语法课教案

第一篇：语法课教案

泰州学院 外国语学院 09英教

（五）学号：09952014 张茜

语法课教案 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.泰州学院 外国语学院 09英教

（五）学号：09952014 张茜

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)+ 动词ing 用来表示正在发生的事和进行的动作，这种表达形式就是现在进行时。动词ing形式就是现在分词

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 泰州学院 外国语学院 09英教

（五）学号：09952014 张茜

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：语法课

语法课课型

以人教版必修三UNIT3为例

红色字体为板书内容

蓝色字体为设计目的黑色字体为口述内容 绿色字体为提示内容

Grammar(板书内容)

教学目标：准确理解相关语法的基本概念，结构，运用。

重点：相关语法的基本概念和结构 难点：以学促考，灵活运用。

Part 1: Independent reading Ex 1:自主阅读Ex 1 部分, 了解名词性从句的用法

T: Good morning, boys and girls.Today, we’ll learn a new grammar style名词性从句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.(手势语：平伸右手，手掌朝上，示意学生回答。做边听状，边板书第一个句子，这个要提前备课，就是您早就准备好的句子！)

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，写第二个句子！)

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，写第三个句子！)

The fact is that I earned my passage by doing sth.（课本上的三个句子）

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(写完板书，此时，就下去转一下，回来在黑板上写1-2个难句子，就当是学生写的)

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.(手势语：平伸右手，手掌朝上，示意学生回答。)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.（此处用汉语解释语法现象，在讲解时可以在原句上画点记号什么的,目的是帮助，不是全部解决）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(写完板书，此时，就下去转一下，回来看练习四，当堂测验)T: Well, Tom, it’s you again!Please!(Pause)Very good!Thank you, sit down please.名词性从句：缺什么补什么，不缺什么用“that”.(简析语法现象)

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!(自己写上就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实战讲稿

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

词汇课课型试讲教案

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)（此处挑两个讲即可）

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 , “丝毫不象”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；转向；翻到……pay attention to 注意…… stick to 坚持get down to 开始认真干……object to 反对point to 指向see to 处理，料理devote…to… 贡献……给…

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

写作课课型 四色笔 讲稿模板

红色字体为板书内容 蓝色字体为设计目的 黑色字体为口述内容 绿色字体为提示内容

写作课：Writing class : Healthy eating（健康饮食） Teaching Objectives（教学目标）：

一、知识技能目标： 1.认识并掌握有关食物及健康饮食习惯的单词、词组；

2.用英语表达哪些是健康食物，哪些是垃圾食物，以及为什么；解决句式问题。3.总结平衡膳食的定义，并且能提出一些健康建议。

二、情感态度目标：了解有关营养饮食的基本常识和培养健康的饮食习惯。 教学重难点：

1.教学重点:如何区分健康食品以及垃圾食品并且会用英语表达;.2.教学难点: 教会学生如何自如表达自己的意见和建议并且帮助学生总结出平衡膳食的定义。

 教学方法：

1.Pair work and Group work（小组合作，交流式教学）2.Discussion and cooperative learning（自主探究、合作探究）3.Task-based approach（任务式教学） 教学步骤：

Part 1 导入（Warming up）

1.以一句话：“Everybody needs foods, so do I”及麦当劳、肯德基的相关饮食引入话题。(1 分钟)T: Good afternoon, boys and girls.Today we’ll talk about “Healthy eating(板书的内容)“.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 小组练习（Pair works）（3分钟）

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.(下去转转)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 头脑风暴（Brain storming）3分钟

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.（展示两张纸，写点对应的内容就行，一会好念，提前备课时就写好）Group One win the game!Well done!(把学生分成两组竞赛，看哪组的同学收集的食物单词多，然后教师教导朗读(2-3分钟)Part 4 句型练习（Sentence structure practicing）（2分钟）

Now, I’ll show some of the names of food on the black board,(读其中的一些食物名称)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,板书完成后，此时可下去转转)老师先展示如何使用句型：“I think that(or the food name)is junk/healthy food because….”来描述什么是健康食品，什么是垃圾食品。然后把学生按4人分成一组进行讨论练习，老师给出了对话该涉及的内容范围：What is the name of the food? / What nutrition（营养物质）does it mainly contain?（2分钟）

Part 5: Activity task----make a survey活动任务---做调查报告(2分钟)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，可以下去转转)给学生发一张表格，引导学生按照表格询问周围3个左右的同学，了解同学间的饮食习惯，并能提出一些健康建议。

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

Part6.布置作业（1分钟左右）

T: Ok, let’s see the food Pyramid map together.（稍微暂停）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!老师在课件上展示食物金字塔图，让学生了解饮食的营养应如何平衡，然后布置作业：让学生自己写一篇健康饮食的作文。板书设计

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

Reading Step 1 Lead-in 导入 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自然灾害, 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 台风/ volcanic eruption 火山爆发/thunderstorm 暴风雨 Flood 洪水/tsunami 海啸/ drought 干旱/ hurricane(tornado)飓风，龙卷风

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 泛读

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：语法课"越来越"课堂实践教案

教案基本信息

越来越

一、课型

初级下语法课

二、使用教材

自编教材

三、教学对象

本课的教学对象为掌握600词左右的汉语进修生。年龄在12岁—16岁之间，共12人，来自加拿大、美国等母语为英语的国家。汉语水平多数已经达到HSK3级，教师可基本使用汉语简单词汇授课。

四、教学内容

语法：S+越来越+adj.五、教学目标

1.认知领域

（1）通过语法的学习，能够掌握“S+越来越+adj.”的语义特征和准确用法，并完成语法练习，正确率达到90%。

2.技能领域

（1）听：能够听懂每分钟180字以上语速的句子。

（2）说：能够复述所学内容，话语自然流畅，符合语法规则和语用规则。

（3）读：听完讲授内容后，能够以每分钟200个字的语速朗读，语音、语调基本准确，自然流畅。

（4）写：能够以每分钟21-23字段速度书写本课句子，能够写作4-6句话的个人观点，语法正确，汉字书写标准。

3.情感领域

（1）学生有用“S+越来越+adj”造句的愿望

4.学习策略

引导和培养学生的自主学习意识，预习与复习相结合、自主学习与团队讨论相结合的学习策略。

六、教学重点和难点

语法

能够正确使用“S+越来越+adj”常用格式来表示不同的动作交替重复进行。在练习环节通过不同的情境设置来引导学生练习在交际中的准确使用。

七、教学方法

1.课堂教学按照“复习导入—语法—拓展练习” 的顺序，循序渐进。

2.从复习旧课的内容入手，从复习旧课的内容入手，结合具体事例，逐步引导学生掌握本课的语法规则、生词和课文内容。

3.运用直观手段，使用多媒体辅助教学。

4.设计互动形式的活动，充分展示学生的主体性。

5.讲练结合，精讲多练，听说领先，同时加强汉字的读写训练。

八、教学时间

本课《越来越》为一课时，约5分钟完成。

九、教具

1.教具准备

实物类：杯子、照片、绿植

媒体类：PPT、动画

2.教具布置：

（1）电子白板对面有两盆绿植。

（2）教室墙上放着很多照片。

（4）其余教具放在桌子上备用。

十、教学步骤

越来越

（共5分钟）

教学流程：

组织教学 复习旧课（导入本课目标）

讲授新课 拓展练习 归纳总结

布置作业（教学结束）

（一）组织教学（10秒）

师生互相问候、点名、简单询问学生在刚刚过去的假期里都参加了哪些活动，经历了哪些有趣的事，宣布上课。

【教学说明】

教师微笑注视学生，表情温和，轻松地与学生交流。

【教学目的】

吸引学生的注意力，迅速进入课堂状态。

【教师语言】

各位同学大家好，欢迎来到语法课堂，我是你们的柏老师。

（二）复习旧课（1分钟）

教师通过展示多媒体课件，同时以快速问答的方式向学生提问。

【教学目的】

通过对旧课的复习，营造情境，从而引出本次课的语法点，进入新课的学习。教学环节过渡自然流畅。

【教师语言】

关于上节课的问题：

1.关于旧课的问题

引导语： 上节课我们学习了“更”的用法？大家还记得怎么用吗？

目标语：记得

引导语：现在，老师这里有两根笔，我喜欢红色的这根多一点（用手举起），应该怎么说呢？

目标语：我更喜欢红色这根。

引导语：非常好，大家都记得很清楚。那今天我们就来学习一个新的知识点。

（三）学习新课（3分钟）

“S+越来越+adj”

分三个步骤进行“S+越来越+adj”教学：“S+越来越+adj”的引入和讲解——知识操练——学生共同讨论。各个步骤的总原则都是精讲多练，使用不同的教具以丰富教学手法、提升学生兴趣。

由复习旧课导入，引出“S+越来越+adj”。

（1）“S+越来越+adj”语法讲解

由杯子里的水从无到有、从少到多的变化，引出句子“杯子里的水越来越多。”

【教学目的】

通过对教学中图片的询问，引出本次课的语法点。教学环节过渡自然流畅。

【教师语言】

引导语：大家看一下这个幅图片，这是一只杯子，杯子里有水吗？

目标语：杯子里没有水。

引导语：这个杯子里有水吗？

目标语：杯子里有水。

目标语那这个杯子里呢？

目标语：杯子里有很多水。

目标语：杯子里的水发生了什么变化呢？我们可以说：杯子里的水越来越多。

【教学说明：为学生提供PPT展示水杯里的水的演变过程以及小狗的生长过程辅助讲解，通过图片、文字有助于学生的理解。】

（2）“S+越来越+adj”语法操练

【教学说明：因为“S+越来越+adj”语法项目多用于口语当中，所以语法操练的形式应该多样化，引起学生兴趣，拓展思维，加深理解。】

【教师语言】

引导语：大家有听过乌鸦喝水的故事吗？

目标语：有。

引导语：那我们就用今天所学过的知识把它复述出来。

引导语：有一只乌鸦口渴了，它想喝水。可是它没有水和，喝不到水的乌鸦会变得越来越。。

目标语：越来越渴。

引导语：忽然，它发现了一瓶水，可是瓶口太深了喝不到水怎么办呢？

聪明的它想到了一个好方法。它找来了很多石子，并把石子投到了瓶子里。石头就会？

目标语：石头越来越多。

引导语：那水位就会？

目标语：水位越来越高。

引导语：非常好，通过它的努力，乌鸦终于喝到水啦。

（3）小组练习

小组讨论：12名同学按座位就近原则分为3组，每组4名同学，在配合下完成PPT上的练习，然后向全班汇报展示。

（四）布置作业（15秒）

1.在课后用“S+越来越+adj”介绍一位自己的朋友。

2.可以讨论朋友近一个月的变化。（3-5句即可）

十一、教学思路与心得

本课的学习重点是“S+越来越+adj” 的用法，在教学中采用多种教具、PPT展示、动作演示让学生能够更加直观地理解这两个语法现象，思路比较清晰，便于学生理解。同时在讲解语法过程中还注意设置多种形式的练习，引起学生兴趣的同时，还给学生提供了足够的想象空间。同时还注意调动学生的积极性，让学生在小组活动中既培养了自主学习的意识还培养了互助合作的意识。

对于语法教学，例句的选择尤为重要。内容不宜过多，也不宜脱离学生的生活，应在学生较为能够理解的范围之内进行选择。同时，多媒体很大程度上提高了课堂效率，能够方便学生理解。

拓展活动的设置其实是对语言学习者提出了更高的要求。对于程度较好的学生来说，有启迪开发的作用。但是对于程度较差的学生来说，无疑增加了学习的难度。今后教学中，应该多注意拓展训练的难易程度，尽量满足各种程度学生学习的需要，增强他们学习汉语的自信心。

此外，从教学的基本环节看，对于在各个教学环节的时间分配问题较大。这需要在今后的教学中多观察、多积累经验。

第四篇：语法教案

高中英语教学设计案例

高中英语教学案例分析 Book 6 Unit 2 Poems I.Teaching Contents 教学内容

Unit 16 Scientists at Work(SEFC Book 1B)Reading: Franklin’s Famous Kite Experiment(全日制普通中学教科书(必修)人教版高三英语(下)第二单元《诗歌》的语法部分情态动词的用法)授课班级： 高三授课时间：2013年6月2日

II.Design of Teaching Objectives 教学目标设计（三维目标）1.Knowledge objectives 知识目标

Enable the students to know about the way to express possibility and improbability(让学生学会表达可能性与不可能性。)(1)Enable Ss to master the usage of “may”, “might”, and “likely”.(2)Help Ss learn how to use modal verbs “may” and “might” to express conjecture 2.Ability objective能力目标

Communicate with Ss by expressing their possibility and improbability.(用表达可能性与不可能性和同学交流。)3.Affective objectives 情感价值目标

(1)After Learning the passage, the students are expected to express conjecture.（通过本节课的学习，让学生在遇到不情愿的情景时，能够正确表达意愿。）

(2)Enable the students to express their ideas bravely.(让学生勇敢表达自己意愿。)III.Teaching Important Points(教学重点)

1.Explain how to use modal verbs to talk about something which happened in the past—perhaps..(解释怎样用动词谈论过去曾经发生的事情。)2.Explain how to use modal verbs to talk about something which happened at present—perhaps..(解释怎样使用情态动词描述现在可能发生的事情。)IV.Teaching Difficult Points(教学难点)

Understand the following phrases.(正确理解下面词组的区别。)may have done

might have done

must have done V.Teaching Methods(教学方法)

1.Task-based method to make students interested in what they will learn.(任务型教学法)2.The questioning method.(提问法)3.The working system method.(作业法)VI.Teaching Aids:(教学辅助手段)1.A blackboard(黑板)2.A projector and a computer for multimedia(投影仪、多媒体)VII.Teaching procedures(教学程序)Step I Lead in(5minutes)(引入，5分钟)

教师活动：Ask Ss to work in groups and discuss the question in Activity 1 of Grammar on page 57.Then give them the right answer.学生活动：Answer the teacher’s questions 设计目的：激发学生的学习兴趣，让学生主动参与。

Step II Explanation(15minutes)(说明，15分钟)

教师活动：Explain how to use modal verbs to talk about something which happened in the past—perhaps.(1)对过去的事情进行猜测，但把握较小时，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)对过去的事情进行猜测，但把握更小时，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)对过去的事情进行猜测，并且可能性较大时，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.学生活动：配合老师，掌握may have done，might have done，must have done的区别 设计意图：（1）激活学生已有的信息，使学生具备摄入新知识的心理定势。（2）激发学生的学习兴趣。

Step III.Practice(10minutes)(练习，10分钟)

选用can, could, may, must, shall, should, will, would, can’t, mustn’t, needn’t或have to填空 教师活动：教师用投影仪展示出下面问题：

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.学生活动：选测填空。

设计意图：考察学生对情态动词may,might,must用法的掌握。参考答案：

Could needn’t can’t

can must

may

would

must

have to needn’t

can

can’t

can

2.multiple-choice question(10minutes)(选择题，10分钟)(1)教师活动：教师用投影仪展示出下面问题，要求小组讨论：

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 参考答案：1 A B C B D

A 7 B D C C 学生活动：认真分小组讨论问题，然后向全班汇报。设计意图：训练学生沟通合作能力。

(2)教师活动：把学生分成男女组，进行比赛，抢答形式。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 学生活动：分男女小组进行抢答回答老师提问问题。设计意图：训练学生正当的竞争意识。

Step IV Supplements（10minutes）(补充，10分钟)

教师活动：Explain how to use modal verbs to talk about something which happened at present—perhaps.用来表猜测的情态动词有：must, can, may等，但它们所表示可能性是不同的。

(1)对现在的事情进行猜测，并且可能性较大时，肯定形式一般用must加动词原形，此时，must不再表示“必须”，而是表示“肯定”；否定形式一般用can’t加动词原形，此时，can不再表示“能够”，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)对现在的事情进行猜测，但把握较小时，肯定形式一般用may加动词原形，此时，may不再表示“可以”，而是表示“可能”；否定形式一般用may not加动词原形。如：

He may tell the truth to his father.She may not angry because she is good-tempered.(3)对现在的事情进行猜测，但把握更小时，肯定形式一般用might加动词原形；否定形式一般用might not加动词原形。如：

She might not be angry because she usually is very patient.He might be at home now, but I’m not sure.(4)情态动词+动词现在进行时，表示对现在或将来正在进行的情况进行推测。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)情态动词+动词的现在完成进行时，表示对过去正在发生事情的推测。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.学生活动：学生认真听讲，做笔记。设计意图：增加学生的知识储备。

Step V

Consolidation(5minutes)(总结，5分钟)

Ask Ss to translate the following sentences.(1)他们也许错过了那班飞机。

(2)快点！他们正在机场等我们。

(3)Tom是个诚实的孩子。他今晚可能会把真相告诉他父亲。

(4)他五年前来看过我，他也许不费劲就能找到我的住处。Step VI Homework(2minutes）（作业，4分钟)1.Ask Ss to review Grammar.2.Ask Ss to finish Grammar exercises in the Workbook pages 97~98.设计意图：①帮助学生进行课堂反思，自己学到了些什么知识； ②学生收集课文中没有解决的问题，以便课后进一步讨论。

第五篇：语法教案

语法一：比较句 A比B 句型1：A比B+adj 中国比日本大。中国的人口比日本的多。

三者比较：A比B+更/还（注意：不能用很、非常、真）+adj 苹果比葡萄大。西瓜比苹果更/还大。西瓜最大。葡萄最小。火车比汽车快。飞机比火车更/还快。飞机最快。汽车最慢。句型2：比较结果差别大小（1）A比B+adj+具体数字 今天的温度比昨天低几度？ 今天的温度比昨天低5度。麦克今年18岁 玛丽比麦克大1岁。

玛丽今年19岁 山本的年纪最大 山本今年20岁（2）A比B+adj+一点儿/一些（差别不大）玛丽的头发比田芳的（头发）长一点儿/一些。衣服200元：裤子190元 衣服比裤子贵一点儿/一些。（3）A比B+adj+得多/多了 房子比汽车贵得多/多了。

（4）A比B+V（喜爱）+宾语 哥哥比弟弟爱唱歌。麦克比杰克喜欢唱歌。句型4：动作的比较 小明 八点 来学校

小芳 八点一刻 来学校 山本 八点半 来学校 A比B+[动词+得]+adj A+[动词+得]+比+B+adj 小芳比山本来得早。小芳来得比山本早。小明比小芳来得更早。小明来得比小芳更早。A+（动词+宾语）+比+B+动词+得+adj 他（说 汉语）比 她 说 得 好。我（跑 步）比 他 跑 得 快。A+（动词+宾语）+动词+得+比+B +adj 他（说 汉语）说 得 比 她 好。我（跑 步）跑 得 比 他 快。否定句：A没有B·······左边比右边重。右边没有左边重。比较：A没有B····和A不比B····· 哥哥没有弟弟高。（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/没有B+（那么、这么）+adj 妹妹有妈妈高吗？

妹妹（没）有妈妈那么高。

语法二：A跟B一样/不一样（1）“„„跟„„一样” “我的书跟你的书一样。”“这件衣服跟那件衣服一样。”（2）“„„跟„„一样＋形容词” 老 师：现在，谁来说说老师手上的这两支笔哪里一样？ 学 生：一样长。

“„„跟„„一样＋adj。”“这本跟那本书一样大。”“这件衣服和那件衣服一样贵。”等等。（3）“A跟B„„一样”或者“A跟B一样„„”“田芳的书10元”。“大卫的书10元”。我 们说，田芳和大卫的书价格一样。（板书）“A跟B＋n。＋一样”，也可以说他们一样的是喜欢做什么，想要做什么等等（板书）“A跟B一样＋„„”那现在我们来练习一下。

1、“大卫今年21岁”。“李明今年21岁”。

2、“姐姐爱好唱歌”。“妹妹爱好唱歌”。

3、“我喜欢写书法”。“他喜欢写书法”。（4）否定形式 老 师：刚才我们学习了，“什么跟什么一样”，“什么跟什么哪里一样”的说法，那大 家来看看老师手上的这两支笔，他们一样吗？

学 生：不一样。老 师：哪里不一样？ 学 生：颜色。老 师：老师的笔跟你的笔颜色不一样。

现在大家看这幅图，张东和李明一样高吗？ 学 生：不一样。老 师：谁高？ 学 生：张东。

老 师：某某，你来完成说一下。

很好。那现在呢，老师还要告诉大家，“跟„„不一样”也可以说“不跟„„一 样”比如：“我不跟你一样高”。“我的鞋子不跟你的一样大” 语法二：“快” 和 “ 就” 与“了”的搭配，组成“要〃〃〃〃〃〃〃了”“快〃〃〃〃〃〃〃了”“就

要〃〃〃〃〃〃〃了”“快要〃〃〃〃〃〃〃了”，表达动作即将发生。

十一点半下课，现在十一点二十。可以说： 快下课了。快要下课了。就要下课了。我们把时间带上，应该怎么说：

我们十一点半就要下课了。不能说：我们十一点半快要下课了。飞机十点起飞，现在九点半。可以说：

飞机要起飞了。飞机快起飞了。飞机马上就要起飞了。现在是晚秋，再过一个月冬天就到了，我们可以说： 快要冬天了。加上一个时间状语“再过一个月”应该怎么说 再过一个月，就要冬天了。

语法三：简单趋向补语：V+来/去 句型1：V+来/去

尼玛出来一下！老师你过来一下！句型2：V+处所名词+来/去 他回家去了。我们进教室去吧。

句型3：V+来/去+事物名词；V+事物名词+来/去 他买来了一本书。他买了一本书来。他带来了一个照相机。他带了一个照相机来。山本拿去了一本书。山本拿了一本书去。语法三：V+住 记住/拿住/站住/停住〃〃〃〃〃〃

语法四：V+过 表示动作曾经在过去发生。该动作一般不持续，说话时已经停止。句型1：V+过+宾语 吃过中药 看过中医 去过香港 没针灸过 句型2：V+过+动量词（次、遍）+宾语 得 过 三次 感冒 去 过 一次 香港

句型3：否定：没+ V+过 我们以前没见过。

正反疑问句：v+过+宾语+没有 你以前来过中国没有？ 语法五：动量补语 数次+动量词（次、遍、剩、趟、下、口〃〃〃〃〃〃）句型1：V+数词+动量词 麻烦你 跑 一 趟。句型2：V+数词+动量词+事物名词 他 敲了 一 下 门。句型3：V+人称代词+数词+动量词

他 找过 你 一次。不说：他找过一次你。

句型4： V+数词+动量词+人名/地名 或者 V+人名/地名+数词+动量词 山本以前来过 一 次 中国。山本以前来过中国 一 次。注意：“次”和“遍” 遍强调动作由始至终的全过程。语法六：“一·······就······”

（1）表示后一个动作紧跟着前一个动作发生。我一下课就去看你。他一毕业就参加工作了。

（2）表示前一个动作是条件和原因，后一个动作时结果。中国人一听就知道你是老外。

我一感冒就咳嗽。

语法七：结果补语：在、着、好、成、坏、懂、见、完、给····

1、V+在+处所名词 表示通过动作使某人或某事处于某处

这张画我们挂在哪儿呢？ 就挂在这儿吧。

2、V+着 表示动作的目的达到了或有了结果。我的护照你找着了吗？ 你睡着了吗？

3、V+好 表示动作完成并达到了完善、令人满意的程度。衣服我洗好了。昨天晚上我没睡好。

4、V+成

（1）表示动作完成，达到目的 这座大楼是什么时候建成的？