Language（精選15篇）
Language 篇1
牛津高中英語教學(xué)設(shè)計(jì)
單 元：unit 2 language
板 塊：project 1
課堂設(shè)計(jì)指導(dǎo)思想：
如果“welcome”是一個(gè)單元的序曲，project則是單元的尾聲。就像一首動聽感人的樂曲，需要每個(gè)章節(jié)都有恰到好處的表現(xiàn)一樣，單元的處理也要采取各種適當(dāng)?shù)姆绞絹磉M(jìn)行演繹。 project的設(shè)計(jì)通常由兩部分構(gòu)成：一篇閱讀文本和學(xué)生的合作項(xiàng)目，要處理得得當(dāng)，真正操作起來是有很高的要求的。這種要求體現(xiàn)在：學(xué)生方面，需要投入大量的時(shí)間、精力以及超出語言學(xué)習(xí)本身的各種社會交往、協(xié)調(diào)、工作能力；對于老師，則要有統(tǒng)籌、策劃和全盤掌控、指導(dǎo)的能力。在很多學(xué)校，由于受到時(shí)間的限制或是應(yīng)試的影響，“project”往往予以忽略，或者干脆作為“reading”來教，這與“project”設(shè)計(jì)的本源初衷是相違背的，對于學(xué)生終身發(fā)展也是錯(cuò)過了很好的鍛煉機(jī)會。所以“project”還是要還其本來面目，當(dāng)然我們不能否認(rèn)從中國國情的實(shí)際出發(fā)，我們在具體操作上應(yīng)該因時(shí)因地制宜，作出適當(dāng)調(diào)整和取舍，這是符合客觀規(guī)律的。本課時(shí)的設(shè)計(jì)為“project”的第一課時(shí)，主要是側(cè)重于文本的處理。對于“project”的文本，我們在實(shí)際操作中達(dá)成了這樣的認(rèn)識：文本是用以閱讀的，但是不同于“reading”的閱讀，“project”的文本閱讀不是單單以獲取信息、了解文本為目的的，它的存在是以閱讀為基礎(chǔ)，為下一課時(shí)的圖冊文本設(shè)計(jì)提供信息與藍(lán)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 “馬”. introduce the topic “the development of chinese characters”.
【設(shè)計(jì)說明】作為文本閱讀的導(dǎo)入，主要實(shí)現(xiàn)：挑起學(xué)生的學(xué)習(xí)興趣、激發(fā)學(xué)生的學(xué)習(xí)熱情、自然而然地引至主題。
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.
【設(shè)計(jì)說明】通過快速閱讀，掌握文本的結(jié)構(gòu)劃分，對于文本實(shí)現(xiàn)整體性的粗線條把握。
step 3 listening
listen to the text and summarize the main idea for each part.
【設(shè)計(jì)說明】在文本劃分基礎(chǔ)上概括每部分的總體大意。
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.
倉頡也稱蒼頡，傳說為黃帝的史官，漢字的創(chuàng)造者。傳說中倉頡生有“雙瞳四目”。目有重瞳者，中國史書上記載只有三個(gè)人∶虞舜、倉頡、項(xiàng)羽。虞舜是禪讓的圣人、孝順的圣人，而倉頡是文圣人，項(xiàng)羽則是武圣人。
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 (會意)
the teacher explains some characters.
examples: 家（有房有豬）采（手采摘草本植物）尖（上小下大）旦(地平線上的太陽)
more characters are given to the students. they are encouraged to use their imagination to explain them.
囚——人困于門中，伐——人持刀戈，仙——山中人，眾——多人，男——田里的勞力，休——人倚木而息，明——日與月，鳴——鳥口之聲，孬——不好，森——眾木，炎——多火，本——木之根，末——木之梢，歪——不正
3. combine meaning and sound —— pictophonetic characters (形聲)
the teacher gives examples: 磚 編 聆 罵
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.
【設(shè)計(jì)說明】在掌握文本結(jié)構(gòu)，主體大意的基礎(chǔ)上，進(jìn)行文本的精細(xì)閱讀，目的是在理解文本細(xì)節(jié)的基礎(chǔ)上，為project的圖冊設(shè)計(jì)進(jìn)行素材的收集，寫作結(jié)構(gòu)的梳理。
step 5 retelling
retelling the development of chinese character according to what we’ve learned today.
【設(shè)計(jì)說明】內(nèi)容復(fù)述是對于文本閱讀的及時(shí)檢驗(yàn)，學(xué)生只有在對文本結(jié)構(gòu)、內(nèi)容兩者都充分理解的基礎(chǔ)上才可能實(shí)現(xiàn)流暢的復(fù)述。復(fù)述的形式可以采用同桌間操練，之后隨機(jī)選取同學(xué)進(jìn)行陳述的方式，更為理想的是全班隨機(jī)復(fù)述，每人一句。
step 6 dialogue
make up a dialogue discussing the development of chinese characters.
【設(shè)計(jì)說明】進(jìn)一步檢測、確認(rèn)學(xué)生對文本的理解，在理解的基礎(chǔ)上鼓勵(lì)學(xué)生的創(chuàng)造性思維，鼓勵(lì)基于文本、高于文本的對話創(chuàng)作。
step 7 homework
find more information on the internet about the development of chinese characters.
【設(shè)計(jì)說明】通過網(wǎng)絡(luò)閱讀，提高學(xué)生搜尋、定位、整合信息的能力，為下一課時(shí)的圖冊制作實(shí)現(xiàn)素材的積累。
Language 篇2
牛津高中英語教學(xué)設(shè)計(jì)
單 元：unit 2 language
板 塊：grammar and usage 2
課堂設(shè)計(jì)指導(dǎo)思想：
萬事皆有規(guī)律，規(guī)律是事物必然的、內(nèi)在的、穩(wěn)定的、固有的聯(lián)系。語言學(xué)習(xí)中的規(guī)律則是語法。語法是枯燥的規(guī)律，但在這些規(guī)律指導(dǎo)下的語言是豐富多彩、生動活潑的。語法的教學(xué)既要講透規(guī)律，更要幫助學(xué)生通過多種途徑，加深對于規(guī)律的感性認(rèn)識，從而幫助學(xué)生將規(guī)律內(nèi)化為語言使用的范式，進(jìn)而成為自覺的語言綜合運(yùn)用的能力。本節(jié)語法課從學(xué)生已有認(rèn)知開始，帶領(lǐng)學(xué)生溫故知新，體驗(yàn)新的學(xué)習(xí)，并通過多種途徑推動學(xué)生對語法規(guī)律的感性認(rèn)識。
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:
連接詞：that, whether, if, as if(as though)
連接代詞：what, whatever, who, whoever,
whom, whose, which （作主語/賓語）
連接副詞：when, where, how, why（作狀語）
【設(shè)計(jì)說明】 因?yàn)檫@是語法名詞性從句的second period，所以一開始先對上一單元語法的first period進(jìn)行簡單復(fù)習(xí)與回顧——名詞性從句的種類及語法成分，然后對名詞性從句的連詞進(jìn)行歸類，過渡到本課內(nèi)容——由疑問詞引導(dǎo)的名詞性從句。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 主語從句
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 賓語從句
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 表語從句
4）how did peter respond to that question?
i have no idea.
i have no idea how peter responded to that question .
appositive clause 同位語從句
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個(gè)謎。
how he was successful is still a puzzle. ( f )
how he was successful is still a puzzle. ( t )
你能告訴我他住在什么地方嗎？
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.
【設(shè)計(jì)說明】通過把2個(gè)簡單的句子合并成一個(gè)名詞性從句，練習(xí)疑問詞引導(dǎo)的名詞性從句。并提出注意點(diǎn)：1）疑問詞后的名詞性從句語序要用陳述句的語序；2）任何連接名詞性從句的wh-連詞都不能省。再通過判斷和填空的練習(xí)，鞏固這部分內(nèi)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. (時(shí)間)
3. it’s raining outside. (天氣)
4. it’s a long way to the museum. (距離)
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全國）
a this b that c it d one
3、the chairman thought ___b___ necessary to invite professor smith to speak at the meeting. （05全國卷1）
a.that b.it c.this d.him
brainstorming:
it is ________________that keeps us healthy.
【設(shè)計(jì)說明】先簡單復(fù)習(xí)“it” 的功能。在英語中為了避免頭重腳輕，我們經(jīng)常把主要信息放在句子后面部分，而用it作形式主語。然后講解it的用途 ：當(dāng) 真正主語為從句或不定式時(shí)，最好用it作形式主語，當(dāng)真正主語為v-ing時(shí)，還是把v-ing主語放句首。之后配上一定練習(xí)和造句進(jìn)行鞏固。
step 4 other important cases of noun clauses:
i.同位語從句和定語從句的區(qū)別:
1.定語從句是先行詞的修飾語，它不涉及先行詞的具體內(nèi)容。定語從句中that不但起連接作用，而且在定語從句中充當(dāng)一個(gè)句子成分，充當(dāng)從句的賓語成分時(shí)可省略。
2.同位語從句對中心詞的內(nèi)容作進(jìn)一步的解釋和說明，表明中心詞的具體內(nèi)容。引導(dǎo)同位語從句的that在同位語從句中不做任何成分，只起連接作用，無具體含義，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.疑問詞 + ever和no matter + 疑問詞的區(qū)別：
①疑問詞 + ever可引導(dǎo)名詞性從句，在主從句中要充當(dāng)一定的部分。
whoever breaks the rule must be punished.
you can choose whatever you like in the shop.
②疑問詞 + ever還可引導(dǎo)讓步狀語從句。如：
whoever breaks the rule, he must be punished.
whatever you do, you must do it well.
③no matter + 疑問詞只能引導(dǎo)讓步狀語從句。
no matter what you do, you must do it well.
no matter who breaks the rule, he must be punished.
iii.名詞性從句中的虛擬語氣問題：
1.在order、suggest、demand、request、advise、be anxious that等所接的賓語從句中用“should” 型虛擬語氣，“should” 常省略。 在order、suggestion等名詞后同位語從句、表語從句中用“should ”型虛擬語氣，可省略“should”.
2.在as if、as though引導(dǎo)的表語從句中，在必要的情況下應(yīng)用過去式虛擬語氣。
3.在suggest、insist后會出現(xiàn)兩種語氣：
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. 在主語從句中：it is necessary/important/strange/natural/…that…
5. wish后，從句中的時(shí)態(tài)在原本的時(shí)態(tài)上退一步。
高考鏈接：
1、someone is ringing the doorbell. go and see _d___. (全國)
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. （廣東）
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_____(我能為聯(lián)合國工作）。
14. how i wish—i had attended the opening ceremony yesterday__（我昨天參加了開幕式）。
【設(shè)計(jì)說明】通過講解和高考題的訓(xùn)練，補(bǔ)充完善名詞性從句考點(diǎn)，做到講練結(jié)合。如同位語從句與定語從句的比較區(qū)別，引導(dǎo)詞 “that” 與 “what、that if” 與 “whether”的區(qū)別、名詞性從句的時(shí)態(tài)和語序問題等。
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(當(dāng)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.
【設(shè)計(jì)說明】這是語法教學(xué)上升到語篇層面的運(yùn)用, 也是把枯燥的語法知識運(yùn)用到實(shí)際生活中，通過完成對話，再次復(fù)習(xí)本節(jié)課所授知識。
step 6 homework
finish the exercises on page 100. and preview the instructions in the task.
【設(shè)計(jì)說明】通過書后練習(xí)，鞏固本課學(xué)習(xí)內(nèi)容，通過預(yù)習(xí)為下一課時(shí)做準(zhǔn)備。
Language 篇3
module 8 on the town
unit 3 language in use
課題 unit3 language in use 課型 revision and application 第 4 課時(shí)
教學(xué)
目標(biāo) 知識目標(biāo) to consolidate the use of infinitive and the key vocabulary in this module.
to understand the main contents of the reading passage.
能力目標(biāo) to complete the module task:preparing an entertainment poster.
情感目標(biāo) to teach the students to love lives and have an active,happy life attitude.
內(nèi)容
分析 重 點(diǎn) to consolidate the use of infinitive and the key vocabulary in this module.
to understand the main contents of the reading passage.
難 點(diǎn) key structures: infinitive.
關(guān) 鍵 點(diǎn) key structure: infinitive
教法學(xué)法 formal and interactive practice,
task-based 教具
學(xué)具 tape recorder or computer
教學(xué)程序 教材處理 師生活動 時(shí)間
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.
教學(xué)程序 教材處理 師生活動 時(shí)間
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.
板書設(shè)計(jì) module 8 on the town
unit 3 language in use
1.infinitive
2.some key phrases or points
教學(xué)后記
Language 篇4
unit 3 our senses language講學(xué)稿
一. 單項(xiàng)選擇
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…h(huán)erself 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.用所給詞的適當(dāng)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. 根據(jù)中文意思,完成句子.
1. 昨天他們在公園玩得很高興.
yesterday they _____________________ in the park.
2. 隨便吃點(diǎn)雞肉吧,孩子們.
________________________ to some chicken,children.
3.我爸爸小時(shí)候自學(xué)英語.
my father _______________________ when he was young.
4. 他長大了,可以照顧自己了.
he is old enough ____________________ .
5.“這是誰的錢包呢?”他自言自語的說.
“whose wallet is it?” he _________________.
Language 篇5
chapter 5-listening, language, writing
一、 章節(jié)分析(section analysis)
（一） 綜述
本章節(jié)是語言運(yùn)用部分。
（二） 目標(biāo)
listening
1. 幫助學(xué)生在原有文字稿的基礎(chǔ)上學(xué)會如何更改信息及改正錯(cuò)誤。
2. 使學(xué)生逐步養(yǎng)成自覺檢查錯(cuò)誤的習(xí)慣。
language
1. 幫助學(xué)生熟悉如何使用直接引語和間接引語。
2. 引導(dǎo)學(xué)生主意在書寫時(shí)標(biāo)點(diǎn)符號的使用。
writing
1. 讓學(xué)生綜合運(yùn)用本單元所學(xué)的如何描寫人物的技巧。
2. 建議學(xué)生根據(jù)人物性格添加適當(dāng)人物言語和動作。
3. 幫助學(xué)生根據(jù)圖片講述故事，如何將故事講得生動有趣。
（三） 重點(diǎn)和難點(diǎn)
language
注意陳述句、疑問句和祈使句轉(zhuǎn)換為間接引語時(shí)的不同，以及直接引語出現(xiàn)在句中時(shí)引起的標(biāo)點(diǎn)符號的變化。
writing
注意人物外貌、動作及語言的有效結(jié)合，使人物栩栩如生。
二、 教學(xué)設(shè)計(jì)（teaching designs）
教學(xué)內(nèi)容 教學(xué)實(shí)施建議 教學(xué)資源參考
listening 1. 課本上的三篇文字材料分別對應(yīng)的是三類不同的修改要求：語法錯(cuò)誤，信息修改及文體的改進(jìn)。
2. 建議教師先讓學(xué)生閱讀文字材料，發(fā)現(xiàn)錯(cuò)誤點(diǎn)，讓學(xué)生帶著問題再聽錄音。
3. 在聽錄音之前，以提問的方式考核學(xué)生對于英語語言知識的掌握程度，例如是否知道’plural’, ‘singular’ 在語法中是“復(fù)數(shù)”和“單數(shù)”的意思，以及 英語中的一些標(biāo)點(diǎn)符號的讀法，如apostrophe(‘), comma(,) 等等，為聽的步驟掃清障礙，提高聽的效果。 《牛津英語教學(xué)參考》page t82
language 1. 教師可選用一些小說中的經(jīng)典對白在課堂中朗讀，讓學(xué)生充分理解直接引語在寫作，尤其是人物描寫中的重要作用，直接引語創(chuàng)造了極具表現(xiàn)力、戲劇化的作用，使人物形象生動起來，充分表現(xiàn)了人物性格。
2. 以課文上的圖片為例，讓學(xué)生自行比較總結(jié)直接引語中標(biāo)點(diǎn)符號的使用規(guī)則。
3. 將直接引語和間接引語的轉(zhuǎn)換分成對陳述句、疑問句和祈使句的轉(zhuǎn)換這三大類進(jìn)行。在口頭練習(xí)后進(jìn)行筆頭作業(yè)的檢查，強(qiáng)化標(biāo)點(diǎn)符號的正確使用。 《牛津英語教學(xué)參考》page t83
writing 1. 激發(fā)創(chuàng)作欲望。學(xué)生可以閱讀課本上提供的故事梗概，盡管沒有任何錯(cuò)誤，但這樣干巴巴的故事顯然不吸引人，學(xué)生創(chuàng)造精彩故事的欲望因此被充分激發(fā)。
2. 構(gòu)建故事情節(jié)。 將班級學(xué)生分成六組，每組描述一幅圖片，要提醒學(xué)生注意場景的描述，動作的描述要注意動詞和副詞的結(jié)合使用。可參考課本上練習(xí)a，b的信息。
3. 描寫人物外貌。提醒第一組同學(xué)勿忘對新人物出場時(shí)的外貌描述。
4. 添加語言。學(xué)生平時(shí)都很愛看漫畫書，所以很能理解”speech bubbles” 的用途。讓學(xué)生添加與人物性格相應(yīng)的言語。
5. 整體創(chuàng)作。學(xué)生仍以小組為單位，動筆寫故事，允許學(xué)生在教室內(nèi)自由走動，各小組間可隨時(shí)協(xié)調(diào)。
注意事項(xiàng)：
各小組之間要注意相關(guān)信息的一致性，如主要人物的姓名等。
各小組間要注意個(gè)段落的連貫性，如何平穩(wěn)自然地將故事的場景從on the street 過渡到in the television studio。
出現(xiàn)人物語言時(shí)，注意標(biāo)點(diǎn)符號的使用。
6. 集體欣賞。各小組將各自完成的部分合并，并由六組的組長作最后的審核。在全班由學(xué)生分角色朗讀故事，欣賞創(chuàng)造成果。 《牛津英語教學(xué)參考》page t90
Language 篇6
period 2第二節(jié)
（一）明確目標(biāo)
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）整體感知
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）教學(xué)過程
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）總結(jié)擴(kuò)展
step 6 summary 小結(jié) 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第二課時(shí)reading說課稿
我要說的是高中英語新教材高一（下）第21單元第二課時(shí)reading，我將從教材分析、教學(xué)目標(biāo)、教學(xué)重點(diǎn)與難點(diǎn)、教學(xué)策略與教學(xué)方法、教學(xué)過程、教學(xué)反思等六個(gè)方面對進(jìn)行說明。
一 教材分析
本單元內(nèi)容緊緊圍繞“身勢語”這一話題展開，具體涉及“什么是身勢語”“如何理解身勢語”及“身勢語”的跨文化性等等。閱讀部分是一篇介紹性的文章，介紹了各種背景下身勢語的異同。文中列舉了不同國家對眼神交流和基本手勢的不同理解和表達(dá)，還介紹了一些國際通用的身勢語，例如：微笑。
根據(jù)英語課程標(biāo)準(zhǔn)對閱讀課的要求，應(yīng)著重培養(yǎng)學(xué)生的閱讀策略；培養(yǎng)語感，培養(yǎng)學(xué)生在閱讀過程中獲取和處理信息的能力。因此通過教材所設(shè)計(jì)的pre-reading, reading及post-reading三項(xiàng)內(nèi)容，循序漸進(jìn)地訓(xùn)練學(xué)生運(yùn)用略讀與查讀等閱讀技能。
二 教學(xué)目標(biāo)
本課的教學(xué)目標(biāo)是依據(jù)《新課程標(biāo)準(zhǔn)》（實(shí)驗(yàn)稿）所設(shè)立的，主要有三個(gè)目標(biāo)：
1. 知識與能力目標(biāo)：
在這節(jié)課里要理解、內(nèi)化、運(yùn)用以下生詞及詞組—fold、 anger、 vary、 thumb、 crazy、 mod、 part、 hug、 bow、 palm、 shrug、 incredible、 pat、 get through、 tear down、 chart。通過閱讀獲取關(guān)于body language的相關(guān)信息,且進(jìn)行skimming, scanning, careful reading, generalization, guessing meaning等閱讀技能訓(xùn)練。另外，還要充分利用網(wǎng)絡(luò)資源，強(qiáng)化學(xué)生自主學(xué)習(xí)的意識，培養(yǎng)學(xué)生組織語言、運(yùn)用語言的能力。
2.過程與方法目標(biāo)：
本節(jié)課的教學(xué)以建構(gòu)主義學(xué)習(xí)理論為指導(dǎo)，以學(xué)生為中心，以問題為出發(fā)點(diǎn)，進(jìn)行任務(wù)驅(qū)動，層層深入。利用“任務(wù)驅(qū)動”方法，使學(xué)生自主探究、解決一系列層層深入的問題，培養(yǎng)學(xué)生獨(dú)立自主的思維意識。當(dāng)面對難度較大的學(xué)習(xí)任務(wù)時(shí)鼓勵(lì)學(xué)生采取小組合作的方式，這是因?yàn)椤皡f(xié)作學(xué)習(xí)”更方便英語的交流和體驗(yàn)，有利于培養(yǎng)學(xué)生與他人合作的能力，同時(shí)信息差異也更能激燃起學(xué)生的“創(chuàng)新火花”。 在教學(xué)中，教師作為問題的精心設(shè)計(jì)者和疑難問題的點(diǎn)撥者，培養(yǎng)學(xué)生組織語言的能力。設(shè)置富有情趣的情境，激發(fā)他們的閱讀欲望，積極主動地進(jìn)行自主探究。循序漸進(jìn)的設(shè)計(jì)問題 , 培養(yǎng)學(xué)生質(zhì)疑意識，分析問題、解決問題、綜合問題的能力和創(chuàng)造性思維能力。層層深入地引導(dǎo)學(xué)生進(jìn)行自主和協(xié)作學(xué)習(xí)。培養(yǎng)學(xué)生篩選局部和整體信息的能力、獨(dú)立閱讀能力，通過自主學(xué)習(xí)和協(xié)作學(xué)習(xí)，獲取信息和處理信息的能力。
3. 情感態(tài)度價(jià)值觀：
在有趣的話題激勵(lì)下，誘導(dǎo)學(xué)生積極參與，充分調(diào)動他們學(xué)習(xí)的興趣。在共同完成設(shè)計(jì)的role play等任務(wù)的過程中，加強(qiáng)小組合作意識。而且通過本課教學(xué)，可以使學(xué)生了解不同國家的身勢語，及在各國相同身勢語所表示的不同交際含義。增強(qiáng)對中外“身勢語”差異的敏感性，拓寬學(xué)生的文化視野，培養(yǎng)世界意識；通過文化地域?qū)Ρ龋由顚ψ鎳嚓P(guān)知識的理解，鼓勵(lì)學(xué)生以滿腔的熱忱在語言情景中激發(fā)愛國主義熱情。
三 教學(xué)難點(diǎn)與重點(diǎn)
訓(xùn)練學(xué)生的略讀與掃讀技巧是本課的重點(diǎn)。根據(jù)英語課程標(biāo)準(zhǔn)關(guān)于語言技能的教學(xué)建議，略讀與掃讀是閱讀教學(xué)的基本技能之一，是學(xué)生必須掌握的。
怎樣使學(xué)生理解不同國家的身勢語，正確的使用身勢語及比較各國身勢語的不同是本課的難點(diǎn)。根據(jù)英語課程標(biāo)準(zhǔn)，文化意識是內(nèi)容標(biāo)準(zhǔn)之一，要求學(xué)生掌握一些行為規(guī)范、風(fēng)土人情等方面的知識，這有利于培養(yǎng)學(xué)生的世界意識，有利于形成跨文化交際能力。
四 教學(xué)策略與教學(xué)方法
教法的選擇是課堂教學(xué)成敗的關(guān)鍵，閱讀課重在培養(yǎng)學(xué)生的閱讀能力。根據(jù)我們幾年來“第二語言習(xí)得論”和“整體語言教學(xué)”的理論和實(shí)踐，同時(shí)滲透當(dāng)前教學(xué)改革，課程改革等的先進(jìn)理念。為達(dá)成上述教學(xué)目標(biāo)，我運(yùn)用任務(wù)型教學(xué)途徑，將所要學(xué)習(xí)的新知識隱含在一個(gè)或幾個(gè)問題之中，學(xué)生通過對所提的任務(wù)進(jìn)行分析、討論，并在老師的指導(dǎo)、幫助下找出解決問題的方法，最后通過任務(wù)的完成而實(shí)現(xiàn)對所學(xué)知識的意義建構(gòu)。
英語課堂設(shè)計(jì)采用 “p—t—p” 自主學(xué)習(xí)立體模式。這種學(xué)習(xí)模式分pre-task， task-cycle， post-task三個(gè)步驟。pre-task:是引入話題的過程。在這個(gè)過程里，學(xué)生的認(rèn)知處于主動狀態(tài)，有完成任務(wù)的強(qiáng)烈愿望。而教師是學(xué)習(xí)的組織者、促進(jìn)者；這是一個(gè)善導(dǎo)、激趣的過程。task-cycle:是任務(wù)的完成過程。在這個(gè)過程里，學(xué)生運(yùn)用體驗(yàn)、參與、合作、實(shí)踐、交流、探究等方式進(jìn)行自主學(xué)習(xí)、合作學(xué)習(xí)，發(fā)展聽、說、讀、綜合英語技能。教師是指導(dǎo)者、幫助者、參與者、合作者；這是一個(gè)引思的過程。post-task:是展示成果，交流成果的過程。在這個(gè)過程里，學(xué)生會體驗(yàn)到成功和喜悅，能夠認(rèn)識自己、樹立自信。而教師是評價(jià)者、總結(jié)者；總結(jié)教學(xué)中的成功與不足；發(fā)現(xiàn)學(xué)生學(xué)習(xí)中的問題和不足。
五.教學(xué)過程
整個(gè)教學(xué)包括三個(gè)步驟。第一個(gè)步驟pre-task引入話題
在說完 “class begins”, 學(xué)生起立之后，不說”sit down, please.”而是給學(xué)生一個(gè)“請坐”的手勢。然后，問學(xué)生一個(gè)問題：“你是怎樣知道我的意思的?”。學(xué)生自然回答“手勢”。借此機(jī)會給學(xué)生留下第一個(gè)任務(wù)：在我們的日常生活中，我們可以通過那些方式進(jìn)行交流？
★ task1 : in our everyday life, by which ways can we communicate with each other?
然后通過展示圖片給出線索，使學(xué)生在視覺和聽覺上受到刺激，自然導(dǎo)入本課主題——身勢語，而且同時(shí)也激發(fā)了學(xué)生獲取更多信息的欲望。
第二個(gè)步驟是task-cycle完成任務(wù)過程。首先，給學(xué)生下達(dá)第二個(gè)任務(wù)，討論以下三個(gè)問題：
★ 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!
經(jīng)過這三個(gè)問題的討論會使學(xué)生置身于“身勢語”之中，增添了實(shí)效性與可操作性。接著提問:“你們想更多了解身勢語嗎？” 以引入正文。
● do you want to know more about body language?
然后進(jìn)行skimming訓(xùn)練，給學(xué)生下達(dá)第3個(gè)任務(wù)：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.
這個(gè)步驟不但可以訓(xùn)練學(xué)生的略讀技能，而且可以使學(xué)生知曉本文涉及了身勢語的哪幾個(gè)方面，使學(xué)生對文章的脈絡(luò)更清晰，為下一步找出細(xì)節(jié)作好鋪墊。接著給學(xué)生下達(dá)第4個(gè)任務(wù)：仔細(xì)讀文章，回答下列細(xì)節(jié)問題。
★ 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?
這一步驟可以訓(xùn)練學(xué)生的查讀技巧，并且?guī)椭鷮W(xué)生理解文章的細(xì)節(jié)部分。在幫助學(xué)生理清文章的線索的過程中，仍須處理以下問題：
● 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 無禮的
這兩個(gè)問題可以幫助學(xué)生更好地通過構(gòu)詞法和上下文猜測詞義，訓(xùn)練學(xué)生的猜詞技巧。
完成以上的任務(wù)，學(xué)生對于文章的脈絡(luò)以及細(xì)節(jié)都以有了深刻的了解。此時(shí)是發(fā)揮學(xué)生想象力以及考查他們課前準(zhǔn)備的時(shí)候了。讓學(xué)生做手勢并讓其他學(xué)生用英語猜測其含義以及在什么場合能用到這些手勢。這個(gè)任務(wù)可以提高學(xué)生的英語思維能力和表達(dá)能力。然后給學(xué)生下達(dá)第5個(gè)任務(wù)：角色表演：
★ task5: role play
每4人一組，編一個(gè)短劇，要求表演的學(xué)生適當(dāng)加上身勢語和表情。表演完后進(jìn)行評價(jià)：評價(jià)包括自評和互評，評價(jià)內(nèi)容包括：語言、眼神、面部表情以及身體姿勢。滿分20 各項(xiàng)均4分。這個(gè)任務(wù)可以讓學(xué)生在真實(shí)的情境中體驗(yàn)“身勢語”，讓閱讀與交際相輔相成，而且有利于培養(yǎng)學(xué)生與他人合作的能力。在表演中可能會有學(xué)生作出與其語言不一致的身勢語或表情。如果沒有的話，就放一段這樣的錄象，然后問學(xué)生一個(gè)問題：有時(shí)我們說一樣，但我們的身勢語說的卻是另一樣。為什么會發(fā)生這樣的事？你能舉出一些例子嗎？
sometimes we say one thing but body language says something different. why does this happen? can you think of any examples?
將這個(gè)話題引入課堂中，是對本課話題的進(jìn)一步的延伸；通過引導(dǎo)學(xué)生積極關(guān)注身邊發(fā)生的事，拓展視野。
第三個(gè)步驟post-task給學(xué)生下達(dá)第6個(gè)任務(wù)：下課以后，讓學(xué)生通過因特網(wǎng)、英語書、新聞報(bào)紙尋找更多的關(guān)于“身勢語”的信息。在下一堂課，用對話、演講、短劇等形式告訴其他學(xué)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. )
這個(gè)任務(wù)可以培養(yǎng)學(xué)生課外探究學(xué)習(xí)的能力和合作精神；讓學(xué)生以演講、短劇等多種形式展示成果，有利于發(fā)揮學(xué)生自主學(xué)習(xí)語言的能動性。
六 教學(xué)反思
本節(jié)課英語教學(xué)中以問題為線索，采用“任務(wù)驅(qū)動”方法，通過略讀、掃讀、猜詞等訓(xùn)練，培養(yǎng)學(xué)生的閱讀能力。我在這節(jié)課中安排了學(xué)生的個(gè)人探索、合作學(xué)習(xí)、表演等各種形式來激發(fā)學(xué)生學(xué)習(xí)的興趣，學(xué)生在教師的指導(dǎo)下，通過感知、體驗(yàn)、實(shí)踐，參與和合作等方式，實(shí)現(xiàn)任務(wù)的目標(biāo)，自主搜索與身勢語相關(guān)的信息資料，然后以個(gè)人探究和合作學(xué)習(xí)相結(jié)合，并以各種的形式展示交流成果，感受成功。在學(xué)習(xí)過程中進(jìn)行情感和策略調(diào)整，形成積極的學(xué)習(xí)態(tài)度，促進(jìn)語言實(shí)際運(yùn)用能力的提高。通過課后利用網(wǎng)絡(luò)、報(bào)紙、雜志等渠道尋找有關(guān)身勢語的更多信息這一形式引發(fā)學(xué)生對身勢語的深入思考，進(jìn)一步深化主題。
Language 篇9
unit 5 canada—“the true north”
period 4 using language: listening and talking
整體設(shè)計(jì)
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.
教學(xué)重點(diǎn)
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.
教學(xué)難點(diǎn)
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.
三維目標(biāo)
知識目標(biāo)
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.
能力目標(biāo)
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.
情感目標(biāo)
1. enable students to know more about canada.
2. develop students’ sense of group cooperation and teamwork.
教學(xué)過程
→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傳遍全國。
2)將軍下達(dá)了戰(zhàn)士們立即過河的命令。
3)是否該做這件事, 這一問題使他很煩惱。
4)你不知道我是多么著急。
5)他突然想到敵人可能已經(jīng)逃出城了。
suggested answers:
1)the news that he had landed on the moon soon spread all over the country.
2)the general gave the order that the soldiers should cross the river at once.
3)the question whether he should do this troubled him.
4)you have no idea how worried i was.
5)the thought came to him that maybe the enemy had fled the city.
→step 2 warming up
1. tell students: turn to page 37. we are going to the part listening.
2. let them in pairs discuss what they know about canada, especially its culture and people.
→step 3 listening
1. let students read the incomplete sentences in exercise 2 and guess what the topic of the listening material they will hear may be before listening.
2. play the tape for them to listen to and decide whether their guessing is right or not.
3. let them listen to the tape again and complete the following sentences with the correct information.
1)canada encourages people to keep ______________.
2)canada is a mixture of ______________.
3)if you live in the province of quebec, ______________.
4)native indians and the inuit are trying to ______________.
5)more than ______________ languages are used in radio and tv programs.
6)you may find areas where ______________ live near each other.
7)the families ______________ are usually all mixed up.
4. they exchange the information and listen to the tape a third time for checking. let them have the correct answers.
5. give 2 or 3 minutes to them to ask questions if they have any.
6. show them the listening text and let them read it.
listening text: (omitted)
7. let them in pairs take turns to ask and answer the following questions.
1)what is a canadian?
2)why do people say that canada is a multicultural country?
8. ask as many pairs as possible to present their conversation to the class.
→step 4 listening on page 69
turn to page 69.
1. ask students to read through the directions and the exercises. make sure they know what to do.
2. let them discuss in pairs what the most important points are for a foreigner to know about china and then predict what the girls will say in their report.
3. play the tape for them to listen to and see whether their prediction is right.
4. have them listen to the tape again and decide if the following sentences are true or false. if false, correct the information.
1)china is over 7000 kilometers from east to west.
2)both china and canada have mountains in the west of the country.
3)the great wall cannot keep the desert’s dust away from beijing.
4)china has 15 neighboring countries while canada only has one.
5)canadians cannot talk with people in their neighboring country because they do not speak english.
5. let them share their information in pairs.
6. play the tape a third time for them to check and have the correct answers.
7. give 2 or 3 minutes for them to ask questions if they have any.
8. show them the listening text and let them read it aloud.
listening text: (omitted)
9. have them first discuss the question and then give their answers to the class.
why might people from canada want to visit hainan?
→step 5 talking
1. show students the map of canada and the map of china and let them read the maps.
2. have them discuss the question in small groups.
what are some of the major similarities and differences between china and canada?
3. give several minutes for them to prepare their report.
4. ask as many of them as possible to present their report to the class.
→step 6 listening task on page 72
1. turn to page 72. tell students: we are listening to the introductions of three famous canadians in different areas of work.
2. let them go through the report charts and make sure they know what to do before listening.
3. have them listen to part 1 and then fill in the chart about oscar peterson.
hometown
job
kind of music
number of recordings and cds
plays with. . .
4. have them listen to part 2 and then fill in the chart about dr. nancy olivieri.
hometown
job
found a drug that. . .
refused to. . .
is a heroine to. . .
5. have them listen to part 3 and then fill in the chart about wayne gretsky.
is called. . .
job
is the best. . .
he believed in. . .
he was a star because he scored. . .
6. allow them two or three minutes to discuss and share their answers.
7. play the whole tape again for them to check and have the correct answers.
8. show them the listening text and let them read it aloud.
listening text: (omitted)
→step 7 summary
in this period, we mainly focus on the listening ability. it’s very important. if your listening is poor, you’d better practice more. the more you listen to english, the better your listening is. remember: practice makes perfect.
→step 8 homework
1. finish off the workbook exercises.
2. read the listening texts again and try to learn more about canada from them.
板書設(shè)計(jì)
unit 5 canada—“the true north”
listening and talking
1. listening
complete the following sentences with the correct information you hear.
1)canada encourages people to keep ______________.
2)canada is a mixture of ______________.
3)if you live in the province of quebec, ______________.
4)native indians and the inuit are trying to ______________.
5)more than ______________ languages are used in radio and tv programs.
6)you may find areas where ______________ live near each other.
7)the families ______________ are usually all mixed up.
2. talking
what are some of the major similarities and differences between china and canada?
活動與探究
suppose a very important person is visiting your school. you have been asked to introduce this visitor to your class. find information on the internet or in the newspaper or a magazine about this person. make some notes and be prepared to introduce him/her to your class. you should have about four or five pieces of information ready.
you may begin like this:
good morning/afternoon, everybody!
it’s my pleasure to introduce our guest to you today. we are much honored to have ______________ visiting us, because. . .
Language 篇10
unit 3 language in use導(dǎo)學(xué)案
teaching aims and demands:
1. 知識目標(biāo)：總結(jié)there be句型表示存在的用法;方位介詞的用法。
2. 能力目標(biāo)：能聽懂、讀懂有關(guān)學(xué)校介紹的短文,通過學(xué)習(xí)使學(xué)生自如運(yùn)用方位介詞介紹自己的班級或?qū)W校。
3. 情感目標(biāo)：培養(yǎng)學(xué)生的合作學(xué)習(xí)態(tài)度和善于總結(jié)復(fù)習(xí)的學(xué)習(xí)方法。
teaching main points and difficult points:
1.重點(diǎn)：運(yùn)用所學(xué)句型結(jié)構(gòu)及語言知識流利地向他人介紹自己的班級或?qū)W校。
2.難點(diǎn)：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
請寫一篇短文，介紹你的班級和學(xué)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、學(xué)習(xí)目標(biāo):
1.單詞和短語：
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、情感態(tài)度目標(biāo)：樂于談?wù)搶W(xué)校生活，培養(yǎng)良好的學(xué)習(xí)欲望和興趣。
三、學(xué)習(xí)策略：自主學(xué)習(xí)和小組合作學(xué)習(xí)相結(jié)合。
四、重點(diǎn)及難點(diǎn):
1.時(shí)間的表達(dá)方式。
2.用在時(shí)間前的介詞(at , in , on)的用法。
3.一般現(xiàn)在時(shí)的陳述句形式（主語為i， they， we， you）。
4.and 連接的兩個(gè)簡單句。
五、學(xué)習(xí)過程：
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 .
（圖見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.時(shí)間的表達(dá)方式。
1) 直接表示時(shí)間法：就是按照幾點(diǎn)幾分的順序來表示時(shí)間。（這個(gè)最簡單）例如：
8：00——eight o’clock 5:20——five twenty
2) 添加介詞表示法：如果分?jǐn)?shù)小于或等于30，就用past來表示，結(jié)構(gòu)是“分鐘+past+該點(diǎn)鐘“；如果分鐘大于30，就用to來表示，結(jié)構(gòu)是“分鐘+to+下一點(diǎn)鐘 例如： 12：05—— five past twelve
9:50——ten to ten 新課標(biāo)第一網(wǎng)
8:40——twenty to nine
如果分鐘是15，一般用a quarter 來代替fifteen; 如果分鐘是30， 一般用half來代替thirty。例如：
9：15——a quarter past nine
11：30——half past eleven
2：45——a quarter to three
2.用在時(shí)間前的介詞(at , in , on)的用法。
at常用來表示在某點(diǎn)時(shí)間，即“在幾點(diǎn)幾分；
在某一時(shí)刻”。 如：
she usually gets up at 6:00 in the morning.
她通常早上6點(diǎn)起床。
the man often gets to his office at 8:30.
這個(gè)男人經(jīng)常8：30到他的辦公室。
另外，at還可以用在at night（在晚上），at last（最后），at weekends（在周末）
at noon（在中午）等固定短語中。
on常用來表示“在某天或星期幾”。另外，表示“在某天的上、下午或晚上”時(shí)，介詞也 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(在一個(gè)寒冷冬天的夜晚)
in表示“在某一段時(shí)間”，如某年、某月、某個(gè)季節(jié)，如：in 1998(在1998年)
in march(在三月),in summer（在夏天）。另外，在某一些固定短語中要用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 .
（圖見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 當(dāng)堂達(dá)標(biāo)檢測
a、用英語寫出下列時(shí)間
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.漢譯英：
1. 在七點(diǎn)鐘______________ 2. 在上午___________________
3. 在星期天_____________ 4. 在星期一的上午____________
5. 吃晚飯____________ 6. 課間休息__________________
7. 上床睡覺____________ 8. 做家庭作業(yè)________________
9.上英語課______________ 10. 回家_____________________
11. 上學(xué)_______________ 12. 干家務(wù)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. 根據(jù)短文內(nèi)容及首字母提示，在空格處填入正確的詞，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: 入鄉(xiāng)隨俗。 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. (仿寫)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. (仿寫)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(斷句)/ the sentences into parts, blacken（涂黑） the predicates, shade（加影）the connectives and underline（劃線）the expressions. write as they do. (仿寫)■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)明確目標(biāo)
1. Learn to communicate with body language.
2. Train the students' reading ability.
（二）整體感知
Step 1
Read the passage "Body Talk", and let the students know people from different parts of the world use different body language.
（二）教學(xué)過程
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）總結(jié)、擴(kuò)展
Step 6
Do "Word-study"
Step 7
Grammar The -ing Form (2)
Step 8
Do Exercise 2--3 on page 62.
（五）隨堂練習(xí)
用適當(dāng)?shù)脑~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.
參考答案：
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
第二課時(shí) language points
teaching aims:
master the words and useful expressions in the text.
using the language points.
課前預(yù)習(xí)
1. match the words and the explanations:
in time 下蛋
lay eggs 產(chǎn)生；分娩
give birth to 及時(shí)；終于
in one’s turn 阻止；制止
prevent … from 輪到某人；接著
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.
課堂學(xué)習(xí)
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）巨大的爆炸噴出了烈火與巖石，最終產(chǎn)生了水蒸氣、二氧化碳、氧、氮和其他多種氣體，……
例句:
i was just in time for the flight.我剛好來得及趕上那班飛機(jī)。
與time相關(guān)的短語 in no time立即，立刻 at any time 在任何時(shí)候at one time曾經(jīng)，一度 at times 有時(shí)，偶爾on time按時(shí)，準(zhǔn)時(shí) of the time現(xiàn)在的，當(dāng)時(shí)的 2.it allowed the earth to dissolve harmful gases,which had become part of the earth’s atmosphere,into the oceans and seas.
它使地球把曾經(jīng)存在于大氣層中的有害氣體溶解在海洋里
例句:
the readingroom doesn’t allow smoking.閱覽室不準(zhǔn)吸煙。
people are not allowed to spit in public.不許當(dāng)眾吐痰。
3.this encouraged the development of early shellfish and all sorts of fish.
這促進(jìn)了早期貝殼類動物和各種魚類的生長發(fā)育。
例句:
there have been many new developments in gene.基因方面已經(jīng)有幾項(xiàng)新的發(fā)展。father watched the development of his baby with interest.爸爸充滿興趣地看著孩子的成長。
4.they were the last group of animals and they were different because they produced their young from within their bodies.
它們是最為進(jìn)化的一類動物。從體內(nèi)生產(chǎn)出幼仔是它們不同與以往動物的特征。
例句:
they are quite different in their tastes.他們的品位差異很大。
my opinion is different from yours.我的意見和你的不同。
5.small clever animals,now with hands and feet,appeared and spread all over the earth.
一些小巧聰明，長著手腳的動物出現(xiàn)了，它們散布在地球各個(gè)地方。
例句:
mum spread a new cloth bought in the supermarket on the table when we had dinner.
我們吃飯時(shí)媽媽在桌子上鋪上一條從超市買來的新桌布。
he spread out his arms to welcome us warmly.
他張開雙臂熱情地歡迎我們。
6.they are putting too much carbon dioxide into the atmosphere,which prevents heat from escaping from the earth into space.
他們把過多的二氧化碳釋放到大氣層中，這使得地球上的熱不能釋放到太空中去
與這種結(jié)構(gòu)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）。
隨堂檢測
一、短語填空
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、選擇填空
(1)—how are you getting on with your project?—______ your speed.
a.twice faster thanb.twice as faster asc.doubled.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 muchb.as much three timesc.much as 3 timesd.3 times as much
(3)in dry weather the flowers will have to be watered if they _____.
a.have survived b.are to survivec.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 blamedc.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.althoughc.after all d.because of
homework
read the text