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教学建议

教学建议. • 词汇 • 听力 • 对话 • 阅读. 1、词汇：常见问题. 学生 不会读 记不住 孤立记单词 教师 教了就要求学生会 不分重难点，每个词平均用力 不重视语境 不重视词的搭配. 两大原则：. 语音是单词记忆的线索 congratulations. 2 语义是单词组织的中心原则 Test: A Name a fruit that begins with p. B Name a word that begins with p that is a fruit. NS联想

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教学建议

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  1. 教学建议 • 词汇 • 听力 • 对话 • 阅读

  2. 1、词汇：常见问题 学生 • 不会读 • 记不住 • 孤立记单词 教师 • 教了就要求学生会 • 不分重难点，每个词平均用力 • 不重视语境 • 不重视词的搭配

  3. 两大原则： • 语音是单词记忆的线索 congratulations

  4. 2 语义是单词组织的中心原则 Test: A Name a fruit that begins with p. B Name a word that begins with p that is a fruit. NS联想 salt pepper, sugar water, food NNS联想 expect except assist resist

  5. 启示：  重视拼读规则  重视搭配，语块教学  语境中教单词

  6. ‘Clothing’ Brainstorm 1. How many pieces of clothing can you think of? 2. Write down or draw a picture 3. 1 minute! 4. The group who can think of the most correct words is the winner

  7. Brainstorming Team A. Team B. Team C. Team D. Team E.

  8. Organizing new vocabulary Mind Maps!

  9. Mind Maps! Related Category Related Category Related word Related word Related word Related word Word or Phrase Related word Related word Related Category Related Category Related word Related word Related word Related word Related word Related word

  10. happy sad Instruments Sounds piano guitar drums soft loud Music People Types classical guitarist singer rock pop pianist

  11. Mind Maps Comedy Classical Pop Jazz Love Action Comics Magazines Swimming Football Newspapers Badminton

  12. Mind Maps

  13. Mind map

  14. 方法 • 用实物 • 用图片 A ______ is worth one thousand words. • 简笔画 • 动作表演 （动词、形容词） • TPR (Total Physical Response) (u2 Touch your book/pen/pencil box. )

  15. 猜词游戏 a 用英语解释、描述特征（正、反义词） It’s a kind of fruit. It’s round. It has five letters. b 问问题 -I’m thinking of a thing. It’s in the classroom. -Is it …? • Bingo! • 看谁组的单词多 later – eat, tea, art, tear, let • What’s missing? • Whisper （看口型，猜单词) • 分类

  16. 2、听力：常见问题 • 对听力教学的过程体现不够 • 对听力策略重视不够 • 对听力内容挖掘不够

  17. 建议1 体现听力教学过程 听前：预热、准备，词汇，背景 听中：Take notes. Ask questions. 听后： 听说结合：分角色表演、复述听力内容； 听写结合 ：仿写对话；将听力改写成 叙事短文

  18. 2 渗透听力策略教学 • 记笔记 • 听关键词 • 推断生词意思 • 推断说话者关系，发生场景等 • 精听与泛听相结合 训练听力材料 课本 维克多英语听力

  19. Pre-listening

  20. 3. 对话教学 1 T deals with new words: birthday, dinner, week, sure, right 2 Ss listen to the tape or read the dialogue and answer questions: Whose birthday are they talking about? What food does John like? 3 Ss listen and repeat after the tape: the whole class, in groups 4 Ss role-play the dialogue in pairs; disappearing dialogue 5 Ss present their dialogues 6 Let Ss make their own dialogues 7 Ss present their own dialgogues in pairs or groups

  21. Disappearing dialogue Jack: Hey, John’s birthday dinner is next week. Let’s think about the food. Tom: Sure. How about burgers, vegetable salad, and some fruit? Bill: Sounds good. John likes hamburgers. Jack: Oh, I don’t like salad. Bill: But John likes salad, and it’s his birthday. Jack: Yes, you’re right. What about the fruit? Tom: I think John likes strawberries and apples. Bill: OK. Let’s have strawberries and apples then.

  22. Disappearing dialogue Jack: Hey, John’s birthday dinner is ... Let’s think about the ... Tom: Sure. What about burgers, vegetable salad, and ...? Bill: Sounds ... John ... hamburgers. Jack: Oh, I don't ... salad. Bill: But John ... salad, and it’s his ... Jack: Yes, you’re ... What about ...? Tom: I think John ... strawberries and apples. Bill: OK. Let’s have ... then.

  23. Disappearing dialogue Jack: Hey, John’s ... is ... Let’s ... Tom: Sure. ... burgers, vegetable salad, ...? Bill: Sounds ... John ... hamburgers. Jack: Oh, I ... salad Bill: But John ... salad, and it’s ... Jack: Yes, you’re ... What ... strawberries and ...? Tom: I ... John ... Bill: OK. Let’s ... then.

  24. Look and say

  25. 4. 阅读教学常见问题 学生 • 读得慢，逐词读 Mr Green took his dog to the park this morning. • 理解正确率不高 • 心里读出声 • 回读 教师 • 只见树木，不见森林 • 重视语法和词汇知识点，忽略文章本身传达的信息 “挖金矿” • 忽略阅读策略和好的阅读习惯的培养

  26. 建议——培养学生好的阅读习惯 读前：预热；预测（看标题、看插图） 读中原则：  先快读、略读 ，后慢读、细读  先理解大意或关键信息，后理解细节  先默读，后朗读 读后：读说结合；读写结合

  27. Example: Unit 6 Book 1 P35 First fast reading • What is Cindy talking about? (sports or eating habits?) • Are Cindy's eating habits healthy? Second reading more detailed questions 1. What does Cindy eat for breakfast? 2. Does she like salad? 3. What fruit does she like? 4. Does she eat ice-cream? Why or why not?

  28. 七年级下册 Unit 5 Why do you like pandas? Section B, 2b

  29. 七年级下册 Unit 1 Can you play the guitar? Section B, 2b

  30. 七年级下册 Unit 9 What does he look like? Section B, 2b

  31. 阅读微技能 • 段落主题句： • 语篇标记词: but, then, after that, • 指代 • 猜测词义 A: How often do you drink milk? B: Never. I can’t stand milk. It’s awful.

  32. 问题的层次 • 字面理解层：plain facts; read in the lines • 推断层：infer meaning between the lines • 评估层：read beyond the lines; What do you think of …? Do you agree with the writer? Do you think …?

  33. 课外阅读 课标要求：三－四－五级：4-10-15万 选择合适的材料（浅、薄、有趣） 指导学生写阅读日志

  34. 建议读物 精读，背诵  《真实趣味读物》人民教育出版社 • 《新概念英语》第2册，96个故事可选背 外研社 • 《泰西50轶事》上海科学技术文献出版社 泛读 Teens 中国日报社

  35. 泛读任务 • Date • Title • New words I learn • Phrases and sentence structures I learn • Good sentences I like • Summary • My opinion

  36. 三、概括 改变应试教学，重视学习过程 摒弃题海战术，低效率 —— 遵循学生学习规律

  37. 1 帮助学生打好基本功 单词拼写；基本的句型 语音：能够见词读音，听音写词 听： 听时做笔记(note-taking)；听写 说： 课上多给机会练习，听说结合、读说结合 读： 加强阅读教学，培养学生语感。 不拘泥于语法教学，不钻偏、难、怪题目；大量课外阅读。 写： 将口语活动内容落实到笔头；听写结 合，读写结合

  38. 2 单词按语块教学，整存整取，提高效率 3 解放学生头脑，让学生用心：让学生提问（就听力和阅读材料）；PW和GW留余地让学生发挥 • 多变化，让看似枯燥的学习变得有意思：句型操练；单词教学 5　加调料，enjoyable：games, chants, poems, songs, movie scripts (www.sogou.com 搜狗音乐网)

  39. 6 教师自身充电，当好教练、导演 knowledgeable , open-minded, tolerance of students (love) It’s never too late to learn. 语言水平 教学艺术（教育，心理） 专业杂志：《中小学外语教学》，外语教育论坛 Life consists of what a man is thinking of all day. 7 teamwork: 集体备课，资源共享 互相听课，交流； 反思 The unexamined life is not worth living.

  40. 谢谢！ 祝老师们身体健康、工作愉快！ 铁东区英语教师群：173024268

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