高中英语教师面试——语法课型实战篇
高中英语教资面试-用英语讲语法1-虚拟语气非谓语动词情态动词
4.主谓一致 Subject-verb agreement
Basic rules: A singular subject takes a singular verb whereas a plural subject takes a plural verb.
4.1Grammatical agreement 语法一致:
5will ,would, We use will ,would to express Willing ,determine
3.Non-finite verb 非谓语动词
Non-finite verb is verb,but it’s Not the predicate in the sentence. Finite verb forms show tense, person and number， Non-finite verb forms do not show tense, person or number. Typically they are infinitive forms with and without to, -ing forms and -ed forms we have 3 types of non-finite verb as follow:
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高中英语教师资格面试真题44-语法教学
真题44: 语法教学内容:The Group of Eight, or G8, was formed by eight of the world's wealthiest nations in 1998. The G8 is made up of political leaders from France, the United States, Britain, Germany, Japan, Italy, Canada and Russia.They meet every summer to discuss major problems that concern the whole world. It is going to be remembered as a historical meeting this year, as the topic of Africa will be discussed in detail. Widespread poverty in Africa means that many people there cannot get the water, clothing, housing, electricity or education they need. AIDS is another problem of great concern so sex education and health care administration are extremely important. Reforms have been demanded by people from all over the world.基本要求:(1)朗读选段(2)配合适当板书(3)针对文章下划线的部分(was formed; will be discussed)设计语法复习课(4)全英授课10分钟教案Teaching aims // Teaching objectivesKnowledge aims:Students can get the general idea and learn the grammar of passive voice.Ability Aims:Students can catch the main ideas through skimming, scanning and intensive readingStudents can master the grammar: passive voice.Emotion/Moral Aims:Students learn about world news and widen their knowledge.Teaching key point:Students can understand the context very well.Teaching difficult point:The grammar of passive voice.Teaching proceduresStep 1 Warming-up & lead inGreeting with the students as usual.Ask them if they listen to the radio much and which programs? How many hours of TV do they watch each week? Do they sometimes use the internet and do they often read newspapers?Step 2 Pre-readingShow some pictures of G8 and ask them to guess the what is the main idea of the passage?Step 3 While-readingSkimming: Read the passage for students and find the answers.(1) What does G8 stand for? (the group of eight)(板书: G8: the group of eight)(2) Where was the meeting held? ( The meeting was held in Scotland.)(板书:In Scotland)(3) What did they talk about? (They talked about how to help Africa's poorest countries.)( 板书:How to help Africa's poorest countries)2. Scanning: Read the passage carefully and answer the following questions.Q1: Why is this year's meeting unusual?Q2: What are some of the major problems in Africa?(板书:Q1: Why is this year's meeting unusual?Q2: What are some of the major problems in Africa?3 Intensive readingRead the passage carefully try to get more detailed information and explain the word: major, concern and then review the grammar: the passive voice.Step 4 Post-readingAccording to the line of the passage, let students discuss what the passage will talk in the following part Give them 10 minutes to prepare and then ask two groups to report their results to the class.Step 5 SummaryStudents summarize and teacher gives some supplements timely.Step 6 HomeworkSearch on the Internet to find more information about G8.Blackboard试讲稿Good morning, my dear judges, it's my great honor to stand here to show my lesson. I am the No.1 candidate applying for High school. Now I'll show my lesson.Step 1 Warming-up/ Lead inGood morning, boys and girls. How are you today? Great, Excellent. I'm fine, too. Thank you for your asking. What day is it today? Yes, today is Monday. It is a nice day. And what did you do on the weekend? Did you enjoy your holiday? Wow, where did you go?My dear students, do you listen to the radio much and which programs do you like best? Oh, you like Yang Lan interview. And how many hours of TV do you watch each week? Oh, I see most of you can watch TV after doing your homework. And do you sometimes use the internet and read newspapers? It sounds great. Today we are going to learn the passage about G8, have you ever heard it from TV or newspaper?Step 2 Pre-readingDo you know what G8 stands for? And where was the meeting held?Please look at the screen, there are some pictures about the passage. Can you guess what did they talk about it? Wow, all of you did a good job.Step 3 While-readingSkimming: Now, I will read the passage for you and you need to answer the following questions.(1) What does G8 stand for?(2) Where was the meeting held? ( The meeting was held in Scotland.)(3) What did they talk about?Time is up, have you got the answers? The first, Judy please. Bingo, G8 stands for the group of eight, they are France, the US, Britain, Germany, Japan, Italy, Canada and Russia. And the second one: Where was the meeting held? Yes, you are right, sit down please John. The meeting was held in Scotland. Who wants to answer the last question: What did they talk about? Bingo, they talked about how to help Africa's poorest countries. All of you did a good job. I love you very much.Scanning:My dear students, please read the passage carefully and answer the following questions:.Q1: Why is this year's meeting unusual?Q2: What are some of the major problems in Africa? (板书: Q1: Why is this year's meeting unusual? Q2: What are some of the major problems in Africa? ) Time is up, have you finished? The first one, why is this year's meeting unusual? Alice please. Bingo, because the topic of Africa will be discussed in detail this year. And the second one: What are some of the major problems in Africa? Yes, you are right, sit down please Adam. Many people cannot get the water, clothing, housing, electricity or education they need. Another problem is AIDS. So great, I think all of you master the passage very well.Intensive readingRead the passage carefully try to get more detailed information. Time is up, who wants to share your answers? Any volunteers? OK, Jack, please Found major, concern. Very good. You may find that there are some words that you are not familiar. Firstly, let's look at the word “major” you can find it in this passage and have a guess what does it mean, Linda? Yes, you have found it is an adjective. From the context, we can guess it means important.How about the word “concern”, can you guess the meaning according to the context? Yes, from the context we can guess this word is a verb and it means relate, right? All of you did a good job, when you meet a new word that you don't understand you can guess the meaning according to the context.And as we all know, Eight of the world's wealthiest nations formed G8 in 1998, right? Can you find the same meaning sentence from the context? Yes, G8 was formed by eight of the world's wealthiest nations in1998.(板书:Eight of the world's wealthiest nations formed G8 in 1998.G8 was formed by eight of the world's wealthiest nations in 1998.)Please observe the two sentences, what can you find? Amazing, the first sentence is active voice and the sentence is passive sentence. Please pay attention to how we change the active voice into the passive voice. Active verbs put the actor first.Can you find other passive voice in this passage? Good, it is going to be remembered as a historical meeting this year, reforms have been demanded by people from all over the world.Step 4 Post- readingMy boys and girls, there is a new task needing your help. According to the line of the passage: Reforms have been demanded by people from all over the world. Can you discuss what the passage will talk in the following part. Give you 10 minutes to discuss and then I will ask two groups to report their ideas to the class. Now, stand up please and walk around the class to make a survey.10 minutes for you, here you go.Time is passing so fast, who wants to share your results Eva, please. Excellent. They want the leaders to cancel the debt of Africa’s poorest countries so that the problems can be prevented from getting worse.Step 5 SummaryTime is up, who wants to summarize the key points of this lesson. Eva, you please. Good! In this class, we learned a passage about G8, the group of eight, they are France, the US, Britain, Germany, Japan, Italy, Canada and Russia. The meeting was held in Scotland and they talked about how to help Africa's poorest countries. And I hope all of you can study hard and learn more about the world.Step 6 HomeworkNow I am really sorry to tell you we will have our homework today. Today's homework is: Search on the Internet to find more information about G8 and next class you can share it to us. That's all for today. Class is over! Thanks for your listening. So much for today. See you next time.That's all my presentation. Thanks for your listening May I clean the blackboard?答辩What will you do if students can’t understand the words you explainI will let students read the passage again and try to get the meaning from the context. For example, if students dounderstand the meaning of “concern”, I will let student read the sentence: “They meet every summer to discuss major problems that concern the whole world.". And then lead students to try to get the meaning. we can know, they are discussing some important problem about the whole world. So, who can tell me the meaning the word “concern”. Bingo, it means have to with or be relate to.。
高中英语教师资格证统考面试——语法课型实战篇
语法课课型四色笔实战模板以人教版必修三UNIT3为例红色字体为板书内容蓝色字体为设计目的黑色字体为口述内容绿色字体为提示内容Grammar(板书内容)教学目标：准确理解相关语法的基本概念，结构，运用。
重点：相关语法的基本概念和结构难点：以学促考，灵活运用。
Part 1:Independent reading Ex 1:自主阅读Ex 1 部分,了解名词性从句的用法T: Good morning/afternoon, boys and girls. Today, we’ll learn a new grammar style名词性从句Noun clauses. Now please open your book, turn to page 21，book 3 and look at Ex 1. Read the play, which are mainly about this kind of grammar? Try to find the sentences.（pause）T: Ok. Stop here! Can you say one sentence? Now, who want to share your works? Ok, Tom, please.(手势语：平伸右手，手掌朝上，示意学生回答。
做边听状，边板书第一个句子，这个要提前备课，就是您早就准备好的句子！)May we ask what you are doing in this country?T: Very good，sit down, please. Now, who want to say the next? Ok, Lily, please. (同上，写第二个句子！)I didn’t know whether I could survive until morning.T: Very good，sit down, please. Now, who want to share the last one? Ok, Kate, please. (同上，写第三个句子！)The fact is that I earned my passage by doing sth.（课本上的三个句子）T: Very good，sit down, please.T: Now, we can see the Noun clause is a piece of cake, or we can say, it’s just so so. Are we right? Let’s look at the Ex 2 and try to finish the exercise of this part.If you can not solve the problem, first, lists problems of your own, then you can discuss in pairs; after discussion, you two can’t solve it, come to the blackboard and write it down.Part 2 comprehension 理解(写完板书，此时，就下去转一下，回来在黑板上写1-2个难句子，就当是学生写的)Difficult point 1: What do you think of the bet the brothers have made?Difficult point 2: What do you think will happen to Henry?Research 1: students’ comprehension to the grammar.T: Very good, just now two of our students wrote down two sentences, they think the sentences are much harder to understand. Can we help them to under the two sentences? T: Now, who want to try? Ok, Susan, please.(手势语：平伸右手，手掌朝上，示意学生回答。
2023年12月高中英语教资面试真题教案逐字稿 高中英语语法课-宾语从句
2023年12月高中英语教资面试真题教案逐字稿高中英语语法课-宾语从句1. 题目：语法教学试讲2. 内容However, learning English as a foreign language is very difficult in the absence of a native language environment. Some respected theories on language acquisition believe that to attain a high level of fluency and accuracy in a foreign language, you need to be surrounded by it. But sadly the chances that we will all have the opportunity to live in an English-speaking country are small. Therefore, most of us have to rely on what we can learn at school as part of the school curriculum.3. 基本要求：(1) 朗读所给段落。
(2) 配合教学内容适当板书。
(3) 针对所给材料划线部分，设计宾语从句语法教学活动。
(4) 用英文试讲。
(5) 试讲时间: 10分钟。
教案Object ClausesTeaching Objectives1. Students will be able to understand the structure of object clauses.2. Students will master the usage of the guiding words in object clauses.3. Students will be able to use object clauses accurately in real-life situations.Teaching Content1. Definition and structure of object clauses.2. Guiding words and their usage in object clauses.3. Application of object clauses in real-life scenarios.Teaching Procedure1. Introduction:Introduce students to the structure and usage of object clauses through example sentences.2. Explanation:Definition: Explain what object clauses are and their role in sentences. Structure: Analyze the structure of example sentences in detail, including the guiding word, main clause, and subordinate clause.Guiding words: List common guiding words such as "that," "what," "which," etc., and explain their usage.3. Practice:Multiple choice: Provide multiple examples of object clauses and ask students to choose the correct guiding word or judge if the structure is correct.Fill-in-the-blank: Provide incomplete sentences and ask students to fill in the correct guiding word to make the sentence complete.4. Group discussion:Divide students into groups, provide each group with an example of an object clause, and ask them to discuss within the group whether the structure and usage of the guiding word are correct.5. Summary and feedback:Have students share their discussion results, provide feedback and correction suggestions, and emphasize the importance and usage of object clauses again.6. Homework:Assign relevant practice exercises for students to continue to consolidate the content learned in class.Teaching ReflectionReflect on the teaching after class, consider students' performance in the practice, judge their mastery of object clauses, and think about how to improve teaching methods to ensure students better grasp this grammar point."真题例句讲解Today we'll talk about object clauses, which are an important part of sentence structure. Object clauses function as the object of a sentence and provide more specific information about the subject or action. They can be complex or simple and are typically introduced by a preposition or a verb that requires an object.Let's take two examples to understand this better:Example 1:"Some respected theories on language acquisition believe that to attain a high level of fluency and accuracy in a foreign language, you need to be surrounded by it."In this sentence, the subject is "Some respected theories on language acquisition" and the predicate is "believe". The object clause is "that to attain a high level of fluency and accuracy in a foreign language, you need to be surrounded by it". This clause functions as the object of the verb "believe" and provides specific information about what the theories believe.Example 2:"Therefore, most of us have to rely on what we can learn at school as part of the school curriculum."In this sentence, the subject is "most of us", the predicate is "have to rely on", and the object clause is "what we can learn at school as part of the school curriculum". The word "what" acts as the guiding word followed by the content of the noun clause. This clause functions as the object of the verb "rely on" and specifies what most of us have to rely on.Object clauses can be identified by their subject-verb-object structure and their position in the sentence. They typically follow the verb that requires an object and provide additional information about the subject or action in the sentence.Now it's time for you to practice. Try to find more examples of object clauses in sentences you encounter in your daily life or in your readings. Understanding how object clauses work will help you build more complex sentences and express yourself more effectively. Remember, practice makes perfect! Keep at it, and you'll improve your language skills soon enough.。
高中英语教师资格证面试语法类教学思路及逐字稿
高中英语教师资格证面试语法类教学思路及逐字稿1. 题目：Ali Baba and forty thieves2. 内容In a town in Persia, there dwelt two brothers, one named Cassim, theother Ali Baba. Cassim was married to a rich wife and lived in plenty, while Ali Baba had to maintain his wife and children by cutting wood in aneighboring forest and selling it in the town.One day, when Ali Baba was in the forest, he saw a troop of men onhorseback, coming towards him in a cloud of dust. He was afraid theywere robbers, and climbed into a tree for safety. When they came up to him and dismounted, he counted forty of them. They unbridled their horses and tied them to trees. The finest man among them, whom Ali Baba took to be their captain, went a little way among some bushes, and said, “Open, Sesame!” so plainly that Ali Baba heard him.3. 要求1）朗读全文，全英授课2）根据课文内容，设计相应的教学活动，讲解划线部分包含的语法知识3）设计板书辅助讲解4）试讲时间：约10分钟Teaching aims:1) Knowledge aims:a. Students can understand the story of Ali Baba and forty thieves.b. Students can understand the usage of the simple past tense.2) Ability aims:a. Students can correctly use the simple past tense.b. Students can freely talk about English stories.3) Emotional aim:Students will be more interested in English story.Teaching important and difficult points:Students can correctly use the simple past tense.Teaching and learning methods:Task-based teaching method, situational teaching method, communicative approachTeaching procedures:Step 1: warm-up and lead-in1) Warm-up: greet the students as usual2) Lead-in: get students to share their stories that have been assigned lastclass. Then choose the best story-teller.Step 2: presentation1）Read the story of Ali Baba and the forty thieves and discuss about some questionsQ1 how was Ali Baba’s life?Q2 what did Ali Baba see in the forest?Q3 what were the forty thieves doing in the forest?2）Ask students to find the same grammar point of the two bold sentences and figure out the rules of it.3）Share and summarize the rules of the simple past tense together.Step 3: practiceAsk students to finish the exercise below: fill in the blanks by using the correct form of the words given without looking at their paper.In a town in Persia, there ________ (dwell) two brothers, one _______(name) Cassim, the other Ali Baba. Cassim ________(is marry) to a rich woman and _____(live) in plenty, while Alibaba _______(have) to maintain his wife and children by cutting wood in a neighboring forest and selling it in the town.Step 4: productionDiscuss in groups to continue writing and add an ending for this story by using the simple past tense. Then choose the best story writer.Step 5: summary and homework1) Summary: ask students to summarize what we learned in this class.2) Homework: go to the library to find the complete story of Alibaba and theforty thieves. Read it carefully and tell the story as vividly as possible in the next class.Blackboard designAlibaba and the Forty ThievesRegular variation+edIrregular variationIs – wasAre – wereDwell-dwelt逐字稿：Warm-up and Lead-in:Class begins! Sit down please. Good morning class. How are you today? You are fine. Good, I’m fine too. Thank you. So have you prepared for your stories that I assigned for you last week? Wow, I saw that most of you put up your hands. You must be well-prepared. Now it’s your show time. Mike, you please. Come to the front and share with us your story. Oh, great, your story is so funny. Thank you for sharing, come back to your seat. Catherine, how about your story? Come to the front. Wow, you just shared the story of Cinderella. A nice story. Thank you. Ok, so just now you have shared so many interesting stories. Let’s see who is the best story teller? Yeah, mike is the best. Congratulations.Presentation:T oday, I also bring you an interesting story. It’s called Alibaba and forty thieves. You have heard it, yes? Can you share some about it? Don’t worry, you can use Chinese to express yourselves. Who can? Jessica, please. Good, it seems that you know a lot about it. So have you read the English story of it? No? ok, it doesn’t matter. We are going to enjoy it in this class. Now, please look at your paper. I’d like you to read the story on your paper. During your reading, please think about three questions:Q1 How was A libaba’s life?Q2 what did Alibaba see in the forest?Q3 what were the forty thieves doing in the forest?Have you finished? Good, now, let’s check the answer the answers. Question 1, the answer is obvious, yes? OK, let’s answ er it together. Excellent. Alibaba was poot. Because the story tells us that he had to maintain his wife and children by cutting wood in a neighboring forest and selling it in the next town. How about question 2? Who can have a try? Lily, you please. Alibaba see (yes, saw) a troop of man. Actually, they are? Yes, the forty thieves. Good, sit down please. And question 3, any volunteers? Tom, you please. You think that the forty thieves were hiding their treasures they have just got. Nice imagination. And I bet you must know the story well.You know well about the story. Now, I’d like you to focus on the two bold sentences. Try to find out the same grammar point of the two sentences and figure out the rules of it. It may not be easy for you, so I’d like you to work in groups to discuss about it and at last each group choose one representative to share with us, clear? Good, now let’s go.Time’s up. Group 1, who’s your rep orter? Wow, Amy you please. Tell us your results. Alan, your group think that the same grammar point of the two sentences is adverbial clause. Do you agree with them? Oh, it seems that other groups have different opinions. Ok, group 2, what’s your opinion? You think it is the tense. And exactly speaking, it is the simple past tense. Do you agree with group 2? Yes, they have caught the point. So have you figured out the rules of it? When should we use the simple past tense? What should we pay attention to when using it? Group 3, can you share with us. Nice sharing. And group 4, do you have any supplement? Well done.(总结语法规则)N ow, let’s summarize it together. Actually, the simple past tense has been used in both the two sentences, when we want to describe the things happened in the past, we should use the simple past tense. When we use it, we should pay attention to the regular and irregular forms of the verbs.Practice:N ow, let’s do some exercise to practice it. Please fill in the blanks on the screen by using the correct form of the words given. You cannot look at your paper, ok?Have you fini shed? Good, let’s do a words relay to check all the answers. Ok, from this line. And tony, share from you, clear? In a town in Persia, there dwelt two brothers, one named Cassim, the other Alibaba. Cassim was married to a rich wife and lived in plenty, while Alibaba had to maintain his wife and children by cutting wood in a neighboring forest and selling it in the town.One day, when Alibaba was in the forest, he saw a troop of men on horseback, coming toward him in a cloud of dust. He was afraid they were robbers, and climbed into a tree for safety. When they came up to him anddismounted, he counted forty of them. They unbridled their horse and tied them to trees. The finest man among them, whom Alibaba took to be their captain, went a little way among some bushes, and said, open, sesame! Fabulous! There is no mistake in the word changing. Let’s clap our hands.Production:So what would happen next? Can you think about the things happened next? Discuss in groups about it and then write down the ending for this story. You should use the simple past tense to describe it. I’ll give you ten minutes. Start here.Time’s up. Have you finished your story? Group 1, you please. Come to the front and share your story. Wow, good, a happy ending. Thank you for your sharing. Come back to your seat. Group 2, don’t be shy. Wow, I think you give a meaning ending. God job. Group 3 and group 4, you all did a good job. Some small grammar mistakes in your stories. You still need to pay attention to the tense, ok? So can you choose the best story writer? Wow, group 3 is the winner. Clap our hands for them.Summary:T ime is flying. It’s time for us to make a conclusion. Let’s do it together ok? In this lesson, we learned a story Alibaba and forty thieves and the usage of the simple past tense.Homework:W ell, after class, I’d like you to go to the library to find the complete story of Alibaba and the forty thieves. Read it carefully and tell the story as vividly as possible in the next class. Are your clear? Ok, great. That’s all for today’s class. Goodbye class! See you next time.Cultural relics – grammar part逐字稿Warm-up and lead-inClass begins! Good boys and girls. How are you today? Great! I am great too. At the beginning of the class, let’s do a guessing game. Now look at the screen. There are some attributive clauses, for example:He is a famous man that many people love.The subject which he liked best when he was a students was PE.He is a man who won the gold medal in the 100m hurdles at the 2004 Olympic Games.Ok, boys and girls, can you guess who he is? Yes, I hear your voice. He is Liu Xiang.It’s easy for us to understand the sentences, because we have learned the attributive clauses before, right? Today, we will learn another kind of attributive clause – non-restrictive attributive clause.Presentation:First of all, turn back to the reading part, and try to find as many attributive clauses as possible. Underline them and we will check them together. Clear?5 minutes for you. Start!Time’s up. Who would like to try? Tom, please. Good. Tom finds two sentences:In 1770, the room was completed the way she wanted.The amber which was selected had a beautiful yellow-brown color like honey. And other sentences? Lucy, have a try. Excellent.This gift was the amber room, which was given this name because several tons of amber were used to make it.You all did a good job! You find so many sentences. Now read loudly and try to find out what differences these sentences have, you can think about this question from the aspects of meaning, structure, or function. Then discuss with your partner.Who would like to share with us? Bob, great!You find there is a comma in this sentence and there isn’t comma in other sentences. Well done. We call this sentence a non-restrictive attributive clause.Now, any other differences? Maybe you can try to omit the attributive clauses and then tell me your discovery. Emily, have a try?Yes, in the non-restrictive attributive clauses, if the attributive clause is omitted, the sentence is still complete. But in the restrictive attributive clauses, if the attributive clauses is omitted, the meaning of the sentence is not complete.Exactly. You got one of the differences. Any one else has different ideas? Nobody? Try to analyze the grammar structure, for example, in the restrictive attributive clause, the attributive clause is to modify the antecedents. Now can you find in the restrictive clauses, what does the attributive clause explain about?Tom, do you have any idea? Good, the attributive clause is an explanation of the whole sentence.Practice:Ok, boys and girls. We now know the differences between restrictive and non-restrictive attributive clause, could you make a contrast between these two sentences, and try to find out the differences. The two sentences are on the screen.1) She kept telling jokes, which made everyone angry.2) She kept on telling jokes which made everyone angry.You can discuss this question in pairs and 2 minutes for you. Start.Ok, is these anyone who wants to have a try? Lily, please!Perfect! Sentence 1 shows that the fact she told jokes made them angry. Sentence 2 shows that the subject of her jokes made them angry.Now you have mastered the differences. Let’s do one more exercise. Join the pairs of sentences using attributive clause. You should finish by yourself first and then you can discuss with your partner to see whether you have different versions. Ten minutes for you.Time’s up. The first two sentences, 1) here are the farmers. 2) they discovered the underground city last month. Jack, what is your answer?Correct! Here are the farmers who discovered the underground city last month.Ok, all of you have done a great job. We can see that, as long as we master the basic rules of the grammar, it will be easy for us to finish the exercise correctly, right?Production:Now, we will discuss in groups and finish a task together.Complete the simple sentences by adding restrictive or non-restrictive attributive clauses according to the pictures given under the sentences, try different expressions as many as possible. You have a heated discussion. Ok today, we learn a new kind of attributive clause, non-restrictive attributive clauses, and it differs from the restrictive clauses. Nacy, will you repeat the differences again?Well done. Now all of you have done a great job.Summary and Homework:After the class, please write an English composition about a person. Try to use the restrictive attributive clause or non-restrictive attributive clause, it is a compulsory work. Next class, we will share your composition with the whole class, and let see whose composition is the best one. Another homework, if you had time, find out at least 5 restrictive or non-restrictive attributive clauses in other articles. Ok, class is over, see you next time.。
教师资格证考试-面试-高中英语-教案模板+逐字稿-语法课
语法课高中常用知识总结+教学设计思路+方案+逐字稿【注意】高中常用语法知识总结：1. 直接引语（Direct speech）和间接引语（Indirect speech）：引述别人的话有两种方式，直接引用别人的原话叫做直接引语，用自己的话来转述别人的话叫做间接引语；例：Mr. Black said, “I’m busy.”（直接引语）→ Mr. Black said that he was busy. （间接引语）直接引语变为间接引语时，需从以下几个方面转换：(1)人称（Person）：一主二宾三不变；①一主：若直接引语中为第一人称，变为间接引语时，要将它变为与主句主语相一致的人称；例：He said, “I like it very much.”→ He said that he liked it very much.②二宾：若直接引语中为第二人称，变为间接引语时，要将它变为与主句宾语相一致的人称；例：He said (to me), “you’re so good at it.”→ He said (to me) that I was so good at it.③三不变：若直接引语中为第三人称，变为间接引语时，人称不变；例：The teacher asked, “has he read enough this week?”→ The teacher asked if he had read enough that week.(2)时态（Tense）(3)引导词（Introducer）：①若直接引语为陈述句，变为间接引语时，用连词that引导，that可省略；例：He said, “I’m busy.”→ He said (that) he was busy.②若直接引语为一般疑问句，变为间接引语时，要把疑问句语序变为陈述语序，且用连词if/whether引导；另外，若主句的谓语动词是say，一般变为间接引语时，主句中的谓语要相应地变为ask，若主句中没有间接宾语，变为间接引语时，主句中可以根据实际情况加上间接宾语；如：“Do you think a dairy can become your friend?” the writer says.→ The writer asks us if we think a dairy can become our friend.③若直接引语引语为特殊疑问句，变为间接引语时，要把疑问语序变为陈述语序，且仍用原来的引导词；另外，若主句的谓语动词是say，一般变为间接引语时，主句中的谓语要相应地变为ask，若主句中没有间接宾语，变为间接引语时，主句中可以根据实际情况加上间接宾语；如：“When do you go to bed last night?” he said to Anne.→ He asked Anne when she went to bed the night before.④若直接引语为祈使句，变为间接引语时，要将祈使句的动词原形变为带to的不定式，且要将主句的谓语动词根据实际情况变为ask、tell、order等动词；若祈使句为否定句，变为间接引语时，要在动词不定式前面加not；如：Father said to him, “go away!”→ Father ordered him to go away.He said, “don’t make so much noise, boys.”→He told the boys not to make so much noise.(4)指示代词、时间状语、地点状语等的变化：注意：若是在当地转述，here不必变为there；若是在当天转述，yesterday, tomorrow, today等时间状语不必改变；2. 主动语态（Active voice）和被动语态（Passive voice）：动词有两种语态，若主语是动作的执行者，叫主动语态，若主语是动作的承受者，叫被动语态；(1)被动语态的基本结构：主语+助动词be+动词的过去分词+（by …），其中be有时态、人称和数的变化；(2)几种时态的被动语态：(3)主动语态和被动语态之间的转换：①将主动语态中的宾语变为被动语态中的主语，如果主动语态中的宾语是人称代词的宾格形式，应将宾格形式变为主格形式；如：him→he；②将主动语态中的主语变为被动语态中介词by的宾语，如果主动语态中的主语是人称代词的主格形式，应将主格形式变为宾格形式；如：they→them；③将主动语态中的谓语动词由主动形式变为被动形式，并且时态要保持一致；④如果主动语态中还有其他成分，则变为被动语态时，其他成分一般原位不动照抄下来；(4)几种特殊情况的被动语态的变化方法：①带双宾语的谓语动词，即“动词+间接宾语+直接宾语”，（如：give me a book）改为被动时,可以用间接宾语作被动语态的主语，也可以用直接宾语做被动语态的主语;若将间接宾语变为被动语态的主语，则保留直接宾语；若将直接宾语变为被动语态的主语，则保留间接宾语，并在间接宾语的前面加上介词to或for；②“动词+宾语+动词原形”结构，改为被动时,动词原形前要加to;③“动词+宾语+宾语补足语”结构，改为被动语态时，将宾语变为被动语态的主语，宾语补足语原位不动照抄下来；④当主动语态中的谓语动词是动词短语时，变被动语态时，动词短语应被看成一个整体，故动词短语中的介词一般原位不动照抄下来；3. 定语从句（Attributive clause）：①限制性定语从句（Restrict attributive clause）：结构：：先行词+引导词+定语从句；Structure: antecedent + that/who/whom/whose/which + attributive clause;②非限制性定语从句（Non-restrict attributive clause）:：结构：句子+“，”+引导词+定语从句；Structure: sentence + “,” + who/whom/whose/which + attributive clause;4. 同位语从句（Appositive clause）：结构：抽象名词+引导词+从句；5. 主语从句（Subject clause）：结构：引导词引导的从句+谓语动词+宾语；Structure: that/whether/if/who/whom/whose/which/what/woever/whomever/whichever/whatever/when/where/why/how/ clause + predicate + object;例：that引导的主语从句：that clause+ predicate + object；6. 宾语从句（Object clause）:结构：主语+谓语动词+引导词引导的从句；Structure: subject + predicate + that/whether/if/who/whom/whose/which/what/when/where/why/how clause例：由that引导的宾语从句：subject + predicate + that clause；7. 表语从句（Predicative clause）：结构：主语+连系动词+引导词引导的从句；Structure: subject + linking verb + that/whether/as if/as though/who/whom/whose/which/what/when/where/why/how clause;例：由that引导的表语从句：subject + linking verb + that clause；8. if条件状语从句（If clause）：结构：句子+if条件状语从句；Structure: sentence + if clause;9. it作形式主语（use “it” as formal subject）：有时为了避免头重脚轻，我们会用it作形式主语放在句首，而将真正的主语移到句末；10. it作形式宾语（use “it” as formal object）;：有时我们会用it作形式宾语，而将真正的宾语移到句末；11. 动词的现在分词（The verb-ing form）：现在分词的用法主要有以下几种：①用于进行时态，表示“正在发生”，其结构是：be + V-ing；②用于将来时态，表示“将要发生”，其结构是：be + V-ing；③动词的ing形式可以作定语；④动名词：可以作主语、宾语、表语；12. 动词的过去分词（Past participle）：过去分词的用法主要有以下几种：①用于完成时态，表示“已经完成”，其结构是：have/has/had + done②动词的过去分词可以作定语、表语；13. 情态动词（Modal verb）：情态动词不能单做作谓语，后面必须跟动词原形；14. 动词时态（Tense）：①一般现在时（present simple tense）：动词用原形/第三人称单数形式，否定句和疑问句借助助动词do/does；②一般过去时（past simple tense）：动词用过去式，否定句和疑问句借助助动词did；③一般将来时（future simple tense）：④一般过去将来时（past future tense）：⑤现在进行时（present continuous tense）：其结构为：am/is/are + V-ing；⑥过去进行时（past continuous tense）：其结构为：was/were + V-ing；⑦将来进行时（future continuous tense）：其结构为：shall/will + be + V-ing；⑧过去将来进行时（past future continuous tense）：其结构为：should/would + be + V-ing；⑨现在完成时（present perfect tense）：其结构为：has/have + done；⑩过去完成时（past perfect tense）：其结构为：had + done；⑾将来完成时（future perfect tense）：其结构为：shall/will + have + done；⑿过去将来完成时（past future perfect tense）：其结构为：should/would + have + done；⒀现在完成进行时（present perfect continuous tense）：其结构为：have/has + been + done；⒁过去完成进行时（past perfect continuous tense）：其结构为：had + been + done；⒂将来完成进行时（future perfect continuous tense）：其结构为：shall/will + have been + done；⒃过去将来完成进行时（past future perfect continuous tense）：其结构为：should/would + have been + done；15. 虚拟语气（Subjunctive mood）(1)if条件状语从句中的虚拟语气：(2)主语从句中的虚拟语气：①在“it is + 形容词/动词分词 + that从句”结构中：若形容词/动词分词是表示要求、建议、必要、命令等意思时（如：advised/advisable/desired/desirable/demanded/essential /important/necessary/required/suggested等），从句中要用should + do（动词原形），should可省略；②在“it is + 名词（如：pity/wonder/shame等） + that从句”结构中: 从句中要用should +do（动词原形），should可省略；(3)宾语从句中的虚拟语气：①在一些表示建议、愿望、要求、请求、劝告、一直、命令、安排、决定等动词引导的宾语从句中，要用虚拟语气，即宾语从句中要用should + do（动词原形），should可省略；②wish + 宾语从句中的虚拟语气：(4)表语从句合同位语从句中的虚拟语气：在一些表示愿望、建议、要求、命令等意义的名词后的表语从句/同位语从句中，要用虚拟语气，即从句中要should + do（动词原形），should可省略；(5)其他句型中的虚拟语气：①“as if/as though/even if/even though + 方式状语从句”结构中：从句中要用虚拟语气，具体情况与wish + 宾语从句中的虚拟语气一样；②“lest/lest for + that从句”结构和“in case + 目的状语从句”结构中：从句中要用虚拟语气，即要用should + do（动词原形），should可省略；例：Julia had to go on a diet, for lest that she (should) lose her job as a model.③“it’s (high) time + 定语从句”结构中：从句中要用虚拟语气，且有两种形式，一是从句中要用动词过去式，二是从句中要用should + do（动词原形），第二种形式比较少见，且should不可省略；④if only 引导的感叹句，译为“要是…就好了，但愿…”，此结构中要用陈述语序，且谓语动词要用虚拟语气，其具体情况与wish + 宾语从句中的虚拟语气一样；16. 倒装句（Inversion）：倒装句主要有以下两种形式：(1)全部倒装：谓语动词全部置于主语之前；①以here, there, now, then等副词开头的句子中，用全部倒装；例：There comes the bus.注意：此结构中，若主语是代词，则不用倒装；例：Here you are.②在以表示处所、声音等意义的副词开头的句子中，且动词是表示运动的不及物动词（如：go,come, rush, fly等），为了表示生动，可将耨写副词放在句首，此时要用倒装；例：Down came the rain.注意：此结构中，若主语是代词，则不用倒装；③表示地点的介词短语谓语句首时，要用倒装；例：Between the two buildings stands a tall pine.④直接引语的部分或全部谓语句首时，点名说话人的部分要用倒装；例：”Are you listening to English on the radio?” said mother.注意：若引述动词后有间接宾语或状语时，则不用倒装；(2)部分倒装：谓语动词的一部分（助动词、情态动词等）置于主语之前；①在以“only + 状语/状语从句”开头的句子找那个，主句要用部分倒装；例：Only then, did I realize the importance of English.②在以表示否定或者半否定意思的词开头的句子中（如：never, hardly, scarcely, rarely, barely,seldom, neither, nor, little, nowhere, not, not only, not until, no sooner … than, hardly …when, by no means, under no circumstances等），主句要用部分倒装；例：Hardly did I think it possible.③当连词as/though表示“尽管、虽然”意思，且引导让步状语从句时，从句要用部分倒装，此结构是将形容词/名词移到句首；例：Cold as it was, we went out. 尽管天气冷，我们还是出去了。
高中英语面试试讲语法点
高中英语面试试讲语法点高中英语面试试讲语法点：动名词的使用英语语法是英语学习中非常重要的一部分，而动名词作为其中的一个关键点，对于学生来说既是一个难点也是一个重点。
今天，我们就来探讨一下动名词的用法。
动名词是一种非谓语动词形式，它结合了动词和名词的特性。
动名词通常以"-ing"结尾，它可以作为主语、宾语、表语等句子成分。
以下是一些动名词的基本用法：1. 作为主语：动名词可以作为句子的主语，表示一个动作或活动。
- E.g., Reading is an important part of learning.2. 作为宾语：某些动词后面需要跟动名词作为宾语。
- E.g., I enjoy swimming in the summer.3. 作为表语：动名词可以用作表语，说明主语的性质或特征。
- E.g., My hobby is collecting stamps.4. 作为定语：动名词可以用作名词的定语，修饰名词。
- E.g., The swimming pool is closed for maintenance.5. 与介词连用：动名词常与某些介词连用，形成介词短语。
- E.g., I am good at playing basketball.6. 构成固定搭配：有些固定短语中会使用动名词。
- E.g., I am looking forward to seeing you.在实际应用中，动名词的使用往往需要根据上下文来判断。
例如，有些动词后面既可以跟动名词也可以跟不定式，但意义可能有所不同。
例如：- I remember closing the door. (我记得我关了门。
)- I remember to close the door. (我记得要关门。
)此外，动名词的完成式（having + 过去分词）可以用来表示动作发生在主句动作之前。
- Having finished my homework, I went out to play.在教学过程中，教师应该通过举例、练习和互动来帮助学生更好地理解和掌握动名词的用法。
2023年12月高中英语教资面试真题教案逐字稿 高中英语语法课-宾语从句
2023年12月高中英语教资面试真题教案逐字稿高中英语语法课-宾语从句1.题目：语法教学试讲2.内容However,learning English as a foreign language is very difficult in the absence of a native language environment.Some respected theories on language acquisition believe that to attain a high level of fluency and accuracy in a foreign language,you need to be surrounded by it.But sadly the chances that we will all have the opportunity to live in an English-speaking country are small.Therefore,most of us have to rely on what we can learn at school as part of the school curriculum.3.基本要求：(1)朗读所给段落。
(2)配合教学内容适当板书。
(3)针对所给材料划线部分，设计宾语从句语法教学活动。
(4)用英文试讲。
(5)试讲时间:10分钟。
教案Object ClausesTeaching Objectives1.Students will be able to understand the structure of object clauses.2.Students will master the usage of the guiding words in object clauses.3.Students will be able to use object clauses accurately in real-life situations.Teaching Content1.Definition and structure of object clauses.2.Guiding words and their usage in object clauses.3.Application of object clauses in real-life scenarios.Teaching Procedure1.Introduction:Introduce students to the structure and usage of object clauses through example sentences.2.Explanation:Definition:Explain what object clauses are and their role in sentences.Structure:Analyze the structure of example sentences in detail,including the guiding word,main clause,and subordinate clause.Guiding words:List common guiding words such as"that,""what," "which,"etc.,and explain their usage.3.Practice:Multiple choice:Provide multiple examples of object clauses and ask students to choose the correct guiding word or judge if the structure is correct.Fill-in-the-blank:Provide incomplete sentences and ask students to fill in the correct guiding word to make the sentence complete.4.Group discussion:Divide students into groups,provide each group with an example of an object clause,and ask them to discuss within the group whether the structure and usage of the guiding word are correct.5.Summary and feedback:Have students share their discussion results,provide feedback and correction suggestions,and emphasize the importance and usage of object clauses again.6.Homework:Assign relevant practice exercises for students to continue to consolidate the content learned in class.Teaching ReflectionReflect on the teaching after class,consider students'performance in the practice,judge their mastery of object clauses,and think about how to improve teaching methods to ensure students better grasp this grammar point."真题例句讲解Today we'll talk about object clauses,which are an important part of sentence structure.Object clauses function as the object of a sentence and provide more specific information about the subject or action.They can be complex or simple and are typically introduced by a preposition or a verb that requires an object.Let's take two examples to understand this better:Example1:"Some respected theories on language acquisition believe that to attain a high level of fluency and accuracy in a foreign language,you need to be surrounded by it."In this sentence,the subject is"Some respected theories on language acquisition"and the predicate is"believe".The object clause is"that to attain a high level of fluency and accuracy in a foreign language,you need to be surrounded by it".This clause functions as the object of the verb"believe"and provides specific information about what the theories believe.Example2:"Therefore,most of us have to rely on what we can learn at school as part of the school curriculum."In this sentence,the subject is"most of us",the predicate is"have to rely on",and the object clause is"what we can learn at school as part of the school curriculum".The word"what"acts as the guiding word followed by the content of the noun clause.This clause functions as the object of the verb"rely on"and specifies what most of us have to rely on.Object clauses can be identified by their subject-verb-object structure and their position in the sentence.They typically follow the verb that requires an object and provide additional information about the subject or action in the sentence.Now it's time for you to practice.Try to find more examples of object clauses in sentences you encounter in your daily life or in your readings. Understanding how object clauses work will help you build more complex sentences and express yourself more effectively.Remember,practice makes perfect!Keep at it,and you'll improve your language skills soon enough.。
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语法课课型四色笔实战模板
以人教版必修三UNIT3为例
红色字体为板书内容
蓝色字体为设计目的
黑色字体为口述内容
绿色字体为提示内容
Grammar(板书内容)
教学目标：准确理解相关语法的基本概念，结构，运用。
重点：相关语法的基本概念和结构
难点：以学促考，灵活运用。
Part 1:Independent reading Ex 1:自主阅读Ex 1 部分,了解名词性从句的用法
T: Good morning/afternoon, boys and girls. Today, we’ll learn a new grammar style名词性从句Noun clauses. Now please open your book, turn to page 21，book 3 and look at Ex 1. Read the play, which are mainly about this kind of grammar? Try to find the sentences.（pause）
T: Ok. Stop here! Can you say one sentence? Now, who want to share your works? Ok, Tom, please.(手势语：平伸右手，手掌朝上，示意学生回答。
做边听状，边板书第一个句子，这个要提前备课，就是您早就准备好的句子！)
May we ask what you are doing in this country?
T: Very good，sit down, please. Now, who want to say the next? Ok, Lily, please. (同上，写第二个句子！)
I didn’t know whether I could survive until morning.
T: Very good，sit down, please. Now, who want to share the last one? Ok, Kate, please. (同上，写第三个句子！)
The fact is that I earned my passage by doing sth.
（课本上的三个句子）
T: Very good，sit down, please.
T: Now, we can see the Noun clause is a piece of cake, or we can say, it’s just so so. Are we right? Let’s look at the Ex 2 and try to finish the exercise of this part.If you can not solve the problem, first, lists problems of your own, then you can discuss in pairs; after discussion, you two can’t solve it, come to the blackboard and write it down.
Part 2 comprehension 理解(写完板书，此时，就下去转一下，回来在黑板上写1-2个
难句子，就当是学生写的)
Difficult point 1: What do you think of the bet the brothers have made?
Difficult point 2: What do you think will happen to Henry?
Research 1: students’ comprehension to the grammar.
T: Very good, just now two of our students wrote down two sentences, they think the sentences are much harder to understand. Can we help them to under the two sentences? T: Now, who want to try? Ok, Susan, please.(手势语：平伸右手，手掌朝上，示意学生回答。
)Which sentence do you want to explain to them?(Pause)Ok, the first one. (Pause)Ok, Susan’s explanation is very good!
I must say that the bet is very interesting.
sit down, please.
T: Now, who can solve the second sentence? (Look around)
Research 2: With the teacher’s help to understand the grammar.
T: Nobody? Really? Ok, let me help you. You can use “I must say that_____________”Here. Here, can” that” be left out? (Pause)Right! It can not be left out. Does it have any meanings? (Pause) Right. It has no any meaning.（此处用汉语解释语法现象，在讲解时可以在原句上画点记号什么的,目的是帮助，不是全部解决）Now, who can have a try in volunteer? Ok, Linda, please! (Pause)Ok, Linda’s explanation is very good!
I must say that Henry will live a happy life.
Sit down, please.
T: Now, who can draw a conclusion to the grammar which we learnt in this text in volunteer? Nobody? Ok, let’s discuss in groups!
Part 3: The rule of the grammar (写完板书，此时，就下去转一下，回来看练习四，当堂测验)
T: Well, Tom, it’s you again! Please! (Pause)Very good! Thank you, sit down please.名词性从句：缺什么补什么，不缺什么用“that”.(简析语法现象)
And now let’s finish Ex 4, now I’ll ask some of you to finish two of them.
1 The reason was ________________________.
4 His concern is___________________________.
T: Who will answer in volunteer? Bush and Black! OK! Come to the black board and finish them!(自己写上就OK了)
1 The reason was that he met a strong wind.
4 His concern is whether they can offer him a job.
Very good! Quite right! Thank you, go back to your seat and sit down please.
Part 4: Homework
T: Ok, so much for this class. After class, please finish Ex 5 on page 21. That’s all for today, see you!。