语言是基础，在英语词汇中，“language”就是翻译成“语言”的意思，除此之外，还有其他的用法哦！以下内容是为您带来的Language教案【优秀5篇】，如果有助于您的写作，还请您介绍给您的同学。
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
2.instant 【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
3.greedy 【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.
4.dispose 【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
6.if you ____________ of mary, ask her to come and see me.
a. lose sight of b. catch sight of c. are in the sight of d. are at the sight of
7. i’d rather have a room of my own, however small it is, than ___ a room with others.
a. to share b. to have shared c. share d. sharing
8. the speech by the mayor of shanghai before the final voting for expo is strongly impressed ___ my memory.
a. to b. over c. by d. on
9. you should try to get a good night’s sleep ___ much work you have to do.
a. however b. no matter c. although d. whatever
10. the teacher couldn’t make himself ___ attention to because the students were so noisy.
a. to pay b. to be paid c. paid d. pay
11.___ straight on and you’ll see a church. you won’t miss it.
a. go b. going c. if you go d. when going
12. ___ warmly for his work, he was too ___ to fall asleep.
a. praising; excited b. to praise; exciting
c. praised; exciting d. praised; excited
13.i order not to be disturbed, i spent three hours ___ in my study.
a. locking b. locked c. to lock ; d. being locked
14. – in fact, i’m not used ___ to like that. -- neither am i.
a. to being spoken b. to be spoken c. to speak d. to speaking
15. the secretary reminded me ________ there was a meeting that afternoon.
a. of b. about c. that d. on
16. the train fell over the edge, but no one ________ much in the accident.
a. suffered b. injured c. damaged d. died
17.they will be as tall as you soon if they________.
a. keep on growing like that b. keep to grow like it
c. keep growing like that d. will keep growing like that
18. farmers can increase their corn crops three times simply ________ watering their fields.
a. through b. with c. by d. in
19. he asked us to ________them in carrying through their plan.
a. provide b. help c. assist d. offer
20. what do you think is the most ________ time to find him at home?
a. like b. likely c. possibly d. probably
ii、完形填空（共20小题；每小题1.5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 now.da
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 domes.26 ，there will never be any 27 or snow，and the temperature will always be 28 .
perhaps everyone will live in vertical（垂直的）cities — high rises 29 are so large that they can30 all the necessities of life.since vertical cities will use 31 land than flat cities，and provide homes32more people，they will be practical for small countries that have33population.
34 idea that will be helpful to small countries is the 35 has already built homes, stores，and offices 36 the water of the mediterranean sea.
there are some people who think that we will go back to 37in caves. 38 the caves of the future will be very different from the caves of the stone age.farms and parks will be on the land 39 the cave city.when people want to go to the country or to a park，a short ride in a 40 will take them there.
21. a. somebody b. anybody c. nobody d. everybody
22. a. off b. out c. in d. by
23. a. thinking b. considering c. imagining d. suggesting
24. a. on the other hand b. as a result
c. of course d. at the same time
25. a. possible b. suitable c. pleasant d. necessary
26. a. similarly b. therefore c. according to d. moreover
27. a. cloud b. rain c. wind d. ice
28. a. cool b. warm c. comfortable d. satisfied
29. a. that b. they c. where d. who
30. a. construct b. continue c. remain d. contain
31. a. wider b. more c. less d. fewer
32. a. on b. to c. with d. for
33. a. a small b. a large c. a few d. many
34. a. one b. second c. next d. another
35. a. floating b. flowing c. shipping d. blowing
36. a. in b. above c. over d. on
37. a. live b. be living c. living d. having lived
38. a. also b. but c. then d. again
39. a. in b. under c. beside d. over
40. a.lift b. underground c. plane d. bus
iii. complete the sentences
41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
43.in memory of
44. sight of
45. similar to
46. influence
47. unfair
48. error
49. private
50. surroundings
51. required
52. lack
53. consists
54.arranged
55. availabl
牛津高中英语教学设计
单 元：unit 2 language
板 块：welcome to the unit
课堂设计指导思想：
本课时是单元的第一课时，课型为听说课。“welcome to the unit”作为一个单元的起始，主要起到“预热”的功能，其具体作用体现在：
一、激活学生现有知识体系，为新知识的输入铺设台阶，铺平道路；
二、导入本单元的“main topic”，为整个单元的话题的讨论提供引子；
三、输入相关背景知识，为学生了解单元话题内容，进行进一步讨论、探究提供信息和依据；
四、围绕单元主题，提供给学生一个友善的同龄人间的听说训练的平台，从而帮助学生学得更加自信，将思维真正变成鲜活的、可以使用的语言。本课的设计从日常可以言说的语言谈起，逐步讨论了语言的多种形式——有声的、无声的、人类间的、动物间的等等，扩大学生对语言外延的认识，进而探讨了信息得以传递的各种途径，最后话题缩小到英语语言的学习，为“reading”的导入做了一定的铺垫。
teaching aims:
1. get to know more about different forms of languages;
2. learn different ways in which information can be transmitted;
3. get fully involved in the discussion and share the experiences of learning english.
teaching procedures:
step 1 warming up
the teacher starts the lesson with a small guessing game. students are divided into several groups. a question “how many languages are there in the world?” is presented on the screen. answers varying from “more than ” to “more than 7000” are also presented on the screen. students are encouraged to guess the answers. and students who guess it right can gain points for their groups. and the answer is more than 6000.
【设计说明】从简单的竞猜游戏过渡进入课堂教学，生动活泼，从最大限度上激发学生的热情和积极融入课堂的参与意识。可以按小组实施，对每组选择不同答案的人数加以分别统计，最后以每组猜对正确答案的人数记入分数。由于设计的是竞猜，最大的好处是使学生无论基础如何，都能参与进来，而且都可能为本组获得成绩贡献自己的一份力量，对于将英语语言学习上后进的同学带入课堂能起到较好的作用。
step 2 presentation of a card
present a new year’s card to the students. ask them to recognize the languages printed on the card. if some students could read some of the languages, encourage them do it in the class.
【设计说明】印有多种新年祝福语(中、英、法、俄、日)的卡片是书本图片的第一张。部分学生可能可以辨认出其中两至三种语言，甚至更多。如果学生愿意在班里朗读这些祝福语，也可以为他们的组获得分数。这样的设计，一方面为部分学生铺设了展示的舞台，可以增加这些学生学习语言的自豪感和为团队争光的荣誉感；另一方面，可以激发其他学生学习语言的动力和兴趣。如果教师自身条件允许，可以教学生这些语言的读法，不失为一次既有亲和力，又能激发课堂活力的活动。
step 3 discussion of emoticons
an emoticon is presented on the screen. two questions “we often see this while chatting on line or in our text messages, what does it stand for? could you give some other examples of emoticons?” are raised on the screen as well. students are encouraged to utter their ideas freely. and the teacher really should appreciate their answers and the opportunity to learn from the students.
more emoticons are presented on the screen to let students guess or tell the meaning of them. this can also be involved in the competition if the teacher wants it to be interesting.
【设计说明】网络及手机短信中的表情符号是学生们生活中较为流行的一种语言形式，对这一学生熟知的语言现象的讨论，有助于拉近语言与学生间的距离，更有助于充分调动学生的学习积极性。
step 4 discussion on other forms of languages
tell students that a language is not only something that can be spoken or typed. show them a picture of sign language on the book. give a short introduction of the meaning of the gesture. present more pictures of sign language and get students to guess their meaning.
【设计说明】介绍语言不仅仅包含可书写和可言说的形式，还有手势等形式。简单介绍同一手势在不同国家和文化中蕴含的意义不同，在激发学生学习热情的同时，加强了文化的输入，和跨文化交际意识的培养。
step 5 introduction of braille
deaf people can use sign language to communicate. ask students “how can blind people read the language in the books?” present a picture of braille alphabet on the screen. ask students to feel the dots on their cash if possible.
【设计说明】与学生讨论盲文。简单介绍盲文的字母表。如果条件允许，可以让学生通过感觉人民币上的盲文标识，对盲文有一个感性的认识。帮助学生体会残疾人学习生活的不便，鼓励他们要努力学习。
step 6 discussion on communication between animals
raise the question “do you believe animals can also speak languages?” let students express their idea about communication between animals.
【设计说明】人类只是这颗蔚蓝色星球居民的一份子，人类用语言交流，那么动物呢？让学生从已有的实际知识出发，加以适当的想象，阐述他们的观点。人类发展的步伐永远需要想象力这对翅膀的推动，在这里，让我们的学生畅所欲言吧。
step 7 discussion of other ways of changing information
present a few pictures of some beautiful dancers in the silent world. ask the students “have you ever been shocked by the magnificent performance?” raise the topic of other ways in which people can exchange their messages. for example “smoke signals and fire signals and etc.” students are allowed to discuss the topic in groups and present their ideas according to the brainchild of their discussion.
based on the discussion, students are encouraged to think over what should be included as language.
【设计说明】残疾舞者的美带给学生震撼和感动，同时激发学生思考讨论其它传递信息和表达思想的途径，从而拓宽他们对语言的理解。语言是思维的载体，是传递思想，文化，知识，美等非物质的途径。通过对语言外延的探讨，加深学生对语言的理解和认识。
step 8 discussion on learning of english
english is the most widely used language in the world. ask students to share their effective methods for studying the english language with each other.
【设计说明】我们将话题从语言的理解缩小到英语课堂。同龄人间的彼此学习是一种比老师苦口婆心的说教有用得多的榜样的力量。老师在这里可以提前邀约对英语学习有想法、有特点、有方法的同学在这一环节做陈述，相信会有意想不到的收获。
step 9 homework
like chinese, english also has a long history. after class, please do some research to find out how the english language has been developing.
【设计说明】通过家庭作业，让学生接触更多关于语言的知识，同时水到渠成地为“reading”的预习做好铺垫。
高三英语learning a foreign language教案
人教修订版高三英语上unit 8 learning a foreign language
reading说课授课教案
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是一篇说明文，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
1.improve the ss’ reading ability.
2.develop the ss’learning language ability.
3、learn some useful expressions and sentences
4、“no pains,no gains.” diligence is the key to success.
ⅱ.teaching key points
1. improve the ss’ reading ability. sum up the main idea of each paragraph and the purpose of the text.
2.learn some useful expressions and sentences
ⅲ. teaching difficult points
1. how do the students use the characteristics of the successful learners to improve their english study?
ⅳ. teaching methods
1. ask and answer
2. fast and careful reading
3. group work
4. explaining and learning
ⅴ. teaching aids
multi-media computer, tape
ⅵ. teaching procedures
step1. greeting.
the teacher and the students greet each other.
step2. lead-in.
step3. fast-reading to find out the main idea of each paragraph and the purpose of the author.
step4. careful reading to answer some questions.
step5. explain and memorise the useful expressions and sentences.
step6. listen to the tape and then read the text aloud. pay attention to the pronunciation and intonation.
step7. test
step8. summary
1. the characteristics of the good language learners.
2.the useful expressions and sentences
step8. the design of the writing on the blackboard
useful expressions:
1.communicate with sb./sth.
2.make sense of
3.be equipped with
4.adjust oneself to sth. / adapt to sth.
5.regardless of
6.take chances / a chance
7.take risks / a risk
8.experiment with sth.
9.contribute to sth ./ doing sth.
sentence：
not all of us want to be translators or interpreters.（原文）
部分否定句的构成：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
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.
e.g. to learn a foreign language is important for your futurework.
=it is important for your future work to learn a foreignlanguage.
2. we had to change our caps, coats, gloves and trousers fort-shirts andshorts.
change “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!
e.g. he put up his hand to catch the teacher’sattention.
a new notice has been put up on the board.
a new theatre will be put up where there used to be atemple.
will you put me up for the night?
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)
a.fairly b. hardly
c.nearly d. seldom
六assesment and homework
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 universal.Para 5: Perhaps the best example of universally understood body language is the smile.
*Teachers can also ask students how many parts we can divide the whole text into and what the main idea of each part is.
Part 1 (Para 1): We use both words and body language to express our thoughts and opinions and to communicate with other people.
Part 2 (Para 2-3): Just like spoken language, body language varies from culture to culture.
Part 3 (Para 4-5): Some gestures seem to be universal.
[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.