中学英语教学法 第二次导学课4
安徽省太和县北城中心学校九年级(人教版)英语导学案un
2.完成4a任务，正确使用used to结构造句和句型转换。同桌检查正误。
3.完成4b任务，使用used to结构描述Emily过去和现在的变化。
4.完成4c任务，描述自己害怕的事物（过去和现在对比）
5.难点导学
1)Candy told to me that she used to be really shy and took up singing to deal with her shyness.
take up开始从事，开始做take up doing sth.开始做某事take up还可以表示“占去（时间、空间等）”
deal with= do with“对付、应付、处理”在特殊疑问句中，deal with与how连用，do with与what连用。在动词不定式to deal with中，必须带宾语。
_______ (sleep) late.
2）Are you used to _______(stay) here?
3) In the end, I got used to ____（do）the hard work.
4）When she was young, she was afraid of _____(fly) in an airplane.
e.g: I don’t know how to deal with it.
He has a computer, but doesn’t know what to do with it.
2) And I don’t have much private time anymore.
not.....anymore(any more)= no more “不再”一般表示次数和动作不再重复，多与短暂性动词连用。
Unit 4 复习导学稿 七年级英语下册人教新目标版
第___周第__5_课时导学案使用时间：课题Unit 4 Don’t eat in class. 课型新授主备人备课组审核级部审核学生姓名教师寄语No rules, no standards. 没有规矩，不成方圆。
学习目标1、复习谈论规章制度。
2、复习使用 must, have to, can和can’t。
3、练习写自己身边的规章制度。
【课堂导学】：I、新课呈现Step1 Free tal kT: When you are unhappy about something, who do you like to talk to?Step2 Presentation Learn the new words in 2b.Read the letters and underline the rules for Molly. Check the answers.Read the letters again and finish 2c. Check the answers.Step3 Group workDiscuss the difficulties you found in 2b. Try to understand the letters.Step4 Consolidation Read the letters aloud.（）4. I can’t relax_______. A. too B. also C. either（）5. There are too many ______ in the kitchen.A. vegetablesB. milkC. rice（）6. On school nights, I have to go to bed_____ 9:00. A. on B. in C. before 词组: 太多_______________ 起床_______________ 铺床______________在周末______________ 读书___________ 去睡觉_______________ 考虑______________ 遵守规则___________________ (对某人)严格要求________________ 祝你好运_______________重点语句。
八下unit4第二课时导学案
7.meet at the bus stop_________Байду номын сангаас____ 8.be mad at sb_____________
9.pass on ___________ 10.be supposed to _____________
四、课后反思：
A. more B. some C fewer D. much
（）2. Sally said she ____ go to Linda’s house to celebrate her birthday.
A. will B. would C. was D. should
（）3. I wasn’t mad ____ my son any more.
A. say B. make C. show D. ask
2、直接引语与间接引语互换
1）“In most countries red stands for danger.” Said Mr. Jackson.
Mr. Jackson said that in most countries red ______ _______ ______.
温泉县初级中学八年级下册英语导学案
课题:Unit4课型：新授课时间：
主备：张慧芳审核：张慧芳班级：
学生学案
教师导案
Unit4 He said I was hard-working.第二课时（SectionA3a—4）
学习目标
（一）知识与技能：1、掌握新的词汇和习语；2、学会运用一般过去时转述别人的话语(直接引语和间接引语)；3、要求学生之间就3a的剧情故事进行讲解。
中学英语教学法 第二次导学课4
---------------------------------------------------------------最新资料推荐------------------------------------------------------ 中学英语教学法第二次导学课4 中学英语教学法第二次导学课主讲：陈道明（华南师范大学外文学院）chendm@1/ 55学习建议1. 要利用网络课件学习； 2. 要在线听“导学课”（共四次），或通过学习中心下导学课的录像(也可以在我给你们开的公共邮箱gdchendm@下载) ，重看录像； 3. 在BBS（交流园地）的“资源区”上下载“导学课”的 PPT ，复习PPT上的内容； 4. 学习《英语教学法教程》的相关章节； 5. 在BBS上下载“自测题”，解压，做题。
理解题目的意思；6. 经常访问BBS，提出问题，参与讨论； 7. 按时完成网上作业。
---------------------------------------------------------------最新资料推荐------------------------------------------------------ 第二次导学课内容? Task-based Language Teaching ? Teaching Pronunciation ? Teaching Grammar ? Teaching Vocabulary3/ 55Task-based Language Teaching (TBLT)---------------------------------------------------------------最新资料推荐------------------------------------------------------ Approach and MethodApproachMethod 1 Method 2 Method X5/ 55Communicative ApproachCLTTBLT/TBL---------------------------------------------------------------最新资料推荐------------------------------------------------------ What is a “task”?According to M. H. Long (1985:89): A task is “ a piece of work for oneself or forothers, freely or for some reward.” e.g. painting a fence; dressing a child; filling outa form; buying a pair of shoes; making an airline reservation; borrowing a library book; taking a driving test; typing a letter; weighing a patient; sorting letters; taking a hotel reservation; writing a cheque; finding a street destination; helping someone across a road; etc.7/ 55Pedagogical tasks def ined by David Nunan (1989: 8) :… a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than form.---------------------------------------------------------------最新资料推荐------------------------------------------------------ Will, J. (1996: 23)? Tasks are activities where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome.9/ 55Clark, Scarino and Brownell (1994:40):Four main components of a task? A purpose: a reason for undertaking the task.? A context: can be real simulated or imaginary (location, participants, time, etc.)? A process: to use learning strategies (problem solving, reasoning, inquiring, conceptualising, communicating, etc.)? A product: some form of outcome, visible (a written plan, a play, a letter, etc.) or invisible (enjoying a story, learning about another country, etc.)---------------------------------------------------------------最新资料推荐------------------------------------------------------ Exercises, exercise-tasks, and tasks? Tasks: focusing on the complete act of communication.? Exercises: focusing on individual aspects of language, such as vocabulary, grammar or individual skills.? Exercise-tasks: halfway between tasks and exercises.11/ 55A taskA dangerous momentStudent AHave you ever been in a situation where you felt you life was in danger? Describe the situation to your partner. Tell him/her what happened. Give an account of how you felt when you were in danger and afterwards.Student BListen to your partner’s narration about a dangerous moment in his/her life. Draw a picture to show what happened to your partner. Show him/her your picture when you have finished it.---------------------------------------------------------------最新资料推荐------------------------------------------------------ An exerciseGoing shoppingLook at Mary’s shopping list. Then look at the list of items in Abdullah’s store.Mary’s shopping list1. oranges 2. eggs 3. flour 4. powdered milk5. biscuits6. jamAbdullah’s store1. bread 2. salt 3. apples 4. Coca Cola5. tins of fish 6. four 7. chocolate 8. sugar9. curry powder 10. biscuits 11. powdered milk 12. dried beansWork with a partner. One person be Mary and the other be Abdullah. Make conversations like this:Mary: Good morning. Do you have any flour?Abdullah: Yes, I do.OrMary: Good morning. Do you have any jam?Abdullah: No, I’m sorry. I don’t have any.13/ 55PPP and TBLT---------------------------------------------------------------最新资料推荐------------------------------------------------------ Jane Willis’ (1996) TBL frameworkTask cycleLanguage focus15/ 55---------------------------------------------------------------最新资料推荐------------------------------------------------------ Task cycleTaskPlanningReportSs do the task, in pairs or smallgroups.T monitors from a distance.Ss prepare to report to the whole class (orally or in writing) how they did thetask, what they decided or discovered.Some groups present their reports to the class, or exchange written reports, and compare results.Ss may now hear a recording of others doing a similar task and compare how they all did it.17/ 55Language focusAnalysisSs examine and discussspecific features of thetext or transcript of the recording.AnalysissT conducts practice of new words, phrasesand patterns occurring in thedata, either during or afterthe analysis.---------------------------------------------------------------最新资料推荐------------------------------------------------------ Task cycleTask Planning ReportSs hear task recording or read textLanguage focusAnalysis & practice: Review & repeat task.PPP Presentation of single ‘new’ itemPractice of new item: drills exercises, dialogue practiceProduction Activity, role play or task to encourage ‘free’ use of L.19/ 55Teaching Pronunciation (Unit 6)? Components of pronunciation ? The goal of teaching pronunciation ? Practising pronunciation---------------------------------------------------------------最新资料推荐------------------------------------------------------ Components of pronunciation1. Simple sounds 2. Stress 3. Intonation 4. Rhythm21/ 55What should we teach whenteaching pronunciation?? We should pay attention to the distinction between pronunciation and phonetics.? The teaching of pronunciation should focus on the students’ability to identify and produce English sounds themselves. Students should NOT be led to focus on reading and writing phonetic transcripts of words, especially young students.? Introduction to phonetic rules should be avoided at the beginning stage.? Stress and intonation should be taught from the very beginning.---------------------------------------------------------------最新资料推荐------------------------------------------------------ The goal of teaching pronunciationThe realistic goals: 1. Consistency: Be smooth and natural.(连贯性)（fluency） 2. Intelligibility: Be understandable.(可辨认性，可理解性) 3. Communicative efficiency: Convey themeaning that is intended.（交际的有效性）23/ 55Practising pronunciation? Mechanical practice and Meaningful practice? Perception practice and Production practice---------------------------------------------------------------最新资料推荐------------------------------------------------------ Mechanical practice? Pronunciation is difficult to teach without drills on sounds.? However, drilling an individual sound for more than a few minutes a time may be boring and demotivating.? Sometimes we can make mechanical practice, i.e. drilling, more interesting and motivating, e.g. by playing games.25/ 55Meaningful practice? It is important to combine drilling pronunciation exercises with more meaningful exercises. e.g.1. A polliwog looks for his mom.2. A card game: What can you see?---------------------------------------------------------------最新资料推荐------------------------------------------------------ Perception practiceAim: to develop the ability to identify and distinguish between different soundsWays of perception practice: ? Using minimal pairs: will, well; till, tell; fill, fell ? Which order? 1. bear 2. tear 3. ear ? Same or different? met, meet; well, well; well, will ? Odd man out: bit, bit, bit, pit ? Completion: ate, ate, ate, ate, ate, …27/ 55Production practiceAim: to develop the ability to produce soundsWays of production practice:? Listen and repeat.? Fill in the blanks by saying words containing certain sounds. (p.55)? Make up sentences. e.g. last, fast, calm, dark…? Use meaningful context, e.g. role play the dialogue? Use pictures. (p.56) This is old Jack. He has a black cat…? Use tong ue twisters. (p.56) She sells seashells on the seashore. Five wives drank five bottles of fine wine.---------------------------------------------------------------最新资料推荐------------------------------------------------------ Some essentials of teaching pronunciation? Create a pleasant, relaxed, and dynamic classroom.? Use gestures. ? Build-up Students’ confidence. ? Bring variety to the classroom, e.g. Br. &Am. ? Use demo rather than explanation. ? Use visual aids.29/ 55Teaching Grammar (Unit 7)? Grammar presentation methods? Grammar practice---------------------------------------------------------------最新资料推荐------------------------------------------------------ Grammar presentation methods? The deductive method ? The inductive method31/ 55The deductive method? The deductive method relies on reasoning, analysing and comparing.The deductive method is criticized because:? Grammar is taught in an isolated way; ? Little attention is paid to meaning; ? The practice is often mechanical.---------------------------------------------------------------最新资料推荐------------------------------------------------------ Merits of the deductive method? It could be very successful with selected and motivated students.? It could save time when students are confronted with a grammar rule which is complex but which has to be learned.? It may help to increase student’confidence in those examinations which are written with accuracy as the main criterion of success.33/ 55The inductive method? In the inductive method, the teacher induces the learners to realise grammar rules without any form of explicit explanation.? It is believed that the rules will become evident if the students are given enough appropriate examples.? It is believed that the inductive method is more effective in that(=because) students discover the grammar rules themselves while engaged in language use.---------------------------------------------------------------最新资料推荐------------------------------------------------------ Distinction between Deduction and Induction ingrammar teaching? Deductive teaching ? Inductive teachinge.g.e.g.e.g.Rulee.g.e.g.Rulee.g.e.g. e.g.35/ 55Usually no clear-cut distinction? In practice, the distinction between the deductive method and the inductive method is not always apparent.---------------------------------------------------------------最新资料推荐------------------------------------------------------ Grammar practiceAccording to Ur, 6 factors contribute to successful practice.37/ 55According to Ur, 6 factorscontribute to successful practice? Pre-learning.（预习） Learners benefit from clear perception and short-term memory of the new language.? Volume and repetition. （反复复习）The more exposure to or production of language the learners have, the more likely they are to learn.? Success-orientation. （成功感）Practice is most effective when based on successful practice.? Heterogeneity. （水平要求的多样性）Practice should be able to elicit different sentences and generate different levels of answers from different learners.? Teacher assistance. （教师的辅助）The teacher should provide suggestions, hints and prompts.? Interest : （趣味性）an essential feature that is closely related to concentration---------------------------------------------------------------最新资料推荐------------------------------------------------------ Grammar practice? Mechanical practice ? Meaningful practice39/ 55Mechanical practiceMechanical practice involves activities that are aimed at form accuracy.e.g. ? Substitution, and ? Transformation drills---------------------------------------------------------------最新资料推荐------------------------------------------------------ Meaningful practice? In meaningful practice the focus is on the production, comprehension or exchange of meaning, though the students “keep an eye on” the way newly learned structures are used in the process.? e.g.:41/ 55Pair work: Look at the table below. Rank the itemson the left column according to the criteria listed on the top.Cheap Healthy Tasty Fattening ImportantBeer Water FruitCigarettesAlcohol Milk---------------------------------------------------------------最新资料推荐------------------------------------------------------ There is no clear-cut distinction between mechanical practice and meaningful practice.e.g. Chain of events? If I went for a sail, there might be a storm.? If there were a storm, my yacht would sink.? If my yacht sank, I would die. ? If I died, my parents would cry. ?…43/ 55Some forms of meaningful practice? Using prompts for practice–Picture, mime or gestures, information sheets, key phrase or key words, chained phrases for story telling? Using created situations: for simulative communication (role-play). e.g.–Your are a stranger in this town. … – There was a robbery yesterday in theneighbourhood. …---------------------------------------------------------------最新资料推荐------------------------------------------------------ Some suggestions about teaching grammar1. Teach only those rules that are simple and typical.2. Teach useful and important grammar points. 3. Teach grammar in context. 4. Use visible instruments such as charts,tables, diagrams, maps, drawings, and realia (pl. of realis) to aid understanding; 5. Avoid difficult grammatical terminologies as much as possible. 6. Allow enough opportunities for practice. 7. Live with the students’ mistakes and errors.45/ 55Teaching Vocabulary (Unit 8)? Presenting new words ? Consolidating vocabulary ? Developing vocabulary buildingstrategies---------------------------------------------------------------最新资料推荐------------------------------------------------------ Presenting new wordsSome suggestions: ? Provide creative examples. ? Elicit meaning from the students before tellingthem. ? Use related words such as synonyms, antonymsetc. to show the meaning. ? Think about how to check students’understanding. ? Relate the new word(s) to real life context(s). ? Predict possible misunderstanding or confusion.47/ 55Some more suggested ways? Use pictures, diagrams and maps to show the meaning;? Use realia (plural of realis); ? Use pantomimes or actions; ? Use lexical sets;e.g. cook, fry, boil, bake, grill, roast ? Translate and exemplify, esp. with technicalor abstract words; ? Use word formation rules and common affixes.e.g. deduction, induction---------------------------------------------------------------最新资料推荐------------------------------------------------------ How do we teach the new words, e.g., 20 new words, in a unit of atextbook?? Do we teach all the 20 word at a time in an isolated way, i.e., without context? or:? Do we use context and allow the new words to occur in a natural way?49/ 55A possible way? Before reading the text: T: We are going to read a story about NelsonMandela, the first black president of South Africa. Which of the following words do you think may be used in the story? prison, rights, violence, lawyer, youth, league, position, matter, fact, president; vote, accept; continue black, equal, poor, young, wrong, worried Make a guess.。
英语九年级上册Unit 4 第二课时导学案
He slept badly and didn’t feel like eating.
feel like“想要“。相当于want to do, would like to do sth.后接动名词作宾语
(1)She feels like _______ (dance) at the party.
(2)Would you like ______(go) out for a walk with me?
示学：
1.展示3a中的答案。
2.两人一组展示3b对话。
3．用书信的形式展示自己的成长变。
检学：
一.用所给单词的适当形式填空
1.He's afraid（swim）in the river.
2.Lucy was（terrify）by what I said just now.
rry现在仍然害怕在众人面前说话。
Larry is stillspeaking infront of a group
1、he shoes are quite ________(comfortable).please show me another one.
2、he did everything possible to make her mother.
2、Many times I thought about giving up,but I fought on.许多次我都想放弃，但我奋力坚持了下来。
本句中的fight为“努力去做，尽力尝试”之意，on表示继续、持续。fight on表示“奋力坚持下去”。
如: We must fight on until the end of the battle.
Unit Four 导学案2
Unit Four 导学案第1课时：Section A（ 1a-2c） (听说达标)学习目标：1. 课前预习Section A 词汇2. Vocabularies : rule hallway classroom fight Ms. outside loudlydining hall else3. 学会用句型谈论对学校规章制度的看法：A: What are the schools rules?B: Well, we can’t arrive late for class.A: Can we listen to music?B: We can’t listen to music in the hallways, but we can listen to it outside ,二、学习重难点学会用句型谈论对学校规章制度的看法：A: What are the schools rules?B: Well, we can’t arrive late for class.A: Can we listen to music?B: We can’t listen to music in the hallways, but we can listen to it outside ,三、课前导学一、根据句意及首字母提示完成单词。
1.We should obey school r_______ at school .2. We have classes in our c__________.3. Ann and Rose are good friends. They never f___________.4. It’s cold o__________. Please put on your coat.5. Look! Many students are eating in the dining h__________.四、合作探究（听Section A 1b）一、听录音，这些学生违反了那些规定，请在学生的名字后填上序号。
人教版七年级英语下册unit4 第二课时导学案设计(无答案)
庙渠初中“三环四步”导学案年级七科目英课题Unit4第二课时主备人周次教学辅助手段导学目标1、学习掌握本节课的生词和短语；2、巩固祈使句的用法；3、学习情态动词can表示许可的肯定句、否定句、一般疑问句及肯定、否定回答。
4、提高学生的听说能力。
重点难点学习情态动词can表示许可的肯定句、否定句、一般疑问句及肯定、否定回答。
导学模式自学--------展示-------反馈导学策略及学法指导（师生互动设计）自主学习【自主学习】1. eat outside ________________2. wear a hat ___________________3. a lot of ___________________4. be late for class_______________5. 不得不__________________6. 穿校服_____________________7. 保持安静________________【合作探究】动词ca n的用法（1）表示能力，"会""能"I can dance and sing. 我能唱歌又能跳舞。
（2）表示允许、许可，"可以"、"能"Can the students run in the hallways? 学生们可以在走廊上跑吗？We can eat outside. 我们可以在外面吃东西。
Can I come in? 我能进来吗？问句中，把can放到主语前面，并且没有人称和数的变化Let 表示“间接命令或愿望”，后面接第三人称代词作宾语。
如：Let him work out the problem by himself.合作探究。
七年级英语人教版上册导学案：Unit 4 第二课时
第二课时Section A (Grammar Focus~3c)知识目标类别课时要点重点句式—Where are the keys?钥匙在哪儿？—They’re on the table.它们在桌子上。
I don’t know.我不知道。
课堂环节§自主学习方案自主朗读Grammar Focus，并将以下句子中空白处补充完整，看谁填得又快又准。
(3分钟)Where’s the map?It’s in your grandparents’room.Where are my books? They’re on the sofa. Where’s his pencil box? It’s in his schoolbag. Where’s your ruler?It’s under the chair.Where are their keys? They’re on the table.【语法自测】句型转换，每空一词。
1.His books are on the sofa. (对画线部分提问)Where are his books?2.They are on the sofa. (改为一般疑问句)Are they on the sofa?3.The baseball is in the backpack. (对画线部分提问) Where is the baseball?4.Her hat is under the bed. (改为一般疑问句)Is her hat under the bed?§课堂导学方案Step 1 情景导入(Ask and answer about the things in the classroom.) Teacher: Hello, boys and girls. Look at our classroom. There are many things in it. Can you tell me where they are?Questions:Teacher: Where is your English book/pen/ruler…? Students: It’s in/on/under the…Teacher: Where are the desks/chairs…?Students: They are in/on/under the…Teacher: Is/Are the book/books on the desk?Students: Yes, it is/they are.No, it isn’t/they aren’t.环节说明：通过课前的一个师生互动问答复习上一节课的知识，在问答中引入新课的话题。
人教版七年级英语下册2导学案(第4课时)
精品"正版〞资料系列,由本公司独创 .旨在将"人教版〞、〞苏教版"、〞北师大版"、〞华师大版"等涵盖几乎所有版本的教材教案、课件、导学案及同步练习和检测题分享给需要的朋友 .本资源创作于2021年8月,是当前最||新版本的教材资源 .包含本课对应内容,是您备课、上课、课后练习以及寒暑假预习的最||正确选择 .七年级|| (下) 英语导学案主备人：授课时间：月日至|| 月日1. 根据汉语写单词、短语一半、半数晚于；过(时间) 一刻钟家庭作业做作业奔、跑清扫、弄干净行走、步行散步；走走2．翻译以下句子.1. Tom一般几点起床?他一般4点15起床.What time _____ Tom ______ _____ up?He usually ____ ______ _____ 4:15 .2. 人们一般都什么时候吃晚饭?一般在晚上吃.What time ____ people usually _______ ________ ?People usually ____ ______ in ____ ______.3. 你经常几点吃早饭?What time _____ _____ ______ ______ _______?4. 你的哥哥几点淋浴?他经常在七点淋浴.___________________________________________________4.我姑姑喜欢在中午一点吃午餐.My _______ likes ________ dinner _______ 1:00.【合作学习】1.小组代表向全班同学展示调查结果,其他同学评价.[来源:]2. 独立完成1a 将行为与时间匹配.3. 1b, 两人一组,利用1a中的短语,练习对话,并小组竞争,展示成果.4. 听录音,完成活动1c,1d,组内检查.[来源学&科&网]5.熟读并掌握这些表示日常活动的动词和动词词组 .6. 两人一组,对Tom一天的活动情况进行问答练习. 【拓展提高】时间表达法1.整点法: 时间为整点时,可用"整点数+o ,clock〞表示. o ,clock只能用在表示整点的时间后面,也可省略.It ,s five o ,clock. /It ,s five.现在五点整. ( )1. He is one of my friends. A. good B. better C. best D. well( )2. He up at six o ,clock.A. get usuallyB. usually goesC. usually getD. usually gets( )3. My father always goes to bed 10 o ,clock ______ night.A. at, atB. in, atC. on, /D. at, /[来源学#科#网]三．用所给动词的适当形式填空.1. Alice often ( go ) to school at seven -fifteen.2. What time her father (get)home ?3. she wants (brush)her teeth.4. When your uncle often (start)his work?5. Some students (play)sports every day.完形填空Tom is a student of No.2 Middle School .He has classes 1Monday to Friday .He has 2 things to do after school. First he 3his homework at home at 6:30. He watches TV 4 the evening .On Friday afternoon he plays 5 football 6 his friends. OnSunday he 7 a good rest .Now it ,s 8:30 in the morning . Tom 8 in the classroom and 9 tothe teacher carefully(认真地). He is a good student. He 10 veryhard.反思：本课教学反思英语教案注重培养学生听、说、读、写四方面技能以及这四种技能综合运用的能力.写作是综合性较强的语言运用形式, 它与其它技能在语言学习中相辅相成、相互促进.因此, 写作教案具有重要地位.然而, 当前的写作教案存在" 重结果轻过程〞的问题, 教师和学生都把写作的重点放在习作的评价和语法错误的订正上,无视了语言的输入.这个话题很容易引起学生的共鸣,比较贴近生活,能激发学生的兴趣, 在教授知识的同时,应注意将本单元情感目标融入其中,即保持乐观积极的生活态度,同时要珍惜生活的点点滴滴.在教授语法时,应注重通过例句的讲解让语法概念深入人心,因直接引语和间接引语的概念相当于一个简单的定语从句,一个清晰的脉络能为后续学习打下根底.此教案设计为一个课时,主要将安妮的处境以及她的精神做一个简要概括,下一个课时那么对语法知识进行讲解.在此教案过程中,应注重培养学生的自学能力,通过辅导学生掌握一套科学的学习方法,才能使学生的学习积极性进一步提高.再者,培养学生的学习兴趣,增强教案效果,才能防止在以后的学习中产生两极分化.在教案中任然存在的问题是,学生在"说〞英语这个环节还有待提高,大局部学生都不愿意开口朗读课文,所以复述课文便尚有难度,对于这一局部学生的学习成绩的提高还有待研究.本资源的初衷,是希望通过网络分享,能够为广阔读者提供更好的效劳,为您水平的提高提供坚强的动力和保证 .内容由一线名师原创,立意新,图片精,是非常强的一手资料 .本课教学反思本节课主要采用过程教案法训练学生的听说读写.过程教案法的理论根底是交际理论,认为写作的过程实质上是一种群体间的交际活动,而不是写作者的个人行为.它包括写前阶段,写作阶段和写后修改编辑阶段.在此过程中,教师是教练,及时给予学生指导,更正其错误,帮助学生完成写作各阶段任务.课堂是写作车间, 学生与教师, 学生与学生彼此交流, 提出反响或修改意见, 学生不断进行写作, 修改和再写作.在应用过程教案法对学生进行写作训练时, 学生从没有想法到有想法, 从不会构思到会构思, 从不会修改到会修改, 这一过程有利于培养学生的写作能力和自主学习能力.学生由于能得到教师的及时帮助和指导,所以,即使是英语根底薄弱的同学,也能在这样的环境下,写出较好的作文来,从而提高了学生写作兴趣,增强了写作的自信心.这个话题很容易引起学生的共鸣,比较贴近生活,能激发学生的兴趣, 在教授知识的同时,应注意将本单元情感目标融入其中,即保持乐观积极的生活态度,同时要珍惜生活的点点滴滴.在教授语法时,应注重通过例句的讲解让语法概念深入人心,因直接引语和间接引语的概念相当于一个简单的定语从句,一个清晰的脉络能为后续学习打下根底.此教案设计为一个课时,主要将安妮的处境以及她的精神做一个简要概括,下一个课时那么对语法知识进行讲解.在此教案过程中,应注重培养学生的自学能力,通过辅导学生掌握一套科学的学习方法,才能使学生的学习积极性进一步提高.再者,培养学生的学习兴趣,增强教案效果,才能防止在以后的学习中产生两极分化.在教案中任然存在的问题是,学生在"说〞英语这个环节还有待提高,大局部学生都不愿意开口朗读课文,所以复述课文便尚有难度,对于这一局部学生的学习成绩的提高还有待研究.。
Unit 4 SectionA 2a-2d导学稿 七年级英语下册人教新目标版
第___周第__2_课时导学案使用时间：课题Unit 4 Don’t eat in class. 课型新授主备人备课组审核级部审核学生姓名教师寄语No rules, no standards. 没有规矩，不成方圆。
学习目标1. 祈使句的用法2. have to 疑问句，否定句【课堂导学】：I、新课呈现Step1 Revision Review the school rules at P19.Step2 Presentation Present key sentences in this period.This is a great school, but there are a lot of rules.Can we bring music players to school?And we always have to wear the school un iform.And we also have to be quiet in the libra ry.Step3 Listening Listen and finish 2a and 2b. Check the answers.Step4 Pair work Talk about the rules in 2a.Step5 Role-play Role-play the conversation in 2d.课堂链接。
1. We must be on time.1)must作为情态动词，表示“必须”、“务必”，有时还表示“一定”，起到加强语气的作用。
如：1. 你明天必须来。
You ______ come tomorrow.2. 她一定有这本字典。
She_____have this dictionary.2. arrive late for 与be late for 意思相近,都表示“迟到”。
上学别迟到。
Don’t______ late for school. Don’t ______ _______ for school.3. 情态动词have to 的用法: 意思是“必须、不得不”,它侧重于客观上的必要和外界的权威。
人教版七年级英语下册unit2 第四课时导学案
1.听录音，圈出你听到的活动。2.核对答案，完成1c。
3.再听一遍录音，完成1d.4.记住这些表示日常活动的动词和动词词组。
5.听录音，复述所听内容6.两人一组，练习所听材料。完成1e
---When does Tom usually get up?----He usually gets up at half past five.
6:10 →six-ten 8:50→eight-fifty
9:30→nine-thirty 10:15→ten-fifteen
（3）非整点时间的分钟数不超过30分钟，也可用介词“past”。如：
6:10→ten past six11:05→five past eleven
10:15→ a quarter past ten或fifteen past ten
（1）整点时间可表示为“钟点数＋o’clock”或直接读钟点数，省去o’clock。如：It’s ten o’clock a. m.现在是上午十点整。
（2）非整点时间可直接采取读数法。如：
It’s eight-thirty.是八点三十分。
注意时间的表达方式：用数词。点与分钟之间用连字如：
eleven-thirty十一点三十分nine-twenty-five九点二十五分
___________________________________________ _
4、你通常几点到校？Fra bibliotek__________
5、人们一般在什么时候吃晚餐啊？
_____________________________________________________
导学策略及学法指导（师生互动设计）
河北省高中英语必修二人教版导学案：Unit 4 4课时 Word版缺答案
承德实验中学高一年级（英语）导学案课题B2U4课型新授课课时2学习目标grammar重点难点现在进行时被动语态方法1.利用导学案预习讨论2.重点讲解3.练习巩固内容部分第四课时一、探知部分(学生独立完成)Can you find the following sentence in the reading passage?1. …Our fur is being used to make sweaters like yours.2. Daisy turned round and saw she was being watched by an excited elephant.二、研究部分（小组合作、展示交流、师生或生生评价）现在进行时被动语态表示说话时或现阶段某个被动的动作正在进行,谓语动词的形式为“is / are / am + being+过去分词”。
如果去掉being,就成为一般现在时被动语态或系表结构。
试比较下列句子:Look! The children are being taken care of by their aunt.瞧!孩子们现在正由姑母照看着。
(指现在的情况)Children are taken good care of at school.孩子们在学校被照看得很好。
(指通常的情况)The report is being written by one of the best students.报告正在由一个最好的学生写着。
The report is well written. 报告写得很好。
(系表结构)现在进行时被动语态的用法：1、表示现阶段正在进行的动作现在进行时被动语态也可表示目前这一阶段主语正在承受谓语动词的动作。
Rainforests are being cut and burned atsuch a speed that they will disappear from the earth in the near future.热带雨林被砍、烧得这么快,他们将在不久的将来从地球上消失。
七年级英语人教版下导学案：Unit4sectionA(grammar focus 3c)
Unit4 Don’t eat in class.第二课时Section A (Grammar Focus-3c )学习目标：1、重点单词rule规则2、重点词组wear a hat戴帽子wear a uniform穿校服be quiet保持安静3、重点句式（1）Don’t run in the hallways. 不要在走廊里跑。
（2）---What are the rules? 规则是什么？---We must be on time for class. 我们必须准时上课。
（3）---Can we eat in the classroom? 我们能在教室里吃东西吗？---No, we can’t, but we can eat in the dining hall. 不能，但是我们可以在餐厅里吃东西。
（4）---Does he have to wear a uniform at school? 他在学校必须穿校服吗？---Yes, he does./ No, he doesn’t. 是的。
/ 不，不是。
（5）---What do you have to do? 你必须做什么？---We have to be quiet in the library. 我们在图书馆必须保持安静。
重点难点：1. 祈使句的使用2. 情态动词的使用导学设计：1. Don’t run in the hallways. 不要在走廊里跑。
【归纳】祈使句是用来表示请求、命令、叮嘱、号召或者劝告等的句子, 这类句子的主语常是第二人称you,也就是听话者,因而you常省去了。
祈使句的开头是动词原形。
可在句首或句末加上please，若在句末加please，之前要用逗号隔开。
祈使句有肯定祈使句与否定祈使句两种。
祈使句的否定形式多以do not (常缩写成don’t) 开头, 再加上。
Listen to music outside.Don’t listen to music outside.（1）肯定祈使句的常见句型结构：①Do型：动词原形+宾语+其他. 如：Open the door, please.②Be型：Be+表语. 如：Be a good boy!③Let型：Let+宾语+动词原形+其他.(或：Let’s+动词原形+其他.) 如：Let me help you.又如：Let’s play tennis.（2）否定祈使句的常见句型结构：①Do型和Be型的否定式：Don’t+动词原形/ be+其他. 如：Don’t forget me. 又如：Don’t be late.②Let型的否定式：Don’t+ let+宾语+动词原形+其他. (或：Let’s+ not+动词原形+其他.) 如：Don’t let him go back. 又如：Let’s not go swimming.③警示语：No+名词/ 动词-ing形式. 如：No talking.2.We must be on time for class.我们必须准时上课。
七年级英语下册Unit4第二课时导学案
七年级英语下册Unit4第二课时导学案初中英语（Go for it）七年级下册第四单元导学案第二课时 (Section A Grammar Focus～Section B 1d )制作人：张悦会审题人：张睿妮【学习目标】1．能记住并能正确运用Section A,B 中所学的单词及短语。
2．会识别日常生活中的一些标志，并能正确运用情态动词can，have to和祈使句。
3．会谈论家规。
4．通过学习规章制度的表达，规范自己的行为，做遵守纪律的学生，为养成守法的良好社会意识打下基础。
【课时重难点】1. 会运用句型“Don’t…We have to…We don’t have to…”来谈论家规。
2. 会运用have to的一般疑问句和否定句形式来谈论学校的规章制度。
【预习导学】一、读一读读一读教材上Grammar Focus中的句子，并试着理解句子的含义。
二、填一填1．外出2．清洗餐具3．练习吉他4．在学校上课的晚上5．晚饭前6．每天早上7．放学后8．做作业三、连一连阅读教材上1b表格中的规定，然后与la中的图片(a～h)进行匹配。
四、想一想为你梦想的学校制订规章制度(至少五条)。
例如：At my dream school，we don’t have to come to school every day．1.2.3.4.5.【合作探究】活动一:Presentation利用下列图片，小组内展开讨论，进行对话练习。
完成任务所需的语言结构：A：Can we eat in the dining room?B：Yes，we can．活动二：Grammar Focus.1. 学生阅读Grammar Focus中的句子，然后做填空练习。
2. Ss finish off the sentences and check the answers by themselves.3. Give eight more minutes for the Ss to remember the sentences.活动三: Practice and group workWork on 3b:1. Look at 3a.Do you know the meaning of these pictures?Yeah, you see them in the school library.Can you write the rules for the school library?2. Ss discuss the pictures and make some rules.3. Let some Ss read their rules aloud.4. Check the answers with the class.Work on 3b:1. T: Use the words to make questions about the rules.Then write answers according to your school.2. 注意：have to虽是情态动词，但其在句子中与谓语动词共同构成句子时，其一般疑问句应用助动词do或does来帮助构成；而情态动词can则直接提前构成一般疑问句式。
新人教版七下英语分课时导学案：unit4-4
1）今天我掌握了那些词汇&句型：__________________________________
___________________________________
___________________________________
1．非常讨厌的2.感受3.严格的4．学
5.记住6.遵循7．头发8．幸运
9保持10（对某人）要求严格11遵守规则
（请小组长安排一名学生将单词板书在黑板上）
Step 3大兵小将（Practice and production）
1．请同学们以小组为单位先对学、小组长再组织群学，规范生词发音。
2．请代表你的小组展示生词的标准读音。比一比，哪个组表现的最踊跃，评一评，哪个组倾听最认真！(其他小组可以质疑，补充)
1）小组内展示各自的作文，挑选最佳作品。
3）大展示，由各小组最佳写作员展示代表作，其他小组质疑点评。（请其他小组认真倾听，准备质疑、评价）
Step 6千锤百炼（Check yourself）
请同学们快快来检测一下你的学习成果吧！
Self Check
1.将方格中的短语填入短文的空白处。
2.用can , can’t , have to / must或don’t和所给短语写学校的规则，每条规则写两个句子
七年级英语学科导学案
上课时间：2013年月日星期：日备课组长签字：蹲点领导签字：班级:小组:姓名:
课题：Unit 4 Don’t eat in class? Section B1a—1e阅读课设计人孟雪玲复备人
学习目标：1、我要学会否定的祈使句，并且知道它们如何用陈述句表达；
中学英语教学法第四次导学课
本页内容在网上课件中 的Unit Eleven有讲解。
• Some examples of writing tasks: are they for consolidating language, or are they for communication? (2nd ed.: 209-11)
本页内容在网上课件中 的Unit Eleven有讲解。
的Unit Eleven有讲解。
• There is no sense of audience. • There is no sense of authenticity. • Students are given ideas to express rather than being invited to invent their own. • There is no opportunity for creative writing, particularly for expressing unusual or original ideas.
第四次导学课内容
• Teaching Writing (第一版Unit 11，第二版Unit 12) • Integrated Skills (第一版Unit 12，第二版Unit 13)
• 关于期末考试考试涉及的内容
• 关于期末考试的题型 • 期末考试教案设计六点注意 • 关于答题卡“考号”栏的填图方法
第四个月学习任务
“中学英语教学法”期末考试以前的学习任务： 学习主题：1）Teaching Writing, Integrated Skills；2）准备 教案；3）复习，准备考试。 要做的事情： 1. 登录“网梯”听第四次导学课（12月4日，星期天，上午 8:10-10:10），或补听导学课。（“网梯”地址： http://218.19.140.213/mcs2/） 2. 学习王蔷主编的《英语教学法教程》（第二版）第12-13 单元。 3. 准备好期末考试的教案（教学内容和教案要求将挂在网上 工作室的“复习资料”栏里）。 注意：禁止将你的教案带入考场抄录，也禁止你的教案与他 人雷同。 4. 复习本学期的学习内容，准备期末考试。（关于考试时间， 请关注网络学院的相关安排。）
人教版七年级英语下册unit2(4)导学案
unit2（4）导学案课题课型新授课执笔人教研组长级部审核时间第二周第 4 导学稿审核签字教师寄语Time works wonders. 时间能创造奇迹。
学习目标教学重点学会写一段话谈论自己的日常生活，及日常作息时间。
教学难点在训练阅读能力和写作能力的基础上继续谈论人们的日常生活。
教学方法自主预习、任务型教学、合作学习教学过程一．预习目标：知识与能力1. 识记一些重要词汇: quickly,either,either…or,lot, lots of,sometimes,taste, life2.熟练掌握下列句型：1.In the morning, I get up at….句型。
2. 谈论自己的日常生活及作息时间。
二、预习重点：把握2b中的主要信息。
三、预习难点：利用本单元知识，介绍自己的日常生活。
四、预习任务：(一)预习内容：任务一：写出下列单词或短语。
1.很快地_______2.或者；也___________3.要么……要么……_______4.大量；许多___________5. 大量；许多____________6.有时________7味道；滋味___________8.生活；生命________（复数）_________9.早睡觉_______10.刷牙________11.到家_______12.散步_________任务二：写出下列的句子。
1. 我不喜欢早起。
I don’t ________ ________ _______ ________early.2. 我在八点半去上学。
I_____ ______ _________ at eight thirty.3._______ _______(对于午饭)，I eat a hamburger.4. 放学后，我有时打半个小时的篮球。
_______ _________,I sometimes play basketball________ half_______ ______.5.她知道对她没有好处。
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Task cycle
Task
Planning
Report
Ss do the task, in pairs or small
groups.
T monitors from a distance.
Ss prepare to report to the whole class (orally or in writing) how they did the
5. biscuits
6. jam
Abdullah’s store
1. bread 2. salt 3. apples 4. Coca Cola
5. tins of fish 6. four 7. chocolate 8. sugar
9. curry powder 10. biscuits 11. powdered milk 12. dried beans
The realistic goals: 1. Consistency: Be smooth and natural.
(连贯性)（fluency） 2. Intelligibility: Be understandable.(可辨
认性，可理解性) 3. Communicative efficiency: Convey the
• The teaching of pronunciation should focus on the students’ ability to identify and produce English sounds themselves. Students should NOT be led to focus on reading and writing phonetic transcripts of words, especially young students.
• Introduction to phonetic rules should be avoided at the beginning stage.
• Stress and intonation should be taught from the very beginning.
The goal of teaching pronunciation
6. 经常访问BBS，提出问题，参与讨论； 7. 按时完成网上作业。
第二次导学课 内容
• Task-based Language Teaching • Teaching Pronunciation • Teaching Grammar • Teaching Vocabulary
Task-based Language Teaching (TBLT)
1. Simple sounds 2. Stress 3. Intonation 4. Rhythm
What should we teach when
teaching pronunciation?
• We should pay attention to the distinction between pronunciation and phonetics.
Clark, Scarino and Brownell (1994:
40):
Four main components of a task
• A purpose: a reason for undertaking the task.
• A context: can be real simulated or imaginary (location, participants, time, etc.)
Analysis & practice: Review & repeat task.
PPP Presentation of single ‘new’ item
Practice of new item: drills exercises, dialogue practice
Production Activity, role play or task to encourage ‘free’ use of L.
• A process: to use learning strategies (problem solving, reasoning, inquiring, conceptualising, communicating, etc.)
• A product: some form of outcome, visible (a written plan, a play, a letter, etc.) or invisible (enjoying a story, learning about another country, etc.)
• Exercise-tasks: halfway between tasks and exercises.
A task
A dangerous moment
Student A
Have you ever been in a situation where you felt you life was in danger? Describe the situation to your partner. Tell him/her what happened. Give an account of how you felt when you were in danger and afterwards.
Or
Mary: G
Abdullah: No, I’m sorry. I don’t have any.
PPP and TBLT
Jane Willis’ (1996) TBL framework
Task cycle
Language focus
Teaching Pronunciation (Unit 6)
• Components of pronunciation • The goal of teaching pronunciation • Practising pronunciation
Components of pronunciation
task, what they decided or discovered.
Some groups present their reports to the class, or exchange written reports, and compare results.
Ss may now hear a recording of others doing a similar task and compare how they all did it.
中学英语教学法 第二次导学课
主讲：陈道明 （华南师范大学外文学院）
chendm@
学习建议
1. 要利用网络课件学习； 2. 要在线听“导学课”（共四次），或通过学习
中心下导学课的录像(也可以在我给你们开的公共 邮箱gdchendm@下载) ，重看录像； 3. 在BBS（交流园地）的“资源区 ”上下载 “导学课”的 PPT ，复习PPT上的内容； 4. 学习《英语教学法教程》的相关章节； 5. 在BBS上下载“自测题”，解压，做题。理解 题目的意思；
others, freely or for some reward.” e.g. painting a fence; dressing a child; filling out
a form; buying a pair of shoes; making an airline reservation; borrowing a library book; taking a driving test; typing a letter; weighing a patient; sorting letters; taking a hotel reservation; writing a cheque; finding a street destination; helping someone across a road; etc.
and patterns occurring in the
data, either during or after
the analysis.
Task cycle
Task Planning Report
Ss hear task recording or read text
Language focus
Language focus
Analysis
Ss examine and discuss
specific features of the
text or transcript of the recording.
Analysiss
T conducts practice of new words, phrases
Work with a partner. One person be Mary and the other be Abdullah. Make conversations like this:
Mary: Good morning. Do you have any flour?
Abdullah: Yes, I do.
Approach and Method
Approach
Method 1 Method 2 Method X
Communicative Approach
CLT
TBLT/TBL
What is a “task”?
According to M. H. Long (1985:89): A task is “ a piece of work for oneself or for
Will, J. (1996: 23)