Language教案（精选12篇）高二英语教案
Language教案（精选12篇）
Language教案 篇1
牛津高中英语教学设计
单 元：unit 2 language
板 块：welcome to the unit
课堂设计指导思想：
本课时是单元的第一课时，课型为听说课。“welcome to the unit”作为一个单元的起始，主要起到“预热”的功能，其具体作用体现在：
一、激活学生现有知识体系，为新知识的输入铺设台阶，铺平道路；
二、导入本单元的“main topic”，为整个单元的话题的讨论提供引子；
三、输入相关背景知识，为学生了解单元话题内容，进行进一步讨论、探究提供信息和依据；
四、围绕单元主题，提供给学生一个友善的同龄人间的听说训练的平台，从而帮助学生学得更加自信，将思维真正变成鲜活的、可以使用的语言。本课的设计从日常可以言说的语言谈起，逐步讨论了语言的多种形式——有声的、无声的、人类间的、动物间的等等，扩大学生对语言外延的认识，进而探讨了信息得以传递的各种途径，最后话题缩小到英语语言的学习，为“reading”的导入做了一定的铺垫。
teaching aims:
1. get to know more about different forms of languages;
2. learn different ways in which information can be transmitted;
3. get fully involved in the discussion and share the experiences of learning english.
teaching procedures:
step 1 warming up
the teacher starts the lesson with a small guessing game. students are divided into several groups. a question “how many languages are there in the world?” is presented on the screen. answers varying from “more than ” to “more than 7000” are also presented on the screen. students are encouraged to guess the answers. and students who guess it right can gain points for their groups. and the answer is more than 6000.
【设计说明】从简单的竞猜游戏过渡进入课堂教学，生动活泼，从最大限度上激发学生的热情和积极融入课堂的参与意识。可以按小组实施，对每组选择不同答案的人数加以分别统计，最后以每组猜对正确答案的人数记入分数。由于设计的是竞猜，最大的好处是使学生无论基础如何，都能参与进来，而且都可能为本组获得成绩贡献自己的一份力量，对于将英语语言学习上后进的同学带入课堂能起到较好的作用。
step 2 presentation of a card
present a new year’s card to the students. ask them to recognize the languages printed on the card. if some students could read some of the languages, encourage them do it in the class.
【设计说明】印有多种新年祝福语(中、英、法、俄、日)的卡片是书本图片的第一张。部分学生可能可以辨认出其中两至三种语言，甚至更多。如果学生愿意在班里朗读这些祝福语，也可以为他们的组获得分数。这样的设计，一方面为部分学生铺设了展示的舞台，可以增加这些学生学习语言的自豪感和为团队争光的荣誉感；另一方面，可以激发其他学生学习语言的动力和兴趣。如果教师自身条件允许，可以教学生这些语言的读法，不失为一次既有亲和力，又能激发课堂活力的活动。
step 3 discussion of emoticons
an emoticon is presented on the screen. two questions “we often see this while chatting on line or in our text messages, what does it stand for? could you give some other examples of emoticons?” are raised on the screen as well. students are encouraged to utter their ideas freely. and the teacher really should appreciate their answers and the opportunity to learn from the students.
more emoticons are presented on the screen to let students guess or tell the meaning of them. this can also be involved in the competition if the teacher wants it to be interesting.
【设计说明】网络及手机短信中的表情符号是学生们生活中较为流行的一种语言形式，对这一学生熟知的语言现象的讨论，有助于拉近语言与学生间的距离，更有助于充分调动学生的学习积极性。
step 4 discussion on other forms of languages
tell students that a language is not only something that can be spoken or typed. show them a picture of sign language on the book. give a short introduction of the meaning of the gesture. present more pictures of sign language and get students to guess their meaning.
【设计说明】介绍语言不仅仅包含可书写和可言说的形式，还有手势等形式。简单介绍同一手势在不同国家和文化中蕴含的意义不同，在激发学生学习热情的同时，加强了文化的输入，和跨文化交际意识的培养。
step 5 introduction of braille
deaf people can use sign language to communicate. ask students “how can blind people read the language in the books?” present a picture of braille alphabet on the screen. ask students to feel the dots on their cash if possible.
【设计说明】与学生讨论盲文。简单介绍盲文的字母表。如果条件允许，可以让学生通过感觉人民币上的盲文标识，对盲文有一个感性的认识。帮助学生体会残疾人学习生活的不便，鼓励他们要努力学习。
step 6 discussion on communication between animals
raise the question “do you believe animals can also speak languages?” let students express their idea about communication between animals.
【设计说明】人类只是这颗蔚蓝色星球居民的一份子，人类用语言交流，那么动物呢？让学生从已有的实际知识出发，加以适当的想象，阐述他们的观点。人类发展的步伐永远需要想象力这对翅膀的推动，在这里，让我们的学生畅所欲言吧。
step 7 discussion of other ways of changing information
present a few pictures of some beautiful dancers in the silent world. ask the students “have you ever been shocked by the magnificent performance?” raise the topic of other ways in which people can exchange their messages. for example “smoke signals and fire signals and etc.” students are allowed to discuss the topic in groups and present their ideas according to the brainchild of their discussion.
based on the discussion, students are encouraged to think over what should be included as language.
【设计说明】残疾舞者的美带给学生震撼和感动，同时激发学生思考讨论其它传递信息和表达思想的途径，从而拓宽他们对语言的理解。语言是思维的载体，是传递思想，文化，知识，美等非物质的途径。通过对语言外延的探讨，加深学生对语言的理解和认识。
step 8 discussion on learning of english
english is the most widely used language in the world. ask students to share their effective methods for studying the english language with each other.
【设计说明】我们将话题从语言的理解缩小到英语课堂。同龄人间的彼此学习是一种比老师苦口婆心的说教有用得多的榜样的力量。老师在这里可以提前邀约对英语学习有想法、有特点、有方法的同学在这一环节做陈述，相信会有意想不到的收获。
step 9 homework
like chinese, english also has a long history. after class, please do some research to find out how the english language has been developing.
【设计说明】通过家庭作业，让学生接触更多关于语言的知识，同时水到渠成地为“reading”的预习做好铺垫。
Language教案 篇2
一、教学说明 (Teaching Remarks):
本堂课把读前(Pre-reading)和阅读(reading)结合在一起。Pre-reading使学生熟悉话题,预测阅读内容,激发阅读兴趣和欲望。Reading是一篇说明文,是对“外语学习究竟难不难”提出看法并说明理由,设法使读者信服,达到启发思维、提高认识、增长知识的目的。
教学设计充分利用了多媒体电脑的优势,把搜集到的相关知识和课文中的内容相结合,择机设计一些活动,帮助学生化难为易,提高自信心,明确阅读的重点,达到启迪心智、增强理解能力的目的。
二、教学目标(Teaching Aims):
知识目标:通过阅读 Reading这篇文章,学习文中的一些有用的词语和句型扩大学生的词汇量,提高语言运用能力。
能力目标:1. 采用不同的阅读方法理解课文,提高学生的阅读能力。
2. 学习文中成功的语言学习者的优秀品质,并鼓励学生将其运用到实践当中,以便提高自己的英语学习能力。
德育目标: 教导学生:好的学习方法固然重要,但勤勉更重要。“no pains, no gains.”
三、教学重点(Teaching Key Points):
1.采用不同的阅读技巧,让学生了解文章大意,并归纳每段文章的中心意思(main idea)和文章的主旨(purpose of the text)。
2.掌握文中的重点词汇、短语和句型。
四、教学难点(Teaching Difficult Points):
把文中所学到的有用的外语学习者的经验运用到学生的英语学习上,以便于提高他们的英语水平。
五、教学方法(Teaching Methods):
1. Ask and answer 和 pictures 相结合,导入课文。
2. Fast reading 归纳每段文章的中心意思(main idea)和文章的主旨(purpose of the text), 提高学生的阅读能力。
3. Careful reading 回答问题,了解文章细节内容。
4. Group work 讨论成功语言学习者的经验和特点。
5. Explaining and learning 掌握文中重点词汇、句型。
六、教学辅助(Teaching Aids):
Multi-media Computer,tape
七、媒体的设计:
首先利用课文标题 “Learning a Foreign Language: Twice as Hard?” 问学生 “How do you think of this question?” 让学生讨论导入。然后利用图片与Pre-reading部分的问题相结合的方式,展开讨论与问答,启发学生思考,引起联想,使学生对语言学习这个问题产生更浓的兴趣,以
促使他们学习方式的优化,提高其自主学习的能力。由于Pre-reading部分内容都在 “Reading”部分要进一步阐明,这就让学生先行考虑, 做好了准备,使他们提高阅读的自主性。
图片与问题设计如下:
Question1. How do we learn our mother tongue? 配以 “中国孩子认汉字、学古诗”和“外国孩子学母语,”的图片,学生根据图片和自身的经历便可轻而易举地回答此问题。
Question2. What are the difficulties we must face in learning English?
Question3. How is learning a foreign language different from learning our mother tongue? 配以孩子们围绕着电视看卡通米老鼠学英语的图片。让学生感受到我们从小是如何学英语的以及学英语和学母语 的区别。
Question4. What are the characteristics of successful language learners?
Question5. How can we develop our confidence?
Question6. What can we do to learn better and faster?
配以李阳疯狂学英语和全国中学生英语口语大赛图片,学生从问题和图片中就可以体会到成功语言学习者的优秀品质,降低了回答以上问题的难度。
有了以上的准备工作,让学生进入Reading 快读。首句阅读并skim the whole text,找出每段的大意,呈现于屏幕上,检查学生阅读的效果,把握学生对文章的总体理解程度。
第三步进入课文精读。此部分内容的设计目的是使学生读懂文中的细节,从而找出文中的难点。问题按文中段落依次设计如下:
Question1. How do we acquire our mother tongue? (paragraph1)
Question2. How do different people explain our ability to learn our mother tongue? ( paragraph2)
Question3. At what age have most children mastered their mother tongue? (paragraph2)
Question4. How is learning a foreign language different from learning one’s mother tongue? (paragraph3)
Question5. In the writer’s opinion, which is faster learning mother tongue and learning foreign language? (paragraph3)
Question6. Why are some people better at learning foreign language than others? (paragraph4)
Question7. Why are successful language students able to gain confidence and to relax and enjoy learning? (paragraph5)
Question8. In which areas are
the successful language learners better? (paragraph5)
Question9. How can the learners make their language acquisition better? (paragraph5)
Question10. How can we become successful language learners? (paragraph 6)
重点词语讲解,排忧解难。把文中出现的重点词语呈现于屏幕上,进行讲解,使学生达到熟知会用。
为了进一步为学生的交际创设情景,让学生用自己的话把文中成功语言学习者的经验做一归纳,于屏幕上显示出来,以便加深学生对这些特点的印象,从而加以利用。
反馈检测练习的设计重在检测学生对文中重点词汇的掌握,因此以短文填空的形式出现。
八.教案
Teaching Plan
(Pre-reading and Reading Unit 8 Senior 3)
Ⅰ.Teaching Aims
1.Improve the Ss’ reading ability.
2.Develop the Ss’learning language ability.
3、Learn some useful expressions and sentences
4、“No pains,no gains.” Diligence is the key to success.
Ⅱ.Teaching Key Points
1. Improve the Ss’ reading ability. Sum up the main idea of each paragraph and the purpose of the text.
2.Learn some useful expressions and sentences
Ⅲ. Teaching Difficult Points
1. How do the students use the characteristics of the successful learners to improve their English study?
Ⅳ. Teaching Methods
1. Ask and answer
2. Fast and careful reading
3. Group work
4. Explaining and learning
Ⅴ. Teaching Aids
Multi-media Computer, tape
Ⅵ. Teaching Procedures
Step1. Greeting.
The teacher and the students greet
each other.
Step2. Lead-in.
Step3. Fast-reading to find out the main idea of each paragraph and the purpose of the author.
Step4. Careful reading to answer some questions.
Step5. Explain and memorise the useful expressions and sentences.
Step6. Listen to the tape and then read the text aloud. Pay attention to the pronunciation and intonation.
Step7. Test
Step8. Summary
1. the characteristics of the good language learners.
2.the useful expressions and sentences
Step8. The design of the writing on the blackboard
-Useful expressions:
1.communicate with sb./sth.
2.make sense of
3.be equipped with
4.adjust oneself to sth. / adapt to sth.
5.regardless of
6.take chances / a chance
7.take risks / a risk
8.experiment with sth.
9.contribute to sth ./ doing sth.
Sentence:
Not all of us want to be translators or interpreters.(原文)
部分否定句的构成:not all / both / every---- =all / both / every----not----
eg. All the answers are not right. = Not all the answers are right.
Both of the books are not useful. = Not both of the books are useful.
Not every student wants to take part in the game. = Every student doesn’t want to take part in the game.
Step9. Extra work
Retell the text according to the main idea of each paragraph.
Step10. Record after teaching
Language教案 篇3
高三英语learning a foreign language教案
人教修订版高三英语上unit 8 learning a foreign language
reading说课授课教案
一、教学说明 (teaching remarks)：
本堂课把读前(pre-reading)和阅读(reading)结合在一起。pre-reading使学生熟悉话题,预测阅读内容，激发阅读兴趣和欲望。reading是一篇说明文，是对“外语学习究竟难不难”提出看法并说明理由，设法使读者信服，达到启发思维、提高认识、增长知识的目的。
教学设计充分利用了多媒体电脑的优势，把搜集到的相关知识和课文中的内容相结合，择机设计一些活动，帮助学生化难为易，提高自信心，明确阅读的重点，达到启迪心智、增强理解能力的目的。
二、教学目标（teaching aims）：
知识目标：通过阅读 reading这篇文章，学习文中的一些有用的词语和句型扩大学生的词汇量，提高语言运用能力。
能力目标：1. 采用不同的阅读方法理解课文，提高学生的阅读能力。
2. 学习文中成功的语言学习者的优秀品质，并鼓励学生将其运用到实践当中,以便提高自己的英语学习能力。
德育目标： 教导学生：好的学习方法固然重要,但勤勉更重要。“no pains, no gains.”
三、教学重点（teaching key points）：
1.采用不同的阅读技巧，让学生了解文章大意，并归纳每段文章的中心意思(main idea)和文章的主旨(purpose of the text)。
2.掌握文中的重点词汇、短语和句型。
四、教学难点（teaching difficult points）：
把文中所学到的有用的外语学习者的经验运用到学生的英语学习上，以便于提高他们的英语水平。
五、教学方法（teaching methods）：
1. ask and answer 和 pictures 相结合，导入课文。
2. fast reading 归纳每段文章的中心意思(main idea)和文章的主旨(purpose of the text), 提高学生的阅读能力。
3. careful reading 回答问题，了解文章细节内容。
4. group work 讨论成功语言学习者的经验和特点。
5. explaining and learning 掌握文中重点词汇、句型。
六、教学辅助（teaching aids）：
multi-media computer，tape
七、媒体的设计：
首先利用课文标题 “learning a foreign language: twice as hard?” 问学生 “how do you think of this question?” 让学生讨论导入。然后利用图片与pre-reading部分的问题相结合的方式，展开讨论与问答，启发学生思考，引起联想，使学生对语言学习这个问题产生更浓的兴趣，以促使他们学习方式的优化，提高其自主学习的能力。由于pre-reading部分内容都在 “reading”部分要进一步阐明，这就让学生先行考虑, 做好了准备，使他们提高阅读的自主性。
图片与问题设计如下：
question1. how do we learn our mother tongue? 配以 “中国孩子认汉字、学古诗”和“外国孩子学母语，”的图片，学生根据图片和自身的经历便可轻而易举地回答此问题。
question2. what are the difficulties we must face in learning english?
question3. how is learning a foreign language different from learning our mother tongue? 配以孩子们围绕着电视看卡通米老鼠学英语的图片。让学生感受到我们从小是如何学英语的以及学英语和学母语 的区别。
question4. what are the characteristics of successful language learners?
question5. how can we develop our confidence?
question6. what can we do to learn better and faster?
配以李阳疯狂学英语和全国中学生英语口语大赛图片，学生从问题和图片中就可以体会到成功语言学习者的优秀品质，降低了回答以上问题的难度。
有了以上的准备工作，让学生进入reading 快读。首句阅读并skim the whole text，找出每段的大意，呈现于屏幕上，检查学生阅读的效果，把握学生对文章的总体理解程度。
第三步进入课文精读。此部分内容的设计目的是使学生读懂文中的细节，从而找出文中的难点。问题按文中段落依次设计如下：
question1. how do we acquire our mother tongue? (paragraph1)
question2. how do different people explain our ability to learn our mother tongue? ( paragraph2)
question3. at what age have most children mastered their mother tongue? (paragraph2)
question4. how is learning a foreign language different from learning one’s mother tongue? (paragraph3)
question5. in the writer’s opinion, which is faster learning mother tongue and learning foreign language? (paragraph3)
question6. why are some people better at learning foreign language than others? (paragraph4)
question7. why are successful language students able to gain confidence and to relax and enjoy learning? (paragraph5)
question8. in which areas are the successful language learners better? (paragraph5)
question9. how can the learners make their language acquisition better? (paragraph5)
question10. how can we become successful language learners? (paragraph 6)
重点词语讲解，排忧解难。把文中出现的重点词语呈现于屏幕上，进行讲解，使学生达到熟知会用。
为了进一步为学生的交际创设情景，让学生用自己的话把文中成功语言学习者的经验做一归纳，于屏幕上显示出来，以便加深学生对这些特点的印象，从而加以利用。
反馈检测练习的设计重在检测学生对文中重点词汇的掌握，因此以短文填空的形式出现。
八.教案
teaching plan
(pre-reading and reading unit 8 senior 3)
ⅰ.teaching aims
1.improve the ss’ reading ability.
2.develop the ss’learning language ability.
3、learn some useful expressions and sentences
4、“no pains,no gains.” diligence is the key to success.
ⅱ.teaching key points
1. improve the ss’ reading ability. sum up the main idea of each paragraph and the purpose of the text.
2.learn some useful expressions and sentences
ⅲ. teaching difficult points
1. how do the students use the characteristics of the successful learners to improve their english study?
ⅳ. teaching methods
1. ask and answer
2. fast and careful reading
3. group work
4. explaining and learning
ⅴ. teaching aids
multi-media computer, tape
ⅵ. teaching procedures
step1. greeting.
the teacher and the students greet each other.
step2. lead-in.
step3. fast-reading to find out the main idea of each paragraph and the purpose of the author.
step4. careful reading to answer some questions.
step5. explain and memorise the useful expressions and sentences.
step6. listen to the tape and then read the text aloud. pay attention to the pronunciation and intonation.
step7. test
step8. summary
1. the characteristics of the good language learners.
2.the useful expressions and sentences
step8. the design of the writing on the blackboard
useful expressions:
1.communicate with sb./sth.
2.make sense of
3.be equipped with
4.adjust oneself to sth. / adapt to sth.
5.regardless of
6.take chances / a chance
7.take risks / a risk
8.experiment with sth.
9.contribute to sth ./ doing sth.
sentence：
not all of us want to be translators or interpreters.（原文）
部分否定句的构成：not all / both / every---- =all / both / every----not----
eg. all the answers are not right. = not all the answers are right.
both of the books are not useful. = not both of the books are useful.
not every student wants to take part in the game. = every student doesn’t want to take part in the game.
step9. extra work
retell the text according to the main idea of each paragraph.
step10. record after teaching
Language教案 篇4
课题： 必修一unit 3 travel journal----usinglanguage
时间： _ 年10月5日 星期_一 北大附中河南分校 王萍
learning aims:
1. knowledge aims: master thereading skills-scanning
2. ability aims: to improve ss’ ability of reading
tryto form a good habit of doing reading
try to form a good habit of reading loudly
3 emotion aims: practise the studing method of team-work.
preparation before class:
1 take out your english book , exercise book, red pen and yournote book.
2 read the vocabulary following the video
procedure:
一 dialogue show (3分钟)
design ：
step 1 welcome the actors and performimmediately.
step 2 comment on the performance freely.
step 3 play the video of the dialogue
二new words（2分钟）
wool, reliable, view, as usual, pillow,topic, midnight, flames, beneath
三fast reading andlistening（8-9分钟）
1. how does wang kun feel about the trip now?
(he is starting to like it/ enjoy it.)
2. what do you think changed his mind?
(seeing how beautiful the land is has changed wang kun’sattitude. )
3. what items are wang kun and wang wei carrying with them?
(bicycles, caps, coats, gloves, trousers, t-shirts, shorts,pillow and tent.)
四careful-reading（12分钟）
please listen to the passage and fill in the chart.
see_____ ______ _______
hear_____ ______ ______
do1__________________________________
2__________________________________
3___________________________________
4__________________________________
step 1 exercise 1 on page22
五 languagepoints（20分钟）
1. to climb the mountain road was hard workbut as we looked around us, we were surprised by theview.
爬山很难,但是当我们环顾四周的时候我们被这里的景色给震惊了。
1) 不定式作主语, 谓语动词用单数,可以用形式主语it.
e.g. to learn a foreign language is important for your futurework.
=it is important for your future work to learn a foreignlanguage.
2. we had to change our caps, coats, gloves and trousers fort-shirts andshorts.
change “换衣,更换”
wait, it won’t take melong to change.
get changed 换好衣服
change 可作名词 “零钱”讲
change a for b 用a换b
连接高考
sara, hurry up. i’m afraid you won’t have time to____ beforethe party.
getchanged b. get change
c. getchanging d. get tochange
3. in the early evening, we always stop to makecamp. 傍晚我们停下来宿营。
camp n. [c,u]
短语：
makecamp 扎营, 宿营
gocamping 去露营, 去野营
4. we put up our tents and then weate.
我们先搭起帐篷然后吃饭。
put up
① 举起, 抬起 = raise
② 挂起, 张贴
③ 建造, 搭起 = build
④ 住宿, 留宿
bear them in your mind!
e.g. he put up his hand to catch the teacher’sattention.
a new notice has been put up on the board.
a new theatre will be put up where there used to be atemple.
will you put me up for the night?
开放思维
put away 把……收起来, 存放
put back 放回原处
put down 放下, 写下,镇压
put forward 提出
putoff 推迟, 拖延
putout 扑灭, 伸出
put one’s heart to 全神贯注于
put an end to 使结束
5. we can hardly wait to see them.
我们迫不及待地想看一看
[考点]hardly是副词，意为“简直不能”，
常用于can / could之后，主要动词之前，
强调做某事很难。
[
考例] i must be getting fat — i can
______ do my trousers up. (全国卷 ii)
a.fairly b. hardly
c.nearly d. seldom
六 assesment and homework
Language教案 篇5
必修4 module3 body language and non-verbal communication
learning paper 1 words and phrases
learning aim: to master the new words and phrases.
importance and difficulty: memory of the words and phrases.
ⅰ. words
1. 传递信息；交流(vi) ________ (n)___________
2. 变化______从…到…不等；在…到…之间变化________________________
3.恐吓的，具有威胁的_________ （v）_________
4.包括；涉及_____ 5.张开______6.弯下腰________
7. 凝视某人；盯着看某人_____________
8. 无意的；不知不觉的___________(n)___________
(反义词)___________
9.formal _______(反义词)_______ 10挑衅的__________
11.传统的(adv)_______（n）_______(adj)__________
12.稍微的（adv）___________
13.现场的（adj）_______ 14. 有感染性的__________
15.延长_________ 16.能看透别人心思的人___________
ⅱ. phrases.
1. on guard ________ 2. make a deal_________
3. hold up________4. up and down _________
5.偶然的_________6.向…问好___________________
7打开（灯、无线电等）________关闭__________
8. give away ____________
9.忙于做某事___________ ; ____________
10. shake hands with sb._____________
11. more than _____________
ⅲ.guess the meaning of the words given and complete the sentences below.
1. guns and knives are two different types of __________.
2. someone who has a(n) _______ attitude may be violent.
3. you can ______someone by saying “hello”.
4. your _______is the way you are sitting or standing.
5. if you are_______ of something, you do not know it is happening.
6. a (n) _________ is a business agreement.
7. a (n) ________ is a movement of the body to communicate something.
8. if you _________ someone you believe them and rely on them.
9. “give me five!” is a(n)________greeting.
10. people are usually more ______ with people they don’t know.
ⅳ. best choice
1. car taxes will now _____ according to the amount of carbon dioxide a particular car produces.
a. bend b. fold c. manage d. vary
2. many people watched the ___ tv broadcast of the football match. a. live b. alive c. living d. lively
3. china daily is ____ a newspaper; it can also help us improve english. a. more than b. other than c. rather than d. or rather
4. jenny tried to keep a calm appearance，but her trembling voice ____. a. gave her in b. gave her out
c. gave her away d. gave her over
5. all those who agree please ______ their hand.
a. hold on b. hold back c. hold up d. hold out
ⅴ.完成句子
1如果我是你，我就不会介入他们的问题(get involved in)
_______________________________________________.
2. 我们大家都要提防小偷。(be on guard)
_______________________________________________.
3. 他正设法和他们达成一项协议。(make a deal)
_______________________________________________.
4. 请代我向你家人问好。（ say hello to ）
____________________________________.
Language教案 篇6
人教新课标：必修4 unit 4 重点难点汇集
必修4 unit 4 body language 重点难点汇集
1. major, local & represent
【课文原句】they will be meeting at a major hotel with local business people and people who represent the chinese government. (p25)
【名师点拨】(1) major adj. 表示“主要的；较大的；重要的”，句中a major hotel 意思是“大酒店”；major经常用作名词，意为“主修课程；专业课”；可作动词，主要用于major in，意为“主修”。如：
many people wish to live in a major city.
she decided to take computer as her major.
my friend majored in economics at tsinghua university.
(2) local adj. 表示“地方的；当地的”。含有local的常用词组：local customs意为“地方风俗”；local news意为“本地新闻”；the local tv station意为“地方电视台”；the local court意为“地方法院”；the local government意为“地方政府”。如:
my sister studies at a local university.
(3) represent在本句中是“代表”的意思，还有“象征；表现；描绘；扮演”等意思。如：
we must choose someone to represent us. (代表)
the stars in our flag represent the states. (象征)
this picture represents a man riding a horse. (表现)
【知识拓展】meet with sb表示“和某人会晤（商讨问题等）”。但具体句子要具体分析，有时候可表示“偶然遇见”。如：
i met with a friend on the train yesterday. （偶遇）
2. introduce
【课文原句】you introduce them to each other, and are surprised by what you see. (p26)
【名师点拨】introduce表示“介绍；引荐；引进；采用”等意思，常和to连用，即introduce… to…。在本句中是“介绍；引荐”的意思。如：
let me introduce myself to you first.
the chairman introduced the speaker to the audience.
【知识拓展】introduce的名词形式是introduction，意为“介绍”，多作不可数名词，有时候也作可数名词；还可译为“引论；导言；概论”，是可数名词。如：
my next guest needs no introduction (= is already known to everyone).
before the meeting began i made the necessary introductions.
the introduction in a book tells us what the book is about.
3. approach & touch
【课文原句】mr garcia approaches mrs smith, touches her shoulder and kisses her on the cheek. (p26)
【名师点拨】(1) approach vt. & vi. 意为“接近；靠近；走近”。approach作名词讲时，表示“方法；步骤；途径；接近”，用于make approaches to sb，表示“想法接近（认识）某人”。如：
we could just see the train approaching in the distance.
it began to rain when he approached his home.
the time is approaching when we must be on board.
all approaches were blocked because of the accident.
a new approach should be found to solve the matter.
i am not good at making approaches to strangers.
(2) touch作动词讲，意为“接触；触摸”；touch作名词时，除了“接触；触摸”的意思外，还有“联系”的意思。如：
visitors are not allowed not to touch the exhibits.
keep in touch with 同……保持联系
get in / into touch with 和……取得联系
lose touch with 和……失去联系
be out of touch with 同……失去联系
4. express
【课文原句】… they also express their feelings using unspoken “language” through keeping physical distance, actions or posture. (p26)
【名师点拨】express vt.意为“表达；表示”。文中express their feelings 意为“表达他们的感情”；express oneself用于表达自己的意思、思想或情感。如：
no words can express my thanks to your help.
he can express himself in clear english now after five years' hard learning.
【知识拓展】express作名词讲时，表示“快车；快递；快件”。如：
the no. 102 special express to beijing 开往北京的102次特快
5. avoid
【课文原句】it is an interesting study and can help you avoid difficulty in communication. (p26)
【名师点拨】avoid vt. 表示“避开；避免”，avoid difficulty in communication意思是“避免交际上的困难”。avoid后接名词、代词或动词-ing形式。如：
why are you trying to avoid that boy?
i crossed the street to avoid meeting him, but he saw me and ran towards me.
6. be likely to
【课文原句】people from places like spain, italy or south american countries approach others closely and are more likely to touch them. (p26)
【名师点拨】likely作形容词，指“可能发生某事”，后可接不定式或从句。be likely to意为“很可能……；有希望……”。如：
do remind me because i'm likely to forget.
it's quite likely that we'll be in spain this time next year.
they are likely to refuse your invitation.
【知识拓展】likely, possible, probable都含有“可能的”的意思，但也有差异：
likely指从表面迹象来看很有可能。如:
look at the black clouds. it is likely to rain tonight.
possible指由于有适当的条件和方法，某事可能发生或做到，强调“客观上有可能”, 但常含有“实际希望很小”的意思。如:
it is possible to go to the moon now.
probable语气比 possible强，“可能性”最大，指有根据、合情理、值得相信的事物，带有“大概、很可能”的意思。如:
i don't think the story is probable.
7. at ease
【课文原句】a smile is the universal facial expression — it is intended to put people at ease. (p29)
【名师点拨】at ease是个固定词组，意思是“处在舒适、自由自在的状态下”。本句中put people at ease意为“使人自由自在；不拘束”。如：
her mind was at ease, knowing that the children were safe.
【知识拓展】(1) ease作名词讲时，表示“安逸；安心；不费力；悠闲”。如：
he leads a life of ease. (= he leads an easy life.)
(2) ease 作动词讲时，表示“解除；减轻（痛苦、忧愁或烦恼）”。如：
the doctor gave him some painkillers to ease the pain.
(3) ease的常用短语：
with ease (= easily) 熟练地；轻而易举地
be (feel) ill at ease 局促不安, 心神不宁
put sb at his ease 使某人宽心; 使某人感到无拘无束
stand at ease 稍息
Language教案 篇7
unit 1 friendship
the third period using the language
direct speech and indirect speech
i. teaching aims
1. ability aims: to enable the students to put what they have learned to practical use.
2. language aims: to get the students to learn by observation what direct and indirect speech is and the transition between them.
ii. teaching important points
the transition between direct speech and indirect speech
iii. teaching method: interactions
teacher-student, individual, pairs, groups
iv. language focuses
the transition between direct speech and indirect speech
v. teaching procedures
step ⅰ leading-in
1. greetings and free talk
2. a guessing game to introduce what is direct speech and indirect speech.
step ⅱ presentation
1. presentation
make clear to the ss the definition according to what is shown on the screen.
2. group work: observation
work in group of 6. read the sentences carefully and try to find the answers to these questions:
1) what’s the difference between the two sentences in each pair?
2) what changes do we make to turn direct speech into indirect speech?
3. note-making and team work
take down what you have discovered in the form given.
直接引语 间接引语
关联词
语序
时态
人称代词
状语
4. the teacher shows a sample sheet from one group and gives further explanations.
step ⅲ practice
1. oral practice
practise making necessary changes in verb tenses, word order, personal pronouns, adverbials and so on with the help of the multi-media.
2. written work
textbook page 5, exercise 2
step ⅳ production
give situational performance.
step ⅴ summary and assignment
Language教案 篇8
book4 module3 body language and non-verbal communication
learning paper 3 extensive reading
part one read the passage on page 29
1. read the passage and decide whether these statements are true or false.
① the custom of clapping appears in the last century. ( )
② applause meant thanks in classical athens. ( )
③ clapping is only a personal behavior. ( )
④ people never clap at a funeral. ( )
2. answer the questions.
① why do people clap?
② on what occasions we should clap and on what occasions we should not? and why?
③ prolonged clapping helped a play to win. why?
④ what is the sign of applause? and what is the important thing for applause?
⑤ what’s the similarity between clapping and laughter?
part two
read the article “culture awareness” on page 81.
1. read the article carefully and say if these statements are true or false, and correct it.
① if you are trying to sell something, it is better to do it through a telephone conversation.( )
②your body language will give others a specific impression of you.( )
③it is difficult to tell the difference between a genuine smile of pleasure and a false smile.( )
④ if you know what they said with words , you can understand what they really mean even you do not understand their body language codes.( )
⑤since much of our body language is universal, culture codes are almost the same.( )
⑥ even simple gestures may have a completely different meaning in other parts of the world. ( )
⑦it is appropriate to shake hands when you meet someone for the first time in any culture of the world. ( )
2. answer the questions
① why is it easier to sell someone something face to face?
② what does body language tell you about other people?
③ what does the circle sign made with three raised fingers mean in the us?
④ how is handshaking different in the west countries and in indonesia?
⑤ how can you avoid offending people when you travel to other countries?
part three
精读课文译文
说起“交流”，大多数人会想到单词或句子，虽然单词或句子十分重要，但我们也并不只是用口语和书面语进行交流，身体的姿态是我们所称的“身势语”的一部分。我们经常看到无意识的身势语，但也有“习得”的身势语。习得的身势语在不同的文化中各不相同。
当我们被介绍给生人时，我们使用“习得的”身势语。跟动物一样，我们会保持警觉，直至知道安全的时候才放松。因此，在所有的文化中人们都有一种向陌生人打招呼的正规的方式，以表示他们并不具有侵犯倾向。欧美人的传统是握手，他们用右手握手——右手对多数人来说更有力一些。假如右手用于忙着与人打招呼就不可能握武器。因此，这种手势的意思是“我信任你，瞧，我没带威胁性的武器”，假如你和人握手，就是在表明你信任他们。我们在做交易时与人握手，意思就是“我们达成了协议，相互信任”。
亚洲人打招呼是不接触他人身体的，但他们要用手。与人打招呼时，中国人的传统方式是右手放在左手上，拱手，稍稍躬身而行礼。穆斯林行额手鞠躬礼，用手触左胸、嘴和额。印度人双手交合，恭敬地鞠躬。在上述例子中，手都在忙于打招呼，不可能拿武器。
即使是现在，人们在非正式场合打招呼时，还会用手来表示信任对方。美国青年常常说着“击掌”来打招呼。说完后这个人举起手，手掌向外，五指张开。另一个人同样举起手，拍打对方举过头顶的手。这是现代常见的打招呼方式。
身势语对于任何研究者来说都具有吸引力。人们通过姿势表达的意思要比通过话语表达的更多。看看你的朋友和家人，你能洞悉他们的心思吗？
part four.趣味英语
① 形容词+人体部位
all ears 全神贯注地听 all eyes 聚精会神地看
sweet tooth 爱吃甜食之人 cold shoulder 冷漠
② 人体部位+名词
brain storm 突有灵感 blood debt 血债
lip service 空口的应酬话
③ 动词+人体部位
keep/save face 保全面子 lose face 丢脸，失去面子
count heads点名 join hands 携手联合lose heart 沮丧
④ 人体部位对称或并列
face to face 面对面 heart to heart 交心
side by side 肩并肩 hand in hand 手拉手
neck and neck 并驾齐驱 arm in arm 挽臂
Language教案 篇9
reference for teaching
ⅰ.异域风情
a graded reader
a graded reader is a book containing simplified languages used to help learners master the language.readers come in different levels,from beginners to advanced.english learners need to choose a reader that is suitable for their level.
why use readers?
lots of research shows that extensive reading improves all aspects of language learning,including vocabulary,speaking skills,fluency,writing skills and reading comprehension.
reading is a way of learning english without classes or a teacher.it helps develop learner independence.and while reading graded readers,learners don’t have to run to a dictionary because the language is at their level.
how do i get started?
the entire class can read the same book or different books at different times.
how do i know the right level?
if your class is all reading the same book,choose one that is appropriate for their level.if your students are reading different books,you can have a selection of books at different levels.in this case,don’t worry too much about the level.a learner who is interested in detective stories might read a higher level book if the motivation is there.
how to read the book depends on students’ age,motivation and class time available.some classes like to read silently,others like to read aloud in small groups and some enjoy being read to by the teacher.be sensitive to the class and ask for their opinions.
some pre-reading activities are needed.before students open a book,it is important to spark interest in the story and in the whole process of reading.for example,ask them to guess what the story is from cover,chapter titles and let students put them in the best order,or discuss the author.
during reading,choose a suitable chapter or chapters that can be broken down to make a comic strip.or students select a part of the book to make into a radio play.students can also become journalists and report on parts of the story.choose a piece of action and have students write it up.besides,students can role-play an interview with a character.
ⅱ.知识归纳
1.stick(stuck,stuck)v.
(1)贴，粘
two pages of the dictionary stuck together.
这部词典中有两页粘在了一起。
(2)插，扎，固定在某处
i found a nail sticking in the tyre.
我发现轮胎上有个钉子。
(3)卡住，陷在……里（无法移动）
the heavy snow stuck the traffic for hours.
大雪使交通中断了好几个小时。
（4）随便放某处
stick it on the desk.
就把它放在桌子上吧。
（5）忍受（主要用在口语中）
we don’t like hot weather.but last summer i stuck it in the south for a few weeks.
我们不喜欢大热天，但去年夏天我在南方遭受了好几个星期的大热天。
（6）老待在某处
she’s stuck(=has to stay)at home all day with the children.
她不得不整天待在家且照看孩子。
stick at
(1)坚持干（某事），努力干（某事）
he sticks at his work ten hours a day.
他坚持每天工作10小时。
（2）让……阻碍自己，因……而停滞不前，就是要……也在所不惜
he wouldn’t stick at cheating to get what he wanted.
为得到他想要的东西，就是骗人的事他也干得出来。
stick out
(1)伸出，突出
how his stomach sticks out!
他肚子好大啊！
（2）伸出某物
stick out your tongue to let the doctor have a look.
伸出舌头来让医生看一下。
（3）显得突出
she has her hair dyed red,which always sticks out in a crowd.
她把头发染红了，因此在人群中总是很显眼。
（4）坚持到底，坚持说
the workers are determined to stick out until they get their demands.
工人们决心坚持到底，达到他们的要求。
stick to
(1)坚持（真理等）
i stick to what i said yesterday.
我坚持昨天我说的话。
(2)坚持干（某事）
he will stick to his task until it is finished.
他决心坚持干他的工作，直到把它干完。
（3）遵循，按……做（讲），跟着……走
we’ve decided to stick to our previous plan.
我们已经决定按既定计划去做。
(4)忠于（某人），（和……）长期保持友好关系
i will stick to my friend tom whatever is said of him.
无论别人说什么，我将忠于我的朋友汤姆。
stick up
(1)伸出来，举起
stick up your hand if you know the answer.
如果知道答案你就举手。
（2）贴上
the examination results will be stuck up on this board tomorrow.
考试结果明天将贴在告示牌上。
2.adopt v.
(1)采取，采用，采纳
they adopted my suggestion finally.
他们最终采纳了我的建议。
（2）通过
the board adopted the proposal after much debate.
经过多次辩论，董事会采纳了他的建议。
（3）收养
as they had no children of their own,they adopted an orphan.
因为自己没有孩子，他们收养了一个孤儿。
3.acquire v.
（1）（经过一个过程或通过自己的努力）得到，获得（后面跟抽象名词）
mary acquired confidence.
玛丽有了自信。
（2）（经过努力）得到（具体的东西）
by the time jannes was twenty,he had acquired a store of his own.
到二十岁时，jannes拥有了属于他自己的商店。
4.sense作名词
（1）视觉，听觉，嗅觉等官能（可数）
those who can’t see often have a fine sense of hearing.
眼睛看不见的人往往听力好。
(2)“感觉”（多作单数），常可译为“……感”。
a sense of accomplishment often accompanies hard effort.
成就感往往和艰苦的努力结伴而行。
my teacher had a sense of humour.
我的老师有幽默感。
（3）观念，概念
he has no sense of discipline.
他没有纪律观念。
（4）头脑（不可数）
he had enough sense to know what it meant.
他有足够的头脑，会知道这是什么意思的。
（5）意思，意义（可数）
the word “of” has many senses.
“of”有多种意义。
make sense有意义，有道理，能被理解
the whole article doesn’t make sense.
整篇文章意思看不懂。
make sense of懂，理解
i didn’t make sense of what he said.
我听不懂他说的话。
there is no sense in doing sth.
（做某事）没有道理。
there is no sense worrying.
担心没有道理。
sense作动词是 “感觉到，觉察出”的意思。
he sensed the approaching disaster.
他感觉到灾难即将来临。
ⅲ.词语辨析
1.awful,terrible,dreadful,horrible,horrid
awful具有“由于对某个强大的，伟大的，具有特殊意义的人或事物的尊敬，崇拜和畏惧而引起的骇怕”的隐微含义。有时仅表示“非常的，大的”。
the band plays the awful music of “don juan” before the statue enters.
在塑像出来之前，乐队奏“唐•璜”中的令人恐怖的音乐。
she has got an awful lot of work to do.
她有很多工作要做。
terrible表示“对某种具有较大力量的东西的惧怕；恐怖的；能使人痛苦的”。
a terrible fire destroyed six houses.
可怕的大火烧毁了六所房屋。
dreadful有“因害怕和恐惧而引起惊恐”的含义。
cancer is a dreadful disease.
癌症是一种可怕的病。
horrible有“与其说是引起害怕和恐惧的感觉，不如说是引起讨厌和仇恨；可恶的”和“使人憎恶的”等隐含的意义。
from the fish dealers’ stalls arises a horrible smell.
在卖鱼摊上冒出一股令人厌恶的气味。
horrid的意义和形容词horrible相近，隐含有“可恶的，讨厌的”等意义。
what a horrid nuisance!
真讨厌！
2.get,receive,obtain,gain，acquire
get“得，取得，获得”，具有最广泛的意义，是口语中最普通的用词，不管通过任何方式取到手，都可用get，可以代换本组其他各同义词。
i went from one place to another but got the same answer everywhere.
我走了一处又一处，但听到的回答都是一样的。
receive隐含主体的消极性，如：他只是接受别人送给他的东西（to receive the letter,news,telegram收到信、消息、电报；to receive punishment接受惩罚）。
on the third day he wrote to her and received an answer.
第三天他给她写了一封信，并收到了回信。
obtain“得，得到”，是书面用语，隐含主体的主动性，主体尽了一定的努力，或至少是表示出强烈的愿望才得到了什么；强调达到目的这一事实。
he obtained much experience through his work.
他通过工作得到很多经验。
gain“得，获得”，隐含“要花费力气或通过竞争和斗争才能获得”的意义，并指所得的东西有一定的好处和利益。
he could hardly gain a livelihood in paris.
他在巴黎难以谋生。
acquire“获得，取得”，通过自己的努力或行为而使原有的东西更多，并成为永久所有；也指慢慢并渐次地获得，如智力等。
you must work hard to acquire a good knowledge of a foreign language.
要获得良好的外语知识，你必须努力。
3.effective,efficient
effective(adj.)“有效，有效力，生效，有效果”，指得到所希望的结果或产生比较长远的效果，可以用于人或事，用于人时，指所做的事收到一定的效果，有时也指印象深刻或显眼等。
he is an effective speaker.
他是个有力的发言者。
people were deeply impressed with this effective scheme of decoration.
这个有效的装饰设计给了人们深刻的印象。
efficient(adj.)“有效率的，得力的，效果好，有能力，有本领”，这个词除了指效果好以外，还含有方法好，做事不太费劲的意味，用于人、事物或行为，但用以形容人时，要指有才干的人。
efficient management is one of the factors which will lower production cost.
有效率的管理是降低成本的一个因素。
an efficient executive,he soon had matters running smoothly.
他是一个有本领的领导者，很快就使事情顺利进行了。
ⅳ.能力训练
同义句型转换
1.老师要求学生记住这首诗。
（1）the teacher asked the students to_______the poem.
(2)the teacher asked the students to_______the poem.
(3)the teacher asked the students to_______the poem_______ _______.
答案：(1)memorize (2)remember（3）learn;by heart
2.她幻想太多，成绩退步，落人之后。
（1）she dreamed too much and_______ _______ _______her lessons.
(2)she dreamed too much and_______ _______ _______her lessons.
答案：(1)fell behind in (2)did not know
3.我今天有许多工作要做。
（1）i’ve got_______of work to do today.
(2)i’ve got_______of work to do today.
(3)i’ve got_______ _______ _______of work to do today.
(4)i’ve got_______ _______ _______of work to do today.
(5)i’ve got_______ _______of work to do today.
答案：(1)piles (2)lots (3)a great deal (4)a large amount (5)large quantities
4.我们天生有学习语言的能力。
(1)we are_______with a special ability to learn a language.
(2)we_______ _______ _______ _______ _______learning a language.
(3)we have_______ _______ _______to learn a language_______.
答案：（1）equipped (2)have a natural gift for (3)a special ability;naturally
5.他们是双胞胎，很少有人能把他们区别开。
(1)they are twins.few people can_______one_______the other.
(2)they are twins.few people can_______one_______the other.
(3)they are twins.few people can_______ _______one and the other.
(4)they are twins.few people can_______ _______ _______ _______one and the other.
(5)they are twins.few people can_______one_______the other.
答案：(1)distinct;from (2)tell;from (3)tell apart (4)make a distinction between (5)differentiate;from
6.他不顾及我在此事上的感受，继续往下说。
(1)he continued speaking, _______ _______my feeling on the matter.
(2)he continued speaking, _______ _______ _______ _______my feeling on the matter.
答案： （1）regardless of (2)paying no attention to
Language教案 篇10
教学目标
I 重点词汇：
manage; wave; nod; realize; agreement, disagreement; while, manners; communicate; make sb….;body language; one another; not all…
II.日常交际用语：
1).请求
May / Could / Can I do that?
I wonder if I can do that.
Would / Do you mind if I come earlier?
Will you tell me if can go now?
2).允许
Yes, please. / Of course. / Sure. / Certainly.
Go ahead, please.
That’s all right. / OK.
It’s all right to me.
3).拒绝
I’m sorry, but it’s not allowed here.
You’d better not.
I’m afraid not. It’s not right.
III.：
动词不定式作宾语、定语、表语和状语。
教学建议
对话分析
This lesson is to use offer help and how to accept and refuse help. While the Ss learn about the way of expression from the dialogue. Give some phrases to practise how to use and grasp better the ability.
课文分析
This two materials about body language and train the Ss' abilities of reading and speaking. Though reading the passages, the main idea is to have difference body languages of the countries. For example; welcome, agreement and disagreement, no, yes, happy, so on. Meanwhile the two passages offer the Ss the opportunity to talk about the body language of China , British and other counties.
教学建议
The teacher give the Ss the questions bout the dialogue firstly. For example: If you need some help , how do you offer them to help? So on.
The teacher help the Ss to listen in order to understand well, after that the Ss speak and talk each other according the content of the dialogue., So the teacher organize some students to play a role about offers, or divide a few groups to discuss. Finally the teacher summarize the useful expression of the dialogue.
Language教案 篇11
高二英语learning about language教案
book 5 unit 3 learning about language & using language
1. speed (sth.) up 【课文原句】
speed (sth.) up 加速；加快
1). 汽车一到高速公路就加速。cars speed up once they reach the highway.
2) 他们加快了生产速度。they have speeded up production.
知识链接: with all speed 以全速，开足马力 at high/low speed 以高速/低速 at a speed of 以……速度
活学活用：many countries are faced with the problem about how to economic development.
a. turn up b. speed up c .get up d. stay up
2.instant 【课文原句】
instant 1)n.瞬间；片刻
他停了一会儿。 he paused for an instant.
2) adj. 立即的；立刻的
服用一药剂后我立刻感到轻松。i felt instant relief after taking a doze of medicine.
知识链接:1）instantly =immediately 立刻；一……就……
① 尽管他睡得很香，但他还是立刻醒了。though he slept soundly, he awoke instantly.
② 我们一到家天气就下起雨来。it began to rain instantly we arrived home.
2) 常见用法 ： instant coffee 速溶咖啡 (at) any instant 随时；在任何情况下
on the instant 立即；马上 in an instant 立即；马上 he instant 一……就……
活学活用：1）you see the lightning it happens, but you hear the thunder later.
a. the instant b. for an instant c. on an instant d. in an instant
2) with the pace of modern life speeding up, food is more and more popular.
a. quick b. instant c. needy d. urgent
3.greedy 【课文原句】
.greedy adj. 贪婪的；贪吃的；渴望的
常见用法：be greedy for…… 渴望…… be greedy to do sth 渴望做某事
1） 许多人都贪图金钱。many people are greedy for money.
2） 玛丽渴望获得更多的知识。mary is greedy to have more knowledge.
4.dispose 【课文原句】
dispose 处理；布置 常与介词of 连用构成固定短语，即 dispose of sb./sth.，表示去除、处理、舍弃某人/某物
1） 他被迫处理了自己的艺术珍藏。he was forced to dispose of his art treasures.
2） 所有的家具都已经处理掉了。all the furniture has been disposed of .
知识链接:disposal n.处理；安排；布置
unit3综合能力检测试卷
i.单项填空
1. there’s ___ cooking oil left in the house.
would you go to the corner store and get ___?
a. little; some b. little; any c. a little; some d. a little; any
2. the food was so ___ that the child couldn’t help tasting it.
a. smelly b. invited c. interesting d. inviting
3. it was raining heavily. little mary felt cold, so stood ___ to her mother.
a. close b. closely c. closed d. closing
4. – i prefer western food. it’s a kind of healthy food.
-- ___ but western food is said to be high in sugar and fat.
a. is that right? b. how do you know that?
c. do you really think so? d. who told you that?
5. _______ from the top of the hill, the city takes the round shape with a flowing river through it.
a. viewing b. to be viewed c. viewed d. to be viewing
6.if you ____________ of mary, ask her to come and see me.
a. lose sight of b. catch sight of c. are in the sight of d. are at the sight of
7. i’d rather have a room of my own, however small it is, than ___ a room with others.
a. to share b. to have shared c. share d. sharing
8. the speech by the mayor of shanghai before the final voting for expo is strongly impressed ___ my memory.
a. to b. over c. by d. on
9. you should try to get a good night’s sleep ___ much work you have to do.
a. however b. no matter c. although d. whatever
10. the teacher couldn’t make himself ___ attention to because the students were so noisy.
a. to pay b. to be paid c. paid d. pay
11.___ straight on and you’ll see a church. you won’t miss it.
a. go b. going c. if you go d. when going
12. ___ warmly for his work, he was too ___ to fall asleep.
a. praising; excited b. to praise; exciting
c. praised; exciting d. praised; excited
13.i order not to be disturbed, i spent three hours ___ in my study.
a. locking b. locked c. to lock d. being locked
14. – in fact, i’m not used ___ to like that. -- neither am i.
a. to being spoken b. to be spoken c. to speak d. to speaking
15. the secretary reminded me ________ there was a meeting that afternoon.
a. of b. about c. that d. on
16. the train fell over the edge, but no one ________ much in the accident.
a. suffered b. injured c. damaged d. died
17.they will be as tall as you soon if they________.
a. keep on growing like that b. keep to grow like it
c. keep growing like that d. will keep growing like that
18. farmers can increase their corn crops three times simply ________ watering their fields.
a. through b. with c. by d. in
19. he asked us to ________them in carrying through their plan.
a. provide b. help c. assist d. offer
20. what do you think is the most ________ time to find him at home?
a. like b. likely c. possibly d. probably
ii、完形填空（共20小题；每小题1.5分，满分30分）
阅读下面短文，从短文后各题所给的四个选项(abc和d)中，选出可以填入空白处的最佳选项。
what kind of homes will we live in the future? 21 can be sure，but scientists are working 22 new ideas now.da
some scientists are 23 about building whole cities under huge glass domes（圆顶）. 24 ， advanced heating and cooling systems will be25to control the weather in the domes.26 ，there will never be any 27 or snow，and the temperature will always be 28 .
perhaps everyone will live in vertical（垂直的）cities — high rises 29 are so large that they can30 all the necessities of life.since vertical cities will use 31 land than flat cities，and provide homes32more people，they will be practical for small countries that have33population.
34 idea that will be helpful to small countries is the 35 city.monaco has already built homes, stores，and offices 36 the water of the mediterranean sea.
there are some people who think that we will go back to 37in caves. 38 the caves of the future will be very different from the caves of the stone age.farms and parks will be on the land 39 the cave city.when people want to go to the country or to a park，a short ride in a 40 will take them there.
21. a. somebody b. anybody c. nobody d. everybody
22. a. off b. out c. in d. by
23. a. thinking b. considering c. imagining d. suggesting
24. a. on the other hand b. as a result
c. of course d. at the same time
25. a. possible b. suitable c. pleasant d. necessary
26. a. similarly b. therefore c. according to d. moreover
27. a. cloud b. rain c. wind d. ice
28. a. cool b. warm c. comfortable d. satisfied
29. a. that b. they c. where d. who
30. a. construct b. continue c. remain d. contain
31. a. wider b. more c. less d. fewer
32. a. on b. to c. with d. for
33. a. a small b. a large c. a few d. many
34. a. one b. second c. next d. another
35. a. floating b. flowing c. shipping d. blowing
36. a. in b. above c. over d. on
37. a. live b. be living c. living d. having lived
38. a. also b. but c. then d. again
39. a. in b. under c. beside d. over
40. a.lift b. underground c. plane d. bus
iii. complete the sentences
41结果，我患了时间滞后症。
as a result , i _________ _______ “time lag”.
42英格兰被分成三个主要的地区。
england can be ________ _______ three main areas.
43这些雕像是用来纪念死去的诗人和作家.
these statues are ______ _______ ______ dead poets and writers.
44我看不见王平，迷路了。
i lost _________ ________ wang ping, and got lost.
45. 时间滞后症和乘飞机时得的时差反应相似。
the “time lag” is _______ _______ the “jet lag” you get when flying.
iv. word spelling
46. tv plays have great i___________ on people’s daily life.
47. it is u_______ to treat girls and boys differently.(不公平)
48. all the things need to be done again as a result of a computer e______.
49. it’s bad manners to read others’ p________ letters.(私人的)
50. he was soon back on his feet in such a comfortable s__________with so many beautiful trees and flowers.
51. students are r________ to get up at 6:00 am in school.
52. he could not buy the cars on display because of l_____ of money.
53. the uk c_______ of three countries.
54. in old times, it was parents that a________ their sons’ or daughters’ wedding.
55. he is not a_________ this afternoon; he has an important meeting to attend.
答案
1-5adaca 6---10bcdac 11---adbac 16---20acccb
21. 选c。没有人能够肯定未来的家园是什么样子的。
22. 选b。work out new ideas意思是“想出一些新的主意”。
23. 选a。think about意思是“思考”，“考虑”。
24. 选c。on the other hand意思为“另一方面”；as a result意思为“结果”；of course意思为“当然”；at the same time意思为“同时”。
25. 选d。当然，必须要有先进的制冷和制热系统来控制天气。
26. 选b。therefore意思为“因此”。
27. 选b。rain与snow相对应。
28. 选c。因为有制冷和制热系统来控制，所以温度会让人觉得很舒适。
29. 选a。这是一个定语从句。
30. 选d。contian意思为“含有”，“内有”。
31. 选c。这种垂直的城市用的土地要少。
32. 选d。provide sth, for sb.意思为“为某人提供某物”。
33. 选b。这对于人口较多，城市较小的地方比较实用。
34. 选d。another意思为“另外一个”。
35. 选a。float意思为“漂浮”，此处为现在分词短语作定语。
36. 选d。因为是漂在水面上的，所以用on。
37. 选c。go back to doing sth.意思为“重操旧业”。这里是指又重新生活在洞穴里。
38. 选b。这里表示转折，但是，与石器时代的洞穴不同。
39. 选d。over是指在洞穴的上方。
40. 选a。lift意思为“电梯”。
41. suffered from
42. divided into
43.in memory of
44. sight of
45. similar to
46. influence
47. unfair
48. error
49. private
50. surroundings
51. required
52. lack
53. consists
54.arranged
55. availabl
Language教案 篇12
Part I. Analysis of the teaching material
1)The position and role of this text
“ Body language ” is the third period of unit 21. It’s a reading comprehension text. This lesson is very important for the students to learn in that it is related to our thinking strategies and it uses both words and body language to express our thoughts and opinions and to communicate with other people.
2) Knowledge goal:
Understand the main idea of the text
3) ability goal: ①talk about body language
②improve the students’ ability of reading
4) Moral goal: Get aware of some gestures and facial expressions in different cultures.
5) Teaching aims
①to improve the students’ reading ability, such as skimming, scanning.
②to Understand the main idea of the text
③Get aware of some gestures and facial expressions in different cultures.
Part II. Analysis of the teaching methods
Question-and-answer activity teaching method
Watch-and-listen activity
Free discussion method
Pair work or individual work method
To reach my teaching aims, I’ll take advantage of some teaching aids, such as a tape recorder, multimedia, the blackboard
Part III. Analysis of the learning approach
Interest is the best teacher. But with the heavy study burden and
impact of the traditional spoon-feeding teaching, sometimes the
students may lose the interest in learning and are not independent
enough. So how to motivate them, develop their interest and build up
their self-study ability are the first things I am considering about
PartIV. The teaching process
Step 1 Warming up
Show a short film and a MTV show and ask the students the following questions:
T: How do the actors in the show express themselves?
S: By facial expressions and what they do.
T: What do we call that?
S: Body language.
T: What is body language?
S: Body language is the movements or positions of our body. We use them to show other people what we are thinking about and how we are feeling.
[设计说明] 让学生在课前欣赏两段表演，在活跃气氛，激发学生对身势语的兴趣的同时，通过回答演员们如何表现自己这一问题引出本课话题------body language.
Step 2 Brainstorming
Show some gestures and ask the students to guess what the gestures mean.
[设计说明] 展现几幅身势语图片以激发学生的学习兴趣和参与的热情，创造轻松的课堂氛围，最后用一幅图片调动学生的求知欲------同一身势语在不同文化背景下可能会有不同的含义。
Step 3 Reading &comprehension
(1) Listen to the text and answer the following questions:
T: Does body language have the same meaning in different countries?
S: No.
T: What is the best example of universally understood body language?
S: The smile
[设计说明] 在学生预习的基础上，用听力的形式唤起学生对课文内容的回忆，并训练学生通过听获取主要信息的能力，从整体上把握好文章的内容。
(2) Ask students to read the text quickly and find out the main idea/key sentence of each paragraph in pairs.
Para 1: We use both words and body language to express our thoughts and opinions and to communicate with other people.
Para 2: Just like spoken language, body language varies from culture to culture.
(The same gesture has different meanings in different countries.)
Para 3: People in different countries show the same idea in different ways.
Para 4: Some gestures seem to be universal.Para 5: Perhaps the best example of universally understood body language is the smile.
*Teachers can also ask students how many parts we can divide the whole text into and what the main idea of each part is.
Part 1 (Para 1): We use both words and body language to express our thoughts and opinions and to communicate with other people.
Part 2 (Para 2-3): Just like spoken language, body language varies from culture to culture.
Part 3 (Para 4-5): Some gestures seem to be universal.
[设计说明] 阅读课要提高学生提炼文章主旨大意的能力，通过归纳总结一方面从整体上把握文章。另一方面也可提高阅读技能。
(3)Read the passage carefully and try to find out the answers to the following questions:
T: What body language varies greatly?
S: Eye contact, gesture OK, thumbs up, shaking heads, “crazy” gesture, nodding heads.
T: Try to complete the table
S:
GESTURES COUNTRIES MEANINGS
eye contact some countries a way to show that one is interested
other countries rude or disrespectful
a circle with one’s thumb and index finger most countries OK
Japan Money
France Zero
Brazil Rude
Germany
thumbs up the US great or good job
Nigeria Rude
Germany The number one
Japan
moving the index finger in a circle in front of the ear some countries Crazy
Brazil You have a phone call.
T: Some gestures seemed to be universal. What are they? How to communicate them?
S: I’m tired, I’m full, and I’m hungry.
T: Why is the smile the best example of universal body language?
S: ......
[设计说明] 引导学生分析课文，抓住关键词，概括文章的细节，通过填写表格培养学生的理解能力和概括能力，培养和提高阅读能力和技巧。
Step 4 Post-reading
Try to make a comparison between the body language in china and that in the US
Comparison
Meaning Gestures in the USA Gestures in China
No, don’t do that.
Moving the index finger from side to side. Moving the head or hand from side to side
I don’t know Shrugging one’s shoulders Shaking the head
Well done Thumbs up. Thumbs up.
Incredible. I can’t believe it.
Rolling one’s eyes.
open one’s eyes and mouth wide
Money Rubbing the thumb and forefinger together Rubbing the thumb and forefinger together
Crazy
Moving the index finger in a circle in front of the ear. No such a gesture
Good luck
Cross the fingers on both hands No such a gesture
Come here
Moving the index finger forwards and backwards. Moving one’s hand up and down with the palm facing down.
[设计说明] 本部分通过表格形式培养学生分析比较研究能力，从而更好的掌握不同文化背景下身势语的异同，达到本节课的教学目的，同时也提高学生的跨文化交流意识。
Step 5 Discussion/Assessment
Imagine you are the boss of the company and you want to employ a man as your assistant. Judging from the body language of the four men, which one will you choose? Why?
[设计说明] 培养学生运用所学知识，围绕中心话题进行思考和讨论的能力，提高学生英语口头表达的技能;准备好四张卡片，让四位学生上台用身势语将卡片上内容表现出来。让其他学生作出选择，并解释选择的原因。通过这种方式一方面可以让学生学会用身势语表达自己。另一方面锻炼了口语。
Step 6 Dumb show
Think of some situations in your daily life in which you use body language and then try to act them out without any words. You can work in pairs or groups.
[设计说明] 学生以小组形式开展活动，讨论真实语境下的身势语的表达，通过这一话题，一方面激活了学生的思维，活跃了课堂气氛，另一方面也让学生学会了观察生活，从而学会生活;同时在表演结束后再让其他学生用英语描述表演者所表现的情景，培养观察身势语的能力，并在想象，猜测的过程中形成内心语言，最终用语言复述自己的思想。
Step 7 德育渗透
Do in Rome as Rome does [as the Romans do].
[谚]入国问禁, 入乡随俗。
Manners make the man.
礼貌造就人。
Good manners are the art of making those people easy with whom we converse. ---Jonathan Swift
礼貌周到是使同我们谈话的那些人感到自在的艺术。
——(英作家)斯威夫特
Step 7 Homework
1. Read the passage and try to recite it.
2. Finish Word study on Page 60.
3. Try to know more about body language.
