在日常的学习、工作、生活中，肯定对各类范文都很熟悉吧。范文怎么写才能发挥它最大的作用呢？下面是小编帮大家整理的优质范文，仅供参考，大家一起来看看吧。
初中英语语法课试讲稿篇一
【篇1：初中英语优质课教案】
初中英语优质课教案 授课日期：2009年10月27日
执教教师：姚乾兴
工作单位：望谟县打易中学
一、
教学
内容：unit4 how do you get to school?
二、教学目标：
1、知识目标：单词：subway take the subway train ride a bike walk 等。
2、语言目标：how引导的特殊问句；肯定句与否定句。听：能听懂谈话出行的方式。说：能表达自己想到达目的的出行方式。读：能正确朗读本单元的对话和句型。写：能写本单元的单词和句型。3、学习策略：注意通过语言语调的表达来推测词义，也可借手势动作和表情来完成。（主动参与学习，善于和他人合作交流）。
4、情感目标：学会在交流活动中尊重和理解别人，学会交换不同的看法，了解他人的生活习惯，增进情谊。
5、德育目标：在歌曲和游戏中习他人积极、乐观、努力进取的团队合作精神。
6、多元智能：人际交往 逻辑表达 个性呈现
7、文化意识：了解英、美国家中小学生上学的方式，培养世界意识。了解中西文化的差异。
三、
教学重点、难点：/how far /how long takes /will take/took time to do sth.四、课前准备：
cards and a tape-recorder.五、教学运用：情景交际法、游戏法等。
六、教学手段：多媒体演示、flash动画、ppt演示、歌曲游戏及肢体语言的应用。
七、教学过程：
step g the cla as about the weather.t: how’s the weather today?
t：how was the weather like yesterday? ?? point student a say
“ hello!listen to me ok ?.i will sing a song to you must ?”.(用手指作安静动作)listening to a song
歌曲欣赏，创造轻松愉快的学习气氛, 激发学生的好奇心，为学习新课打下伏笔。step 2、games
用肢体语言表达让学生猜测意思，完成交通工具词汇的预知。step 3、play
多媒体技术呈现以上预知的词汇导入新句型how do you get to ?.?的学习。ask students to try to read these words :bike train subway car correct the wrong pronunciation of these do a words game.(比记忆力)。step 4、listening.过渡到section a 1a 1b的学习，并逐步完成课文1b的填空。
using the picture on the students some questions about the picture.t: what can you see in the picture?
t: how many people are there in the picture? t: what are they doing?
after this, play the recording for two times, ask students to finish activity 1b and write down the phrases of the the train, takes the subway, takes the bus
then ask students to repeat the conversation and check the answers teacher give the correct answers on the screen.(通过听说使学生领悟如何表达使用交通工具)。step 5、structures（操练词汇及句型）
a、show the pictures to students and read these phrases , ask students to repeat.b、show the pictures to them and ask them to say each phrase one by one.c、then show the pictures to students and ask students to answer the question “how do you go to school?” one by one.d、then do another first student say “i go to school by ??or i take??to school.”.then the second student say “he/she goes to school by??or he/she takes??to school.”
（完成第三人称的转换，目的是从“句子接龙”中让学生达到听与说的结合。）step 6、pairwork
ask two students to read the dialogue about ask students to work in and answer how students get to school in the they work, move around the room, offering language or pronunciation support as y ask some pairs of students to present their conversations to the cla.（通过情景对话让学生更好的掌握所学的句型。）step 7： exercises
1.()do you get to school? i take the
()dave()to school yester day?
;get ;got ;got ;get goes to the library(). foot foot foot ()tom and marry()home?
;get to ;get to ;get ;get
（通过练习巩固所学内容，特别是练习3强调了步行用“on foot”练习4强调了地点副词“home”前不用介词“to”）step 8 ：homework:
write down your own conversations in iew ten students how they get to someplace, make a list.八、板书设计：
unit4 how do you go to school? how do you go to school?
takes the train takes the bus takes the subway walk i go to school by??.九、教学反思：
1)基本按照新课标的要求让学生成为课堂的主体，遵循学习认知规律，通过设疑、提问、启发、诱导、游戏、多媒体动画等方法，调动学生积极性，使整个教学呈现轻松的发展过程。2)多媒体教学使课堂生动活泼，增加了教学容量，使老师更好的利用和节省时间。
3)随堂的几道习题帮助学生更好的掌握了所学。
4)多设计一些合适的活动吸取他人经验改进自己的教学方法，这节课一定会取得更好的效果。
【篇2：初中英语语法教学教案】
初中英语语法教学教案
教学思路:
本节课我教的是情态动词can和could作“能力”解时的区别。这节课我打算通过复习以前学过的情态动词can的用法，以及通过做游戏，让学生在轻松愉快的氛围中掌握can的用法，以及了解can和could的区别。
一、teaching content:
topic:unit5can you play the guitar?
grammar：using “can”/ “could” to talk about ability
二、teaching aims:
can talk about the ability at could talk about ability in the past.三、teaching keyanddifficult points:
how to use “can” and “could” to expre ability in the present and past.四、teaching methods:
task-based language teaching method
五、teaching procedures: step 1：warming up task 1: revision
t: what can you do now? s1: i can sing.s2: i can draw s3: i can dance.t: can you ride a bike / swim / fly a kite / play football / play che? :yes, i can./ no, i can’ 2: playing a game
t: now letusplay a students come to the front and perform for the cla according to ers answer my questions.t : what can she do? : she can ride a bike /swim/ fly a kite/ play football / play che.t: can she swim/ fly a kite/play football /play che.: yes ,she can? no, she can’t.t: say the whole sentences: eg: acan ride a can’t / cannot 2:presentation
t: can you ride a bike now? s1:yes.i can
t:couldyou ride a bike five years ago ?
yes, i could./ no, i couldn’t(help him answer)
s1:yes, i could./ no, i couldn’t.t: we can use “could” t talk about the past
. can play computer , last year i couldn’t play.t: could you row a boat last year?
s1:yes i , i couldn’t.t: could she he row a boat last year?(ask other students)
: yes she he she he couldn’t
he couldn’t swim five years ago.(teach the students to say the whole sentences): a could ride a bike five years couldn’t swim five years ago.)
(ask other students in the same ways)step3:practice :work in pairs
t: ask your partner more questions
eg:could he / she …?
(yes, he / she could./ no, he / she couldn’t.)...step 4: production task 3: explanation
t: let’s work out the rule.①肯定句式: cancould
②否定句式: can’tcouldn’t
③疑问句式: can??could??
t:we can use “am(is , are)able to “ instead of “can”,and“was(were)able to “ instead of “could“.eg.①mike can sing more than 20 english is able to …
②she could speak english when she was was able to… t: please give tice 5:summary
t:inthis cla,wehavelearnt the use of can and could about talking about knows the differences between “can” and “could” step 6:homework
finish off the practice on the workbooks ,fill in the blank with can/could
【篇3：初中英语教学设计案例】
初中英语语法课试讲稿篇二
小学英语语法全英教案
【篇1：全英文英语教案模板】
leon plan
nsefc module2 unit reading in teacher: period：period1 type：reading duration: 45minutes teaching ideology
the current theory view reading as a interactive proce which involves not only the printed page but also the reader’s old knowledge of the language in general, the world and the text the reading proce, these factors interact with each other and compensate for each on the understanding of reading as an interactive proce, teaching reading in the claroom is spanided into three stages in which the top-down and bottom-up techniques integrated to develop the students language efficiency in general and reading three stages are pre-reading, while-reading and ng material and learning condition the analysis of teaching material
the teaching material is the reading part from nsefc module2 topic of this unit paage mainly introduces the paage consists of first paragraph is a general introduction of .2 to para.4 last paragraph tells topic is not new to there is some new words and phases in the analysis of learning condition
the students are from grade1 in senior high high school students, they have achieved certain english level and they have the ability to get the basic idea of the they are in grade1, they are easily activated and want to air their own opinions on the are familiar with the topic of and know they may not know er, their vocabulary is limited so they may have difficulties in understanding some ng objectives ge skills ? at the beginning of the cla, can predict the content of the paage based on the title.? can scan the paage and find out the specific information such as the person related with
? can summarize the paage with the help of the clues of the ge knowledge
? can master the key words and phrases of the paage as follows,.? can learn , especially s
? will realize that and they will concern themselves with the iue of
al awarene
? will broaden their minds by knowing something about ng strategies
? will cultivate their ability inspanidual learning and cooperative learning by doing some
activities independently and some in groups.? will communicate with each other in english while doing the group ge difficulties
focuses and anticipated language focuses
this is a reading period so the focus is to cultivate the students’ reading many activities are designed to help to train their reading skills, such as predicting, skimming, scanning and is also important for the to master the new words and pated difficulties
as the have a limited vocabulary, so they may have some difficulties in understanding the the teacher will help them learn the new words and did not heard before, so the teacher will tell them some background knowledge about ng method
three-stage model: based on the understanding of reading as an interactive proce, teaching reading in the claroom is spanided into three stages in which the top-down and bottom-up techniques integrated to develop the students language efficiency in general and reading three stages are pre-reading, while-reading and ng aids
multimedia devices and ppt documents: in order to help to fully understand the whole paage, i adopt multimedia devices and ppt documents to bring the real-life situation into the ng procedures -in(6min)
ngs and free-talking(2min)
t leads into the topic by asking some they the name of the they know freely.t: hello boys and girls.(say hello to the teacher.)
t: when we say , what appears in your minds?(tell the things appear in their minds freely.)t: what are the ?(tell some names of.)
e-talking(4min)
t shows some pictures about the in china and seeing the pictures, are expected to tell the similarities of them.t: just now, you talk about some in , let’s see some pictures of some.(t shows the pictures and see them carefully.)
t: what do the have in common？for example, they are very are your opinions?
(t gives them some hints and tell the characteristics of)[aims]
? in this step, t first leads in the topic by talking with the freely about the which
is familiar to them and then see some pictures and tell the two activities aim to arouse the ’ interests in the topic and activate their old knowledge will be mentally prepared for the reading ’s more，when they are talking about the charateristics of, they will realize that theare rare and precious and they will concern themselves with the iue -reading(3min)
g something about(1min)t gives a brief introduction of know the t: today, we are going to you know what is?(t shows some pictures ofand get to know the.)ting(2min)
t asks to read the title of the paage and then ask them some predict the content of the paage with the help of the title.t: please look at the title “”, what does “” mean?(if the can not give the answer, then t explain it.)
t: in search means that people are looking for are people looking for it? can you gue? what will the paage talk about?
(predict the content, but t will not give the answer here.)[aims]
in this step, the first know some information of the;the background information will make it easier for the to understand the n t asks to make predictions about the aims to help develop the reading skills of -reading(22min)ng(4min)
skim the whole paage and find out and check their predictions.t: why are people still ? here is a multiple choice for ng(3min)
t presents several true or false statements and asks the to scan the paage and judge the right from the wrong.(keys: ｆ，ｆ，ｔ，ｔ，ｆ)
activity3 close-reading(15min)
t designs various kinds of activities and do the activities to fully understand the .1
t: please read para.1 carefully and then take some note about .2-4
please read para.2-4 carefully and then find out the removal of the read para.2-4 carefully and then find out the person related with the amber room and the things them down with .5 please read para.5 carefully and then find out the the rebuilding of the amber room.【篇2：小学三年级英语教学设计(全英文版)】
say open your to the page“welcome to english”.what’s your known?
listen and learn an english song: teaching aims of unit 1:
the new words: pencil-box eraser pencil book ruler bag crayon pen sharpener
the main sentences: hello!i’m?./ hi!i’m?.what’s your name? my name is?.goodbye./ bye./see get the students to use these sentences to communicate with each the tpr activities in the part of “let’s do”.try to say these phrases and respond the actions to the part of “let’s chant”.understand the meaning of the chant and try to grasp the patterns “i have?.” and “ me too”. the students to understand the story in the part of “story time”.try to read and retell the 1: a: let’s talk let’s play
leon 2: a: let’s learnlet’s do
leon 3: a: let’s makec: culturelet’s sing
leon 4: b: let’s talk let’s play
leon 5: b: let’s learnl et’s do let’s sing
leon 6: b: let’s check let’s chantc: story time leon 1
teaching aims:
to make a self-introduction with the pattern “ i’m?”. to use hello, hi, goodbye and bye to communicate with others. to sing a song: hello
preparation: recorder and :
(1).warm-up listen to the song: hello.(2).presentation r shows and introduces a new friend: a bear.“hello.i’m
can call me teddy bear.” goes to the pupils seat and greets to them, shake the pupils to practice this dialogue and later ask some pairs come to the front to act.(3).presentation
to the song: hello and pa a a child get the toy when the
song is stopping, he(she)say: hello(hi)!i’m?
children who haven’t got the toy stand up and introduce himself(herself):
hello(hi)!i’m?(4).practice
teacher change the voice and make up like wear a pair of teacher goes with teddy bear into the claroom, greets to one pupil with the dialogue above, and at last adds up a sentence: goodbye!practice and act the conversation in asks some groups to act it.(5).add-activities
and read after the tape, imitate the a group of friends to make the 2
teaching aims:
the new words: pencil, crayon, eraser, ruler, pen and phrases: a pencil, a crayon, an eraser, a ruler, a d the tpr activities “show me your?”quickly and correctly.*try to use this phrase.* to say“i have a/an?” substitute the pattern with five new ation: a.a teddy bear
and recorder
c.a pencil-box with a pen, a pencil, a ruler, an eraser, a :
(1).warm-up/review
to the song: hello.s to pupils with: hello/ hug them or shake a conversation like last leon.(2).presentation a children gue : what is it in the pencil-box?
(in chinese)then introduces to everybody like: yes!pencil.i have a this form, let pupils gue and learn the words: pencil, pen, ruler, eraser, crayon.(3).practice :
say what is it in your pencil-box.--i have a bear asks: what’s this in english? pupils say: as this.(4).let’s do
to the tape and teacher do it first t show the pupils to follow teacher to do it and say if they it after tape like:
--show me your pencil.--my pencil.(5).aement
play a bingo game with those words: crayon, pencil, eraser, ? leon 3
teaching aims:
to make a name the students to know some knowledge about teachers’ day and encourage them to say happy teachers’ day to other teachers. to sing a song: happy teachers’ day
* a teacher’s card and present the teacher you ation:
and recorder b.a name card steps:
(1).warm-up/review
to the song: happy teachers’ day it: show me your?(2).practice
pupils a name card and asks pupils how can we make the name pupils how can they make the name card in make it by themselves and say how does he(she)make it in english.(3).enable the students to know some knowledge about teachers’ day: when is
teachers’ day and encourage them to say happy teachers’ day to other teachers.*make a teacher’s card and present the teacher you like.(4).let’s sing: happy teachers’ day listen and sing the 4
teaching aims:
the students to grasp the sentences: what’s your name? my name is?. to use the phrase see you to expre goodbye and try to use the word: ce and make dialogues about ation:
tape and recorder steps:
(1).warm-up/ review
the song: happy teachers’ day a greeting to each other.(2).presentation
to the tape and then asks them what they to the name in a pupil’s book so that lets pupils know what’s mean
of this pupils to practice this dialogue and later ask some pairs come to the front to act.(3).practice
make a conversation, connect the texts in part a.(4).main picture back to the main picture, point and find what they are hand out the sortition paper to get it and find what picture it them imitate those visualizes, make a conversation according to the main picture: hello!i’m ’s your name? my name’s chen e!bye, mi white!(5).add-activities listen and read after tape and make the 5
teaching aims:
the new words: bag, pencil-case, book, sharpener, school and the phrases
abag, a pencil-case, a book, a d the tpr activities quickly and correctly.*try to say “open/ close/ carry/ your ?”and “go to school”.*tute the pattern “ i have a?”.learn to say and use the sentence “me
too!”. to sing a song: hello preparation:
and recorder
b.a pencil-case, a bag, a book, a sharpener steps:(1).warm-up/review
a song: happy teachers’ day it(part a – leon 2)(2).presentation
children gue: what is it?
then introduces to everybody like: yes!bag.i have a this form, let pupils gue and learn the words: bag, book, pencil-case, sharpener, school.(3).practice
: what’s this in english? pupils say: as :
say what is it?
--i have a bag.--me too!
(4).let’s do
to the tape and teacher do it first t show the pupils to follow teacher to do it and say if they and learn the word: school.(5).learn to sing a song: hello(6).aement
play a bingo game with those words: crayon, pencil, eraser, pen, ruler, bag, book, pencil-case, 6
teaching aims: se in the part of “let’s check”. to say the part of “let’s chant”.perform it and replace it in the
proper and watch a story about zip to understand the meaning and
try to retell the the new songs in the ation:
and recorder
pictures for sortition steps:
(1).warm-up
a song: hello to each it.(part b – leon 2)(2).practice
’s first and understand the chant in pairs and act it ’s the tape and do it.(3).story time
as me: teacher do an action and pupils do the same and say pupils finish saying, teddy bear and squirrel go into the claroom and
act that two pupils were teached yesterday by everyone to talking like the story two to practice the then act it.(4).let’s sing: hello
【篇3：小学英语语法教学设计】
? 小学英语语法教学设计 小学低年级英语教学主要培养孩子学习英语的兴趣，注重课堂设计的真实性和实践性，因此在课堂教学中不能就语法而讲语法，对语法的教学应注重课堂活动和情景的创设，主要从以下几个方面来设计。
（1）在情景性活动中感悟语法
直观的教学情境能使抽象的知识变为形象的知识，静态的知识变为动态的知识。语法教学中语法概念和语法规则是抽象乏味的，对小学生来说没有太大的吸引力，如果单用教师的讲解去解释和说明语法现象，或者让学生死记硬背，久而久之学生学习英语的热情就会慢慢地消退。语法教学上，英国专家提倡让孩子在一个有意义的情景中理解所教语法项目的意义；然后，提供足够的机会让孩子在比较真实的语境中进行交际性活动，运用所学的语法项目；例如：教师再教助动词be的人称形式(am, is, are)+动词的ing形式构成时，可请几个男女同学上台和老师一起画画。
t: i’m drawing are you doing, tom?
tom: i’m drawing pictures, too.t: what is she doing?(pointing to amy): she is drawing pictures.t: what is he doing?(pointing to ben): he is drawing pictures.t: what are tom, amy and ben doing?(pointing to tom, amy and ben): they are drawing pictures.教师重复之后板书：
what are you doing? i’m… what is he doing? he is…
what is she doing? she is…
what are they doing? they are…
通过情景教学，语法学习变得生动而有趣，学生也学得快，记得牢，用得活。
（2）在游戏型活动中强化语法
游戏活动可以有效激发小学生的课堂参与意识，提高学生的兴趣，使枯燥的语法教学生动有趣。笔者以竞猜活动、唱歌谣和讲故事为例，介绍如何在这些游戏活动中进行语法教学。a.在竞猜中强化语法
小学生活泼好动，富于挑战性。教师可以利用小学生的这一特点，把语法教学融入其中，这样可以有效地激活学生思维、激发其兴趣。如在教学一般疑问句is he/she ?.?时，教师先随意叫一名学生上台描述自己心中的某个人,其他学生纷纷举手猜此人是谁。提出的问也必须是一般疑问句is he/she a boy/ he/she tall/short? is he/she in group1? 等等。回答的人也只能用yes 或no来回答。最后，教师对猜错次数少、很快猜中的学生给予表彰，对部分猜错次数多，但说话流利、语言准确的学生给予鼓励。在这样的竞猜活动中，学生不仅掌握了语法的结构和功能，学会了用所学内容表达意义，同时也增强了学生学好英语的自信心。b.在说唱中强化语法
音乐节奏给人以美的享受。在节奏鲜明，富于韵律感的歌曲童谣中学习语法，能起到事半功倍的效果。如在学习have和has的用法时，教师可提供下面的歌谣table and chair，让学生吟唱，帮助学生学习、理解、掌握。
i have a table in my little little table has a little chair.i have a table in my little little table has a little chair.再要求学生根据自己的实际情况，自己填词，在吟唱这首歌谣的过程中，学生不但轻松地掌握了本课的重点句型、语法结构，还陶冶了情操。
c.在故事中强化语法。
故事可以让枯燥、难懂的语法知识变得活灵活现，生动有趣。如在教学be 动词的时候，可以告诉学生be动词有一个绝活，那就是变脸。当描述现在的事情时，它遇见了i 就变成am,遇见you, we, they就变成are,遇见he, she ,it就变成is.是一个不折不扣的变脸大王。又如在教学助动词的用法时，告诉学生助动词时一个助人为乐的活雷锋。当一个句中没有be动词和情态动词的陈述句变成疑问句时，都会请助动词来帮忙，而助动词也会不遗余力的跑在最前面，因此助动词是最受大家喜爱的。通过这样生动有趣的讲解，非常的便于学生理解和记忆。
（3）在任务型活动中巩固语法
在语法教学中，教师设计贴近学生生活的任务，让学生在任务活动中运用语法知识解决生活中的问题，不仅可以让学生体会和领悟语言形式的表意功能、内化语言规则，而且能有效提高其语用能力。例如，教学how many句型时，教师设计如下任务型调查活动：教师先让学生写下自己感兴趣的问题，如how many people are there in your family? how many pencils do you have? how many storybooks have you read?等，并请学生自制调查统计表，可以是如下格式。mike lisa donna
how many people are there in your family? how many pencils do you have?
学生做好准备后，在班级中任意找采访对象进行提问，并填写统计表，最后汇报调查结果，并请全体学生选出班级之最；又如在教学句型“whose ?is this/are they? it’s/they’re?’s.”时，可设计一个“失物招领”的任务，先将一张桌子放在教室前面的一角，桌上放一块失物招领处的英文牌，然后把课前让学生带来的服装鞋帽一一放在桌子上，让学生在询问、辨认，找失主的过程中自然地引导他们学习口语：whose ?is this/are they? it’s/they’re?’s.在此过程中，不仅帮助学生区分be动词单复数的的使用，还培养了学生综合运用语言的能力。
初中英语语法课试讲稿篇三
宾语从句教学设计
一、导入
1.复习什么是宾语。动词/介词后面的名词就是宾语。
i play are talking about our homework..2.宾语从句就是在宾语的位置上放一个完整的句子。3.i love that i can earn some coupons.板书：he knows knows what’s wrong with his wife.说出2个句子的宾语。
说出2个句子的宾语是词（词组）还是句子。
第一个句子的宾语是一个词构成的，第二个句子的宾语是一个句子，我们称这种做宾语的句子叫宾语从句。在句子中充当宾语的从句叫宾语从句。其中 he knows 叫主句，what’s wrong with him是从句。
说出下面4个句子的主句和从句。
a．he said that he had a very good journey home.b．he asked if /whether they had come.c．he told me that the earth goes around the sun.d．he asked me how he could get to the nearest post office.
：。是主句，剩下的是由that，if，how引导的宾语从句。初步认识了宾语从句，下面我们开始了解宾语从句的三要素 引导词（连接词）语序 时态1)从属连词that引导陈述句宾语从句，在口语或者非正式语中可以被省略
比如上面四句话中的a,c就是that引导的陈述句的宾语从句。如果省略掉that，该如何修改。（让学生口头修改）
a．he said that he had a very good journey home.c．he told me that the earth goes around the sun.2）由从属连词 whether, if 引导一般疑问句的宾语从句，表示“是否”，比如上面的b就是由if引导的宾语从
1 句，b．he asked if /whether they had come.3）由连接代词
who,whom,whose,which,what, whoever, whichever, whatever 和连接副词 where, how, why,when引导的宾语从句
代词或副词连接主句和从句，并在从句中担任句子成分，具有一定的意义，不可省略，比如上面的d。
d．he asked me how he could get to the nearest post office.注意：关于是否if/r,if 引导宾语从句：两词可互换，但是下列情形除外：
1)．whether从句中有or not
2)．whether从句做介词宾语
3)whether后可以加or not,但是if不可以.4)在不定式前只能用whether.（如：i can’t decide whether to stay.我不能决定是否留下。）
5)避免歧异时，课堂
1.i asked her __________ she had a ’re worried about ________ he is safe.3.i don’t know ________ or not he is well.4.i don’t know _______ to go.继续观察上面的四句话，请问宾语从句的语序有什么特点？（陈述句语序）不管原来的句子是陈述句，一般疑问句还是特殊疑问句，放在宾语从句里都是陈述句语序。（板书）改写宾语从句。陈述句doctor li is very patient.2
it is well-known that _____.一般疑问句is doctor li very patient? john wants to know __________(用if或者whether引导)特殊疑问句how is doctor li? john wants to know ____ 练习
part 1 课堂练习（paper）
mike gets up at seven in the says that---mike gets up at seven in the morning
the teacher asks--if mike gets up at seven in the morning..the teacher asks what time---mike gets up in the morning.我们已经了解了宾语从句的引导词和语序，下面我们来学习下宾语从句的时态。（卡片，贴在上面时态的旁边）口诀：主现从任意
主过从过去 从真理用现在 一张paper发 朗读并且分析主句从句的时态 主句用现在时，从句可用任意时态。可归纳为“主现从任意”
do you know what time the ship leaves? do you know when john was born? do you know if john has paed his exams? 主句用过去时，从句用过去的某个时态。可归纳为“主过从过去”
he said he had a very good journey asked if they had come.3．主句用过去时，从句是科学真理、客观常识、名人格言时用一般现在时。
he told me that the earth goes around the sun.(自然真理客观现象)he didn’t know that summer comes after spring when he was five years old.注意：4情态动词could/would用于，“请求”，表示委婉、客气的语气时，从句不受主句的约束。
could you tell me where i can buy a pencil sharpener? 5主句是一般过去时，从句中有具体的过去时间状语，即使从句动作发生在主句动作前，仍用一般过去时。
the teacher told me she was born in 1960.i heard that he went to paris last night.宾语从句的一些特殊句式
1动词think, find, consider, believe, feel, make等后it为形式宾语，后跟名词或形容词作宾补，而真正的宾语——that从句则放在句尾）
we think it our duty that we should help others.i find it impoible that he should finish the work in two days.2.否定转移
若主句主语为第一人称且谓语动词为think, consider, suppose, believe, expect, gue, imagine等，其后的宾语从句含有否定意义，一般要把否定词转移到主句谓语上，从句谓语用肯定式。
i think he won’t come here.（）i don’t think he will come here.（）2.当宾语从句的引导词正好做主语的时候，语序不变，比如常用的what和who could you tell me who knows the answer，please？
the small children dont know what is in their stockings what’s wrong?（what was wrong）
what’s the matter?（what was the matter）
what’s happening? what happened? eg:
i don’t know what’s the matter.i don’t know what the matter is.(f)
can you tell me who is over there?（who做主语）can you tell me who he is ?（who做表语）
初中英语语法课试讲稿篇四
è«ó¢³õöðó¢óï½ì°¸.txtîòºüïëöªµà£¬¶àéùèë·ö¿ªá룬»¹êçéî°®×å¡£©f×ô¼º¿þ×ô¼ºð¦×ô¼º¿´×å×ô¼ºäö¡£äãóãòþéíà´¶ã±üîòø¼îòóãòþéíà´³éè«ä㣡´ýµ½ò»èõè¨ôúêö£¬é±¾¡ììï⸺îò¹·¡£teaching plan be careful with numbers in listening cla: cla 12, senior two date: may 16,2007 teacher: ni yazhen school: zhi yuan senior high school teaching material: p75 s2b oxford english;additional material(the new star wars movie, be careful with numbers)teaching objectives: knowledge objectives: to enable students to listen and complete some exercises ability objectives: to encourage the students to have basic skills of n objectives: to cultivate the cooperation through peer interaction teaching aids: multi-media teaching and learning method: guiding for learning teaching procedures: tation today we¡¯ll have a cla on listening practice ¡°be careful with numbers in listening¡±: first we¡¯ll play a , we¡¯ll -in a game on number mance: quick and accurate response to numbers is very important in daily one numbers, addrees, prices, temperatures, time and dates all closely linked with the use of s, numbers also play a very important part in broadcast programmes such as reports now let¡¯s listen to some advice from 1 be careful with numbers(play the recorder twice)inspanidual work¡úpair work(check the answer with your partner)¡úgroup work(underline the important differences between million and billion, ¡°-teen¡¯s¡± and ¡°-ty¡¯s¡± are ¡-..¡°seventeen point five million.¡±¡-)whole cla read the key -done!numbers are all around us practice with numbers and learn to be good at numbers.(first read out the following numbers¡-watch the screen)task 2 listen to some statements about the brief history of films and check the answers in you have different opinion , please raise your ent:(first students give themselves a teacher does it)it seems no , we¡¯ll do challenge pay special attention to the numbers in the paage and select the correct answer from the choices listed teach the students new words in listening ask students to read out the numbers in star ion: challenge exercise star wars listen to the tape twice ¡úcheck the answers sion: what we learned today is ¡°be careful with numbers in numbers.¡± remember the following points when you are doing listening tasks: great care with the spelling of names and with addrees and phones numbers, prices, time and dates... find the right answer, you may need to do simple calculations or combine two sets of carefully for words and phrases such as these: half / twice as expensive as¡-it¡¯s shorter / cheaper / quicker than¡-the lightest / heaviest / newest not as long / cheap / good as¡-some useful abbreviations and symbols for note taking(see ppt.)nt: p6-7 ¨cfilling in forms p43¨c working with numbers t some information on listening skills
teaching plan be careful with numbers in listening cla: cla 12, senior two date: may 16,2007 teacher: ni yazhen school: zhi yuan senior high school teaching material: p75 s2b oxford english;additional material(the new star wars movie, be careful with numbers)teaching objectives: knowledge objectives: to enable students to listen and complete some exercises ability objectives: to encourage the students to have basic skills of n objectives: to cultivate the cooperation through peer interaction teaching aids: multi-media teaching and learning method: guiding for learning teaching procedures: tation today we¡¯ll have a cla on listening practice ¡°be careful with numbers in listening¡±: first we¡¯ll play a , we¡¯ll -in a game on number mance: quick and accurate response to numbers is very important in daily one numbers, addrees, prices, temperatures, time and dates all closely linked with the use of s, numbers also play a very important part in broadcast programmes such as reports now let¡¯s listen to some advice from 1 be careful with numbers(play the recorder twice)inspanidual work¡úpair work(check the answer with your partner)¡úgroup work(underline the important differences between million and billion, ¡°-teen¡¯s¡± and ¡°-ty¡¯s¡± are ¡-..¡°seventeen point five million.¡±¡-)whole cla read the key -done!numbers are all around us practice with numbers and learn to be good at numbers.(first read out the following numbers¡-watch the screen)task 2 listen to some statements about the brief history of films and check the answers in you have different opinion , please raise your ent:(first students give themselves a teacher does it)it seems no , we¡¯ll do challenge pay special attention to the numbers in the paage and select the correct answer from the choices listed teach the students new words in listening ask students to read out the numbers in star ion: challenge exercise star wars listen to the tape twice ¡úcheck the answers sion: what we learned today is ¡°be careful with numbers in numbers.¡± remember the following points when you are doing listening tasks: great care with the spelling of names and with addrees and phones numbers, prices, time and dates... find the right answer, you may need to do simple calculations or combine two sets of carefully for words and phrases such as these: half / twice as expensive as¡-it¡¯s shorter / cheaper / quicker than¡-the lightest / heaviest / newest not as long / cheap / good as¡-some useful abbreviations and symbols for note taking(see ppt.)nt: p6-7 ¨cfilling in forms p43¨c working with numbers t some information on listening skills
teaching plan----yang xuefen content: unit 4 he said i was hardworking.>, grade 8(¢ò)time: march 12th, the 1st period, place: cla 6, grade 8
teaching goals: dge goal: lary: hard-working, be mad at, not---anymore ns: what did marcia say? she said she was she was having a party for y goal: learn to report what someone said correctly goal: to teach students not to report wrong meage or they may cause be an honest and good kid, report what someone said ng aids: multi-media
teaching procedures: step 1: leading in by free talking with the students: ask several ss what they are going to do after their sentences on the are you? how is your mother? what are you doing? what is your mother doing? what do you do in the morning? what about your mother? what are you going to do after school? what is your mother going to do after work? i¡¯m mother is fine.i¡¯m having a mother is working.i have leons in the morning? my mother works in the morning.i am going to play sports after school my mother is going to cook after 2: pre-task t: now i¡¯m going to report what xx said to you: xx said he was he said his mother was fine, said he was having a cla and his mother was said he had leons in the morning and his mother worked in the said he was going to play sports after said his mother was going to cook after 3: while-task e the sentences on the blackboard, find out what is different in my report he/ she said--------.26/1a: write the words soap opera on the to the picture and ask students what they think a soap opera out the tv screens in the one student to read what the person says in the first ask another student: what did she/he say? help to answer: she/he said she/he was having a surprise party for lana on friday with the other page 26 , and number the page 27 , 2a & some inspaniduals to read these the circle their the 5: grammar focus the grammar ss to say the n: in each case, the direct speech talks about present situations and the reported speech talks about past 6: practice: on what msyang said one to another, then the last one tell the whole cla: i love my yang said she loved her students.i can speak said she could speak english.i want to be a said she wanted to be a writer.i am playing games with my .yang said she was playing games with her can you do? what are you going to be when you grow up? how are you going to do that?----------report: xxx said he/she could---.he/she was going to be a/an----.she/ he was going to----xxx said------i hope-----step 7: homework grammar focus section a
step1 lead-in students: what year is this year? students the picture of twelve animals in chinese horoscope, and tell them different namestell them this year is in the year of the students: how old are you? when were you born?(what year were you born in?)what is your animal sign? what characters do you think it has? students: what month were you born in?(review twelve months in a year) students that everyone in western countries has his or her own star sign.(t: we know that animal signs are very popular in chinese culture, we are familiar with people in western countries have their own star signs according to the birth can tell you something about your abilities, talents and special qualities.)step 2 welcome to the unit students the picture of star signs.¡°how much do you know about them?¡± let students gue different star signs.(can be in chinese) the west, people use some creatures to represent the star you tell me their names? teach students new at the pictures and read the new words after the students finish part a on p7 and check the answers by reading the more exercises to see if students have known the star signs.(1)show students 6 pictures and name the star signs.(2)play a gueing game: fill in the blanks by using the names of the students there are 6 more star signs and let them gue what they are represented by using the 6 pictures in part b on the answers to part 3 oral practice students: when is your birthday? what is your star sign? students the twelve star signs and let them point out their own star sign in both english and the students to try to remember their own star work: let students ask and answer in 4 comic strips you interested in star signs? so are eddie and to their conversation and repeat it after the students some questions to see if they have known the dialogue.(1)who brings eddie the newspaper?(2)what does hobo ask eddie to read? why?(3)what do eddie¡¯s stars say?(4)what happens to eddie¡¯s breakfast at the end of the story? students read the dialogue by themselves(or practice in pairs) some more exercises after reading and check the answers do you think hobo¡¯s and eddie¡¯s star signs are? practice: try to act out this dialogue in pairs ask the students to make a new dialogue by adding their own 5 homework er the star up a new dialogue about star to find out how many clamates are under the star sign as 1 revision some the star signs: look at the star signs and name together after the game:(test who has the best memory)teacher will say the chinese name of the star sign;students try to find out the right picture and say the name in 2 lead-in talk:(1)what is your star sign?(2)can you tell me something about yourself?(abilities, special qualities, characteristics)(3)how many students are under the same star sign as you?(yesterday¡¯s homework)(4)what are they like?(clever, kind, generous, hard-working, brave, patient, polite¡-.)(5)do you share similar characteristics?(let students speak out as many adjectives about characters as poible.) you know these words? they are also used to describe people.(teach the new words, and finish exercise b on p10.) the new words after the let students read the sentences by themselves. some more exercises to see if students have known all the words¡¯ 3 reading 1.t: it¡¯s said that star signs can represent a person¡¯s ¡¯s check if it is listen to the tape and learn something about g task 1: after listening to the tape, do ¡°t¡± or ¡°f¡± g task 2: ask students some questions to check if they have known the main idea, with the books open.(1)is aries lazy?(2)which star sign likes saving money?(3)does sagittarius like telling jokes?(4)which star sign has the best imagination?(5)if your birthday is on 13th september, what is your star sign? students read the article paage by paage and try to find out the adjectives to describe people¡¯s characteristics with the picture of each star sign.( own star sign)t: whose star sign is aries? when is your birthday? what characteristics do you have/ do this star sign have?
aries: energetic, active, impatient, selfish taurus: stubborn, hard-working, patient gemini: curious, clever, outgoing cancer: kind leo: strong, confident, generous virgo: modest, practical libra: polite, fair, elegant scorpio: powerful, silly sagittarius: humorous, lucky capricorn: succeful, patient aquarius: kind, wise, strange pisces: generous, kind, gentle, easy-going, creative, imaginative
on: what is your star sign? do you have the same characteristics as the star sign says? do you think what the star signs say about people are facts?--so we can have a conclusion: what the star signs say about people are not can just learn about star signs for 4 some more exercises are your characteristics? write a short description of your own show your description to your with your partner whether or not you agree with each 5 homework the paage three er all the adjectives which describe a person¡¯s 1 revision students some questions while showing picture 1.(1)how many star signs are there in a year?(2)how do you know your star sign? what decides your star sign?(3)do the people under the same star sign share similar characteristics?(4)what characteristics do the people under your star sign have? n the language points while answering the above questions.1)a year is spanided into 12 different star signs.2)your date of birth decides your star sign.3)people born under the same star sign share similar more questions about reading 1)which star sign doesn¡¯t give up easily? 2)which star sign loves peace and doesn¡¯t like to argue with others? 3)which star sign is suggested to forgive others for their mistakes? 4)which star sign likes to dream about everything? the language points by answering the above questions.(1)you are patient and do not give up easily.(2)you love peace and do not like to argue with others.(3)sometimes it is silly of you not to forgive others for their mistakes.(4)you like to dream about 2 group work students some pictures and paages about some famous students gue what star signs they are? part c2 on page11, and then check the on: what kind of friend do you like to make?(why?)what is his/her star sign?(let students talk about his or her own characteristics and his or her friend¡¯s.) star signs are suitable for these jobs? why? step 4 conclusion what star signs say about people are not should work hard to make our dream come 5 homework the paage again and again. some exercises.
初中英语语法课试讲稿篇五
what’s the matter, mike?
1．knowledge object: 能够听说读写单词和短语：have a cold, have a toothache，一、teaching aims and demands教学目标与要求 have a fever, hurt, have a headache, have a sore throat.2．ability object: 能够听说读句型：what’s the matter, mike? i feel sick.i have a fever.并进行关键词的替换操练。
3．emotional object:使学生学会关心他人，培养良好的人际关系。
二、teaching key point and diffcult point教学重点与难点
1．重点是掌握单词和短语，并询问别人的身体状况。2．难点是正确拼写单词和短语。
三、teaching aids课前准备（根据抽到的题而定）
1、教师准备本课时所需的单词卡
2、教师准备本单元的挂图。 3.体温计一支
四、teaching procedure教学过程
1、warm-up （1）最好唱首歌 提起学生的学习兴趣.”（2）推荐使用情景导入
2、presentation and practice(这个部分建议略写，视自己的时间定)（1）教师出示let’s start的教学挂图，说：look!we have some new friends are they? what’s the matter with them?…帮助学生回答，并引导学生通过观察图片或教师的肢体动作来帮助学生熟悉答句中的新单词和短语。
（2）播放let’s chant的录音，重点领读句子：i have a headache.i have the flu.（3）教师出示一支体温表，说：this is a i have a fever, it will tell ’s see doesn’t feel has a fever.指着let’s learn的图片的mike，教学“have a fever”。让学生看图片，教授单词和短语：hurt, have a cold, have a toothache, have a headache, have a sore throat.注意headache和 toothache的共同之处，帮助学生简单了解构词法。播放录音，让学生跟读单词。
（4）教师让学生读单词，叫到的同学，给他图片（have a fever），问他：“what’s the matter, xxx?”引导学生说：i feel sick.i have a fever.解释sick单词。用同样的方法教授句型：what’s the matter, xxx? i
（5）“看病”游戏。将学生分成五大组，每组选一张短语卡片。教师提问：cold, cold, who has a cold? 如第一组选中的是have a cold，这组学生就边做动作或表情边吟唱：cold, cold, i have a cold.用同样的方法进行操练，各组调换卡片继续该活动。
y
学生听读p14-16五遍。
复习所学单词及短语和语法、。
4、homework
学生背诵和抄写单词和短语3遍。回家跟家人和朋友联系对话。
五、板书设计：
unit 2 what’s the matter, mike?
have a fever
hurt
have a cold
have a toothache
have a headache
have a sore throat
what’s the matter, mike?
i feel……（sick,.i have a fever.）
当时我抽到的题目是这个（一模一样）
have a fever
hurt
have a cold
have a toothache
have a headache
have a sore throat
what’s the matter, mike?
i feel……（sick,.i have a fever.）
初中英语语法课试讲稿篇六
宾语从句教学设计
一、导入
1.复习什么是宾语。动词/介词后面的名词就是宾语。
i play are talking about our homework..2.宾语从句就是在宾语的位置上放一个完整的句子。3.i love that i can earn some coupons.板书：he knows knows what’s wrong with his wife.说出2个句子的宾语。
第一个句子的宾语是一个词构成的，第二个句子的宾语是一个句子，我们称这种做宾语的句子叫宾语从句。在句子中充当宾语的从句叫宾语从句。其中 he knows 叫主句，what’s wrong with him是从句。
说出下面4个句子的主句和从句。
a．he said that he had a very good journey home.b．he asked if /whether they had come.c．he told me that the earth goes around the sun.d．he asked me how he could get to the nearest post office.总结：。是主句，剩下的是由that，if，how引导的宾语从句。
初步认识了宾语从句，下面我们开始了解宾语从句的三要素 引导词（连接词）语序 时态
1)从属连词that引导陈述句宾语从句，在口语或者非正式语中可以被省略
比如上面四句话中的a,c就是that引导的陈述句的宾语从句。如果省略掉that，该如何修改。（让学生口头修改）
a．he said that he had a very good journey home.c．he told me that the earth goes around the sun.2）由从属连词 whether, if 引导一般疑问句的宾语从句，表示“是否”，比如上面的b就是由if引导的宾语从句，b．he asked if /whether they had come.3）由连接代词
who,whom,whose,which,what, whoever, whichever, whatever 和连接副词 where, how, why,when引导的宾语从句
代词或副词连接主句和从句，并在从句中担任句子成分，具有一定的意义，不可省略，比如上面的d。
d．he asked me how he could get to the nearest post office.注意：关于是否if/r,if 引导宾语从句：两词可互换，但是下列情形除外：
1)．whether从句中有or not
eg:whether rain or not we will go to the park.2)．whether从句做介词宾语
3)whether后可以加or not,但是if不可以.4)在不定式前只能用whether.（如：i can’t decide whether to stay.我不能决定是否留下。）
5)避免歧异时，我们常用whether而不用if.6)decide 课堂
1.i asked her __________ she had a ’re worried about ________ he is safe.3.i don’t know ________ or not he is well.继续观察上面的四句话，请问宾语从句的语序有什么特点？（陈述句语序）不管原来的句子是陈述句，一般疑问句还是特殊疑问句，放在宾语从句里都是陈述句语序。
（板书）改写宾语从句。陈述句doctor li is very is well-known that _____.一般疑问句is doctor li very patient? john wants to know __________(用if或者whether引导)
练习
part 1 课堂练习
mike gets up at seven in the says that---mike gets up at seven in the morning
the teacher asks--if mike gets up at seven in the morning.我们已经了解了宾语从句的引导词和语序，下面我们来学习下宾语从句的时态。
（卡片，贴在上面时态的旁边）口诀：主现从任意
主过从过去 从真理用现在一张paper发 朗读并且分析主句从句的时态 主句用现在时，从句可用任意时态。可归纳为“主现从任意”
do you know what time the ship leaves? do you know when john was born? do you know if john has paed his exams? 主句用过去时，从句用过去的某个时态。可归纳为“主过从过去”
he said he had a very good journey asked if they had come.3．主句用过去时，从句是科学真理、客观常识、名人格言时用一般现在时。
he told me that the earth goes around the sun.(自然真理客观现象)he didn’t know that summer comes after spring when he was five years old.注意：4情态动词could/would用于，“请求”，表示委婉、客气的语气时，从句不受主句的约束。
could you tell me where i can buy a pencil sharpener?
5主句是一般过去时，从句中有具体的过去时间状语，即使从句动作发生在主句动作前，仍用一般过去时。
the teacher told me she was born in 1960.4
i heard that he went to paris last night.宾语从句的一些特殊句式
1动词think, find, consider, believe, feel, make等后it为形式宾语，后跟名词或形容词作宾补，而真正的宾语——that从句则放在句尾）we think it our duty that we should help others.i find it impoible that he should finish the work in two days.2.否定转移
若主句主语为第一人称且谓语动词为think, consider, suppose, believe, expect, gue, imagine等，其后的宾语从句含有否定意义，一般要把否定词转移到主句谓语上，从句谓语用肯定式。
i think he won’t come here.（）i don’t think he will come here.（）
2.当宾语从句的引导词正好做主语的时候，语序不变，比如常用的what和who could you tell me who knows the answer，please？ the small children dont know what is in their stockings what’s wrong?（what was wrong）
what’s the matter?（what was the matter）
what’s happening? what happened? eg:
i don’t know what’s the matter.5
i don’t know what the matter is.(f)
can you tell me who is over there?（who做主语）can you tell me who he is ?（who做表语）连接词
语序
引导词+主语+谓语 时态
二、知识点讲解
1.语序问题——从句是陈述句语序（在讲课的时候，例句和配题都要反复重复这个原则）
什么是陈述句语序？就是主语在谓语动词前面。⑴ 引导词为that/whether/if 的从句
that 在句子中只做连接作用，没有实际意义
whether 和 if 都表示“是否”的意义，区别是whether后面能加or not 而if 不能。例句1：
i want to know whether mike will come with you or not.陈述句语序！i want to know that mike is good at english or math.陈述句语序！
⑵ 引导词为wh系列特殊疑问词（what which when where why who/whom）+how 例句2：
do you know what lily’s phone number is.陈述句语序！
i wondered what you were doing at this time yesterday.陈述句语序！marry asked me when we would take part in the competition.2.时态问题
⑴观察例句1和2中的句子，我们发现，当主句为现在时（一般现在时，现在进行时，现在完成时），从句的时态随便选。“你的时态你做主” 例句1：
p85/3(2010 北京)do you know _____ the capital museum?（主现从随便）next friday.-----时间状语说明动作发生在将来。a when will they visit b when they will visit c when did they visit d when they visited [分析] 如何判断题目考察的点就是宾语从句？ ①分析题干和选项。
当题干开空的前面是动词，常见的有tell know
ask并且选项都是由特殊疑问词引导 6的一个完整的句子的时候，多为考查宾语从句。
②判断语序，陈述句语序。
选项设计一般为两个错误时态和两个错误语序。不管时态先看语序。排除疑问句语序。
（对于基础比较差的学生，不明白什么是疑问句语序，就告诉学生，看到以下助动词后面是人称代词就是错误的。）
is/are/am/was/were + i/we/you/they等人称代词
错误 has/have/did/will/shall/should + 人称代词
错误
分析时态：主句是一般现在时，从句的时态“你的时态你做主”。——将来时态。
⑵ 当主句的时态是过去的某个时态（一般过去，过去进行，过去完成，过去将来），从句必须只能用过去时态。
注意：当从句陈述的是某个客观事实或者真理的时候，无论主句是何时态，从句都只用一般现在时。例句：
he told me he would go to canada.(主过从过)
三、总结
在这节课下课之后，要让学生们记住下面几句话。① 陈述句语序
② 主现从随便；主过从过；真理永远一般现在时态。
宾语从句做题方法论：
① 宾语从句出题位置一般为单选题目最后一道，看到选项多为wh特殊疑问词+完整句，开空前多为tell know ask这样的动词。② 观察选项，排除错误语序
③ 根据时间状语和主句时态，选择正确时态。
初中英语语法课试讲稿篇七
初中语法知识教学设计
一、教学目标:
1、能够了解掌握现代汉语的句子的分类
2、能够掌握各种句子的定义
3、能够掌握划分句子成分与句型的判别
二、教学重难点：能够熟练运用句子成分符号标示句子成分
三、教学方法：讲练结合四、课时安排：一课时
五、教学过程 ：
（一）、导入：同学们，对于语法也许你们并不陌生，在英语的学习中，你们已经学习了关于英语语法的知识，但是作为我们的语文的学习，也有自己的语法知识，今天我们就一起来学习语文的基本运用规律——语法。众所周知每篇文章都由句子组成，分析好了那个更为透彻的理解文意，所以我们首先看到语法的句子分析。
（二）、句子成分
主语 句子中的陈述对象，说明是谁或什么＝（双横线）
我们是一列树。今年的春天来得太迟。
谓语 对句子的主语作陈述的成分，说明主语是什么或怎么样。—（单横线）
他是一个高而瘦的老人。妈妈突然问我。我们家的台阶低！
宾语 谓语动词的支配成分，表示动作行为的对象、结果、处所、工具等。～（波浪线）
敌人监视着苇塘。我们家盖了新房子。
补语 谓语动词的补充成分，补充说明动作行为的情况、结果、时间、处所、水涨了。叶子绿得。妈妈走。他在衣袋里摸了
定语 句子里名词中心语前面的修饰成分，说明事物的性质、状态，或限定事物的领属、质地、数量等。()（圆括号）
(我们家的)台阶有三级。(眼前的)环境好像是(一个)梦。
(我国的)石拱桥有(悠久的)历史
状语 句子里动词或形容词中心语前面的修饰成分，表示动作行为的方式、状态、时间、处所或程度等。（方括号）
画眉[在树林边婉转地]歌唱。天气[那么]暖和，[那么]晴朗。他[轻轻地]飞走了。
绕口令
主谓宾，定状补，主干枝叶分清楚
主干成分主谓宾，枝叶成分定状补
定语必居主宾前，谓前为状谓后补
学语文，有口诀，主谓宾、定状补，主干枝叶分清楚。
定语必居主宾前，谓前为状谓后补。
状语有时位主前，逗号分开心有数。
基本成分主谓宾，连带成分定状补。
定语必居主宾前，谓前为状谓后补。
六者关系难分辨，心中有数析正误。
什么谁称主，做是怎样才充谓；
宾语动支配，回答谓语什么谁。
前置状语目（的）时（间）地（点），意义不变能复位。补语从后说前谓，定语才和后宾配。介宾短语多状补，不能充当宾主谓。的定地状与得补，语言标志定是非。
注意：（1）不是所有的句子都全部具备这些成分，句子结构越复杂，句子成分就越完备。
（2）这些成分不是排列在一个平面上的，而是分层次的（一种成分可能会包含在另一种成分之中）
（3）中心语的符号:在中心语的下面画点。
（三）、句子的主干
一个句子不论结构多复杂，只要把它的定语、状语、补语等“枝叶”成分压缩掉，找出主干，就能看出她的基本句型，且可以看出句子的结构是否完整，成分之间搭配是否得当。因此，抓主干是理解复杂的单句的一个重要方法。
单句
（1）、非主谓句（由单个词或主谓短语以外的短语构成）
名词～（由名词或名次性短语构成）：妈妈！；我的足球！
动词～：出去！；快跑！
形容词～：太漂亮了。
（2）、主谓句（由主谓短语构成）
主谓～（由主谓短语做谓语）:“我的讲义，你能抄下来吗？”
名词～（由名词或名次性短语做谓语）：每人一盏灯笼。
动词～（同理）：你改悔吧！最常用
形容词～（同理）：我母亲心里又气又急。重点
（3）、单句的分析
1、用句子成分符号在句子上标示出来。
2、句中的“‖”是主语和谓语分界标志，左边是主语，右边是谓语。此时谓语就不需用－（单横线）标示了。
3、分析句子里复杂的局部，可以用框式图解法。
例1：小红‖写。
（聪明的）小红‖写作业。[昨天]，（聪明的）（二年纪八班的）小红和小蓝‖[在家里][认真地]写（自己找的）（数学）习题。
例2：[最近]北京人民广播电台‖[还]播放了（阿隆）（以北京胡同为主题的）交响诗。
复句
（1）、并列～（由两个或以上有并列关系的分句组成，叙述相关的几件事情或说
明相关的几种情况）
他的脸色十分苍白，两只眼也跟寻常的不一样。他一边吃饭，一边看电视。
早上，有的人慢跑，有的人打太极拳。他是好人，不是坏人。（2）、递进～（由两个有递进关系的分句组成，后一分句在意思上比前一分句更
进一层，强调后一分句）
他不但学习好，而且身体好。（“学习好”“身体好”因语境不同可互调）他不但认识错误，而且改正错误。（“认识错误”“改正错误”不可互调）（3）、选择～（由两个或以上有选择关系的分句组成，列出几种可能性，从中做出选择）下课后，同学们或者在教室休息，或者在室外活动。（两者都可以选择）宁可站着死，也不跪着生。（只选择其中一个）（4）、转折～（由两个有转折关系的分句组成，后一分句不是顺着前一分句的意思说下来，而是转到一个相反的意思上去）
我们家已经吃过晚饭，不过我还没吃饱。（5）、因果～（表示客观存在的因果关系，一个分句说明原因，另一个说明结果，可以前因后果，也可以前果后因）
既然外面下着大雨，你就不要再出去了。☆
（6)、假设～（表示假设的因果关系，一个分句提出假设的情况，另一个说明在这种情况下产生的结果）
如果明天下雨，就别出门。即使明天下雨，也要来上学。（7）、条件～（表示条件与结果的关系，一个分句提出一种假设的情况作条件，另一个说明在这种条件下产生的结果）
只要你能坚强，我就放心了。无论早上起得多晚，都得去上学。
（8）.解说复句，一个分句说明一种情况，其他分句对这种情况进行解释、说明或总括。一般不常用关联词语。如：
①纺线有几种姿势：可以坐着蒲团纺，可以坐着矮凳纺，也可以把纺车垫得高高地站着纺。②一种是教条主义，一种是经验主义，两种都是主观主义。
（9）.目的复句，一个分句表示实现或避免某种目的，一个分句表示为此而采取的行为。常用关联词语有：为了，以便，以，用以，好，为的是，以免，免得，省得。如： ①我在这里吃雪，正是为了我们祖国的人民不吃雪。
②这段时间校卫要好好检查校园设施，以免出现安全事故。③答题之前，我们应仔细思考，省得过后又来修改。
六、板书设计
句子成分：————→
单句：
—————→
复句：
主语
非主谓句：①名词～
并列～
谓语
②动词～
递进～
宾语
主谓句：
①主谓～（由主谓短语做谓语）
选择～
补语
②名词～
转折～
定语
③动词～
因果～
状语
④动词～
假设～
条件～
七：教学反思
针对语文语法学习枯燥无味的特点，这堂课我特意加入了很多的例句，希望学生能在分析例句的基础上，融入到课堂当中来，以次来调动学生的积极性。在学习的过程中，学生能一直跟随老师的讲课思路，一点一点的掌握关于句子成分的内容，并因此而改变了对语法知识的固有看法。效果很不错！但这堂课内容太多，学生并不能全盘吸收，有待改进。
初中语文语法知识教学设计
——短语
南康磨形初中
教学理念
九年义务教育阶段的语文课程标准指出：必须面向全体学生，使学生获得基本的语文素养。扩大视野，初步掌握学习的基本方法，养成良好的学习习惯。
教材与学情简介
现在的义务教育课程标准实验教科书（初中阶段的语法知识）只在每册的课本后面附录中简单地介绍了一点点，学生学了这册一点，而上册的内容却忘记得差不多了。因此，要有系统地讲解语文语法。
教学目标
了解语文语法知识。语文语法在生活中的意义。掌握并列短语、偏正短语、动宾短语、等特点。教学重点与难点
掌握短语的类型及其结构。短语类型的特点 教学过程
导入 师：句子一
“感冒了，我去看医生。”中“我去看医生
”就能治好感冒吗？ 句子二
“天气太冷了，大家走出教室晒太阳。”中“大家走出教室晒太阳”，到底是大家晒太阳，还是“太阳晒大家’？
小结：这就是语文中语法的知识了，这两个例子实际从意义上是说不通的，但大家都这么说，也就不足为怪了。现在我们来学习短语。
师：什么是短语?請大家说出两个或两个以上的词的组合。
生：“我们的教室”、“老师讲课
小结：
1、两个或两个以上的词组合起来就构成了短语。特点：短语不是句子，是没有标点的。
短语的类型常见的有以下几种：并列短语、偏正短语、动宾短语、后补短语、主谓短语、介宾短语、“的”字短语等。
师：“老师和同学”、“讨论并通过”这两个短语有什么特点？
生：有“和”“并’两个连词。
小结：这两个短语就是并列短语。词与词之间可插入连词，且词与词之间的关系是并列短语，词性也相同。
师：“我们的教室”、“小心地翻译”，这两个短语有什么特点？
生：有两个助词“的”、“地”。
小结：这两个短语就是|偏正短语。词与词之间可插入结构助词“的 ”、“地”，使前后词之间有修饰、限制的作用，这就是先偏后正。
师：“敬畏生命”、“走路”、“夸奖我”这三个短语有何特点？
生：前一个词是动词，后一个词是名词或代词。
小结：动宾短语就是前边一个词是动词，后边是受其支配的名词或代词。
板书设计
类
型
例
子
特
点
并列短语
老师和同学
1、连词“和” “并 ”
讨论并通过
2、词性相同
3、关系并列
偏正短语
我们的教室
1、助词“的”、“地”
小心地翻译
2、先偏后正
动宾短语
敬畏生命
1、前动词后名词或代词
走路
夸奖我作业布置
指出下面短语的类型
完全相信
报刊杂志
写文章
教学反思
学生对词性的掌握不够熟练，导致短语类型的判断出现失误。