英语教学法教程PPT教学课件-Unit 13
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Unit13 L1 Language study教学设计上课PPT课件英语北京海淀
5. In terms of 用… 的字眼, 从…的观点, 从…角度
Think of it in terms of an investment. 从投资的角度来考虑这件事情. 就薪水而言，这工作不错。 The job is great in terms of its salary.
6. end up v. to be in the end (in the stated place, condition,
What’s the matter?
4. suggest v.
① to state sth. indirectly ; to imply 指出；暗示 The police suggested that the move for the crime was
jealousy. 警察指出作案动机是嫉妒。 The look on his face suggested that he was angry. 他脸上的表情表明他生气了。
Unit13 L1 Period II
Language study
Learning Objectives
By the end of this lesson, we’ll be able to:
• work out the meaning of the words in the context;
• make sentences with some key words and phrases properly;
What matters is not how smart but how determined you are. matter n. (1) a subject to which one gives attention; situation or affair事
英语教学法13.Teaching Speaking(课堂PPT)
• This is not to say that the other activities have no value; but they do not help prepare the learner for the type of speaking that is most common in everyday life. The only other activity that is realistic is the second one: giving a prepared talk, but this would usually not be required of any of the students until they were at an advanced level of English.
• Contextualising practice Identify a situation in which a target structure is commonly used.
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Ⅱ. Principles for teaching speaking
• Personalising practice Personalizing the content and context will help students learn better.
and culture; • To foster students’ ability of thinking in English; • Learning speaking can accelerate the
learning of listening, reading and writing in English.
1. The purpose of learning speaking
• Contextualising practice Identify a situation in which a target structure is commonly used.
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Ⅱ. Principles for teaching speaking
• Personalising practice Personalizing the content and context will help students learn better.
and culture; • To foster students’ ability of thinking in English; • Learning speaking can accelerate the
learning of listening, reading and writing in English.
1. The purpose of learning speaking
unit13PPT教学课件
Read the Tips very quickly. Compare the notes in the passage with the recipes. Do you notice a problem in the recipes above?
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Gather More Cooking Terms from the Tips
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Unit 13 Healthy eating
---Integrating Skills
Objectives:
1. Learn some useful cooking terms. 2. Read and write recipes in English.
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chicken,
bacon,
tomato,
lettuce,
cheese,…
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Directions
chop, mix, cut into pieces, fill, fold, steam, boil; fry, add, spoon, roll up ,stir, slice, peel, dice
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Group work : Acting out the orders with…
AnchEoxpample:
add
Chemf liexader: Jack, peel a potastpoofoonr me.
cut into pieces
roll up
fill
Jane, chop the onions, please. slice
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Gather More Cooking Terms from the Tips
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Unit 13 Healthy eating
---Integrating Skills
Objectives:
1. Learn some useful cooking terms. 2. Read and write recipes in English.
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chicken,
bacon,
tomato,
lettuce,
cheese,…
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Directions
chop, mix, cut into pieces, fill, fold, steam, boil; fry, add, spoon, roll up ,stir, slice, peel, dice
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10
Group work : Acting out the orders with…
AnchEoxpample:
add
Chemf liexader: Jack, peel a potastpoofoonr me.
cut into pieces
roll up
fill
Jane, chop the onions, please. slice
unit13learningtolearn时PPT演示文稿只是分享
4.Form a mental picture of
you are trying to
memorise.
5.Repetition makes
easier for you to
remember the learned materal.
6.
we are rushed for time,our memory often
③段落间的过渡句。这时要前瞻后望找启示。
2）高考英语七选五12满分口诀 逻辑关系前后句，词汇重合上下文； 内容全归所在段，语意通顺且连贯。
重点短语
Step 2: 自读深思 (5 mins)
Task1：(5 分钟阅读并完成exercise 3)
•a) Focus集中 b) Relax •c) Use humour d) Study enthusiastically •e) Associate it f) Have a positive attitude •g) Limit noise h) Mind and body身心 Please match these memory tips with the statements in exercise 3(page 5) within five minutes
fail读并记住exercise 3所有重点单词及短 语。
2. 完成learing to learn 习题书中练习。
此课件下载可自行编辑修改，仅供参考！ 感谢您的支持，我们努力做得更好！谢谢
Step 3: 合作探究 Task 2：5分钟分小组展示文中知识点
Group Group Group
para1,2,3 para4,5 para 6,7,8
Step 4: 教学聚焦 （5mins小组讲解，注意做笔记)
七年级英语上册Unit13PPT课件
<1> .Who are they?
<2> . Where are they from?
Where is he from ? He’s from China. Where does he live now? He lives in the United States.
Who is he? He is David Beckham. Where is Beckham from? He is from England. Where does he live ? He lives in Spain .
3. live in
在哪儿居住
e.g. Where does Yao Ming live?
He lives in the United States.
Argentina
Eiffel tower
France
What language do they speak?
Country
1. America (the United States)
Brazil Portugal
Grammar focus
am
1. be from
从哪儿来 be is
are e.g. Where are you from?
I am from Shanghai.
2. come from 从哪儿来
e.g. Where do you come from ?
I come from Shanghai.
2. What’s the date today?
---Today is _M__a_rc_h__ 1st.
3. Where i_s__ Yao Ming from? --- He’s _fr_o_m__ China.
<2> . Where are they from?
Where is he from ? He’s from China. Where does he live now? He lives in the United States.
Who is he? He is David Beckham. Where is Beckham from? He is from England. Where does he live ? He lives in Spain .
3. live in
在哪儿居住
e.g. Where does Yao Ming live?
He lives in the United States.
Argentina
Eiffel tower
France
What language do they speak?
Country
1. America (the United States)
Brazil Portugal
Grammar focus
am
1. be from
从哪儿来 be is
are e.g. Where are you from?
I am from Shanghai.
2. come from 从哪儿来
e.g. Where do you come from ?
I come from Shanghai.
2. What’s the date today?
---Today is _M__a_rc_h__ 1st.
3. Where i_s__ Yao Ming from? --- He’s _fr_o_m__ China.
(完整版)《英语教学法》Unit_13_Integrated Skills
1) 学生积极参与课堂活动。 2) 自主学习与合作学习结合。 3) 尝试分类识。 4) 学习听别人将英语时能根据上下文、表情等 猜测语意。
5) 使用角色扮演的方法熟练掌握对话。
1. 什么是本课的重点、难点？为什么？ 学生能够清晰地表达自己将要从事的职业、 工作和生活地点以及如何实施计划将是本课 的重点及难点。因为它是本课三个维度度目 标的集中体现。
本课的教法和学法
教师教的具体方法 提供实际生活场景，增加学生实践 机会； 全英教学；
及时设置巩固、反馈环节； 将结构、功能和话题紧密结合；
以旧带新，建立联系；
适时用归纳法、直观法展示内容；
学生学的具体方法
利用一切可能在实际交往中运用学习 英语；设法把自己泡在目的语中；不 在意丢面子。
自然状况:
8年级初二学生学生年龄为13-14岁，学生智力普遍 良好。他们的世界观正处于形成阶段，思想活跃，对未 来充满希望。教师与学生彼此熟悉，关系融洽。
能力起点：
孩子们综合语言能力普遍达到《新课标》要求的四 级水平。知识方面：已学习了一般现在时、一般过去时 等时态。词汇量2000左右。多数同学对常用职业词汇 和be going to句型已有大量的感性认识。个别学生认 知结构有残缺。技能方面：多数学生能够熟练叙述自己 或熟悉的人每日常规活动并简单评价，听力水平较好。 少数学生听说读写能力在二、三、四级水平。态度方面 ：多数学生喜爱或重视英语。个别学生学习动力不足。
II. How Can We Integrate the Four Skills?
1) Simple integration
The easiest form of integration is within the same medium (either oral or written), from receptive to productive skills.
(完整版)《英语教学法》Unit_13_Integrated_Skills_teaching
What is discourse?
❖ It is a whole unit of communicative text, either spoken or written, that is, every aspect of a text.
❖ The discourse features are the main language aspects that we transfer from one skill to the other. Discourse features include aspects such as:
❖ 1) Exposure
❖ 2) Use
❖ 3) Motivation
❖ 4) Instruction
❖ The first three are essential to language learning while the 4th one is a desirable one. Very amusingly, most Chinese students can easily get the desirable condition but can only dream of the 3 essential ones. (see page 229)
editor, teacher will be in different features of discourse.
2.Adjusting the textbook
❖ Not all the activities in the textbook can be designed for integration of the four skills, so we may need to make some changes to the contents, from the simple integration to the complex one.
Unit13PPT课件
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II. Translation of Special Forms of Chinese Predicate
Eg. (a) 打肿脸充胖子：
look imposing by slapping one’s face until it’s swollen---put oneself up to one’s own cost
• （d）屈驾来舍一谈：
(please) come over to one’s place for a chat
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Homework: 翻译以下句子，注意谓语动词的翻译：
1.中国政府将继续坚定不移地奉行独立自主的和平外 交政策，同世界各国建立和发展友好关系，反对
霸权主义和强权政治，维护世界和平，推动社会 发展，促进人类进步。
• (b) 打着灯笼没处找：
• not to be found even with lanterns to light the way---to be hard to come by
• （c）伸手不见五指：
too dark to see one’s hand in front of one’s face
(b) 脱了鞋进屋：V1 (O1)+V2 (O2)
(c) 敲锣打鼓：V1 (O1)+V2 (O2)
⑵ V1 (O1 or X1) →V2 (O2 or X2)
(a) 条件关系
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(b) 对象关系
(c) 方式关系 （d）时间、处所关系 （e）目的关系
⑶ 链式：S+V1 (O1 or X1) V2 (O2 or X2)… Vn ( On or Xn)
王蔷英语教学法教程第二版Unit13
王蔷英语教学法教程第二版Unit13Unit 13 Integrated Skills一、Reasons for integrating the four skillsWhen we communicate, we often use more than a single language skill. In our daily lives, we are constantly performing tasks that involve a natural integration of language skills simply because skills are rarely used in isolation.Integrating the skills allows you to build more variety into the lesson because the range of activities will be wider. Instead of just having listening, the students can have speaking, reading and writing practice. This can raise their motivation to learn English.Realistic communication is the aim of the communicative approach and many researchers believe that handling realistic communication is an integral part of essential conditions for language learning. Integrating the four skills emphasizes the focus on realistic language and can therefore lead to the students’ all-round development of communicative competence in English.二、Ways to integrate the four skills1. Simple integration: The easiest form of integration from receptive to productive skills. In other words, we would use a listening text as a model for the students’ speaking, and a reading text as a model for the st udents’ writing. This is common practice among teachers, and we will call it simple integration.2. Complex integration: This involves constructing a series of activities that use a variety of skills. In each of the activities, there is realistic, communicative use of language.三、Implications for teaching1. Focus on discourse 关注话语The main implication for teaching is that we need to be aware of the discourse features of a text and to be able to make students aware of them.2. Adjusting the textbook contents 调整教材内容As teachers, we have to use our professional judgement, based on our knowledge of the students, to decide how much detail we should include in the lesson. It is important to find a balance.Our teaching that requires attention if we adopt an integrated approach is the use of the textbook. We should make some changes to the textbook contents.3. Adjusting the timetable 调整时间表We have to make the timetable arrangements more flexible so that we can integrate the skills better.四、Limitations of integrating the four skills1.It is not easy for teachers to maintain an appropriate balance between integration and separation.While integrating the four skills can help the development of students’ communicative competence, we must not overlook the useful role that a separate focus on individual aspects of vocabulary, grammar and skills can play. If taught well, these aspects can accelerate the students’ language learning.2.Integrating the four language skills can be demanding of the teacher. This can also be time-consuming, requiring a lot of preparation.3.Another limitation is the problem of designing suitable materials that take into account students’ different skill levels. The four skills tend to develop at a different pace: receptive skills are stronger than productive skills, for example. This means that teachers have to be skillful in selecting or designing integratedactivities for their students.。
英语13单元课件ppt课件ppt
05
Unit Summary
Key points learned in this unit
Vocabulary and Grammar
We have learned a new set of words and expressions related to the topic of “Technology”.
02 03
Complex sentences
Complex sentences contain an independent clause and at least one dependent clause. Analyze their structure, function, and meaning.
02
Text Analysis
Article structure
Title
Introduction
Body
Conclusion
The title should be clear and catchy, reflecting the main idea of the article.
The introduction should provide a brief overview of the article, including the main points and arguments.
• Specific objectives: Students will learn to identify and analyze the processes and forces that shape globalization. They will also gain an understanding of the role of media in globalization and how it shapes our view of the world. Additionally, students will develop their ability to compare and contrast different perspectives on globalization and its impact on society and culture.
Lesson 13 At School精品课件
school
classroom library playground
Presentation
2.问路。
T: Excuse me. Where is the library? S: I can show you. S: Here it is. T: Thanks.
Presentation
3.Listen and repeat.
Ask and answer.
T: What do you do at home? S: I play on the computer.
I watch TV. I sing a song. I write a story. I help my mum and dad. ….
Presentation
单击此处编辑母版标题样式
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1.Learn the new words.
Your school is great.
Look, this is my school!
PPT模板：./moban/ PPT背景：./beijing/ PPT下载：./xiazai/ 资料下载：./ziliao/ 试卷下载：./shiti/ PPT论坛： 语文课件：./kejian/yuwen/ 英语课件：./kejian/yingyu/ 科学课件：./kejian/kexue/ 化学课件：./kejian/huaxue/ 地理课件：./kejian/dili/
Unit 3 Let’s Go!
Lesson 13 At School
PPT教学课件
Warm-up
Greetings.
T: Hello. Boys and girls. S: Hello. Miss.. T: Nice to meet you. S: Nice to meet you, too.
Lesson 13教学课件
>>Presentation
Sanya is in the south of China. It is in Hainan Province.
中小学课件网
>>Practice
I’m going to…
中小学课件网
>>Summary
中小学课件网
>>Presentation
Just read and talk
1. Where is Lily from? She is from America. 2. Where is she going to visit?
She is going to visit Beijing, Harbin, Xi’an, Shanghai, Hangzhou and Sanya.
>>Presentation
Just read and talk
I know the Great Wall is in Beijing. It is the longest wall in the world. The second week, we are going to visit Shanghai, Hangzhou and Sanya.
I know the West Lake is in Hangzhou.
I hear it is a very beautiful lake. Can you tell me something more about Harbin, Xi’an, Sanya and other places?
中小学课件网
>>Presentation
Beijing
Hangzhou
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• Integrating the four skills emphasizes the focus on realistic language and can therefore lead to the students’ all-round development of communicative competence in English.
2）会用一些形容词评价一些职业， 如：difficult, exciting, boring, tiring, challenging, demanding.etc.
3)理解be going to句型的意义及基本用法。
4）能自如地用be going to 句型询问别人将来打算做什么工作。
5）回清晰地表现自己将来的职业、工作和生活地点以及将如何实施计 划。
一学生负责播放，其他学生跟唱。 课前课后个约两分钟
activity 1b 的录音由教师连续播
放一遍。播放前教师提出与录音内
容有关的问题。
对对话时播 放话的的录 音在讲授核
Activity 1b的录音由教师分两次播 放。
心句型和核 第一次为连续播放。播放的目的是
心
使学生收集到不同难易程度的信息。
播放前教师提问问题。第二次为间
II. How Can We Integrate the Four Skills?
1) Simple integration
The easiest form of integration is within the same medium (either oral or written), from receptive to productive skills.
自然状况:
8年级初二学生学生年龄为13-14岁.学生智力普遍 良好。他们的世界观正处于形成阶段，思想活跃，对未 来充满希望。教师与学生彼此熟悉，关系融洽。
能力起点：
孩子们综合语言能力普遍达到《新课标》要求的四 级水平。知识方面：已学习了一般现在时、一般过去时 等时态。词汇量2000左右。多数同学对常用职业词汇 和be going to句型已有大量的感性认识。个别学生认 知结构有残缺。技能方面：多数学生能够熟练叙述自己 或熟悉的人每日常规活动并简单评价，听力水平较好。 少数学生听说读写能力在二、三、四级水平。态度方面 ：多数学生喜爱或重视英语。个别学生学习动力不足。
Teachers should make the timetable arrangement more flexible so that we can integrate four skills better.
IV. What Are the Limitations of Integrating the Four Skills?
断性播放。播放的目的是学生模仿、
跟读。
黑板及粉笔
写标题时
讲授必会词汇 时
遇到只要求意 会的词汇时 总结核心句型 时；
字迹工整、偏大；写于黑板 上部
字迹工整，大小适中；写于 黑板左侧。分别用白、黄两 种粉笔写单词和音标。
字迹工整，大小适中；随时 写于黑板左侧
字迹工整，大小适中；写于 黑板中部标题下方。
Type of medium Receptive Skill
Productive Skills
Oral Medium
Listening
Speaking
Written Medium Reading
Writing
2) Complex integration
This involves constructing a series of activities that use a variety of skills. In each of the activities, there is realistic, communicative use of language.
本单元计划用四课时完成。第一可是将 依托Section A展开。 Section A 承担打基 础的任务。学生将理解并开始使用本单元的 基本词汇和核心句型。为后续进一步扩展和 综合运用相关知识奠定基础（本课涉及的教 材的内容深度）。教材在Section A部分在 语言素材方面提供了五则对话，在课堂活动 方面提供了总数为六个涉及听说读写四种形 式分别起到指导、巩固和应用作用的环节。
第四，借助多“据点”（设置的真实交流场景）、 多“器械”（媒体）攻下目标。
第五，使学生进入最佳“临战”心理状态；教师努 力营造民主、愉悦、幽默的学习气氛，使学生的心 理由抑制、紧张转向轻松直到兴奋，从而进入学习 的最佳心理状态。
媒体名称 使用时机
使用方式
录音机及 录音带
歌曲的录音 在课前和课 后播放；
教学设计流程图（以Unit 10为例) 组织教学（1分钟） 呈现（18分钟）
巩固与提高（25分钟） 布置作业（1分钟）
唱歌
学习风格： 多数学生有良好的课堂习惯（认真听讲、积极参与、 记笔记等）和一定的课后自学能力（如查字典、上网 搜集信息、看英文报纸等）。普遍喜欢教师用归纳法 等展示新知识。喜欢课堂环节紧凑、有序。喜欢训练 方式多边灵活。一些学生偏爱合作学习而一些学生喜 爱独立学习。 心理特征： 都喜欢经常得到鼓励和安慰。渴望以某种方式表现自 己。希望得到别人的承认。 学习需求： 多数学生希望自己语言应用能力每节课都有表现的机 会并不断进步。少数学生希望得到老师的帮助，找到 启动学习的契机
III. What Are the Implications for
Teaching?
1. Focus on discourse
Teachers can help students understand the way that the text is organized by studying
• Its layout (for written text) • The style of the language (formal or informal?) • The register (the vocabulary that is commonly found
four skills for teaching - to be aware of the limitations of integrating
the four skills
I. Why Should We Integrate the Four Skills?
• There are many situations in which we use more than one language skills. For this reason alone, it is valuable to integrate the language skills.
经常自我检测、督促。
坚固语言的形式与内容，全面探索目 的语的含义。
以新联旧，将孤立的成分组成有规律 的系统；不断从新组织和完善学到的 知识技能。
兼顾推理学习与直观学习
以听说读写为渠道呈现、操作和巩 固所学知识和技能；
多种媒体并提高学用效果
创设和谐的学用氛围；
听说读写全面发展，互相促进
利用多媒体手段学习。 调节情绪，保证学习时心境开朗轻松
(以Unit 10 为例)
本单元教材内容编写的思路是:将学习一些常见职业 词汇和be going to 句型结构结合起来, 以讨论未来 打算为语用功能,以生活目标为具体话题（教材内容 的广度）。教材为此秉承一贯风格提供了地道、实 用的语言素材和若干真实的情景交流环节。对照《 英语新课程标准》，一般现在时态、常用职业的词 汇和话题、谈论计划打算的交际功能被列为5级目 标水平（课标要求）。
实物（听诊 器）
讲解词汇时；
教师或学生操作；力争惟妙 惟肖产生效果
印刷材料
学生操作核心 对话时
每人一份
媒体名称 计算机网络
使用时机
使用方式
巩固所学词 汇时
教师操作主机，每个 学生使用自己的计算 机完成老师提出的问 题然后上传给主机。 既快又正确的学生为 胜者
录像系统及录像片
本课最后一 个环节
有教师连续播放一遍。 播放前教师提出与录 象机内容有关的问题
1)学生积极参与课堂活动。 2)自主学习与合作学习结合。 3)尝试分类识。 4)学习听别人将英语时能根据上下文\表情等猜 测语意。
5)使用角色扮演的方法熟练掌握对话。
1.什么是本课的重点、难点？为什么？ 学生能够清晰地表达自己将要从事的职业、 工作和生活地点以及如何实施计划将是本课 的重点及难点。因为它是本课三个维度度目 标的集中体现。
1) Neglecting the role that a separate focus on individual aspects of vocabulary, grammar and skills can play.
2) The problem of designing suitable materials that account of ss’ different skill levels.
1）能够理解和使用一些常用的职业词汇，如：computer programmer, police officer, government official, engineer, actor, basketball player,
Airline pilot, reporter, math teacher, surgeon, etc.
in such discourse)
2. Adjusting the textbook contents
Teachers need to make some changes to the contents. They can alter the order of the contents.
2）会用一些形容词评价一些职业， 如：difficult, exciting, boring, tiring, challenging, demanding.etc.
3)理解be going to句型的意义及基本用法。
4）能自如地用be going to 句型询问别人将来打算做什么工作。
5）回清晰地表现自己将来的职业、工作和生活地点以及将如何实施计 划。
一学生负责播放，其他学生跟唱。 课前课后个约两分钟
activity 1b 的录音由教师连续播
放一遍。播放前教师提出与录音内
容有关的问题。
对对话时播 放话的的录 音在讲授核
Activity 1b的录音由教师分两次播 放。
心句型和核 第一次为连续播放。播放的目的是
心
使学生收集到不同难易程度的信息。
播放前教师提问问题。第二次为间
II. How Can We Integrate the Four Skills?
1) Simple integration
The easiest form of integration is within the same medium (either oral or written), from receptive to productive skills.
自然状况:
8年级初二学生学生年龄为13-14岁.学生智力普遍 良好。他们的世界观正处于形成阶段，思想活跃，对未 来充满希望。教师与学生彼此熟悉，关系融洽。
能力起点：
孩子们综合语言能力普遍达到《新课标》要求的四 级水平。知识方面：已学习了一般现在时、一般过去时 等时态。词汇量2000左右。多数同学对常用职业词汇 和be going to句型已有大量的感性认识。个别学生认 知结构有残缺。技能方面：多数学生能够熟练叙述自己 或熟悉的人每日常规活动并简单评价，听力水平较好。 少数学生听说读写能力在二、三、四级水平。态度方面 ：多数学生喜爱或重视英语。个别学生学习动力不足。
Teachers should make the timetable arrangement more flexible so that we can integrate four skills better.
IV. What Are the Limitations of Integrating the Four Skills?
断性播放。播放的目的是学生模仿、
跟读。
黑板及粉笔
写标题时
讲授必会词汇 时
遇到只要求意 会的词汇时 总结核心句型 时；
字迹工整、偏大；写于黑板 上部
字迹工整，大小适中；写于 黑板左侧。分别用白、黄两 种粉笔写单词和音标。
字迹工整，大小适中；随时 写于黑板左侧
字迹工整，大小适中；写于 黑板中部标题下方。
Type of medium Receptive Skill
Productive Skills
Oral Medium
Listening
Speaking
Written Medium Reading
Writing
2) Complex integration
This involves constructing a series of activities that use a variety of skills. In each of the activities, there is realistic, communicative use of language.
本单元计划用四课时完成。第一可是将 依托Section A展开。 Section A 承担打基 础的任务。学生将理解并开始使用本单元的 基本词汇和核心句型。为后续进一步扩展和 综合运用相关知识奠定基础（本课涉及的教 材的内容深度）。教材在Section A部分在 语言素材方面提供了五则对话，在课堂活动 方面提供了总数为六个涉及听说读写四种形 式分别起到指导、巩固和应用作用的环节。
第四，借助多“据点”（设置的真实交流场景）、 多“器械”（媒体）攻下目标。
第五，使学生进入最佳“临战”心理状态；教师努 力营造民主、愉悦、幽默的学习气氛，使学生的心 理由抑制、紧张转向轻松直到兴奋，从而进入学习 的最佳心理状态。
媒体名称 使用时机
使用方式
录音机及 录音带
歌曲的录音 在课前和课 后播放；
教学设计流程图（以Unit 10为例) 组织教学（1分钟） 呈现（18分钟）
巩固与提高（25分钟） 布置作业（1分钟）
唱歌
学习风格： 多数学生有良好的课堂习惯（认真听讲、积极参与、 记笔记等）和一定的课后自学能力（如查字典、上网 搜集信息、看英文报纸等）。普遍喜欢教师用归纳法 等展示新知识。喜欢课堂环节紧凑、有序。喜欢训练 方式多边灵活。一些学生偏爱合作学习而一些学生喜 爱独立学习。 心理特征： 都喜欢经常得到鼓励和安慰。渴望以某种方式表现自 己。希望得到别人的承认。 学习需求： 多数学生希望自己语言应用能力每节课都有表现的机 会并不断进步。少数学生希望得到老师的帮助，找到 启动学习的契机
III. What Are the Implications for
Teaching?
1. Focus on discourse
Teachers can help students understand the way that the text is organized by studying
• Its layout (for written text) • The style of the language (formal or informal?) • The register (the vocabulary that is commonly found
four skills for teaching - to be aware of the limitations of integrating
the four skills
I. Why Should We Integrate the Four Skills?
• There are many situations in which we use more than one language skills. For this reason alone, it is valuable to integrate the language skills.
经常自我检测、督促。
坚固语言的形式与内容，全面探索目 的语的含义。
以新联旧，将孤立的成分组成有规律 的系统；不断从新组织和完善学到的 知识技能。
兼顾推理学习与直观学习
以听说读写为渠道呈现、操作和巩 固所学知识和技能；
多种媒体并提高学用效果
创设和谐的学用氛围；
听说读写全面发展，互相促进
利用多媒体手段学习。 调节情绪，保证学习时心境开朗轻松
(以Unit 10 为例)
本单元教材内容编写的思路是:将学习一些常见职业 词汇和be going to 句型结构结合起来, 以讨论未来 打算为语用功能,以生活目标为具体话题（教材内容 的广度）。教材为此秉承一贯风格提供了地道、实 用的语言素材和若干真实的情景交流环节。对照《 英语新课程标准》，一般现在时态、常用职业的词 汇和话题、谈论计划打算的交际功能被列为5级目 标水平（课标要求）。
实物（听诊 器）
讲解词汇时；
教师或学生操作；力争惟妙 惟肖产生效果
印刷材料
学生操作核心 对话时
每人一份
媒体名称 计算机网络
使用时机
使用方式
巩固所学词 汇时
教师操作主机，每个 学生使用自己的计算 机完成老师提出的问 题然后上传给主机。 既快又正确的学生为 胜者
录像系统及录像片
本课最后一 个环节
有教师连续播放一遍。 播放前教师提出与录 象机内容有关的问题
1)学生积极参与课堂活动。 2)自主学习与合作学习结合。 3)尝试分类识。 4)学习听别人将英语时能根据上下文\表情等猜 测语意。
5)使用角色扮演的方法熟练掌握对话。
1.什么是本课的重点、难点？为什么？ 学生能够清晰地表达自己将要从事的职业、 工作和生活地点以及如何实施计划将是本课 的重点及难点。因为它是本课三个维度度目 标的集中体现。
1) Neglecting the role that a separate focus on individual aspects of vocabulary, grammar and skills can play.
2) The problem of designing suitable materials that account of ss’ different skill levels.
1）能够理解和使用一些常用的职业词汇，如：computer programmer, police officer, government official, engineer, actor, basketball player,
Airline pilot, reporter, math teacher, surgeon, etc.
in such discourse)
2. Adjusting the textbook contents
Teachers need to make some changes to the contents. They can alter the order of the contents.