Language（通用8篇）
Language（通用8篇）
1.Language 篇一
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。
2.Language 篇二
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。
3.Language 篇三
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.
4.Language 篇四
8a unit 7 language 学卷班级：_________ 姓名：________ 学号：________一、选择框内信息，用because或because of完成对话。the batteries (use up) the fire alarm (ring) i (be) very busy then i (need) a holiday (not/swim) well last night’s storm car accident the heavy traffic 1 a why are you late? b _______________________________2 a why doesn’t the cd player work? b _________________________________3 a why is there no electricity this morning? b __________________________________4 a why did he drown in the river? b _____________________________________5 a why did you go to singapore? b _________________________________6 a why can’t you come to the meeting tomorrow?b __________________________________7 a why was john arrested by the police? b __________________________________8 a why did everyone leave the building? b ______________________________________二、选择框内词，并用(not)as…as完成句子。exciting friendly popular thirsty patient kind polite undity
1 i will not have a drink, thanks. i am ______________ you.2 there was another film on tv tonight. it was _______________ last week’s film.3 ann is really nice. she is ________________ ruth.4 i hate waiting for the bus. i am _______________ my friends.5 my older brother is very tidy, but i am _______________ my youner sister.6 sam interrupted me several times. he is _____________ my other friends.7 jane often helps me with my maths. she is ______________ you.8 henry is liked by many people. he is ______________ michael.三、用like、the same (as)、或different (from)填空。jean and jane are twins. in some ways, they look exactly (1)________. in other ways, they look slightly (2)____________. they look very (3)____________ each other because they are nearly the same height and they are both thin. but they are completely (4)_____________ in one way. jean has long hair and jane has short hair.at school, jean likes english most, but jane’s favourite school subject is (5)____________ jean’s. she likes maths most. as they both enjoy swimming and playing tennis, jean’s favourite sports are (6)_________ jane’s.
5.Language 篇五
1. a pair of odd /even numbers 一对奇/偶数2. in tens 十进制3. consist of = be made up of 由…组成4. square root 平方根5. electric kettle 电水壶6. electrical appliances 电器7. electronic watch 电子表8. in one’s lifetime 在某人一生中9. a girl with an amazing brain 一个有惊人头脑的人10. a living computer 活电脑11. solve the problem 解决问题12. stand for 代表13. cardinal numbers 基数词14. ordinal numbers 序数词 15. pick up the phone 拿起电话16. copy down 抄下17. average age /weight /height /temperature 平均年龄/重量/高度/温度18. pay attention (to) 注意19. at least 至少20. line graph 曲线图21. calculator = calculating machine 计算器22. international language 国际语言 23. in ancient times 在古代24. in many different ways 用许多不同的方法25. in the same way 用相同的方法26. so… that… 如此…以致…27. too…(for sb.) to… （对某人）太…而不能…28. not… enough (for sb.) to… （对某人）不够…去干…29.in a flash 一瞬间30. calculate = do a calculation 计算31. the following story 下面的故事32. powerful enough 足够强大33. from top to bottom 从上到下34. may is first. 梅是第一名。35. 3 plus 9 equals /is 12. =add 3 and/to 9, and you’ll have/get 12. （3+9=12）36. 9 minus 3 equals /is 6.= subtract 3 from 9, and you’ll have/get 6. （9—3=6）37.3 multiplied by 9 equals /is 27. = multiply 3 by 9, and you’ll have/get 27.（3×9=27）38. 9 divided by 3 equals /is 3. = divide 9 by 3 , and you’ll have/get 3.（9÷3=3）
6.Language 篇六
unit 3 language in use教学设计
教材分析：
七年级上moudule5 unit3是以食品为话题，在让学生学会各种食品英文表达的同时学会健康饮食。
教学目标：
一、 知识目标
1、 介绍健康食品及听懂包含食品的对话。
2、 能阅读有关健康食品的短文。
3、 能写出有关食品的短句，掌握but 的连词功能。
4、 some 和any 的用法以及名词的单复数形式。
5、 能发表自己对食品的看法，能展示自己所做的食品招贴画。
二、 情感态度
了解中西方饮食的差异，培养对中国饮食的感情，培养民族自豪感。
三、 学习策略
学生合作交流，小组合作互助，即合作学习策略。
教学重、难点：
（1） 能写出有关食品的短句，掌握but 的连词功能。
（2） some 和any 的用法以及名词的单复数形式。
teaching steps:
1、 warming—up
teachers’activity
问 （1）、 have you got a fridge？what’s in it?
（提示：用上have/has got ）
students’ activity
（1）学生两人一组交流，分别向对方介绍自己的冰箱。
2、in put
teachers’activity
（1） 展示冰箱的图片，让学生分别描述一下这里面的东西。write “have got some”and “haven’t got any” on the blackboard.
students’activity
（1）仔细看图片后，用1，2单元所学过的有关食品的单词和have/has got some(any)来进行描述。
（2）学生小组交流，组长记录交流结果。评出优胜组。
3、practice
teachers’activity
(1) do activity 3, look at the table,write “s” “p” “u”.(单数，复数，不可数名词) do this in pairs.
(2) do activity 4. write the plural.
(3) do activity 5.complete the word map.
students’activity
个体活动或后加同伴或小组活动，然后以小组为单位检查。并评出优胜个人或小组。
4、 out put
teachers’activity
(1)around the world:chinese food. discuss the pictures with the students.
（2）work in a group of three or four. make a poster.
students’activity
（1）discuss the pictures with the students.
（2）全班展示。
5、 feedback
一、 单项选择
1、 how many ____are there in your family?
a people b peoples c people’s
2、i haven’t got _____brothers.
a a b an c any
3、he hasn’t ____a sister.
a got b get c gets
4、my brother likes apples_____i don’t like them
a and b but c or
5、his ______ are both teachers
a parent b parents c parent’s
6、—do you have a cat?
__yes. _____cat is black.
a the b a c an
7、thanks _____your photo.
a of b for c form d to
8、betty isn’t my teacher. _______my cousin.
a she b he c she’s d he’s
9、—have you got any brothers?
--———。
a yes,i do b yes,i have c no,i have
10、lin tao has got _____friends.
a an american b american c an america
答案:
一、1a 2 c 3 a 4 a 5 b 6 b 7 b 8 a 9 b 10 c
6、summing-up
（1）通过本单元的复习，强化巩固了本单元所学词汇以及there be 结构和have/has got 的用法，能写出有关食品的短句，掌握but 的连词功能。
（2） some 和any 的用法以及名词的单复数形式。
7、homework
制作一张海报，向同学介绍。词数在60-80左右.
8、授课体会
学生应当成为课堂的主体，只有参与其中才会在学习中获得知识与乐趣，教师在学习过程中的积极评价更会为他们的学习兴趣推波助澜，这种课堂的教学设计有利于进一步发展学生综合语言运用的能力，有利于提高学生运用英语获得信息，处理信息，分析问题和解决问题的能力，有利于注重提高学生用英语进行思维和表达的能力，进一步拓宽视野，增强热爱家庭，关心他人，热爱学习的意识，为将来发展和终身学习奠定良好的基础。
7.Language 篇七
module 5 rules and suggestions
unit 3 language in use
课题
module 5 unit 3 language in use
课型
revision and application
第 4课时
教学
目标
知识目标
to summarise and consolidate the use of modal verbs and the new vocabulary
能力目标
to use modal verbs very freely.
内容
分析
重 点
the usage of the modal verbs.
难 点
the usage of “may not/can’t/must(表示推测).
教法学法
formal and interactive practice, task-based
教具
学具
multimedia
教学程序
教材处理
师生活动
时间
step 1: have a dictation
step 2: grammar and vocabulary
activity 1: match the signs and the rules.
activity 2:read the list of rules and write sentences.
activity 3:work in pairs.
activities4-5: complete the passage
step 2: reading (activity 6)
step3:listening (activity 7)
step 4:around the world
step5:homework for today
《中华一题》
get the students to go over the set phrases . let them write the useful expressions down and then the teacher shows the answers.
目的；熟悉一些情态动词的意义和用法。
主要是表示命令和禁止的。
let the students do it on their owns, then ask some of them to show their answers to the class.
t shows the right answers, get them to check.
目的：让学生将情态动词的意思和使用同实际应用相结合，首先要读懂这些规定、提示的意思，并且能用情态动词准确地将其意义表达出来。
let the students do it first, then talk about them with the partners, at last ,ask several students to answer them.
explain why the rules in activity 2 are important.
目的：熟悉、巩固情态动词的用法。
one student asks, the other answers. then ask a few to act them out.
目的：熟悉并使用学过的词汇。
let the students do it first, then talk about them with the partners, at last ,ask several students to show their answers to all.
read the passage and answer the questions.
目的：扩大阅读量，使学生接触更多与课文内容相关的阅读材料。
do it alone, then talk about them.
ask three students to answer the questions.
listen to the tape and put the advice in the correct column.
目的：训练学生对于将要听到的内容进行预测，训练学生听细节的能力。
listen and write the points down, then compare the answers with the teacher’s, and check.
本部分介绍的是“生态旅游”。在当今科技高度发展、人们生活水平提高、人们对生活质量要求也不断提好的事态，“生态旅游”是一个应该积极宣传的旅游形式，配合这段材料，完成对学生环保意识的教育。
教学后记
8.Language 篇八
一、 章节分析（reading section ）（一）综述本章节通过debbie和simon 接人待物时的成功与失败，来说明肢体语言的重要性。在引导学生对文章进行整体理解同时，培养学生良好的礼仪。本课的任务有两个：1 对课文进行整体阅读。培养学生略读（获取大意）、扫读（整理有关信息）、细读（分析篇章结构，慨括中心）等阅读能力。2 与时俱进。结合课文以及上海迎世博倡导学礼仪的活动，引导学生畅谈作为东道主该用何种body language来迎接四方宾客。（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（收集相关资料）、略读（获取大意）、扫读（整理有关信息）、细读（分析篇章结构，慨括中心）等是高中学生必须具备的阅读技能，教师对高一新生可以以本课为例作仔细介绍。3 情感目标帮助学生对 “body language” 有更深入的思考，学会礼貌接人待物。（三）教学方法采用任务型教学法组织教学，通过比较，讨论等具体活动，达到教学效果。（四）重点和难点1 词汇学习1) 核心词汇l seniorl appearancel express/expressionl impress/impressionl middle-aged, well-dressed, part-timel communicate/communicationl oppositel greetl cheerfull employ (employer, employee)l colleaguel customerl gesture2) 拓展词汇l sighl faxl headline (练习d中)l heading3) 词组和短语l glance at, l get down to, l give sb. a good impression, make a good impression on…, l without hesitation, l hold up, l prefer…to, would rather do…2 句型学习l look ( sound, smell, taste, feel) + adj.l make sb. +v.原形一、 教学设计（teaching designs）
教学内容
教学实施建议
教学资源参考
pre-reading 为了更好地处理初高中衔接，建议老师用一个课时完成两个任务：l 介绍高中课本的结构特点;课文所涉及的内容;以及阅读时skimming 和scanning 技巧.l 根据课文主题，向学生展示一些生动形象并表示不同含义的肢体语言图片并与学生讨论它们所起的作用，从而调动学生学习积极性，激发学习兴趣，为顺利进入课文学习打下基础。［具体处理这部分内容的建议见[链接1] 对初高中衔接的处理 ］ [链接2课件：body language 1 ]。中学英语合作网《牛津英语教学参考》page 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 skimming 要求学生快速略读，获得课文的大概轮廓，能在有限的时间内运用skimming技巧，找到最基本的信息。l scanning 由于课本上scanning全词填空太难，不符合由易到难的教学规律，故把课本第4 页e read and think部分稍作修改变成scanning的内容。要求学生运用scanning 技巧，搜索需要的信息。l further understanding 经过以上两个基础环节后，进入课文深层次的理解，要求学生能找出文中描写debbie 和simon 身体语言的词语，通过比较总结出两人接人待物的成功与失败的原因。l consolidation and conclusion 把课本第2页c scanning 部分进行适当修改，巩固刚学过的内容。［具体处理这部分内容的建议见[链接3课件：body language 2 ]。
post-reading discussion这是课文的拓展部分，也是进行情感教育部分。结合课文以及上海迎世博倡导学礼仪的活动，引导学生畅谈作为东道主该用何种body language来迎接四方宾客。[链接1]说明：对初高中衔接的处理。 1 师生的自我介绍。2 介绍高中教材的特点，介绍阅读中skimming 和scanning的含义与技巧.1) what is skimming?skimming is a reading strategy. when we skim a piece of reading, we read it very quickly in order to get the general idea of the reading. when we skim, we skip the unimportant parts. therefore, when we skim, we usually only look at titles and headings, pictures and diagrams, and important sentences (usually the first and last sentences of a paragraph) in the reading. skimming takes only a minute or two, and it helps us get the general outline of the reading and follow the writer’s idea more easily. it is a way to prepare us for a better and detailed understanding of the writer’s ideas.略读是一种阅读方式。当我们进行阅读时，我们是在非常快速地阅读，目的是获地阅读材料的大概轮廓或意义。在略读时，我们跳过不重要的部分。因此，我们通常只看题目和段落标题、附图和图表以及重要的句子（一般是每个段落的第一句和最后一句）。略读只需一二分钟，它帮助我们获得阅读材料的大概轮廓并使我们更好地跟上作者的思路，它为我们更准确、更仔细的理解作者的思想做好了准备。2) what is scanning?scanning is a reading strategy. when we scan a piece of reading, we read it very quickly in order to get specific or single pieces of information. so we scan to get information about time, names, places and numbers, etc. when we scan, we always skip the irrelevant parts and we only focus on what we need to find out.跳读是一种阅读方法。当我们在扫读一篇阅读材料时，我们是在非常快速地阅读，目的是获得有关时间、姓名、地点和数据等的信息。在跳读时，我们总是跳过不相关的部分，而只是集中注意我们需要发现的信息。3） practice ( 老师们可以用以下材料说明介绍skimming和scanning的阅读技巧。)
english mannersa when we meet someone we know, the simplest thing to say in english is “good morning”, “good afternoon”, or “good evening”. “hello” and “hi” are forms of informal greeting. we avoid using them with seniors or in a very formal situation. “how are you?” and “how are you doing?” are often used to greet friends. they are used either during the day or in the evening. “how do you do?” seems to be used less often than before.b some forms of greeting which are good manners in china are not considered so in britain or some other english-speaking countries. for example, usually we should avoid greeting a foreign friend by saying “ where are you going?” or “where have you been?”, which are quite common among friends in china. if we did ask either of these questions, the foreign friend would think that we were asking about his private affairs. neither should we greet a foreigner by saying “have you had your dinner?”. he might think you were inviting him to dinner！these forms of greeting are only acceptable when they are used with close friends.c in most english-speaking countries shaking hands is also a form of greeting, and the best kind of handshake is gentle and firm. close friends or relatives, on the other hand, usually do not shake hands with each other; they often exchange a quick kiss on the cheek when they meet or part. men, however, don’t often kiss or embrace when greeting each other.d men still tend to open doors for women in public. however, some young girls cannot stand that. nowadays more and more women are opening doors for men!e good manners are made up of many small things. foreign friends or colleagues can get very upset if we forget to say or do something properly. this can be clearly shown through the following example.f one day, on the desk of a department office in a college, lay a letter for a visiting american professor. her chinese colleague happened to pass by. she saw it, picked it up, and later gave it to the american professor, saying, “ mrs willis, a letter for you from your hometown.” to her surprise, the visiting professor immediately put on a stiff face. she didn’t know the reason why the chinese colleague was interested in her private affairs. at the same time, the chinese teacher didn’t know the reason why mrs willis took offence.g thus, we have a lot to learn about english manners. the native speakers around us offer very good examples when talking and acting. english books, tv programmes and the internet provide lessons as well. some dictionaries also present lists of common polite expressions. so, we must try our best to learn more about english manners and people’s ways of life so that we can communicate with foreigners more properly.exercises:a) skimming: read the first and last sentences of each paragraph and match the summaries in column ⅰwith the paragraphs in columnⅱ. the first one has been done for you as an example. column ⅰa) things that make up good manners b) a good example to show cultural differences in manners c) shaking hands, kissing and embracing d) opening doors and good manners e) different forms of greeting f) manners in china and english-speaking countries g) getting to know more about english manners columnⅱparagraph aparagraph bparagraph cparagraph dparagraph eparagraph f paragraph g
( answer: a)---e, b)---f, c)---c, d)---d, e)---a, f)---b )（虽然这篇文章很长，但经过skimming 环节，同学们基本能在较短的时间内，通过看每一段落的第一句和最后一句，找到每段的段落大意，理清作者的写作思路，为下一步寻找细节奠定基础。）b. scanning: scan the text and answer the following questions.in what situation(s) is each of the following used?l “good morning.”, “good afternoon.”, “good evening.”l “hello.”, “hi.”l “how are you?” , “how are you doing?”l “how do you do?”l “where are you going?”, “where have you been?”, “have you had your dinner?”(经过skimming环节后，同学们知道以上问题的答案应在第a段和b段去找。) when and with whom do people exchange a quick kiss on the cheek?(在第c段找。答案：relatives or close friends when meeting) how many ways has the writer suggested to help us learn more about english manners?( 在g段找。答案：3 )（同学们往往畏惧阅读长文章，从头到尾读下来，却不知文章到底讲什么。通过学习理解文章的大意，知道在什么段落去寻找需要的信息，并为下一步深层理解奠定基础。）[链接2]说明：用ppt. （body language 1）展示一些生动的body language 图片，鼓励学生动口动脑，说出它们的含义。the many meanings of body language(见课件：body language 2 ) [链接3]说明：本部分建议采用任务型阅读教学方法。通过略读、扫读、细读等不同手段来提高学生的阅读理解能力，从而培养学生的阅读技巧。step one warming-uplook at the pictures on ppt. different body language (facial language) shows some different feelings. ( students use different words esp. adj. to describe them).（具体处理见课件“body language2 ppt.)step two task cycle---reading1 skimming skim the story and look at the photo on the next page, and then try to answer the following questions.where does the story take place? ( in the sunbeam travel company)who are the people sitting down? (debbie and simon)when did the story take place? (on a saturday morning) which person looks the most friendly? (debbie)2 scanningscan the passage and find the answer to the following questions.who sat down opposite debbie? ( a middle-aged, well-dressed woman)how did debbie greet her? (cheerfully)who was mr.yang? (a senior employee in the company)can you find two examples of mr yang’s body language ? why did he do the things?(put his hand on simon’s shoulders; gave an encouraging smile; to tell him why the customer didn’t prefer to deal with him in a friendly way.)why did the customer prefer to deal with debbie?( 进入下一环节的细读。)3 further understanding（通过比较两人不同的身体语言，得出文章的主题）1) find the different body language of debbie and simon.debbiesimongreet cheerfullysighhold her head up rest his head on his handhook at the customer’s eyes look downwardssmile not smileturn her head or body towards the customernot turn his head or body towards the customer2) questionwhy did customers prefer to deal with debbie instead of simon?(because her body language makes customers feel welcome, while simon’s tells customers to go away. ) ( 书上原句)3) conclusion:(main idea of the passage)communicating is more than speaking and listening. your body language is important, too.( 书上原句)step three consolidationsimon is phoning a friend about his experience. fill in the blanks. the first letters have been given. (deal with some words and expressions that students have just learned in the previous steps.)i spoke to mr yang today. he’s one of sunbeam travel’s s_____ employees. i told him that our customers always p______ to deal with debbie. he told me the problem might be the way i c_________. he explained to me about b____ language. he said that i was not giving customers a good i________.my body language was telling customers to go a_____, instead of making them feel w________. so now i’m trying to i_________ my body language.(reference : senior, prefer, communicate, body, impression, away, welcome, improve)step four reflection --- post-readingdiscussion the world expo will be held in shanghai in . our government is advocating excellent etiquette(礼仪). as a native, what do you think you will do to greet friends both at home and abroad?step five homework1 read the text after the tape recorder.2 do ex.d1&d2 on p4.（见课件 body language 2）