初中英语语法-句子成分精讲个性化教案

1、个 性 化 教 案教师姓名学生姓名上课时间6.15周天早上9：00学科英语年级初二教材版本人教版课题名称初中英语语法句子成分精讲教学目标1、 知识目标：学生能掌握句子的主要成分、次要成分2、 能力目标：通过本课学习，学生能够清楚地划分出句子的各个成分，理解句子结构3、 情感目标：培养学生对英语的兴趣，提高学生学习英语的自信心4、 学习策略：学生学会举一反三、对所学知识能够及时复习加以巩固；学生多开口读，培养语感重、难点重点：谓语、状语、定语中的前置定语及后置定语难点：宾语补足语、系表结构、状语教学过程Step1 导入句子：最小的交际单位，能够独立地表达人的思想。（与学生谈论句子的定义，导入句子

2、成分。）Step2 课堂呈现教师讲解1、句子成分：主语、谓语、宾语、系动词、表语、定语、状语、补足语、同位语等。注意：祈使句（省略主语，不言自明）Stand up! Be careful!主语 I study in Yu Cai Middle school.2、两大核心谓语 He wrote a short note.主要成分：主、谓、宾、系、表次要成分：定、状、补、同教师讲解学生举例、分析成分；教师点评主语 1、“什么人”、“什么事物”2、句子中需要加以说明或描述的对象。3、位置：一般位于句首The school is far from here.名词做主语He came to knock

3、at the window to ask for help. 代词做主语Eight is a lucky number. 数词做主语The blind need more help.名词化的形容词做主语Running is good for your health.动名词做主语What he did is right.从句作主语谓语宾语1、“做什么”“是什么”“怎么样”2、由动词be、动词have和行为动词来充当谓语动词。3、句子的时态和语态是通过谓语表现出来。4、谓语动词往往由一个或一个以上的助动词或情态动词加上主要动词构成。1、 动作的对象或承受者。2、 及物动词必须跟宾语。及物动词:直接

4、接宾语的谓语动词.不及物动词:不能直接带宾语的谓语动词.3、宾语可由名词、代词、数词、不定式、动名词、从句构成.4、 双宾语一般结构：动词+人（间宾）+物（直宾）5、 复合宾语（宾语+宾语补足语）（宾语补足语：对宾语做出说明）宾语+名词宾语+形容词宾语+介词短语宾语+分词宾语+动词不定式6、it形式宾语宾语为动词不定式、动名词、从句，宾语用it代替，真正的宾语移至宾补后The phone is ringing. I have nothing but the ten fingers of my hands.He works as a volunteer.I caught a bad cold,

5、and I had a sore throat.I have been working so hard these days for the big exam.We can help each other in learning a foreign language.I saw a plane in the sky just now. This tells us how to eat a balanced diet.You just need three.He decided to buy a new car.I like going shopping.We think predicting

6、the future is hard.双宾语：He give her some money.(=He give some money to her.)My parents bought me a computer.(=My parents bought a computer for me.)复合宾语：We call him “Uncle Tom”.We must keep our classroom clean.They found themselves on a hill.I heard her singing in the room.I heard her sing in the room

7、.形式宾语I found it easy to ask this question.Do you think it no use talking about it?You can put it that it was arranged before.系动词1、 与表语构成系表结构，说明主语的状况、性质、特征等2、 常见系动词be动词与感觉有关的动词：look/sound/smell/taste/feel等表状态变化的动词“变得”“变成”，get/grow/turn/become等All you have to do is to listen.This kind of cloth feels v

8、ery soft.This flower smells very sweet.She grew rich within a short time.He became mad after that.表语位置：用于系动词后；构成系表结构定语1、 定语修饰名词或代词(即汉语的)2、 形容词作定语(一般放在被修饰语之前即前置,修饰不定代词时放在后面即后置)多个形容词修饰一个名词（口诀：“美小圆旧黄，法国木书房”）3、 数词作定语带有数字的复合形容词.用连字号连接时,其中的名词要用单数形式.4、副词作定语(放在被修饰词之后)5、介词短语作定语(放在被修饰词之后)They have a clever so

9、n.I have something important to tell you.two beautiful big long new green silk evening dressa two-day holiday a three-year-old boyDo you know the young man over there?The students in our class like swimming.状语1、 修饰动词,形容词或副词,有的修饰全句2、 用以说明地点, 时间, 方式, 程度, 原因, 目的, 结果, 条件, 让步等副词作状语介词短语作状语不定式作状语现在分词作状语3、

10、状语的位置在一般情况下,用于句末为了强调状语,可以把它放在句首表频度的副词通常用于行为动词前,be动词后4、 两个或多个状语同时修饰时的顺序地点状语在前, 时间状语在后较小单位的状语在前,由小到大一个句子有几个不同种类的副词作状语, 其顺序大都是: 程度副词,方式副词, 地点副词, 时间副词 He is playing under the tree. 表地点I have lived in Shanghai for five years. 表时间The old man is walking slowly. 表方式The teacher came in, holding a book in his

11、 hand. 表方式He speaks English very well. 表程度As you are in poor health, you should not stay up lateI come here to see you. 表目的I came to the class early so that I could see the classmate beside me. 表结果If I am not busy tomorrow, I will play football with you. （主将从现）表条件Though I believe it, I must consider

12、. 表让步状语位置：We like our school very much.I usually get up at six, but this morning I got up at eight.I usually get up early.He is often late.多个状语位置：We will have a meeting in Room 202 tomorrow.Mr. Li lives at Xiahe Rd., Xiamen, Fujian.She sang very well at the meeting last night.同位语前项与后项所指相同Mr. Smith,

13、our new teacher, is very kind to us. Yesterday I met Tom, a friend of my brothers.（写作文时可使用同位语）辅助练习句子成分分析练习：We are working.Both Tom and Jack enjoy country music.You must get the car ready by tomorrow.It was very cold, so that the river froze. I have a lot of clothes to wash.His father left him some money.She passed the examination though she had not studied very hard. The girl students of Class Three are singing on the stage.Tom, my son, is