儿童英语教学法12章

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《英语教学法教程》课件—12

2)writing as an independent performance skill (1)Letter writing Writing successful formal letters involves three things: a.mastering layout ing appropriate language/style anizing content (2)Essay writing This is obviously a complex skill and one that even educated native
to make notes of the things
ng ideas)
you’d like to discuss about.
Pair work
Teacher guide
The following is a list of ideas about the advantages and disadvantages of watching TV. 2 Decide on the ideas that you thinking are useful and remove any that you think are of little use.
A good writer must be sure of sentence structure,spelling.and punctuation,as well al style and appropriate register. Misusing vocabulary or grammar easily obscure the meaning you are trying to express
(first version)

英语教学法教程十二单元Teaching Writing

Task 2 Activity 1: it‟s obviously “writing for consolidating language”. All the Ss have to do is combine the sentence pairs into one sentence and make other minor changes. There is no communication in the activity. Activity 2:it can be considered as “writing for communication” though the situation is an imagined one. If the Ss write truly about the sightseeing possibilities in their locality the activity promotes a lot of communication. Activity 3: it can be considered as “writing for learning” and “writing for communication”. It depends on who the Ss are writing to. If the writing is to be read by classmates, there is no communication. If the writing is to be read by other people, it is communication.
Task 3 Ss should be more motivated to write the things that are more communicative and close to their daily life.

2024年部编版12aneninunvn精品标准课件

2024年部编版12aneninunvn精品标准课件一、教学内容二、教学目标1. 让学生掌握aneninunvn发音规则；2. 培养学生正确发音及单词拼写能力；3. 提高学生在实际语境中运用所学知识进行听说读写能力。

三、教学难点与重点1. 教学难点：aneninunvn发音规则在单词中灵活运用；2. 教学重点：正确发音、单词拼写以及在实际语境中应用。

四、教具与学具准备1. 教具：PPT课件、录音机、单词卡片；2. 学具：笔记本、教材、字典。

五、教学过程1. 导入：通过播放一段含有aneninunvn发音规则英语视频，引起学生对本节课兴趣。

2. 呈现：展示PPT课件，讲解aneninunvn发音规则，并以单词为例进行示范。

3. 实践：学生跟随录音机朗读单词，进行发音练习。

4. 互动：开展小组活动，让学生互相检查发音，并讨论发音规则在单词中应用。

5. 例题讲解：讲解典型例题，分析发音规则在句子中应用。

6. 随堂练习：布置一些与发音规则相关练习题，让学生当堂完成，并及时给予反馈。

六、板书设计1. 板书aneninunvn发音规则2. 板书内容：a. aneninunvn发音规律b. 常见单词示例c. 发音技巧七、作业设计1. 作业题目：b. 选择题：选出与所给单词发音相同单词；2. 答案：a. can, man, pan, fan, ran, van；b. 略；c. 略。

八、课后反思及拓展延伸1. 课后反思：本节课教学效果较好，学生对发音规则有更深入解。

但部分学生在单词拼写方面仍存在困难，需要在今后教学中加强指导。

2. 拓展延伸：推荐学生阅读一些含有aneninunvn发音规则英文文章，提高其在实际语境中应用能力。

同时，鼓励学生在课后进行发音练习，巩固所学知识。

重点和难点解析：一、教学内容选择与安排在选择教学内容时，我特别关注aneninunvn这一元音字母组合发音规则，因为这是英语学习中重点和难点。

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考试结构“识记”为20%50%30%。

考试方式150 60考试技巧1VS 231234考试方法123456绪论重点重点重点难点第十一章第十二章各章要点,,应用,谢谢本章考点归纳考点1考点2 及方法考点3绪论考点1小学英语教学的意义及目的考点1小学英语教学的意义及目的例题正确答案：考点2研究和学习小学英语教学法的意义及方法例题正确答案：考点3小学英语教学法中的语言观、学习观、教育观、哲学观1234考点3小学英语教学法中的语言观、学习观、教育观、哲学观学习动机，心理素质及个人学习方法。

考点3小学英语教学法中的语言观、学习观、教育观、哲学观考点3小学英语教学法中的语言观、学习观、教育观、哲学观例题。

正确答案：谢谢本章考点归纳考点1考点2考点3小学考点1小学英语教学的特点一、儿童语言习得的理论1.（1（22.3.4.5.考点1小学英语教学的特点二、儿童的外语学习1.（1（22.（1（2（3（4考点1小学英语教学的特点二、儿童的外语学习例题正确答案：（1（2（3（4例题正确答案：考点2 小学英语教学的基本原则例题正确答案：考点3 小学英语教学的目标与要求(如涂)帮考点3 小学英语教学的目标与要求考点3 小学英语教学的目标与要求1.级别技能一级听做1234说唱123456、15-2015一20首；7玩演123读写1234视听121020-25级别技能二级听1234说1234、读123456写1234玩演视听12330-40430-40首51020-25考点3 小学英语教学的目标与要求2.考点3 小学英语教学的目标与要求3.考点3 小学英语教学的目标与要求4.考点3 小学英语教学的目标与要求5.例题、、、。

正确答案：谢谢本章考点归纳考点1考点2考点1外国教学法主要流派简介六、TPR考点1外国教学法主要流派简介（1（2（3（4（5（6考点1外国教学法主要流派简介（1（2（3（4考点1外国教学法主要流派简介（5（6（7。

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绪论第二章第三章中的应用第四章第五章第六章第七章第八章第九章第十章第十一章第十二章重点重点难点重点本章重难点分析•••••••••••••谢谢知识点1 小学英语教学法研究的基本内容知识点2 研究和学习小学英语教学法的意义知识点3 研究和学习小学英语教学法的方法123谢谢知识点1 语言观1234知识点2 学习观学习动机，心理素质及个人学习方法。

学习动机人心理素质学习方法知识点2学习观知识点3 教育观知识点4 哲学观谢谢本章重难点分析•••知识点1 儿童语言习得的理论1.环境论（1（22.3.4.5.知识点2 儿童的外语学习1.（1（22.（1（2（3（4知识点1 儿童语言习得的理论1.（1阿尔伯特乔姆斯基知识点1 儿童语言习得的理论1.（1乔姆斯基：知识点1 儿童语言习得的理论1.（1怀特赫斯特知识点1 儿童语言习得的理论（2巴甫洛夫布隆菲尔德S R 斯金纳知识点1 儿童语言习得的理论（2强化知识点1 儿童语言习得的理论1.（1（22.先天决定论3.4.5.知识点1 儿童语言习得的理论2.乔姆斯基知识点1 儿童语言习得的理论2.勒纳伯格2知识点1 儿童语言习得的理论1.（1（22.3.认识相互作用论4.5.知识点1 儿童语言习得的理论3.知识点1 儿童语言习得的理论1.（1（22.3.4.社会相互作用论5.知识点1 儿童语言习得的理论4.知识点1 儿童语言习得的理论1.（1（22.3.4.5.博采众长，为我所用知识点1 儿童语言习得的理论5.知识点2儿童的外语学习1.儿童母语和外语两种语言学习的差异（1（22.（1（2（3（4知识点2儿童的外语学习1.习得学习知识点2儿童的外语学习1.（1（2知识点2儿童的外语学习1.（1（22.儿童的心理和年龄特征对外语学习的影响（1（2（3（4知识点2儿童的外语学习知识点2儿童的外语学习2.（1知识点2儿童的外语学习2.（12.（1（2知识点2儿童的外语学习知识点2儿童的外语学习2.（1（2（3知识点2儿童的外语学习2.（1（2（3（4知识点2儿童的外语学习2.（1（2（3（4。

Module12Help教案梳理

2.教学难点
a.单词的准确运用：学生在使用新学单词时可能会出现词义混淆或用法错误。
-教师可以通过图卡、例句和游戏等方式，帮助学生区分和记忆单词。
b.短语和句型的语法结构：学生可能会对短语和句型的语法结构感到困惑。
-教师应通过语法点讲解和句型转换练习，帮助学生理解并掌握语法结构。
c.口语表达的流畅性：学生在实际对话中可能会出现表达不流利、停顿过多的情况。
-教师可以通过听力训练、模仿跟读和口语练习，提高学生的口语表达能力。
d.情境应答的灵活性：学生在特定情境下的应答可能不够灵活，无法根据实际情况作出恰当回应。
-教师应设计多样化的交际活动，鼓励学生创造性思考，提高应答的灵活性。
四、教学流程
（一）导入新课（用时5分钟）
同学们，今天我们将要学习的是Module 12 Help这一章节。在开始之前，我想先问大家一个问题：“你们在日常生活中是否遇到过需要帮助或帮助别人的情况？”比如，丢失了物品需要寻求帮助。这个问题与我们将要学习的内容密切相关。通过这个问题，我希望能够引起大家的兴趣和好奇心，让我们一同探索帮助与求助的奥秘。
e.文化：了解在求助和提供帮助时，礼貌用语的重要性。
本节课内容紧密围绕教材，注重实用性，旨在让学生掌握寻求帮助和提供帮助的相关表达，培养学生在实际生活中运用英语解决问题的能力。
二、核心素养目标
1.语言能力：通过学习Module 12 Help！，学生能够掌握本模块的基本词汇和句型，如help, find, lost, look for等，并能在实际情景中运用所学知识进行有效沟通，提高英语口语表达能力。
五、教学反思
今天的教学活动围绕Module 12 Help进行了丰富多彩的互动和实践。在导入新课环节，通过提问同学们日常生活中的求助经验，成功引起了他们对本节课内容的兴趣。看到大家积极参与，我深感欣慰。

王蔷《英语教学法教程》配套题库【章节题库】(写作教学)【圣才出品】

第12章写作教学Ⅰ. Fill in the blanks.1. It is necessary to engage the students in some act of _____ when teaching writing. 【答案】communication【解析】写作教学中有必要让学生参与一些交际活动。

2. The three stages in the training of writing include controlled writing, _____ writing and _____ writing.【答案】guided/ parallel/ half-controlled，free/ independent【解析】写作训练的三个阶段包括控制性写作、指导性写作、自由写作。

3. In order to motivate students, teachers should advocate _____ writing, that is, ask our students to write things we write in reality or things they want to write about. 【答案】authentic【解析】为激励学生，教师应鼓励真实写作（authentic writing），即请学生写现实中的事物或自己想写的事物。

4. An _____ usually illustrates the main organising structure and the most important points of the essay.【答案】outline【解析】提纲通常表明文章的主体结构和要点。

5. Editing is the stage when students read through their writings and check the clarity of ideas or the logical development of their arguments. Editing may take two forms: _____ and self-editing.【答案】peer editing【解析】编辑是指学生通读作品，检查观点是否明确，条理是否清晰的阶段。

英语教学法教程PPTunit12

to make notes of the things
ng ideas)
you’d like to discuss about.
Pair work
Teacher guide
The following is a list of ideas about the advantages and disadvantages of watching TV. 2 Decide on the ideas that you thinking are useful and remove any that you think are of little use.
Check idea
and
Publishing
organization
Share it
Revising
with others
Correcting
Correct mistakes,
such as spelling,
usage, punctuation
2) Process writing tasks
No.
6. Students are given ideas to express rather than being invited to invent their own.
7. There is no opportunity for creative writing, particular for expressing unusual or original ideas.
(first version)
Individual work
Revise the first version of
your work. You can

18种最实用的少儿英语教学法(经典版)

18种最实用的少儿英语教学法少儿英语学习的最好方式是找个外教一对一教学，在真正的英语环境中快速学会英语，目前比较流行的外教一对一教学的方式有类似UIABC这样的平台，外教选择性多，且每节最低也只要15元，整体在学员中口碑还是比较高的。

我们都知道少儿时期是学英语的最好时光，所以这个阶段的英语学习很重要，作为少儿英语老师来说最重要的无非就是英语教学方法！1．童话剧教学法教学内容直接决定了学生的学习欲望和制约着语言教师对教学方法的选用。

学生用书主体部分为经典的英美英语童话故事。

在英语课堂上，当孩子们遨游在光怪陆离的童话故事中，他们学习的英语积极性被充分地调动了起来，当他们和一个个栩栩如生的童话人物交上好朋友的时候，他们的英语也会取得长足的进步。

2．情景教学法Fresh English 新鲜美语是我们英语日常用语专题部分。

在英语课堂上，老师们为学生们模拟各种各样生活中的真实场景，以生动活泼的方式来呈现学生们感兴趣的单元主体，组织学生们在情景中不断地反复地操练新知，达到学以致用的学习效果。

3．音乐，律动教学法Happy Melody 和 Motion Chant是我们课本里的英语歌曲和小诗歌。

英语教学蕴含在“说，唱”英语中。

以韵律式的“说，唱”形式，配合科学编排的韵律动作，全方位地调动视觉、听觉、言语能力和肢体动作，让孩子真正“懂得”英语，真正“脱口而出”纯正的英语，真正“学”会英语。

昂立幼，少儿的学生用书中的英文歌曲和儿歌是一套真正为孩子设计的“看了就想学，一学就能跳”的英语韵律操。

它充分考虑到孩子的动作特点，有机地与英语发音和节奏配合起来，易学易跳，协调的动作使孩子深深的感受到英语的优美和学英语的乐趣4．直拼教学法Funny phonics是一套根据英文字母本身的音源，总结出的一套，学生不学就能“看单词能读，听单词能写”的英语词汇教学方法。

它用最简单、最实用、最直接的字母以及字母组合的基本发音，让学生们能很快地掌握陌生单词的认读技巧，并能迅速记忆单词和朗读文章。

2024年12.an,en,in,un,ün教案

2024年12.an，en，in，un，ün教案一、教学内容本节课选自教材《新编英语发音》的第三章元音音素，详细内容为单元音/an/，/en/，/in/，/un/，/ün/的学习和应用。

通过本章学习，学生能够掌握这些元音音素的发音要领，辨别不同音素之间的微妙差异，并能在单词和句子中准确发音。

二、教学目标1. 让学生掌握/an/，/en/，/in/，/un/，/ün/五个元音音素的发音方法，提高发音准确性。

2. 培养学生辨别不同元音音素的能力，提高英语听力水平。

3. 使学生能够在单词和句子中正确运用这些元音音素，提高口语表达能力。

三、教学难点与重点1. 教学难点：/an/，/en/，/in/，/un/，/ün/五个元音音素之间的区分，尤其是发音位置的掌握。

2. 教学重点：元音音素的发音方法以及在单词和句子中的应用。

四、教具与学具准备1. 教具：PPT，录音机，单词卡片。

2. 学具：笔记本，彩色笔。

五、教学过程1. 实践情景引入（5分钟）利用PPT展示不同场景的图片，引导学生用包含/an/，/en/，/in/，/un/，/ün/的单词进行描述。

2. 例题讲解（10分钟）选取具有代表性的单词进行讲解，如“pan”，“men”，“sin”，“run”，“fun”，分析发音要领，指导学生跟读。

3. 随堂练习（15分钟）学生两人一组，互相练习发音，教师巡回指导，纠正发音错误。

4. 单词游戏（10分钟）游戏一：单词接龙，要求每个单词必须包含/an/，/en/，/in/，/un/，/ün/中的一个元音音素。

游戏二：找出不同类，将含有不同元音音素的单词分组。

5. 句子练习（10分钟）学生根据所学单词，组成句子进行练习，如“I can see apan on the table.”6. 课堂小结（5分钟）六、板书设计1. 板书/an/，/en/，/in/，/un/，/ün/元音音素学习2. 板书内容：单词：pan，men，sin，run，fun发音要领：/an/，/en/，/in/，/un/，/ün/句子示例：I can see a pan on the table.七、作业设计1. 作业题目：写出含有/an/，/en/，/in/，/un/，/ün/的单词各5个。

王蔷英语教学法教程第二版 Unit12

Unit 12 Teaching Writing一、What, why and how do we write1. Writing tasks in reality:We write to get things done and to form and maintain social relationships. In reality, there is a great variety of things we write, for example,letters,journals,notes,instructions,posters,essays,reports,menus.Filling in forms, similar tasks and answering questionnaires are also writing.2. Reasons for writing in reality:We write for various reasons, such as to convey messages or to keep a record of what is in our mind.There are other reasons why we should get students involved in writing in a foreign language.Writing can give a voice to shy students as writing can serve as a medium through which less confident students can communicate with their teachers.Moreover, writing can be less threatening for anxious students as it gives them time to think about their meaning and purpose.Writing can also raise awareness of how language works.Through writing, students will become more familiar with the linguistic and social conventions of writing in English.3. Ways to write:①As to the way we write, there are collaborative and solitary writing. Some people never put down a word before rehearsing the sentence many times in their mind, while other people write down anything that comes to their mind before they start drafting and then do a lot of editing and proof-reading.②ELT writing vs. Writing in realityComparing writing in our English teaching classroom with writing in reality, it is easy to find two major differences.First, writing in ELT classroom is often seen as a means to consolidate language that is recently studied while we write for communication in reality to convey messages or for self-creation.Second, in the ELT classroom, especially in traditional pedagogy, writing often goes this way: the teacher gives a topic or a selection of topics, a set of requirements, and a time limit. The students finish the task within the time limit and hand in the final product. ELT writing tasks lack authenticity. ELT writing tasks focus on the product rather than process, ignoring planning, drafting, rewriting stages.So we should make students want to write in the first place, then teach them how to write.二、A communicative approach to writing 交际写作法Mechanical writing activities do not by themselves motivate students. To motivate students, it is necessary to engage them in some act of communication. In short, students can be motivated by authentic writing tasks that have some communicative elements.With different audiences and different purposes, the writing piece could vary greatly.Some writing activities can be between ‘writing for learning’ and ‘writing for communication’.三、Problems in writing tasksMany writing tasks, in existing textbooks and in classroom teaching, fail to have a communicative element due to the following deficiencies:①They are mainly accuracy-based;②They are designed to practice certain target structures;③There is insufficient preparation before the writing stage;④There is no sense of audience;⑤There is no sense of authenticity;⑥Students are given ideas to express rather than being invited to invent their own;⑦There is no opportunity for creative writing, particularly for expressing unusual or original ideas;⑧Many of them are test-oriented.四、A process approach to writing 过程写作法A process approach to writing is the process the teacher provide help to guide students through the process that they undergo when they are writing. The process approach to writing does not only pay attention to what students do while they are writing, it also attaches great importance to what they and the teacher do before they start writing and after they finish writing.1. The features of the process approach to writing:Brown summarises the features of process writing as follows:①Focus on the process of writing that leads to the final written product;②Help student writers understand their own composing process;③Help them build repertoires of strategies for prewriting, drafting, and rewriting;④Give students time to write and rewrite;⑤Place central importance on the process of revision;⑥Let students discover what they want to say as they write;⑦Give students feedback throughout the composing process （not just on the final product）to consider as they attempt to bring their expression closer and closer to intention;⑧Encourage feedback both from the instructor and peers;⑨Include individual conferences between teacher and student during the process of composition.2. The main procedures of process writing:（1）Creating a motivation to writeOnly when students have a clear purpose or a reason to write, will they feel motivated or eager to write.（2）BrainstormingStudents work together to brainstorm ideas for writing, students can list all the ideas related to the topic on a piece of paper or on the blackboard.（3）MappingMapping helps students organize these ideas. Mapping will give students the opportunity to select from the list those useful ideas to be included in their writing and also to see how these ideas can be put together in a coherent or logical way to present a convincing argument.（4）FreewritingFreewriting refers to the stage when students start writing freely about the topic following mapping. Freewriting can help students develop fluency in writing.（5）OutliningAn outline usually illustrates the main organizing structure and the most important points of the essay.（6）DraftingThe development of ideas is more important than getting grammatical structures, punctuation or spelling correct. （7）EditingEditing is the stage when students read through their writings and check the clarity of ideas or the logical development of their arguments.Editing may take two forms: peer editing and self-editing. Peer editing refers to students’ editing of each other’s writings, while self-editing refers to students’ editing of their own writings. Both editing activities are beneficial for improving students’ writing skills as both processes can help raise their awareness about how to developideas and how to write clearly with the help of their knowledge in grammar, spelling and punctuation.（8）RevisingRevising is the stage when teachers guide students to make necessary improvements in both organization and contents based on either self-editing or peer editing.（9）ProofreadingAt this stage, students should be guided to read their writings again carefully for any mistakes in grammar, spelling, punctuation, or capitalization.（10）ConferencingConferencing refers to a private meeting between the teacher and each individual student. It is important for teachers to talk face to face with students about their writing, pointing out their strength and weaknesses.3. Using the Internet to promote process writing:Research indicates that students prefer to submit drafts one at a time to the teacher and revise their work after seeking comments or advice from the teacher.1) Advantages of an e-mail based writing scheme:①E-mail provides a perfect mechanism for students to submit drafts and for teachers to look them over at their convenience and send them back with comments—once, twice, or several times. The teacher can store all the drafts for later review and analysis of the revision process.②In an e-mail based writing scheme, the students can not only send their writing to the teacher, but also send their work to each other simultaneously so as to receive comments from all peers.③When writing through e-mail, students have a feeling of real-time writing, writing for the purpose of sharing ideas with their teacher or classmates. Therefore, new ideas are shared promptly and can be responded to quickly.2) Two reasons against promoting the use of e-mail in the teaching of writing:①Students don’t have access to computers, let alone e-mail.②Teachers don’t have the technology for running the e-mail list.Other useful ways: Blogging, BBS, Moodle.五、Motivating students to writeAs writing can only be improved by constant practice, we believe that the way to motivate students to write is a key point to the successful teaching of writing.Principles of helping teachers motivate students to write:①Make the topic of writing as close as possible to students’ life;②Leave students enough room for creativity and imagination;③Prepare students well before writing. Pre-writing activities will help students broaden their views and encourage a generation of ideas;④Encourage collaborative group writing as well as individual writing;⑤Provide opportunities for students to share their writings;⑥Provide constructive and positive feedback;⑦Treat students’ errors strategically;⑧Give students a sense of achievement from time to time.Motivation is very important in language learning. No matter what methods teachers use, motivating students is always very important in teaching writing.。

幼儿英语教学法教案第十二章

---------------------------------------------------------------最新资料推荐------------------------------------------------------ 幼儿英语教学法教案第十二章第十二章幼儿英语教学手段的选择与使用教学目标：了解幼儿英语教学中常见的普通教具和现代化教学手段的类型；掌握普通教具的使用方法；知道如何使用多媒体计算机辅助教学。

教学重点：幼儿英语教学中的常见教具和现代化教学手段，阐明如何利用现代化教学手段辅助教学。

教学方法：课堂讲授法、示范法教学内容：第一节普通教具的使用一、幼儿英语教学中的常见教具幼儿英语教学中常用的教具有：人、实物、替代物、图片、手偶或指偶、模型、头饰、面具、简笔画等。

（一）人、实物和替代物的运用 1.教授词汇。

2.练习结构。

3.扩展对话。

4.创造情景。

（二）图片的运用图片的作用有：1.讲解词汇。

2.练习结构。

1 / 63.叙述连贯性的情节。

常见的图片应用活动：1.What s it? （1）将图片背面向幼儿，在幼儿面前快速翻转，问：What s it? （2）把图片放在背后，很快在幼儿面前闪一下，问：What s it? （3）用一张纸遮住图片，只露出图片内容的一小部分，让幼儿说出图片的内容。

2.What s missing? 将多个图片贴在黑板上，幼儿看完后闭上眼睛，教师拿走其中的一张，问：What s missing? 3.Picture Guessing. （1） 20 questions.让幼儿使用一般疑问句询问图片上的内容。

最多不超过 20个问题。

（2）动作表演让幼儿猜测图片内容。

4.Tic-Tac-Toe 教师将一些图片反贴在黑板上，幼儿分成两组，轮流派代表上前猜拳，赢的人选一张图片，说对了图片内容，就奖励一朵小红花，就把图片拿掉，直到全部猜完为止。

5.Story Telling （三）简笔画简笔画在幼儿英语教学中的作用主要是：1.讲练单词。

英语教学法 UNIT 12 Integrated Skills

between the club secretary and a person who
wants to join the club
•
↓
• Writing: students complete a membership
application form for the English Club based on
Group-work: Imagine a very simple situation involved with one or two skills and then transfer: 1.Transfer receptive skills into productive skills 2.Transfer simple integration into complex integration
Conditions for language learning
Essential
Desirable
Exposure
To a rich but comprehensib -le input of real spoken and written language skill
Use
Of the language to do things ( I.e exchange meanings)
• Now write about yourself in the same way.
Task 2 (simple integration)
Here is a dialogue
• A: Hello, how are you? • B: Fine, thank you, and you? • A: I’m fine too. By the way, how many people are

小学英语教学法教程

5. The natural order hypothesis
4.The Cognitive Approach
Rules learning is very important; Learners should be encouraged to use their
mind to observe, think, and hypothesize rules of a language; Creative learning is very important; Listening, speaking, reading and writing should all be emphasized. The main activities are language understanding, language competence and language use.
Errors are regarded as natural and unavoidable and can be self corrected by the learners themselves;
Grammar should be taught inductively;
Native language is forbidden.
Input-filter-LAD-practice-acquired ability
4. The monitor hypothesis
Monitor refers to the rule or knowledge of language. Monitor can function only on the conditions: 1) the learner has sufficient time; 2) form is emphasized; 3) the learner knows the rule.

《英语教学法》第12章 Teaching Writing

Writing in the classroom
Often considered as a means to consolidate language.
Ss’ writing are evaluated by the accuracy of the final product.
Task 1 Look at the two writing tasks.
stage. Lack of sense of audience. Lack of sense of authenticity. Ideas are given rather than invited Little opportunity for creative writing,
particularly for expressing unusual or original ideas. Most of them are test-oriented.
A Process approach to writing
Before writing creating a motivation to write brainstorming mapping free writing Writing outlining drafting After writing editing revising proofreading conferencing
In what ways are they different?
１、假定你是王洪。你现在在上海出差。给你的朋友 Brain写一封信，告诉他上海变化很大，如，有很多现代建筑和新型广场。你很喜欢上海。问候他的近况。
注意：
字数 80--100；开头语已为你写好。
---------------------------------------------------------

一年级下册英语教案-Unit 12A boy and a wolf牛津上海版

Module 4 Things We EnjoyUnit 12 A Boy and A Wolf 教案2教学内容：Module 4 Things We Enjoy Unit 12 A Boy and A Wolf 部分内容教学目标(Objectives)：1.确保学生认识和理解一些基本单词的意义和简单口头运用（To learn the meaning and simple usages of some words and phrase）。

2.学习使用本单元重点句型及表达（To use the typical sentences to express）。

3.鼓励学生大胆发言及表达（To encourage the students to express bravely）。

4.培养学生对英语学科的兴趣（To make the students interest in English learning)。

教学重点（Key Points)在学习了单词的基础上，以单词为载体，进行主要句型的学习，学会交流对话，课件二部分句型学习，交际意向和课外拓展为重点教学方法：游戏，音频，情景教学法，Pair-work两人小组活动，Group-work小组活动，多媒体辅助教学。

教学难点：学生学龄较小，认知尚且模糊，对部分单词的感知和理解可能存在问题，对于一年级学生的要求重点是会读会说，敢于模仿表达。

教学准备课件、照片素材、音频文件、单词卡片，教学道具。

教学设计Step1. GreetingStep2.Warm-up/Revision传递句子游戏说明：每一排为一组，全班分成若干组，教师分别发给每一组最后一排的学生一张纸，上面写个包含之前学过的单词造的句子。

在教师说开始后，最后一排的学生即用耳词把纸上的单词告诉前面的学生，这位学生再把听到的单词告诉前面的学生……这样依次进行下去。

最后，第一排的学生把所传的单词写到黑板上，传得最快，最准的组获胜，得胜的小组将每人得到小小的奖励。

儿童英语lesson 12

2．讲插图的意思。
3．Listen to the tape．
4．Follow the tape．
5．集体朗读。
6．分给比赛，看哪组读得最好。
A Story
1．看VCD弄清故事大意。
2．Listen to the tape．
3．Read after the tape．
4．学生表演。（小组，个人比赛）。
课题
Lesson 12 I am sorry第一课时
教学
目标
1．Able to say sorry and respond with appropriate terms．
2．Read the rhyme．
3．Act the story．
重点
Can use“I am ．That’s all right．”
二、Presentation
A Song
1．观看插图，弄清歌曲的意思。
2．师领读歌词。
3．生Listen to the tape。
4．生Follow the tape。
5．集体唱。
6．分组唱，小组唱，进行比赛。
A Task
1．师生戴上头饰示范。
2．同位互相练习。
3．挑选学生出来表演。
A Game
1．师生示范玩法。
2．同位比赛，看谁反应快。
3．小组比赛，看谁反应快。
作业
Listen to the tape P57 & P59，P60
板书
设计
Lesson 12 I am sorry
教学
后记
本节课的内容并不难，之前都有学过，所以掌握的较好。设计的活动画画猜猜，学生都很喜欢。
2．完成A Task的任务。
3．会做游戏。