高中英语教师面试——语法课型实战篇

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高中英语教资面试-用英语讲语法1-虚拟语气非谓语动词情态动词

With words that indicate portions—e.g., a lot, a majority, some, all, are guided by the noun after of. If the noun after of is singular, use a singular verb. If it is plural, use a plural verb.
4.主谓一致 Subject-verb agreement
Basic rules: A singular subject takes a singular verb whereas a plural subject takes a plural verb.
4.1Grammatical agreement 语法一致:
5will ,would, We use will ,would to express Willing ,determine
3.Non-finite verb 非谓语动词
Non-finite verb is verb,but it’s Not the predicate in the sentence. Finite verb forms show tense, person and number， Non-finite verb forms do not show tense, person or number. Typically they are infinitive forms with and without to, -ing forms and -ed forms we have 3 types of non-finite verb as follow:
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高中英语教师资格面试真题44-语法教学

真题44: 语法教学内容:The Group of Eight, or G8, was formed by eight of the world's wealthiest nations in 1998. The G8 is made up of political leaders from France, the United States, Britain, Germany, Japan, Italy, Canada and Russia.They meet every summer to discuss major problems that concern the whole world. It is going to be remembered as a historical meeting this year, as the topic of Africa will be discussed in detail. Widespread poverty in Africa means that many people there cannot get the water, clothing, housing, electricity or education they need. AIDS is another problem of great concern so sex education and health care administration are extremely important. Reforms have been demanded by people from all over the world.基本要求:(1)朗读选段(2)配合适当板书(3)针对文章下划线的部分(was formed; will be discussed)设计语法复习课(4)全英授课10分钟教案Teaching aims // Teaching objectivesKnowledge aims:Students can get the general idea and learn the grammar of passive voice.Ability Aims:Students can catch the main ideas through skimming, scanning and intensive readingStudents can master the grammar: passive voice.Emotion/Moral Aims:Students learn about world news and widen their knowledge.Teaching key point:Students can understand the context very well.Teaching difficult point:The grammar of passive voice.Teaching proceduresStep 1 Warming-up & lead inGreeting with the students as usual.Ask them if they listen to the radio much and which programs? How many hours of TV do they watch each week? Do they sometimes use the internet and do they often read newspapers?Step 2 Pre-readingShow some pictures of G8 and ask them to guess the what is the main idea of the passage?Step 3 While-readingSkimming: Read the passage for students and find the answers.(1) What does G8 stand for? (the group of eight)(板书: G8: the group of eight)(2) Where was the meeting held? ( The meeting was held in Scotland.)(板书:In Scotland)(3) What did they talk about? (They talked about how to help Africa's poorest countries.)( 板书:How to help Africa's poorest countries)2. Scanning: Read the passage carefully and answer the following questions.Q1: Why is this year's meeting unusual?Q2: What are some of the major problems in Africa?(板书:Q1: Why is this year's meeting unusual?Q2: What are some of the major problems in Africa?3 Intensive readingRead the passage carefully try to get more detailed information and explain the word: major, concern and then review the grammar: the passive voice.Step 4 Post-readingAccording to the line of the passage, let students discuss what the passage will talk in the following part Give them 10 minutes to prepare and then ask two groups to report their results to the class.Step 5 SummaryStudents summarize and teacher gives some supplements timely.Step 6 HomeworkSearch on the Internet to find more information about G8.Blackboard试讲稿Good morning, my dear judges, it's my great honor to stand here to show my lesson. I am the No.1 candidate applying for High school. Now I'll show my lesson.Step 1 Warming-up/ Lead inGood morning, boys and girls. How are you today? Great, Excellent. I'm fine, too. Thank you for your asking. What day is it today? Yes, today is Monday. It is a nice day. And what did you do on the weekend? Did you enjoy your holiday? Wow, where did you go?My dear students, do you listen to the radio much and which programs do you like best? Oh, you like Yang Lan interview. And how many hours of TV do you watch each week? Oh, I see most of you can watch TV after doing your homework. And do you sometimes use the internet and read newspapers? It sounds great. Today we are going to learn the passage about G8, have you ever heard it from TV or newspaper?Step 2 Pre-readingDo you know what G8 stands for? And where was the meeting held?Please look at the screen, there are some pictures about the passage. Can you guess what did they talk about it? Wow, all of you did a good job.Step 3 While-readingSkimming: Now, I will read the passage for you and you need to answer the following questions.(1) What does G8 stand for?(2) Where was the meeting held? ( The meeting was held in Scotland.)(3) What did they talk about?Time is up, have you got the answers? The first, Judy please. Bingo, G8 stands for the group of eight, they are France, the US, Britain, Germany, Japan, Italy, Canada and Russia. And the second one: Where was the meeting held? Yes, you are right, sit down please John. The meeting was held in Scotland. Who wants to answer the last question: What did they talk about? Bingo, they talked about how to help Africa's poorest countries. All of you did a good job. I love you very much.Scanning:My dear students, please read the passage carefully and answer the following questions:.Q1: Why is this year's meeting unusual?Q2: What are some of the major problems in Africa? (板书: Q1: Why is this year's meeting unusual? Q2: What are some of the major problems in Africa? ) Time is up, have you finished? The first one, why is this year's meeting unusual? Alice please. Bingo, because the topic of Africa will be discussed in detail this year. And the second one: What are some of the major problems in Africa? Yes, you are right, sit down please Adam. Many people cannot get the water, clothing, housing, electricity or education they need. Another problem is AIDS. So great, I think all of you master the passage very well.Intensive readingRead the passage carefully try to get more detailed information. Time is up, who wants to share your answers? Any volunteers? OK, Jack, please Found major, concern. Very good. You may find that there are some words that you are not familiar. Firstly, let's look at the word “major” you can find it in this passage and have a guess what does it mean, Linda? Yes, you have found it is an adjective. From the context, we can guess it means important.How about the word “concern”, can you guess the meaning according to the context? Yes, from the context we can guess this word is a verb and it means relate, right? All of you did a good job, when you meet a new word that you don't understand you can guess the meaning according to the context.And as we all know, Eight of the world's wealthiest nations formed G8 in 1998, right? Can you find the same meaning sentence from the context? Yes, G8 was formed by eight of the world's wealthiest nations in1998.(板书:Eight of the world's wealthiest nations formed G8 in 1998.G8 was formed by eight of the world's wealthiest nations in 1998.)Please observe the two sentences, what can you find? Amazing, the first sentence is active voice and the sentence is passive sentence. Please pay attention to how we change the active voice into the passive voice. Active verbs put the actor first.Can you find other passive voice in this passage? Good, it is going to be remembered as a historical meeting this year, reforms have been demanded by people from all over the world.Step 4 Post- readingMy boys and girls, there is a new task needing your help. According to the line of the passage: Reforms have been demanded by people from all over the world. Can you discuss what the passage will talk in the following part. Give you 10 minutes to discuss and then I will ask two groups to report their ideas to the class. Now, stand up please and walk around the class to make a survey.10 minutes for you, here you go.Time is passing so fast, who wants to share your results Eva, please. Excellent. They want the leaders to cancel the debt of Africa’s poorest countries so that the problems can be prevented from getting worse.Step 5 SummaryTime is up, who wants to summarize the key points of this lesson. Eva, you please. Good! In this class, we learned a passage about G8, the group of eight, they are France, the US, Britain, Germany, Japan, Italy, Canada and Russia. The meeting was held in Scotland and they talked about how to help Africa's poorest countries. And I hope all of you can study hard and learn more about the world.Step 6 HomeworkNow I am really sorry to tell you we will have our homework today. Today's homework is: Search on the Internet to find more information about G8 and next class you can share it to us. That's all for today. Class is over! Thanks for your listening. So much for today. See you next time.That's all my presentation. Thanks for your listening May I clean the blackboard?答辩What will you do if students can’t understand the words you explainI will let students read the passage again and try to get the meaning from the context. For example, if students dounderstand the meaning of “concern”, I will let student read the sentence: “They meet every summer to discuss major problems that concern the whole world.". And then lead students to try to get the meaning. we can know, they are discussing some important problem about the whole world. So, who can tell me the meaning the word “concern”. Bingo, it means have to with or be relate to.。

高中英语教师资格证统考面试——语法课型实战篇

语法课课型四色笔实战模板以人教版必修三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/afternoon, 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！)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！)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, or we can say, it’s just so so. Are we right? 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。

2023年12月高中英语教资面试真题教案逐字稿高中英语语法课-宾语从句

2023年12月高中英语教资面试真题教案逐字稿高中英语语法课-宾语从句1. 题目：语法教学试讲2. 内容However, learning English as a foreign language is very difficult in the absence of a native language environment. Some respected theories on language acquisition believe that to attain a high level of fluency and accuracy in a foreign language, you need to be surrounded by it. But sadly the chances that we will all have the opportunity to live in an English-speaking country are small. Therefore, most of us have to rely on what we can learn at school as part of the school curriculum.3. 基本要求：(1) 朗读所给段落。

(2) 配合教学内容适当板书。

(3) 针对所给材料划线部分，设计宾语从句语法教学活动。

(4) 用英文试讲。

(5) 试讲时间: 10分钟。

教案Object ClausesTeaching Objectives1. Students will be able to understand the structure of object clauses.2. Students will master the usage of the guiding words in object clauses.3. Students will be able to use object clauses accurately in real-life situations.Teaching Content1. Definition and structure of object clauses.2. Guiding words and their usage in object clauses.3. Application of object clauses in real-life scenarios.Teaching Procedure1. Introduction:Introduce students to the structure and usage of object clauses through example sentences.2. Explanation:Definition: Explain what object clauses are and their role in sentences. Structure: Analyze the structure of example sentences in detail, including the guiding word, main clause, and subordinate clause.Guiding words: List common guiding words such as "that," "what," "which," etc., and explain their usage.3. Practice:Multiple choice: Provide multiple examples of object clauses and ask students to choose the correct guiding word or judge if the structure is correct.Fill-in-the-blank: Provide incomplete sentences and ask students to fill in the correct guiding word to make the sentence complete.4. Group discussion:Divide students into groups, provide each group with an example of an object clause, and ask them to discuss within the group whether the structure and usage of the guiding word are correct.5. Summary and feedback:Have students share their discussion results, provide feedback and correction suggestions, and emphasize the importance and usage of object clauses again.6. Homework:Assign relevant practice exercises for students to continue to consolidate the content learned in class.Teaching ReflectionReflect on the teaching after class, consider students' performance in the practice, judge their mastery of object clauses, and think about how to improve teaching methods to ensure students better grasp this grammar point."真题例句讲解Today we'll talk about object clauses, which are an important part of sentence structure. Object clauses function as the object of a sentence and provide more specific information about the subject or action. They can be complex or simple and are typically introduced by a preposition or a verb that requires an object.Let's take two examples to understand this better:Example 1:"Some respected theories on language acquisition believe that to attain a high level of fluency and accuracy in a foreign language, you need to be surrounded by it."In this sentence, the subject is "Some respected theories on language acquisition" and the predicate is "believe". The object clause is "that to attain a high level of fluency and accuracy in a foreign language, you need to be surrounded by it". This clause functions as the object of the verb "believe" and provides specific information about what the theories believe.Example 2:"Therefore, most of us have to rely on what we can learn at school as part of the school curriculum."In this sentence, the subject is "most of us", the predicate is "have to rely on", and the object clause is "what we can learn at school as part of the school curriculum". The word "what" acts as the guiding word followed by the content of the noun clause. This clause functions as the object of the verb "rely on" and specifies what most of us have to rely on.Object clauses can be identified by their subject-verb-object structure and their position in the sentence. They typically follow the verb that requires an object and provide additional information about the subject or action in the sentence.Now it's time for you to practice. Try to find more examples of object clauses in sentences you encounter in your daily life or in your readings. Understanding how object clauses work will help you build more complex sentences and express yourself more effectively. Remember, practice makes perfect! Keep at it, and you'll improve your language skills soon enough.。

高中英语教师资格证面试语法类教学思路及逐字稿

高中英语教师资格证面试语法类教学思路及逐字稿1. 题目：Ali Baba and forty thieves2. 内容In a town in Persia, there dwelt two brothers, one named Cassim, theother Ali Baba. Cassim was married to a rich wife and lived in plenty, while Ali Baba had to maintain his wife and children by cutting wood in aneighboring forest and selling it in the town.One day, when Ali Baba was in the forest, he saw a troop of men onhorseback, coming towards him in a cloud of dust. He was afraid theywere robbers, and climbed into a tree for safety. When they came up to him and dismounted, he counted forty of them. They unbridled their horses and tied them to trees. The finest man among them, whom Ali Baba took to be their captain, went a little way among some bushes, and said, “Open, Sesame!” so plainly that Ali Baba heard him.3. 要求1）朗读全文，全英授课2）根据课文内容，设计相应的教学活动，讲解划线部分包含的语法知识3）设计板书辅助讲解4）试讲时间：约10分钟Teaching aims:1) Knowledge aims:a. Students can understand the story of Ali Baba and forty thieves.b. Students can understand the usage of the simple past tense.2) Ability aims:a. Students can correctly use the simple past tense.b. Students can freely talk about English stories.3) Emotional aim:Students will be more interested in English story.Teaching important and difficult points:Students can correctly use the simple past tense.Teaching and learning methods:Task-based teaching method, situational teaching method, communicative approachTeaching procedures:Step 1: warm-up and lead-in1) Warm-up: greet the students as usual2) Lead-in: get students to share their stories that have been assigned lastclass. Then choose the best story-teller.Step 2: presentation1）Read the story of Ali Baba and the forty thieves and discuss about some questionsQ1 how was Ali Baba’s life?Q2 what did Ali Baba see in the forest?Q3 what were the forty thieves doing in the forest?2）Ask students to find the same grammar point of the two bold sentences and figure out the rules of it.3）Share and summarize the rules of the simple past tense together.Step 3: practiceAsk students to finish the exercise below: fill in the blanks by using the correct form of the words given without looking at their paper.In a town in Persia, there ________ (dwell) two brothers, one _______(name) Cassim, the other Ali Baba. Cassim ________(is marry) to a rich woman and _____(live) in plenty, while Alibaba _______(have) to maintain his wife and children by cutting wood in a neighboring forest and selling it in the town.Step 4: productionDiscuss in groups to continue writing and add an ending for this story by using the simple past tense. Then choose the best story writer.Step 5: summary and homework1) Summary: ask students to summarize what we learned in this class.2) Homework: go to the library to find the complete story of Alibaba and theforty thieves. Read it carefully and tell the story as vividly as possible in the next class.Blackboard designAlibaba and the Forty ThievesRegular variation+edIrregular variationIs – wasAre – wereDwell-dwelt逐字稿：Warm-up and Lead-in:Class begins! Sit down please. Good morning class. How are you today? You are fine. Good, I’m fine too. Thank you. So have you prepared for your stories that I assigned for you last week? Wow, I saw that most of you put up your hands. You must be well-prepared. Now it’s your show time. Mike, you please. Come to the front and share with us your story. Oh, great, your story is so funny. Thank you for sharing, come back to your seat. Catherine, how about your story? Come to the front. Wow, you just shared the story of Cinderella. A nice story. Thank you. Ok, so just now you have shared so many interesting stories. Let’s see who is the best story teller? Yeah, mike is the best. Congratulations.Presentation:T oday, I also bring you an interesting story. It’s called Alibaba and forty thieves. You have heard it, yes? Can you share some about it? Don’t worry, you can use Chinese to express yourselves. Who can? Jessica, please. Good, it seems that you know a lot about it. So have you read the English story of it? No? ok, it doesn’t matter. We are going to enjoy it in this class. Now, please look at your paper. I’d like you to read the story on your paper. During your reading, please think about three questions:Q1 How was A libaba’s life?Q2 what did Alibaba see in the forest?Q3 what were the forty thieves doing in the forest?Have you finished? Good, now, let’s check the answer the answers. Question 1, the answer is obvious, yes? OK, let’s answ er it together. Excellent. Alibaba was poot. Because the story tells us that he had to maintain his wife and children by cutting wood in a neighboring forest and selling it in the next town. How about question 2? Who can have a try? Lily, you please. Alibaba see (yes, saw) a troop of man. Actually, they are? Yes, the forty thieves. Good, sit down please. And question 3, any volunteers? Tom, you please. You think that the forty thieves were hiding their treasures they have just got. Nice imagination. And I bet you must know the story well.You know well about the story. Now, I’d like you to focus on the two bold sentences. Try to find out the same grammar point of the two sentences and figure out the rules of it. It may not be easy for you, so I’d like you to work in groups to discuss about it and at last each group choose one representative to share with us, clear? Good, now let’s go.Time’s up. Group 1, who’s your rep orter? Wow, Amy you please. Tell us your results. Alan, your group think that the same grammar point of the two sentences is adverbial clause. Do you agree with them? Oh, it seems that other groups have different opinions. Ok, group 2, what’s your opinion? You think it is the tense. And exactly speaking, it is the simple past tense. Do you agree with group 2? Yes, they have caught the point. So have you figured out the rules of it? When should we use the simple past tense? What should we pay attention to when using it? Group 3, can you share with us. Nice sharing. And group 4, do you have any supplement? Well done.(总结语法规则)N ow, let’s summarize it together. Actually, the simple past tense has been used in both the two sentences, when we want to describe the things happened in the past, we should use the simple past tense. When we use it, we should pay attention to the regular and irregular forms of the verbs.Practice:N ow, let’s do some exercise to practice it. Please fill in the blanks on the screen by using the correct form of the words given. You cannot look at your paper, ok?Have you fini shed? Good, let’s do a words relay to check all the answers. Ok, from this line. And tony, share from you, clear? In a town in Persia, there dwelt two brothers, one named Cassim, the other Alibaba. Cassim was married to a rich wife and lived in plenty, while Alibaba had to maintain his wife and children by cutting wood in a neighboring forest and selling it in the town.One day, when Alibaba was in the forest, he saw a troop of men on horseback, coming toward him in a cloud of dust. He was afraid they were robbers, and climbed into a tree for safety. When they came up to him anddismounted, he counted forty of them. They unbridled their horse and tied them to trees. The finest man among them, whom Alibaba took to be their captain, went a little way among some bushes, and said, open, sesame! Fabulous! There is no mistake in the word changing. Let’s clap our hands.Production:So what would happen next? Can you think about the things happened next? Discuss in groups about it and then write down the ending for this story. You should use the simple past tense to describe it. I’ll give you ten minutes. Start here.Time’s up. Have you finished your story? Group 1, you please. Come to the front and share your story. Wow, good, a happy ending. Thank you for your sharing. Come back to your seat. Group 2, don’t be shy. Wow, I think you give a meaning ending. God job. Group 3 and group 4, you all did a good job. Some small grammar mistakes in your stories. You still need to pay attention to the tense, ok? So can you choose the best story writer? Wow, group 3 is the winner. Clap our hands for them.Summary:T ime is flying. It’s time for us to make a conclusion. Let’s do it together ok? In this lesson, we learned a story Alibaba and forty thieves and the usage of the simple past tense.Homework:W ell, after class, I’d like you to go to the library to find the complete story of Alibaba and the forty thieves. Read it carefully and tell the story as vividly as possible in the next class. Are your clear? Ok, great. That’s all for today’s class. Goodbye class! See you next time.Cultural relics – grammar part逐字稿Warm-up and lead-inClass begins! Good boys and girls. How are you today? Great! I am great too. At the beginning of the class, let’s do a guessing game. Now look at the screen. There are some attributive clauses, for example:He is a famous man that many people love.The subject which he liked best when he was a students was PE.He is a man who won the gold medal in the 100m hurdles at the 2004 Olympic Games.Ok, boys and girls, can you guess who he is? Yes, I hear your voice. He is Liu Xiang.It’s easy for us to understand the sentences, because we have learned the attributive clauses before, right? Today, we will learn another kind of attributive clause – non-restrictive attributive clause.Presentation:First of all, turn back to the reading part, and try to find as many attributive clauses as possible. Underline them and we will check them together. Clear?5 minutes for you. Start!Time’s up. Who would like to try? Tom, please. Good. Tom finds two sentences:In 1770, the room was completed the way she wanted.The amber which was selected had a beautiful yellow-brown color like honey. And other sentences? Lucy, have a try. Excellent.This gift was the amber room, which was given this name because several tons of amber were used to make it.You all did a good job! You find so many sentences. Now read loudly and try to find out what differences these sentences have, you can think about this question from the aspects of meaning, structure, or function. Then discuss with your partner.Who would like to share with us? Bob, great!You find there is a comma in this sentence and there isn’t comma in other sentences. Well done. We call this sentence a non-restrictive attributive clause.Now, any other differences? Maybe you can try to omit the attributive clauses and then tell me your discovery. Emily, have a try?Yes, in the non-restrictive attributive clauses, if the attributive clause is omitted, the sentence is still complete. But in the restrictive attributive clauses, if the attributive clauses is omitted, the meaning of the sentence is not complete.Exactly. You got one of the differences. Any one else has different ideas? Nobody? Try to analyze the grammar structure, for example, in the restrictive attributive clause, the attributive clause is to modify the antecedents. Now can you find in the restrictive clauses, what does the attributive clause explain about?Tom, do you have any idea? Good, the attributive clause is an explanation of the whole sentence.Practice:Ok, boys and girls. We now know the differences between restrictive and non-restrictive attributive clause, could you make a contrast between these two sentences, and try to find out the differences. The two sentences are on the screen.1) She kept telling jokes, which made everyone angry.2) She kept on telling jokes which made everyone angry.You can discuss this question in pairs and 2 minutes for you. Start.Ok, is these anyone who wants to have a try? Lily, please!Perfect! Sentence 1 shows that the fact she told jokes made them angry. Sentence 2 shows that the subject of her jokes made them angry.Now you have mastered the differences. Let’s do one more exercise. Join the pairs of sentences using attributive clause. You should finish by yourself first and then you can discuss with your partner to see whether you have different versions. Ten minutes for you.Time’s up. The first two sentences, 1) here are the farmers. 2) they discovered the underground city last month. Jack, what is your answer?Correct! Here are the farmers who discovered the underground city last month.Ok, all of you have done a great job. We can see that, as long as we master the basic rules of the grammar, it will be easy for us to finish the exercise correctly, right?Production:Now, we will discuss in groups and finish a task together.Complete the simple sentences by adding restrictive or non-restrictive attributive clauses according to the pictures given under the sentences, try different expressions as many as possible. You have a heated discussion. Ok today, we learn a new kind of attributive clause, non-restrictive attributive clauses, and it differs from the restrictive clauses. Nacy, will you repeat the differences again?Well done. Now all of you have done a great job.Summary and Homework:After the class, please write an English composition about a person. Try to use the restrictive attributive clause or non-restrictive attributive clause, it is a compulsory work. Next class, we will share your composition with the whole class, and let see whose composition is the best one. Another homework, if you had time, find out at least 5 restrictive or non-restrictive attributive clauses in other articles. Ok, class is over, see you next time.。

教师资格证考试-面试-高中英语-教案模板+逐字稿-语法课

语法课高中常用知识总结+教学设计思路+方案+逐字稿【注意】高中常用语法知识总结：1. 直接引语（Direct speech）和间接引语（Indirect speech）：引述别人的话有两种方式，直接引用别人的原话叫做直接引语，用自己的话来转述别人的话叫做间接引语；例：Mr. Black said, “I’m busy.”（直接引语）→ Mr. Black said that he was busy. （间接引语）直接引语变为间接引语时，需从以下几个方面转换：(1)人称（Person）：一主二宾三不变；①一主：若直接引语中为第一人称，变为间接引语时，要将它变为与主句主语相一致的人称；例：He said, “I like it very much.”→ He said that he liked it very much.②二宾：若直接引语中为第二人称，变为间接引语时，要将它变为与主句宾语相一致的人称；例：He said (to me), “you’re so good at it.”→ He said (to me) that I was so good at it.③三不变：若直接引语中为第三人称，变为间接引语时，人称不变；例：The teacher asked, “has he read enough this week?”→ The teacher asked if he had read enough that week.(2)时态（Tense）(3)引导词（Introducer）：①若直接引语为陈述句，变为间接引语时，用连词that引导，that可省略；例：He said, “I’m busy.”→ He said (that) he was busy.②若直接引语为一般疑问句，变为间接引语时，要把疑问句语序变为陈述语序，且用连词if/whether引导；另外，若主句的谓语动词是say，一般变为间接引语时，主句中的谓语要相应地变为ask，若主句中没有间接宾语，变为间接引语时，主句中可以根据实际情况加上间接宾语；如：“Do you think a dairy can become your friend?” the writer says.→ The writer asks us if we think a dairy can become our friend.③若直接引语引语为特殊疑问句，变为间接引语时，要把疑问语序变为陈述语序，且仍用原来的引导词；另外，若主句的谓语动词是say，一般变为间接引语时，主句中的谓语要相应地变为ask，若主句中没有间接宾语，变为间接引语时，主句中可以根据实际情况加上间接宾语；如：“When do you go to bed last night?” he said to Anne.→ He asked Anne when she went to bed the night before.④若直接引语为祈使句，变为间接引语时，要将祈使句的动词原形变为带to的不定式，且要将主句的谓语动词根据实际情况变为ask、tell、order等动词；若祈使句为否定句，变为间接引语时，要在动词不定式前面加not；如：Father said to him, “go away!”→ Father ordered him to go away.He said, “don’t make so much noise, boys.”→He told the boys not to make so much noise.(4)指示代词、时间状语、地点状语等的变化：注意：若是在当地转述，here不必变为there；若是在当天转述，yesterday, tomorrow, today等时间状语不必改变；2. 主动语态（Active voice）和被动语态（Passive voice）：动词有两种语态，若主语是动作的执行者，叫主动语态，若主语是动作的承受者，叫被动语态；(1)被动语态的基本结构：主语+助动词be+动词的过去分词+（by …），其中be有时态、人称和数的变化；(2)几种时态的被动语态：(3)主动语态和被动语态之间的转换：①将主动语态中的宾语变为被动语态中的主语，如果主动语态中的宾语是人称代词的宾格形式，应将宾格形式变为主格形式；如：him→he；②将主动语态中的主语变为被动语态中介词by的宾语，如果主动语态中的主语是人称代词的主格形式，应将主格形式变为宾格形式；如：they→them；③将主动语态中的谓语动词由主动形式变为被动形式，并且时态要保持一致；④如果主动语态中还有其他成分，则变为被动语态时，其他成分一般原位不动照抄下来；(4)几种特殊情况的被动语态的变化方法：①带双宾语的谓语动词，即“动词+间接宾语+直接宾语”，（如：give me a book）改为被动时,可以用间接宾语作被动语态的主语，也可以用直接宾语做被动语态的主语;若将间接宾语变为被动语态的主语，则保留直接宾语；若将直接宾语变为被动语态的主语，则保留间接宾语，并在间接宾语的前面加上介词to或for；②“动词+宾语+动词原形”结构，改为被动时,动词原形前要加to;③“动词+宾语+宾语补足语”结构，改为被动语态时，将宾语变为被动语态的主语，宾语补足语原位不动照抄下来；④当主动语态中的谓语动词是动词短语时，变被动语态时，动词短语应被看成一个整体，故动词短语中的介词一般原位不动照抄下来；3. 定语从句（Attributive clause）：①限制性定语从句（Restrict attributive clause）：结构：：先行词+引导词+定语从句；Structure: antecedent + that/who/whom/whose/which + attributive clause;②非限制性定语从句（Non-restrict attributive clause）:：结构：句子+“，”+引导词+定语从句；Structure: sentence + “,” + who/whom/whose/which + attributive clause;4. 同位语从句（Appositive clause）：结构：抽象名词+引导词+从句；5. 主语从句（Subject clause）：结构：引导词引导的从句+谓语动词+宾语；Structure: that/whether/if/who/whom/whose/which/what/woever/whomever/whichever/whatever/when/where/why/how/ clause + predicate + object;例：that引导的主语从句：that clause+ predicate + object；6. 宾语从句（Object clause）:结构：主语+谓语动词+引导词引导的从句；Structure: subject + predicate + that/whether/if/who/whom/whose/which/what/when/where/why/how clause例：由that引导的宾语从句：subject + predicate + that clause；7. 表语从句（Predicative clause）：结构：主语+连系动词+引导词引导的从句；Structure: subject + linking verb + that/whether/as if/as though/who/whom/whose/which/what/when/where/why/how clause;例：由that引导的表语从句：subject + linking verb + that clause；8. if条件状语从句（If clause）：结构：句子+if条件状语从句；Structure: sentence + if clause;9. it作形式主语（use “it” as formal subject）：有时为了避免头重脚轻，我们会用it作形式主语放在句首，而将真正的主语移到句末；10. it作形式宾语（use “it” as formal object）;：有时我们会用it作形式宾语，而将真正的宾语移到句末；11. 动词的现在分词（The verb-ing form）：现在分词的用法主要有以下几种：①用于进行时态，表示“正在发生”，其结构是：be + V-ing；②用于将来时态，表示“将要发生”，其结构是：be + V-ing；③动词的ing形式可以作定语；④动名词：可以作主语、宾语、表语；12. 动词的过去分词（Past participle）：过去分词的用法主要有以下几种：①用于完成时态，表示“已经完成”，其结构是：have/has/had + done②动词的过去分词可以作定语、表语；13. 情态动词（Modal verb）：情态动词不能单做作谓语，后面必须跟动词原形；14. 动词时态（Tense）：①一般现在时（present simple tense）：动词用原形/第三人称单数形式，否定句和疑问句借助助动词do/does；②一般过去时（past simple tense）：动词用过去式，否定句和疑问句借助助动词did；③一般将来时（future simple tense）：④一般过去将来时（past future tense）：⑤现在进行时（present continuous tense）：其结构为：am/is/are + V-ing；⑥过去进行时（past continuous tense）：其结构为：was/were + V-ing；⑦将来进行时（future continuous tense）：其结构为：shall/will + be + V-ing；⑧过去将来进行时（past future continuous tense）：其结构为：should/would + be + V-ing；⑨现在完成时（present perfect tense）：其结构为：has/have + done；⑩过去完成时（past perfect tense）：其结构为：had + done；⑾将来完成时（future perfect tense）：其结构为：shall/will + have + done；⑿过去将来完成时（past future perfect tense）：其结构为：should/would + have + done；⒀现在完成进行时（present perfect continuous tense）：其结构为：have/has + been + done；⒁过去完成进行时（past perfect continuous tense）：其结构为：had + been + done；⒂将来完成进行时（future perfect continuous tense）：其结构为：shall/will + have been + done；⒃过去将来完成进行时（past future perfect continuous tense）：其结构为：should/would + have been + done；15. 虚拟语气（Subjunctive mood）(1)if条件状语从句中的虚拟语气：(2)主语从句中的虚拟语气：①在“it is + 形容词/动词分词 + that从句”结构中：若形容词/动词分词是表示要求、建议、必要、命令等意思时（如：advised/advisable/desired/desirable/demanded/essential /important/necessary/required/suggested等），从句中要用should + do（动词原形），should可省略；②在“it is + 名词（如：pity/wonder/shame等） + that从句”结构中: 从句中要用should +do（动词原形），should可省略；(3)宾语从句中的虚拟语气：①在一些表示建议、愿望、要求、请求、劝告、一直、命令、安排、决定等动词引导的宾语从句中，要用虚拟语气，即宾语从句中要用should + do（动词原形），should可省略；②wish + 宾语从句中的虚拟语气：(4)表语从句合同位语从句中的虚拟语气：在一些表示愿望、建议、要求、命令等意义的名词后的表语从句/同位语从句中，要用虚拟语气，即从句中要should + do（动词原形），should可省略；(5)其他句型中的虚拟语气：①“as if/as though/even if/even though + 方式状语从句”结构中：从句中要用虚拟语气，具体情况与wish + 宾语从句中的虚拟语气一样；②“lest/lest for + that从句”结构和“in case + 目的状语从句”结构中：从句中要用虚拟语气，即要用should + do（动词原形），should可省略；例：Julia had to go on a diet, for lest that she (should) lose her job as a model.③“it’s (high) time + 定语从句”结构中：从句中要用虚拟语气，且有两种形式，一是从句中要用动词过去式，二是从句中要用should + do（动词原形），第二种形式比较少见，且should不可省略；④if only 引导的感叹句，译为“要是…就好了，但愿…”，此结构中要用陈述语序，且谓语动词要用虚拟语气，其具体情况与wish + 宾语从句中的虚拟语气一样；16. 倒装句（Inversion）：倒装句主要有以下两种形式：(1)全部倒装：谓语动词全部置于主语之前；①以here, there, now, then等副词开头的句子中，用全部倒装；例：There comes the bus.注意：此结构中，若主语是代词，则不用倒装；例：Here you are.②在以表示处所、声音等意义的副词开头的句子中，且动词是表示运动的不及物动词（如：go,come, rush, fly等），为了表示生动，可将耨写副词放在句首，此时要用倒装；例：Down came the rain.注意：此结构中，若主语是代词，则不用倒装；③表示地点的介词短语谓语句首时，要用倒装；例：Between the two buildings stands a tall pine.④直接引语的部分或全部谓语句首时，点名说话人的部分要用倒装；例：”Are you listening to English on the radio?” said mother.注意：若引述动词后有间接宾语或状语时，则不用倒装；(2)部分倒装：谓语动词的一部分（助动词、情态动词等）置于主语之前；①在以“only + 状语/状语从句”开头的句子找那个，主句要用部分倒装；例：Only then, did I realize the importance of English.②在以表示否定或者半否定意思的词开头的句子中（如：never, hardly, scarcely, rarely, barely,seldom, neither, nor, little, nowhere, not, not only, not until, no sooner … than, hardly …when, by no means, under no circumstances等），主句要用部分倒装；例：Hardly did I think it possible.③当连词as/though表示“尽管、虽然”意思，且引导让步状语从句时，从句要用部分倒装，此结构是将形容词/名词移到句首；例：Cold as it was, we went out. 尽管天气冷，我们还是出去了。

高中英语面试试讲语法点

高中英语面试试讲语法点高中英语面试试讲语法点：动名词的使用英语语法是英语学习中非常重要的一部分，而动名词作为其中的一个关键点，对于学生来说既是一个难点也是一个重点。

今天，我们就来探讨一下动名词的用法。

动名词是一种非谓语动词形式，它结合了动词和名词的特性。

动名词通常以"-ing"结尾，它可以作为主语、宾语、表语等句子成分。

以下是一些动名词的基本用法：1. 作为主语：动名词可以作为句子的主语，表示一个动作或活动。

- E.g., Reading is an important part of learning.2. 作为宾语：某些动词后面需要跟动名词作为宾语。

- E.g., I enjoy swimming in the summer.3. 作为表语：动名词可以用作表语，说明主语的性质或特征。

- E.g., My hobby is collecting stamps.4. 作为定语：动名词可以用作名词的定语，修饰名词。

- E.g., The swimming pool is closed for maintenance.5. 与介词连用：动名词常与某些介词连用，形成介词短语。

- E.g., I am good at playing basketball.6. 构成固定搭配：有些固定短语中会使用动名词。

- E.g., I am looking forward to seeing you.在实际应用中，动名词的使用往往需要根据上下文来判断。

例如，有些动词后面既可以跟动名词也可以跟不定式，但意义可能有所不同。

例如：- I remember closing the door. (我记得我关了门。

)- I remember to close the door. (我记得要关门。

)此外，动名词的完成式（having + 过去分词）可以用来表示动作发生在主句动作之前。

- Having finished my homework, I went out to play.在教学过程中，教师应该通过举例、练习和互动来帮助学生更好地理解和掌握动名词的用法。

2023年12月高中英语教资面试真题教案逐字稿高中英语语法课-宾语从句

2023年12月高中英语教资面试真题教案逐字稿高中英语语法课-宾语从句1.题目：语法教学试讲2.内容However,learning English as a foreign language is very difficult in the absence of a native language environment.Some respected theories on language acquisition believe that to attain a high level of fluency and accuracy in a foreign language,you need to be surrounded by it.But sadly the chances that we will all have the opportunity to live in an English-speaking country are small.Therefore,most of us have to rely on what we can learn at school as part of the school curriculum.3.基本要求：(1)朗读所给段落。

(2)配合教学内容适当板书。

(3)针对所给材料划线部分，设计宾语从句语法教学活动。

(4)用英文试讲。

(5)试讲时间:10分钟。

教案Object ClausesTeaching Objectives1.Students will be able to understand the structure of object clauses.2.Students will master the usage of the guiding words in object clauses.3.Students will be able to use object clauses accurately in real-life situations.Teaching Content1.Definition and structure of object clauses.2.Guiding words and their usage in object clauses.3.Application of object clauses in real-life scenarios.Teaching Procedure1.Introduction:Introduce students to the structure and usage of object clauses through example sentences.2.Explanation:Definition:Explain what object clauses are and their role in sentences.Structure:Analyze the structure of example sentences in detail,including the guiding word,main clause,and subordinate clause.Guiding words:List common guiding words such as"that,""what," "which,"etc.,and explain their usage.3.Practice:Multiple choice:Provide multiple examples of object clauses and ask students to choose the correct guiding word or judge if the structure is correct.Fill-in-the-blank:Provide incomplete sentences and ask students to fill in the correct guiding word to make the sentence complete.4.Group discussion:Divide students into groups,provide each group with an example of an object clause,and ask them to discuss within the group whether the structure and usage of the guiding word are correct.5.Summary and feedback:Have students share their discussion results,provide feedback and correction suggestions,and emphasize the importance and usage of object clauses again.6.Homework:Assign relevant practice exercises for students to continue to consolidate the content learned in class.Teaching ReflectionReflect on the teaching after class,consider students'performance in the practice,judge their mastery of object clauses,and think about how to improve teaching methods to ensure students better grasp this grammar point."真题例句讲解Today we'll talk about object clauses,which are an important part of sentence structure.Object clauses function as the object of a sentence and provide more specific information about the subject or action.They can be complex or simple and are typically introduced by a preposition or a verb that requires an object.Let's take two examples to understand this better:Example1:"Some respected theories on language acquisition believe that to attain a high level of fluency and accuracy in a foreign language,you need to be surrounded by it."In this sentence,the subject is"Some respected theories on language acquisition"and the predicate is"believe".The object clause is"that to attain a high level of fluency and accuracy in a foreign language,you need to be surrounded by it".This clause functions as the object of the verb"believe"and provides specific information about what the theories believe.Example2:"Therefore,most of us have to rely on what we can learn at school as part of the school curriculum."In this sentence,the subject is"most of us",the predicate is"have to rely on",and the object clause is"what we can learn at school as part of the school curriculum".The word"what"acts as the guiding word followed by the content of the noun clause.This clause functions as the object of the verb"rely on"and specifies what most of us have to rely on.Object clauses can be identified by their subject-verb-object structure and their position in the sentence.They typically follow the verb that requires an object and provide additional information about the subject or action in the sentence.Now it's time for you to practice.Try to find more examples of object clauses in sentences you encounter in your daily life or in your readings. Understanding how object clauses work will help you build more complex sentences and express yourself more effectively.Remember,practice makes perfect!Keep at it,and you'll improve your language skills soon enough.。

4.高中英语教师面试：语法课《it 语法教学》全英文教案及试讲逐字稿

四、1.题目：语法教学试讲2.内容：It’s a shocking that so little has been done in the past for these children without parents and we believe it is important to get something done to help them as quickly as possible. Many of these children don’t know what it is like to wear clean clothes or sleep in a warm bed. I have seen many of them sleeping in the street and begging for food.3.基本要求（1）朗读所给段落；（2）配合教学内容适当板书；（3）针对划线部分的形式主语it，设计相应的语法教学活动（4）用英文试讲；（5）试讲时间10分钟。

教案：语法教学1. Teaching aims1) Knowledge aimStudents will be able to understand “it” used as formal subject and its usage.2) Ability aimStudents are able to use “it” as formal subject in their own writings.3) Emotional aimStudents can realize the importance of learning English and develop their interest in English.2. Important and difficult points1) Important pointStudents will be able to understand the usage of formal subject. 2) Difficult pointStudents will be able to use “it” as formal subject in their own writings.3. Teaching and learning methodsSituational teaching method; communicative teaching method; task-based teaching method；group work method; cooperation study method; independent study method4. Teaching proceduresStep 1: Lead inPresent some pictures about homeless children after some natural disasters to students. And then lead in the topic about homeless children. Step 2: Presentation1)Ask some questions: Q1:What’s shocking? Q2: What’s important? Q3: What don’t the children know? The teacher presents students some questions and asks them to find the answers according to the text. Thenwrite them down on the blackboard. (1) It’s a shocking that so little has been done in the past for these children without parents. (2)It is important to get something done to help them as quickly as possible.(3)Many of these children don’t know what it is like to wear clean clothes or sleep in a warm bed.2) Ask students to work in pairs to find out the subjects of these sentences.3) Ask students to work in groups to talk about the function of “it”in these sentences.4) Summarize the usage of “it” used as formal subject to students. Step 3: PracticePresent some sentences on the PPT and ask students to rewrite them by using “it”as formal subject. Then check answers together.Step 4: ProductionAsk students to work in groups of four and make a poster to think of ways to help those homeless children. They should use “it” as formal subject in their posters.Step 5: Summary and homeworkThe teacher leads students to summarize what they have learned in this class.Homework: Finish the exercises about “it” used as formal subject and then surf the Internet to find out more ways to help children in need.5.Blackboard designIt---formal subject:(1)It is a shocking that so little has been done in the past for these children without parents.(2)It is important to get something done to help them as quickly as possible.(3)Many of these children don’t know what it is like to wear clean clothes or sleep in a warm bed.试讲稿：语法教学（it as formal subject）GreetingHello, boys and girls. I am glad to see you again. Are you happy today? That’s great. I am so happy to hear that.1.Lead inBefore our class, let me show you some pictures. Now look at the ppt, what can you see in the first picture? Yeah, we can see some natural disasters. They are very terrible,right? Now let’s move on to the second one. There are some homeless children and they lost their home in the disaster. In China, we have a lot of children who become orphans after some disasters. It makes us hurt. So today we are going to learn something。

2023年12月高中英语教资面试真题逐字稿高中英语语法课-现在完成时

2023年12月高中英语教资面试真题逐字稿高中英语语法课-现在完成时1.题目:语法教学试讲2.内容:Xiao Li: lt's great to see you again, John.John Martin: lt's great to see you! lt's been six years since we last saw each other, you know. And this is the first time I've visited your hometown.Xiao Li: Yes, I'm so glad you could come.John Martin: You know, I've seen quite a lot of China and I've visited some beautiful cities, but this is one of the most attractive places I've been to. lt's so lively and everyone seems so friendly.Xiao Li: Yes, it's one of the most interesting cities on the coast, everyone says so. l feel very fortunate living here. And I love living by the seaside.3. 基本要求：(1) 朗读所给对话。

(2) 配合教学内容适当板书。

(3) 针对所给材料划线部分，设计复习现在完成时的教学活动。

(4) 用英文试讲。

(5) 试讲时间: 10分钟。

逐字稿Review of the Present Perfect Tense in English GrammarGood morning, students! Today, we're going to review a very important grammatical structure called the present perfect tense. This tense is used to express actions or events that have occurred in the past but still have relevance to the present moment. It's crucial for effective communication, so it's important that we understand how to use it correctly.Let's begin with a brief overview of the present perfect tense. It's formed using the auxiliary verb "have" or "has" followed by the past participle of the verb. This tense highlights the significance of past events that are still relevant to the present moment.Now, let's move on to some example sentences. I'll read them aloud, and I want you to identify the present perfect tense phrases. We'll discuss theirmeanings and contexts of usage. Are you ready? Here's the first example: "It's been six years since we last saw each other." This sentence expresses a duration of time that started in the past and continues up to the present. We use the present perfect tense to connect past events with the present moment.Next, let's look at another example: "I've seen quite a lot of China and I've visited some beautiful cities." This sentence shows actions that have occurred in the past and emphasizes their relevance to the present moment. The present perfect tense allows us to communicate actions or events that have bearing on our current situation.Now, it's your turn to practice! I'll provide you with worksheets containing practice sentences. Your task is to identify the present perfect tense phrases. We'll discuss their meanings and contexts of usage as a class. Remember, practice makes perfect!Next, I want you to create your own sentences using the present perfect tense. Think about real-life situations where this tense would be appropriate, and write your sentences down. Share them with the class, and we'll discuss them together.To further enhance your language skills, I'll provide scenarios or situations, and you'll need to construct sentences using the present perfecttense. Experiment with different verbs and participles to vary your sentences and make them more interesting.Finally, we'll play a game where you have to identify whether a given sentence uses the present perfect tense correctly or not. You'll explain your reasoning, which will help you consolidate your understanding of this grammatical structure.Before we conclude today's lesson, let's recap what we've learned. We reviewed the concept and usage of the present perfect tense, identified examples in sentences, and practiced using it in various contexts. Remember, it's essential to use this tense correctly in your daily communication to enhance your English language skills.I encourage you to practice using the present perfect tense in your daily life and continue to improve your English language ability. If you have any questions or need further practice, please feel free to let me know. Thank you all, and I look forward to seeing you again next time!。

语法课教案面试模板高中

一、教学目标1. 知识目标：- 学生能够掌握本节课所涉及的语法知识点，如时态、语态、非谓语动词等。

- 学生能够正确运用所学语法知识进行句子分析和句子构造。

2. 能力目标：- 培养学生分析句子结构的能力，提高学生的语言运用能力。

- 增强学生的逻辑思维能力和语言表达能力。

3. 情感目标：- 激发学生对语法学习的兴趣，培养学生良好的学习习惯。

- 增强学生的自信心，鼓励学生在课堂上积极参与。

二、教学内容1. 语法知识点：- 根据教学进度，确定本节课的语法知识点，如一般过去时、现在进行时、过去进行时等。

2. 教学重点：- 本节课的重点语法知识，如过去进行时的构成和使用。

3. 教学难点：- 过去进行时的特殊用法和与其他时态的区分。

三、教学过程1. 导入（5分钟）- 通过一个与生活相关的例子或问题引入本节课的语法知识点。

- 例如，通过播放一段视频或图片，让学生思考视频中人物的动作和状态，从而引出过去进行时的概念。

2. 新课讲解（15分钟）- 详细讲解过去进行时的构成、用法和注意事项。

- 通过例句分析，让学生理解过去进行时的具体应用。

3. 练习巩固（15分钟）- 设计多种练习题，包括选择题、填空题、改错题等，让学生巩固所学知识。

- 可以采用小组合作的形式，让学生互相练习、互相纠正。

4. 课堂展示（10分钟）- 让学生展示自己的练习成果，教师进行点评和总结。

- 鼓励学生积极参与，提高课堂氛围。

5. 小结与作业布置（5分钟）- 总结本节课所学内容，强调重点和难点。

- 布置课后作业，如完成语法练习册、写一篇小作文等。

四、教学反思1. 教学效果：- 通过观察学生的课堂表现和作业完成情况，分析教学效果。

2. 教学改进：- 根据学生的反馈和教学效果，对教学方法进行调整和改进。

- 例如，如果发现学生对某个知识点理解困难，可以增加讲解时间或采用不同的教学方法。

3. 教学感悟：- 反思自己在教学过程中的不足，总结教学经验，不断提高自己的教学水平。

高中英语教资面试语法简案新优质文档

高中英语教资面试语法简案题目：New robot will have many different shapes.some look like humans, and others might look like snakes.If buildings fall down with people inside, snake robots will be able to help look for people under the buildings. That may not seem possiblenow, but computers and rock it seemed impossible hundred years ago, we ne ver no what will happen in the future.课型：语法课(注意题目中标注的课型，阅读课不能按此方法设计)1.朗读课文。

2.讲解划线部分语法知识点3.全英授课，试讲十分钟Teaching planTeaching aims1.Students understand the main idea of this passage and master simple future tense.2.Students could use simple future tense freely in speaking and reading.3.Cooperative spirit will be enhanced.Teaching key point and difficult point1.To understand simple future tense.2.Team work spirit will be emphasized.Teaching procedureStep 1 Warming upShow a video of "Transfomers"T: What kinds of robots do you like?Step 2 PresentationActivity 1 reading1.What's the main idea of this passage?2.Will new robots have different shape?3.What can snake robots do?(提问的问题需引出划线句子，引出后将句子写在黑板上)Activity 2 GrammarExplain the grammar rules of simple future tenseS+ will+do...Step 3 PracticeActivity 1 Fill in the blanks① He ___ go to his classmate's birthday party next week.②...Activity 2 Describe the picuturesShow students several picutures and let them describe with the learned grammar.Step 4 ConsolidationDivide students in to 4 groups and have a discussion on "The future world".Step 5 SummaryStudents conclude; Teacher suppliments and emphasizes teamwork spirit.Step 6 HomeworkTeaching planTeaching aims1.Students are able to master the grammar___________.2.Students are capable of using _____in reading and writing.3.Strengthen students' collaborative learning ability.Teaching key pointsEnable ss to use the grammatical structure in life.Teaching difficult pointsStrengthen students’ collaborative learning ability.。

全国教师资格证面试试讲教案语法课(中学英语)

语法课试讲教案（人教版必修3 Unit3）Grammar(板书内容)教学目标：准确理解名词性从句的基本概念，结构，运用。

重点：名词性从句的基本概念和结构。

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/afternoon, boys and girls. Today, we’ll learn a new grammar style名词性从句Noun clauses（板书）. 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！)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！)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, or we can say, it’s just so so. Are we right? 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。

高中英语教师资格面试真题23-语法教学

真题23: 语法教学内容:Ken: Hello, Wang Ling. May I come in?Wang Ling: Yes, of course. But could you please shut the door behind you? It's freezing outside.Ken: Sure. Wang Ling, can I use your computer to surf the net?Wang Ling: No, you can't right now. I need to check my email. You can use my MP3 player, if you like. Ken: Great! Thanks!基本要求: (1)朗读所给段落(2)配合教学内容适当板书(3)针对对话中的划线部分，设计相应的语言运用活动(4)用英文试讲(5)试讲时间:10分钟答辩题目(1) How do you think about that the teacher is learning?(2) Please retell your presentation.教案Teaching aims:Knowledge aims:(1) Students can master the usage of Modal verbs.(2) After this lesson, students can know the difference of usage of different Modal verbs in different situations. Ability aim:After this lesson, students can use this grammar to express their attitude.Emotional aim:Students are able to get the confidence of learning English.Key and difficult point:Key Point: Master the usage of Modal verbs.Difficult Point: Use this grammar to express attitude.Teaching procedures:Step 1: Warming-up1. Greetings.2. Sing a song: If I were a boyIf I were a boy/ Even just for a day/ I'd roll out of bed in the morning / And throw on what I wanted and go3.Then talk about the word “would". Then lead in the topic of today: modal verbs.Step 2: Presentation1.Ask students to open the book and the teacher reads the passage and ask students to find out more sentenceswith model verbs.a. May I come in?b. Could you please shut the door behind you?c. Can I use your computer to surf the net?d. No, you can't right now.e. You can use my MP3 player, if you like2. Ask students to try to discuss about the function of these three modal verbs. And make new sentences in these three new modal verbs.Can> could=may3.Then ask students to find more modal verbs they have met: might, would, should, ought to.Step 3: Practice1.Fill in the blanks: Ask students to fill in the blanks using the suitable modal verbs.①(Could)you speak English then?②(Can) I help you?③(May) I start my presentation?2.Make a dialog: ask for permissionStep4: Production1.Discussion:Students work in groups of 4 and 5 minutes will be given to have a discussion about what permission questions we can use at home and at school. Then some of the students will be invited to share answers.2.Role play:Create a situation for the students, that is, suppose you are in a mall now, imagine what conversation will happen here. 10 mins to prepare with your desk mate.Step5: Summary and HomeworkSummary: ask a student to conclude the content of the lesson and summarize with the whole class. Homework: find out more usage of may, could, can, next class let's share the answer.Blackboard试讲稿Step 1 Warming up/Leading inGood morning, judges! I am No. six candidate. It's my great honor to show you my lesson. Today my topic is writing teaching. (可以转身板书) Now. Let me begin my presentation.Good morning, boys and girls. How are you today? Good, great, wonderful. I'm great too. Thanks for your asking. Now, I have a song here. Let's enjoy it together and tell me what the song about?// Yes! The song is “If I were a boy”. OK, let's sing this song together. “If I were a boy. Even just for a day. I'd roll out of bed in the morning. And throw on what I wanted and go." Boys and girls, I love your voice. Now, who can tell me the meaning of “I’d”? Mary, please! Great! I'd, we can also say I would. And would is a modal verb, right? OK, Do you want to know more about modal verbs? Today, we will learn more about modal verbs.Step 2 PresentationOK, boys and girls, please open your book. I will read the passage for you, you need to listen carefully and try to find out more sentences with model verbs. Are you clear? Let's begin.// Finished? Mary, can you show us? Great, sit down, please. Mary found two sentences, the first sentence: May I come in? The second one, could you please shut the door behind you? Any different ideas? Oh Tim. you are so active. Wonderful. sit down please. Tim found another three sentences: can I use your computer to surf the net? No, you can't right now You can use my MP3 player, if you like. Do you agree with him? Yes! Tim, you make a great progress! Clap for him!Now, let's try to find the similarities between these modal verbs and then share your answers with us.5 mins for you, let's begin.// Time is up, who can try? Anna, please. Brilliant! Anna said, the function is that the modal verbs are used to express permission. Do you agree with her? Great! But the degree of permission, we can express: Can>could=may. (板书) Can> could=mayDo you know more modal verbs? Think carefully and share with us what you have met. Alice, can you? Wow, excellent! might, would, should, ought to.Step 3: PracticeNow, according to the conversation, look at these questions, try to fill in the blanks using the suitable modal verbs.a. May I come in?b. Could you please shut the door behind you?c. Can I use your computer to surf the net?d. No, you can't right now.e. You can use my MP3 player, if you like.V olunteer? Amy! come to the front, write on theblackboard.// OK, good job, go back to your seat. Let's check your answers. “May, Could, Can, can't, can”, areyou right? Please pay attention to “can't=can not”.OK, boys and girls, let's try to make a new dialog about ask for permission according to the conversation and these sentences. 5 mins for you, then I will invite some students share for us. Let's begin.// Who can show us? Lucy, please! Good job! Please pay attention to “can I help you.Step4: ProductionIt's group work time. Four students as one group. Let's make a discussion: what permission questions we can use at home and at school. Discuss in fours what you think. Then some groups will be invited to show your results. Let's begin!// Time’s up. Let's do it. Group 1? Come on, please. Yeah, I love your voice. Another group? Yeah, Jeff, your group. Don't be shy, have a try! Come to the front! Your pronunciation has improved Give me five, go back to your seat.Now, let's try to suppose you are in a mall now, imagine what conversation will happen here.5 mins to prepare with your desk mate. let's begin.// Who can show us? Lisa, have a try! Great! When we want to ask for permission, we can use modal verbs, right?Step 5 SummaryHow time flies! Let's summarize what we have learned today. Who can help me? Tom, please. Excellent! You make great progress than before. Today we have learned about modal verbs, we know the function of them and some sentences of modal verbs. Boys and girls, we should to get the confidence of learning English. In our daily life, we can try to use English what we have learned.Step 6 HomeworkSo here is your homework. To search more usage of may, could, can, next class let some students share the answer. Any question about this lesson? No? Great? Today all of you did a good job. I hope you can keep on. Class is over. See you.答辩1. How do you think about that the teacher is learning?All of us want to be a good teacher. But how does it come? I think several qualities are definitely necessary: academic knowledge, the understanding of children, and the techniques and methods for teaching. As the saying goes: there is no best, but only the better. For our teachers, it means we should keep going on our job, improve our own abilities and skills of teaching. We do have a lot of ways to improve ourselves, but no matter what kinds of progress, we get them through the same way, that is learning. I appreciate every opportunity that I can learn from the textbooks, from the other teachers, from the students, even from every class i hold. This way might be hard but with pleasure.2. Please retell your presentation.It is a grammar lesson of senior high school .so i use inductive method.First, I give them 5 minutes to read this article and circle the sentences with modal verb. Then I invite a student to come to the front to write down the sentences. next, I give my students 5minutes to discuss with their desk mates about the similarities between these modal verbs and ask them to share their answers. After their sharing, I make a conclusion about the usage of modal verb in this article. The function is that the modal verbs are used to express permission.。

教师资格证语法课教案

教师资格证语法课教案篇一：teaching plan 高中英语教师资格证面试试讲教案阅读试讲教案Grade level: First grade of High schoolLesson type: ReadingDuration: 45minTeaching objectives1) To help students develop their reading skills, such as scanning and skimming for information, guessing the meaning of strange words2) Enable students to understand the difficult sentences and new phrases in the passage3) Affective objectives:（根据文章内容而定）Teaching aidsMultimedia devices; blackboardTeaching important and difficult points:1) Understand the following sentences:2) Grasp the usage of the following words and phrases:3) Enable students to use certain reading skills to help themselvesunderstand the passageTeaching proceduresStep 1 Lead-in (5min)Show students several pictures of …and ask the students to describe the pictures./ Ask students to think about and answer the questions on the blackboard.(Good morning, boys and girls. How is your day? Fine? Good for you. Ok. Today we will learn a new lesson. Before looking at the textbooks, I’d like to show you some pictures (a video)/ask you some questions/tell you a story.Describe what you see in the pictureDo you know anything about……?What’s your opinion about……?Any volunteers? Ok, please, share your idea with us. Very good/brilliant/excellent! We already know your ideas about the topic. Now let’s try to find out what’s the author’s idea about the topic. )Step 2 Pre-reading Listening. (5min)Ask Ss to listen to the tape and answer two questions:(Listen to the tape carefully and try to answer the following questions.1) what does the passage talk about?2) …….Ok. You have listened to the whole passage. Do you have your answers to the question? Good, John, please. (复述学生答案) This is John’s idea, how about other students? Ok, Lynn. Good. You think ………. Thank you. I believe you all have got your own answers. You must be curious about whether it’s correct or not. ) Step 3 While-reading (25min)Activity 1 Skimming & ScanningAsk the students to read the passage quickly and answer the following questions:(Now read the passage quickly within 2 minutes and find out whether you are right or not. Meanwhile, try to answer the questions on the blackboard.(板书问题)：1）2）Have you finished your reading. Yes? Good. First, have you found out the main idea of the passage? How about Lisa? Very good. It is about ………. How about the questions? Have you found the answers? Volunteers? Good, please. You think …….. excellent, thank you. )Activity 2 Intensive readingAsk the students to read the passage carefully, and get detail information from the passage.(As you have got the main idea of the passage, let’s move on to learn some details of the passage. Now you have 5 minutes to read the passage carefully and discuss with you partners about the following questions.1)2)Ok, I’d like to invite group 3 to answer the questions. That’s really impressive. You already have a very thorough understanding of the passage.From your answers, I can see you already understand the passage quite well. So I’d like to move on to the analysis of some difficult sentences and the usage of some phrases. Take a look at the second sentence in Paragraph 1. Pay attention to……. Is it clear? Good.Activity 3 Read togetherAsk the students to read the passage together.(Do you have any questions about the passage? No? If no, let’s read the passage aloud together. )Step 4 Post reading (5min)(Debate, interview, role-play, retell the story)Ask the students to have a discussion on ….(Very good. You read really well. Now I have another task for you. We have learnt ……today, ……………have a discussion with your partner. After the discussion, I’ll invite some of you to share your ideas with us.I can see that you have finished your discussion. Anyone wants to share with us? ok, Jack. Good. you think from the perspective of ….. Do you have other ideas? Yes, please. Excellent. This is an very interesting answer.)Step 5 Summary (4min)Invite students to summarize what they have learnt in the class. Teacher makes supplementary comments, and stress the importance of …(Guys, you’ve done a great job. At last, let’s sum up what we have learned today. Who would like to have a try? Jenny, please.)Step 6 Homework (1min)1) Ask the students to consider the question: 1) 2) /ask the students to search more information about …Write an email to your friend.2) Write a short passage and use the new words and expressions as many as possible.3) Read the passage again and try to retell the passage.4) Search the Internet and find more information about…(Thank you, you really did a good job. Is that clear to all of you? Okay, at last, here comes your assignment. First, please retell this passage to your desk mate. Secondly,please search on the Internet to find more information about the amber room and we will share your findings next class.Here comes the bell. Class is over. See you next class.)语法试讲教案Grade level: First grade of High schoolLesson type: ReadingDuration: 45minTeaching objectives1) Help students to learn the usage of ….2) Help students to grasp the sentence pattern of…..Teaching aidsMultimedia devices, blackboardTeaching important and difficult points1) the sentence pattern of…2) some special cases3) enable students to use …in real lifeTeaching proceduresStep 1 Lead-in (5min)Show some pictures to the students and ask them to describe thepicture. 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 stress the important points.Step 5 Homework (3min)Ask students to finish related exercise on the textbook. Ask the students to write a passage 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篇二：湖北教师资格面试高中英语语法课教案设计湖北教师资格面试高中英语语法课教案设计Do some drills about “superlative degree”, like fill in blanks: How long _____ your uncle ______ (be) in the city?Last year a large number of three____________(cut) down.I had hoped to see her off at the station, but I_________ too busy. The play had already been on for quite some time when we______at the New Theatre. Step 4 productionGroup work: Divide students into 6 groups and try to imagine what will happen going on. Students should try to express themselves by using passive voice as much as possible.Step 5 summary and homeworkDo a summary by asking questions and ask students to write an article about the story.IV Blackboard designpassive voiceWe’re being killed for the wool beneath our stomachs.Our fur is being used to make sweaters for people like you.As a result, we are now an endangered species篇三：上海教师招聘考试：高中英语语法课教案上海教师招聘考试：高中英语语法课教案最新上海教师资格证、2016下半年教师资格笔试报名时间：9月6至12日；面试报名时间：12月13至16日。

高中英语语法试讲10分钟范例

高中英语语法试讲10分钟范例高中英语语法试讲10分钟范例主题：动词时态与时态的转换1. 引言动词是英语的重点和难点之一。

了解和掌握动词时态和时态转换对学生的英语学习至关重要。

在本次试讲中，我将重点讲述动词时态和时态转换的知识点。

2. 动词时态的分类英语动词有三种基本时态：一般现在时、一般过去时、一般将来时。

此外还有进行时、完成时、完成进行时等。

3. 动词时态的用法(1) 一般现在时表示现在的状态或经常的、习惯性的动作。

例如：I go to school every day.（我每天都去上学）(2) 一般过去时表示过去发生的动作或状态，强调过去的完成。

例如：I went to school yesterday. （昨天我去了学校）(3) 一般将来时表示将来会发生的动作或状态。

例如：I will go to school tomorrow.（我明天会去上学）(4) 进行时表示动作正在发生或正在进行。

例如：I am readinga book.（我正在看书）(5) 完成时表示动作已经完成。

例如：I have finished my homework.（我已经完成了我的家庭作业）(6) 完成进行时表示动作一直持续到现在并且还会持续下去。

例如：I have been waiting for you for an hour. （我已经等你一个小时了）4. 时态转换时态转换是英语学习中十分重要的一部分，也是英语语法中最基本的部分。

在时态转换时，需要注意以下几种情况：(1) 一般现在时转一般过去时，直接在动词后加-ed。

例如：do— did(2) 一般将来时转一般现在时，使用will / shall + 动词的原形。

例如：I will go to school tomorrow.（我明天会去上学）→ I go to school tomorrow.（我明天去上学）(3) 一般过去时转现在完成时，使用have / has + 动词的过去分词。

高中英语教资面试各重点语法逐字稿

Now, it’s time to learn something new. Please read this passage for the second time, this time, try to find out the sentences with when. Okay, let’s start. Boys and girls, stop here, who would like to show us your ideas? Kevin, you please. Great. The first sentence is: he started composing music when he was five. And how about others? Yes, he learned to play the harpsichord when he was four. Well done! Boys and girls. I have listed these sentences on the blackboard, please look at the blackboard. Can you find something in common? It’s the adverbial clause of time. We use “when” to reinforce a specific time. And, what time do they describe? Right, they all talk about an action that happened in the past. Can we change the “when clause” to present tense? No, the tense must follow the same tense as the main clause. Class, you all have mastered the rules of it.宾语从句objective clauseLet’s pay attention to the following sentences:I wonder if you’d mind us asking you a few questions.May we ask what you’re doing in this city and what your plans are?Can you translates these sentences? Yes you all got it right. And then ,what clause can you find in the two sentences? Yes, a clause behind the verb, we call them: objective clause. And what linking word do they use? Right, “if” and “what”. And please pay attention to the clause, is that a question? No, it’s a statement.If条件句if-clauseNow boys and girls please open your book, there are some sentences right, let’s read it together. Stop here. What do you find in common? Yes, they all have if in it. And this is called the subjunctive mood. But how about the meaning of it? you don’t know right? Let’s have a group discussion together. I will give you five minutes. Later, I will invite some of you to show us your ideas clear? Now, please go ahead. Time’s up! Guys, who like to show us your ideas? Alice, you please. Great! We can use it to talk about things that will happen in the future, but we are not sure that it will happen or not. If it happens that we could / should do something. How about the structure of it?Zoey! Have a try, please. Great! Let me write down it.If + sb./sth. + were to/should do，sb. + would/should/could/might + do.定语从句attributive clauseAll right guys, it’s time to learn something new. Here are some new sentences in the passage. Let’s look at the first one. Can you read it? Yes, “This gift was the Amber Room, which was given this name because several tons of amber was used to make it. The amber which was selected had a beautiful yellow-brown color like honey.” Can you find the attributive clause? What does it modify? We call it as antecedent. Pay attention to the guide word “which”, it refers to the amber room, and it serves as the subject in the clause. Understand? So Let’s look at the next one,can you find the attributive clause? There is still an attributive clause in the passage, can you find it? You did a very good job!All right guys, from the passage we know he finds English important. and he learns well. However, in English, how to express something’s result? Can you try to find the sentences with a result in the passage?Great, Lily, what’s your finding?Excellent, sit down please. I will write the sentences here.(写板书) Let’s look at them one by one.He made such a rapid progress that...His English in one of these articles was so good that...So, do you find something in common?Yes, they both contain “that clause”. Since the clause tells us the result of something or actions. We call it adverbial clause of result.However, what are the differences between the two sentences? Great, some of you have said that the main structure of this clause is “so... that and “such… that”. Actually, the word “so” can modify adjectives and adverbs, and “such” modify nouns. That’s the difference. Are you clear?一般现在时simple present tenseOK,girls and boys.Here are some new sentences.Let’s look at the first one.What rules can you find in these three sentences?5minutes for you.Let’s start.Stop here.Who wants to try?Jack, you please.Well done!I like your voice.So,these three sentences are using the simple present tense.The structure of simple present tense is subject+verb+objective.Boys and girls,pay attention to that:the verb has to be original verb.Do you know the meaning of the simple pres ent?Yeas,we use simple present tense to describe a regular routine.Are you clear?Well done!一般过去式simple past tenseAll right guys, from the passage we know there are many legends about the festival. But when we want to describe one of them, the tense of the sentences should be changed, right? Can you find the sentences that have different tenses in the passage? Two minutes for you. Go!Great, Lily is raising her hand, what’s your finding?Excellent, sit down please. I will write the sentences here. Let’s look at them one by one.The first sentence is in simple present tense, and the rest of the passage is in past present tense.Do you know the reason why the writer changed the tense?Yes, The first sentence is a fact, so it’s in simple present tense. The rest of the passage tells the story of the ancient history of Lantern Festival. The story happened in the past, so it is in past present tense. Are you clear?That means when we say or write something, we should use suitable tense according to the time of the thing. Don’t forget the key point, do you?可数名词和不可数名词countable nouns and uncountable nounsAll right guys,it’s time to learn something new.When you listened,there are some language poin ts that may be a little difficult,right?I have written them on the blackboard.Let’s look at them o ne by one.The first one:sixteen or seventeen hours.The second one:do some exercise.Then th e third one:got much money.The last one:at your feet.Now try to read these sentences by your self.So,did you find something in common when you read?Yes,hours/exercise/money/feet. What it is?Let’s see it together.Look here,boys and girls.Listen to me carefully,this is new know ledge we are going to learn today:the nouns.We use it to talk about things or people.As we can see,there are countable nouns and uncountable nouns,right?We should remind that counta ble nouns have two forms:the singular and the plural.Normally,to change into plural form,we add s to the end of the countable nouns,such as hour/hours,book/books.The second type is t o add es,such as class/classes.There are also some irregular nouns,such as man/men,foot/fe et.And we use“many”to modify the countable nouns,and“much”to modify uncountable nou ns.“Some”can be used to modify both countable nouns and uncountable nouns.Spend/so... that...I have written the key sentences according to your answers: (1) It’s so crowded that I can’t find anywhere to sit. (2) I spend all morning checking numbers.Can you find out the grammar points of the sentences? You can discuss with your partners firstly. Now, who can tell me your ideas? No? It doesn’t matter. : We often use “so...that” in the structure as follows: so+ adj.+ that + clause. It often leads the result adverbial clause and use it in a negative sentence.What about the second one? We often use spend in the structure as follows: spend+ time +v.-ing, often the subject is human.。

高中英语教资面试语法点

高中英语教资面试语法点High School English Teacher Certification: Grammar PointsAs an aspiring high school English teacher, I recognize the importance of a strong command of English grammar in effectively communicating with and educating students. The ability to accurately and confidently explain grammatical concepts is a crucial component of language instruction. In this essay, I will delve into several key grammar points that are essential for high school English teachers to master.One of the fundamental grammar topics that high school English teachers must be well-versed in is the proper use of parts of speech. This includes a thorough understanding of nouns, verbs, adjectives, adverbs, prepositions, conjunctions, and interjections, as well as their respective functions within a sentence. Knowing how to identify and distinguish these parts of speech is essential for guiding students in constructing grammatically correct sentences and understanding the structure of the English language.Another critical area of grammar for high school English teachers is the accurate use of verb tenses. Proficiency in conjugating verbs andapplying the appropriate tense, whether it be present, past, future, or various progressive and perfect forms, is vital for demonstrating proper language usage and helping students develop their own command of verb forms. Mastering the nuances of tense agreement and sequence is crucial for effectively teaching students to write and speak with clarity and precision.In addition to parts of speech and verb tenses, high school English teachers must have a strong grasp of sentence structure and syntax. This includes understanding the different types of sentences, such as simple, compound, complex, and compound-complex, as well as the appropriate use of phrases, clauses, and punctuation to create well-formed sentences. Being able to identify and explain the components of a sentence, such as subjects, predicates, and modifiers, is essential for guiding students in constructing grammatically sound written and oral communication.Another important aspect of grammar that high school English teachers must be familiar with is the proper use of pronouns. This includes understanding the different types of pronouns, such as personal, possessive, reflexive, and relative pronouns, and their correct application within a sentence. Proficiency in pronoun-antecedent agreement and the appropriate use of pronouns to maintain clear and coherent references is crucial for teaching students to write effectively.Furthermore, high school English teachers must be well-versed in the rules and conventions of subject-verb agreement. This includes understanding how to ensure that the subject and verb in a sentence agree in number (singular or plural) and person (first, second, or third). Mastering subject-verb agreement is essential for modeling correct language usage and helping students develop their own skills in this area.In addition to the aforementioned grammar topics, high school English teachers must also be knowledgeable about the appropriate use of modifiers, such as adjectives and adverbs, to enhance the clarity and precision of written and spoken language. Understanding the proper placement and function of modifiers, as well as the potential for misplaced or dangling modifiers, is crucial for teaching students to write and speak with greater sophistication and clarity.Another important grammar concept that high school English teachers must be familiar with is the appropriate use of capitalization and punctuation. This includes understanding the rules for capitalizing proper nouns, titles, and the beginning of sentences, as well as the correct application of punctuation marks, such as periods, commas, semicolons, and apostrophes. Mastering these conventions is essential for modeling proper language usage and helping students develop their own skills in this area.Finally, high school English teachers must have a strong understanding of the rules and conventions of sentence-level mechanics, such as the appropriate use of apostrophes in contractions and possessives, the correct spelling of commonly confused words, and the proper formatting of quotations and citations. Proficiency in these areas is crucial for demonstrating and reinforcing the importance of attention to detail in written communication.In conclusion, the mastery of key grammar concepts is a essential component of the knowledge and skills required for high school English teachers. By demonstrating a comprehensive understanding of parts of speech, verb tenses, sentence structure, pronouns, subject-verb agreement, modifiers, capitalization and punctuation, and sentence-level mechanics, English teachers can effectively model and teach the fundamentals of the English language. This expertise not only enhances their own credibility and professionalism but also empowers them to guide their students in developing the essential language skills necessary for academic and personal success.。

高中英语语法试讲教案

高中英语语法试讲教案教案标题：高中英语语法试讲教案教学目标：1. 熟练掌握主语与谓语的一致性规则，能够正确运用在句子中。

2. 能够理解和运用不同类型的从句，包括名词性从句、定语从句和状语从句。

3. 能够正确使用比较级和最高级形式，描述人物和物品之间的差异和特性。

教学重点：1. 主语与谓语的一致性规则2. 不同类型的从句的理解和运用3. 比较级和最高级形式的正确使用教学难点：1. 不同类型的从句在句子中的运用和分析2. 比较级和最高级形式的运用和区分教具准备：1. PowerPoint幻灯片2. 高中英语教材和练习册3. 笔记本和笔教学过程：Step 1: 导入新知识 (5分钟)1. 老师出示一张简单的图片，引发学生对图片中人物或物品的描述。

2. 学生们在小组讨论中分享自己的描述，然后让其中一位学生向全班介绍他们小组的描述。

Step 2: 呈现重点知识 (15分钟)1. 老师使用幻灯片呈现主语与谓语的一致性规则，并解释其基本原则和例外情况。

2. 老师与学生一起分析例句，让学生发现主语与谓语在人称、数和时态上的一致性。

Step 3: 练习主语与谓语的一致性规则 (15分钟)1. 老师分发练习册中相关练习，让学生进行练习，同时老师巡视并与学生进行互动。

2. 学生完成练习后，老师与全班一起检查答案，解释和澄清相关问题。

Step 4: 介绍不同类型的从句 (10分钟)1. 老师使用幻灯片呈现名词性从句、定语从句和状语从句的定义、特点和使用方法。

2. 老师逐一解释不同类型从句的例句，并与学生一起分析其在句子中的作用和结构。

Step 5: 练习不同类型的从句 (15分钟)1. 老师分发练习册中相关练习，让学生进行练习，同时老师巡视并与学生进行互动。

2. 学生完成练习后，老师与全班一起检查答案，解释和澄清相关问题。

Step 6: 介绍比较级和最高级形式 (10分钟)1. 老师使用幻灯片呈现比较级和最高级形式的定义、构成和用法。

高中英语教资面试-用英语讲语法3-语态+从句(禁止传播,翻版必究)

1.Adverbial clause 状语从句
1-1 时间状语从句：引导词： An
ቤተ መጻሕፍቲ ባይዱ
adverb clause of time shows when something happens. It
is usually introduced by time adverbs. Examples are: before,after, as, when, while, until, as soon
If you are talking about something that is yet to happen in the future, use a present tense in the
adverb clause and a future tense in the main clause. Till:直到什么时候为止
西瓜英语工作室专享，更多内容请添加QQ：710978826
voice. The sentence pattern is S+be+ved How to change active voice into passive voice? 主动语态怎么转换成被动语态？ He eats an apple every day 1. change the object into subject. An apple 2. Change the predicate into : be +past participle: an apple was eaten 3. Change subject into object,,use object case 宾格。Use preposition by: an apple was eaten by him every day.

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