高中語法說課稿好像對很多學生來說都挺難的吧！下面是小編整理的高中語法說課稿，歡迎大家閱讀！
篇一：高中語法說課稿
教學目標: 1.瞭解感知動詞過去分詞做賓語補足語。
2.記憶能在其後加賓補的常用動詞。
3.學會使用過去分詞做賓補。
學習重點：過去分詞做賓補的使用。
考綱規定：過去分詞做賓補是大學聯考必考的內容之一。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。
學習內容;能夠接過去分詞作賓補的三類動詞：
1. 表示感覺或心理狀態的動詞。如：see, watch, observe, look at, hear, listen to, feel, notice, think等。
2. 表示“致使，使役”意義的動詞。如：have, make, get, keep, leave等。
3. 表示“希望”、“要求”意義的動詞。如：like, order, want, wish, expect等後用 “vt + ( to be )+pp”。
4，做各種形式的習題讓學生了解並使用這一語法現象。
語法分析：這一語法現象並不是很難，但是很常用，無論在日常的閱讀過程中，還是在將來大學聯考的時候都可以見到，所以不可不學，但也不必死學，畢竟重點和難點是練習使用這種語法。所以出題時，既要有代表性，又要前連後銜，觸類旁通，舉一反三。
學情分析：高二的學生已經具備一定自主學習能力，所以在教學設計時，要考慮充分發揮他們的主觀能動性，讓他們做學習的主人，老師只是給予適當的點撥和糾正，就可以順利完成學習任務。
學習方法：自主學習，合作探究。
輔助教具：多媒體
教學設計理念：呈現，練習，成果。（3p）
教學過程：1. 匯入。呈現課文中出現的過去分詞作賓補的句子，讓學生找出這幾個句子的共同點，並歸納語法現象。
2. 過去分詞作賓補表示的意義。組織學生們自己讀，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。學生兩人一組合作完成，各小組派一人起來說出答案。
2）單項選擇題，共10個題。學生四人一組，合作討論，探究結果，展示彙報，學生評判，陳述理由。
3）大學聯考連結。選擇2-4個比較簡單的大學聯考真題讓學生試做，初步感受大學聯考出題思路。
4）處理學案上的習題，加深過去分詞做賓語補足語的`理解和應用。
4. 作業。筆頭總結過去分詞做賓語補足語的意義，並做相關練習。
篇二：《語法》說課稿
《英語語法》
----- 李明生
1．課程定位與目標
1.1課程定位與作用
課程的定位 ：英語語法課程是商務英語專業的專業基礎課
課程的作用：英語語法是高職高專英語專業低年級學生必修的一門基礎課程。英語語法研究英語語言的內部規律，揭示英語語言的本質，總結英語語言的規律。本課程旨在系統地教授英語語法的基本理論和基礎知識，使得學生能夠準確理解、規範運用英語語言，為高年級進一步學習英語打下堅實的語言基礎。
與其他課程的關係：前導課程
1.2 課程目標
知識目標：學生能夠掌握英語句子結構、名詞、冠詞等詞類及其用法，並且能夠掌握英語複合句的分類和用法。
能力目標：本課程的教學目的主要是通過傳授完整的英語語法知識，使學生學會運用語法規則指導語言實踐，提高實際運用英語的能力。經過本課程的學習，學生將對英語語法的基本結構與規律有一個明確、完整的概念，能較熟練地運用這些語法的基本規則分析、解釋各種語法現象，並加以運用。除了介紹英語語法的基本規律外，本課程還強調理論聯絡實際，配合足夠的口筆頭練習，加強語言的基本功訓練。為學生進一步提高英語交際能力以及通過英語應用能力A、B級考試和大學英語四級考試打下良好的基礎。
素質目標：專業技能是學生在英文知識學習的過程中掌握所學知識，並且把所學的知識應用於英語實踐的能力，英語語法的具體目標包括：（1）閱讀能力
（2）寫作能力（3）翻譯能力。
2． 課程設計理念與思路
2.1 課程設計理念
《英語語法》是英語專業的基礎課程，主要是向學生系統地傳授英語語法的基本理論和基礎知識，併為他們順利地通過英語應用能力A、B級考試和大學英語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生為中心，教師為主導的教學方法，以“應用為目的，實用為主，夠用為度”的原則作為教學中的任務驅動。因此，以專案為導向將課程內容分為詞法和句法兩大模組。
2.2 課程設計思路
英語語法課程根據教學任務按照模組教學進行設計，名詞、分為詞法、句法兩大部分。詞法模組包涵名詞、動詞、代詞、形容詞、副詞等，句法包括英語句子的構成、分類、名詞性從句、定語從句、狀語從句等。
3. 學生基礎和智慧特點分析
該門課程的學生為商務英語專業學生，英語基礎較之非英語專業的學生，英語基礎相對較好，但學生們的自主學習能力還是較弱同時仍有部分學生基礎較薄弱。學生專業上掌握了英語語法的基本結構，但是輸入的是英文，輸出語言多為中文，故部分學生沒有很好的學以致用。男女比例失衡，不利於課堂分組討論。大多數的學生在學習習慣和學習方法上需要教師的督促和指導。如果對這部分學生能夠採取比較有效的教學方法和手段，給予足夠的表揚與鼓勵，不僅可以保證課堂的教學秩序也可以產生比較不錯的教學效果。英語學習基礎較差的學生雖然佔有比較小的比例但對於這部分學生也不能放棄，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現的目標。
4. 課程內容與教學要求
設計的整體思路：《英語語法》是商務英語專業的基礎課程，主要是向學生系統地傳授英語語法的基本理論和基礎知識，併為他們順利地通過英語應用能力
A、B級考試和大學英語四級考試做好充分的準備。因此，以專案為導向將課程內容分為詞法和句法兩大模組。詞法部分包括名詞、代詞、冠詞、形容詞、副詞、動詞等。句法包括橘子的時態、語態、語氣、強調句型、倒裝句型等。
5.教學模式及教學方法
“以培養應用型人才、滿足社會需求”作為高職高專人才的培養目標,必然要求相應的以能力和素質培養為核心的教學方法,所以優化教學方法一直是我院公共英語教學改革的重中之重。根據我校學生實際情況，該課程的課堂教學將逐漸由教師為主過渡到以學生為主、教師為主導的教學模式，注重培養學生的學習能力，充分調動學生的積極性，激發學生的學習動機，最大限度地讓學生參與學習過程。最終掌握英語語法的基本知識和理論，基本做到會用所學知識。
6.考核方式及課程的成績評定
為了突出“以學生為中心”的教學法,在學期末考試成績裡可加大平時成績所佔比例,平時成績可以佔40%,從而鼓勵學生在課堂上積極參與語言實踐活動。成績按百分制計算。基本知識、應用知識考核（書面、閉卷）成績佔60％；平時作業，出勤、課堂參與、期會考試成績佔40％。
7.課程教學條件
7.1教學硬體環境
教學設施建設是英語教學質量的物資保證。教學設施建設的總體要求是確保英語教學設施的硬體和軟體能滿足教學需求。
（1）有足夠的與英語學科相關的各種圖書資源，能夠滿足英語的教學需要，滿足學生課外學習英語的需要。
（2）校園網路資源、多媒體課件教學資源能夠滿足正常的教學要求。
（3）開發校園英語課程資源，建立多方式、多渠道的英語語言實踐機制，為師生創造英語學習環境。
7.2 師資力量
任課教師基本都具備英語專業碩士研究生學歷或者中級以上職稱，主修過英語語法課程或研究方向為相關內容，教學能力突出，具備堅實的英語語法基礎.
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
hing 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：語法說課稿
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：語法說課稿
Good morning，my dear judges：（鞠躬）
（介紹） I’m number ____’s my great honor to be here to present my y my topic is Unit 1 Do you want to watch a game show?(上講臺板書)from Book I will teach is Section A from grammar focus to 3c.Ｉ will talk about it from 6 parts
（說教材）firstly,I will talk about the analysis of teaching material. The topic is entertainment. It is related to ss’daily it is easy to arouse ss’ this period, ss will do some listening and speaking practice about the 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_______)(邊寫邊說).
And for the ability aims: In this period, ss will be able to make their original sentences and use the target language in real 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 can share their favorite TV shows with their friends.
（重難點）The key and difficult points are some phrases and words,like ____ and the structure:____________
(說學生) Ss of grade 7 have learned English for several years. They are curious and active enjoy taking part in all kinds of class I will design different activities in our class.
（說教法）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.
（說學法） In order to learn it well ,ss can use listening – speaking method and study in pairs e methods can improve ss’language skills and give them more chances to practice is “learning by doing , learning by using”. （說教學過程 ）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 r 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 then practice with their 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 best group will get a gift.
- 2 -
Step 5:Survey(3c)
After the group work, I need ss to do a survey about the question in 3c and complete the this is a need to complete it asap. Step 6:Summary
For the summary, SS will discuss in 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 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 k you.
(That’s all for my k you for listening.) - 3 -
篇五：語法課說課稿
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 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 r 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!
Table 1:
Table 2:
Table 3;