初中英语试讲语法课教案模板专题合集

宾语从句教学设计

一、导入

1.复习什么是宾语。动词/介词后面的名词就是宾语。

I play basketball.We are talking about our homework..2.宾语从句就是在宾语的位置上放一个完整的句子。

3.I love that I can earn some coupons.板书：He knows me.He knows what’s wrong with his wife.

说出2个句子的宾语。

说出2个句子的宾语是词（词组）还是句子。

第一个句子的宾语是一个词构成的，第二个句子的宾语是一个句子，我们称这种做宾语的句子叫宾语从句。在句子中充当宾语的从句叫宾语从句。其中 he knows 叫主句，what’s wrong with him是从句。

说出下面4个句子的主句和从句。

A．He said that he had a very good journey home.B．He asked if /whether they had come.C．He told me that the earth goes around the sun.D．He asked me how he could get to the nearest post office.总结：。。是主句，剩下的是由that，if，how引导的宾语从句。

初步认识了宾语从句，下面我们开始了解宾语从句的三要素引导词（连接词）语序时态

1)从属连词that引导陈述句宾语从句，在口语或者非正式语中可以被省略

比如上面四句话中的A,C就是that引导的陈述句的宾语从句。如果省略掉that，该如何修改。（让学生口头修改）

A．He said that he had a very good journey home.C．He told me that the earth goes around the sun.2）由从属连词 whether, if 引导一般疑问句的宾语从句，表示“是否”，比如上面的B就是由if引导的宾语从

1 句，

B．He asked if /whether they had come.3）由连接代词

who,whom,whose,which,what, whoever, whichever, whatever 和连接副词 where, how, why,when引导的宾语从句

代词或副词连接主句和从句，并在从句中担任句子成分，具有一定的意义，不可省略，比如上面的D。

D．He asked me how he could get to the nearest post office.注意：关于是否if/whether .Whether,if 引导宾语从句：两词可互换，但是下列情形除外：

1)．whether从句中有or not

2)．whether从句做介词宾语

3) whether后可以加or not,但是if不可以.

4) 在不定式前只能用whether.

（如：I can’t decide whether to stay.我不能决定是否留下。）

5) 避免歧异时，我们常用whether而不用if.Paper课堂

1.I asked her __________ she had a bike.2.We’re worried about ________ he is safe.3.I don’t know ________ or not he is well.4.I don’t know _______ to go.

继续观察上面的四句话，请问宾语从句的语序有什么特点？（陈述句语序）不管原来的句子是陈述句，一般疑问句还是特殊疑问句，放在宾语从句里都是陈述句语序。

（板书）改写宾语从句。

陈述句Doctor Li is very patient. 2

It is well- known that _____.一般疑问句Is Doctor Li very patient? John wants to know __________(用if或者whether引导) 特殊疑问句How is Doctor LI? John wants to know ____ 练习

Part 1 课堂练习（paper）

Mike gets up at seven in the morning.He says that--- Mike gets up at seven in the morning

The teacher asks-- if Mike gets up at seven in the morning..The teacher asks what time--- Mike gets up in the morning.我们已经了解了宾语从句的引导词和语序，下面我们来学习下宾语从句的时态。

（卡片，贴在上面时态的旁边）口诀：主现从任意

主过从过去从真理用现在一张paper发朗读并且分析主句从句的时态  主句用现在时，从句可用任意时态。可归纳为“主现从任意”

Do you know what time the ship leaves? Do you know when John was born? Do you know if John has paed his exams?  主句用过去时，从句用过去的某个时态。可归纳为“主过从过去”

He said he had a very good journey home.He asked if they had come.3．主句用过去时，从句是科学真理、客观常识、名人格言时用一般现在时。

He told me that the earth goes around the sun.(自然真理客观现象) He didn’t know that summer comes after spring when he was five years old.

注意：4情态动词could/would用于，“请求”，表示委婉、客气的语气时，从句不受主句的约束。

Could you tell me where I can buy a pencil sharpener? 5主句是一般过去时，从句中有具体的过去时间状语，即使从句动作发生在主句动作前，仍用一般过去时。

  The teacher told me she was born in 1960.I heard that he went to Paris last night.宾语从句的一些特殊句式

 1动词think, find, consider, believe, feel, make等后it为形式宾语，后跟名词或形容词作宾补，而真正的宾语——that从句则放在句尾）

We think it our duty that we should help others.I find it impoible that he should finish the work in two days.2.否定转移

若主句主语为第一人称且谓语动词为think, consider, suppose, believe, expect, gue, imagine等，其后的宾语从句含有否定意义，一般要把否定词转移到主句谓语上，从句谓语用肯定式。

I think he won’t come here.

(

) I don’t think he will come here.

(

) 2.当宾语从句的引导词正好做主语的时候，语序不变，比如常用的what和who Could you tell me who knows the answer，please？

The small children don"t know what is in their stockings What’s wrong?（what was wrong）

What’s the matter?（what was the matter）

What’s happening? What happened? eg:

I don’t know what’s the matter.I don’t know what the matter is.(F)

Can you tell me who is over there?（who做主语） Can you tell me who he is ? （who做表语）

宾语从句教学设计

一、导入

1.复习什么是宾语。动词/介词后面的名词就是宾语。

I play basketball.We are talking about our homework..2.宾语从句就是在宾语的位置上放一个完整的句子。

3.I love that I can earn some coupons.板书：He knows me.He knows what’s wrong with his wife.

说出2个句子的宾语。

说出下面4个句子的主句和从句。

初步认识了宾语从句，下面我们开始了解宾语从句的三要素引导词（连接词）语序时态

1)从属连词that引导陈述句宾语从句，在口语或者非正式语中可以被省略

比如上面四句话中的A,C就是that引导的陈述句的宾语从句。如果省略掉that，该如何修改。（让学生口头修改）

A．He said that he had a very good journey home.C．He told me that the earth goes around the sun.2）由从属连词 whether, if 引导一般疑问句的宾语从句，表示“是否”，比如上面的B就是由if引导的宾语从句，

B．He asked if /whether they had come.3）由连接代词

who,whom,whose,which,what, whoever, whichever, whatever 和连接副词 where, how, why,when引导的宾语从句

代词或副词连接主句和从句，并在从句中担任句子成分，具有一定的意义，不可省略，比如上面的D。

D．He asked me how he could get to the nearest post office.注意：关于是否if/whether .Whether,if 引导宾语从句：两词可互换，但是下列情形除外：

1)．whether从句中有or not

Eg:Whether rain or not we will go to the park. 2)．whether从句做介词宾语

3) whether后可以加or not,但是if不可以.

4) 在不定式前只能用whether.

（如：I can’t decide whether to stay.我不能决定是否留下。）

5) 避免歧异时，我们常用whether而不用if.

6)decide 后边的宾语从句要用whether.Paper课堂

1.I asked her __________ she had a bike.2.We’re worried about ________ he is safe.3.I don’t know ________ or not he is well.

（板书）改写宾语从句。

陈述句Doctor Li is very patient.

It is well- known that _____.一般疑问句Is Doctor Li very patient? John wants to know __________(用if或者whether引导)

练习

Part 1 课堂练习

Mike gets up at seven in the morning.He says that--- Mike gets up at seven in the morning

The teacher asks-- if Mike gets up at seven in the morning.

我们已经了解了宾语从句的引导词和语序，下面我们来学习下宾语从句的时态。

（卡片，贴在上面时态的旁边）口诀：主现从任意

主过从过去从真理用现在

一张paper发朗读并且分析主句从句的时态  主句用现在时，从句可用任意时态。可归纳为“主现从任意”

He said he had a very good journey home.He asked if they had come.

3．主句用过去时，从句是科学真理、客观常识、名人格言时用一般现在时。

He told me that the earth goes around the sun.(自然真理客观现象) He didn’t know that summer comes after spring when he was five years old.

注意：4情态动词could/would用于，“请求”，表示委婉、客气的语气时，从句不受主句的约束。

Could you tell me where I can buy a pencil sharpener?

5主句是一般过去时，从句中有具体的过去时间状语，即使从句动作发生在主句动作前，仍用一般过去时。

 The teacher told me she was born in 1960.

 I heard that he went to Paris last night.宾语从句的一些特殊句式

 1动词think, find, consider, believe, feel, make等后it为形式宾语，后跟名词或形容词作宾补，而真正的宾语——that从句则放在句尾） We think it our duty that we should help others.I find it impoible that he should finish the work in two days.

2.否定转移

I think he won’t come here.

(

) I don’t think he will come here.

(

)

2.当宾语从句的引导词正好做主语的时候，语序不变，比如常用的what和who Could you tell me who knows the answer，please？ The small children don"t know what is in their stockings What’s wrong?（what was wrong）

What’s the matter?（what was the matter）

What’s happening? What happened? eg:

I don’t know what’s the matter.

I don’t know what the matter is.(F)

Can you tell me who is over there?（who做主语） Can you tell me who he is ? （who做表语）连接词

语序

引导词+主语+谓语时态

二、知识点讲解

1.语序问题——从句是陈述句语序（在讲课的时候，例句和配题都要反复重复这个原则）

什么是陈述句语序？就是主语在谓语动词前面。

⑴ 引导词为that/whether/if 的从句

That 在句子中只做连接作用，没有实际意义

Whether 和 if 都表示“是否”的意义，区别是whether后面能加or not 而if 不能。

例句1：

I want to know whether Mike will come with you or not.陈述句语序！ I want to know that Mike is good at English or math.陈述句语序！

⑵ 引导词为wh系列特殊疑问词（what which when where why who/whom）+how 例句2：

Do you know what lily’s phone number is.陈述句语序！

I wondered what you were doing at this time yesterday.陈述句语序！ Marry asked me when we would take part in the competition.

2.时态问题

⑴观察例句1和2中的句子，我们发现，当主句为现在时（一般现在时，现在进行时，现在完成时），从句的时态随便选。“你的时态你做主” 例句1：

P85/3 (2010 北京) Do you know _____ the capital museum? （主现从随便） Next Friday.-----时间状语说明动作发生在将来。

A when will they visit B when they will visit C when did they visit D when they visited [分析] 如何判断题目考察的点就是宾语从句？ ①分析题干和选项。

当题干开空的前面是动词，常见的有tell know

ask并且选项都是由特殊疑问词引导 6

的一个完整的句子的时候，多为考查宾语从句。

②判断语序，陈述句语序。

选项设计一般为两个错误时态和两个错误语序。

不管时态先看语序。排除疑问句语序。

（对于基础比较差的学生，不明白什么是疑问句语序，就告诉学生，看到以下助动词后面是人称代词就是错误的。）

Is/are/am/was/were + I/we/you/they等人称代词

错误 Has/have/did/will/shall/should + 人称代词

错误

分析时态：主句是一般现在时，从句的时态“你的时态你做主”。——将来时态。

⑵ 当主句的时态是过去的某个时态（一般过去，过去进行，过去完成，过去将来），从句必须只能用过去时态。

注意：当从句陈述的是某个客观事实或者真理的时候，无论主句是何时态，从句都只用一般现在时。

例句：

He told me he would go to Canada.(主过从过)

三、总结

在这节课下课之后，要让学生们记住下面几句话。

① 陈述句语序

② 主现从随便；
主过从过；
真理永远一般现在时态。

宾语从句做题方法论：

① 宾语从句出题位置一般为单选题目最后一道，看到选项多为wh特殊疑问词+完整句，开空前多为tell know ask这样的动词。

② 观察选项，排除错误语序

③ 根据时间状语和主句时态，选择正确时态。

语法试讲教案

Grade level: First grade of High school Leon type: Reading Duration: 45min Teaching objectives 1) Help students to learn the usage of ….

2) Help students to grasp the sentence pattern of…..Teaching aids Multimedia devices, blackboard Teaching important and difficult points 1) the sentence pattern of… 2) some special cases 3) enable students to use … in real life Teaching procedures Step 1 Lead-in (5min) Show some pictures to the students and ask them to describe the picture.引导学生运用语法项目

Step 2 Explanation (18min) Explain the usage of ….Present several examples of the grammar item.Step 4 Practice (15min) Ask the students to do the exercises.Step 3 Summary(4min) Invite students to summarize the usage of … Make some supplements and stre the important points.Step 5 Homework (3min) Ask students to finish related exercise on the textbook.Ask the students to write a paage about ….

(You have all done a really good job today.I believe you already have a good knowledge of /master the knowledge of…..For homework, you are required to complete exercises on page 201 and to write a paage about ….[I’d rather you search more information about… and some of you will be invited to share your findings with us in the next cla.] Clear? Ok.See you next cla.) 写作试讲教案

Grade level: First grade of High school Leon type: Reading Duration: 45min Teaching objectives 1) enable students master the procedure of writing this kind of composition 2) improve students’ writing skills

3) help students to get more knowledge of … Teaching aids Multimedia devices, blackboard Teaching important &difficult points 1) Help students to expre their ideas in proper English 2) Help students to learn the structure in English writing Teaching procedures Step 1 Warming-up (5min) Show some pictures of … to the students and ask what do they know about … Then lead the students to the topic of writing.(Good morning, boys & girls.How are you doing? Fine? Good.Now let’s start our new leon.Here I have some pictures for you.Do you know what’s in the picture?) Step 2 Pre-writing(10min) Activity 1: brainstorming.Provide Ss some questions about the topic and ask them to discu the questions in group and write down every idea that comes to their mind.After discuion, invite representatives of each group to present their ideas to the whole cla.Activity 2: planning.Encourage Ss to work on their own to repot ideas that they think are valuable and think about how to organize their ideas.Step 3 While-writing (20min) Ask the students to write down their own articles.Step 4 Post-writing (7min) Ss will work in group and read each other’s composition.They should choose the best composition of the group and read it in front of the cla.Step 5 Writing aement (2min) Ask Ss: What’s you most difficult thing during the whole proce?

(difficult to organize the ideas in a logical way; you feel brainstorm is difficult, difficult to provide persuasive reasons to support the idea) Step 6 Homework (1min) 1) Here are some handouts I prepared for you.Read it after cla, I believe you can find answers towards your questions.2) Improve your composition according to the handout.听力课试讲教案

Grade level: First grade of high school Leon type: Listening Duration: 45 min Teaching objectives 1) Enable students to master different listening skills 2) Help students to learn more about …..Teaching aids: Multimedia devices; blackboard Teaching important and difficult points 1) Help students to understand the listening material 2) Encourage students to apply listening skills when listening to the material Teaching procedures Step 1 Warming-up (2min) Show some pictures to the students and have a free talk with the students.Step 2 Pre-listening (5min) Organize the students to have a brief discuion about the topic.Invite some students to share their ideas with the cla.Predict the main idea of the paage.After that, present new words and expreions to the students.Step 3 While-listening (25min) 1) Listen for main idea Ask Ss to listen to the paage but do not look at the questions, ask them to get the main idea of the paage.Invite students to share their ideas.2) Listen for answers to the exercises/detailed information Ask Ss to listen to the paage again.This time ask them to try their best to get answers to the questions.After listening, check whether Ss get the correct answer, and ask why.3) Play the tape again, focus on the part where they did not get the right information.Do you have any questions? Step 4 Post-listening (10min) Show them the listening text and ask them to read it aloud together.Step 5 Summary (2min) In this period, we mainly focus on the listening ability.It’s very important.If your listening is poor, you’d better practice more.The more you listen to English, the better your listening is.Remember: Practice makes perfect.Step 6 Homework (1min) 1) Read the listening texts again and try to retell the paage in your own words 2) Search more information about ….口语课试讲教案

Grade level: First grade of high school Leon type: Speaking Duration: 45 min Teaching objectives 1) Students will be able to use some important words and expreions 2) Students will be able to expre their ideas or thoughts clearly.Teaching aids Multimedia devices; blackboard Teaching important and difficult points 1) Help Ss to master the expreions of giving advice: 2) Talk about … by using … Teaching procedures Step 1 Warming-up Show Ss some pictures of … and ask students to describe what they are doing.Step 2 Lead-in Play the tape and ask Ss to listen to the dialogue.Ask Ss to predict what we will learn today.Step 3 Provide key sentence patterns & expreions Provide Ss useful sentence patterns and expreions to expre …..Step 4 Role-play/ Discuion Give the Ss a situation, and ask the Ss to work in pairs and make up a conversation.Ask the Ss to discu the topic with their partners.After that, invite Ss to present their ideas in front of the cla.Step 5 Summary In this period, we mainly focus on how to….It’s very important.You should know how to … in real life after this period.You should memorize the useful expreions we learned today.I hope you can practice more after cla.Remember: practice makes perfect.Step 6 Homework 1) Collect more expreions and sentence patterns that can be used to expre …..2) Find a partner to practice how to … in different situations.词汇课试讲教案

Grade level: First grade of high school Leon type: Vocabulary Duration: 45 min Teaching objectives 1) Enable students to know the meaning of new words and grasp the usages of such important new words 2) Enable Ss to use such new words in their own writing or speaking Teaching aids Multimedia devices; blackboard Teaching important and difficult points 1) Explain the meaning and usage of the words to the students 2) Enable Ss to use the new words when they expre themselves Teaching procedures Step 1 Lead-in Revision.Last period, we have finished the reading of the paage.Now we will learn the new words in the paage.Let’s look at the underlined/italic/bold words.Step 2 Gue Ask Ss to gue the meaning of the words in the context.Or give students some examples and ask Ss to gue the meaning of the words.Step 3 Explanation Explain the meaning of the words to the Ss.After explanation, present the usage of the words to the students and provide examples to help them understand how to use them.Step 4 Practice Ask the students to make sentences with new words by themselves.Invite Ss to share their sentences with the whole cla.Step 5 Summary This, period, we have learnt several new words:...we have learnt the usage of these new words.I hope you will memorize these words, as well as the usage of these words.I suggest you use the new words as often as poible.In this way, you will know how to use the words, instead of only knowing the meaning of the words.Step 6 Homework 1) Look up these new words in the dictionary, and get more meanings and usage of them in the dictionary.2) Finish Exercise 2 on page 11.

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New words: New phrases: Step5: Summary Ss summarize what we have learnt and key points.Make an aement on each group.Step6: Homework Write a diary with simple past tense.Blackboard design：
Title: Questions: New words : 文章线索（便于复述）

口语课教学过程：看图，问答练习，重点句呈现讲解，小组练习，展示成果 Teaching Objectives: 1.Be able to master the following words and sentence pattern.And learn the expreion of giving advice .2.Be able to talk about one‟s health problems and give advice fluently 3.Improve the cooperative spirit and care more about yourself and your family members‟ health.Teaching Aids: Pictures, a tape recorder and ppt.The teaching Focus: 1.Master the following words and sentence pattern.2.Master the expreions of giving advice The Teaching Difficulties: 1.Students may find it difficult to remember all the target new words in the cla; 2.Students may find it difficult to give appropriate advice to the certain disease because of their limited life experience.Teaching procedure: Step1：Warming up Greet Ss by asking them: How are you today? Then I‟ll tell Ss that I‟m not feeling well today (Write the sentence on the blackboard and guide Ss to read it.) and get Ss to gue the reason freely.If Ss can‟t get the answer, I‟ll tell them that I didn‟t have a good sleep last night.So I have a headache.(I say this by doing a gesture) Step2: Presentation of words and sentence patterns 1.Let one student imitate he has a kind of disease and ask the cla gue what „s the matter with him.Use the following sentence:”what‟s the matter with him?” “I have a stomache.”

2.Show Ss pictures of diseases.( Write the words on the black board.) Step3: Pair work Ask Ss to work in pairs and talk about health problems by using the bandage given and using the target language: What‟s the matter? I‟m not feeling well.I have a … Step4: Presentation of expreions of giving advice Tell Ss that I have a cold/cough, ask them: What should I do? Ss may give different answers, collect their answers and help them to use: You should/shouldn‟t do… During this activity, some phrases will be learned: ...Step5: Role play 1.Show the sample dialogue and ask Ss to complete it according to the picture orally.Ask Students to make a four -people group, one of them is a doctor, the other three are patients.Ask the Ss to role play a dialogue .A: What‟s the matter with you? B: I‟m not feeling well.I have a _______.A: When did it start? B: About______ ago.A: Oh, that‟s too bad./ I‟m sorry to hear that.You should/shouldn‟t ________ and you should/shouldn‟t ________...B: Yes, I think so.A: _________________.B: Thank you, doctor.Step5: Summary Ss summarize what we have learnt.Make an aement on each group.Step6: Homework Try to make a story according to the dialogue.Blackboard design：
Title: New words and phrases : Sentence pattern : 语法课：复习导入，查找标记相关句子，总结规律，练习（造句，讨论） Teaching objectives: 1.Enable the Ss to know the uses of adjectives ending in -ing / -ed and the differences between them.2.Master the following words and sentence pattern.Main word and Expreion: amazed, amazing, interested, interesting, bored, boring.Main structure: The claroom was amazing.I was completely amazed by the claroom.Teaching aids: Pictures, a tape recorder and ppt.Teaching important points: Get the Ss to know the differences between the adjectives ending in -ing and -ed and learn the uses of them in the sentences.Teaching difficult points: Understand the differences between the adjectives ending in –ing and –ed and apply them in the sentences .Teaching procedure: Step 1 Lead in Greet the students and say some words which includes the language points.Then tell them what we are going to learn is the differences and uses of the adjectives ending in –ing and –ed .Ask students to think about the question below and try to figure out the right answer.---Can you make a distinguish between the two sentences? I am bored.I am boring .Step 2 discovering and explaining.Ask the students to read the text and try to find out the sentences which have the adjectives ending in -ING and –ED.Try to find the differences and understand the meaning of these adjectives.Step 3 Group work Let students work in groups and have a discuion.Try to find the differences of these adjectives and explain the meaning of these sentences according to the context.Step 4 Conclusion and exercise Invite students to make a report about their group discuion and teacher will make a conclusion according to their report.Find the grammar rules: 1: The –ing form describes the people or things that cause the feeling;（令人„）2: The –ed form tells us how people feel.（感到„）

Give some examples to show what they have learned and ask students to do exercise and check the answers.Fill in the blank with the correct forms of words.It is a ____ (bore)party and I feel__(bore).Step 5 Homework 1.Find out more adjectives ending in -ing and -ed and sentences.2.Use the -ED and -ING form of the words “bore” “interest” “amaze” and “embarra” to make sentences.Blackboard design：
Title:

Teaching procedures:

Step 1: Greetings

T: Good morning, everyone.

S: Good morning, Mr Dai.

Step 2: Lead-in

T: My lovely Ss, please look at the screen.What is the topic of our cla?

Ss: Unforgettable experiences.

T:Yes.Please use one word to describe it, such as “happy”.S1:…

S2:…

… …

T: perfect, all of you are knowledgeable.

(Ask Ss one by one, and choose some words write down on the blackboard.)

T:Okay.You see, all of you used many different words to describe, like…(write down on the blackboard.)

Step 3: Activities

1.Acitivity1: Telling story

(Make a short conclusion)

T: Different people have different understanding of our topic.Now, look at the screen, I’ll show you some aspects of our topic.First, unforgettable experience sometimes means something leaves deep impreion on you.Such as……(the words of Ss’) It also can means events, some are good, and some are bad.(Olympic Games, natural disasters, etc.) Or, it may be means something very meaningful.And, it also can means your unforgettable trip; you went to some famous places.For example, went to zoos.Yes, I have gone to Linyi Wild Zoos last week.I saw many different kinds of animals there.It’s so enjoyable and meaningful.You can see the pictures….Do you want to know more information about my “Zoo’s trip”?

Ss: Yes.

T: OK.Let’s see it together. (Present the route of my tour on the blackboard or ppt, use First—Next—Then—Finally to describe.)

T: Look at my route on the Blackboard:

(My own experience:

It was a fun day.I went to Linyi Wild Zoos with my friends.First, we took on the bus at bus station.Because we would see many dangerous and ferocious animals such as lions, tigers, wolves , etc.After about half an hour, we backed to the station.Next, we walked to see some gentle animals like pandas, different kinds of birds, monkeys, swans and so on.Then, we went to see the animals’ shows.They are so lovely, interesting and smart.Finally, we went to the restaurant to have dinner.Although all of us were very tired, we were happy and enjoyable.)

T: How do you think of my experience?

Ss:…

T:But I believe yours must be better than mine.Now, working in pairs, share your own unforgettable experiences with your partner.

T:I can see all of you are eager to tell your stories...., who do you think has the most interesting story in our cla?

S1:**.

T:OK.Thank you.

Jack, please share your unforgettable experience.

S2:…

T:You say that… Whose story are you interested in , you can call his or her name.

…

T.All of you did a very good job.And I am very proud of you.Give you a big hand.If you want to know more, you can communicate with your clamates after cla.

2.Activity2: Making story

T: Next, let’s play a mini-game.

Looking at the blackboard, there are two faces, one is… the other is…

I will ask two students to write down some relevant words or phrases.

… …

T: Now, I have several envelopes in my hands.Do you want to know what is it in it?

Ss:Yes.

T:Okay.I will divide you into several groups.Each group chose one envelope.And you will know the secret in it.

(Making the short dialogue according to the paper in envelope.After they finished, ask one student of each group to stand on the stage to tell their story.)

Step4: Summary

T: We have learned many useful words, phrases, and sentences to describe our own experience.In next days, you can use them to talk about things, people and events in your own daily life.

Step5: Homework

T: After cla, each group prepare a play according your story.At next cla, you will have a role play.Are you clear?

高中英语教师资格证面试教案模板二

Teaching Objectives(教学目标)

1.Language Objectives (知识目标)

2.Ability Objectives(能力目标)

(1)Enable students to …

(2)…

3.Moral Objectives (情感、态度及价值观目标)

(1) Help students to learn that…

(2) …

注：

1.Teaching Objectives的三个目标可以根据授课内容不同加以取舍。

2.语言目标主要包括本课将讲授的重点单词，短语或句型结构。

3.能力目标指对学生听说读写能力的培养。

Important Points(教学重点)

1.Master two important reading skills

2.…

Difficult Points(教学难点)

1.How to analyze the text and grasp the main idea of the text;

2.…

Teaching Methods(教学方法)

1.communicative Approach .........

2.Teaching Aids: a tape recorder, a projector and a computer …

1.注：教学方法根据教学内容选择。

Teaching Procedures(教学过程)

Step I Lead-in (1 mins) 导入

1.…

2.…

注：Lead-in部分是通过复习、图片、问问题、提问、讨论相关话题等教学手段引入本节课的授课内容。

Step II Fast Reading (3 mins) 新课学习

注：Reading是通过 skimming 或scanning等教学手段使学生对课文大意，或课文结构等有所了解。

Step III Important words and phrases: (3 mins) 新课学习

Eg.1.apply for …(顶多讲两个!)

2.…

注：词汇课是通过对单词或短语的讲解使学生对具体知识等有详细了解，并通过小题练习，或者互相提问相关问题理解并掌握运用知识。

Step IV Careful Reading (5 mins) (顶多讲两个!)

注：Careful Reading主要是处理课文中较难的单词，短语，句子结构，或课文篇章理解。如：

Eg.1.The teacher is a very enthusiastic woman called Ms.Shen.

called Ms.Shen 是过去分词短语作定语，与所修饰的词之间存在着逻辑上的被动关

系，相当于定语从句who/that was called Ms.Shen。

如：

---We visited the new library built three weeks ago.

---The first textbooks written for teaching English as a foreign language came out in the 18th century.

---Most of the artists invited to the party were from South Africa.

注：短语一般放在被修饰词之后，单个过去分词放在被修饰词之前.

2.…

Step V Summary (1 mins) (小结)

注：Summary 是总结讨论本节课的学习内容。如：

We have known the Likang’s life at Senior High, is your English claroom like Likang’s? Is your cla the same size as his? Is the number of boys and girls the same? Are you looking forward to doing your English homework? Now please discu with your partner and compare your school life with Likang’s.

Step VI Homework Aignment (1 mins)(作业布置)

第7单元介词



（一）表示时间的介词

1． at表示时间点，at six o"clock, at noon；

on表示特定日子，如on Children"s Day；

in表示一段时间，in the morning.

『例』She"ll be back in an hour.

He came back after a month.in “+”一段时间与动词将来时连用，表示过一段时间之后；

after“+”一段时间用于过去时，指一段时间后。

2．During表示期间的某个时期

『例』It rained several times during the night. for表示多长时间

『例』It has rained for two hours. through表示整个期间

『例』It rained all through the night. 

3．till, by, before, after表示时间期限或先后 『例』I"ll be here till seven. I"ll be home by six.

I"ll be here before seven.  4．from, since表示时间起点

『例』They have lived here since 1985. I haven"t seen her from then on.



（二）at, in, on, under, behind, by, near, between可表示场所，

into, out of, along.acro, through可表示方向，

with, in, by, like, from可表示手段、材料等 『例』She is sitting by the window.

Sam got out of the lift and ran quickly to the man. We smell with our noses. 

（三）介词与动词搭配如：look at, arrive in/at etc. 介词与形容词搭配如：be interested in, be kind to, etc. 介词与名词搭配如：at least, by the way

注意几组介词的区别：on, above, over与below，under, among与between, acro与through， about与on

1．on的同义词是above, over, above是指斜上方，over指正上方，其反义词是below, under; below是指位置低于某物或在某物的下方，但不一定在某物正下方，其反义词是above；
under是指在某物的正下方有垂直在下的意思，其反义词是over。



2．among是指三个或三个以上之间，between是指两者之间。



3．acro与through都有“穿过”之意，都可指从一定范围的一边到另一边，acro的含义与on有关，表示动作是在某一物体的表面进行的；
through与in有关，表示动作是在某一物体的空间里进行的。



音标：

[ɔi] 发这个音的字母和字母组合oi oy oi: oil coin oy: boy toy [au] 发这个音的字母和字母组合ou ow ou: house mouse mouth trousers ow: flower how now down 语法：数词

(表示数目多少或顺序多少的词叫数词，数词分为基数词和序数词。表示数目多少的数词叫基数词；
表示顺序的数词叫序数词。)

一、基数词

基数词写法和读法

二、序数词

序数词的缩写形式：

first 第一 1st second 第二 2nd third 第三 3rd fourth 第四 4th fifth 第五 5th sixth 第六 6th seventh 第七 7th eighth 第八 ninth 第九 tenth 第十

twentieth 第二十 thirty-first—31st 基数词一般是单数形式，但下列情况，常用复数：

a.与of 短语连用，表示概数，不能与具体数目连用，如scores of people 指许多人；

b.在一些表示"一排"或"一组"的词组里；

如：They arrived in twos and threes.他们三三两两的到达了。

c.表示"几十岁"；

d.表示"年代"，用 in +the +数词复数；

e.在乘法运算的一种表示法里，

如：3 x 5 = 15 Three fives is (are) fifteen.规律：

1）从1－12分别由从one到twelve12个各不相同的词表示。

2）从13－19均以后缀-teen结尾。

13,thirteen, 15 fifteen,18,eighteen要特殊来记。

3）从20－90的整十数词均以后缀-ty结尾。表示“几十几”时，个位和十位之间需加连字符，如twenty-one, thirty-two, forty-three等。

4）数字的写法和读法：

⑴十位与个位之间要加连字符“-”；

⑵百位和十位之间要加and；

⑶三位数以上的数，从个位往前数，每三位数加一个逗号“，”，从后往前数的第一个逗号代表thousand,第二个逗号代表million,第三个逗号是billion，注意这几个词不能用复数形式，后也不能加and。

5）表示具体、准确的数目时，hundred, thousand, million等后不能加-s, 如five hundred, six thousand, seven million等。

6）当hundred, thousand等数词与of连用，表示不具体、不准确的数目时，词尾须加-s。如：thousands of students, millions of trees.三：数词的用法

1.表示事物的编号：如：the ninth part=part nine 第九部分 the Fourth Leon = Leon Four 第四课

the sixth paragraph= paragraph six 第六段

2.表示年月日：
“年”用基数词，“日用序数词”。

例如：1949年10月1日—写法：Oct..1, 1949.

读做：
Oct.(the ) first, nineteen forty-nine. 2009年3月28日—写法：March 27, 2009.

读作：
March, (the) twenty-seventh, two thousand and nine. 3.用数词表示分数，分子用基数词，分母用序数词；
如果分子大于1，分母要用复数。1/2: one-second 3/4 three-fourths, 2/5 two-fifths. 4.表示“加减乘除”：

15+2=？ How much is fifteen plus two? 8-7=? How much is eight minus seven? 12×12=？How much is twelve times twelve? 81÷9=？ How much is

eighty-one divided by nine? 5.“基数词－名词－形容词”结构

“基数词－名词－形容词”只能用来放到名词前作定语。如：
She is a 3-year-old girl.

They live in a 7-store-high building.

注：这种结构中名词不能用复数，同时只能作定语。用作表语时，不用连字符，名词有复数。

Tony is 10 years old this year.Tony is a 10-year-old boy.6.表示某人“几十岁”，用基数词的复数形式。如：in one’s thirties 三十多岁 7.表示“几个半” 英语中表达“几个半”有两种方法：“数词+and+ a half+名词（复数）”和“数词+名词（复数）+and a half . 7.表示倍数

once， twice， three times 练习：

Dick, it is the ________ time in ________ days that you’ve made the same mistake.

A.two,three B.second,three C.two,third D.second,third

It is said that the gravity(引力) on the Mars (火星）is only about __________ of the gravity on the earth. A.three－eighths B.third－eighth C.three－eights D.third－eight

hundred,thousand,million,billion等单位数词

－How many people will come to Beijing next year? －It’s hard to say, ________ people, I think. A.million of C.three millions B.millions of D.three millions of

这是他第四次帮我摆脱困境。

This is his ______time to help me out of trouble

初中英语教案之语法：句子成分

主语：是一个句子所叙述的主体。主语一般位于句首，但在there be 结构疑问句和初中语法倒装句中，主语位于谓语助动词后面。

谓语：说明主语所做的词作或具有的特征和状态。动词在句中作谓语，一般做在主语之后。

表语：用以说明主语的身份，特征和状态。它一般位于系动词之后。

宾语：表示动作的对象和承受者，一般位于及物动词后面。但英语介词后也要求用宾语。

状语：修饰动词，形容词，副词或整个句子。说明动作或状态特征的句子成分，叫做状语。

时间状语：How about meeting again at six? 原因状语：Last night she didn"t go to the dance party because of the rain.条件状语：I shall go there if it doesn"t rain.地点状语：Mr.Smith lives on the third floor.方式状语：He has greatly improved his spoken English by his means.伴随状语：He came in with a dictionary in her hand.目的状语：I went there to see a friend of mine.结果状语：He was so tired that he fell asleep immediately.程度状语：They were greatly moved to hear the hero"s story.

第2单元

代词

（一）人称代词

1、主格作主语，当两个以上人称代词并用时，单数顺序为第二，第三，第一人称；
复数为第一，第二，第三人称。

『例』

有表示承认过失或有不好的意思时，单数按第一，第三，第二人称排列；
复数按第三，第二，第一人称排列。

『例』 It was I and Tom that broke the windo

注意：it用法较灵活，可指天气、季节、时间、明暗、距离、状况、形式主语及形式宾语等。

2、宾格用在及物动词或介词后面作宾语

『例』

3、形容词性物主代词只能作定语，后面要跟名词，名词性物主代词单独使用，作主语、表语或宾语。

『例』His school is not so large as

Their team is stronger than ours.

（二）指示代词

1、that, those指前面提到过的名词，但不可用

『例』

2、打电话时用

『例』This is Bruce speaking, who is that?

3、刚才提到的事情，在英文中用that

『例』He was ill yesterday.I’m sorry to hear that.

4、this,these指在方位上较近的人或物 that,those指在方位上较远的人或物

有关词组及应用

『例』This is my shirt, that’s yours.

『例』These TVs are made in China, those are made in Japan.

（三）反身代词：主要用于加强语气 单数myself yourself himself herself itself 复数ourselves yourselves themselves 反身代词有以下常见搭配

enjoy oneself = have a good time by oneself = alone help oneself to…

learn sth.by oneself = teach oneself sth. help yourselves to… 『例』：

（四）不定代词：不是指明代替特定名词（或形容词）的代词

如：all, each, every, both, either, neither none, one, little, few, many, much,other, another, some, any, no以及由some, any, no, every 等构成的合成代词

1、it与one的区别 『例』

I have a nice watch.Would you like to

2、every与each 的区别

every＋单数名词,表示“每一个”,强调共性、整体,只作定语,形式上为单数.不与of 连用; each 表示“每一个”, 强调个性,作定语主语、宾语和同位语,常与of 连用。

『例』Every one of us is fond of English. (全体) Every child likes playing games.(全体) We each have a bike.(个别

Each of them has a nice skirt.(个别

3、everyone, no one与

everyone，no one,只能指人，不能指物，不能和of短语连用，every one,none,既可指人，也可指物，可与of短语连用。

『例』

None of you watched carefully enough.

4、another 与other的区别

Another：泛指三个或三个以上中的另一个『例』

I don’t want this coat.Please show me another.other：后面接名词，泛指别的、其他的『例』 Do you have any other questions? the other：

1.特指两个中的另一个

『例』He has two sons.One is a worker, the other is a doctor.2.修饰名词，特指另一个、另一些

『例』Tom likes swimming, and the other boys in his cla like swimming, too.Others：泛指其他的人或物

『例』1)He often helps others.

2)Some are playing basketball, others are playing football.the others：特指确定范围内剩下的全部人或物

『例』1) There are fifty students in our cla.

2) Twenty of them are girls, the others are boys.one...the other… ：
一个…，另一个…，表示两个当中另一个『例』

『例』I have two daughters, one is married and the other is a college student.

5、some一般用于肯定句中，any用于疑问句，否定句和条件句中，但有些问句表示请求、建议或希望得到肯定答复时，仍用some，any还可表示“任何的”意思。

some用于肯定句中的情况

『例』There are some flowers in front of the house. any用于疑问句和否定句中的情况『例』Do you have any picture-books? She is younger than any other student in her cla.注意：some有时也可用于表示请求、征求意见的疑问句中

『例』1) Would you like some meat? 你想要些肉吗？

2) May I ask some questions? 我可以问问题吗？ 3) Could I have some apples? 我可以吃苹果吗？

4) Why didn"t you buy some bananas? 为什么你不买些香蕉呢？

6、both表示两者都，而all表示三者或三者以上，both和all用于助动词之后，实义动词之前：

『例』My parents are both teachers.=Both of my parents are teachers.

Both Jim and Tom are students.

We are all from Canada.= All of us are from Canada.

7、either(两者任一) 与neither (两者无一), either of, neither of后谓语动词常用单数形式

either “两者中任何一个”,作主语时谓语用第三人称单数; 作定语时后跟名词单数『例』There are trees on either side of the street.= There are trees on both sides of the street.

neither “(两者)都不”,含有否定意义，作主语时谓语用第三人称单数; 作定语时后跟名词单数

『例』Neither answer is right.

-Are the two answers correct?

8、any(三者以上任一) 与none (三者以上无一)，相当于

『例』 As we were asleep, none of us heard the sound.

9、many, few, a few修饰可数名词

much，little，a little修饰不可数名词 a few与a little表示肯定 few与little表示否定

『例』

Hurry up, there is little

They went on with their work after a little rest.

（五）物主代词：形容词性物主代词和名词性物主代词的关系 1.形容词性物主代词+名词=名词性物主代词

注意：名词性物主代词在句中所指代的关系是单数还是复数。

『例』1) These books aren"t ours.Ours are new.(our books = ours)

2) This is not our room.Ours is over there.(our room = ours) 2.“of +名词性物主代词”表示所属

『例』Tom is a friend of mine 汤姆是我的一个朋友

初中英语语法课观课与思考建议

一、反复观看提供的课例录像。

二、观课前的思考问题

1.你认为语法教学须遵循哪些基本原则？

答：我认为应该遵循循序渐进、精讲多练、归纳总结的原则进行。有利于学生在学习过程中将知识转化成能力。

2.初中英语语法教学的重点是什么？

答：在句子中，在语篇中使用。

3.你通常采用何种课堂教学模式教学语法？

答：我会采用学生先仿照例句进行说得训练，变换不同的形式。其次进行笔头训练，以此达到用的目的，毕竟考试得分是关键，再次会让学生进行归纳总结。

4.你通常采用何种方法向学生呈现新的语法规则？

答：方法很多不同的语法采用不同的方法，例如，时态教学会让学生先进行说得训练，一步步深入，最后教师总结；
句子的成分，那就要教师先入为主给学生讲清楚主谓宾再进行各种操练，当然笔头练习最好。

5.为确保语法练习活动的有效性，你在设计和开展语法练习活动时都考虑了哪些因素?

答：学生已有的知识经验，采用的教学方法，教学所使用的辅助手段，以及练习等等。

6.你对自己的语法教学效果满意吗？你认为导致教学效果好（或不好）的主要因素有哪些？

答：还比较满意，因为每次学生能够听懂，但一段时间学生会忘记，学生的练习跟不上，缺乏知识之间的联系。

初中英语语法课教学策略

上好一节英语课有很多的教学策略，听、说、读、写都要贯穿于英语课堂之中。英

语教学法在所有的英语教师头脑里已经再清楚不过了，

所以在这里主要介绍新课程理念下的几种语法教学策略。

新课程理念下的语法教学的方法

1. 直观式——利用实物直观教学方法

交际法——通过情景交际、角色扮演等活动教学语法

趣味式——利用游戏、绕口令和谚语等符合学生年龄和心理特征的活动教学语

法

4. 图解式——利用图式或图画法教学语法

任务式——利用任务教学语法

探究式——利用探究活动教学语法

直观式——利用实物直观教学方法

可以利用直观手段

（如实物和图片等）教学语法

[ 案例

形容词的比较级和最高级

拿出三个大小不同的实物，如网球、足球和篮球，一个比一个大；
或用多媒体呈现

先关图片。

T: （依次呈现网球、足球、篮球） What ’

s this?

Ss: It ’ s a tennis ball/soccer ball/basketball.

T: （只呈现网球和篮球）

Which is bigger? Ss: The soccer ball is bigger. T: （只呈现足球和篮球）

Which is bigger ？

Ss: The basketball is bigger.

T: （同时呈现三个球）

Which is the biggest?

Ss: The basketball is the biggest. 可以让学生自问自答，多重复几遍，知道他们能够独立表演为止；
然后，教师把这

些句子写在黑板上，或在屏幕上呈现出来，以加深学生的理解；
最后，可以再让学

生举一些例子，

创设新的语言运用情景让学生去交流和体验。

通过在真实情景中的反复练习，学生会对形容比较等级的用非法有比较深刻的了解和认识。

采用直观法进行语法教学避免了繁杂的语法分析和讲解，

可以使学生在简短的情景

对话（或叙述）中理解和掌握语法规则。

交际法——通过情景交际、角色扮演等活动教学语法

可以根据所教语法项目的交际功能创设运用该语法项目的情景，将语法教学与听、说、读、写各项技能的训练结合起来。

[ 案例

2] 教学过去进行时

教学过去进行时这一语法项目时，

应该把握该语法项目最主要的功能，

即 “表示过

去某一时刻或某一段时间正在进行的动作”

。教师应围绕“过去正在进行”这一概

念创设使用该语法项目的语境，设计使用该语法项目的听、说、读、写活动，让学

生依据语境，通过听、说、读、写活动去熟悉、巩固和掌握该语法知识。例如，老师可以先让学生听、读下面一段语言材料，明确活动要求。

(An

old

man was

hit

car at

seven

o ’

clock yesterday evening.The

policeman is asking some people.) Policeman: What were you doing at seven o ’

clock yesterday evening, Mrs

Green>

Mrs Green: I was cooking dinner in the kitchen. Policeman: What were you doing, Mi White?

Mi White: I was working in my office.I was very busy.Mr Brown: (before the policeman asks) I was watching a movie with my wife

at the cinema.

Policeman: What about you, Dr Wang? Dr Wang: I was looking at a patient in the hospital at that moment.

然后，师生按照以下几个步骤进行活动。

第一步：

全班分成若干个五人小组，每个小组共同创编一个微型情景剧，

其中必须

含有五个以上表示“过去正在进行”的句子。在这个过程中，教师要根据学生的需

要进行适时、适当的指导和点拨。

第二步：学生在小组内练习和表演。

第三步：教师请一个小组（可用抽签形式来决定）在全班表演，同时要求其他小组

记录听到的表示“过去正在进行”的句子。

第四步：

记录句子最多、

最准确并最快复述出这些句子的小组将获得机会呈现他们

的作品。

第五步：教师进行讲评。

通过实施以上各步骤，学生的学习积极性得以充分调动。同时，将语法教学与听、

说、读、写技能的培养融为一体，较好地体现了新课程所倡导的语法教学理念。

[ 案例

3] 教学祈使句

教师创设情景，让学生表演动作。

第一步：学生分成若干个小组，每组轮流选派一名代表到讲台，教师说英语，学生

做动作。例如：

Clean the

blackboard.

Open

the door,

please.

me your

pen./ Sing an English song, please.

第二步：

教师提出问题，

启发学生观察以上句子的共同特征，从而归纳祈使句的构

成。

第三步：学生两人一组，一人给出指令（祈使句形式）

，另一人完成相应动作，以进一步理解和体会使用祈使句的场合。

趣味式——利用游戏、绕口令和谚语等符合学生年龄和心理特征的活动教学语

法

教师应将语法教学融入游戏之中，以有效激发学生的学习兴趣，寓教于乐。

[ 案例 4] 教学现在进行时

在教学现在进行时这个语法项目时，教师可以借鉴并模仿“幸运

52 ”的猜词环节

——“你比划我猜”

。具体做法是：

一个学生到讲台前根据教师的指令做动作，同时教师提问全班学生：
What ’

/ she doing? 并引导全班学生运用句型

“

He / She is „”

作答。

这个游戏给学生提供了较真实的情景去运用所学语言，让他们在游戏中无意识地运

用了所学的语法知识。

游戏后，

教师把相关的句子写在黑板或呈现在屏幕上，

让学生观察和归纳语法规则，然后再创设情景进行巩固。

教师还可以使用英语谚语来教学某些语法结构，

在教授谚语的同时让学生掌握这些

语法结构，并记忆和运用这些谚语。比如：
Actions speak louder than words./

The nore, the merrier./ Rome wasn ’

t built in a day./ Never too old to

learn./T os eei st ob elieve./ S eeing isb elieving./

Neverp uto fft ill tomorrow what can be done today./ Where there

’

s a will, there

’

sa w ay. / He who does not climb the Great Wall is not a true man.

图解式——利用图式或图画法教学语法

利用图、表格或图画等进行语法教学也是一种有效手段。

[ 案例

5] 教学 have been to

与

have gone to 的区别

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

1.This is an important leon in Book One.From this leon, 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 leon is in the important position of the teaching material.

2.This leon 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 expreions 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 leon. (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 Leon 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 leon. 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 leon 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, gueing 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 succeful language learners.

2.Let the Ss pa "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 leon in four steps.First I’ll divide the Ss into four groups and bring a competition into the cla.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 neceary 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 leon.

Step5.Homework:

(1)Recite the words as many as poible after cla.

(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 cla or after cla.It is neceary for the Ss to do some extensive exercises after cla to consolidate the knowledge they learned. Blackboard Design

Leon 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.

高中英语语法“虚拟语气”的教学设计

一、教材分析：

本课是结合外研社版高中英语教材选修6中有关虚拟语气的语法内容，进行高三虚拟语气的复习，教学中将语法知识的传授和语言基本技能的学习结合到一起，注重复习语法与语言的运用。采用任务型教学法和小组合作探究学习法，从而扩大课堂的语言输入量及学生的语言输出量。

二、学情分析：

在高一和高二英语学习基础上，高三学生已经掌握基本的语言结构和一定程度的听说读写能力。在高三语法复习的过程中，结合学生原有的知识掌握水平，巩固基础强化正确使用语法知识，提高学生运用语言的深度和难度.但大部分学生的基础知识仍然较为薄弱，运用英语进行交际活动的能力较差，主动学习的动力不够，然而他们学习比较认真，渴求知欲旺盛，思维比较活跃。部分学生的基础较好，能主动配合老师。只有设置使他们感兴趣的活动，因材施教，才能让他们投入到课堂活动中来。

三、教学重点:

1.复习的重点---语法虚拟语气的句型结构.2.语法虚拟语气的运用

四、教学难点:

1.结合复习的语法知识，以课堂教学为依托，全面训练学生的听、说、读、写能力，加强和提高运用英语的综合能力。

2.虚拟语气在真实的生活语境中的使用。

五、教学目标: 1.知识目标:

引导学生掌握情态动词在虚拟语气之中的使用。培养学生通读，分析，理解，综合的能力，教会学生体察语境，结合上下文，附和逻辑推理和合理的想象，结合语法和题干中的语境解决高考题。在运用语言过程中培养学生的观察力、分析力、想象力和自学能力，提高思维能力和运用英语的综合能力。

2.能力目标：

利用多媒体手段营造积极和谐教学氛围，使学生进入情景之中，充分调动学生的思维活动和情感体验，规范学生运用英语知识准确表达的能力，同时，发展学生综合语言运用的能力，分析问题和解决问题的能力，培养学生自主学习。

3.德育目标：

用情态动词和虚拟语气的句子结构表达思想感情和正确的世界观、人生观。

六、教学策略: 通过活动课、小组讨论等具体形式，创设有利于高中生自己自我认识、自我反省、自我调节的情境，利用他们自身较高的自我意识水平对自己的学习进行调节、监控。因此，本课采用教学方法---任务型教学法。以任务为中心，任务的设计焦点是解决某一具体的贴近学生生活的问题。教师要从学生“学”的角度来设计教学活动，使学生的学习活动具有明确的目标。在的各种“任务”中，学生能够不断地获得知识并得出结论。

七、学习策略:

非测试性评价体现新课程标准的实施效果，评价体系“正确反映外语学习的本质和过程，满足学生发展的需要。” 本课将各种活动设计成小组活动并开展小组竞赛和填写课堂自我评价表等非测试性评价手段，帮助学生养成自主学习与合作学习的能力，培养创新意识和实践能力，以及具备科学的价值观。

八、教学用具：

黑板、录音机、多媒体辅助（将本课所需要的图片、文字、音乐等制成PPT课件）

九、教学过程

Step1 Warming up（5 minutes）Discu about the pictures together , and expre their ideas freely .Such as, What would you do now, if you lost your vision or other valuable things ? You wish„„ 设计说明：

1.教师首先展示美国聋哑女作家 海伦·凯勒的影片图片和主要作品，然后请学生阅读以下片段：假如给我三天光明（节选）请学生思考一下这个问题：假如你只有三天的光明，你会怎么做？教师通过多媒体呈现图片，目的吸引学生的注意力，并激发起好奇心。

2.利用新颖和形象的图片导入，有利于学生参与教学活动，进行讨论和对话活动。帮助学生学会珍惜拥有，学会生活。

Step2 Presentation （8 minutes）

Hold an English poem recital competition.

Task1：Divide the whole cla into a number of groups.Each group asks one student to act as the competitor with music

Living life over

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

I would have invited my friend over to dinner even if the carpet was strained and the sofa faded

„„ Task2：Choose the best group that read the poem with their deepest feeling.

评价工具（选票）：选出朗读最好的学生。

设计说明：

1.用配乐英文诗歌朗诵的方式导入语法---虚拟语气的学习。该诗歌几乎每句都使用虚拟语气来表达思想，传递情感。

2.任务型活动：课题的引入采用诗歌朗诵竞赛的形式，学生小组活动，对英文诗歌进行翻译，激发参与学习过程的热情和竞争意识。最后由全体同学对各组参与代表投票进行非测试性评价。

Step3 Revision（7 minutes）

Firstly，ask the students to answer the questions in groups to summarize the basic structure of the grammar.

1.If there _______ (be) no 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.设计说明：

1.教师在进行语法教学的过程中把握好教学内容和教学范围的度, 适应高三复习的需要，加强语法教学的交际性，科学性和可操作性。

2.合作学习活动，学生在活动中运用语言，调动起学生的认知结构和主体意识。教师把语法规则活化为活动，把教学活动活化为交际活动。设分组竞答游戏活动，激发学生的参与意识。

Step4 Consolidation (5minutes)

1.If Newton lived today, he would be surprised by what ______ in science and technology.

A.had discovered B.had been discovered C.has discovered D.has been discovered

2.This printer is of good quality.If it ____ break down within the first year, we would repair it at our expense.

A.would B.should C.could D.might 3.--- John went to the hospital alone.

--- If he ____ me about it, I would have gone with him. A.should tell B.tells C.told D.had told 设计说明：
以选择题的形式，降低学习学习的难度。通过课堂测试进行反馈，进而了解学生的掌握情况，以学生的为本，注意个体差异，因材施教。

Step5 Writing （20 minutes）

Task1: Summarize the grammar with the students and write down what they said on the blackboard.1.If…did/were , …would/could/should/might do… 2.If …had done , …would/could/should/might have done… 3.If…did/ were to/should do ,…would/could/should/might do…

Task 2: Discu the sentences in groups and encourage the students to expre their feelings in English as follows

1.I regret wasting the time which I should have spent on my studies playing computer games.

2.I could have been good at English, but I devoted too little time and energy to it.

3.If I had worked two years ago as hard as I do now, my grades would be much more satisfactory now.

Task3: Ask the students to translate the sentences into English.

1.我的老师建议我制定学习计划并认真的执行。

(1) My teacher suggests that I should make a study plan and carry it out very seriously.

(2)It is suggested that I should make…

(3)My teacher’s suggestion is that I should make…

2.现在，我学习起来好像永不疲倦一样。我相信，坚持不懈和决心会助我成功。

At present, I am learning as if I were never tired.I believe that my perseverance and determination will lead to my succe.设计说明：

1.让学生围绕该话题展开讨论，以确认可以使用虚拟语气的地方。课堂教学过程中，注重 “精讲精练，以练为主；
点到为止，注重运用”。

2.在学生找到可使用的句子之后，鼓励学生灵活运用多种虚拟语气的表达方式对语言进行深层次的句法处理.调动学生参与课堂学习活动的热情，增强面对高考的自信。 Step5 Aignment

Ask the students to finish the composition we have talked about or write a composition about your dream that can hardly be realized in your daily life, such as walking in the space , living under the sea, making a journey, and so on.Motivate the students to use the grammar “the subjunctive mood” to organize the sentences and form the composition.(写作训练) 设计说明：

任务型活动：课外作业是课堂教学活动的延伸，学生可以互相合作完成该写作任务。该环节是本课所有教学环节的延续，通过写作的练习，使学生逐步学会运用语法知识，讨论自己感兴趣的话题，表达自己的思想，达到形成和提高写作能力与技巧的目的，完成学习的任务。让学生在反复接触和运用语言的过程中逐步体会和感知语言的规律性，从而使学生的语法知识内化成语言能力。

Blackboard design (板书设计)

Revision--- the subjunctive mood

1„did/were , „would/could/should/might do„ 2„had done , „would/could/should/might have done„ 3„did/ were to/should do ,„would/could/should/might do„

but for

Reflection after teaching（教学反思）

本节课通过不同的任务设置，让学生在小组活动中通过合作和探究来完成各个任务。新教材要求将语言的形式与其意义、交际功能有机的结合起来，通过在实际的语言运用中内化语言规则，从而使学生达到能准确运用语言进行有效交际的目的。大多数学生离开课堂之后并没有多少听说英语的练习机会，他们十分缺少环境英语的反复刺激。导致学生的语言基础不扎实，在表达自己的看法和用英语进行讨论时，不时有学生夹杂着汉语。在学生进行小组活动时，应尽量给学生更多的帮助，主动了解学生的语言困难。学生在有限的课堂中学到的知识毕竟有限，让他们掌握语言的同时，将课堂学到的知识内化为能力，继而实现语言学习并运用的目的。同时，运用写作引导学生体验语言的用法，提升学生的能力。

第17单元

听力理解

【复习目标】

▲掌握已经学过的听力题型，训练解题技巧，提高听力测试成绩。

【解题技巧】

要听清一个词，听懂一句话，一篇短文，首先要有一定的听力基础，这些基础包括单词重音、句子重音、语调、连读、弱读、失去爆破等。平时读课文、听录音时需特别注意这方面的训练。听正常语速的录音，用正常的语速练习对话，养成习惯，做题时便能得心应手。

有了坚实的听力基础，就有了答好听力题的保障，但要得高分、满分，还需要掌握适当的答题技巧。看得清、听得真、想得全、抓得准，可以说是答好听力题的窍门。

1.看得清：是指在做每一小题前，要先看试题，看清题目要求，看清有哪些单词，有几个句子；
句子中的相同点与不同点是什么；
每小题所要测试的是什么内容等。只有看清了，才能有目的、有针对性、有重点地去听。

2.听得真：是指对每一道题要听得真切，听得明白，要想听得真，听时必须全神贯注，一心一意，一丝不苟。为了听得真，听时要注意放松，不能紧张，要屏息静气，高度集中。听单词、听句子时要注意辨析异同，听对话，听短文时要先顾及整体意思。

3.想得全：是指听到录音内容后，迅速地、积极地思考，分析录音内容，权衡录音与试题的关系，判断哪一个选项是正确答案。只有考虑周全，理解得透彻，判断才能准确。

4.抓得准：是指听录音时能抓住关键信息、关键词语，弄清那些和试题有关的人物、时间、地点、事件、行为等内容。抓关键，不能不顾整体；
抓关键，也不能纠缠于个别难词、偏句。抓得准，可大大提高答题速度，达到事半功倍之效。

鉴于“听力”测试的特殊性，答“听力”题要以“览、听、思、写”的秩序快速地进行。“览”即浏览。听前快速浏览试题，做到“心中有数”。“听”即听录音，听时一定要聚精会神，要听清，听明白。要善于捕捉关键信息。“思”是动脑筋分析、判断、理解所听内容的含义，找到问题与录音内容的内在联系，确定正确答案。“写”是动笔，在试卷上选择答案或填写单词。

个别词语、句子没有听清是常事。要善于利用放录音的空隙时间，认真回想没有听清的词或句子的前后内容，从中找出它们中间的内在联系以及同全文或整体对话的联系，以此来补充漏听的不足。

在答案纸上涂答案也要讲究技巧。最好的办法是边做题边作记号，听力题做完后再集中涂答案。

第10单元动词(三)

当谓语表示一个动作时，它与主语有两种不同的关系。若主语为动作的执行者时，主谓之间是主动关系，用主动语态；
主语为动作的承受者时，主谓之间是被动关系，用被动语态。

被动语态是由助动词be加及物动词的过去分词构成，由助动词来表示不同的时态。过去分词的构成分规则与不规则两部分，规则动词的过去分词变化同动词的过去式.

（一）几种不同的被动语态的结构 1．一般现在时的被动结构： be（isamare）+及物动词的过去分词 『例』 This desk is made of wood and metal. English is spoken by more and more people.2．一般过去时的被动结构： was/were+及物动词的过去分词

『例』 A window was broken yesterday. Those tall buildings were built in 1998.3．含情态动词的被动语态结构： 情态动词+be+及物动词的过去分词

『例』The claroom must be kept clean and tidy every day.

The book can"t be taken out of the reading room.

注意：以上三种被动结构是初中阶段的重点，但初中阶段同时也出现了其他结构。见下面。

4．一般将来时的被动结构：

『例』

An English party will be held on New Year"s Day.

Our TV set won"t be mended until next Tuesday.

 5．现在进行时的被动结构：

be（am／is／are）+being+及物动词的过去分词 『例』 A new school is being built. Too many trees are still being cut down.

6．现在完成时的被动结构：

have/has + been + 及物动词的过去分词

『例』

More than thirty English songs have been taught since September.

The old man has been sent to the hospital. 

注意：在初中阶段还出现的另三种时态的被动语态，要求理解。

7．过去进行时的被动结构：

was/were + being + 及物动词的过去分词 『例』

At that time the hall was being built.8．过去将来时的被动结构：

should/would +be + 及物动词的过去分词

『例』

He said the machine would be invented soon.9．过去完成时的被动结构： had+been+及物动词的过去分词

『例』When I remembered and went back for it, the bag had been taken away by someone.

（二）被动语态的用法

1．当我们不知道谁是动作的执行者，或者没有必要指出谁是动作的执行者时。

『例』

The old woman was hit when she croed the street. The apples will be picked next week.

 2．当以动作的承受者为谈话的中心时。

『例』

My glaes were broken by my little son.

The road must be swept by Cla Two.



（三）主动语态变为被动语态时应注意的几个问题。

1．在hear, see, watch, listen to, look at, feel等感官动词及make, have, let等使役动词的主动语态中，后面接不带to的不定式。但这些词变被动语态后，后面接的不定式须带to,(let通常不用被动语态)

『例』

Mum made Bill go to bed early.

Bill was made to go to bed early.

They watched the children sing that morning.

The children were watched to sing that morning.2．带双宾语的主动语带变被动语态时，可以把其中一个宾语变为被动结构中的主语，另一个宾语保留在谓语后面，多数是把间接宾语变为被动结构的主语。

『例』 a.Someone will give me a call tomorrow morning.

I will be given a call tomorrow morning.

A call will be given (to) me tomorrow morning.

b. I bought my son a new bike last year.

My son was bought a new bike last year.

A new bike was bought for my son last year. 

注意：直接宾语变为被动语态的主语时，间接宾语要为某个介词(如：to、for)的宾语，介词to可省掉(如例a),介词for不能省略(如例b)。

3．当一个含有复合宾语(宾语+宾语补足语)的句子变为被动语态时，只能把宾语变为被动结构的主语，而宾语补足语不动。

『例』

They told him to help me.

He was told to help me.

We hear her singing a new song.

She was heard singing a new song.4．动词短语变被动语态时，短语中的介词或副词不能省略。

『例』

You must take care of your books.

Yours books must be taken care of.

May I try on the coat?

May the coat be tried on?

5．有些动词的主动形式表示被动意义。如：cook(做饭)、print(印刷)、sell(读)、mi(丢失)、build(建造)、copy(抄写)等，它们的进行时态就表示被动意义。

『例』

My bike is miing.

This kind of sweat is selling well. 

再如有些不定式表示性质和可能性的形容词hard, easy, poible等或用于too...to, enough to结构中也表达被动意义。

『例』

The problem is too hard to work out.

The air is bad to breathe. 

又如在某些动词(词组)中，用动词-ing形式作宾语，表示被动含义。

『例』

The Tianzi Mountain is worth seeing.



第9单元动词(二)

英语动词有十六种时态，但初中阶段常用的有八种，即：一般现在时、现在进行时、现在完成时、一般将来时、一般过去时、过去进行时、过去将来时和过去完成时。

1．一般现在时

(1) 一般现在时主要由动词原形表示，但在第三人称单数时，谓语动词在词尾要加s或es，规则如下：

a.一般动词在词尾加-s(读音规律同名词变复数)，

如：play-plays [],like-likes []

b.以字母s,x,ch,sh和o结尾的动词加-es，

如：wash-washes [ｗ], teach-teaches [：]

c.以“辅音字母+y”结尾的动词，先变y为i，再加-es,

如：study-studies, fly-flies 

(2) 一般现在时的用法：

a.表示经常性或习惯性的动作。

『例』 He gets up early every day. b.表示主语具备的性格、特征和能力等。

『例』 The Changjiang River is the longest river in China. c.表示客观事实和普遍真理。

『例』 The sun rises in the east.

d.在时间、条件状语从句中表示将来的动作。

『例』 I"ll tell her about it as soon as she comes back.



2．现在进行时

现在进行时表示说话时或目前正在进行的动作。它由“助动词be (am,is,are)+现在分词”构成。

『例』

The students are singing and dancing now.

现在分词构成如下：

a.一般情况词尾加-ing,如：look-looking, read-reading

b.以不发音的e结尾的词，去e再加-ing,如：ride-riding, leave-leaving

c.以重读闭音节结尾的单词，如果末尾只有一个辅音字母，应先双写这一辅音字母，再加-ing, 如：
run-running,

swim-swimming,

prefer -preferring等。但是，有些动词的现在进行时表示近期按计划或安排要进行的动作，这些动词有go, come, leave, start, arrive, return等。

『例』She is coming to see me next week. 

3．现在完成时

现在完成时由助动词have/has+过去分词构成。动词过去分词的构成规则变化同它的过去式.

(1) 现在完成时的用法：

a.表示过去发生的某一动作对现在造成的影响或结果。

『例』 We have already seen this film.

The plane hasn"t arrived yet.

注意：already，just用于肯定句，yet用于疑问句或否定句。

b.表示过去已经开始，持续到现在的动作或状态，往往和表示一段时间的状语连用，如for a week, since ten years ago等。

『例』 I have lived here since I was born.

He has worked in Shanghai for more than five years.

注意：有些动词代表一个短暂的动作，因而它在现在完成时中不能与表示一段时间的状语连用，它们有：begin, start, come, go, buy，sell, die, open, close, join, borrow等。

『例』

His grandfather has died for ten years.

由于die是个短暂性动词不能与表示一段时间的状语连用，这就要用be来表示连续状态：
『例』 His grandfather has been dead for ten years.

列举数例将短暂性动词转换为延续性动词的表达法： Buy---have die---be deadfinish/end----be over join----be in/be+a+名词

fall in／get ill—be ill leave/move----be away from／be out of go out----be out

get up----be up get to know-----know



(2) have/has been to与have/has gone to的用法区别：

have/has been to表示去过某地现在已经返回，表示人已回来。

have/has gone to表示去某地了，可能已经到达，也可能在去的路上，表示人不在这儿。

『例』—Where"s Jim? —He"s gone to Xi"an. I have been to Xi"an. 

(3) 现在完成时与一般过去时的区别：

现在完成时表示某一完成的动作对现在造成的影响或结果，强调的是现在的状况，所以它不能和确定的表示过去的时间状语连用。

一般过去时只单纯表示过去的动作或状态，和现在不发生联系，它可以和确定的表示过去的时间状语连用。

『例』 I have read this book.(我了解书的内容) I read this book last year.(说明去年看的)



4．一般将来时

一般将来时由助动词shall/will加动词原形构成。shall(用于第一人称，will用于任何人称。表示将来某个时间要发生的动作或存在的状态，常与表示将来的时间连用。如：tomorrow, next week等。但在表示准备、计划、打算做某事时，常用be going to加动词原形的结构。

『例』 We"re going to see Uncle Wang tomorrow. 

5．一般过去时

一般过去时由动词的过去式表示，表示过去发生的动作或状态。过去式分为规则变化和不规则变化。



规则变化：

6．过去进行时

过去进行时由was/were加现在分词构成，表示过去某个时刻或某一阶段正在进行的动作。常与表示过去某一时间的状语或when引导的谓语动词是一般过去时的时间状语从句连用。

『例』

What were you doing at this time yesterday? My mother was cooking when I got home. 

7．过去将来时

过去将来时由should/would加动词原形或was/were going to加动词原形构成，表示从过去某时看来将要发生的事情，常用在宾语从句中。 『例』

I didn"t know when he would come back. 

8．过去完成时

过去完成时由had加过去分词构成，表示过去某一动作或时间以前已发生或完成的动作，也可指从过去某时开始到过去另一时为止的动作或状态，即“过去的过去”。常用的时间状语有：

A. by last month, by the end of last term等；

B. before he came here, when I got there.『例』 By the end of last term they had learned about twenty English songs. The film had already begun when we got there.

注意：before与ago的用法有区别。

before表示“距过去某时…以前”，即过去的过去，用于过去完成时；

ago表示“距今…以前”，即从现在起的过去，用于一般过去时。

第8单元动词(一) 

（一）动词的种类

动词是表示动作或状态的词，按其词义和在句子中的作用可分为行为动词，连系动词，助动词和情态动词。 1．行为动词

行为动词可分为及物动词(vt)和不及物动词(vi)，及物动词表示动作或状态，有完整的词义，能单独作谓语，后跟宾语；
不及物动词表示动作或状态，有完整的词义，能单独作谓语，但后面不能直接跟宾语，如要带宾语则与介词或副词构成短语。

『例』More and more people study English.(vt) The students are listening to the teacher carefully.(vi)

2．连系动词

连系动词本身有一定的词义，但不能独立作谓语，必须与表语一起构成谓语。常用的连系动词有be, get, turn, become, look, feel, grow, seem, sound, taste, smell等。

『例』 Our country is becoming stronger and stronger. It feels damp. 

3．助动词

助动词本身无词义，不能单独作谓语，只能和主要动词一起构成谓语动词，表示否定，疑问及动词的时态、语态、人称和数等语法特征，助动词有be,do,have,shall,will等。

『例』 How do you usually come to school? The children are playing yo-yo now. 

4．情态动词

情态动词本身有一定的意义，但不能独立作谓语，只能和主要动词原形一起构成谓语，表示说话人的语气和情态。情态动词没有人称和数的变化。情态动词有can (could),may(might),must, need, ought to, dare等。

『例』 Can I help you? -Must we go now? –No, you needn’t.

a.can与be able to的用法有所区别。can只用于一般现在时和过去时，指本身有能力的“能”；
be able to用于各种时态均可，指须经过努力而“能”。

b.must与have/has to的用法。must表示说话人主观认为“必须”，只用于一般现在时和一般将来时；
have/has to表示客观需要，意为“不得不”，它可用于各种时态。 c．need和dare既可作情态动词也可作行为动词。



（二）动词不定式

动词不定式to do没有人称和数的变化，在句中不能独立作谓语，但可以和助动词或情态动词构成谓语，又可以在句子中作宾语、宾语补足语、状语、定语、主语、表语等。但它毕竟是动词，因此，具有动词的许多特点，如它可以有自己的宾语或状语构成不定式短语。

1．作主语：

『例』To learn English is very important. 但实际上不定式作主语常用it来作形式主语，而将不定式移至谓语动词后作真正的主语。如上句可表达为：It"s very important to learn English. 

2．作表语：

『例』 My idea is to ring him up at once. 

3．作宾语：

『例』 I have decided to go to Binjiang Primary School. 

4．作宾语补足语：

a.ask, want, teach, tell, know, would like, allow等动词后面接动词不定式作宾语补足语。

『例』The policemen asked him to get off the bus.

b.hear, see, look at, feel, watch, notice, listen to等动词后接不带to的动词不定式作宾语补足语。

『例』 We often see Mi Li clean the claroom.

c.let, make, have这些使役动词后接不带to的动词不定式作宾语补足语。但在被动语态中这些不带to的都须带上to。

『例』In those days the boes often made the workers work day and night.d.动词help接动词不定式作宾语补足语，可带to也可不带to。

『例』Can you help me (to) carry the heavy bag? 

5．作定语。

a.与被修饰词有动宾关系。如：I have something important to tell you.但如果不定式动词为不及物动词，后面的介词千万不要省略。

『例』 Maybe they have three rooms to live in. b.与被修饰词有主谓关系。

『例』 Mr Liang is always the first to come and the last to leave. c.与被修饰之间只有修饰关系。

『例』 I have no time to play cards. 

6．作状语，表示目的、原因、方法、方向、结果等。

『例』 I"ll go to meet my friend at the railway station. 

7．不定式复合结构“for sb.to do sth” 作主语时，常用“It is +adj+ for sb.to do sth” 的句式。It is interesting ( difficult, hard, easy, important, dangerous, important, poible, late , time) for sb to do sth.

『例』It"s dangerous for you to ride so fast. It"s very kind of you to help me.It is interesting for us to read this story. It’s late for me to have cla.

It is important for her to stay at school.形容词good, bad, polite, unkind, kind, ice, clever, right, wrong, careful等用“It is +adj +of sb.to do sth.” It is kind ( nice good careful carele ) of sb to do sth. 其他形容词用for。

『例』 It is very kind of you to give me a hand . It is carele of him to do exercises.

8．动词不定式与疑问句who, what, which, when, how, where, whether等连用。

『例』I don"t know when to start.= I don"t know when we"ll start. He didn"t tell me where to go.

=He didn"t tell me where he would go. I don’t know where to go.

We knew who(whom) to ask.

He wants to know what to do.

I want to know why to stand there.



I didn’t know how to when to leave.

Do you know how to answer this question? 注意：

a.有些动词或动词短语不能带不定式，只能接动词的-ing形式。

如：enjoy, finish, keep, mind, mi(错过),be busy, go on, keep on, be worth, practise等。

『例』 The peasants are busy picking apples. Would you mind my opening the door?

b.有些动词后可接不定式，也可接动词的-ing形式，但意思不同。

『例』 Lu Jian forgot to post the letter.(该寄但还没做) Lu Jian forgot posting the letter.(已经寄过信了)

They stopped to sing a song.(停止在做的工作而去做另一件工作) They stopped singing.(停止正在做的工作)

9.不定式的否定形式：

在to 前加not .( not to do sth.)

『例』 Ask her not to speak loudly.

We found people not to throw it about.

Tell the students not to make much noise.

10.let , make, have,

had better=’d better,

will you please= would you please= could you

please(跟动词原形,否定式是在第二个动词原形前加not)

『例』 Let’s go. Let me see.Li Feng made the baby stop crying.

Don’t have them be in trouble.

You had better turn the radio down.

Will you please sweep the floor?

Let us not talk.

Make him not shout again. You’d better not come back.

Will (Would) you please not follow me? Could you please not tell me about it?

11.wish 和hope 的用法：

希望做某事：
hope to do sth.\\\\ wish to do sth.

希望某人做某事：
wish sb to do sth \\\\ hope+that 宾语从句『例』 It hope to get an English dictionary.

You wish to stay here.（你希望留在这。） We hope (that) we can see you again.= We hope to see you again.

第4单元冠词



（一）不定冠词a,an

1表示人或事物的某一类(含义相当于一类事物的任何一个) 『例』My father is a driver.

Do you like an apple or a pear? She is a girl.

A horse is an animal.

An elephant is bigger than a horse.A monkey can climb trees.

2a用于辅音音素开头的词前，an用于元音音素开头的词前。 『例』a university， an hour， an honest boy 

3用于表示数量、时间的名词前，表示“每一”的意思，但数的概念没有one强烈。

『例』The plan will be ready in a day or two.

4 有些不可数名词要表示“一种”、“一场”、“一堆”时，须加不定冠词『例』a heavy snow, a strong wind, make a fire,

have a good time

5用于某些固定短语中

『例』a lot of,

in a hurry, leave a meage, half an hour,

a moment ago,

have a rest



（二）定冠词

1．特指某个或某些人或事物，或指谈话双方都知道的人或事物，或重复上文提过的人或事物。

『例』How do you like the film?

I have got a picture.The picture is very nice. 

2．用于指世界上独一无二的事物。

『例』 the sun the moon the earth The earth is bigger than the moon, but smaller than the sun.



3．定冠词the用于序数词前或表示方位的名词前和形容词最高级前或“same/only/very+名词”前。

『例』the first the best in the south

in the same cla He is the only person who knows the secret. 

4．用在形容词前表示一类人或事物。 『例』

The old The rich The poor The young

etc. 

5．用于江湖、海洋、山脉、群岛的名称前面。 『例』

the Yellow River, the Himalayas 

6．在复数姓氏前加the，表示某某一家人，常看成复数

『例』The Browns are going to Shanghai for a holiday this summer.

=The Brown family are going to Shanghai for a holiday this summer.

The Smiths are watching TV. 

7．乐器名称前用定冠词the

『例』play the piano, play the violin, John played the piano very well. 

8．在一些专有名词和习惯用语中常用定冠词the。 『例』 the Great Wall, by the way, in the morning, the People"s Republic of China,

the White house



（三）不用冠词的情况

1．专有名词人名，地名，节日，月份，年份，星期和不可数名词(一般指物质名词和抽象名词)前一般不用冠词。

『例』

in summer, in August, on Sunday, China, Grade Two,

Mr.Li,

Dr.Liu,

meat

2．球类，棋类，语言，三餐，游戏名称和颜色前不加冠词。



『例』in purple, in red, Japanese, Britain, play football,

have breakfast

3．名词前已有this, that, my, your, some, any, no等代词作定语时，不用冠词。

4．在表示家庭成员名称，称呼语，表示头衔或职务的名词前不加冠词。

5．表示某一类人或事物的复数名词前。

注意下列词组的区别：

in fort of=一个物体在另一个物体的前面，

in the front of=在一个整体里，特指前面部分；

in hospital= 住院，

in the hospital=在医院里；

a number of children=许多小孩,

The number of children =孩子的数量



初中英语语法教学教案

教学思路:

本节课我教的是情态动词can和could作“能力”解时的区别。这节课我打算通过复习以前学过的情态动词can的用法，以及通过做游戏，让学生在轻松愉快的氛围中掌握can的用法，以及了解can和could的区别。

一、Teaching Content:

Topic:Unit5Can you play the guitar?

Grammar：Using “can”/ “could” to talk about ability

二、Teaching Aims:

1.Use can talk about the ability at present.2.Use could talk about ability in the past.

三、Teaching KeyandDifficult Points:

How to use “can” and “could” to expre ability in the present and past.

四、Teaching Methods:

Task-Based Language Teaching Method

五、Teaching Procedures:

Step 1：Warming up Task 1: Revision

T: What can you do now? S1: I can sing.S2: I can draw S3: I can dance.

T: Can you ride a bike / swim / fly a kite / play football / play che? Ss:Yes, I can./ No, I can’t. Task 2: Playing a game

T: Now letusplay a game.Five students come to the front and perform for the cla according to myinstructions.andgestures.Theothers answer my questions.

T : What can she do?

Ss : She can ride a bike /swim/ fly a kite/ play football / play che .T: Can she swim/ fly a kite/play football /play che.Ss: Yes ,She can? No, she can’t.T: Say the whole sentences: eg: Acan ride a bike.He can’t / cannot swim.Step2:Presentation

T: Can you ride a bike now? S1:Yes.I can

T:Couldyou ride a bike five years ago ?

Yes, I could./ No, I couldn’t ( Help him answer) S1:Yes, I could./ No, I couldn’t.

T: we can use “could” t talk about the past

.e.gI can play computer now .But, last year I couldn’t play.T: Could you row a boat last year? S1:Yes I could .No, I couldn’t.

T: Could she he row a boat last year?( Ask other students) Ss: Yes she he could .No she he couldn’t T:Yes, A could ride a bike five years ago.He couldn’t swim five years ago.

(Teach the students to say the whole sentences): A could ride a bike five years ago.He couldn’t swim five years ago.)

(Ask other students in the same ways) Step3:Practice :work in pairs T: Ask your partner more questions eg:Could he / she …?

(Yes, he / she could./ No, he / she couldn’t.) ...

Step 4: Production Task 3: Explanation

T: Let’s work out the rule. ①肯定句式: can\\\\could

②否定句式: can’t\\\\couldn’t

③疑问句式: Can„?\\\\Could„?

T:We can use “am (is , are) able to “ instead of “can”,and“was (were) able to “ instead of “could“.

eg.①Mike can sing more than 20 English songs. Mike is able to …

②She could speak English when she was four.She was able to…

T: Please give moreexamples.topractice them.Step5:Summary

T:Inthis cla,wehavelearnt the use of can and could about talking about abilities .Who knows the differences between “can” and “could”

Step 6:Homework

Finish off the practice on the workbooks ,Fill in the blank with can/could

听力课试讲教案

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Teaching procedures:

Step 1: Greetings

T: Good morning, everyone.

S: Good morning, Mr Dai.

Step 2: Lead-in

T: My lovely Ss, please look at the screen.What is the topic of our cla?

Ss: Unforgettable experiences.

T:Yes.Please use one word to describe it, such as “happy”.S1:…

S2:…

… …

T: perfect, all of you are knowledgeable.

(Ask Ss one by one, and choose some words write down on the blackboard.)

T:Okay.You see, all of you used many different words to describe, like…(write down on the blackboard.)

Step 3: Activities

1.Acitivity1: Telling story

(Make a short conclusion)

Ss: Yes.

T: OK.Let’s see it together.

(Present the route of my tour on the blackboard or ppt, use First—Next—Then—Finally to describe.)

T: Look at my route on the Blackboard:

(My own experience:

T: How do you think of my experience?

Ss:…

T:But I believe yours must be better than mine.Now, working in pairs, share your own unforgettable experiences with your partner.

T:I can see all of you are eager to tell your stories...., who do you think has the most interesting story in our cla?

S1:**.

T:OK.Thank you.

Jack, please share your unforgettable experience.

S2:…

T:You say that… Whose story are you interested in , you can call his or her name.

…

T.All of you did a very good job.And I am very proud of you.Give you a big hand.If you want to know more, you can communicate with your clamates after cla.

2.Activity2: Making story

T: Next, let’s play a mini-game.

Looking at the blackboard, there are two faces, one is… the other is…

I will ask two students to write down some relevant words or phrases.

… …

T: Now, I have several envelopes in my hands.Do you want to know what is it in it?

Ss:Yes.

T:Okay.I will divide you into several groups.Each group chose one envelope.And you will know the secret in it.

(Making the short dialogue according to the paper in envelope.After they finished, ask one student of each group to stand on the stage to tell their story.)

Step4: Summary

T: We have learned many useful words, phrases, and sentences to describe our own experience.In next days, you can use them to talk about things, people and events in your own daily life.

Step5: Homework

T: After cla, each group prepare a play according your story.At next cla, you will have a role play.Are you clear?

高中英语教师资格证面试教案模板二

Teaching Objectives(教学目标)

1.Language Objectives (知识目标)

2.Ability Objectives(能力目标)

(1)Enable students to …

(2)…

3.Moral Objectives (情感、态度及价值观目标)

(1) Help students to learn that…

(2) …

注：

1.Teaching Objectives的三个目标可以根据授课内容不同加以取舍。

2.语言目标主要包括本课将讲授的重点单词，短语或句型结构。

3.能力目标指对学生听说读写能力的培养。

Important Points(教学重点)

1.Master two important reading skills

2.…

Difficult Points(教学难点)

1.How to analyze the text and grasp the main idea of the text;

2.…

Teaching Methods(教学方法)

1.communicative Approach .........

2.Teaching Aids: a tape recorder, a projector and a computer …

1.注：教学方法根据教学内容选择。

Teaching Procedures(教学过程)

Step I Lead-in (1 mins) 导入

1.…

2.…

注：Lead-in部分是通过复习、图片、问问题、提问、讨论相关话题等教学手段引入本节课的授课内容。

Step II Fast Reading (3 mins) 新课学习

注：Reading是通过 skimming 或scanning等教学手段使学生对课文大意，或课文结构等有所了解。

Step III Important words and phrases: (3 mins) 新课学习

Eg.1.apply for …(顶多讲两个!)

2.…

注：词汇课是通过对单词或短语的讲解使学生对具体知识等有详细了解，并通过小题练习，或者互相提问相关问题理解并掌握运用知识。

Step IV Careful Reading (5 mins) (顶多讲两个!)

注：Careful Reading主要是处理课文中较难的单词，短语，句子结构，或课文篇章理解。如：

Eg.1.The teacher is a very enthusiastic woman called Ms.Shen.

called Ms.Shen 是过去分词短语作定语，与所修饰的词之间存在着逻辑上的被动关

系，相当于定语从句who/that was called Ms.Shen。

如：

---We visited the new library built three weeks ago.

---The first textbooks written for teaching English as a foreign language came out in the 18th century.

---Most of the artists invited to the party were from South Africa.

注：短语一般放在被修饰词之后，单个过去分词放在被修饰词之前.

2.…

Step V Summary (1 mins) (小结)

注：Summary 是总结讨论本节课的学习内容。如：

Step VI Homework Aignment (1 mins)(作业布置)

汇总>>>黑龙江教师资格考试信息

2016黑龙江教师资格试讲备考

（八）：初中英语试讲教案

通过近几年黑龙江教师招聘考试公告可知，黑龙江省教师招聘考试贯穿全年进行，笔试科目不太固定，一般以是教育理论综合知识和专业岗位综合知识考试内容为主。中公黑龙江教师考试网整理了黑龙江教师招聘备考资料供考生备考学习。

现在可以打印2016黑龙江教师资格面试准考证了，还没有打印的同学要抓紧时间了哦，下面小编给大家准备了英语试讲教案：Unit 3 How do you get to school?

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Cla type: listening and speaking cla Teaching aims: Knowledge aims: 1.Students

can

master

some

new

words,

such

as: train/bus/subway/ride/bike/foot/walk.2.Students can master the new structures and phrases: --- How do you get to school? --- I ride my bike.--- How does Mary get to school? --- She takes the subway.Take the bus/subway/train/taxi; ride a bike/walk.Ability aims: 1.Through this cla, students can know how to use the structures in proper situation.2.Students can talk how to get to places with others.Emotional aims: 1.Students can realize that learning English not only for examination but for communicating in real life.2.Students can understand the differences between eastern countries and western countries in traffic.3.Students can have aware of obey the traffic rules.Teaching key and difficult points: Teaching key point: Method of taking transportation Teaching difficult point: Students can master the new structures and phrases and know how to use the structures in proper situation.Teaching methods: Task-based Teaching Method, communication Teaching Method, Free Talk, Teaching Aids: 黑龙江中公教师考试网祝您备考成功！点击查看黑龙江教育信息网

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Multi-media, pictures Teaching procedures: 1.Warming up Play a song named “Over the mountains” After listening, ask students two questions: a.How many kinds of transportation can you see? b.What are they? (Music can attract students interests, and this music is closely related to what will learn today.) 2.Pre-listening Show a picture which includes a variety of traffic tools to present the new words: bike/car/ship/train/taxi/boat/plane/bus And then play a game.Listen to sound of the transportation and gue what kind of transportation it is.(Clear the words obstacle for the next stage) 3.While-listening In this stage, three activities will be set.Activity 1: Free talk Ask students two questions: a.How do you get to school? b.Do you know any other ways? Teachers show pictures on the big screen to conclude the traffic tools and useful phrases.(Through multi-media, let students think independently which can make the effective stronger.) And then show a picture part 1, on the screen.Point at girls or boys in the picture.Ask students to answer and write in the blanks.黑龙江中公教师考试网祝您备考成功！点击查看黑龙江教育信息网

汇总>>>黑龙江教师资格考试信息

S1: How does he/she go to school? S2: He/She ....Activity 2: Show some pictures on the blackboard to explain how to expre the modes of transportation.Such as: ride a bike; by bike; walk; on foot and so on.Activity 3: Pair work Let students complete the task of 1a, match the words with the picture and then check the answers.Play the tape for twice.In first round, listen to the material carefully and finish the 1b.In second round, read after the tape and remind the students of paying attention to the pronunciation and intonation.(Through listening to practice the ability of listening and speaking.) Ask two students to read the dialogue in the speech bubbles to the cla.Then ask students to work in pairs.Ask and answer how students get to school in the picture.Finally ask some pairs of students to present their conversations to the cla.(Pair work can improve students’ cooperative consciousne.) 4.Post-listening Ask students to make a survey: How do your clamates get to school? 10 minutes will be given and when time is up, some students will be invited to make a report.For example: My clamate, Bob, gets to school by bus.黑龙江中公教师考试网祝您备考成功！点击查看黑龙江教育信息网

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5.Summary and Homework Together with the students to make a summary.And ask students to write an article about how your families go to work as a homework.Blackboard Design:

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第21单元

阅读理解(二)

【复习目标】

▲学会用比较法做出正确判断。

▲学会先做容易题，后做难题，依靠上下文，通过分析词的构成来猜测词义；
学会带有目的地快速浏览全文，以获取和查找主要信息。

【解题思路】

1.通读作文，了解大意，首要的问题是读懂阅读材料，从材料中捕捉到文中的各种信息。既要留意短文中的主要信息，还要留意某个细节，某个生词在文中的确切含义等。

2.围绕题干，细读明辨。读懂了短文，获取了文中信息之后，便开始答题。首先，要看清内容要求。其题涉及的内容都会在文中直接或间接地体现出来。其次，要进行细致的推理和判断。有些题目很难或无法从所给材料中作出明确判断，这时，要统观全文，在理解文字表面意思的基础上进行深入分析、推理，或结合文章主题或按常识进行思考、判断，从而推断出答案。

3.为求稳妥，复核检查，在完成全部答案后，还必须快速地、有针对性地，重读一遍短文，特别要留意与题目相关的文字。

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