第一篇：UNIT4對話課教案

UNIT4對話課教案

本課時選擇的是第四單元2d的對話內(nèi)容，話題是談?wù)撔聦W校的校規(guī)。

教學重點：在口語交流中運用情態(tài)動詞can, must, have to表達許可和禁止；祈使句的否定形式；語音語調(diào)和意群停頓。教學難點：不同情態(tài)動詞表達的意義區(qū)別；can和can’t的重弱讀變化。

1.導入對話情境。教師創(chuàng)設(shè)情境：When you go to a new school, you want to be a good student so you may want to know about school rules.John is at a new school.Let’s see what rules his new school has.2.理解對話大意。讓學生讀對話，或聽對話，回答幾個問題。

1）What are John and Alice talking about? 2)How many rules does Alice mention? 4 3． 理解對話細節(jié)。讓學生再讀一遍對話，提一個關(guān)鍵的細節(jié)問題：What rules does the school have? 請幾個學生問答，再將完整的祈使句板書在黑板上，分成兩欄。

Dos

Don’ts Wear the school uniform.Don’t be late for school.Be quiet in the library.Don’t bring music players to school.4． 語言探究及學習。讓學生找出對話中所有的情態(tài)動詞并畫線，與同伴核實自己的判斷并討論這些情態(tài)動詞的意思。5.讓學生聽對話跟讀，模仿語音語調(diào)和意群停頓。

6.在班級中開展集體性的分角色對話朗讀活動，表演對話。

閱讀課教案

本課時選擇的是UNIT4,B部分2a-2c 的內(nèi)容。

主題部分是Molly寫過Dr.Know的求助信和Dr.Know給Molly 的回信

1，讀前熱身討論，讓師友討論幾個問題 快速閱讀，找家規(guī)。這是本節(jié)活動的重點。將兩封書信分開閱讀。

1）學生閱讀2B中的第一封信，圈出Molly的家規(guī)，然后再將圈出的內(nèi)容轉(zhuǎn)寫出來

2）學生閱讀第二封信，找出Dr.Know的觀點并畫線，師友相互交流各自的判斷，觀點，教師核對答案。

3.再讀信件，聚焦求助信特征和語言。要求學生快速瀏覽兩封書信，讓學生比較一般文章，找出信中有哪些特別之處。總結(jié)如下：

1）書信稱呼中所共有的詞匯Dear 2）稱呼后用逗號，不用冒號

3）求助信中第一句是主題句。其后就是解釋說明主題句的細節(jié)句。

4）信件結(jié)束前一般會有明確求助的句子，即What can I do？ 4．師友共同解決 文章中常用的短語，再全班討論，體會意義和用法。

5．讓學生用情態(tài)動詞填空，完成活動2c。注意第三人稱的轉(zhuǎn)換。

6.拓展討論。讓學生回顧molly的家規(guī)和校規(guī)并思考問題： Which rules do you think are fair? Which rules do you think are unfair? If you were Dr.Know, what would you say to Molly?

第二篇：曬課教案unit4

教學設(shè)計

Unit 6 Don’t eat in class.Section B(2a—2c)（閱讀課）

【教學目標】

1.知識目標：學習西方學生的求助信的書寫規(guī)范及祈使句的正確使用。2.能力目標：閱讀策略之尋讀（scanning）讀法指導。

3.情感態(tài)度與價值觀：在教學中滲透情感教育，教會孩子們學會正確分析和看待面臨的問題。

【重點和難點】

祈使句與非祈使句之間的轉(zhuǎn)換。【教學策略】

自主探究及討論，調(diào)查。【設(shè)計思路】

借學習校規(guī)家規(guī)之機對學生進行一次思想教育。雖然有一節(jié)課知識方面的內(nèi)容很少，但我覺得很有意義，比多講些知識更值得。SectionB第二課時2b的兩封信。期中第一封信是小姑娘Molly寫給萬事通博士的求救信。在信中，Molly 描述了自己的生活中的煩惱，主要是來自父母和學校的規(guī)定讓她苦惱不已，不知該如何處理。第二封信是萬事通博士的回信。信中博士首先表達了對小姑娘的理解。這在心理學中表達的是一種共情。然后順勢疏導。說你看啊，從你的描述中我知道你還有很多可做的事情呢。而且，最重要的一點你必須明白，他們制定規(guī)定都是為我們好，所以我們要遵守。【教學過程】

Step 1: 復習本單元表示規(guī)則的句型： * Don’t watch TV after school.* Don’t go out on school nights.* Do your homework after school!* Practice your guitar every day.* Be quiet when you’re in the library.Step 2:Talk about your home rules.（思考、談?wù)撃愕募乙?guī)）。

根據(jù)section A 所學內(nèi)容引導、啟發(fā)學生跟自己的同桌談?wù)勛约旱募乙?guī)。* Get up at 6 every morning.* Don’t talk loudly.* Do your homework after school!* Practice your guitar every day.* Don’t watch TV after school.* Don’t go out on school nights.Step 3:第一封信：尋讀：劃出Molly 的家規(guī)。小組交流，代表發(fā)言。例如：Get up at 6 every morning.Don’t leave the dirty dishes in the kitchen.Don’t be noisy.…

小組繼續(xù)合作，組長負責檢查把所有的祈使句轉(zhuǎn)換成非祈使句。匯報時換成第三人稱

如：Molly has to get up at 6 every morning.Molly can’t leave the dirty dishes in the kitchen.…

Step 4: 完成2c.(Read the letters again and complete the sentences with have to/ must, can or can’t.Step 5: 閱讀→遷移（文化差異）。

小組討論：在日常生活中，每個人都會遇到這樣那樣的問題，都會有煩惱，面對不快，你是怎樣解決的呢？

同學們七嘴八舌，有的說聽音樂，有的是跑步，有的是和朋友老師聊聊等等。多年的從教經(jīng)驗使我深深體會初中的孩子正值青春期，叛逆的個性使得他們解決問題時容易沖動，而我利用業(yè)余時間學習了心理咨詢方面的知識，借此機會也就發(fā)揮了一下。同學們聽得是津津有味。下面是我的這節(jié)課的感受：

同學們熱火朝天討論的時候我注意到有個同學低著頭。這個同學曾離家出走過。我靈機一動，怕敲側(cè)擊一下吧。于是我對全班說：“同學們都很聰明，解決問題的辦法有很多。找到適合自己的哪一種很重要。但也有的人想不開，和父母老師同學有了矛盾總會用一種極端的方法去解決，尤其是和父母意見不和時，用離家出走當成解決問題的辦法。其實那真的很痛苦。我有一個親戚現(xiàn)在在青島，24歲了。從他15歲離家出走開始算，已經(jīng)9年的時間了。想當初，15歲的他給奶奶要了5塊錢，搭著他們村拉面粉的車去青島。以為自己很英勇。發(fā)誓不混個人樣不回家。離家后，三年都沒有跟家里聯(lián)系過。家人找遍了能找的地方，也沒有任何音訊。三年后來了一個電話，也不說自己在哪兒。只是給他爹說我給你寄500塊錢吧。他爹說兒啊，你回來吧。我們不用你的錢。結(jié)果錢也沒寄來，人也又失蹤一般。后來到了2008年的時候，終于跟家里說他人在青島。說是在車站給人帶個路什么的，也能養(yǎng)活自己。那年我和老公去青島，找到了他。聊了很久，他把剛到青島時的遭遇說了一遍，就像在講別人的故事一樣的平靜。說‘我那時人又瘦又小，又沒有文化，單憑一股勁干活不惜力，說好一個月300塊錢，到頭來就給一半，換，我又幫人烤羊肉串，管吃，不管住，但老板給我介紹了一個住的地兒，一個月后，不給工資說他給我提供住的地方了，哪有的事兒，我自己付的錢他只是介紹介紹。很氣人。后來我看到人家有的人在火車站舉個牌子給人帶路，每天也能養(yǎng)活自己。我也那樣干，結(jié)果不行，有人說我搶了他的生意，把我一頓痛揍。之后，我大哥找到我，說可以罩著我，我每天要給他分一部分。他也把他手頭的生意介紹給我做，挺好。’我當時就覺得不對勁，什么大哥，他說得輕松，很多話我沒有聽到，大概講他的光榮史，生活還挺滋潤。但我總有一種擔心，給老公說了。他說每個人都有自己的選擇，都有自己的活法。我也不好說什么了。結(jié)果不出我所料，那之后的第二年，也就2009年的時候，他所謂的大哥帶領(lǐng)他們的團伙持槍搶劫被抓了，那大哥把主要責任推到他的身上，判死刑，全家人慌了，托關(guān)系找熟人，保住了他的一條命。真的同學們，千萬別跟自己過不去，聽父母老師的話可以讓我們少走很多彎路。就算我們有不同意見，要主動和他們交流，溝通，把你的想法告訴他們，理解萬歲！” 說完這些話，當然大部分孩子只當是聽故事，我看到那個曾離家出走的孩子若有所思，真的，我覺得這些話沒有白說。

思想教育真的比知識傳授更重要。教書育人該育人在前，教書在后。這一節(jié)課讓我自己都覺得受益匪淺，重視育人迫在眉睫。反思： 任務(wù)型課程的設(shè)計要自始至終體現(xiàn)任務(wù)的要求與特點，尤其要確保任務(wù)的設(shè)計與完成是從簡單重復逐步過渡到真實或接近真實。基于這一要求與特點，本課的五個任務(wù)先以談?wù)撚嘘P(guān)家規(guī)為話題，從閱讀中延伸出去，解決生活中的實際問題。通過完成這一系列任務(wù)，既使學生學會了如何描述規(guī)章制度，又滲透了對學生的情感教育。

第三篇：對話課教案

Unit 8 How are you? I.Teaching objectives a..Knowledge objective

1.Ss could understand,read and use new words:“may, hear, take care, at school,come to school,cold, fever, cough, headache”and the main sentence patterns” This is...speaking.May I speak to...? I’m sorry to hear that.How are you? I’m fine, thank you/ Not so good.See you tomorrow.See you.”

2.The Ss can use understand and read the text of the lesson.b.Ability objective:

The Ss can talk about health in our daily life in English.c.Emotion objective:

Guide Ss to know health is very important in our daily life and we have to take care of

ourselves..II.teaching focuses 1.Use the sentence patterns...to improve the ss communicative/reading/writing ability.2Teach the Ss how to study independently as well as by cooperation.III.key and difficult point:

1.The key point is to use the sentence pattern This is...speaking.May I speak to...?

I’m sorry to hear that.How are you? I’m fine, thank you/ Not so good.See you tomorrow.See you.”

2.The difficult point is to make up a dialogue by using the sentence patterns of this lesson.IV.Teaching methods：

1.“Task-based” teaching method

2.“Communicative” teaching method 3.“Audio visual” teaching method V.Teaching tools

Tape.picture,ppt,video VI.teaching time

45minutes VII.teaching process

Step 1.Warming up

1.Sing a song How are you?

Hello hello how are you

Hello hello how are you

I am fine thank you

I am fine thank you

2.Free talk.T :What's this?

Ss:Its a telephone.T :Can you make telephone calls in English?

Ss:No,we can't

T:I am sorry to hear that ,but don’t be worried ,today,we are learning how to make

phone calls in English.Step 2 Presentation and practice 1.Presenting new words by pictures.2.Presenting the new sentence patterns

T: Now, I’d like to call someone in class.T: Hello, this is …speaking.May I speak to …

A: Hello….This is …

T: I’m sorry to hear that.How are you?

A: I’m fine, thank you.see you

T:See you.1.Pick up some different pictures such as cold，fever，headache，and cough and ask

students what symptom do these people have.Step 3 Present the text 1.Broadcast the VCD Do T/F exercise.(1).Yang Ling is not so good today.(2).She has a headache.(3).Yang Ling will go to school today.2.Play the tap recorder completely again

Answer the following questions

(1).Yang Ling is not so good.What’s the matter with her?

(2).Who is Yang Ling calling?

(3).What illnesses does she have? 3.Draw a mind map 4.Act out the dialogue Step 4 Consolidation

1.Work in pairs Let students ask and answer by the picture using the new words and sentence patterns.2.Work in groups Crate a real situation(on weekend ,they stay at home ,they want to greet their friends to

guide students to apply the new words and sentence patterns to the real life then act out

in front of us.3.Doing an interview

Why we will have illness?

Then guide students to know take care of ourselves.Step 5 Homework 1.Make up a dialogue by using the sentence patterns they learned in the lesson.2Teach your parents how to speak some illness in English.Reflection

After the class,I find that the students can use the sentence patterns fluently.And the atmosphere around the students is thick.Step 6 Blackboard Design

Unit 8 How are you?

Homework: This is...speaking.May I speak to...?

may, hear, take care，1...I”m sorry to hear that.2...How are you? I’m fine, thank you./

at school.come to school，Not so good.See you tomorrow.See you.cold, fever, cough, headache.

第四篇：教案unit4

Unit 4 Listening & Speaking &New words in Text A

Learning focus : 1.Get a general idea about the cultural differences

between the east and the west.2.Talk about some cultural differences in your daily life.3.Know something about Chinese traditional culture.4.Learn how to use the grammar of inversion correctly.Teaching Steps I.Listening.A． Listen to the following sentences twice and fill in the missing words

B． Listen to the following short conversations and choose the best answer to each question.C． Listen to the short passage three times and fill in the blanks with the missing words..II．Speaking.Make a dialogue in pairs according to the instructions given in Cue Card A & B.Cue Card A Situation: You two are talking about Chinese tea and western coffee.Speaker A: You think drinking Chinese tea is very healthy and it is a traditional habit.Tips for speaking List some famous categories of Chinese tea.Talk about your own favorite Chinese tea and why.Cue Card B Situation: You two are talking about Chinese tea and western coffee.Speaker B: You think drinking western coffee is very fashionable.Tips for speaking List some popular western coffee.Talk about your own favorite western coffee and why.Sample Dialogue A：Which kind of beverage do you prefer to drink, tea or coffee? B: Coffee, of course.It’s our tradition to drink coffee.What about you? A：I prefer tea.Chinese tea is part of Chinese culture.It is very healthy and is a traditional habit.B: Can you introduce some famous categories of Chinese tea to me? I know little about it.A：Of course.There are six kinds of tea, namely Green tea, Black tea, Yellow tea, White tea, Oolong tea, Flower tea and Puer tea.B: So many.Which kind do you prefer? And why? A：Green tea.Because drinking green tea can reduce the risk of heart attack and cancers.It can also help me lose weight.You see, I am a lady, so I want to be in good shape.B: Oh, I see.A：Can you tell me some popular western coffee? I seldom drink it.B: Of course.Coffee mocha(摩卡咖啡), latte(拿鐵咖啡), cappuccino(卡布奇諾), Americano(美式咖啡), espresso(濃縮咖啡)and so on.A：Which one is your favorite? B: Coffee mocha.It is very sweet and full of cream and chocolate syrup(巧克力醬).Maybe some day you should have a try.Nowadays, drinking coffee is very fashionable.III． New Words in Text A

The students read the words by themselves ,then the teacher correct their pronunciations.And at last the students are required to finish the ex1 in the VOCABULARY AND STRUCTURE.Text A

Teaching Steps : I Guide.A discussion :Do you know any cultural difference between Eastern and Western countries ?What are they ? II.Fast reading.Questions

1.1.How do the Chinese people usually greet each other when they meet? 2.Can you point out some other cultural differences between the western and the eastern countries?

3.How many cultural differences does the author mention in the text? 4.What will a Chinese person say if he or she has received some help from his or her family member? 5.What should we do in order to communicate with the foreigners in a proper way? III.Language points

1.divide into

split or break into parts, separate

They decided to divide the large house into flats.to a large extent

to some/what/an/a certain extent You are correct to some extent.To what extent can he be believed? 2.distinguish v.區(qū)分，辨別

distinguish(between)A from B

distinguish A between B

People who cannot distinguish between colors are said to be color-blind.Speech distinguishes human beings from the animals.3.the former...the latter...前者……后者……

If I had to choose between fish and chicken, I’d prefer the former one.4.not only...but also...不僅……而且……(連接兩個并列部分)Not only Mr.Lin but also his son joined the Party two years ago.（連接兩個主語）

I not only play tennis but also practice shooting.（連接兩個謂語動詞）

He plays not only the piano but also the violin.（連接兩個賓語）

They speak English not only in class but also in the dormitory.（連接兩個地點狀語）

5.greet:give a conventional sign or word of welcome or pleasure when meeting sb.or receiving a guest

6.greet sb.with sth./greet sth.with sth.對某事作出反應(yīng)

greeting n.招呼，問候，歡迎

He greeted me in the street with a friendly wave of the hand.7.case instance or example of the occurrence of sth.實例，情形

in any case 無論如何，總之 in no case 無論如何都不 in this case在這種情況下

in case of sth.若發(fā)生某事，假如

8.tend to

be likely to behave in a certain way or to have a certain characteristic or influence Women tend to live longer than men.女人多比男人長壽。

9.not at all 根本不……

He didn’t know how to speak French at all.他根本不會說法語。We didn’t go there at all.10.in some formal situations

under /on the present situations在目前形式下

in an embarrassing situation 處于尷尬境地

go into/ out of a difficult situation The company is in a poor financial situation.11.fetch go for and bring back sb./sth.接來，取來

fetch sth.for sb.Fetch a doctor at once.快去請醫(yī)生來。

Should I fetch your coat for you from the next room? 12.treat...as 對待,看待,把……看作 Do not treat this serious matter as a joke.She treated me all right.13.lack vt.(通常不用于被動語態(tài))缺少,沒有 I don’t seem to lack anything.我好像什么也不缺。vi.缺少;不足;沒有(+for)They lacked for nothing.他們什么都不缺少。n.欠缺;不足;沒有(of)He can not buy it because of his lack of money.4)n.缺少的東西;需要的東西

Water is a lack in this region.這個地區(qū)缺水。14.doing 現(xiàn)在分詞做后置定語

There is a girl standing at the door.門口站著一個女孩。The baby sleeping now is her child.Who is the boy singing there?

15.neither 否定意義的詞在句首, 句子半倒裝(參看本單元語法部分)He seldom tells others his secrets, neither does his sister.16.be aware 知道的,察覺的(+of)(+that)(+wh-)I am well aware that this is a tough job.She was not aware of having done wrong.Are you aware of the danger?

17.go(消息等)被傳遞,流傳(+that)The story goes that the Prime Minister will resign.There is a rumor going round that Sue and David are having an affair.18.while doing...用來做狀語

Please be careful while doing your homework.He always feels nervous while speaking with strangers.IV.Exercises.V.H.W.Reading.Text B，練習冊講解

I.Warm-up Skimming for specific information: 1)How many kinds of personal names do both Western and Chinese people have? 2)In a formal situation,what do we address men as ? 3)From the viewpoint of sociolinguistics, what can forms of addressing serve as in the society? 4)What shouldn’t we do when we meet a foreigner for the first time? II.Detailed Reading.1.in...situation 在…情況/狀態(tài)下

In a formal situation, we address men as “Mister”(abbreviated as “Mr.”), married women as “Mistress”(abbreviated as “Mrs.”), and unmarried women as “Miss”.In such a difficult situation, we should try our best to help him out.He is in a desperate situation.他處于絕望的狀態(tài)之中。

2.abbreviate shorten(a word, phrase, ect), esp by omitting letters縮短（字、詞組等，尤指省略字母）；縮寫

In writing, the title “Doctor” is abbreviated to “Dr.” 在書寫時，Doctor頭銜的縮寫是Dr.3.prefer（更）喜歡

These days many women prefer to be addressed using the abbreviations “Ms.” or “Madam.” prefer + to + verb She prefers to take a nap after a big meal.prefer + noun 寧愿選擇，更喜愛

She prefers cheese, if you have some.如果你們有的話，她更喜歡奶酪。（連接名詞）prefer + verb-ing She prefers running to walking.比起走路，她更喜歡跑步。（連接動名詞）

4.occasionally adv.now and then;from time to time;not regular He visits me occasionally.他偶爾來看我。

5.exception

1）(an instance of)leaving out or excluding;person or thing that is not included除外；例外；不包括在內(nèi)的人或物 The children did well, the only exception being Jo, who failed.All students without exception must take the English examination 2）不合規(guī)則的事物an exception to a rule of grammar語法規(guī)則的一項例外

6.position

1）place or rank in relation to others（相對于他們的）地位，等級 a high/ low position in society 高的/低的社會地位

What is his position in class? He’s third from the top.他在班上得第幾名？ 第三名。

2）place where sb./sth.is 位置；方位

From his position on the cliff top, he had a good view of the harbor.We are sitting in a position near the door.我們坐在靠門邊的地方。

7.provost

1）(Brit)(title of the)head of certain university colleges（大學中某些學院的）院長（的稱號）

2）(US)senior administrator in certain universities（某些大學的）教務(wù)長

8.otherwise

Unless they tell you otherwise, faculty should be addressed by their title and last name(e.g., “Professor Smith”).otherwise

adv.in other or different respects;apart from that 在其他方面；除此之外 The rent is high,(but)otherwise the house is fine.租金貴是貴，（但）房子倒很好。conj.If conditions were different;if no 不然；否則

We must run, otherwise we’ll be late.我們得跑著去，要不就晚了。

Do as you’re told, otherwise you’ll be in trouble.照你被告之的去做，否則會有麻煩。Put the cap back on the bottle, otherwise the juice will spill.You should study hard from now on, otherwise you will fail to pass the coming exam.Button up your coat, otherwise you will catch cold.扣上外衣扣，不然你會感冒的。

9.in doubt 不能肯定的，不能確定的

When in doubt, use the formal manner of addressing.當你不能確定時，應(yīng)該使用正式的稱呼方式。

The outcome of the election was in doubt.選舉結(jié)果還不能確定。

Whether he will come or not is still in doubt.他是否會來還不能肯定。

III.Exercises Unit 4 Practical Writing I． Warm –up.Microsoft，Inc.Interoffice Memorandum To： Peter Clark，Rachel White From： Linda Larson Date： September 16，2004 Subject： Scheduling the project meeting As you know，we are having the project meeting next week in the projection room.Since the room holds only fifty people comfortably without overcrowding.I suggest we hold the meeting to the forty-one people in the Assembly Section on Thursday at 2：00 p.m.and to the remaining forty-three from the other sections on Friday at the same time.If there‘s any problem about this arrangement，please let me know.II． Memo（備忘錄）

Writing Tips : 備忘錄其實也是廣義的信函中的一種，主要用于公司內(nèi)部對公司的職員、部分通報信息，如會議安排、情況報告、問題處理等等。在英語中稱之為interoffice memorandum，其復數(shù)為memoranda，簡稱memo.除了可以采用書面形式之外，備忘錄也可以通過e-mail 發(fā)出。

備忘錄的一般格式如上其中To項是收箋人，在其姓名前可以加上Mr.，Mrs.，Dr.等，在其姓名后可加上職位和部門。From項是發(fā)箋人，其姓名前一般不加尊稱，但姓名后同樣可加上職位和部門。Subject即內(nèi)容主題，一般用簡短的幾個字做簡略陳述，不需要是一個完整的句子，幾個詞或詞組即可。

Body即內(nèi)容是備忘錄的主要部分，寫作應(yīng)力求簡明、確切。首先應(yīng)直入主題，列出最重要的信息，然后可以具體說明事由、情況，提出意見和建議等，最后可以根據(jù)具體情況或重申主題或表示意愿或感謝。

需要指出的是，在備忘錄的末尾不需要簽名。但是，如果備忘錄還發(fā)給了收箋人以外的其他人，須在末尾cc： 之后寫上其姓名。

III． 練習答案：To: All students From: Zhongshan Subject: Journalist Position Available for the Summer Semester Date: May 10, 2008

The student newspaper is currently looking for a journalist for the summer semester.Applicants should currently be studying at the university, and should preferably have at least two years’ writing experience.The successful applicant will be expected to write two articles every week on happenings in the city and on campus.The position will commence at the end of May and will last through to the end of August.The salary for the position is negotiable and will be based on experience.If you are interested, please send your resume to the campus newspaper office.

第五篇：對話課

如何上好小學英語對話課王文靜 的工作室如何小學英語對話

如何上好小學英語對話課對話是雙方信息交流最直接的方式。學習對話的目的是促進語言習得，對話教學在英語教材中占很大的比例。運用英語進行交際是學習英語實踐性的主要表現(xiàn)，對話教學是培養(yǎng)交際能力的一種主要形式。那么，如何利用對話文本培養(yǎng)、發(fā)展小學生的實際語言運用能力呢？就小學英語對話教學談?wù)勛约旱恼J識和體會。

（一）對話教學的基本教學程序

1、復習相關(guān)的語言知識及相關(guān)課文語境。

2、設(shè)計新語言語境，導入新詞匯、新語法結(jié)構(gòu)。

3、帶學生看課文的插圖或聽錄音來理解對話的主要內(nèi)容和語境。

4、學生通過看課文語句，聽錄音，進一步理解新詞匯新語法結(jié)構(gòu)。

5、教師講解和學生學習新詞匯或新語法結(jié)構(gòu)，教師舉例說明新語言的用法。

6、教師引導學生理解通篇課文意思。

7、用游戲活動等形式讓學生模仿運用記憶鞏固強化新語言。

8、學生用所學語言完成運用任務(wù)這樣的過程體現(xiàn)了教材的作用，新語言的學習過程和新語言的運用。

（二）對話課文的教學目標

1、表演對話 這種方法教學難度相對較小，是最基本的教學目標，就是要求學生在學習對話之后，能按照課文的語境和任務(wù)角色，經(jīng)過準備或表演出對話。這樣的表演類似背誦。，對學生的感性刺激強度不大。如每一模塊Unit 1 Part 1.2、改編對話課文 這是在教師引導下使學生適當改變對話課文，形成半新的對話。這種練習時我們課堂中常用的。如每一模塊Unit 1 Part 2.3、編制新對話 這是非常高的一種教學目標，就是要求把對話課文所學的新語言運用到真實語境下的真實語言運用活動中去。如每一模塊Unit 1 Part 3.（三）對話教學的方法

1、單句練習法按教材中的會話原文，聽錄音模仿、分句反復跟讀的練習。這種方法有助于培養(yǎng)學生正確的語音、語調(diào)，掌握簡單的單句會話。但不易引起學生學習興趣。

2、角色互換法課文中的情境增加了會話的興趣，這樣會激起學生的學習熱情。一般會話可以安排師生會話、男女生會話、小組會話、pair work，在角色互換中學生對對話內(nèi)容能盡快熟悉。

3、替換練習法 教師把重點句型選出，在學生理解對話完整含義的基礎(chǔ)上，通過舉一反三使學生熟練掌握句子結(jié)構(gòu)。如句型let’s go to school的學習，教師可表演很累的狀態(tài)，讓學生說let’s have a rest.教師語言引導the class is over,學生說let’s play football/skip.通過句型中部分單詞替換，學生無意識的掌握let’s 后加動詞原形。

4、實際表演練習法 此種方法指教師用動作演示、實物、插圖來講解教學內(nèi)容。如學習表達如何描述物品時，教師可以一張紙This is a piece paper, it’s good.然后撕破But now it’s broken.學習單詞broken.教師拿自己的背包，look at my bag, it isn’t broken, it’s good.Who can describe my bag?引導學生說it’s red.It’s big.我引導學生數(shù)我背包的小口袋，引入新語言it’s got four pockets.教師總結(jié)并適時詢問what about your bag?激發(fā)學生描述自己書包的興趣，在真實情境中進行交流加深學生對語言的理解。以下是授課過程中自己實踐的一些例子

一、導入談話導入法。談話導入法是指在新課呈現(xiàn)之前，師生圍繞一個或多個話題，使用英語進行自由的交談。導入第六冊Module6 Unit1 I went there last year.這篇語言材料時，教師可出示自己旅游的照片詢問where is it?生：it’s Qingtian River.師：where is Qingtian River?生：it’s in Boai.師：Yes, I went there last year.師生一起描述旅游照片，出示幾張照片后，教師引入課文，Today, Lingling takes some photos.I want to see her photos.Do you want to see? Let’s turn page to 22 and study Unit1 I went there last year在談?wù)撀糜握掌瑫r教師要有意識地將課文中出現(xiàn)的主要語言多交流。

情境導入法。情境是語言發(fā)揮其交際功能的場合，教師要善于創(chuàng)設(shè)情境，引導學生步入對話文本。如單詞教學heavy light pocket broken教師利用簡單情景：輕輕舉起一本書It’s light.搬起桌子并作出很重的狀態(tài)，It’s heavy.拿起粉筆不小心掉在地上，說It’s broken.指著自己衣服的口袋練習pocket, pocket pockets既讓學生理解pocket意思，又復習復數(shù)形式。而掌握描述物體目標也在單詞教學中引入。

復習導入法。復習導入法即以舊帶新導入法，它是指有意識地選擇一些與新知識有內(nèi)在聯(lián)系的已學知識，通過有針對性的復習為學生創(chuàng)造傳授新知識的契機并自然引入話題。例如：在學習第二冊Module 2 Unit 1They are monkeys.時，可以先復習以前所學過的句型What’s this? It’s a…利用室內(nèi)物品與學生對話。教師拿書What’s this?生：It’s a book.師:Yes , it’s a book.拿另一本書師：book, book books.It’s a book, they are books.教師呈現(xiàn)各種物品練習新語言結(jié)構(gòu)They are….設(shè)疑導入法。在導入對話時，教師可以根據(jù)對話的內(nèi)容向?qū)W生巧妙地設(shè)置疑問，使學生產(chǎn)生興趣。如在導入第六冊Module 7 Unit 1 Let’s send an email.時，現(xiàn)將課文翻到14頁，師生共同回顧Ms Smart bought a computer.師；we can do lots of things with computers.Please guess what Amy do with computers.生：Study/ watch films/QQ/發(fā)郵件等，師：Maybe.讓學生帶著自己的猜測打開課文尋找答案。通過此猜測自然引入課文的學習。

二、課文理解對于課文的理解，向?qū)W生直接講課文意思，脫離了教學中以學生為主體的原則，而且過程枯燥乏味，將理解任務(wù)完全交給學生，又增大了學習難度，教師和學生應(yīng)共同完成任務(wù)。如第四冊Module 7 Unit 1 New York is in the east.學生對外國情況不了解使得學生理解這篇課文有難度，我引導學生說出它每句話的意思時，學生沉默了，于是我采用問答的方法幫助學生理解課文，如第一張圖片：師：Daming make a project.What’s it about?生：It’s about America.這樣學生通過自己的努力理解了課文，學生會有成就感。

三、課文復述英語教材中的圖片為我們提供了一個很好的串聯(lián)課文的載體。教師也可以通過對話、肢體語言的方式引導學生復習課文，對于長的文章，要求學生一字不差的復述不切實際，但主要語句要復習到位，話對文本只是個載體，對話文本的教學，除了要求學生能夠掌握好教材提供的語言材料外，更希望學生能夠運用到實際生活中去，達到“學以致用”的目的。對話以豐富的情境設(shè)計，實用易學的句型和表達法，為教師培養(yǎng)學生的交際能力提供了大量的語言材料，并為培養(yǎng)學生的口頭表達能力奠定了基礎(chǔ)。在教學過程中采用什么樣的教學方法取決于會話內(nèi)容。要注意會話的題材多樣化，適合口頭交際并能讓學生學以致用。北環(huán)路學校2011年5月 教研活動如何小學英語對話