Part 1-Linking Reading and Writing
牛津高中英语全英文说课稿-Reading部分.
Reading部分说课稿Book 1 Unit1Good morning, ladies and gentlemen. Today I’ｍvery pleased to have an opportunity to talk about some of my teaching ideas. My topic is Reading part of Unit 1, School Life in the UK, taken from the Advancewith English, Student’s Book 1. My representation is made up of six parts：analysis ofthe teaching material, analysis of the students, teaching methods, teaching procedures, blackboard design and teaching reflection.Part 1 Analysis of the teaching material:This is a reading passage about an exchange student's school life in the UK. After studying in the UK for one year, she gives us a brief but clear description about what school life in the UK is like from her own experience. The Reading Strategy of thisunit teaches students two basic reading skills, skimming and scanning. Students are expected to master the two skills and to apply them to their future study.By studying thisschool life in the UK passege, Ss can improve their reading ability, learn more aboutand the reading strategy of skimming and scanning. At the same time, we should get the students to understand some difficult se ntences to comprehend the passage better. The Ss should do some listening, speaking and writing, too. Of course, the Ss should receive some moral education.Teaching aims:1. Knowledge aim:(1)The Ss can master the usage of the important words and expressions.(2)The Ss can understand the content of the passege, talk about s chool life in theUK and get their own idea about school life.2. Ability aim:(1) To develop the Ss’ abilities of listening, speaking, reading and writing(2) To improve the student’s reading ability, especially their skimming and scanningability.ies of studying by themselves and cooperating .(3) To train the Ss’ abilit3. Emotional aim:Make the Ss l ove school life.Teaching important points:How to understand the text better.Teaching difficult points:1. Use your own words to retell the text.2. Discuss t he school life in different countries.Part 2 Analysis of the students:1. The Ss have known something about the school life in different countries through the Internet and other ways.2. They are lack of vocabulary.often use English to express themselves and communicate with others.3. They don’ｔ4. Some Ss are not active in the class because they are afraid of making mistakes.Part 3 My teaching theories, methods and aidsBefore dealing with this lesson, I’ll do my best to carry out the following theories: Ma； Combin ke the Ss the real masters in class while the teacher himself acts as directore the language structures with the language functions; Let the students receive some moral education while they are learning the English language.Teaching method:Question-and-answer activity teaching methodWatch-and-listen activityFree discussion methodPair work or individual work methodTask-approach teaching methodTeaching aids:1. a projector2. a tape recorder3. multimedia4. the blackboardPart 4 Teaching proceduresI have designed the following steps to train their ability of listening, speaking, reading and writing, especially reading ability.The entire steps are: Revision, Lead-in, Fast reading（skimming andscanning）, Listening, Intensive reading, Preparation for details of the text, Consolida tion, Discussion, HomeworkStep 1 Lead-in:1.1 Show some pictures and movies about school life in the UK1.2 Ask students to present the information they have collected before1.3 Ask them to discuss the differences and to try to think of the reasons.interest of study.Purpose: Arouse the students’Step 2 Fast reading（skimming and scanning）Ask students to go through the article as quickly as possible and to try to finish Part A and CInform them to only focus on and identify the information needed.Purpose: Improve the s tudents’fast reading ability.Step 3 ListeningPlay the tape recorder and ask them to finish Part C,Purpose: Train the Ss’ listening ability and prepare for later exercises.Step 4 Intensive readingRead the passage carefully again and answer some detailed questions on the screen.A. What specific aspects are mentioned in the text? (teachers, classmates, friends, subjects, homework/assignments, grades, timetable, activities, school facilities, host family, food, hobbies, customs, traditions,festivals)B. Diagram(on the blackboard)On the first dayTeachers Mr HeywoodMiss BurkeSize of a classroomSubjectsFoodIt is also called depth reading or study reading. It means reading for detailed informati on.Purpose: Further understand the text （Train further reading ability） to find out some different sentences and details of the text.Step 5 Preparation for details of the text on the screenHave students be familiar with some language points(blackboard) in the text and then give them some examples sentences.A. experience(line 2): countable nounB. attend(6)C. way(9)D. earn(10)E. sound(11): linking verb F. as...as (20)G. for free(29) H. miss(42): verb Purpose: Train the Ss’ ability of understanding and using laguage.Step 6 Reading Strategy on P3Tell them that skimming is to look at the titles and headlines, the first and last sentences of paragraphs and the first and last paragraphs as well as pictures and charts to get a general idea of what a text is about. And scanning is to focus on keywordsand phrases, dates, numbers, etc. to find certain information in a text quickly.Step 7 Consolidation1. Find out the topic sentences.2. Retell the passage according to the topic sentences.Purpose: I want to know if my students understand the whole text really and if they m aster what I mean to tell them in this class. What’ｓmore, I want to let them have the a bility of introducing and analyzing expression. At the same time, I will write down thetopic sentences on the blackboard according to what the students find, so they can ret ell it easily.Step 8 Discussion/PracticeAsk students do an activity: Interview Wei HuaPurpose: help students improve their imagination.Step 9 HomeworkWrite an acticle about the differences of school life betwween UK and China.Part 5 blackboard designReading: School life in the UKDiagram:On the first dayTeachers Mr HeywoodMiss BurkeSize of a classroomSubjectsFoodWei Hua’s feeling and progressLanguage Points:A. experience(line 2): countable nounB. attend(6)C. way(9)D. earn(10)E. sound(11): linking verb F. as...as (20)G. for free(29) H. miss(42): verb。
英语应用语言学论文,英文论文
An Analysis of Cohesion in Chinese and Native American’sArgumentative Writing1.Defining Key TermsCohesion and CoherenceCohesion and coherence are important terms in the study of text analysis. Halliday and Hasan view the concept of cohesion as” a semantic one” (Cohesion 4). They also define the term as “Relations of meaning that exist within the text, and that define it as a text.”(Cohesion4) In their later book, Language, Context and Text, Halliday and Hasan define cohesion and coherence as “Every text is also a context for itself. A text is characterized by Coherence, An important contribution to coherence comes from cohesion: the set of linguistic resources that every language has for linking one part of a text to another.”(48).In a word, Coherence can be created by cohesion in the way of adding some implicit meaning. As for the definition of both terms, the author agrees with Halliday and Hasan’s point of view. And this paper employs Halliday’s approach in the analysis of cohesion2.Data Collection and Analysis2.1 Data collectionThis paper is based on analysis of two argumentative writings. The topic of both essays is the debate of drinking age. The first argumentation chosen as data is a FLC freshman’s homework assignment in a key normal university from Zhejiang province. And the second essay in the data is written by John M. McCardell Jr. from . Although the two texts vary from length and perspectives of arguments, they do share the same point of view on limiting drinking age, also, the priority being to compare the cohesion in data. Some deviations like grammar mistakes in texts may possibly exist but they will not affect the results and findings. The data to be analyzed in thispaper is in the appendix.The intentions of choosing and analyzing argumentative writing as data in this paper are as follows. Firstly, argumentative writing comprised a large portion of the writing part in Chinese high school English test. Secondly, correlation studies on this type of writing are rare. As a pre-service teacher, it would be beneficial for the author to study this writing type and employ the findings into future teaching career.2.2 Methods on data analysisThis paper employed Halliday’s categories of cohesion (Cohesion 333-339) to analyze data. The methodology of analysis is as follows:1.Identify the cohesive items in each sentence.2.Figure out the cohesion typepare the results in two texts and find differencesThe types of cohesion in data are showed in two tables in the part of results of analysis.3.Results and Discussion3.1 Results of analysisAfter the analysis of two texts, the author found that differences of cohesive items and types are obvious.Firstly, the cohesive items in text 1 are relatively diversified as different words and expressions like “it” and “that” are used to create text coherence. However, the cohesive items in text 2 are severely repeated, the items “you”and “I”make up a large part in total cohesive items of this text. Secondly, the richness in types of cohesion is different in two texts. The types are almost totally different in text 1 while the result is opposite in text 2. The monotonicity of cohesion types in text 2 may partly be related to the cohesive items. However, in text 2, the bonded sentences are mostly adjacent pairs and simple lexical repetition is used most frequently; in text 1, the bonded sentences for certain cohesive items are not adjacent. Thirdly, there is a significant difference between the two text s’ rate of using paraphrases. Expressions like “The statement” and “the answer” are used in text 1 in order to refer to longer sentences or the phrases in different parts of the text. However, text 2 lacks ofrichness in the usage of paraphrase.3.2 Reasons of cohesive distinctions between two essaysThe distinction of cohesive items and types are obvious after comparing the two tables. Reasons for the variation are to be discussed in following passages.Firstly, the cohesive items in two texts are varied. After close reading of text 2, the author found the defect is totally avoidable by replacing repeated words for cohesive items or lengthening sentences in the way of combining short sentences into longer ones. The monotonous of cohesive items and types are partly due to the Chinese ways of thinking as Chinese people view repetition as an aesthetic object of language. In addition, it is universal for an English word to have inflections and derivatives, which might contribute to the variation of cohesive items in text 1(native writer). However, Chinese writer (nonnative writer) may have troubles in dealing with that. The limitedness of vocabulary for Chinese writers affected their choice of words deeply.Secondly, the richness in types of cohesion is varied in two texts. Native speakers are skilled in making connections between what they are currently saying and what they said before and use different cohesive items to attain the aim, regardless of the distance of two bonded items. However, Chinese writer may lack the ability in doing that. He or she tends to think the whole passage in Chinese, and then interpret it into English when writing it down. It’s not easy for nonnative speakers to command the English way of logical thinking, still, thinking in English is essential for English learners to advance their English language ability.Thirdly, there is a significant difference between the two text s’ rate of usingparaphrases. The problem of monotonicity in cohesive items in text 2 can be avoided if writer use some paraphrases to replace the items like “I” and “you”. The reasons for this problem may come from the influence of mother tongue Chinese. It may also have something to do with writer’s vocabulary learning habits.3.2 Implications for teaching of EFL argumentative writingArgumentative writing is an important writing style for high school students to command and comprise a large proportion of writing tests. Generally speaking, there are three factors that influence students' writing ability: Logic thinking, language knowledge and writing skill. The results and analysis of cohesive problems accrued in Chinese student’s writing can be applied to argumentative writing teaching in high school. The implications for argumentative writing teaching are as follows.Firstly, it can be seen from the analysis that native writer tend to use far more complex cohesive items and fewer simple lexical repetition than Chinese student writings. This is caused by people's logical thinking, which is a very complicated factor. It mainly refers to student's life and studying background. Mostly, Chinese students are likely to translate their ideas from Chinese into English in the process of writing unconsciously. As a result, they tend to use the same words over and over again without the awareness of different cohesive devices. Therefore the number of cohesive items used in argumentative writing is limited. And most cohesive items used are of a monotonous type and lacking variety. Wherefore it’s important for teachers to focus on the coherence of discourse when teaching English writing. Some suggestions may be helpful: Teachers should pay attention to the coherence of passages in text books when giving reading classes. Reading and writing complement each other as the former emphasizes input and latter one focuses on output; Teachers can expose students to western cultures and try to train students the western ways of logical thinking if time permits. These trainings will also enhance students’ reading speed.Secondly, language knowledge is also a crucial fact for students to improve their argumentative writing. It mainly concerns about English vocabulary and grammar. Argumentative essay is relatively academic compared with other forms of writing as the words and phrases are mainly illustrative, not descriptive. In order to improve students’writing ability, teachers can hold debate competitions in class to enlarge students’ vocabulary for argumentative writing.Finally, writing skills or so called “the ability of d iscourse”is of great importance in teaching writing. Coherence ability determines whether students' writing is a good one. Consequently, in teaching writing skills, teachers should develop students' writing ability. Teachers can analyze the coherence of texts when explaining reading comprehensions and it can attract students’attention on the coherence of texts and focus on the issue when they write essays.For Chinese high school students, English cohesion is hard to attain as they are easily affected by mother tongue Chinese. So teachers should play an important role in constructing their knowledge in coherence and cohesion. (1653 words)ReferencesHalliday, M.A.K. & Hasan. Cohesion in English. London: Longman Group Limited, 1976Halliday, M.A.K. & Hasan. Language, Context and Text: Aspects of Language in a Social-semiotic Perspective. Melbourne: Deakin University Press, 1985 Johnstone, B. Discourse analysis (2nd ed.). Malden: Blackwell, 2008Nicholas, R. “Lexical cohesion in academic writing.”Modern English teacher23.1 (2014): 59-62胡壮麟.“有关语篇衔接理论多层次模式的思考”，《上海外国语大学学报》1996年第1期，第1-8页。
新核心综合学术英语教学教程第一册Unit1
From high school to university, that is a big change for freshmen. As an English saying goes, well begun is half done. Therefore, it is the major concern for every freshman to adapt yourself to this change quickly and go through the transition from high school to university.
EAP EOP EGAP--- skill focused
ESAP--- discipline focused
English for academic study
Is EGAP different from EGP?
EGP Listening Speaking Reading Writing Translating
EGAP
Academic listening and speaking, reading, writing
ESAP
English for law,
教案 E英语2 unit 5
Unit 51。
Teaching objectives：（1)Knowledge objectives：①students will be able to grasp some key words and expressions。
②Students can acquire more about the future perfect tense.③Students can learn how to develop a paragraph by space.(2）Ability objective：①students can improve the abilities of listening，speaking, reading andwriting。
②Students can develop the ability in describing their dreams。
(3)Emotional objectives：①students can learn the spirit of confidence and persistence.②students can learn some good qualities and put them into practice。
2. Teaching key points: help the students have a better understanding of the future perfect tense。
3。
Teaching difficult points：enable students to practice linking sounds and expressencouragement。
4。
Teaching proceduresPart One Listening and SpeakingStep 1。
Pronunciation and listening skillsPracticing linking soundsIt’s a Small WorldIt’s a world of laughter，a world of tears.It’s a world of hopes，and a world of fears.There’s so much that we share, that it’s time we’re aware，It's a small world after all。
大学英语四级综合-15_真题(含答案与解析)-交互
大学英语四级综合-15(总分211, 做题时间90分钟)Part Ⅰ WritingDirections: Write a composition based on the following instructions.1.Have you ever heard the saying "All work and no play makes Jack adull boy" (只工作,不玩耍，聪明孩子也变傻). How do you interpret it and how are you going to act it out? Write a composition titled Let's Learn to Relax. You should write at least 120 words.文中应包括以下要点：(1)我对这一谚语的理解；(2)人们可以选择多种方式放松自己；(3)我打算怎样做。
SSS_TEXT_QUSTI分值: 106Let's Learn to Relax "All work and no play makes Jack a dull boy" is a popular saying in English. There is much truth in it. It means that in order to keep ourselves in good health, we must take sufficient recreation.Everyone has his own way of relaxing. For people who sit much of the time at work cycling is said to be a economical means of exercise. A good brisk walk is one of the finest forms of exercise, too. For people engaged in outdoor work, reading is an excellent change if suitable books are chosen.I like sports and enjoy participating in them. My favorite sport is table-tennis because it brings the whole body into action. In fact, it doesn't matter whether I play a fast game of ping-pong or concentrate on the bridge table. It is important for me to relax from time to time.Part Ⅱ Error correctionDirections: This part consists of a short passage. In, this passage, there are altogether 10 mistakes, one in each numbered line. You may have to change a word, add a word or delete a word. Mark out the mistakes and put the corrections in the blanks provided. If you change a word, cross it and write the correct word in the corresponding blank. If you add a word, put an insertion mark (∧)in the right place and write the missing word in the blank. If you delete a word, cross it out and put a slash (—) in the blank.Are you aware that you actually possess six senses? Thesixth is a muscular sense responsible for direction yourmuscles 1. ______intelligently -- to the exact extent necessary for each action youperform. For example, when you reach an object, thesensory 2. ______nerves link the muscles to the brain stop your hand at thecollect 3. ______spot. This automatic perception of the position of yourmusclesin relation to the object is your muscular sense inaction.Muscles various from one five-thousandths of an inchto 4. ______about three inches. They have three unique characteristics:theycan become shorter and thicker, they can stretch; and theycanretract to their original positions. Under a high-power 5. ______microscope, muscle tissue is seen as long, slender cells withagrainy texture aswood.6. ______More than half of a person's body is composed ofmusclefibers, most of them are involuntary -- in other words,work 7. ______without conscious direction. The involuntary muscles, thosethat 8. ______we move consciously to perform particular actions,numbering 9. ______more than five hundred. Women have only 60 to 4 percentasmany muscle as men for their body mass. That is whyan 10. ______average woman can't lift as much, throw as far, or hit as hard as an average man.SSS_FILL1.分值: 7答案:direction→directingSSS_FILL2.分值: 7答案:reach ∧an→toSSS_FILL3.分值: 7答案:link→linkingSSS_FILL4.分值: 7答案:various→varySSS_FILL5.分值: 7答案:high-power→high-poweredSSS_FILL6.分值: 7答案:as→likeSSS_FILL7.分值: 7答案:them→whichSSS_FILL分值: 7答案:involuntary→voluntarySSS_FILL9.分值: 7答案:numbering→numberSSS_FILL10.分值: 7答案:many→muchPart Ⅲ TranslationDirections: Complete the sentences on Answer Sheet 2 by translating into English the Chinese given in brackets.11.Due to falling house prices, our apartment is __________ (比一年前价值低了).SSS_TEXT_QUSTI分值: 7worth less than it was a year ago12.The doctor has got used to __________ (用医生的目光观察病人).SSS_TEXT_QUSTI分值: 7observing his patients with a medical eye13.we __________ (本来不必叫邻居帮忙) yesterday, because we actually had enough hands.SSS_TEXT_QUSTI分值: 7needn't have asked a favor of our neighborsNothing in the world is difficult for one ____________ (下定决心去做).SSS_TEXT_QUSTI分值: 7who is determined to do it15.There is one thing I dislike about him: he will never_____________(承认犯了错误).SSS_TEXT_QUSTI分值: 7admit **mitted/made a mistake1。
Writing 教学设计
1教材分析This part comes from Book 4 Module 5 Writing. It is about writing a trip journal. The reading part is a trip journal and the outline of the trip is clear. So students have already have a basic understanding of how to write a trip journal.2学情分析Students are in the second semester of Grade One. They have gained some skills of writing. Besides, the reading part is a good example of a trip journal. So after learning the reading part, it is not difficult for them to write a trip journal.3教学目标After the class, the students will be able to ：1). master some words, phrases and expressions used to write a trip journal2). get the outline and detailed facts involved in a trip journal3). write a tip journal4重点难点To get the outline of a trip journal and then they can write a trip journal.5教学过程5.1 Writing5.1.1教学活动活动1【活动、导入】Greetings and Lead- in1.After the greetings, I will share a song with students about trip to lead in the topic.设计意图:活跃气氛,放松心情,同时引出本节课的主题。
英语连读规则及练习
The combination of exploratory and consistent sounds
Ellipsis sounds are those that are formed by combining two or more sounds into one These sounds are often heard when one word is linked to another word without a pause or break in speech For example, in the phrase "I hope you're happy," the linking of the "o" in "hope" with the "y" in "you're" creating an ellipsis sound similar to "oh yuh."
Grammar training
02
Through grammar exercises such as sentence structure analysis, tense and voice, consolidate grammar knowledge and improve language expression ability.
However, there are exceptions to this rule Some individuals may be silent when followed by a vowel, such as the "g" in "give" or the "b" in "cab."
牛津高中英语模块一Unit1Reading-
Victoria
Reading material
Education system in the UK The UK is made up of 4 different countries—England, Scotland, Wales and Northern Ireland. Education in the UK is compulsory for everyone between the ages of five and sixteen, and is provided by two kinds of schools: independent and state-funded schools. Education system in Scotland The education system in Scotland differs at school and under-graduate level to the other countries that follow a similar system. The main differences are as follows: Students can enter university at the age of 17 rather than 18, as university courses in Scotland are normally one year longer than in England. Between the ages of 16-18 years, students in Scotland often study a broader curriculum than in other parts of the UK and often do not specialize in the sciences, arts, and humanities. Education system in England, Wales and Northern Ireland Children normally start school at the age of 5 and move to secondary school at the age of 11. Pre-school programs are also available to students at the age of 3 or 4. . . .