《英语语法》课程说课共32页
高中英语语法说课稿
高中英语语法说课稿高中英语语法说课稿（一）一、教学目标（teachingaims:）1.复习连系动词的功能（Reviewwhatalinkingverb’sfunctionisinasentence.）2.了解连系动词的种类（Rememberwhatverbscanbeusedaslinkingverbs.）3.掌握表语的种类（Summarizewhatwordsorphrasescanbeusedasthepredica tive.）二、教学重、难点（teachingmainanddifficultpoints:）将所学的规则运用于实践，解决一些具体问题（Applytheruleslearnttocompletesomewrittentasks.）三、教学设想（teachingdesign:）让学生学会通过练习，自己归纳、总结连系动词的规则（Instructstudentsthemselvestosummarizetherulesoflinki ngverbsandgettheminvolvedinalltheteachingactivities.）四、教学步骤（teachingprocedures:）1.导入（Step1:Leading-in）presentashortvideotogetstudents’attentiononthegeneralideaoflinkingverbs.2.练习与归纳（Step2:Explanationandpractice:）（1）。
Introducethedefinitionofalinkingverb.（2）。
gettoknowtheclassificationoflinkingverbs.（3）。
Remindstudentstopayattentiontosomepossiblemistakeswh ileusinglinkingverbs.（4）。
comparethreegroupsoflinkingverbssimilarinmeaningorus age.（5）。
语法课说课稿
Good morning, honorable judges. I’m xx, No.1.It’s my great honor to be here sharing my lesson with you.I’m going to talk about my design of the grammar lesson. It is taken from Book1, Unit3 for Junior Two students. The topic is “I’m more outgoing than my sister”.I am talking from the following aspects.Firstly, let me introduce the teaching and learning objectives. This is a grammar lesson. After the lesson, my students will be able to know how to make the comparative form of some adjectives or adverbs .In addition; they will be able to use comparative degree to describe the things around. And also, learning how to praise others with the comparative degree can train my students to adopt good habits in life and this is one of the important tasks of the new curriculum.Secondly, I want to tell something about the focal and difficult points. Although students have the basic abilities of listening, speaking, reading and writing, they still need some opportunities to practice the change regulation of words, to learn comparative degree to describe things, feelings and experience. As the junior students, they are supposed to understand how to use the comparative degree in daily life.Thirdly, I’d like to talk about the teaching and learning methods. According to the analysis above, I’ll try to use the PPP model to help my students learn and understand this grammar, which is presentation,practice, and production. In this lesson, I’ll guide my students to learn to use the comparatives. And learning method is self-dependent and cooperative learning.The fourth part is the teaching procedures. I’ll divide the lesson into 5 parts. They are presentation &practice of adding er; presentation &practice about changing y into i then adding er; mechanical practice of part 1&2, leading more, next part is mechanical exercise about more, and Semi controlling compositive practice; the final part is production.Then I’ll talk about the first st ep.The first step is to lead in comparative and teach them the comparative which needs add er. At the beginning of the class, I’ll draw two straight lines on the blackboard to lead in longer. Then I will give more examples by showing pictures on PPT .After that, I will ask my students to look at the PPT and observe the change regulation with the color tip. Let students try to conclude the rule first. Then show rule one on the PPT. The purpose of doing this is to attract the Ss’ attention and lead in the comparative and make Ss get a general understanding of it.The second part is to introduce the presentation of the rule which change y into-ier. In this part, I show some vivid pictures to draw students’ attention. I will lead in some adjectives and adverbs, and give them those words’ comparative form in sentences. At the end of this part, I will join those sentences together showing on PPT and the comparativeform in those sentences emerged in red. The purpose of doing this is to let students pay attention to the changing place, and they can easily find the regulation. Then the practice of this part is filling the blank. In order to cause the Ss’ attention and let the Ss be able to use this rule, I will give 5 fill-in questions using the adjectives and adverbs are given to change into their comparative form.And then, I will give more exercise to consolidate the knowledge they have learned: add er to the adjectives/adverbs to make their comparative form, the other is change y into -ier to make their comparative form.Group work is my first choice to let Ss learn to use the change regulation of comparative (+er, y-ier), and make it clear to distinguish the two kinds of words. So I will ask them to fill the proper words into the table (see table one) in group activity.Next，I will give my students six sentences to practice, they are supposed to answer the questions during one game(see table two). To do this is to raise my students’ interests in participating in the lesson and enable them to get more familiar with the knowledge they just learned. After doing this, I will show two pictures to my students and ask them to describe the pictures with the information already given; So I can check whether my students have master what they have learned or not and prepare for their production.The last step is to introduce my production part. I will divide this part into two steps. First I will ask my students to choose one student “who do you like best in our class and compare him or her with yourselves and then give reasons”. This is to enable my students learn how to use the knowledge they learned to praise others and improve themselves. The second step is to ask my students to find an ideal friend for themselves so their oral English get practiced and they will know how to use the comparative degree to express themselves.Next I will assign the homework to Ss, let them write about their ideal friends.Finally I will talk about my blackboard design (see table three). In my opinion, the blackboard design can reflect the teacher’s ability of mastering the lesson and showing the most important information of the class.So, when students are reading, I will write down the three regulation of comparative degree so that the students will keep them in mind.That is all for my presentation, and your advice is most valuable to me.Thank you!Table 1:1. The boy is_______(lazy) than the girl.2. Fishing is ______(easy) than swimming.3. The hen is_______(heavy) than the duck.4. They are_______(busy) than you.5. Li Li got up______ (early) than Xiao Ming yesterday.Table 2:1. It is _______(important) to be hard-working than be smart.2. This story is ________(interesting) than that one.3. Singing is _______ (popular) than dancing in our school.4. This show is________ (wonderful) than last one.5. My problem is ________(serious) than yours.6. You should be ________ (careful) than she.Table 3;1.the rule of comparative form(1) Usually adj./adv.→+er e.g. older, longer (2)some adj./adv. --y→ieryoung er happ iercheap er bus iershort er dirt iere.g: A is cheaper than B. e.g:A is happier than B. （3）more than one syllable adj./adv. →more +adj./adv. e.g. more friendly, more interestingmore friendlymore interestingmore expensivee.g:B is more expensive than A.。
英语语法说课稿
英语语法说课稿英语语法说课稿（一）一、教学目标学习反意疑问句二、教学重点通过教学使学生掌握反意疑问句的基本句型结构和回答。
三、教学难点1、主句谓语是think, believe, expect, suppose, imagine等引导的宾语从句，就从句部分提问。
2、陈述句部分主语是不定代词everybody, anyone, somebody, nobody, no one等，疑问部分常用复数they,有时也用单数he.四、教学程序如下：初二下学期第十单元安排了学习反意疑问句的教学内容，（一）、说教学程序：导入——新知识的学习说设计这个教学程序的基本思路和根据。
就初二学生来说他们学习了以下语法项目：be动词（包括be 动词的过去时）； There be句型 ; 行为动词的一般现在时；行为动词的一般过去时；一般将来时；（包括There be句型的一般将来时）；现在完成时；现在完成进行时；情态动词和祈使句。
因此，我在讲授反意疑问句时，仅仅围绕学生学过的以上语法项目进行反意疑问句的教学并进行反复练习。
具体练习作业本（上、下）、典中点中的练习都有，另外，再补充一些总结性的有关反意疑问句的专项练习加以巩固。
（二）、说练习和作业的设计。
检测训练——总结巩固。
通过做作业本（上、下）中的练习、典中点中的练习进行训练，再补充一些总结性的有关反意疑问句的专项练习进行检测加以巩固。
（三）、说板书设计：通过课件展示教学内容（以下各项教学内容）以下分为十一个部分进行讲解。
反意疑问句反意疑问句是由两部分组成的，前一部分是对事物的陈述（即陈述句），后一部分是简短的提问（即简短疑问句），中间用逗号隔开。
如果前一部分用肯定句，后一部分就用否定疑问句；如果前一部分用否定句，后一部分就用肯定疑问句。
两部分的人称和时态要一致。
其回答是用yes或no来表示。
一、含be（is, are, was, were）动词的反意疑问句其句型是：句型1:主语+ be+其它，isn’t（aren’t, wasn’t, weren’t）+ 主语？句型2:主语+ be not+其它，is（are, was, were） +主语？① You are from America, aren’t you? Yes, I am. No, I’m not.② It isn’t very cold today, is it? Yes, it is. No, it isn’t.③ Tom was away yesterday, wasn’t he? Yes, he was. No, he wasn’t.④ The Green weren’t at home last night, were they?Yes, they were. No, they weren’t.⑤ Mary is reading English now, isn’t she? Yes, she is. No, she isn’t.⑥ Your parents aren’t going to have a party this Sunday, are they?Yes, they are. No, they aren’t.⑦ The girls were singing when the teacher came in, weren’t they?Yes, they were. No, they weren’t.注意：There be句型① There is an old picture on the wall, isn’t there?Yes, th ere is. No, there isn’t.② There aren’t any children in the room, are there?Yes, there are. No, there aren’t.③ There wasn’t a telephone call for me, was there?Yes, there was. No, there wasn’t.④ There were enough people to pick apples,weren’t there?Ye s, there were. No, there weren’t.二、行为动词的一般现在时的反意疑问句其句型是：句型1: 主语+动词原形+其它，don’t I （you, we, they）？句型2: 主语+ don’t+动词原形+其它，do I（you, we, they）？句型3: 主语+动词第三人称单数+其它，doesn’t he （she, it）？句型4: 主语+ doesn’t+动词原形+其它，does he（she, it）？① You often watch TV in the evening, don’t you? Yes, I do. No, I don’t.② The students don’t study hard, do they? Yes, they do. No, they don’t.③ Mary studies Chinese hard, doesn’t she? Yes, she does. No, she doesn’t.④ The boy doesn’t often go to school by bike, does he?Yes, he does. No, he doesn’t.⑤ The first class begins at eight, doesn’t it? Yes, it does. No, it doesn’t.三、行为动词的一般过去时的反意疑问句其句型是：句型1: 主语+动词过去式+其它，didn’t+主语？句型2: 主语+didn’t+动词原形+其它，did +主语？① You watched TV last night, didn’t you? Yes, I did. No, I didn’t.② Jim’s parents didn’t go to Hong Kong last month, did they?Yes, they did. No, they didn’t.③ The rain stopped, didn’t it? Yes, it did. No, it didn’t.④ Mr. Clarke didn’t buy a car, didn’t he? Yes, he did. No, he didn’t.四、一般将来时的反意疑问句其句型是：句型1: 主语+will+动词原形+其它，won’t+主语？句型2: 主语+ won’t +动词原形+其它，will +主语？① The boys will play games, won’t they? Yes, they will. No, they won’t.② It won’t stop raining, will it? Yes, it will. No, it won’t.③ Mr. Smith will visit our school next week, won’t he? Yes, he will. No, he won’t.注意：There be句型的一般将来时① There will be a basketball match tomorrow, won’t there?Yes, there will. No, there won’t.② There won’t be too much pollution in the future, will there?Yes, there will. No, there won’t.五、现在完成时的反意疑问句其句型是：句型1: 主语+have+动词过去分词+其它，have n’t+主语？句型2: 主语+ haven’t +动词过去分词+其它，have +主语？句型3: 主语+has+动词过去分词+其它，hasn’t+主语？句型4: 主语+ hasn’t +动词过去分词+其它，has +主语？① You have been to Shanghai before, haven’t you? Yes I have. No, I haven’t.② You haven’t been to Shanghai before, have you? Yes I have. No, I haven’t.③ Jack has done his homework, hasn’t he? Yes, he has. No, he hasn’t.④ Jack hasn’t done his homework, has he? Yes, he has. No, he hasn’t.六、现在完成进行时的反意疑问句其句型是：句型1: 主语+have been+动词现在分词+其它，haven’t+主语？句型2: 主语+ haven’t been +动词现在分词+其它，have +主语？句型3: 主语+has been +动词现在分词+其它，hasn’t+主语？句型4: 主语+ hasn’t been +动词现在分词+其它，has +主语？① You have been skating for five hours, haven’t you? Yes, I have. No, I haven’t.② You haven’t been skating for five hours, have you? Yes, I have. No, I haven’t.③ Bob has been co llecting kites since 1999, hasn’t he? Yes, he has. No, he hasn’t.④ Bob hasn’t been collecting kites since 1999, has he? Yes, he has. No, he hasn’t.七、含有情态动词的反意疑问句其句型是：句型1: 主语+情态动词+动词原形+其它，情态动词否定形式+主语？句型2: 主语+情态动词否定形式+动词原形+其它，情态动词+主语？① You can speak French, can’t you? Yes, I can. No, I can’t.② They can’t understand me, can they? Yes, they can. No, they can’t.③ Ann could swim when she was six, couldn’t she? Yes, she could. No, she couldn’t.④ The students must study hard, mustn’t they? Yes, they must. N o, they needn’t.注意：You must go home now, needn’t you? Yes, I must. No, I needn’t.八、祈使句用于反意疑问句中这种类型较特殊，前一部分是祈使句，后一部分是肯定疑问形式。
英语语法主谓一致说课稿
英语语法“主谓一致”说课稿一、说教学目标(Teaching Aims)让学生通过自学、交流讨论，学习和掌握主谓一致的语法规则，熟练运用人称和数上与主语保持一致的原则，并通过相关的练习学会应用所学到的语法知识，能够在书面表达中杜绝主谓一致方面的错误。
二、说教学重点(Important Teaching Points)掌握集合名词、不定代词、并列连词连接的名词、代词等作主语的主谓一致规则。
三、说教学难点(Difficult Teaching Points)能够应用主谓一致的知识：1.谓语动词用单数的种种情况。
2.就近原则。
3.定语从句中的主谓一致。
四、说教学程序：5. Every boy and every girl in the class (is/are) very diligent.(四)、1. Neither you nor I (are/am) fit for the work.2. There (is/are) a pen, five pencils and three books on the desk.(五)、1. Jane, together with her parents, (goes/go) to the park every Sunday.2. Henry, rather than Jane and John, (is/are) responsible for the loss.Step 3交流讨论通过问题引导学生分组进行交流讨论，总结归纳主谓一致的语法规则。
Ask students to discuss these questions and sum up the grammatical rules of Subject-Verb agreement.一、集体名词做主语时，谓语动词的单复数由什么来决定？二、哪些不定代词作主语时，谓语动词用单数形式?none以及all作主语时，谓语动词的单复数怎么决定?三、由and连接两个名词作主语时，谓语动词一般用复数形式，在哪些情况下，谓语动词需用单数形式？四、哪些情况下，句子谓语动词遵循就近一致原则？五、哪些情况下，谓语动词的单复数与句首的主语保持一致？Step 4释疑解难由学生报告刚才讨论的结果，即对以上5个问题做出回答。
高三英语语法课程说课稿
高三英语语法课程说课稿高三英语语法课程说课稿作为一名教学工作者，总不可避免地需要编写说课稿，说课稿有利于教学水平的提高，有助于教研活动的开展。
那么写说课稿需要注意哪些问题呢？下面是小编收集整理的高三英语语法课程说课稿，希望对大家有所帮助。
课程说明：本课程为高三英语的语法课程。
是学生学习主谓一致的基础课程。
本课程实用性很强，以实际工作任务为引领，根据高三英语的特点，高考英语的内容，主要采用复习讨论法、讲解法和训练法来组织教学。
课题说明：本课程为高三英语语法复习课。
时间为80分钟。
主谓一致是学习英语必须掌握的内容。
也是高考必考语法。
本堂课的目的：通过全面系统复习主谓一致的用法，使同学们对其用法有个更好的掌握，能运用到高考实际中去。
本课题拟通过教师设置的互动情景，采用讲练结合的教学法。
学情分析综高09级学生总体基础较差，对以些固定用法不愿意记。
而主谓一致内容比较繁琐，在他们的记忆中很混乱，尤其相似词组的主谓一致的掌握对他们有很大的难度。
教学目标1、知识与技能：学习主谓一致的用法，掌握特殊搭配。
2、过程与方法：首先进行讨论，使同学们对主谓一致有一定的`记忆。
再通过老师的讲解让同学们对主谓一致有更进一步的掌握。
教学重点和难点：教学重点：1、掌握主谓一致的特殊用法;2.、掌握特殊搭配的主谓一致;教学难点：1.、定语从句中主谓一致。
2、all在主谓一致中用法。
教学方法设计（一）教法设计：1、设疑研讨法：把学生分成四组，讨论：英语中的主谓一致是什么？主谓一致包括哪些？2、复习导入法：简单复习在学习过程中，同学们掌握的主谓一致。
《说课稿》共2页3、讲授法：系统讲授主谓一致在句中的用法和注意点。
（二）学法设计：1、复习讨论法：温故的同时，以新带旧，不断回顾所学，强化识记。
2、训练法：通过做题，提高学生对主谓一致用法掌握。
加深对引导词用法记忆七、课堂小结课堂小结起到了概括总结、升华提炼的作用。
八、板书设计板书力求突出教学的重点，九、教学过程设计1、新课导入（约5分钟）2、系统讲授知识点（约35分钟）3、习题训练（约30分钟）4、新课的巩固（约8分钟）5、作业布置（约2分钟）。
语法课说课稿教案设计模板
---一、课程名称[具体课程名称，如：英语语法基础]二、教学目标1. 知识目标：- 让学生掌握[具体语法知识点]，如：时态、语态、非谓语动词等。
- 理解[具体语法概念]，如：主谓一致、句子结构等。
2. 能力目标：- 培养学生运用[具体语法知识点]进行语言表达的能力。
- 提高学生分析、判断和运用语法知识的能力。
3. 情感目标：- 培养学生对语法学习的兴趣，激发学习热情。
- 增强学生的自信心，提高学习英语的积极性。
三、教学重点与难点1. 教学重点：- [具体语法知识点]，如：现在进行时态的构成和使用。
- [具体语法概念]，如：句子主谓一致原则。
2. 教学难点：- [具体语法知识点的复杂应用]，如：不同时态之间的转换。
- [具体语法概念的理解和应用]，如：句子结构分析。
四、教学方法1. 讲授法：系统讲解语法知识，帮助学生建立完整的语法知识体系。
2. 讨论法：引导学生讨论语法问题，激发学生的思考和分析能力。
3. 练习法：通过大量的练习，巩固学生对语法知识的掌握。
4. 案例分析法：通过具体案例，帮助学生理解语法知识在实际语言中的应用。
五、教学过程1. 导入（5分钟）- 通过图片、视频或提问等方式，激发学生的学习兴趣，引出本次课的语法知识点。
2. 新课讲解（20分钟）- 详细讲解[具体语法知识点]，结合例句和例题，帮助学生理解和掌握。
- 通过板书，清晰地展示语法知识结构。
3. 练习巩固（15分钟）- 设计一系列练习题，让学生在练习中巩固所学知识。
- 可以采用个人练习、小组讨论和全班竞赛等形式。
4. 案例分析（10分钟）- 选择具有代表性的语言材料，引导学生分析语法结构，加深对知识的理解。
5. 总结与反馈（5分钟）- 总结本次课所学内容，强调重点和难点。
- 收集学生的反馈意见，调整教学策略。
六、教学评价1. 课堂表现：观察学生在课堂上的参与度、回答问题的准确性和积极性。
2. 作业完成情况：检查学生的课后作业，评估学生对语法知识的掌握程度。
高中英语语法说课稿
高中英语语法说课稿一、教材分析：所授内容高二英语上册第一单元第二课，课文主要介绍了迪斯尼以及他所创造的有名卡通人物米老鼠。
文章文字运用正确，语言流畅、优雅，有利于提高学生的口笔头表达能力。
二、教学目标a 知识目标：把握下列单词及短语：cartoon take along in the hope of lose heart day after day unsuccessful characterb 能力目标：提高学生各方面的能力，加强学生语感方面练习，使学生能灵活运用所学英语进行口语表达。
c 德育目标：教育学生学习迪斯尼锲而不舍的精神，使学生具有良好的心理素质，形成好的学习习惯。
d 重点、难点重点：全面透彻理解整篇文章；学会新的语言表达方式。
难点：运用所学语言表达方式根据所提供素材进行口头作文练习。
三、说教法首先，以课文为中心，以情景引路，以理解和运用为目的。
力求做到情景领先，意含其间，以情激听，以景促解。
使学生形成一种渴求把握知识的内在需要和强大动力。
从而使学生加深对语言材料的理解，轻松获得外语语感和增强记忆力。
其次，采取导学法、点拨法，始终实行启发诱导。
采取教师为主导，学生为主体，练习为主线的`基本方法。
旨在充分调动学生的主动性和创造性，培养自学能力。
四、说学法爱因斯坦说过，爱好是最好的老师。
在利用现代化的教学手段，创造出令学生感爱好的情景后，抓住学生求新、好奇的心理特点，教师适当引导，使学生积极主动的去学习新知识，最大限度的调动学生参与到整个教学活动中。
从而提高学生分析问题、解决问题、语言运用诸方面能力的发展。
其次，学习知识的最佳途径是由自己去发现。
老师的责任是指导学生如何去发现。
教是为了不教，激发学生乐学和会学，提高创新能力。
五、教学程序1、用动画片头导入。
目的是运用小电影式的开场，激发学生浓厚的爱好，为学习课文做预备。
2、背景介绍。
画面出现三张迪斯尼青年、中年和老年的照片配英语旁白。
引导学生猜出照片上的人物迪斯尼，然后让学生谈谈他们所了解的迪斯尼。
高中语法说课稿英语模板
高中语法说课稿英语模板尊敬的老师和同学们，今天我要和大家分享的是高中英语语法的教学方法和策略。
英语语法是英语学习中的重要组成部分，它不仅关系到语言的准确性，也是语言运用能力的重要体现。
下面，我将从几个方面展开我的说课内容。
一、教学目标首先，我们的教学目标是让学生掌握基本的英语语法规则，能够正确使用各种时态和语态，理解并运用各种从句，以及熟悉英语中的一些固定搭配和习惯用法。
二、教学内容本次课程我们将重点讲解以下几个语法点：1. 现在完成时的构成和用法。
2. 定语从句的引导词选择和句式结构。
3. 被动语态在不同情境下的应用。
4. 非谓语动词的用法，包括动名词、不定式和分词。
三、教学方法1. 导入新课：通过提问和复习旧知识的方式，激发学生对新课内容的兴趣。
2. 讲解新知：采用实例演示、比较分析等方法，帮助学生理解语法规则。
3. 互动练习：设计形式多样的练习题，让学生在实践中巩固语法知识。
4. 小组讨论：鼓励学生在小组内讨论语法点，通过交流加深理解。
5. 课堂小结：总结本节课的重点和难点，确保学生对知识点有清晰的认识。
四、教学过程1. 导入：通过提问学生对上一节课的语法点的记忆，引出本节课的主题。
2. 新课讲解：详细讲解每个语法点，并通过例句展示其用法。
3. 练习环节：分发练习题，让学生独立完成，然后进行小组讨论和教师点评。
4. 互动环节：设计一些互动游戏或角色扮演，让学生在轻松愉快的氛围中学习语法。
5. 课堂小结：总结本节课的重点，鼓励学生课后复习和深入思考。
五、教学反思在教学结束后，我会反思本次教学的得失，收集学生的反馈，以便不断优化教学方法和内容。
六、结束语最后，希望同学们能够通过今天的学习，不仅掌握语法知识，更能提高英语的运用能力。
让我们一起努力，让英语学习变得更加有趣和有效。
谢谢大家的聆听，如果有任何问题，欢迎在课后与我交流。
初中英语语法说课稿模板
初中英语语法说课稿模板尊敬的各位老师，大家好。
今天我将为大家说课，主题是初中英语语法教学。
本节课我们将重点探讨如何有效地教授和学习英语语法。
一、教学目标本节课的教学目标是让学生掌握现在进行时态的构成和用法，能够正确地使用现在进行时描述正在进行的动作或状态。
二、教学重点1. 现在进行时态的构成：be动词+动词的现在分词形式。
2. 不同人称的be动词形式：I用am，you用are，he/she/it用is，we/they用are。
3. 动词现在分词的构成方法：一般动词后加-ing。
三、教学难点1. 正确区分现在进行时态和其他时态，如一般现在时和一般过去时。
2. 动词现在分词的不规则变化。
四、教学方法1. 引导式教学：通过提问引导学生思考，激发学生学习兴趣。
2. 互动式教学：通过小组讨论和角色扮演，让学生在实际语境中运用语法知识。
3. 练习式教学：通过大量的练习题，巩固学生的语法知识。
五、教学过程1. 导入（Lead-in）：通过展示图片或视频，引出现在进行时态的概念。
2. 新课呈现（Presentation）：介绍现在进行时态的构成和用法，并通过例句进行展示。
3. 练习（Practice）：设计不同类型的练习题，让学生在练习中掌握语法点。
4. 应用（Application）：通过角色扮演或情景对话，让学生在实际语境中运用现在进行时态。
5. 总结（Summary）：回顾本节课的语法点，强调重点和难点。
六、作业布置1. 完成课后练习题，巩固现在进行时态的用法。
2. 准备一个关于自己正在做的事情的简短口头报告，下节课进行分享。
七、教学反思在教学过程中，要注意观察学生的反馈，及时调整教学方法，确保每个学生都能跟上课程进度。
同时，要鼓励学生多问问题，培养他们的批判性思维能力。
通过本节课的学习，学生将能够更深入地理解现在进行时态，并能够在实际交流中灵活运用。
谢谢大家的聆听，期待与大家共同探讨更多的教学方法。
语法说课
语法说课今天我说课的内容是高中英语---,我将以新课程理念为先导，以师生共同发展为根本，以课堂教学改革和创新为核心作为本课教学内容设计的指导思想。
首先让我们来看教材，本单元的教学主要是以_______为中心话题而展开的各项活动。
从教学时间安排上，可以看出教材编者刻意把本单元教学安排高二年初，其目的正是为了让学生_____。
这也体现了教材编写的时代性原则和思想性原则。
正如课标所提到的，把教材内容和现实生活联系起来，也有利于提高学生的学习效果。
因此为了达成编者的意图，我们把开学初第一周定为_____宣传周。
为了让学生的知识从课内走向课外，从书本走向实践。
我们把本单元的核心任务确定为：1. 组织学生和学生会合作，建立____________宣传栏。
2. 和德育处合作，布置以___________为主题的黑板报和班会课。
3. 组织学生观看____相关的影片，制作a project以“_____”，为主题的班级小报和英文手抄报，并进行评选张贴。
二．教学目标：理论依据：《新课程标准》基于对教材的理解和分析，根据课程目标对高二年学习目标的具体描述，并结合高二学生实际和教材内容，制定相应的三维目标：1）知识目标2）能力目标：进行自主学习，合作探究，实践体验，培养学生用语言做事的能力。
3）情感目标：通过自主，合作学习，使学生提高语法意识和学习语法的兴趣，并获得一定的成功体验。
三 .教学重点和难点一．在深入分析和研究教材的基础上，我认为本课的重点应该是：1. 学生在大量的语言输入中发现，归纳，总结出主语从句的结构特征和使用规则，提高他们自主学习，合作探究和学习新知识的技能。
2. 学生在所设计的交互性活动中巩固主语从句的知识，并在实践中练习构建主语从句句型。
二．难点：1．学生在认识主语从句这一语言结构和后，如何在实际的交际活动中运用和内化其规则对高一的学生有点难度。
本单元的话题讨论具有一定的难度，考虑到高二年学生之间的个体差异和学生不同的学习心理特点，因此分层式任务和合作学习来解决这个问题。
人教版初中语法说课稿
人教版初中语法说课稿尊敬的各位评委、老师，大家好！今天我要说的课是人教版初中英语教材中的语法部分，主题为“一般现在时和一般过去时的使用”。
我将从教材分析、教学目标、教学重点与难点、教学方法、教学过程及评价与反思六个方面进行说课。
一、教材分析本次课程选取的是人教版初中英语教材第八册第二单元的语法部分，主要介绍了“一般现在时”和“一般过去时”的用法。
一般现在时用于描述习惯性动作、普遍真理、状态以及现在的状态；一般过去时则用于描述过去某一确定时间发生的动作或状态。
这两个时态是初中英语教学的基础，对于培养学生的英语语感和表达能力具有重要意义。
二、教学目标1. 知识与技能目标：使学生掌握一般现在时和一般过去时的基本用法，并能正确运用于日常交流中。
2. 过程与方法目标：通过观察、比较、归纳等方法，培养学生自主学习和合作学习的能力。
3. 情感态度与价值观目标：激发学生学习英语的兴趣，培养学生正确使用英语时态的意识。
三、教学重点与难点1. 教学重点：明确一般现在时和一般过去时的构成和用法，能够区分两者的不同场景。
2. 教学难点：对于不规则动词的过去式形式的掌握，以及在具体语境中正确运用两种时态。
四、教学方法本节课将采用任务型教学法、合作学习法和多媒体辅助教学法。
通过设计贴近学生生活的任务，让学生在完成任务的过程中学习和运用语法知识。
同时，利用多媒体课件展示真实语境中的语言材料，帮助学生形象理解语法规则。
五、教学过程1. 导入新课- 通过展示图片和视频，引出一般现在时和一般过去时的概念。
2. 呈现与操练- 呈现两种时态的基本结构，并通过例句进行操练。
- 分组活动，让学生通过比较和归纳找出不规则动词的过去式。
3. 合作与交流- 小组合作完成一个描述日常生活的小故事，要求使用一般现在时和一般过去时。
- 班级内进行展示和评价，教师给予及时反馈。
4. 总结与作业- 总结本课所学内容，强调两种时态的用法和注意事项。
- 布置作业：完成一篇日记，要求正确使用一般现在时和一般过去时。
【精品文档】英语语法说课-实用word文档 (19页)
本文部分内容来自网络整理，本司不为其真实性负责，如有异议或侵权请及时联系，本司将立即删除！== 本文为word格式，下载后可方便编辑和修改！ ==英语语法说课篇一：高中英语语法部分说课稿说课稿尊敬的各位领导们和同事们：您们好！我是来自级外语系班的，今天我要向领导们展示我的说课内容，说课内容有什么不恰当的地方，望领导们和同事们不吝指正，谢谢大家。
(1) 说教材：教材是来自于人教版高一第一册第一单元Grammar部分，教材内容的题目是Good Friend，而本部分教材内容的地位直接引语和间接引语的转换是高中阶段的一个重点的知识点，所以说希望让学生通过本单元部分部分中的陈述句的直接引语和间接引语之间互相转换的学习后，能阅读和理解在教材内容以后出现的直接引语和间接引语，这是为了学生以后的学习打下基础，这也是本部分与教材后面的联系所在。
(2) 教材目的：本部分教材的目的就是学生学习完本单元语法部分之后能够灵活地讲直接引语转换成间接引语。
(3)本单元部分的重点和难点：本部分教材的重点和难点都是怎样能让学生学会陈述句中的直接引语和间接引语的运用。
(4)这节课的课时，场地和教具:课时是40分钟，场地安排在综合楼604教室，教具有粉笔，黑板，课本。
(5)教法和学法：讲授法举例子法提问法联系法(6)教学过程：首先，我会先向学生问好，代表着该课时的正式开始。
接着我会把标题Good Friend写在黑板上，然后我会问学生在日常的生活中有没有向身边的好朋友转述过别人的话语，在得到学生的肯定回答之后，我会提供一个话语给他们，让他们把我的话语转述给他们的好朋友，在学生给出他们自己的答案之后，我会将学生说的句子写在黑板上，然后我就针对学生给出的句子向学生讲授直接引语和间接引语的概念，通过学生自己日常生活的话语来导入直接引语和间接引语的教学，这种导入容易贴近学生实际生活，有利于学生学习直接引语和间接引语。
其次，我向学生讲解直接引语和间接引语之间互相转换的语法，我会将语法点板书在黑板上面，然后逐一讲解语法点，为了让学生课后能自己复习本节课所学内容，我会让他们记笔记。
英语语法课说课稿
英语语法课说课稿(总3页)--本页仅作为文档封面，使用时请直接删除即可----内页可以根据需求调整合适字体及大小--教师招聘英语语法课说课稿Good afternoon, My dear judges!I am the third competitor. My topic is Unit 5 attributive clause (prep+which/whom).It’s my pleasure to stand here sharing my teaching plan with you. My plan is composed of several parts. First of all, I’ll talk about analysis of teaching material.Part 1 Teaching Material:My lesson is from New Senior English for China Book_2 Unit5 Grammar part. The main topic is friends and Friend ship, while the grammar isattributive clause(prep+which/whom).By studying this class, Students will understand the grammar points clearly and use them to in daily life.Secondly, I’d like to state the analysis of students.Part 2 StudentsStudents of this period have learned English for a long time,hence they acquire basic grammar knowledge. However,they think grammar learning is abstract and I will take special activities to help them.According to the new curriculum standard,I set aims as follows .Part 3 Teaching Aimobjects (语言目标：语音，词汇，语法，功能，话题)The Ss can master attributive clause(prep+which/whom)in prep which or prep whom form.objects (技能目标：听，说，读，写)SS can apply the grammars into their daily life.objects (情感目标：兴趣，自信，合作，爱国，国际视野)SS will be more interesting in grammar learningPart 4 the Key and Difficult PointsNext,I put forward the key points and difficult key points is to master the usage of attributive clause(prep+which/whom). The difficult points is how to use grammars correctly.Part 5 Teaching and Studying methodsIn this class, I will use inductive method and cooperative method.Part 7 Teaching ProcedureNow Let’s come into the most important part -Teaching consists of six parts.Step 1. Warming upThe first step is warming and last class,we learned about Monkees band,- Do you know what was their first music Any volunteers Tony,. He said They played music,most of which was based on the grammar ,It’s a attributive have learned it ’s change it:They played music which was based on the Beatles. Is there and differences Today we will learn about attributive clause in preposition which and preposition whom form.Through this free talk,I can attract SS’ attentions and interest in grammar learning .(3)it can lay a foundation for the next step.Step 2. PresentationAfter warming up ,SS will find out the different places among will ask a SS to underline the I will explain the literal meaning ofattributiveclause(prep+which/whom).SS will have a clear understanding of the grammar ,I will give them more examples to deepen their example,The singer in whom we have great interest was in America.The show by which we were to become famous is in a music museun.This step can help SS have a basic understanding of the grammar structure and improve their learning skills.Step 3. PracticeNext, Let’s come to the practice will ask SS to find out all the attributive clause in or prep. Whom form. as many as 2 minutes individual work ,they can exchange ideas with partners and analyze the meaning of which or whom in the minute later,I will ask some students to have apresentation .Other ss can evaluate their performance.The activity designed here is to consolidate grammar learning .StepTask friends.After this step , I will ask students to introduce their favorite will finish it in group example: Deng Ziqi has special voice,with which Chinese people are very took part in I’m singer competition ,in which she made a miracle. 5 minutes later,some groups will share their the that time, other students will be judges to find out some mistakes and give them points.My purpose here is to help SS apply the grammar points in daily life .Step 5. Summary and HomeworkAfter the task,I will ask students to conclude what we have learned I will set homework.SS will finish the grammar exercises .and write a composition to introduce your favorite singer using attributive clauses. They will share their ideas in the next English class.Homework is necessary to consolidate their knowledge and improve their oral speaking.At last ,I will talk about blackboard design. Restrictive and non restrictive attibutive clauses.They played music ,most of which was based on the Beatles.They played music which was based on the Beatles.。
《英语语法》课程说课
1) 进一步完善教案、PPT、实验指导资料 2) 开发我院自主编制的配套教材和实验实训教材 3) 完成课程网上资源的建设
教学做一体化
4) 贯彻教学做一体化原则
六 课程建设
1
2 3
课程建设规划
1) 已采用自主编制的教材
资源建设
2) 已储备大量的教学实践资料，包括课件、教案 学生的反馈数据等。 3) 通过网络上的通信工具上传各种资源，初步实 现了课堂教学和网络教学的结合
改革目标
改革思路
2) 教材编写； 3) 资料库的建立； 4) 教学课件的制作；
1) 教学内容模块化；
1 2
改革目标
改革思路
2) 课程模式多样化； 3) 教学手段网络化； 4) 教师素质创新化；
1) 教学内容模块化
1 2
改革目标
知识模块 改革思路
基本的语法知识
巩固模块
实践模块
思考并找出不足 一针见血地解惑
3
教学目标
差异，增强跨文化商务交流意识
1 2 3
设计理念 课时分配 重点难点及 解决办法
改变 观念
讲学 练一 体
学习过程 以学生 为主体
自主 学习
交叉 学习
1
2 3
设计理念 课时分配 重点难点及 解决办法
Unit 1、概论(2学时) Unit 2、名词、代词(2学时) Unit 3、形容词和副词(2学时) Unit 4、动词、时态和语态(4学时) Unit 5、虚拟语气(2学时) Unit 6、名词性从句(4学时) Unit 7、 定语从句(2学时） Unit 8、 状语从句(4学时） Unit 9、 直接引语和间接引语(2学时） Unit 10、主谓一致(2学时） Unit 11、省略和倒装 (2学时）
初中英语语法说课稿
Good afternoon, everyone。
I'm Zhou Yan. I’m an English teacher from Experimental School of Suqian. Now I’ll say Sample A of Lesson Six in Book One. I’ll prepare to say the lesson from four parts。
Part One Analysis of the Teaching Material(一) STATUS AND FUNCTION1。
This is an important lesson in Book One。
From this lesson, it starts asking the Ss to grasp contents of each Sample。
To attain “four skills” request of listening，speaking，reading and writing. To start listing “Word Bank” and tell the Ss to re member the new words。
To start asking the Ss to write English sentences well。
Therefore this lesson is in the important position of the teaching material。
2。
This lesson is the first one of Unit 2.So if the Ss can learn it well，it will be helpful to make the Ss learn the rest of this unit.3。
Such a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their spoken English.（二)ANALYSIS OF THE STUDENTSThe Ss has learned English for about one month so far. They can understand some words and some simple sentences。
高中英语语法说课稿
高中英语语法说课稿高中英语语法说课稿（一）一、教学目标（Teaching aims:）1. 复习连系动词的功能（Review what a linking verb’s function is in a sentence.）2. 了解连系动词的种类（Remember what verbs can be used as linking verbs.）3. 掌握表语的种类（Summarize what words or phrases can be used as the predicative.）二、教学重、难点（Teaching main and difficult points:）将所学的规则运用于实践，解决一些具体问题（Apply the rules learnt to plete some written tasks.）三、教学设想（Teaching design:）让学生学会通过练习，自己归纳、总结连系动词的规则（Instruct students themselves to summarize the rules of linking verbs and get them involved in all the teaching activities.）四、教学步骤（Teaching procedures:）1. 导入（Step 1: Leading-in）Present a short video to get students’ attention on the general idea of linking verbs.2. 练习与归纳（Step 2: Explanation and practice:）（1）。
Introduce the definition of a linking verb.（2）。
Get to know the classification of linking verbs.（3）。
关于初中英语语法的说课稿
初中英语语法的说课稿关于初中英语语法的说课稿语法是英语学习总非常重要的内容，关于初中英语语法的说课稿有哪些？以下是小编为您整理的相关资料，欢迎阅读！一、教学目标学习反意疑问句二、教学重点通过教学让学生掌握反意疑问句的基本句型结构和回答。
三、教学难点1．主句谓语是think, believe, expect, suppose, imagine等引导的宾语从句，就从句部分提问。
2．陈述句部分主语是不定代词everybody, anyone, somebody, nobody, no one等，疑问部分常用复数they，有时也用单数he。
教学程序如下：初二下学期第十单元安排学习反意疑问句的教学内容一、说教学程序：导入——新知识的学习说设计这个教学程序的基本思路和根据。
就初二学生来说他们学习以下的语法项目：be动词（包括be 动词的过去时）； There be句型；行为动词的一般现在时；行为动词的一般过去时；一般将来时；（包括There be句型的一般将来时）；现在完成时；现在完成进行时；情态动词和祈使句。
因此，我在讲授反意疑问句时，仅仅围绕学生学过的语法项目进行反意疑问句的教学并进行反复练习。
具体练习作业本（上、下）、典中点中的练习都有，另外，再补充总结有关反意疑问句的专项练习加以巩固。
二、说练习和作业的设计。
检测训练——总结巩固。
通过安排学生做作业本（上、下）中的练习、典中点中的练习进行训练，再补充总结性的有关反意疑问句的专项练习进行检测加以巩固。
三、说板书设计：通过课件展示教学的内容（以下各项教学内容）以下分为十一个部分进行讲解。
反意疑问句反意疑问句是由两部分组成的，前一部分是对事物的陈述（即陈述句），后一部分是简短的提问（即简短疑问句），中间用逗号隔开。
如果前一部分用肯定句，后一部分就用否定疑问句；如果前一部分用否定句，后一部分就用肯定疑问句。
两部分的人称和时态要一致。
其回答是用yes或no来表示。
英语语法课说课稿
教师招聘英语语法课说课稿Good afternoon, My dear judges!I am the third competitor. My topic is Unit 5 attributive clause (prep+which/whom).It’s my pleasure to stand here sharing my teaching plan with you. My plan is composed of several parts. First of all, I’ll talk about analysis of teaching material.Part 1 Teaching Material:My lesson is from New Senior English for China Book_2 Unit5 Grammar part. The main topic is friends and Friend ship, while the grammar is attributive clause(prep+which/whom).By studying this class, Students will understand the grammar points clearly and use them to in daily life.Secondly, I’d like to state the analysis of students.Part 2 StudentsStudents of this period have learned English for a long time,hence they acquire basic grammar knowledge. However,they think grammar learning is abstract and I will take special activities to help them.According to the new curriculum standard,I set aims as follows .Part 3 Teaching Aimobjects (语言目标：语音，辞汇，语法，功能，话题)The Ss can master attributive clause(prep+which/whom)in prep which or prep whom form.objects (技术目标：听，说，读，写)SS can apply the grammars into their daily life.objects (情感目标：爱好，自信，合作，爱国，国际视野)SS will be more interesting in grammar learningPart 4 the Key and Difficult PointsNext,I put forward the key points and difficult key points is to master the usage of attributive clause(prep+which/whom). The difficult points is how to use grammars correctly.Part 5 Teaching and Studying methodsIn this class, I will use inductive method and cooperative method.Part 7 Teaching ProcedureNow Let’s come into the most important part -Teaching consists of six parts.Step 1. Warming upThe first step is warming and last class,we learned about Monkees band,- Do you know what was their first music? Any volunteers? Tony,. He said They played music,most of which was based on the grammar ,It’s a attributive have learned it ’s change it:They played music which was based on the Beatles. Is there and differences? Today we will learn about attributive clause in preposition which and preposition whom form.Through this free talk,I can attract SS’attentions and interest in grammar learning .(3)it can lay a foundation for the next step.Step 2. PresentationAfter warming up ,SS will find out the different places among will ask a SS to underline the I will explain the literal meaning ofattributive clause(prep+which/whom).SS will have a clear understanding of the grammar ,I will give them more examples to deepen their example, The singer in whom we have great interest was in America.The show by which we were to become famous is in a music museun.This step can help SS have a basic understanding of the grammar structure and improve their learning skills.Step 3. PracticeNext, Let’s come to the practice will ask SS to find out all the attributive clause in or prep. Whom form. as many as 2 minutes individual work ,they can exchange ideas with partners and analyze the meaning of which or whom in the minute later,I will ask some students to have a presentation .Other ss can evaluate their performance.The activity designed here is to consolidate grammar learning .StepTask friends.After this step , I will ask students to introduce their favorite will finish it in group example: Deng Ziqi has special voice,with which Chinese people are very took part in I’m singer competition ,in which she made a miracle. 5 minutes later,some groups will share their the that time, other students will be judges to find out some mistakes and give them points.My purpose here is to help SS apply the grammar points in daily life .Step 5. Summary and HomeworkAfter the task,I will ask students to conclude what we have learned I will set homework.SS will finish the grammar exercises .and write a composition to introduce your favorite singer using attributive clauses. They will share their ideas in the next English class.Homework is necessary to consolidate their knowledge and improve their oral speaking.At last ,I will talk about blackboard design. Restrictive and non restrictive attibutive clauses.They played music ,most of which was based on the Beatles.They played music which was based on the Beatles.。