M4U3 LANGUAGE POINTS

(完整版)高中英语人教版必修四Unit3ATasteofEnglishHumourlanguagePoints教案系列一

Unit 3 A taste of English humourLanguage points教案Teaching goals1．Target languagea. Humour, comedy, content, performer , astonish , fortunate, ordinary, bored, entertain , throughout, homeless, moustache, worn, failure, overcome, leather, pick out.b Make Ss get knowledge of the new words and phrases.2．Ability goalsGet Ss to use some useful new words and expressions correctly.Enable Ss to make sentences with the useful sentence patterns.3．Learning ability goalsTo help students master the important language points.To help students to make sentences by using the words and phrases.Teaching important pointsGet Ss to master the usage of the words and phrases.Teaching difficult pointshelp students get knowledge of the language points.Teaching methodsInspiration, Questioning and Discussion.Teaching aidsA computer, a projector and a recorder.Teaching proceduresStep I , review the new words and phrases.Step II. Teaching the important language points一．词语辨析1. specially / especially / particularly【解释】specially = on purpose故意地；专门地 (不是为了别的，而只是为了某一目的而专门采用的某种方式。

高中英语人教版必修四Unit3ATasteofEnglishHumourUsinglanguage教

Unit 3 A taste of English humourLanguage points教案Teaching goals1． Target languagea. Humour, edy, content, performer , astonish , fortunate, ordinary, bored, entertain , throughout, homeless, moustache, worn, failure, overe, leather, pick out.b.He made people laugh at a time when they felt depressed,so they could feel more content with their lives.2． Ability goalsGet Ss to use some useful new words and expressions correctly.Enable Ss to make sentences with the useful sentence patterns.3． Learning ability goalsTo help students master the important language points.To help students to make sentences by using the words and phrases.Teaching important pointsGet Ss to master the usage of the words and phrases.Teaching difficult pointshelp students get knowledge of the language points.Teaching methodsInspiration, Questioning and Discussion.Teaching aidsA puter, a projector and a recorder.Teaching proceduresStep I , review the new words and phrases.Step II. Teaching the important language points1. content adj.表示或感到满意或满足的心满意足的:_______________vt. 1) We should never content ourselves with book knowledge oniy.Adj. 1) He is content to stay in his present job.2) Don’t be content with such a small success.n. 1) The drawer had been emptied of its contents.2) The content of your essay is excellent, but it's not very well expressed.3) We can swim in the river to our heart’s content.2. inspire adj. 有创作力的,受灵感启示的:__________ 有创作力的诗人______________ vt. 1) Our first sight of the dingy little hotel did not inspire us with much confidence.2) This inspired in us a love for learning.3) The teacher inspired us to work harder.4) The teacher inspired us to great efforts.3. entertain adj使人愉快的有趣的.________n. 宴客招待款待娱乐____________n.（娱乐节目的）表演者（尤指）艺人_____________________vt.1) He entertained us for hours with his stories and jokes.2) I usually entertain friends to dinner on Sundays.拓展：entertaining adj. 使人愉快的，有趣：his entertaining silent movies他那逗乐的无声电影，an entertaining story/guess一个有趣的故事/客人。

(新沪教牛津版)二年级英语上册《Module 4 Unit 3 第一课时》优质教案设计2

d learn
Aims
1. To learn the new words: flower tree climb pick
2. To use imperatives to give simple instructions.
e.g.: Don’t pick the flowers.
Askandanswer about Mary’s and Danny’s abilities
To elicit: Can she/ he ______?
Yes, she/he can. / No, she/ he can’t.
T: CanMarysing?
Ps: Yes.
To elicit: Yes,she can.
Developing aims:
Using yes/no questions to ask about a person’s abilities. e.g.Can she/ he ______?
Yes, she/he can. / No, she/ he can’t.
Main points
To help the students make a simple dialogue to review the knowledge in this unit.
Difficult points
Making a simple dialogue to review the knowledge in this unit.
Teaching aids
Power Point
Procedures
Step
Contents
Methods
Purpose
Pre-task preparation

人教版高中英语必修4 Unit3 Language points 名师教学设计

Unit3 Language points 名师教学设计设计意图This is the third teaching period of this unit. The teacher can first offer chances to students to review what they learned last period. Then lead into the new lesson.The emphasis of this period will be placed on the important words, expressions and sentence patterns in the reading text. In order to make students understand these points, we can first get students to find those words and phrases in their dictionaries or reference books, then offer some exercises to make students master their usage and give some explanations about them.At the end of the class, the teacher can make students do more exercises and organize a short passage for consolidation. By doing so, the students can learn and use these important language points well.教学目标1. Get students to grasp the usage of such words and expressions as astonish, entertain, failure, convince, particular, feel/be content with, badly off, pick out, etc.2. Enable students to master the following patterns.(1) As Victor Hugo once said, “Laughter is the sun that drives winter from the human face”.(2) Then he picks out the lace of the shoe and eats it as if it were spaghetti.教学过程Step 1 Revision:课文再现A MASTER OF NONVERBAL HUMOURCharlie was born in a poor family. You may find it (1) _____ (惊奇的) that Charlie was taught to sing as soon as he could speak and dance as soon as he could walk. (2) _____ (不幸的是) his father died, (3) _____ (使得) the family even (4) _____ _____ (更贫穷), so Charlie spent his childhood (5) _____ _____ (照顾) his sick mother and his brother. By his teens, Charlie had become one of the most popular child actors in England. He could mime and act the fool (6) _____ _____ _____ _____ (做日常的事物). His subtle acting made everything (7) _____ (滑稽可笑).(8) _____ _____ _____ _____ (随着时间的流逝), he became known throughout the world as the little tramp. This character was a social (9) _____ (失败者) but was loved for his optimism and determination to (10) _____ _____ _____ (战胜所有困难).Here is an example from one of his most famous films, The Gold Rush. He and his friend are so hungry that the little tramp tries boiling one of his leather shoes for dinner. Then he (11) _____ _____ (切) the leather top of the shoe and (12) _____ _____ _____ _____ (和同伴分享这只鞋) the other fellow. Charlie (13) _____ _____ (挑出) the lace of the shoe and eats it as if it were spaghetti. He eats each mouthful with great enjoyment. The acting is so (14) _____ (有说服力的) that it makes you believe that it is one of the best meals he has ever tasted.Charlie Chaplin wrote, (15) _____ (指导) and produced the films he (16) _____ _____ (主演). In 1972 he was given a special Oscar for his (17) _____ (杰出的) work in films. He is loved and remembered as a great actor who could (18) _____ (鼓舞) people with great (19) _____ (信心).Suggested answers:(1) astonishing (2) Unfortunately (3) leaving (4) worse off (5) looking after (6) doing ordinary everyday tasks (7) entertaining (8) As time went by (9) failure (10) overcome all difficulties (11) cuts off (12) shares the shoe with (13) picks out (14) convincing (15) directed (16) starred in (17) outstanding (18) inspire (19) confidence Step 2 Words and expressions to learn1. …up to now nobody has been able to do this better than Charlie Chaplin. ……关于这一点，直到今天也没有人能比查理·卓别林做得更好。

高中英语人教版必修四Unit3ATasteofEnglishHumourUsinglanguage教案系列四

Unit 3 A taste of English humourLanguage points教案Teaching goals1．Target languagea. Humour, comedy, content, performer , astonish , fortunate, ordinary, bored, entertain , throughout, homeless, moustache, worn, failure, overcome, leather, pick out.b. Make a list of the language points and phrases.2．Ability goalsGet Ss to master the usage of the new words and phrases.Enable Ss to make sentences with the useful sentence patterns.3．Learning ability goalsTo help students master the important language points.To help students to make sentences by using the words and phrases.Teaching important pointsGet Ss to master the usage of the words and phrases.Teaching difficult pointshelp students get knowledge of the language points.Teaching methodsInspiration, Questioning and Discussion.Teaching aidsA computer, a projector and a recorder.Teaching proceduresStep I, review the new words and phrases.Step II. Teaching the important language points重点词汇1、cruel adj.残酷的；令人痛苦的①He is cruel to animals.他对动物很残酷。

外研版必修四Module3language points

• give away 赠送，捐献 ; 分发（奖品等） ;暴露 The old teacher gave ____ all his book s to the school. 这位老教师把他的全部藏书捐送给了学 The headmaster gave ____ the prizes. 校长分发奖品。
out 5. Both the man and horse gave _____ after the long ride. 6. All hope of finding the missing aircraft was given _____ and the up search stopped. up 7. Mary had to give _____ her job after her marriage.
• 2 hold on （打电话时用语）请等一下，不要挂上 • Could you ___ ___? I'll just see if the manager's in. 你不要挂断电话好吗?我去看一看经理在不在。
3 hold up 使停滞,延迟拦路抢劫
• A driver late for work may tell his boss, "I was ___ ___ by heavy traffic.“ • A man with a gun may say, "This is a hold-up; give me your money."
In respect
in表示情况,特点,方式和在…团体中 in surprise, • in trouble, • in bed, • in danger, • in a hurry, • in line • in a low voice, • in the army , • in the League, • in red

M4U3 art of painting reading language points

M4 U3Welcome---language points1. Painting is silent poetry, and poetry is painting that speak.画是无声的诗歌，诗是无声的画。

2. portrait painting(1)肖像；半身画像；半身照他让人画了一幅身着制服的画像。

a full-length portrait全身画像a portrait painter肖像画家(2)详细的描述；描绘同义词：depictiona portrait of life at the French court对法国宫廷生活的详细描述3. still life paintingnoun[U,C]【不规则形式】pl.still lifes静物画技法；静物画the art of painting or drawing arrangements of objects such as flowers, fruit, etc.; a painting, etc. like this4. landscape paintingnoun[C,usually sing.]（陆上，尤指乡村的）风景，景色the bleak/rugged/dramatic, etc. landscape of the area那个地区荒芜的景观、崎岖的地貌、引人入胜的风光等the woods and fields that are typical features of the English landscape具有典型英国风景特征的森林与田野an urban/industrial landscape都市/ 工业景观(figurative)We can expect changes in the political landscape .我们等着看政治舞台上的变化吧。

[C,U]乡村风景画；乡村风景画的风格a painting of a view of the countryside; this style of paintingan artist famous for his landscapes以风景画闻名的画家[U](technical 术语)（文件的）横向打印格式the way of printing a document in which the top of the page is one of the longer sidesSelect the landscape option when printing the file.打印文件时应选择横向打印格式选项。

m4u3reading学案

高一年级英语M4U3Reading 学案Teaching aims:1.Read a business presentation and learn the basic characteristics of abusiness presentation.2.Learn some information about RealCine.Teaching procedures:Ⅰ. Ask students to skim and scan the presentation and finish three questions .1.What product is the proposal about?________________________________________________________2.What technology is behind this product?___________________________________________________________3.What do viewers wear so they feel that they are actually in the film?______________________________________________________________4.What delivers the special food and drink chemicals into the viewer’s mouth?________________________________________________________________5.What did the teenager experience in Realcine?___________________________________________6.Why do some people think that viewers will be disappointed by Realcine?_____________________________________________________________7.How could firefighters be trained with this new technology?_________________________________________________Ⅱ.Find the main idea with each part:_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________高一年级英语M4U3Reading Language points 学案巩固案Ⅰ.Important phrases1.实现__________________2.虚拟现实_______________3.其他方面_____________4. 值得，应得___________________5.和…有联系，和…有关，与…相连接__________________________6.一达到顶峰时，他将会享受到一种愉悦感和成就感___________________________________________________________7.为.....设计_______________ 8.增加__________________________9.释放出气味，精疲力竭，发表_____________________________10.鼓励.....做...___________________________________11.有人提出不同意见，认为一些用户可能会对RealCine失望____________________________________________________________ 12.在…帮助之下_______________ 13.去一趟......_________________14.事实上，实际上_____________ 15.方便，便捷________________16.除此之外______________ 17.冒....的危险_______________18.让学生置身于....._____________19.重现历史__________________20.为......提供_________________21.实施，执行________________22.长远来说___________________23.我建议政府在未来的城市规划中运用这种技术_____________________________________________________24.关于_______________________ 25.做决定_________________Ⅱ.Language point1. Not only will he or she feel every step of climbing Mount Qomolangma, but the user will also experience the cold, smells, sights and sounds of the surrounding environment.Not only…but also不但……而且……Not only 放在句首,所在分句用部分倒装Not only A but also B= B as well as ANot only…but also连接并列主语时,谓语动词的数“就近原则”but also中的also 可省去;but also 也可换成but …as welleg.Not only you but also he ________ to the party.(go)否定词放在句首，主句用局部倒装,常见的否定词有：never, hardly, seldom, scarcely, barely, little,nowhere, in no way, at no time, not only ，in no case, not until等等。

人教版高中英语Module 4 Unit 3 Using language 优秀PPT (23页)

人教版高中英语Module 4 Unit 3 Using language 优秀PPT (23页)
Imagine you were Mary /John, what will you do?
人教版高中英语Module 4 Unit 3 Using language 优秀PPT (23页)
人教版高中英语Module 4 Unit 3 Using language 优秀PPT (23页)
Sherlock Holmes
Watson, when you look at that beautiful sky, what do you think of?
Doctor Watson
I think of how short life is and how long the universe has lasted.
shape？？ time？？
According to the above jokes, what cause the funny jokes ?
Sometimes, may ___m____i_s__u__n___d__e___r_s__t__a__n___d__i_n___g__ cause many funny jokes in our daily life.
人教版高中英语Module 4 Unit 3 Using language 优秀PPT (23页)
人教版高中英语Module 4 Unit 3 Using language 优秀PPT (23页)
This story could be seen as a bad thing for Mary. But her husband's attitude and what happens to the chickens makes the story funny.

新视野大学英语4第三版第四册第四单元教案

The students are segregated according to their proficiency in English.
学生按英语水平的不同进行了划分。
3. consolidate
v. a)combine things in order to make them more effective or easier to deal with.
be completely different fromwhatyou feel is right,natural, or normal for you
His music generally runs against the grain of what is modern.
他的音乐总体上和现代音乐格格不入。
No longer is he able to differentiate between fantasy and reality.
他不能区分虚幻和现实。
6. costless a.
not costing anything
The internet provides us a costless way of sharing.
Part I (paras. 1):Introduction to environmental protection.
Part II (paras.2-10):Body: rules oห้องสมุดไป่ตู้environmental protection.
Part III (paras.11-13):Conclusion: nature should be subordinate to human beings.
由联合国教科文组织部分出资赞助的这一项目期限是12个月。

初三英语第二学期M4U3教案

M4 Unit 3 Language in useTeaching goals 教学目标1. Target language 目标语言a. Words and phrases 词汇和短语Review the words and phrases learnt in this unit.b. Grammar 语法Preposition.2. Ability goals 能力目标Learn and master the use of prepositions and the target language in this unit.3. Learning ability goals 学能目标Help the students learn how to use prepositions and the target language in this unit correctly and properly.Teaching important and different points 教学重难点Learn and master the use of prepositions.Teaching methods 教学方法1.Review: to consolidate the words and phrases learnt in the last two periods.2.Explanation and induction: to make the students master the use of prepositions.3.Individual, pair work: make every student work in class.Teaching aids 教具准备A projector and the blackboard.Teaching procedures and ways 教学过程与方式Step I Homework checking and lead-inT: Gooding morning / afternoon, my boys and girls.S: Gooding morning / afternoon…T: Till now, we have almost finished Module 4. Can you tell me what we have learnt? Give students some time to review what they have learnt, then ask them to answer this question together.Suggested answers:Talking about what people are wearing and clothes shopping.Writing about a composition about the clothes you wear.PrepositionT: Well done! During this period, we’ll do more practice about what you have summarized above.First, let’s have a competition. I’ll divide you into … groups, and each group should complete the test below in a certain time. The group who gives the most correct answers wins. Clear?Show the following chart on the screen.Then ask students to finish this test in groups; later, check the answers to see which group wins.Step II StructurePracticeGet students to do Activities 1-2 in groups.T: Work in groups of four. Every group should try to make prepositional phrases from boxes A, B, C. You have five minutes to write as many phrases as possible on the blackboard.Give students five minutes to write the phrases. The group that writes the most and reasonable phrases wins.T: OK. Group … wins! Congratulations! Next, please look at Part 2. Replace the underlined expressions with the words in the box. You can use “in” two times. Useful phrases:1. ask (sb) about: to say or write something in order to get an answer, a solution, orinformationask to / for: to make a request for help, advice, information, etc.Note: You ask people certain things without using for or about.You usually ask for or about most other things.2. look at: to deliberately turn your eyes so that you can see somethinglook for: to try to find a particular type of thing or person that you need or wantlook around: a. to look at what is in a place such a sa building, store, town etc.especially when you are walking b. to search for somethinglook to: a. to depend on someone to provide help, advice, etc. b. to pay attention to something or consider it3. look forward to: to be excited and pleased about something that is going to happen4. put off: to arrange to do something at a later time or date, especially because there isa problem, difficulty etc.5. show off: to try to make people admire your abilities, achievements, or possessions show for: to show for sth if you have something to show for your efforts, hard work etc. you have achieved something as a result of them6. think about: to have an opinion or belief about something7. travel around / to: to go from one place to another, or to several places, especiallydestant ones8. walk to / along / around: to move along by putting one foot in front of the other walk off: to leave someone by walking away from them, especially in a rude or angry wayStep IV ReadingGet students to do Activities 3-4.Lead-inFirst show students the following pictures, ask them to guess what products these advertisement are for. After their talking, show them the logo of each product at the right corner of each picture.T: Every day we can see different kinds of advertisements on TV, in newspapers, on buses and so on. Do you know these advertisements?Show the following advertisements. And get students to guess. Later show the logos to see if they have got the correct answers.T: You know lots of these advertisements. Do you like advertisements?S: Yes. I do. From the advertisement, we know what is popular now; we can buy fashionable clothes and MP3 players; also we can have many common topics with our friends.S: No, I don’t. When we watch TV, we can see advertisements almost anywhere and anytime. We can not enjoy the programmes. Besides, many of the ads are not true.Sometimes, we’ll be cheated.T: Yes. Many advertisements bore us. Some of them are not true and sometimes we are cheated. Well, here is good news for you: Advertisements aren’t working any more! Why and how to solve the problem? Now read the passage Selling without advertisements on Page 31. Read the passage to get the general idea and match the headings in Part 3 with the proper paragraphs.ReadingGet students to read the passage. A few minutes later, ask them to read their answers to Activity 3.T: Please work in pairs to discuss the questions in Part 4 as you read the passage again. Give students some minutes to prepare, then ask some of them to give the answers to Activity 4.Sample answers:1. Advertisements are everywhere! They are on the radio and TV, in newspapers and magazines, on buses and buildings. They’re on websites and mobile phones.2. We don’t like advertisements, so we try not to see them. We turn off the ads on our computers, we refuse to watch them on TV, or read them in magazines. We no longer notice the posters all around us. We don’t copy the stars because we know they don’t really like the things they advertise.3. Teenagers don’t want to dress kike everyone else and buy the things that everyone else has. They want to look different and create their own style. Teenagers don’t think it’s cool to copy the stars or buy things they‘ve seen in ads.4. Instead of using stars, companies are using teenagers. They pay them to tell their friends about new products.Language points1. … so that fans will buy them in order to copy the stars.copy: vt.a. to do something that someone else has done, or to behave like someone elseb. Here it means that fans dress clothes in a way as the stars dress2. Advertisements have become so common that they aren’t working any more.work vi.a. have an effect; if something such as a fact, situation, or system works inparticular way, it has a particular effect on someone or somethingb. Here it means advertisements become so common that they cannot persuadepeople to buy what they advertised any more.Post-readingT: Well done. How to make advertisements work?S: Don’t advertise all the time.S: Getting people to talk about products is the best way to advertise.S: They should notice the quality of products.T: Yes. I think so.Step V Discussing and listeningGet students to do Activities 5&6.Reading and discussingGet students to read Activity 5 individually first, then discuss with their partners to guess what questions those words were asked.T: In this module, we have talked about clothes we like. Beside clothes, each person has their own certain favorite things. Maybe they like different music, different drawings… All these may make us different. Some children are talking about what the y like. Let’s see what they are talking about.Get students to do Activity 5 in pairs. Later ask some of them to talk about they answers.Suggested answers:1. Which year’s music you like;2. What sport you usually do in your spare time;3. Which year’s cl othes styles you like;4. What you will do or be in the future.ListeningAfter students’ discussing, get them to listen to the tape and check their answers. Then finish Activity 6.Step VI ReadingGet students to read Recycled fashion in Around the world.Ask students to read the short passage to know about the second-hand and recycled clothes.T: Now please tell me the advantages of the second-hand and recycled clothes.S: Very cheap.S: And we can recycle rubbish to design new clothes. It can protect our environment. T: Yes. Maybe after class, you may have a try to design new clothes with some rubbish.I think they’re also very beautiful and cool.Step VII HomeworkGet students to finish Module task: Writing a fashion poster.Sample:The girl is wearing a black T-shirt with red bow-tie, matching with herclack socks and leather shoes. Her sky-blue skirt shows her loveliness. I like this style of clothe so much. This student's clothingis very a voguethe youth vitality. The school of regrettable our school's taking didn'tso the vogue isare wearing now. If we could have this kind ofTeaching resources 教学资源库Clothing TypesRock• The Rock style of Americans can be broken down into even smaller groupsincluding Punk Rock, Gothic, and Emo• Punk Rockers wear T-shirts with logos. Wallet chains and jewelry are alsopopular. Heavy boots such as Doc Martens or other combat boots are verypopular. (Wiki Punk)• Gothic style includes plain black shirts, heavy, dark pants with belts and additionally sewn zippers. Hot Topic is a favorite store for more mainstream goths, but many "off the beaten track" types claim they do not and would not shop there.• Emo (short for "emotional," somewhat of a misnomer, since most music is inherently emotional) style includes faded jeans, polo shirts, and Converse shoes. (BYB Emo)UrbanOriented with Hip Hop and Rap music, which started way back in the 1980s.(Wiki Hip Hop)• Bandanas and do-rags are worn on top of the head. Baseball caps are alsovery common. (Wiki Hip Hop)• Long, loose t-shirts or jerseys are worn. White t-shirts and white sleevelessathletic tops are worn. The typical length for these clothes is about mid-thigh, although they can sometimes droop even lower. (Wiki Hip Hop)• Oversized, baggy shorts or long jeans are common, and the pants are usually allowed to sit very, very low on the hips. Belts are usually not worn. This interesting feature was picked up from prison "fashion," since belts are confiscated when a person is jailed. (Wiki Hip Hop)• Common types of jewelry include thick silver or gold chains around the neck and large earrings. This type of jewelry is referred to as "bling bling." (Wiki Hip Hop)• Shoes include Timberlands, Air Force Ones, and other expensive brand names (Wiki Hip Hop)West Coast• Styles are usually very relaxed, classy, or conservative.• Influenced by surfing, beach lifestyle, and climate. This type of lifestyle is most popular around Los Angeles, Orange County, and Malibu County.• Popular brands include Billabong, Quiksilver, and Roxy.Alaskan• Due to the cold climates in the northern most par t of America, Alaskans andInuits have to dress accordingly. (Native Carvers)• Native Alaskans wore slippers, parkas, hats, and gloves to keep them warm.(Native Carvers)• Clothing was made from furs and hides skinned from fox, rabbit, squirrel, weasel, seal, walrus, and bears. The Inuit peoples believe in using all of the animals they kill, and each and every part of their kills are used in their society. (Native Carvers) • Some common Inuit words for clothing include:Reading For Main IdeaReading Tips1. As soon as you can define the topic, ask yourself “What general point does the author want to make about this topic?” Once you can answer that question, you have more than likely found the main idea.2. Most main ideas are stated or suggested early on in a reading; pay special attention to the first third of any passage, article, or chapter. That’s where you are likely to get the best statement or clearest expression of the main idea.3. Pay attention to any idea that is repeated in different ways. If an author returns to the same thought in several different sentences or paragraphs, that idea is the main or central thought under discussion.4. Once you feel sure you have found the main idea, test it. Ask yourself if the examples, reasons, statistics, studies, and facts included in the reading lend themselves as evidence or explanation in support of the main idea you have in mind. If they do, your comprehension is right on target. If they don’t, you might want to revise your first notion about t he author’s main idea.5. The main idea of a passage can be expressed any number of ways. For example, you and your roommate might come up with the same main idea for a reading, but the language in which that idea is expressed would probably be different. When, however, you are asked to find the topic sentence, you are being asked to find the statement that expresses the main idea in the author’s words. Any number of people can come up with the main idea for a passage, but only the author of the passage can create the topic sentence.6. If you are taking a test that asks you to find the thesis or theme of a reading, don’t let the terms confuse you, you are still looking for the main idea.Exercises1. Juan loves to play games. His favorite game is chess because it requires a great deal of thought. Juan also likes to play less demanding board games that are based mostly on luck. He prefers Monopoly because it requires luck and skill. If he’s alone, Juan likes to play action video games as long as they aren’t t oo violent.What is the main idea of this paragraph?a. Juan dislikes violence.b. Juan likes to think.c. Juan enjoys Monopoly.d. Juan enjoys playing games.2. Maria is watching too much television. A toddler shouldn’t be spending hours staring blankly at a screen. Worse yet, some of her wild behavior has been inspired by those awful cartoons she watches. We need to spend more time reading books with her and pull the plug on the TV!What is the main idea of this paragraph?a. Watching a lot of television isn’t good for Maria.b. Books are good.c. All cartoons are bad.d. Some cartoons are bad for Maria.3. Samantha, I can’t eat or sleep when you are gone. I need to hear your scratchy voice and see your lovely toothless smile. I miss that special way that you eat soup with your fingers. Please come home soon!What is the main idea of this paragraph?a. Samantha, you have bad manners.b. Samantha, you should see a dentist.c. Samantha, I miss you.d. Samantha, I have lost my appetite.4. Someday we will all have robots that will be our personal servants. They will look and behave much like real humans. We will be able to talk to these mechanical helpers and they will be able to respond in kind. Amazingly, the robots of the future will be able to learn from experience. They will be smart, strong, and untiring workers whose only goal will be to make our lives easier.Which sentence from the paragraph expresses the main idea?a. Someday we will all have robots that will be our personal servants.b. We will be able to talk to these mechanical helpers and they will be able to respond in kind.c. They will look and behave much like real humans.d. Amazingly, the robots of the future will be able to learn from experience.Fashion of the 70'sThe styles of the 1970's were very different from the clothes and styles Array we choose today. In 1970 form fitting dresses were in style. In 1971they wore platform shoes and cheesecloth tops. In 1972 tinted contactswere in style. In 1973 the afro hair style was really huge and tattooswere also popular. In 1974 people dressed in pullover vests. As for1975, a lot of people had shiny fabric clothes. In 1976 a lot of boys had beards. In 1977 people wore flare pants. In 1978 people wore jogging suits. In 1979 designer jeans in different colors were in style. These are just some of the styles and fads we read about.During the 70's, a commonly used term for a style of dress was hippy. What was a hippy? Webster's online defines a hippy as: Someone who rejects the established culture; advocates extreme liberalism in politics and lifestyle.This definition fits the type of person who would wear some of the outrageous clothes and hair styles that became popular in this decade!All the clothes and fashions that were in style throughout the '70's are making a comeback now! Perhaps that says something about the change this generation is going through! Maybe people are less likely to just accept what should be "normal", and are thinking for themselves more1950s jazz1950s jazz----Free jazz and avant-garde jazzFree jazz and avant-garde jazz, are two partially overlapping subgenres that, while rooted in bebop, typically use less compositional material and allow performers more latitude. Free jazz uses implied or loose harmony and tempo, which was deemedcontroversial when this approach was first developed.11。

外研版必修四Module 3教案

Learn the following phrases and sentence patterns: Phrases: hold up, spread fingers, give a salaam, join their hands, bow their heads…. Sentence patterns: The gesture means… and usually i used in…. （2）To get the students have a better understanding of the text （3）To train the students’ ability of guess words’ meaning by read the sentence
4). Can use the context to guess new words （1）Learn to read with some reading strategies （2） Improve students’ integrated abilities of speaking and reading （3）Learn to introduce a great philosopher.
The group discusses the questions and the group leader choose one picture to describe and gives out the answers.
The group discusses the questions and the answers the teacher's questions group by group.
Pre- reading
The teacher shows Ss three pictures and asks them

人教高中英语必修4《Unit3Language points》课件

Key words and phrases
• content • astonishing • unfortunately • bored • entertain • throughout • failure • overcome
adj.满足的
adj.令人感到惊讶的
adv.不幸地 adj.厌烦的 vt.&vi.使欢乐；款待 prep.遍及；贯穿 n.失败（者） vt.&vi.战胜；克服
astonishing adj. 令人感到惊讶的
astonish vt. 使惊诧
4. A: Why do you think your husband is a brave man? B: Because he can overcome everything, but fear(恐惧）
overcome v. 战胜；克服
convince vt. 使信服
convince sb. to do sth.说服某人做某事 convince sb. 说服某人 convince sb. of (doing) sth. 使某人信服某事
Make up your own jokes
• Make up your own jokes in a group of four with one or two of the following words and phrases.
Tom: Every time I come to the corner, a sign says, "School-Go Slow".
up to now 直到现在 Up to now everything has been successful. 到目前为止, 一切都很顺利。

外研版高中英语必修四 Module 3 单元各部分精细分析(英文)-新版

Module 3 单元各部分分析（英文）Brief Statements Based on This ModuleThe Analysis of Teaching Contents in This Module The topic of this module is “Body Language and Non-verbal Communication”. Related information is introduced through reading and listening. The reading part gives a brief introduction of body language in different cultures while the listening part shows how to behave well when you are invited to an American’s home. The vocabulary, sentence patterns, grammar, the main content of the context as well as the students’ activities such as listening,speaking, reading and writing and so on all develop around this topic. The teacher can design and organize such activities as organizing students to interview foreign friends or communicate with net pal to develop the students’ language skills and communication skills.IntroductionThis part is made up of four activities which introduce not only vocabulary concerning physic contact or gestures but also a part of important expressions and body languages probably used on communication occasions. Through these activities the students can be familiar with some useful words and expressions concerning non-verbal communication and make good preparations for the following reading activities.This passage gives a brief introduction of how body languages are usually used in different customs and cultures. And three exercises concerning the content and vocabulary of the passage are designed. By doing these exercises the students can have a good understanding of the content of this passage and learn some words related to the content of this passage.Grammar 1This part introduces adverbial clause of condition around which three activities are designed. Through Activity 1 the students can have a knowledge of the general things of this grammar phenomenon such as the situation it describes, the subordinate conjunctions it uses to introduce the situation, why it is used as well as the tenses in both the independent clause and dependent clause. And Activity 2 will help studentsbe far more familiar with the content of the passage and get to know clearly about the situations where adverbial clause of condition is used, that is, this activity will be of great help to consolidate what students have learned in Activity 1.The last activity is to match the two parts of the sentences about body language in Europe or America. It not only further consolidates students’ understanding of this grammar phenomenon’s use but also get them to know more about European and American body languages and gestures concerning non-verbal communication so as to interest them in understanding “different countries have different customs” and “when in Rome, do as the Romans do”.Listening and VocabularyThis part brings in both the content closely concerning the theme or topic of this module in the form of listening—behaviors in the communication with westerners and the related vocabulary. It is made up of four activities. In Activity 1 students are demanded to match the given words with the parts of the body in the picture. It helps the students exactly know how to express the parts of the body in English and smoothly leads students to Activity 2.Meanwhile these words are closely connected to the theme of this module. Activity 2 shows students how their body parts are used in non-verbal communication and have them form a series of vivid pictures in their minds about these body languages. Both Activity 3 and 4 are based on Activity 1 and 2.Through Activity 3, students need to catch the main idea and find out the topics they have heard in the conversation, otherwise they cannot choose the right answer. At the same time they can also have a good understanding of American culture and customs in different social occasions of communication. If we see Activity 3 as trunk of a big tree, Activity 4 will be branches. That is to say, each piece of advice in Activity 4 embodies one of the topics in Activity 3.This activity requires students to listen carefully and understand the conversation fully and deeply in order to catch as many details as possible. Maybe they need to pay much attention to how to ask for and give advice correctly. So this helps students be well prepared to study the Function part.FunctionThe function of this module is about “giving advice”. Students are demanded tomaster how to use the modal verbs “should” and “must” to give advice.This part contains two activities. In Activity 1 students need to look at the sentences in Listening and V ocabulary Activity 4 and try their best to learn when and how to use the modal verbs “should” and “mus t’ by using them to complete the following four sentences .Meanwhile this activity also lays a good foundation for Activity 2.Activity 2 not only practices the use of the modal verbs “should”“shouldn’t”“must，and “mustn’t”but also is linked to the theme or topic of this module—different cultures as well as different customs. Deeply speaking, it both develops and improves students' language skills and increases and broadens their cultural knowledge.Grammar 2This part is still mainly about adverbial clause of condition. It provides two activities for students. By reading the sentences and answer the given questions in Activity 1, students can get information such as in which situation adverbial clause of condition is best used and the subordinate conjunctions that are used to link the dependent clause and the independent clause. It also provides enough grammar knowledge for Activity 2 which instead consolidates the grammar phenomenon by filling in the blanks with the right form of verbs.PronunciationThis part introduces some differences existing in the pronunciation of both the American English and the British English. There are two activities designed in this part, both of which are linked with listening. In the first activity students need to listen to two speakers with the American accent and the British accent respectively to notice the differences between both of them. During the course of listening students are required to listen carefully in order to make a good and detailed comparison. Activity 2 supplies students a good chance to tell which accent different speakers use respectively. In this way, students can not only improve their pronunciation accuracy but also practice their listening skill.SpeakingIn this part the students work in pairs to perform a role-play game in the form of acting out a dialogue. One plays the role of a foreign friend and ask his or her partnerfor some information concerning Chinese culture and customs, the other give a his or her some good advice using the modal verbs such as “should” and “must”, meanwhile he or she can check if he or she has really mastered how to use adverbial clause of condition by beginning his or her sentences of advice with“if”. So this part consolidates the grammar knowledge learned above.Grammar 3This part gives a brief introduction of adverbial clause of concession and offers relative activities. Two activities are designed, the first of which can lead students to knowing about the real meaning of adverbial clause of concession in the form of choosing the correct answers. The two sentences of this activity are both from the listening material and closely connected to the theme of this module, so that if students really understand and further master the meaning of them, they will have a deep understanding of the theme once more, which may stimulate them to be aware of culture and customs in different countries. The second activity is designed to help students learn some subordinate conjunctions with which the adverbial clause of concession begins. This activity is of great help to consolidate students’ knowledge of this grammar.WritingThe main content of this part is to answer an invitation and three activities are provided to help students give a correct reply. Activity 1 is a prewriting activity and shows two invitations with different styles—one formal, the other informal. Students need to read them and catch the main idea and some details so as to tell the differences between the formal style and the informal style. Meanwhile it can lay knowledge foundation for their reply. Activity 2 offers four expressions for students to judge whether they are formal or informal. This activity supplies helpful information that students can make use of in their reply. It, as well as Activity 1, offers the necessary precondition to Activity 3.Based on the two activities above, students are required to write a short reply to either invitation in Activity 3, which consolidates what they have just learned above.Everyday EnglishThis part is mainly about four daily expressions in English which are designed to help students understand and master how native English speakers take advantage of useful phrases and expressions in their daily life. Meanwhile, they can also improve students’ oral English level and deepen their comprehension of idioms and customs as well as culture of English speaking countries, which embodies the theme or topic of this module.Cultural CornerThis part is focused on a passage introducing the origin and function of clapping. After reading it students can have a better understanding of non-verbal communication. In order to help students get as many details as possible two questions are given as a clue.TaskThe task of this module is “preparing some social advice for visitors to China”. It requires students to make a discussion with their classmates and make a list of various social situations to write about. And then they had better write a short paragraph on each topic to show visitors what they should do in all aspects such as clothing, food, shelter and even their doing. Each paragraph ought to begin with if you or when you and use the modal verbs “should(n’t)” and “must(n’t)”,which makes sure that students go over what they have learned in Grammar part and consolidates their understanding of adverbial clause of condition. Finally work in groups to introduce what they write to each other. Maybe this way raises their awareness of cooperation.Module FileThis part is a summary of this module. It may help the students to know whether they have mastered the main points or not. If time permits, the teacher may have a revision of this module by analyzing this part and consolidate it with some exercises.Six periods for teachingPeriod 1: IntroductionPeriod 2: Reading and V ocabularyPeriod 3: Grammar 1; Listening and V ocabularyPeriod 4: Function; Grammar 2; Pronunciation; SpeakingPeriod 5: Grammar 3; Writing; Everyday English Period 6: Cultural Corner; Task; Module File。

外研版高中英语选择性必修第4册 Unit 3 Using language

Now talk about the role the
Confucius Institute plays in
promoting intercultural exchange.
Activity 9
Complete the boxes with the expressions from the conversation.
Activity 3
Look at the picture and describe it using adverbial clauses where appropriate. You may use the information to help you.
Since HSR service started in China in 2008, it has undergone rapid growth. The experience of train travel suddenly became much more efficient and enjoyable because journeys were not only much faster but also more comfortable. China’s HSR had another technological leap when a major breakthrough was made in 2015, using independent R&D. Travellers have become so accustomed to the incredible speed of HSR that many of us have already forgotten the old, slow trains of just a decade ago. Now, China cooperates with dozens of countries around the world in order to share its groundbreaking technology and develop HSR services overseas.

大学英语4Unit3课文翻译

Unit 3 网霸的出现‎与漫延1 瑞安·哈利根几个‎月来一直受‎同学嘲弄。

他们通过即‎时信息散布‎谣言，说这位十三‎岁的男孩是‎同性恋。

一位颇具人‎气的女同学‎假装喜欢他‎，并和他在网‎上聊天，结果却把他‎们交流的信‎息复制下来‎与朋友分享‎。

这位家住美‎国佛蒙特州‎的少年因无‎法应对这种‎羞辱，自杀身亡。

2 英国十五岁‎的盖尔·琼斯在一度‎每半小时接‎到20个无‎声电话后也‎自杀了。

她的父亲格‎林怀疑半夜‎的最后一次‎来电把她推‎入死亡的深‎渊。

3 这是网霸行‎为带来的灾‎难中的两个‎极端例子，但绝非罕见‎。

自从200‎3年哈利根‎和2000‎年琼斯自杀‎以来，上网的孩子‎越来越多，因此包括发‎送威胁性信‎息、暴露私人信‎息和在网上‎上传羞辱他‎人的录像和‎图片的网霸‎行为很有可‎能相应增加‎。

4 总部位于华‎盛顿的皮尤‎互联网与美‎国生活项目‎组于上个月‎进行的一项‎研究发现，美国三分之‎一的青少年‎网民都曾受‎过网霸攻击‎。

而且，随着网上交‎流从即时信‎息和聊天室‎发展到社交‎网站和Yo‎uTube‎视频网站，网霸行为发‎生的场所日‎益成为青少‎年生活的中‎心，并日益公共‎化。

5 对网霸行为‎产生的原因‎及其影响的‎研究才刚刚‎起步，但有一点逐‎渐变得清晰‎：网上交流的‎某些方面使‎人们变得具‎有侵略性，促使人们去‎尝试现实生‎活中不敢尝‎试的事情。

6 更为严重的‎是，网络影响面‎大以及网络‎“始终在线”的文化特点‎使得网霸行‎为对受害者‎造成的伤害‎远远超过普‎通操场上的‎欺辱行为。

“这是操场欺‎辱的升级版‎。

”来自威斯康‎星大学的犯‎罪学家贾斯‎廷•帕钦如是说‎。

2006年‎由英国尤佳‎互联网市场‎调查公司进‎行的研究发‎现，每八个年轻‎人中就有一‎个认为网络‎欺凌比肉体‎欺辱更可怕‎。

7 原因之一是‎网上信息的‎受众人数巨‎大。

“遭受一个孩‎子的网络欺‎凌就算没人‎知道也已经‎够糟了，如果有几百‎个或上千个‎同龄人看了‎录像那将是‎灾难性的。

M4U2-Language points

1.I’m delighted to have been invited to your school to talk to you about the history andsignificance of the Olympics Games.（1）delighted adj. 高兴地愉快的快乐的be delighted to do…be delighted by/at/with sth.be delighted that…He was delighted to hear that his youngest son got admission to Peking University. 他很高兴听说最小的儿子被北京大学录取。

She was delighted by/at the news of the wedding. 听到婚礼的消息她很高兴。

I was delighted with my presents. 我对我收到的礼物很满意。

He was delighted that the date of the conference had been fixed.他很高兴，会议的日期确定了。

（2）delight 不可数名词高兴愉快快乐to one’s delight 使某人高兴的是with/in delightTo my secret delight, Sarah announced that she was leaving.令我暗自欢喜的是，萨拉宣布她要走了。

The kids rushed down to the beach, shrieking [ʃri:k] 尖叫with delight.孩子们高兴地尖叫着冲向海滩。

（3）delight 可数名词使人高兴/满意的事The guitar is a delight to play. 这吉他弹起来很惬意。

the delights of living in the country 生活在乡村的乐趣（4）delight vt. 使高兴使愉快使快乐The news will delight his fans all over the world.这消息将使全世界崇拜他的人都感到高兴。

大学体验英语综合教程4 unit3

Cultural Notes
GPA—Grade Point Average
百分制分数等级成绩点数 90-100 A 4 80-89 B 3 70-79 C 2 60-69 D 1 60以下 E 0
Cultural Notes
GPA—Grade Point Average 把每科的等级分数与对应科目的学分数相乘，把各科的所得结果相加后再除以所有学分数的总和 A课程四个学分，成绩92（A） B课程三个学分，成绩80（B） C课程两个学分，成绩98（A） GPA＝ 92*4＋80*3＋98*2／（4＋3＋2）
• • • • • Spitting Littering Talking loudly in public Cut in line/Jump the queue Saying nasty words in public places
How can we get rid of these uncivilized behaviors and become more civilized?
Translation
The study of literature is not only civilized and civilizing – encompassing, as it does, philosophy, religion, the history of events and the history of ideas – but popular and practical.
Language Points
Qualify for -- have the qualities, training, that are necessary or suitable (for sth) (使)具有资格他无私的精神使他有资格做这项工作。