英语教学设计参考

1、英语教学课件参考英语教学课件参考篇一：英语教学法课件英语教学法课件Friends for LifeJoyce BrothersEven though “friend” is a term of endearment used to describe many people in our lives, we often have a hard time knowing what the term means. Psychologists identify friends as those who accept each other, confide in each other and feel

2、responsible for each other.In our transient cultures, we depend more on friends for things we once got from families-emotional support and often even financial help. With so many people living away from their families, and so many people single into their thirties, friends provide essential companio

3、nship.Friends can occur any place-even (surprise!) in a marriage. This was the case with me. I met and fell in love with Milton Brothers at university. He became my husband soon after, and we were together 39 years-until he died at the age of 62.He was my best friend, and I still miss him desperatel

4、y. Since he died, my sister, with whom I fought fiercely when we were younger, hasbecome one of my best friends. And Im also very close to my only daughter, LisaFriends ranks with marriage and kinship as one of the most important relationships in our lives, yet it can be the most neglected. Friendsh

5、ip outside familial ties or marriage plays such an important role in life because with a friend, we can be the person we want to be. Their acceptance affirms that self and lets us develop as individuals.We make no vows to a best friend, yet we have unstated expectations: understanding, caring, conce

6、rn. We expect a friendship to last.Most of us have been making friends since childhood, so we tend to think the process is instinctual. Then we find that the heart of friendship-how to make the relationship blossom, grow and survive-requires more attention and skill than we thought. To Ralph Waldo E

7、merson, “the only way to have a friend is to be one.”Becoming friends involves a process of sharing, a gradual relaxation of vigilance over what partners reveal to each other about themselves. Friends must learn to balance the inclination to be open with the need to be protective of each others feel

8、ings. A best-friendship gets out of balance when the intensity becomes too one-sided. Total disclosure isnt what makes intimacy in a relationship; its the listening and sharing.Increasing numbers of people are finding that gender doesnt matter when it comes to friendship, as the sexes mingle more of

9、ten today.Making friends with someone of the opposite sex can be an eye-opening experience. Michael told me what he discovered: ”I was working on the assembly line with Marcia, just as I would with a guy. And she kept pointing out how patronizing I was, offering to do the work for her because I felt

10、 she was less capable.Then Michael realized he was hearing the same complaint from his girlfriend. So he invited Marcia out for a beer and they talked. “I learned about todays women from her. What I knew about women Id learned from my father. I was a generation behind the times. Now Im married to th

11、e girlfriend I had when I met Marcia, and Im indebted to her for that. She and I are still good friends. Marcia and my wife are friends, too.”Can you fix a broken friendship? If you feel a close friend has hurt you, its worthwhile to sit down and say, “If I didnt care about you, Id just shrug my sho

12、ulders and go my own way. But since I do care, Id like to straighten this out.” Then calmly talk about what has happened. You might find its just a misunderstanding.I cant say I headed a broken friendship with my sister-our sibling rivalry was nothing unusual. But since Milton died, she and I found

13、each other again, and it means a lot to me. The longer I live, the more important it is to feel connected. And that is what we do through friends.Near the end of his battle with cancer, Milton sent me to see our new grand-daughter. I held her and kissed her for both of us. When I toldMilton Id done

14、this, he said, “Ill always be with you, because part of me is in her, in each of our grandchildren.” He died a day or so later. I have four grandchildren now, and what Milton said is true. I take them, one by one, on adventures all over the world, and each time I find new friendships. And Milton, my

15、 best friend, is always with me.endearment: n.表示爱慕的话语；亲热的表示term: n.专业词语；术语；措辞1. Psychologists identify friends as those who accept each other, confide in each other and feel responsible for each other.Paraphrase: Psychologists regard friends as those who accept each other, trust each other and be re

16、sponsible for each other.心理学家将朋友定义为彼此接受对方，相信对方并对彼此负责的人。Identifyas: to find out exactly what sth. is 把确认为transient: adj.短暂的；片刻的；转瞬即逝的companionship: n.伙伴关系; 友情,友谊2. In our transient cultures, we depend more on friends for things we once got from families-emotional support and often even financial help

17、. Paraphrase: In our cultures in which things change quickly, we get more things from friends, like emotional support and even financial support, which we got from families before.在这个瞬息万变的时代，我们更加依赖朋友，从朋友处获得一些以前我们从家人那儿得到的东西，比如说，情感支持，甚至经济援助。desperately: adv.极其; 绝望地; 不顾一切地,拼命地rank: v.分等级; n军衔, 职衔; 地位;

18、社会阶层; 排; 横列; 行列kinship: n.亲属关系; 亲切感neglect: v.忽略; 不予重视familial: v.家庭的,家族的affirm: v.肯定(某事)属实; 申明; 断言3. Friends ranks with marriage and kinship as one of the most important relationships in our lives, yet it can be the most neglected.Paraphrase: Friendship, together with marriage and family relationsh

19、ip, is one of the most important relationships in our lives, but sometimes we overlook it and pay very little attention to it.友谊, 同婚姻和亲情一样，是我们一生中最重要的关系之一。vow: n.(尤指宗教的)誓言,誓言tend to: 趋向,走向,倾向,趋于instinctual: 本能的(而非习得)的blossom: v.变得更加健康(或自信，成功)4. Then we find that the heart of friendship-how to make th

20、e relationship blossom, grow and survive-requires more attention and skill篇二：上班族专用英语学习法洛基提醒：英语学习已经进入互联网时代对于上班族来说，总有一些外语情结-学英语是有用的，扔了可惜，但毕业好几年了，捡又不知从哪儿开始。那么上班族到底该怎样学英语呢？又有什么样的方法和窍门？大多人学英语是多次放弃、重来；再放弃，再重来。开始都是怀着积极的心态，投入到英语学习的战斗中去。然而，学着学着，就感觉要坚持不住了，想要放弃。开始总是找不到解决的办法，为此而郁闷。后来才发现解决这样的问题其实并不难。 来源：考试大的美女编辑

21、们要学会精神转移在英语学习的过程中，感到枯燥乏味，信心不足的时候，不要强迫自己往下学，因为从你的思想意识形态里已经开始产生了抵触英语的情绪。这时再继续只能是 适得其反，请你先放一放你所学习的内容，最好的去处是逛书店，选择一本自己喜欢的，翻开内容看上一两段，你就会发现原来你的英语已经很有水平了，以前的时间没有白费。还有，当你置身到书店的时候，你才能够感受到很多中国人都和你一样在努力着，也许他(她)的英文水平很高也许他 (她)还不如你。从而让自己产生羡慕、嫉妒、欣慰的心理。只有这样才能激发你的继续学习的兴趣。除此之外，你还可以去听听那些原版磁带，去看看原版DVD 来调节自己的心态。应该怎么背单词背

22、单词不要孤立的背，一定要融合到句子中去。要查词典，在词典中把这个单词每个不同的例句都要找出一两句实用的作为代表练出来，这样你才会知道一个单词的不同用法。 还有一个办法，就是利用摩西英语、大耳朵英语这些免费英语学习网站，从周一到周五，每天学习一个英文单词的起源、用法、同根词，学习一句英文名言，记住五个相关的单词，这样在轻松阅读故事的过程中每周记住30个左右的单词，一年就能累计记住1500个单词。 除了听写、默写以外，还要增加阅读量，看一些和自己水平相当的英语书籍从而扩充词汇量。阅读不需要去背诵，也不需要去听录音，但必须勤查词典。这个方法只是为了增加词汇量，尽量在短时间内减少生词。每天学多少合适？

23、每天不要过多的记忆，有5-6句话足以，多了什么也记不住。科学的说法是一天记忆8句话，我们还是不要那么标准了，少点好。最好能把学到的组成简单的对话，这样一问一答自己都可以练习口语了。不要去考虑进度，不要去想：唉呦，这得猴年马月我才能学会呀？，当你对英语有了感觉后，速度是突飞猛进的。心不要太急，戒骄戒躁，就像一个人猛吸一口气，他可以跑得很快，但他永远跑不远。就是这个道理。我该怎么合理分配时间？从时间上来说，如果您是朝9晚5工作制，就要充分利用零碎的时间。在每天晚上，你要抽出一个小时来听写5句话，我想应该不难做到。第二天您就应该反复去唠叨这5句话。上半时遇到上厕所、上下楼、外出办事情什么的，都可以反

24、复练习。利用周六、周日可以从头至尾温故而知新一下。一天花费过长的时间学英语其实效果并不好，而恰恰是零碎的时间学习英语最容易出效果。平时零碎着听，零碎着唠叨，零碎写着，隔几天做个阶段性总结，接触多了，时间长了，也就自然会了。学一本教材或报一门考试如果完全没有目的性地学习英语，非常容易中断学习。毕业几年的上班族，为了为自己的学习添点儿动力，不妨自己选一本教材学习。比如经典的综合英语教材新概念英语、 或是偏重口语教材的走遍美国、还有适合商务人士的剑桥商务英语BEC，都可以给你系统的学习方向。当然如果你的工作还不算太忙，就更加建议你去报考一门英语证书，比如偏重翻译英语方向中、高级口译证书；或是BEC也

25、有自己的初、中、高级证书等等。备考复习的过程，其实就是将学到的知识强化的过程。如果复习得好还能拿到一本有利于职场发展的证书，何乐而不为呢？篇三：英语教学法7.课件Unit 11Teaching ReadingGROUP MENBERS:ContentsThe Nature of ReadingHow do we read?What do we read?Strategies involved in reading comprehensionThe role of vocabulary in readingPrinciples and models for teaching readingCon

26、tentsPre-reading activitiesWhile- reading activitiesPost-reading activitiesConclusionThe Nature of ReadingThe Nature of ReadingReading is an active process. It constantly involves guessing, predicting, checking and asking oneself questions.Reading is the ability to understand the written words and r

27、espond to them in proper ways. Reading means getting meaning out of a given context.How do we read?1. Reading has only one purpose, i.e. to get information.2. Reading is a silent activity. Reading aloud does not help much with comprehension.3. Reading with a purpose is more effective than reading wi

28、thout a purpose.4. When we read, our eyes are constantly moving from letter to letter, word to word and sentence to sentence.5. Reading is an individual activity.6. We need to know all the words in order to understand a text7. We read everything with the same speed.8. When reading in a foreign langu

29、age, we mentally translate everything in order to understand.9. It is helpful to use a dictionary and note down the meaning of all the new words while reading.10. The lack of cultural knowledge may affect the rate of reading comprehension.11. Possessing a large amount of vocabulary is the key for re

30、ading comprehension.12. Reading can best be improved by being engaged in reading and reading more.Tasks should help develop students reading skills rather than test their reading comprehension. The teacher should help students not merely to cope with one particular text in class but to develop their

31、 reading strategies and reading ability in general so that they are able to apply the strategies or skills learned in class to tackle other texts they encounter outside class or in the future.PWP三阶段英语阅读教学模式三阶段英语阅读教学模式是我国中小学英语阅读教学中普遍被采用的教学模式，主要属于“自上而下”或交互作用的阅读教学模式，具体属于哪种阅读教学模式主要根据阅读文本体裁和教师的教学活动设计而定。三

32、阶段即读前（pre-reading)、读中（while-reading)、读后（post-reading)三个阶段。Pre-reading activitiesPooling existing knowledge about the topicPredicting the contents of the textSkimming or scanning the text for certain purposesLearning key words and structuresAimsTo facilitate while-reading activitiesPre-reading activi

33、ties123PredictingSkimming and scanningSetting the sceneContent LayoutsPredicting is an important reading skill, which can make reading more intriguing and purposeful .Therefore, it is likely to result in better comprehension compared with the situation where the learner starts reading with a blank m

34、ind.Three ways of predictionPredicting based on the titleGood titles always contain the most important information of a written text.Look at the three titles in the box below and predict the contents of the texts. When you are ready, join another pair an d compare your predictions and the clues that

35、 helped you to make theTo begin with, students may not be good at predicting. If so, the teacher can help them by asking certain questions. For example, for each of the three texts above, we can ask these questions:Text 1: What is a pet? What are pets for? Why do people love pets? Are there any prob

36、lems with pets?Text 2: What is a jungle? Where can you find jungles? What do you think has happened to the jungles?Text 3: What happened to the child? How do you think the parents would feel? What could the police do?Three ways of predictionPredicting based on vocabularyThe teacher also asks student

37、s to write down the words that they think will appear in the text,Predicting based on the T/F questionsThe teacher gives students some true or false statements. Students predict if these statements are true or false. Then they read the text to check if they have made the right predictions.Setting th

38、e sceneGetting the students familiarized with the cultural and social background knowledge relevant to the reading text.Setting the scene by relating what students already know to what they want to know.Using visual aids to setting the scene, such as real objects, pictures, videos episodes and multi

39、-media materials,etc.SkimmingReading quickly to get the gist,i.e. the main idea of the text.Ask general questions which allow students to focus on one or two things.Provide 3-4 statements and one of them represents the main idea, ask students to read the text and decide which statement is the correc

40、t one.Provide subtitles for different parts of a text and asks students to put them in the right place. ScanningRead to locate specific information. The key point is that the readers has something in his mindand he should ignore the irrelevant parts when reading.Besides,we can also ask students to s

41、can for vocabulary which usually have certain semantic connections with the theme. Though teachers pre-teaching,students will facilitate the reading tasks that follow.ScanningWhats more, students can also scan for certain structures,for example, tense forms,discourse connectors,or particular sentenc

42、e structures,which can serve as the basis for grammar study. Should pay attention to following things:Set a time limit;Give clear instruction for the taskWait until 70% of the students finishScanningMake clear how you are going to get feedbackMake sure that answers to the scanning questions are scat

43、tered throughout the text rather than clustered at one place.Different texts offer opportunities for different kinds of exploitation. Yet a reading passage in traditional reading comprehension textbook has generally been exploited by means of mutiple choice quesstions,T/F questions, open questions,

44、parahrasing and translation.While-reading activitiesWhile-reading activitiesIn this section we will look at some different ways of exploiting texts focusing on the process of understanding rather than the results of reading.Information presented in plain text form dose not facilitate information ret

45、ention. When information in text form is transferred to another form, it can be more effectively processed and retained. The way to transfer information from one form to another is called a transition device Transition deviceIts function in teaching reading can beillustrated in the following diagram

46、:Most of the transition devices make use of visual aids so that information in text form is visualized. Research has shown visualization can help second language learners to comprehend meaningBelow are some transition devices that are often used in teaching:Purposes of transition device:1.Focus atte

47、ntion on the main meaning of the text.2.Be able to simplify sophisticated input so that it becomes the basic for out put.3.Allow the students to perform tasks while they are reading.4.Highlight the main structural organization of a text /part of a text, and show how the structure relates to meaning.

48、5.Involve all the students in clearly defined reading tasks.6.Precede one step at a time(easier tasks before more complicated one.)7.When a TD is completed, use it as a basis for further oral and/or written language practice. Reading comprehension questionOne of the most frequently used methods in t

49、eaching reading is asking students to answer comprehension questions. Nuttal suggests that we can classify questions according to the kind of information that they require students to get from the texts, or the kind of thinking that we wish students to engage in.She lists five types:Questions of lit

50、eral comprehension. These are questions whose answer are directly and explicitly expressed in the text.Questions involving reorganization or reinterpretation. These questions require Ss to put literal information together in a new way or reinterpret it.Questions for inferences. They require Ss to co

51、nsider what is implied but not explicitly stated. Questions for evaluation or appreciation. Such as making judgment about what the writer is trying to do and whether the writer is biased or dishonest.Questions for personal response. The answers to these questions depend most on the readers reaction

52、to the content of the text.Understanding references:All natural language, spoken or written , uses referential words such as pronouns to refer to people or things already mentioned previously in the context. Some students have difficulty in following clearly the references in the text. So the teache

53、r should find ways to help Ss find the meaning of the references in the context.Making inferencesMaking inferences, which means reading between the lines, is an important reading skill. It requires the readers to use background knowledge in order to infer the implied meaning of the篇四：英语口语学习方法技巧英语口语学

54、习方法技巧如何才能说流利的英语？说外语时，我们主要应做到四件事： 理解 -回答 -提问 -口头表达你只要自我训练这四项基本技能（或找一位可以训练你的老师），就会说一口流利的英语。我们该如何对待说英语时所犯的错误？你应该区别讲求准确性的口头训练与讲求被理解的口头交流之间的区别。如果你为交流而说英语，那么你犯的错误大都可以忽视。重要的是信心十足地去交流（那可不是容易的！）。如果你确实是在交流，那么即使你犯错误也没有 关系，只要这些错误不干扰你的交流。你只要纠正在你口头 表达或写作时会妨碍别人理解你的错误就可以了。我的听力进步缓慢。我该如何提高呢？练习语言听力的方法是要采取积极主动而非被动的方式。如

55、果老师在介绍一篇课文时稍加一个短评，并且提出一个问题，学生们就会积极主动地聆听。例如，老师说：今 天我准备给你们读一则讲述一个意外事件的故事。读完之后，我要问你们这件事是如何发生的。这会鼓励学生们积 极认真地听，以求找到问题的答案。如果老师只是说：请听这个故事，学生们则没有聆听的重点。他们的双眼可能 是睁着的，但头脑确是封闭的。在练习听力过程中，我却抓不到全文的大意，这是为什么呢？这是因为你把精力放在听单词上，而不是理解意思上。不要听单个的单词，然后就试图把它们译成汉语，应该听懂全文的意思。听英语时，要排除汉语干扰。这正是优秀 译员所要具备的：他们先要弄懂一段语言的意思，然后把它译成另一种语言

56、，以便听者可以听懂说话的大意。如何练习连贯表达的回话技巧？我想你所提的时断时续（说英语）可能是指突然迸 发式的说话方式。首先，你必须明白，大多数口头表达是与他人交往的产物。我们很少发表长篇大论，这就是说我们必须培养我们自己理解别人讲话的能力，然后根据我们所听到的内容作出回答。会话的性质不同，要求的技巧也自然不同。例如：交流信息。这是我们每天最常见的交流形式。你的朋友告诉你他她在业余时间所喜欢做的事。你仔细听，然后 告诉他她你在业余时间所想做的事。你就如此这般回答。在这种交流中，你一般会大量使用一般现在时。叙述。你的朋友用过去时告诉你一段经历（他她如何误车，然后上班迟到，老板说些什么，等等）。你

57、仔细听，然后讲述你自己的经历。在这种交流中，你一般会使用一般过去时或过去进行时。按时间顺序讲述一个故事较为容易：某事开始于，然后叙述正文，最后结束讲述。交流看法和观点。你的朋友告诉你他她对某事的看法，他她先描述一段场景，然后发表他她的意见，并给出 理由。你仔细听，然后以同样的方式作出回答。你有可能陈述事实（你从报纸上读到的东西），给出一个或几个例子，然后说明你的看法。你很可能用些诸如 In my opinion， I think， I agree with what you say， but和 Im afraid I disngreeI think等短语。不错，平时多练习以提高你的英语口语，但不要指望遇见外国人（我想你所指的是来自说英语的国家的人）这个办法。如果这样的话，你练习说英语的机会就少多了。首先，经常遇见