Unit2language-Task教案。

一名优秀的教师在教学方面无论做什么事都有计划和准备，作为高中教师就要根据教学内容制定合适的教案。教案可以让讲的知识能够轻松被学生吸收，帮助高中教师缓解教学的压力，提高教学质量。所以你在写高中教案时要注意些什么呢？下面是小编帮大家编辑的《Unit2language-Task教案》，供大家借鉴和使用，希望大家分享！<wwW.jAb88.Com/p>

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

相关阅读

Unit2Growingpains-Task教案

作为杰出的教学工作者，能够保证教课的顺利开展，教师要准备好教案，这是教师工作中的一部分。教案可以让学生能够在教学期间跟着互动起来，有效的提高课堂的教学效率。那么，你知道教案要怎么写呢？以下是小编为大家精心整理的“Unit2Growingpains-Task教案”，但愿对您的学习工作带来帮助。

Unit2Growingpains-Task教案

Teachingobjectives:

1.Toreadabouthowtoexpressdifferentfeelingsindifferenttones.

2.Todeveloplisteningandspeakingabilityindifferenttones.

3.Todevelopreadingskillsbyreadingfourdiaryentries.

4.Tounderstandthemoodofthewriter.

5.Todevelopwritingskillsbyreadingthetips.

6.TounderstandthemoodoftheMum’sandJack’sfeelings.

Importantanddifficultpoints:

1.UnderstandingtonesinspokenEnglish.

2.Readingforgist.

3.Writingadialogue.

Teachingprocedures:

Skillsbuilding1:understandingtonesinspokenEnglish

Inthispartyouwillreadabouthowtoexpressdifferentfeelingsindifferenttones.Bylisteningtooneshortsentenceindifferenttonesandreadingtheexplanationaftereachsentence,you’lllearnpeoplespeakindifferenttonestoexpressdifferentfeelings.Listentoanothersentenceindifferenttonestodecidewhichemotionalmeaningeachtoneshows.

1.ReadtheguidelinesinSkillsbuilding1onpage32beforelisteningtothefiveversionsofthesamesentenceindifferenttones.Youwillseethattherearefourmainpointstodeterminehowthespeakerisfeeling.(Writedownthefourpointsontheblackboard.)

*thevolume*thetones*stressedwords*thepause

2.Listentotheexamplesentenceinfivedifferenttonesonebyone.Afteryoulistentooneofthem,tellwhatyouthinkaboutthespeakersemotion.Isshehappy,orangry?Issheinhighspiritsorinlowspirits?Thenreadtheexplanationforeachsentence.

3.Readthesentence‘Hewillcomeheretomorrow.’indifferentemotions.

Ifsomeoneishappyabouthiscoming,

Ifsomeonedoesntwanthimtocome,howwillhespeakit?Inwhattone?

Ifsomeoneisexcitedabouthiscoming,

Ifsomeoneisfrustratedorquestioning,

Thenlet’slistentothetapeandfinishPartAonpage32.

Answers

A1.questioning2.frustrated3.excited4.sad

4.AskstudentstolistentothetapeandfinishPartB.

Letstudentslistentothefivesentencesagainandaskthemtotellwhichwordisemphasizedandwhattonesareusedfordifferentemotions.Step1:listeningtoaradiophone-inprogramme

Inthisprogramme,sixteenagerscallthehosttotalkabouttheirproblemsandaskforsomeadvice.Writedownapropernamebeloweachpictureaccordingtowhatyouhearfromthetape.

Listentoaradiophone-inprogrammeandfinishtheexerciseinStep1onpage33.Saysomethingaboutthepicturesandwhatyouhaveheardonthetape.

Answers:1.Jane2.ChrietinaB.Shirllley4.Richard5.Patrik6.Willlliam

Skillsbuilding2:readingforgist

Readfourdiaryentries.Underlinethemainpointsofeachentryandcirclesomekeywordsthatshowthemoodofthewriter.Afterdoingthis,youwilllearnthatthisistheskillofreadingforgist.

1.Readtheguidelinesofthispartonpage34.Youwillseethatitisveryimportantforyoutounderstandthegistorthemainpointofwhatyouhaveread.

2.Workingroupsoffour.Eachofthegroupreadonediaryentryandfindthemainpointandcirclethewordswhichshowthemoodofthewriter.Thentellinturnwhatyouhavelearntafterreading.

Sampleanswers

Entries

Mainpoints

Thewordstellingthewriter’smood

Thefirstdiaryentry

Todayhasbeenagreatdaybecausemyparentsboughtmeanexpensivebike.

happy

Theseconddiaryentry

WehadaMathstestandI’mnervousaboutmyresult.

tired,afraid,nervous

Thethirddiaryentry

IfailedtheMathstestanddon’tknowhowtotellmyparents.

upset

Thefourthdiaryentry

Allthatworryingwasfornothing.

veryhappy,gladStep2:readingathank-youletter

Hereyouareaskedtoreadathank-youletterfromChristina,acallertoTalktimetheradiophone-inprogramme,tothehostoftheprogramme.YoushouldusethereadingskillinSkillsbuilding2toidentifythemainpointandsomedetailsintheletter.

1.Readthethank-youletteronpage35.Findtheanswerstothefollowingquestions:

(1)Whowrotetheletter?

(2)Towhomistheletterwritten?

(3)Whyistheletterwritten?

2.Decidewhichstatementsaretrueandwhicharefalseaccordingtotheletter.Correctthefalsesentences.

Answers:1.F2.T3.T4.F5.T6.F7.F

1.Christinawroteathank-youlettertoGeorge.

4.Christinaandhermumspendonedayaweekwitheachother.

6.Christina’smumtookherandherfriendsouttodinner.

7.Christinawasfriendswithhermum.

Skillsbuilding3:writingadialogue

Readaboutwhatyoushouldandshouldnotdowhenwritingadialoguefirst,andthenyouwillreadadialogueandfindoutthereasonswhysomesentencesarewrongaccordingtothetips.LastlypointoutthesentencesthatshowMumsandJacksfeelings.

1.Readthethreepointsonhowtowriteadialogue.Youwillknowwhatyoushoulddoandwhatyoushouldntdowhenwritingadialogue.

(Thefollowingpointscanbewrittenontheblackboard.)

*Dontincludewordslike‘Umm’or‘Hmm’inadialogue.

*Dontrepeatwordsthathavejustbeensaid.Forexample,whenonesays,‘Goandsitdown.’

Theothershoulduse‘Why?insteadof‘Goandsitdown.’or‘WhyshouldIsitdown?’

*Usethewordsthecharacterssaytoshowtheirpersonalitiesandmoods.

Dontsay‘He/Sheisveryangry.’

2.ReadthedialogueinPartAandinpairsdiscusswhatiswrongwiththeunderlinedsentences.

Answers

A1.‘Umm”orhmm’shouldn’tbeincludedinawrittendialogue.

2.Weshouldn’tuse‘Myroomistoodirty’,‘Myroomisamess’,‘cleanup’and‘cleaning’,because

inawrittendialoguewhathasjustsaidshouldn’tberepeated.

3.Inawrittendialogueweshouldwriteasentencethatshowsthespeakerisveryangryinsteadof

thesentence‘I’mreallyveryangrywithyou.’3.ReadtheguidelinesinPartB.Readthedialogueagain,tryreadingitinthesuitabletone,thecorrectemphasisandpausetoexpresstheangryemotionandfinishthisexercise.

Answers

ThesentencesthatshowMumisunhappyorangry:

Comeandlook!

Don’tyoutalktomelikethat!

Youshouldstartcleaningnowifyouplantoleave!

ThesentencesthatshowJack’smood:

Thisissounfair!I’llneverhaveenoughtime!

(Jackisangry.)

ButIdon’tthinkyouarebeingfairatall!

(Jackisunhappy.)4.ReadtheplayandanswerthequestionsbelowinPartBinReadingonpage91inWorkbook,soyouwillgetaclearerimpressionofhowtowriteagooddialogue.

Answers

PartB(page91)

1.HetriedtohelpDavidstandonhisowntwofeetandlearnhowtolookafterhimself.

2.Davidfeltthathisfatherwasalwayscomplainingabouthimanddidntspeakenoughtohim.

3.Davidsaysthathisfathersjobisdangerousandthathehastothinkaboutotherpeopleallthetime.

4.HewaslookingforhisChristmaspresents.

5.Nowheknowshowdeeplyhisfatherloveshimandunderstandsthatitshardforhisfathertotalktohimaboutit.Step3:presentingadialogueingroups

WriteadialoguebetweenChristina,hermotherandtheradiohostandthengiveaperformance.Youcandothisingroupsofthree.

1.ReadtheguidelinesinPartAonpage37,makeupandwriteadialogueforChristina,hermumandthehostoftheradio‘Talktime’show.GoovertheinformationinthispartandwhatyoulearnfromSteps1and2toseeifyourememberwhathappenedbetweenChristinaandhermum,whatChristinadidthen,andhowtheproblemwassettled.

2.WorkingroupsofthreeandmakeupadialoguetofinishtheexerciseofPartB.

Answers

Christina:Thatistrue.Yousee,Ijoinedasportsteam.Imetmanynewfriendsandweenjoyedspendingweekendsdoingsports.SoIdidnthavemuchtimetospendwithmyparent.

Mum:Becauseofthis,Imissedthetimewhenwetalkedtogether.

Host:Whendidtheproblemstartandhowdidyoubothfeelthen?

Mum:Thishappenedsoonaftersheenteredhighschoollastsummer.SometimesIfeltsolonelythatIevencried.

Christina:Ilovemyparents.ButatthattimeIfelttheydidntunderstandmeandtheyseemedtodoboringthings.WhenMumtoldmethatshewassadandmissedmebecauseIdidntspendenoughtimetogetherwiththem,IdidntknowwhatIshoulddo.

Host:Whatdidyoudothen?

Christina:Ilistentotheradio‘Talktime’showeveryweek.Iknowyoucanhelppeoplebygivingthemsomeadvice.SoIcalledyouandaskedforyouradvice.

Mum:Yes,mydaughtertoldmeaboutyoursuggestion.

Host:Sowhatdidyoudotofixyourproblem?

Christina:Wehavedecidedtodoonethingtogethereveryweek.

Mum:Yes.Wefirstcookedaspecialdinnerforourfamilytogether.Christinahaslearnedhowtocookandenjoysitverymuch.OnceItookmydaughterandherfriendstoarestaurantfordinner.

Christina:Weoftentakealongwalk,andwetalkalotwhilewalking.

Host:Sowhatisthenewsituationlike?

Christina:Iamsurprisedbyhowmuchfunwehavewhenweretogether.IthinkofMumasafriendagain.

Mum:Imveryhappytobeon‘Talktime’.Ihopeourexamplecanhelpotherfamiliesthathavethesameproblemasweusedtohave.3.ReadPartAinWritingonpage93inWorkbookandfindoutwhatthearticleisaboutandhowmanypartsthisarticlecanbedividedintoandwhatthemainideaofeachpartis.Soyoucanlearnhowtowriteanarticletoexpressyouropinion.ThendoPartBonthesamepageinclassorasyourhomework.

Answers

PartB(page93)

Doyouagreewithmumsworking?

Todaywehadadiscussionaboutworkingmums.Theopinionsweredivided.Sixty-fivepercentofthestudentswerefortheideaofworkingmums.Theystatedthefollowingarguments.First,mumshavetherighttowork.Second,workingmumsnotonlybringinmoremoney,buttheycanalsofeelproudoftheirsuccessinwork.Third,workingmumsaregoodforsociety.

However,thirty-fivepercentofthestudentswereagainstmumsworking.Theyarguedthatmumsdonothavetoworkoutsidethehome.Iftheydo,therewillbenoonearoundtodothehousework,likecookingthemealsorcleaningthehouse.Itistooexpensivetohireamaidtodothework.Personally,Ithinkitisuptothemumstodecidewhattheywanttobe:aworkingmumorahousewife.

Step4:Homework:

RecordafterTeaching

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Unit 4 Body Language教案2

Unit4BodyLanguagePartOne:TeachingDesignTeachinggoals1.TargetLanguagea.重点词汇和短语misunderstand,similar,facial,expression,agreement,yawn,chest,gesture,adult,punishb.重点句型或交际用语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.作状语；……)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重大问题，amajorsubject主修科目locala.localcustoms地方风俗，alocalpain局部疼痛，当地时间localtimerepresentv.representaclubasitschiefexecutive以总经理的身份代表俱乐部，representbysigns用符号代表curiousa.becuriousaboutother’speoplebusiness对别人的事情太好奇Introducev.introduceherashisdaughter介绍说她是自己的女儿，beintroducedfrom…从…传来的，introduce…tosb.向某人介绍……approachv.&n.cautiouslyapproachedthehouse小心地走近那房子,approachthemanagerabout…同经理谈……，approachthequestionasascientist从科学家的角度来处理这一问题，Snowannouncedtheapproachofwinter.雪宣告了冬季的来临。Ilikeherapproachtotheproblem.我喜欢她解决这个问题的方法。touchv.&n.Shelightlytouchedhisforehead.她轻轻地摸了摸他的前额。Donttouchtheexhibits.Fewstudentsinourschoolcantouchhiminmusic.在音乐方面,我们学校很少有学生能与他相比。Iwastouchedbeyondwords.我感动得无法形容。Theydidnottouchthistopicintheirtalk.他们在会谈中没有触及这个问题。Theraintouchedthecrops.这场雨使庄稼受害。Theysatsoclosethattheirheadsnearlytouched.他们坐得那么近,头都差不多碰到一起了。Inhistalkhetouchedon/uponthestateofaffairsinLatinAmerica.谈话中他提到了拉丁美洲的局势。OurshipistotouchatHongkongtomorrowmorning.我们的船将于明天上午停靠香港。Itwillbreakatatouch.那东西一碰就破。Letsstayintouch.我们保持联络。Hesaddedafewfinishingtouchestohisnovel.他给小说作了最后润色。Hehasatouchwithbirds.他擅长养鸟。Theyoungmanrecitedhispoemswithatouchofpride.那个青年带点骄傲地朗诵他的诗作。cheekn.Thelittlegirlhasrosycheeks.那个小女孩脸颊红润。Hehadthecheektoaskmeformoney.他竟厚着脸皮向我要钱。Howcanyoucheekyourgrandparentsinthatway?你怎么可以那样无礼地对祖父母讲话?learneda.Themorelearnedamanis,themoremodestheusuallyis.人愈有学问,往往愈是谦虚。learnedbooks学术性书籍strangern.Ifeelstrangeinthepresenceofstrangers.在陌生人面前,我感到不自在。Sorry,Idontknow.Imastrangerheremyself.对不起,我不清楚。我对这里也不熟。Heisnostrangertosorrow.他饱经忧患。Imastrangertostatistics.我对统计学一窍不通。spokena.Theybuiltarobotcapableofunderstandingspokencommands.他们制造了一个能懂口头指令的机器人。Heisashysoft-spokenperson.他害羞,说话轻声细语的。expressv.&n.Really,Ihardlyknowhowtoexpressmygratitude.我真不知道如何表达我的感激之情。Thedoctorexpressedpoisonfromherwound.医生把毒液从她的伤口挤了出来。Pleasesendthisparcelbyexpressdelivery.请用快递寄送这个包裹。Thedoctorgaveexpressordersthatthepatientwastohavenovisitors.医生明确嘱咐,那个病人不可会客。Wetookanexpressbushome.我们乘特快公车回家。Theypaintedthehousefortheexpresspurposeforsellingit.他们专为卖房而油漆房子。Pleasesendtheparcelexpress.actionn.Thequickactionofthefiremensavedthebuildingfrombeingburneddown.消防队员行动及时,该建筑物方免遭焚毁。Theactionofwateronrockshouldbetakenintoaccount.应考虑到水对岩石的作用。Alltheactionintheplaytakesplaceatonerailroadstation.该剧的整个情节均发生在一座火车站里。Finallyshehadtofileanactionfordivorce.最后她只好提出离婚诉讼。
posturen.asittingposture坐姿,Theyaretryingtoadoptamorecooperativeposture.他们正试图采取更为合作的态度。Heenjoysposturinginfrontofanaudience.他喜欢在观众面前装腔作势。likelya.&a.JohnislikelytobeinLondonthisautumn.今年秋天约翰可能在伦敦。Theparkisalikelyplaceforthepicnic.这公园倒是个适合野餐的地方。Wewillmostlikelybelate.我们很有可能会迟到。

Unit2language-Project教案

一名优秀的教师就要对每一课堂负责，高中教师在教学前就要准备好教案，做好充分的准备。教案可以让讲的知识能够轻松被学生吸收，帮助高中教师能够井然有序的进行教学。高中教案的内容要写些什么更好呢？下面是小编为大家整理的“Unit2language-Project教案”，欢迎您阅读和收藏，并分享给身边的朋友！

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.一种书面语言的发展方式,能告诉我们关于一种口语的历史,同样也告诉我们文化方面的东西.

l我不喜欢他对待孩子的方式.Idon’tlikethewayhetreatshischild.

l他解决问题的方式很奇特.Thewayhesolvedtheproblemswasstrange.

2.TheChineselanguagediffersfrommanyWesternlanguagesinthatitusescharacterswhichhavemeaningsandcanstandaloneaswords.汉语与很多西方语言不同,区别在于汉语使用的基本单位汉字本身就具有意义.

differfrom不同于;有区别=bedifferentfrom

lMenarealikeintheirpromises.Itisonlyintheirdeedsthattheydiffer(fromeachother).

人在许诺时都一样,不同之处在于他们的行动.

lI’msorrytodifferfrom/withyouaboutthatquestion.

对不起,关于这个问题我与你的看法不同.

相关链接:

makea/no/some/littledifference有一点/没有/有些/几乎没有作用/关系/影响

l对我来说,你走或留都没有关系.

Itdoesn’tmakeanydifferencetomewhetheryougoorstay.

3.inthat因为;原因是;在于

lHedifferedfromotherpeopleinthathealwayslookedfartheraheadinhiswork.

他和别人不同的是他在工作中比别人都看得远些.

4.Chinesepeopleinventednumerouscharacterstorepresentideas,objectsoractions.

中国人发明了无数的汉字来表达思想,物体或动物.

representvt.

1).表现；描写；描画

lThispaintingrepresentsastorm.这幅画描绘暴风雨。

2).代表

lWechoseacommitteetorepresentus.我们选出一个委员会来代表我们。

5.Chinesewordsareoftenformedbycombiningdifferentcharacters.

combinev.使联合/结合常与介词with连用

l这两个党不可能联合在一起。It’simpossibletocombinethetwoparties.

l我们应该使理论与实践相结合。Weshouldcombinetheorywithpractice.

l这两个小店合并起来成为一个大商店。Thetwosmallshopscombinedtomakealargeone.

combination结合；联合；合并

lHischaracterisacombinationofstrengthandkindness.他的性格是刚与柔的结合。

6.However,notallcharactersareusedtodescribeobjects.

然而并不是所有汉字都是用来描述物体的。

◆当not与all,both,everyone,everything,everywhere,everyday等连用时为部分否定,意为”并不都......”

1.Allthatglittersisnotgold.=Notallthatglittersisgold.闪光的并不都是金子。

2.Bothofthemhaven’treadthisstory.=Onlyoneofthemhasreadthisstory.并非他们二人都看过这个故事。

3.Thiskindofflowercan’tbeseeneverywhere.这种花不是随处可见的。

◆当not与any,anyone,anywhere,anything连用或出现no,nothing,nobody,nowhere,none时是完全否定.

lWefearnodifficulty.=Wedon’tfearanydifficulty.我们不怕困难。

比较下面的句子:

lAllofusdonotagreetotheplan.我们并不是都同意这个计划。

lNoneofusagree(s)totheplan.我们都不同意这个计划。

lEverythingisnotready.并不是一切都准备好了。

lNothingisready.一切都没准备好。

7.Thoughpictographsindicatemeanings,theydonotshowhowtheyshouldbepronounced.

尽管象形字可以表意,但它们不可以表音.

indicate

1).指出;指示;标示

lAsignpostindicatedtherightroadforustofollow.一个路标给我们指出应走的路。

2).暗示

lIindicatedthathishelpwasnotwelcome.我表示他的帮助不受欢迎。

3).表示明白

lInthismap,thetownsareindicatedbyreddots.在这张地图上，城镇是用小红点标的。

Step7Homework

1.DoPartsB1andB2onpage99inWorkbook.

2.DoPartsD1andD2onpage101inWorkbook.

Unit2Language-welcome教案

一名优秀负责的教师就要对每一位学生尽职尽责，作为高中教师就要早早地准备好适合的教案课件。教案可以让学生更好的消化课堂内容，使高中教师有一个简单易懂的教学思路。你知道如何去写好一份优秀的高中教案呢？为了让您在使用时更加简单方便，下面是小编整理的“Unit2Language-welcome教案”，大家不妨来参考。希望您能喜欢！

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喜气洋洋的,愉快的smile.)

Whatisanemotion?

Anintensementalstatethatarisessubjectivelyratherthanthroughconsciouseffortandisoftenaccompaniedbyphysiologicalchanges;astrongfeeling:

冲动：由主观引起而非理智作用的一种强烈的感情状态，并且经常伴有心理上的变化；一种强烈的感觉：

theemotionsofjoy,sorrow,reverence,hate,andlove.快乐、痛苦、尊敬、痛恨和爱的冲动

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

盲人点字：供视力障碍或失明者用的书写和印刷方法体系，其中用不同排列的凸点符号代表字母或数字，通过触摸方式来辨认

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