高中英语语法教案 teaching goals:
1. to enable ss to know about the way to express possibility and improbability.
2. to enable ss to master the usage of “may”, “might ”, and “likely ”.
3. to help ss learn how to use modal verbs “may” and “might to express conjecture. teaching procedures: step 1. revision
check the answers to the vocabulary exercises in the workbook. step 2. function
1. ask ss to do activity 1 on page 54 and call back the answers. then give them the correct answers.
2. ask ss to identify the creatures in the pictures in activity 4 on page 55, by using “may” or “ might ”. arouse their interest in
talking about possibility.
3. ask ss to do activity 2 on page 54 individually. then check their answers. step 3. grammar 1. leading-in
ask ss to work in groups and discuss the question in activity 1 of grammar on page 57. then give them the right answer. 2. explanation
explain how to use modal verbs to talk about something which happened in the past —perhaps.
(1) 对过去的事情进行猜测，但把握较小时，肯定形式一般用 may have done ，否定形式一般用 may not have done 。如： he may have gone back home, because he didn 't say he would
take part in her birthday party. he may not have paid for the bill, because he had lost his job.
(2) 对过去的事情进行猜测，但把握更小时，肯定形式一般用 might have done ，否定形式用 might not have done 。如： they helped send her bat to the hospital; otherwise, she thought, the baby might have died. she might not have left home when i got to school.
(3) 对过去的事情进行猜测，并且可能性较大时，肯定形式一般用 must have done ，否定形式一般用 can' t have done 。如： your score is the highest; you must have studied very hard.
you can ' t have seen her in her office last friday; she 's been out of town for two weeks. 3. practice
ask ss to do activity 2 on page 57. then call back the answers and correct them. 4. supplements
explain how to use modal verbs to talk about something which happened at present — perhaps. 用来表猜测的情态动词有： must, can, may 等，但它们所表示可能性是不同的。
(1) 对现在的事情进行猜测，并且可能性较大时，肯定形式一般用 must 加动词原形，此时， must 不再表示 “必须 ”，而是表示 “肯定 ”； 否定形式一般用 can't加动词原形，此时， can 不再表示 “能够 ”，而 是表示 “肯定不 ??”。如：
i saw him go out just now. he can ' t be in his own room.
it must be linda in the classroom, because she is on duty today. (2) 对现在的事情进行猜测，但把握较小时，肯定形式一般用 may 加动词原形，此时， may 不再表示 “可以”，而是表示 “可能 ”；否定 形式一般用 may not 加动词原形。如： he may tell the truth to his father.
she may not angry because she is good-tempered.
(3) 对现在的事情进行猜测，但把握更小时，肯定形式一般用 might 加动词原形；否定形式一般用 might not 加动词原形。如： she might not be angry because she usually is very patient. he might be at home now, but i ' m not sure.
(4) 情态动词 + 动词现在进行时，表示对现在或将来正在进行的情况 进行推测。如： at this moment, our teacher must be correcting our exam papers.
doctor wang isn ' t here. he might be giving a lecture in the hall. (5) 情态动词 + 动词的现在完成进行时，表示对过去正在发生事情的 推测。如： your mother must have been looking for you.
the light was on the whole night. he may have been doing his homework all the time.
5. consolidation ask ss to translate the following sentences. (1) 他们也许错过了那班飞机。
(2) 快点！他们正在机场等我们。
(3) tom 是个诚实的孩子。他今晚可能会把真相告诉他父亲。 (4) 他五年前来看过我，他也许不费劲就能找到我的住处。 step 4. homework
1. ask ss to review grammar.
2. ask ss to finish grammar exercises in the workbook pages 97~98.
【篇二：高中英语语法教学设计】
高中英语语法教学设计
grammar – the past participle 翔安一中 许彩明 一、教材分析：
本课是结合人教版高中英语教材选修 5 中有关过去分词的语法内容， 进行过去分词的学习，教学中将语法知识的传授和语言基本技能的 学习结合到一起，注重复习语法与语言的运用。采用任务型教学法 和小组合作探究学习法，从而扩大课堂的语言输入量及学生的语言 输出量。
二、学情分析： 在高一英语学习基础上，学生已经掌握基本的语言结构和一定程度 的听说读写能力。在复习的过程中，结合学生原有的知识掌握水平， 巩固基础强化正确使用语法知识，提高学生运用语言的深度和难度 . 但大部分学生的基础知识仍然较为薄弱，运用英语进行交际活动的 能力较差，主动学习的动力不够，然而他们学习比较认真，渴求知 欲旺盛，思维比较活跃。部分学生的基础较好，能主动配合老师。 只有设置使他们感兴趣的活动，因材施教，才能让他们投入到课堂 活动中来。 三、教学目标 :
1. 知识目标 : 引导学生掌握过去分词在真实的生活语境中的使用。培养学生通读， 分析，理解，综合的能力，教会学生体察语境，结合上下文，符和 逻辑推理和合理的想象，结合语法和题干中的语境解决问题。在运 用语言过程中培养学生的观察力、分析力、想象力和自学能力，提 高思维能力和运用英语的综合能力。 2. 能力目标：
利用多媒体手段营造积极和谐教学氛围，使学生进入情景之中，充 分调动学生的思维活动和情感体验，规范学生运用英语知识准确表 达的能力，同时，发展学生综合语言运用的能力，分析问题和解决 问题的能力，培养学生自主学习。 3. 德育目标：
用含过去分词的句子结构表达思想感情。 四、教学重点 :
1. 过去分词的用法 . 2. 过去分词的运用 五、教学难点 :
1. 结合语法知识，以课堂教学为依托，全面训练学生的听、说、读、 写能力，加强和提高运用英语的综合能力。 2. 过去分词在真实的生活语境中的使用。
六、教学策略 : 通过小组讨论、小组竞赛等具体形式，创设有利于高中生自己自我 认识、自我反省、自我调节的情境，利用他们自身较高的自我意识 水平对自己的学习进行调节、监控。因此，本课采用教学方法 ---任 务型教学法。以任务为中心，任务的设计焦点是解决某一具体的贴 近学生生活的问题。教师要从学生 “学”的角度来设计教学活动，使 学生的学习活动具有明确的目标。在的各种 “任务 ”中，学生能够不 断地获得知识并得出结论。
七、学习策略 : 本课将各种活动设计成小组活动并开展小组竞赛和填写课堂自我评 价表等非测试性评价手段，帮助学生养成自主学习与合作学习的能 力，培养创新意识和实践能力，以及具备科学的价值观。
八、教学用具： 多媒体辅助（将本课所需要的图片、文字等制成 ppt 课件） 九、 教学过程：
step 1 greeting step 2 leading-in
1. get students to enjoy a story read by a student. while listening to the story, they should keep the underlined sentences in mind and then teacher will check up how many sentences the students remember.
it was snowing and very cold outside. a little girl was walking in the street, selling matches. she didn ' t wear any shoes
because she . she but nobody bought a single one. she was so cold that she sat in a corner . she lit a match and saw a christmas tree the and she . she lit another one and saw her
grandmother. , her grandmother went away with her .the next day, people 2. brainstorming
what is the past participle? in your opinion, what role does the past participle play in the sentences? 设计说明：
1. 教师首先展示安徒生的《卖火柴的小女孩》图片和文本，然后请 一位学生有感情的朗读，教师通过多媒体呈现图片和学生的朗读， 目的是对学生的视觉和听觉作一个冲撞，吸引学生的注意力，并激 发起好奇心。
2. 利用新颖和形象的图片导入，让学生边听边记，最后考查学生记住 几个过去分词，符合中学生的挑战心理，激发它们的学习热情，从 而引出本节课的话题 --过去分词。再者通过头脑风暴有利于学生参与 教学活动，进行讨论和对话活动，激活学生的知识背景。 step 3 discovering the useful structures
1. find out the past participle, and tell what role the past participle play in the sentences. (1) __________________ 动词 -ed 形式作 * ⋯ there were lots of matches
* ⋯ saw a christmas tree *the candles were burning brightly (2) 动词 -ed 形式作 ___ * she looked very
* ⋯ and she seemed (3) 动词 -ed 形式作 * ⋯ she had her shoes
* ⋯ she wished all her matches ⋯
* ⋯ she sat in a corner with her legs ⋯ * ⋯ people saw the girl ⋯ (4) 过去分词在句中作
*, her grandmother went away with her . 设计说明：
通过叙述式和游戏式，引导学生利用过去分词形式解释所设置的文 本信息，借助小组竞赛，实现生生互动、师生互动，将过去分词形 式用作定语、表语、宾语补足语、状语的各种结构进行归纳。 2. brainstorming
work in pairs to discuss the following questions.
(1) do you have any puzzles in using the past participle? (2) do you know the differences between the past participle and the present participle?
3. work in pairs to tell what the differences between the past participle and the present participle. read and compare
(1)the gentleman called chen kaichi is our intern teacher( 实习 老师).
(2)the people sitting behind the classroom are all english teachers.
过去分词与现在分词作定语的区别 : 过去分词强调动作 ________ 现在分词强调动作 _________ 。
(3) i saw her taken out of the classroom.
(4) i saw her coming into the classroom. 过去分词与现在分词作宾补的区别 : 二者与宾语逻辑上都是主谓关系 但过 去分词强调他们之间的 , 现在分词强调他们之间的
(6) seen from the top of the hill, the city looks more beautiful to us.
(7) seeing from the top of the hill, we find the city very beautiful.
过去分词与现在分词作状语的区别：过去分词主句的主语之间是。 而现在分词与主语的主语之间是。 设计说明：
1 、通过文字所描绘的语境，引导学生在运用中掌握过去分词，并共 同回顾、归纳过去分词的用法，引导学生自己发现问题、分析问题、 解决问题。
2 、通过下列文字所描绘的情境，使学生在形象化、真实化的语境中 明白过去分词和动词 -ing 充当定语、宾补、状语的异同。这项操练 活动大大训练了学生的发散思维，又锻炼了思维能力与快速反应能 力，还加深了对所学语法现象的理解。 step 4 practising
how much do you know about “ the past participle ” ? can you use it correctly? let ' s have a try.
( divide students into four groups and have a competition: each group has two chances to choose the exercise to do .if the answers are correct ,the group will get the points. if the group fail , other groups will have the chance . ) 一 . 完成句子
2. of show about family is more popular. 二．单选题 1. as is known to us all, traveling is , but we often feel ___ when we are back from travels.
a. interesting; tiredb. interested; tiring c. interesting; tiring d. interested; tired 2. he found a magazine __ with the owner ' s name ______ on the desk with the back cover off.
a. marking, lying, torn b. marked, lying, torn
c. marked, laid, tearing d. marking, laying, tearing 3. ____ the room, the man found the phone __ . a. entering; stealingb. entering; stolen
c. to have entered; being stolend. having entered; to be stolen 三．单句改错
1. having not seen the film, i can ' t tell you what i think of it. 2. the men worked for extra hours got an extra pay.
3. knowing little english, he had trouble making himself understanding.
4. do you notice the girl dressing a red coat?
5. giving more time, we could do it much better. 四．用分词结构美化句子
1. 发现学生下午昏昏欲睡的样子，老师竭尽所能来激发 (arouse) 他 们的兴趣。 arouse their interest. 用分词结构
, the teacher did everything he could to arouse their interest. 2. 这本用简易英语写成的书很容易读懂 用分词结构 the book 五．把下面的打乱的词或词组连串成句 a group of students , the teacher, the office, followed, by , entered
moyan , stood there, surrounding , many , reporters 六．短文填词 country. now he lives in the countryside. with his wife , he is taking a walk on the path( 小路 ) happy. 七．完型填空
i am robinson crusoe. i have been alone on the island for two
weeks. i don 't know by, but i couldn ' t make . the other day, i was see a small house in the . there was nobody there. i am still alone!
1. a. cuted b. cutc. cutting d. to cut 2. a. pastb. passedc. passing d. to pass
3. a. hearing b. understood c. heard d. understanding
4. a. delighted b. disappointed c. interested d. confused 5. a. breakingb. to break c. broken d. break 设计说明：
1. 新课程呼唤英语教学回归生活，强调课程从学生的学习兴趣和生 活经验出发，因而设计时选择了学生熟悉事物作为话题，引导学生 运用目标语言结构。
2. 任务型活动：通过学生小组活动、小组竞赛的形式，激发参与学 习过程的热情和竞争意识。合作学习活动，学生在活动中运用语言， 调动起学生的认知结构和主体意识。教师把语法规则活化为活动， 把教学活动活化为交际活动。设分组随机选题竞答游戏活动，激发 学生的参与意识和学生的挑战意识。
【篇三：高中英语语法虚拟语气教学设计】 高中
英语语法虚拟语气教学： the subjunctive mood 厦门第十中学吕瑞珠 一、概述 本节课是高中英语语法教学课，授课内容为虚拟语气，授课对象是 高三年学生。从呈现、加深记忆、巩固到实践并将语言项目运用于 写作中并做适当的点评，大概需要两课时。但我这里着重阐述的是 第一课时的教学内容、教学策略等。
通过本节语法教学课的学习，学生重新整合自己的有关虚拟语气的 知识，复习已知的虚拟语气的表达形式如： i wish i could fly freely in the sky like a bird; it is high that you got up. 等等，并学习新
的表达形式如： the english teacher suggested that we should read the english newspaper every day; i would have passed the english exam if i had worker harder in the past 20 days. 最为
重要的是，学生在学习完虚拟语气的表达形式后，要在写作中运用。 虚拟语气在高中英语语法的难点之一，多数学生感到费解，因此也 更需要老师的指导与相应的实践与运用，并且较好地掌握虚拟语气 的表达形式，有助于扫除学生阅读过程中对个别句子的理解。 二、教学目标分析 1 ． 知识与技能
1 ）复习学生已掌握的虚拟语气表达的句型： i wish i were ⋯ / i could ⋯
it is high time that you did your homework.. if i were you, i would ⋯
2） 学习虚拟语气新的表达方式，尤其是 if 引导的虚拟条件状语从句， 掌握与现在事实、与过去事实、与将来事实相反的三种虚拟语气的 表达，特别是主句与从句时态的呈现；还有引导出的宾语从句需要 运用虚拟语气的动词，如 suggest, insist, propose, demand and so on.
3 ）培养学生运用所学知识表达自己的思想的能力。 2 ． 过程与方法 1 ）引导学生在欣赏英文歌曲 an angel 的情景教学过程中，开启对 虚拟语气表达已有的知识记忆。
2 ）引领学生在师生问答语言交际过程中，慢慢理解并领悟 if 引导的 虚拟条件句的表
达形式，并通过句子翻译得以巩固。
3 ）在小组讨论协作学习过程中近一步巩固虚拟语气的表达形式，为 在写作中得体运用虚拟语气的表达做充分的准备。
4）学生在写作中运用虚拟语气表达形式。 3 ． 情感态度与价值观 学生可以尝试运用虚拟语气的表达形式抒发内心美好的想法，如 if i had a large amount of money, i would set up a new school for the children
in the village ；或者对曾经应该做好却没有做到的行为 进行反思，像 if my grandmother had not passed away , i would have spent more time with her ；也可以利用写信的方式表达对身
边人的感恩，如 if i could spare more time, i would help my mother to do more housework.. 三、学习者特征分析
1 ．授课对象并不是我本校的学生，而是集美区乐安中学高三的学生， 学生英语听、说、读、写综合能力差，基础知识很薄弱缺失较多， 运用英语思维的能力差，语言表达能力有待提高。
2 ．学生虽然已经接触过虚拟语气，但并没有掌握只是处于一知半解 的层面，对于相当一部分的学生而言，虚拟语气并没有在头脑储存， 而是几乎全部还给了老师。
3 ）对于这样的学生，教学设计的起点就要适当降低，要增加教学设 计的娱乐性与趣味性，调动其学习的积极性，设计语言实践任务时 符合学生的水平，使他们有发挥的空间。 四、教学策略选择与设计
1 ）根据学生的实际情况，我以 “学教并重 ”的教学策略为主，既照顾 到学生的主体作用，又充分考虑到学生的现状：基础知识薄弱，理 解吸收能力欠缺，使其在学习过程对老师的依赖较大，因此教师的 主体作用应得到充分的发挥。
2）整个教学过程中运用了师生互动策略：就 ppt 展示的资料和提出 的问题进行师生听说活动，教师巧妙引导出虚拟条件句。
3）小组协作策略：在某些话题中展开小组讨论，最后由小组成员共 同总结发言。 4）评价激励策略：对于积极参与课堂教学活动的学生， 利用形成性评价记录表，记录他们曾经的学习过程，从而使他们受 到一定的激励。
五、教学资源与工具设计 教学媒体选择分析表
六、教学过程 step 1: warming up 教师随机询问几个学生对高中学习生活的感受： what do you think of senior high school life?
boring? busy? even painful? （ 问题的设置是为了引起学生在情感 上的共鸣，从而可以很 自然地过渡到英语歌曲的欣赏上，使之在紧张的学习中得以放松。 ） oh, yes, boring because of from classroom to the dining room and from the dining room to the dormitory day after day.
oh, maybe busy because of so much homework and endless exams. painful! why do you think so? you have to be under a lot of
pressure. you often get depressed and sometimes you want to give
up.
so now i 'll give you a chance for you to relax. let 's enjoy a song together.
（ 学生欣赏英语歌曲 “天使”并 且在老师的引导下关注虚拟语气的句 子 ） an angel
i wish i had your pair of wings i had them last night in my dreams i was chasing butterflies till the suise broke my eyes tonight the sky has glued my eyes because what they see is an angel hive ive got to touch that magic star and greet the angels in their hive sometimes i wish i were an angelsometimes i wish i were you sometimes i wish i were an angelsometimes i wish i were you
all the sweet honey from abovepour it all over me sweet love while youre flying around my headyour honey kisses keep me fed
i wish i had your pair of wings just like last night in my dreams i was lost in paradise i wish i had never opened my eyessometimes i wish i were an angel sometimes i wish i were yousometimes i wish i were an angelsometimes i wish i were you but theres danger in the airtrying so hard to be unfair dangers in the air trying so hard to give us a scare but were not afraid sometimes i wish i were an angelsometimes i wish i were you sometimes i wish i were an
angelsometimes i wish i were you 欣赏完歌曲，教师再次通过师生间的问答，让学生深刻体会虚拟语 气的表达的意义。
question1: is the singer an angel? of course not, so she sang: i wish i were an angel but in fact she is not an angel. （ 导入话题 虚拟语气 ） question 2: did the singer open her eyes? of course yes, so she sangi wish i had never opened my eyes but actually she opened her eyes.
conclusion: so you know, if you want to talk about something that is not realistic, that is not a fact or that is difficult to come true, you can use . （ 幻灯打出本节课要复习的语法虚拟语气 ） step2: presentation （ 条件从句的虚拟语气，与现在、过去和将来 事实相反 ） t: （ 显示姚明图片 ） a popular basketball player and in the beijing olympic games ybe you are also yao ming ' s fan and 照片 2： 美国新当选总统奥巴马
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