Language教案5篇

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Language教案【第一篇】

课题：  必修一unit 3 travel journal----usinglanguage

时间： _   年10月5日  星期_一    北大附中河南分校 王萍

learning aims:

1. knowledge aims: master thereading skills-scanning

2. ability aims: to improve ss’ ability of reading

tryto form a good habit of doing reading

try to form a good habit of reading loudly

3 emotion aims:practise the studing method of team-work.

preparation before class:

1 take out your english book , exercise book, red pen and yournote book.

2 read the vocabulary following the video

procedure:                                               

一dialogue show  (3分钟)

design：

step 1welcome the actors and performimmediately.

step 2comment on the performance freely.

step 3play the video of the dialogue

二new words（2分钟）

wool, reliable, view, as usual, pillow,topic, midnight, flames, beneath

三fast reading andlistening（8-9分钟）

1. how does wang kun feel about the trip now?

(he is starting to like it/ enjoy it.)

2. what do you think changed his mind?

(seeing how beautiful the land is has changed wang kun’sattitude. )

3. what items are wang kun and wang wei carrying with them?

(bicycles, caps, coats, gloves, trousers, t-shirts, shorts,pillow and tent.)

四careful-reading（12分钟）

please listen to the passage and fill in the chart.

see_____ ______ _______

hear_____ ______ ______

do1__________________________________

2__________________________________

3___________________________________

4__________________________________

step 1 exercise 1 on page22

五  languagepoints（20分钟）

1.  to climb the mountain road was hard workbut as we looked around us, we were surprised by theview. 

爬山很难，但是当我们环顾四周的时候我们被这里的景色给震惊了。

1)不定式作主语，谓语动词用单数，可以用形式主语it.

to learn a foreign language is important for your futurework.

=it is important for your future work to learn a foreignlanguage.

2. we had to change our caps, coats, gloves and trousers fort-shirts andshorts.                                    

change “换衣，更换”

wait, it won’t take melong to change.

get changed换好衣服

change可作名词“零钱”讲

change a for b用a换b

连接高考

sara, hurry up. i’m afraid you won’t have time to____ beforethe party.

getchanged           b. get change

c. getchanging            d. get tochange

3. in the early evening, we always stop to makecamp.                                       傍晚我们停下来宿营。

camp n.   [c,u]

短语：

makecamp      扎营，宿营

gocamping      去露营，去野营

4. we put up our tents and then weate.                                

我们先搭起帐篷然后吃饭。

put up

①举起，抬起= raise

②挂起，张贴

③建造，搭起= build

④住宿，留宿

bear them in your mind!

he put up his hand to catch the teacher’sattention.

a new notice has been put up on the board.

a new theatre will be put up where there used to be atemple.

will you put me up for the night?

开放思维

put away  把……收起来，存放

put back  放回原处

put down放下，写下，镇压

put forward  提出

putoff   推迟，拖延

putout   扑灭，伸出

put one’s heart to全神贯注于

put an end to 使结束

5. we can hardly wait to see them.

我们迫不及待地想看一看

[考点]hardly是副词，意为“简直不能”，

常用于can / could之后，主要动词之前，

强调做某事很难。

[

考例] i must be getting fat — i can

______ do my trousers up. (全国卷ii)

       b. hardly

           d. seldom

六assesment and homework

Language教案【第二篇】

一、教学说明 (Teaching Remarks):

本堂课把读前(Pre-reading)和阅读(reading)结合在一起。Pre-reading使学生熟悉话题，预测阅读内容，激发阅读兴趣和欲望。Reading是1篇说明文，是对“外语学习究竟难不难”提出看法并说明理由，设法使读者信服，达到启发思维、提高认识、增长知识的目的。

教学设计充分利用了多媒体电脑的优势，把搜集到的相关知识和课文中的内容相结合，择机设计一些活动，帮助学生化难为易，提高自信心，明确阅读的重点，达到启迪心智、增强理解能力的目的。

二、教学目标(Teaching Aims):

知识目标：通过阅读 Reading这篇文章，学习文中的一些有用的词语和句型扩大学生的词汇量，提高语言运用能力。

能力目标：1. 采用不同的阅读方法理解课文，提高学生的阅读能力。

2. 学习文中成功的语言学习者的优秀品质，并鼓励学生将其运用到实践当中，以便提高自己的英语学习能力。

德育目标： 教导学生：好的学习方法固然重要，但勤勉更重要。“no pains, no gains.”

三、教学重点(Teaching Key Points):

1.采用不同的阅读技巧，让学生了解文章大意，并归纳每段文章的中心意思(main idea)和文章的主旨(purpose of the text)。

2.掌握文中的重点词汇、短语和句型。

四、教学难点(Teaching Difficult Points):

把文中所学到的有用的外语学习者的经验运用到学生的英语学习上，以便于提高他们的英语水平。

五、教学方法(Teaching Methods):

1. Ask and answer 和 pictures 相结合，导入课文。

2. Fast reading 归纳每段文章的中心意思(main idea)和文章的主旨(purpose of the text), 提高学生的阅读能力。

3. Careful reading 回答问题，了解文章细节内容。

4. Group work 讨论成功语言学习者的经验和特点。

5. Explaining and learning 掌握文中重点词汇、句型。

六、教学辅助(Teaching Aids):

Multi-media Computer,tape

七、媒体的设计：

首先利用课文标题 “Learning a Foreign Language: Twice as Hard?” 问学生 “How do you think of this question?” 让学生讨论导入。然后利用图片与Pre-reading部分的问题相结合的方式，展开讨论与问答，启发学生思考，引起联想，使学生对语言学习这个问题产生更浓的兴趣，以

促使他们学习方式的优化，提高其自主学习的能力。由于Pre-reading部分内容都在 “Reading”部分要进一步阐明，这就让学生先行考虑， 做好了准备，使他们提高阅读的自主性。

图片与问题设计如下：

Question1. How do we learn our mother tongue? 配以 “中国孩子认汉字、学古诗”和“外国孩子学母语，”的图片，学生根据图片和自身的经历便可轻而易举地回答此问题。

Question2. What are the difficulties we must face in learning English?

Question3. How is learning a foreign language different from learning our mother tongue? 配以孩子们围绕着电视看卡通米老鼠学英语的图片。让学生感受到我们从小是如何学英语的以及学英语和学母语 的区别。

Question4. What are the characteristics of successful language learners?

Question5. How can we develop our confidence?

Question6. What can we do to learn better and faster?

配以李阳疯狂学英语和全国中学生英语口语大赛图片，学生从问题和图片中就可以体会到成功语言学习者的优秀品质，降低了回答以上问题的难度。

有了以上的准备工作，让学生进入Reading 快读。首句阅读并skim the whole text,找出每段的大意，呈现于屏幕上，检查学生阅读的效果，把握学生对文章的总体理解程度。

第三步进入课文精读。此部分内容的设计目的是使学生读懂文中的细节，从而找出文中的难点。问题按文中段落依次设计如下：

Question1. How do we acquire our mother tongue? (paragraph1)

Question2. How do different people explain our ability to learn our mother tongue? ( paragraph2)

Question3. At what age have most children mastered their mother tongue? (paragraph2)

Question4. How is learning a foreign language different from learning one’s mother tongue? (paragraph3)

Question5. In the writer’s opinion, which is faster learning mother tongue and learning foreign language? (paragraph3)

Question6. Why are some people better at learning foreign language than others? (paragraph4)

Question7. Why are successful language students able to gain confidence and to relax and enjoy learning? (paragraph5)

Question8. In which areas are

the successful language learners better? (paragraph5)

Question9. How can the learners make their language acquisition better? (paragraph5)

Question10. How can we become successful language learners? (paragraph 6)

重点词语讲解，排忧解难。把文中出现的重点词语呈现于屏幕上，进行讲解，使学生达到熟知会用。

为了进一步为学生的交际创设情景，让学生用自己的话把文中成功语言学习者的经验做一归纳，于屏幕上显示出来，以便加深学生对这些特点的印象，从而加以利用。

反馈检测练习的设计重在检测学生对文中重点词汇的掌握，因此以短文填空的形式出现。

八。教案

Teaching Plan

(Pre-reading and Reading Unit 8 Senior 3)

Ⅰ.Teaching Aims

the Ss’ reading ability.

the Ss’learning language ability.

3、Learn some useful expressions and sentences

4、“No pains,no gains.” Diligence is the key to success.

Ⅱ.Teaching Key Points

1. Improve the Ss’ reading ability. Sum up the main idea of each paragraph and the purpose of the text.

some useful expressions and sentences

Ⅲ. Teaching Difficult Points

1. How do the students use the characteristics of the successful learners to improve their English study?

Ⅳ. Teaching Methods

1. Ask and answer

2. Fast and careful reading

3. Group work

4.  Explaining and learning

Ⅴ. Teaching Aids

Multi-media Computer, tape

Ⅵ. Teaching Procedures

Step1. Greeting.

The teacher and the students greet

each other.

Step2. Lead-in.

Step3. Fast-reading to find out the main idea of each paragraph and the purpose of the author.

Step4. Careful reading to answer some questions.

Step5. Explain and memorise the useful expressions and sentences.

Step6. Listen to the tape and then read the text aloud. Pay attention to the pronunciation and intonation.

Step7. Test

Step8. Summary

1. the characteristics of the good language learners.

useful expressions and sentences

Step8. The design of the writing on the blackboard

-Useful expressions:

with sb./sth.

sense of

equipped with

oneself to sth. / adapt to sth.

of

chances / a chance

risks / a risk

with sth.

to sth ./ doing sth.

Sentence:

Not all of us want to be translators or interpreters.(原文)

部分否定句的构成：not all / both / every---- =all / both / every----not----

eg.  All the answers are not right. = Not all the answers are right.

Both of the books are not useful. = Not both of the books are useful.

Not every student wants to take part in the game. = Every student doesn’t want to take part in the game.

Step9. Extra work

Retell the text according to the main idea of each paragraph.

Step10. Record after teaching

Language教案【第三篇】

高二英语learning about language教案

book 5 unit 3 learning about language & using language

1.  speed (sth.) up 课文原句

speed (sth.) up 加速；加快

1). 汽车一到高速公路就加速。cars speed up once they reach the highway.

2) 他们加快了生产速度。they have speeded up production.

知识链接：  with all speed 以全速，开足马力     at high/low speed 以高速/低速  at a speed of 以……速度

活学活用：many countries are faced with the problem about how to    economic development.

a. turn up    b. speed up     c .get up      d. stay up

课文原句

instant 1)n.瞬间；片刻

他停了一会儿。 he paused for an instant.

2) adj. 立即的；立刻的

服用一药剂后我立刻感到轻松。i felt instant relief after taking a doze of medicine.

知识链接：1）instantly =immediately 立刻；一……就……

① 尽管他睡得很香，但他还是立刻醒了。though he slept soundly, he awoke instantly.

② 我们一到家天气就下起雨来。it began to rain instantly we arrived home.

2) 常见用法 ：  instant coffee 速溶咖啡       (at) any instant 随时；在任何情况下

on the instant 立即；马上    in an instant 立即；马上      he instant 一……就……

活学活用：1）you see the lightning     it happens, but you hear the thunder later.

a. the instant      b. for an instant    c. on an instant    d. in an instant

2) with the pace of modern life speeding up,      food is more and more popular.

a. quick          b. instant         c. needy        d. urgent

课文原句

.greedy adj. 贪婪的；贪吃的；渴望的

常见用法：be greedy for…… 渴望……     be greedy to do  sth  渴望做某事

1） 许多人都贪图金钱。many people are greedy for money.

2） 玛丽渴望获得更多的知识。mary is greedy to have more knowledge.

课文原句

dispose  处理；布置   常与介词of 连用构成固定短语，即  dispose of sb./sth.，表示去除、处理、舍弃某人/某物

1） 他被迫处理了自己的艺术珍藏。he was forced to dispose of his art treasures.

2） 所有的家具都已经处理掉了。all the furniture has been disposed of .

知识链接：disposal n.处理；安排；布置

unit3综合能力检测试卷

i.单项填空

1.      there’s ___ cooking oil left in the house.

would you go to the corner store and get ___?

a. little; some    b. little; any     c. a little; some   d. a little; any

2. the food was so ___ that the child couldn’t help tasting it.

a. smelly       b. invited       c. interesting    d. inviting

3. it was raining heavily. little mary felt cold, so stood ___ to her mother.

a. close        b. closely       c. closed        d. closing

4. – i prefer western food. it’s a kind of healthy food.

-- ___ but western food is said to be high in sugar and fat.

a. is that right?           b. how do you know that?

c. do you really think so?  d. who told you that?

5. _______ from the top of the hill, the city takes the round shape with a flowing river through it.

a. viewing    b. to be viewed     c. viewed      d. to be viewing

you ____________ of mary, ask her to come and see me.

a. lose sight of   b. catch sight of   c. are in the sight of  d. are at the sight of

7. i’d rather have a room of my own, however small it is, than ___ a room with others.

a. to share     b. to have shared   c. share       d. sharing

8. the speech by the mayor of shanghai before the final voting for expo is strongly impressed ___ my memory.

a. to           b. over         c. by           d. on

9. you should try to get a good night’s sleep ___ much work you have to do.

a. however     b. no matter      c. although     d. whatever

10. the teacher couldn’t make himself ___ attention to because the students were so noisy.

a. to pay        b. to be paid     c. paid          d. pay

11.___ straight on and you’ll see a church. you won’t miss it.

a. go           b. going        c. if you go      d. when going

12. ___ warmly for his work, he was too ___ to fall asleep.

a. praising; excited                b. to praise; exciting

c. praised; exciting                d. praised; excited

order not to be disturbed, i spent three hours ___ in my study.

a. locking        b. locked       c. to lock      d. being locked

14. – in fact, i’m not used ___ to like that.   -- neither am i.

a. to being spoken  b. to be spoken   c. to speak  d. to speaking

15. the secretary reminded me ________ there was a meeting that afternoon.

a. of               b. about            c. that                    d. on

16. the train fell over the edge, but no one ________ much in the accident.

a. suffered           b. injured           c. damaged            d. died

will be as tall as you soon if they________.

a. keep on growing like that  b. keep to grow like it

c. keep growing like that         d. will keep growing like that

18. farmers can increase their corn crops three times simply ________ watering their fields.

a. through        b. with              c. by          d. in

19. he asked us to ________them in carrying through their plan.

a. provide    b. help        c. assist            d. offer

20. what do you think is the most ________ time to find him at home?

a. like    b. likely             c. possibly        d. probably

ii、完形填空（共20小题；每小题分，满分30分）

阅读下面短文，从短文后各题所给的四个选项(abc和d)中，选出可以填入空白处的最佳选项。

what kind of homes will we live in the future?  21  can be sure，but scientists are working 22 new ideas

some scientists are 23 about building whole cities under huge glass domes（圆顶）. 24 ， advanced heating and cooling systems will be25to control the weather in the ，there will never be any 27 or snow，and the temperature will always be 28 .

perhaps everyone will live in vertical（垂直的）cities — high rises 29  are so large that they can30 all the necessities of vertical cities will use  31 land than flat cities，and provide homes32more people，they will be practical for small countries that have33population.

34 idea that will be helpful to small countries is the 35 has already built homes, stores，and offices 36 the water of the mediterranean sea.

there are some people who think that we will go back to 37in caves. 38 the caves of the future will be very different from the caves of the stone and parks will be on the land  39 the cave people want to go to the country or to a park，a short ride in a 40 will take them there.

21. a. somebody    b. anybody       c. nobody          d. everybody

22. a. off          b. out                 c. in           d. by

23. a. thinking    b. considering       c. imagining       d. suggesting

24. a. on the other hand        b. as a result

c. of course               d. at the same time

25. a. possible     b. suitable   c. pleasant        d. necessary

26. a. similarly       b. therefore       c. according to  d. moreover

27. a. cloud       b. rain          c. wind             d. ice

28. a. cool       b. warm       c. comfortable    d. satisfied

29. a. that         b. they          c. where        d. who

30. a. construct    b. continue          c. remain     d. contain

31. a. wider         b. more        c. less         d. fewer

32. a. on           b. to        c. with        d. for

33. a. a small    b. a large      c. a  few        d. many

34. a. one       b. second        c. next          d. another

35. a. floating       b. flowing    c. shipping  d. blowing

36. a. in              b. above        c. over           d. on

37. a. live       b. be living       c. living       d. having lived

38. a. also     b. but       c. then        d. again

39. a. in       b. under       c. beside             d. over

40.         b. underground      c. plane       d. bus

iii. complete the sentences

41结果，我患了时间滞后症。

as a result , i _________ _______ “time lag”。

42英格兰被分成三个主要的地区。

england can be ________ _______ three main areas.

43这些雕像是用来纪念死去的诗人和作家。

these statues are ______ _______ ______ dead poets and writers.

44我看不见王平，迷路了。

i lost _________ ________ wang ping, and got lost.

45. 时间滞后症和乘飞机时得的时差反应相似。

the “time lag” is _______ _______ the “jet lag” you get when flying.

iv. word spelling

46. tv plays have great i___________ on people’s daily life.

47. it is u_______ to treat girls and boys differently.(不公平)

48. all the things need to be done again as a result of a computer e______.

49. it’s bad manners to read others’ p________ letters.(私人的)

50. he was soon back on his feet in such a comfortable s__________with so many beautiful trees and flowers.

51. students are r________ to get up at 6:00 am in school.

52. he could not buy the cars on display because of l_____ of money.

53. the uk c_______ of three countries.

54. in old times, it was parents that a________ their sons’ or daughters’ wedding.

55. he is not a_________ this afternoon; he has an important meeting to attend.

答案

1-5adaca  6---10bcdac 11---adbac 16---20acccb

21. 选c。没有人能够肯定未来的家园是什么样子的。

22. 选b。work out new ideas意思是“想出一些新的主意”。

23. 选a。think about意思是“思考”，“考虑”。

24. 选c。on the other hand意思为“另一方面”；as a result意思为“结果”；of course意思为“当然”；at the same time意思为“同时”。

25. 选d。当然，必须要有先进的制冷和制热系统来控制天气。

26. 选b。therefore意思为“因此”。

27. 选b。rain与snow相对应。

28. 选c。因为有制冷和制热系统来控制，所以温度会让人觉得很舒适。

29. 选a。这是一个定语从句。

30. 选d。contian意思为“含有”，“内有”。

31. 选c。这种垂直的城市用的土地要少。

32. 选d。provide sth, for sb.意思为“为某人提供某物”。

33. 选b。这对于人口较多，城市较小的地方比较实用。

34. 选d。another意思为“另外一个”。

35. 选a。float意思为“漂浮”，此处为现在分词短语作定语。

36. 选d。因为是漂在水面上的，所以用on。

37. 选c。go back to doing sth.意思为“重操旧业”。这里是指又重新生活在洞穴里。

38. 选b。这里表示转折，但是，与石器时代的洞穴不同。

39. 选d。over是指在洞穴的上方。

40. 选a。lift意思为“电梯”。

41. suffered from

42. divided into

memory of

44. sight of

45. similar to

46. influence

47. unfair

48. error

49. private

50. surroundings

51. required

52. lack

53. consists

55. availabl

Language教案【第四篇】

人教新课标：必修4 unit 4 重点难点汇集

必修4 unit 4 body language 重点难点汇集

1. major, local & represent

课文原句they will be meeting at a major hotel with local business people and people who represent the chinese government. (p25)

名师点拨(1) major adj. 表示“主要的；较大的；重要的”，句中a major hotel 意思是“大酒店”；major经常用作名词，意为“主修课程；专业课”；可作动词，主要用于major in，意为“主修”。如：

many people wish to live in a major city.

she decided to take computer as her major.

my friend majored in economics at tsinghua university.

(2) local adj. 表示“地方的；当地的”。含有local的常用词组：local customs意为“地方风俗”；local news意为“本地新闻”；the local tv station意为“地方电视台”；the local court意为“地方法院”；the local government意为“地方政府”。如：

my sister studies at a local university.

(3) represent在本句中是“代表”的意思，还有“象征；表现；描绘；扮演”等意思。如：

we must choose someone to represent us. (代表)

the stars in our flag represent the states. (象征)

this picture represents a man riding a horse. (表现)

知识拓展meet with sb表示“和某人会晤（商讨问题等）”。但具体句子要具体分析，有时候可表示“偶然遇见”。如：

i met with a friend on the train yesterday. （偶遇）

2. introduce

课文原句you introduce them to each other, and are surprised by what you see. (p26)

名师点拨introduce表示“介绍；引荐；引进；采用”等意思，常和to连用，即introduce… to…。在本句中是“介绍；引荐”的意思。如：

let me introduce myself to you first.

the chairman introduced the speaker to the audience.

知识拓展introduce的名词形式是introduction，意为“介绍”，多作不可数名词，有时候也作可数名词；还可译为“引论；导言；概论”，是可数名词。如：

my next guest needs no introduction (= is already known to everyone).

before the meeting began i made the necessary introductions.

the introduction in a book tells us what the book is about.

3. approach & touch

课文原句mr garcia approaches mrs smith, touches her shoulder and kisses her on the cheek. (p26)

名师点拨(1) approach vt. & vi. 意为“接近；靠近；走近”。approach作名词讲时，表示“方法；步骤；途径；接近”，用于make approaches to sb，表示“想法接近（认识）某人”。如：

we could just see the train approaching in the distance.

it began to rain when he approached his home.

the time is approaching when we must be on board.

all approaches were blocked because of the accident.

a new approach should be found to solve the matter.

i am not good at making approaches to strangers.

(2) touch作动词讲，意为“接触；触摸”；touch作名词时，除了“接触；触摸”的意思外，还有“联系”的意思。如：

visitors are not allowed not to touch the exhibits.

keep in touch with  同……保持联系

get in / into touch with 和……取得联系

lose touch with     和……失去联系

be out of touch with  同……失去联系

4. express

课文原句… they also express their feelings using unspoken “language” through keeping physical distance, actions or posture. (p26)

名师点拨express vt.意为“表达；表示”。文中express their feelings 意为“表达他们的感情”；express oneself用于表达自己的意思、思想或情感。如：

no words can express my thanks to your help.

he can express himself in clear english now after five years' hard learning.

知识拓展express作名词讲时，表示“快车；快递；快件”。如：

the no. 102 special express to beijing   开往北京的102次特快

5. avoid

课文原句it is an interesting study and can help you avoid difficulty in communication. (p26)

名师点拨avoid vt. 表示“避开；避免”，avoid difficulty in communication意思是“避免交际上的困难”。avoid后接名词、代词或动词-ing形式。如：

why are you trying to avoid that boy?

i crossed the street to avoid meeting him, but he saw me and ran towards me.

6. be likely to

课文原句people from places like spain, italy or south american countries approach others closely and are more likely to touch them. (p26)

名师点拨likely作形容词，指“可能发生某事”，后可接不定式或从句。be likely to意为“很可能……；有希望……”。如：

do remind me because i'm likely to forget.

it's quite likely that we'll be in spain this time next year.

they are likely to refuse your invitation.

知识拓展likely, possible, probable都含有“可能的”的意思，但也有差异：

likely指从表面迹象来看很有可能。如：

look at the black clouds. it is likely to rain tonight.

possible指由于有适当的条件和方法，某事可能发生或做到，强调“客观上有可能”, 但常含有“实际希望很小”的意思。如：

it is possible to go to the moon now.

probable语气比 possible强，“可能性”最大，指有根据、合情理、值得相信的事物，带有“大概、很可能”的意思。如：

i don't think the story is probable.

7. at ease

课文原句a smile is the universal facial expression — it is intended to put people at ease. (p29)

名师点拨at ease是个固定词组，意思是“处在舒适、自由自在的状态下”。本句中put people at ease意为“使人自由自在；不拘束”。如：

her mind was at ease, knowing that the children were safe.

知识拓展(1) ease作名词讲时，表示“安逸；安心；不费力；悠闲”。如：

he leads a life of ease. (= he leads an easy life.)

(2) ease 作动词讲时，表示“解除；减轻（痛苦、忧愁或烦恼）”。如：

the doctor gave him some painkillers to ease the pain.

(3) ease的常用短语：

with ease (= easily)  熟练地；轻而易举地

be (feel) ill at ease   局促不安， 心神不宁

put sb at his ease   使某人宽心； 使某人感到无拘无束

stand at ease    稍息

Language教案【第五篇】

Part I. Analysis of the teaching material

1)The position and role of this text

“ Body language ” is the third period of unit 21. It’s a reading comprehension text. This lesson is very important for the students to learn in that it is related to our thinking strategies and it uses both words and body language to express our thoughts and opinions and to communicate with other people.

2) Knowledge goal:

Understand the main idea of the text

3) ability goal: ①talk about body language

②improve the students’ ability of reading

4) Moral goal: Get aware of some gestures and facial expressions in different cultures.

5) Teaching aims

①to improve the students’ reading ability, such as skimming, scanning.

②to Understand the main idea of the text

③Get aware of some gestures and facial expressions in different cultures.

Part II. Analysis of the teaching methods

Question-and-answer activity teaching method

Watch-and-listen activity

Free discussion method

Pair work or individual work method

To reach my teaching aims, I’ll take advantage of some teaching aids, such as a tape recorder, multimedia, the blackboard

Part III. Analysis of the learning approach

Interest is the best teacher. But with the heavy study burden and

impact of the traditional spoon-feeding teaching, sometimes the

students may lose the interest in learning and are not independent

enough. So how to motivate them, develop their interest and build up

their self-study ability are the first things I am considering about

PartIV. The teaching process

Step 1 Warming up

Show a short film and a MTV show and ask the students the following questions:

T: How do the actors in the show express themselves?

S: By facial expressions and what they do.

T: What do we call that?

S: Body language.

T: What is body language?

S: Body language is the movements or positions of our body. We use them to show other people what we are thinking about and how we are feeling.

[设计说明] 让学生在课前欣赏两段表演，在活跃气氛，激发学生对身势语的兴趣的同时，通过回答演员们如何表现自己这一问题引出本课话题------body language.

Step 2 Brainstorming

Show some gestures and ask the students to guess what the gestures mean.

[设计说明] 展现几幅身势语图片以激发学生的学习兴趣和参与的热情，创造轻松的课堂氛围，最后用一幅图片调动学生的求知欲------同一身势语在不同文化背景下可能会有不同的含义。

Step 3 Reading &comprehension

(1) Listen to the text and answer the following questions:

T: Does body language have the same meaning in different countries?

S: No.

T: What is the best example of universally understood body language?

S: The smile

[设计说明] 在学生预习的基础上，用听力的形式唤起学生对课文内容的回忆，并训练学生通过听获取主要信息的能力，从整体上把握好文章的内容。

(2) Ask students to read the text quickly and find out the main idea/key sentence of each paragraph in pairs.

Para 1: We use both words and body language to express our thoughts and opinions and to communicate with other people.

Para 2: Just like spoken language, body language varies from culture to culture.

(The same gesture has different meanings in different countries.)

Para 3: People in different countries show the same idea in different ways.

Para 4: Some gestures seem to be 5: Perhaps the best example of universally understood body language is the smile.

*Teachers can also ask students how many parts we can divide the whole text into and what the main idea of each part is.

Part 1 (Para 1): We use both words and body language to express our thoughts and opinions and to communicate with other people.

Part 2 (Para 2-3): Just like spoken language, body language varies from culture to culture.

Part 3 (Para 4-5): Some gestures seem to be universal.

[设计说明] 阅读课要提高学生提炼文章主旨大意的能力，通过归纳总结一方面从整体上把握文章。另一方面也可提高阅读技能。

(3)Read the passage carefully and try to find out the answers to the following questions:

T: What body language varies greatly?

S: Eye contact, gesture OK, thumbs up, shaking heads, “crazy” gesture, nodding heads.

T: Try to complete the table

S:

GESTURES COUNTRIES MEANINGS

eye contact some countries a way to show that one is interested

other countries rude or disrespectful

a circle with one’s thumb and index finger most countries OK

Japan Money

France Zero

Brazil Rude

Germany

thumbs up the US great or good job

Nigeria Rude

Germany The number one

Japan

moving the index finger in a circle in front of the ear some countries Crazy

Brazil You have a phone call.

T: Some gestures seemed to be universal. What are they? How to communicate them?

S: I’m tired, I’m full, and I’m hungry.

T: Why is the smile the best example of universal body language?

S: ......

[设计说明] 引导学生分析课文，抓住关键词，概括文章的细节，通过填写表格培养学生的理解能力和概括能力，培养和提高阅读能力和技巧。

Step 4 Post-reading

Try to make a comparison between the body language in china and that in the US

Comparison

Meaning Gestures in the USA Gestures in China

No, don’t do that.

Moving the index finger from side to side. Moving the head or hand from side to side

I don’t know Shrugging one’s shoulders Shaking the head

Well done Thumbs up. Thumbs up.

Incredible. I can’t believe it.

Rolling one’s eyes.

open one’s eyes and mouth wide

Money Rubbing the thumb and forefinger together Rubbing the thumb and forefinger together

Crazy

Moving the index finger in a circle in front of the ear. No such a gesture

Good luck

Cross the fingers on both hands No such a gesture

Come here

Moving the index finger forwards and backwards. Moving one’s hand up and down with the palm facing down.

[设计说明] 本部分通过表格形式培养学生分析比较研究能力，从而更好的掌握不同文化背景下身势语的异同，达到本节课的教学目的，同时也提高学生的跨文化交流意识。

Step 5 Discussion/Assessment

Imagine you are the boss of the company and you want to employ a man as your assistant. Judging from the body language of the four men, which one will you choose? Why?

[设计说明] 培养学生运用所学知识，围绕中心话题进行思考和讨论的能力，提高学生英语口头表达的技能；准备好四张卡片，让四位学生上台用身势语将卡片上内容表现出来。让其他学生作出选择，并解释选择的原因。通过这种方式一方面可以让学生学会用身势语表达自己。另一方面锻炼了口语。

Step 6 Dumb show

Think of some situations in your daily life in which you use body language and then try to act them out without any words. You can work in pairs or groups.

[设计说明] 学生以小组形式开展活动，讨论真实语境下的身势语的表达，通过这一话题，一方面激活了学生的思维，活跃了课堂气氛，另一方面也让学生学会了观察生活，从而学会生活；同时在表演结束后再让其他学生用英语描述表演者所表现的情景，培养观察身势语的能力，并在想象，猜测的过程中形成内心语言，最终用语言复述自己的思想。

Step 7 德育渗透

 Do in Rome as Rome does [as the Romans do].

[谚]入国问禁， 入乡随俗。

 Manners make the man.

礼貌造就人。

 Good manners are the art of making those people easy with whom we converse. ---Jonathan Swift

礼貌周到是使同我们谈话的那些人感到自在的艺术。

——(英作家)斯威夫特

Step 7 Homework

1. Read the passage and try to recite it.

2. Finish Word study on Page 60.

3. Try to know more about body language.