新概念英语教学方法总结(课堂PPT)

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新概念英语第一册第7课(课堂PPT)

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Listen and answer.
• Q1:What nationality is Sophie?
• Q2:What nationality is Robert?
• Q3:What is Sophie's job?
• Q4:What is Robert's job?
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• Q1:What nationality is Sophie?
She is French.
• Q2:What nationality is Robert?
He is Italian.
• Q3:What is Sophie's job?
She is a keyboard operator.
• Q4:What is Robert's job?
He is an engineer.
• Nice to meet you. My name's Sophie. • Are you French? Yes, I am. • Are you French too? No, I am not. • What nationality are you? I'm Italian. • Are you a teacher? No, I'm not. • What's your job? I'm a keyboard operator. • What's your job? I'm an engineer.
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精讲课文
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Reading.
• I am a new student. My name's Robert. • Nice to meet you. My name's Sophie.

零基础自学新概念英语方法总结PPT

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Use online courses, learning software, dictionaries and other auxiliary tools to improve learning efficiency and quality.
Resource acquisition
03
Obtain rich learning resources through libraries, the internet, and other means, such as listening materials, reading materials, practice questions, etc.
Dialogue practice
Practice English conversations with others, choose online or offline language partners, and improve oral proficiency through practical communication.
Pronunciation rules mastery
Through imitation and practice, master the basic rules of English pronunciation, such as linking, weak reading, and stress.
Improvement of listening and speaking skills
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Extensive listening training
Choose English news, movies, TV shows, etc. that are suitable for one's own level, conduct extensive extensive listening, and cultivate a sense of English language.

新概念第三册全英PPT课件

05 写作技能提升与范文欣赏
写作技巧点拨
清晰明了的文章结构
确保每篇文章都有明确的引言、主体和结论部分。
精确的词汇选择
选用最准确、最生动的词汇来表达意思，避免使用模糊或笼统的词语。
ABCD
多样化的句式和语法结构
避免重复使用相同的句式和语法结构，以增加文章的丰富性和可读性。
有效的段落安排
合理安排段落，使每个段落都有一个明确的主题句和支持句，便于读者理解和跟踪思路。
中西文化差异简介
价值观差异
中西方在价值观方面存在显著差异，如对个体主义与集体主义、
权力距离等的看法。
思维方式差异
中西方思维方式不同，如中国人注重直觉与整体思维，而西方人
更注重逻辑与分析思维。
社会习俗差异
中西方在社会习俗方面也有很大不同，如礼仪、节庆、饮食等。
跨文化交际注意事项
尊重对方文化
在跨文化交际中，应尊重对方的文化背景和价值观，避免用自己的标准去评判对方。
布置一些实际的写作任务，让学生在实际操作中提高自己的写
作能力。
写作指导与辅导

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在写作过程中给予学生必要的指导和辅导，帮助他们解决遇到
的问题和困难。
写作成果展示与评价
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展示学生的写作成果，并进行评价，让学生了解自己的写作水
平和需要改进的地方。
06 听力训练与口语表达
听力材料选择与使用建议
选择真实、自然的英语材料，如英语新闻、电影、电视剧等。
了解简单句的基本结构（主语+谓语），掌握并列连词（and, but, or等）在连接并列句时的用法。
复合句的结构分析
通过实例讲解，学会分析复合句的主句和从句，理解从句在整个句子中的作用。

新概念英语(二)第46课教学课件

本讲结束，谢谢观看！
恐怕这事会在我不在时发生。 happen: 常指具体事件的发生，尤其是那些偶然会未能预见的发生。 e.g. New things are happening all around us.
我们身边总有新鲜事发生。 take place: 通常指（某事）按计划进行或按计划发生。 take place 还有举行的意思。 e.g. Great changes have taken place in China since the Reform and Opening.
confine: v. 限制；禁闭 n. 界限，边界 confined adj. 狭窄的 confinement n. 限制同义词：restrict confine sth to sth 把...限制/局限于... e.g. We should confine the discussion to the question at issue. 我们应该把讨论的范围限制在这一有争议的问题上。
put sth in/into a pile 把...一堆堆地放好
e.g. She tidied up the books and put them in neat
piles.
她把书本整理好，并一摞摞地码放整齐。
pile sth into/onto sth 把...堆在...里面
e.g. He piled bread and milk into his basket.
goods n. 商品，货品，货物；动产，私人财产 cheap/expensive goods 便宜的/昂贵的商品 sports goods 体育用品
discover v.发现，察觉，显示 dis-“不，非” cover“覆盖” discovery n.发现，被发现的事物 discoverer n. 发现者 discover + that 从句 discover who/ what/how etc+ 疑问代词 e.g. His friends were shocked to disco源自er how ill he was.

新概念英语第一册81课ppt课件

We are ready for dinner. He is ready for the car race. I am nearly ready. Is dinner ready? It’s nearly ready.
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5. Dinner n. 晚餐
It’s time for dinner. 是吃晚餐的时候了. Enjoy your dinner. 慢慢享用晚餐. Dinner party 社交晚宴
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我们还有面包吗? Have we got any bread? 你们还有啤酒吗? Have you got any beer? 我希望你还有钱. I hope that you’ve got some money.
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Listen to the tape and answer the question: why is Carol disappointed?
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have (拥有)
some money some lamb some beef envelopes a lot of clothes a lot of shoes many friends
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have (生病)
a headache a fever a cold flu a stomachache a earache a temperature
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我们一般周日有约会。
We usually have an appointment on Monday.
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我们打算7月份去渡假。
We are going to have a holiday in July.
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他们正玩得开心。

新概念英语ppt课件

They are Are they
excellent students this year. excellent students this year?
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规则（2）
第一、第二、复数人称：Do 放句首 + 人称主语 + 谓语动词原形；后面照抄
I have a jar of jam. Do I have a jar of jam?
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规则（3）
第三人称：Does 放句首 + 人称主语 + 谓语动词原型；后面照抄
Mary Does Mary
likes like
cats. cats?
He Does he
plays football every Monday. play football every Monday?
A bar of chocolate
你还能想到什么不同物质通用的量词？
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继续学：一个物质可有好不同量词
三个面包九片面包
Three loaves of bread
Loaf 是面包独有的量词
Nine slices of bread
面包片也可以用 piece 表达
一些屑状的面包
Some morsels of bread
有时候米饭粘粘的到底算成一个大粒还是几个小粒也不好说ricebread面包的本质是面糊这块面包里面包含多少面包也是数不清楚的不可数名词介绍这些你数的清楚吗
新概念
第四十一课
最新版整理ppt
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我们看个短片吧！
用鼠标点击视频“播放”箭头
最新版整理ppt
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跟着读课文

新概念英语第三册教学方法

新概念英语第三册教学方法The teaching methods employed in New Concept English Book 3 are designed to provide a comprehensive and effective approach to language learning. This textbook, part of the renowned New Concept English series, focuses on building a strong foundation in English for intermediate-level students. The teaching methods utilized in this book aim to enhance students' proficiency in various aspects of the language, including grammar, vocabulary, reading, writing, and oral communication.One of the key features of the teaching methods in New Concept English Book 3 is the emphasis on a balanced and integrated approach to language learning. The lessons are structured in a way that seamlessly combines the development of different language skills, ensuring that students receive a well-rounded education. This holistic approach helps learners to apply their knowledge and skills in real-world communication scenarios, preparing them for effective language use in various contexts.The teaching methods employed in this textbook place a strongemphasis on grammar instruction. The lessons provide detailed explanations of grammatical structures, accompanied by ample practice exercises. This systematic approach to grammar learning enables students to develop a solid understanding of the language's mechanics, which is crucial for accurate and fluent communication. The textbook also incorporates various techniques, such as pattern recognition, rule-based learning, and contextual application, to reinforce grammatical concepts and facilitate their internalization.In addition to grammar, the teaching methods in New Concept English Book 3 also focus on vocabulary development. The lessons introduce new vocabulary words in a structured manner, often with a thematic or contextual approach. This helps students to associate the new words with relevant contexts, making it easier for them to remember and use the vocabulary effectively. Furthermore, the textbook includes activities and exercises that encourage students to actively engage with the new vocabulary, such as word games, sentence construction, and vocabulary quizzes.Another important aspect of the teaching methods in this textbook is the emphasis on reading comprehension. The lessons include a variety of reading passages, ranging from literary excerpts to informative articles, which are carefully selected to challenge and expand students' reading abilities. The accompanying exercises not only test students' understanding of the content but also help themdevelop critical thinking skills, such as identifying main ideas, drawing inferences, and analyzing textual features.In terms of writing instruction, New Concept English Book 3 adopts a process-oriented approach. The lessons guide students through the various stages of the writing process, including brainstorming, outlining, drafting, revising, and editing. This systematic approach helps learners develop their writing skills gradually, from organizing their thoughts to producing well-structured and coherent compositions. The textbook also provides opportunities for students to practice different types of writing, such as descriptive essays, narrative compositions, and argumentative pieces, further enhancing their versatility as writers.Oral communication is another crucial aspect of language learning, and the teaching methods in New Concept English Book 3 address this aspect effectively. The lessons incorporate various speaking activities, such as dialogues, role-plays, and group discussions, which allow students to practice their pronunciation, fluency, and conversational skills in a supportive environment. Additionally, the textbook encourages students to engage in self-reflection and peer feedback, helping them to identify areas for improvement and develop their oral communication skills.One of the distinctive features of the teaching methods in NewConcept English Book 3 is the integration of audio and visual resources. The textbook is accompanied by audio recordings that provide authentic language models and listening practice. Furthermore, the lessons often incorporate visual aids, such as illustrations, diagrams, and charts, to enhance the learning experience and make the content more engaging and accessible for students.The teaching methods employed in New Concept English Book 3 also emphasize the importance of cultural awareness and cross-cultural understanding. The textbook includes readings and activities that expose students to various aspects of English-speaking cultures, fostering a deeper appreciation for cultural diversity and enabling learners to communicate more effectively in intercultural contexts.Moreover, the teaching methods in this textbook promote learner autonomy and self-directed learning. The lessons encourage students to take an active role in their language learning journey, providing them with opportunities to set personal goals, reflect on their progress, and develop strategies for independent study. This approach empowers learners to become more responsible and engaged in their own language acquisition process.In conclusion, the teaching methods used in New Concept English Book 3 are designed to provide a comprehensive and effectiveapproach to language learning. By integrating various language skills, emphasizing grammar and vocabulary development, fostering reading and writing abilities, and enhancing oral communication skills, the textbook offers a well-rounded educational experience for intermediate-level English learners. The incorporation of audio-visual resources, cultural awareness, and learner autonomy further enhance the effectiveness of the teaching methods, making New Concept English Book 3 a valuable resource for students seeking to improve their English proficiency.。

新概念英语第一册Lesson1-2精讲PPT课件

（含be动词）一般疑问句
一般疑问句定义：答案是Yes或No的疑问句。陈述句改一般疑问句：be动词提到句首(注意一二人称变化）
一般疑问句的回答比较简单。一般来说，是 “用什么问，用什么答。”
e.g. I am a student. Are you a student? 是的，它是。Yes, I am. 不，它不是。No, I‘m not.
4.Lily is seven.(改为一般疑问句) Is Lily seven ?
5.Are your sister a student?(改错) Is your sister a student ?
Text
Excuse me . • 常用于与陌生人搭话，打断别人的说话或从别人身
边挤过。 • eg: Excuse me,can you tell me the way to the
含Be动词的否定句
否定句定义: 有否定意义的句子是否定句。特点：be +not 构成否定
e.g: It is my pen. It is not ( isn't ) my pen.
否定的缩写形式 I am not = I'm not are not = aren’t is not = isn't
bookstores ？ Yes？
读降调，表示肯定的意思，意为“是、是的”
读升调，表示不确定或询问之意，也有要求对方继续说下去的意思。译为；“什么事”
Is this your handbag? 含Be动词的一般疑问句。
例题：I am a student. This is my book.
Pardon? 对不起，请再说一遍。完整说法： I beg your pardon. Pardon me. = What did you say?

新概念英语第一册课ppt课件

Course objectives
语言知识掌握
语言技能提升
学习者应能掌握约3000个英语单词，以及相关的语法知识，包括简单句、复合句、时态、语态等。
通过大量的听说读写练习，提高学习者的英语听、说、读、写四项技能，使其能够进行日常的英语交流。
跨文化意识培养
自主学习能力培养
使学习者了解英语国家的文化、历史、社会习俗等，培养其跨文化交流的能力和意识。
多媒体资源利用
利用音频、视频、图片等多种多媒体资源，提高学习者的学习兴趣和效果。
个性化学习支持
提供多种学习资源和工具，如词汇表、语法书、在线词典等，满
足不同学习者的个性化需求。
02 Course outline
Phonetic knowledge
01
Phonetic symbols
The course introduces basic English phonetic symbols and their
Daily conversations
Making requests
This lesson focuses on polite ways of making requests or giving orders, such as asking for information or assistance.
elements of grammar
• Simple present tense: Learners are introduced to the simple present tense, its usage, and common verbs that are used in this tense. They are also taught how to form negative and interrogative sentences in the present tense.

新概念第二册 PPT 课件

旅游英语
将课程内容与旅游场景相结合，教授学生在旅游过程中如何运用英语进行沟通和表达。
课程实践活动的组织与实施
小组讨论
组织学生进行小组讨论，培养学生的团队协作和沟通能力，提高学生的口语表达和听力理解能力
。
角色扮演
组织学生进行角色扮演活动，模拟真实场景中的对话和交流，培养学生的口语表达和听力理解能力。
倒装句。
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课程实践与应用
听说读写各项技能训练
听力训练
通过播放英语音频材料，训练学生的英语听力理解能力，提高语音识别和信息捕捉能力。
口语训练
通过模拟真实场景的对话练习，培养学生的英语口语表达能力，增强自信心和沟通技巧。
阅读训练
通过阅读英文文章和短篇小说，提高学生的阅读理解能力和词汇量，培养阅读兴趣和习惯。
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和英语能力，以便更好地引导学生学习。
如何根据学生需求选择合适的教材
了解学生需求
在选择教材之前，教师应了解学生的学习目标、英语水平、兴趣爱好等，
以便选择最适合学生的教材。
考虑学生的实际生活经验和背景，选择更贴近学生需求的教材。
比较不同教材的特点
教师应对各种教材进行比较，了解其特点、难度、教学方法等，以便为学生选择最适合的教材。
教学内容：都涵盖了语法、词汇、阅读、听力等语言学习的各个方面。
与其他教材的异同点分析
• 教学方法：都采用了多种教学方法，如任务型教学、情景教学等。
与其他教材的异同点分析
01
不同点
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教材内容：新概念第二册与其他教材在内容上有所不同，新概念第二册更注重实际应用，话题更贴近生活。
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难度：新概念第二册的难度相对于其他教材略高，语法点和词汇量更大。

《新概念英语》课程说课课件

Anonymous questionnaire survey is used to collect and analyze data through online
platforms.
Student performance improvement
01
Teaching objective
To improve students' English application ability and academic
Flexible adjustment
Based on the learning situation and feedback of students, adjust teaching content and progress flexibly to improve teaching quality and effectiveness.
Diverse content
covers a range of topics, including daily life, culture, history, science and technology, etc
User friendly interface
designed with intuitive navigation and easy to understand instructions
பைடு நூலகம்
Stage 4
Comprehensive application and practice
(100 hours).
Home and assessment
Homework assignment
Assign an appropriate amount of listening, speaking, reading, and writing exercises every week to consolidate the content learned in class.

新概念第一册内容讲解PPT课件

直接引语变间接引语的时候，需要加上连接词that.
注意下面的表达吧！
.
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She says, “You look young.” She says that I look young. Her sister says, “You have to come.” Her sister says that I have to come. We say, “You can buy the cheaper one.” We say that I can buy the cheaper one.
.
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请把这些冰激凌放到冰箱里！屋子很热，请脱掉外套！
这把刀很钝，请磨一下！汽车比赛的结尾激动人心。 2001年10月，我们镇举行了一场划船比赛。我对伦敦不熟，所以不能告诉她路。今天下午又个女人迷了路，问我去教堂怎么走。
.
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L31 Where’s Sally?
Jean: Where’s Sally, Jack?
双宾语（L21、L39）
e.祈使句(L13、L29、L39、L63)
f.直接引语和间接引语( L99、L102、L133、L135、L139)
g.定语从句（L121、L123）
h.If 条件从句(L137)
i.被动语态（L141、L143）
Others
a.时间表达法 (L57、L59、L65)
b.Had better(L95)
.
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Words
a. 代词
人称代词 (L5、L17、L23)
形容词性的物主代词(L11、L22)
名词性的物主代词（L97）
不定代词(L115)
b. 动词
Be动词（L7）
情态动词(L45、L61、L63、L65、L77、L79、L125、L127、L129、L131)

新概念英语第一册Lesson81-82(课堂PPT)

• 将近六点半了。 It is nearly half past six.
• 我差点就错过了火车 I nearly missed the train. ② v. 极；密切地
• The matter concerns us nearly. 这事与我们有切身关系。
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单词教授 New Words
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单词教授 New Words
★dinner n. 正餐，晚餐 • three meals a day 一日三餐 • breakfast 早饭 • lunch 午餐 • tea 下午茶 • supper 晚饭 • dinner 正餐 • meal 一顿饭
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单词教授 New Words
C Western restaurant
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Tips: Breakfast to eat well. Lunch to eat satisfied. Dinner to eat less
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开心一刻
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单词教授 New Words
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单词教授 New Words
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单词教授 New Words
★nearly adv. 几乎，将近 ① v. 几乎；差不多；差点儿
New Concept English 1 Lesson 81-82
1
Do you like
eating?
2
• Eating is very important!
3
Warm-up
奥巴马访华时对胡总说：“我终于明白了中国的文化其实就是吃文化。比如谋生叫糊口，岗位叫饭碗，受雇叫混饭，花积蓄叫吃老本，混得好叫吃得开，占女人便宜叫吃豆腐，女人漂亮叫秀色可餐，女人多了叫吃不消，受人欢迎叫吃香，受到照顾叫吃小灶，受人伤害叫吃亏，男女嫉妒叫吃醋，犹豫不决叫吃不准，不能胜任叫干什么吃的，负不起责任叫吃不了兜着走，办事不力叫吃干饭的。”胡总听后很生气：“我们应该好好总结一下中美关系！你却来总结中国文化，是不是吃多了？！”