Unit4 作文结构分析及语法要点教学文稿
Unit4 教材分析、教学设想、重要知识点及语法解析2021-2022学年人教版九年级英语全册
Unit4 I used to be afraid of the dark.教材分析、教学设想、重要知识点及语法解析单元教材分析本单元以“我们怎样改变(how we have changed)”为核心话题，在四年后老朋友见面的情景中，围绕本单元语言交际功能项目“谈论你过去是什么样”（talk about what you used to be like），逐步展开各项听、说、读、写活动，给人们一种有趣的体验和新鲜的感受。
教学从谈论人物过去的外貌、性格，进一步延伸到谈论人物过去的心理感受，以及人物过去的爱好等，最后延伸到谈论现在的变化，将过去和现在教学进行对比。
本单元在各项语言活动中，融入大量含used to结构的语句，由于教学内容与学生的实际生活密切相关，易于激发学生学习兴趣。
通过观察图片、听说训练、阅读理解等训练方式和独立学习、合作交流、完成任务等形式完成目标语言的输入，让学生在感受、理解、体验的基础上，很容易就能掌握这个结构。
并能运用used to do sth结构谈论自己与过去的不同，准确地描述人物过得外貌、性格和心理特征。
通过学习，让学生在交际活动中，学会正确地用英语谈论事物的发展和变化，明白事物是在不断发展变化的，培养学生积极向上的健康心态。
Section A：是基本认知部分。
主要介绍单元基本的语言内容，注重学生的听说能力和短语的积累。
教材通过学习描述人物外貌和性格的形容词，利用图片设置的情景导入本单元语言功能项目“谈论你过去是什么样”（talk about what you used to be like）和语法项目“used to”结构，然后通过听力和口语训练逐步落实这些语言功能项目。
活动1a介绍描述人物外貌和性格的重要词汇和used to句型。
让学生理解表格中的词汇，学习用其它的形容词描述人物的外貌和性格，并填在表格中。
利用描述图片上人物或班级内的同学，导入新的语言功能项目，学习used to句型。
新目标八年级下册Unit4单元话题作文教案
新目标八年级下册Unit4单元话题作文教案一、教材分析新课程理念强调以学生为主体，把正确的价值观引导于现实生活的主题之中，注重知识与教学资源的整合，让学生在学习活动中认知、感悟和情感体验，激发学生的学习兴趣更易于在到三维目标。
本学时的内容则与生活息息相关，主要是让学生能够面对自己生活中遇到的困难或者是对问题提出建议。
二、学情分析八年级的学生经过一年半的教材学习，英语词汇和句型的积累有了一点提高。
在学习了Section A & B 后，掌握一定的句型，所以在实施写作教学中，教师应多做引导和鼓励，让学生在巩固知识点来发展学生的语言表达和运用的能力。
三、教学目标本课时为写作课，主要培养学生通过详细阅读来提升阅读与写作的能力。
在教学过程中教会学生能正确的表达自己个人意愿及提出合理的想法，引导学生正确地处理个人矛盾和树立正确的价值观。
1、New words : argue、 get on with、 communicate、 explain、 complete2、Key sentences:⑴ I don’t really agree with … because …⑵ In my opinion , it is important for children / parents to …⑶ I believe it is better if children / parents … so that …四、教学重难点㈠教学重点：1、学习表达个人意愿 2、学习提出建议㈡教学难点：学生对具争议事情的个人见解及理由五、课时分配：1课时六、教学方法：情境教学法任务教学法七、教学步骤Step 1 : 复习词组和句子：通过小组竞赛和俩俩对话复习提建议的常用句型表达。
为学生写作做铺垫。
①.You could do... 你可以做.....②.Maybe you should do......也许你应该......③.I think you should do.....我认为你应该....④.You shouldn’t do....你不应该做.....⑤.I think you’d better do .....我认为你最好做....⑥.Why don’t you do.....? ==Why not do....? 你为什么不做....？Step 2 : 范文：假如你是李明，上周你班同学就“毕业前我们该为学校做些什么？”进行了讨论。
英语人教版八年级上册Unit 4 写作教学
人教新目标2013版八年级上 Unit4Section B（3a-3c）教学设计潮州市城南中学许淡银引言新课程标准的三维教学观，具体到英语学科就是要整合发展学生语言技能、语言知识、情感态度、学习策略和文化意识五个方面的素养，培养学生综合运用语言的能力。
探究学习、合作学习、任务型学习是在新课程标准下实施素质教育的关键环节，所以在我的教学设计里，时时体现着这几种原则。
教学设计理念1、运用任务型语言教学模式，训练培养学生对语言的综合运用，实现目标，感受成功，教学进度整体把握，教学形式不拘一格。
2、课堂以学生为主体，以任务为主线，重视体验参与，教师起到“设计者、研究者、促进者、协调者”的作用。
3、在教学中，突出交际性，注重读写的实用性，进行情感和策略调整，以形成积极的学习态度，促进语言实际运用能力的提高。
4、课后访谈调查，读写摘记，重视语言运用。
5、正视个体差异，倡导过程激励，以多层次、多角度、多主体的结果与过程并重的评价方式激励进步。
任务的布置呈阶梯式，以适用不同阶层的学生。
让不同层次的学生都有所提升。
一、学情分析1．初二学生正处在青春期最敏感的阶段，渴望成功，但方向感，目标感不强，毕竟，初二没有初三的升学压力。
然而，整个初二阶段的知识在中考中所占比例最大，写作又是语言学习的最终输出，所以，在进行教学设计时，我充分考虑到学生的这些特点。
2.学生对所在的城镇著名景点，特色食品等比较熟悉，有利于写作。
3.初二是承上启下的阶段，学生的词汇有限，表达会出现词不达意，甚至Chinglish式的表达法。
因而，交给学生写作的素材，教学生如何写作至关重要。
二、教学内容的分析(一)知识背景及新课程、新教材人教新目标八上Unit4 有两条主线：一条是语法主线，则是承接Unit3的形容词、副词比较级的基础上，学习形容词、副词最高级额表达；另一条是话题主线，从假定的城镇最好的电影院到服装店，再到才艺表演里各个项目的最佳表演者。
英语第四单元作文教案初中
英语第四单元作文教案初中
一、教学目标：
1. 让学生掌握本单元的重点词汇和句型，能够运用所学知识进行写作。
2. 培养学生能够根据题目要求，组织语言，进行独立的写作能力。
3. 培养学生能够通过作文表达自己的观点和感受。
二、教学内容：
1. 本单元的重点词汇：例如， Computers, Internet, Website, Email, Search for information, etc.
2. 本单元的重点句型：例如， What do you think of ...? How do you like ...? etc.
三、教学过程：
1. 引入：通过与学生讨论他们日常使用电脑和互联网的情况，引起他们对本课主题的兴趣。
2. 教学词汇和句型：通过例句和练习，让学生掌握本单元的重点词汇和句型。
3. 写作指导：向学生解释作文的要求，指导他们如何组织文章结构，如何使用所学的词汇
和句型。
4. 写作练习：让学生根据题目要求，写一篇作文。
在写作过程中，教师可以提供适当的帮
助和指导。
5. 作文批改和讲评：对学生写的作文进行批改，指出他们的错误和不足，并进行讲评。
四、教学方法：
1. 交际法：通过与学生讨论，让他们在实际语境中学习和使用英语。
2. 任务型教学法：通过写作任务，让学生在实践中学习和掌握英语。
3. 直接法：通过直观的例句和练习，让学生直接学习和使用英语。
五、教学评价：
通过学生的作文和课堂表现，评价学生对 unit4 的掌握程度。
四级作文课程讲解教案模板
四级作文课程讲解教案模板一、教学目标。
1. 知识目标，学生能够掌握四级作文的基本结构和写作技巧，能够运用所学知识进行写作练习。
2. 能力目标，培养学生的写作能力，提高学生的语言表达能力和逻辑思维能力。
3. 情感目标，激发学生对英语写作的兴趣，增强学生的自信心和自觉性。
二、教学重点和难点。
1. 重点，四级作文的基本结构和写作技巧。
2. 难点，如何运用所学知识进行写作练习，如何提高写作的逻辑性和表达能力。
三、教学过程。
1. 导入新课。
通过提问和讨论引入新课内容，激发学生的学习兴趣，引导学生思考作文写作的重要性和技巧。
2. 讲解基本结构。
首先讲解四级作文的基本结构，包括引言、正文和结论三个部分。
通过例句和实例分析，让学生理解每个部分的作用和写作技巧。
3. 分析写作技巧。
接着分析写作技巧，包括如何选择合适的论点和论据，如何组织文章结构，如何使用连接词和过渡词等。
通过实例分析和练习，让学生掌握这些技巧。
4. 练习写作。
让学生进行写作练习，可以选择一些常见的四级作文题目，让学生根据所学知识进行写作。
老师可以提供一些范文进行分析和讨论，引导学生改进自己的写作。
5. 作业布置。
布置作业，让学生继续练习写作，可以选择一些新的作文题目，让学生在家完成。
同时要求学生认真阅读范文，分析范文的优点和不足，为下次写作做准备。
四、教学手段。
1. 板书和PPT。
通过板书和PPT展示四级作文的基本结构和写作技巧，让学生更直观地理解和掌握知识。
2. 例句和实例分析。
通过一些经典的例句和实例分析，让学生更深入地理解写作技巧和方法。
3. 练习写作。
让学生进行写作练习，通过实践来提高写作能力。
4. 讨论和交流。
鼓励学生在课堂上进行讨论和交流，分享自己的写作经验和心得，促进学生之间的互动和学习。
五、教学反思。
通过本节课的教学，学生应该能够掌握四级作文的基本结构和写作技巧，能够运用所学知识进行写作练习。
同时，学生的写作能力和语言表达能力也应该得到一定的提高。
2024年人教版七年级下册英语Unit4单元主题写作指导
单元主题写作
2. wear, school uniform, have to _W__e_/_S__tu_d_e_n_t_s_h__a_v_e_t_o_w_e_a_r__s_ch__o_o_l _u_n_if_o_r_m__s__.
单元主题写作
(二) 假如你是Peter, 你家有许多家规, 对此你感到很不满意。 请根据下面的提示给你的朋友Tom 写一封电子邮件, 告 诉他你的家规。 要求: 不少于70 词。 提示: 1. 早上6:00 起床; 2. 下午五点半前必须回家; 3. 上学日晚上不准看电视; 4. 周末必须打扫房间; 5. ……(发挥两点)
单元主题写作
(二) 写“规章制度类”作文常用句型 开头句 There are too many rules at my school.
单元主题写作
中间句 I must arrive at school before 7 o’clock. I have to wear school uniforms. I can’t listen to music in the classroom. Don’t run in the hallways. Please be quiet in the library.
人Hale Waihona Puke 陕西七年级下Unit 4 Don’t eat in class.
单元主题写作
单元主题写作
一、话题分析 本单元话题为“ 规章制度(Rules)”。要求用情
态动词must, can 和have to 以及祈使句介绍学校或 家庭中的规章制度。
单元主题写作
二、写作方法 “ 总分总法” 介绍规章制度: 总: 开门见山, 引出话题, 交代要写的规章制度; 分: 分别介绍规章制度, 应该做的和不应该做的事情; 总: 发表对规章制度的看法。
人教版英语七级下册Unit 4作文指导【精选】
为了保持教室干净，我们必须每天打扫教室。 To keep the classroom clean, we have to clean the classroom every day.
话题词句
• fight
打架
• keep
保持
• careful
小心的
• must
必须
• should
应该
• have to
不得不
• don't
不要...
• please
请
• remember to do sth. 记得去做某事
• forget
忘记
话题词句
• in the hallway 在走廊
• be quiet
保持安静
• obey the rules
遵守规定
• be strict with sb. 对某人严格
• listen to the teacher carefully 仔细地听老师讲
•
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7.服装与其他名牌做法不同，它从不 将任何 “”或 “”等 明显的 标志放 在衣服 上，而 衣标上 的字样 ，则是 其唯一 的辨识 方法。
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九年级上册英语教案Unit4—写作技巧详细解析
Unit 4 in the ninth-grade English curriculum focuses on developing students’ writing skills. In this unit, students learn various writing techniques and strategies to improve their writing proficiency. Through various writing exercises and tasks, they also learn how to organize and structure their writing to effectively convey their ideas. In this article, we will provide a detailed analysis of the writing techniques covered in this unit.Part 1: Building a Strong FoundationTo develop effective writing skills, students must first learn the basic principles of writing. These include understanding grammar and punctuation rules, expanding their vocabulary, and understanding sentence structure. Students should also practice their writing skills regularly to build up their proficiency. The following activities can help students develop a strong foundation for writing:1. Grammar Drills: In this activity, students practice identifying and correcting grammar errors in sentences. This helps them become more familiar with English grammar rules and structures.2. Vocabulary Building: Students should focus onexpanding their vocabulary by learning new words and using them in context. Vocabulary building exercises such as matching words with their meanings, completing sentences with appropriate words, and using new words in writing are helpful.3. Sentence Structure Practice: Students should practice writing in different sentence structures, including simple, compound, and complex sentences. This will help them to form coherent and well-structured sentences in their writing.Part 2: Writing TechniquesOnce students have a solid foundation in writing, theycan begin to learn various writing techniques. These techniques can help students to write more effectively and persuasively. The following techniques are covered in Unit 4:1. Persuasive Writing: Persuasive writing is a technique used to persuade the reader to agree with a particular viewpoint. Students are taught to use persuasive language and to provide supporting evidence to convince the reader.2. Descriptive Writing: Descriptive writing is atechnique used to create a detailed picture in the reader's mind. Students are taught to use sensory language to describe a scene or situation vividly.3. Narrative Writing: Narrative writing is a technique used to tell a story. Students learn how to structure their writing in a way that engages the reader and builds suspense. They are also taught to use descriptive language to make characters and events come alive.4. Expository Writing: Expository writing is a technique used to explain a topic or idea. Students are taught to organize their writing in a logical and clear way, using evidence to support their points.Part 3: Writing ProcessEffective writing requires a structured process that involves planning, drafting, revising, and editing. In Unit 4, students learn the following steps of the writing process:1. Brainstorming: Students generate ideas through brainstorming and outlining. They also learn how to structure their ideas into an outline or a graphic organizer.2. Drafting: Students begin to write their first draft, paying attention to sentence structure and grammar. They also start to incorporate their ideas into a cohesive piece of writing.3. Revising: Students revise their writing, focusing on adding or removing details to improve their content, organization, and clarity.4. Editing: Students edit their work for grammar, spelling, and punctuation errors.Part 4: Writing AssessmentAssessing writing is an essential part of the writing process. In Unit 4, students learn how to evaluate their own writing using a rubric and how to receive feedback from their peers and teachers. The following techniques are used to assess writing:1. Peer Editing: Students partner up and edit eachother's writing. They provide feedback on organization, clarity, and grammar.2. Self-Evaluation: Students evaluate their own writing using a rubric. They look at each element of the rubric and determine how well their writing meets the expectations.3. Teacher Evaluation: Teachers evaluate student writing using a rubric. They provide feedback on content, style, grammar, and organization.Conclusion:Unit 4 focuses on developing students’ writing skills by providing them with a foundation in grammar, vocabulary, and sentence structure, as well as various writing techniques. Through the writing process, students learn how toeffectively plan, draft, revise, and edit their writing. The use of rubrics enables students to evaluate their writing and receive feedback from their peers and teachers. By mastering these skills, students will better communicate their ideas and achieve success in their academic and professional pursuits.。
人教版英语八年级上册Unit4写作课说课稿
在教学过程中，我预见到可能出现的问题或挑战，如学生对一般现在时态的运用不够熟练，词汇量的限制等。针对这些问题，我将采取以下应对措施：
1.对于时态运用的问题，我会设计更多的练习题，让学生在课堂上和课后进行针对性训练，提高他们的运用能力。
2.对于词汇量的问题，我会利用课外资源，推荐一些适合学生阅读的材料，扩大学生的词汇量，同时教授词汇记忆的方法。
对于学习兴趣和学习习惯，学生们对实用性强的课程内容更感兴趣，比如描述日常生活、出行方式等话题。他们喜欢通过互动和实践活动来学习，而传统的课堂讲授可能会让他们感到乏味。因此，在教学过程中，需要通过设计有趣的活动和任务，来激发他们的学习兴趣。
（二）学习障碍
在学习本节课之前，学生们应该已经掌握了基本的日常英语对话，并能运用一般现在时态描述简单的个人信息。然而，他们在学习过程中可能存在的障碍主要包括：
（2）语法：一般现在时态的构成和用法。
（3）功能表达：如何用英语询问和描述他人的出行方式及习惯。
2.教学难点：
（1）一般现在时态的运用：学生容易混淆时态，需要通过大量练习巩固。
（2）语言输出：学生在该环节需要将所学词汇和语法知识运用到实际场景中，对于部分学生来说具有一定的挑战性。
二、学情分析导
（一）学生特点
4.网络资源：利用网络资源，为学生提供更多的学习资料和实际案例，拓宽他们的国际视野。
（三）互动方式
为了促进学生的参与和合作，我计划采用以下互动方式：
1.小组讨论：将学生分成小组，让他们围绕出行方式的主题进行讨论，鼓励他们用英语表达自己的观点和经验。
2.角色扮演：设计一个关于询问和描述出行方式的角色扮演活动，让学生在实际语境中练习英语，提高他们的语言运用能力。
四年级下册第四单元作文的结构安排
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Unit4写作教学案八年级英语上册
Talk with others and modify your writing.
教学思路：
1，修改：根据同伴的反馈，修改自己初稿在结构上和内容上的一些问题。
2，校对：侧重修改文中存在的语法、拼写、标点、大小写等细节性错误。
3，师生讨论：老师和学生面对面的讨论，谈论文章的优点和缺点。
3，文化意识：通过写作和讲述寓言、神话故事，学会做人做事，讲述中国故事，发扬中国传统文化。
4，思维品质：能运用英语思维方式讲述所喜欢的故事，养成在故事和事件中总结和反思的习惯。
重点难点
用英语生动、形象、完整的讲述神话、故事
主题设计
教学案内容设计
学生活动
复习导入：
Role play(Yu Gong Moves a Mountain)
板书设计
教后反思
Finally, they got married and lived a happy life.
教学思路：
美文赏析，在对比和欣赏中，反思自我需要提升的地方，争取写作上的进一步突破。
Homework：
You must:Modify your articleagain.
If you can:Create a fairy tale.
One day, they received an invitation from the palace. Cinderella wanted to go to the party but her stepmother didn't agree. She was sad, but suddenly a fairy appeared. With her help, Cinderella went to the party. But Cinderella left in such a hurry that she left one of her glass shoes in the palace at midnight.The prince found the glass shoe and looked for Cinderella allover the country.
人教版高中英语必修四Unit4Bodylanguage语法篇(教师版)范文文稿
Unit4 Body language语法篇____________________________________________________________________________________________________________________________________________________________________要求学生掌握本单元的重点语法----动词的-ing形式作定语和状语并能熟练运用相关语法知识解决相应类型的题。
一、动词的-ing形式由“动词原形+ing形式”构成，它既是现在分词形式，也是动名词形式。
v-ing能在句中作主语、宾语、表语、定语、宾语补足语和状语，但不能单独作谓语。
其时态和语态的变化为二、动词-ing形式的作用1.动词-ing形式作定语E.g. The sleeping baby looks very beautiful. (前置定语)这位正在睡觉的婴儿看起来太漂亮了。
E.g. The man sitting in the car is waiting for his daughter.(后置定语)坐在车里的男子正在等他的女儿。
E.g. The law being carried out is to ban drunken driving.(后置定语，强调正在被执行的法律)正在执行中的这则法律旨在禁止酒后驾驶。
名师点拨(1)现在分词短语作定语时通常后置，而单个的分词作定语时可置于被修饰词的前面，也可置于被修饰词的后面。
(2)现在分词的完成时的主动及被动形式均不作后置定语。
2．动词-ing形式作状语。
(1)作时间状语。
E.g. Working in the office, the clerk heard an explosion from the street.在办公室工作时，这位职员听到街上发出了爆炸声。
E.g. Having finished her homework, the girl was busy with the thing she likes.完成了家庭作业，女孩就忙于做她喜欢做的事情。
七年级上册英语第四单元话题作文写作课教案
七年级上册英语第四单元话题作文写作课教案Unit 4 Where’s my schoolbag?一、本单元话题分析本单元的中心话题是描述物品的位置。
通过询问物品的位置，学生将学习一些有关家居物品的单词，以及on，in, under, behind, near等方位介词的用法，学习并掌握where 引导的特殊疑问句及其答语。
Section A 部分是基础语言内容，通过谈论物品的位置，引出本课的重点单词。
通过操练句型：“Where is /are…?”及其答语，来巩固目标语言。
Section B 部分是知识的扩展和综合语言的运用，主要训练学生的听力及其口语表达能力。
听说素材为话题写作提供语言信息，为谈论物品的位置以及描述自己及他人的房间提供语言信息。
学生在循序渐进的生活化的学习程序中，逐步学会在实际情形中恰当而灵活地运用语言。
整个话题与学生的生活紧密联系，能让学生在学中用，用中学。
它充分体现了语言的工具性、交际性和文化性。
二、设计理念遵循任务型教学的教学理念，以学生为主体，以教学任务为主线，重视学生的体验和参与，通过各种活动激发学生的学习兴趣，树立信心，形成有效的学习策略。
让学生在轻松和谐的氛围中学会如何用语言知识描述自己的房间和他人的房间。
培养学生运用英语的综合技能。
让学生真正实现语言学习的最终目标—学以致用。
在实际操作中，重视语言基础知识和基本技能对写作任务的铺垫作用。
遵循先语言输入后输出的规律，按照从听说到写，从单词、短语、单句到篇章，从模仿到独立创作的能力发展顺序。
使教学活动环环相扣，层层深入，层层递进，水到渠成。
Ⅰ.Teaching aims:1. Learn to talk about where things are using the target languages in U nit 4.2. Learn to describe the room according to the pictures.3. Learn to write a passage about the other person’s room.Ⅱ.Teaching main and difficult points:1.Describe your room and the other person’s room.2.Improve the students’ speaking and writing skills.Ⅲ.Teaching proceduresStep 1.Warming up and leading -in1.Greetings.Introduce myself to the students :I am Miss Xu, I am glad to be your English teacher. Do you like English songs? Let’s enjoy the English song.Step 2. Revision1.Review the Drills, “Where’s/Where’re…? It’s/They’re….2. Drills to describe the position of the objects.3.Summarize and consolidate the target languages.( Just now we talk about where things are. Let’s have a memory competition. (1)Have the students complete the chart and learn them by heart .Ask students to describe the room using the information in the chart.(2)Ask the students to translate the sentences into English.Step 3.presentation1.Show the pictures of the room,2. Show another picture saying: “this is Tom’s room, Then the teacher tell the students the writing skills.3. Get the students to describe their rooms in oral form according to the pictures. Step4.Writing practiseTask 1: 看图完成描述房间。
高中英语必修4UNIT4语法
高中英语必修4UNIT4语法篇一：高中英语必修4UNIT4 语法说课稿Good afternoon, class!our group is responsible for grammar, these are our group members, our presentation consists 11 parts,they areTeaching materialananlysis,learner analysis,teaching objects, focal and difficult points,teaching methods,teaching principles, learning method, teaching procedures ,blackboard design,teaching aids , balckboard design and reflection.I．Teaching material analysisFirst, let?s e to material analysis. In this unit,the key grammar is ving form used as adverbial and attribute. When it is used as an attribute, it is to modify nouns ,discrib things are happening or things? use .sometimes it can aused as a clause. When it is used as an attribute, it has four categories:time attribute ,reason attribute, condition attribute and result attribute.II. learners analysisthe learners are senior high school grade one students. Their age is about from 15 to17 , they have independent thinking and autonomous learning abilityfor they?ve learned English for several years and have some grammar foundation of English. So our group thought that it will not be so hard for them to and.Ⅲ.Teaching objectsAfter class ，students are able to recongize ving form used as attribute and adverbial in a sentence and mand the usages .What?s more,they also need to know how to use ving form used as attribute and adverbial .Ⅳ.Focal and difficult pointsThe focal points includes the verb's -ing form used as the attribute and the used verb's -ing form as the adverbial .The difficult points was divided into4parts: the adverbial of condition, the adjoint adverbial, using the verb's -ing form to describe pictures and rewriting the sentences by using theverb's -ing formV.Teaching methodsMy teaching methods are municative languageteaching(CLT) and the guided discovery method. In the municative method., I use different forms ofactivities such as whole class work, group work, individual study to encourage students to producetheir own language. In the discovery method, I present a contextual specific structure and write the whole sentence on the blackboard .For example , there is a pool for swimming . And next students continues with more contextualized examples. Then students are guided to discover the rules of the -ing form and make a conclusion.VI. Teaching Principles:Our group thought that reviewing and leading Ss learn the new knowledge should e first,then the teacher is responsible to arouse Ss' interests and try to lead more students to take participate in class .VII.Learning methodsIn this grammar lesson, the students will use 6 learning method to learn this grammar points. First, (来自: 小龙文档网:高中英语必修4unit4语法)the students will roleplay a dialogue with ing form, it reminds students the target of this lesson. And then, the students use discovery method to find the rules of the verb's -ing form used as the attribute . Next, the students will use group work, discussion, parison to learn the verb's -ing form used as the adverbial. Above all, two grammar points both use practice, it?s very important to enhance students? effect of this lesson.VIII.Teaching ProcedureThis is a grammar lesson which are divided into 3 parts. They are presentation, practice and production. And the focus of this lesson is the verb's -ing form used as the attribute and adverbial.The verb?s -ing form as the attributePresentation1.1.1 At first, I will ask student ?in summer, do you like swimming??, students may answer ?yes?. Then, I will say ?there is a pool for swimming in our school.You know, we can also say there is a swimming pool in our school?. At the same time, I will write the whole sentence? there is a swimming pool in our school? on the blackboard. After that, I will ask a student to present to sleep. Then, I will ask students to make a sentence. Students may answer ?the student is sleeping?. Then I will say ?a sleeping students? and write the sentence on the blackboard. Continually, I will give more examples and write them down.The purpose of this part is to introduce the verb?s -ing form and arouse students? interesting. And it also enlightens students to think why they use the structure.And then, I will give some examples and pause to wait for the students to answer them. For example, I will give ?there is a car ___(wait) outside?. Then, I will ask students to answer it together. The students will answer ?there is a car waiting outside?. Then, I will write down the sentence.The purpose of this part is to make students think over seeing. At the same time, they can practice what I have taught. That is to say, they listen and speak the target structure mechanically.Then, I will ask students ?can you get something from those sentences?? students may answer ?no/yes?. Then, I will highlight the target structure with coloured chalks.There is a swimming pool in our school.There is a sleeping student.There is a car waiting outside.After giving them several minutes to observe, then, I will ask again ?can you get something from those sentences this time?? Students may say ?yes?. Later, I will ask ?what is it?? Then they may say ?all oftheirs forms are –ing. And all of them are verbs?.The purpose of this part is to draw students?attention to the target structure and lead them to conclude the target structure. ??1.1.2 After they get the target structure, I will give some verbs and ask them to fill the blanks. For example,There is a____ pool in our school (swim).This is Mr. Smith ____ (speak)…….There, I will ask students to do it together. Then, I will give other examples and ask single student to do it.篇二：高中英语必修四重难点高中英语必修四知识点归纳课题: Unit 1 Women of achievement课时: 4 hours一.重点单词1. achievement n.[C]成就，功绩2. behave vt.&vi. 举动；(举止或行为)表现3. observe vt. 观察；观测；遵守4. respect vt.&n. 尊敬；尊重；重视5. argue vt.&vi. 讨论；辩论；争论6. support vt.&n. 支持；拥护；支撑；赡养；给予帮助﹑同情等的人7. intend vt. 计划；打算8. deliver vt. 接生(小孩)，递送，发表(演说)9. connect vt.连接；联系；接通电话 vi.连接，衔接10. argue vt.&vi.讨论；辩论11. crowd n. 人群，群众；v. 聚集；挤满；挤，推12. inspire vt. 鼓舞；激发；启示14. considerate adj.体贴的，体谅的15. deliver vt.递送(邮件)，接生；生(小孩)；发表(演说)二.重点词组1. look down upon / on蔑视；瞧不起2. refer to 谈到；查阅；参考；查询；提及；指……而言3. e across (偶然) 遇见；碰见4. carry on 继续；坚持5. live/lead a... life过着……的生活三.重点句子1. Watching a family of chimps wake up is our first activity of the day.2. Only after her mother came to help her for thefirst few months was she allowed to begin her project.3. She also worked hard to make as many countries as possible agree not to use them.四.重点语法1.主谓一致1）语法形式上要一致，即单复数形式与谓语要一致。
七年级英语Unit4写作教案
七年级英语Unit4写作教案Today, I would like to share with you my teaching planfor Unit 4 Writing in the seventh grade English class. This unit aims to help students learn how to write short paragraphs and simple letters, and also provides them with the opportunity to practice using present simple and past simple tenses.Before diving into the writing exercises, it is essential to present some essential vocabulary for describing people's physical appearance and personality traits. It is alsocrucial to review the grammar rules for using present simple and past simple tenses, as well as some basic sentence structures.After the introduction, the first writing task I would assign to the students is to write a short paragraph describing their best friend. To help students organize their writing and improve its coherence, I suggest they follow the three-part structure below:-Introduction: briefly introduce their best friend and explain why they are their best friend.-Body: describe their friend's physical appearance and personality traits, using vocabulary and grammar rules reviewed in class.-Conclusion: wrap up the paragraph by summarizing what makes their best friend special and important to them.I would encourage students to read out their paragraphs to their classmates and ask for feedback on the coherence, clarity, and grammar of their writing.The next writing exercise is an opportunity for students to practice using past simple tense and writing a simple letter. The task is to write a letter to a friend summarizing what they did over the weekend. I would teach students the standard letter format, including the date, greeting, body, closing, and signature.To give context to this writing task, I would ask the students to come up with ideas for weekend activities they can do within their home, garden, or nearby area. These can include hiking, baking, watching a movie, playing board games with family members, etc. By focusing on simple, accessible activities, students can more easily relate to the writing task and produce more authentic and engaging content.When grading the writing, I would be looking for how well students follow the standard letter format, their ability to use past tense correctly, and the coherence and relevance of their writing to the prompt. I would also encourage students to exchange letters with their classmates and provide each other with feedback, correcting mistakes and making suggestions for improving the language and the content.To wrap up this unit, I would challenge students to write a paragraph or a short story using present simple and past simple tenses. Students can choose their topic freely, as long as it allows them to practice the grammar and vocabulary learned throughout the unit. Some prompts you can suggest include:-Write a story about a memorable experience you had with a friend.-Describe a city you would like to visit and explain why it fascinates you.-Write about a hobby you enjoy and how it has affected your life.This final task will allow students to demonstrate their creativity, express their thoughts and feelings, andconsolidate their learning about writing paragraphs and letters using present simple and past simple tenses.In conclusion, this unit provides students with a structured and practical introduction to writing paragraphs and letters. By focusing on simple vocabulary, basic sentence structures, and authentic prompts, students can develop their writing skills and gain confidence in expressing themselves in English. I hope this teaching plan will be helpful to you and your class, and I wish you all the best in the upcoming English lessons!Sincerely,[Your Name]。
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《同步》P77----书面表达
参考范文：
Dear David,
I' m glad to tell you something about my weekend. Last week , I had a great weekend. On Saturday morning, I did my homework and did some running. In the afternoon, I played computer games and then played the guitar. They were so much fun. In the evening I watched TV. On Sunday morning, I read some books and reviewed my lessons. In the afternoon, I played basketball and cleaned my room. On Sunday evening , I read newspapers.
On Saturday morning, I … On Saturday afternoon, I … On Saturday evening, I … On Sunday morning, I … On Saturday afternoon, I … On Saturda relaxing weekend. On Saturday morning, I did my homework , it was very easy. It took me two hours to finish it. In the afternoon, I went to the park to play with my friend, Jim. We had a good time there. In the evening, I stayed at home with my family, we watched TV and chatted. On Sunday I went to the farm to visit my uncle, Jack. We rode the horses, fed the chickens and milked the cow there. We went back in the evening. Then we watched a football game.
___A__s_a_s_t_u_d_e_n_t___, I must work hard. 作为一名学生，我必须努力学习。
2) take 带领 take sb. to +地点则表示“带领某人去某处” eg：一到星期天，爸爸便会带他的儿子去公园。 On Sundays, the father would t_a_k_e_his son _t_o__the park.
bring 意为“拿来，带来”，表示“拿到靠说话人近的地 方”。 take 意为“拿走，带走”，表示“拿到远离说话 人远的地方”。 carry 意为“扛，搬”，用力移动，没有方向性。 fetch 意为“去取，去拿”表示往返拿物
2.First, we took a long bus ride to a lake in the countryside. 首先我们坐了很长时间的汽车来到乡下的一个湖边。
Unit4 作文结构分析及语法要点
写作指导
1. 这是一篇介绍自己在周末两天所做的事情，因此应用第一人称，用一般
过去时态来写作。
2. 首先，应表述自己对周末的总体感受。 3. 然后，可以回想一下自己分别在周六上午、下午和晚上分别做过什么事
情；然后，再回想，在周日的上午、下午、晚上分别做了什么事情。然 后，将这些事情用连接词或过渡句连在一起，形成一遍连贯的短文。 4. 最后，还要再通读一遍短文，再重点看一下动词的一般过去式有没有搞 错。看句子是否通顺。
ride n. （乘车的）旅行，旅程 v.骑 It’s a twenty-minute train __ri_d_e__from here.
3. On the first night, we just sat under the moon and told
What about your weekend?
Yours,
Bill
语法点链接
1. As a special gift, our parents took us to India. 作为一份特殊的礼物， 我爸妈带着我们去了印度。 1) as 表示“作为……; 当作……”，其后可以接职业，用途，特点等。用 在句首时，这种短语的后面往往有逗号与语句的主体隔开。例如：
范文二：Last weekend was fun. On Saturday morning, I went shopping at the supermarket with my mother and then we had lunch at home. After lunch, I helped my father with some housework. Later in the afternoon, I played volleyball with my friends at the park. On Sunday morning, I wrote a letter in English to my pen pal. Then I had lunch with my friends at a restaurant near our home. In the evening, I watched a wonderful movie with my parents. I was so excited that I couldn't sleep for a long time. So this morning I was kind of tired.