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初三英语语法知识教案设计一、教学目标1.让学生掌握一般现在时、一般过去时、一般将来时和一般过去进行时的基本概念和用法。
2.培养学生运用各种时态进行句子编写和问答的能力。
3.提高学生对英语语法的兴趣，增强语法知识的应用意识。
二、教学内容1.一般现在时2.一般过去时3.一般将来时4.一般过去进行时三、教学重点与难点1.重点：掌握四种时态的基本概念和用法。
2.难点：一般过去进行时的用法和区分一般现在时与一般过去时。
四、教学过程第一课时：一般现在时1.导入利用图片或实物导入，如展示一个苹果，问学生：“Whatisthis?”引导学生回答：“Thisisanapple.”接着问：“Isthisanapple?”引导学生回答：“Yes,itis.”从而引出一般现在时的概念。
2.讲解介绍一般现在时的构成：主语+动词原形/三单形式。
通过例句展示一般现在时的用法，如：“Igotoschoolbuseveryday.”“Heplaysfootballonweekends.”3.练习让学生用一般现在时编写句子，如：“Ilikeapples.”“Shehasacat.”分组进行问答练习，如：“Doyoulikebananas?”“Yes,Ido./No,Idon't.”4.小结第二课时：一般过去时1.导入利用图片或故事导入，如讲述一个关于昨天发生的故事，引导学生用一般过去时描述故事中的动作。
2.讲解介绍一般过去时的构成：主语+动词过去式。
通过例句展示一般过去时的用法，如：“Ivisitedmygrandparentsyesterday.”“Shewatchedamovielastnight.”3.练习让学生用一般过去时编写句子，如：“IvisitedtheGreatWalllastweek.”“Heplayedbasketballyesterday.”分组进行问答练习，如：“Didyougototheparkyesterday?”“Yes,Idid./No,Ididn't.”4.小结第三课时：一般将来时1.导入利用图片或情境导入，如展示一幅未来的图片，引导学生用一般将来时描述未来的计划。
初中英语语法简析教案一、教学目标1. 让学生掌握一般现在时的概念和用法。
2. 培养学生正确运用一般现在时进行日常交流。
3. 提高学生对英语语法的兴趣和积极性。
二、教学内容1. 一般现在时的定义和构成。
2. 一般现在时的用法和注意事项。
3. 练习题和互动环节。
三、教学过程1. 导入：通过提问方式引导学生回顾之前学过的时态，为新课的学习做好铺垫。
2. 讲解：（1）一般现在时的定义：一般现在时用来描述经常发生或习惯性的动作，表示一种普遍的事实或状态。
（2）一般现在时的构成：主语+动词原形。
（3）一般现在时的用法：① 描述经常发生的动作：e.g. I often go to school by bus.② 描述习惯性的动作：e.g. My mother always cooks dinner at 6 pm.③ 描述一般真理：e.g. The sun rises in the east.④ 描述状态：e.g. She is a teacher.（4）注意事项：① 动词要使用原形。
② 句子要用陈述句语序。
③ 句首要大写。
3. 练习：让学生完成一些一般现在时的练习题，巩固所学知识。
4. 互动环节：分组进行角色扮演，运用一般现在时进行对话，提高学生的实际应用能力。
5. 总结：对本节课的内容进行总结，强调一般现在时的用法和注意事项。
四、课后作业1. 抄写一般现在时的构成和用法。
2. 完成课后练习题。
3. 用自己的话编写一个简单的一般现在时句子，并跟同学分享。
五、教学反思通过本节课的教学，发现部分学生在掌握一般现在时方面存在困难，主要是由于对动词原形的使用和句子语序掌握不牢固。
在今后的教学中，应加强对这部分学生的个别辅导，让他们能够更好地理解和运用一般现在时。
同时，增加更多的练习题和互动环节，提高学生的实际应用能力。
Lesson 3现在进行时和一般过去时【内容提要】现在进行时和一般过去时【知识要点回硕】1. 现在分词的构成方法2. 现在进行时的句式结构3. 现在进行时的用法及时间状语4. 动词过去式的构成方法5. 一般过去时的句式结构【考点突破】例1 John put up a tent in order to camp at the foot of the mountain just now. (改为一般疑问句)John up a tent in order to camp at the foot of the mountain just now?[解析] 本题考查一般过去时的一般疑问句。
Just now刚才,表示动作是过去发生的,句子为一般过去时态。
一般疑问句的构成为:Did+主语+动词原形+其他? put的原形和过去式的词形是一样的。
[答案] Did put例2 改错Look! Some students are runing on the playground at the moment. ( )A B C[解析] 本题考查现在进行时。
由标志词look可知句子用现在进行时态,现在进行时的结构:主语+be+动词的现在分词+其他。
run为重读闭音节结尾的单词,最后只有一个辅音字母,故要双写这个辅音字母,再加-ing, 所以正确的词形为running。
[答案] B running例3 --- Nancy is not coming to the party tonight.--- But she me she would love to.A. tellsB. toldC. is telling[解析] 本题综合考查时态。
第一句的句意为:南希今晚不会来参加聚会了,用现在进行时表示即将发生的动作,由but 可知该句要讲的内容与"不会来"这一动作相反,句意为:但是她告诉我她愿意来。
"告诉"是过去发生的动作,用tell的过去式told。
初中英语语法课教案1. 课程目标本节课的主要目标是帮助初中学生掌握英语语法的基础知识，加强他们对语法规则的理解和应用能力。
2. 教学内容本节课以以下语法内容为主要教学内容：- 名词：单数、复数形式- 动词：一般现在时、一般过去时- 形容词：形容词的原形、比较级和最高级- 介词：常见介词的用法- 代词：主格、宾格、物主代词的使用和区分3. 教学方法为了更好地帮助学生理解和掌握语法知识，本课采用以下教学方法：- 讲解与示范：通过简单明了的语言解释，结合示范和例句，引导学生正确理解语法规则。
- 练与巩固：通过个人、小组或全班练，巩固学生对语法知识的理解和运用。
- 游戏与活动：设计有趣的语法游戏和活动，提高学生的研究积极性和参与度。
- 课堂讨论：鼓励学生积极参与课堂讨论，分享自己的观点和答案，促进语言表达和思维能力的提升。
4. 教学流程本节课的教学流程如下：1. 导入：通过引入一个有趣的图片或故事，引起学生对语法的兴趣。
2. 讲解名词：根据学生的先前知识水平，介绍名词的基本概念和单数、复数形式的规则，并通过练巩固。
3. 讲解动词：引导学生理解一般现在时和一般过去时的用法，并提供相关的例子和练。
4. 讲解形容词：介绍形容词的原形、比较级和最高级的形式与用法，通过练巩固学生对形容词的掌握。
5. 讲解介词：解释常见介词的用法和意义，并提供例句和练进行巩固。
6. 讲解代词：介绍主格、宾格和物主代词的用法和区分，并通过练加深学生对代词的理解。
7. 综合练：设计一些综合性的练，让学生综合应用所学的语法知识。
8. 总结：回顾本节课所学的语法知识，强调重点和要点。
9. 作业布置：布置一些相关的作业，巩固学生对语法的运用能力。
5. 教学资源为了支持教学活动，以下是一些可能用到的教学资源：- 教科书和教学课件- 练册和题集- 图片和实物- 音频和视频材料- 课堂活动和游戏道具6. 评估与反馈为了评估学生的研究情况，教师可以采用以下方法：- 课堂观察：观察学生的参与度和理解程度。
英语语法教学设计教案【篇一：小学英语语法教学设计】?? 小学英语语法教学设计小学低年级英语教学主要培养孩子学习英语的兴趣，注重课堂设计的真实性和实践性，因此在课堂教学中不能就语法而讲语法，对语法的教学应注重课堂活动和情景的创设，主要从以下几个方面来设计。
（1）在情景性活动中感悟语法直观的教学情境能使抽象的知识变为形象的知识，静态的知识变为动态的知识。
语法教学中语法概念和语法规则是抽象乏味的，对小学生来说没有太大的吸引力，如果单用教师的讲解去解释和说明语法现象，或者让学生死记硬背，久而久之学生学习英语的热情就会慢慢地消退。
语法教学上，英国专家提倡让孩子在一个有意义的情景中理解所教语法项目的意义；然后，提供足够的机会让孩子在比较真实的语境中进行交际性活动，运用所学的语法项目；例如：教师再教助动词be的人称形式(am, is, are)+动词的ing形式构成时，可请几个男女同学上台和老师一起画画。
t: i’m drawing pictures. what are you doing, tom?tom: i’m drawing pictures, too.t: what is she doing? (pointing to amy)ss: she is drawing pictures.t: what is he doing? (pointing to ben)ss: he is drawing pictures.t: what are tom, amy and ben doing?(pointing to tom, amy and ben) ss: they are drawing pictures.教师重复之后板书：what are you doing? i’m…what is he doing? he is…what is she doing? she is…what are they doing? they are…通过情景教学，语法学习变得生动而有趣，学生也学得快，记得牢，用得活。
英语语法教案模板5篇英语语法教案模板5篇语法，作为英语学习的重点和基本功，也必然成为备考英语的重中之重。
那么英语语法教案模板怎么写呢？下面是小编给大家整理的英语语法教案模板，希望大家喜欢！英语语法教案模板篇1一、教学内容分析本单元的中心话题是西方绘画艺术的历史和中西方各种艺术形式和风格。
听说读写都是围绕这个而展开的。
这节课的内容主要是围绕中国的绘画艺术的历史和风格及其各个时期的代表作品而展开的。
通过做听力训练和热身，让他们对艺术和绘画有一个大概的了解，从而为接下来西方艺术的学习垫定基础。
二、教学目标1.aims of knowledge(知识目标)1) to know the information about art2) to know some relevant words and expressions2.aims of abilities(能力目标)1) to improve students listening ability by guessing the content and setting down the key words2) to enable the students to understand the brief short history of the traditional chinese painting3.affective aims(情感、态度与价值观目标)to arouse the patriotic spirit of the students and improve their team spirit by doing the group work三、学习者特征分析虽然这是选修七第一单元的第一个课时，学生在语言理解上会有一定障碍。
我们班学生男生为大多数，普遍听力较薄弱，也比较缺乏兴趣。
但是高二的学生通过一年多的高中英语学习，已经积累了一定的词汇，而且在听听力之前教师会让学生做热身，先熟悉目标词汇，使听力难度降低。
教案：初中全英文语法教学课程目标：1. 学生能够理解和运用基本的英语语法结构。
2. 学生能够使用常见的英语时态和语态进行表达。
3. 学生能够正确使用英语名词、动词、形容词等词性。
4. 学生能够通过语法知识提高英语写作和口语表达能力。
教学内容：1. 基本语法结构：主谓宾、主谓表、定语、状语等。
2. 常用时态：一般现在时、一般过去时、一般将来时。
3. 常用语态：主动语态、被动语态。
4. 词性：名词、动词、形容词、副词等。
教学步骤：1. 引入：通过图片或故事引入语法概念，激发学生兴趣。
2. 讲解：用简单明了的语言解释语法规则，举例说明。
3. 练习：让学生通过填空、改写、翻译等练习，巩固语法知识。
4. 应用：让学生运用所学语法知识进行口语表达和写作练习。
5. 总结：对本节课的语法知识进行总结，强调重点和难点。
教学方法：1. 任务型教学法：通过完成具体的任务，让学生在实践中学习和运用语法知识。
2. 交际型教学法：通过模拟真实情境，让学生在交流中学习和运用语法知识。
3. 游戏教学法：通过设计有趣的游戏，让学生在游戏中学习和运用语法知识。
教学评价：1. 课堂参与度：观察学生在课堂上的积极参与程度，是否能够主动练习和应用所学语法知识。
2. 练习完成情况：检查学生完成练习的情况，是否能够正确运用语法知识。
3. 口语表达和写作能力：通过口语表达和写作练习，评估学生对语法知识的掌握程度。
教学资源：1. 教材：选择适合初中生水平的英语教材，如《新概念英语》等。
2. 图片：准备与教学内容相关的图片，帮助学生更好地理解和记忆语法规则。
3. 故事：准备与教学内容相关的故事，激发学生兴趣并引导学生进行思考。
教学计划：1. 第一课时：介绍主谓宾、主谓表、定语、状语等基本语法结构。
2. 第二课时：学习一般现在时、一般过去时、一般将来时的运用。
3. 第三课时：学习主动语态和被动语态的运用。
4. 第四课时：学习名词、动词、形容词、副词等词性的运用。
初中英语语法课教案课程目标：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描述正在进行的动作的能力；3. 提高学生对英语语法的兴趣和积极性。
教学内容：1. 现在进行时态的构成：be动词 + 动词ing形式；2. 现在进行时态的用法：描述正在进行的动作或状态；3. 现在进行时态的注意事项：主语为人时，be动词根据主语的人称和数变化；主语为物时，be动词用am或is。
教学步骤：Step 1: 引入新课1. 教师与学生互动，询问学生正在做什么，如：“What are you doing now?”学生回答：“I am studying English.”2. 引导学生注意到回答中使用了“am studying”，解释这是现在进行时态的构成。
Step 2: 讲解现在进行时态1. 讲解现在进行时态的构成：be动词 + 动词ing形式。
2. 讲解现在进行时态的用法：描述正在进行的动作或状态。
3. 举例说明现在进行时态的用法，如：“She is reading a book.”、“They are playing soccer.”Step 3: 练习现在进行时态1. 教师给出一些动作，如：“watching TV”、“eating dinner”等，让学生用现在进行时态表达，如：“I am watching TV.”、“He is eating dinner.”2. 学生分组，互相提问并回答，如：“What are you doing?”、“I am doing...”Step 4: 现在进行时态的注意事项1. 讲解主语为人时，be动词根据主语的人称和数变化，如：“I am”、“You are”、“He is”、“She is”、“We are”、“They are”。
2. 讲解主语为物时，be动词用am或is，如：“It is”、“The cat is”。
Step 5: 课堂活动1. 教师组织一个游戏，让学生用现在进行时态描述自己正在做的动作，如：“I am running.”、“She is jumping.”2. 学生表演，其他学生猜猜他们在做什么。
高中英语语法教案一、教学目标：1. 知识目标：掌握动词时态的用法。
学会使用被动语态。
了解情态动词的用法。
2. 能力目标：能够正确运用动词时态、被动语态和情态动词进行交际。
提高学生的写作能力。
3. 情感目标：激发学生学习英语语法的兴趣。
培养学生的合作精神。
二、教学内容：1. 动词时态：一般现在时、一般过去时、一般将来时、现在进行时、过去进行时、将来进行时、现在完成时、过去完成时、将来完成时。
2. 被动语态：构成、用法和注意事项。
3. 情态动词：can、may、must、should、will、would、ought to的用法。
三、教学重点与难点：1. 教学重点：动词时态的用法、被动语态的构成和用法、情态动词的用法。
2. 教学难点：动词时态的转换、被动语态的运用、情态动词的辨析。
四、教学方法：1. 任务型教学法：通过完成各种任务，让学生在实践中学习和运用语法知识。
2. 交际式教学法：通过情景模拟和角色扮演，让学生在真实的语境中运用语法知识。
3. 合作学习法：分组讨论和合作完成任务，培养学生的团队合作能力。
五、教学步骤：1. 引入：通过图片或故事引入本节课的主题，激发学生的兴趣。
2. 讲解：讲解动词时态、被动语态和情态动词的用法，示例说明。
3. 练习：设计各种练习题，让学生巩固所学知识。
4. 任务：布置任务，让学生在实际操作中运用所学语法知识。
6. 作业：布置作业，巩固所学知识。
7. 反馈：及时给予学生反馈，鼓励优秀，帮助进步。
8. 课后辅导：针对学生的不同需求，提供课后辅导。
9. 教学评价：定期进行语法测试，评估学生的学习效果。
10. 教学反思：不断反思和改进教学方法，提高教学质量。
六、教学资源：1. 教材：高中英语教材。
2. 辅助材料：动词时态、被动语态和情态动词的练习题、情景模拟剧本、多媒体课件。
3. 教学工具：投影仪、电脑、黑板、粉笔。
七、教学评价：1. 过程性评价：观察学生在课堂活动中的参与程度、任务完成情况和合作能力。
英语语法课教案一、课程目标1. 帮助学生掌握英语基本语法规则，提高语言运用能力。
2. 通过实例讲解和练习，让学生能够熟练运用所学语法知识进行交流。
3. 培养学生自主学习语法的能力，为后续英语学习打下坚实基础。
二、教学内容1. 时态：一般现在时、一般过去时、一般将来时、现在进行时、过去进行时、将来进行时等。
2. 语态：主动语态、被动语态。
3. 句子成分：主语、谓语、宾语、定语、状语、补语等。
4. 句子结构：简单句、并列句、复合句、复杂句等。
5. 名词：名词的分类、名词的数、名词的格等。
6. 代词：人称代词、物主代词、指示代词、反身代词、疑问代词等。
7. 形容词和副词：形容词的比较级和最高级、副词的分类和用法等。
8. 介词和连词：常用介词和连词的用法及辨析。
三、教学步骤1. 导入：通过与学生互动，引入本节课的语法主题，激发学生兴趣。
2. 讲解：详细讲解语法知识点，结合实例进行分析，帮助学生理解。
3. 练习：设计多样化的练习题，让学生在实际运用中掌握所学语法。
4. 巩固：通过课后作业和课堂小测验，巩固所学语法知识。
5. 反馈：针对学生练习中的错误，给予及时反馈和指导。
四、教学方法1. 情境教学法：创设真实语境，让学生在情境中学习语法。
2. 交际教学法：鼓励学生进行小组讨论，提高语法运用能力。
3. 任务型教学法：布置语法学习任务，引导学生自主探究。
4. 比较教学法：通过对比不同语法结构，加深学生理解。
五、教学评价1. 课堂参与度：观察学生在课堂上的发言和互动情况。
2. 练习完成情况：检查学生练习的准确率和进度。
3. 课后作业：评估学生课后作业的质量和完成度。
4. 语法小测验：定期进行语法测试，检验学习效果。
六、教学资源1. 教材：选用适合学生水平的英语语法教材，作为教学的主要依据。
3. 多媒体工具：利用PPT、视频、音频等多媒体资源，丰富教学手段。
4. 网络资源：选取合适的在线语法练习平台，提供额外的练习机会。
初中语法第三单元教案一、教学目标1. 让学生掌握第三单元的语法知识点，包括现在进行时、一般过去时和一般将来时。
2. 培养学生运用这些时态进行交际的能力。
3. 提高学生对英语语法的兴趣，培养他们的学习积极性。
二、教学内容1. 现在进行时：表示正在进行的动作或状态。
2. 一般过去时：表示过去发生的动作或状态。
3. 一般将来时：表示将来会发生的动作或状态。
三、教学重点与难点1. 重点：现在进行时、一般过去时和一般将来时的结构及用法。
2. 难点：如何正确运用这些时态进行交际。
四、教学方法1. 任务型教学法：通过完成各种任务，让学生在实践中学习和运用语法知识。
2. 情境教学法：创设各种情境，让学生在真实的环境中感受和理解语法知识。
3. 互动式教学法：鼓励学生积极参与，师生互动，共同探讨语法问题。
五、教学步骤1. 导入：通过图片或情景引入本节课的语法知识点。
2. 呈现：用PPT或黑板展示现在进行时、一般过去时和一般将来时的结构及用法。
3. 讲解：详细讲解每个时态的构成、意义和用法，并通过例句进行说明。
4. 练习：让学生进行不同类型的练习，如填空、选择、改写句子等，以巩固所学知识。
5. 互动：分组进行角色扮演或对话练习，让学生在实际语境中运用所学时态。
6. 总结：对本节课的语法知识点进行归纳和总结，强调重点和难点。
7. 作业：布置相关的家庭作业，让学生进一步巩固所学知识。
六、教学评价1. 课堂参与度：观察学生在课堂上的积极性、主动性和合作精神。
2. 练习正确率：检查学生练习题的正确率，了解他们对语法知识的掌握程度。
3. 交际运用：评估学生在角色扮演或对话中的语法运用情况，鼓励创新和灵活运用。
通过以上教学设计，希望能够帮助学生更好地掌握第三单元的语法知识点，提高他们的英语水平。
同时，注重培养学生的学习兴趣和积极性，使他们能够在愉快的氛围中学习英语。
高三英语语法的教案范文集锦教案一：动词时态一、教学目标1.让学生掌握一般现在时、一般过去时、一般将来时、现在进行时、过去进行时、现在完成时、过去完成时等基本时态。
2.培养学生运用各种时态进行句型转换和写作的能力。
二、教学重点与难点1.重点：各种时态的构成和用法。
2.难点：时态之间的转换和混合使用。
三、教学过程1.导入利用多媒体展示不同时态的例句，引导学生观察和思考。
提问：你们能说出这些句子分别使用了哪种时态吗？2.讲解与演示逐一讲解每种时态的构成、用法和特点。
通过例句演示时态之间的转换。
3.练习设计不同类型的练习题，让学生在实际应用中巩固所学时态。
学生分组讨论，互相纠正错误。
引导学生进行句型转换和写作练习。
教案二：被动语态一、教学目标1.让学生掌握被动语态的构成和用法。
2.培养学生运用被动语态进行句型转换和写作的能力。
二、教学重点与难点1.重点：被动语态的构成和基本用法。
2.难点：被动语态的各种时态和特殊句型。
三、教学过程1.导入利用多媒体展示被动语态的例句，引导学生观察和思考。
提问：你们能说出这些句子的共同点吗？2.讲解与演示讲解被动语态的构成、用法和特点。
通过例句演示被动语态的各种时态和特殊句型。
3.练习设计不同类型的练习题，让学生在实际应用中巩固被动语态。
学生分组讨论，互相纠正错误。
引导学生进行句型转换和写作练习。
教案三：非谓语动词一、教学目标1.让学生掌握非谓语动词的构成和用法。
2.培养学生运用非谓语动词进行句型转换和写作的能力。
二、教学重点与难点1.重点：非谓语动词的构成和基本用法。
2.难点：非谓语动词的各种形式和句型。
三、教学过程1.导入利用多媒体展示非谓语动词的例句，引导学生观察和思考。
提问：你们能说出这些句子的共同点吗？2.讲解与演示讲解非谓语动词的构成、用法和特点。
通过例句演示非谓语动词的各种形式和句型。
3.练习设计不同类型的练习题，让学生在实际应用中巩固非谓语动词。
学生分组讨论，互相纠正错误。
高三英语语法填空教案3篇高三英语语法填空教案篇1教学目标：知识与技能1、能够听说读写单词 again , put on, take off2、使用句型I like to____.表达个人喜好。
3、进一步复习掌握表示衣服名称的词和天气情况的单词。
过程与方法运用实物、图片等让学生获得感知采用小组活动的方式，有合作、有竞争情感态度与价值观让学生了解在不同的季节穿不同的衣服，培养学生的锻炼意识。
促使学生在日常生活中使用英语交际。
教学重点：本课的表示衣服名称的词和天气情况的单词重点单词again , put on, take off 及句型I like to____.。
教学难点：运用所学知识描绘自己的行为及动作。
教具学具：一些衣服实物、单词卡片、滑冰鞋、录音机、雪橇等。
教学过程：一、Class Opening and Review1、Play “Simon Says”学习“put on, take off“及所学衣服的词汇，例如：指名到教室前面，教师发指令，Put on your scarf. Take off your mitts.2、学生快速描述每位学生根据个人的实际情况说出自己所穿的衣服(可以用自己喜欢的方式) I am wearing ____. I like red .My sweater is red.3、(Ask and answer)问答练习(a)How many seasons are there in a year?(b)What’s your favorite season?(c)What do you wear in winter/spring/summer/fall?(d)What do you like to do in spring/summer/fall/winter?二、New conceptsa、skate, ski, learn, teach 教师拿出滑冰鞋，边做动作边说：“I like to skate on the ice. Can you skate? Do you want to learn? I can teach you.并用单词卡片学习“skate, learn, teach”b.用同样的方法教学“ski, I like to ski on the snow.”学生模仿并结合实际说句子。
池河中学2017-2018学年度第一学期教学设计年级八年级科目英语任课教师刘子艳授课时间9.27课题Unit 3 Section A Grammar Focus-3c 授课类型语法课课标依据理解附录“语法项目表”中所列语法项目并能在特定语境合作使用;了解常用语言形式的基本结构和常用表意功能;在实际运用中体会和领悟语言形式的表意功能。
教学目标知识与技能1.复习巩固形容词和副词的比较级的构成。
2观察，分析，总结比较级的句式结构和as…as句式结构3.运用所学的目标语言,进行说与写的活动,完成相关任务。
过程与方法通过对话展示、自主探究等活动，熟练使用Grammar Focus 的重点句型情感态度与价值观在小组活动中养成合作探究意识。
教学重点难点教学重点观察，分析，总结比较级的句式结构和as…as句式结构复习巩固形容词和副词的比较级的构成。
教学难点运用所学的目标语言,正确完成说与写的活动。
教学师生活动设计意图编号过程Step1.Warm-up and revision复习上节课的目标句(师生以问答的形式回顾本单元的目标语言。
)Step2. Grammar Focus(1) Read through the sentences.(2) Have Ss focus on the form ,functions.(3)compare the two tenses（学生在小组活动中完成语法任务，教师点拔关键部分。
）Step3.Exercise写出下列形容词的比较tall______ thin_______ loudly______smart______ friendly______ outgoing________hard _____ funny_______ fast________（学生独立完成练习，教师巡视指导。
）Step4. Work on 3a(小组合作完成，然后核对答案）Step5. Work on 3b（同桌完成后表演）Step6. Summary.（学生在教师的引导说出关键内容，教师再补充。
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 forten 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：You must talk to them about their study. 你必须同他们谈谈关于他们学习的事。
二、在否定结构中表不许。
例如：You mustnt leave here. 你不能离开这儿。
三、表推测，暗含有很大的可能性。
高中英语语法教案(5篇)高中英语语法教案篇一一、教材分析(一)教材的地位和作用本节课是本单元以及本教材的第一节课，本课谈论的是：朋友是不是仅限于人类、朋友的真正含义、如何与人相处的问题等关于朋友的话题。
本课涉及的有陈述句和疑问句的直接引语和间接引语的掌握和运用等语法要点。
学生从初中到高中，来到一个新的学校，同学彼此陌生，不免想起老同学，老朋友。
这样的话题正好能引起学生的兴趣。
而且本课的内容和语法的启发性和实用性都很强，能使学生在学中用，在用中学，对综合提高学生的听说读写能力有较好的促进作用。
(二)教学目标英语教学大纲规定，通过听说读写的训练，使学生获得英语基础知识和运用英语的能力，激发学生的学习兴趣，为进一步学习打下良好的基础。
因此，我制定以下教学目标：知识目标：1、掌握和使用陈述句和疑问句的直接引语和间接引语。
2、讨论朋友和友谊。
3、学习掌握本课的重点词汇。
技能目标：1、学会阅读的技能——scanningand skimming 。
2、通过谈论朋友和友谊，既锻炼学生的语言运用能力，又培养了学生发现问题、思考问题、解决问题的能力。
3、理解阅读文段，复述故事。
情感态度：1、患难之交才是真朋友。
2、知音难得。
3、海内存知己，天涯若比邻。
文化意识：认识德国的纳粹党。
让学生了解那段德国法西斯残害犹太人的历史，使学生在感受外国历史文化的同时自然而然的习得语言。
(三)重点与难点重点：1、训练scanningand skimming等阅读技能。
2、认识朋友的真正含义以及与人相处的问题。
难点：1、阅读技能的训练。
2、陈述句和疑问句的直接引语和间接引语的互相转换(人称的变化、时态的变化、指示代词、时间状语、地点状语和动词的变化)。
(四)教具本课利用录音机、投影仪等辅助设备，激发学生的学习兴趣，调动他们的积极性，为展开话题提供丰富的材料，使教学收到事半功倍的效果。
二、教法分析在新课程背景下，教师要成为学生学习的促进者、组织者和合作者。
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Wordsbase, command, request, recognizeExpressionsbecause 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 listingGood 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 ExplanationMother tongue the United Kingdomthe United States of AmericaCanadaAustraliaSouth AfricaIrelandNew Zealand The people in these countries are native speakers of English. In total, for more than 375 million people English is their mother tongue.Second language IndiaPakistanNigeriathe Philippines These people speak the language of their own country at home but the language of the government, schools, newspapers, and TV is English. Foreign language ChinaGermanyFranceetc. The number of people who learn English as a foreign language is more than 750 million.⑵Warming up by answering questions about English Good morning, class. Today we shall start learning Unit 2 English around the world. But how much do you know about English?●What is Standard English?Standard English is the form of English that most people in Britain use, and that is not limited to one area or group of people.●What is a dialect?A dialect is a variety of a language spoken only in one area, in which words, or grammar are slightlydifferent from other forms of the same language.●Do we have standard Chinese? What is it?In China there’re so many dialects that the government encourages the whole nation to speak Putonghua, which is regarded as standard Chinese.⑶Warming up by giving reasonsUnit 2 English around the world is what we are going to learn today. We are all learning English now because English is so popular in the world. But do you know why it is so? How many reasons could you giving for the spread of English around the world?English is one of the official languages of the Olympic Games and the United Nations.English dominates international websites and provides nearly all of the new computer terminology. Tourism and trade from Western Europe and North America has contributed to the spread of English.Satellite TV, radio programs like Joy FM, CDs and, of course, Hollywood films all broadcast English into China. Also, a number of Chinese films include English subtitles.2.Pre-readingWe are learning English here. But why are we learning it? Could you suggest to the class as many reasons as you can think of, why people in the world learn English?for work, as a hobby, to learn about other people, to travel, to read literature in the original, to read research papers, to meet foreigners, to surf the Internet, to pass exams, etc.Go on with your reasons. I shall write your suggestions on the board as you make them.3. Skimming the text for general ideasNow we go to page 9 to skim the text for the main idea of each paragraph.Paragraph 1: The spread of the English language in the worldParagraph 2: Native speaker can understand each other even if they don’t speak the same kind of English. Paragraph 3: English changes and develops when cultures meet and communicate with each other.Paragraph 4: By the 19th century English is settled. Paragraph 5: English is spoken as a foreign language or second language in South Asia.4. Reading and fillingRead the text to complete the chart below.Time English is influenced by…AD 450-1150 German1150-1500 FrenchIn the 1600’s Shakespeare, who make use of a wider vocabulary than ever beforeBy the 19th century Samuel Johnson, Noah Webster Now Languages in South Asia, in Singapore, in Malaysia, in Africa and in China5. Reading and copyingNext we shall go over the text once more. This time try find and copy all the useful expressions down in your notebook.Useful expressionsat the end of…, make voyages, speak English as…, in the next century, change over time, communicate with…, be based on…, at present, become less like…, rule England, enrich the English language, make use of…, move to…, later in the 18th century, give a separate identity to…, have a very large number of…, fluent English speakers, become the language for…,develop one’s own identity, increase rapidly.高中英语语法教案（篇7）高中英语阅读课文具有题材广泛、体裁各样、语言学问丰富等特征，是各单元教学的核心部分，也是培育同学阅读力量的主要渠道。
英语语法教学教案教案：英语语法教学教案1. 教学目标- 帮助学生理解英语语法的基本概念和规则- 培养学生正确运用语法知识的能力- 提高学生的英语语法水平2. 教学内容- 主要包括英语语法的基本知识和常见的语法规则，如时态、语态、被动语态、条件句、从句等3. 教学步骤引入（5分钟）- 通过一个生动的故事或实例引入，激发学生的学习兴趣，并引导他们思考语法的重要性。
讲解语法概念（15分钟）- 介绍英语语法的定义和作用，以及为什么学习语法对于掌握英语很重要。
- 通过讲解基本的语法概念，如主语、谓语、宾语等，帮助学生了解基本的语法构成。
示范和练习（30分钟）- 通过示范句子的构造和语法规则的解释，让学生理解语法知识的实际运用。
- 提供练习题，让学生动手操作，巩固所学的语法知识。
- 配合学生进行口语练习，让他们能够在实际对话中正确运用所学的语法知识。
巩固与拓展（20分钟）- 给学生提供额外的练习题，巩固他们对已学语法知识的掌握程度。
- 引导学生自主学习和探索更多的语法知识，拓展他们的语法视野。
- 鼓励学生使用互联网资源查找并分享一些有趣的语法规则或现象。
总结与评价（10分钟）- 对所学的语法知识进行总结回顾，让学生再次复习巩固。
- 对学生的表现进行评价和鼓励，为他们的努力给予认可和奖励。
- 给予学生一些建议，帮助他们进一步提高英语语法水平的学习方法和技巧。
4. 教学资源- 课堂教具：投影仪、白板、黑板、笔等- 学习材料：教科书、练习册、练习题、互联网资源等5. 教学评估- 通过课堂练习、口语练习和其他小测验对学生的掌握程度进行评估。
- 对学生的学习态度、参与程度和自主学习能力进行评估。
6. 教学反思- 根据学生的表现和反馈，及时调整教学方法和策略，以满足不同学生的学习需求。
- 注重学习资源的更新和拓展，为学生提供更多有趣且具有挑战性的语法学习内容。
通过以上教学步骤和教学资源，学生将能够更好地理解和掌握英语语法知识，从而提高他们的英语语言能力。
初中英语语法教学教案一、教学目标：1. 知识目标：使学生掌握基本的英语语法知识，如时态、语态、句型结构等。
培养学生运用英语进行简单交流的能力。
2. 能力目标：提高学生识别和运用英语语法结构的能力。
培养学生运用英语语法知识进行写作和口语表达的能力。
3. 情感目标：激发学生学习英语语法的兴趣，增强自信心。
培养合作精神，提高学生团队合作进行学习的意识。
二、教学内容：1. 第一章：英语语法基本概念介绍英语语法的基本概念，如句子、词性、短语等。
讲解英语语法的重要性及其在实际应用中的作用。
2. 第二章：时态介绍英语基本时态，如现在时、过去时、将来时等。
通过实例讲解各种时态的用法和构成。
3. 第三章：语态讲解英语语态的基本概念，如主动语态和被动语态。
分析不同语态的用法和构成。
4. 第四章：句型结构介绍英语句子的基本结构，如主谓结构、主谓宾结构等。
通过实例分析各种句型的特点和应用。
5. 第五章：主谓一致和倒装讲解主谓一致的原则及其应用。
介绍倒装句的用法和构成。
三、教学方法：1. 采用互动式教学法，鼓励学生积极参与课堂讨论和练习。
2. 使用多媒体教学手段，如PPT、视频等，增强课堂趣味性。
3. 通过实例分析和练习，让学生在实际应用中掌握语法知识。
4. 布置课后作业，巩固所学知识，提高学生实际运用能力。
四、教学评估：1. 定期进行课堂测试，检查学生对语法知识的掌握情况。
2. 组织课后作业，评估学生的实际应用能力。
3. 鼓励学生进行自我评估，提高学习意识。
五、教学计划：1. 第一章：2课时2. 第二章：3课时3. 第三章：2课时4. 第四章：3课时5. 第五章：2课时六、第六章：情态动词介绍情态动词的概念和用法，如can、may、must、should等。
分析情态动词在句子中的位置和与其他词的搭配。
七、第七章：名词和冠词讲解名词的分类和用法，如可数名词、不可数名词等。
介绍冠词的概念和用法，如定冠词、不定冠词等。
八、第八章：代词讲解代词的分类和用法，如人称代词、物主代词、指示代词等。
英语语法课教案一、教学目标1.学生能够掌握英语语法的基本概念和规则；2.学生能够正确运用英语语法知识进行语言表达；3.学生能够在实际应用中灵活运用英语语法知识。
二、教学内容1.英语语法的基本概念和规则；2.名词、代词、动词、形容词、副词、介词、连词、冠词等语法知识；3.句子的基本结构和语法规则；4.英语语法的常见错误和纠正方法。
三、教学方法1.讲授法：通过讲解英语语法的基本概念和规则，让学生掌握语法知识；2.练习法：通过练习，让学生巩固所学的语法知识；3.互动法：通过互动，让学生在实际应用中灵活运用英语语法知识。
四、教学步骤第一步：导入1.通过引入一段英语短文或者歌曲，让学生感受英语语法在实际应用中的重要性；2.引导学生思考英语语法的基本概念和规则。
第二步：讲解1.介绍英语语法的基本概念和规则；2.分别讲解名词、代词、动词、形容词、副词、介词、连词、冠词等语法知识；3.讲解句子的基本结构和语法规则；4.分析英语语法的常见错误和纠正方法。
第三步：练习1.给学生发放练习册，让学生在课堂上完成练习；2.教师在课堂上解答学生的疑问。
第四步：互动1.分组讨论，让学生在小组内互相交流英语语法知识；2.教师在课堂上点名学生回答问题，让学生在实际应用中灵活运用英语语法知识。
第五步：总结1.教师对本节课的教学内容进行总结；2.学生对本节课的学习进行反思和总结。
五、教学评估1.通过课堂练习，检测学生对英语语法知识的掌握情况；2.通过小组讨论和课堂互动，检测学生在实际应用中灵活运用英语语法知识的能力；3.通过学生的反馈和教师的观察，评估本节课的教学效果。
六、教学反思1.教师应该更加注重学生的实际应用能力，让学生在课堂上进行更多的互动和实践；2.教师应该更加注重学生的个性化学习，根据学生的不同需求和水平，进行差异化教学；3.教师应该更加注重学生的反馈和评估，及时调整教学策略，提高教学效果。
Passive Voice and Subjunctive Mood一、教学目标：通过本章的学习理解并掌握英语中被动语态的结构和使用条件，以及虚拟式的定义和类型。
二、教学内容：（详见附件）1 Introduction2 Passive voice2.1 Be-passive, get-passive and pseudo-passive2.2 Voice constraintsa. Grammatical constraintsb. Semantic constraintsc. Stylistic constraints2.3By-phrase2.4 Passive voice of multi-word verbsa. Verb + prepositionb. Verb + particlec. Verb + particle + prepositiond. Verb + noun phrase + preposition2.5 Passive voice of non-finite verbs3 Subjunctive moodBe-subjunctivea. Formulaic be-subjunctiveb. Mandative be-subjunctivec. Other uses of be-subjunctiveWere-subjunctive附件:1 IntroductionFour formal categories stand out as distinguished with finite verbs: tense, aspect, voice and mood. Having discussed tense and aspect in syntactic and semantic terms in Chapter 5, we now turn to the other two categories: voice and mood.English has two voice forms: the unmarked active voice and the marked passive voice, the latter taking the form of a complex verb phrase consisting of primary auxiliary be + -ed participle. Our discussion will be focused on passive voice, the more problematic and thus more intriguing of the two voice forms.We identify three mood forms: indicative, imperative and subjunctive. The first two having been discussed in Chapter 2, we shall deal with the subjunctive mood, a grammatical category which we will presently find is quite different from what it used to be in old grammar books.2 Passive voiceMany actions involve two people or things—one that performs the action and the other affected by the action. The former is referred to as the "agent" and latter the "recipient". Voice is a grammatical category that makes it possible to view the action of a sentence in either of the two ways, without change in the facts reported:Shakespeare wrote the play. (active)The play was written by Shakespeare. (passive)As we can see from the two sentences, the passive sentence covers the same reality as the corresponding active sentence. The structure chosen in such a case is often determined by the speaker's point of view, by stylistic factors and, more often than not, by context that may require a particular ordering of information items in a sentence.Most of the passive voice sentences take the be-passive form. Get-passive is its only, but far weaker, rival. In spite of their nuances in meaning, they are generally interchangeable.Passive voice sentences are commonly regarded as being transformed from their active counterparts. However, as we shall see presently, not all the active sentences can be turned into passive, not even all that contain transitive verbs. There are a variety of voice constraints that render the transformation unacceptable in grammatical, semantic, or stylistic terms.The prepositional phrase of by-agent is often left out from a passive voice sentence for a variety of reasons. They could largely be accounted for in terms of the information structure in a given context.Passive voice is also common with multi-word verbs and non-finite verbs, in which case it has unique features concerning usage.2.1 Be-passive, get-passive and pseudo-passiveBe is the normal passive auxiliary, which may occur in different tense and aspect forms and with different modal auxiliaries and semi-auxiliaries:He is respected by everyone in the community. (simple present)My car was stolen last week. (simple past)The house is being redecorated at the moment. (present progressive)His car was still being repaired when he called the garage. (past progressive)He has never been beaten at tennis. (present perfect)He had never been beaten at tennis before he retired. (past perfect)This can be done in different ways. (with modal auxiliary)The sports meet is going to be put off until the end of the month. (with semi-auxiliary) Passive perfect progressive with been being is disliked by the general English speakers, but it may occasionally occur:He's been being interviewed in the past hour.Get-passive is far less popular than be-passive. The reason is two-fold. Get-passive is generally avoided in formal style, and even in informal English it is far less frequent than be-passive. And semantically, get-passive is typically used to refer to an event, rather than a state; to denote the consequence, rather than the process, of an event; and to lay emphasis on what happens (usually unfavourably) to the subject as a result of the event, rather than who actually causes the event. Compare:(1-1) The children were punished.(1-2) The children got punished.(2-1) Can the ship be seen on the horizon?(2-2) *Can the ship get seen on the horizon?(3-1) I want you to watch carefully how the machine is being operated.(3-2) ?I want you to watch carefully how the machine is getting operated.(4-1) The play was written by Shakespeare.(4-2) *The play got written by Shakespeare.Sentence (2-2) contains a stative verb which is inappropriate in the get-passive construction. (3-2) is awkward because what is concerned is the process of the operation of the machine and, therefore, (3-1) would sound better. In sentence 4, the emphasis is not laid on the fulfillment of the play but on its authorship. With these semantic features, get-passive typically occurs in the environment where the verb is dynamic, the by-agent phrase is left out and there is an adverbial denoting consequence like eventually, finally, as a result, etc.:The book eventually got translated into Chinese.They got taught a lesson as a result.Having discussed the be-passive and the get-passive, let us consider the following sentences which illustrate a very special type of passive voice, if it could be called one: I'm very interested in the position they've offered me.He got completely confused.She felt annoyed at his negligence at work.They became more and more amused at what he was doing to the dog.You look tired.Such constructions are commonly termed pseudo-passive. There are some important differences between the regular passive and the pseudo-passive. A pseudo-passive sentence is passive in form but active in meaning. Its ed-participle is adjectivalized so that it becomes a subject complement in the SVC structure. As an adjective, therefore, it can occur in a comparative construction, with a variety of prepositional phrases other than by-phrase, and with other link verbs besides be and get.2.2 Voice constraintsIt is generally assumed that an active voice sentence with a transitive verb can be transformed into a passive voice sentence and that a passive voice sentence is derived from an active voice sentence. However, there are exceptions. In the following discussion, attention will be drawn to some typical exceptional cases where the correspondence between the active and passive voice breaks down on account of different kinds of voice constraints, grammatical, semantic and stylistic.a. Grammatical constraintsSome sentences are invariably active; some are invariably passive. This is because there are restrictions on various grammatical parts of the sentence. Among them verbs are subject to greater restrictions as far as the active-passive transformation is concerned. Apart from intransitive verbs, which are incompatible with the passive voice, there are a few transitive verbs that normally do not occur in the passive voice sentence:I have a lot of friends.* A lot of friends are had by me.He lacks sense of humour.* Sense of humour is lacked by him.They wouldn't let him take the position.* He wouldn't be let to take the position.Few people survived the genocide.* The genocide was survived by few people.Transitive verbs that are subject to the voice constraint include elude, escape, fit, flee, get, have, lack, let, race, resemble, suit, survive, etc.However, there is another extreme case with transitive verbs: some of them are usually used in the passive voice and the agent of the action is usually left out either because it is thought to be not worth mentioning or because it is practically unknown:It is rumoured that there will be an earthquake in the next two weeks.The ship is scheduled to arrive tomorrow.Here is a list of such verbs: acclaim, allege, baffle, bear (give birth to), condition, daze, deafen,deem, empower, fine, horrify, hospitalize, jail, overcome, paralyze, penalize, populate, prize, ration, reconcile, reunite, rumour, schedule, ship, shipwreck, etc.A second grammatical voice constraint is associated with the object of the verb. In the case of an object that is co-referential with the subject, there is no passive sentence corresponding to the active:I treated myself a substantial meal at Christmas. (reflexive pronoun)They will love each other. (reciprocal pronoun)They helped one another during the rescue mission. (reciprocal pronoun)He raised his hand. (possessive determiner)When the object is a clause, finite or non-finite, in an active voice sentence, it is generally impossible to find a corresponding passive construction:He said that he was innocent.They did not know whether they would arrive there on time.I want to talk to your parents.She enjoys being flattered.The passive voice, however, will become acceptable if we employ the syntactic expedient of postponing the subject clause and filling the empty slot by anticipatory it:It is said that he managed to escape punishment because he had a good lawyer.It was not announced when the president would deliver his resignation speech.It was decided to sell the remaining stock.A third constraint is the result of frequent absence of a by-phrase in passive constructions—where the agent is not explicitly mentioned and is not retrievable from the context. There are no corresponding active sentences. For example:The house was built last year.It is said that she is looking forward to her third marriage.b. Semantic constraintsThe corresponding active and passive sentences are normally assumed as semantically equivalent regardless of their shifts of information focus and degrees of stylistic formality. There are, however, exceptions to the rule, especially when quantifiers and modal auxiliaries are involved:(1-1) Few students have read many books in this school.(1-2) Many books have been read by few students in this school.(2-1) Every student has read at least one English novel.(2-2) One English novel at least has been read by every student.(3-1) You can use the car now.(3-2) The car can be used now.(4-1) Will you repair my computer?(4-2) Will my computer be repaired?Sentence (1-1) implies that many students in this school do not work hard, whereas (1-2) suggests that many books in this school are not attractive. The most likely interpretation of (2-1) is that each student has read at least some English novel or other, whereas (2-2) favours the interpretation that there is one particular English novel which has been read by every student. In (3-1), can is most probably used in the "permission" sense and, in (3-2), in the "possibility" sense. (4-1) could be interpreted as a request while (4-2), an inquiry.c. Stylistic constraintsAlthough the passive voice is far less commonly used than the active voice—a noticeable difference that can be found in all kinds of text, it is not restricted to a particular type of text. Passive constructions may be found both in informal English such as everyday conversations and in formal English such as legal documents.However, there is considerable variation in the frequency with which the passive voice is used in individual texts. As the passive voice often removes the agent, it tends to strike as more impersonal, thus more objective, than the active voice. This is probably the major stylistic factor that determines the higher frequency of the occurrence of the passive voice in the expository or informative prose that we find in newspaper reports, scientific writing and government documents. Imaginative prose, on the other hand, such as that found in novels, short stories and plays, displays a relatively lower frequency of the passive voice.2.3 By-phraseIn an English sentence, we normally put what we want to talk about in the initial position as the subject. So, when we want to talk about someone or something that performs the action, we make the agent the subject and use the active form of the verb. However, we may want to focus on the person or thing that is affected by the action, in which case we make the recipient the subject of the verb in the passive form.The passive voice gives us the option of not mentioning the agent. This could be due to the difficulty in identifying the agent:She was murdered last night.I'm cycling to work because my car was stolen last week.Or we may find it unnecessary to tell who the agent is:The house was built ten years ago.I was told that chances for his promotion would be very slim.Or we may wish to conceal the agent's identity or to distance ourselves from our own action: Air attacks were carried out on the town last night.The government was forced to say that the new policy would be implemented.In accounts of processes and scientific experiments, we often use the passive voice to avoid mentioning the agent explicitly because the focus is on what happens and not on who or whatmakes it happen:The principle of bottling is very simple. Food is put in jars, and the jars and their contents are heated to a temperature which is maintained long enough toensure that all bacteria, molds and viruses are destroyed.We can of course mention the agent in a passive construction by using a by-phrase. When we do this, we usually intend to put emphasis on the agent, because the by-phrase normally occurs at the end of the sentence, an position where the stress is normally located. Compare the following two sentences:(1) Have the newspapers been delivered by someone?(2) Have the newspapers been delivered by the dog?Sentence (1) sounds awkward because there is no point emphasizing the agent referred to as "someone", whose identity we do not know or are not interested in at all. In such a case, we may either leave out the by-phrase or use the active voice instead (Has someone delivered the newspapers?). In sentence (2), however, the agent well deserves the emphasis that would otherwise be absent if the by-phrase is removed or weakened if the active voice is used. Therefore, when we use the passive voice, we do not need to mention the agent unless we find it worth emphasizing.2.4 Passive voice of multi-word verbsMulti-word verbs include verb + preposition, verb + particle, verb + particle + preposition and verb + noun phrase + preposition. These verbs are subject to greater constraints when they occur in the passive voice form.a. Verb + prepositionThis construction is commonly called "prepositional verb", formed by an intransitive verb and a preposition to produce a transitive verb equivalent. Therefore, such a verb can take the passive voice almost as freely as a transitive verb:The committee meeting will be presided over by the college dean.Such problems have to be accounted for in political terms.However, a verb + preposition construction could be confused with a verb followed by a prepositional phrase on account of their physical identity:| the station.They finally arrived at ------- || the conclusion.| the tunnel.The police carefully went into -------- || the case.In such cases, the context usually provides the necessary clues to eradicate the ambiguity. Arriveat the station contains a verb and a prepositional phrase and the preposition may vary depending on the context (e.g. arrive in the United States), whereas arrive at the conclusion consists of a prepositional verb and a noun phrase and the preposition does not vary in this established idiom. Therefore, arrive in the former case is an intransitive verb and arrive at is transitive in the latter, a distinction that may be better explained through passive transformation. The same rule works for go into the house/the case.* The station was finally arrived at.The conclusion was finally arrived at.* The house was carefully gone into by the police.The case was carefully gone into (by the police).b. Verb + particle1The construction of verb + particle is commonly called "phrasal verb" where the particle is also called adverb. It can be either transitive or intransitive:Transitive:Someone has turned off the light.You must put away the toys before you come down for dinner.We'll have to put off the picnic if it rains tomorrow.They will pull down the old town hall and set up a new one.You are to make a clean copy of your term paper before you hand it in.Intransitive:How are you getting on?The couple often fell out.I'm afraid they won't give in.I hope you'll get by.He didn't show up, did he?As a rule, only transitive phrasal verbs can take the passive form.c. Verb + particle + prepositionThis construction is commonly called "phrasal-prepositional verb" as it contains, in addition to the lexical verb, both a particle and a preposition. The passive voice is not very common, if not unacceptable, with such a construction because a passive phrasal-prepositional verb, like its long name, is liable to be condemned as cumbersome:He was looked down upon in the community.1There is a group of frequently used and mainly short words (e.g. up, down, in, on) that can be both prepositions and adverbs. Some grammarians label these words, however they are functioning, as particles. Here we use the term particle to indicate words functioning as adverbs only.Her parents are anxious that all their expectations are lived up to.Such verbs include do away with, face up to, live up to, look down on/upon, look forward to, look out for, look up to, play around with, put up with, talk down to, etc.d. Verb + noun phrase + prepositionThe construction of verb + noun phrase + preposition can usually be viewed in two ways: a fixed phrase or a string of independent words (or phrases). It is a fixed phrase because the collocation is very idiomatic and the combination makes a very special sense. On the other hand, the words (or phrases) in the construction are independent in the sense that each is analyzable in grammatical terms and meaningful in its own right. Consider the phrase pay attention to. It is an idiom, only looser in structure than other idioms such as put up with and live up to.This double-facet character could be the reason why the construction can take two passive forms:We must pay special attention to this important issue.→ This important issue must be paid special attention to.→ Special attention must be paid to this important issue.They made a total mess of the house.→ The house was made a total mess of.→ A total mess was made of the house.But the following passive sentences would be considered unacceptable, or awkward in the most lenient terms, as a result of the overweight subject:* Special attention to the important issue must be paid.* A total mess of the house was made.Here is a list of such verbs: lay emphasis on, make a mess of, make an example of, make too much of, pay attention to, put an end to, take advantage of, take note of, etc.However, not all the verb + noun phrase + preposition constructions allow the passive transformation in both ways, which probably could only be accounted for in idiomatic terms. The following sentences can only be transformed in one way but not in the other:They made fun of her at the party.→ She was made fun of at the party.→ * Fun was made of her at the party.Historians had lost track of Shakespeare for seven long years after he left Stratford.→ Shakespeare had been lost track of...→ * Track had been lost of Shakespeare...2.5 Passive voice of non-finite verbsOf the three types of non-finite verbs, the infinitive and the ing-participle can take thepassive form2. The choice between the infinitive and the ing-participle depends on the context, usually grammatical and sometimes semantic. Some verbs, for example, take the infinitive as the object; others take the ing- participle; there are still others that take either the infinitive or the ing-participle, which may or may not result in the change of meaning (see Chapter 8 for details about the choice between the infinitive and the ing-participle):She expects to be praised.She enjoys being praised.She likes to be praised.She likes being praised.She forgot to be praised.She forgot being praised.In each sentence, the subject is the recipient of the action denoted by the non-finite verb; in other words, it is the logical subject of the passive non-finite verb. The subject of the non-finite verb is normally kept implicit if it corresponds to the subject of the sentence. It is, however, made explicit when it refers to someone or something else:She expects him to be praised.She enjoys his/him3 being praised.Expect and enjoy are examples of verbs which, depending on the context, allow the optional presence of the explicit logical subject to the following non-finite passive verb. Besides, there are verbs of extreme types: one that goes with a compulsory explicit logical subject and the other that always keeps the subject implicit:They would allow him to be promoted. (with explicit logical subject)He refused to be sent on the trip. (without explicit logical subject)Table 6.1 shows in a two-dimensional way the grammatical constraints that verbs are subject to when they take the non-finite verb as their object.2The infinitive with or without to has the following four active and two passive forms respectively: (to)do/(to) be done, (to) be doing, (to) have done/(to) have been done, (to) have been doing. The -ing participle has the following two active and two passive forms: doing/being done, having done/having been done.3Him is often found in the informal context. The same is true of the choice between the genitive case and the object case of a noun:She enjoys her son's being praised.She enjoys her son being praised.Table 6.1: Grammatical constraints on the verbs that take the non-finite verb as their object (Zhang et al:1995:238)Note that prepositional verbs, as they behave like transitive verbs, can also take the non-finite verb as their object. In such a case the -ing participle is invariably used and it may go with or without the explicit logical subject depending on the context:He insisted on being respected in the office.He insisted on his wife being respected in the office.They are worrying about being fined for overspeed.They are worrying about their son being fined for overspeed.3 Subjunctive moodThe subjunctive in the present system is a formal category, as distinguished from the old categroization which, semantic as it apparently is, used to cover all the verb forms that express assumptions contrary to the given fact or not likely to be materialized, and becomes a far less important verbal category than was suggested. What used to be expressed by means of the formally indistinctive subjunctive mood is now chiefly expressed by means of modal auxiliaries (see Chapter 7), past tense forms (see 5.1.2), past perfect forms (see 5.2.4), etc.Our trimmed subjunctive mood falls into two major types: the be-subjunctive and the were-subjunctive. The be-subjunctive is further divided into the formulaic subjunctive and the mandative subjunctive. For example:God bless you. (formulaic be-subjunctive)They insisted that he be given the job. (mandative be-subjunctive)If I were you, I wouldn't do it. (were-subjunctive)3.1 Be-subjunctiveThe be-subjunctive is formally marked by the use of the base of the verb; that is, the verb invariably occurs in the base form free from the concord constraints with the subject and from the tense agreement with other verbs. Such a verb form is normally found in two environments: certain set phrases of a formulaic character, mostly expressing benedictions or maledictions, and the that-clause following certain verbs, adjectives and nouns denoting volition.a. Formulaic be-subjunctiveThe formulaic be-subjunctive is largely confined to a few fixed expressions, expressions which extend a good wish, which may call down curses upon somebody or place an evil wish, and which may propose a will or indicate a special attitude:God bless you.God save the Queen!Long live liberty!Heaven help us!God damn you!Heaven forbid that...So be it then.Far be it from me to...Be that as it may...Come what may...Suffice it to say that...Such expressions are rare and not very productive in modern English. They are mostly archaic expressions of a will which could well be expressed in many other ways, such as using let, may, etc. Learners of English may learn by heart the few well-established sayings but are not encouraged to coin similar expressions on their own.b. Mandative be-subjunctiveThe base form of the verb is also used in the that-clause when the superordinate clause contains an element denoting volition:He insisted that he do the job on his own.It is important that she talk to him in person.Their advice was that I use a new name, move to new place and start a new life.The following is a list of such elements which commonly introduce a that-clause containing the mandative subjunctive:Verbs:advise, ask, command, decide, demand, desire, insist, move, order,prefer, propose, recommend, request, require, suggest, urge, etc.Adjectives:advisable, desirable, essential, fitting, imperative, important,necessary, etc.Nouns:advice, command, decision, decree, demand, motion, order, proposal, recommendation, request, requirement, resolution, suggestion, etc.The mandative be-subjunctive is more common in American English than in British English, where it is often replaced by should+infinitive as an alternative. Also, the mandative be-subjunctive is preferred in formal English while in a less formal context it can be replaced by other verb forms in spite of the condemnation in textbooks for being non-standard.c. Other uses of be-subjunctiveThe be-subjunctive is also found, especially in formal English, in an adverbial clause of condition, concession, etc. typically introduced by if, though (although, even though), whatever, whether, lest, etc.:If he be found guilty, he will be punished.If he be elected chairman, we shall all resign.Though he be reduced to poverty, he will never be dishonest.I shall follow him even though he slay me.Whatever be your reason for that, we shall not tolerate your dishonesty.Whether he confess or not, he shall face the severest punishment.The movie star is wearing sunglasses lest he be recognized.Home is home, be it ever so homely.Immediate actions must be taken if need be.In such contexts, the more usual verb forms are the simple present tense and may/should+infinitive, except for the last two which are formulaic in nature.3.2 Were-subjunctiveThe were-subjunctive is the smallest grammatical category because it has only one form—were. It is used with all subjects regardless of their person distinctions, thus formally contrasting with the indicative forms of be.The subjunctive were is usually found in subordinate clauses expressing hypothesis (in which case was could often be used as an informal alternative if possible):If she were here now, he wouldn't be that rude.If only she were here.If he were to arrive now, he'd still be too late for the interview.He speaks as if he were the boss here.I wish he were here with us.Suppose he were to fail.Note that in more fixed expressions, the were-subjunctive is generally preferred or probably obligatory:If I were you, I wouldn't tell her the news.He is my best friend—my second self, as it were.Also note that were, not was, can be used to introduce a conditional clause with inverted word order:。
