高中教案教案
發(fā)表時間：2020-10-28Unit2language-Project教案。
一名優(yōu)秀的教師就要對每一課堂負責(zé)，高中教師在教學(xué)前就要準(zhǔn)備好教案，做好充分的準(zhǔn)備。教案可以讓講的知識能夠輕松被學(xué)生吸收，幫助高中教師能夠井然有序的進行教學(xué)。高中教案的內(nèi)容要寫些什么更好呢？下面是小編為大家整理的“Unit2language-Project教案”，歡迎您閱讀和收藏，并分享給身邊的朋友！
Unit2language-Project教案
Designingabooklet
TeachingAims:
1.Trainthestudents’writing,readingandspeakingabilities.
2.GetthestudentstotalkaboutwritingabookletaboutChinesecharacters.
3.Getthestudentstocooperatewithothers.
TeachingDifficultPoint:
Howtohelpthestudentsfinishthetasksofwritingandspeaking.
TeachingMethods:
1.Reading,talkingandwritingtoimprovestudents’integratingskills.
2.Individual,pairworkandgroupworktomakeeverystudenttakeanactivepartinclass.
3.Discussiontohelpthestudentscooperate.
TeachingAids:
1.Themultimedia
2.Theblackboard
TeachingProcedures:
Step1GreetingandLead-in
Showthestudentsapictureandanswerthequestions.
lCanyoumakeoutanyoftheseChinesecharacters?
lDotheChinesecharactersremainthesameforthousandsofyears?
Chinesecharactersarealwayschanging!
Step2Fastreading
lWhofirstinventedChinesewriting?
CangJie.
lWhendidtheChinesegovernmentintroducesimplifiedChinesecharacters?
Inthe1950s.
Step3Carefulreading
Readthepassageandanswer:
1.HowoldistheChinesewriting?
Thousandsofyears.
2.HowdidCangJieinventChinesewriting?
CangJiesawthefootprintsofbirdsandanimalsinthesnowandhegottheideahecouldusedifferentshapesorpicturestorepresentobjects.
3.WhatdowecallthefirstrealChinesecharacters?
Wecallthempictograghs,whichmeanlinedrawingsofphysicalobjects.
4.Howdidthecharacterof“mountain”developovertime?Canyougiveanyotherexamples?
Thepictographforamountainwasoriginallythreepeakstogether.Thenthisbecameonepeakandthreelinesandfinallyturnedintothecharacterweusetoday.Therearesomeotherexamplessuchas‘eye’,‘sun’,and‘moon’.
Step4Readthepassageagainanddividethepassageintoseveralparts,thengivethemainideaofeachpart.
Para.1.BriefintroductionofChinesecharacters.
Para.2.TheoriginsofChinesecharacters.
Para.3-6FormanddevelopmentofChinesecharacters.
Para.7-8PronunciationofChinesecharactersandsimplifiedChinesecharacters
Step5Designingabooklet
(1)Planning
AskstudentstoworkinsmallgroupsanddiscusstheChinesecharacterstheirgroupwouldliketoresearch.Thentheyshoulddiscussthelayoutofthebooklet,anddividetheworkeachgroupmemberwilldotocollecttheinformationneeded.
(1)Preparing
Lookforinformationinasmanysourcesastheycanfind.Thentheymeet,discussandchoosetheinformationeachgroupmemberhascollected.
(3)Producing
Studentseachwriteasectionofthebooklet.Theyshouldputwhattheyhavewrittentogetherandaddphotosorillustrations.Theymustproofreadthedrafttocorrectmistakesifthereareany.Newideascanbeadded.Nowthebookletisfinished.
(4)Presenting
Studentspresenttheirbooklettothewholeclassbytakingturnstotalkabouteachsectionoftheirbooklet.Everyoneineachgroupshouldhaveachancetospeak.
Step6Languagepoints
1.Thewayawrittenlanguagedevelopedcantellusjustasmuchaboutacultureasthehistoryofaspokenlanguage.一種書面語言的發(fā)展方式,能告訴我們關(guān)于一種口語的歷史,同樣也告訴我們文化方面的東西.
l我不喜歡他對待孩子的方式.Idon’tlikethewayhetreatshischild.
l他解決問題的方式很奇特.Thewayhesolvedtheproblemswasstrange.
2.TheChineselanguagediffersfrommanyWesternlanguagesinthatitusescharacterswhichhavemeaningsandcanstandaloneaswords.漢語與很多西方語言不同,區(qū)別在于漢語使用的基本單位漢字本身就具有意義.
differfrom不同于;有區(qū)別=bedifferentfrom
lMenarealikeintheirpromises.Itisonlyintheirdeedsthattheydiffer(fromeachother).
人在許諾時都一樣,不同之處在于他們的行動.
lI’msorrytodifferfrom/withyouaboutthatquestion.
對不起,關(guān)于這個問題我與你的看法不同.
相關(guān)鏈接:
makea/no/some/littledifference有一點/沒有/有些/幾乎沒有作用/關(guān)系/影響
l對我來說,你走或留都沒有關(guān)系.
Itdoesn’tmakeanydifferencetomewhetheryougoorstay.
3.inthat因為;原因是;在于
lHedifferedfromotherpeopleinthathealwayslookedfartheraheadinhiswork.
他和別人不同的是他在工作中比別人都看得遠些.
4.Chinesepeopleinventednumerouscharacterstorepresentideas,objectsoractions.
中國人發(fā)明了無數(shù)的漢字來表達思想,物體或動物.
representvt.
1).表現(xiàn)；描寫；描畫
lThispaintingrepresentsastorm.這幅畫描繪暴風(fēng)雨。
2).代表
lWechoseacommitteetorepresentus.我們選出一個委員會來代表我們。
5.Chinesewordsareoftenformedbycombiningdifferentcharacters.
combinev.使聯(lián)合/結(jié)合常與介詞with連用
l這兩個黨不可能聯(lián)合在一起。It’simpossibletocombinethetwoparties.
l我們應(yīng)該使理論與實踐相結(jié)合。Weshouldcombinetheorywithpractice.
l這兩個小店合并起來成為一個大商店。Thetwosmallshopscombinedtomakealargeone.
combination結(jié)合；聯(lián)合；合并
lHischaracterisacombinationofstrengthandkindness.他的性格是剛與柔的結(jié)合。
6.However,notallcharactersareusedtodescribeobjects.
然而并不是所有漢字都是用來描述物體的。
◆當(dāng)not與all,both,everyone,everything,everywhere,everyday等連用時為部分否定,意為”并不都......”
1.Allthatglittersisnotgold.=Notallthatglittersisgold.閃光的并不都是金子。
2.Bothofthemhaven’treadthisstory.=Onlyoneofthemhasreadthisstory.并非他們二人都看過這個故事。
3.Thiskindofflowercan’tbeseeneverywhere.這種花不是隨處可見的。
◆當(dāng)not與any,anyone,anywhere,anything連用或出現(xiàn)no,nothing,nobody,nowhere,none時是完全否定.
lWefearnodifficulty.=Wedon’tfearanydifficulty.我們不怕困難。
比較下面的句子:
lAllofusdonotagreetotheplan.我們并不是都同意這個計劃。
lNoneofusagree(s)totheplan.我們都不同意這個計劃。
lEverythingisnotready.并不是一切都準(zhǔn)備好了。
lNothingisready.一切都沒準(zhǔn)備好。
7.Thoughpictographsindicatemeanings,theydonotshowhowtheyshouldbepronounced.
盡管象形字可以表意,但它們不可以表音.
indicate
1).指出;指示;標(biāo)示
lAsignpostindicatedtherightroadforustofollow.一個路標(biāo)給我們指出應(yīng)走的路。
2).暗示
lIindicatedthathishelpwasnotwelcome.我表示他的幫助不受歡迎。
3).表示明白
lInthismap,thetownsareindicatedbyreddots.在這張地圖上，城鎮(zhèn)是用小紅點標(biāo)的。
Step7Homework
1.DoPartsB1andB2onpage99inWorkbook.
2.DoPartsD1andD2onpage101inWorkbook.
相關(guān)閱讀
Unit2Growingpains-Project教案
Unit2Growingpains-Project教案
Writinganadviceletter
Teachingobjectives:
1.TohelpstudentsimproveEnglishthroughdoingaproject.
2.Tocooperatebyworkingtogetherontheproject.
Importantanddifficultpoints:
Writinganadviceletter.
Teachingprocedures:
Step1Lead-in
1.Whomadethefinaldecisionforyoutostudyatourschool?Didyoumakeyourowndecisionordid
yourparentsmakethedecisionforyou?
2.Ifyouhaveproblemswithyourparents,whowillyouturntoforadvice?
3.Whatdoesanadvicecolumnistdo?
1)Getaclearideaaboutthetrouble2)Analyzethetrouble
3)Givepropersuggestions4)Keepintouchwiththesender
Step2Skimming
Gothroughthetextandtrytoanswerthefollowingquestions:
1.Whatisthenameofthecolumn?TeenagersNow
2.Whodotheybothwritethelettersto?Mr.Zhu
3.Whydoesthefatherwritetheletter?Hewantstoaskforsomehelpwithhis16-year-oldson.
Step3Scanning
Letter1:Listentothetapeandreadwiththetape.Findout
Whatdoesthefatherthinkabouthisson?
a)Herefusestodoeverythinghisparentsaskhimtodo.
b)Heisrudetothem.
c)Herefusestospendtimewiththem.
d)Herefusestodohishomework.
e)HewastestimewatchingDVDs,listeningtoforeignmusic,chattinginInternetcafes,playinggamesandsurfingtheinternet.
Letter2:Listentothetapeandreadwiththetape.Findout
Whatdoesthesonthinkabouthisfather?
a)Hisfatherdoesn’tlistentohimwhenhewantstodosomethingorsuggestsanidea.
b)Heshoutsathimwhenhetriestotalktohim.
c)Whenherefusestolistentohisfather,hisfathertellshismotherandtheyfightlikecrazy.
d)Hisparentsalwaysmakehimdothingshedoesn’tlike.
e)Theycallhimselfishandunlovingwhenhewantstobealone.
f)Hisfathergetsveryangrywhenheplaysforeignmusic.
g)HisfathersendshimtobedortellshimtostudywhenhewatchesaDVD.
h)HisfatherforbidshimfrommeetinghisfriendsattheInternetcafe.
Step4Discussion
Asfortheson’sproblems,discussingroupsandgivesomeadvicetothefather.
a)Herefusestodoeverythinghisparentsaskhimtodo.
Advice:Talktohimkindlyanddon’talwaysforcehimtodowhathedoesn’tlike.
b)Heisrudetothem.
Advice:starttotreathimasagrown-up,andtrytounderstandhisson’sthoughts.
a)Herefusestospendtimewiththem.
Advice:accompanyhimtodosomethinghelikestodoandhewillgraduallyliketospendtimewithhisfamily.
b)Herefusestodohishomework.
c)HewastestimewatchingDVDs,listeningtoforeignmusic,chattinginInternetcafes,playinggamesandsurfingtheinternet.
Adviceond)ande):Trytoaccepthisinterestandenjoyitandhelphimtounderstandhisparents.Lethimknowhehasfreedomtomanagehisfreetimebutstudyisanecessityandheshouldworkhardatit.
Step5Formatofanadviceletter
1.Towhom
2.Fromwhom
DearMr.Liu,
______________________________________________________________________________
Yourssincerely/truly,
Mr.Zhu
3.Openingsentences
1)Iamverygladtohearfromyou.
2)Thankyouforyourletter.
3)Youhaveaskedmeformyadvicewithregardto…andIwilltrytomakesomesuggestions.
4)Iamwritinginreplyto…
4.Closingsentences
1)Ihopeyouwillfindmysuggestions/recommendations/advicehelpful/practical/useful.
2)Atlast,IhopeIwillbeyourbestfriend’sforever!Goodlucktoyou!
3)Let’skeepintouch.Idohopetoheargoodnewsfromyou.
5.Body(givingadvice)
Wecanusesomeconjunctionsandphrasestomakeourcompositionbetter.
平行:aswellas;notonly…butalso;
轉(zhuǎn)折:however;nevertheless;inspiteof;otherwise
因果:therefore;asaresult;owingto;
遞進:besides;what’smore;furthermore;inaddition;what’sworse
對比:onthecontrary;insteadof;ontheotherhand;unlike
Step6Writealetterinclass
Writeanadviceletterinclass.Askonestudenttocometotheblackboardandwriteit.
Afterabout12minutes,correctthecompositiontogether.
Step7Asamplewritingoftheadviceletter
DearMr.Liu,
Iamverysorrytohearthat.HereIwanttogiveyousomeadvice,Iwishitcouldbehelpfulforyou.
Firstly,youshouldbenotonlystrictbutalsokindlytohim.Treathimasanadult.Youmustntalwaysshoutathim.Respecthimandhisadvice.Maybehisadviceisofvalue.
Secondly,youmaytrytoenjoywhathelikes,suchasmusicandDVDs.Takemorenoticeofwhathethinks.Ononehand,youcanunderstandhimfurther,ontheotherhandyoucanbridgethegapbetweenyou.
Thirdly,youcanturntoyoursonsclosefriendsforhelp.Theycanunderstandwhatyoursonthinksandneedsbetter.
Ibelieveyoucansolvetheproblemsatisfactorily,andeverythingwillgowell.Goodlucktoyou!
Yourstruly
Mr.Zhu
Step8Homework:
RecordafterTeaching
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Unit2language-Task教案
一名優(yōu)秀的教師在教學(xué)方面無論做什么事都有計劃和準(zhǔn)備，作為高中教師就要根據(jù)教學(xué)內(nèi)容制定合適的教案。教案可以讓講的知識能夠輕松被學(xué)生吸收，幫助高中教師緩解教學(xué)的壓力，提高教學(xué)質(zhì)量。所以你在寫高中教案時要注意些什么呢？下面是小編幫大家編輯的《Unit2language-Task教案》，供大家借鑒和使用，希望大家分享！
Unit2language-Task教案
Reportonbodylanguage
Teachingaims:
1.Learnhowtoanticipatearesponse
2.Learnhoetoformulatewrittenquestions
3.Learnhowtoconductasurveyandhowtowriteareport
Procedures:
SkillsBuilding1:Anticipatingaresponse
1.HavetheSstoguidelinesonpage32.Makesurethattheyunderstandhowtopredicttheanswerstothequestionswhilelistening.
2.Readthestatements1to9.LettheSsdecideifthestatementsaretrueorfalse.
Listening.Finishtheexerciseonpage32.
Ans.1T2F3F4F5T6F7F8T9T
Step1:Fillinginachart
1.AskSstosaywhatthesecommongesturesinthechartmeaninChina.AndaskthemtopredictwhattheymeaninAmerica.
2.HaveSslistentoarecordingandconfirmtheirpredictedanswers.
Finishthechartonpage33.
1.good2.tellingthetrue3.Yes4.No5.Helloorgoodbye
6.crazy7.whereyouare(youplace)8.goodjob9.Ok
Skillsbuilding2:Formulatingwrittenquestions:
1.Readtheguidelinesonpage34tomakesurethattheyknowwhatto.
2.HelptheSstoanalysewhythequestionsshouldbeaskedlikethat.
Finishtheresttwo.
2.Lastnight,wewatchedatelevisionshowonCCTV8.Didyouseeit?Ifso,didyoulikeit?
3.Ifinishedabooklastnight.Howaboutyou?Whathappenedinthelastbookyouread?
Step2:Surveyingyourclassmates
1.RevisethegesturesinStep2onpage33.LettheSsgoovertheguidelinesonpage35andmakesurethattheyknowwhattodo.
3.Takethefirstoneasanexampleandaskthemtofinishtherestinpairs.
Sampleanswers:
1a2b3a4a5a6b7a
Skillsbuilding3:Organizingareport
1.Readthefourpointsatthetopofpage36checkoutthetips.Putemphasisonthefourmainsections.
2.HavetheSsgoovertheguidelines;workingroupstochecktheiranswerstofindtheappropriatesectionsforthesesentencesandnumbertheminthelogicalorder.
Answer842635197
Step3:writingareportonbodylanguage
1.NowtheSsaregoingtowriteareportonbodylanguageinChinawiththeinformationtheygatheredinStep1andStep2.
2.Whenwriting,theymayrefertothestructure------GettheSstogothroughthesecondpartonpage37togetthegeneralideaforeachsection.
Introduction
Procedures/Method
Results/Findings
Conclusion
Homework:
1.ReadAonpage99
2.FinishBonPage99
Unit 4 Body Language教案2
Unit4BodyLanguagePartOne:TeachingDesignTeachinggoals1.TargetLanguagea.重點詞匯和短語misunderstand,similar,facial,expression,agreement,yawn,chest,gesture,adult,punishb.重點句型或交際用語Actoutthefollowingmeanings,please.PleaseguesswhatImean.Pleaseshowtheactions,usingbodylanguage.Nowitisyourturntoshowtheaction/gesture.Pleaseuseeitherspokenwordsorbodylanguagetoexpressyourideas.Pleaseusebothspokenwordsandbodylanguagetoexpressyourideas.2.Abilitygoalsa.Enablethestudentstounderstandwhatacertaingestureofthebodylanguagemeansinagivensituation.b.Enablethestudentstoactoutsomemeanings,requirements,requestsorsituationsgiveninthetargetlanguage.c.Enablethestudentstoexpresswiththetargetlanguagethemeaningsgiveninbodylanguage.3.Learningabilitygoalsa.Helpthestudentslearnhowtoexpressthemselvesinbodylanguagewhenneeded.b.Helpthestudentsunderstandotherswhenbodylanguageisbeingused.Teachingimportantpointsa.Teachthestudentshowtounderstandbodylanguageusedindifferentcountriesorculturesaswellasindifferentoccasions.b.Teachthestudentshowtousebodylanguageinthemostappropriateoccasions.Teachingdifficultpointsa.Enablethestudentstorealizetheimportanceofbodylanguageincommunicationsothatlittleornomisunderstandingmayoccur.b.Letthestudentsknowthatthereisbothpositivebodylanguageandnegativebodylanguage.Teachingmethodsa.Individualwork,pairworkandgroupwork.b.Actingoutbyimitation,mimeorwithgesturesandbodymovement.TeachingaidsAcomputer,aprojectorandsomepictures.TeachingproceduresYoustandwatchingandlistening.作狀語；……)2.DoingexercisesNo.1and2onpage29Turntopage29.DoexercisesNo.1and2。III.ReadyusedmaterialsforThe~ingformastheAttributethatis,theirdifferentfunctionsinthesentence.
Examplesofsomeofthedifferentcategories·Hesswimming.·Heswearingaswimmingsuit.·Helikesswimming.·Swimmingispleasant.
Rewriteeachsentencewithoutusingthe-ingform.
Isthereachangeinmeaning?Whatisit?
Findsentencesinthetextwhichcanberewrittenusingan-ingform.
Isthereanychangeinmeaning?Whatisit?ThethirdperiodUsingLanguage(SHOWINGOURFEELINGS)AimsTohelpstudentsreadthepassageSHOWINGOURFEELINGS.Tohelpstudentstousethelanguagebyreading,listening,speakingandwriting.ProceduresI.WarmingupReadaloudtowarmup:Let’swarmupbyreadingaloudtotherecordingofthetextSHOWINGOURFEELINGS.II.Guidedreading1.ReadingandtranslatingReadthetextSHOWINGOURFEELINGSandtranslateitintoChineseparagraphbyparagraph.HeJing.Youaretodoparagraph1,please.….2.ReadingandunderliningNextyouaretoreadandunderlinealltheusefulexpressionsorcollocationsinthepassage.Copythemtoyournotebookafterclassashomework.CollocationsfromSHOWINGOURFEELINGSShowallkindsoffeeling,turnone’sbackto…,showanger,closeone’shand,shake…at…,auniversalfacialexpression,put…atease,hidefeelings,loseface,nodtheheadupanddown,lookawayfrom…,holdone’sarmsacrossone’schest,protest…from…,turntoward…,rollone’seyes,showrespectfor…,usegestures,giveahugtosb.,standcloseto…,with…open,lookdirectlyat…,looksb.intheeye,tellthetruth,bewrongabout…3.DoingexercisesNowyouaregoingtodoexercisesNo.1and2onpage30followingthearticle.Theimportanceofbodylanguage
Peoplecannotlivewithouteachother,wearesocialbeings.Assoonasweareincontactwithotherswearecommunicating.Forthiswecanmakeuseofspokenandwrittenlanguage.Inthesewayswemakethecontentofamessagecleartoeachother.Howeverwecanalsocommunicatewithoutwords.Thiskindofcommunicationtellsussomethingabouttherelationshipbetweenpeople.Oftenthisismoreimportantthangettingthecontentofthemessageacross.Thecommunicationaboutthisnonspokencommunication,whichtellsussomethingabouttherelationshipbetweenpeople,iscalledMeta-Communication.Communicatingaboutcommunication!4.WritingTurntopage31.Makealistofthreepositivebodylanguageexpressionsandthreenegativebodylanguageexpressions.Non-verbalcommunication,orbodylanguageoReferstomessagingwithoutwordsInapersonalspokenmessageoAccordingtoAlbertMehrabian,inPsychologyToday(1968),ofthetotalmessage§7%isconveyedbythewords§38%bythevocaltones,and§55%byfacialandbodyexpressionoReadingbodylanguageisanimportantskillThefourthperiodListening,writingStep1Turntopage31anddothelisteningandwritingexercisesNo.1and2.Positivegestureclusters-2●ConfidenceoSteepling(fingerstouchinglikeachurchsteeple)oHandsbehindback,authoritypositionoBackstiffened●ExpectancyoRubbingpalmsoJinglingmoneyopenlyoCrossedfingersoMovingcloserPositivegestureclusters-3●Cooperation,readiness,opennessoOpenhandsoHandsonhipsoHandsonmid-thighwhileseatedoSittingonedgeofchairoArmsspread,grippingedgeoftableordeskoMovingcloseroSprinterspositionoHand-to-facegesturesPositivegestureclusters-4●EvaluationoHand-to-facegesturesoHeadtiltedoStrokingchinoPeeringoverglassesoTakingglassesoff,andcleaningoPuttinghandtobridgeofnosePositivegestureclusters-5●Reassurance5.SpeakingandwritingDiscussLinPei’sbehaviourwithyourpartner.ThenwritesomeadviceforLinPei.Thefifthperiod．WordsandexpressionsfromUnit4Bodylanguagemajora.amajorearthquake大地震，amajorproblem重大問題，amajorsubject主修科目locala.localcustoms地方風(fēng)俗，alocalpain局部疼痛，當(dāng)?shù)貢r間localtimerepresentv.representaclubasitschiefexecutive以總經(jīng)理的身份代表俱樂部，representbysigns用符號代表curiousa.becuriousaboutother’speoplebusiness對別人的事情太好奇Introducev.introduceherashisdaughter介紹說她是自己的女兒，beintroducedfrom…從…傳來的，introduce…tosb.向某人介紹……approachv.&n.cautiouslyapproachedthehouse小心地走近那房子,approachthemanagerabout…同經(jīng)理談……，approachthequestionasascientist從科學(xué)家的角度來處理這一問題，Snowannouncedtheapproachofwinter.雪宣告了冬季的來臨。Ilikeherapproachtotheproblem.我喜歡她解決這個問題的方法。touchv.&n.Shelightlytouchedhisforehead.她輕輕地摸了摸他的前額。Donttouchtheexhibits.Fewstudentsinourschoolcantouchhiminmusic.在音樂方面,我們學(xué)校很少有學(xué)生能與他相比。Iwastouchedbeyondwords.我感動得無法形容。Theydidnottouchthistopicintheirtalk.他們在會談中沒有觸及這個問題。Theraintouchedthecrops.這場雨使莊稼受害。Theysatsoclosethattheirheadsnearlytouched.他們坐得那么近,頭都差不多碰到一起了。Inhistalkhetouchedon/uponthestateofaffairsinLatinAmerica.談話中他提到了拉丁美洲的局勢。OurshipistotouchatHongkongtomorrowmorning.我們的船將于明天上午?？肯愀?。Itwillbreakatatouch.那東西一碰就破。Letsstayintouch.我們保持聯(lián)絡(luò)。Hesaddedafewfinishingtouchestohisnovel.他給小說作了最后潤色。Hehasatouchwithbirds.他擅長養(yǎng)鳥。Theyoungmanrecitedhispoemswithatouchofpride.那個青年帶點驕傲地朗誦他的詩作。cheekn.Thelittlegirlhasrosycheeks.那個小女孩臉頰紅潤。Hehadthecheektoaskmeformoney.他竟厚著臉皮向我要錢。Howcanyoucheekyourgrandparentsinthatway?你怎么可以那樣無禮地對祖父母講話?learneda.Themorelearnedamanis,themoremodestheusuallyis.人愈有學(xué)問,往往愈是謙虛。learnedbooks學(xué)術(shù)性書籍strangern.Ifeelstrangeinthepresenceofstrangers.在陌生人面前,我感到不自在。Sorry,Idontknow.Imastrangerheremyself.對不起,我不清楚。我對這里也不熟。Heisnostrangertosorrow.他飽經(jīng)憂患。Imastrangertostatistics.我對統(tǒng)計學(xué)一竅不通。spokena.Theybuiltarobotcapableofunderstandingspokencommands.他們制造了一個能懂口頭指令的機器人。Heisashysoft-spokenperson.他害羞,說話輕聲細語的。expressv.&n.Really,Ihardlyknowhowtoexpressmygratitude.我真不知道如何表達我的感激之情。Thedoctorexpressedpoisonfromherwound.醫(yī)生把毒液從她的傷口擠了出來。Pleasesendthisparcelbyexpressdelivery.請用快遞寄送這個包裹。Thedoctorgaveexpressordersthatthepatientwastohavenovisitors.醫(yī)生明確囑咐,那個病人不可會客。Wetookanexpressbushome.我們乘特快公車回家。Theypaintedthehousefortheexpresspurposeforsellingit.他們專為賣房而油漆房子。Pleasesendtheparcelexpress.actionn.Thequickactionofthefiremensavedthebuildingfrombeingburneddown.消防隊員行動及時,該建筑物方免遭焚毀。Theactionofwateronrockshouldbetakenintoaccount.應(yīng)考慮到水對巖石的作用。Alltheactionintheplaytakesplaceatonerailroadstation.該劇的整個情節(jié)均發(fā)生在一座火車站里。Finallyshehadtofileanactionfordivorce.最后她只好提出離婚訴訟。
posturen.asittingposture坐姿,Theyaretryingtoadoptamorecooperativeposture.他們正試圖采取更為合作的態(tài)度。Heenjoysposturinginfrontofanaudience.他喜歡在觀眾面前裝腔作勢。likelya.&a.JohnislikelytobeinLondonthisautumn.今年秋天約翰可能在倫敦。Theparkisalikelyplaceforthepicnic.這公園倒是個適合野餐的地方。Wewillmostlikelybelate.我們很有可能會遲到。
Unit2Language-welcome教案
一名優(yōu)秀負責(zé)的教師就要對每一位學(xué)生盡職盡責(zé)，作為高中教師就要早早地準(zhǔn)備好適合的教案課件。教案可以讓學(xué)生更好的消化課堂內(nèi)容，使高中教師有一個簡單易懂的教學(xué)思路。你知道如何去寫好一份優(yōu)秀的高中教案呢？為了讓您在使用時更加簡單方便，下面是小編整理的“Unit2Language-welcome教案”，大家不妨來參考。希望您能喜歡！
Unit2Language-welcome教案
Theanalysisofthisunit:
Thisunitintroducesanddevelopsthethemeonlanguage.
Theaimofthisunit:
1.ProvideSsagoodchancetogainsomeknowledgeaboutEnglishanditshistory.
2.ThereadingstrategyhelpsSslearnaboutthewritingfeaturesinatypicalhistoryarticleandlearneffectivewaystoreadthesearticles.
3.EnableSstoconductasurveyandwriteareport.
4.HelpSsapplywhatthey’velearnttodesignabooklet.
Teachingperiods:
Period1:welcometotheunitandlistening
Period2-4:Readingandlanguagefocus
Period5-6:WordPower
Period7—9Grammarandusage,includingexercisesintheworkbook
Period10-12:Task
Period13-15:Project
Period16—18:EnglishWeekly
Period1Welcometotheunitandlistening
Theanalysisofthispart:
Inthissection:fivedifferentlanguageforms,includingwrittenlanguage,orallanguage,emotions(aspecialInternetlanguage),signlanguage,Brailleandanimallanguagewillbeintroducedtous.
Teachingaimsandrequirements:
1.HelpSspracticelisteningandspeaking
2.HelpSsknowaboutdifferentlanguages.
3.EncourageSsthinkabouteffectivemethodsforstudyingtheEnglishlanguage.
Teachingdifficultpoint:
HowtohelpSspracticetheiroralEnglishabilityandlisteningability
TeachingProcedures:
Stepone:Lead-in
HavefreetalkswithSsasfollows:
Whatlanguagedoyouspeak?
Canyouspeakotherlanguage?
Doyouthinkthatlanguageistheonlywaypeoplecommunicatewitheachother?
Whatothermethodsofcommunicationcanyouthinkof?
SteptwPicturetalking
Picture1:languages
Questions:
DoyouspeakanyotherlanguagebesidesChinese?Ifso,canyouspeakalittleforus?
Whichotherlanguagedoyouliketolearnbest,English,JapaneseorSpanish?Why?
Whichlanguagedoyouthinkisthehardest?Why?
Picture2:Emotions
Questions:
Whatdoesthisemotionstandfor?(Abeaming喜氣洋洋的,愉快的smile.)
Whatisanemotion?
Anintensementalstatethatarisessubjectivelyratherthanthroughconsciouseffortandisoftenaccompaniedbyphysiologicalchanges;astrongfeeling:
沖動：由主觀引起而非理智作用的一種強烈的感情狀態(tài)，并且經(jīng)常伴有心理上的變化；一種強烈的感覺：
theemotionsofjoy,sorrow,reverence,hate,andlove.快樂、痛苦、尊敬、痛恨和愛的沖動
Whendopeopleusuallyusethiskindoflanguage?
(WhentheyaretalkingontheInternetorsendingshortmessages.)
Couldyougivesomemoreexamples?
(Forexample:L(:-()standsforsadness;J(:))standsforhappiness;:-ostandsforsurprise.)
Picture3:Signlanguage
Questions:
WhatdoesthissignmeaninBritain?(goodluck)
Doyouthinkthesamesignmeansthesametopeopleallovertheworld?Ifyouthinkso,canyoushowsomeexamplesandexplainthem?
(TaketheAmericangestureOKforexample.Makingacirclewithone’sthumbandindexfinger(食指,firstfinger/forefinger)means‘money’inJapanbut‘zero’inFrance.
Whoneedstousesignlanguageintheirdailylives?
(Deafpeopleorthosewhoareunabletohear)
Haveyoueverusedsignlanguage?Isithelpfulforyoutocommunicatewithothers?
Picture4:Braille
Asystemofwritingandprintingforvisuallyimpairedorsightlesspeople,inwhichvariedarrangementsofraiseddotsrepresentinglettersandnumeralsareidentifiedbytouch
盲人點字：供視力障礙或失明者用的書寫和印刷方法體系，其中用不同排列的凸點符號代表字母或數(shù)字，通過觸摸方式來辨認(rèn)
WhatisBraille?(Aspeciallanguageforblindpeople)
WhoinventedBraille?(AFrenchmancalledLouisBraille)
Haveyouheardabouthim?
Whatdidhedoforblindpeople?(Heinventedaspeciallanguageforthem,soitwasnamedafterhim.)
Picture5:Animallanguage
Whydobeesflyincircles?(Toinformtheirpartnersaboutfoodanddanger)
Doyoubelieveanimalscan‘talk’?
Ifpossible,askSstosharetheirstoriesaboutanimallanguagetheyknow.
Stepthree:Discussion
EncourageSstodiscussthethreequestionslistedunderthefivepicturesonpage21
Thenaskthemtoexchangetheiropinionsandreporttheirresponsesbacktothewholeclass.
Answersfordiscussion:
1.WEhavemanyotherwaystoexchangeideasorinformation.
Forexample:ChinesepeoplerelayedfiresignalsatnightandsmokesignalsinthedayfromoneGreatWallwatchtowertoanotherinancienttimes.
Tousepigeonstosendmessagesinthepasttime
Nowadays,tousethelanguageofflowerstocommunicatemeaning
Rose=love;tulip=formalannouncementoflove郁金香
Forget-me-not=keepingmeinyourmemory.勿忘草
2.Chineseisthemostspokenlanguage,whileEnglishisthemostwidelyusedaroundtheworld.
It’susefultolearnEnglishifyouwanttotravel,dobusiness,orstudyabroad.
What’smore,in2008,the29thOlympicGameswillbeheldinBeijing.WearelearningEnglishtowelcomepeoplefromotherpartsoftheworld.
3.TolearnEnglishwell,differentpeoplehavedifferentmethodsorways.
Stepfour:Listening
1.HaveSslistentotapeandfinishlisteningexercisesonpage104
2.Checkanswerstogether.
Homework:1.Gooverwhatarelearnedinclass.
2.Dosomereadingonpage102
