2020年高中语法说课稿范文.doc

高中语法说课稿范文 高中语法说课稿好像对很多学生来说都挺难的吧！下面是的高中语法说课稿，欢迎大家阅读！ 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,lookat,hear,listento,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+(tobe)+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。 英语语法 -李明生 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. Chapter9Non-finiteVerbs -Grammar:TheInfinitive By:Limingsheng PartIMyunderstandingofthelessonandanalysisofthestudents MytopictodayisthePassivevoice.ThestudentshavelearntsomethingaboutthePassivevoiceinJuniorHighschool,andtheyoftenmeetthePassivevoiceinreadingmaterials,soIthinkthegrammarisnotstrangetothem. Asweknow,thePassivevoiceisoneofthemostimportantgrammars,anditisalsooneofthemostdifficultgrammars.Tohelpthestudentsgrasptheinfinitive,Ishouldmakethestudentsinterestedintheclassfirst. ItisrequestedintheNewStandardEnglishthatweshouldimprovethestudentsintegratingskillsoflistening,speaking,readingandwriting,soIsetsomeactivitiestodevelopthestudentsintegratingskillsandtheabilityofimaginationandcreativity.Aordingtothese,Isetmyteachingaimsasfollows: Teachingaims: Knowledgegoals:(1)Thestructureofpassivevoiceindifferenttenses (2)Learntochangeactivevoiceintopassivevoice Moralgoals:EncourageSstoLearntobeactiveinourlives. Importantpoints:1.WorktogethertosumupthegrammaticalrulesofthePassivevoice 2.EncouragestudentstothinkintheEnglishway Difficultpoints:ThedefinitionofdifferentformsofthePassivevoiceandhowtousethemTeachingAids:pictures;tape-recorder;multi-media PartIIMyteachingtheoriesandmethodstodealwiththelesson 1.Teachingtheories: Learnerslearningactivitiesshouldcenterontheircooperationandteamwork,whileTworksasawell-trainedguide. 2.Teachingmethods: (1)Task-basedteachingmethod (2)Activity-basedteachingmethod (3)Aural-oralmethodwiththehelpoftheputer (4)Pairworkorindividualworkmethod PartIIITeachingprocedures Step1Greetingsandlead-in Activities:Presentsomesentencesonthescreen,andaskthestudentstoreadanddiscussthemingroups 1.Carsareregularlystoleninthisarea. 2.ThereportwassubmittedlastMonday. 3.Thebookisbeingwrittennow. 4.ThebuildingwerebeingrenovatewhenIwastherelast. 5.Ihavebeenofferedanewposition. 6.Thehotelhadbeenbookedbefore. 7.Shewillbegiventhemoney. Step2Presentationanddiscussion Task1:Presentation(Groupwork) Goodmorning/afternoon,everyone.TodayIampleasedtobehereandhaveanopportunitytosharesomeofmyteachingideaswithyou.Mytopicisthe_takenfromUnit1,Grammar,Module1.Mypresentationwillinclude5parts.TheyareAnalysisofSsandteachingmaterial,teachingobjectives,teachingimportantanddifficultpoints,teachingmethodsandteachingprocedures. NowLetsetoPart1:Analysisofteachingmaterial Thelessonfocusesonthegrammar_,whichplaysanimportantroleinunderstandingthelongsentencesinatextsanddevelopingtheirwritingability.Sshavealreadygainedsomeknowledgeofitwhiletheywereinmiddleschool.SoSsarenotonlydemandedtolearnthedefinitionandtheusagesof_,butalsotouse Part2:teachingobjectives Aordingtothe Tohelpstudentsreviewsomeusefulwordsinthetext,mastertheusageof_andidentifythedifferencesbetween_and_. Part3:teachingimportantanddifficultpoints Theimportantanddifficultpointsare:tomastertheusageof_andapply_intotheirwriting. Part4:teachingmethods Part5:teachingprocedures Step1:freetalk3mins HaveSsdoapresentationorsingasong Purpose:toattractSsattentionandactivatetheatmosphere Step2:leadin6mins HaveSslookatthesentencesonscreen,discussinpairstofindoutthesimilaritiesofthesentences.Iwilloffermyguidancewhenisneeded.Thengeneralizethestructureofthosesentences.Here,Iwillwrite_anditsstructure/formontheblackboard. Purpose:topaveinspiretheirpreviousknowledgeof_andpavethewayforthefollowinglearning Step3:presentation12-14mins HaveSsreadthesentencesonpage_andIwillleadSstoanalyzethesentencesonebyone.Explainthetipsontheleft/righttoSs. Afterthat,IwillhaveSsdoapetition.Letstudentsfindoutthesentenceslike thisinthetextinpairs,whogetthemostsentencesisthewinner. Purpose:Bypetition,SscanarouseSsinitiativeandcooperativeconsciousnesstomastertheusageof_. Step4:practice16-18minswillremindSsoftheconfusingpointsandeasilywrongpoints.Checkthesentencestheymade. Afterwards,haveSsfinishtheexercisesonpage_individually.ChecktheanswerswiththeSsandtellthemwhatkindofexercisesispronetotestinanexamination. Finally,Showsomeexerciseswhichhadappearedintheuniversityentranceexaminationbeforeonscreen.AnalyzetheexerciseswiththeSs. Purpose:tobetterunderstandtheusageof_bydoingdifferentdesignatedexercises. Step5:Summary3mins HaveSsmakeasummaryoftheusagesof_.Iwilloffermyhelpwhentheyhavedifficultiesintellingoutthelanguagepoints. Purpose:toconsolidateSsknowledgeanddeveloptheirabilityofmakingconclusions Step6:Homework1min 篇四：语法说课稿 Goodmorning，mydearjudges：（鞠躬） （介绍）Imnumber_.Itsmygreathonortobeheretopresentmylesson.TodaymytopicisUnit1Doyouwanttowatchagameshow?(上讲台板书)fromBook2.WhatIwillteachisSectionAfromgrammarfocusto3c.willtalkaboutitfrom6parts （说教材）firstly,Iwilltalkabouttheanalysisofteachingmaterial.Thetopicisentertainment.Itisrelatedtossdailylife.Soitiseasytoarousessinterest.Inthisperiod,sswilldosomelisteningandspeakingpracticeaboutthetopic.Atthesametime,sswillhavethechancetoimprovetheirabilitiesofreadingandwriting. （目标）Next,Iwilltalkaboutteachingaims: Asfortheknowledgeaims:ssneedtomasterthenewwords：suchas_，thephrases_(andthestructures_)(边写边说). Andfortheabilityaims:Inthisperiod,sswillbeabletomaketheiroriginalsentencesandusethetargetlanguageinrealsituation.Itcandevelopssabilityoflisteningandspeaking. Moralaims:sscandevelopthespirtofcooperationthroughteamworkandtakeaninterestinEnglishlearning.SscansharetheirfavoriteTVshowswiththeirfriends. （重难点）Thekeyanddifficultpointsaresomephrasesandwords,like_andthestructure:_ (说学生)Ssofgrade7havelearnedEnglishforseveralyears.Theyarecuriousandactive.Theyenjoytakingpartinallkindsofclassactivities.SoIwilldesigndifferentactivitiesinourclass. （说教法）Duringtheclass,Iwouldliketoadopt2teachingmethods,namedtask-basedteachingmethod,municativemethodandmicro-class.Iwilldesign-1- pairwork,groupworkandindividualworktoimprovessabilityofcooperatingaswellasself-studying. （说学法）Inordertolearnitwell,sscanuselisteningspeakingmethodandstudyinpairs.Thesemethodscanimprovesslanguageskillsandgivethemmorechancestopractice.Thatis“learningbydoing,learningbyusing”.（说教学过程）Now,Iwilltalkaboutthemostimportantpartteachingprocedures. Step1:leadin Beforeclass,Iwillhaveafreetalkwithssabout:WhatkindofTVshowdoyoulike?AndwhatdoyouthinkoftheTVshows? Step2:Presentation Inthisperiod,Iwillusethemicro-classtoteachssthegrammar”todo”.Then,thessneedtounderlinethestructure“todo”ingrammarfocus.Andthen,ssreadthesentencestogetheringrammarfocus.Afterthis,ssneedtomaketheirownsentencesaordingtogrammarfocus. A:Whatdoyouthinkof_? B:I_them. A:Whydoyou_? B;Because_. Step3:pairwork(3a) Ssneedtopletetheconversationbythemselves.Andthenpracticewiththeirpartner.Wewillchoosethebest3toshowinfrontofthewholeclass.Step4:Groupwork(1b) Iwilldividethessintogroupsof4.Ssworkingroupsandintervieweachotherthefollowingquestion:_Onestudentneedstowritedowntheiranswersandreporttotheclass.Thebestgroupwillgetagift. -2- Step5:Survey(3c) Afterthegroupwork,Ineedsstodoasurveyaboutthequestionin3candpletethereport.Andthisisapetition.Ssneedtopleteitasap.Step6:Summary Forthesummary,SSwilldiscussingroup.Andthen,Iwillinvitetwosstowritedownwhattheyhavelearntontheblackboard. Step9:Homework Sscanchoosetheirhomeworkinhomeworksupermarket.SoIgivetwolevelsofhomework: No.1isPerfectyourownconversationin3a. No.2isasurvey,interviewyourfriendsabouttheTVshowsandwriteareport.Step10:Blackboarddesign Thisismyblackboarddesign. Thatsall.Thankyou. (Thatsallformypresentation.Thankyouforlistening.)-3- 篇五：语法课说课稿 Goodmorning,honorablejudges.Imxx,No.1.Itsmygreathonortobeheresharingmylessonwithyou. Imgoingtotalkaboutmydesignofthegrammarlesson.ItistakenfromBook1,Unit3forJuniorTwostudents.Thetopicis“Immoreoutgoingthanmysister”. Iamtalkingfromthefollowingaspects. Firstly,letmeintroducetheteachingandlearningobjectives.Thisisagrammarlesson.Afterthelesson,mystudentswillbeabletoknowhowtomaketheparativeformofsomeadjectivesoradverbs.Inaddition;theywillbeabletouseparativedegreetodescribethethingsaround.Andalso,learninghowtopraiseotherswiththeparativedegreecantrainmystudentstoadoptgoodhabitsinlifeandthisisoneoftheimportanttasksofthenewcurriculum. Secondly,Iwanttotellsomethingaboutthefocalanddifficultpoints.Althoughstudentshavethebasicabilitiesoflistening,speaking,readingandwriting,theystillneedsomeopportunitiestopracticethechangeregulationofwords,tolearnparativedegreetodescribethings,feelingsandexperience.Asthejuniorstudents,theyaresupposedtounderstandhowtousetheparativedegreeindailylife. Thirdly,Idliketotalkabouttheteachingandlearningmethods.Aordingtotheanalysisabove,IlltrytousethePPPmodeltohelpmystudentslearnandunderstandthisgrammar,whichispresentation, practice,andproduction.Inthislesson,Illguidemystudentstolearntousetheparatives.Andlearningmethodisself-dependentandcooperativelearning. Thefourthpartistheteachingprocedures.Illdividethelessoninto5parts.Theyarepresentation&practiceofaddinger;presentation&practiceaboutchangingyintoithenaddinger;mechanicalpracticeofpart1&2,leadingmore,nextpartismechanicalexerciseaboutmore,andSemicontrollingpositivepractice;thefinalpartisproduction.ThenIlltalkaboutthefirststep.Thefirststepistoleadinparativeandteachthemthe parativewhichneedsadder.Atthebeginningoftheclass,Illdrawtwostraightlinesontheblackboardtoleadinlonger.ThenIwillgivemoreexamplesbyshowingpicturesonPPT.Afterthat,IwillaskmystudentstolookatthePPTandobservethechangeregulationwiththecolortip.Letstudentstrytoconcludetherulefirst.ThenshowruleoneonthePPT.ThepurposeofdoingthisistoattracttheSsattentionandleadintheparativeandmakeSsgetageneralunderstandingofit. Thesecondpartistointroducethepresentationoftherulewhichchangeyinto-ier.Inthispart,Ishowsomevividpicturestodrawstudentsattention.Iwillleadinsomeadjectivesandadverbs,andgivethemthosewordsparativeforminsentences.Attheendofthispart,IwilljointhosesentencestogethershowingonPPTandtheparative forminthosesentencesemergedinred.Thepurposeofdoingthisistoletstudentspayattentiontothechangingplace,andtheycaneasilyfindtheregulation.Thenthepracticeofthispartisfillingtheblank.InordertocausetheSsattentionandlettheSsbeabletousethisrule,Iwillgive5fill-inquestionsusingtheadjectivesandadverbsaregiventochangeintotheirparativeform. Andthen,Iwillgivemoreexercisetoconsolidatetheknowledgetheyhavelearned:addertotheadjectives/adverbstomaketheirparativeform,theotherischangeyinto-iertomaketheirparativeform. GroupworkismyfirstchoicetoletSslearntousethechangeregulationofparative(+er,y-ier),andmakeitcleartodistinguishth