英语语法说课稿alice

教师资格初中英语语法说课稿范文老师资格证考试说课肯定要事先做好充分的预备，把自己的上课思路理清晰，下面是老师资格学校英语语法说课稿范文，欢迎借鉴!老师资格学校英语语法说课稿范文各位领导、老师大家好：我今日的说课内容是学校一班级的语法课，详细语法为Modal Verb.接下来我会从教材分析，教材目标，教学过程以及板书设计等方面来阐述我对这节课的理解和设计。

首先是我对教材分析的阐述。

一、教材分析在课标中的地位和作用：本课遵循新课标的要求，考虑基础教育改革进展方向，尽量体现基础教育中的人性化走向。

面对全体学校同学，突出学校同学特点，敬重其个体差异。

本课的主要内容是有关学校语法中比较初级的语法学问Modal Verb的相关内容。

在此课中，主要学习情态动词的定义，以及常见的情态动词，在了解什么事情态动词的基础上，会着重介绍三个最为常见的情态动词can, may, must。

在详细叙述的过程中，会对这三个情态动词进行适度的延长与拓展，同时会加以练习进行巩固，注意培育同学在分析例句时的思辨力量和综合语言运用力量。

教学目标1.学问目标：要求同学娴熟把握can, may, must的详细用法2.力量目标：学会情态动词在实际生活的交际过程中以及书写过程中的运用，不仅要会用还要用精确。

3.情感目标：让同学爱上英语课，尤其是对比较枯燥乏味的语法课产生爱好，鼓舞同学学习英语的自信念。

4.学习策略目标：设法使同学使用已学的情态动词进行造句，并能够精确的进行翻译，使更多的同学参加进课堂，激发同学自主总结的内在潜力，提高同学的乐观性。

教学重难点依据以上的教学目标，我确立了这节课的重难点：1.教学重点：了解情态动词的定义，熟记常见的情态动词，学会三个基本的情态动词can, may, must 的详细用法2.教学难点：情态动词用法的基本句型以及can,may, must的区分和各自特别地用法。

依据我对教材的分析，以及教学目标教学重难点的确立，我制定了相应的教法与学法。

高中英语语法说课稿10篇高中英语说课稿篇一高中英语说课稿篇二高中英语语法说课稿篇四高中英语语法说课稿篇八高中英语语法说课稿篇九一、教学目标1、复习连系动词的功能（Review what a linking verb’s function is in a sentence.）2、了解连系动词的种类（Remember what verbs can be used as linking verbs.）3、把握表语的种类（Summarize what words or phrases can be used as the predicative.）二、教学重、难点将所学的规章运用于实践，解决一些详细问题（Apply the rules learnt to complete some written tasks.）三、教学设想让学生学会通过练习，自己归纳、总结连系动词的规章（Instruct students themselves to summarize the rules of linking verbs and get them involved in all the teaching activities.）四、教学步骤1、导入（Step 1: Leading-in）Present a short video to get students’ attention on the general idea of linking verbs.2、练习与归纳（Step 2: Explanation and practice:）（1）。

Introduce the definition of a linking verb.（2）。

Get to know the classification of linking verbs.（3）。

Remind students to pay attention to some possible mistakes while using linking verbs.（4）。

《英语语法》说课稿Alice（1）复习课程《英语语法》说课稿外语系Alice一、课程在人才培养方案中的地位和作用本课程由外语系开课，是一门专业基础课，授课对象为外语系所有专业的学生。

授课学期是：大一的第二个学期和大二的第一个学期，共两个学期，每周两个课时。

该课程的先修课程为口语、听力和基础英语。

根据我院外语系的人才培养方向，外语系的毕业生需要经过专业学习和实践，在英语应用能力提高的同时，在以后的外贸报关员、外贸跟单员、英语导游、外销员等工作；也在企业从事翻译及文秘等工作。

无论是外语系那个专业的学生，都不可避免的在目前的英语学习和以后的工作中接触到英文资料。

因此，掌握一定数量英文语法对于外语系专业人才培养起着重要作用。

《英语语法》课程在外语系系人才培养过程中能帮助学生更好理解英文资料中的语法结构，加快学生的阅读速度，帮助其他基础课程和专业课程的学习，从而为学生的就业之路做好铺垫。

另外，外语系的学生在按照学院规定获得英语应用能力A级等级证书的同时，很多学生要参加英语四级和六级以及剑桥商务英语等级考试。

该门课程在很大程度上能够作为基础英语的补充课程帮助学生巩固和延伸现有的英语知识体系，为以后的就业和继续学习做一个坚实的铺垫。

二、课程教学设计及改革思路（一）教学目标及教材分析通过学习英语语法，使学生识记一些基本的语法规则，掌握英语语法的每个章节重点，从而帮助学生提高英语阅读和写作等各个方面的能力。

该课程使用教材：史洁等编著：《语法教程》，外语教学与研究出版社2008年版。

该教材的重点：语法术语为中英文讲解，单元与单元的知识体系衔接比较合理。

教材的重点明显突出在英语中重要的词性和句型方面。

该教材的难点：各种从句和虚拟语气的使用和理解。

选用该教材的依据：该教材的起点词汇在1，500词左右（起点低），语法规则难度适中，每个语法点后面都有大量的练习，通过有效的实践，可以达到既定的学习目标。

每个单元的后面都附有一篇美文阅读，在学生学以致用的同时也激发学生的学习兴趣。

高中英语语法说课稿Title: An Introduction to Verb TensesGood afternoon, everyone. Today, I would like to introduce the topic of verb tenses in English grammar. This is an essential aspect of learning a language as it allows us to express different actions, events, and states in various time frames. In this session, we will focus on the present simple, present continuous, and past simple tenses.I. Present Simple Tense:The present simple tense is used to describe actions that are habitual, regular, or permanent. It is formed by adding 's' or 'es' to the base form of the verb for the third-person singular. For example:- She goes to school every day.- They always eat dinner together.- The sun rises in the east.We also use the present simple tense to express general truths, scientific facts, and permanent situations:- Water boils at 100 degrees Celsius.- The Earth revolves around the Sun.- Cats are independent animals.II. Present Continuous Tense:The present continuous tense is used to describe actions that are happening at or around the present moment. It is formed by using the present tense of the verb 'to be' and adding the -ing form of the main verb. For example:- He is studying for the exam.- They are playing football in the park.- We are watching a movie right now.We also use the present continuous tense to talk about future plans that are already confirmed:- I am meeting my friend for lunch tomorrow.- She is flying to Paris next week.- They are moving to a new house next month.III. Past Simple Tense:The past simple tense is used to describe actions or events that happened and were completed in the past. It is formed by adding -ed or -d to regular verbs or by using the irregular verb form. For example:- She walked to school yesterday.- They visited their grandparents last weekend.- He ate dinner at a restaurant.We also use the past simple tense to talk about past habits or routines:- When I was young, I played the piano every day.- They always went on family vacations in the summer.- My mother cooked delicious meals every Sunday.In conclusion, understanding verb tenses is crucial for effective communication in English. The present simple, present continuous, and past simple tenses allow us to express actions and events in different time frames. By practicing these tenses, students can enhance their ability to convey information accurately and coherently.Thank you for your attention, and I hope this introduction to verb tenses has been helpful for you. Please feel free to ask any questions you may have.。

7BUnit6Reading--AliceinWonderland说课稿Teaching report7B Unit6 Reading--Alice in WonderlandGood evening, honored judges and fellow teachers.T oday, I feel honored to have the chance to share my ideas about how to teach reading.In the reading process, I will focus on students’ long-term development and enable them to use proper reading skills.My report will include 3 sections.They are analysis of the teaching material, identifying the teaching methods and studying methods, and teaching procedures.Section 1 Analysis of the teaching materialThe selected teaching material is about a part of a famous fairy story-Alice in Wonderland.Such a topic is a famous fairy story, so it is helpful to raise learning interests of students.It can help students to attain “four skills” request of listening, speaking, reading and writing.Based on the analysis of the teaching material, I have chosen the following as the teaching aims of my lesson:1.understand the whole passage2.retell the story according some pictures3.pay attention to the time order of the action during the reading procedure4.encourage students to be brave and optimistic,imaginative and creative.Let’s come to the important points and the dif ficult points:1.understand the whole passage2.retell the story according some picturesSection 2 Identifying the teaching methods and studying methodsAs is known to us all, modern teaching demands the teacher should improve the students’ ability.A good teaching method requires that the teacher should have the leading effects.According to the analysis of the teaching material and the students’ learning background, I decide to choose guided reading and Task-Based reaching as the main teaching approaches.With the teaching methods, I can guide students to use effective reading strategies to comprehend the text, solve problems and complete different tasks.Grade 7 students are curious, full of energy, interested in English and willing to show themselves.So I’ll have students study in a relaxed atmosphere students understand the new knowledge in certain degree through the mental process of seeing, hearing, saying, observing, thinking etc.Let students get the knowledge actively by probe study and cooperative study.In a word, I’ll teach the students how to be successful language learners.Section 3 Teaching proceduresThe teaching procedures include five parts.They’re lead-in, pre-reading, while-reading, post-reading and emotional education.Part 1 Lead-inFirst I will have a free talk with students.(Do you like any fairy stories? Which fairy story do you like best ?)Then I will present pictures about some familiar fairy stories to arouse their interest about Alice and her story.Part 2 Pre-readingIn this part, I will play a video first and then ask students to guess:1.What’s the name of the film ?2.What are the main characters in the video ?After watching the video, I will let students to guess the meaning of new words by using some pictures of the stories.(withthis task, students can improve their ability of guessing word meaning, a practical skill of reading.)Part 3 While-readingDuring the part, I will ask the students read through the passage.The part includes six tasks:Task : Listen and answer: I will play a tape and ask students to listen and answer to improve their listening skills :1.Where did Alice sit with her sister ?2.What was on the other side of the door ?Task 2:Fast read and finish T/F: Ask the students read the story fast and choose ‘true’or’fasle’.(After doing the exercise,students can understand the preliminary.)Task 3: Further reading :In this part, I will let students read silently and ask them to divide the story into 3 parts according to the place of Alice.As for section one there are 3 questions:1.Where did Alice see a white rabbit?2.Why did the rabbit surprise Alice?3.What was the rabbit going to do? Can you guess?As for section 2,fill in the blank.As for section 3,finish the table.(with this task, students can know about the detailed information.Dividing the passage into parts is easier for them than to read the whole passage as a whole.)Task 4: Put the statement into the correct order.:Sandy wrote some sentences about the story, but they are not in the correct order.Help her put them in the correct order.Students will have to the read through the passage and try to sequence these statements.(with this task, students will be checked about their understanding of this article.)Part 4:Post-readingIn the section, Ss will train their ability of usinglanguage.There are 2 activities.Activity 1: Retell the story: Students will have to retell the story by using some key words and phrases.T o make it easier for some students, I also give four pictures.(with this activity, students will get more familiar with the key elements of writing a narrative, and improve their spoken English.)Activity 2: Sublimate emotion:From some pictures, we can lead students to think.and talk: If you were Alice, what would you do?(with this task, students can understand some value.) At last, homework for this period:1.Try to remember new words and phrases.2.Read the story at least 3 times.3.Do exercises of this period.Thank you for your attention.。

教师招聘英语语法课说课稿Good afternoon， My dear judges!I am the third competitor。

My topic is Unit 5 attributive clause (prep+which/whom)。

It’s my pleasure to stand here sharing my teaching plan with you。

My plan is composed of several parts. First of all, I’ll talk about analysis of teaching material。

Part 1 Teaching Material:My lesson is from New Senior English for China Book_2 Unit5 Grammar part。

The main topic is friends and Friend ship, while the grammar is attributive clause （prep+which/whom)。

By studying this class, Students will understand the grammar points clearly and use them to in daily life。

Secondly, I’d like to state the analysis of students.Part 2 StudentsStudents of this period have learned English for a long time，hence they acquire basic grammar knowledge。

However,they think grammar learning is abstract and difficult.then I will take special activities to help them.According to the new curriculum standard,I set aims as follows .Part 3 Teaching Aim1.Knowledge objects (语言目标：语音，词汇，语法，功能,话题)The Ss can master attributive clause(prep+which/whom）in prep which or prep whom form.2.Ability objects (技能目标:听,说，读，写）SS can apply the grammars into their daily life。

外研版七年级英语下册《module 7 unit 1 I was born in a small village》说课稿一. 教材分析外研版七年级英语下册《Module 7 Unit 1 I was born in a small village》是一篇关于个人成长和家庭背景的阅读材料。

通过讲述一个人的成长经历，让学生了解和感受不同人的生活环境和文化背景。

本课主要介绍了主人公Alice的成长经历，包括她的出生地、家庭成员、兴趣爱好等。

通过本课的学习，学生可以提高阅读理解能力，学会用英语介绍自己的家庭和成长经历。

二. 学情分析七年级的学生已经掌握了基本的英语语法和词汇，具备一定的阅读理解能力。

但是，对于一些抽象的词汇和表达方式，学生可能还不太熟悉。

因此，在教学过程中，需要帮助学生理解和运用这些词汇和表达方式，提高他们的阅读理解能力。

三. 说教学目标1.知识目标：学生能够掌握本课中的关键词汇和短语，如“be born in”、“small village”、“family background”等，并能够运用这些词汇和短语进行简单的英语表达。

2.能力目标：学生能够通过阅读和听讲，理解并概括文章的主要内容和信息。

3.情感目标：通过学习主人公Alice的成长经历，培养学生热爱生活、积极向上的情感态度。

四. 说教学重难点1.重点：本课的重点是学生能够掌握关键词汇和短语，并能够运用这些词汇和短语进行简单的英语表达。

2.难点：本课的难点是学生对于一些抽象的词汇和表达方式的理解和运用，如“be born in”、“small village”等。

五. 说教学方法与手段1.教学方法：采用任务型教学法，通过阅读、讨论、展示等方式，激发学生的学习兴趣和积极性。

2.教学手段：利用多媒体教学设备，如PPT、视频等，为学生提供直观的学习材料和丰富的语言环境。

六. 说教学过程1.导入：通过提问学生关于他们的出生地和家庭背景的问题，引出本课的主题。

初中英语面试语法说课稿初中英语面试中，语法说课是一个重要的环节，它不仅考察教师对英语语法知识的掌握程度，也考察教师的教学设计和表达能力。

以下是一份初中英语语法说课稿的示例：# 初中英语语法说课稿一、说课主题本节课的主题是“现在进行时态”，这是初中英语语法教学中的一个重要内容。

二、教学目标1. 知识与技能：让学生掌握现在进行时态的构成和用法。

2. 过程与方法：通过实例分析和模仿练习，提高学生运用现在进行时态描述正在进行的动作的能力。

3. 情感态度与价值观：激发学生学习英语语法的兴趣，培养他们良好的语言学习习惯。

三、教学重点- 现在进行时态的构成：be动词+动词的现在分词。

- 现在进行时态的用法：描述正在进行的动作或状态。

四、教学难点- 正确使用be动词的不同形式（am, is, are）。

- 动词现在分词的正确变化。

五、教学方法1. 直观教学法：通过图片和动作展示，帮助学生直观理解现在进行时态。

2. 任务型教学法：设计相关任务，让学生在完成任务的过程中学习和使用现在进行时态。

3. 互动教学法：通过小组讨论和角色扮演，增强学生的互动和实践机会。

六、教学过程1. 导入（Lead-in）：展示一些正在进行的动作的图片，引导学生讨论这些动作。

2. 呈现（Presentation）：介绍现在进行时态的构成和用法，并通过例句进行说明。

3. 练习（Practice）：让学生模仿例句，构造自己的句子，并进行小组交流。

4. 应用（Application）：设计情景对话或角色扮演，让学生在实际语境中运用现在进行时态。

5. 总结（Summary）：回顾现在进行时态的要点，并强调其在实际交流中的重要性。

6. 作业（Homework）：布置相关练习，要求学生描述自己或家人正在进行的活动。

七、教学反思在课后，我会反思本节课的教学效果，考虑学生的反应和理解程度，以便调整教学方法和策略，更好地满足学生的学习需求。

此说课稿仅为示例，实际教学中应根据学生的具体情况和教学环境进行适当调整。

语法课Good morning, ladies and gentlemen,I’m Number ____, It’s my great honor to be here to present my teaching idea. I’ll try my best . Today I’ll talk the grammar about past perfect tense. There are 6 parts in my lesson.Analysis of teaching materialAnalysis of the studentsTeaching aims and important, difficult points .Teaching methods and aidsTeaching procedureBlackboard designWell firstly, I’ll talk about part 1, analysis of teaching material . This lesson is mainly about past perfect tense. After learning that, students can describe the past activities with the help of the grammar.Then, I will talk about part 2,analysis of the students. They have learned past indefinite tense, which is helpful to understand the new tense.Next, I’ll talk about teaching aims and aids. There are knowledge aims, ability aims and emotional aims. Knowledge aims are to enable students to master the grammar pattern of the past perfect tense. Ability aims are to improve students’speaking and reading ability, they can use the grammar to talk about something in our past life. Emotional aims areto encourage students to express their past life and love life.What’s more, important and difficult points. Important points are to understand and use the grammar and sentences correctly. Difficult points are to use past perfect tense to talk about the past daily life.Another part : teaching methods and aids . In this lesson , I’ll mainly use “Task-based teaching methods”and situational approach, using different methods can make the class active. The multimedia computer, the guiding paper and a blackboard will also be used.Now, I’ll talk about the most important part:teaching procedure. There are 5 steps in the part .Step 1 warming up and lead in It will cost 10 minutesBefore the class, I will divide students into 4 groups. It can develop students’ ability of pair work and competition.In this step , I’ll show students some pictures of my daily life and ask questions “when did you go to school? before you went to school, what had you done?”in this way , students will pay their attention to our class easily , and understand the past perfect tense.Step 2 presentation It will cost 15minutes . Two tasks will be finished.Task 1: Read and understandLet students read the sentences in grammar focus and try to guess the meanings.Task 2: Find out the rulesPay attention to the same part of the sentences and find the rules. If necessary, I will help themand write down “had done”.After that, students need practice to consolidate the knowledge.Now it come to Step 3 practice It’ll cost 15 minutesIn this step 4groups will have a competition by reading and finishing three tasks . Task-based teaching method is used here ,and students’cooperation ability will be well developed .Task 1: doing 4aMake sentences using “before” and “by the time”Task 2: finishing 4bDiscuss in groups and get the correct answer. The choose a student from each group to make a reporter.Step 4 ExtensionIn this step ,I’ll guide students to conclude key grammar and sentence pattern to have a free talk “ before the new terms began, what had you done?” The purpose is to encourage students to express their past life.Step 5 HomeworkAfter the class, students will write a passage to describe their school life using the past perfect tense.The last part is blackboard design .The topic is on the top. On the left is the key grammar and time line. On the right is the activity results.OK ,that’s all my teaching design ,Thanks for your listening .。

教师资格初中英语语法说课稿范文一、教学目标1. 知识与能力目标•熟练掌握初中英语基础语法知识，能够准确运用于语言表达中；•能够正确理解和解析句子结构，准确运用语法规则进行分析和判断；•能够运用语法知识纠正学生在英语学习中常见的语法错误。

2. 过程与方法目标•通过讲解、示范和练习相结合的教学方法，激发学生的学习兴趣；•注重培养学生的语法分析能力和运用能力，提高学生的语言表达能力；•给予学生足够的练习机会，培养学生良好的语法习惯和写作习惯。

3. 情感态度与价值观目标•培养学生良好的语言习惯和语法意识，提高自己的英语学习水平；•培养学生对英语语法的兴趣和积极参与课堂讨论的意愿；•培养学生合作学习的意识和团队精神，增强相互交流和合作的能力。

二、教学重点与难点1. 教学重点•初中英语基础语法知识的讲解和掌握；•英语语法知识与实际语言运用的联系和应用。

2. 教学难点•帮助学生理解句子结构和语法规则之间的关系；•解析语法错误并提供正确的修正方法。

三、教学过程1. 导入•利用一个有关日常生活的实例引入，例如：My brother has a dog. He loves it very much.（我弟弟有一只狗，他非常喜欢它。

）然后问学生这个句子中有什么语法错误。

2. 讲解与示范•通过讲解句子结构、语法规则和语法术语，如主语、谓语、宾语、定语等，帮助学生理解句子的基本构成。

•示范一些常见的语法错误，并解释其原因和修正方法。

3. 练习与合作•给学生发放练习册，让学生自主完成一些基础练习题，如填空、改错等，检查他们对所学知识的掌握程度。

•将学生分成小组，进行合作学习。

每个小组选择一个语法知识点，让他们编写几个练习题，然后相互交换并进行解答。

4. 总结与展示•请学生汇报组内编写的练习题，并给予评价和指导。

•对本节课所学的语法知识进行总结，并与实际语言运用进行关联，说明学习语法的重要性和必要性。

四、课堂展示通过本节课的讲解和练习，学生能够准确理解和运用初中英语的基础语法知识，能够正确分析句子结构和判断语法错误。

英语语法说课稿英语语法说课稿（一）一、教学目标学习反意疑问句二、教学重点通过教学使学生掌握反意疑问句的基本句型结构和回答。

三、教学难点1、主句谓语是think, believe, expect, suppose, imagine等引导的宾语从句，就从句部分提问。

2、陈述句部分主语是不定代词everybody, anyone, somebody, nobody, no one等，疑问部分常用复数they,有时也用单数he.四、教学程序如下：初二下学期第十单元安排了学习反意疑问句的教学内容，（一）、说教学程序：导入——新知识的学习说设计这个教学程序的基本思路和根据。

就初二学生来说他们学习了以下语法项目：be动词（包括be 动词的过去时）； There be句型 ; 行为动词的一般现在时；行为动词的一般过去时；一般将来时；（包括There be句型的一般将来时）；现在完成时；现在完成进行时；情态动词和祈使句。

因此，我在讲授反意疑问句时，仅仅围绕学生学过的以上语法项目进行反意疑问句的教学并进行反复练习。

具体练习作业本（上、下）、典中点中的练习都有，另外，再补充一些总结性的有关反意疑问句的专项练习加以巩固。

（二）、说练习和作业的设计。

检测训练——总结巩固。

通过做作业本（上、下）中的练习、典中点中的练习进行训练，再补充一些总结性的有关反意疑问句的专项练习进行检测加以巩固。

（三）、说板书设计：通过课件展示教学内容（以下各项教学内容）以下分为十一个部分进行讲解。

反意疑问句反意疑问句是由两部分组成的，前一部分是对事物的陈述（即陈述句），后一部分是简短的提问（即简短疑问句），中间用逗号隔开。

如果前一部分用肯定句，后一部分就用否定疑问句；如果前一部分用否定句，后一部分就用肯定疑问句。

两部分的人称和时态要一致。

其回答是用yes或no来表示。

一、含be（is, are, was, were）动词的反意疑问句其句型是：句型1:主语+ be+其它，isn’t（aren’t, wasn’t, weren’t）+ 主语？句型2:主语+ be not+其它，is（are, was, were） +主语？① You are from America, aren’t you? Yes, I am. No, I’m not.② It isn’t very cold today, is it? Yes, it is. No, it isn’t.③ Tom was away yesterday, wasn’t he? Yes, he was. No, he wasn’t.④ The Green weren’t at home last night, were they?Yes, they were. No, they weren’t.⑤ Mary is reading English now, isn’t she? Yes, she is. No, she isn’t.⑥ Your parents aren’t going to have a party this Sunday, are they?Yes, they are. No, they aren’t.⑦ The girls were singing when the teacher came in, weren’t they?Yes, they were. No, they weren’t.注意：There be句型① There is an old picture on the wall, isn’t there?Yes, th ere is. No, there isn’t.② There aren’t any children in the room, are there?Yes, there are. No, there aren’t.③ There wasn’t a telephone call for me, was there?Yes, there was. No, there wasn’t.④ There were enough people to pick apples,weren’t there?Ye s, there were. No, there weren’t.二、行为动词的一般现在时的反意疑问句其句型是：句型1: 主语+动词原形+其它，don’t I （you, we, they）？句型2: 主语+ don’t+动词原形+其它，do I（you, we, they）？句型3: 主语+动词第三人称单数+其它，doesn’t he （she, it）？句型4: 主语+ doesn’t+动词原形+其它，does he（she, it）？① You often watch TV in the evening, don’t you? Yes, I do. No, I don’t.② The students don’t study hard, do they? Yes, they do. No, they don’t.③ Mary studies Chinese hard, doesn’t she? Yes, she does. No, she doesn’t.④ The boy doesn’t often go to school by bike, does he?Yes, he does. No, he doesn’t.⑤ The first class begins at eight, doesn’t it? Yes, it does. No, it doesn’t.三、行为动词的一般过去时的反意疑问句其句型是：句型1: 主语+动词过去式+其它，didn’t+主语？句型2: 主语+didn’t+动词原形+其它，did +主语？① You watched TV last night, didn’t you? Yes, I did. No, I didn’t.② Jim’s parents didn’t go to Hong Kong last month, did they?Yes, they did. No, they didn’t.③ The rain stopped, didn’t it? Yes, it did. No, it didn’t.④ Mr. Clarke didn’t buy a car, didn’t he? Yes, he did. No, he didn’t.四、一般将来时的反意疑问句其句型是：句型1: 主语+will+动词原形+其它，won’t+主语？句型2: 主语+ won’t +动词原形+其它，will +主语？① The boys will play games, won’t they? Yes, they will. No, they won’t.② It won’t stop raining, will it? Yes, it will. No, it won’t.③ Mr. Smith will visit our school next week, won’t he? Yes, he will. No, he won’t.注意：There be句型的一般将来时① There will be a basketball match tomorrow, won’t there?Yes, there will. No, there won’t.② There won’t be too much pollution in the future, will there?Yes, there will. No, there won’t.五、现在完成时的反意疑问句其句型是：句型1: 主语+have+动词过去分词+其它，have n’t+主语？句型2: 主语+ haven’t +动词过去分词+其它，have +主语？句型3: 主语+has+动词过去分词+其它，hasn’t+主语？句型4: 主语+ hasn’t +动词过去分词+其它，has +主语？① You have been to Shanghai before, haven’t you? Yes I have. No, I haven’t.② You haven’t been to Shanghai before, have you? Yes I have. No, I haven’t.③ Jack has done his homework, hasn’t he? Yes, he has. No, he hasn’t.④ Jack hasn’t done his homework, has he? Yes, he has. No, he hasn’t.六、现在完成进行时的反意疑问句其句型是：句型1: 主语+have been+动词现在分词+其它，haven’t+主语？句型2: 主语+ haven’t been +动词现在分词+其它，have +主语？句型3: 主语+has been +动词现在分词+其它，hasn’t+主语？句型4: 主语+ hasn’t been +动词现在分词+其它，has +主语？① You have been skating for five hours, haven’t you? Yes, I have. No, I haven’t.② You haven’t been skating for five hours, have you? Yes, I have. No, I haven’t.③ Bob has been co llecting kites since 1999, hasn’t he? Yes, he has. No, he hasn’t.④ Bob hasn’t been collecting kites since 1999, has he? Yes, he has. No, he hasn’t.七、含有情态动词的反意疑问句其句型是：句型1: 主语+情态动词+动词原形+其它，情态动词否定形式+主语？句型2: 主语+情态动词否定形式+动词原形+其它，情态动词+主语？① You can speak French, can’t you? Yes, I can. No, I can’t.② They can’t understand me, can they? Yes, they can. No, they can’t.③ Ann could swim when she was six, couldn’t she? Yes, she could. No, she couldn’t.④ The students must study hard, mustn’t they? Yes, they must. N o, they needn’t.注意：You must go home now, needn’t you? Yes, I must. No, I needn’t.八、祈使句用于反意疑问句中这种类型较特殊，前一部分是祈使句，后一部分是肯定疑问形式。

初中英语优秀说课稿语法尊敬的评委老师、各位同仁：大家好！今天，我将为大家展示一节初中英语语法课的说课稿。

本节课的主题是“现在进行时”，这是英语时态教学中的一个重要内容，对于初中学生来说，掌握这个时态对于他们的英语学习至关重要。

一、教学目标在本节课结束时，学生应能够：1. 理解现在进行时的基本构成和用法。

2. 识别和构造现在进行时的句子。

3. 运用现在进行时描述正在进行的动作或近期将要发生的事件。

4. 通过听力、口语和写作练习，提高运用现在进行时的能力。

二、教学内容与学法1. 语法点：现在进行时的构成和用法- 结构：be动词（am/is/are）+ 动词-ing形式- 用法：描述正在发生的动作或现阶段持续进行的动作。

2. 学法：- 通过观察和归纳，让学生自己发现现在进行时的构成规律。

- 通过实例演示和角色扮演，让学生在实际语境中学习和运用现在进行时。

- 通过小组合作和互动练习，提高学生的语言实践能力。

三、教学过程1. 导入新课- 通过展示图片或视频，引出正在发生的动作，激发学生的兴趣。

- 提问学生正在做什么，引导学生用英语表达。

2. 呈现和讲解- 板书现在进行时的结构，并用实例句子进行讲解。

- 通过比较一般现在时和现在进行时，让学生理解两者的区别。

3. 练习与应用- 让学生通过填空练习，巩固现在进行时的构成。

- 组织角色扮演活动，让学生在模拟情景中运用现在进行时。

- 安排小组讨论，让学生分享他们正在做的事情，并用现在进行时进行描述。

4. 总结与作业- 总结现在进行时的用法和注意事项。

- 布置相关练习题和日记写作，要求学生用现在进行时记录自己的一天。

四、教学评价1. 过程评价：通过观察学生的参与度和练习完成情况，评价学生对现在进行时的掌握程度。

2. 结果评价：通过课后作业和测试，评估学生对现在进行时的运用能力。

五、教学反思本节课结束后，我将根据学生的反馈和学习效果，对教学方法和内容进行反思和调整，以确保教学目标的实现。

英语语法说课稿Title: Present Perfect TenseI. IntroductionGood morning everyone. Today, I will be conducting a lesson on the topic of Present Perfect Tense. The present perfect tense is a critical aspect of English grammar, and understanding its usage is essential for effective communication in English. This lesson is designed for intermediate-level students who have a basic understanding of the present tense and are ready to expand their knowledge to include the present perfect tense.II. Content and AimsIn this lesson, we will cover the following objectives:1. To understand the form and structure of the present perfect tense.2. To grasp the main uses and functions of the present perfect tense.3. To provide contextually appropriate examples to reinforce understanding.III. Presentation1. Introduction to the Present Perfect Tense- Begin by eliciting the students' prior knowledge of the present tense.- Explain that the present perfect tense expresses an action or situation that occurred in the past but still has relevance to the present moment.- Introduce the form and structure of the present perfect tense (subject + have/has + past participle).2. Use 1: Indefinite Past- Present the first use of the present perfect tense, which is to indicate an indefinite past action or experience without specifying when it exactly happened.- Provide examples and ask students to identify the subject, auxiliary verb, and past participle in each sentence.- Clarify that \。