英语语法试讲教案
【篇一：初中英语语法教学教案】
初中英语语法教学教案
教学思路:
本节课我教的是情态动词can和could作“能力”解时的区别。这节课我打算通过复习以前学过的情态动词can的用法，以及通过做游戏，让学生在轻松愉快的氛围中掌握can的用法，以及了解can和could的区别。
一、teaching content:
topic:unit5can you play the guitar?
grammar：using “can”/ “could” to talk about ability
二、teaching aims:
https://www.doczj.com/doc/0119497394.html,e can talk about the ability at present.
https://www.doczj.com/doc/0119497394.html,e could talk about ability in the past.
三、teaching keyanddifficult points:
how to use “can” and “could” to express ability in the pre sent and past.
四、teaching methods:
task-based language teaching method
五、teaching procedures:
step 1：warming up
task 1: revision
t: what can you do now?
s1: i can sing.
s2: i can draw
s3: i can dance.
t: can you ride a bike / swim / fly a kite / play football / play chess? ss:yes, i can. / no, i can’t.
task 2: playing a game
t: now letusplay a game.five students come to the front and perform for the class according to
myinstructions.andgestures.theothers answer my questions. t : what can she do?
ss : she can ride a bike /swim/ fly a kite/ play football / play chess . t: can she swim/ fly a kite/play football /play chess. ss: yes ,she can? no, she can’t.
t: say the whole sentences:
eg: acan ride a bike.
he can’t / cannot swim.
step2:presentation
t: can you ride a bike now?
s1:yes. i can
t:couldyou ride a bike five years ago ?
yes, i could./ no, i couldn’t ( help him answer)
s1:yes, i could./ no, i couldn’t.
t: we can use “could” t talk about the past
.e.gi can play compu ter now .but, last year i couldn’t play.
t: could you row a boat last year?
s1:yes i could . no, i couldn’t.
t: could she he row a boat last year?( ask other students) ss: yes she he could . no she he couldn’t
t:yes, a could ride a bike five years ago.
he couldn’t swim five years ago.
(teach the students to say the whole sentences):
a could ride a bike five years ago.
he couldn’t swim five years ago.)
(ask other students in the same ways)
step3:practice :work in pairs
t: ask your partner more questions
eg:could he / she …?
(yes, he / she could. / no, he / she couldn’t.)
...
step 4: production
task 3: explanation
t: let’s work out the rule.
①肯定句式: can\could
②否定句式: can’t\couldn’t
③疑问句式: can??\could??
t:we can use “am (is , are) able to “ instead of “can”,and“was (were) able to “ instead of “could“.
eg.①mike can sing more than 20 english songs.
mike is able to …
②she could speak english when she was four.
she was able to…
t: please give moreexamples.topractice them.
step5:summary
t:inthis class,wehavelearnt the use of can and could about talking about abilities .who knows the differences between “can” and “could”
step 6:homework
finish off the practice on the workbooks ,fill in the blank with can/could
【篇二：高中英语试讲教案——定语从句】
定语从句 attributive clause之关系副词篇
教学目标：掌握由关系副词引导的定语从句
教学重点：定语从句中的关系副词why, when, where
教学难点：关系词的选择
教学过程
step onelead in
dream→westlife → my love → “find a place i love the most” step twonew lesson
一、定语从句相关基础知识
1. 定语从句
2. 定语从句结构：主句(先行词)+关系词+从句
3. 先行词
4. 关系词/引导词：连接/引导；做成分
5. 关系词分类：
关系代词 (that，which，who, whom, whose) →
← 从句中做主，宾，表，宾补；
关系副词（why, when, where）→
←从句中做状语
二、定语从句之关系副词
1. 关系副词why
1) 在从句中做原因状语，修饰从句谓语动词；先行词必须是表示原因的名词，常用的就两个reason, cause
e.g.（1）this is the reason why i didn’t come here.
2）why作关系词引导定语从句，先行词一定是reason/cause;但reason/cause是先行词时，关系词不一定就是why，可能是
that/which
e.g. ①the reason ________ he gave me was unknown.
②the reason ________ he didn’t attend the meeting was unknown.
3）如何选择关系词
解题路径：区分关系代词和关系副词，分析从句中的成分，判断关系词在从句中充当的成分，从而判断是关系代词还是关系副词
a. 通过翻译找准先行词
b. 判断从句中的谓语动词是否及物。及物动词没有带宾语，说明关系词在从句中做宾语，因此是关系代词（注意spend，visit是及物动词，give后可接双宾语人是间接宾语，不能独立存在，talk 是不及物动词）
4）why引导的定语从句时，先行词可省略
因此例句（1）可以改为：this is why i didn’t come here.
小结：why引导的定语从句比较简单，记住reason和cause
2. 关系副词when
1) 在从句中做时间状语，修饰从句谓语动词；先行词必须是表示时间的名词，常用的例如hour, day, year, time等
e.g. (2) i never forget the day when we first met in the park.
2) 先行词是时间名词，关系词不一定是when
e.g. ① the
days ______ we spent in london is unforgettable.
② the days ______ we stayed in london is unforgettable.
小结：关系词when的用法，先行词是否为时间名词，分析从句句子成分。从句缺少时间状语用when, 缺少其他成分用that等
即先行词是时间名词，关系词不一定是when
关系词是when，先行词一定是时间名词
3.关系副词where
1) 在从句中做地点状语，修饰从句谓语动词；先行词通常是表示地点的名词，常用的例如house, factory, palce等
e.g. (3) i get out of the house where i was born.
2) 先行词是地点名词，关系词不一定是where
e.g. ① this is the town ______ i spent my childhood.
② this is the town ______ i told you about.
判断方法任然是看关系词在定语中充当的成分
3）where引导定语从句，先行词可能是隐含地点意义的抽象名词必须（舍我其谁）vs通常(还有例外)
换句话说，where引导的定语从句，先行词不一定是表示地点的名词，但是这类名词隐含地点意义，通常是抽象名词，例如dream, case, point, stage, situation, occasion, business等
e.g. ① he has reached the point(地步/程度) ______ a change is needed.(that/which/where/who)
② can you think out a situation (情况/情形)_____ this phrase can be used. 小结：a.确认关系词在从句中是否作状语，再确认先行词是否为地点名词 b.谨记where引导的定语从句中可能出现“离谱”的先行词
先行词是地点名词，关系词不一定是where
关系词是where，先行词也不一定是地点名词
三个关系副词中where用法最复杂
4. 关系副词有how吗？
how 不可以作为表示方式的关系副词，在英语中若要表示方式，用以下四种句型
1）the way +从句
2）the way that +从句
3）the way in which +从句
4）the manner that +从句
e.g. (4) i don’t like ______ you speak to her.
a the way
b the way in that
c the way which
d th
e way o
f which
step threeexercise
① the factory_______ we visited last week was built in 2001.
② the factory_______ my father was working was built in 2001.
③ it’s helpful to put children into a situation_______ they can see themselves differently.
高考真题09福建
a that
b when
c which
d where
造句
要求:定语从句中至少再包含另外一个定语从句
e. g. i’ll never forget the day when we first met in the park where is full of pandas whose eyes are black that is my sister’s favorite.
【篇三：英语试讲教案节日】
北师大版高中英语必修1 unit3 lesson1 festivals教案本节课为阅读课即讲课二、教材分析
1．教材内容分析及教材处理
本节课为reading，教学内容是北师大教育出版社出版的必修
1unit3 festivals . reading部分意在激活学生节日文化方面的图式
知识和重构节日文化，并对传统节日文化有深入的认识和了解。
2．教学目标
（1）通过音像、图片让学生了解有关中国传统节日文化方面的知识（2）培养学生通过快速阅读查找相关信息的技巧与能力（3）使学
生能够运用本单元词汇口头描述一些节日 3．教学重点及难点
（1）从三个方面：时间，庆祝的内容，人们的活动深入了解中国传统节日。（2）培养学生口头表达节日文化的能力。三、学情分析
本节课的授课对象为高三年级学生。他们从高一开始学习新教材,在
以前的学习过程中,已经积累了大量的词汇，并且具备了一定的组织
语言的能力，这些都为本课的教学打下了基础。四、教学设计
1．总体思路
教学过程采用任务型教学的理念。任务前阶段，利用学生比较喜欢
的音乐和歌曲以及生动形象的节日图片激活学生有关中国传统节日
的知识，然后学生从三个方面，即：时间；庆祝的内容和人们的活
动来系统认识中国传统节日，最后，要求学生通过做游戏的方式了
解中国传统节日和培养学生口头表达英语的能力，从而巩固了对中
国传统节日的系统掌握。
2．教学过程 step 1: lead-in
设计说明：利用音乐和歌曲激活学生已有的有关节日的背景知识和
知识结构，从而导入本单元的话题：节日
step 2: picture presentation
设计说明：通过多媒体展示图片信息让学生形象感知节日事件和节
日气氛，并联系生活经验，说出该节日的名称。进一步把理性的知
识影像化。 step3 fasting reading
设计说明：通过快速阅读，让学生把握文章大意，从而通过屏幕上
的描述来猜节日，进一步加深对中国三大传统节日的了解。 step4: listening
step5: filling in the form by discussion
设计说明：学生通过讨论填写表格，意在让学生从三个方面：时间，庆祝内容和人们的活动来深入系统的认识中国的传统节日，从而热
爱中国文化，为传播中国节日文化做好铺垫。 step6: reporting results
设计说明；要求各组汇报他们讨论的结论，意在各组之间互相补充，统一看法，同时也练习了他们的英语口头表达能力。最后启发学生
深刻理解节日的含义。
设计说明：此步骤意在创设情景，传播中国节日文化，同时也提高
学生用英语表达的能力，让外国朋友有机会了解中国节日文化，促
进中西文化交流。 step7: acting out
设计说明：此游戏意在给学生提供展示自己英语表达的机会，不仅
练习了本单元相关的词汇，而且也锻炼的学生的口头表达能力。
step8: discussion
step9: summing up and assigning homework
设计说明：意在整体回顾整节课的教学内容，进一步了解本节课的
教学框架；明确本
节课的教学目标；作业的步骤是对本节课教学任务的延伸，要求学
生预习课文，找到节日的种类
teaching procedures:
step1 lead-in
t: listen to some listening materials that contain several songs and two poems. after listening, please tell me what you hear or guess which festivals they are. s: students will give all kinds of answers.
t: from the listening materials we can draw a conclusion:
these songs and poems we just heard are all chinese festivals. how much have you known about them? today we will read a article about festivals, now let’s look at the objectives of this lesson.
t: as we all k now, there are four seasons a year. what’s your favorite season? what festivals
happen during your favorite season?
( 导入课题)
s1: i liker summer. there are children’s day, dragon-boat
festival and mother’s day.
s2: my favorite season is winter. they are spring festival and lantern festival and christmas day. s3: ……
t：well done. thank you. now, let’s enjoy some interesting pictures and guess what is happening
and what is being celebrated.
(端午节、元宵节和中秋节。并且通过图片可以让学生掌握更多的节日如何表达，如清明节，母亲节等) step2 while-reading 1. fast-reading
read the texts quickly. you will see some sentences about the three festivals. try to tell what festival each sentence describes. “what festival is it about?”
（快速阅读环节中的问题可以培养学生的快速阅读技巧和获取文章
整体信息的能力，达到理解课文表层意思的目的。此类问题可提问
一般的学生，增加他们学习英语的信心。） 2. listening
listen to the tape, then do some t or f exercise.
1.the mid-autumn festival is celebrated by chinese people only in china. f
2.traditional moon cakes are usually made with fruit . f
3.in the past, dragon boat races were organized only by chinese people. t
4. the dragon boat festival has a history of over 1000 years ago. f
5.at present, lanterns are usually made with light bulbs and batteries. t
6.the lantern festival marks the beginning of the chinese new year celebrations. f 3. careful-reading
（细读环节则是对重要的段落进行细读，加大信息量，帮助学生加
深对课文的理解。） read the texts again and fill in the table.
4. game time
students work in groups and guess the festivals .two students of each group are needed. one student can try his best to explain or act . the other will guess which festival it is. rules:
step3 discussion:
1. do you think whether too much money should be spent at festival times? why or why not?
2. which festival in china is most important for you? why? you can talk about:
special customs, decorations or foodyour/ your family’s activitiesyour personally feeling
（学生在阅读中对课文内容和结构有了一定的了解。教师要为学生创造机会，把文中遇到的新词汇和语法现象进行练
习，学以致用。因此教师安排小组活动让学生进行语言实践活动，
提高学生用英语进行思维和表达的能力。）
step4 homework : read the article again. write an article about one of the chinese seasonal festival.
英语语法试讲教案 【篇一：初中英语语法教学教案】 初中英语语法教学教案 教学思路: 本节课我教的是情态动词can和could作“能力”解时的区别。这节课我打算通过复习以前学过的情态动词can的用法，以及通过做游戏，让学生在轻松愉快的氛围中掌握can的用法，以及了解can和could的区别。 一、teaching content: topic:unit5can you play the guitar? grammar：using “can”/ “could” to talk about ability 二、teaching aims: https://www.doczj.com/doc/0119497394.html,e can talk about the ability at present. https://www.doczj.com/doc/0119497394.html,e could talk about ability in the past. 三、teaching keyanddifficult points: how to use “can” and “could” to express ability in the pre sent and past. 四、teaching methods: task-based language teaching method 五、teaching procedures: step 1：warming up task 1: revision t: what can you do now? s1: i can sing. s2: i can draw s3: i can dance. t: can you ride a bike / swim / fly a kite / play football / play chess? ss:yes, i can. / no, i can’t. task 2: playing a game t: now letusplay a game.five students come to the front and perform for the class according to myinstructions.andgestures.theothers answer my questions. t : what can she do? ss : she can ride a bike /swim/ fly a kite/ play football / play chess . t: can she swim/ fly a kite/play football /play chess. ss: yes ,she can? no, she can’t.
初三英语语法教案七篇 初三英语语法教案七篇 初三英语语法教案都有哪些？以英语演讲为代表的英语语言表达能力的提高开始在各个高校受到重视，就是使英语专业学生成为既有文化知识，同时又有语言技能的通才。下面是小编为大家带来的初三英语语法教案七篇，希望大家能够喜欢！ 初三英语语法教案 Check ， e.g Picture 1 A： Do you play baseball B： Yes ，I do . Picture 2 A： Do you play basketball B： No ，I don’t . A： What do you play B： I play volleyball . … Look ，read and write . Read the letters after the T. Write the letters . 字母Uu，Vv，Ww的大小写均为一笔写成，注意大写U与小写u的区别。 教师在四线格中边范写边指导。 学生练习。 Step3 Have a rest . Sing a song： A B C song (只能唱到W，多唱的同学必须表演节目) Step 4 Good bye . The fourth period Teaching Contents：
D Fun house ：Workbook . Teaching Aims： 继续练习本单元所学的日常交际用语和单词，使学生能熟练掌握，灵活运用。 指导学生完成书后的练习和练习册中的题目。 Teaching Steps： Step1 Warm up Greetings. Sing a song： We study and play . Listen and do ：Let’s fly .Let’s jump.Let’s read and write .Let’s have a drink . Step 2 Presentation . Draw and guess ： a .教师在黑板上画出乐器类和球类物品的简笔画，学生猜出相应的单词。 b. 学生几人一组，一人画，其余人猜。 2.Read the words four times . 3.Listen and number . 听录音前可以让学生将图片看一遍，用句型Look ，__can play __练习说话。 4.Do a survey . Step 3 Do the workbook . 1. Listen and judge . 练习前先组织学生复习相关的对话。 2.Listen and check . 3.Listen ，find and match . 先放录音内容，使学生对各人的情况有一个初步的了解，然后再让学生看图，听录音连线。 4.Listen and draw .
四、 1.题目：语法教学试讲 2.内容： It’s a shocking that so little has been done in the past for these children without parents and we believe it is important to get something done to help them as quickly as possible. Many of these children don’t know what it is like to wear clean clothes or sleep in a warm bed. I have seen many of them sleeping in the street and begging for food. 3.基本要求 （1）朗读所给段落； （2）配合教学内容适当板书； （3）针对划线部分的形式主语it，设计相应的语法教学活动 （4）用英文试讲； （5）试讲时间10分钟。 教案：语法教学 1. Teaching aims 1) Knowledge aim Students will be able to understand “it” used as formal subject and its usage. 2) Ability aim Students are able to use “it” as formal subject in their own writings. 3) Emotional aim Students can realize the importance of learning English and develop their interest in English. 2. Important and difficult points 1) Important point Students will be able to understand the usage of formal subject. 2) Difficult point Students will be able to use “it” as formal subject in their own writings. 3. Teaching and learning methods Situational teaching method; communicative teaching method; task-based teaching method；group work method; cooperation study method; independent study method 4. Teaching procedures Step 1: Lead in Present some pictures about homeless children after some natural disasters to students. And then lead in the topic about homeless children. Step 2: Presentation 1)Ask some questions: Q1:What’s shocking? Q2: What’s important? Q3: What don’t the children know? The teacher presents students some questions and asks them to find the answers according to the text. Then
宾语从句(Objective Clause)—Unit 2 Grammar 什么是宾语？ 动作、行为的对象，即动作的承受者。由名词、代词、不定式或相当于名词的词、短语来承担 Eg. She is talking with my teacher. (名词) I enjoy playing basketball. （动名词） I decide to study hard.（不定式） I know him.（代词） 找出下面几个句子的宾语 1. I think that they are fun to watch. 2. Mary thinks that the teams were fantastic. 3. Bill wonders whether they’ll have the sweet rice dumplings again next year. 4. I wonder if it’s similar to the water festival of the Dai people in Yunnan province. 5. I want to know which coat you bought. 6. He asked me where I was from. 上述句子中的宾语有什么共性？ -（都是句子）因此我们称这种做宾语的句子叫宾语从句。 在句子中充当宾语的从句叫宾语从句。 I think that they are fun to watch在这个句子中，I think 是主句，they are fun to watch是从句。 说出剩下5个句子的主句和从句。 2. Mary thinks that the teams were fantastic. 3. Bill wonders whether they’ll have the sweet rice dumplings again next year. 4. I wonder if it’s similar to the water festival of the Dai people in Yunnan province. 5. I want to know which coat you bought. 6. He asked me where I was from. 总结：___________是主句，剩下的是由that，whether/if，which ,where 引导的宾语从句。 宾语从句的句子结构：主句+连接词+宾从 宾语从句的三要素 引导词（连接词） 语序 时态 一、引导词（连接词） 1)从属连词that引导陈述句宾语从句，在口语或者非正式语中可以被省略 比如上面六句话中的1,2就是that引导的陈述句的宾语从句。 1. I think that they are fun to watch. 也可以写成________________
英语语法教案模板5篇 英语语法教案模板篇1 形式 will/shall have been+现在分词用于第一人称，而 will have been+现在分词用于其他人称。 用法 正如将来完成时一样，它通常与一个以by开头的时间短语连用： By the end of this year he’ll have been acting for thirty years. 到今年年底他当演员就满30年了。 将来完成进行时与将来完成时的关系和现在完成进行时与现在完成时的关系一样。即在以下情况下可以用将来完成进行时而不用将来完成时： 1. 动作本身就是连续的： By the end of the month he will have been living/working/studying here for ten years. 到了月底他在这里居住/工作/学习就满十年了。 2. 一种经常进行的动作被表示为连续的动作： By the end of this month he will have been training horses/climbing mountains for twenty years. 到了这个月底他驯马/登山就满20年了。 但是如果提到所驯马匹或所攀登的山峰的数目，或用任何方式把动作分割为一次又一次的动作，就必须用将来完成时： By the end of the month he will have trained 600 horses/climbed 50 mountains. 到本月底，他驯服的马就有600匹/攀登的山峰就有50座了 英语语法教案模板篇2 一、表义务，“必须”。例如：
This is my family 试讲 1. 题目：This my family 2. 内容： Look，this is my family. This is my father. He is a postman. This is my mother. She is a typist. This is my uncle. He is a farmer. This is my aunt. She is a nurse. This is my big brother. He is a student. This is me. I am a student，too. 3. 基本要求： （1）第三人称单数的语法讲解； （2）讲解重点词汇； （3）全英试讲。 【试讲答案】 Good afternoon，distinguished judges. I’m No. 1 candidate，applying for primary school English teacher. My topic is This my family. Now I’m ready. Class begins. Ⅰ. Warming up and lead in
T：Hello，boys and girls. Happy to see you again. Look at the PPT ，let’s try to sing the song together. Daddy finger，Daddy finger. Wher are you？Here I am. Here I am. How do you do？ Mommy finger，Mommy finger. Wher are you？Here I am. Here I am. How do you do？ Brother finger，Brother finger. Wher are you？Here I am. Here I am. How do you do？ Sister finger，Sister finger. Wher are you？Here I am. Here I am. How do you do？ Baby finger，Baby finger. Wher are you？Here I am. Here I am. How do you do？ OK，the song is over. Do you know the name of the song？Have you got the picture about your family？ Can you show us？ Ⅱ. Presentation T：Here is a picture about David’s family read the passage and answer the following questions. a. How many members in your family？
高中英语语法教案(15篇) 高中英语语法教案（篇3）高中英语语法教案（篇4）高中英语语法教案（篇5）高中英语语法教案（篇6） 教学目标 Words base, command, request, recognize Expressions because of, come up, at present, make use of, such as, play a part (in) Patterns …because of that, English began to b spoken in many other countries. Actually all languages change and develop… The latter gave a separate identity to American English spelling. 教学重难点 ■To help students get to know about English development ■ To help students better understand “learning English”
■To help students understand and use some important words and expressions ■ To help students identify examples of Indirect Speech (II): request commands in the text 教学工具 课件 教学过程 ⑴Warming up by listing Good morning, class. We have been learning English for several years. But how many English-speaking countries are there in the world? Now let’s make a list of them on the blackboard. English Countries Explanation Mother tongue the United Kingdom the United States of America Canada Australia South Africa Ireland New Zealand The people in these countries are native speakers of English. In total, for more than 375 million people English is their mother tongue.
3.高中英语教师面试：语法课《Globalwarming同位语从句 教学》全英文教案及试讲逐字稿 三、 1.题目：语法教学试讲 2.内容： There is no doubt that the earth is becoming warmer and that it is human activity that has caused this global warming rather than a random but natural phenomenon. 3.基本要求 （1）讲解同位语从句； （2）全英试讲； （3）板书设计。 教案：Global warming (Appositive clause) 1. Teaching aims 1) Knowledge aim Students will be able to understand the definition and usage of appositive clause and understand the differences between appositive clause and attributive clause. 2) Ability aim Students are able to identify appositive clauses and use them correctly. 3) Emotional aim Students can realize the importance of protecting our environment and learn to protect our only motherland. 2. Important and difficult points 1) Important point Students will be able to understand the usage of appositive clause and identify them correctly. 2) Difficult point
现在进行时十分钟试讲教案 第一篇：现在进行时十分钟试讲教案 Teaching objectives: Knowledge objective: Ss can know the usage of the present continuous tense.Ability objective: Ss can use the present continuous tense to communicate with others fluently and freely.Emotional objective:Ss can enhance their interest of learning English.Teaching key point:Get the students know the basic usage of the present continuous tense.Teaching difficult point: How to make students use the new grammar to communicate with others in the real situations.T eaching Aids:multimedia Teaching Methods: task-based teaching method,heuristic teaching method Teaching Procedures: Step1 Lead-in 1.guessing game Show some pictures and let Ss guess the verbs: swim, eat dinner, do homework, watch TV, play basketball Step2 Presentation and Practice 1.Ask Ss to have a listening and fill in the blanks.2.Guide Ss to know the structure and function of the present continuous tense.be+doing 3.Read the letter and have a role play.(Linda and Mike)Step3 Consolidation 1.Game:Say and Act Work in pair, one student act, the other make a guess.S1-What am I doing? S2-You are …… T-What is he/she doing? S3-He/she is…… Step4 Summary Homework: Choose your favourite photo.And try to write three sentences by using the present continuous tense.Share with us next class.T eaching reflection: Blackboard design： The present continuous tense be+ V.ing I’m playing basketball.We’re eating dinner.She’s doing homework.swimming
四级语法课教案 教案标题：四级语法课教案 教案目标： 1. 通过本节课的学习，学生将能够理解和运用四级语法知识，提高英语语法运 用能力。 2. 培养学生对英语语法的兴趣和积极性，增强他们的学习动力。 3. 培养学生的团队合作和互助精神，通过小组活动促进学生之间的互动与合作。教学重点： 1. 学习和掌握四级语法中的重要知识点，包括时态、语态、句型转换等。 2. 运用所学语法知识进行实际语境中的交流和表达。 教学准备： 1. 教材：四级语法教材、练习册。 2. 多媒体设备：投影仪、电脑、幻灯片等。 3. 学生小组活动所需的材料：小组名牌、任务卡片等。 教学步骤： Step 1: 引入 (5分钟) 1. 向学生介绍本节课的主题和目标，激发学生对语法学习的兴趣。 2. 利用幻灯片或图片展示一些常见的语法错误，引发学生对语法问题的思考。Step 2: 知识讲解与练习 (25分钟) 1. 通过教材和多媒体展示，讲解四级语法中的重要知识点，如时态、语态、句 型转换等。 2. 结合具体例句和练习题，引导学生进行语法知识的巩固和练习。
3. 鼓励学生积极参与讨论，解答他们在学习过程中遇到的问题。 Step 3: 小组活动 (15分钟) 1. 将学生分成小组，每个小组由3-4名学生组成。 2. 每个小组分配一个任务卡片，上面列出一个语法问题或应用场景。 3. 学生在小组内讨论和解决问题，并准备一个小组汇报。 4. 每个小组派一名代表进行汇报，其他小组成员可以提问和补充。 Step 4: 总结与反馈 (5分钟) 1. 对本节课的重点知识进行总结和梳理，强化学生对所学内容的理解。 2. 鼓励学生提出问题和反馈意见，以便教师及时调整教学策略。 3. 鼓励学生积极参与课堂互动，表扬他们的表现和进步。 教学延伸： 1. 布置相关的练习作业，巩固学生对本节课所学内容的掌握。 2. 鼓励学生自主学习，推荐相关的语法学习资源和网站，供学生进一步学习和练习。 教学评估： 1. 教师观察学生在课堂上的参与度和表现，及时给予肯定和指导。 2. 根据学生的练习成绩和作业完成情况，评估他们对所学内容的掌握程度。 3. 学生小组活动中的表现和汇报结果，评估学生的团队合作和语法运用能力。教学反思： 1. 教师根据学生的反馈和评估结果，及时调整教学策略和教学内容。 2. 教师对本节课的教学效果进行总结和反思，为今后的教学提供参考和改进方向。
英语语法优秀教案 Introduction: Welcome to the English Grammar Lesson! In this lesson, we will focus on key grammar concepts and provide you with a comprehensive guide to understanding and applying English grammar rules effectively. This teaching plan aims to enhance your English language skills and equip you with the necessary tools to communicate accurately and fluently. Let's dive into the world of English grammar! Lesson Objectives: 1. To introduce the basic components of English grammar. 2. To explain the different parts of speech and their functions. 3. To explore sentence structures and types. 4. To enhance understanding of verb tenses and their correct usage. 5. To practice applying grammar rules in context through interactive activities. Lesson Plan: I. Warm-up Activity: Parts of Speech (15 minutes) A. Begin the lesson with a quick review of the eight parts of speech: nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and interjections.
英语语法主语从句教案 【教学目标】 1. 理解主语从句的定义和用法。 2. 学习主语从句的基本句型结构。 3. 掌握判断和转换句子中是否可以使用主语从句的方法。 4. 能够正确运用主语从句进行英语句子的写作。 【教学内容】 1. 主语从句的定义和用法。 2. 主语从句的基本句型结构。 3. 判断和转换句子中是否可以使用主语从句的方法。 4. 主语从句在句子中的应用。 5. 主语从句的练习和应用。 【教学准备】 1. 教师准备相关教学资料和案例。 2. 学生准备笔记。 【教学过程】 一、导入 (Introduction) (200字左右)
引入主题，简单介绍主语从句的概念和作用。可以引用一些例子， 让学生对主语从句有初步的了解。 二、讲解 (Explanation) (500字左右) 1. 主语从句的定义和用法 (150字左右) - 主语从句是一个句子，用来作为句子的主语。 - 主语从句通常由连词引导，如that, whether, who, what, which等。 2. 主语从句的基本句型结构 (150字左右) - 主语从句可以替代一个名词短语或代词作为句子的主语。 - 句型结构：主语从句 + 谓语 + 其他。 3. 判断和转换句子中是否可以使用主语从句的方法 (200字左右) - 判断是否可以使用主语从句，可以使用换位法，将宾语移到句首，观察句子是否通顺。 - 转换成主语从句时，需要注意句子时态、语态和人称的变化。 三、应用 (Application) (1000字左右) 1. 主语从句在句子中的应用 (400字左右) - 解释主语从句在不同句子类型中的应用，如陈述句、疑问句、祈使句等。 - 举例说明不同类型句子中使用主语从句的变化。
2023年12月高中英语教资面试真题教案逐字稿 高中英语语法课-现在完成进行时 1. 题目：语法教学试讲 2. 内容 People have been enjoying the benefits of cycling in Amsterdam for years. It is a good city for cycling because it is flat and therefore is convenient for bikes. There are also plenty of places for bicycle parking and most streets in the city center have a bicycle path. Today some people call Amsterdam “the City of Bicycles” because of the convenience for bicycles there. 3. 基本要求： (1) 朗读所给段落。 (2) 配合教学内容适当板书。 (3) 针对所给材料划线部分，设计现在完成进行时语法教学活动。 (4) 用英文试讲。 (5) 试讲时间: 10分钟。
教案 Present Perfect Continuous Tense Introduction Today, we're going to explore a very useful English tense called the "Present Perfect Continuous Tense." This tense is often used to describe actions that started in the past but are still ongoing in the present. Let's see how this tense is used in the sentence "People have been enjoying the benefits of cycling in Amsterdam for years." Objectives By the end of this lesson, students will: 1. Understand the structure and meaning of the Present Perfect Continuous Tense. 2. Be able to identify and use the Present Perfect Continuous Tense correctly in their own sentences. 3. Appreciate the use of this tense in real-life scenarios. Materials Used:
高中英语语法试讲10分钟范例 高中英语语法试讲10分钟范例 主题：动词时态与时态的转换 1. 引言 动词是英语的重点和难点之一。了解和掌握动词时态和时态转换对学生的英语学习至关重要。在本次试讲中，我将重点讲述动词时态和时态转换的知识点。 2. 动词时态的分类 英语动词有三种基本时态：一般现在时、一般过去时、一般将来时。此外还有进行时、完成时、完成进行时等。 3. 动词时态的用法 (1) 一般现在时表示现在的状态或经常的、习惯性的动作。例如： I go to school every day.（我每天都去上学） (2) 一般过去时表示过去发生的动作或状态，强调过去的完成。例如：I went to school yesterday. （昨天我去了学校） (3) 一般将来时表示将来会发生的动作或状态。例如：I will go to school tomorrow.（我明天会去上学） (4) 进行时表示动作正在发生或正在进行。例如：I am reading a book.（我正在看书） (5) 完成时表示动作已经完成。例如：I have finished my homework.（我已经完成了我的家庭作业） (6) 完成进行时表示动作一直持续到现在并且还会持续下去。例如：I have been waiting for you for an hour. （我已经等你一个小时了） 4. 时态转换 时态转换是英语学习中十分重要的一部分，也是英语语法中最基本的部分。在时态转换时，需要注意以下几种情况： (1) 一般现在时转一般过去时，直接在动词后加-ed。例如：do
— did (2) 一般将来时转一般现在时，使用will / shall + 动词的原形。例如：I will go to school tomorrow.（我明天会去上学）→ I go to school tomorrow.（我明天去上学） (3) 一般过去时转现在完成时，使用have / has + 动词的过去分词。例如：I went to school yesterday.（我昨天去了学校）→ I have gone to school.（我去过学校了） (4) 在宾语从句中，表示将来的动作应使用一般现在时。例如：She said that she will come to see me tomorrow.（她说她明天会来看我。） 5. 结尾 动词时态和时态转换是英语学习的重点之一，掌握好这些知识点对于学生的英语学习至关重要。希望本次试讲能够帮助同学们更好地掌握动词时态和时态转换的知识。
宾语从句教学设计 一、导入 1.复习什么是宾语。动词/介词后面的名词就是宾语。 I play basketball. We are talking about our homework.. 2.宾语从句就是在宾语的位置上放一个完整的句子。 3.I love that I can earn some coupons. 板书：He knows me. He knows what’s wrong with his wife. 说出2个句子的宾语。 第一个句子的宾语是一个词构成的，第二个句子的宾语是一个句子，我们称这种做宾语的句子叫宾语从句。在句子中充当宾语的从句叫宾语从句。其中he knows 叫主句，what’s wrong with him是从句。 说出下面4个句子的主句和从句。 A．He said that he had a very good journey home. B．He asked if /whether they had come. C．He told me that the earth goes around the sun. D．He asked me how he could get to the nearest post office. 总结：。。是主句，剩下的是由that，if，how引导的宾语从句。 初步认识了宾语从句，下面我们开始了解宾语从句的三要素 引导词（连接词） 语序 时态 1)从属连词that引导陈述句宾语从句，在口语或者非正式语中可以被省略
比如上面四句话中的A,C就是that引导的陈述句的宾语从句。如果省略掉that，该如何修改。（让学生口头修改） A．He said that he had a very good journey home. C．He told me that the earth goes around the sun. 2）由从属连词whether, if 引导一般疑问句的宾语从句，表示“是否”，比如上面的B就是由if引导的宾语从句， B．He asked if /whether they had come. 3）由连接代词who,whom,whose,which,what, whoever, whichever, whatever 和连接副词where, how, why,when引导的宾语从句 代词或副词连接主句和从句，并在从句中担任句子成分，具有一定的意义，不可省略，比如上面的D。 D．He asked me how he could get to the nearest post office. 注意：关于是否if/whether .Whether,if 引导宾语从句：两词可互换，但是下列情形除外： 1)．whether从句中有or not Eg:Whether rain or not we will go to the park. 2)．whether从句做介词宾语 3) whether后可以加or not,但是if不可以. 4) 在不定式前只能用whether. （如：I can’t decide whether to stay. 我不能决定是否留下。） 5) 避免歧异时，我们常用whether而不用if. 6)decide 后边的宾语从句要用whether. Paper课堂
初中英语试讲简案和逐字稿——语法教学01 1.题目: He said he was hard-working. 2.内容: -She said, "I am mad at Marcia." -She said she was mad at Marcia. -He said," I go to the beach every Saturday." -He said he went to the beach every Saturday. -She said, "I can speak three languages." -She said she could speak three languages. 3.要求: （1）全英文授课； （2）针对本材料设计语法教学活动； （3）配合适当板书设计； （4）试讲10分钟。 简案 1. Teaching aims: 1) Knowledge aim: know the usage of direct and indirect speech. 2) Ability aim: students can use the grammar in real situation and improve their listening and speaking ability. 3) Emotional aim:students will realize the importance of indirect speech and be more interested in using English in daily life. 2.Key and difficult points: 1) Key point:Help students understand the grammar. 2) Difficult point:Help students change direct speech into indirect speech correctly. 3. Teaching and learning methods Task-based language teaching method (TBLT任务型教学法)； question and answer teaching method （问答法）； group work learning method 小组学习法； independent learning method 独立学习法。 4.Teaching procedures Step 1: warm up and lead-in. (1)Say a chant to warm up the class. (2)Show a video and ask questions. Step 2: Presentation Understand the usage of direct speech and indirect speech. Step 3: Practice “Fill in the blanks” to consolidate the new grammar.