Language教案（精選12篇）
Language教案 篇1
牛津高中英語教學設計
單 元：unit 2 language
板 塊：welcome to the unit
課堂設計指導思想：
本課時是單元的第一課時，課型為聽說課。“welcome to the unit”作為一個單元的起始，主要起到“預熱”的功能，其具體作用體現在：
一、激活學生現有知識體系，為新知識的輸入鋪設臺階，鋪平道路；
二、導入本單元的“main topic”，為整個單元的話題的討論提供引子；
三、輸入相關背景知識，為學生了解單元話題內容，進行進一步討論、探究提供信息和依據；
四、圍繞單元主題，提供給學生一個友善的同齡人間的聽說訓練的平臺，從而幫助學生學得更加自信，將思維真正變成鮮活的、可以使用的語言。本課的設計從日常可以言說的語言談起，逐步討論了語言的多種形式——有聲的、無聲的、人類間的、動物間的等等，擴大學生對語言外延的認識，進而探討了信息得以傳遞的各種途徑，最后話題縮小到英語語言的學習，為“reading”的導入做了一定的鋪墊。
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.
【設計說明】從簡單的競猜游戲過渡進入課堂教學，生動活潑，從最大限度上激發學生的熱情和積極融入課堂的參與意識。可以按小組實施，對每組選擇不同答案的人數加以分別統計，最后以每組猜對正確答案的人數記入分數。由于設計的是競猜，最大的好處是使學生無論基礎如何，都能參與進來，而且都可能為本組獲得成績貢獻自己的一份力量，對于將英語語言學習上后進的同學帶入課堂能起到較好的作用。
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.
【設計說明】印有多種新年祝福語(中、英、法、俄、日)的卡片是書本圖片的第一張。部分學生可能可以辨認出其中兩至三種語言，甚至更多。如果學生愿意在班里朗讀這些祝福語，也可以為他們的組獲得分數。這樣的設計，一方面為部分學生鋪設了展示的舞臺，可以增加這些學生學習語言的自豪感和為團隊爭光的榮譽感；另一方面，可以激發其他學生學習語言的動力和興趣。如果教師自身條件允許，可以教學生這些語言的讀法，不失為一次既有親和力，又能激發課堂活力的活動。
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.
【設計說明】網絡及手機短信中的表情符號是學生們生活中較為流行的一種語言形式，對這一學生熟知的語言現象的討論，有助于拉近語言與學生間的距離，更有助于充分調動學生的學習積極性。
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.
【設計說明】介紹語言不僅僅包含可書寫和可言說的形式，還有手勢等形式。簡單介紹同一手勢在不同國家和文化中蘊含的意義不同，在激發學生學習熱情的同時，加強了文化的輸入，和跨文化交際意識的培養。
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.
【設計說明】與學生討論盲文。簡單介紹盲文的字母表。如果條件允許，可以讓學生通過感覺人民幣上的盲文標識，對盲文有一個感性的認識。幫助學生體會殘疾人學習生活的不便，鼓勵他們要努力學習。
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.
【設計說明】人類只是這顆蔚藍色星球居民的一份子，人類用語言交流，那么動物呢？讓學生從已有的實際知識出發，加以適當的想象，闡述他們的觀點。人類發展的步伐永遠需要想象力這對翅膀的推動，在這里，讓我們的學生暢所欲言吧。
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.
【設計說明】殘疾舞者的美帶給學生震撼和感動，同時激發學生思考討論其它傳遞信息和表達思想的途徑，從而拓寬他們對語言的理解。語言是思維的載體，是傳遞思想，文化，知識，美等非物質的途徑。通過對語言外延的探討，加深學生對語言的理解和認識。
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.
【設計說明】我們將話題從語言的理解縮小到英語課堂。同齡人間的彼此學習是一種比老師苦口婆心的說教有用得多的榜樣的力量。老師在這里可以提前邀約對英語學習有想法、有特點、有方法的同學在這一環節做陳述，相信會有意想不到的收獲。
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.
【設計說明】通過家庭作業，讓學生接觸更多關于語言的知識，同時水到渠成地為“reading”的預習做好鋪墊。
Language教案 篇2
一、教學說明 (Teaching Remarks):
本堂課把讀前(Pre-reading)和閱讀(reading)結合在一起。Pre-reading使學生熟悉話題,預測閱讀內容,激發閱讀興趣和欲望。Reading是一篇說明文,是對“外語學習究竟難不難”提出看法并說明理由,設法使讀者信服,達到啟發思維、提高認識、增長知識的目的。
教學設計充分利用了多媒體電腦的優勢,把搜集到的相關知識和課文中的內容相結合,擇機設計一些活動,幫助學生化難為易,提高自信心,明確閱讀的重點,達到啟迪心智、增強理解能力的目的。
二、教學目標(Teaching Aims):
知識目標:通過閱讀 Reading這篇文章,學習文中的一些有用的詞語和句型擴大學生的詞匯量,提高語言運用能力。
能力目標:1. 采用不同的閱讀方法理解課文,提高學生的閱讀能力。
2. 學習文中成功的語言學習者的優秀品質,并鼓勵學生將其運用到實踐當中,以便提高自己的英語學習能力。
德育目標: 教導學生:好的學習方法固然重要,但勤勉更重要。“no pains, no gains.”
三、教學重點(Teaching Key Points):
1.采用不同的閱讀技巧,讓學生了解文章大意,并歸納每段文章的中心意思(main idea)和文章的主旨(purpose of the text)。
2.掌握文中的重點詞匯、短語和句型。
四、教學難點(Teaching Difficult Points):
把文中所學到的有用的外語學習者的經驗運用到學生的英語學習上,以便于提高他們的英語水平。
五、教學方法(Teaching Methods):
1. Ask and answer 和 pictures 相結合,導入課文。
2. Fast reading 歸納每段文章的中心意思(main idea)和文章的主旨(purpose of the text), 提高學生的閱讀能力。
3. Careful reading 回答問題,了解文章細節內容。
4. Group work 討論成功語言學習者的經驗和特點。
5. Explaining and learning 掌握文中重點詞匯、句型。
六、教學輔助(Teaching Aids):
Multi-media Computer,tape
七、媒體的設計:
首先利用課文標題 “Learning a Foreign Language: Twice as Hard?” 問學生 “How do you think of this question?” 讓學生討論導入。然后利用圖片與Pre-reading部分的問題相結合的方式,展開討論與問答,啟發學生思考,引起聯想,使學生對語言學習這個問題產生更濃的興趣,以
促使他們學習方式的優化,提高其自主學習的能力。由于Pre-reading部分內容都在 “Reading”部分要進一步闡明,這就讓學生先行考慮, 做好了準備,使他們提高閱讀的自主性。
圖片與問題設計如下:
Question1. How do we learn our mother tongue? 配以 “中國孩子認漢字、學古詩”和“外國孩子學母語,”的圖片,學生根據圖片和自身的經歷便可輕而易舉地回答此問題。
Question2. What are the difficulties we must face in learning English?
Question3. How is learning a foreign language different from learning our mother tongue? 配以孩子們圍繞著電視看卡通米老鼠學英語的圖片。讓學生感受到我們從小是如何學英語的以及學英語和學母語 的區別。
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?
配以李陽瘋狂學英語和全國中學生英語口語大賽圖片,學生從問題和圖片中就可以體會到成功語言學習者的優秀品質,降低了回答以上問題的難度。
有了以上的準備工作,讓學生進入Reading 快讀。首句閱讀并skim the whole text,找出每段的大意,呈現于屏幕上,檢查學生閱讀的效果,把握學生對文章的總體理解程度。
第三步進入課文精讀。此部分內容的設計目的是使學生讀懂文中的細節,從而找出文中的難點。問題按文中段落依次設計如下:
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)
重點詞語講解,排憂解難。把文中出現的重點詞語呈現于屏幕上,進行講解,使學生達到熟知會用。
為了進一步為學生的交際創設情景,讓學生用自己的話把文中成功語言學習者的經驗做一歸納,于屏幕上顯示出來,以便加深學生對這些特點的印象,從而加以利用。
反饋檢測練習的設計重在檢測學生對文中重點詞匯的掌握,因此以短文填空的形式出現。
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)
部分否定句的構成: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
高三英語learning a foreign language教案
人教修訂版高三英語上unit 8 learning a foreign language
reading說課授課教案
一、教學說明 (teaching remarks)：
本堂課把讀前(pre-reading)和閱讀(reading)結合在一起。pre-reading使學生熟悉話題,預測閱讀內容，激發閱讀興趣和欲望。reading是一篇說明文，是對“外語學習究竟難不難”提出看法并說明理由，設法使讀者信服，達到啟發思維、提高認識、增長知識的目的。
教學設計充分利用了多媒體電腦的優勢，把搜集到的相關知識和課文中的內容相結合，擇機設計一些活動，幫助學生化難為易，提高自信心，明確閱讀的重點，達到啟迪心智、增強理解能力的目的。
二、教學目標（teaching aims）：
知識目標：通過閱讀 reading這篇文章，學習文中的一些有用的詞語和句型擴大學生的詞匯量，提高語言運用能力。
能力目標：1. 采用不同的閱讀方法理解課文，提高學生的閱讀能力。
2. 學習文中成功的語言學習者的優秀品質，并鼓勵學生將其運用到實踐當中,以便提高自己的英語學習能力。
德育目標： 教導學生：好的學習方法固然重要,但勤勉更重要。“no pains, no gains.”
三、教學重點（teaching key points）：
1.采用不同的閱讀技巧，讓學生了解文章大意，并歸納每段文章的中心意思(main idea)和文章的主旨(purpose of the text)。
2.掌握文中的重點詞匯、短語和句型。
四、教學難點（teaching difficult points）：
把文中所學到的有用的外語學習者的經驗運用到學生的英語學習上，以便于提高他們的英語水平。
五、教學方法（teaching methods）：
1. ask and answer 和 pictures 相結合，導入課文。
2. fast reading 歸納每段文章的中心意思(main idea)和文章的主旨(purpose of the text), 提高學生的閱讀能力。
3. careful reading 回答問題，了解文章細節內容。
4. group work 討論成功語言學習者的經驗和特點。
5. explaining and learning 掌握文中重點詞匯、句型。
六、教學輔助（teaching aids）：
multi-media computer，tape
七、媒體的設計：
首先利用課文標題 “learning a foreign language: twice as hard?” 問學生 “how do you think of this question?” 讓學生討論導入。然后利用圖片與pre-reading部分的問題相結合的方式，展開討論與問答，啟發學生思考，引起聯想，使學生對語言學習這個問題產生更濃的興趣，以促使他們學習方式的優化，提高其自主學習的能力。由于pre-reading部分內容都在 “reading”部分要進一步闡明，這就讓學生先行考慮, 做好了準備，使他們提高閱讀的自主性。
圖片與問題設計如下：
question1. how do we learn our mother tongue? 配以 “中國孩子認漢字、學古詩”和“外國孩子學母語，”的圖片，學生根據圖片和自身的經歷便可輕而易舉地回答此問題。
question2. what are the difficulties we must face in learning english?
question3. how is learning a foreign language different from learning our mother tongue? 配以孩子們圍繞著電視看卡通米老鼠學英語的圖片。讓學生感受到我們從小是如何學英語的以及學英語和學母語 的區別。
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?
配以李陽瘋狂學英語和全國中學生英語口語大賽圖片，學生從問題和圖片中就可以體會到成功語言學習者的優秀品質，降低了回答以上問題的難度。
有了以上的準備工作，讓學生進入reading 快讀。首句閱讀并skim the whole text，找出每段的大意，呈現于屏幕上，檢查學生閱讀的效果，把握學生對文章的總體理解程度。
第三步進入課文精讀。此部分內容的設計目的是使學生讀懂文中的細節，從而找出文中的難點。問題按文中段落依次設計如下：
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)
重點詞語講解，排憂解難。把文中出現的重點詞語呈現于屏幕上，進行講解，使學生達到熟知會用。
為了進一步為學生的交際創設情景，讓學生用自己的話把文中成功語言學習者的經驗做一歸納，于屏幕上顯示出來，以便加深學生對這些特點的印象，從而加以利用。
反饋檢測練習的設計重在檢測學生對文中重點詞匯的掌握，因此以短文填空的形式出現。
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）
部分否定句的構成：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
課題： 必修一unit 3 travel journal----usinglanguage
時間： _ 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分鐘)
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分鐘）
wool, reliable, view, as usual, pillow,topic, midnight, flames, beneath
三fast reading andlistening（8-9分鐘）
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分鐘）
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分鐘）
1. to climb the mountain road was hard workbut as we looked around us, we were surprised by theview.
爬山很難,但是當我們環顧四周的時候我們被這里的景色給震驚了。
1) 不定式作主語, 謂語動詞用單數,可以用形式主語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 “換衣,更換”
wait, it won’t take melong to change.
get changed 換好衣服
change 可作名詞 “零錢”講
change a for b 用a換b
連接高考
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. 傍晚我們停下來宿營。
camp n. [c,u]
短語：
makecamp 扎營, 宿營
gocamping 去露營, 去野營
4. we put up our tents and then weate.
我們先搭起帳篷然后吃飯。
put up
① 舉起, 抬起 = raise
② 掛起, 張貼
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?
開放思維
put away 把……收起來, 存放
put back 放回原處
put down 放下, 寫下,鎮壓
put forward 提出
putoff 推遲, 拖延
putout 撲滅, 伸出
put one’s heart to 全神貫注于
put an end to 使結束
5. we can hardly wait to see them.
我們迫不及待地想看一看
[考點]hardly是副詞，意為“簡直不能”，
常用于can / could之后，主要動詞之前，
強調做某事很難。
[
考例] i must be getting fat — i can
______ do my trousers up. (全國卷 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. 傳遞信息；交流(vi) ________ (n)___________
2. 變化______從…到…不等；在…到…之間變化________________________
3.恐嚇的，具有威脅的_________ （v）_________
4.包括；涉及_____ 5.張開______6.彎下腰________
7. 凝視某人；盯著看某人_____________
8. 無意的；不知不覺的___________(n)___________
(反義詞)___________
9.formal _______(反義詞)_______ 10挑釁的__________
11.傳統的(adv)_______（n）_______(adj)__________
12.稍微的（adv）___________
13.現場的（adj）_______ 14. 有感染性的__________
15.延長_________ 16.能看透別人心思的人___________
ⅱ. phrases.
1. on guard ________ 2. make a deal_________
3. hold up________4. up and down _________
5.偶然的_________6.向…問好___________________
7打開（燈、無線電等）________關閉__________
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，我就不會介入他們的問題(get involved in)
_______________________________________________.
2. 我們大家都要提防小偷。(be on guard)
_______________________________________________.
3. 他正設法和他們達成一項協議。(make a deal)
_______________________________________________.
4. 請代我向你家人問好。（ say hello to ）
____________________________________.
Language教案 篇6
人教新課標：必修4 unit 4 重點難點匯集
必修4 unit 4 body language 重點難點匯集
1. major, local & represent
【課文原句】they will be meeting at a major hotel with local business people and people who represent the chinese government. (p25)
【名師點撥】(1) major adj. 表示“主要的；較大的；重要的”，句中a major hotel 意思是“大酒店”；major經常用作名詞，意為“主修課程；專業課”；可作動詞，主要用于major in，意為“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；當地的”。含有local的常用詞組：local customs意為“地方風俗”；local news意為“本地新聞”；the local tv station意為“地方電視臺”；the local court意為“地方法院”；the local government意為“地方政府”。如:
my sister studies at a local university.
(3) represent在本句中是“代表”的意思，還有“象征；表現；描繪；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. (表現)
【知識拓展】meet with sb表示“和某人會晤（商討問題等）”。但具體句子要具體分析，有時候可表示“偶然遇見”。如：
i met with a friend on the train yesterday. （偶遇）
2. introduce
【課文原句】you introduce them to each other, and are surprised by what you see. (p26)
【名師點撥】introduce表示“介紹；引薦；引進；采用”等意思，常和to連用，即introduce… to…。在本句中是“介紹；引薦”的意思。如：
let me introduce myself to you first.
the chairman introduced the speaker to the audience.
【知識拓展】introduce的名詞形式是introduction，意為“介紹”，多作不可數名詞，有時候也作可數名詞；還可譯為“引論；導言；概論”，是可數名詞。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
【課文原句】mr garcia approaches mrs smith, touches her shoulder and kisses her on the cheek. (p26)
【名師點撥】(1) approach vt. & vi. 意為“接近；靠近；走近”。approach作名詞講時，表示“方法；步驟；途徑；接近”，用于make approaches to sb，表示“想法接近（認識）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作動詞講，意為“接觸；觸摸”；touch作名詞時，除了“接觸；觸摸”的意思外，還有“聯系”的意思。如：
visitors are not allowed not to touch the exhibits.
keep in touch with 同……保持聯系
get in / into touch with 和……取得聯系
lose touch with 和……失去聯系
be out of touch with 同……失去聯系
4. express
【課文原句】… they also express their feelings using unspoken “language” through keeping physical distance, actions or posture. (p26)
【名師點撥】express vt.意為“表達；表示”。文中express their feelings 意為“表達他們的感情”；express oneself用于表達自己的意思、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.
【知識拓展】express作名詞講時，表示“快車；快遞；快件”。如：
the no. 102 special express to beijing 開往北京的102次特快
5. avoid
【課文原句】it is an interesting study and can help you avoid difficulty in communication. (p26)
【名師點撥】avoid vt. 表示“避開；避免”，avoid difficulty in communication意思是“避免交際上的困難”。avoid后接名詞、代詞或動詞-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
【課文原句】people from places like spain, italy or south american countries approach others closely and are more likely to touch them. (p26)
【名師點撥】likely作形容詞，指“可能發生某事”，后可接不定式或從句。be likely to意為“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.
【知識拓展】likely, possible, probable都含有“可能的”的意思，但也有差異：
likely指從表面跡象來看很有可能。如:
look at the black clouds. it is likely to rain tonight.
possible指由于有適當的條件和方法，某事可能發生或做到，強調“客觀上有可能”, 但常含有“實際希望很小”的意思。如:
it is possible to go to the moon now.
probable語氣比 possible強，“可能性”最大，指有根據、合情理、值得相信的事物，帶有“大概、很可能”的意思。如:
i don't think the story is probable.
7. at ease
【課文原句】a smile is the universal facial expression — it is intended to put people at ease. (p29)
【名師點撥】at ease是個固定詞組，意思是“處在舒適、自由自在的狀態下”。本句中put people at ease意為“使人自由自在；不拘束”。如：
her mind was at ease, knowing that the children were safe.
【知識拓展】(1) ease作名詞講時，表示“安逸；安心；不費力；悠閑”。如：
he leads a life of ease. (= he leads an easy life.)
(2) ease 作動詞講時，表示“解除；減輕（痛苦、憂愁或煩惱）”。如：
the doctor gave him some painkillers to ease the pain.
(3) ease的常用短語：
with ease (= easily) 熟練地；輕而易舉地
be (feel) ill at ease 局促不安, 心神不寧
put sb at his ease 使某人寬心; 使某人感到無拘無束
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.
直接引語 間接引語
關聯詞
語序
時態
人稱代詞
狀語
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
精讀課文譯文
說起“交流”，大多數人會想到單詞或句子，雖然單詞或句子十分重要，但我們也并不只是用口語和書面語進行交流，身體的姿態是我們所稱的“身勢語”的一部分。我們經常看到無意識的身勢語，但也有“習得”的身勢語。習得的身勢語在不同的文化中各不相同。
當我們被介紹給生人時，我們使用“習得的”身勢語。跟動物一樣，我們會保持警覺，直至知道安全的時候才放松。因此，在所有的文化中人們都有一種向陌生人打招呼的正規的方式，以表示他們并不具有侵犯傾向。歐美人的傳統是握手，他們用右手握手——右手對多數人來說更有力一些。假如右手用于忙著與人打招呼就不可能握武器。因此，這種手勢的意思是“我信任你，瞧，我沒帶威脅性的武器”，假如你和人握手，就是在表明你信任他們。我們在做交易時與人握手，意思就是“我們達成了協議，相互信任”。
亞洲人打招呼是不接觸他人身體的，但他們要用手。與人打招呼時，中國人的傳統方式是右手放在左手上，拱手，稍稍躬身而行禮。穆斯林行額手鞠躬禮，用手觸左胸、嘴和額。印度人雙手交合，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。
即使是現在，人們在非正式場合打招呼時，還會用手來表示信任對方。美國青年常常說著“擊掌”來打招呼。說完后這個人舉起手，手掌向外，五指張開。另一個人同樣舉起手，拍打對方舉過頭頂的手。這是現代常見的打招呼方式。
身勢語對于任何研究者來說都具有吸引力。人們通過姿勢表達的意思要比通過話語表達的更多。看看你的朋友和家人，你能洞悉他們的心思嗎？
part four.趣味英語
① 形容詞+人體部位
all ears 全神貫注地聽 all eyes 聚精會神地看
sweet tooth 愛吃甜食之人 cold shoulder 冷漠
② 人體部位+名詞
brain storm 突有靈感 blood debt 血債
lip service 空口的應酬話
③ 動詞+人體部位
keep/save face 保全面子 lose face 丟臉，失去面子
count heads點名 join hands 攜手聯合lose heart 沮喪
④ 人體部位對稱或并列
face to face 面對面 heart to heart 交心
side by side 肩并肩 hand in hand 手拉手
neck and neck 并駕齊驅 arm in arm 挽臂
Language教案 篇9
reference for teaching
ⅰ.異域風情
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.知識歸納
1.stick(stuck,stuck)v.
(1)貼，粘
two pages of the dictionary stuck together.
這部詞典中有兩頁粘在了一起。
(2)插，扎，固定在某處
i found a nail sticking in the tyre.
我發現輪胎上有個釘子。
(3)卡住，陷在……里（無法移動）
the heavy snow stuck the traffic for hours.
大雪使交通中斷了好幾個小時。
（4）隨便放某處
stick it on the desk.
就把它放在桌子上吧。
（5）忍受（主要用在口語中）
we don’t like hot weather.but last summer i stuck it in the south for a few weeks.
我們不喜歡大熱天，但去年夏天我在南方遭受了好幾個星期的大熱天。
（6）老待在某處
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)堅持干（某事），努力干（某事）
he sticks at his work ten hours a day.
他堅持每天工作10小時。
（2）讓……阻礙自己，因……而停滯不前，就是要……也在所不惜
he wouldn’t stick at cheating to get what he wanted.
為得到他想要的東西，就是騙人的事他也干得出來。
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.
伸出舌頭來讓醫生看一下。
（3）顯得突出
she has her hair dyed red,which always sticks out in a crowd.
她把頭發染紅了，因此在人群中總是很顯眼。
（4）堅持到底，堅持說
the workers are determined to stick out until they get their demands.
工人們決心堅持到底，達到他們的要求。
stick to
(1)堅持（真理等）
i stick to what i said yesterday.
我堅持昨天我說的話。
(2)堅持干（某事）
he will stick to his task until it is finished.
他決心堅持干他的工作，直到把它干完。
（3）遵循，按……做（講），跟著……走
we’ve decided to stick to our previous plan.
我們已經決定按既定計劃去做。
(4)忠于（某人），（和……）長期保持友好關系
i will stick to my friend tom whatever is said of him.
無論別人說什么，我將忠于我的朋友湯姆。
stick up
(1)伸出來，舉起
stick up your hand if you know the answer.
如果知道答案你就舉手。
（2）貼上
the examination results will be stuck up on this board tomorrow.
考試結果明天將貼在告示牌上。
2.adopt v.
(1)采取，采用，采納
they adopted my suggestion finally.
他們最終采納了我的建議。
（2）通過
the board adopted the proposal after much debate.
經過多次辯論，董事會采納了他的建議。
（3）收養
as they had no children of their own,they adopted an orphan.
因為自己沒有孩子，他們收養了一個孤兒。
3.acquire v.
（1）（經過一個過程或通過自己的努力）得到，獲得（后面跟抽象名詞）
mary acquired confidence.
瑪麗有了自信。
（2）（經過努力）得到（具體的東西）
by the time jannes was twenty,he had acquired a store of his own.
到二十歲時，jannes擁有了屬于他自己的商店。
4.sense作名詞
（1）視覺，聽覺，嗅覺等官能（可數）
those who can’t see often have a fine sense of hearing.
眼睛看不見的人往往聽力好。
(2)“感覺”（多作單數），常可譯為“……感”。
a sense of accomplishment often accompanies hard effort.
成就感往往和艱苦的努力結伴而行。
my teacher had a sense of humour.
我的老師有幽默感。
（3）觀念，概念
he has no sense of discipline.
他沒有紀律觀念。
（4）頭腦（不可數）
he had enough sense to know what it meant.
他有足夠的頭腦，會知道這是什么意思的。
（5）意思，意義（可數）
the word “of” has many senses.
“of”有多種意義。
make sense有意義，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.
我聽不懂他說的話。
there is no sense in doing sth.
（做某事）沒有道理。
there is no sense worrying.
擔心沒有道理。
sense作動詞是 “感覺到，覺察出”的意思。
he sensed the approaching disaster.
他感覺到災難即將來臨。
ⅲ.詞語辨析
1.awful,terrible,dreadful,horrible,horrid
awful具有“由于對某個強大的，偉大的，具有特殊意義的人或事物的尊敬，崇拜和畏懼而引起的駭怕”的隱微含義。有時僅表示“非常的，大的”。
the band plays the awful music of “don juan” before the statue enters.
在塑像出來之前，樂隊奏“唐•璜”中的令人恐怖的音樂。
she has got an awful lot of work to do.
她有很多工作要做。
terrible表示“對某種具有較大力量的東西的懼怕；恐怖的；能使人痛苦的”。
a terrible fire destroyed six houses.
可怕的大火燒毀了六所房屋。
dreadful有“因害怕和恐懼而引起驚恐”的含義。
cancer is a dreadful disease.
癌癥是一種可怕的病。
horrible有“與其說是引起害怕和恐懼的感覺，不如說是引起討厭和仇恨；可惡的”和“使人憎惡的”等隱含的意義。
from the fish dealers’ stalls arises a horrible smell.
在賣魚攤上冒出一股令人厭惡的氣味。
horrid的意義和形容詞horrible相近，隱含有“可惡的，討厭的”等意義。
what a horrid nuisance!
真討厭！
2.get,receive,obtain,gain，acquire
get“得，取得，獲得”，具有最廣泛的意義，是口語中最普通的用詞，不管通過任何方式取到手，都可用get，可以代換本組其他各同義詞。
i went from one place to another but got the same answer everywhere.
我走了一處又一處，但聽到的回答都是一樣的。
receive隱含主體的消極性，如：他只是接受別人送給他的東西（to receive the letter,news,telegram收到信、消息、電報；to receive punishment接受懲罰）。
on the third day he wrote to her and received an answer.
第三天他給她寫了一封信，并收到了回信。
obtain“得，得到”，是書面用語，隱含主體的主動性，主體盡了一定的努力，或至少是表示出強烈的愿望才得到了什么；強調達到目的這一事實。
he obtained much experience through his work.
他通過工作得到很多經驗。
gain“得，獲得”，隱含“要花費力氣或通過競爭和斗爭才能獲得”的意義，并指所得的東西有一定的好處和利益。
he could hardly gain a livelihood in paris.
他在巴黎難以謀生。
acquire“獲得，取得”，通過自己的努力或行為而使原有的東西更多，并成為永久所有；也指慢慢并漸次地獲得，如智力等。
you must work hard to acquire a good knowledge of a foreign language.
要獲得良好的外語知識，你必須努力。
3.effective,efficient
effective(adj.)“有效，有效力，生效，有效果”，指得到所希望的結果或產生比較長遠的效果，可以用于人或事，用于人時，指所做的事收到一定的效果，有時也指印象深刻或顯眼等。
he is an effective speaker.
他是個有力的發言者。
people were deeply impressed with this effective scheme of decoration.
這個有效的裝飾設計給了人們深刻的印象。
efficient(adj.)“有效率的，得力的，效果好，有能力，有本領”，這個詞除了指效果好以外，還含有方法好，做事不太費勁的意味，用于人、事物或行為，但用以形容人時，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個因素。
an efficient executive,he soon had matters running smoothly.
他是一個有本領的領導者，很快就使事情順利進行了。
ⅳ.能力訓練
同義句型轉換
1.老師要求學生記住這首詩。
（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，成績退步，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.我今天有許多工作要做。
（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.我們天生有學習語言的能力。
(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.他們是雙胞胎，很少有人能把他們區別開。
(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.他不顧及我在此事上的感受，繼續往下說。
(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
教學目標
I 重點詞匯：
manage; wave; nod; realize; agreement, disagreement; while, manners; communicate; make sb….;body language; one another; not all…
II.日常交際用語：
1).請求
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).允許
Yes, please. / Of course. / Sure. / Certainly.
Go ahead, please.
That’s all right. / OK.
It’s all right to me.
3).拒絕
I’m sorry, but it’s not allowed here.
You’d better not.
I’m afraid not. It’s not right.
III.：
動詞不定式作賓語、定語、表語和狀語。
教學建議
對話分析
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.
課文分析
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.
教學建議
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
高二英語learning about language教案
book 5 unit 3 learning about language & using language
1. speed (sth.) up 【課文原句】
speed (sth.) up 加速；加快
1). 汽車一到高速公路就加速。cars speed up once they reach the highway.
2) 他們加快了生產速度。they have speeded up production.
知識鏈接: with all speed 以全速，開足馬力 at high/low speed 以高速/低速 at a speed of 以……速度
活學活用：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 【課文原句】
instant 1)n.瞬間；片刻
他停了一會兒。 he paused for an instant.
2) adj. 立即的；立刻的
服用一藥劑后我立刻感到輕松。i felt instant relief after taking a doze of medicine.
知識鏈接:1）instantly =immediately 立刻；一……就……
① 盡管他睡得很香，但他還是立刻醒了。though he slept soundly, he awoke instantly.
② 我們一到家天氣就下起雨來。it began to rain instantly we arrived home.
2) 常見用法 ： instant coffee 速溶咖啡 (at) any instant 隨時；在任何情況下
on the instant 立即；馬上 in an instant 立即；馬上 he instant 一……就……
活學活用：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 【課文原句】
.greedy adj. 貪婪的；貪吃的；渴望的
常見用法：be greedy for…… 渴望…… be greedy to do sth 渴望做某事
1） 許多人都貪圖金錢。many people are greedy for money.
2） 瑪麗渴望獲得更多的知識。mary is greedy to have more knowledge.
4.dispose 【課文原句】
dispose 處理；布置 常與介詞of 連用構成固定短語，即 dispose of sb./sth.，表示去除、處理、舍棄某人/某物
1） 他被迫處理了自己的藝術珍藏。he was forced to dispose of his art treasures.
2） 所有的家具都已經處理掉了。all the furniture has been disposed of .
知識鏈接:disposal n.處理；安排；布置
unit3綜合能力檢測試卷
i.單項填空
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小題；每小題1.5分，滿分30分）
閱讀下面短文，從短文后各題所給的四個選項(abc和d)中，選出可以填入空白處的最佳選項。
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（圓頂）. 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結果，我患了時間滯后癥。
as a result , i _________ _______ “time lag”.
42英格蘭被分成三個主要的地區。
england can be ________ _______ three main areas.
43這些雕像是用來紀念死去的詩人和作家.
these statues are ______ _______ ______ dead poets and writers.
44我看不見王平，迷路了。
i lost _________ ________ wang ping, and got lost.
45. 時間滯后癥和乘飛機時得的時差反應相似。
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. 選c。沒有人能夠肯定未來的家園是什么樣子的。
22. 選b。work out new ideas意思是“想出一些新的主意”。
23. 選a。think about意思是“思考”，“考慮”。
24. 選c。on the other hand意思為“另一方面”；as a result意思為“結果”；of course意思為“當然”；at the same time意思為“同時”。
25. 選d。當然，必須要有先進的制冷和制熱系統來控制天氣。
26. 選b。therefore意思為“因此”。
27. 選b。rain與snow相對應。
28. 選c。因為有制冷和制熱系統來控制，所以溫度會讓人覺得很舒適。
29. 選a。這是一個定語從句。
30. 選d。contian意思為“含有”，“內有”。
31. 選c。這種垂直的城市用的土地要少。
32. 選d。provide sth, for sb.意思為“為某人提供某物”。
33. 選b。這對于人口較多，城市較小的地方比較實用。
34. 選d。another意思為“另外一個”。
35. 選a。float意思為“漂浮”，此處為現在分詞短語作定語。
36. 選d。因為是漂在水面上的，所以用on。
37. 選c。go back to doing sth.意思為“重操舊業”。這里是指又重新生活在洞穴里。
38. 選b。這里表示轉折，但是，與石器時代的洞穴不同。
39. 選d。over是指在洞穴的上方。
40. 選a。lift意思為“電梯”。
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.
[設計說明] 讓學生在課前欣賞兩段表演，在活躍氣氛，激發學生對身勢語的興趣的同時，通過回答演員們如何表現自己這一問題引出本課話題------body language.
Step 2 Brainstorming
Show some gestures and ask the students to guess what the gestures mean.
[設計說明] 展現幾幅身勢語圖片以激發學生的學習興趣和參與的熱情，創造輕松的課堂氛圍，最后用一幅圖片調動學生的求知欲------同一身勢語在不同文化背景下可能會有不同的含義。
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
[設計說明] 在學生預習的基礎上，用聽力的形式喚起學生對課文內容的回憶，并訓練學生通過聽獲取主要信息的能力，從整體上把握好文章的內容。
(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.
[設計說明] 閱讀課要提高學生提煉文章主旨大意的能力，通過歸納總結一方面從整體上把握文章。另一方面也可提高閱讀技能。
(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: ......
[設計說明] 引導學生分析課文，抓住關鍵詞，概括文章的細節，通過填寫表格培養學生的理解能力和概括能力，培養和提高閱讀能力和技巧。
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.
[設計說明] 本部分通過表格形式培養學生分析比較研究能力，從而更好的掌握不同文化背景下身勢語的異同，達到本節課的教學目的，同時也提高學生的跨文化交流意識。
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?
[設計說明] 培養學生運用所學知識，圍繞中心話題進行思考和討論的能力，提高學生英語口頭表達的技能;準備好四張卡片，讓四位學生上臺用身勢語將卡片上內容表現出來。讓其他學生作出選擇，并解釋選擇的原因。通過這種方式一方面可以讓學生學會用身勢語表達自己。另一方面鍛煉了口語。
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.
[設計說明] 學生以小組形式開展活動，討論真實語境下的身勢語的表達，通過這一話題，一方面激活了學生的思維，活躍了課堂氣氛，另一方面也讓學生學會了觀察生活，從而學會生活;同時在表演結束后再讓其他學生用英語描述表演者所表現的情景，培養觀察身勢語的能力，并在想象，猜測的過程中形成內心語言，最終用語言復述自己的思想。
Step 7 德育滲透
Do in Rome as Rome does [as the Romans do].
[諺]入國問禁, 入鄉隨俗。
Manners make the man.
禮貌造就人。
Good manners are the art of making those people easy with whom we converse. ---Jonathan Swift
禮貌周到是使同我們談話的那些人感到自在的藝術。
——(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.