第一篇：語法課教案

泰州學院 外國語學院 09英教

（五）學號：09952014 張茜

語法課教案 Unit 4 I.Teaching Objectives

1.Perception objective: a)The Ss can hear, read and use the main sentences patterns “What are you doing? I?m…/We are…”

b)The Ss can understand and read the conversation of the lesson.2.Ability objectives: a)The Ss can use the sentence pattern of talking in telephone.b)The Ss can use the pattern to express their thoughts in the proper scene.3.Emotion objective: By completing the task, the Ss increase their interest and set up self-confidence in language study.II.Difficult Points The students can use the sentence pattern to chat with others and can make simple dialogues.III.Teaching Methods

1.Communicative teaching method 2.Audio-visual teaching method 3.Task-based teaching method

IV.Teaching Tools

Pictures, ppt

V.Teaching Time 45 minutes

VI.Teaching Process

Step 1.Warming up a)Free talk

T：How are you? S：I?m fine.Thank you.T：What?s the weather like today? S：It?s sunny.b)Review the new words and phrases in this unit, such as “sweep the floor” “wash the clothes”.Step 2.Presentation a)First, show some pictures and give the primary form of verb phrases at the same time.Then show the present participle of the words.泰州學院 外國語學院 09英教

（五）學號：09952014 張茜

For example, the teacher shows a picture and gives the primary form “read a book”.Then show the present participle “reading a book”.b)Second, give the form of present participle

c)Third, show pictures and ask Ss talk with her and guide Ss to use these sentences pattern “what are you doing? I?m …/We?re …”.For example, “what are you doing? I?m reading a storybook”.d)After presentation, ask Ss “what we have learnt today?” and give them five

minutes to discuss together.Then sum up: 1.the sentence pattern “what are you doing? I?m …/We?re …”.2.Be(am/is/are)+ 動詞ing 用來表示正在發(fā)生的事和進行的動作，這種表達形式就是現(xiàn)在進行時。動詞ing形式就是現(xiàn)在分詞

Step 3.Drills(Task time)

Task 1: Say out and spell First, ask Ss to say out primary form and present participle of these words and spell them.For example, show the word ?stand?, the Ss should read first, then say out ?standing? and spell it ?s-t-a-n-d-i-n-g?.Task 2: Make a telephone call Design a real situation about calling and let Ss work in pairs to make a telephone call like this: A: Hello, is that…? B: Yes.A: What are you doing now? B: I?m…

Task 3.Read and translate Give the Ss some incomplete sentences and ask them to fill in the blanks by using the sentences pattern and phrases.Task 4.Play a game The game is ?look and guess?.The teacher asks one student to draw in front of the stage and do the corresponding actions.Other students will guess what he/she is doing now.Step 4.Consolidation and extension

a)Fill in the blanks, then answer Ask Ss to fill in the blanks and then answer questions like this: T: What are you doing ? S1: I?m…

T: What is your English teacher doing? S1: He/She is…

b)Find and say 泰州學院 外國語學院 09英教

（五）學號：09952014 張茜

Show a picture about a park and ask Ss work in group to point out what are they doing and use sentences we learnt today.For example, Susan and Sam are running.Step 5.Homework 1.Copy the new words in Part B.2.Write about the pictures in Part C.3.Review some other verbs.Step 6.Blackboard design

Unit 6

running

swimming sweeping

What are you doing?

I?m …/We?re

cleaning 3

第二篇：語法課

語法課課型

以人教版必修三UNIT3為例

紅色字體為板書內(nèi)容

藍色字體為設計目的黑色字體為口述內(nèi)容 綠色字體為提示內(nèi)容

Grammar(板書內(nèi)容)

教學目標：準確理解相關(guān)語法的基本概念，結(jié)構(gòu)，運用。

重點：相關(guān)語法的基本概念和結(jié)構(gòu) 難點：以學促考，靈活運用。

Part 1: Independent reading Ex 1:自主閱讀Ex 1 部分, 了解名詞性從句的用法

T: Good morning, boys and girls.Today, we’ll learn a new grammar style名詞性從句Noun clauses.Now please open your book, turn to page 21, book 3 and look at Ex 1.Read the play, which are mainly about this kind of grammar? Try to find the sentences.（pause）

T: Ok.Stop here!Can you say one sentence? Now, who want to share your works? Ok, Tom, please.(手勢語：平伸右手，手掌朝上，示意學生回答。做邊聽狀，邊板書第一個句子，這個要提前備課，就是您早就準備好的句子！)

S: May we ask what you are doing in this country?

T: Very good，sit down, please.Now, who want to say the next? Ok, Lily, please.(同上，寫第二個句子！)

S: I didn’t know whether I could survive until morning.T: Very good, sit down, please.Now, who want to share the last one? Ok, Kate, please.(同上，寫第三個句子！)

The fact is that I earned my passage by doing sth.（課本上的三個句子）

T: Very good，sit down, please.T: Now, we can see the Noun clause is a piece of cake.Let’s look at the Ex 2 and try to finish the exercise of this part.If you can not solve the problem, first, lists problems of your own, then you can discuss in pairs;after discussion, you two can’t solve it, come to the blackboard and write it down.Part 2 comprehension 理解(寫完板書，此時，就下去轉(zhuǎn)一下，回來在黑板上寫1-2個難句子，就當是學生寫的)

Difficult point 1: What do you think of the bet the brothers have made?

Difficult point 2: What do you think will happen to Henry? Research 1: students’ comprehension to the grammar.T: Very good, just now two of our students wrote down two sentences, they think the sentences are much harder to understand.Can we help them to under the two sentences? T: Now, who want to try? Ok, Susan, please.(手勢語：平伸右手，手掌朝上，示意學生回答。)Which sentence do you want to explain to them?(Pause)Ok, the first one.(Pause)Ok, Susan’s explanation is very good!I must say that the bet is very interesting.Sit down, please.T: Now, who can solve the second sentence?(Look around)Research 2: With the teacher’s help to understand the grammar.T: Nobody? Really? Ok, let me help you.You can use “I must say that_____________” Here.Here, can” that” be left out?(Pause)Right!It can not be left out.Does it have any meanings?(Pause)Right.It has no any meaning.（此處用漢語解釋語法現(xiàn)象，在講解時可以在原句上畫點記號什么的,目的是幫助，不是全部解決）Now, who can have a try in volunteer? Ok, Linda, please!(Pause)Ok, Linda’s explanation is very good!

I must say that Henry will live a happy life.Sit down, please.T: Now, who can draw a conclusion to the grammar which we learnt in this text in volunteer? Nobody? Ok, let’s discuss in groups!

Part 3: The rule of the grammar(寫完板書，此時，就下去轉(zhuǎn)一下，回來看練習四，當堂測驗)T: Well, Tom, it’s you again!Please!(Pause)Very good!Thank you, sit down please.名詞性從句：缺什么補什么，不缺什么用“that”.(簡析語法現(xiàn)象)

And now let’s finish Ex 4, now I’ll ask some of you to finish two of them.The reason was ________________________.4 His concern is__________________________.T: Who will answer in volunteer? Bush and Black!OK!Come to the black board and finish them!(自己寫上就OK了)The reason was that he met a strong wind.His concern is whether they can offer him a job.Very good!Quite right!Thank you, go back to your seat and sit down please.Part 4: Homework

T: Ok, so much for this class.After class, please finish Ex 5 on page 21.That’s all for today, see you

Speaking實戰(zhàn)講稿

Step 1: Leading in: by discussion.Hi, boys and girls.We are now living in a highly developed world, with advanced culture and highly developed civilizations.But have you ever thought what are the base of all the culture and civilizations? Oh, yes, they are based on those which were created by our great, great grandfathers lived a long, long time ago.No one exactly knows what they lived on, what were their housing and home decoration conditions, what kind of tools they usually used in their production activities, and what entertainment they had in their spare time.Anyway, we can imagine!So now, let’s divide into groups of four and, with the help of your imagination, discuss what kinds of food the early man ate, what their housing conditions and home decorations were like, what tools they made and what entertainment they had in their spare time.Then I’ll ask some of you to report the results to the whole class.Step 2: role play

T: Good, sit down.Please turn to page 72, look at the SPEAKING part.You should read it with your partner, then, do the roles play.(Teacher writes bb--middle)Making suggestions and giving advice:

1.What can you suggest?

Maybe we/you could …… 2.Can I ask you for some advice?

I suggest(that)…… 3.Can you help me decide?

That’s a good idea.4.What do you have in mind?

Well, but what about……

Have you considered doing……？

T: OK, time is up.In our daily life, we often ask someone for advice when we can’t make a decision.On the other hand, we often give other advice if they come to us for help.How can we ask for and give advice in English? Let’s look at the blackboard.There are several sentences about giving advice, please read it follow me.T: Make sure you can use these sentences when you are making suggestion.Who can give us a dialogue? Any volunteers?

T: x x, you please, you can choose one of the situation in speaking part.T: Excellent

Step 3: Interview

T: We are going to have an interview.You are a host and your partner is Helen.Now give a chat with Helen.I’ll give you several minutes to prepare.T: Time is up.Which pair would like you have a try? Lily, your group please.Q.What skills do you think young people need to succeed in life? A.Set Goals, plan for success, and believe in themselves.Q.In this high-tech world, what’s the most important aspect of education?

A.A well-rounded education with a broad view of the world.Q.Who was the biggest influence in your life? Why?

A.My parents, Sir Edmund Hillary

Q.What’s the toughest part of your job?

A.Finding time to do all that I want.Q.When you were a teenager, what place in the world did you most want to visit, and have you traveled there yet? Was it as wonderful as you thought it would be? Why or why not?

A.The magnetic North Pole was my dream.I am the first woman to walk there alone without support.I wrote a best-selling book about my journey with my polar bear dog Charlie who saved my life from polar bears.When I finally arrived after having survived storms, a tent fire, frozen fingers, broken sea ice and polar bears I had a tremendous feeling of achievement.I didn’t matter that I was first.It mattered that I had a goal, a plan and therefore I stood at the Pole.T: Very good.Thank you.I will ask another two students.Any volunteers?

Lily, your group please.… … Blackboard design:

Speaking Step 1 Discussion

Step 2: Role play 1.What can you suggest? Maybe we/you could …… 2.Can I ask you for some advice? I suggest(that)……

Step 3: Interview

詞匯課課型試講教案

Teaching Plan for Module 1(SEFC Book 1)Unit 1 “My first day at senior high” The Third Period, language points I.Teaching Objectives 1.Language Objectives(1)Help students know the collocation and meanings of the following words and phrases: embarrassed, instruction, far from, nothing like, looking forward to etc.(2)Help students acquire the use of adjective ending –ing and –ed.(3)Help students know the use of present continuous tense 2.Ability Objectives(1)Enable students to use these new words correctly in speaking and writing.(2)Enable students to use adjective ending –ing and –ed correctly in daily life to describe sth.II.Important Points 1.Master some phrase, and some new words 2.Master the use of adjective ending –ing and-ed III.Difficult Points Analyze components of a sentence IV.Teaching Methods 1.Practice, discover, Asking and Answering, Explaining 2.Teaching Aids: text book V.Teaching Procedures Step I Reading(1 minute)T: Good morning, boys and girls.First let’s read the new words and new phrases, please turn to page 113 and read the new words from enthusiastic to amazed, go(enthusiastic, amazing, information, website, brilliant, comprehension, instruction , embarrassed, description, amazed)OK.Very good!Step II Lead-in(1 minute)T: Everybody, after we have studied this passage(My first day at senior high), we all know that the writer had a wonderful experience of his first day in senior high school.In this class let’s study some useful words and phrases.Phrases(look forward to, far from, nothing like)and words(bored/boring tired/tiring excited/exciting surprising/surprised interesting/interested embarrassed /embarrassing)Step III Careful analyzing(8 minutes)（此處挑兩個講即可）

OK.Well done!Now let’s look at some of the difficult points in the text!

1.The first one: 1.the classrooms in li kang’s school are amazing/ some students were embarrassed at first.Fellows we have already learned the adjective ending –ing and –ed in our junior high school, so let’s turn to page 7 and complete the sentences.Two minutes.(then the teacher check the answers), then let us look at grammar 2 the 2nd one choose the correct explanation according to the exercise we have done in page 7.ok it seems that you have a clear mind of the 2 kinds of endings, so let us find more examples in our text.(2nd paragraph, the classrooms are amazing, the3rd I don’t think I will be bored in Ms Shen’s class, the 4th paragraph some students were embarrassed at first)

The next one, 2?and Ms Shen’s method of teaching is nothing like that of the teachers at my Junior High school.（the sentence under the picture）Nothing like means , “絲毫不象”in Chinese.Eg: Math class is nothing like Chinese class, because the former is focus on logic thinking, the latter is main tell us how to think in a different way.The third, 3.I'm looking forward to doing it!

look forward to sth./doing sth.In this structure to is used as a preposition I look forward to hearing from you as early as possible.（do you remember some other this kind of phrases）There are some other preposition phrases :(ask students the same kind of words they have learned in their junior school：do you remember some other this kind of phrases look forward to 盼望…… turn to 求助于；轉(zhuǎn)向；翻到……pay attention to 注意…… stick to 堅持get down to 開始認真干……object to 反對point to 指向see to 處理，料理devote…to… 貢獻……給…

Pay attention to ____(walk)along this risky bridge.There is not much time , lets get down to ___(walk)on this research.Teachers’whole life is devoted to_____(teach)We should object to ___(tell)lies.Step V Summary(1mins)T: In this class we have learned some useful phrases and words.do you still remember their meaning ?(nothing like , look forward to)and now are you clear how to use the adjective ending –ed and –ing.Step VI Homework Assignment(1 mins)T: After class, let’s have a revision of the present tense and preview listening and vocabulary, then do the exercises in text book.So much for this class, bye!VI.Blackboard Design

寫作課課型 四色筆 講稿模板

紅色字體為板書內(nèi)容 藍色字體為設計目的 黑色字體為口述內(nèi)容 綠色字體為提示內(nèi)容

寫作課：Writing class : Healthy eating（健康飲食）? Teaching Objectives（教學目標）：

一、知識技能目標： 1.認識并掌握有關(guān)食物及健康飲食習慣的單詞、詞組；

2.用英語表達哪些是健康食物，哪些是垃圾食物，以及為什么；解決句式問題。3.總結(jié)平衡膳食的定義，并且能提出一些健康建議。

二、情感態(tài)度目標：了解有關(guān)營養(yǎng)飲食的基本常識和培養(yǎng)健康的飲食習慣。? 教學重難點：

1.教學重點:如何區(qū)分健康食品以及垃圾食品并且會用英語表達;.2.教學難點: 教會學生如何自如表達自己的意見和建議并且?guī)椭鷮W生總結(jié)出平衡膳食的定義。

? 教學方法：

1.Pair work and Group work（小組合作，交流式教學）2.Discussion and cooperative learning（自主探究、合作探究）3.Task-based approach（任務式教學）? 教學步驟：

Part 1 導入（Warming up）

1.以一句話：“Everybody needs foods, so do I”及麥當勞、肯德基的相關(guān)飲食引入話題。(1 分鐘)T: Good afternoon, boys and girls.Today we’ll talk about “Healthy eating(板書的內(nèi)容)“.We have three meals everyday.Everybody needs foods, so do I.I want to know the following questions.The first question: Have you had lunch or breakfast in McDonald’s or KFC? The second question: Do you like the food there? The third question: Which one do you prefer?”(The purpose of this part is to stimulate Ss’ interest and call their attention to the topic.)Part 2 小組練習（Pair works）（3分鐘）

T: Now, two students in pairs to ask each other about the above three questions, and then I’ll ask some of you to practice the dialogue in front of all of us.Now, let’s begin.(下去轉(zhuǎn)轉(zhuǎn))T: Ok.Now, which pair wants to act this dialogue in volunteer?(Pause)Tom and Kate, please.Good!Sit down please.T: Any other pair?(Pause)Well, Linda and Susan, please.(Pause，pretend to be listening)Good!Sit down please.Part 3 頭腦風暴（Brain storming）3分鐘

1.Now, I will divide the whole class into two parts, the students on the left will be Group One, and the students on the right will be Group Two.Let’s compete between the two groups.One student will be the leader to collect the names of the food.Let’s see which group will get more names of the food.Who will be the leader? Ok!Tom and Kate.Ready? Go!(Pause)Ok!Now, let’s show the two sheets.（展示兩張紙，寫點對應的內(nèi)容就行，一會好念，提前備課時就寫好）Group One win the game!Well done!(把學生分成兩組競賽，看哪組的同學收集的食物單詞多，然后教師教導朗讀(2-3分鐘)Part 4 句型練習（Sentence structure practicing）（2分鐘）

Now, I’ll show some of the names of food on the black board,(讀其中的一些食物名稱)let’s discuss which are junk food and which are healthy food? You can use the sentence structure” I think that(or the food name)is junk/healthy food because….” And you can talk about “What is the name of the food? / What nutrition does it mainly contain?” Four students in a group, and let’s begin.(Pause, Junk food VS Healthy food,板書完成后，此時可下去轉(zhuǎn)轉(zhuǎn))老師先展示如何使用句型：“I think that(or the food name)is junk/healthy food because….”來描述什么是健康食品，什么是垃圾食品。然后把學生按4人分成一組進行討論練習，老師給出了對話該涉及的內(nèi)容范圍：What is the name of the food? / What nutrition（營養(yǎng)物質(zhì)）does it mainly contain?（2分鐘）

Part 5: Activity task----make a survey活動任務---做調(diào)查報告(2分鐘)T: Now I’ll give you a sheet.Ask 3 students around you about their dieting habits, and offer them some advice.You can use the sentence structure as” You should take less…, and you should have more….”(Pause，可以下去轉(zhuǎn)轉(zhuǎn))給學生發(fā)一張表格，引導學生按照表格詢問周圍3個左右的同學，了解同學間的飲食習慣，并能提出一些健康建議。

調(diào)查的表格如下:(可忽略不備)Name（名字）Breakfast（早餐）Snacks（零食）Lunch（午餐）Dinner（晚餐）

Part6.布置作業(yè)（1分鐘左右）

T: Ok, let’s see the food Pyramid map together.（稍微暫停）From this picture you may well understand how to keep a balanced diet in our daily life.After class, write a composition about “Healthy Eating”.Ok, so much for this class.Class is over, see you!老師在課件上展示食物金字塔圖，讓學生了解飲食的營養(yǎng)應如何平衡，然后布置作業(yè)：讓學生自己寫一篇健康飲食的作文。板書設計

Healthy Eating 1.Junk food VS Healthy food 2.Balanced diet

Reading Step 1 Lead-in 導入 Brainstorm Class begins.Good morning, boys and girls.Today we will learn a new unit together.First let’s get to know the man, who is called Mr.Nature.He is very emotional.When he is happy, he stays calm and shows us beautiful natural scenery.But when he gets angry, he becomes a troublemaker and causes many natural disasters.Do you know the meaning of natural disaster? Yes, it means自然災害, for example, the earthquake happened in Ya’an last month, which caused great damage.Besides earthquake, what other kinds of natural disasters do you know? Please brainstorm and try to think of as many natural disasters as you can.Suggested answers: typhoon 臺風/ volcanic eruption 火山爆發(fā)/thunderstorm 暴風雨 Flood 洪水/tsunami 海嘯/ drought 干旱/ hurricane(tornado)颶風，龍卷風

Guys, you’ve done a great job.Have you experienced any natural disaster we mentioned just now? You please.Suggested answers: You have experienced flood in summer.What did you see? The flood water covered the whole city and you had to stay at home.Can you describe your feelings at that time? You felt frightened and nervous.Step 2 Reading 1)Skimming/Listening Yes, I totally agree with you.In most cases, natural disasters can be very frightening.Today we will read a passage about natural disasters.Please take out your handout and listen to the tape.After listening, please tell me the main idea of this passage and in what order this passage is organized.You only have 2 minutes.Ready? Go!Time is up.Who would like to tell us the main idea? Tom, would you please have a try? Suggested answers: This passage talks about Tangshan earthquake, the largest earthquake of 20th century.Very good? Can you tell me in what order this passage is developed? In order of time.How do you know that? Because the writer first describes strange things in the first part and then tells us the city was destroyed by the earthquake.Lastly, he says the army came after earthquake.Yes, you are right.2)Scanning In the first part, the writer tells us strange things happened before the earthquake.We know that before some natural disaster, there are sometimes warning signs from nature.If we have such kind of knowledge, we can reduce the damage.Please go through the first paragraph quickly and try to figure out what signs did the author mention? You only have one minute.Here we go!Now let’s read for more details.Let’s go through the whole passage and try to find the answers to the following three questions.Step 2 Fast reading 泛讀

Read the text quickly and try to finish the following exercises.A.New words or phrases burst: break open because of pressure from inside at an end: finished nation: all the people in the country steam: gas that hot water gives out in ruins: destroyed extreme: very great in degree useless: of no use shocked: surprised very much rescue: save somebody or something from danger shelter: a place that protects you from the weather or danger B.Questions 1.When did the Tangshan earthquake happen? Suggested answers: The earthquake happened at 3:42 am on July 28, 1976.2.How many people were killed or injured in the earthquake? Suggested answers: More than 400, 000 people were killed or injured in the earthquake.3.Was all hope lost? How did the army help the people there after the earthquake? Suggested answers: No, all hope was not lost.The army sent 150,000 soldiers to Tangshan to help the rescue workers.The army organized teams to dig out those who were trapped and to bury the dead.Step 3 post-Reading 1.Discussion Suppose an earthquake happens now, what should we do to keep ourselves safe? Please discuss natural wonders in groups and your discussion should be based on the two questions.This time, the group leader should take down your group members’ ideas and sum them up in your own words.Later, we will share your ideas with all of us here.Understand me? Time is up.Any group would like to share your idea with us? Suggested answers: 1.Don’t be nervous and keep calm.2.Don’t try to run out of the classroom at once.3.Protect your head by putting your school bag on your head.4.Squat under your desk.5.Leave the classroom after the earthquake.2.Interview Have you noticed that news reporters and interviewers play an important role in keep us informed after Ya’an earthquake happened? Next, please choose a paragraph and act out an interview between a reporter and survivor from the Tangshan earthquake.Make a dialogue with your partner.I will give you three minutes and then I will invite some of you to act it out.Step 4 Summary and assiagnment We have done a lot of things today.Firstly, we have talked about….Then, we discussed.Next, we learned some useful words and expressions.Here comes your assignment: 1.Retell the passage.2.Search the Internet to find more information about earthquake.

第三篇：語法課"越來越"課堂實踐教案

教案基本信息

越來越

一、課型

初級下語法課

二、使用教材

自編教材

三、教學對象

本課的教學對象為掌握600詞左右的漢語進修生。年齡在12歲—16歲之間，共12人，來自加拿大、美國等母語為英語的國家。漢語水平多數(shù)已經(jīng)達到HSK3級，教師可基本使用漢語簡單詞匯授課。

四、教學內(nèi)容

語法：S+越來越+adj.五、教學目標

1.認知領(lǐng)域

（1）通過語法的學習，能夠掌握“S+越來越+adj.”的語義特征和準確用法，并完成語法練習，正確率達到90%。

2.技能領(lǐng)域

（1）聽：能夠聽懂每分鐘180字以上語速的句子。

（2）說：能夠復述所學內(nèi)容，話語自然流暢，符合語法規(guī)則和語用規(guī)則。

（3）讀：聽完講授內(nèi)容后，能夠以每分鐘200個字的語速朗讀，語音、語調(diào)基本準確，自然流暢。

（4）寫：能夠以每分鐘21-23字段速度書寫本課句子，能夠?qū)懽?-6句話的個人觀點，語法正確，漢字書寫標準。

3.情感領(lǐng)域

（1）學生有用“S+越來越+adj”造句的愿望

4.學習策略

引導和培養(yǎng)學生的自主學習意識，預習與復習相結(jié)合、自主學習與團隊討論相結(jié)合的學習策略。

六、教學重點和難點

語法

能夠正確使用“S+越來越+adj”常用格式來表示不同的動作交替重復進行。在練習環(huán)節(jié)通過不同的情境設置來引導學生練習在交際中的準確使用。

七、教學方法

1.課堂教學按照“復習導入—語法—拓展練習” 的順序，循序漸進。

2.從復習舊課的內(nèi)容入手，從復習舊課的內(nèi)容入手，結(jié)合具體事例，逐步引導學生掌握本課的語法規(guī)則、生詞和課文內(nèi)容。

3.運用直觀手段，使用多媒體輔助教學。

4.設計互動形式的活動，充分展示學生的主體性。

5.講練結(jié)合，精講多練，聽說領(lǐng)先，同時加強漢字的讀寫訓練。

八、教學時間

本課《越來越》為一課時，約5分鐘完成。

九、教具

1.教具準備

實物類：杯子、照片、綠植

媒體類：PPT、動畫

2.教具布置：

（1）電子白板對面有兩盆綠植。

（2）教室墻上放著很多照片。

（4）其余教具放在桌子上備用。

十、教學步驟

越來越

（共5分鐘）

教學流程：

組織教學 復習舊課（導入本課目標）

講授新課 拓展練習 歸納總結(jié)

布置作業(yè)（教學結(jié)束）

（一）組織教學（10秒）

師生互相問候、點名、簡單詢問學生在剛剛過去的假期里都參加了哪些活動，經(jīng)歷了哪些有趣的事，宣布上課。

【教學說明】

教師微笑注視學生，表情溫和，輕松地與學生交流。

【教學目的】

吸引學生的注意力，迅速進入課堂狀態(tài)。

【教師語言】

各位同學大家好，歡迎來到語法課堂，我是你們的柏老師。

（二）復習舊課（1分鐘）

教師通過展示多媒體課件，同時以快速問答的方式向?qū)W生提問。

【教學目的】

通過對舊課的復習，營造情境，從而引出本次課的語法點，進入新課的學習。教學環(huán)節(jié)過渡自然流暢。

【教師語言】

關(guān)于上節(jié)課的問題：

1.關(guān)于舊課的問題

引導語： 上節(jié)課我們學習了“更”的用法？大家還記得怎么用嗎？

目標語：記得

引導語：現(xiàn)在，老師這里有兩根筆，我喜歡紅色的這根多一點（用手舉起），應該怎么說呢？

目標語：我更喜歡紅色這根。

引導語：非常好，大家都記得很清楚。那今天我們就來學習一個新的知識點。

（三）學習新課（3分鐘）

“S+越來越+adj”

分三個步驟進行“S+越來越+adj”教學：“S+越來越+adj”的引入和講解——知識操練——學生共同討論。各個步驟的總原則都是精講多練，使用不同的教具以豐富教學手法、提升學生興趣。

由復習舊課導入，引出“S+越來越+adj”。

（1）“S+越來越+adj”語法講解

由杯子里的水從無到有、從少到多的變化，引出句子“杯子里的水越來越多。”

【教學目的】

通過對教學中圖片的詢問，引出本次課的語法點。教學環(huán)節(jié)過渡自然流暢。

【教師語言】

引導語：大家看一下這個幅圖片，這是一只杯子，杯子里有水嗎？

目標語：杯子里沒有水。

引導語：這個杯子里有水嗎？

目標語：杯子里有水。

目標語那這個杯子里呢？

目標語：杯子里有很多水。

目標語：杯子里的水發(fā)生了什么變化呢？我們可以說：杯子里的水越來越多。

【教學說明：為學生提供PPT展示水杯里的水的演變過程以及小狗的生長過程輔助講解，通過圖片、文字有助于學生的理解。】

（2）“S+越來越+adj”語法操練

【教學說明：因為“S+越來越+adj”語法項目多用于口語當中，所以語法操練的形式應該多樣化，引起學生興趣，拓展思維，加深理解?！?/p>

【教師語言】

引導語：大家有聽過烏鴉喝水的故事嗎？

目標語：有。

引導語：那我們就用今天所學過的知識把它復述出來。

引導語：有一只烏鴉口渴了，它想喝水?？墒撬鼪]有水和，喝不到水的烏鴉會變得越來越。。

目標語：越來越渴。

引導語：忽然，它發(fā)現(xiàn)了一瓶水，可是瓶口太深了喝不到水怎么辦呢？

聰明的它想到了一個好方法。它找來了很多石子，并把石子投到了瓶子里。石頭就會？

目標語：石頭越來越多。

引導語：那水位就會？

目標語：水位越來越高。

引導語：非常好，通過它的努力，烏鴉終于喝到水啦。

（3）小組練習

小組討論：12名同學按座位就近原則分為3組，每組4名同學，在配合下完成PPT上的練習，然后向全班匯報展示。

（四）布置作業(yè)（15秒）

1.在課后用“S+越來越+adj”介紹一位自己的朋友。

2.可以討論朋友近一個月的變化。（3-5句即可）

十一、教學思路與心得

本課的學習重點是“S+越來越+adj” 的用法，在教學中采用多種教具、PPT展示、動作演示讓學生能夠更加直觀地理解這兩個語法現(xiàn)象，思路比較清晰，便于學生理解。同時在講解語法過程中還注意設置多種形式的練習，引起學生興趣的同時，還給學生提供了足夠的想象空間。同時還注意調(diào)動學生的積極性，讓學生在小組活動中既培養(yǎng)了自主學習的意識還培養(yǎng)了互助合作的意識。

對于語法教學，例句的選擇尤為重要。內(nèi)容不宜過多，也不宜脫離學生的生活，應在學生較為能夠理解的范圍之內(nèi)進行選擇。同時，多媒體很大程度上提高了課堂效率，能夠方便學生理解。

拓展活動的設置其實是對語言學習者提出了更高的要求。對于程度較好的學生來說，有啟迪開發(fā)的作用。但是對于程度較差的學生來說，無疑增加了學習的難度。今后教學中，應該多注意拓展訓練的難易程度，盡量滿足各種程度學生學習的需要，增強他們學習漢語的自信心。

此外，從教學的基本環(huán)節(jié)看，對于在各個教學環(huán)節(jié)的時間分配問題較大。這需要在今后的教學中多觀察、多積累經(jīng)驗。

第四篇：語法教案

高中英語教學設計案例

高中英語教學案例分析 Book 6 Unit 2 Poems I.Teaching Contents 教學內(nèi)容

Unit 16 Scientists at Work(SEFC Book 1B)Reading: Franklin’s Famous Kite Experiment(全日制普通中學教科書(必修)人教版高三英語(下)第二單元《詩歌》的語法部分情態(tài)動詞的用法)授課班級： 高三授課時間：2013年6月2日

II.Design of Teaching Objectives 教學目標設計（三維目標）1.Knowledge objectives 知識目標

Enable the students to know about the way to express possibility and improbability(讓學生學會表達可能性與不可能性。)(1)Enable Ss to master the usage of “may”, “might”, and “l(fā)ikely”.(2)Help Ss learn how to use modal verbs “may” and “might” to express conjecture 2.Ability objective能力目標

Communicate with Ss by expressing their possibility and improbability.(用表達可能性與不可能性和同學交流。)3.Affective objectives 情感價值目標

(1)After Learning the passage, the students are expected to express conjecture.（通過本節(jié)課的學習，讓學生在遇到不情愿的情景時，能夠正確表達意愿。）

(2)Enable the students to express their ideas bravely.(讓學生勇敢表達自己意愿。)III.Teaching Important Points(教學重點)

1.Explain how to use modal verbs to talk about something which happened in the past—perhaps..(解釋怎樣用動詞談論過去曾經(jīng)發(fā)生的事情。)2.Explain how to use modal verbs to talk about something which happened at present—perhaps..(解釋怎樣使用情態(tài)動詞描述現(xiàn)在可能發(fā)生的事情。)IV.Teaching Difficult Points(教學難點)

Understand the following phrases.(正確理解下面詞組的區(qū)別。)may have done

might have done

must have done V.Teaching Methods(教學方法)

1.Task-based method to make students interested in what they will learn.(任務型教學法)2.The questioning method.(提問法)3.The working system method.(作業(yè)法)VI.Teaching Aids:(教學輔助手段)1.A blackboard(黑板)2.A projector and a computer for multimedia(投影儀、多媒體)VII.Teaching procedures(教學程序)Step I Lead in(5minutes)(引入，5分鐘)

教師活動：Ask Ss to work in groups and discuss the question in Activity 1 of Grammar on page 57.Then give them the right answer.學生活動：Answer the teacher’s questions 設計目的：激發(fā)學生的學習興趣，讓學生主動參與。

Step II Explanation(15minutes)(說明，15分鐘)

教師活動：Explain how to use modal verbs to talk about something which happened in the past—perhaps.(1)對過去的事情進行猜測，但把握較小時，肯定形式一般用may have done，否定形式一般用may not have done。如：

He may have gone back home, because he didn’t say he would take part in her birthday party.He may not have paid for the bill, because he had lost his job.(2)對過去的事情進行猜測，但把握更小時，肯定形式一般用might have done，否定形式用might not have done。如：

They helped send her bat to the hospital;otherwise, she thought, the baby might have died.She might not have left home when I got to school.(3)對過去的事情進行猜測，并且可能性較大時，肯定形式一般用must have done，否定形式一般用can’t have done。如：

Your score is the highest;you must have studied very hard.You can’t have seen her in her office last Friday;she’s been out of town for two weeks.學生活動：配合老師，掌握may have done，might have done，must have done的區(qū)別 設計意圖：（1）激活學生已有的信息，使學生具備攝入新知識的心理定勢。（2）激發(fā)學生的學習興趣。

Step III.Practice(10minutes)(練習，10分鐘)

選用can, could, may, must, shall, should, will, would, can’t, mustn’t, needn’t或have to填空 教師活動：教師用投影儀展示出下面問題：

1.There is air around us, thought we ________ see it.2.Your mother is getting better and better.You _______ worry about her.3.You _______ play football in the busy street.4.“_______ it be true ?.” “Yes.It _______ be true indeed.” 5.Tom _______ come to the party tonight, but I’m not sure.6._______ you please fetch me some water for me? 7.Young trees ________ be planted in spring.8.“Must we hand in our exercise books today?” “Yes, you ______.” “No, you ________.”

9.“May I take this magazine out of the reading-room?”

“Yes, you _______.” “No, you _______.”

10.Please speak a little louder so that I _______ hear you.學生活動：選測填空。

設計意圖：考察學生對情態(tài)動詞may,might,must用法的掌握。參考答案：

Could needn’t can’t

can must

may

would

must

have to needn’t

can

can’t

can

2.multiple-choice question(10minutes)(選擇題，10分鐘)(1)教師活動：教師用投影儀展示出下面問題，要求小組討論：

1.If you are not careful in the street, a car ______ hit you.A.can

B.may

C.would

D.must 2.–May I watch TV now, mum?

-No, you _____.You _____ do your homework first.A.don’t;must

B.don’t;can’t

C.can’t;must

D.can’t;can 3.–Mr.John, we must hand in our work today, ______?

-No, you ______.But you must bring it to school tomorrow.A.needn’t we;mustn’t

B.mustn’t we;needn’t C.mustn’t you;mustn’t

D.needn’t we;needn’t

4.He isn’t in the school.I think he ______ be ill.A.can B.shall C.must 5.Children ______ play on the road or in the street.It is dangerous.A.may not

B.mustn’t

C.couldn’t

D.needn’t

6.Even the top students in our class can’t work out this problem, so it _____be very difficult.A.may

B.must C.can D.need 7.–Can you ride a bike?-No, I _____.A.may not B.can’t C.needn’t D.mustn’t 8.–Must I return the book this morning?

-No, you _____.But you ______ return it before supper.A.needn’t;must

B.mustn’t;can C.mustn’t;may D.can’t;need 9.You ____ to go and see the doctor right now.A.must

B.should

C.have

D.will 10.Don’t play with the knife.You ______ hurt yourself.A.may B.should C.have to D.need 參考答案：1 A B C B D

A 7 B D C C 學生活動：認真分小組討論問題，然后向全班匯報。設計意圖：訓練學生溝通合作能力。

(2)教師活動：把學生分成男女組，進行比賽，搶答形式。1.What _____ I do for you, madam? A.may B.must

C.can D.will 2.You’re made the same mistake again.How _____ you be so careless!A.shall

B.may

C.can

D.must 3.Peter _____ come with us this afternoon, but he isn’t very sure yet.A.shall

B.may

C.can

D.must 4.Don’t worry!The news _____ be true.A.may not

B.mustn’t

C.will not

D.needn’t 5.The traffic _____ stop when the lights are red in the street.A.can’t

B.don’t have to

C.mustn’t

D.must 6.–Look!It _____ be the new headmaster.-It _____ be him.He went to Beijing yesterday.A.can;mustn’t

B.can;can’t

C.must;can’t D.must;may 7.______ I close the window? It’s so cold here.A.Must

B.Will

C.Need

D.Shall 8.You ___ return the bike now.You can keep it till tomorrow if you like.A.can’t

B.mustn’t

C.needn’t

D.may not

9.You _____ yourself about money.A.needn’t worry B.needn’t to worry C.don’t need worry D.needn’t be worry

10.Many people want to see you._____ they wait here or outside? A.Do

B.Will

C.Need

D.Shall 11.____ I ask your name, please? A.Will B.Shall C.May D.Must 12.You _____ do it even if you don’t want to.A.can’t

B.mustn’t

C.have to

D.needn’t 13.I _____ like someone to take me to the museum.A.will

B.would

C.shall

D.need 14.Look, what you have done!You _____ more careful.A.may be B.had to C.should be D.should 學生活動：分男女小組進行搶答回答老師提問問題。設計意圖：訓練學生正當?shù)母偁幰庾R。

Step IV Supplements（10minutes）(補充，10分鐘)

教師活動：Explain how to use modal verbs to talk about something which happened at present—perhaps.用來表猜測的情態(tài)動詞有：must, can, may等，但它們所表示可能性是不同的。

(1)對現(xiàn)在的事情進行猜測，并且可能性較大時，肯定形式一般用must加動詞原形，此時，must不再表示“必須”，而是表示“肯定”；否定形式一般用can’t加動詞原形，此時，can不再表示“能夠”，而是表示“肯定不??”。如：

I saw him go out just now.He can’t be in his own room.It must be Linda in the classroom, because she is on duty today.(2)對現(xiàn)在的事情進行猜測，但把握較小時，肯定形式一般用may加動詞原形，此時，may不再表示“可以”，而是表示“可能”；否定形式一般用may not加動詞原形。如：

He may tell the truth to his father.She may not angry because she is good-tempered.(3)對現(xiàn)在的事情進行猜測，但把握更小時，肯定形式一般用might加動詞原形；否定形式一般用might not加動詞原形。如：

She might not be angry because she usually is very patient.He might be at home now, but I’m not sure.(4)情態(tài)動詞+動詞現(xiàn)在進行時，表示對現(xiàn)在或?qū)碚谶M行的情況進行推測。如： At this moment, our teacher must be correcting our exam papers.Doctor Wang isn’t here.He might be giving a lecture in the hall.(5)情態(tài)動詞+動詞的現(xiàn)在完成進行時，表示對過去正在發(fā)生事情的推測。如： Your mother must have been looking for you.The light was on the whole night.He may have been doing his homework all the time.學生活動：學生認真聽講，做筆記。設計意圖：增加學生的知識儲備。

Step V

Consolidation(5minutes)(總結(jié)，5分鐘)

Ask Ss to translate the following sentences.(1)他們也許錯過了那班飛機。

(2)快點！他們正在機場等我們。

(3)Tom是個誠實的孩子。他今晚可能會把真相告訴他父親。

(4)他五年前來看過我，他也許不費勁就能找到我的住處。Step VI Homework(2minutes）（作業(yè)，4分鐘)1.Ask Ss to review Grammar.2.Ask Ss to finish Grammar exercises in the Workbook pages 97~98.設計意圖：①幫助學生進行課堂反思，自己學到了些什么知識； ②學生收集課文中沒有解決的問題，以便課后進一步討論。

第五篇：語法教案

語法一：比較句 A比B 句型1：A比B+adj 中國比日本大。中國的人口比日本的多。

三者比較：A比B+更/還（注意：不能用很、非常、真）+adj 蘋果比葡萄大。西瓜比蘋果更/還大。西瓜最大。葡萄最小?；疖嚤绕嚳臁ｏw機比火車更/還快。飛機最快。汽車最慢。句型2：比較結(jié)果差別大?。?）A比B+adj+具體數(shù)字 今天的溫度比昨天低幾度？ 今天的溫度比昨天低5度。麥克今年18歲 瑪麗比麥克大1歲。

瑪麗今年19歲 山本的年紀最大 山本今年20歲（2）A比B+adj+一點兒/一些（差別不大）瑪麗的頭發(fā)比田芳的（頭發(fā)）長一點兒/一些。衣服200元：褲子190元 衣服比褲子貴一點兒/一些。（3）A比B+adj+得多/多了 房子比汽車貴得多/多了。

（4）A比B+V（喜愛）+賓語 哥哥比弟弟愛唱歌。麥克比杰克喜歡唱歌。句型4：動作的比較 小明 八點 來學校

小芳 八點一刻 來學校 山本 八點半 來學校 A比B+[動詞+得]+adj A+[動詞+得]+比+B+adj 小芳比山本來得早。小芳來得比山本早。小明比小芳來得更早。小明來得比小芳更早。A+（動詞+賓語）+比+B+動詞+得+adj 他（說 漢語）比 她 說 得 好。我（跑 步）比 他 跑 得 快。A+（動詞+賓語）+動詞+得+比+B +adj 他（說 漢語）說 得 比 她 好。我（跑 步）跑 得 比 他 快。否定句：A沒有B·······左邊比右邊重。右邊沒有左邊重。比較：A沒有B····和A不比B····· 哥哥沒有弟弟高。（哥哥比弟弟矮）

哥哥不比弟弟高。（哥哥和弟弟差不多高）句型5：A有/沒有B+（那么、這么）+adj 妹妹有媽媽高嗎？

妹妹（沒）有媽媽那么高。

語法二：A跟B一樣/不一樣（1）“??跟??一樣” “我的書跟你的書一樣。”“這件衣服跟那件衣服一樣。”（2）“??跟??一樣＋形容詞” 老 師：現(xiàn)在，誰來說說老師手上的這兩支筆哪里一樣？ 學 生：一樣長。

“??跟??一樣＋adj?！薄斑@本跟那本書一樣大?！薄斑@件衣服和那件衣服一樣貴?！钡鹊?。（3）“A跟B??一樣”或者“A跟B一樣??”“田芳的書10元”?！按笮l(wèi)的書10元”。我 們說，田芳和大衛(wèi)的書價格一樣。（板書）“A跟B＋n。＋一樣”，也可以說他們一樣的是喜歡做什么，想要做什么等等（板書）“A跟B一樣＋??”那現(xiàn)在我們來練習一下。

1、“大衛(wèi)今年21歲”?！袄蠲鹘衲?1歲”。

2、“姐姐愛好唱歌”?！懊妹脨酆贸琛薄?/p>

3、“我喜歡寫書法”?！八矚g寫書法”。（4）否定形式 老 師：剛才我們學習了，“什么跟什么一樣”，“什么跟什么哪里一樣”的說法，那大 家來看看老師手上的這兩支筆，他們一樣嗎？

學 生：不一樣。老 師：哪里不一樣？ 學 生：顏色。老 師：老師的筆跟你的筆顏色不一樣。

現(xiàn)在大家看這幅圖，張東和李明一樣高嗎？ 學 生：不一樣。老 師：誰高？ 學 生：張東。

老 師：某某，你來完成說一下。

很好。那現(xiàn)在呢，老師還要告訴大家，“跟??不一樣”也可以說“不跟??一 樣”比如：“我不跟你一樣高”?！拔业男硬桓愕囊粯哟蟆?語法二：“快” 和 “ 就” 與“了”的搭配，組成“要〃〃〃〃〃〃〃了”“快〃〃〃〃〃〃〃了”“就

要〃〃〃〃〃〃〃了”“快要〃〃〃〃〃〃〃了”，表達動作即將發(fā)生。

十一點半下課，現(xiàn)在十一點二十?？梢哉f： 快下課了。快要下課了。就要下課了。我們把時間帶上，應該怎么說：

我們十一點半就要下課了。不能說：我們十一點半快要下課了。飛機十點起飛，現(xiàn)在九點半。可以說：

飛機要起飛了。飛機快起飛了。飛機馬上就要起飛了?，F(xiàn)在是晚秋，再過一個月冬天就到了，我們可以說： 快要冬天了。加上一個時間狀語“再過一個月”應該怎么說 再過一個月，就要冬天了。

語法三：簡單趨向補語：V+來/去 句型1：V+來/去

尼瑪出來一下！老師你過來一下！句型2：V+處所名詞+來/去 他回家去了。我們進教室去吧。

句型3：V+來/去+事物名詞；V+事物名詞+來/去 他買來了一本書。他買了一本書來。他帶來了一個照相機。他帶了一個照相機來。山本拿去了一本書。山本拿了一本書去。語法三：V+住 記住/拿住/站住/停住〃〃〃〃〃〃

語法四：V+過 表示動作曾經(jīng)在過去發(fā)生。該動作一般不持續(xù)，說話時已經(jīng)停止。句型1：V+過+賓語 吃過中藥 看過中醫(yī) 去過香港 沒針灸過 句型2：V+過+動量詞（次、遍）+賓語 得 過 三次 感冒 去 過 一次 香港

句型3：否定：沒+ V+過 我們以前沒見過。

正反疑問句：v+過+賓語+沒有 你以前來過中國沒有？ 語法五：動量補語 數(shù)次+動量詞（次、遍、剩、趟、下、口〃〃〃〃〃〃）句型1：V+數(shù)詞+動量詞 麻煩你 跑 一 趟。句型2：V+數(shù)詞+動量詞+事物名詞 他 敲了 一 下 門。句型3：V+人稱代詞+數(shù)詞+動量詞

他 找過 你 一次。不說：他找過一次你。

句型4： V+數(shù)詞+動量詞+人名/地名 或者 V+人名/地名+數(shù)詞+動量詞 山本以前來過 一 次 中國。山本以前來過中國 一 次。注意：“次”和“遍” 遍強調(diào)動作由始至終的全過程。語法六：“一·······就······”

（1）表示后一個動作緊跟著前一個動作發(fā)生。我一下課就去看你。他一畢業(yè)就參加工作了。

（2）表示前一個動作是條件和原因，后一個動作時結(jié)果。中國人一聽就知道你是老外。

我一感冒就咳嗽。

語法七：結(jié)果補語：在、著、好、成、壞、懂、見、完、給····

1、V+在+處所名詞 表示通過動作使某人或某事處于某處

這張畫我們掛在哪兒呢？ 就掛在這兒吧。

2、V+著 表示動作的目的達到了或有了結(jié)果。我的護照你找著了嗎？ 你睡著了嗎？

3、V+好 表示動作完成并達到了完善、令人滿意的程度。衣服我洗好了。昨天晚上我沒睡好。

4、V+成

（1）表示動作完成，達到目的 這座大樓是什么時候建成的？