Lesson1LanguageLearning

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(完整版)《英语教学法》unit_1_language_and_learning

III. Views on language learning
1) What are the psycholinguistic and cognitive process involved in language learning ?
2) What are the conditions that need to be met in order for these learning process to be activated ?
English teaching arning
A common question asked by middle school students:
Is there any shortcut in English learning?
The answer:
If they think English is a communication tool, then they will try to teach the functional sentences, such as “Hello.” “How do you do.” “Good bye!” when greeting people; or sentences for going shopping.
Four theories of language learning:
Behaviourist theory Cognitive theory Constructivist theory Socio-constructivist theory
Behaviourist theory :
Proposed by behavioural psychologist Skinner, he suggested that language is also a form behaviour. It can be learned the same way as an animal is trained to respond to stimuli. This theory of learning is referred to as behaviourism. One influential result is the audio-lingual method, which involves the “ listen and repeat ” drilling activities. The idea of this method is that language is learned by constant repetition and the reinforcement of the teacher. Mistakes are immediately corrected, and correct utterances are immediately praised

英语教学法作业习题集1

Unit 1 Language and Language Learning1.What are the three views on language?1) Structural view on language:The structural view sees language as a linguistic system made up of various subsystems: from phonological, morphological, lexical, etc. to sentences. Each language has a finite number of such structural items. To learn a language means to learn these structural items so as to be able to understand and produce language.This view on language limits knowing a language to knowing its structural rules and vocabulary.2) Functional view on language:The functional view sees language as a linguistic system but also as a means for doing things. Learners learn a language in order to be able to do things with it. To perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions. This view on language adds the need to know how to use the rules and vocabulary to do whatever it is one wants to do.3) Interactional view on language:The interactional view considers language as a communicative tool, whose main use is to build up and maintain social relations between people. Therefore, learners not only need to know the grammar and vocabulary of the language but as importantly they need to know the rules for using them in a whole range of communicative contexts. This view on language says that to know how to do what one wants to do involves also knowing whether it is appropriate to do so, and where, when and how it is appropriate to do it. In order to know this, the learner has to study the patterns and rules of language above the sentence level to learn how language is used in different speech contexts.2. What are the views on language learning?1) Behaviourist theory:The behaviorist theory of language learning was initiated by behavioral psychologist Skinner, who applied Watson and Raynor’s theory of conditioning to the way humans acquire language (Harmer, 1983) The key point of the theory of conditioning is that “you can train an animal to do anything if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement”(Harmer1983: 30) Based on the theory of conditioning, Skinner suggested language is also a form of behavior. It can be learned the same way as an animal is trained to respond to stimuli. This theory of learning is referred to as behaviorism.2) Cognitive theory:The term cognitivism is often used loosely to describe methods in which students are asked to think rather than simply repea t. It seems to be largely the result of Noam Chomsky’s reaction to Skinner’s behaviorist theory, which led to the revival of structural linguistics. According to Chomsky, language is not a form of behaviour, it is an intricate rule-based system and a large part of language acquisition is the learning of this system. There are a finite number of grammatical rules in the system and with knowledge of these rules an infinite of sentences can be produced. A language learner acquires language competence, which enables him to produce language.3）Constructivist theoryThe constructivist theory believes that learning is a process in which the learner constructs meaning based on his/her own experiences and what he or she already knows. It is believed that education is used to develop the mind, not just to rote recall what is learned. John Dewey(杜威) believed that teaching should be built based on what learners already knew and engage learners in learning activities. Teachers need to design environments and interact with learners to foster inventive, creative, critical learners. Therefore, teachers must balance an understanding of the habits, characteristics as well as personalities of individual learners with an understanding of the means of arousing learners’ interests and curiosity for learning.4）Socio-constructivist theoryVygotsky (前苏联心理学家维果茨基,1978) emphasizes interaction and engagement with the target language in a social context based on the concept of “Zone of Proximal Development” (ZPD「可能发展区/最近发展区」) and scaffolding「鹰架/支架/脚手架」. That is to say, learning is best achieved through the dynamic interaction between the teacher and the learner and between learners. With the teacher’s scaffolding through questions and explanations, or with a more capable peers’ support, the learner can move to a hig her level of understanding and extend his/her skills and knowledge to the fullest potential.3. What are the qualities of a good language teacher?The main elements of a good English teacher are ethic devotion, professional qualities, and personal styles. (Then try to explain these three elements respectively according to your own understanding)Unit 2 Communicative Principles and Task-based Language Teaching1. What is communicative competence?Hedge (2000: 46-55) discusses five main components of communicative competence: linguistic competence, pragmatic competence, discourse competence, strategic competence, and fluency.Communicative competence entails knowing not only the language code or the form of language, but also what to say to whom and how to say it appropriately in any given situation. Communicative competence includes knowledge of what to say, when, how, where, and to whom.2. What are the three principles of communicative language teaching?a) the communicative principle: Activities that involve real communication promote learning.b) the task principle: Activities in which language is used for carrying out meaningful tasks promote learning (Johnson 1982).c) the meaningfulness principle: Language that is meaningful to the learner supports the learning process.3. What are the six criteria for evaluating communicative classroom activities?1) communicative purpose2) communicative desire3) content, not form4) variety of language5) no teacher intervention6) no material control4. What is Task-based Language Teaching?Task-based Language teaching is, in fact, a further development of Communicative Language Teaching. It shares the same beliefs, as language should be learned as close as possible to how it is used in real life. It has stressed the importance to combine form-focused teaching with communication-focused teaching.Unit 3 The National English Curriculum1. What are the designing principles for the National English Curriculum 2001?1)Aim for educating all students, and emphasise quality-oriented education.2)Promote learner-centredness, and respect individual differences.3)Develop competence-based objectives, and allow flexibility and adaptability.4)Pay close attention to the learning process, and advocate experiential learning and participation.5)Attach particular importance to formative assessment, and give special attention to the development of competence.6)Optimize learning resources, and maximize opportunities for learning and using the language.2.What are the goals and objectives of English language teaching?The new curriculum is designed to promote students’ overall language ability, which is composed of five interrelated components, namely, language skills, language knowledge, affects, learning strategies and cultural understanding. Each component is further divided into a few sub-categories. Language teaching is no longer aimed only for developing language skills and knowledge, but expanded to developing learners’ positive attitude, motivation, confidence as well as strategies for life-long learning along with cross-cultural knowledge, awareness and capabilities.3. What are the challenges facing English language teachers?1)English language teachers are expected to change their views about language which is not a system of linguistic knowledge but a means for communication.2)English language teachers are expected to change their traditional role of a knowledge transmitter to a multi-role educator.3)English language teachers are expected to use more task-based activities and put the students at the center of learning.4)English language teachers are expected to use more formative assessment in addition to using tests.5)English language teachers are expected to use modern technology in teaching, creating more effective resources for learning and for using the language.Unit 4 Lesson Planning1. Why is lesson planning necessary?Lesson planning means making decisions in advance about what techniques, activities and materials will be used in the class. It is obvious that lesson planning is necessary.Benefits:1) To make the teacher aware of the aims and language contents of the lesson.2) To help the teacher distinguish the various stages of a lesson and to see the relationship between them so thatthe lesson can move smoothly from one stage to another.3) Proper lesson planning gives the teacher opportunity to anticipate potential problems that may arise in class sothat they can be prepared with some possible solutions or other options for the lesson.4) Lesson planning gives teachers, especially novice teachers, confidence in class.5) The teacher also becomes aware of the teaching aids that are needed for the lesson.6) Lesson planning helps teachers to think about the relative value of different activities and how much timeshould be spent on them. The teacher soon learns to judge lesson stages and phases with greater accuracy.7) The plan, with the teacher’s comments and corrections, provides a useful, time-saving reference when theteacher next plans the same lesson.8) Lesson planning is a good practice and a sign of professionalism.2. What are the principles for good lesson planning?Aims— means the realistic goals for the lesson. That is, the teacher needs to have a clear idea of what he / she would like to achieve for the lesson or what outcomes are expected from the lesson.Variety—means planning a number of different types of activities and where possible, introducing students to a wide selection of materials so that learning is always interesting ,motivation and never monotonous for the students.Flexibility— means planning to use a number of different methods and techniques rather than being a slave to one methodology. This will make teaching and learning more effective and more efficient.Learnability—means the contents and tasks planned for the lesson should be within the learning capability of the students. Of course, things should not be too easy either. Doing things that are beyond or below the students’ coping ability will diminish their motivation.Linkage--means the stages and the steps within each stage are planned in such a way that they are somehow linked with one another. Language3 learning needs recycling and reinforcement.3. What are macro planning and micro planning?Macro planning is planning over a longer period of time, for instance, planning for a whole program or a whole-year course.In a sense, macro planning is not writing lesson plans for specific lessons but rather helping teachers get an overall felling or idea about the course and also get familiarized with the context in which language teaching takes place. Macro planning involves the following:1) Knowing about the course:The teacher should get to know which language areas and language skills should be taught or practised in the course, what materials and teaching aids are available, and what methods and techniques can be used.2) Knowing about the institution:The teacher should get to know the institution’s arrangements regarding time, length, fre quency of lessons, physical conditions of classrooms, and exam requirements.3) Knowing about the learners:The teacher should acquire information about the students’ age range, sex ratio, social background, motivation, attitudes, interests, learning needs and other individual factors.4) Knowing about the syllabus:The teacher should be clear about the purposes, requirements and targets specified in the syllabus.Much of macro planning is done prior to the commencement of a course. However, macro planning is a job that never really ends until the end of the course.Micro planning is planning for a specific unit or a lesson, which usually lasts from one to two weeks or forty to fifty minutes respectively.Micro planning should be based on macro planning, and macro planning is apt to be modified as lessons go on.4. What are the components of a lesson plan?A language lesson plan usually has the following components: background information, teaching aims (what language components to present, what communicative skills to practice, what activities to conduct and what materials and teaching aids to be used), language contents (grammar, vocabulary, functions, topics and so on) and skills (listening; speaking; reading and writing), stages (the major steps that language teachers go through in the classroom) and procedures (detailed steps in each teaching stage), teaching aids, assignments, and teacher’s after-class reflection.5. What are the 3P’s model and 3-stage model?The 3P’s mod el refers to presentation, practice and production.At the presentation stage, the teacher introduces new vocabulary and grammatical structures in whatever ways appropriate.At the practice stage, the lesson moves from controlled practice to guided practice and further to the exploitation of the text when necessary.At the production stage, the students are encouraged to use what they have learned and practised to perform communicative tasks. The focus is on meaning rather than accurate use of language forms.3-stage model is frequently adopted in reading lessons and listening lessons. It refers to pre-reading, while-reading and post-reading stages. The pre-stage i nvolves preparation work, such as setting the scene, warming up, or providing key information (such as key words). The while-stage involves activities or tasks that the students must perform while they are reading or listening. The post-stage provides a chance for students to obtain feedback on their performance at the while-stage. This last stage may also involve some follow-up activities, in which students relate what they have read or heard to their own life and use the language spontaneously.Unit 5 Classroom Management1.What are the main roles teachers can play before, during and after the class?Before the class, the teacher is a planner, who plans what to teach, how to teach, and what result to achieve. After then class, the teacher is an evaluator, who evaluates not only how successfully he/she has conducted the class but also how efficient the learning activities have been. Based on the functions that the teacher performs in different activities during the class, Harmer defines the teacher’s roles as controller, assessor, organizer, prompter, participant and resource-provider (Harmer, 1983).2.How to give effective classroom instructions?Proper instruction is the precondition of accomplishment of activities. To give appropriate instruction, it is necessary to follow the following principles.(1) Economy with words: the teacher should use as few words as possible.(2) Simple and clear language at all points: language should be easy to understand.(3) Demonstration of what is needed.(4) Check of students understanding: the teacher can check individual students to make sure that students understand the instruction and know what to do.(5) Use the native language when necessary.(6) Vary the instruction now and then.3.What are the different ways for student grouping?The most common student groupings are lockstep, pair work, group work, and individual study.Lockstep (Whole class work) is where all the student are under the control of the teacher. They are all doing the same activity at the same rhythm and pace. Lockstep is often adopted when the teacher is making a presentation, checking exercise answers, or doing accuracy reproduction. When the teacher asks questions, the students speak either together or one by one, in turns or indicated by the teacher.Pair work is where the students work in pairs. It could be a competition over a game or co-operation in a task or project between the two students. They could also do certain exercises together or oral practice. When the students are doing pair work, the teacher usually circulates around the classroom, answering question or providing help when necessary.Group work is where the students work in small groups. Each group has 3,4,or 5 students, depending on the activity. What students do in group work is similar to pair work, only there are more members in the group. Group work is most beneficial when the activity requires contributions from more than two students. The teacher can join each group for a while, but only as a participant not as a leader or inspector.Individual study is the stage during the class where the students are left to work on their own and at their own speed. Usually they are doing the same task, but the teacher may give them a choice of tasks. Some activities cannot be done in pairs or groups, for instance, reading and writing. People read at different speed, so they cannot read together, though two people might share one book. It seems writing can be done in pairs or groups, but what they are actually doing when they are working together is brainstorming ideas, discussing, or revising. When it comes to the real writing stage students should work individually.4.How to ask effective questions?1)Questions should be closely linked with the teaching objectives in the lesson;2)Questions should be staged so that the level of challenge increases as the lesson proceeds;3)There should be a balance between closed and open, lower-order and higher-order questions;4)Wait time is important to allow students to think through their answers;5)Students should be provided opportunities to ask their own questions and seek their own answers;6)A secure and relaxed atmosphere of trust is needed and students’ opinions and ideas are valued.5.How to treat students’ errors in the classroom?There are different ways and techniques for correcting errors, such as direct teacher correction, indirect teacher correction, self-correction, peer correction, whole classroom correction, etc. As a general rule, indirect teacher correction is encouraged rather than direct teacher correction to avoid damaging students’ self esteem and confidence. A lso, self-correction is encouraged before teacher correction or peer correction.Unit 6 Teach Pronunciation1. What is the goal of teaching pronunciation?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.The realistic goals of teaching pronunciation:Consistency: The pronunciation should be smooth and natural.Intelligibility: The pronunciation should be understandable to the listeners.Communicative efficiency: The Pronunciation should help to convey the meaning that is intended by the speaker.2. What aspects of pronunciation do we need to teach?1)sounds………the vowels and consonants of English2)combination of sounds…….pronunciation of words3)word stress….the stress in a word and shift of stress4)strong & weak forms…the importance of the different syllables in maintaining the rhythm of th e speech, especially the model verbs and auxiliary verbs5)linkage of sounds……..the liaison of sound in natural speech6)rhyme & rhythm7)pitch & intonation…the function of pitch and intonation in conveying meaning8)filler words……the sounds which do n ot convey meaning but can help to maintain communication, e.g. uh huh, um, er, oh, ah, well.Unit 7 Teaching Grammar1.What are the major types of grammar presentation methods?Deductive method: the teacher presents the rule of the structure on the blackboard and explains it to the students. This would be followed by the teacher giving several examples and then asking the students to apply the rulesthemselves in some exercises.Inductive method: The teacher does not explain the rule at the beginning, but presents various language forms and the students are left to discover or induce the rules or generalizations on their own.The guided discovery method: is similar to the inductive method in that the students are induced to discover 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 elicited and taught explicitly.2.What are the major types of grammar practice activities?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.Meaningful practice the focus is on the production, comprehension or exchange of meaning though the students “keep an eye on” the way newly learned structures are used in process. Meaningful practice usually comes after mechanical practice.Unit 8 Teaching Vocabulary1.What does knowing a word involve?A simple answer would be (1)knowing its pronunciation & stress; (2) knowing its spelling & grammar; (3) knowing its meaning; (4) knowing how & when to use it to express the intended meaning.According to Hedge (2000), vocabulary learning involves at least two aspects of meaning. The first aspect involves the understanding of its denotative and connotative meaning. The second aspect involves understanding the sense relations among words.2.How can we present new vocabulary items effectively?1) Draw pictures, diagrams and maps to show meanings or connections of meaning2) Use real objects to show meanings;3) Mime or act to show meaning; ask some ss come to the front and teach some words of this kind, such as: catch, shave4) Use lexical sets. Or word series. E.g. cook: fry, boil, bake, and frill;5) Use synonymous and antonymous to explain meanings;6) Translate and exemplify, especially with technical words or words with abstract meaning;7) Use word formation rules and common affixes.8) Teach vocabulary in chunks;9) Provide different contexts in real life for introducing new words.3.What are some effective ways to consolidate vocabulary?1) Labeling; 2) Spotting the differences;3) Describing and drawing; 4) Playing a game;5) Using word series; 6) Word bingo;7) Word association; 8) Finding synonyms and antonyms;9) Using word categories; 10) Using word net-work;11) Using the internet resources for more ideas.Unit 9 Teaching Listening1.What are the characteristics of the listening process?Generally speaking, listening in real life has the following characteristics:a) spontaneity: we listen to people speaking spontaneously and informally without rehearsing what they are going to say ahead of time.b) context: the context of listening is usually known to both the listener and the speaker in real life.c) visual clues: most of the time we can see the participants’ facial expressions, gestures and other body language as well as the surrounding environment.e) listener’s response: most of the listening in daily life allows the listener to respond to the speaker.f) speaker’s adjustment: the speaker can adjust the way of speaking according to the listener’s reactions.2.What are the models of teaching listening?1)Bottom-up model: listening comprehension is believed to start with sound and meaning recognitions2)Top-down model: listening for the gist and making use of the contextual clues and background knowledge toconstruct meaning are emphasized.3)Interactive model: listening involves both bottom-up processing (recognizing sounds of words, phrases orstructures) and top-down processing (inferring meaning from broad contextual clues and background knowledge).3.What are the common activities in teaching listening?1) Pre-Listening activities: predicting and setting the scene2) While-listening activities:listening for the gist; listening for specific information; no specific responses; listening and ticking; listening and sequencing; listening and acting; listening and drawing; listening and filling; listening and guessing; listening and taking notes.3) Post-listening stage: multiple-choice questions; answering questions; note-taking and gap-filling; dictoglossUnit 10 Teaching Speaking1.What are the main characteristics of spoken language?a. in fairly simple sentence structuresb. in incomplete sentencesc. in informal, simple or common vocabularyd. with broken grammar, false starts, hesitation, fillers, etc.e. with a high proportion of repetition or redundancyf. largely unplanned organizationg. a low density of informationh. context independent (Background knowledge is necessary to understand exactly what is being expressed.)2. What are the characteristics of successful speaking activities?1) Maximum foreign talk: Problems: students spend too much time to speak Chinese; the teacher talks too much.2) Even participation: encourage speaking from as many different students as possible. The outspoken students do not dominate discussion.3) High motivation: various interesting tasks in line with the students’ ability.4) Right language level: the task should be designed so that students con complete it successfully with the language that they have.3. What are the main types of speaking activities?1)controlled activities;2)semi-controlled activities;3)information-gap activities;4)dialogues and role-plays;5)activities using pictures;6)problem-solving activities…Unit 11 Teaching Reading1. What are the main reading skills?Skimming: the reader moves his eyes over the text very quickly just in order to get the main idea of the text, or sometimes decide whether it is worth reading more deeply or not.Scanning: the reader locates a particular piece of information without necessarily understanding the rest of a text or passage. For example, the reader may read through a chapter of a book as rapidly as possible in order to find out information about a particular date, such as when someone was born.Inferring: reading between the lines. Make use of syntactic, logical and cultural clues to discover the meaning of unknown elements. Such as the writer’s opinions and attitudes which are not directly stated in the text.【Strategic skills needed in reading：Distinguishing the main idea from supporting details; Skimming: reading for the gist or main idea; Scanning: reading to look for specific information; Predicting: guessing what is coming next】2. What are the main reading models for teaching reading?Bottom-up approach: The reader builds up the meaning of a text on the basis of decoding smaller units: first words, and phrases, then sentences and paragraphs, and finally working out the meaning of the whole text.Top-down approach:The reader uses his or her knowledge of the topic or of the type of the text and makes predictions about what the text will contain, then he uses these predictions to check his understanding of the text. In this way, the reader gets a global view of the text before he dives into the details of it.Interactive approach: The reader uses the above two approaches together, and the two ways interact with each other in the understanding of the text. That means the reader might predict the context of the text by using his knowledge of the topic (top-down), then look for key words (bottom-up) to check the prediction, or get the main gist of the text by skimming it quickly (top-down) and examine the writer’s choice of vocabulary for understanding the implied meaning. 3. What types of activities can we use in teaching reading?Pre-reading Stage: The aims of the pre-reading stage is to arousing the students’ interest in the topic or type of text; motivating students to read the text by providing a purpose for reading; preparing the students for the content of the text.The activities for the pre-reading stage:1)predicting2)setting the sceneWhile-reading Stage: this stage mainly focuses on the exploitation of the text. It aims to help the reader understand the co ntent and structure of the text, as well as the author’s purpose in writing it.The activities:1) Skimming to get the gist of the text 2) Scanning to locate specific information3) Transferring information from the text to a diagram, table, form, map, graph or picture4) Taking notes on the main points, or on specific points of the text5) Answering factual questions on the text6) Answering inference questions on the text (reading between the lines)7) Putting the events in the correct order8) Stating if statements given about the text are true or false9) Working out the meaning of words and phrases in the text from the context10)Examing referents in the text and stating what they refer to11)Putting the paragraphs of a jumbled text back in the correct order12)Giving sections of a text appropriate headings13)Giving the text an appropriate titlePost-reading Stage: it is to consolidate or reflect on what has been read in the text; the other is to relate the text to the students’ own knowledge, interests, or views. It is not directly connect with the text, but usually “grows out ” of it.Activities:1) Oral discussion of the topic of the text2) Role-play a different situation from that of the text but using the same/different characters3) Writing a summary of the main content of the text 4) Commenting on the content of the text5) Retelling the story of the text 6) Finishing the story (either predicting an ending or changing the ending) 4. What is transition device? What are the transition devices that are often used in teaching reading?Transition device refers to the way to transfer information from one form to another. Transition devices are used in teaching reading because they can help second language learners to comprehend meaning while reading.The transition devices that are often used in teaching reading include: tables, pictures, drawings, maps, tree diagrams, cyclic diagrams, pie charts, bar charts, flowcharts, chronological sequence, subtitles (providing subtitles), notes (taking notes while reading), etc。

人教精通版英语三年级上Lesson1英文教学设计

Unit 1. Hello!I’m monkey.Lesson OneDate:Ⅰ. Teaching Aims and Demands:（1）Knowledge Objects:1.Four skills words: cat monkey.2.To learn the new sentences:Hello,I’m ….(2). Ability Objects:1.Improve listening, speaking, reading, and writing skills.2.Learn to read and say the new dialogue.3.Students can greet with others and introduce themselves.(3). Moral Objects:Enable students to have an interest in language learning and cultivating students ' positive attitude towards language learning. Etiquette education to students. Learning strategies through activities within the group, let the students know how to listen, understand, respect and help others. Actively use the language to communicate.Ⅱ. Teaching Key Points And Difficult Points:1.Can understand in the real situation, say the following sentence: Hello,I’m ….2.Can listen, say, read , write the words and make up some sentenceswith the words.3. make up a new dialogue.Ⅲ. Teaching Methods:Pair work. Group work. Games. Chant.Ⅳ. Teaching Aids:powerpoint pictures tapeⅤ. Teaching Procedures:Step 1.warm-up⑴Greetings:T: Good morning, boys and girls. S: Good morning, Miss Yan.⑵Free talk.How are you? How’s the weather today? What day is it today?Step 2: presentation⑴Play the tape and sing the song “Hello!”⑵T: Hello！ S: Hello! Say “Hello!” to the students and ask them to say “Hello!” to the teacher.⑶Ask them to say “Hello!” to each other.⑷T: Hello! I’m Miss Yan. S1: Hello! I’m… S2: Hello! I’m…Introduce the teacher herself using: I’m …. Ask the students to understand the meaning.⑸ Use the pictures to introduce the main persons: LiYan and Peter. T: I’m LiYan. T : I’m Peter.⑹Ask the students to come to the front to do it again.Ask them to introduce themselves in pairs. Ask them to look at the picture on the blackboard and find the animals: cat and monkey.Cat: Hello, I’m Mimi.Monkey: Hi, I’m Micky.⑺Listen to the tape.Step 3: practice⑴Play a game:Ask them to put on the masters of LiYan, Peter, Micky and Mimi.Ask another one to close the eyes and guess who is saying “Hello!”LiYan: Hello! A: LiYan. LiYan: Yes, I’m LiYan.⑵Play another game: Find the friends. Draw two circles on the ground. Ask two students to close their eyes and turn around while listening to the Music. When the music stops, they will say “Hello!” and introduce themselves.Step 4: assessmentRole play.Let the Ss to make a new dialogue use the sentences “Hi”, “Hello”, “I’m…” Choose one group best and give them stickers.VI.Homework1.Listen to the tape and act out the dialogue.2. Preview next lesson3.Write the new words.VI.Blackvoard designLesson 1Hello! Hi! I’m…cat monkeyⅧ. Teaching Reflection：。

新编英语教程1unit1

The practical application of grammar refers to using the grammar rules learned in this unit in real-life situations. Students will practice speaking and writing in English using the grammar structures covered in this unit, such as simple present, present continuous, and present perfect tenses.
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提前阅读问题，了解需要回答的内容和要求。
在听的过程中，注意捕捉关键信息和细节，记录重要内容。
根据问题类型，选择合适的答题方法，确保答案准确、完整
。
Listening skills sharing
预测答案
根据问题和听力材料的主题，预测可能的答案。
筛选无关信息
在听的过程中，快速筛选出与问题相关的信息，忽略无关内容。
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reading comprehension
Reading article analysis
文章主题分析
文章结构分析
文章语言特点分析
文章逻辑关系分析
本篇文章主要探讨了英语学习的技巧和方法，包括词汇、语法、阅读和写作等方面的学习建议。
文章采用了总分总的结构，先总体介绍了英语学习的重要性，然后分别从词汇、语法、阅读和写作四个方面进行了详细阐述，最后总结了提高英语学习的关键因素。
Analysis of Listening Materials
词汇量
评估听力材料中涉及的词汇量，确定是否超出了学生的词汇范围。

王蔷教学法讲义

王蔷《英语教学法教程（第二版）》讲义Unit1Language and Language LearningUnit2Communicative Principles and Task-based Language Teaching Unit3The National English CurriculumUnit4Lesson PlanningUnit5Classroom ManagementUnit6Teaching PronunciationUnit7Teaching GrammarUnit8Teaching VocabularyUnit9Teaching ListeningUnit10Teaching SpeakingUnit11Teaching ReadingUnit12Teaching WritingUnit13Integrated SkillsUnit14Moral LearningUnit15Assessment in Language TeachingUnit16Learner Differences and Learner TrainingUnit17Using and Creating ResourcesUnit18Evaluating and Adapting Textbooks语言和语言学习【考情分析】本章主要讨论语言观和语言学习观、优秀教师的基本素养以及如何成为一名优秀的英语教师。

主要考点：结构主义、功能主义和交互语言理论；行为主义、认知主义、建构主义和社会建构主义学习理论；一个好的语言老师必备的素养；教师专业技能发展等。

【知识框架】Unit1 Language and Language Learning Views on languageViews in generalA good language teacherFunctional viewBehaviourist theoryCognitive theoryConstructivist theorySocio-constructivist theoryInteractional viewHow can one becomea good language teacher?An overview of the bookethic devotionprofessional qualitiespersonal stylesStage1Language trainingStage2Learning,practiceand reflectionGoal语言和语言学习1.1How do we learn languages?We learn language at different agesPeople have different experiencesPeople learn languages for different reasonsPeople learn languages in different waysPeople have different understandingsPeople have different capabilities in language learningLearning can be affected by the way how language is taughtLearning is affected by the degree of success one is expect to achieve.Thus the challenge confronting language teaching is how teaching methodology can ensure successful learning by all the learners who have more differences than the commonality.1.2Views on languageIn the past century,language teaching and learning practice has been influenced by three different views of language,namely,the structural view,the functional view and the interactional view.(1)The structural view of language结构主义语言观The structural view of language sees language as a linguistic system made up of various subsystem(Larsen-Freeman&Long,1991):the sound system(phonology音系学);the discrete units of meanings produced by sound combinations(morphology形态学/词汇学),and the system of combining units of meaning for communication (syntax句法学).Each language has a finite number of such structural items.结构主义语言观:结构主义语言观将语言看作由许多子系统组成的语言学系统(Larsen-Freeman&Long,1991):语音系统(音系学);产生于语音集合的意义的离散单位(形态学)，以及交际意义的集合单元系统(句法学)。

北京师大版英语八上Unit 1 Words and phrases

Unit 1Lesson 1 WordsPhrasesSentences1.在假期里我观看了一场意大利和美国的篮球比赛，太令人兴奋了。

__________________________________________________________ 2.这是一个关于人和动物的有意思的电影。

_____________________________ 3.我的弟弟小时候不喜欢看新闻。

_____________________________ 4.她的演讲很有趣，我很感兴趣。

_____________________________ 5.昨晚的音乐会非常枯燥。

_____________________________ 6. 昨晚的足球比赛非常令人激动。

_____________________________ 7. 这部电影很有趣。

_____________________________ 8. 她不喜欢昨天的游戏节目。

_____________________________ 9. 比赛很沉闷，但我们这一队胜出了。

_____________________________ 10. 上周的访谈节目很感人。

_____________________________Sentences1.这部电影很有趣。

_____________________________ 2.在假期里我观看了一场意大利和美国的篮球比赛，太令人兴奋了。

__________________________________________________________ 3.这是一个关于人和动物的有意思的电影。

_____________________________ 4.昨晚的足球比赛非常令人激动。

_____________________________ 5.她的演讲很有趣，我很感兴趣。

_____________________________ 6.昨晚的音乐会非常枯燥。

【英语教学法课件】Unit1Languageandlanguagelearning

3. Richards, J. & Rogers, T.S. Approaches and Methods in Language Teaching. (《语言教学(jiāo xué)路子与方法》1986)
4. Howatt, A.P.R. A History of English Language Teaching第十.五页(，共《78页。英语语言教学(jiāo
Audiolingualism
第二十五页，共78页。
听说法 (shuōf ǎ)
Audio-Lingual Method
❖ ‘Listen and repeat’ drilling activities are the most important classroom activities.
❖ Mistakes are immediately corrected and correct utterances are immediately praised.
❖ Functional view– communicative categories, communicative ability (to be able to communicate)
❖ Interactional view– to communicate appropriately (communicative strategies, cultural awareness, etc.)
❖ Language is a rule-based system and with a knowledge of the finite rules (language competence), infinite sentences can be produced

全国一等奖高中英语优质课大赛《M7U19 Lesson 1》教学设计+学案+教学反思

设计主题：M7U19 Lesson 1 Get Ahead with Your English 姓名：学校：性别：职称：教龄：联系电话：电子邮箱：指导老师姓名_单位__STEP 1 :Brainstorming:Free talk: In your opinion, how can he learn Chinese?What kind of letter are we going to write?A Letter of Advice【设计意图】写作为信息的输出。

本环节可以有效地帮助学生实现本课所学知识的迁移，真正做到知识的内化和产出，从而达到Anderson和Krathwohl认知领域中的高阶思维---语言创新。

所选的写作素材语境真实，微信视频播放激发学生兴趣，利于培养分析问题、解决问题能力。

学生通过小组讨论、分工合作，这样可以大量地节省时间。

Step 2 Peer-assessment and presentation <13 minutes>Exchange the letter, make assessment for each other and make presentationsItems Grades Total ScoreClear ideas 3 2 1Good layout 3 2 1Nice language 3 2 1Clear handwriting 3 2 1亮点最该改进的一点设计意图：引导学生根据评分标准对习作互动点评，碰撞学生思维。

通过班内展示、分享，为学生提供了充足的语言表达机会，突破思维定势，培养学生思维的灵活性、批判性和深刻性。

学生通过评阅他人的作文获得新的信息，学习好词句，发现共性问题，反省提高。

课堂同伴互评也有助于培养学生的批判性思维能力以及分析问题和解决问题的能力。

教师适时对学生的作品进行评价，把学生做不够好的地方加以指出以促进他们写作能力的提高。

新视野大学英语第一册unit1learning a foreign language讲课教案

2. What’s the cause of his feeling and what’s the effect on him?
新视野结构分析
Back
Details for Part II
The author’s experience with English learning in junior school: __p_l_ea_s_a_n_t___(Para. 2)
3. What is your impression about your English teachers?
1.2 Topic-related Discussion
ห้องสมุดไป่ตู้
In-class Learning
Ways of learning English
Online Learning
English Lecture at College
How to scan:
➢ State the specific information you are looking for. ➢ Try to anticipate how the answer will appear and what clues
you might use to help you locate the answer. For example, if you were looking for a certain date, you would quickly read the paragraph looking only for numbers.
Task for Scanning
2 minutes for you to scan the text and then work in pairs to discuss the questions below

Unit 1 Language and Language Learning

中国教育10大谎言，老师你被哪条骗过？
老师是太阳底下最崇高的职业我们实施的是九年制义务教育我们正在全力推行素质教育公民有平等接受教育的权力再穷不能穷教育，再苦不能苦孩子一切为了学生，为了学生一切没有教不好的学生，只有不会教的老师。以事业留人，以感情留人，以待遇留人分数不是衡量学生的唯一标准孩子将来是忘不了你的
A Course in English language Teaching
英语教学法英语教学实践
Instructor: Ma Lina
Self-Reflection
What’s your reasons of choosing this course or teaching-orientated?
英语教学实践
教学观摩
常用的教学辅助工具的应用
教案设计
PPT制作
教学设计：导入、讲解、课堂活动、作业布置和总结
教学设计：听力、口语、词汇、语法、阅读、写作
课程考核
序号 1 2 3 4 5 6 7 8 9
实训项目名称编写教案
设计听力、口语教学设计词汇、语法教学设计阅读、写作教学设计课前导入活动设计文化要素教学
Ⅰ. The way we learn languages我们习得语言的方式
The way language teachers teach in the classroom is influenced by the way they learned/ were taught languages.
What expectation do you have on this course?
What’s your career plan?

Unit1UsingLanguage教学设计(一)高中英语人教版选择性

选择性必修一Unit 1 Using Language 教学设计（一）Lesson content:Explore the meaning of greatnessText analysis:This lesson is a listening and speaking class, and the learning discourse is a dialogue about the tremendous achievements of outstanding figures. The text is set to: first connect the line, then listen to the recording to verify the answer; Listen to the recording for the second time and find out who the interviewer admires the most; Listen to the recording for the third time to obtain detailed information and answer three questions. Next, use group discussions to share the great figures you know and consciously use filler words in the conversation to discuss the reasons why they are 'great'. Finally, based on one's own understanding, summarize the meaning of 'greatness', aiming to cultivate students to be useful to society.Understand the meaning of 'greatness' and be a person who contributes to society.bining English pragmatic goals with the thematic context of this unit, setting up listening and speaking activities to help students improve their English proficiency and deepen their exploration of the theme.Learning objectives:1. Able to understand the descriptions of great contributions made by great figures to society in recorded conversations and the speaker's admiration for them.2. Be able to use appropriate filler language to give students ample time to think about how to discuss great figures and their contributions.3. Able to use appropriate language to express one's understanding of 'greatness' based on actual situations.Key and Difficult points:1. Understand the tremendous contributions made by great figures in the dialogue.2. Use appropriate language to express the meaning of 'greatness'.Teaching preparation:1. Teaching recordings and pictures of celebrities.2. Review materials to learn more about great figures.Teaching process:Step I Learning and UnderstandingActivity 1: Perception and AttentionBefore you listen, look at the pictures below and guess:●Who are they?●What achieveme nts do they have?【设计意图】在学习之前，呈现伟大人物的图片，并简单讨论他们的成就,激活学生的背景知识。

Unit 1 Language and Language Learning (introduction)

•
•
• •
3. Views on language learning and learning in general
Views on language learning: language is a form of behavior. Language should be learned by constant repetition and the reinforcement of the teacher Mistakes should be immediately corrected and the correction should be immediately praised. Influence on language teaching: the audio-lingual method
Textbook :
王蔷.《英语教学法教程》第二版，高等教育出版社，王蔷《英语教学法教程》第二版，高等教育出版社， 2000。。
Syllabus
References :
束定芳，庄智象，《现代外语教学—理论、实践与方法》，上海外语教育出版社，1996. Brown, H. D. (2004). Language assessment principles and classroom practices. New York: Pearson Education. Larsen-Freeman, D. (2000) Techniques and principles in language teaching. Oxford: Oxford University Press. Richards, J.C., & Rodgers, T. S. (2001). Approaches and methods in language teaching (2nd ed.). Cambridge: Cambridge University Press.

第一单元新视野第三版第二册

第一单元新视野第三版第二册(总8页)--本页仅作为文档封面，使用时请直接删除即可----内页可以根据需求调整合适字体及大小--辽宁工程技术大学基础教学部外语教研室大学英语（2）教案use English learning strategies consciously教学重难点Using proper language to talk about English learningHow to apply the reading skill – reading for the key idea in a sentence 教学材料教学方法1. 教学材料：Text A课文、练习2. 教学方法：Under the guidance of student-centered principle, apply communicative and heuristic teaching methods, stimulate students’ interestin learning English and get students involved in class participation?教学过程一、课前导入Talking about your experience of learning EnglishWatch the video clip and discuss the following question in pairs.1）According to the speaker, in what ways did Chinese students learn English Chinese students practice their English by screaming it.2）Do you agree with what he said about Chinese students learning English Why or why not.Yes, I just learned English exactly that way.No, we have learned English in different ways.3） How do you learn English What do you think of your way of EnglishlearningI learn English by:listening?to?the?teacher?carefully?in?classtaking?notes?…to?go?over?lessons?latercatching?every?chance?to?practice?speakinglistening?and?reading?a lotdoing?enough?exercises?to?practice?grammar rulesI think my way of English learning is:effective, ineffective, interesting, boringchallenging but rewardingexamination-oriented二、文本学习1. Global understanding of the text1）Scan the text in three minutes and fill in the blanks.After I read the passage, I know the text talking about how _________ and__________ can be taught efficiently. The writer might be a ________ and a________________ as well.2）What is the writing style of the text WhyThe writing style of the text is relaxed, which is proved by a lot of short sentences and paragraphs, casual verbs, daily talks and simple modifiers.3）Map the text structure and fill in the blanks._________, and __________ communication depends upon grammar and a good vocabulary, the two __________ assets for students, but they are ________________ in schools.2) Language Points3. Criticl thinking1）What do you think of the “impressive English lesson” Is it effective Yes. Because the l esson aroused children’s interest in learning English grammar.Yes. Because the way to learn grammar is more natural, interesting and enjoyable.Yes, because learners become more motivated when learning something they like.No. because it’s lik e a street learning without formal instruction.2) Do you think English grammar helps you a lot in learning English Why or why notEnglish grammar helps a lot:Order sentences correctly.Use words properly.Talk with other English speakers confidentlyEnglish grammar is of little help:Only give rules that are hard to remember.It is not helpful in a real-life setting due to the limited time to think and recall the rules.Not always applicable to the real language, especially idioms.3) How can you effectively enlarge your vocabularyRead more English from online sources.Watch English TV / listen to English radio / watch English online videos.Talk often with English speakers.Listen carefully and extensively.Use dictionaries to look up unfamiliar words.Use new words as often as possible.二、写作训练 (P13)1）Structure AnalysisAs the name of our textbook implies, we read English in order to write in it. But how to write in the English wayAs is known to all of us, what we write reflects what we think; and how we write mirrors how we think. In that light, our best way of writing in English is to know well how to think in English as the American or British people do. What is their way of thinking thenDifferent from us who think in the spiral way (螺旋式), they tend tothink in the linear way (线性方式 ). As far as paragraph writing is concerned, deduction (演绎法) is typical of their linear way of thinking, as shown below:Starting from this book, you are moving from paragraph writing to short essay writing. In a likely manner, however, we will go through the same process for essay writing as we did for paragraph writing. In college writing, an essay normally has three main parts: introduction, body, and conclusion.The introduction is usually one short paragraph that introduces the topic to be discussed and the thesis or thesis-advancing statement which is often placed at the end of the introductory paragraph.The thesis statement can be an opinion, an attitude or a stand about the topic. An introductory paragraph should be inviting to make the reader want to continue reading. A good introduction may start with an anecdote, a short story, an interesting personal account, a thought-provoking question, a famous quotation or a general statement. Read the example now.2）Writing practiceDirections: Write an essay of no less than 150 words on one of the following topics. One topic has an outline you can follow.Topic: Grammar, a headache to meIntroduction: Thesis statement: English Grammar is a big headache to me.Body: Example: The difference between used to and be used toConclusion: I’m allergic to learning English grammar.More topics:? Learning English through imitation / repetition? Learning English with / without grammarText B第三次课教学目的及要求??To be at home with previewing skillsTo decode Text B through reading for the key ideasTo derive knowledge from Text BTo learn how to write better in English教学重难点? ? ? How to derive knowledge from Text B教学材料教学方法1. 教学材料：Text B课文、练习2. 教学方法：Under the guidance of student-centered principle, apply communicative and heuristic teaching methods, stimulate students’ interestin learning English and get students involved in class participation?教学过程1. 阅读指导Reading Skill – Reading for the Key Ideas in Sentences1) Why are students encouraged to read for the key ideas in sentencesLooking for the key idea in a sentence, especially for a complex sentence, is of crucial importance to comprehension of the whole passage.And, finding the key ideas of a sentence is also of great importance since we always read for information. While a sentence may give a great deal of information, it usually offers one key idea. Students must be able to find the key ideas in order to understand sentence meanings clearly.2) What can t he skill “reading for the key ideas in sentences” dofor usIt does render students’ ability in reading:It can help readers understand the meaning of a sentence clearly;It can help students separate minor details from the main idea.It can help readers quickly grasp the main idea of the whole paragraph even to the text while doing skipping reading.3) What to keep in mind to find out the key idea of a sentenceWho or what the sentence is about.What action is taking place.(What is the person or object doingWhat is being done to the person or object)What are minor details and what are the main ideas. (Many words in a sentence describe things about the subject of the sentence but they merely find the details to it. If we ask when, what, where, or why, we will find out these details, which further help us to see the key idea of the sentence.)4) What to keep in mind to find out the key idea of a sentenceOf course, we cannot always easily decide which details are simply descriptive and which add much to the key idea. However, the starting point for determining the key idea in a sentence is to find who or what the sentence is about and what the person or object is doing.2. 文本学习1) Applying the reading skillWhat can the title “The Great Journey of Learning” tell usThe title “The Great Journey of Learning”, coupled with the topic “Language in Mission” of the unit, tells us the central idea—The process of learning has a profound effect on one’s life.2) Detailed understanding of the textRead Text B and choose the best answer to each of the questions (Page 24) Read the text again and think about the following questions:1. Why did Malcolm X want to learn EnglishBecause he was poorly educated, he felt inadequate to teach his new beliefs to others.2. What motivated Malcolm X to launch on a quest to overcome his language deficienciesMalcolm X’s considerable frustration at his inability to read and write launched him on a quest to overcome his deficiencies.3. How did Malcolm X move from basic literacy toward true proficiency (Para.5)He copied dictionary, read everything he had written aloud and logged important things that happened every day. Repetition helped move him from basic literacy toward true proficiency.4. What did Malcolm X obtain from language learning (Paras. 9-10)Reading had changed forever the course of Malcolm X’s life. As he acquired knowledge, his horizons expanded. He had left behind the narrow, ignorant world of his youth to join the world community of thoughts and actions ever since he started with his great journey of learning English in prison.3. 知识总结听说训练第四次课教学目的及要求??Talk about learning experiencesListen for signal words for listingGive and respond to adviceTalk about learning / teaching methods?教学过程1. Listening to the worldSharing1) Watch a podcast for its general idea.The podcast is mainly about the things people are learning at the moment and the most difficult thing they have ever learned.2) Watch Part 1 and fill in the blanksnew thingsAt the momentquite difficult3) Watch Part 2 and check the true statements.ListeningListening skillsListening for signal words for listingListen for the total number of items at the beginningListen for words and expressions that signal the beginning, followingand end of the listing. the last, the final, lastly, and finallyListing items with equal value. to begin with, to start with, furthermore, moreover, in addition,besides, what’s more, the last but not the least, lastly, fin ally Words and expressions indicating importanceexpressions: above all, the most important / obvious / noteworthyAdjectives: main, vital, significant, chief, central, principal,primary, major, distinctive, and the –est forms of adjectives1) Listen to a radio program and rearrange the following expressions.e-c-a-g-d-h-b-f2) Listen to the radio program again and complete the table.speaksaying the wrong thingpractice speaking / talking to himselfmaking mistakesnative speakerspronunciationlistening skillslistening and readingViewing1) Read the statements. Then watch the video clip and underline the correct alternative.1 The results of the 1932 test were2 the same as they were in 19323 the exam they have done4 well2) Read the statements and the answer choices. Then watch the video clip again and choose the best answers.1 D2 A3 B4 A5 D2. Self-studyPassage 1&2。

人教版高中英语必修一课文讲解

Explanation of the Compulsory High SchoolEnglish Lesson 1 in People's Education Press人教版高中英语必修一课文讲解Explanation of the Compulsory High School English Lesson 1 in People's Education Press人教版高中英语必修一课文讲解Introduction一、引言As a fundamental textbook for high school English learning, the People's Education Press High School English Compulsory One is of great significance in improving students' English language abilities. This article will provide a detailed explanation of the text in Compulsory One Middle School, helping students better understand and master the content of the text, and improve their English reading ability.人教版高中英语必修一作为高中英语学习的基础教材，对于提高学生的英语语言能力具有重要意义。

本文将对必修一中的课文进行详细讲解，帮助同学们更好地理解和掌握课文内容，提高英语阅读能力。

Overview of the text二、课文概述The text in Compulsory One involves multiple themes, including school life, friendship, family, culture, etc. These texts not only help students understand the culture and customs of English speaking countries, but also cultivate their cross-cultural communication skills. Meanwhile, thedifficulty of the text is moderate and suitable for the English proficiency of high school students.必修一中的课文涉及了多个主题，包括学校生活、友谊、家庭、文化等。

英语教学理论及方法教案

1. What roles do teachers play in the classroom?
1.What are the different ways for student grouping?
3. How can we maintain discipline in the classroom?
课时分配
课堂讲授1/3，实践2/3
教学
方法
讲授，实践
教学手段
网络教学（）；多媒体（√）
教学
用具
粉笔录音机CD与教学相关的实物
教学内容提要
备注
In this unit, we are going to look at one of the most important components of language teachers’work, leson planning. Focus on the following
章序
名称
Unit 3 Lesson Planning
周次
第6周至第8周
授课时间
2007年4月9日至2007年4月27日
教学
目的
要求
教学目的：学习教案的写作方法
教学要求：掌握教案的写作方法
教学
重点
写好教案的原则、教案的组成
教学
难点
宏观教案和微观教案
教学场所
环境
教室
授课
方式
课堂讲授（√）；实验（）；实践（√）；双语（）
课时分配
课堂讲授1/3，实践2/3
教学
方法
讲授，实践
教学手段
网络教学（）；多媒体（√）
教学
用具
粉笔录音机CD与教学相关的实物

新视野大学英语第三版读写教程第二册Unit1教案

UnitlLanguage in missionUnderstanding and LearningOverviewThis unit focuses on learning English with text Atalking about how grammar and vocabulary canbe taught efficiently and text B how the languagecan be learned successfully. In other words, one is about how to teach and the other how to leam.The writing style between the two texts is alsosomewhat different, the first one is more relaxedand humorous, a typical style in English discourse.The tone of the second text howeveris more formal and serious. When teachers familiarize students with the texts, they need to point out their respective writing styles and also think about how to involve students in class activities from twodifferent angles: teaching vs. learning. Meanwhile students should be encouraged to express their opinions about the current way of teaching in anEnglish class, thereby expressing their thoughts freely. Activities can range from class discussion to peer interview and panel debate such as whether grammar is of crucial importance in leamingEnglish and how one can excel when learning thatlanguage. Students need to share their leamingexperience and find out more effective ways to learn English grammar and vocabulary. Section AAn impressive English lessonBackground information1.Learning English grammarThe goal of developing learners’ functional competence in a second language is not a new idea. Originally, the term Grammar referred to the art of writing. As used today by many teachers and learners, grammar is loosely understood to be a set of rules that govern a language. Communicative language teaching has placed a renewed emphasis on the role of grammar, especially in the early stages of instruction. Viewing grammar with all of its components helps language teachers andleamers understand the complexity of what itmeans to know the grammar of a language. Clearly,the goal of language learning in a communicative classroom is for learners to acquire the grammar of the second language in its broadest sense toenable them to understand and make meaningthat is, to become proficient users of the language.Research and experience have shown that explicitteaching of grammatical rules does not producesuch competence. How should grammar be taughteffectively? It still has remained a question to all thelanguage teachers. Detailed study of the text1. If I am the only parent who still corrects his child’s English, then perhaps my son is right. To him,I am a tedious oddity: a father he is obliged to listen to and a man absorbed in the rules of grammar, which my son seems allergic to. (Para. 1)Meaning: My son is probably right if there is no other parent like me who still corrects his child’s mistake in English. To my son, I am a boring and strange father, who he has to listen to ; I am also the one who pa ys lots of attention to grammar rules, which he doesn’t seem to like.★tedious: a. boring and continuing for too long )〔长乏味的Telling thestory has become tedious, as I have done it so many times.讲述这个故事已变得单调乏味，因为我己经讲了这么多次了。

Unit 1 What is the secret to language learning

3. as well 也；又 I write my own songs and I play the guitar as well. 我唱自己谱曲的歌，也弹吉他。 He is a teacher and a writer as well. 他是位教师，也是一位作家。
also, too, as well, either 这些词均含“也”之意。 also比too正式一些，语气较重，只用于肯定句，一般紧靠动词。 too语气较轻，多用于口语，在肯定句中使用，通常位于句末。 as well一般不用否定句，通常放在句末，强调时可放在句中。 either用于否定句，放在句末，之前加逗号。
I.用所给单词的适当形式填空。 1.Wei Fen found it difficult ___________(learn) to learn English? 2.It’s too hard the to______________(understand) understand voices. 3.I learned _________(use) sentences like"It’s a to learn watching piece of cake” by________(watch) the movies. Memorizing 4.___________(memorize) words and phrases is a good way to study English. improved 5.My writing also ___________(improve) by taking notes, doing exercises and reading a lot.
Section A (3a – 3b)
How do you study English?

Unit 1 Learning about language (教学课件)-高中英语

scientists; ➢ master some skills of learning words and expressions.
TB P.4 Ex.1 Find the words from the previous pages with the following prefixes or suffixes. Then add two words for each prefix or suffix, and explain their meanings.
Prefix Words Prefix Words Suffix Words Suffix Words
re-
micro-
-ory
-ial
dis-
trans-
-ion
-ology
Prefix redis-
microtrans-
re + unite (v. 联合) reunite (v.) – to unite again 再联合；重逢
blocks a key protein in the body cells that is to __b_la_m__e____ for the spread of coldcausing virus. Targeting the host rather than __in_f_e_c_t_io_n__ was a bit non-traditional but
n. 肺
副作用
Topic
British scientists believe they may have found a way to fight the sentence
common cold. It blocks a key protein in the body cells that is to

高中英语北师大版模块7 教学设计 Unit 19 Lesson 1

Unit 19 LangueLesson 1 Language LearningThis unit is about language. Language Learning is the first lesson of Unit 19. It is about the usages of the noun clauses, which is the basis of the whole unit.【知识与能力目标】1. Have the students read different kinds of noun clauses and summarize their structures.2. Enable the students to identify different types of the noun clauses.3. Help the students grasp the usages of the noun clauses.【过程与方法目标】To train the students’ communicative ability by using the noun clauses.【情感态度价值观目标】To make the students the real masters in class and develop the students' awareness of self-learning.【教学重点】1. To identify different types of the noun clauses.2. To grasp the usages of each type of the noun clauses.3. To master the heated exam points----the usage of the conjunctions.【教学难点】Developing students’ ability of observing and analyzing information.Tape recorder, MultimediaI. Lead-in1.Greet the class as usual.2. Briefly introduce the popularity of English around the world.3. Introduce two problems for student to discuss.(1)Do you think it is difficult to learn English well without living in the English-speaking country?(2)What are your problems in learning English? Listening, speaking, reading or writing?II While reading1.First readingAsk students to read the text quickly and match the paragraphs with the main ideas.2.Second readingRead the text carefully to find out as much important information as possible. Ask students to answer the true (T) or false (F) questions.(1) Experts recommend doing 2 hours of extra work once a week. F(2) Listening to an English song several times can help you revise new vocabulary. T(3) There is no point reading the news in English if you have already watched it in your own language. F(4). Watching your favorite DVD in English will improve your listening skills. T3. Third readingRead the text carefully to find out as much important information as possible and answer the question.(1)What has made more and more people decide to learn English in recent years?(2)According to some theories, what is the best way to learn a foreign language?(3)How can teachers try to create a rich language environment in the classroom?(4)What extra work can you do outside of the classroom?III Grammar learning1.宾语从句She believes what the teacher says.宾语从句指在句子中充当宾语的句子, 从句用陈述句语序,一般放在及物动词或介词之后。