初中英语语法讲座
初中英语语法讲座
冠词冠词是一种虚词，一种辅助性的词，不可在句中独立担当一个成分，要放在名词前，帮助说明名词的含义。
冠词有不定冠词(a, an)和定冠词(the)两种。
1．定冠词the，在以辅音音素开头的词前读作[TE]，在以元音音素开头的词前读作[Ti]，强调时读作[ Ti:]。
例：the table [TE 5teibl]那张桌子the animal [Ti5AnimEl]那只动物2．定冠词the，基本含义是“这个，那个”，表示特指。
例: the flower 那朵花the E-mail 那个电子邮件3．不定冠词a和an，基本含义是“一、一个”，表示泛指。
例：a flower 一朵花an E-mail 一个电子邮件二a和an的区别a用在辅音音素前，包括以前元音[j]、[w]开首的词前，读作[E]，强调时读作[ei]。
注意，这里讲的辅音音素指的是发音，不是指辅音字母。
an用在元音音素前（不是元音字母），读作[En]，强调时读作[An]。
例：a hotel [hEu5tel]一家旅馆 a knife [naif] 一把小刀a useful tool [5ju:sful] 一件有用的工具 a university [7ju:ni5vE:siti] 一所大学a European country [7juErE5pi(:)En] 一个欧洲国家 a one-eyed man ['wQn5aid] 一个一目失明的人an hour [5auE] 一小时an ant [Ant] 一只蚂蚁an honour [5CnE] 一种荣誉an honest boy [5Cnist] 一个诚实的男孩an umbrella [Qm5brelE] 一把伞an onion [5QnjEn] 一个洋葱an eye [ai] 一只眼睛an ear [iE] 一只耳朵an English book [5iN^liF] 一本英语书an egg [e^] 一只鸡蛋an apple [5Apl] 一个苹果an island [5ailEnd] 一座岛an uncle [5QNkl] 一位叔叔an old man [Euld] 一位老人an elephant [5elifEnt] 一头大象a D [di:] 一个D (B、C、G、J、K、P、Q、T、U、V、W、Y、Z前也用a)an F [ef] 一个F（A、E、H、I、L、M、N、O、R、S、X前也用an）三不定冠词的用法1表示“一，一个”，用在单数可数名词前例：There is a picture on the wall. 墙上有一幅图画。
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.
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。
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。
初中英语语法讲座(一)
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。
┌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。
英语语法讲座教案模板范文
一、讲座主题：英语语法基础入门二、讲座目标：1. 帮助学生掌握英语语法的基本概念和规则。
2. 提高学生对英语语法的理解和运用能力。
3. 培养学生良好的英语语法学习习惯。
三、讲座对象：初中一年级学生四、讲座时间：2课时五、讲座内容：第一课时：一、导入1. 通过提问方式，让学生回顾已学过的英语知识，如单词、短语等。
2. 引出语法学习的重要性，激发学生的学习兴趣。
二、讲解内容1. 英语语法概述：介绍英语语法的基本概念、作用和分类。
2. 常用英语语法项目：讲解名词、动词、形容词、副词、冠词、介词、连词、感叹词等词类的用法。
三、课堂练习1. 让学生根据所学语法知识，完成填空、选择、改错等练习题。
2. 对学生的练习进行点评，纠正错误，巩固所学知识。
第二课时：一、复习上节课所学内容1. 通过提问方式，让学生回顾上节课所学的英语语法知识。
2. 对学生的回答进行点评，巩固所学知识。
二、讲解内容1. 句子结构：讲解简单句、并列句、复合句等句子结构。
2. 句子成分：讲解主语、谓语、宾语、定语、状语等句子成分的用法。
三、课堂练习1. 让学生根据所学语法知识，完成句子填空、句子改写等练习题。
2. 对学生的练习进行点评，纠正错误，巩固所学知识。
四、总结1. 对本节课所学内容进行总结，强调重点和难点。
2. 布置课后作业，让学生巩固所学知识。
六、教学方法：1. 讲授法：教师通过讲解，让学生了解和掌握英语语法知识。
2. 练习法：通过课堂练习，让学生巩固所学知识，提高运用能力。
3. 互动法：鼓励学生提问、讨论，提高学生的参与度和学习兴趣。
七、教学评价：1. 课堂表现：观察学生在课堂上的学习态度、参与度等。
2. 作业完成情况：检查学生的课后作业，了解学生对知识的掌握程度。
3. 课堂练习成绩：通过课堂练习，了解学生对语法知识的运用能力。
八、教学资源：1. 教材：初中英语语法教材。
2. PPT课件：制作包含语法知识点、例句、练习题的PPT课件。
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
1des---dess bed---beds pian---pians
hat---hats bag---bags pht---phts
2bus---buses bx---bxes
ath---athes brush---brushes
3tat---tates ptat---ptates
her---heres negr---negres
4 leaf---leaves nife---nives
bab---babies fail---failies
另外，还要记住一些特殊的名词的变化形式，如：
hinese---hinese apanese---apanese
englishan---englishen frenhan---frenhen
russian---russians aerian---aerians
geran --- gerans
hild---hildren ft---feet
an---en an---en
tth---teeth gse --- geese
deer---deer sheep---sheep
还要掌握不可数名词的量化表达有：a piee f、a bag f、a bttle f、a up f、a glass f
另外，大家应注意：单数集合名词作主语时谓语动词数的变化：单数集合名词如lass, plie, fail, shl, grup, tea等。
尽管形式上是单数，
意义上都是复数，因此，一般要与复数谓语动词连用，例如：lass five have a freign friend
五班有一位外国朋友。
(这里的五班指五班的同学的。
)
his fail are gd t e 他的家人对我很好。
(很显然，这里的fail指家庭成员。
)当上述集合名词着重指整体时，意义上则是单数，因此，要与单数谓语动词连用。
例如，
ur shl tea ften plas ell in ur it
我们的校队经常在我们市踢得很好。
(这里的tea 指整个队，但意义上仍为单数，故谓语动词用plas
二、名词所有格
名词所有格有两种形式：一是加s，一种是用f来表示。
一般情况下，指某人的某物用s表示，而指某物的什么用f 短语来表示。
另外，要注意凡是以s结尾的名词或规则名词的复数，不能直接加s，而应该加-即可。
例如，bs lthes girls dresses。
不过，注意例外情况，例如，the bsss handriting，其中the bsss 的-s不可省略。
因为在英语中，如果以-s 或-ss 结尾的名词不是复数复数形式，那么其名词所有格仍加-s。
那么你会说琼斯的小汽车吗?对，ness ar。
下面我们来做一部分习题。
1 une 1st is ___ da
a hilds
b hilds hildrens d hildrens
答案：d
2 i need ___ paper, u i ant t rite ___ letter t english teaher
a an, se
b se, a a, se d se,an
答案：b
3 there are t ___ and three ___ n the table
a nifes, frs
b nifes, fr nives, fres d nives, frs
答案：d
4 e have gt a lt f___ tda
a nespaper t read
b her t d hers t d
d b t read
答案：b
e uld see __ hildren and hear ___ nise in the par a an, an b uh, uh an, uh d uh, an
答案：
6 ill u pass e ___?
a a fe piees f hal
b a fe hals a fe f hals
d s
e hals
答案：a
7 ___ has been invited t the daning part
a a friend f her
b a friend f hers friends f hers d friends f her
答案：b
下面请大家自己练习一下。
1 septeber 10th is ___ da
a the teaher
b teahers teaher d teahers
答案：b
2 ---an i help u, sir?
---id lie t have 100___ i ant the students t dra pitures n the
a piee f paper
b piees f paper papers d paper
答案：b
3 ---uld u lie ___ il, please?
---n, than u i still have se
a se re
b an a little f d all
答案：a
4 ___ the ld an is in!
a hat gd health
b h a gd health hat a gd health d h gd health 答案：a
①hat + a(n) + 形容词+ 单数名词+ 主语+ 谓语!
②hat + 形容词+ 复数名词+ 主语+ 谓语!
③hat + 形容词+ 不可数名词+ 主语+ 谓语!
④h + 形容词/副词+ 主语+ 谓语!
⑤h + 形容词+ a(n) + 名词+ 主语+ 谓语!
⑥h + 主语+ 谓语!
i ging t help ___ ith ___ english
a a friend f nan, hers
b a friend f nans, her
a friend f nans, hers d a friend f nan, her
答案：b
6 the t dess here are ___ u a use the des ver there
a ar and ane
b ars and anes ar and anes
d ars and anes
答案：d。