【范文】Unit1 How do you study for a test？全英文教案
《Unit 1 How do you study for a test？》教案（3）(1)
Unit 1 How do you study for a test?一、单元教材分析本单元围绕“谈论学习方式”这一话题，设计了四个任务行活动。
任务一：咱们的方式一样吗？任务二：评判学习方式。
任务三：伸出援助之手。
任务四：择优而学。
二、单元整体目标：通过本单元的学习让学生学会运用by +V-ing 句型谈论学习方式。
谈论学习中碰到的困难，学会针对学习中的困难，给他人提建议，学会评判学习方式。
三、单元重难点：重难点辞汇：1. flashcard2. take notes3. frustrating4. memorize5. aloud6. comma7. make mistakes8. pronunciation 9. be afraid to 10. What about …? 11. Why don’t you …?重难点句型:１.How do you study for tests?２.Well, I study by working with my classmates.３.Have you ever studied with a group?Yes I have. I’ve learned a lot that way]４.I don’t have a partner to pratice English with …Maybe you should join an English club.四、单元教学方式:采纳Concluding, Role playing 和Comparing 的学习策略，来展开课堂pairwork 问大师的口语交际活动和讨论活动来谈论名人所采纳的学习方式。
辞汇教学：情景操练，反复利用。
口语教学；师生互动，生生互动，对话练习，交际活动。
阅读教学：利用词典等工具书，依照上下文查寻词义。
语法教学：总结规律，仿照操练。
五、单元课时分派：本单元用四课时；第一课时―――语法和辞汇第二课时―――听说第三课时―――读写第四课时―――综合训练Unit 1 How do you study English?The first period ( grammar and vocabulary )1．知识目标：重点辞汇：flashcard, take notes, frustrating, memorize, aloud, comma, make mistakes, pronunciation, be afraid to, what about, why don’tyou…?重点句型：How do you study for tests? /Well. I study by working with my classmates.Have you ever studied with a group? /Yes, I have. I’ve learned a lot that way.I don’t have a partner to practice English with. /Maybe youshould join an English club.2．能力目标：⑴学会谈论学习方式⑵学会谈论学习中碰到的困难⑶学会针对学习中的困难，给他人提建议⑷学会评判学习方式二．教学重难点：1．重点：verb + by with gerund2．难点：运用所学知识谈论学习中的困难，并能提出相应建议。
九年级英语《Unit 1 How do you study for a test》How To Learn English文章素材 人教新目标版
How To Learn EnglishGood organization is important if you want to make fast progress. How much time can you give to your studies and what resources do you have at your disposal? You have to assemble the books and tapes you need and get to know how they are organized. We are to look at how you can organize your studies efficiently right from the outset.How many hours do you think you can spend on your English study each day? The following task contains a case study and will help you to calculate your English study time.Janet is a student at a university. She is going to study Spanish as part of her Business Studies course. "I need about eight and a half hours sleep a night.I suppose I spend around half an hour each day washing and dressing and another half an hour doing routine chores around the flat. My journey to and from the university takes 45minutes each day and I generally spend around six hours a day in classes or the library.I need to spend another two hours studying for my business course when I get home. Preparing food and eating takes around an hour and a half and I'd like to have two or three hours to relax if possible."1. Janet will have approximately ______ hours per day for Spanish study.2. I will have approximately ______ hours per day for English study.You can make progress studying just one hour a week but obviously three hours would be much better and five hours would be better still. Do you have enough time to spare? Can you juggle other things around to give yourself more time? It would be wise for you to plan your own study schedule.It is important to consider not just the amount of time you can set aside for study but also the quality of that time. If you know you don't think very clearly after 9 p.m., it isn't a good idea to organize your study time for late in the evenings.It would be better to get up an hour earlier several mornings a week and study then. Having organized time for your studies you will have to equip yourself with the books and tapes that you need. If you are taking lessons it's quite likely you will be using a coursebook. It will be worth your while to find out how this book is organized so you can look things up when you need to. The other essential book you need is a dictionary. If you already have one, you will have to decide whether it's good enough. If not, you will have to consider buying a better one. The following task will help to examine a dictionary in order to decide whether or not it is adequate.The inherent problem with translation dictionaries is that words do not always translate neatly from one language to another. When you are first starting to learn a language, you need a translation dictionary, but you would be wise to change to an explanation type as soon as possible.如何学英语如果你想取得很快的进步，良好的学习安排很重要。
Unit 1 How do you study for a test全英分析
Unit 1 How do you study for a testThe Teaching Plan for “Unit 1 How do you study for a test?”I. Analysis of the teaching materialThe content of this lesson is adopted from Go for it Book III Unit1. The topic of this unit is about learning how to study things. By reviewing this unit, students will be able to master the key vocabulary words and sentence patterns of this unit, and they’ll be better to talk about various learning ways, problems in learning, asking for and giving advice, and comments on ways of learning. Obviously, the topic of this unit is related closely to students' actual life, so it will raise students learning interest. They have a great desire to talk about the problems they met in learning English and they wish to solve these problems. So we can provide situations for students to exchange ideas in the process of study and help them find the most suitable ways to improve their English. It will also cultivate students’ ability of using English to solve the practical problems. Besides, students will learn to regard problems as challenges and try their best to find ways to solve them.According to English syllabus, new curriculum standards and the type of the lesson---- revision, I wi ll use “English learning” as a clue to review the key voc abulary and sentence patterns. Wilkings, a great linguist once said, “Without grammar, very little can be conveyed. Without vocabulary, nothing can be conveyed.” So, in this lesson, I lay great emphasis on the review of vocabulary. As words are used in sentences, I will review the key words and phrases in the sentences or contexts. Generally speaking, I’ll review the unit from the following four parts: ways of learning, problems, advice and comments. The four parts connect to each other closely and the topics are from easy to difficult. On the other hand, the four parts involve the main sentence patterns and key vocabulary stu dents must master in this unit. By reviewing the unit like this, at the end of the lesson, students are expected to write a letter about how to learn Chinese well based on what we reviewed.II. Analysis of learning conditionThe students I’m going to teach are from Wencheng Experimental Middle School. Most of them have a strong English background. So in this period, I mainly focus on how to get students to behave actively. And as a famous Italian doctor says, “Tell me and I will forget. Show me and I understand. Involve me and I remember!” In order to help the students maste r the key language points of this unit, I design different tasks for them to do, which will greatly get them involved in the classroom activities. As a result, they will have a better understanding of the language points.III. Teaching Objectives1. Knowledge O bjectives(1) The students will be able to master the key vocabulary words of this unit byreviewing them in different ways: make flashcards, pronunciation, differently, fast, deal with, regard, make mistakes, afraid, too … to …, etc.(2) The students will be able to use the following four sentence patterns in thegiven situations or daily life:①How do you learn English? I learn English by...② Why don’t you / Why not ...?③ Maybe you should …. / You’d better …④ I think studying Engli sh by …is…because…2. Ability Objectives(1)The students will be able to talk about their learning ways, and commenton the ways of learning English as well as the problems they meet in learning English and the solutions to them.(2) The students will be able to get information from reading passage.(3) The students will be able to use the words and sentence patterns reviewedin this period to write a passage about how to learn Chinese well.3. Emotion & attitude Objectives(1) The students will form a correct attitude to study.(2) The students will learn to choose good ways to study.4. Learning Strategies(1) The students will be able to get the information needed from the givenreading material. (Resourceful strategy)(2) The students will be able to make up a dialogue according to the providedsituation. (Communicative strategy)(3) The students will be encouraged to comment on the different ways of learning.(Cognitive strategy)IV. Teaching Focus1.The ways of learning English.2.The comment on the ways of learning English.3.The difficulties in learning English.4.The suitable learning ways for individuals.V. Teaching difficulties1.How to get students to review the key vocabulary and expressions presented inthis unit.Solutions: Review the vocabulary in different ways: brainstorming, practicing, explaining, writing a letter, etc.2.How to enable students to write a passage well enough.Solution: Review the vocabulary and sentence patterns may be used in the passage.3.How to make students master the usage of “verb +by with gerund”.Solution: Design tasks for students to do. By fulfilling the tasks, students are expected to use “verb +by with gerund” and thus know the usages of it well. VI. Teaching Methods1、Communicative approach2、Task-oriented method3、Practicing approach4、Situation-experienced methodVII. Teaching AidsMulti-media equipmentsVIII. Teaching ProceduresStep 1.Leading-in & Brain-stormingT: Class begins! Good morning, everyone!Ss: Good morning, teacher!T: Glad to meet you! Today is the first time we meet each other. Now let me introduce myself to you. I come from No. 2 Experimental Middle School. My name is Hu Haiyan. You can cal l me Miss Hu. I think we’ll have a good time together. Ok, now I’d like to know something about you. What’s your name? What’s your favorite subject? Why?S1: ….T: Do you like English? How do you study English?S2: …T: What about you? What do you think of your way?S3: …T: Hi! Nice to meet you! How long have you been learning English?S4: ….T: Well, most of you have been learning English for many years. And all of you have your own ways to learn English. Now take out the worksheet I gave you just now and fill in the mind map about the ways of English learning. Let’s see who can write t he most ways.(Ss try to write as many ways of English learning as possible.)T: O K. Are you ready? How many ways have you written? Show me your answers please. Who’d like to share your answers?(Ask two or three students to say the ways of English learning.)Design purpose: Talk with students freely can get a general idea about how well students mastered this unit and on the other hand, can help construct a relaxing learning atmosphere. The brainstorming activity can activate students’ knowledge about the ways of learning English. As a result, help them review the phrases of learning ways.Step 2. Survey & ReportT: So there’re many ways of English learnin g. And how do you learn it? What about your friends. What do you think of the ways? Please work in groups of four and make a survey about it. Fill in the chart in your worksheet.(Ss work in groups and try to fill in their charts.)T: Well, have your completed your survey chart?Ss: Yes.T: Good. Let’s make a report. Please pay attention to the sentence patterns you use. For example, when we find one way is not successful, we can say I think it’s not helpful at all. (Write “not …at all” on the blackboard.)Who’d like to give a report about it?(Let 3or 4 students give reports about their survey results.)Design purpose: This activity makes students work cooperatively and use phrases in sentences properly, which will not only review the sentence patterns, but also train students’ communicative ability. As to the students who are good at English,they can further their ability by giving reports about how their friends learn English. And the students will try to express their own attitudes toward various ways of learning in target language.Step 3. InterviewingT: You see, every one has his or her own ways of learning. And some students’ ways are really very successful. Recently there is an English Speech Contest in Wenzhou. Some students really did well in it. And the winders are asked to hold a news conference. Suppose you took part in the contest, too. Now please work in groups of four to role play it. One is the winner; the others are the reporters from different TV stations. Try to ask as many questions as you can.(After students practice for a while, invite one or two students to come to the front as a winner, and let the other students ask them questions about English learning.)Design purpose: There are two purposes for the design of the News Conference: One is to review the two sentence patterns “Do you …” and “Have you ever …” And the other is to train students’ speaking ability and activate the classroom atmosphere ---- Get every student involved in the activity.Step 4. PracticingT: Congratulations! Your spoken English is really wonderful. What about other students? It seems you’re not confident enough to come to the front. Are you good at English? Do you have any difficulties in learning English? If so, what are they?(Let some students talk about the problems they face.)T: Well, don’t worry. It’s quite common to meet problems while learning something. My students have trouble learning English, too. Here’re their problems. But some of the words are missing. Can you help me to complete the sentences? Please take out the worksheet again. And try to complete the sentences in it.(Check the answers after students finish the task and help the students to review the key words and phrases presented in the ten sentences.)Design purpose: By doing exercise, students will review the main sentence patterns about the problems students meet in learning English and the words related to this topic. And in the process of checking the answers, the teacher can remind the students of the usages of some important words and phrases.Step 5. PairworkT: Well done. You’ve got all the answers right. But here comes another problem. There are so many problems we may meet in learning English, but we still need to learn English well. How can we deal with them? How do you deal with the problems you meet in learning English? Show me your ideas.(Let different students talk about how they solve problems.)T: Good idea. I’ll tell these solutions to my students. Do you know how I usually solve my problems?Ss: No.T: Well, generally speaking, I have two ways to solve problems. First of all, I’ll deal with my problems by regarding them as challenges. And I’ll try my best to overcome the difficulties. And if I can’t solve them by myself, I’ll ask someoneelse for advice. Do you like to ask others for advice?Ss: Yes.T: Then let’s work in pairs and tell your partner your problems. I think we can solve the problems together. Do you think so?(Ss work in p airs and make conversations. After they practice for a while, invite some pairs of them to present their conversations.)Design purpose: In this activity, students are asked to ask for and give advice to each other. By doing this, students will review the sentence patterns about how to make suggestions.Step 6. ReadingT: Good job. I wish all of you will try to regard all your problems as challenges and try your best to overcome them. I really appreciate these kinds of people. My friend Tom is such a person. Let’s see what problems he met and how he solved them. Please read the passage about him in your worksheet and try to complete the chart below it.(Students read the passage individually and try to get information to fill in the chart.)T: Are you ready?Ss: Yes.(Check the answers.)T: Excellent! Your reading ability is pretty good. Now we’ve known how Tom studied English. What do you think his solutions? I think studying English by joining an English club is a good way because you can ask others when you have questions. What’s your opinion?(Let different students comment on the ways of learning English, using the sentence pattern “I think studying English by… is … because…”) Design purpose: In this part, students are supposed to get information from the reading passage quickly and to give comments on ways of learning by using the sentenc e pattern “I think studying English by … is … because ….” As to this step, students should learn to combine simple sentences to make a complex one. This will help them improve their writing ability.Step 7 WritingT: Ok. Today we talked much about English learning. Suppose you have a pen pal named Bob is coming to Wencheng soon. And he’d like to learn Chinese. As a Chinese, I believe you can give him much advice. Please write a letter to him and tell him how to learn Chinese well. You can use the key words provided in your worksheet. And here are some tips for you. Try to answer the following questions in your mind, and you’ll know what should be included in your writing.1.How long have you been learning Chinese?2.How did you learn Chinese?3.What challenges did you meet in learning Chinese?4.What’s your attitude toward the problems you met?5.How did you deal with the problems of Chinese learning6.What do you think your ways of learning Chinese?(Ss work individually to write the letter. If time is enough, I’d as k some of the students to read their letters and give comments on them.)Design purpose: The writing task is designed to see if students have already mastered all the points reviewed in this period. And it provides students a chance to output the language they learned. On the other hand, this activity helps students have a summary of what they have reviewed in this unit by answering the questions the teacher provided in sweet tips. Step 8. Emotional Education T: How t ime flies. There is not enough time for us to present your writing now. Before we end the lesson, I’d like to have a word with you. Where there is a will, there is a way. Believe yourself and work persistently, you’ll get good grades in the Entrance Examination to Senior Middle School.Design purpose: This step is to guide students to form a good attitude toward the difficulties they meet in learning procedures or daily life.Step 9. HomeworkT: Ok. Today’s homework:1. Make a vocabulary list of the key words and expressions learned in this unit.2. Finish your writing and try to improve it.3. Complete the two exercises in your Homework sheet.So much for today’s lesson. Wish you succeed every day. Goodbye, class. Ss: Goodbye, Miss Hu.IX. The blackboard designReview of Unit 1 How do you study for a test? I learn English by …. (Verb + by gerund)Do you …?Have you ever …?What / How about doing sth?Maybe you should You ’d better do sth. Why not / Why don ’t you do sth?I think studying English by … is … because …not …at all pronunciation(n.) pronounce(v.) be afraid to do.=be afraid of doingfrustrating frustrated make mistakes spoken / written Englishtoo … to …deal with。
Unit 1 How do you study for a test-_1
Unit 1 How do you study for a test?Unit1Howdoyoustudyforatest?一.教学内容：Unit1Howdoyoustudyforatest?二.教学重点难点：熟练准确地掌握本模块的词和短语及句式三.词和短语.make/useflashcards制作/使用抽认卡2.makeavocabularylist制作词汇表3.listentotapes听磁带listentotheteachercarefully认真听课4.asksb.forhelp寻求帮助Heisaskingforhelp.他正在求救。
asksbtodosth.叫某人做某事tellsbaboutsth告诉某人某事5.studyforatext为一次测试学习6.workwithsb与某人一起工作7.watchEnglishnews看英语新闻8.practiceconversationswithsb与某人练习对话9.read/speakaloud=readloudly大声说0.improvemylistening/speakingskills提高听力/口语技巧1.toohardtounderstandthevoices太难了而听不懂too…to太……而不能常用的句型too+adj./adv.+todosth.如：I’mtootiredtosayanything.我太累了，什么都不想说。
2.thebestwaytolearnEnglish学英语的最好方法3.specificadvice/suggestions详细而精确的建议4.feeldifferently觉得不同5.frustratesb=makesbfrustrated使某人沮丧findsthfrustrating发现某事沮丧6.readEnglishmagazines看英语杂志7.helpalot/alittle帮助很多/很少8.joinanEnglishclub参加英语俱乐部9.notatall根本不20.endupdoingsth最后做某事21.spoken/oralEnglish英语口语22.makemistakesinsth在某方面出错makemistakes犯错如：Ioftenmakemistakes.我经常犯错。
Unit 1 How do you study for a test？
/Unit 1 How do you study for a test？Section AGoals● To talk about how to study● To read about how to studyProceduresWarming up by greetingHello, everyone!From now on you are a ninth grader. Congratulations to you and I wish you a great success in your studies!Today we shall take up the first unit in this new term, Unit 1 How do you study for a test?Look at the blackboard and read after me the target language for this unit. When you read pay attention to the structure of the sentence.Learning to Learn is very important. And learning to pass a test is also very important to you.Learning couldn’t be easier!If you have not developed good ways or methods to study for a test, talk to your classmates about it, your parents, or the teacher like me if you are brave enough. You should be brave enough to talk to others about your problems with your studies. Next I’d like to give you some useful practical advice about studying for a test and also ask you questions to make you think about things such as:▲using your time effectively▲motivation▲how to learn your lessons in the ninth grade year▲different modes of teaching you may meet▲how to develop particular skills, such as note-taking in class1A: Checking the ways you studyNext turn to page 2 and check √ the ways you study for an English test. Then add other ways you use sometimes.■How do you study for a test?Now raise your hand and report your added ways to the class. I will make a list of all the added ways on the blackboard.1b Listening and writingListen to understand how these people in the picture on page 2 study for a test. Write letters from the pictures. While listening, pay attention to the structures of the sentences.1c Doing a pairworkNow in pairs ask your partner how he or she studies for a test.2a Listening and checkingNow let’s go to page 3. Listen to the tape and check the questions yo u ask. While listening, pay attention to the structures of the sentences.2b Listening and matchingListen again and match each question from 2a with an answer in the box on page 3. 2c Doing a pairworkNext we are going to make a conversation in pairs using the information from3a Reading the article and completing the chart1.Reading to the tapeWe are going to read the article on page 4. First we shall read to the tape together. That is, we start reading aloud as the recorder goes, and we stop reading aloud as the recorder stops. While reading, let’s pay enough attention to the pauses, the pronunciation and the intonation of the native reader. Make our reading aloud as the same as the reader’s.。
八年级英语下册Unit1Howdoyoustudyforatest-知识讲解
八年级英语下册Unit1Howdoyoustudyforatest?知识讲解Unit1Hodoyoustudyforatest?【重要词汇概览】frustratinga.令人沮丧的eorizev.记忆，背诵pronunciationn.发音flashcardn.抽认卡solutionn.解决办法notatall根本全然endup结束，告…终laughatsb.笑话；取笑taenotes做笔记，做记录0.enjoydoingsth. 喜欢做…乐意做…【知识点讲解】如何表达选择适合自己的学习方法呢？从IthinIcanstudyEnglishby…,because…IthinIcanstudyEnglishbyatchingEnglishoviesbecauseIl ieatchingEnglishovies.我认为我可以通过英语电影来来学英语，因为我喜欢看电影。
Idon’tthinIcangetanEnglishtutorbecauseIanttolearnbyyself athoe.我不想上英语辅导，因为我想在家自学Ithinsurfingtheinternetisabadaybecauseyouhavetousea puterandalaysasteyourtie.我认为沉溺于网络是不好的，因为你不得不去使用电脑和浪费你的时间【语法知识聚焦】【综合能力检测】By是个很常用的介词，在初中英语中的用法有以下几种：．意为“在……旁”、“靠近”。
如：Soearesinginganddancingunderabigtree.Soearedraingby thelae.有的在大树下唱歌跳舞，有的在湖边画画儿。
．意为“不迟于”、“到……时为止”。
如：yoursonillbeallrightbysuppertie.你的儿子在晚饭前会好的。
HoanyEnglishsongshadyoulearnedbytheendoflastter?到上个学期末你们已经学了多少首英语歌曲？．表示方法、手段，可译作“靠”、“用”、“凭借”、“通过”、“乘坐”等。
Unit1 How do you study for a test
Unit 1 How do you study for a test ?（一）学习目标（Language Goal）1. Talk about how to study . 学会讨论各种学习方法和策略。
2. Find out your suitable learning methods. 找出适合自己的学习方法。
（二）语言结构（Language Structures）1. Verb + by with gerund by＋动名词短语表示“通过…途径，方法”2. How questions have引导的特殊疑问句（三）目标语言（Target Language）1. How do you study for tests ? 你是怎样准备考试的？Well , I study by working with my classmates.哦，我和同学们一起学习。
2. Have you ever studied with a group ?你曾经参加过学习小组吗？Yes , I have . I’ve learned a lot that way .是的，参加过。
通过这种方式我学了许多。
3. I don’t have a partner to practice English with .我没有同伴可以练习英语。
Maybe you should join an English club.或许，你应该参加一个英语俱乐部。
4. What about reading aloud to practice pronunciation ?大声朗读来练习发音怎么样？Why don’t you join an English language club ?你为什么不参加一个英语俱乐部呢？（四）Key words and phrases （重点词汇）1. flashcard n. 抽认卡2. frustrating a. 令人沮丧的3. memorize v. 记忆，背诵4. aloud adv. 出声地、高声地5. comma n. 逗号6. pronunciation n. 发音7. solution n. 解决办法8. not at all 根本（不）全然（不）9. end up 结束，告…终10. make mistakes 犯错11. later on 以后；随后12. be afraid to 害怕去做13. laugh at sb. 笑话；取笑（某人）14. take notes 做笔记，做记录15. enjoy doing sth . 喜欢做…乐意做…16. native speaker 说本族语的人17. make up 组成、构成（四）重点、难点：（Key points and difficulties）1. by 介词，表示“通过…方法或途径”的意思，译成“靠、通过”by后面可以加名词或动名词短语eg.（1）The house was destroyed by fire. 房屋被火烧毁了。
unit 1 how do you study for a test
e.g. The party ended up with her singing. 晚会以她的歌唱而告终。 6. 在本单元中，出现了大量的动名词。 我们有必要了解动名词的结构和用法。 动名词即动词的-ing形式，相当于名 词。在句子中可做主语, 宾语, 表语等。
单项选择:
C 1. The boy makes money ______ newspapers.
ask sb. about sth. 关于某事询问某人
We asked him about English test.
3. read, look, see, watch用法
看，阅读 read a book look 瞧，看着（强调看的过程） look at the blackboard see 看见（强调看的结果） What can you see in the picture? watch 观看，观赏 watch a football match
aloud :
loud :
副词。“出声地、大声地“。为使人听见而发声， 声音不是很大。无比较级和最高级。
副词。“高声地，大声地”。强调声音响亮。 副词。“高声地，喧噪地” 。有时可以和 loud 互换，但有喧闹的意思。
loudly:
请用loud, aloud, loudly 填空。
aloud 1. Li Lei, it’s your turn to read the words __________ . loud / loudly 2. Don’t talk so ______________ . The baby is asleep. louder 3. Please speak ________ so that I can hear you clearly.
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Unit1 How do you study for a test？全英文教案Unit1Howdoyoustudyforatest？Ⅰ.AnalysisoftheTeachingmaterialsInthisunit,studentslearntotalkabouthowtostudy.Sucht opicisveryusefultostudents.It’shelpfultoraiselearninginterestofallthestudents.Eit hermoreorlessadvancedstudentswillbenefitalot..Thefirstperiodmainlygivesstudentslisteningando ralpracticeusingthetargetlanguage"Howdoyoustudyfora text?Istudybydoing…".2.Thesecondperiodgivesstudentsmorelisteningandoralp racticeusingmoretargetlanguages.Theyarehelpfultoimp rovestudents’listeningandspeakingskills.3.Inthethirdperiod,studentslearntogetdetailedinform ationfromanarticle.Itisabasicreadingskillandisagrea thelptoimprovestudents’readingskills.4.Thefourthperiodnotonlyintroducessomenewwordsbutal soprovidesstudentswithmanydifferentkindsofactivitie s.Inthisclass,studentslearntogiveadvicetothosewhoha vedifficultyinstudying.5.Thefifthperiodisdesignedtotrainstudents’readingandwritingskills.Ⅱ.LanguageFunctionTalkabouthowtostudy.Ⅲ.TargetLanguage.Howdoyoustudyforatest?Istudybyworkingwithfriends.2.Haveyoueverstudiedwithagroup?yes,Ihave.I’velearnedalotthatway.3.Idon’thaveapartnertopractiseEnglishwith.maybeyoushouldjoinanEnglishlanguageclub.Ⅳ.Structureverb+by\withgerundⅤ.Vocabularyflashcard,takenotes,frustrating,memorize,aloud,comm a,makemistakes,pronunciation,beafraidto,whatabout…?whydon’tyou…?Ⅵ.TeachingTimeFiveperiodsTheFirstPeriodⅠ.TeachingAims.keyVocabulary:flashcard2.TargetLanguage:Howdoyoustudyforatest? Istudybyworkingwithagroup.Ⅱ.TeachingkeyPoint Talkabouthowtostudyfoaatest.Ⅲ.TeachingmethodTask-basedapproachⅣ.TeachingAids.Ataperecorder2.RealobjectsⅤ.TeachingProceduresStepⅠGreetingsT:Didyouhaveagoodtimeduringthesummerholidays? wheredidyougo?whatdidyoudo? Asksomestudentstodescribetheirsummerholidays. StepⅡLead-inT:Istodayaspecialday?T:whatareyournewterm’sresolutions?T:Lastterm,wangLinyuanandZhaoTinggotgoodgradesinEng lish;let’saskthemhowtostudyEnglishwell.T:wangLinyuan,howdoyoustudyforanEnglishtest?StepⅢTeach1aT:Howdoyoustudyforatest?S:Istudyforatestreadthetextbook.Teachercorrecttheanswer:oh,youstudybyreadingthetext book..Showsomerealthings,likeflashcards,tapes,thetextbook andvocabularylists,tointroducethewaysin1a.2.AskthestudentstotellotherwaysoflearningEnglish.Sampleanswersa.byjoiningastudygroupb.bypractisingconversationswithmyfriendsc.byreadingaloudeverymorningd.bywatchingEnglish-languageTVNote:Aflashcardisapieceofpaperorcardwhichstudentswriteaw ordonanduseittomemorizeinformation.StepⅣ1bThisactivityprovidesstudentspracticeinunderstanding thetargetlanguageinspokenconversation..Letthestudentslookatthepicturesin1b,askthemtotellth ewaysoflearning:bymakingflashcards,bylisteningtotapes,byaskingthete acherforhelp2.listentothetape,letstudentswritethecorrectletters.T:youwillhearoneconversation.youareaskedtowritethel etterofeachpictureinfrontofthenameofthepersonwhostu diesthatway.Pointoutthesampleanswertotheclass.T:meisays,"Istudybymakingflashcards."sotheanswerton umber1isa.Playtherecordingforthefirsttime.Studentsonlylisten.Playtherecordingasecondtime.Stud entswritedowntheiranswers.checktheanswerswiththewho leclass.Answers.a2.c3.bStepⅤ1cThisactivitygivesstudentsoralpracticeusingthetarget language.Readtheinstructionstotheclass..Inviteapairofstudentstoreadtheconversationtoth eclass,S1: Howdoyoustudyforatest?S2:Istudybyworkingwithagroup.2.writetheconversationontheblackboard.Thendemonstra teanewconversationwithanotherstudent.T:Howdoyoustudyforatest?S3:Istudybymakingflashcards.3.Studentsworkinpairs,andexchangethewaysofstudying.Asstudentswork,teacherwalksaroundandhelpswithpronun ciationasneeded.4.Askpairsofstudentstocometothefrontoftheclassrooma ndactouttheirconversations.StepⅥSummaryT:Inthisclass,we’velearnedsomekeyvocabularywords,suchasflashcard.And we’vealsolearnedthetargetlanguagesHowdoyoustudyforatest?Istudybyworkingwithagroup.StepⅦHomeworkAskstudentstointerviewstudentsinotherclasses,family members,andfriendstotrytodiscoversomenewwaysofstudy ingthathaven’tbeenintroducedinthebookorinclass.StepⅧBlackboardDesignUnit1Howdoyoustudyforatest?SectionATheFirstPeriod.TargetlanguagesA:Howdoyoustudyforatest?B:Istudybyworkingwithagroup.2.waysofstudying:byworkingwithFriendsbymakingflashcardsbyreadingthetextbookbymakingvocabularylistsbylisteningtotapesbyaskingtheteacherforhelp。