Language教案优秀3篇
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Language教案优秀篇1
book4 module3 body language and non-verbal communication
learning paper 3 extensive reading
part one read the passage on page 29
1. read the passage and decide whether these statements are true or false.
① the custom of clapping appears in the last century. ( )
② applause meant thanks in classical athens. ( )
③ clapping is only a personal behavior. ( )
④ people never clap at a funeral. ( )
2. answer the questions.
① why do people clap?
② on what occasions we should clap and on what occasions we should not? and why?
③ prolonged clapping helped a play to win. why?
④ what is the sign of applause? and what is the important thing for applause?
⑤ what’s the similarity between clapping and laughter?
part two
read the article “culture awareness” on page 81.
1. read the article carefully and say if these statements are true or false, and correct it.
① if you are trying to sell something, it is better to do it through a telephone conversation.( )
②your body language will give others a specific impression of you.( )
③it is difficult to tell the difference between a genuine smile of pleasure and a false smile.( )
④ if you know what they said with words , you can understand what they really mean even you do not understand their body language codes.( )
⑤since much of our body language is universal, culture codes are almost the same.( )
⑥ even simple gestures may have a completely different meaning in other parts of the world. ( )
⑦it is appropriate to shake hands when you meet someone for the first time in any culture of the world. ( )
2. answer the questions
① why is it easier to sell someone something face to face?
② what does body language tell you about other people?
③ what does the circle sign made with three raised fingers mean in the us?
④ how is handshaking different in the west countries and in indonesia?
⑤ how can you avoid offending people when you travel to other countries?
part three
精读课文译文
说起“交流”，大多数人会想到单词或句子，虽然单词或句子十分重要，但我们也并不只是用口语和书面语进行交流，身体的姿态是我们所称的“身势语”的一部分。我们经常看到无意识的身势语，但也有“习得”的身势语。习得的身势语在不同的文化中各不相同。
当我们被介绍给生人时，我们使用“习得的”身势语。跟动物一样，我们会保持警觉，直至知道安全的时候才放松。因此，在所有的文化中人们都有一种向陌生人打招呼的正规的方式，以表示他们并不具有侵犯倾向。欧美人的传统是握手，他们用右手握手——右手对多数人来说更有力一些。假如右手用于忙着与人打招呼就不可能握武器。因此，这种手势的意思是“我信任你，瞧，我没带威胁性的武器”，假如你和人握手，就是在表明你信任他们。我们在做交易时与人握手，意思就是“我们达成了协议，相互信任”。
亚洲人打招呼是不接触他人身体的，但他们要用手。与人打招呼时，中国人的传统方式是右手放在左手上，拱手，稍稍躬身而行礼。穆斯林行额手鞠躬礼，用手触左胸、嘴和额。印度人双手交合，恭敬地鞠躬。在上述例子中，手都在忙于打招呼，不可能拿武器。
即使是现在，人们在非正式场合打招呼时，还会用手来表示信任对方。美国青年常常说着“击掌”来打招呼。说完后这个人举起手，手掌向外，五指张开。另一个人同样举起手，拍打对方举过头顶的手。这是现代常见的打招呼方式。
身势语对于任何研究者来说都具有吸引力。人们通过姿势表达的意思要比通过话语表达的更多。看看你的朋友和家人，你能洞悉他们的心思吗？
part four.趣味英语
① 形容词+人体部位
all ears 全神贯注地听 all eyes 聚精会神地看
sweet tooth 爱吃甜食之人 cold shoulder 冷漠
② 人体部位+名词
brain storm 突有灵感 blood debt 血债
lip service 空口的应酬话
③ 动词+人体部位
keep/save face 保全面子 lose face 丢脸，失去面子
count heads点名 join hands 携手联合lose heart 沮丧
④ 人体部位对称或并列
face to face 面对面 heart to heart 交心
side by side 肩并肩 hand in hand 手拉手
neck and neck 并驾齐驱 arm in arm 挽臂
Language教案优秀篇2
reference for teaching
ⅰ.异域风情
a graded reader
a graded reader is a book containing simplified languages used to help learners master the come in different levels,from beginners to learners need to choose a reader that is suitable for their level.
why use readers?
lots of research shows that extensive reading improves all aspects of language learning,including vocabulary,speaking skills,fluency,writing skills and reading comprehension.
reading is a way of learning english without classes or a teacher.it helps develop learner independence.and while reading graded readers,learners don’t have to run to a dictionary because the language is at their level.
how do i get started?
the entire class can read the same book or different books at different times.
how do i know the right level?
if your class is all reading the same book,choose one that is appropriate for their level.if your students are reading different books,you can have a selection of books at different levels.in this case,don’t worry too much about the level.a learner who is interested in detective stories might read a higher level book if the motivation is there.
how to read the book depends on students’ age,motivation and class time available.some classes like to read silently,others like to read aloud in small groups and some enjoy being read to by the teacher.be sensitive to the class and ask for their opinions.
some pre-reading activities are needed.before students open a book,it is important to spark interest in the story and in the whole process of reading.for example,ask them to guess what the story is from cover,chapter titles and let students put them in the best order,or discuss the author.
during reading,choose a suitable chapter or chapters that can be broken down to make a comic students select a part of the book to make into a radio play.students can also become journalists and report on parts of the story.choose a piece of action and have students write it up.besides,students can role-play an interview with a character.
ⅱ.知识归纳
1.stick(stuck,stuck)v.
(1)贴，粘
two pages of the dictionary stuck together.
这部词典中有两页粘在了一起。
(2)插，扎，固定在某处
i found a nail sticking in the tyre.
我发现轮胎上有个钉子。
(3)卡住，陷在……里（无法移动）
the heavy snow stuck the traffic for hours.
大雪使交通中断了好几个小时。
（4）随便放某处
stick it on the desk.
就把它放在桌子上吧。
（5）忍受（主要用在口语中）
we don’t like hot weather.but last summer i stuck it in the south for a few weeks.
我们不喜欢大热天，但去年夏天我在南方遭受了好几个星期的大热天。
（6）老待在某处
she’s stuck(=has to stay)at home all day with the children.
她不得不整天待在家且照看孩子。
stick at
(1)坚持干（某事），努力干（某事）
he sticks at his work ten hours a day.
他坚持每天工作10小时。
（2）让……阻碍自己，因……而停滞不前，就是要……也在所不惜
he wouldn’t stick at cheating to get what he wanted.
为得到他想要的东西，就是骗人的事他也干得出来。
stick out
(1)伸出，突出
how his stomach sticks out!
他肚子好大啊！
（2）伸出某物
stick out your tongue to let the doctor have a look.
伸出舌头来让医生看一下。
（3）显得突出
she has her hair dyed red,which always sticks out in a crowd.
她把头发染红了，因此在人群中总是很显眼。
（4）坚持到底，坚持说
the workers are determined to stick out until they get their demands.
工人们决心坚持到底，达到他们的要求。
stick to
(1)坚持（真理等）
i stick to what i said yesterday.
我坚持昨天我说的话。
(2)坚持干（某事）
he will stick to his task until it is finished.
他决心坚持干他的工作，直到把它干完。
（3）遵循，按……做（讲），跟着……走
we’ve decided to stick to our previous plan.
我们已经决定按既定计划去做。
(4)忠于（某人），（和……）长期保持友好关系
i will stick to my friend tom whatever is said of him.
无论别人说什么，我将忠于我的朋友汤姆。
stick up
(1)伸出来，举起
stick up your hand if you know the answer.
如果知道答案你就举手。
（2）贴上
the examination results will be stuck up on this board tomorrow.
考试结果明天将贴在告示牌上。
2.adopt v.
(1)采取，采用，采纳
they adopted my suggestion finally.
他们最终采纳了我的建议。
（2）通过
the board adopted the proposal after much debate.
经过多次辩论，董事会采纳了他的建议。
（3）收养
as they had no children of their own,they adopted an orphan.
因为自己没有孩子，他们收养了一个孤儿。
3.acquire v.
（1）（经过一个过程或通过自己的努力）得到，获得（后面跟抽象名词）
mary acquired confidence.
玛丽有了自信。
（2）（经过努力）得到（具体的东西）
by the time jannes was twenty,he had acquired a store of his own.
到二十岁时，jannes拥有了属于他自己的商店。
4.sense作名词
（1）视觉，听觉，嗅觉等官能（可数）
those who can’t see often have a fine sense of hearing.
眼睛看不见的人往往听力好。
(2)“感觉”（多作单数），常可译为“……感”。
a sense of accomplishment often accompanies hard effort.
成就感往往和艰苦的努力结伴而行。
my teacher had a sense of humour.
我的老师有幽默感。
（3）观念，概念
he has no sense of discipline.
他没有纪律观念。
（4）头脑（不可数）
he had enough sense to know what it meant.
他有足够的头脑，会知道这是什么意思的。
（5）意思，意义（可数）
the word “of” has many senses.
“of”有多种意义。
make sense有意义，有道理，能被理解
the whole article doesn’t make sense.
整篇文章意思看不懂。
make sense of懂，理解
i didn’t make sense of what he said.
我听不懂他说的话。
there is no sense in doing sth.
（做某事）没有道理。
there is no sense worrying.
担心没有道理。
sense作动词是 “感觉到，觉察出”的意思。
he sensed the approaching disaster.
他感觉到灾难即将来临。
ⅲ.词语辨析
1.awful,terrible,dreadful,horrible,horrid
awful具有“由于对某个强大的，伟大的，具有特殊意义的人或事物的尊敬，崇拜和畏惧而引起的骇怕”的隐微含义。有时仅表示“非常的，大的”。
the band plays the awful music of “don juan” before the statue enters.
在塑像出来之前，乐队奏“唐•璜”中的令人恐怖的音乐。
she has got an awful lot of work to do.
她有很多工作要做。
terrible表示“对某种具有较大力量的东西的惧怕；恐怖的；能使人痛苦的”。
a terrible fire destroyed six houses.
可怕的大火烧毁了六所房屋。
dreadful有“因害怕和恐惧而引起惊恐”的含义。
cancer is a dreadful disease.
癌症是一种可怕的病。
horrible有“与其说是引起害怕和恐惧的感觉，不如说是引起讨厌和仇恨；可恶的”和“使人憎恶的”等隐含的意义。
from the fish dealers’ stalls arises a horrible smell.
在卖鱼摊上冒出一股令人厌恶的气味。
horrid的意义和形容词horrible相近，隐含有“可恶的，讨厌的”等意义。
what a horrid nuisance!
真讨厌！
2.get,receive,obtain,gain，acquire
get“得，取得，获得”，具有最广泛的意义，是口语中最普通的用词，不管通过任何方式取到手，都可用get，可以代换本组其他各同义词。
i went from one place to another but got the same answer everywhere.
我走了一处又一处，但听到的回答都是一样的。
receive隐含主体的消极性，如：他只是接受别人送给他的东西（to receive the letter,news,telegram收到信、消息、电报；to receive punishment接受惩罚）。
on the third day he wrote to her and received an answer.
第三天他给她写了一封信，并收到了回信。
obtain“得，得到”，是书面用语，隐含主体的主动性，主体尽了一定的努力，或至少是表示出强烈的愿望才得到了什么；强调达到目的这一事实。
he obtained much experience through his work.
他通过工作得到很多经验。
gain“得，获得”，隐含“要花费力气或通过竞争和斗争才能获得”的意义，并指所得的东西有一定的好处和利益。
he could hardly gain a livelihood in paris.
他在巴黎难以谋生。
acquire“获得，取得”，通过自己的努力或行为而使原有的东西更多，并成为永久所有；也指慢慢并渐次地获得，如智力等。
you must work hard to acquire a good knowledge of a foreign language.
要获得良好的外语知识，你必须努力。
3.effective,efficient
effective(adj.)“有效，有效力，生效，有效果”，指得到所希望的结果或产生比较长远的效果，可以用于人或事，用于人时，指所做的事收到一定的效果，有时也指印象深刻或显眼等。
he is an effective speaker.
他是个有力的发言者。
people were deeply impressed with this effective scheme of decoration.
这个有效的装饰设计给了人们深刻的印象。
efficient(adj.)“有效率的，得力的，效果好，有能力，有本领”，这个词除了指效果好以外，还含有方法好，做事不太费劲的意味，用于人、事物或行为，但用以形容人时，要指有才干的人。
efficient management is one of the factors which will lower production cost.
有效率的管理是降低成本的一个因素。
an efficient executive,he soon had matters running smoothly.
他是一个有本领的领导者，很快就使事情顺利进行了。
ⅳ.能力训练
同义句型转换
1.老师要求学生记住这首诗。
（1）the teacher asked the students to_______the poem.
(2)the teacher asked the students to_______the poem.
(3)the teacher asked the students to_______the poem_______ _______.
答案：(1)memorize (2)remember（3）learn;by heart
2.她幻想太多，成绩退步，落人之后。
（1）she dreamed too much and_______ _______ _______her lessons.
(2)she dreamed too much and_______ _______ _______her lessons.
答案：(1)fell behind in (2)did not know
3.我今天有许多工作要做。
（1）i’ve got_______of work to do today.
(2)i’ve got_______of work to do today.
(3)i’ve got_______ _______ _______of work to do today.
(4)i’ve got_______ _______ _______of work to do today.
(5)i’ve got_______ _______of work to do today.
答案：(1)piles (2)lots (3)a great deal (4)a large amount (5)large quantities
4.我们天生有学习语言的能力。
(1)we are_______with a special ability to learn a language.
(2)we_______ _______ _______ _______ _______learning a language.
(3)we have_______ _______ _______to learn a language_______.
答案：（1）equipped (2)have a natural gift for (3)a special ability;naturally
5.他们是双胞胎，很少有人能把他们区别开。
(1)they are twins.few people can_______one_______the other.
(2)they are twins.few people can_______one_______the other.
(3)they are twins.few people can_______ _______one and the other.
(4)they are twins.few people can_______ _______ _______ _______one and the other.
(5)they are twins.few people can_______one_______the other.
答案：(1)distinct;from (2)tell;from (3)tell apart (4)make a distinction between (5)differentiate;from
6.他不顾及我在此事上的感受，继续往下说。
(1)he continued speaking, _______ _______my feeling on the matter.
(2)he continued speaking, _______ _______ _______ _______my feeling on the matter.
答案： （1）regardless of (2)paying no attention to
Language教案优秀篇3
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。