(1)Throughvisualpresentation,rapandballad,studentscanmasterthekeysentencepatternsinthislesson.
(2)Throughthecreationofsituationalapproachandtask-basedapproach,studentscancommunicatewitheachotheraboutlearningstrategiesinEnglish.
Emotion,attitudeandvalues:
Throughthediscussionoflearningandharvest,studentscanrealizetheiradvantagesanddisadvantagesinEnglishandtheirlearninginEnglishandothersubjects,andlearnthestrengthsofotherstudentsandgraduallyformtheirownlearningstrategies.
2.Teachingemphasesanddifficulties
Teachingemphasis:
Studentscanlisten,speakandrecognizethefollowingthreephrasesinrelevantcontexts:dotasks,haveanEnglishparty,actindrama,learnfromeachother.
Teachingdifficulties:
Studentscanusesentencepatterns:“HowdidyoulearnEnglishWelearnedEnglishbydoingthings.Welearnedfromeachother.”
IV.Thechoiceofteachingandlearningmethods
Themainpurposeofthiscourseistoletstudentslearnthewords,phrasesandsentencepatternsoflearningstrategiesandhabits,andlearntousesimplesentencesinthepasttensetocommunicatetheEnglishexpressionmethodsoflearningmethods.Thewholecourseisdominatedbyautonomouslearningandcommunicativeapplication,sothatstudentscanlearnlanguageinarelaxedandpleasantatmosphereandachievetheskillsofusingtargetlanguageskillfully.Throughintuitionalmethod,rapballadmethod,creationsituationmethodandtask-basedteachingmethod,studentscancommunicateintheactualsituation,formacomprehensivelanguagecommunicativeabilityandeffectivelearningstrategies,activelyparticipateintheclassroomactivities,improvestudents\'abilitytostudyindependentlyandbeinterestedinEnglishlearning.
V.Thechoiceofteachingaidsandlearningtools
Teachingaids:multimediacourseware
Learningtools:textbooks,Englishbooks,exercises
VI.Teachingprocess
Step1.Warming-up
TheteachersandstudentssendgreetingsinEnglishtoeachother.Andthenraptheballad\"wh\"
Bychantingballads,wecanregulatestudents\'emotionsandactivatestudents\'knowledgereserves.
Step2．Revision
Usingthemultimediacoursewaretoshowthephrasesofthelearningmethods,quicklystimulatetheknowledgereserveofthestudentsthroughthegameofansweringtheanswers,andlayasolidfoundationforthestudyofthiscourse,andtrytofindoutwhatthecurrentwayoflearningis,thatis,\"HowarewelearningEnglishnowWe\'relearningEnglishbyplaying)then,throughthetalkof\"OurEnglishLearning\",wewillcontinuetosummarizethemethodsoflearningEnglish,whichleadstonewteachingcontentandstimulatetheenthusiasmofstudentstolearnEnglish.
Step3．Presentation
1.Learnthefourmeetingwordsinthesituationanduseit
Byshowingrelevantcontexts,studentscanmasterthepronunciation,formandmeaningoffourwordwordsskillfullythroughsituationallearning.Sothatstudentscanusenaturalspellreading,visualpresentationmethodandothermethodstohelpstudentsmasterthefourwordlearning,andskilleduse.
Bylisteningandspellingthefourwordwordscontainedinthesentencepattern,theaimistoexercisethestudents\'abilitytolisten,speak,readandspell,andtosumupthemethodsoflearningEnglishatthemoment,anddrawoutthefourthreephrasesofthelearningmethodinthislesson:dotasks,haveanEnglishparty,actindrama,learnfromeachother.
2.Learnandusethreephrasesandkeysentencesinthissituation.
Throughrapandballad,studentscanmasterthephrasesandrelatedsentencepatternsrelatedtolearningmethods,andcanquicklyformrelatedknowledgesystems.
Contactthethreesessionofthisclass,andthroughthepresentationandpracticeofthekeysentencepatterns,leadtothepasttenseoftheverb,letthestudentsturntheverbsinvolvedinthephrasesandsentencepatternsintoitspastformaccordingtotheexistingknowledgereserve,thenpracticeandtalkaboutthekeysentencepatternsinthecourse,andcarryouttheextensionexercises,throughrapballads,Consolidatethefocusofthiscourse.
Intheprocessofpractice,newlanguagepointsaredrawnoutfromdifferentlevels,reflectingtheconceptof\"learninginEnglishandlearningbyusing\"inEnglishlearning.Italsopavedthewayforthefollowingexercises.