英语课堂教学用语新编

2024-04-08

英语课堂教学用语新编（共6篇）

篇1：英语课堂教学用语新编

《新编实用英语》教学方法的探讨与研究

摘要:结合《新编实用英语》教学,就高职高专英语教学内容的实用性、任务教学法、以学生为主体的主题教学模式以及如何培养学生综合语言能力等问题进行了探讨。研究表明,高职英语教学需要一个适应、调整、探索过程,其最终目的是让高职高专学生实用英语能力有长足的提高。

关键词:实用英语任务教学法主题教学模式

为了贯彻落实教育部关于《高职高专教育英语课程教学基本要求》的精神,探索一条适合高职教育特点的英语教学方式,我们就高职英语内容的实用性,以学生为中心的主题教学模式,在全面提高学生语言运用能力方面进行了一定的探讨与研究。

一、教材的选用

1.《新编实用英语》的编写特点及模式

《新编实用英语》是教育部规划的新一代立体化教材,它努力体现了新《基本要求》的精神,在《实用英语》的基础上,进一步更新观念,更新内容,更新教学,充分体现了国家对大学英语加强实用性的教学要求,是高职高专英语教材的新突破。此外,从新编排模式上看,该教材打破了传统教材的编排模式,注重了实用性,主题性,学生的主体性和听、说、读、写综合能力的提高,体现了一种全新的理念,在难度上略高于《高职英语》、低于《实用英语》,更适合目前高职学生的实际水平。

2.《新编》教学内容上的特点

从教学内容上看,《新编》明显不同于传统教材,主要特点是:

一是主题性和主体性。该教材以实际法和任务教学法为其编写思想,每个单元围绕一个主题,为学生提供了真实的交际任务,并且各种任务被设计为听、说、阅读、分组讨论及应用文书面材料等。使学生在完成各项任务过程中,习得语言。如第二册关于e-mail这一单元,从口语对话,――听力――阅读――写作和翻译,都是围绕有关e-mail的常用习语等内容安排的,学生通过本单元的学习和操练,基本能进行与e-mail有关的涉外活动与工作。

二是交际性。该教材把培养一定的交际能力作为重要任务,加大听说、写作,特别是实用交际能力的训练。每单元听力、口语占三分之一的教学时间。充分体现了听、说、读,写并重的原则。如每单元的第一部分“Talking Face to Face”以实物式简洁的语言及片段开始,经过阅读翻译,让学生在有了充分的感性认识基础上,过渡到第二部分“Follow the samples”,学生在通过这一系列的活动过程中,掌握有关常用句型和表达形式,提高语感和实用交际能力,并在接下来的“Act out”的活动中复现前面的重要句型及语言素材,让学生巩固所学内容,扩大应用范围。

三是实用性。该教材明显加强了日常生活、工作与经济、科技发展联系密切的实用文体的阅读。教学内容基本涵盖了新《基本要求》规定的实用英语《交际范围表》中的有关内容,贴近生活,学生系统学完本教材后,基本能进行日常生活工作会活,能处理有关业务信函。

四是循序渐进性。该教材贯彻了“学一点,会一点,用一点,边学边用,学用结合”的原则。选材由易到难,话题多变,体现实用性强的特点。学生初学时感到不是很难,在潜移默化的练习中提高了能力,克服了传统教材学生死记不少单词,而实用性不强的弊端。

了解教材特点是为了教师更好地组织教学,体现教材意图。因此,采用何种教学方法,怎样合理设计教学任务,探讨有效教学模式,则是重要内容。

二、教学方法和模式的探讨与研究

1.“任务教学法”是实现“以学生为主体的主题教学模式”的有效途径,是组织《新编实用英语》教学的有效方法

任务法是基于完成交际任务的一种语言教学法。它以计划和操作为中心内容,以意义表达为核心。通过师生之间、学生之间共同完成语言任务、习得语言。任务教学法注重教会学生如何在完成一系列任务中提高交际能力,达到实践目标。该教学法为学习者架起了一座由母语通往目标语之间的桥梁,为学习者提供了互动机会,它即能开发学习者的运用语言的潜力,又能激发他们创造运用语言的活力。

据有关研究表明,传统英语教学中,教师话语占用课堂70%甚至90%的时间,学生参与课堂活动和发表见解的机会很少,学生语言交际能力得不到培养。因此,近年来教育部一系列英语教学基本要求等指导性文件中反复强调,教师应避免单纯传授语言知识的教学方法,多采用交际性、任务型的教学途径,要把课堂教学过程变成理解所学材料,并用所学材料表达思想的交往过程。结合《新编》教材的特点,我们对此进行了初步的探讨与尝试。

以该教材第二册第九单元为例,该单元的交际主题为“Applies for a job”,整单元围绕主题安排了阅读,翻译招聘广告,学习模拟应聘对话,应聘应做的准备,注意的问题,怎样自我阐述和如何写个人简历等。我们根据“Applies for a job”这一中心任务所需的知识、技能将有关内容设计成不同的任务,并提出具体要求,教学中我们围绕这一主题做了如下的设计

1.Introduce some knowledge about applying for a job.

Tusual steps in applying for a job;

a. Get some information about the job.

b. Prepare your personal data, resume, references and

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think about questions often asked in the job

interview.

c. Write an application letter, or fill out some forms.

d. Prcatice having a interview.

2. Design four tasks;

a. Ask students to read and translate two job advertise-

ments, understand them and pay attention to the

writing forms and sentence structures.

b, Lwarn to write resumes. Know how and what to write.

c. Follow two samples on job interviews;

(1) Study first two dialogues, emphasize the important

patterns and think about the questions often asked

in job interviews.

(2) Make a further conclusion about job interviews. Such

as the preparation for interviews, the usual steps of

the job-seeking process, the proper behavior of the

interviewees, the questions often asked by the inter-

viewers.

Such as Greeting, self-introduction, the reason to

apply for the job, something about education and

working xperience, about salary and working time...

d. Practice having job interviews.

Choose one person, two or three students as a group

to practice.

教师根据教材内容设计对话情景,组织全班学生分组模拟应聘面试,如应聘工程师、技术员、会计、文秘、导游等。让学生进行表演,练习中教师应随时发现存在的问题,及时总结指导。

当然,在运用任务教学法,交际教学法时,要注意处理有关的问题,才能取得较好的效果。

2.运用任务法、交际法应注意的的问题

(1)任务法、交际法不同于问题法,它们最具生命力的地方应在于以任务带动学习的原则。因此,教师应根据教材内容将学生必须掌握的知识、技能设计成各种任务布置给学生,让学生做好积极准备,充分发挥学生自主学习的潜能。在进行训练时,要引导学生不仅局限于一般的问答上,更要鼓励学生运用所学内容更深入地表达思想,让学生更好完成由懂到会一这过程。

(2)任务的设计要合理、教师课前应根据主题任务,学生的实际情况,以及实际需要,设计各种具体任务。

应本着由易到难,范围宽泛,学生有广阔交际空间的原则。

(3)明确教师与学生的角色。教师的作用应是组织、引导和答疑者。教师在设计好任务的基础上,应明确提出任务的要求,要给予话题的导入。如有关的背景、常用的单词、短语、句型等,并对任务的过程予以交代,帮助学生顺利地进行练习。学生在完成任务的.过程中不是被动接受者,而应是主动的参与者,这有利于学生自主学习的能力培养。

(4)重视整体语言教学规律,加强对学生综合能力的培养。整体语言教学理论强调语言是一个整体。其中,听、读是接受语言的方式,说、写是产出语言的方式,它们是综合运用能力的组成部分。教学中,教师应引导学生处理好它们之间的关系,使它们互相诱发补充,交织一起,构成生动的语言运用。

此外,根据认识理论、语言学习可看成是一个信息加工过程,即从语言输入――加工――产出(input――processing――output)的过程。Hamer认为语言教学必须注重输入吸收和输出三个环节,仅有输入是不能培养学生交际能力的、学生经过反复操练所输入的语言知识,才能消化吸收,并进入长期记忆系统和已有的知识结构之中,形成自己的语言生成系统,即经过加工的语言信息通过产出过程才可以说成是完成了学习的全过程,才能习得语言。

我们在《新编》的教学实践中,重在组织学生参加到学习的全过程中,在设计每项任务时,使各个技能有机结合,交互进行,综合提高,较好地体现了整体语言教学规律、教材所蕴含的学习方法和编者的语言学习观。

三、最后:启示

1.在英语教学中,师生必须首先实现教学指导思想从“以语言知识为本向以语言运用为本的转变”。

2.正确处理语言知识的学习与语言运用训练的关系。教师要将学生普遍存在问题的词汇,语法难点加以补充,以清除学生学习障碍。

参考文献

[1] 《高职高专英语教学改革的理论与实践》.高教社.

[2] 外语教学与研究(2003.5)高远.高校英语教学改革笔谈之二.

[3] 外语教学与研究(2003.7)何莲珍.自主学习及其能力的培养.

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篇2：英语课堂教学用语新编

l Stand up, please. 起立!

l Sit down, please. 请坐下!

l Let’s start now. / Let’s begin our class / lesson. 让我们开始上课。

l Let’s start a new lesson / Lesson 1. 我们开始上新课 / 第一课。

l Let’s get ready for class. 准备上课。

l Have you got everything ready for class? 你(们)做好上课的准备了吗?

2. Greetings 问候

l Hello, boys and girls / children. 同学们好!

l Good morning / afternoon, class / everyone / boys and girls. 早上好 / 下午好，同学们。

l How are you today? 你(们)今天好吗?

3. Checking attendance 考勤

l Is everyone / everybody here / present? 所有人都到齐了吗?

l Is anyone / anybody away / absent? 有人缺席吗?

l Who’s absent / away? 谁缺席了?

l Why is he / she absent today? 他 / 她为什么缺席?

l Try to be on time. / Don’t be late next time. 下次别迟到。

4. Asking the student on duty 向值日生提问

l Who’s on duty today? Who’s helping this morning / today? 今天(早上)谁值日?

l Could you clean the blackboard, please? 请你擦一下黑板，好吗?

l What’s the date today? 今天是几号?

l What day is it today? 今天星期几?

5. Reviewing the lesson 复习功课

l Let’s review our lessons. 让我们开始复习。

l What did we learn last lesson? 上一课我们学了什么?

l What did we talk about last time? 上一次我们讨论了什么问题?

l Who can tell me what we learnt today? 谁能告诉我，今天我们都学了些什么?

篇3：《新编英语语法教程》的教学体验

关键词：时态,语态,层次性,学科交叉

章振邦先生主编的《新编英语语法教程》(以下简称《新编》)是为我国高校英语专业编写的一部英语语法教科书,该教程不同于传统英语语法教材,参照了当代语法学家如R.Quirk,S.Greenbaum,G.Leech,J.Svartvik,A.S.Hornby,M.Halliday等人的观点,形成一套兼容并包,吸取了当代语法学精华并适合我国学生接受的英语语法教材。为我国英语专业语法教学起到了很好的的指引作用。

这部教材不仅告诉学生碰到何种语法现象该怎样处理,也介绍了其理论体系,告诉读者为什么,便于学生理解和接受。比如呈现英语的7个分句基本类型之前,本书首先介绍了分句及其划分方式,即主语和谓语,并解释为何这样划分,即主语是分句的话题,而谓语是有关该话题的新信息。并进一步将谓语拆散成谓语动词和补足成分(包括宾语,状语和补语),这些连同主语便形成了分句的五个基本的成分,在此基础上,再进行不同的组合,同时提示这些不同组合是以谓语动词的特性作为依据。整个过程就如同分析一部机器的构造,先拆散,再组装。当学生了解这个内在的逻辑之后,自然可以接受,尽管对于只了解传统语法的他们来说是全新的。

对于谓语时态的介绍也是如此,“按照传统的理解,‘时态’是表示动作发生的时间和表现方式的一种动词形式。……英语动词的‘时态’多至十六种。”“但是,20世纪50年代以来,国外一些有影响的语法著作,对于Tense和Aspect已经作了不同于传统语法的处理,认为英语动词有两个‘时’和两个‘体’”。《新编》一书对谓语动词的介绍就是借鉴了上述理论,原因作者已在《〈新编英语语法教程〉的体系特征》(以下简称《体系特征》)一文做了充分解释。笔者认为从学习者的角度来看,这又是一种如同机器拆分与组装的过程,在这个过程中学生对“时”和“体”先有一个科学的认知,然后在此基础上进行组合,形成不同的时与体的结合形式,学生很容易理解意思也更清晰地了解了不同时态的动词词组的构成方式与意义,比起传统语法生硬地呈现英语谓语的十六种时态,本书更能让英语专业学生理解和接受。

《新编》的语法理论系统全面,有利于学生建构科学的英语语法体系。全书导入部分便对英语的语法体系做了明确的分层,从词素,词,词组,分句到句子。正如章振邦先生在《体系特征》中提到的,“层次性是语言的本质属性之一”。学生在这样的理论与实践指导下学习,会形成更加科学的认识,即分析分句成分应该从词组的层面去分析,而不是词的层面,突破传统的语法分析方式。

又比如全书增加了一个新的词类——“ 限定词”(determiner),这一概念未曾出现在传统语法书中,但章振邦在《体系特征》一文中论述到“限定词作为一类功能词 (或结构词)早已在现代英语语法中确定下来。”学生理解其中内涵之后,能更好地将原先散乱的词类,如冠词,代词,名词属格等加以整理归纳,并且对某些代词,如物主代词,指示代词,不定代词等涉及的范围形成更为科学合理的认识。

该教材语法体系与传统语法有着很大差异,但正因如此却能让学生突破传统语法的局限,形成对英语语言更丰富全面的认识。比如,该教材对分句的分析使得分句中的主语与谓语的概念脱离了传统语法的束缚,不再强调谓语必须是谓语动词,要体现时态与人称的区别等。本书认为只要逻辑上实现了主语和谓语便形成分句。于是,学生可以看到传统语法书介绍的独立主格结构,分词作状语等等繁琐复杂的语言现象其实都可以用现代语法的分句类型去划分与归纳。从而使他们对英语的认知得到扩展和系统化,使传统语法所认为的特殊现象变得自然起来。

篇4：英语课堂用语

Come in，please. 请进。

Sit down，please. 请坐。

It’s time for class. 上课时间到了。

Is everybody here? 都到齐了吗?

I’ll call the roll before class. 课前我要点名。

Here! 到!

Open your books and turn to page 20. 打开书，翻到第20页。

Who is on duty today? 今天谁值日?

Has everybody got a sheet? 每个人都拿到材料了吗?

Any different opinion? 有不同意见吗?

Are you with me? 你们能跟上我讲的吗?

Have I made myself clear? 我讲明白了吗?

Could you say it again? 你能再说一遍吗?

Any questions? 有什么问题吗?

Put up your hand before asking a question. 提问之前请先举手。

That’s all for today. 今天就讲到这里。

Please turn in your paper before leaving. 请在离开前将论文交上。

篇5：英语课堂教学用语集锦

英语课堂教学用语集锦

一、评价学生的表现

That’s true.对。

You’ve done a good job.太棒了。It’s almost perfect.几乎完美无暇。

I think your answer is very useful.你的答案很有用。What you said is meaningful.你说的很有用。Your answer is interesting.你的答案很有趣。

This question is a bit difficult, try to think about it.这个问题有点难，再想一想。

Don’t worry.You still have a chance.别担心，还有机会。Don’t be shy.I’m sure you can do it.别害羞，你肯定行。Don’t be afraid.Take it easy.别害怕，放松点。Nearly.差不多。Not quite.不完全。Not really.不太对。

Sorry, I don’t think you are right.抱歉，我想这不太对。I’m afraid this is wrong.我恐怕它错了。I don’t think so.我不认为这样。

Really? Could you talk about the story a detail? 真的吗？你能再详细说说吗？

I can’t accept this point.我不能接受这观点。Your answer isn’t to the point.你的观点不能切中要害。I don’t agree.我部同意。

It’s much better this time.这次好多了。I agree with your point.我不同意你的观点。I think so.我认为也是如此。This is to the point.切中要害。

Well done.Congratulations.太好了。祝贺你。

二、表达“正确”的短句

Right.Very good.That’s it.Great.A good job.Excellent.Terrific.Exactly.Absolutely right.决对正确。

Completely correct.Sound good.不错。That’s correct.正确。You did good.很棒。That’s funny.真有趣。Good idea.好想法。

You’re great.We should clap for you.棒极了，我们应该为你鼓掌。Don’t give up.Try your best.别放弃，尽你的全力。You did a good job.I admire you for your works.我十分佩服你说的话。

Don’t be afraid.Show your confidence.别害怕，拿出你的勇气。Be confident.自信些。

Don’t lose heart.You can try it again.别灰心，你可再试一次。Think carefully.Don’t leave it to chance.仔细想想不要碰运气。Your answer makes me think another point.你的答案让我想起了另一点。

Great.Who first think of this idea？好，谁先想到这个主意的

三、组织课堂教学 Hello, boys and girls!Is everybody here? What’s the matter / wrong with Li Ming? 怎么回事？ Could tell me why / what is the matter? Be quiet, students.Now I’m going to call the roll.请安静，开始点名了。

What day is it today? 今天星期几。What’s the date today? 今天几月几号？

How is the weather today?/ What’s the weather like today? 今天天气怎么样？

What month is it? 几月份？ Who is on duty today? 今天谁值日。

That’s right.I remember now.对了，我记起来了。

You look worried.What’s wrong? 你看起来很着急，怎么回事？ Excuse me, Mr.Zhang.Could I be excused for a while? May I ask for leave? 对不起，张老师，我出去一下好吗？

How is the weather today? How about the weather today？今天天气怎样？

Keep silent, I have some good news to tell you.请安静，有好消息。Whose turn is it to clean the blackboard? 轮到谁擦黑板了？ Can you see the blackboard clearly? If not, come up to the front.你们能看清黑板吗？如果不能，向前来一点。

四、语言项目教学 Class begins.Now please open your books and turn to Page 43.Let’s go over what we learned last lesson.Well, look at the dialogue, and let’s practise it once again, shall we?

首先，让我们复习一下我们上节所学内容，好，看这个对话，让我们再练习一遍。

Have finished the exercises which I gave you last time? How about revising them again, OK? 在复习一遍，好吗？ How about another practise on this point?All right? 对于这一要点，我们在复习一遍，好吗？

Now I want some students to retell the story that we learned.Are you ready? Revision is very useful for learning English, So you shouldn’t think it’s boring.复习对学英语十分有用，所以不要厌烦。

Now this is about what we learned last lesson.Are you clear? 这是我们上节课所学内容，清楚了吗？ I’ll check your homework.Answer these questions according to the last lesson.根据上节内容回答我的问题。

Listen to the dialogue once more and complete these exercises.再听一遍并完成这些练习。

Who can talk about the story in your own words? 谁能用自己的话谈论一下这个故事。

Who can recite the text? Hands up, please.Let’s check the answers together.让我们对一下答案。

To let me see if you’ve understood, I’ll ask some questions on this passage.让我看看你们是否已掌握，就这段文章，我要提几个问题。Now I want you to turn to Page 23.What can you see in the picture? What can we know from the picture? Can you say something about the picture? Who can describe the details of the pictures? Say a few words about the pictures.Sum up the picture in a few words.用几句话对这幅画进行概括。Tell us a story with the picture.Now this is something new, Ready to listen.注意听了，下面是一些新内容。

Now listen to me carefully.Make up sentences about the picture.First listen.Then I’ll say it again.What I’ll tell you are the important points today.这是我今天要讲述的重点。

Keep to the points.要抓要害。

Read after me, OK? Repeat!All together.Speak louder, please.Quicker, please.Softer, please.Listen to the tape again, pay attention to the new words.Now we shall do some pair work.Practise this part by yourself.Practise in pairs.First you may use the look-speak method.分组练习首先你们可以使用look-speak的方法。

Now watch me.I’ll do an example,then you will try to make up dialogues in paies.注意看，我要给大家做一个示范，然后你们自己分组练习。

Which group would like to act out this dialogue? 哪一组愿意表演这段对话？

Who can act this role? Any volunteers? 谁愿意担任这个角色？有自愿者吗？

Who’d like to have a try? Hands up, please.Don’t be shy.Try to retell the key points without books.别害羞，脱开书本，试着复述出这些要点。

五、对话课教学

First work in groups to talk about the topic of this dialogue.Look at the picture at the top of this page, please tell me what happened in the picture? Books closed.Listen to the dialogue for the first time and try to fin out: When and where did the conversation take place? I’ll give you five minutes to read the dialogue loud.How many people were mentioned in the dialogue? Now listen to the dialogue once again, then we will practice the roles.Good.Listen again This time you should repeat after the tape.All right.please practise the dialogue in pairs.Which group would like to act out the dialogue? I’d like to call some pairs to practise the dialogue.Who wants to be Nancy? / Who would like to play Mary? Would you like to be Jack? / Would you like to act Jack? / Would you like to act the part of Jack? The rest of you are the audience, OK? Let’s have a look.Jim and Bob are acting out the dialogue.Please make up a similar conversation with these notes.When you practise the dialogue with others , be sure to use your own words as much as possible.I’ll give you some advice.If you want to speak English very well, you must seize every chance to speak and talk in English in and out of class.给大家提点建议，如果想说好英语，你必须抓住任何一个练习的机会，并坚持课内、课外用英语交谈。

六、语法教学

Today we are going to learn an important grammar point.Notice this sentence , what tense should be used here? 注意这个句子，用到了什么时态？

Here we should use the Present Tense.这里我们用到了一般现在时 Who knows the Past Tense and the Past Participle form of this verb? 谁知道一般过去时和这个动词的过去分词？

We should remember the three principe parts of these irregular verbs by heart.我们应当用心记住这些不规则动词的三种形式。

Write down the forms of these verbs and keep them in mind.Do you know the form of this tense? 你知道这个时态的结构吗？ Notice the subject.Here , we should use the Passive Voice instead of Active Voice.注意句子的主语，这里我们应该用被动语态来代替主动语态。Now, change these sentences into Indirect Speech.现在把这些句子变成间接引语。

Can you change this sentence into the Passive Voice? When we change Direct Speech into Indirect Speech, we should pay attention to the changes of the tense, the persons, adverbials of time and place.What part of speech is it? 它是什么词类？

Notice this word, it is a proper noun, so no article is needed.注意这个单词，它是一个物质名词，不用冠词。

This is an abstract noun, but it is used as a common noun here.这是一个抽象名词，在这里用做普通名词。

Is the article in this sentence used correctly? Who can correct the mistake? What article should be used here , “a” or “an”?

This noun is used in a general sense, we must put the indefinite article “a” before it.Could you tell me the plural form of this word? Generally, we should replace nouns with pronouns here.一般说来，这里我们用代词来代名词。

Is this word a countable noun or an uncountable noun?

七、阅读课教学

Today we are going to learn a new text.I’d like to look at the picture on the right.Who can describe it? What can you learn from the picture? What you describe fits the content of the text.你所描述的非常符合文章的内容。Read the text quickly and think about the questions: Why / Where / When / How did the story happen? Don’t worry about the new words, Just try to guess their meanings.Read the text again more slowly and try to answer the comprehension questions.I’ll explain some important language points.Please take out your notebooks and get ready to make notes.我要解释一些语法点，拿出你的笔记本准备做笔记。What does this part / this paragraph describe? What’s the main idea of this passage?

Fill in the following form according to the text.Correct these mistakes in the sentences according to the text.Please read this part carefully and find the topic sentence.请仔细地朗读这一部分，找出主题句。

Notice the topic sentence is usually the first or the last sentence of a paragraph.注意主题句经常是一个自然段的第一句或最后一句。Using the information, retell this part.Here are two similar words.Let’s find the differences between them.这里有两个相似的单词，请找出他们的不同来。

Now open your workbook and complete Exercise One.For the rest of time, please ask and answer the questions with your desk mates about the text.用剩余的时间，同桌间就课文内容进行相互问答。

Listen to the tape carefully.Pay attention to pronunciation, phrasing and intonation.仔细听录音，注意语音，语调和措辞。

八、单词教学

1.Read through these words yourself, according to the phonetic symbols（音标）.2.Who will volunteer to pronounce these words for us? 谁愿意为我们读出这些单词？

3.Listen to the tape and then try it yourself.听录音然后自己读。4.There’s a mistake in your pronunciation.Notice where the stress(重音)is.5.Listen to me carefully and read it like this.6.Don’t be shy.Just open your mouth widely.7.Speak loud and repeat.8.Now watch my mouth, please watch and do the same.9.Notice how my tongue touches my teeth.注意我的舌头是怎么摩擦牙齿的。

10.Read the word clearly and don’t swallow a syllable.把单词读清晰，不要吞掉音节。

11.To read the word, we must roll our tongues（卷起舌头）.12.How many syllables(音节)are there in the word? 13.Try to remember the meaning of this word.14.We can get a new word if we add a suffix(加一个后缀)after it.15.Can you tell me any synonyms(同义词)of this word? 16.What’s another way of saying exam? 17.Can you spell this word? 18.Let me see if there is anything wrong with your spelling.19.The letter “r” is missing.20.Place a letter “s” before this word.在这个单词前加字母s.21.Cross out this letter.Cross off the extra letter “n”.去掉多余的字母n.22.Letter “L” should be capitalized(大写).23.Begin / Spell the word with the small letters.记下这个单词以小写字母开头。

24.Write these letters together.把这些字母写到一起。

25.Read out the words correctly.Don’t add any extra syllable.正确地读出这些词，不要多加任何音节。

26.With the root of this word, take a guess.What is the meaning of this word? 根据词根猜一猜这个单词的意思是什么？

27.What’s another word for the same meaning? 也表达同样意义的另一个词是什么？

28.What is meant by that word? 那个词作什么解释？

九、听力教学

1.Today, we’ll have a listening practice.You’ll have a conversation between a driver and a passenger.2.Have you finished? Well, I’ll start the tape.3.OK, listen for the first time and finish Exercise One.4.Listen and catch the key sentence.5.Let’s check the answers.First, you can check your answers with desk mate.6.Is there anyone who got full marks? 7.Read your answers aloud, OK? 8.Be careful, I’ll give you the correct answers.9.This conversation is to give you practice in listening for the central idea.10.Listen and pick out the new words.11.Listen carefully and try to catch every sentence.12.Listen and repeat.After that retell the story in your own words.13.Listen to the tape to get a general idea, then write down the information below.14.While listening, you must keep calm.15.When you do listening in the exam, you must first look through all the questions as quickly as possible and try to guess what the passage is about.16.Before listening, think of some possible answers to these questions.17.Listen and catch the key sentence.18.Listen and write down the key points by heart.十、写作教学

1.Today we are going to write a passage on the new High Dam at Aswan.2.Before writing, let’s have a discussion.What subject do you think we should write about in the passage? 3.Let’s have an oral practice first.Work in groups to talk about the topic.4.Read the two notices “Found and Lost”.Learn to write similar notices like them.5.Using these guiding words, write a composition of about 100 words.6.Before you start to write, could you tell me what you are going to write? 7.Before writing, you can make a draft(打草稿)first, then copy it on your exercise-books.8.Work in groups of four.You have read the story of the great written.Now, each of you will write a part of the story.The titles of the four parts are as follows.9.Today we are going to learn how to write expository essays.Write a description of your province.First collect some key information and make a list.今天我们学如何写说明文，写一篇关于我省的介绍文章，首先收集一些关键信息，并列举下来。

10.Write a summary of the story about Bob Geldof.It must cover the following points.11.Don’t forget to put in proper punctuation(标点).十一、试卷及练习解析

1.This lesson, I’ll explain the test.Li Ming, please return the papers to the students.2.Let’s go through these exercises together.3.Look at Exercise One.Let’s check the answers.4.What’s the best answer to Exercise One? 5.Let’s go to the next exercise.They are a bit difficult.6.Make your own.Give yourself one point for every correct answer, and take off a point for every wrong answer.7.Look at the first blank.Which word should be filled in? 8.Lily, could you tell us the correct answer？

9.Look at Number Three.Could you explain why you like this / why you gave such an answer? 10.Do you have any questions to ask? 11.These exercises are common, but very important.So we need to remember them carefully.12.Wen Jing, what’s your opinion of it?

13.Take notes about the exercises which you got wrong and I’ll ask you to see if you got them during the next lesson.做错的要记下来，下节课我要提问看你们是否掌握。

14.Now count up your points and write down your score at the top of the paper.15.Is there anyone who got full marks? Who got only one mark? 16.Focus on(注意)Exercise Three.It is a bit difficult.17.According to the content(根据上下文), which word should be used? 18.We shouldn’t only know How, we should know Why.21.Can you tell me the antonym(反义词)of this word? 22.Something important, we form the noun operation by adding the suffix – tion after operate.词尾加后缀-tion 可得一名词operation.23.This word is a derivative.Can you point out its root? 这是个派生词，你能指出它的词根吗？

24.What does this word mean when the prefix（前缀）is added? 25.When we make sentences, notice that the predicate verb must agree with its subject in person and number.当我们遣词造句时，要留心谓语动词一定要在人称和数上与主语一致。26.This word is a transitive verb.We can use a noun or noun phrase as its direct object.这是一个及物动词，我们可以用名词或名词性短语直接作其宾语。27.This word is an intransitive verb when it needs an object, don’t forget to put a preposition after it.这是个不及物动词，当它后跟宾语时不要忘了加适当的介词。

28.Notice, need here is the model verb.It takes an infinitive without to.注意need在此是情态动词，后跟不带to的不定式。29.Can you tell the differences between with and by? 你知道介词with 和by之见的不同点吗？

30.What do you know about this preposition? 对这个介词，你了解有多少？

31.Notice the two sentences.Between them, we should add a conjunction.当心这两句话，它们之间应加一个连词。

32.With some proper conjunctions combine these short sentences together.用适当的连词，把这些短句连在一起。

33.Pay attention to the word order of this sentences together.Can you correct the mistake? 注意这句话的语气，你能纠正这个错误吗？

34.Generally, adverbs of time and place should be put at the end of a sentence.一般来说，时间和地点状语常放在句末。

35.Can you tell me the comparative form and the superlative form of this word? 你能给出这个词的比较级和最高级吗？

36.I want you to change the affirmative sentences(肯定句)into an interrogative sentences(否定句).37.There are three forms of the sentences affirmative, interrogative, and negative.句子有三种形式：肯定句、否定句和疑问句。

38.This is an objective clause.Notice the word order.这是一个宾语从句，注意语序。39.Do you know the present forms(现在式)of this word? 40.Give out the plural form of the nouns.给出下列名词的复数形式。41.We can use proper pronouns to replace nouns for short.为简便，我们可以用适当的代词来替代名词。

42.As we know, news is an uncountable noun(不可数名词)，but tell me what about advice, suggestion and information.42 It was much better.Let’s do it once more.43 Imagine that you were Matilde, what would you say? 44 With these key words try to retell the story.45 If the case happened to you, what else could you say? 如果这种情况发生在你身上，你还会怎么说呢？

Hold a discussion about the story, let’s see whose idea is the best.让我们讨论一下，看看谁的想法最好？

Pay attention to these complex sentences.I’ll explain them again.注意这些复杂的句子，我要在讲解一遍。

Now, you will have ten minutes.Please write a short passage on this topic.Following what we learned, complete these exercises.根据我们所学的知识，完成这些练习。

Last lesson, we learned some important language points.Now I’d like to see how much you can remember.I’d like some students to retell the story with these key words.I’ll divide the class into groups of four to discuss the problem.You’ll have a few moments to prepare your speech, so you can make a draft first.你们将会有一会儿时间来准备你们的发言，可以先打个草稿。

Go through Exercise 3.If you have any questions, please raise your hand.Now I’ll call out several pairs to ask and answer in front of the class.Please complete the dialogue in your words.According to this paragraph, ask as many questions as you can.Make up a dialogue, using the following as a guide.Be careful, this is something different.十二、听写训练

1.Books closed.Please take out a pen and a piece of paper.Now we’ll take a dictation.2.Are you ready? I’ll start to read.3.First, listen carefully and I’ll read it through.4.Pay attention to your handwriting.Notice the capital letters and the small letters.5.Include the proper punctuation(标点).6.Notice your speed of dictation.7.If you meet some new words, don’t mention them, go on dictating.8.Try to catch the main idea of the dictation.That way, you can finish it much more easily.9.Now I’ll read it for the last time.Go through your dictation.10.Who’d like to read the dictation?

十三、解释标点 1.After this sentence, what mark should be put here? 2.Put the proper punctuation in the sentence.3.Don’t forget to put an exclamation(感叹号)mark at the send of the sentence.4.Is the punctuation used in this sentence correctly? 5.There is no need to put in punctuation.So, we should cross out the comma.十四、教学设备运用