英语学习策略与技巧教程教师用书unit7

英语学习策略与技巧教程教师用书

ensure the learner‘s interest in learning the language.
9. If you are still in the process of learning the L2, you may not yet possess a wide repertoire
reflected the theory that the teacher was imparting knowledge to the learners who
were only sitting there passively waiting to receive it. Later on, the student-centered
single type. In fact there are some elements of each type in the overall task of L2 learning.
The skill-learning elements are apparent. We usually say a competent competence
vocabulary, and grammar. For another, we should have some knowledge about the L2
system.
3. In middle school English learning, there are many practices which can be traced back to
For example, we may learn to ride a bicycle, swim, dance, play volleyball, conduct a class,

牛津译林版英语七年级上册Unit7Studyskills教学设计

2.培养学生的自主学习能力，鼓励他们独立思考和解决问题。
3.强化学生的合作意识，提高小组活动效果。
4.激发学生的英语学习兴趣，培养极的学习态度，树立自信心。
在教学过程中，教师应关注学生的个体差异，充分调动学生的积极性，引导他们主动参与课堂活动，从而提高英语素养。
三、教学重难点和教学设想
（一）教学重难点
3.教师巡回指导，解答学生在讨论过程中遇到的问题，引导学生深入思考。
（四）课堂练习
1.设计多样化的练习题，包括填空、选择、改错等，让学生巩固所学知识。
2.学生进行英语研究报告的写作练习，教师给予个别指导，及时反馈。
3.组织学生进行听力、口语练习，提高他们的听说能力，培养跨文化意识。
（五）总结归纳
1.教师引导学生回顾本节课所学内容，总结学习策略和方法。
5.课后延伸，巩固提高：布置具有实践性的课后作业，让学生将所学知识运用到实际生活中，巩固所学，提高英语能力。
6.情感教育，全面发展：关注学生的情感态度，培养他们热爱英语学习，养成良好的学习习惯，促进全面发展。
在教学过程中，教师应关注以下方面：
1.创设轻松、愉悦的课堂氛围，让学生在愉悦的情感中学习英语。
2.自主学习能力不强：学生在学习过程中过于依赖教师，缺乏独立思考和解决问题的能力。
3.合作意识有待提高：学生在小组活动中，有时不能充分展示自己的观点，合作效果不佳。
4.情感态度方面：部分学生对英语学习缺乏兴趣，学习积极性不高。
针对以上学情，本章节教学应着重关注以下几点：
1.引导学生掌握并运用有效的学习策略，提高学习效率。
4.观看一部英语学习相关的视频，如TED演讲、学习方法介绍等，并完成观后感，要求不少于100词，内容需涉及视频主题、学习感悟以及对自己学习方法的启示。

牛津译林版英语七年级上Unit7Integratedskills教学设计（英语教案）

牛津译林版英语七年级上Unit7Integratedskills教学设计（英语教案）Unit 7 ShoppingPeriod 5 Integrated skillsa conversation about shopping;a conversation about shopping;a conversation about shopping;教学过程Speak up: What’s your size?Step 1 Lead-in1. Enjoy the shopping song.T: Good morning, boys and girls. Before the class, let’s enjoya shopping song.2. Review the names of s hops.T: There are many different shops around us. What shops do you know? I have some pictures here. Please tell me the name of ea ch shop.【教学目的：通过视频导入购物话题，设置轻松有趣的课堂氛围。

利用图片复现已学商店名称，并自然过渡到本课话题。

】Step 2 Presentation1. Show students the picture and ask: Where is the lady? What is she doing?2. T: Simon also wants to buy a pair of shoes. He and his mother are talking with the shopkeeper. Listen to thetape and answer the following questions.(1) What size are Simon’s feet?(2) How much does the pair of shoes cost?(3) What does Simon’s mother think of the shoes?3. Ask students to practise reading the conversation and tryto imitate the intonation.【教学目的：呈现书本内容，为随后的对话编写练习提供必要的语言输入。

初中英语七年级上册(牛津译林版)Unit7Studyskills教学设计

初中英语七年级上册（牛津译林版)Unit7Studyskills教学设计
一、教学目标
（一）知识与技能
1.了解并掌握与学习相关的词汇和短语，如“study skills”, “revision”, “preview”, “note-taking”, “summarize”, “main idea”等，并能熟练运用这些词汇进行英语交流。
（三）学生小组讨论
1.教学活动：教师将学生分成小组，每组选择一个学习场景，讨论并列举出该场景下的学习技巧和方法。
2.教学引导：教师鼓励学生积极发表自己的观点，同时引导他们用一般现在时进行描述，如：“I always preview my lessons before class./ She is good at taking notes during the lecture.”
难点：如何引导学生将所学知识运用到实际学习过程中，形成有效的学习策略，提高学习效率。
2.重点：培养学生通过小组合作、讨论Байду номын сангаас方式，分享学习心得，提高英语口语表达能力。
难点：如何引导学生克服心理障碍，敢于在课堂上开口表达，以及如何在小组活动中实现有效沟通和协作。
（二）教学设想
1.创设情境，激发兴趣：利用多媒体教学资源，如图片、视频等，展示各种学习场景，引导学生运用所学词汇和表达进行描述，激发他们的学习兴趣。
在此基础上，本章节将重点关注以下学情：
1.学生对学习技巧的认识与掌握程度。大部分学生对学习技巧的概念较为模糊，需要通过具体实例和实践活动，帮助他们明确学习技巧的重要性，并学会运用。
2.学生在英语学习中的兴趣和动机。兴趣是最好的老师，教师应关注学生的兴趣点，激发他们的学习动机，以提高课堂参与度和学习效果。

牛津译林版英语八年级上册Unit7Integratedskills教学设计

3.能够理解和运用本章节所学的常用句型，如“Wh-questions”询问事故细节，“How did it happen?”等，进行问题的提问和回答。
4.提高听力理解能力，能够通过听力材料获取关键信息，进行信息整合和概括。
（二）过程与方法
1.通过小组合作的方式，培养学生们的团队合作意识和交流沟通能力，共同完成各种教学活动。
2.运用任务型教学法，设计丰富多样的课堂活动，如角色扮演、情景模拟等，让学生在实践中学习和掌握英语知识。
3.引导学生通过自主学习、探究学习等方式，培养独立思考问题、解决问题的能力。
4.教师以启发式教学为主，引导学生主动参与课堂，培养学生的思维能力和创新意识。
（三）情感态度与价值观
1.培养学生对英语学习的兴趣和自信心，使他们形成积极的学习态度，养成良好的学习习惯。
b.组织英语角活动，让学生在轻松的氛围中练习英语口语，提高实际运用能力。
四、教学内容与过程
（一）导入新课
1.教师以图片展示一个交通事故现场，引导学生关注事故发生的原因和经过，激发学生的好奇心和求知欲。
2.提问：“Can you guess what happened here? How did it happen?”让学生尝试用英语描述图片内容，为新课的学习做好预热。
4.注重因材施教，针对学生的个体差异，给予不同的指导，使每个学生都能在课堂上获得成功的体验。
三、教学重难点和教学设想
（一）教学重难点
1.重点：本章节的重点在于学生对一般过去时的掌握，能够运用该时态描述过去发生的事件，并熟练运用所学词汇和句型进行表达。
难点：学生在实际交流中，如何灵活运用一般过去时，将所学知识内化为自己的语言能力，以及如何在听力练习中快速捕捉关键信息。

Unit7Integratedskills教学设计2023-2024学年牛津译林版八年级英语上册

3.思维品质：通过本节课的学习，学生能够运用所学知识和思维方式，分析、解决问题的能力得到提高，培养逻辑思维和创新思维的能力。
4.学习能力：通过本节课的学习，学生能够自主学习，合作学习，探究学习的能力得到提升，培养良好的学习习惯和策略。
教学难点与重点
三、教学难点与重点
1.教学重点
-词汇掌握：本节课将学习与旅行相关的词汇，如flight, accommodation, sightseeing等。学生需要能够正确拼写并运用这些词汇。
过程：
开场提问：“你们知道旅行是什么吗？它与我们的生活有什么关系？”
展示一些关于旅行的图片或视频片段，让学生初步感受旅行的魅力或特点。
简短介绍旅行的基本概念和重要性，为接下来的学习打下基础。
2.旅行基础知识讲解（10分钟）
目标：让学生了解旅行的基本概念、组成部分和原理。
过程：
讲解旅行的定义，包括其主要组成元素或结构。
4.鼓励学生参与旅行相关的社会实践和活动，如参加学校组织的旅行活动、加入旅行俱乐部等，让学生在实践中学习和体验旅行的乐趣和挑战。
5.推荐一些旅行相关的英语学习资源，如旅行英语的学习网站、应用程序、在线课程等，帮助学生提高旅行英语的应用能力，为将来的旅行或其他国际交流活动做好准备。
6.鼓励学生进行跨学科的学习和探究，如结合地理、历史、文化等学科知识，深入了解旅行目的地的背景和历史，培养学生综合运用知识的能力。
详细介绍旅行的组成部分或功能，使用图表或示意图帮助学生理解。
3.旅行案例分析（20分钟）
目标：通过具体案例，让学生深入了解旅行的特性和重要性。
过程：
选择几个典型的旅行案例进行分析。
详细介绍每个案例的背景、特点和意义，让学生全面了解旅行的多样性或复杂性。

《英语教学法》Unit 7 Teaching Grammar

Inductive approach (归纳法）
The teacher provides learners with authentic language data and induces the learners to realise grammar rules (often) without any form of explicit explanation. Defects: 1. It can be much more time-consuming. 2. It may be more demanding on the teacher. 3. Students might misform rules in their own minds. 4. It might not suit the students who are preparing for the state examinations. Merits:
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2.2 Specific grammar presentation techniques
use realia or picutures use a video teachers demonstrate use a text use listening input
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2.1.3 The guided discovery method (指导性发现法）
Ss are presented with contextualised scenarios illustrrasting a specific structure, then guided to discover the underlying rule of the structuer as well as its meaning in context, and teacher explicitly teaches the target structure. Distinction between the inductive method and the guied discovery method

牛津译林版七年级英语上册Unit7Task教学设计

4.培养学生珍惜时光的观念，引导他们合理规划假期，充实自己的生活。
二、学情分析
牛津译林版七年级英语上册Unit 7的教学对象是刚进入初中的七年级学生。经过前几个单元的学习，学生已经掌握了一定的英语基础，对一般过去时的概念有了初步了解，但在具体运用过程中仍需加强。此外，学生在日常生活中有丰富的假期活动经验，这为学习本单元提供了真实的语境。
6.整合信息技术，利用电子白板、在线学习平台等工具，增加课堂互动性，提高学生的学习兴趣和参与度。
四、教学内容与过程
（一）导入新课
1.利用电子白板展示一组关于假期活动的图片，如去海边、爬山、参观博物馆等，引导学生观察并预测今天的主题：“What are these pictures about? Can you guess what we are going to learn today?”
4.引导学生通过写作练习，将所学的语言知识运用到实际情境中，提高写作技能。
（三）情感态度与价值观
1.培养学生对英语学习的兴趣和积极性，鼓励他们主动参与课堂活动，勇于表达自己的观点。
2.通过分享自己的假期经历，增进同学Hale Waihona Puke 间的了解和友谊，培养团结协作的精神。
3.引导学生关注和了解不同的文化背景，培养跨文化交际意识。
3.重点：口语表达能力的提升，能够流利地与他人分享个人过去的经历。
难点：鼓励学生克服害羞和紧张情绪，大胆开口表达，并能在对话中自然地使用一般过去时。
4.重点：写作技能的锻炼，完成一篇关于过去假期的短文。
难点：指导学生如何组织文章结构，使用合适的过渡词，以及如何进行自我修正和同伴评价。
（二）教学设想
1.针对一般过去时的教学，我将设计一系列情景模拟活动，如角色扮演、时间轴制作等，让学生在模拟的真实语境中感知和运用过去时态，强化语法点的学习。

初中英语七年级上册(牛津译林版)Unit7Integratedskills教学设计

1.针对教学重点和难点，设计丰富多样的教学活动，激发学生的学习兴趣，提高学习积极性。
设想：利用多媒体展示不同时间段的日常活动图片，引导学生运用所学词汇和句型进行描述；设计听力练习，让学生在真实语境中练习时间表达，提高听力技巧；开展小组合作活动，让学生在互动中提高口语表达能力。
2.创设情境，让学生在实际语境中运用所学知识。
作业布置要求学生在规定时间内完成，并注意以下几点：
1.认真对待作业，书写工整，保持卷面整洁。
2.作业完成后，认真检查，确保无误。
3.遇到问题，及时向同学或老师请教，解决问题。
4.家长协助监督，关注学生的学习进度，鼓励学生积极完成作业。
4.学生在小组合作中，团队合作精神和沟通能力有待加强，教师应关注学生的个体差异，给予及时的评价和指导。
5.学生对于跨文化交际的兴趣较高，可通过课堂活动引导他们了解不同国家的作息时间和生活习惯，提高他们的跨文化意识。
三、教学重难点和教学设想
（一）教学重难点
1.重点：本章节的重点在于让学生掌握时间表达方式，如：when, what time等，并能运用一般现在时描述日常作息。此外，培养学生听力、阅读技巧，提高口语表达能力也是教学的重点。
设想：模拟真实场景，如：早晨起床、上学、做作业等，让学生在角色扮演中运用一般现在时描述日常活动，增强语言实践能力。
3.针对学生个体差异，实施分层教学，关注每个学生的学习进度。
设想：根据学生的英语水平，设计不同难度的练习题，使学生在适合自己的挑战中提高能力；对学习困难的学生，给予个别辅导，帮助他们克服困难，提高学习效果。
2.能够运用一般现在时，描述自己和他人的日常活动。
3.能够听懂并准确获取信息，如：了解他人的作息时间，掌握日常活动的时间安排。

牛津译林版七年级英语上册Unit7Integratedskills教学设计

3.注重分层教学，针对不同学生的学习需求和能力水平，设计难易适度的教学任务。
设想四：针对基础较弱的学生，设计简单的问答和替换练习，巩固词汇和语法知识；针对基础较好的学生，设计更具挑战性的讨论和写作任务，提高学生的综合语言运用能力。
4.加强小组合作学习，培养学生的团队协作精神和沟通能力。
设想五：课堂活动中，鼓励学生进行小组讨论和角色扮演，互相学习，共同提高。
（三）学生小组讨论
1.教师将学生分成若干小组，每组选择一个节日作为讨论主题。
2.各小组成员运用所学词汇和语法知识，讨论以下问题：What is the festival about? How do people celebrate it? What are the traditional foods and gifts?
3.学生能够运用所学知识，就节日话题进行简单的对话和讨论，提高学生的听说能力和口语表达能力。
4.学生能够通过小组合作，完成一份关于中国传统节日的报告，提高学生的写作能力和团队协作能力。
（二）过程与方法
1.通过听力练习，引导学生掌握关键词汇和短语，培养学生获取信息的能力。
2.通过课堂讨论和小组合作，让学生在实际语境中运用所学的语言知识，提高学生的语言实际运用能力。
3.各小组讨论结束后，教师邀请部分小组展示讨论成果，其他小组成员认真倾听并给予评价。
4.教师对每个小组的表现给予积极评价，强调团队合作的重要性。
（四）课堂练习
1.教师设计不同形式的练习，如填空、选择、连线等，让学生巩固所学词汇和语法知识。
2.教师组织学生进行听力练习，训练学生获取关键信息的能力。
3.教师设计情景交际练习，让学生运用所学知识进行角色扮演，模拟节日庆祝活动。
难点：如何让学生在实际语境中熟练运用所学词汇和语法结构，提高学生的语言实际运用能力。

九年级英语全一册Unit7单元整体教学设计

1.书面作业：
-完成课本Unit7的相关练习题，包括词汇填空、语法填空、句型转换等，以加深对知识点的理解和运用。
-撰写一篇关于个人梦想和目标的短文，运用本节课所学的时态和情态动词，要求内容充实，表达清晰。
2.口语作业：
-与家人或朋友进行英语对话，询问他们的梦想和目标，并分享自己的梦想及实现计划。
-录制一段关于描述梦想和目标的视频，要求语言流畅，表情自然。
3.教学过程：
a.学生独立完成练习题，教师巡回指导。
b.教师挑选部分学生的答案进行展示，共同分析、纠正错误。
c.针对共性问题，教师进行讲解和辅导。
（五）总结归纳
1.教学活动设计：教师引导学生回顾本节课所学内容，总结一般现在时和一般过去时的用法，以及情态动词的用法。
2.教学目的：巩固所学知识，提高学生的概括总结能力。
九年级英语全一册Unit7单元整体教学设计
一、教学目标
（一）知识与技能
1.掌握本单元的词汇和重点句型，如：describe, achieve, goal, dream, effort, success等，并能熟练运用它们进行日常交流。
2.能够运用一般现在时和一般过去时描述个人目标和成功经历，以及实现目标的过程。
2.学习兴趣：九年级学生对自己的人生目标和未来充满好奇，本单元的话题贴近他们的生活实际，容易引起学生的共鸣，激发他们的学习兴趣。
3.学习方法：学生在学习过程中逐渐形成了自己的学习方法，但仍需教师在教学中引导和培养良好的学习策略，提高学习效率。
4.情感态度：面对即将到来的中考，学生对未来充满期待，同时也可能产生焦虑和压力。教学中需关注学生的情感态度，引导他们正确对待学习和生活，树立积极向上的人生观。
-布置与单元主题相关的课后作业，如采访家人和朋友，了解他们的梦想和目标，并撰写报告，增强学生的实践能力。

英语教学法教程unit7 teaching grammar

practice using a foreign language, they do
not need to learn grammar.
F
4) Making students aware of grammatical
information is one of the teaching
objectives, allowing students
T
7) Grammar should be taught and
practiced in context.

T
8) Knowing grammar is not enough for
real communication.
T
9) An inadequate knowledge of grammar would severely constrain one’s capacity for effective communication.
2) Children do not learn grammar rules
when they acquire their first language,
so they do not need them either when
learning a foreign language.
F
3) If students get enough chance to
⑨ The method of perception ⑩ Translation ⑪ Chants, poems, songs ⑫ Jokes ⑬ Games ⑭ Doggerel
A. What would you say if you saw a ghost in your house?

【免费下载】英语教学法教程第二版unit7

Teaching GrammarTeaching Procedures Additionalcomments一.Review of unit 6Summarize the technique we have learned about pronunciation.Last class we have learned how to teach pronunciation. It mainly concerns how to teach the aspects of pronunciation, how to teach sounds stress and so on. I believe all of you have clutched them.A simple review of the unit 6.二.Teaching aimsIn this unit, we will discuss how to teach grammar. We will mainly talk about the following things:1.The role of grammar in language learning2.The major types of grammar presentation methods3.The major types of grammar practice activities.Tell the students what we will learn in this class.三.The role of grammar in language learningAt first let’s look at a form about grammar in language learning and decide if you agree with them or not. Try to give reasons for your decisions.Grammar is always the most boring bit of language learning.Knowing grammar is not enough for real communication. Grammar should be taught and practiced in context.An inadequate knowledge of grammar should focus on practice.Making students aware of grammatical information is one The purpose of the task is not to seek definite conclusions about the value of grammar teaching, but rather to raise awareness of issues inof the teaching objectives, allowing students opportunitiesfor using the language is just as important.If students get enough chance to practice using a foreign language, they do not need to learn grammar.Students need to be given detailed grammar rules if theyare to learn foreign language successfully.Teaching and learning grammar should focus on practicerather than the study of grammar itself.Grammar is not so important for students.People may have different views about it , because they are looking at the issue from different perspectives or they have different language learning contexts in mind .grammar teaching.四.Grammar PresentationThere are different ways of presenting grammar in the classroom. Among them , three are most frequently used and discussed :The deductive methodThe deductive method relies on reasoning, analyzing andcomparing. First, the teacher writes an example on the board or draws attention to an example in the textbook. Then, the teacher explains the underlying rules regarding the forms and positions of certain structural words.The explanations are often done in the student’s native language and use grammatical terms. Sometimes, comparisons are made between the native language and the target language or between the newly presented structure and previously learned structures. Finally, the students practice applying the rule to produce sentences with given prompts.Disadvantages of the deductive method:Ask students the advantages and the disadvantages of the deductive method.a] it teaches grammar in an isolated way;b] Practice is often mechanical.Advantages of the method:a] it could be very successful with selected and motivated students.b] it could save time when students are confronted with grammar rule which is complex but which has to be learned.c] it may help increase students confidence in those examinations which are written with accuracy as the main criterion of success. The inductive methodIn the inductive method, the teacher provides learners with authentic language data and induces the learners to realize grammar rules without any form of explicit explanation. It is believed that the rules will become evident if the students are given enough appropriate examples.For example: in order to present the two forms “this is” and“these are”, the teacher will first hold up a book, saying this is a book. He or she will do the same showing other things. Then the teacher holds up several books and saying these are books. After several examples, it is hoped that students will understand that these are just with plural forms of nouns. Then students are invited to apply the newly presented structure to produce sentences with given visual aids or verbal prompts. The teacher tries to say nothing but to correct when necessary. Finally, but optionally, the teacher may elicit the grammar rule form the students.The guided discovery methodThe guided discovery method, students are presented with contextualized scenarios illustrating a specific structure. Students are then guided to discovery the underlying rule of the structure as well Students discuss the similarities and the difference of the guided discovery method and the inductive method.Give some examples ofas its meaning in context followed by explicit teaching and learning if target structure.The guided discovery method is similar to the inductive method in that the students are induced to discovery rules by themselves but different in that the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicit and taught explicitly.The other methodsIt can also start by providing a reading text or a listening text.In recent years, when discussing some approaches to teaching grammar, Pennington proposes a synthesis to grammatical pedagogy. She emphasized that grammar teaching should be c ollocational, constructive, contextual and contrastive the guided discovery method.五.Grammar PracticeAccording to Ur, practice may be defined as any kind ofengaging with the language on the part of the learner, usually under the teacher supervision, whose primary objective is to consolidate learning.Ur also predicts that the following factors contribute to successful practice:1] Pre-learning. Practice is more effective when new language is clearly perceived and taken into short-term memory by the learner. 2] Volume and repetition.The more language the learners are exposed to or produce, the more they are likely to learn. The learners should have plenty of time and opportunities to listen to, speak, read and write different examples of the structure’s form and meaning. 3] Success-orientation. Practice is most effective if it is based on successful practice.4] Heterogeneity. Practice should be able to elicit different Some factors .By doing mechanical practice, the students pay repeated attention to aMeaningful practice: the focus is on the production, comprehensionprompts. or exchange of meaning though the students keep an eye on the waynewly learned structures are used in the process.Using prompts for practice:a] using picture prompts.b] using mimes or gestures as prompts.c] using information sheet as prompts.d] using key phrases or key words as prompts.e] using chained phrased for story telling.7 o’clock---got up---had breakfast---hurried to school---schoolclosed---surprised---?f] using created situations.六.Discuss :If you are faced some students, how will you teach the grammar to the students.。

英语教学法教程PPTunit7

Teaching pronunciation
Stress and intonation should be taught from the very beginning
Ⅱ The Goal of Teaching Pronunciation
Work in groups and brainstorm any reasons why most learners of English as a foreign language cannot acquire native-like English pronunciation. When you are ready, join another group and compare your ideas.
Ⅳ Practising Sounds
Task 4
Imagine that you want to focus on a sound that your students are having difficulty with. Which of the following steps are necessary? In what order would you teach and practice the sound? On the line tick the steps that you think are necessary. In the brackets, write the order numbers.
Make up sentences Use meaningful context
Use pictures
This is old Jack. He has a black cat. Its name is Pat. It is very fat. ….

牛津译林版英语7AUnit7Studyskills优秀教学案例

Байду номын сангаас（四）反思与评价
反思与评价是教学过程中的重要环节，我将采取以下措施：
1.设计反思性问题，引导学生思考自己在学习过程中的优点和不足，如：“你认为自己在笔记方面有哪些进步？”“还有哪些地方需要改进？”
2.组织学生进行自评、互评和教师评价，从不同角度对学生的学习过程和成果进行评价。
3.鼓励学生积极参与评价，表达自己的观点，培养他们的批判性思维。
-目的：让学生在实践中掌握笔记方法，提高学习效果。
（四）总结归纳
在总结归纳环节，我将采取以下措施：
1.邀请各小组代表分享他们在实践过程中发现的问题和收获。
-目的：让学生从他人的经验中学习，共同提高。
2.对本节课的重点内容进行梳理，强调做好笔记的重要性及注意事项。
-目的：巩固所学知识，培养学生良好的学习习惯。
4.梳理评价结果，为学生提供有针对性的反馈，帮助他们找到自己的优势和需要改进的地方，促进个性化发展。
四、教学内容与过程
（一）导入新课
在导入新课的环节，我将采用以下步骤激发学生的兴趣和探究欲望：
1.利用多媒体展示一组学生在课堂上认真做笔记的图片，引导学生关注笔记的重要性。
-提问：“大家觉得这些同学在做什么？他们在做什么的时候表现得非常专注？”
二、教学目标
（一）知识与技能
本章节旨在帮助学生掌握以下知识与技能：
1.理解并掌握做好笔记的重要性，认识到笔记在英语学习中的积极作用。
2.学会运用不同的笔记方法，如：线性笔记、图示笔记、概念图等，提高课堂学习效果。
3.能够运用所学笔记方法对阅读材料进行有效整理，提取关键信息，提高阅读理解能力。
4.通过小组合作和互动交流，培养学生的团队合作精神和沟通能力。

英语教学法教程第二版unit7-推荐下载

Teaching GrammarTeaching Procedures Additionalcomments一.Review of unit 6Summarize the technique we have learned about pronunciation.Last class we have learned how to teach pronunciation. It mainly concerns how to teach the aspects of pronunciation, how to teach sounds stress and so on. I believe all of you have clutched them.A simple review of the unit 6.二.Teaching aimsIn this unit, we will discuss how to teach grammar. We will mainly talk about the following things:1.The role of grammar in language learning2.The major types of grammar presentation methods3.The major types of grammar practice activities.Tell the students what we will learn in this class.三.The role of grammar in language learningAt first let’s look at a form about grammar in language learning and decide if you agree with them or not. Try to give reasons for your decisions.Grammar is always the most boring bit of language learning.Knowing grammar is not enough for real communication. Grammar should be taught and practiced in context.An inadequate knowledge of grammar should focus on practice.Making students aware of grammatical information is one The purpose of the task is not to seek definite conclusions about the value of grammar teaching, but rather to raise awareness of issues inof the teaching objectives, allowing students opportunitiesfor using the language is just as important.If students get enough chance to practice using a foreign language, they do not need to learn grammar.Students need to be given detailed grammar rules if theyare to learn foreign language successfully.Teaching and learning grammar should focus on practicerather than the study of grammar itself.Grammar is not so important for students.People may have different views about it , because they are looking at the issue from different perspectives or they have different language learning contexts in mind .grammar teaching.四.Grammar PresentationThere are different ways of presenting grammar in the classroom. Among them , three are most frequently used and discussed :The deductive methodThe deductive method relies on reasoning, analyzing andcomparing. First, the teacher writes an example on the board or draws attention to an example in the textbook. Then, the teacher explains the underlying rules regarding the forms and positions of certain structural words.The explanations are often done in the student’s native language and use grammatical terms. Sometimes, comparisons are made between the native language and the target language or between the newly presented structure and previously learned structures. Finally, the students practice applying the rule to produce sentences with given prompts.Disadvantages of the deductive method:Ask students the advantages and the disadvantages of the deductive method.a] it teaches grammar in an isolated way;b] Practice is often mechanical.Advantages of the method:a] it could be very successful with selected and motivated students.b] it could save time when students are confronted with grammar rule which is complex but which has to be learned.c] it may help increase students confidence in those examinations which are written with accuracy as the main criterion of success. The inductive methodIn the inductive method, the teacher provides learners with authentic language data and induces the learners to realize grammar rules without any form of explicit explanation. It is believed that the rules will become evident if the students are given enough appropriate examples.For example: in order to present the two forms “this is” and“these are”, the teacher will first hold up a book, saying this is a book. He or she will do the same showing other things. Then the teacher holds up several books and saying these are books. After several examples, it is hoped that students will understand that these are just with plural forms of nouns. Then students are invited to apply the newly presented structure to produce sentences with given visual aids or verbal prompts. The teacher tries to say nothing but to correct when necessary. Finally, but optionally, the teacher may elicit the grammar rule form the students.The guided discovery methodThe guided discovery method, students are presented with contextualized scenarios illustrating a specific structure. Students are then guided to discovery the underlying rule of the structure as well Students discuss the similarities and the difference of the guided discovery method and the inductive method.Give some examples ofas its meaning in context followed by explicit teaching and learning if target structure.The guided discovery method is similar to the inductive method in that the students are induced to discovery rules by themselves but different in that the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicit and taught explicitly.The other methodsIt can also start by providing a reading text or a listening text.In recent years, when discussing some approaches to teaching grammar, Pennington proposes a synthesis to grammatical pedagogy. She emphasized that grammar teaching should be c ollocational, constructive, contextual and contrastive the guided discovery method.五.Grammar PracticeAccording to Ur, practice may be defined as any kind ofengaging with the language on the part of the learner, usually under the teacher supervision, whose primary objective is to consolidate learning.Ur also predicts that the following factors contribute to successful practice:1] Pre-learning. Practice is more effective when new language is clearly perceived and taken into short-term memory by the learner. 2] Volume and repetition.The more language the learners are exposed to or produce, the more they are likely to learn. The learners should have plenty of time and opportunities to listen to, speak, read and write different examples of the structure’s form and meaning. 3] Success-orientation. Practice is most effective if it is based on successful practice.4] Heterogeneity. Practice should be able to elicit different Some factors .By doing mechanical practice, the students pay repeated attention to aMeaningful practice: the focus is on the production, comprehensionprompts. or exchange of meaning though the students keep an eye on the waynewly learned structures are used in the process.Using prompts for practice:a] using picture prompts.b] using mimes or gestures as prompts.c] using information sheet as prompts.d] using key phrases or key words as prompts.e] using chained phrased for story telling.7 o’clock---got up---had breakfast---hurried to school---schoolclosed---surprised---?f] using created situations.六.Discuss :If you are faced some students, how will you teach the grammar to the students.。

BK6 教师用书 Unit 7

Unit 7How to Get the Poor off Our ConscienceJohn Kenneth GalbraithStructure of the TextPart I (Paras.1-2)The author begins with an analysis of ways of “getting the poor off our conscience”.Part II (Paras. 3-9)Five solutions offered historically and the author’s critique of these solutions. The solutions are arranged in chronological order.1.The solution proposed in the Bible. (Para. 3)2.The solution offered by utilitarianism. (Para. 4)3.The solution offered by Malthusianism. (Paras. 5 and 6)4.The solution offered by Social Darwinism. (Paras.7 and 8)5.The argument that public assistance to the poor interferes with the effectiveoperation of the economic system. (Para. 9)Part III(Paras. 10-11)Transition: Roosevelt’s New Deal and the social welfare policies of the post-World War II presidents seemed to have solved the problem. But actually the matter was only temporarily held in place.Part IV(Paras. 12-19)A critical analysis of five current designs to get the poor off our conscience.1.The first design is that since the government is incompetent it should not beasked to aid the poor. (Paras. 12-13)2.The second design is that any form of public help to the poor hurts the poor.(Paras. 14-15)3.The third design is that public help to the poor will reduce the incentive ofthe rich to work and encourage the lethargy of the idle. (Para. 16)4.The fourth design is that public help to the poor will have an adverse effecton freedom. (Paras. 17-18)5.The fifth design is psychological denial. (Para. 19)Part V (Para. 20)Summary of the five designs and the popularity of the advocates of these designs.Part VI(Para. 21)Conclusion: The author points out that public assistance to the poor is in the interest of the rich. It is a conservative course of action.Detailed Study of the Text1. I would like to reflect on one of the oldest of human exercises... (Para. 1)Question: What does the author want to reflect on?The author wants to discuss how people have been trying not to feel guilty about the existence of poor people and justify the continuing existence of poverty.Paraphrase: I want to think seriously about one of the oldest practices of human beings...Translation: 我要严肃考虑一种人类最古老的实践活动。

BK6教师用书Unit7

Unit 7How to Get the Poor off Our ConscienceJohn Kenneth GalbraithStructure of the TextPart I (Paras.1-2)The author begins with an analysis of ways of “getting the poor off our conscience”.Part II (Paras. 3-9)Five solutions offered historically and the author’s critique of these solutions. The solutions are arranged in chronological order.1.The solution proposed in the Bible. (Para. 3)2.The solution offered by utilitarianism. (Para. 4)3.The solution offered by Malthusianism. (Paras. 5 and 6)4.The solution offered by Social Darwinism. (Paras.7 and 8)5.The argument that public assistance to the poor interferes with the effectiveoperation of the economic system. (Para. 9)Part III(Paras. 10-11)Transition: Roosevelt’s New Deal and the social welfare policies of the post-World War II presidents seemed to have solved the problem. But actually the matter wasonly temporarily held in place.Part IV(Paras. 12-19)A critical analysis of five current designs to get the poor off our conscience.1.The first design is that since the government is incompetent it should not beasked to aid the poor. (Paras. 12-13)2.The second design is that any form of public help to the poor hurts the poor.(Paras. 14-15)3.The third design is that public help to the poor will reduce the incentive of therich to work and encourage the lethargy of the idle. (Para. 16)4.The fourth design is that public help to the poor will have an adverse effect onfreedom. (Paras. 17-18)5.The fifth design is psychological denial. (Para. 19)Part V (Para. 20)Summary of the five designs and the popularity of the advocates of these designs.Part VI(Para. 21)Conclusion: The author points out that public assistance to the poor is in the interest of the rich. It is a conservative course of action.Detailed Study of the Text1. I would like to reflect on one of the oldest of human exercises... (Para. 1)Question: What does the author want to reflect on?The author wants to discuss how people have been trying not to feel guilty about the existence of poor people and justify the continuing existence of poverty.Paraphrase: I want to think seriously about one of the oldest practices of human beings...Translation: 我要严肃考虑一种人类最古老的实践活动。