教学法Unit6teachinggrammar知识讲解

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中学英语教学法 Unit 6 Teaching Grammar

The deductive method (p. 62)
• The deductive method relies on reasoning, analysing and comparing. Presentation of an example → explanation (comparison may be done between the target language and the native language) → Ss’s practice (producing sentences) with given prompts
• In practice, the distinction between the deductive method and the inductive method is not always apparent.
6.3 Grammar practice
• According to Ur, “practice may be defined as any kind of engaging with the language on the part of the learner, usually under the teacher supervision, whose primary objective is to consolidate learning” .(Ur, 1988:11)
It is generally believed that • Grammar teaching is less important for children than for adults; • Grammar teaching is less important in listening and reading than in writing.

Teaching Grammar 语法教学 ppt课件

7.Grammar should be taught and practiced in context.
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8.Knowing grammar is not enough for real communication.
9.An inadequate knowledge of grammar would severely constrain the capacity for communication.
using a foreign language?
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I. The importance of grammar
English grammar is the core of English language. Without grammar English language cannot be well constructed.
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1. How grammar is currently taught
• Task 1
•Read the following statements about grammar in English learning and decide if you agree with them or not.When you have finished, compare your results with your partner. Try to give reasons for your decisions.
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The Assumptions about grammar in language learning
1.Students need to be given detailed grammar rules if they want to learn a foreign language successfully.

中学英语学法Unit 6 Teaching Grammar

• What is the purpose of mechanical practice?
• What are the advantages and disadvantage of mechanical practice?
学到很多东西的诀窍，就是一下子
19
不要学很多。 ------ 洛克
Meaningful practice
more effective in that(=because) students
discover the grammar rules themselves
while engage学d到i很不n多要东学la西很n的多诀g。窍u--，--a-就-g洛是e克一下u子se.
10
• In practice, the distinction between the deductive method and the inductive method is not always apparent.
学到很多东西的诀窍，就是一下子
12
不要学很多。 ------ 洛克
Ur predicts that the following 6 factors contribute to successful practice:
Pre-learning. Learners benefit from clear perception and short-term memory of the new language.
学到很多东西的诀窍，就是一下子
13
不要学很多。 ------ 洛克
Heterogeneity. Practice should be able to elicit different sentences and generate different levels of answers from different learners.

Unit 6 Teaching Grammar

6.1 The role of grammar in ELT
Discussion:
A. Why do we learn grammar? (The importance of grammar) B. Can’t we learn English without learning its grammar, as we do with mother tongue? Before trying to find out how something can be done it is necessary to decide whether it should be done, the value of grammar in foreign language teaching has been a focus of debate for decades and no conclusion is in sight. Task 1: Read the following assumption about grammar in English learning and decide if you agree with them or not. When you have finished, compare result with your partner. Try to give you reasons foe practice ____________that the trade between the two countries reached its highest point. A: During the 1960s B: That it was in the 1960s C: It was in the 1960s D: It was the 1960s e. Evaluate

教学法Unit6teachinggrammar共26页文档

II. Grammar presenting methods
2.1 The deductive method
The teacher explains grammar rules in sts’ native language and asks sts to practice with given prompts.
Problems with deductive teaching:
1)Grammar is taught in an isolated way 2) Little attention is paid to meaning 3) Practice is often mechanical
2.1 The deductive method
_S_u_b_s_tit_u_ti_o_n_a_n_d__tr_a_n_s_fo_r_m_a_t_io_n__d_ri_ll_s are often used.
3.2 Meaningful practice
Meaningful practice
Ran according to the criteria listed on the top
I. Role of grammar learning
1.2 Terms of grammar Requisite knowledge of grammatical terms for
preservice teacher:
As a teacher, I should explain grammar items in English for beginning level learners. (T/F)
4. Grammar should be taught and practiced in context.

教学法Unit6teachinggrammar-精选文档

3.1.Mechanical Practice
By doing mechanical practice, sts pay more a key element in a structure attention to_________________________. Substitution and transformation drills are often used. _____________________________
authentic language data and leads the sts to realize grammar rules without any form of explicit explanation. (the teacher may elicit the grammar rule form the sts)
Real likely situations (first conditional):
2.2 The inductive method
Unreal/imaginary situations: second conditional
III. Grammar practice activities
Example of deductive teaching:
2.1 The deductive method
2.1 The deductive method
2.2 The inductive method
2.2 The inductive method The teacher provides learners with
I. Role of grammar learning
I. Role of grammar learning

Unit 6 Teaching Grammar

Unit 6 Teaching Grammar---------------------------Part 1-------------------------------I.Revision1.Generally speaking:1)Beginning Chinese learners of English need a certain degreeof focus on pronunciation.2)Adults need more focus on pronunciation because they aremore likely to substitute English sounds with sounds from their native language.3)Stress and intonation are more or as important as the soundsthemselves and should be taught from the very beginning.Stress: Content; Perfect, e.g.:Intonation: Sorry; Thank you; Really?!2.The goal of teaching pronunciationIt’s true that language learners’ pronunciation should be as good as possible. We must admit it’s difficult to acquire native-like pronunciation. But we can encourage students to improve their pronunciation as much as possible .It can be near-native. So our realistic goal of teaching pronunciation should be:Consistency<Intelligibility<Communicative efficiencyIn other words:Teaching aim: meaning→understandable→smooth and natural→ accuracy→Received pronunciation3.Aspect of pronunciation: Sounds (vowels and consonants),phonetic symbols (IPA), stress, pitch, intonation, andrhythm, and strong and weak forms, linkage of sounds,filler words.Students benefit from Mechanical Practice and Meaningful Practice.Everything can be learned more effectively if it is meaningful. It’s very important to combine drilling pronunciation exercises with more meaningful exercises.4.Practicing soundsOrder: 1)say the sound alone,/s/,/e/;2)Get Students to repeat in chorus;3)Get individual students to repeat;4)Explain how to make the sound;5) Say the sound in a word;6)Contrast it with other sounds;7) Say the sound in meaningful context, such as poems,songs, tongue twisters.Perception Practice is aimed at developing the students’ ability to identify and distinguish between different sounds:1)Using minimal pairs:will/well,lid/led;2)Which order: bit1,pit2,bet3;3)Same or different: met/meet;4)Odd man out: bit, bit pit, bit;5)Completion:__ate,__ate,__ate.Production Practice is aimed at developing students’ ability to produce sounds:1)Learn and repeat;2)Fill in the blanks3)Make up sentences: A cat met a rat. The cat let the rat patits head.;4)Use meaningful context;5)Use pictures;6)Use tongue twisters: Five wives drank five bottles offine wine;7)Use a mirror;8)Read a poem: Spring is green/Summer is bright/Autumnis gold/ Winter is white.5.Practicing stress/Intonation/Rhythm:1)Using gestures;2)Use the voice;3)Use the blackboard;4)Use the desk;5)Use the book;6)Using rising and falling arrows (intonation);7)Draw lines(intonation)8)Read poems(rhythm)9)Imitate standard English (rhythm);6.Five-step approach:1)Sense perception;2)Imitation;3)Analysis;4)Substitution;5)Flexible practice.7. Further suggestion on teaching pronunciation: P 58.II.PresentationI believe the Chinese have the best mastery of English grammar. Sometimes a native speaker may have to ask for help from Chinese learners.6.1/ The role of grammar in ELTA hot debate about the value of grammar in ELT is still going on. How ever, grammar is still being taught, especially in formal classroom language teaching.Task 1/P 61 /CheckQuestion 1:Can’t we learn English without learning its grammar, as we do with mother tongue?Discussion/Check: Yes, with some knowledge about its grammar, we hope to get the language faster. It’s like taking a short cut to our destinationOne way to teach grammar is by 3P Model:Presentation知(Deductive method and Inductive method)→Practice练:Mechanical(substitution and transformation) →and Meaningful(prompts)→Production用understanding→accuracy→use and fluency6.2 Grammar presentation methods1.Deductive method演绎法The deductive method, which is often criticized, relies on reasoning, analyzing and comparing.1)Present the rule of the structure on Bb;2)Explain it to the students;3)Give some examples/make comparisons;4)Students apply the rule in Ex., e.g.:Let, make, notice, listen to/hear, see/look at, watch, havefeel+sb/sth+doThe benefits of it are that the rule is presented clearly andthe students can follow the reasoning very clearly.鱼Task 2/P 62/checkInductive Method/P 63:归纳法The teacher 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.1.Present new structure in context;2.Give more examples;3.Ask questions focused on the use of the structure;4.Invite students to apply the newly learned structure toproduce sentences with aids or prompts;5.Get students to work out the rule of use;6.Optionally, elicit the grammar rule from the students.The benefits of it are that the students have been much involved in the discovery process and are more likely to remember the structure and how to use it. This is a life skill leading to independent learning.渔Task 3/P 63In practice, the distinguish between the deductive method and the inductive method is not always apparent. Perhaps a blend between the two is indeed more appropriate.----------------------------Part 2----------------------------I. Revision( A brief revision based on Part 1)II.PresentationIII.Reading6.3 Grammar Practice: P 63Practice is of vital importance in the teaching and learning of grammar.Ur supposes that the factors contribute to successful practice:1)Pre-learning;2)V olume and repetition;3)Success-orientation;4)Heterogeneity;(different kind)5)Teacher assistance;6)Interest.Before we make a further study of practice. We should member that one way to teach grammar is by means of Presentation→Practice→ProductionPresentation stage:Introduce new language, focusing on its meaning, form and function. It’s important that the students understand the new language.Practice stage:Students work through activities from controlled to free in order to practice the new language in different situations. The emphasis at this stage is on accuracy.Production stage:Students have the chance to use the new language freely and incorporate it into their existing language. The emphasis at this stage is on use and fluency.Grammar practice is usually divided into two categories: Mechanical Practice and Meaningful Practice.Mechanical Practice:Mechanical practice involves activities that are aimed at form accuracy. By doing mechanical practice, the students pay repeated attention to a key element in a structure. Substitution and Transformation Drills are most frequently used in mechanical practice.Task 4/P 65/CheckMeaningful Practice:Meaningful practice usually comes after mechanical practice. Newly learned structures are used in the process. The focus is on the production, comprehension or exchange of meaning.E.g.: If I had listened to my teacher,If I had a lot of money,Task 5/ P66/CheckOf course there is no clear distinction between mechanical and meaningful practice. Very often an activity can have elements of both: Chain of events/CheckTask 6/P67/Using prompts for practice/P67Practice based on prompts is usually meaningful. The prompts can be:1.Picture;2.Mime or gestures;rmation sheet;4.Key phrases or key words;5.Chained phrases for story telling;6.Created situations.Conclusion: P70Further suggestionsNew words and Expressions。

英语教学法教程PPTunit6

Example Two:
used to and be used to
1.They are derived from “use” (n.)习惯；惯例 e.g. according to an ancient use It is his use to take a shower every morning.
Summary Box
Adjeห้องสมุดไป่ตู้tive like boring and bored
Source or cause is –ing Things or people are Amusing, amazing, Astonishing, bewildering Frightening, horrifying Shocking, surprising Confusing, depressing Disappointing, disgusting
The party is really amazing. They are interested in the topic.
Mr.Smith is hard-working, though his work is a little boring. Sometimes he felt depressed when he could not finish it.
B. Inductive method Example One:
Discovering language:
Look at these two sentences. 1. Their guest’s name is Grolla. 2. Their daughters’ names are Hannah and Ella.
Teacher might be able to give greater emphasis to the –ed forms, providing or inviting examples in contexts where participants are affected(emotionally)by events. In this way, our learners might become more accurate when they decide to tell us how bored (or interested) they are in our classes.

初中英语_Unit 6 Grammar Focus教学设计学情分析教材分析课后反思

Unit6 Section A (Grammar Focus-4c)一、教学目标：1.知识和技能目标：1) 学习掌握下列词汇：fridge, low, somebody, translate, lock, earthquake, sudden, allof a sudden, biscuit, cookie, musical, instrument2）进行一步复习巩固学习Section A 部分所学的生词和词组。

3）进一步学习运用一般过去时态的被动语态。

4) 掌握主动语态变被动语态的方法，并通过不同方式的练习，来熟练运用。

2.过程与方法目标：1）能运用所学知识练习被动语态的句式。

2）能用所学句型进行交际练习。

3. 情感态度价值观目标：1) 培养想象力，善于观察事物。

面对难题，用积极的态度去解决，发挥想象力，认识世界，改造世界。

2) 培养学生发明创新的能力。

二、教学重难点1. 教学重点：1) 学习生词fridge, low, somebody, translate, lock, earthquake, sudden, all of asudden, biscuit, cookie, instrument2) 复习巩固Section A 部分所学的生词和词组，达到熟练运用的目标。

2. 教学难点：1) 一般过去时态的句子变为被动语态。

2) 综合运用所学的知识进行练习运用。

三、教学过程Ⅰ. Revision1. Review the structures we learned in SectionA. Ask students to make conversations according to the structures:❖When was …invented ?It was invented in…❖Who was it invented by?It was invented by…❖What is it used for ?It is used for…2. Let some Ss tell something about how tea was invented by accident.Tell something about how tea was invented by accident.One day Shen Nong was boiling drinking water over an open fire. Some leaves from a tea plant fell into the water and remained there for some time.It produced a nice smell so he tasted the brown water. It was quite delicious and one of the world’s favorite drink was invented.Tell something about Lu Yu and his Cha Jing.Lu Yu “the saint of tea” mentioned Shen Nong in his book Cha Jing. The book describes how tea plants were grown and used to make tea. It also discusses where the finest tea leaves were produced and what kinds of water were used.It is believed that tea was brought to Korea and Japan during 6th and 7th centuries. In England, tea didn’t appear until around 1660. The tea trade from China to Western countries took place in the 19th century.Ⅱ. Grammar Focus.1.学生大声朗读Grammar Focus中的句子，然后小组讨论发现什么规律。

八上Unit6Grammar focus教学设计

Unit 6 I'm going to study computer science.霸州八中王红艳教学目标:1.知识目标:熟练掌握重点词汇:doctor、basketball player、driver、actor 、nurse 、computer programmer 、engineer、pilot、scientist、waiter……重点句型:– What do you want to be when you grow up?-- I want to be a /an … .– How are you going to do that?-- I'm going to … .–Where are you going to work/study..?--I'm going to work/study (in)…--When are you going to work /study…?--I'm going to work / study….2.能力目标: 培养学生应用英语谈论将来计划，提高学生听、说、读、写等能力。

3.情感目标:每个人都有自己的梦想和对未来的打算，对于将来想要从事的职业也充满了憧憬，人们经常谈论他们的设想。

因此，应通过学习这单元的内容来激发学生们的学习主动性和学习兴趣，使他们更加有理想，并为实现自己的理想而不断努力。

教材分析: 这个单元的主题是学习want to be 和going to do的用法，讨论人们想做什么和将去做什么。

教师在教授这些句子和语法时,要注意帮助学生实现他们的情感目标, 也就是说学生通过问和讨论他们想作为生活目标的职业,使他们学会关心别人。

教学重点:1.学习一般将来时态的构成方式。

2.学习本课时重点句型，通过在不同情境下使用来熟练运用一般将来时。

教学难点: 用一般将来时表达自己未来的打算。

教学过程：Step1: Lead in.Step2: 精讲一、New words.1.Teach new words and expressions by showing the pictures.2.Two minutes to remember these words.e a game to practice the new words.利用多媒体展示图片引入新词汇，直观、形象，印象深刻。

【英语教案】Unit6Grammar教案

by doing exercises.
Step3 Ask students to choose Choose the better 让学生从例句中 3’
Gerunds and the better choice of the choice for the 发现和总结规律 , infinitives sentences and draw sentences and know 最后做练习巩固。
them get to know
义。
present participle.
3. Do some exercises. 3. Work out the v-ing 通过练习来检测
in the sentence is a 学生是否能区别
gerund or present 动名词和现在分
Infinitives difference between the between the two 别，同时类推出更
two structures -- see structures.
多相同用法的词。
sb. do sth. and see sb.
最后做练习来进
doing sth.
一步加深对这两
时间安排 3’
2. Present more
2.Observe the 观察更多的例子，
sentences with v-ing to sentences and what 从而总结出现在
the students and help present participle is. 分词的用法和定
some explanation for

人教版英语七年级上册Unit6SectionAGrammarfocus3c说课稿

-激发学生学习英语的兴趣，增强他们用英语进行日常交流的信心。
（三）教学重难点
根据对学生的了解和教学内容的分析，本节课的教学重点和难点如下：
1.教学重点：
-掌握描述食物口味的词汇。
-学会使用一般疑问句"Do you like..."进行询问。
2.教学难点：
-在实际情境中灵活运用目标词汇和句型进行交流。
3.小组活动：让学生分组讨论，用目标句型和词汇进行交流，询问彼此对食物口味的喜好，提高口语表达能力。
（三）巩固练习
为了帮助学生巩固所学知识并提升应用能力，我计划设计以下巩固练习和实践活动：
1.口味猜谜游戏：将学生分成小组，让其中一个成员描述某种食物的口味，其他成员猜测，增加课堂趣味性。
2.角色扮演：设置餐厅点餐的场景，让学生扮演顾客和服务员，运用所学句型和词汇进行实际交流。
1.教具：实物、图片、卡片等，用于直观展示食物和口味，帮助学生形象地记忆词汇。
2.多媒体资源：PPT、视频、音频等，展示不同食物的图片和描述，丰富教学手段，提高学生的学习兴趣。
3.技术工具：投影仪、电子白板等，实现课堂互动，方便学生观看和参与教学活动。
这些媒体资源在教学中的作用主要有：激发学生的学习兴趣；直观展示目标语言，便于学生理解；提供丰富的语言输入，帮助学生内化知识。
（三）互动方式
我将设计以下师生互动和生生互动环节：
1.师生互动：提问、示范、反馈等。通过提问，引导学生思考，检查他们对知识的掌握；教师示范，展示正确的语言表达，为学生提供模仿的榜样；及时给予反馈，指导学生改进。
2.生生互动：小组合作、讨论、竞赛等。小组合作完成任务，促进学生的合作意识和团队精神；讨论环节，让学生相互交流，分享观点，提高口语表达能力；竞赛活动，激发学生的学习积极性，提高课堂氛围。

中学英语教学法-Unit_6 Teaching Grammar

There is no clear-cut distinction between mechanical practice and meaningful practice.
• e.g.
Chain of events
Teacher: Now lets play a game. The first student starts a sentence with a second conditional clause. The next student takes the result of the sentence, reforms it into another condition and suggests a further result.
• In practice, the distinction between the deductive method and the inductive method is not always apparent.
6.3 Grammar practice
• According to Ur, “practice may be defined as any kind of engaging with the language on the part of the learner, usually under the teacher supervision, whose primary objective is to consolidate learning” .(Ur, 1988:11)
between the target language and the native language) → Ss’s practice (producing sentences) with given prompts

王蔷英语教学法教程第二版Unit6

王蔷英语教学法教程第二版Unit6第6章Teaching Pronunciation一、The role of pronunciation 发音的重要性As a means of communication by word of mouth, language is used in oral speech and in reading aloud. In order to make oneself easily understood while expressing one's own or other people's thoughts in any language, one must be able to pronounce words and sentences in that language quite correctly. Therefore, correct pronunciation is needed for a speaker to communicate. If our pronunciation is incorrect, we will not be understood. The result will be that Chinese people will think you are speaking in a foreign language and English people will think you are speaking Chinese. And it is more important for us language teachers to have a good pronunciation. If we have not a good pronunciation, who can we enable our students to pronounce correctly? In addition, pronunciation is more important than phonetic. Stress and intonation are as important as the sounds themselves and should be taught from the very beginning. For example, “she is not a girl who is afraid of failure and death.” In this sentence, with or without a pause before "who" is quite different.二、The goal of teaching pronunciation 目标简答The goal of teaching pronunciation is not to teach learners to achieve a perfect imitation of a native accent, but simply to get the learners to pronounce accurately enough to be easily and comfortably comprehensible to other speakers.As we know the ideal goal of teaching pronunciation is to acquire native-like pronunciation, however, it’s not easy to acquire such pronunciation, then what should be our realisticgoal?The realistic goal of teaching pronunciation should be:①Consistency: The pronunciation should be smooth and natural.②Intelligibility: The pronunciation should be understandable to the listeners.③Communicative efficiency: The pronunciation should help convey the meaning that is intended by the speaker.三、Practicing sounds 设计教案时活动的参考1. Focusing on a soundWhen teaching pronunciation, we need to focus on individual sounds, especially those sounds that are difficult to learn.The following steps may be helpful in teaching the difficult sounds: 步骤①Say the sound alone, but this may be avoided wherever possible;②Hav e students repeat the sound in chorus;③Have individual students repeat the sound;④Explain how to make the sound when necessary;⑤Say the sound in a word;⑥Contrast it with other sounds if necessary;⑦Say the sound in a meaningful context.2. Perception practicePerception practice is aimed at developing the students’ ability to identify and distinguish between different sounds. Correct perception of sounds is vital for listening comprehension.3. Production practiceProduction practice is aimed at develo ping students’ ability to produce sounds. Production practice of pronunciation variesfrom mechanical imitation to production in meaningful context.四、Practicing stress and intonation1. Three ways to show stress pattern of words, phrases and sentences: 教重音的方法①use gestures: the teacher can indicate the stress by clapping hands or using arm movements as if conducting music.②use the voice: the teacher can raise the voice to indicate stress. This can be done with some exaggeration sometimes.③use the blackbo ard: the teacher can highlight the stress parts by underlining them or writing them with colored chalks or in different size.2. Three ways to practice intonation:①use hand or arm movement to indicate change of intonation②use rising or falling arrows, such as ↗and↘.③draw lines五、Some suggestions on teaching pronunciation/How can teachers help the students to improve pronunciation? 教语音的建议或解决办法①Use individual, pair, group and whole class work to createa pleasant, relaxed, and dynamic classroom.②Use hand s and arms to conduct practice.③Move around the classroom when doing choral practice.④Vary the criteria of ‘good’ to give students confidence.⑤Do articulation practice more than once.⑥Bring interests and variety to the practice.⑦The main criteria for good pronunciation are consistency, intelligibility and communicative efficiency.⑧Make full use of demonstrations.⑨Try to use visual aids.。

unit6grammar教案

Lesson Plan for Unit 6 Grammar上课内容：Unit 6 Grammar Adverbs, the comparatives and the superlatives of adverbs一、教材分析：本课是八年级下册第6单元的语法——副词和副词的比较级与最高级。

虽为复习课但是有很多琐碎的小知识点，这节课主要立足于帮助学生回顾归纳学过的知识，然后再灵活运用。

二、学生分析：八3班有相当部分的学生学习英语的兴趣不浓，惰性较大，学生对于副词和它的比较级最高级等语法知识遗忘率很高，缺乏总结归纳的主动性，学生运用知识去解题的能力也有待提高，课堂上即时练习当堂评讲非常有必要。

三、教学目标1.知识目标：了解副词、副词比较级与最高级的构成与用法。

2.能力目标：1）总结归纳副词、副词的比较级与最高级的构成与用法；2）能正确运用副词、副词的比较级与最高级的构成与用法知识来完成练习。

四、教学重点和难点1.教学重点：1）总结归纳副词、副词的比较级与最高级的构成与用法；2）能正确运用副词、副词的比较级与最高级的构成与用法知识来完成练习。

2.教学难点：综合运用副词的原级、比较级和最高级知识。

五、教学过程：1.Greetings.(1min)2. Show some sentences and let Ss have an impression on what adverbs are.(2mins)The man shouts __loudly__.Liu Xiang runs __quickly_.We play __happily__.What kind of words are they? Adverbs adv.（副词）（设计意图:学生观察例句，在老师的引导下初步认识什么是副词。

）3. Learn the rules of forming adverbs and the usage of adverbs.(5mins)◆副词的基本形式：（形容词+）ly◆副词的主要作用：用来修饰动词、形容词、其他副词或整个句子，说明时间、地点、程度、方式等。

人教版七年级英语上册教案：unit 6 Grammar focus

池河中学2017-2018学年度第一学期教学设计年级七科目英语任课教师授课时间11.22 课题Unit6 Do you like bananas?Grammar focus授课类型语法课标依据本单元的核心教学项目是“喜好和厌恶”（likes and dislikes），围绕这一中心项目，课文中设计了各种食物及水果的插图，让学生通过听、说、读、写等方式来进行活动。

学生通过任务型学习活动能表达自己喜欢和不喜欢什么，他人喜欢和不喜欢什么，早、中、晚餐喜欢吃什么、学会营养配餐。

教学目标知识与技能1) 继续学习描述自己或他人喜欢或不喜欢的食物，能够用but来表达简单的句子。

2）总结动词like一般现在时的肯定句式、否定句式及一般疑问句的肯定、否定回答。

3) 总结复习可数名词复数的知识。

4）理解英语可数名词与不可数名词的概念，并对所学过的部分词汇按此分类进行归纳总结。

过程与方法采用自主学习、小组合作探究、Different opinions和Classifying的学习策略，利用实物、教学图片等来展开课堂pairwork问答式或groupwork讨论式的口语交际活动，使用like询问对方对食物的喜好和谈论自己、他人喜欢吃的食物。

本单元的教学法建议：语音教学——让学生进行模仿操练；词汇教学——采取演示讲解的方式进行教学，让学生进行情景操练、反复使用；口语教学——采取pairwork问答式和groupwork讨论式的口语交际活动互相操练练习；情感态度与价值观通过任务型活动，使学生学会在实际生活中均衡饮食，合理配餐；通过开展小组活动，指导学生积极与他人合作，培养他们的合作精神。

教学重点难点教学重点1）总结动词like一般现在时的肯定句式、否定句式及一般疑问句的肯定、否定回答。

2）理解英语可数名词与不可数名词的概念，并对所学过的部分词汇按此分类进行归纳总结。

编号：39教学难点理解英语可数名词与不可数名词的概念，并对所学过的部分词汇按此分类进行归纳总结。

精选 Unit6 Grammar优教精品完整教学课件PPT

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The Difference
It is + adjective + of... + to-infinitive和It is + adjective + of... + to-infinitive的区别：一般来说，be后面接表示事物性质的形容词(如easy, hard, heavy, necessary, important等)，介词用for；如果be后面是指人的性情或特征的形容词(如brave, careful, clever, cruel, foolish, good, honest, kind rude, wise等)，一般用介词of。