英语教育学 11
新标准英语第十一册
新标准英语第十一册
新标准英语第十一册是高中英语教材中的一本重要教材，它是为了培养学生的
英语综合运用能力而编写的。
本教材内容丰富多样，涵盖了语法、词汇、阅读、写作、听力、口语等多个方面，能够全面提升学生的英语水平。
在学习过程中，学生需要根据教材的要求，有计划、有目的地进行学习，才能更好地掌握知识，提高能力。
首先，本教材在语法和词汇的学习上注重基础知识的打好。
通过系统的讲解和
大量的练习，学生可以逐步掌握英语的基本语法规则和常用词汇，为后续的学习打下坚实的基础。
同时，教材中还设置了丰富多样的课文和阅读材料，帮助学生扩大词汇量，提高阅读能力，培养学生的语感和表达能力。
其次，本教材在听力和口语训练方面也十分重要。
通过大量的听力材料和口语
练习，学生可以提高自己的听力理解能力和口语表达能力，培养自己的语感和语音语调。
同时，教材中还设置了丰富的听力材料，包括日常生活对话、新闻报道、英语歌曲等，帮助学生更好地了解英语的应用场景，提高自己的实际运用能力。
另外，本教材还注重写作能力的培养。
通过大量的写作练习，学生可以提高自
己的写作水平，培养自己的逻辑思维能力和表达能力。
教材中的写作内容涵盖了日记、作文、信件、报告等多种形式，帮助学生全面提升自己的写作技能。
总的来说，新标准英语第十一册是一本全面、系统的英语教材，它涵盖了语法、词汇、阅读、写作、听力、口语等多个方面，能够全面提升学生的英语水平。
在学习过程中，学生需要根据教材的要求，有计划、有目的地进行学习，才能更好地掌握知识，提高能力。
希望学生们能够认真对待这本教材，努力学习，提高自己的英语水平。
六年级英语上册英语教案Lesson 11 Always Do Your Homework冀教版
六年级英语上册英语教案Lesson 11 Always Do Your Homework冀教版义务教育教科书冀教版小学英语六年级上册第二单元Lesson 11: Always Do Your Homework!教学设计一、教学分析1、教材分析：本课是一节对话与语篇综合课，主要使用本单元所涉及的四个表示频率的副词、四种图形以及日常生活中常用的动词短语，以老师询问学生们日常学习、生活习惯为主线，最终以表格为成果展示。
2、学生分析：六年级的孩子们有了一定的语言知识积累和一定的语感，他们喜欢和同学和老师交流一些与他们生活密切相关的话题，这个学段的孩子渴望得到教师学习方法的指导，并逐步养成良好的语言技能和学习习惯。
二、教学目标1、知识与技能目标：（1）学生能听懂、会说、认读并书写下列词汇：always, sometimes（2）学生能认读、理解并运用下列问句：Do you help your mother?Do you walk to school?2、情感态度目标:（1）培养学生语感，让所学知识融入到已有知识当中去，从而达到自由交流，表达出自己的情感。
（2）培养学生的合作精神，激发他们学习英语的兴趣，增强语言运用能力。
三、教学重难点1、重点：（1）学生要在熟练掌握单词always、usually、sometimes、never和字母A、U、S、N的基础上掌握表示他们之间有关联的句子Let’s put a_______ for __________.（2）熟练运用句型Do you always ________? 并做出正确回答。
（3）学生能充分理解本课对话，并能根据所学知识在真实情景中交流语言。
2、难点：学生在小组活动过程中灵活运用所学动词短语和重点句型进行语言交流并绘制出表格，能够在课下继续学习进而运用语言进行表达。
2、以小组为单位练习小组自创表格，以文本黄色框中所提问题进行问答，小组内轮流提问和回答，完成后进行交流并展示。
七上英语《Lesson 11 Clothes around the World》 (4)-课件-冀
教学目标：
1. Understand the meaning of the text 2. Remember the mastery vocabulary
教学重点：
The language points
Warming up
In this lesson, we will learn clothes around the world. OK, let’s begin!
II. 单项选择。
1. —I like your new shoes.
—______
A. Thank you.
B. That’s right.
C. I know.
D. Great!
2. —Is this ______ old car?
—No, it’s ______ new car.
A. an; an
B. an; a
C. a; a
D. a; an
3. Is Li Ming a boy ______ a girl?
A. and B. or C. too D. but
4. I have a new watch ______ my mom.
A. at B. from C. on D. in
5. —Do you like pink or red?
— Thanks for saying so. 谢谢你能这么说。
Exercises!
I.根据括号中所给的汉语写出适当的词语 。
1. That is __h_e_r_d_r_e_s_s__. It is red. (她的连衣裙) 2. Where is __m__y__h_a_t__, Li Ming? (我的帽子) 3. These are all _t_r_a_d_it_io_n__a_l _cl_o_t_h_es(传统服装). 4. His new friend is f_r_o_m__I_n_d_ia_ （来自印度）？ 5. You _lo_o_k__b_e_a_u_ti_fu（l 看上去漂亮）in your new coat.
英语教学王蔷十一单元讲解
英语教学王蔷十一单元讲解In the realm of English language education, the approach taken by instructors can greatly impact the learning outcomes of students. One such exemplary educator is Wang Qiang, whose teaching methodology has been hailed for its effectiveness and engaging nature. In this essay, we will delve into the intricacies of Wang Qiang's Unit 11 lesson, exploring the strategies and techniques employed to enhance the students' understanding and mastery of the English language.Unit 11 of Wang Qiang's curriculum focuses on the nuances of adverbs and their usage in the English language. Adverbs, often overlooked by learners, play a crucial role in adding depth and precision to one's speech and writing. Wang Qiang's approach to this unit is characterized by its systematic and interactive nature, ensuring that students not only grasp the theoretical aspects but also develop the practical skills necessary to employ adverbs effectively.At the outset of the unit, Wang Qiang emphasizes the importance ofunderstanding the different types of adverbs and their respective functions. He introduces the primary categories of adverbs, such as those of manner, time, place, degree, and frequency, and explains how each can be utilized to enhance the clarity and expressiveness of one's language. Through a series of engaging examples and interactive exercises, the students are encouraged to identify adverbs in various contexts and understand their role in modifying verbs, adjectives, and other adverbs.One of the hallmarks of Wang Qiang's teaching methodology is his focus on practical application. Rather than merely presenting the theoretical concepts, he actively involves the students in the learning process. In the case of Unit 11, Wang Qiang incorporates a range of interactive activities that challenge the students to apply their knowledge of adverbs in real-world scenarios.For instance, he might present the students with a short story or dialogue and ask them to identify the adverbs used and analyze their impact on the overall meaning and tone of the passage. This exercise not only reinforces the students' understanding of adverbs but also helps them develop a keen eye for detail and a nuanced appreciation of language usage.Another innovative approach employed by Wang Qiang is the incorporation of writing exercises that emphasize the strategicplacement and utilization of adverbs. Students are tasked with crafting their own sentences, paragraphs, or even short essays, with a specific focus on incorporating adverbs to enhance the clarity, descriptiveness, and overall effectiveness of their written communication.Through these writing exercises, Wang Qiang encourages his students to experiment with different adverb placements, explore the impact of adverbs on sentence structure and rhythm, and develop a more sophisticated and dynamic writing style. The feedback and guidance provided by Wang Qiang during these exercises further reinforces the students' understanding and helps them refine their adverb usage skills.In addition to the classroom-based activities, Wang Qiang also incorporates multimedia elements into his Unit 11 lessons. He may utilize video clips, audio recordings, or interactive online resources to expose his students to real-life examples of adverb usage in various contexts, such as news broadcasts, dialogue-driven films, or even TED Talks.By integrating these multimedia components, Wang Qiang aims to bridge the gap between the theoretical concepts and the practical application of adverbs in authentic communication. The students are encouraged to analyze the adverbs used in these multimediaresources, observe their impact on the overall message, and draw parallels to their own language usage.One of the most remarkable aspects of Wang Qiang's teaching approach is his ability to foster a collaborative and supportive learning environment. Throughout the Unit 11 lessons, he frequently encourages peer-to-peer interaction and group discussions, allowing students to learn from one another and exchange insights on the nuances of adverb usage.These collaborative activities might involve pair or small-group exercises, where students work together to identify adverbs, analyze their functions, and provide constructive feedback on each other's written or verbal communication. By creating this interactive dynamic, Wang Qiang cultivates a sense of community and shared learning, empowering his students to become active participants in the educational process.Moreover, Wang Qiang's teaching style is characterized by its adaptability and responsiveness to the needs of his students. He closely monitors the progress and understanding of his class, and is quick to adjust his lessons and teaching strategies to address any areas of difficulty or confusion. This flexibility allows him to ensure that all students, regardless of their individual learning styles or proficiency levels, are able to grasp the concepts and apply themeffectively in their language usage.In conclusion, Wang Qiang's approach to teaching Unit 11 on adverbs in the English language is a testament to his pedagogical prowess and dedication to student success. By combining a comprehensive theoretical foundation with practical, interactive activities, multimedia integration, and a collaborative learning environment, Wang Qiang has demonstrated the power of effective language instruction.Through his innovative teaching methods, Wang Qiang has not only imparted valuable knowledge about adverbs to his students but has also instilled in them a deeper appreciation for the nuances of the English language. As his students continue to progress and apply the skills they have acquired, they will undoubtedly become more confident, articulate, and successful communicators in the global arena.。
冀教版七年级英语(上册)Lesson 11 Clothes around the World教案
课堂教学设计王进京河北教育出版社英语（衔接三年级起点）七年级上册Unit 2 Colors and Clothes 第五课时课堂教学设计方案一、教学内容：河北教育出版社英语（衔接三年级起点）七年级上册Unit 2 Colors and Clothes 第五课时Lesson 11 Clothes around the World二、指导思想：以学生为主体，激发和培养学生学习英语的兴趣，帮助他们建立学习的成就感和自信心，使他们在学习过程中发展综合语言运用能力，培养合作精神。
三、教学目标：●知识目标1. 掌握词汇：world，report，traditional，India，pretty2. 接触词汇：wow，sari，uniform3. 短语和句型：look so pretty, in black and whiteI am wearing_________. He /She is wearing_______. They are wearing_________.My/ His/ Her/Your/Their _______ look/looks_______. I/They look_______ ( in my / their ______ ).He/ She looks _______( in his / her ______ ).4. 形容词：colorful, beautiful, traditional, pretty, nice●能力目标1. 正确运用人称代词和物主代词的能力2. 用英语描述服装并谈论感受的能力●情感目标激发兴趣，体验成功，培养合作精神四、教学重点、难点●教学重点1. 描述服装和人物的单词2. 某人穿着什么衣服的英语表达3. 评价人物着装的英语表达●教学难点1. 如何使学生掌握描述服装和人物的单词2. 如何使学生掌握并会运用某人穿着什么衣服的英语表达3. 如何使学生掌握并会应用评价人物着装的英语表达五、教具准备教师准备教学PPT, 一体机六、教学设计过程Step1 Warming-up教师引导学生描述教师自己所穿服装并进行评价。
新概念英语朗文第一册lesson11
Lesson 11: Let’s go!Introduction新概念英语（New Concept English）是由英国语言学家、作家Louis Alexander于1967年所编写的一套英语教材，旨在帮助学习者从入门级别起步，逐步提高英语水平。
这一教材以其简洁明了的语言表达和严谨的语法训练而备受推崇。
本文将从Lesson 11的主题内容、语法点、词汇和句型结构等方面逐一展开分析，使读者能够充分吸收并理解这一课程的精髓。
Main Content1. 主题内容Lesson 11的主题是“Let’s go!”，旨在教授日常生活中常用的交通工具名称及其使用方式。
通过学习该课程，学生可以学会表达自己乘坐什么交通工具以及如何去往某处的基本交际技能。
2. 语法点Lesson 11中涉及的语法点主要包括动词的进行时态（Present Continuous Tense）和情态动词（Modal Verbs）的用法。
例如：“What are you doing? I’m just standing here.” “What’s he doing? He’s walking to work.”以及“Can I help you? Yes, you can.”3. 词汇Lesson 11中出现的词汇主要与交通工具和交通方式有关，如bus、taxi、bike、walk等。
学生通过学习这些词汇，可以在日常生活中更自如地进行交流。
4. 句型结构Lesson 11中的句型结构主要围绕着询问和回答交通工具的使用情况展开，例如：“What’s he doing?” “He’s walking to work.” “Can I help you?” “Yes, you can.”这些句型结构简单直接，易于理解和运用。
Conclusion通过对Lesson 11的主题内容、语法点、词汇和句型结构的分析，可以看出这一课程设计紧扣日常生活实用英语，注重培养学生的交际能力和语言运用能力。
冀教版英语四下《Lesson 11 How’s the Weather Today》教案
Lesson11 How’s the weather today? 导学案Grade：四年级Group：Name：Designer: Jing LuWhere there's a will, there's a way( 有志者事竟成)【学习目标】1、掌握单词:rainy, sunny, snowy, cloudy, windy, warm, cool；2、掌握句型：What day is it? It’s _____________.How’s the weather today? It’s _____________.【学习重难点】1、掌握单词:rainy, sunny, snowy, cloudy, windy, warm, cool；2、掌握句型：What day is it? It’s _____________.How’s the weather today? It’s _____________.【学法指导】引导学生逐渐掌握自主学习、合作探究的学习模式。
【课前准备】录音机【学习流程】I.Class-opening.What day is today? How do you feel today? It’s March, the weather is cold. Can you guess what’s the meaning of “weather” ?II.自主学习1、说出你预习时碰到的不会的单词；2、根据你的预习情况，请将下列名词变为形容词形式:①sun ______ ( ) ②snow ______ ( )③cloud ______ ( )④wind ______ ( )⑤rain ______ ( )3、先跟读、后小组长领读这些单词，个人展示读单词；4、说说这些句子的意思：①How’s the weather today? _____________________________________②How’s the weather inJuly?_______________________________________③How’s the weather inBaoji?__________________________________________III:反馈拓展1、同桌两人一组，仿照课文第二部分进行对话练习。
Unit11英语教材课后作业教案：巩固知识轻松搞定
Unit 11英语教材课后作业教案：巩固知识轻松搞定英语是国际交流必须使用的语言之一，也是学习的重要科目之一。
在学习英语课程的过程中，学生需要通过大量的阅读、听力、口语和写作练习来提高自己的语言技能。
同时，英语教师需要为学生提供一系列的课后作业，以加深学生对所学内容的理解和记忆，并帮助学生熟练掌握相关知识。
本文将以Unit 11英语教材课后作业教案为例，介绍如何帮助学生在课后巩固所学内容，轻松搞定课后作业。
一、课程教材简介Unit 11英语教材是指在英语学习的第十一个单元。
本单元的教学内容主要涉及运动与健康、饮食与健康、习惯与健康等方面的主题。
在本单元的课程学习中，学生需要掌握如下的语言知识：一、动词词组的用法。
二、形容词和副词的比较级与最高级。
三、身体部位和常见疾病等的表达。
四、简单的健康建议和健康习惯。
二、课后作业介绍在学习本单元课程内容后，学生需要完成一系列的课后作业，以巩固所学知识。
本单元的课后作业主要包括：1、单词练习：单选题、填空题、翻译练习等。
2、语法练习：选择填空、改错、短文填空、阅读理解等。
3、作文练习：根据提示写一篇关于健康的短文。
以上三种练习都需要学生具备一定的英语基础，才能完成和理解。
然而，许多学生在完成课后作业时，常常感到难以解决问题、不知道如何下手。
因此，我们可以采用下列的课后作业教案，来帮助学生更好地完成所在的作业。
三、课后作业教案1、单词练习单词是英语学习中的重要基础知识，对于课后单词练习，可以采用以下方法：（1）对课本中出现的难词进行筛选。
选择一些学生不太熟悉或想学习的单词列入练习内容。
（2）根据阶段性的练习目标进行分组。
如单选题、填空题、翻译练习等，不同的阶段可以选择不同的练习方法。
（3）加强记忆曲线。
合理安排每个单元的单词练习，使学生的记忆不易遗忘，更好地巩固所学知识。
2、语法练习语法练习是英语学习中重要的环节。
教师可以采用以下方法：（1）阅读理解练习。
选择实际上的文本，将语法知识贴近学生的生活，让学生在真实的语境中理解语法知识。
07人教版高中英语必修11教师用书
【导言】1. 为了提高教师的教学水平和教学质量，教育部制定了丰富多彩的教材，其中不乏人教版高中英语必修11教师用书。
教师用书是教师进行教学活动的指导工具，对于提高教学效果有着至关重要的作用。
本文将就人教版高中英语必修11教师用书的特点、使用方法及教学实践中的应用进行深入剖析，希望对广大英语教师的教学实践有所帮助。
【一、人教版高中英语必修11教师用书的特点】2. 人教版高中英语必修11教师用书由教育部编写，教师用书编写团队专业素养高，丰富的教育教学经验，能够根据教育教学的最新动态进行编写，紧密贴合高中英语必修11课程的内容和要求。
3. 人教版高中英语必修11教师用书内容生动有趣，结构清晰，编排合理，界面美观，能够激发学生学习兴趣。
4. 人教版高中英语必修11教师用书注重问题意识和启发式教学方法，突出学生主体性，引导学生通过自己的思考、实践、探究来形成知识。
【二、人教版高中英语必修11教师用书的使用方法】5. 在教学实践中，教师可以根据教材特点和教学内容的难点，结合学生的实际情况，灵活地运用教师用书。
可以先通过教师用书提前准备教学的重难点，在备课中明确教学目标、教学重点和难点，引导学生发现问题、解决问题。
6. 教师用书还可以为教师提供教学参考和教学指导，一些教师用书附有教学设计、教学实例等，教师可以在备课的过程中进行参考，将课堂教学目标、方法、过程、教学手段、教学后的检查等做详细规划和设计，以保证教学过程的质量和有效性。
【三、人教版高中英语必修11教师用书的教学实践应用】7. 在教学实践中，教师可通过教师用书，结合学生的实际情况和学科特点，运用启发式教学、情境教学等教学方法，提高课堂的互动性，激发学生的学习兴趣和动力。
8. 教师用书提供了丰富多样的教学资源，教师可以根据自身的教学需求选择合适的教学资源，使教学内容更加具体生动，更好地吸引学生的注意力和激发学生的学习热情。
【四、总结】9. 人教版高中英语必修11教师用书结合了高中英语必修11课程的内容和要求，注重教育教学的最新动态和学生的实际情况，为教师进行教学活动提供了有效的指导工具。
新标准英语第十一册教学计划
育才学校2012年下学期英语科第十一册教学计划科目：英语六年级教师：李英本学期我担任六年级四个班的英语教学工作，为顺利完成本期的教学任务，更好地开展工作，将本学期工作计划如下：一、学情分析六年级的孩子对英语已获得一定基础知识,积累了不少常用单词和句型。
在这一学期的教学中，我将以激发他们积极动脑，主动动口为主要目标，让他们喜欢英语，喜欢英语课。
针对这些，在我的课堂上，我要注意教学用具以及多媒体的使用，并根据各班孩子的不同特点进行教学。
其中，每个班的具体情况有各不相同：6（1）男生比女生多，部分男生个性强，学习习惯不好，在班上影响大。
要特别关注个体差异，注重个别辅导。
6（2）思维活跃，态度积极，但是作业上交情况不理想，要一抓到底，培养孩子有始有终的好习惯。
6（3）整体水平很高，学生素质较为平均，但学生过于活跃，对于大班教学来说是个很严重的问题，平日要严格习惯要求。
6（4）两极分化特别严重，程度差的孩子较其他班多了很多，教学时应适当降低教学要求，以调动全体学生为活动设计目标。
二、教材简析：这套教材是《新标准英语》Book 11，包括学生用书、课堂活动用书、同步练习册及配套多媒体等，本期我选用的是同步练习。
本书共十个教学模块和一个复习模块。
每个模块包括两个单元，第一单元是语言呈现，第二单元是语言扩展和语言练习单元。
三、教学目标：（知识与技能、过程与方法、情感态度与价值观等）根据我校高年级学生的现有英语水平，特设定以下教学目标：对英语学习有持续的兴趣和爱好，能用英语互致问候、能与教师或同学交换简单信息，能读懂小故事及其他文体的简单书面材料。
能用英语进行简单的写作，了解一些异国文化、习俗。
通过英语课程，增强祖国意识，拓展国际视野。
各模块具体教学目标如下：第一模块教学目标：能够准确描述物体的物理状态。
第二模块教学目标：复习过去式，能够描述过去的某件事第三模块教学目标：能够谈论邮票第四模块教学目标：能够描述感恩节以及圣诞节第五模块教学目标：能够用英语写信第六模块教学目标：能够与外国友人交流基本信息第七模块教学目标：能够描述动物第八模块教学目标：能够描述日常经常做的事情第九模块教学目标：能够了解联合国第十模块教学目标：能够给予命令四、教学措施：（根据教学重、难点及学情而制定）1、继续加强培养孩子们正确的书写习惯。
英语教学法复习提纲Unit11
Unit11 Teaching WritingWe write for various reasons, and we write in various ways.105. What do we write in reality?For example,letters, journals, notes, instructions, posters, essays, reports, menus. Filling forms and answering questionnaires arealso tasks involving writing.106. Reasons for writing in reality:We write for various reasons: to convey messages ; to keep a record of what is in our mind.107. Ways to write in reality:Some people never put down a word before rehearsing the sentence many times in their mind, while other people write down anything that comes to their mind and then do a lot of editing andproof-reading.108. A typical writing task in traditional English textbooks just like: A Day on the Farm;A Day in the Factory.109. Problems in writing tasks in existing English textbooks*Many writing tasks in existing English textbooks fail to have a communicative element due to the following deficiencies（not efficiency）:1) They are mainly accuracy-based.2) They are designed to practise certain target structures.3) There is insufficient preparation before the writing stage.4) There is no sense of audience.5) There is no sense of authenticity.6) Students are given ideas to express rather than being invited to invent their own.7) There is no opportunity for creative writing, particularly forexpressing unusual or original/creative ideas.110 What’s called A process approach to writing1). DefinitionWhat really matters or makes a difference is the help that theteacher provides to guide the students through the process that they undergo when they are writing.2). The features of the process approach to writing:Brown (1994b:320-1) summaries the features of process writing as follows:1). Focus on the process of writing that leads to the final written product;2). Help student writers to understand their own composing process;3). Help them to build repertoires of strategies for prewriting, drafting, and rewriting;4). Give students time to write and rewrite;5). Place central importance on the process of revision;6). Let students discover what they want to say as they write;7). Give students feedback throughout the composing process (notjust on the final product) to consider as they attempt to bringtheir expression closer and closer to intention;9). Encourage feedback both from the instructor and peers;10). Include individual conferences between teacher and studentduring the process of composition.111. Writing through e-mail1). Advantages:a. E-mail provides a perfect mechanism for students to submit draftsand for teachers to look them over at their convenience and sendthem back with comments -- once, twice, or several times.b. In an e-mail based writing scheme, the students can not only sendtheir writing to the teacher, they can also send their work to eachother simultaneously.c. When writing through e-mail, students have a feeling of real-time writing.2). Two reasons why some people may argue against promoting the use of e-mail in the teaching of writingFirst, their students do not have access to computers, let alone e-mail.Second, they do not have the technology for running the e-mail list.3). Problems in writing tasks in existing English textbooks:(1) They are mainly accuracy-based.(2) They are designed to practice certain target structures.(3) There is insufficient preparation before the writing stage.(4) There is no sense of audience.(5) There is no sense of authenticity.(6) Students are given ideas to express rather than being invited to invent their own.(7) There is no opportunity for creative writing, particularly forexpressing unusual or original/creative ideas.112. A process approach to writing1)The features of the process approach to writing:There is no widely accepted definition for the process approach to writing.Brown (1994b:320-1) summaries the features of process writing as follows:1). Focus on the process of writing that leads to the final written product;2). Help student writers to understand their own composing process;3). Help them to build repertoires of strategies for prewriting,drafting, and rewriting;4). Give students time to write and rewrite;5). Place central importance on the process of revision;6). Let students discover what they want to say as they write;7). Give students feedback throughout。
《英语教学法》Unit 11 Teaching Reading概要1
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Reading ---- making sense of text
Encoding and decoding: In communications and information processing, encoding is the process by which information from a source is converted into symbols to be communicated. Decoding is the reverse process, converting these code symbols back into information uห้องสมุดไป่ตู้derstandable by a receiver.
Bottom-up Top-down Interactive
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Bottom-up model
In teaching reading, the teacher basically follows a linear process from the recognition of letters to words, to phrases, to sentences, to paragraphs, and then to the meaning of the whole text. This way of teaching is known to follow a bottom-up model.
Collective activity
For getting information and sometimes for pleasure
skimming, scanning, predicting, understanding references, making inferences, evaluating…
Unit11Education
Unit11EducationUnit11 Education单词词组英汉互译unseetling使人不安或担忧的worker bee工蜂apprentice 学徒/新手bombard（以连珠炮弹式的问题、辱骂等）攻击某人steer操纵/驾驶hothouse超前培养preschooler 学龄前儿童resume简历curriculum课程plasticity可塑性school transcript 学生成绩报告单pyramid 金字塔bilingual使用两种语言的buffet自助餐toddler 刚学走路的儿童child who has only recently learnt to walkacuity (思想等)敏锐；尖锐sharpness；acutenesslapse 失效 small error，esp.One coursed by forgetfulness or inattention sterile 无结果的；无效果的priducing no useful result;unproductive huckster 街头叫卖小贩；行商person who tries to sell things in a forceful and dishonest way hothouse 超前培养nurture tith very special care and attentionperil 危险，冒险serious danger;dangerous thing or circumstancegadget小机械；小器具small mechanical device or toolcurriculum 课程subjects included in acouse in acourse ofstudy or taught at a particular school,college,ect transcript 抄本，副本copy of an official record of a student’s work，showing courses taken and grades achieved1.We should avail ourselves of every chance to improve our spoken English.2.By means of hard work,Jone made up for （弥补）his lack of experience.3.She is trying ti steer away from foods high in sugar.4.Marry was worrying about the unsttling conversation between her boyfriend and her mother.5.Enering the living room,he drank some brandy to soothe his nerves.6.We notice that the towm is vertually bilingual in Dutch and German.7.The librarian assiduously point out every feature of book to me.8.Many old people still remember the brutal scenes during the anarchic and bitter civial war9.They are proposing radical （彻底的） changes to the way the company is run.10.This is a newly developed software package that optimizes（优化）data storage on your hard dickHe will to come to our class the moment he D: finishes his woeks;Do not disturb me. I A：have been cleaning the kitchen……It‘s high time B.repaired we that old printerTheir struggle over prices B:finally ended in a satisfactory settlementSuch a state of things cannot D: be put uo withDo you know how the Liberation War A:was wonHaving got on the bus,he realized that he B:hard forgotten to bringHe told me he C: joind the Party in 1953英译中Child-development experts, however, consider these sterile tools inferior to more social and emotional activities such as talking with or reading to children. These specialists agree that the only thing shown to optimize children’s intellectual potential is a secure, trusting relationship with their parents. Time spent cuddling, gazing and playing establishes a bond of security, trust and respect on which the entire child-development pyramid is based.研究儿童成长发育的专家则认为，和孩子聊聊天或念书给他们听，这些更加社会化、充满温情的活动要比那些没有多大用处的教具有效得多。
unit 11 education passage：study
说课稿【学情分析】本班是中高职贯通应用化工专业二年级的学生，他们的英语基础和中专学生相比，略微好一些，一些简单的句子可以说得比较连贯，词汇量也较大一点。
但是学生的功利主义思想比较严重，所以虽然他们的英语基础中等，但学习兴趣不强，一大半的同学都是被动学习。
本课是PET2教材第11单元《教育》中的一篇阅读，主题是出国留学，这个话题和他们目前所处的阶段相关性不是非常大，所以对这一话题不是太感兴趣。
学生在课前已经对本课将设计的生词做了预习。
【教学目标分析】中高职贯通培养要求英语教学需体现工具性和实践性，同时还要关注学生的可持续发展能力。
因此，在侧重听说能力培养的同时，读写也是必不可少的。
本单元的总体目标是学生能够围绕出国留学这一话题，对出国留学的利弊展开学习和讨论。
本课的设计思路遵循大的教材设计理念，目标设计有梯度，目标通过各个小任务来达成，提高了学生的参与积极性，让学生在做中学，达到了不错的效果。
在仔细剖析这篇阅读材料后，我设定了以下三个目标：一是学生能够掌握和出国留学这一话题相关的高频词汇和有用短语；二是学生能够利用所学的表达方式给打算出国留学的人提供建议；三是学生学完本课后，能意识到在做重大决定时，应充分了解相关信息，并抱有仔细谨慎的态度。
【教学内容分析】本课是一次阅读课。
学生在课前已经对相关新词进行了预习，因此虽然没有要求他们预习课文，他们也应该能从词汇的意思中猜到一些文章可能涉及的内容。
本课的教学内容没有特别地设计词汇教学，而是定位在让学生通过阅读，能基本了解出国留学的利弊，能利用所掌握的信息给与他人建议，并能意识到做重大决定时，持有科学谨慎态度的重要性。
在设计教案时，本人增添了视频听力部分，采用和课文内容紧密相关的视频以达到引起学生兴趣的目的。
另外，考虑到许多学生阅读能力不强，我还设计的学生的作业纸，以帮助学生更直观更有条理地获得信息。
【教学方法和手段】由于本课阅读篇幅不算长，因此在设计教学环节时，我采用了问答法和讨论法等契合交际语言教学理论的方法，充分体现以学生为本的理念，扩大学生的参与面，促进学生积极参与，大胆发言。
英语教学法教程PPTunit11
do not need to use it while they are reading.(Oakhill and Garnham,1988) 4. Good readers know the language. They can decode with occasional exceptions, both the lexical and syntactic structures they encounter in texts, and they do so for the most part, not by guessing from context or prior knowledge by the word, but by a kind of automatic identification that requires no conscious effort.(Eskey D 1988)
contents
Research findings about good readers Factors affecting reading Strategies in reading comprehension Principles in teaching reading Approaches of teaching reading Three levels of reading Objectives of teaching reading
4
Guidelines for reading instruction Contents of teaching instruction Classroom activities Reading stages
王蔷英语教学法教程第二版Unit11
王蔷英语教学法教程第⼆版Unit11第11章Teaching Reading⼀、The way of reading:Reading aloud and silent reading: are two types of reading practice commonly found in classrooms. Differences between reading aloud and silent reading:⼆、What do effective readers do:①have a clear purpose in reading;②read silently;③read phrase by phrase, rather than word by word;④concentrate on the important bits, skim the rest, and skip the insignificant parts;⑤use different speeds and strategies for different reading tasks;⑥perceive the information in the target language rather than mentally translate;⑦guess the meaning of new words from the context, or ignore them;⑧have and use background information to help understand the text.三、The content of readingESL/EFL reading textbooks should have a great variety of authentic materials.Teachers should ensure not only there is a greater variety but also we can help prepare students to meet their future needs. Besides authentic texts, ESL textbooks also employ a lot of non-authentic texts, i.e. simulated texts.四、Strategies involved in reading comprehension:1. reading and reading comprehensionReading: According to Day and Bamford, reading is the construction of meaning from a printed or written message. 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.A characteristic: Reading is a silent and individual activity since the writer’s intention was for the text to be read rather than heard.2. Two broad levels in reading①a recognition task of perceiving visual signals from the printed page through the eyes.②a 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.3. The skills involved in reading: reading strategies五、The role of vocabulary in readingA large majority of students believe that vocabulary is the main obstacle in learning to read and this has already been pointed out by Grabe.The lack of such vocabulary may be the greatest single impediment of fluent reading.Fluent reading depends on an adequate sight vocabulary, a general knowledge about the target language, some knowledge about the topic, wide knowledge about the world and enough knowledge about text types. According to Day and Bamford, efficient reading begins with a lightening-like automatic recognition of words. This initial process of accurate, rapid and automatic recognition of vocabulary frees one’s mind to use other resources.Less the 3% of new words in a reading text will enable smooth, meaningful and enjoyable reading. Therefore, helping students to develop the ability of automatic word recognition is the basis for developing their reading skills.Sight vocabulary: words that one is able to immediately recognize with both sounds and meanings without special effort from the brainThe best and easiest way to develop sight vocabulary is to read extensively.Through intensive and extensive reading;Keeping a vocabulary notebook;Using a dictionary;However, the materials chosen must be at the right level and a degree of monitoring should be available to keep the motivation high so that students can feel a sense of achievement by sharing their reading experiences with others.六、Principles and models for teaching reading1. Principles for teaching reading:1) The selected texts and attached tasks should be accessible to the students.2) Tasks should be clearly given in advance.3) Tasks should be designed to encourage selective and intelligent reading for the main meaning rather than test thestudents’ understanding of trivial details.4) Tasks should help develop student’s reading skills rather than test reading comprehension.5) Develop student’s reading strategies and reading ability in general.6) Provide enough guidance at the beginning and help them become independent reader eventually.2. Models of teaching reading（1）Bottom-up modelThe way one teaches reading always reflects the way one understands reading and the reading process. Some teachers teach reading by introducing new vocabulary and new structures first and then going over the text sentence by sentence. This is followed by some questions and answers and reading aloud practice.Reading comprehension is based on the understanding and mastery of all the new words, new phrases, and new structures as well as a lot of reading aloud practice.In reading, information is transmitted along a linear process: letters—words—phrases—clauses—sentences—paragraphs—whole discourse.（2）Top-down model -- Schema theoryBottom-up model believes that one’s background knowledge plays a more important role than new words and new structures in reading comprehension.Teaching process: the teacher should teach the background knowledge first so that students equipped with such knowledge will be able to guess meaning from the printed page.Reading process: a psycholinguistic guessing game（Goodman, 1970）.（3）Interactive modelThe current theory views reading as an interactive process.Reading comprehension is based on the interactive process between visual information obtained from the reading materials and the readers’ prior knowledge.Reading process: brain receives visual information and at the same time, interprets or reconstructs the meaning the writer had in mind when he wrote the text. This process does not only involve the printed page but also the reader’s knowledge of the language in general, of the world, and of the text types.七、Reading activitiesThe three stages are pre-reading, while-reading, and post-reading.1. Pre-reading activities(1) Definition of pre-reading activitiesPre-reading activities refer to tasks/activities that students do before they read the text in detail.(2) Purpose:To stimulate students’ interests, to facilitate while-reading activities. By:①pooling existing knowledge about the topic;②predicting the contents of the text;③skimming or scanning the text or parts of the text for certain purposes;④learning key words and structures.To sum up, the purpose is to prepare the students linguistically, thematically and affectively for the tasks in while-reading activities.(3) Pre-reading activities in details:1) Predicting—confirm or reject prediction in readingPredicting will get the mind close to the theme of the text to be read, making reading more intriguing and purposeful and resulting in better comprehension compared with the situation where the learner starts reading with a blank mind. Predictions can be done in many different ways①Predicting based on the title;②Predicting based on vocabulary;③Predicting based on the T／F questions.2) Setting the scene1) Aim: get the students familiarized with the cultural and social background knowledge relevant to the reading text.2) Ways of setting the scene:①Discussing culture-bound aspects of the text;②Relating what students know to what they want to know, and then ask the students to read the text to see if they can find what they want to know;③Using visual aids to set the scene.3) SkimmingIt means to read quickly to get the gist.4) ScanningReading for specific information, and should ignore the irrelevant parts when reading.2. While-reading activitiesThere are two ways of exploiting texts:1) Focusing on the results of reading:Multiple-choice questions; T/F; open questions, paraphrasing, translation.2) Focusing on the process of understanding:①Information transfer activities:When information in text form is transferred to another form , it can be more effectively processed and retained. Information transfer activities: The way to transfer information from one form to another is called a transition device.Purposes of transition deviceWhen using transition devices, we need to ensure that it is an appropriate form to encapsulate the main information contained in the text. We need to bear in mind the purposes of transition devices.①Focus attention on the main meaning of the text②Be able to simplify sophisticated input so that it becomes the basis for output;③Allow students to perform tasks while they are reading;④Highlight the main structural organization of a text／part of a text, and show how the structure relates to meaning;⑤Involve all the students in clearly defined reading tasks;⑥Precede one step at a time and students should do easier tasks before doing more complicated ones;⑦When a TD is completed, use it as a basis for further oral or written language practice.②Reading comprehension questionsNuttall’s classification of reading questions①Questions of literal comprehension;②Questions involving reorganization or reinterpretation;③Questions for inferences;④Questions for evaluation or appreciation;⑤Questions for personal response.③Understanding referencesAll natural language, spoken or written, uses referential words such as pronouns to refer to people or things already mentioned previously in the context. Understanding what these words refer to is crucial forcomprehension.④Making inferencesIt requires the reader to use background knowledge in order to infer the implied meaning of the author. Making inferences is actually the process of relating the given information to what we have known about the world. 3. Post-reading Activities(1) Objectives①To check the fulfillment of reading tasks;②To evaluate the application of reading strategies;③To apply what has been learned;④To integrate reading with other skills.(2) RequirementsPost-reading tasks should provide the students with opportunities to relate what they have read to what they already know or what they feel.Post-reading tasks should enable students to produce language based on what they learned.(3) Types of post-reading activitiesRole play, Gap-filling, Discussion, Retelling and Writing.。
英语教学法教程11 Teaching Reading
reading tasks 6. Perceive the information in the target language rather
Skills involved
Form of activity Level of difficulty in classroom management
Reading aloud Utterance of every word Usually slow Usually for sharing information, sometimes for appreciation or memorization Pronunciation, intonation
11.4.2 Two levels of 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.
11.4.3 Developing reading strategies
Refer to Page 181. 1. Specifying a purpose for reading 2. Planning what to do/what steps to
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《英语教育学》第11章在线测试
《英语教育学》第11章在线测试剩余时间：58:56 答题须知：1、本卷满分20分。
2、答完题后，请一定要单击下面的“交卷”按钮交卷，否则无法记录本试卷的成绩。
3、在交卷之前，不要刷新本网页，否则你的答题结果将会被清空。
第一题、单项选择题（每题1分，5道题共5分）
1、About writing, which of the following is not correct?
A、Writing is the process of sel＿ecting, com bining, arranging and developing ideas.
B、In writing, ideas are usually developed in effective sentences, paragraphs, and often, short er units of discourse.
C、Writing is an extremely complex cognitive activity.
D、In writing, the writer is required to demo nstrate control of a number of variables simultan eously.
2、On the differences between writing and speaking, which of the following is not correct ?
A、A speaker has a great range expressive pos sibilities at his command.
B、A speaker can rephrase what he is saying o r speed up depending on the feedback.
C、The writer can get immediate feedback from the reader.
D、The single most important difference betwe en speaking and writing concerns the need for acc uracy.
3、Which of the following features is not included in Formal style :
A、The writer tries to establish an impersona l relationship with his audience.
B、The message is usually dierect and the lan guage relevant to the topic.
C、The third person pronoun is preferred.
D、Active voice is more often used.
4、Which of the following features is not included in Informal style:
A、Precision of language is very important.
B、The writer wishes to establish an easy, in
timate relationship with his audience.
C、Non-definite relative clauses are unlikely to be used.
D、Language associated with a particular regi onal or social group is acceptable.
5、Which of the following is not included in the Product Approach:
A、The act of composing evolves through sever al stages.
B、The teacher is concered to see that the en d product is readable, grammatically correct.
C、The focus is on form, correctness and conf
D、Itˊs the traditional, text-based approach.
ormity.
第二题、多项选择题（每题2分，5道题共10分）
1、The process of writing requires the writer to cope with a number of variables:
A、method of development.
B、tone
C、form
D、purpose
E、possible audiences.
2、Which of the following are the features of Formal style ?
A、The writer tries to establish an impersonal relationship with his audience.
B、The message is usually dierect and the language relevant to the topic.
C、A wide range of vocabulary and structural patterns is acceptable.
D、Short sentences are preferred.
3、Which of the following are the features of Informal style ?
A、The writer wishes to establish an easy, intimate relationship with his audience.
B、Precision of lanugage is not very important.
C、The language is closet to the language of speech.
D、There are no restrictions on sentence length.
4、What are the features of a process approach ?
A、Focusing as much on the means whereby the text was creaｔed as on the end product itself.
B、The act of composing evolves through several stages.
C、In many instances, the writer starts out with only the vaguest notion.
D、Students imitate or adapt to authoritative texts.
5、A well-written paragraph usually consists of:
A、a topic sentence
正确错误
Typically a controlled composition consists of a model of some type with directions in rewriting the model.
正确错误
Cohesion refers to the way in which ideas in a text give it a sense of semantic unity; coherence refers to linking relati
正确错误
The process approach is the traditional, text-based approach. The emphasis is on correctness and conformity.
正确错误
In the Genre Approach, writing is seen as an essentially social activity in which texts are written to do things, the ass 正确错误。