英语教案unin15Studyskills教学目标
初中英语九年级上册(牛津译林版)Unit5Studyskills教学设计
为了巩固本章节所学知识，培养学生自主学习能力和合作精神，特布置以下作业：
1.个人作业：
a.完成教材Unit5 Studyskills的课后练习，巩固所学阅读策略和词汇。
b.结合自己的学习经验，撰写一篇关于学习方法和技巧的英文短文，分享自己的学习心得和感悟。
c.制定一份个人学习计划，明确短期和长期学习目标，并运用所学阅读策略进行自主学习。
3.培养学生具备自信、自主、自强的品质，勇于面对学习中的困难，积极寻求解决办法。
4.培养学生具备责任感，对自己的学习负责，养成良好的学习习惯，为终身学习奠定基础。
二、学情分析
九年级学生经过前两年的英语学习，已具备一定的英语基础和阅读能力。在此基础上，他们对本章节的学习有以下特点：
1.学生对学习策略和方法有了一定的了解，但缺乏系统性的认识和应用。
d.注重课后辅导，针对学生个体差异，给予个性化指导，帮助学困生提高。
四、教学内容与过程
（一）导入新课
1.教学活动：教师以一场关于学习方法的讲座视频作为导入，引发学生对学习方法和技巧的思考。
2.教学内容：观看视频后，教师引导学生分享自己在学习过程中遇到的问题和挑战，以及他们的解决办法。
3.教学目标：激发学生对学习方法的兴趣，让他们意识到学习策略在学习过程中的重要性。
初中英语九年级上册（牛津译林版）Unit5Studyskills教学设计
一、教学目标
（一）知识与技能
在本章节的学习中，学生将掌握以下知识与技能：
1.能够熟练运用阅读策略，如预测、略读、寻读和精读，提高阅读效率和理解能力。
2.掌握课文中的重点词汇和短语，如：efficient, effective, skim, scan, summarize等，并能运用到实际语境中。
高三英语教案：unin15 Study skills 上课
高三英语教案：unin15 Study skills 上课教案是教师为顺利而有效地开展教学活动，根据课程标准，教学大纲和教科书要求及学生的实际情况，以课时或课题为单位，对教学内容、教学步骤、教学方法等进行的具体设计和安排的一种实用性教学文书，包括教材简析和学生分析、教学目的、重难点、教学准备、教学过程及练习设计等，下面是由小编为大家整理的范文模板,仅供参考,欢迎大家阅读.Lesson 57 教学设计方案StepI:Reading:I). Main factsFind out the right topic sentence for each paragraph.Paragraph 1 _____ Paragraph 2 _____Paragraph 3 _____ Paragraph 4 _____Paragraph 5 _____ Paragraph 6 _____II). Further reading1. Which is the most important tip the author wants to give us in the passage?A. Three ways of reading.B. Enjoy our reading.C. How to decide what to read.D. How to guess the unknown words.2. “It’s enough to dip into it and read bits here and there.” The underlined phrase in the above sentence can be replaced by ______.A. put intoB. tasteC. swallowD. chew and digest3. When corning across a new word in reading, we_______.A. should never turn to a dictionary for helpB. have to guess its e_act meaning from the conte_t (上下文)C. can get some hints (提示) from the situation and repeated e_amplesin the te_tD. needn’t pay any attention to it4. The following tips E_CEPT _________ can help you decide whether a book is worth chewing and digesting.A. to make sure the book is the one you can easily read and understandB. to get an idea of the organization of the bookC. to read the first few chapters very slowly and CarefullyD. to see whether the book will interest you or not5. “But not all the stories belong to this class.” The underlined word in the above sentence has the same meaning as the one in “_________”A. I have been twice at the French class at Morris’s.B. All matter can be divided into 3 classes: compounds, mi_tures and elements.C. He has a prejudice (偏见) against the English middle class.D. Are you in the first-year class or the second-year class?6. An interesting magazine, which you may read in a tor’s waiting room, belongs to the books for ________.A. swallowingB. tastingC. chewing and digestingD. A _ B7. Which of the following is WRONG?A. Our hobbies can sometimes help to decide what to read.B. It is suggested in the passage that we should use a dictionary when necessary.C. If you chew and digest a book, it just means that you read it very slowly.D. Reading cannot only help to improve our English but also enlarge our knowledge.Keys:1. B2. B3. C4. C5. B6. D7. Cnguage points:I)Learn the words by the conte_t:1.Some books are to be tasted, others to be swallowed, and some few to be chewed and digested.2.Other books are for reading slowly and carefully. If it is a book ona subject that you are interested in, you will want to “chew and digest it”.3.For e_ample, you might pick up a travel book and read a few pages before going to sleep.It is enough to dip into it and read bits here and there. In a word, this is “tasting”.2)The chemistry teacher dipped a finger into the cup and showed it to the class.Then, he put a finger in his mouth, tasted it and smiled. (Lesson6 of BookI)II)Put the following into Chinese, paying attention to the underlined part.(1) I am going to sell this old car, and buy a new one.(2) It’s turned awfully chilly, and I think it’s going to rain.(3) The books you borrowed from the library are to be returned before July 5th.(4) The train is to arrive in Beijing at _:25 pm.(5) I met Christine in the door way just as she was about to go away.(6) Johnny was about to say something more about the problem, but he checked himself.2. turn to/belong to/dip into/come across/ pick up(7) When our TV set broke, the repairman came in his truck to ______ it ______.(8) They met after 5 years, and ________ their friendship as if there had been no interruption.(9) Two-thirds of the members in the club_________ the wealthy class.(_) I can’t say I know a great deal about American history. I have just ________ one or two books on the subject.(_) Each student ______ a finger _______ the mi_ture and sucked it. The mi_ture tasted terrible.(_) After he left university Eric became a teacher, but later _______ journalism (新闻业).(_) Frank assured me that if I ever needed financial help I could always _______ him.(_) I ________ this book in an old bookstore on Fourth Avenue, so I got it quite by chance.3. in a word / in other words / above all /at the same time / such as / and so on(_) The band played all the evening-. Beethoven and Wagner ________ . (_) Animals that gnaw (咬、啃), _____ mice, rats, rabbits and weasels, are called rodents (啮齿动物).(_) Martin is smart, polite and well-behaved. _________, he is admirable.(_) Bruce did pass the history e_am; ______he didn’t know the subject very well.(_) Quite a few tips are given on how to be an efficient reader, but ______ we must enjoy our reading.(_) Your performance didn’t meet our demand —_________, you failed. Keys: (7) pick up (8) picked up (9) belong to (_) dipped into (_) dipped into (_) turned to (_) turn to (_) came across (_) and so on (_) such as (_) in a word (_) at the same time (_) above all (_) in other words StepIII.Cloze test:Do you read newspapers regularly? Newspaper articles 1 important and interesting information for people of all ages 2, not all information is of 3 to everyone. Fortunately, finding the sections that 5 youparticularly want to read 4 not difficult. There are probably certain sections of the paper 5 interest you most. 6 , the title of articles and the pictures 7 some clues about the contents.Once you have chosen 8 article to read, you will find the important 9 information _ the key facts in the first few paragraphs. The remainder( 其余的部分) of most articles gives _ . These details are usualy _ because they _ valuable supporting ideas to help the reader _ the key facts better.Sometimes they are simply human-interest（人类感兴趣的）details, _ background information or quotes(引用) from people in the news story. Remember this important difference _ a fiction(小说) story and a news story: the ending of a fiction story is important part.It is necessary to read only far _ in the article to understand _ has happened. The details are for people _ are more intersted in that subject.1.A. cover B.keep C.record D.contain2.A.Whatever B.Otherwise C.However D.Because3.A.interest B.interesting C.interested D.important4.A.is B.be C are D.does5.A.what B.that C it D.really6.A. Above all B. In a word C.Beside D.Apart from that7.A.give B.gives C.make D.makes8.A.a B.an C.the D.\9.A common B.ordinary C.general D.detailed_.A with B.into C.for D.and_.A facts B.details C.material D.things_.A.including B.included ed D.found_.A provided B.provides C.providing D.provide_.A.understand B.read C.see D.improve_.A so that B.such as C.instead of D.in spite of_.A. of B.from C.between D.among_.A.the B./ C.a D.an_.A.behind B.enough C.deep D.quickly_.A.what B.that C.which D.whose_.A what B.who C.whom D.whenLesson 58 教学设计方案StepI.Reading:I):Search for answers:1.What are the two meanings of the phrase “listening skills”?2.How can we become good listeners?II).Fast reading1.The phrase “listening skills” is about _____.A. the two types of listening to a foreign languageB. the arts of listening to people and learning a foreign languageC. different parts of the Chinese character tingD. how to make other people listen to you attentively2. Which of the following is NOT correct about being a good listener?A. You should listen with complete attention and respect.B. You shouldn’t watch TV while talking with others.C. You can give necessary advice to your friends in trouble.D. Don’t cut in when others are talking.3. In the view of the writer, we shouldn’t ____while talking in a group.A. take turns to listenB. ask any questionsC. look at the speakerD. speak at the same time4. When your friend is telling about her grandma’s death, you should ________.A. ask how she was feeling at the momentB. give her advice on how to get over itC. speak about a similar e_perienceD. just listen to her quietly and attentively5. The sentence “’Undivided attention’is another sign of respect” means that ________.A.you should appear to be listeningB.you may half-listenC.you should listen with complete attentionD.you must look at the speakerKeys:1. B 2. C 3. D 4. D 5. Cnguage points:I)There aret wo meanings of the phrase “listening skills”. One refers to the type of listening practice which we do when learning a foreign language.The more we practise, the better we get at listening to speech in a foreign language. The other meaning is about the art of being a good listener to other people.II)Language focus1. We all know that, _________, the situation in Afghanistan will get worse.A. if not dealt carefully withB. if dealt with not carefullyC. if not carefully dealt withD. if dealt with carefully not2. —We could have walked to this French restaurant; it was so near. —Yes. A ta_i ________ at all necessary.A. wasn’tB. hadn’t beenC. wouldn’tD. won’t be3. I would gladly pay ______ for the unusual stamp because it is of greatvalue to my collection.A. twice as muchB. twice so muchC. twice as much asD. so much twice4. The films made by Walt Disney ______ all over the world.A. is used to showB. is used to showingC. used to be shownD. used to show5. Printed on the package are a few words: “Complaints, _______, are to be addressed to the management.”A. if soB. if anyC. howeverD. in other words6. Li Yang, the founder of Crazy English, says that he copies it down _______ he conies to a beautiful sentence.A. unlessB. whileC. becauseD. every dine7. I know the teacher was ________ Jack when she spoke of a bright boy in our class.A. turning toB. corning acrossC. referring toD. picking up8. Since Joe was 67 it did not seem _________ that he would continue long in that position.A. probablyB. possiblyC. likelyD. impossible9. The newly-wed couple have been ______ a new house, but the ones they’ve seen have all beentoo e_pensive.A. looking aboutB. looking out forC. looking intoD. looking forward to_. His description of the accident disagrees _______ that of the other witness (目击者).A. onB. withC. toD. about_. A minor carelessness almost __________ him the chance of entering the famous university.A. costB. payC. tookD. made_. The Shanghaiese are making great efforts to beautify the city ______more overseas companies will come.A. in order toB. so as toC. so thatD. as a result_. Owen sent an e-mail to _____ that he was off to America with Glen.A. sayB. speakC. talkD. tell of_. I have tried to keep your advice in mind when _________ this year’s report.A. to writeB. writingC. to be writingD. written_. If Rebecca had started at nine o’clock, she _________ in London by eleven o’clock.A. must beB. could have beenC. should beD. ought to have beenKeys: 1. C 2. A 3. A 4. C 5. B 6. D 7. C 8. C 9. B _. B _. A _. C _.A _.B _. DStep III:Writing:The art of being a good listener.高三英语教案：unin_ Study skills 上课.到电脑，方便收藏和打印：。
牛津译林版英语八年级下册Unit5Studyskills教学设计
3.教师点评各组的讨论情况，引导学生认识到不同学习方法的优缺点，并鼓励他们尝试适合自己的学习方法。
（四）课堂练习，500字
1.教师设计一系列练习题，包括词汇填空、语法改错、阅读理解和口语表达等，让学生巩固所学知识。
2.学生独立完成练习题，教师巡回指导，解答学生疑问。
2.词汇和语法教学：采用任务型教学法，设计各种实践活动，如小组讨论、角色扮演等，让学生在实际语境中掌握重点词汇和语法知识。
3.阅读教学：引导学生运用略读和精读技巧，阅读短文，提高阅读速度和理解能力。同时，设计阅读任务，让学生在完成任务的过程中，深入理解课文内容。
4.口语交流：组织学生进行小组讨论，运用所学句型进行口语交流，分享学习方法和个人学习习惯，提高口语表达能力。
5.写作训练：在学生掌握课文知识的基础上，布置一篇关于自己学习方法的作文，要求学生运用所学词汇和句型进行写作，提高写作能力。
6.个性化指导：针对学生的个体差异，教师应在课堂上给予个性化指导，帮助学生找到适合自己的学习方法。课后，鼓励学生进行自我反思，调整学习策略。
7.评价与反馈：采用形成性评价和终结性评价相结合的方式，关注学生的学习过程和结果。教师应及时给予学生反馈，指导他们改进学习方法，提高学习效果。
4.教师强调学习方法的重要性，鼓励学生在今后的学习中，不断调整和改进自己的学习方法，提高学习效率。
五、作业布置
为了巩固本节课所学知识，培养学生的自主学习能力和学习方法，特布置以下作业：
1.完成课本Unit5 Study skills的课后练习题，包括词汇填空、语法改错、阅读理解和口语表达等，要求学生在规定时间内独立完，家长签字确认。
（二）过程与方法
英语教案-unin15Studyskills上课.docx
英语教案一uninl5Studyskills上课英语教案一uninl5Studyskills上课Lesson57教学设计方案St epi: Reading:I). MainfactsFindouttherighttopicsentenceforeachparagraph.Paragraph 1 ________ P aragraph2 ___Paragraphs _________ P aragraph4 ___Par agraph5 ________ P aragraph6 ____II). Fu rtherreadin g1.Whichi sthemostimp ortanttipth eauthorwant stogiveusin thepassage?A.Threewa ysofreading ・Enjoyour reading・C . Howtodecid ewhattoread ・D. Howtog uesstheunkn ownwords・2.“Itsenoug htodipintoi tandreadbit shereandthe re. ” Theunde rlinedphras eintheabove sentencecan bereplacedb y _______ ・A. p utintoB. tas teC. swall owD. chewand digest3.W hencorninga crossanewo rdinreading , we _______ ・A.shouldn everturntoa, dietionaryf orhelpB.h avetoguessi tsexactmean ingfromthec ontext（上下文）C.cangets omehints （提示）fromthesit uationandre peatedexamp lesinthetex tD.neednt payanyatten tiontoit4 ・ Thefollowi ngtipsEXCEP T _________ c anhelpyoude cidewhether abookiswort hchewingand digesting・A.tomakesu rethebookis theoneyouca neasilyread andundersta ndE.to get anideao fthe organizatio nofthebookC.toreadth efirstfewch aptersverys lowlyandCar efullyD.t oseewhether thebookwill interestyou ornot5. "B utnotallthe storiesbelo ngtothiscla ss. ”Theunde rlinedwordi ntheabovese ntencehasth esamemeanin gastheonein “____________ ”A. Ihavebe entwiceatth eFrenchclas satMorris" s ・Alimat tercanbediv idedinto3cl asses:compo unds, mixtur esandelemen ts.C. Heha saprejudice （偏见）against theEnglishmiddleclass.D.Areyoui nthefirst—y earclassort hesecond-yearclass?6 . Aninterest ingmagazine , whichyouma yreadinadoc torswaiting room, belong stothebooks for ___________ ・A. swallo wingB・ tasti ngC. chewi nganddigest ingD・ Aamp:B7.Whichof thefollowin gisWRONG?A. 0urhobbie scansometim eshelptodec idewhattore ad.B.Itis suggestedin thepassaget hatweshould useadiction arywhennece ssary.C・ I fyouchewand digestabook , itjustmean sthatyourea ditveryslow ly.D.Read ingcannoton lyhelptoimp roveourEngl ishbutalsoe nlargeourkn owl edge ・>Keys:l・B2・B3・C4. C5. B6. D7. CStepI I. Languagep oints:I)L earntheword sbytheconte xt:1.S ome booksaretob etasted, oth erstobeswallowed, andso mefewtobech ewedanddige sted・2.Ot herbooksare forreadings lowlyandcarefully. Ifit isabookonas ubjectthaty ouareintere st edin,youw illwa ntto “c hewanddiges tit”・3.Fo rexample, yo umightpicku patravelboo kandreadafe wpagesbefor egoingtosle ep.Itisenou ghtodipinto itandreadbi tshereandthere・Inaword , thisis “tas ting” ・2)T hechemistry teacherdipp edafingerin tothecupand showedittot heclass・ The n, heputafin gerinhismou th, tastedit andsmiled・(Lesson6ofBo okl)II) Pu tthefollowi ngintoChine se,payingattentiontoth eunderlined part・(1)I amgoingtose llthisoldca r, andbuyane wone・(2)I tsturnedawf ullychilly, andlthinkit sgoingtorai n.(3)Theb ooksyouborr owedfromthe libraryaret obereturned beforejuly5 th.(4)T he trainistoar riveinBeiji ngatl0:25pm ・(5)ImetC hristineint hedoorwayju stasshewasa bouttogoawa y.(6)John nywasaboutt osaysomethi ngmoreabout theproblem, buthechecke dhimself・2.tu rnto/be long to/dipi nto/comeacr oss/pickup(7)W henour TVsetbroke, therepairma ncameinhistruckto ______ i t _____ .(8)________________________________ Theymetafter5years , and _______________________ t heirfrien dshipasifth erehadbeenn ointerrupti on.(9)___________________________________________ Two -thirdsofth emembersint heclub __________________ ___ theweal thyclass・(10)l eantsa yIknowa.grea. tdealaboutA mericanhist ory. Ihaveju st _____________ o neortwobook sonthesubje ct・(ll)Ea chstudent_ _________ a finger _________ them ixtureandsu ckedit. Them ixturetaste dterrible・(12)Afterh eleftuniver sityEricbec ameateacher , butlater ________ j ourna lism(新闻业)・(13) ________________ Franka ssuredmetha tiflevernee dedfinancia lhelplcould always him・(14 ) I ________ t hisbookinan oldbookstor eonFourthAv enue, solgot itquitebych ance・3.in aword/inoth erwords/abo veall/atthe sametime/su chas/andsoo n(15)Theb andplayedal ltheevening -. Beethoven andWagner _________ ・(1 6)Animalsth atgnaw(咬、啃), ____________ m ice,rats, rabbit sandweasels , arecalledr odents (啮齿动物)・(17)Mar tinissmart, politeandwe 11-behaved・_________ , h eisadmirabl e.(18) ______________________________________ Bru cedidpassth ehistoryexa m; _____________________ hed idntknowthe subjectvery welL(19) Quiteafewti psaregiveno nhowtobeane fficientrea der, but ______ wemustenj oyourreadin g.(20) You rperformanc edidntmeeto urdemand — _ , you failed.Ke ys: (7)picku p (8)pickedup (9)belongt o (10) dipped into (11) dippedinto(1 2)turnedto(13)turnto(1 4)cameacros s (15) andsoo n (16) suchas (17) inaword (18) atthesa. metime(19)a boveall(20) inotherword sStepIII. Cl ozetest:D oyoureadnew spapersregu larly?Newsp aperarticlees7someclue sabouttheco ntents.On ceyouhavech osen8articl etoread, yousi important eofallages23toeveryoneat5youpartiereareproba restyoumost andinterest inginformat ionforpeopl ,notallinfo rmationisof ・ Fortunatel cularlywant blycertains y, findingth toread4notd ectionsofth ofarticlesa esectionsth ifficult. Th epaper5intendthepicturwillfindthe important9i nformationl Othekeyfact sinthefirst fewparagrap hs. Theremai nder （其余的部分）ofmostartic lesgivesl1. Thesedetail sareusualyl2becausethe yl3valuable supportingi deastohelpt hereaderl4t hekeyfactsb etter・ Somet imestheyare simplyhuman -interest （人类感兴趣的）detaiIs,15backgr oundinforma tionorquote s （弓丨用）frompe opleinthene wsstory.R ememberthis importantdi fferencel6a fiction（小storyandane wsstory:the endingofafi ctionstoryis impor taritp art. Itisnec essarytorea donlyfa.rl8inthearticle tounderstan dl9hashappe ned・ Thedeta ilsareforpe ople20aremo reintersted inthatsubje ct.1.A. co verB. keepC・ recordD. con tain2.A. W hateverB・ Ot herwiseC・ Ho weverD. Beca use3. A. in terestB. int erestingC・ i nterestedD・important4.A. isB. beCar eD. does5.A. whatB. tha tCitD. reall y6.A. Abov eallB・ Inawo rdC・ BesideD . Apartfromt hat7.A. gi veB・ givesC・ makeD・ makes8.A. aB. anC. theD. \9.A commonB・ ord inaryC・ gene ralD・ detail ed10.A wit hB. intoC. fo rD. and11.A factsB. det ailsC・ mater ialD・ things12.A. incl udingB. incl udedC・ usedD . found13.A providedB・ providesC・ p rovidingD・ p rovide14.A. understan dB. readC・ se eD. improve15.A sothat B. suchasC・ i nsteadofD・ i nspiteof1 6. A. ofB. fro mC. betweenD . among17.A. theB. /C. aD. an18.A. be hindB・ enoug hC・ deepD・ qu ickly19.A・ whatB. that C. whichD・ wh ose20.Awh atB. whoC. wh omD. whenLes son58教学设计方案Step I. Readi ng:I) : Searc hforanswers :1.Whatar ethetwomean ingsoftheph rase u listen ingskills^ ?2.Howcanw ebecomegood listeners?I I)・ Fastread ing1.Thep hrase "listeningskills” isabout_________ ・A.thetw otypesoflis teningtoafo reignlangua geB.thear tsoflisteni ngtopeoplea ndlearninga foreignlang uageC.dif ferentparts oftheChinesecharacte rtingD. howt omakeotherp eoplelisten toyoua,ttent ively2.W h ichofthefol lowingisNOT correctabou tbeingagood listener?A.Youshould listenwithc ompleteatte ntionandres pect・E. Yo ushouldntwa tchTVwhilet alkingwitho thers・C・ Y oucangivene cessaryadvi cetoyourfri endsintroub le.D.Dont cutinwhenot hersaretalk ing・3.Int heviewofthe writer, wesh ouldnt ____________ w hiletalking inagroup・A.taketurnsto listenask anyquestion sC.lookatth espeakerD.s peakatthesa metime4.W henyourfrie ndistelling abouthergra ndma? sdeath ,youshould _________________ ・A . askhowshew asfeelingat themomentB.giveherad viceonhowto getoveritC.speakabou tasimilarex perienceD . justlisten toherquietl yandattenti vely5.The sentence U ndividedatt ention' isan othersignof respect v mea nsthat ___________ ・A. you shouldappea rtobelisten ingB.youmay half-listenC.youshou ldlistenwit hcompleteat tentionD.youmustlook atthespeake rKeys: 1. B2. C3. D4. D5. CStepII. Lan guagepoints :I)Therea retwomeanin gsofthephra se u listenin gskills v . 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高三英语教案：unin15 Study skills 上课
高三英语教案：unin15 Study skills 上课Lesson Plan: Unite 15 - Study SkillsObjective:- To introduce and practice various study skills that will help students improve their learning and academic performance.- To enable students to actively engage in effective study techniques and strategies. - To provide opportunities for students to apply study skills in real-life situations. Materials Needed:- Whiteboard or blackboard- Markers or chalk- Handouts with study suggestions and tipsProcedure:1. Warm-up (5 minutes):- Begin the lesson by asking students to share their favorite study method or technique.- Write their responses on the board, creating a list of different study strategies.2. Introduction (10 minutes):- Present the importance of effective study skills and how they can help students succeed in their academic endeavors.- Explain that while everyone has their own preferred study methods, it is important to explore and try different techniques to find what works best for individual learning styles.3. Vocabulary Activity (10 minutes):- Introduce relevant vocabulary words related to study skills, such as note-taking, time management, active reading, etc.- Ask students to brainstorm examples and definitions for the given words.- Write the definitions on the board and encourage students to use these words throughout the lesson.4. Presentation of Study Skills (15 minutes):- Introduce and explain different study skills, such as:- Note-taking techniques: Cornell Method, Mind Maps, etc.- Effective time management: prioritizing tasks, creating study schedules, etc.- Active reading strategies: highlighting, annotating, summarizing, etc.- Memorization tips: flashcards, mnemonic devices, repetition, etc.- Discuss each study skill in detail, providing examples and explaining when and how to apply them.5. Group Discussion (10 minutes):- Divide students into small groups and assign each group a study skill to discuss and analyze.- In their groups, students should:- Share their understanding of the assigned study skill.- Reflect on its benefits and potential challenges.- Brainstorm specific situations where this study skill would be useful.- Discuss how their study skill could be improved or adapted for different subjects or learning styles.6. Group Presentations (10 minutes):- Each group presents their assigned study skill to the class, summarizing their discussions and sharing their findings.- Encourage other students to provide additional insights or ask questions.7. Application Activity (15 minutes):- Distribute handouts with study suggestions and tips.- Ask students to select one or two study skills they find most interesting or useful.- In pairs or individually, students should choose a current topic or subject they are studying and apply their selected study skills to the material.- Monitor and provide guidance if necessary.8. Wrap-up (5 minutes):- Have a brief class discussion about the application activity.- Ask students to share their experiences and thoughts on the effectiveness of the study skills they practiced.- Emphasize the importance of regularly using and refining these study skills to improve learning and academic success.Optional Extension Activities:- Assign a short homework task where students have to reflect on their study habits, identify areas for improvement, and create a personalized study plan.- Invite a guest speaker, such as a successful university student or a teacher, to share their own study skills and experiences.- Conduct a follow-up lesson to review and reinforce the study skills discussed in this lesson, allowing students to share their progress and challenges.。
牛津译林版英语七年级下册Unit5Studyskills教学设计
1.教学内容安排：本节课主要讲授一般现在时和现在进行时在描述学习习惯和方法中的应用，以及如何运用目标语言进行讨论。
2.教学方法：采用情境创设、例句展示、语法讲解等方法，帮助学生理解和掌握新知识。
3.教学过程实施：教师创设真实语境，如“Lily is in the library. She is reading a book about study skills and making notes.”，引导学生运用目标语言进行描述。同时，通过讲解和练习，让学生掌握一般现在时和现在进行时的用法。
4.教师及时批改作业，给予反馈，指导学生改进学习方法。
3.教学评价：评价学生在小组讨论中的表现，关注他们的语言表达能力、合作意识及思维品质。
（四）课堂练习
1.教学内容安排：设计不同类型的练习，如填空、句型转换、写作等，帮助学生巩固时态和词汇的掌握。
2.教学过程实施：教师发放练习题，学生独立完成。在此过程中，教师适时给予指导，解答学生的疑问。
3.教学评价：通过课堂练习，了解学生对本节课知识的掌握程度，为课后辅导提供依据。
4.作业布置：布置富有挑战性的课后作业，如写一篇关于学习方法和技巧的短文，巩固课堂所学。同时，鼓励学生将所学知识运用到实际学习中，提高学习效果。
五、作业布置
针对本章节的教学内容，作业布置旨在巩固学生对学习方法和技巧的理解与应用，提高他们的语言实际运用能力。以下是具体的作业设计：
1.写作任务：要求学生结合本节课所学的词汇和语法，写一篇关于自己学习方法的短文。短文至少包含以下内容：
3.培养学生的自信心，鼓励他们在课堂上积极参与，勇于表达自己的观点。
4.培养学生具备批判性思维，使他们能够对所学知识进行思考和分析，形成自己的见解。
初中英语七年级下册(牛津译林版)Unit5Studyskills教学设计
在本章节的教学中，教师应关注学生的个体差异，充分调动学生的积极性，提高学生的英语学习兴趣和自信心。同时，教师应针对学生的实际情况，设计不同层次的教学活动，使每个学生都能在课堂上得到锻炼和提升。通过学情分析，为教学设计和实施提供有力依据，以提高教学效果。
5.通过课堂反馈和课后作业，及时了解学生的学习情况，调整教学策略，提高教学效果。
（三）情感态度与价值观
在本章节的学习中，教师将关注以下情感态度与价值观的培养：
1.培养学生积极的学习态度，激发学生的学习兴趣，让学生在学习过程中体验到成就感和快乐。
2.培养学生独立思考、合作探究的精神，使学生认识到学习是一个持续的过程，需要不断努力和改进。
（2）终结性评价：通过单元测试、课后作业等，全面评估学生的学习成果，为下一阶段的教学提供参考。
4.教学反思：
在教学过程中，教师应不断反思自己的教学方法和策略，关注学生的个体差异，调整教学进度，以提高教学效果。
四、教学内容与过程
（一）导入新课（500字）
1.教师通过多媒体展示一组图片，呈现学生在学习中遇到的各种场景，如做作业、课堂听讲、小组讨论等，引导学生关注学习过程中的问题。
2.重点：提高学生的听说能力和阅读技巧，使学生能够理解并参与小组讨论，提出解决问题的建议。
难点：如何激发学生的听说兴趣，提高课堂参与度，以及如何培养学生快速获取信息、分析问题和解决问题的能力。
（二）教学设想
1.针对重点和难点，采用以下教学策略：
（1）创设真实语境：利用多媒体手段，如图片、视频等，呈现与学习相关的场景，激发学生的学习兴趣，引导学生运用所学知识进行交流。
初中英语七年级下册(牛津译林版)Unit5Studyskills教学设计
4.引导学生通过自主学习、探究学习等方式，培养良好的学习习惯和自主学习能力。
（三）情感态度与价值观
1.培养学生积极的学习态度，激发他们对学习的兴趣和热情。
2.培养学生合作意识，让他们学会在小组合作中分享、交流、互助。
3.语法讲解：教师讲解一般现在时和一般过去时的用法，并通过例句展示，让学生在实际语境中感知和理解。
（三）学生小组讨论
1.教学活动：教师将学生分成小组，让他们讨论以下问题：“What are your favorite study skills? How do they help you?”
2.小组分享：每个小组选代表汇报讨论成果，其他小组倾听并给予评价。
三、教学重难点ቤተ መጻሕፍቲ ባይዱ教学设想
（一）教学重难点
1.重点：本章节的重点在于让学生掌握有效的学习方法和策略，如做笔记、总结、组织等，并能运用这些方法提高学习效率。
难点：如何引导学生将这些学习方法内化为自己的学习习惯，并在实际学习中灵活运用。
2.重点：运用一般现在时和一般过去时描述学习习惯和方法。
难点：让学生在实际语境中熟练切换时态，正确使用动词形式。
b.结合多媒体教学资源，丰富教学内容，提高学生的学习兴趣。
c.通过课堂互动，关注学生的情感需求，营造轻松、愉快的学习氛围。
d.定期进行学习反馈，了解学生的学习进度和困难，及时调整教学策略。
四、教学内容与过程
（一）导入新课
1.教学活动：教师通过展示一组图片，如学生在图书馆阅读、做笔记、讨论等，引导学生关注学习场景，激发他们对学习方法的思考。
3.任务型教学：设计具有挑战性的学习任务，引导学生运用所学知识解决问题，培养他们的自主学习能力和创新精神。
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英语教案－unin15Studyskills教学目标一、本单元的语言知识主要有：1。
remind sb。
of sth。
2。
fix a date for…3。
on作“关于；论及”的用法4。
“be + to be + 过去分词”表示“有必要做某事”、“有可能做某事”或“按计划做某事”的用法5．Dip into表示“随便翻阅；浏览”的用法6．not作部分否定的用法7．V-ing作伴随状语的用法8．in a word9．shut up10．above all11．here and there12．once again13．look out for14．in reply（to…）／reply to15．in different ways16．take turns二、本单元应掌握的日常交际用语有：l．I’d love to…2．Would you like to…3．Will you come to…？4．I had no idea + 从句。
三、本单元在语法方面主要复习和系统和总结行为动词和情态动词的时态，归纳了句中谓语构成的基本形式。
四、英文书信是本单元在书面表达方面的教学要求。
培养做读书笔记的能力也是本单元在阅读教学方面的要求。
因为这种题型能比较客观和综合地反映学生的阅读理解能力和书面表达能力。
教学建议1。
are to be tasted/swallowed/chewed and digested 是be + 动词不定式被动式结构，这种结构意为某事应当、必须如何，常用在通知和说明书里。
如：This medicine is to be taken three times a day after meals。
此药一日三次，饭后服。
Such men are to be pitied。
这种人应当得到怜悯。
This form is to be filled in in pencil。
此表须用铅笔填写。
The recorder you borrowed last week is to be returned before May 6。
你上周借的收录机应当于五月六日前归还。
2。
sb。
+ be likely + to-v。
意为某人可能做某事，还常用It + be + likely + that – cl。
结构表示某事可能发生。
如：He does not seem likely to get it from you。
他看来不可能从你这儿得到它。
An accident is likely to happen again。
可能会再次发生事故。
It’s not likely there’ll be much difficulty。
不可能有很大困难。
3。
appreciate(vt。
)意为喜欢，欣赏；感激；理解等。
如：That’s just because you can’t appreciate music。
那正是因为你不会欣赏音乐。
I appreciate the difficulty。
我理解那个困难。
I greatly appreciate your kindness。
我非常感激你的好心。
4。
offer(n。
) 意为主动提供的职位，帮助等。
如：You ought to accept the offer。
你应该收下人家主动提供的帮助。
Thank you for your kind offer of help。
谢谢你的好心的帮助。
offer (。
vt。
) 意为（主动）提出做某事（接不定式）；主动给（接名词、代词或双宾语）。
如：He offered to lend me some books。
他主动提出借几本书给我。
I have been offered a job in Spain。
有人主动为我提供在西班牙的工作。
5。
短语动词 get at 意为理解，领会，掌握。
如：It is not easy to get at the meaning of every idiom in English。
要弄懂每一个英语成语的意思是不容易的。
We have finally managed to get at the facts of the matter。
我们终于设法掌握了所有的事实。
get at还表示到达；找到，得到；开始干（工作）等。
如：This village is difficult to get at。
这个村庄很难到达。
We have to get at some money somehow。
我们得设法弄点钱。
I hope I have time to get at my homework tonight。
我希望今晚能开始做家庭作业。
6。
切勿混淆so do I和so I doso do I 属于“so + do（be，have，can）+ 主语”结构，是倒装语序。
表示同样的看法或做法。
如：Tom went swimming yesterday．汤姆昨天去游泳了，我也去了。
I can speak French。
And so can my sister。
我会讲法语。
我妹妹也会。
so I do属于“so + 主语 +do（be，have，can）”结构用于赞同对方的话，或对前文提及的情况给予肯定。
如：－The workers worked very hard．－工人们工作很努力。
一So they did．他们的确如此。
7．some time，sometime，sometimes用法比较some time是名词词组，通常表示“一段时间”。
He rang again after some time．过了一会儿他又打电话来了。
It will take some time to translate this book．翻译这本书要费一些时间。
sometime是副词，表示“曾经，某时，有朝一日”，常同过去时或将来时连用。
如：Will you go and see your teacher sometime？你哪一天去看看你的老师好吗？The accident happened sometime last month．事故发生在上月某一天。
sometimes是频度副词，表示“有时候”。
如：Sometimes the little girl laughs，and sometimes she cries．这个小女孩有时笑，有时哭。
Sometimes I went to school by bike and sometimes on foot．我有时骑自行车上学，有时步行去。
8。
find，find out，look forfind通常强调找的结果。
其后可跟名词、复合结构或that从句。
如：Use your head， then you’ll find a way。
开动脑筋，就会有办法的。
He found his home village unchanged。
他发现家乡还是老样子。
find out通过观察、调查、询问等方式找出（原因等），或发现（秘密、错误）情况等，其后一般跟名词、代词或从句。
如：Have you found out his address？你查到他的住址了吗？Please find out when the train leaves．请打听一下火车什么时候开。
look for强调找的过程。
如：Do you know what he is looking for？你知道他在找什么吗？He is looking for his dictionary bought yesterday。
他在找昨天买的那本词典。
9。
none与no onenone作代词时，既可指人，也可指物，常常受后面of 短语的限制，of后可接复数可数名词，作主语时，谓语动词可以是单数，也可以是复数，其后的可数名词或代词必须是三者以上的人或事物。
如：None of my friends smokes/ smoke。
我的朋友中没有一个抽烟。
He liked none of the books。
这些书他一本也不喜欢。
all用于否定是部分否定，而none所表达的否定是全部否定。
如：None of the books is/ are nice。
这些书没有一本是好的。
All of the books are not nice．这些书并非每本都好。
no one一般用来指人，后面不能跟of短语。
no one作主语时，谓语动词只能用单数。
如：No one knows the answer to the question．没有一个人知道这个问题的答案。
No one was killed in the traffic accident．在那次交通事故中没有一个人死亡。
nobody是不定代词，只能用于人，常与no one互换。
none和no one常用于简略答语中，none用来回答“How many…”，而no one常用来回答“Who…”，如：一How many pictures are there on the wall？墙上有几幅画？—None．一幅也没有。
－Who is in the lab？谁在实验室里？一No one（Nobody）．没有人在实验室里。
10．instead与instead彼此不能“代替”instead是副词，一般单独使用；instead of是介词短语，后面要接宾语，如：The girl doesn’t want a pen．Give her a pencil instead．那个女孩不要钢笔，给她一支铅笔吧。
Give him a pencil instead of a pen。
给他一支铅笔，不要给他钢笔。
在句中instead的动作是被“取”的，即要做的；而instead of后面的动作是“舍”，即不做的。
如：Last winter we went to Hainan Island。
This winter we are going to Guangzhou instead。
去年冬天我们去了海南岛，今天冬天将去广州。
This winter we are going to Guangzhou instead of Hainan Island。
今天冬天我们将去广州而不去海南岛。