Using illustrations of various foods and fruits, we first reviewed the usage of like followed by object, for example: Do you like rice? This is what I learned before. Taking this as a starting point, I introduce several expressions about the degree of liking to students, such as I like it a little/they like it very much/very much. Then I introduce the sentence pattern with infinitive after like through a short passage. For example, they like to eat different foods, which involves the form of singular third person. This grammatical phenomenon is difficult for students to understand, and even more difficult to skillfully use. In order to understand this grammatical phenomenon, we must first help students to establish the concept of the third person singular. In the third part of this lesson, we use a short passage to provide students with a practical opportunity through question-and-answer exercises to help them master this grammatical phenomenon initially. .
The first part of lesson 98 focuses on learning to use the form of interrogative sentences like asking the singular third person and its affirmative and negative answers. The second part further reviews and consolidates the usage of like verbs through a humorous short story. In the third part, on the basis of the question-and-answer exercise in the first part, I ask Mr. Green, Mr. King, Jim, Kate and others what color they like, and continue to consolidate and practice several expressions about the degree of like.
Lesson 99 introduces another use form of like, namely like+-ing. The first part is still in the form of tables. Through a lot of question-and-answer exercises, students can master the usage of like. Here, don't focus on the difference between studying it and doing it, but on application and practice, otherwise it will mislead students easily. The short passage in this lesson tells the story that Uncle Wang likes to make things, which echoes the first part.
Lesson 100 focuses on review: word stress, incomplete explosion, sentence stress, intonation. At the same time, this lesson also uses listening, phrases, chanting, short reading and other practice methods to continue to review and consolidate the usage of like. Finally, I do deep exercises by playing games and writing sentences, so as to master its usage.
Suggestions on vocabulary teaching
This unit focuses on preferences, mainly involving favorite foods and favorite things to do. In dealing with words, we can adopt the method of classified teaching. Teach all the words about food in this unit together. On the basis of reviewing the old words, classify these words into vegetables, fruits, drinks and other categories to strengthen memory.
On the other hand, when teaching the sentence like+-ing, we can focus on teaching the verb phrases involved in this unit, such as doing housework, making machines, washing dishes and so on. At the same time, students can simply summarize the verb phrases they have learned before. Other words can help students guess the main meaning of the article and explain it when necessary. When teaching words and phrases, we can benefit from pictures, stick figures, action performances and word competitions of various foods.
Some Suggestions on Oral English Teaching
This unit of oral training suggests that the teacher can bring a very novel picture or object to the students in class, and then ask the students if you like this picture (assuming it is a park)! Then after the students answer, the teacher can say I like this picture very much. I like going to this park. This is Zhongshan Park .. The teacher then asked the students, Do you like going to Zhongshan Park? Where do you like to go? What do you like to buy? Wait a minute.
Teachers can classify and summarize food:
After reviewing the vocabulary and related sentence patterns, the teacher can first explain the preferences of himself and his family and friends, such as:
I like rice. I don't like bread. What about you?
I kind of like meat. I like fish very much.
I like eggs, but I don't like cakes at all.
My mother/father/sister/brother likes …
After a short presentation, the teacher can ask the students to do the same questions and answers in pairs, and then turn to our textbooks after a period of oral practice.
The specific teaching methods are as follows:
1. The teacher holds the prepared food pictures in his hand and asks the students, do you like hot dogs? Do you like apples? Wait, then put all the pictures on the blackboard and ask the students to ask and answer in pairs. On the basis of pairing, the teacher can check two or three pairs of students in the class to see how their questions and answers are. After everyone is familiar with the sentence patterns, the teacher can divide the class into two groups, one group of students asks questions and the other group answers. See which group asks more questions and answers correctly.
2. When teaching 97 and 99 classes, you can change the questioning part and the answering part into rhythm to teach students. Let the students tap the points on the table and speak according to the rhythm of the points, so that the students can remember them easily and firmly.
3. Each lesson in this unit has a short essay. The teacher can ask each student to read this article silently first, and raise his hand to ask the teacher if he doesn't know the words. Teachers can teach the pronunciation of words in a targeted way, and students can imitate them again, so that students can remember them better.
4. In order to determine whether students can understand what they have learned, teachers should check several students in class and give appropriate encouragement to good students. Then, the teacher asked the students to read aloud in groups. Anyone who can read from beginning to end can get a red flower or a poster from the teacher. In this way, students' enthusiasm is easy to come up, and it can also save the time for teachers to check students' reading aloud.
5. For long sentences that are difficult for students to master, teachers can write the sentences on the blackboard, lead students to read from the first word, and then read the next two words, three words and four words. In this way, even the most difficult sentences are easier to remember.
6. Sometimes when the teacher teaches dialogue, he can just play the recording, so that students can take this dialogue as listening training first, and then ask and answer according to what they hear. On the premise that the students understand the content, the teacher asks the students to read the dialogue by themselves. When doing dialogue exercises, you can ask and answer questions in large groups. It can also be a unit of two people, or a teacher plays one role and a student plays another role. .
7. In oral training, teachers should pay special attention to demonstrating movements and language, and then leave opportunities and time for students to do more exercises in groups, pairs and individuals. Teachers should not turn the classroom into a lecture, but let students consolidate what they have learned through a lot of practice, so that practice makes perfect.
Some Suggestions on Phonetic Teaching
When practicing word stress, sentence stress and intonation, let students try to read by themselves first, and let one student read one or two words or one sentence at a time. Then the teacher comments or corrects the mistakes. Listen to the tape after reading all the words. Ask the students to pronounce on the tape. When following sentences, we should guide students to imitate sentence stress and intonation, experience the rhythm of English language flow and stimulate students' interest in English intonation.
Suggestions on Grammar Teaching
The grammar teaching in this unit focuses on the third person form of the simple present tense, declarative sentences (affirmative and negative sentences), interrogative sentences and the answers to their verbs like. You can use the method of practice first and then induction. Teachers should not tell students the sentence patterns to learn at the beginning of the class, but let students have perceptual knowledge first and deepen their impressions through a lot of oral practice. In particular, teachers should say many similar sentence patterns, so that students can listen first and then imitate them.
The communicative language in this unit is mainly about liking and learning several expressions of liking. This topic is close to students' life, oral training is easy to get started, and teachers are more likely to control the classroom. Class 97 can prepare some pictures or slides about food in advance, point to each picture and ask the students: Do you like hot dogs? Do you often eat hot dogs? Do you like rice? Do you eat rice for every meal? At the same time, practice expressing degree phrases, such as very, not at all … not at all, and so on. After the students have mastered several expressions of their favorite degree, ask and answer in pairs. After everyone is familiar with this sentence pattern, the teacher can divide the students into several groups and have a sentence pattern practice competition to see which group asks more questions and answers correctly. When teaching in 98 class hours, you can focus on practicing his/her favorite with pictures, objects or tables. After students master this sentence, they can ask each other's preferences in groups, and then describe the preferences of a group member in the group or the whole class. After teaching for 99 class hours, the basic sentence patterns are the same as the first two classes, except that the food nouns are replaced by verb phrases. Teachers should pay special attention to demonstration actions and language in teaching, remind students of the changes in verb forms after "like", give students more time to practice, and let students consolidate what they have learned through a lot of practice, so that practice makes perfect.
This unit focuses on the declarative sentences (affirmative sentences and negative sentences), interrogative sentences and their answers in the simple present tense of the verb like. The difficulty lies in the change of the verb like in the singular third person of the simple present tense, the usage of the auxiliary verbs do/does and don t/dots, the usage of using the original verb after the auxiliary verb and adding -s or -es. Because there is no similar grammatical phenomenon in Chinese, it is easy for students to make mistakes such as he likes … and she doesn't like …. Therefore, teachers should give more examples, so that students can gradually understand in examples and gradually become proficient in language practice.
Some Suggestions on Reading Teaching
Teachers should constantly train students to develop correct reading habits. Students should be trained to read silently and scan quickly with their eyes, and gradually learn to grasp the general idea of a paragraph, and gradually get used to ignoring words that do not affect the understanding of the whole paragraph during reading. For example, before learning the text of lesson 97, teachers can ask students a few questions first, so that students can find the answers directly without knowing other contents. Ask questions first, and students can seek answers while reading. Help them understand the content and get information. In this way, students can gradually develop good reading habits. By reading and understanding the text, let students listen to the tape and read the text aloud, which can not only correct the language, but also imitate the intonation better.
Lexical analysis
like to do sth.
Both of them mean "like doing something", and the difference between them is that they like doing something. Express regular or habitual behavior or action, and like to do something. Indicates a specific behavior or action. For example:
I like playing football, but today I want to play basketball. I like playing football, but I want to play basketball today.
every
1._ _ _ _ _ Children know it.
2. _ _ _ _ has its own name.
There are many shops on the _ _ _ _ side of the street.
Answer: 1. Every one of them. Each 3. Each.
Analysis: Although every and each have the meaning of "each", each focuses on the meaning of the individual, and each focuses on the meaning of the whole; Every can only be an attribute, and each can be an attribute, subject, object, etc. In addition, each can be used to refer to two or more people or things, such as the third question, while every refers to more than three people or things.
Dinner/dinner
1. Our friends invited us to their home to play _ _ _ _ _ _ _.
2. We have _ _ _ _ _ three times a day.
Breakfast is the first day of the day.
Answer: 1.diner2.meals3.meal
Analysis: rice is the floorboard of three meals a day, and it is a countable noun; Dinner usually refers to a meal in a day, and usually does not add the definite article the.
Dishes/vegetables
1. How many dishes do you usually cook when your friends come?
I want to buy many kinds of _ _ _ _ _ _ _.
Answer: 1. dish 2. Vegetables.
Dish is used to refer to a dish, while vegetable refers to a specific vegetable.
Not at all ... not at all.
1.— Thank you very much. —________.
He can swim.
She did do her homework.
Answer: 1. Not at all. Not at all.
Analysis: You're welcome at all means "you're welcome, you're welcome", which is often used to express gratitude to others, which means it doesn't matter. /ok. You're welcome. Not at all … It means "not at all, not at all". At all is used in negative sentences to emphasize mood, usually at the end of the sentence.
Explain the key points and difficulties.
1. Like it
I. Verbs
1) like+name/generation, like someone/something for example →
David likes hamburgers very much.
Miss Gao is a good teacher. We all like her. Miss Gao is very good. We all like her.
Enjoy doing sth. Want to do something (occasionally or especially), for example →
I like playing games with you. I like playing games with you.
They like to eat different kinds of food. They like to eat different foods.
Like+do sth. Enjoy doing something, for example →
Children like swimming very much. Those children like swimming very much.
Second, the preposition "like …, just like……" is followed by a noun or pronoun as the object.
What does she look like? What kind of person is she?
The little girl looks like her father. The little girl looks like her father.
Third, common sentence patterns:
What do you like about …? Used to ask each other what they like. For example →
What do you like about our school? What do you like about our school?
Teachers and students. Students and teachers.
2) Do you think ...? What do you think of …? For example →
What do you think of this book? What do you think of this book?
It's interesting. Very interesting.
Would you like to do something? Ask each other what they need or ask for opinions and opinions. For example →
Would you like to play football with us? Would you like to play football with us?
Do you want some milk or some coffee? Do you want some milk or coffee?
I like it/they like it very much/a little. I like it/them very much
Han Meimei likes bananas very much. Han Meimei likes bananas very much.
In the last two sentences, very much, little and lot are used as adverbial modifiers, usually at the end of the sentence. Very very generally only modifies verbs that express feelings, such as like, love, want want, etc., and cannot be used as objects in sentences, while a lot and a little cannot be used as objects in sentences. When used in many or very many negative sentences, it is incomplete negation. If you need a complete negation, you should use not…all, which means "not at all".
My brother likes watching TV very much. My brother likes watching TV very much.
I often go to Hua Wei .. I often see Wei Hua. I can't say this sentence. I like Hua Wei very much. ..
I don't like playing football very much. I don't like playing football very much.
Note: very is generally only used before adjectives or adverbs. Old, hard, etc. One point can modify uncountable nouns, but not countable nouns. For example, a little water, you can't speak a little book.
3 ... but she doesn't like rice and noodles. But she doesn't like rice and noodles.
In the negative part of a negative sentence, the enumeration of coordinate components is usually connected by or, and if there is an and, the previous negative words should be repeated; If three or more words or phrases are continuously denied, in general, or is only used between the last two.
The old man can't speak or write. The old man can't speak or write.
The old man can't speak or write. The old man can't speak or write.
I don't like it/them at all. I don't like it at all.
Not…at all in the sentence means "not at all" and "not at all", which is a complete negation. It's nothing like. "Not at all." It means "never mind" and is often used as a reply of "thank you" or "apology". In negative sentences, at all is usually placed at the end of the sentence to emphasize the tone. For example:
I can't see the words on the blackboard at all. I can't see the words on the blackboard at all.
She doesn't love me at all. She doesn't love me at all.
He can't swim at all He can't swim at all
Many people in the restaurant know him well. Many people in the restaurant know him well.
The phrase know someone. It means "know someone well". If we know Tom very well, we can't say we know Tom very well. /sth means "know someone/something", for example, I have heard of him, but I don't know him.
6. Then why don't you go to the toy store? Then why don't you go to the toy store?
Why don't you+verb prototype+? Why not? Often used to make suggestions to the other party indirectly, often with positive significance, generally do not have to answer. This sentence pattern is equivalent to Why not+ verb prototype ...? For example:
Why didn't you come earlier? Why not come earlier? Why didn't you come earlier?
Why don't you come with us Why not go with us?
7. I think we can call it "plike". I think we can call it plike.
This is a subject+object clause sentence. I think it is the main sentence, which we can call plike. It is a sentence that acts as a think object.
The short word "call someone something" is a useful expression, for example, we call him a big boy ... we call him a big boy.
I learned the following sentence about the usage of think: He is thinking. He is thinking. I think so. I think so. I don't think so. I don't think so. Pay attention to this sentence: I don't think he likes swimming. I don't think he likes swimming. I can't say that I don't think he likes swimming ... The grammatical phenomenon that the negative adverb no is used with think in the object clause after think is called "negative transfer".
8. "Call" can be translated as "Call someone". For example, I want to call my mother.