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九年级英语第五单元unit5 it must belong to carla学案
section a
一、teachers’ words :imagination is more important than knowledge.
(想象力比知识更重要)
二、learning aims
知识目标 ：hair band, belong to, make up, because of,author, picomic, possibly, drop, appointment, final, anxious, worried, owner
能力目标：学习情态动词对现在的情况进行推测
情感目标：学习利用相关信息进行合理的推论
三、importances and difficulties：情态动词表推测
四、learning course
（一）预习导航
1.单词认知
作者---------野餐--------可能地-----------最后的--------
焦虑的--------约会--------物主--------落下--------
2. 短语互译
发带----------------属于---------------占，构成-------------because of----------much too---------
3.尝试翻译下列句子
it makes up 30% of the final exam.
it’s much too small for him.
she’s worried because of her test.
（二）自主学习
在完成1b听力任务的基础上，能完成下列对话吗？
a: whose volleyball is this?
b: it carla’s. she loves volleyball.
a: how about this toy car?
b: oh, that toy car must jane’s little brother. he was the only kid at the .and the magazine dengwen. he loves cats.
a: oh and look, someone left a book..
b: oh, yeah. this book must be .hemingway is her favorite .
a: ok. and how about this cd?
b: the cd must belong to .she always listens to music.
（三）合作探究
选择正确答案
1.we didn’t have the match it rained heavily.
a. because b. because of
2. the heavy rain, we didn’t have the match.
a. because b. because of
3.there is rain and it’s cool this summer.
a. too much, much too b. much too ,too much
归纳辨别
1.because 2.because of 3.too much 4. much too
（四）、拓展延伸 在完成2b听力任务的基础上，相信你能完成下面的对话。
a: whose backpack do you think this is?
b:i don’t know. look, here’s a school t---shirt.
a: well then , the person must go to our school. here is a ,so the person be a boy.
b:it be mei’s hair band. she has long hair.
a: or the hair band belong to linda. she was at the picomic, wasn’t she?
b:yes, she was. but then the backpack belong to rita. she’s always forgetting things.
a: oh, look! tennis balls.
b:then it be linda’s backpack. she has long hair. and she’s the tennis team.
a: you are right.
（五）梳理归纳
情态动词表推测
must 一定，肯定 100%的可能性。有根据的推测。
may might could 有可能，也许 20% 80%的可能性。把握不大。
can’t 不可能 可能性几乎为零。用于否定句。
（六）达标检测
补全单词
1.luxun is my favorite a .
2.if it’s fine tomorrow, we’ll go for a p .
3.my glass d on the floor and broke.
4.when she found her son lost ,she felt very a .
5.i have an （约会）with my dentist at 5:00p.m.
单项选择
1.look at the dictionary. it you?
a .does, belong to b. is ,belong to c. does, belong d. is ,belong
2.the woman in red be mrs brown. she has gone to new york.
a. mustn’t b. can’t c. isn’t d. won’t
句型转换
1.the book must be xiaoming’s.（变否定句） the book be xiaoming’s.
2.the owner of the key might be mike.（同义句）the key might mike.
3.he must be at home, ?（反意疑问句）
五、典型例题解析
1.tibet and Chinese Taiwan have been (belong) to china since ancient times.
解析： since ancient times应用现在完成进行时，所以应填belonging。
2.do you know whom the case ?
a was belonged to b was belonging c belonged to d belongs to
解析：belong to 不能用进行时，也不能用被动语态，所以答案应为d。
3.(1)the light is on. they must be at home , ?
（2）you must go home now, ?
解析： 情态动词must的反意疑问句
must表推测时用后面动词的适当形式反问，所以句(1)应填aren’t they?
must译为必须时，用must反问，所以句(2)应填mustn’t you?
六、中考链接
1.－do you know whose dictionary it is?( 辽宁中考)
－it li lei’s. his name is on it .
a. can’t be b. must be c. might be d. may be
2.－would you please help me with the questions?
－sorry. you go and ask mary. she know the answer.
a. must can b. can may c. need can d. must may
七、课后反思
本节课你的收获是什么？你还有哪些疑惑？
unit5 it must belong to carla
section b
一、teachers’ words: tell me and i’ll forget. show me and i may not remember.
let me try and i’ll understand.
二、learning aims
知识目标 ：key words: chase sky catch unhappy interview noise wind neighborhood director escape plate mystery wake garbage
phrases: use up be careful of
能力目标：学习情态动词对正在进行的动作进行推测
情感目标：通过英语谚语来学习了解相关的英语文化
三、importances and difficulties：掌握情态动词对正在进行的动作进行推测的用法。
四、learning course
（一）预习导航
1、单词认知
追赶 生物 面试 邻居 主任 猴子 海洋 石头 手指 气味 举起 假装
2、短语互译
be careful of use up 赶公共汽车 纸的海洋 从… 逃走 深夜的脚步声
（二） 自主学习
尝试翻译下列句子并归纳其结构
1. it must be teenagers having fun.
结构为
2. there must be something visiting the homes in the neighborhood.
结构为
（三） 合作探究
小组讨论下列谚语的含义
1.one finger cannot lift a small stone.
2.when an ant says” ocean” , he’s talking a small pool.
3.it’s less of a problem to be poor than to be dishonest.
4.be careful of the person who does not talk and the dog that does not bark.
5.you can’t wake a person who is pretending to be asleep.
6.tell me and i’ll forget. show me and i may not remember. let me try and i’ll understand.
7.don’t let yesterday use up too much of today.
8.he who would do great things should not attempt them all alone.
（四）、拓展延伸
根据汉语意思补全句子
1. 空中有只小鸟正在飞翔。
a little bird in the .
2. 那个身着西装的人可能是在跑步赶公共汽车。
the man a suit to a bus.
3. 那男孩已经用完了所有的钱。
the boy has money.
4. 在梦里，我在花丛里微笑
my dream, i smiled in .
5. 当老师进来时。他假装在读书。
when the teacher came in, he a book.
(五)、梳理归纳
1. 情态动词对正在进行的动作进行推测
结构为：主语+may\might\could\ must\ can’t+be+doing
例如：she must be cooking because i can smell something delicious.
2. there be somebody doing something.此句型表示有人正在干某事。其中doing somethin作后置定语。
例如：there are many people waiting for the bus .
（六） 达标检测
补全单词
1.zhang yimou is one of the most famous d in china.
2.of all the animals, i like (猴子) because they are very cute.
3.he always tells lies to others, so he is d .
4.who had taken my book? it was a m
5.the scientist found a strange c in the forest.
单项选择
( )1.be careful the cars and buses when you walk in the street.
a. at b. for c. on d. of
( )2.it was an difficult and dangerous task to find the wreckage(残骸)of the plane in the sea.
a. exactly b. extremely c. clearly d. strangely
( )3. mr green must have returned yesterday, he?
a. mustn’t b. didn’t c. haven’t d. hadn’t
短文填空
用方框中所给单词的适当形式完成对话
run in be bus wear movie with for think make
a：hey, mike. look at the man down the street. why do you think he is running?
b：he could be running exercise.
a：no, i don’t so .he is a suit.
b：he might be to catch a bus .
a：but there are no on the road.
b：maybe he is late and he has to run to work.
a：i don’t think so. he looks scared.
b：look! what’s that the sky?
a：it must be a ufo. and it’s landing.
b：look at the lady a camera.
a：she must be from the tv news.
b：no. look at those other people. they are actors. oh! i see. they must be a
五、典型例题解析
( )1.they must stay at home, ?
a. mustn’t b. don’t c. aren’t d. didn’t
( )2. he must have gone back last night , ?
a. mustn’t b. don’t c. haven’t d. didn’t
( )3. you must have read the book, ?
a. mustn’t b. haven’t c. aren’t d. didn’t
解析：情态动词表推测时有两种情况
(1)对现在状态或事实进行推测时，反意疑问句中的动词用一般现在时。所以题1选b
(2)对过去发生的事情进行推测，若有表示过去的时间状语，反意疑问句中的动词用动词的过去式，所以题2应选d
若有表示过去的时间状语，反意疑问句中的动词用现在完成时，所以题3应选b。
六、中考链接
( )1. you worry about him. he will get well soon. (XX年，宁波中考)
a. needn’t b. can’t c. mustn’t d. may not
( )2. mary doesn’t like volleyball. so the volleyball be hers. (XX年，陕西中考)
a. might b. can’t c. mustn’t d. may not
七、课后反思
本节课你的收获是什么？你还有哪些疑惑？
chapter 5-listening, language, writing
一、 章节分析(section analysis)
（一） 综述
本章节是语言运用部分。
（二） 目标
listening
1. 帮助学生在原有文字稿的基础上学会如何更改信息及改正错误。
2. 使学生逐步养成自觉检查错误的习惯。
language
1. 帮助学生熟悉如何使用直接引语和间接引语。
2. 引导学生主意在书写时标点符号的使用。
writing
1. 让学生综合运用本单元所学的如何描写人物的技巧。
2. 建议学生根据人物性格添加适当人物言语和动作。
3. 帮助学生根据图片讲述故事，如何将故事讲得生动有趣。
（三） 重点和难点
language
注意陈述句、疑问句和祈使句转换为间接引语时的不同，以及直接引语出现在句中时引起的标点符号的变化。
writing
注意人物外貌、动作及语言的有效结合，使人物栩栩如生。
二、 教学设计（teaching designs）
教学内容 教学实施建议 教学资源参考
listening 1. 课本上的三篇文字材料分别对应的是三类不同的修改要求：语法错误，信息修改及文体的改进。
2. 建议教师先让学生阅读文字材料，发现错误点，让学生带着问题再听录音。
3. 在听录音之前，以提问的方式考核学生对于英语语言知识的掌握程度，例如是否知道’plural’, ‘singular’ 在语法中是“复数”和“单数”的意思，以及 英语中的一些标点符号的读法，如apostrophe(‘), comma(,) 等等，为听的步骤扫清障碍，提高听的效果。 《牛津英语教学参考》page t82
language 1. 教师可选用一些小说中的经典对白在课堂中朗读，让学生充分理解直接引语在写作，尤其是人物描写中的重要作用，直接引语创造了极具表现力、戏剧化的作用，使人物形象生动起来，充分表现了人物性格。
2. 以课文上的图片为例，让学生自行比较总结直接引语中标点符号的使用规则。
3. 将直接引语和间接引语的转换分成对陈述句、疑问句和祈使句的转换这三大类进行。在口头练习后进行笔头作业的检查，强化标点符号的正确使用。 《牛津英语教学参考》page t83
writing 1. 激发创作欲望。学生可以阅读课本上提供的故事梗概，尽管没有任何错误，但这样干巴巴的故事显然不吸引人，学生创造精彩故事的欲望因此被充分激发。
人教版九英unit8教学设计（精选11篇）
3. 描写人物外貌。提醒第一组同学勿忘对新人物出场时的外貌描述。
4. 添加语言。学生平时都很爱看漫画书，所以很能理解”speech bubbles” 的用途。让学生添加与人物性格相应的言语。
5. 整体创作。学生仍以小组为单位，动笔写故事，允许学生在教室内自由走动，各小组间可随时协调。
注意事项：
各小组之间要注意相关信息的一致性，如主要人物的姓名等。
各小组间要注意个段落的连贯性，如何平稳自然地将故事的场景从on the street 过渡到in the television studio。
出现人物语言时，注意标点符号的使用。
6. 集体欣赏。各小组将各自完成的部分合并，并由六组的组长作最后的审核。在全班由学生分角色朗读故事，欣赏创造成果。 《牛津英语教学参考》page t90
Period 2
(一)明确目标
1. Learn to communicate with body language.
2. Train the students' reading ability.
（二）整体感知
Step 1
Read the passage "Body Talk", and let the students know people from different parts of the world use different body language.
（二）教学过程
Step 2
Get the students to read the text and discuss pre-reading and post reading questions.
(1) How is body language different from spoken language? What do they have in common?
(2) Sometimes we say one thing but our body language says something different. Why does this happen? Can you think of any examples?
Step 3
Work in pairs. Complete the chart on page 60.
Step 4
Listen to the tape and read the passage.
Step 5
Deal with the language points. Ask the students to pick out the useful expressions, and then do some exercises to practise the language points.
（四）总结、扩展
Step 6
Do "Word-study"
Step 7
Grammar The -ing Form (2)
Step 8
Do Exercise 2--3 on page 62.
（五）随堂练习
用适当的词填空：
Body language is used by people for sending messages to one another. It is very _____ because it can help you make ____ easily understood. When you are _______ with others, you are not just _____ words, but also using expressions _____ gestures. For example, waving one's hand _____ to say "Goodbye". Shaking hands ____ welcome, and clapping(拍 ) hands ____ congratulations. Nodding the head means ____, but shaking the head means____. The gestures are accepted both Chinese and foreigners as having same meanings.
Different countries _____ different body language. For ____, men in Russia, France ______Arab countries kiss each other _____they meet, but men in _____ or Australia shake hands instead _____ kissing. People in Puerto Rico ______ touching each other, but people in Britain do ____ touch each other. People in countries keep standing close to ____ another when they are talking, English people must keep a distance _____ when they are talking. When you use a foreign _____, it is very important to know the of gestures and movements in the foreign country. Following the ____ will help you communicate _____ people and make your stay there much more _____ and comfortable.
参考答案：
helpful/useful; yourself; talking; using; and; is; means; means; agreement; disagreement; by; the; have; example; and; when; China; of; like; not; Arab; one; but; away; language; meanings; customs; with; pleasant/easy
period 2第二节
（一）明确目标
1. develop the students reading ability, especially their reading comprehension.
2. read the reading passage and know about body language
3. learn to communicate with body language.
（二）整体感知
step 1 presentation
today we come to the reading. it’s about body language. read the passage "body talk", and let the students know people from different parts of the world use different body language. （三）教学过程
step 2 pre-reading discussions
get the students to read the text and discuss pre-reading and post reading questions.
(1) how is body language different from spoken language? what do they have in common?
(2) sometimes we say one thing but our body language says something different. why does this happen? can you think of any examples?
answers:
1 various answers are possible. ask the students to give reasons and examples to support their answers. pos¬sible answers include:
yes: a person's body language can tell us what he or she is feeling. for example, if someone is nervous, his or her hands may shake. if a per¬son smiles but his or her eyes don't look happy, we can guess that there is something wrong.
no: it is difficult to tell what a person is thinking by looking at their body language. people use body language in different ways and gestures may have different meanings in different ar¬eas. people don't always think about their body language, so we may misunderstand them if we try to guess what they are thinking or feeling. it is also possible for people to learn to use their body language to hide what they are really feeling or thinking.
2 yes, they do, but not always. some body language is the same in any culture. that is also the case in china. various answers are possible as china is a multicultural country.
3 answers may vary but ss should give a reason why they communicate the way they do. introduction learning a foreign language requires more than knowledge of its vocabulary, grammar, idi¬oms, and informal expressions. it also requires aware¬ness of its gestures and facial expressions since they can differ so much from culture to culture. summary
1 both words and body language can express how we think and feel.
2 gestures, a kind of body language, have different meanings in different cultures.
3 the way people greet each other varies from culture to culture.
4 some gestures, however, have the same meaning in most cultures.
5 smiles may be the most commonly understood fa¬ cial expression in the world. step 3 reading
read the text carefully again, and give the students some explanations.
step 4 listening to the reading passage
play the tape for the students to listen and follow. pay attention to the pro- nunciation and intonation.
step 5 post-reading
answers:
1 various answers are possible. situations where body language is important include: a job interview, a visit to a foreign country, a meeting, a speech, etc.
2 various answers are possible. body language is in some ways more limited than spoken language. some things would be very difficult to express using body language (see integrating skills in the wb). it is per¬haps easier to misunderstand body language. body language tends to support and add to spoken lan¬guage. both body language and spoken language use symbols to represent meaning; in the case of spoken language, we use sounds and sound combinations to represent words and meanings. both depend on our ability to interpret what we see or hear.
3 various answers are possible. the listening exercise describes lying, but there are several other situations where a person's body language may not match what he or she is saying: a speaker who is trying to sound confident but whose hands are shaking; a person who says that he or she is interested in what we are say¬ing but who looks away or taps his or her feet, etc. it probably happens because it is more difficult to con¬trol one's body language than to control what one says.
4 gestures in china:
waving one's hand(s); shaking one's head or hand; same as in the us; open one's eyes and mouth wide; same as in the us; no chinese gesture; no chinese gesture; moving one's hand up and down with the palm facing down （四）总结扩展
step 6 summary 小结 step 7 homework
report on body language teaching aims:1. learn how to anticipate a response2. learn hoe to formulate written questions3. learn how to conduct a survey and how to write a reportprocedures:skills building1: anticipating a response1. have the ss to guidelines on page32. make sure that they understand how to predict the answers to the questions while listening.2. read the statements 1 to 9. let the ss decide if the statements are true or false. listening. finish the exercise on page 32. ans. 1t 2f 3f 4f 5t 6f 7f 8t 9tstep 1: filling in a chart 1. ask ss to say what these common gestures in the chart mean in china. and ask them to predict what they mean in america.2. have ss listen to a recording and confirm their predicted answers.finish the chart on page 33.
1.good 2.telling the true 3.yes 4.no 5.hello or goodbye 6.crazy 7.where you are(you place) 8. good job 9.okskills building 2: formulating written questions:1. read the guidelines on page 34 to make sure that they know what to.2. help the ss to analyse why the questions should be asked like that.finish the rest two.
2.last night, we watched a television show on cctv8. did you see it ? if so, did you like it?
3.i finished a book last night. how about you? what happened in the last book you read?step2: surveying your classmates1. revise the gestures in step 2 on page 33. let the ss go over the guidelines on page 35 and make sure that they know what to do.3. take the first one as an example and ask them to finish the rest in pairs.sample answers:1a 2b 3a 4a 5a 6b 7askills building 3: organizing a report 1. read the four points at the top of page 36 check out the tips. put emphasis on the four main sections.2. have the ss go over the guidelines; work in groups to check their answers to find the appropriate sections for these sentences and number them in the logical order. answer 8 4 2 6 3 5 1 9 7step 3: writing a report on body language 1. now the ss are going to write a report on body language in china with the information they gathered in step1 and step2.2. when writing, they may refer to the structure ------ get the ss to go through the second part on page37 to get the general idea for each section.introduction procedures/method results/findings conclusionhomework:1. read a on page 992. finish b on page 99
i. 重点词汇
1.witness n. 目击者vt 目击
2.yell vi, vt 大喊
3. abrupt adj 突然的， 鲁莽的
4.accumulate v 积累， 积聚
5. acquaintance n. 相识，熟人
6. acute adj 灵敏的， 严重的
7. alternative adj. 供选择的 n.取舍
8.amaze vt 使 吃惊
9.apparent adj 明显的
10. antique n 文物，古董 adj 古时的
11. ample adj 充分的， 富裕的
ii. 重点短语
1. a good many 许多 很多
2. accelerate the fall of a government 促使一个政府倒台
3. make the acquaintance of sb 结识某人
4. acute eyesight 敏锐的目光
5. have no alternative but to do 别无选择
6. carry out comprehensive analysis of 对 作综合分析
7. a dead angle 死角
8. apparent cause 表面原因
9. iii. 佳句赏析
1 . there are abrupt weather changes .
天有不测风云。
2. never will they sell their antique furniture .
他们绝不会卖掉他们的古董家具。
3. he quickly accumulated a large fortune .
他很快就积累了以大笔财富。
4. these facts are a witness to his ignorance .
这些事实证明了他的无知。
iv. 词汇练习
1. these days the government has issued several economic policies that will ____ prosperity of manufacturing industry .
a accumulate b accomplish c access d accelerate
2. you have the __ of working hard and being successful or of not working hard and being unsuccessful.
a selection b choice c alternative d option
3. we were __ the most important scientific development of the century .
a seeing b watching c looking d witnessing
v. 短语练习
1. to be frank, i'd rather you ___ in the case .
a will not be involved b not involved c have not been involved d were not involved
2. ---- what did he come here for ?
----- he came here especially to ____ your acquaintance .
a take b get c make d produce
第66天
iv. 词汇1-3 dcd
v. 短语练习 dc
module 12 traditional life
unit 3 language in use■warming updifferent nations have different manners and customs. different places have different manners and customs.we have to behave ourselves according to the different manners and customs. that’s what we say in chinese: 入乡随俗。 today we shall put language in use. that is, to behave ourselves, not only according to the grammar rules, but also to the different manners and customs.■language practicedo more language practice.in china you must wait and open your present later.in australia you can't drop litter in the street.in britain you can't ride your bike on the pavement.in australia you can take photos of people1 listen and checklisten to a teenager talking about life. check (√) the things he must and mustn't do.1 clean bedroom 2 wash up3 stay out after 9:00 pm4 smoke5 do homework6 wash hands7 use the telephone without asking8 play music loudly after 10:00 pm√√√√××2 listen and write.what two things does he say he can do?he says he can use the telephone without asking.he says he can stay out after 9:00 pm.3 read and write.write some things you can, must, and mustn't do at home.i must do some housework.i must clean the room.i must keep away from dangers.i must enjoy myself.i must complete my homework on time.i mustn't be rude to parents.i mustn’t put the medicine in the wrong place.i mustn’t drop litter. i mustn’t lock the door without taking the keys. i can do nothing.i can put down my parents’ words.i can shake the shelf for a book.i can talk loudly to my dog.4 talk and say.work in pairs. tell each other three things you must do at home and three things youmustn't do. are your home rules different or the same?i must visit my grandparents once a week. i mustn't smoke.i must write down all new words from the text. i must wear light shoes at home.i must wash up my bowls and cups at home.i must translate english into chinese. …i mustn’t look up all the new words in the dictionary.i mustn’t whisper in class.i mustn’t translate all my texts into chinese.… 5 think and write.write some things you must or mustn't do at school.you mustn't come to school late.1 you must take your shoes off in the gym.2 you mustn’t eat in the library.3 you mustn’t ride your bike in the playground.4 you must do your homework.5 you must listen to the teacher.6 & 7 read and complete. complete the sentences with can or can't. something we can do, and something we can’t do. now complete the sentences with can or can't.1 you can’t drive a car at the age of sixteen.2 you can’t get married at sixteen.3 you can leave china with a passport.4 you can’t leave school at the age of fourteen.5 you can’t have a job at twelve.6 you can learn english outside the classroom.write as they do. (仿写)8 read and complete.match the words in the box with the descriptions. there are words and expressions in the box. and you see eight sentences, too, on page 101. now try to match the words in the box with the descriptions.do more such practices.1 it's something nice to eat. → chocolate2 it's something you watch. → video3 you wear it on your head. → baseball cap4 you eat with them. →chopsticks5 you play a game with it. → chess set6 you wrap it and give it to someone on their birthday. →present7 you can look up words you don't know in it. →dictionary8 you can put money in it. → purse9 choose and play.play a class game. choose a word from the box and describe it to the class. the class guesses what it is.a: many people have one.b: is it a chess set?a: no. you use them to get to places.c: is it a bicycle?a: yes!a: many people like to play it.b: is it a video?a: no. you play it on the playground.c: is it baseball?a: yes!a: many people like to wear it.b: is it a pair of shoes?a: no. you wear it in winter.c: is it a cap?a: yes!a: people play something on it.b: is it a bicycle?a: no. two people play on it.c: is it a chess set?a: yes!a: people love it.b: is it a purse?a: no. some people love to eat it.c: is it a chocolate?a: yes!a: many chinese people use them.b: is it dictionaries?a: no. you use them to eat chinese food in china.c: is it chopsticks?a: yes. 10 read and the passage with the words in the boxes.write as they do. (仿写)11 look and say. look at the signs and guess what they mean.at the first sign, you mustn't walk.at the second sign, you mustn't shake.at the third sign, you mustn't smoke.at the fourth sign, you must the class about other signs you can think of.■around the worldlet’s go around the world on page 103. this time we are going to learn signs around the world. read the around the world passage. while reading try to cut(断句)/ the sentences into parts, blacken（涂黑） the predicates, shade（加影）the connectives and underline（划线）the expressions. write as they do. (仿写)■module task→ writing advice for foreign guests to a chinese family12 think and note.work in pairs. make notes on what you must, mustn't or can do.1 what must you wear?→ you must nice clothes.2 what mustn't you ask?→ you mustn’t ask about a woman’s age.3 what presents must you bring?→ you must bring some small nice presents.4 what presents mustn't you give?→ you mustn’t bring big, expensive presents. 5 what mustn't you bring into the country?→ you mustn't bring into china drug, fruits and bad books?6 what mustn't you do in the streets?→ you mustn’t shout in the street. 7 what must you do when you visit someone at home?→ you must knock at his door first. 13 think and write.write your advice for people coming to china.you mustn't give a clock to a chinese family as a present. you mustn't give medicines to a chinese family as a present.you mustn’t use chinese number four to name a person. it is connected with death. you mustn’t visit a old person without giving him some presents.
unit 3 our senses language讲学稿
一。 单项选择
1.--- i can’t find my pen. can you lend ______ yours?
- sorry, i am using it _____.
a. i…myself b. my…me c. me…myself d. i …myself
2. mr. white didn’t teach ______ english last term. our english teacher is mr. black.
a. we b. us c. our d. ourselves
3. ---oh, hi ,ann.
--- hi, mary. come in. make ______ at home.
a. you b. your c. yourself d. yourselves
4. --- i made the cake by __________. help __________,tom.
---thanks, jane.
a. me…you b. myself…yourself c. me.. yourself d. myself…you
5. ---she is too busy to help ______ with the work.
---let’s do it ________.
a. her…herself b. us… ourselves c. it…itself d. you… yourself
6. tom, your father asked you to do it _________.
a. itself b. yourself c. himself d. yourselves
二。用所给词的适当形式填空：
1.help ________________ to some cakes , boys and girls. (you)
2. we can’t leave by the boy by _________ (he)
3.--- who taught _________ japanese? ---he taught ___________ (he).
4. my little brother is to young to look after __________. (he)
三。 根据中文意思，完成句子。
1. 昨天他们在公园玩得很高兴。
yesterday they _____________________ in the park.
2. 随便吃点鸡肉吧，孩子们。
________________________ to some chicken,children.
3.我爸爸小时候自学英语。
my father _______________________ when he was young.
4. 他长大了，可以照顾自己了。
he is old enough ____________________ .
5.“这是谁的钱包呢？”他自言自语的说。
“whose wallet is it?” he _________________.
i. 重点词汇
1. reception n. 接待；招待会；接收
2. regulate vt. 调整，调节；管理，控制
3. relic n. 遗物；遗迹；纪念物
4. reunite vt. 再统一；再联合；重聚
5. revolutionary adj. 革命的 [c]革命者
6. rub vt.&vi. 摩擦；揉擦
7. rubber [c]橡皮；黑板擦 [u]橡胶
8. secure adj. 安全的，可靠的；放心的，无忧的，有把握的
vt. 使安全；保证；保卫；获得
9. security [c]& [u]安全；保护物；保证人；担保
10. sensitive adj. 敏感的；易受伤害的；灵敏的
11. simplify vt. 简化
ii. 重点短语
1. remove one’s doubts 消除某人的疑虑
2. be removed from office 被撤职
3. roll over 翻身；打滚
4. secure sb. from attack 保证某人不受袭击
5. secure a position in a firm 在一家公司找到一个职位
6. be sensitive to 对……敏感
iii. 佳句赏析
1. silent tears slowly rolled down her cheeks.
泪水从她脸上慢慢流下。
2. a good fire is a security against wild beasts.
生一堆火可确保不受野兽的侵扰。
iv. 词汇练习
1. this species of plant is becoming increasingly ________(稀少).
2. those who have come here for celebration ceremony should sign their names at the _______(接待)desk.
3. there is a _________(定时的)bus service to the airport.
4. he said unmistakably that he would __________(消除)all the obstacles in his way.
v. 短语练习
1. our bodies are strengthened by working out. ____________, our minds are developed by learning.
a. likely b. similarly c. probably d. therefore
2. the elderly need special care in winter, as they are _________ to the sudden changes of weather.
a. sensitive b. sensible c. flexible d. positive
3. please remain ____________; the winner of the prize will be announced soon.
a. seating b. seated c. to seat d. to be seated
答案：
iv.1.rare 2. reception 3. regular 4. remove
v. 1. b 2. a 3. b
sefci unit 21body language第二课时reading说课稿
我要说的是高中英语新教材高一（下）第21单元第二课时reading，我将从教材分析、教学目标、教学重点与难点、教学策略与教学方法、教学过程、教学反思等六个方面对进行说明。
一 教材分析
本单元内容紧紧围绕“身势语”这一话题展开，具体涉及“什么是身势语”“如何理解身势语”及“身势语”的跨文化性等等。阅读部分是一篇介绍性的文章，介绍了各种背景下身势语的异同。文中列举了不同国家对眼神交流和基本手势的不同理解和表达，还介绍了一些国际通用的身势语，例如：微笑。
根据英语课程标准对阅读课的要求，应着重培养学生的阅读策略；培养语感，培养学生在阅读过程中获取和处理信息的能力。因此通过教材所设计的pre-reading, reading及post-reading三项内容，循序渐进地训练学生运用略读与查读等阅读技能。
二 教学目标
本课的教学目标是依据《新课程标准》（实验稿）所设立的，主要有三个目标：
1. 知识与能力目标：
在这节课里要理解、内化、运用以下生词及词组—fold、 anger、 vary、 thumb、 crazy、 mod、 part、 hug、 bow、 palm、 shrug、 incredible、 pat、 get through、 tear down、 chart。通过阅读获取关于body language的相关信息，且进行skimming, scanning, careful reading, generalization, guessing meaning等阅读技能训练。另外，还要充分利用网络资源，强化学生自主学习的意识，培养学生组织语言、运用语言的能力。
2.过程与方法目标：
本节课的教学以建构主义学习理论为指导，以学生为中心，以问题为出发点，进行任务驱动，层层深入。利用“任务驱动”方法，使学生自主探究、解决一系列层层深入的问题，培养学生独立自主的思维意识。当面对难度较大的学习任务时鼓励学生采取小组合作的方式，这是因为“协作学习”更方便英语的交流和体验，有利于培养学生与他人合作的能力，同时信息差异也更能激燃起学生的“创新火花”。 在教学中，教师作为问题的精心设计者和疑难问题的点拨者，培养学生组织语言的能力。设置富有情趣的情境，激发他们的阅读欲望，积极主动地进行自主探究。循序渐进的设计问题 , 培养学生质疑意识，分析问题、解决问题、综合问题的能力和创造性思维能力。层层深入地引导学生进行自主和协作学习。培养学生筛选局部和整体信息的能力、独立阅读能力，通过自主学习和协作学习，获取信息和处理信息的能力。
3. 情感态度价值观：
在有趣的话题激励下，诱导学生积极参与，充分调动他们学习的兴趣。在共同完成设计的role play等任务的过程中，加强小组合作意识。而且通过本课教学，可以使学生了解不同国家的身势语，及在各国相同身势语所表示的不同交际含义。增强对中外“身势语”差异的敏感性，拓宽学生的文化视野，培养世界意识；通过文化地域对比，加深对祖国相关知识的理解，鼓励学生以满腔的热忱在语言情景中激发爱国主义热情。
三 教学难点与重点
训练学生的略读与扫读技巧是本课的重点。根据英语课程标准关于语言技能的教学建议，略读与扫读是阅读教学的基本技能之一，是学生必须掌握的。
怎样使学生理解不同国家的身势语，正确的使用身势语及比较各国身势语的不同是本课的难点。根据英语课程标准，文化意识是内容标准之一，要求学生掌握一些行为规范、风土人情等方面的知识，这有利于培养学生的世界意识，有利于形成跨文化交际能力。
四 教学策略与教学方法
教法的选择是课堂教学成败的关键，阅读课重在培养学生的阅读能力。根据我们几年来“第二语言习得论”和“整体语言教学”的理论和实践，同时渗透当前教学改革，课程改革等的先进理念。为达成上述教学目标，我运用任务型教学途径，将所要学习的新知识隐含在一个或几个问题之中，学生通过对所提的任务进行分析、讨论，并在老师的指导、帮助下找出解决问题的方法，最后通过任务的完成而实现对所学知识的意义建构。
英语课堂设计采用 “p—t—p” 自主学习立体模式。这种学习模式分pre-task， task-cycle， post-task三个步骤。pre-task:是引入话题的过程。在这个过程里，学生的认知处于主动状态，有完成任务的强烈愿望。而教师是学习的组织者、促进者；这是一个善导、激趣的过程。task-cycle:是任务的完成过程。在这个过程里，学生运用体验、参与、合作、实践、交流、探究等方式进行自主学习、合作学习，发展听、说、读、综合英语技能。教师是指导者、帮助者、参与者、合作者；这是一个引思的过程。post-task:是展示成果，交流成果的过程。在这个过程里，学生会体验到成功和喜悦，能够认识自己、树立自信。而教师是评价者、总结者；总结教学中的成功与不足；发现学生学习中的问题和不足。
五。教学过程
整个教学包括三个步骤。第一个步骤pre-task引入话题
在说完 “class begins”, 学生起立之后，不说”sit down, please.”而是给学生一个“请坐”的手势。然后，问学生一个问题：“你是怎样知道我的意思的？”。学生自然回答“手势”。借此机会给学生留下第一个任务：在我们的日常生活中，我们可以通过那些方式进行交流？
★ task1 : in our everyday life, by which ways can we communicate with each other?
然后通过展示图片给出线索，使学生在视觉和听觉上受到刺激，自然导入本课主题——身势语，而且同时也激发了学生获取更多信息的欲望。
第二个步骤是task-cycle完成任务过程。首先，给学生下达第二个任务，讨论以下三个问题：
★ task2 : discuss the following three questions:
● can you guess what someone is thinking or feeling by looking at his or her body language?
● do people from different parts of the world use different body language? what about people who live in different parts of china?
● how do you communicate the following with body language?
thank you! no. yes. i don’t know. come here!
经过这三个问题的讨论会使学生置身于“身势语”之中，增添了实效性与可操作性。接着提问：“你们想更多了解身势语吗？” 以引入正文。
● do you want to know more about body language?
然后进行skimming训练，给学生下达第3个任务：找出每段的中心大意。
★ task3: find out the main idea of each paragraph.
main idea:
paragraph 1: we use both words and body language to express our thoughts and opinions and to communicate with other people.
paragraph 2: body language varies from culture to culture.
paragraph 3: the same body language has different meanings in some different countries.
paragraph 4: some gestures are universal.
paragraph 5: smile is the best example of universally understood body language.
这个步骤不但可以训练学生的略读技能，而且可以使学生知晓本文涉及了身势语的哪几个方面，使学生对文章的脉络更清晰，为下一步找出细节作好铺垫。接着给学生下达第4个任务：仔细读文章，回答下列细节问题。
★ task 4: read the passage again and finish answering the following questions:
● find out the different meanings of eye contact, ok, thumps up, ”crazy” gesture.
● how to greet each other?
● how to express “i am tired.” “i am full.” “i am hungry.”
● what can smile help us?
这一步骤可以训练学生的查读技巧，并且帮助学生理解文章的细节部分。在帮助学生理清文章的线索的过程中，仍须处理以下问题：
● which of the following words is similar to “vary”?
a. change b. be the same as c. be similar to
● what’s the chinese meaning for the word “disrespectful” in paragraph ?
a 尊敬的 b 尊敬 c 无礼的
这两个问题可以帮助学生更好地通过构词法和上下文猜测词义，训练学生的猜词技巧。
完成以上的任务，学生对于文章的脉络以及细节都以有了深刻的了解。此时是发挥学生想象力以及考查他们课前准备的时候了。让学生做手势并让其他学生用英语猜测其含义以及在什么场合能用到这些手势。这个任务可以提高学生的英语思维能力和表达能力。然后给学生下达第5个任务：角色表演：
★ task5: role play
每4人一组，编一个短剧，要求表演的学生适当加上身势语和表情。表演完后进行评价：评价包括自评和互评，评价内容包括：语言、眼神、面部表情以及身体姿势。满分20 各项均4分。这个任务可以让学生在真实的情境中体验“身势语”，让阅读与交际相辅相成，而且有利于培养学生与他人合作的能力。在表演中可能会有学生作出与其语言不一致的身势语或表情。如果没有的话，就放一段这样的录象，然后问学生一个问题：有时我们说一样，但我们的身势语说的却是另一样。为什么会发生这样的事？你能举出一些例子吗？
sometimes we say one thing but body language says something different. why does this happen? can you think of any examples?
将这个话题引入课堂中，是对本课话题的进一步的延伸；通过引导学生积极关注身边发生的事，拓展视野。
第三个步骤post-task给学生下达第6个任务：下课以后，让学生通过因特网、英语书、新闻报纸寻找更多的关于“身势语”的信息。在下一堂课，用对话、演讲、短剧等形式告诉其他学生。
★ task6: find more information about “body language”。 ( group work )
(students are asked to find more information related to “body language” by internet, english books and newspaper. then show them to the class the next lesson in form of dialogue, speech, short play, etc. )
这个任务可以培养学生课外探究学习的能力和合作精神；让学生以演讲、短剧等多种形式展示成果，有利于发挥学生自主学习语言的能动性。
六 教学反思
本节课英语教学中以问题为线索，采用“任务驱动”方法，通过略读、扫读、猜词等训练，培养学生的阅读能力。我在这节课中安排了学生的个人探索、合作学习、表演等各种形式来激发学生学习的兴趣，学生在教师的指导下，通过感知、体验、实践，参与和合作等方式，实现任务的目标，自主搜索与身势语相关的信息资料，然后以个人探究和合作学习相结合，并以各种的形式展示交流成果，感受成功。在学习过程中进行情感和策略调整，形成积极的学习态度，促进语言实际运用能力的提高。通过课后利用网络、报纸、杂志等渠道寻找有关身势语的更多信息这一形式引发学生对身势语的深入思考，进一步深化主题。
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。