《語(yǔ)法》說(shuō)課稿范文五篇

　　篇一：語(yǔ)法說(shuō)課稿

　　教學(xué)目標: 1.了解感知動(dòng)詞過(guò)去分詞做賓語(yǔ)補足語(yǔ)。

　　2.記憶能在其后加賓補的常用動(dòng)詞。

　　3.學(xué)會(huì )使用過(guò)去分詞做賓補。

　　學(xué)習重點(diǎn)：過(guò)去分詞做賓補的使用。

　　考綱規定：過(guò)去分詞做賓補是高考必考的內容之一。出現的形式主要以單項選擇題為主，在閱讀，完型等題目當中也有所體現。

　　學(xué)習內容;能夠接過(guò)去分詞作賓補的三類(lèi)動(dòng)詞：

　　1. 表示感覺(jué)或心理狀態(tài)的動(dòng)詞。如：see, watch, observe, look at, hear, listen to, feel, notice, think等。

　　2. 表示“致使，使役”意義的動(dòng)詞。如：have, make, get, keep, leave等。

　　3. 表示“希望”、“要求”意義的動(dòng)詞。如：like, order, want, wish, expect等后用 “vt + ( to be )+pp”。

　　4，做各種形式的習題讓學(xué)生了解并使用這一語(yǔ)法現象。

　　語(yǔ)法分析：這一語(yǔ)法現象并不是很難，但是很常用，無(wú)論在日常的閱讀過(guò)程中，還是在將來(lái)高考的時(shí)候都可以見(jiàn)到，所以不可不學(xué)，但也不必死學(xué)，畢竟重點(diǎn)和難點(diǎn)是練習使用這種語(yǔ)法。所以出題時(shí)，既要有代表性，又要前連后銜，觸類(lèi)旁通，舉一反三。

　　學(xué)情分析：高二的學(xué)生已經(jīng)具備一定自主學(xué)習能力，所以在教學(xué)設計時(shí)，要考慮充分發(fā)揮他們的主觀(guān)能動(dòng)性，讓他們做學(xué)習的主人，老師只是給予適當的點(diǎn)撥和糾正，就可以順利完成學(xué)習任務(wù)。

　　學(xué)習方法：自主學(xué)習，合作探究。

　　輔助教具：多媒體

　　教學(xué)設計理念：呈現，練習，成果。（3p）

　　教學(xué)過(guò)程：1. 導入。呈現課文中出現的過(guò)去分詞作賓補的句子，讓學(xué)生找出這幾個(gè)句子的共同點(diǎn)，并歸納語(yǔ)法現象。

　　2. 過(guò)去分詞作賓補表示的意義。組織學(xué)生們自己讀，自己記，同桌間互相檢查，老師抽查。

　　3.習題練習：1）用所給單詞的正確形式填空。學(xué)生兩人一組合作完成，各小組派一人起來(lái)說(shuō)出答案。

　　2）單項選擇題，共10個(gè)題。學(xué)生四人一組，合作討論，探究結果，展示匯報，學(xué)生評判，陳述理由。

　　3）高考鏈接。選擇2-4個(gè)比較簡(jiǎn)單的高考真題讓學(xué)生試做，初步感受高考出題思路。

　　4）處理學(xué)案上的習題，加深過(guò)去分詞做賓語(yǔ)補足語(yǔ)的理解和應用。

　　4. 作業(yè)。筆頭總結過(guò)去分詞做賓語(yǔ)補足語(yǔ)的意義，并做相關(guān)練習。

　　篇二：《語(yǔ)法》說(shuō)課稿

　　1．課程定位與目標

　　1.1課程定位與作用

　　課程的定位 ：英語(yǔ)語(yǔ)法課程是商務(wù)英語(yǔ)專(zhuān)業(yè)的專(zhuān)業(yè)基礎課

　　課程的作用：英語(yǔ)語(yǔ)法是高職高專(zhuān)英語(yǔ)專(zhuān)業(yè)低年級學(xué)生必修的一門(mén)基礎課程。英語(yǔ)語(yǔ)法研究英語(yǔ)語(yǔ)言的內部規律，揭示英語(yǔ)語(yǔ)言的本質(zhì)，總結英語(yǔ)語(yǔ)言的規律。本課程旨在系統地教授英語(yǔ)語(yǔ)法的基本理論和基礎知識，使得學(xué)生能夠準確理解、規范運用英語(yǔ)語(yǔ)言，為高年級進(jìn)一步學(xué)習英語(yǔ)打下堅實(shí)的語(yǔ)言基礎。

　　與其他課程的關(guān)系：前導課程

　　1.2 課程目標

　　知識目標：學(xué)生能夠掌握英語(yǔ)句子結構、名詞、冠詞等詞類(lèi)及其用法，并且能夠掌握英語(yǔ)復合句的分類(lèi)和用法。

　　能力目標：本課程的教學(xué)目的主要是通過(guò)傳授完整的英語(yǔ)語(yǔ)法知識，使學(xué)生學(xué)會(huì )運用語(yǔ)法規則指導語(yǔ)言實(shí)踐，提高實(shí)際運用英語(yǔ)的能力。經(jīng)過(guò)本課程的學(xué)習，學(xué)生將對英語(yǔ)語(yǔ)法的基本結構與規律有一個(gè)明確、完整的概念，能較熟練地運用這些語(yǔ)法的基本規則分析、解釋各種語(yǔ)法現象，并加以運用。除了介紹英語(yǔ)語(yǔ)法的基本規律外，本課程還強調理論聯(lián)系實(shí)際，配合足夠的口筆頭練習，加強語(yǔ)言的基本功訓練。為學(xué)生進(jìn)一步提高英語(yǔ)交際能力以及通過(guò)英語(yǔ)應用能力A、B級考試和大學(xué)英語(yǔ)四級考試打下良好的基礎。

　　素質(zhì)目標：專(zhuān)業(yè)技能是學(xué)生在英文知識學(xué)習的過(guò)程中掌握所學(xué)知識，并且把所學(xué)的知識應用于英語(yǔ)實(shí)踐的能力，英語(yǔ)語(yǔ)法的.具體目標包括：（1）閱讀能力

　�。�2）寫(xiě)作能力（3）翻譯能力。

　　2． 課程設計理念與思路

　　2.1 課程設計理念

　　《英語(yǔ)語(yǔ)法》是英語(yǔ)專(zhuān)業(yè)的基礎課程，主要是向學(xué)生系統地傳授英語(yǔ)語(yǔ)法的基本理論和基礎知識，并為他們順利地通過(guò)英語(yǔ)應用能力A、B級考試和大學(xué)英語(yǔ)四級考試做好充分的準備。在課程設計中應該始終貫徹以學(xué)生為中心，教師為主導的教學(xué)方法，以“應用為目的，實(shí)用為主，夠用為度”的原則作為教學(xué)中的任務(wù)驅動(dòng)。因此，以項目為導向將課程內容分為詞法和句法兩大模塊。

　　2.2 課程設計思路

　　英語(yǔ)語(yǔ)法課程根據教學(xué)任務(wù)按照模塊教學(xué)進(jìn)行設計，名詞、分為詞法、句法兩大部分。詞法模塊包涵名詞、動(dòng)詞、代詞、形容詞、副詞等，句法包括英語(yǔ)句子的構成、分類(lèi)、名詞性從句、定語(yǔ)從句、狀語(yǔ)從句等。

　　3. 學(xué)生基礎和智能特點(diǎn)分析

　　該門(mén)課程的學(xué)生為商務(wù)英語(yǔ)專(zhuān)業(yè)學(xué)生，英語(yǔ)基礎較之非英語(yǔ)專(zhuān)業(yè)的學(xué)生，英語(yǔ)基礎相對較好，但學(xué)生們的自主學(xué)習能力還是較弱同時(shí)仍有部分學(xué)生基礎較薄弱。學(xué)生專(zhuān)業(yè)上掌握了英語(yǔ)語(yǔ)法的基本結構，但是輸入的是英文，輸出語(yǔ)言多為中文，故部分學(xué)生沒(méi)有很好的學(xué)以致用。男女比例失衡，不利于課堂分組討論。大多數的學(xué)生在學(xué)習習慣和學(xué)習方法上需要教師的督促和指導。如果對這部分學(xué)生能夠采取比較有效的教學(xué)方法和手段，給予足夠的表?yè)P與鼓勵，不僅可以保證課堂的教學(xué)秩序也可以產(chǎn)生比較不錯的教學(xué)效果。英語(yǔ)學(xué)習基礎較差的學(xué)生雖然占有比較小的比例但對于這部分學(xué)生也不能放棄，應該根據他們所能接受的知識量和知識層次為其設定短期且易實(shí)現的目標。

　　4. 課程內容與教學(xué)要求

　　設計的整體思路：《英語(yǔ)語(yǔ)法》是商務(wù)英語(yǔ)專(zhuān)業(yè)的基礎課程，主要是向學(xué)生系統地傳授英語(yǔ)語(yǔ)法的基本理論和基礎知識，并為他們順利地通過(guò)英語(yǔ)應用能力

　　A、B級考試和大學(xué)英語(yǔ)四級考試做好充分的準備。因此，以項目為導向將課程內容分為詞法和句法兩大模塊。詞法部分包括名詞、代詞、冠詞、形容詞、副詞、動(dòng)詞等。句法包括橘子的時(shí)態(tài)、語(yǔ)態(tài)、語(yǔ)氣、強調句型、倒裝句型等。

　　5.教學(xué)模式及教學(xué)方法

　　“以培養應用型人才、滿(mǎn)足社會(huì )需求”作為高職高專(zhuān)人才的培養目標,必然要求相應的以能力和素質(zhì)培養為核心的教學(xué)方法,所以?xún)?yōu)化教學(xué)方法一直是我院公共英語(yǔ)教學(xué)改革的重中之重。根據我校學(xué)生實(shí)際情況，該課程的課堂教學(xué)將逐漸由教師為主過(guò)渡到以學(xué)生為主、教師為主導的教學(xué)模式，注重培養學(xué)生的學(xué)習能力，充分調動(dòng)學(xué)生的積極性，激發(fā)學(xué)生的學(xué)習動(dòng)機，最大限度地讓學(xué)生參與學(xué)習過(guò)程。最終掌握英語(yǔ)語(yǔ)法的基本知識和理論，基本做到會(huì )用所學(xué)知識。

　　6.考核方式及課程的成績(jì)評定

　　為了突出“以學(xué)生為中心”的教學(xué)法,在學(xué)期末考試成績(jì)里可加大平時(shí)成績(jì)所占比例,平時(shí)成績(jì)可以占40%,從而鼓勵學(xué)生在課堂上積極參與語(yǔ)言實(shí)踐活動(dòng)。成績(jì)按百分制計算�；�本知識、應用知識考核（書(shū)面、閉卷）成績(jì)占60％；平時(shí)作業(yè)，出勤、課堂參與、期中考試成績(jì)占40％。

　　7.課程教學(xué)條件

　　7.1教學(xué)硬件環(huán)境

　　教學(xué)設施建設是英語(yǔ)教學(xué)質(zhì)量的物資保證。教學(xué)設施建設的總體要求是確保英語(yǔ)教學(xué)設施的硬件和軟件能滿(mǎn)足教學(xué)需求。

　�。�1）有足夠的與英語(yǔ)學(xué)科相關(guān)的各種圖書(shū)資源，能夠滿(mǎn)足英語(yǔ)的教學(xué)需要，滿(mǎn)足學(xué)生課外學(xué)習英語(yǔ)的需要。

　�。�2）校園網(wǎng)絡(luò )資源、多媒體課件教學(xué)資源能夠滿(mǎn)足正常的教學(xué)要求。

　�。�3）開(kāi)發(fā)校園英語(yǔ)課程資源，建立多方式、多渠道的英語(yǔ)語(yǔ)言實(shí)踐機制，為師生創(chuàng )造英語(yǔ)學(xué)習環(huán)境。

　　7.2 師資力量

　　任課教師基本都具備英語(yǔ)專(zhuān)業(yè)碩士研究生學(xué)歷或者中級以上職稱(chēng)，主修過(guò)英語(yǔ)語(yǔ)法課程或研究方向為相關(guān)內容，教學(xué)能力突出，具備堅實(shí)的英語(yǔ)語(yǔ)法基礎.

　　Chapter 9 Non-finite Verbs

　　--Grammar: The Infinitive

　　By: Li mingsheng

　　Part I My understanding of the lesson and analysis of the students

　　My topic today is the Passive voice. The students have learnt something about the Passive voice in Junior High school, and they often meet the Passive voice in reading materials, so I think the grammar is not strange to them.

　　As we know, the Passive voice is one of the most important grammars, and it is also one of the most difficult grammars. To help the students grasp the infinitive, I should make the students interested in the class first.

　　It is requested in the New Standard English that we should improve the students’ integrating skills of listening, speaking, reading and writing, so I set some activities to develop the students’ integrating skills and the ability of imagination and creativity. According to these, I set my teaching aims as follows:

　　Teaching aims:

　　Knowledge goals: (1)The structure of passive voice in different tenses

　　(2) Learn to change active voice into passive voice

　　Moral goals: Encourage Ss to Learn to be active in our lives.

　　Important points: 1. Work together to sum up the grammatical rules of the Passive voice

　　2. Encourage students to think in the English way

　　Difficult points: The definition of different forms of the Passive voice and how to use them Teaching Aids: pictures; tape-recorder; multi-media

　　Part II My teaching theories and methods to deal with the lesson

　　1.Teaching theories:

　　Learner’s learning activities should center on their cooperation and team work, while T works as a well-trained guide.

　　2. Teaching methods:

　　(1) Task-based teaching method

　　(2) Activity-based teaching method

　　(3) Aural-oral method with the help of the computer

　　(4) Pair work or individual work method

　　Part III Teaching procedures

　　Step 1 Greetings and lead-in

　　Activities: Present some sentences on the screen, and ask the students to read and discuss them in groups

　　1. Cars are regularly stolen in this area.

　　2. The report was submitted last Monday.

　　3. The book is being written now.

　　4. The building were being renovate when I was there last.

　　5. I have been offered a new position.

　　6. The hotel had been booked before.

　　7. She will be given the money.

　　Step2 Presentation and discussion

　　Task 1: Presentation (Group work)

　　篇三：語(yǔ)法說(shuō)課稿

　　Good morning/afternoon, everyone. Today I am pleased to be here and have an opportunity to share some of my teaching ideas with you. My topic is the __________ taken from Unit 1, Grammar, Module 1. My presentation will include 5 parts . They are Analysis of Ss and teaching material, teaching objectives, teaching important and difficult points, teaching methods and teaching procedures.

　　Now Let’s come to Part 1: Analysis of teaching material

　　The lesson focuses on the grammar______________, which plays an important role in understanding the long sentences in a texts and developing their writing ability. Ss have already gained some knowledge of it while they were in middle school. So Ss are not only demanded to learn the definition and the usages of _________, but also to use

　　Part 2: teaching objectives

　　According to the …

　　To help students review some useful words in the text, master the usage of ________ and identify the differences between _________ and ________.

　　Part 3: teaching important and difficult points

　　The important and difficult points are: to master the usage of _______ and apply _________ into their writing.

　　Part 4: teaching methods

　　Part 5: teaching procedures

　　Step 1: free talk 3mins

　　Have Ss do a presentation or sing a song

　　Purpose: to attract Ss attention and activate the atmosphere

　　Step 2: lead in 6mins

　　Have Ss look at the sentences on screen, discuss in pairs to find out the similarities of the sentences. I will offer my guidance when is needed. Then generalize the structure of those sentences. Here, I will write __________ and its structure/ form on the blackboard.

　　Purpose: to pave inspire their previous knowledge of _________ and pave the way for the following learning

　　Step 3: presentation 12-14mins

　　Have Ss read the sentences on page___ and I will lead Ss to analyze the sentences one by one. Explain the tips on the left/ right to Ss.

　　After that, I will have Ss do a competition. Let students find out the sentences like

　　this in the text in pairs, who get the most sentences is the winner.

　　Purpose: By competition, Ss can arouse Ss’ initiative and cooperative consciousness to master the usage of ________.

　　Step 4: practice 16-18mins will remind Ss of the confusing points and easily wrong points. Check the sentences they made.

　　Afterwards, have Ss finish the exercises on page ________ individually. Check the answers with the Ss and tell them what kind of exercises is prone to test in an examination.

　　Finally, Show some exercises which had appeared in the university entrance examination before on screen. Analyze the exercises with the Ss.

　　Purpose: to better understand the usage of ________ by doing different designated exercises.

　　Step 5: Summary 3mins

　　Have Ss make a summary of the usages of __________. I will offer my help when they have difficulties in telling out the language points.

　　Purpose: to consolidate Ss knowledge and develop their ability of making conclusions

　　Step 6: Homework 1min

　　篇四：語(yǔ)法說(shuō)課稿

　　Good morning，my dear judges：（鞠躬）

　�。ń榻B） I’m number ____.It’s my great honor to be here to present my lesson.Today my topic is Unit 1 Do you want to watch a game show?(上講臺板書(shū))from Book 2.What I will teach is Section A from grammar focus to 3c.Ｉ will talk about it from 6 parts

　�。ㄕf(shuō)教材）firstly,I will talk about the analysis of teaching material. The topic is entertainment. It is related to ss’daily life.So it is easy to arouse ss’interest.In this period, ss will do some listening and speaking practice about the topic.At the same time, ss will have the chance to improve their abilities of reading and writing.

　�。�目標）Next, I will talk about teaching aims:

　　As for the knowledge aims: ss need to master the new words：such as________，the phrases____ (and the structures_______)(邊寫(xiě)邊說(shuō)).

　　And for the ability aims: In this period, ss will be able to make their original sentences and use the target language in real situation.It can develop ss’ability of listening and speaking.

　　Moral aims: ss can develop the spirt of cooperation through team work and take an interest in English learning.Ss can share their favorite TV shows with their friends.

　�。ㄖ仉y點(diǎn)）The key and difficult points are some phrases and words,like ____ and the structure:____________

　　(說(shuō)學(xué)生) Ss of grade 7 have learned English for several years. They are curious and active .They enjoy taking part in all kinds of class activities.So I will design different activities in our class.

　�。ㄕf(shuō)教法）During the class, I would like to adopt 2 teaching methods, named task-based teaching method, communicative method and micro-class.I will design - 1 -

　　pair work , group work and individual work to improve ss’ ability of cooperating as well as self-studying.

　�。ㄕf(shuō)學(xué)法） In order to learn it well ,ss can use listening – speaking method and study in pairs .These methods can improve ss’language skills and give them more chances to practice .That is “l(fā)earning by doing , learning by using”. （說(shuō)教學(xué)過(guò)程 ）Now,I will talk about the most important part – teaching procedures.

　　Step 1: lead–in

　　Before class, I will have a free talk with ss about:What kind of TV show do you like? And what do you think of the TV shows?

　　Step 2: Presentation

　　In this period, I will use the micro-class to teach ss the grammar”to do”. Then, the ss need to underline the structure “to do” in grammar focus. And then, ss read the sentences together in grammar focus.After this, ss need to make their own sentences according to grammar focus.

　　A: What do you think of___________?

　　B: I ___________________ them.

　　A: Why do you ___________?

　　B; Because___________________.

　　Step 3: pair work(3a)

　　Ss need to complete the conversation by themselves.And then practice with their partner.We will choose the best 3 to show in front of the whole class. Step 4: Group work(1b)

　　I will divide the ss into groups of 4. Ss work in groups and interview each other the following question:_______One student needs to write down their answers and report to the class.The best group will get a gift.

　　Step 5:Survey(3c)

　　After the group work, I need ss to do a survey about the question in 3c and complete the report.And this is a competition.Ss need to complete it asap. Step 6:Summary

　　For the summary, SS will discuss in group.And then, I will invite two ss to write down what they have learnt on the blackboard.

　　Step 9: Homework

　　Ss can choose their homework in homework supermarket.So I give two levels of homework:

　　No.1 is Perfect your own conversation in 3a.

　　No.2 is a survey, interview your friends about the TV shows and write a report. Step 10: Blackboard design

　　This is my blackboard design.

　　That’s all.Thank you.

　　(That’s all for my presentation.Thank you for listening.) - 3 -

　　篇五：語(yǔ)法課說(shuō)課稿

　　Good morning, honorable judges. I’m xx, No.1. It’s my great honor to be here sharing my lesson with you.

　　I’m going to talk about my design of the grammar lesson. It is taken from Book1, Unit3 for Junior Two students. The topic is “I’m more outgoing than my sister”.

　　I am talking from the following aspects.

　　Firstly, let me introduce the teaching and learning objectives. This is a grammar lesson. After the lesson, my students will be able to know how to make the comparative form of some adjectives or adverbs .In addition; they will be able to use comparative degree to describe the things around. And also, learning how to praise others with the comparative degree can train my students to adopt good habits in life and this is one of the important tasks of the new curriculum.

　　Secondly, I want to tell something about the focal and difficult points. Although students have the basic abilities of listening, speaking, reading and writing, they still need some opportunities to practice the change regulation of words, to learn comparative degree to describe things, feelings and experience. As the junior students, they are supposed to understand how to use the comparative degree in daily life.

　　Thirdly, I’d like to talk about the teaching and learning methods. According to the analysis above, I’ll try to use the PPP model to help my students learn and understand this grammar, which is presentation,

　　practice, and production. In this lesson, I’ll guide my students to learn to use the comparatives. And learning method is self-dependent and cooperative learning.

　　The fourth part is the teaching procedures. I’ll divide the lesson into 5 parts. They are presentation &practice of adding er; presentation &practice about changing y into i then adding er; mechanical practice of part 1&2, leading more, next part is mechanical exercise about more, and Semi controlling compositive practice; the final part is production. Then I’ll talk about the first step. The first step is to lead in comparative and teach them the

　　comparative which needs add er. At the beginning of the class, I’ll draw two straight lines on the blackboard to lead in longer. Then I will give more examples by showing pictures on PPT .After that, I will ask my students to look at the PPT and observe the change regulation with the color tip. Let students try to conclude the rule first. Then show rule one on the PPT. The purpose of doing this is to attract the Ss’ attention and lead in the comparative and make Ss get a general understanding of it.

　　The second part is to introduce the presentation of the rule which change y into-ier. In this part, I show some vivid pictures to draw students’ attention. I will lead in some adjectives and adverbs, and give them those words’ comparative form in sentences. At the end of this part, I will join those sentences together showing on PPT and the comparative

　　form in those sentences emerged in red. The purpose of doing this is to let students pay attention to the changing place, and they can easily find the regulation. Then the practice of this part is filling the blank. In order to cause the Ss’ attention and let the Ss be able to use this rule, I will give 5 fill-in questions using the adjectives and adverbs are given to change into their comparative form.

　　And then, I will give more exercise to consolidate the knowledge they have learned: add er to the adjectives/adverbs to make their comparative form, the other is change y into -ier to make their comparative form.

　　Group work is my first choice to let Ss learn to use the change regulation of comparative (+er, y-ier), and make it clear to distinguish the two kinds of words. So I will ask them to fill the proper words into the table (see table one) in group activity.

　　Next，I will give my students six sentences to practice, they are supposed to answer the questions during one game(see table two). To do this is to raise my students’ interests in participating in the lesson and enable them to get more familiar with the knowledge they just learned. After doing this, I will show two pictures to my students and ask them to describe the pictures with the information already given; So I can check whether my students have master what they have learned or not and prepare for their production.

　　The last step is to introduce my production part. I will divide this part into two steps. First I will ask my students to choose one student “who do you like best in our class and compare him or her with yourselves and then give reasons”. This is to enable my students learn how to use the knowledge they learned to praise others and improve themselves. The second step is to ask my students to find an ideal friend for themselves so their oral English get practiced and they will know how to use the comparative degree to express themselves.

　　Next I will assign the homework to Ss, let them write about their ideal friends.

　　Finally I will talk about my blackboard design (see table three). In my opinion, the blackboard design can reflect the teacher’s ability of mastering the lesson and showing the most important information of the class.

　　So, when students are reading, I will write down the three regulation of comparative degree so that the students will keep them in mind.

　　That is all for my presentation, and your advice is most valuable to me.

　　Thank you!

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