专题三 Understanding English Learners
2019外研版高中英语选择性必修三Unit2 Understanding ideas 课件 (2)
“Clay Figure Zhang” have been seeing a surge in
popularity as an authentic annd.v急al剧ua上ble升tr；ad激it增ional craft. adj. 真正的；真实的
Pre-writing
2. What qualities of the Lei family are mentioned? Find examples in the passage to support your answers.
each generation’s conscientious learning of their craft and undertaking ambitious projects, and in their works being more associated with the imperial court than with them.
Post-writing: Evaluation
Questions Does the expository essay include the key points? Is the expository essay organised properly and smoothly?
How is the language?
While-writing
Now write an expository essay.
Learning to learn An expository essay contains a fair and balanced analysis of an event, a situation or an idea. It commonly begins by clearly stating what it aims to explain or analyse. The main body comprises paragraphs with supporting evidence and facts. It concludes by reviewing the main theme of the essay in light of all the evidence that has been presented.
Unit+2+Understanding+ideas+课件高中英语外研版(2019)必修第一册
You also have to wonder at the unique madness of a language 你也会对英语这门语言独有的疯狂感到惊奇
in which a house can burn up as it burns down, 房子烧成灰烬时，可以说burn up(字面意思是“烧上去”)， 也可以说burn down(字面意思是“烧下去”)； in which you fill in a form by filling it out, 填表时，你可以说fill in a form(字面意思是“填入表里”)， 也可以说fill out a form(字面意思是“填到表外”)； and in which an alarm is only heard once it goes off! 而且只有闹钟走了(go off字面意思是“离开”)以后你才能听到铃声！
whether there was ham in a hamburger. There isn’t.
是否汉堡里有火腿。
答案是没有。
This made me realize that there’s no egg in eggplant either. 这让我意识到eggplant(茄子)里也没有egg(鸡蛋)。
For example, in our free time we can sculpt a sculpture and paint a painting,
例如，我们可以在闲暇时雕刻一座雕像(sculpt a sculpture)、画一幅画(paint a painting)，
but we take a photo. 但我们只能take(拍)一张照片。 And when we are traveling we say that we are in the car or the taxi, 旅行时，我们坐汽车或出租车时是说坐在里面(in)， but on the train or bus! 但是坐火车或公共汽车时却要说坐在上面(on)！ While we’re doing all this traveling, 而当我们旅行时，
Unit 2 Understanding ideas课件 高中英语外研版选择性必修第三册
① How did Cook Ding compare himself to other cooks? ② What lesson did Lord Wenhui learn from Cook Ding?
① How did Cook Ding compare himself to other cooks? Cook Ding compared himself to other cooks by comparing how often they had to change their knives.
Fast Reading Task 2 Summarize the main idea of each part.
Para. 3-4 Bill's fashion beliefs and devotion to photography
Language points 2. Nor was it a wide range of contacts and connections.
concentration, wisdom and devotion to one's craft.
Unit 2 A life’s work
Look at the photos and answer the questions.
1. What differences are there between these two photographers?
Language points
nor 单独用于句首，表示 “也不；也没有” 时，是副词， 句子主谓要部分倒装。
例如： He does not do it; nor does he try. 他不做那事，也从没尝试一下。
译林版英语七年级下册u3知识点
译林版英语七年级下册u3知识点Title: Unit 3 Exploration - Key Knowledge Points for Grade 7 English (Yilin Edition)Introduction:As we embark on the journey through Unit 3 of our English textbook, it is essential to grasp the key knowledge points that will serve as building blocks for our language proficiency. This unit encompasses a variety of topics, including grammar focus on tenses, vocabulary related todaily routines and personal habits, reading comprehension strategies, and writing techniques. Let us dive into the details of each section to ensure a comprehensive understanding.Grammar Focus: TensesThe backbone of any language is its grammar, and English tenses are no exception. In this unit, we will be exploringvarious tenses that depict actions in different time frames. The present simple tense, which indicates habitual actions or general truths, is a fundamental tense that every English learner must master. For instance, "I eat breakfast every morning" illustrates a regular activity in the present.Moving on, the past simple tense allows us to talk about completed actions in the past. By using the auxiliary verb "have" along with the past participle form of the main verb, we can construct sentences like "She had a delicious meal yesterday."Vocabulary: Daily Routines and Personal HabitsExpanding our vocabulary is crucial for effective communication. In this unit, we will enrich our understanding of words associated with daily routines and personal habits. Adjectives such as "regular," "occasional," and "irregular" describe the frequency of habits. Verbs like "exercise," "study," and "socialize" are common activities we engage indaily. Nouns such as "schedule," "ritual," and "routine" provide context for the structure of our days.Reading Comprehension StrategiesReading is not only about decoding text but also about understanding and analyzing the content. To enhance our reading comprehension skills, we should employ various strategies. Skimming gives us a general overview of the text, while scanning helps us locate specific information. Predicting what might come next based on the title or initial paragraphs sets a purpose for reading. As we read, making notes, underlining keywords, and summarizing each paragraph aids in retention and comprehension.Writing TechniquesEffective writing requires organization, clarity, and coherence. This unit emphasizes the importance of planning before we start writing. Constructing an outline or mind map helps to arrange our ideas logically. Using transitionalphrases like "Furthermore," "However," and "In addition" ensures that our writing flows smoothly from one idea to another. We should also pay attention to sentence variety, using both simple and complex sentences to keep our writing engaging.Conclusion:By mastering the key knowledge points in Unit 3, we are laying a solid foundation for our English language learning. Understanding the nuances of tenses, expanding our vocabulary, honing our reading comprehension strategies, and refining our writing techniques are all integral parts of this process. As we progress through this unit, let us strive to apply these concepts in our daily practice, thus enhancing our overall proficiency in English.。
九年级英语Unit 1 Section A(3a-3b)教案
by keeping English diaries.
...
The T can elicit from Ss to find out what difficulties they have in learning English.
Step 2Presentation & Reading
Unit 1 How can we become good learners?
Section A（3a-3b）
Teaching Aims
Language goals
Learn how to learn English.
Key words and phrases
expression, discover, secret, grammar, fall in love with, look up,
Task 2 Scanning
The T can guide Ss to read each paragraph carefully and answer the questions about each paragraph. Focus Ss’attention on the details and the key points. Then the T can present the answers.
Do you study English by watching English movies?
Then the T can make Ss talk about their English-learning methods . And make conversations as closed pairs:
2.What’s the girl doing in the picture ?
外研选择性必修第三册Unit2 Understanding ideas 公开课课件
Understandis
I Pre-reading
Ⅳ Post-reading
II Fast reading
Ⅴ Language points
III Intensive reading VI Homework
Ⅰ Pre-reading
Ⅱ Fast reading
Fast reading Choose another suitable title for the passage and give your reasons.
1. Social Butterfly 2. Art and Devotion 3. Follower of Fashion 4. A Life in Photographs
Pre-reading
Look at the photos and answer the questions.
3. What does the first picture tell you about the photographer?
The first picture tells us about the photographer’s approach to his work and his interest in people’s day-to-day lives.
Para 7: Cunningham’s passion for photography lasted throughout his life. He was 87 when he passed away, and had been working right up until his last illness.
Pre-reading
Education Lesson 3 Understanding课后练习-高中英语北师大版选择性
Unit 5 Education Lesson 3 课后练Part I 基础部分一、单词拼写1. No _________(文明) is superior to others, every of which has its unique advantages and strengths.2. Li Ziqi has got a good reputation for making _________ (传统的) Chinese food.3. Mr. Wang gave us a complete _________(分析) of the world situation in the scientific field.4. From his accent we can tell that it is _________(明显的) that Mr. Black comes from London.5. The expedition was _________(放弃) because of extreme weather conditions and all members came back to the camp.二、完成句子1. 他的付出获得了回报, 这一点都不令人惊讶。
(surprising)______ ______ ______ ______ his efforts paid off.2.我父母常向我强调正直和诚实的重要性。
(urge)My parents often ______ ______ ______ the importance of integrity and honesty.3.假如是你负责这项工作, 你会怎么处理这场纷争?(assumption)______ ______ ______ ______ you are in charge of the task, how will you settle the dispute?4.经常接触外文名著有助于外语学习。
新时代职业英语3(第六单元)
B. During the weekend.
C. Every evening.
D. Both A and B.
D 3. What are the benefits of lifelong learning?
A. It helps us keep up with the ever-changing world.
schedule /'skedʒuːl/ v. 为……安排时间；安排；预定
PART II
Getting to the Workplace
Dialogue 1 Keep Learning for Your Career
I Listen to the dialogue and choose the right answer.
新时代职业英语3
UNIT06： Dedicate Yourself to Lifelong Learning 做一个终身学习者
目录
CONTENT
01 Lead-in 02 Getting to the Workplace 03 Reading and Thinking 04 Writing 05 Tips for Working Smart 06 “i+1” Activities
B. B. It helps us maintain keen mental powers and expand our intellectual capacity.
C. C. It drives us to cultivate our power of reasoning, analyshe dialogue again and fill in the blanks.
C: That’s good. Not every company provides its employees with training opportunities. It seems that your company attaches great importance to the growth and development of its employees and encourages lifelong learning. L: You are right, but there is a problem. C: What’s the problem? L: We have to participate in training courses after a busy day and during the ___w_e__e_k_e_n__d___ . The schedule is a little tight. Sometimes I want to give up. C: But we should bear the concept of lifelong learning in mind. Learning daily will help us maintain keen mental powers and expand our intellectual capacity. Lifelong learning will drive us to cultivate our power of ___r_e_a_s_o__n_i_n_g___ , analysis and judgment. L: Yes, I agree with you. I’ll keep on and never give up. C: Good for you!
小学英语全英说课稿(10篇)精选
小学英语全英说课稿(10篇)温馨提示：本文是笔者精心整理编制而成，有很强的的实用性和参考性，下载完成后可以直接编辑，并根据自己的需求进行修改套用。
小学英语全英说课稿第1篇：Part One Analysis of the Teaching Material(一) STATUS AND FUNCTION1。
This is an important lesson in Book One。
From this lesson, it starts asking the Ss to grasp contents of each Sample。
To attain four skills request of listening, speaking, reading and writing。
To start listing Word Bank and tell the Ss to remember the new words。
To start asking the Ss to write the English sentences well。
Therefore this lesson is in the important position of the teaching material。
2。
This lesson is the first one of Unit 2。
So if the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit。
3。
Such a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their spoken English。
英语教学法教程重点-EnglishLanguageTeaching
3. Elements that contribute to the qualities of a good English teacher:
Ethic devo on, professional quali es, personal styles. ④ 补 充 的 excellent teachers: flexibility, encouragement, enthusiasm, leading by example, integrity, never stop learning, good communica on.
e. No teacher interven on: d. No material control:
6 Definition of task: a piece of classroom work which involves learners in comprehending,
manipula ng, producing or interac ng in the target language while their a en on in principally focused on meaning rather than form. (Nunan 1989:8)
2. P52: what can teachers benefit from lesson planning? (para. 2, totally there
are 6 ideas) Firstly, a class plan makes the teacher aware of the aims and language contents of the lesson. Secondly, it helps teacher dis nguish the various stages of a lesson and see the rela onship between them so that the ac vi es of different difficulty levels can be arranged properly and the lessons can move smoothly from one stage to another. Thirdly, proper lesson planning gives teachers the opportunity to an cipate poten al problems that may arise in class so that they can be prepared with some possible solu ons or other op ons for the lesson. Fourthly, good lesson planning gives teachers, especially novice teacher, confidence in class. They know what they are going to do next therefore they can pay more a en on to Ss ’ reac on and performance in class rather than themselves. Fifthly, when planning the class, the T also becomes aware of the teaching aids that are needed for the lesson. Last but not least, planning is a good prac ce and a sign of professionalism.
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专题三 Understanding English Learners 一 How to understand “learner” 1 从教育心理学的维度分析学习者：青少年学习心理发展概论 (1) 学习者个体心理维度概观： A个体心理过程：认知：注意、感知觉、记忆、思维、想象等 情感 意志 B 心理状态： 心理过程与个性之间的过渡状态 C 个性心理特征：气质、性格、能力等 （2）青少年心理发展与教育 A 心理发展： 含义与特征：所谓心理发展，是指个体从出生、成熟、衰老直至死亡的整个生命进程中所发生的一系列心理变化。研究表明，学生心理的发展有四个基本特征：连续性与阶段性、定向性与顺序性、不平衡性、差异性。 B 心理发展的阶段及其典型特征 我国心理学家通常将个体的心理发展划分为8个阶段。即：乳儿期(0~1岁)；婴儿期(1～3岁)；幼儿期(3~6、7岁)；童年期(6、7岁~11、12岁)；少年期(11、12岁～14、15岁)；青年期(14、15岁~25岁)；成年期(25～65岁)；老年期(65岁以后)。 少年期是指11、12岁到14、15岁的阶段，是个体从童年期向青年期过渡的时期，大致相当于初中阶段，具有半成熟、半幼稚的特点。 青年期指14、15岁至17、18岁时期，相当于高中时期。青年初期是个体在生理上、心理上和社会性上向成人接近的时期。 C 学生的情意发展 “人非草木，孰能无情”。情绪、情感是人们对于客观事物是否符合自己的需要而产生的态度体验。意志是人们为了达到既定目标，自觉克服困难，不断调节、支配个人行动的一种心理过程。 (3)学生情意发展的基本特点： 1、深受自尊心的影响。学生自我意识迅速发展，有着强烈的自尊心，很爱“面子”。这有其积极的一面，如要求自己在学习中不甘落后，也可能带来消极的影响，如在生活中比穿戴、讲排场。由于强烈的自尊心，表现在情绪上，一旦自尊心受到威胁或伤害，中学生会产生强烈的不安、焦虑或愤怒；表现在意志上，学生会努力维护自身的形象，对于别人的嘲笑、蔑视反应强烈，对于教师的忽视、压制、不公平对待非常敏感。 2、心境的欢乐与焦虑交替。由于学生主客观矛盾的增多和青春期生理发育，其心境主要有欢乐和焦虑两种，欢乐源于青春的活力，焦虑主要由于学习负担所致。 3、意志控制增强，情绪逐渐稳定。学生的情绪虽然比之成人易生易消，但毕竟比孩童时期有较大的抑扬，并逐渐趋于稳定，表现为意志对情绪的调控能力逐渐提高，情绪逐步带有文饰、内隐、曲折的性质，以及情绪的倾向性正在定型化。 4、自觉坚韧性品质有所提高。学生已能把个人目的和社会价值联系起来，并逐步学会使个人目的自觉服从于社会利益。与此同时，学生克服困难的毅力随年级升高而增强，这同学生责任感的培养和集体舆论的约束有很大关系。但总的说来，学生的情意品质还不够成熟，在挫折和失败面前，还是容易表现出迷茫和动摇，并产生悲观、畏难等消极情绪。 (4) 学生的人格发展 人格又称个性，是指决定个体的外显行为和内隐行为并使其与他人的行为有稳定区别的综合心理特征。 (5) 学生认知发展的经典理论 A. 瑞士心理学家皮亚杰(J. Piadget)的儿童认知发展阶段理论 (1)感知运动阶段(0～2岁) 这一阶段儿童的认知发展主要是感觉和动作的分化。 (2)前运算阶段(2～7岁) 这个阶段的儿童的各种感知运动图式开始内化为表象或形象模式，但思维仍受具体直觉表象的束缚。 (3)具体运算阶段(7~11岁) 这个阶段的儿童认知结构中已经具有抽象概念，思维可以逆转，因而能够进行逻辑推理。这个阶段的标志是儿童已经获得了长度、体积、重量和面积的守恒。 (4)形式运算阶段(11～15岁) 这一阶段的儿童思维已超越了对具体的可感知的事物的依赖，使形式从内容中解脱出来，进入形式运算阶段。具备的特征有如下几个方面： ①命题之间的关系 ②假设-演绎推理 ③抽象逻辑思维 ④可逆与补偿 ⑤思维的灵 (6) 前苏联心理学家维果斯基(L. S. Vygotsky)的“最近发展区”理论 儿童的现有水平和即将达到的发展水平之间的差异，就是最近发展区。 教学应适应最近发展区，从而走在发展的前面，并最终跨越最近发展区而达到新的发展水平。用图示表示表示如下：
实际学习水平 学习发展水平 脚手架帮助学习者通过最近发展区 二、第二语言习得研究框架中的语言学习者：影响语言习得的内因——学习者变量（learner variables） 1 影响语言学习的个体学习者差异因素 Factors listed as influencing individual learner differences in language learning
最近发展区脚手架 in 4 surveys 2 Altman (1980) 1 ）Age 2） Sex 3） Previous experience with language learning 4 ）Proficiency in the native language 5） Personality factors 6 ）Language aptitude 7） Attitudes and motivation 8 ）General intelligence (IQ) 9 ）Sense modality preference（Learning styles） 10） Sociological preference (e.g. learning with peers vs. learning with the teacher) 11） Cognitive styles 12） Learner strategies 3 Skehan (1989)
1） Language aptitude 2） Motivation 3 ）Language learning strategies 4 ）Cognitive & Affective factors a extroversion/introversion b risk-taking c intelligence d field independence e anxiety 4 Larsen-Freeman and Long (1991)
I Age Much research has been done to test a hypothesis proposed by linguists called the Critical Period Hypothesis. This hypothesis states that if humans do not learn a foreign language before a certain age (perhaps around puberty), then due to changes such as maturation of the brain, it becomes impossible to learn the foreign language like a native speaker. No definite answer to this hypothesis has been found and it is still debated by researchers, but there is some evidence that this hypothesis is true for acquiring native-like pronunciation even though there is less evidence that it is true for acquiring the grammar or the vocabulary of a foreign language. Even though nobody knows for certain exactly what happens to our brains as we mature, almost everyone agrees that almost all people who learn a foreign language after puberty will always have an accent. That is, native speakers will be able to identify that the person is not a native speaker of that language. (cited in Wang Qiang, English Language Teaching 2006: 92)
2 Socio-psychological factors a motivation b attitude 3 Personality a self-esteem b extroversion
Affective factors c anxiety d risk-taking e sensitivity to rejection f empathy g inhibition h tolerance of ambiguity 4 Cognitive styles a field independence/dependence b category width c reflexivity/impulsivity d aural/visual e analytic/gestalt 5 Hemisphere specializations 6 Learning strategies 7 Other factors e.g. memory， sex 5情感因素(affect)： 1）学习动机；学习动力 (motivation) Gardner & Lambert （1972） 工具型-融合型 Crookes & Schmidt 1990 外在动机 内在动机 长期/远景动力；短期、近景动力 incentive 诱因；动因 2) 学习归因(attribution) 外因；内因 成就归因: 成就型动机 动机型成就 6其他情意类因素： 自我概念 self concept 自我界定 ego boundary ： 明晰； 模糊 自尊 self esteem 自信 self-confidence 自我效能感 self-efficacy 态度(attitude， 个体对人、事、物、现象所持有的某种内在反应倾向，具有认知、情感、行为三维成分。) : 自觉型；兴趣型；强迫型 7学习中的认知因素(Cognition in learning) 1) 语言潜能、语言学能、 语言学习天赋(language aptitude