高中英语语法教学设计
完整版)《高中英语语法填空》教学设计
完整版)《高中英语语法填空》教学设计Teaching Design for High School English Grammar Cloze TestI。
Teaching Objectives1.Knowledge and Skills1) Through this lesson。
students will understand the common test points and clear thinking strategies of grammar cloze test。
and master the method of analyzing XXX.2) XXX.2.Attitudes and nsBy breaking down each test point and XXX of "I can't do it"。
students' self-confidence in learning will be improved.3.Ability ObjectivesBy subdividing and summarizing the test points。
studentswill have a XXX.II。
Key PointsUnderstand the common test points and thinking strategies of grammar cloze test。
and master the micro-XXX.III。
DifficultiesXXX.IV。
Student XXXXXX.V。
Teaching and Learning ProcessStep 1.Introduce XXX.Step 2.XXX.1.Pure cloze test2.Cloze test with given verbs3.Word n testStep 3.Introduce the method of grammar cloze test.1.XXX the part of XXX.2.Determine the part of XXX and grammar: articles。
人教课标版高中英语选修8 Unit1_Grammar名师教学设计
2.T: From the analysis of the sentence patterns, can you tell me what types of noun clauses are there.
S:Noun clauses are classified as subject clause, object clause, predicative clause and appositive clause.
It happened that…碰巧…
It appears that…似乎…
4It is＋过去分词＋从句
It is reported that…据报道…
It has been proved that…已证实…
It is said that…据说…
it作形式主语和it引导强调句的比较
it作形式主语代替主语从句,主要是为了平衡句子结构,主语从句的连接词有变化。而it引导的强调句则是对句子某一部分进行强调,无论强调的是什么成分,都可用连词that。被强调部分指人是也可用who/whom。例如:
DELC2获取新知识
Step2
Production
（学习
新知）(20mins)
1.Teacher guide Ss to learn the grammar rules of noun clauses.
名词性从句
【概念与分类】在句子中起名词作用的句子叫名词性从句。名词性从句的功能相当于名词词组,它在复合句中能担任主语、宾语、表语、同位语、介词宾语等,因此根据它在句中不同的语法功能,名词从句又可分为主语从句、宾语从句、表语从句和同位语从句。
It hasn’t been decided whether (if) we shall attend the meeting.
高中二年级下学期英语《选择性必修一第三单元语法》教学设计
Help students to get the form of the Ving form as subject by observing and summarizing and then consolidate the form by changing the sentence pattern.
Students finish the two blank-filling exercises.
Help students to internalize the form and meaning of the Ving form as the subject by practicing using it.
Guide students to find out the meaning of Ving form as the subject.
Step3
Practicing
Ask the students to practice using the Ving form as the subject in two blank-filling exercises.
Lead-in
Show students some pictures and descriptions of a theme park and then ask them to guess the name of that park.
Look atsome pictures and descriptions of a theme park and then guess the name of that park.
《高中英语语法填空》教学设计
《高中英语语法填空》教学设计《高中英语语法填空》教学设计一、主题与目标本课程设计的主题是高中英语语法填空。
我们将通过讲解、演示和实践等方法，帮助学生掌握语法填空的基本技巧，提高他们在这一题型上的得分率。
二、教学内容我们将根据高考英语语法填空题型的特点，针对性地讲解以下知识点和技能：1、动词时态和语态2、主谓一致3、名词性从句4、定语从句5、状语从句6、强调句型7、倒装句8、虚拟语气三、教学方法我们将运用案例教学法、练习+讲解法和互动讨论法等多种方法，以激发学生的学习兴趣和主动性。
四、课堂实施1、第一阶段：导入新课。
通过展示一些语法填空的典型例题，引导学生思考解题的思路和方法。
2、第二阶段：知识点和技能讲解。
结合具体的例题，详细讲解上述八大语法知识点和技能，让学生深入理解语法填空的基本技巧。
3、第三阶段：实践练习。
设计一系列语法填空的练习题，让学生在实践中掌握所学知识和技能。
4、第四阶段：讨论与总结。
学生完成练习后，组织小组讨论，引导学生发现问题和不足，并及时给予指导。
最后，对本次课程进行总结，强调重点知识和技能。
五、教学评价我们将采用以下方式对学生的学习成果进行评估：1、课堂参与度：观察学生在课堂中的表现，如回答问题、参与讨论等，作为评价学生学习态度和参与度的依据。
2、练习完成情况：检查学生完成语法填空练习题的正确率，以此评估学生对所学知识和技能的掌握程度。
3、期末考试：通过期末考试的语法填空部分，检验学生在整个学期的学习成果。
六、反思与改进在课程结束后，我们将根据学生的反馈和评价结果，对本次课程进行反思和总结。
我们将关注学生的学习难点和需求，反思教学方法的有效性，并根据总结的结果对未来的教学进行改进。
为了提高教学效果，我们建议在每个教学阶段之后都进行及时的反馈和评估，以便及时发现并解决问题。
在课程设计过程中，也要充分考虑学生的实际需求和学习特点，以制定出更符合学生情况的教学计划。
总的来说，《高中英语语法填空》教学设计旨在帮助学生掌握英语语法填空的基本技巧，提高他们的解题能力。
高中英语教学案例《倒装句语法》教学设计
《倒装句语法》教学设计教学年级：高中二年级课题名称：倒装句授课时间：45分钟I．Analysis of the students (学生分析)The students in senior 2 have mastered some basic grammar rules in Grade 1, such as direct speech and indirect speech, the attributive clauses, the passive voice, the usage of modal verbs and so on, so they can make some sentences well in their articles. They have also seen some kinds of inversion during the lessons. Now it’s the time for them to learn the usage of inversion systematically so that they can make their articles more vivid and beautiful, also they can get a full comprehension of some texts where inversion is used while reading.II．Analysis of the teaching material (教材分析)1. This grammar part appears in Book5 Unit4 Making the News. After getting a general comprehending of the work of a good journalist, the students get to know some different expressions in the conversations where inversion is used between a new journalist and his boss, which make their language full of feelings.2. Relation with the knowledge stud ents have learned: It needs students’ability to analyze the meanings of the sentences according to the context, the structures of sentences and the agreement.3. Anticipation: By explaining important points often appear in reading texts and tested in exams, students can learn the methods to analyze the sentences including inversion structures well and solve the problems in “cloze text” and “filling in the blanks”, then improve their ability to use inversion in their own language.III．Teaching aims(教学目标)1. Target language(1) Let the students know how to analyze sentences containing inversion structures(2) Let the students master some important inversion structures whichare often used in sentences:Only after ... did sb. ...Only by doing ... could sb. ...Not only did ...Seldom have I ...2. Ability goalsEnable the students to use inverted sentences correctlyGuide the students to summarize the usage of Inversion3. Learning strategiesAsk the students mark out the sentences using inversion when readingor doing exercises, analyzing the structures and try to work out the meanings. And try to use this structure in their own articles and language.4. Affection and attitudesEnable the students to be careful and patient when analyzing inversion structures, considering the basic sentence pattern and the agreement.IV．Teaching strategies(教学策略)1. Teaching methods(1). Let the students find the sentences of Inversion in the reading passageand understand the meaning of them and conclude the two types of inversion(2). Explain important points often appear in reading texts or exams to help them know the rules.(3). Give the students some sentences or short passages to let them understand the rules better.(4). Task-based learning; cooperative learning; practice2. Teaching aidsA computer and a projector, related materials (self assessment)3. Materials prepared before classPrepare some sentences (some are often used in our text or reading materials, some are seen in the NMET exams from other parts in our country) and one or two short passages met in the “filling in theblanks” exercises.Use some pictures to arouse the students’ interests while giving examples and students practicing.V．Teaching procedures(教学过程)Step Ⅰ PresentationAsk the students to find the sentences of Inversion in the Reading. Then ask the students to think about some points:1. The difference between a inversion sentence and a sentence in normal order;2. How Inversion happens when different kinds of verbs are used, for example, link verbs and modal verbsStep Ⅱ Explanation and Summary1. The two types of inversion(1) Partly inversion（部分倒装）:助动词/情态动词/系动词+主语+谓语动词e.g. Never have I heard such a thing.(2) Complete inversion（全部倒装）: 谓语动词+主语e.g. Down fell the rain2. The situations where there is a need of inversion:1) Adverbial expressions of negation or near negation with no, not, never, neither, seldom, scarcely, rarely, barely and hardly, etc. (以否定词或半否定词开头的句子通常用部分倒装)e.g. In no case can an exception be made.Never have I seen such a stupid personI cannot attend the meeting tonight, and neither can my wife.The same reversal of word order takes place after negative conjunctions like neither…nor, not only ... but also, no sooner ... than.（此种情况同样适用于用否定连词开头的句子）e.g. Not until he loses all his money will he stop gambling.Scarcely had he entered the room when he was knocked down by a stranger.Not only is she beautiful, but she is also very intelligent.2) Adverbial expressions with only（Only + 副词/介词短语等状语/状语从句…放于句首时，常用部分倒装）e.g. Only after an operation will he be able to walk again.Only once has he done such a thing.3) Adverbial expressions with so（由so\such...that...引导的表示程度的状语从句，将其放于句首表示强调时，常用部分倒装）e.g. So greatly did he admire the beautiful actress he asked her to marry him.The word order is also reversed after the conjunction so.e.g. I caught a cold, and so did my wife.4) In the Conditions adverbial clauses led by if, when if is omitted. (在if 虚拟条件从句中,if省略时,had/ were/should等要与主语倒装)e.g. Should he be interested in this subject, he might work hard at it.= If he should be interested in this subject, he might work hard at it. 5) Adverbial expressions of place（以表示地点或时间的副词如here, there, now, then, thus等开头的句子常用全部倒装）e.g. There stood the tallest man he had ever seen.Inside the room were a few pieces of furniture.Now comes your turn..But when the subject is a pronoun instead of a noun, the order should not be inverted.e.g. Here he comes./ Off he ran.6) Other adverbials in initial position（用其他表方位的副词开头，谓语常用动词有come,go,rush,等不及物动词，也用全部倒装）e.g. Loud and clear rang the bells.Out rushed the students7) Some other situationsa.由as/though引导的让步状语从句中，其基本句式为：形容词/副词/名词+as/though+主语+谓语动词原形+as/though+主语+情态动词/助动词e.g. Child as/though he is, he knows a lot of English.=Although/Though he is a child, he knows a lot of English.Old as they were,… / Hard as he tried, … / Try as I might, …b.祝愿语e.g. May you succeed! / be happy!May peace return to the troubled land!Long live the People’s Republic of China!3. The Inversion structures often tested in NMET.1). 否定词位于句首时的倒装, hardly…when…等.2). so与neither, nor位于句首时的倒装时的含义.3). only位于句首时.4). as引导让步状语从句时的句子倒装。
《高中英语语法填空》教学设计
《高中英语语法填空》教学设计一．教学目标1.知识技能（1）通过本课的学习使学生了解语法填空的常考考点和清晰的解题思路，掌握分析句子结构的方法。
（2）将句子语法结构分析和句子意义能有机结合去解题。
2.情感态度通过将考点细分逐个突破鼓励学生打破“我不行” 的心理暗示，提高学生学习的自信心。
3.能力目标通过对考点的细分和总结让学生有更为清晰的解题思路。
二．重点了解语法填空的常考点与解题思路，掌握分析句子结构的微技能。
三．难点将句子语法结构分析和句子意义有机的结合去解题。
四．学生情况学生掌握基本的语法知识。
五．教学与学习过程Step1.介绍语法填空的要求Step2.介绍语法填空的解题思路1.纯空格试题2.给出动词的试题3.词类转换题Step3.介绍语法填空的方法1.根据句子结构，确定词性2.根据上下文意义及语法，确定词性：冠词，代词，连词，介词，谓语动词，非谓语动词，词性变化。
Step4.纯空格试题1.名词前设空：（ 1）冠词，形容词性物主代词，名词所有格，介词或one,some,any,other 等代词（2）常用 and,but,or,so 等连词（3）缺主语或宾语：名词，代词Step5.给出了动词的试题若是谓语动词，就要考虑时态和语态。
若是非谓语动词，用 doing,done,to do 等形式。
Step6.词类转换题（1）转换为形容词（2）转换为名词（3）转换为副词Step7.其他常考类型Step8.语法填空做题思路总结。
1.根据语法知识进行填空2.根据逻辑关系进行填空3.根据语片标志进行填空Step9.Let’spractise六作业：完成资料相关练习七．教学反思。
高三英语语法“主谓一致”公开课教学设计
高三英语语法“主谓一致”公开课教学设计以下是关于高三英语语法“主谓一致”公开课教学设计，希望内容对您有帮助，感谢您得阅读。
高三英语语法“主谓一致”公开课教学设计原创：翟艳丽黑龙江高中英语翟艳丽名师工作室设计教师：翟艳丽教学年级：高三年级主谓一致教材版本：外研社版课题名称：语法教学《主谓一致》授课时间：45分钟（一）学情分析“主谓一致”属于复习的语法知识，但是其中所涉及的知识点较多，学生们在准确性及熟练程度还有所提高，他们往往出现易混嚼、难辨别的问题。
针对这一情况，采用导学案形式，集中大容量呈现知识点，并着重强调易混部分，强化学生对“主谓一致”规则的记忆。
提高他们学习知识的积极性。
（二）教材分析主谓一致是我们英语教学中的很重要的一个语法，掌握主谓一致对于学生的英语学习有着至关重要的作用，它渗透到了高考英语的每一部分，特别是在写作和改错部分，如果学生在“主谓一致”这一部分掌握不好，在高考中会失分很多的。
所以我在此课中，在很大比例中加入了高考题的链接，激励学生·认真仔细剖析高考题，以便于更好地理解把握“主谓一致”的规则和用法。
（三）教学目标新课标中明确指出：语法教学就是帮助学生提高语言实践活动中的能力。
本节课的教学目标为：激励学生将语法“主谓一致”真正落到实处，学会正确使用与主语一致的谓语动词。
（1）语言知识目标：准确记忆，灵活掌握“主谓一致”相应的规则。
（2）语言技能目标：培养学生在综合实践活动中对“主谓一致”语法规则的运用。
（3）情感态度目标：培养学生的自主学习能力以及合作探究能力。
（4）学习测略目标：主谓一致中的语法规则里需要揣测和理解的，所以这节课我着重帮助学生养成自主探究。
研究归纳语法规则的能力，促使他们保持课前预习，课上合作研究的良好学习习惯。
（四）教学重点、难点重点：①准确理解并掌握在同情况下谓语动词单复数的选择，全面记忆和使用主谓一致规则。
②在实际活动中，正确运用“主谓一致”原则。
高中英语笔试语法课教案
高中英语笔试语法课教案教案目标：1. 让学生复习和巩固英语基础语法知识，包括时态、语态、非谓语动词、定语从句等。
2. 通过实例分析，提高学生识别和应用语法规则的能力。
3. 强化学生的语法解题技巧，为英语笔试做好充分准备。
教学内容：1. 时态复习：包括一般现在时、一般过去时、现在进行时、过去进行时等常用时态的构成和用法。
2. 被动语态：强调被动语态的构成、时态变化以及在实际语境中的应用。
3. 非谓语动词：介绍动名词、分词和不定式的用法及其在句子中的功能。
4. 定语从句：讲解关系代词和关系副词引导的定语从句的构造和用法。
教学方法：1. 采用讲授与互动相结合的方式，鼓励学生积极参与课堂讨论。
2. 利用多媒体教学工具展示语法点的用法，增强学生的学习兴趣。
3. 结合真题和模拟题，进行针对性的练习和讲解，提升学生的实战能力。
教学步骤：1. 引入：通过提问或小测验的方式复习前面学过的语法知识，为新课程内容做铺垫。
2. 讲授：系统讲解新的语法点，确保学生能够理解并掌握每个语法结构。
3. 练习：布置相关的练习题，让学生在实践中巩固所学知识。
4. 互动：分组讨论疑难问题，教师巡回指导，解答学生疑问。
5. 总结：回顾本节课的重点内容，强调常见错误和考试技巧。
6. 作业：布置适量的家庭作业，要求学生自我检测学习效果。
评估方式：1. 课堂参与度：观察学生在课堂上的参与情况，了解学生的学习态度。
2. 练习完成情况：检查学生的练习题完成情况，评估学生对知识点的掌握程度。
3. 家庭作业：批改家庭作业，及时发现并纠正学生的错误。
4. 定期测试：通过定期的小测试来检验学生的学习效果和进步。
总结：。