(共20张PPT)
Unit 1
How can we become good learners
Section A 2d-GF
1.和...交谈
2.大声朗读
3.练习发音
4.记句型
have conversations with sb.
read aloud
practice pronyncuation
remember sentence patterns
aloud adv. 出声地; 大声地。只能用在动词之后,主要强调发出的声音能被听见。常与read/call/ shout/cry等词连用, 不用于比较级。
辨析aloud, loud和loudly
loud adj.&adv.大声地; 喧闹地。指说话声和笑声，常用比较级。常与talk/ speak/ laugh/ sing等词连用。
loudly adv. 高声地; 喧闹地。暗含嘈杂、喧闹的意味。能放在动词之前，也可用于动词之后，可与任何发出声响的动词如bring, explode, knock和insist, demand, explain等连用。可以和loud互换，含有“吵闹”的意思, 不悦耳。
① We can't hear you. Please speak louder.
② She told us to speak a little louder.
① Don't read aloud in the library.
② He is reading the story aloud to the children.
He always speaks loudly at home.
by listening to English tapes
—How do you learn English
—I learn English…
by speaking with
foreigners
by reading English newspapers
by writing/keeping diaries in English
by watching English movies
by asking a classmate for help
by: 介词，表“通过”
by doing sth: 通过做某事，表方式
Review
Presentation 2d
Does Jack have good learning ways
Jack: Annie, I’m a little nervous. I have to finish reading a book and give a report next Monday.
Annie: That doesn’t sound too bad.
Jack: But I’m a very slow reader.
Annie: Just read quickly to get the main ideas at first. Don’t read word by word. Read word groups.
Jack: But I don’t understand many of the words. I have to use a dictionary.
Annie: Try to guess a word’s meaning by reading the sentences before and after it. You probably understand more than you think.
Jack: That sounds difficult!
Annie: Well, be patient. It takes time. You can become better by reading something you enjoy every day. The more you read, the faster you’ll be.
Jack
How does Jack feel What’s his problem
What’s Annie’s advice
Read quickly to get ______________ for the first time. Read ___________. Don't read ____________.
When you meet new words, try to ________ a word's meaning by reading the sentences _______ and ________ it instead of using a ____________.
3. You can become better by reading _______________ every day.
4.Be __________. It ___________.
5.__________ you read, ____________ you will be.
the main ideas
word groups
word by word
guess
before
after
dictionary
something you enjoy
词群，词组
一个一个单词读
Annie’s Advice
patient
takes time
The more
the faster
Do you have any good advice for Jack
Jack: Annie, I’m a little nervous. I have to finish reading a
book and give a report next Monday.
Annie: That doesn’t sound too bad.
Jack: But I’m a very slow reader.
Annie: Just read quickly to get the main ideas at first. Don’t read word by word. Read word groups.
有点儿
Listen again and repeat.
逐字地，字字地
finish doing sth
Jack: But I don’t understand many of the words. I have to use
a dictionary.
Annie: Try to guess the meaning of the words by reading the
sentences before and after it. You probably understand
more than you think.
Jack: That sounds difficult!
Annie: Well, be patient. It takes time. You can become better by
reading something you enjoy every day. The more you
read, the faster you’ll be.
adj.有耐心的
n.句子
Don’t read word by word, read word groups.
句中的word by word意思是“逐字地”，by表示速率。
day by day 逐日；一天天地
year by year 逐年；一年一年地
little by little 逐渐地，渐渐地
one by one 一个接一个地； 依次地
step by step 逐步地, 循序渐进地
side by side 肩并肩地； 一起
例句：现在，不要逐字读报告，大致地看一下就可以了。
Don't read the report word by word now; just skim it.
Well, be patient. 嗯，耐心点。
patient作形容词，意为“忍耐的, 有耐心的”。
还可作名词，意为“患者, 病人”。
【拓展】be patient of sth 容忍某物
be patient to do sth 有耐心干某事
be patient with 对（某人）有耐心
例句：几个病人正在等着看医生。
Several patients are waiting to see the doctor.
例句：她对小孩子很有耐心。
She’s very patient with young children.
The more you read, the faster you’ll be.
你读书越多，你（读书的速度）就会越快。
“the+比较级+ ..., the +比较级+ ...”表示 “越……，就越……”
比较级的常见句型还有:
比较级+比较级 表示“越来越...”
例句：你学得越多，懂得的就越多。
The more you learn, the more you know.
例句：天气越暖，我就感觉越舒服。
The warmer the weather is, the better I will feel.
例句：中国正变得越来越强大。
China is becoming stronger and stronger.
a little nervous 有点紧张=kind of nervous
finish doing sth完成做某事
give a report 作报告
word by word 逐字地
at first起初
be patient of sth 容忍某物
be patient to do sth 有耐心干某事
be patient with 对（某人）有耐心
the+比较级+ ..., the +比较级+ ...
越……，就越……
Important phrases and sentences.
Grammar
How do you learn English
Do you learn English by reading aloud
How can I read faster
How can I improve my pronunciation
I learn by studying with a group.
Yes, I do. It helps my pronunciation.
You can read faster by reading word groups.
One way is by listening to tapes.
发现一:
Ask ways of doing things:
1) How do sb. do sth.
2) Do sb. do sth. by doing sth.
3) How can sb. do sth.
Tell ways of doing things:
1) sb. do sth. by doing sth.
2) sb. can do sth. by doing sth.
3) One way is by doing sth.
Grammar
— How ____ they study English
— They study English ______________________.
by asking the teacher for help
do
— How ____ she study English
— She studies English ___________________.
does
by reading the textbook
— How ____ he study English
— He studies English ___________________.
does
by listening to tapes
活学活用
Grammar
发现二:
How do you learn English
Do you learn English by reading aloud
How can I read faster
How can I improve my pronunciation
I learn by studying with a group.
Yes, I do. It helps my pronunciation.
You can read faster by reading word groups.
One way is by listening to tapes.
by是介词, 表示“通过……方法或途径”的意思, 译成“靠,通过”, 后面可加名词、名词短语或动名词。可用来回答how引导的特殊疑问句。
by doing sth: 通过做某事，一般表示解决问题的方式
I study English by watching English movies.
by 的用法
Language points
请仔细观察下面的例句，分析by的用法
1. Come and sit by us.
2. Peter goes to work by bus every day.
3. Tony will come back by 10:00 pm.
4. English is spoken by lots of people.
5. My brother studies history by working with a group.
表示位置，“在……旁边”；也有“从……旁边(经过)”之意
by表示交通、传递等的方式
by表示时间，“到(某时)之前; 不迟于”
by用于构成被动语态
by可表示方式或手段，“通过……方式(方法)”或“借助……手段”
by组成其它短语:
1)by the way : 意为“顺便说”、“顺便问一 下”，常做插入语。
如：顺便问一下，李丽在哪儿？ By the way, where’s Lily
2) by oneself : 意为“单独”、“自己”。如：
我不能把她单独留下。 I can’t leave her by herself.
3) one by one: 意为“一个接着一个”；“一个又一个”如： step by step, little by little
Don’t read word by word. Read word groups.
不要一个接着一个单词读，按意群读。
They went out of the classroom one by one.
他们一个接着一个走出了教室。
Exercise
根据提示，完成下列各题：
1. Come and sit ______（我旁边）．
2. ______________（到上星期日） I had finished the book．
3. She came home _________（乘飞机）．
4. Did you make the desk ____________ (独自）
5．_________（顺便问下）, how many people are there in
your family
6. We can overcome(克服) all the difficulties by__________ (work)together.
by me
By last Sunday
by plane
by yourself
By the way
working
Grammar
动名词（v- ing）的用法
发现三:
How do you learn English
Do you learn English by reading aloud
How can I read faster
How can I improve my pronunciation
I learn by studying with a group.
Yes, I do. It helps my pronunciation.
You can read faster by reading word groups.
One way is by listening to tapes.
定义: 它是一种兼有动词和名词特征的非谓语动词形式。
基本形式: V-ing
作 用: 动名词具有名词的性质，在句中可以做主语、表语、宾语、定语等。
熟能生巧！
Practice makes perfect!Unit 1 section A
Unit 1 How can we become good learners
教材导学
课标落实
Section A
导入一 视频导入:
利用视频,教师展示有关英语学习方法的图片,让学生根据图片中的提示信息,发挥想象,谈论学习英语的方法,可以从听、说、读、写四方面的技能展开讨论。如:
T: How do you study English
S: I study English by asking the teacher for help.
T: How do you improve your listening skills
S: I improve my listening skills by listening to tapes.
…
导入二 情境导入:
创设场景,教师展示更多的学习方式(必要时教师可以提前准备作业本、英语故事书、英文DVD影片光盘等),这些方式可能包括:by doing exercises, by reading English books, by watching English DVDs等,然后引入新课:
T: Different people have different ways to study English. For me, I study English by reading English books every day. What about you How do you study English
S1: I study by…
S2: I study by…
活动设计
活动 1c Pair-work (两两对话,谈论如何备考)
A: How do you study for…test
B: I study by…(注意要求学生使用完整的句子来进行回答)
活动 2d Role-play (分角色表演,帮助学生整体理解对话,引导学生学习对话中值得学习的语言点,并收集整理)
Step 1 帮助学生整体理解对话,将全班分成两组,集体朗读对话,回答下列问题。
What are the names of the girl and the boy in the conversation
Who has the problem Who's going to help
What's the problem
Step 2 让学生单独阅读对话并回答下列问题。
How does Jack feel in the beginning
What makes Jack have this kind of feeling
What's Jack's problem when he reads What does Annie suggest
What's Jack's problem with words What's Annie's advice
Step 3 教师提示学生对话中值得关注的语言点。如:
a little nervous, word by word, more than, be patient
The more you read, the faster you'll be.
Step 4 教师要求学生带有情感地朗读对话并进行练习。请部分学生展示、表演对话,教师注意对其语音、语调及情感进行点评。
听说训练
活动 1b (有一定难度,增设听力训练题)
听录音,完成下列表格。(听力原文:Section A, 1b)
Names How does he/she study for a test
Meiping by making 1. word cards
Peter by asking 2. the teacher for help
Tony by listening to 3. tapes
阅读突破
突破一 任务教学
1.Why did Wei Fen find it difficult to learn English
2.What did she do in English class
3.What is the secret to language learning
突破二 辅助教学
让学生利用表格中关键词的提示,用自己的话复述课文。
How I Learned to Learn English
Last year problems …did not like… …spoke so quickly that…did not understand… …was afraid to…because of… …just hid behind…never said…
One day problems and solutions …watched… …fell in love… …began to watch…
Although…could not understand…helped to get… …realized…could get…by listening for…
…improved… by listening to… …discovered that listening to…is the secret to… …did not understand…at first. But…wanted to…looked them up…
Now …enjoy… …want to…so that…
语法探究
Step 1 观察及探究
by+动词-ing形式
【观察】
I learn by studying with a group.
Do you learn English by reading aloud
You can read faster by reading word groups.
One way is by listening to tapes.
【探究】 “by+动词-ing形式”结构表示“通过……的方式;以……的方式”。该结构在句中可以作状语,也可以作表语。
Step 2 练习巩固 (教材P4 课文4a, 4b, 4c)
Section A
第一课时(1a-2d)
Study of the Text
What:
This is a listening and speaking lesson. In 1a, the topic map and the phrases listed in the section present several common ways of learning English. Next, there are three dialogues about ways of learning English. In 1b, the boy asks his classmates for advice on how to study for a test. 2a-2c center on a conversation between the teacher and several students discussing specific problems in learning English and various ways to deal with them. 2d centers on the reading problem in learning English.
Why:
Activity 1a guides students to recognize the structure “by+v.-ing” through the presentation and expressions of learning methods, while activities 1b and 1c show students the use of this structure and its basic features in English through listening practice and oral communication activities respectively. 2a-2d enrich the language input through a new round of listening and speaking activities, focusing on the training of listening and speaking skills and the improvement of students' language expression.
How:
Three dialogues on how to study English, specific problems in learning English and various ways to deal with them and how to read in English learning.
Teaching Objectives
1.To introduce the topic of this lesson through pictures and teacher-student Q & A, and to learn, practice and use the structure “by+v.-ing” to talk about learning methods.
2.To be able to predict the listening content and understand the dialogues by reading the question stems and questions, to understand the contents of the dialogues and get the detailed information by applying appropriate listening strategies, and to practice and improve the students' listening and speaking skills.
3.To conduct the 2d role-play and then compose new dialogues to talk about the learning problems they encounter and the ways to solve them.
Teaching Focus and Difficulty
Teaching Focus:
1.Master the key words and target language.
2.Complete different listening tasks, consolidate the language structure “by+v.-ing”, and improve listening comprehension.
3.Communicate and exchange learning methods with peers to improve the oral expression.
Teaching Difficulty:
How to improve students' listening and speaking skills by talking about ways of learning English.
Teaching Process
Step 1 Lead-in
T: Different people have different ways to study English. For me, I study English by reading English books every day. What about you How do you study English
S1: I study by making word cards.
S2: I study by .
Step 2 Presentation (1a)
Look at 1a and check (√) the ways you study English. Then add other ways you sometimes study.
a. by working with friends
b. by making word cards
c. by reading the textbook
d. by listening to tapes
e. by asking the teacher for help
Question: How do you study English
Purpose To introduce students to the language goal: Talk about how to study.
Step 3 Listening (1b)
1.Look at the picture in 1a.
Some students are talking about the ways they study English.Before listening, try to learn more by using the given information.
2.Work on 1b.
Listen. How do these students study for a test Write letters from 1a above.
3.Check the key: b (Meiping); e (Peter); d (Tony)
4.Listen again and fill in the blanks in the table.(详见课件资源)
Purpose To help students recognize the target language in natural speech.
Step 4 Pair-work (1c)
According to the conversation in 1b, get the students to make conversations. e.g.
A: How do you study for a test
B: I study by…
Purpose To give students guided practice in using the structure “by+v.-ing” in speech.
Step 5 Listening (2a-2b)
1.Look at the picture in 2a.
This is an English club. Students are talking about the ways to learn English well.
2.Work on 2a and 2b.
(1)2a Listen and check (√) the questions you hear.
◎Key: 1, 2, 4, 5
(2)2b Listen again. Match each answer below with a question above.Get the students to guess the key in 2b before listening.
◎Key: d, b, c, a
Purpose To provide students with more practice in listening to the target language in natural speech.
Step 6 Pair-work(2c)
Let students work in pairs.Ask some pairs to say out their conversations to the class.Use the information in 2a and 2b.
A: Have you ever studied with a group
B: Yes, I have. I've learned a lot that way.
Purpose To give students more practice in using the target language in conversations.
Step 7 Role-play (2d)
1.Divide the class into two groups, role-play Jack and Annie, and answer simple questions to gain an overall understanding of the conversation.
(1)What are the names of the girl and the boy in the conversation
(2)Who has the problem Who's going to help
(3)What's the problem
◎Key:
(1)Jack and Annie.
(2)Jack has the problem. Annie is going to help.
(3)Jack is a slow reader and doesn't understand many of the words.
2.Students read the conversation individually and answer questions, paying attention to the details of the conversation.
(1)How does Jack feel at first
(2)What makes Jack have this kind of feeling
(3)What's Jack's problem when he reads What does Annie suggest
(4)What's Jack's problem with words What's Annie's advice
◎Key:
(1)He feels a little nervous.
(2)He has to finish reading a book and give a report next Monday.
(3)He is a very slow reader./He reads slowly. Annie suggests that he should read quickly to get the main ideas at first. Don't read word by word. Read word groups.
(4)He doesn't understand many of the words. Annie advises him to try to guess a word's meaning by reading the sentences before and after it.
3.Fill in the blanks in the table with the information from 2d.(详见课件资源)
4.Discussion.
(1)What advice will you give to Jack
(2)Do you have any problems with your English learning How do you solve them
5.Role-play the conversation.
Purpose To give students more practice in using the target language in natural speech.
Step 8 Language points and tasks(详见课件资源)
Step 9 Homework
1.Required: Write down your ways to learn English.
2.Optional: Share your ways with your classmates and learn more ways from others.
第二课时(3a-3b)
Study of the Text
What:
3a-3b are the first reading segment of the unit. The reading discourse is told in the first person about the transformation of a passive and difficult student who learns English into an active student who learns and loves English because of her love for English movies.
Why:
Activity 3a asks three questions to help students grasp the main content of the text; Activity 3b combines the content of the text with the key language structure of the unit, “by+v.-ing”, to organize the methods of learning English used by the author.
How:
Organize the language in time order and narrate the experience using English expressions about learning English by watching movies. The reading discourse is training and developing students' reading skills while helping them realize the importance of increasing their interest in learning and improving their learning methods and encouraging them to become active learners.
Teaching Objectives
1.To circle the changes in Wei Fen's English learning and her learning methods in the text and answer the questions correctly by observing the picture, skimming and reading carefully.
2.To sort out the style of the text through close reading and retell Wei Fen's changes with the help of the table in accurate language.
3.To realize the importance of increasing interest in learning and improving learning methods through the leading of the questions and be able to tell the learning difficulties students encounter and the ways to solve them.
Teaching Focus and Difficulty
Teaching Focus:
1.Understand and sort out Wei Fen's approach to English learning and understand her changes.
2.Be able to verbalize and describe Wei Fen's personal learning experience according to the logical framework of the reading text.
Teaching Difficulty:
Get students to learn self-reflection, take the initiative in adjusting their own learning styles, and choose appropriate learning strategies and programs.
Teaching Process
Step 1 Revision
Talk about students' ways of learning English.
How do you study English
I study by .
listening to tapes/reading the textbook/working with friends/asking the teacher for help/…
Step 2 Lead-in
Show students two pictures to help them learn more about the ways of learning English. And ask some questions:
Do you learn English by… Does it help Have you learned English by…
Step 3 Pre-reading
1.Show students the picture from the textbook and introduce the main character.
Look! Here comes Wei Fen. She's also an English learner.
(1)What is she doing
2.Show the title of the article: How I Learned to Learn English.
Look at the title!
(2)What is the passage about
(3)Can you guess how she studies English
(4)Does she look happy How do you know that
◎Key:
(1)She is holding a remote control. She might be watching something.
(2)It's about learning English.
(3)By watching English movies.
(4)Yes, she does. By the expression on her face.
Purpose To stimulate students' interest in reading and verify their guesses in the reading process with great interest.
Step 4 While-reading
1.Read quickly and match the main ideas with the paragraphs.
Para. 1 Wei Fen's changes and plans about learning English.
Para. 2 Wei Fen's problems about learning English.
Para. 3 Wei Fen's solutions to the problems.
Purpose To help students sort out the context of the text and focus on the framework of the text.
2.Ask students to read the passage carefully and finish the following tasks.
Task 1: Read the title, the first sentence in each paragraph and complete the table.(详见课件资源)
Time Wei Fen's Attitude
Last year did not like the English class
One day fell in love with Toy Story
Now really enjoys the English class
Task 2: Read Para. 1 carefully, underline the key sentences and answer the questions.
(1)What did Wei Fen think of her English class
(2)Why did Wei Fen find it difficult to learn English
(3)What did Wei Fen do in English class
◎Key:
(1)She did not like her English class. Every class was like a bad dream.
(2)Because the teacher spoke so quickly that she didn't understand her most of the time and she was afraid to ask questions because of her poor pronunciation.
(3)She just hid behind her textbook and never said anything.
Task 3: Read Para. 2 and answer the following questions.
(1)How could Wei Fen get the meaning of English movies
(2)What did Wei Fen learn by watching English movies
◎Key:
(1)By watching the characters' body language and the expressions on their faces and listening for just the key words.
(2)The secret to language learning and useful sentences.
Purpose To help students understand the content of the text and complete the deep reading.
Task 4: Read Para. 2 again and finish 3b.
Complete the sentences with what Wei Fen learned from watching movies. Use words and phrases from the text.(详见课件资源)
Task 5: Read Para. 3 and answer three questions.
(1)Does Wei Fen like her English class now
(2)What does Wei Fen want to learn
(3)Why does Wei Fen want to do that
◎Key:
(1)Yes, she does.
(2)She wants to learn new words and more grammar.
(3)Because she can have a better understanding of English movies.
Purpose To help students better organize their thoughts and grasp the details of the text.
Step 5 Post-reading
Retell the story according to the key words.(详见课件资源)
Step 6 Language points and tasks(详见课件资源)
Step 7 Summary
Ask students to work together and summarize what they have learned in this class.
Step 8 Homework
1.Required: Write a short passage about your English learning experiences based on the structure.
2.Optional: Make a mind map of Wei Fen's changes.Try to retell the passage.
第三课时 (Grammar Focus-4c)
Study of the Text
What:
The grammar table presents a complete list of examples of how to ask “by+v.-ing” questions in a question and answer format, as well as examples of the different forms of the language structure.
Why:
Typical examples of sentences in the unit are presented in the table form, making it easy for students to observe, discover and summarize. Grammar practice ranges from the linguistic form to the linguistic meaning, and classroom training ranges from written practice to oral practice for communicative purposes.
How:
Contents on learning methods are presented in a variety of exercise formats, from table examples to canonical exercises, from written matching activities to oral discussions, from scenario creation to interview activities. The aim is to help students share and learn from each other's learning methods.
Teaching Objectives
1.To be able to use special interrogative sentences with how and the structure “by+v.-ing” to ask and answer questions and talk about learning methods in specific contexts.
2.To be able to communicate with others about learning methods, to summarize, learn from and adopt other people's efficient and excellent learning methods, and to have a strong sense of using effective learning methods to improve learning efficiency.
3.To be able to summarize the main points of grammar and grasp the rules of grammar, and to improve the accuracy and dispersion of thinking.
Teaching Focus and Difficulty
Teaching Focus:
How to answer questions and talk about learning methods in specific contexts using special questions with how and the structure “by+v.-ing”.
Teaching Difficulty:
To explore the structure, meaning and use of the structure “by+v.-ing”.
Teaching Process
Step 1 Lead-in
1.Greeting.
2.Show some pictures and use the question and answer.
How do you study English
I learn English by…
Step 2 Grammar Focus
1.Ask students to read the sentences in Grammar Focus aloud.
2.Allow students to explore independently, pool their key and discuss with each other.
3.Get students to read the sentences in Grammar Focus again, work in groups and summarize the use of “by”.(详见课件资源)
4.Tell the use of “how”.(详见课件资源)
Purpose To help students explore the grammar points of this lesson independently and guide students to complete the summary of knowledge points.
Step 3 Presentation
1.Work on 4a.
Ask students to read the sentences in 4a and match the questions and answers.
Thinking: What other ways can we use to improve the four skills and the two basics
2.Work on 4b.
Make sentences using the structure “do sth. by doing” with the subjects in the box and information that is true for you.
math physics chemistry Chinese history geography
Suggested key:
I like to learn math by solving new math problems every day.
I like to practice my physics by doing extra exercises.
Purpose To help students practice and reinforce the grammar knowledge of this unit, apply grammar knowledge in specific contexts, and complete the internalization and application of knowledge.
Step 4 Check (√) and interview
1.Work on 4c.
Check (√) what you do to learn English. Then interview your partner.
A: Do you learn English by doing grammar exercises
B: Yes, I do.
A: How often do you do them
B: …
2.Make a report.
…learn English in the same way. They learn by…every day. But…are different from us. They learn English by…
Purpose To provide students with practice in using the target language in speech.
Step 5 Summary
Summarize the key content in this lesson.
Step 6 Exercise(详见课件资源)
Fill in the blanks with appropriate prepositional phrases according to the Chinese prompts.
Step 7 Homework
1.Required: Make up five sentences using the structure “by+v.-ing”.
2.Optional: Recite Grammar Focus.
导入一 情境导入:
参考下列问题,与学生进行简单交流,导入话题:
1.Do you think English is a difficult subject
2.What makes it difficult for you to learn English
3.Which gives you a headache, memorizing words, learning grammar, listening, speaking, reading or writing
导入二 对话导入:
引导学生发挥想象,谈论自己在学英语时遇到的困难。可以从英语口语(spoken English)、发音(pronunciation)以及语法(grammar)等方面展开想象,引导学生以对话的方式导入新课。
T: Do you often make mistakes in grammar
S: Yes, I do. I think grammar is too difficult for me.
活动设计
活动 1e Role-play (谈论学习中遇到的困难及解决的办法)
1.要求学生预习并写出自己在英语学习中遇到的困难。
2.将学生分为若干小组,并保证每组至少有一名英语学习优秀的学生。
3.小组成员陈述自己面临的学习困难,英语学习优秀的学生提出建议或描述自己的做法,其他同学可以进行补充,共同帮助学习英语有困难的同学。
4.学生汇报自己在英语学习方面面临的困难以及同学们的建议。
听说训练
活动1c-1d (有一定难度,增设听力训练题)
听录音,完成下列表格。(听力原文:Section B 1c, 1d)
Challenges Solutions
He can't get the 1. pronunciation right. 2. Listening can help.
He 3. forgets a lot of new words. He can always 4. write the new words in his notebook and review them from time to time.
He can't always 5. understand when people talk to him. He can 6. join an English language club to practice speaking.
He doesn't get much 7. writing practice. He should find a 8. pen pal to practice writing.
阅读突破
突破一 任务教学
1.What kind of ability is everyone born with according to the writer
2.Why is it a good idea to connect something you need to learn with something you are interested in
3.What are the Chinese translations for “Use it or lose it” and “Practice makes perfect”
4.Are good learners afraid of making mistakes What do they do with the mistakes
5.What study skills does the writer talk about Make a list.
6.Why do many people say learning is a lifelong journey
突破二 辅助教学
利用思维导图,帮助学生用自己的话复述课文。
Section B
第一课时(1a-1e)
Study of the Text
What:
This section is a listening and speaking lesson, talking about English learning on the basis of Section A. It enriches the vocabulary of topics related to learning, and improves listening and speaking skills.It's a conversation between Paul and Ms. Manson, in which Paul talks about his difficulties in learning English and Ms. Manson gives him solutions.
Why:
1a-1e are task chain activities centered around English learning. 1a-1b ask students to think about their own learning difficulties, paving the way for the listening content that follows. 1c and 1d involve completing tables on challenges and solutions to English learning, making it easy to summarize and organize. 1e requires students to reproduce the listening information in the form of dialogue.
How:
Difficulties and solutions to English learning are shown through a two-person situational dialogue using sentence patterns related to difficulties and solutions.
Teaching Objectives
1.To be able to use relevant vocabulary, phrases and sentence patterns to briefly describe personal difficulties in learning English.
2.To be able to accurately obtain detailed information in listening dialogues through listening activities, complete the activity tasks, and understand the sentence patterns that express difficulties and solutions to English learning.
3.To be able to use the target sentence patterns to discuss difficulties in learning English and ways to solve them, and develop good learning habits.
Teaching Focus and Difficulty
Teaching Focus:
Learn to talk about the challenges and solutions to English learning with the target language.
Teaching Difficulties:
1.Learn to understand and grasp the details of the dialogue.
2.Learn to use “can” or “should” to give advice on the problems in English learning.
Teaching Process
Step 1 Lead-in
T: How do you study English
S: I study English by…
T: How does he/she learn English
S: He/She learns English by…
T: Are there any short cuts(捷径) to English learning Do you have difficulty in learning English What things are difficult for you
Purpose By discussing the difficulties encountered during the English learning process and the methods to solve them, the content of this lesson is introduced to prepare for future learning.
Step 2 Presentation
1.Enjoy a short conversation and answer the question.
What are his/her difficulties in learning English
◎Key: He/She always makes mistakes in grammar./He/She is afraid of speaking English in public.
2.Work on 1a.
Make students read the list and check the statements that are true for you.
3.Work on 1b.
Guide students to think about other difficulties in learning English and make a list.
(1)I don't know enough words to write well.
(2)I can't get the pronunciation right.
(3)I often forget a lot of new words.
Purpose To give students the opportunity to reflect on their English learning experience.
Step 3 Pre-listening(1c)
Predict. Look at the picture. What are they talking about
Paul finds it difficult to learn English. Can you help him predict the key
Purpose To help reduce the difficulty of students' listening process by predicting some information in advance.
Step 4 While-listening(1c-1d)
1.Paul finds it difficult to learn English. Listen and complete the learning challenges he talks about.
◎Key: 1.pronunciation 2.forgets 3.understand 4.writing
2.Listen again. Complete the solutions in 1d.
◎Key: 1.Listening 2.write the new words 3.join an English language club
4.pen pal
Purpose To give students listening practice in the target language used in natural speech.
Step 5 Post-listening
1.Read the tapescripts and fill in the blanks.(详见课件资源)
2.Role-play conversations using the information in 1c and 1d.
Purpose To provide students with speaking practice using the target language.
Step 6 Discussion
1.What advice can you give to Paul
2.Think about your problems in English learning and try to find the solutions.
Step 7 Language points(详见课件资源)
Explain the important language knowledge points to students and answer students' questions.
Step 8 Homework
1.Required: Memorize the useful expressions and key sentences which we learn today.
2.Optional: Talk with your classmates about the problems encountered in the process of learning English and the ways to solve them.Then complete the following form.
Problems The ways to solve the problems
第二课时(2a-2e)
Study of the Text
What:
This is a reading lesson that sets up a series of reading-related question chains from 2a through 2e.The article is an illustrative text about good learning habits. It describes four good common habits, and analyzes the benefits of these habits.
Why:
2a is a pre-reading activity in which students are asked to list good learning habits. 2b focuses on training in reading and seeking strategies. 2c poses questions about various details of the text that require students to read the text carefully to find the key. 2d incorporates the learning strategy of using a dictionary. 2e is a post-reading activity, which aims to train students' oral expression ability.
How:
Adopt the “total—division—total” structure, introduce the four good habits of successful learners and guide students to think about them. At the same time, the accumulation of language materials is realized in reading, and the training of reading strategies and learning strategies is completed.
Teaching Objectives
1.To be able to learn to use rational reading strategies in the process of reading, and obtain detailed information about the material.
2.To understand several good habits of successful learners, have a clear understanding of the chapter structure, make a mind map and retell the content of an article.
3.To use appropriate language to communicate and discuss with peers on the topic of “a good learner”, and guide students to pay attention to good learning habits, learn from them and use them for themselves.
Teaching Focus and Difficulty
Teaching Focus:
Students learn to use sensible reading strategies in the process of reading, obtaining detailed information about the material, completing reading tasks, and understanding successful study habits while having a clear knowledge and grasp of the structure of the chapter.
Teaching Difficulty:
To explore study habits in depth and develop the habit of deep thinking and critical thinking.
Teaching Process
Step 1 Lead-in
Discussion.
Ask students to brainstorm and discuss the questions with their partners.
T: In our class, who is the best Chinese/math/English/physics/chemistry/…learner
Q1: Are they born with the ability to learn well
Q2: What good learning habits do they have
Successful learners have some good habits in common…
Step 2 Pre-reading
Work on 2a.
What good learning habits can you think of Make a list and discuss them with your partner.
Purpose To prompt students to think about good learning habits across all subjects.
Step 3 While-reading
Task 1: Fast reading(详见课件资源)
1.What does the passage mainly talk about
2.How many good learning habits are talked about in the passage
Task 2: Skimming
Let's divide them into 3 parts.
Part 1: Paragraph 1
Part 2: Paragraphs 2—5
Part 3: Paragraph 6
Task 3: Read the passage and match the main idea of each part. (详见课件资源)
Task 4: Read the title, subtitles and find out the answers to the questions.(详见课件资源)
Purpose To provide students with practice in reading for general ideas.
Step 4 Careful-reading
1.Read Paragraph 1 and answer the questions.(详见课件资源)
2.Read Paragraph 2 and fill in the chart.(详见课件资源)
3.Read Paragraph 3 and answer the questions.
(1)Complete the table.
Sayings Supporting sentences
Use it or lose it. Even if you learn something well, you will forget it unless you use it.
Practice makes perfect. Good learners will keep practicing what they have learned.
(2)Do good learners learn from mistakes, or are they afraid of making mistakes
(3)Who invented the telephone How did he succeed (详见课件资源)
4.Read Paragraph 4 and complete the mind map.How to develop their study skills
They take notes by writing down key words or by drawing mind maps.
They also look for ways to review what they have learned. They may do this by reading their notes every day or by explaining the information to another student.
5.Read Paragraph 5 and answer the questions.(详见课件资源)
(1)When do good learners often ask questions
(2)Why do good learners ask questions
6.Read Paragraph 6 and answer the questions.(详见课件资源)
(1)Do you agree that learning is a lifelong journey Why or why not
(2)Why do we need to learn wisely and learn well
Purpose To train students' ability to pay attention to details. Students master the content of the article by reading and answering questions, gradually completing reading tasks and mastering reading skills.
Step 5 Post-reading(详见课件资源)
1.Try to retell the whole passage according to the mind map.
2.Work on 2c.
Ask students to read the passage more carefully again, and focus on the details.Try to find out the answers to the questions in 2c.Get students to have a discussion while checking.
Purpose To provide students with practice in reading for details and encourage students to respond to what they have read.
3.Work on 2d.
Look up the following words from the passage in the dictionary. Then write a sentence for each word.
Purpose To provide students with practice in using some key words learned in this unit.
4.Work on 2e.
Discuss with your group and share your ideas with the class.
Q1: Do you think you are a good learner
Q2: What learning habits do you think are useful
I think I'm a good learner. I often think about the same thing in different ways. I think it's useful.
I always review what I have learned in time.
…
Purpose To encourage students to express their opinions using the target language.
Step 6 Language points & exercise(详见课件资源)
The teacher explains some knowledge points and then asks students to finish the exercises.
Step 7 Summary
Ask students to work together and summarize what they have learned in this class.
Step 8 Homework
1.Required: Use dictionaries to look up the new words in 2d.
2.Optional: Look through the website for some other good learning habits and share them with your partners.
第三课时(Writing)
Step 1 Presentation
(1)话题解读:
本单元的中心话题是“谈论如何学习,如何成为一个好的英语学习者”。写这类文体应注意根据提供的情景,介绍英语的学习方法;合理想象,介绍学习经验,给出建议等。
(2)常用句型:
I learn English by… 我通过……学英语。
You'd better take notes in class. 你最好上课记笔记。
Don't be afraid of making mistakes. 不要害怕犯错误。
the+比较级…,the+比较级… 越……,就越……
You should/must… 你应该/必须……
Step 2 Brainstorm
(T: Your friend wants to improve his/her English and asks you for help. What are the best ways to learn and why )
Get the students to do this as a class activity by first asking the students to have a brainstorm on the best ways to learn English (and why). The teacher can write the ideas on the blackboard.
Step 3 Take notes
Let the students choose the ways from the list on the blackboard and fill in the chart in 3a individually. And check their work with several students.
Step 4 Guidance on writing methods
Step 5 Writing
Ask the students to write a letter to their friends. Give him/her some advice about the best ways to learn English. Use their notes in 3a and the useful expressions in 3b.
Step 6 After-writing
After the students finish the writing, get them to check their work in pairs. And then ask some students to present their work to the class.
21世纪教育网 www.21cnjy.com 精品试卷·第 2 页 （共 2 页）
