先导课Unit1
StarterUnit1Period1(1a-2e)教案
本节课的核心素养目标旨在培养学生以下几方面的能力：首先，提高学生的语言表达能力，使其能够运用所学词汇和句型进行自我介绍和问候他人，激发学生的英语交际兴趣。其次，加强学生的听力理解能力，通过课堂对话、角色扮演等形式，使学生能够在实际语境中理解并运用目标语言。再次，培养学生的合作意识，通过小组活动和搭档练习，让学生学会与他人合作、相互帮助，共同完成任务。最后，提升学生的文化意识，使学生了解英语国家的交际礼仪，尊重并欣赏不同文化背景下的交际方式，为今后的跨文化交流奠定基础。这些核心素养目标与新教材的理念紧密结合，有助于全面提高学生的英语综合运用能力。
（五）总结回顾（用时5分钟）
今天的学习，我们了解了英语自我介绍和问候的基本概念、重要性和应用。同时，我们也通过实践活动和小组讨论加深了对这些知识点的理解。我希望大家能够掌握这些知识点，并在日常生活中灵活运用。最后，如果有任何疑问或不明白的地方，请随时向我提问。
五、教学反思
在今天的教学过程中，我注意到学生们对于英语自我介绍和问候的学习表现出了很大的兴趣。他们积极参与课堂活动，尤其是在角色扮演和小组讨论环节，大家都能主动开口说英语，这让我感到很欣慰。
（二）新课讲授（用时10分钟）
1.理论介绍：首先，我们要了解英语自我介绍和问候的基本概念。它们是日常英语交际的基础，帮助我们与他人建立良好的关系。
2.案例分析：接下来，我们来看一个具体的案例。这个案例展示了如何在实际中运用所学词汇和句型进行自我介绍和问候。
3.重点难点解析：在讲授过程中，我会特别强调My name is...，Hello, I'm...，Nice to meet you.这些重点句型。对于难点部分，如词汇记忆和句型运用，我会通过举例和练习来帮助大家理解。
七年级英语预备单元第一课教案
Starter unit 1 Good morning课型：New教学目标：：知识与技能：1.Learn how to greet people,2. Say English names in the right way.3. Read and write letters Aa—Hh correctly过程与方法：1 Review words and sentences to lead-in.2. According to pairwork to make every stude nt work in class to train students’ communicative competence情感态度与价值观：It’s important to greet others right and politely when people meet at school, home and other places.重点难点:1.会用正确的方式进行简单问候。
2.英文字母Aa到Hh的正确读写3.注意大小写的书写。
4.认识部分英文名字及性别。
教学准备：Recording player课时安排： 4第一课时第二课时课时目标：知识与技能：1. Get students to learn how to greet people, introduce themselves and make newfriends.2.Learn the pronunciation of letters A and E过程与方法：First, use greeting each other with sentences to review and lead-in. Then a ccording to pairwork to make every student work in class to train students’communicative competence.情感态度与价值观：It’s important to greet others right and politely when people meet at school,home and other places.。
先导课
运用认知策略，在学习上形成自我调控、自我评 价和自我加强的能力。
大学英语的教育不仅是要传授知识，更重要的是 要引导学生建立起自我认同的自信心、激发积极 的学习动机、培养学生自主学习的能力。
同时大学英语教育应当给学生开辟和营造一个能 够应用知识、发挥想象力和创造力的学习环境。
网络环境下的教学模式
Your achievement :
平时成绩＋60％期末成绩 平时成绩：出勤，完成作业情况，口 头报告duty report，翻译，作文，听 力），课堂参与情况，小测等等。
40%
Class rules:
Obey the rules of every classroom and use the computers properly. Attend the class on time. If you can’t come, let me know. (ask for a leave) Don’t wear slippers in class and don’t spit on the ground. Bring a notebook with you always. 上课不带课本者扣平时分2分。 Don’t eat or drink anything in classroom.教师内一律不能带东西进 去吃，请到教室以外） 上课一律关掉手机，一旦发现，每次扣平时分2分。 自主课不能上与英语无关的网站，一旦发现，每次扣平时分2分。 自主课打开电脑---先查看授课讲义上老师挂上去的本周文件----教学日 程上的课程安排----通知上有否新通知。铃声一响一上机就上QQ，将会 被锁机。被锁机的同学屏幕上只显示 “请认真听讲”，其它动不了。 自主课不同于一般上机房，是上课，因此要准时到自主中心，中间不 得擅自离开，不得半途中到外面打电话，不要以为是自习课，辅导员 一叫就离开。有事要向老师请示，准假才可离开。课间5分钟休息可到 卫生间。
小学英语开学第一课课件哔哩哔哩
小学英语开学第一课课件哔哩哔哩一、教学内容本节课为小学英语开学第一课，教材选用人教版《PEP小学英语》第一册，章节为Unit 1 Hello, Classroom。
本节课主要内容包括：学习问候语，介绍自己和他人，认识教室中的物品，以及简单的日常交流。
二、教学目标1. 学生能够掌握基本的英语问候语，如Hello, Good morning, Good afternoon等。
2. 学生能够自我介绍，并用英语介绍同学和老师。
3. 学生能够认识并说出教室中的常用物品，如desk, chair, blackboard, window等。
4. 学生能够进行简单的日常英语交流。
三、教学难点与重点重点：问候语的使用，自我介绍，认识教室中的物品。
难点：英语语序的掌握，日常交流的运用。
四、教具与学具准备教具：课件、黑板、实物图片、录音机、磁带。
学具：课本、练习本、铅笔、橡皮。
五、教学过程1. 热身（5分钟）教师与学生用中文进行简单的自我介绍，然后引导学生用英语进行自我介绍。
2. 引入（10分钟）教师播放课件，展示教室的场景，引导学生认识教室中的物品，并用英语说出它们的名称。
3. 新课内容（20分钟）教师带领学生学习Unit 1的课文，讲解问候语的使用，自我介绍的格式，以及教室中物品的名称。
期间，教师可举例说明，让学生进行随堂练习。
4. 课堂活动（15分钟）教师将学生分成小组，进行角色扮演，让学生运用所学内容进行日常英语交流。
5. 巩固练习（10分钟）教师出示一些练习题目，让学生书面完成，以此巩固所学知识。
6. 课堂小结（5分钟）教师对本节课的内容进行简要回顾，强调重点，解答学生的疑问。
7. 作业布置（5分钟）教师布置作业，让学生课后巩固所学知识。
六、板书设计板书内容：1. 问候语：Hello, Good morning, Good afternoon等。
3. 教室物品：desk, chair, blackboard, window等。
【范文】牛津英语Starter U1 精品全英文教案
牛津英语Starter U1 精品全英文教案牛津英语七年级预备课程Unit1教案TheFirstLesson[Teachingcontent]Unit1welcomeandlistening [Teachingaimsanddemands]knowledgeaims:1.learnthenewwords2.learnhowtogreeteachotherwhenmeetingAbilityaims:municativeability,teachstudentstogreetsuitably atdifferenttimesofaday.2.cooperativeability,directstudentstodolotsoforalpr acticeofgreetings.[Teachingdifficultiesandimportance]1.Payattentiontothespellingofthesewords:bye,hello,r ight,mr,andmrs.2.Howtogreetsuitablyatdifferenttimesofadayandgreeti ndifferentways.[Teachingtools]Projector,Students’bookandworkbook[Teachingsteps]Pre-teaching1.Teachthenewwords Askthestudentstoreadallofthenewwordsbeforeteaching. onestudentsreadsfivewords,sothattheteachercanfindou ttheirmistakesinphoneticsandthencorrect.2.Askallstudentstoreadallofthenewwords,sothattheyar efamiliarwiththembeforegoingintothetext.3.Theteacherneedn’tleadthemtoreadthenewwords,becausethosearewordswhic hstudentshavealreadylearnedintheprimaryschool,andth eyareallveryeasyandusualwords.4.Asforthespellingofthenewwords,therearesomeinwhich studentsalwayshavedifficulty,suchas,bye,hello,right ,mr,andmrs.Step1.warm-upandPresentation makeSsrecallthegreetingswhichtheylearnedintheprimar yschoolbydoingsomecommonandeasygreetingswithstudent s,leadingtothesubjectofthisunit.Step2.welcometothisunit1.Askstudentstoreadthefourdialoguesofthispartfortwice ,andgetreadyforthefollowingquestionstocheckifthestu dentsunderstandthemeaningofthedialogues: whoisAndy?whoismillie?whoisLily?whoisNick?whoismissFang?whentheymeet,whatdotheysay?whentheymeetinthemorning,whatdotheysay?whentheypart,whatdotheysay?2.Teachstudentssomesimilarwordsandsimilarsentencesoft hefourdialogues,andatthesametimeaskthemtoreplaceall ofthenamesinthedialogueswiththethosesoftheirclassma tes.Therefore,studentscanmakeanotherfourdialoguesof theirownandofdifferentpatternsbutofthesamemeaning. Forexample,Hi=Hello,Goodmorning=Goodmorningtoyou, Goodbye=Bye-bye,Bye,Seeyou,seeyouaround,seeyoulater 3.PairworkandashowtimeStep3Listening1.Pre-listening.ThereisaclockonthewallinPicture1ofPartA,soaskSsforthecorrecttime.Afterthattheteacherguidesthestudentst oobservethetimesoftheotherthreedialoguesinthisparta ndteachesthedifferentwaysofgreeting.2.Askstudentstodothelisteningexercisesonthetapeandtic kthecorrectanswer.3.Dosomepost-listeningwork.Guidestudentstoreplaceallo fthenamesinthedialogueswiththenamesoftheirclassmate sandusesomesimilarwordsandsimilarsentencestomakeano therdialogueoftheirown,sothatSscanknowthedifferentw aysofgreeting.Forexample,Goodafternoon=Goodafternoontoyou, Howareyou=Howareyoudoing,I’mfine=I’mok,ok,Fine,Good,Great,hi=hello,Andyou=whataboutyou, Thankyou=Thanks4.Pairworkandashowtime5.Summary,askSstofindandlearnthesedifferentwaystogreeteachother.1).youknoweachother:Hi,goodmorning/afternoon;Howareyou?2).youdon’tknoweachother:Hello,what’syourname?3).youdon’tknoweachother,butyouknoweachother’sname: Hello,you’re----,right?Step4Furtherknowledgeandability1.Howareyou?的回答一般是肯定，它的不同回答有: Fine,thankyou./I'mfine,thankyou./Notbad,thankyou./I'mok/verywell/Allright./justso-so.身体状况确实不好，我们可以说：Notsogood/Terrible/Idon’tfeelingverywell.2.对女性和男性的称呼如下：对男性我们一律称mr.soandso，对未婚女性我们称misssoandso,而对已婚和不明婚姻状况的女性分别称mrs.soandso,和mssoandso.，并将mr.mrs.或miss，ms放在姓之前。
Unit1第一课时教案
B:C-L-O-C-K.
板书设计
作业或预习
自我评价
组长评议或同行评议（可选多人）：
评议一单位：姓名：日期：
Play the recording for the first time. Students only listen.
Play the recording again. Students listen and write a number in the box next to each conversation.
S1: Hello! I’m Han Mei. What’s your name ?
S2: My name’s Li Lei. Nice to meet you.
S1: Nice to meet you, too. And what’s your name, please?
S3: Lui Li. How do you do?
单元教学内容：
（一）、话题功能：
1、让学生学会向别人做自我介绍，学会交朋友
2、学会使用与他人见面时的问候语
3、学会电话号码的表述方法并问他人索取电话号码
（二）、语言结构：
1、句型：What's your name? Alan./ I'm Alan./ My name is Alan.
What’s your telephone number? It’s 281-9176.
Ss: OK.
S1: This is my new friend. His name is……
S2: Hello,…… Nice to meet you.
S3: Nice to meet you, too. Look! This is my new friends. Her name is……
StarterUnit1Hello!
子主题： 1. 多彩、有意义的学校生活(通过学习基本问候语和自我介绍开始多 彩的学校生活) 2. 良好的人际关系与人际交往；跨文化沟通与交流(通过学习基本问 候语感受中西方文化差异)
一、核心单词
名词 1. 单元 unit
2. 部分；地区 section
动词 3. 招呼；问候 greet
图解
总结
some + others ≠ 全部 some + the others = 全部
8. 请代我向你的父母问好。 Please say hi/hello to your parents for me.
9． 每个学生有一本书。 Each student has (have) a book. = Each of the students (student)
B. us
C. our
D. ours
Good morning, class. 早上好，同学们。
( C ) 3. No talking in
class！You can talk
class.
A. the; after
B. the; in
C. /; after
D. /; for
4． Our class is (be) the best class in our school.
26个字母的发音
字母 音标 字母 音标 字母 音标 字母 音标 字母 音标 字母 音标
A a /eɪ/ B b /biː/ C c /siː/ D d /diː/ E e
/iː/
F f /ef/
G g /dʒiː/ H h /eɪtʃ/ I i /aɪ/ J j /dʒeɪ/ K k /keɪ/ L l /el/
高一年级英语 U1 A new start 实践指导课
(2) work in groups online to present suggestions;
(3) rate which is the best suggestion;
To make students clearly assess their performances and think of ways to improve learning efficiency.
Reflecting and improving
Every student finishes the reflection part and can clearly understand their advantages and disadvantages.
Discourse Analysis
主题语境(Theme)：人与自我——学校生活、积极的生活态度
文本分析(Discourse analysis)：
[What]本节课主要涉及是四个部分的内容：陈述（presentation）、复习（review）、反思（reflection）和项目式作业（project）。复习部分包括：基于读后续写的语料库复习描述经历和感受的主题词汇（比如eagerness, challenge, under pressure, butterflies in ones’stomach等）和七大基本句型（主谓，主系表，主谓宾，主谓宾补，主谓宾宾，主谓状和主谓宾状）、日记的结构分析（时间、时态和人称等）、对话的结构（结构如何传递意义）和访谈的结构（引出主题、语轮替换和结束总结）。
教案5：Starter Unit 1 第一课时
Good morning!The First Period (1a – 2e)教学目标Students know how to read and write letters Aa---HhStudents know how to greet people by using some everyday English.教学重点How to greet people; Learn Letters A-H教学难点How to greet people; Learn Letters A-HStep 1：IntroductionBegin by greeting the class with a smile and good morning!Now，introduce the words “teacher” and “class”．by using gestures．Repeatthis several times and have the class repeat after you．Students Can answer as a whole group．As rows and as individuals．Repeat “I am your teacher and you are the class” several times．Now，introduce the class to the instructions：Class，please sit down and class，please stand up by using actions and gestures．They can practice this several times．Step 2：Lead—inYou may want t0 leave the class again to introduce the usual Good morning routine．Say Good morning class．Help students respond with Good morning．Point to yourself and say I’m Miss／，Mr．…Have them repeat．Explain the terms Miss and Mr．in Chinese．Repeat this a few times with rows and individuals or try a “back-chain” drill：Miss，Mr．… (Ss repeat)Morning，Miss／M r．… (Ss repeat)Good morning，Miss，Mr．… (Ss repeat)Step 3：PracticeSay：Stand up，please! (Ss stand up)Leave the classroom，return and say Good morning，class! Help the students respond with Good morning，Miss／，Mr．…Say Sit down，please．Now let’s start the lesson．Step 4：Presentation and activityNow point to yourself and say My name is Miss／Mr. … I am your teacher．Find a student you know and say your name is…(Beth)．Then ask What is your name? Help them respond with My name is… . When the student answers, respond with Hello…Nice to meet you! Repeat this activity several times，first with students you know and then with others．Help them to respond with Nice to meet you，too．Explain the Word “too’’ in Chinese．Step 5：PracticeGet the students to practice the f0llowing dialogue in pairs．S1：Good morning．S2：Good morning．I’m (Ben)．What’s your name?Sl：My name is (Dale)．Nice to meet you!S2：Nice to meet you．too．Call out several pairs of students to give their performance．Praise their efforts as much as possible．Help the slower students with patience．Step 6：PresentationDo activity 1a：Look at the picture．Find the small letters for these big letters．First present letters a-h，and get the students to repeat these letters．Call the students to attention the letter C／si：／not／sei：／．H /e ʧ/ not /eʧ/Step 7：Listening and writingGet the students to listen to the tape and finish the task list on the book．Make sure all the students know what they should do．Have the students watch the teacher writing the letters on the blackboard, then ask them to follow the teacher and write down these letters on their exercise—books．Let the students know the diffences between the big letters and the small letters．Step 8：Games timeLet the students do some letters games to enjoy your lesson，the following is the instruction．Step 9: HomeworkCopy the conversation and letters.教学反思：_______________________________________________________________________________ _______________________________________________________________________________ ______________________________________________________________________________________________________________________。
教案4：Starter Unit 1 第一课时
Good morning!The First Period (1a – 2e)I. Teaching aims:1. To have the Ss know the way of greetings.2. To have the Ss introduce themselves and others.II. Key points and difficulties:1. Structures or sentences:a.Hi!/ Hello!b.Good morning /afternoon /evening.c.Nice to meet you.d.—How are you?—Fine, thanks.e.What’s your /his /her name?f.My /His /Her name is …2. Words: P100III. Time arrangement:1 periodTeaching procedure:Step Ⅰ Lead-inShow the Ss some objects in the picture.Step Ⅱ Presentation1.Greetings.⑴ Show the Ss some ways of greetings.⑵ Ask the Ss to match the greeting sentences with the correct answer sentences.⑶ Watch a video.2. Introduce self.⑴ Question: How to introduce yourself and others?(Ask some Ss to try to answer it.)New structures and sentences.T: Just now I asked you how to introduce yourself and ask others’ names. Now please listen to me carefully. (Show the Ss some sample dialogues.)eg.1 A: Wha t’s your name?B: My name is Gina. / I’m Gina.⑵ 1b Listen and number the conversations.(3) Chain work(4) Point to the photos of famous people and ask the Ss to make dialogues.eg.2 A: What’s his/her name?B: His/Her name is Gina./He/She is Gina.3. 2a Number the pictures.4. 2b ListeningStep Ⅲ PracticeGroup work: Making new friends用下面的对话, 介绍新朋友。
新高中英语先导课教案模板
教学对象：新高一学生教学目标：1. 帮助学生适应高中英语学习环境，激发学习兴趣。
2. 培养学生英语听说读写的基本技能。
3. 熟悉高中英语教材，了解教材结构和特点。
教学重点：1. 英语字母的书写和发音。
2. 常用英语问候语的运用。
3. 简单的英语对话练习。
教学难点：1. 英语字母的正确书写和发音。
2. 英语口语表达的流畅性。
教学过程：一、导入1. 教师通过自我介绍，引导学生进行自我介绍，复习英语问候语。
2. 展示高中英语教材封面，简要介绍教材结构和特点。
二、字母书写与发音1. 教师带领学生复习26个英语字母，强调字母的正确书写和发音。
2. 学生跟随教师一起练习字母书写和发音。
三、英语问候语1. 教师展示常用英语问候语，如：Good morning/afternoon/evening, How are you? 等。
2. 学生模仿教师进行问候语练习。
四、英语对话练习1. 教师设计简单场景，如：在校园里遇到老师、同学等，引导学生进行英语对话练习。
2. 学生分组进行对话练习，教师巡视指导。
五、课堂小结1. 教师总结本节课所学内容，强调重点和难点。
2. 学生回顾本节课所学，提出疑问。
六、作业布置1. 复习本节课所学字母书写和发音。
2. 练习英语问候语的运用。
3. 预习下一节课内容。
教学评价与反思：1. 评价方式：观察学生在课堂上的参与度、发音准确性、对话流畅性等方面。
2. 教学反思：针对学生在学习过程中遇到的问题，调整教学方法，提高教学质量。
教学工具：1. 教材2. 黑板或白板3. 多媒体设备（如电脑、投影仪等）教学时间：1课时备注：本教案仅供参考，教师可根据实际情况进行调整。
教案1：Starter Unit 1 第一课时
Good morning!The First Period (1a – 2e)Learning aims1. 学会正确朗读和书写A a – H h 八个字母.2. 学习八个人名并能区别男孩名还是女孩名。
Alice, Bob, Cindy, Dale, Eric, Frank, Grace,Helen，3. 了解缩略字母HB, CD, BBC的含义。
4. 学习打招呼的用语：Hello!/ Good morning!5. 学会问候熟识的朋友和应答：-- How are you?-- I’m fine, thanks. How are you?-- I’m OKLanguage points1. 词汇：1) 名词n.：morning,2）形容词adj. ：good , fine,3) 感叹词interj. ：hi, hello ,2. 句型：Hello! Good morningDifficulties ：1. 八个英语名字的正确发音；2. 字母A, C, G, H的正确发音Teaching stepsStep 1.Warming-up ( Name card)(1) Teacher puts a name card with an English name above and a Chinese name below on the big desk, then points to the name card and have an introduction.T: This is my name card. I have a Chinese name ... And I have an English name ... You can call me...(2) Greet the whole class and help them to say,Hello, ... ! Good morning, ...! （学生还没有英文名，就用中文名打招呼）【教学设计说明】师生初次见面，教师通过自我介绍和问候学生，让学生放轻松，消除与教师间的陌生感，开始亲近教师。
教案2：Starter Unit 1 第一课时
Give them some help if needed.
Ask Ss to practice greeting each other.
Learn the letters. (Work on A2a—2d)
Work on1a.
1. Read after teacher orthetape;
2.Ask students to read these words;
3. Letthestudents to say“hello”or“hi”to our new only one).
课题
Good morning!
课时
1
备课人
教学目标
Students know how toread and write letters Aa---Hh
Students know how togreet people by using some everyday English.
教学重点
How to greet people; Learn Letters A-H
1.识别和掌握八个人名。
2.学会早上见面打招呼的用语。
Language points.
1.词汇：Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen
2.句型：Hello! Good morning!
Difficulties:八个人名的掌握
Greet the whole class and help them to say,
教学难点
How to greet people; Learn Letters A-H
大学英语先导课教案
Lesson PlanIntroduction to College English Learning大学英语先导课Students: Freshmen of each levelTeaching Objectives:Students are supposed to:1. get a better understanding of the new College English Curriculum Requirements2. know the theme and purpose of the course3. have a full knowledge of the new College English Teaching Models: Net-based Teaching & Automatic Learning4. grasp the key points in E-learning and alike5. conduct a series of reading, audio & video, speaking, and classroom activities related to the theme of the course to get a good understanding of College English Teaching and Learning Time allotment:Teaching Procedure:Part I: PreparationI. College – a New Experience ( 20 min. )Activity One: Brainstorming Questions:Discuss the following questions with your classmates and share your opinions of the new school.1.What is your impression of your university?2.What do you expect your university life will be?3. Do you have any expectations about your English learning? What arethey?Activity Two: Getting to Know Each OtherII. From High School to University ( 20 min. )From high school to university, that is a big change for freshmen. As an English saying goes, well begun is half done. Therefore, how to quickly adapt youto this change and go through the transition from high school to university is the major concern of every freshman.Activity One：High School vs. UniversityCompare the Differences between High School Life and University LifeThe transition from high school to university can be a challenge, regardless of how strong a student you are. Things in university are just different and they are different in every wa y! Now fill in the following chart and compare your answers with your classmates, trying to find out by yourself the differences between high school life and university life.Part Two: College English Teaching & Learning (40 min. )A. Goals:The only man who is educated is the man who has learned how to adapt and change; the man who has realized that no knowledge is secure; that only the process of seeking knowledge gives a basis for security (Carl Rogers, Freedom to Learn, 1969). Contrast between Concepts on College English Learning and TeachingUSED TO BE•Learning listening, speaking, reading, writing•Learn the usage•Focus on input•Focus on teaching•Focus on knowledge•Focus on accuracy•Focus on exchange information•Focus on summative assessmentTO BE•Learning while listening, speaking, reading, writing•Learn to use•Focus on output•Focus on learning•Focus on competence•Focus on fluency•Focus on communicating ideas•Focus on formative assessmentB. Models: Three types of teaching modalities are to be illustrated in this section: task-based, blog-supported and cooperation-oriented.Task-based teaching aims at improving the learners’ competence of language use in the process of accomplish an authentic task which will enhance the learners’ abilities of communication, creation, exploration and problem-solution. Goals in task-based method---(PLEASE)Provide opportunities for students to experience authentic use of English.Lead students to gain a sense of achievement from what they have done.Encourage students’participation in and contribution to the lesson design.Advise students to take responsibilities for their own learning.Stimulate a natural desire in students to use English.Enable students to complete meaningful tasks with English as an effective tool.Blog-supported teaching is a brand new method developing with the wide use of Internet. It facilitates a broad platform for better teacher-and-learner, learner-and-leaner communication. More importantly, it reduces the learners’anxiety and promotes their confidence in foreign language learning.Cooperation-oriented teaching involves team-work towards a group task in which each member is individually accountable for part of an outcome that cannot be completed unless the members work together. For the learners, cooperation-oriented teaching enables better interpersonal skills as well as language skills.Learning English on the InternetWith the development of modern technology, English learning is no longer limited to textbooks. You can learn it through a variety of means, such as radio, television, video, etc. In addition, the development of computer science has made it available to learn English on the Internet. Do you have any experience of learning English on the Internet?Activity One Getting to Know E-learningIf someone is learning in a way that uses information and communication technologies (ICTs), they are doing e-learning. The forms of e-learning can be Computer-Based Learning, Web-Based Learning, Instructor-Led Learning or a combination.1. Can you think of any advantages and benefits of e-learning over traditional face-to-face classroom teaching? Now tick out five advantages from the following list which you think are most important to you and compare them with your partner.●Time and space independence.●Round the clock access to material.●Self-pacing for slow or quick learners.●Consideration of individual learning styles.●Improved interaction（互动）among students and teachers.●Up-to-date content.●Combination of audio and video content.●Various resources provided on the Internet.●Collaboration（合作）among students.●Immediate feedback（反馈）of self-assessment.●Development of the knowledge of the Internet that will help you throughout yourcareers.2. The above list offers some potential advantages to e-learning, but it would be wrong to give you the impression that e-learning is problem free. Now discuss with your partner about the following problems which often occur in e-learning and put a tick beside the one or ones that you are most worried about.●Lack of technical skills: E-learning requires learners to have basic knowledge and skillsof using computers. Do you have?●Lack of self-discipline: Although e-learning offers you flexibility(灵活性) in how youstudy, it can just make it easier to put off until tomorrow what you should be doingtoday. Can you discipline yourself?●Lack of learning strategies: As most of the tasks are completed by students themselvesin e-learning, strategies（策略）of autonomous learning（自主学习）are especiallyimportant and necessary. Do you know any?Activity Two: Introduction to a New Teaching ModelA combination of Classroom-Based Teaching with Computer-Based LearningThe above diagram shows a new model of teaching implemented(实施)in our school recently. It is a combination of classroom-based teaching with computer-based self-learning. The purpose of the new model is to develop stu dents’ ability to use English in an all-round way, especially in listening and speaking, so that in their future work and social interactions they will be able to exchange information more effectively, and at the same time they will be able to enhance（增强）their ability to study independently and improve their cultural quality so as to meet the needs of ourcountry’s social development and international exchanges. The new model requires both students and teachers to make some changes in their traditional roles of learning and teaching. Here are the requirements for students and teachers:Students’ Roles:●Students should be more adept at（熟练于）complex problem-solvingactivities rather than just memorizing facts.●Students are involved in more activities in which they refine（提炼）their ownquestions and search for answers.●Students are more autonomous, independent, self-motivated managers oftheir time.●Students should attach more importance to knowledge use rather than onlyto observation of the teacher’s expert performance.●Students should acquire learning strategies (both individually andcollaboratively) rather than learning to “pass the test”.Teachers’ Roles:●Teachers’ role is changing from only a lecturer alone to a consultant（咨询者）, a guide, and a resource provider.●Teachers’ role is changing from total control of the teaching environment tosharing with the students as fellow learners.●Teachers should become expert questioners, rather than providers ofanswers.●Teachers should provide structure to student work, encouragingself-direction.C. Assessments:Part III Learning Strategies In College English learning ( 50 )A. Teachers’ teaching ModelsB. Students’ Learning stylesActivity OneThe following table shows the whole process of College English teaching. Different starting levels should meet different requirements. Find out the one that matches your level.Activity TwoLook up in the Curriculum Requirements (see Appendix I) the information about the requirements of your own level and fill in the following chart.Activity ThreeThis section introduces the strategies of English learning with a diversification of expert talk, teachers’ talk, and peer talk. You will be more aware of what college English learning is like and how to do it better.Expert talk: sophisticated experts of language learning and teaching demonstrate what they think the right ways of English learning in aspects of listening, speaking, reading and writing. Teachers’:your English teachers show you how to become an independent learner with the support of e-learning and how to find the learning styles that suit you.Peer talk: college students who had experienced the “freshmen shock” will give you their tips of how to be a good college English leaner from their own experience.Part IV: 1. Self-diagnoses: my style in English learning2. Reflection on College English LearningActivity One: Your style in learning:Style-based learning methodYour learning styles have more influence than you may realize. Your preferred styles guide the way you learn. They also change the way you internally represent experiences, the way you recall information, and even the words you choose.•视觉学习模式：visual learning modality•听觉学习模式：aural learning modality•体验学习模式：physical learning modality•群体学习模式：interpersonal learning modality•个人学习模式：intrapersonal learning modalityActivity Two: Self- AssessmentEveryone wants to be successful in university. But do you know how? You are given a checklist of the key factors to a student’s success. Tick out the ones you already have and the ones you haven’t and try to explain with examples why they are important and what difficulties or problems you may encounter if you don’t have them. Then talk with your partners about how to improve yourself and become a qualified university student.Key Factors to a Student’s Success9.Having knowledgeabout some useful learningstrategies10. Having knowledgeabout various learningresources and being able tomake full use of themGood Luck。
英语先导课
College English Learning
Overall Arrangement
Component Introduction to College English Learning
Part One College --- a New Experience Part Two From High School to University Part Three New Means of Learning
vs. University life
The transition from high school to university can be a Challenge, regardless of how strong a student you are. Things in university are just different and they are different in many ways !
How to get help from the teacher?
Get involved in learning!
Intracurricular Activities 课内活动 Extracurricular Activities 课外活动
Activity Two:
Getting to Know E-learning
100 mins.
50 mins. 50 mins.
Part One
College — a New Experience
Activity One:
Getting to Know Each Other
About me
Name : Tel : E-mail: Other information:
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Guess: Who is my best friend?
Is…? Yes, … is. No, … Nhomakorabeaisn’t.
My Best(最好的）Friend
Hi. I am _________. I have a best friend. Li Yanxia
She is a ___________. She has ________ girl long hair He boy He and a small mouth She is ________ and __________. short He ___________. She is_________, but thin quiet He _______. I like her very much. She is _________. kind Huang Lijun him He
根据课文，补充短文
• Hello! I ___ Jim. I have a ____ am math teacher. She ____ a university is _________. She is _______ and student young pretty. She isn’t ________. She is quiet _______. She is _______, but active strict kind. Her class is so much ______. fun We all like her and her class! ________ your math teacher like? What’s Can you tell me?
李 业
active a small nose smart young big eyes tall strong small ears old funny short long hairstrict short hair thin kind a big mouth
Say the words:
完成调查表
English teacher Name 来自哪里
五官特点
music teacher
Li Yanxia Jiujiangshui short hair
Miss Huang
Zhenjiang a small nose tall and thin
性格，体 strong 型
Watch and answer
• What’s Jim’s math teacher like?
She is ….
根据上下文，补充句子
Jim: I have a new math teacher. Her class is so much fun. John: Really? __________________ What’s she like? Jim: She’s young and pretty. She’s a university student. John:___________________ Is she quiet? Jim : No, she isn’t. She’s very active. John: Is she strict? ________________ Jim : Yes, she is, but she’s very kind. John :Cool!.