Language（精选13篇）
Language 篇1
牛津高中英语教学设计
单 元：unit 2 language
板 块：project 1
课堂设计指导思想：
如果“welcome”是一个单元的序曲，project则是单元的尾声。就像一首动听感人的乐曲，需要每个章节都有恰到好处的表现一样，单元的处理也要采取各种适当的方式来进行演绎。 project的设计通常由两部分构成：一篇阅读文本和学生的合作项目，要处理得得当，真正操作起来是有很高的要求的。这种要求体现在：学生方面，需要投入大量的时间、精力以及超出语言学习本身的各种社会交往、协调、工作能力；对于老师，则要有统筹、策划和全盘掌控、指导的能力。在很多学校，由于受到时间的限制或是应试的影响，“project”往往予以忽略，或者干脆作为“reading”来教，这与“project”设计的本源初衷是相违背的，对于学生终身发展也是错过了很好的锻炼机会。所以“project”还是要还其本来面目，当然我们不能否认从中国国情的实际出发，我们在具体操作上应该因时因地制宜，作出适当调整和取舍，这是符合客观规律的。本课时的设计为“project”的第一课时，主要是侧重于文本的处理。对于“project”的文本，我们在实际操作中达成了这样的认识：文本是用以阅读的，但是不同于“reading”的阅读，“project”的文本阅读不是单单以获取信息、了解文本为目的的，它的存在是以阅读为基础，为下一课时的图册文本设计提供信息与蓝本。
teaching aims:
1. get to know the development of chinese characters;
2. get informed of the formation of chinese characters;
3. learn to explain the chinese character by the way it forms.
teaching procedures:
step 1 lead-in
show the students a picture of a running horse. simplify the image using lines. and explain how it became the origin of the character “马”. introduce the topic “the development of chinese characters”.
【设计说明】作为文本阅读的导入，主要实现：挑起学生的学习兴趣、激发学生的学习热情、自然而然地引至主题。
step 2 skimming
skim the text and discuss the structure of the text between partners. think about how many parts we can divide the whole text into.
【设计说明】通过快速阅读，掌握文本的结构划分，对于文本实现整体性的粗线条把握。
step 3 listening
listen to the text and summarize the main idea for each part.
【设计说明】在文本划分基础上概括每部分的总体大意。
step 4 intensive reading
part1
what makes the chinese language differ from many western languages?
the chinese language differs from many western languages in that it uses characters which have meanings and can stand alone as words. chinese character can represent ideas, objects or actions.
chinese words are formed by combining different characters.
part 2
who is said to have invented chinese writing?
cang jie.
give a short introduction of cang jie.
仓颉也称苍颉，传说为黄帝的史官，汉字的创造者。传说中仓颉生有“双瞳四目”。目有重瞳者，中国史书上记载只有三个人∶虞舜、仓颉、项羽。虞舜是禅让的圣人、孝顺的圣人，而仓颉是文圣人，项羽则是武圣人。
what fired his idea of inventing chinese characters?
footprints in the snow.
part 3
how are chinese characters formed?
1. line drawings of physical objects — pictographs (象形)
(show students a picture of examples of development of pictographs.)
(more pictographs are given for students to match with their simplified characters.)
2. combine two or more elements together to express ideas or directions and numbers (会意)
the teacher explains some characters.
examples: 家（有房有猪）采（手采摘草本植物）尖（上小下大）旦(地平线上的太阳)
more characters are given to the students. they are encouraged to use their imagination to explain them.
囚——人困于门中，伐——人持刀戈，仙——山中人，众——多人，男——田里的劳力，休——人倚木而息，明——日与月，鸣——鸟口之声，孬——不好，森——众木，炎——多火，本——木之根，末——木之梢，歪——不正
3. combine meaning and sound —— pictophonetic characters (形声)
the teacher gives examples: 砖 编 聆 骂
ask the students to have a discussion with the partner and try to find some more examples of pictophonetic characters.
part 4
when were simplified chinese characters introduced by the chinese government?
in the 1950s.
where are simplified chinese characters used?
in mainland china.
【设计说明】在掌握文本结构，主体大意的基础上，进行文本的精细阅读，目的是在理解文本细节的基础上，为project的图册设计进行素材的收集，写作结构的梳理。
step 5 retelling
retelling the development of chinese character according to what we’ve learned today.
【设计说明】内容复述是对于文本阅读的及时检验，学生只有在对文本结构、内容两者都充分理解的基础上才可能实现流畅的复述。复述的形式可以采用同桌间操练，之后随机选取同学进行陈述的方式，更为理想的是全班随机复述，每人一句。
step 6 dialogue
make up a dialogue discussing the development of chinese characters.
【设计说明】进一步检测、确认学生对文本的理解，在理解的基础上鼓励学生的创造性思维，鼓励基于文本、高于文本的对话创作。
step 7 homework
find more information on the internet about the development of chinese characters.
【设计说明】通过网络阅读，提高学生搜寻、定位、整合信息的能力，为下一课时的图册制作实现素材的积累。
Language 篇2
牛津高中英语教学设计
单 元：unit 2 language
板 块：grammar and usage 2
课堂设计指导思想：
万事皆有规律，规律是事物必然的、内在的、稳定的、固有的联系。语言学习中的规律则是语法。语法是枯燥的规律，但在这些规律指导下的语言是丰富多彩、生动活泼的。语法的教学既要讲透规律，更要帮助学生通过多种途径，加深对于规律的感性认识，从而帮助学生将规律内化为语言使用的范式，进而成为自觉的语言综合运用的能力。本节语法课从学生已有认知开始，带领学生温故知新，体验新的学习，并通过多种途径推动学生对语法规律的感性认识。
teaching aims:
1. to learn all noun clauses and help students judge different noun clauses;
2. to learn question words in noun clause;
3. to learn how to use it as an empty subject.
teaching procedures:
step 1 lead-in
i. go over the different noun clauses such as subject clause, object clause, predictive clause, and appositive clause.
1. you know that i am a teacher of english. (object clause)
2. that i am a teacher of english is known to you all. (subject clause)
3. it is known to you all that i am a teacher of english.(subject clause)
4. the fact that i am a teacher of english is known to you all. (appositive clause)
5. i am worried about whether you can do well in the exam. (object clause)
6. what i am worried about is whether you can do well in the exam.
(subject clause) (predictive clause)
ii. introduce all question words in noun clauses, such as what ,which, who ,whom, where, when, how, why, and whose. tell students to pay attention to the order of noun clauses and don’t leave out question words.
conjunctions of noun clauses:
连接词：that, whether, if, as if(as though)
连接代词：what, whatever, who, whoever,
whom, whose, which （作主语/宾语）
连接副词：when, where, how, why（作状语）
【设计说明】 因为这是语法名词性从句的second period，所以一开始先对上一单元语法的first period进行简单复习与回顾——名词性从句的种类及语法成分，然后对名词性从句的连词进行归类，过渡到本课内容——由疑问词引导的名词性从句。the teacher starts the lesson with a short introduction of herself. a competition is held to guess different careers. and the topic of ‘director’ is introduced.
step 2 noun clauses introduced by question words：
1）what was he doing ? his father was surprised.
what he was doing surprised his father.
subject clause 主语从句
2）what’s your first impression of him? i want to know.
i want to know what your first impression of him is.
object clause 宾语从句
3）how can i make a grammar lesson interesting?
that is my question.
my question is how i can make a grammar lesson interesting.
predicative clause 表语从句
4）how did peter respond to that question?
i have no idea.
i have no idea how peter responded to that question .
appositive clause 同位语从句
attention:
1. we change the word order in a clause after a question word into that of a statement.
2. we cannot leave out the question words in noun clauses in any cases.
check whether the sentences are true or false:
他是怎么成功的仍然是个谜。
how he was successful is still a puzzle. ( f )
how he was successful is still a puzzle. ( t )
你能告诉我他住在什么地方吗？
could you tell me what was the matter with me. ( t )
could you tell me what the matter was with me. ( f )
fill in the blanks using “that/ whether / where/ how/when
1. i have no idea __where _______ he comes from.
2. _how_______ he got the money is still uncertain.
3. he gave us many suggestions __ that ______ we should get up earlier and take more exercise.
4. i have no doubt ____ that ____ he will win.
5. i have some doubt _ whether _______ he will win.
6. the thing that troubles me is __ when ____ to head for europe.
【设计说明】通过把2个简单的句子合并成一个名词性从句，练习疑问词引导的名词性从句。并提出注意点：1）疑问词后的名词性从句语序要用陈述句的语序；2）任何连接名词性从句的wh-连词都不能省。再通过判断和填空的练习，巩固这部分内容。
step 3 “it” as empty subject and object
i. review the function of “it”:
1. it’s a book. (指代)
2. it’s ten o’clock. (时间)
3. it’s raining outside. (天气)
4. it’s a long way to the museum. (距离)
ii. empty subject “it”:
1. we can use it as an empty subject
a .when we use a noun clause as the subject of a sentence.
a. (preferable) it is certain that we would not be able to understand old english today. =
(correct) that we would not be able to understand old english today is certain.
b. (preferable) it is easy to answer whether english will continue changing in the future. =
(correct) whether english will continue changing in the future is easy to answer.
c. (preferable) it depends on the style of writing when we use certain words. =
(correct) when we use certain words depends on the style of writing.
b. when the subject is a to-infinitive.
a. (preferable) it is hard to master a foreign language. =
(correct) to master a foreign language is hard.
b. (preferable) it is important to know how to use a computer. =
(correct) to know how to use a computer is important.
c. when the subject is a v-ing form.
a. ( preferable) smoking is difficult to stop. =
(correct) it is difficult to stop smoking.
b. (preferable) travelling to beijing takes up a lot of my time. =
(correct) it takes a lot of my time travelling to beijing.
tip:
we usually use the empty subject it with a clause or to-infinitive (preferable), but with the v-ing form we prefer the real subject at the beginning.
ш. it can also be used before seem, appear, happen, chance, turn out and prove as the empty subject of a sentence.
a. it seems that he speaks two languages. =
he seems to speak two languages.
b. it happens that my new neighbor comes from my home town. =
my new neighbor happens to come from my home town.
iv. we can emphasize the subject, object, or adverbial in a sentence by using it +be+ the word/phrase you emphasize+ a clause introduced by that or who.
the part we emphasize:
1. it is prof. li who teaches us english. （emphasize the subject）
2. it is english that prof. li teaches us. （emphasize the object）
3. it was in shanghai that i saw the film. （emphasize the adverbial）
multiple choices：
1、___d___ is a fact that english is being accepted as an international language. (nmet1995)
a. there b. this c. that d. it
2.i like___c___ in the autumn when the weather is clear and bright. （04全国）
a this b that c it d one
3、the chairman thought ___b___ necessary to invite professor smith to speak at the meeting. （05全国卷1）
a.that b.it c.this d.him
brainstorming:
it is ________________that keeps us healthy.
【设计说明】先简单复习“it” 的功能。在英语中为了避免头重脚轻，我们经常把主要信息放在句子后面部分，而用it作形式主语。然后讲解it的用途 ：当 真正主语为从句或不定式时，最好用it作形式主语，当真正主语为v-ing时，还是把v-ing主语放句首。之后配上一定练习和造句进行巩固。
step 4 other important cases of noun clauses:
i.同位语从句和定语从句的区别:
1.定语从句是先行词的修饰语，它不涉及先行词的具体内容。定语从句中that不但起连接作用，而且在定语从句中充当一个句子成分，充当从句的宾语成分时可省略。
2.同位语从句对中心词的内容作进一步的解释和说明，表明中心词的具体内容。引导同位语从句的that在同位语从句中不做任何成分，只起连接作用，无具体含义，且不可省略。
attributive or appositive
1） we expressed the hope that they had expressed. (at)
2） we expressed the hope that they would come to china again. (ap)
3） the information has been announced that more middle school graduates will be admitted into university. (ap)
4） the information that he revealed at the meeting is of great value. (at)
ii.疑问词 + ever和no matter + 疑问词的区别：
①疑问词 + ever可引导名词性从句，在主从句中要充当一定的部分。
whoever breaks the rule must be punished.
you can choose whatever you like in the shop.
②疑问词 + ever还可引导让步状语从句。如：
whoever breaks the rule, he must be punished.
whatever you do, you must do it well.
③no matter + 疑问词只能引导让步状语从句。
no matter what you do, you must do it well.
no matter who breaks the rule, he must be punished.
iii.名词性从句中的虚拟语气问题：
1.在order、suggest、demand、request、advise、be anxious that等所接的宾语从句中用“should” 型虚拟语气，“should” 常省略。 在order、suggestion等名词后同位语从句、表语从句中用“should ”型虚拟语气，可省略“should”.
2.在as if、as though引导的表语从句中，在必要的情况下应用过去式虚拟语气。
3.在suggest、insist后会出现两种语气：
he suggested that i （should）turn to my boss.
the expression on his face suggested that he was angry
the old man insisted that he was still young.
the police insisted that we should offer proof.
4. 在主语从句中：it is necessary/important/strange/natural/…that…
5. wish后，从句中的时态在原本的时态上退一步。
高考链接：
1、someone is ringing the doorbell. go and see _d___. (全国)
a. who is he b. who he is c. who is it d. who it is
2、the photographs will show you __b__.（met1989）
a. what does our village look like
b. what our village looks like
c. how does our village look like
d. how our village looks like
3. it is strange that he ___b__ you this.
a. would tell b. should tell c. had told d. has told
4. what the doctors really doubt is __b___my mother will recover from the serious disease soon. ( 上海)
a. when b. if c. whether d. why
5. great changes have taken place in that school. it is no longer ___a___ it was 20 years ago, _____ it was so poorly equipped. （安徽)
a. what; when b. that; which
c. what; which d. which; that
6. __c___ leaves the room last ought to turn off the lights. (met1988)
a. anyone b. the person c. whoever d. who
7. i was surprised by her words, which made me recognize __a_ silly mistakes i had made. （湖南）
a. what b. that c. how d. which
8. parents are taught to understand ____b__ important education is to their children’s future. （广东）
a. that b. how c. such d. so
9. the teacher demanded that the work ___b__ before 4 o’clock.
a. finished b. be finished c. should finish d. finish
10. his suggestion that you ___a__ once more sounds reasonable.
a. try b. tries c. must try d. can try
11. scientists think that the continents ___c___ always where they _____ today.
(北京)
a. aren’t; are b. aren’t; were
c. weren’t; are d. weren’t; were
12、— hurry up! alice and sue are waiting for you at the school gate.
— oh! i thought they ___d___ without me. (江西)
a.went b.are going c.have gone d.had gone
13. i wish—i could work for the un_____(我能为联合国工作）。
14. how i wish—i had attended the opening ceremony yesterday__（我昨天参加了开幕式）。
【设计说明】通过讲解和高考题的训练，补充完善名词性从句考点，做到讲练结合。如同位语从句与定语从句的比较区别，引导词 “that” 与 “what、that if” 与 “whether”的区别、名词性从句的时态和语序问题等。
step 5 finish the following dialogue by filling in the proper words
jerry: i’m a journalist from china, congratulations on winning the election of president.
obama: thank you!
j: i often wonder _why__you have so many fans and supporters.
o: i am really grateful. it is their support and faith in me ___that_ make me successful.
j: the fact _that__ your are the first black president brings hope to many people all over the world.
o: i can imagine. i will try my best regardless of the result __whether_ i will make it or not.
j: we all know you have a quite happy family and your two daughters are so lovely.
o: oh, you bet(当然). i enjoy the moment _when__ i’m with my family. _it__ is relaxing and pleasant to play with my daughters.
j: and your wife also plays an important part in your whole life, right?
o: that’s __what_ i feel and she’ also a good mother.
j: my last question is _when_ you will take the post? (上任)
o: in january, .
j: thank you for sparing me so much time.
o: you are welcome.
【设计说明】这是语法教学上升到语篇层面的运用, 也是把枯燥的语法知识运用到实际生活中，通过完成对话，再次复习本节课所授知识。
step 6 homework
finish the exercises on page 100. and preview the instructions in the task.
【设计说明】通过书后练习，巩固本课学习内容，通过预习为下一课时做准备。
Language 篇3
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) 你应该养成习惯，吃饭之前要洗手。 you should ______ ______ ______ ______ to wash your hands before dinner.2) 老板使得工人们整天整夜的工作。 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 为系动词 ① 后接形容词或名词作表语 ②没有被动 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. 吃多点水果让我感觉更好。 eg: 1) 呼吸新鲜空气对你身体有好处。 ________ ________ ________ 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? 你认为吃得好和锻炼哪个更重要？此句中do you think 为插入语，后接从句要用陈述句词序。句型结构：特殊疑问词+do you think / believe / suppose / … + 动词 + 宾语/表语 特殊疑问词+do you think / believe / suppose / … + 主语+ 动词 + 宾语/表语eg: 1）你认为他们什么时候会去美国？ ________ ________ ________ ________ ________ ________ leave for america? 2) 你认为学生们将如何处理剩下的钱？ ________ ________ ________ ________ ________ ________ ________ do with the remaining money? 3) 她认为这两本书的差别是什么？ ________ ________ ________ ________ ________ 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 板书设计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 为系动词3)特殊疑问词+do you think / believe / suppose / … + 动词 + 宾语/表语特殊疑问词+do you think / believe / suppose / … + 主语+ 动词 + 宾语/表语step vi 教后感
Language 篇4
module 8 on the town
unit 3 language in use
课题 unit3 language in use 课型 revision and application 第 4 课时
教学
目标 知识目标 to consolidate the use of infinitive and the key vocabulary in this module.
to understand the main contents of the reading passage.
能力目标 to complete the module task:preparing an entertainment poster.
情感目标 to teach the students to love lives and have an active,happy life attitude.
内容
分析 重 点 to consolidate the use of infinitive and the key vocabulary in this module.
to understand the main contents of the reading passage.
难 点 key structures: infinitive.
关 键 点 key structure: infinitive
教法学法 formal and interactive practice,
task-based 教具
学具 tape recorder or computer
教学程序 教材处理 师生活动 时间
language practice
(the use of infivitive .)
read through the sentences with the whole class.
discuss what the highlighted points indicate with the students
(infivitive)
activities 1 2 in unit 3(to summarise and consolidate infinitive.)
a1:ask them to do the activity individually,and then check with a partner..
call back the answers from the whole class as complete sentences. …
a2: oral practise.the studetns will say the whole sentences . ask them to do the activity individually,and then check with a partner..
call back the answers from the whole class as complete sentences.one asks,anotehr answers.
activities 3
(we do these activities so that we can remember and use the vocabulary in this lesson.)
activities 4 and 5.(do some listening so that i can train the students’ abilities of catching the main message through listening.)
a3: read through the words in the box with the whole class and have them repeat them chorally and invividually, if i feel it is necessary.
ask them to do the activity individually.
call back the answers from the whole class.
a4: listen and choose the correct answer.
a5:listen again and correct answers.
a6: ask them to read through the sentences individually;they can complete anything they remember immediately.play it again for them to complete,check and correct.call back the answers from the whole class.
教学程序 教材处理 师生活动 时间
activities 6 and 7
(we will do with it so that we’ll train the students’ ability of catching the main idea if the passage as quckily as they can.at the same time they must learn the learning task.)
around the world
activities 8--1 1
(do some writing) a6: ask them to do the activity individually,and then check with a partner..
call back the answers in a whole-class setting.
(teach the stduents how to find out the correct answers)
a7: ask them to do the activity individually,and then check with a partner..
call back the answers from the whole class .
read it and know more about home schooling.
a9:write a composition about preparing an entertainment poster.
板书设计 module 8 on the town
unit 3 language in use
1.infinitive
2.some key phrases or points
教学后记
Language 篇5
period 2
(一)明确目标
1. Learn to communicate with body language.
2. Train the students' reading ability.
（二）整体感知
Step 1
Read the passage "Body Talk", and let the students know people from different parts of the world use different body language.
（二）教学过程
Step 2
Get the students to read the text and discuss pre-reading and post reading questions.
(1) How is body language different from spoken language? What do they have in common?
(2) Sometimes we say one thing but our body language says something different. Why does this happen? Can you think of any examples?
Step 3
Work in pairs. Complete the chart on page 60.
Step 4
Listen to the tape and read the passage.
Step 5
Deal with the language points. Ask the students to pick out the useful expressions, and then do some exercises to practise the language points.
（四）总结、扩展
Step 6
Do "Word-study"
Step 7
Grammar The -ing Form (2)
Step 8
Do Exercise 2--3 on page 62.
（五）随堂练习
用适当的词填空:
Body language is used by people for sending messages to one another. It is very _____ because it can help you make ____ easily understood. When you are _______ with others, you are not just _____ words, but also using expressions _____ gestures. For example, waving one's hand _____ to say "Goodbye". Shaking hands ____ welcome, and clapping(拍 ) hands ____ congratulations. Nodding the head means ____, but shaking the head means____. The gestures are accepted both Chinese and foreigners as having same meanings.
Different countries _____ different body language. For ____, men in Russia, France ______Arab countries kiss each other _____they meet, but men in _____ or Australia shake hands instead _____ kissing. people in puerto Rico ______ touching each other, but people in Britain do ____ touch each other. people in countries keep standing close to ____ another when they are talking, English people must keep a distance _____ when they are talking. When you use a foreign _____, it is very important to know the of gestures and movements in the foreign country. Following the ____ will help you communicate _____ people and make your stay there much more _____ and comfortable.
参考答案：
helpful/useful; yourself; talking; using; and; is; means; means; agreement; disagreement; by; the; have; example; and; when; China; of; like; not; Arab; one; but; away; language; meanings; customs; with; pleasant/easy
Language 篇6
period 2
(一)明确目标
1. Learn to communicate with body language.
2. Train the students' reading ability.
（二）整体感知
Step 1
Read the passage "Body Talk", and let the students know people from different parts of the world use different body language.
（二）教学过程
Step 2
Get the students to read the text and discuss pre-reading and post reading questions.
(1) How is body language different from spoken language? What do they have in common?
(2) Sometimes we say one thing but our body language says something different. Why does this happen? Can you think of any examples?
Step 3
Work in pairs. Complete the chart on page 60.
Step 4
Listen to the tape and read the passage.
Step 5
Deal with the language points. Ask the students to pick out the useful expressions, and then do some exercises to practise the language points.
（四）总结、扩展
Step 6
Do "Word-study"
Step 7
Grammar The -ing Form (2)
Step 8
Do Exercise 2--3 on page 62.
（五）随堂练习
用适当的词填空:
Body language is used by people for sending messages to one another. It is very _____ because it can help you make ____ easily understood. When you are _______ with others, you are not just _____ words, but also using expressions _____ gestures. For example, waving one's hand _____ to say "Goodbye". Shaking hands ____ welcome, and clapping(拍 ) hands ____ congratulations. Nodding the head means ____, but shaking the head means____. The gestures are accepted both Chinese and foreigners as having same meanings.
Different countries _____ different body language. For ____, men in Russia, France ______Arab countries kiss each other _____they meet, but men in _____ or Australia shake hands instead _____ kissing. people in puerto Rico ______ touching each other, but people in Britain do ____ touch each other. people in countries keep standing close to ____ another when they are talking, English people must keep a distance _____ when they are talking. When you use a foreign _____, it is very important to know the of gestures and movements in the foreign country. Following the ____ will help you communicate _____ people and make your stay there much more _____ and comfortable.
参考答案：
helpful/useful; yourself; talking; using; and; is; means; means; agreement; disagreement; by; the; have; example; and; when; China; of; like; not; Arab; one; but; away; language; meanings; customs; with; pleasant/easy
Language 篇7
高二英语 选修七unit2 robots导学单
导学单（三） language ponits of reading
教学目标： 掌握本课的重点词汇和短语。
一.语言基础知识
1.test out 试验；考验
scientists test out theories by experiment.科学家靠实验检验理论。
test vt. 测验；检验；试验；检查
the teacher tested the children on their homework. 老师就孩子们的家庭作业进行检查。
2. alarm n.
(1) a warning of danger 警报 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. 惊恐的, 忧虑的 alarming adj. 惊人的, 吓人的
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……一起发生
lightning usually accompanies thunder.
4. declare vt.
(1) 宣布；宣告；声明 + (that) to make known formally or officially
the new congress declared a state of war with germany. 新的国会向德国宣战了。
(2) 宣称；断言 + (that)
the accused man declared himself innocent. 被告声称他是无罪的。
i declared at the meeting that i did not support him.我在会上声明我不支持他。
(3) 申报 (纳税品等)
i have nothing to declare. 我没什么要申报的。
辨析: declare与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/不打扰/不理会
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 + 宾语 + 补足语 使……处于……状态
leave the door open.
6. as she turned around, there stood gladys claffern. 当她转过身时，看到格拉迪斯•克拉芬站在那儿。
①句中as意为“当……时”，为从属连词,引导时间状语从句。通常强调“ 同一时间” 或“一先一后”，如：
as i was going out, it began to rain.
②主句“there stood gladys claffern”是由副词there引导的倒装句。
【拓展】
①as有时还有“随着……”的意思，如：
as spring warms the good earth, all flowers begin to bloom.
②由副词there和here引导的倒装句通常不用于人称代词即不说“here comes he!”
而须说“here he comes!” 但在对比情况下，人称代词则与连系动词be构成倒装句，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.
客人很快就要来了，克莱尔叫托尼去另一个间房。
句中用到过去将来进行时，由“would +be + 动词的现在分词”构成，表示在过去看来将来某一时间正在发生的动作。它常和表示过去将来的时间状语连用，但上下文清楚时，时间状语可省略。和将来进行时一样，它也常表计划中的事，不表意愿或打算。它还有一个特点，即常用在宾语从句 (尤其是间接引语)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】
过去将来进行时有时也可用于其他从句
中，如：i would pay the rest as i would be leaving beijing. (用在状语从句中。)
也可用在独立句中。
如：the car started. ellen green would be driving off to the college.
二.课堂检测
i. complete the following sentences with proper words.
1. the man’s parents _________ (声称) 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 ______ (羡慕) 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 ________ (荒谬的) 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……来测试) by larry’s wife, claire.
2. claire thought it was ridiculous ____________________ (表示同情) by a robot.
3. how awful _______________ (被发现) by her, claire thought.
4. but even though tony had been so clever, he would _________________ (作一番改建).
5. she weakened _________________________ (随着病情的加重). (as)
6. she said _________________________(她将早点出发) in order to avoid the heavy traffic.
7. last evening _____________________ ______ (一位老朋友打电话给我) whom i had not heard of for years.
8. _______________ (我一转身) and saw jane was sitting directly behind me.
Language 篇8
unit 2 healthy eating
period 6 using language: speaking and writing
整体设计
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.
教学重点
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.
教学难点
1. let students discuss how to run their business and write an advertisement.
2. how to develop students’ writing ability.
三维目标
知识目标
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.
能力目标
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.
情感目标
1. enrich students’ knowledge of dieting culture and let them form the habit of balanced diet.
2. train students’ ability to cooperate with others.
教学过程
设计方案(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.
设计方案(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.
板书设计
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.
活动与探究
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、 章节分析（一）综述本章节是补充阅读材料，通过介绍在人际交往中眼神交流所起的重要作用，来进一步说明肢体语言的重要性，同时也帮助学生明确在不同文化背景中所表达的不同含义。本课的任务有两个：1 对课文进行整体阅读，培养学生略读、扫读、细读等阅读能力。2 培养学生的文化意识。结合课文和学生的实际情况，帮助学生明确同样的肢体动作在不同文化背景中表达的意义差异，从而培养学生的跨文化交际意识和能力。（二）阅读目标1 知识目标学习课文中重点词、词组、句型和语法。2 能力目标提高学生的阅读理解能力和培养学生的阅读技巧。阅读准备、略读、扫读、细读等是高中学生必须具备的阅读技能。 3 情感目标启发学生对语言和文化之间关系的思考,进一步明确when you are in rome, do as romans do 的重要性。 （三）教学方法 采用任务型教学法，通过表演、提问、小组合作等手段，来达到教学目的。（四）重点和难点1 词汇学习1) 核心词汇l communicate l situation l contact l signal l maintain l lack l consider l frequent 2) 拓展词汇l hostility l subtle l boredom 3) 词组和短语l the key to l as a matter of fact l lead to l stare at 2 句型学习consider sb/ sth as…一、 教学设计（teaching designs）
教学内容
教学实施建议
教学资源参考
pre-reading 这部分是主阅读的延伸，故在引入环节可以采用复习手段，既能加深学生对本章节主题的理解，又能很自然过渡到对课文的阅读。要求学生完成两份任务:l 介绍debbie and simon接人待物的成功与失败，说明body language的重要性。l 请班级中一些学生利用一些肢体动作，表达自己不同情感。要求其他学生猜测他们所表达的含义。具体处理这部分内容的建议见[链接1]。
while-reading 这是本课的主体部分，也是老师要处理的重点，既要引导学生学习重点词汇和句型，又要提高学生的阅读理解能力，培养学生的阅读技巧。l 要求学生带着问题快速通读全文，了解文章大意。l 要求学生分段阅读，针对各段采用提问，完成表格等不同手段进一步理解课文，然后总结段落大意，掌握文章的篇章结构。完成a2中的练习。l 培养学生猜词能力。在阅读的过程中，要求学生根句上下文，推测新单词的词意。完成课本第18页a1中的练习。页码《牛津英语教学参考》page18
post-reading 这是课文的拓展部分，对本部分的处理，建议分为两快。l 以ppt或图片等的形式向学生展示不同的手势，要求学生根据自己生活经验来猜测它们表达的含义，并完成课本第19页a3中的练习，同时提问是否这些手势在不同的国家具有不同的含义，提醒他们注意文化背景和肢体语言之间的关系。 l 要求学生四人或五人为一小组，课后进行在不同文化背景中肢体语言差异的研究。然后全班交流。[链接3]中提供了一个学生研究课件。 [cultural difference ]可扫描书本上手势图片或补充其他的图片。[链接1]说明：本部分内容的处理是以旧带新，通过复习已经学过的内容，来引出本篇课文。同时要求学生利用学过的知识来表演，猜测，加强学生沟通能力，拓宽学生沟通渠道 。1 教师邀请两位学生上台，情景是顾客进门时他们是如何问候顾客的。要求：只能使用肢体语言。一位扮演simon , 一位扮演debbie, 要求他们根据自己的理解来表演。2 在simon 表演后，请班级其他同学描述simon的肢体动作，说明他的肢体动作传达的含义。对debbie肢体动作的复习同上。3 教师请学生总结：communication is more than speaking and listening . body language is also very important . 4 教师在帮助学生再次明确肢体语言重要性后，要求学生思考：which plays the most important role in communication, eye, nose or mouth ? 从而引出在与人交往中，eye contact 是必不可少的。5 请一些学生用眼神来表达不同的情感，请其他学生来判断他们的表演是否恰当，同时补充一些关于情感方面的词汇，如：angry, sad, embarrassed ,depressed, excited, happy, disappointed, surprised, guilty 等.[链接2]说明：本部分建议采用任务型阅读教学的方法，提高学生阅读理解能力，培养学生的阅读技巧，同时增强学生跨文化交流的意识。如果将这部分教材处理成单纯的将授课，那么就很那达到提高学生阅读能力的目标。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）[链接3]说明：这是知识和能力的拓展部分，要求学生在对课文的理解和掌握的基础上，进行拓展活动，不仅能增强学生运用语言的能力，而且培养学生自习自研的精神和文化意识，使得他们在将来与人交往中有更好的沟通能力。此活动可根据学生的实际情况和他们的学生能力作调整。 提供学生课件一份(cultural difference )
Language 篇10
reference for teaching
ⅰ.异域风情
a graded reader
a graded reader is a book containing simplified languages used to help learners master the language.readers come in different levels,from beginners to advanced.english learners need to choose a reader that is suitable for their level.
why use readers?
lots of research shows that extensive reading improves all aspects of language learning,including vocabulary,speaking skills,fluency,writing skills and reading comprehension.
reading is a way of learning english without classes or a teacher.it helps develop learner independence.and while reading graded readers,learners don’t have to run to a dictionary because the language is at their level.
how do i get started?
the entire class can read the same book or different books at different times.
how do i know the right level?
if your class is all reading the same book,choose one that is appropriate for their level.if your students are reading different books,you can have a selection of books at different levels.in this case,don’t worry too much about the level.a learner who is interested in detective stories might read a higher level book if the motivation is there.
how to read the book depends on students’ age,motivation and class time available.some classes like to read silently,others like to read aloud in small groups and some enjoy being read to by the teacher.be sensitive to the class and ask for their opinions.
some pre-reading activities are needed.before students open a book,it is important to spark interest in the story and in the whole process of reading.for example,ask them to guess what the story is from cover,chapter titles and let students put them in the best order,or discuss the author.
during reading,choose a suitable chapter or chapters that can be broken down to make a comic strip.or students select a part of the book to make into a radio play.students can also become journalists and report on parts of the story.choose a piece of action and have students write it up.besides,students can role-play an interview with a character.
ⅱ.知识归纳
1.stick(stuck,stuck)v.
(1)贴，粘
two pages of the dictionary stuck together.
这部词典中有两页粘在了一起。
(2)插，扎，固定在某处
i found a nail sticking in the tyre.
我发现轮胎上有个钉子。
(3)卡住，陷在……里（无法移动）
the heavy snow stuck the traffic for hours.
大雪使交通中断了好几个小时。
（4）随便放某处
stick it on the desk.
就把它放在桌子上吧。
（5）忍受（主要用在口语中）
we don’t like hot weather.but last summer i stuck it in the south for a few weeks.
我们不喜欢大热天，但去年夏天我在南方遭受了好几个星期的大热天。
（6）老待在某处
she’s stuck(=has to stay)at home all day with the children.
她不得不整天待在家且照看孩子。
stick at
(1)坚持干（某事），努力干（某事）
he sticks at his work ten hours a day.
他坚持每天工作10小时。
（2）让……阻碍自己，因……而停滞不前，就是要……也在所不惜
he wouldn’t stick at cheating to get what he wanted.
为得到他想要的东西，就是骗人的事他也干得出来。
stick out
(1)伸出，突出
how his stomach sticks out!
他肚子好大啊！
（2）伸出某物
stick out your tongue to let the doctor have a look.
伸出舌头来让医生看一下。
（3）显得突出
she has her hair dyed red,which always sticks out in a crowd.
她把头发染红了，因此在人群中总是很显眼。
（4）坚持到底，坚持说
the workers are determined to stick out until they get their demands.
工人们决心坚持到底，达到他们的要求。
stick to
(1)坚持（真理等）
i stick to what i said yesterday.
我坚持昨天我说的话。
(2)坚持干（某事）
he will stick to his task until it is finished.
他决心坚持干他的工作，直到把它干完。
（3）遵循，按……做（讲），跟着……走
we’ve decided to stick to our previous plan.
我们已经决定按既定计划去做。
(4)忠于（某人），（和……）长期保持友好关系
i will stick to my friend tom whatever is said of him.
无论别人说什么，我将忠于我的朋友汤姆。
stick up
(1)伸出来，举起
stick up your hand if you know the answer.
如果知道答案你就举手。
（2）贴上
the examination results will be stuck up on this board tomorrow.
考试结果明天将贴在告示牌上。
2.adopt v.
(1)采取，采用，采纳
they adopted my suggestion finally.
他们最终采纳了我的建议。
（2）通过
the board adopted the proposal after much debate.
经过多次辩论，董事会采纳了他的建议。
（3）收养
as they had no children of their own,they adopted an orphan.
因为自己没有孩子，他们收养了一个孤儿。
3.acquire v.
（1）（经过一个过程或通过自己的努力）得到，获得（后面跟抽象名词）
mary acquired confidence.
玛丽有了自信。
（2）（经过努力）得到（具体的东西）
by the time jannes was twenty,he had acquired a store of his own.
到二十岁时，jannes拥有了属于他自己的商店。
4.sense作名词
（1）视觉，听觉，嗅觉等官能（可数）
those who can’t see often have a fine sense of hearing.
眼睛看不见的人往往听力好。
(2)“感觉”（多作单数），常可译为“……感”。
a sense of accomplishment often accompanies hard effort.
成就感往往和艰苦的努力结伴而行。
my teacher had a sense of humour.
我的老师有幽默感。
（3）观念，概念
he has no sense of discipline.
他没有纪律观念。
（4）头脑（不可数）
he had enough sense to know what it meant.
他有足够的头脑，会知道这是什么意思的。
（5）意思，意义（可数）
the word “of” has many senses.
“of”有多种意义。
make sense有意义，有道理，能被理解
the whole article doesn’t make sense.
整篇文章意思看不懂。
make sense of懂，理解
i didn’t make sense of what he said.
我听不懂他说的话。
there is no sense in doing sth.
（做某事）没有道理。
there is no sense worrying.
担心没有道理。
sense作动词是 “感觉到，觉察出”的意思。
he sensed the approaching disaster.
他感觉到灾难即将来临。
ⅲ.词语辨析
1.awful,terrible,dreadful,horrible,horrid
awful具有“由于对某个强大的，伟大的，具有特殊意义的人或事物的尊敬，崇拜和畏惧而引起的骇怕”的隐微含义。有时仅表示“非常的，大的”。
the band plays the awful music of “don juan” before the statue enters.
在塑像出来之前，乐队奏“唐•璜”中的令人恐怖的音乐。
she has got an awful lot of work to do.
她有很多工作要做。
terrible表示“对某种具有较大力量的东西的惧怕；恐怖的；能使人痛苦的”。
a terrible fire destroyed six houses.
可怕的大火烧毁了六所房屋。
dreadful有“因害怕和恐惧而引起惊恐”的含义。
cancer is a dreadful disease.
癌症是一种可怕的病。
horrible有“与其说是引起害怕和恐惧的感觉，不如说是引起讨厌和仇恨；可恶的”和“使人憎恶的”等隐含的意义。
from the fish dealers’ stalls arises a horrible smell.
在卖鱼摊上冒出一股令人厌恶的气味。
horrid的意义和形容词horrible相近，隐含有“可恶的，讨厌的”等意义。
what a horrid nuisance!
真讨厌！
2.get,receive,obtain,gain，acquire
get“得，取得，获得”，具有最广泛的意义，是口语中最普通的用词，不管通过任何方式取到手，都可用get，可以代换本组其他各同义词。
i went from one place to another but got the same answer everywhere.
我走了一处又一处，但听到的回答都是一样的。
receive隐含主体的消极性，如：他只是接受别人送给他的东西（to receive the letter,news,telegram收到信、消息、电报；to receive punishment接受惩罚）。
on the third day he wrote to her and received an answer.
第三天他给她写了一封信，并收到了回信。
obtain“得，得到”，是书面用语，隐含主体的主动性，主体尽了一定的努力，或至少是表示出强烈的愿望才得到了什么；强调达到目的这一事实。
he obtained much experience through his work.
他通过工作得到很多经验。
gain“得，获得”，隐含“要花费力气或通过竞争和斗争才能获得”的意义，并指所得的东西有一定的好处和利益。
he could hardly gain a livelihood in paris.
他在巴黎难以谋生。
acquire“获得，取得”，通过自己的努力或行为而使原有的东西更多，并成为永久所有；也指慢慢并渐次地获得，如智力等。
you must work hard to acquire a good knowledge of a foreign language.
要获得良好的外语知识，你必须努力。
3.effective,efficient
effective(adj.)“有效，有效力，生效，有效果”，指得到所希望的结果或产生比较长远的效果，可以用于人或事，用于人时，指所做的事收到一定的效果，有时也指印象深刻或显眼等。
he is an effective speaker.
他是个有力的发言者。
people were deeply impressed with this effective scheme of decoration.
这个有效的装饰设计给了人们深刻的印象。
efficient(adj.)“有效率的，得力的，效果好，有能力，有本领”，这个词除了指效果好以外，还含有方法好，做事不太费劲的意味，用于人、事物或行为，但用以形容人时，要指有才干的人。
efficient management is one of the factors which will lower production cost.
有效率的管理是降低成本的一个因素。
an efficient executive,he soon had matters running smoothly.
他是一个有本领的领导者，很快就使事情顺利进行了。
ⅳ.能力训练
同义句型转换
1.老师要求学生记住这首诗。
（1）the teacher asked the students to_______the poem.
(2)the teacher asked the students to_______the poem.
(3)the teacher asked the students to_______the poem_______ _______.
答案：(1)memorize (2)remember（3）learn;by heart
2.她幻想太多，成绩退步，落人之后。
（1）she dreamed too much and_______ _______ _______her lessons.
(2)she dreamed too much and_______ _______ _______her lessons.
答案：(1)fell behind in (2)did not know
3.我今天有许多工作要做。
（1）i’ve got_______of work to do today.
(2)i’ve got_______of work to do today.
(3)i’ve got_______ _______ _______of work to do today.
(4)i’ve got_______ _______ _______of work to do today.
(5)i’ve got_______ _______of work to do today.
答案：(1)piles (2)lots (3)a great deal (4)a large amount (5)large quantities
4.我们天生有学习语言的能力。
(1)we are_______with a special ability to learn a language.
(2)we_______ _______ _______ _______ _______learning a language.
(3)we have_______ _______ _______to learn a language_______.
答案：（1）equipped (2)have a natural gift for (3)a special ability;naturally
5.他们是双胞胎，很少有人能把他们区别开。
(1)they are twins.few people can_______one_______the other.
(2)they are twins.few people can_______one_______the other.
(3)they are twins.few people can_______ _______one and the other.
(4)they are twins.few people can_______ _______ _______ _______one and the other.
(5)they are twins.few people can_______one_______the other.
答案：(1)distinct;from (2)tell;from (3)tell apart (4)make a distinction between (5)differentiate;from
6.他不顾及我在此事上的感受，继续往下说。
(1)he continued speaking, _______ _______my feeling on the matter.
(2)he continued speaking, _______ _______ _______ _______my feeling on the matter.
答案： （1）regardless of (2)paying no attention to
Language 篇11
人教新课标：必修4 unit 4 重点难点汇集
必修4 unit 4 body language 重点难点汇集
1. major, local & represent
【课文原句】they will be meeting at a major hotel with local business people and people who represent the chinese government. (p25)
【名师点拨】(1) major adj. 表示“主要的；较大的；重要的”，句中a major hotel 意思是“大酒店”；major经常用作名词，意为“主修课程；专业课”；可作动词，主要用于major in，意为“主修”。如：
many people wish to live in a major city.
she decided to take computer as her major.
my friend majored in economics at tsinghua university.
(2) local adj. 表示“地方的；当地的”。含有local的常用词组：local customs意为“地方风俗”；local news意为“本地新闻”；the local tv station意为“地方电视台”；the local court意为“地方法院”；the local government意为“地方政府”。如:
my sister studies at a local university.
(3) represent在本句中是“代表”的意思，还有“象征；表现；描绘；扮演”等意思。如：
we must choose someone to represent us. (代表)
the stars in our flag represent the states. (象征)
this picture represents a man riding a horse. (表现)
【知识拓展】meet with sb表示“和某人会晤（商讨问题等）”。但具体句子要具体分析，有时候可表示“偶然遇见”。如：
i met with a friend on the train yesterday. （偶遇）
2. introduce
【课文原句】you introduce them to each other, and are surprised by what you see. (p26)
【名师点拨】introduce表示“介绍；引荐；引进；采用”等意思，常和to连用，即introduce… to…。在本句中是“介绍；引荐”的意思。如：
let me introduce myself to you first.
the chairman introduced the speaker to the audience.
【知识拓展】introduce的名词形式是introduction，意为“介绍”，多作不可数名词，有时候也作可数名词；还可译为“引论；导言；概论”，是可数名词。如：
my next guest needs no introduction (= is already known to everyone).
before the meeting began i made the necessary introductions.
the introduction in a book tells us what the book is about.
3. approach & touch
【课文原句】mr garcia approaches mrs smith, touches her shoulder and kisses her on the cheek. (p26)
【名师点拨】(1) approach vt. & vi. 意为“接近；靠近；走近”。approach作名词讲时，表示“方法；步骤；途径；接近”，用于make approaches to sb，表示“想法接近（认识）某人”。如：
we could just see the train approaching in the distance.
it began to rain when he approached his home.
the time is approaching when we must be on board.
all approaches were blocked because of the accident.
a new approach should be found to solve the matter.
i am not good at making approaches to strangers.
(2) touch作动词讲，意为“接触；触摸”；touch作名词时，除了“接触；触摸”的意思外，还有“联系”的意思。如：
visitors are not allowed not to touch the exhibits.
keep in touch with 同……保持联系
get in / into touch with 和……取得联系
lose touch with 和……失去联系
be out of touch with 同……失去联系
4. express
【课文原句】… they also express their feelings using unspoken “language” through keeping physical distance, actions or posture. (p26)
【名师点拨】express vt.意为“表达；表示”。文中express their feelings 意为“表达他们的感情”；express oneself用于表达自己的意思、思想或情感。如：
no words can express my thanks to your help.
he can express himself in clear english now after five years' hard learning.
【知识拓展】express作名词讲时，表示“快车；快递；快件”。如：
the no. 102 special express to beijing 开往北京的102次特快
5. avoid
【课文原句】it is an interesting study and can help you avoid difficulty in communication. (p26)
【名师点拨】avoid vt. 表示“避开；避免”，avoid difficulty in communication意思是“避免交际上的困难”。avoid后接名词、代词或动词-ing形式。如：
why are you trying to avoid that boy?
i crossed the street to avoid meeting him, but he saw me and ran towards me.
6. be likely to
【课文原句】people from places like spain, italy or south american countries approach others closely and are more likely to touch them. (p26)
【名师点拨】likely作形容词，指“可能发生某事”，后可接不定式或从句。be likely to意为“很可能……；有希望……”。如：
do remind me because i'm likely to forget.
it's quite likely that we'll be in spain this time next year.
they are likely to refuse your invitation.
【知识拓展】likely, possible, probable都含有“可能的”的意思，但也有差异：
likely指从表面迹象来看很有可能。如:
look at the black clouds. it is likely to rain tonight.
possible指由于有适当的条件和方法，某事可能发生或做到，强调“客观上有可能”, 但常含有“实际希望很小”的意思。如:
it is possible to go to the moon now.
probable语气比 possible强，“可能性”最大，指有根据、合情理、值得相信的事物，带有“大概、很可能”的意思。如:
i don't think the story is probable.
7. at ease
【课文原句】a smile is the universal facial expression — it is intended to put people at ease. (p29)
【名师点拨】at ease是个固定词组，意思是“处在舒适、自由自在的状态下”。本句中put people at ease意为“使人自由自在；不拘束”。如：
her mind was at ease, knowing that the children were safe.
【知识拓展】(1) ease作名词讲时，表示“安逸；安心；不费力；悠闲”。如：
he leads a life of ease. (= he leads an easy life.)
(2) ease 作动词讲时，表示“解除；减轻（痛苦、忧愁或烦恼）”。如：
the doctor gave him some painkillers to ease the pain.
(3) ease的常用短语：
with ease (= easily) 熟练地；轻而易举地
be (feel) ill at ease 局促不安, 心神不宁
put sb at his ease 使某人宽心; 使某人感到无拘无束
stand at ease 稍息
Language 篇12
period 4 language points in reading
step 1 important language points
1. introduce 介绍，正式提交，实施
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 与high 区别; close 与closely 区别
1)do you see that butterfly flying high above the street?
你是否看见那只蝴蝶在街道上方高高飞舞 着？
2)the distinguished guests were highly praised.贵宾们受到了高度赞扬。
引申：suddenly the door was ______and in came mr. wang.
a. open wide b. widely open c. wide opened d. open widely
（答案为c，由前面的suddenly可见，此句强调动作，故用被动语态，而不用形容词，wide与widely都有副词，但是意义不同，他们的区别好象deep/deeply，high/highly，close/closely）
4. it is reported that 据报道…
类似的句型还有：it is said/ believed/hoped/announced that …
5.be closely linked to_____________________
6.make a commitment to provide …作出一项承诺提供
①(n.)______________
1)make a commitment to sb.to do sth.=make a promise作出承诺
2)she doesn’t want to make a commitment to steve at the moment._____________________
② commit vt. ______________
to sth.
commit sb./yourself to doing sth.向……承诺做某事
to do
e.g.1）总统承诺要改革卫生保健制度。
the president is committed ____________________.
2）双方承诺和平解决矛盾。
both sides committed themselves to_________________________.
7. face similar difficulties_____________________
①face to face 面对面地
i rushed out of the office and found myself face-to-face with the boss.
"我冲出办公室,面对面地碰上了老板。"
the burglar turned the corner and found himself face to face with a policeman.
那窃贼转过墙角，面对面碰上一个警察。
②in the face of 不顾；面对，在…前面
he succeeded______________________________. 尽管有巨大的困难，但他成功了。
③be faced with 面临
i realized that hamlet was faced with an entirely different problem.
我意识到hamlet面临着完全不同的问题。
the state is now faced with the immediate question of raising new taxes.
国家面临紧迫的问题，收新税。
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。一来我没票，二来我不喜欢这出戏。
2)起初
___________________he had no money, but later he became quite rich.
他起初没钱，可是后来相当富有了。
9. attach importance to ….认为。。。很重要
~ importance/significance/value/weight, etc. (to sth)
e.g我认为这个研究十分重要。i attach great importance to this research.
to attach
①to attach sth. to sth. 将某物系在、缚在或附在另一物上
to attach a label to each piece of luggage _______________________
②to attach sb. to sb. /sth. 将某人派给（一人或一组织）去执行某任务，使隶属于（尤用于被动语态）
you’ll be attached to this department until the end of this year.
你在年底前将暂属于这一部门。
③to attach oneself to sb./sth. （有时指不受欢迎或未受邀请而）依附某人、参加某事
a young man attached himself to me at the party and i couldn’t get rid of him.
聚会中有个小年青总缠着我，我也甩不开他。
④to attach sth. to sth. _______________________________
do you attach any importance to what he said? 你认为他说的话重要吗？
⑤to attach to sb. 与某人相关联，归于某人
no blame attaches to you in this blame. 这件事不怪你。
10.have a tendency to be absent______________________
11.drop out 中途退学，辍学
drop behind 落后
drop by 顺便访问：停下做短暂访问
drop off 睡着；减少
drop in 顺便走访, 不预先通知的拜访
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不让孩子们田里劳动
12. be willing /unwilling to do （不）愿意。（不）乐意
they keep a list of people (who are) willing to work nights.
他们有一份愿意夜间工作的人的名单。
i’m perfectly willing to discuss the problem.我十分乐意讨论这个问题。
they are unwilling to invest any more money in the project. 他们不愿再为这个项目投资。
she was unable, or unwilling, to give me any further details.
她不能，或不愿意，向我提供进一步的细节。
13. mean 想要，意思是；
① [常用被动] ~ sb for sth| ~ sb to be sth （想要某人成为，想要某人去做）
i was never meant for the army (= did not have the qualities needed to become a soldier).
我根本就不是块当兵的料。
②by all means可以，当然行，没问题
‘do you mind if i have a look?’ ‘by all means.’借我看一眼行吗？当然可以。
③by means of sth (formal) 借助…手段，依靠…方法
the load was lifted by means of a crane. 重物是用起重机吊起来的。
④by no means 绝不，一点也不
she is by no means an inexperienced teacher. 她绝不是一个毫无经验的老师。
we haven’t won yet, not by any means. 我们离成功还远着呢。
by no means are these cases exceptional. 这些例子绝不是例外。
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欺骗，蒙骗 she took me in completely with her story.
她的一番花言巧语完全把我骗了。
take sth. in吸入，吞入，改小，包含 the tour takes in six european capitals.
14.result in lare class sizes结果造成班级人数很多
result in(=cause)导致，造成
result from由…产生，是…的后果
his illness resulted from eating contaminated food. 他生病是由于吃了不干净的食物。
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,伸展身体，摊开东西
1)there’s more room to spread out in first class. 头等舱宽敞些，伸得开腿。
2)do you have to spread yourself out all over the sofa？
你就非得躺下，把整个大沙发全占了才行吗？
3)the searchers spread out to cover the area faster. 搜索人员分散开来,好更快搜索这一地区。
16.australia uses “distance settlements can be as far as
as far as the eye can / could see 极目所尽
the bleak moorland stretched on all sides as far as the eye could see.
荒凉的旷野向四面伸展开去，一望无际。
as far as i know |/as far as i can re member/see/ tell, etc. 就我所知道/据我所记得的/依我看。
as far as we knew, there was no cause for concern. 就我们所知，没什么可担心的。
as far as i can see, you’ve done nothing wrong. 依我看，你没有做错任何事。
she lived in chicago, as far as i can remember. 据我所记得的，她过去住在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 可获得的，可找到的，有空的
tickets are available free of charge from the school. 学校有免费票。
when will the information be made available? 何时才能了解到情况？
further information is available on request. 详情备索。
this was the only room available. 这是唯一可用的房间。
we’ll send you a copy as soon as it becomes available. 一有货我们就会给你邮寄一本去。
every available doctor was called to the scene.所有能找到的医生都备召集到了现场。
will she be available this afternoon? 今天下午她有空吗？
18. rely on /upon 依赖； 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 收养，采用 （方法）；采纳（建议，政策等）
all three teams adopted different approaches to the problem.
三个队处理这个问题的方法各不相同。
the council is expected to adopt the new policy at its next meeting.
委员会有望在下次会议上正式通过这项新政策。
20. overcome 克服，战胜
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
整体设计
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.
教学重点
1. develop students’ speaking and writing abilities.
2. get students to use their own ideas to change the ending of a story.
教学难点
1. let students create a new festival and make a short report about it.
2. how to develop students’ writing ability.
三维目标
知识目标
1. get students to learn more about festivals.
2. let students know how to change the ending of a story.
能力目标
1. train students speaking ability, especially talking about festivals.
2. develop students’ writing ability to change the ending of a story.
情感目标
1. stimulate students’ love of national culture and customs.
2. train students’ ability to cooperate with others.
教学过程
设计方案(一)
→step 1 revision
1. check the homework exercises.
2. ask students to translate the following sentences.
1)胡谨说她下班后会在咖啡馆和他见面的, 可现在她却不见人影。
2)她说她会在七点到达, 李方认为她会守信用的。
3)他一整天都在盼着见到她。
4)他不想沉住气等她来道歉, 他要用咖啡来解愁。
5)李方动身往家走, 心里想: “我想胡谨是不爱我了, 把这些鲜花和巧克力都扔了吧, 我可不想因它们想起她来。”于是他就这样做了。
6)在回家的路上, 他神情失落地走过拐角处的一家茶馆, 忽然听到有人喊他, 那是胡谨在向他招手。
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.
设计方案(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.
板书设计
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.
活动与探究
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.