高中英语语法教案模板6

第1篇：高中英语语法教案

高中英语语法教案

Teaching Goals:

1.To enable Ss to know about the way to expre poibility and improbability.2.To enable Ss to master the usage of “may”, “might”, and “likely”.3.To help Ss learn how to use modal verbs “may” and “might” to expre conjecture.Teaching Procedures: Step 1.Revision

Check the answers to the Vocabulary exercises in the Workbook.Step 2.Function 1.Ask Ss to do Activity 1 on page 54 and call back the answers.Then give them the correct answers.2.Ask Ss to identify the creatures in the pictures in Activity 4 on page 55, by using “may” or “might”.Arouse their interest in talking about poibility.3.Ask Ss to do Activity 2 on page 54 individually.Then check their answers.Step 3.Grammar

1.Leading-in

Ask Ss to work in groups and discu the question in Activity 1 of Grammar on page 57.Then give them the right answer.2.Explanation

Explain how to use modal verbs to talk about something which happened in the past—perhaps.(1)对过去的事情进行猜测，但把握较小时，肯定形式一般用may have done，否定形式一般用may not have done。如：

He may have gone back home, because he didn’t say he would take part in her birthday party.He may not have paid for the bill, because he had lost his job.(2)对过去的事情进行猜测，但把握更小时，肯定形式一般用might have done，否定形式用might not have done。如：

They helped send her bat to the hospital;otherwise, she thought, the baby might have died.She might not have left home when I got to school.(3)对过去的事情进行猜测，并且可能性较大时，肯定形式一般用must have done，否定形式一般用can’t have done。如：

Your score is the highest;you must have studied very hard.You can’t have seen her in her office last Friday;she’s been out of town for two weeks.3.Practice Ask Ss to do Activity 2 on page 57.Then call back the answers and correct them.4.Supplements

Explain how to use modal verbs to talk about something which happened at present—perhaps.用来表猜测的情态动词有：must, can, may等，但它们所表示可能性是不同的。(1)对现在的事情进行猜测，并且可能性较大时，肯定形式一般用must加动词原形，此时，must不再表示“必须”，而是表示“肯定”；否定形式一般用can’t加动词原形，此时，can不再表示“能够”，而是表示“肯定不„„”。如：

I saw him go out just now.He can’t be in his own room.It must be Linda in the claroom, because she is on duty today.(2)对现在的事情进行猜测，但把握较小时，肯定形式一般用may加动词原形，此时，may不再表示“可以”，而是表示“可能”；否定形式一般用may not加动词原形。如：

He may tell the truth to his father.She may not angry because she is good-tempered.(3)对现在的事情进行猜测，但把握更小时，肯定形式一般用might加动词原形；否定形式一般用might not加动词原形。如：

She might not be angry because she usually is very patient.He might be at home now, but I’m not sure.(4)情态动词+动词现在进行时，表示对现在或将来正在进行的情况进行推测。如： At this moment, our teacher must be correcting our exam papers.Doctor Wang isn’t here.He might be giving a lecture in the hall.(5)情态动词+动词的现在完成进行时，表示对过去正在发生事情的推测。如： Your mother must have been looking for you.The light was on the whole night.He may have been doing his homework all the time.5.Consolidation

Ask Ss to translate the following sentences.(1)他们也许错过了那班飞机。

(2)快点！他们正在机场等我们。

(3)Tom是个诚实的孩子。他今晚可能会把真相告诉他父亲。

(4)他五年前来看过我，他也许不费劲就能找到我的住处。Step 4.Homework

1.Ask Ss to review Grammar.2.Ask Ss to finish Grammar exercises in the Workbook pages 97~98.

第2篇：高中英语语法教案

高中英语语法教案模板【篇1：高中英语教案模板】

unit3---a master of nonverbal humour the second period reading

teaching aims: 1.enable students to learn what humor means and what is nonverbal humor.2.to introduce the life and work of charlie chaplin.3.to introduce the kind of humour we can all laugh at---nonverbal humour

4.to train the students’ reading and understanding ability difficult points: find out the main ideas of every paragraph.teaching aids: a recorder and a projector, multimedia teaching procedure:

step 1.greetings and revision

check homework: ask students to review what we learned in last

period.step 2.pre-reading(通过展示几幅幽默图片，使课堂气氛活跃了起

来，一下子调动了学生的积极性，然后顺势导入本课的主人公---charlie chaplin)

questions: 1.what do you know about charlie chaplin? 2.what do you know about his films? step 3 reading

task 1 :find out the main information about charlie chaplin 1)born:___________________________________

2)job:______________________________________________ 3)famous character:_________________________________ 4)costume:__________________________________________ 5)type of acting:_____________________________________ 6)died:_____________________________________________ task 2: listen to the tape of the paage and match the main idea

with each part.para11.charlie’s childhood

para22.his famous character(角色）

para33.the charlie chaplin’s laughter(笑声）para44.his achievements para55.an example of his work

task 3: answer the following questions:

1.what’s the paage mainly about? a.the history of english humour? b.the films chaplin made.c.the humour chaplin made in his films.d.the gold rush in alaska.2.when and where is the film the gold rush set in?

a.it is set in california at the end of the nineteenth century.b.it is set in canada at the end of the nineteenth century c.it is set in alaska in the middle of the nineteenth century d.it is set in canada in the middle of the nineteenth century

3.charlie chaplin made people laugh when they felt depreed, so they could feel____________ a.le content with their lives b.more satisfied with their lives c.more worried about their lives d.they had a miserable life

task 4: give a description on little tramp.the little tramp, a poor, homele man with a moustache, wore a

small round black hat, large trousers and worn-out shoes carrying a walking stick.task 5: introduce the main films of charlie chaplin.the gold rush , modern times, the great dictator...--enjoy the part of the film---the gold rush

(利用多媒体播放卓别林的经典影片the gold rush中的片段，让学生体会以下大师的惟妙惟肖的表演，从而激发学生的好奇心，使其迫不及待地去读课文，更深入地了解“无声的幽默的大师—卓别林”.)task 6: after seeing the film, find the correct order of the following events.chaplin tried cutting and eating the bottom of the shoe.chaplin and his friend washed sand and expected to pick up gold,but they failed.they were so hungry that they boiled a pair of leather shoes.they were caught in a small wooden house.chaplin cut off the leather top of the shoe.chaplin picked out the laces of the shoe.step 4: post-reading answer the questions: 1.besides joy, what else can humor bring to us in our studies and life?

(relaxation, confidence, hope, joy, health, friendship, love...)2.the reasons for his succe:

(determination, devotion, optimistic attitude to life, kindne sympathy to the poor...)

3.give students a humorous story if time permitting.step 5: conclusion

today we have learned something about humor, it is everywhere in our daily life.i hope you can be optimistic(乐观的)no matter what difficulties you meet with, just as charlie chaplin was.step 6: homework

1.write a humorous story in english and find out the grammar items in this paage.2.pre-view the important words and expreions in the text.【篇2：高中英语复习教案模板】

unit 1 women of achievement(教案设计)

Ⅰ.teaching basis(教学依据)：《普通高中英语新课程标准》 Ⅱ.the type of the text(课型)：revision(复习课)

Ⅲ.teaching methods（教学方法）: question-based method(提问式)，group discuion

method(小组讨论法)，cooperative learning(合作探究)，practicing(练习).Ⅳ.teaching aids(教学手段)：multimedia computer(多媒体电脑)，learning

paper(导学案)，blackboard(黑板).Ⅴ.teaching aims(教学目标)： ①knowledge aims(知识目标): words: achievement, specialist, organization, hard-working, confident…..phrases: put to death, mean doing, either…or…, the bond between……, structure: only+…., it is/was+….+that….grammar: subject-verb agreement.②ability aims（能力目标）: develop the students’ ability to use the important

language points, enable students to describe people using the adjectives.③emotional aims（情感目标）: encourage the students to think about what makes a person great.Ⅵ.teaching focuses(教学重点)：get the students to review and consolidate what they

have learned in this unit.Ⅶ.teaching difficulties(教学难点)：get the students to turn what they have learned into their ability.Ⅷ.teaching procedure(教学过程)： step 1 复习学案情况反馈(1分钟)

step 2 lead-in ：通过图片展示的方式，过渡到知识竞答类节目《一站到底》，本节课也将模仿这种模式授课。依次介绍本节课的竞答规则：

本此活动分为五轮淘汰赛，全班共八个小组，每个小组推荐一名选手（作为本组站神）进行参与:

→→第一轮采用记单词的方式，进行车轮大赛，最终淘汰掉一个小组，剩余七个小组成功晋级第二轮，成功晋级的小组将获得5分，加入到本组的总量化分数中；

例：

1.n.成就，功绩 _______________________ 7.n.巢，窝 ________________________

2.n.福利，福利事业 _________________ 8..n.联系，关系，结合，纽带_________ 3.n,项目，工程，规划 _________________ 9.n.观察，观测，遵守 ______________ 4.n.学会，学院，协会 _________________ 10.n.童年，幼年时期 ________________ ???.→→第二轮节采用记短语的方式，在成功晋级的7个小组中进行车轮赛，最终淘汰掉两个小组，剩余5个小组成功晋级第三轮，成功晋级的小组将获得的分数为上一轮得分的二倍（即5*2=10）； 例： 1.过着…的生活 ____________________ 6.离开，启程，出发 ________________ 2.涌上心头，涌入脑海 ______________ 7.藐视，瞧不起___________________ 3.查阅，参考，谈到

_______________ 8.碰巧，凑巧 ___________________ 4.偶然遇见，碰见________________ 9 继续，坚持 ____________________ ??? →→第三轮采用背诵句子的方式，在成功晋级的5个小组中进行车轮赛，最终淘汰掉三个小组，剩余两个小组成功晋级第总决赛，并且这两个小组均获得一次免答权，这两个小组将获的分数为上一轮得分的二倍（即10*2=20）； 例：

(1)她的一生全都奉献给了中国妇女和儿童的医疗事业。

she(2)这意味着我们要返回前一天晚上我们离开时黑猩猩一家睡觉的大树旁。；

back to the place we left the family sleeping in a tree（3）简预先提醒我们，到下午的时候我们就会又脏又累，她说对了。

（4）她母亲头几个月来帮过她的忙，这才使她得以开始自己的计划。begin her project.(5)比方说，她的一个重要发现是黑猩猩猎食动物。was that chimps hunt and eat meat.???

→→第四轮为复活赛，在前三轮车轮赛中被淘汰的6个小组，均可获得一次复活机会，但是复活赛的要求非常苛刻，每个参赛的小组必须能够正确背出随机指定的3个句子，8个短语，10个单词，如能成功过关，将直接晋级总决赛，但不享有免答权；假如没有成功过关，所有分数将清零。例：

(1)她的一生全都奉献给了中国妇女和儿童的医疗事业。speakers.a.go on b.carry on c.carry outd.work on

3.the new equipment ________ the disabled during the 2008 beijing paralympics.a.was intended forb.was intended toc.intended for d.intended to

4.he was an ________ poet at that time and his _____ poems spread through all the country.a.inspired；inspired b.inspiring；inspired c.inspired；inspiringd.inspiring；inspiring

she(2)这意味着我们要返回前一天晚上我们离开时黑猩猩一家睡觉的大树旁。； ???

注意事项:（1）小组加分不累计。

（2）前三轮车轮赛中，每次选手必须更换，从第四轮开始可自由安排,各

小组相互监督，如有违规取消其参赛资格及所得分数。

（3）每轮车轮赛中间设1-2分钟准备时间。（4）参赛选手在准备时间内抽取答题顺序。设计意图:（1）增加学习的趣味性，提高学生的参与度，提高课堂效率。（2）培养团队协作能力，增强竞争意识。

（3）尝试一种新的模式，改变英语课堂的沉闷现状。step 3 summing up(总结)：

step 4 homework :（1）写作专题突破, 根据提示用英语写一篇介绍宋庆龄的短文。

（2）review and summarize what you have learned in unit 1.（3）preview the next unit.step 5 blackboard design(板书设计)：

back to the place left the family sleeping in a tree（3）简预先提醒我们，到下午的时候我们就会又脏又累，她说对了。and she is right.1.与某人联系______________________ 2.计算出，得出

_____________________ 3.大胆的说，直率的说______________ 4.迫不及待做某事____________________ 5.获得博士学位____________________ 6.为了某人

_________________________ 7.为什么不呢______________________ 8.大学入学考试（高考）______________ 1.vtvi.举动，表现________________ 2.vt.观察，观察____________________ 3.vtn.z尊敬，尊重，敬意_________ 4.vtvi.讨论，争辩，辩论___________ 5.vt.鼓舞，激发，启示_____________ 6.vi.谈到，查阅，参考_______________ 7.vt,计划，打算 _________________ 8.vt 递送，生，接生，发表___________ 8.adj.直言的，坦诚的_______________ 10.adj.值得的，值得做的______________

……….→→第五轮为总决赛，所有进入的总决赛的小组，将随机抽到一个单选题目，请在20秒的时间内给出答案，并进行解释说明，如果回答错误将直接被淘汰。直到剩余最后一个小组，最后的胜利者的小组将获得“站神之王”的称号，并将获得全场最高分40分。例：

单项选择（语法和词汇知识）

1.only when your identity has been checked, _______.a.you are allowed inb.you will be allowed in c.will you allow in d.will you be allowed in

2.without plenty of oral practice，you’ll find it hard to ______ a conversation with native english step 6.teaching reflection(教学后记)：

【篇3：高中英语语法教学案例分析】

高中英语语法教学案例分析---高中英语组：姜梅

一、学生情况分析

授课对象为高二（2）班的学生。高二（2）班英语基础较差，对英语不太感兴趣。大部分学生的思维活动、表现欲望和合作精神在平时的教学中表现很好。根据这些特点，我采用与新课标要求相一致的教学方式，在师生互动、生生互动的过程中来实现教学任务和目标。

二、教材分析

本节课的授课内容为高中语法的一个重点也是难点的内容：宾语补足语。对于该内容学生半知半解，加上语法容易让人觉得枯燥，学生对此内容有排斥畏难心理。

三、教学目标

【知识与技能】：1.让学生弄清楚宾语补足语在句子结构中的作用和用法。2.宾语补足语的认知与掌握

【过程与方法】：1.培养学生自主学习和协作学习的能力；2.培养学生质疑意识，分析问题、解决问题、归纳问题的能力。

【情感价值观】：通过本节课的学习，培养学生的爱校情感。

四、教学策略和方法

本节课的教学以学生为中心，以问题为出发点，使课堂教学过程成为学生自主地进行信息加工、知识意义构建、归纳能力发展的过程。教师在教学过程中则适时介入，引导、启发、组织、帮助、促进。随堂进行小组指导，一方面参与学生的讨论，更给学生以个别辅导，以帮助学生解决学习过程中的难题。通过演示法把制作的课件、学生的作文等显示给学生看，便于学生对知识的把握，并从中获得启迪，从而解决问题。通过小组协作法分析问题、解决问题，从而内化而形成学习成果，并将其在全班学生中展示，使学生获得成功的喜悦，从而激发学生的后续学习热情。通过任务驱动教学法将所要学习的新知识隐含在一个或几个问题之中，学生通过对所提的任务进行分析、讨论，并在老师的指导、帮助下找出解决问题的方法，最后通过任务的完成而实现对所学知识的意义建构。

高中英语新课程的总目标就是培养学生综合运用英语的能力，提倡学以致用。所以，在中学英语语法教学中，应关注学生的学习和认知过程，注重学生思维能力的培养，并力求把语言形式、意义和用法有机地结合起来。

五、教学过程

呈现（认知）——辨识（发现与探究）——归纳（分类梳理）——巩固（学以致用）Ⅰ.从教材例句入手，从认知到理解过渡 1．认知——辩识

简短地对宾语补足语的概念交代之后，让学生自己从课文中找出学过的带有宾语补足语的句子，使学生初步认知宾语补足语的形式和结构。这一步的关键是鼓励同学们感知和发现，而不是直接告之答案。

now when people refer to england you find wales included as well.so to their surprise the three countries found themselves united.they were going to get ireland connected to the other three.i raised my voice to make myself heard.2．辩识——拓展

引导学生归纳总结过去分词作宾语补足语的用法，引导式地列出其他常接宾语补足语的动词：

have, get, make, leave等带有“致使”含义的动词。

see, hear, watch, feel, think, find, notice, observe等表示感觉和心理状态的动词。

like, want, wish, order等表示“希望”、“要求”等含义的动词。3．拓展——理解

再以口头或笔头翻译的形式，给出学生一些具体实例，让学生练习的同

时，推动其学习认知、理解到运用的过程。

he painted the wall white.they named their daughter mary.please make yourself at home.don’t leave me behind.she smelt something burning and saw some smoke risingyesterday she had her wallet stolen when she was doing shopping.if i get further information, i’ll get you informed.when i came into the claroom, i found it cleaned.4.梳理——总结

引导学生思考以往学过的一些有关其它宾语补足语的用法，引出“with+宾语+补语”的结构，运用知识迁移，拓宽思路，总结规律。

这时，我认为用power point显示给学生含有with 符合宾语的句子效果更好。因为其步骤能够分层次体现出来。在放映的过程中，如果有学生不清楚，还能达到启发或引导的作用。he was working there with only a shirt on.（副词作宾补）she said good-bye with tears in her eyes.（介词短语作宾补）with nothing to do, i went out for a walk.（不定式作宾补）with all the work finished, they hurried back home for lunch.（过去分词作宾补）

with so many people communicating in english every day, we can see that it will be more and more important to have a good knowledge of english.（现在分词作宾补）

Ⅱ.注重语法意义的练习，专项巩固

经过总结规律，学生已明白并基本会灵活运用这一语法知识，我便创设了四个情景，让学生进行有意义的、句子层面的操练： 1．what will you do when your hair is long?

2．your bicycle is broken.what are you going to do?

3．national day is coming.you have no time to arrange your trip to shanghai.what can you do?

4．you had many photos taken when you were in europe.but you can’t still show them to your friends now, why?

口头的操练完成，便可以笔头的形式强化： 1．当我到家时，我发现窗户打破了。2．昨天我把房间清扫干净了。3．我看见那个孩子让人打了。

4．星期天我得让人把电脑修一下。5．他将给女儿做一次x光透视。6．他到家时，发现门被锁了。

Ⅲ.注重语用层面的练习，灵活运用

此时，我便指导学生造句或语篇接龙，鼓励他们运用所学语法知识进行真实交际和语篇层面的运用。（make up a story, using as many past

participles as poible.the beginning of the story is as follows:）a: one day, mr.and mrs.smith came back home from work very late.when they entered their house, to their surprise, they found?.b: the city found itself flooded over a night.so many terrified people were walking on the water-covered road.they found a

frightened girl near a pub, trembling.all the drivers found their car engines?.c: ? 六.评价与反思：

这节语法课的目的是帮助学生掌握宾语补足语的用法，重点是过去分词作宾补的用法。还拓展了with 复合结构。整节课的教学活动都能从学生的学习，感知，探究的角度去操作，体现了新课标的要求。整堂课的教学过程比较完整，流畅。设计也不同于传统的语法课，较有创意。

在课堂上，摆脱了传统语法教学中教师要扮演语法讲解者的角色，积极地引导、启发，给学生提供了大量的机会和语境感知语言，发现规律，鼓励学生在不同层面上运用语言，使学生对语法意义，功能和运用有了较深刻的理解，很好地实现了教学目标。

另外，在设计教学时，不仅关注单句层面上练习和应用，而且注意到语篇层面上的应用，有利于培养学生运用正确的语言形式表达自己的思想，真正做到学以致用。但由于课堂时间的限制，学生的参与面还不够，我将为此作进一步的探究。

第3篇：高中英语语法教案全套

高中英语语法教案(全套)

高中英语语法教案(全套)2、冠词和数词

21 不定冠词的用法

冠词本身不能单独使用，也没有词义，它用在名词的前面，帮助指明名词的含义。英语中的冠词有三种，一种是定冠词，另一种是不定冠词，还有一种是零冠词。

不定冠词a（an）与数词ne 同，是”一个”的意思。a用于辅音音素前，一般读作[e]，而an则用于元音音素前，一般读做[en]。

1）表示”一个”，意为ne；指某人或某物，意为a ertain。例如：

A r Ling is aiting fr u 有位姓凌的先生在等你。

2）代表一类人或物。例如：

A nife is a tl fr utting ith 刀是切割的工具。

r Sith is an engineer 史密斯先生是工程师。

3）组成词组或成语，如a little / a fe / a lt / a tpe f / a pile / a great an / an a / as a rule / in a hurr / in a inute / in a rd / in a shrt hile / after a hile / have a ld / have a tr /eep an ee n / all f a sudden等。

22 定冠词的用法

定冠词the与指示代词this，that同，有”那（这）个”的意思，但意义较弱，可以和一个名词连用，表示某个或某些特定的人或东西。1）特指双方都明白的人或物。例如：

Tae the ediine 把药吃了。

2）上提到过的人或事。例如：

He bught a huse I’ve been t the huse 他买了幢房子。我去过那幢房子。

3）指世上独一物二的事物，如the sun，the s，the n，the earth等。

4）与单数名词连用表示一类事物，如the dllar 美元;the fx 狐狸；或与形容词或分词连用，表示一类人：the rih 富人;the living 生者。）用在序数词和形容词最高级，及形容词nl，ver，sae等前面。例如：

here d u live? I live n the send flr

你住在哪？我住在二层。

That’s the ver thing I’ve been ling fr

那正是我要找的东西。

6）与复数名词连用，指整个群体。例如：

The are the teahers f this shl（指全体教师）

The are teahers f this shl

（指部分教师）

7）表示所有，相当于物主代词，用在表示身体部位的名词前。例如：

She aught e b the ar 她抓住了我的手臂。

8）用在某些由普通名词构成的国家名称、机关团体、阶级、等专有名词前。例如：

the Peple’s Republi f hina

中华人民共和国

the United States

美国

9）用在表示乐器的名词之前。例如：

She plas the pian 她会弹钢琴。

10）用在姓氏的复数名词之前，表示一家人。例如：

the Greens

格林一家人（或格林夫妇）

11）用在惯用语中。例如：

in the da, in the rning（afternn，evening）, the da after trr

the da befre esterda, the next rning，in the s（ater，field，untr）

in the dar, in the rain, in the distane，in the iddle（f）, in the end, n the hle, b the a, g t the theatre 23 零冠词的用法

1）国名，人名前通常不用定冠词：England，ar。

2）泛指的复数名词，表示一类人或事物时，可不用定冠词。例如：

The are teahers 他们是教师。

3）抽象名词表示一般概念时，通常不加冠词。例如：

Failure is the ther f sue 失败乃成功之母。

4）物质名词表示一般概念时，通常不加冠词，当表示特定的意思时，需要加定冠词。例如：

an annt live ithut ater 离开水人就无法生存。）在季节、月份、节日、假日、日期、星期等表示时间的名词之前，不加冠词。例如：

e g t shl fr nda t Frida

我们从星期一到星期五都上。

6）在称呼或表示官衔，职位的名词前不加冠词。例如：

The guards t the Aerian t General Lee 士兵们把这个美国人送到李将军那里。

7）在三餐、球类运动和娱乐运动的名称前，不加冠词，如have breafast，pla he。

8）当两个或两个以上名词并用时，常省去冠词。例如：

I an’t rite ithut pen r penil 没有钢笔和铅笔，我就写不了字。

9）当b 与火车等交通工具连用，表示一种方式时，中间无冠词，如b bus，b train。

10）有些个体名词不用冠词，如shl，llege，prisn，aret，hspital，bed，table，la，tn，hurh，urt 等个体名词，直接置于介词后，表示该名词的深层含义。例如： g t hspital

去医院看病

g t the hspital

去医院（并不是去看病，而是有其他目的）

11）不用冠词的序数词；

a 序数词前有物主代词时。

b 序数词作副词。例如：He ae first in the rae 他跑步得了第一。

在固定词组中，如at（the）first, first f all, fr first t last等。

24 冠词与形容词+名词结构

1）两个形容词都有冠词，表示两个不同的人或物。例如：

He raises a bla and a hite at 他养了一只黑猫和一只白猫。

The bla and the hite ats are hers 这只黑猫和白猫都是他的。

2）如后一个形容词无冠词，则指一人或一物。例如：

He raises a bla and hite at 他养了一只花猫。

2 冠词位置

1）不定冠词位置

不定冠词常位于名词或名词修饰语前。注意：

a 位于suh，hat，an，half等形容词之后。例如：

I have never seen suh an anial 我从没见过这样的动物。

an a an is fit fr the b 许多人适合这岗位。

b 当名词前的形容词被副词as, s, t, h, hever, enugh修饰时，不定冠词应放在形容词之后。例如：

It is as pleasant a da as I have ever spent 我从未这么高兴过。

S shrt a tie 如此短的时间

T lng a distane 距离太远了

quite，rather与单数名词连用，冠词放在其后。但当rather，quite 前仍有形容词，不定冠词放其前后均可，如：rather a ld da/a rather ld da。

d 在as，thugh 引导的让步状语从句中，当表语为形容词修饰的名词时，不定冠词放形容词后。例如：Brave a an thugh he is，he trebles at the sight f snaes 他尽管勇敢，可见到蛇还是发抖。

2）定冠词位置

定冠词通常位于名词或名词修饰语前，但放在all，bth，duble，half，tie，three ties等词之后，名词之前。例如：All the students in the la ent ut 班里的所有学生都出去了。

26 数词

表示数目多少或顺序多少的词叫数词，数词分为基数词和序数词。表示数目多少的数词叫基数词；表示顺序的数词叫序数词。

一、基数词

1）基数词一般可写成如34或three hundred and frt-five。

2）基数词一般是单数形式，但遇下列情况，常用复数：

a 与f 短语连用，表示概数，不能与具体数目连用，如sres f peple 指许多人；

b 在一些表示”一排”或”一组”的词组里。例如：

The arrived in ts and threes 他们三三两两的到了。

表示”几十岁”。

d 表示”年代”，用 in +the +数词复数。

e 在乘法运算的一种表示法里，如Three fives is（are）fifteen。

二、序数词

序数词的缩写形式如first---1st send---2nd thirt-first---31st等。

三、数词的用法

1）倍数表示法

a 主语+谓语+倍数（或分数）+ as + ad + as。例如

I have three ties as an as u 我有你三倍那么多。

b 主语+谓语+倍数（分数）+ the size（aunt，length…）f…。例如：

The earth is 49 ties the size f the n 地球是月球的49倍。

主语+谓语+倍数（分数）+ 形容词（副词）比较级+ than…。例如：

The grain utput is 8 perent higher this ear than that f last ear 今年比去年粮食产量增加8%。

d 还可以用b+倍数，表示增加多少倍。例如：

The prdutin f grain has been inreased b fur ties this ear 今年粮食产量增加了4倍。

2）分数表示法的构成：基数词代表分子，序数词代表分母。分子大于1时，分子的序数词用单数，分母序数词用复数。例如：

1/3 ne-third； 3/37 three and three-sevenths

第4篇：高中英语语法课教案

高中英语语法“虚拟语气”的教学设计

一、教材分析：

本课是结合外研社版高中英语教材选修6中有关虚拟语气的语法内容，进行高三虚拟语气的复习，教学中将语法知识的传授和语言基本技能的学习结合到一起，注重复习语法与语言的运用。采用任务型教学法和小组合作探究学习法，从而扩大课堂的语言输入量及学生的语言输出量。

二、学情分析：

在高一和高二英语学习基础上，高三学生已经掌握基本的语言结构和一定程度的听说读写能力。在高三语法复习的过程中，结合学生原有的知识掌握水平，巩固基础强化正确使用语法知识，提高学生运用语言的深度和难度.但大部分学生的基础知识仍然较为薄弱，运用英语进行交际活动的能力较差，主动学习的动力不够，然而他们学习比较认真，渴求知欲旺盛，思维比较活跃。部分学生的基础较好，能主动配合老师。只有设置使他们感兴趣的活动，因材施教，才能让他们投入到课堂活动中来。

三、教学重点:

1.复习的重点---语法虚拟语气的句型结构.2.语法虚拟语气的运用

四、教学难点:

1.结合复习的语法知识，以课堂教学为依托，全面训练学生的听、说、读、写能力，加强和提高运用英语的综合能力。

2.虚拟语气在真实的生活语境中的使用。

五、教学目标: 1.知识目标:

引导学生掌握情态动词在虚拟语气之中的使用。培养学生通读，分析，理解，综合的能力，教会学生体察语境，结合上下文，附和逻辑推理和合理的想象，结合语法和题干中的语境解决高考题。在运用语言过程中培养学生的观察力、分析力、想象力和自学能力，提高思维能力和运用英语的综合能力。2.能力目标：

利用多媒体手段营造积极和谐教学氛围，使学生进入情景之中，充分调动学生的思维活动和情感体验，规范学生运用英语知识准确表达的能力，同时，发展学生综合语言运用的能力，分析问题和解决问题的能力，培养学生自主学习。3.德育目标：

用情态动词和虚拟语气的句子结构表达思想感情和正确的世界观、人生观。

六、教学策略: 通过活动课、小组讨论等具体形式，创设有利于高中生自己自我认识、自我反省、自我调节的情境，利用他们自身较高的自我意识水平对自己的学习进行调节、监控。因此，本课采用教学方法---任务型教学法。以任务为中心，任务的设计焦点是解决某一具体的贴近学生生活的问题。教师要从学生“学”的角度来设计教学活动，使学生的学习活动具有明确的目标。在的各种“任务”中，学生能够不断地获得知识并得出结论。

七、学习策略:

非测试性评价体现新课程标准的实施效果，评价体系“正确反映外语学习的本质和过程，满足学生发展的需要。” 本课将各种活动设计成小组活动并开展小组竞赛和填写课堂自我评价表等非测试性评价手段，帮助学生养成自主学习与合作学习的能力，培养创新意识和实践能力，以及具备科学的价值观。

八、教学用具：

黑板、录音机、多媒体辅助（将本课所需要的图片、文字、音乐等制成PPT课件）

九、教学过程

Step1 Warming up（5 minutes）Discu about the pictures together , and expre their ideas freely.Such as, What would you do now, if you lost your vision or other valuable things ? You wish„„ 设计说明：

1.教师首先展示美国聋哑女作家 海伦·凯勒的影片图片和主要作品，然后请学生阅读以下片段：假如给我三天光明（节选）请学生思考一下这个问题：假如你只有三天的光明，你会怎么做？教师通过多媒体呈现图片，目的吸引学生的注意力，并激发起好奇心。

2.利用新颖和形象的图片导入，有利于学生参与教学活动，进行讨论和对话活动。帮助学生学会珍惜拥有，学会生活。Step2 Presentation（8 minutes）

Hold an English poem recital competition.Task1：Divide the whole cla into a number of groups.Each group asks one student to act as the competitor with music

Living life over

If I had my life live over I would have talked le and listened more

I would have invited my friend over to dinner even if the carpet was strained and the sofa faded

„„ Task2：Choose the best group that read the poem with their deepest feeling.评价工具（选票）：选出朗读最好的学生。设计说明：

1.用配乐英文诗歌朗诵的方式导入语法---虚拟语气的学习。该诗歌几乎每句都使用虚拟语气来表达思想，传递情感。

2.任务型活动：课题的引入采用诗歌朗诵竞赛的形式，学生小组活动，对英文诗歌进行翻译，激发参与学习过程的热情和竞争意识。最后由全体同学对各组参与代表投票进行非测试性评价。Step3 Revision（7 minutes）

Firstly，ask the students to answer the questions in groups to summarize the basic structure of the grammar.1.If there _______(be)no computer, the students _______(learn)much now.2.If there _______(not be)the war, people ______(live)a happier life in the future.3.If you ________(come)yesterday, you _______(see)Jackie Chen.4.If you______(attend)the concert, your oral English _______(become)better now.设计说明：

1.教师在进行语法教学的过程中把握好教学内容和教学范围的度, 适应高三复习的需要，加强语法教学的交际性，科学性和可操作性。

2.合作学习活动，学生在活动中运用语言，调动起学生的认知结构和主体意识。教师把语法规则活化为活动，把教学活动活化为交际活动。设分组竞答游戏活动，激发学生的参与意识。Step4 Consolidation(5minutes)

1.If Newton lived today, he would be surprised by what ______ in science and technology.A.had discovered B.had been discovered C.has discovered D.has been discovered

2.This printer is of good quality.If it ____ break down within the first year, we would repair it at our expense.A.would B.should C.could D.might 3.---John went to the hospital alone.---If he ____ me about it, I would have gone with him.A.should tell B.tells C.told D.had told 设计说明： 以选择题的形式，降低学习学习的难度。通过课堂测试进行反馈，进而了解学生的掌握情况，以学生的为本，注意个体差异，因材施教。Step5 Writing（20 minutes）

Task1: Summarize the grammar with the students and write down what they said on the blackboard.1.If…did/were , …would/could/should/might do… 2.If …had done , …would/could/should/might have done… 3.If…did/ were to/should do ,…would/could/should/might do…

Task 2: Discu the sentences in groups and encourage the students to expre their feelings in English as follows

1.I regret wasting the time which I should have spent on my studies playing computer games.2.I could have been good at English, but I devoted too little time and energy to it.3.If I had worked two years ago as hard as I do now, my grades would be much more satisfactory now.Task3: Ask the students to translate the sentences into English.1.我的老师建议我制定学习计划并认真的执行。

(1)My teacher suggests that I should make a study plan and carry it out very seriously.(2)It is suggested that I should make…

(3)My teacher’s suggestion is that I should make…

2.现在，我学习起来好像永不疲倦一样。我相信，坚持不懈和决心会助我成功。

At present, I am learning as if I were never tired.I believe that my perseverance and determination will lead to my succe.设计说明：

1.让学生围绕该话题展开讨论，以确认可以使用虚拟语气的地方。课堂教学过程中，注重 “精讲精练，以练为主；点到为止，注重运用”。

2.在学生找到可使用的句子之后，鼓励学生灵活运用多种虚拟语气的表达方式对语言进行深层次的句法处理.调动学生参与课堂学习活动的热情，增强面对高考的自信。 Step5 Aignment

Ask the students to finish the composition we have talked about or write a composition about your dream that can hardly be realized in your daily life, such as walking in the space , living under the sea, making a journey, and so on.Motivate the students to use the grammar “the subjunctive mood” to organize the sentences and form the composition.(写作训练)设计说明：

任务型活动：课外作业是课堂教学活动的延伸，学生可以互相合作完成该写作任务。该环节是本课所有教学环节的延续，通过写作的练习，使学生逐步学会运用语法知识，讨论自己感兴趣的话题，表达自己的思想，达到形成和提高写作能力与技巧的目的，完成学习的任务。让学生在反复接触和运用语言的过程中逐步体会和感知语言的规律性，从而使学生的语法知识内化成语言能力。

Blackboard design(板书设计)

Revision---the subjunctive mood

1„did/were , „would/could/should/might do„ 2„had done , „would/could/should/might have done„ 3„did/ were to/should do ,„would/could/should/might do„

If

but for

Reflection after teaching（教学反思）

本节课通过不同的任务设置，让学生在小组活动中通过合作和探究来完成各个任务。新教材要求将语言的形式与其意义、交际功能有机的结合起来，通过在实际的语言运用中内化语言规则，从而使学生达到能准确运用语言进行有效交际的目的。大多数学生离开课堂之后并没有多少听说英语的练习机会，他们十分缺少环境英语的反复刺激。导致学生的语言基础不扎实，在表达自己的看法和用英语进行讨论时，不时有学生夹杂着汉语。在学生进行小组活动时，应尽量给学生更多的帮助，主动了解学生的语言困难。学生在有限的课堂中学到的知识毕竟有限，让他们掌握语言的同时，将课堂学到的知识内化为能力，继而实现语言学习并运用的目的。同时，运用写作引导学生体验语言的用法，提升学生的能力。

第5篇：高中英语语法试讲教案

语法试讲教案

Grade level: First grade of High school Leon type: Reading Duration: 45min Teaching objectives 1)Help students to learn the usage of ….2)Help students to grasp the sentence pattern of…..Teaching aids Multimedia devices, blackboard Teaching important and difficult points 1)the sentence pattern of… 2)some special cases 3)enable students to use … in real life Teaching procedures Step 1 Lead-in(5min)Show some pictures to the students and ask them to describe the picture.引导学生运用语法项目

Step 2 Explanation(18min)Explain the usage of ….Present several examples of the grammar item.Step 4 Practice(15min)Ask the students to do the exercises.Step 3 Summary(4min)Invite students to summarize the usage of … Make some supplements and stre the important points.Step 5 Homework(3min)Ask students to finish related exercise on the textbook.Ask the students to write a paage about ….(You have all done a really good job today.I believe you already have a good knowledge of /master the knowledge of…..For homework, you are required to complete exercises on page 201 and to write a paage about ….[I’d rather you search more information about… and some of you will be invited to share your findings with us in the next cla.] Clear? Ok.See you next cla.)写作试讲教案

Grade level: First grade of High school Leon type: Reading Duration: 45min Teaching objectives 1)enable students master the procedure of writing this kind of composition 2)improve students’ writing skills

3)help students to get more knowledge of … Teaching aids Multimedia devices, blackboard Teaching important &difficult points 1)Help students to expre their ideas in proper English 2)Help students to learn the structure in English writing Teaching procedures Step 1 Warming-up(5min)Show some pictures of … to the students and ask what do they know about … Then lead the students to the topic of writing.(Good morning, boys & girls.How are you doing? Fine? Good.Now let’s start our new leon.Here I have some pictures for you.Do you know what’s in the picture?)Step 2 Pre-writing(10min)Activity 1: brainstorming.Provide Ss some questions about the topic and ask them to discu the questions in group and write down every idea that comes to their mind.After discuion, invite representatives of each group to present their ideas to the whole cla.Activity 2: planning.Encourage Ss to work on their own to repot ideas that they think are valuable and think about how to organize their ideas.Step 3 While-writing(20min)Ask the students to write down their own articles.Step 4 Post-writing(7min)Ss will work in group and read each other’s composition.They should choose the best composition of the group and read it in front of the cla.Step 5 Writing aement(2min)Ask Ss: What’s you most difficult thing during the whole proce?

(difficult to organize the ideas in a logical way;you feel brainstorm is difficult, difficult to provide persuasive reasons to support the idea)Step 6 Homework(1min)1)Here are some handouts I prepared for you.Read it after cla, I believe you can find answers towards your questions.2)Improve your composition according to the handout.听力课试讲教案

Grade level: First grade of high school Leon type: Listening Duration: 45 min Teaching objectives 1)Enable students to master different listening skills 2)Help students to learn more about …..Teaching aids: Multimedia devices;blackboard Teaching important and difficult points 1)Help students to understand the listening material 2)Encourage students to apply listening skills when listening to the material Teaching procedures Step 1 Warming-up(2min)Show some pictures to the students and have a free talk with the students.Step 2 Pre-listening(5min)Organize the students to have a brief discuion about the topic.Invite some students to share their ideas with the cla.Predict the main idea of the paage.After that, present new words and expreions to the students.Step 3 While-listening(25min)1)Listen for main idea Ask Ss to listen to the paage but do not look at the questions, ask them to get the main idea of the paage.Invite students to share their ideas.2)Listen for answers to the exercises/detailed information Ask Ss to listen to the paage again.This time ask them to try their best to get answers to the questions.After listening, check whether Ss get the correct answer, and ask why.3)Play the tape again, focus on the part where they did not get the right information.Do you have any questions? Step 4 Post-listening(10min)Show them the listening text and ask them to read it aloud together.Step 5 Summary(2min)In this period, we mainly focus on the listening ability.It’s very important.If your listening is poor, you’d better practice more.The more you listen to English, the better your listening is.Remember: Practice makes perfect.Step 6 Homework(1min)1)Read the listening texts again and try to retell the paage in your own words 2)Search more information about ….口语课试讲教案

Grade level: First grade of high school Leon type: Speaking Duration: 45 min Teaching objectives 1)Students will be able to use some important words and expreions 2)Students will be able to expre their ideas or thoughts clearly.Teaching aids Multimedia devices;blackboard Teaching important and difficult points 1)Help Ss to master the expreions of giving advice: 2)Talk about … by using … Teaching procedures Step 1 Warming-up Show Ss some pictures of … and ask students to describe what they are doing.Step 2 Lead-in Play the tape and ask Ss to listen to the dialogue.Ask Ss to predict what we will learn today.Step 3 Provide key sentence patterns & expreions Provide Ss useful sentence patterns and expreions to expre …..Step 4 Role-play/ Discuion Give the Ss a situation, and ask the Ss to work in pairs and make up a conversation.Ask the Ss to discu the topic with their partners.After that, invite Ss to present their ideas in front of the cla.Step 5 Summary In this period, we mainly focus on how to….It’s very important.You should know how to … in real life after this period.You should memorize the useful expreions we learned today.I hope you can practice more after cla.Remember: practice makes perfect.Step 6 Homework 1)Collect more expreions and sentence patterns that can be used to expre …..2)Find a partner to practice how to … in different situations.词汇课试讲教案

Grade level: First grade of high school Leon type: Vocabulary Duration: 45 min Teaching objectives 1)Enable students to know the meaning of new words and grasp the usages of such important new words 2)Enable Ss to use such new words in their own writing or speaking Teaching aids Multimedia devices;blackboard Teaching important and difficult points 1)Explain the meaning and usage of the words to the students 2)Enable Ss to use the new words when they expre themselves Teaching procedures Step 1 Lead-in Revision.Last period, we have finished the reading of the paage.Now we will learn the new words in the paage.Let’s look at the underlined/italic/bold words.Step 2 Gue Ask Ss to gue the meaning of the words in the context.Or give students some examples and ask Ss to gue the meaning of the words.Step 3 Explanation Explain the meaning of the words to the Ss.After explanation, present the usage of the words to the students and provide examples to help them understand how to use them.Step 4 Practice Ask the students to make sentences with new words by themselves.Invite Ss to share their sentences with the whole cla.Step 5 Summary This, period, we have learnt several new words:...we have learnt the usage of these new words.I hope you will memorize these words, as well as the usage of these words.I suggest you use the new words as often as poible.In this way, you will know how to use the words, instead of only knowing the meaning of the words.Step 6 Homework 1)Look up these new words in the dictionary, and get more meanings and usage of them in the dictionary.2)Finish Exercise 2 on page 11.require.async(['wkcommon:widget/ui/lib/sio/sio.js']，function(sio)

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New words: New phrases: Step5: Summary Ss summarize what we have learnt and key points.Make an aement on each group.Step6: Homework Write a diary with simple past tense.Blackboard design： Title: Questions: New words : 文章线索（便于复述）

口语课教学过程：看图，问答练习，重点句呈现讲解，小组练习，展示成果 Teaching Objectives: 1.Be able to master the following words and sentence pattern.And learn the expreion of giving advice.2.Be able to talk about one‟s health problems and give advice fluently 3.Improve the cooperative spirit and care more about yourself and your family members‟ health.Teaching Aids: Pictures, a tape recorder and ppt.The teaching Focus: 1.Master the following words and sentence pattern.2.Master the expreions of giving advice The Teaching Difficulties: 1.Students may find it difficult to remember all the target new words in the cla;2.Students may find it difficult to give appropriate advice to the certain disease because of their limited life experience.Teaching procedure: Step1：Warming up Greet Ss by asking them: How are you today? Then I‟ll tell Ss that I‟m not feeling well today(Write the sentence on the blackboard and guide Ss to read it.)and get Ss to gue the reason freely.If Ss can‟t get the answer, I‟ll tell them that I didn‟t have a good sleep last night.So I have a headache.(I say this by doing a gesture)Step2: Presentation of words and sentence patterns 1.Let one student imitate he has a kind of disease and ask the cla gue what „s the matter with him.Use the following sentence:”what‟s the matter with him?” “I have a stomache.”

2.Show Ss pictures of diseases.(Write the words on the black board.)Step3: Pair work Ask Ss to work in pairs and talk about health problems by using the bandage given and using the target language: What‟s the matter? I‟m not feeling well.I have a … Step4: Presentation of expreions of giving advice Tell Ss that I have a cold/cough, ask them: What should I do? Ss may give different answers, collect their answers and help them to use: You should/shouldn‟t do… During this activity, some phrases will be learned:...Step5: Role play 1.Show the sample dialogue and ask Ss to complete it according to the picture orally.Ask Students to make a four-people group, one of them is a doctor, the other three are patients.Ask the Ss to role play a dialogue.A: What‟s the matter with you? B: I‟m not feeling well.I have a _______.A: When did it start? B: About______ ago.A: Oh, that‟s too bad./ I‟m sorry to hear that.You should/shouldn‟t ________ and you should/shouldn‟t ________...B: Yes, I think so.A: _________________.B: Thank you, doctor.Step5: Summary Ss summarize what we have learnt.Make an aement on each group.Step6: Homework Try to make a story according to the dialogue.Blackboard design： Title: New words and phrases : Sentence pattern : 语法课：复习导入，查找标记相关句子，总结规律，练习（造句，讨论）Teaching objectives: 1.Enable the Ss to know the uses of adjectives ending in-ing /-ed and the differences between them.2.Master the following words and sentence pattern.Main word and Expreion: amazed, amazing, interested, interesting, bored, boring.Main structure: The claroom was amazing.I was completely amazed by the claroom.Teaching aids: Pictures, a tape recorder and ppt.Teaching important points: Get the Ss to know the differences between the adjectives ending in-ing and-ed and learn the uses of them in the sentences.Teaching difficult points: Understand the differences between the adjectives ending in –ing and –ed and apply them in the sentences.Teaching procedure: Step 1 Lead in Greet the students and say some words which includes the language points.Then tell them what we are going to learn is the differences and uses of the adjectives ending in –ing and –ed.Ask students to think about the question below and try to figure out the right answer.---Can you make a distinguish between the two sentences? I am bored.I am boring.Step 2 discovering and explaining.Ask the students to read the text and try to find out the sentences which have the adjectives ending in-ING and –ED.Try to find the differences and understand the meaning of these adjectives.Step 3 Group work Let students work in groups and have a discuion.Try to find the differences of these adjectives and explain the meaning of these sentences according to the context.Step 4 Conclusion and exercise Invite students to make a report about their group discuion and teacher will make a conclusion according to their report.Find the grammar rules: 1: The –ing form describes the people or things that cause the feeling;（令人„）2: The –ed form tells us how people feel.（感到„）

Give some examples to show what they have learned and ask students to do exercise and check the answers.Fill in the blank with the correct forms of words.It is a ____(bore)party and I feel__(bore).Step 5 Homework 1.Find out more adjectives ending in-ing and-ed and sentences.2.Use the-ED and-ING form of the words “bore” “interest” “amaze” and “embarra” to make sentences.Blackboard design： Title:

Teaching procedures:

Step 1: Greetings

T: Good morning, everyone.S: Good morning, Mr Dai.Step 2: Lead-in

T: My lovely Ss, please look at the screen.What is the topic of our cla?

Ss: Unforgettable experiences.T:Yes.Please use one word to describe it, such as “happy”.S1:…

S2:…

… …

T: perfect, all of you are knowledgeable.(Ask Ss one by one, and choose some words write down on the blackboard.)

T:Okay.You see, all of you used many different words to describe, like…(write down on the blackboard.)

Step 3: Activities

1.Acitivity1: Telling story

(Make a short conclusion)

T: Different people have different understanding of our topic.Now, look at the screen, I’ll show you some aspects of our topic.First, unforgettable experience sometimes means something leaves deep impreion on you.Such as……(the words of Ss’)It also can means events, some are good, and some are bad.(Olympic Games, natural disasters, etc.)Or, it may be means something very meaningful.And, it also can means your unforgettable trip;you went to some famous places.For example, went to zoos.Yes, I have gone to Linyi Wild Zoos last week.I saw many different kinds of animals there.It’s so enjoyable and meaningful.You can see the pictures….Do you want to know more information about my “Zoo’s trip”?

Ss: Yes.T: OK.Let’s see it together.(Present the route of my tour on the blackboard or ppt, use First—Next—Then—Finally to describe.)

T: Look at my route on the Blackboard:

(My own experience:

It was a fun day.I went to Linyi Wild Zoos with my friends.First, we took on the bus at bus station.Because we would see many dangerous and ferocious animals such as lions, tigers, wolves , etc.After about half an hour, we backed to the station.Next, we walked to see some gentle animals like pandas, different kinds of birds, monkeys, swans and so on.Then, we went to see the animals’ shows.They are so lovely, interesting and smart.Finally, we went to the restaurant to have dinner.Although all of us were very tired, we were happy and enjoyable.)

T: How do you think of my experience?

Ss:…

T:But I believe yours must be better than mine.Now, working in pairs, share your own unforgettable experiences with your partner.T:I can see all of you are eager to tell your stories...., who do you think has the most interesting story in our cla?

S1:**.T:OK.Thank you.Jack, please share your unforgettable experience.S2:…

T:You say that… Whose story are you interested in , you can call his or her name.…

…

T.All of you did a very good job.And I am very proud of you.Give you a big hand.If you want to know more, you can communicate with your clamates after cla.2.Activity2: Making story

T: Next, let’s play a mini-game.Looking at the blackboard, there are two faces, one is… the other is…

I will ask two students to write down some relevant words or phrases.… …

T: Now, I have several envelopes in my hands.Do you want to know what is it in it?

Ss:Yes.T:Okay.I will divide you into several groups.Each group chose one envelope.And you will know the secret in it.(Making the short dialogue according to the paper in envelope.After they finished, ask one student of each group to stand on the stage to tell their story.)

Step4: Summary

T: We have learned many useful words, phrases, and sentences to describe our own experience.In next days, you can use them to talk about things, people and events in your own daily life.Step5: Homework

T: After cla, each group prepare a play according your story.At next cla, you will have a role play.Are you clear?

高中英语教师资格证面试教案模板二

Teaching Objectives(教学目标)

1.Language Objectives(知识目标)

2.Ability Objectives(能力目标)

(1)Enable students to …

(2)…

3.Moral Objectives(情感、态度及价值观目标)

(1)Help students to learn that…

(2)…

注：

1.Teaching Objectives的三个目标可以根据授课内容不同加以取舍。

2.语言目标主要包括本课将讲授的重点单词，短语或句型结构。

3.能力目标指对学生听说读写能力的培养。

Important Points(教学重点)

1.Master two important reading skills

2.…

Difficult Points(教学难点)

1.How to analyze the text and grasp the main idea of the text;

2.…

Teaching Methods(教学方法)

1.Communicative Approach.........2.Teaching Aids: a tape recorder, a projector and a computer …

1.注：教学方法根据教学内容选择。

Teaching Procedures(教学过程)

Step I Lead-in(1 mins)导入

1.…

2.…

注：Lead-in部分是通过复习、图片、问问题、提问、讨论相关话题等教学手段引入本节课的授课内容。

Step II Fast Reading(3 mins)新课学习

注：Reading是通过 skimming 或scanning等教学手段使学生对课文大意，或课文结构等有所了解。

Step III Important words and phrases:(3 mins)新课学习

Eg.1.apply for …(顶多讲两个!)

2.…

注：词汇课是通过对单词或短语的讲解使学生对具体知识等有详细了解，并通过小题练习，或者互相提问相关问题理解并掌握运用知识。

Step IV Careful Reading(5 mins)(顶多讲两个!)

注：Careful Reading主要是处理课文中较难的单词，短语，句子结构，或课文篇章理解。如：

Eg.1.The teacher is a very enthusiastic woman called Ms.Shen.called Ms.Shen 是过去分词短语作定语，与所修饰的词之间存在着逻辑上的被动关

系，相当于定语从句who/that was called Ms.Shen。如：

---We visited the new library built three weeks ago.---The first textbooks written for teaching English as a foreign language came out in the 18th century.---Most of the artists invited to the party were from South Africa.注：短语一般放在被修饰词之后，单个过去分词放在被修饰词之前.2.…

Step V Summary(1 mins)(小结)

注：Summary 是总结讨论本节课的学习内容。如：

We have known the Likang’s life at Senior High, is your English claroom like Likang’s? Is your cla the same size as his? Is the number of boys and girls the same? Are you looking forward to doing your English homework? Now please discu with your partner and compare your school life with Likang’s.Step VI Homework Aignment(1 mins)(作业布置)

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