unit-11-Teachig-reading
商务英语阅读教案
商务英语阅读教案【篇一：教案-商务英语阅读-unit 11-叶兴国】unit 11teaching objectives:1. to remember and use new words and expressions;2. to learn how businesses publicize their ideas of environmental protection;3. to learn how businesses help their consumers to lead a healthy lifestyle;4. to review and learn some knowledge about idioms;5. to deal with the language points in text a and text b.focuses:1. to learn how businesses publicize their ideas of environmental protection;2. to learn how businesses help their consumers to lead a healthy lifestyle.difficulties:how to help students understand and use english idioms.teaching time: 2 periods.teaching procedures:part i pre-reading questionsit can be used as lead-in questions. for students, they can discuss with each other and will have free answers. part ii extensive readingin this part, there are two texts and their relevant exercises. by reading the texts in limited time, teacher helps students understand the contents and the reading methods to build reading abilities gradually. text a succeeding as a “green” businessa. let the students look at 3 questions first and then read text a as quickly as they can for the first time to get find their answers;b. check the answers to the 3 questions first and then the answers to exercises i ii;e. read through the text and analyze the language points in the text:1. increasing numbers of businesses, both small and large, are jumping on the “green bandwagon”. 越来越多的企业，无论规模大小，都正一窝蜂地涌向“绿色浪潮”。
英语人教版九年级英语教案Unit11新目标-人教新目标版九年级全册
Unit 11 Could you please tell me where the restrooms are?万州龙宝中学黄瑾【Teaching goals】nguage goals：Key words and phrases:restroom, shampoo, drugstore, café, department store, escalator, magic,fresh, block, oak, uncrowned, safe, waterslide, clown, staff, organized, dress up, market.Target language:Could you please tell me where I can get a dictionary?Sure. There’s a bookstore on the River Road.2. Ability goals:Students can ask for information politely by asking “Could you please tell me---?” “Can you tell me---?”“Do you know where I can---?”【Teaching important and difficult points】Could you please tell me ---?Can you tell me ---?Do you know where I can ---?【Teaching methods】Reading, listening, making conversations, discussion in groups 【Teaching aids】A recorder【Teaching procedures】Section AThe First Period (1a—1c)Step1: Greeting and duty reportOne student give a duty report, the other students can ask some questions according to the report.Step2:Lead-inAsk students to pretend they are new to this school.T: How can you ask where the library is?Ss: Can you tell me where the library is?T: There is another polite way you can ask: Could you pleasetell me where the library is?Write down the two questions on the board, and ask Ss to practice the questions.Step3:1aRead the instructions to the class.Read the list of things in the box. Review the meaning of each item.Point to the lettered parts of the picture one by one. What place is this? What do they sell there?Ask Ss to match each thing with a place in the picture, and tell them there may be more one correct answer for some blanks.Step4: 1b ListeningAsk Ss to look at the pictures. Point out the two conversations that are shown in the picture. Say, Listen to the conversations and fill in the blanks with the words you hear in the recording.Play the recording twice. Stop the recording from time to time to allow Ss enough time to fill in the blanks.Check the answers.Step5: 1c PairworkRead the instructions and ask Ss to read the sample conversation.Say, look at the list of things people need and the pictures of the places in 1a.Have a conversation with your partner. Ask your partner politely where you can do these things.Ask a few Ss to present their conversation.Homework:Make a dialogue like 1c and write down in the exercise book.Blackboard Designbuy shampoo /some writing paper/some stampsget some magazines/a dictionary/some informationsave moneyCan you tell me where the library is?Could you please tell me where the library is?--Could you please tell me where I can buy some stamps?--Yes. There’s a post office on the Center Street.The Second Period (2a—2c)Step1: Duty report and revisionOne student gives a duty report as usual.Check the homework. Ask some Ss to read their conversation in pairs.Step2: PresentationAsk Ss to look at the picture in2a.Introduce the places in it, especially the escalator and the elevator.Step3: Listening (2a)You will hear one boy ask another boy how to find something in a shopping mall. The sentences are in the wrong order. Number the directions from 1 to 4.Play the recording twice. Ss write the numbers.Check the answers.2b Listen again. Show how the boy walks to the drugstore. Draw a line on the picture.Play the recording again and ask Ss to draw the line on their own.Check the answers.Step4: PairworkAsk two Ss to read the sample conversation. Have Ss follow the directions by looking at the picture.Say, Make a conversation using information in the picture.Ask Ss to work in pairs, then get one or two pairs to present their conversations.Step5: Grammar FocusReview the grammar box. Ask Ss to read the questions.Write three questions starters on the board:Could you please tell me how to get to ---?Can you tell me where ---?Do you know where ---?Ask Ss to complete each sentence using their own words. Homework:Practice the conversation in 2a, 2b and try to recite it and write their own conversation like this.Blackboard Design1.Take the escalator to the second floor.2.Turn left.3.Go past the bank.4.The drugstore is between ---Q1. Could you please tell me how to get to ---?Q2. Can you tell me where ---?Q3. Do you know where --- ?The Third Period (3a—4)Step1: Duty report and revisionGive a duty report.Ask some Ss to read out their conversations.Step2: Reading (2a)Writing the words advantages and disadvantages on the board, and ask Ss to give examples from their lives. For example,What are the advantages and disadvantages to own a car?Read the first two sentences at the top of the article. Explain that the interviewer will talk to some teenagers.Ss read the article. When they have finished, ask if there are any words or sentences they don’t understand. Write them and ask other Ss to explain them in their own words.Then Ss read the interview again and write the advantagesand disadvantages.Check the answers.Step3: GroupworkAsk Ss to read the sample conversation.You can talk about places where you usually hang out and the advantages and disadvantages of each place.Ask Ss to work in groups. As they work, move around the room offering help as needed.Ask a few groups to present their conversation.Step 4: DrillingRead the instructions to the class.Read the example in the box.Ask Ss to say the names of some stores and other places in the town and write them on the board.Divide the class into some groups. Each group chooses one place to write about. Write careful directions from the school to each place, but do not say the name of the place. When the groups are ready, they read their directions to the class and the other Ss guess the names of the places.HomeworkWrite a place you usually hang out and tell the reasons.Blackboard DesignAdvantages Disadvantages Friends hang out there air is not freshAlways something happening usually crowded Free contents, listen to CDs always spend too much moneyLook at books in the bookstore▲ Hang out The air is not fresh .I prefer being outside.Places: Xiangsheng Restaurant Huijia Store Longge BookstoreSection BThe First Period (1—2c)Step 1: Greeting and Duty reportSay hello to the Ss and a duty reporter is welcomed.Step 2: PresentationSs read the words in the box. If there are some words that Ss don’t understand, you can ask other Ss to explain the words.Read the instructions and point out the sample answer. Ask Ss to write words from the box in the blank on their own.Correct the answers by having Ss read the qualities he or she listed.Step 3: DrillingAsk Ss to read the sample conversation.Now work with a partner. Look at the words in the box and use them to talk about places in your own city.Ask a few pairs of Ss to present their conversations to the class.Step 4: ListeningAsk Ss to look at the picture and ask Ss to tell what is happening. Explain that the scene shows a family on vacation.They are asking the man for information about various things to do in Sun Ville.Read the instruction and say. You will hear three different conversations. Listen to the recording and write what place they ask about in each conversation.Play the recording twice. Ss write the places people ask about.Check the answers.Let Ss look at the chart in 2b.Say, listen again. This time listen carefully to the answers the clerk gives. Write the answers in the blanks.Play the recording again. Then check the answers.Step 5: PracticeLet Ss read after the tape twice. And try to role play theconversation between the man and the tourists.Ask one or two pairs to present their conversation. HomeworkWrite down the conversations they make.Blackboard DesignFascinating: having strong charm uncrowned: not crowdedSafe: not dangerous convenient: easy to get to, suitableClerk: person employed in a bank, office, shopConversation1: Green landConversation2: the corner of Market and Middle Streets Conversation3: the computer museumThe Second Period (3a-4)Step1: Greeting and reportSay hello to the Ss and one student give a duty report.Step2: lead-inSs look at the picture. Ask: Where can you guess is it? Introduce Watertown, water slides. Ask Ss to find out the Places in the picture, such as Café, Sports Museum, Science Museum and so on.Ask one student to read the passage aloud. Correct any pronunciation errors to make sure the student are providing a good model for the rest of the class.Ask Ss to complete the work individually. Then review the task. Ask a few students to tell the class about the answers in the chart.Step3: ReadingLet Ss look back at 2a and 2b.Say, Use this information to help you complete the guide to Sun Ville.Ask Ss to complete the Writing .As they work, move around the room offering help and answering questions as needed.Ask a student to read the completed article to the class.Step4: 3c PracticeAsk Ss to say the names of some of the places they might write about. Write a list of the places on the board.Ss work individually. Tell them that they can use what they wrote for 3b as a guide.Step5: PerformanceRead the instruction to the class. Ask Ss to look back the guides they wrote in 3c.Have different Ss take the role of the booth worker and the different tourists. Be sure every student has a chance to participate.Ask one or two groups to present their conversations, Homework:Practice the article in 3a and try to retell it.Blackboard DesignWatertown water slidesKids Teenagers ParentsEat Clown City CaféUncle Bob’s Farmer’s MarketHave fun organized games water slides dance lessonsClowns rock bandLearn Science Museum Sports Museum History Museum。
九年级英语Unit11英文教案Couldyoupleasetellme教案
Unit 11 Could you please tell me where the restrooms are?The First PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabularyrestroom, shampoo, stamp（2） Target LanguageExcuse me． Can you please tell me where I can get a dictionary?Sure． There’s a bookstore on River Road．2． Ability Objects（1）Train students’ listening ability．（2）Train students’ communicative competence．3． Moral ObjectHelping each other is very important． It is a good quality．Ⅱ． Teaching Key PointTarget LanguageⅢ． Teaching Difficult Points1． How to train students’ listening ability．2． How to train students’ communicative competence．Ⅳ． Teaching ProceduresStep Ⅰ RevisionT: You’re new to this school． You need to know where the main office is．How can you ask where the main office is?: Where’s the main office?S1T: That’s one way to ask． But there is a more polite way you can ask． You can say, "Can you tell me where the main office is?" Class repeat． Can you tell me where the main office is?S: Can you tell me where the main office is?sT: That’s correct． Now let’s say you want to know where Classroom 1 is． How can you ask?S: Can you tell me where Classroom 1 is?2T: Good! There’s another polite way you can ask: Could you tell me how to get to Classroom1? Class repeat． Could you tell me how to get to Classroom 1?: Could you tell me how to get to Classroom 1?SsT: That’s right． Very good．Step Ⅱ 1aGo through the instructions with the class．Read the list of things to the class． To review the meaning of each item on the list, invite different students to say each phrase in their own words．Point to the lettered parts of the picture one by one．Ask a student: What kind of place is this?What do they sell there? Do we have one in our community? What is the name of the one in our community?Point out the sample answer． Say, The letter c is in front of the words buy shampoo because you could buy shampoo in a department store． There may be more than one correct answer for some blanks．While students are working, move around the room offering help as necessary．Step Ⅲ 1bRead the instructions to students． Point out the two conversations that are shown in the picture．As you listen, fill in the blanks with words you hear in the recording．Play the recording the first time．Students only listen．Play the recording a second time．This time ask them to fill in the blanks with the words you hear．Check the answers with the whole class．Step Ⅳ 1cRead the instructions to the class．Point out the list of things people need and the pictures of the places in activity 1a． Say． Look at activity la． Have a conversation with a partner． Ask your parter politely where you can do these thing and then answer your partner’s questions．As students work, listen to some pairs in order to check the progress and help with pronunciation as needed．After students have had a chance to practise several exchanges, ask some pairs to come to the front of the classroom and act out their conversations．Step Ⅴ HomeworkReview the target language．The Second PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabularyescalator, furniture, exchange money, elevator（2） Target LanguageExcuse me． Do you know where I can exchange money?Sure． There’s a bank on the secondfloor． Take the escalator to the second floor and turn right． The bank is next to the bookstore．2． Ability Objects（1）Train students’ listening ability．（2）Train students’ communicative competence．3． Moral ObjectsIf someone asks you how to get to the place he wants to go to, you should tell him the way correctly．Ⅱ． Teaching Key Points1． Key Vocabularyexchange money2． Target LanguageExcuse me． Do you know where I can exchange money?Sure． There’s a bank on the second floor．3． StructuresDo you know where I can buy shampoo?Could you tell me how to get to the post office?Can you please tell me where I can get a dictionary?Ⅲ． Teaching Difficult Points1． Indirect questions．2． How to improve students’ listening ability．Ⅳ．Teaching ProceduresStep Ⅰ RevisionCheck homework．Step Ⅱ 2aRead the instructions and point to the list of directions．Get students to name the items in the picture such as escalator, elevator, shoe store, and so on．Play the recording． Students only listen．Tell them that the picture may help them understand what they are hearing．Play the recording again． This time ask students to write a number next to four of the directions．Check the answers with the whole class．Step Ⅲ 2bPoint to the picture． Say, now you will hear the recording again． This time show where the boy went as he followed the directions to the drug store． Draw a line on the picture in your book．Play the recording again and ask students to draw the line on their own． Check the answer with the class．Step Ⅳ 2cAsk a pair of students to read the sample conversation aloud to the class．Read the instructions aloud． Say． Make conversations using information about the places in the picture with your partners．As students work, move around the classroom checking the progress of the pairs and offering help as needed．Ask one or two pairs to say their conversations to the class． Ask the rest of the class to look at the picture as they listen．Step Ⅴ HomeworkAsk the students to write three sentences with the starters of the structures．The Third PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabularyhang out, fresh, advantage, disadvantage, block（2）Target LanguageGo out the front door and take a right． Walk about three blocks． Go past the park, and turn left onto Oak Street．3． Moral ObjectsAnything has both advantages and disadvantages． We should treat everything correctly．Ⅱ． Teaching Key PointTrain students’ listening, speaking, reading and writing ability．Ⅲ． Teaching Difficult PointsHow to improve students’ integrating skills．Ⅳ． Teaching ProceduresStep Ⅰ RevisionT: Yesterday we learned the structures．Do you know where…? Could you tell me how to get to…? Can you please tell me where…? Now who can make sentences by using the structures?Step Ⅱ 3aRead the instructions． Point out the blank lines under the words Advantages and Disadvantages below the interview．You will write your answers in these blanks．Read the first two sentences at the top of the article．Explain that the interviewer will talk to several teenagers．Get students to read the interview on their own quickly．When they have finished, ask if there are any words or sentences they don’t understand． If there are, explain them．Ask students to read the interview again and write the advantages and disadvantages． Check the answers with the whole class．Step Ⅲ 3bRead the instructions． Point out the conversation in the box and invite two students to read it to the class．Point out the list of advantages and disadvantages in Activity 3a． Say, You can use these items and any other items you can think of as you talk about places you usuallyhang out．Ask students to work in groups of four or five． As they work, move around the classroom helping the groups as necessary．Make sure they talk about both advantages and disadvantages．Ask several groups to act out part of their conversation to the class．Step Ⅳ 4Read the instructions to the class． Get students to look back at the picture and activities on the first page of this unit．Point out the sample language in the box． Invite a student to read it to the class．Ask students to say the names of some stores and other places in the community and write them on the board． Say,Each group can choose three of these places to write about, or you can choose another place you know ofWrite careful directions from the school to each place, but do not say the name of the place． You can use the words this place instead． In order to help students work, draw a simple map showing the school and several nearby streets．When the groups are ready, they read their directions to the class and the other students guess the name of the place they are talking about．Step Ⅴ Homework1． Ask students to choose two places in the community and write careful directions from the school to each place．2． Finish off the exercises on pages 46～47 of the workbook．The Fourth PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1）Key Vocabularyfascinating, convenient, safe, restroom, inexpensive（2）Target LanguageCan you tell me where there’s a good place to eat?Of course． What kind of food do you like?2． Ability Objects（1） Train students’ writing and speaking ability．（2） Train students’ability to understand the target language in spoken conversation．（3） Train students’ ability to use the target language．Ⅱ． Teaching Key Points1． Key Vocabularyconvenient, safe, restroom inexpensive2． Target LanguageCan you tell me where there’s a good place to eat?Of course． What kind of food do you like?Ⅲ． Teaching Difficult Points1． How to improve students’ writing and speaking ability．2． How to use the target language．Ⅳ． Teaching ProceduresStep Ⅰ RevisionCheck homework．Step Ⅱ 1aGo through the instructions with the class．Read the words in the box to the class and ask if there are any of these words that students don’t understand． If so, help students to explain the meaning of the word．Then read the instructions again and point out the sample answer． Get a student to read the sample answer to the class． Point out that students can also write other words after the word clean．Ask students to write words from the box in the blanks on their own． Help students if needed．Correct the answers by having students read what qualities he or she listed．Step Ⅲ 1bRead the instructions to the class．Point out the example in the box． Invite two students to read it to the class．Now work with a partner． Look at the words in the box and use them to talk about places in your own city． As students talk, move around the classroom checking their work． Offer language support as needed．Invite several pairs of students to say their conversations to the class．Step Ⅳ 2aPoint to the picture and ask students to tell what is happening． If necessary, explain that the scene shows a family on vacation． They are asking the man for information about various things to do in Sunville．Go through the instructions and point to the chart．Play the recording． Students only listen the first time．Play the recording again． Ask students to write the places people ask about．Check the answers with the whole class．Step Ⅴ 2bRead the instructions and point to the chart．You will hear the same recording again．This time listen carefully to the answers the cleck gives． Write the answers in the blanks alone．Point out the sample answer．Play the recording again． Ask students to write their answers in the blanks．Check the answers．Step Ⅵ 2cPoint to the sample conversation． Invite two students to read it to the class．Read the instructions． Role play the conversations you hear on the tape．Get students to work in pairs． Move around the room checking the progress of the pairs and offering help as needed．Ask one or two pairs to say their conversations to the class．Step ⅦHomeworkTalk about some places using the words in la, then write down the conversations．The Fifth PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabularywater slide, clown, dress up, have fun（2） Practise reading an article．（3） Practise writing something using the target language．2． Ability Objects（1） Train students’ reading ability．（2） Train students’ writing ability．Ⅱ． Teaching Key PointPractise reading and writing using the target language．Ⅲ． Teaching Difficult PointHow to write a guide to a place．Ⅳ． Teaching ProceduresStep I RevisionReview the target language presented in this unit． Check homework．Step Ⅱ 3aInvite a student to read the article aloud to the class． Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class．Ask students to read the article again and complete the chart． Get students to do the work on their own or in pairs． As they work, move around the classroom and offer help as necessary． Check the answers．Step m 3bRead the instructions to the class． Point to the first two sentences and ask a student to read these sentences to the class．Look back at Activities 2a and 2b． Use this information to help you complete the guide to Sunville．Ask the students to complete the brochure on their own． As they work, walk around the classroom offering help and answering questions as needed．Invite a student to read the completed article to the class．Step Ⅳ 3cRead the instructions to the class．Ask students to say the names of some of the places they might write about． Write a list of these places on the board for students to use as they write their guides．Ask students to work on their own． Tell them that they can use what they wrotefor activity 3b as a guide． They can write the guide for all tourists, teenagers, families, or people on a budget． As they work, move around the room offering help as needed． Correct the students’work． Ask some students to read their guides and correctthem．Step Ⅴ Part 4Go through the instructions with the class．Get students to look back at the guides they wrote in Activity 3c．Ask students to work in groups of four or five students． Let different students play the role of the booth worker and the different tourists． Make sure every student has a chance to participate．Ask one or two groups to say one of their conversations to the class．Step Ⅵ Homework1． Read the article in 3a again．2． Write a guide to our city．The Sixth PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1） Fill in blanks and make sentences using beautiful, safe, delicious, convenient, fascinating．（2）Write some questions using the target language．2． Ability ObjectsTrain students’ writing ability．Ⅱ． Teaching Key Points1． Fill in blanks and make sentences．2． Write questions using the target language．Ⅲ． Teaching Difficult PointMake sentences using "beautiful, safe, delicious, convenient, fascinating"．Ⅳ．Teaching ProceduresStep Ⅰ RevisionCheck homework． Ask a few students to read the article in 3a．Then ask a few students to read their guides．Step Ⅱ Part 1Look at the words in the box． Ask a student to read them． Make sure the students understand the meaning of the words． You are to fill in the blanks with the words． Insome cases, students may need to use another form of the word, for example adjusting for tense or subject/ verb agreement．Ask students to fill in the blanks on their own．Check the answers．Step ⅢPart 2Go through the instructions with the class．Look at the example with the students．Ask students what the answer would be．Ask a student to read the question and answer it．Excuse me, could you tell me where the bank is, please?The bank is across the street from the shopping malt．Get students to complete the work in pairs．Check the answers． Ask a few students to read their questions．Step Ⅳ Just for Fun!Ask all the students to read the conversation． Ask: What is funny about this cartoon? Help students to explain． A Martian is a person from the planet Mars．There is no such thing as Martian food on Earth, and the clerk looks silly because he is trying to think of where there is a Martian restaurant．Invite some pairs of students to present this conversation to the rest of the class．Step Ⅴ Summary and HomeworkIn this class, we’ve done much writing practice using the key vocabulary words and the target language presented in this unit． After class, please finish the questions in 2 in your exercise books． Then finish the exercises on pages 47～48 of the workbook as well．The Seventh PeriodⅠ Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabularyimage, adventure, jealousy, hero, crime, journey, brave, no longer, show interest in, take it easy, become interested in, plain looks（2）Text:Grown-ups like cartoons, too．2． Ability Objects（1） Fast-reading to get a general idea of the text．（2） Careful-reading to get the detailed information in the text．（3） Learn the words and phrases from the context．Ⅱ． Teaching Key Points1． Key vocabulary．2． Train students’ reading and writing skills．Ⅲ． Teaching Difficult PointTrain students’ reading and writing skills．Ⅳ． Teaching ProceduresStep I Key VocabularySay the words and have students repeat them again and again until they can pronounce them fluently and accurately．Step Ⅱ Part 1Read the title Grown-ups like cartoons, too． To the class． Ask, what do you think the article is about?Look at the picture． Ask students to describe what is happening in the picture．Ask students to answer the five questions． But don’t look at the reading text．Instead, they use their background knowledge to try to answer the questions． As students work, walk around, looking at their progress．When most students finish the task, ask students to answer the questions with a parter．Elicit answers from the students． Ask if other students have the same or different answers． Do not give the correct answers to the students at this point． Wait until students have finished the reading and let them revise their answers accordingly．Step Ⅲ Part 2Read the text quickly, then summarize each paragraph in your own words． As the students are doing this, move around the classroom to make sure they can do the task in English．Ask five students to report their answers．Draw students’ attention to the instructions．Ask students to complete the task individually or in pairs．As they work, walk around the classroom to make sure students discuss their reasonsin English．Have students report their answers． Encourage students to use complete sentences．Step Ⅳ Part 3Point to the story． Look at the words indicated in bold． Ask different students to guess the meaning． Don’t give them the correct answers． Ask students to read the article once． Say, pay attention to the bold words and expressions． And note any other words or sentences, you don’t understand． Read in context, guessing their meanings from the other words around them．Ask students to read the article again for comprehension．Read the instructions with the students and have them look at the example． Then ask students to match the correct meanings with the correct words and expressions． Allow them one or two minutes to do this．Check the answers:Get students to make sentences with the words and expressions． Remind them to look at the article again for extra help．Answers to this activity will vary． Then ask a students to write his/her answers on the blackboard． Help correct any mistakes．Step Ⅴ Part 4Read the instructions to the class． Elicit the first answer from the students from memory． Make sure that they understand what they need to do．Ask students to do the activity on their own or in pairs． As they work, walk around the classroom offering help students may need．Check the answers．Step Ⅵ Part 5Read the task with the students．Ask students to do the activity in small groups． Try to put creative and artistic students in each group．Check the answers and have students show or act out their cartoons for the class．Optional activityAs an optional in-class or homework activity, remind students to find some cartoons and cut out the speech bubbles．Students can then write their own English stories in the speech bubbles．Step Ⅶ Homework1． Read the story in 2 again for further comprehension．2． Revise the target language in this unit．。
人教版七年级英语下册unit11HowwasyourschooltripSectionB2a-2c教学设计
Unit 11 How was your school trip?教学设计Section B 2a-2cLesson type :reading一、课前分析（一）教材分析2a-2c是阅读教学部分，先让学生熟悉一些描述性的形容词，分辨他们是褒义还是贬义，然后让学生阅读两篇学校旅行的日记，找出日记中的描述性词汇，并通过对比来总结两位作者关于同一旅行的不同态度，不仅考查学生对篇章的理解和培养阅读策略，还训练学生对比分析能力。
（二）学生分析由于学生刚接触一般过去时，对动词的过去式变化和应用还不熟练，所以要他们理解这两篇日记需要先解决篇章中的动词过去式。
（三）教学目标1.能找出这两篇日记中的动词的过去式。
2.能读懂这两篇旅行日记，准确回答2b中的两个问题，找出描述性的形容词完成2c表格，能发现两位作者对这一旅行的不同态度。
3.能准确运用所学语言描述过去的经历。
（四）教学重点与难点重点：让学生记住与旅行相关的动词短语和描述性形容词，理解篇章中关于过于经历的叙述。
难点：让学生准确运用所学语言描述过去的经历。
（五）教学策略课堂上充分调动学生的自学和合作学习精神，让学生学会独立思考，合作讨论，把重点难点简单化。
（六）教学用具录音机、电子白板二、教学过程Step I Warming-up and revision1.Brain Storm （列举一些评价学校旅行的描述性形容词）good badplete 2aStep II Reading1.Pre-reading(1)Underline the past tense of the verbs in the diary entries.Like: went ...visited ...(2)Choose some of the words to describe what you did last Saturday or Sunday.Like: I went to the countryside last Saturday. I visited my aunt and ate lunch at her home. I played some games with my cousins. ......2.While-reading(1)Fast reading:Read the articles and find their styles(体裁)，then answer the following question. When were the trips?(2)Careful reading:Read the two diary entries carefully and find their topic sentences(主题句)，then answer the questions:①Did Helen and Jim go on the same trip?②How do they feel about the trip?(3)Whole reading:Read the two diary entries again ,find all the description words and complete the chart.3.Post-reading(1)Discuss the key phrases and sentences in groups.The teacher explains the difficultpoints.沿途 ________ 总之_______对......感兴趣 _________ 一点儿也不_______我不知道他们竟能和我们对弈。
人教版九年级英语Unit 11 Sad movies make me cry. 全单元教案
Unit 11Sad movies make me cry.Language Goal【语言目标】Talk about how things affect you Knowledge Goals【知识目标】Key Words drive，friendship，king，power，banker，pale，queen，examine，nor，palace，wealth，grey，lemon，uncomfortable，weight，shoulder，goal，coach，kick，courage，pull，nod，agreement，disappointKey Phraseswould rather，drive sb.crazy/mad，the more…themore…，be friends with sb.，leave out，call in，neither…nor…，to start with，let…down，kick sb.off，be hard on sb.，rather than，pull togetherKey Sentences1.The loud music makes me nervous.2．Sad movies don't make John cry. 3．Money and fame don't always make people happy. 4．She said that the sad movie made her feel like crying.Key Grammar Learn to use “make＋sb.＋infinitive without to；make＋sb.＋adj.”Ability Goals 【能力目标】1.Develop listening，speaking，reading and writing skillsby using the target languages.2．Learn to talk about how things affect you by using “make sb.do sth.”and “make sb. adj.”.Moral Goals 【情感目标】With the help of this unit's study，students should know that things affect our feelings.We should treat it correctly and be happy and active in our life.Teaching Time【课时】Five periodsPeriod 1Section A(1a－2d)Period 2Section A(3a－4b)Period 3Section B(1a－1e)Period 4Section B(2a－2e)Period 5Section B(3a－3b) & Self Check本单元围绕情感的话题，通过学习让学生能够表达自己的感受。
高职《英语教学论》课程标准
高职《英语教学论》课程标准一、课程说明《英语教学论》课程标准课程编码：承担单位：制定：制定日期：审核：审核日期：批准：批准日期：1、课程性质：本门课程是职业学院英语教育专业的一门专业必修课。
2、课程任务：主要针对小学英语教学岗位开设，主要任务是培养学生在小学英语教学岗位的教育教学能力，要求学生掌握英语语言教学中使用的方法和技巧，并了解其理论依据；提高学生对语言教学原则、教学规律的理解，并且引导学生将这些原则应用于教学中，使其能够胜任未来的小学英语教学工作。
3、课程衔接：在课程设置上，前导课程有基础英语、教育学、心理学，后续课程有英语教学实训、教学实习。
二、学习目标通过本门课程的学习，学生应熟练掌握英语教学的基本理论和基本方法，并能针对小学英语课堂教学实际，将英语教学理论与小学教学实践相结合，从而培养学生对小学英语教学实践的认识、思考、判断、分析、设计和研究能力。
具体目标分述如下：1、知识和技能目标：（1）了解语言与语言学习的基本概念；（2）理解英语教学的主要理论；（3）掌握英语教学设计的一般方法；（4）掌握英语课堂教学过程与教学效果的评价方法。
2、能力目标：（1）能够正确描述教学目标、重点与难点，分析教学内容，并能根据学生特点和教学条件设计有效的英语教学活动；（2）积极开展英语课堂教学微技能整合，探索英语教学的有效途径；（3）能利用所学技能进行教学设计；（4）能利用所学方法与技巧进行英语教学演示。
3、思想政治素养目标：（1）能够认识到教学能力是英语教师专业素质的必要组成部分；（2）能够认识到科学教学方法的有效应用对于优化教学过程，培养创新型人才的重要作用；（3）具有不断学习新知识和探索新理论以完善自身素质结构的意识与态度。
三、课程设计本课程以职业能力目标为载体，根据小学英语教学岗位工作任务要求，确定学习目标及学习任务内容；本课程采取行动导向项目教学教学模式，以学生为主体、以培养学生课堂教学能力为导向组织教学考核。
(高一英语教案)新教材高一教案UNIT11(第3课时)-教学教案
新教材高一教案UNIT11〔第3课时〕－教学教案(Pre-reading \Reading\Post-reading)Step 1 Pre-reading1. Checking homework1) T asks the question: Do you play any musical instrument What is your favourite instrument In this way, Ss review names of kinds of musical instrument.1) T asks another question: Has anybody got any information about musical styles Ss tell different kinds of music, such asblues\hip-hop\rap\Latin music etc.Here is some information about music:Music is a language that is spoken to everyone—from the day we are born we hear music of some kind of our lives. But there are as many different kinds of music as different languages, and it is impossible to describe them all. Here are just a few well-known types.Classical music is serious Western European music from the Middle Ages(1500) to the present and it was often written for a large orchestra,or for a small group of players. Many instruments can be used. A lot of music was also written to be sung as opera. Classical music is very popular and schools often teach this type of music.Jazz developed in the Southern States of North America at the beginning of last century. The black people of these states, who were originally slaves from Africa, had their own rhythms. Jazz brought classical music and African rhythms together.Blues was originally Black Country music, which also came from the Southern States of last century. It is slow, usually sad music, which is often sung by one person with a guitar.Rhythm and blues developed from the Blues in America in the 1940s. It became faster and more complex and used more instruments, e.g. saxophone, guitar, piano, drums. The music was often about city life and white musicians started playing it as well.Musicians in the 1950s developed Rock from Rhythm and Blues and it became popular with young people. It spread to Europe in the 1960s and is now known in most countries. A lot of pop music comes from Rock and Roll.Pop music developed from Rock and Roll in America, Britain and Europe in the 1960s and is now in every country. The name is used for most commercial music, i.e. music we can buy on records and hear on “pop radio〞. It is usually played by groups who often use electricinstruments and make videos to go with their records.2. Pair-workHave Ss discuss these questions in pairs.1) What kind of music do you like2) When you listen to a song, do you listen to words or the music2) Do you like to listen to music form other countries3. A gamePlay some music played by different musical instruments, ask the Ss to guess what makes the song. (piano/guitar/trumpet/drum)Teach the English names of different musical instruments on the slide: violin, trumpet, guitar, jazz drum, mouth-organ, huqin(Chinese violin) etc.Step 2 Reading1. Fasting readingHave Ss read the passage as quickly as possible to find the answer to the question: How many kinds of music are mentioned in the passage and what are they2. Careful readingHave Ss read the passage carefully and fill in the form below according to the passage.。
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)。
Unit 11 On Becoming a Better Student Teaching plan综合教程三
Unit 11 On Becoming a Better Student (abridged) Teaching PointsBy the end of this unit, students are supposed to1)grasp the author’s purpose of writing and make clear the structure of the wholepassage through an intensive reading of Text I On Becoming a Better Student (abridged).2)comprehend those useful or important expressions/sentences in Text Ithoroughly and be able to paraphrase them.3)be aware of new words and structures and use them freely in conversation andwriting.4)have a good understanding of the personality traits and the tips given in the text.Teaching Procedures1)lead-in activities2)cultural background3)Text analysis4)structural analysis5)language study6)ExercisesTopics for pre-reading discussion1)What are the greatest problems your group has in English study? Specify two orthree, or recommend your effective study habits.2)As a student, what is your expectation of teachers? Do you expect them to beomniscient and omnipotent, or as human as you are?3)What do you think are the personality traits of a fine student?Cultural BackgroundPositive Student-teacher Relationship●Mutually respectful and supportive●Open communication, as well as emotional and academic support that existsbetween students and teachers●With empathy, warmth, and genuinenessText IOn Becoming a Better Student(abridged)Donna Farhi SchusterGlobal ReadingI. Text AnalysisIn student-teacher relationship, most students would question what teachers’ responsibilities are while neglecting their own merits in this reciprocal relationship. They might think they have the right to expect their teachers to be perfect, yet they do not understand that all the things they wish to get from their teachers are to be attained with their own efforts as a reward rather than a sure gift; otherwise such things can not be genuinely possessed by them. This essay in the beginning raises such an unequal situation between students and teachers, and continues to provide several key requirements good students should follow in the eyes of a teacher, including curiosity, discipline, risk-taking, initiative and enthusiasm. The essay ends with more tips for aspiring students. Only through efforts from both sides can students fully develop themselves in the days of schooling.II. Structural Analysis1)In terms of organization, the article clearly falls into three main parts:The first part (Paragraphs 1-2) states what the writer expects from her students — learn how to learn by themselves.The second part (Paragraphs 3-9) is the body of the essay. The writer discusses the qualities good students have.The third part (Paragraph 10) provides more tips for aspiring students from the author.2)In order to give prominence to the key points, the author uses the typographic device— the main points in the second part are in bold and a solid dark dot is added in front of every tip in the third part.III.Rhetorical Features●Metaphore.g. “We may even have expectations that they be endless repositories of skill and knowledge …” (Paragraph 1)“Repository” is of metaphorical use to convey that they have so much skill and knowledge that we can perpetually learn from them.CitationThe author has cited four people in the text: Nobel Prize-winning physician Albert Szent-Gyorgi (Paragraph 4), educator Neil Postman (Paragraph 6), director of the Institute for Education Therapy in Berkeley, California Jim Spira and F. M. Alexander of the Alexander Technique (Paragraph 9). Citing the rightly chosen people will certainly strengthen the writer’s argument.Detailed ReadingQuestions1.Why does the writer mention the students’ expectations for their teachers first?(Paragraphs 1-2)This is an essay on how to become a better student, but the writer starts with the students’ expectations for their teachers. It seems that she is beating aro und the bush, but actually she intends to redress some of their views. Students are required to realize that learning is not meant to be a give-and-take process. What the students should get from school education is the cultivation of the ability to learn through their own observation and investigation. This leads to the discussion of the factors that will make a good student.2．According to the writer, what should study mean? (Paragraph 5)According to the writer, study should not aim at achievements. Rather, it should be an infinite process, a process that goes on throughout one’s life.3.Why is pushing or forcing considered a pitfall? (Paragraph 9)Many advanced learners are too anxious for new achievements. They tend to try very hard in one area, without realizing the fact that different fields of knowledge are related and that profound knowledge must be accumulated step by step. By pushing or forcing, they may gain little although they’ve strained themselves.Text IIThe Art of AcknowledgementJean HoustonLead-in QuestionsHave you ever experienced any predicament in life? What is the force that drives you to come through difficulties and makes you confident toward the future? Or if you think you lack such force or strength, where do you think such force can derive from?Main ideaIn a vivid story, the writer tells us how she had been so confident, arrogant and evenrude a student, how she became poorly-spirited after several disastrous events, and how she regained the self-confidence and self-respect with the help of a teacher. Through this story, the writer tries to illustrate that the greatest of human potentials is the potential of each one of us to empower and acknowledge the other, and that our greatest genius may be the ability to prime the healing and evolutionary circuits of one another.Notes1.About the author and the text Jean Houston, Ph.D. (1937-) has been a leadingfigure in the cross-cultural study of New Thought spirituality and ritual processes. A prolific author of books, her PBS Special A Passion for the Possible has been widely viewed.2.off-Broadway (Paragraph 1) Off Broadway theater is an umbrella term for a definedset of plays, musicals or revues performed in New York City. Originally referring to the location of a venue and its productions on a street intersecting Broadway in Manhattan's Theatre District, the hub of the theater industry in the United States, the term later became defined by the League of Off-Broadway Theatres and Producers asa professional venue in New York City with a seating capacity between 99 and 500, ora specific production that appears in such a venue. Off Broadway shows, performers,and creative staff are eligible for nomination for the New York Drama Critics' Circle Award, the Outer Circle Critics Award, the Drama Desk Award, the Obie Award (presented since 1956 by The Village Voice), and the Lucille Lortel Award (created in 1985 by the League of Off Broadway Theatres & Producers).3.on the top of the heap (Paragraph 1) above everybody else4.Job (Paragraph 5) Job is a gentile man in the Book of Job in the Hebrew Bible, aswell as a prophet in Islam. In brief, the book begins with an introduction to Job's character — he is described as a blessed man who lives righteously. Satan, however, challenges Job's integrity, arguing that Job serves God simply because of the "hedge"with which God protects him. God progressively removes that protection, allowing Satan to take his wealth, his children, and his physical health. Job remains loyal throughout, and does not curse God. The main portion of the text consists of the discourse of Job and his three friends concerning why Job was so punished, after which God steps in to answer Job and his friends. The Lord blessed the latter days of Job more than his beginning and he lived 140 years (Job 42:10, 17).5.St. Paul and Nietzsche (Paragraph 6) Saint Paul, also called Paul the Apostle, theApostle Paul or Paul of Tarsus was a Hellenistic Jew,who called himself the "Apostle to the Gentiles",and was, together with Saint Peter and James the Just,the most notable of early Christian missionaries. His efforts to accept gentile converts and to define the Torah as superseded by Christ were successful and “decisive.”Nietzsche (1844-1900) was a nineteenth-century German philosopher and classical philologist.He wrote critical texts on religion, morality, contemporary culture, philosophy, and science. Nietzsche's influence remains substantial within and beyond philosophy, notably in existentialism and postmodernism.6.Hegel (Paragraph 7) Georg Wilhelm Friedrich Hegel (1770-1831) was a Germanphilosopher, and one of the creators of German idealism. Hegel developed a comprehensive philosophical framework, or "system", to account in an integrated and developmental way for the relation of mind and nature, the subject and object of knowledge, and psychology, the state, history, art, religion, and philosophy.7.Sorbonne (Paragraph 7) The name Sorbonne (La Sorbonne) is commonly used torefer to the historic University of Paris in Paris, France or one of its successor institutions.8.Teilhard de Chardin (Paragraph 20) Pierre Teilhard de Chardin was a Frenchphilosopher and Jesuit priest who was trained as a paleontologist and geologist and took part in the discovery of Peking Man. Teilhard's primary book, The Phenomenon of Man, set forth a sweeping account of the unfolding of the cosmos.9.Mother Teresa of Calcutta(Paragraph 20) Mother Teresa (1910-1997) was anAlbanian Roman Catholic nun with Indian citizenship who founded the Missionaries of Charity in Calcutta, India in 1950. For over 45 years she ministered to the poor, sick, orphaned, and dying, while guiding the Missionaries of Charity's expansion, first throughout India and then in other countries.Additional Notes1. I was in a state of galloping chutzpah. (Paragraph 2) I had such strong self-confidence that I was rash and rude without feeling ashamed of myself. Chutzpah is a noun (inf.) meaning shameless audacity, cheek.2. …when hubris rises, nemesis falls (Paragraph 3) … when one is arrogantly offensive, heavenly punishment befalls him. Nemesis is related to the Greek word meaning “to give what is due”. Nemesis is now often used as a term to describe one's worst enemy, normally someone or something that is the exact opposite of oneself but is also somehow similar.3. … cracked the ice of my self-noughting … (Paragraph 7) broke the confinement of my self-debasement and sense of inferiority…4. For there is no answer to anyone’s anguished cry of “Why am I here, why am I at all?” except the reply, “Because I am here, because I am.” (Paragraph 22) The implied meaning is that if anyone lacks confidence, doubts his own ability or he is reduced to despair, just fill him with sufficient confidence.Questions for Discussion1. Why does the author say that when hubris rises, nemesis falls?2. Why was Dr. Jacob Taubes considered the most brilliant and exciting teacher theauthor had ever met?3. What is the major difference between a bright show-off and a serious student?4. How does the author describe the way one feels when acknowledgement isgranted?5. Why is acknowledgement an art form?Key to Questions for Discussion1. When she was so confident, arrogant and even rude without feeling guilty, severaldisastrous events happened to her. Three members of her immediate family died, a friend she had much affection for died and her friends drifted apart from her.2. He displayed European academic wizardry, answered the questions raised by theauthor with intensity and challenged the author with intellectually vigorous questions and above all, he acknowledged the author when she most needed it.3. The former tends to display superficial learning to attract attention or satisfy hisvanity while the latter exerts himself to acquire new knowledge and explore the unknown areas.4. One is given time and place in the sunshine as the acknowledgement granted to himis the solar stimulus for transformation.5. It is based on deep psychological reciprocity and shows the skill of mutualtransformation.Memorable QuotesThe great aim of education is not knowledge but action.—Herbert SpencerMuch learning does not teach understanding.—HeraclitusHerbert Spencer (1820-1903) was an English philosopher, sociologist, and prominent classical liberal political theorist of the Victorian era. He is best known for coining the concept "survival of the fittest", which he did in Principles of Biology(1864), after reading Charles Darwin's On the Origin of Species. This term strongly suggests natural selection, yet as Spencer extended evolution into realms of sociology and ethics.Heraclitus of Ephesus (c. 535-c. 475 BCE) was a pre-Socratic Greek philosopher, a native of the Greek city Ephesus, Ionia, on the coast of Asia Minor. Heraclitus is famous for his doctrine of change being central to the universe, as stated in his famous saying, “You cannot step twice into the same river.” He believed in the unity of opposites, stating that “the path up and down are one and the same,”existing things being characterized by pairs of contrary properties, and other explorations of the concept of dualism.Questions for Discussion:1)Do you think the university should teach students theoretical knowledge or somepractical information which will be useful in your future career?2)Is your understanding capability improved by absorbing more knowledge orexperiencing more in life?。
英语教学理论与实践教学大纲
《英语教学理论与实践》教学大纲Theory and Practice for English language Teaching课程代码：RRX036316 学时：36 学分：2理论学时：36 实验或讨论学时：0适用专业：英语课程性质：选修执笔人：李银玲审定人：康光明一、说明1．课程的性质、地位和任务“英语教学理论与实践”是面向英语专业高年级学生开设的一门个性发展课程。
是一门多边缘的、发展中的、理论与实践相结合的理论学科，课程在回顾外语教学历史、研究语言和学习规律、介绍先进教学理论的同时，要求学生通过语音、语法、词汇、听力、口语、阅读、写作、等课堂教学的实践，掌握教学理论，灵活运用教学理论。
因此，本课程具有知识介绍和理论实践两大特点，既注重知识的传授，又注意教学能力的培养。
2．课程教学的基本要求该课程要求学生有很强的自主学习能力和参与意识。
根据人才培养模式的要求和本课程设置的特点，学生在学习时应做到以下几点：1）做好充分的预习工作该课程要求学生必须在上课前做好充分的预习工作。
在课前预习时应该做到以下几点：预习教材，完成所有的tasks；阅读相关的辅助材料，如上海外语教育出版社和外研社都出版了成套的英语教学和研究类图书，另外很多国内的刊物，如“外语教学与研究”“外语界””国外外语教学”“中小学外语教学”等，国外的如TESOL Quarterly, ELT Journal, Forum等上面都有很多理论与理论应用性的研究，阅读这些书籍和刊物不仅可以扩充自己的知识，也可以学习一些研究方法；自己应该能够根据教材中的教学理论，设计各种微型课堂活动。
2）注意互惠性学习所谓互惠性学习即在学习中与其他同学合作，互惠互利，进行信息共享，共同分析问题、解决问题。
如有可能可以结合成固定的学习小组。
3）加强反思性学习在学习过程中应注意将所学教学理论与自己的教学实践相联系，从理论的角度评估自己的教学。
如在学习“阅读教学”时，根据阅读教学的理论对照自己的阅读教学实践，寻找教学中的差距，这样不仅可以加深对教学理论的理解，也可通过对自己教学的反思，提高自己的业务素质。
Unit-11-teaching-reading
• 8. When reading in a foreign language, we mentally translate everything in order to understand. ×
• 9. It is helpful to use a dictionary to check and note down the meaning of all the new words while reading. ×
• 10. The lack of cultural knowledge may √ affect the rate of reading comprehension.
• 11. Possessing a large amount of vocabulary is the key for reading comprehension. ×
1. Two broad levels in reading: 1) a recognition task of perceiving visual signals from the eyes; 2) a cognitive task of interpreting the visual information
• 12.Reading can best be improved by being engaged in reading and reading more. √
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2. The differences between reading aloud and silent reading
Task 3:Difference between reading aloud and silent reading:
language rather than mentally translate; • guess the meaning of new words from the
(完整版)《英语教学法》Unit_11_Teaching Reading
In order to achieve the two levels of reading, the reader needs the following skills: 1. Recognizing the script of a language 2. Understanding the explicitly stated information 3. Understanding conceptual meaning 4. Understanding the communicative value (functions) of sentences
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Strategies involved in reading comprehension
5. Deducting the meaning of unfamiliar lexical items 6. Understanding relations within sentences 7. Understanding relations between sentences 8. Understanding references 9. Recognizing indicators in discourse 10. Recognizing the organization of the text 11. Making inferences
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The negative influence of bottom-up model
1. Unhealthy word-for-word reading habits 2. Focus on details rather than understand the text as a whole 3. Limited amount of reading
英语教学法教程
《英语教学法教程》教学大纲1.课程代号：3.适用专业：三年制师范教育专业4.开课时间：第五学期5.总学时：32学时6.修课方式：必修7.考核方式：考试8.教材：全国普通高等学校优秀教材一等奖，普通高等教育“九五”国家级重点教材，王蔷、程晓堂编《英语教学法教程》—高等教育出版社。
课程性质、任务和基本要求1.课程的性质和任务本课程是为英语教育专业学生开设，目的在于学生不但具备扎实的语言基本功，掌握必要的语言基本知识和基本技能，具有较强的语言交际水平，而且还要掌握一定的教育基本理论和教学技能，即能够根据实际需要选择并使用恰当的教学方法和技巧，具备课堂管理的水平与评价的水平，同时具有驾驭教材的水平。
本课程主要对象是三年制英语教育专业学生，全书共有14个单元，分别介绍了英语教学的基本概念、交际教学原则和活动、备课和写教案、课堂管理的方法、语言知识的教学方法、听说读写四项基本技能的教学、综合语言技能的教学、教学评价和教材评价与使用。
每单元均有大量练习。
2.课程的教学基本要求本课程力求表达以学生为主体的教学思想，从学生的学习经历和认知基础出发，通过反思、讨论、探究和实践，启发学生的思维，发挥学生的创造水平，协助他们构建新的理解和理念，培养他们分析问题和解决问题的水平。
教学力求提供一个思考和探索研究的园地，一个资源中心，为学生实行教学探索和教学方法与技巧的创新打基础。
3.教学方法和教学形式建议英语教学法课程理论性和实践性都非常强，教师应把教育学、心理学和英语语言学融会贯通，使学生具备应有的教育、教学理念，而且，教师要充分利用多媒体教学设备，采用微格教学等多种教学方法，使学生尽可能多地获得理性理解和感性理解。
而课堂时间非常有限，这就要求学生课上、课下相结合。
4.课程教学要求的层次A.要求学生掌握语言教学基本知识B.选择并使用恰当的教学方法和技巧C.学会课堂管理与教学评价学时分配学时分配：课程教学总学时数为32学时，其中理论 16学时，实践16学时。
商务英语阅读_Unit 11人力资源管理
Human Resource Management
Objectives
Get the students to be familiar with the concept of
human resource management. Cultivate the students’ ability of problem-solving. Help the students to grasp the techniques for fast reading.
For instance, if my university provided professors and administrative assistants with identical training then it is likely that the performances of both would be sub optimal as they do not require the same sets of talents for both jobs. While there is some overlap—both require that one be able to manage time effectively—typing is likely a more highly valued skill for the administrative assistant while lecturing /teaching/speaking in front of audiences would likely be more important for the professor. Moving on to the evaluation process if we required the administrative assistants be evaluated on their teaching, research, and publishing while professors be evaluated based upon their typing speed then the organization would also be less effective—unless we sent the administrative assistants into the classroom and turn them into profest the heart of human resources is job analysis—a
英语教学法Unit11-Teaching-reading
for pronunciation practice. Doesn’t often help students focus on the
meaning of the text. Concentrate on pronunciation, intonation(语
9
Attention
Please locate the situation in the context of learning English as foreign language in China.
10
Assumption1: Reading has only one purpose, i.e. to get information.
True. Students always read at different speed. They might be using one book, but they are
reading individually.
15
Assumptions 6: We need to know all the words in order to understand a test.
5
Three reasons
First, much of the information available in the world comes in the format of print.
Second, reading strengthens other areas of learning. (writing, listening, speaking.)
world, and text types. Effective reading strategies.
大学思辨英语教程 精读4教学课件Unit_11
Isaiah Berlin
Learning Objectives
Intercultural Competence
Communicative Competence
Critical Thinking Reading Skills
Lead in
In Text A, Isaiah Berlin, one of the leading political theorist of the 20th century, examines the two fundamental senses of liberty: negative liberty and positive liberty. In Text B, E. B. White, a Pulitzer Prize winner well-known as co-author of the English language style guide The Elements of Style, delineates why he values freedom so much, especially in the particular historical context of WWII.
• Critical Thinking
• Clarify the meanings of key concepts about freedom • Evaluate the validity of the author’s arguments in actual
social and political lives • Discuss the author’s assumptions and critique
Unit 11 Teaching Reading2
• 1. recognizing the script of a language • 2.understanding the explicitly stated information • 3. understanding conceptual meaning • 4. understanding the communicative value (functions) of sentences • 5. deducing the meaning of unfamiliar lexical items
Reading aloud OR silent reading
• Discuss the differences of reading aloud and silent reading in terms of manner , speed , purpose , skills involved , activity type , and management in the classroom. • P177
There are two broad levels in reading:
• 1. a recognition task of perceiving visual signals from the printed page through the eyes • 2. a cognitive task of interpreting the visual information, relating the received information with the reader‟s own general knowledge, and reconstructing the meaning that the writer had meant to convey
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Answer 3 (What kind of activity is it?)
Reading is a silent and individual activity and an active process, during which the reader tries
to understand the meaning of a given text.
word; * They concentrate on the important bits, skim the
rest, and skip the insignificant parts;
* They use different speeds and strategies for different reading tasks;
Types of reading in the classroom a. reading aloud : share information b. silent reading : get information
c. intensive reading: analytic reading d. extensive reading: reading of synthesis
Unit 11 Teaching Reading
Lead-in 1. What is reading? 2. What’s the implication of reading comprehension? 3. What kind of activity is it? 4.What do people read for ?
* Understanding references
* Recognizing indicators in discourse * Recognizing the organization of the text * Making inferences
In order to make reading more efficient , the students also need the following strategic skills :
11.4 Principles and models for teaching reading
Principles
The selected texts and attached tasks should be accessible to the students;
Tasks should be clearly given in advance. And motivate students;
The way of teaching reading follows a linear process from the recognition of letters, to words, to phrases, sentences, to paragraphs, and then to the meaning of the whole text.
Tasks should be designed to encourage selective and intelligent reading for the main meaning rather than test the students' understanding of trivial details;
Reading comprehension involves extracting the relevant information from the text as efficiently as possible, connecting the information from the written message with one’s own knowledge to arrive at an understanding.
Top-down model
Guess the meaning of the article based on our knowledge about the topic .The teacher should teach the background knowledge first so that students equipped with such knowledge will be to guess meaning from the printed page .
Aims of this unit
How do people read ? What do people read ? What are the skills involved in reading ? What are the principles and models for
teaching reading ? What are the common types of activities in
Reading textbooks should have a great variety of authentic materials.
Besides the contents of the textbooks, teachers should supply extra materials ---what we read in daily life.
Answer 1. ( What is reading?)
According to Day and Bamford (1998:12) reading is the construction of meaning from a printed or written message.
Answer 2. (What’s the implication of reading comprehension?)
Teachers should help the students to read on their own.
Models for Reading……………….
Bottom-up model Top-down model Interactive model
Bottom-up model．
Tasks should help develop students to read passages then answer multiple choice questions;
Teachers should help the students not merely to cope with one particular text in front of them, but with their reading strategies and reading ability in general;
teaching reading ?
11.1 How do we read ?
What’s the nature of reading ? a. silent reading b. with purposes c. an individual activity d. language and cultural are inseparable
11.3 Strategies involved in reading comprehension
* Recognizing the script of a language P.181 * Understanding the explicitly stated information * Understanding contextual meaning * Understanding the communicative value
* They perceive the information in the target language rather than mentally translate ;
* They guess the meaning of the new words from the context, or ignore them ;
(functions)of sentences * Deducing the meaning of unfamiliar lexical items * Understanding relations within sentences * Understanding relations between sentences
In daily life P.180. (calendars,newspaper,advertisement,poster, cookbooks, handbooks ,credit cards,junk mail)
It is important for teachers to bear in mind what should we read in real life so that when we select reading materials for our students, we not only have a greater variety but also meet the needs of the students.
Skills of reading in real life
Real reading abilities require the reading skills: a. skimming b. scanning c. predicting
Effective readers
* They have a clear purpose in reading; * They read silently; * They read phrase by phrase, rather than word by