英语教学法教程unit10-teaching-speaking
英语教学法教程(课堂PPT)
Method (the listen and repeat drills)
– Language is learned by constant repetition and reinforcement of the teacher
– Mistakes were immediately corrected
对语言教学本质的理解及其对教学实践的影响
9
Views on Lanuage
• The Structural View (结构主义） • The functional View（功能主义） • The interactional View（相互作用理论或交
互理论）
10
The Structural View
•
words
•
morphemes（词素）
• (the smallest meaningful unit)
•
phonemes（音素，音位）
• (the smallest unit)
13
The purpose of language learning
• To learn a language means to learn these structural items so as to be able to understand and produce language.
Unit 10 How can i improve my english-Listening&Speaking
Have you pronounced as the following?
拿了桔子跑啊
Knowledge is power! 谁又偷猫肉. See you tomorrow.
我们遇到的难题
Warm-up questions:
Your Experience of Learning English 1. Do you have any trouble learning English? If any, what is it? 2. How do you study English?
Caller’s Job
Singer
Prof Learning’s Advice
Learn to say the words first.
Hairdresser
Try to understand the key words.
Activity 9
Read and underline. 阅读对话，用下画线标出与询问难 题和给出建议相关的语句。
单击此处添加标题
At last , remember this , believe in yourself , you can make it.
Activity 7、8
Listen and write. 听录音，在下表左栏写出来电人的身份。 Listen and write. 再听录音，在活动7的表中写出Learning 教授的建议。
学习英语不是件容易的事，这里有 两条经验，大家不妨借鉴一下： ● Good learners are never afraid of asking questions. ● Good learners are never afraid of making mistakes.
七年级英语下集体备课教案unit10
七年级英语下集体备课教案unit10课题【Unit 10 I’d like some noodles.】科目【英语】年级【七年级】课时【Period 1】授课教师【】1.Knowledge objects(1)Key words: noodles, beef, mutton, chicken,cabbage, potatoes, tomatoes.(2)Target Language: What kind ofnoodles would y ou like? I’d like beef and tomato noodles, please.(3)To learn the countable and uncountablenouns.2.Ability objectsTo train students’ ability of listening and speaking.二、教学重、难点：1. To learn the names of food and the countableand uncountable nouns;2. 能熟练使用句型What kind of noodles wouldyou like?和What size would you like?三、教学方法：“五步、双重教学法〞四、教具准备：课文录音多媒体使用：无五、教学过程：〔一〕复习旧知[如何突破重难点][你以什么方式激发学生的学习兴趣学法Step 1:Free TalkWhat’s the weather like here? What does he/she look like?二〕新课导学Do you like food? What food do you know? Let’s review it. Bread, chicken, rice, ice-cream, eggs and so on.〔三〕自学新知1 Teach the new words and read them.2Ask students to match each word with the foods.3 Check the answers.〔四〕检测新学Let’s do 1b. Play the recording the first time .Students only listen. Play the recording a second time. Correct the answers.Step3 Practice1、Read the conversation inthe picture in 1a.2、Ask students to work inpairs. One person is the waiter, the other one is the customer. 【教师精心设计典例分析】备注：3、Perform the conversationin front of the classroom. 〔五〕稳固新知Step4 Listening1、you will hear aconversation and check the names of the food you hear below.2、Play the recording a secondtime. And correct the answers.3、Read the conversation in2b. listen again and fill in the blanks4、Check the answers.Step6 Practice1、Work in pairs . Each studentcan be both the waiter and the customer. Say what you really like with your noodles.〔六〕课堂小结学生掌握“would like〞句型的各种句式。
unit 10
Homework:
Act out task 2 on Page.122
Period 3 – 4
Reading Through: Text A –How to Get the Job You Want
I.Leading-In (10’) (PPT导入)
1.Watch and discuss:
e.g. He goes hunting once a week.
invest money/energy/time into把(资金/精力/时间)投入到……
start from ground zero从头开始
e.g.It’s not really practical to start from ground zero in such a
Note: “ it” refers to the previous sentence; that is” you must convince your possible employer that you are that one special person he has been looking for”
Improve students’ reading skill of getting message;
Master the reducing wordiness(2);
Understandthe main ideas of Text A;
3.In Grammar, students will be able to:know how to use the V-ing and to V.
Part III (Para.11):The author’s suggestion serving as theconclusion.
英语教学法教程教案
英语教学法教程教案Teaching PlanⅠ.Background information:●Analysis of the teaching material:This reading material is from Unit10,Section A I’m Going to be a Basketball Player. The topic of the lesson is talking about occupation. This topic is attractive and interesting because it is close to Students’ daily life. But some new words and expressions are difficult for students to understand.●Analysis of the students:The students are in junior high school, Grade 2.They have mastered a basic knowledge of English, but they may be unaware of some new words and expressions . Besides, they may have different ideas of what they are going to be in the future and they are curious about some jobs.Ⅱ. Teaching objectives1.Knowledge objectives:Students can learn some important words and expressions: professional, pilot, programmer, engineer,dream job, grow up, move to, exhibition, resolutions, get good grades, get a part-time job, make more friends2.Ability objectives1)students can understand the words and expression of future intensions2)students can understand the dialogue about future intensions3) students can talk with other students about their future intensions usingthe structure pattern “be going to”3..Affective objectivesEveryone has their own dreams and plans for the future and look forward to the future career. People often talk about their ideas, so this part can stimulate the students' learning initiativeand interest in learning.Ⅲ. Key points and difficult points.1.key point1）vocabulary: professional, pilot, programmer, engineer, exhibition, resolutions……2) sentence pattern: --What are you going to be…--I’m going to be….--How are you going to do……--I’m going to ……2. Difficult point and solutions一般将来时be going to 中be 的具体形式和后面接动词原形的用法学生容易混淆. 学生根据自己喜欢的职业，运用所学知识谈论自己打算怎样做来实现目标则既是难点，又是能力训练点。
unit10It′s a nice day ,isn′t it 经典说课稿
Unit 10 It’s a nice day,isn’t it？一、教材分析本单元的语言功能项目是“Make small talk”涉及到的语法是“反意疑问句”，另外还有“Thank-you note”的形式和内容，因此在教学中，要采用灵活、开放的教学模式，充分利用教材中的卡通画，紧密联系实际，为学生提供真实的情景来交流、讨论，从而实现本单元的目标教学。
Section A是语言功能的初步呈现和输入阶段。
师生可由1a部分的卡通画部分开始，通过呈现——展示——讲解——理解——操练——运用这几个环节，循序渐进，从而达到对反意疑问句这一语法现象的认识。
师生在完成1a卡通画的过程中，教师可对一些语言文化知识进行必要的补充，激发学生的兴趣和想象力，在师生的交流过程中完成1b的听力任务和1c 的说的任务。
2a是任务型听力，要求学生听完听力材料后，判断哪一个谈话是成功的“small talk”，同时让学生明白，只有交谈双方积极参与，这样的谈话才是一个愉快地、成功的“聊天”。
2b的句子通过听力进行排序，并在此基础上加以操练，注意运用反意疑问句来提问题。
在实施2c的教学中，可鼓励学生联系实际，用反意疑问句形式提出问题。
二、学情分析文化意识的培养是学习语言的重要组成部分。
学习一门语言就意味着学习一种文化。
东西方文化的差异，学生对西方文化知识了解有限。
本单元的话题与学生实际生活紧密联系。
这就形成了一个很好的信息沟。
让学生学会人际交往，培养恰当运用英语的能力。
同时拓展视野，丰富生活经历，提高人文素养，使语言学习的过程成为学生形成积极的情感态度的过程。
三、教学目标1.知识目标掌握umbrella 、noon、goodbye、cross、low、slow、cost、note、body、holiday、traffic、look through、get along、at least、be careful等词汇及短语。
掌握句型：It’s a nice day, isn’t it? You are Ben’s sister, aren’t you? The train is always late, isn’t it? You love violin music, don’t you?学习反意疑问句的表达：The No.15 bus stops here, doesn’t it？2.能力目标引导学生学会在不同的情景下与陌生人闲谈；通过听说读写的训练，使学生获得英语基础知识和初步的交际能力。
教学法unit10new
(anticipated problems)
• Teaching methods/Teaching approaches
• Teaching aids
• Teaching Procedure
Teaching Plan
General rule
Prepare thoroughly. But in class, teach the learners – not the plan. ➢Flexibility
Forms of teaching plan
• Table form • Text form • Blended form
– Allotted time (usu. in procedure)
– Homework (consolidation and preparation for next lesson)
• Attachment: the design of the writing on the blackboard/ Blackboard design/Writing on the blackboard (表格形式)
purple, size, cool。
Example 2
• Students can make use of the big book information to pretend to be the Five Fuwa.
• Students enjoy singing songs of Beijing Olympics • Students know how to greet people by using
人教版新目标九年级英语教案unit10
人教版新目标九年级英语教案Ｕnit 10 You’re supposed to shake han d.Period 1 SectionA(1a-1c)Knowledge aims:(1)Key Vocabularybow, kiss, be supposed to, shake hands, customs(2) Target LanguageWhat are people in Korea supposed to do when they meet for the first time? They're supposed to bow.Ability aims:１. Train students' listening ability.２. Train students' communicative competence.Emotional aims:Before you meet foreigners, you should some customs. In this way, you can act politely and properly.Key points:Talk about customs and what you are supposed to do.Difficult points:Know about customs of different countries.Teaching methods:1．Scene teaching method2．Listening-and-answering activity to help the students go through with the listening material.Teaching tools:1.A tape recorder 2.PPT课件Teaching procedures:Step I: Review1.Yesterday we finished Unit 9. In this unit, we learned some ways of asking for information politely and express preferences.Make conversations with your friends.A: What kind of music do you like?B: I like music that ____________.2.Write your own sentence:I like music that________________________.I like musicians ________________________.Step II :New lesson1.Presentation：Step 1 1aThis activity introduces some target language.Let students read the instructions.Point to the two lists of words. Read each word and ask students to repeat it.Put up a map of the world on the board. Ask students to explain where each of the countries is.Suggested answers1．Brazil is in South America, next to Peru.2．The United States is in North America, next to Canada.3．Japan is in East Asia, to the east of China.4．Mexico is in North America, on the south of America.5．Korea is in East Asia. It is our neighbor.Look at the sample answer. Tell students to guess if they aren't sure. Answers1.c2.b3.a4.b5.aStep Ⅲ 1bThis activity gives students practice understanding the target language in spoken conversation.Play the tape for the first time. This time, students only listen.Play the tape a second time. Ask them to listen to the recording and check their answers to Activity 1a.Check the answers with the class. Invite a student to read the answers. Step Ⅳ 1cThis activity provides guided oral practice using the target language. Read the instructions to the whole class. Point out the example in the box. Ask two students to read it to the class.Step III:Practice:1. In Japan, the people are supposed to _________(鞠躬) when they meet for the time.2. It's not polite ____________(亲吻) the others in public in China.3. I was supposed to arrive at 8：00, but I (到达) at 9:00.4. When we meet Americans for the first time, we should_________(握手)with them.5. You must know some __________(习俗) before you go to some foreign countries.Step IV:summary:In this class, we've learned some important words, such as bow, kiss, be supposed to, shake hands. We've also learned the target language What are people in Korea supposed to do when they meet for the first time? They're supposed to bow.Step V:.homework:Review the target language.Bb design:Unit 10 You're supposed to shake hands.Section AThe First PeriodTarget Language:A: What are people in Korea supposed to do when they meet for the first time?B: They're supposed to bow.Period 2 SectionA(2a-2d)Knowledge aims:(1) Key V ocabulary :greet, be supposed to(2) Target Language: How was the dinner at Paul's house last night?Ability aims: １. Train students' listening ability.２. Train students' communicative competence.Emotional aims: When you're invited to a place, you mustn't be late, greet people the wrong way and wear the wrong clothes. That is, you should act according to your host's customs.Key points:What are you supposed to do when you meet someone?Difficult points:How to improve students' listening ability.Teaching methods:1．Listening method to improve students' listening ability. 2．PairworkTeaching tools:1.A tape recorder 2.PPT课件Teaching procedures:Step I: ReviewCheck homework. Ask some pairs to act out their conversations according to Activity 1a.A: What are people in Mexico supposed to do when they meet for the first time?B: They're supposed to bow.Step II :New lesson1.(2a)This activity provides guided listening practice using the target language.Look at the picture and ask students to tell What is happening.Help students understand that the people are at a picnic.Read the instructions and point to the four mistakes on the list. Ask different students to read the mistakes to the class.Ask different students to explain the meaning of each line in their own words. Listen to Maria talking to a boy about what happened at the picnic. She made several mistakes. Listen to the recording and check the mistakes she made.Play the recording. Students only listen the first time.Play the recording again. Get students to check the mistakes Maria made. Check the answers with the class.Answers√ arrived late________ ate wrong food√ greeted Paul's mother the wrong way√ wore the wrong clothes2.(2b)This activity gives students practice in understanding the target language in spoken conversation.Go through the instructions with the class. Point out the blanks in the four sentences. Invite a student to read the first sentence.Play the recording again. Let students fill in the blanks with the words they hear alone.Correct the answers with the class.3.(2c)This activity provides guided oral practice using the target language. Read the instructions for the activity to the class.Look at the example in the box. Ask two students to read the conversation to the class.4.Role-Play conversationShow key points:expecte to do sthhold outTo one’s surpriseStep III:Practice:（）1. Jim stood up and shook hands___ both of them.A.byB.withC.forD.to( )2. Chinese never bowed _________the enemiesA.inB.toC.onD.with( )3. John _______ Beijing the day before yesterday.A. arrived atB. arrivedC. reached toD. arrived in( )4. You ________stand in line when waiting for the bus.A. mustn’tB. can’tC. are supposed toD. don’t( )5. She _______some _______in her competition yesterday.A. has made; mistakesB. made; mistakesC. had made; mistakeD. was mistaking; mistakesStep IV:summary:In this class, we've learned key vocabulary greet and be supposed to, the target language How was the dinner at Paul's house last night? What are you supposed to do when you meet someone?Step V:.homework:Ask students to write at least two sentences with the key structure in this class.Bb design:Unit 12 Section A (2a-2d)1．Target Language:How was the dinner at Paul's house last night?2．What are you supposed to do when …You're … You're not …Period3 SectionA(3a-4c)Knowledge aims:(1) Key Vocabularyland, drop by, after all, relaxed, a bit(2) Target LanguageCan you tell me the things I'm supposed to do?Ability aims: １. Train students' integrating skills.２. Train students' communicative competence.Emotional aims:Different countries have different customs. So you are supposed to do in Rome as the Romans do.Key points:Talk about customs and what you are supposed to do. Difficult points:Know about customs of different countries.Teaching methods: 1．Fast reading to let students get the general idea of the text. 2．PairworkTeaching tools:1.A tape recorder 2.PPT课件Teaching procedures:Step I: ReviewRevisionT: In last period, we summed up the expressions for telling what you are supposed to do. Now I'll check your homework. I'll ask some pairs to act out the conversations before the class.Step II :New lessonStep 1. 3aThis activity provides reading and writing practice using the target language.Show the key words on the screen by a projector.Cali n.卡利(哥伦比亚西部城市)Colombia n.哥伦比亚(南美洲西北部一国家)drop by 访问；拜访Lausanne n.洛桑(瑞士西部城市)Switzerland n.瑞士(欧洲中部国家)land n.国家；国土after all 毕竟Read the words and have students repeat again and again until they can pronounce the words fluently and accurately.Step2.3bRead the passage again and complete the chart.Look at the chart. Tell students what they will write in the chart.Check the answers.Step Ⅲ 3bThis activity provides guided oral practice using the target language.Go through the instructions for the activity with the class.Look at the example in the box. Ask two students to read the conversation to the class.First practice this conversation with a partner. Then talk about your attitude toward being on time and getting together with your friends. Step IV Grammar FocusReview the grammar box Get different students to say the questions and answers.Step III:Practice:be supposed to be expected tobe important to1.When you go abroad ,it __ bring your passport.2. After class,students____ clean the chalk off the blackboard.3.If you visit the northern coast of Norway during the winter season, it ___ pack warm clothes.4.If there are people in the meeting room, you_____ knock before entering.5.In many eastern European countries, you ___ take off your gloves before shaking hands.Step IV:summary:1.key vocabulary2.Grammar focusStep V:.Homework:Finish exercise 4b in the textbook.Bb design:Unit 10 You're supposed to shake hands.Section AThe Three PeriodTarget Language:A: What are you supposed to do when you meet someone for the first time?B: The first thing is ……Period4 SectionB(1a-1d)Knowledge aims:(1) Key Vocabularywipe, napkin, stick, chopstick, rude, point, pick up(2) Target LanguageWe're supposed to eat with chopsticks.Yes, and it's rude to eat with our hands.Ability aims: (1) Train students' ability to understand the target language in spoken conversation.(2) Train students' ability to use the target language.Emotional aims:In order to behave politely at the dinner table, you're supposed to learn some talbe manners.Key points:Target language.Difficult points:1．How to improve students' listening ability. 2．How to use the target language.Teaching methods: 1．Listening method 2．PairworkTeaching tools: 1.A tape recorder 2.PPT课件Teaching procedures:Step I: ReviewCheck homework. Get some students to read out their conversations using the target language in Section A 4c. Collect their conversations and help correct their errors.Step II :New lessonPart 1This activity introduces new vocabulary and provides reading practice using the target language.Look at the picture and ask students to say what is happening in it. (A family is eating a meal.)Look at the title, Mind your manners!Ask: What do you think it might mean?(It means be careful of how you act.)Read the instructions and point to the five statements about manners. Ask students to read the statements.Review the five statements to be sure students understand what each one means. Ask students to act out them. Then ask students to complete the quiz on their own.Part2.2aThis activity gives students practice in understanding the target language in spoken conversation.Read the instructions to the class. Review what an exchange student is and what table manners are. If necessary, translate them into Chinese. Play the recording the first time.Students only listen.Play the recording a second time. As they listen to the recording this time, let students number the pictures.Correct the answers with the class.Step Ⅳ 2bThis activity provides listening practice using the target language.Read the instructions and point to the numbered list of sentence starters and the lettered list of sentence endings. Ask different students to read the two lists.1．You aren't supposed to … a. to stick your chopsticks into your food. 2．It's impolite to… b. point at anyone with your chopsticks.3．You shouldn’t … c. start eating first if there are older people at the tableYou will hear the same recording again. This time as you listen, write the letter of the correct sentence ending after each sentence starter.Look at the sample answer. Read the correctly completed sentence to the class:Step Ⅵ SummaryIn this class, we've learned some key vocabulary, such as wipe, rude, point, pick up. We've also learned the target language by listening and speaking.Step Ⅶ HomeworkTalk about the table manners in your country using the sentence starters in Activity 1a.Bb design:Unit10 Period41．Sentences in Activity 2b:2．Target language:A: We're supposed to eat with chopsticks.B: Yes, and it's rude to eat with our hands.Period5 SectionB(2a-2b)Knowledge aims:(1) Key Vocabularytable manners, behave, be/get used to, cut up, full, fork, You should (2)Practice reading an article.Ability aims: (1) Train students' reading ability.(2) Train students' writing ability.Emotional aims:With the development of society, table manners are more and more important. Sometimes they can help people succeed. So you have to learn more table manners.Key points: Practice reading and writing using the target language. Difficult points:How to write an e-mail message.Teaching methods: 1．Reading comprehension to help students grasp the main idea of the text.2．Writing method 3.Groupwork to make every student work in class.Teaching tools: 1.A tape recorder 2.PPT课件Teaching procedures:Step Ⅰ RevisionReview the target language presented in this unit. Check homework. Ask two students to read out their sentences.SA: You aren't supposed to visited a friend's house without calling first. SB: It's polite to be on time.Step II :New lesson1.Ask and answer.What do you know about customs in foreign countries? What do you think is the biggest challenge when visiting a foreign country?2.2bThis activity provides reading practice using the target language. Teach the new words. Show the following new words on the screen by a projector.manner n. 礼貌；风格；习惯table manners 餐桌礼仪behave v. 行为表现；举止be/get used to 习惯于……cut up 切开；切碎fork n. 叉；餐叉full adj. 饱的；吃胀了的lap n. (人坐着时)腰以下到膝为止的部分；大腿elbow n. 肘；肘部gradually adv. 逐渐地；渐渐地compliment n. 称赞；恭维toast v. 敬酒Call attention to the e-mail message. Invite a student to read the article aloud to the class. Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class.Now read the e-mail. Answer the questions in your exercise book. As students work, move around the classroom and offer help as necessary.Step 3.Read the sentences in 2c and replace the underlined words with the phrases in the box.1.Making mistakes in French used to make Lin Yue nervous.2.It was quite hard for her to feel good about speaking French.3.The host family tried very hard to help Lin Yue.4.Lin Yue has slowly learned how to be like her French friends.Step 4.Review the passage and make notes about French customs in the chart.This activity provides writing practice using the target language.Read the instructions and ask students to finish the exercise.Get students to finish the activity on their own. As students work, move around the room offering help as needed. Ask a student to read his or her message to the class. Have other students add any information that is missing from the first student's report.Step III: Practice:Your pen pal is coming to China on an exchange program. He/She is asking you about Chinese customs and what he/she is supposed to do or not. Make notes in the chart.Step IV: Summary:In this class, we've done a lot of reading, writing and speaking practice using the target language.Step V:Homework:Read the e-mail message in Activity 2b againBb design:Unit 12 You’re supposed to shake hands.Section B (2a-3a)1.What do you know about customs in foreign countries?2.Read the letter and answer the questions in 2b.Period6 SectionB (3b-selfcheck)Knowledge aims:1) Key Vocabularybe excited about doing sth 、some suggestions 、some advice、at the table (2) Target Language: You are supposed to …..You are not supposed to ….Ability aims: １. Train students' writing ability.２. Train students' communicative competence.Emotional aims:Before you meet foreigners, you should obey some rules. In this way, you can act politely and properly.Key points:Talk about customs and what you are supposed to do. Difficult points:Write a short passage about table manners.Teaching methods: 1．Task-based teaching 2．PairworkTeaching tools: 1.A tape recorder 2.PPT课件Teaching procedures:Step I: Review1.manner n. _________2.table manners _________3.behave v. _________4.be/get used to _________5.cut up _________6.fork n. _________7.full adj. _________8.elbow n. _________9.gradually adv. _________pliment n. _________toast v. _________Step II: New lesson1.Talk about some table manners in China.2.Write a letter to your pen pal to give him/ her advice and suggestions on how to behave properly in China.This activity provides writing practice using the target language.Read the instructions and ask students to look back at Activity 2 Remind students that they made conversations about table manners in their own country.3.Writing practice.Dear Jenny.You must be excited about coming to China soon. Let me give you some suggestions and advice about Chinese customs. When you’re eatin g at the table. It’s impolite to stick your chopsticks into the food.In our house,you’re supposed to watch TV and play computers.When you go out with people, you should tell somebody who is home. Have a safe trip, and I look forward to meeting you soon!Best wishes.Step 3.Self check.1.Fill in the blanks with the words in the box.worth capital basic traffic empty mad knocking2.Think about your culture and make statements.In my culture, when you….You’re supposed to …..You’re not supposed to ……You’re expected to …….It’s impolite to …….It’s important to …..Step III: Practice:Have conversations with your partner.In my culture, you’re supposed to ….. you’re not supposed to …….. Step IV: Summary:In this class, we've done a lot of writing and speaking practice using the target language.Talk with your partners after class.Step V: Homework:Talk about the table manners in your country using the sentence in Self check.Bb design:Unit 10 You’re supposed to shake h ands.1. Write a letter to your pen pal to give him/her advice about table manners.2.Self check.。
新人教版九年级英语Unit10教案
2019-2020年九年级英语全册Unit10You’resupposedtoshakehandsSectionB（3a-selfcheck）教案新人教版Section B (3a—Self Check)Learning goals:一、语言知识(常用词汇、短语和表达)1. on an exchange program2.be supposed to do3.be excited about…4.give sb. some suggestions and advice about…5.go out with…6.look forward to doing…7.show up8.be worth doing…9. in different situations 10.knock on 11. make sb.+ adj. 12.it’s + adj. + to do sth.二、语言功能1. Talk about different customs at home and abroad.2 能运用所学语言知识及be supposed to do 句型来谈论中西方文化和风俗习惯。
三、学习策略能让学生有意识的运用“be supposed to do/ it’s polite to do…”这一目标语言，谈论中西方文化和风俗习惯。
同时还启发了学生从所学的目标篇章中吸取供模仿写作的句型和表达，进而提高自己的写作能力四、情感态度引导学生了解各地不同的文化习俗并尊重各地的风俗习惯。
【设计意图】目标引领，表述了本节课的知识、能力和情感目标。
尤其突出对写作能力的要求和培养, 做到有的放矢，增强课堂学习的针对性和时效性。
Teaching and learning stepsStep1. Pre-writing activities1. ReviewⅠ．Please translate the following sentences into English .1）他们尽最大努力使我感到宾至如归。
英语1 unit10 教案
教学难点
1.能正确表达针对英语问题的相关建议。
2./ai/、/ei/的发音练习。
教学方法设计（包括方法、板书、教具等）
讨论法、归纳法、合作学习法
作业布置
1.Copy the words and phrases.
2.Write down your presentation on the exercise book.
教学方法设计（包括方法、板书、教具等）
讨论法
作业布置
1.Practice dialogue B with your classmates after class.
2.2. Write down the summary on the exercise-book.
课后小结
Make a short summary of the group work.
3.Pronunciation practice often.
4.Finish the exercises of unit10 in workbook.
课后小结
Talk about problems in learning English.
Give suggestions on learning English.
I’m poor in pronunciation. Can you give me some advice?
How can I improve my English?
You can…
You may…
You should…
You’d better…
You need to…
2.Brainstorming:
12.Activity 10 Listen and repeat: Read again and learn to say the underlined words and sentences.
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10.3 ng speaking tasks
One important consideration: Proficiency level of the students (challenging but not too difficult.)
If the task is too easy or too difficult, the students may be demotivated.
Common characteristics in successful speaking tasks
Maximum foreign talk Even participation High motivation Right language level
How can we tell the difference between knowledge and skill?
According to Bygate (1987:4) one “fundamental difference is that both can be understood and memorised, but only a skill can be imitated and practised”.
The fact that speech is spontaneous means that it is full of false starts, repetitions, incomplete sentences, and short phrases.
Should we expect the students to produce complete sentences in language classroom?
10.4 Type of speaking tasks
It is important to provide the students with a variety of speaking activities because: A variety of speaking activities will enable students to cope with different situations in reality. Variety helps keep motivation high. Variety may suit students of different learning styles.
working on another project for my economics class that I almost forgot about it. I hope it’ll work like we want to.
Kelly: Oh, I’m sure it will.
10.2 Principles for teaching speaking
According to Littlewood, as has been mentioned in Unit 2 (p. 22) communicative speaking activities can be divided into two types: functional communication activities, and social interaction activities:
Structural Activities Pre-C.A.
Quasi-com. Activities
(sent. pattern drills, dialogues, etc.)
Functional Com. Act. Com. Act. (obtaining information)
Social Interaction Act.
Unit 10 Teaching Speaking
Aims of the unit: Through learning and discussion ,students will get to know:
1. the main characteristics of spoken language
2. principles for teaching speaking 3. typical types of speaking activities 4. How to organize speaking activities?
realistic activities as the level increases) .
Also students must consider whom they are talking to and be able to check if they are being understood.
Giving a prepared talk (may be used for advanced level)
Learning a piece of text or dialogue by heart more realistic activities as the level increases).
There are two major purposes for listening. One is to get information and the other is for social reasons.
Since speaking is reciprocal of listening, the same is true of speaking.
(role-playing, problem-solving, etc.)
Information Gap, Choices & Feed-back)
For beginning students, precommunicative activities are also necessary, which are more structural and allow the learner to practise the forms of the language. However, we should make speaking tasks as communicative as possible.
Characteristics of spoken language
Spontaneity Time-constraint
Spontaneity
In most situations, people do not plan ahead of time what they are going to say.
10.1 What are the characteristics of
spoken language?
Speaking is a skill, just like swimming, driving a car, or playing ping-pong.
Too often, in the traditional classroom, the learning of English has been relegated to linguistic knowledge only, e.g. knowledge of vocabulary and grammar rules, with little or no attention paid to practising language skill.
Interviewing someone, or being interviewed (Yes. It helps to prepare students for real life speech .)
Doing a drill (needs to be supplemented with more
High motivation
Interesting topic, and clear objective. Make sure that the task is in line with the students’ ability
Right language level
The task must be designed so that the students can complete the task successfully with the language that they have. Otherwise the task will become frustrating and the students are likely to give up or revert to the native language.
Maximum foreign talk
Try to avoid students’ talking in the mother tongue, and avoid too much Teacher Talk.
Even participation
Try to avoid outstanding students’ dominating discussions. Try to guarantee equal opportunities for students of different levels.
Which of the following activities do you think would help to prepare students for real life speech in English?
Reading aloud (needs to be supplemented with more realistic activities as the level increases).