3、-approaches-and-methods-in-English-language-teaching.ppt
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When two Chinese people meet, A B What does A want to do by saying this? Greeting/question/invitation “What’s your favorite fruit?” Step 1:猜教师用布蒙上的果篮中的水果,猜中的有奖。学生踊跃参与,有的学生遇到不会的单词就用汉语猜,拿到奖品的学生兴高采烈。 Step 2:教师板书要学的单词并带读,再播放录音,让学生听对话,重点学习其中的新句型“What’s your favorite fruit? I like…/I don’t like…”; Step 3:教师让学生做书本上的练习题,以小组为单位用所学的单词和句型互相询问;最后教师设置了“去水果摊卖水果的活动”。 “What’s your favorite fruit?” Step 1:教师首先让学生拼读上一节课已学过的水果、食物单词,然后教师用英语描述水果的特征,学生猜单词;教师在学生说出汉语后板书新授的英文单词并带读。 Step 2:教师借助卡片用英语口头表达他本人喜欢的三种水果,由此引出favorite的用法和本课的重点句型“What’s your favorite fruit? I like…/I don’t like…”; Step 3:学生两人一组,边击掌边操练句型,随后学生在小组内用该句型互相询问 Step 4:教师发给每个学生一张采访表,学生对其他小组的同学和老师进行采访,询问喜欢吃的水果,采访结束后在全班汇报 Step 1:教师首先让学生拼读上一节课已学过的水果、食物单词,然后教师用英语描述水果的特征,学生猜单词;教师在学生说出汉语后板书新授的英文单词并带读。 Step 2:教师借助卡片用英语口头表达他本人喜欢的三种水果,由此引出favorite的用法和本课的重点句型“What’s your favorite fruit? I like…/I don’t like…”; Step 3:学生两人一组,边击掌边操练句型,随后学生在小组内用该句型互相询问 Step 4:教师发给每个学生一张采访表,学生对其他小组的同学和老师进行采访,询问喜欢吃的水果,采访结束后在全班汇报。 Exercise 1 例1 word formation Noun Adjective Verb Comfort _____ _____ _____ Strong _____ _____ _____ Perform Exercise 2 例2 把下列主动语态句子改写成被动语态句子 He likes music. (Music is liked by him.) Many people speak English. (English is spoken by many people.) Exercise 3 例3 write in the correct word who/that/which/where/when/whom/whose I can remember the time ___ it was difficult to make international phone calls. We took a photo of a rocket, the length of ___ was about 30 meters. Task 用英语Can you...问全班同学,他们能够做哪些事情。 完成信息收集任务,把同学名字填入表格。 练习---以形式为焦点form 任务---以意义为焦点meaning “Task is a goal-oriented communicative activity with a specific outcome, where the emphasis is on exchanging meanings not producing specific language forms.” (Willis 1996) 目标为导向 意义优先 注重交际 1 Role play: 一个学生扮演购物者,备有一份购物单和100元钱。另外一个学生扮演售货员,尽快售出货品。 2 把动词be 的所有人称形式写出来,并且用它们分别各造一个真实的句子。 3 下面有一些素质,哪些是小公司经理应该有的重要素质。 Normally patient Strict on dead
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