外研版高中英语必修四 Module1 Period 3教案-新版
高中英语外研版必修四Module 1教学案
必修四Module 1 Life in the FuturePart I Reading and VocabularyTeaching aims: (1) 阅读学习课文The City of the Future，能在阅读中识别新学词汇、短语并推断出其意义；能读懂课文，获取主要信息并能摘录要点。
(2) 了解想象中的未来的生活或城市，了解可持续发展的必要性。
(3) 学习掌握课文中的知识点。
Important language points:(1) Important words: prediction, certain, alternative, limit, attach(2) Important phrases: for sure, care for, run out, rely on/ upon, get rid of, load….with…, place orders,free of charge, carry out(3) Important sentence patterns:①What does… look like?② Everyone will be given a telephone number at birth that will never change no matter where they live.③---with each city having its own telesurgery outpatient clinic独立主格结构.The City of the Future【课文理解】1. Read the passage and say if these statements are true (T) or false (F).1) Police will arrest criminals by guns. ( )2) Smoking will be allowed in the city. ( )3) People have to pay for recreation. ( )4) People will keep their telephone number for life. ( )2. Summary Fill in the blanks:What will the city of the future ________ ________? No one knows ________ _______. In the future, _______ ________ the environment will become very important ________ earth‘s natural resources ________ ________. We will _________ _________ alternative energy. We will ________ huge spaceships ________ waste materials and _________ _________ online.【课文学习】1. What will the city of the future look like?What does… look like? 用于询问某人外表看起来如何，侧重其外表如：What does the building look like? 这座楼看起来如何？这人看起来什么样？What does the man ______ ________ ?2. No one knows for sure, and making predictions is a risky business.没有人确切地知道，而且预测是一件冒险的事。
外研版高中英语必修4全册教案
外研版高中英语必修4 全册教学设计教案目录Module1 Period1 Introduction Reading and Vocabulary Module1 Period2 Function Listening and Speaking Module1 Period3 Grammar PronunciationModule1 Period4 Writing Everyday EnglishModule2 Period1 Introduction;Reading and Vocabulary Module2 Period2 Function;Listening and Speaking Module2 Period3 using languageModule2 Period4 Speaking;Writing;Everyday English Module2 Period5 Cultural Corner;Task;Module File Module3 Period1 IntroductionModule3 Period2Module3 Period3Module3 Period4Module3 Period5Module4 Period1 Introduction and writingModule4 Period2 Vocabulary and ReadingModule4 Period3 Function;Grammar 1，2Module4 Period4 Listening;Pronunciation；Speaking Module5 Period1 introduction; Vocabulary and Reading Module5 Period2 Grammar;Function;PronunciationModule5 Period3 Listening;Speaking;TaskModule5 Period4 Vocabulary;Writing;Everyday English Module5 Period5 Cultural Corner；Module File Module6 Period1 introductionModule6 Period2 Vocabulary;WritingModule6 Period3 Reading and SpeakingModule 1Life in the FutureBrief Statements Based on This ModuleThe Analysis of Teaching Contents in This ModuleIntroductionThe topic in this module is “Life in the Future”.Before the class,the teacher may encourage the students to find some pictures of some buildings and bring the pictures to the classroom for use.They may also surf the Internet to find some vocabulary used to describe environment and building materials.To begin this part the teacher may show the students the pictures in the book and carry out an activity of asking and answering questions using the questions the book provides.The teacher may also have a brainstorm in the class with the help of the questions given.In Activity 2 the teacher may show the students such words as “brick”“concrete”“mud” and so on.Explain some if necessary.After that the teacher may encourage the students to talk about the pictures they bring to the class in groups using the words they learned in this part.At the end of this lesson the representatives will be asked to act out their dialogue.Reading and VocabularyThe teacher may list the new words or ask the students to find the new words in the course of previewing the text.By guessing from the whole context they will have a good sense of enlarging their vocabulary and this is very important in learning a language.The main idea of this passage is about the City of the Future.While reading this passage,some reading strategies are necessary:skimming—fast reading to find out the general idea of the passage as well as the answers to one or two questions;scanning—careful reading to look for important facts;guessing—try to guess unknown words from the context,understand the author’s attitude and ideas from the context and understand the intention.In the teaching of the reading,the teacher can organize different reading activities according to the content of the text on purpose to train the above reading strategies and help them develop good reading habits from the very beginning.FunctionThe function of this module is “talking about the future”.Through the reading of the extracts from the City of the Future the students may have a better understanding of when to use with countable nouns and when to use with uncountable nouns.Some explanation from the teacher may be involved if necessary.And Activity 2 can act as a kind of consolidation.Listening and SpeakingIn this part the students’listening and speaking abilities are trained.First the students are encouraged to use their imagination to a full extent and draw a picture of their future home and then have a discussion.Thus speaking can serve as the warming up of listening.Through listening the students may have a better understanding of the future home.GrammarThe grammar in this module is the future continuous.The future continuous is formed with will be and the -ing form of the verb.Its function is to make predictions,i.e.it describe a situation which will be in progress at a given moment in the future.To make the students clear,the teacher had better give students some exercises for consolidation.PronunciationThe pronunciation in this module is stress.The teacher may choose a short paragraph from thepassage and then ask them to find the stressed words themselves.After that you may play the tape for the students to listen and check their answers.WritingActivity 1 is a preparation of writing.The students may be encouraged to read the passage to learn about how to make predictions.Through this activity the students can master some ways to tell about the future things and some words as well.In writing what they will be doing in ten years,the teacher may teach them the steps:first make an outline and write down some key words;the next step is to exchange their works with their deskmates for suggestions;the last step is correction.Everyday EnglishFirst encourage the students to do this activity individually and then check with a partner.To consolidate it,the teacher may ask the students to make up a dialogue using the phrases in this part.Cultural CornerThis part introduces to us people’s predictions about the future.These predictions has turned out to be absurd,so it is very interesting to read and thus attract the students.However,it can also make the students think about this question:How do we treat the development of the world?In dealing with this part the teacher may decide the Teaching Methods.If time permits,intensive reading is necessary;but if not,extensive reading,fast reading or skimming is also OK.TaskThe task of this module is to describe one’s ideal house for the future.You may first ask the students to draw a picture of the house and a plan of the rooms inside.And then the students are encouraged to say what each room in the house is and any interesting features it will have.The better ones may demonstrate their works to the whole class.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.Five Periods for TeachingPeriod 1:Introduction;Reading and V ocabularyPeriod 2:Function;Listening and SpeakingPeriod 3:Grammar;PronunciationPeriod 4:Writing;Everyday EnglishPeriod 5:Cultural Corner;Task;Module FilePeriod 1Introduction;Reading and VocabularyThe General Idea of This PeriodBefore this period the teacher may ask the students to prepare some pictures of different kinds of buildings and look up some words describing building materials in the dictionary for future use.After that we will learn some new words that can be used to describe the building materials.In dealing with Activity 2 the teacher may have a brainstorm among the students and make them speak out the names of different building materials in English.Multimedia is of great help in leading in this part.The task of Activity 3 is to discuss what their school is made of.The teacher may encourage to talk about the pictures they bring to the class in groups using the words they learned in this part.At the end of this lesson a representative will be asked to act out their dialogue.As for Reading and V ocabulary,first the teacher may list the new words or ask thestudents to find the new words in the course of previewing the text.By guessing from the whole context they will have a good sense of enlarging their vocabulary and this is very important in learning a language.The main idea of this passage is about the City of the Future.Through this article not only will the students predict the prospect of our world but also they will fully develop their imagination.Teaching Important PointsEncourage the students to talk about building materials.Teaching Difficult PointsLead the students to speak out the English names of some building materials.Teaching MethodsIndividual work,pair work to get every student to participate in class.Teaching AidsSome pictures,multimedia & a blackboard.Three Dimensional Teaching AimsKnowledge and SkillsMake the students master some new words.Encourage the students to know how to describe a building.Make sure the students use simple English to have a discussion.Process and StrategiesTrain the students speaking ability through individual and pair work.Feelings and ValuesThrough the study of this module the students will surely have a better understanding of the trends of the development of the world.Meanwhile,they can know about the necessity of sustainable development.Teaching ProceduresStep 1 Lead-inT:Good morning,boys and girls!Ss:Good morning,Sir!T:Now I’m very glad to see you here—in my class.I hope we will enjoy staying with each other.Let’s start our cooperation with Module 1 Life in the Future.Please look at the picture in our textbook.What is it?S:I think it is a building.T:Then where do you think it is?S:Perhaps it is in a big farm.T:Good!And would you like to live in it?S:I imagine a lot of fun living in it.T:Do you know what kind of building materials the building is made of?S:Yes.Judging by the color of the building,it is made of stone.T:Very good!What other materials do you know?Can you speak out the names of the building materials in English?S:The building materials we are familiar with in our daily life include aluminum,brick,concrete,glass,mud and so on.(The teacher listed the names on the blackboard.) aluminum brick concrete glass mud plastic rubber steel stone woodT:Yes.Well done!Now please try to use the building materials on the blackboard to completethe following sentences.1.__________is a very light metal.2.__________is a very strong material.3.Both __________and __________come from trees.4.__________is light,strong,very popular,and man-made.5.__________are often used to build walls.6.__________is very strong and is used in many modern buildings.7.__________is wet earth.8.__________is a natural hard material.9.__________is used to make windows.(The teacher check their answers.)Suggested answers:1.Aluminum2.Steel3.rubber,wood4.Plastic5.Bricks6.Concrete7.Mud8.Stone9.GlassT:All of you did very good jobs!T:Now that we have known so much about building materials,now let’s talk about our teaching buildings:What materials are the teaching buildings made of/from?(Pair the students to discuss the school.Ask them to make a list and then call back answers in a whole-class setting and list the answers on the board.)T:Well done.Step 2 Fast readingT:Now let’s come to Reading and Vocabulary.Suppose you are traveling to “A City of the Future”,please imagine what you will see there.What will be different from a present city?S:I think in the future world the schools are different from now.Internet-schools will take over the present schools.T:Good imagination!S:Solar energy will take the place of gas,coal,electricity and so on.S:...T:Very good!Now according to your imagination please tick the topics you think will mention.And then read the passage to check your ideas.(After a few minutes check their answers.)Suggested answers:alternative energy crime shopping environment entertainmentT:Good job!Now please read the text fast and then try to answer the following questions.(Show the following on the screen.)1.What is for sure about the cities in the future?A.They are getting bigger before they get smaller.B.They are getting smaller before they get bigger.C.They are getting more and more smaller.D.They will keep the same as today.2.Will a man get his telephone number in the future?A.When he is 18 years old.B.When he is 14 years old.C.When he gets married.D.When he was born.3.Which is not true in the year 2025 according to the text？A.no smokingB.batman netsC.garbage shipsD.car powered by wind4.Why do people care more about the environment in the future?A.Because they can use recycled materials.B.Because they have improved the sense of environment.C.Because the earth’s natural resources run out.D.Because there are more people in the world.5.What can you do in the year 2025?A.You can go shopping in the malls.B.You can entertain freely.C.You have to go to hospital to get operated.D.You can smoke in your own room.Suggested answers:1.A2.D3.A4.C5.BStep 3 VocabularyT:While reading you have learned some new words,right?Please read the words on the screen after me!Pay attention to the two words where the stress doesn’t fall on the first syllable:disability,recreation.(Show the following on the screen.)clinic disability mall net online outdoors recreation run out solar surgery urban T:Now you may read the passage quickly again and try to make sense of the words according to the context.The sentences on the screen may be of help to you.Match them with the words or phrases.1.a problem which prevents you from doing something__________2.not in a building__________3.from the sun__________4.free time activities,such as sport and entertainment__________5.you can use this to catch a lot of fish at the same time__________6.through the Internet__________7.a place where you can get medical treatment__________8.to do with town or city life__________9.a shopping centre__________10.to use up or finish completely__________11.medical treatment in which the doctor cuts open your body__________Suggested answers:1.disability2.outdoors3.solar4.recreation6.online7.clinic8.urban9.mall10.run out11.surgeryT:Here are more exercises:match the words and phrases in Box A with those in Box B.Aarrest carry out load recycle rely on waste(v.)Balternative energy criminals huge spaceship material natural resource operation (After a few minutes check their answers.)Suggested answers:arrest animals,carry out operation,load huge spaceship,recycle material,rely on alternative energy,waste natural resources.T:Please read the passage one more time and spot the words or phrases in the text which mean these things.(Show the following on the screen.)1.not a wise thing to doa risky business2.someone who needs medical treatment but doesn’t need to stay in hospital__________3.remove__________4.old people__________5.you don’t have to pay for something__________6.a hole in the ground filled with garbage that can’t be recycled__________Suggested answers:1.a risky business2.outpatient3.get rid of4.senior citizens5.free of chargendfillStep 4 Intensive readingT:Just now we have caught the main idea of this passage.Now please read this passage carefully.While reading,please try to find out the answers to the following questions.You may discuss with your deskmate.(Show the following questions on the screen.)1.What have students in a Texas University done?2.Where will garbage ships go?3.Who will batman nets catch?4.Where won’t people be allowed to smoke?5.How will people go shopping?6.What number will people keep for life?7.What won’t people have to pay for?8.How will cars be different?9.What will the doctors do from a distance?10.Where will old people go without moving?(The teacher may ask the students to ask and answer the questions in pairs.)Suggested answers:1.They have thought how to run a city in 2025.2.To the Sun.3.Criminals.4.Within a city’s limits.5.Online.6.Their telephone number.7.Recreation.8.They will be powered by electricity.9.Surgery.10.Anywhere in the world.T:Wonderful jobs,all of you!Step 5 DiscussionT:In the passage we have learned some predictions about the city of the future.Now discuss in groups of four the following questions:1.Which prediction is the strangest?2.Which prediction is the most useful?3.Which prediction will come true first?4.Which prediction will come true last?(Call back the ideas from different pairs,one at a time,and ask the rest of the class to comment on them.Try to encourage a discussion.)Step 6 Summary and homeworkT:This period first we learned about some building materials.And then we read an article about the city of the future.In the article we learned quite a lot of new words.Above all,we have mastered the usages of the words.What’s more,we carried out a discussion about the topic.After class,please memorize the new words we’ve learned and choose a question in Activity 7 to give your own idea.That’s all for today.Good-bye,everyone.Ss:Good bye,teacher.The Design of the Writing on the BlackboardModule 1Life in the FutureThe first periodalternative energy crime schools public services shopping environment traffic weather entertainmentRecords after Teaching__________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________Activities and Research1.Encourage the students to think of more building materials.2.Lead the students to add more topics to the list.Reference for TeachingLanguage Points1.mention v.提及,提到n.提及,说起Nobody mentioned anything to me about it.没人跟我提过这事儿。
外研版高中英语必修四 Module1 Writing教案-新版
Module 1 Writing教案单元教学内容、目标要求写作训练课(45minutes)（一）教学内容与目标1．话题内容Life in the future1）教学过程中注意本单元重要词汇、短语以及句型的操练。
2）Write a short passage in 5 sentences on the topic “Design of my own house and/or plan of the rooms inside”2．知识目标训练巩固将来时态的各种形式。
1）掌握本单元出现的重要词汇、短语以及句型。
2）学习将来时态的各种不同表达形式之间的异同。
3．能力目标1）灵活运用本单元出现的重要词汇、短语以及句型。
2）能够自如地通过口语和书面语，使用将来时态与别人进行交流、表达自己的想法。
（二）教学重点与难点1．教学重点1）掌握本单元出现的重要词汇、短语以及将来时态各种不同形式之间的区别。
2）学习如何表达自己表达未来的事情、观点。
2．教学难点语言使用中准确运用各种将来时态。
（三）教学方法与手段1．教学方法：运用任务型教学法，围绕写作的核心任务，一步一步地引导学生学习运用将来时态表达思想和想法。
2．教学手段采用Powerpoint多媒体课件、分组讨论等方式。
教学策略(Instructions, Communications and Practices)1、活动：Talking, discussing and writing2、通过上述活动帮助学生整理本单元所学的知识并尽可能多地使用其表达自己的思想。
教学过程与设计Step 1 review（5 minutes）1、问题导入Open questions:1)What have we/ you learnt from/ in this unit?2) What are you going to do now?Make sentences with the phrase “be going to do…”3) What will you do when you graduate from here/ university?2、活动给学生1分钟的准备时间，然后分别由学生主动或点名要求部分学生回答，其他同学可以补充。
高中外研版高中英语必修4模块1学案教案
Learning Plan of Module 1,Book 4Language Points:n. eg: We have several alternatives to choose from.adj. eg: Do you have an alternative solution to the problem vt. eg: We are loading a lorry with bricks.n. eg: Mike has a heavy working load this year.patterns: load sb/sth. with sthload sth into/onto sb/sth.loads of / a load ofvt. eg: The police arrested the thief.Her beauty arrests our attention.n.be under arrestn. eg: There is a limit to the amount of pain we can bear.vt. eg: The amount of money you have to spend will limit your choice.pattern: limit…to…limited limiting5. command vt. eg: He commanded his men to retreat.He commanded that his man (should) retreat.n. eg: He has 1,200 men under his command.phr: at/by sb’s commandvt. eg: We won’t charge you for delivery.n. eg: This booklet is free of charge.phr: in charge ofin the charge oftake charge of8. attach vt. eg: He attached a label to his baggage.This hospital is attached to that university.phr: attach sth to sthvt. eg: The children are shaping the sand into a mound.These events helped to shape his future career.Our plans are shaping up well.The jacket is shaped at the waist.n. eg: There are clouds of different shapes in the sky. phr: get (oneself) into shapein shapeout of shapetake shapein any shape/formin the shape ofI.单词释义:1. that can be used instead of sth else __________illegal act or activity that can be punished by law. __________the possibility of sth bad happening __________put a large quantity of sth onto or into sth __________further edge of an area or a place __________order given to a person or an animal __________amount of money that sb asks for goods and services__________physical problem that makes someone unable to use a part of theirbody completely or easily; the state of being disabled __________9. to fasten or join one thing to another. __________10. believing that good things to happen or sth to be successful;showing this feeling __________11. with no chance of being wrong; certainly __________last ;in the end __________say that sth will happen in the future. __________make sth into a particular shape __________II. 重点短语1.肯定地 ___________2.用完 ___________3.依靠 ___________4.除掉 ___________5.出生 ___________6.执行 ___________7.免费 ___________ 8.在进展中 ___________9.实现 ___________ 10.用…装 ___________predictions ___________ birth ___________attached to ___________ stuck ___________a start ___________ the way out___________optimistic about___________ an order ___________out ___________ away ___________III. 重点句型:1.What will the city of the future look like2.To get rid of garbage problems, the city load huge spaceships withwaste materials and send them towards the sun, preventing landfill and environmental problems.3.Everyone will be given a telephone number at birth that will neverchange no matter where they live.4.Listen to an architect talking about the home of the future andanswer the questions.5.I’m too busy enjoying my life now to worry about the future!6.I’d like to have a family but I want to have an interesting jobas well.7.Not all predictions come true.8.Here are just a few of the bad predictions people made in thetwentieth century about the twenty-first century.9.With the first moon colonies predicted for the 1970’s.测练：I．单项选择1．She is very dear to me. We have been prepared to do _________ it takes to save her life.A. whicheverB. howeverC. whateverD. whoever2. The children all turned __________ the famous actress as she entered the classroom.A. look atB. to look atC. to looking atD. look at3. _________ more about university courses, call (920)7433789.A. To find outB. Finding outC. Find outD. Having found out4. We want to rent a bus which can __________ 40 people for our trip to Beijing.A. loadB. holdC. fillD. support5. Could I speak to __________ is in charge of International sales, pleaseA. anyoneB. someoneC. whoeverD. no matter whopoor young man is ready to accept __________ help he can get.A. whicheverB. howeverC. whateverD. wheneveryou spare me some paper Mine ____________.A. has run outB. has used upC. has run out ofD. is run outis a good man. If you need anything, you can __________ on him to help you.A. trustB. relyC. expectD. believe9. __________ so much homework, little Tom can hardly find time to play in the garden.A. Loading withB. Loaded withC. Loading byD. Being loaded10. All the school-age children can study at school __________ and they don’t have to pay.A. freelyB. free of chargeC. for freeD. Both B and C11. –________ --It is very interesting. I love reading it so much!A. What does the novel look likeB. What is the novel likeC. How is the novel likeD. How does the novel look like12. –Thank you for your trouble. –Not at all. I’m ___________pleased to help you.A. too muchB. too onlyC. so muchD. only too13. Her dream ________.A. has been come trueB. coming trueC. has come trueD. to come true14. I smell something __________ in the kitchen. Can I call you back in a minuteA. burningB. burntC. being burntD. to be burnt15. – I was riding along the street and all of a sudden a car cut in and knocked me down. –You can never be _________ careful in the street.A. muchB. veryC. soD. too16. Pop music is __________.A. on the way outB. in the wayC. by the wayD. on the way17. – _________ for the glass! – it’s OK. I’m wearing shoes.A. Look outB. Walk outC. Go outD. Set out is a mixture of gases in which ________ the gas is oxygen.A. not every ofB. not allC. none ofD. all of19. The boy seated himself in the corner with his back ___________ to his father.A. turningB. to turnC. to be turnedD. turned20. the boy lay on the ground with his eyes __________ and his hands _________.A. being closed; tremblingB. closed; tremblingC. closed; trembledD. closing; trembled21. In front of his eyes was a piece of land _________ a heart.A. shaped likeB. shaping asC. shaped asD. shaping likethe foot of the mountain ____________.A. a village lieB. lies a villageC. does a village lieD. lying a village23. In the dark forests __________, some large enough to hold several English Towns.A. stand many lakesB. lie many lakesC. does a village lieD. lying a village24. At this time tomorrow __________ over the Atlantic Ocean.A. we’re going to flyB. we’ll be flyingC. we’ll flyD. we’re to fly25. – ___________ leave at the end of this month. – I don’t think you should do that until ________ another job.A. I’m going to; you’d foundB. I’m going to; you’ve foundC. I’ll; you’d findD. I’ll; you will find26. Ladies and gentlemen, please fasten your seat belts. The plane __________.A. take offB. is taking offC. has taken offD. took off27. Look at the time table. Hurry up! Flight 4026 ________ off at 18:20.A. takesB. tookC. will be takenD. has takenthis time tomorrow we ________ our plan.A. will be discussingB. discussC. are discussingD. are about to discuss29. Population experts predict that most people _________ in cities in the near future.A. liveB. would liveC. will liveD. have live30. –Have you handed in your schoolwork yet –Yes, I have. I guess it _______ now.A. has gradedB. is gradedC. is being gradedD. is grading31. – How’s my daughter getting along with her lessons, Mr. Wang –Quite well. I’m sure she _________ in some famous university this time next year.A. studiesB. has studiesC. is studyingD. will be studying32. What do you think the children ________ when we get homeA. will doB. are going to doC. are doingD. will be doing33. It ________ long before China __________ on the moon.A. will not be; will landB. is; will landC. will not be; landsD. is; lands34. When crossing the street, _________ for cars.A. look outB. look atC. look upD. look into35. He’ll be at the party _________.A. for sureB. make sureC. make sure ofD. for the surelong as you put your heart into the thing that you do, your dream will ______ one day.A. realizeB. be realizingC. be coming trueD. come true many friends ________ me, I believe I will succeed some day.A. encouragingB. to encourageC. encouragedD. being encouraging38. Henry had to call a taxi because his case was __________ to carry all the way home.A. heavy enoughB. heavy too muchC. too much heavyD. much too heavyso many problems _________, the new mayor will have a hard time in this poor town.A. to settleB. settledC. being settledD. to be settled40. I agree with most of what you said, but I don’t agree free of _________.A. areB. chargeC. moneyD. payII. 完形填空 When will city life be like in the future Some people think that life in the cities is going to be 41 . They 42 that cities will become more and more crowded. 43 the number of people increases, there will be less space for each person. This 44 will cause other problems – more crimes, dirtier streets, and worse problems with traffic 45 we have now. How will people find enough drinking water, energy (such as gas and electricity) and housing 46 life will be hard, people who live in cities will worry more, and they may become sick. 47 these reasons, some say that nobody will want to live in urban areas.How can we 48 such problems as overcrowding, crime, and traffic In some cities, thousands of people are already 49 in the streets because there is so little suitable housing – and because 50 are so high. The crime rate isn’t going down. 51 , it is 52 so fast that many people are afraid to go out at night. Traffic jams are so bad that cars don’t move at all for several blocks. These 53 problems have been getting worse, not better, so many people see no 54 for the future of the city.However, not all people believe in the horrible 55 for cities of the future. Instead, they feel that they can solve present urban problems and 56 future ones.The disadvantages of any modern city are not unique (独特的) to that city. 57 , all the cities in the world have to solve the problems of traffic jams, crime, housing, energy, drinking water, and overcrowding. Yet many cities have found answers to one or more of these difficulties. Some European cities, such as Stockholm, Sweden, or London, England, have planned communities that 58 people with apartments, jobs, shopping centers, green space, entertainment, and transportation. Many US cities are building their downtown areas. Urban 59 can learn from one another. They can 60 solutions that have been successful in other parts of the world.41 A. horrible B. amazing C. regular D.virtual42 A. ensure B. predict C. indicate D. require43 A. With B. Though C. As D. Unless44 A. room B. overcrowding C. future D. number45 A. than B. which C. what D. as46 A. While B. Once C. Therefore D. Because47 A. With B. For C. Because of D. Thanks to48 A. deal B. manage C. cause D. solve49 A. begging B. starving C. robbing D. sleepingB. rentsC. carsD. crimesB. ThusC. YetD. HoweverB. changingC. droppingD. increasing . rural B. urban C. crime D. trafficB. trendC. hopeD. predictionB. definitionsC. identificationD. indicationB. remainC. cureD. preventto say B. For exampleC. What’s moreD. On the other handB. satisfyC. offerD. require. consumers B. systems C. planners D. physicians. continue B. try C. cure D. forecastIII.阅读理解：CHINACoal mines claim(使……失踪) more livesA coal mine blast (爆炸) in Jixi, Heilongjiang, left more than 100 miners dead on Thursday. Then mines in Jixi were ordered to stop production. The government has tried to shut down thousands of small, illegal(非法的) mines in the country that do not meet safety standard. MIDDLE EASTBombers continue to killPalestinians kill 32 Israelis in three major attacks between Tuesday and Thursday. There were two suicide bombings (自杀性爆炸) and a militant (武装的) attack on a Jewish settlement(以色列难民营). They yielded one of the highest Israeli death tolls (死亡人数) in sucha short period over the last two years.CHINAYoung people stand tallThe average height of Chinese young people has risen by 6 centimetres compared to that of 20 years ago. This far exceeds(超过) the world’s average growth speed. A survey on health conducted by a panel(调研组) of Chinese students found the results. According to the world average level, youths get taller by 1cm every 10 years.CANADATalking about world issues(援助)The Group of Eight (G8) – The US, Japan, Germany, Britain, France, Italy, Canada and Russia –will hold a summit(峰会) on June 26 and 27 in Kananaskis, Canada. The G8 are the richest and most powerful countries in the world. G8 leaders and some African presidents will discuss strengthening global economic growth and helping Africa. Kofi Annan, United Nations Secretary General, will also attend.of mines have been shut because __________.A. they have blastsB. they produced less coalC. they are very smallD. they don’t meet the safety standardsthe last 20 years, the average growth speed of Chinese youths exceeds the world’s average level by __________.A. 1cmB. 4cmC. 5cmD. 6cm’s the purpose of the summitA. To strengthen the global economic growth and help some poor African countries.B. To make these eight countries much more powerful.C. to help some African presidents to strengthen their economic growth.D. Kofi Annan will have an important speech on world issues.64. This passage may probably be taken from ___________.A. a story bookB. a text bookC. a newspaperD. a novel IV. 短文改错Dear Ms. Smith,I appreciate your help very well. On the first day of camp, you came up to myself while I was sitting alone. After it, you always gave me special attention and inspiredme to join activities. As a result, I gradually got to know the other campers. Because the help you gave me that summer,my life changed. I gained so much confidence that I go backto school as a new person. My grades improved. I becamevery active but made new friends. Today, I got a letter that wrote I had been admitted to a college. I am proud of it. I just want to thank you for helping me turn a different person.。
高中英语外研版必修四Module-1教学案
必修四 Module 1 Life in the FuturePart I Reading and VocabularyTeaching aims: (1)阅读学习课文The City of the Future ，能在阅读中辨别新学词汇、短语并推测出其意义；能读懂课文，获得主要信息并能摘录重点。
(2) 认识想象中的未来的生活或城市，认识可连续发展的必需性。
(3)学习掌握课文中的知识点。
Important language points:(1) Important words:prediction, certain, alternative, limit, attach(2) Important phrases:for sure, care for, run out, rely on/ upon, get rid of,load .with, place orders,free of charge, carry out(3) Important sentence patterns:① What does look lik e②Everyone will be given a telephone number at birth that will never change no matter where they live.③---with each city having its own telesurgery outpatient clinic 独立主格构造 .The City of the Future【课文理解】1. Read the passage and say if these statements are true (T) or false (F).1) Police will arrest criminals by guns. ( )2) Smoking will be allowed in the city. ( )3) People have to pay for recreation. ( )4) People will keep their telephone number for life. ( )2. Summary Fill in the blanks:What will the city of the future ________ ________ No one knows ________ _______. In the future, _______ ________ the environment will become very important ________ earth ’s natural resources________ ________. We will_________ _________ alternative energy. We will ________ huge spaceships ________ waste materials and_________ _________ online.【课文学习】1. What will the city of the future look likeWhat does look like用于咨询某人表面看起来怎样，重视其表面如：What does the building look like这座楼看起来怎样此人看起来什么样What does the man ______ ________2. No one knows for sure, and making predictions is a risky business.没有人切实地知道，并且展望是一件冒险的事。
高中英语第四模块全套教案外研版必修3
⾼中英语第四模块全套教案外研版必修3Teaching planModule FourSandstorms in AsiaTeaching Aims:1. Knowledge and Skilla.Get the students to review the violence of nature and know more about sandstorms and howto protect the environment.b.Through discussion and the co mprehension of Reading, develop the students’ listening, speaking, reading and writing, mainly reading.c.Encourage the students to search the information on the Internet to gain more knowledgeof sandstorms and environmental protection.d.Improve the students’ ability to read for specific facts.e.To grasp the usage of infinitive, pay more attention to the usage of but + infinitive.2.Emotion and Valuesa.Enable the students to talk about the cause and influence of sandstorms，and the ways tosolve the problem in order to increase their sense of protecting the environment.b.To encourage the Ss to talk about the damage caused by sandstorm and their own feelings about it.3. Cross-cultural awareness:a.Understand the environmental protection of the whole world and strengthen their awarenessof environment protection.4. Character-building:a.To strengthen their confidence of protecting the environment we are living in.b.Enable the students to talk about the sandstorms, the reasons for causing sandstorms andthe importance of protecting environmentDifficulties and Importance:a. Conclude and collect the words and phrases related to environment and environmental protection.b. Ask students to think ways to protect the environment.c.Improve the student’s ability of grasping the general idea of the passage.Teaching Method:a.Task-based methodology/doc/a3e2ea838762caaedd33d475.html municative ApproachTeaching Time:Five periods:Period 1 vocabulary and WritingSpeaking 1Period 2 Reading and VocabularyPeriod 3 Grammar 1 InfinitiveListening and VocabularyPeriod 4 Grammar 2 but + infinitiveEveryday EnglishPeriod 5 Cultural cornerSpeaking 2WritingTeaching Procedures:Period 1Step 1. Warming upLook at the picture. Complete the sentences using the correct form of these words Then answer the following questions. blow bury frightening last sandstormThere has been a ______. It _____ for ten hours and wasvery _______. The wind _______the sand high aroundthe houses, and some cars were almost completely ______by the sand.Suggested answers:1. sandstorm2. has been blowing / has lasted3. frightening4. was blowing5. buriedQ1. What is a sandstorm?Q2. What’s the weather like when a sandstorm occurs?Q3. What’s the bad influence of a sandstorm?Suggested answers:Q1. Sandstorm is a kind of bad weather, which is becoming increasingly common in Northwestern China, and it usually happens in spring and fall. When a sandstorm comes, the wind blows strongly with dust and sand.Q2. There is strong, dry wind and the sky is yellow.Q3. cars slow down and have to turn on headlight;the visibility dropsdifficult for us to breathedangerous to go out or driveStep 2 Further understandingWork in pairs. Discuss the following statements and decide whether it is true or false.1.Sandstorms begin in desert areas.2.Deserts are created by climate changes.3.Deserts are also created because people cut down trees and dig up grass.4.Sandstorms from Asia have blown across the Pacific Ocean to America.5.Sandstorms can’t be prevented.6.The inland region has more sandstorms than the one near the sea.Suggested answers:1,2,3,4,6 T 5, FStep 3 DiscussionsQ1. What’s the cause of sandstorm?Q2. What should you do in a sandstorm to protect yourself?Suggested answers:Q1. climate changes; trees cut down; desertification; serious air and water pollution;the growing population of the world and so on.Q2: This is an open question.Step 4 SpeakingWork in pairs. Suppose there has been a bad sandstorm in your city.A: You are a reporter. You interview a man who has cycled to work in the sandstorm. Before you do the interview, write down the questions you want to ask.B: You felt frightened but you put on a mask and cycled to work in the sandstorm. Tell the reporterhow you feel about the sandstorm. Describe how things looked in the sandstorm.Homework:1.Memorize the new words related to sandstorms.2.Preview the passage of Sandstorms in Asia.Period 2Step 1 Pre-readinga. Look at the photo and answer the following questions.1. Get Ss to come up with as many words as possiblewhile looking at the picture.2. What is happening?3. What is the cyclist wearing and why?4. What do you think happened to traffic in this situation?Why?5. What do you think experts advise people to do in thissituation?Suggested answers:1. mask cycle cyclist dustcitizen frightening sandstorm2. There is a sandstorm blowing.3. She is wearing hoods, masks and glasses.4. The traffic moves slowly. Because it’s not clear to see everything on the road and people must take great care.5. Experts advise people to stay at home in this situation.b. PredicationIf you are to write the article named “Sandstorms in Asia”, how many parts will you include in it? What will you write in each part?Step 2 While-readinga.Skimming and scanningRead the passage quickly and fill in the diagram with one proper word.Part 1(Para1) d__________Part 2(Para2-5) c_______d_______S_______i________s________Part 3(Para.6) m________Suggested answers:Part 1 disasterPart 2 Sandstorm cause description influence suggestionsPart 3 measuresb.Detailed Reading1)Read the passage carefully and answer the following question.1 What are sandstorms?2 In what places do they often happen?3 What does Ren Jia nbo’s example tell us?4 Are there sandstorms in China? Where?5 Have sandstorms in China increased or decreased recently? Why?6 Why does traffic move slowly during the sandstorm?7 What does the government do to protect Beijing from sandstorms?Suggested answers:1.Sandstorms are strong, dry winds that carry sand.2.Central Asia, North America, Central Africa and Australia.3.It is dangerous to go out when a sandstorm occurs.4.Yes. Northwest China.5.Increased. As a result of desertification.6.Because the thick dust makes it difficult to see.7.Plant more trees.2) Read the passage carefully and then fill in the chart with suitable words.Suggested answersStep 3 Post-readinga. Decide if the following statements are true( T ) or false( F ).①Scientists have tried many ways to deal with sandstorms②Land becomes desert only because people cut down trees and dig up grass.③The Chinese Central West Station can not forecast sandstorm before it comes.④The desert is 25o kilometers away to the west of Beijing. So there is no need to takesome measures.⑤ Southwest China is part of the sandstorm center in Central Asia.Suggested answers:1.T2. F3. F4. F5. Fb. Read the text again and complete the following sentences1.The winds in a sandstorm can sometimes______________________________2.When Ren jianbo was living in Inner Mongolia ______________________________3.Sandstorms in China appear to have increased ______________________________4.Cutting down trees and digging up grass can______________________________5. Traffic moved slowly because ______________________________6.The government is planting trees to the west of Beijing to______________________________ Suggested answers:1. prevent you from seeing the sun2.he experienced a terrible sandstorm3.because of desertification4.cause deserts and sandstorms to increase5.the drivers can’t see6.prevent the desert coming nearerStep 4 language explanations1 mass adj. ⼤规模的 a mass campaign ⼀场⼤规模的战役n. 团,块,堆a mass of clouds /hot aira mass of =masses of 许多,⼤量the masses 群众2 be caught in 被困于…,遇到…He was late for work yesterday afternoon because he was caught in the traffic jam.Charles Chaplin was once caught in a snowstorm for several days.3 appear v. 1)出现,出版,发⾏His book will appear in the bookshop next week.A smile appeared on his face when he heard the good news.2) 看起来,似乎。
外研版必修4Module1学案教学设计
外研版必修4Module1学案教学设计Teaching design of 4module1 learning plan fo r foreign research edition外研版必修4Module1学案教学设计前言：小泰温馨提醒，英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。
英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。
本教案根据英语课程标准的要求和针对教学对象是高中生群体的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。
便于学习和使用，本文下载后内容可随意修改调整及打印。
module 1 life in the future一．fill in the blanks and try to translate them.1.no one knows for sure, and _________________ is a risky business.2.in the future, _____ for the environment will become very important ____ earth’s natural resources__________.3.we will also have to _____ more ____ alternative energy, ______ solar and wind power.4.all this seems certain, but there are __________ things about city life in the future _____ are not certain.5.______________what young people think about the future of urban life, a teacher at a university in texasin the united states asked his students _________ howthey would ______ a city of 50,000 people in the year 2025.6._____________ garbage problems, the city will______ huge spaceships ______ waste materials and send them towards the sun, ___________ landfill and environmental problems.7.police will arrest criminals _____________nets instead of guns.8.no smoking will be allowed _________ a futurecity’s limits.9.everyone will be given a telephone number _______ that will never change _________________ they live.10.all forms of recreation, such as cinemas, bowling, softball, concerts and others, will be provided_____________ by the city.11.distance surgery will become common as doctors___________ operations from thousands of miles away, with each city _________ its own telesurgery outpatient clinic.12.senior citizens and people with disabilities will be able to go anywhere in the world __________ high-tech cameras ____________ their head.13.__________ in space by ordinary citizens will be common.二．如何写预测未来的文章1.注意时态。
高中英语 (Module 4 3rd period) 教案 外研版必修1
The Third PeriodThe General Idea of This PeriodThe students will discuss some sentences with Present Perfect tense. Then do some exercises according to the reading.Teaching Aims1. Review the words appearing in the last two periods.2. Improve the students’ reading ability.3. The students will be able to learn the grammar: Present perfect tense.Teaching Important Points1. Read the dialogue more carefully.2. Learn the following sentences:It’s been six years since we last saw each other.I’ve seen quite a lot of China and I’ve visited some beautiful cities, but this is one of the most attractive places I’ve been to.They’ve put up...My wife’s just bought...and so on.Teaching Difficult PointHow to help the Ss understand these sentences.Teaching Methods1. Careful reading to get the detailed information.2. Discussing some sentences and getting the students to know the grammar: Present perfect tense.Teaching Aids1. the multimedia2. the blackboardTeaching ProceduresStep 1 GreetingsGreet the whole class as usual.Step 2 Revision.(Get the Ss to review some words in the Reading part. Show the following onChoose the correct answers according to the dialogue A Lively City.1.fortunate( )sad( )lucky2.pretty hot( )too hot( )very hot3.bother( )amuse you( )give you problems4.nuisanlle( )amusing you( )causing problems5.shopping malls( )shopping center( )small shops6.gorgeous( )lovely( )boring7.starve( )very hungry( )excitedSuggested answers:1.lucky2.very hot3.give you problems4.causing problems5.shoppingcenter6.lovely7. very hungryT: Next please look at these words. Who can read them?(Show the words.)architecture,area,climate,district,harbour,coast,hometown,island,park(v.), rent, touristT: Li Ming, please.L: Yes.(Reading!)(Check the pronunciation and stress with the whole class.)(Then show the following sentences. Get the Ss to complete them with the words in the box.)1. A lot of_________ visit Xiamen in the summer.2. The parks in the_________ district are very pretty.3. One of the nicest things about Xiamen is that it is on the_________.4. The _________for a modern apartment in Xiamen is usually very expensive.5. Which _________of the city does Xiao Li live in?6 .If we _________the car over there, we can go for a walk along the harbour.Suggested answes:1.tourists2.harbour/western3.coast4.rent5.district6.parkStep 3 Reading(Get the students to read the dialogue again. After a while, show the sentences,1. It’s been six years since we last saw each other.2. They’ve just completed it.3. They’ve put up a lot.4. My wife’s just bought a beautiful dress.5. I’ve seen quite a lot of China and I’ve visited some beautiful(cities),but this is one of the most attractive places I’ve been to.(Make sure that the students know how to use and and but and understand these sentences, especially the form of the Present perfect tense.)Then ask some good students to read the dialogue. Pay attention to the sentences’ stress.Step 4 Practice(Get the students to make short dialogue.)(Teacher goes to a better student.) T: Let’s carry on a dialogue.T: Hi, Miss Wang.W: Hi, I’m glad to have the opportunity to meet you.T: So I am.W: When did you come here?T: Yesterday. I’m here to attend a meeting. And I want to go to the library. Can you show me the way?W: Oh. Follow this road and take the first right. Keep straight on, and you will find it in three minutes.T: Thank you very much. Good-bye.W: Bye-bye.T: Very goos. Thank you for your cooperation. Now all of you carry on a dialogue like this. Are you clear about that?S: Yes.T: OK. Begin, please.(After a while, teacher asks some pairs to act out their dialogues.)Step 5 HomeworkT: Today we have learned some useful expressions. After class, read the dialogue, put the useful expressions into heart and preview the next part, Gra mmar! That’s all for today. Class is over. See you tomorrow.S: See you tomorrow.Module 4 A Social Survey－My NeighbourhoodThe Third PeriodA Lively City1. has been...since...2.have put up3.have just completed4.has just bought5....and. .., but...6.have been toStep 7 Activity and InquiryIn order to make the students know more about China and New Zealand.(The foreign teacher in our school comes from New Zealand. If they don’t know much about New Zealand, they can interview her. Get them to compare the climate in China with the climate in New Zealand and explain the differences.)New Zealand ChinaSimilarities 1. It rains a lot in summer in both countries.2. They are both influenced by the Pacific vapor.Difference 1. It has a mild sea climate.It has a monsoon climate.2. It has plenty of rainfalls all the year In summer, it has plenty of rainfalls and1. It lies in the Southern Hemisphere, and it’s an island country.2. It is surrounded by the Pacific Ocean.。
高中英语外研版必修4【教学设计】Module 3
Module 3 Body Language andNon-verbal CommunicationThe topic of this module is “Body Language and Non -verbalCommunication”. Relatedinformation is introduced through reading and listening. The reading part givesa 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 ski lls.2. Use proper body language to communicate with each other3. To learn to read with some reading strategies4. Learn more about the different culturesImportant points ：To practice the skills of reading, such as fast-reading and careful reading.To comprehend the passage wellIncrease their awareness of communicationDifficult points:1. Some difficult sentences in this passage.2. Retell the text.1. A projector2. Multimedia3. The blackboardPeriod 1 Introduction & Reading and VocabularyStep 1: Warming-up1.Present a picture of a word “Hello”. Ask the students to find out “What spells the word?” Theanswer is human bodies.2.Play a video, and think about a question “If people express themselves by doing, whatlanguage do they use?” The answer is body language.3.Show some pictures for free discussion. When and where can we use the body language? Step 2: Introduction Activity 11. In our daily life we often use some simple body language such as point, smile, wave, and shake. Give present 4 pictures and the students match the 4 words with the 4 pictures. (P 20 Introduction Activity 1)2. Play a video to gives the students some examples of body language and ask them to think about more body language while watching.Step 3: Speak and Act1. Pair work: One student uses his/her body language to act and the other guess what his/her partner wants to express. The students can refer to P 20 Introduction Activity 3. There are 8 situations for them to use the body languages. 1. meet a friend2.Show someone the way.3. see a friend in the distance4.Enter a friend’s house.5. say yes.6. say no7. say who? Me?8.say goodbye.2. Group work: choose 4 best actors from different 4 groups. These students use his/her body languages to express themselves and the others guess.Step 4 Pre-reading1.Go over the new words.2.Prediction: Present a picture and lead the students to talk about the picture, and grasp the。
英语必修ⅰ外研版module4period3教案2
Period 3 vocabulary and listening, everyday English, function and writingPart one: vocabulary and listeningstep1: Read out the wordsRead out the words and have the students repeat them after you. Make sure they understand the meaning of these words.step2: Ask the students to predict what the passage will be about. You may want to write their suggestions on the board.step3: Listen and answerPlay the passage1 through once and elicit what it was about. Accept different suggestions if you get them.step 4: Play againPlay the tap again to check together.step5: listen to part 2 and complete the chart.1> Ask the students to look at what information they will listen to.2> Play part2 of the tape through while they listen.3> Play it again for them to complete the answers.4> They should then check with a partner.5> Play the tape once more for them to check.6> Call back the answers from the class.step6: Work in groups1> Put the students into groups of two to discuss the questions.2> Ask each group to appoint a student to take notes on the answers.3. Call back the answers from the students.Step 3 Pronunciation – Stressed Words in sentences1. (Individual Work)Pre-pronunciation: Ask Ss to think of what they have learnt in last module. According to their notes, try to underline the stressed words in each sentence in Pronunciation section.2. (Pair Work) Pronunciation(1) Listen and check the answers.Suggested answers:stressed words: Yang, aren’t, all, life, right, I was, in this, Really, work, organization, neighborhood committee, worked, for years, interesting(2) Read the sentences after the tape.(3) Read the extract with a partner to see who is betterPart two: Everyday English(Individual Work)Ask Ss to read what they have filled in just now.And then ask them to finish the Everyday English exercises on page 38.Suggested answers:(1) a (2) a (3) a (4) a (5) a (6) b (7) bpart three: Writing1. (Group Work)Find out the sentences containing “and” and “but” from A Livel y City. Then find out about the way they are used. Look at the way the words “and” and“ but” are used in this sentence from A Lively City. Get Ss to read the passage on page 37. Compare their oral composition with the paragraph in order to know how to write this kind of article.2. (Pair Work)Ask them to complete the paragraph with and or but.(Allow Ss to exchange their ideas. During the time, they can learn how to use the words properly. “And” indicates some additional information is being given, whil e “but” indicates the following information is going to modify the previous statement in the other way.)Suggested answers:(1) and (2) and (3) and (4) and (5) But (6) and (7) and (8) but (9) and (10) and (11) but(12) and (13) and。
高一英语外研版必修4教案：Module1 Period3 含解析 精
Period 3Grammar;PronunciationThe General Idea of This PeriodThe grammar in this module is the future continuous.The future continuous is formed with will be and the -ing form of the verb.Its function is to make predictions,ie.it describes a situation which will be in progress at a given moment in the future.To make the students clear about it the teacher had better give the students some exercises for a consolidation.The pronunciation in this module is stress.The teacher may choose a short paragraph from the passage and then ask them to find the stressed words themselves.After that you may play the tape for the students to listen and check their answers.Teaching Important PointsEncourage the students to sum up grammatical rules.To make the students understand the stresses of English sentences.Teaching Difficult PointsTo make them know more about the future continuous.To train the students pronunciation.Teaching MethodsIndividual work and pair work to make every student work in class.Teaching AidsMultimedia,tape-recorder & a blackboardThree Dimensional Teaching AimsKnowledge and SkillsMake the students learn to sum up grammatical rules themselves.Make sure the students master the grammatical items.Train the students’ pronunciation.Process and StrategiesMotivate the students’ enthusiasm in taking part in the class.Feelings and ValueThrough the study of this period the students will surely know more about the future continuous.Teaching ProceduresStep 1 RevisionGreet the students as usual and then ask a few good ones to read their articles about their future home.Step 2 GrammarT:Okay,so much for the check-up.This period we are going to talk about the future continuous.First please look at the following sentences from the interview and tick the true statements.(Show the following sentences on the screen.)a.Where will we be living in twenty years’ time?b.We won’t be living underground or in space.c.We will be living in houses and flats just as we do today.1.The future continuous is formed with will be and the -ing form of the verb.2.The negative form is won’t be and the -ing form of the verb.3.The future continuous describes a situation which will be in progress at a given moment inthe future.4.The future continuous is used to refer to arrangements for the near future.5.The future continuous is used to make predictions.Suggested answers:1.true2.true3.true4.false5.trueT:To consolidate what we have learned,let’s do more exercises.(Show the following on the screen.)Complete the following sentences from the interview in Listening and Speaking.1.We __________probably__________the kitchen more as a family room.2.We __________more time in the bath.3.Everyone __________hard to take care of the environment.(You may play the tape for the students to listen and check.)Suggested answers:1.We will probably be using the kitchen more as a family room.2.We will be spending more time in the bath.3.Everyone will be trying hard to take care of the environment.(Show the following sentences on the screen.)Complete the sentences with the verbs in brackets using the future continuous.1.At nine o’clock tonight I __________(do) my homework.2.Don’t call me before seven.I __________(get dressed).3.They __________(not work) next Thursday.It’s a public holiday.4.In the year 3000 a lot of people __________(live) on space stations.5.__________you __________(stay) here next summer?6.This time next year I __________(lie) on a beach.(Give the students a few minutes and then call back their answers.)Suggested answers:1.will be doing2.will be getting dressed3.won’t be working4.will be living5.Will,be staying6.I will be lyingT:Just now we have learned the continuous future.Now please talk about what you will be doing in a certain time with your partners.(The teacher may encourage the students to ask and answer what they will be doing during the following time.)(Show the following on the screen.)1.at six o’clock this morning2.at half past seven this evening3.this time tomorrow4.this time next yearStep 3 PronunciationT:So much for the grammar.Now let’s come to the next part—pronunciation.First please look at the following sentences and try to underline the stressed words in it.(Show the following sentence on the screen.）Twenty years isn’t a long time.We won’t be living underground or in space.We will be living houses and flats just as we do today.(The teacher may then ask the students to listen and follow so as to make them grasp the stressed words.You may pause it if necessary.)T:Okay.Now look at the following stressed words and predict what the passage says.(Write the following words on the blackboard.)Kitchen-most important room-house.We-still-cooking,probably-using-kitchenmore-family-room,bathrooms-biggerT:Now listen and check.(The teacher play the tape for the students to check their answers.)Step 4 Summary and homeworkT:Today we have learned the grammar in this module,that is,the future continuous.Through our study we know that the future continuous is formed with will be and the -ing form of the verb.Its function is to make predictions,ie.it describe a situation which will be in progress at a given moment in the future.And we also practiced our pronunciation.After class please do Exercise 3 and 4 in our workbook.So much for today.Good-bye,everyone!Ss:Good-bye,Sir!The Design of the Writing on the BlackboardModule 1Life in the FutureThe third periodKitchen-most important room-house.We-still-cooking,probably-using-kitchenmore-family-room,bathrooms-biggerRecord after Teaching____________________________________________________________________________________________________________________________________________________________________________________________________________Activities and Research1.Learn to make predictions through the continuous future.2.Practise stressed words.Reference for TeachingGrammar将来进行时将来进行时的构成概念:表示将来某时进行的状态或动作,或按预测将来会发生的事情。
高中英语新课标外研版必修4教案Period1Introduction;ReadingandVocab
Module 2 Traffic JamBrief Statements Based on This ModuleIntroductionThe topic in this module is “Traffic Jam ”.This section introduces to us the vocabulary of all kinds of transportation and it includes three activities.To begin with,the teacher may ask the students a few questions,such as “How do you usually get to school?”Or you may present to the class the pictures of all kinds of means of transportation.The teacher may then have a brainstorm of means of transportation in the class with the help of the pictures.To activate the atmosphereof the classroom,the teacher may encouragethe students to compete with one another in speaking out the means of transportation they are familiar with.In Activity 2,the teacher may encourage the students to carry out a survey among the class about what kinds of transportation they use in their daily life.The students may use the questions in Activity 3 to make up a dialogue about a traffic jam.Finally,the teacher may ask some good ones to present their dialogue to the class.Reading and VocabularyThe main idea of this passage is about Getting Around in Beijing.First the teacher may ask the students to read the text quickly and grasp the main idea.After reading it,the students may work in pairs exchanging their ideas on the question “Who might find the information useful?”The teacher may then elicit the answers from the whole class.In Activity 2 the students may beencouraged to ask and answer questions in pairs to deepen their understanding of the text.As for Activity 3 the teacher may list the new words or ask the students to find the new words in the course of reading.First make the students guess from the whole context the meanings of these new words,and make some explanations if necessary,which is of great help in deepening their impression of the new words.Then the students may do the exercises on their own.If the class is good enough,the following methods are better:book closed,the teacher speak out the definitions of some new words and the students speak out the new words.In this way,not only thestudents'listening ability is trained,but also their memorization of the new words is consolidated.Time permitting,some exercises of consolidation are needed.For example,the teacher tells the students a sentence containing a certain new word and encourage the students to retell and at the same time point out the new words in the sentence.Besides,in the teaching of reading,the teacher can organize different reading activities according to the content of the text on purpose to train the above reading strategies and help them develop good reading habits from the very beginning.FunctionThe function of this module is “giving advice ”.First the teacher may ask the students to read the sentences listed and encourage them to find out the sentence structures of expressing giving advice.In Activity 2 the teachermay first pair the students to discuss the issue,and come up with a list.Finally call back the answers.If several pairs have chosen the same city,try to open a discussion about whether they think the advice is good or not.If everyone has chosen the same city,you may wish to make a board list of the advice and discuss it.To raise the atmosphere of the whole classroom,you may act as the role of a tourist and divide the students into two groups and make them act as the role of the guides.The guides give advice to the tourist and the guide who raises more advice will be the winner.Listening and SpeakingIn this part the students'listening and speaking abilities are trained.First the teacher may encourage the students to read the four topics and tick the topics they think they will talk about.This is actually a pre-listeningactivity,which can stimulate the background information from the students.The next step is to listen and check whether their predictions are true.In Activity 2,there are five pictures.In dealing with this part the teacher had better encourage the students to ask and answer questions according to the pictures.And then the tape is played for the students to check their answers.Activity 3 and 4 may serve as aconsolidation.VocabularySome compound words used to describe urban transportation are introduced in this section.It is suggested that more compound words shouldbe introduced.The teacher may first list the compound words and then ask the students to read aloud the words after himself or herself.To make the students more familiar with the structure of these compound words,the teacher might as well elicit the word formation in the students.And if necessary,the teacher may add some.Ask the students to do Activity 1 and 2.Finally,call back the answers from the whole class,having one student read the definition and another provide the compound word.PronunciationThe pronunciation in this module is liaison.The teacher may choose a short paragraph from the passage and then ask them to find the liaison words themselves.After that you may play the tape for the students to listen and check their answers.GrammarThe grammar in this module is Imperatives.The teacher should try to acquaint the students with the definition of Imperatives.The Teaching Procedures are as follows:first the teacher may list the meanings of each sign on the blackboard and then make the students to match the signs with the meanings.To make them aware of definitions you'd better choose the functions from the sentenceslisted.Activity 2 is an applied activity.To deal with it the teacher may prepare some pictures beforehand for the students to talk about the meanings of some traffic signs.Activity 3 is a combination of speaking and grammar.Through this partnot only will the students'speaking skills be trained,but also they will have a better understanding of the positive form and the negative form of imperatives.To make the students clear about it.The teacher had better give the students some exercises for a consolidation.SpeakingCombined with the listening section,this part broadens the topic of this module.It is suggested that this part should be dealt with after listening.In Activity 2 the students are requested to use why not to make suggestions.In dealing with this part the students may work in pairs,one saying the sentencesin the text and the other saying a related sentence using the sentence structure —”Why not ？”.Activity 3 can be a preparation for Activity 4.Two students work in pairs talking about the traffic problems in their city.To activate the atmosphere of the class,a competition may be carried out.The problems can be taken down for the subsequentdiscussion,in which the students worked in groups of four putting forward the solutions to the questions they have raised in Activity 3.The key words had better be written down.Finally,the teacher may ask some representatives to report to the whole class their methods and suggestions to improve the traffic problems.WritingThis section is closely related to the topic of this module.Activity 1 is actually a pre-activity,which has two roles.It is very helpful for the students to acquaint themselves with the vocabulary and sentences related to the topic ofthis module.Besides,theproviding some questions make them know what to write themselves.This activity can be divided into the following steps:the students read the passageand answer the questions individually;work in pairs asking and answering questions;the teacher raises the last question to inspire the students with the structure of the passage.Before writing the teacher had better make the students read the passage once more.Ask them to plan their writing by listing the problems and possible solutions.They may exchange work with a partner for peerchecking of language,structure and content.Time permitting,the teacher may ask a few good ones to read their work to the whole class.Everyday EnglishThis section requests the students to make sense of the four English expressions listed.First encourage the students to do this activity individually and then check with a partner.Call back the answers from the wholeclass,having one students read the original sentence,andanother the paraphrase.Toconsolidate this section the teacher may say some sentences or phrases similar to the ones they learned in this part and then ask the students to paraphrase them.Cultural CornerThe passage in this part introduces to us the Congestion Charge the London government adopted in order to lessen the stress of traffic problems.To start with,the teacher may ask the students some questions.Withthe questions in mind,the students may read the passage quickly.In answering them,the teacher may divide the students into a few groups.The Teaching Procedures can be planned according to the level of the students and the time permitted.If the students are good enough and the teaching time is abundant,activities can be carried out fully in class.Otherwise,some Teaching Procedures may be omitted or done after class.TaskThe task of this module is to complete a poster giving advice to visitor to a city or a town.The teacher may encourage the students to ask and answer questions using the questions listed in the text book or even come up with their questions themselves.They had better try to set as many questions as they can and provide solutions.The solutions may be written down in the form of key words for the writing of the poster.Remind the students to use proper modifiers to make the poster more attractive.The better ones may demonstrate their works to the whole class.Module FileThis part is a summary as well as a self-assessment 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.Five periods for teachingPeriod 1:Introduction;Reading and VocabularyPeriod 2:Function;Listening and SpeakingPeriod 3:Vocabulary;Pronunciation;GrammarPeriod 4:Speaking;Writing;Everyday EnglishPeriod 5:Cultural Corner;Task;Module FilePeriod 1 Introduction;Reading and VocabularyThe General Idea of This PeriodThe topic in this module is “Traffic Jam”.The Introduction introduces to us the vocabulary of all kinds of transportation and it includes three activities.To begin with,the teacher may ask the students a few questions.Or you may present to the class the pictures of means of transportation.The teacher may then have a brainstorm of means of transportation in the class with the help of the pictures.To activate the atmosphereof the classroom,the teacher may encouragethe students to compete with one another in speaking out the means of transportation they are familiar with.In Activity 2,the teacher may encourage the students to carry out a survey among the class about what kinds of transportation they use in their daily life.The students may use the questions in Activity 3 to make up a dialogue about a traffic jam.Finally,the teacher asks some good ones to present their dialogue to the class.This part may serve as a warming up of the passage,of which the topic is Getting Around in Beijing.First the teacher may ask the students to read the text quickly and grasp the main idea.After reading it,they may work in pairs exchanging their ideas on the question“Who might find the informationuseful?”The teacher may then elicit the answers from the whole class.In Activity 2 the students may be encouraged to ask and answer questions in pairs to deepen their understanding of the text.As for Activity 3 the teacher may list the new words or ask the students to find the new words in the course of reading.First make the students guess from the whole context the meanings of these new words,and make some explanations ifnecessary,which is of great help in deepening their impression of the new words.Then the students may do the exercises on their own.If the class is good enough,the following methods are better:book closed,the teacher speak out the definitions of some new words and the students speak out the new words.In this way,not only the students'listening ability is trained,but also their memorization of the new words is consolidated.Time permitting,some exercises of consolidation are needed.For example,the teacher tells the students a sentence containing a certain new word and encourage the students to retell and at the same time point out the new words in the sentence.Teaching Important PointsEncourage the students to talk about means of transportation.Help the students make sense of the whole passage.Teaching Difficult PointsLead the students to talk in class actively.Deal with some difficult Language Points.Teaching MethodsIndividual work,pair work to get every students to participate in class.Teaching AidsSome pictures,multimedia & a blackboard.Three Dimensional Teaching AimsKnowledge and SkillsMake the students master some new words.Encourage the students to participate in class actively.Make sure the students make sense of the passage.Process and StrategiesTrain the students'speaking ability through individual and pair work.Train the students'reading skills.Feelings and ValueThrough the teaching of this period know about the present situations of traffic in cities at home or abroad.Meanwhile,their sense of environment and civic virtue will be aroused.Teaching ProceduresStep 1 Lead-inT:Good morning,boys and girls!Ss:Good morning,Sir!T:Today we are going to learn Module 2 Traffic Jam.Here I have a question for you.Would you like to tell me how you usually get to school everyday？S:I usually get to school by bike.S:By bus.T:Good!And can you name some other means of transportation?S:Motorbike.S:Boat.S:Taxi.T:Very good!Anything else?S:Truck!S:Underground.S:...(The teacher lists the names on the blackboard.Explain some new words.> bike boat bus coach helicopter motorbike taxi trolleybus truck undergroundT:Do you know the word “coach”?S:Would you please explain it to us?T:Of course.Look at the picture.Can you describe it in simple English?S:Let me try.Is it a long distance bus?T:Kind of right.It is a bus,usu.with a single deck,carrying passengers over long distances.In old times,it refers to a large four-wheeled carriage pulled by horses and used for carrying passengers.T:Please look at another one.What is it?Would you like to describe it?S:I think it is quite like an electric bus.T:Quite right.It is a bus powered by electricity from an overhead cable.Its name is“trolleybus”.T:Now that you have known so many means of transportation,please match some of the words with their definitions.(Show the following on the screen.>1.It 's a bus used for long distances.2.It 's got two wheels and it's fast.3. This bus is connected to electric wires.4. You must pay to use this car.5. ____________________________________________________ Thi s is the suburban railway.It's usually under the city. ________________6.It 's slow,cheap and has two wheels.(The teacher check their answers.>Suggested answers:1. coach2.motorbike3.trolleybus4.taxi5.underground6. bikeT:All of you did very good jobs!T:Now with your partners carry out a survey by asking and answering questions concerning means of transportation.For example,which means oftransportation do you prefer?Do you always take a bus to school?After that you may complete the following chart using ticks.(Show the following on the screen.>I travel by every day sometimes often neverBikeBusMotorbikeTaxiTrolleybusUnderground(train>T:Now you may discuss with your deskmates the following questions: (Show the following questions on the screen.>1. Have you ever been stuck in a traffic jam?2. Where were you doing?3. How long were you in the jam?4. What did you do then?5.If you haven 'tmet a traffic jam,can you imagine what will happen in it?T:After the discussion you may organize your answers into a short passage of a traffic jam.(After a few minutes call back their answers.>Step 2 Fast readingT:Just now we talked about a traffic jam.Now let 's come to the passage in Reading and Vocabulary.Read the passage and say who might find the information useful.(After a while.>S:I think the tourists to Beijing will find it useful.T:Very good!T:Read the passage quickly again and find the answers to the following questions:(Show the following on the screen.>1. How easy is it to find a taxi in Beijing?2. What color are most taxis?3. What's the problem with buses?4. Which is the best bus for tourists?5. How many people can get in a minibus?6. What are the advantages of the underground?7. When does it close at night?8. What can you visit in a pedicab?(After a few minutes check their answers.>Suggested answers:1. Raise your hand,and a taxi appears in no time.2. They are red.3. They are often very crowded.4. The 103 bus.5.12 people.6.It 's fast and convenient.7.It closes at 11:00 pm.8.They narrow alleys of old Beijing.T:Good job!While reading,you must have come across some new words.Can you guess the meanings of them?Please read the passage once more.This time please read it carefully and then match the words in the box with their meanings.Step 3 VocabularyT:While reading you have learned some new words,right?Please read the words on the screen after me!Pay particular attention to the words where the stress doesn't fall on the first syllable:destination,receipt,return and around.(Show the following on the screen.>cab destination fare get around passenger permit(n.> receipt return(n.> route rush hour seat single(n.>T:Now you may read the passagequickly again and try to make sense of the words according to the context.The sentences on the screen may be of help to you.Match them with the words or phrases.1. ____________________________________________ t o go from one place to another _________________________________2. ____________________________________________ a person who uses public transport ________________________________3. _________________________________________________(a ticket for> a two-way journey ____________________________________4. _________________________________________________ theroad the public transport service uses regularly _________________5. _________________________________________________the busiest time of day _______________________________________6. _________________________________________________the price of a ticket __________________________________________7. _________________________________________________(a ticket for> a one-way journey ____________________________________8. _________________________________________________the place you want to go to ___________________________________9. ____________________________________________________ a document which shows you have paid for something ________________10. ________________________________________________a place to sit __________________________________________________11. ________________________________________________another word for taxi ____________________________________________12. a document which gives you the right to do somethingSuggested answers:1.get around2.passenger3.return4.route5.rush hour6.fare7. single 8.destination 9.receipt 10.seat 11.cab 12.permitStep 6 Summary and HomeworkT:This period first we learned about different means of transportation.And then we read an article about the means of transportationin Beijing.In the article we learned quite a lot of new words.Above all,we have mastered the usages of the words we learn.Besides,we carried out a discussion about the topic.After class,please memorize the new words we learned.That's all for today.Good bye,everyone.Ss:Good bye,sir.The Design of the Writing on the BlackboardModule 2 Traffic JamThe first periodcab destination fare get around passenger permit(n.> receipt return(n.> route rush hour seat single(n.>Record after TeachingActivities and Research1.Ask the students to write definitions for the means of transport not included above;boat,bus,helicopter,truck.2. Have them ask each other“Do you ever...?”questions and answer using the chart.They could then report back to the whole class.Reference for TeachingLanguage PointsI.get around四处走动；到处旅行传播When he was young,he used to get around in the city by bike.他没事的时候喜欢骑着自行车在城里到处逛。
高中英语新课标外研版必修4教案Module3
Module 3Body Language and Non-verbal CommunicationPeriod 1IntroductionThree Dimensional Teaching AimsKnowledge and SkillsMake the students master some new words,phrases and useful expressions.Encourage the students to know how to describe body languages or gestures in English.Make sure the students use simple English to discuss the gestures or physical contacts and express what they mean.Process and StrategiesTrain the students’ speaking ability through individual,pair work and group work.Train the students’ listening ability through listening and matching exercise.Feelings and ValueDeepen the students’ correct understanding of what their partner really mean and make a response.Have the students know about some culture and customs concerning non-verbal communication and strengthen their communicative awareness.Teaching Important PointsMaster some words,phrases and useful expressions describing body languages and non-verbal communication.Improve the students’ speaking ability by talking,discussing,making up and acting out dialogues.Improve the students’ listening ability.Teaching Difficult PointsHow to encourage students to take an active part in the speaking and listening activities.How to improve the students’ speaking and listening ability.Teaching MethodsIndividual work,pair work or group work to make every student participate in class.Listening and matching activity to help the students have a good understanding of the listening material.Teaching ProceduresStep 1 Lead-inT:In last module we have learned something about traffic jam at home and abroad.Today we are going to learn something about communication without words but body language.T:(The teacher shows a pile of pictures of physical contacts.) Here are several pictures concerning physical contact and body language or gestures.You may be familiar with some of them.Do you know how to express them in English?Now discuss them in pairs or groups.In a few minutes,I’ll ask some students to talk about them.(The students begin to discuss the pictures.And the teacher goes around the class and joins them.A few minutes later,the teacher says the following.)Step 2 Match the verbs in the box with the picturesThe teacher reads the words,followed by the students and performs each word’s meaning with gestures.T:Now I divide you into four groups—Group a,Group b,Group c and Group d.Each group try your best to think out as many English names concerning all kinds of body movements or gestures as possible and then send a representative to write them on the blackboard.Now 5 minutes for you to prepare.You can also refer to your dictionary.Step 3 Listen and match the situations with the picturesT:In this part you are going to hear a piece of listening material.The first time you need to just listen to the material and try to get the main idea.Listen to it again.This time you need to listen very carefully and make every effort to get thedetails.Meanwhile,match the situations with the picture above.Step 4 Say What You Do When You...T:Work in pairs.Act out the movements and say the relevant words and expressions according to the following situations given in this activity.Five minutes for you to prepare.Step 5 Read and answer the questionsT:In last activity some students performed a lot of situations.This activity is an open one,so different students have different opinions.Choose an answer for Exercise 1 and give reasons for your choice.Step 6 Summary and homeworkIn this class we’ve mainly learned something about body languages by speaking and listening,so we’ve got more information about body languages and our speaking and listening abilities have been improved.At the same time,we have learnt some words,such as point,shake,smile and some situations in which you use body language such as meet a friend,show someone the way,say no and so on.HomeworkRemember them and learn to use them.After class,try to collect more information about body language and prepare for next part—Reading and vocabulary.The Design of the Writing on the BlackboardModule 3Body Language and Non-verbal CommunicationThe first periodpoint,shake,smile,waveshow...the waycommunicate withshake handsRecord after Teaching______________________________________________________________________________________________________________________________________________________Period 2Reading and VocabularyThree Dimensional Teaching AimsKnowledge and SkillsTrain the students’ reading ability.Learn some useful words and expressions.Learn some facts about body language.Process and StrategiesMake the students know more about body language and communication customs as well as cultures in different countries and areas.Feelings and ValueMake the students have a better understanding of body language and non-verbal communication.Inspire their interest in different customs and cultures of different countries and areas.Encourage the students to learn and use such body language to communicate with each other through their action.Teaching Important PointsHelp the students to understand the passage better.Learn and master some important words and phrases in this period.How to let the students understand the body language in different countries and use them correctly.Teaching Difficult PointsHow to help the students improve their reading ability and understand the passage better.How to master the important Language Points in this passage.Teaching MethodsDiscussion to lead in the reading class.Fast reading to get the main idea of the text.Intensive reading to understand the passage better.Explanation to help the students master some Language Points.Teaching ProceduresStep 1 Greetings and revisionT:(Greet the whole class as usual.) Ask the students to act their dialogue out.Step 2 Discussion and lead in(Show the following words and phrases on the screen.)communication position unconscious aggressive gesture involve bow slapspread bend hug stare formal informal communicate with make a deal mind readerhold up vary from...to...be busy with give away on guardLet the students read the words and phrases after the teacher.The teacher can give a brief introduction to the students if necessary or they may discuss with their partners.The teacher shows the questions on the screen.1.Can you guess what someone is thinking or feeling by looking at their body language?2.Do people from different parts of the world use different body language?What about peoplewho live in different parts of China?3.How do you communicate the following with body language?Thank you!No.Yes.I don’t e here.Step 3 Fast readingRead the passage quickly and summarize the main idea of each paragraph.After a few minutes,the teacher checks the main ideas they summarize.Step 4 Intensive readingThis time you should read slowly and carefully.Show the following questions on the screen.1.Not all body language is conscious.2.Europeans shake hands with their left hand.3.In Asia,people touch strangers when they meet.4.In the US a “high five” is a way of saying hello.5.A “high five” is a formal gesture.6.Body language is less communicative than spoken or written language.Suggested answers:1.T2.F3.F4.T5.F6.FStep 5 Language studyEx.1 Complete the sentences with the words given.(The teacher shows the words and exercise on the screen.)Aggressive deal gesture greet formalinformal position trust unconscious Weapon1.Guns and knives are two different types of__________.2.Someone who has a(n)__________attitude may be violent.3.You can __________someone by saying “Hello”.4.Your __________is the way you are sitting or standing.5.If you are __________of something you do not know it is happening.6.A(n) __________is a business agreement.7.A(n) __________is a movement of the body to communicate something.8.If you __________someone you believe them and rely on them.9.”Give me five!” is a(n) __________greeting.10.People are usually more __________with people they don’t know.1.weapons2.aggressive3.greet4.position5.unconscious6.deal7.gesture8.trustrmal10.formalEx.2 Translate the following sentences into Chinese.1.The weather varies from place to place.2.They were involved in the matter.3.The children stared at the coloured ballons.4.We made a deal and agreed to help him out.5.The girls are busy greeting the foreigners over there.Step 6 Listening and consolidationListen carefully.Pay attention to the pronunciation and intonation.Step 7 Summary and homeworkT:In this period we have learned some vocabulary and please try to keep them in mind after class.Through the reading of the text we know something about body language and non-verbal communication.We have learned that different people have different ways of making communication through body language.After class,please read this passage again and again till you can recite it or retell it in your own words;meanwhile,try your best to master the useful expressions in this period.What’s more,remember to preview Grammar 1;Listening and vocabulary.Though we are making much progress,we have a long way to go.So it is our task to study hard and make great efforts to spread our culture.So much for today.Good-bye,everyone!Activities and Research1.Find out more information about body language.2.Encourage the students to use the body language they have just learned.The Design of the Writing on the BlackboardModule 3Body Language and Non-verbal CommunicationThe second periodstare atmake a dealbe involved invary from...to...be busy doing sth.Record after Teaching_____________________________________________________________________________________________________________________________________________________________________________________________________________________Period 3Grammar 1;Listening and VocabularyThree Dimensional Teaching AimsKnowledge and SkillsMake the students learn to sum up grammatical rules themselves.Make sure the students master the grammatical items.Train the students’ listening ability and improve their listening skill.Process and StrategiesMotivate the students’ enthusiasm in taking part in the class.Feelings and ValueThrough the study of this period the students will surely know more about adverbial clause of condition and understand the importance of knowing about different customs and culture by listening.Teaching Important PointsEncourage the students to sum up grammatical rules.Further improve the students’listening skill.Teaching Difficult PointsTo make them be able to analyze the sentence structure of adverbial clause of condition and use what they learn in Grammar 1 to make up such kind of sentences.Teaching MethodsIndividual work and pair work to make every student work in class.Teaching ProceduresStep 1 Revision and lead-inThe teacher check the students’ homework of yesterday—reciting or retelling the reading passage.Step 2 Grammar 1Page 23.Look at the following sentences from the passage.Read them and pay attention to the conjunctions when and if.They are used to connect sentences or parts of sentences.Then finish the exercise below.Step 3 Listening and vocabularyT:Just now we have learned something about adverbial clause of condition.Follow me to do some listening.In Activity 1,you need to match the parts of the body with the words in the box.Look at the screen and follow me to read these words,meanwhile,try to catch their meanings.(The teacher shows the following words on the blackboard)ankle chest eyebrow finger forehead knee lips shoulder wrist(The teacher displays the following words on the blackboard.)bend bow clap hug kiss nod raise stare wipeT:Let’s put them into use through the following exercise.Complete the sentences with the words in the box above.1.You use your lips to __________someone.2.If you __________at someone you look at them for a long time.3.If you __________you hand you lift it up.4.You __________by moving your head up and down.5.When you bend your upper body forwards you__________.6.You have to __________your knees to sit down.7.If you’re hot you can __________the sweat from your forehead.8.At the end of a concert or a play it is usual to__________.(The teacher gives a few minutes for the students to prepare.)Step 4 Summary and homeworkT:Today we have learned adverbial clause of condition and two conjunctions when and if.After class,please do exercise 1 and exercise 2 on our workbook.The Design of the Writing on the BlackboardModule 3Body Language and Non-verbal CommunicationThe third periodfor the first timeshow sb.the waynod one’s headtake...offshake hands with sb.a bottle ofthank sb.for sth./doing sth.Record after Teaching______________________________________________________________________________________________________________________________________________________________________________________________________Period 4Function;Grammar 2;Pronunciation;Speaking Three Dimensional Teaching AimsKnowledge and SkillsTo let the students know the differences of an American accent and a British accent clearly and can use them freely in the future studies.To train their listening skills.To train their speaking skills.Process and StrategiesEncourage the students to speak in class through organizing some practice.Feelings and ValueThrough listening to and making comparisons between an American accent and a British accent,train the student’s cooperation concept and deepen their understanding of American English and British English.Teaching Important PointsTo motivate the students to work together.Teaching Difficult PointsHow to enable the students to master the differences between an American English accent and a British English accent.Teaching MethodsListening and discussion.Pair work as well as group work.Teaching ProceduresStep 1 Revision and lead-in(Omission)Step 2 FunctionLook through these sentences and underline the modal verbs.Then discuss with your partners to see in which situation people use them to give advice.(Show the following on the blackboard.)1.We use the modal verb __________to give advice.2.We use the modal verb __________to give strong advice.3.You __________means It’s a good idea to...4.You __________means It’s very important to...Step3Work in pairs and complete them with should,must and their negative forms by guessing.Part1.Here are three sentences with adverbial clause of condition.Read them through and answer the questions below.Practice:Step 4 SpeakingFirst please look at the instructions and ensure that you know what to do.T:Now I divide you into groups of four to prepare the same role play together.(Circulate and monitor their performances.)Step 6 Summary and homeworkHomework today is to practice the American accent after class.That’s all for today.You are dismissed!The Design of the Writing on the BlackboardModule 3Body Language and Non-verbal CommunicationThe fourth period1.It’s a good idea to do...2.It’s important to do...3.Every time sb.do...4.Your mind goes blank.5.by accident6.by chance7.make a toast8.take a sip9.refer toRecord after Teaching_________________________________________________________________________________________________________________________________________________________________________________Period 5Grammar 3;Writing;Everyday EnglishThree Dimensional Teaching AimsKnowledge and SkillsTo train the students’ speaking.To make the students learn to write a reply to an invitation.To make the students practice expressing themselves by using both everyday English and body language.Process and StrategiesMake the students learn how to use some simple Everyday English in a conversation.Through the analysis of the steps in writing a short reply to an invitation,the students may learn some strategies in writing comparisons.Feelings and ValueThrough the study of this period deepen their understanding of different customs and culture of different countries and areas.Teaching Important PointsLearn to write a reply to an invitation and compare a formal invitation and an informal one.Teaching Difficult PointsMake the students compare two kinds of invitations.Learn to use everyday English to communicate by combining body language.Teaching MethodsPair work and individual work.Discussion.Practice &explanation.Teaching ProceduresStep 1 RevisionCheck their workbook exercises.Have a dictation:communication,aggressive unconscious threatening involve deal spread give away hold up informal etc.Step 2 Grammar 3 Adverbial Clause of ConcessionRead the sentences and choose the correct meaning.You can discuss with your partner if you have difficulty in understanding them.(After a short discussion call back the students’ answers by asking one students to read the sentence and another to read the correct definition.Then show the answers on the blackboard)Discuss with your partner and fill in the blanks with whoever,whenever,wherever or however.Step 3 WritingRead the invitations and answer the questions on the book.Step 4 Everyday English1.Can I ask you a favour?A.Can I do something for you?B.Can you do something for me?2.How are you doing?A.How are you?B.What are you doing?3.What on earth can I talk about?A.There’s lots to talk about.B.I don’t know what to talk about.4.Have a great time!A.Enjoy yourself.B.Stay a long time.Step 5 Summary and homeworkHomework today is to make up a dialogue trying to use the useful expressions we have learned.This is the end of this class.You are dismissed.The Design of the Writing on the BlackboardModule 3Body Language and Non-verbal CommunicationThe fifth periodbe rude to sb.switch onrequestsocial occasionsRecord after Teaching_____________________________________________________________________________________________________________________________________________________________________________________________________________________Period 6Cultural Corner;Task;Module FileThree Dimensional Teaching AimsKnowledge and SkillsMake the students master some new words.Broaden their eyes with a passage about clapping.Instruct the students to learn to give advice for visitors to China.Process and StrategiesEncourage the students to consolidate what they have learned often.Feelings and ValueThrough the cultural corner the students may know the importance of understanding the differences in customs as well as culture of different countries and areas.Teaching Important PointsMake the students understand clapping deeply.Teaching Difficult PointsHow to give social advice for visitors to China.Teaching MethodsSkimming and explanationTeaching ProceduresStep 1 Revision(Greet the students as usual.)1.Check up their homework exercises.2.Ask a few students to act out their own dialogue.Step 2 Cultural cornerRead through this passage quickly to make sense of the word “clap”.Meanwhile,answer the questions:Why do people clap?When do people clap in China?What about in other countries?Step 3 TaskEvery group sends a representative to write all topics you think out.Step 4 Module fileThis part can be used for the students to check their understanding of this module by themselves,or theteacher may revise what we have taught and learnt with the help of this file.The Design of the Writing on the BlackboardModule 3Body Language and Non-verbal CommunicationThe sixth periodgiving giftsmeeting peopleeating a dinner conversation topicsgoing to somebody’s houseopening the gifttime you arrivetime you leavegreeting someone ...Record after Teaching_____________________________________________________________ _____________________________________________________________ _____________________________________________________________。
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Module1 Period 3教案
Listening and speaking, Pronunciation, Everyday English,
Listening and speaking (Workbook)
Teaching Objectives:
1. To enable Ss to know some skills of listening;
2. To study some daily expressions;
3. To learn the stress word in sentences.
Teaching procedures:
Step 1. Listening and speaking
1. Pre-listening
Ask Ss to think about their homes and describe their homes to their partners.
2. While-listening
(1) Ask Ss to listen to the tape and answer the questions in Activity 2 on page 5.(2) Ask Ss to listen again and finish Activity 4 according to what the architect saysabout.
Step 1. Pronunciation and Everyday English
1. Ask Ss to mark the stressed words in Activity 1 in Pronunciation individually andcheck with a partner.
2.AskSstolistentothetapeandcheckthesentencestress.Thengivethemthecorrectan swers.
3.AskSstoreadthroughthesentencesinEverydayEnglishandcomplete them. If necessary, give them some explanation. Then check the answers.Step 2. Listening and speaking (Workbook)
1. Pre–listening
(1) Ask Ss to learn some new words:
astronomer天文学家astronomy天文学surgeon外科医师architect建筑师economist经济学家genetics遗传学wildlife expert野生生物专家advance进步，进展Mars火星ase基地，大本营manned载人的vitally (important)极其(重
要)individual单独的，个人的cure药物，疗法
(2) Ask Ss to define the professions in Activity 11 and predict things the speakers may
mention.
Suggested Answers:
Surgeon: A physician specializing in surgery.
Architect: One who designs and supervises the construction of buildings or structures.Economist: A specialist in economics.
Wildlife expert: a person cares much about the wildlife.
Genetics scientist: a scientist who study genetics.
(3) Ask Ss to match the statements in Activity 12 with the professions in Activity 11.
2. While–listening
(1)Ask Ss to listen to part 1 of the tape and choose the best answers:
①What’s the man’s profession?
A. astronomer
B. surgeon
C. architect
②In the man’s opinion, people will be livingon the moon in the next _______ years.A. 30B. 20C. 10
③What will be most different about the world in 2020 according to the
man ?A. Things will change a lot for ordinary people.
B. People will learn some common sense.
C. People won’t progress a lot.
④What’s the man’s attitude towards the future?
A. optimistic
B. pessimistic
C. enthusiastic
Suggested Answers:
①A②B③C④B
(2) Ask Ss to listen to Part 2 of the tape and decide if the following statements are trueor false.
①There will be special clinics with telesurgery equipment in every village.②Alternative energy res earch will be an important area of research.
③There will be fewer people on the earth.
④Environment problems will be solved.
⑤The interviewee is optimistic about the future.
Suggested Answers:
①F②T③F④F⑤F
(3) Ask Ss to listen to part 3 of the tape and get some information to fill in the blanks.
HousingThere will be a lot more very big cities. Most people willbe living
in①.Individual houses are②.
Itwill③.Scientistswillfindthecureforcancerandpeople will live④lives.
Medical science
The man’s
attitude towards
the future
Suggested Answers:He is very⑤about the future.
①high–rise buildings②on the way out③make huge progress④longer andhealthier
⑤confident / optimistic
3. Post-listening
Choose another profession from activity 11 or other professionsyou like to prepareand role-play your interview.
Questions:
(1) What will be the most important advances in your area of science over the next 20years?
(2) Which area of science will be most important?
(3) What do you think will be most different about the world in 2020?
(4) Your own questions.
Step 6. Homework
1. Ask Ss to finish Vocabulary Exercises in the Workbook on P68.
2. Ask Ss to preview Function & Grammar.。