英语语法教案模板(共合集).docx

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1、英语语法教案模板（共合集）教 案n课程名称 英语语法 Lecture 1 Sentence Structure 教学重点及难点： 1. The claification of bound morpheme and the frequently applied bound morphemes; 2. The basic clause types and their transformation and expansion 教学基本内容 1. Basic Concepts of morphemes, words, phrases, clauses, and sentences; 2. Ways o

2、f word-formation: affixation, derivation and composition; 3. Ways of sentence analysis: one ways is to divide the predicate into predicate verb, object, complement and sisters or my brother is likely to be at home. Either my father or my brothers are coming. Informally we can have the following use:

3、 e.g.Neither he nor his wife have arrived. In formal cases, especially in exams, neither| is used with singular verb.e.g.Neither of them is bright.When used with plural nouns in informal cases, neither| can also be used with plural verb.e.g.Neither of the books are/is very interesting. -I can t swim

4、. Neither can L - He didn t like the play. Nor did we.Neither isusually in formal cases, but nor is often used in spoken English. 3) Subject + as well as, as much as, rather than, morethan, no Ie than; with, along with, together with, in addition to, except + Verb (determined by the form of the subj

5、ect e.g. Some of the workers, as well as the manager, were working during the holidays.No one except two students was late for the dinner. 3.2 Problems of concord with expreions of quantity assubject 1) Concord with expreion of definite quantity as subject a) When regarded as a single unit, the verb

6、 is singular;基数词写法和读法 二、序数词 序数词的缩写形式： first 第一1st second 第二 2nd third 第三 3rd fourth 第 四 4th fifth 第五 5th sixth 第六 6th seventh 第七 7th eighth 第八ninth第九tenth第十 twentieth第二十thirty-first31st基数词一般是单数形 式，但下列情况，常用复数： a.与of短语连用，表示概数，不能与具体数目连用，如scoresof people指许多人；b.在一些表示 一排或 一组的词组里； 如:They arrived in twos an

7、d threes.他们三三两两的至I达了。 c.表示几十岁；d.表示年代，用in +the +数词复数； e.在乘法运算的一种表示法里， 如：3 x 5 = 15 Three fives is (are) fifteen.规律:口1)从1 -12分别由从one到twelvel2个各不相同的词表示。 2 )从13 -19均以后缀-teen结尾。 13,thirteen, 15 fifteen,18,eighteen 要特殊来记。 3 ）从20 - 90的整十数词均以后缀-ty结尾。表示“几十几时，个位和十位之间需加连字符，如twenty-one, thirty-two, forty-three

8、等。 4）数字的写法和读法：十位与个位之间要加连字符；百位和十位之间要加and ; 三位数以上的数，从个位往前数，每三位数加一个逗号：， 从后往前数的第一个逗号代表thousand,第二个逗号代表million,第 三个逗号是billion注意这几个词不能用复数形式后也不能加and。 5 ）表示具体、准确的数目时，hundred, thousand, million等后不能加-s,如 five hundred, six thousand, seven million 等。 6 ）当hundred, thousand等数词与of连用，表示不具体、不准确的数目时，词尾须加-s。如：thousand

9、s of students, millions oftrees=:数词的用法 1.表示事物的编号：如：the ninth part=part nine第九部分 the Fourth Leon = Leon Four 第四课 the sixth paragraph= paragraph six 第六段 2 .表示年月日: 口 年用基数词，日用序数词。 例如：1949 年 10 月 1 日一写法：Oct.L 1949. 读做： Oct.(the) first, nineteen forty-nine. 2009年 3 月 28 日一写法: March 27, 2009. 读作： March, (t

10、he) twenty-seventh, two thousand and nine. 3.用数 词表示分数，分子用基数词，分母用序数词； 如果分子大于1 ,分母要用复数。1/2: one-second 3/4 three-fourths, 2/5 two-fifths. 4.表示“加减乘除： 15+2= ? How much is fifteen plus two? 8-7=? Howmuch is eight minus seven? 12x12= ? How much is twelve times twelve? 814-9= ? How much iseighty-one divide

11、d by nine?5.基数词-名词-形容词结构 基数词-名词-形容词只能用来放到名词前作定语。如: She is a 3-year-old girl. They live in a 7-store-high building.口 注：这种结构中名词不能用复数，同时只能作定语。用作表语 时，不用连字符，名词有复数。 Tony is 10 years old this year.Tony is a 10-year-old boy.6. 表示某人几十岁，用基数词的复数形式。如：in one s thirties三 十多岁7.表示几个半英语中表达”几个半有两种方法：数 词+and+ a half+名

12、词（复数丫和数词+名词（复数）+and a half. 7.表示倍数 once , twice , three times 练习： Dick, it is the time in days that you vemade the same mistake. A.two,three B.secondzthree C.two,third D.second,third It is said that the gravity（弓|力）on the Mars （火星）is only about of the gravity on the earth. A.three - eighthsB.third -

13、 eighth C.three - eights D.third - eight hundred,thousand,million,billion 等单位数词 - How many people will come to Beijing next year? - Its hard to say, people, I think. A.million of C.three millions B.millions of D.three millions of 这是他第四次帮我摆脱困境。 This is his time to help me out of trouble 高中英语语法虚拟语气的教学

14、设计口一、教材分析：n本课是结合外研社版高中英语教材选修6中有关虚拟语气的语 法内容，进行高三虚拟语气的复习，教学中将语法知识的传授和语言 基本技能的学习结合到一起，注重复习语法与语言的运用。采用任务 型教学法和小组合作探究学习法，从而扩大课堂的语言输入量及学生 的语言输出量。 二、学情分析: 在高一和高二英语学习基础上，高三学生已经掌握基本的语言 结构和一定程度的听说读写能力。在高三语法复习的过程中，结合学 生原有的知识掌握水平，巩固基础强化正确使用语法知识，提高学生 运用语言的深度和难度.但大部分学生的基础知识仍然较为薄弱，运 用英语进行交际活动的能力较差，主动学习的动力不够，然而他们学

15、习比较认真，渴求知欲旺盛，思维比较活跃。部分学生的基础较好, 能主动配合老师。只有设置使他们感兴趣的活动，因材施教，才能让 他们投入到课堂活动中来。 三、教学重点： 1.复习的重点-语法虚拟语气的句型结构2语法虚拟语气的运用 四、教学难点： 1.结合复习的语法知识，以课堂教学为依托，全面训练学生的听、说、读、写能力，加强和提高运用英语的综合能力。 2.虚拟语气在真实的生活语境中的使用。 五、教学目标：1知识目标： 引导学生掌握情态动词在虚拟语气之中的使用。培养学生通读, 分析，理解，综合的能力，教会学生体察语境，结合上下文，附和逻 辑推理和合理的想象，结合语法和题干中的语境解决高考题。在运用

16、语言过程中培养学生的观察力、分析力、想象力和自学能力，提高思 维能力和运用英语的综合能力。 2.能力目标: 利用多媒体手段营造积极和谐教学氛围使学生进入情景之中, 充分调动学生的思维活动和情感体验，规范学生运用英语知识准确表 达的能力，同时，发展学生综合语言运用的能力，分析问题和解决问 题的能力，培养学生自主学习。口3彳惠育目标： 用情态动词和虚拟语气的句子结构表达思想感情和正确的世界观、人生观。 六、教学策略：通过活动课、小组讨论等具体形式，创设有利 于高中生自己自我认识、自我反省、自我调节的情境，利用他们自身 较高的自我意识水平对自己的学习进行调节、监控。因此，本课采用 教学方法-任务型教

17、学法。以任务为中心，任务的设计焦点是解决 某一具体的贴近学生生活的问题。教师要从学生学的角度来设计 教学活动，使学生的学习活动具有明确的目标。在的各种“任务”中, 学生能够不断地获得知识并得出结论。 七、学习策略： 非测试性评价体现新课程标准的实施效果，评价体系正确反 映外语学习的本质和过程，满足学生发展的需要。本课将各种活动 设计成小组活动并开展小组竞赛和填写课堂自我评价表等非测试性 评价手段，帮助学生养成自主学习与合作学习的能力，培养创新意识 和实践能力，以及具备科学的价值观。 八、教学用具： 黑板、录音机、多媒体辅助(将本课所需要的图片、文字、音 乐等制成PPT课件) 九、教学过程 St

18、epl Warming up ( 5 minutes ) Discu about the pictures together, and expre their ideas freely .Such as, What would you do now, if you lost your vision or other valuable things ? You wish,”设计说明: 1.教师首先展示美国聋哑女作家海伦凯勒的影片图片和主要 作品，然后请学生阅读以下片段：假如给我三天光明(节选)请学生 思考一下这个问题：假如你只有三天的光明，你会怎么做？教师通过 多媒体呈现图片，目的吸引学生的注意

19、力，并激发起好奇心。 2.利用新颖和形象的图片导入，有利于学生参与教学活动，进行讨论和对话活动。帮助学生学会珍惜拥有，学会生活。 Step2 Presentation ( 8 minutes ) Hold an English poem recital competition. Taskl :Divide the whole cla into a number of groups.Each group asks one student to act as the competitor with music Living life over If I had my life live over

20、I would have talked Ie andlistened more I would have invited my friend over to dinner even if the carpet was strained and the sofa faded Task2 : Choose the best group that read the poem with their deepest feeling. 评价工具(选票)：选出朗读最好的学生。 设计说明： 1.用配乐英文诗歌朗诵的方式导入语法-虚拟语气的学习。该诗歌几乎每句都使用虚拟语气来表达思想，传递情感。 2.任务型活动

21、：课题的引入采用诗歌朗诵竞赛的形式，学生小 组活动，对英文诗歌进行翻译，激发参与学习过程的热情和竞争意识。 最后由全体同学对各组参与代表投票进行非测试性评价。 Step3 Revision ( 7 minutes ) Firstly , ask the students to answer the questions in groups to summarize the basic structure of the grammar. l.If there (be) no computer, the students (learn) much now.2.If there (not be) th

22、e war, people(live) a happier life in the future.3.If you (come) yesterday, you(see) Jackie Chen. 4.1f you (attend) the concert, your oral English(become) better now.设计说明: 1.教师在进行语法教学的过程中把握好教学内容和教学范围的 度，适应高三复习的需要，加强语法教学的交际性，科学性和可操作 性。 2.合作学习活动，学生在活动中运用语言，调动起学生的认知 结构和主体意识。教师把语法规则活化为活动，把教学活动活化为交 际活动。设

23、分组竞答游戏活动，激发学生的参与意识。 Step4 Consolidation (5minutes) l.If Newton lived today, he would be surprised by what in science and technology. A.had discovered B.had been discovered C.has discovered D.has been discovered 2.This printer is of good quality.If it break down within the first year, we would repair

24、 it at our expense. A.would B.should C.could D.might 3.- John went to the hospital alone. - If he me about it, I would have gone with him.A.should tell B.tells C.told D.had told 设计说明: 以选择题的形式，降低学习学习的难度。通过课堂测试进行反馈， 进而了解学生的掌握情况，以学生的为本，注意个体差异，因材施教。 Step5 Writing ( 20 minutes ) Taskl: Summarize the gram

25、mar with the students and write down what they said on the blackboard.l.If .did/were , . would/could/should/might do . 2.If . had done , .would/could/should/might have done. 3.1f.did/ were to/should do z.would/could/should/might do.口 Task 2: Discu the sentences in groups and encourage the students t

26、o expre their feelings in English as follows 1.1 regret wasting the time which I should have spent onmy studies playing computer games. 2.1 could have been good at English, but I devoted toolittle time and energy to it. 3.If I had worked two years ago as hard as I do now, mygrades would be much more

27、 satisfactory now. Task3: Ask the students to translate the sentences into English. 1.我的老师建议我制定学习计划并认真的执行。 (1) My teacher suggests that I should make a study planand carry it out very seriously. (2)It is suggested that I should make. (3)My teacher7 s suggestion is that I should make. 2.现在，我学习起来好像永不疲

28、倦一样。我相信，坚持不懈和决心会助我成功。 At present, I am learning as if I were never tired.I believe that my perseverance and determination will lead to my succe.设计说明：when regarded as the individuals that constitute the quantity, the verb takes plural form.e.g. Twenty years in prison was the penalty he had to pay. b)

29、 a fraction/percentage + of-phrase+ (d) one in/out of + Plural noun + Verb (fml.Singular; infml.plural) e.g.One in ten students has/have failed the exam.2) Concord with expreion of indefinite quantity as subject.a) all of/some of/ none of /half of/most of + noun phrase of indefinite quantity + (Usag

30、e is fairly evenly divided between singular and plural concord with none of: e.g.None of us has been aboard except Vinck.None of us really believe it zs ever going to happen not to us, she said at last.Fiction However, none alone shows a distinct preference for singular concord: e.g.None describes h

31、im/herself as such in the partys official literature.(NEWS) Plural concord is the norm in conversation, while in the written registers there is an overall preference for singular concord. None of + N.+ V 1)当none与不可数名词连用或指代不可 数名词时，其谓语动词总是用单数。 e.g.I wanted some more coffee, but there was none left.2)

32、当none与复数名词连用或指代复数名词时，传统语法规定其谓语动 词必须用单数。此用法得到英语教材和各类英语实体的肯定和强调。 但是，实际应用中人们往往使用一概念一致|原则，用动词的复数形式。 1.让学生围绕该话题展开讨论，以确认可以使用虚拟语气的地方。课堂教学过程中，注重精讲精练，以练为主； 点到为止，注重运用。 2.在学生找到可使用的句子之后，鼓励学生灵活运用多种虚拟 语气的表达方式对语言进行深层次的句法处理.调动学生参与课堂学 习活动的热情，增强面对高考的自信。Step5 Aignment Ask the students to finish the composition we have

33、 talked about or write a composition about your dream that can hardly be realized in your daily life, such as walking in the space , living under the sea, making a journey, and so on.Motivate the students to use the grammar the subjunctive mood to organize the sentences and form the composition.（写作训

34、练）设计说明： 任务型活动：课外作业是课堂教学活动的延伸，学生可以互相 合作完成该写作任务。该环节是本课所有教学环节的延续，通过写作 的练习，使学生逐步学会运用语法知识，讨论自己感兴趣的话题，表 达自己的思想，达到形成和提高写作能力与技巧的目的，完成学习的 任务。让学生在反复接触和运用语言的过程中逐步体会和感知语言的 规律性，从而使学生的语法知识内化成语言能力。 Blackboard design （板书设计） Revision- the subjunctive mood ldid/were , would/could/should/might do, 2 had done , z/would

35、/could/should/might have done, 3did/ were to/should do /would/could/should/might do, If but for Reflection after teaching （教学反思）本节课通过不同的任务设置，让学生在小组活动中通过合作和探究来完成各个任务。新教材要求将语言的形式与其意义、交际功能 有机的结合起来，通过在实际的语言运用中内化语言规则，从而使学 生达到能准确运用语言进行有效交际的目的。大多数学生离开课堂之 后并没有多少听说英语的练习机会，他们十分缺少环境英语的反复刺 激。导致学生的语言基础不扎实，在表达自己的

36、看法和用英语进行讨 论时，不时有学生夹杂着汉语。在学生进行小组活动时，应尽量给学 生更多的帮助，主动了解学生的语言困难。学生在有限的课堂中学到 的知识毕竟有限，让他们掌握语言的同时，将课堂学到的知识内化为 能力，继而实现语言学习并运用的目的。同时，运用写作引导学生体 验语言的用法，提升学生的能力。 初中英语教案之语法：句子成分 主语：是一个句子所叙述的主体。主语一般位于句首，但在there be结构疑问句和初中语法倒装句中，主语位于谓语助动词后面。n 谓语：说明主语所做的词作或具有的特征和状态。动词在句中作谓语，一般做在主语之后。 表语：用以说明主语的身份，特征和状态。它一般位于系动词 宾语：

37、表示动作的对象和承受者，一般位于及物动词后面。但 英语介词后也要求用宾语。 状语：修饰动词，形容词，副词或整个句子。说明动作或状态 特征的句子成分，叫做状语。 时间状语:How about meeting again at six?原因状语:Last night she didrT t go to the dance party because of the rain.条 件状语：I shall go there if it doesn,/ t rain.地点状语:Mr.Smith lives on the third floor.方式状语:He has greatly improved hi

38、s spoken English by his means.伴随状语:He came in with a dictionary in her hand.目的状语：I went there to see a friend of mine.结果状语:He was so tired that he fell asleep immediately. 程度状语：They were greatly moved to hear the hero“ s story. 第2单元 代词 (-)人称代词 1、主格作主语，当两个以上人称代词并用时，单数顺序为第二，第三，第一人称；口复数为第一，第二，第三人称。口 例

39、有表示承认过失或有不好的意思时，单数按第一，第三，第二人称排列； 复数按第三，第二，第一人称排列。 例It was I and Tom that broke the windo 注意：it用法较灵活，可指天气、季节、时间、明暗、距离、 状况、形式主语及形式宾语等。 2、宾格用在及物动词或介词后面作宾语 例 3、形容词性物主代词只能作定语，后面要跟名词，名词性物主代词单独使用，作主语、表语或宾语。 例His school is not so large as Their team is stronger than ours. （二）指示代词 1、that, those指前面提到过的名词，但不可用

40、 例 2、打电话时用 例This is Bruce speaking, who is that? 3、刚才提到的事情，在英文中用that 例He was ill yesterday.F m sorry to hear that. 4、this,these指在方位上较近的人或物that,those指在方位上较远的人或物 有关词组及应用 口 例This is my shirt, that7 s yours. 例These TVs are made in China, those are made inJapan. （三）反身代词：主要用于加强语气单数myself yourselfhimself h

41、erself itself 复数。ursekes yourselves themselves 反 身代词有以下常见搭配 enjoy oneself = have a good time by oneself = alone help oneself to. learn sth.by oneself = teach oneself sth. help yourselves to.例： （四）不定代词：不是指明代替特定名词（或形容词）的代词 如:all, each, every, both, either, neither none, one, little, few, many, much,ot

42、her, another, some, any, no 以及由 some, any, no, every等构成的合成代词 1、it与。ne的区别例 I have a nice watch.Would you like to 2、every与each的区别 every +单数名词，表示每一个，强调共性、整体，只作定语, 形式上为单数.不与of连用；each表示每一个，强调个性，作定 语主语、宾语和同位语，常与of连用。口 例Every one of us is fond of English.（全体）Every child likes playing games.（全体）We each have

43、 a bike.（个另！ Each of them has a nice skirt.(个别 3、everyone, no one 与 everyone ,no one,只能指人，不能指物，不能和of短语连用,every one,none,既可指人，也可指物，可与of短语连用。 例 None of you watched carefully enough. 4、another 与 other 的区别 Another:泛指三个或三个以上中的另一个例 I don t want this coat.Please show me another.other:后 面接名词，泛指别的、其他的 例Do yo

44、u have any other questions? the other : 1.特指两个中的另一个 例He has two sons.One is a worker, the other is adoctor.2.修饰名词，特指另一个、另一些 例Tom likes swimming, and the other boys in his clalike swimming, too.Others :泛指其他的人或物 例l)He often helps others. 2)Some are playing basketball, others are playing football.the o

45、thers :特指确定范围内剩下的全部人或物 例1) There are fifty students in our cla. 2) Twenty of them are girls, the others are boys.onethe other.: 口一个，另一个，表示两个当中另一个例 例I have two daughters, one is married and the otheris a college student. 5、some 一般用于肯定句中，any用于疑问句，否定句和条件句中，但有些问句表示请求、建议或希望得到肯定答复时，仍用 some , any还可表示任何的意思。

46、 some用于肯定句中的情况 彳列There are some flowers in front of the house, any用于疑问句和否定句中的情况 例Do you have any picture-books? She is younger than any other student in her cla.注意：some有时也可用于表示请求、征求意见的疑问句中 例1) Would you like some meat?你想要些肉吗？ 2) May I ask some questions?我可以问问题吗？ 3)Could I have some apples? 我可以吃苹果吗？ 4) Why didn t you buy some bananas?为什么你不买些香蕉呢？ 6、both表示两者都，而all表示三者或三者以上，both和all用于助动词之后，实义动词之前：例My parents are both teachers.=Both of my parentsare teachers. Both Jim and Tom are students. We are all from Canada.= All of us are from Canada. 7、eithe