英语教学法复习提纲Unit4
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:。
（完整版）《英语教学法》Unit_4_Classroom_Management
（完整版）《英语教学法》Unit_4_Classroom_ManagementUnit 4 Classroom Management1.Teaching Aims:To discuss how language teachers can manage the classroom more effectively and efficiently.2.Teaching Content:1) The role of the teacher2) Student grouping3) Discipline in the language classroom3.Teaching Procedures:1) Create a relaxed atmosphere in the classroom to achieve full student participation. ? Discipline and firmness are of paramount importance especially when students practise group work. The friendly relationship between you and the class has its vital impact on the students' attitude towards learning the language.2) Teacher's approachBe creative because much of the teacher's success depends upon his/her imaginative power, originality and creativity. Teaching is more an art than a science.Be an example of a good planner and organizer. By doing so, you encourage your students to develop their planning and organizational abilities.Preparing the lessons regularly and adequately makes you surefooted in the classroom. It sets your mind at ease and makes you realize the main aim of the lesson. Do not over-plan. Make your lesson plan brief, informative, clear and purposeful. Include various activities to suit the individual differences in theclassroom.Be active. An active teacher means an active lesson. Avoid being indifferent because this creates a sort of boredom in the classroom.Make your lesson enjoyable because the ability to enjoy is the key to effective learning. Remember that what one learns through enjoyment, one never forgets and its effect on the memory never fades. Lack of interest means lack of response.3) Language productionInvolve your students in authentic communication situations, which encourage a continuous flow of speech. In fact, the acquisition of the language depends on practising it naturally.Give your students every possible chance to use the language. Talk as little as possible to give the students the opportunity to interact. Do not over teach. Make the lesson student-centered, not teacher-centered.Teach the language in appropriate social contexts. Relate the world to a sentence, the sentence to a situation and the situation to real life.Use the teaching media properly to make the lesson more attractive and perceptive. They save time and effort.Use effective means to eradicate errors. Always look at what they have achieved rather than at what they have failed to achieve.Be accurate in evaluating your students' achievement. The marks given should be in conformity with the real standard of the class.。
(完整版)《英语教学法》Unit_4_Lesson_Planning
• Language teachers benefit from lesson planning in :
lesson planning?p.52-53 • What types of lessons do you know?
• Lesson planning means making decisions in advance about what techniques, activities and materials will be used in the class.
• ● Size of classroom: restricts some types of
activities
• ● Teaching aids: sufficient or not • ● Time of day: influences the types of
activities used (p.m. or a.m.)
• Procedures are the detailed steps in each teaching stage.
What teaching model is the easiest procedure to teach a new
structure-based lesson?
• PPP model, which includes presentation, practice and production.
初三上册英语unit4单元复习提纲
初三英语unit 4 复习提纲一、重点单词/ˈevə/ /mæd/ /ˈmesidʒ/ /səˈpəuz/ /ˈnə:vəs/ /wə:st/ /truː/ /ˈlʌki/ /ˈkɔpi/ /əun/ /ˈvɪlɪdʒ/ /ˈɛəriə/ /ˈmi:tə/ /θɪn/ /dɪˈsɪʒən/ /ˈhʌzbənd/ /stɑ:t/ /ˈɪnfluəns//ˈhəʊmˈtaʊn/ /ˈdeindʒə/二、重点词组首先传递个消息给他被期望做某事在某方面做得好抄别人作业克服照顾照料身体健康支持他的决定忘记做某事生气三、重点知识点（一）、本单元的重点就是宾语从句，说到宾语从句，要注意三点，引导词、语序和时态。
1、填入适当的引导词He told me _________ he could do better.He asked us _________ we went to the beach last weekend.Please tell me _______ your teacher said.He wanted to know _______ you were talking to .2、补充句子He thinks ________________________(五年后会有更多的小汽车)。
He asked me ____________________________(昨天3点我在干什么) My English teacher said ____________________________(Linda 更擅长数学)。
She asked ______________________________(他能抄我的作业吗)。
Do you know _____________________________(他在找什么吗)？She asked me if I know __________________________(他去年住在哪)。
unit 4复习提纲
Unit 4
一、主题谈论一个地方
二、功能1、谈论喜好2、做比较（比较级、最高级）
三、语法
1、规则动词的最高级
a）一般的加
b）以e结尾的加st
c）辅音字母加y结尾的，把y变i再加est
d）一个元音字母加一个辅音字母结尾的重读闭音节，双写辅音字母再加est
2、多音节词加most
3、不规则形容词的比较等级变化good/ well bad
Many/ much little far
四、重点句型1、哪个是可去的最好的电影院？
城镇电影院。
它离家最近
并且你可以最快地买到票
2、在镇上哪一个是最差的服装店？
梦幻服装店。
它有着最差的服务
3、你认为970AM怎么样？
我认为它相对糟糕
五、词汇1）、形容词comfortable比较级→最高级
2、清新的→比较级→最高级
3、近的，亲密的→比较级→最高级
4、更差的最差的
2）副词
便宜地→比较级→最高级
例句：
仔细地，认真地→比较级最高级
舒服地美丽地严肃地，严重地
3）短语
迄今为止例句：
在…有共同之处例句：
各种各样的例句：
由…决定/负责例句：
在…扮演重要角色例句：
编造例句：
例如例句：
六、循环复习
1、形容词新的→大的→比较级反义词
便宜的→比较级贵的→比较级
流行的比较级令人激动的
→比较级有创造力的→比较级
最高级
可笑的→比较级最高级
迅速地完成作业唱的最好
跑的最快。
新人教版九年级unit4 提纲
Unit 4 Section A 1a-2d 知识提纲（25-26）一、词形变化1. humorous adj. 有幽默感的，滑稽有趣的→n. humor 幽默类似变法的有：( n. + ous →adj. )danger 危险→adj. dangerous 危险的2.silent adj. 沉默的→ adv. silently 沉默地→n. silence 沉默，寂静类似变法的有：（变t 为ce ）important adj. → n. importance different adj. → n. differenceconfident adj. → n.confidence 自信3.help v.& n. 帮助→adj.helpful 有用的，有帮助的二、词法及句法1. use v.& n. 使用，用途→adj useful 有用的useless 无用的①use sth. to do sth . 用某物做某事Farmers use horses to do the farm work . 农民用马干农活。
② used to do sth . 过去常常，过去曾经I used to sleep in class → I didn’t use to sleep in class .I usedn’t to sleep in class .③ be used to(介词)+ n. / pron. /doing 习惯于I am used to getting up early . 我习惯于早起。
2.help v.& n. 帮助→ adj.helpful 有帮助的相关短语及句型：help sb. with sth. 在……方面帮助……help oneself to 随便吃……help sb. out 帮助某人解决困难help sb. (to ) do sth .帮助某人做某事with the help of 在……的帮助下3.It has been + 一段时间+since + 过去式的陈述句“自从……已经多长时间了”It has been four years since I worked in the school .自从我在这个学校工作已经四年了4. from time to time =sometimes 有时，时常一般现在时的标志。
Unit 4 知识点提纲
Unit 4 Don’t eat in class知识点讲解重点词组及短语：1.school rules 学校规章制度2. class rules 班级规章制度3.break（follow/keep）the rules 违反规章制度4. follow/keep the rules 遵守规章制度5. arrive late for class = be late for class 上课迟到6.dining hall饭厅，餐厅7. in class 在课堂上8. in the classroom 在教室里9.on time准时（in time及时）10. eat in the classroom 在教室里吃东西11. wear a hat 戴帽子(wear hats)12. listen to…听… (不一定听见)13. hear 听见(强调听到)14.school uniforms校服15. wear a uniform穿制服16.I see我明白了17. Let me see. 让我想想18. have to do 不得不做19. must do 必须做20.be（keep）quiet保持安静21.according to根据，依据22.make (up) rules 制订规则23.share (sth ) with sb和某人分享（…）24. on school days在上学期间25. on school nights在校期间的晚上26. practice (playing) the piano 练习弹钢琴practice doing …练习做…27.go out外出28.see friends看望朋友29.clean (one’s) room打扫房间30.do the dishes洗餐具31. too many/much太多的(可数/不可数)32.make (one’s) bed铺床33.go to bed去睡觉（be in bed 在床上）34.think about (sb/sth/doing sth)考虑（某人/某物/做某事）35.be strict with sb对某人要求严格36.be strict in sth 对某事要求严格37.learn to do sth学做某事38. Don't talk. = No talking.不要说话。
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。
(完整版)《英语教学法》Unit4_Sharing
Unit4 SharingWarming-up and Reading教材分析本单元的话题是sharing，主要涉及帮助弱者、志愿服务、合作分享等，通过听、说、读、写等各种活动学习相关的语言知识，使学生了解世界上很多地方依然很落后，从而懂得同情、学会分享；了解一些志愿者工作的信息，培养学生互助合作的精神和社会责任感，结合针对短文话题的探讨激发学生的国家意识，通过各种渠道力所能及地为贫困地区的孩子作出自己的贡献。
Reading是一篇Jo写给Rosemary的信。
其中介绍了Jo在PNG(Papua New Guinea)的一个小山村教书。
在信中，作者以该村学校的情况和去一个学生家做客的经历，使学生感受到了PNG的儿童生活处境的艰难，从而更加珍惜自己的学习机会。
本人针对Reading所涉及的内容，设计了相对应的课件和教案，以下是教学的设计：I. Teaching Goal:1. Knowledge and Skilla. Key words and phrases: volunteer, hear from, be dying to, come across, relevant, stick out, doorway, adjust, platform, soft, softly, grill, dry out, dry up, privilege, arrangementb. Enable the students to learn about PNG and Jo’s work in PNG as a volunteer teacher.c.Encourage the students to talk sth. About sharing, which aims to train students’ ability to speak.2. Emotion and Attitudea. Cultivate students a good emotion about what is sharing and pay more attention to the value.b. Help the students understand the meaning of the volunteer work.3.Process and MethodsDiscussion, skimming, scanning and task-based methodII. Teaching importance:How to grasp the main idea of the text and how to understand the detailed information of the letter.III. Teaching difficulty:To comprehend the text is very important. Help them learn how to have a thorough understanding of sharing and voluntary work.IV. Teaching AidA recorder, a projector and PPT.V. Teaching Procedures:Step1. warming-up1.Talking about sharing by showing some pictures and what some famous peoplethink about itAs Kofi Annan said “ … each contribution- no matter how small- can help make a difference.”Give roses to others and the lasting fragrance will remain in your hand.If everybody offers a little love, the world will become more beautiful.Share your happiness with others, happiness doubles;Share your sadness with others, sadness halves;Share your love with others, love spreads.2.Talking about Volunteers, let students have a understading of the word.Look at the sign: What does the sign stand for?The sign of United Nations Volunteer in China(中国青年志愿者)①What does the sign remind you of?Y stands for youthA hand: ________________A dove:_________________Aheart:_________________Aletter:_________________(中国青年志愿者(United Nations Volunteer in China)标志的整体构图为心的造型，同时也是英文“青年”的第一个字母Y；图案中央既是手，也是鸽子的造型。
人教版新目标九年级英语上册unit 4 复习提纲
人教版新目标九年级英语上册unit 4复习提纲人教版新目标九年级英语上册unit4复习提纲unit4Iusedtbeafraidfthedarusedtdsth过去常常做某事，暗示现在已经不做Iusedtplabasetballaftershl（暗示现在已经不打了）否定句：Ididn’tusetplabasetballaftershl/Iusedn’ttplabasetballaftershl一般疑问：Diduusetplabasetballaftershl?es,IdidN,Ididn’tUsedutplabasetballaftershl？es,IusedtN,Iusedn’tbeusedtdingsth习惯做某事beusedtdsth=beusedfrdingsth被用来做某事hatdeshelie?他喜欢什么？hatbesblie?询问人的品德、相貌，更侧重个性特征hatdessbllie?他长什么样子？eepsilent=eepquiet保持安静frtiettie时常，偶尔=seties=attiesnasitea在游泳队，是游泳队的成员suhagreatidea=sgreataideagetgdsresntheexas在考试中得到好分数seesbdingsth看见某人正做某事turnred变红（表示颜色的变化用turn:Theleavesturngreeninspring）intervie:动词interviesb采访某人（intervieer名词，采访者intervieee被采访者）名词，采访，面试Ihaveanintervietrrrninga19-ear-ldAsianppstar（加了连字符，名词用单数，注意当数字为8,11,18，80，用an）taeup:学着做，开始从事taeupdingsth开始从事做某事Hetuppaintinghenheasahild占据，占用（时间空间）Thetabletaesuptuhrdealith:应付，处理=dith,区别是dealith与h搭配，dith与hat搭配dare:敢于，胆敢，实义动词，daretdsth如：Hedaredtrideabieattheagef4情态动词，常用于否定、疑问句Hdareuspeateliethis？Hedaren’ttellethetruthnt…anre=nre不再Iillntpheranre=Iillnrephernt…anlnger=nre不再（时间不再延长）uarentahildanlnger=uarenlngerahildbefausfr因…而著名befausas作为…而著名allthetie一直，始终gettnsfattentin得到大量的关注rrabut=berriedabut为…而担心privatetie私人时间hangutithfriends和朋友闲逛theradtsuess成功之路giveupdingsth放弃做某事fightn继续奋斗tnsf许多的，大量的，既可以接可数名词复数，也可接不可数名词，是夸张的表达tuh修饰不可数名词，uht修饰形容词，tan修饰可数名词复数bepreparedtdsth被准备好做某事，愿意做某事require:动词，需要，要求-----------requireent名词requiresbtdsth要求某人去做某事Thebssrequiredhisrerstrniehursadarequiredingsth需要被做=requiretbednearrequiresashing=arrequirestbeashedanuberf=an许多，nuber前可用big,great,large,sall 修饰，后面用名词复数，谓语也用复数thenuberf…的数字，后面的名词用复数，谓语用三单形式，主语是nuber Thenuberfstudentsis300inurshlAnuberfthearebsreadbsnEurpeanhistr读有关欧洲历史的书readbsnAfrianulture读有关非洲文化的书BritishEnglish英式英语AerianEnglish美式英语giveaspeehinpubli在公共场所作演讲benervusabut+名词/代词/ding对…感到紧张anant一只蚂蚁earglasses戴眼镜dellin=begdathavediffiult/truble/prblesindingsth在做某事上有困难/麻烦/问题auseprbles惹麻烦taearef=lafter照顾，照料happ----unhapp形容词happiness------unhappiness名词influene:动词，影响influenesb如：Hisnvelsinfluenedthelivesfungpeple名词，影响haveaninfluenensb对…产生影响Faileduatinhasaniprtantinfluenenhildrenabsent:形容词，缺席的，不在的，常与介词fr连用，beabsentfrbrtherasabsentfrtheeetingesterda名词是abseneTheteaherasangrathisabsenepresent：形容词，出席的，在场的，是absent的反义词名词，礼物形容词，现在的atpresent=n现在beelessinterestedin变得不那么感兴趣beabsentfrlasses逃failtheexainatins考试不及格fail:动词，失败（反义词sueed）failure名词（反义词suess）未能做某事failtdsth未能做某事Ifailedtpassthedrivingtest他未能通过驾照考试。
【七年级】七年级英语上册Unit 4复习提纲
【七年级】七年级英语上册Unit 4复习提纲【七年级】七年级英语上册unit4复习提纲七级英语第1卷第四单元复习大纲7aunit4期末复习专项练习―词组和句子一、短语1.需要许多能量跳舞needalotofenergytodance2.每天多次走到我的碗边3.健康俱乐部的一员amemberofthegetfitclub4.想成为一名舞蹈演员5.与我的朋友在网上聊天chatwithmyfriendsontheinternet6.不同种类的食物7.变得疲劳gettired8.需要保持健康9.一个尖子生atopstudent10.它们之间的区别11.三张纸threepiecesofpaper12.注意饮食13.去溜旱冰gorollerskating14.列一张购物清单15.三盒牛奶threecartonsofmilk16.一袋盐17.怎样保持健康howtokeepfit18.每周不到三次19.一周三到六次threetosixtimesaweek20.超过10小时21.在某事上祝贺某人congratulationstosb.onsth.22.躺在沙发上23.需要维生素保持健康needvitaminstostayhealthy24.少看电视25.没有时间做某事havenotimetodosth26.去上她的舞蹈课27.三个女医生threewomenteachers28.四名男医生29.五只小羊fivelittlesheep十二把刀31.多锻炼exercisemore32.去gofordinner吃饭33.拎所有的食物carryallthatfood34.健康饮食35.吃像蛋糕之类的甜食eatsweetsnackslikecakes36.两餐之间37.有许多时间打羽毛球havemuchtimetoplaybadminton38.晚餐的东西太多了二、重点句型及句子1.该吃午饭了是放屁的时候了。
午餐时间到了。
2.youneverexercise.yes,ido.你从不锻炼。
英语教学Unit4专项复习教案
英语教学Unit4专项复习教案本文将为您介绍一份英语教学Unit 4专项复习教案，该教案适用于中学英语教学，帮助学生加深对英语单词、语法、语音等知识点的理解，提高英语学习效率。
一、教学目标1. 理解并掌握Unit 4中重要单词及其用法；2. 学习Unit 4中重要语法知识，包括时态、语态、虚拟语气等；3. 提高Unit 4中的听、说、读、写能力，包括口头表达、语音练习、阅读理解和写作能力。
二、教学内容1. 重点单词及其用法（1）Adopt：采用，收养（2）Breath：呼吸，气息（3）Compete：竞争，角逐（4）Efficient：高效的，有效的（5）Flexible：灵活的，可变通的（6）Hinder：阻碍，妨碍（7）Lose：失去，输掉（8）Meditate：冥想，沉思（9）Notice：注意到，通知（10）Occupy：占据，占领（11）Pretend：假装，佯装（12）Respect：尊重，尊敬（13）Support：支持，支撑（14）Threaten：威胁，恐吓（15）Unconscious：无意识的，昏迷的2. 语法知识（1）时态：英语时态包括现在时、过去时、将来时等，同时还有完成时、进行时等复合时态。
学生需掌握各时态的构成、用法及表达不同意义的时间状语。
（2）语态：英语语态包括主动语态和被动语态，学生需掌握各种时态的被动语态的构成、用法及和主动语态的区别。
（3）虚拟语气：英语虚拟语气分为过去时虚拟语气、现在时虚拟语气和将来时虚拟语气。
学生需掌握各种虚拟语气的构成、用法及和实际情况的对应。
三、教学方法1. 借助PPT讲解单词的意思和用法，引导学生掌握单词拼写和语境应用方法；2. 通过教师示范和学生模仿的方式来进行语音训练，帮助学生准确地发音；3. 利用课堂互动方式，如小组讨论、情境演练等，让学生发挥主动性，提高听说能力；4. 通过阅读材料和写作练习，锻炼学生的阅读理解和写作能力。
高一英语上册Unit4单元复习教案
高一英语上册Unit4单元复习教案一、教学目标1、知识目标（1）学生能够熟练掌握本单元的重点词汇，如 earthquake, disaster, rescue, damage 等。
（2）学生能够理解并正确运用本单元的重点句型，如“ was/were doing when” 等。
（3）学生能够掌握本单元所涉及的语法知识，如过去进行时、定语从句等。
2、技能目标（1）通过听力训练，提高学生的听力理解能力，能够听懂与本单元主题相关的对话和短文。
（2）通过阅读训练，提升学生的阅读理解能力，能够快速准确地获取文章的关键信息。
（3）通过写作训练，培养学生运用所学词汇和句型进行书面表达的能力。
3、情感目标（1）让学生了解自然灾害的危害，增强他们的环保意识和对自然的敬畏之情。
（2）培养学生在面对困难时的勇气和团结互助的精神。
二、教学重难点1、重点（1）重点词汇和句型的掌握与运用。
（2）语法知识的理解和运用，特别是过去进行时和定语从句。
（3）听力和阅读技巧的培养。
2、难点（1）如何让学生正确理解和运用定语从句。
（2）如何提高学生的写作能力，使他们能够用英语清晰地表达关于自然灾害的观点和感受。
三、教学方法1、讲授法讲解重点词汇、句型和语法知识，使学生对知识点有清晰的认识。
2、练习法通过各种形式的练习，如填空、选择、翻译等，让学生巩固所学知识。
3、讨论法组织学生讨论与自然灾害相关的话题，激发学生的思维和表达能力。
4、情景教学法创设与本单元主题相关的情景，让学生在实际情境中运用英语。
四、教学过程1、词汇复习（1）展示本单元的重点词汇，让学生朗读并拼写。
（2）通过单词游戏，如单词接龙、猜单词等，帮助学生加深对词汇的记忆。
（3）给出一些句子，让学生用本单元的词汇填空，以检验学生对词汇的理解和运用能力。
2、句型复习（1）讲解重点句型的结构和用法，如“ was/were doing when” 。
（2）给出一些例句，让学生模仿造句，加强对句型的掌握。
英语教学法复习提纲Unit4
Unit 4 Classroom Management37. Teachers’ roles:Before the class---PlannerDuring the class---1 Controller, 2 Assessor, 3 Organizer4 Prompter ,5 Participant,6 Resource-providerAfter the class---Evaluator38. Further comments on the different roles that the teachers play in thelanguage classroom:Controller: The teacher controls:1). the space (activities run smoothly),2) .the time (do lockstep activities)3. the whole class (Ss have equal chance)4. the production ( a degree of accuracy)Assessor: The teacher does two things:1). Correcting mistakes (not making a big fuss大惊小怪but gentle byHarmer)2). Organizing feedback (discouraging for the teacher to be critical不提倡吹毛疵, focusing on Ss’ success progress) Organizer: The teacher should be important and difficult as it:1). Using creative/unlimited way2). Envisaging设想activities,3). Anticipating the problems4). Giving clear and concise instructions5). Demonstrating6 .Using native language to clarify if necessary7. Walking around and monitoring8. Rectifying订正9. Taking mental notes轮流惦记Prompter: The teacher should do:1). Giving hints (just like time, place…)2). Eliciting more (by saying” and…?”“Anything else?” Yes, but why…?(Ss. read the example)Participant:The teach er shouldn’t dominate or appear to be authoritative. Resource-provider:We have criticized the jug-and-mug method, but the teacher shouldwithhold his/her readiness to provide resources.39. What are the most common types of Ss grouping? And their definitions?Lockstep,Pair work,Group work,Individual study:40. Further suggestions about S groupingLockstepTeacher speaking little, Trying to elicit replies/answers Pair work:Teacher giving clearest instructions,Demonstrating,Keeping eyes on,Rearranging the seating,Explaining the problem,Encouraging SsGroup work:Grouping Ss according to seating arrangement,Ss selecting their own group members,Mixing strong and weak Ss,Giving different tasks to strong and weak Ss separately,Grouping Ss by drawing lots，All these methods have advantages and disadvantages.Individual study: It has some conditions: 1. Self-access centers,2. Materials aimed atself-instruction,3. Flexible time arrangement 41. 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).Use the institution制度42. 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 threats。
人教版七年级上英语Unit4 复习提纲
一重点单词1. table(n.) →tables (pl.) 桌子2. bed(n.)→beds (pl.) 床3. sofa（n.)→sofas (pl.) 沙发4. desk(n.)→desks (pl.) 书桌5. hat(n.)→hats (pl.) 帽子6. clock（n.)→clocks (pl.) 时钟7. model（n.)→models (pl.)模型8. plane (n.)→planes (pl.)飞机9.radio（n.)→radios (pl.）收音机，无线电广播10. bookcase(n.)→bookcases（pl.)书架，书柜11. chair (n.)→chairs (pl.) 椅子12. room（n.)→rooms (pl.) 房间13. head（n.)→heads (pl.) 头14. tape（n.)→tapes (pl.)磁带，录音机，录像机15. play（v.)玩耍→player（n.)播放机，运动员，表演者→players (pl.)16. think（v.)想，认为→thought（n.)想法→thoughts (pl.复数）→thinks(单三现）17. come（v.)来→comes（v.)（单三现）18. know（v.)知道，了解→knows（v.)（单三现）19. under（prep.) 在...下面on（prep.) 在...上面20. our(pron.) 我们的→ we (我们，主格）→ us(我们，宾格）21. their（形容词性物主pron.)他们的→ th eirs (名词性物主代词）他们的→ they (他们，主格）→ them(他们，宾格）22.tidy(adj.)整洁的→untidy (adj.)不整洁的二．重点短语1. come on 快点2. tape player 录音机3. model plane 飞机模型4. under the table 在桌子下面5. on the teacher’s desk 在讲桌上6. on the sofa 在沙发上7. in your schoolbag 在你的书包里8. on your head 在你的头上9. English books 英语书10. in the bookcase 在书柜里11. keep tidy 保持整洁12. in your grandparents' room 在祖父母的房间里13.under the radio 在收音机下面14.under the desk 在课桌下面15.on my desk 在我的课桌上e to our school三、重点句子Section A1. Where are my books ?They are on the sofa.我的书在哪里？他们在沙发上。
Unit4单元复习导学提纲
Unit4复习导学提纲初三____班姓名__________ 主备教师:辛晓萍使用教师_______ 时间:一、学习目标Teaching aims and demands巩固第四单元的重点单词和词组：曾经adv.______ 信封n.__________ 失望的adj.___________ 幸运的adj_________adv.__________ 影响n.___________ 克服;恢复；原谅__________ 身体健康_________________=_________________ 在……方面做得好___________=___________ 首先___________传递___________被期望或被要求__________________ 做某事很难___________________令人失望的结果______________ 二教学过程Teaching and learning proceduresPractice and progress1.Dick said he ___________(report)some important things to us the day after tomorrow.2.First of all ,you must tell me what you ____________(do)at nine last night.3._______you ________(argue)with your father when I knocked at the door?4.I was surprised ____________(find)that Ann got mad after hearing the bad news.5.Idon’t know if Lucy __________(come)to see me in five days.6.My teacher said I was _______________(勤奋的)7.________（幸运的）,I passed my test.8.Don’t be n__________ when you answer the teacher’s questions.9.She is out of __________(危险)10.Lucy fell off her bike, f___________she didn’t hurt herself.11.They made a d___________ to win the game.12.I did well in my study this s_____________.13.She said she could pass on some m_________ to her students.14.Yesterday we finished e____________ exam.15.What a h____________ and brave people China is!16.在英语方面，比起听力来我更擅长阅读。
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Unit 4 Classroom Management
37. Teachers’ roles:
Before the class---Planner
During the class---1 Controller, 2 Assessor, 3 Organizer
4 Prompter ,
5 Participant,
6 Resource-provider
After the class---Evaluator
38. Further comments on the different roles that the teachers play in the
language classroom:
Controller: The teacher controls:
1). the space (activities run smoothly),
2) .the time (do lockstep activities)
3. the whole class (Ss have equal chance)
4. the production ( a degree of accuracy)
Assessor: The teacher does two things:
1). Correcting mistakes (not making a big fuss大惊小怪but gentle by
Harmer)
2). Organizing feedback (discouraging for the teacher to be critical不提
倡吹毛疵, focusing on Ss’ success progress) Organizer: The teacher should be important and difficult as it:
1). Using creative/unlimited way
2). Envisaging设想activities,
3). Anticipating the problems
4). Giving clear and concise instructions
5). Demonstrating
6 .Using native language to clarify if necessary
7. Walking around and monitoring
8. Rectifying订正
9. Taking mental notes轮流惦记
Prompter: The teacher should do:
1). Giving hints (just like time, place…)
2). Eliciting more (by saying” and…?”“Anything else?” Yes, but why…?
(Ss. read the example)
Participant:
The teach er shouldn’t dominate or appear to be authoritative. Resource-provider:
We have criticized the jug-and-mug method, but the teacher should
withhold his/her readiness to provide resources.
39. What are the most common types of Ss grouping? And their definitions?
Lockstep,
Pair work,
Group work,
Individual study:
40. Further suggestions about S grouping
Lockstep
Teacher speaking little, Trying to elicit replies/answers Pair work:
Teacher giving clearest instructions,
Demonstrating,
Keeping eyes on,
Rearranging the seating,
Explaining the problem,
Encouraging Ss
Group work:
Grouping Ss according to seating arrangement,
Ss selecting their own group members,
Mixing strong and weak Ss,
Giving different tasks to strong and weak Ss separately,
Grouping Ss by drawing lots，
All these methods have advantages and disadvantages.
Individual study: It has some conditions: 1. Self-access centers,
2. Materials aimed at
self-instruction,
3. Flexible time arrangement 41. Harmer’s suggestions on measures for undisciplined acts and badly behaving Ss:
1). Act immediately
2). Stop the class
3).Rearrange the seats
4).Change the activity
5).Talk to Ss after class
6).Use the institution制度
42. In order not to hurt the Ss, Ur’s advice on problems in class:
1).Deal with it quietly
2).Don’t take things personally 对事不对人
3).Do not use threats。