u2l6 study skills 教案

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Unit2(study skills)英语教学设计与反思-教学设计

Unit2(study skills)英语教学设计与反思:教学设计本文从网络收集而来，上传到平台为了帮到更多的人，如果您需要使用本文档，请点击下载按钮下载本文档（有偿下载），另外祝您生活愉快，工作顺利，万事如意！一【教学目标】体会英语中的连读和不完全爆破。

二【自学】1、听磁带跟读，注意连读和不完全爆破。

2、同学们比比看，看看谁读的好，读的准？3、PartA你能读好吗，现在小组内Pk一下吧。

三【释疑】连读什么是连读。

在连贯地说话或朗读时,在同一个意群中,假如相邻的两个词前者以辅音音素结尾,后者以元音音素开头,就要当然地将辅音和元音相拼,造成一个音节,这就是连读。

连读的详细状况“辅音+元音”型连读I’m~an~Englishboy.Put~it~on,please.Not~at~all.“r/re+元音”型连读Here~isaletterforyou.Here~arefour~eggs.lookfor~it“辅音+半元音”型连读Thank~you.would~youlike~acup~oftea？“元音+元音”型连读I~amchinese.He~isveryfriendlytome.Shewantstostudy~English.二、不完全爆破什么是不完全爆破在朗读句子或某些单词时，爆破音/p/，/b/，/t/，/d/，/k/,/g/在一定情况下不必爆破出来，就是说气流不必冲破阻碍，而只是发音器官在口腔中形成阻碍，稍作停顿后马上过渡到后面的音，这种现象叫不完全爆破。

下面“”部分不必读出来。

不完全爆破的详细状况（1)./p/,/b/,/t/,/d/,/k/,/g/这6个爆破音中的一切两个音素相邻时,前者发不完全爆破音,后者则要完全地。

彻底地进行爆破。

如:abibuswhatimearecoat.爆破音/p/,/b/,/t/,/d/,/k/,/g/在/m/,/n/,/l/,/s/的前面时不完全爆破。

如:1)Goomorning,sir.2)Goonight.现在就试着读一读吧！在同学们面前表现一下！四反馈A读一读~it~on,please.~it~you.B用所给词的适当形式填空:’s_________himwithhisEnglish.2._____________yourhomeworkatschool.3.______________afraidtosingbeforeyourclassmatesandt eachers.___________apartythisevening.’ll___________to_____________thefloornow.6.__________lateforclassnexttime.’smother__________to_________clothesonSundays.___________hishomeworkinthebedroom.________ourgrandparentsnextmonday.____hertomorrow.五．【“四清”内容】完成生态课堂P34-35本文从网络收集而来，上传到平台为了帮到更多的人，如果您需要使用本文档，请点击下载按钮下载本文档（有偿下载），另外祝您生活愉快，工作顺利，万事如意！。

studyskills初中教案

studyskills初中教案教学目标：1. 帮助学生了解和掌握学习英语的基本技巧和方法。

2. 培养学生自主学习的能力和习惯。

3. 提高学生学习英语的兴趣和积极性。

教学内容：1. 学习计划的制定与执行。

2. 词汇的记忆与积累。

3. 课文的阅读与理解。

4. 听力和口语的训练。

5. 考试技巧的掌握。

教学过程：Step 1: 导入（5分钟）1. 向学生介绍本节课的主题：学习英语的技巧。

2. 引导学生思考：他们在学习英语过程中遇到的问题和困难。

Step 2: 学习计划的制定与执行（10分钟）1. 向学生讲解如何制定学习计划，包括每天的学习时间、学习内容等。

2. 引导学生根据自己的实际情况制定学习计划，并执行。

Step 3: 词汇的记忆与积累（10分钟）1. 向学生介绍几种记忆词汇的方法，如联想记忆、分类记忆等。

2. 让学生练习记忆一些常用的英语词汇。

Step 4: 课文的阅读与理解（10分钟）1. 向学生讲解如何阅读和理解英语课文，如先读题目、找出关键词等。

2. 让学生阅读一篇英语课文，并回答相关问题。

Step 5: 听力和口语的训练（10分钟）1. 向学生讲解如何进行听力和口语的训练，如每天听英语歌曲、跟读课文等。

2. 让学生听一段英语对话，并回答相关问题。

Step 6: 考试技巧的掌握（5分钟）1. 向学生讲解一些考试技巧，如做题的顺序、如何利用排除法等。

2. 让学生做一些英语练习题，并讲解答案。

Step 7: 总结与反思（5分钟）1. 让学生总结本节课所学的英语学习技巧。

2. 引导学生反思自己在学习英语过程中存在的问题和困难，以及如何解决。

教学评价：1. 观察学生在课堂上的参与程度和表现，了解他们对于学习英语技巧的掌握情况。

2. 通过课后作业和练习题的完成情况，了解学生的学习效果。

教学反思：本节课通过讲解和练习，让学生了解和掌握了一些学习英语的基本技巧和方法。

但在教学过程中，需要注意以下几点：1. 针对不同学生的学习情况，给予个性化的指导和建议。

初中英语七年级上册(牛津译林版)Unit6Studyskills教学设计

（3）通过对比一般现在时和一般过去时的句子，引导学生发现规律，加深对时态的理解和运用。
2.针对阅读教学：
（1）采用预测、扫读、精读等策略，引导学生逐步提高阅读理解能力。
（2）设计具有针对性的阅读练习，帮助学生把握文章主旨和细节。
（3）鼓励学生进行课外阅读，拓宽知识面，提高阅读兴趣。
3.针对口语教学：
三、教学重难点和教学设想
（一）教学重难点
1.重点：本章节的重点在于学生对描述人物和日常生活的词汇、句型的掌握，以及一般现在时和一般过去时的运用。
难点：学生对于一般过去时的构成和运用容易混淆，同时在阅读过程中，对文章主旨和细节的把握存在困难。
2.重点：培养学生运用阅读策略，提高阅读理解能力。
难点：学生在阅读过程中，如何将所学策略灵活运用，提高阅读效率。
5.结束语：Learning English is not only about memorizing words and sentences, but also about observing and describing the world around us. I hope you can use what you have learned today to communicate with others and improve your English skills.
5.预习作业：预习下一节课的内容，提前了解新词汇和句型，为新课的学习做好准备。
作业要求：
1.请同学们认真完成作业，注意书写规范，保持卷面整洁。
2.家长签字确认，加强对学生学习情况的了解和监督。
3.教师将针对作业完成情况进行检查和评价，鼓励同学们在完成作业的过程中积极思考、主动探究。
（1）创造一个轻松、愉快的课堂氛围，让学生克服紧张情绪，大胆开口说英语。

牛津译林版九年级英语上册Unit 6 Study skills 示范课教案

三、教学目标
通过本课时的学习，学生能够：
1.梳理英文报纸标题和文章的特点。
2.在英文报纸中快速获取关键信息。
3.有意识通过新闻报纸获取信息，关注正在发生的事件，丰富自己的知识储备。
四、教学重难点
【重点】
1.梳理英文报纸标题和文章的特点。
2.能够在英文报纸中快速获取关键信息。
【难点】
能够在英文报纸中快速获取关键信息。
Unit6TV programmes
Period 6 Study skills
一、教学内容分析
本节课是本单元的学习技巧课。主要内容包括Studyskills板块，了解英文报纸的标题特点及写作风格，学习阅读英文报纸。
二、学情分析
学生通常对英文报纸接触较少，认识不多，不是很了解如何快速从英文报纸中获取想要的信息，对报纸类文章的行文特点缺乏了解。
活动层次
学习理解之获取与梳理
应用实践之分析与判断、概括与整合
效果评价
观察学生完成练习和总结的情况，了解学生是否掌握了报纸新闻标题的特征。
环节设计意图：学习新闻标题，掌握其特点。
环节三：结合新闻内容，了解新闻类文章的写作风格及特点（10 mins）
教师展示一篇报纸上的新闻，通过提问的方式，引导学生了解新闻类文章的写作风格和特点。
教学活动
7.Students readthe article and answer the questions.
8.Students summarizethe specialwritingstyle of newspaper articles.
活动层次
学习理解之获取与梳理
应用实践之分析与判断、概括与整合
作业与拓展
1. Read some newspaperevery day and form a habit.

Unit6 Study skills 优质课教案(江苏省2)

Unit6 Study skills 优质课教案（江苏省2）Unit 6 Study skillsConsonants (Ⅱ)Teaching aims:1. Knowledge objectives● Students can read and remember the fourteen consonants of / f /, /v/, / ʃ /, / ʒ /, /θ/, / ð /, / s /, / z /, / tr /,/ dr /,/ tʃ /,/ dʒ /,/ ts / and / dz /.●Students can read and spell the words with these consonants correctly.2. Ability objectives●Students can read the new words with these consonants correctly.●Students can read the sentences and passages with these consonants fluently and correctly.3. Emotional objectives●Students will be able to realize the importance of loving their families. Love their families, love the whole world.Teaching important and difficult points●Students can read the fourteen consonants correctly●Students can read and spell the words with these consonants correctly.●Students can read the sentences and passages with these consonants fluently and correctly.Teaching proceduresStep Ⅱ Lead in1. Enjoy a moving advertisement “Family” to show the students “Family” means “Father and Mother I love you”.2. Present the words “family/ f /”，“father/ f/” ，“mother / ð /”，“child/ tʃ /”with the three consonants/ f /，/ ð / and / tʃ /”.3. Teach them how to pronounce the three consonants by paying attention to the positions of their lips, teeth and tongues, and give them more examples to practice how to read them.. / f / often, fan, farm, film/ ð / father, mother, those, this/ tʃ / match, children, chicken, chairStep Ⅱ PresentationT: I have a happy family. I love my mother and father, they love me too. Do you want to know more about my family1. Show a picture of a farm and say: This is a picture of mum’s farm, but she is too old to put all the things in the right places. Please listen and help her stick the things on the paper correctly. Listen:2. While sticking, show the following sentences to present the consonants/ ts /, /v/, / ʃ/,/ tr /,/ s /and/θ/.Mum plan ts/ ts / some vegetables/v/ on the farm. Lots of fi sh/ ʃ / are in the river. By the river, there is a big tr ee/ tr /. There are many green leave s/ s / on the tree. How beautiful mum’s farm is! Don’t you th ink/θ/ so3. Teach them how to pronounce these consonants by paying attention to the positions of their lips, teeth and tongues. Divide them into six groups to see which group can put the words with the same sound together quickly and correctly.. / ts / starts, sports, rabbits / v / very, over/ ʃ / fish, short, shoe, sheep / tr /travel, trousers, train, tree/ z / sometimes, zoo, always / θ / thank, thin, bothStep Ⅱ Presentation1. Listen to something about my Dad, and then fill in the blanks.My father is a little fat/ f /. He seldom / s / exercises. He thinks /θ/ it’s nice/ s / to watch television/ ʒ / with friends/ dz /.2. After filling in the blanks, present these consonants/ s /,/ ʒ /and/ dz /.3. Teach them how to pronounce these consonants by paying attention to the positions of their lips, teeth and tongues. Practice how to read them.4. Please find out who is different from other.①②③shorts usually handsscience television readsnurse vegetables coatsnose pleasure spendsStep Ⅱ Presentation1. Do you want to know more about me Showing the sentences while telling.I like g eography/ dʒ / very much. My dr eam/ dr / is to take my family to travel around the world. What present do you think is the best for me2. Show three presents for the students to choose.A. an English bookB. a pair of jeansC. a globe(地球仪)3. Teach them how to pronounce these consonants by paying attention to the positions of their lips, teeth and tongues. Practice how to read the words with / dʒ /,/ dr /.Step Ⅱ Practice1. Mum’s dream is to plant the best vegetables in the world. She heard if she puts the letters with the same sound in the same hole, it will produce a kind of soil which can make her vegetables grow better and faster. Can you help her Give the students the following words : dress, wish, change, there, together, thing, show, drink, watch, health, driver, shirt, chair, that, and thin/ dr /dress, drink, driver / ʃ / wish, show, shirt/ tʃ / change, watch, chair, / ð / there, together, that/ θ / thing, health, thin2. Dad is old, he can’t hear what mum wants clearly, please listen and help him choose.( ) . fan B. fat C. fun( ) . fridge B. juice C. jump( ) . shirt B. sheep C. fish( ) . chair B. watch C. chicken( ) . coats B. cats C. rabbits( ) . tree B. train C. trousersListening materials①It’s too hot. Could you bring me the new fan, Mr Gu②Oh, I’m a little thirsty, would you please pass me the juice③Supper is ready. Taste the fish. How delicious it is! Don’t you think so④There’s something wrong with the clock. Can you show me your watch⑤I want to keep some pets on the farm. Would you like to buy some rabbits for me⑥Your birthday is coming! I bought a pair of trousers for you. Would you like to try them on3. Reading for fun.Ask students to read the followings in groups as fast as they can.①Sh e s ell s s eashell s by the s ea s hore. The sh ell s sh e s ell s are s urely s ea sh ell s. S o if sh e s ell s sh ell s on the s ea sh ore. I’m s ure sh e s ell s s ea sh ore sh ell s.②MothersF rien ds and lover s may come and go,but mo th er s are f orever as you know!Mo th er s love you good or bad,My mo th er s th e very best friends I've ever had.Th ere is no th ing more precious on ear th,o th er th an th e day when sh e gave bir th....③The coun tr y ch ildMy home is a house near the woo ds,I would live in a s tr eet if I could!The villa g e is so quiet, oh, dear!I do wi sh th at someone lived near!Plea s e let me live in a town,Too s ee all the tr a ff ic going down!Roa ds and str ee ts are all bright,Wi th wonder f ul color s at night!Step Ⅱ ConclusionLove father, love mother, love our family!Our world is a big family; we should love her, too.If so, our world will be better and better.Step Ⅱ Homework1. Read the words with the 14 consonants after class.2. Find more sentences or tongue twisters to read for fun.。

牛津译林版九年级英语上册Unit 2 Study skills 示范课教案

环节二：阅读语篇，完成阅读任务，并归纳总结寻读这一阅读策略的特征（23 mins）
学生阅读语篇并回答问题，复习略读策略，再通过回答问题和判断正误的活动学习寻读策略，并归纳总结寻读这一阅读策略的特征，同时对略读和寻读进行比较。
教学活动
2.Students read and answer some questions.
三、教学目标
通过本课时的学习，学生能够：
1.理解并掌握寻读这一阅读策略，区分寻读与略读的不同。
2.通过寻读文章找到所需信息。
3.通过对颜色相关内容的深入学习，养成探究、求真的意识和习惯。
四、教学重难点
【重点】
通过寻读文章找到所需信息。
【难点】
1.理解并掌握寻读这一阅读策略，区分寻读与略读的不同。
2.通过对颜色相关内容的深入学习，养成探究、求真的意识和习惯。
环节设计意图:检测学生是否能够使用寻读策略快速寻找信息，同时通过对历史上男孩与女孩对蓝色与粉色的选择的变化，引导学生形成查阅资料了解信息的意识，发展批判性思维能力，培养求真的习惯和意识。
作业与拓展
1. Try to think of more examples about when scanning is usually used in your daily life.
Unit 2Colours
Period 6 Study skills
一、教学内容分析
本节课是本单元的学习技巧课。主要内容包括Studyskills板块，学生学习寻读的阅读策略，快速获取所需信息。
二、学情分析
学生在阅读时，经常希望读懂每一个单词，缺少从大量资料中迅速查找所需特定信息的策略与能力，阅读效率较低。学生在本册第一单元的学习中，已经学习了略读的阅读策略，但是对于快速浏览文本，锁定特定信息的策略还尚未学习。

Unit2(study skills)英语教学设计与反思-教学设计教案

Unit2(study skills)英语教学设计与反思:教学设计教案
一
体会英语中的连读和不完全爆破。

二
1、听磁带跟读，注意连读和不完全爆破。

2、同学们比比看，看看谁读的好，读的准？
3、PartA你能读好吗，现在小组内PK一下吧。

三
连读
(一)什么是连读。

在连贯地说话或朗读时,在同一个意群(即短语或从句)中,假如相邻的两个词前者以辅音音素结尾,后者以元音音素开头,就要当然地将辅音和元音相拼,造成一个音节,这就是连读。

(二)连读的详细状况
(1)“辅音+元音”型连读
I’m_an_Englishboy.
Put_it_on,please.
Not_at_all.
(2)“r/re+元音”型连读
Here_isaletterforyou.
Here_arefour_eggs.
lookfor_it
(3)“辅音+半元音”型连读 Thank_you.
onday.
10.orrow.
五．
完成生态课堂P34-35。

studyskills初中教案

studyskills初中教案教案名称：提高初中学生学习技巧的教案教学目标：1. 培养学生良好的学习习惯和方法，帮助他们提高学习效率；2. 帮助学生有效组织学习时间，解决时间管理问题；3. 提升学生的学习动机和学习兴趣，激发学习潜能；4. 培养学生的自主学习能力和团队合作精神。

教学重点：1. 学习习惯的养成和培养；2. 学习方法的选择和运用；3. 时间管理的技巧；4. 学习动机的激发；5. 自主学习和合作学习的能力培养。

教学准备：1. 教案设计所需教学资源（包括教材、练习册、学习工具等）；2. 教师提前熟悉相关学习技巧的理论知识和实践经验；3. 教师准备课堂展示和引导学生实践的教具，如计时器、日程安排表、学习笔记模板等；4. 教师准备学生参与小组讨论和合作学习的任务。

教学过程：1. 学习习惯的养成和培养（约20分钟）a. 引入学习习惯的重要性和对学习成绩的影响，鼓励学生意识到良好学习习惯的价值；b. 教师介绍一些学习习惯的具体例子，如每天预习、复习和总结等；c. 学生小组讨论，分享自己的学习习惯并总结出一些有效的习惯；d. 教师引导学生整理并制作学习习惯的海报，在教室中展示。

2. 学习方法的选择和运用（约30分钟）a. 教师介绍不同的学习方法，如阅读理解技巧、笔记整理方法等；b. 学生通过小组合作的形式，选择一个学习方法进行实践，如合作阅读、概念图绘制等；c. 学生在实践过程中注意记录自己的体会和收获，并与小组成员分享。

3. 时间管理的技巧（约20分钟）a. 教师介绍时间管理的重要性和技巧，如设置学习计划、合理分配时间等；b. 学生使用计时器进行定时的学习和休息，感受时间管理的效果；c. 学生制作自己的日程安排表，并列出每天的学习计划。

4. 学习动机的激发（约15分钟）a. 教师引导学生思考学习的动机和意义，以及自己的学习动机；b. 学生通过小组合作的形式，讨论并分享自己的学习动机和梦想，并给予鼓励和支持。

牛津译林版8AU2L6 Study skills 教案

英语（七年级上册）Unit 2 School lifeStudy skills扬州市广陵区汤汪中学丁伟I. Teaching aims and learning objectivesBy the end of the lesson, students should be able to:1. master how to use the suffix “-ly” to form adverbs;2. master how to use the suffix “-ly” to form adjectives;3. use the words ending with “-ly” correctly.II. Teaching contents1. New words and phrases: daily, weekly, quick, through, real, look through, at first, keep (on)doing sth, have a lovely time.2. New structure: We have a monthly test on each subject.To me, learning foreign languages is really fun.I also keep writing in English about my daily life.I learn to use English better this way.III. Focus of the lesson and predicted area of difficultyHow to use the suffix “ly” to form adverbs.How to use the suffix “ly” to form adjectives.How to find out whether the words ending with “ly” belong to adjectives or adverbs.IV. Teaching proceduresStep 1 Lead-in1. Say something about Nancy’s and John’s school livesNancy’s s chool has a yearly reading week.John’s buddy listens carefully to his problems.Both of them have a lovely time at school.2. BrainstormCan you form a new word/new words using the word given? (happy—happily—unhappy—happiness—unhappily—unhappiness)3. Ask and answerDo you think it is easy to borrow books from Nancy’s school library?Yes, we can borrow books easily.Does John have a wonderful time at the Buddy Club?Yes, his buddy always helps him wonderfully.【设计意图】通过提问复习reading部分的内容，导入新课话题，同时鼓励学生积极思考，列举出更多的带有后缀的形容词，呈现本节课的学习目标。

新译林 Unit 6 Study Skills 教学设计

Unit 6 Study Skills课题Unit 6 Study Skills 主备主核使用者课型new 使用日期【学习目标】1.To learn suffixes to form nouns for people.2.To grasp some nouns for people that formed by adding –er,-orand –ist to some verbs/nouns.第一次集体备课（通案）第二次备课（个案）【导入新课】Review:用所给单词的适当形式填空。

A1. The government had better ______ (take) action _________(prevent) air pollution.2. Binoculars can help you see ________(clear).3. It takes hours __________ (watch) the birds.B Show and discuss the keys to them.1. Many ________(visit) come to Yancheng Nature Reserve to go birdwatching every year.2. There are ________(speak) in each corner of the hall.3. Yi Jianlian is my favourite basketball ________(play).4. Einstein was one of the greatest ________(science) in history 【板书课题】Unit 6 Integrated skills【学习目标】1.To learn suffixes to form nouns for people.2.To grasp some nouns for people that formed by adding –er,-or and –ist to some vervs/nouns.【自学指导】Step I1.Show :I'm your English teacher.I'm teaching you English this year.2.Ask Sts. to say some words’changes that have the same way.Such as worker,cleaner,player …Write on the Bb.Sts. read and understand.1.Direct the Sts. towatch their changesin formation.2.Sts. say.3.T. writes them down and say: You see, we can change some words into nouns for for people by adding the suffix -er. But,please take a look at these words. Do we change them into nouns by adding-er? --dance,drive,write.T. says:That's right.These words all end with an e, so, we add the suffix -r to change them into nouns for people. (Writing while saying)4.Say:Please look at these two words. How can we change them into nouns for people? Write act and visit on the Bb and then say:For some words,we can change them into nouns for people by adding the suffix or. (Writing while saying.)5.Say:And we also add -ist to some words to form nouns for people. Write art, piano. and then say:For some words,we can change them into nouns for people by adding the suffix -ist. (Write pianist,artist while saying.)6.Ask Sts.to read all the words on the Bb loudly.Step 2 Practice 3.Lead Sts. toanswer:No.We add-r instead.4.Listen andunderstand.5.Look,listen ,andunderstand.6.Sts.read.plete Part A on P.772.Check the keys. Write and check.3.Show some words ,ST. say out their nouns and spell them. Say:I'm going to show you some cards.Please say its nouns together, and then spell the noun.Ready?4.Encourage Sts.:You did a great job! Now open your books at P.77. Look at Part plete the sentences with the correct nouns. Ask ST. to complete Part B.5.Check the keys,and then read all the sentences together.Step 3 Homework1.Remember the noun's suffixes and the nouns for peole learnt today.2.Preview Task.【堂清知识】The suffixes -er, -or and -ist plete.2.Check.3.Sts. say.4.Sts. look andcomplete.5.Check.We can add –er, -or and –ist to some words to form nouns for people.【当堂检测】一、给下列单词加上后绷-er,-or,或一ist1.begin2. ski3. love4. travel5. collect6. science7. visit8. Swim9. act 10. tour二、用括号中所给单词的适当形式填空。

初中英语九年级上册(牛津译林版)Unit6Studyskills教学设计

2.学生在运用英语描述学习方法时，可能存在词汇和语法方面的困难。
3.学生在小组合作中，可能表现出沟通能力不足，难以有效地分享和借鉴他人的学习方法。
4.部分学生可能在学习过程中缺乏自律性和计划性，影响学习效果。
因此，在教学过程中，教师应关注学生的个体差异，因材施教，充分调动学生的积极性，引导他们认识到学习方法的重要性，并帮助他们克服学习中的困难。同时，注重培养学生的团队协作能力和沟通能力，提高他们在学习过程中的自律性和计划性。通过本章节的学习，使学生真正掌握有效的学习技巧，提高英语学习效果。
b.拍摄一段视频，介绍自己的学习环境、学习习惯和常用学习方法。
3.小组作业：
a.以小组为单位，总结讨论有效的学习方法，制作成一份PPT，并在下节课上进行分享。
b.小组成员互相监督，按照本周制定的学习计划进行学习，并在小组内汇报学习进度。
4.拓展作业：
a.阅读一篇关于学习技巧的文章，并摘录其中的有用信息，与同学分享。
作业提交时间：本周五之前。
3.教学步骤：
a.学生观察图片，思考问题。
b.教师邀请学生分享自己的学习方法。
c.学生讨论各种学习方法的有效性。
（二）讲授新知
1.教学内容：介绍与学习技巧相关的词汇（efficient, organize, outline, review等）和一般现在时、现在进行时在描述学习习惯和方法中的应用。
2.设计意图：帮助学生掌握新知识，为实际运用打下基础。
初中英语九年级上册（牛津译林版）Unit6Studyskills教学设计
一、教学目标
（一）知识与技能
在本章节的学习中，学生将掌握以下知识与技能：
1.能够理解并运用与学习技巧相关的词汇，如“efficient”，“organize”，“outline”，“review”等，提升学习过程中的语言表达能力。

U2L6 Study skills 教案

英语（七年级上册）Unit 2 Let’s play sports!Study skills无锡市侨谊实验中学谢路熙I. Teaching aims and learning objectivesBy the end of the lesson, students are expected to be able to:1. know the pronunciation of the five phonetic symbols in stressed closed syllables;2. read correctly the stressed closed syllables in the words that include the five vowel letters;3. tell the difference of the pronunciation of the five vowel letters in stressed closed syllables and stressed open syllables.II. Teaching contentsThe pronunciation of the five vowel letters in stressed closed syllables: /æ/, /e/, /ɪ /, /ɒ/, /ʌ/III. Focus of the lesson and predicted area of difficulty1. The pronunciation of the five phonetic symbols;2. The writing of the five phonetic symbols;3. The difference of the pronunciation of the five vowel letters in stressed closed syllables and stressed open syllables.IV. Teaching proceduresStep 1 Lead-in1. Listen to a song.T: Enjoy a song and the perfect pronunciation. Pay attention to the pronunciation of the letters in red.T: Boys and girls, today, we are going to learn study skills and know something about five phonetic symbols. What are they? Do you want to know about them? I will not tell you thistime. But you will find them out by yourselves. Do you want to have a try?S: Yes.T: OK then. If you want to find them out, you need to enjoy an English song. The singer who sings this song has the perfect pronunciation.T: Here are the lyrics. While listening, pay attention to the pronunciation of the letters in red.Are you ready?S: Yes.T: OK. Let’s begin.2. Point out the vowels in the song.T: That’s the end of the song. OK. Now look at the letters in red. They are all vowel letters. Do you know their pronunciation?S: Listen, “i” /ɪ /.T: You are right.S: Telling, “e” /e/.T: Good.S: That, “a” /æ/.T: Yes.S: But, “u” /ʌ/.T: Right.S: Along, “o” /ɒ/.T: Good.S: When, “e” /e/.T: Right.S: Can’t, “a” /æ/.T: Yes. There is one more left. B-r-a-n-d, how to pronounce this word? What is the pronunciation of the letter “a”? Who can have a try?S: “a” /æ/, brand.T: Excellent. “Brand” means “全新”. Boys and girls, congratulations! You have found out all the five phonetic symbols. What are they? Let’s say together.S&T: /æ/ /e/ /ɪ/ /ɒ/ /ʌ/.【设计意图：通过一首优美的英文歌作为导入，让学生在欣赏歌曲迅速进入课堂状态的同时，带着任务去思考歌词中红色字母的发音，从而导出本节课所要学习的五个元音字母在重读闭音节中的发音。

Unit6 Study skills参考教案

Unit6 Study skills参考教案一、教学目标：1.To learn some consonants--/f/ /v/ , /s/ /z/, /tr/ /dr/ , /ts/ /dz/ , /θ//δ/ ,/∫/ /з/, /t∫//dз/2.To learn how to read these consonants.二、教学重难点：1、To learn how to read these consonants.2、To learn and master them.三、教学过程:Step 1.Checking the preview (检查预习情况,交流预习成果，疑难问题)Ask students recite the dialogue and know how to order food at a restaurant.Step 2.PresentationPresent the consonants with the words we have learnt. Eg. five , fat feet , love ,very …. Un derline the letters f and v . Ask : How do you read these letters? How do you pronounce them? Pay attention to the letters f/f/ and v /v/. Then teach the other consonants just like teaching /f/ and /v/ .Step 3.Practice1.Read the words on Page 77 after the recorder.plete Part A. Then listen and read the words in Part B and write S in the boxif the letters in bold of a pair have the some sound, write D if they do not.3.Do more practice.将下列单词按所给音标分类birds, every, kites, usual, short, drink, China, reads, geography,kilos, think, often, draw, tree, score, they, zoo, of, fruit, ship.mouth, mother, lets, pleasure, train, snake, just, match/f/ ________ ________ /v/ ________ ________/s/ ________ ________ /z/ ________ ________/tr/ ________ ________ /dr/ ________ ________/ts/ ________ ________ /dz/ ________ ________/θ/ ________ ________ /δ/ ________ ________/∫/ ________ ________ /з/ ________ ________/t∫/ ________ ________ /dз/ ________ ________选出划线部分读音不同的选项（）1. A .them B. father C. thin D .their（）2.A .of B. off C. family D. few（）3. A. ask B. past C. practice D. always（）4. A. sure B. sad C. say D. see（）5. A. chat B. cheap C. chocolate D. school（）6. A. tooth B. mother C. there D. then（）7. A. whose B. use C. trousers D. shortsStep 4. ReadingRead the sentences in Part C. Pay attention to the letters in bold.Step 5. Doing exercisesFinish some exercises on the paper.Homework:1. Read the words and th e sentences on Page 77 again and read more English sounds on pages 106and 107 .2.Previewthe newwordson thepage 78andread the passage.。

Unit 2 Study skills 示范课教学设计(译林版七年级下册)

活动层次
学习理解之感知与注意、获取与梳理、概括与整合
应用实践之内化与运用
效果评价
观察学生的回答情况，了解学生对于4种连读方法的掌握情况。
环节设计意图：通过情境学习4种连读方式，并引导学生自己总结和归纳其规则，有利于加深学生对连读方式的理解。
环节三：在新的语境中，操练学习技能（13 mins）
通过练习，帮助学生巩固新知，检验学习效果。
2.使用正确的连读方式朗读句子。
五、教学活动设计
环节一：创设情境，激活已知。（5mins）
教师引导学生看视频回答问题。
教学活动
1.Studentswatch a video and answer the question.
活动层次
学习理解之感知与注意
效果评价
通过观察学生反馈，了解学生对视频信息的理解情况。
2. PreviewTask.
环节设计意图：激发学生学习兴趣，激活已知，导入新课。
环节二：在情境中学习4种连读方式，并总结规律。（15 mins）
教师引导学生完成一系列活动，学生在情境中学习4种连读方式，并通过自我探究的方式，总结其规则。
教学活动
2.Studentsreadandfillin the blanks.
3.Studentsobserve and read. Then work out the rule.
三、教学目标
通过本课时的学习，学生能够：
1.感知和掌握朗读时常见的4种连读方式；
2.使用正确的连读方式朗读句子；
3.运用连读规则，简单描述有关社区志愿团体的演讲稿，增强社会责任感。
四、教学重难点
【重点】
1.感知和掌握朗读时常见的4种连读方式；
2.使用正确的连读方式朗读句子。

8上 Unit 2-6(Study skills 教案)

n +ly----- adjective , adjective + ly----- adverb.
Step 4. Practice
1.get the Ss to complete Part A according to the suffix –ly,and they are able to distinguish between adjectives and adverbs.
2).____________ (luck), I got to the meeting room on time.
3).How _________ (quick) the horse is running !
4). It was raining __________ (heavy) when I was on my way home.I got
2.the teacher present more adverbs like :easily,well,fast ect. Then sum up and present the table below.
Most adjectives
+ly
quiet-quietly slow—slowly
Adjectives ending in consonant +y
Look through ,keep doing sth, learn to do sth.
Tom likes talking very much.
Yesterday he kept talking with us until 9 p.n.
Step 5.Homework
1.Memorize the vocabulary, expressions pattern drills and the suffix-ly.

U2 Study skills 教案2021-2022学年牛津译林版七上

Unit 2 Let’s play sports!Study skillsI. Teaching aims and learning objectivesBy the end of the lesson, students are expected to be able to:1. 认识重读闭音节五个音标的读音；2. 正确阅读包含五个元音字母的单词中的重读闭音节；3. 说出重读闭音节中五个元音字母的读音区别重读开音节。

II. Teaching contents重读闭音节中五个元音字母的读音：/æ/、/e/、/ɪ/、/ɒ/、/ʌ/III. Focus of the lesson and predicted area of difficulty五个音标的读音。

五个音标的书写。

重读闭音节和重读开音节五个元音字母的读音差异。

IV. Teaching proceduresStep 1 Lead-in1.听一首歌享受一首歌和完美的发音。

注意字母的发音红色的。

T：男孩女孩，今天我们要学习学习技巧，认识五个音标。

这些是什么？你想了解他们吗？这次我不告诉你。

但是你会自己发现它们。

你想试一试吗？斯：是的。

T：那好吧。

如果你想找到他们，你需要欣赏一首英文歌曲。

唱这首歌的歌手发音完美。

T：这是歌词。

听的时候注意红色字母的发音。

你准备好了吗？斯：是的。

特：好的。

让我们开始。

2.指出歌曲中的元音T：这就是这首歌的结尾。

好的。

现在看看红色的字母。

它们都是元音字母。

你知道他们的发音吗？S：听着，“i” /ɪ /。

T：你说得对。

S：告诉，“e”/e/。

特：好。

S：那个，“a”/æ/。

特：是的。

S：但是，“你”/ʌ/。

特：对。

S：沿着，“o”/ɒ/。

S：当，“e”/e/。

特：对。

S：不能，“a”/æ/。

特：是的。

还有一个。

B-r-a-n-d，这个词怎么发音？字母“a”的读音是什么？谁能试一试？S：“a”/æ/，品牌。

初中英语八年级下册(牛津译林版)Unit6Studyskills教学设计

-要求：内容丰富、结构清晰，可适当发挥创意，下节课与同学分享。
4.小组合作，讨论并整理出本节课所学词汇和短语的用法，以PPT或手抄报的形式展示，培养学生的团队合作能力和表达能力。
-要求：每组选择一名负责人，分工合作，确保内容准确无误，下节课进行展示。
5.观察并记录一周内的学习习惯，思考如何改进，以提高学习效率。将观察结果以日记或周记的形式撰写，培养学生的自我反思能力。
-小组内分享学习心得，总结出有效的学习方法和策略。
2.教学支持：
-教师巡回指导，关注每个小组的讨论情况，给予必要的帮助和指导。
-鼓励学生用目标语言进行讨论，提高语言运用能力。
（四）课堂练习
1.教学活动：
-设计不同类型的练习题，如填空、选择、改错等，涵盖本节课的核心知识点。
-学生独立完成练习题，教师给予个别辅导。
2.教学支持：
-引导学生运用思维导图等工具，将所学知识进行整合，形成知识体系。
-鼓励学生课后运用所学方法进行学习，养成良好的学习习惯。
五、作业布置
为了巩固本章节所学知识，培养学生的自主学习能力，特布置以下作业：
1.完成本节课的练习册相关习题，包括词汇填空、语法选择、翻译等，以提高学生对目标语言的理解和运用能力。
初中英语八年级下册（牛津译林版）Unit6Studyskills教学设计
一、教学目标
（一）知识与技能
1.掌握本章节的核心词汇和短语，如：effective, efficient, schedule, prioritize, review, summary等，并能熟练运用到日常生活和学习场景中。
2.学会使用一般现在时和一般过去时描述学习习惯和方法，并能运用目标句型进行讨论和交流，如：“I usually do my homework in the evening.”、“He reviews his lessons every weekend.”等。

九年级英语译林版上册Unit6_Study_skills名师教案

Unit6 Study skills名师教案I. Teaching aims and learning objectivesBy the end of the lesson, students should be able to:1.learn about the characteristics of the newspaper headlines and articles;2.learn to read a newspaper;3.learn to find out the key information from the article in a newspaper.II. Teaching contentsHow to read a newspaper.III. Focus of the lesson and predicted area of difficulty1.How to get the topic of each article from the headline;2.How to find out the key information from the article.IV. Teaching proceduresStep 1 Lead-in1. Show the students some newspapersT: Do you like reading newspapers? What information can you get from a newspaper?S: The up-to-date news.2. Show a newspaper to themT: When you read a newspaper, what attracts you first, the headline or the article? S: The headline.T: Why?S: We can know the topic of each newspaper article from the headline.【设计意图：通过图片和free talk引入主题，把学生的注意力先引到headline上来。