module 10 my future lifeunit 3 language in useteaching objectives:1. to check and practice the words in this module.2. to review the useful sentences and expressions.3. to review the points:1. key expressions: ---thank you for your help with our homework. i’ve learnt the importance of friendship.2. difficult points: the usage of some adj. teaching aids: tape recorder, ohp, handoutsteaching procedure:step 1. revision revise the words and expressions in unit 1 and 2.step 2. presentation 1. ask the students to read the important sentences in this module.2. complete the conversation. join the words in box a with those in box b.then check the answers.3. complete the following sentences, using the correct form of the words.step 3. look at the picture and discuss the questions. ask the students to work in pairs and talk about the questions. step 4. listen and read the passage1. listen to the tape.2. match the photos and the paragraphs.1) ask the students to read the passage again .2) match the photos with the paragraphs.3) choose the best answers to the questions.step 5. around the worldmake students read the notes and understand the meaning of it. step 6. homework1. translate some sentences.2. write plans for your future.
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
unit 3 language in use导学案
teaching aims and demands:
1. 知识目标：总结there be句型表示存在的用法；方位介词的用法。
2. 能力目标：能听懂、读懂有关学校介绍的短文，通过学习使学生自如运用方位介词介绍自己的班级或学校。
3. 情感目标：培养学生的合作学习态度和善于总结复习的学习方法。
teaching main points and difficult points:
1.重点：运用所学句型结构及语言知识流利地向他人介绍自己的班级或学校。
2.难点：to improve the ss’ writing ability.
teaching aids: multi-media (or tape recorder, ohp)
teaching procedures:
step 1 lead-in
ss ask and answer the questions using the “there be”。
step 2 presentation
language practice:
there are thirty students in my class.
are there computers on everyone’s desk?
no, there aren’t.
is there a map of the world?
no, there isn’t.
how many students are there in your class?
the library is on the left of the playground.
step 3 ask and answer
ask and answer the questions about your school according to the pictures.
step 4 look and answer
look at the pictures and answer the questions.
1. where is the office building?
2. where is the dining hall?
3. where is the playground?
4. where is the sports hall?
5. where is the science building?
step 5 fill in the blanks
read the passage and fill in the blanks according to the picture.
step 6 complete the map
look at the word map and choose the right places for the word and expressions from the box.
blackboard, classroom, office, science hall, sports hall
step 7 around the world
read the passage about school age.
step 8 draw a map
draw a map of your school in a piece of paper.
step 9 decide what to describe with the help of the words from the box
book, classroom, computer, desk, library, office, playground
step 10 production
write a composition about your school.
this is our school.
there are …classrooms.
this is our classroom.
there are … students.
there’s a(n) …, but there isn’t a(n) …
step 11 exercises
step 12 homework
请写一篇短文，介绍你的班级和学校。
in my classroom there are…in my school …
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
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。
2. 构建故事情节。 将班级学生分成六组，每组描述一幅图片，要提醒学生注意场景的描述，动作的描述要注意动词和副词的结合使用。可参考课本上练习a，b的信息。
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
module 8 on the town
unit 3 language in use
课题 unit3 language in use 课型 revision and application 第 4 课时
教学
目标 知识目标 to consolidate the use of infinitive and the key vocabulary in this module.
to understand the main contents of the reading passage.
能力目标 to complete the module task:preparing an entertainment poster.
情感目标 to teach the students to love lives and have an active,happy life attitude.
内容
分析 重 点 to consolidate the use of infinitive and the key vocabulary in this module.
to understand the main contents of the reading passage.
难 点 key structures: infinitive.
关 键 点 key structure: infinitive
教法学法 formal and interactive practice,
task-based 教具
学具 tape recorder or computer
教学程序 教材处理 师生活动 时间
language practice
(the use of infivitive .)
read through the sentences with the whole class.
discuss what the highlighted points indicate with the students
(infivitive)
activities 1 2 in unit 3(to summarise and consolidate infinitive.)
a1:ask them to do the activity individually,and then check with a partner..
call back the answers from the whole class as complete sentences. …
a2: oral practise.the studetns will say the whole sentences . ask them to do the activity individually,and then check with a partner..
call back the answers from the whole class as complete asks,anotehr answers.
activities 3
(we do these activities so that we can remember and use the vocabulary in this lesson.)
activities 4 and 5.(do some listening so that i can train the students’ abilities of catching the main message through listening.)
a3: read through the words in the box with the whole class and have them repeat them chorally and invividually, if i feel it is necessary.
ask them to do the activity individually.
call back the answers from the whole class.
a4: listen and choose the correct answer.
a5:listen again and correct answers.
a6: ask them to read through the sentences individually;they can complete anything they remember immediately.play it again for them to complete,check and correct.call back the answers from the whole class.
教学程序 教材处理 师生活动 时间
activities 6 and 7
(we will do with it so that we’ll train the students’ ability of catching the main idea if the passage as quckily as they can.at the same time they must learn the learning task.)
around the world
activities 8--1 1
(do some writing) a6: ask them to do the activity individually,and then check with a partner..
call back the answers in a whole-class setting.
(teach the stduents how to find out the correct answers)
a7: ask them to do the activity individually,and then check with a partner..
call back the answers from the whole class .
read it and know more about home schooling.
a9:write a composition about preparing an entertainment poster.
板书设计 module 8 on the town
unit 3 language in use
1.infinitive
2.some key phrases or points
教学后记
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 _________________.
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.
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。
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