初中英语语法讲座
初中英语语法专题讲座人称代词和物主代词
初中英语语法专题讲座人称代词和物主代词一、学习和运用人称代词和物主代词的总原则：根据词义选词类，根据用法选词形。
二、要表示“我、我们、你、你们、他、她、它、他们、她们、她们”的意思，就选择“人称代词”1.在句中做主语，就选人称代词的主格：I, we, you, you, he, she, it, they；2.在及物动词之后、介词之后或动词和副词之间作宾语，就选人称代词的宾格：me, us, you, you, him, her, it, them ；三、要表示“我的、我们的、你的、你们的、他的、她的、它的、他们的、她们的、它们的”的意思，在名词前作定语，就选择形容词性物主代词：my, our, your, your, his, her, its, their；在汉语中，名词前的“我、我们、你、你们、他、她、它、他们、她们、她们”其真正意思就是“我的、我们的、你的、你们的、他的、她的、它的、他们的、她们的、它们的”。
例如：“我父亲”就是“我的父亲”的意思。
这一点很容易弄错，我们一定要记住。
四、要表示“我的……、我们的……、你的……、你们的……、他的……、她的……、它的……、他们的……、她们的……、它们的……”的意思，就选择名词性物主代词: mine, ours, yours, yours, his, hers, its, theirs 。
名词性物主代词在意义上相当于一个形容词性物主代词加一个名词。
附： 1. 主语在哪儿？看句型找主语：肯定的陈述句或否定的陈述句，主语在句首；一般疑问句，主语在情态动词、助动词、be动词的am, is, are, was, were之后；特殊疑问句的主语在疑问词和情态动词、助动词、be动词的am, is, are, was, were之后。
2.两个以上主语如何排序？两个主语有I，I在后。
如：you and I / he and I/ she and I；三个主语有I，you在前，he/she在中间，I在最后。
安徽省马鞍山市2014年中考语法专题讲座_介词(含练习及答案)
初中英语语法专题讲座——介词【复习要点】一、介词短语的形式：介词是一种虚词，不能独立存在。
它必须和随后的补足成分（又称“介词宾语”）一起构成介词短语，才能用于句中。
介词宾语可以是名词、代词、数词、动名词、wh-短语、从句等。
现分别举例如下：⑴介词＋名词，例如：(go) by bus 乘公共汽车（去）(play) in the park 在公园里（玩）(come) on Sunday 星期天（来）⑵介词＋代词，例如：(talk) to oneself 对自己（说），自言自语(a letter) for you 给你的（信）(not…) at all 一点也（不）⑶介词＋数词，例如：(cut sth) in two （把……切）成两半⑷介词＋动名词，例如：(a way) of doing that 做那件事的（方式）be good at drawing pictures 善于画画⑸介词＋wh-短语，例如：(talk) about what to do next（谈论）下一步该做什么⑹介词＋从句，例如：Please think of what I said. 请你考虑我说的话。
二、介词短语的基本用法：⑴介词短语用作表语，例如：The post office is just across the street. 邮局就在街对面。
She looks so much like her mother. 她长得非常像她的母亲。
⑵介词短语用作宾语补足语，例如：I was surprised to find him on the bus. 发现他在公共汽车上，我很吃惊。
Please make yourself at home. 请随便一点，不要拘束。
⑶介词短语用作后置定语，例如：The girl in the hat is my sister. 那个头戴帽子的女孩是我的妹妹。
Do you like the jacket on the left? 你喜欢左边的那件短上衣吗？Did you see the house with many trees around it? 你看到那座周围长满树的房子了吗？⑷介词短语用作状语，例如：What are you going to do on Christmas? 在圣诞节你打算做什么？A policeman is standing next to him. 一位警察站在他的旁边。
初中英语语法专题讲座12——介词
初中英语语法专题讲座——介词【复重点】一、介短的形式：介是一种虚，不可以独立存在。
它必和随后的足成分（又称“介”）一同组成介短，才能用于句中。
介能够是名、代、数、名、 wh- 短、从句等。
分比以下：⑴介＋名，比如：(go) by bus 乘公共汽（去） (play) in the park 在公园里（玩） (come) on Sunday 礼拜天（来）⑵介＋代，比如：(talk) to oneself 自己（），自言自(a letter) for you你的（信） (not⋯ at) all 一点也（不）⑶介＋数，比如：(cut sth) in two （把⋯⋯切）成两半⑷介＋名，比如：(a way) of doing that 做那件事的（方式）be good at drawing pictures 擅长画画⑸介＋ wh- 短，比如： (talk) about what to do next （）下一步做什么⑹介＋从句，比如：Please think of what I said.你考我的。
二、介短的基本用法：⑴介短用作表，比如： The post office is just across the street.局就在街面。
She looks so much like her mother. 她得特别像她的母。
⑵ 介短用作足，比如：I was surprised to find him on the bus.他在公共汽上，我很惊讶。
Please make yourself at home. 随意一点，不要拘束。
⑶ 介短用作后置定，比如：The girl in the hat is my sister.那个戴帽子的女孩是我的妹妹。
Do you like the jacket on the left?你喜左的那件短上衣？ Did you see the house with many trees around it?你看到那座周的房屋了？⑷ 介短用作状，比如：What are you going to do on Christmas?在圣你打当作什么？ A policeman is standing next to him.一位警察站在他的旁初中英语语法专题讲座——介词。
GotoPlayBoy初中英语语法专题讲座03 - 冠词
GotoPlayBoy初中英语语法专题讲座03 - 冠词初中英语语法专题讲座――冠词【复习要点】英语的冠词分为三种：不定冠词、定冠词和零冠词（即不用冠词）。
一、不定冠词：英语中不定冠词有两个：a, an。
a用于以辅音音素开头的词前，例如：a room, ared apple, a useful book；an用于元音音素开头的词前，例如：an egg, an old man, an hour。
1、不定冠词的基本用法：不定冠词主要用于泛指和类指，有时也用于特指（如以下第⑵条）。
⑴、表示“一个（one）；每一个（each）”，例如：There is a table and four chairs in the room. 房间里有一张餐桌和四张椅子。
He comes to visit me twice a year. 他每年来看我两次。
a和one有时可以互换，例如：There were nearly a / one hundred people at the meeting.有将近100人参加了会议。
但是，在一些习惯用语中，a和one是不可互换的。
例如：once upon a time（从前）和one day（有一天）这两个短语中的a, one就不能互换；an hour or two 和one or two hours（一两个小时）这两个短语中的an, one也不能互换。
请注意：a (an) 虽表示“一个”，但不强调数量，而是强调类别；one则强调数量。
例：I bought a computer. 我买了一台电脑。
（不是收音机和电视机）I bought one computer. 我买了一台电脑。
（不是两台）⑵、表示“某一个（a certain）”，例如：She went to buy a dictionary. 他去买了一本词典。
（没有买别的东西）We used to live in a small house. 我们曾经住在一间小屋子里。
初中英语语法教学讲解教案
初中英语语法教学讲解教案一、教学目标1. 让学生理解被动语态的概念和用法。
2. 使学生能够正确运用被动语态进行表达。
3. 培养学生的语言运用能力和思维能力。
二、教学内容1. 被动语态的定义和构成。
2. 被动语态的用法和意义。
3. 被动语态的转换和练习。
三、教学重点与难点1. 重点：被动语态的构成和用法。
2. 难点：被动语态的转换和运用。
四、教学方法1. 情境教学法：通过设定情境，让学生在实际语境中感知和运用被动语态。
2. 任务型教学法：通过完成具体任务，让学生在实践中掌握被动语态。
3. 互动式教学法：引导学生积极参与，进行师生互动、生生互动。
五、教学过程1. 导入：利用图片或情境引入被动语态的概念，激发学生的兴趣。
2. 讲解：讲解被动语态的定义、构成和用法，让学生明确被动语态的概念和意义。
3. 示例：给出典型例句，分析并解释被动语态的运用，让学生感知被动语态的实际运用。
4. 练习：设计不同类型的练习题，让学生进行被动语态的转换和运用，巩固所学知识。
5. 互动：组织学生进行小组讨论，让学生在互动中交流学习心得，提高语言运用能力。
6. 总结：对本节课的主要内容进行总结，强调被动语态的重要性和运用。
7. 作业：布置相关作业，让学生进一步巩固被动语态的知识。
六、教学反思本节课结束后，教师应认真反思教学效果，针对学生的掌握情况，调整教学策略，以提高教学效果。
同时，关注学生在课堂上的参与度和兴趣，不断改进教学方法，激发学生的学习积极性。
七、教学评价通过课堂表现、作业完成情况和练习成绩等多方面评价学生的学习效果，对学生在被动语态方面的掌握程度进行综合评估。
对于掌握较好的学生，给予表扬和鼓励；对于掌握不足的学生，给予个别辅导和关注，帮助他们提高。
初中英语语法课件ppt
过去将来时的使用：
一、过去将来时表示对于过去某一时间而言将要发生的动 作或存在的状态。 would或was /were going to + V
would可用于各种人称。
二、would +V还可表示过去的习惯动作，在这点上同used to同义。
When we were children, we would/used to go swimming every summer.
e) 用于条件从句“如果……想，设想”（接近if ……want to,或 if ……should） 例：Greater efforts to increase agricultural production must be made if food shortage ____________ avoided. A) is to be B) can be C) will be D) has been
一般现在时的动词形式： 动词原形 1.am;is ;are 2.have,has 3.第三人称单数形式-(e)s
肯定句：I watch television every day.
否定句：I don’t watch television every day.
疑问句：Do you watch television every day.
一般现在时的使用：
1.一般现在时表示总是、通常、习惯 性的动作或状态。
It snows in winter. I watch television every day.
2.用于对客观事实的普遍性的陈述。
Water consists of hydrogen and oxygen. Most animals kill only for food. The world is round.
英语语法讲座教案模板范文
一、讲座主题：英语基础语法知识讲解二、讲座目标：1. 帮助学生掌握英语基础语法知识，提高英语水平。
2. 培养学生正确的英语思维习惯，提高英语表达能力。
3. 使学生能够灵活运用语法知识，解决实际语言问题。
三、讲座对象：初中、高中学生及英语爱好者四、讲座时间：2课时五、讲座内容：第一课时：1. 词汇与句法基础- 介绍英语单词的构成、词性及词义变化。
- 讲解简单句的结构，包括主语、谓语、宾语等。
2. 时态与语态- 讲解一般现在时、一般过去时、一般将来时、现在进行时等时态的用法。
- 讲解被动语态的构成及用法。
3. 名词、代词、形容词、副词- 讲解名词的数、格、冠词等用法。
- 讲解代词的分类、用法及区别。
- 讲解形容词、副词的比较级和最高级，以及它们的用法。
第二课时：1. 连词与从句- 讲解并列连词、从属连词的用法。
- 讲解名词性从句、状语从句的构成及用法。
2. 句子成分分析- 讲解主语、谓语、宾语、定语、状语、补语等句子成分的识别和作用。
3. 语法错误分析- 分析常见的语法错误类型，如时态错误、语态错误、主谓不一致等。
- 提供改正方法及练习。
六、教学方法：1. 讲授法：系统讲解语法知识，使学生掌握基本概念。
2. 练习法：通过大量练习，使学生巩固所学知识。
3. 案例分析法：结合实际例句，讲解语法知识，提高学生的实际应用能力。
七、教学评价：1. 课堂参与度：观察学生在课堂上的表现，如提问、回答问题等。
2. 课后作业：检查学生完成课后作业的情况，了解学生的学习效果。
3. 定期测试：通过测试，了解学生对语法知识的掌握程度。
八、讲座准备：1. 制作课件，内容包括语法知识讲解、例句、练习等。
2. 准备相关教材、参考资料。
3. 准备课堂互动环节，如小组讨论、角色扮演等。
九、讲座总结：1. 回顾本次讲座的主要内容，强调重点、难点。
2. 布置课后作业，巩固所学知识。
3. 鼓励学生在日常生活中运用所学语法知识，提高英语水平。
初中英语语法讲座——现在完成时
初中英语语法讲座（三十六）现在完成时2009-03-25 12:04 现在完成时表示1）过去发生或已经完成的动作或存在的状态对现在造成的影响或结果．（即它的＂完成用法＂）e.g. I have just cleaned the classroom. 2)过去已经开始，一直持续到现在的动作或状态。
注意：此时动作可能还要继续。
（即它的＂未完成用法＂）。
E.g. He has lived in Beijing for ten years.其结构是“have/has+过去分词”。
过去分词的变化分规则与不规则两种。
规则变化与过去式相同，不规则变化需要另记。
它的否定句是在have/has后边加not，变一般疑问句是把have/has提前。
E.g. I have ridden a horse. I have not ridden a horse. Have you ridden a horse?它的时间状语通常为already, just, yet, ever, never, before等。
另外还可和since+表过去的时间点，for+时间段连用。
做题时常见错误如下：一、易丢掉have/has例：He taken (take) the medicine before.答案：has taken解析：have/has 为助动词，起构成时态的作用，是不能省略的。
我们可以这样记：“现在完成时态中，have/has 不可缺。
”二、have与has易用混例：I has never heard (hear) of that before.答案：have heard解析：现在完成时与一般现在时一样也有单三人称的变化，当单三人称作主语时用has, 一般人称作主语时用have．三、延续性动词与短暂性动词易弄错例：She has left (离开) for 2 hours.答案：has been away解析：在肯定句中，与since或for引出的时间状语连用的是延续性动词，不能是短暂性动词，但在否定句中短暂性动词也是可以的。
207集初中英语语法
207集初中英语语法摘要：一、前言二、课程简介三、课程内容1.动词时态2.名词和冠词3.代词和指示代词4.形容词和副词5.介词和介词短语6.句子结构和句子类型7.条件句和宾语从句8.状语从句9.直接和间接引语四、课程学习方法五、总结正文：一、前言在初中阶段，英语语法的学习是提高英语水平的关键。
为了帮助大家更好地掌握英语语法，本文将为大家介绍一套207集的初中英语语法课程。
二、课程简介这套初中英语语法课程共分为207集，每集针对一个语法知识点进行讲解。
课程内容涵盖了初中英语语法的各个方面，包括动词时态、名词和冠词、代词和指示代词、形容词和副词、介词和介词短语、句子结构和句子类型、条件句和宾语从句、状语从句以及直接和间接引语等。
三、课程内容1.动词时态：课程讲解了不同时态的构成及其表示的时间概念，如一般现在时、现在进行时、一般过去时等。
2.名词和冠词：课程介绍了名词的分类、用法以及冠词的种类和位置等。
3.代词和指示代词：课程讲解了代词的分类和用法，以及指示代词的用法和区别。
4.形容词和副词：课程介绍了形容词和副词的比较级和最高级，以及它们在句子中的位置。
5.介词和介词短语：课程讲解了介词的分类和用法，以及介词短语在句子中的作用。
6.句子结构和句子类型：课程介绍了简单句、复合句和并列句的结构及其组成。
7.条件句和宾语从句：课程讲解了条件句的种类和用法，以及宾语从句的引导词和语序。
8.状语从句：课程介绍了状语从句的引导词和用法，以及状语从句在句子中的位置。
9.直接和间接引语：课程讲解了直接引语和间接引语的转换方法及其在句子中的使用。
四、课程学习方法为了更好地学习这套初中英语语法课程，建议同学们按照以下方法进行学习：1.认真观看每一集课程，理解并记住所学语法知识点的概念和用法。
2.课后进行练习，巩固所学知识，查漏补缺。
3.将所学知识应用到实际句子中，提高英语写作和口语能力。
4.与同学互相交流，分享学习心得和经验。
初中英语语法——句子成分分析无答案
语法讲座——句子成分和句子结构一、概述：要想快速记忆英语的主要语言规则就必须按照词的分类来记忆（n. v。
pron。
adj。
adv.二、句子成分:主语:表示“是什么；是谁”。
例如:Who teaches you English? （谁教你们的英语？)谓语:表示“做什么；是怎样”。
例如：They are talking about the grades。
（他们正在谈论分数。
)宾语：表示“动作或介词的对象”.例如：My father bought me a new bike.（我爸爸给我买了一辆新自行车。
）定语：表示名词或代词是“……的".例如:This is a big brown wooden desk.（这是一张棕色的大木头课桌。
) 状语：表示“……地"做动作.例如：I really like English。
（我真地喜欢英语）系表结构：英语中特有的“系动词+形容词或名词”的结构。
系动词有“1+3+6”。
例如：That sounds good.（那听起来很好）I am very well today.(我今天很好）四、分析下列句子的句子成分:1. Three is enough for each of us.2. Some young people can't be careful to their jobs.3. You are many but they are few.4。
I can speak a little Japanese。
5. All the people are here。
6。
It's so nice to meet you.7. Who is she？8. What color is your new dress？9. When is your school art festival？10。
How is your father？11。
What are they talking about？12. Four and three is seven。
初中英语语法专题讲座06——情态动词
⑵表示许可，主要用于口语，书面语一般用may。例如：Canwe go home now, please? — No, youcan’t.我们可以现在就回家吗？——不可以。Youcanonly smoke in this room.你只能在这间房间里抽烟。Youcan’tkeep the library books for more than a month.图书馆的书借期不可超过一个月。
6.had better的基本用法：
had better常略作’d better。现代语法认为它是一个助动词，因为它后接不带to的动词不定式。had better do sth意思是“最好做某事；还是做某事比较好”。例如：Wehad betterstart at once.我们最好马上出发。You’d betterget some sleep.你最好睡一会儿。You’d better notdo that again.你最好别再做那件事。Whathadwebetterdo now?我们现在怎么做才好呢？Hadn’twebettertell her the truth?我们是否最好不告诉她真相?
8.could, should, would, might表示推测：
①. must多用于肯定句中表示把握性极大的推测,意思为“一定、肯定”。如:You have worked hard all day. You must be tired.你已辛苦工作一整天了,一定累了。The book must be his. His name is on the cover.这本书一定是他的,封面上写着他的名字。
初中语法试讲教案模板
课程名称：初中英语语法年级：八年级课题：《一般过去时》教学目标：1. 知识目标：学生能够掌握一般过去时的构成和用法，能够正确使用过去时态的动词形式。
2. 能力目标：学生能够运用一般过去时描述过去发生的事情，提高语言表达能力。
3. 情感目标：培养学生对英语学习的兴趣，增强自信心，激发学习动力。
教学重点：1. 一般过去时的构成：动词的过去式形式。
2. 一般过去时的用法：用于描述过去发生的事情。
教学难点：1. 动词过去式的变化规则。
2. 一般过去时与现在、将来时态的区分。
教学过程：一、导入1. 教师通过图片、视频或故事等形式，引出过去发生的事情，激发学生的学习兴趣。
2. 提问：你们有没有经历过一些有趣的事情？用英语描述一下。
二、新课讲解1. 教师讲解一般过去时的构成：动词的过去式形式。
- 规则变化：以-y结尾的动词，去掉-y后加-ed；以辅音字母结尾的动词，末尾加-ed；以重读闭音节结尾的动词，末尾加-ed。
- 不规则变化：be动词过去式为was/were；have/has的过去式为had；do/does的过去式为did。
2. 教师通过例句讲解一般过去时的用法：- 描述过去发生的事情：I watched a movie last night.- 表达过去经常发生的事情：He used to play football every weekend.3. 学生跟读、模仿，练习一般过去时的用法。
三、练习1. 教师布置练习题，让学生在课堂上完成，巩固所学知识。
2. 学生分组讨论，互相检查练习题答案。
四、课堂小结1. 教师总结本节课所学内容，强调一般过去时的构成和用法。
2. 学生回顾本节课所学，提出疑问。
五、作业布置1. 完成课后练习题。
2. 用一般过去时描述一个自己经历的有趣事情。
教学反思：本节课通过图片、视频、故事等多种形式，激发学生的学习兴趣，使学生能够轻松掌握一般过去时的构成和用法。
在教学过程中，教师注重学生的参与，鼓励学生积极发言，提高课堂互动性。
初中英语语法专题讲座—代词(含练习及答案)
初中英语语法专题讲座——代词【复习要点】代词是代替名词的词或者起名词作用的短语和句子的词。
英语中代词有人称代词、物主代词、反身代词、指示代词、疑问代词、关系代词、不定代词。
一、人称代词：1.人称代词的形式：英语中有以下这些人称代词：说明：⑴. 人称代词有主格和宾格之分，主格在句中一般用作主语、表语等，宾格在句中用作动词的宾语和介词的宾语。
⑵. 人称代词单数he, she 和it的复数形式都是they，宾格形式也相同，为them。
⑶. 第三人称的人称代词分阳性he / him，阴性she / her 和中性it /it，复数只有一个they / them，不分性别。
2.人称代词的基本用法：⑴. 主格人称代词用作主语或表语，例如：If he writes to you, you must write back. 如果他给你写信，你必须回复。
（用作主语）It wasn’t she who broke the window. 打破窗子的不是她。
（用作表语）在口语中，人称代词如果作表语，通常用宾格形式。
例如：Who is it? It’s me (us). 是谁呀？是我（我们）。
⑵. 宾格人称代词用作宾语（动词宾语和介词宾语）。
例如：Tell her to call me tomorrow, please. 请叫她明天给我打电话。
（用作动词宾语）I don’t want to put them under the table. 我不想把它们放在桌底下。
（用作介词宾语）人称代词独立使用时也用宾格形式，例如：I’d like to go back in here.— Me too. 我想回到这里来。
—我也想。
以下两句中的人称代词用主格和宾格都可以，用主格被认为较正式，用宾格为口语说法。
例如：My sister is two years older than I (am) / me. 我姐姐比我大两岁。
You are as tall as he (is) / him. 你跟他个子一样高。
初中英语语法讲解教案
初中英语语法讲解教案课程名称：初中英语语法——名词课时：2课时教学目标：1. 掌握名词的分类、数、所有格、句法功能等相关知识。
2. 能通过自己归纳总结与名词有关的语法规则。
3. 能灵活按照语法规则使用名词。
教学重点：1. 掌握名词的分类、数、所有格、句法功能等相关知识。
2. 能灵活使用名词。
教学难点：1. 名词变复数的不规则变化。
2. 名词所有格的变化形式。
教学方法：引导探究法教学准备：PPT教学过程：第一课时：一、复习旧知1. 复习十大词类：英语中有哪些此类呢？（名词、动词、形容词、副词、代词、数词、冠词、介词、连词、叹词）2. 英语中使用最多的是什么词呢？（英语中使用最多的是名词和动词，其次是形容词、副词、代词、数词、冠词、介词、连词、叹词）二、导入1. 大家知道什么是名词吗？随便说几个名词。
（pen, table, blackboard）2. 介绍名词的分类、数、所有格、句法功能等相关知识。
三、名词的分类1. 个体名词：表示单独的人或事物，如：boy, book。
2. 集体名词：表示一群人或事物，如：family, group。
3. 物质名词：表示物质或材料，如：water, paper。
4. 抽象名词：表示概念、品质、情感等，如：love, happiness。
四、名词的数1. 单数：表示一个事物，如：book, girl。
2. 复数：表示两个或两个以上的事物，如：books, girls。
五、名词的所有格1. 单数名词的所有格：在名词后加's，如：Tom's book。
2. 复数名词的所有格：在名词后加's，如：the boys' books。
3. 表示两者共同所有时，用'and'连接，如：Tom and John's books。
第二课时：一、复习上节课的内容1. 复习名词的分类、数、所有格等相关知识。
2. 学生举例练习，教师点评。
初中英语语法视频讲座_0
初中英语语法视频讲座篇一：初中英语语法大全【文字、图解、音视频全面解读】英语语法是针对英语语言的语法进行的研究，指英语中语言的结构规律。
包括词法和句法。
英语的语法既可以是规范性的，也可以是描述性的。
这里整理了初中所需要掌握的英语语法知识：从图、文字、音视频全面讲解，以便大家学习：初中英语语法大全图解初中英语数词知识点初中英语冠词知识点初中英语代词知识初中英语反身代词的知识点初中英语物主代词知识点初中英语八种时态归纳中学英语的16个时态考点中学英语语法知识体系考点初中英语学习习惯图解单词记忆方法英语能力考点英语的学习习惯视频及音频讲解初中英语语法大全：第一讲be动词初中英语语法大全：第二讲人称代词和物主代词初中英语语法大全：第三讲therebe用法初中英语语法大全：第四讲名词初中英语语法大全：第五讲现在进行时初中英语语法大全：第六讲助动词have初中英语语法大全：第七讲一般现在时初中英语语法大全：第八讲基数词与序数词初中英语语法大全：第九讲英语词类初中英语语法大全：第十讲各种疑问句及其回答初中英语语法大全：第十一讲英语句子的种类初中英语语法大全：第十二讲形容词在句子中的作用初中英语语法大全：第十三讲冠词初中英语语法大全：第十四讲反身代词初中英语语法大全：第十五讲动词的种类初中英语语法大全：第十六讲及物动词与不及物动词初中英语语法大全：第十七讲英语句子的成分初中英语语法大全：第十八讲句子的结构初中英语语法大全：第十九讲状语从句初中英语语法大全：第二十讲疑问句初中英语语法大全：第二十一讲一般过去时初中英语语法大全：第二十二讲一般将来时初中英语语法大全：第二十三讲过去进行时初中英语语法大全：第二十四讲现在完成时初中英语语法大全：第二十五讲动词不定式初中英语语法大全：第二十六讲宾语从句文档下载九年级英语新目标-最新初中英语语法知识大全辅导初中英语语法口诀大全初中英语语法大全及新目标初中英语总复习资料精品讲义初中英语语法大全-新目标语法网络图初中英语语法大全语法网络图初中英语语法大全2初中英语语法大全1初中英语语法_句型复习人教版初中英语语法大全篇二：初中英语语法讲座(一)(5)初中英语语法讲座（一）姓名_____________一、名词关于名词，我们必须掌握名词的数，名词的格。
英语教研讲座初中(3篇)
第1篇Introduction:Ladies and gentlemen, esteemed colleagues, and future educators, welcome to this English language teaching research and development lecture. Today, we will delve into the essential strategies and innovations that can enhance the teaching and learning of English in junior high schools. As educators, it is our responsibility to equip our students with the necessary language skills to thrive in a globalized world. Let us embark on this journey of discovery and exploration to improve the quality of English language education.I. Understanding the Challenges1. Language Acquisition:- The complexity of English grammar, vocabulary, and pronunciation can be daunting for junior high students.- Students come from diverse linguistic backgrounds, which may affect their learning progress.2. Teaching Methodologies:- Traditional teaching methods may not cater to the varied learning styles and needs of students.- Teachers often face the challenge of engaging students in active learning.3. Assessment and Evaluation:- Assessing students' language proficiency accurately can be challenging.- The focus on standardized tests may hinder the development of communicative skills.II. Strategies for Effective English Language Teaching1. Differentiated Instruction:- Recognize and cater to the diverse needs of students by providing appropriate learning materials and activities.- Use technology to personalize learning experiences.2. Integrating Technology:- Utilize multimedia resources such as videos, podcasts, and interactive websites to make learning more engaging.- Incorporate educational apps and online platforms to support language learning.3. Communicative Approach:- Encourage students to communicate in English through speaking, listening, reading, and writing activities.- Create a supportive and inclusive classroom environment that fosters risk-taking and collaboration.4. Vocabulary Development:- Teach vocabulary in context, emphasizing the importance of collocations and idiomatic expressions.- Use vocabulary games, puzzles, and word walls to reinforce vocabulary learning.5. Grammar Instruction:- Break down grammar rules into manageable units, emphasizing the importance of practice and application.- Use authentic materials, such as newspapers, magazines, and literature, to introduce grammar topics.III. Innovations in English Language Teaching1. Project-Based Learning:- Design projects that require students to apply their language skills in real-life contexts.- Collaborate with other subjects to integrate English language learning with other curricular areas.2. Flipped Classroom:- Utilize technology to provide students with pre-class materials, such as videos or readings, allowing classroom time to focus on interactive activities and discussions.- Encourage students to take ownership of their learning.3. Gamification:- Incorporate game elements, such as points, badges, and leaderboards, to motivate students and make learning more enjoyable.- Use educational games and simulations to enhance language acquisition.4. Collaborative Learning:- Foster teamwork and cooperation among students through group activities and projects.- Encourage peer tutoring and feedback to promote language development.IV. Assessment and Evaluation1. Formative Assessment:- Regularly assess students' progress through informal and formal assessments, such as quizzes, discussions, and presentations.- Provide constructive feedback to guide students' learning.2. Summative Assessment:- Use standardized tests and exams to measure students' overall language proficiency.- Ensure that assessments reflect the curriculum goals and promote equitable opportunities for all students.V. ConclusionIn conclusion, enhancing English language teaching in junior high schools requires a combination of effective strategies and innovative approaches. By understanding the challenges, implementing differentiated instruction, integrating technology, adopting a communicative approach, and embracing innovative teaching methods, we can create a dynamic and engaging learning environment for our students. Remember, as educators, our goal is to prepare our students for a future where English proficiency is a key asset. Let us continue to explore and implement new ideas to improve the quality of English language education.Thank you for your time and dedication to the field of English language teaching. Together, we can make a positive impact on the lives of our students and contribute to the advancement of language education in junior high schools.第2篇Introduction:Ladies and gentlemen, esteemed colleagues, and future educators, welcome to this English teaching and learning research seminar for junior high schools. Today, we will delve into various aspects of English language teaching, exploring innovative methods, best practices, and challenges faced by educators in the junior high school setting. The aim of this seminar is to provide insights and practical strategies that can enhance the quality of English education in our schools. Let's begin with an overview of the current state of English language teaching in junior high schools.I. The Current State of English Language Teaching in Junior High Schools1. Curriculum and SyllabusThe English curriculum in junior high schools is designed to build upon the foundational skills acquired in primary education. It aims to develop students' reading, writing, listening, and speaking abilities. However, there is a need for continuous review and updating of thecurriculum to ensure that it meets the evolving needs of students and aligns with global standards.2. Student Engagement and MotivationEngaging students in English language learning is crucial for their success. However, many students find English challenging, leading to a lack of motivation. Educators need to employ creative and interactive methods to capture students' interest and foster a positive learning environment.3. Teacher Professional DevelopmentThe effectiveness of English language teaching in junior high schools largely depends on the skills and knowledge of the teachers. Continuous professional development is essential to keep educators updated with the latest teaching techniques and strategies.II. Innovative Teaching Methods1. Project-Based Learning (PBL)Project-based learning encourages students to work collaboratively onreal-world tasks, promoting critical thinking and problem-solving skills. Teachers can design projects that require students to research, plan,and present their findings on various English language topics.2. Technology IntegrationThe integration of technology in English language teaching can enhance student engagement and provide access to a wealth of resources. Tools such as interactive whiteboards, online platforms, and educational apps can be used to create engaging lessons and facilitate communication among students and teachers.3. Flipped ClassroomThe flipped classroom model reverses the traditional teaching approach, allowing students to learn new concepts outside the classroom through videos, readings, or other resources. Class time is then used for practice, discussion, and application of the learned material.III. Best Practices in English Language Teaching1. Differentiated InstructionRecognizing that students have varying learning styles and abilities, teachers should employ differentiated instruction to cater to thediverse needs of their students. This involves adapting teaching methods, materials, and assessments to ensure that all students can succeed.2. Ongoing AssessmentRegular formative and summative assessments are essential for monitoring student progress and identifying areas for improvement. Educators should use a variety of assessment methods, including quizzes, essays, presentations, and oral exams, to provide a comprehensive understanding of students' language skills.3. Collaborative LearningEncouraging students to work in groups promotes communication, teamwork, and peer learning. Group activities, discussions, and debates can help students develop their English language skills while also fosteringsocial and emotional development.IV. Challenges and Solutions1. Language BarriersSome students may struggle with English due to language barriers. To address this challenge, teachers can provide additional support, such as one-on-one tutoring or language labs, and encourage students to practice English outside the classroom.2. Limited ResourcesMany schools face challenges in terms of limited resources, such as textbooks, technology, and teaching materials. Educators can explore alternative resources, such as open educational resources (OER), online platforms, and community partnerships, to enhance the learning experience.3. Time ConstraintsJunior high school teachers often have heavy workloads and limited time for planning and preparation. To overcome this challenge, teachers can collaborate with colleagues, utilize time management techniques, and take advantage of professional development opportunities to improvetheir teaching efficiency.Conclusion:In conclusion, enhancing English teaching and learning in junior high schools requires a combination of innovative teaching methods, best practices, and a commitment to addressing the unique challenges faced by educators. By embracing these strategies, we can create a more engaging, supportive, and effective English language learning environment for our students. Thank you for your participation in this seminar, and I hope that you have found it informative and inspiring.第3篇Introduction:The role of English language teaching in junior high schools cannot be overstated. As the world becomes increasingly interconnected, the importance of English as a global language continues to grow. This lecture aims to explore various aspects of English language teaching in junior high schools, including curriculum development, classroom strategies, assessment methods, and professional development for teachers. By the end of this session, participants will gain insights into best practices and be equipped with the knowledge and skills to enhance their English language teaching in junior high schools.I. Curriculum Development:1. Understanding the National Curriculum:The first step in effective English language teaching is to have a clear understanding of the national curriculum. This involves familiarizing oneself with the learning outcomes, key competencies, and assessment criteria set forth by the educational authorities. By aligning teachingactivities with the curriculum, teachers can ensure that students are mastering the necessary language skills.2. Tailoring the Curriculum:While adhering to the national curriculum, teachers should also consider the specific needs and interests of their students. This can be achieved by incorporating diverse and relevant materials, such as authentic texts, songs, and videos, which cater to different learning styles and cultural backgrounds.3. Integrating Technology:The integration of technology into the English language curriculum can greatly enhance student engagement and learning outcomes. This includes the use of interactive whiteboards, educational apps, and online resources that provide opportunities for collaborative learning and personalized instruction.II. Classroom Strategies:1. Student-Centered Approaches:To foster a positive learning environment, it is essential to adopt student-centered approaches. This involves encouraging active participation, promoting critical thinking, and providing opportunities for students to express their ideas and opinions. Strategies such as group work, role-plays, and debates can be effective in achieving this goal.2. Language Games and Activities:Language games and activities can make English language learning more enjoyable and effective. Games such as charades, scrabble, and word search puzzles can help students practice vocabulary and grammar in afun and interactive manner.3. Differentiated Instruction:Recognizing that students have varying abilities and learning styles, teachers should implement differentiated instruction. This can beachieved by offering varied levels of difficulty, providing additional support for struggling students, and allowing students to work at their own pace.III. Assessment Methods:1. Formative and Summative Assessment:To gauge student progress and inform teaching strategies, it is crucial to employ both formative and summative assessment methods. Formative assessments, such as quizzes, class discussions, and peer feedback, can provide ongoing feedback and help teachers adjust their teaching approaches. Summative assessments, such as exams and projects, can measure student achievement at the end of a unit or course.2. Portfolio Assessment:Portfolio assessment involves collecting and evaluating student work over a period of time. This allows teachers to observe student progress and identify areas that require additional support. Portfolios can include writing samples, presentations, and reflections on learning experiences.3. Self and Peer Assessment:Encouraging students to assess their own work and provide feedback to their peers can enhance self-awareness and critical thinking skills. This can be done through self-assessment checklists, peer evaluation forms, and group reflection sessions.IV. Professional Development for Teachers:1. Continuous Learning:To remain effective English language teachers, it is crucial to engage in continuous professional development. This can be achieved through workshops, seminars, and online courses that provide insights into new teaching methods, resources, and research findings.2. Collaboration and Networking:Collaborating with fellow teachers and joining professional networks can provide valuable opportunities for sharing ideas, resources, and best practices. This can help teachers stay updated with the latest trends in English language teaching and develop their professional skills.3. Reflective Practice:Engaging in reflective practice allows teachers to analyze their teaching methods, identify areas for improvement, and develop strategies to enhance student learning. This can be done through journaling, action research, and self-reflection.Conclusion:Enhancing English language teaching in junior high schools requires a comprehensive approach that includes curriculum development, effective classroom strategies, appropriate assessment methods, and ongoing professional development for teachers. By implementing these best practices, teachers can create a conducive learning environment that promotes student engagement, critical thinking, and language proficiency.。
初中英语语法第6集 名师讲解+配套练习题 宾语从句
初中英语语法English Grammar宾语从句******************************************************第十四章宾语从句宾语从句歌诀宾语从句三姊妹that if/whether wh-/how展风采。
展风采有三关引导词、语序、时态在把关。
主从时态要一致陈述语序永不变。
陈述请你选that疑问需用if/whether连。
特殊问句作宾从原来问词不用换。
三关过后莫得意人称、标点需注意。
留意变脸的if/when从句的简化记心间。
一、三姊妹宾语从句根据引导词的不同可分为三种类型：1. 由that引导的宾语从句。
如：We knew （that）we should learn from each other.2. 由if/whether引导的宾语从句。
如：Please tell me if/whether you have been to America.3. 由who where how等连接代词或连接副词引导的宾语从句。
如：Can you tell me how I can get to the nearest post office？二、三关1. 引导词关如果从句是陈述句引导词用that（that在口语或非正式文体中常省略）；如果从句是一般疑问句引导词用if/whether；如果从句是特殊疑问句引导词用由疑问词转换而来的疑问代词/副词。
2. 语序关①陈述句变为宾语从句语序不变即仍用陈述语序。
如：He is an honest boy. The teacher said. →The teacher said（that）he was an honest boy.②一般疑问句和特殊疑问句变为宾语从句语序变为陈述语序。
如：Does he work hard？I wonder.→I wonder if/whether he works hard.When did he leave？I don’t know. →I don’t know when he left.3. 时态关①如果主句是现在的时态从句的时态可根据实际情况而定。
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初中英语语法讲座这一讲里，主要帮助同学们掌握名词、冠词、数词的用法，特别是针对同学不易掌握的方面。
一、名词关于名词，我们必须掌握名词的数，名词的格。
单数---可用a、an来修饰可数名词单数，在元音发音开头的单词前用an，而不是a可数名词名词的根据数复数不可数名词1.复数的构成方法：(1)一般在复数名词后加s，如：dog--dogs。
(2)以s、x、ch、sh结尾的名词加es，如：watch--watches。
(3)以辅音字母加y结尾的名词，变y为i加es，如：country--countries。
请区别：如果是元音字母加y结尾的名词，则只须加s如：monkey--monkeys。
(4)以o结尾的名词，只有potato(土豆)，tomato(西红柿)加es 构成复数。
(5)以f、fe结尾的名词，变f、fe为v再加es，如：knife--knives。
2.单复数形式相同的词：sheep--sheep，fish—fish, Chinese--Chinese，Japanese--Japanese3.特殊变化的单词有：(1)tooth--teeth，foot-- feet(2)man--men，woman--women，policeman--policemen, Frenchman--Frenchmen请区别：German(德国人)--Germans(3)child—children4.常以复数形式出现的名词：people(人)，clothes(衣服)，trousers(裤子) glasses(眼镜) ,这些名词作主语时，同学们应特别注意它们的谓语，用复数。
如：My clothes are (be) newer than yours.5.有些名词看似复数形式，实际上是单数。
这一点是同学不易掌握的，应特别加以记忆。
如：news(消息)，maths(数学)，physics(物理)No news is good news.6.可用how many，many，a few，few，a lot of，lots of，some，any等来修饰可数名词复数。
How many are there in your pencil-box (knife)不可数名词：1.常见的不可数名词有：water，rice，fish，meat，等。
应特别记medicine,news,work,homework,housework,money,chalk,weather,cotton,wood.2.不可数名词无复数，作主语时常看成单数。
如：Some bread over there. (be)3.常用how much, much, a little, little, a lot of ,some, any等来修饰不可数名词。
4.常用a piece of, a cup of等来表示不可数名词的量。
如要表达“两片面包”这样的意义，bread仍为不可数名词，不加s，而piece则可加s。
即：two pieces of bread请区别：可数名词也可用量来表示，如：三箱苹果three boxes of apples例： 1、These two pieces of bread are over there.(be)2、Could I have three ,pleaseA. piece of breadB. .piece of breadsC. pieces of bread D .pieces of breads名词的格名词所有格的构成方法，在名词后加“ 's”。
如：Tom→Tom's译为“…的”，若遇上以s结尾的复数名词，则在s后加“ '”即可。
如：Teachers' Day , two weeks' holiday，而不以s结尾的复数名词的所有格，仍按惯例加's 。
如：Children's Day关于名词所有格，应掌握以下几点：1.可用名词所有格表示地点。
如：my aunt's 我姑姑家。
go to the doctor's 去医生家。
2.表示两人共同拥有，在最后一个名词后加's如：Lucy and Lily's 露西和莉莉的3.掌握词组：a girl of five 一个五岁的女孩 a friend of mine 我的一个朋友eg ; The white shirt is and blue one isA、Kate ,my B .Kate's ,mine C .Kate ,mine D .Kate's, my二、冠词冠词是词汇中的基础的，也是简单的部分，所以同学们有必要掌握其基本用法，中考也会体现这一点。
归纳起来，同学们应该掌握以下几点：1.冠词指不定冠词a, an和定冠词the2.不定冠词an常用于元音发音开头的词前，如：an hour, an English car. 请区别：a useful machine3.指上文提到过的人或物，用定冠词the4.在世界上独一无二的事物前用定冠词the.如：the sun ,the moon, the earth5.定冠词the用于序数词前，表示方位的名词和形容词最高级前。
如：the first, the best ,in the south6.在复数姓氏前加the，表示××一家人，常看成复数。
如：The Browns are going to Shanghai for a holiday this summer.7.在介词短语中常用定冠词the，如：in the box ,behind the chair8.特别注意不能用定冠词the的几个方面：(1)在节日、星期、月份、季节、年等词前不用冠词。
如：in summer, in August 请区别：in the spring of 1945. (这里表示特指，故加the)(2)一日三餐和球类运动名不用冠词。
如：have breakfast ,play football(3)一些固定词组中，如：go to bed ,go to school ,by bus ,,at night.9.在有些词组中，有冠词和无冠词意思不同，请注意区别：in front of 在…前面 in the hospital 在医院里in the front of 在…范围内的前部 in hospital (生病)住院There's 800-metre-long road behind hospital.A. an, an B .a, a C .an, the D. a, the三、数词同学们首先应会读会写所有基数词和序数词，以及与数词有关的钟点表达法。
对数词的考查，中考常采用单选题及听力题，这些题型归纳起来，应掌握以下几点特别容易出错的地方。
1.基数词变序数词。
其规律为：1,2,3特殊记，加th 从4起 (first, second, third, fourth)8少t，9去e，千万别忘记 (eighth ,ninth)逢5逢12，ve变f (fifth ,twelfth)20到90，y要变ie (twentieth ,ninetieth)若是几十几，前基后序别倒位 (ninety-first),thousand,million 在构成具体的数字时用单数形式。
如：five hundred people.只有在表达笼统的多数时才加s，构成复数形式。
hundreds of 数以百计的，成百上千的thousands of 数以千计的，成千上万的millions of 数百万的这些词组前不能用具体数字。
3.序数词常与定冠词the 连用。
eg: Henry has learned eight French words this year.A. hundredB. hundreds C .hundred of D .hundreds ofThe lesson is the most difficult one in Book Two. (twenty)另外，同学们还应掌握与数词有关的钟点表达法。
顺读法(钟点＋分钟) 如：4:30 four thirty 4:45 four forty-five4:15 four fifteen倒读法(分钟＋to／past＋钟点) 如：4:30 half past four4:15 fifteen past four／a quarter past four4:45 fifteen to five／a quarter to five练习题the beginning of the_______(twenty) century, the world's population was about 1700 million.these_____(watch)yours Yes.don't look well. You'd better go to the______(doctor) at once.you give me ________, pleaseA. two papers B .two piece of paper C. two pieces of paper D .two pieces of papers are three _____and seven ____in the picture.A. monkeys , sheepsB. monkeys, sheepC. monkies, sheepD. monkies, sheepslot of____ are talking with two_______.A. Germans, FrenchmansB. Germen, FrenchmansC. German, FrenchmenD. Germans, Frenchmen1 is ______________.A. the Children's DayB. the C hildrens' Day C .Children's Day D. Childrens' Day 思考题went out to see what had happened.A. Thousands ofB. Three thousand ofC. Thousand ofD. Three thousandshave been in the school for______.A. three and a half month B .three and a half monthsC. three month and a half D .three months and halfis_____ useful language., an B./, a C. The, an D. A, /四、代词(一)人称代词主格I you he she it we you they宾格me you him her it us you them物主代词形容词性my your his her its our your their名词性mine yours his hers its ours yours theirs反身代词myself yourself himself herself itself ourselves yourselves themselves1.形容词性物主代词在句中只能作定语，相当于一个形容词，名词性物主代词在句中可作表语、主语和宾语，相当于一个名词。