Language（精選13篇）
Language 篇1
牛津高中英語教學設計
單 元：unit 2 language
板 塊：project 1
課堂設計指導思想：
如果“welcome”是一個單元的序曲，project則是單元的尾聲。就像一首動聽感人的樂曲，需要每個章節都有恰到好處的表現一樣，單元的處理也要采取各種適當的方式來進行演繹。 project的設計通常由兩部分構成：一篇閱讀文本和學生的合作項目，要處理得得當，真正操作起來是有很高的要求的。這種要求體現在：學生方面，需要投入大量的時間、精力以及超出語言學習本身的各種社會交往、協調、工作能力；對于老師，則要有統籌、策劃和全盤掌控、指導的能力。在很多學校，由于受到時間的限制或是應試的影響，“project”往往予以忽略，或者干脆作為“reading”來教，這與“project”設計的本源初衷是相違背的，對于學生終身發展也是錯過了很好的鍛煉機會。所以“project”還是要還其本來面目，當然我們不能否認從中國國情的實際出發，我們在具體操作上應該因時因地制宜，作出適當調整和取舍，這是符合客觀規律的。本課時的設計為“project”的第一課時，主要是側重于文本的處理。對于“project”的文本，我們在實際操作中達成了這樣的認識：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，為下一課時的圖冊文本設計提供信息與藍本。
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”.
【設計說明】作為文本閱讀的導入，主要實現：挑起學生的學習興趣、激發學生的學習熱情、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.
【設計說明】通過快速閱讀，掌握文本的結構劃分，對于文本實現整體性的粗線條把握。
step 3 listening
listen to the text and summarize the main idea for each part.
【設計說明】在文本劃分基礎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人∶虞舜、倉頡、項羽。虞舜是禪讓的圣人、孝順的圣人，而倉頡是文圣人，項羽則是武圣人。
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.
【設計說明】在掌握文本結構，主體大意的基礎上，進行文本的精細閱讀，目的是在理解文本細節的基礎上，為project的圖冊設計進行素材的收集，寫作結構的梳理。
step 5 retelling
retelling the development of chinese character according to what we’ve learned today.
【設計說明】內容復述是對于文本閱讀的及時檢驗，學生只有在對文本結構、內容兩者都充分理解的基礎上才可能實現流暢的復述。復述的形式可以采用同桌間操練，之后隨機選取同學進行陳述的方式，更為理想的是全班隨機復述，每人一句。
step 6 dialogue
make up a dialogue discussing the development of chinese characters.
【設計說明】進一步檢測、確認學生對文本的理解，在理解的基礎上鼓勵學生的創造性思維，鼓勵基于文本、高于文本的對話創作。
step 7 homework
find more information on the internet about the development of chinese characters.
【設計說明】通過網絡閱讀，提高學生搜尋、定位、整合信息的能力，為下一課時的圖冊制作實現素材的積累。
Language 篇2
牛津高中英語教學設計
單 元：unit 2 language
板 塊：grammar and usage 2
課堂設計指導思想：
萬事皆有規律，規律是事物必然的、內在的、穩定的、固有的聯系。語言學習中的規律則是語法。語法是枯燥的規律，但在這些規律指導下的語言是豐富多彩、生動活潑的。語法的教學既要講透規律，更要幫助學生通過多種途徑，加深對于規律的感性認識，從而幫助學生將規律內化為語言使用的范式，進而成為自覺的語言綜合運用的能力。本節語法課從學生已有認知開始，帶領學生溫故知新，體驗新的學習，并通過多種途徑推動學生對語法規律的感性認識。
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）
【設計說明】 因為這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進行簡單復習與回顧——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行歸類，過渡到本課內容——由疑問詞引導的名詞性從句。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.
【設計說明】通過把2個簡單的句子合并成一個名詞性從句，練習疑問詞引導的名詞性從句。并提出注意點：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，鞏固這部分內容。
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.
【設計說明】先簡單復習“it” 的功能。在英語中為了避免頭重腳輕，我們經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 真正主語為從句或不定式時，最好用it作形式主語，當真正主語為v-ing時，還是把v-ing主語放句首。之后配上一定練習和造句進行鞏固。
step 4 other important cases of noun clauses:
i.同位語從句和定語從句的區別:
1.定語從句是先行詞的修飾語，它不涉及先行詞的具體內容。定語從句中that不但起連接作用，而且在定語從句中充當一個句子成分，充當從句的賓語成分時可省略。
2.同位語從句對中心詞的內容作進一步的解釋和說明，表明中心詞的具體內容。引導同位語從句的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 + 疑問詞的區別：
①疑問詞 + ever可引導名詞性從句，在主從句中要充當一定的部分。
whoever breaks the rule must be punished.
you can choose whatever you like in the shop.
�、谝蓡栐~ + ever還可引導讓步狀語從句。如：
whoever breaks the rule, he must be punished.
whatever you do, you must do it well.
�、踤o matter + 疑問詞只能引導讓步狀語從句。
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引導的表語從句中，在必要的情況下應用過去式虛擬語氣。
3.在suggest、insist后會出現兩種語氣：
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，從句中的時態在原本的時態上退一步。
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）。
【設計說明】通過講解和高考題的訓練，補充完善名詞性從句考點，做到講練結合。如同位語從句與定語從句的比較區別，引導詞 “that” 與 “what、that if” 與 “whether”的區別、名詞性從句的時態和語序問題等。
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.
【設計說明】這是語法教學上升到語篇層面的運用, 也是把枯燥的語法知識運用到實際生活中，通過完成對話，再次復習本節課所授知識。
step 6 homework
finish the exercises on page 100. and preview the instructions in the task.
【設計說明】通過書后練習，鞏固本課學習內容，通過預習為下一課時做準備。
Language 篇3
teaching aims:1. make the students take notice of their health.2. let students talk about the relation between clothes and appearance and organize them to have a discussion.teaching important point ： train the students’ abilities of speaking.teaching difficult point:1. how to help students have a better understanding of the title “looking good, feeling good”2. how to ensure every student to have a chance to express himself / herself.teaching methods: individual, pair or group workteaching aids: multimediateaching period: 1teaching procedure:step i brainstorming1). are you particular about your appearance?2). do you think appearance plays an important role in your life? in your opinion, is a person’s ability judged by their appearance?3). from your point of view, is doing sport regularly beneficial to your health and to your outlook on life?step ii descriptionhave students focus on the instructions and the four pictures, then let them describe each of them. q: everyone wants to be healthy and attractive. everyone wants to feel good and look good. now there are four pictures representing four different people’s states of mind. can you imagine a situation that fits each picture?example: jane is a high school student and she is extremely happy, because she has been admitted to the university she wanted to go to. tonight her parents will hold a party to celebrate her success and achievements and all her friends and relatives are invited to share her happiness. but now she is at a loss about the clothes she is going to wear tonight. she is confident about everything except her weight. she is constantly worried about being too fat. now she has spent at least half an hour selecting clothes without success.step iii discussion1). do you think we can change our appearance by wearing different clothes?2). which do you think is more important, eating well or doing exercise?3). what do you do to keep yourself looking good and feeling good?sample answers:1） as the saying goes, “clothes make the man”. this may be an exaggeration, but we can never overlook the importance of clothes. wearing a new outfit can change our appearance, making us look and feel good. some fashion designers’ clothes have attained the status of art works.2） as far as i am concerned, exercise is the most important thing to keep you looking good and feeling good. my grandfather always worked hard as a carpenter and did lots of exercise every day. he never worried about being fat or eating the right or wrong kinds of food. now, although he is old, he is still in good shape and is very healthy.3） i think eating healthy foods is the most important thing. if we eat lots of fruit and vegetables and don’t eat fast food or too many snacks, we can stay healthy for a lifetime. eating certain foods can protect you from diseases and stop you getting colds in the winter. exercise is important too, but healthy foods are the best way to make you feel good.step iv language points:1. i think this blouse will make me look slimmer. make + o. + o.c. 1) make sb. do sh. sb. be made to do sth. 2) make + sb. / sth.+ adj. 3) make sb./ sth. done 4) make it adj / n (for sb.) to do sth. eg: 1) 你應該養成習慣，吃飯之前要洗手。 you should ______ ______ ______ ______ to wash your hands before dinner.2) 老板使得工人們整天整夜的工作。 the boss ______ the worker ______ day and night. the worker ______ ______ ______ ______ day and night. 3) he explained it again to make himself _________ (understand).2. everyone wants to feel good and look good. look, sound, smell, taste, feel 為系動詞 ① 后接形容詞或名詞作表語 ②沒有被動 eg: 1) --- do you like the material? --- yes, it ______ very soft. a. is feeling b. felt c. feels d. is felt 2) the food ______ ______ sells well. a. tasting delicious b. tasting deliciously c. tasted delicious d. tasted deliciously3. eating more fruit makes me feel better. 吃多點水果讓我感覺更好。 eg: 1) 呼吸新鮮空氣對你身體有好處。 ________ ________ ________ is beneficial to your health. 2) --- what made her unhappy? --- ________. a. because she lost her wallet b. she has lost her wallet c. losing her wallet d. to lose her wallet 3) ________ to the sunlight for a long time will burn your skin. a. exposing b. being exposed c. to expose d. exposed4. which do you think is more important, eating well or doing exercise? 你認為吃得好和鍛煉哪個更重要？此句中do you think 為插入語，后接從句要用陳述句詞序。句型結構：特殊疑問詞+do you think / believe / suppose / … + 動詞 + 賓語/表語 特殊疑問詞+do you think / believe / suppose / … + 主語+ 動詞 + 賓語/表語eg: 1）你認為他們什么時候會去美國？ ________ ________ ________ ________ ________ ________ leave for america? 2) 你認為學生們將如何處理剩下的錢？ ________ ________ ________ ________ ________ ________ ________ do with the remaining money? 3) 她認為這兩本書的差別是什么？ ________ ________ ________ ________ ________ the difference between the two books? 4) the professor has written another book, ________ of great importance to computer science. a. which i think it is b. and i think is c. which i think is d. when i think isstep v more exercises:1. he raised his voice to make others ______ (hear) him. he raised his voice to make himself ______ (hear). he raised his voice in order to ____________( hear ) clearly.2. ________ in the countryside made tom a hard-working person. a. bringing up b. being brought up c. to bring up d. brought up3. what do you consider ____________ to him?a. has happened b. had happened c. happens d. have happened4. millions of children in africa don’t have enough to eat, so they seem to be ________.a. slam b. slim c. good d. skinny5. ----- why are they pulling down the house? ----- _______ a new parking lot.a. build b. to build c. building d. built6. ----- are you feeling ________? ----- i am fine now.a. any well b. any better c. quite good d. quite betterstep v 板書設計questions:1). are you particular about your appearance?2). do you think appearance plays an important role in your life? 3). from your point of view, is doing sport beneficial to your health or to your outlook on life?language points:1) make + o. + o.c.2) look, sound, smell, taste, feel 為系動詞3)特殊疑問詞+do you think / believe / suppose / … + 動詞 + 賓語/表語特殊疑問詞+do you think / believe / suppose / … + 主語+ 動詞 + 賓語/表語step vi 教后感
Language 篇4
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
教學
目標 知識目標 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 to complete the module task:preparing an entertainment poster.
情感目標 to teach the students to love lives and have an active,happy life attitude.
內容
分析 重 點 to consolidate the use of infinitive and the key vocabulary in this module.
to understand the main contents of the reading passage.
難 點 key structures: infinitive.
關 鍵 點 key structure: infinitive
教法學法 formal and interactive practice,
task-based 教具
學具 tape recorder or computer
教學程序 教材處理 師生活動 時間
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.
教學程序 教材處理 師生活動 時間
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.
板書設計 module 8 on the town
unit 3 language in use
1.infinitive
2.some key phrases or points
教學后記
Language 篇5
Period 2
(一)明確目標
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.
�。ǘ┙虒W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.
�。ㄋ模┛偨Y、擴展
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
用適當的詞填空:
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6
Period 2
(一)明確目標
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.
�。ǘ┙虒W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、擴展
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
用適當的詞填空:
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7
高二英語 選修七unit2 robots導學單
導學單（三） language ponits of reading
教學目標： 掌握本課的重點詞匯和短語。
一.語言基礎知識
1.test out 試驗；考驗
scientists test out theories by experiment.科學家靠實驗檢驗理論。
test vt. 測驗；檢驗；試驗；檢查
the teacher tested the children on their homework. 老師就孩子們的家庭作業進行檢查。
2. alarm n.
(1) a warning of danger 警報 a fire alarm
i raised the alarm as soon as i saw what was happening.
(2) fear caused by the expectation of danger 恐慌
i hope you won’t take alarm at the news.
alarm v.
(1) giving a warning 警告
the notice board alarms people not to swim in the river.
(2) feel feared or cause anxiety 恐慌
the news that h5n1 has spread alarmed the nation.
alarmed adj. 驚恐的, 憂慮的 alarming adj. 驚人的, 嚇人的
the news is really alarming.
3. accompany v.
(1) to go/stay with
i’d like you to accompany me to the supermarket.
what accompanies him is always a dog.
(2) to exist at the same time和……一起發生
lightning usually accompanies thunder.
4. declare vt.
(1) 宣布；宣告；聲明 + (that) to make known formally or officially
the new congress declared a state of war with germany. 新的國會向德國宣戰了。
(2) 宣稱；斷言 + (that)
the accused man declared himself innocent. 被告聲稱他是無罪的。
i declared at the meeting that i did not support him.我在會上聲明我不支持他。
(3) 申報 (納稅品等)
i have nothing to declare. 我沒什么要申報的。
辨析: declare與announce
declare 宣告, 宣布a way of expressing oneself
i would like to declare my love for you.
announce 宣布 to tell a lot of people
if i have a birthday party, i want to announce it to my friends.
5. leave / let … alone / be 不管/不打擾/不理會
i’ve told you to leave my things alone.
please don't leave me alone in the dark room.
let me be, i want a rest.
leave + 賓語 + 補足語 使……處于……狀態
leave the door open.
6. as she turned around, there stood gladys claffern. 當她轉過身時，看到格拉迪斯•克拉芬站在那兒。
�、倬渲衋s意為“當……時”，為從屬連詞,引導時間狀語從句。通常強調“ 同一時間” 或“一先一后”，如：
as i was going out, it began to rain.
�、谥骶洹皌here stood gladys claffern”是由副詞there引導的倒裝句。
【拓展】
�、賏s有時還有“隨著……”的意思，如：
as spring warms the good earth, all flowers begin to bloom.
②由副詞there和here引導的倒裝句通常不用于人稱代詞即不說“here comes he!”
而須說“here he comes!” 但在對比情況下，人稱代詞則與連系動詞be構成倒裝句，如：
there was he, on the playground, while i had to study.
2. the guests would be arriving soon and claire told tony to go into another room.
客人很快就要來了，克萊爾叫托尼去另一個間房。
句中用到過去將來進行時，由“would +be + 動詞的現在分詞”構成，表示在過去看來將來某一時間正在發生的動作。它常和表示過去將來的時間狀語連用，但上下文清楚時，時間狀語可省略。和將來進行時一樣，它也常表計劃中的事，不表意愿或打算。它還有一個特點，即常用在賓語從句 (尤其是間接引語)中。
例如：
a. mr. smith never realized that some day he would be living in china.
b. mary told us that jack would be coming next saturday.
【拓展】
過去將來進行時有時也可用于其他從句
中，如：i would pay the rest as i would be leaving beijing. (用在狀語從句中。)
也可用在獨立句中。
如：the car started. ellen green would be driving off to the college.
二.課堂檢測
i. complete the following sentences with proper words.
1. the man’s parents _________ (聲稱) that they didn’t want to see him again.
2. the government is a________ by the dramatic increase in violent crime.
3. he sent her presents in an attempt to win her f_______.
4. tom began to sweep the pieces of glass up into a ______ (堆).
5. she s________ his face, looking for signs of what he was thinking.
6. i really ______ (羨慕) you and your wife— you seem so happy together.
7. — our vacation was totally ruined. — yes, definitely! not only was the food terrible, but also the weather was _______ (糟透的).
8. in my opinion, your idea is so ________ (荒謬的) that i can’t help laughing.
9. the woman has an e________ manner, but she is extremely difficult to work with.
10. some ladies think they are o_________, so they try every means to lose weight
ii. complete the following sentences without changing their meanings.
1. personally speaking, i’m for the proposal.
personally speaking, i’m _____________ the proposal.
2. would you like me to go to the people’s park with you this weekend?
would you like me _________________ to the people’s park this weekend?
3. your father is busy at his desk, so you’d better not bother him.
your father is busy at his desk, so you’d better ________________.
iii. translation.
1.it was going _______________ (由……來測試) by larry’s wife, claire.
2. claire thought it was ridiculous ____________________ (表示同情) by a robot.
3. how awful _______________ (被發現) by her, claire thought.
4. but even though tony had been so clever, he would _________________ (作一番改建).
5. she weakened _________________________ (隨著病情的加重). (as)
6. she said _________________________(她將早點出發) in order to avoid the heavy traffic.
7. last evening _____________________ ______ (一位老朋友打電話給我) whom i had not heard of for years.
8. _______________ (我一轉身) and saw jane was sitting directly behind me.
Language 篇8
unit 2 healthy eating
period 6 using language: speaking and writing
整體設計
教材分析
this is the sixth teaching period of this unit. the teacher can first check the homework, let students review what they learned in the last lesson and then lead in the new lesson.
in this period, the teaching activities will focus on speaking and writing. these activities offer students the opportunity to discuss what food they must eat to have a balanced diet and how much they should eat each day, to imagine they are planning to open a restaurant which will provide the best local dishes and a balanced diet and then to write a short passage to advertise their restaurant and its service. the practice of speaking and writing is important for students to use the vocabulary and structures they have learned. this is also a best way to test if students have mastered what they have learned. encourage them in groups to discuss how to run the business, give each other suggestions and advice and finally write a good advertisement for their restaurant.
speaking and writing are higher stages of language learning. the teacher should frequently give students some assignments of speaking and writing. only in this way can students use what they have learned more freely.
教學重點
1. develop students’ speaking and writing abilities.
2. let students learn how to make suggestions and how to give advice.
3. get students to learn to write an advertisement.
教學難點
1. let students discuss how to run their business and write an advertisement.
2. how to develop students’ writing ability.
三維目標
知識目標
1. get students to learn more about a balanced diet and healthy eating.
2. let students know how to give suggestions and advice.
3. have students know how to write an advertisement.
能力目標
1. train students’ speaking ability by discussing healthy food and healthy eating and learning how to give suggestions and advice.
2. develop students’ writing ability by learning to write an advertisement.
情感目標
1. enrich students’ knowledge of dieting culture and let them form the habit of balanced diet.
2. train students’ ability to cooperate with others.
教學過程
設計方案(一)
→step 1 revision
1. check the homework exercises.
2. ask some students to tell the story come and eat here.
3. let them give their own points of view on building a mcdonald’s restaurant in their hometown.
→step 2 warming up
1. ask students in groups to discuss the following questions:
1)what food must you eat to have a balanced diet?
2)how much should you eat each day?
2. have some students report their ideas and share with the whole class.
→step 3 speaking
1. let students to review the expressions of giving suggestions and advice. show them on the screen and have students read them aloud. make sure they understand them.
what should we do? shall we. . . ? how about. . . ?
you must/mustn’t. . . i think you ought to. . . perhaps you should. . .
you’d better. . . you need/needn’t. . . you have to/don’t have to. . .
my advice is/would be. . . you might. . . i suggest that you. . .
i would strongly advise you to. . . it might be a good idea to. . .
2. suppose the situation: imagine you are planning to open a restaurant which will provide the best local dishes in your area and a balanced diet. in groups discuss how to run the business.
3. give them enough time for their discussion and giving each other suggestions and advice.
4. ask as many students as possible to present their dialogues to the class.
→step 4 writing
ask students to write a short passage to advertise their restaurant and its service.
1. give them the following hints to help. show the following on the screen.
your writing should:
1)explain what kind of food will be offered in your restaurant
2)describe their ingredients, flavor, smell and appearance
3)explain how they will provide a balanced diet
4)explain why your restaurant will provide the best food in the area
5)explain how customers will be served
2. ask students to do their writing.
3. let some of them read their writing to the class. others should give comments.
→step 5 speaking task
1. ask students to read the following expressions aloud make sure they understand them.
i’m not sure that!
you could be right, but. . .
(i’m afraid)i don’t agree.
i agree up to a point, but. . .
that’s an interesting idea, but. . .
do you really think. . . ?
rubbish! /nonsense!
you can’t be serious!
actually, /as a matter of fact, i think. . .
that’s not how i see it.
2. let them turn to page 53 and read the directions. make sure they know what to do.
3. ask some groups to present their discussion to the class.
sample dialogue:
a: let’s vote for mcdonald’s. they are good for children and always provide a place for them to play in their restaurant. that’s a good idea. they are good value too and children love the chips there.
b: no, i don’t agree. look how fat some of the children in this town are! do we want all the children in this town to be fat when this never used to be a problem! please keep fatty food away from our children. let’s vote against this mcdonald’s.
a: i don’t think we should. what about the jobs they will bring and the people who will come from other towns to eat at our mcdonald’s. certainly they will be good for business.
b: i don’t think so. people can just as easily go to other towns. it’s true they come to buy food at mcdonald’s but they don’t always buy other things in the town. they are usually people who are traveling through our town to another place.
a: all right. but people need jobs in this town. we have a lot of people who are hunting for jobs.
b: certainly we do. but i know we can build another business that can produce many jobs. so let’s vote! put up your hand if you think we should build a mcdonald’s in our town! thank you. now put up your hand if you don’t want a mcdonald’s here. thank you. well i think that decides the matter, don’t you?
a: yes, i think so.
→step 6 writing task
1. ask students to turn to page 53 to read the directions and make sure they know what to do.
2. students write an article describing what they think should be built on the land instead of a mcdonald’s restaurant, introduce it fully in words and draw a plan. remind them to be sure of the order of their article:
1)describe the new design
2)draw a plan
3)explain the advantages of their idea
3. ask some students to read their articles to the class. the teacher and others should give comments.
sample writing:
an idea for a new library
my idea is to build a new library for our community. it will need one large room for the books and one for the employees to rest, have tea and eat their lunch in. it could be a place where people sit and relax and read some of the books if they want to.
this is how i think the library should be designed to let people see the largest number of books. there should be shelves all round the room for people to keep books and some free-standing shelves in the middle of the room to hold even more. these shelves should be divided into sections so that each book shelf holds a certain kind of book. for example, all history books should be organized by date so that people can easily find books they want.
my idea will help improve the education of students in our community. it will also give the adults an interest and keep their minds active.
i hope you will support my idea.
→step 7 homework
1. finish off the workbook exercises.
2. review the contents of the unit and complete summing up on page 16.
設計方案(二)
→step 1 revision
1. check the homework exercises.
2. ask students to dictate some new words, expressions and important sentences.
→step 2 warming up by debating
1. let students review the following expressions:
agreement and disagreement
i don’t agree. of course not. i don’t think so.
all right. that’s a good idea. no problem.
certainly/sure. yes, i think so. i’m afraid not.
2. divide the class into two parts: one for mcdonald’s; the other against mcdonald’s.
3. ask each group to find as much as information they will need from listening task and reading task.
4. they start their debate.
→step 3 speaking and writing
1. let students in groups discuss the following questions:
1)what food must you eat to have a balanced diet?
2)how much should you eat each day?
2. let them review the following expressions:
suggestions and advice
you must/must not. . .
what should i do?
i think you ought to. . .
i suppose you had better. . .
perhaps you should. . .
do you think you could give me some advice?
3. imagine they are planning to open a restaurant. let them in groups discuss how to run the business and give each other suggestions and advice.
4. have them write a short passage to advertise their restaurant and its services.
→step 4 writing task
ask students to imagine the old local restaurant has gone and write an article describing what they think should be built on the land instead of a mcdonald’s restaurant.
1. let them read the example on page 54.
2. advise them they should arrange the structure of their article in the following order:
1)describe the new design
2)draw a plan
3)explain the advantages of their idea
→step 5 homework
1. finish off the workbook exercises.
2. write the two articles in your exercise book.
板書設計
unit 2 healthy eating
speaking and writing
suggestions and advice agreement and disagreement
what should we do?
shall we. . . ? how about. . . ?
you’d better. . . . you might. . . .
you must/mustn’t. . . . i suggest that you. . . .
i think you ought to. . . . perhaps you should. . . .
you need/needn’t. . . .
you have to/don’t have to. . . .
my advice is/would be. . . .
i would strongly advised you to. . . .
it might be a good idea to. . . . i’m not sure that!
you could be right, but. . . .
(i’m afraid)i don’t agree.
i agree up to a point, but. . . .
that’s an interesting idea, but. . . .
dou you really think. . . ?
rubbish! /nonsense!
you can’t be serious!
actually, /as a matter of fact, i think. . . .
that’s not how i see it.
活動與探究
step 1 look up words related to food and drink in the dictionary or surf the internet to find as many as you can to make a list and divide them into groups by energy-giving food, body-building food and protective food.
step 2 in pairs, discuss what makes an enjoyable chinese meal. then make two chinese menus, one from the north and the other from the south of china. remember to make your menus different and show the dishes of those areas. then work out whether these menus are balanced or not.
Language 篇9
eyes and language一、 章節分析（一）綜述本章節是補充閱讀材料，通過介紹在人際交往中眼神交流所起的重要作用，來進一步說明肢體語言的重要性，同時也幫助學生明確在不同文化背景中所表達的不同含義。本課的任務有兩個：1 對課文進行整體閱讀，培養學生略讀、掃讀、細讀等閱讀能力。2 培養學生的文化意識。結合課文和學生的實際情況，幫助學生明確同樣的肢體動作在不同文化背景中表達的意義差異，從而培養學生的跨文化交際意識和能力。（二）閱讀目標1 知識目標學習課文中重點詞、詞組、句型和語法。2 能力目標提高學生的閱讀理解能力和培養學生的閱讀技巧。閱讀準備、略讀、掃讀、細讀等是高中學生必須具備的閱讀技能。 3 情感目標啟發學生對語言和文化之間關系的思考,進一步明確when you are in rome, do as romans do 的重要性。 （三）教學方法 采用任務型教學法，通過表演、提問、小組合作等手段，來達到教學目的。（四）重點和難點1 詞匯學習1) 核心詞匯l communicate l situation l contact l signal l maintain l lack l consider l frequent 2) 拓展詞匯l hostility l subtle l boredom 3) 詞組和短語l the key to l as a matter of fact l lead to l stare at 2 句型學習consider sb/ sth as…一、 教學設計（teaching designs）
教學內容
教學實施建議
教學資源參考
pre-reading 這部分是主閱讀的延伸，故在引入環節可以采用復習手段，既能加深學生對本章節主題的理解，又能很自然過渡到對課文的閱讀。要求學生完成兩份任務:l 介紹debbie and simon接人待物的成功與失敗，說明body language的重要性。l 請班級中一些學生利用一些肢體動作，表達自己不同情感。要求其他學生猜測他們所表達的含義。具體處理這部分內容的建議見[鏈接1]。
while-reading 這是本課的主體部分，也是老師要處理的重點，既要引導學生學習重點詞匯和句型，又要提高學生的閱讀理解能力，培養學生的閱讀技巧。l 要求學生帶著問題快速通讀全文，了解文章大意。l 要求學生分段閱讀，針對各段采用提問，完成表格等不同手段進一步理解課文，然后總結段落大意，掌握文章的篇章結構。完成a2中的練習。l 培養學生猜詞能力。在閱讀的過程中，要求學生根句上下文，推測新單詞的詞意。完成課本第18頁a1中的練習。頁碼《牛津英語教學參考》page18
post-reading 這是課文的拓展部分，對本部分的處理，建議分為兩快。l 以ppt或圖片等的形式向學生展示不同的手勢，要求學生根據自己生活經驗來猜測它們表達的含義，并完成課本第19頁a3中的練習，同時提問是否這些手勢在不同的國家具有不同的含義，提醒他們注意文化背景和肢體語言之間的關系。 l 要求學生四人或五人為一小組，課后進行在不同文化背景中肢體語言差異的研究。然后全班交流。[鏈接3]中提供了一個學生研究課件。 [cultural difference ]可掃描書本上手勢圖片或補充其他的圖片。[鏈接1]說明：本部分內容的處理是以舊帶新，通過復習已經學過的內容，來引出本篇課文。同時要求學生利用學過的知識來表演，猜測，加強學生溝通能力，拓寬學生溝通渠道 。1 教師邀請兩位學生上臺，情景是顧客進門時他們是如何問候顧客的。要求：只能使用肢體語言。一位扮演simon , 一位扮演debbie, 要求他們根據自己的理解來表演。2 在simon 表演后，請班級其他同學描述simon的肢體動作，說明他的肢體動作傳達的含義。對debbie肢體動作的復習同上。3 教師請學生總結：communication is more than speaking and listening . body language is also very important . 4 教師在幫助學生再次明確肢體語言重要性后，要求學生思考：which plays the most important role in communication, eye, nose or mouth ? 從而引出在與人交往中，eye contact 是必不可少的。5 請一些學生用眼神來表達不同的情感，請其他學生來判斷他們的表演是否恰當，同時補充一些關于情感方面的詞匯，如：angry, sad, embarrassed ,depressed, excited, happy, disappointed, surprised, guilty 等.[鏈接2]說明：本部分建議采用任務型閱讀教學的方法，提高學生閱讀理解能力，培養學生的閱讀技巧，同時增強學生跨文化交流的意識。如果將這部分教材處理成單純的將授課，那么就很那達到提高學生閱讀能力的目標。提供一份教案。step one skimming --- to get the general idea of the passage skim the passage to get the general idea of the passage.answer the following wh- questions in what ways do people communicate with each other ? what is the key to communication ? what is considered necessary in conversation in western cultures ? do you agree the saying that the more eye contact you have , the more polite you will be ? step two scanning --- to get certain facts scan the passage to find facts to complete these sentences. put one word in each space. the _____ you say something is far more than the thing you say. _______ contact is the key to communication .__________ eye contact in conversation is necessary in western culture. eye contact is a ________ thing. ( way; eye; maintaining; subtle ) step three reading ---to have a deep understanding of the passage. 1 read the passage one paragraph after another.2 ask students to raise questions about each paragraph to test their understanding of the paragraph .3 summarize each paragraph of the passage. para 1. the importance of body language para 2. eye contact ---the key to communication para 3. the importance of eye contact in western culturepara 4. the subtlety of eye contact 4 do ex a 2. directions: 1) students work in group of two . 2) one asks and the other answers and then change the role. 3) discuss 1 and 4 in class, asking students to give some examples to illustrate their point of view. step four production ---to enlarge students’ knowledge and deepen their understanding of cultural differences .1 look at the pictures of some gestures and hand shapes. match them with the descriptions . page 19.2 ask students to think of some gestures whose meanings may change under different cultural backgrounds. 3 from the examples given by students the teacher help students understand the importance of the proverb ---when you are in rome, do as romans do.step five assignment ---to do some research work on the effect of cultural differences on body language. directions:1 divide the students into groups of four .2 choose one research aspect 3 collect some information on it.4 analyze the information and form your own opinion. 5 report it to the class in ppt （ppt cultural difference）[鏈接3]說明：這是知識和能力的拓展部分，要求學生在對課文的理解和掌握的基礎上，進行拓展活動，不僅能增強學生運用語言的能力，而且培養學生自習自研的精神和文化意識，使得他們在將來與人交往中有更好的溝通能力。此活動可根據學生的實際情況和他們的學生能力作調整。 提供學生課件一份(cultural difference )
Language 篇10
reference for teaching
�、�.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.
�、�.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��！
（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。
�、�.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。
�、�.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 篇11
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 篇12
period 4 language points in reading
step 1 important language points
1. introduce 介紹，正式提交，實施
he introduced me to a greek girl at the party.
the first lecture introduces students to the main topics of the course.
the company is introducing a new range of products this year.
the new law was introduced in 1991.
2.nine years of compulsory education_____________________
3.be highly successful_____________________
highly 與high 區別; close 與closely 區別
1)do you see that butterfly flying high above the street?
你是否看見那只蝴蝶在街道上方高高飛舞 著？
2)the distinguished guests were highly praised.貴賓們受到了高度贊揚。
引申：suddenly the door was ______and in came mr. wang.
a. open wide b. widely open c. wide opened d. open widely
（答案為c，由前面的suddenly可見，此句強調動作，故用被動語態，而不用形容詞，wide與widely都有副詞，但是意義不同，他們的區別好象deep/deeply，high/highly，close/closely）
4. it is reported that 據報道…
類似的句型還有：it is said/ believed/hoped/announced that …
5.be closely linked to_____________________
6.make a commitment to provide …作出一項承諾提供
�、�(n.)______________
1)make a commitment to sb.to do sth.=make a promise作出承諾
2)she doesn’t want to make a commitment to steve at the moment._____________________
�、� commit vt. ______________
to sth.
commit sb./yourself to doing sth.向……承諾做某事
to do
e.g.1）總統承諾要改革衛生保健制度。
the president is committed ____________________.
2）雙方承諾和平解決矛盾。
both sides committed themselves to_________________________.
7. face similar difficulties_____________________
�、賔ace to face 面對面地
i rushed out of the office and found myself face-to-face with the boss.
"我沖出辦公室,面對面地碰上了老板。"
the burglar turned the corner and found himself face to face with a policeman.
那竊賊轉過墻角，面對面碰上一個警察。
�、趇n the face of 不顧；面對，在…前面
he succeeded______________________________. 盡管有巨大的困難，但他成功了。
③be faced with 面臨
i realized that hamlet was faced with an entirely different problem.
我意識到hamlet面臨著完全不同的問題。
the state is now faced with the immediate question of raising new taxes.
國家面臨緊迫的問題，收新稅。
8.to begin with,it is important to create a positive attitude.______________________
to begin with
1)首先，第一
i’m not going. ______________,i haven’t a ticket, and secondly i don’t like the play.
我不去。一來我沒票，二來我不喜歡這出戲。
2)起初
___________________he had no money, but later he became quite rich.
他起初沒錢，可是后來相當富有了。
9. attach importance to ….認為。。。很重要
~ importance/significance/value/weight, etc. (to sth)
e.g我認為這個研究十分重要。i attach great importance to this research.
to attach
�、賢o attach sth. to sth. 將某物系在、縛在或附在另一物上
to attach a label to each piece of luggage _______________________
�、趖o attach sb. to sb. /sth. 將某人派給（一人或一組織）去執行某任務，使隸屬于（尤用于被動語態）
you’ll be attached to this department until the end of this year.
你在年底前將暫屬于這一部門。
③to attach oneself to sb./sth. （有時指不受歡迎或未受邀請而）依附某人、參加某事
a young man attached himself to me at the party and i couldn’t get rid of him.
聚會中有個小年青總纏著我，我也甩不開他。
④to attach sth. to sth. _______________________________
do you attach any importance to what he said? 你認為他說的話重要嗎？
�、輙o attach to sb. 與某人相關聯，歸于某人
no blame attaches to you in this blame. 這件事不怪你。
10.have a tendency to be absent______________________
11.drop out 中途退學，輟學
drop behind 落后
drop by 順便訪問：停下做短暫訪問
drop off 睡著；減少
drop in 順便走訪, 不預先通知的拜訪
attendance at football matches have______since the coming of television.
a.dropped in b.dropped off c.dropped out d.dropped down
10.be skeptical of anything that_____________________
take children away from their work on the farm不讓孩子們田里勞動
12. be willing /unwilling to do （不）愿意。（不）樂意
they keep a list of people (who are) willing to work nights.
他們有一份愿意夜間工作的人的名單。
i’m perfectly willing to discuss the problem.我十分樂意討論這個問題。
they are unwilling to invest any more money in the project. 他們不愿再為這個項目投資。
she was unable, or unwilling, to give me any further details.
她不能，或不愿意，向我提供進一步的細節。
13. mean 想要，意思是；
�、� [常用被動] ~ sb for sth| ~ sb to be sth （想要某人成為，想要某人去做）
i was never meant for the army (= did not have the qualities needed to become a soldier).
我根本就不是塊當兵的料。
②by all means可以，當然行，沒問題
‘do you mind if i have a look?’ ‘by all means.’借我看一眼行嗎？當然可以。
�、踒y means of sth (formal) 借助…手段，依靠…方法
the load was lifted by means of a crane. 重物是用起重機吊起來的。
�、躡y no means 絕不，一點也不
she is by no means an inexperienced teacher. 她絕不是一個毫無經驗的老師。
we haven’t won yet, not by any means. 我們離成功還遠著呢。
by no means are these cases exceptional. 這些例子絕不是例外。
14.china’s large population meant that the school had to expand to take in many more students. ________________________________-
take sb. in收留，留宿e.g.he was homeless,so we took him in.
take sb. in欺騙，蒙騙 she took me in completely with her story.
她的一番花言巧語完全把我騙了。
take sth. in吸入，吞入，改小，包含 the tour takes in six european capitals.
14.result in lare class sizes結果造成班級人數很多
result in(=cause)導致，造成
result from由…產生，是…的后果
his illness resulted from eating contaminated food. 他生病是由于吃了不干凈的食物。
e.g.this method,_______in areas near shanghai,_________in a market rise in total production.
a.trying,resulting b.tired,resulted c.trying,resulted d.tried,resulting
15.in north and central australia the population is so spread out that …
spread out 分散,伸展身體，攤開東西
1)there’s more room to spread out in first class. 頭等艙寬敞些，伸得開腿。
2)do you have to spread yourself out all over the sofa？
你就非得躺下，把整個大沙發全占了才行嗎？
3)the searchers spread out to cover the area faster. 搜索人員分散開來,好更快搜索這一地區。
16.australia uses “distance settlements can be as far as
as far as the eye can / could see 極目所盡
the bleak moorland stretched on all sides as far as the eye could see.
荒涼的曠野向四面伸展開去，一望無際。
as far as i know |/as far as i can re member/see/ tell, etc. 就我所知道/據我所記得的/依我看。
as far as we knew, there was no cause for concern. 就我們所知，沒什么可擔心的。
as far as i can see, you’ve done nothing wrong. 依我看，你沒有做錯任何事。
she lived in chicago, as far as i can remember. 據我所記得的，她過去住在chicago。
as / so far as sb/sth is concerned |就…而言
as far as i am concerned, you can do what you like.就我而言，你想干什么就干什么。
17. available 可獲得的，可找到的，有空的
tickets are available free of charge from the school. 學校有免費票。
when will the information be made available? 何時才能了解到情況？
further information is available on request. 詳情備索。
this was the only room available. 這是唯一可用的房間。
we’ll send you a copy as soon as it becomes available. 一有貨我們就會給你郵寄一本去。
every available doctor was called to the scene.所有能找到的醫生都備召集到了現場。
will she be available this afternoon? 今天下午她有空嗎？
18. rely on /upon 依賴； 依靠
these days we rely heavily on computers to organize our work.
[+ -ing] the industry relies on the price of raw materials remaining low.
you can rely on me to keep your secret.
he can’t be relied on to tell the truth
19. adopt 收養，采用 （方法）；采納（建議，政策等）
all three teams adopted different approaches to the problem.
三個隊處理這個問題的方法各不相同。
the council is expected to adopt the new policy at its next meeting.
委員會有望在下次會議上正式通過這項新政策。
20. overcome 克服，戰勝
she overcame injury to win the olympic gold medal.
the two parties managed to overcome their differences on the issue.
step 2 useful phrases in the reading
Language 篇13
unit 1 festivals around the world
period 6 using language: speaking and writing
整體設計
教材分析
this is the sixth teaching period of this unit. the teacher can first check the homework, let students review what they learned in the last lesson and then lead in the new lesson.
in this period, teaching activities will focus on speaking and writing, which belongs to knowledge extension of this unit. especially, the writing offers students the opportunity to imagine the story a sad love story and to use their own ideas to change the ending. the practice of creative or imaginative writing is important for students to use the vocabulary and structures they have learned. this is also a best way to test if students have mastered what they have learned. encourage them to think of how they would feel in a similar situation or how they might imagine alternatives. they can reflect on stories that they know or have seen in films if they wish.
writing is a higher stage of language learning. the teacher should frequently give students some assignments of writing. only in this way, can students use what they have learned more freely.
教學重點
1. develop students’ speaking and writing abilities.
2. get students to use their own ideas to change the ending of a story.
教學難點
1. let students create a new festival and make a short report about it.
2. how to develop students’ writing ability.
三維目標
知識目標
1. get students to learn more about festivals.
2. let students know how to change the ending of a story.
能力目標
1. train students speaking ability, especially talking about festivals.
2. develop students’ writing ability to change the ending of a story.
情感目標
1. stimulate students’ love of national culture and customs.
2. train students’ ability to cooperate with others.
教學過程
設計方案(一)
→step 1 revision
1. check the homework exercises.
2. ask students to translate the following sentences.
1)胡謹說她下班后會在咖啡館和他見面的, 可現在她卻不見人影。
2)她說她會在七點到達, 李方認為她會守信用的。
3)他一整天都在盼著見到她。
4)他不想沉住氣等她來道歉, 他要用咖啡來解愁。
5)李方動身往家走, 心里想: “我想胡謹是不愛我了, 把這些鮮花和巧克力都扔了吧, 我可不想因它們想起她來�！庇谑撬瓦@樣做了。
6)在回家的路上, 他神情失落地走過拐角處的一家茶館, 忽然聽到有人喊他, 那是胡謹在向他招手。
three students are asked to the front. they have two sentences each and write their answers on the blackboard. the others translate the sentences with the textbook closed. check the answers after most of them finish.
keys for reference:
1)hu jin had said she would meet him at the coffee shop after work, but she didn’t turn up.
2)she said she would be there at seven o’clock, and he thought she would keep her word.
3)he had looked forward to meeting her all day.
4)he was not going to hold his breath for her to apologize. he would drown his sadness in coffee.
5)as li fang set off for home, he thought, “i guess hu jin doesn’t love me. i’ll just throw these flowers and chocolates away. i don’t want them to remind me of her. ” so he did.
6)as he sadly passed the tea shop on the corner on his way home, he heard a voice calling him. there was hu jin waving at him.
→step 2 warming up
1. ask students to read the story about li fang again and discuss in groups the question: what do you think is going to happen to li fang and hu jin?
2. have some students to report their ideas and share with the whole class.
→step 3 writing
1. give students the following hints to help them prepare for writing.
1)think of how li fang will explain that the flowers and chocolates are gone.
2)think of what hu jin will say when she hears that news.
3)think of an ending to the story that will solve the problem. will li fang be happy or sad?
2. ask students to write their own ending to the story.
3. ask some students to read their writing to the class. the others should give comments.
→step 4 speaking
1. tell students: there are many festivals around the world, but sometimes we need to create new festivals for particular reasons. now we have the chance to create a new festival.
2. ask them to talk with their partner and make a name for their festival they will create.
3. let them discuss the following points.
1)when the festival takes place.
2)what the festival is for.
3)what people do at the festival.
4)what people eat at the festival.
4. have them to prepare a short report about their new festival.
5. ask as many students as possible to present their report to the class.
→step 5 writing task
1. let students to review the following expressions they will use.
you must. . . .
you should. . . .
you could. . . .
you can. . . .
you might. . . .
you would. . . .
you would have to. . . .
you need. . . .
2. ask students to turn to page 46 to read the directions and make sure they know what to do.
3. students write a brochure for the new festival they have created, introduce it and give advice to those who want to come. remind them to be sure to include the following points.
1)where it will take place
2)how people can get there
3)what kind of weather people should expect
4)what things people should bring
5)three things that visitors should see
6)how much it will cost
4. ask some students to read their brochure to the class. the others should give comments.
5. ask some students to read their letters to the class.
→step 6 homework
1. finish off the workbook exercises.
2. review the contents of the unit and complete summing up on page 8.
設計方案(二)
→step 1 revision
1. check the homework exercises.
2. ask students to dictate some new words, expressions and important sentences.
3. let students to review the following expressions they will use.
you must. . . .
you should. . . .
you could. . . .
you can. . . .
you might. . . .
you would. . . .
you would have to. . . .
you need. . . .
→step 2 speaking and writing
1. ask students to create a new festival.
2. let them prepare a short report and present it to the class.
3. have them write a brochure for the new festival they have created, introduce it and give advice to those who want to come.
→step 3 reading and writing
1. ask students to read the story a sad love story again and retell it.
2. let them discuss the question in groups:
what do you think is going to happen to li fang and hu jin?
3. have them write their own ending to the story.
4. ask as many students as possible to read their ending to the class and give some remarks.
→step 4 closing down by telling love stories
1. ask students the question:
what more do you know about qiqiao festival? can you tell us the story of zhinu and niulang?
2. let some of them tell the story of zhinu and niulang.
3. have them to tell other more love stories such as liang shanbo and zhu yingtai, romeo and juliet, and so on.
→step 5 homework
1. finish off the workbook exercises.
2. do some writing in your exercise book.
板書設計
unit 1 festivals around the world
speaking and writing
speaking writing
points to discuss:
1)when the festival takes place.
2)what the festival is for.
3)what people do at the festival.
4)what people eat at the festival. points to include:
1)where it will take place.
2)how people can get there.
3)what kind of weather people should expect.
4)what things people should bring.
5)three things that visitors should see.
6)how much it will cost.
活動與探究
discuss in small groups what maybe happen at the end of the story a sad love story. rewrite the story into a stage play. then rehearse their play and act it out in front of the class. the teacher is advised to hold an english party to offer chances to perform.