英语语法试讲教案.doc

英语语法试讲教案

【篇一：初中英语语法教学教案】

初中英语语法教学教案

教学思路:

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

一、 teaching content:

topic:unit5can you play the guitar?

grammar ：using“can”/“could” to talk about ability

二、 teaching aims:

e can talk about the ability at present.

e could talk about ability in the past.

三、 teaching keyanddifficult points:

how to use “can” and “could ” to express ability in the pre sent and past.

四、 teaching methods:

task-based language teaching method

五、 teaching procedures:

step 1 ：warming up

task 1: revision

t:what can you do now?

s1: i can sing.

s2: i can draw

s3: i can dance.

t: can you ride a bike / swim / fly a kite / play football / play

chess? ss:yes, i can. / no, i can’ t.

task 2: playing a game

t:now letusplay a game.five students come to the front and

perform for the class according to

myinstructions.andgestures.theothers answer my questions.

t : what can she do?

ss: she can ride a bike /swim/ fly a kite/ play football / play

chess . t: can she swim/ fly a kite/play football /play chess.

ss: yes ,she can? no, she can’t.

t:say the whole sentences:

eg: acan ride a bike.

he can ’t / cannot swim.

step2:presentation

t:can you ride a bike now?

s1:yes. i can

t:couldyou ride a bike five years ago ?

yes, i could./ no, i couldn ’t ( help him answer)

s1:yes, i could./ no, i couldn ’t.

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

.e.gi can play compu ter now .but, last year i couldn ’t play.

t: could you row a boat last year?

s1:yes i could . no, i couldn’t.

t: could she he row a boat last year?( ask other students) ss: yes she he could . no she he couldn

t:yes, a could ride a bike five years ago.

he couldn ’t swim five years ago.

(teach the students to say the whole sentences):

a could ride a bike five years ago.

’t

he couldn ’t swim five years ago.)

(ask other students in the same ways)

step3:practice :work in pairs

t: ask your partner more questions

eg:could he / she ?

(yes, he / she could. / no, he / she couldn

...

task 3: explanation

t: let’s work out the rule.

’t.)

①肯定句式: can\could

②否定句式: can ’t couldn ’t

③疑问句式 : can??\could??

t:we can use (were) able to “am (is , are) able to

“ instead of“ could

“ instead of

“.

“can”,and “was

eg. ① mike can sing more than 20 english songs.

mike is able to

②she could speak english when she was four.

she was able to

t:please give moreexamples.topractice them.

step5:summary

t:inthis class,wehavelearnt the use of can and could about

talking about abilities .who knows the differences between

“ can ” and “ could ”

step 6:homework

finish off the practice on the workbooks ,fill in the blank

with can/could

【篇二：高中英语试讲教案——定语从句】

定语从句 attributive clause之关系副词篇

教学目标：掌握由关系副词引导的定语从句

教学重点：定语从句中的关系副词why, when, where

教学难点：关系词的选择

教学过程

step onelead in

dream→westlife→ my love→ “find a place i love the most”step twonew lesson

一、定语从句相关基础知识

1.定语从句

2.定语从句结构：主句 (先行词 )+关系词 +从句

3.先行词

4.关系词 /引导词：连接 /引导；做成分

5.关系词分类：

关系代词 (that ， which ，who, whom, whose)→

← 从句中做主，宾，表，宾补；

关系副词（ why, when, where）→

←从句中做状语

二、定语从句之关系副词

1.关系副词 why

1)在从句中做原因状语，修饰从句谓语动词；先行词必须是表示原因的名词，常用的就两个reason, cause

e.g. （1）this is the reason why i didn ’t come here.

2）why 作关系词引导定语从句，先行词一定是reason/cause是先行词时，关系词不一定就是

reason/cause; why ，可能是

但

that/which

e.g. ① the reason ________ he gave me was unknown.

②the reason ________ he didn’t attend the meeting was unknown.

3）如何选择关系词

解题路径：区分关系代词和关系副词，分析从句中的成分，判断关系词在从句中充当的成分，从而判断是关系代词还是关系副词

a.通过翻译找准先行词

b.判断从句中的谓语动词是否及物。及物动词没有带宾语，说明关

系词在从句中做宾语，因此是关系代词（注意spend ， visit 是及物动词， give 后可接双宾语人是间接宾语，不能独立存在，talk 是不及物动词）

4）why 引导的定语从句时，先行词可省略

因此例句（1）可以改为：this is why i didn ’t come here.

小结：why 引导的定语从句比较简单，记住reason 和cause

2. 关系副词when

1)在从句中做时间状语，修饰从句谓语动词；先行词必须是表示时

间的名词，常用的例如hour, day, year, time等

e.g. (2) i never forget the day when we first met in the park.

2) 先行词是时间名词，关系词不一定是when

e.g. ① the

days ______ we spent in london is unforgettable.

②the days ______ we stayed in london is unforgettable.

小结：关系词 when 的用法，先行词是否为时间名词，分析从句句子

成分。从句缺少时间状语用 when, 缺少其他成分用 that 等

即先行词是时间名词，关系词不一定是when

关系词是 when ，先行词一定是时间名词

3.关系副词 where

1)在从句中做地点状语，修饰从句谓语动词；先行词通常是表示地

点的名词，常用的例如house, factory, palce等

e.g. (3) i get out of the house where i was born.

2) 先行词是地点名词，关系词不一定是where

e.g. ① this is the town ______ i spent my childhood.

②this is the town ______ i told you about.

判断方法任然是看关系词在定语中充当的成分

3）where 引导定语从句，先行词可能是隐含地点意义的抽象名词

必须（舍我其谁）vs 通常 (还有例外 )

换句话说， where 引导的定语从句，先行词不一定是表示地点的名词，但是这类名词隐含地点意义，通常是抽象名词，例如dream, case, point, stage, situation, occasion, business 等

地步 /程度 ) ______ a change is e.g. ① he has reached the

point( needed.(that/which/where/who)

②can you think out a situation ( 情况 /情形 )_____ this phrase

can be used.小结：a.确认关系词在从句中是否作状语，再确认先

行词是否为地点名词 b. 谨记 where 引导的定语从句中可能出现“离

谱”的先行词

先行词是地点名词，关系词不一定是where

关系词是 where ，先行词也不一定是地点名词

三个关系副词中where 用法最复杂

4.关系副词有 how 吗？

how 不可以作为表示方式的关系副词，在英语中若要表示方式，用

以下四种句型

1）the way + 从句

2）the way that +从句

3）the way in which + 从句

4）the manner that + 从句

e.g. (4) i don’t like ______ you speak to her.

a the way

b the way in that

c the way which

d th

e way o

f which

step threeexercise

①the factory_______ we visited last week was built in 2001.

②the factory_______ my father was working was built in 2001.

③it ’s helpful to put children into a situation_______ they can

see themselves differently.

高考真题 09 福建

a that

b when

c which

d where

造句

要求 : 定语从句中至少再包含另外一个定语从句

e. g. i’ll never forget the day when we first met in the park

where is full of pandas whose eyes are black that is my sister ’ s favorite.

【篇三：英语试讲教案节日】

北师大版高中英语必修 1 unit3 lesson1 festivals 教案本节课为阅

读课即讲课二、教材分析

1．教材内容分析及教材处理

本节课为 reading ，教学内容是北师大教育出版社出版的必修

1unit3 festivals . reading部分意在激活学生节日文化方面的图式

知识和重构节日文化，并对传统节日文化有深入的认识和了解。

2．教学目标

（1）通过音像、图片让学生了解有关中国传统节日文化方面的知识（2）培养学生通过快速阅读查找相关信息的技巧与能力（3）使学

生能够运用本单元词汇口头描述一些节日3．教学重点及难点

（1）从三个方面：时间，庆祝的内容，人们的活动深入了解中国传

统节日。（ 2）培养学生口头表达节日文化的能力。三、学情分析

本节课的授课对象为高三年级学生。他们从高一开始学习新教材 ,在以前的学习过程中 ,已经积累了大量的词汇，并且具备了一定的组织

语言的能力，这些都为本课的教学打下了基础。四、教学设计1．总体思路

教学过程采用任务型教学的理念。任务前阶段，利用学生比较喜欢

的音乐和歌曲以及生动形象的节日图片激活学生有关中国传统节日

的知识，然后学生从三个方面，即：时间；庆祝的内容和人们的活

动来系统认识中国传统节日，最后，要求学生通过做游戏的方式了

解中国传统节日和培养学生口头表达英语的能力，从而巩固了对中

国传统节日的系统掌握。

2．教学过程step 1: lead-in

设计说明：利用音乐和歌曲激活学生已有的有关节日的背景知识和

知识结构，从而导入本单元的话题：节日

step 2: picture presentation

设计说明：通过多媒体展示图片信息让学生形象感知节日事件和节

日气氛，并联系生活经验，说出该节日的名称。进一步把理性的知

识影像化。 step3 fasting reading

设计说明：通过快速阅读，让学生把握文章大意，从而通过屏幕上

的描述来猜节日，进一步加深对中国三大传统节日的了解。step4: listening

step5: filling in the form by discussion

设计说明：学生通过讨论填写表格，意在让学生从三个方面：时间，庆祝内容和人们的活动来深入系统的认识中国的传统节日，从而热

爱中国文化，为传播中国节日文化做好铺垫。

step6: reporting results

设计说明；要求各组汇报他们讨论的结论，意在各组之间互相补充，统一看法，同时也练习了他们的英语口头表达能力。最后启发学生深刻理解节日的含义。

设计说明：此步骤意在创设情景，传播中国节日文化，同时也提高学生用英语表达的能力，让外国朋友有机会了解中国节日文化，促进中西文化交流。 step7: acting out

设计说明：此游戏意在给学生提供展示自己英语表达的机会，不仅练习了本单元相关的词汇，而且也锻炼的学生的口头表达能力。step8: discussion

step9: summing up and assigning homework

设计说明：意在整体回顾整节课的教学内容，进一步了解本节课的教学框架；明确本

节课的教学目标；作业的步骤是对本节课教学任务的延伸，要求学生预习课文，找到节日的种类

teaching procedures:

step1 lead-in

t:listen to some listening materials that contain several songs

and two poems. after listening, please tell me what you hear

or guess which festivals they are. s: students will give all kinds

of answers.

t:from the listening materials we can draw a conclusion: these songs and poems we just heard are all chinese festivals. how

much have you known about them? today we will read a

article about festivals, now let lesson.

’ s look at the objectives of this

t: as we all k now, there are four seasons a year. what favorite season? what festivals

’s your

happen during your favorite season?

(

导入课题

)

s1: i liker summer. there are children festival and mother ’ s day.

’s day, drag-b o nat

s2: my favorite season is winter. they are spring festival and

lantern festival and christmas day. s3:

t ： well done. thank you. now, let pictures and guess what is happening

’s enjoy some interesting

and what is being celebrated.

(端午节、元宵节和中秋节。并且通过图片可以让学生掌握更多的节日如何表达，如清明节，母亲节等 ) step2 while-reading 1. fast-reading

read the texts quickly. you will see some sentences about the three festivals. try to tell what festival each sentence describes. “ what festival is it about? ”

（快速阅读环节中的问题可以培养学生的快速阅读技巧和获取文章整体信息的能力，达到理解课文表层意思的目的。此类问题可提问

一般的学生，增加他们学习英语的信心。） listen to the tape, then do some t or f exercise.

1.the mid-autumn festival is celebrated by chinese people only in china. f

2.traditional moon cakes are usually made with fruit . f

u: 2. listening

3.in the past, dragon boat races were organized only by

chinese people. t 4. the dragon boat festival has a history of

over 1000 years ago. f 5.at present, lanterns are usually

made with light bulbs and batteries. t

6.the lantern festival marks the beginning of the chinese new

year celebrations. f 3. careful-reading

（细读环节则是对重要的段落进行细读，加大信息量，帮助学生加

深对课文的理解。） read the texts again and fill in the table.

4. game time

students work in groups and guess the festivals .two students

of each group are needed. one student can try his best to

explain or act . the other will guess which festival it is. rules:

step3 discussion:

1.do you think whether too much money should be spent

at festival times? why or why not? 2. which festival in china

is most important for you? why? you can talk about:

special customs, decorations or foodyour/ your

’s family activitiesyour personally feeling

为学生（学生在阅读中对课文内容和结构有了一定的了解。教师要

创造机会，把文中遇到的新词汇和语法现象进行练

习，学以致用。因此教师安排小组活动让学生进行语言实践活动，

提高学生用英语进行思维和表达的能力。）

step4 homework : read the article again. write an article about

one of the chinese seasonal festival.