关于“英语语法课件”的内容，励志的句子的编辑将开始介绍。每位教师在每一堂课上通常都需要准备一份教案和课件，撰写优质的教案与课件已成为每位教师必备的基本技能。教案是教师实现专业化教学的必要工具之一。如果我的回答对您有帮助，请不要忘记收藏它！

英语语法课件(篇1)

一、表义务，“必须”。例如：

You must talk to them about their study. 你必须同他们谈谈关于他们学习的事。

二、在否定结构中表不许。例如：

You mustn't leave here. 你不能离开这儿。

三、表推测，暗含有很大的可能性。例如：

He must be ill. He looks so pale. 他肯定是病了。他的脸色那么苍白。

注意：之前我们说过 may 也可以表猜测，但是 may 暗含的可能性较小，must 暗含的可能性较大。另外否定的猜测是用can't。例如：

The baby can't be ill. He is so active. 那宝宝不大可能是病了。他那么活跃。

四、表不可避免，“必然要，必定会”。例如：

All men must die. 人总有一死。

五、表主张，“坚持要，一定要”。例如：

If you must go, at least wait till the rain stops. 如果你坚持要走，至少也要等雨停了再走。

六、关于 must 的简短回答：

-Must I clean the dining room at once? 我必须马上打扫膳厅吗?

-Yes, you must. 是的。

-No, you needn't. / No, you don't have to. 不必马上打扫。

英语语法课件(篇2)

形式

will/shall have been+现在分词用于第一人称，而 will have been+现在分词用于其他人称。

用法

正如将来完成时一样，它通常与一个以by开头的时间短语连用：

By the end of this year he’ll have been acting for thirty years.

到今年年底他当演员就满30年了。

将来完成进行时与将来完成时的关系和现在完成进行时与现在完成时的关系一样。即在以下情况下可以用将来完成进行时而不用将来完成时：

1. 动作本身就是连续的：

By the end of the month he will have been living/working/studying here for ten years.

到了月底他在这里居住/工作/学习就满十年了。

2. 一种经常进行的动作被表示为连续的动作：

By the end of this month he will have been training horses/climbing mountains for twenty years.

到了这个月底他驯马/登山就满20年了。

但是如果提到所驯马匹或所攀登的山峰的数目，或用任何方式把动作分割为一次又一次的动作，就必须用将来完成时：

By the end of the month he will have trained 600 horses/climbed 50 mountains.

到本月底，他驯服的马就有600匹/攀登的山峰就有50座了

英语语法课件(篇3)

教学准备

教学目标

1.Studentslearnsomenewwordsandexpressionstodescribepeople,especiallyfamouspersons;

2.Studentsareencouragedtogivemoreinformationaboutfamouspersonswhotheyarefamiliar:

3.Studentscanrealizethatitisscientificspiritthatmakesthosescientistssuccessful.

教学重难点

1.Wordsandexpressionsinthisunit

2.Previousknowledgeofsomeofthefamousscientists

prehendingthetext

教学过程

【导入】Wordslearning

(StudentsareassignedtolearnthenewwordsofthisunitandfindouttheEnglishexplainationsofthenewwords)

Definitionsorexplanations

A.examine1.generalprinciplesofanartorscience

B.repeat2.sayordoagain

C.theory3.atonce;withoutdelay

D.immediate4.lookat...carefullyinordertolearnaboutorfrom...

plete5.ofgreatvalue,worthoruse

F.valuable6.havingallitsparts;whole;finished

G.announce7.makeknown

eorbringtoanend

I.positive9.powertoorderordirect

nclude10.quitecertainorsure

【讲授】usefulsentenceslearning

(Thesentencesarepickedfromthetext.)

1.“AllroadsleadtoRome,”heencouragedmeafterIfailedtheentranceexamination.

2.Thissentencedoesn’tmakeanysense.

3.OurEnglishteacherisnotonlystrictwithusbutalsofriendlytous.

4.Heisgood-looking,apartfromhisnose.

5.Itisannouncedthatthespacecraft,ShenzhouⅥ,landedontheearthsuccessfully.

6.ItisnotTombutyouwhoaretoblame.

7.In1995,theChinesegovernmentputforwardaplanfor“rejuvenatingthenationbyrelyingonscienceandeducation”.AndithashelpedChinesescientistsmakemanybreakthroughs.

8.Haveyoudrawnanyconclusionafteryoureadthispassage?

9.Welldone.Somuchforthelearningofthenewwordsandexpressions.

【讲授】Introductionofaclassicarticle

Teacherintroduceafamousperson--QianXuesenandstudentslearntowriteanarticleaboutthefamousscientisusingthewordsandexpressionstheyjustlearninclass.

【活动】Sharetheoutcome

Studentssharetheirarticleorallyanddiscusswhethertheyhaveusedsomegoodandadvancedexpressions.

【练习】Consolidation

完成句子

(1)爱因斯坦被认为是二十世纪最伟大的科学家之一。

Einstein___________________oneofthegreatestscientistsin

the20thcentury.

(2)他对实验结果感到满意,他把成绩归功于大家。

He________________________oftheexperimentand_____

句型转换

(1)把句①改为非限制性定语从句。

QianXuesenwasbornintoawealthyfamilyonDecember11,

1911,ZhejiangProvince,__________________________

____________________________________________.

(2)把句②改为含状语从句的复合句。

___________________________________________________

_______,hewenttoAmericaforhisfurtherstudyandgained

hisdoctor’sdegreeintheScienceofAstronom

单词?分类记忆

短语?双语互译

语境取词——选用上面的单词或短语填空

句型?超级仿写

英语语法课件(篇4)

高三英语语法复习课

广东省兴宁市兴民中学 刘飞宇

英语教学是一种动态教学，教学过程是交际活动过程。只有从组织教学活动入手，大量地进行语言实践，使英语课堂交际化，才能有效地培养学生运用英语进行交际的能力。本人结合区级研究课题“高中英语任务型课堂教学课题”的实施和本班学生的实际，对高三语法复习课---虚拟语气进行了操作性较强的处理。

一、教材分析：

本课是结合外研社高中英语教材选修6中有关虚拟语气的语法内容，进行高三英语语法---虚拟语气的复习，我在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：

在高一和高二两年英语学习的基础上，高三学生已经掌握了基本的语言结构和一定程度的听说读写能力。在高三语法复习的过程中，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，为高考和大学的进一步学习研究打下坚实的基础。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，好胜心强，渴望在班集体里得到他人的承认，很在乎别人对他们的评价，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，愿意开口讲。他们有着高中生独立、爱表现自我的特点。因此，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、教学重点:

1.把握本课复习的重点---语法虚拟语气的句型结构

2.语法虚拟语气的运用

四、教学难点:

1.结合复习的语法知识，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.虚拟语气在真实的生活语境中的使用。

五、教学目标:

1.知识目标:引导学生准确把握情态动词在虚拟语气之中的使用。根据该语法规律解决实际问

题。重语境，探语义，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，附和逻辑推理和合理的想象，依靠语法但不拘泥于语法，结合语法和题干中的语境解决高考题。在运用语言的过程中培养学生的观察力、分析力、想象力和自学能力，帮助学生加强记忆力，提高思维能力和运用英语的综合能力，激发创造能力。

2.能力目标：利用多媒体手段营造积极和谐教学氛围，使学生不自觉地进入情景之中，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，着重提高学生获取信息，处理信息，分析问题和解决问题的能力，培养学生自主学习。

六、教学策略:

本课我主要采用教学方法---任务型教学法：任务型教学法是让学生在课堂活动中获得知识。任务完成的过程，就是一个知识转化的过程。它应具备以下特点：（1）以任务为中心，而不是以操练语言形式为目的。（2）任务的设计焦点应该是解决某一具体的贴近学生生活的问题。在任务型语言教学中，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，并构成一个有梯度的连续活动。在教师精心设计的各种“任务”中，学生能够不断地获得知识并得出结论，从注重语言本身转变为注重语言习得。

七、学习策略:

非测试性评价体现新课程标准的实施效果，评价体系“正确反映外语学习的本质和过程，满足学生发展的需要。” 为了达到这一目标，本课我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、教学设计:

1.总体思路

将本节课的主要内容分为 Warming up（热身）Presentation（导入）Revision（语法复习）Consolidation（知识巩固）以及Writing（写作应用）。其中热身及导入部分相结合，由欣赏名篇名句入手，再进行英文诗歌朗诵比赛活动，旨在让学生处于兴奋的状态，是学生通过听、说、读等活动熟悉学习的主题。学习的主体环节由复习、巩固和实际应用三个环节构成，所设计的问题精心挑选，学习活动层层深入，着眼于提高学生对语法知识的运用能力。

2.教学过程

Step1 Warming up（5 minutes）Discuss about the pictures together , and express their ideas freely.Such as, What would you do now, if you lost your vision or other valuable things ? You

wish„„

Step2Presentation（8 minutes）

Hold an English poem recital competition.Task1：Divide the whole class into a number of groups.Each group asks one student to act as the competitor with music

Living life over

If I had my life live over I would have talked less and listened more

I would have invited my friend over to dinner even if the carpet was strained and the sofa faded I would have taken the time to listen to my grandfather ramble about his youth…

I would never have insisted the car windows be rolled up in the summer day because my hair had just been teased and sprayed.I would have burned the pinked candle sculpted like a rose before it melted into storage

I would have sat on the lawn with my children and not worried about the grass strains

I would have cried and laughed less while watching television---and more while watching life I would have gone to bed when I was sick instead of pretending the earth would go into a holding patter if I were not there for the day.I would never have bought anything just because it was practical would not show soil or was guaranteed to lastlife time.There would have been more “I love you”…… more “I am sorry”……but mostly ,given another shorts at life ,I would seize every minute…look at it and really see it ……live it ……and never give it back.（译文:如果时间倒流，我会少说多听。我会请朋友来家里吃饭，即使地毯脏了，沙发褪色了。我会抽时间听祖父唠叨他的青年时代。我不会因为刚刚把头发梳理定型而要求夏天关上车窗。我会点燃那支雕成玫瑰状的蜡烛，而不会让它在尘封中融化。我会与孩子们坐在草地上，不去担心草地上的污渍。我会把泪水和笑声更多得留给观察人生，而不是看电视。如果生病了，我会卧床休息，而不是自认为没有我，地球就不转了。我不会买那些仅仅是实用或者不显脏或者保证能用一生的东西。我会更多地说，“我爱你”„„ “对不起”„„然而，最重要的是，如果有来生，我会抓住每一秒，看人生„„体验人生„„再也不放手。）Task2：Choose the best group that read the poem with their deepest feeling.Step3 Revision（6 minutes）

Firstly，ask the students to answer the questions in groups to summarize the basic structure of the grammar.And then find out how to use the grammar correctly.1.If there _______(be)no computer, the students _______(learn)much now.2.If there _______(not be)the war, people _______(live)a happier life in the future.3.If you ________(come)yesterday, you _______(see)Jackie Chen.4.If you________(attend)the concert , your oral English ________(become)better now.5.But for the PLA, people _______(suffer)a lot in the earthquake.Step4 Consolidation(5minutes)

Give the students some examples that have been used in the Tianjin College Entrance Examination, which can promote the students to prepare for the examinations from the bottom of their hearts.13.If Newton lived today, he would be surprised by what ______ in science and technology.A.haddiscoveredB.hadbeendiscovered

C.hasdiscoveredD.hasbeendiscovered

15.This printer is of good quality.If it ______ break down within the first year, we would repair it at our expense.A.wouldB.uldD.might

15.---John went to the hospital alone.---If he ____ me about it, I would have gone with him.A.should tellB.tellsC.toldD.had told

Step5 Writing（20 minutes）

How to express true feelings with the help of the grammar.And ask the students to say and write down their ideas in English.Task1: Summarize the grammar with the students and write down what they said on the blackboard.(3 minutes)

1.If…did/were , …would/could/should/might do…

2.If …had done , …would/could/should/might have done…

3.If…did/ were to/should do ,…would/could/should/might do…

Task 2: Discuss the sentences in groups and encourage the students to express their feelings in English as follows(4 minutes):

1.我现在有些后悔把本该用在学习上的时间浪费在玩电脑游戏上了。

I regret wasting the time which I should have spent on my studies playing computer games.2.英语本该是我擅长的学科，但我在上面投入的时间和精力都太少了。

I could have been good at English, but I devoted too little time and energy to it.3.如果我两年前像现在一样用功，现在我的成绩就会令人满意的多。

If I had worked two years ago as hard as I do now, my grades would be much more satisfactory now.Task 3: Broaden their horizon to use the grammar in some other different ways , discuss their ideas and write the answers on the blackboard.(6minutes)

1.我的老师建议我制定学习计划并认真的执行。

(1)My teacher suggests that I should make a study plan and carry it out very seriously.(2)It is suggested that I should make…

(3)My teacher’s suggestion is that I should make…

(4)My teacher has made the suggestion that I should make…

2.现在，我学习起来好像永不疲倦一样。我相信，坚持不懈和决心会助我成功。At present, I am learning as if I were never tired.I believe that my perseverance and determination will lead to my success.Task 4: Encourage the students to collect the main ideas to form a good composition，the students can cooperate to finish the task, as follows(7 minutes)：

It will be a few months before we take the College Entrance Examination.And I should be devoted to my studies.Now I regret wasting the time which I should have spent on my studies playing computer games.I could have been good at English, but I devoted too little time and energy to it.In my view, if I had worked two years ago as hard as I do now, my grades would be much more satisfactory now.As a result, My teacher suggests that I should make a study plan and carry it out very seriously.Believe it or not, I got a high mark at the exam, which encourage me a lot.At present, I am learning as if I were never tired.I believe that my perseverance and determination will lead to my success.Step5 Assignment（1 minute）

1.Oral practice---summarize the grammar and talk about where and how we can use it.(口语练习)

2.Ask the students to finish the composition we have talked about or write a composition about your dream that can hardly be realized in your daily life , such as walking in the space , living under the sea , making a journeyin 3000 and so on.Motivate the students to use the grammar “the subjunctive mood” to organize the sentences and form the composition.(写作训练)

本节课我通过不同的任务设置，让学生在小组活动中通过合作和探究来完成各个任务。新教材要求教师改变单纯进行语法教学的方式，将语言的形式与其意义、交际功能有机的结合起来，通过在实际的语言运用中内化语言规则，从而使学生达到能准确运用语言进行有效交际的目的。但是，在农村大多数学生离开课堂之后并没有多少听说英语的练习机会，他们十分缺少环境英语的反复刺激。导致学生的语言基础不扎实，在表达自己的看法和用英语进行讨论时，不时有学生夹杂着汉语，或有的学生不敢大胆说出自己的看法，欲言又止。所以在学生进行小组活动时，应尽量给学生更多的帮助，主动了解学生的语言困难。

总之, 学生在有限的课堂中学到的知识毕竟有限，我们要让他们掌握语言的同时，将课堂学到的知识内化为能力，继而实现语言学习并运用的目的。同时，运用写作引导学生体验语言的用法，提升学生的能力。

英语语法课件(篇5)

高中英语语法复习课教学设计

—不定式与分词作定语、宾补、状语的区别

教学目标

根据英语教学大纲及考纲规定和要求，非谓语动词是历年必考内容，每年有2题涉及该部分要点。语法复习是必要的，但语法教学本身并非目的，而是为了学生掌握和运用语言服务的。因此，教师要尽量在课堂上给学生自主学习的时间和空间，通过自学、自做、自悟、自助等教学活动，让学生学会运用语法知识来解决问题。本节课的主要目标是：

1、使学生通过自己做题，分析、归纳高考非谓语动词的考点、难点。

2、让学生通过同伴互助、小组讨论归纳总结出不定式与分词在句中作定语、宾补、状语的区别、解题技巧等，进行探究性、研究性学习。

3、让学生掌握不定式与分词在句中作定语、宾补、状语的区别、解题技巧等，并能在解题时运用。总之，通过各种课堂教学活动设计，培养学生自主学习、合作学习、探究学习的能力，训练他们发现问题、分析问题和解决问题的能力并学会清楚地表达自己的观点。

教学重点、难点分析

1、教学重点：

1）让学生学会自己总结考题的考点、难点及不定式与分词在句中作定语、宾补、状语的区别及解题规律。2)让学生掌握并学会运用不定式与分词在句中作定语、补语、状语的区别及解题规律。

2、教学难点：

让学生有效地掌握并会运用不定式与分词在句中作定语、补语、状语的区别及解题规律。教学过程设计 步骤1：真题探究

1、让学生限时完成与本堂语法相关的语法题；

2、让学生与同桌对答案；

3、教师给出正确答案； The Exx: 1.The next thing he saw was smoke_ from behind the house.A.rose B.rising C.to rise D.risen 2.The island, ___ to the mainland by a bridge, is easy to go to.A.joining B.to join C.joined D.having joined 3.Look over there---there’s a very long, winding path___ up to the house.A.leading B.leads C.led D.to lead 4.After completing and signing it, please return the form to us in the envelope__.viding vided C.having provided vide 5.We’re having a meeting in half an hour.The decision_ at the meeting will influence the future of our company.A.to be made B.being made C.made D.having been made 6.Michael put up a picture of Yao Ming beside the bed to keep himself ___ of his own dreams.A.reminding B.to remind C.reminded D.remind 7.Claire had her luggage__ an hour before her plane left.A.check B.checking C.to check D.checked 8.(2012上海)As Jack left his membership card at home, he wasn’t allowed _ into the sports club.A.going B.to go C.go D.gone 9.I looked up and noticed a snake___ its way up the tree to catch its breakfast.A.to wind B.wind C.winding D.wound 10.The old couple often take a walk after supper in the park with their pet dog ___ them.A.to follow B.following C.followed D.follows 11.___ into English, the sentence was found to have an entirely different word order.A.Translating B.Translated C.To translate D.Having translated 12.Film has a much shorter history, especially when ___ such art forms as music and painting.A.having compared to paring to pare to pared to 13.___ around the fire, the tourists danced with the local people.A.Gather B.To gather C.Gathering D.To be gathering 14.The old man sat in front of the television every evening, happy ___ anything that happened to be on.A.to watch B.watching C.watched D.to have watched 15.Tom took a taxi to the airport, only ___ his plane high up in the sky.A.finding B.to find C.being find D.to have found 设计意图：

1、平时的限时训练能培养学生的做题速度，提高他们的反应能力；最后才能达到高考要求；

2、通过学生同伴讨论，可让他们互换信息，同伴间相互学习，解决部分难点； 步骤2：规律总结

1、小组讨论。

让学生4或6人一小组讨论各个小题的考点、解题规律及不定式与分词在句中作定语、宾补和状语的区别，找出本小组难点或疑惑，并由一名成员记录；

2、全班汇报

小组代表汇报讨论结果或本组难点；其他小组可做补充、答疑；教师在必要时做补充或纠正；

3、教师重点补充、归纳

在全班讨论完之后，教师可根据课堂实际情况补充讲解学生可能忽略的重点、规律；并展示其解题规律及区别，让学生有一个更清晰地概念。总结规律: 1.不定式与分词作定语的区别：

不定式与分词作定语时其逻辑主语一般为其所修饰的名词或代词，非谓语动词的选择主要看：（1）其与逻辑主语的主被动关系；

（2）非谓语动词发生的时间 to do 与它的逻辑主语具有主动关系，并且不定式表示的行为将要发生； to be done与它的逻辑主语具有被动关系，并且不定式表示的行为将要发生；

doing与它的逻辑主语（即被修饰的名词）具有主动的关系，并且分词所表示的行为正在进行。being done与它的逻辑主语（即被修饰的名词）具有被动的关系，并且分词所表示的行为正在进行。done与它的逻辑主语（即被修饰的名词）具有被动的关系，并且分词所表示的行为已完成。例句：1）The next train to arrive was from New York.分析：动词不定式用作the next train的定语，通常置于其所修饰的名词或代词之后；它与所修饰的名词the next train是主谓关系（主动关系），并且表示将来的动作。

2）We’re having a meeting in half an hour.The decision to be made at the meeting will influence the future of our company.分析：动词不定式用作the decision的定语，通常置于其所修饰的名词或代词之后；它与所修饰的名词the decision是动宾关系（被动关系），并且表示将来的动作。

3）Look over there---there’s a very long, winding path leading up to the house.分析：现在分词短语用作path的定语，通常置于其所修饰的名词或代词之后,相当于一个定语从句which leads…..;它与所修饰的名词path是主谓关系（主动关系）。4)The problem being discussed now is very important.分析：现在分词的被动形式作the problem定语，通常置于其所修饰的名词或代词之后, 相当于一个定语从句which is being discussed;它与所修饰的名词the problem是动宾关系（被动关系），并且表示正在发生。

5)The island, joined to the mainland by a bridge, is easy to go to.分析：过去分词短语作the island定语，通常置于其所修饰的名词或代词之后, 相当于一个定语从句which was joined by a bridge它与所修饰的名词the island是动宾关系（被动关系），并且动作已完成。2.不定式与分词作宾补的区别: 其逻辑主语一般为前面的宾语。

do与逻辑主语之间是主动关系，强调动作发生的全过程, done 强调与逻辑主语之间的被动关系, doing 强调与逻辑主语之间的主动关系, 正在进行。being done 与逻辑主语之间是被动关系，动作正在进行 例句：1)I saw her come into the classroom.分析：省去to的动词不定式come 与逻辑主语（句子的宾语）her是主动关系，强调动作发生的全过程。2）I saw her coming into the classroom.分析：现在分词coming与逻辑主语（句子的宾语）her是主动关系，强调动作正在发生，只表动作全过程的一部分，只看到片段。

3）I saw her taken out of the classroom.分析：过去分词 taken out of与逻辑主语（句子的宾语）her是被动关系。4）I saw her being questioned by the police.分析：现在分词一般式被动式being questioned 用作宾语her的补语，构成被动关系，动作正在进行。3.不定式与分词作状语的区别：

to do ：一般在句中作目的，结果，原因状语。其逻辑主语通常是句子的主语。

例句：1）She went shopping to buy a pen.分析：to buy a pen是went shopping 的目的。在强调这种目的状语时，不定式前可加in order, so as.2）George returned after the war, only to find that his wife had left him.分析：only to find作结果状语。动词不定式作结果状语，通常用于一种出乎意料、意想不到的结果, 不定式前常有only, just等词；而现在分词作结果状语则通常用于一种顺其自然的结果，如：Thunderstorms have struck North China, causing heavy rain and traffic problem.3）I’m glad to receive your letter again.分析：glad 的原因是to receive your letter again.分词可作时间、条件、伴随、方式等状语；判断现在分词与过去分词主要看：（1）分词与其逻辑主语（即主句主语）的主被动关系

（2）分词所表示的行为与主句谓语动词行为的时间关系（先后或同时）Doing: 与逻辑主语之间是主动、动作与谓语动词同时发生 Having done: 与逻辑主语之间是主动、动作在谓语动词之前 Having been done: 与逻辑主语之间是被动、动作在谓语动词之前 Done: 与逻辑主语之间是被动/完成、动作与谓语动词同时/之后

例句：1)Gathering around the fire, the tourists danced with the local people.分析：现在分词短语Gathering around the fire与句子主语是主动关系，相当于一个时间状语从句when they gathered around the fire;动作与谓语动词danced同时发生。2)Having finished his homework, he went out to play football.分析：现在分词完成式(Having finished his homework)与句子主语是主动关系，相当于一个时间状语从句 After he finished his homework;所表示的动作发生在谓语动词之前，作时间状语。Having done通常表时间和原因状语。表时间常置于句首。

3)Having been translated into English, the sentence was found to have an entirely different word order.分析：现在分词完成式被动式Having been translated into English与句子主语是被动关系，相当于一个状语从句After it was translated into English;所表示的动作发生在谓语动词之前。

4)Translated into English, the sentence was found to have an entirely different word order.分析：过去分词Translated into English与句子主语是被动关系，相当于一个状语从句After it was translated into English;所表示的动作发生在谓语动词之前。Having been done与Done都与主句主语是被动关系，动作先与谓语动词完成时可互换。设计意图：

1、通过个人自主学习、小组讨论、探讨等来培养学生自主、合作、探究的学习能力及学习意识，提高学习效果。

2、解题规律、知识点的总结都是以学生为主来设计活动，给学生足够的时间、空间来自己找出难点，并试图解决难题，提高其找出问题、分析问题、解决问题的能力。小组之间讨论相互提出的难点，给学生足够的提问权解决自己的难点。

3、通过让学生自主学习语法知识点，在生生之间开展质疑和释疑活动，引导学生总结解题规律，加深其对该语法点的理解及运用。

4、小组内或小组之间的讨论，给学生创造了同伴之间相互学习的氛围，学生更易理解、接受。步骤3：备考演练

1、让学生限时做题；

2、教师给出正确答案；

3、小组讨论各自难点。Exx: 1.---I wonder whom you are waiting for.---The policeman ___ the traffic accident.A.dealt with B.to deal with C.will deal with D.to be dealt with 2.The problem just ___ to be discussed at the next conference.A.referred is B.referred to be C.referring to is D.referred to is 3.Bats are surprisingly long-lived creatures, some ___ a life span of around 20 years.A.having B.had C.have D.to have 4.When I walked past his garden, I saw him ___ there with his wife.A.to work ed ing s 5.— Good morning.Can I help you? — I’d like to have this package ___ , madam.A.be weighed B.to be weighed C.to weigh D.weighed 6.Li Ming was made ___ the blackboard for a week as a punishment.A.to clean B.cleaning C.wash D.to be washing 7._ by many economic officials, the president visited China and made great achievements.A.Accompanying B.Accompanied C.To accompany D.Being accompanied 8.I came _ to the railway station, only _ the train was slowly pulling out of the station.A.and ran;found ning;finding ning;to find D.to run;finding nsumers often call the manager ___ about bad products or bad services.A.to complain plained C.having complaining D to have complain 10.The old black woman sat under the pine tree, her grandsons, _ around her, __ to an old story.A.seating;listening B.seated;listened C.seating;listened D.seated;listening 设计意图：

通过课堂上再做此类型的题，让学生及时巩固所学知识；对自己掌握不透的知识和解题规律、方法等及时向同伴或老师请教，让考生真正解决自己的难点，做到学以致用、提高英语运用能力和解题能力

英语语法课件(篇6)

学好英语语法是学好英语的基础，而对于初中阶段的学生来说，建立起正确的语法思维至关重要。本文将从初中英语语法的重要性、初中英语语法的知识点以及初中英语语法学习方法三个方面详细阐述初中英语语法课程的相关知识。

一、初中英语语法的重要性

英语语法可以说是英语学习的根本，是英语学习的桥梁。初中阶段的英语语法课程为学生打下了学好英语的基础。语法教学能够帮助学生锻炼语言运用能力，促进学生英语水平的提高。学好初中英语语法能够让学生更好地理解读懂英语原版书籍和英语考试试题，以及顺利完成英语听说读写能力的提高。

二、初中英语语法的知识点

1. 时态：英语中有很多时态，掌握时态是学好英语语法的关键。初中英语语法课程中主要涉及到的时态包括一般现在时、一般过去时和将来时。

2. 语态：英语中的语态分为主动语态和被动语态。初中英语语法课程中主要学习被动语态的构成和用法。

3. 语法结构：学习英语语法课程的目的主要是为了让学生掌握英语的语法结构，包括名词、形容词、动词、副词、介词、连词等。

4. 句子结构：英语中有简单句、复合句和复杂句三类句子结构。初中英语语法课程主要学习这三类句子结构的构成和用法。

三、初中英语语法的学习方法

1. 总结规律：初中英语语法课程中有很多规律需要学生去总结。学生应该结合例句和练习题来总结规律，切勿死记硬背。

2. 多使用英语：语言学习需要多听、多说、多读和多写。学生应该多使用英语，提高语感和语言运用能力。

3. 练习题完成：英语语法练习题是学习英语语法的重要途径之一。学生应该针对不同的语法知识点多完成相关的练习题，以加深对该知识点的理解。

4. 阅读英语原版书籍：学生在完成初中英语语法课程后，可以阅读英语原版书籍，进一步加深对英语语法的理解和应用。

总之，初中英语语法课程的学习是英语学习的基础。学生要认真学习，积极掌握语法知识，多使用英语，并通过练习题和阅读英语原版书籍来加强语言应用能力。相信只要用心学习，一定能够学好英语语法，更好地掌握英语。

英语语法课件(篇7)

Title: English Grammar Tutorial – Unlocking the Key to Effective Communication

Introduction

English grammar is the backbone of effective communication in the English language. Having a strong understanding of grammar rules helps us convey our thoughts and ideas accurately. This article aims to provide a comprehensive and engaging tutorial on English grammar, covering various essential topics and offering practical tips for improvement.

1. Nouns and Pronouns

Nouns are the building blocks of any sentence. They refer to people, places, objects, or concepts. Understanding the various types of nouns, such as common, proper, concrete, abstract, and collective, allows us to construct well-formed sentences. Pronouns, on the other hand, replace nouns to avoid repetition. This section will delve into the correct usage of nouns, pronouns, and their agreement within sentences.

2. Verbs and Tenses

Verbs are the action words in sentences that describe what the subject is doing. Through an exploration of the different verb forms, such as infinitives, gerunds, participles, and modal verbs, learners will develop a comprehensive understanding of how to use verbs effectively. Furthermore, mastering verb tenses, including simple present, past, future, continuous, perfect, and perfect continuous, is essential for expressing actions accurately in relation to time.

3. Adjectives and Adverbs

Adjectives provide us with descriptive details about nouns, while adverbs modify verbs, adjectives, or other adverbs to describe how, when, where, or to what extent an action occurs. In this section, learners will explore the correct placement and comparison of adjectives, as well as the different forms and functions of adverbs. By using adjectives and adverbs skillfully, one can add precision and depth to their communication.

4. Sentence Structure

Understanding sentence structure is crucial for conveying ideas in a logical and organized manner. This section will cover the basic components of a sentence, such as subjects, predicates, direct objects, indirect objects, and modifiers. Additionally, learners will learn about sentence types, including simple, compound, complex, and compound-complex sentences, enabling them to express themselves effectively through various sentence structures.

5. Punctuation and Capitalization

Punctuation and capitalization play vital roles in clarifying the meaning of sentences and distinguishing between different sentence elements. This section will guide learners through the correct use of commas, periods, question marks, exclamation marks, quotation marks, colons, and semicolons. Additionally, it will cover capitalization rules for proper nouns, titles, and the beginnings of sentences, paragraphs, and quotations.

6. Sentence Agreement

Maintaining subject-verb and pronoun-antecedent agreement ensures grammatical correctness and clarity in writing and speaking. This section will explain the rules for these agreements and provide useful strategies for avoiding common mistakes.

7. Articles and Prepositions

Articles (a, an, the) and prepositions (in, on, at, etc.) are essential parts of English grammar that often pose challenges for learners. Understanding when and how to use articles correctly, and choosing the appropriate prepositions enhances fluency and accuracy in communication. This section will provide examples and explanations to help learners navigate through these tricky concepts.

Conclusion

English grammar may seem daunting, but with proper guidance and practice, it can be mastered. This tutorial has provided an in-depth exploration of various grammar topics with actionable tips for improvement. Remember, a strong grasp of grammar not only enhances your language skills but also boosts your confidence in both written and spoken English. So, embrace the learning journey, and unlock the key to effective communication!

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