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。
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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.。