关于英语教学法

Basic concepts of foreign langugage teaching( FLT) (1)

2007-03-15 14:30:56| 分类： 教学方法 | 标签： |字号大中小 订阅

1.Teaching

Accordingto Hammerly (1982:119), a broad definition of teaching is

students where by planned learning takes place by the latter.

As we all know, teaching, the attempt to induce learning, does not always succeed. In order

to teach successfully, one has to be able to answer with considerable precision a lot of

questions such as

thecharacteristics of the learner

communicate, the availability of technological aids,etc.

2 Foreign Language Teaching

Language teaching can be defined as the activities which areintended to bring about language learning (Stem 1983:21). ForeignLanguage teaching is a systematic effort by a teacher to induce the learning of a foreign language by one or more students who are native speakers of a different language or languages. It differs in nature and objectives from other school subjects. The main difference is that in foreign language learning, one learns a new code that is quite different from or conflicts with a known code,not something new via a known

code. Besides, unlike natural language acquisition, which simply is what it is, foreign

languageteaching can be what we make it to be, on the basis of principles we choose because

they fit our subject matter and our purposes.

A teacher's understanding of the nature of language will determine to a large extent how he teaches a language. At the same time, a teacher's understanding of how the learner learns a language will determine his philosophy of education, his teaching styles, his approach, methods, and classroom techniques. For example, if he,like B.F. Skinner, regards language learning as a process of habit formation, he will teach accordingly. If he views foreign language learning basically as a deductive rather than an inductive process,he will probably, present the grammar rules to his students directly rather than let them

3 Learning

Learning may be defined as a relatively permanent change in knowledge or behavior resulting from experience. This is a general definition of learning which applies both to formal learning resulting from instruction and natural acquisition in which knowledge or behavior patterns are

modification of attitudes, the acquisition of interests, etc. It also refers to learning to learn and

learning to think.

4 Foreign LanguageLearning

Foreign language learning refers to the development of foreign language competence resulting from instruction. It involves not only developing knowledge about a language but primarily developing knowledge of a language, that is, the ability to function in it,fluently and accurately. This involves a long-term learning task,not just something that can be done in a few days or weeks. It is a difficult endeavor. Naturally a long-term, complex learning task requires a high degree of commitment on the part of the student.Usually foreign language learning involves a number of factors: who learns, why he learns, how he learns, what he

learns, from whom he learns, and by what means he learns, etc.

5 Foreign LanguageCompetence

Foreign language competence is that knowledge of a foreign language that enables a speaker to understand and use the language accurately, fluently, and appropriately to meet all communication needs in the corresponding cultural settings. It is made up of three types of competence--linguistic, communicative, and cultural.The language (linguistic competence) is used to communicate (communicative competence) within the framework of a culture(cultural

competence).

6 Curriculum

A modern English dictionary defines

North America has caused a great deal of confusion in second language teaching.

Curriculum is the totality of an organized learning experience; it provides the conceptual structure and a set time frame to acquire are cognizable degree, and describes its overall content, e.g. the curriculum of a three-year-degree program in

learning experience in aprecisely defined area, e.g. the course on

TeachingMethodology

7 Syllabus

Syllabus is the prescription of details on a specific course, such as what will be learnt (and when), the texts to be read, the areas in which expertise is expected to be demonstrated. Here is a definition by J. P. B. Allen, which is adequate to ourpurposes:

of what units will be taught.

8 Language Teaching Methodology

Methodology in language teaching has been characterized in avariety of ways. A more or less classical formulation suggests that methodology is that which links theory and practice. Within methodology a distinction is often made between methods and approaches, in which methods are held to be fixed teaching systems with prescribed techniques and practices, whereas approaches represent language teaching philosophies that can be interpreted and applied in a variety of different ways in the classroom. This distinction is probably most usefully seen as defining a continuum of entities ranging from highly prescribed methods to loosely

described approaches.

Theory statements would include theories of what language is and how language is learned or, more specifically, theories of second language acquisition (SLA). Such theories are linked to various design features of language instruction. These design features might include stated objectives, syllabus specifications, types ofactivities, roles of teachers, learners, materials, and

so forth.Design features in turn are linked to actual teaching and learningpractices as observed in the environments where language teachingand learning take place. This whole

complex of elements defines language teaching methodology.



英语说课讲稿的要素及撰写方法

2010-05-04 10:47:43| 分类： 课程资料 | 标签： |字号大中小 订阅

Department of Foreign Studies Weinan Teachers University Qiao Mingwen

第一部分

说课有别于讲课。讲课的对象是学生，侧重讲授知识、培养能力、教书育人，是系统的教育教学活动；而说课的对象是教师、教研员、评委，侧重表述如何讲授知识、培养能力、教书育

人，是系统的教育教学研究活动。

说课是教学与教研的结晶，是教学理论和教学实践结合的产物。

英语说课讲稿也包括五个要素：说教材、说教法、说学法、说教学程序、说板书设计。

（一）说教材

说教材要对教材所在的知识系统做简要分析，通过分析某课教学内容在整个教材体系中的作用，以及本课教学内容与学生先前掌握的知识和将要学习的知识的联系，说明教材的地位

和作用；

通过对课程标准关于教学的具体要求的概括分析，说明本课教学目标的确立及其依据；通过对英汉两种语言差异和学生的知识水平的简要分析，确定并说明重点、难点和关键点的

确立及其依据。

1.说教材的地位和作用。

说教材的地位和作用，应简要分析本课内容在单元整体教学中和整个教材体系中甚至在

素质教育英语教学中的重要地位。

2.说教学目标的确立及其依据。

教学目标的确立首先要根据单元教学的目的和要求（对语音、词汇、日常交际用语、语法等方面的不同程度的要求），结合学生的实际水平，确定贯穿单元教学的总目标（goal）。总目

标可以是相当概括的。

由于中学英语教材的编写都有单元话题，因此，总目标往往以单元教学目标的形式出现，一节课的教学目标（objective）则应落实到与本课教学内容相关的具体语言知识或某项技能上，即：通过本节课的教学，重点解决什么问题（知识和能力），达到什么样的要求。为了贯彻“寓思想教育于语言教学之中

情意）目标。

教学目标的表述要准确、具体、简洁、全面，要明确写出本节课的知识目标、能力目标和德育目标，即说明通过一定的教学活动后，学生的知识、能力或情感的变化，并说明做如此要求的理论依据何在。教学目标的表述应有利于教师在教学时对教学目标的把握与评定，要将一般性的目标具体化为可观测的行为目标，要说明学生在教学后能学会什么，达到什么水平，即说明

教师预期学生行为改变的结果，充分发挥教学目标的导向作用。

3.说重点、难点和关键点的确立及其依据。

说课稿要写出该课的重点、难点和关键点分别是什么，并写出确立该重点、难点和关键点的理论依据，即在列举该课重点、难点和关键点的同时，说明为什么该重点是本课教学的最主要部分或最重要内容，为什么该难点在本课教学中是学生最难理解和最容易出现错误的部分（有

时重点和难点相同），为什么该关键点对本课教学的成败起决定性的作用。

（二）说教法

说教法至少要说明选择使用何种教学方法，以哪种教学方法为主，哪几种方法为辅，采用什么教学手段实现教学目标，采用这些教学方法和手段的理论依据是什么，并说明这些教学方法在本课教学中的具体操作方法。说教法时最好能说明在本课教学过程中贯彻什么教学原则，采用什么教学模式，并做出必要的解释和说明。如果巳形成了独特的教学思想和教学特色，最好单

独列出。

教法的选择是课堂教学成败的关键。对话课重在培养学生的口语表达能力。因此选择使用交际教学法在具体教学中以情景教学为主，活动教学为辅，充分利用直观教具和电化教学手段创设情景，利用图片、投影仪、录音机等辅助设备，培养学生直接用英语理解、表达和思维的能力。在具体教学过程中贯彻交际教学原则，采用任务型教学法，组织各种课堂活动，如表演猜谜、演讲（Iprefer A to B because...）、讨论（Which sport do Chinese people prefer?）等，培养和

强化学生的语言实践能力和自主学习能力。

（三）说学法及学法指导

说学法，要结合课堂教学内容，说出在本课教学过程中，指导学生学习使用或学会使用什么学习方法，如五官并用、强化记忆、比较归纳、分析概括规律、循环记忆、分类记忆、联想记忆、发现学习、心口一致等等。要说明结合本课教学培养学生哪种学习能力，如观察力、记忆

力、想像力、注意力、创造力、思维能力、反应能力、自学能力等。

说学法可以与说教法结合。教学过程是教与学对立统一的发展过程，学生怎么学教师就应该怎么教，教师怎么教就应该指导学生怎么学。因此，说学法可以在说明如何巧妙地组织课堂教学的同时，说明如何指导学生运用有效的学习策略提高学习效率，即说明在具体的教学环节中；针对某一教学活动学生应该采用的学习方法，以及学生处于学习困境时，教师为解决学生的

学习困难应采取的对策。

总之，教师要重视学法指导，要结合教材的具体内容和学生的实际水平，研究如何发挥学生在课堂教学中的主体作用，如何根据各层次学生的学习规律，合理调动各个层次学生的学习

积极性和主动性，把学习方法传授给学生，从而提高学生的整体学习水平。

（四）说教学程序

说教学程序，要简要说出该课的各个教学步骤的具体教学环节名称及相关教学内容、步骤、教学活动组织和安排；即在哪个教学环节教哪个（些）知识点，提出哪些问题，做哪些练习（教什么），组织哪些课堂教学活动，采用什么教学方法（怎么教）等等。在叙述教学程序时，要按照教学步骤说清各个教学环节的具体活动，包括讲授的知识内容、练习、小结、反馈、矫正及作业布置等安排。要说明如何通过教学 突出重点，突破难点，抓好关键。说教学程序要求既

有具体步骤的安排，又要有针对性的教法理论阐述。

（五）说板书设计

说板书设计要求语言精练，说明板书的整体布局即可。

说课讲稿样板

Junior English for China

Students’ Book 3

Lesson 22 (p27, ppt)

第二部分

一、撰写英语说课讲稿的注意事项

讲课的对象是学生，侧重讲授知识、培养能力、教书育人，是系统的教育教学活动；而说课的对象是教师、教研员、评委，侧重表述如何讲授知识、培养能力、教书育人，是系统的教育

教学研究活动。

（一）突出理论性

说课稿则侧重于有针对性的理论指导的阐述，要重点说清“为什么这么教”。写说课讲稿要注重理论依据的阐述，尤其是说教材、说教法、说学法及学法指导时，一定要说明其理论依据。

（二）简明扼要

说课稿的撰写要用词精当，切忌长篇大论、面面俱到或泛泛而谈。说课各个要素及其理论依据必须要有直接的内在联系，在语言表达方面要言简意赅。另外，表述具体的教学目标时，要

尽量避免使用抽象、笼统、缺乏可操作性和可监测性的一般性用语 。

如：知识目标—Student will learn about the present perfect tense；能力目标—Improve the students’ abilities of listening，speaking，reading and writing。这样的教学目标只是泛泛而谈，没有说明要求学生做到的是什么，教师在教学过程中也无法有效操作，听课者更难确定教学目标

是否达。

（三）不拘一格

由于教学内容不同，教学对象（学生）不同，课型不同，教师的教学经验以及对教材的理解和处理不同，说课稿的撰写也不应拘泥于单一的、固定的模式。只要教师能够准确把握说课的要素和要点，透彻分析教学设计的理论依据，采用综合论述（说课的各个要素不逐项列出）或分

块论述（说课钠各个要素逐条列出），都能达到说课教研的最终目的。

（四）量力而行突出英语学科特点

说课是陈述教学方案设计及其理论依据教学研究，提高教师的教研水平，而不侧重于提高

教师的英语口语表达能力。

二、说课对英语教师提出更高要求

说课能较为全面地考查教师的专业水平和教育理论水平、驾驭教材和实施教学的能力。语言、板书、教态等教师职业素质，在说课过程中更容易观察和评价。实施素质教育要求教师由“经

验型”向“研究型”转变，说课对督促英语教师提高自身素质起了很大的促进作用

（一）深入学习教育学、心理学、英语学科教学论教育科学理论

（二）熟悉中小学英语课程标准和教材

（三）掌握先进的教育教学技术

（四）树立正确的素质教育观

三、说课评价标准

（一）教材与教学目标分析 （20%）

1．说内容：简要、准确地说出本节课的内容;

2．说地位：参照课本与大纲／课程标准正确说明教材的地位和作用;

3．说重点、难点：说出重、难的确定及其依据;

4．说教学目标：根据教学内容结合学生认知特点，确定恰当的教学目标（知识、能力、情

感目标）并分析。

（二）教学过程与教法学法分析 （50%）

5．说明教学思想、方法、模式的选择对调动学生的积极性、主动性和创造性的作用；

6．说明教学手段的利用对最优化地达到教学目标的思考与分析，体现出能恰当运用多媒体

进行教学；

7．说明教学活动与学习活动有机结合，促进知识网络、综合语言运用能力形成过程、促进

学生学会学习的构思（要突出任务型教学和以人为本的思想）；

8．说明学生状况的估计与分析，突出重点、攻破难点的思考；

9．说明各种练习对新知识与方法的学习、学生能力培养的作用；

10．说明归纳总结的构思与作用；

（三）教学评价分析（10%）

11．说明教学评价、反馈的具体措施；

12．说明教学调节措施的构想；

(四)说课设计及艺术（20%）

13．教师语言规范、简练、生动、逻辑性强，具有感召力；教师的仪表自然端庄；

14．整个设计合理，创造性地处理和利用教材，内容详略得当，结构严谨，层次分明。

Sample lesson plan

Part 1 Analysis of the Teaching Material

STATUS AND FUNCTION

（教材的地位与作用）

This is an instructive article about Jacques Cousteau. It’s helpful to enhance the students’ awareness of the need to protect the environment.

TEACHING AIMS AND DEMANDS

Knowledge objects

1. To make the students know the importance of the sea to our life.

2. Let the students get to know what Jacques Cousteau had done to let people know

more about the undersea world and to protect life in the sea.

3. To make the students know how to protect the sea.

Ability Objects

4. To improve students’ ability of getting information through reading.

5. To develop students’ ability of expressing their own opinions in English

Moral Objects

6. To enhance the students the awareness of the need to protect the

undersea environment.

7. To encourage them to help protect the water as well as the environment for our

human being.

TEACHING KEY POINTS

1. To help the students to understand the whole article.

2. To make them learn from the man Cousteau who devoted his life to the sea.

TEACHING DIFFICULTIES

1. The understanding of some long sentences.

2. The students use their own words to express their own ideas.

Part 2 Teaching Methods

1. 1.Multimedia Computer Assisted Instruction

2. Elicitation Method(诱导）

3. Communicative Approach

Part 3 Learning Methods

1). To analyze and solve the problems on the students’ own.

2). To get information through listening, watching and reading.

3). To be able to guess the meaning of some words and sentences in the reading

material with the teacher’s help.

Part 4 Teaching Procedure

Step 1 Presentation (5m)

Step 2 Pre-read (10m)

Step 3 Fast Reading (8m)

Step 4 Intensive Reading (15m)

Step 5 Discussion (5m)

Step 6 Homework (2m)

Step 1. Presentation

Questions:

1. Where do you think they are?

2. Have you ever been to the sea?

3. What do people do when they’re at the sea?

Step 2. Pre-read (A)

Discussion:

How important is the sea to our life?

answers :

A). The sea gives us much food.

B). It helps gives us rain for our crops.

C). It gives us pearls for jewelry.

D). It gives us plants for medicine.

Step 2. Pre-read (B)

Introduction of Jacques Cousteau

The scuba machine allows a person to breathe under water for a long time.

He bought a ship and used it to explore under the sea.

He took pictures and videos under the sea. He let many people see what life was like

under the sea.

TO THE UNDERSEA WORLD OF JACQUES COUSTEAU

Cousteau started the Cousteau Society in 1973 to help protect life in the sea. Step 3 Fast Reading

Give five minutes to read through the story then answer the following questions:

A). What was invented in 1943?

B). Who invented it?

C). What do you know about Cousteau?

Step 4 Intensive Reading

Questions:

1>. What is the scuba machine used for?

2>. Did Cousteau buy a ship for pleasure or for exploring?

3>. What did Cousteau do under the sea?

4>. Why was Cousteau’s TV show very popular?

5>. What does the word “run” in this passage mean?

6>. What amazed Cousteau when he was a boy?

7>. Why did the colourful coral reefs die and become grey?

8>. What did Cousteau do to protect life in the sea?

Language points:

1). allow : let allow sb. to do sth.

2). explore : to look for something new

explorer: the person who explores

3). amazed : to be very surprised

be amazed at : to be surprised at

4). however : but

5). society : a large group of people who live together and

have the same culture

6) . protect : to keep someone or something safe

Read the passage out loud if time there is time.

Fill in the blanks:

1. In 1943 Jacques Cousteau and his friend invented the _____ _______.

2. As he _______ the sea, he took pictures and videos of many things that people had

never ____ before.

3. He was ______at all the colours, and all the beautiful fish.

4. He ____ the Cousteau Society to help ____ life in the sea.

5. _____ water _____ most of the earth, Cousteau knew we should _____ the

sea______.

6. _____ water is very important ___ our environment, he ______ everyone to ____

_____ ____ protecting our lakes, rivers, seas and oceans.

Step 5 Discussion (Group work)

What do you think you should do to keep our water clean?

Step 6 Homework

Workbook exercise 2. Write a short passage answering the two questions .

Part 5 Layout on the blackboard

Lesson 22 Under the Sea

1). allow: let

2). explore: to look for something new

explorer: the person who explores

3). amazed: to be very surprised

be amazed at: to be surprised at

4). however: but

5). society

6). protect; to keep someone or something safe.

7). take part in : to join

组长：李栋

组员：邓淼 王二阳 申昊晨 帅翠侠 梁钰琳

Unit 1 Friendship

I.Teaching aims

1. To help students understand the importance of friendship

2. To develop students’ reading ability

3. To make the students learn some important phrases and sentence structures

2. To help the students learn the grammar----direct speech and indirect speech

3 To help the students learn to write letters

II.Teaching methods

Task-based teaching and learning

III. Teaching aids

A recorder, a computer and textbook

IV. Teaching procedure

Lesson1 Warming up and pre-reading(申昊晨)

1. To start the lesson, the teacher let the students listen a song called “You’ve Got a frie

nd in Me” to arouse the students’ interests. ---- 5 mins

2. Let the students discuss with their partners “how do you think about the friendship?” T

hen tell the students the importance of the friendship to everyone’s life.

3. Do the following survey on page 1. Tell the students to add up their scores according

to the scoring sheet on page 8.

4. Ask some students the results of the survey and give the students three levels to the r

esult.

★ 4~7 points: You are not a qualified friend. You do not know what your friend want or just do what he/she wants you to do. You should learn how to be a good friend.

★ 8~12 points: You are a good friend but you sometimes make your friendship too important, or you fail to show enough concern for your friend’s needs and feelings. Try to balance

your friendship between you and your friend.

★ 13+ points: You are an excellent friend. You can totally understand what your friend’s

need and mind. Well done.

5. Discuss the question “why do you need friends?” and list the students’ answers on bla

ckboard.

6. Group work

Does a friend always have to be a person?

Lesson2 Reading(李栋)

Teaching aims：

1. Understand the new words and phrases during the learning of passage;

2. Learn the way to express one’s inner feeling by keeping a diary;

3. Learn some histories about World War II(the background of this passage) and let stud

ents understand the cruelty of war.

Teaching difficult points:

Let students know the new words and phrases well and know the right way to use these

words and phrases in daily communicating and writing.

Teaching methods:

1. Introduce the background, show some pictures about World War II, and arouse the st

udents’ interests;

2. Explain the new words and phrases;

3. Ask some questions about the passage in order to make students get the main idea o

f the passage;

4. Discussion work,try to make every student work in the class.

Teaching aids:

A blackboard,a computer and a textbook.

Teaching procedures:

Step one:Warming up----5min

Skim the whole passage and enter the topic, let the students get the main idea and find

out why did the diary become Anne’s best friend.

Step two: Introduce the background, tell something about World War II. Let the students

keep a clear view of the war. ----5min

The Nazi government was in power in Germany.Discrimination and violence against Jews increases under Nazi rule culminating in the holocaust.Anyone caught helping Jews in Nazi-occupied countries risked being summarily shot,along with family memebers.6 million Jews kil

led during the Nazi genocide of World War II.

Step three:Learn the first paragraph.----8min

1. Teacher explain the new words and phrases in the first paragraph;.

2. Teacher ask some questions in order to make the passage easy to understand.

Question one:

Why did Anne say “I’ve grown so crazy about everything to do with nature.”

Question two:

What’s everything like before she and her family hid away?

3. Get the answer and sum up the first paragraph.

Step four:Learn the second paragraph----15min

1. Teacher explain the new words and phrases in the second paragraph;.

2. Teacher ask some questions in order to make the passage easy to understand.

4. Get the answer and sum up the second paragraph.

Step five:Learn the third paragraph----7min

1. Teacher explain the new words and phrases in the third paragraph;.

2. Teacher ask some questions in order to make the passage easy to understand.

What did Anne mean by saying “it’s no pleasure looking through these any longer bec

ause nature is one thing that really must be experienced.”

3. Get the answer and sum up the second paragraph.

Step six:Summing up----4min

Sum up the new words and phrases learned in the whole passage.

Step seven:Homework----1min

Do the exercises on Page 3 of the textbook.

Lesson 3 Grammar （邓淼）45min

Teaching Aims:

a.To understand the meaning of the direct speech and indirect speech.

b.To master the direct/indirect speech grammar skilled .

c.To find out this grammar be used in the text.

d.Learn to study and use indirect speech to report others’ statement or question. .

Teaching Important Points:

a.To master the direct/indirect speech grammar skilled.

b .Learn to study and use indirect speech to report others’ statement or question. .

Teaching Difficult Points:

The transitions between direct speech and indirect speech. at the same time, can use it

fluently

Teaching Methods:

a. Discuss in groups and be associated with what they have learnt in junior middle scho

ol about direct speech and indirect speech.

b. Listening to teacher’s explaination .

c. Individual, pair or group work to finish each task and find the different mood and perso

n between direct /indirect speech..

Teaching Aids:

a.Computer b.A blackboard c.Textbook

Teaching Procedures:

Step

Ⅰ.(5min) Let the class read whole passage again to find out sentences which are used direct

speech and indirect speech.

Step

Ⅱ.(5min) By asking the students a question:What is direct speech and indirect speech,and tel

l them their definitions.

Step

Ⅲ.(8min) Ask the class to review what they have learnt about this grammar before and find o

ut the difference between the two speech.

Step

Ⅳ.(8min) To give a detailed explaination about this grammar and students listen to the teache

r carefully.

Step

Ⅴ.(10min) Firstly teacher give an example about exercise one and the class do the rest in pai

rs or groups.

StepⅥ.(7min) Whether there are questions or not and solve the problem together.

Step

Ⅶ.(2min) Homework:imitate one of your teammates’speaking and report it to the other studen

t.Write down 6 sentences on your exercise notebook.

Lesson4 Comprehending and Learning About Language（帅翠侠）

Teaching Aims:

Knowledge goals

a.make students have a good understanding about the text.

b.Get students to learn and grasp the important useful new words and expressions in thi

s part.

Ability goals

a.Learn the basic method of reading.

b.Make students enable express themselves clearly when discussing.

c.have students learn how to use the important words, phrases in the text.

Emotion goals

a. learn to appreciate what we have today, such as friends and time. We should not as a

person

who do not know the value of the friends or time until we lose them.

b. Develop students’ spirit of cooperation and teamwork.

Teaching Important Points:

How to teach the students to express their opions clearly.

Teaching Procedures:

Step one: Text revision ---10min

Review the passage learned the day before .

ask students to recall the main idea of the text, then enable the students to retell the text

in brief words. This strengthens student’s memory about the text.

Step Two: ask students to discuss some interesting and important questions in groups i

n order to have a good understanding of the text.---15min

Step Three: Give them several minutes to finish the exercises. They first do them individ

ually, then discuss and check them with their partner.---10min

Step Four: Check the answers with the whole class and explain the problems they meet

where necessary.---3min

Step Five: Sum up the useful words and expressions in this lesson and leave some min

utes to solve the confusing from the students.---5min

Step Six: Homework.---2min

Lesson5 Listening and writing(王二阳)

Teaching Aims：

1.Get some general words and expressions in making friends.

2.Try to improve the pronunciation and listening ability of the class.

3.Try to improve the writing skills of the class.

Teaching Aids:

A tape recorder; the blackboard，Multi-media

Teaching Procedures:1.Ask students to listen to the tape and try to spell the words as they hear. Then divide each of the sentences into several sense group. (8min)

2.Listen to the tape again and use the exercise above and answer the following question

s. (8min)

3.After listening to the tape let students use the important words and expressions then s

ummarize it in group work. (8min)

4.Finish the listening part and begin to the writing part.

5.Tell a story about a student called Xiaodong who has problem in making friends. (3min

)

6.Ask the students to discuss the question and make a list of their ideas and give their r

easons.(8min)

7.Choose students to report back to class and give comment on their answer then students exchange their writing paper with their partners and correct the mistakes. (10min)

Homework:

Practice more after class in order to consolidate what they have learnt, and try to write a

letter to your best friends use the new words and expression.

Lesson6 Summing up(梁钰琳)

1 Teaching Aims.

ａ.To learn and master useful verbs ,nouns and expressions of the article.

ｂ. Write down what you have learned about friends and friendship.

ｃ.To learn expressing own inner feeling by interior monologue

ｄ.To understand the damage which the war created for the childrenWrite down friends

and friendship.

ｅ.to encourage students to keep a dairy.

2 Teaching Important Points:

To learn and master useful verbs ,nouns and expressions of the article, at the same tim

e, can use it fluently.

Write down what you have learned about friends and friendship.

3 Teaching Difficult Points:

To understand the damage which the war created for the childrenWrite down friends an

d friendship.

To encourage students to keep a dairy.

4 Teaching Methods:

Teacher speak useful words and phrases in Chinese and students answer it in English. Ofer proper examples for students to help students understand the importance of writing

dairy.

Discussion and individual work to make every student works in class

5 Teaching Procedures:

Step One: Greeting----2min

Greet the whole class

Step Two: Warming up----10min

Review useful words and phrases.

At this step, Teacher speak useful words and phrases in Chinese and students answer it

in English.

Step Three: Entering the topic----30min

Do exercise about words and phrases ,at the same time,teachers correct wrong answer.

Discussion and answer “ what have you learned about friends and friendships.”

Share ideas with students about the question.

Ask two questions:Do you keep a dairy ?Why not have a try?

Tell students that they can express their feelings and thoughts through dairy,which will h

elp you improve their English.

At this step,the most important for the teacher is to creat comfortable atmosphere where students can say what you think.At the same time,tescher should force students to write a d

airy everyday and check them regularly.

Step Four：Having a break----3min

If students have some questions about this lesson,they can ask the teacher

1Approach

An approach describes how language is used andhow its constituent parts interlock – in otherwords it offers a model of language competence. Anapproach describes how people acquire

their knowledge ofthe language and makes statements about theconditions which will promote successful languagelearning.

2 Method

A method is the practical realization of an approach. Theoriginators of a

method have arrived at decisions about types ofactivities, roles of teachers and learners, the kinds of materialwhich will be helpful, and some model of syllabus organization.Methods include various rocedures

and techniques as part of theirstandard fare.

3Procedure

A procedure is an ordered sequence of techniques, which can be described interms such as first you do this, then you dothat….

Smaller than a method it is bigger thena technique.