教学 目的 | 知识与能力 | 1. 学会用by短语表达学习方法。 2. Vocabulary 3. Pattern How do you study for a test? |
过程与方法 | 1. 学生能与同学们交流和讨论学习方法。 2. 学生能根据自己的实际采用适当的学习方法,并形成个性化的学习。 | |
情感态度与价值观 | 1. 了解英美国家学生学习的主要方法。 2. 形成相互交流相互促进的学习氛围。 | |
教学重 难 点 | Functions:Talk about how to study. Structures:Verb + by with gerund. | |
教学资源 | 录音磁带,录音机,电脑,多媒体课件 | |
课时分配 | 共7课时 | |
教学过程 | ||
教学目的 | Talk about how to study. Learn the u of “by doing something” | ||
教学重 难 点 | Uful expressions-How do you study …? I study by doing … | ||
教学方法 | |||
学法指导 | whisper|||
教学过程 | 随堂记录 | ||
orbisStep 1. | Self-introduction The new term has come. Ask the students to introduce themlves to the others and the teacher. Then ask what they did in the summer holiday. If possible, ask how they did that. Help the students u the construction “I …by doing…”.Explain “by”. | ||
Step 2. | Discussion Have the students say what they think of English. Then tell each other how they study for an English test. See the phras shown in the courware, which is similar to 1a. Remind them to u “by doing…” | ||
Step 3. | 1a. Checking the ways you study Ask students to finish the task. They can add something el. | ||
Step 4. | 1b.Listening Listen to the listening stuff of 1b, which is recorded in the courware (convenient to be repeated). Finish the task. Then the teacher asks, ”How did Mei/ Pierre / Antonio study?” Have some students give the answers, i.e. repeat the ntences by using “by doing” | ||
Step 5. | 1c. Making dialogues Work in pairs or groups. Discuss first. Then make a short dialogue. Have the students share their work. | ||
Step 6. | Writing. See the courware. Fill in the blanks. Write down the answers on a piece of paper. Ask students to read their work. | ||
教学目的 | Talk about how to learn English. Consolidate the u of “by doing something” | ||
教学重 难 点 | Uful expressions-Do you study …by doing…? Yes /No... (reason). | ||
教学方法 | |||
学法指导 | |||
教学过程 | 随堂记录 | ||
Step 1. | Revision Make a dialogue between the teacher and some students. Ask whether they like English, then tell the reason. Ask how they learn English. | ||
Step 2. | 2a. Listening See the courware. Explain any difficult points. Listen to the stuff, and check the answers. Have students repeat some main ntences, ready to practice dialogues. | ||
Step 3. | 2b.Listening Finish the task. | ||
Step 4 | 2c.Doing a pairwork Give students some time to talk about the contents of 1a and 1b. See the courware. Some patterns will help, such as “/ / Have / How do you…?” and the possible answers. Share their dialogues. | ||
Step 5. | Make a conversation. Ask students to tell the others their own experience about studying English by working in pairs or groups. Then make a conversation respectively. They can also u indirect speech, such as “... says she learns ... by ...”etc. | ||
Step 6. | Summary Point out the main contents learnt the two days. | ||
教学目的 | Practice reading. Learn uful expressions. Practice writing. | ||
教学重 难 点 | v + ing phra ud as a subject find / think + O + OC | ||
教学方法 | |||
学法指导 | |||
教学过程 | 随堂记录 | ||
Step 1. | Make a statement. Firstly the teacher asks a student a question and the student answers. Ask veral. Then have many more students make a statement one by one to introduce how he / she learns English. | ||
Step2. | Learn the uful expressions. 1. Ask students to say the uful expressions they have underlined. 2. Add if the students miss some. 成都java学习3. Learn some grammar: Ask a student to tell us how many ntences, which include v-ing phra as a subject, are in the text. Point out the constructions. Explain why they are ud. Teach the structure ”find / think + O + OC” and other grammar. | ||
Step 3 | 3a. Reading Firstly, read to the tape aloud. Pay attention to the pronunciation and the intonation. Read again, underline the uful expressions. Read once more. Fill in the chart. Check the answers. Learn the uful expressions. 1. Ask students to say the uful expressions they have underlined. 2. Add if the students miss some. 3. Learn some grammar: Ask a student to tell us how many ntences, which include v-ing phra as a subject, are in the text. Point out the constructions. Explain why they are ud. Teach the structure ”find / think + O + OC” and other grammar. | ||
Step4 | 下划线英文3b. Pairwork Give the students a little time to prepare a role play. Ask some to share their work with the whole class. | ||
Step5 | Consolidation In Chine, teacher says some important phras from the text. Have the students tell us the English ones as quickly as possible. | ||
教学目的 | 1. Knowledge Objects (1) Key Vocabulary comma, make mistakes, spoken, pronounce, slowly, challenge, solution Why don’t you…? (2)Target Language I don’t have a partner to practi English with. Maybe you should join an English language club. 2. Ability Objects (1)Train students’ writing skill. (2) Train students’ ability to understand the target language in spoken conversation. (3) Train students’ ability to u the target language. 3. Moral Object When you have difficulty in doing something, you must make up your mind to overcome it. | vampire||
教学重 难 点 | 1. Key Vocabulary comma, make mistakes, Why don’t you… ? 2. Target Language I don’t have a partner to practice English with. Maybe you should join an English language club. Talk about how to solve the problems students meet with while learning English. | ||
教学方法 | |||
学法指导 | |||
教学过程 | 随堂记录 | ||
Step 1 | Revision (1) Check homework. Get some students to read out their writings about how to do something new. Collect their writings and help correct any errors. Display the writings on the back wall of the classroom. (2)Brainstorm ways of learning English. Ask, How do you study for a test? | ||
Step 2 | This activity reviews earlier vocabulary and introduces some new words. Read the instructions to the class. Call students’ attention to the box. Read the list of problems students have when learning English to the class. Show students the meaning of each item. For example, pretend to misspell a word on the blackboard and then cross it out and misspell it again. In this way, students know the meaning of the ntence I can’t pronounce some of the words. U the same approach to explain the meanings of the other items. | ||
Step3 | This activity provides writing practice using the target language. Read the instructions to the students. Invite a student to read out the sample answer to the class. Suggested answers 1. I can’t understand grammar well. 2. I can’t learn by listening to casttes or watching TV. 3. When I practi having conversations with my friends, I can’t help ending up with my own language. | ||
Step 4 | 2a This activity gives students practice in understanding the target language in spoken conversation. Call attention to the picture. Ask, Who do you think the people are? Guide students to say, Paul and his teacher. Say, You are to listen to a conversation between them. Point to the list of challenges in the box. Set a time limit of one minute. Students read them through silently. Thursdays. | ||
Step 5 | 2b This activity gives students practice in understanding the target language in spoken conversation. Point to the list of solutions in the box. Set a time limit of one minute. Students read them through silently. Point to the checked challenges in Activity 2a. Play the recording again. Students write the numbers in the blanks. You may wish to play it once again so that students have an opportunity to check their answers themlves. Check the answers | ||
Step 6 | 2c This activity provides oral practice using the target language. Invite a pair of students to read the sample conversation to the class. SA:I don’t have a partner to practice English with. SB: Maybe you should join an English language club. 2012十大网络流行语Write the sample conversation on the blackboard. Read the instructions. | ||
I (don’t) think I can study English by … , becau … |
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