高中英语教资面试语法简案

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-宾语从句1. 题目：语法教学试讲2. 内容However, learning English as a foreign language is very difficult in the absence of a native language environment. Some respected theories on language acquisition believe that to attain a high level of fluency and accuracy in a foreign language, you need to be surrounded by it. But sadly the chances that we will all have the opportunity to live in an English-speaking country are small. Therefore, most of us have to rely on what we can learn at school as part of the school curriculum.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，设计宾语从句语法教学活动。

(4) 用英文试讲。

(5) 试讲时间: 10分钟。

教案Object ClausesTeaching Objectives1. Students will be able to understand the structure of object clauses.2. Students will master the usage of the guiding words in object clauses.3. Students will be able to use object clauses accurately in real-life situations.Teaching Content1. Definition and structure of object clauses.2. Guiding words and their usage in object clauses.3. Application of object clauses in real-life scenarios.Teaching Procedure1. Introduction:Introduce students to the structure and usage of object clauses through example sentences.2. Explanation:Definition: Explain what object clauses are and their role in sentences. Structure: Analyze the structure of example sentences in detail, including the guiding word, main clause, and subordinate clause.Guiding words: List common guiding words such as "that," "what," "which," etc., and explain their usage.3. Practice:Multiple choice: Provide multiple examples of object clauses and ask students to choose the correct guiding word or judge if the structure is correct.Fill-in-the-blank: Provide incomplete sentences and ask students to fill in the correct guiding word to make the sentence complete.4. Group discussion:Divide students into groups, provide each group with an example of an object clause, and ask them to discuss within the group whether the structure and usage of the guiding word are correct.5. Summary and feedback:Have students share their discussion results, provide feedback and correction suggestions, and emphasize the importance and usage of object clauses again.6. Homework:Assign relevant practice exercises for students to continue to consolidate the content learned in class.Teaching ReflectionReflect on the teaching after class, consider students' performance in the practice, judge their mastery of object clauses, and think about how to improve teaching methods to ensure students better grasp this grammar point."真题例句讲解Today we'll talk about object clauses, which are an important part of sentence structure. Object clauses function as the object of a sentence and provide more specific information about the subject or action. They can be complex or simple and are typically introduced by a preposition or a verb that requires an object.Let's take two examples to understand this better:Example 1:"Some respected theories on language acquisition believe that to attain a high level of fluency and accuracy in a foreign language, you need to be surrounded by it."In this sentence, the subject is "Some respected theories on language acquisition" and the predicate is "believe". The object clause is "that to attain a high level of fluency and accuracy in a foreign language, you need to be surrounded by it". This clause functions as the object of the verb "believe" and provides specific information about what the theories believe.Example 2:"Therefore, most of us have to rely on what we can learn at school as part of the school curriculum."In this sentence, the subject is "most of us", the predicate is "have to rely on", and the object clause is "what we can learn at school as part of the school curriculum". The word "what" acts as the guiding word followed by the content of the noun clause. This clause functions as the object of the verb "rely on" and specifies what most of us have to rely on.Object clauses can be identified by their subject-verb-object structure and their position in the sentence. They typically follow the verb that requires an object and provide additional information about the subject or action in the sentence.Now it's time for you to practice. Try to find more examples of object clauses in sentences you encounter in your daily life or in your readings. Understanding how object clauses work will help you build more complex sentences and express yourself more effectively. Remember, practice makes perfect! Keep at it, and you'll improve your language skills soon enough.。

教资面试高中英语试讲模板之语法口语语法课课型四色笔实战模板以人教版必修三UNIT3为例红色字体为板书内容蓝色字体为设计目的黑色字体为口述内容绿色字体为提示内容Grammar (板书内容)教学目标:准确理解相关语法的基本概念，结构，运用。

重点:相关语法的基本概念和结构难点:以学促考，灵活运用。

Part 1: Independent reading Ex 1:自主阅读Ex 1 部分, 了解名词性从句的用法 T: Goodmorning/afternoon, boys and girls. Today, we’ll learn a new grammar style名词性从句Nounclauses. Now please open your book, turn to page 21，book 3 and look at Ex1. Read the play, which are mainly about this kind of grammar? Try to find the sentences.(pause)T: Ok. Stop here! Can you say one sentence? Now, who want to share your works? Ok, Tom,please. (手势语:平伸右手，手掌朝上，示意学生回答。

做边听状，边板书第一个句子，这个要提前备课，就是您早就准备好的句子～)May we ask what you are doing in this country?T: Very good，sit down, please. Now, who want to say the next? Ok, Lily, please. (同上，写第二个句子～)I didn’t know whether I could survive until morning.T: Very good，sit down, please. Now, who want to share the last one? Ok, please. (同上，写第三个句子～)The fact is that I earned my passage by doing sth. (课本上的三个句子) T: Very good，sit down, please.T: Now, we can see the Noun clause is a piece of cake, or we can say, it’s just so so. Are we right?Let’s look at the Ex 2 and try to finish the exercise of this part.If you can not solve the problem,first, lists problems of your own, then you can discuss in pairs;after discussion, you two can’t solve it, come to the blackboard andwrite it down.Part 2 comprehension 理解(写完板书，此时，就下去转一下，回来在黑板上写1-2个难句子，就当是学生写的)Difficult point 1: What do you think of the bet the brothers have made?Difficult point 2: What do you think will happen to Henry? Research1: students’ comprehension to the grammar.T: Very good, just now two of our students wrote down two sentences, they think the sentencesare much harder to understand. Can we help them to under the two sentences?T: Now, who want to try? Ok, Susan, please. (手势语:平伸右手，手掌朝上，示意学生回答。

课时：2课时年级：高一教材：《高中英语》人教版教学目标：1. 让学生掌握现在进行时态的构成和用法。

2. 培养学生运用现在进行时态进行日常交流的能力。

3. 培养学生的语法意识和语感。

教学重点：1. 现在进行时态的构成：主语 + be + 现在分词。

2. 现在进行时态的用法：表示正在进行的动作、计划或安排。

教学难点：1. 现在进行时态的否定形式和疑问形式的构成。

2. 现在进行时态的语境运用。

教学过程：第一课时一、导入1. 教师通过提问，引导学生回顾一般现在时态的构成和用法。

2. 教师展示一些现在进行时的例句，让学生初步感知现在进行时态。

二、新课导入1. 教师讲解现在进行时态的构成：主语 + be + 现在分词。

2. 教师举例说明现在进行时态的用法：表示正在进行的动作、计划或安排。

3. 教师引导学生进行练习，巩固现在进行时态的构成和用法。

三、巩固练习1. 教师给出一些句子，让学生判断句子中的时态。

2. 教师给出一些句子，让学生将一般现在时态改为现在进行时态。

3. 教师给出一些句子，让学生将现在进行时态改为一般现在时态。

四、课堂小结1. 教师总结现在进行时态的构成和用法。

2. 学生分享学习心得。

第二课时一、复习1. 教师提问，检查学生对现在进行时态的掌握情况。

2. 学生回答问题，教师点评。

二、新课导入1. 教师讲解现在进行时态的否定形式和疑问形式的构成。

2. 教师举例说明现在进行时态的否定形式和疑问形式的用法。

三、巩固练习1. 教师给出一些句子，让学生判断句子中的时态。

2. 教师给出一些句子，让学生将一般现在时态改为现在进行时态的否定形式或疑问形式。

3. 教师给出一些句子，让学生将现在进行时态改为一般现在时态的否定形式或疑问形式。

四、课堂小结1. 教师总结现在进行时态的构成、用法、否定形式和疑问形式的构成。

2. 学生分享学习心得。

教学反思：1. 教师在教学过程中，注重引导学生进行实践，提高学生的语法意识和语感。

语法课高中常用知识总结+教学设计思路+方案+逐字稿【注意】高中常用语法知识总结：1. 直接引语（Direct speech）和间接引语（Indirect speech）：引述别人的话有两种方式，直接引用别人的原话叫做直接引语，用自己的话来转述别人的话叫做间接引语；例：Mr. Black said, “I’m busy.”（直接引语）→ Mr. Black said that he was busy. （间接引语）直接引语变为间接引语时，需从以下几个方面转换：(1)人称（Person）：一主二宾三不变；①一主：若直接引语中为第一人称，变为间接引语时，要将它变为与主句主语相一致的人称；例：He said, “I like it very much.”→ He said that he liked it very much.②二宾：若直接引语中为第二人称，变为间接引语时，要将它变为与主句宾语相一致的人称；例：He said (to me), “you’re so good at it.”→ He said (to me) that I was so good at it.③三不变：若直接引语中为第三人称，变为间接引语时，人称不变；例：The teacher asked, “has he read enough this week?”→ The teacher asked if he had read enough that week.(2)时态（Tense）(3)引导词（Introducer）：①若直接引语为陈述句，变为间接引语时，用连词that引导，that可省略；例：He said, “I’m busy.”→ He said (that) he was busy.②若直接引语为一般疑问句，变为间接引语时，要把疑问句语序变为陈述语序，且用连词if/whether引导；另外，若主句的谓语动词是say，一般变为间接引语时，主句中的谓语要相应地变为ask，若主句中没有间接宾语，变为间接引语时，主句中可以根据实际情况加上间接宾语；如：“Do you think a dairy can become your friend?” the writer says.→ The writer asks us if we think a dairy can become our friend.③若直接引语引语为特殊疑问句，变为间接引语时，要把疑问语序变为陈述语序，且仍用原来的引导词；另外，若主句的谓语动词是say，一般变为间接引语时，主句中的谓语要相应地变为ask，若主句中没有间接宾语，变为间接引语时，主句中可以根据实际情况加上间接宾语；如：“When do you go to bed last night?” he said to Anne.→ He asked Anne when she went to bed the night before.④若直接引语为祈使句，变为间接引语时，要将祈使句的动词原形变为带to的不定式，且要将主句的谓语动词根据实际情况变为ask、tell、order等动词；若祈使句为否定句，变为间接引语时，要在动词不定式前面加not；如：Father said to him, “go away!”→ Father ordered him to go away.He said, “don’t make so much noise, boys.”→He told the boys not to make so much noise.(4)指示代词、时间状语、地点状语等的变化：注意：若是在当地转述，here不必变为there；若是在当天转述，yesterday, tomorrow, today等时间状语不必改变；2. 主动语态（Active voice）和被动语态（Passive voice）：动词有两种语态，若主语是动作的执行者，叫主动语态，若主语是动作的承受者，叫被动语态；(1)被动语态的基本结构：主语+助动词be+动词的过去分词+（by …），其中be有时态、人称和数的变化；(2)几种时态的被动语态：(3)主动语态和被动语态之间的转换：①将主动语态中的宾语变为被动语态中的主语，如果主动语态中的宾语是人称代词的宾格形式，应将宾格形式变为主格形式；如：him→he；②将主动语态中的主语变为被动语态中介词by的宾语，如果主动语态中的主语是人称代词的主格形式，应将主格形式变为宾格形式；如：they→them；③将主动语态中的谓语动词由主动形式变为被动形式，并且时态要保持一致；④如果主动语态中还有其他成分，则变为被动语态时，其他成分一般原位不动照抄下来；(4)几种特殊情况的被动语态的变化方法：①带双宾语的谓语动词，即“动词+间接宾语+直接宾语”，（如：give me a book）改为被动时,可以用间接宾语作被动语态的主语，也可以用直接宾语做被动语态的主语;若将间接宾语变为被动语态的主语，则保留直接宾语；若将直接宾语变为被动语态的主语，则保留间接宾语，并在间接宾语的前面加上介词to或for；②“动词+宾语+动词原形”结构，改为被动时,动词原形前要加to;③“动词+宾语+宾语补足语”结构，改为被动语态时，将宾语变为被动语态的主语，宾语补足语原位不动照抄下来；④当主动语态中的谓语动词是动词短语时，变被动语态时，动词短语应被看成一个整体，故动词短语中的介词一般原位不动照抄下来；3. 定语从句（Attributive clause）：①限制性定语从句（Restrict attributive clause）：结构：：先行词+引导词+定语从句；Structure: antecedent + that/who/whom/whose/which + attributive clause;②非限制性定语从句（Non-restrict attributive clause）:：结构：句子+“，”+引导词+定语从句；Structure: sentence + “,” + who/whom/whose/which + attributive clause;4. 同位语从句（Appositive clause）：结构：抽象名词+引导词+从句；5. 主语从句（Subject clause）：结构：引导词引导的从句+谓语动词+宾语；Structure: that/whether/if/who/whom/whose/which/what/woever/whomever/whichever/whatever/when/where/why/how/ clause + predicate + object;例：that引导的主语从句：that clause+ predicate + object；6. 宾语从句（Object clause）:结构：主语+谓语动词+引导词引导的从句；Structure: subject + predicate + that/whether/if/who/whom/whose/which/what/when/where/why/how clause例：由that引导的宾语从句：subject + predicate + that clause；7. 表语从句（Predicative clause）：结构：主语+连系动词+引导词引导的从句；Structure: subject + linking verb + that/whether/as if/as though/who/whom/whose/which/what/when/where/why/how clause;例：由that引导的表语从句：subject + linking verb + that clause；8. if条件状语从句（If clause）：结构：句子+if条件状语从句；Structure: sentence + if clause;9. it作形式主语（use “it” as formal subject）：有时为了避免头重脚轻，我们会用it作形式主语放在句首，而将真正的主语移到句末；10. it作形式宾语（use “it” as formal object）;：有时我们会用it作形式宾语，而将真正的宾语移到句末；11. 动词的现在分词（The verb-ing form）：现在分词的用法主要有以下几种：①用于进行时态，表示“正在发生”，其结构是：be + V-ing；②用于将来时态，表示“将要发生”，其结构是：be + V-ing；③动词的ing形式可以作定语；④动名词：可以作主语、宾语、表语；12. 动词的过去分词（Past participle）：过去分词的用法主要有以下几种：①用于完成时态，表示“已经完成”，其结构是：have/has/had + done②动词的过去分词可以作定语、表语；13. 情态动词（Modal verb）：情态动词不能单做作谓语，后面必须跟动词原形；14. 动词时态（Tense）：①一般现在时（present simple tense）：动词用原形/第三人称单数形式，否定句和疑问句借助助动词do/does；②一般过去时（past simple tense）：动词用过去式，否定句和疑问句借助助动词did；③一般将来时（future simple tense）：④一般过去将来时（past future tense）：⑤现在进行时（present continuous tense）：其结构为：am/is/are + V-ing；⑥过去进行时（past continuous tense）：其结构为：was/were + V-ing；⑦将来进行时（future continuous tense）：其结构为：shall/will + be + V-ing；⑧过去将来进行时（past future continuous tense）：其结构为：should/would + be + V-ing；⑨现在完成时（present perfect tense）：其结构为：has/have + done；⑩过去完成时（past perfect tense）：其结构为：had + done；⑾将来完成时（future perfect tense）：其结构为：shall/will + have + done；⑿过去将来完成时（past future perfect tense）：其结构为：should/would + have + done；⒀现在完成进行时（present perfect continuous tense）：其结构为：have/has + been + done；⒁过去完成进行时（past perfect continuous tense）：其结构为：had + been + done；⒂将来完成进行时（future perfect continuous tense）：其结构为：shall/will + have been + done；⒃过去将来完成进行时（past future perfect continuous tense）：其结构为：should/would + have been + done；15. 虚拟语气（Subjunctive mood）(1)if条件状语从句中的虚拟语气：(2)主语从句中的虚拟语气：①在“it is + 形容词/动词分词 + that从句”结构中：若形容词/动词分词是表示要求、建议、必要、命令等意思时（如：advised/advisable/desired/desirable/demanded/essential /important/necessary/required/suggested等），从句中要用should + do（动词原形），should可省略；②在“it is + 名词（如：pity/wonder/shame等） + that从句”结构中: 从句中要用should +do（动词原形），should可省略；(3)宾语从句中的虚拟语气：①在一些表示建议、愿望、要求、请求、劝告、一直、命令、安排、决定等动词引导的宾语从句中，要用虚拟语气，即宾语从句中要用should + do（动词原形），should可省略；②wish + 宾语从句中的虚拟语气：(4)表语从句合同位语从句中的虚拟语气：在一些表示愿望、建议、要求、命令等意义的名词后的表语从句/同位语从句中，要用虚拟语气，即从句中要should + do（动词原形），should可省略；(5)其他句型中的虚拟语气：①“as if/as though/even if/even though + 方式状语从句”结构中：从句中要用虚拟语气，具体情况与wish + 宾语从句中的虚拟语气一样；②“lest/lest for + that从句”结构和“in case + 目的状语从句”结构中：从句中要用虚拟语气，即要用should + do（动词原形），should可省略；例：Julia had to go on a diet, for lest that she (should) lose her job as a model.③“it’s (high) time + 定语从句”结构中：从句中要用虚拟语气，且有两种形式，一是从句中要用动词过去式，二是从句中要用should + do（动词原形），第二种形式比较少见，且should不可省略；④if only 引导的感叹句，译为“要是…就好了，但愿…”，此结构中要用陈述语序，且谓语动词要用虚拟语气，其具体情况与wish + 宾语从句中的虚拟语气一样；16. 倒装句（Inversion）：倒装句主要有以下两种形式：(1)全部倒装：谓语动词全部置于主语之前；①以here, there, now, then等副词开头的句子中，用全部倒装；例：There comes the bus.注意：此结构中，若主语是代词，则不用倒装；例：Here you are.②在以表示处所、声音等意义的副词开头的句子中，且动词是表示运动的不及物动词（如：go,come, rush, fly等），为了表示生动，可将耨写副词放在句首，此时要用倒装；例：Down came the rain.注意：此结构中，若主语是代词，则不用倒装；③表示地点的介词短语谓语句首时，要用倒装；例：Between the two buildings stands a tall pine.④直接引语的部分或全部谓语句首时，点名说话人的部分要用倒装；例：”Are you listening to English on the radio?” said mother.注意：若引述动词后有间接宾语或状语时，则不用倒装；(2)部分倒装：谓语动词的一部分（助动词、情态动词等）置于主语之前；①在以“only + 状语/状语从句”开头的句子找那个，主句要用部分倒装；例：Only then, did I realize the importance of English.②在以表示否定或者半否定意思的词开头的句子中（如：never, hardly, scarcely, rarely, barely,seldom, neither, nor, little, nowhere, not, not only, not until, no sooner … than, hardly …when, by no means, under no circumstances等），主句要用部分倒装；例：Hardly did I think it possible.③当连词as/though表示“尽管、虽然”意思，且引导让步状语从句时，从句要用部分倒装，此结构是将形容词/名词移到句首；例：Cold as it was, we went out. 尽管天气冷，我们还是出去了。

高中英语面试试讲语法点高中英语面试试讲语法点：动名词的使用英语语法是英语学习中非常重要的一部分，而动名词作为其中的一个关键点，对于学生来说既是一个难点也是一个重点。

今天，我们就来探讨一下动名词的用法。

动名词是一种非谓语动词形式，它结合了动词和名词的特性。

动名词通常以"-ing"结尾，它可以作为主语、宾语、表语等句子成分。

以下是一些动名词的基本用法：1. 作为主语：动名词可以作为句子的主语，表示一个动作或活动。

- E.g., Reading is an important part of learning.2. 作为宾语：某些动词后面需要跟动名词作为宾语。

- E.g., I enjoy swimming in the summer.3. 作为表语：动名词可以用作表语，说明主语的性质或特征。

- E.g., My hobby is collecting stamps.4. 作为定语：动名词可以用作名词的定语，修饰名词。

- E.g., The swimming pool is closed for maintenance.5. 与介词连用：动名词常与某些介词连用，形成介词短语。

- E.g., I am good at playing basketball.6. 构成固定搭配：有些固定短语中会使用动名词。

- E.g., I am looking forward to seeing you.在实际应用中，动名词的使用往往需要根据上下文来判断。

例如，有些动词后面既可以跟动名词也可以跟不定式，但意义可能有所不同。

例如：- I remember closing the door. (我记得我关了门。

)- I remember to close the door. (我记得要关门。

)此外，动名词的完成式（having + 过去分词）可以用来表示动作发生在主句动作之前。

- Having finished my homework, I went out to play.在教学过程中，教师应该通过举例、练习和互动来帮助学生更好地理解和掌握动名词的用法。

语法课高中常用知识总结+教学设计思路+方案+逐字稿【注意】高中常用语法知识总结：1. 直接引语（Direct speech）和间接引语（Indirect speech）：引述别人的话有两种方式，直接引用别人的原话叫做直接引语，用自己的话来转述别人的话叫做间接引语；例：Mr. Black said, “I’m busy.”（直接引语）→ Mr. Black said that he was busy. （间接引语）直接引语变为间接引语时，需从以下几个方面转换：(1)人称（Person）：一主二宾三不变；①一主：若直接引语中为第一人称，变为间接引语时，要将它变为与主句主语相一致的人称；例：He said, “I like it very much.”→ He said that he liked it very much.②二宾：若直接引语中为第二人称，变为间接引语时，要将它变为与主句宾语相一致的人称；例：He said (to me), “you’re so good at it.”→ He said (to me) that I was so good at it.③三不变：若直接引语中为第三人称，变为间接引语时，人称不变；例：The teacher asked, “has he read enough this week?”→ The teacher asked if he had read enough that week.(2)时态（Tense）(3)引导词（Introducer）：①若直接引语为陈述句，变为间接引语时，用连词that引导，that可省略；例：He said, “I’m busy.”→ He said (that) he was busy.②若直接引语为一般疑问句，变为间接引语时，要把疑问句语序变为陈述语序，且用连词if/whether引导；另外，若主句的谓语动词是say，一般变为间接引语时，主句中的谓语要相应地变为ask，若主句中没有间接宾语，变为间接引语时，主句中可以根据实际情况加上间接宾语；如：“Do you think a dairy can become your friend?” the writer says.→ The writer asks us if we think a dairy can become our friend.③若直接引语引语为特殊疑问句，变为间接引语时，要把疑问语序变为陈述语序，且仍用原来的引导词；另外，若主句的谓语动词是say，一般变为间接引语时，主句中的谓语要相应地变为ask，若主句中没有间接宾语，变为间接引语时，主句中可以根据实际情况加上间接宾语；如：“When do you go to bed last n ight?” he said to Anne.→ He asked Anne when she went to bed the night before.④若直接引语为祈使句，变为间接引语时，要将祈使句的动词原形变为带to的不定式，且要将主句的谓语动词根据实际情况变为ask、tell、order等动词；若祈使句为否定句，变为间接引语时，要在动词不定式前面加not；如：Father said to him, “go away!” → Father ordered him to go away.He said, “don’t make so much noise, boys.”→He told the boys not to make so much noise.(4)指示代词、时间状语、地点状语等的变化：注意：若是在当地转述，here不必变为there；若是在当天转述，yesterday, tomorrow, today等时间状语不必改变；2. 主动语态（Active voice）和被动语态（Passive voice）：动词有两种语态，若主语是动作的执行者，叫主动语态，若主语是动作的承受者，叫被动语态；(1)被动语态的基本结构：主语+助动词be+动词的过去分词+（by …），其中be有时态、人称和数的变化；(2)几种时态的被动语态：(3)主动语态和被动语态之间的转换：①将主动语态中的宾语变为被动语态中的主语，如果主动语态中的宾语是人称代词的宾格形式，应将宾格形式变为主格形式；如：him→he；②将主动语态中的主语变为被动语态中介词by的宾语，如果主动语态中的主语是人称代词的主格形式，应将主格形式变为宾格形式；如：they→them；③将主动语态中的谓语动词由主动形式变为被动形式，并且时态要保持一致；④如果主动语态中还有其他成分，则变为被动语态时，其他成分一般原位不动照抄下来；(4)几种特殊情况的被动语态的变化方法：①带双宾语的谓语动词，即“动词+间接宾语+直接宾语”，（如：give me a book）改为被动时,可以用间接宾语作被动语态的主语，也可以用直接宾语做被动语态的主语;若将间接宾语变为被动语态的主语，则保留直接宾语；若将直接宾语变为被动语态的主语，则保留间接宾语，并在间接宾语的前面加上介词to或for；②“动词+宾语+动词原形”结构，改为被动时,动词原形前要加to;③“动词+宾语+宾语补足语”结构，改为被动语态时，将宾语变为被动语态的主语，宾语补足语原位不动照抄下来；④当主动语态中的谓语动词是动词短语时，变被动语态时，动词短语应被看成一个整体，故动词短语中的介词一般原位不动照抄下来；3. 定语从句（Attributive clause）：①限制性定语从句（Restrict attributive clause）：结构：：先行词+引导词+定语从句；Structure: antecedent + that/who/whom/whose/which + attributive clause;②非限制性定语从句（Non-restrict attributive clause）:：结构：句子+“，”+引导词+定语从句；Structure: sentence + “,” + who/whom/whose/which + attributive clause;4. 同位语从句（Appositive clause）：结构：抽象名词+引导词+从句；5. 主语从句（Subject clause）：结构：引导词引导的从句+谓语动词+宾语；Structure: that/whether/if/who/whom/whose/which/what/woever/whomever/whichever/whatever/when/where/why/how/ clause + predicate + object;例：that引导的主语从句：that clause+ predicate + object；6. 宾语从句（Object clause）:结构：主语+谓语动词+引导词引导的从句；Structure: subject + predicate + that/whether/if/who/whom/whose/which/what/when/where/why/how clause例：由that引导的宾语从句：subject + predicate + that clause；7. 表语从句（Predicative clause）：结构：主语+连系动词+引导词引导的从句；Structure: subject + linking verb + that/whether/as if/as though/who/whom/whose/which/what/when/where/why/how clause;例：由that引导的表语从句：subject + linking verb + that clause；8. if条件状语从句（If clause）：结构：句子+if条件状语从句；Structure: sentence + if clause;9. it作形式主语（use “it” as formal subject）：有时为了避免头重脚轻，我们会用it作形式主语放在句首，而将真正的主语移到句末；10. it作形式宾语（use “it” as formal object）;：有时我们会用it作形式宾语，而将真正的宾语移到句末；11. 动词的现在分词（The verb-ing form）：现在分词的用法主要有以下几种：①用于进行时态，表示“正在发生”，其结构是：be + V-ing；②用于将来时态，表示“将要发生”，其结构是：be + V-ing；③动词的ing形式可以作定语；④动名词：可以作主语、宾语、表语；12. 动词的过去分词（Past participle）：过去分词的用法主要有以下几种：①用于完成时态，表示“已经完成”，其结构是：have/has/had + done②动词的过去分词可以作定语、表语；13. 情态动词（Modal verb）：情态动词不能单做作谓语，后面必须跟动词原形；14. 动词时态（Tense）：①一般现在时（present simple tense）：动词用原形/第三人称单数形式，否定句和疑问句借助助动词do/does；②一般过去时（past simple tense）：动词用过去式，否定句和疑问句借助助动词did；③一般将来时（future simple tense）：④一般过去将来时（past future tense）：⑤现在进行时（present continuous tense）：其结构为：am/is/are + V-ing；⑥过去进行时（past continuous tense）：其结构为：was/were + V-ing；⑦将来进行时（future continuous tense）：其结构为：shall/will + be + V-ing；⑧过去将来进行时（past future continuous tense）：其结构为：should/would + be + V-ing；⑨现在完成时（present perfect tense）：其结构为：has/have + done；⑩过去完成时（past perfect tense）：其结构为：had + done；⑾将来完成时（future perfect tense）：其结构为：shall/will + have + done；⑿过去将来完成时（past future perfect tense）：其结构为：should/would + have + done；⒀现在完成进行时（present perfect continuous tense）：其结构为：have/has + been + done；⒁过去完成进行时（past perfect continuous tense）：其结构为：had + been + done；⒂将来完成进行时（future perfect continuous tense）：其结构为：shall/will + have been + done；⒃过去将来完成进行时（past future perfect continuous tense）：其结构为：should/would + have been + done；15. 虚拟语气（Subjunctive mood）(1)if条件状语从句中的虚拟语气：(2)主语从句中的虚拟语气：①在“it is + 形容词/动词分词 + that从句”结构中：若形容词/动词分词是表示要求、建议、必要、命令等意思时（如：advised/advisable/desired/desirable/demanded/essential /important/necessary/required/suggested等），从句中要用should + do（动词原形），should可省略；②在“it is + 名词（如：pity/wonder/shame等） + that从句”结构中: 从句中要用should +do（动词原形），should可省略；(3)宾语从句中的虚拟语气：①在一些表示建议、愿望、要求、请求、劝告、一直、命令、安排、决定等动词引导的宾语从句中，要用虚拟语气，即宾语从句中要用should + do（动词原形），should可省略；②wish + 宾语从句中的虚拟语气：(4)表语从句合同位语从句中的虚拟语气：在一些表示愿望、建议、要求、命令等意义的名词后的表语从句/同位语从句中，要用虚拟语气，即从句中要should + do（动词原形），should可省略；(5)其他句型中的虚拟语气：①“as if/as though/even if/even though + 方式状语从句”结构中：从句中要用虚拟语气，具体情况与wish + 宾语从句中的虚拟语气一样；②“lest/lest for + that从句”结构和“in case + 目的状语从句”结构中：从句中要用虚拟语气，即要用should + do（动词原形），should可省略；例：Julia had to go on a diet, for lest that she (should) lose her job as a model.③“it’s (high) time + 定语从句”结构中：从句中要用虚拟语气，且有两种形式，一是从句中要用动词过去式，二是从句中要用should + do（动词原形），第二种形式比较少见，且should不可省略；④if only 引导的感叹句，译为“要是…就好了，但愿…”，此结构中要用陈述语序，且谓语动词要用虚拟语气，其具体情况与wish + 宾语从句中的虚拟语气一样；16. 倒装句（Inversion）：倒装句主要有以下两种形式：(1)全部倒装：谓语动词全部置于主语之前；①以here, there, now, then等副词开头的句子中，用全部倒装；例：There comes the bus.注意：此结构中，若主语是代词，则不用倒装；例：Here you are.②在以表示处所、声音等意义的副词开头的句子中，且动词是表示运动的不及物动词（如：go,come, rush, fly等），为了表示生动，可将耨写副词放在句首，此时要用倒装；例：Down came the rain.注意：此结构中，若主语是代词，则不用倒装；③表示地点的介词短语谓语句首时，要用倒装；例：Between the two buildings stands a tall pine.④直接引语的部分或全部谓语句首时，点名说话人的部分要用倒装；例：”Are you listening to English on the radio?” said mother.注意：若引述动词后有间接宾语或状语时，则不用倒装；(2)部分倒装：谓语动词的一部分（助动词、情态动词等）置于主语之前；①在以“only + 状语/状语从句”开头的句子找那个，主句要用部分倒装；例：Only then, did I realize the importance of English.②在以表示否定或者半否定意思的词开头的句子中（如：never, hardly, scarcely, rarely, barely,seldom, neither, nor, little, nowhere, not, not only, not until, no sooner … than, hardly …when, by no means, under no circumstances等），主句要用部分倒装；例：Hardly did I think it possible.③当连词as/though表示“尽管、虽然”意思，且引导让步状语从句时，从句要用部分倒装，此结构是将形容词/名词移到句首；例：Cold as it was, we went out. 尽管天气冷，我们还是出去了。

教学对象：高中一年级学生教学目标：1. 知识目标：学生能够掌握现在进行时的构成、用法和意义。

2. 能力目标：学生能够运用现在进行时描述正在进行的动作或状态。

3. 情感目标：激发学生学习英语的兴趣，提高学生的自信心。

教学重点：1. 现在进行时的构成：be + 动词ing。

2. 现在进行时的用法：表示正在进行的动作或状态。

教学难点：1. 现在进行时与一般现在时的区别。

2. 现在进行时的疑问句和否定句的构成。

教学过程：一、导入（5分钟）1. 利用图片或视频展示正在进行的动作，如：a student is reading a book, a teacher is teaching in the classroom。

2. 引导学生观察图片或视频，并提问：“What are they doing?”3. 引导学生回答：“They are doing...”4. 引出现在进行时的概念。

二、新课讲授（20分钟）1. 讲解现在进行时的构成：be + 动词ing。

2. 展示现在进行时的例句，如：I am reading a book. She is watching TV. They are playing football.3. 讲解现在进行时的用法：表示正在进行的动作或状态。

4. 讲解现在进行时的疑问句和否定句的构成：be + 动词ing + 主语（疑问句）或am/is/are not + 动词ing + 主语（否定句）。

5. 通过练习巩固现在进行时的构成和用法。

三、课堂练习（15分钟）1. 完成练习题，如：- 选择正确的现在进行时态。

- 将下列句子改为现在进行时。

- 将下列句子改为现在进行时的疑问句或否定句。

2. 小组合作，进行角色扮演，运用现在进行时描述正在进行的动作或状态。

四、课堂小结（5分钟）1. 回顾本节课所学内容：现在进行时的构成、用法和意义。

2. 强调现在进行时与一般现在时的区别。

3. 提醒学生在日常生活中多练习运用现在进行时。

一、教学目标1. 知识目标：- 学生能够掌握本节课所涉及的语法知识点，如时态、语态、非谓语动词等。

- 学生能够正确运用所学语法知识进行句子分析和句子构造。

2. 能力目标：- 培养学生分析句子结构的能力，提高学生的语言运用能力。

- 增强学生的逻辑思维能力和语言表达能力。

3. 情感目标：- 激发学生对语法学习的兴趣，培养学生良好的学习习惯。

- 增强学生的自信心，鼓励学生在课堂上积极参与。

二、教学内容1. 语法知识点：- 根据教学进度，确定本节课的语法知识点，如一般过去时、现在进行时、过去进行时等。

2. 教学重点：- 本节课的重点语法知识，如过去进行时的构成和使用。

3. 教学难点：- 过去进行时的特殊用法和与其他时态的区分。

三、教学过程1. 导入（5分钟）- 通过一个与生活相关的例子或问题引入本节课的语法知识点。

- 例如，通过播放一段视频或图片，让学生思考视频中人物的动作和状态，从而引出过去进行时的概念。

2. 新课讲解（15分钟）- 详细讲解过去进行时的构成、用法和注意事项。

- 通过例句分析，让学生理解过去进行时的具体应用。

3. 练习巩固（15分钟）- 设计多种练习题，包括选择题、填空题、改错题等，让学生巩固所学知识。

- 可以采用小组合作的形式，让学生互相练习、互相纠正。

4. 课堂展示（10分钟）- 让学生展示自己的练习成果，教师进行点评和总结。

- 鼓励学生积极参与，提高课堂氛围。

5. 小结与作业布置（5分钟）- 总结本节课所学内容，强调重点和难点。

- 布置课后作业，如完成语法练习册、写一篇小作文等。

四、教学反思1. 教学效果：- 通过观察学生的课堂表现和作业完成情况，分析教学效果。

2. 教学改进：- 根据学生的反馈和教学效果，对教学方法进行调整和改进。

- 例如，如果发现学生对某个知识点理解困难，可以增加讲解时间或采用不同的教学方法。

3. 教学感悟：- 反思自己在教学过程中的不足，总结教学经验，不断提高自己的教学水平。

一、教学目标1. 知识目标：学生能够理解并掌握现在完成时的基本结构、用法和意义。

2. 能力目标：学生能够通过模仿和练习，正确、流畅地运用现在完成时进行口语和书面表达。

3. 情感目标：激发学生对英语学习的兴趣，培养学生积极参与课堂活动的热情。

二、教学重点1. 现在完成时的基本结构：主语 + have/has + 过去分词2. 现在完成时的用法：表示过去发生的动作对现在造成的影响或结果。

3. 现在完成时的意义：强调动作的过去性、持续性和对现在的影响。

三、教学难点1. 现在完成时与一般过去时的区别。

2. 现在完成时在句子中的使用。

四、教学过程（一）导入1. 利用图片、视频或故事，引导学生关注过去发生的动作对现在的影响。

2. 提问：你能想到哪些过去发生的动作对现在造成的影响？（二）新课讲解1. 介绍现在完成时的基本结构：主语 + have/has + 过去分词。

2. 通过例句，展示现在完成时的用法：表示过去发生的动作对现在造成的影响或结果。

3. 通过对比，讲解现在完成时与一般过去时的区别。

4. 通过练习，让学生掌握现在完成时的意义。

（三）课堂活动1. 演示：教师展示现在完成时的例句，学生跟读并模仿。

2. 练习：学生分组进行口语练习，运用现在完成时进行对话。

3. 书面表达：学生完成一篇关于过去发生的动作对现在造成的影响的短文。

（四）课堂小结1. 回顾现在完成时的基本结构、用法和意义。

2. 强调现在完成时与一般过去时的区别。

3. 鼓励学生在日常生活中运用现在完成时进行表达。

五、课后作业1. 完成课后练习题，巩固现在完成时的知识。

2. 针对课后练习题，进行自我检测。

3. 结合所学知识，完成一篇关于过去发生的动作对现在造成的影响的短文。

六、教学评价1. 课堂表现：观察学生在课堂上的参与度、口语表达能力和书面表达能力。

2. 课后作业：检查学生完成作业的情况，了解学生对现在完成时的掌握程度。

教案说明：1. 本教案以学生为中心，注重学生的参与和互动。

语法课试讲教案（人教版必修3 Unit3）Grammar(板书内容)教学目标：准确理解名词性从句的基本概念，结构，运用。

重点：名词性从句的基本概念和结构。

难点：以学促考，灵活运用。

Part 1: Independent reading Ex 1:自主阅读Ex 1 部分,了解名词性从句的用法T: Good morning/afternoon, boys and girls. Today, we’ll learn a new grammar style名词性从句Noun clauses（板书）. Now please open your book, turn to page 21，book 3 and look at Ex 1. Read the play, which are mainly about this kind of grammar? Try to find the sentences.（pause）T: Ok. Stop here! Can you say one sentence? Now, who want to share your works? Ok, Tom, please.(手势语：平伸右手，手掌朝上，示意学生回答。

做边听状，边板书第一个句子，这个要提前备课，就是您早就准备好的句子！)May we ask what you are doing in this country?T: Very good，sit down, please. Now, who want to say the next? Ok, Lily, please. (同上，写第二个句子！)I didn’t know whether I could survive until morning.T: Very good，sit down, please. Now, who want to share the last one? Ok, Kate, please. (同上，写第三个句子！)The fact is that I earned my passage by doing sth.（课本上的三个句子）T: Very good，sit down, please.T: Now, we can see the Noun clause is a piece of cake, or we can say, it’s just so so. Are we right? Let’s look at the Ex 2 and try to finish the exercise of this part.If you can not solve the problem, first, lists problems of your own, then you can discuss in pairs; after discussion, you two can’t solve it, come to the blackboard and write it down.Part 2 comprehension理解(写完板书，此时，就下去转一下，回来在黑板上写1-2个难句子，就当是学生写的)Difficult point 1: What do you think of the bet the brothers have made?Difficult point 2: What do you think will happen to Henry?Research 1: students’ comprehension to the grammar.T: Very good, just now two of our students wrote down two sentences, they think the sentences are much harder to understand. Can we help them to under the two sentences? T: Now, who want to try? Ok, Susan, please.(手势语：平伸右手，手掌朝上，示意学生回答。

课程名称：高中英语语法授课对象：高中一年级学生课时安排： 1课时教学目标：1. 知识目标：掌握所讲语法点的概念、用法及典型例句。

2. 能力目标：提高学生运用所学语法知识进行交际的能力。

3. 情感目标：激发学生学习英语的兴趣，培养学生良好的学习习惯。

教学重点：本节课所讲语法点的概念和用法。

教学难点：本节课所讲语法点的灵活运用。

教学准备：1. 教师准备：PPT课件、语法练习题、实物或图片等教学辅助材料。

2. 学生准备：预习所讲语法点，准备与语法点相关的例句。

教学过程：一、导入新课（5分钟）1. 利用图片、视频或实物导入，激发学生学习兴趣。

2. 提问：同学们，你们知道今天我们要学习什么语法点吗？简单介绍本节课所讲语法点。

二、讲解新课（25分钟）1. 讲解语法点的概念，结合例句进行分析。

2. 展示PPT课件，详细讲解语法点的用法，包括时态、语态、非谓语动词等。

3. 结合实物或图片，让学生进行实际操作，加深对语法点的理解。

三、课堂练习（15分钟）1. 分组练习，让学生运用所学语法点进行交际。

2. 教师巡视指导，纠正学生的错误。

四、课堂小结（5分钟）1. 回顾本节课所讲语法点，强调重点和难点。

2. 布置课后作业，巩固所学知识。

五、课后作业1. 完成课后练习题，巩固所学语法点。

2. 搜集与所学语法点相关的例句，进行积累。

教学反思：1. 本节课的教学效果如何？2. 学生对所讲语法点的掌握程度如何？3. 教学过程中有哪些不足之处？4. 如何改进教学方法，提高教学效果？板书设计：高中英语语法试讲教案模板课程名称：高中英语语法授课对象：高中一年级学生课时安排： 1课时教学目标：1. 知识目标：掌握所讲语法点的概念、用法及典型例句。

2. 能力目标：提高学生运用所学语法知识进行交际的能力。

3. 情感目标：激发学生学习英语的兴趣，培养学生良好的学习习惯。

教学重点：本节课所讲语法点的概念和用法。

教学难点：本节课所讲语法点的灵活运用。

教师资格证语法课教案篇一：teaching plan 高中英语教师资格证面试试讲教案阅读试讲教案Grade level: First grade of High schoolLesson type: ReadingDuration: 45minTeaching objectives1) To help students develop their reading skills, such as scanning and skimming for information, guessing the meaning of strange words2) Enable students to understand the difficult sentences and new phrases in the passage3) Affective objectives:（根据文章内容而定）Teaching aidsMultimedia devices; blackboardTeaching important and difficult points:1) Understand the following sentences:2) Grasp the usage of the following words and phrases:3) Enable students to use certain reading skills to help themselvesunderstand the passageTeaching proceduresStep 1 Lead-in (5min)Show students several pictures of …and ask the students to describe the pictures./ Ask students to think about and answer the questions on the blackboard.(Good morning, boys and girls. How is your day? Fine? Good for you. Ok. Today we will learn a new lesson. Before looking at the textbooks, I’d like to show you some pictures (a video)/ask you some questions/tell you a story.Describe what you see in the pictureDo you know anything about……?What’s your opinion about……?Any volunteers? Ok, please, share your idea with us. Very good/brilliant/excellent! We already know your ideas about the topic. Now let’s try to find out what’s the author’s idea about the topic. )Step 2 Pre-reading Listening. (5min)Ask Ss to listen to the tape and answer two questions:(Listen to the tape carefully and try to answer the following questions.1) what does the passage talk about?2) …….Ok. You have listened to the whole passage. Do you have your answers to the question? Good, John, please. (复述学生答案) This is John’s idea, how about other students? Ok, Lynn. Good. You think ………. Thank you. I believe you all have got your own answers. You must be curious about whether it’s correct or not. ) Step 3 While-reading (25min)Activity 1 Skimming & ScanningAsk the students to read the passage quickly and answer the following questions:(Now read the passage quickly within 2 minutes and find out whether you are right or not. Meanwhile, try to answer the questions on the blackboard.(板书问题)：1）2）Have you finished your reading. Yes? Good. First, have you found out the main idea of the passage? How about Lisa? Very good. It is about ………. How about the questions? Have you found the answers? Volunteers? Good, please. You think …….. excellent, thank you. )Activity 2 Intensive readingAsk the students to read the passage carefully, and get detail information from the passage.(As you have got the main idea of the passage, let’s move on to learn some details of the passage. Now you have 5 minutes to read the passage carefully and discuss with you partners about the following questions.1)2)Ok, I’d like to invite group 3 to answer the questions. That’s really impressive. You already have a very thorough understanding of the passage.From your answers, I can see you already understand the passage quite well. So I’d like to move on to the analysis of some difficult sentences and the usage of some phrases. Take a look at the second sentence in Paragraph 1. Pay attention to……. Is it clear? Good.Activity 3 Read togetherAsk the students to read the passage together.(Do you have any questions about the passage? No? If no, let’s read the passage aloud together. )Step 4 Post reading (5min)(Debate, interview, role-play, retell the story)Ask the students to have a discussion on ….(Very good. You read really well. Now I have another task for you. We have learnt ……today, ……………have a discussion with your partner. After the discussion, I’ll invite some of you to share your ideas with us.I can see that you have finished your discussion. Anyone wants to share with us? ok, Jack. Good. you think from the perspective of ….. Do you have other ideas? Yes, please. Excellent. This is an very interesting answer.)Step 5 Summary (4min)Invite students to summarize what they have learnt in the class. Teacher makes supplementary comments, and stress the importance of …(Guys, you’ve done a great job. At last, let’s sum up what we have learned today. Who would like to have a try? Jenny, please.)Step 6 Homework (1min)1) Ask the students to consider the question: 1) 2) /ask the students to search more information about …Write an email to your friend.2) Write a short passage and use the new words and expressions as many as possible.3) Read the passage again and try to retell the passage.4) Search the Internet and find more information about…(Thank you, you really did a good job. Is that clear to all of you? Okay, at last, here comes your assignment. First, please retell this passage to your desk mate. Secondly,please search on the Internet to find more information about the amber room and we will share your findings next class.Here comes the bell. Class is over. See you next class.)语法试讲教案Grade level: First grade of High schoolLesson type: ReadingDuration: 45minTeaching objectives1) Help students to learn the usage of ….2) Help students to grasp the sentence pattern of…..Teaching aidsMultimedia devices, blackboardTeaching important and difficult points1) the sentence pattern of…2) some special cases3) enable students to use …in real lifeTeaching proceduresStep 1 Lead-in (5min)Show some pictures to the students and ask them to describe thepicture. 引导学生运用语法项目Step 2 Explanation (18min)Explain the usage of …. Present several examples of the grammar item.Step 4 Practice (15min)Ask the students to do the exercises.Step 3 Summary(4min)Invite students to summarize the usage of …Make some supplements and stress the important points.Step 5 Homework (3min)Ask students to finish related exercise on the textbook. Ask the students to write a passage about ….(You have all done a really good job today. I believe you already have a good knowledge of /master the knowledge of….. For homework, you are required to篇二：湖北教师资格面试高中英语语法课教案设计湖北教师资格面试高中英语语法课教案设计Do some drills about “superlative degree”, like fill in blanks: How long _____ your uncle ______ (be) in the city?Last year a large number of three____________(cut) down.I had hoped to see her off at the station, but I_________ too busy. The play had already been on for quite some time when we______at the New Theatre. Step 4 productionGroup work: Divide students into 6 groups and try to imagine what will happen going on. Students should try to express themselves by using passive voice as much as possible.Step 5 summary and homeworkDo a summary by asking questions and ask students to write an article about the story.IV Blackboard designpassive voiceWe’re being killed for the wool beneath our stomachs.Our fur is being used to make sweaters for people like you.As a result, we are now an endangered species篇三：上海教师招聘考试：高中英语语法课教案上海教师招聘考试：高中英语语法课教案最新上海教师资格证、2016下半年教师资格笔试报名时间：9月6至12日；面试报名时间：12月13至16日。

一语法试讲最高级1 teaching objectives(1)All students are able to understand the main idea of this passage.(2)They enable to master the superlative degree.(3)They will cultivate cross-cultural awareness and broaden their horizon.2 key and difficult pointsKey points: all students know the superlative degree of this passage.Difficult points: learn to apply the superlative degree properly in daily life.3, teaching proceduresStep1 warm upDraw a sample leaf on the blackboard and talk about it. (It turns red in autumn. It is the emblem of Canada.)Step2 lead inWhat do you know about Canada?Step3 presentation1)read 1st, answer my questions:A, What’s the role of Canada in the world? (it’s one of the largest countries in the world.)B, What’s the role of the border? (it’s the longest border in the world not defended by an army or the police.)2)What’s the common point between these two answers? (the main adjectives are added -est.)3)We call the grammar as the superlative degree. It is used to describe most unique character of something or somebody.Step4 practiceCan you say the difference of the third line and circle?1 2 31 2 3Step5 productionPlease make a discussion about the unique things of China.(The longest river is Yangtze River in China. The biggest province is Tibet in China. The noblest teacher is Confucius.)Step6 summaryWe have known something about Canada and the grammar-the superlative degree. We should know more about foreign countries to make our life more colourful and our brain more thoughtful.Step7 homeworkPlease share the things you like best with your friends.Step8 blackboard designThe superlative degreeCanada is one of the largest countries. largestSuperlative degree The border is the longest. longest1 the + monosyllabic adjectives + est2 the most + polysyllabic adjectives二语法教学时间短语1 teaching objectives1)All students are able to understand the main idea of this passage.2)They enable to master the usage of preposition of different time.3)They will be more grateful to the modern life and cherish time.2 key and difficult pointsKey points: all students know the different usage about the preposition of time. Difficult points: learn to use proper preposition to show different time in daily life. 3, teaching proceduresStep1 warm upShow a smart phone, ask and answer.1)What’s it?2)When was it invented?3)What are the advantages of it?Step2 lead inBefore the smart phone invented, what did people use to keep voice for a long time? (They used a recording to keep voice for a long time.)Step3 presentation1)read 1st, answer my questions:A, When did the first recording come to the world? (in 1877)B, When did the first long-play recording come to the market? (in 1958)C.How long did the first recording play?(for two minutes)D.Which phrase about time was not picked up? (at that time)2)Read 2nd, find out the different prepositions before some time and speak out their different usage.(In front of the time of some year, the preposition is “in”. In front of a period of time, the preposition is “for”. And before some specific time, the preposition is “at”. Therefore, depending on different length of time, we use different prepositions to modify it.)Step4 practiceLook at your curriculum schedule, and tell me when and how long you learn English. Step5 productionPlease do a survey about your new year resolutions.(In 2022, I will study harder and keep myself healthier. I will study English for 1 hour per day. I will run 2000 meters in one week. At 21:00, I will go to bed every day.) Step6 summaryWe have known something about recording and the different usage of preposition before some time. We should be grateful to inventors for our convenient life and cherish time.Step7 homeworkPlease write your routine of a day about your last summer vacation.Step8 blackboard designEarly history of sound recordersin 1877, in 1958 in + yearPreposition before time at that time at+ specific timefor two minutes for +a period of time三语法教学定语从句1 teaching objectives1)All students are able to understand the main idea of this passage.2)They enable to distinguish the different parts of speech in a complex sentence and know what the attributive clause is and how to use the attributive clause.3)They will be more sensitive to different kind of literature.2 key and difficult pointsKey points:They enable to distinguish the different parts of speech in a complex sentence.Difficult points: learn to acknowledge what the attributive clause is and how to use the attributive clause in daily life.3, teaching proceduresStep1 warm up and lead inEnjoy a song named “dream is possible”. ask and answer1)Do you like music?2)What other kind of culture works do you know? (poetry, drama...)Step2 presentationread the passage 1st , answer my questions:A, What is a poetry? (it is a writing that usually has a rhythm that is repeated.) B, What is a drama? (it is a writing that tells a story through action and speech. )C.What is a best-seller? ( a book which is popular is called a best-seller.)Read the passage 2nd, find out the common points of these answers and analyse the 1st answer about the part of speech.1.(they are all complex sentences. And they all contain some attributive clauses. In the first answer “it is a writing that usually has a rhythm that is repeated”, “that usually has a rhythm”is an attributive clause that modify the antecedent noun “writing” to explain it with some bonus information. And “that is repeated” is also an attributive clause to modify the antecedent noun “rhythm”to explain it with some detail information. The two words of “that”act as relative pronoun. Therefore, the attributive clause structure is antecedent noun + relative pronoun + bonus information.)2.Analyse the left attributive clauses and point out what they are and which part of speech are.Step4 practiceLook at me, and describe me with some attributive clauses. ( She is an English teacher who wears black coat.)Step5 productionPlease make a discussion about your favourite culture works and why.(I love the book that is named Journey to West best. Because Monkey King is clever who always defeat devils.)Step6 summaryWe have known some different culture works and the usage of the attributive clause. We should keep sensitive to different culture works and enjoy their beauty. Step7 homeworkPlease introduce a story or poem or drama to your friends with attributive clauses.Step8 blackboard designThe attributive clauseIt is a writing that usually has a rhythm that is repeated.antecedent noun + relative pronoun + bonus information。

高中英语教资面试语法点High School English Teaching Qualification Interview - Grammar PointsAs a high school English teacher, one of the key components of your job is to teach proper grammar to your students. This not only includes understanding grammar rules yourself, but also being able to effectively communicate these rules to your students. When preparing for a high school English teaching qualification interview, it's important to have a strong grasp of the following grammar points:1. Parts of Speech:Understanding the different parts of speech, including nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and interjections, is essential for teaching grammar effectively. Be prepared to explain the function of each part of speech and provide examples to illustrate their usage.2. Sentence Structure:Being able to identify and construct different types of sentences, such as simple, compound, complex, and compound-complex sentences, is important for teaching grammar in context. Make sure you are familiar with the rules forsentence construction, including subject-verb agreement, punctuation, and word order.3. Verb Tenses:Knowing how to use and differentiate between different verb tenses, including present, past, and future tenses, is crucial for teaching grammar accurately. Make sure you can explain the rules for forming each verb tense and provide examples to demonstrate their usage.4. Subject-Verb Agreement:Understanding the rules for subject-verb agreement is essential for teaching proper grammar. Be prepared to explain how to ensure that the subject and verb in a sentence agree in number and person, and provide examples to illustrate common errors and corrections.5. Modifiers:Knowing how to use modifiers, including adjectives and adverbs, to provide more detail and specificity in a sentence is important for teaching grammar effectively. Make sure you are familiar with the rules for using modifiers correctly and can demonstrate their impact on sentence meaning and structure.6. Pronoun-Antecedent Agreement:Understanding how pronouns and their antecedents must agree in number, person, and gender is essential for teaching grammar accurately. Be prepared to explain the rules for pronoun-antecedent agreement and provide examples to demonstrate correct and incorrect usage.7. Parallel Structure:Knowing how to maintain parallel structure in a sentence, particularly when using lists or series of items, is important for teaching proper grammar. Make sure you can explain the rules for parallel structure and provide examples to illustrate its impact on sentence clarity and coherence.In conclusion, having a strong grasp of these grammar points is essential for passing a high school English teaching qualification interview. Make sure you are prepared to explain each point clearly and provide examples to demonstrate their usage. By demonstrating your knowledge and understanding of grammar, you will show that you are well-equipped to teach this important aspect of the English language to your students.。

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 TenseIntroductionToday, 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."ObjectivesBy 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:1. Copies of the sentence "People have been enjoying the benefits of cycling in Amsterdam for years."2. Worksheets with examples and practice exercises.3. A whiteboard or chalkboard.Procedure:1. Introduction to the Present Perfect Continuous Tense:Explain to students that this tense combines elements of both the Present Perfect and the Present Continuous Tenses. It's used to describe actions that started in the past but are still ongoing in the present.2. Structural Analysis:Write the sentence "People have been enjoying the benefits of cycling in Amsterdam for years" on the board.Point out the different elements of the sentence: "have been" (Present Perfect Continuous), "enjoying" (Present Continuous), and "years" (duration).Discuss with students how the Present Perfect Continuous is formed by using "have been" with a present continuous verb.3. Meaning and Context:Ask students to explain the meaning of the sentence, considering that cycling has been a benefit-giving activity in Amsterdam for many years. Discuss with students how this sentence might be used in a conversation or article, highlighting its contextual use.4. Examples and Practice:Provide students with worksheets containing examples of the Present Perfect Continuous Tense and ask them to identify and correct any errors they find.Ask students to create their own sentences using the Present Perfect Continuous Tense, based on scenarios or experiences they have had. Encourage them to use their imagination!5. Wrap-Up:Review the key points of today's lesson, including the structure, meaning, and use of the Present Perfect Continuous Tense. Ask students to recount their understanding and practice with their classmates.Encourage students to use this tense in their daily communication and writing, as it is a very useful tool for describing ongoing actions in thepresent.Assessment:Assess students' understanding of the Present Perfect Continuous Tense by checking their worksheets for accuracy and creativity in their own sentences. Provide feedback on their progress and areas where further practice is needed.逐字稿现在完成进行时语法讲解Hi everyone! Today we're going to learn a really useful tense: the present perfect continuous. This tense is commonly used in English and can sometimes be a bit complex, but don't worry, I'll try to explain it clearly. First, let's understand the basic structure of the present perfect continuous. It's “have been doing”. Here, "have" means "have already," "been" is a marker of the present perfect tense, and "doing" is the action that we've been doing.Let's go back to the sentence we mentioned earlier: People have been enjoying the benefits of cycling in Amsterdam for years.In this sentence, "people" is the subject, "have been enjoying" is the structure of the present perfect continuous, "the benefits of cycling in Amsterdam" is the object, and "for years" indicates that this action has been happening for a long time.Now, let's delve deeper into the meaning of this sentence. It means "For years, people have been enjoying the benefits of cycling in Amsterdam." This is a very vivid description that tells us that an action started in the past and has continued up until now, and maybe even beyond.So, how do we use the present perfect continuous? It's actually quite simple. When you want to describe an action that started in the past and has continued up until now, or maybe even beyond, you can use this tense. For example, "I have been studying English for three years." (I have been studying English for three years.) Here, "have been studying" means "have been continuously studying," and this action has been happening for three years.In addition, we can also use the present perfect continuous tense to indicate the temporary interruption of an action. For example, "I have been writing this essay for two hours, but I need to take a break now." Here, "have been writing" indicates "have been writing", but because of the need for a break, it has temporarily interrupted.Lastly, it's important to note that the present perfect continuous doesn't indicate completion of an action, but rather its continuous nature. So when we use this tense, make sure our sentence clearly conveys this point.Alright, that's today's lesson on the present perfect continuous. I hope everyone can understand and master the use of this tense. Feel free to ask any questions if you have any.（参加教资面试的同学需要按教案来讲，要模拟师生互动和设计课堂练习活动，上面语法讲解仅供参考如何讲解语法知识点。

课程名称：高中英语授课年级：高中课时：1课时教学目标：1. 知识目标：学生能够掌握本节课的核心词汇和句型，提高词汇运用能力。

2. 能力目标：通过课堂活动，提升学生的听说读写能力，增强英语交际能力。

3. 情感目标：培养学生对英语学习的兴趣，增强自信心，提高团队合作意识。

教学内容：1. 词汇：学习并掌握本节课的核心词汇，如：cooperation, competition, communication等。

2. 句型：掌握并能运用本节课的核心句型，如：What’s your opinion about…?I think…, I agree with you, etc.3. 语法：复习并巩固过去式和现在进行时态的用法。

教学过程：一、导入（5分钟）1. 利用图片、视频或实物导入，激发学生的学习兴趣。

2. 引导学生进行简单的英语对话，活跃课堂气氛。

二、新课讲解（20分钟）1. 讲解本节课的核心词汇和句型，结合例句进行讲解。

2. 通过小组讨论、角色扮演等方式，让学生运用所学词汇和句型进行交流。

3. 引导学生分析并总结过去式和现在进行时态的用法，并进行相关练习。

三、课堂活动（20分钟）1. 分组讨论：让学生就某一话题进行讨论，如：What do you think about teamwork?2. 角色扮演：让学生分组进行角色扮演，模拟实际情境，运用所学知识进行交流。

3. 小组竞赛：组织小组竞赛，提高学生的学习兴趣和团队协作能力。

四、巩固练习（10分钟）1. 布置课后作业，巩固所学知识。

2. 对学生进行个别辅导，解答学生在学习中遇到的问题。

五、总结与反思（5分钟）1. 教师对本节课的教学内容进行总结，强调重点和难点。

2. 引导学生进行自我反思，总结学习收获和不足。

教学评价：1. 课堂表现：观察学生在课堂上的参与度、发言积极性等。

2. 作业完成情况：检查学生课后作业的完成情况，了解学生对知识的掌握程度。

3. 小组竞赛成绩：根据小组竞赛成绩，评价学生的团队协作能力和英语交际能力。

题目：New?robot?will?have?many?different?shapes.some?look?like?humans,?and?others?mi ght?look?like?snakes.If?buildings?fall?down?with?people?inside,?snake?robots?will?be ?able?to?help?look?for?people?under?the?buildings. That may not seem possible now,?but?computers?and?rock?it?seemed?impossible?hundred?years?ago,?we?never ?no?what?will?happen?in?the?future. ?课型：语法课(注意题目中标注的课型，阅读课不能按此方法设计)1.朗读课文。

2.讲解划线部分语法知识点3.全英授课，试讲十分钟Teaching planTeaching aims1.Students understand the main idea of this passage and master simple future tense.2.Students could use simple future tense freely in speaking and reading.3.Cooperative spirit will be enhanced.Teaching key point and difficult point1.To understand simple future tense.2.Team work spirit will be emphasized.Teaching procedureStep 1 Warming upShow a video of "Transfomers"T: What kinds of robots do you like?Step 2 PresentationActivity 1 reading1.What's the main idea of this passage?2.Will new robots have different shape?3.What can snake robots do?(提问的问题需引出划线句子，引出后将句子写在黑板上)Activity 2 GrammarExplain the grammar rules of simple future tenseS+ will+do...Step 3 PracticeActivity 1 Fill in the blanks① He ___ go to his classmate's birthday party next week.②...Activity 2 Describe the picuturesShow students several picutures and let them describe with the learned grammar.Step 4 ConsolidationDivide students in to 4 groups and have a discussion on "The future world".Step 5 SummaryStudents conclude; Teacher suppliments and emphasizes teamwork spirit.Step 6 HomeworkTeaching planTeaching aims1.Students are able to master the grammar___________.2.Students are capable of using _____in reading and writing.3.Strengthen students' collaborative learning ability.Teaching key pointsEnable ss to use the grammatical structure in life.Teaching difficult pointsStrengthen students’ collaborative learning ability.Teaching procedureStep 1 warming up与下面要讲的例句主题相关(比如讲主将从现，就可以问学生如果考上了大学，想学什么专业)Step 2 presentationShow some sentences and ask students to find out the common structure of them.(写下语法结构)Step 3 practice① ??Fill in the blanks.Eg.________________________②. Show pictures, and let students to make sentences with the pattern.Step 4 consolidationGroups are divided to have a survey about__________(与主题相关) and share results when they finish.Step 5 summaryStudents summarize and the teacher makes supplement and realizes emotional aim. Step 6 homeworkFinish the exercise in exercise book.。

高中英语教资面试篇一：教师资格证高中英语面试教案写法整理阅读课：导入（图片，问答），读前讨论预测或者听力训练，读中寻读精读标记语法点找主旨句，读后讲解语法点，小组活动Teaching Topic：Teaching Aims:1. Learn some new words .2. Improve students? reading ability and self-study ability.3. Enable students to value/love/aware the importance of ...Teaching Aids: Pictures, a tape recorder and ppt.Teaching Important Points:1.Improve students? reading ability.2.Master the following words.Teaching Difficult Points:1. How to make them to understand the reading text better.2. Improve their reading strategy.Teaching Procedure:Step 1: Lead-inShow students? pictures on the screen. and ask them what they will do if they are in those situations, Let them discuss in pairs and then ask some Ss answer the question after 3 minutes. Step 2: Pre- readingTeacher ask the Ss to listen to the record to try to grasp the general idea of the passage,try to answer 2 questions.Step 3: While- readingUsing task-based method to help the Ss improve their reading skills in this step.Task1. Scanning :Scanning the text and Find the answer of 2 questions. Looking for the information quickly without reading the whole text.Task2. Detail readingRead the passage carefully and do true or false exercises on the screen. let Ss get further understanding of the article and check their reading results.Step 4: Language LearningFind out the new words and phrases. Let them guess from the context.New words:New phrases:Step5: SummarySs summarize what we have learnt and key points. Make an assessment on each group. Step6: HomeworkWrite a diary with simple past tense.Blackboard design：Title:Questions:New words :文章线索（便于复述）口语课教学过程：看图，问答练习，重点句呈现讲解，小组练习，展示成果Teaching Objectives:1. Be able to master the following words and sentence pattern. And learn the expression of giving advice .2. Be able to talk about one?s health problems and give advice fluently3. 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 adviceThe 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 upGreet 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 patterns1. Let one student imitate he has a kind of disease and ask the class guess what ?s the matter with him. Use the following sentence:”what?s the matter with him?” “I have a stomache.”2. Show Ss pictures of diseases.( Write the words on the black board.) Step3: Pair workAsk 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 adviceTell 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: Youshould/shouldn?t do… During this activity, some phrases will be learned: ...Step5: Role play1.Show the sample dialogue and ask Ss to plete 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: SummarySs summarize what we have learnt. Make an assessment on each group.Step6: HomeworkTry to make a story according to the dialogue.Blackboard design：Title:New words and phrases :Sentence pattern :语法课：复习导入，查找标记相关句子，总结规律，练习（造句，讨论）Teaching objectives:1.Enable the Ss to know the uses of adjectives ending in -ing / -ed and the differences between them.2. Master the following words and sentence pattern.Main word and Expression: amazed, amazing, interested, interesting, bored, boring.Main structure: The classroom was amazing. I was pletely 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 inGreet 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 -INGand –ED. Try to find the differences and understand the meaning of these adjectives.Step 3 Group workLet 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 exerciseInvite 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 Homework1. Find out more adjectives ending in -ing and -ed and sentences.e the -ED and -ING form of the words “bore” “interest” “amaze” and “embarrass” to make sentences.Blackboard design：Title:Words and phrases :Sentence pattern :.听力课：导入，听主要内容检查主要内容，听细节（给问题），分角色，对话表演写作课：复习导入，展示讨论图片，描述内容/文体，总结关键词语，教师指导，写作文篇二：高中英语教师资格证试讲教案高中英语新教材Unit11教案一、教学分析1、教材内容分析本单元围绕“Scientific achievements”这一中心话题，从科学家、科学假说、科学理论、科学探索等方面设计听、说、读、写等一系列教学活动。