Unit 6 I＇m more out going than my sister

同步点拨 （1）语言目标 Is that Sam？ No,that’s Tom．He has shorter hair than Sam．He’s calmer than Sam．2．学会表述个人特征和对人物进行比较。3．培养学会分析、判断、比较,选择最佳方案的能力。     

Clothes Make the Man（and Women）（人靠衣装）

1．Dress to Kill=wear one’s finest clothing 衣服漂亮得电死人。 范例短文： The reception for the new Swedish ambassador at the Jennison＇s was quite lavish.     

Unit 2 What＇s the matter？

同步点拨 【学习目标导航】1．语言目标（1）What’s the matter？I have a headache．（2）You should drink some tea．That sounds like a good idea．（3）I have a sore back．That’s too bad．I hope you feel better soon．2．学会表达身体的种种不适,及对他人身体的不适给予适当的建议。     

语言交流 开发智能——新标准英英语（一年级起点）第二册 Module 9 课堂实录与评析

第一课时 【教学内容】Module 9 Unit 1 【教学目标】a．能够听懂、会说本模块功能句“I don’t like…”认读单词noodles、meat、rice、sweets b．能运用所学语言，表达对食物的好恶。 c．在游戏中培养学生交流、合作意识，注重多元智能的开发。     

四年级（上）——Unit 6 “Meet My Family”

1．能力目标： （1）能简单地介绍自己的家庭成员，如：Look!This is myuncle。 （2）能够简单地描述自己的家庭成员，如：He’s my father．He’s a driver．He likes sports．[第一段]     

PEP《小学英语》五年级（上）Unit 3 What＇s Your Favorite Food？

第一部分 单元教学提示 （一）教学要点参考 1．能够询问别人并表达自己对食物的喜好，并且简单说明理由。What would you like？What’s your favorite food？I’d like…．I like…．I don’t like…．It’s…．They’re…．[第一段]     

The relationshipbetween haze and the pursuit of wealth

In recent years,China’s economic construction has made unprecedented achievements in development.People’s living standards have been effectively improved,however,along with a wealth of material life,the quality of our environment has significantly decreased,especially in winter in north China,where the haze phenomenon is particularly serious,not only affecting people’s travel and health,but also reducing people’s happiness index.Focusing on the relationship between the haze and the pursuit of wealth,this article will try to explore how to coordinate the relationship between the development of the socio-economy and natural environment.     

Unit 5 Do you have a soccer ball？

单元学习目标及学习指导:Hi!Nice to meet you．通过第四单元的学习，你将：1．能用have对物品的所属进行提问和回答；2．能用Let’s…提建议；3．与朋友谈论自己喜爱的球类活动和不喜欢的球类活动，并说明原因；4．谈论怎样和自己的朋友度过一段愉快的时光。5．本单元的重点句型有：     

Do you like pears?(第一课时)教学设计

<正>[教学内容]1.Let’s learn本部分主要学习关于水果的单词apple,orange,pear,banana要求学生能够听、说、认读。2.Let’s talk本部分主要学习Do you like…?Yes,I do.No,I don’t.[教学目标]1.能听、说、认读apple,orange,pear,banana等水果单词,能够用I like…表达自己对某种水果     

PEP《小学英语》五年级（上）——Unit 1 My New Teachers

（一）教学要点参考 1．能力目标： （1）能运用所学词汇简单描述自己老师的体貌特征及性格特点，如：We have a new English teacher．He’s tall and strong．He’s very funny．[第一段]     

话说Soap opera

Unit 11 What do you think ofgames hows?新课程要求:1.本单元主要学习表达观点及对事物的好恶。要求学生能用英语询问他人对某事物的观点;学会正确表达自己的看法;能够自由地谈论个人的好恶;学习一些人际交往及展示个性的艺术。     

An Analysis of Teacher Talk in College English Classroom

As an indispensable part of college English class,teacher talk has a great influence on the effect of the language teaching.By analyzing teacher talk from four aspects of dominance of teacher talk,teacher’s questions,teacher’s directives and code-switching,a conclusion is drawn:teachers should employ teacher talk appropriately in college English class in order to improve the quality of language teaching.     

Let’s和Let us的用法

初中英语课本里有提建议的表达，Let开头的祈使句就是其中一种。但在学习的过程中，有相当一部分学生把Let’s和Let us完全等同使用，究其原囚，Let’s是Let us的缩写。英语句子的确有许多缩写，例如I’m=I am．don’t=do not．Where‘s=Whereis、Who‘s=who is等等，这些缩写只是为了句子简短而丛，它们两者完全可以等同使用。     

PEP《小学英语》五年级（下）Unit 4达标检测题

简析：本套试题是依据《小学英语》第六册第四单元编排的。本单元的能力目标和知识目标简述如下： 一、能力目标 （1）能够简单描述自己或他人正在做什么，如：I’m answering the phone．She’s cooking dinner．     

《牛津小学英语》3B Unit 7 “Where？”

认知目标：能熟练掌握第一课时所教授的房间类单词：dining．room，bedroom，study，kitchen，bathroom，sitting．room；能运用I can‘t find…Where’s…?He’s／She’s／It’s in the…Sorry，I don’t know．等句型进行会话。     

表达好恶

生活中你是否经常和朋友分享自己喜欢的电影、音乐或是球队呢？彼时你会不会经常喜爱之情溢于言表，却找不到一个准确的词形容自己的心情呢？本期“说话的艺术”，一起来学习如何表达好恶。     

语言交流 开发智能——新标准英语(一年级起点)第二册Module 9课堂实录与评析

第一课时【教学内容】M odule9Unit1【教学目标】a.能够听懂、会说本模块功能句“I don’t like…”认读单词noodles、m eat、rice、sweetsb.能运用所学语言,表达对食物的好恶。c.在游戏中培养学生交流、合作意识,注重多元智能的开发。【教材重点】学习I don’t like noodles/m     

PEP《小学英语》三年级上册 Unit 5 Let’s eat

本单元主要通过就餐这一话题，学习常见的有关食品、饮料的12个英文单词和与此有关的日常用语。为体现语言运用的实效性、真实性，本单元围绕这一话题，设计了Part A Let’s talk与Part BLe t’s talk两种生活情景，教给学生如何表达自己喜欢的或想要的食物以及为别人提供或请别人吃东西时的表达语。在学生初步体会语言运用情景的基础上，     

Krashen’s Input Hypothesis and Its Pedagogical Implications on Second Language Teaching

Krashen has developed the Input Hypothesis, which has deep influence on teaching method of second language. This thesis focuses on the Krashen’s Input Hypothesis, which includes the following five hypotheses: the acquisition- learning hypothesis, the monitor hypothesis, the natural order hypothesis, the input hypothesis and the effective filter hypothesis. The thesis tries to explore the pedagogical implications of Krashen’s Input Hypothesis on second language teaching in the aspects of the input quantity and input quality. The thesis tries to explore the most effective methods of second language teaching, in the hope that it will help to improve the efficiency of second language teaching.     

四年级（上）——Unit 3 “My Firend”

（1）能够向别人简单介绍自己的朋友及其特征，如：My friend is strong．He has short hair。 （2）能够说出A己或朋友的爱好，如：I like English．She likes math．He likes Chinese。 （3）能够用句型“What’s his／her name？”去询问别人的名字。[第一段]