英語(yǔ)語(yǔ)法的教案模板

1、英語(yǔ)語(yǔ)法的教案模板語(yǔ)法，作為英語(yǔ)學(xué)習(xí)的重點(diǎn)和基本功，也必然成為備考英語(yǔ)的重中之重。以下是英語(yǔ)語(yǔ)法的教案模板，歡迎閱讀。一、學(xué)生分析教學(xué)對(duì)象為武漢楓葉國(guó)際學(xué)校強(qiáng)化2級(jí)的學(xué)生，智力發(fā)展趨于成熟。他們進(jìn)入這個(gè)新的學(xué)校，接觸新的教學(xué)模式已接近兩個(gè)月，漸漸形成用英語(yǔ)獲取信息、處理信息、分析問(wèn)題和解決問(wèn)題的能力。在我們這個(gè)新型的教學(xué)模式里，我們想讓學(xué)生樂(lè)在其中并學(xué)在其中，因此我特別注重提高課堂的趣味性和學(xué)生用英語(yǔ)進(jìn)行思維和表達(dá)的能力。他們學(xué)習(xí)英語(yǔ)方法由死記硬背轉(zhuǎn)型向理解型并應(yīng)用到交際上，他們有自己的學(xué)習(xí)技能和策略，學(xué)會(huì)把語(yǔ)言學(xué)習(xí)與現(xiàn)實(shí)生活和興趣聯(lián)系起來(lái)。通過(guò)任務(wù)型課堂活動(dòng)和學(xué)習(xí)，學(xué)生的學(xué)習(xí)自主性得到加強(qiáng)，

2、不再認(rèn)為英語(yǔ)的課堂學(xué)習(xí)很枯燥，主動(dòng)參與到活動(dòng)中去，成為課堂的主體，同時(shí)也加強(qiáng)了與他人交流合作的能力。學(xué)生已經(jīng)經(jīng)過(guò)近兩個(gè)月的學(xué)習(xí)，漸漸習(xí)慣了我的教法。不過(guò)，本班學(xué)生的水平參差不齊，有些差距還相當(dāng)大。因此在教學(xué)過(guò)程中，布置的任務(wù)要兼顧各個(gè)層次的學(xué)生，使他們都有所收獲。二、教材分析由于我是教的語(yǔ)法，按照教學(xué)大綱，結(jié)合語(yǔ)法體系，我這節(jié)課將要講到的是過(guò)去進(jìn)行時(shí)態(tài)。因?yàn)橹皩W(xué)生已經(jīng)學(xué)習(xí)了一般現(xiàn)在時(shí)、現(xiàn)在進(jìn)行時(shí)、一般過(guò)去時(shí)，所以這個(gè)時(shí)態(tài)對(duì)于學(xué)生來(lái)說(shuō)并不是很難的。讓學(xué)生在一個(gè)輕松快樂(lè)的環(huán)境中很好的掌握好此時(shí)態(tài)是我的目標(biāo)。所以我針對(duì)教學(xué)內(nèi)容(動(dòng)名詞變化規(guī)律、時(shí)態(tài)里面的主謂一致、時(shí)態(tài)的三種句式即肯定，否定和一般疑

3、問(wèn)句、特殊疑問(wèn)句)，設(shè)計(jì)了一系列的活動(dòng)，讓整個(gè)教學(xué)內(nèi)容很好的貫穿于一個(gè)個(gè)活動(dòng)中。為了節(jié)約時(shí)間和吸引學(xué)生注意力，我用了和過(guò)去進(jìn)行時(shí)態(tài)的動(dòng)畫導(dǎo)入，并且在教學(xué)過(guò)程中很好的結(jié)合了課件教學(xué)。三、教學(xué)目標(biāo)本課為語(yǔ)法課型，主要介紹過(guò)去進(jìn)行時(shí)的相關(guān)用法。通過(guò)課堂的一系列活動(dòng)，讓學(xué)生們積極踴躍的參與，口頭和書面的練習(xí)該掌握的語(yǔ)法知識(shí)是本課目的。培養(yǎng)學(xué)生的獨(dú)立思考能力、快速反應(yīng)能力和團(tuán)隊(duì)合作意識(shí)也是一個(gè)重要方面。四、教學(xué)策略環(huán)環(huán)相扣，設(shè)計(jì)緊湊。先利用動(dòng)畫和錄音引起興趣，然后模仿回答動(dòng)畫中的句子，通過(guò)觀察句子的相似性，讓學(xué)生得知了過(guò)去進(jìn)行時(shí)態(tài)的基本形式。隨后講解過(guò)去進(jìn)行時(shí)態(tài)的意義所在。緊接著設(shè)計(jì)一系列的課堂活動(dòng)讓學(xué)

4、生掌握動(dòng)名詞變化規(guī)律、時(shí)態(tài)里面的主謂一致、時(shí)態(tài)的三種句式即肯定，否定和一般疑問(wèn)句、如何變特殊疑問(wèn)句。采用多媒體教學(xué)，用一些與學(xué)生日常生活有關(guān)的句子，引起學(xué)生聽說(shuō)寫的興趣，減少陌生感。課前需要準(zhǔn)備單詞卡片及句子卡片。五、教學(xué)過(guò)程1. 導(dǎo)入1)用多媒體展示一段有著What were you doing? 和 I was doing等不同句式的卡通動(dòng)畫引出今天的主題過(guò)去進(jìn)行時(shí)態(tài)(was/ were+doing).讓學(xué)生仔細(xì)聽對(duì)話并且用動(dòng)畫中的句子回答我的提問(wèn)，因?yàn)橹耙呀?jīng)學(xué)習(xí)過(guò)了現(xiàn)在進(jìn)行時(shí)態(tài)，所以學(xué)生能比較容易的用正確形式復(fù)述過(guò)去進(jìn)行時(shí)態(tài)的形式。在學(xué)生回答我問(wèn)題的同時(shí)，將下列句子板書在黑板上：He

5、was listening to the radio at 8 oclock yesterday morning.He was reading books at 10 a.m. yesterday.He was doing some washing at 2 p.m. yesterdayHe was watching TV at 8 p.m. yesterday2)讓學(xué)生觀察黑板上的句子，找出相似之處(was doing)，然后介紹這就是今天要學(xué)習(xí)的新時(shí)態(tài)過(guò)去進(jìn)行時(shí)。格式是 was/ were doing sth.2.意義理解通過(guò)觀察此種時(shí)態(tài)的例句，特別是時(shí)間狀語(yǔ)，得出過(guò)去進(jìn)行時(shí)的意義，即表示

6、在過(guò)去的'某一時(shí)間點(diǎn)(比如 at seven oclock yesterday morning)或時(shí)間段(比如 last Sunday morning)里面持續(xù)進(jìn)行的動(dòng)作。3.復(fù)習(xí)動(dòng)名詞變化規(guī)律由于此規(guī)律學(xué)生在之前的現(xiàn)在進(jìn)行時(shí)態(tài)里接觸到過(guò)，在這堂課里是一個(gè)復(fù)習(xí)鞏固的過(guò)程。用游戲的方法使學(xué)生既鞏固了知識(shí)，又增添了競(jìng)爭(zhēng)性，活躍了課堂氣氛。游戲一：看卡片搶答“上吊”游戲準(zhǔn)備約20張卡片，在上面寫上不同的動(dòng)詞(每種規(guī)律都要涉及)，把學(xué)生分成兩大組(男生一組，女生一組)，要求學(xué)生以最快的速度說(shuō)這個(gè)單詞的ing形式是什么，最快最準(zhǔn)的得分，每得一分就要給對(duì)方畫一筆，哪一組先被畫完一個(gè)“上吊”的小人兒

7、就輸?shù)暨@個(gè)比賽。游戲完畢，一起總結(jié)規(guī)律，并在PPT上展示如下的總結(jié)表格，讓學(xué)生更加清楚明白。4. 過(guò)去進(jìn)行時(shí)態(tài)里的主謂一致1)在黑板上板書:Lily was reading a book.Lily and her friends were reading a book.讓學(xué)生注意到was were 所搭配的主語(yǔ)是有區(qū)別的，引導(dǎo)他們說(shuō)出“he/ she/ I was doing sth; they/ you/ we were doing sth.”2)游戲二：拍桌子此游戲就是鍛煉學(xué)生的聽力和反應(yīng)能力，我準(zhǔn)備了十幾個(gè)句子，要求學(xué)生注意這些句子的主謂一致是否正確，如果正確則很快的拍一下桌子，如果是錯(cuò)

8、誤的句子就不做任何動(dòng)作，坐著不動(dòng)拍錯(cuò)和拍得最慢的被淘汰起立。最后剩下的幾名學(xué)生就為勝利者，獲得加分的獎(jiǎng)勵(lì)。句子如下：a. &nnbsp; He was playing basketball yesterday afternoon.b. They was swimming in the lake.c. Your father was repairing the car.d. My mother and I were reading books.e. My friends was watching the match on TV.f. The children was leaning En

9、glish.g. All of them was playing table tennis.h. My homeroom teacher was sitting in the office.i. I am looking at the picture .j. Neither Lily nor her parents were listening to the radio.5.過(guò)去進(jìn)行時(shí)態(tài)的肯定式、否定式和一般疑問(wèn)句形式1)在PPT上顯示如下，He was watching TV at 8:00 p.m. yesterday. (negative sentence)He didnt watch

10、TV at 8:00 p.m. yesterday.He was not watching TV at 8:00 p.m. yesterday.He was not watch TV at 8:00 p.m. yesterday.讓學(xué)生做出判斷，得出sentence 是正確答案。然后讓學(xué)生回答出它的一般疑問(wèn)句形式：Was he watching TV at 8:00 p.m. yesterday?從而得出過(guò)去進(jìn)行時(shí)態(tài)的三種形式：即否定式是在 be動(dòng)詞后面加not; 一般疑問(wèn)句是把be動(dòng)詞提前放在句首。(顯示在PPT上)2)口頭及書面練習(xí)三種形式(PPT):1.you / play / card

11、sYou were playing cards.You were not playing cards.Were you playing cards?2.Alice / walk / around the lakeAlice was walking around the lake.Alice was not walking around the lake.Was Alice walking around the lake?3. they / read / a book about CanadaThey were reading a book about Canada.They were not

12、reading a book about Canada.Were they reading a book about Canada?3)游戲三：你做我猜準(zhǔn)備10個(gè)卡片，每張卡片上寫上“I was doing sth.”即每個(gè)卡片上有一個(gè)動(dòng)作，比如打掃教室，騎自行車，做飯等等。讓一個(gè)學(xué)生在前面來(lái)抽簽然后做動(dòng)作(不能出聲)，其他學(xué)生猜測(cè)，并且要問(wèn)“Were you doing ?”如果正確，則做動(dòng)作者要回答：“yes, I was doing ”; 如果錯(cuò)誤，則回答：“no, I was not doing ”回答正確的學(xué)生有加分以及進(jìn)行下一個(gè)動(dòng)作表演的獎(jiǎng)勵(lì)。通過(guò)此游戲一方面可以使學(xué)生們更熟練的運(yùn)

13、用過(guò)去進(jìn)行時(shí)的三種形式，另一方面也可以激發(fā)學(xué)生學(xué)習(xí)和思考的興趣，讓課堂氣氛在學(xué)生們有趣、逼真的動(dòng)作表演中達(dá)到高潮?？ㄆ系木渥诱故救缦拢篒 was cycling.I was cleaning the classroom.I was talking to the teacher.I was cooking.I was swimming.I was listening to music.I was planting a tree.I was doing my homework.I was dancing.I was reading a newspaper.6.過(guò)去進(jìn)行時(shí)態(tài)的特殊疑問(wèn)句1) 在黑板

14、上對(duì)所寫的句子分部分提問(wèn)，讓學(xué)生舉出更多的特殊疑問(wèn)詞，如when, where, which ,what time, how often, how many times, how long etc.2)在黑板上演示如何對(duì)句子提問(wèn)：I was listening to radio at 8 o clock yesterday morning.首先找出疑問(wèn)詞，因?yàn)槭菚r(shí)間所以用 when ;隨后緊跟一個(gè)一般疑問(wèn)句格式(即提前be動(dòng)詞);然后去掉畫線部分，加上問(wèn)號(hào)。Step one: WhenStep two: When were you listening to radio at 8 o clock

15、 yesterday morning.Step three: When were you listening to radio?隨后針對(duì)不同部分進(jìn)行提問(wèn)練習(xí)。3) 讓學(xué)生做書面練習(xí)并核對(duì)答案，答案如下：1. Where was Henry living last year?2. When was Anita working at a restaurant?3. Who was Ricky waiting for?4. What was Sarah doing?5. How many people was Joe speaking to?6. When were Susan and her family having dinner?7. Why was Bob walking home?8. Who was driving home at half past seven?9. Where were the children playing?10. What was Claire doing?7 總結(jié)和家庭作業(yè)用過(guò)去進(jìn)行時(shí)態(tài)造十個(gè)句子，注意要用不同的主語(yǔ)和謂語(yǔ)。六、課后反思教學(xué)成功之處是引導(dǎo)學(xué)生一步接一步從淺到深，按預(yù)想教學(xué)內(nèi)容理解并能運(yùn)用了過(guò)去進(jìn)行時(shí)態(tài)。引入部分和環(huán)環(huán)相扣的游戲環(huán)節(jié)讓學(xué)生在短時(shí)間里產(chǎn)生了學(xué)習(xí)的積極性和求知欲。整個(gè)課堂氣氛輕松