作為一位杰出的教職工，總歸要編寫教案，教案是教學(xué)活動的總的組織綱領(lǐng)和行動方案。那么我們該如何寫一篇較為完美的教案呢？下面是我給大家整理的教案范文，歡迎大家閱讀分享借鑒，希望對大家能夠有所幫助。

初中英語語法全英教案 初中英語語法試講全英篇一

【篇1：初中英語優(yōu)質(zhì)課教案】

初中英語優(yōu)質(zhì)課教案 授課日期：2009年10月27日

執(zhí)教教師：姚乾興

工作單位：望謨縣打易中學(xué)

一、

教學(xué)

unit4 how do you get to school?

二、教學(xué)目標(biāo)：

1、知識目標(biāo)：單詞：subway take the subway train ride a bike walk 等。

2、語言目標(biāo)：how引導(dǎo)的特殊問句；肯定句與否定句。聽：能聽懂談話出行的方式。說：能表達自己想到達目的的出行方式。讀：能正確朗讀本單元的對話和句型。寫：能寫本單元的單詞和句型。3、學(xué)習(xí)策略：注意通過語言語調(diào)的表達來推測詞義，也可借手勢動作和表情來完成。（主動參與學(xué)習(xí)，善于和他人合作交流）。

4、情感目標(biāo)：學(xué)會在交流活動中尊重和理解別人，學(xué)會交換不同的看法，了解他人的生活習(xí)慣，增進情誼。

5、德育目標(biāo)：在歌曲和游戲中習(xí)他人積極、樂觀、努力進取的團隊合作精神。

6、多元智能：人際交往 邏輯表達 個性呈現(xiàn)

7、文化意識：了解英、美國家中小學(xué)生上學(xué)的方式，培養(yǎng)世界意識。了解中西文化的差異。

三、

/how far /how long takes /will take/took time to do sth.四、課前準(zhǔn)備：

cards and a tape-recorder.五、教學(xué)運用：情景交際法、游戲法等。

六、教學(xué)手段：多媒體演示、flash動畫、ppt演示、歌曲游戲及肢體語言的應(yīng)用。

七、教學(xué)過程：

step g the cla as about the weather.t: how’s the weather today?

t：how was the weather like yesterday? ?? point student a say

“ hello!listen to me ok ?.i will sing a song to you must ?”.(用手指作安靜動作)listening to a song

歌曲欣賞，創(chuàng)造輕松愉快的學(xué)習(xí)氣氛, 激發(fā)學(xué)生的好奇心，為學(xué)習(xí)新課打下伏筆。step 2、games

用肢體語言表達讓學(xué)生猜測意思，完成交通工具詞匯的預(yù)知。step 3、play

多媒體技術(shù)呈現(xiàn)以上預(yù)知的詞匯導(dǎo)入新句型how do you get to ?.?的學(xué)習(xí)。ask students to try to read these words :bike train subway car correct the wrong pronunciation of these do a words game.(比記憶力)。step 4、listening.過渡到section a 1a 1b的學(xué)習(xí)，并逐步完成課文1b的填空。

using the picture on the students some questions about the picture.t: what can you see in the picture?

t: how many people are there in the picture? t: what are they doing?

after this, play the recording for two times, ask students to finish activity 1b and write down the phrases of the the train, takes the subway, takes the bus

then ask students to repeat the conversation and check the answers teacher give the correct answers on the screen.(通過聽說使學(xué)生領(lǐng)悟如何表達使用交通工具)。step 5、structures（操練詞匯及句型）

a、show the pictures to students and read these phrases , ask students to repeat.b、show the pictures to them and ask them to say each phrase one by one.c、then show the pictures to students and ask students to answer the question “how do you go to school?” one by one.d、then do another first student say “i go to school by ??or i take??to school.”.then the second student say “he/she goes to school by??or he/she takes??to school.”

（完成第三人稱的轉(zhuǎn)換，目的是從“句子接龍”中讓學(xué)生達到聽與說的結(jié)合。）step 6、pairwork

ask two students to read the dialogue about ask students to work in and answer how students get to school in the they work, move around the room, offering language or pronunciation support as y ask some pairs of students to present their conversations to the cla.（通過情景對話讓學(xué)生更好的掌握所學(xué)的句型。）step 7： exercises

1.()do you get to school? i take the

()dave()to school yester day?

;get ;got ;got ;get goes to the library(). foot foot foot ()tom and marry()home?

;get to ;get to ;get ;get

（通過練習(xí)鞏固所學(xué)內(nèi)容，特別是練習(xí)3強調(diào)了步行用“on foot”練習(xí)4強調(diào)了地點副詞“home”前不用介詞“to”）step 8 ：homework:

write down your own conversations in iew ten students how they get to someplace, make a list.八、板書設(shè)計：

unit4 how do you go to school? how do you go to school?

takes the train takes the bus takes the subway walk i go to school by??.九、教學(xué)反思：

1)基本按照新課標(biāo)的要求讓學(xué)生成為課堂的主體，遵循學(xué)習(xí)認(rèn)知規(guī)律，通過設(shè)疑、提問、啟發(fā)、誘導(dǎo)、游戲、多媒體動畫等方法，調(diào)動學(xué)生積極性，使整個教學(xué)呈現(xiàn)輕松的發(fā)展過程。2)多媒體教學(xué)使課堂生動活潑，增加了教學(xué)容量，使老師更好的利用和節(jié)省時間。

3)隨堂的幾道習(xí)題幫助學(xué)生更好的掌握了所學(xué)。

4)多設(shè)計一些合適的活動吸取他人經(jīng)驗改進自己的教學(xué)方法，這節(jié)課一定會取得更好的效果。

【篇2：初中英語語法教學(xué)教案】

初中英語語法教學(xué)教案

教學(xué)思路:

本節(jié)課我教的是情態(tài)動詞can和could作“能力”解時的區(qū)別。這節(jié)課我打算通過復(fù)習(xí)以前學(xué)過的情態(tài)動詞can的用法，以及通過做游戲，讓學(xué)生在輕松愉快的氛圍中掌握can的用法，以及了解can和could的區(qū)別。

一、teaching content:

topic:unit5can you play the guitar?

grammar：using “can”/ “could” to talk about ability

二、teaching aims:

can talk about the ability at could talk about ability in the past.三、teaching keyanddifficult points:

how to use “can” and “could” to expre ability in the present and past.四、teaching methods:

task-based language teaching method

五、teaching procedures: step 1：warming up task 1: revision

t: what can you do now? s1: i can sing.s2: i can draw s3: i can dance.t: can you ride a bike / swim / fly a kite / play football / play che? :yes, i can./ no, i can’ 2: playing a game

t: now letusplay a students come to the front and perform for the cla according to ers answer my questions.t : what can she do? : she can ride a bike /swim/ fly a kite/ play football / play che.t: can she swim/ fly a kite/play football /play che.: yes ,she can? no, she can’t.t: say the whole sentences: eg: acan ride a can’t / cannot 2:presentation

t: can you ride a bike now? s1:yes.i can

t:couldyou ride a bike five years ago ?

yes, i could./ no, i couldn’t(help him answer)

s1:yes, i could./ no, i couldn’t.t: we can use “could” t talk about the past

. can play computer , last year i couldn’t play.t: could you row a boat last year?

s1:yes i , i couldn’t.t: could she he row a boat last year?(ask other students)

: yes she he she he couldn’t

he couldn’t swim five years ago.(teach the students to say the whole sentences): a could ride a bike five years couldn’t swim five years ago.)

(ask other students in the same ways)step3:practice :work in pairs

t: ask your partner more questions

eg:could he / she …?

(yes, he / she could./ no, he / she couldn’t.)...step 4: production task 3: explanation

t: let’s work out the rule.①肯定句式: cancould

②否定句式: can’tcouldn’t

③疑問句式: can??could??

t:we can use “am(is , are)able to “ instead of “can”,and“was(were)able to “ instead of “could“.eg.①mike can sing more than 20 english is able to …

②she could speak english when she was was able to… t: please give tice 5:summary

t:inthis cla,wehavelearnt the use of can and could about talking about knows the differences between “can” and “could” step 6:homework

finish off the practice on the workbooks ,fill in the blank with can/could

【篇3：初中英語教學(xué)設(shè)計案例】

初中英語語法全英教案 初中英語語法試講全英篇二

小學(xué)英語語法全英教案

【篇1：全英文英語教案模板】

leon plan

nsefc module2 unit reading in teacher: period：period1 type：reading duration: 45minutes teaching ideology

the current theory view reading as a interactive proce which involves not only the printed page but also the reader’s old knowledge of the language in general, the world and the text the reading proce, these factors interact with each other and compensate for each on the understanding of reading as an interactive proce, teaching reading in the claroom is spanided into three stages in which the top-down and bottom-up techniques integrated to develop the students language efficiency in general and reading three stages are pre-reading, while-reading and ng material and learning condition the analysis of teaching material

the teaching material is the reading part from nsefc module2 topic of this unit paage mainly introduces the paage consists of first paragraph is a general introduction of .2 to para.4 last paragraph tells topic is not new to there is some new words and phases in the analysis of learning condition

the students are from grade1 in senior high high school students, they have achieved certain english level and they have the ability to get the basic idea of the they are in grade1, they are easily activated and want to air their own opinions on the are familiar with the topic of and know they may not know er, their vocabulary is limited so they may have difficulties in understanding some ng objectives ge skills ? at the beginning of the cla, can predict the content of the paage based on the title.? can scan the paage and find out the specific information such as the person related with

? can summarize the paage with the help of the clues of the ge knowledge

? can master the key words and phrases of the paage as follows,.? can learn , especially s

? will realize that and they will concern themselves with the iue of

al awarene

? will broaden their minds by knowing something about ng strategies

? will cultivate their ability inspanidual learning and cooperative learning by doing some

activities independently and some in groups.? will communicate with each other in english while doing the group ge difficulties

focuses and anticipated language focuses

this is a reading period so the focus is to cultivate the students’ reading many activities are designed to help to train their reading skills, such as predicting, skimming, scanning and is also important for the to master the new words and pated difficulties

as the have a limited vocabulary, so they may have some difficulties in understanding the the teacher will help them learn the new words and did not heard before, so the teacher will tell them some background knowledge about ng method

three-stage model: based on the understanding of reading as an interactive proce, teaching reading in the claroom is spanided into three stages in which the top-down and bottom-up techniques integrated to develop the students language efficiency in general and reading three stages are pre-reading, while-reading and ng aids

multimedia devices and ppt documents: in order to help to fully understand the whole paage, i adopt multimedia devices and ppt documents to bring the real-life situation into the ng procedures -in(6min)

ngs and free-talking(2min)

t leads into the topic by asking some they the name of the they know freely.t: hello boys and girls.(say hello to the teacher.)

t: when we say , what appears in your minds?(tell the things appear in their minds freely.)t: what are the ?(tell some names of.)

e-talking(4min)

t shows some pictures about the in china and seeing the pictures, are expected to tell the similarities of them.t: just now, you talk about some in , let’s see some pictures of some.(t shows the pictures and see them carefully.)

t: what do the have in common？for example, they are very are your opinions?

(t gives them some hints and tell the characteristics of)[aims]

? in this step, t first leads in the topic by talking with the freely about the which

is familiar to them and then see some pictures and tell the two activities aim to arouse the ’ interests in the topic and activate their old knowledge will be mentally prepared for the reading ’s more，when they are talking about the charateristics of, they will realize that theare rare and precious and they will concern themselves with the iue -reading(3min)

g something about(1min)t gives a brief introduction of know the t: today, we are going to you know what is?(t shows some pictures ofand get to know the.)ting(2min)

t asks to read the title of the paage and then ask them some predict the content of the paage with the help of the title.t: please look at the title “”, what does “” mean?(if the can not give the answer, then t explain it.)

t: in search means that people are looking for are people looking for it? can you gue? what will the paage talk about?

(predict the content, but t will not give the answer here.)[aims]

in this step, the first know some information of the;the background information will make it easier for the to understand the n t asks to make predictions about the aims to help develop the reading skills of -reading(22min)ng(4min)

skim the whole paage and find out and check their predictions.t: why are people still ? here is a multiple choice for ng(3min)

t presents several true or false statements and asks the to scan the paage and judge the right from the wrong.(keys: ｆ，ｆ，ｔ，ｔ，ｆ)

activity3 close-reading(15min)

t designs various kinds of activities and do the activities to fully understand the .1

t: please read para.1 carefully and then take some note about .2-4

please read para.2-4 carefully and then find out the removal of the read para.2-4 carefully and then find out the person related with the amber room and the things them down with .5 please read para.5 carefully and then find out the the rebuilding of the amber room.【篇2：小學(xué)三年級英語教學(xué)設(shè)計(全英文版)】

say open your to the page“welcome to english”.what’s your known?

listen and learn an english song: teaching aims of unit 1:

the new words: pencil-box eraser pencil book ruler bag crayon pen sharpener

the main sentences: hello!i’m?./ hi!i’m?.what’s your name? my name is?.goodbye./ bye./see get the students to use these sentences to communicate with each the tpr activities in the part of “l(fā)et’s do”.try to say these phrases and respond the actions to the part of “l(fā)et’s chant”.understand the meaning of the chant and try to grasp the patterns “i have?.” and “ me too”. the students to understand the story in the part of “story time”.try to read and retell the 1: a: let’s talk let’s play

leon 2: a: let’s learnlet’s do

leon 3: a: let’s makec: culturelet’s sing

leon 4: b: let’s talk let’s play

leon 5: b: let’s learnl et’s do let’s sing

leon 6: b: let’s check let’s chantc: story time leon 1

teaching aims:

to make a self-introduction with the pattern “ i’m?”. to use hello, hi, goodbye and bye to communicate with others. to sing a song: hello

preparation: recorder and :

(1).warm-up listen to the song: hello.(2).presentation r shows and introduces a new friend: a bear.“hello.i’m

can call me teddy bear.” goes to the pupils seat and greets to them, shake the pupils to practice this dialogue and later ask some pairs come to the front to act.(3).presentation

to the song: hello and pa a a child get the toy when the

song is stopping, he(she)say: hello(hi)!i’m?

children who haven’t got the toy stand up and introduce himself(herself):

hello(hi)!i’m?(4).practice

teacher change the voice and make up like wear a pair of teacher goes with teddy bear into the claroom, greets to one pupil with the dialogue above, and at last adds up a sentence: goodbye!practice and act the conversation in asks some groups to act it.(5).add-activities

and read after the tape, imitate the a group of friends to make the 2

teaching aims:

the new words: pencil, crayon, eraser, ruler, pen and phrases: a pencil, a crayon, an eraser, a ruler, a d the tpr activities “show me your?”quickly and correctly.*try to use this phrase.* to say“i have a/an?” substitute the pattern with five new ation: a.a teddy bear

and recorder

c.a pencil-box with a pen, a pencil, a ruler, an eraser, a :

(1).warm-up/review

to the song: hello.s to pupils with: hello/ hug them or shake a conversation like last leon.(2).presentation a children gue : what is it in the pencil-box?

(in chinese)then introduces to everybody like: yes!pencil.i have a this form, let pupils gue and learn the words: pencil, pen, ruler, eraser, crayon.(3).practice :

say what is it in your pencil-box.--i have a bear asks: what’s this in english? pupils say: as this.(4).let’s do

to the tape and teacher do it first t show the pupils to follow teacher to do it and say if they it after tape like:

--show me your pencil.--my pencil.(5).aement

play a bingo game with those words: crayon, pencil, eraser, ? leon 3

teaching aims:

to make a name the students to know some knowledge about teachers’ day and encourage them to say happy teachers’ day to other teachers. to sing a song: happy teachers’ day

* a teacher’s card and present the teacher you ation:

and recorder b.a name card steps:

(1).warm-up/review

to the song: happy teachers’ day it: show me your?(2).practice

pupils a name card and asks pupils how can we make the name pupils how can they make the name card in make it by themselves and say how does he(she)make it in english.(3).enable the students to know some knowledge about teachers’ day: when is

teachers’ day and encourage them to say happy teachers’ day to other teachers.*make a teacher’s card and present the teacher you like.(4).let’s sing: happy teachers’ day listen and sing the 4

teaching aims:

the students to grasp the sentences: what’s your name? my name is?. to use the phrase see you to expre goodbye and try to use the word: ce and make dialogues about ation:

tape and recorder steps:

(1).warm-up/ review

the song: happy teachers’ day a greeting to each other.(2).presentation

to the tape and then asks them what they to the name in a pupil’s book so that lets pupils know what’s mean

of this pupils to practice this dialogue and later ask some pairs come to the front to act.(3).practice

make a conversation, connect the texts in part a.(4).main picture back to the main picture, point and find what they are hand out the sortition paper to get it and find what picture it them imitate those visualizes, make a conversation according to the main picture: hello!i’m ’s your name? my name’s chen e!bye, mi white!(5).add-activities listen and read after tape and make the 5

teaching aims:

the new words: bag, pencil-case, book, sharpener, school and the phrases

abag, a pencil-case, a book, a d the tpr activities quickly and correctly.*try to say “open/ close/ carry/ your ?”and “go to school”.*tute the pattern “ i have a?”.learn to say and use the sentence “me

too!”. to sing a song: hello preparation:

and recorder

b.a pencil-case, a bag, a book, a sharpener steps:(1).warm-up/review

a song: happy teachers’ day it(part a – leon 2)(2).presentation

children gue: what is it?

then introduces to everybody like: yes!bag.i have a this form, let pupils gue and learn the words: bag, book, pencil-case, sharpener, school.(3).practice

: what’s this in english? pupils say: as :

say what is it?

--i have a bag.--me too!

(4).let’s do

to the tape and teacher do it first t show the pupils to follow teacher to do it and say if they and learn the word: school.(5).learn to sing a song: hello(6).aement

play a bingo game with those words: crayon, pencil, eraser, pen, ruler, bag, book, pencil-case, 6

teaching aims: se in the part of “l(fā)et’s check”. to say the part of “l(fā)et’s chant”.perform it and replace it in the

proper and watch a story about zip to understand the meaning and

try to retell the the new songs in the ation:

and recorder

pictures for sortition steps:

(1).warm-up

a song: hello to each it.(part b – leon 2)(2).practice

’s first and understand the chant in pairs and act it ’s the tape and do it.(3).story time

as me: teacher do an action and pupils do the same and say pupils finish saying, teddy bear and squirrel go into the claroom and

act that two pupils were teached yesterday by everyone to talking like the story two to practice the then act it.(4).let’s sing: hello

【篇3：小學(xué)英語語法教學(xué)設(shè)計】

? 小學(xué)英語語法教學(xué)設(shè)計 小學(xué)低年級英語教學(xué)主要培養(yǎng)孩子學(xué)習(xí)英語的興趣，注重課堂設(shè)計的真實性和實踐性，因此在課堂教學(xué)中不能就語法而講語法，對語法的教學(xué)應(yīng)注重課堂活動和情景的創(chuàng)設(shè)，主要從以下幾個方面來設(shè)計。

（1）在情景性活動中感悟語法

直觀的教學(xué)情境能使抽象的知識變?yōu)樾蜗蟮闹R，靜態(tài)的知識變?yōu)閯討B(tài)的知識。語法教學(xué)中語法概念和語法規(guī)則是抽象乏味的，對小學(xué)生來說沒有太大的吸引力，如果單用教師的講解去解釋和說明語法現(xiàn)象，或者讓學(xué)生死記硬背，久而久之學(xué)生學(xué)習(xí)英語的熱情就會慢慢地消退。語法教學(xué)上，英國專家提倡讓孩子在一個有意義的情景中理解所教語法項目的意義；然后，提供足夠的機會讓孩子在比較真實的語境中進行交際性活動，運用所學(xué)的語法項目；例如：教師再教助動詞be的人稱形式(am, is, are)+動詞的ing形式構(gòu)成時，可請幾個男女同學(xué)上臺和老師一起畫畫。

t: i’m drawing are you doing, tom?

tom: i’m drawing pictures, too.t: what is she doing?(pointing to amy): she is drawing pictures.t: what is he doing?(pointing to ben): he is drawing pictures.t: what are tom, amy and ben doing?(pointing to tom, amy and ben): they are drawing pictures.教師重復(fù)之后板書：

what are you doing? i’m… what is he doing? he is…

what is she doing? she is…

what are they doing? they are…

通過情景教學(xué)，語法學(xué)習(xí)變得生動而有趣，學(xué)生也學(xué)得快，記得牢，用得活。

（2）在游戲型活動中強化語法

游戲活動可以有效激發(fā)小學(xué)生的課堂參與意識，提高學(xué)生的興趣，使枯燥的語法教學(xué)生動有趣。筆者以競猜活動、唱歌謠和講故事為例，介紹如何在這些游戲活動中進行語法教學(xué)。a.在競猜中強化語法

小學(xué)生活潑好動，富于挑戰(zhàn)性。教師可以利用小學(xué)生的這一特點，把語法教學(xué)融入其中，這樣可以有效地激活學(xué)生思維、激發(fā)其興趣。如在教學(xué)一般疑問句is he/she ?.?時，教師先隨意叫一名學(xué)生上臺描述自己心中的某個人,其他學(xué)生紛紛舉手猜此人是誰。提出的問也必須是一般疑問句is he/she a boy/ he/she tall/short? is he/she in group1? 等等?；卮鸬娜艘仓荒苡脃es 或no來回答。最后，教師對猜錯次數(shù)少、很快猜中的學(xué)生給予表彰，對部分猜錯次數(shù)多，但說話流利、語言準(zhǔn)確的學(xué)生給予鼓勵。在這樣的競猜活動中，學(xué)生不僅掌握了語法的結(jié)構(gòu)和功能，學(xué)會了用所學(xué)內(nèi)容表達意義，同時也增強了學(xué)生學(xué)好英語的自信心。b.在說唱中強化語法

音樂節(jié)奏給人以美的享受。在節(jié)奏鮮明，富于韻律感的歌曲童謠中學(xué)習(xí)語法，能起到事半功倍的效果。如在學(xué)習(xí)have和has的用法時，教師可提供下面的歌謠table and chair，讓學(xué)生吟唱，幫助學(xué)生學(xué)習(xí)、理解、掌握。

i have a table in my little little table has a little chair.i have a table in my little little table has a little chair.再要求學(xué)生根據(jù)自己的實際情況，自己填詞，在吟唱這首歌謠的過程中，學(xué)生不但輕松地掌握了本課的重點句型、語法結(jié)構(gòu)，還陶冶了情操。

c.在故事中強化語法。

故事可以讓枯燥、難懂的語法知識變得活靈活現(xiàn)，生動有趣。如在教學(xué)be 動詞的時候，可以告訴學(xué)生be動詞有一個絕活，那就是變臉。當(dāng)描述現(xiàn)在的事情時，它遇見了i 就變成am,遇見you, we, they就變成are,遇見he, she ,it就變成is.是一個不折不扣的變臉大王。又如在教學(xué)助動詞的用法時，告訴學(xué)生助動詞時一個助人為樂的活雷鋒。當(dāng)一個句中沒有be動詞和情態(tài)動詞的陳述句變成疑問句時，都會請助動詞來幫忙，而助動詞也會不遺余力的跑在最前面，因此助動詞是最受大家喜愛的。通過這樣生動有趣的講解，非常的便于學(xué)生理解和記憶。

（3）在任務(wù)型活動中鞏固語法

在語法教學(xué)中，教師設(shè)計貼近學(xué)生生活的任務(wù)，讓學(xué)生在任務(wù)活動中運用語法知識解決生活中的問題，不僅可以讓學(xué)生體會和領(lǐng)悟語言形式的表意功能、內(nèi)化語言規(guī)則，而且能有效提高其語用能力。例如，教學(xué)how many句型時，教師設(shè)計如下任務(wù)型調(diào)查活動：教師先讓學(xué)生寫下自己感興趣的問題，如how many people are there in your family? how many pencils do you have? how many storybooks have you read?等，并請學(xué)生自制調(diào)查統(tǒng)計表，可以是如下格式。mike lisa donna

how many people are there in your family? how many pencils do you have?

學(xué)生做好準(zhǔn)備后，在班級中任意找采訪對象進行提問，并填寫統(tǒng)計表，最后匯報調(diào)查結(jié)果，并請全體學(xué)生選出班級之最；又如在教學(xué)句型“whose ?is this/are they? it’s/they’re?’s.”時，可設(shè)計一個“失物招領(lǐng)”的任務(wù)，先將一張桌子放在教室前面的一角，桌上放一塊失物招領(lǐng)處的英文牌，然后把課前讓學(xué)生帶來的服裝鞋帽一一放在桌子上，讓學(xué)生在詢問、辨認(rèn)，找失主的過程中自然地引導(dǎo)他們學(xué)習(xí)口語：whose ?is this/are they? it’s/they’re?’s.在此過程中，不僅幫助學(xué)生區(qū)分be動詞單復(fù)數(shù)的的使用，還培養(yǎng)了學(xué)生綜合運用語言的能力。

初中英語語法全英教案 初中英語語法試講全英篇三

賓語從句教學(xué)設(shè)計

一、導(dǎo)入

1.復(fù)習(xí)什么是賓語。動詞/介詞后面的名詞就是賓語。

i play are talking about our homework..2.賓語從句就是在賓語的位置上放一個完整的句子。3.i love that i can earn some coupons.板書：he knows knows what’s wrong with his wife.說出2個句子的賓語。

第一個句子的賓語是一個詞構(gòu)成的，第二個句子的賓語是一個句子，我們稱這種做賓語的句子叫賓語從句。在句子中充當(dāng)賓語的從句叫賓語從句。其中 he knows 叫主句，what’s wrong with him是從句。

說出下面4個句子的主句和從句。

a．he said that he had a very good journey home.b．he asked if /whether they had come.c．he told me that the earth goes around the sun.d．he asked me how he could get to the nearest post office.總結(jié)：。是主句，剩下的是由that，if，how引導(dǎo)的賓語從句。

初步認(rèn)識了賓語從句，下面我們開始了解賓語從句的三要素 引導(dǎo)詞（連接詞）語序 時態(tài)

1)從屬連詞that引導(dǎo)陳述句賓語從句，在口語或者非正式語中可以被省略

比如上面四句話中的a,c就是that引導(dǎo)的陳述句的賓語從句。如果省略掉that，該如何修改。（讓學(xué)生口頭修改）

a．he said that he had a very good journey home.c．he told me that the earth goes around the sun.2）由從屬連詞 whether, if 引導(dǎo)一般疑問句的賓語從句，表示“是否”，比如上面的b就是由if引導(dǎo)的賓語從句，b．he asked if /whether they had come.3）由連接代詞

who,whom,whose,which,what, whoever, whichever, whatever 和連接副詞 where, how, why,when引導(dǎo)的賓語從句

代詞或副詞連接主句和從句，并在從句中擔(dān)任句子成分，具有一定的意義，不可省略，比如上面的d。

d．he asked me how he could get to the nearest post office.注意：關(guān)于是否if/r,if 引導(dǎo)賓語從句：兩詞可互換，但是下列情形除外：

1)．whether從句中有or not

eg:whether rain or not we will go to the park.2)．whether從句做介詞賓語

3)whether后可以加or not,但是if不可以.4)在不定式前只能用whether.（如：i can’t decide whether to stay.我不能決定是否留下。）

5)避免歧異時，我們常用whether而不用if.6)decide 課堂

1.i asked her __________ she had a ’re worried about ________ he is safe.3.i don’t know ________ or not he is well.繼續(xù)觀察上面的四句話，請問賓語從句的語序有什么特點？（陳述句語序）不管原來的句子是陳述句，一般疑問句還是特殊疑問句，放在賓語從句里都是陳述句語序。

（板書）改寫賓語從句。陳述句doctor li is very is well-known that _____.一般疑問句is doctor li very patient? john wants to know __________(用if或者whether引導(dǎo))

練習(xí)

part 1 課堂練習(xí)

mike gets up at seven in the says that---mike gets up at seven in the morning

the teacher asks--if mike gets up at seven in the morning.我們已經(jīng)了解了賓語從句的引導(dǎo)詞和語序，下面我們來學(xué)習(xí)下賓語從句的時態(tài)。

（卡片，貼在上面時態(tài)的旁邊）口訣：主現(xiàn)從任意

主過從過去 從真理用現(xiàn)在一張paper發(fā) 朗讀并且分析主句從句的時態(tài) ? 主句用現(xiàn)在時，從句可用任意時態(tài)?？蓺w納為“主現(xiàn)從任意”

do you know what time the ship leaves? do you know when john was born? do you know if john has paed his exams? ? 主句用過去時，從句用過去的某個時態(tài)。可歸納為“主過從過去”

he said he had a very good journey asked if they had come.3．主句用過去時，從句是科學(xué)真理、客觀常識、名人格言時用一般現(xiàn)在時。

he told me that the earth goes around the sun.(自然真理客觀現(xiàn)象)he didn’t know that summer comes after spring when he was five years old.注意：4情態(tài)動詞could/would用于，“請求”，表示委婉、客氣的語氣時，從句不受主句的約束。

could you tell me where i can buy a pencil sharpener?

5主句是一般過去時，從句中有具體的過去時間狀語，即使從句動作發(fā)生在主句動作前，仍用一般過去時。

? the teacher told me she was born in 1960.4

? i heard that he went to paris last night.賓語從句的一些特殊句式

? 1動詞think, find, consider, believe, feel, make等后it為形式賓語，后跟名詞或形容詞作賓補，而真正的賓語——that從句則放在句尾）we think it our duty that we should help others.i find it impoible that he should finish the work in two days.2.否定轉(zhuǎn)移

若主句主語為第一人稱且謂語動詞為think, consider, suppose, believe, expect, gue, imagine等，其后的賓語從句含有否定意義，一般要把否定詞轉(zhuǎn)移到主句謂語上，從句謂語用肯定式。

i think he won’t come here.（）i don’t think he will come here.（）

2.當(dāng)賓語從句的引導(dǎo)詞正好做主語的時候，語序不變，比如常用的what和who could you tell me who knows the answer，please？ the small children dont know what is in their stockings what’s wrong?（what was wrong）

what’s the matter?（what was the matter）

what’s happening? what happened? eg:

i don’t know what’s the matter.5

i don’t know what the matter is.(f)

can you tell me who is over there?（who做主語）can you tell me who he is ?（who做表語）連接詞

語序

引導(dǎo)詞+主語+謂語 時態(tài)

二、知識點講解

1.語序問題——從句是陳述句語序（在講課的時候，例句和配題都要反復(fù)重復(fù)這個原則）

什么是陳述句語序？就是主語在謂語動詞前面。⑴ 引導(dǎo)詞為that/whether/if 的從句

that 在句子中只做連接作用，沒有實際意義

whether 和 if 都表示“是否”的意義，區(qū)別是whether后面能加or not 而if 不能。例句1：

i want to know whether mike will come with you or not.陳述句語序！i want to know that mike is good at english or math.陳述句語序！

⑵ 引導(dǎo)詞為wh系列特殊疑問詞（what which when where why who/whom）+how 例句2：

do you know what lily’s phone number is.陳述句語序！

i wondered what you were doing at this time yesterday.陳述句語序！marry asked me when we would take part in the competition.2.時態(tài)問題

⑴觀察例句1和2中的句子，我們發(fā)現(xiàn)，當(dāng)主句為現(xiàn)在時（一般現(xiàn)在時，現(xiàn)在進行時，現(xiàn)在完成時），從句的時態(tài)隨便選?！澳愕臅r態(tài)你做主” 例句1：

p85/3(2010 北京)do you know _____ the capital museum?（主現(xiàn)從隨便）next friday.-----時間狀語說明動作發(fā)生在將來。a when will they visit b when they will visit c when did they visit d when they visited [分析] 如何判斷題目考察的點就是賓語從句？ ①分析題干和選項。

當(dāng)題干開空的前面是動詞，常見的有tell know

ask并且選項都是由特殊疑問詞引導(dǎo) 6的一個完整的句子的時候，多為考查賓語從句。

②判斷語序，陳述句語序。

選項設(shè)計一般為兩個錯誤時態(tài)和兩個錯誤語序。不管時態(tài)先看語序。排除疑問句語序。

（對于基礎(chǔ)比較差的學(xué)生，不明白什么是疑問句語序，就告訴學(xué)生，看到以下助動詞后面是人稱代詞就是錯誤的。）

is/are/am/was/were + i/we/you/they等人稱代詞

錯誤 has/have/did/will/shall/should + 人稱代詞

錯誤

分析時態(tài)：主句是一般現(xiàn)在時，從句的時態(tài)“你的時態(tài)你做主”?！獙頃r態(tài)。

⑵ 當(dāng)主句的時態(tài)是過去的某個時態(tài)（一般過去，過去進行，過去完成，過去將來），從句必須只能用過去時態(tài)。

注意：當(dāng)從句陳述的是某個客觀事實或者真理的時候，無論主句是何時態(tài)，從句都只用一般現(xiàn)在時。例句：

he told me he would go to canada.(主過從過)

三、總結(jié)

在這節(jié)課下課之后，要讓學(xué)生們記住下面幾句話。① 陳述句語序

② 主現(xiàn)從隨便；主過從過；真理永遠一般現(xiàn)在時態(tài)。

賓語從句做題方法論：

① 賓語從句出題位置一般為單選題目最后一道，看到選項多為wh特殊疑問詞+完整句，開空前多為tell know ask這樣的動詞。② 觀察選項，排除錯誤語序

③ 根據(jù)時間狀語和主句時態(tài)，選擇正確時態(tài)。

初中英語語法全英教案 初中英語語法試講全英篇四

初中語法知識教學(xué)設(shè)計

一、教學(xué)目標(biāo):

1、能夠了解掌握現(xiàn)代漢語的句子的分類

2、能夠掌握各種句子的定義

3、能夠掌握劃分句子成分與句型的判別

二、教學(xué)重難點：能夠熟練運用句子成分符號標(biāo)示句子成分

三、教學(xué)方法：講練結(jié)合四、課時安排：一課時

五、教學(xué)過程 ：

（一）、導(dǎo)入：同學(xué)們，對于語法也許你們并不陌生，在英語的學(xué)習(xí)中，你們已經(jīng)學(xué)習(xí)了關(guān)于英語語法的知識，但是作為我們的語文的學(xué)習(xí)，也有自己的語法知識，今天我們就一起來學(xué)習(xí)語文的基本運用規(guī)律——語法。眾所周知每篇文章都由句子組成，分析好了那個更為透徹的理解文意，所以我們首先看到語法的句子分析。

（二）、句子成分

主語 句子中的陳述對象，說明是誰或什么＝（雙橫線）

我們是一列樹。今年的春天來得太遲。

謂語 對句子的主語作陳述的成分，說明主語是什么或怎么樣。—（單橫線）

他是一個高而瘦的老人。媽媽突然問我。我們家的臺階低！

賓語 謂語動詞的支配成分，表示動作行為的對象、結(jié)果、處所、工具等?！úɡ司€）

敵人監(jiān)視著葦塘。我們家蓋了新房子。

補語 謂語動詞的補充成分，補充說明動作行為的情況、結(jié)果、時間、處所、水漲了。葉子綠得。媽媽走。他在衣袋里摸了

定語 句子里名詞中心語前面的修飾成分，說明事物的性質(zhì)、狀態(tài)，或限定事物的領(lǐng)屬、質(zhì)地、數(shù)量等。()（圓括號）

(我們家的)臺階有三級。(眼前的)環(huán)境好像是(一個)夢。

(我國的)石拱橋有(悠久的)歷史

狀語 句子里動詞或形容詞中心語前面的修飾成分，表示動作行為的方式、狀態(tài)、時間、處所或程度等。（方括號）

畫眉[在樹林邊婉轉(zhuǎn)地]歌唱。天氣[那么]暖和，[那么]晴朗。他[輕輕地]飛走了。

繞口令

主謂賓，定狀補，主干枝葉分清楚

主干成分主謂賓，枝葉成分定狀補

定語必居主賓前，謂前為狀謂后補

學(xué)語文，有口訣，主謂賓、定狀補，主干枝葉分清楚。

定語必居主賓前，謂前為狀謂后補。

狀語有時位主前，逗號分開心有數(shù)。

基本成分主謂賓，連帶成分定狀補。

定語必居主賓前，謂前為狀謂后補。

六者關(guān)系難分辨，心中有數(shù)析正誤。

什么誰稱主，做是怎樣才充謂；

賓語動支配，回答謂語什么誰。

前置狀語目（的）時（間）地（點），意義不變能復(fù)位。補語從后說前謂，定語才和后賓配。介賓短語多狀補，不能充當(dāng)賓主謂。的定地狀與得補，語言標(biāo)志定是非。

注意：（1）不是所有的句子都全部具備這些成分，句子結(jié)構(gòu)越復(fù)雜，句子成分就越完備。

（2）這些成分不是排列在一個平面上的，而是分層次的（一種成分可能會包含在另一種成分之中）

（3）中心語的符號:在中心語的下面畫點。

（三）、句子的主干

一個句子不論結(jié)構(gòu)多復(fù)雜，只要把它的定語、狀語、補語等“枝葉”成分壓縮掉，找出主干，就能看出她的基本句型，且可以看出句子的結(jié)構(gòu)是否完整，成分之間搭配是否得當(dāng)。因此，抓主干是理解復(fù)雜的單句的一個重要方法。

單句

（1）、非主謂句（由單個詞或主謂短語以外的短語構(gòu)成）

名詞～（由名詞或名次性短語構(gòu)成）：媽媽！；我的足球！

動詞～：出去！；快跑！

形容詞～：太漂亮了。

（2）、主謂句（由主謂短語構(gòu)成）

主謂～（由主謂短語做謂語）:“我的講義，你能抄下來嗎？”

名詞～（由名詞或名次性短語做謂語）：每人一盞燈籠。

動詞～（同理）：你改悔吧！最常用

形容詞～（同理）：我母親心里又氣又急。重點

（3）、單句的分析

1、用句子成分符號在句子上標(biāo)示出來。

2、句中的“‖”是主語和謂語分界標(biāo)志，左邊是主語，右邊是謂語。此時謂語就不需用－（單橫線）標(biāo)示了。

3、分析句子里復(fù)雜的局部，可以用框式圖解法。

例1：小紅‖寫。

（聰明的）小紅‖寫作業(yè)。[昨天]，（聰明的）（二年紀(jì)八班的）小紅和小藍‖[在家里][認(rèn)真地]寫（自己找的）（數(shù)學(xué)）習(xí)題。

例2：[最近]北京人民廣播電臺‖[還]播放了（阿隆）（以北京胡同為主題的）交響詩。

復(fù)句

（1）、并列～（由兩個或以上有并列關(guān)系的分句組成，敘述相關(guān)的幾件事情或說

明相關(guān)的幾種情況）

他的臉色十分蒼白，兩只眼也跟尋常的不一樣。他一邊吃飯，一邊看電視。

早上，有的人慢跑，有的人打太極拳。他是好人，不是壞人。（2）、遞進～（由兩個有遞進關(guān)系的分句組成，后一分句在意思上比前一分句更

進一層，強調(diào)后一分句）

他不但學(xué)習(xí)好，而且身體好。（“學(xué)習(xí)好”“身體好”因語境不同可互調(diào)）他不但認(rèn)識錯誤，而且改正錯誤。（“認(rèn)識錯誤”“改正錯誤”不可互調(diào)）（3）、選擇～（由兩個或以上有選擇關(guān)系的分句組成，列出幾種可能性，從中做出選擇）下課后，同學(xué)們或者在教室休息，或者在室外活動。（兩者都可以選擇）寧可站著死，也不跪著生。（只選擇其中一個）（4）、轉(zhuǎn)折～（由兩個有轉(zhuǎn)折關(guān)系的分句組成，后一分句不是順著前一分句的意思說下來，而是轉(zhuǎn)到一個相反的意思上去）

我們家已經(jīng)吃過晚飯，不過我還沒吃飽。（5）、因果～（表示客觀存在的因果關(guān)系，一個分句說明原因，另一個說明結(jié)果，可以前因后果，也可以前果后因）

既然外面下著大雨，你就不要再出去了?！?/p>

（6)、假設(shè)～（表示假設(shè)的因果關(guān)系，一個分句提出假設(shè)的情況，另一個說明在這種情況下產(chǎn)生的結(jié)果）

如果明天下雨，就別出門。即使明天下雨，也要來上學(xué)。（7）、條件～（表示條件與結(jié)果的關(guān)系，一個分句提出一種假設(shè)的情況作條件，另一個說明在這種條件下產(chǎn)生的結(jié)果）

只要你能堅強，我就放心了。無論早上起得多晚，都得去上學(xué)。

（8）.解說復(fù)句，一個分句說明一種情況，其他分句對這種情況進行解釋、說明或總括。一般不常用關(guān)聯(lián)詞語。如：

①紡線有幾種姿勢：可以坐著蒲團紡，可以坐著矮凳紡，也可以把紡車墊得高高地站著紡。②一種是教條主義，一種是經(jīng)驗主義，兩種都是主觀主義。

（9）.目的復(fù)句，一個分句表示實現(xiàn)或避免某種目的，一個分句表示為此而采取的行為。常用關(guān)聯(lián)詞語有：為了，以便，以，用以，好，為的是，以免，免得，省得。如： ①我在這里吃雪，正是為了我們祖國的人民不吃雪。

②這段時間校衛(wèi)要好好檢查校園設(shè)施，以免出現(xiàn)安全事故。③答題之前，我們應(yīng)仔細思考，省得過后又來修改。

六、板書設(shè)計

句子成分：————→

單句：

—————→

復(fù)句：

主語

非主謂句：①名詞～

并列～

謂語

②動詞～

遞進～

賓語

主謂句：

①主謂～（由主謂短語做謂語）

選擇～

補語

②名詞～

轉(zhuǎn)折～

定語

③動詞～

因果～

狀語

④動詞～

假設(shè)～

條件～

七：教學(xué)反思

針對語文語法學(xué)習(xí)枯燥無味的特點，這堂課我特意加入了很多的例句，希望學(xué)生能在分析例句的基礎(chǔ)上，融入到課堂當(dāng)中來，以次來調(diào)動學(xué)生的積極性。在學(xué)習(xí)的過程中，學(xué)生能一直跟隨老師的講課思路，一點一點的掌握關(guān)于句子成分的內(nèi)容，并因此而改變了對語法知識的固有看法。效果很不錯！但這堂課內(nèi)容太多，學(xué)生并不能全盤吸收，有待改進。

初中語文語法知識教學(xué)設(shè)計

——短語

南康磨形初中

教學(xué)理念

九年義務(wù)教育階段的語文課程標(biāo)準(zhǔn)指出：必須面向全體學(xué)生，使學(xué)生獲得基本的語文素養(yǎng)。擴大視野，初步掌握學(xué)習(xí)的基本方法，養(yǎng)成良好的學(xué)習(xí)習(xí)慣。

教材與學(xué)情簡介

現(xiàn)在的義務(wù)教育課程標(biāo)準(zhǔn)實驗教科書（初中階段的語法知識）只在每冊的課本后面附錄中簡單地介紹了一點點，學(xué)生學(xué)了這冊一點，而上冊的內(nèi)容卻忘記得差不多了。因此，要有系統(tǒng)地講解語文語法。

教學(xué)目標(biāo)

了解語文語法知識。語文語法在生活中的意義。掌握并列短語、偏正短語、動賓短語、等特點。教學(xué)重點與難點

掌握短語的類型及其結(jié)構(gòu)。短語類型的特點 教學(xué)過程

導(dǎo)入 師：句子一

“感冒了，我去看醫(yī)生。”中“我去看醫(yī)生

”就能治好感冒嗎？ 句子二

“天氣太冷了，大家走出教室曬太陽。”中“大家走出教室曬太陽”，到底是大家曬太陽，還是“太陽曬大家’？

小結(jié)：這就是語文中語法的知識了，這兩個例子實際從意義上是說不通的，但大家都這么說，也就不足為怪了?，F(xiàn)在我們來學(xué)習(xí)短語。

師：什么是短語?請大家說出兩個或兩個以上的詞的組合。

生：“我們的教室”、“老師講課

小結(jié)：

1、兩個或兩個以上的詞組合起來就構(gòu)成了短語。特點：短語不是句子，是沒有標(biāo)點的。

短語的類型常見的有以下幾種：并列短語、偏正短語、動賓短語、后補短語、主謂短語、介賓短語、“的”字短語等。

師：“老師和同學(xué)”、“討論并通過”這兩個短語有什么特點？

生：有“和”“并’兩個連詞。

小結(jié)：這兩個短語就是并列短語。詞與詞之間可插入連詞，且詞與詞之間的關(guān)系是并列短語，詞性也相同。

師：“我們的教室”、“小心地翻譯”，這兩個短語有什么特點？

生：有兩個助詞“的”、“地”。

小結(jié)：這兩個短語就是|偏正短語。詞與詞之間可插入結(jié)構(gòu)助詞“的 ”、“地”，使前后詞之間有修飾、限制的作用，這就是先偏后正。

師：“敬畏生命”、“走路”、“夸獎我”這三個短語有何特點？

生：前一個詞是動詞，后一個詞是名詞或代詞。

小結(jié)：動賓短語就是前邊一個詞是動詞，后邊是受其支配的名詞或代詞。

板書設(shè)計

類

型

例

子

特

點

并列短語

老師和同學(xué)

1、連詞“和” “并 ”

討論并通過

2、詞性相同

3、關(guān)系并列

偏正短語

我們的教室

1、助詞“的”、“地”

小心地翻譯

2、先偏后正

動賓短語

敬畏生命

1、前動詞后名詞或代詞

走路

夸獎我作業(yè)布置

指出下面短語的類型

完全相信

報刊雜志

寫文章

教學(xué)反思

學(xué)生對詞性的掌握不夠熟練，導(dǎo)致短語類型的判斷出現(xiàn)失誤。

初中英語語法全英教案 初中英語語法試講全英篇五

賓語從句教學(xué)設(shè)計

一、導(dǎo)入

1.復(fù)習(xí)什么是賓語。動詞/介詞后面的名詞就是賓語。

i play are talking about our homework..2.賓語從句就是在賓語的位置上放一個完整的句子。3.i love that i can earn some coupons.板書：he knows knows what’s wrong with his wife.說出2個句子的賓語。

說出2個句子的賓語是詞（詞組）還是句子。

第一個句子的賓語是一個詞構(gòu)成的，第二個句子的賓語是一個句子，我們稱這種做賓語的句子叫賓語從句。在句子中充當(dāng)賓語的從句叫賓語從句。其中 he knows 叫主句，what’s wrong with him是從句。

說出下面4個句子的主句和從句。

a．he said that he had a very good journey home.b．he asked if /whether they had come.c．he told me that the earth goes around the sun.d．he asked me how he could get to the nearest post office.

總結(jié)

1)從屬連詞that引導(dǎo)陳述句賓語從句，在口語或者非正式語中可以被省略

比如上面四句話中的a,c就是that引導(dǎo)的陳述句的賓語從句。如果省略掉that，該如何修改。（讓學(xué)生口頭修改）

a．he said that he had a very good journey home.c．he told me that the earth goes around the sun.2）由從屬連詞 whether, if 引導(dǎo)一般疑問句的賓語從句，表示“是否”，比如上面的b就是由if引導(dǎo)的賓語從

1 句，b．he asked if /whether they had come.3）由連接代詞

who,whom,whose,which,what, whoever, whichever, whatever 和連接副詞 where, how, why,when引導(dǎo)的賓語從句

代詞或副詞連接主句和從句，并在從句中擔(dān)任句子成分，具有一定的意義，不可省略，比如上面的d。

d．he asked me how he could get to the nearest post office.注意：關(guān)于是否if/r,if 引導(dǎo)賓語從句：兩詞可互換，但是下列情形除外：

1)．whether從句中有or not

2)．whether從句做介詞賓語

3)whether后可以加or not,但是if不可以.4)在不定式前只能用whether.（如：i can’t decide whether to stay.我不能決定是否留下。）

5)避免歧異時，課堂

1.i asked her __________ she had a ’re worried about ________ he is safe.3.i don’t know ________ or not he is well.4.i don’t know _______ to go.繼續(xù)觀察上面的四句話，請問賓語從句的語序有什么特點？（陳述句語序）不管原來的句子是陳述句，一般疑問句還是特殊疑問句，放在賓語從句里都是陳述句語序。（板書）改寫賓語從句。陳述句doctor li is very patient.2

it is well-known that _____.一般疑問句is doctor li very patient? john wants to know __________(用if或者whether引導(dǎo))特殊疑問句how is doctor li? john wants to know ____ 練習(xí)

part 1 課堂練習(xí)（paper）

mike gets up at seven in the says that---mike gets up at seven in the morning

the teacher asks--if mike gets up at seven in the morning..the teacher asks what time---mike gets up in the morning.我們已經(jīng)了解了賓語從句的引導(dǎo)詞和語序，下面我們來學(xué)習(xí)下賓語從句的時態(tài)。（卡片，貼在上面時態(tài)的旁邊）口訣：主現(xiàn)從任意

主過從過去 從真理用現(xiàn)在 一張paper發(fā) 朗讀并且分析主句從句的時態(tài) ? 主句用現(xiàn)在時，從句可用任意時態(tài)?？蓺w納為“主現(xiàn)從任意”

do you know what time the ship leaves? do you know when john was born? do you know if john has paed his exams? ? 主句用過去時，從句用過去的某個時態(tài)?？蓺w納為“主過從過去”

he said he had a very good journey asked if they had come.3．主句用過去時，從句是科學(xué)真理、客觀常識、名人格言時用一般現(xiàn)在時。

he told me that the earth goes around the sun.(自然真理客觀現(xiàn)象)he didn’t know that summer comes after spring when he was five years old.注意：4情態(tài)動詞could/would用于，“請求”，表示委婉、客氣的語氣時，從句不受主句的約束。

could you tell me where i can buy a pencil sharpener? 5主句是一般過去時，從句中有具體的過去時間狀語，即使從句動作發(fā)生在主句動作前，仍用一般過去時。

? ? the teacher told me she was born in 1960.i heard that he went to paris last night.賓語從句的一些特殊句式

? 1動詞think, find, consider, believe, feel, make等后it為形式賓語，后跟名詞或形容詞作賓補，而真正的賓語——that從句則放在句尾）

we think it our duty that we should help others.i find it impoible that he should finish the work in two days.2.否定轉(zhuǎn)移

若主句主語為第一人稱且謂語動詞為think, consider, suppose, believe, expect, gue, imagine等，其后的賓語從句含有否定意義，一般要把否定詞轉(zhuǎn)移到主句謂語上，從句謂語用肯定式。

i think he won’t come here.（）i don’t think he will come here.（）2.當(dāng)賓語從句的引導(dǎo)詞正好做主語的時候，語序不變，比如常用的what和who could you tell me who knows the answer，please？

the small children dont know what is in their stockings what’s wrong?（what was wrong）

what’s the matter?（what was the matter）

what’s happening? what happened? eg:

i don’t know what’s the matter.i don’t know what the matter is.(f)

can you tell me who is over there?（who做主語）can you tell me who he is ?（who做表語）

初中英語語法全英教案 初中英語語法試講全英篇六

è?ó￠3??eó￠ó??ì°?.txt?òoü???aμà￡??àéùè?·??aá?￡??1ê?é?°?×??￡?f×??o?t×??oe|×??o?′×?×??o???￡??ó?òtéíà′??±ü?ò???òó?òtéíà′3éè???￡?′yμ?ò?è?è¨?úê?￡?é±??ìì?a?o?ò1·?￡teaching plan be careful with numbers in listening cla: cla 12, senior two date: may 16,2007 teacher: ni yazhen school: zhi yuan senior high school teaching material: p75 s2b oxford english;additional material(the new star wars movie, be careful with numbers)teaching objectives: knowledge objectives: to enable students to listen and complete some exercises ability objectives: to encourage the students to have basic skills of n objectives: to cultivate the cooperation through peer interaction teaching aids: multi-media teaching and learning method: guiding for learning teaching procedures: tation today we?ˉll have a cla on listening practice ?°be careful with numbers in listening?±: first we?ˉll play a , we?ˉll -in a game on number mance: quick and accurate response to numbers is very important in daily one numbers, addrees, prices, temperatures, time and dates all closely linked with the use of s, numbers also play a very important part in broadcast programmes such as reports now let?ˉs listen to some advice from 1 be careful with numbers(play the recorder twice)inspanidual work?úpair work(check the answer with your partner)?úgroup work(underline the important differences between million and billion, ?°-teen?ˉs?± and ?°-ty?ˉs?± are ?-..?°seventeen point five million.?±?-)whole cla read the key -done!numbers are all around us practice with numbers and learn to be good at numbers.(first read out the following numbers?-watch the screen)task 2 listen to some statements about the brief history of films and check the answers in you have different opinion , please raise your ent:(first students give themselves a teacher does it)it seems no , we?ˉll do challenge pay special attention to the numbers in the paage and select the correct answer from the choices listed teach the students new words in listening ask students to read out the numbers in star ion: challenge exercise star wars listen to the tape twice ?úcheck the answers sion: what we learned today is ?°be careful with numbers in numbers.?± remember the following points when you are doing listening tasks: great care with the spelling of names and with addrees and phones numbers, prices, time and dates... find the right answer, you may need to do simple calculations or combine two sets of carefully for words and phrases such as these: half / twice as expensive as?-it?ˉs shorter / cheaper / quicker than?-the lightest / heaviest / newest not as long / cheap / good as?-some useful abbreviations and symbols for note taking(see ppt.)nt: p6-7 ¨cfilling in forms p43¨c working with numbers t some information on listening skills

teaching plan be careful with numbers in listening cla: cla 12, senior two date: may 16,2007 teacher: ni yazhen school: zhi yuan senior high school teaching material: p75 s2b oxford english;additional material(the new star wars movie, be careful with numbers)teaching objectives: knowledge objectives: to enable students to listen and complete some exercises ability objectives: to encourage the students to have basic skills of n objectives: to cultivate the cooperation through peer interaction teaching aids: multi-media teaching and learning method: guiding for learning teaching procedures: tation today we?ˉll have a cla on listening practice ?°be careful with numbers in listening?±: first we?ˉll play a , we?ˉll -in a game on number mance: quick and accurate response to numbers is very important in daily one numbers, addrees, prices, temperatures, time and dates all closely linked with the use of s, numbers also play a very important part in broadcast programmes such as reports now let?ˉs listen to some advice from 1 be careful with numbers(play the recorder twice)inspanidual work?úpair work(check the answer with your partner)?úgroup work(underline the important differences between million and billion, ?°-teen?ˉs?± and ?°-ty?ˉs?± are ?-..?°seventeen point five million.?±?-)whole cla read the key -done!numbers are all around us practice with numbers and learn to be good at numbers.(first read out the following numbers?-watch the screen)task 2 listen to some statements about the brief history of films and check the answers in you have different opinion , please raise your ent:(first students give themselves a teacher does it)it seems no , we?ˉll do challenge pay special attention to the numbers in the paage and select the correct answer from the choices listed teach the students new words in listening ask students to read out the numbers in star ion: challenge exercise star wars listen to the tape twice ?úcheck the answers sion: what we learned today is ?°be careful with numbers in numbers.?± remember the following points when you are doing listening tasks: great care with the spelling of names and with addrees and phones numbers, prices, time and dates... find the right answer, you may need to do simple calculations or combine two sets of carefully for words and phrases such as these: half / twice as expensive as?-it?ˉs shorter / cheaper / quicker than?-the lightest / heaviest / newest not as long / cheap / good as?-some useful abbreviations and symbols for note taking(see ppt.)nt: p6-7 ¨cfilling in forms p43¨c working with numbers t some information on listening skills

teaching plan----yang xuefen content: unit 4 he said i was hardworking.>, grade 8(￠ò)time: march 12th, the 1st period, place: cla 6, grade 8

teaching goals: dge goal: lary: hard-working, be mad at, not---anymore ns: what did marcia say? she said she was she was having a party for y goal: learn to report what someone said correctly goal: to teach students not to report wrong meage or they may cause be an honest and good kid, report what someone said ng aids: multi-media

teaching procedures: step 1: leading in by free talking with the students: ask several ss what they are going to do after their sentences on the are you? how is your mother? what are you doing? what is your mother doing? what do you do in the morning? what about your mother? what are you going to do after school? what is your mother going to do after work? i?ˉm mother is fine.i?ˉm having a mother is working.i have leons in the morning? my mother works in the morning.i am going to play sports after school my mother is going to cook after 2: pre-task t: now i?ˉm going to report what xx said to you: xx said he was he said his mother was fine, said he was having a cla and his mother was said he had leons in the morning and his mother worked in the said he was going to play sports after said his mother was going to cook after 3: while-task e the sentences on the blackboard, find out what is different in my report he/ she said--------.26/1a: write the words soap opera on the to the picture and ask students what they think a soap opera out the tv screens in the one student to read what the person says in the first ask another student: what did she/he say? help to answer: she/he said she/he was having a surprise party for lana on friday with the other page 26 , and number the page 27 , 2a & some inspaniduals to read these the circle their the 5: grammar focus the grammar ss to say the n: in each case, the direct speech talks about present situations and the reported speech talks about past 6: practice: on what msyang said one to another, then the last one tell the whole cla: i love my yang said she loved her students.i can speak said she could speak english.i want to be a said she wanted to be a writer.i am playing games with my .yang said she was playing games with her can you do? what are you going to be when you grow up? how are you going to do that?----------report: xxx said he/she could---.he/she was going to be a/an----.she/ he was going to----xxx said------i hope-----step 7: homework grammar focus section a

step1 lead-in students: what year is this year? students the picture of twelve animals in chinese horoscope, and tell them different namestell them this year is in the year of the students: how old are you? when were you born?(what year were you born in?)what is your animal sign? what characters do you think it has? students: what month were you born in?(review twelve months in a year) students that everyone in western countries has his or her own star sign.(t: we know that animal signs are very popular in chinese culture, we are familiar with people in western countries have their own star signs according to the birth can tell you something about your abilities, talents and special qualities.)step 2 welcome to the unit students the picture of star signs.?°how much do you know about them??± let students gue different star signs.(can be in chinese) the west, people use some creatures to represent the star you tell me their names? teach students new at the pictures and read the new words after the students finish part a on p7 and check the answers by reading the more exercises to see if students have known the star signs.(1)show students 6 pictures and name the star signs.(2)play a gueing game: fill in the blanks by using the names of the students there are 6 more star signs and let them gue what they are represented by using the 6 pictures in part b on the answers to part 3 oral practice students: when is your birthday? what is your star sign? students the twelve star signs and let them point out their own star sign in both english and the students to try to remember their own star work: let students ask and answer in 4 comic strips you interested in star signs? so are eddie and to their conversation and repeat it after the students some questions to see if they have known the dialogue.(1)who brings eddie the newspaper?(2)what does hobo ask eddie to read? why?(3)what do eddie?ˉs stars say?(4)what happens to eddie?ˉs breakfast at the end of the story? students read the dialogue by themselves(or practice in pairs) some more exercises after reading and check the answers do you think hobo?ˉs and eddie?ˉs star signs are? practice: try to act out this dialogue in pairs ask the students to make a new dialogue by adding their own 5 homework er the star up a new dialogue about star to find out how many clamates are under the star sign as 1 revision some the star signs: look at the star signs and name together after the game:(test who has the best memory)teacher will say the chinese name of the star sign;students try to find out the right picture and say the name in 2 lead-in talk:(1)what is your star sign?(2)can you tell me something about yourself?(abilities, special qualities, characteristics)(3)how many students are under the same star sign as you?(yesterday?ˉs homework)(4)what are they like?(clever, kind, generous, hard-working, brave, patient, polite?-.)(5)do you share similar characteristics?(let students speak out as many adjectives about characters as poible.) you know these words? they are also used to describe people.(teach the new words, and finish exercise b on p10.) the new words after the let students read the sentences by themselves. some more exercises to see if students have known all the words?ˉ 3 reading 1.t: it?ˉs said that star signs can represent a person?ˉs ?ˉs check if it is listen to the tape and learn something about g task 1: after listening to the tape, do ?°t?± or ?°f?± g task 2: ask students some questions to check if they have known the main idea, with the books open.(1)is aries lazy?(2)which star sign likes saving money?(3)does sagittarius like telling jokes?(4)which star sign has the best imagination?(5)if your birthday is on 13th september, what is your star sign? students read the article paage by paage and try to find out the adjectives to describe people?ˉs characteristics with the picture of each star sign.( own star sign)t: whose star sign is aries? when is your birthday? what characteristics do you have/ do this star sign have?

aries: energetic, active, impatient, selfish taurus: stubborn, hard-working, patient gemini: curious, clever, outgoing cancer: kind leo: strong, confident, generous virgo: modest, practical libra: polite, fair, elegant scorpio: powerful, silly sagittarius: humorous, lucky capricorn: succeful, patient aquarius: kind, wise, strange pisces: generous, kind, gentle, easy-going, creative, imaginative

on: what is your star sign? do you have the same characteristics as the star sign says? do you think what the star signs say about people are facts?--so we can have a conclusion: what the star signs say about people are not can just learn about star signs for 4 some more exercises are your characteristics? write a short description of your own show your description to your with your partner whether or not you agree with each 5 homework the paage three er all the adjectives which describe a person?ˉs 1 revision students some questions while showing picture 1.(1)how many star signs are there in a year?(2)how do you know your star sign? what decides your star sign?(3)do the people under the same star sign share similar characteristics?(4)what characteristics do the people under your star sign have? n the language points while answering the above questions.1)a year is spanided into 12 different star signs.2)your date of birth decides your star sign.3)people born under the same star sign share similar more questions about reading 1)which star sign doesn?ˉt give up easily? 2)which star sign loves peace and doesn?ˉt like to argue with others? 3)which star sign is suggested to forgive others for their mistakes? 4)which star sign likes to dream about everything? the language points by answering the above questions.(1)you are patient and do not give up easily.(2)you love peace and do not like to argue with others.(3)sometimes it is silly of you not to forgive others for their mistakes.(4)you like to dream about 2 group work students some pictures and paages about some famous students gue what star signs they are? part c2 on page11, and then check the on: what kind of friend do you like to make?(why?)what is his/her star sign?(let students talk about his or her own characteristics and his or her friend?ˉs.) star signs are suitable for these jobs? why? step 4 conclusion what star signs say about people are not should work hard to make our dream come 5 homework the paage again and again. some exercises.

初中英語語法全英教案 初中英語語法試講全英篇七

what’s the matter, mike?

1．knowledge object: 能夠聽說讀寫單詞和短語：have a cold, have a toothache，一、teaching aims and demands教學(xué)目標(biāo)與要求 have a fever, hurt, have a headache, have a sore throat.2．a(chǎn)bility object: 能夠聽說讀句型：what’s the matter, mike? i feel sick.i have a fever.并進行關(guān)鍵詞的替換操練。

3．emotional object:使學(xué)生學(xué)會關(guān)心他人，培養(yǎng)良好的人際關(guān)系。

二、teaching key point and diffcult point教學(xué)重點與難點

1．重點是掌握單詞和短語，并詢問別人的身體狀況。2．難點是正確拼寫單詞和短語。

三、teaching aids課前準(zhǔn)備（根據(jù)抽到的題而定）

1、教師準(zhǔn)備本課時所需的單詞卡

2、教師準(zhǔn)備本單元的掛圖。 3.體溫計一支

四、teaching procedure教學(xué)過程

1、warm-up （1）最好唱首歌 提起學(xué)生的學(xué)習(xí)興趣.”（2）推薦使用情景導(dǎo)入

2、presentation and practice(這個部分建議略寫，視自己的時間定)（1）教師出示let’s start的教學(xué)掛圖，說：look!we have some new friends are they? what’s the matter with them?…幫助學(xué)生回答，并引導(dǎo)學(xué)生通過觀察圖片或教師的肢體動作來幫助學(xué)生熟悉答句中的新單詞和短語。

（2）播放let’s chant的錄音，重點領(lǐng)讀句子：i have a headache.i have the flu.（3）教師出示一支體溫表，說：this is a i have a fever, it will tell ’s see doesn’t feel has a fever.指著let’s learn的圖片的mike，教學(xué)“have a fever”。讓學(xué)生看圖片，教授單詞和短語：hurt, have a cold, have a toothache, have a headache, have a sore throat.注意headache和 toothache的共同之處，幫助學(xué)生簡單了解構(gòu)詞法。播放錄音，讓學(xué)生跟讀單詞。

（4）教師讓學(xué)生讀單詞，叫到的同學(xué)，給他圖片（have a fever），問他：“what’s the matter, xxx?”引導(dǎo)學(xué)生說：i feel sick.i have a fever.解釋sick單詞。用同樣的方法教授句型：what’s the matter, xxx? i

.要求學(xué)生回答并做出相應(yīng)的表情。可以讓學(xué)生兩個進行操練。

（5）“看病”游戲。將學(xué)生分成五大組，每組選一張短語卡片。教師提問：cold, cold, who has a cold? 如第一組選中的是have a cold，這組學(xué)生就邊做動作或表情邊吟唱：cold, cold, i have a cold.用同樣的方法進行操練，各組調(diào)換卡片繼續(xù)該活動。

y

學(xué)生聽讀p14-16五遍。

復(fù)習(xí)所學(xué)單詞及短語和語法、。

4、homework

學(xué)生背誦和抄寫單詞和短語3遍?；丶腋胰撕团笥崖?lián)系對話。

五、板書設(shè)計：

unit 2 what’s the matter, mike?

have a fever

hurt

have a cold

have a toothache

have a headache

have a sore throat

what’s the matter, mike?

i feel……（sick,.i have a fever.）

當(dāng)時我抽到的題目是這個（一模一樣）

have a fever

hurt

have a cold

have a toothache

have a headache

have a sore throat

what’s the matter, mike?

i feel……（sick,.i have a fever.）