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《语法》说课稿

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《语法》说课稿范文五篇

篇一：语法说课稿

教学目标: 1.了解感知动词过去分词做宾语补足语。

2.记忆能在其后加宾补的常用动词。

3.学会使用过去分词做宾补。

学习重点：过去分词做宾补的使用。

考纲规定：过去分词做宾补是高考必考的内容之一。出现的形式主要以单项选择题为主，在阅读，完型等题目当中也有所体现。

学习内容;能够接过去分词作宾补的三类动词：

1. 表示感觉或心理状态的动词。如：see, watch, observe, look at, hear, listen to, feel, notice, think等。

2. 表示“致使，使役”意义的动词。如：have, make, get, keep, leave等。

3. 表示“希望”、“要求”意义的动词。如：like, order, want, wish, expect等后用 “vt + ( to be )+pp”。

4，做各种形式的习题让学生了解并使用这一语法现象。

语法分析：这一语法现象并不是很难，但是很常用，无论在日常的阅读过程中，还是在将来高考的时候都可以见到，所以不可不学，但也不必死学，毕竟重点和难点是练习使用这种语法。所以出题时，既要有代表性，又要前连后衔，触类旁通，举一反三。

学情分析：高二的学生已经具备一定自主学习能力，所以在教学设计时，要考虑充分发挥他们的主观能动性，让他们做学习的主人，老师只是给予适当的点拨和纠正，就可以顺利完成学习任务。

学习方法：自主学习，合作探究。

辅助教具：多媒体

教学设计理念：呈现，练习，成果。（3p）

教学过程：1. 导入。呈现课文中出现的过去分词作宾补的句子，让学生找出这几个句子的共同点，并归纳语法现象。

2. 过去分词作宾补表示的意义。组织学生们自己读，自己记，同桌间互相检查，老师抽查。

3.习题练习：1）用所给单词的正确形式填空。学生两人一组合作完成，各小组派一人起来说出答案。

2）单项选择题，共10个题。学生四人一组，合作讨论，探究结果，展示汇报，学生评判，陈述理由。

3）高考链接。选择2-4个比较简单的高考真题让学生试做，初步感受高考出题思路。

4）处理学案上的习题，加深过去分词做宾语补足语的理解和应用。

4. 作业。笔头总结过去分词做宾语补足语的意义，并做相关练习。

篇二：《语法》说课稿

1．课程定位与目标

1.1课程定位与作用

课程的定位：英语语法课程是商务英语专业的专业基础课

课程的作用：英语语法是高职高专英语专业低年级学生必修的一门基础课程。英语语法研究英语语言的内部规律，揭示英语语言的本质，总结英语语言的规律。本课程旨在系统地教授英语语法的基本理论和基础知识，使得学生能够准确理解、规范运用英语语言，为高年级进一步学习英语打下坚实的语言基础。

与其他课程的关系：前导课程

1.2 课程目标

知识目标：学生能够掌握英语句子结构、名词、冠词等词类及其用法，并且能够掌握英语复合句的分类和用法。

能力目标：本课程的教学目的主要是通过传授完整的英语语法知识，使学生学会运用语法规则指导语言实践，提高实际运用英语的能力。经过本课程的学习，学生将对英语语法的基本结构与规律有一个明确、完整的概念，能较熟练地运用这些语法的基本规则分析、解释各种语法现象，并加以运用。除了介绍英语语法的基本规律外，本课程还强调理论联系实际，配合足够的口笔头练习，加强语言的基本功训练。为学生进一步提高英语交际能力以及通过英语应用能力A、B级考试和大学英语四级考试打下良好的基础。

素质目标：专业技能是学生在英文知识学习的过程中掌握所学知识，并且把所学的知识应用于英语实践的能力，英语语法的.具体目标包括：（1）阅读能力

（2）写作能力（3）翻译能力。

2．课程设计理念与思路

2.1 课程设计理念

《英语语法》是英语专业的基础课程，主要是向学生系统地传授英语语法的基本理论和基础知识，并为他们顺利地通过英语应用能力A、B级考试和大学英语四级考试做好充分的准备。在课程设计中应该始终贯彻以学生为中心，教师为主导的教学方法，以“应用为目的，实用为主，够用为度”的原则作为教学中的任务驱动。因此，以项目为导向将课程内容分为词法和句法两大模块。

2.2 课程设计思路

英语语法课程根据教学任务按照模块教学进行设计，名词、分为词法、句法两大部分。词法模块包涵名词、动词、代词、形容词、副词等，句法包括英语句子的构成、分类、名词性从句、定语从句、状语从句等。

3. 学生基础和智能特点分析

该门课程的学生为商务英语专业学生，英语基础较之非英语专业的学生，英语基础相对较好，但学生们的自主学习能力还是较弱同时仍有部分学生基础较薄弱。学生专业上掌握了英语语法的基本结构，但是输入的是英文，输出语言多为中文，故部分学生没有很好的学以致用。男女比例失衡，不利于课堂分组讨论。大多数的学生在学习习惯和学习方法上需要教师的督促和指导。如果对这部分学生能够采取比较有效的教学方法和手段，给予足够的表扬与鼓励，不仅可以保证课堂的教学秩序也可以产生比较不错的教学效果。英语学习基础较差的学生虽然占有比较小的比例但对于这部分学生也不能放弃，应该根据他们所能接受的知识量和知识层次为其设定短期且易实现的目标。

4. 课程内容与教学要求

设计的整体思路：《英语语法》是商务英语专业的基础课程，主要是向学生系统地传授英语语法的基本理论和基础知识，并为他们顺利地通过英语应用能力

A、B级考试和大学英语四级考试做好充分的准备。因此，以项目为导向将课程内容分为词法和句法两大模块。词法部分包括名词、代词、冠词、形容词、副词、动词等。句法包括橘子的时态、语态、语气、强调句型、倒装句型等。

5.教学模式及教学方法

“以培养应用型人才、满足社会需求”作为高职高专人才的培养目标,必然要求相应的以能力和素质培养为核心的教学方法,所以优化教学方法一直是我院公共英语教学改革的重中之重。根据我校学生实际情况，该课程的课堂教学将逐渐由教师为主过渡到以学生为主、教师为主导的教学模式，注重培养学生的学习能力，充分调动学生的积极性，激发学生的学习动机，最大限度地让学生参与学习过程。最终掌握英语语法的基本知识和理论，基本做到会用所学知识。

6.考核方式及课程的成绩评定

为了突出“以学生为中心”的教学法,在学期末考试成绩里可加大平时成绩所占比例,平时成绩可以占40%,从而鼓励学生在课堂上积极参与语言实践活动。成绩按百分制计算。基本知识、应用知识考核（书面、闭卷）成绩占60％；平时作业，出勤、课堂参与、期中考试成绩占40％。

7.课程教学条件

7.1教学硬件环境

教学设施建设是英语教学质量的物资保证。教学设施建设的总体要求是确保英语教学设施的硬件和软件能满足教学需求。

（1）有足够的与英语学科相关的各种图书资源，能够满足英语的教学需要，满足学生课外学习英语的需要。

（2）校园网络资源、多媒体课件教学资源能够满足正常的教学要求。

（3）开发校园英语课程资源，建立多方式、多渠道的英语语言实践机制，为师生创造英语学习环境。

7.2 师资力量

任课教师基本都具备英语专业硕士研究生学历或者中级以上职称，主修过英语语法课程或研究方向为相关内容，教学能力突出，具备坚实的英语语法基础.

Chapter 9 Non-finite Verbs

--Grammar: The Infinitive

By: Li mingsheng

Part I My understanding of the lesson and analysis of the students

My topic today is the Passive voice. The students have learnt something about the Passive voice in Junior High school, and they often meet the Passive voice in reading materials, so I think the grammar is not strange to them.

As we know, the Passive voice is one of the most important grammars, and it is also one of the most difficult grammars. To help the students grasp the infinitive, I should make the students interested in the class first.

It is requested in the New Standard English that we should improve the students’ integrating skills of listening, speaking, reading and writing, so I set some activities to develop the students’ integrating skills and the ability of imagination and creativity. According to these, I set my teaching aims as follows:

Teaching aims:

Knowledge goals: (1)The structure of passive voice in different tenses

(2) Learn to change active voice into passive voice

Moral goals: Encourage Ss to Learn to be active in our lives.

Important points: 1. Work together to sum up the grammatical rules of the Passive voice

2. Encourage students to think in the English way

Difficult points: The definition of different forms of the Passive voice and how to use them Teaching Aids: pictures; tape-recorder; multi-media

Part II My teaching theories and methods to deal with the lesson

1.Teaching theories:

Learner’s learning activities should center on their cooperation and team work, while T works as a well-trained guide.

2. Teaching methods:

(1) Task-based teaching method

(2) Activity-based teaching method

(3) Aural-oral method with the help of the computer

(4) Pair work or individual work method

Part III Teaching procedures

Step 1 Greetings and lead-in

Activities: Present some sentences on the screen, and ask the students to read and discuss them in groups

1. Cars are regularly stolen in this area.

2. The report was submitted last Monday.

3. The book is being written now.

4. The building were being renovate when I was there last.

5. I have been offered a new position.

6. The hotel had been booked before.

7. She will be given the money.

Step2 Presentation and discussion

Task 1: Presentation (Group work)

篇三：语法说课稿

Good morning/afternoon, everyone. Today I am pleased to be here and have an opportunity to share some of my teaching ideas with you. My topic is the __________ taken from Unit 1, Grammar, Module 1. My presentation will include 5 parts . They are Analysis of Ss and teaching material, teaching objectives, teaching important and difficult points, teaching methods and teaching procedures.

Now Let’s come to Part 1: Analysis of teaching material

The lesson focuses on the grammar______________, which plays an important role in understanding the long sentences in a texts and developing their writing ability. Ss have already gained some knowledge of it while they were in middle school. So Ss are not only demanded to learn the definition and the usages of _________, but also to use

Part 2: teaching objectives

According to the …

To help students review some useful words in the text, master the usage of ________ and identify the differences between _________ and ________.

Part 3: teaching important and difficult points

The important and difficult points are: to master the usage of _______ and apply _________ into their writing.

Part 4: teaching methods

Part 5: teaching procedures

Step 1: free talk 3mins

Have Ss do a presentation or sing a song

Purpose: to attract Ss attention and activate the atmosphere

Step 2: lead in 6mins

Have Ss look at the sentences on screen, discuss in pairs to find out the similarities of the sentences. I will offer my guidance when is needed. Then generalize the structure of those sentences. Here, I will write __________ and its structure/ form on the blackboard.

Purpose: to pave inspire their previous knowledge of _________ and pave the way for the following learning

Step 3: presentation 12-14mins

Have Ss read the sentences on page___ and I will lead Ss to analyze the sentences one by one. Explain the tips on the left/ right to Ss.

After that, I will have Ss do a competition. Let students find out the sentences like

this in the text in pairs, who get the most sentences is the winner.

Purpose: By competition, Ss can arouse Ss’ initiative and cooperative consciousness to master the usage of ________.

Step 4: practice 16-18mins will remind Ss of the confusing points and easily wrong points. Check the sentences they made.

Afterwards, have Ss finish the exercises on page ________ individually. Check the answers with the Ss and tell them what kind of exercises is prone to test in an examination.

Finally, Show some exercises which had appeared in the university entrance examination before on screen. Analyze the exercises with the Ss.

Purpose: to better understand the usage of ________ by doing different designated exercises.

Step 5: Summary 3mins

Have Ss make a summary of the usages of __________. I will offer my help when they have difficulties in telling out the language points.

Purpose: to consolidate Ss knowledge and develop their ability of making conclusions

Step 6: Homework 1min

篇四：语法说课稿

Good morning，my dear judges：（鞠躬）

（介绍） I’m number ____.It’s my great honor to be here to present my lesson.Today my topic is Unit 1 Do you want to watch a game show?(上讲台板书)from Book 2.What I will teach is Section A from grammar focus to 3c.Ｉ will talk about it from 6 parts

（说教材）firstly,I will talk about the analysis of teaching material. The topic is entertainment. It is related to ss’daily life.So it is easy to arouse ss’interest.In this period, ss will do some listening and speaking practice about the topic.At the same time, ss will have the chance to improve their abilities of reading and writing.

（目标）Next, I will talk about teaching aims:

As for the knowledge aims: ss need to master the new words：such as________，the phrases____ (and the structures_______)(边写边说).

And for the ability aims: In this period, ss will be able to make their original sentences and use the target language in real situation.It can develop ss’ability of listening and speaking.

Moral aims: ss can develop the spirt of cooperation through team work and take an interest in English learning.Ss can share their favorite TV shows with their friends.

（重难点）The key and difficult points are some phrases and words,like ____ and the structure:____________

(说学生) Ss of grade 7 have learned English for several years. They are curious and active .They enjoy taking part in all kinds of class activities.So I will design different activities in our class.

（说教法）During the class, I would like to adopt 2 teaching methods, named task-based teaching method, communicative method and micro-class.I will design - 1 -

pair work , group work and individual work to improve ss’ ability of cooperating as well as self-studying.

（说学法） In order to learn it well ,ss can use listening – speaking method and study in pairs .These methods can improve ss’language skills and give them more chances to practice .That is “learning by doing , learning by using”. （说教学过程）Now,I will talk about the most important part – teaching procedures.

Step 1: lead–in

Before class, I will have a free talk with ss about:What kind of TV show do you like? And what do you think of the TV shows?

Step 2: Presentation

In this period, I will use the micro-class to teach ss the grammar”to do”. Then, the ss need to underline the structure “to do” in grammar focus. And then, ss read the sentences together in grammar focus.After this, ss need to make their own sentences according to grammar focus.

A: What do you think of___________?

B: I ___________________ them.

A: Why do you ___________?

B; Because___________________.

Step 3: pair work(3a)

Ss need to complete the conversation by themselves.And then practice with their partner.We will choose the best 3 to show in front of the whole class. Step 4: Group work(1b)

I will divide the ss into groups of 4. Ss work in groups and interview each other the following question:_______One student needs to write down their answers and report to the class.The best group will get a gift.

Step 5:Survey(3c)

After the group work, I need ss to do a survey about the question in 3c and complete the report.And this is a competition.Ss need to complete it asap. Step 6:Summary

For the summary, SS will discuss in group.And then, I will invite two ss to write down what they have learnt on the blackboard.

Step 9: Homework

Ss can choose their homework in homework supermarket.So I give two levels of homework:

No.1 is Perfect your own conversation in 3a.

No.2 is a survey, interview your friends about the TV shows and write a report. Step 10: Blackboard design

This is my blackboard design.

That’s all.Thank you.

(That’s all for my presentation.Thank you for listening.) - 3 -

篇五：语法课说课稿

Good morning, honorable judges. I’m xx, No.1. It’s my great honor to be here sharing my lesson with you.

I’m going to talk about my design of the grammar lesson. It is taken from Book1, Unit3 for Junior Two students. The topic is “I’m more outgoing than my sister”.

I am talking from the following aspects.

Firstly, let me introduce the teaching and learning objectives. This is a grammar lesson. After the lesson, my students will be able to know how to make the comparative form of some adjectives or adverbs .In addition; they will be able to use comparative degree to describe the things around. And also, learning how to praise others with the comparative degree can train my students to adopt good habits in life and this is one of the important tasks of the new curriculum.

Secondly, I want to tell something about the focal and difficult points. Although students have the basic abilities of listening, speaking, reading and writing, they still need some opportunities to practice the change regulation of words, to learn comparative degree to describe things, feelings and experience. As the junior students, they are supposed to understand how to use the comparative degree in daily life.

Thirdly, I’d like to talk about the teaching and learning methods. According to the analysis above, I’ll try to use the PPP model to help my students learn and understand this grammar, which is presentation,

practice, and production. In this lesson, I’ll guide my students to learn to use the comparatives. And learning method is self-dependent and cooperative learning.

The fourth part is the teaching procedures. I’ll divide the lesson into 5 parts. They are presentation &practice of adding er; presentation &practice about changing y into i then adding er; mechanical practice of part 1&2, leading more, next part is mechanical exercise about more, and Semi controlling compositive practice; the final part is production. Then I’ll talk about the first step. The first step is to lead in comparative and teach them the

comparative which needs add er. At the beginning of the class, I’ll draw two straight lines on the blackboard to lead in longer. Then I will give more examples by showing pictures on PPT .After that, I will ask my students to look at the PPT and observe the change regulation with the color tip. Let students try to conclude the rule first. Then show rule one on the PPT. The purpose of doing this is to attract the Ss’ attention and lead in the comparative and make Ss get a general understanding of it.

The second part is to introduce the presentation of the rule which change y into-ier. In this part, I show some vivid pictures to draw students’ attention. I will lead in some adjectives and adverbs, and give them those words’ comparative form in sentences. At the end of this part, I will join those sentences together showing on PPT and the comparative

form in those sentences emerged in red. The purpose of doing this is to let students pay attention to the changing place, and they can easily find the regulation. Then the practice of this part is filling the blank. In order to cause the Ss’ attention and let the Ss be able to use this rule, I will give 5 fill-in questions using the adjectives and adverbs are given to change into their comparative form.

And then, I will give more exercise to consolidate the knowledge they have learned: add er to the adjectives/adverbs to make their comparative form, the other is change y into -ier to make their comparative form.

Group work is my first choice to let Ss learn to use the change regulation of comparative (+er, y-ier), and make it clear to distinguish the two kinds of words. So I will ask them to fill the proper words into the table (see table one) in group activity.

Next，I will give my students six sentences to practice, they are supposed to answer the questions during one game(see table two). To do this is to raise my students’ interests in participating in the lesson and enable them to get more familiar with the knowledge they just learned. After doing this, I will show two pictures to my students and ask them to describe the pictures with the information already given; So I can check whether my students have master what they have learned or not and prepare for their production.

The last step is to introduce my production part. I will divide this part into two steps. First I will ask my students to choose one student “who do you like best in our class and compare him or her with yourselves and then give reasons”. This is to enable my students learn how to use the knowledge they learned to praise others and improve themselves. The second step is to ask my students to find an ideal friend for themselves so their oral English get practiced and they will know how to use the comparative degree to express themselves.

Next I will assign the homework to Ss, let them write about their ideal friends.

Finally I will talk about my blackboard design (see table three). In my opinion, the blackboard design can reflect the teacher’s ability of mastering the lesson and showing the most important information of the class.

So, when students are reading, I will write down the three regulation of comparative degree so that the students will keep them in mind.

That is all for my presentation, and your advice is most valuable to me.

Thank you!

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