初中英语语法教案设计

初中英语语法教案设计

【篇一：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:

1.use can talk about the ability at present.

2.use could talk about ability in the past.

三、teaching keyanddifficult points:

how to use “can” and “could” to express 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 chess? ss:yes, i can. / no, i can’t.

task 2: playing a game

t: now letusplay a game.five students come to the front and perform for the

class according to myinstructions.andgestures.theothers answer my questions.

t : what can she do?

ss : she can ride a bike /swim/ fly a kite/ play football / play chess . t: can she swim/ fly a kite/play football /play chess.

ss: yes ,she can? no, she can’t.

t: say the whole sentences:

eg: acan ride a bike.

he can’t / cannot swim.

step2: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

.e.gi can play computer now .but, last year i couldn’t play.

t: could you row a boat last year?

s1:yes i could . no, i couldn’t.

t: could she he row a boat last year?( ask other students)

ss: yes she he could . no she he couldn’t

t:yes, a could ride a bike five years ago.

he couldn’t swim five years ago.

(teach the students to say the whole sentences):

a could ride a bike five years ago.

he 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: can\\could

②否定句式: can’t\\couldn’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 songs.

mike is able to …

②she could speak english when she was four.

she was able to…

t: please give moreexamples.topractice them.

step5:summary

t:inthis class,wehavelearnt the use of can and could about talking about abilities .who knows the differences between “can” and “could”

step 6:homework

finish off the practice on the workbooks ,fill in the blank with can/could

【篇二：初中英语语法教学案例及分析】

初中英语语法教学案例及分析

在英语教学中，语法教学历来就是一个难点，如何把枯燥无味的语法课上得趣味横生。这就要求英语教师要钻研语法教材,精心设计语法教法,为学生营造一种轻松愉快的英语氛围，从而轻松习得语法知识。以下案例就是通过游戏,情景,归纳,练习,活动等愉快教学方法使学生掌握语法。

案例分析

一..teaching content: 7bunit5 abilities grammar

grammar a:using “can”/ “could” to talk about ability

二..teaching aims:

1. use can to talk about the ability at present

2.use could to talk about ability in the past.

三..important and difficult points:

how to use “can” and “could” to express ability in the present and past.

四..teaching procedures:

step 1. warming up.

t: what can you do now?

s: i can sing.

s2: i can draw

s3: i can dance.

t: can you ride a bike / swim / fly a kite / play football / play chess? ss:yes , i can. / no, i can’t.

(show the students’ answers and ride a bike / swim/ fly a kite/ play football / play chess on the screen .)

本部分用来复习以前学过的情态动词can的用法,以及一些动词短语ride a bike fly a kite play .football等.自然的过渡到本科的语法, 用can.谈论能力.. stept2 playing a game

t: now let’s play a game .five students come to the front and perform for the class according to my instructions.and gestures.the others answer my questions.

t : what can she do?

ss : she can ride a bike /swim/ fly a kite/ play football / play chess . t: can she / heride a bike /swim/ fly a kite/play football /play chess. ss: yes ,she can? no, she can’t.

t: say the whole sentences:

eg: a. can ride a bike.

he can’t / cannot swim.…

step3 work in pairs

t: ask your partner more questions like above .

本部分通过做游戏,让五位同学表演,其余的学生猜, 这些同学在干什么,他们能干什么?学生便可轻松愉快的气氛中掌握了can的用法.再者,学生的参与率较高.积极性较高.

step4 playing a guessing game

t:now let’s play a game .please listen carefully and guess what i am.

i can fly.

i can sing.

i can repeat the words you say .

what am i?

ss:it is a parrot.

再次用游戏把气氛推向了高潮.学生异常兴奋.

step4. presentation.

t: can you ride a bike now?

s1:yes. ican

t:could you ride a bike five years ago ?

(help him answer: yes, i could./ no, i couldn’t)

s1:yes, i could./ no, i couldn’t.

t:

we can use “could” to talk about the past

.e.g i can play compute now .but, last year i couldn’t play.

t: could you row a boat last year?

s1:yes i could . no, i couldn’t.

t: could she he row a boat last year?( ask other students)

ss: yes she he could . no she he couldn’t

t:yes , a could ride a bike five years ago.

he couldn’t swim five years ago.

(teach the students to say the whole sentences):

a could ride a bike five years ago.

he couldn’t swim five years ago.)

(ask other students in the same ways)

step5 work in pairs

t: ask your partner more questions like above

could he / she …? (yes, he / she could. / no, he / she couldn’t.)

通过现在推测过去的能力,自然过渡到下一个教学环节.

step 6working out the rules

t: let’s work out the rule.

① positive: can

could

② negative: can’t

couldn’t

③ question: can ?？

could ?？

水到渠成,总结规律,归纳can could 的肯定句,否定句,疑问句,

step 3. practice.

t:please complete the sentences in parta1work alone.(part a1)

t: let’s check the answers together.t: please talk about the tables freely.with your partners .

eg. can sandy row a boat now?

could he do it last year?

t: please complete the conversation of part a2.

step6 explanation:

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 songs.

mike is able to …

②she could speak english when she was four.

she was able to…

t: please give more examples.

step7 summing up:

t:in this class we learnt the use of can and could about talking abilities .who knows the differences between “can” and “could”

让学生总结本科所学内容,在一次回忆can could 的用法.从而加深学生的印象.

step 8. consolidation:

一、单项选择

( )1.can you write a letter in english? no,i-----------.

a.may notb.mustn’tc.can’td.needn’t

( )2.he said that he-------------swim when he was six.

a.mightb.couldc.cand.would

about

( )3. ---------------i have some bottles of orange?

a.do b.could c.don’t d.would

( )4.that man ----------be her son.he left for shanghai this morning.

a.can’t b.mustn’t c.needn’t d.shan’t

二、你能用适当的情态动词填空吗？

1.it is hot summer in lianyungang. we---------- go swimming there.

2.the library is closed now. we ------------borrow many books today.

3.dainel is very clever. he ----------solve the problem.

4.helen -----------learn from books because she was blind（瞎的）when she was young.

5.mary------------ ride a bicycle when she was six. look at the picture. she was falling off her bike.

三、句型转换

1.rose can swim in the big river.(改为否定句)

2.sandy can dance.(改为一般疑问句并作肯定回答)

3.simon could play tennis last year.( 改为一般疑问句并作否定回答)

4.amy could climb trees and hills. (改为否定句)

四、翻译句子

1.他们会跳舞.

2.neil过去会打篮球吗？是的，会.

3.他去年不会划船.

4.她们可能在操场上.

5.你明天可能去游泳吗？不,不可能.

课时练习用来巩固所学知识.

step 6. homework:

1.memorize the phrases :row a boat fly a kite ride a bicycleetc

2.revise theuse of can and could

3.preview grammar2

本节课符合新课表标的要求,算是一堂很成功的课。从教学步骤上看,教学环节衔接自然，环环相扣，逐层递进，一气呵成。从教学设计上看,设置了游戏,表演,总结,练习等方法新颖独到,不仅游戏生动有趣v,情景逼真, 调动了学生主体的主动性、积极性.而且适时的练习总结,巩固了所学知识。总之,本节课在老师的引导下, 一节课以快乐的“游戏复习”开始，在“游戏竞猜”的高潮中结束，让学生整节课中都感到轻松愉快.不知不觉中学到了知识。

典型例题

1） mary ___ a dress when she cut her finger.

a. made b. is making c. was making d. makes

答案c.

割伤手指是已发生的事情，应用过去时。同时，when表时间的同时性，玛丽在做衣服时提供事情发生的背景

，因此用过去进行时。

2） as she ___ the newspaper, granny ___ asleep.

a. read；was falling b. was reading； fell c. was reading； was

falling d. read；fell

答案b.句中的as = when,

while，意为当……之时。描述一件事发生的背景时，用过去进行；一个长动作发生的时候，另一个短动作发

生。句意为

在她看报纸时，奶奶睡着了。句中的 fell（fall的过去时），是系动词，后跟形容词，如：fall sick。

概念：表示过去的过去

----|----------|--------|---- 其构成是had +过去分词构成。

那时以前 那时 现在

典型例题

the students ___ busily when miss brown went to get a book she

___ in the office.

a. had written, left b，were writing, has left c. had written,

had left d. were writing, had left

答案d.

把书忘在办公室发生在去取书这一过去的动作之前，因此忘了书这一动作发生在过去的过去，用过去完

成时。句中when表示的是时间的一点，表示在同学们正忙于……这一背景下，when所引导的动作发生。因此

前一句应用过去进行时。

【篇三：初中英语语法复习教学设计】

初中英语语法复习教学设计

-----现在完成时态复习（第一课时）

(一）教学内容分析: 现在完成时态同学们在初二下册和初三教材中都有学过，对这种时态的基本结构和用法都略有掌握。

（二）学情分析：本节课立足于学生在初二和初三学习基础上，进行复习和梳理, 查漏补缺。 帮助学生把该项知识点应用到与之相符的实际活动中， 巩固和提高时态的学习和实际运用。

（三）教学目标

1、知识目标：现在完成时态的复习。

2、能力目标：学生能运用现在完成时态来谈论日常 生活中发生的一些事情。

3、情感目标：结合课堂教学内容教育学生热爱生活，把握今天，努力学习。同时根据课堂 的设计，培养学生合作学习及公平竞争的意识。

(四）教学重点：现在完成时态的基本结构、用法，以及在具体情景交际中的运用。

（五）教学难点：现在完成时态的实际运用。

（六）教学方法与手段： 主要运用情景教学法和任务型教学法。同时堂课中设计了一些竞赛的活动，鼓励学生小组团结合作。在尊重学生个性发展、面向全体学生的基础上，由浅入深，由已知到未知，循序渐进地深化教学内容。展开以教师为主导，以学生为主体的师生双边活动。另外，为了培养学生辨别、理解、分析、运用与归纳能力，教学中充分运用了多媒体辅助教学的手段，增强了教学的直观性和趣味性，加大了课堂密度，增强了教学效果。

教学设计

step 1 导入阶段

教学思路：

1、先播放一段动画，让同学们观看。旨在让他们在动画的语言中去感受和体会现在完成时态的情景运用。从而引出本节课复习的内容：现在完成时。

2、给同学们播放音乐和展示一些图片，在与学生的谈论中引出现在完成时的句型。为下一步做好铺垫。

教学过程： 1、学生观看动画，思考问题。

师 ：同学们，你们喜欢动作片吗？

生：喜欢。 师：那现在让我们看一段动画。同学们可要认真观看哟，看看动画中运用了哪一种时态？这种时态是怎样运用的？

师：动画中运用了那一种时态呢？（学生看完了，老师提问）

生：现在完成时。

师：现在完成时，我们在八年级下册和九年级都学过。你们对它了解多少呢？ 生：自由讨论，回顾与复习现在完成时学过的知识。教师必要时给予引导。 （通过动画进行导入复习，提高了学生的学习兴趣，也让学生在生动的情景中去体会语言的运用，为下一步的复习做了铺垫。）

step 2、呈现阶段

教学思路：给学生创造一些情景，让他们在老师的引导下能用现在完成时态谈论生活中的一些事情如：听音乐、看电影 和看书等。

教学过程：

t：have you ever heard this song? ( 给学生播放一段音乐)

ss: yes , we have .

t: ask a student and guide him to answer :

s : i have ever heard this song .

(教师根据情景询问学生曾经看过电影和读过书，引导他们说出现在完成时的句子： i have ever seen this film . i have ever read this book ........ )

step 3、操练阶段

教学思路：先让学生用现在完成时谈论图片上的内容，教师可以给予提示，然后过渡到谈论生活中熟悉的事情，在这阶段教师适当做些疑难点的讲解与归纳。最后以比赛的形式操练与巩固知识。 教学过程：

1、用现在完成时谈论事情。

t: everyone ! do you like traveling ? which places have you ever been to ? ( 教师指着一些图片上的地方问：have you ever been to sanya ? 引出句型 : have you ever been to …… 和 i have ever / never been to ….)

ss : i have ever been to ……... i have never been to ……. （让学生谈论他们曾经去过和从没去过的地方，用以上句型进行谈论。）

2、疑难点的讲解归纳

t: have you ever been to shanghai ?

ss : no ,we haven’t .

t: i have ever been to shanghai . i went there last summer . ( 给学生呈现一张我在上海的照片) but , my friend went to shanghai three days ago , she is still in shanghai now . ( 呈现一张我朋友在上海的照片) ask students question : where is my friend now ?

ss : she is in shanghai now .

t : we can also say : she has gone to shanghai

. ( 讲解归纳： have been to …….. 和 have gone to …….. 的区别 )

呈现一张教师的图片，并提供信息：miss yang began to teach english in 2000 . 让学生谈论miss yang 教书的情况。（教师引导：当现在完成时表示动作从过去开始一直持续到现在时，句子可以与延续性的时间状语连用，如：for 和since 引导的时间状语从句。）

t : how long has miss yang taught english ?

s1: she has taught english for eleven years .

s1: she has taught english since 2000.

t : how long have you learned english ?

s3: i have learned english for six years .

s4: i have learned english since 2005.

s5: i have learned english since i was nine years old .

（讲解归纳for 和since 引导时间状语的区别 。）

3、开展比赛活动

师：现在我们来进行一项比赛。我们分成两组：一组同学用中文说出一些现在完成时表示活动的句子，另一组同学翻译成英文，然后交换过来，看哪一组翻译的正确句子多哪一组就赢。现在给你们一分钟的时间写出你们熟悉的正确句子。

生：尽可能多地写出一些句子。 比赛进行时，教师请英语课代表做好登记。教师参与到同学中去，让同学们在有趣的游戏中进一步巩固现在完成时的运用。

师：公布比赛结果，进行课堂评价。

4、学生自己归纳知识点。

师：通过以上的复习，同学们对现在完成时态都能掌握了吧？现在我们来归纳一下现在完成时的用法及基本结构。 （先让学生自己归纳，然后让几位学生说说归纳情况，老师再做点评。）

step 4 练习巩固

中考真题实战训练。

让学生接触历年的中考试题，不仅让他们更加巩固了这一时态的知识，而且使他们对中考方向有所了解，增强了备考的信心。

step 5 小结

师：同学们，我们这节课复习了现在完成时态，我们都掌握了它的用法和基本结构以及几点区别。你们还有什么问题吗？ 生：思考，回顾 ，提问 。 （给学生播放歌曲 jingle bell . 让学生在欢快的音乐中结束课堂学习。）

step 6 作业 完成与现在完成时相关的练习册和试题。