English grammar teaching plan template

5 English grammar lesson plan template

Grammar, as the focus and basic skill of English learning, is bound to become the top priority of preparing for English. So how to write the template of English grammar teaching plan? The following is the template of English grammar teaching plan that I arranged for you. I hope you like it!

English grammar lesson plan template 1 1. Analysis of teaching content

The central topic of this unit is the history of western painting art and various art forms and styles in China and the West. Listening, speaking, reading and writing all revolve around this.

The content of this lesson is mainly around the history and style of China's painting art and his representative works in different periods. Through listening training and warm-up, let them have a general understanding of art and painting, thus laying the foundation for learning western art in the next step.

Second, the teaching objectives

1. Knowledge objective (knowledge objective)

1) Learn about art.

2) Know some related words and phrases.

2. Ability objectives

1) Improve students' listening by guessing the content and writing down key words.

2) Let students know the brief history of China traditional painting.

3. affective aims

Stimulate students' patriotism through group activities and improve their team spirit.

Thirdly, the analysis of learners' characteristics

Although this is the first lesson in the first unit of the seventh grade, students will have some obstacles in language understanding. Most students in our class are boys, who are generally weak in hearing and lack interest. Students in Grade Two have accumulated a certain amount of vocabulary through more than one year's English study in senior high school. Teachers will let students warm up before listening and familiarize them with the target vocabulary first, which will reduce the difficulty of listening. In the classroom, you can show the paintings of different periods by playing your own videos, and at the same time, you can show the dance freely by playing Jiangnan style, which can stimulate students' interest and eliminate their nervousness in listening class.

Fourthly, the choice and design of teaching strategies.

Student-centered teaching

Student-centered, let students actively participate in the classroom.

2. Task-based teaching

Listening teachers create situations, set different listening teaching tasks and train students' thinking.

V. Teaching Emphasis and Difficulties

1. Understand the traditional art of China.

2. Write down the key words while listening

Sixth, the teaching process.

1, teacher activities

2. Student activities

3. Design intent

Step 1: preheating

(1) Show fruit art works

(2) Brainstorming

(3) Enjoy a video of Chinese painting.

(4) Learn a brief history of Chinese painting.

After showing multimedia pictures and videos, ask students to answer the following questions:

q 1。 what do you think of it ?

Q2. Do you feel happy after seeing them?

Q3. Can you think of other artistic styles?

The use of multimedia display can make the content image intuitive, stimulate interest into the topic of art painting, and improve students' consciousness and initiative in learning. At the same time, let students know the history of China's painting.

Step 2: Listen in advance

Talk about works of art and guess which period of China history each piece of art belongs to.

Preview related words and phrases.

Ask the students to guess the age of these works according to the pictures

Students guess the meaning of the words and read the words.

Illustrations and teachers' explanations make boring knowledge vivid, so that students can intuitively feel the natural process of consciousness and quickly accept related vocabulary. Lay a good listening foundation.

Step 3: Listen for the first time.

Put the words of time in order

After listening to the material, think and discuss the problem. Students answer the questions.

The relevant years and periods in listening have been familiar in the previous warm-up, and the time is sorted to improve the sensitivity to digital listening.

Step 4: Listen for the second time.

Listen again and write down the details (who & when)

Think in groups. Students answer the questions.

Listen to the details. Who created this work and when?

Improve students' ability to grasp details in listening.

Step 5: Game time (Jiangnan style)

The students watched the video before performing on stage.

The small game is a small climax, and the atmosphere suddenly becomes active, which regulates the classroom atmosphere and stimulates students' interest in learning.

Step 6: Summary and evaluation

Think, discuss and answer. Let the students summarize this lesson and reflect on what they have learned.

In fact, the process of making students reflect is to make students do self-assessment and have a timely understanding of their English classmates. It is helpful to improve teachers' classroom efficiency.

English grammar lesson plan template 2 I. teaching material analysis:

This unit conducts listening, speaking, reading and writing training around the central topic of "wildlife protection". The reading part "How Daisy learned to help wild animals" describes a girl named Daisy who learned the knowledge of wildlife protection from endangered animals in a special way. Daisy's learning style, method and process are great. She traveled around the world by flying carpet, and she was new here. Through the dialogue with Tibetan antelope, she learned about the current situation and reasons of endangered wild animals. Then I flew to Zimbabwe to learn about the importance and measures of animal protection through the introduction of elephants, and finally I came to the tropical rain forest. From the mouth of monkeys, I learned that protecting wild animals should also pay attention to their living environment and understand their habits. Finally, at the end of the fantasy tour, Daisy raised her awareness of protecting wild animals and expressed her feelings and determination. The article is novel in conception, similar to fairy tales, vivid and interesting, with clear writing structure and distinct levels.

Second, the design ideas:

The process of students' reading is the process of learning animal protection from daisies. Students get information about animal protection from textbooks, internet and other curriculum resources through listening, speaking, reading and writing. According to the characteristics of text form and content, I dig out the combination of text content and learning methods, as well as the similarity between learning content and practical application. Therefore, I adopted the task-based teaching mode, and worked out that the overall task of the class is to make an English website with the theme of protecting all kinds of endangered wild animals, named "Let's help wild life". This website consists of several web pages, and its content is about the protection of an endangered animal. So the class is divided into several groups in groups of four, and the task of the groups is to make this webpage.

In order to complete the task, students must determine what are endangered animals, their contents and languages, and design and make them. The specific steps are to find out which endangered animals are grouped before class, choose an animal that you are most concerned about, learn the content related to the theme in class, collect languages after class, collect, sort out and synthesize information, and complete the production of web pages. In this way, from pre-class preparation to after-class study, knowledge is systematic and students can solve practical problems in English.

Third, the analysis of learning situation:

The students taught are Grade One students in our school. After the first unit, students understand and learn how to use group cooperation for cooperative learning. Students have basic reading ability, reading skills and methods. However, effective methods have not been mastered to overcome the obstacles of new words in reading. The protection of endangered wildlife is a topic that students are familiar with and concerned about, but the language used to express this topic is insufficient. In addition, although students have abundant learning resources, they fail to make good use of these resources for language learning. Therefore, designing learning tasks, methods and steps is the key to improve reading ability and further consolidate and strengthen English learning strategies.

Fourth, the teaching objectives:

Knowledge and skills objectives:

1. By answering questions, filling in charts and connecting lines, students can get and understand information about how Daisy learns about wildlife protection.

2. Can simply describe the protection of endangered animals and Tibetan antelopes with the information obtained.

3. Using the resource strategy, complete the webpage production with the theme of protecting wild animals.

Emotional and attitudinal goals:

1. Improve the awareness of wildlife protection by acquiring wildlife protection knowledge.

2. Through group cooperation, students improve their sense of cooperation; Students have enhanced their self-confidence and maintained and improved their interest in English learning.

Teaching emphases and difficulties:

Get and understand the information that Daisy has learned about the protection of endangered animals, and then talk about the protection of Tibetan antelopes.

Verb (abbreviation of verb) teaching process;

Read ahead

First, the task introduction:

Class task: set up a website about wildlife protection, named "Let's help wildlife".

Group task: Make a web page about protecting an animal you care about.

Two. Name collection:

Collect the names of endangered animals they decided to protect.

Three. Ask questions:

Let the students think about two questions and ask them to answer them before the end.

Class.

Q 1。 Why should we protect wild animals?

Q2。 What did you learn from the text to help wild animals?

Design intention: Students should be clear about their learning goals, so as to stimulate their reading motivation. Inquiry questions make students in an active cognitive state in the learning process, and open their doors of thinking and windows of knowledge.

Four. Forecast.

1. Students read the headlines and predict the content of the text.

2. Students compare the title of the text with their tasks.

Design intention: Students compare the title of the text with the title of the task, find out the similarities, and let students know that the content of their web pages comes from the content of textbooks. If they want to finish the task, they must learn the text well, which provides the foundation and help for them to finish the task.

When reading-read quickly

Skim through the text and answer the following questions:

Q 1。 Where's Daisy?

Q2。 How did she get there?

Q3。 What animal did she meet?

Design intention: let students understand the main content of the article, and cultivate students to browse the reading materials quickly and determine the main information.

Skill. The combination of pictures and texts can enhance students' perceptual knowledge and make them realize that animal protection is a global action. Deepen the impression of the content of the article.

When reading-read in detail

Paragraph 1.

Read the first paragraph and answer the following questions.

Q 1。 What is the situation of antelope in Tibet?

Q2。 Why are antelopes endangered?

Q3。 Is there any protection?

Possible answers:

Situation: decrease

Reason: He was killed because of the hair under his stomach.

Without protection

Design intention: Students get detailed information, cultivate students to browse reading materials quickly, and determine the reading skills of specific information.

Two. Language understanding.

1. Look at the picture and choose the right answer to understand the sentence. "We were killed because of the wool in our stomachs. Our wool is being used to knit sweaters for people like you.

Q: Which part of the antelope is used to make sweaters?

Design intention: Use nonverbal information to help students understand written information.

2. Students explain the word "respond" and talk about how to guess new words.

"Where are you ...?" It asked. Daisy responded immediately. "I think ..."

Methods: Using the inheritance relationship of actions.

Design intention: Students master the skills of guessing words through context, and improve their ability to deal with new words and understand information.

Three. Students learn more about the reasons why wild animals are endangered.

1. Students discuss the reasons collectively.

Three Forms of English Grammar Teaching Plan Template

The will/shall have+ present participle is used in the first person, while the will have present participle is used in other people.

use

As in the future perfect tense, it is usually used with a time phrase beginning with by:

By the end of this year, he will have 30 years of acting career.

He will have been an actor for 30 years by the end of this year.

The relationship between future perfect tense and future perfect tense is the same as that between present perfect tense and present perfect tense. That is to say, the future perfect tense can be used instead of the future perfect tense in the following cases:

1. The action itself is continuous:

He will have lived/worked/studied here for ten years by the end of the month.

2. Frequently executed actions are represented as continuous actions:

By the end of this month, he will have been practicing horse/climbing for 20 years.

By the end of this month, he will have been training horses/climbing mountains for 20 years.

But if you mention the number of horses you have tamed or the number of peaks you have climbed, or divide one action into another in any way, you must use the future perfect tense:

By the end of this month, he will have trained 600 horses/climbed 50 mountains.

By the end of this month, he will tame 600 horses/climb 50 peaks.

English grammar teaching plan template 4 1. Express obligation, "must". For example:

You must talk to them about their study. You must talk to them about their study.

Second, it is not allowed in the negative structure. For example:

You can't leave here. You can't leave here.

Third, table speculation implies great possibilities. For example:

He must be ill. He looks pale. He must be ill. His face is so pale.

Note: We said before that may can also be a guess, but may is less likely to be implied and must is more likely to be implied. Another negative guess is that you can't. For example:

The baby can't be ill. He is so active. That baby can't be ill. He is so active.

Fourth, the table is inevitable, "there must be, there must be." For example:

Everyone will die. Everyone will die.

Fifth, the table advocates, "persistence, must." For example:

If you must go, at least wait until the rain stops. If you insist on going, at least wait until the rain stops.

Sixth, a short answer about necessity:

Must I clean the restaurant at once? Must I clean the restaurant at once?

-Yes, you must. Yes

-No, you don't. /No, you don't have to. You don't have to clean it at once.

English grammar lesson plan template 5 1 (look, listen, pay attention, find, feel, listen, look (sensory verbs)+do eg: I like watching monkeys jump.

2 (comparison) is getting better and better.

A piece of cake