关于初中英语语法的说课稿

第一篇：关于初中英语语法的说课稿

语法是英语学习总非常重要的内容，关于初中英语语法的说课稿有哪些？以下是小编为您整理的相关资料，欢迎阅读！

一、教学目标

学习反意疑问句

二、教学重点

通过教学让学生掌握反意疑问句的基本句型结构和回答。

三、教学难点

1．主句谓语是think, believe, expect, suppose, imagine等引导的宾语从句，就从句部分提问。

2． 陈述句部分主语是不定代词everybody, anyone, somebody, nobody, no one等，疑问部分常 用复数they，有时也用单数he。

教学程序如下：

初二下学期第十单元安排学习反意疑问句的教学内容

一、说教学程序：导入——新知识的学习

说设计这个教学程序的基本思路和根据。就初二学生来说他们学习以下的语法项目：be动词（包括be 动词的过去时）； There be句型 ； 行为动词的一般现在时；行为动词的一般过去时；一般将来时；（包括There be句型的一般将来时）；现在完成时；现在完成进行时；情态动词和祈使句。因此，我在讲授反意疑问句时，仅仅围绕学生学过的语法项目进行反意疑问句的教学并进行反复练习。具体练习作业本（上、下）、典中点中的练习都有，另外，再补充总结有关反意疑问句的专项练习加以巩固。

二、说练习和作业的设计。

检测训练——总结巩固。通过安排学生做作业本（上、下）中的练习、典中点中的练习进行训练，再补充总结性的有关反意疑问句的专项练习进行检测加以巩固。

三、说板书设计：

通过课件展示教学的内容（以下各项教学内容）

以下分为十一个部分进行讲解。

反意疑问句

反意疑问句是由两部分组成的，前一部分是对事物的陈述（即陈述句），后一部分是简短的提问（即简短疑问句），中间用逗号隔开。如果前一部分用肯定句，后一部分就用否定疑问句；如果前一部分用否定句，后一部分就用肯定疑问句。两部分的人称和时态要一致。其回答是用yes或no来表示。

一、含be(is, are, was, were)动词的反意疑问句

其句型是：

句型1:主语+ be+其它，isn’t(aren’t, wasn’t, weren’t)+ 主语?

句型2:主语+ be not+其它，is(are, was, were)+ 主语?

① You are from America, aren’t you? Yes, I am.No, I’m not.② It isn’t very cold today, is it? Yes, it is.No, it isn’t.③ Tom was away yesterday, wasn’t he? Yes, he was.No, he wasn’t.④ The Green weren’t at home last night, were they?

Yes, they were.No, they weren’t.⑤ Mary is reading English now, isn’t she? Yes, she is.No, she isn’t.⑥ Your parents aren’t going to have a party this Sunday, are they?

Yes, they are.No, they aren’t.⑦ The girls were singing when the teacher came in, weren’t they?

Yes, they were.No, they weren’t.注意：There be句型

① There is an old picture on the wall, isn’t there?

Yes, there is.No, there isn’t.② There aren’t any children in the room, are there?

Yes, there are.No, there aren’t.③ There wasn’t a telephone call for me, was there?

Yes, there was.No, there wasn’t.④ There were enough people to pick apples, weren’t there?

Yes, there were.No, there weren’t.二、行为动词的一般现在时的反意疑问句

其句型是：句型1: 主语+动词原形+其它，don’t I(you, we, they)?

句型2: 主语+ don’t+动词原形+其它，do I(you, we, they)?

句型3: 主语+动词第三人称单数+其它，doesn’t he(she, it)?

句型4: 主语+ doesn’t+动词原形+其它，does he(she, it)?

① You often watch TV in the evening, don’t you? Yes, I do.No, I don’t.② The students don’t study hard, do they? Yes, they do.No, they don’t.③ Mary studies Chinese hard, doesn’t she? Yes, she does.No, she doesn’t.④ The boy doesn’t often go to school by bike, does he?

Yes, he does.No, he doesn’t.⑤ The first class begins at eight, doesn’t it? Yes, it does.No, it doesn’t.三、行为动词的一般过去时的反意疑问句

其句型是：句型1: 主语+动词过去式+其它，didn’t+主语?

句型2: 主语+didn’t+动词原形+其它，did +主语?

① You watched TV last night, didn’t you? Yes, I did.No, I didn’t.② Jim’s parents didn’t go to Hong Kong last month, did they?

Yes, they did.No, they didn’t.③ The rain stopped, didn’t it? Yes, it did.No, it didn’t.④ Mr.Clarke didn’t buy a car, didn’t he? Yes, he did.No, he didn’t.四、一般将来时的反意疑问句

其句型是：句型1: 主语+will+动词原形+其它，won’t+主语?

句型2: 主语+ won’t +动词原形+其它，will +主语?

① The boys will play games, won’t they? Yes, they will.No, they won’t.② It won’t stop raining, will it? Yes, it will.No, it won’t.③ Mr.Smith will visit our school next week, won’t he? Yes, he will.No, he won’t.注意：There be句型的一般将来时

① There will be a basketball match tomorrow, won’t there?

Yes, there will.No, there won’t.② There won’t be too much pollution in the future, will there?

Yes, there will.No, there won’t.五、现在完成时的反意疑问句

其句型是：句型1: 主语+have+动词过去分词+其它，haven’t+主语?

句型2: 主语+ haven’t +动词过去分词+其它，have +主语?

句型3: 主语+has+动词过去分词+其它，hasn’t+主语?

句型4: 主语+ hasn’t +动词过去分词+其它，has +主语?

① You have been to Shanghai before, haven’t you? Yes I have.No, I haven’t.② You haven’t been to Shanghai before, have you? Yes I have.No, I haven’t.③ Jack has done his homework, hasn’t he? Yes, he has.No, he hasn’t.④ Jack hasn’t done his homework, has he? Yes, he has.No, he hasn’t.六、现在完成进行时的反意疑问句

其句型是：

句型1: 主语+have been+动词现在分词+其它，haven’t+主语?

句型2: 主语+ haven’t been +动词现在分词+其它，have +主语?

句型3: 主语+has been +动词现在分词+其它，hasn’t+主语?

句型4: 主语+ hasn’t been +动词现在分词+其它，has +主语?

① You have been skating for five hours, haven’t you? Yes, I have.No, I haven’t.② You haven’t been skating for five hours, have you? Yes, I have.No, I haven’t.③ Bob has been collecting kites since 1999, hasn’t he? Yes, he has.No, he hasn’t.④ Bob hasn’t been collecting kites since 1999, has he? Yes, he has.No, he hasn’t.七、含有情态动词的反意疑问句

其句型是：句型1: 主语+情态动词+动词原形+其它，情态动词否定形式+主语?

句型2: 主语+情态动词否定形式+动词原形+其它，情态动词+主语?

① You can speak French, can’t you? Yes, I can.No, I can’t.② They can’t understand me, can they? Yes, they can.No, they can’t.③ Ann could swim when she was six, couldn’t she? Yes, she could.No, she couldn’t.④ The students must study hard, mustn’t they? Yes, they must.No, they needn’t.注意：You must go home now, needn’t you? Yes, I must.No, I needn’t.八、祈使句用于反意疑问句中

这种类型较特殊，前一部分是祈使句，后一部分是肯定疑问形式。回答也较灵活。

句型

1: Let me+动词原形+其它，shall I?

Let me open the door, shall I?

Yes, please.No, thanks.句型2: Let’s+动词原形+其它，shall we?

Let’s go for a walk, shall we? Good idea!Sorry, I can’t.Let's go and listen to the music, shall we?

句型3: Let us +动词原形+其它，will you?

Let us have a reat, will you?

Let us wait for you in the reading-room, will you ?

句型4: 其它形式的祈使句，will you?

Come into the classroom, will you? OK.Please be careful, will you?

九、值得注意的是有时英语的谓语动词并不用否定式的（即没加上not），而是用上了“never, little, few, hardly, nothing, nobody”等词，这时该陈述句也属于否定句，因此，反意疑问句的后半部分应用肯定疑问式。

① You have never been to Beijing, have you? Yes, I have.No, I haven’t.② Mr.Fat has few friends here, does he? Yes, he does.No, he doesn’t.③ There is little milk in the bottle, is there? Yes, there is.No, there isn’t.④ He could do nothing, could he? Yes, he could.No, he couldn’t.十、主句谓语是think, believe, expect, suppose, imagine等引导的宾语从句，就从句部分提问。

I don't think he is bright, is he?

We believe she can do it better, can't she?

十一、陈述部分的主语是不定代词everybody, anyone, somebody, nobody, no one等，疑问部分常用复数they，有时也用单数he。

Everyone knows the answer, don't they?(does he?)

Nobody knows about it, do they?(does he?)

第二篇：初中英语语法说课稿

Good afternoon, everyone.I’m Zhou Yan.I’m an English teacher from Experimental School of Suqian.Now I’ll say Sample A of Lesson Six in Book One.I’ll prepare to say the lesson from four parts.Part One Analysis of the Teaching Material(一)STATUS AND FUNCTION

1.This is an important lesson in Book One.From this lesson, it starts asking the Ss to grasp contents of each Sample.To attain “four skills” request of listening, speaking, reading and writing.To start listing “Word Bank” and tell the Ss to remember the new words.To start asking the Ss to write English sentences well.Therefore this lesson is in the important position of the teaching material.2.This lesson is the first one of Unit 2.So if the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit.3.Such a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their spoken English.(二)ANALYSIS OF THE STUDENTS

The Ss has learned English for about one month so far.They can understand some words and some simple sentences.The Ss have taken a great interest in English now.(三)TEACHING AIMS AND DEMANDS

The teaching aim's basis is established according to Junior School English syllabus' provision.1.Knowledge objects

(1)To make the Ss know how to use the affirmative sentence “This is....” and the negative sentence “This is not….”Everyday expressions for “Apologies”“I'm sorry”“That's all right”.(2)To study the new words “six, hey, sorry, it’s, that’s”, etc.by learning the dialogue of this lesson.(3)To finish some exercises.2.Ability objects

(1)To develop the Ss’ abilities of listening, speaking, reading and writing.(2)To train the Ss’ ability of working in pairs.(3)To develop the Ss’ abilities of communication by learning the useful structures.3.Moral objects

(1)To enable the Ss to be polite and love life.(2)To enable the Ss to look after their things well.(四)TEACHING KEY AND DIFFICULT POINTS

The teaching key and difficult points’ basis is established according to Sample A of Lesson Six in the teaching material's position and function.1.Key points:(1).To help the Ss to communicate with each other.(2).To enable the Ss to study in groups and co-operate skillfully.(3).To develop the Ss’ interest in English.2.Difficult points:

(1)How to make dialogues and act them out.(2)How to write the right whole sentences.(五)TEACHING AIDS

Multi-media computer, Tape recorder, Software: Powerpoint or Authorware, school things and so on.They will be needed in this lesson.Part Two The Teaching Methods 1.Communicative teaching method 2.Audio-visual teaching method 3.Task-based” teaching method

As we all know: the main instructional aims of learning English in the Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the English language.So in this lesson I’ll mainly use “Communicative” teaching method, “Audio-visual” teaching method and “Task-based” teaching method.That is to say, I’ll let the Ss to get a better understanding of the key structure of the dialogue.I’ll give the Ss some tasks and arrange five kinds of activities: talking, guessing games, watching CAI, acting out Sample A and having a competition.Teaching special features

To use these methods are helpful to develop the Ss’ thought.Part Three STUDYING WAYS

1.Teach the Ss how to be successful language learners.2.Let the Ss pass “Observation—Imitation—Practice ” to study language.3.Teach the Ss how to master dialogues and how to communicate with others.Teaching special features:

Let the Ss communicate with each other and adopt competition methods to develop the Ss’ keen interest in English.Part Four Teaching Procedure

I’ll finish this lesson in four steps.First I’ll divide the Ss into four groups and bring a competition into the class.At last let’s see which group is the winner.Step1 Warm-up

1.Free talk between T and Ss.Such as: Hi, I’m....What’s your name? This is ….How do you do? Who is he/she? How are you? Who can count from 1to 5? What’s this in English? etc.2.A game: Ask the Ss to give T some school things.For example: T: Give me your book.(ruler, box, pen, table, knife, etc.)

T: This is your book.This is not my book.It’s your book.etc.In this course I’ll ask them to make a dialogue group by group without repetition.Find out which group will make the most dialogues.Purpose of my designing: I think it is important to form a better English learning surrounding for the Ss by imitating and at the same time it is necessary to provide situations to review learned knowledge.Step2.Presentation

This course is very important.I’ll mainly talk about this step.I’ll use CAI to present the whole dialogue.Arrange some situations to help Ss understand Sample A.First scene: There is a bag on the floor.B is picking it up and get ready to leave.Now A is talking with B.A: Hi, B.How are you today? B: I’m fine, thank you.And you? A: I’m fine, too.Oh, this is my bag.B: No, this is not your bag.It’s my bag.A:(Look closely)Oh, I’m sorry.B: That’s all right.(At the same time, C is running up and hitting A.)C: Oh, I’m sorry.A: That’s OK.I’ll write the key points on the Bb while they are watching.After watching, I’ll teach them to read the words and sentences on the Bb.Make sure they can read them well.Purpose of my designing: To present Sample A by CAI is much easier for the Ss to learn and grasp the meanings.CAI can provide a real situation with its sound and picture and it makes the relationships between the Ss better.Step3.Practice

First play the tape recorder.Let the Ss listen and imitate the dialogue.Pay attention to their pronunciation and intonation.In this step the Ss are required to practise the Sample in pairs by reading the dialogue aloud.This step is employed to make the Ss grasp the Sample.At last I’ll ask the Ss to think hard and act it out with a partner according to Sample A.Then find out which group will act it out well.I’ll give them red stars.Purpose of my designing: This step is employed to make the Ss get the general idea of the dialogue as a whole one.At the same time let the Ss have a chance to practise their listening and spoken ability.Step4.Production

In this step I’ll give the Ss a free space to show their abilities.Second scene: The Ss are having a picnic.It’s hot and they take off their coats and put them together.They are singing and dancing, laughing and chatting.After the picnic, they begin to look for their coats.D and E are talking.F and G are talking.etc.After watching, I’ll give the Ss some tasks to make similar dialogues without repetition and find out which group will make more dialogues.Purpose of my designing: “Task-based” teaching method is used here to develop the Ss’ ability of communication and also their ability of co-operation will be well trained.Tell the Ss we should be polite and take good care of our things.We should love our life.I think proper competition can arouse the Ss’ interest in English learning.If the Ss can finish this task well, they will benefit a lot in their spoken English.2.Skill 1 Model 1.I’ll ask four Ss of the groups to write these sentences on the Bb in the four lines.Then check their handwriting, correct their mistakes.Find out who will write well and whose handing is the best.3.Finish the Ss’ workbook.Purpose of my designing: To check the knowledge Ss have learned in this lesson.Step5.Homework:

(1)Recite the words as many as possible after class.(2)Make a dialogue according to Sample A and write it in the exercise book.Purpose of my designing: I think homework is so important that the Ss should speak English as much as they can in class or after class.It is necessary for the Ss to do some extensive exercises after class to consolidate the knowledge they learned.Blackboard Design

Lesson Six Sample ASix This is my….hey This is not your....sorry It’s my....Picture it’s=it is Oh, I’m sorry.that’s=that is That’s all right/OK.

第三篇：初中英语语法

初中英语语法-定语从句-专项练习用适当的关系词填空：1.I still remember the night _______I first came to the house.2.I'll never forget the day________we met each other last week.3.Mr Black is going to Beijing in October, _______is the best season there.4.I will never forget the days _______I spent with your family.5.I'll never forget the last day______ we spent together.6.This is the school ______I used to study.7.Do you still remember the place______ we visited last week?8.Do you still remember the place_______ we visited the painting exhibition?9.Have you ever been to Hangzhou,_____is famous for the West Lake?10.Have you ever bee to Hangzhou, ______lies the West Lake?11.Tom will go to Shanghai,______live his two brothers.12.I live in Beijing,____is the capital of China.13.There was a time ______there were slaves in the USA.14.It is the third time ______you have made the same mistake.15.It was in the street _____I met John yesterday.16.It was about 600 years ago____the first clock with a face and an hour hand was made.17.The moment _____I saw you, I recognized(认出)you.18.This is the very novel about____we've talked so much.19.This is the way____he did it.20.Who is the student _____was late for school today?

初中各年级课件教案习题汇总

语文数学英语物理化学

第四篇：初中英语语法

过去将来时:

句子结构: 肯定句 主语+ would+ 动词原型+其他

否定句 主语+ would not + 动词原型+ 其他

疑问句 Would+主语+动词原型+其他

(would可改为was/were going to ,主语第一人称时would可用should)过去将来时主要用在宾语从句中.过去完成时:

句子结构: 肯定句 主语+had + 动词的过去分词+其他

否定句 主语+had not +动词的过去分词+其他

疑问句 Had+主语+动词的过去分词+其他

关键词:by+过去某一时间点 如:by last year, by the end of+过去某一时间点 如: by the end of last year, before+过去某一时间点,by the time +从句,或宾语从 句中最后,请记住:

It's not the end of the world, try to look on the bright side of thing, I'm sure it will be all right.这不是世界末日,试着往事情好的方面看,我确认一切都会好起来.英语动词有两种语态：主动语态和被动语态。

现在完成时:

句子结构:肯定句 主语+have/has+动词的过去分词+其他(第三人称单数用has)否定句 主语+have/has not+动词的过去分词+其他

疑问句 Have/Has + 主语 + 动词的过去分词+其他

关键词:already, yet, just, ever, never ,so far, for +一段时间,since+过去的

时间或过去时从句.或this year alone“今年以来”,these five years alone“这五年

以来”,in the last ten years “在过去的十年中”等.初中阶段的被动语态有五种时态，我们可以从以下方面进行小结：

一、被动语态的时态及结构（以动词do为例）结构：主语 + be + 过去分词

时态：1.一般现在时： am(is, are)done.2.带情态动词的被动语态：must(can, may, should, need, would)be done 3.一般过去时： was(were)done * 4.一般将来时： will(shall)be done * 5.现在进行时： am(is, are)being done 6.现在完成时： have(has)been done

二、从初中阶段所学五种基本句型谈变被动语态时应注意的问题。1．主语 + 连系动词 + 表语(S+V+P)此结构不可用被动语态。(正)The flowers smell sweet.(误)The flowers are smelt sweet.2．主语 + 不及物动词(S+V)此结构不可变被动语态。

(正)An accident happened last night.(误)An accident was happened last night.3．主语 + 及物动词 + 宾语(S + V+ O)（1）将主动语态的宾语变为被动语态的主语 Children often sing this song

This song is often sung by children.（2）将含有介词或副词的动词短语变为被动结构时，不可将介词或副词去掉。We should listen to the teachers carefully.The teachers should be listened to carefully.4．主语 + 及物动词 + 间接宾语 + 直接宾语(S + V+ IO+ DO)（1）.将表人的间接宾语变为主语，直接宾语不变。He showed us a picture.We were shown a picture.（2）.将指物的直接宾语变为主语，要在间接宾语前加介词to或for.常用加to的动词give, show, pass, read等

常用加for的动词 buy, get, make, sing, draw 等 A picture was shown to us.A dictionary was bought for me by my parents.5． 主语+及物动词 + 宾语 + 宾语补足语(S+ V+ O + C)如动词为 make, see, hear, watch 等，后接宾语补足语为不带“to”不定式时，变被动语态时要加上“to”。I saw him fall off the tree.He was seen to fall off the tree.6.“be + 过去分词” 并非都是被动语态，系动词 be, feel, seem,look,等词后面的过去分词已转化为形容词，作表语用，表示某种状态。

I'm interested in mathematics.我对数学感兴趣。

*7.某些动词用主动语态来表示被动含义。The woman's clothes sell well.女装卖的快。This book sells best.这本书很畅销.一般现在时:

句子结构: 肯定句 主语+be(am, is, are)+ 其他

否定句 主语+be not +其他

疑问句 Be+主语+其他

或: 肯定句 主语+动词原型+其他(第三人称单数作主语动词要加“s”)

否定句 主语+don't+动词原型+其他(第三人称单数作主语don't改为doesn't)疑问句 DO+主语+动词原型+其他(第三人称单数作主语do改为doess)关键词: sometimes, often, usually, always, every day, on Sunday

afternoon, at 10 o'clockin the morning, five days a week, three times a month等.注:在时间壮语从句,条件壮语从句中,常用一般现在时表示将来时,这时一般从 句用一般现在时,主句用将来时

现在进行时: 句子结构:肯定句 主语+be +动词的现在分词+其他

否定句 主语+be not+动词的现在分词+其他

疑问句 Be +主语+动词的现在分词+其他

关键词:now, right now, at the moment, It's+几点钟等的句子.或look, listen, keep quiet等提示语.一般将来时:

句子结构: 肯定句 主语+will+动词原型+其他

否定句 主语+will not +动词原型+其他

疑问句 Will +主语+动词原型+其他

(will 可改为be going to ,当主语是第一人称时will可用shall)

关键词:tomorrow, tomorrow morning, at seven o'clock tomorrow evening, next year，at ten o'clock next Sunday, this year, at the end of this term, from now on, in the year 2008, soon, in a few days' time, in the future 等.一般过去时:

句子结构:肯定句 主语+be(was,were)+其他

否定句 主语+be not+其他

疑问句 Be+主语+其他

或: 肯定句 主语+动词的过去式+其他

否定句 主语+did not+动词原型+其他

疑问句 Did+主语+动词原型+其他

关键词:yesterday,yesterday morning等 ,last week, last year, at the end of last term，一段时间+ago如:ten years ago, five hours ago, on January 1st,2004, in the 1980s等.Just now,in the old days, long ago, a moment ago等.过去进行时:

句子结构: 肯定句 主语+was/were+动词的现在分词+其他

否定句 主语+was/were not +动词的现在分词+其他

疑问句 Was/Were + 主语+ 动词的现在分词+其他

关键词:具体时间+过去的时间壮语 如:at ten o'clock yesterday morning, at this time last Sunday等.1、所有格：He is Fred's best friend.（-'s）

2、动词现在时的第三人称单数：Alfredo works.（-s）

3、动词过去式：Fred worked.（-ed），但亦有不规则变化。

4、现在分词／进行时态：Fred is working.（-ing）（［注］如果动词的末音节为辅音结尾的闭音节，则须双写末辅音，如running）

5、过去分词：The car was stolen.（-en）；Fred has talked to the police.（-ed），但亦有不规则变化。

6、动名词：Working is good for the soul.（-ing）

7、名词的复数：Fred has two blue eyes.（-s）（［注］如果动词的尾字是s,sh,x,ch，则需加-es，如dishes）

8、形容词的比较级：Fred is smarter than Rick.（-er）形容词末尾加-er，多音节在前面”加more，如“more difficult”。

9、形容词的最高级：Fred has the fastest car.（-est）形容词末尾加-est，多音节词在前面加most，如“the most difficult”。

英语的基本语序为SVO，且基本上不能任意变换语序，除了在少数诗词以外；另一方面，有时英语会使用OSV的语序。（注：S：Subject［主语］；V：Verbal phrase［谓语］；O：Object［宾语］）

英语中所有的词可分成十大类，每一类词在句子中都有其特定的位置和作用。这十大词类是：

一、名 词：表示人或事物的名称的词。

二、形容词：表示人或事物的特征的词。

三、副 词：修饰动词、形容词和副词的词。

四、代 词：是代替名词、形容词和数词的词。

五、数 词：表示数量和顺序的词。

六、动 词：表示动作和状态的词。

七、冠 词：与名词连用，其说明人或事物的作用。

八、介 词：通常置于名词和代词之前，表示名词和代词与其他词的关系。

九、连 词：连接词与词、短语与短语、句子与句子的词。

十、感叹词：表示说话人感情或语气的词。

英语的时态

英语共有十六个时态、四个体。（注：四个体为——一般、进行、完成、完成进行。）

英语中的四个体相当于法语、西班牙语以及所有印欧语系罗曼语族中的式，如：直陈式，命令式等。

（1）一般现在时

基本形式（以do为例）：

第三人称单数：does（主语为非第三人称单数）；

肯定句：主语＋动词原形＋其他；

否定句：主语＋don„t＋动词原形＋其他；

一般疑问句：Do＋主语＋动词原形＋其他。

肯定回答：Yes，＋ 主语＋do．

否定回答：No，＋主语＋don't.特殊疑问句：疑问词+一般疑问句语序

（2）一般过去时

be动词＋行为动词的过去式

was／were＋not；在行为动词前加didn„t，同时还原行为动词

was或were放于句首；用助动词do的过去式did提问，同时还原行为动词

（3）一般将来时

am／are／is＋going to＋do

will／shall＋do

am/is/are/about to + do

am/is/are to + do

一般将来时的表达方法

be going to +动词原形

be +不定式,be to+动词原形,be about to ＋动词原形

be able to +不定式

be about to+动词原形

(4)过去将来时

be（was，were）going to+动词原形

be（was，were）about to+动词原形

be（was，were）to+动词原形

肯定句：主语+be（was，were）going to+动词原形～.否定句：主语+be（was，were）not going to+动词原形～.疑问句：Be（Was，Were）+主语+going to+动词原形～？

肯定句：主语+would（should）+动词原形～.否定句：主语+would（should）not+动词原形～.疑问句：Would（Should）+主语+动词原形～？

(5)现在进行时

主语+be+动词ing〔现在分词〕形式

第一人称+am+doing+sth

第二人称+are+doing +sth

第三人称+is+doing+sth(6)过去进行时

肯定句：主语+was/were+doing+其它

否定句：主语+was/were+not+doing+其它

一般疑问句及答语：Was/Were+主语+doing+其它 答语：Yes,I was./No,I wasn't.特殊疑问句：特殊疑问词+was/were+主语+doing+其它

(7)将来进行时

动词be的将来时+现在分词

(8)过去将来进行时

should(would)+be+现在分词

(9)现在完成时

基本结构：主语+have/has+过去分词(done)

①肯定句：主语+have/has+过去分词+其他

②否定句：主语+have/has+not+过去分词+其他

③一般疑问句：Have/Has+主语+过去分词+其他

④特殊疑问句：特殊疑问词+一般疑问句（have/has+主语+过去分词+其他

(10)过去完成时

基本结构：主语+had+过去分词(done)

①肯定句：主语+had+过去分词+其他

②否定句：主语+had+not+过去分词+其他

③一般疑问句：Had+主语+过去分词+其他

肯定回答：Yes,主语+had

否定回答：No,主语+hadn't

④特殊疑问句：特殊疑问词+一般疑问句（had+主语+过去分词+其他）

语法判定:

（1）by + 过去的时间点。如：

I had finished reading the novel by nine o'clock last night.（2）by the end of + 过去的时间点。如：

We had learnt over two thousand English words by the end of last term.（3）before + 过去的时间点。如：

They had planted six hundred trees before last Wednesday.(11)将来完成时

（shall）will+have+动词过去分词

before+将来时间或by+将来时间

before或by the time引导的现在时的从句

(12)过去将来完成时

should / would have done sth.(13)现在完成进行时

have/has been +-ing 分词

(14)过去完成进行时

had been +-ing 分词

(15)将来完成进行时

主语+ shall/will have been doing(16)过去将来完成进行时

should+have been+现在分词用于第一人称 would have been+现在分词用于其他人称

第五篇：英语语法课说课稿

教师招聘英语语法课说课稿

Good afternoon, My dear judges!I am the third competitor.My topic is Unit 5 attributive clause(prep+which/whom).It’s my pleasure to stand here sharing my teaching plan with you.My plan is composed of several parts.First of all, I’ll talk about analysis of teaching material.Part 1 Teaching Material:

My lesson is from New Senior English for China Book_2 Unit5 Grammar part.The main topic is friends and Friend ship, while the grammar is attributive clause(prep+which/whom).By studying this class, Students will understand the grammar points clearly and use them to in daily life.Secondly, I’d like to state the analysis of students.Part 2 Students

Students of this period have learned English for a long time,hence they acquire basic grammar knowledge.However,they think grammar learning is abstract and difficult.then I will take special activities to help them.According to the new curriculum standard,I set aims as follows.Part 3 Teaching Aim

1.Knowledge objects(语言目标：语音，词汇，语法，功能，话题)

The Ss can master attributive clause(prep+which/whom)in prep which or prep whom form.2.Ability objects(技能目标：听，说，读，写)

SS can apply the grammars into their daily life.3.Emotional objects(情感目标：兴趣，自信，合作，爱国，国际视野)

SS will be more interesting in grammar learning

Part 4 the Key and Difficult Points

Next,I put forward the key points and difficult points.The key points is to master the usage of attributive clause(prep+which/whom).The difficult points is how to use grammars correctly.Part 5 Teaching and Studying methods

In this class, I will use inductive method and cooperative method.Part 7 Teaching Procedure

Now Let’s come into the most important part-Teaching procedure.it consists of six parts.Step 1.Warming up

The first step is warming up.Boys and girls.In last class,we learned about Monkees band,-Do you know what was their first music? Any volunteers? Tony,please.wonderful.He said They played music,most of which was based on the Beatles.In grammar ,It’s a attributive clause.we have learned it before.Let’s change it:They played music which was based on the Beatles.Is there and differences? Today we will learn about attributive clause in preposition which and preposition whom form.Through this free talk,I can attract SS’ attentions and interest in grammar learning.(3)it can lay a foundation for the next step.Step 2.Presentation

After warming up ,SS will find out the different places among these.I will ask a SS to underline the difference.Then I will explain the literal meaning ofattributive clause(prep+which/whom).SS will have a clear understanding of the grammar points.Next,I will give them more examples to deepen their comprehension.For example，The singer in whom we have great interest was in America.The show by which we were to become famous is in a music museun.This step can help SS have a basic understanding of the grammar structure and improve their learning skills.Step 3.Practice

Next, Let’s come to the practice step.I will ask SS to find out all the attributive clause in prep.which or prep.Whom form.as many as possible.After 2 minutes individual work ,they can exchange ideas with partners and analyze the meaning of which or whom in the sentence.1 minute later,I will ask some students to have a presentation.Other ss can evaluate their performance.The activity designed here is to consolidate grammar learning.Step 4.Production

Task 1.Introduce friends.After this step , I will ask students to introduce their favorite singer.They will finish it in group works.For example: Deng Ziqi has special voice,with which Chinese people are very familiar.She took part in I’m singer competition ,in which she made a miracle.5 minutes later,some groups will share their ideas.During the

that time, other students will be judges to find out some mistakes and give them points.My purpose here is to help SS apply the grammar points in daily life.Step 5.Summary and Homework

After the task,I will ask students to conclude what we have learned today.then I will set homework.SS will finish the grammar exercises.and write a composition to introduce your favorite singer using attributive clauses.They will share their ideas in the next English class.Homework is necessary to consolidate their knowledge and improve their oral speaking.At last ,I will talk about blackboard design.Restrictive and non restrictive attibutive clauses.They played music ,most of which was based on the Beatles.They played music which was based on the Beatles.