Lesson plan-grammar
Unit3LessonPlanning教案
Unit3LessonPlanning教案Unit 3 Lesson PlanningIn this unit, we are going to look at one of the most important components of language teacher’s work, lesson planning. We will focus on the following:1.Why is lesson planning necessary?2.What are the principles for good lesson planning?3.What are macro planning and micro planning?4.What are the components of a lesson planning?1.Why is lesson planning necessary?1). Proper lesson planning is essential for both novice and experienced teachers. Although preparation does not guarantee successful lesson, walking into a classroom unprepared is often the beginning of a disastrous lesson.Besides, students immediately notice if the teacher is prepared or not. Unprepared teachers receive much less trust and cooperation from the students.How do language teachers benefit from proper lesson planning?1. A clear lesson plan makes the teacher aware of the aims and language contents of the lesson.2.It also helps the teacher distinguish the various stages of a lesson and to see the relationship between them so that the lesson can move smoothly from stage to another.3.The teacher can also think about how the students can be fully engaged in the lesson.4. When planning the lesson, the teacher also becomes aware of the teaching aids that are needed.5. Plans are also an aid to continuing improvement. After thelesson the teacher can add an evaluation to the plan, identifying those parts which went well and those which were less successful.2. Principles for good lesson planning1). V arietyIt means planning a number of different types of activities and where possible introducing students to a wide selection of materials so that learning is always interesting, motivating and never monotonous for the students.2). FlexibilityIt means planning to use a number of different methods and techniques rather than being a slave to one methodology. This will make teaching and learning more effective and more efficient.3). LearnabilityIt means the contents and tasks planned for the lesson should be within the learning capability of the students.4). LinkageIt means the stages and steps within each stage are planned in such a way that they somehow linked with one another. Language learning needs recycling and reinforcement.3. Macro planning vs. micro planningIdeally, lesson planning should be done at two levels: macro planning and micro planning. The former is planning over time, for instance, the planning for a month, a term, or the whole course. The latter is planning for a specific lesson, which usually lasts 40 or 50 minutes.Macro planning involves the following:A. knowing about the course: the teacher should know which language areas and language skills should be taught or practiced in the course, what materials and teaching aids are available, and what methods and techniques can be used.B. knowing about the institution: the teacher should know the institution’s arrangements regarding time, length, frequency of lessons, physical conditions of classrooms, and exam requirements.C. knowing about the learners: the teacher should acquire information about the students’ age range, sex ratio, social background, motivation, attitudes, interests, learning needs and other individual factors.D. knowing about the syllabus: the teacher should be clear about the purposes, requirements and targets specified in the syllabus.(National English Curriculum Standard)Much of macro planning is done prior to the commencement of course. However, macro planning is job that never really the ends until the end the course.Macro planning provides guidance for language teachers. However, most teachers have more confidence if they have kind of written plan for each lesson they teach.The advantage of a concrete teaching plan is that teachers can follow it in the class and check what they have done. This plan will be basis of a record of what has been covered in class, and will make it easier to make achievement teats later. The teaching plans will be good records for the entire course.4. Components of a lesson plan1). Teaching aims2). Language contents and skills3). Teaching stages and procedures1). Teaching aimsThe first in lesson planning is to decide the aims of a lesson, which include what language components to present, whatcommunicative skills to practice, what activities to conduct and what materials and teaching aids to be used.2). Language contents and skillsIn language teaching, it is very important for the teacher to know exactly what language contents will be taught and what language skills will be practiced in the lesson. Language contents mean structures (grammar), vocabulary, functions, topics, and so on. Language skills are L, S, R and W.3). Teaching stages and proceduresAt the presentation stage, the teacher introduces new vocabulary and grammatical structures with reference to their contextualized use.At the practice stage, the lesson moves from controlled practice to the guided practice and further to the exploitation of the texts when necessary.At the production stage, the students are encouraged to use what they have learned and practiced to perform communicative tasks. At this last stage, the focus is on meaning rather than formal accuracy.Another model is pre-reading, while-reading, post-reading.This model is also often applied in listening lessons, which have pre-listening, while-listening, and post-listening stages.In this model, the pre- stage involves preparation work, such as setting the scene （描述背景）, warming up, or providing key information( such as key words).The while- stage involve activities or tasks that the students must perform while they are reading or listening.The post- stage provides a chance for students to obtain feedback on the performance at the while- stage. This may involve follow-up activities, in which students relate what theyhave read or heard to their own life and use the language spontaneously.Components of a lesson plan1. Contents2. Aims/Teaching aims/objectives3. Language focus4. Aids/Teaching aidsTeaching procedure(s)Homework/AssignmentsLayout of the blackboard。
必修二第一单元语法教案(A Lesson plan for grammar on book 2 lesson 1)
A Lesson Plan for Grammar in Module 1 Book П执教学生:2013级英语专业本科2班周柳池Topic: Nouns Used as Verbs and the Future SenseContents:1. The grammar nouns used as verbs;2. The grammar will/be going to for future actions.Teaching Aims:1. To learn to use the words as verbs;2. To learn to use be going to or will;3. To learn to make sentences using the grammar in this lesson.Teaching Important Points:How to express your intention and prediction with will and be going to.Teaching Difficult Points:How to use a noun as a verb and how to use will and be going to correctly.Teaching Methods:1. Communicative Language Teaching;2. Task-based Language Teaching;3. Guided discovery method.Teaching Aids:A computer, some picture.Teaching Procedures:Step 1: Greetings (1 Min.)T: Good morning / afternoon, boys and girls!Ss: Good morning / afternoon, Mr. / Ms. Zhou!Step 2: Lead in (7 Mins.)1. Review the last lessons and check their homework (do a dictation about important phrases); (2 Mins.)2. Draw some stick figures and ask students to guess the meaning--to teach newwords in this way; (2 Mins.)3. Give some sentences on the blackboard, give some time to students for discussion and help the students to learn the new grammar. (2 Mins.)4. Announce the teaching plans in this lesson and begin our class. (1 Min.)Step 3: Grammar 1 (12 Mins.)1. Ask students to observe the sentences and find the difference; (2 Mins.)2. Explain the grammar to students in detail. (5 Mins.)3. Help students to do more exercises: (5 Mins.)Step 4: Grammar 2 (18 Mins.)1. Show some pictures about the behavior that will happen on the computer and invite some students to make sentences according to the picture; (2 Mins.)2. Ask students to turn to page seven and read the first 5 sentences carefully to find the difference between “will” and “be going to”; (3 Mins.)3. Explain the grammar in detail according to students’ answers; (4 Mins.)4. Ask students to tell their plan to their partner and write down one sentence on the notebook. And invite some students to write down their answers on the blackboard; (3 Mins.)5. Ask students to do exercises on page seven in order to check if they have already got it; (4 Mins.)6. Go over the lesson with class by retelling. (2 Mins.)Step 5: Homework (2 Mins.)Recite the grammar and finish the exercises on the textbook.T: Now, today’s homework is in our WORKBOOK. Turn to page 68 and finishExercise 4. Blackboard Design。
U14 lesson 4 grammar-teaching plan
To learn and practice
StepⅣComplete the sentences with words given:
money,a favour, your best, suggestion, excause, promotion, career
Individual work
2.Make up some sentences after learning the phrases in the context.
.过程与方法：
1.通过小结单元词组，学生首先感知动词搭配组合的形式及在句子中的用法。
2．在语境中，学习动词搭配的用法。
教学环节Biblioteka 活动活动形式设计意图
StepⅠLead in
married, afraid, calm
Individual work
To use the phrases in the real context.
verb + adjective
Step VIIIn pairs, take turns to say sentences about yourself. Use the verb collocations from the table
Use the table below to classify these words from the text that often go together.
Individual work
To review the text
StepⅡ
Observing and understanding
Complete the sentences below with the correct form of expressions from Exercise 6.
英语：(外研版,必修1)课件：Module 6 Teaching plan-Grammar
warm-up, make-up, break-in, get-together
7) adv. + n.
overcoat, by-stander, outbreak
8）其他
go-between, forget-me-not, good-for-nothing
复合形容词的常见构成方法
C. the; the
D. /; the
（江西高考，21）The Smiths don’t usually like staying at _____ hotels, but
last summer they spent a few days at a
very nice hotel by _____ sea.
11. 下面这类名词前通常不加冠词
大多数街名, 广场名(Times Square), 车站, 机场, 公园, 桥梁名(London Bridge), 大学名(Yale University), 节日名(National Day, New Year’s Day), 多数杂志名 (Times, Reader’s Digest)
4) n. + v-ing
English-speaking, peace-loving, heart-breaking
5) n. + v-ed
man-made, state-owned, heart-felt, heartbroken
6) adv. + v-ed
well-known, wide-spread
the Yellow River, the English channel, the Taiwan Straits, the Indian Ocean, the Philippines
Lesson Plan英语初级句型学习——I am、he she is
Lesson PlanWhen you begin teaching absolute beginners it is important to use gestures, pointing and what is often called "modeling". You can begin teaching subject pronouns and also introduce the verb 'to be' at the same time with this simple exercise.Part I: I Am + NameTeacher: Hi, I am Ken. (Point at yourself)Teacher: Hi, I am Ken. (Repeat stressing each word)Teacher: (Point to each student and have them repeat 'I am...')Part II: He, She, IsTeacher: I am Ken. He (stress 'he') is ... (Point at a student)Student(s): Paolo (Student(s) give that student's name)Teacher: I am Ken. (Point at the student again and then circle your finger in the air indicating 'everybody')Student(s): He is Paolo.Teacher: I am Ken. She (stress 'she') is ... (Point at a student)Student(s): She is Illana. (If students make a mistake and say 'he' instead of 'she', point to your ear and repeat the sentence stressing 'she') Teacher: (Point at different students and repeat a number of times)Part III: Question With 'Is'Teacher: I am Ken. Is He Ken? No, He is Paolo. (Use modeling here - ask yourself the questions)Teacher: Is he Paolo? Yes, He is Paolo.Teacher: Is He Greg? (Point to various students eliciting a yes or no response)Student(s): Yes, He is Paolo, No, She is Jennifer, etc.Teacher: (Point from one student to the next indicating that he/she should ask a question)Student 1: Is he Greg?Student 2: No, He is Peter. OR Yes, He is Greg.Teacher: (Continue around the room)。
中学英语教学法 Unit 8 Lesson Planning
New 5P
Preparation
Presentation 3、Five-step teaching method Practice
Production
Progress
1、预备（Preparation）
这一步不仅仅包括每节课开始的复习 （Revision），而是包含一个单元的开始和 听、说、读、写活动的开始，有预热 （Warming-up）、导入（Lead-in）等活动， 起到启示、激活（学生原有图式，包括知识 和经验）、预测（学习的内容）等作用。目 的是激活学生已有的知识和经验，启发学生 开动脑筋，自主探究。
1. Why is lesson planning necessary？ （P.52）
2. What are principles for good lesson planning ? ( P. 53~54 )
备课的内容
1.备课标: 教师在授课以前必须认真学习、钻研课标。
2.备教材: 要求教师对所教教材的语言材料精确掌握。
编写教案 （Teaching Plan ,Lesson Plan）
What is a lesson plan? （P.51）
▪ 教案就是教学的内容文本，也称课时计划，是教
师根据课标、教材和学生的实际情况，为实现课堂 教学目标而拟定的教学方案。
教案的内容
1、单元教学计划（单元名称、教学目标、课 时分配）
3）描述发展认知和思维能力方面目标的行为动词有： 区分、分类、比较、分析、归纳与概括、举例、推理、 判断、阐述(理由或给出；(原因)等。
4）描述情感态度与价值观方面目标的行为动词： 喜欢、乐于、有…的愿望、尊重、爱护、珍惜、 养成、敢于、辨别、欣赏等。
如：学生能在小组活动中积极与同伴合作，注 意聆听并理解他人；通过阅读故事和小组讨论 与交流，理解Mary送卡片和鲜花给妈妈的用 意，从而产生对亲人的感恩之情。
英文教案常用词汇有哪些
英文教案常用词汇有哪些在教学英语的过程中，教案是教师进行教学活动的重要工具之一。
一个优秀的教案不仅要设计恰当的教学步骤和内容，还需要运用各种专业术语和常用词汇来描述教学过程和教学目标。
下面将介绍一些英文教案中常用的词汇和术语。
1. Lesson Plan（课程计划）Lesson Plan是指一节课的详细计划，包括教学目标（Learning Objectives）、教学过程（Teaching Procedures）、活动安排（Activity Arrangement）等内容。
在Lesson Plan中，通常会明确教学目标、时间安排、教学资源以及评估方式等。
2. Warm-up（热身活动）Warm-up是指课程开始前，通过一些简单的活动帮助学生进入学习状态的过程。
这个环节可以包括复习上节课内容、引入新课程内容、或者进行一些轻松的互动活动来引起学生的兴趣。
3. Vocabulary（词汇）Vocabulary是指需要在本节课中教授的单词或词汇。
在教案中通常会列出要教授的词汇列表，并设计相关的教学活动帮助学生掌握这些词汇。
4. Grammar（语法）Grammar是指在这节课中需要教授的语法知识和规则。
教师可以通过讲解、练习和例句等方式帮助学生理解和掌握语法知识。
5. Speaking（口语）Speaking是指培养学生口语表达能力的环节。
在这部分教案中，通常会设计一些口语练习活动，帮助学生提高口语表达能力。
6. Listening（听力）Listening是指培养学生听力理解能力的部分。
在教案中，通常设计一些听力练习活动，让学生通过听力材料来提高听力水平。
7. Reading（阅读）Reading是指培养学生阅读理解能力的环节。
在教案中，通常会设计一些阅读练习，让学生通过阅读理解文章来提高阅读能力。
8. Writing（写作）Writing是指培养学生写作能力的部分。
在教案中，通常设计一些写作练习活动，帮助学生提高写作水平。
grammar teaching lesson plan
Unit 4.Helping PeopleBackground information:Teacher: Huo Yongqin School: Qing Hua High School Class: 2 Grade: 1 Size: 56Time duration: 1 period (40mins.) Date: March.17 or 18 Material: Grammar The Passive Voice from Unit 4 of Senior English for Schools Student’s Book 2Type of class: Grammar TeachingObjectives:1.Instructional Objectives:(1)Students should be able to grasp the usage of passive voice withmodal verbs;(2)Students should be able to master the rules of passive voice insentences with different tenses;(3)Students should be able to make sentences with passive voice;(4)Students should be able to know the past and past participle ofsome irregular verbs clearly.cational Objectives:(1)Students should be able to speak their mind confidently in front ofothers;(2)Students should be able to take part in group discussion actively;(3)Students should be able to apply what they have learned to write aRequirement for students who want to join the English Week of their school.Focal Points:(1)Students should be able to master the usage of passive voice withmodal verbs;(2)Students should be able to know the rules of passive voice indifferent tenses.Difficult Points:(1)The transformation from active voice to passive voicewith modal verbs;Teaching Aids: blackboard, chalk, book…Main Procedures:Stage1: A brief review of passive voice in Unit3The teacher asks three or four students to make sentences with passive voice they have learned in Unit3.T: Class begins.S: stand upT: Good morning, class.Ss: Good morning, Miss Huo.T: Sit down please. As we all known, we have learned the first lesson ofpassive voice in Unit3. Now I’d like to invite three students to make sentences with passive voice. Think about it for a minute.Ss…… 1 min laterT: Time is up. Any volunteer? ×××,would you like to have a try?(the teacher writes sentences in the blackboard while students are speaking.) Sa…Sb…Sc…T: Very good, you three did a good job!Stage2: A brief review of the past and past participle of some important verbs.The teacher draws students’ attention to the form of verbs in the three sentences and asks them to give the past and past participle forms of some irregular verbs.T: Class, please take notice of the verbs in these three sentences. We call them the past participle of verb. Right?Ss: Yes!T: Do you know the past form and past participle form of this verb (the teacher writes”bite” in the blackboard.)Ss: bit, bittenT: Yeah, Good! And “awake”Ss: awoke, awokenContinue asking students to give past and participle forms of tenverbs. This is the end of stage2.Stage3. Whole class activityThe teacher guides students to learn the passive voice with modal verbs through three stories according to pictures drawn in the blackboard.First situation----Rules for High School StudentsT: Class, Are you satisfied with your school life now?Ss…T: Why? I guess many of you are tired of those school rules. For example, As a high school student, you must put on your clothes well by 6:30 every morning. Is that true? ( the teacher writes “You must put on your clothes well by 6:30 every morning. ” in the blackboard while she is speaking.)Ss…T: Just take our school for example; We have to do morning exercise at 7:00 everyday. And we should show our school brand to 校警when we enter or leave our school.(the teacher writes”we should show our school brand to the teachers when we enter or leave our school .”) T: Is there anything else we must/should/have/ought to do as a high school student?Sa…Sb…Sc…The teacher writes students’ answers in the blackboard.T: These are all the rules we hate but we have to obey them. As we have learned the passive voice in Unit3, can you turn these sentences in the blackboard into passive voice?Ss…T: Don’t worry, think about how to turn active voice into passive voice. First we need to find the object in the active voice. And then, the most important step is…Ss…T: It should be like thisMorning exercises should be done by us every day excerpt it rains. Clothes must be put on well by 6:30.School brand has to be showed to the teachers when we enter or leave school.And how about×××,can you turn the active voice into passive voice in this sentence.Ss…Second story-----Tasks for College StudentsT: Ok! Very Good! Thank you! Maybe life in the university is more comfortable than that in high school. But there are also many tasks we have to finish. For example,Examinations have to be passed by college students.We have to grasp professional skills during the four years.We should gain experience in social communication.T: Can we turn the last two sentences into passive voice? T: Of course, we can. ×××,can you tell us how to do?Sa…Third situation---- Responsibilities for AdultsT: After graduating from university, we finally enter the society.We have to find a good job to live a good life;We should take care of our parents when they are old;We ought to live in a small way to buy a residence house.……..……..The teacher asks students to work in pairs. One says the active voice sentence, the other says the passive voice sentence. This is the end of stage3.Stage4. Group DiscussionThe teacher asks students to work in groups of four or five to fulfill the table below.Stage5. Assign homeworkThe teacher asks students to write a Requirement for those who wanted to join the “English Week”.T: Class, as we all known, the ninth week will be our “English Week”. We have finished learning the passive voice, so I want you to write a Requirement for those who want to join the “English Week”. That’s all for today! Thank you!Sentences used for this class are1.We must do morning exercise every day except it rains.2.We have to show our school cards to the teachers when weenter or get out of school.3.You should hand in your assignments on time.4.My students。
Teaching lesson plan of grammer
Teaching lesson plan of absolute construction Students have learned the absolute construction last class, and this class students will learn more about the absolute construction.1, Teaching Objectivesa)Ability objective: students can learn absolute construction well, andcan use absolute construction freely.b)Moral objective: through the learning of absolute construction,students can better grasp the knowledge of grammar, and enhance the confidence in learning grammar knowledge.2, Difficult PointsHow to analyze sentences and find the grammatical rules inductively in sentences.3, Teaching Methoda)Inductive method.b)Teaching Aids: a computer, blackboard.4, Teaching ProceduresStep1 greeting and lead-inStep2 presentationTeacher: Now, I will show you some sentences. And you should obvious it carefully.a. If time permits, we will go home.b. Time permitting, we will go home.Teacher: which sentence has used the absolute construction?Students1: sentence b.Teacher: who can tell us the structure of the sentence b. and tell me why.Students2: the structure is noun or pronoun plus a present participle to replace an adverbial clause. Because time and permit is initiative structure.Teacher: very well. The subject of the adverbial clause and the subject of the main clause are same. And adverbial clauses can be changed as the adverbial participial phrase.Teacher: there are a lot of sentences, obvious them carefully, and then tell us the structures.A.If more time is given, we can finish the work.More time given, we can finish the work.B. Because there was a lot of homework to do, they had to stay here for several days.A lot of homework to do, they had to stay here for several days. Teacher: have you finished? Who can tell us the structure?Student3: sentence A has used noun or pronoun plus a present participle to indicate initiative or ongoing.Student4: sentence B has used noun or pronoun plus past participle to indicate passive and complete.Teacher: all of you have done a good job. Then we will do some practices Step3 practicePractice1: using the absolute construction to change the complex sentence into single sentence.A. If weather permits, we will visit the Great Wall.B. Because there are a lot of problems to solve, the newly-elected president is having a hard time.Practice2 use the absolute construction to translate the sentence.(1) 他手里拿了一本书走进了教室。
外研社英语必修二教案
外研社英语必修二教案外研社英语必修二教案【篇一：外研社必修2英语优秀教案】1. lesson plan1.1 background informationjunior or senior sectionteachersize class , gradetime type of lessonteaching1.2 contents vocabulary:words that need to be recognize: court, director, genius, harpsichord, impressed,lose, musical, peasant, piece of music, singer,successful, symphony, talent, teenager.reading: three great composers of the eighteenth century1.3 objectivesby the end of the class, students should be able to:1.3.1 instructional objectives1) recognize and know the pronunciations and meanings ofthe following vocabularies by showing pictures, situations, word-formation rules, chunks, collocation, teacher’s explaini ng and guessing though the context:court, director, genius, harpsichord, impressed, lose, musical, peasant, piece of music, singer,successful, symphony, talent, teenager.2) grasp the key words, understand the main idea of the reading materials ;3.3.2 educational objectives1) strengthen their motivation and interest in learning english through the interesting class activities;2) build up the cooperative spirit by pair working and groupworking;3) talk about some famous composers;4) use the cognitive strategies to learn new words.3.3.3 personal objectivesteacher tries to be more passionate and involved all students in my class.3.4 focal points1) students are able to use the reading skills to grasp the key words, organize information by tables.2) students are able to write a short passage to introduce their favorite musicians.3.5 difficult pointsstudents are able to use the reading skills to gain information and compare the information.3.6 procedures and time allotment3.6.1 getting students ready for learning (3 minutes)step 1 greetingsteacher greets students with simple communication.t: good morning, boys and girls. how are you today?ss: …t: shall we begin our class?ss: yes.3.6.2 revision (2minutes)review what we have learned yesterday.3.6.3 pre-reading (6 minutes)step 1 enjoy a piece of music by beethoven on ppt.step 2 vocabulary presentationteacher shows some pictures about the three great composers of the eighteenth century; at the same time, students learn some new words:court, director, genius, harpsichord,impressed, lose, musical, peasant, piece of music, singer, successful, symphony, talent, teenager.teacher pays some attention to students’ pronunciation. then teacher leads students to the text by asking questions.3.6.4 while-reading (20 minutes)step1 skimming the passage for the main idearead the passage quickly and choose the best title in ex2 on p22---three great austrian composers---three great composers of the eighteenth century---three great child composersstep 2 scanning the passage for specific information read the passage again and answer the questions. which of the composers....1. were born in austria?2. was born in germany?3. had a good singing voice?4. died before his fortieth birthday?5. became deaf?6. met each other?7. had fathers who were musicians?8. had a father who wasn’t a musician?step3 read the passage carefully and fill in the form.about haydn【篇二：外研社高一英语必修二 module 2 教案】 lesson plan practice teacher’s name: ren baiyunteaching date: nov. 28, 2012【篇三：外研版高中英语必修2---module4教案】module fourfine arts-western,chinese and pop artsperiod oneteaching content:introduction; reading and vocabularyteaching important points:1.encourage the students to talk about arts as well as the well-known artists at home and abroad;2.help the students make sense of the whole passage;3.help the students improve their reading ability.teaching difficult points:1.lead the students to talk in class actively;2.deal with some difficult language points.teaching procedures:step 1 lead-in and introduction1.lead-ini think most of us love different kinds of arts and know about some famous artists and famous art works more or less.now let`s list some famous artists and their famous art works at home and abroad,such as:qi baishi and his painting of shrimps,xu beihong and his painting of horses,zheng banqiao and his works of bamboos at home.abroad there are da vinci and his the smile of mona lisa,vincent van gogh and his the sunflowers（《向日葵》）and the starry night（《星夜》）,pablo picasso and cubism(立体主义画派) and so on.this module we`ll talk about the topic-fine arts.first let`s review some words related to it.2.activity1 on p31ask the students to read through the questions and words in this part to understand;explain some of the words if necessary and then ask the students to read out them aloudtogether;if possible ask some students to give their answers to the questions(if not,the questions can be omitted.).3.activity2 on p31read through the given information to understand the requirement and appreciate the paintings by themselves.if possible ask some students to present their answers to the class.[there are no standard answers.students` own answers are ok.] step 2 pre-reading[activity1 on p32]read through the given information to understand and try to match;explain some words if necessary and then ask the class to read out the words together aloud;call back the answers from the students.step 3 reading1.fast readinglet the students scan the passage to get the main idea of each paragraph and try to find out the answers to the questions in activity2 on p32, which are about the topics.the first four paragraphs describe the four paintings and in the last two paragraphs two students talk about their opinions about two of the paintings.then call back the answers./doc/7d7236780.html,nguage points[ref:notes to the text]explain some language points to the students.3.careful readingask the students to read through the passage again carefully to get more details and understand it better.then finish activity3 on p34.call back the answers.step 4 consolidationtime permitting,let the students listen to the tape and follow it quietly to understand the text further.step 5 summary and homework1.summary: summarize what they have learned in this period.2.homework: reading on p88-89 in workbook.appendix: notes to the text1.?that aimed to show ordinary twentieth-century city life.aim to do sth. 打算做某事，目的是[aim vi. 打算]eg:they are aiming to reduce unemployment by 50%.we aim to be there around six.我们力争六点钟左右到那里。
grammar lesson plan
Lesson PlanBackground information:Title: I am more outgoing than my sisterLesson: Unit 3, Book 1, the first periodStudents: Junior high school students, Grade 2Lesson duration: 45 minisTeaching objectives:By the end of the lesson, my students should be able to:1. Know how to make the comparative form of someadjectives/adverbs(+er, y→-ier, + more).2. Use comparative degree to describe the things around.3. Learn how to praise others with the comparative degree.Focal and difficult points:1.The change regulation of objectives and adverbs .2. How to use the comparative degree to describe things in daily life.Teaching aids:Blackboard, chalk, PPT, pictures, papers,flowerType of the lesson:GrammarTeaching procedures:OrderStep Detail Objective resources Presentation&Practice11.1PresentationShow activities T draws two straightlines on the blackboard,one is long while theother is longer and tellSs the second one islonger(write longer onBb), then T shows twodifferent apples, one isbig and the other issmall, T describes themorally: this one is small,this is big. So this isLead in thecomparative andmake Ss get ageneralunderstanding ofit(+er)PPT,Bb,chalk,applessmaller than that one and T writes smaller on the Bb. Then T gives more examples by show pictures on PPT:old→older,young→younger:Man Yangyang is older than Lan Yangyang. Lan Yangyang is younger than Man Yangyang.tall→taller:The big tree is taller than the small tree. The small tree is shorter than the big tree. cheap→cheaper.A is cheaper than B. After that, T asks Sslook at the PPT andobserve the changeregulationwith the color tip. LetSs try to concludethe rule first. Then,T showsrule one on the PPT(Ingeneral, we add erto theadjectives/adverbsto make their(7mins)1.2PracticeSubstitution shows several Let Ss learn to usethe changeregulation(+er)and ask the Ss to fill words in the blanks with the right form. Eg:T point at the first picture and says”The left one is lower than the right one.” next, T points at the following pictures and ask the Ss to speak out the answers together.(4mins)22.1PresentationT shows several groups of pictures about the change regulation of comparativewords(happy →happier;dirty →dirtier; busy→busier,early→earlier).While T shows eachgroup, T guidesstudents to describeboth of them with thewords given on PPT(forexample : happy→ A ishappy , B is happy), andT says, “ A is happierthan B.” with somebody language.A is happier than B.Room A is dirtier thanroom B.Tom is busier thanLucy.Lily gets up earlier thanShow the second chang regulation ofcomparatives.PPTMing yesterday.(3mins) 2.3Practice T divides Ss into groupswith 5 Ss in each groupand gives each group apiece of paper withwords and the followingtable on it. Let them putthe words into rightplace. Those group whofinish first run to theplatform and write theiranswer on the Bb.+er y→i,+ersmart, tall, fast, hard, high, long, rich, strong，outgoing early, funny, friendly, lazy，luckyAt last, T check thewith Ss untiloutgoing is notfor both of them.T tells Ss theofmorethe word.To check Sswhether they havegot clear understanding thetwo change regulation of comparativedegree (+er, y-i+er).Blackboard, chalk,paper33.1Presentation compared student Ais obviouslyquiet student B To lead in the comparative which needs to add more before the word.who doesn’t like to talk in the class, and describe like this: ”A is more outgoing than B ”.Then T shows examples on the PPT:B is more expensivethan A.A is more deliciousthan B.A is more beautiful thanB.A is more difficult thanB.After that, T asks Sslook at the PPT andobserve the changeregulationwith the color tip. Let Ss try to concludethe rule first. ThenT tells themuse more +adjectives/adverbsto make theircomparative formwhen wemeet the syllable of word is more than one. (5mins)And make Ss know the rule of comparative(+more).3.2Practice3.2.1T gives six sentences tothe Ss on PPT and asksthem to fill the blanks.To rise students’interests in participating in theBb, chalk,flower, PPTand tell Ss one is Jenny, the other is Lily. Next, T gives Ss a form with the key information on the PPT.and ask S to describe Jenny and Lily in groups. Then, T will choose one group at random to read their answers.(3mins)to praise others and improve themselves, at the same time, they use the knowledge learned to express it.4production4.1Communicativeactivity T says ”today welearned manycomparatives, we canuse them to describe thethings around us, next,let’s have a talk.” Tasks each group todiscuss which one doyou like most in theclass and compare theone with yourself aboutdifference andsimilarity then give thereasons by using thecomparative degreelearned today.(5mins)Enable Ss to learnhow to use theknowledge theylearned to praiseothers.PPTTaskFind a friend T asks Ss, “do you wantto be friends with the Syou just chose? Andwhat kind of friend youwant? Why? Please finda friend for yourself.Talk to you classmatesabout yourfriend.”(7mins)Develop students’oral English andPPT5Assignment T asks Ss to writeMake Ss review thesomething about theircomparative degree.ideal friend.Blackboard writing:1. The rule of comparative form(1) usually adj./adv.→+er (2)some adj./adv. --y→ier e.g. happier, busierold er happ ieryoung er bus iertall er dirt iercheap ershort ere.g: A is cheaper than B. e.g:A is happier than B.(3) more than one syllable adj./adv. →more +adj./adv. e.g. more friendly,more interestingmore expensivemore difficultmore beautifulmore deliciouse.g:B is more expensive than A.。
八年级英语课时a计划第一单元作文
八年级英语课时a计划第一单元作文全文共3篇示例，供读者参考篇1Eighth Grade English Lesson Plan Unit 1Introduction:The goal of this lesson plan is to introduce students to the basic concepts of English grammar, vocabulary, and writing. The lesson plan is divided into five sessions, each focusing on a different aspect of English language learning.Session 1: Introduction to English GrammarIn this session, students will be introduced to the basic concepts of English grammar, including parts of speech, sentence structure, and verb tenses. Students will have the opportunity to practice identifying parts of speech in sentences and constructing their own sentences using proper grammar.Session 2: Vocabulary BuildingIn this session, students will learn new vocabulary words related to common topics and themes. Students will practice using the new vocabulary words in sentences and context todeepen their understanding of the words and strengthen their vocabulary.Session 3: Writing SkillsIn this session, students will learn about the fundamentals of writing, including how to structure paragraphs, organize ideas, and use proper punctuation. Students will have the opportunity to practice writing short paragraphs on various topics and receive feedback from their peers and the teacher.Session 4: Reading ComprehensionIn this session, students will work on improving their reading comprehension skills by reading short passages and answering questions based on the passages. Students will practice identifying main ideas, supporting details, and making inferences from the text.Session 5: Speaking and Listening SkillsIn this session, students will work on improving their speaking and listening skills by engaging in conversations with their peers and the teacher. Students will practice asking and answering questions, giving presentations, and participating in group discussions.Conclusion:By the end of this unit, students will have developed a solid foundation in English grammar, vocabulary, writing, reading comprehension, and speaking and listening skills. This unit will provide students with the tools and knowledge they need to succeed in their English language studies.篇2Eighth Grade English Lesson Plan Unit OneLesson Plan Title: Introducing YourselfLesson Objectives:1. Students will be able to introduce themselves using proper English greetings.2. Students will be able to ask and answer basic questions about their name, age, and hobbies.3. Students will be able to identify the different components of a personal introduction.Materials Needed:1. Whiteboard and markers2. Flashcards with greetings and basic questions3. Handout with sample personal introduction scriptProcedures:1. Warm-up (10 minutes)- Begin the lesson by asking students to share their names and something interesting about themselves.- Review basic greetings with students, such as "Hello, my name is..." and "Nice to meet you."- Play a game where students practice greeting each other using the flashcards.2. Introduction to Personal Introductions (15 minutes)- Write a sample personal introduction on the board and break it down into its components: name, age, and hobbies.- Explain to students the importance of giving a brief personal introduction when meeting new people.- Have students practice introducing themselves in pairs using the sample script.3. Practice (20 minutes)- Divide students into groups and give each group a set of flashcards with different questions about personal information.- Have students take turns asking and answering questions in their groups, using the sample script as a guide.- Monitor students and provide feedback on their pronunciation and grammar.4. Role-play (15 minutes)- Ask students to pair up and role-play a conversation where they introduce themselves to each other.- Encourage students to be creative and use the sample script as a starting point for their conversation.- Provide feedback to students on their role-plays and offer suggestions for improvement.5. Wrap-up (5 minutes)- Review key vocabulary and phrases learned in the lesson.- Assign homework for students to practice introducing themselves to family members or friends.- Encourage students to continue practicing their personal introductions outside of the classroom.Assessment:- Monitor students' participation in the activities and assess their ability to introduce themselves confidently and accurately.- Collect and review students' homework assignments to gauge their understanding of the lesson content.Extension Activities:- Have students create a poster or slideshow about themselves to share with the class.- Organize a class "meet and greet" session where students can practice their personal introductions with their classmates.篇3The following is a sample essay for the first unit of the Grade 8 English lesson plan.Title: My Typical School DayEvery morning, I wake up to the sound of my alarm clock ringing. It's always a struggle to get out of bed, but I know that I have a long day ahead of me. After getting dressed and having breakfast, I make my way to school.The first class of the day is English. We usually start with a warm-up activity, such as a vocabulary quiz or a grammar exercise. Our teacher then introduces the new lesson for the day,which could be anything from reading a short story to writing a persuasive essay. We spend the lesson discussing the topic, asking questions, and practicing our language skills.After English, we have a short break before heading to our next class, which is math. Math is not my favorite subject, but I try my best to pay attention and participate in class. We work on problem-solving exercises, learn new formulas, and practice our arithmetic skills. Our teacher is strict but fair, and I appreciate the effort she puts into helping us understand the concepts.Lunchtime is a welcome break from the rigors of academic classes. I usually eat with my friends in the cafeteria, chatting and laughing as we enjoy our meals. Sometimes we play games or study together during this time, depending on how much homework we have.In the afternoon, we have science class. I love science because it allows me to explore the natural world and learn about how things work. We conduct experiments, observe phenomena, and discuss scientific theories. Our teacher is passionate about her subject and always encourages us to think critically and ask questions.The last class of the day is PE (Physical Education). We change into our gym clothes and head to the sports field or thegymnasium, depending on the weather. We participate in various sports activities, such as running, soccer, basketball, or volleyball. PE is a fun way to exercise and unwind after a day of mental exertion.After school, I usually attend a club or after-school activity, such as the drama club, debate team, or chess club. These extracurricular activities allow me to pursue my interests and meet new friends who share the same passion. I enjoy the camaraderie and sense of belonging that comes with being part of a club.When I finally get home, I have dinner with my family and spend some time relaxing before starting on my homework. I review what I learned in class, complete assignments, and prepare for tests. It can be challenging at times, but I know that hard work pays off in the end.As I reflect on my typical school day, I realize how fortunate I am to have access to quality education and supportive teachers. My school provides me with the tools and opportunities to grow academically, socially, and emotionally. I am grateful for the knowledge I gain, the skills I develop, and the friendships I make along the way.Overall, my school day is a busy but fulfilling experience that challenges me to strive for excellence and pursue my goals. I look forward to each new day with curiosity and enthusiasm, knowing that I am on a journey of continuous learning andself-discovery.。
教学设计4：Grammar
课程教学目标
目标
解读
1.掌握短语take the place of及和place相关的短语的用法。
2.掌握过去分词作宾语补足语的用法，区分过去分词作宾补时与v-ing、不定式作宾补的不同用法
教法指导
1.通过对教材P88表格的阅读，掌握过去分词作宾补时的含义。
2.通过阅读句子，体会语境，掌握过去分词作宾补时的用法。
利用PPT展示本节课的课程目标和含有过去分词的例句
观察学情·切入正课
【检查对了解层级知识的准备情况】
1.检查“基础学习交流”部分完成的情况。
2.任选几个学生分别说出教师展示的试题的答案。如有错误，让学生结对讨论以得出正确答案，引导学生分析错误的原因
自主完成“基础学习交流”部分的练习，核对答案，复读教材P88的语法讲解和《学案》“重点语法探究”部分的内容，学生两两结对学习，分析错误的原因
利用PPT展示《学案》“基础学习交流”部分的练习及答案
第二层级
思维探究·规律总结
【讲解、练习过去分词作宾语补足语的用法】
在学生回答完“基础学习交流”的问题后，引入过去分词作宾补的用法讲解。指导学生品读例句，总结语法规律。要提醒学生注意：
1.区分过去分词作宾补与现在分词作宾补的用法。
2.分词作宾补时，过去分词与宾语的主动或被动关系是确立使用过去分词还是现在分词的依据
2.要布置适量的针对性练习，反馈教学效果，巩固所学知识
教学方法
1.情境教学法
2.综合教学法：在学生掌握课本基础知识，完成情境交流的基础上，老师点拨重要知识，通过笔头练习加以巩固和内化
课前准备
教师准备：
配套学案；
人教版高中英语必修5教材
学生准备：
P语法英语学习计划初中
P语法英语学习计划初中IntroductionEnglish is one of the most widely spoken languages in the world and is considered as a global language. It is crucial for students to master English in order to communicate effectively, access international resources, and succeed in various aspects of life. This English learning plan is designed for middle school students who are at the beginner level of English proficiency. The plan aims to provide a comprehensive and systematic approach to learning English, focusing on P grammar.GoalsThe primary goal of this English learning plan is to help students develop a solid foundation in P grammar. By the end of the plan, students should be able to:1. Understand and use basic P grammar structures accurately2. Write simple sentences and short paragraphs using P grammar3. Speak in meaningful, grammatically correct sentences using P grammar4. Comprehend and respond to simple questions and instructions in EnglishMaterialsThe following materials will be used in this English learning plan:1. Textbook: A middle school English textbook with a focus on P grammar2. Workbook: A workbook that provides exercises and activities for practicing P grammar3. Online resources: Interactive websites and videos for supplementary learning and practice4. Audio materials: Recordings of conversations and exercises for listening practice Overview of the PlanThe English learning plan will be divided into four main units, each focusing on different aspects of P grammar. Each unit will have specific objectives, lessons, and activities to help students achieve their learning goals. The units are as follows:Unit 1: Introduction to P Grammar- Objectives: Understand the concept of P grammar, identify P nouns, pronouns, and verbs, and construct simple sentences using P grammar.- Lessons: Introduction to P grammar, P nouns and pronouns, P verbs, and sentence construction.- Activities: Exercises on identifying and using P nouns, pronouns, and verbs, and creating simple sentences.Unit 2: P Verb Tenses- Objectives: Learn and understand the present, past, and future tenses of P verbs, and use them in sentences and short paragraphs.- Lessons: Present, past, and future tenses of P verbs, and their usage in sentences.- Activities: Practice exercises on using P verb tenses in different contexts, listening to and writing short paragraphs using P verb tenses.Unit 3: P Question Formation- Objectives: Learn how to form and use simple P questions, and respond to them appropriately.- Lessons: Formation of P questions, response to P questions, and practice.- Activities: Listening to and asking P questions, responding to questions, and role-playing conversations using P questions.Unit 4: P Adjectives and Adverbs- Objectives: Understand the use of P adjectives and adverbs, and incorporate them into sentences to describe nouns and verbs.- Lessons: P adjectives, P adverbs, and their usage in sentences.- Activities: Describing people, places, and objects using P adjectives and adverbs, and writing short passages with descriptive language.Assessment and FeedbackThroughout the English learning plan, students will be assessed through quizzes, tests, and oral presentations to gauge their understanding and progress in P grammar. Feedback will be provided regularly to help students identify areas for improvement and reinforce their learning. Additionally, students will be encouraged to participate in group discussions, peer evaluations, and interactive activities to practice their language skills and receive constructive feedback from their peers and teachers.ConclusionThis English learning plan aims to provide middle school students with a structured and engaging approach to mastering P grammar. By following this plan, students will develop astrong foundation in P grammar, which will enable them to communicate effectively in English and lay the groundwork for advanced language learning in the future. With comprehensive materials, interactive activities, and ongoing assessment and feedback, students will have the tools and support they need to succeed in their English language journey.。
Planning a grammar lesson
Planning a grammar lessonSubmitted by TE Editor on 9 December, 2005 - 13:00Without grammar, words hang together without any real meaning or sense. In order to be able to speak a language to some degree of proficiency and to be able to say what we really want to say, we need to have some grammatical knowledge. By teaching grammar we not only give our students the means to express themselves, but we also fulfil their expectations of what learning a foreign language involves. Fortunately, nowadays with the emphasis on a communicative approach and a wealth of stimulating resources, teaching grammar does not necessarily mean endless conjugation of verbs or grammar translation.∙Which approach?∙Presentation, practice and production (PPP) Presentation o Presentationo Practiceo Production∙ConclusionWhich approach?There are two main approaches to teaching grammar. These are the deductive and the inductive approach.∙ A deductive approach is when the rule is presented and the language is produced based on the rule. (The teacher gives the rule.) ∙An inductive approach is when the rule is inferred through some form of guided discovery. (The teacher gives the students a means to discover the rule for themselves.)In other words, the former is more teacher centred and the latter more learner centred. Both approaches have their advantages and disadvantages. In my own experience, the deductive approach is undoubtedly time saving and allows more time for practising the language items thus making it an effective approach with lower level students. The inductive approach, on the other hand, is often more beneficial to students who already have a base in the language as it encourages them to work things out for themselves based on their existing knowledge.Presentation, practice and production (PPP)A deductive approach often fits into a lesson structure known as PPP (Presentation, Practice, Production). The teacher presents the target language and then gives students the opportunity to practise it through very controlled activities. The final stage of the lesson gives the students the opportunity to practise the target language in freer activities which bring in other language elements.In a 60-minute lesson each stage would last approximately 20 minutes. This model works well as it can be used for most isolated grammatical items. It also allows the teacher to time each stage of the lesson fairly accurately and to anticipate and be prepared for the problems students may encounter. It is less workable at higher levels when students need to compare and contrast several grammatical items at the same time and when their linguistic abilities are far less uniform.PresentationIn this stage the teacher presents the new language in a meaningful context.I find that building up stories on the board, using realia or flashcards and miming are fun ways to present the language.For example, when presenting the 2nd conditional, I often draw a picture of myself with thought bubbles of lots of money, a sports car, a big house and a world map.∙I ask my students what I'm thinking about and then introduce the target language."If I had a lot of money, I would buy a sports car and a big house."∙I practise and drill the sentence orally before writing it on the board (positive, negative, question and short answer).∙I then focus on form by asking the students questions. E.g."What do we use after 'if'?" and on meaning by asking the studentsquestions to check that they have understood the concept (E.g."DoI have lots of money?" No."What am I doing?" Imagining.)∙When I am satisfied that my students understand the form and the meaning, I move on to the practice stage of the lesson. During this stage of the lesson it is important to correct phonological andgrammatical mistakes.PracticeThere are numerous activities which can be used for this stage including gap fill exercises, substitution drills, sentence transformations, split sentences, picture dictations, class questionnaires, reordering sentences and matching sentences to pictures.∙It is important that the activities are fairly controlled at this stage as students have only just met the new language. Manystudents' books and workbooks have exercises and activities which can be used at this stage.∙When teaching the 2nd conditional, I would use split sentences asa controlled practice activity. I give students lots of sentencehalves and in pairs they try and match the beginnings and ends of the sentences.Example: "If I won the lottery," …. "I'd travel around the world."∙I would then do a communicative follow up game like pelmanism or snap using the same sentence halves.ProductionAgain there are numerous activities for this stage and what you choose will depend on the language you are teaching and on the level of your students. However, information gaps, role plays, interviews, simulations, find someone who, spot the differences between two pictures, picture cues, problem solving, personalisation activities and board games are all meaningful activities which give students the opportunity to practise the language more freely.∙When teaching the 2nd conditional, I would try to personalise the lesson at this stage by giving students a list of question prompts to ask others in the class.Example: do / if / win the lottery?∙Although the questions are controlled the students are given the opportunity to answer more spontaneously using other language items and thus the activity becomes much less predictable.∙It is important to monitor and make a note of any errors so that you can build in class feedback and error analysis at the end of the lesson.ConclusionWhen teaching grammar, there are several factors we need to take into consideration and the following are some of the questions we should ask ourselves:∙How useful and relevant is the language?∙What other language do my students need to know in order to learn the new structure effectively?∙What problems might my students face when learning the new language?∙How can I make the lesson fun, meaningful and memorable?Although I try to only use English when teaching a grammar lesson, it is sometimes beneficial to the students to make a comparison to L1 in the presentation stage. This is particularly true in the case of more problematic grammatical structures which students are not able to transfer to their own language.It is also important to note that using the PPP model does not necessarily exclude using a more inductive approach since some form of learner-centred guided discovery could be built into the presentation stage. When presenting the 2nd conditional I sometimes present the language in context and then give the students a worksheet with a series of analysis questions to do in pairs.PPP is one model for planning a lesson. Other models include TTT (Test, Teach, Test), ARC (Authentic use, Restricted use, Clarification and focus) and ESA (Engage, Study, Activate). All models have their advantages and disadvantages and I, like many other teachers I know, use different models depending on the lesson, class, level and learner styles.Further readingGrammar Practice Activities: A Practical Guide for Teachers. Penny Ur, Cambridge Handbooks for Language Teachers 1988Grammar Games and Activities for Teachers. Peter Watcyn Jones, Penguin Books 1995How to Teach English. Jeremy Harmer, Longman 1998How to Teach Grammar. Scott Thornbury, Longman 1999。
Lesson Plan 3
Lesson Plan 3Grammar TeachingName: Elaine ChenStudent: Grade One, Senior, Tianmen High SchoolMaterials: teaching grammar – the usage of English modal verb “can”Lesson type: grammar item teachingDuration: 45minDate: 01/04/2011Teaching IdeologyLanguage learning, to some degree, is to learn grammar. In linguistics, grammar can be used to refer to phonetics, morphemes and syntax and so on, but in a narrow view, we usually regard grammar as language rules, including words usage (word-level grammar) and syntactic rules (syntax-level grammar). So, usually, we learn grammar of language, we should pay our attention to the two levels at the same time.Although grammar is very important for language learning, especially for second language study, many examples show that, students consider it as the most boring part in language learning and many of them show little interest to it. Since the new national teaching program was laid out, communication became more important in language leaning. Task-orientation teaching method is popularized now in our whole country. Therefore, in order to conform to the tendency of new teaching program, we pay more attention to the development of students’interest in grammar learning so that students can learn grammar in a communicative way. That is to say, students will learn grammar in a meaningful way but not traditionally grammatical rules learning. Therefore, under the guide of this ideology, we’ll design many tasks for students to learn grammar in a communicative way. We will make the students learn grammar in speaking, listening, reading and writing.Learner profilesThe class will consist of 50-60 students from grade one, senior. According to investigation of the students, the number of female and male students is almost the same. The average level of the students is a little higher than the other classes in the school, but the level of the class is different, great individual difference exists, so more attention should be paid to keep the balance of tasks designing.Teaching content and learning conditionThe analysis of teaching contentThe main content of this lesson is the grammar item- modal verb “can”. All kinds of materials, including sentences, dialogues and contexts, will be used to show the usage of this modal verb “can”. Some practice materials will also be used for students to master the grammatical item.Teaching objectivesBy the end of the lesson, students will be able to achieve the following objectives: 1)Language Knowledge objectiveLearn the usage of the modal verb “can”, and reach the goal of being used correctly by students.2)Language skills or ability objectivesa)Students can make dialogues by using “can”.b)Students can identify it from a context.Languages focuses and anticipated difficultiesLanguage focusesa)The usage of modal verb “can”.b)Make a dialogue by using “can”.Anticipated difficultiesa)Master the usage of model verb “can”.b)Use “can” correctly to make a dialogue.Teaching method / Teaching modelAs for grammar teaching, we can take TBLT Model (Task Based Language Teaching) and PPP teaching model (presentation, practice and production). We will combine the two teaching models in our lesson plan.Teaching aidsWhite board, chalk, PPT, white cards and so on.The flow chart of teachingTeaching proceduresStep 1: leading-in (4 min)Class leading-in, this is not a grammar teaching leading-in, just for students to be well in a state of English class.Activity:Ask some questions about their names, ages, and some information about the personal life.Q: What’s your name?May I have your name?How old are you?Where are you from?What’s the date?What day is today?Step 2: pre-taskIntroduction to topic and task, something about English model verb can.ActivityPresent some sentences that include the usage of model verb “can”. Then, let the students listen to the tape, pay attention to the intonation of these sentences with “can”.1) What can you do?I can dance.2) Can he swim?Yes, he can.3)Can you read in English?No, I cannot.Step 3: task circleLearn grammar in language use.Activity1Present some sentences1)She can sing.She cannot sing.2)He can swim.He cannot swim.Explain the basic usage of the model verb “can” and its negative form “cannot”. Activity 2PresentationThe teacher presents a dialogue on the whiteboard.Dialogue A：A：Can you type?B：Yes, I can, but I can't type fast.Dialogue B:A：Can he type?B：No, he can't, but he can write well.Dialogue C:A：Can you sing?B：Yes, I can.PracticeThe teacher firstly explains the usage of “can” in all the above dialogues. And then, ask students to practice these dialogues after the tape.ProductionLet students make dialogues by themselves at first, and then divide them into pairs to practice the dialogue made by them. After that, teacher can give some guide for students.Activity3Present a context on the blackboard, listen to the tape and then fill the blanks with can or cannot.Betty: Lingling , ___you play football?Mingling: Yes, I____.I can _____football andI____play_____.But I____ play_________.Betty: _____you ride a ____?Lingling : No,I_____. ____I can______.Activity4Students write something with can or cannot to describe what one can or cannot do. Step 4: language focusAnalysis and practice: review and repeat task.The teacher makes a conclusion of the main points of the usage of “can”, then students use (restricted).ActivityChange the following sentence into questionable sentences and then answer them.1 Jack can ride a horse.Can jack ride a horse?Yes, he can.No, he cannot.2 I can speak Chinese.Can you speak Chinese?Yes, I can.No, I cannot.Step 5: summeryMake a conclusion of what we have learned in the class.Make a summary of the whole class and the students’action and give some comments.HomeworkMake dialogues with friends with “can”.Board design。
Lesson plan
Lesson plan084班秦蕾（0803010414）SEFC book 2A ---Unit4 A garden of poems----Grammar partBackground information :Students : Junior high school students,Grade 2 .Foundation of students is not very good.They are quite lively. Accept ability of the students is also good. Teaching materials: SEFC book 2 A Lesson duration: 45mins Teaching objectives: Knowledge objectives:1. Able to learn and master the significance of the Past Participle used as adverbial and the specific usage of Past Participle used as adverbial2.Able to compare the differences between the Present Participle and the Past Participle used as adverbial. Emotional objectives:1.Able to talking about rhymes, songs, limericks and poems to raise the students’ interest in poetry. Competence objectives:.1.Able to use Past Participle used as adverbial .2.Able to tell the Past Participle used as attribute and Past Participle used as adverbial apart.3.Able to use a adverbial clause to substitute the past participle phrase asadverbial.Teaching contents: A garden of poems Grammar---SEFC book 2 A Teaching aids: PPT, white papers ,CAI Types of the lesson: grammer Teaching methods ：PPPKey point: mastering the significance and specific usage of the Past Participleused as adverbial.Difficult point:distinguish the voice and tense of of the Past Participle used as adverbial.Teaching procedures: Step ⅠWarming-up(2minutes ) 1.Greeting2.Review the last period lesson Step ⅡGrammar explain(20 minutes )1.Show the two sentences on the screen.The past participle used as adverbial.Look at the two sentences on the screen, ask students who can tell us their Chinese meaning.(a).Once published, his work became famous for the absence of rhyme at the end of each line.一经出版，他的作品就因不押韵而著名。
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Lesson plan--grammarThe first part, teaching principlesTask-based Language Teaching and Communicative Language Teaching. W hich will concentrate on Combining form-focused teaching with communication-focused teaching.The second part, materials analysisThe title of the reading part is the rescue of Abu Simbel. After helping students to master the main ideas of this article, I will pay attention to the grammar point, which is to help the students to understand the passive voice. The grammar part plays a very important role in the whole unit. If the students can learn grammar well, it will be helpful to improve students’ language ability.Part 3 is students’ analysis.Students of this age are quick in mind and they have learned English for a certain period, however, they are lack of some certain knowledge and fear to make mistakes.Next part is part 4, teaching aimsAccording to the new standard curriculum and the syllabus, after mastering the teaching material and analyzing students’ needs, teaching aims are set as follows:Knowledge aims: the students can understand what are passive voice and the general model of passive voice.Ability aims: students can use the passive voice to express something is to be done.Emotional aims: setting up stu dents’ self-confidence in using English. Part 5 is he key points and difficult points.The key points include: have a good understanding of passive voice. The difficult point: to enable the students to use passive voice in work and life when necessary.The next part, teaching methodsIf teachers use the best available methods, the quality of language teaching will improve. So I will use p-p-p lesson model, inductive method and question-answer dill in my teaching.Part 7 is teaching aids. In order to practice my teaching methods well, I will make use of the modern electricity teaching equipments and all kinds of teaching aids，such as: the multimedia, blackboard and chalk.Part 8 is studying methods. In order to improve students’ language abilities, I will create a relaxed classroom atmosphere and help my students to master passive voice.The main part is part 9, teaching proceduresI have designed 5 steps to help students’ to master passive voice. They are warming up, presentation, explanation, practice, and homework.Step 1 is the warming up.At the beginning, I will review the main ideas of this article, and guide the students to remind of it. Then, I am going to show students a picture of a man who is eating apple, and after that, I intent to ask student to make two sentences with different subjects, they will be allowed to express in Chinese.Purpose of my design: to help students to consolidate what they have learned before and to start our topic-passive voice.Step 2 is presentation. In this step, I will present the model of passive voice directly, that is to be done. Then, show some examples of the passive voice, such as the apple was eat by the man, and ask the students to find out which sentence contain the passive voice in this article. Purpose of my design: to help students to understand the general model of passive voice.The next step is explanation.After the students pick up the sentences which contain passive voice, they can find out most sentences show them with were or was done, like “it was carved in rock”. then I plan to tell them what should be paid attention to when they use passive voice; while, Some of them maybe find some sentences contain can be done, such as “electricity can now be made from the water which…” I will natural to teach the modal verbs’ passive voice.Purpose of my design:the students can understand what are passive voice and the modal verbs’ passive voice.Step 4 is practice. In this step, I will show some question- answer drills on my PPT, and give students some times to finish it; then ask some of them to reply these question, these question will suit students’ level. at last, I will ask student to make sentence with passive voice, students will be encouraged to express their ideas in the whole class.Purpose of my design:students can use the passive voice to express something is to be done, and they can be stay in a relaxed classroom atmosphere, which is helpful to set up students’ self-confidence in using English.The last step is homework. The students will be asked to finish the exercises of this unit in the exercise book, which will need to hand in tomorrow morning.Purpose of my design: to consolidate the passive voice.。