第一篇：UNIT4对话课教案
UNIT4对话课教案
本课时选择的是第四单元2d的对话内容，话题是谈论新学校的校规。
教学重点：在口语交流中运用情态动词can, must, have to表达许可和禁止；祈使句的否定形式；语音语调和意群停顿。教学难点：不同情态动词表达的意义区别；can和can’t的重弱读变化。
1.导入对话情境。教师创设情境：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.理解对话大意。让学生读对话，或听对话，回答几个问题。
1）What are John and Alice talking about? 2)How many rules does Alice mention? 4 3． 理解对话细节。让学生再读一遍对话，提一个关键的细节问题：What rules does the school have? 请几个学生问答，再将完整的祈使句板书在黑板上，分成两栏。
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． 语言探究及学习。让学生找出对话中所有的情态动词并画线，与同伴核实自己的判断并讨论这些情态动词的意思。5.让学生听对话跟读，模仿语音语调和意群停顿。
6.在班级中开展集体性的分角色对话朗读活动，表演对话。
阅读课教案
本课时选择的是UNIT4,B部分2a-2c 的内容。
主题部分是Molly写过Dr.Know的求助信和Dr.Know给Molly 的回信
1，读前热身讨论，让师友讨论几个问题 快速阅读，找家规。这是本节活动的重点。将两封书信分开阅读。
1）学生阅读2B中的第一封信，圈出Molly的家规，然后再将圈出的内容转写出来
2）学生阅读第二封信，找出Dr.Know的观点并画线，师友相互交流各自的判断，观点，教师核对答案。
3.再读信件，聚焦求助信特征和语言。要求学生快速浏览两封书信，让学生比较一般文章，找出信中有哪些特别之处。总结如下：
1）书信称呼中所共有的词汇Dear 2）称呼后用逗号，不用冒号
3）求助信中第一句是主题句。其后就是解释说明主题句的细节句。
4）信件结束前一般会有明确求助的句子，即What can I do？ 4．师友共同解决 文章中常用的短语，再全班讨论，体会意义和用法。
5．让学生用情态动词填空，完成活动2c。注意第三人称的转换。
6.拓展讨论。让学生回顾molly的家规和校规并思考问题： 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：晒课教案unit4
教学设计
Unit 6 Don’t eat in class.Section B(2a—2c)（阅读课）
【教学目标】
1.知识目标：学习西方学生的求助信的书写规范及祈使句的正确使用。2.能力目标：阅读策略之寻读（scanning）读法指导。
3.情感态度与价值观：在教学中渗透情感教育，教会孩子们学会正确分析和看待面临的问题。
【重点和难点】
祈使句与非祈使句之间的转换。【教学策略】
自主探究及讨论，调查。【设计思路】
借学习校规家规之机对学生进行一次思想教育。虽然有一节课知识方面的内容很少，但我觉得很有意义，比多讲些知识更值得。SectionB第二课时2b的两封信。期中第一封信是小姑娘Molly写给万事通博士的求救信。在信中，Molly 描述了自己的生活中的烦恼，主要是来自父母和学校的规定让她苦恼不已，不知该如何处理。第二封信是万事通博士的回信。信中博士首先表达了对小姑娘的理解。这在心理学中表达的是一种共情。然后顺势疏导。说你看啊，从你的描述中我知道你还有很多可做的事情呢。而且，最重要的一点你必须明白，他们制定规定都是为我们好，所以我们要遵守。【教学过程】
Step 1: 复习本单元表示规则的句型： * 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、谈论你的家规）。
根据section A 所学内容引导、启发学生跟自己的同桌谈谈自己的家规。* 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：寻读：划出Molly 的家规。小组交流，代表发言。例如：Get up at 6 every morning.Don’t leave the dirty dishes in the kitchen.Don’t be noisy.…
小组继续合作，组长负责检查把所有的祈使句转换成非祈使句。汇报时换成第三人称
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: 阅读→迁移（文化差异）。
小组讨论：在日常生活中，每个人都会遇到这样那样的问题，都会有烦恼，面对不快，你是怎样解决的呢？
同学们七嘴八舌，有的说听音乐，有的是跑步，有的是和朋友老师聊聊等等。多年的从教经验使我深深体会初中的孩子正值青春期，叛逆的个性使得他们解决问题时容易冲动，而我利用业余时间学习了心理咨询方面的知识，借此机会也就发挥了一下。同学们听得是津津有味。下面是我的这节课的感受：
同学们热火朝天讨论的时候我注意到有个同学低着头。这个同学曾离家出走过。我灵机一动，怕敲侧击一下吧。于是我对全班说：“同学们都很聪明，解决问题的办法有很多。找到适合自己的哪一种很重要。但也有的人想不开，和父母老师同学有了矛盾总会用一种极端的方法去解决，尤其是和父母意见不和时，用离家出走当成解决问题的办法。其实那真的很痛苦。我有一个亲戚现在在青岛，24岁了。从他15岁离家出走开始算，已经9年的时间了。想当初，15岁的他给奶奶要了5块钱，搭着他们村拉面粉的车去青岛。以为自己很英勇。发誓不混个人样不回家。离家后，三年都没有跟家里联系过。家人找遍了能找的地方，也没有任何音讯。三年后来了一个电话，也不说自己在哪儿。只是给他爹说我给你寄500块钱吧。他爹说儿啊，你回来吧。我们不用你的钱。结果钱也没寄来，人也又失踪一般。后来到了2008年的时候，终于跟家里说他人在青岛。说是在车站给人带个路什么的，也能养活自己。那年我和老公去青岛，找到了他。聊了很久，他把刚到青岛时的遭遇说了一遍，就像在讲别人的故事一样的平静。说‘我那时人又瘦又小，又没有文化，单凭一股劲干活不惜力，说好一个月300块钱，到头来就给一半，换，我又帮人烤羊肉串，管吃，不管住，但老板给我介绍了一个住的地儿，一个月后，不给工资说他给我提供住的地方了，哪有的事儿，我自己付的钱他只是介绍介绍。很气人。后来我看到人家有的人在火车站举个牌子给人带路，每天也能养活自己。我也那样干，结果不行，有人说我抢了他的生意，把我一顿痛揍。之后，我大哥找到我，说可以罩着我，我每天要给他分一部分。他也把他手头的生意介绍给我做，挺好。’我当时就觉得不对劲，什么大哥，他说得轻松，很多话我没有听到，大概讲他的光荣史，生活还挺滋润。但我总有一种担心，给老公说了。他说每个人都有自己的选择，都有自己的活法。我也不好说什么了。结果不出我所料，那之后的第二年，也就2009年的时候，他所谓的大哥带领他们的团伙持枪抢劫被抓了，那大哥把主要责任推到他的身上，判死刑，全家人慌了，托关系找熟人，保住了他的一条命。真的同学们，千万别跟自己过不去，听父母老师的话可以让我们少走很多弯路。就算我们有不同意见，要主动和他们交流，沟通，把你的想法告诉他们，理解万岁！” 说完这些话，当然大部分孩子只当是听故事，我看到那个曾离家出走的孩子若有所思，真的，我觉得这些话没有白说。
思想教育真的比知识传授更重要。教书育人该育人在前，教书在后。这一节课让我自己都觉得受益匪浅，重视育人迫在眉睫。反思： 任务型课程的设计要自始至终体现任务的要求与特点，尤其要确保任务的设计与完成是从简单重复逐步过渡到真实或接近真实。基于这一要求与特点，本课的五个任务先以谈论有关家规为话题，从阅读中延伸出去，解决生活中的实际问题。通过完成这一系列任务，既使学生学会了如何描述规章制度，又渗透了对学生的情感教育。
第三篇：对话课教案
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(拿铁咖啡), cappuccino(卡布奇诺), Americano(美式咖啡), espresso(浓缩咖啡)and so on.A：Which one is your favorite? B: Coffee mocha.It is very sweet and full of cream and chocolate syrup(巧克力酱).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.区分，辨别
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...不仅……而且……(连接两个并列部分)Not only Mr.Lin but also his son joined the Party two years ago.（连接两个主语）
I not only play tennis but also practice shooting.（连接两个谓语动词）
He plays not only the piano but also the violin.（连接两个宾语）
They speak English not only in class but also in the dormitory.（连接两个地点状语）
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.对某事作出反应
greeting n.招呼，问候，欢迎
He greeted me in the street with a friendly wave of the hand.7.case instance or example of the occurrence of sth.实例，情形
in any case 无论如何，总之 in no case 无论如何都不 in this case在这种情况下
in case of sth.若发生某事，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.女人多比男人长寿。
9.not at all 根本不……
He didn’t know how to speak French at all.他根本不会说法语。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 处于尴尬境地
go into/ out of a difficult situation The company is in a poor financial situation.11.fetch go for and bring back sb./sth.接来，取来
fetch sth.for sb.Fetch a doctor at once.快去请医生来。
Should I fetch your coat for you from the next room? 12.treat...as 对待,看待,把……看作 Do not treat this serious matter as a joke.She treated me all right.13.lack vt.(通常不用于被动语态)缺少,没有 I don’t seem to lack anything.我好像什么也不缺。vi.缺少;不足;没有(+for)They lacked for nothing.他们什么都不缺少。n.欠缺;不足;没有(of)He can not buy it because of his lack of money.4)n.缺少的东西;需要的东西
Water is a lack in this region.这个地区缺水。14.doing 现在分词做后置定语
There is a girl standing at the door.门口站着一个女孩。The baby sleeping now is her child.Who is the boy singing there?
15.neither 否定意义的词在句首, 句子半倒装(参看本单元语法部分)He seldom tells others his secrets, neither does his sister.16.be aware 知道的,察觉的(+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)被传递,流传(+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...用来做状语
Please be careful while doing your homework.He always feels nervous while speaking with strangers.IV.Exercises.V.H.W.Reading.Text B，练习册讲解
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…情况/状态下
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.他处于绝望的状态之中。
2.abbreviate shorten(a word, phrase, ect), esp by omitting letters缩短（字、词组等，尤指省略字母）；缩写
In writing, the title “Doctor” is abbreviated to “Dr.” 在书写时，Doctor头衔的缩写是Dr.3.prefer（更）喜欢
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 宁愿选择，更喜爱
She prefers cheese, if you have some.如果你们有的话，她更喜欢奶酪。（连接名词）prefer + verb-ing She prefers running to walking.比起走路，她更喜欢跑步。（连接动名词）
4.occasionally adv.now and then;from time to time;not regular He visits me occasionally.他偶尔来看我。
5.exception
1）(an instance of)leaving out or excluding;person or thing that is not included除外；例外；不包括在内的人或物 The children did well, the only exception being Jo, who failed.All students without exception must take the English examination 2）不合规则的事物an exception to a rule of grammar语法规则的一项例外
6.position
1）place or rank in relation to others（相对于他们的）地位，等级 a high/ low position in society 高的/低的社会地位
What is his position in class? He’s third from the top.他在班上得第几名？ 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.我们坐在靠门边的地方。
7.provost
1）(Brit)(title of the)head of certain university colleges（大学中某些学院的）院长（的称号）
2）(US)senior administrator in certain universities（某些大学的）教务长
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.租金贵是贵，（但）房子倒很好。conj.If conditions were different;if no 不然；否则
We must run, otherwise we’ll be late.我们得跑着去，要不就晚了。
Do as you’re told, otherwise you’ll be in trouble.照你被告之的去做，否则会有麻烦。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，不然你会感冒的。
9.in doubt 不能肯定的，不能确定的
When in doubt, use the formal manner of addressing.当你不能确定时，应该使用正式的称呼方式。
The outcome of the election was in doubt.选举结果还不能确定。
Whether he will come or not is still in doubt.他是否会来还不能肯定。
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（备忘录）
Writing Tips : 备忘录其实也是广义的信函中的一种，主要用于公司内部对公司的职员、部分通报信息，如会议安排、情况报告、问题处理等等。在英语中称之为interoffice memorandum，其复数为memoranda，简称memo.除了可以采用书面形式之外，备忘录也可以通过e-mail 发出。
备忘录的一般格式如上其中To项是收笺人，在其姓名前可以加上Mr.，Mrs.，Dr.等，在其姓名后可加上职位和部门。From项是发笺人，其姓名前一般不加尊称，但姓名后同样可加上职位和部门。Subject即内容主题，一般用简短的几个字做简略陈述，不需要是一个完整的句子，几个词或词组即可。
Body即内容是备忘录的主要部分，写作应力求简明、确切。首先应直入主题，列出最重要的信息，然后可以具体说明事由、情况，提出意见和建议等，最后可以根据具体情况或重申主题或表示意愿或感谢。
需要指出的是，在备忘录的末尾不需要签名。但是，如果备忘录还发给了收笺人以外的其他人，须在末尾cc： 之后写上其姓名。
III． 练习答案：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：对话课
如何上好小学英语对话课王文静 的工作室如何小学英语对话
如何上好小学英语对话课对话是双方信息交流最直接的方式。学习对话的目的是促进语言习得，对话教学在英语教材中占很大的比例。运用英语进行交际是学习英语实践性的主要表现，对话教学是培养交际能力的一种主要形式。那么，如何利用对话文本培养、发展小学生的实际语言运用能力呢？就小学英语对话教学谈谈自己的认识和体会。
（一）对话教学的基本教学程序
1、复习相关的语言知识及相关课文语境。
2、设计新语言语境，导入新词汇、新语法结构。
3、带学生看课文的插图或听录音来理解对话的主要内容和语境。
4、学生通过看课文语句，听录音，进一步理解新词汇新语法结构。
5、教师讲解和学生学习新词汇或新语法结构，教师举例说明新语言的用法。
6、教师引导学生理解通篇课文意思。
7、用游戏活动等形式让学生模仿运用记忆巩固强化新语言。
8、学生用所学语言完成运用任务这样的过程体现了教材的作用，新语言的学习过程和新语言的运用。
（二）对话课文的教学目标
1、表演对话 这种方法教学难度相对较小，是最基本的教学目标，就是要求学生在学习对话之后，能按照课文的语境和任务角色，经过准备或表演出对话。这样的表演类似背诵。，对学生的感性刺激强度不大。如每一模块Unit 1 Part 1.2、改编对话课文 这是在教师引导下使学生适当改变对话课文，形成半新的对话。这种练习时我们课堂中常用的。如每一模块Unit 1 Part 2.3、编制新对话 这是非常高的一种教学目标，就是要求把对话课文所学的新语言运用到真实语境下的真实语言运用活动中去。如每一模块Unit 1 Part 3.（三）对话教学的方法
1、单句练习法按教材中的会话原文，听录音模仿、分句反复跟读的练习。这种方法有助于培养学生正确的语音、语调，掌握简单的单句会话。但不易引起学生学习兴趣。
2、角色互换法课文中的情境增加了会话的兴趣，这样会激起学生的学习热情。一般会话可以安排师生会话、男女生会话、小组会话、pair work，在角色互换中学生对对话内容能尽快熟悉。
3、替换练习法 教师把重点句型选出，在学生理解对话完整含义的基础上，通过举一反三使学生熟练掌握句子结构。如句型let’s go to school的学习，教师可表演很累的状态，让学生说let’s have a rest.教师语言引导the class is over,学生说let’s play football/skip.通过句型中部分单词替换，学生无意识的掌握let’s 后加动词原形。
4、实际表演练习法 此种方法指教师用动作演示、实物、插图来讲解教学内容。如学习表达如何描述物品时，教师可以一张纸This is a piece paper, it’s good.然后撕破But now it’s broken.学习单词broken.教师拿自己的背包，look at my bag, it isn’t broken, it’s good.Who can describe my bag?引导学生说it’s red.It’s big.我引导学生数我背包的小口袋，引入新语言it’s got four pockets.教师总结并适时询问what about your bag?激发学生描述自己书包的兴趣，在真实情境中进行交流加深学生对语言的理解。以下是授课过程中自己实践的一些例子
一、导入谈话导入法。谈话导入法是指在新课呈现之前，师生围绕一个或多个话题，使用英语进行自由的交谈。导入第六册Module6 Unit1 I went there last year.这篇语言材料时，教师可出示自己旅游的照片询问where is it?生：it’s Qingtian River.师：where is Qingtian River?生：it’s in Boai.师：Yes, I went there last year.师生一起描述旅游照片，出示几张照片后，教师引入课文，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在谈论旅游照片时教师要有意识地将课文中出现的主要语言多交流。
情境导入法。情境是语言发挥其交际功能的场合，教师要善于创设情境，引导学生步入对话文本。如单词教学heavy light pocket broken教师利用简单情景：轻轻举起一本书It’s light.搬起桌子并作出很重的状态，It’s heavy.拿起粉笔不小心掉在地上，说It’s broken.指着自己衣服的口袋练习pocket, pocket pockets既让学生理解pocket意思，又复习复数形式。而掌握描述物体目标也在单词教学中引入。
复习导入法。复习导入法即以旧带新导入法，它是指有意识地选择一些与新知识有内在联系的已学知识，通过有针对性的复习为学生创造传授新知识的契机并自然引入话题。例如：在学习第二册Module 2 Unit 1They are monkeys.时，可以先复习以前所学过的句型What’s this? It’s a…利用室内物品与学生对话。教师拿书What’s this?生：It’s a book.师:Yes , it’s a book.拿另一本书师：book, book books.It’s a book, they are books.教师呈现各种物品练习新语言结构They are….设疑导入法。在导入对话时，教师可以根据对话的内容向学生巧妙地设置疑问，使学生产生兴趣。如在导入第六册Module 7 Unit 1 Let’s send an email.时，现将课文翻到14页，师生共同回顾Ms Smart bought a computer.师；we can do lots of things with computers.Please guess what Amy do with computers.生：Study/ watch films/QQ/发邮件等，师：Maybe.让学生带着自己的猜测打开课文寻找答案。通过此猜测自然引入课文的学习。
二、课文理解对于课文的理解，向学生直接讲课文意思，脱离了教学中以学生为主体的原则，而且过程枯燥乏味，将理解任务完全交给学生，又增大了学习难度，教师和学生应共同完成任务。如第四册Module 7 Unit 1 New York is in the east.学生对外国情况不了解使得学生理解这篇课文有难度，我引导学生说出它每句话的意思时，学生沉默了，于是我采用问答的方法帮助学生理解课文，如第一张图片：师：Daming make a project.What’s it about?生：It’s about America.这样学生通过自己的努力理解了课文，学生会有成就感。
三、课文复述英语教材中的图片为我们提供了一个很好的串联课文的载体。教师也可以通过对话、肢体语言的方式引导学生复习课文，对于长的文章，要求学生一字不差的复述不切实际，但主要语句要复习到位，话对文本只是个载体，对话文本的教学，除了要求学生能够掌握好教材提供的语言材料外，更希望学生能够运用到实际生活中去，达到“学以致用”的目的。对话以丰富的情境设计，实用易学的句型和表达法，为教师培养学生的交际能力提供了大量的语言材料，并为培养学生的口头表达能力奠定了基础。在教学过程中采用什么样的教学方法取决于会话内容。要注意会话的题材多样化，适合口头交际并能让学生学以致用。北环路学校2011年5月 教研活动如何小学英语对话
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