英语教学法复习提纲Unit7
英语教学法unit7-teaching-grammar
❖Grammar teaching can be seen in most formal classroom language teaching.
7.2 Grammar presentation methods
❖The deductive method ❖The inductive method ❖The guided discovery method ❖Teaching grammar using listening
However, the deductive method is not without merits.
❖ It could be very successful with selected and motivated students.
❖ It could save time when students are confronted with a grammar rule which is complex but which has to be learned.
In the guided discovery method, students are presented with contextualized scenarios illustrating a specific structure. Students are then guided to discover the underlying rule of the structure as well as its meaning in context followed by explicit teaching and learning of the targeted structure. For example, in teaching the “too … to…” structure, the teacher holds a picture of a heavy box labeled 200kg and asks the class to look at the picture.
英语教学法第二版 复习提纲
Unit 1 Language and Learning1. Language:” Language is a system of arbitrary vocal symbols used for human communication.”5. The language learning theory underlying an approach or method usually answers two questions:1) What are the psycholinguistic and cognitive processes involved in language learning?2) What are the conditions that need to be met in order for these learning processes to be activated?6.1) Process-oriented theories are concerned with how the mind processes new information, such as habit formation, induction, making inference, hypothesis testing and generalization.2) Condition-oriented theories emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, what kind of input learners receive, and the learning atmosphere.2. Three views of languageStructural view: language as a linguistic systemThe functional view: a linguistic system but also as a means for doing things.The interactional view:a communicative tool3. Four Language Learning Theories1Behaviorist theoryA stimulus-response theory of psychologyAudio-lingual methodCognitive theoryLanguage as an intricate rule-based systemLanguage competence (knowledge of language system)Constructivist theoryThe learner constructs meaning based on his/her own experiences and what is already known.Socio-constructivist theory“Zone of Proximal Development” (ZPD); scaffoldingEmphasizing interaction and engagement with TL in a social context4. What makes a good language teacherprofessional competenceEthic devotion: warm-hearted, caring, enthusiastic, hardworking, well-prepared Professional qualities: resourceful, well-informed, professionally-trained, authoritative, disciplined, accurate, creativePersonal styles: patient, attentive, flexible, humorous, dynamic, intuitive5. How can one become a good language teacherW allace’s (1991) ‘reflective modelStage 1: language developmentStage 2: learning, practice, reflectionGoal: professional competenceUnit 2 Communicative Principles and Activities1. The ultimate goal of foreign language teaching is to enable the students to use theforeign language in work or life when necessary.1. The goal of CLT is to develop students‟ communicative competence.2.What is communicative compentence?3.Try to list some of its components and their implication to teaching.Communicative compentence refers to both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations. According to Hedge, it includes five components.Linguistic competence --- knowledge of the language itself, its form and meaning Pragmatic competence --- the appropriate use of language in social contextDiscourse competence--- one‟s ability to create cohere nt written text or conversation and the ability to understand them (ability to express or to understand a topic logically and coherently by effectively employing or comprehending the cohesive markers used in the discourse /ability to initiate, develop, enter, interrupt, check, or confirm in a conversation)Strategic competence--- strategies one employs when there is communication breakdown due to lack of resourcesFluency---- one‟s ability to …link units of speech together with facility and without strain or inappropriate slowness or undue hesitation4.Implications for teaching and learning:Linguistic competenceTeachers need to help learners----achieve accuracy in the grammatical forms of the language;----pronounce the forms accurately;----use stress, rhythm, and intonation to express meaning;----build a range of vocabulary;----learn the script and spelling rules;----achieve accuracy in syntax and word formation.Pragmatic competenceTeachers need to help learners---learn the relationship between grammatical forms and functions;---use stress and intonation to express attitude and emotion;---learn the scale of formality;---understand and use emotive tone;---use the grammatical rules of language;---select language forms appropriate to topic, listener, or setting, etc.Discourse competenceTeachers need to help learners----take longer turns, use discourse markers and open and close conversations;----appreciate and be able to produce contextualised written texts in a variety of genres; ----be able to use cohesive devices in reading and writing texts;----be able to cope with authentic texts.Strategic competenceTeachers need to enable learners----to take risks in using the language;----to use a range of communicative strategies;----to learn the language needed to engage in some of these strategies, e.g. …What do you call a thing that/person who…‟Teachers need to help learners-----deal with the information gap of real discourse;-----process language and respond appropriately with a degree of ease;-----be able to respond with reasonable speed in …real time”.5. Richards and Rodgers(1986:72)three principles of Communicative language teaching1) Communication principle: Activities that involve real communication promote learning.2) Task principle: Activities in which language is used for carrying out meaningful taskpromote learning.3) Meaningfulness principle: Language that is meaningful to the learner supports he learning process.16. Littlewood’s (1981)classification of communicative activities:1). Functional communicative activities:2). Social interaction activities:(1). Functional communicative activities:~ Identifying pictures~ Discovering identical pairs~ Discovering sequences or locations~ Discovering missing information~ Discovering missing features~ Discovering "secrets"~Communicating patterns and pictures~ Communicative models~ Discovering differences~ Following directions~ Reconstructing story-sequences~ Pooling information to solve a problem(2). Social interaction activities:~ Role-playing through cued dialogues~Role-playing through cues and information~Role-playing through situation and goals--Role-playing through debate or discussion~ Large-scale simulation activities~ Improvisation17.Ellis (1990) has listed six criteria for evaluating communicative classroom activities:1). Communicative purpose:2). Communicative desire:3). Content, not form:4). Variety of language:5). No teacher intervention:A task is believed to have four components:a purpose,a context,a product.任务情景化:有需要解决的问题;需要行动或语言+非语言类任务目标化学会行动;完成语言+非语言类任务复杂性;复杂成果;难以预料短期内不明显练习情景化:无需要解决的问题;纯语言练习（理想的是，一次解决一个语言难点）目标化学会行动;完成纯语言练习复杂性;单一成果;事先预设，明显但有限度（对/错）6.Differences between PPP and TBLT1.The way students use and experience language in TBLT is radically different from PPP. Free of language controlA genuine need to use language to communicateA free exchange of ideasAppropriateness & accuracy of language form in general, not production of a single form A genuine need for accuracy and fluency2TBL can provide a context for grammar teaching and form-focused activities.A task-established contextEncouraged to think, analyze, not simply to repeat, manipulate and apply A more varied exposure to natural languageLanguage forms not pre-selected for focusLearner-free selection of languageFluency accuracy (+fluency)Integrated skills practisedProblems with CLT1.Is it practical in the Chinese context?2.How to design the syllabus for classroom teaching?3.Is it suitable for all age level of learners or all competence level of learners? Constraints of TBLT1.It may not be effective for presenting new language items2.Time: teachers have to prepare task-based activities very carefully.3.Culture of learning4.Level of difficultyUnit 3National English Curriculum3.1 A brief history of foreign language teaching in China1A phase of restoration (1978-1985)2A phase of rapid development (1986-1992)3A phase of reform (1993-2000)4A phase of innovation from 20002,Designing principles for the National English Curriculum1) Aim for educating all students, and emphasize quality-oriented education.2) Promote learner-centeredness, and respect individual differences.3. Develop competence-based objectives, and allow flexibility and adaptability4) Pay close attention to the learning process, and advocate experiential learning and participation5. Attach particular importance to formative assessment, and give special attention to the development of competence.6. Optimize learning resources, and maximize opportunities for learning and using the language.3.3Goals and objectives of English language teachingThe new curriculum is designed to promote students‟ overall language ability3.4 Design of the National English CurriculumNine competence-based levelsLevel 2,For 6th gradersLevel 5,For 9th gradersLevel 7,For senior high school leaversUnit 4 Lesson Planning18. Lesson planningLesson planning means making decisions in advance about what techniques, activities and materials will be used in the class.19. Why is lesson planning necessary?1)Makes teachers aware of the aims and language contents of the lesson, so as to plan the activities and choose the techniques accordingly;2)Helps teachers distinguish the various stages of a lesson and see the relationship between them so that the activities of different difficulty levels can be arranged properly and the lesson can move smoothly from one stage to another;3)Gives teachers the opportunity to anticipate potential problems so that they can be prepared;4)Gives teachers, esp. novice ones, confidence in class;5)Raises teachers‟ awareness of the teaching aids needed;6)Planning is a good practice and a sign of professionalism21. There are four major principles behind good lesson planning:AimVariety means planning a number of different types of activities and where possible introducing students to a wide selection of materials so that learning is always interesting, motivating and never monotonous for the students.Flexibility means planning to use a number of different methods and techniques rather than being a slave to one methodology. This will make teaching and learning more effective and more efficient.Learnability means the contents and tasks planned for the lesson should be within the learning capability of the students. Of course, things should not be too easy either. Doing things that are beyond or below the students' coping ability will diminish their motivation (Schumann, 1999).Linkage means the stages and the steps within each stage are planned in such a way that they are somehow linked with one another. Language learning needs recycling and reinforcement.24. Lesson planning should be done at two levels:Macro planning is planning over time, for instance, the planning for a month, a term, or the whole course.micro planning: is planning for a specific lesson, which usually lasts 40 or 50 minutes. 25.Macro planning involves:1) Knowing about the course:2) Knowing about the institution:3) Knowing about the learners:4) Knowing about the curriculum/syllabus5)Knowing about the textbook6)Knowing about the objectives26. The advantage of a concrete teaching plan:Teachers can follow it in the class and check what they have done;The plan will be the basis of a record of what has been covered in class;It will make it easier to make achievement tests later;It will be good records for the entire course.4.4 Components of a Lesson Plan1.Background information2.Teaching aimsnguage contents and skills4.Stages and procedures5.Teaching aids6.end of lesson summary7.optional activities and Assignments8.after-lesson reflection28. The aims of a lesson include:language components to present,communicative skills to practice,activities to conductmaterials to be usedteaching aids to be used.Unit 5 Classroom Management1.What is classroom management?Classroom Management refers to the way teachers organize what goes on in the classroom.1. Teachers’ roles:Before the class---PlannerDuring the class—1 Controlle2 Assessor3 Organizer4 Prompter5 Participant6 Resource-providerAfter the class---Evaluatornew roles:facilitatorsguidesresearcher s2.Rules to follow for making instructions effectiveTo use simple instructions and make them suit the comprehension level of thestudents.To use the mother-tongue only when it is necessary. (to explain grammar rules or rules for a game or task which may be too complicated to explain in the targetlanguage)3. What are the most common types of Ss grouping?Whole class workPair work,Group work,Individual study:4.How to maintain discipline?P.79When students are engaged in learning, they will be disciplined.Q: How to engage students in learning?1)Ss are clear about learning purpose;2)Ss are able to do the work but find it challenging;3)Ss are emotionally, physically and intellectually involved by the tasks;4)The presentation, variety and structure of the work and activities generate curiosity and interest;5)Ss have opportunities to ask questions and try out ideas;6)Ss can see what they have achieved and how they had made progress;7)Ss get a feeling of satisfaction and enjoyment from the work.4. Harmer’s suggestions on measures for undisciplined acts and badly behaving Ss:1). Act immediately2). Stop the class3).Rearrange the seats4).Change the activity5).Talk to Ss after class6).creat a code of behavior5. In order not to hurt the Ss,Ur’s advice on problems in class:1).Deal with it quietly2).Don‟t take things personally 对事不对人3).Do not use threats6. What are the functions or purposes of questions?To focus students‟ attentionsTo invite thinking or imaginationsTo check understandingTo stimulate recall of informationTo challenge studentsTo assess learning7How to ask effective question1)Questions should be closely linked to the learning objectives in the lesson;2)Questions should be staged so that the level of challenge increases as the lesson proceeds;3)There should be a balance between closed and open, lower-order and higher-order questions;4)Wait time is important to allow students to think through their answers;5)Ss should be provided opportunities to ask their own questions and seek their own answers;6)A secure and relaxed atmosphere of trust is needed and ss‟ opinions and ideas are valued..6. correct dealing with errors and mistakeswe need to be clear whether the task or activity is focusing on accuracy or fluency.How to correct error：Direct teacher correctionIndirect teacher correctionSelf correctionPeer correctionWhole class correctionUnit 6Teaching Pronunciation1.The role of pronunciationOn the value of teaching pronunciation, there are different opinions:1.Students do not need to learn pronunciation because pronunciation will take care of itself as the students develop overall language ability.2.Failure in pronunciation is a great hindrance to language learn.2. The goals of teaching pronunciation:目的Consistency 连贯性: To be smooth naturalIntelligibility可理解性:To be understandable to the listenersCommunicative efficiency: To help convey the speakers‟ meaning3. Three aspects of pronunciation to teach? Stress, intonation, rhythm4. One common problem in learning English of Ss: (Neglect stress and intonation)5. Ways of practicing soundsPerception practice :Using minimal pairs,Which order,Same or different,Odd one out, CompletionProduction practice: Listen and repeat,Fill in the blanks,Make up sentences,Use meaningful context,Use pictures,Use tongue twisters6. Practicing stress:1).Two kinds of stress: word-level stress ; phrase-level stress2).Three ways to show stress pattern of words:Use gestures, use the voice, use theblackboard7. Practicing intonation:1). There are many subtle ways: surprise, complaint, …sarcasm讥讽，friendliness, threats etc.2). Two ways to make intonation:Use hand or arm movement to indicate change of intonaton: rising/falling arrows; draw linesUnit 7. Teaching Grammar1. What are grammar presentation methods? 演示法Deductive method演义法; Inductive method归纳法the guided discovery method (引导发现法2. Deductive method1). Definition: It relies on reasoning, analyzing and comparing.2). Steps: giving rules/definition------giving examples3). Advantages:To be successful with selected and motivated students;To save time;To help to increase students‟ confidence in some exam.4). Disadvantages:To teach grammar in the isolated way;To pay little attention to meaning;To be often mechanical practice.3. Inductive method1).Definition: the teacher induces the learners to realise grammar rules without any form of explicit explanation2). Steps: give examples-----induce rules4). Advantages: Inductive method is more effective in that students discover thegrammar rules themselves while engaged in language use,4. Ur’s definition of grammar practice:"Practice may be defined as any kind of engaging with结合/保证the language on the part of the learner, usually under the teacher supervision, whose primaryobjective(aim/task) is to consolidate learning "(Ur, 1988:11).5. Ur’s six factors contribute to successful grammar practice:1) Pre-learning.2) Volume and repetition(容量/重复).3) Success-orientation成功性联系.4) Heterogeneity多样性.5) Teacher assistance.6) Interest.6. Two categories of grammar practice:Mechanical practiceMeaningful practice.1).Mechanical practice involves activities that are aimed at form accuracy.Two drills in mechanical practice:(1) Substitution drills (2) Transformation drills2). Meaningful practice.In meaningful practice the focus is on the production, comprehension orexchange meaning though the students "keep an eye on" the way newly learnedstructures are used in the process. Meaningful practice usually comes aftermechanical practice.7. Using prompts for practice:1). Using picture prompts. Ss produce sentences based on the pictures provided2). Using mime or gestures as prompts.3).Using information sheet as prompts. E.g.:4). Using key phrases or key words as prompts.5). Using chained phrases for story telling.6). Using created situations.Unit 8 Teaching Vocabulary1. What does knowing a word involve?Knowing a word means knowing its pronunciation and stress;Knowing a word means knowing its spelling and grammatical properties;Knowing a word means knowing its meaning;Knowing a word means knowing how and when to use it to express the intended meaning.Vocabulary learning “involves at least two aspects of meaningThe first aspect involves the understanding of its denotative and connotative meaning.The second aspect involves understanding the sense relations among words.”Collocation , Synonyms,antonyms,hyponyms, Receptive and productive vocabulary2. List some ways of presenting new words1) Try to provide a visual or physical demonstration whenever possible,2) Provide a verbal context to demonstrate meaning.3) Use synonyms or antonyms to explain the meanings.4) Use lexical sets or hyponyms to show relations of words and their meanings.5) Translate and exemplify,6) Use word formation rules and common affixes7) Teach vocabulary in chunks.8) Think about the context in real life where the word might be used.9) Think about providing different context for introducing new words.10) Prepare possible misunderstanding or confusion that student may have.3. Some vocabulary consolidation activities that can be done in class. (12)1) Labeling2) Spotting the differences:3) Describing and drawing:4) Playing a game:5) Using word thermometers:6) Using word series7) Word bingo:9) word association10) Synonyms and antonyms:11) categories12) Using word net-work13)using the internet resources for more ideas4. Developing vocabulary building strategies.1). Review regularly:2). Guess meaning from context:3). Organize vocabulary effectively:4). Use a dictionary:5)keep a vocabulary notebook6).Discovery strategiesUnit 9Teaching Listening1.The reason why such difficulties arise can be quire complicated. however, one major reason for students‟ poor listening is often neglected in language due to1) Lack of teaching materials (audio and video tapes);2) Lack of equipment (tape players, VCRs, VCDs, computers);3) Lack of real-life situations where language learners need to understand spoken English;2 What do we listen to in everyday life? (Ur, 1996)Loudspeaker announcements1.Radio news2.Lesson, lecture3.Conversation, gossip4.Instructions5.Watching television6.Watching movies7.Telephone conversations8.Interview9.Shopping10.Story-telling11.Meetings12.Negotiations13.Theater show…3. One reason for students' unsatisfactory listening abilities:There is not enough variety in the materials that they listen to in class. In most cases, the listening materials are daily conversations or stories. But in reality we listen to far more things, regardless of which language is used.4. The characteristics of listening in real life (adapted from Ur, 1996:106-7):1) Spontaneity2) Context3) Visual clues4) Listener‟s response5) Speaker‟s adjustment5 Two major purposes in listening.*The first is for social reasons;*The second is for exchanging information.6 Principles of teaching listening:1). Focus on process:2). Combine listening with other skills:3). Focus on comprehending meaning:4). Grade difficulty level appropriately:7.dels for teaching listeningbottom-up model up- bottom modelthe teaching of listening generally follows three stages:pre-listening stagewhile-listening stage,post-listening stage.Unit 10Teaching Speaking1. What is speaking?Speaking is a skill that the students will be judged upon most in real-life situations.. 1.what are the differences between spoken and written language?SpokenspontaneousSentences are often incomplete, ungrammatical, and full of hesitations, false starts, and redundancies.If it is not recorded, spoken language can‟t be listened to again. It is expected to be understood immediately.WrittenWell-plannedSentences are often carefully constructed and well organized.Written language is comparatively speaking permanent. It can be read as often as necessary.3.There are four common features of spoken language:Using less complex syntax;Taking short cuts, e.g. incomplete sentences;Using fixed conventional phrases/chunks;Using devices such as fillers, hesitation devices to give time to think before speaking.4.Principles for teaching speaking1) balancing between accuracy-based practice and fluency-based practices :2) Contextualizing practice3) Personalizing practice4) Building up confidence5) Maximizing meaningful interactions6) Helping students develop speaking strategies7)making the best use of classroom learning environment to provide sufficient language input and practice for the students.5,factors should be considered in designing speaking tasksWhen we design speaking tasks, one important consideration is the language proficiency level of the students.6.how can we design speaking activities:1). Maximum foreign talk:2). Even participation3). High motivation4). Right language level4.Types of speaking activitiesLittlewood‟s (1981) framework for defining speaking activities:Pre-communicative activitiesStructural activitiesQuasi-communicative activitiesCommunicative activitiesFunctional communication activitiesSocial interaction activitiesSome speaking activities1)Controlled activities2)semi- Controlled activities3)communication activities1). Information-gap activities:2). Dialogues and role-plays3). Activities using pictures4). Problem-solving activities8,How to organise speaking activities.Using group work in speaking tasks☐Design small group work for three reasons:(1) it increases the time for each student to practise speaking in one lesson;(2) often ss are afraid of making mistakes or losing face or feel shy speaking in front of a whole class;(3) speaking in small groups is more natural in real life.☐Small group work helps ss learn to work cooperatively and helps them develop interpersonal skills—”foste ring development of tolerance, mutual respect andharmony” (Cooke & Nicholson, 1992:34)2). The advantages of using group in speaking tasksSmall group work helps students learn to work cooperatively and it helps them develop interpersonal skills. They learn how to work with a wider variety of people Development of tolerance, mutual respect and harmonyUnit 11 Teaching Reading1. Two types of reading practice in classrooms:Reading aloud and Silent reading2. Effective readers do the following:1) have a clear purpose in reading;2) read silently;3) read phrase by phrase, rather than word by word;4) concentrate on the important bits, skim the rest, and skip the insignificant parts;5) use different speeds and strategies for different reading tasks;6) perceive the information in the target language rather than mentally translate;7) guess the meaning of new words from the context, or ignore them;8) have and use background information to help understand the text.3. What is readingreading is the construction of meaning from a printed or Written message..4. Skills readers need:1.Specifying a purpose for reading2.Planning what to do/what steps to take3.Previewing the text4.Predicting the contents of the text5.Checking predictions6.Skimming the text for the main idea7.Scanning the text for specific information8.Distinguishing main ideas from supporting details9.Posing questions about the text10.Finding answers to posed questions5.The role of vocabulary in reading:Day & Bamford (1998): efficient reading begins with a lightening-like automatic recognition of words, which frees one‟s mind to use other resources to construct meaning. Helping ss to develop the ability of automatic word recognition is the basis for developing their reading skills.The way to develop si ght vocabulary is to read extensively (…Familiarity breeds automaticity‟).6. Some principles for teaching reading(6):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 meaning4) Tasks should help develop students' reading skills5) 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.6)Teachers should help the students to read on their own.7.three models of teaching reading1). Bottom-up modelletters---words---phrases---clauses---sentences---paragraphs---whole discours2). Top-down modelbackground knowledge--- guess meaning from the printed page3)Interactive model8. Three stages of reading:Pre-reading activities;While-reading activities;Post-reading ActivitiesPre-reading activities;Predictinga). Predicting based on the titleb). Predicting based on vocabularyc). Predicting based on the T/F questions2). Setting the scene* Besides discussing culture bound aspects of the text, we can also set the scene by relating what students already know to what they want to know.3). SkimmingSkimming means reading quickly to get the gist, i.e. the main idea of the text. Some suggestions may help teachers to set up skimming activities:。
英语教学法教程王蔷笔记unit7
英语教学法教程王蔷笔记unit7Unit 7: Teaching English Grammar1. Introduction to Grammar Teaching- Grammar is an essential component of language learning as it provides the rules and structure necessary for effective communication.- When teaching grammar, it is important to create a supportive and interactive learning environment where students can practice and apply the rules in meaningful contexts.2. Presenting Grammar- There are various approaches to presenting grammar, including deductive and inductive methods.- The deductive method involves providing explicit explanations and rules before students engage in practice activities.- The inductive method encourages students to discover grammar rules through guided practice and analysis of examples.3. Teaching Grammar in Context- It is essential to teach grammar in meaningful contexts to make it relevant and applicable to students' daily lives.- Use authentic materials, such as news articles or videos, to introduce and teach grammar concepts in real-world contexts.- Incorporate communicative activities that require students to use the grammar rules in speaking or writing tasks.4. Engaging Grammar Practice- Provide a variety of practice activities to cater to different learning styles and abilities.- Include both controlled and freer practice activities.- Controlled practice activities involve structured exercises that focus on accuracy, such as gap-filling or matching exercises.- Freer practice activities allow students to use the grammar rules creatively in more open-ended tasks, such as role-plays or discussions.5. Providing Feedback- Feedback is crucial in helping students improve their understanding and application of grammar rules.- Provide immediate feedback during practice activities, including correction and clarification of errors.- Use a combination of teacher-led and peer feedback to encourage student participation and active learning.6. Assessing Grammar Skills- Assessing grammar skills should go beyond traditional tests and quizzes.- Include a variety of assessment tools, such as presentations, projects, or portfolios, that allow students to demonstrate their understanding and application of grammar rules in different contexts.- Use rubrics or checklists to provide clear criteria for assessment and feedback.7. Conclusion- Teaching English grammar requires a learner-centered approach that emphasizes meaningful context and active engagement.- By providing a supportive and interactive learning environment, teachers can help students develop a strong foundation in grammar skills and enhance their overall English language proficiency.。
九年级英语unit7复习课说课稿
九年级上册英语说课稿人：解娟Unit7Teenagersshouldbeallowedtochoosetheirownclothes各.位老，大家好：今天我所的内容自人教版初中英新目九年Unit7Teenagersshouldbeallowedtochoosetheirownclothes.的一元复，从法到本元言功能。
下面我将从教材、教法、学法、教学程以及板五个方面来本的教学。
一、教材：a.教材的地位及作用：本是整个元的法和口及其作文，其主要内容是用情的被以及个人的看法。
通本的学学生要能情被一构行熟运用，并能按要求完成相关的作文。
是整个元学内容的深化，同化整个元的言点和写作根本技能的。
是整个元言点和法知学的。
本堂所的内容与学生的生活密切相关，易于提高学生的学趣。
合第七元的教材内容，我制定如下的教学目：b、教学目：1〕知目：句型:─Whatrulesdoyouhaveinyourfamily?Howaboutyou?_Iagree/Idisagree⋯法：情被1/42〕能力目标：会熟练运用情态动词的被动语态，能用情态动词谈论规那么并发表自己的见解。
3〕情感目标：青少年总是容易和父母发生思想和言语冲突，通过这节课希望学生了解父母是最爱自己的人，应该互相理解多沟通。
c、教学重、难点：1〕重点：情态动词被动语态的用法；能对于规那么谈论自己的想法和见解。
2)难点：情态动词被动语态在实际操作中的正确运用二、说教法为了顺利地完成教学目标，更好地突出重点、突破难点，我重点采用任务型教学法，说与写相结合的方法，在教学过程中，我注意创设情境，采用多种教法通过说、写的训练稳固本单元教学目标。
为了提高课堂效率吸引学生的注意力，本节课我借助图片，诗歌资料、进行教学，安排的写作训练由易而难，让学生感觉可操作性强，从而对于写作真正起到练习和指导的作用。
三、说学生和学法：我所带的这个班学生两极分化特别严重，有五六个学生已经丧失学习英语的兴趣和动力。
《英语教学法》Unit 7 Teaching Grammar
2017/2/16
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1.
This gift was the Amber Room, which was given this name because several tons of amber was used to make it. The amber which was selected had a beautiful yellow-brown color like honey.
2017/2/16tion
2.1 General approaches to grammar presentation
2.1.1 Extracts from lessons teaching "some" and "any"
Read the two extracts from lessons teaching "some" and "any", then think about the difference between the two presentations.
Inductive approach (归纳法）
The teacher provides learners with authentic language data and induces the learners to realise grammar rules (often) without any form of explicit explanation. Defects: 1. It can be much more time-consuming. 2. It may be more demanding on the teacher. 3. Students might misform rules in their own minds. 4. It might not suit the students who are preparing for the state examinations. Merits:
Unit7MakingPhoneCalls复习提纲(知识清单)-闽教版英语五年级上册
他在哪里？
重点语法：
用语：
在 中介绍自己要用 This is....（我是......。） 我能与......通话吗？ May I speak to...？（我可以和......通话吗？） 如果接 的人正好是你要找的人，那 ta 应该说:Speaking.（请讲。） 如果接 的人不是你要找的人，那 ta 会说：Sorry.She/He isn’t at home. Please call her mobile phone.（对不起。他/她不在家。请打她的 。）
闽教版五年级上册 Unit7 复习提纲
重点背诵单词、词组： speak wait minute page write word sorry time call mobile way on my way city speak to today’s English homework wait a minute
Hello.This is Li Ming. May I speak to Linda? 你好。李明。我可以和 Linda 说话吗？
Speaking.
Please e to my birthday party.
请来参加我的生日聚会。
S English homework?
Where are you?
你在哪里？
I’m on my way home. I’m on my way to the City Library.
我在回家的路上。 我在去市图书馆的路上。
She isn’t at home.
她不在家。
I want to go there,too.
我也想去那里。
See you.
询问作业： What is today’s English homework?(今天的英语作业是什么？） Turn to Page +_数字。翻到......页。 Write the new words ... times.把生词写......遍。
王蔷英语教学法教程第二版Unit7
王蔷英语教学法教程第二版Unit7第7章Teaching grammar语法练习的活动会表述、设计一、The importance、value of grammar in language learningIt is generally believed that grammar teaching is less important for children than for adults. Grammar teaching is less important in listening and reading than in writing, and can be seen in most formal classroom language teaching. But the importance of grammar cannot be denied. Grammatical competence is essential for communication and there is often an inadequate treatment of grammar in most communicative syllabuses resulting in lower level of accuracy than the cases under formal instruction. English grammar is the core of English language. Without grammar English language cannot be well constructed. However, it should be noted that learning grammar itself is not the ultimate goal of learning English. It is natural that Chinese grammar in the minds of Chinese students, and it's not easy to take in the grammar of a foreign language. But this difficulty must be overcome. If you cannot solve this difficulty, the foreign language you write, though it may be understandable, will be Chinese style English.二、Grammar presentation 如何教语法3+41. The deductive method:The deductive method relies on reasoning, analysing and comparing. First, the teacher writes an example on the board. Then the teacher explains the underlying rules. The explanations are often done in the student’s native language. Finally, the students practise applying the rule to produce sentences with given prompts.(1) Advantages: good for selected and motivate students;save time to explain complex rules; increase students’ confidence in examination(2) Disadvantages: grammar is taught isolatedly; little attention is paid to meaning; the practice is often mechanical2. The inductive method: 能自己说出步骤书上The teacher provides learners with authentic language data and induces the learners to realize grammar rules without any form of explicit explanation.(1) Advantages: students will become evident to the grammar rules if they are given enough appropriate examples. This is especially true with grammatical regularities which are easily understood and applied. Inspire students’ thinking activities; motivate students’ learning interests; gr ammar is taught in context.(2) Disadvantages: the presentation of grammar is more complex and time consumption is huge; grammar is not taught directly; some rules can’t be induced easily.3. The guided discovery method: 能自己说出步骤书上It is similar to the inductive method in that the students are induced to discover rules by themselves but different in that the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly.4. Some new approaches to teaching grammar:①Collocational: It means that the grammar should be built on collocational relations between individual lexical items and their subcategories.②Constructive: It means that one’s knowledge of grammar is built bit by bit, which closely models the way language is learned and used.③Contextual: It means that elements and structures aretaught in relation to their context. Syntactic and lexical choices are explicitly related to pragmatic ones, and to social and cultural contexts.④Contrastive: It means that grammar involves drawing the learner’s attention to contrast the differences between the target language and other language.三、Factors contribute to successful practice 6个因素(因素，准则，原则可作为措施的要点答题)①Pre-learning:②V olume and repetit ion:③Success-orientation:④Heterogeneity:⑤Teacher assistance:⑥Interest:四、评述语法教学方法P115。
英语教学法unit7-teaching-grammar
It is generally believed that
Grammar teaching is less important for children than for adults;
Grammar teaching is less important in listening and reading than in writing.
Pennington(2002) (p.107) proposes a synthesis approach to grammar pedagogy .
Grammar teaching should be “collocational, constructive, contextual and contrastive”, which can serve as useful guidelines for teaching grammar. (PP.107-108)
In the inductive method, the teacher induces the learners to realise grammar rules without any form of explicit explanation.
It is believed that the rules will become evident if the students are given enough appropriate examples.
Grammar teaching can be seen in most formal classroom language teaching.
7.2 Grammar presentation methods
The deductive method The inductive method The guided discovery method Teaching grammar using listening
七年级英语上册第七单元教学提纲人教版新目标.doc
Unit 7 How much are these pants?Section AWords: pant, sock, T-shirt, sweater, shoes, color, black, white, red, green, blue, big, short, long socks , shorts , pants , shoes 这四个词通常是以复数的形式出现。
socks 袜子（两只）shorts 短裤，short 就没有“短裤”的意思。
shoes 鞋子（两只）pants 裤子 pant就没有“裤子”的意思。
因此在询问价格时，我们说*另外，当我要表达一双袜子，一条裤子等时，We saya pair of socks, a pair of shorts , a pair of shoes , a pair of pants注意：当提问a pair of socks / shorts / …多少钱时，我们说－How much is a pair of socks ? －It’s ….Sentences: How much is the red sweater? How much are these black pants?It’s eight dollars. They’re ten dollars.Grammars: How much引导的特殊疑问句的构成以及回答How much和how many的用法区别:how much与how many的意思基本相同，但前者用来修饰不可数名词，也可单独使-用，意思是“多少钱”；后者用来修饰可数名词复数。
如：How much ale the pants??这裤子多少钱?How much bread d0 you want?你要多少面包?How many apples d0 you want?你要多少苹果?用how much和how many完成下列表格。
《英语教学法》Unit 7 Teaching Grammar
Inductive approach (归纳法）
The teacher provides learners with authentic language data and induces the learners to realise grammar rules (often) without any form of explicit explanation. Defects: 1. It can be much more time-consuming. 2. It may be more demanding on the teacher. 3. Students might misform rules in their own minds. 4. It might not suit the students who are preparing for the state examinations. Merits:
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2.2 Specific grammar presentation techniques
use realia or picutures use a video teachers demonstrate use a text use listening input
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2.1.3 The guided discovery method (指导性发 现法）
Ss are presented with contextualised scenarios illustrrasting a specific structure, then guided to discover the underlying rule of the structuer as well as its meaning in context, and teacher explicitly teaches the target structure. Distinction between the inductive method and the guied discovery method
英语教学法复习提纲（5篇）
英语教学法复习提纲（5篇）第一篇：英语教学法复习提纲A Course in English Language TeachingA General Review1.What is language? Do you know the views on language and the views on language learning? What are they?2.What is macro planning?3.What does communicative competence imply?4.Why is lesson planning necessary?5.Do you know principles for good lesson planning? What are they?6.What are the components of a lesson plan?7.What roles do teachers play in the classroom?8.Can you name the most common students grouping?9.Can you explain the deductive method（演绎法）and the inductive method（归纳法）for grammar teaching?10.What activities can we do to consolidate vocabulary?11.What do we listen to in everyday life?12.What are the characteristics of the listening process?13.What are the principles for teaching listening?14.What are the principles for designing speaking activities?15.What are the principles and models for teaching reading?16.What are the common types of activities in teaching reading?17.Can you explain “A communicative approach to writing” and “A process approach to writing”?18.Why should we integrate the four skills?19.How can we integrate the four skills?What do you think are the purposes of assessment?第二篇：英语教学法复习提纲小学英语教学法复习提纲第一章1.小学生学习外语的特点：（1）模仿力强、记忆力好、勇于开口；（2）活泼好动，想像力丰富，富于创造力，喜欢新事物，乐于参加活动；（3）喜欢动身、动手、动脑做事情；（4）喜欢容易达到的学习目标；（5）精力集中时间比较短；（6）注意力较易分散，自我管理能力不强（7）理解复杂的语言指令还有一定的困难；（8）学习的目的性不如成人那样强，快乐时才会学习；（9）.语言规则分析能力较差2.小学英语教学的主要任务：通过听、说、看、玩、唱等一系列的教学活动，对学生进行听说读写的基本训练，激发学生学习英语的兴趣和动机，培养良好的学习习惯，使学生获得一些英语的感性知识，打下较好的语音基础，学习一定量的词汇，接触一定量的日常交际用语，从而具有以听说能力为主的初步交际能力，同时在英语学习过程中受到良好的思想品德教育，个性得到健康和谐的发展。
人教版七年级上册英语期七单元Unit 7 How much are these pants复习提纲
七年级上期七单元Unit 7 How much are these pants?复习提纲一翻译下列短语，并默写出它们：1). 多少钱____________ 2). how many _________.3). 看一看，瞧一瞧①___________________. _②_____________________4) I’ll take it ____________________. 5) I’ll take them. ________________.6) 你要买什么东西吗？① ___________________________?②_______________ _____________________ ?7) 我想要一条绿色的短裙。
__________________________________________.8)给你。
_________________________________.9)不用谢。
①_________________________.②___________________________.③ _____________________________________.10)两条长裤 ________________________.11). 三条蓝色的短裤________________________. 12)十一件黄色的长毛衣______________________________________________.13)十二顶小帽子 _________________________14)十三张小桌子 _________________.15)十五把白色的长尺子 ____________________________.16）on sale _______________ 17) for sale ____________________.18) sell sth to sb ______________________.19)它多少钱 1)____________________________ 2)_______________________20) bags/shoes for sports ________________________.21)at Huaxing clothes/clothing store(shop) __________________________22)从……买…… _______________ 23) buy sth for sb. _________________.24)for oneself / by oneself _____________________________.25)我们有价钱很合理的T-恤。
(完整版)《英语教学法》Unit_7_Teaching_Vocabulary
Unit 7 Teaching Vocabulary1.Teaching Aims:To discuss how to teach vocabulary. Although vocabulary is usually integrated with the teaching of reading, we still consider it necessary to introduce ways to learn and consolidate vocabulary. 2.Teaching Content:1) V ocabulary and vocabulary building2) Presenting new words3) Consolidating vocabulary4) Developing vocabulary building strategies5) Conclusion3.Teaching Procedures:1) IntroductionWith hundreds of thousands of words in the English language, teaching vocabulary can seem like a very daunting prospect. Remember though that the average native speaker uses around only five thousand words in everyday speech. Moreover, your students won't need to produce every word they learn, some they will just need to recognize. Selecting what to teach, based on frequency and usefulness to the needs of your particular students is therefore essential. Once you have chosen what to teach, the next important steps are to consider what students need to know about the items, and how you can teach them.2) What a student may need to know about an item•What it meansIt is vital to get across the meaning of the item clearly and to ensure that your students have understood correctly with checking questions.•The formStudens need to know if it is a verb/a noun/an adjective etc to be able to use it effectively.•How it is pronouncedThis can be particularly problematic for learners of English because there is often no clear relation between how a word is written and how it is pronounced. It is very important to use the phonemic script in such cases so the sts have a clear written record of the pronunciation. Don't forget also to drill words that you think will cause pronunciation problems for your students and highlight the word stresses.•How it is speltThis is always difficult in English for the reason mentioned above. Remember to clarify the pronunciation before showing the written form.•If it follows any unpredictable grammatical patternsFor example, man-men / information (uncountable) and if the word is followed by a particular preposition (e.g. depend on )•The connotations that the item may haveBachelor is a neutral/positive word whereas spinster conjures a more negative image.•The situations when the word is or is not usedIs it formal/neutral/informal?For example, spectacles/glasses/specs. Is it used mainly in speech orin writing? To sum up is usually written whereas mind you is spoken. Is it outdated? Wireless instead of radio.•How the word is related to othersFor example, synonyms, antonyms, lexical sets•Collocation or the way that words occur togetherYou describe things 'in great detail' not 'in big detail' and to ask a question you 'raise your hand' you don't 'lift your hand'. It is important to highlight this to students to prevent mistakes in usage later.•What the affixes (the prefixes and suffixes) may indicate about the meaningFor example, substandard sub meaning under. This is particularly useful at a higher level.Which of these areas you choose to highlight will depend on the item you are teaching and the level of your students. Now it's time to think about how we can get the meaning across.3) Ways to present vocabularyThere are lots of ways of getting across the meaning of a lexical item.•IllustrationThis is very useful for more concrete words (dog, rain, tall) and for visual learners. It has its limits though, not all items can be drawn.•MimeThis lends itself particularly well to action verbs and it can be fun and memorable.•Synonyms/Antonyms/Gradable itemsUsing the words a students already knows can be effective for getting meaning across. •DefinitionMake sure that it is clear (maybe check in a learner dictionary before the lesson if you are not confident). Remember to ask questions to check they have understood properly.•TranslationIf you know the students' L1, then it is fast and efficient. Remember that not every word has a direct translation..•ContextThink of a clear context when the word is used and either describe it to the students or give them example sentences to clarify meaning further.Again which you choose will depend on the item you are presenting. Some are more suitable for particular words. Often a combination of techniques can be both helpful and memorable4) Alternative ways of teaching vocabulary•Give your students a few items of vocabulary and tell them to find the meaning, pronunciation and write an example sentenced with the word in. They can then teach each other in groups. •Prepare worksheets and ask your students to match words to definitions.•Ask students to classify a group of words into different categories. For example, a list of transport words into air/sea/land.•Ask students to find new vocabulary from reading homework and teach the other students in the class.5) Other things to consider•Review the vocabulary you teach through a game or activity and encourage your students to do the same at home•Encourage autonomy in your learners. Tell them to read, watch films, listen to songs etc and note the useful words•Have a section of your board for vocabulary items that come up as you are teaching. Use different colours for the word / the phonemics / the prepositions / the part of speech•It is a good idea to teach/learn words with associated meanings together•Encourage your students to purchase a good dictionary and use class time to highlight the benefits of one•Teach your students the grammatical names for the parts of speech and the phonemic script •Always keep a good dictionary by your side in case a student asks about a word you don't know •If you don't and have never heard of the word, tell the student you will check and get back to them. Do get back to them•Give extra examples sentences to the students if they are unsure and encourage them to write the word in an example sentence (maybe for homework)A. The importance of vocabulary"Without grammar very little can be conveyed; without vocabulary nothing can be conveyed." (Wilkins 1972:111)"When students travel, they don't carry grammar books, they carry dictionaries." (Krashen in Lewis 1993: iii)"The more one considers the matter, the more reasonable it seems to suppose that lexis is where we need to start from, the syntax needs to be put to the service of words and not the other way round." (Widdowsen in Lewis 1993:115)B. How many words are needed for effective communication in L2?Level Number of Words Text Coverage, %High-frequency words 2,000 87Academic vocabulary 800 8Technical vocabulary 2,000 3Total to be learned 4,800 98Low-frequency words 123,200 2Total 128,000 100from Nation and Newton, 1997, p.239C. What words to teach?1. Some criteria for selecting vocabulariesCriteria Definitionrange the extent to which a word occurs in the different types of textscoverage the capacity of a word to replace other wordsfrequency the number of occurrences of a word in the target languagelearnability the extent to which a word can be learned without difficultylanguage needs the extent to which a word is regarded as "required" by the learner in order to communicateD. What to Teach While Teaching V ocabularyForm pronunciationspellinginflectionsderivationsMeaningbasic and literal meaningsderived and figurative meaningssemantic relationconnotation Usagesubcategorizationcollocationsociolinguistic and stylistic restrictionsslangs and idiomsE. What is involved in Teaching V ocabulary1. Presentation (outcome: establish an entry in the episodic memory with correct form and basic meaning)Ways of Presenting theMeaning of New Items—concise definition (as in a dictionary; often a superordinate with qualifications: for example, a cat is an animal which...)-- detailed description (of appearance, qualities...)-- examples (hyponyms)-- illustration (picture, object)-- demonstration (acting, mime)-- context (story or sentence in which the item occurs)-- synonyms-- opposites(s) (antonyms)-- translation-- associated ideas, collocations.2. Practice and Consolidation (outcome: store the item in the long-term memory; turn passive vocabulary into active vocabulary)Ideas for practice and consolidationsongs and games-- semantic field and semantic mapping-- key word method-- vocabulary exercises-- regular review3. Lexical/Semantic Development (outcome: integrate lexical/semantic information into entries; move words from episodic memory to lexicon) semantic development, extensive reading, communicative activitiesF. Incidental Vocabulary Acquisition (IV A)1. Limitations of explicit vocabulary teaching-- Much of the lexical and semantic information cannot be or is not described and taught asexplicit knowledge;-- There is too much information involved in vocabulary that it is just impossible to teach it all.-- What is taught does not necessarily lead to lexical competence on the learner's part. Conclusion: much lexical competence has to be developed through natural communication.2. What is IVA?Definition: IVA is the learning of new words as a by-product of a meaning-focused communicative activity, such as reading, listening, and interaction. It occurs through "multiple exposures to a word in different contexts." (Huckin and Coady, 1999, p. 185)2.1. Learners are able to pick up vocabulary-- through extensive reading-- through communicative interactions-- through exposure to natural input such as movies, TV.3. Conditions of successful IV A?a. The leaners should have a sight vocabulary of 2,000 to 3,000b. The input should be comprehensible and interesting to the learners. (unknown words no more than 2%)c. Input enhancement may be beneficial (an example from Batia Laufer and Monica Hill "What lexical information do L2 learners select in a CALL dictionary and how does it affect word retention? Language Learning & Technology V ol. 3, No. 2, January 2000, pp. 58-76)d. Guessing should be encouraged and guessing strategies should be trained.4. Advantages of IV A:1) advantagesa. It is contextualized, giving the learner a richer sense of a word's use and meaning than can be provided in traditional paired-associate exercises,b. it is pedagogically efficient in that it enables two activities--vocabulary acquisition and reading--to occur at the same time, andc. it is more individualized and learner-based because the vocabulary being acquired is dependent on the learner's own selection of reading materials. (p. 182)d. presentation, consolidation and lexical/semantic development occur at the same time (parallel vs. serial process of lexical development);2) disadvantages-- IV A does not work for learning the basic core vocabulary.-- there is no control over what is to be learned; IVL may not always occur;-- Incorrect guessing may lead to incorrect understanding of vocabulary;5. Some Conclusions about incidental vocabulary acquisitionThe following conclusions about incidental vocabulary learning are drawn by Thomas Huckin and James Coady (1999, SSLA, 21, 190-191) based on their review of the literature:1. Incidental learning is not entirely "incidental," as the learner must pay at least some attention to individual words. However, the amount of attention and the amount of learning varies according to a number of factors, including context, type of attention, and task demands.2. Incidental learning requires a basic sight-recognition vocabulary of at least 3,000 word families. For university-level texts, a knowledge of 5,000-10,000 word families may be needed.3. Although incidental acquisition takes place incrementally over a period of time, there is noagreement as to how many and what kinds of exposures are needed for successful acquisition.4. Effective word guessing requires the flexible application of a variety of processing strategies, ranging from local ones such a s graphemic identification to global ones such as the use of broader contextual meanings.5. Some strategies seem to arise naturally but others need to be taught.6. Students generally benefit from explicit vocabulary instruction in conjunction with extensive reading.7. Some kinds of reading texts are more conducive to incidental learning than others--inn particular, texts that are personally interesting to learners.8. Input modification, including glossing of specific words, is generally effective, especially if it involves the learner interactively.9. Incidental learning depends on educated guesswork and thus can lead to imprecision, misrecognition, and interference with the reading process. To overcome these problems, learners need to have a well-developed core vocabulary, a stock of good reading strategies, and some prior familiarity with the subject matter.ConclusionExplicit vocabulary teaching is necessary for teaching the core vocabulary, particularly for the learning of basic lexical and semantic knowledge. Incidental vocabulary acquisition should be encouraged for further lexical and semantic development of the words learned through explicit instruction and for learning additional vocabulary.。
Unit 7 Teaching grammer (英语教学法)
tables, diagrams, maps and drawings to aid understanding. 5) Avoid difficult grammatical terminology . 6) Allow enough opportunities for practice.
3.2.2 Meaningful practice
In meaningful practice the focus is on the production, comprehension or exchange of meaning. Meaningful practice usually comes after mechanical practice.
2.2 Inductive method
The teacher induces the learners to realize grammar rules without any form of explicit explanation. Then students are invited to apply the newly learned structure to produce sentences with given visual aids or verbal prompts. Finally, but optionally, the teacher may elicit the grammar rule from the students.
language learning
教学法Unit-7-Teaching-Grammar
What you (do) at 3 p.m. last Saturday?
Book 2
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The inductive method
She is reading a book. This is a book.
He was walking to school at 7:00 this morning.
Book 23 2Leabharlann 20/2/23practice
Put the verbs in parentheses into suitable verb forms: simple past or past continuous, changing the word order where necessary:
Unit 7
Grammar presentation
The deductive method The deductive
method
The inductive method The inductive
method
The guided discovery method 2
Book 2
2020/2/23
The least interesting places are those which/where …
The luckiest person is someone who …
The best teacher is someone who …
The most important ideas are those which …
英语教学法教程unit7 teaching grammar
practice using a foreign language, they do
not need to learn grammar.
F
4) Making students aware of grammatical
information is one of the teaching
objectives, allowing students
T
7) Grammar should be taught and
practiced in context.
T
8) Knowing grammar is not enough for
real communication.
T
9) An inadequate knowledge of grammar would severely constrain one’s capacity for effective communication.
2) Children do not learn grammar rules
when they acquire their first language,
so they do not need them either when
learning a foreign language.
F
3) If students get enough chance to
⑨ The method of perception ⑩ Translation ⑪ Chants, poems, songs ⑫ Jokes ⑬ Games ⑭ Doggerel
A. What would you say if you saw a ghost in your house?
人教版七年级上英语Unit7 复习提纲
一.重点单词1.much(pron./adj)许多，大量（不可数）→many(pron./adj) 许多，大量（可数）2.sock(n.) 短袜→socks(pl.)3.T-shirt (n.) T恤衫→T-shirts (pl.)4.shorts(n. ）(pl.) 短裤(无单数）5.sweater (n.)毛衣→sweaters(pl.)6.trousers(n. ）(pl.)裤子(无单数）7.shoe(n.)鞋子→shoes(pl.)8.skirt(n.)裙子→dress (n.)长裙9.dollar(n.)美元→dollars(pl.)yuan(n.)元pound (n.)→pounds(pl.)英镑10.big (adj)大的；大号的→small (adj)小的；小号的11.short (adj)短的→long(adj)长的12. short (adj)矮的→tall (adj)高的13.woman(n.)女人→women(pl.)14. man(n.)男人→men(pl.)15.need (v)需要→needs (单三现)16.look (v) 看；看上去→looks(单三现)(n.)外表；外貌17.pair (n)一双；一对→pairs(pl.)18.take(v.)买下；拿；取→takes(单三现)19.ten(num.)十eleven (num.)十一twelve(num.)十二thirteen(num.)十三fifteen(num.)十五eighteen(num.)十八twenty(num.)二十twenty-one(num.)二十一thirty(num.)三十thirty-two(num.)三十二20.clothes (pl.)衣服；服装(无单数）→cloth(u.)布→clothing(u.)衣服统称21.store(n.)商店→stores(pl.) →shop(n.)商店22.buy(v)购买；买→sell(v)卖；出售；销售23.sale (n)特价销售；出售→sell(v)卖；出售；24.all (adj)所有的；全部的（三者或三镇以上）→both 两者都25.price(n.)价格→prices(pl.)26.boys(n.)男孩→girls女孩(n.)二．重点短语Section A1. How much （价钱）多少How much bread多少面包How many skirts多少短裙2. need a sweater for school需要一件上学穿的毛衣3. What color 什么颜色4. these/the shorts=this/the pair of shorts这条短裤5. those/the shoes=that/the pair of shoes那双鞋子6. these/the socks=this/the pair of socks这双袜子7.those/the trousers =that/the pair of trousers那条裤子8.a big red cap 一个大的红色的帽子9.a small yellow cap 一个小的黄色的帽子10.a short blue T-shirt一件短的蓝色的T恤衫11.the long yellow T-shirt这件长的黄色的T恤衫12.big purple hats 大的紫色的帽子13. this brown sweater 这件棕色的毛衣14.those long blue and yellow socks那双长的蓝黄相间的袜子15.that green T-shirt 那件绿色的T恤衫16.the black trousers 这条黑色的裤子17.need to do sth需要做某事18. twenty white skirts 20条白色的裙子19. a pair of brown trousers 一条棕色长裤20. thirteen pairs of sports shoes 13双运动鞋21. those long black pants 那条长的黑裤子22. seven dollars 7美元one/a dollar 1 美元23. ten yuan 10 元24. two men teachers 两名男老师25. three women doctors 三名女医生Section B1. at our great sale 在我们(店)大减价期间2. at a very good price/at very good prices 以优惠的价钱3. skirts in red=red skirts 红颜色的裙子4. for boys/girls 对于男孩/女孩(而言）5. come to Mr. Cool’s Clothes Store 来酷先生的服装店6. two dollars for three pairs 三双2 美元7. buy sth. for sb. = buy sb. sth. 买某物给某人8.buy clothes for Bob= buy Bob clothes买衣服给Bob9. sell sth. to sb. / sell sb. sth. 把……卖给某人10.sell the bike to him = sell him the bike 卖给他自行车11.a pair of socks 一双袜子12. two pairs of socks 两双袜子13. sweaters in many colors许多颜色的毛衣14. help sb. with sth. 帮助某人某事= help sb. (to) do sth. 帮助某人做某事15.want to do sth. 想要做某事16. want to buy a sweater 想要买一件毛衣17. at Huaxing’s=at Huaxing Clothes Store 在华兴服装店18. come and buy your clothes 来买你的衣服19. like sweaters 喜欢毛衣20.bags for sports 运动包21. socks for only 5 yuan each 每双袜子五元22. afford our prices 负担得起我们的价格23. for yourself 你亲自24. come to some place 来某个地方25.welcome to 欢迎到...26. buy sth. from sp从某地买某物27. buy skirt from Huaxing Clothes Store从华兴服装店买裙子28. have a look 看一看；看一眼29. have a look at = look at 看...30. on sale 廉价销售31. for sale 等待出售32. at a low/high price 以一个低的/高的价格三.重点句子Section A1-How much is this T-shirt?= What’s the price of this T-shirt? 这件T恤衫多少钱?-It'sseven dollars.7美元.2-How much are these trousers? 这条长裤子多少钱?They're nine dollars.9美元.=How much is this pair of trousers?-It's nine dollars.9美元.=What’s the price of these trousers?this pair of trousers?-It's nine dollars.9美元.3-Can I help you?=What can I do for you?= What do you want/need?你要买什么?/要我帮忙吗? 你要买点什么？-Yes? please. 是的. No, thanks. 不，谢谢。
Unit 7 A Visit to a Middle School 复习提纲
以下单词，词组，句子需要背默：middle school 中学teachers’ office 教师办公室study 学习physics 物理lab 实验室chemistry 化学bottle 瓶子Edison 爱迪生inventor 发明家subject 科目history 历史geography 地理science 科学favorite 最喜欢的Welcome to... 欢迎来到......。
Sunlight Middle School 阳光中学show you around our school 带领你们参观我们的学校classroom building 教学楼school library 学校图书馆study physics 学习物理at middle school 在中学This way,please. 这边，请。
Where are the reading-rooms They are on the 1st floor. 阅览室在哪里？它们在一楼。
Where are the teachers’ offices They are on t he 2nd floor. 教师办公室在哪里？它们在二楼。
Where are the classrooms for Grade 7 They are on the 3rd floor. 七年级教室在哪里？它们在三楼。
Where are the science labs They are on the 9th floor. 科学实验室在哪里？它们在九楼。
Where are the computer rooms They are on the 10th floor. 电脑室在哪里？它们在十楼。
a lab for chemistry =a chemistry lab 化学实验室learn chemistry 学习化学so many bottles 如此多瓶子very interesting 非常有趣a lab for physics =a physics lab 物理实验室the man in the picture 照片里的男人a great inventor 一位伟大的发明家my favorite subject 我最喜欢的科目a scientist like Edison 一名像爱迪生一样的科学家What a wonderful dream! 多么伟大的梦想！You’ll learn physics soon. Physics will be my favorite subject. 你们很快将要学习物理。
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Unit 7 Teaching Vocabulary
57. The role of vocabulary uncertainty still remains regarding(about)
What constitutes（组/构成）a vocabulary item,
Which vocabulary items should be taught and learned, and
How vocabulary can be taught and learned most effectively.
58. Seven suggestions helping teachers to present new words:
1). Prepare examples to show meaning.
2). Ask students to tell the meaning first.
3). Think about how to show the meaning of a word with related words
such as synonyms, antonyms etc.
4). Think about how to check students' understanding.
5). Think about the context in real life where the word might be used.
6). Think about possible misunderstanding or confusion that student may have.
59. How do you present and explain vocabulary if you are a teacher?
(Ways to present and explain vocabulary):
l) Draw pictures, diagrams and maps to show meanings or connection of meanings;
2) Use real objects (realia) to show meanings;
3) Mime or act to show meanings, e.g. brushing teeth, playing
Ping-Pong;
4) Use synonyms or antonyms to explain meanings;
5) Use lexical sets, e.g. cook: fry, boil, bake, and grill;
6) Translate and exemplify, especially with technical words or words with abstract meaning;
7) Use word formation rules and common affixes.
60. When does vocabulary learning become more fun and effective?
(When students study vocabulary together, say in groups, through various activities, under the teacher's supervision, when students understand the meaning of the new vocabulary)61. Some vocabulary consolidation activities that can be done in class. (12)
1) Labeling标注词汇:
2) Spotting the differences:
3) Describing and drawing:
4) Playing a game:
5) Using word thermometers:
6) Using word series
7) World bingo:
9) Odd man out:
10) Synonyms and antonyms:
11) Using word categories word:
12) Using word net-work
62. Developing vocabulary building strategies.
1). Review regularly:
2). Guess meaning from context:
3). Organize vocabulary effectively:
4). Use learned vocabulary:
Which clues can contribute to the discovery (revealing) of meaning.
（1) The topic;
（2) The grammatical structure;
（3) The possible meaning connection between the given word and other words;
（4）The linguistic pattern where the word appears.。