高思維能力和運(yùn)用英語(yǔ)的綜合能力。2.能力目標(biāo)：

利用多媒體手段營(yíng)造積極和諧教學(xué)氛圍，使學(xué)生進(jìn)入情景之中，充分調(diào)動(dòng)學(xué)生的思維活動(dòng)和情感體驗(yàn)，規(guī)范學(xué)生運(yùn)用英語(yǔ)知識(shí)準(zhǔn)確表達(dá)的能力，同時(shí)，發(fā)展學(xué)生綜合語(yǔ)言運(yùn)用的能力，分析問(wèn)題和解決問(wèn)題的能力，培養(yǎng)學(xué)生自主學(xué)習(xí)。3.德育目標(biāo)：

用情態(tài)動(dòng)詞和虛擬語(yǔ)氣的句子結(jié)構(gòu)表達(dá)思想感情和正確的世界觀、人生觀。

六、教學(xué)策略: 通過(guò)活動(dòng)課、小組討論等具體形式，創(chuàng)設(shè)有利于高中生自己自我認(rèn)識(shí)、自我反省、自我調(diào)節(jié)的情境，利用他們自身較高的自我意識(shí)水平對(duì)自己的學(xué)習(xí)進(jìn)行調(diào)節(jié)、監(jiān)控。因此，本課采用教學(xué)方法---任務(wù)型教學(xué)法。以任務(wù)為中心，任務(wù)的設(shè)計(jì)焦點(diǎn)是解決某一具體的貼近學(xué)生生活的問(wèn)題。教師要從學(xué)生“學(xué)”的角度來(lái)設(shè)計(jì)教學(xué)活動(dòng)，使學(xué)生的學(xué)習(xí)活動(dòng)具有明確的目標(biāo)。在的各種“任務(wù)”中，學(xué)生能夠不斷地獲得知識(shí)并得出結(jié)論。

七、學(xué)習(xí)策略:

非測(cè)試性評(píng)價(jià)體現(xiàn)新課程標(biāo)準(zhǔn)的實(shí)施效果，評(píng)價(jià)體系“正確反映外語(yǔ)學(xué)習(xí)的本質(zhì)和過(guò)程，滿足學(xué)生發(fā)展的需要。” 本課將各種活動(dòng)設(shè)計(jì)成小組活動(dòng)并開(kāi)展小組競(jìng)賽和填寫課堂自我評(píng)價(jià)表等非測(cè)試性評(píng)價(jià)手段，幫助學(xué)生養(yǎng)成自主學(xué)習(xí)與合作學(xué)習(xí)的能力，培養(yǎng)創(chuàng)新意識(shí)和實(shí)踐能力，以及具備科學(xué)的價(jià)值觀。

八、教學(xué)用具：

黑板、錄音機(jī)、多媒體輔助（將本課所需要的圖片、文字、音樂(lè)等制成PPT課件）

九、教學(xué)過(guò)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(shè)計(jì)說(shuō)明：

1.教師首先展示美國(guó)聾啞女作家 海倫·凱勒的影片圖片和主要作品，然后請(qǐng)學(xué)生閱讀以下片段：假如給我三天光明（節(jié)選）請(qǐng)學(xué)生思考一下這個(gè)問(wèn)題：假如你只有三天的光明，你會(huì)怎么做？教師通過(guò)多媒體呈現(xiàn)圖片，目的吸引學(xué)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(dǎo)入，有利于學(xué)生參與教學(xué)活動(dòng)，進(jìn)行討論和對(duì)話活動(dòng)。幫助學(xué)生學(xué)會(huì)珍惜擁有，學(xué)會(huì)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(píng)價(jià)工具（選票）：選出朗讀最好的學(xué)生。設(shè)計(jì)說(shuō)明：

1.用配樂(lè)英文詩(shī)歌朗誦的方式導(dǎo)入語(yǔ)法---虛擬語(yǔ)氣的學(xué)習(xí)。該詩(shī)歌幾乎每句都使用虛擬語(yǔ)氣來(lái)表達(dá)思想，傳遞情感。

2.任務(wù)型活動(dòng)：課題的引入采用詩(shī)歌朗誦競(jìng)賽的形式，學(xué)生小組活動(dòng)，對(duì)英文詩(shī)歌進(jìn)行翻譯，激發(fā)參與學(xué)習(xí)過(guò)程的熱情和競(jìng)爭(zhēng)意識(shí)。最后由全體同學(xué)對(duì)各組參與代表投票進(jìn)行非測(cè)試性評(píng)價(jià)。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(shè)計(jì)說(shuō)明：

1.教師在進(jìn)行語(yǔ)法教學(xué)的過(guò)程中把握好教學(xué)內(nèi)容和教學(xué)范圍的度, 適應(yīng)高三復(fù)習(xí)的需要，加強(qiáng)語(yǔ)法教學(xué)的交際性，科學(xué)性和可操作性。

2.合作學(xué)習(xí)活動(dòng)，學(xué)生在活動(dòng)中運(yùn)用語(yǔ)言，調(diào)動(dòng)起學(xué)生的認(rèn)知結(jié)構(gòu)和主體意識(shí)。教師把語(yǔ)法規(guī)則活化為活動(dòng)，把教學(xué)活動(dòng)活化為交際活動(dòng)。設(shè)分組競(jìng)答游戲活動(dòng)，激發(fā)學(xué)生的參與意識(shí)。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(shè)計(jì)說(shuō)明： 以選擇題的形式，降低學(xué)習(xí)學(xué)習(xí)的難度。通過(guò)課堂測(cè)試進(jìn)行反饋，進(jìn)而了解學(xué)生的掌握情況，以學(xué)生的為本，注意個(gè)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(xué)習(xí)計(jì)劃并認(rèn)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(xué)習(xí)起來(lái)好像永不疲倦一樣。我相信，堅(jiān)持不懈和決心會(huì)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(shè)計(jì)說(shuō)明：

1.讓學(xué)生圍繞該話題展開(kāi)討論，以確認(rèn)可以使用虛擬語(yǔ)氣的地方。課堂教學(xué)過(guò)程中，注重 “精講精練，以練為主；點(diǎn)到為止，注重運(yùn)用”。

2.在學(xué)生找到可使用的句子之后，鼓勵(lì)學(xué)生靈活運(yùn)用多種虛擬語(yǔ)氣的表達(dá)方式對(duì)語(yǔ)言進(jìn)行深層次的句法處理.調(diào)動(dòng)學(xué)生參與課堂學(xué)習(xí)活動(dòng)的熱情，增強(qiáng)面對(duì)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(xùn)練)設(shè)計(jì)說(shuō)明：

任務(wù)型活動(dòng)：課外作業(yè)是課堂教學(xué)活動(dòng)的延伸，學(xué)生可以互相合作完成該寫作任務(wù)。該環(huán)節(jié)是本課所有教學(xué)環(huán)節(jié)的延續(xù)，通過(guò)寫作的練習(xí)，使學(xué)生逐步學(xué)會(huì)運(yùn)用語(yǔ)法知識(shí)，討論自己感興趣的話題，表達(dá)自己的思想，達(dá)到形成和提高寫作能力與技巧的目的，完成學(xué)習(xí)的任務(wù)。讓學(xué)生在反復(fù)接觸和運(yùn)用語(yǔ)言的過(guò)程中逐步體會(huì)和感知語(yǔ)言的規(guī)律性，從而使學(xué)生的語(yǔ)法知識(shí)內(nèi)化成語(yǔ)言能力。

Blackboard design(板書(shū)設(shè)計(jì))

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(xué)反思）

本節(jié)課通過(guò)不同的任務(wù)設(shè)置，讓學(xué)生在小組活動(dòng)中通過(guò)合作和探究來(lái)完成各個(gè)任務(wù)。新教材要求將語(yǔ)言的形式與其意義、交際功能有機(jī)的結(jié)合起來(lái)，通過(guò)在實(shí)際的語(yǔ)言運(yùn)用中內(nèi)化語(yǔ)言規(guī)則，從而使學(xué)生達(dá)到能準(zhǔn)確運(yùn)用語(yǔ)言進(jìn)行有效交際的目的。大多數(shù)學(xué)生離開(kāi)課堂之后并沒(méi)有多少聽(tīng)說(shuō)英語(yǔ)的練習(xí)機(jī)會(huì)，他們十分缺少環(huán)境英語(yǔ)的反復(fù)刺激。導(dǎo)致學(xué)生的語(yǔ)言基礎(chǔ)不扎實(shí)，在表達(dá)自己的看法和用英語(yǔ)進(jìn)行討論時(shí)，不時(shí)有學(xué)生夾雜著漢語(yǔ)。在學(xué)生進(jìn)行小組活動(dòng)時(shí)，應(yīng)盡量給學(xué)生更多的幫助，主動(dòng)了解學(xué)生的語(yǔ)言困難。學(xué)生在有限的課堂中學(xué)到的知識(shí)畢竟有限，讓他們掌握語(yǔ)言的同時(shí)，將課堂學(xué)到的知識(shí)內(nèi)化為能力，繼而實(shí)現(xiàn)語(yǔ)言學(xué)習(xí)并運(yùn)用的目的。同時(shí)，運(yùn)用寫作引導(dǎo)學(xué)生體驗(yàn)語(yǔ)言的用法，提升學(xué)生的能力。

英語(yǔ)語(yǔ)法課件 篇4

高三英語(yǔ)語(yǔ)法復(fù)習(xí)課

廣東省興寧市興民中學(xué) 劉飛宇

英語(yǔ)教學(xué)是一種動(dòng)態(tài)教學(xué)，教學(xué)過(guò)程是交際活動(dòng)過(guò)程。只有從組織教學(xué)活動(dòng)入手，大量地進(jìn)行語(yǔ)言實(shí)踐，使英語(yǔ)課堂交際化，才能有效地培養(yǎng)學(xué)生運(yùn)用英語(yǔ)進(jìn)行交際的能力。本人結(jié)合區(qū)級(jí)研究課題“高中英語(yǔ)任務(wù)型課堂教學(xué)課題”的實(shí)施和本班學(xué)生的實(shí)際，對(duì)高三語(yǔ)法復(fù)習(xí)課---虛擬語(yǔ)氣進(jìn)行了操作性較強(qiáng)的處理。

一、教材分析：

本課是結(jié)合外研社高中英語(yǔ)教材選修6中有關(guān)虛擬語(yǔ)氣的語(yǔ)法內(nèi)容，進(jìn)行高三英語(yǔ)語(yǔ)法---虛擬語(yǔ)氣的復(fù)習(xí)，我在教學(xué)中將語(yǔ)法知識(shí)的傳授和語(yǔ)言基本技能的學(xué)習(xí)結(jié)合到一起，注重復(fù)習(xí)語(yǔ)法與語(yǔ)言的運(yùn)用。采用任務(wù)型教學(xué)法和小組合作探究學(xué)習(xí)法，從而擴(kuò)大課堂的語(yǔ)言輸入量及學(xué)生的語(yǔ)言輸出量。

二、學(xué)情分析：

在高一和高二兩年英語(yǔ)學(xué)習(xí)的基礎(chǔ)上，高三學(xué)生已經(jīng)掌握了基本的語(yǔ)言結(jié)構(gòu)和一定程度的聽(tīng)說(shuō)讀寫能力。在高三語(yǔ)法復(fù)習(xí)的過(guò)程中，結(jié)合學(xué)生原有的知識(shí)掌握水平，鞏固基礎(chǔ)強(qiáng)化正確使用語(yǔ)法知識(shí)，提高學(xué)生運(yùn)用語(yǔ)言的深度和難度，為高考和大學(xué)的進(jìn)一步學(xué)習(xí)研究打下堅(jiān)實(shí)的基礎(chǔ)。但大部分學(xué)生的基礎(chǔ)知識(shí)仍然較為薄弱，運(yùn)用英語(yǔ)進(jìn)行交際活動(dòng)的能力較差，主動(dòng)學(xué)習(xí)的動(dòng)力不夠，然而他們學(xué)習(xí)比較認(rèn)真，好勝心強(qiáng)，渴望在班集體里得到他人的承認(rèn)，很在乎別人對(duì)他們的評(píng)價(jià)，求知欲旺盛，思維比較活躍。部分學(xué)生的基礎(chǔ)較好，能主動(dòng)配合老師，愿意開(kāi)口講。他們有著高中生獨(dú)立、愛(ài)表現(xiàn)自我的特點(diǎn)。因此，只有設(shè)置使他們感興趣的活動(dòng)，因材施教，才能讓他們投入到課堂活動(dòng)中來(lái)。

三、教學(xué)重點(diǎn):

1.把握本課復(fù)習(xí)的重點(diǎn)---語(yǔ)法虛擬語(yǔ)氣的句型結(jié)構(gòu)

2.語(yǔ)法虛擬語(yǔ)氣的運(yùn)用

四、教學(xué)難點(diǎn):

1.結(jié)合復(fù)習(xí)的語(yǔ)法知識(shí)，以課堂教學(xué)為依托，全面訓(xùn)練學(xué)生的聽(tīng)、說(shuō)、讀、寫能力，加強(qiáng)和提高運(yùn)用英語(yǔ)的綜合能力。

2.虛擬語(yǔ)氣在真實(shí)的生活語(yǔ)境中的使用。

五、教學(xué)目標(biāo):

1.知識(shí)目標(biāo):引導(dǎo)學(xué)生準(zhǔn)確把握情態(tài)動(dòng)詞在虛擬語(yǔ)氣之中的使用。根據(jù)該語(yǔ)法規(guī)律解決實(shí)際問(wèn)

題。重語(yǔ)境，探語(yǔ)義，培養(yǎng)學(xué)生通讀，分析，理解，綜合的能力，教會(huì)學(xué)生體察語(yǔ)境，結(jié)合上下文，附和邏輯推理和合理的想象，依靠語(yǔ)法但不拘泥于語(yǔ)法，結(jié)合語(yǔ)法和題干中的語(yǔ)境解決高考題。在運(yùn)用語(yǔ)言的過(guò)程中培養(yǎng)學(xué)生的觀察力、分析力、想象力和自學(xué)能力，幫助學(xué)生加強(qiáng)記憶力，提高思維能力和運(yùn)用英語(yǔ)的綜合能力，激發(fā)創(chuàng)造能力。

2.能力目標(biāo)：利用多媒體手段營(yíng)造積極和諧教學(xué)氛圍，使學(xué)生不自覺(jué)地進(jìn)入情景之中，充分調(diào)動(dòng)學(xué)生的思維活動(dòng)和情感體驗(yàn)，規(guī)范學(xué)生運(yùn)用英語(yǔ)知識(shí)準(zhǔn)確表達(dá)的能力，同時(shí)，發(fā)展學(xué)生綜合語(yǔ)言運(yùn)用的能力，著重提高學(xué)生獲取信息，處理信息，分析問(wèn)題和解決問(wèn)題的能力，培養(yǎng)學(xué)生自主學(xué)習(xí)。

六、教學(xué)策略:

本課我主要采用教學(xué)方法---任務(wù)型教學(xué)法：任務(wù)型教學(xué)法是讓學(xué)生在課堂活動(dòng)中獲得知識(shí)。任務(wù)完成的過(guò)程，就是一個(gè)知識(shí)轉(zhuǎn)化的過(guò)程。它應(yīng)具備以下特點(diǎn)：（1）以任務(wù)為中心，而不是以操練語(yǔ)言形式為目的。（2）任務(wù)的設(shè)計(jì)焦點(diǎn)應(yīng)該是解決某一具體的貼近學(xué)生生活的問(wèn)題。在任務(wù)型語(yǔ)言教學(xué)中，教師要從學(xué)生“學(xué)”的角度來(lái)設(shè)計(jì)教學(xué)活動(dòng)，使學(xué)生的學(xué)習(xí)活動(dòng)具有明確的目標(biāo)，并構(gòu)成一個(gè)有梯度的連續(xù)活動(dòng)。在教師精心設(shè)計(jì)的各種“任務(wù)”中，學(xué)生能夠不斷地獲得知識(shí)并得出結(jié)論，從注重語(yǔ)言本身轉(zhuǎn)變?yōu)樽⒅卣Z(yǔ)言習(xí)得。

七、學(xué)習(xí)策略:

非測(cè)試性評(píng)價(jià)體現(xiàn)新課程標(biāo)準(zhǔn)的實(shí)施效果，評(píng)價(jià)體系“正確反映外語(yǔ)學(xué)習(xí)的本質(zhì)和過(guò)程，滿足學(xué)生發(fā)展的需要。” 為了達(dá)到這一目標(biāo)，本課我將各種活動(dòng)設(shè)計(jì)成小組活動(dòng)并開(kāi)展小組競(jìng)賽和填寫課堂自我評(píng)價(jià)表等非測(cè)試性評(píng)價(jià)手段，幫助學(xué)生養(yǎng)成自主學(xué)習(xí)與合作學(xué)習(xí)的能力，培養(yǎng)創(chuàng)新意識(shí)和實(shí)踐能力，以及具備科學(xué)的價(jià)值觀。

八、教學(xué)設(shè)計(jì):

1.總體思路

將本節(jié)課的主要內(nèi)容分為 Warming up（熱身）Presentation（導(dǎo)入）Revision（語(yǔ)法復(fù)習(xí)）Consolidation（知識(shí)鞏固）以及Writing（寫作應(yīng)用）。其中熱身及導(dǎo)入部分相結(jié)合，由欣賞名篇名句入手，再進(jìn)行英文詩(shī)歌朗誦比賽活動(dòng)，旨在讓學(xué)生處于興奮的狀態(tài)，是學(xué)生通過(guò)聽(tīng)、說(shuō)、讀等活動(dòng)熟悉學(xué)習(xí)的主題。學(xué)習(xí)的主體環(huán)節(jié)由復(fù)習(xí)、鞏固和實(shí)際應(yīng)用三個(gè)環(huán)節(jié)構(gòu)成，所設(shè)計(jì)的問(wèn)題精心挑選，學(xué)習(xí)活動(dòng)層層深入，著眼于提高學(xué)生對(duì)語(yǔ)法知識(shí)的運(yùn)用能力。

2.教學(xué)過(guò)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(shí)間倒流，我會(huì)少說(shuō)多聽(tīng)。我會(huì)請(qǐng)朋友來(lái)家里吃飯，即使地毯臟了，沙發(fā)褪色了。我會(huì)抽時(shí)間聽(tīng)祖父嘮叨他的青年時(shí)代。我不會(huì)因?yàn)閯倓偘杨^發(fā)梳理定型而要求夏天關(guān)上車窗。我會(huì)點(diǎn)燃那支雕成玫瑰狀的蠟燭，而不會(huì)讓它在塵封中融化。我會(huì)與孩子們坐在草地上，不去擔(dān)心草地上的污漬。我會(huì)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(huì)臥床休息，而不是自認(rèn)為沒(méi)有我，地球就不轉(zhuǎn)了。我不會(huì)買那些僅僅是實(shí)用或者不顯臟或者保證能用一生的東西。我會(huì)更多地說(shuō)，“我愛(ài)你”?? “對(duì)不起”??然而，最重要的是，如果有來(lái)生，我會(huì)抓住每一秒，看人生??體驗(yàn)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(xué)習(xí)上的時(shí)間浪費(fèi)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(yǔ)本該是我擅長(zhǎng)的學(xué)科，但我在上面投入的時(shí)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(jī)就會(huì)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(xué)習(xí)計(jì)劃并認(rèn)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(xué)習(xí)起來(lái)好像永不疲倦一樣。我相信，堅(jiān)持不懈和決心會(huì)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(yǔ)練習(xí))

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(xùn)練)

本節(jié)課我通過(guò)不同的任務(wù)設(shè)置，讓學(xué)生在小組活動(dòng)中通過(guò)合作和探究來(lái)完成各個(gè)任務(wù)。新教材要求教師改變單純進(jìn)行語(yǔ)法教學(xué)的方式，將語(yǔ)言的形式與其意義、交際功能有機(jī)的結(jié)合起來(lái)，通過(guò)在實(shí)際的語(yǔ)言運(yùn)用中內(nèi)化語(yǔ)言規(guī)則，從而使學(xué)生達(dá)到能準(zhǔn)確運(yùn)用語(yǔ)言進(jìn)行有效交際的目的。但是，在農(nóng)村大多數(shù)學(xué)生離開(kāi)課堂之后并沒(méi)有多少聽(tīng)說(shuō)英語(yǔ)的練習(xí)機(jī)會(huì)，他們十分缺少環(huán)境英語(yǔ)的反復(fù)刺激。導(dǎo)致學(xué)生的語(yǔ)言基礎(chǔ)不扎實(shí)，在表達(dá)自己的看法和用英語(yǔ)進(jìn)行討論時(shí)，不時(shí)有學(xué)生夾雜著漢語(yǔ)，或有的學(xué)生不敢大膽說(shuō)出自己的看法，欲言又止。所以在學(xué)生進(jìn)行小組活動(dòng)時(shí)，應(yīng)盡量給學(xué)生更多的幫助，主動(dòng)了解學(xué)生的語(yǔ)言困難。

總之, 學(xué)生在有限的課堂中學(xué)到的知識(shí)畢竟有限，我們要讓他們掌握語(yǔ)言的同時(shí)，將課堂學(xué)到的知識(shí)內(nèi)化為能力，繼而實(shí)現(xiàn)語(yǔ)言學(xué)習(xí)并運(yùn)用的目的。同時(shí)，運(yùn)用寫作引導(dǎo)學(xué)生體驗(yàn)語(yǔ)言的用法，提升學(xué)生的能力。

英語(yǔ)語(yǔ)法課件 篇5

一、說(shuō)教材

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

2、 教學(xué)目標(biāo)

1） 知識(shí)目標(biāo)：

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

2） 能力目標(biāo)：

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

3） 情感目標(biāo)：

使學(xué)生認(rèn)識(shí)到學(xué)習(xí)英語(yǔ)的重要性：為了更好地與各國(guó)人民溝通，獲取新的知識(shí)，從而為祖國(guó)做貢獻(xiàn)。

3、基本技能：讀、說(shuō)有關(guān)英語(yǔ)語(yǔ)言話題的知識(shí)。

4、三點(diǎn)

1）重點(diǎn)：掌握大綱詞及短語(yǔ)

2）難點(diǎn)：讀，說(shuō)

3）關(guān)鍵：創(chuàng)設(shè)情景，讓學(xué)生溶入其中，充分調(diào)動(dòng)其非智力因素。

二、說(shuō)學(xué)情

1、學(xué)生特點(diǎn)：

1）基礎(chǔ)教差；

2）學(xué)習(xí)被動(dòng)，缺乏好的學(xué)習(xí)習(xí)慣

2、知識(shí)結(jié)構(gòu)：

知識(shí)零碎，沒(méi)有形成系統(tǒng)，結(jié)構(gòu)不完整。尤其是基礎(chǔ)知識(shí)匱乏，在初中應(yīng)當(dāng)建立的基本框架沒(méi)有建立起來(lái)，給英語(yǔ)教學(xué)帶來(lái)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(shuō)教學(xué)過(guò)程

為全面提高學(xué)生的閱讀理解能力及綜合運(yùn)用語(yǔ)言能力，培養(yǎng)學(xué)生的創(chuàng)新能力與自主學(xué)習(xí)的能力，主要設(shè)計(jì)如下步驟：

教具：多媒體

1、 精心導(dǎo)入：教師首先提出問(wèn)題：How many languages can you speak？ 直接導(dǎo)入到語(yǔ)言這一話題。再讓學(xué)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(lái)（用不同語(yǔ)言或方言說(shuō)我是一個(gè)中國(guó)人），提高學(xué)生學(xué)習(xí)的興趣。

2、 整體閱讀：要進(jìn)行有效地整體閱讀，首先應(yīng)該讓學(xué)生具備篇章知識(shí)，了解偏重模式與內(nèi)涵。掌握了常見(jiàn)的模式，就可以更好地進(jìn)行篇章閱讀。在這一部分，我就文章內(nèi)容，提出一個(gè)問(wèn)題：How many roles of the English language？ 讓學(xué)生快速地找出英語(yǔ)所扮演的三種不同角色。再讓學(xué)生根據(jù)這幾種角色，找出各個(gè)段落的主題句或是大意。從而使學(xué)生在整體上對(duì)該篇說(shuō)明文有所把握。再讓學(xué)生找出文章中幾個(gè)數(shù)字具體指代的是什么以及學(xué)好英語(yǔ)越來(lái)越重要的原因。在以上這兩個(gè)環(huán)節(jié)中，運(yùn)用了一些閱讀技巧和閱讀方法：如skimming使學(xué)生快速預(yù)測(cè)主旨大意；scanning跳讀找出信息。

3、 深層理解：我設(shè)計(jì)了六個(gè)正誤判斷題，引導(dǎo)學(xué)生加深對(duì)文章的理解。

4、 鞏固練習(xí)：在學(xué)生對(duì)文章有了較好地理解后，用blank—filling來(lái)鞏固學(xué)生對(duì)該文章的掌握，包括詞和短語(yǔ)。

5、 表演：教師給出一個(gè)語(yǔ)境：兒子不愛(ài)學(xué)習(xí)英語(yǔ)，父親勸說(shuō)其要認(rèn)真學(xué)習(xí)。通過(guò)對(duì)本篇文章的學(xué)習(xí)，編造對(duì)話。利用這種真實(shí)情景交際法，提高了學(xué)生參與的積極性，并加深對(duì)文章的理解。

6、 問(wèn)題討論：漢語(yǔ)是不是會(huì)越來(lái)越被廣泛地使用呢？為什么？這個(gè)開(kāi)放性話題通過(guò)比較漢語(yǔ)與英語(yǔ)，闡述它們被廣泛使用的原因，從而激發(fā)學(xué)生的思維思考，并關(guān)注社會(huì)問(wèn)題。

7、 情感教育：最后給出幾個(gè)有關(guān)學(xué)好英語(yǔ)的漂亮句子，使學(xué)生認(rèn)識(shí)到學(xué)習(xí)英語(yǔ)的重要性，并能付諸于實(shí)踐中去。

8、 小結(jié)：再次提出學(xué)習(xí)英語(yǔ)的重要性

9、 作業(yè)：根據(jù)所學(xué)內(nèi)容，寫一篇有關(guān)于為什么學(xué)習(xí)英語(yǔ)的文章。

英語(yǔ)語(yǔ)法課件 篇6

輕松愉快學(xué)語(yǔ)法——My New Neighbor的時(shí)態(tài)教學(xué)設(shè)計(jì)

學(xué)習(xí)目標(biāo)：

學(xué)困生能夠理解一般過(guò)去時(shí)以及含有一般過(guò)去時(shí)的句子，并嘗試模仿造句；接受能力高的學(xué)生能夠在理解的基礎(chǔ)上，熟練運(yùn)用一般過(guò)去時(shí)進(jìn)入句子和語(yǔ)篇的寫作。

教學(xué)步驟及說(shuō)明 I.Presentation.利用文本中的圖片資料，引導(dǎo)學(xué)生通過(guò)對(duì)標(biāo)題My New Neighbor以及文本中的三幅圖的識(shí)讀，預(yù)先進(jìn)入語(yǔ)境的猜測(cè)和預(yù)熱。或用課件展示的圖片，講述Lucy昨天忙碌的一天，引入一般過(guò)去時(shí)所表達(dá)的含義及動(dòng)詞的過(guò)去式。

（設(shè)計(jì)意圖：學(xué)生樂(lè)于看圖聽(tīng)故事，在語(yǔ)境中讓學(xué)生感知一般過(guò)去時(shí)這一語(yǔ)法。）

II．語(yǔ)境中認(rèn)識(shí)一般過(guò)去時(shí)時(shí)態(tài)形式。

1.導(dǎo)入問(wèn)題，What did I do for my new neighbor last weekend? 隨后讓學(xué)生快速閱讀My New Neighbor，并找出下列動(dòng)詞的過(guò)去式, 小組合作總結(jié)動(dòng)詞過(guò)去式的變化規(guī)律, 學(xué)生競(jìng)爭(zhēng)展示。

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

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

（設(shè)計(jì)意圖：讓學(xué)生進(jìn)行小組合作探究，提高學(xué)生參與的積極性和主動(dòng)性。）2.細(xì)讀My New Neighbor，讓學(xué)生回答問(wèn)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(shè)計(jì)意圖：讓學(xué)生帶著問(wèn)題去細(xì)讀，并合理組織語(yǔ)言回答問(wèn)題，初步體會(huì)一般過(guò)去時(shí)的用法。）

3.再讀My New Neighbor，讓學(xué)生填空復(fù)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(shè)計(jì)意圖：讓學(xué)生在語(yǔ)境中再體會(huì)一般過(guò)去時(shí)動(dòng)詞的變化。）

III． 結(jié)構(gòu)理解與識(shí)記（教師系統(tǒng)講解此時(shí)態(tài)）

1.基本定義：（1）一般過(guò)去時(shí)態(tài)表示過(guò)去某個(gè)時(shí)間發(fā)生的動(dòng)作或存在的狀態(tài)，常和表示過(guò)去的時(shí)間狀語(yǔ)連用；（2）也表示過(guò)去經(jīng)?；蚍磸?fù)發(fā)生的動(dòng)作，常和表示頻度的時(shí)間狀語(yǔ)連用。

2、時(shí)間狀語(yǔ)：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(dòng)詞的一般過(guò)去式的變化規(guī)則

（設(shè)計(jì)意圖：讓學(xué)生整體感知一般過(guò)去時(shí)這一語(yǔ)法項(xiàng)目。引導(dǎo)學(xué)生根據(jù)語(yǔ)境中的理解，歸納一般過(guò)去時(shí)的具體概念，意義和結(jié)構(gòu)。）IV． 延展練習(xí)。

1.先師生示范練習(xí)，圖片展示過(guò)去時(shí)活動(dòng)情景，讓學(xué)生在練習(xí)中鞏固加強(qiáng)一般過(guò)去時(shí)的句子組織，并同時(shí)了解更多運(yùn)用一般過(guò)去時(shí)的時(shí)間狀語(yǔ)。2.再生生分組練習(xí)，就親身經(jīng)歷進(jìn)行問(wèn)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(xí)的句子記錄下來(lái)，并以小組為單位把每個(gè)人的回答句子組織成篇。總之，用篇章學(xué)語(yǔ)法，緊密結(jié)合語(yǔ)篇理解；以圖畫形式讓學(xué)生形成英語(yǔ)思維，在語(yǔ)境中識(shí)記時(shí)態(tài)，在延展語(yǔ)境中拓展演練；再在語(yǔ)篇中進(jìn)一步鞏固提升，力圖實(shí)現(xiàn)“用中學(xué)，學(xué)中用”。

英語(yǔ)語(yǔ)法課件 篇7

小學(xué)四年級(jí)下冊(cè)Unit 1 Our School 教案

課題：Unit 1 Our School 第二課時(shí)

教學(xué)目標(biāo)：讓學(xué)生熟練掌握單詞art room, computer room, music room, TV room, wash room.教學(xué)重點(diǎn)、難點(diǎn)、：掌握part B部分的五個(gè)單詞，以及這幾個(gè)單詞中room的構(gòu)詞功能。

教具準(zhǔn)備：?jiǎn)卧~卡片，圖片，多媒體課件，聲音。教學(xué)過(guò)程：

一：課堂導(dǎo)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(fù)習(xí)

（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(jié)上節(jié)課的單詞，帶讀。三：呈現(xiàn)新課（12分鐘）

1、過(guò)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(shū)art)T: they draw pictures in a it is an art room.教師板書(shū)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(lè)).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(jìng)賽，分為兩個(gè)小組，每組派一個(gè)記分員。當(dāng)教師拿出圖片時(shí)，兩組站起來(lái)?yè)尨穑慕M答得又對(duì)又快就加分，答對(duì)加分，答錯(cuò)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(shí)，遇到新單詞要拍掌。

四、課堂總結(jié)(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(yǔ)語(yǔ)法課件 篇8

一、表義務(wù)，“必須”。例如：

You must talk to them about their study. 你必須同他們談?wù)勱P(guān)于他們學(xué)習(xí)的事。

二、在否定結(jié)構(gòu)中表不許。例如：

You mustn't leave here. 你不能離開(kāi)這兒。

三、表推測(cè)，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(shuō)過(guò) may 也可以表猜測(cè)，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(cè)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(huì)”。例如：

All men must die. 人總有一死。

五、表主張，“堅(jiān)持要，一定要”。例如：

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

六、關(guān)于 must 的簡(jiǎn)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(yǔ)語(yǔ)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(duì)過(guò)去的事情進(jìn)行猜測(cè)，但把握較小時(shí)，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(duì)過(guò)去的事情進(jìn)行猜測(cè)，但把握更小時(shí)，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(duì)過(guò)去的事情進(jìn)行猜測(cè)，并且可能性較大時(shí)，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(lái)表猜測(cè)的情態(tài)動(dòng)詞有：must, can, may等，但它們所表示可能性是不同的。(1)對(duì)現(xiàn)在的事情進(jìn)行猜測(cè)，并且可能性較大時(shí)，肯定形式一般用must加動(dòng)詞原形，此時(shí)，must不再表示“必須”，而是表示“肯定”；否定形式一般用can’t加動(dòng)詞原形，此時(shí)，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(duì)現(xiàn)在的事情進(jìn)行猜測(cè)，但把握較小時(shí)，肯定形式一般用may加動(dòng)詞原形，此時(shí)，may不再表示“可以”，而是表示“可能”；否定形式一般用may not加動(dòng)詞原形。如：

He may tell the truth to his father.She may not angry because she is good-tempered.(3)對(duì)現(xiàn)在的事情進(jìn)行猜測(cè)，但把握更小時(shí)，肯定形式一般用might加動(dòng)詞原形；否定形式一般用might not加動(dòng)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(dòng)詞+動(dòng)詞現(xiàn)在進(jìn)行時(shí)，表示對(duì)現(xiàn)在或?qū)?lái)正在進(jìn)行的情況進(jìn)行推測(cè)。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(dòng)詞+動(dòng)詞的現(xiàn)在完成進(jìn)行時(shí)，表示對(duì)過(guò)去正在發(fā)生事情的推測(cè)。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(cuò)過(guò)了那班飛機(jī)。

(2)快點(diǎn)！他們正在機(jī)場(chǎng)等我們。

(3)Tom是個(gè)誠(chéng)實(shí)的孩子。他今晚可能會(huì)把真相告訴他父親。

(4)他五年前來(lái)看過(guò)我，他也許不費(fèi)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(yǔ)語(yǔ)法課件 篇10

學(xué)好英語(yǔ)語(yǔ)法是學(xué)好英語(yǔ)的基礎(chǔ)，而對(duì)于初中階段的學(xué)生來(lái)說(shuō)，建立起正確的語(yǔ)法思維至關(guān)重要。本文將從初中英語(yǔ)語(yǔ)法的重要性、初中英語(yǔ)語(yǔ)法的知識(shí)點(diǎn)以及初中英語(yǔ)語(yǔ)法學(xué)習(xí)方法三個(gè)方面詳細(xì)闡述初中英語(yǔ)語(yǔ)法課程的相關(guān)知識(shí)。

一、初中英語(yǔ)語(yǔ)法的重要性

英語(yǔ)語(yǔ)法可以說(shuō)是英語(yǔ)學(xué)習(xí)的根本，是英語(yǔ)學(xué)習(xí)的橋梁。初中階段的英語(yǔ)語(yǔ)法課程為學(xué)生打下了學(xué)好英語(yǔ)的基礎(chǔ)。語(yǔ)法教學(xué)能夠幫助學(xué)生鍛煉語(yǔ)言運(yùn)用能力，促進(jìn)學(xué)生英語(yǔ)水平的提高。學(xué)好初中英語(yǔ)語(yǔ)法能夠讓學(xué)生更好地理解讀懂英語(yǔ)原版書(shū)籍和英語(yǔ)考試試題，以及順利完成英語(yǔ)聽(tīng)說(shuō)讀寫能力的提高。

二、初中英語(yǔ)語(yǔ)法的知識(shí)點(diǎn)

1. 時(shí)態(tài)：英語(yǔ)中有很多時(shí)態(tài)，掌握時(shí)態(tài)是學(xué)好英語(yǔ)語(yǔ)法的關(guān)鍵。初中英語(yǔ)語(yǔ)法課程中主要涉及到的時(shí)態(tài)包括一般現(xiàn)在時(shí)、一般過(guò)去時(shí)和將來(lái)時(shí)。

2. 語(yǔ)態(tài)：英語(yǔ)中的語(yǔ)態(tài)分為主動(dòng)語(yǔ)態(tài)和被動(dòng)語(yǔ)態(tài)。初中英語(yǔ)語(yǔ)法課程中主要學(xué)習(xí)被動(dòng)語(yǔ)態(tài)的構(gòu)成和用法。

3. 語(yǔ)法結(jié)構(gòu)：學(xué)習(xí)英語(yǔ)語(yǔ)法課程的目的主要是為了讓學(xué)生掌握英語(yǔ)的語(yǔ)法結(jié)構(gòu)，包括名詞、形容詞、動(dòng)詞、副詞、介詞、連詞等。

4. 句子結(jié)構(gòu)：英語(yǔ)中有簡(jiǎn)單句、復(fù)合句和復(fù)雜句三類句子結(jié)構(gòu)。初中英語(yǔ)語(yǔ)法課程主要學(xué)習(xí)這三類句子結(jié)構(gòu)的構(gòu)成和用法。

三、初中英語(yǔ)語(yǔ)法的學(xué)習(xí)方法

1. 總結(jié)規(guī)律：初中英語(yǔ)語(yǔ)法課程中有很多規(guī)律需要學(xué)生去總結(jié)。學(xué)生應(yīng)該結(jié)合例句和練習(xí)題來(lái)總結(jié)規(guī)律，切勿死記硬背。

2. 多使用英語(yǔ)：語(yǔ)言學(xué)習(xí)需要多聽(tīng)、多說(shuō)、多讀和多寫。學(xué)生應(yīng)該多使用英語(yǔ)，提高語(yǔ)感和語(yǔ)言運(yùn)用能力。

3. 練習(xí)題完成：英語(yǔ)語(yǔ)法練習(xí)題是學(xué)習(xí)英語(yǔ)語(yǔ)法的重要途徑之一。學(xué)生應(yīng)該針對(duì)不同的語(yǔ)法知識(shí)點(diǎn)多完成相關(guān)的練習(xí)題，以加深對(duì)該知識(shí)點(diǎn)的理解。

4. 閱讀英語(yǔ)原版書(shū)籍：學(xué)生在完成初中英語(yǔ)語(yǔ)法課程后，可以閱讀英語(yǔ)原版書(shū)籍，進(jìn)一步加深對(duì)英語(yǔ)語(yǔ)法的理解和應(yīng)用。

總之，初中英語(yǔ)語(yǔ)法課程的學(xué)習(xí)是英語(yǔ)學(xué)習(xí)的基礎(chǔ)。學(xué)生要認(rèn)真學(xué)習(xí)，積極掌握語(yǔ)法知識(shí)，多使用英語(yǔ)，并通過(guò)練習(xí)題和閱讀英語(yǔ)原版書(shū)籍來(lái)加強(qiáng)語(yǔ)言應(yīng)用能力。相信只要用心學(xué)習(xí)，一定能夠?qū)W好英語(yǔ)語(yǔ)法，更好地掌握英語(yǔ)。

英語(yǔ)語(yǔ)法課件 篇11

一般過(guò)去時(shí)

1．英語(yǔ)中一般過(guò)去時(shí)表示過(guò)去某個(gè)時(shí)間發(fā)生的動(dòng)作或存在的狀態(tài)，常和表示過(guò)去的時(shí)間狀語(yǔ)連用。一般過(guò)去時(shí)也表示過(guò)去經(jīng)?；蚍磸?fù)發(fā)生的動(dòng)作。

2．Be 動(dòng)詞在一般過(guò)去時(shí)中的變化：

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

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

3．句中沒(méi)有be動(dòng)詞的一般過(guò)去時(shí)的句子

否定句：didn’t 動(dòng)詞原形，如：Jim didn‘t go home yesterday。

動(dòng)詞過(guò)去式變化規(guī)則：

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

2．結(jié)尾是e加d，如：live____lived

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

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

5．不規(guī)則動(dòng)詞過(guò)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(guò)去時(shí)練習(xí)

請(qǐng)寫出下列動(dòng)詞的過(guò)去式

isam_________ plant________ are ________

drink_________ play_______ go________ make ________

does_________ dance________ worry________ ask _____

taste_________ eat__________ put ______

kick_________ pass_______ do ________

Be動(dòng)詞的過(guò)去時(shí)練習(xí)（1）

Name ____________ No。______ Date __________

一、請(qǐng)用be動(dòng)詞的適當(dāng)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(qǐng)用be動(dòng)詞的適當(dāng)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(dòng)詞的過(guò)去時(shí)練習(xí)（2）

Name ____________ No。______ Date __________

一、用be動(dòng)詞的適當(dāng)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(yǔ)語(yǔ)法課件 篇12

(1)this和that是指示代詞，it是人稱代詞。

(2)距離說(shuō)話人近的人或物用this, 距離說(shuō)話人遠(yuǎn)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(shù)。(遠(yuǎn)處)

(3)放在一起的`兩樣?xùn)|西，先說(shuō)this, 后說(shuō)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(shí)說(shuō)This is…, 不說(shuō)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(shí)，介紹自己用this, 詢問(wèn)對(duì)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(shuí)?

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

(7)在回答this或that作主語(yǔ)的疑問(wèn)句時(shí), 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(fēng)箏。

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