英语语法课教案模板.docx

1、英语语法课教案模板英语语法课教案模板 英语语法课教案模板 初中英语教学设计 1 2 3 4 5 1 2 3 4 5 1 2 3 【篇2：教案模板】 【篇3：小学英语教学设计模板】 高中英语语法“虚拟语气”的教学设计一、教材分析： 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

2、，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

3、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。 3.德育目标： 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

4、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

5、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 Step1 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

6、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. Task1：Divide the whole cla into a number of groups.Each group asks one student to act as the co

7、mpetitor with music Living life over If I had my life live over I would have talked le and listened 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

8、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：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.1.If there _ (be) no compute

9、r, the students _(learn) much now.2.If there _ (not be) the war, people _(live) a happier life in the future.3.If you _ (come) yesterday, you _ (see) Jackie Chen.4.If 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

10、.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。设分组竞答游戏活动，激发学生的参与意识。 Step4 Consolidation (5minutes)1.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 discovered2.This printer is of good q

11、uality.If it _ break down within the first year, we would repair 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

12、意个体差异，因材施教。 Step5 Writing （20 minutes） Task1: Summarize the grammar with the students and write down what they said on the blackboard.1.Ifdid/were , would/could/should/might do 2.If had done , would/could/should/might have done 3.Ifdid/ were to/should do ,would/could/should/might do Task 2: Discu th

13、e sentences in groups and encourage the students to expre their feelings in English as follows1.I regret wasting the time which I should have spent on my studies playing computer games.2.I could have been good at English, but I devoted too little time and energy to it.3.If I had worked two years ago

14、 as hard as I do now, my grades would be much more 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 plan and carry it out very seriously. (2)It is suggested that I should make (3)My teachers su

15、ggestion is that I should make2.现在，我学习起来好像永不疲倦一样。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：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

16、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 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 studen

17、ts to use the grammar “the subjunctive mood” to organize the sentences and form the composition.(写作训练) 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

18、设计) Revision- the subjunctive mood 1did/were , would/could/should/might do 2had done , would/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

19、，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。 教 案 课程名称 英语语法 Lecture 1 Sentence Structure 教学重点及难点：1. The claificatio

20、n 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 of word-formation: affixation, derivation and composition; 3. Ways of sentence an

21、alysis: one ways is to divide the predicate into predicate verb, object, complement and adverbial.The other way is to divide the predicate into two parts: the operator and the predication.4. Basic clause types include SVC, SV, SVA, SVO, SVOA, SVOC, and SvoO.An affirmative clause can be transformed i

22、nto a negative; a statement into a question, and a active clause into a paive.All these add varieties to the basic clause types. Lecture 1 Sentence structure Owing to the fact that sentences in authentic language differ structurally in thousands of ways, what is described here as sentence structure,

23、 sentence elements, or sentence patterns is only concerned with the simple sentence, or rather with the clause.1.1 clause elements As has been pointed out before, the clause or the simple sentence is structurally a sequence of phrases and logically a construction of subject+ predicate.That is to say

24、, the clause or the simple sentence is not just an agglomeration of phrases; it is a group of phrases organized into a construction of subject+ predicate.1) Subject and predicate A full-fledged clause can generally be divided into two parts: the subject and the predicate.The subject is the topic or

25、theme of the sentence, which tell of what the sentence is about.The predicate says something about the subject and bear the new information which the speaker or writer wants to transmit to the listener or reader.The subject is generally realized by a noun phrase or an equivalent of noun phrase, whil

26、e the construction of the predicate, which is more complicated, generally consists of a verb phrase with or without complementation.2) Two ways of sentence analysis To facilitate description of how English language works, sentences can be analyzed in two ways.One way is to divide the predicate into

27、predicate verb, object, complement and adverbial.These elements together with the subject make the five clause elements.The other ways of sentence analysis is to divide the predicate into two parts: the operator and the predication.The operator is usually the auxiliary or the first auxiliary in a co

28、mplex verb phrase, while the predication comprises the main verb with its complementation (object, complement or adverbial).1.2 basic clause types and their transformation and expansion In terms of the different combinations of clause elements, English clauses can be claified into seven basic types.

29、Innumerable authentic sentences are structured on the basis of these clause types.1) Basic clause types The seven basic clause types are SVC, SV, SVA, SVO, SVOA, SVOC, and SVoO.These seven combinations of clause elements are wholly or largely determined by the main verb in the clause.The main verb i

30、n an SVC pattern is a linking or copula verb which must be followed by a subject complement.The main verb in an SV pattern is an intransitive verb which is not to be followed by any obligatory element except for a limited number of intransitive verbs which require an obligatory adverbial, thus const

31、ituting the pattern SVA.The main verb in an SVO pattern us a monotranstitive which must be followed by an object, and with some monotransitives the object must again be followed by an obligatory adverbial, thus constituting the pattern SVOA.The main verb in an SVOC pattern is a complex transitive ve

32、rb which must be followed by an object+ object complement.The main verb in an SVoO pattern is a ditransitive verb which is to e followed by two objects: indirect and direct object.2) Transformation and expansion of basic clause types The basic clause types are all affirmative statements with verbs in the active voice.An affirmative clause can be transformed into a negative; s statement into a questio