英语语法试讲教案doc.docx
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英语语法试讲教案doc
英语语法试讲教案
【篇一:
初中英语语法教学教案】
初中英语语法教学教案
教学思路
:
本节课我教的是情态动词can和could作“能力”解时的区别。
这节
课我打算通过复习以前学过的情态动词can的用法,以及通过做游
戏,让学生在轻松愉快的氛围中掌握can的用法,以及了解can和
could的区别。
一、teachingcontent:
topic:
unit5canyouplaytheguitar?
grammar:
using“can”/“could”totalkaboutability二、teachingaims:
1.usecantalkabouttheabilityatpresent.
2.usecouldtalkaboutabilityinthepast.
三、teachingkeyanddifficultpoints:
howtouse“can”and“could”toexpressabilityinthepresentandpast.
四、teachingmethods:
task-basedlanguageteachingmethod
五、teachingprocedures:
step1:
warmingup
task1:
revision
t:
whatcanyoudonow?
s1:
icansing.
s2:
icandraw
s3:
icandance.
t:
canyourideabike/swim/flyakite/playfootball/play
chess?
ss:
yes,ican./no,ican’t.
task2:
playingagame
t:
nowletusplayagame.fivestudentscometothefrontandperformfortheclassaccordingtomyinstructions.andgestures.theothersanswermyquestions.
t:
whatcanshedo?
ss:
shecanrideabike/swim/flyakite/playfootball/playchess.t:
cansheswim/flyakite/playfootball/playchess.
ss:
yes,shecan?
no,shecan’t.
t:
saythewholesentences:
eg:
acanrideabike.
hecan’t/cannotswim.step2:
presentation
t:
canyourideabikenow?
s1:
yes.ican
t:
couldyourideabikefiveyearsago?
yes,icould./no,icouldn
’t(helphimanswer)
s1:
yes,icould./no,icouldn
’t.
t:
wecanuse
“could
”
ttalkaboutthepast
.e.gicanplaycompu
ternow.but,lastyearicouldn
’tplay.
t:
couldyourowaboatlastyear?
s1:
yesicould.no,icouldn’t.
t:
couldsheherowaboatlastyear?
(askotherstudents)
ss:
yesshehecould.noshehecouldn
t:
yes,acouldrideabikefiveyearsago.
hecouldn’tswimfiveyearsago.
(teachthestudentstosaythewholesentences):
acouldrideabikefiveyearsago.
’t
hecouldn’tswimfiveyearsago.)
(askotherstudentsinthesameways)
step3:
practice:
workinpairs
t:
askyourpartnermorequestions
eg:
couldhe/she?
(yes,he/shecould./no,he/shecouldn
...
task3:
explanation
t:
let’sworkouttherule.
’t.)
①肯定句式
:
can\could
②否定句式
:
can
’tcouldn
’t
③疑问句式:
can?
?
\could?
?
t:
wecanuse(were)ableto
“am(is,are)ableto
“insteadof“could
“insteadof
“.
“can”,and
“was
eg.①mikecansingmorethan20englishsongs.
mikeisableto
②shecouldspeakenglishwhenshewasfour.
shewasableto
t:
pleasegivemoreexamples.topracticethem.step5:
summary
t:
inthisclass,wehavelearnttheuseofcanandcouldabouttalkingaboutabilities.whoknowsthedifferencesbetween
“can”and“could”
step6:
homework
finishoffthepracticeontheworkbooks,fillintheblankwithcan/could
【篇二:
高中英语试讲教案——定语从句】
定语从句attributiveclause之关系副词篇
教学目标:
掌握由关系副词引导的定语从句
教学重点:
定语从句中的关系副词why,when,where
教学难点:
关系词的选择
教学过程
steponeleadin
dream→westlife→mylove→“findaplaceilovethemost”
steptwonewlesson
一、定语从句相关基础知识
1.定语从句
2.定语从句结构:
主句(先行词)+关系词+从句
3.先行词
4.关系词/引导词:
连接/引导;做成分
5.关系词分类:
关系代词(that,which,who,whom,whose)→
←从句中做主,宾,表,宾补;
关系副词(why,when,where)→
←从句中做状语
二、定语从句之关系副词
1.关系副词why
1)在从句中做原因状语,修饰从句谓语动词;先行词必须是表示原
因的名词,常用的就两个
reason,cause
e.g.
(1)thisisthereasonwhyididn
’tcomehere.
2)why作关系词引导定语从句,先行词一定是
reason/cause是先行词时,关系词不一定就是
reason/cause;
why,可能是
但
that/which
e.g.①thereason________hegavemewasunknown.
②thereason________hedidn’tattendthemeetingwas
unknown.
3)如何选择关系词
解题路径:
区分关系代词和关系副词,分析从句中的成分,判断关系词在从句中充当的成分,从而判断是关系代词还是关系副词
a.通过翻译找准先行词
b.判断从句中的谓语动词是否及物。
及物动词没有带宾语,说明关
系词在从句中做宾语,因此是关系代词(注意spend,visit是及物
动词,give后可接双宾语人是间接宾语,不能独立存在,talk是不
及物动词)
4)why
引导的定语从句时,先行词可省略
因此例句(
1)可以改为:
thisiswhyididn
’tcomehere.
小结:
why
引导的定语从句比较简单,记住
reason
和
cause
2.关系副词
when
1)在从句中做时间状语,修饰从句谓语动词;先行词必须是表示时
间的名词,常用的例如hour,day,year,time等
e.g.
(2)ineverforgetthedaywhenwefirstmetinthepark.
2)先行词是时间名词,关系词不一定是when
e.g.①the
days______wespentinlondonisunforgettable.
②thedays______westayedinlondonisunforgettable.
小结:
关系词when的用法,先行词是否为时间名词,分析从句句子成分。
从句缺少时间状语用when,缺少其他成分用that等
即先行词是时间名词,关系词不一定是when
关系词是when,先行词一定是时间名词
3.关系副词where
1)在从句中做地点状语,修饰从句谓语动词;先行词通常是表示地
点的名词,常用的例如house,factory,palce等
e.g.(3)igetoutofthehousewhereiwasborn.
2)先行词是地点名词,关系词不一定是where
e.g.①thisisthetown______ispentmychildhood.
②thisisthetown______itoldyouabout.
判断方法任然是看关系词在定语中充当的成分