第一篇：英語語法復(fù)習(xí)課教學(xué)設(shè)計(jì)

課題： 九年級(jí)語法復(fù)習(xí)—— 狀語從句

南康市麻雙中學(xué)：劉榮福

一、內(nèi)容分析

本課是初中九年級(jí)的語法復(fù)習(xí)課，通過復(fù)習(xí)各種狀語從句的用法和考點(diǎn)，使學(xué)生學(xué)會(huì)掌握狀語從句的作用和意義，進(jìn)而掌握各種不同類型的狀語從句，并能在課后利用所學(xué)的知識(shí)，形成寫作和造句策略。

二、學(xué)情分析

九年級(jí)學(xué)生已基本了解各種狀語從句的作用和意義。但仍有理解不透徹，寫作中應(yīng)用不熟練的現(xiàn)象，各種從句知識(shí)缺乏系統(tǒng)化。

三、設(shè)計(jì)思路

在中考的備考階段，語法復(fù)習(xí)課是老師們上的最多的課型，有的學(xué)校用半學(xué)年，甚至一學(xué)年的時(shí)間來幫助學(xué)生復(fù)習(xí)語法?？珊屠蠋煂W(xué)生投入的時(shí)間，精力相對(duì)比，復(fù)習(xí)成效很低。教師上課滔滔不絕，講得口干舌燥，而學(xué)生上課記筆記，死背語法規(guī)則，課堂氣氛沉悶，感到索然無趣。大量的機(jī)械的知識(shí)操練，使學(xué)生的語言能力和綜合能力得不到提高。由此，我想在語法復(fù)習(xí)課上，在教好英語語法的同時(shí)，也應(yīng)培養(yǎng)學(xué)生運(yùn)用語言能力的問題。學(xué)生在上課之前也基本掌握了各種狀語從句的知識(shí)，本課主要是煥發(fā)學(xué)生的思維，為后續(xù)造句和寫作增加有效的輸入，激發(fā)學(xué)生的寫作動(dòng)機(jī)和興趣，提高學(xué)生的思維和寫作能力。

四、教學(xué)目標(biāo)

1、通過系統(tǒng)復(fù)習(xí)各式從句的語法功能，全面掌握本節(jié)課介紹的狀語從句在考點(diǎn)中的基本用法。

2、復(fù)習(xí)所學(xué)的各種狀語從句，形成大量的信息，為優(yōu)秀寫作做準(zhǔn)備。

五、課前準(zhǔn)備

要求學(xué)生復(fù)習(xí)和瀏覽課本里面的各式狀語從句，做到聽、說、讀、寫四會(huì)。六 教學(xué)過程設(shè)計(jì) 第一步：記、讀、說

學(xué)生預(yù)習(xí)和記憶了大量的各式狀語從句，為跟其他組比賽誰掌握的多，和寫作造句做好練筆準(zhǔn)備。

[設(shè)計(jì)說明]

這個(gè)步驟是學(xué)生回顧所學(xué)的各式狀語從句，教師利用幻燈以及多媒體等教學(xué)手段使其呈現(xiàn)，讓學(xué)生通過多種感官觀察其特點(diǎn)并加速記憶，在記憶和理解中進(jìn)行的機(jī)械的操練，對(duì)一些狀語從句進(jìn)行模仿造句。這一活動(dòng)是在教師的控制下開展的。這一步驟的特點(diǎn)是操練以語言形式為中心，操練比較單一。

第二步：教師解析——?dú)w納各種狀語從句的用法

一、時(shí)間狀語從句

1.引導(dǎo)時(shí)間狀語從句的從屬連詞很多，常見的有before, after, when, while, as, since, till, until, as soon as等。

2.表示“當(dāng)…時(shí)候”的while, when, as的用法區(qū)別是：while從句中的謂語動(dòng)詞必須是延續(xù)性動(dòng)詞；表示帶有規(guī)律性的“每當(dāng)”或當(dāng)主、從句謂語動(dòng)詞的動(dòng)作發(fā)生有先后時(shí)，只能用when；當(dāng)表示“一邊…一邊…”或“隨著”時(shí)，只能用as。另外，用于此義的as所引導(dǎo)的時(shí)間狀語從句謂語只能是動(dòng)作動(dòng)詞，不能是狀態(tài)動(dòng)詞。如下面一道高考題的答案是B 而不能是A：

“I’m going to the post office.” “______ you’re there, can you get me some stamps?”

A.As B.While C.Because D.If 3

3.until在肯定句中通常只連用延續(xù)性動(dòng)詞，表示相應(yīng)動(dòng)作結(jié)束的時(shí)間；在否定句中通常連用非延續(xù)性動(dòng)詞，表示相應(yīng)動(dòng)作開始的時(shí)間，意為“直到…才”。如：

He waited until she was about to leave.他等著一直到她準(zhǔn)備離開。

I did not begin to work till he had gone.他走了后我才開始工作。

4.表示“一…就”除用as soon as外，還可用the minute, the second, the instant, immediately, directly, instantly, no sooner…than, hardly…when等。如：

I came immediately you called.你一來電話我就來了。

Hardly had she arrived when it began to snow.她剛到就下起雪來了。

The moment I have finished I'll give you a call.我一干完就給你打電話。

5.every time, each time,(the)next time,(the)last time, by the time, the first time, any time等以time結(jié)尾的詞語也可用作連詞，引導(dǎo)時(shí)間狀語從句。如：

Next time you come in, please close the door.下次你進(jìn)來，請(qǐng)關(guān)門。

He didn’t tell me anything the last time I saw him.上次我見到他時(shí)他什么也沒告訴我。

By the time I got home, she had already gone to bed.我到家時(shí)她已睡覺了。

二、條件狀語從句

1.引導(dǎo)條件狀語從句的從屬連詞主要有if, unless, as [so] long as等。如：

Don’t come unless I telephone.除非我打電話，否則你別來。

If you watch carefully you will see how to do it.如果你仔細(xì)瞧你會(huì)看出該怎樣做。

As long as you do your best, we’ll be happy.只要你盡力，我們就滿意了。

2.in case也可引導(dǎo)條件狀語從句，其意為“如果”、“萬一”。如：

In case I forget, please remind me about it.如果我忘了，請(qǐng)?zhí)嵝盐摇?/p>

三、讓步狀語從句

1.引導(dǎo)讓步狀語從句的從屬連詞主要有although, though, however(=no matter how), even if(即使), whether…or(不論…還是)等連詞。如：

The speech is good, though it could be better.這次演講不錯(cuò)，雖然還可以再好一點(diǎn)。

He went out even though it was raining.盡管下雨，他還是出去了。

2.as也可引導(dǎo)讓步狀語從句，但要將名詞、形容詞或副詞等提到as前，若提前的是單數(shù)可數(shù)名詞，要省略a / an。如：

Teacher as he is, he can’t know everything.雖然是老師，他也不可能什么都懂。

3.連詞while有時(shí)也可表示“盡管”、“雖然”，引導(dǎo)讓步狀語從句。如：

While we don’t agree we continue to be friends.盡管我們意見不同，我們還是朋友。

4.whatever, whoever, however, whenever, wherever等引導(dǎo)讓步狀語從句。如：

Don’t lose heart whatever you do.不管你做什么，都不要灰心。

Whoever you are, you can’t pass this way.不管你是誰，你都不能從這里通過。

注：表示“雖然”的though, although不可與but連用，但可與yet, still連用。

四、原因狀語從句

1.引導(dǎo)原因狀語從句的從屬連詞主要有because, as, since, seeing(that), now(that)等：

They can’t have gone out because the light’s on.他們不可能出去了，因?yàn)闊暨€亮著。

Since you are going, I will go.既然你去，我也去。

Now that we are alone, we can speak freely.現(xiàn)在我們單獨(dú)在一起，可以隨便談了。

2.除以上提到的大家比較熟悉的引導(dǎo)原因狀語從句的從屬連詞外，when有時(shí)也可引導(dǎo)原因狀語從句，其意“既然”。如：

I can’t tell you when you won't listen.既然你不想聽，我就不告訴你了。

3.有關(guān)原因狀語從句還應(yīng)注意以下幾點(diǎn)：

(1)as與 since, now that一樣表示雙方都知道的原因，通常位于主句前，且均不可用于強(qiáng)調(diào)結(jié)構(gòu)被強(qiáng)調(diào)。

(2)當(dāng)表示直接的因果關(guān)系，回答why時(shí)，或有only, just, all, partly, not, but等副詞修飾時(shí)，或用在強(qiáng)調(diào)結(jié)構(gòu)中都只能用because。

(3)for有時(shí)也可引出表示原因的分句，但它只能位于后面，對(duì)前一分句加以解釋或推斷。

(4)不要受漢語意思影響將表示“因?yàn)椤钡倪B詞與表示“所以”的so連用。

五、地點(diǎn)狀語從句

引導(dǎo)地點(diǎn)狀語從句的從屬連詞主要有where(在…的地方), wherever(無論什么地方), everywhere(每個(gè)…地方), anywhere(任何…地方)。如：

I’m not living where I was.我不在原處住了。

You can’t camp where [wherever, anywhere] you like these days.如今你可不能隨便在哪兒宿營。

Everywhere I go, I find the same thing.不管我走到哪里，我都發(fā)現(xiàn)同樣情況。

2.有的同學(xué)認(rèn)為地點(diǎn)狀語從句在平時(shí)見得不多，誤認(rèn)為考試不會(huì)涉及，但恰恰相反，地點(diǎn)狀語從句卻是英語考試經(jīng)常考查的一個(gè)知識(shí)點(diǎn)。請(qǐng)看以下考題：

(1)When you read the book, you’d better make a mark ______ you have any questions.A.at which B.at where C.the place where D.where

(2)After the war, a new school building was put up ______ there had once been a theatre.A.that B.where C.which D.when

(3)You should make it a rule to leave things ______ you can find them again.A.when B.where C.then D.there

(4)She found her calculator ______ she lost it.9

A.where B.when C.in which D.that

以上四題均選where，其意為“在…的地方”，用以引導(dǎo)地點(diǎn)狀語從句。

六、目的狀語從句

1.引導(dǎo)目的狀語從句的從屬連詞主要有in order that, so that, in case, for fear等。如：

I hired a boat so that I could go fishing.我租了一條船去釣魚。

Take your coat in case it rains(should rain).帶著雨衣以防下雨。

He studied hard in order that he could pass the exam.他努力學(xué)習(xí)，是為了能通過考試。

2.引導(dǎo)目的狀語從句的so that有時(shí)可省so或 that，即單獨(dú)用so或 that來引導(dǎo)目的狀語從句。如：

Check carefully, so any mistake will be caught.仔細(xì)檢查，以便任何錯(cuò)誤都可檢查出。

Bring it closer that I might see it better.拿近些，使我能看得清楚些。

七、結(jié)果狀語從句

引導(dǎo)結(jié)果狀語從句的從屬連詞主要有so that, so…that, such…that等。如：

He was so angry that he couldn't speak.他氣得話都說不出來。

He shut the window with such force that the glass broke.他關(guān)窗子用力很大，結(jié)果玻璃震破了。

注：so…that和such…that中的that有時(shí)(尤其在口語中)可省略。

八、比較狀語從句

常用引導(dǎo)詞：as(同級(jí)比較), than(不同程度的比較)

特殊引導(dǎo)詞：the more … the more …;just as …，so…;A is to B what /as X is to Y;no … more than;not A so much as B

She is as bad-tempered as her mother.The house is three times as big as ours.The more you exercise, the healthier you will be.Food is to men what oil is to machine.食物之于人，猶如油之于機(jī)器。

九、方式狀語從句

常用引導(dǎo)詞：as, as if, how

特殊引導(dǎo)詞：the way

When in Rome, do as the Roman do.She behaved as if she were the boss.Sometimes we teach our children the way our parents have

taught us.[設(shè)計(jì)說明]

這個(gè)步驟主要是講解，老師可運(yùn)用引入，講解，示范，模仿和操練來讓學(xué)生明確復(fù)習(xí)的語法點(diǎn)的結(jié)構(gòu)或意義，增加語言知識(shí)的輸入。教師示范后，讓學(xué)生模范，強(qiáng)化記憶。操練可以是多種形式，如：機(jī)械替換，句型轉(zhuǎn)換，師生問答，學(xué)生間問答等等。

第三步：中考鏈接——練中考考點(diǎn)（題型、內(nèi)容）

一、對(duì)時(shí)間狀語從句的考查分析。

1.It's quite common in Britain to say “Thank you” to the drivers ______ people get off the bus.A.after

B.since

C.until

D.when(2009年河南省)

2.Tom knew nothing about it ______ his sister told him.A.since

B.if

C.until D.when(2009年長(zhǎng)沙市)

3.--Where was your brother at this time last night?

--He was writing an e-mail ______ I was watching TV at home.A.as soon as B.after

C.until

D.while

4.He will come here right away ______ he hears the news.A.so B.as soon as C.because

D.though(2009年恩施自治州)

[點(diǎn)撥平臺(tái)]1.D?？疾橛蓋hen引導(dǎo)的時(shí)間狀語從句。句意：在英國，人們下車時(shí)對(duì)司機(jī)說“謝謝”是很常見的。唯有選項(xiàng)D符合題意。2.C?？疾橛蓇ntil引導(dǎo)的時(shí)間狀語從句。not…until…意為“直到……才……”。題干中的nothing相當(dāng)于not anything。句意：直到湯姆的姐姐告訴他這件事他才知道。根據(jù)句意可知應(yīng)選C。3.D?？疾橛蓋hile引導(dǎo)的時(shí)間狀語從句。由所提供的語境可知“我在看電視的時(shí)間他在寫電子郵件”，兩個(gè)動(dòng)作同時(shí)發(fā)生，唯有選項(xiàng)D符合題意。4.B。考查由as soon as引導(dǎo)的時(shí)間狀語 13 從句。句意：他一聽到這個(gè)消息就會(huì)立刻趕來。as soon as表示“一……就……”，故選D。

二、對(duì)條件狀語從句的考查分析。

1.You'd better look up the new word in a dictionary ______ you don't know it.A.if

B.that C.though

D.whether(2009年蘭州市)

2.--David, turn off the TV ______ no one is watching it.--But it ______ off already!The music is from the radio.A.so that；has been turned B.when；has turned

C.if；has been turned

D.because；has turned(2009年深圳市)

3.The art club is for members only.You can't go in ______ you are a member.A.unless

B.because C.if

D.though(2009年臨沂市)

4.--May I surf the Internet now?

--No, ______ you have finished doing the dishes.A.unless

B.if

C.because D.when(2009年寧波市)

[點(diǎn)撥平臺(tái)]1.A?？疾橛蒳f引導(dǎo)的條件狀語從句。句意：如果你不知道生詞的話，最好查詞典。其余選項(xiàng)B、C和D均不合題意。2.C?？疾檫B詞if以及被動(dòng)語態(tài)。從第一個(gè)空判斷，可以填入連詞if或because，但是第二個(gè)空則很明顯應(yīng)該使用被動(dòng)語態(tài)，所以只有選項(xiàng)C符合語境。3.A?？疾橛蓇nless引導(dǎo)的條件狀語從句。unless的意思是“除非；如果不”。句意：美術(shù)俱樂部只為會(huì)員開放，如果你不是會(huì)員就不能進(jìn)去。4.A?？疾橛蓇nless引導(dǎo)的條件狀語從句。答語是個(gè)省略句，其完整表述為You may surf the Internet ____ you have finished doing the dishes.根據(jù)語境判斷，唯有選項(xiàng)A符合語境。

三、對(duì)讓步狀語從句的考查分析。

1.______ they may not succeed, they will try their best.A.Though

B.When C.Because

D.Unless(2009年河北省)

2.______ hamburgers are junk food, many children like them.A.If

B.Unless

C.Because

D.Although(2009年山東省)

3.The workers have decided to finish the task on time, ______ it means they would have no weekends these two months.A.after all B.even though C.as if D.If(2009年成都市)

4.______ well you drive, you must drive carefully.A.No matter where

B.In order that

C.No matter how

D.As soon as(2009年煙臺(tái)市)

5.______ Switzerland is very small, ______ it is the land of watch and it is very rich.A.Though；but

B.Because；so

C.Because；/

D.Though；/(2009年孝感市)

[點(diǎn)撥平臺(tái)]1.A。考查由though引導(dǎo)的狀語從句。句意：雖然他們不會(huì)成功，但他們將盡最大的努力。根據(jù)句意可知，唯有選項(xiàng)A符合題意。2.D?？疾橛蒩lthough引導(dǎo)的狀語從句。選項(xiàng)A和B表示“條件”關(guān)系，選項(xiàng)C表示“因果”關(guān)系，選項(xiàng)D表示“讓步”關(guān)系。句意：雖然漢堡包是垃圾食品，但許多孩子喜歡。唯有選項(xiàng)D符合句意。3.B。考查由even though引導(dǎo)的狀語從句。此處表示讓步關(guān)系，應(yīng)使用even though，故選B項(xiàng)。4.C?？疾橛蒼o matter how引導(dǎo)的狀語從句。句意：無論你的駕駛技術(shù)多么高明，你都必須小心駕駛。no matter where意為“無論哪里”；in order that意為“為了……”；as soon as意為“一……就……”；no matter how意為“無論多么”。根據(jù)題意可知，選項(xiàng)C為正確答案。5.D。考查連詞though是否可與but連用。在英語中，though與but，because和so不能同時(shí)出現(xiàn)在一個(gè)句子之中。由此可排除選項(xiàng)A和B。根據(jù)句意可知選項(xiàng)D符合題意。

四、對(duì)原因狀語從句的考查分析。

1.--Did you call Sara back?

--I didn't need to, ______ we'll have a meeting together tonight.A.though

B.unless

C.because

D.if(2009年安徽省)

2.--Did you return Helen's call?

--I didn't need to, ______ I'll see her tomorrow.A.though

B.unless C.when D.because(2009年蘇州市)

3.--Did you give Dick a call?

--I didn't need to, ______ I'll see him soon.A.when

B.though

C.until D.because(2009年無錫市)

4.Now many parents send their children to foreign countries, ______ they want them to get a better education.A.until

B.though

C.because D.till(2009年太原市)

[點(diǎn)撥平臺(tái)]1-4小題的答案均為because。而1-3小題所設(shè)置的題干基本相同，所考查的內(nèi)容也完全一樣。

五、對(duì)地點(diǎn)狀語從句的考查分析。

--What should I do here?

--Just put all the things ______ they were.A.where

B.when

C.whose

D.which(2009年武漢市)

[點(diǎn)撥平臺(tái)]A。句意：把所有的東西放在它們?cè)瓉淼牡胤?。where表示地點(diǎn)，可用來引導(dǎo)地點(diǎn)狀語從句。其余幾個(gè)選項(xiàng)均不合題意。

六、對(duì)結(jié)果狀語從句的考查分析。

The film Kung Fu Panda is ______ interesting ______ I would like to see it again.A.such；that

B.too；to

C.as；as

D.so；that(2009年廣東省)

[點(diǎn)撥平臺(tái)]1.such修飾名詞，而interesting是形容詞，故予以排除；在too…to結(jié)構(gòu)中，to是動(dòng)詞不定式符號(hào)，后面接動(dòng)詞原形；as…as結(jié)構(gòu)表示同級(jí)比較，在此不合題意；so…that意 19 為“如此……以至”，引導(dǎo)結(jié)果狀語從句。根據(jù)句意可知，應(yīng)選擇D項(xiàng)。

七、對(duì)時(shí)間狀語從句和條件狀語從句中時(shí)態(tài)的考查分析。

1.If it ______ tomorrow, we will stay at home.We won't go to the museum.A.rain B.rains C.will rain D.rained(2009年廣東省)

2.If you ______ carefully, you ______ the report well.A.will listen；will be understand

B.will listen；understand

C.listen；will understand

D.listen；understand(2009年廣州市)

3.--Tommy, do you know if Frank ______ to the zoo this Sunday if it ______?

--Sorry, I have no idea.A.will go；is fine

B.goes；is fine

C.will go；is going to be fine

D.goes；will be fine(2009年孝感市)

4.I will call you as soon as I ______ the ticket to the football match.A.will get

B.get

C.got

D.am getting(2009年陜西省)

[點(diǎn)撥平臺(tái)]在英語中，如果主句是一般將來時(shí)態(tài)，那么，時(shí)間狀語從句和條件狀語從句的謂語動(dòng)詞應(yīng)用一般現(xiàn)在時(shí)態(tài)表達(dá)，反之亦然。1-4 BCAB。

[設(shè)計(jì)說明]

從英語新課程標(biāo)準(zhǔn)精神中，要發(fā)展學(xué)生的綜合語言運(yùn)用能力；同時(shí)檢查教得怎樣和學(xué)得怎樣（how well it is taught and how well it is learnt)第四步：學(xué)生寫作——寫各種句子、展示 每人看圖合理想象說話，寫成各種各樣的狀語從句。然后能在寫作中得以運(yùn)用

[設(shè)計(jì)說明]

通過實(shí)際的寫作運(yùn)用去深化學(xué)生寫作水平，從而達(dá)到準(zhǔn)確運(yùn)用語言進(jìn)行讀寫的目的。要達(dá)到這一目的，老師們就要完全摒棄以講解和傳授為主，死背語法條文，機(jī)械套用句型的教學(xué)模式，讓語法教學(xué)和聽說讀寫等各項(xiàng)技能的培養(yǎng)融為一體，與語篇的理解和寫作的運(yùn)用結(jié)合起來，讓學(xué)生在輕松愉快的氛圍中有效的習(xí)得系統(tǒng)的語法知識(shí)，增強(qiáng)寫作能力。

作業(yè)布置

一、用when, before, after, as soon as, since, if, because, until, so that, than, as…as, so…that填空.1.I will not leave here ______ you come back.2.______ you are free today, let’s go to town to buy some new books.3.She had the day off yesterday ______ her mother was ill.4.I’ll be very glad ______ you can help me with my work..22 5.Li Hong had studied in a middle school in Tianjin for two years ______ she came to Chengdu last year.6.______ we got there, it began to rain.7.I learned some English words ______ I was a child.8.Is your bike ______ new ______ mine ? 9.Comrade Li came early in the morning ______ he could attend our meeting in time.10.I don’t think there are less books in our school library ______ those in your school library.11.______ the town was liberated, the people there began to live a new life.12.I am ______ hungry ______ I want to get something to eat right now.二、單項(xiàng)選擇:（）1.We were getting ready to go out ______ it began to rain.23 A.where B.when C.since D.if（）2.We love spring ______ there’re beautiful flowers everywhere.A.but B.if C.though D.because（）3.The work was ______ difficult ______ it took us quite a long time to do it.A.such, that B.so, that C.too, that D.too, to（）4.I’ll tell him to give you a call ______ he comes back.A.because B.since C.as soon as D.but（）5.---Why did Li Lei use a pencil?---______ his pen was broken.A.Because B.When C.Until D.If（）6.I think Chinese is more popular ______ any other subject.A.than B.for C.as D.then（）7.What do I have to do ______ I want to be thinner? A.if B.because C.since D.for（）8.I won’t turn off the light ______ you’ve finished reading.A.when B.after C.as soon as D.until（）9.I’ll study English and other objects ______ I can.A.so hard as B.as hard as C.so hardly as D.as hardly as（）10.Though it rained heavily, ______ were still playing on the playground.A.they B.so they C.but they D.and they（）11.You should finish your exercises ______ you go to bed.A.after B.before C.because D.if（）12.---Are we going to West Hill Farm by bike? 25---No.By bus, ______ it is quite far from here.A.if B.when C.though D.because（）13.Mr.Read has taught in that small town ______ he left Canada in 1988.A.when B.after C.for D.since（）14.I’m ______ busy getting ready for Christmas ______ I have no time to write to you.A.not, until B.too, to C.so, that D.neither, nor（）15.You’ll do better in English ______ you work harder.A.or B.than C.if D.before（）16.Tom didn’t go to school yesterday ______ he was ill.A.but B.until C.if D.because（）17.Li Huaxiang ______ in the factory since she left school ten years ago.A.works B.worked C.has worked D.had worked（）18.---I’m going to Hangzhou for a holiday this weekend.---______ you are there, can you buy me some green tea? A.Because B.If C.While D.After（）19.What shall we do ______ it rains tomorrow? A.so B.if C.but D.because（）20.If you __ him tomorrow, please ask him if he ______ to work on the farm with us.A.see, goes B.will see, goes C.will see, will go D.see, will go（）21.The room is ______ dirty ______ we don’t want to stay here.A.so, that B.such, that C.either, or D.as, as 27（）22.______ he’s very young, ______ he knows several languages.A.Though, but B.Because, so C.Though, / D.Because, /（）23.They will have a sports meeting if it ______ tomorrow.A.won’t rain B.will rain C.doesn’t rain D.rains（）24.My parents will go out for an outing with me if they ______ free next Sunday.A.will be B.are C.have D.will have（）25.We ______ Xiao Li since she was a little girl.A.know B.had known C.have known D.knew（）26.Could you ring me up as soon as he ______ ? A.arrived B.would arrive C.arrives D.will arrive（）27.We ______ TV when the telephone ______.A.watched, was ringing B.were watching, rang C.watch, rings D.are watching, rang（）28.Kate ______ to bed until her father returned yesterday evening.A.won’t go B.doesn’t go C.went D.didn’t go（）29.If the child ______ , please telephone the police.A.found B.is found C.was found D.has found（）30.If you ______ here tomorrow, I’ll be delighted.A.comes B.will come C.came D.come（）31,----I’m going to Hangzhou for a holiday this weekend.----______ you are there ,can you buy me some green tea.A ,Because B ,If C ,while D ,After（）32,She is kind to her friends.She always takes a present with her ______ she visits her friends.A ,because B ,till C ,though D ,when（）33,Look after my little cat ______ I am out.A, that B, while C, where D, when（）34,Mr.Green has taught in that small town ______ he left Canada in 1988.A, when B, after C, for D, since（）35,I have known him ______ he was a little boy.A, when B, since C, before D, after（）36, he was out of the room, he turned back and knocked at the teacher’s door again.A, Before B, Since C, As soon as D, Until 30

第二篇：高中英語語法復(fù)習(xí)課教學(xué)設(shè)計(jì)

高中英語語法復(fù)習(xí)課教學(xué)設(shè)計(jì)

—不定式與分詞作定語、賓補(bǔ)、狀語的區(qū)別

教學(xué)目標(biāo)

根據(jù)英語教學(xué)大綱及考綱規(guī)定和要求，非謂語動(dòng)詞是歷年必考內(nèi)容，每年有2題涉及該部分要點(diǎn)。語法復(fù)習(xí)是必要的，但語法教學(xué)本身并非目的，而是為了學(xué)生掌握和運(yùn)用語言服務(wù)的。因此，教師要盡量在課堂上給學(xué)生自主學(xué)習(xí)的時(shí)間和空間，通過自學(xué)、自做、自悟、自助等教學(xué)活動(dòng)，讓學(xué)生學(xué)會(huì)運(yùn)用語法知識(shí)來解決問題。本節(jié)課的主要目標(biāo)是：

1、使學(xué)生通過自己做題，分析、歸納高考非謂語動(dòng)詞的考點(diǎn)、難點(diǎn)。

2、讓學(xué)生通過同伴互助、小組討論歸納總結(jié)出不定式與分詞在句中作定語、賓補(bǔ)、狀語的區(qū)別、解題技巧等，進(jìn)行探究性、研究性學(xué)習(xí)。

3、讓學(xué)生掌握不定式與分詞在句中作定語、賓補(bǔ)、狀語的區(qū)別、解題技巧等，并能在解題時(shí)運(yùn)用。總之，通過各種課堂教學(xué)活動(dòng)設(shè)計(jì)，培養(yǎng)學(xué)生自主學(xué)習(xí)、合作學(xué)習(xí)、探究學(xué)習(xí)的能力，訓(xùn)練他們發(fā)現(xiàn)問題、分析問題和解決問題的能力并學(xué)會(huì)清楚地表達(dá)自己的觀點(diǎn)。

教學(xué)重點(diǎn)、難點(diǎn)分析

1、教學(xué)重點(diǎn)：

1）讓學(xué)生學(xué)會(huì)自己總結(jié)考題的考點(diǎn)、難點(diǎn)及不定式與分詞在句中作定語、賓補(bǔ)、狀語的區(qū)別及解題規(guī)律。2)讓學(xué)生掌握并學(xué)會(huì)運(yùn)用不定式與分詞在句中作定語、補(bǔ)語、狀語的區(qū)別及解題規(guī)律。

2、教學(xué)難點(diǎn)：

讓學(xué)生有效地掌握并會(huì)運(yùn)用不定式與分詞在句中作定語、補(bǔ)語、狀語的區(qū)別及解題規(guī)律。教學(xué)過程設(shè)計(jì) 步驟1：真題探究

1、讓學(xué)生限時(shí)完成與本堂語法相關(guān)的語法題；

2、讓學(xué)生與同桌對(duì)答案；

3、教師給出正確答案； The Exx: 1.The next thing he saw was smoke_ from behind the house.A.rose B.rising C.to rise D.risen 2.The island, ___ to the mainland by a bridge, is easy to go to.A.joining B.to join C.joined D.having joined 3.Look over there---there’s a very long, winding path___ up to the house.A.leading B.leads C.led D.to lead 4.After completing and signing it, please return the form to us in the envelope__.A.providing B.provided C.having provided D.provide 5.We’re having a meeting in half an hour.The decision_ at the meeting will influence the future of our company.A.to be made B.being made C.made D.having been made 6.Michael put up a picture of Yao Ming beside the bed to keep himself ___ of his own dreams.A.reminding B.to remind C.reminded D.remind 7.Claire had her luggage__ an hour before her plane left.A.check B.checking C.to check D.checked 8.(2012上海)As Jack left his membership card at home, he wasn’t allowed _ into the sports club.A.going B.to go C.go D.gone 9.I looked up and noticed a snake___ its way up the tree to catch its breakfast.A.to wind B.wind C.winding D.wound 10.The old couple often take a walk after supper in the park with their pet dog ___ them.A.to follow B.following C.followed D.follows 11.___ into English, the sentence was found to have an entirely different word order.A.Translating B.Translated C.To translate D.Having translated 12.Film has a much shorter history, especially when ___ such art forms as music and painting.A.having compared to B.comparing to C.compare to D.compared to 13.___ around the fire, the tourists danced with the local people.A.Gather B.To gather C.Gathering D.To be gathering 14.The old man sat in front of the television every evening, happy ___ anything that happened to be on.A.to watch B.watching C.watched D.to have watched 15.Tom took a taxi to the airport, only ___ his plane high up in the sky.A.finding B.to find C.being find D.to have found 設(shè)計(jì)意圖：

1、平時(shí)的限時(shí)訓(xùn)練能培養(yǎng)學(xué)生的做題速度，提高他們的反應(yīng)能力；最后才能達(dá)到高考要求；

2、通過學(xué)生同伴討論，可讓他們互換信息，同伴間相互學(xué)習(xí)，解決部分難點(diǎn)； 步驟2：規(guī)律總結(jié)

1、小組討論。

讓學(xué)生4或6人一小組討論各個(gè)小題的考點(diǎn)、解題規(guī)律及不定式與分詞在句中作定語、賓補(bǔ)和狀語的區(qū)別，找出本小組難點(diǎn)或疑惑，并由一名成員記錄；

2、全班匯報(bào)

小組代表匯報(bào)討論結(jié)果或本組難點(diǎn)；其他小組可做補(bǔ)充、答疑；教師在必要時(shí)做補(bǔ)充或糾正；

3、教師重點(diǎn)補(bǔ)充、歸納

在全班討論完之后，教師可根據(jù)課堂實(shí)際情況補(bǔ)充講解學(xué)生可能忽略的重點(diǎn)、規(guī)律；并展示其解題規(guī)律及區(qū)別，讓學(xué)生有一個(gè)更清晰地概念?？偨Y(jié)規(guī)律: 1.不定式與分詞作定語的區(qū)別：

不定式與分詞作定語時(shí)其邏輯主語一般為其所修飾的名詞或代詞，非謂語動(dòng)詞的選擇主要看：（1）其與邏輯主語的主被動(dòng)關(guān)系；

（2）非謂語動(dòng)詞發(fā)生的時(shí)間 to do 與它的邏輯主語具有主動(dòng)關(guān)系，并且不定式表示的行為將要發(fā)生； to be done與它的邏輯主語具有被動(dòng)關(guān)系，并且不定式表示的行為將要發(fā)生；

doing與它的邏輯主語（即被修飾的名詞）具有主動(dòng)的關(guān)系，并且分詞所表示的行為正在進(jìn)行。being done與它的邏輯主語（即被修飾的名詞）具有被動(dòng)的關(guān)系，并且分詞所表示的行為正在進(jìn)行。done與它的邏輯主語（即被修飾的名詞）具有被動(dòng)的關(guān)系，并且分詞所表示的行為已完成。例句：1）The next train to arrive was from New York.分析：動(dòng)詞不定式用作the next train的定語，通常置于其所修飾的名詞或代詞之后；它與所修飾的名詞the next train是主謂關(guān)系（主動(dòng)關(guān)系），并且表示將來的動(dòng)作。

2）We’re having a meeting in half an hour.The decision to be made at the meeting will influence the future of our company.分析：動(dòng)詞不定式用作the decision的定語，通常置于其所修飾的名詞或代詞之后；它與所修飾的名詞the decision是動(dòng)賓關(guān)系（被動(dòng)關(guān)系），并且表示將來的動(dòng)作。

3）Look over there---there’s a very long, winding path leading up to the house.分析：現(xiàn)在分詞短語用作path的定語，通常置于其所修飾的名詞或代詞之后,相當(dāng)于一個(gè)定語從句which leads…..;它與所修飾的名詞path是主謂關(guān)系（主動(dòng)關(guān)系）。4)The problem being discussed now is very important.分析：現(xiàn)在分詞的被動(dòng)形式作the problem定語，通常置于其所修飾的名詞或代詞之后, 相當(dāng)于一個(gè)定語從句which is being discussed;它與所修飾的名詞the problem是動(dòng)賓關(guān)系（被動(dòng)關(guān)系），并且表示正在發(fā)生。

5)The island, joined to the mainland by a bridge, is easy to go to.分析：過去分詞短語作the island定語，通常置于其所修飾的名詞或代詞之后, 相當(dāng)于一個(gè)定語從句which was joined by a bridge它與所修飾的名詞the island是動(dòng)賓關(guān)系（被動(dòng)關(guān)系），并且動(dòng)作已完成。2.不定式與分詞作賓補(bǔ)的區(qū)別: 其邏輯主語一般為前面的賓語。

do與邏輯主語之間是主動(dòng)關(guān)系，強(qiáng)調(diào)動(dòng)作發(fā)生的全過程, done 強(qiáng)調(diào)與邏輯主語之間的被動(dòng)關(guān)系, doing 強(qiáng)調(diào)與邏輯主語之間的主動(dòng)關(guān)系, 正在進(jìn)行。being done 與邏輯主語之間是被動(dòng)關(guān)系，動(dòng)作正在進(jìn)行 例句：1)I saw her come into the classroom.分析：省去to的動(dòng)詞不定式come 與邏輯主語（句子的賓語）her是主動(dòng)關(guān)系，強(qiáng)調(diào)動(dòng)作發(fā)生的全過程。2）I saw her coming into the classroom.分析：現(xiàn)在分詞coming與邏輯主語（句子的賓語）her是主動(dòng)關(guān)系，強(qiáng)調(diào)動(dòng)作正在發(fā)生，只表動(dòng)作全過程的一部分，只看到片段。

3）I saw her taken out of the classroom.分析：過去分詞 taken out of與邏輯主語（句子的賓語）her是被動(dòng)關(guān)系。4）I saw her being questioned by the police.分析：現(xiàn)在分詞一般式被動(dòng)式being questioned 用作賓語her的補(bǔ)語，構(gòu)成被動(dòng)關(guān)系，動(dòng)作正在進(jìn)行。3.不定式與分詞作狀語的區(qū)別：

to do ：一般在句中作目的，結(jié)果，原因狀語。其邏輯主語通常是句子的主語。

例句：1）She went shopping to buy a pen.分析：to buy a pen是went shopping 的目的。在強(qiáng)調(diào)這種目的狀語時(shí)，不定式前可加in order, so as.2）George returned after the war, only to find that his wife had left him.分析：only to find作結(jié)果狀語。動(dòng)詞不定式作結(jié)果狀語，通常用于一種出乎意料、意想不到的結(jié)果, 不定式前常有only, just等詞；而現(xiàn)在分詞作結(jié)果狀語則通常用于一種順其自然的結(jié)果，如：Thunderstorms have struck North China, causing heavy rain and traffic problem.3）I’m glad to receive your letter again.分析：glad 的原因是to receive your letter again.分詞可作時(shí)間、條件、伴隨、方式等狀語；判斷現(xiàn)在分詞與過去分詞主要看：（1）分詞與其邏輯主語（即主句主語）的主被動(dòng)關(guān)系

（2）分詞所表示的行為與主句謂語動(dòng)詞行為的時(shí)間關(guān)系（先后或同時(shí)）Doing: 與邏輯主語之間是主動(dòng)、動(dòng)作與謂語動(dòng)詞同時(shí)發(fā)生 Having done: 與邏輯主語之間是主動(dòng)、動(dòng)作在謂語動(dòng)詞之前 Having been done: 與邏輯主語之間是被動(dòng)、動(dòng)作在謂語動(dòng)詞之前 Done: 與邏輯主語之間是被動(dòng)/完成、動(dòng)作與謂語動(dòng)詞同時(shí)/之后

例句：1)Gathering around the fire, the tourists danced with the local people.分析：現(xiàn)在分詞短語Gathering around the fire與句子主語是主動(dòng)關(guān)系，相當(dāng)于一個(gè)時(shí)間狀語從句when they gathered around the fire;動(dòng)作與謂語動(dòng)詞danced同時(shí)發(fā)生。2)Having finished his homework, he went out to play football.分析：現(xiàn)在分詞完成式(Having finished his homework)與句子主語是主動(dòng)關(guān)系，相當(dāng)于一個(gè)時(shí)間狀語從句 After he finished his homework;所表示的動(dòng)作發(fā)生在謂語動(dòng)詞之前，作時(shí)間狀語。Having done通常表時(shí)間和原因狀語。表時(shí)間常置于句首。

3)Having been translated into English, the sentence was found to have an entirely different word order.分析：現(xiàn)在分詞完成式被動(dòng)式Having been translated into English與句子主語是被動(dòng)關(guān)系，相當(dāng)于一個(gè)狀語從句After it was translated into English;所表示的動(dòng)作發(fā)生在謂語動(dòng)詞之前。

4)Translated into English, the sentence was found to have an entirely different word order.分析：過去分詞Translated into English與句子主語是被動(dòng)關(guān)系，相當(dāng)于一個(gè)狀語從句After it was translated into English;所表示的動(dòng)作發(fā)生在謂語動(dòng)詞之前。Having been done與Done都與主句主語是被動(dòng)關(guān)系，動(dòng)作先與謂語動(dòng)詞完成時(shí)可互換。設(shè)計(jì)意圖：

1、通過個(gè)人自主學(xué)習(xí)、小組討論、探討等來培養(yǎng)學(xué)生自主、合作、探究的學(xué)習(xí)能力及學(xué)習(xí)意識(shí)，提高學(xué)習(xí)效果。

2、解題規(guī)律、知識(shí)點(diǎn)的總結(jié)都是以學(xué)生為主來設(shè)計(jì)活動(dòng)，給學(xué)生足夠的時(shí)間、空間來自己找出難點(diǎn)，并試圖解決難題，提高其找出問題、分析問題、解決問題的能力。小組之間討論相互提出的難點(diǎn)，給學(xué)生足夠的提問權(quán)解決自己的難點(diǎn)。

3、通過讓學(xué)生自主學(xué)習(xí)語法知識(shí)點(diǎn)，在生生之間開展質(zhì)疑和釋疑活動(dòng)，引導(dǎo)學(xué)生總結(jié)解題規(guī)律，加深其對(duì)該語法點(diǎn)的理解及運(yùn)用。

4、小組內(nèi)或小組之間的討論，給學(xué)生創(chuàng)造了同伴之間相互學(xué)習(xí)的氛圍，學(xué)生更易理解、接受。步驟3：備考演練

1、讓學(xué)生限時(shí)做題；

2、教師給出正確答案；

3、小組討論各自難點(diǎn)。Exx: 1.---I wonder whom you are waiting for.---The policeman ___ the traffic accident.A.dealt with B.to deal with C.will deal with D.to be dealt with 2.The problem just ___ to be discussed at the next conference.A.referred is B.referred to be C.referring to is D.referred to is 3.Bats are surprisingly long-lived creatures, some ___ a life span of around 20 years.A.having B.had C.have D.to have 4.When I walked past his garden, I saw him ___ there with his wife.A.to work B.worked C.working D.works 5.— Good morning.Can I help you? — I’d like to have this package ___ , madam.A.be weighed B.to be weighed C.to weigh D.weighed 6.Li Ming was made ___ the blackboard for a week as a punishment.A.to clean B.cleaning C.wash D.to be washing 7._ by many economic officials, the president visited China and made great achievements.A.Accompanying B.Accompanied C.To accompany D.Being accompanied 8.I came _ to the railway station, only _ the train was slowly pulling out of the station.A.and ran;found B.running;finding C.running;to find D.to run;finding 9.Consumers often call the manager ___ about bad products or bad services.A.to complain B.complained C.having complaining D to have complain 10.The old black woman sat under the pine tree, her grandsons, _ around her, __ to an old story.A.seating;listening B.seated;listened C.seating;listened D.seated;listening 設(shè)計(jì)意圖：

通過課堂上再做此類型的題，讓學(xué)生及時(shí)鞏固所學(xué)知識(shí)；對(duì)自己掌握不透的知識(shí)和解題規(guī)律、方法等及時(shí)向同伴或老師請(qǐng)教，讓考生真正解決自己的難點(diǎn)，做到學(xué)以致用、提高英語運(yùn)用能力和解題能力

第三篇：初中英語語法復(fù)習(xí)教學(xué)設(shè)計(jì)

初中英語語法復(fù)習(xí)教學(xué)設(shè)計(jì)

-----現(xiàn)在完成時(shí)態(tài)復(fù)習(xí)（第一課時(shí)）

(一）教學(xué)內(nèi)容分析: 現(xiàn)在完成時(shí)態(tài)同學(xué)們?cè)诔醵聝?cè)和初三教材中都有學(xué)過，對(duì)這種時(shí)態(tài)的基本結(jié)構(gòu)和用法都略有掌握。

（二）學(xué)情分析：本節(jié)課立足于學(xué)生在初二和初三學(xué)習(xí)基礎(chǔ)上，進(jìn)行復(fù)習(xí)和梳理, 查漏補(bǔ)缺。幫助學(xué)生把該項(xiàng)知識(shí)點(diǎn)應(yīng)用到與之相符的實(shí)際活動(dòng)中，鞏固和提高時(shí)態(tài)的學(xué)習(xí)和實(shí)際運(yùn)用。

（三）教學(xué)目標(biāo)

1、知識(shí)目標(biāo)：現(xiàn)在完成時(shí)態(tài)的復(fù)習(xí)。

2、能力目標(biāo)：學(xué)生能運(yùn)用現(xiàn)在完成時(shí)態(tài)來談?wù)撊粘?生活中發(fā)生的一些事情。

3、情感目標(biāo)：結(jié)合課堂教學(xué)內(nèi)容教育學(xué)生熱愛生活，把握今天，努力學(xué)習(xí)。同時(shí)根據(jù)課堂 的設(shè)計(jì)，培養(yǎng)學(xué)生合作學(xué)習(xí)及公平競(jìng)爭(zhēng)的意識(shí)。

(四）教學(xué)重點(diǎn)：現(xiàn)在完成時(shí)態(tài)的基本結(jié)構(gòu)、用法，以及在具體情景交際中的運(yùn)用。

（五）教學(xué)難點(diǎn)：現(xiàn)在完成時(shí)態(tài)的實(shí)際運(yùn)用。

（六）教學(xué)方法與手段： 主要運(yùn)用情景教學(xué)法和任務(wù)型教學(xué)法。同時(shí)堂課中設(shè)計(jì)了一些競(jìng)賽的活動(dòng)，鼓勵(lì)學(xué)生小組團(tuán)結(jié)合作。在尊重學(xué)生個(gè)性發(fā)展、面向全體學(xué)生的基礎(chǔ)上，由淺入深，由已知到未知，循序漸進(jìn)地深化教學(xué)內(nèi)容。展開以教師為主導(dǎo)，以學(xué)生為主體的師生雙邊活動(dòng)。另外，為了培養(yǎng)學(xué)生辨別、理解、分析、運(yùn)用與歸納能力，教學(xué)中充分運(yùn)用了多媒體輔助教學(xué)的手段，增強(qiáng)了教學(xué)的直觀性和趣味性，加大了課堂密度，增強(qiáng)了教學(xué)效果。

教學(xué)設(shè)計(jì) Step 1 導(dǎo)入階段

教學(xué)思路：

1、先播放一段動(dòng)畫，讓同學(xué)們觀看。旨在讓他們?cè)趧?dòng)畫的語言中去感受和體會(huì)現(xiàn)在完成時(shí)態(tài)的情景運(yùn)用。從而引出本節(jié)課復(fù)習(xí)的內(nèi)容：現(xiàn)在完成時(shí)。

2、給同學(xué)們播放音樂和展示一些圖片，在與學(xué)生的談?wù)撝幸霈F(xiàn)在完成時(shí)的句型。為下一步做好鋪墊。

教學(xué)過程：

1、學(xué)生觀看動(dòng)畫，思考問題。

師 ：同學(xué)們，你們喜歡動(dòng)作片嗎？

生：喜歡。師：那現(xiàn)在讓我們看一段動(dòng)畫。同學(xué)們可要認(rèn)真觀看喲，看看動(dòng)畫中運(yùn)用了哪一種時(shí)態(tài)？這種時(shí)態(tài)是怎樣運(yùn)用的？

師：動(dòng)畫中運(yùn)用了那一種時(shí)態(tài)呢？（學(xué)生看完了，老師提問）

生：現(xiàn)在完成時(shí)。

師：現(xiàn)在完成時(shí)，我們?cè)诎四昙?jí)下冊(cè)和九年級(jí)都學(xué)過。你們對(duì)它了解多少呢？ 生：自由討論，回顧與復(fù)習(xí)現(xiàn)在完成時(shí)學(xué)過的知識(shí)。教師必要時(shí)給予引導(dǎo)。（通過動(dòng)畫進(jìn)行導(dǎo)入復(fù)習(xí)，提高了學(xué)生的學(xué)習(xí)興趣，也讓學(xué)生在生動(dòng)的情景中去體會(huì)語言的運(yùn)用，為下一步的復(fù)習(xí)做了鋪墊。）

Step

2、呈現(xiàn)階段

教學(xué)思路：給學(xué)生創(chuàng)造一些情景，讓他們?cè)诶蠋煹囊龑?dǎo)下能用現(xiàn)在完成時(shí)態(tài)談?wù)撋钪械囊恍┦虑槿纾郝犚魳贰⒖措娪?和看書等。

教學(xué)過程：

T：Have you ever heard this song?(給學(xué)生播放一段音樂)Ss: Yes , we have.T: ask a student and guide him to answer : S : I have ever heard this song.(教師根據(jù)情景詢問學(xué)生曾經(jīng)看過電影和讀過書，引導(dǎo)他們說出現(xiàn)在完成時(shí)的句子： I have ever seen this film.I have ever read this book........)Step

3、操練階段

教學(xué)思路：先讓學(xué)生用現(xiàn)在完成時(shí)談?wù)搱D片上的內(nèi)容，教師可以給予提示，然后過渡到談?wù)撋钪惺煜さ氖虑?，在這階段教師適當(dāng)做些疑難點(diǎn)的講解與歸納。最后以比賽的形式操練與鞏固知識(shí)。教學(xué)過程：

1、用現(xiàn)在完成時(shí)談?wù)撌虑?。T: Everyone!Do you like traveling ? which places have you ever been to ?(教師指著一些圖片上的地方問：Have you ever been to Sanya ? 引出句型 : Have you ever been to …… 和 I have ever / never been to ….)

Ss : I have ever been to ……...I have never been to …….（讓學(xué)生談?wù)撍麄冊(cè)?jīng)去過和從沒去過的地方，用以上句型進(jìn)行談?wù)摗＃?/p>

2、疑難點(diǎn)的講解歸納

T: Have you ever been to Shanghai ? Ss : No ,we haven’t.T: I have ever been to Shanghai.I went there last summer.(給學(xué)生呈現(xiàn)一張我在上海的照片)but , my friend went to Shanghai three days ago , she is still in Shanghai now.(呈現(xiàn)一張我朋友在上海的照片)ask students question : where is my friend now ? Ss : She is in Shanghai now.T : We can also say : She has gone to Shanghai.(講解歸納： have been to ……..和 have gone to ……..的區(qū)別)呈現(xiàn)一張教師的圖片，并提供信息：Miss Yang began to teach English in 2000.讓學(xué)生談?wù)揗iss Yang 教書的情況。（教師引導(dǎo)：當(dāng)現(xiàn)在完成時(shí)表示動(dòng)作從過去開始一直持續(xù)到現(xiàn)在時(shí)，句子可以與延續(xù)性的時(shí)間狀語連用，如：for 和since 引導(dǎo)的時(shí)間狀語從句。）

T : How long has Miss Yang taught English ? S1: She has taught English for eleven years.S1: She has taught English since 2000.T : How long have you learned English ? S3: I have learned English for six years.S4: I have learned English since 2005.S5: I have learned English since I was nine years old.（講解歸納for 和since 引導(dǎo)時(shí)間狀語的區(qū)別。）

3、開展比賽活動(dòng) 師：現(xiàn)在我們來進(jìn)行一項(xiàng)比賽。我們分成兩組：一組同學(xué)用中文說出一些現(xiàn)在完成時(shí)表示活動(dòng)的句子，另一組同學(xué)翻譯成英文，然后交換過來，看哪一組翻譯的正確句子多哪一組就贏。現(xiàn)在給你們一分鐘的時(shí)間寫出你們熟悉的正確句子。

生：盡可能多地寫出一些句子。比賽進(jìn)行時(shí)，教師請(qǐng)英語課代表做好登記。教師參與到同學(xué)中去，讓同學(xué)們?cè)谟腥さ挠螒蛑羞M(jìn)一步鞏固現(xiàn)在完成時(shí)的運(yùn)用。

師：公布比賽結(jié)果，進(jìn)行課堂評(píng)價(jià)。

4、學(xué)生自己歸納知識(shí)點(diǎn)。

師：通過以上的復(fù)習(xí)，同學(xué)們對(duì)現(xiàn)在完成時(shí)態(tài)都能掌握了吧？現(xiàn)在我們來歸納一下現(xiàn)在完成時(shí)的用法及基本結(jié)構(gòu)。（先讓學(xué)生自己歸納，然后讓幾位學(xué)生說說歸納情況，老師再做點(diǎn)評(píng)。）

Step 4 練習(xí)鞏固

中考真題實(shí)戰(zhàn)訓(xùn)練。

讓學(xué)生接觸歷年的中考試題，不僅讓他們更加鞏固了這一時(shí)態(tài)的知識(shí)，而且使他們對(duì)中考方向有所了解，增強(qiáng)了備考的信心。

Step 5 小結(jié)

師：同學(xué)們，我們這節(jié)課復(fù)習(xí)了現(xiàn)在完成時(shí)態(tài)，我們都掌握了它的用法和基本結(jié)構(gòu)以及幾點(diǎn)區(qū)別。你們還有什么問題嗎？ 生：思考，回顧，提問。（給學(xué)生播放歌曲 Jingle bell.讓學(xué)生在歡快的音樂中結(jié)束課堂學(xué)習(xí)。）

Step 6 作業(yè) 完成與現(xiàn)在完成時(shí)相關(guān)的練習(xí)冊(cè)和試題。

第四篇：高三英語語法復(fù)習(xí)課

高三英語語法復(fù)習(xí)課

廣東省興寧市興民中學(xué) 劉飛宇

英語教學(xué)是一種動(dòng)態(tài)教學(xué)，教學(xué)過程是交際活動(dòng)過程。只有從組織教學(xué)活動(dòng)入手，大量地進(jìn)行語言實(shí)踐，使英語課堂交際化，才能有效地培養(yǎng)學(xué)生運(yùn)用英語進(jìn)行交際的能力。本人結(jié)合區(qū)級(jí)研究課題“高中英語任務(wù)型課堂教學(xué)課題”的實(shí)施和本班學(xué)生的實(shí)際，對(duì)高三語法復(fù)習(xí)課---虛擬語氣進(jìn)行了操作性較強(qiáng)的處理。

一、教材分析：

本課是結(jié)合外研社高中英語教材選修6中有關(guān)虛擬語氣的語法內(nèi)容，進(jìn)行高三英語語法---虛擬語氣的復(fù)習(xí)，我在教學(xué)中將語法知識(shí)的傳授和語言基本技能的學(xué)習(xí)結(jié)合到一起，注重復(fù)習(xí)語法與語言的運(yùn)用。采用任務(wù)型教學(xué)法和小組合作探究學(xué)習(xí)法，從而擴(kuò)大課堂的語言輸入量及學(xué)生的語言輸出量。

二、學(xué)情分析：

在高一和高二兩年英語學(xué)習(xí)的基礎(chǔ)上，高三學(xué)生已經(jīng)掌握了基本的語言結(jié)構(gòu)和一定程度的聽說讀寫能力。在高三語法復(fù)習(xí)的過程中，結(jié)合學(xué)生原有的知識(shí)掌握水平，鞏固基礎(chǔ)強(qiáng)化正確使用語法知識(shí)，提高學(xué)生運(yùn)用語言的深度和難度，為高考和大學(xué)的進(jìn)一步學(xué)習(xí)研究打下堅(jiān)實(shí)的基礎(chǔ)。但大部分學(xué)生的基礎(chǔ)知識(shí)仍然較為薄弱，運(yùn)用英語進(jìn)行交際活動(dòng)的能力較差，主動(dòng)學(xué)習(xí)的動(dòng)力不夠，然而他們學(xué)習(xí)比較認(rèn)真，好勝心強(qiáng)，渴望在班集體里得到他人的承認(rèn)，很在乎別人對(duì)他們的評(píng)價(jià)，求知欲旺盛，思維比較活躍。部分學(xué)生的基礎(chǔ)較好，能主動(dòng)配合老師，愿意開口講。他們有著高中生獨(dú)立、愛表現(xiàn)自我的特點(diǎn)。因此，只有設(shè)置使他們感興趣的活動(dòng)，因材施教，才能讓他們投入到課堂活動(dòng)中來。

三、教學(xué)重點(diǎn):

1.把握本課復(fù)習(xí)的重點(diǎn)---語法虛擬語氣的句型結(jié)構(gòu)

2.語法虛擬語氣的運(yùn)用

四、教學(xué)難點(diǎn):

1.結(jié)合復(fù)習(xí)的語法知識(shí)，以課堂教學(xué)為依托，全面訓(xùn)練學(xué)生的聽、說、讀、寫能力，加強(qiáng)和提高運(yùn)用英語的綜合能力。

2.虛擬語氣在真實(shí)的生活語境中的使用。

五、教學(xué)目標(biāo):

1.知識(shí)目標(biāo):引導(dǎo)學(xué)生準(zhǔn)確把握情態(tài)動(dòng)詞在虛擬語氣之中的使用。根據(jù)該語法規(guī)律解決實(shí)際問

題。重語境，探語義，培養(yǎng)學(xué)生通讀，分析，理解，綜合的能力，教會(huì)學(xué)生體察語境，結(jié)合上下文，附和邏輯推理和合理的想象，依靠語法但不拘泥于語法，結(jié)合語法和題干中的語境解決高考題。在運(yùn)用語言的過程中培養(yǎng)學(xué)生的觀察力、分析力、想象力和自學(xué)能力，幫助學(xué)生加強(qiáng)記憶力，提高思維能力和運(yùn)用英語的綜合能力，激發(fā)創(chuàng)造能力。

2.能力目標(biāo)：利用多媒體手段營造積極和諧教學(xué)氛圍，使學(xué)生不自覺地進(jìn)入情景之中，充分調(diào)動(dòng)學(xué)生的思維活動(dòng)和情感體驗(yàn)，規(guī)范學(xué)生運(yùn)用英語知識(shí)準(zhǔn)確表達(dá)的能力，同時(shí)，發(fā)展學(xué)生綜合語言運(yùn)用的能力，著重提高學(xué)生獲取信息，處理信息，分析問題和解決問題的能力，培養(yǎng)學(xué)生自主學(xué)習(xí)。

六、教學(xué)策略:

本課我主要采用教學(xué)方法---任務(wù)型教學(xué)法：任務(wù)型教學(xué)法是讓學(xué)生在課堂活動(dòng)中獲得知識(shí)。任務(wù)完成的過程，就是一個(gè)知識(shí)轉(zhuǎn)化的過程。它應(yīng)具備以下特點(diǎn)：（1）以任務(wù)為中心，而不是以操練語言形式為目的。（2）任務(wù)的設(shè)計(jì)焦點(diǎn)應(yīng)該是解決某一具體的貼近學(xué)生生活的問題。在任務(wù)型語言教學(xué)中，教師要從學(xué)生“學(xué)”的角度來設(shè)計(jì)教學(xué)活動(dòng)，使學(xué)生的學(xué)習(xí)活動(dòng)具有明確的目標(biāo)，并構(gòu)成一個(gè)有梯度的連續(xù)活動(dòng)。在教師精心設(shè)計(jì)的各種“任務(wù)”中，學(xué)生能夠不斷地獲得知識(shí)并得出結(jié)論，從注重語言本身轉(zhuǎn)變?yōu)樽⒅卣Z言習(xí)得。

七、學(xué)習(xí)策略:

非測(cè)試性評(píng)價(jià)體現(xiàn)新課程標(biāo)準(zhǔn)的實(shí)施效果，評(píng)價(jià)體系“正確反映外語學(xué)習(xí)的本質(zhì)和過程，滿足學(xué)生發(fā)展的需要?！?為了達(dá)到這一目標(biāo)，本課我將各種活動(dòng)設(shè)計(jì)成小組活動(dòng)并開展小組競(jìng)賽和填寫課堂自我評(píng)價(jià)表等非測(cè)試性評(píng)價(jià)手段，幫助學(xué)生養(yǎng)成自主學(xué)習(xí)與合作學(xué)習(xí)的能力，培養(yǎng)創(chuàng)新意識(shí)和實(shí)踐能力，以及具備科學(xué)的價(jià)值觀。

八、教學(xué)設(shè)計(jì):

1.總體思路

將本節(jié)課的主要內(nèi)容分為 Warming up（熱身）Presentation（導(dǎo)入）Revision（語法復(fù)習(xí)）Consolidation（知識(shí)鞏固）以及Writing（寫作應(yīng)用）。其中熱身及導(dǎo)入部分相結(jié)合，由欣賞名篇名句入手，再進(jìn)行英文詩歌朗誦比賽活動(dòng)，旨在讓學(xué)生處于興奮的狀態(tài)，是學(xué)生通過聽、說、讀等活動(dòng)熟悉學(xué)習(xí)的主題。學(xué)習(xí)的主體環(huán)節(jié)由復(fù)習(xí)、鞏固和實(shí)際應(yīng)用三個(gè)環(huán)節(jié)構(gòu)成，所設(shè)計(jì)的問題精心挑選，學(xué)習(xí)活動(dòng)層層深入，著眼于提高學(xué)生對(duì)語法知識(shí)的運(yùn)用能力。

2.教學(xué)過程

Step1 Warming up（5 minutes）Discuss about the pictures together , and express their ideas freely.Such as, What would you do now, if you lost your vision or other valuable things ? You

wish??

Step2Presentation（8 minutes）

Hold an English poem recital competition.Task1：Divide the whole class into a number of groups.Each group asks one student to act as the competitor with music

Living life over

If I had my life live over I would have talked less and listened more

I would have invited my friend over to dinner even if the carpet was strained and the sofa faded I would have taken the time to listen to my grandfather ramble about his youth…

I would never have insisted the car windows be rolled up in the summer day because my hair had just been teased and sprayed.I would have burned the pinked candle sculpted like a rose before it melted into storage

I would have sat on the lawn with my children and not worried about the grass strains

I would have cried and laughed less while watching television---and more while watching life I would have gone to bed when I was sick instead of pretending the earth would go into a holding patter if I were not there for the day.I would never have bought anything just because it was practical would not show soil or was guaranteed to lastlife time.There would have been more “I love you”…… more “I am sorry”……but mostly ,given another shorts at life ,I would seize every minute…look at it and really see it ……live it ……and never give it back.（譯文:如果時(shí)間倒流，我會(huì)少說多聽。我會(huì)請(qǐng)朋友來家里吃飯，即使地毯臟了，沙發(fā)褪色了。我會(huì)抽時(shí)間聽祖父嘮叨他的青年時(shí)代。我不會(huì)因?yàn)閯倓偘杨^發(fā)梳理定型而要求夏天關(guān)上車窗。我會(huì)點(diǎn)燃那支雕成玫瑰狀的蠟燭，而不會(huì)讓它在塵封中融化。我會(huì)與孩子們坐在草地上，不去擔(dān)心草地上的污漬。我會(huì)把淚水和笑聲更多得留給觀察人生，而不是看電視。如果生病了，我會(huì)臥床休息，而不是自認(rèn)為沒有我，地球就不轉(zhuǎn)了。我不會(huì)買那些僅僅是實(shí)用或者不顯臟或者保證能用一生的東西。我會(huì)更多地說，“我愛你”?? “對(duì)不起”??然而，最重要的是，如果有來生，我會(huì)抓住每一秒，看人生??體驗(yàn)人生??再也不放手。）Task2：Choose the best group that read the poem with their deepest feeling.Step3 Revision（6 minutes）

Firstly，ask the students to answer the questions in groups to summarize the basic structure of the grammar.And then find out how to use the grammar correctly.1.If there _______(be)no computer, 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.5.But for the PLA, people _______(suffer)a lot in the earthquake.Step4 Consolidation(5minutes)

Give the students some examples that have been used in the Tianjin College Entrance Examination, which can promote the students to prepare for the examinations from the bottom of their hearts.13.If Newton lived today, he would be surprised by what ______ in science and technology.A.haddiscoveredB.hadbeendiscovered

C.hasdiscoveredD.hasbeendiscovered

15.This printer is of good quality.If it ______ break down within the first year, we would repair it at our expense.A.wouldB.shouldC.couldD.might

15.---John went to the hospital alone.---If he ____ me about it, I would have gone with him.A.should tellB.tellsC.toldD.had told

Step5 Writing（20 minutes）

How to express true feelings with the help of the grammar.And ask the students to say and write down their ideas in English.Task1: Summarize the grammar with the students and write down what they said on the blackboard.(3 minutes)

1.If…did/were , …would/could/should/might do…

2.If …h(huán)ad done , …would/could/should/might have done…

3.If…did/ were to/should do ,…would/could/should/might do…

Task 2: Discuss the sentences in groups and encourage the students to express their feelings in English as follows(4 minutes):

1.我現(xiàn)在有些后悔把本該用在學(xué)習(xí)上的時(shí)間浪費(fèi)在玩電腦游戲上了。

I regret wasting the time which I should have spent on my studies playing computer games.2.英語本該是我擅長(zhǎng)的學(xué)科，但我在上面投入的時(shí)間和精力都太少了。

I could have been good at English, but I devoted too little time and energy to it.3.如果我兩年前像現(xiàn)在一樣用功，現(xiàn)在我的成績(jī)就會(huì)令人滿意的多。

If I had worked two years ago as hard as I do now, my grades would be much more satisfactory now.Task 3: Broaden their horizon to use the grammar in some other different ways , discuss their ideas and write the answers on the blackboard.(6minutes)

1.我的老師建議我制定學(xué)習(xí)計(jì)劃并認(rèn)真的執(zhí)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 teacher’s suggestion is that I should make…

(4)My teacher has made the suggestion that I should make…

2.現(xiàn)在，我學(xué)習(xí)起來好像永不疲倦一樣。我相信，堅(jiān)持不懈和決心會(huì)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 success.Task 4: Encourage the students to collect the main ideas to form a good composition，the students can cooperate to finish the task, as follows(7 minutes)：

It will be a few months before we take the College Entrance Examination.And I should be devoted to my studies.Now I regret wasting the time which I should have spent on my studies playing computer games.I could have been good at English, but I devoted too little time and energy to it.In my view, if I had worked two years ago as hard as I do now, my grades would be much more satisfactory now.As a result, My teacher suggests that I should make a study plan and carry it out very seriously.Believe it or not, I got a high mark at the exam, which encourage me a lot.At present, I am learning as if I were never tired.I believe that my perseverance and determination will lead to my success.Step5 Assignment（1 minute）

1.Oral practice---summarize the grammar and talk about where and how we can use it.(口語練習(xí))

2.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 journeyin 3000 and so on.Motivate the students to use the grammar “the subjunctive mood” to organize the sentences and form the composition.(寫作訓(xùn)練)

本節(jié)課我通過不同的任務(wù)設(shè)置，讓學(xué)生在小組活動(dòng)中通過合作和探究來完成各個(gè)任務(wù)。新教材要求教師改變單純進(jìn)行語法教學(xué)的方式，將語言的形式與其意義、交際功能有機(jī)的結(jié)合起來，通過在實(shí)際的語言運(yùn)用中內(nèi)化語言規(guī)則，從而使學(xué)生達(dá)到能準(zhǔn)確運(yùn)用語言進(jìn)行有效交際的目的。但是，在農(nóng)村大多數(shù)學(xué)生離開課堂之后并沒有多少聽說英語的練習(xí)機(jī)會(huì)，他們十分缺少環(huán)境英語的反復(fù)刺激。導(dǎo)致學(xué)生的語言基礎(chǔ)不扎實(shí)，在表達(dá)自己的看法和用英語進(jìn)行討論時(shí)，不時(shí)有學(xué)生夾雜著漢語，或有的學(xué)生不敢大膽說出自己的看法，欲言又止。所以在學(xué)生進(jìn)行小組活動(dòng)時(shí)，應(yīng)盡量給學(xué)生更多的幫助，主動(dòng)了解學(xué)生的語言困難。

總之, 學(xué)生在有限的課堂中學(xué)到的知識(shí)畢竟有限，我們要讓他們掌握語言的同時(shí)，將課堂學(xué)到的知識(shí)內(nèi)化為能力，繼而實(shí)現(xiàn)語言學(xué)習(xí)并運(yùn)用的目的。同時(shí)，運(yùn)用寫作引導(dǎo)學(xué)生體驗(yàn)語言的用法，提升學(xué)生的能力。

第五篇：英語語法教學(xué)設(shè)計(jì)

輕松愉快學(xué)語法——My New Neighbor的時(shí)態(tài)教學(xué)設(shè)計(jì)

學(xué)習(xí)目標(biāo)：

學(xué)困生能夠理解一般過去時(shí)以及含有一般過去時(shí)的句子，并嘗試模仿造句；接受能力高的學(xué)生能夠在理解的基礎(chǔ)上，熟練運(yùn)用一般過去時(shí)進(jìn)入句子和語篇的寫作。

教學(xué)步驟及說明 I.Presentation.利用文本中的圖片資料，引導(dǎo)學(xué)生通過對(duì)標(biāo)題My New Neighbor以及文本中的三幅圖的識(shí)讀，預(yù)先進(jìn)入語境的猜測(cè)和預(yù)熱?；蛴谜n件展示的圖片，講述Lucy昨天忙碌的一天，引入一般過去時(shí)所表達(dá)的含義及動(dòng)詞的過去式。

（設(shè)計(jì)意圖：學(xué)生樂于看圖聽故事，在語境中讓學(xué)生感知一般過去時(shí)這一語法。）

II．語境中認(rèn)識(shí)一般過去時(shí)時(shí)態(tài)形式。

1.導(dǎo)入問題，What did I do for my new neighbor last weekend? 隨后讓學(xué)生快速閱讀My New Neighbor，并找出下列動(dòng)詞的過去式, 小組合作總結(jié)動(dòng)詞過去式的變化規(guī)律, 學(xué)生競(jìng)爭(zhēng)展示。

（1）pick ________attach ________open ________look______ fold ________ fill ________（2）move ________smile_______

（3）am______ see _____ say______ have ________ run________ hide ________ become ________ leave ________ put ________

（設(shè)計(jì)意圖：讓學(xué)生進(jìn)行小組合作探究，提高學(xué)生參與的積極性和主動(dòng)性。）2.細(xì)讀My New Neighbor，讓學(xué)生回答問題： When did the girl move in?

What did Lucy see the girl doing? How did the girl look?

What did Lucy do to help the girl? Did they become good friends?

（設(shè)計(jì)意圖：讓學(xué)生帶著問題去細(xì)讀，并合理組織語言回答問題，初步體會(huì)一般過去時(shí)的用法。）

3.再讀My New Neighbor，讓學(xué)生填空復(fù)述課文。

Last weekend , a new girl ______ in next door.She _______ lonely.I _____ a great idea.First, I _______a piece of paper into the shape of a basket.Next, I _______some grass and put it inside.Then, I____ the rest of the basket with candy and flowers.Finally, I _______ a card.I ______ the basket on her doorstep, _____ her doorbell, ______away and ______ behind a tree.She _______ the door, ________ up the basket and ______.We ________ good friends after that.（設(shè)計(jì)意圖：讓學(xué)生在語境中再體會(huì)一般過去時(shí)動(dòng)詞的變化。）

III． 結(jié)構(gòu)理解與識(shí)記（教師系統(tǒng)講解此時(shí)態(tài)）

1.基本定義：（1）一般過去時(shí)態(tài)表示過去某個(gè)時(shí)間發(fā)生的動(dòng)作或存在的狀態(tài)，常和表示過去的時(shí)間狀語連用；（2）也表示過去經(jīng)常或反復(fù)發(fā)生的動(dòng)作，常和表示頻度的時(shí)間狀語連用。

2、時(shí)間狀語：yesterday, the day before yesterday, last night, in 1990, two days ago, this morning, just now, a moment ago, in May, last night / year / week, …

3.動(dòng)詞的一般過去式的變化規(guī)則

（設(shè)計(jì)意圖：讓學(xué)生整體感知一般過去時(shí)這一語法項(xiàng)目。引導(dǎo)學(xué)生根據(jù)語境中的理解，歸納一般過去時(shí)的具體概念，意義和結(jié)構(gòu)。）IV． 延展練習(xí)。

1.先師生示范練習(xí)，圖片展示過去時(shí)活動(dòng)情景，讓學(xué)生在練習(xí)中鞏固加強(qiáng)一般過去時(shí)的句子組織，并同時(shí)了解更多運(yùn)用一般過去時(shí)的時(shí)間狀語。2.再生生分組練習(xí)，就親身經(jīng)歷進(jìn)行問答：

What did you do yesterday/last week/last Sunday ??? 3.小組協(xié)作，寫作演練。

把剛才練習(xí)的句子記錄下來，并以小組為單位把每個(gè)人的回答句子組織成篇?？傊?，用篇章學(xué)語法，緊密結(jié)合語篇理解；以圖畫形式讓學(xué)生形成英語思維，在語境中識(shí)記時(shí)態(tài)，在延展語境中拓展演練；再在語篇中進(jìn)一步鞏固提升，力圖實(shí)現(xiàn)“用中學(xué)，學(xué)中用”。