(共24张PPT)
Unit 1
How can we become good learners
Section B 2a-2c
What good learning habits can you think of
being active in thinking.
learning from mistakes.
drawing mind maps
reviewing what you have learned
paying attention to the knowledge of grammar.
having a study partner.
often asking questions during or after class
......
Brainstorm
Successful learners have some good habits in common.
1.
2.
3.
4.
6.
5.
1
2
3
4
Good habits
副标题
(beginning)总写
Arguments:
(body)分写
Conclusion:
(ending) 总写
Quick reading tips
To skim a passage, we can read:
*the heading标题 and sub-headings副标题。
*the first paragraph
*the first sentence in each paragraph
*the last paragraph
Skimming
Read the passage quickly and get the structure of it.
How many parts can be divided
Get the main idea of each part.
part 1:
para. 1
part 2:
para. 2，3，4，5
part 3:
para. 6
part 1
part 2
part 3
Successful learners have some
_______________________________.
It mainly talks about_______________________.
We should learn ______ and learn
well through _________________.
good learning habits in common
four good learning habits
wisely
lifelong learning
Topic sentence
Learning habits
Conclusion
Everyone is born with the ability to learn. But whether or not you can do this well depends on your learning habits. Research shows that successful learners have some good habits in common.
Para 1
What’s the same
2. What’s different
3. What’s the topic sentence
The ability to learn.
Everyone is born with the ability to learn.
Learning habits are different.
learn
show us the opinion（论点)
Creating an interest in what they learn
Studies show that if you are interested in something, your brain is more active and it is also easier for you to pay attention to it for a long time. Good learners often connect what they need to learn with something interesting. For example, if they need to learn English and they like music or sports, they can listen to English songs or watch sports programs in English. This way they will not get bored.
Para 2
Why
How
Example
Creating an interest
what they learn
1. The brain is more active.
2. It’s easier to pay attention to the interest for a long time.
By ________what they need to learn _____ something interesting.
connecting
with
They can learn English by ____________ or _____________.
listening to
English songs
watching sports
programs in English
Music and sports are their ___________.
interests
show us the arguments (论据)
Para 3
Practicing and learning from mistakes
Good learners think about what they are good at and what they need to practice more. Remember, “ 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, and they are not afraid of making mistakes. Alexander Graham Bell did not invent the telephone overnight. He succeeded by trying many times and learning from his mistakes.
What do good learners do
think about what they are good at
think about what they need to practice more
are not afraid of making mistakes
There are two useful sentences like “______________” and “____________________”.
Use it or lose it
Practice makes perfect
Good learners must often ____ what they have learned.
use
Good learners must keep _________
what they have learned.
practicing
What’s the example to prove(证明) the writer’s opinion
Bell did not invent the telephone ___________. He succeeded by _______________
and _____________________._
overnight
trying many times
learning from his mistakes
show us the arguments (论据)
Alexander Graham Bell(亚历山大·格雷厄尔·贝尔)
Bell was born in England in 1847. He is an American inventor and entrepreneur(企业家). He is known as the father of the telephone and he invented the telephone in 1876.
Para 4
Developing their study skills
It is not enough to just study hard. Good learners know the best way they can study. For example, they may 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.
What study skills does the writer talk about
a mind map
(思维导图)
The ways to learn
Take notes
Writing down key words
Drawing mind maps
Review
1) Reading their notes every day
2) Explaining the information to another student
Have you used these study skills
show us the arguments (论据)
Asking questions
Good learners often ask questions during or after class. They even ask each other and try to find out the answers. Knowledge comes from questioning.
Para 5
Do the two “question” have the same meaning
n.
v.
质疑；质问
Knowledge comes from questioning.
If we want to be successful learners, we must _______ while _________.
question
learning
show us the arguments (论据)
Para 6
Learning is a lifelong journey because every day brings something new. Everything that you learn becomes a part of you and changes you, so learn wisely and learn well.
Draw a conclusion (得出结论)
What can you learn from the paragraph
Learn wisely and learn well.
Do you agree that learning is a lifelong journey Why or why not
How can we become a successful learner
Topic:
Successful learners have some good habits in common.
Argument:
create an interest
…
your brain is more active and you can pay attention to it for ……
practice and learn from mistakes
Practice makes perfect.
We can learn a lot.
develop study skills
They can help us learn better
ask questions
Knowledge comes from questioning.
Conclusion:
Learning is a lifelong journey, so learn wisely and learn well.
2. I cannot connect the two things in my mind.
3. We stayed overnight with my mother.
4. He was waving his arms to draw their attention.
5. The next day we reviewed the previous day's work.
6. They successfully communicate their knowledge to others.
7. I have confidence in the ability of the players.
8. His daughter was very active and noisy in the mornings.
2d
Look up the following words from the passage in the dictionary. Then write a sentence for each word.
Careful reading- para.1
Everyone is born with the ability to learn. But whether or not you can do this well depends on your learning habits. Research shows that successful learners have some good habits in common.
是否
依赖；依靠；取决于
born v.出生 adj.天生的
be born with 天生具有
have...in common
有...共同点
the ability to do sth 做某事的能力
How can you become a successful learner
Careful reading-para.2
Creating an interest in what they learn
Studies show that if you are interested in something, your brain is more active and it is also easier for you to pay attention to it for a long time. Good learners often connect what they need to learn with something interesting. For example, if they need to learn English and they like music or sports, they can listen to English songs or watch sports programs in English. This way they will not get bored.
感到厌烦
激发他们对所学内容的兴趣
create 创造
study 研究
be interested in sth/doing sth
更活跃
it is+adj+(for sb) +to do sth
pay attention to sth/doing sth
把...和...联系起来
举例（举一例）
观看体育节目
Careful reading-para.3
Practicing and learning from mistakes
Good learners think about what they are good at and what they need to practice more. Remember, “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, and they are not afraid of making mistakes. Alexander Graham Bell did not invent the telephone overnight. He succeeded by trying many times and learning from his mistakes.
learn from.. 从...中学习
思考、考虑
be good at..=do well in...擅长于
即使=even though
除非，如果不=if not
keep doing sth 坚持做某事
be afraid of doing sth 害怕做某事
发明
一夜之间
尝试很多次
不用则废
熟能生巧
Developing their study skills
It is not enough to just study hard. Good learners know the best ways they can study. For example, they may 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.
做...是不够的
画思维导图
学习技巧
the best way to do sth
记笔记
写下
look for ways to do sth寻找做某事的方式
explain sth to sb 向某人解释某事
Para 4
Asking questions
Good learners often ask questions during or after class. They even ask each other and try to find out the answers. Knowledge comes from questioning.
Learning is a lifelong journey because every day brings something new. Everything that you learn becomes a part of you and changes you, so learn wisely and learn well.
课内外
问问题
互相，彼此
查明，弄清楚
知识来源于质疑。
学习是一个终生的旅程。
...的一部分
Para 5-6
But whether or not you can do this well depends on your learning habits.
whether or not 意为“是否”。whether or not you can do it well是一个从句，作整个句子的主语。这种从句叫做“主语从句”。whether引导主语从句，不能与if 替换。
whether or not是从句的一个连词结构，意思和功能相当于whether, “是否”，常出现在宾语从句，主语从句中。也可把whether和or not分开，or not放到句尾。
depend on/ upon 依据；依赖
depend on sb./ sth. to do sth.
Language points
【活学活用】
1) 我不知道老师喜不喜欢我。
______________________________________
______________________________________
2) 你做对做错都不重要，重要的是你从中获得了经验。 ______________________________________
______________________________________
3) 我指望着你把这件事给办了。
______________________________________
I can’t tell whether or not the teacher likes me.
I can’t tell whether the teacher likes me or not.
Whether you did it right or wrong isn’t so important. What’s important is the experience you gained.
I’m depending on you to get this done.
Good learners often connect what they need to learn with
something they are interested in.
【活学活用】
1) 请不要把这个人和那个人联系在一起。
____________________________________
2)这条路将我们村和那个小镇连接起来了。
____________________________________
Please don’t connect this person with that person.
This road connects our village with that small town.
Even if you learn something well, you will forget it unless you use it.
Even if 意为“即使，尽管”，用于引导让步状语从句，有退一步设想的意味，等同于even though /although /though，可置于句首或主句后，不能与but连用。
unless“除非; 如果不”, 作连词, 用来引导状语从句, 常可以转化为“if. . . not. . . ”的同义句。若主句为一般将来时, unless引导的条件状语从句要用一般现在时表示将来。
【活学活用】1) 即使熬夜一整晚我也要帮助你。 ______________________________________
2) 如果明天不下雨我就去超市。 ______________________________________
I’ll help you, even if I must stay up the whole night.
I shall go to the supermarket unless it rains.
= I shall go to the supermarket if it doesn’t rain .
1.天生具有
2.做某事的能力
3.依赖 , 取决于
4.学习习惯
5.在某方面有共同点
6.注意
7.在某方面激发兴趣
8.把…与…连接
9.吸取教训
be born with
the ability to do sth.
depend on
learning habits
have sth. in common
pay attention to doing
create an interest in sth.
connect...with...
learn from mistakes
Review
10.用进废退
11.熟能生巧
12.害怕做某事
13.向某人解释某事
14.知识源于质疑
15.学习是一场终身旅行
Use it or lose it.
Practice makes perfect.
be afraid of doing sth.
explain sth. to sb.
Knowledge comes from questioning.
Learning is a lifelong journey.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.
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