unit19-lesson3教学案及答案
六年级英语下册unit3lesson19教案冀教版_1
（冀教版）六年级英语下册教案 unit3 lesson19Lesson19 Let’s go to the park教学目标：1.知识目标: ① 四会掌握单词cloud sky lie ② 掌握并运用句子It looks like . looked at . I like .谈论有关某物想某物的话题，联系生活，进行交谈。
2.能力目标：让学生身临其境，在生活情景XX中学习单词，培养学生的综合语言运用能力，通过学习语言知识，培养学生的知识迁移能力。
3.情感目标：培养学生多方面的兴趣爱好，激发和培养学生学习英语的积极性，使学生在不断体验成功的同时，增强英语学习的信心。
教学重、难点：1、重点：四会掌握单词cloud sky lie 能根据具体情况进行问答。
2、难点：听懂会说句子It looks like . looked at . I like .同学之间谈论此话题，主要它们的区别，灵活掌握。
教具、学具：单词卡片、录音机录音磁带。
教学资源：一、一般将来时的动词形式：一般将来时由助动词shall或will加动词原形构成，shall用于第一人称，will用于第二、三人称。
但是现在第一人称一般也用will，其区别并不明显。
二、一般将来时的句式：1、肯定句：I (We) shall (will) go. You (He, She, They) will go.2、否定句：I (We) shall (will) not go. You (He, She, They) will not go.3、疑问句：Shall I (we) go? Will you (he, she, they) go?教学过程：一、开始上课和复习：1、师生互致问候2、复习：复习句型What do you want to do? (师生问答)T（对一学生）: What do you want to do?S1: I want to go to_____.T: What do you want to do?S2:I want to go to_____.T: What do you want to do?S3: I want to go to_____.T: OK! Let’s go to the park to fly kites!二、新授：It looks like_____. cloud sky lie1、出示词卡rain、snow、wind等，老师提问T: What can you see?S1: I can see rain.S2: I can see snow.S3: I can see wind.T: 示词卡cloud, sky. What’s this?S4: It’s a cloud.T: What is the other?S5: It’s sky.用句型It looks like_____. 进行操练T: Look! This cloud looks like something, What does it look like?S6: It looks like a_____.S7: It looks like a_____.S8: It looks like a_____.T: What is he/she doing?S9: He/She is standing.T: What is he/she doing? He/She is lying.Ss: He/She is lying.T: 在黑板上画一些草进行练习I’m tired. I want to sleep. Where can I sleep? Here is grass. I’m going to lie on the grass. Now I’m going to lie on the grass. Now I can see the sky.2、听录音学生看书跟读：3、根据课文内容学生讨论并进行说话练习。
(冀教版)五年级英语上册 《unit3 Lesson19》教学设计设计1
（冀教版）五年级英语上册《Unit 3 Lesson 19》教学设计一、教材分析本节课的教材主要内容通过介绍不同的运动方式和与运动有关的词汇来帮助学生学习并记忆英语单词，同时帮助学生掌握英语交际能力和口语表达能力。
具体包括以下几个方面：1.词汇：skateboarding、cycling、swimming、hiking、running、skiing、climbing、football、basketball、tennis等。
2.句型：What are you doing? / I’m skateboarding. 及其变形和扩展应用。
3.语言技能：听说读写综合训练。
教学重点：1.掌握运动方式的词汇及其发音、拼写和用法。
2.掌握询问运动方式和回答的句型。
3.培养学生交际能力及口语表达能力。
教学难点：1.运用所学词汇回答询问运动方式的问题。
2.学生表达方式的准确性和口语流利度的提高。
二、教学设计1. Warm-up activity (5 minutes)为了激发学生的学习兴趣，引导学生进入课堂学习状态，可以选择以下活动：1.Sing a song: 运动歌曲（Melody 1）2.Play a game: 运动项目猜猜看（Melody 2）2. Presentation (15 minutes)教师可以通过图片或视频的形式介绍本节课的新词汇，让学生观看并理解具体的运动方式。
并展示图片或视频中的动词练习运动动作，帮助学生更好地理解运动方式的词汇。
同时教师可以使用以下句型，帮助学生理解并学会使用：What are you doing? / I’m skateboarding.What is he/she doing? / He/She is cycling/running/climbing等。
3. Practice (25 minutes)1.Pair work: 让学生进行两人一组的练习，A问B：What are you doing? B 回答：I’m skateboarding等等。
(冀教版)六年级英语下册 《unit3 Lesson19》教案设计3
(冀教版) 六年级英语下册 Unit 3 Lesson 19 教案设计3教学目标1.能够准确使用上课，唱歌等动词短语，并了解其原形与过去式的变化；2.能够真实拟合，模仿声音，根据上下文理解文本中的词汇和句子；3.能够独立制作小组海报，展示自己的想法和表达能力；4.了解日常交际所需的基本礼仪和文化背景；5.加强听说读写训练，提高语言交际能力和跨文化交际素养。
教学重点1.动词短语的使用及原形和过去式的变化；2.真实拟合，模仿声音，正确理解和运用新词汇和句型；3.独立制作小组海报，展示自己的想法和表达能力。
教学难点1.熟练掌握动词短语的使用及原形和过去式的变化；2.能够独立思考，制作小组海报，并展示自己的想法和表达能力。
教学方法1.任务呈现法；2.互动式探究法；3.合作式学习法。
教学过程1. 热身活动（5分钟）1.发放小星星卡片或其他小奖品，听老师读出一些词语或句子，学生把相关联的词语贴到白板上，赢得更多的星星卡片或小奖品。
2. 新课呈现（20分钟）1.呈现新课文，学生边看边听。
学生们检查是否理解并记住了句子和新词汇。
1.Hi, girls and boys!What job do you like?I like singing!2.Oh, it’s time for class.Put away your books!3.What did you do last night?We watched TV.4.Simon, what did you do last night?I sang and danced.2.引导学生复述课文，重点关注新词汇和句型，澄清学生对不确定部分的疑问。
3. 语音训练（15分钟）1.学生跟读和掌握新课中出现的重要词汇和常用短语：–Put away your books.–What did you do last night?–We watched TV.–I sang and danced.2.注意让学生在掌握了新的语音和语调后，进行真实的语音模仿和重读。
(冀教版)四年级英语下册《Unit 3 Lesson 19》教案设计2
冀教版四年级英语下册《Unit 3 Lesson 19》教案设计2一、教学目标1.能够听懂、会说、会读、会写单词：cake, grape, orange, pear, banana, apple。
2.能够运用所学单词进行简单的交流，如：What would you like? I would like some grapes, please.3.能够理解并能正确使用句型：What would you like? I would like some______, please.4.能够表演对话并正确使用交际用语。
二、教学内容和重点1. 教学内容1.学习单词：cake, grape, orange, pear, banana, apple。
2.学习句型：What would you like? I would like some ______, please.3.学习交际用语：Hello. What would you like? I would like some ______, please. Here you are. Thank you.2. 教学重点1.熟练掌握6个水果单词的发音、读音和拼写。
2.熟练掌握句型 What would you like? I would like some ______, please. 的用法，并能在日常生活中灵活使用。
三、教学过程1. 导入（5分钟）本节课的主题是“我想要一些水果”，请同学们说说自己最喜欢的水果是什么，并且介绍一下那种水果的颜色和味道。
2. 学习新单词（15分钟）1.通过图片呈现新单词，让学生大声跟读单词，并帮助他们熟记单词的发音、读音和拼写。
2.复习单词：apple, banana, orange, pear。
3. 播放动画（10分钟）播放Unit 3 Lesson 19的动画，让学生通过动画懂得如何使用句型 What would you like? I would like some ______, please.以及如何使用适当的交际用语进行对话。
(冀教版)五年级英语下册 《Unit 3 Lesson 19》教案设计
（冀教版）五年级英语下册 Unit 3 Lesson 19 教案设计一、教学目标1.能够听懂、熟读并背诵课文。
2.能够重点理解课文并回答相关问题。
3.通过听、说、读、写等多种方式提高英语学习能力。
二、教学重点1.重点单词：lunch, vegetables, fruit, sandwich。
2.重点短语：have lunch, have some vegetables, have some fruit, havea sandwich。
3.重点句型：What do you have for lunch? I have some vegetables and a sandwich.三、教学难点1.能够熟练使用重点短语及句型。
2.能够进行对话并表达自己的饮食习惯。
四、教学过程1. 导入新课1.根据学生的实际体验和生活经验，谈论日常饮食习惯。
比如：你们早餐通常吃什么？你们家买菜的时候会选择买哪些蔬菜和水果？等等。
2.Show pictures of healthy foods and ask students to name them in English.3.让学生听读课文，并找出重点单词和短语。
2. 新课讲解1.课文重点单词的讲解和拼读。
2.重点短语和句型的讲解及范例演练。
3.课文理解（Q&A）。
3. 听力训练1.播放录音，学生听录音并跟读。
2.再次播放录音并让学生逐字跟读，强化记忆。
4. 情景模拟1.在课堂上进行模拟对话，让学生发挥想象力，在对话中练习使用课文中的短语和句型。
2.让学生自己编写对话，展示他们创造性的表达能力。
5. 语言输出1.让学生两两搭配，进行角色扮演。
2.让部分学生到前面表演对话。
五、课堂延伸1.让学生将课文相关重点单词和短语记忆下来。
2.提醒学生要注意饮食的健康与均衡。
3.看一些英语歌曲《I Like Vegetables》、《Fruit Salad SONG》等，让学生欣赏并感受英语语言学习的乐趣。
(冀教版)三年级英语下册Unit3 Lesson19 Coat and scarf 教学设计
(冀教版)三年级英语下册Unit3 Lesson19 Coat and scarf 教学设计一、教学目标1.能听、说、读、写本课时单词和句型。
2.能够听懂、朗读、表演、认真理解本课时的对话和情境，掌握生词和句型。
3.能将所学生词和句型应用到日常生活中。
4.培养学生们的合作精神和团体意识，以及口语交流能力。
二、教学内容1.词汇：coat（大衣）、scarf（围巾）、put on（穿上）、take off（脱下）2.句型：It’s cold outside. Put on your coat and scarf.三、教学重难点1.重点：本课时的单词和句型。
2.难点：掌握句型的应用。
四、教学过程1. 创设情境1.教师进入教室，与学生问好，询问今天天气如何。
2.引导学生们观察窗外天气情况和温度，并与学生们询问他们今天穿的衣服。
学生们应该表明他们是否穿得足够暖和。
2. 词汇和句型教学1.告诉学生们本课时的重点单词和句型。
2.通过图片展示等方式教授单词，并用图片和实物等方式举例解释这些单词的用法。
3.教授句型，并与学生们一起编造不同情境下应用该句型的对话。
3. 交际练习1.将学生分为小组，并让每个小组中的学生逐个展示他们的外套和围巾。
如果有某个学生没有围巾，让其他学生分享围巾。
这将有助于增强学生们的合作意识和团队意识。
2.几个学生模拟场景，演示应用本课时的句型的情境。
让学生们再次重温句型和单词，以确保他们理解了它们的用法。
可以让学生试着在这个场景中适当地修改句子。
4. 拓展1.提出一些问题以帮助学生们拓展本课时的知识，并快速复习所学内容。
例如，他们应该在天气温度升高时脱下大衣和围巾吗？为什么？2.让学生们归纳今天所学内容，以便他们可以复习，并在将来的日常交流中应用。
五、教学评价1.这个活动能够帮助学生们彼此合作，并培养他们的团队意识和分享意识。
2.学生们通过模拟实际环境，理解了本课时的重点句型和单词。
3.学生们的表现让我觉得他们已经掌握了今天所学内容。
三年级英语下册 unit3 lesson19(3)教案 冀教版
冀教版三年级英语下册教案Unit3 Lesson19Coat and Scarf教学目标:一、知识目标：认读单词coat, scarf,hat,gloves,boots认读句子，并进行问答练习：Whose----is this?Is this your----学生理解whose is this部分的内容二、能力目标：能将各种衣服灵活用于交际中能使用句子进行自由问答三、情感态度策略，文化等有关目标：情感态度：激发学生学习英语的兴趣，培养学生学习英语的积极态度，使学生乐于合作参与，勇于进行交际实践。
学习策略：注重合作学习。
教学重点：认读单词：coat, scarf, hat, gloves, boots认读并应用句型：Whose----is this?Is this your ----?教学难点：同教学重点教学准备：准备coat , scarf, hat, gloves, boots单词卡片。
准备以上衣物的实物。
教学过程：step1:Class opening and Review1．教师与学生进行简单的日常问候，营造英语气氛。
T: Hello!class!How areyou?Nice to meel you!设计意图：用亲切的问候来拉进师生的距离，并使学生进入英语学习的气氛。
让学生选一首以前学过的英文歌曲Do drills让学生反复练习，以复习颜色，衣物的词汇。
让一名学生起立指着他或她的衣服，提问他后边的那个学生：what’s this？后面的学生必然回答衣服的颜色及名称it’s a---/they are---.然后让这个学生接着提问坐在他后面的那个学生，并利用单词卡片进行练习。
在几名学生做完这项练习后，让学生练习第18课所学句型。
S1：What’s this?S2：It’s a----/They are----S3：What’s this?S4:：It’s a----S5：What’he /she wearing?S6：He’s /She’s wearing a---Step 2 New Concepts Presentation一、 Coat, scarf, hat, gloves, bootsBring examples of this clothing to class.出示课前准备的以上衣服的实物，举起相关的衣服，让学生反复说衣服的名称，并把对应的单词写在黑板上，让学生有直接的语音和实物相联系的过程，进一步明确这些衣服的含义，与学生反复朗读。
(冀教版)五年级英语上册 《unit3 Lesson19》教案设计1
(冀教版)五年级英语上册 Unit3 Lesson19 教案设计1本文档是一份五年级英语上册 Unit3 Lesson19 教案设计，旨在帮助教师有效地进行英语教学，提高学生的英语能力和水平。
通过本文档的学习，您将了解到教学目标、教学重点、教学难点、教学过程和课后反思等内容。
本文档采用Markdown 文本格式输出。
教学目标1.能够听、说、读、写表示“什么颜色”的问句和回答。
2.能够结合所学的颜色词汇和问句，运用语言真实地交流。
教学重点颜色词汇的学习和运用，熟练掌握“什么颜色”的问句和回答。
教学难点如何让学生真正掌握颜色词汇的用法，听、说、读、写能力的提高。
教学过程导入新课（5分钟）1.介绍本课时的教学内容。
2.创设情境，给学生带来一个自然的、轻松的英语学习环境。
学习新课（25分钟）1.向学生展示一些色块或色彩图片，让学生尝试用英语说出它们的名称，并与正确答案进行比对。
2.引导学生了解颜色词汇的基本用法，归纳总结出“What color is it?” 和“It’s…” 的基本问答形式。
3.引导学生读并模仿课文对话，重点关注语音、语调、语气等方面。
4.小组合作练习，让学生结合以往所学的句型和元素，进行对话演练，检验他们的语言运用能力。
5.老师针对学生表现进行点拨和纠正，不断提高学生的听、说、读、写能力。
课堂练习（20分钟）1.教师向学生提供有关颜色的图片，让学生进行词汇默写，并用英语描述图片颜色。
2.老师安排学生分小组进行问句和回答的练习，每组选择其中两名学生进行对话。
3.老师提供相关单词和句子的试听，让学生进行听力练习并进行答题操作。
4.老师安排学生在家完成有关单词、句子和对话的复习，并进行课堂小测验。
课堂总结（5分钟）1.总结颜色词汇的学习，重点强调问句和回答的基本用法。
2.鼓励学生积极参与英语教学活动，提高学生英语语言能力和综合素质。
课后反思1.教师需要根据具体情况合理安排教学进度，注意教学方法和策略的灵活应用。
【素材】Unit19LanguageLesson3BodylanguageItbe+过去分词+that讲解
【素材】Unit 19 Language Lesson 3 Body language It be + 过去分词+ that 讲解【要点提示】“It + be + adj. / p. p. + that …”句型，其中it为形式主语，真正的主语是that引导的主语从句。
常用于该结构的-ed分词有：hoped, known, said, reported, known , thought , told , believed , announced ,expected , decided 等。
例如：It is said that they have got married.It is well known that the bird flu is a very serious disease.众所周知禽流感是很严重的疾病。
It is hoped that every one of us will protect wild animals.我们希望每一个人都要保护野生动物。
It’s widely believed that the extra vitamins provide more energy.我们广泛地相信额外的维生素提供更多的能量。
It is reported that twenty men were killed in the clash.据报导，在这次冲突中有二十人被打死。
It is said that at least ten building will be built soon in our city.据说不久我市要建十栋大楼。
It’s said that Tom has come back from abroad . 据说汤姆已经从国外回来了。
It was reported that dozens of children died in the accident .据报导，数十名儿童在事故中死亡。
(冀教版)三年级英语上册《Unit 3 Lesson 19》教案设计2
（冀教版）三年级英语上册《Unit 3 Lesson 19》教案设计2一、教学目标1.学生能够听懂并正确模仿课文中的句子。
2.学生能够用英语介绍自己的家庭。
3.学生能够理解并能够运用课文中的单词及短语。
二、教学重难点教学重点1.学生能够听懂并正确模仿课文中的句子。
2.学生能够用英语介绍自己的家庭。
教学难点1.学生能够理解并能够运用课文中的单词及短语。
三、教学内容1.课文：Unit 3 Lesson 19《My family》2.重点词汇：family members, father, mother, sister, brother, grandma, grandpa, aunt, uncle, cousin, happy, picture, watch TV3.重点短语：my family, in the picture, watch TV四、教学过程Step 1：Warm-up1.T greets the students and introduces the topic of the lesson. T shows some pictures of family members and asks students to name them in English.2.T shows a picture of a family and asks students to identify the family members. T then asks students to introduce the family members in English.Step 2：Presentation1.T introduces the new words: family members, father, mother, sister, brother, grandma, grandpa, aunt, uncle, cousin, happy, picture, watch TV.2.T shows the picture in Lesson 19 and asks students to name the family members in the picture. T then introduces the sentences: This ismy family. My father is happy. My mother is happy. My sister is happy. My brother is happy. We are happy.3.T reads the sentences slowly and asks students to repeat afterhim/her.4.T explains the meaning of the sentences and asks students if they have any questions.Step 3：Practice1.T asks students to work in pairs and introduce their own families to each other using the sentences learned in Step2.2.T asks some students to share their introductions with the class.Step 4：Production1.T divides the class into several groups and assigns each group a family member from the picture in Lesson 19.2.T asks each group to come up with a short dialogue in which they introduce themselves and what they like to do with their family member.3.T asks some groups to perform their dialogues in front of the class.Step 5：Summary and Homework1.T summarizes the key points of the lesson.2.T assigns students to draw a picture of their own family and label the family members in English.3.T reminds students to review the new words and sentences learned in the lesson.五、教学辅助手段图片、单词卡、录音机、黑板、彩色粉笔六、教学反思通过本节课的学习，学生们能够理解课文中的句子和单词，并能够正确地进行模仿和运用。
七年级英语下册 Unit 3 Lesson 19 The Palace Museum教案 冀教版
冀教版英语七年级下册Unit 3 Lesson 19教案Lesson 19 The Palace MuseumTeaching content: 1. mastery words: sky, film, camera, picture, smile, break, tail2. a dialogue about taking pictures3. some useful wordsTeaching goals: 1. understand the meaning of the text2. remember the mastery words3.master the usage of some words and phrasesKey points: 1. express taking a picture2. ask permission to do sth.: May I …？Difficult points: 1. express what you see2. express taking a picturePreparations: a picture of the Palace Museum, a cameraTeaching aids: audiotape, pictures, a camera, flashcards and slide projectorType: dialogueTeaching procedure1.Opening class1）Greet the students in everyday English and make sure they can response correctly.2）Everyday report in English.3）Check the homework and explain if necessary.2.New lessonStep 1 Lead inDiscuss the questions in “THINK ABOUT IT”Have you ever been to the Palace Museum? If yes, when?What do you know about the Palace Museum?Do you want to live there? Why or why not?Today Li Ming and his friends go to the Palace Museum. The weather is fine. The palace is red and yellow. It's beautiful. They take some pictures there. Now let's join them.Step 2 Listen to the tape of the text with the following questions:What happens to Jenny?What's wrong with Danny's nose?What do they do for Danny's nose?What's wrong with Danny's tail?After listening, discuss the questions with the students. Make sure they understand the whole text. Deal with any language point at the same time. Pay attention to the usage of the following words: sunny, help sb. （to） do sth., careful, fall, breakStep 3 Listen to the audiotape again and let them read after it.Step 4. Have them read the text for a few minutes and then ask some students to act out the dialogue in roles. Pay attention to their pronunciation .Step 5 PracticeDivide the class into small groups. Ask them to make up a dialogue about visiting the Palace Museum. Encourage the students to use much new vocabulary as they can.Divide the class into small groups. Ask each group to make up a dialogue about taking pictures. Encourage the students to use as much vocabulary from this unit as possible （camera, picture, easy, hard, help, hurt, loudly, quietly, many, everyone, men, women, children, people, quickly, slowly）As the students work on this dialogue, take real pictures of each group with your camera. Later make a poster of these photos to put up in class. Do this as a class project! Help the students write English sentences under each photograph to describe the action.Step 6 Deal with “LET'S DO IT”In a small group, write a dialogue about taking pictures. Where are you taking pictures? What funny things happen?Step 7 A test根据首字母完成下列单词1）Can you sing? Yes, it's e_______ .（容易）2）Working out the problem is h______ . （难）3）He b_______ that glass , look! He is crying. （打坏）4）Don't w________ , the classmates all help you. （着急）5）Bad luck! He f________ off his bike. （掉下来）6）Now Tom is putting the f______ in his c________ . （装胶卷）Step 8 exerciseIf time permits, do some exercises in activity book.3.Homework1）understand the meaning of the text2）remember the mastery words3）finish the activity book of lesson 19read the next reading in lesson 20。
(冀教版)六年级英语下册 《unit3 Lesson19》教学设计设计1
冀教版六年级英语下册 unit3 Lesson19 教学设计一、教学目标1.掌握本课时的词汇和短语；2.学习使用介绍自己及家人的基本语句；3.培养学生们的口语表达能力；4.培养学生们的合作意识和团队精神。
二、教学重点1.学生们掌握句型“I have a …”和“I have …”。
2.学生们通过合作活动了解别人的爱好，培养学生的团队精神和合作意识。
三、教学难点1.学生们掌握句型“I have a …”和“I have …”的用法。
2.学生们能够用英语介绍自己的基本情况及家人的信息。
四、教学过程1. 热身导入1.教师出示图片，识别图片中的家具和物品。
2.帮助学生们用英语描述图片中的物品。
3.通过看图片来激起学生们的学习兴趣。
2. 学习新词汇和短语1.教师出示图片，与学生们一起学习单词。
2.教师朗读单词，并让学生们反复跟读。
3.学生们听写单词。
3. 学生交流1.将学生们分成小组，每个小组有3-4个人。
2.让学生们互相介绍自己，告诉别人自己的名字、年龄、家庭情况。
3.让学生们用英语介绍自己的基本情况，用适当的句型来实现。
4. 学生活动1.将学生分成小组，每个小组有5-6个人。
2.要求每个小组需要选择一个代表，并以“代表”的身份来介绍小组中所有成员。
3.教师可以提供帮助和提示。
5. 结束1.学生们共同完成“我爱英语”的海报。
2.教师检查海报是否符合要求。
五、教学评估1.学生们在交流时候会用到新词汇和短语吗？2.学生们是否能够理解和使用句型“I have a …”和“I have …”。
3.学生们有没有积极参与小组活动，并积极展示自己的口语表达能力和团队精神。
六、教学反思本次教学活动中，教师将学习和交流有机结合起来，让学生通过互相介绍自己、分享自己的想法和喜好，来培养学习英语的习惯和兴趣。
同时，让学生们通过小组活动，培养合作、沟通、表达能力和团队精神。
本次教学中，学生的积极性和参与度较高，教学效果较为良好。
Unit 19 Lesson3 Body Language 导学案
Unit 19 Lesson 3 Body language 导学案Part 1 Preview(words)1._____________n.剃刀9._____________adj.弯曲的2._____________n.冒犯，得罪10.transparent adj._____________3._____________adj.明确的，清楚的11.unrest n._____________4._____________n.亲戚，亲属12.purchase vt._____________5._____________adj.无意的，不知不觉的13.negotiate vt._____________6._____________vt.祝贺14ambiguous adj._____________7._____________vt.与…相似15.rigid adj._____________8._____________n.赞许，批准16.brochure n._____________Part 2 Reading Comprehension1.In most countries,what does a pat on the back and a smile usually mean?A. Well doneB. Bad luckC.Cheer up D Go ahead2. What is body language made up of?A. Facial expressionsB. Body movementsC GesturesD. All the above3.If a person feels uncomfortable or nervous,which of the following doesn't he do?A. Cross his arms.B Have a tight look about his mouth.C Clearly realize how he is behaving.D. Move in an abrupt way resembling a robot.4. In experts’ opinion,which form of body language receives universal approval?A The nodding headB.The disagreementC.The agreement.D.The smilePart 3 Language Points1.Catch on 受欢迎，变得流行，理解，学会【即讲即练】1.1.It was a long time before the police________ ________ _________(弄明白)what he was really doing.1.2.He_________ _________ _________ _________(遇上一场大雨) and got wet through1.3 The idea is catching________quickly.2.Congratulate sb on (doing)sth【即讲即练】2.1 I had hoped to send Peter a gift to_______ ________ _______(祝贺他)his marriage,but I couldn't manage it.2.2The party is a chance for friends and family to congratulate the person__________the new home.3.Consist of 由…组成【即讲即练】3.1 Rock music_______ _______(由…组成).3.2 As is known to all,Indonesia is an Asian country_____of a lot of island.4.On purpose有意地，故意地With/for the purpose of目的是，为了【即讲即练】4.1He came here_____ _______ _____ _____ ______ ______ ______ _____ _______(目的是向我祝贺我的成功)4.2Knowing that you differed with him on the target,he came here_____ _____(特意地)to discuss it with you.5.More than 不只是不仅仅；非常；非…所能…【即讲即练】5.1It took_____ _______ (不仅仅)building supplies to construct these energy-saving house.It took brains,too.5.2Hearing what the head teacher said,I was_____ ____ ____(非常高兴)and my heart beat wildly.6.approval n 赞成赞许批准，许可（反义词disapproval）【即讲即练】6.1I don’t really approve ____children wearing make-up.6.2She desperately wanted to win her father’s________.6.3The committee has______ ________ ________ ______(支持这一计划).Part 4语法填空Decorating with Plants,Fruits and Flowers for Chinese New YearChinese New Year is a 1 ______(celebrate)marking the end of the winter season and the beginning of spring. This is why decorating with plants,fruits and flowers 2_____(carry)special significance. They represent the earth 3_______(come)back to life and best wishes for new beginnings.These are some of the most popular in many parts of the country：Orange：Orange trees are more 4________decoration; they are a symbol of good fortune and wealth. They make great gifts and you see them many times 5______(decorate)with red envelopes and messages of good fortune.Bamboo: Chinese love their ‘Lucky Bamboo’ plants and you will see them often in their homes and offices. 6______(certain)during the holiday period, this plant is a must. Bamboo plants are associated 7_______health, abundance and a happy home home. They are easy 8_______(care)for and make great presents.Branches of Plum Blossoms(梅花): The 9________(beauty)long branches covered with pink-colored buds(蓓蕾）make fantastic decorations. The plum trees are 10________first to flower even as the snow is melting(融化). They represent the promise of spring and a renewal pf life.。
五年级英语下册 Unit 3 Lesson 19(3)教案 冀教版
（冀教版）五年级英语下册教案Unit 3 Lesson 19 Li Ming’s letterGeneral Goals for Unit3In this unit, Li Ming, Jenny and Danny write home in various ways from Beijing. This unit reviews days of the week, months of the year, ordinal numbers and address writing. It teaches students standard letter-writing vocabulary and formats. It encourages students to explore description in English through letter writing.Specific Goals for Unit 3 Mastery VocabularyStudents can read, write, Say and aurally understand the following vocabulary:Nouns (mail context):Left, right, e-mail, postcard, letter, stamp, envelope, top, bottom, corner, computer Verb:SendOral VocabularyStudents can say and aurally understand the following vocabulary:Directions:Turn right, turn left, go straightCommon phrases:How many do you need?How much is /are ? yuan (each).I want to (send/write) a(letter/postcard/e-mail) to my (family member).Each unit exposes students to more words and phrases than they need to master or use orally. We have included these extra words because they form part of typical English conversation, which, we believe, students should hear. These extra words and phrases also allow the natural curiosity of children to guide some of their language learning.Lesson 19 Li Ming’s letter一、Suggestions for reviewSay “What day is it?” and review the correct day of the week and date for the actual day of your class.二、Key conceptsenvelope, corner三、Introduce· Demonstrate “envelope” and “corner” with a real envelope.· Role-play writing a letter. As you do this, use phrases such as:I am writing a letter.I am writing a letter to .I am writing with a pen.I am writing on a piece of paper.I am putting my letter in an envelope.Now I am writing the address.Now I am putting a stamp in the corner.四、PracticePlay a game to practice directions (turn right, turn left, go straight).五、Use the activity bookNumber 2 in the activity book is a listening exercise on the audiotape as follows: I am writing a letter to my cousin.I write with a pen.I write on a piece of paper.At the top of the letter, I write the day. What day is it ? It’s Tuesday, March 12th.I write my name at the bottom of the letter.Now, I put my letter in an envelope.Now, I write the address on the envelope. What is my cousin’s address? She lives in a house. Her address is one-five-three-nine, Fifty-ninth Street in Ottawa, Canada.Now, I am putting a stamp in the top, right corner of the envelope. All done!六、Homework:1。
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Unit 19 - Lesson 3 Body Language (2 periods)Designer：马丽学习目标：1.了解文章结构大意，学会运用技巧概括每段段落大意；2.理解相关词汇用法，注意表类别和对比对照词汇的用法；3.理解身体语言的概念以及不同身体语言的意义，更好地掌握沟通技巧；4.了解不同文化背景下相同身体语言表达含义的差别。
第一课时（Reading阅读理解）一、课前自主学习I 词汇预习：1. There is a road sign which gives me e_________ direction.2. They found her lying u____________ on the floor.3. The curriculum was too narrow and r____________.4. She was wearing a t________ pair of jeans.5. She closely r__________ her sister.6. His excuse is t_____________ to us.II 思考问题：1. What kind of language can people use to communicate?2. What body languages do you use to communicate your attitudes and feelings?3. What is body language?二、课堂主体参与1. 浏览文章，根据阅读技巧选择每段的段落大意，并用重点词汇填空。
a) An aid to travellersb) Conscious and unconscious body languagec) The disadvantages of smilingd) Why body language can be confusing?e) What is body language?f) Concluding statementg) Introductionh) Being awarePara.1 ____________A father patting his son on the back ……understand the message conveyed by the father’s _____________ …Para.2 ____________________a language without words that consists of ________, _____________ and ____________…is used to communicate both ______ and ______ …Para.3 ________________________people often use body language _________. However, body language can be ________ as well…Bodylanguage can m ake people’s feelings more ________ because it is not easy to ____ with our bodies.Para.4 ____________Learning to be aware of your body language can be a very useful ____. For example, by ________ your arms, you will look ____________ …Para.5 ________________Body language can be very useful when people do not ____________________. For example, purchase sth by ______ and _______ at what you want; ________ the price by using fin gers …Para.6 ________________________Body language can be ________.for example, OK sign, which means “everything is _____ ” in America, can cause ________ in _______ .Para. 7 ____________________One form of body language receives universal approval--- _______ .2. 仔细阅读文章，选出最佳选项。
1) The writer uses the example at the beginning of the passage to ________.A. show body language can sometimes be ambiguousB. draw the readers’ attention to the topic — body languageC. show the importance of body languageD. advise fathers to encourage their children from time to time.2) Which of the following statements about body language is TRUE?A. It is a language that consists of gestures, facial expressions, body movements and some spoken words.B. Like any other language, body language can only be used to convey feelings.C. Compared with spoken language, body language is not always explicit.D. Body language are all used differently in different countries.3). Which of the following is not correct according to the third paragraph?A.People can use body language to express their attitudes.B.Sometimes bodu language occurs unconsciously.C. A person who is nervous may behave like a robot.D.Lying with our bodies is much easier than doing so with words.4) In some countries, crossing their arms show a person is _______.A.confidentB. nervousC. happyD. comfortable5) The body language of smile almost has the same meaning in different countries, that is ______.A.curiosityB. doubtC. thinkingD. happiness and friendship3. 根据理解判断正误。
1）A person with crossed arms is probably very calm.2）Americans take offence at the “OK” sign.3）Nodding your head means “yes” in most cultures.4）We congratulate people by jumping for joy.三、知识扩展注意不同文化背景下相同身体动作的不同含义1.numbers：在用手势表示数字时，中国伸出食指表示“1”，欧美人则伸出大拇指表示“1”；中国人伸出食指和中指表示“2”，欧美人伸出大拇指和食指表示“2”，并依次伸出中指、无名指和小拇指表示“3”、“4”、“5”。
在中国伸出食指指节前屈表示“9”，日本人却用这个手势表示“偷窃”。
中国人表示“10”的手势是将右手握成拳头，在英美等国则表示“祝好运”。
2.点头摇头“Nod” / “shake”head：“nod”means “yes” “shake” means “no”-- Most of the world“nod”means “no” “shake” means “yes”-- 阿拉伯地区、印度、阿尔巴尼亚等3.The “OK”Sign* Everything is great/good. -- The United States, China* Worthless, zero -- France, Germany, most of the south European countries* Symbols for money, especially for coins -- Japan, korea, Burma(缅甸)* Vulgar (粗俗的) gesture -- Brazil,(巴西)，Greece(希腊)4. The “V”SignVictory -- Western countries and AmericaOffence -- Greece, Britain(手背朝外)5. 竖起大拇指Thumbs Up* praise and suceess -- The United States, China, most of the world* give sb a lift -- Britian* offence and rudeness -- Iran, Greece（滚蛋）四、课后巩固1. 试着用身体语言来交流思想和态度。
2. 课本P11 Ex 5 、Ex6词汇练习。
第二课时（language learning语言知识学习与巩固）一、Body language speaks for itselfSpeak for itself/themselves = to show sth very clearly _______________He’s a hard-working student---his success speaks for itself.他是一个勤奋的学生---他的成功证明了这一点Jim believed that his work spoke for itself.Jim相信他的工作会证明一切。