Language

2024-03-21高二英语教案访问手机版0

Language（精选15篇）

Language 篇1

牛津高中英语教学设计

单　　元：unit 2 language

板　　块：project 1

课堂设计指导思想：

如果“welcome”是一个单元的序曲，project则是单元的尾声。就像一首动听感人的乐曲，需要每个章节都有恰到好处的表现一样，单元的处理也要采取各种适当的方式来进行演绎。 project的设计通常由两部分构成：一篇阅读文本和学生的合作项目，要处理得得当，真正操作起来是有很高的要求的。这种要求体现在：学生方面，需要投入大量的时间、精力以及超出语言学习本身的各种社会交往、协调、工作能力；对于老师，则要有统筹、策划和全盘掌控、指导的能力。在很多学校，由于受到时间的限制或是应试的影响，“project”往往予以忽略，或者干脆作为“reading”来教，这与“project”设计的本源初衷是相违背的，对于学生终身发展也是错过了很好的锻炼机会。所以“project”还是要还其本来面目，当然我们不能否认从中国国情的实际出发，我们在具体操作上应该因时因地制宜，作出适当调整和取舍，这是符合客观规律的。本课时的设计为“project”的第一课时，主要是侧重于文本的处理。对于“project”的文本，我们在实际操作中达成了这样的认识：文本是用以阅读的，但是不同于“reading”的阅读，“project”的文本阅读不是单单以获取信息、了解文本为目的的，它的存在是以阅读为基础，为下一课时的图册文本设计提供信息与蓝本。

teaching aims:

1. get to know the development of chinese characters;

2. get informed of the formation of chinese characters;

3. learn to explain the chinese character by the way it forms.

teaching procedures:

step 1 lead-in

show the students a picture of a running horse. simplify the image using lines. and explain how it became the origin of the character “马”. introduce the topic “the development of chinese characters”.

【设计说明】作为文本阅读的导入，主要实现：挑起学生的学习兴趣、激发学生的学习热情、自然而然地引至主题。

step 2 skimming

skim the text and discuss the structure of the text between partners. think about how many parts we can divide the whole text into.

【设计说明】通过快速阅读，掌握文本的结构划分，对于文本实现整体性的粗线条把握。

step 3 listening

listen to the text and summarize the main idea for each part.

【设计说明】在文本划分基础上概括每部分的总体大意。

step 4 intensive reading

part1

what makes the chinese language differ from many western languages?

the chinese language differs from many western languages in that it uses characters which have meanings and can stand alone as words. chinese character can represent ideas, objects or actions.

chinese words are formed by combining different characters.

part 2

who is said to have invented chinese writing?

cang jie.

give a short introduction of cang jie.

仓颉也称苍颉，传说为黄帝的史官，汉字的创造者。传说中仓颉生有“双瞳四目”。目有重瞳者，中国史书上记载只有三个人∶虞舜、仓颉、项羽。虞舜是禅让的圣人、孝顺的圣人，而仓颉是文圣人，项羽则是武圣人。

what fired his idea of inventing chinese characters?

footprints in the snow.

part 3

how are chinese characters formed?

1. line drawings of physical objects — pictographs (象形)

(show students a picture of examples of development of pictographs.)

(more pictographs are given for students to match with their simplified characters.)

2. combine two or more elements together to express ideas or directions and numbers (会意)

the teacher explains some characters.

examples: 家（有房有猪）采（手采摘草本植物）尖（上小下大）旦(地平线上的太阳)

more characters are given to the students. they are encouraged to use their imagination to explain them.

囚——人困于门中，伐——人持刀戈，仙——山中人，众——多人，男——田里的劳力，休——人倚木而息，明——日与月，鸣——鸟口之声，孬——不好，森——众木，炎——多火，本——木之根，末——木之梢，歪——不正

3. combine meaning and sound —— pictophonetic characters (形声)

the teacher gives examples: 砖编聆骂

ask the students to have a discussion with the partner and try to find some more examples of pictophonetic characters.

part 4

when were simplified chinese characters introduced by the chinese government?

in the 1950s.

where are simplified chinese characters used?

in mainland china.

【设计说明】在掌握文本结构，主体大意的基础上，进行文本的精细阅读，目的是在理解文本细节的基础上，为project的图册设计进行素材的收集，写作结构的梳理。

step 5 retelling

retelling the development of chinese character according to what we’ve learned today.

【设计说明】内容复述是对于文本阅读的及时检验，学生只有在对文本结构、内容两者都充分理解的基础上才可能实现流畅的复述。复述的形式可以采用同桌间操练，之后随机选取同学进行陈述的方式，更为理想的是全班随机复述，每人一句。

step 6 dialogue

make up a dialogue discussing the development of chinese characters.

【设计说明】进一步检测、确认学生对文本的理解，在理解的基础上鼓励学生的创造性思维，鼓励基于文本、高于文本的对话创作。

step 7 homework

find more information on the internet about the development of chinese characters.

【设计说明】通过网络阅读，提高学生搜寻、定位、整合信息的能力，为下一课时的图册制作实现素材的积累。

Language 篇2

牛津高中英语教学设计

单　　元：unit 2 language

板　　块：grammar and usage 2

课堂设计指导思想：

万事皆有规律，规律是事物必然的、内在的、稳定的、固有的联系。语言学习中的规律则是语法。语法是枯燥的规律，但在这些规律指导下的语言是丰富多彩、生动活泼的。语法的教学既要讲透规律，更要帮助学生通过多种途径，加深对于规律的感性认识，从而帮助学生将规律内化为语言使用的范式，进而成为自觉的语言综合运用的能力。本节语法课从学生已有认知开始，带领学生温故知新，体验新的学习，并通过多种途径推动学生对语法规律的感性认识。

teaching aims:

1. to learn all noun clauses and help students judge different noun clauses;

2. to learn question words in noun clause;

3. to learn how to use it as an empty subject.

teaching procedures:

step 1 lead-in

i. go over the different noun clauses such as subject clause, object clause, predictive clause, and appositive clause.

1. you know that i am a teacher of english. (object clause)

2. that i am a teacher of english is known to you all. (subject clause)

3. it is known to you all that i am a teacher of english.(subject clause)

4. the fact that i am a teacher of english is known to you all. (appositive clause)

5. i am worried about whether you can do well in the exam. (object clause)

6. what i am worried about is whether you can do well in the exam.

(subject clause) (predictive clause)

ii. introduce all question words in noun clauses, such as what ,which, who ,whom, where, when, how, why, and whose. tell students to pay attention to the order of noun clauses and don’t leave out question words.

conjunctions of noun clauses:

连接词：that, whether, if, as if(as though)

连接代词：what, whatever, who, whoever,

whom, whose, which （作主语/宾语）

连接副词：when, where, how, why（作状语）

【设计说明】因为这是语法名词性从句的second period，所以一开始先对上一单元语法的first period进行简单复习与回顾——名词性从句的种类及语法成分，然后对名词性从句的连词进行归类，过渡到本课内容——由疑问词引导的名词性从句。the teacher starts the lesson with a short introduction of herself. a competition is held to guess different careers. and the topic of ‘director’ is introduced.

step 2 noun clauses introduced by question words：

1）what was he doing ? his father was surprised.

what he was doing surprised his father.

subject clause 主语从句

2）what’s your first impression of him? i want to know.

i want to know what your first impression of him is.

object clause 宾语从句

3）how can i make a grammar lesson interesting?

that is my question.

my question is how i can make a grammar lesson interesting.

predicative clause 表语从句

4）how did peter respond to that question?

i have no idea.

i have no idea how peter responded to that question .

appositive clause 同位语从句

attention:

1. we change the word order in a clause after a question word into that of a statement.

2. we cannot leave out the question words in noun clauses in any cases.

check whether the sentences are true or false:

他是怎么成功的仍然是个谜。

how he was successful is still a puzzle. ( f )

how he was successful is still a puzzle. ( t )

你能告诉我他住在什么地方吗？

could you tell me what was the matter with me. ( t )

could you tell me what the matter was with me. ( f )

fill in the blanks using “that/ whether / where/ how/when

1. i have no idea __where _______ he comes from.

2. _how_______ he got the money is still uncertain.

3. he gave us many suggestions __ that ______ we should get up earlier and take more exercise.

4. i have no doubt ____ that ____ he will win.

5. i have some doubt _ whether _______ he will win.

6. the thing that troubles me is __ when ____ to head for europe.

【设计说明】通过把2个简单的句子合并成一个名词性从句，练习疑问词引导的名词性从句。并提出注意点：1）疑问词后的名词性从句语序要用陈述句的语序；2）任何连接名词性从句的wh-连词都不能省。再通过判断和填空的练习，巩固这部分内容。

step 3 “it” as empty subject and object

i. review the function of “it”:

1. it’s a book. (指代)

2. it’s ten o’clock. (时间)

3. it’s raining outside. (天气)

4. it’s a long way to the museum. (距离)

ii. empty subject “it”:

1. we can use it as an empty subject

a .when we use a noun clause as the subject of a sentence.

a. (preferable) it is certain that we would not be able to understand old english today. =

(correct) that we would not be able to understand old english today is certain.

b. (preferable) it is easy to answer whether english will continue changing in the future. =

(correct) whether english will continue changing in the future is easy to answer.

c. (preferable) it depends on the style of writing when we use certain words. =

(correct) when we use certain words depends on the style of writing.

b. when the subject is a to-infinitive.

a. (preferable) it is hard to master a foreign language. =

(correct) to master a foreign language is hard.

b. (preferable) it is important to know how to use a computer. =

(correct) to know how to use a computer is important.

c. when the subject is a v-ing form.

a. ( preferable) smoking is difficult to stop. =

(correct) it is difficult to stop smoking.

b. (preferable) travelling to beijing takes up a lot of my time. =

(correct) it takes a lot of my time travelling to beijing.

tip:

we usually use the empty subject it with a clause or to-infinitive (preferable), but with the v-ing form we prefer the real subject at the beginning.

ш. it can also be used before seem, appear, happen, chance, turn out and prove as the empty subject of a sentence.

a. it seems that he speaks two languages. =

he seems to speak two languages.

b. it happens that my new neighbor comes from my home town. =

my new neighbor happens to come from my home town.

iv. we can emphasize the subject, object, or adverbial in a sentence by using it +be+ the word/phrase you emphasize+ a clause introduced by that or who.

the part we emphasize:

1. it is prof. li who teaches us english. （emphasize the subject）

2. it is english that prof. li teaches us. （emphasize the object）

3. it was in shanghai that i saw the film. （emphasize the adverbial）

multiple choices：

1、___d___ is a fact that english is being accepted as an international language. (nmet1995)

a. there b. this c. that d. it

2.i like___c___ in the autumn when the weather is clear and bright. （04全国）

a this b that c it d one

3、the chairman thought ___b___ necessary to invite professor smith to speak at the meeting. （05全国卷1）

a.that b.it c.this d.him

brainstorming:

it is ________________that keeps us healthy.

【设计说明】先简单复习“it” 的功能。在英语中为了避免头重脚轻，我们经常把主要信息放在句子后面部分，而用it作形式主语。然后讲解it的用途：当真正主语为从句或不定式时，最好用it作形式主语，当真正主语为v-ing时，还是把v-ing主语放句首。之后配上一定练习和造句进行巩固。

step 4 other important cases of noun clauses:

i.同位语从句和定语从句的区别:

1.定语从句是先行词的修饰语，它不涉及先行词的具体内容。定语从句中that不但起连接作用，而且在定语从句中充当一个句子成分，充当从句的宾语成分时可省略。

2.同位语从句对中心词的内容作进一步的解释和说明，表明中心词的具体内容。引导同位语从句的that在同位语从句中不做任何成分，只起连接作用，无具体含义，且不可省略。

attributive or appositive

1） we expressed the hope that they had expressed. (at)

2） we expressed the hope that they would come to china again. (ap)

3） the information has been announced that more middle school graduates will be admitted into university. (ap)

4） the information that he revealed at the meeting is of great value. (at)

ii.疑问词 + ever和no matter + 疑问词的区别：

①疑问词 + ever可引导名词性从句，在主从句中要充当一定的部分。

whoever breaks the rule must be punished.

you can choose whatever you like in the shop.

②疑问词 + ever还可引导让步状语从句。如：

whoever breaks the rule, he must be punished.

whatever you do, you must do it well.

③no matter + 疑问词只能引导让步状语从句。

no matter what you do, you must do it well.

no matter who breaks the rule, he must be punished.

iii.名词性从句中的虚拟语气问题：

1.在order、suggest、demand、request、advise、be anxious that等所接的宾语从句中用“should” 型虚拟语气，“should” 常省略。在order、suggestion等名词后同位语从句、表语从句中用“should ”型虚拟语气，可省略“should”.

2.在as if、as though引导的表语从句中，在必要的情况下应用过去式虚拟语气。

3.在suggest、insist后会出现两种语气：

he suggested that i （should）turn to my boss.

the expression on his face suggested that he was angry

the old man insisted that he was still young.

the police insisted that we should offer proof.

4. 在主语从句中：it is necessary/important/strange/natural/…that…

5. wish后，从句中的时态在原本的时态上退一步。

高考链接：

1、someone is ringing the doorbell. go and see _d___. (全国)

a. who is he b. who he is c. who is it d. who it is

2、the photographs will show you __b__.（met1989）

a. what does our village look like

b. what our village looks like

c. how does our village look like

d. how our village looks like

3. it is strange that he ___b__ you this.

a. would tell b. should tell c. had told d. has told

4. what the doctors really doubt is __b___my mother will recover from the serious disease soon. ( 上海)

a. when b. if c. whether d. why

5. great changes have taken place in that school. it is no longer ___a___ it was 20 years ago, _____ it was so poorly equipped. （安徽)

a. what; when b. that; which

c. what; which d. which; that

6. __c___ leaves the room last ought to turn off the lights. (met1988)

a. anyone b. the person c. whoever d. who

7. i was surprised by her words, which made me recognize __a_ silly mistakes i had made. （湖南）

a. what b. that c. how d. which

8. parents are taught to understand ____b__ important education is to their children’s future. （广东）

a. that b. how c. such d. so

9. the teacher demanded that the work ___b__ before 4 o’clock.

a. finished b. be finished c. should finish d. finish

10. his suggestion that you ___a__ once more sounds reasonable.

a. try b. tries c. must try d. can try

11. scientists think that the continents ___c___ always where they _____ today.

(北京)

a. aren’t; are b. aren’t; were

c. weren’t; are d. weren’t; were

12、— hurry up! alice and sue are waiting for you at the school gate.

— oh! i thought they ___d___ without me. (江西)

a.went b.are going c.have gone d.had gone

13. i wish—i could work for the un_____(我能为联合国工作）。

14. how i wish—i had attended the opening ceremony yesterday__（我昨天参加了开幕式）。

【设计说明】通过讲解和高考题的训练，补充完善名词性从句考点，做到讲练结合。如同位语从句与定语从句的比较区别，引导词 “that” 与 “what、that if” 与 “whether”的区别、名词性从句的时态和语序问题等。

step 5 finish the following dialogue by filling in the proper words

jerry: i’m a journalist from china, congratulations on winning the election of president.

obama: thank you!

j: i often wonder _why__you have so many fans and supporters.

o: i am really grateful. it is their support and faith in me ___that_ make me successful.

j: the fact _that__ your are the first black president brings hope to many people all over the world.

o: i can imagine. i will try my best regardless of the result __whether_ i will make it or not.

j: we all know you have a quite happy family and your two daughters are so lovely.

o: oh, you bet(当然). i enjoy the moment _when__ i’m with my family. _it__ is relaxing and pleasant to play with my daughters.

j: and your wife also plays an important part in your whole life, right?

o: that’s __what_ i feel and she’ also a good mother.

j: my last question is _when_ you will take the post? (上任)

o: in january, .

j: thank you for sparing me so much time.

o: you are welcome.

【设计说明】这是语法教学上升到语篇层面的运用, 也是把枯燥的语法知识运用到实际生活中，通过完成对话，再次复习本节课所授知识。

step 6 homework

finish the exercises on page 100. and preview the instructions in the task.

【设计说明】通过书后练习，巩固本课学习内容，通过预习为下一课时做准备。

Language 篇3

module 8 on the town

unit 3 language in use

课题 unit3 language in use 课型 revision and application 第 4 课时

教学

目标知识目标 to consolidate the use of infinitive and the key vocabulary in this module.

to understand the main contents of the reading passage.

能力目标 to complete the module task:preparing an entertainment poster.

情感目标 to teach the students to love lives and have an active,happy life attitude.

内容

分析重点 to consolidate the use of infinitive and the key vocabulary in this module.

to understand the main contents of the reading passage.

难点 key structures: infinitive.

关键点 key structure: infinitive

教法学法 formal and interactive practice,

task-based 教具

学具 tape recorder or computer

教学程序教材处理师生活动时间

language practice

(the use of infivitive .)

read through the sentences with the whole class.

discuss what the highlighted points indicate with the students

(infivitive)

activities 1 2 in unit 3(to summarise and consolidate infinitive.)

a1:ask them to do the activity individually,and then check with a partner..

call back the answers from the whole class as complete sentences. …

a2: oral practise.the studetns will say the whole sentences . ask them to do the activity individually,and then check with a partner..

call back the answers from the whole class as complete sentences.one asks,anotehr answers.

activities 3

(we do these activities so that we can remember and use the vocabulary in this lesson.)

activities 4 and 5.(do some listening so that i can train the students’ abilities of catching the main message through listening.)

a3: read through the words in the box with the whole class and have them repeat them chorally and invividually, if i feel it is necessary.

ask them to do the activity individually.

call back the answers from the whole class.

a4: listen and choose the correct answer.

a5:listen again and correct answers.

a6: ask them to read through the sentences individually;they can complete anything they remember immediately.play it again for them to complete,check and correct.call back the answers from the whole class.

教学程序教材处理师生活动时间

activities 6 and 7

(we will do with it so that we’ll train the students’ ability of catching the main idea if the passage as quckily as they can.at the same time they must learn the learning task.)

around the world

activities 8--1 1

(do some writing) a6: ask them to do the activity individually,and then check with a partner..

call back the answers in a whole-class setting.

(teach the stduents how to find out the correct answers)

a7: ask them to do the activity individually,and then check with a partner..

call back the answers from the whole class .

read it and know more about home schooling.

a9:write a composition about preparing an entertainment poster.

板书设计 module 8 on the town

unit 3 language in use

1.infinitive

2.some key phrases or points

教学后记

Language 篇4

unit 3 our senses language讲学稿

一. 单项选择

1.--- i can’t find my pen. can you lend ______ yours?

- sorry, i am using it _____.

a. i…myself b. my…me c. me…myself d. i …myself

2. mr. white didn’t teach ______ english last term. our english teacher is mr. black.

a. we b. us c. our d. ourselves

3. ---oh, hi ,ann.

--- hi, mary. come in. make ______ at home.

a. you b. your c. yourself d. yourselves

4. --- i made the cake by __________. help __________,tom.

---thanks, jane.

a. me…you b. myself…yourself c. me.. yourself d. myself…you

5. ---she is too busy to help ______ with the work.

---let’s do it ________.

a. her…herself b. us… ourselves c. it…itself d. you… yourself

6. tom, your father asked you to do it _________.

a. itself b. yourself c. himself d. yourselves

二.用所给词的适当形式填空:

1.help ________________ to some cakes , boys and girls. (you)

2. we can’t leave by the boy by _________ (he)

3.--- who taught _________ japanese? ---he taught ___________ (he).

4. my little brother is to young to look after __________. (he)

三. 根据中文意思,完成句子.

1. 昨天他们在公园玩得很高兴.

yesterday they _____________________ in the park.

2. 随便吃点鸡肉吧,孩子们.

________________________ to some chicken,children.

3.我爸爸小时候自学英语.

my father _______________________ when he was young.

4. 他长大了,可以照顾自己了.

he is old enough ____________________ .

5.“这是谁的钱包呢?”他自言自语的说.

“whose wallet is it?” he _________________.

Language 篇5

chapter 5-listening, language, writing

一、章节分析(section analysis)

（一）综述

本章节是语言运用部分。

（二）目标

listening

1. 帮助学生在原有文字稿的基础上学会如何更改信息及改正错误。

2. 使学生逐步养成自觉检查错误的习惯。

language

1. 帮助学生熟悉如何使用直接引语和间接引语。

2. 引导学生主意在书写时标点符号的使用。

writing

1. 让学生综合运用本单元所学的如何描写人物的技巧。

2. 建议学生根据人物性格添加适当人物言语和动作。

3. 帮助学生根据图片讲述故事，如何将故事讲得生动有趣。

（三）重点和难点

language

注意陈述句、疑问句和祈使句转换为间接引语时的不同，以及直接引语出现在句中时引起的标点符号的变化。

writing

注意人物外貌、动作及语言的有效结合，使人物栩栩如生。

二、教学设计（teaching designs）

教学内容教学实施建议教学资源参考

listening 1. 课本上的三篇文字材料分别对应的是三类不同的修改要求：语法错误，信息修改及文体的改进。

2. 建议教师先让学生阅读文字材料，发现错误点，让学生带着问题再听录音。

3. 在听录音之前，以提问的方式考核学生对于英语语言知识的掌握程度，例如是否知道’plural’, ‘singular’ 在语法中是“复数”和“单数”的意思，以及英语中的一些标点符号的读法，如apostrophe(‘), comma(,) 等等，为听的步骤扫清障碍，提高听的效果。《牛津英语教学参考》page t82

language 1. 教师可选用一些小说中的经典对白在课堂中朗读，让学生充分理解直接引语在写作，尤其是人物描写中的重要作用，直接引语创造了极具表现力、戏剧化的作用，使人物形象生动起来，充分表现了人物性格。

2. 以课文上的图片为例，让学生自行比较总结直接引语中标点符号的使用规则。

3. 将直接引语和间接引语的转换分成对陈述句、疑问句和祈使句的转换这三大类进行。在口头练习后进行笔头作业的检查，强化标点符号的正确使用。《牛津英语教学参考》page t83

writing 1. 激发创作欲望。学生可以阅读课本上提供的故事梗概，尽管没有任何错误，但这样干巴巴的故事显然不吸引人，学生创造精彩故事的欲望因此被充分激发。

2. 构建故事情节。将班级学生分成六组，每组描述一幅图片，要提醒学生注意场景的描述，动作的描述要注意动词和副词的结合使用。可参考课本上练习a，b的信息。

3. 描写人物外貌。提醒第一组同学勿忘对新人物出场时的外貌描述。

4. 添加语言。学生平时都很爱看漫画书，所以很能理解”speech bubbles” 的用途。让学生添加与人物性格相应的言语。

5. 整体创作。学生仍以小组为单位，动笔写故事，允许学生在教室内自由走动，各小组间可随时协调。

注意事项：

 各小组之间要注意相关信息的一致性，如主要人物的姓名等。

 各小组间要注意个段落的连贯性，如何平稳自然地将故事的场景从on the street 过渡到in the television studio。

 出现人物语言时，注意标点符号的使用。

6. 集体欣赏。各小组将各自完成的部分合并，并由六组的组长作最后的审核。在全班由学生分角色朗读故事，欣赏创造成果。《牛津英语教学参考》page t90

Language 篇6

period 2第二节

（一）明确目标

1. develop the students reading ability, especially their reading comprehension.

2. read the reading passage and know about body language

3. learn to communicate with body language.

（二）整体感知

step 1 presentation

today we come to the reading. it’s about body language. read the passage "body talk", and let the students know people from different parts of the world use different body language. （三）教学过程

step 2 pre-reading discussions

get the students to read the text and discuss pre-reading and post reading questions.

(1) how is body language different from spoken language? what do they have in common?

(2) sometimes we say one thing but our body language says something different. why does this happen? can you think of any examples?

answers:

1 various answers are possible. ask the students to give reasons and examples to support their answers. pos¬sible answers include:

yes: a person's body language can tell us what he or she is feeling. for example, if someone is nervous, his or her hands may shake. if a per¬son smiles but his or her eyes don't look happy, we can guess that there is something wrong.

no: it is difficult to tell what a person is thinking by looking at their body language. people use body language in different ways and gestures may have different meanings in different ar¬eas. people don't always think about their body language, so we may misunderstand them if we try to guess what they are thinking or feeling. it is also possible for people to learn to use their body language to hide what they are really feeling or thinking.

2 yes, they do, but not always. some body language is the same in any culture. that is also the case in china. various answers are possible as china is a multicultural country.

3 answers may vary but ss should give a reason why they communicate the way they do. introduction learning a foreign language requires more than knowledge of its vocabulary, grammar, idi¬oms, and informal expressions. it also requires aware¬ness of its gestures and facial expressions since they can differ so much from culture to culture. summary

1 both words and body language can express how we think and feel.

2 gestures, a kind of body language, have different meanings in different cultures.

3 the way people greet each other varies from culture to culture.

4 some gestures, however, have the same meaning in most cultures.

5 smiles may be the most commonly understood fa¬ cial expression in the world. step 3 reading

read the text carefully again, and give the students some explanations.

step 4 listening to the reading passage

play the tape for the students to listen and follow. pay attention to the pro- nunciation and intonation.

step 5 post-reading

answers:

1 various answers are possible. situations where body language is important include: a job interview, a visit to a foreign country, a meeting, a speech, etc.

2 various answers are possible. body language is in some ways more limited than spoken language. some things would be very difficult to express using body language (see integrating skills in the wb). it is per¬haps easier to misunderstand body language. body language tends to support and add to spoken lan¬guage. both body language and spoken language use symbols to represent meaning; in the case of spoken language, we use sounds and sound combinations to represent words and meanings. both depend on our ability to interpret what we see or hear.

3 various answers are possible. the listening exercise describes lying, but there are several other situations where a person's body language may not match what he or she is saying: a speaker who is trying to sound confident but whose hands are shaking; a person who says that he or she is interested in what we are say¬ing but who looks away or taps his or her feet, etc. it probably happens because it is more difficult to con¬trol one's body language than to control what one says.

4 gestures in china:

waving one's hand(s); shaking one's head or hand; same as in the us; open one's eyes and mouth wide; same as in the us; no chinese gesture; no chinese gesture; moving one's hand up and down with the palm facing down （四）总结扩展

step 6 summary 小结 step 7 homework

Language 篇7

module 10 my future lifeunit 3 language in useteaching objectives:1. to check and practice the words in this module.2. to review the useful sentences and expressions.3. to review the grammar.teaching points:1. key expressions: ---thank you for your help with our homework. i’ve learnt the importance of friendship.2. difficult points: the usage of some adj. teaching aids: tape recorder, ohp, handoutsteaching procedure:step 1. revision revise the words and expressions in unit 1 and 2.step 2. presentation 1. ask the students to read the important sentences in this module.2. complete the conversation. join the words in box a with those in box b.then check the answers.3. complete the following sentences, using the correct form of the words.step 3. look at the picture and discuss the questions. ask the students to work in pairs and talk about the questions. step 4. listen and read the passage1. listen to the tape.2. match the photos and the paragraphs.1) ask the students to read the passage again .2) match the photos with the paragraphs.3) choose the best answers to the questions.step 5. around the worldmake students read the notes and understand the meaning of it. step 6. homework1. translate some sentences.2. write plans for your future.

Language 篇8

sefci unit 21body language第二课时reading说课稿

我要说的是高中英语新教材高一（下）第21单元第二课时reading，我将从教材分析、教学目标、教学重点与难点、教学策略与教学方法、教学过程、教学反思等六个方面对进行说明。

一教材分析

本单元内容紧紧围绕“身势语”这一话题展开，具体涉及“什么是身势语”“如何理解身势语”及“身势语”的跨文化性等等。阅读部分是一篇介绍性的文章，介绍了各种背景下身势语的异同。文中列举了不同国家对眼神交流和基本手势的不同理解和表达，还介绍了一些国际通用的身势语，例如：微笑。

根据英语课程标准对阅读课的要求，应着重培养学生的阅读策略；培养语感，培养学生在阅读过程中获取和处理信息的能力。因此通过教材所设计的pre-reading, reading及post-reading三项内容，循序渐进地训练学生运用略读与查读等阅读技能。

二教学目标

本课的教学目标是依据《新课程标准》（实验稿）所设立的，主要有三个目标：

1. 知识与能力目标：

在这节课里要理解、内化、运用以下生词及词组—fold、 anger、 vary、 thumb、 crazy、 mod、 part、 hug、 bow、 palm、 shrug、 incredible、 pat、 get through、 tear down、 chart。通过阅读获取关于body language的相关信息,且进行skimming, scanning, careful reading, generalization, guessing meaning等阅读技能训练。另外，还要充分利用网络资源，强化学生自主学习的意识，培养学生组织语言、运用语言的能力。

2.过程与方法目标：

本节课的教学以建构主义学习理论为指导，以学生为中心，以问题为出发点，进行任务驱动，层层深入。利用“任务驱动”方法，使学生自主探究、解决一系列层层深入的问题，培养学生独立自主的思维意识。当面对难度较大的学习任务时鼓励学生采取小组合作的方式，这是因为“协作学习”更方便英语的交流和体验，有利于培养学生与他人合作的能力，同时信息差异也更能激燃起学生的“创新火花”。在教学中，教师作为问题的精心设计者和疑难问题的点拨者，培养学生组织语言的能力。设置富有情趣的情境，激发他们的阅读欲望，积极主动地进行自主探究。循序渐进的设计问题 , 培养学生质疑意识，分析问题、解决问题、综合问题的能力和创造性思维能力。层层深入地引导学生进行自主和协作学习。培养学生筛选局部和整体信息的能力、独立阅读能力，通过自主学习和协作学习，获取信息和处理信息的能力。

3. 情感态度价值观：

在有趣的话题激励下，诱导学生积极参与，充分调动他们学习的兴趣。在共同完成设计的role play等任务的过程中，加强小组合作意识。而且通过本课教学，可以使学生了解不同国家的身势语，及在各国相同身势语所表示的不同交际含义。增强对中外“身势语”差异的敏感性，拓宽学生的文化视野，培养世界意识；通过文化地域对比，加深对祖国相关知识的理解，鼓励学生以满腔的热忱在语言情景中激发爱国主义热情。

三教学难点与重点

训练学生的略读与扫读技巧是本课的重点。根据英语课程标准关于语言技能的教学建议，略读与扫读是阅读教学的基本技能之一，是学生必须掌握的。

怎样使学生理解不同国家的身势语，正确的使用身势语及比较各国身势语的不同是本课的难点。根据英语课程标准，文化意识是内容标准之一，要求学生掌握一些行为规范、风土人情等方面的知识，这有利于培养学生的世界意识，有利于形成跨文化交际能力。

四教学策略与教学方法

教法的选择是课堂教学成败的关键，阅读课重在培养学生的阅读能力。根据我们几年来“第二语言习得论”和“整体语言教学”的理论和实践，同时渗透当前教学改革，课程改革等的先进理念。为达成上述教学目标，我运用任务型教学途径，将所要学习的新知识隐含在一个或几个问题之中，学生通过对所提的任务进行分析、讨论，并在老师的指导、帮助下找出解决问题的方法，最后通过任务的完成而实现对所学知识的意义建构。

英语课堂设计采用 “p—t—p” 自主学习立体模式。这种学习模式分pre-task， task-cycle， post-task三个步骤。pre-task:是引入话题的过程。在这个过程里，学生的认知处于主动状态，有完成任务的强烈愿望。而教师是学习的组织者、促进者；这是一个善导、激趣的过程。task-cycle:是任务的完成过程。在这个过程里，学生运用体验、参与、合作、实践、交流、探究等方式进行自主学习、合作学习，发展听、说、读、综合英语技能。教师是指导者、帮助者、参与者、合作者；这是一个引思的过程。post-task:是展示成果，交流成果的过程。在这个过程里，学生会体验到成功和喜悦，能够认识自己、树立自信。而教师是评价者、总结者；总结教学中的成功与不足；发现学生学习中的问题和不足。

五.教学过程

整个教学包括三个步骤。第一个步骤pre-task引入话题

在说完 “class begins”, 学生起立之后，不说”sit down, please.”而是给学生一个“请坐”的手势。然后，问学生一个问题：“你是怎样知道我的意思的?”。学生自然回答“手势”。借此机会给学生留下第一个任务：在我们的日常生活中，我们可以通过那些方式进行交流？

★ task1 : in our everyday life, by which ways can we communicate with each other?

然后通过展示图片给出线索，使学生在视觉和听觉上受到刺激，自然导入本课主题——身势语，而且同时也激发了学生获取更多信息的欲望。

第二个步骤是task-cycle完成任务过程。首先，给学生下达第二个任务，讨论以下三个问题：

★ task2 : discuss the following three questions:

● can you guess what someone is thinking or feeling by looking at his or her body language?

● do people from different parts of the world use different body language? what about people who live in different parts of china?

● how do you communicate the following with body language?

thank you! no. yes. i don’t know. come here!

经过这三个问题的讨论会使学生置身于“身势语”之中，增添了实效性与可操作性。接着提问:“你们想更多了解身势语吗？” 以引入正文。

● do you want to know more about body language?

然后进行skimming训练，给学生下达第3个任务：找出每段的中心大意。

★ task3: find out the main idea of each paragraph.

main idea:

paragraph 1: we use both words and body language to express our thoughts and opinions and to communicate with other people.

paragraph 2: body language varies from culture to culture.

paragraph 3: the same body language has different meanings in some different countries.

paragraph 4: some gestures are universal.

paragraph 5: smile is the best example of universally understood body language.

这个步骤不但可以训练学生的略读技能，而且可以使学生知晓本文涉及了身势语的哪几个方面，使学生对文章的脉络更清晰，为下一步找出细节作好铺垫。接着给学生下达第4个任务：仔细读文章，回答下列细节问题。

★ task 4: read the passage again and finish answering the following questions:

● find out the different meanings of eye contact, ok, thumps up, ”crazy” gesture.

● how to greet each other?

● how to express “i am tired.” “i am full.” “i am hungry.”

● what can smile help us?

这一步骤可以训练学生的查读技巧，并且帮助学生理解文章的细节部分。在帮助学生理清文章的线索的过程中，仍须处理以下问题：

● which of the following words is similar to “vary”?

a. change b. be the same as c. be similar to

● what’s the chinese meaning for the word “disrespectful” in paragraph ?

a 尊敬的 b 尊敬 c 无礼的

这两个问题可以帮助学生更好地通过构词法和上下文猜测词义，训练学生的猜词技巧。

完成以上的任务，学生对于文章的脉络以及细节都以有了深刻的了解。此时是发挥学生想象力以及考查他们课前准备的时候了。让学生做手势并让其他学生用英语猜测其含义以及在什么场合能用到这些手势。这个任务可以提高学生的英语思维能力和表达能力。然后给学生下达第5个任务：角色表演：

★ task5: role play

每4人一组，编一个短剧，要求表演的学生适当加上身势语和表情。表演完后进行评价：评价包括自评和互评，评价内容包括：语言、眼神、面部表情以及身体姿势。满分20 各项均4分。这个任务可以让学生在真实的情境中体验“身势语”，让阅读与交际相辅相成，而且有利于培养学生与他人合作的能力。在表演中可能会有学生作出与其语言不一致的身势语或表情。如果没有的话，就放一段这样的录象，然后问学生一个问题：有时我们说一样，但我们的身势语说的却是另一样。为什么会发生这样的事？你能举出一些例子吗？

sometimes we say one thing but body language says something different. why does this happen? can you think of any examples?

将这个话题引入课堂中，是对本课话题的进一步的延伸；通过引导学生积极关注身边发生的事，拓展视野。

第三个步骤post-task给学生下达第6个任务：下课以后，让学生通过因特网、英语书、新闻报纸寻找更多的关于“身势语”的信息。在下一堂课，用对话、演讲、短剧等形式告诉其他学生。

★ task6: find more information about “body language”. ( group work )

(students are asked to find more information related to “body language” by internet, english books and newspaper. then show them to the class the next lesson in form of dialogue, speech, short play, etc. )

这个任务可以培养学生课外探究学习的能力和合作精神；让学生以演讲、短剧等多种形式展示成果，有利于发挥学生自主学习语言的能动性。

六教学反思

本节课英语教学中以问题为线索，采用“任务驱动”方法，通过略读、扫读、猜词等训练，培养学生的阅读能力。我在这节课中安排了学生的个人探索、合作学习、表演等各种形式来激发学生学习的兴趣，学生在教师的指导下，通过感知、体验、实践，参与和合作等方式，实现任务的目标，自主搜索与身势语相关的信息资料，然后以个人探究和合作学习相结合，并以各种的形式展示交流成果，感受成功。在学习过程中进行情感和策略调整，形成积极的学习态度，促进语言实际运用能力的提高。通过课后利用网络、报纸、杂志等渠道寻找有关身势语的更多信息这一形式引发学生对身势语的深入思考，进一步深化主题。

Language 篇9

unit 5　canada—“the true north”

period 4　using language: listening and talking

整体设计

教材分析

this is the fourth teaching period of this unit. as usual, the teacher will first get students to review what they learned in the last period, and then lead in the new lesson.

we will focus on training students’ listening ability in this period. the listening passage introduces information about the cultural and racial composition of canada. canada is one of the few countries that have an official multicultural policy. the population is changing rapidly and immigrants from china are among the most numerous recently. make sure students go through the exercises before they listen to the tape. this is to sharpen their attention. it will also help them get the gist of the listening text. the teaching procedures may be as follows: first, let students think about and discuss what they know about canada’s population and the fact that it is a country of immigrants. second, go through the incomplete sentences in exercise 2 and guess what the topic of the listening text is. play the tape for students to listen to and decide whether their guessing is right. third, ask them to listen again for them to do exercise 2. fourth, let them listen a third time to check their answers. while they are listening, the teacher should pause and repeat the key sentences to help students understand. when checking the answers, explain some difficult listening points if necessary. in the end, show them the listening text and let them read and retell it. this step can help students understand and grasp the listening material far further.

next, students will listen to a report which li daiyu and liu qian were asked to give telling their new canadian friends about china. the purpose of this listening passage is to allow students to make a comparison between canada and china in terms of geography and natural features. the teacher can let students read the directions and go through the exercises before listening. then ask them to listen to the tape and finish their exercises. they should make notes while listening. when students listen to the text, tell them to ignore the words they don’t know and to concentrate on understanding the gist of the text. perhaps some students will find it hard to listen to and understand listening materials. encourage them not to give up. the more they listen to english, the easier it becomes.

after practicing listening, students are required to talk about some of the major similarities and differences between china and canada. encourage them to say something. don’t always correct the mistakes they have made while they are talking. otherwise, they would feel reluctant and not say anything more.

教学重点

1. develop students’ listening ability.

2. enable students to master different listening skills.

3. let them talk about the major similarities and differences between china and canada.

教学难点

1. get students to listen to and understand the listening materials.

2. let students talk about the major similarities and differences between china and canada.

三维目标

知识目标

1. get students to learn some useful new words and expressions in the listening passages.

2. let students learn about the major similarities and differences between china and canada.

能力目标

1. enable students to catch and understand the listening materials.

2. develop students’ ability to get special information and take notes while listening.

3. get students to learn and talk about the major similarities and differences between china and canada.

情感目标

1. enable students to know more about canada.

2. develop students’ sense of group cooperation and teamwork.

教学过程

→step 1 revision

1. check the homework exercises.

2. ask some students to translate some sentences using noun clauses as the appositive.

1)他登上月球的消息迅速传遍全国。

2)将军下达了战士们立即过河的命令。

3)是否该做这件事, 这一问题使他很烦恼。

4)你不知道我是多么着急。

5)他突然想到敌人可能已经逃出城了。

Language 篇10

unit 3 language in use导学案

teaching aims and demands:

1. 知识目标：总结there be句型表示存在的用法;方位介词的用法。

2. 能力目标：能听懂、读懂有关学校介绍的短文,通过学习使学生自如运用方位介词介绍自己的班级或学校。

3. 情感目标：培养学生的合作学习态度和善于总结复习的学习方法。

teaching main points and difficult points:

1.重点：运用所学句型结构及语言知识流利地向他人介绍自己的班级或学校。

2.难点：to improve the ss’ writing ability.

teaching aids: multi-media (or tape recorder, ohp)

teaching procedures:

step 1 lead-in

ss ask and answer the questions using the “there be”.

step 2 presentation

language practice:

there are thirty students in my class.

are there computers on everyone’s desk?

no, there aren’t.

is there a map of the world?

no, there isn’t.

how many students are there in your class?

the library is on the left of the playground.

step 3 ask and answer

ask and answer the questions about your school according to the pictures.

step 4 look and answer

look at the pictures and answer the questions.

1. where is the office building?

2. where is the dining hall?

3. where is the playground?

4. where is the sports hall?

5. where is the science building?

step 5 fill in the blanks

read the passage and fill in the blanks according to the picture.

step 6 complete the map

look at the word map and choose the right places for the word and expressions from the box.

blackboard, classroom, office, science hall, sports hall

step 7 around the world

read the passage about school age.

step 8 draw a map

draw a map of your school in a piece of paper.

step 9 decide what to describe with the help of the words from the box

book, classroom, computer, desk, library, office, playground

step 10 production

write a composition about your school.

this is our school.

there are …classrooms.

this is our classroom.

there are … students.

there’s a(n) …, but there isn’t a(n) …

step 11 exercises

step 12 homework

请写一篇短文，介绍你的班级和学校。

in my classroom there are…in my school …

Language 篇11

module 7 my school day

unit 3 language in use

李子昌

一、学习目标:

1.单词和短语：

o’clock, talk， half, past, art, chemistry, history, about, what about…, start, get up, have, house, back, or, go, home, dinner, finish, housework , get up , go home , go to…, have breakfast/ lunch/ supper, do one’s homework, have a break, half past two, talk to …

句型：

1) it’s twelve o’clock .

2) —what day is it to day ?

— it is friday .

3) today , we have chinese at eight o’clock .

4) we don’t have science today .

5) i get up at half past seven in the morning and have breakfast .

6) i drink coke or water .

二、情感态度目标：乐于谈论学校生活，培养良好的学习欲望和兴趣。

三、学习策略：自主学习和小组合作学习相结合。

四、重点及难点:

1.时间的表达方式。

2.用在时间前的介词(at , in , on)的用法。

3.一般现在时的陈述句形式（主语为i， they， we， you）。

4.and 连接的两个简单句。

五、学习过程：

step 1 revision

review the text of unit 1 and unit 2 .

step 2 language practice

1. read through the example sentences in the box with the whole class .

2. ask the students to repeat the sentences in the box .

3. grammar : the present simple

step 3 work in pairs

a . ask the students to talk about their weekends .

b. write the sentences about jack .

（图见p46）

1. look at the pictures of jack’s school day .

2. read through the phrases with the whole class .

3. ask the students to fill in the blank individually , then check with a partner .

4. call back the answers from the whole class , check the answers .

answers :

1. get up , get up 2. go to school ,don’t go to school 3. have lunch ,don’t have lunch 4. leave school ,don’t leave school 5. play basketball , don’t play basketball c.

c. complete the sentences with at, in or on.

1. review the using of at , in and on .

2. ask the students to fill in the blank individually , then check with a partner .

3. call back the answers from the whole class , check the answers .

answers :

1. in 2. on 3. at 4. on 5. in 6. at

d. make phrases with do, have or go.

1. ask the students to fill in the blank individually , then check with a partner .

2. call back the answers from the whole class , check the answers .

answers :

1.have 2. do 3. go 4. have 5. have 6. do 7. go 8. go

3. read the phrases with the whole class .

step 4 important and difficult points.

1.时间的表达方式。

1) 直接表示时间法：就是按照几点几分的顺序来表示时间。（这个最简单）例如：

8：00——eight o’clock 5:20——five twenty

2) 添加介词表示法：如果分数小于或等于30，就用past来表示，结构是“分钟+past+该点钟“；如果分钟大于30，就用to来表示，结构是“分钟+to+下一点钟例如： 12：05—— five past twelve

9:50——ten to ten 新课标第一网

8:40——twenty to nine

如果分钟是15，一般用a quarter 来代替fifteen; 如果分钟是30，一般用half来代替thirty。例如：

9：15——a quarter past nine

11：30——half past eleven

2：45——a quarter to three

2.用在时间前的介词(at , in , on)的用法。

at常用来表示在某点时间，即“在几点几分；

在某一时刻”。如：

she usually gets up at 6:00 in the morning.

她通常早上6点起床。

the man often gets to his office at 8:30.

这个男人经常8：30到他的办公室。

另外，at还可以用在at night（在晚上），at last（最后），at weekends（在周末）

at noon（在中午）等固定短语中。

on常用来表示“在某天或星期几”。另外，表示“在某天的上、下午或晚上”时，介词也用on。如on sunday(在星期天),on weekends(在周末), on february 8th(在二月八日), on monday morning(在星期一上午), on the afternoon of november 21st(在十一月二十一日下午) on a cold winter evening(在一个寒冷冬天的夜晚)

in表示“在某一段时间”，如某年、某月、某个季节，如：in 1998(在1998年)

in march(在三月),in summer（在夏天）。另外，在某一些固定短语中要用in,如in the morning, in the evening, in the day ,in the middle of the day 。

step 5 around the world :

1. ask the students to look at the picture and discuss what they can see .

（图见p47）

2. read through the information with the whole class , and talk something about them.

step 6 module task: talking about my school day .

1. complete the table with information about your school day.

2. write a paragraph called my school day .use the passage in unit 2 , activity 1 to help you .

3. send your writing to your class journal .

step 7 当堂达标检测

a、用英语写出下列时间

6:00______________ 5:30___________\____________

8:10___________\____________7:20___________\____________

9:50___________\____________10:40___________\___________

4:15___________\____________3:45___________\____________

answers :

6:00 six o’clock , 5:30 five thirty / half past five

8:10 eight ten / ten past eight , 7:20 seven twenty / twenty past seven

9:50 nine fifty / ten to ten , 10:40 ten forty / twenty to eleven

4:15 four fifteen / a quarter past four , 3:45 three forty-five / a quarter to four

b.汉译英：

1. 在七点钟______________ 2. 在上午___________________

3. 在星期天_____________ 4. 在星期一的上午____________

5. 吃晚饭____________ 6. 课间休息__________________

7. 上床睡觉____________ 8. 做家庭作业________________

9.上英语课______________ 10. 回家_____________________

11. 上学_______________ 12. 干家务活_________________

answers :

1. at seven o’clock 2. in the morning 3. on sunday 4. on monday morning /

on the morning of monday 5. have supper 6. have a break 7. go to bed

8. do one’s homework 9. have an english lesson 10. go home 11. go to school

12. do housework

c. 根据短文内容及首字母提示，在空格处填入正确的词，使短文意思完整。

in america , we go to s __1___from monday to friday . on school days , i g__2___ up at seven and have my breakfast at half p__3___ seven . our lessons s__4___ at eight . and we d__5___ have many lessons in a day . at half past eleven , we have a b__6___ and then we have our l__7___ in the dining hall . in the afternoon , we f__8___ school at about three . then we can go home . but many boys in my school l__9___ to play football on the playground after school . what a__10___ your school day ?

answers :

1. school 2. get 3. past 4. start 5.don’t

6. break 7. lunch 8. finish 9. like 10. about

step 8 homework

finish the exercise in the workbook ex. 8 , 9 , 10 , 11 & 12 .

Language 篇12

report on body language teaching aims:1. learn how to anticipate a response2. learn hoe to formulate written questions3. learn how to conduct a survey and how to write a reportprocedures:skills building1: anticipating a response1. have the ss to guidelines on page32. make sure that they understand how to predict the answers to the questions while listening.2. read the statements 1 to 9. let the ss decide if the statements are true or false. listening. finish the exercise on page 32. ans. 1t 2f 3f 4f 5t 6f 7f 8t 9tstep 1: filling in a chart 1. ask ss to say what these common gestures in the chart mean in china. and ask them to predict what they mean in america.2. have ss listen to a recording and confirm their predicted answers.finish the chart on page 33.

1.good 2.telling the true 3.yes 4.no 5.hello or goodbye 6.crazy 7.where you are(you place) 8. good job 9.okskills building 2: formulating written questions:1. read the guidelines on page 34 to make sure that they know what to.2. help the ss to analyse why the questions should be asked like that.finish the rest two.

2.last night, we watched a television show on cctv8. did you see it ? if so, did you like it?

3.i finished a book last night. how about you? what happened in the last book you read?step2: surveying your classmates1. revise the gestures in step 2 on page 33. let the ss go over the guidelines on page 35 and make sure that they know what to do.3. take the first one as an example and ask them to finish the rest in pairs.sample answers:1a 2b 3a 4a 5a 6b 7askills building 3: organizing a report 1. read the four points at the top of page 36 check out the tips. put emphasis on the four main sections.2. have the ss go over the guidelines; work in groups to check their answers to find the appropriate sections for these sentences and number them in the logical order. answer 8 4 2 6 3 5 1 9 7step 3: writing a report on body language 1. now the ss are going to write a report on body language in china with the information they gathered in step1 and step2.2. when writing, they may refer to the structure ------ get the ss to go through the second part on page37 to get the general idea for each section.introduction procedures/method results/findings conclusionhomework:1. read a on page 992. finish b on page 99

Language 篇13

module 12 traditional life

unit 3 language in use■warming updifferent nations have different manners and customs. different places have different manners and customs.we have to behave ourselves according to the different manners and customs. that’s what we say in chinese: 入乡随俗。 today we shall put language in use. that is, to behave ourselves, not only according to the grammar rules, but also to the different manners and customs.■language practicedo more language practice.in china you must wait and open your present later.in australia you can't drop litter in the street.in britain you can't ride your bike on the pavement.in australia you can take photos of people1 listen and checklisten to a teenager talking about life. check (√) the things he must and mustn't do.1 clean bedroom 2 wash up3 stay out after 9:00 pm4 smoke5 do homework6 wash hands7 use the telephone without asking8 play music loudly after 10:00 pm√√√√××2 listen and write.what two things does he say he can do?he says he can use the telephone without asking.he says he can stay out after 9:00 pm.3 read and write.write some things you can, must, and mustn't do at home.i must do some housework.i must clean the room.i must keep away from dangers.i must enjoy myself.i must complete my homework on time.i mustn't be rude to parents.i mustn’t put the medicine in the wrong place.i mustn’t drop litter. i mustn’t lock the door without taking the keys. i can do nothing.i can put down my parents’ words.i can shake the shelf for a book.i can talk loudly to my dog.4 talk and say.work in pairs. tell each other three things you must do at home and three things youmustn't do. are your home rules different or the same?i must visit my grandparents once a week. i mustn't smoke.i must write down all new words from the text. i must wear light shoes at home.i must wash up my bowls and cups at home.i must translate english into chinese. …i mustn’t look up all the new words in the dictionary.i mustn’t whisper in class.i mustn’t translate all my texts into chinese.… 5 think and write.write some things you must or mustn't do at school.you mustn't come to school late.1 you must take your shoes off in the gym.2 you mustn’t eat in the library.3 you mustn’t ride your bike in the playground.4 you must do your homework.5 you must listen to the teacher.6 & 7 read and complete. complete the sentences with can or can't. something we can do, and something we can’t do. now complete the sentences with can or can't.1 you can’t drive a car at the age of sixteen.2 you can’t get married at sixteen.3 you can leave china with a passport.4 you can’t leave school at the age of fourteen.5 you can’t have a job at twelve.6 you can learn english outside the classroom.write as they do. (仿写)8 read and complete.match the words in the box with the descriptions. there are words and expressions in the box. and you see eight sentences, too, on page 101. now try to match the words in the box with the descriptions.do more such practices.1 it's something nice to eat. → chocolate2 it's something you watch. → video3 you wear it on your head. → baseball cap4 you eat with them. →chopsticks5 you play a game with it. → chess set6 you wrap it and give it to someone on their birthday. →present7 you can look up words you don't know in it. →dictionary8 you can put money in it. → purse9 choose and play.play a class game. choose a word from the box and describe it to the class. the class guesses what it is.a: many people have one.b: is it a chess set?a: no. you use them to get to places.c: is it a bicycle?a: yes!a: many people like to play it.b: is it a video?a: no. you play it on the playground.c: is it baseball?a: yes!a: many people like to wear it.b: is it a pair of shoes?a: no. you wear it in winter.c: is it a cap?a: yes!a: people play something on it.b: is it a bicycle?a: no. two people play on it.c: is it a chess set?a: yes!a: people love it.b: is it a purse?a: no. some people love to eat it.c: is it a chocolate?a: yes!a: many chinese people use them.b: is it dictionaries?a: no. you use them to eat chinese food in china.c: is it chopsticks?a: yes. 10 read and complete.complete the passage with the words in the boxes.write as they do. (仿写)11 look and say. look at the signs and guess what they mean.at the first sign, you mustn't walk.at the second sign, you mustn't shake.at the third sign, you mustn't smoke.at the fourth sign, you must stop.tell the class about other signs you can think of.■around the worldlet’s go around the world on page 103. this time we are going to learn signs around the world. read the around the world passage. while reading try to cut(断句)/ the sentences into parts, blacken（涂黑） the predicates, shade（加影）the connectives and underline（划线）the expressions. write as they do. (仿写)■module task→ writing advice for foreign guests to a chinese family12 think and note.work in pairs. make notes on what you must, mustn't or can do.1 what must you wear?→ you must nice clothes.2 what mustn't you ask?→ you mustn’t ask about a woman’s age.3 what presents must you bring?→ you must bring some small nice presents.4 what presents mustn't you give?→ you mustn’t bring big, expensive presents. 5 what mustn't you bring into the country?→ you mustn't bring into china drug, fruits and bad books?6 what mustn't you do in the streets?→ you mustn’t shout in the street. 7 what must you do when you visit someone at home?→ you must knock at his door first. 13 think and write.write your advice for people coming to china.you mustn't give a clock to a chinese family as a present. you mustn't give medicines to a chinese family as a present.you mustn’t use chinese number four to name a person. it is connected with death. you mustn’t visit a old person without giving him some presents.

Language 篇14

period 2

(一)明确目标

1. Learn to communicate with body language.

2. Train the students' reading ability.

（二）整体感知

Step 1

Read the passage "Body Talk", and let the students know people from different parts of the world use different body language.

（二）教学过程

Step 2

Get the students to read the text and discuss pre-reading and post reading questions.

(1) How is body language different from spoken language? What do they have in common?

(2) Sometimes we say one thing but our body language says something different. Why does this happen? Can you think of any examples?

Step 3

Work in pairs. Complete the chart on page 60.

Step 4

Listen to the tape and read the passage.

Step 5

Deal with the language points. Ask the students to pick out the useful expressions, and then do some exercises to practise the language points.

（四）总结、扩展

Step 6

Do "Word-study"

Step 7

Grammar The -ing Form (2)

Step 8

Do Exercise 2--3 on page 62.

（五）随堂练习

用适当的词填空:

Body language is used by people for sending messages to one another. It is very _____ because it can help you make ____ easily understood. When you are _______ with others, you are not just _____ words, but also using expressions _____ gestures. For example, waving one's hand _____ to say "Goodbye". Shaking hands ____ welcome, and clapping(拍 ) hands ____ congratulations. Nodding the head means ____, but shaking the head means____. The gestures are accepted both Chinese and foreigners as having same meanings.

Different countries _____ different body language. For ____, men in Russia, France ______Arab countries kiss each other _____they meet, but men in _____ or Australia shake hands instead _____ kissing. people in puerto Rico ______ touching each other, but people in Britain do ____ touch each other. people in countries keep standing close to ____ another when they are talking, English people must keep a distance _____ when they are talking. When you use a foreign _____, it is very important to know the of gestures and movements in the foreign country. Following the ____ will help you communicate _____ people and make your stay there much more _____ and comfortable.

参考答案：

helpful/useful; yourself; talking; using; and; is; means; means; agreement; disagreement; by; the; have; example; and; when; China; of; like; not; Arab; one; but; away; language; meanings; customs; with; pleasant/easy

Language 篇15

第二课时 language points

teaching aims:

master the words and useful expressions in the text.

using the language points.

课前预习

1. match the words and the explanations:

in time 下蛋

lay eggs 产生；分娩

give birth to 及时；终于

in one’s turn 阻止；制止

prevent … from 轮到某人；接着

2. read the explanation and speak out the word it explains.

causing harm adj.

sudden and powerful; using force to hurt or attack adj.

to be, or to be real; to live, or to live in difficult conditions

the number 1 000 000 000

the mixture of gases around the earth; a feeling that a place has of being pleasant

and interesting or exciting n.

课堂学习

task 1: understanding.

a.match the phrases underlined with their correct meaning.

1.they were in time to produce carbon, nitrogen, water vapour and other gases.

2.they multiplied and filled the oceans and seas with oxygen.

3.carbon dioxide prevents heat from escaping from the earth.

4.it was not immediately obvious that water was to be fundamental to the development of life.

a. increase in number b. important

c. stop/keep…from d. after a long period of time

b.try to find a sentence that can be replaced by the following one:

now it’s their turn to be the most important animals on the planet

c.translate the following sentence.

1.it was not immediately obvious that water was to be fundamental to the development of life.

2. that made it possible for life to begin to develop.

task 2 learning the languages points:

1.it exploded loudly with fire and rock,which were in time to produce the water vapor,carbon dioxide,oxygen,nitrogen and other gases,...

它（地球）巨大的爆炸喷出了烈火与岩石，最终产生了水蒸气、二氧化碳、氧、氮和其他多种气体，……

例句:

i was just in time for the flight.我刚好来得及赶上那班飞机。

与time相关的短语 in no time立即，立刻　 at any time 在任何时候at one time曾经，一度 at times 有时，偶尔on time按时，准时 of the time现在的，当时的 2.it allowed the earth to dissolve harmful gases,which had become part of the earth’s atmosphere,into the oceans and seas.

它使地球把曾经存在于大气层中的有害气体溶解在海洋里

例句:

the readingroom doesn’t allow smoking.阅览室不准吸烟。

people are not allowed to spit in public.不许当众吐痰。

3.this encouraged the development of early shellfish and all sorts of fish.

这促进了早期贝壳类动物和各种鱼类的生长发育。

例句:

there have been many new developments in gene.基因方面已经有几项新的发展。father watched the development of his baby with interest.爸爸充满兴趣地看着孩子的成长。

4.they were the last group of animals and they were different because they produced their young from within their bodies.

它们是最为进化的一类动物。从体内生产出幼仔是它们不同与以往动物的特征。

例句:

they are quite different in their tastes.他们的品位差异很大。

my opinion is different from yours.我的意见和你的不同。

5.small clever animals,now with hands and feet,appeared and spread all over the earth.

一些小巧聪明，长着手脚的动物出现了，它们散布在地球各个地方。

例句:

mum spread a new cloth bought in the supermarket on the table when we had dinner.

我们吃饭时妈妈在桌子上铺上一条从超市买来的新桌布。

he spread out his arms to welcome us warmly.

他张开双臂热情地欢迎我们。

6.they are putting too much carbon dioxide into the atmosphere,which prevents heat from escaping from the earth into space.

他们把过多的二氧化碳释放到大气层中，这使得地球上的热不能释放到太空中去

与这种结构相似的有stop sb./sth.(from) doing sth.（from可以省略）和keep sb./sth.from doing sth.（from不可以省略）。

随堂检测

一、短语填空

in time　on time　in no time　at one time　at times　at any time

(1)—why are you in a hurry to leave here?

—get home ______ to bathe the children.

(2)these buses are never ______ and the passengers are always complaining.

(3)i am away,please call me ______ if someone come to see me.

(4)you can’t imagine this lake used to be a beautiful place in our province ______.

(5)he rushed out of the kitchen ______ when he heard the shout.

(6) ______ i sit silently and wonder if this kind of job is worth all the effort.

二、选择填空

(1)—how are you getting on with your project?—______ your speed.

a.twice faster thanb.twice as faster asc.doubled.as twice as

(2)the house rent is expensive.i have got about half the space i had at home and i am paying ______ here.

a.as 3 times muchb.as much three timesc.much as 3 timesd.3 times as much

(3)in dry weather the flowers will have to be watered if they _____.

a.have survived　b.are to survivec.would survive d.will survive

(4)it was the boy,rather than his teachers _____ for what the boy had done.

a.are to blame　　b.are to blamedc.is to blame d.is to be blamed

（5）_____ your father have bought a new bike for you,it’s no use going to the shop to buy another one.

a.now that b.althoughc.after all d.because of

homework

read the text

PREV ARTICLEBookⅤ Module 3 Adventure in Literature and the Cinema