Unit3 Study skills 2 课件PPT
英语牛津译林版七年级上册牛津译林Unit3 Study skills PPT课件
Game 3 Sayings
1.East, west , home is the best. 2.Love me, love my dog. 3.Teaching others teaches yourself. 4.Practice makes perfect.
5.One is never too old to learn.
countries
Brazil America England Canada Japan France Switzerland Italy Hungary Singapore Germany
G1 G2 G3 G4 G5 G6
/p/ /b/ /t/ /d/ /k/ /g/ /h/ /m/ /n/ /ŋ/ /l/ /r/
/r/ 2. r wr ---
Q: Which is your favorite subject?
What subject do you like best? Yes, English! We all like it very much and we can all learn it very well.
/n/ /ŋ/
Q: What do your classmates write with?
Many of my classmates like Biology lessons very much. They can write and draw with pencils.
Rules:
/l/
1. l ---
13
Group Reading
/pen/ /kæp/ /sprɪŋ/
/p/
/bed/ /ə'baʊt/ /klʌb/
/b/
牛津译林版九年级上册Unit 3《Teenage problems》(Study skills)教学
牛津译林版九年级上册Unit 3《Teenage problems》（Study skills）教学设计一. 教材分析牛津译林版九年级上册Unit 3《Teenage problems》（Study skills）围绕着青少年的学习方法展开，旨在让学生通过阅读、听力、口语和写作等环节，了解并掌握各种学习方法，以及如何有效地解决学习中遇到的问题。
本节课的主要内容包括：不同学生有不同的学习风格和策略，如何选择适合自己的学习方法，以及如何养成良好的学习习惯等。
二. 学情分析九年级的学生已经具备了一定的英语基础，能够进行简单的听、说、读、写操作。
但部分学生在面对较复杂的文章时，可能会存在阅读困难，理解能力有限。
此外，学生对学习方法和策略的认识相对较弱，需要老师在教学中进行引导和启发。
三. 教学目标1.知识目标：让学生掌握与学习方法相关的词汇和表达，如effective,strategy, improve等。
2.能力目标：培养学生通过阅读、听力、口语和写作等多种方式，理解和运用本节课所学内容。
3.情感目标：引导学生认识到学习方法的重要性，激发学生探索适合自己的学习方法，养成良好的学习习惯。
四. 教学重难点1.重点：让学生理解和运用本节课所学词汇和表达。
2.难点：引导学生如何选择适合自己的学习方法，以及如何养成良好的学习习惯。
五. 教学方法1.任务型教学法：通过设定各种任务，让学生在实践中学习和运用英语。
2.合作学习法：鼓励学生分组讨论，培养学生的团队协作能力。
3.情感教学法：关注学生的情感需求，激发学生的学习兴趣。
六. 教学准备1.教材：牛津译林版九年级上册Unit 3《Teenage problems》（Studyskills）2.多媒体设备：电脑、投影仪、音响等3.教学素材：相关学习方法的文章、视频等4.课件：制作与本节课相关的内容，包括词汇、图片、视频等七. 教学过程1.导入（5分钟）利用课件展示一些关于学习方法的名言，如“活到老，学到老”、“适合自己的才是最好的”等，引导学生思考如何选择适合自己的学习方法。
9A Unit 3-8 Study skills
高邮市初中英语导学案（9A Unit 3 Study skills）班级:____________ 姓名______________ 自我评价______________ 【学习目标】1、知识目标：1) 学会怎样做改错题和感知这个技巧的基本方法。
2) 让同学体会该技巧的重要性。
2、技能目标：通过应用和扩展练习，让学生基本掌握改错题的技巧。
3、情感目标：培养学生认识到知错就改才能不断进步，愿意及时改正错误。
学习过程【预习指导和检测】一、预习导航（一）预习P56内容,并完成其中的练习。
（二）用波浪线划出你认为重点的词组及句子，并背熟。
（三）回答问题：Do you often check your homework after finishing it?二、预习成果（一）选择下列短文中错误的类型，并在横线上改正。
A= spelling mistake B=punctuation(标点)mistake C= wrong tenseD= word usage E= missing wordThat is interesting to visit another country but there are1. ( ) _______________sometimes problems while we don’t know the language2. ( ) _______________good. It may be difficult to talk with the people there.3. ( ) _______________We may not know what to use the telephone.4. ( ) _______________We may not know how to do the shoping.5. ( ) _______________After a short time, however, we learn what to do and what to say?6. ( ) _______________We learned to enjoy life in another country, and we may be sorry to leave.7. ( ) _______________（二）完成上面练习后思考一个问题。
《A good read》Study skillsPPT
When we write, we have different ways to connect the ideas in it. Here are some common transitions.
Usage
Transitional
words
Examples
and phrases
and, also, too,
Unit 4 A good read Study skills
To improve your writing, you need to make sure that your ideas, both in sentences and paragraphs, stick together and have coherence. One way to do this is to use transitional words or phrases that help bring ideas together.
用适当的连接词完成下列句子。
(1)He checked the weather report _b_e_f_o_re___ he went out. (2)Most girls like reading novels __w_h_i_le_____ most of boys like reading science fictions． (3) She has worked for seven hours. _A_s__a_r_e_s_u_lt______,she was tired out. (4) Too many cars have caused a lot of problems. _F_o_r_e_x_a_m_p_l_e__ ,people cannot find enough parking spaces． (5)She saw a man behind her. _M__o_re_o_v_e_r__ he was watching her strangely.
7a unit3 study skills
Game time !
1 2 3
4
6 5
+ 1 point
bus
pass pea
be
+ 1 point
too
do take
date
+ 1 point
who what
have
p gap
bag
back
+ 2 points nose rose
rest
nest
你能根据发音规则读出下列单词吗？
cute huge use music computer but cut gun luck just nut rush rubbish
讨论：1、你是按什么规律去读元音字母a的发音的？ 2、它还有别的读音吗？（举例）
+ 2 points
room
run
many name
Listen
read !
and
Rhyme !
Do you know Mary? Mary who? Mary Snow Of course I do Meet her in the morning Meet her in the evening Meet her at night You can meet her anytime
Group work
你能根据发音规则读出下列单词吗？
slim risk silk film city with listen swim bite hi write site ice hide size wife rise
讨论：1、你是按什么规律去读元音字母a的发音的？ 2、它还有别的读音吗？（举例）
This yellow sweater is 100 yuan. It looks good on young people. You can buy it for your son.
Unit 3 welcome to our school Study skills
课题Unit 3 Welcome to our school Integratedskills&Study skills课型New教学目标1、根据听力材料识别信息并完成表格。
2、就相关话题进行交流。
3、了解常见的辅音字母以及字母组合的发音。
并可以运用本课的读音规律，准确朗读新单词。
教学重点根据听力材料识别信息并完成表格教学难点运用本课的读音规律，准确朗读新单词。
学讲进程——学一学，讲一讲，点一点，练一练个性化处理——导学一、【自主先学—小组讨论—交流展示】相信自己，你能行！一．翻译下列词组。
1.很长一段路___________________________2.从我家到学校 ________________________3.乘公交上学___________________________4.步行上学_____________________________5.各种各样的书_________________________6.从图书馆借书_________________________7.在我们图书馆_________________________8.骑车上学_____________________________二、【质疑拓展】开动脑筋，做一做！根据汉语及首字母提示完成单词。
1. It _____________(花费) me 10 minutes to get to school.2. Do you often b_____________ books and magazines fr om yourschool library?3.The ______________(图书馆) in their school are very big.4. When is the reading room ______________(开着的)？5. It’s a long way f____________ my home t____________ myschool.6.There are all ______________(种类) of flowers in the garden.7. I often spend half an h_____________ doing my English.8. My mother often _______________(乘坐) the bus to work.三、【检测反馈】（一）闲庭信步一．用所给单词适当形式填空。
新生代英语高级教程2+Unit+3
新⽣代英语⾼级教程2+Unit+3教案课程名称新⽣代英语⾼级教程2课时班级专业教师系部教研室教材《新⽣代英语⾼级教程2》1教学计划教学单元Unit3“How much is the rent?”单元主题●Renting a house课时安排8教学内容●Show Time“How much is the rent?”●ReadingFor rent●Chat TimeI’ve just invested in a property.●WritingA post for rent●GrammarWould rather,had better●My StoryWhere I live教学⽬标教学活动建议Warm-up To get students to talkabout the main topicof this unit in acomfortable andrelaxed manner●Explain to students that the focus of thisunit is on renting property and services.●Ask students to tell you what they knowabout renting a property,such as:Whatwould you need to do first,if you want torent a house?●Organize students into pairs.Give themseveral minutes to complete the task.●Check answers around the class.Focus onthe correct pronunciation of the newwords and expressions.2Vocabulary Builder A and BTo teach students newvocabulary related torenting a house ●Have students listen and repeat the words and the expression,teaching the definitionfor each one.You can check theircomprehension by asking questions,suchas:What is the agreement you sign whenyou rent a house?(lease)What do we calla person who owns a rental property?(landlord)What substance is burned forheating?(gas)●Once students seem comfortable with thenew words and the expression,have themcomplete Exercise B and then switchbooks.Go through the answers,calling ondifferent students each time.Correct anyerrors.●If you want to,you can start each classwith a short spelling test,which worksquite well as a warm-up.CTo improve students’listening and comprehension skills ●Tell students they will hear a conversation in which a woman tells her friend abouther new place.●You may need to go over a few words inthe conversation,such as utilities,downtown and App.You can write thesewords on the blackboard and askquestions,such as:Which word means thecommercial part of the city?(downtown)Which word means useful householdthings such as water,gas and electricity?(utilities)Which word is a softwareprogram?(App)●Play the audio,twice if necessary.Pausethe audio so that students have time to fillin the blanks.DTo improve students’speaking and comprehension skills●Ask students to look at the picture andelicit what it is(a layout plan of anapartment).●Challenge students to see who can be thefirst to correctly label the plan.●Check answers around the class,focusingon the correct pronunciation of the targetlanguage.3Show Time ATo teach studentsspeaking skillsthrough the use ofpictures ●Tell students to look at the pictures andask some basic comprehension questions,such as:Who are these people?Where arethey?What are they doing?●Ask students to guess what happened inthis video and to match the pictures to thesentences according to their ownunderstanding.●Have students watch the video in itsentirety.Ask them to check their answerswith a partner.B,C and DTo improve students’listening comprehension through the use of video ●For Exercise B,ask students to read through each statement and to decide if itis true or false.●For Exercise C,play the video again.Havefour students read out the conversation.You can also have students rewrite theconversation,using the words andexpressions learned in this unit.●For Exercise D,have students readthrough each sentence and choose thecorrect word.●Check the answers for Exercises B,C,andD.Students can exchange books andlisten as you go through the answers.Reading A,B and CTo improve students’readingcomprehensionExercise A●Get students to glance at the ads and tellyou what are for rent,referring to thepictures and titles.●Read the rubric and give students severalminutes to complete the task.Stress thatthey do not need to understand everysingle word in order to match thesentences to the ads.●Check answers around the class. Exercise B●Ask students to read the ads morethoroughly.Encourage students to refer toWORDS&EXPRESSIONS.●Read the rubric,stressing that studentsmust complete the sentences with amaximum of three words.●Allow students to check their answers with4a partner before conducting classfeedback.Exercise C●Get students to choose the best answer toeach question.●Check answers around the class.D,E and FTo review the useful words and expressions Exercise D ●Read the words in the boxes aloud,modeling correct pronunciation andgetting students to repeat after you.●Monitor as students complete thesentences,offering support wherenecessary.●Fast finishers can write their examplesentences using the words.●Check answers around the class. Exercise E●Read the rubric.Elicit the opposite of“danger”(safety)and do the first sentencetogether as an example.●Ask students to complete the rest of thetask alone.Be on hand to offer supportwhere needed.●Check answers around the class.Helpstudents remember the new language byasking questions,such as:Do youexercise regularly?What traditional fooddo you eat during the Spring Festival? Exercise F●Direct students’attention to the wordsearch.●Organize students into groups.Challengethem to see who can be the first tocomplete it.●As a possible extension task,get studentsto write sentences containing the wordsfrom this activity.Beyond the TextTo improve students’critically thinking abilityExercise A●Focus students’attention on the poster andnominate a student to read it aloud.●Check students’understanding by askingquestions,such as:Why might someonerent a laptop?(They can’t afford to buy5one.)When is the best time to rent alaptop?(Before the summer holiday,asthere is a discount.)●Read the rubric /doc/c3c52ead0b12a21614791711cc7931b764ce7b65.html anize students into pairs.Give them several minutes todecide on the product they want toadvertise,and then ask them to take notes.●Circulate as students design their posters.Encourage them to refer to the exampleposter.●Check the wording of students’posters.Ifthere is time,students should decoratetheir posters to make them as attractive aspossible.Display students’work on theclassroom wall.Exercise B●Read the rubric aloud.Elicit the meaning of the term“sharing economy”.(An economic system in which property and assets are shared or exchanged between individuals.)●Organize students into small groups.Ask them to discuss and to make a list of the pros and cons of sharing economy.●Monitor student’s discussions,prompting them where necessary and taking notes of any particularly interesting ideas.●Conduct class feedback.Generate as much discussion as possible and write any new language on the blackboard.Chat Time To improve students’listening,speaking,writing and actingskills through the useof conversationExercises A&B●For Exercise A,explain to students that they will hear a conversation in whichtwo people discuss property investment. Introduce the key words for this conversation.●Tell students to listen carefully and to write down what they hear in the blanks.If necessary,pause the audio so that students have time to write.●Have students practice talking about housing using the questions in Exercise B.●Have students read through LANGUAGE 6Writing To improve students’writing skills andlearn to write a postExercise A●Tell students that they are going to learn how to write a post looking for a roommate.●Focus students’attention on Greg’s post. Read the post as a class.Ask questions to check students’understanding,such as: How many bedrooms does Greg’s apartment have?How much is the rent? What kind of roommate is he looking for?●Ask students to read Marco’s reply and get them to complete the three boxes.●Allow students to check their answers witha partner before conducting class feedback.Exercise B●Focus students’attention on the words and expressions in the boxes.Allow them to check the meanings of any unfamiliar ones.●Read the rubric aloud and ask students to complete the task.●Check answers around the class. NOTE,which teaches idioms related to eggs.Ask students if they know any other idioms related to food.Exercise C●Read the rubric.Focus students’attention on the pros and cons of buying and renting a property.Discuss these as a class,and allow students to ask questions about any unfamiliar language.●Ask two confident students to readEXAMPLE aloud.Get students toperform the role-play in pairs.Circulate, noting down examples of good language you hear,and also writing down any issues to address in the class feedback session.●Conduct class feedback.Nominate a pair to perform their role-play to the rest of the class.7Exercise C●Tell students to match the two halves to make sentences which would typically be found in posts seeking roommates.●Challenge students to see who can be the first to complete the task.●Read the sentences around the class.Ask students to rewrite the sentences so that they could be true for them and their apartments.Exercise D●Read the rubric aloud.Encourage students to refer to the previous exercises to help them write their posts.●Circulate as students write their posts, offering support where necessary.●Display students’posts on the wall.Get students to choose the one they find most attractive and to explain why they chose it.Grammar To teach students howto use would ratherand had betterExercise A●Start by explaining that we use wouldrather to express a preference.Write an example on the blackboard,such as:I would rather eat a hamburger than a hot dog.Tell students that we say the thingwe want to do first.Ask students to comeup with their example sentences.●Explain that we use had better to give strong advice to someone.Write an example on the blackboard,such as:You had better study for the test.Ask studentsto come up with their example sentences.●Once students seem comfortable with the grammar,have them complete the exercise and then switch books to correct their mistakes.Exercise B●Get students to remind you of the difference between would rather and had better.●Ask students to skim the conversation and look at the pictures.Ask questions to8check understanding,such as:Why does Freya not like her roommate?What do Freya and Tracy decide to do?What would you do in this situation?●Read the rubric and get students to complete the task.Allow students tocheck their answers with a partner. Nominate a couple of confident studentsto perform the conversation to the rest of the class.My Story To improve students’listeningcomprehension andspeaking abilitythrough the use ofvideo Exercises A&B●Tell students that they will see a video in which real people talk about where they live.●Play the video and have students complete the true or false statements in Exercise A.In some cases,you may need to pause the video to help students.●Have students tell you the answers, correcting any mistakes.Play the video again and have students answer the questions in Exercise B,pausing the videoif necessary.Check students’answers, correcting any mistakes.Exercise C●Read the questions aloud.Give students several minutes to think about how they’ll answer each question and to take some notes.●Organize students into pairs to ask each other questions and to share their answers. Nominate a few students to report back on their partners’answers.课后学习设计作业◆Finish all the exercises in Unit3.◆Read the text in this unit again and try to summarise its content.◆Write a post for rent.课后总结与反思9补充教学资源Vocabulary Builder参考译⽂男：新房⼦怎么样？⼥：我感觉还不错。
牛津译林版八年级英语上Unit3 Study skills课件
Write the correct form of these words: helps 1. Lee is a helpful student. He always ____ others in his class. (help) 2. All the people cried, ‘ wonderful ’ when they saw one of the seven wonders in the world in Egypt. (wonder) 3. They waited for a long time because they hoped to visit inside. But it seemed to be hopeless now. (hope)
zxxk
4. Nobody will be cheerful on such a cheerless ____ rainy day. ( cheer ) 5. Our biography teacher told us that the colourful ( colour ) snakes are always not dangerous.
zx，xk
Thank you!
Study skills
Suffixes ‘-ful’ and ‘-less’
Suffixes ‘-ful’ and ‘-less’
名词 care
help
形容词
careful helpful useful cheerful meaningful hopeful tasteful
反义形容词
careless helpless useless cheerless meaningless hopeless tasteless
2019秋牛津深圳版八年级英语上册教学课件：Unit 3 Study skills(共25张PPT)
1 Do you have a computer at home? 2 How often do you use the computer? 3 What do you usually do on the computer? 4 How much time do you spend playing computer games every week? 5 How do you use the computer to help you study? 6 Your own question(s): ____________________________________ ________________________________________________________ ________________________________________________________
Questionnaire (Using computers at home) 1. Do you have a computer at home? 2. Do you usually use a computer at home? …
苏教版牛津译林版九年级英语上册Unit 3 Study skills课件
II. 阅读下面的对话，用合适的连接 词填空。
(A=Andy, W=Wendy) A: I am worried about my English
I.从方框里选择合适的词组，并用 其正确形式完成句子。
deal with, stay up, on time, dream of, be crazy about
1. It’s not a good idea _t_o_s_ta_y__u_p_ till midnight (午夜) to prepare for your exams.
When we read an article, we can often predict the content from the title. We can also use the headings in an article to predict the main idea of each part. Headings are the titles of the different parts. Often, they are in bold.
To get a general idea of a book or an article, we should ask some basic questions. If we predict the answers that the questions might have, it will help us find the answers more quickly and easily when we read in detail.
If a question begins with why, then the answer will give a reason, often beginning with because.
9A Unit 3 Speak up& Study skills
8. Why don’t you (send an e-card to her) and let her (know you miss her very much?)
How about…/ What about…/ Why not…/ Shall we…/ You’d better
9. It’s a good idea to… 10. I think you should…
Additional Exercises:
A.教师收集学生常见错误，请学生改正。 B. 见教参P52
C. 见教案
Checking your work!
Homework
1. Finish the exercises in the handbook.
2. Write a dialogue about sharing problems and giving advice.
What sentences can be used in your conversation?
☆ Expressing the sympathy/ encouragement 1. Oh, dear. What’s the problem? 2. I’m sorry to hear that. 3. Oh, dear, that’s a pity. 4. That’s good. 5. Oh, dear, I’m sorry. Can I help?
Speak up & Study skills
Well, What can I help you with?
Listen and understand:
1. Who has a problem? 2. What is her problem? 3. Does Amy agree that Millie’s penfriend doesn't want to write to her any more? 4. Why does Amy think Millie’s penfriend hasn’t written? 5. What advice does Amy give Millie? 6. Do you think Millie feels better after discussing
江苏省无锡市长安中学七年级英语下册《Unit 3 Welcome to Sunshine Town-Speak up and Study skills》课件
2. Daniel sometimes watches TV on Sunday morning. a. I am talking about watching TV, not another activity. b. I am talking about Daniel, not another student in the class. c. I am talking about Sunday morning, not another morning.
Pay attention to the stressed words. Millie: Where are you going, Daniel? Daniel: I’m going to the bookshop. Millie: What are you going to buy? Daniel: My pen is broken. I want to buy a new one. Millie: I need some exercise books. Can I go with you? Daniel: Sure.
Speak up and Study skills
1. 在故宫有很多东西可以看。 There are many things to see at the Palace Museum.
2. 在这个餐厅里有很多中国画。 There are many Chinese paintings in the restaurante
Another place of interest in Beijing
Beihai Parkzxxk
The beauty of Beihai Park
What can we do in Beihai Park?
牛津译林英语八年级上册Unit3 Study skills (共15张PPT)
32198765432101098765432
careless
useless colorless harmless hopeless meaningless powerless cheerless
endless noiseless sleepless
Page 39
Write the correct form of the words:
care n.
careful careless
adj.
It’s _c_a_r_e_l_e_s_s of you to leave the door unlocked.
He made so many _ca__r_e_le_s_s_mistakes.
Lily is so careful that she ...
Suffixes & prefixes are useful. You’ll never find them useless. You can use them to remember words better. When using them, you can easily find their usefulness. So remember their usage and try to be a good user.
The root is the base of the word. The one that has the meaning.
root
What a wonderful world!
suffix
The suffix goes after the root. It adds more meaning to the root.
will win the competition.
牛津译林版英语七年级下册Unit3 Study skills精品学案
Unit3 Study skills精品学案【学习目标】1.能了解英语句子的重读原则；2.能通过不同的重读方式达到不同的强调目的。
【学习重难点】能通过不同的重读方式达到不同的强调目的。
【预习】一：下列句子中划线的单词为重读单词，将句子和其表达的意思正确搭配。
( ) 1. Mr. Zhang owns a new mobile phone.( ) 2. Mr. Zhang owns a new mobile phone.( ) 3. Mr. Zhang owns a new mobile phone.( ) 4. Mr. Zhang owns a new mobile phone.A. The mobile phone is new, not an old one.B. It is Mr. Zhang that owns a new mobile phone, not any other person.C. It is a new mobile phone, not MP4 player or something else.D. Mr. Zhang doesn’t borrow the mobile phone from others.二：根据注释要求划出下列句子的重读单词1. Mr Li owns a four-bedroom flat. (It’s Mr Li that owns a four-bedroom flat).2. Mr Li owns a four-bedroom flat. (Mr Li doesn’t rent the flat from others.)3. Mr Li owns a four-bedroom flat.(It’s a four-bedroom flat,not another kind of that.)4. Mr Li owns a four-bedroom flat. (It’s a flat, not a house.)【学习探究】1.根据课文读音了解掌握同一句中重音部位的不同；2.总结出在哪些部位最经常发重音。
初中英语八年级上册(牛津译林版)Unit3Studyskills教学设计
在本环节中，我将通过以下方式帮助学生总结归纳所学内容：
1.师生互动：通过提问、回答、讨论等形式，引导学生回顾本节课所学的内容。
2.小组合作：组织学生进行小组合作，共同总结本节课的学习方法和技巧。
3.课堂小结：对学生在课堂上的表现进行点评，给予肯定和鼓励，并提出改进建议。
4.作业布置：布置具有实践性和探究性的作业，如让学生制定学习计划、撰写学习心得等，促使学生将所学内容内化为自己的学习行为。
b.案例分析：引入具体的学习案例，让学生分析、讨论、总结其中的学习方法和技巧。
c.小组合作：鼓励学生互相交流学习心得，共同探讨有效的学习方法，培养学生的合作精神和团队意识。
d.个性化指导：关注学生个体差异，给予针对性的指导，帮助学生找到适合自己的学习方法。
2.教学过程设想：
a.导入：通过头脑风暴、问卷调查等形式，引导学生思考自己的学习方法，为新课的学习做好铺垫。
五、作业布置
为了巩固本章节所学内容，培养学生的自主学习能力和实践能力，特布置以下作业：
1.制定学习计划：请每位学生结合本节课所学的学习方法，为自己制定一份为期一周的学习计划。学习计划应包括学习目标、具体内容、时间安排和自我评估等方面。
2.撰写学习心得：让学生撰写一篇关于本节课学习心得的短文，要求用英语表达。短文内容应涵盖以下几个方面：本节课所学到的学习方法和技巧、自己在学习过程中的感悟、今后如何将这些方法运用到实际学习中。
二、学情分析
针对本章节的教学内容，八年级的学生已具备一定的英语基础，但在学习技能方面仍有待提高。学生在前期的学习中，积累了一定的词汇和语法知识，能够进行简单的英语交流。然而，在学习方法和学习策略方面，部分学生仍存在一定的问题，如：学习计划不明确、学习效率低下、缺乏自主学习能力等。
9A Unit3 Study skills & Task
5 If you are feeling stressed, you should _____. a shout at people b keep quiet c share your problem with somebody 6 The problem of stress gets worse when you _____. a keep it to yourself b relax and take a holiday c ask for friends’ help
2 If you do not have enough time to do your homework, you should _____. a choose to do only part of it b forget about your homework c plan your time more carefully
We can often predict the content from the title. We can also use the headings in an article to predict the main idea of each part.
Match the questions with your predicted answers. d a. In a new school. __ 1. What is it about? e b. Because she moved to __ 2. When did it
Predicting
To predict is to guess what comes next. It helps us understand what kinds of books or articles we are reading, and where we might find information.