新课标人教版英语必修四第四单元第二课时
人教新课标高中英语必修四Unit Working the land reading说课 课件
Hunger
Six million children under the age of five die every year as a result of hunger. One child dies every five seconds.
Seeing this, what can we do？
Do you know the Chinese poem?
第八页，共35页。
第九页，共35页。
fertilizing
ploughing
irrigating
seeding
winnowing
第十页，共35页。
transplanting
havesting
Ploughing 犁田
Seeding播 种
Fertilizig 施肥
第十二页，共35页。
If there was no rice one day, what would happen?
第十三页，共35页。
If that happened, people might die of hunger. The whole world would get into trouble.
a. He was born into a poor farmer’s family in 1930 .
b. He graduated from Southwest Agricultural college. c. In 1950, Chinese farmers produced 50 million
Which of the following description about Dr Yuan’s personality is not true? A. He is satisfied with his life because he is
人教新课标英语必修4全册教案(Unit 2 Working the land)
人教新标英语必修4全册教案(Unit 2ring the land)Unit2ringthelandTeahingais:1TargetLanguageardsandph rasessunburn,struggle,super,expand,irulate,equip,ex prt,ridf,besatisfiedith,leadalife,searhfr,uldrather,tha nst,iththehpef,ratherthanbIprtantsentenesThisspeial strainfrieaesitpssibletprduene-thirdreftherpinthesa efieldsP10Heareslittleabutspendingthenenhiselfrlead ingafrtablelifeP102AbilitgalsEnableSstlearnreabutag riulture,untrsideandfaringBtalingtheanexhangetheire xperieneitheahtherBreadingtheillrealizetherlethatag riultureplasinhuanlifeInfatthisrldfaesaseriusprble—starvatinSafterreadingthepassageabutDruanstudentsil lntheiprtanefhisahieveenttanfursetheilllearnfrDruan senbleharater3LearningabilitgalsHelpSslearnhtdesrib eDruanLngpinginludinghispersnalitTeahingiprtantpint saHelptprehendthetextandgrasptheainideafthetextbGrasptheusagefserdsandexpressinsHthelpstudentsaeupthei rindstaentributinsttherlandinthefuturelieDruanTeahi ngdiffiultpintsaHthelpstudentslearnreabutagriulture bHelpstudentsreallastertheusagefrdsandexpressinsTea hingethdsTaling,questining-and-anseringativitandrea dingTeahingaidsAtapererder,apretrandaputerTeahingpr edures≈≈asThefirstperidReadingStep1GreetingandRevisin1Greetthestudentsasnral2RevisethearingupiththefllingquestinHduthintgrurainfd--rie?-----1)First,thefarersplthefieldThehavetaeth esillseenughtplantrps2)Send,grseungplants3)Third,th einserttheungplantsintthelsefield4)Atlast,theillget theharvestStep2Pre-reading1Asthefllingquestins1)hat’stheainfdinanadaandUSA:-----ptatesandbread2)hatisth eainfdinSuthAeria:-----rn/aize3)hatistheainfdinSuth eastAsianuntries:-----rie2Shthestudentssepituresandasthequestinhatis happeningtthesepepleinEastAsianandSutheastAsianuntr ies?Thenshrenesliethat:InternatinalFatsnHungerandPvert1)Ever8sends,ahildsehereintherlddiesfrstarvatin2 )rethan800illinpepleintherldsufferfralnutritin---79 9illinfthearefrthedevelpingrldrethan13illinftheareu ndertheagefAtlastasthestudentstdisuss:Ifuhadthehane tdsethingthelpendhungerintherld,hatuldud?Enuragethe studentsttelltheirpinins,Thengiveanlusin:Thenlatslv ethefdshrtageprbleistinreasetheutputfthegrainrpperl andareathrughtheadvaneentfsieneandtehnlg3leadthestudentstpaattentintthepeple---uanLngpingAs: hatdunabuthi?--------FatherfHbridRieThenleadtthetpi fthereadingpassageAPineerFrAllPepleStep3ListeningLi stentthetape,trtfindutseinfratinftheherNae_________ ___Age____________b_____________Eduatin_________Ahieveent_______Hbbies __________Step4FastreadingReadthepassagequilandanse rthetrue-r-falsequestins•Druanisreafarerthanasientist•2Druan’sindfrieisthestsuitablefrhina’sfarland•3Druanuldratherrthanrelax•4Druanhasdreashenheisasleepandalshenheisaae•DruanensasiplelifethanstrihandfauspepleSteparefulre adingReadeahparagraphandanserthefllingquestins:Para 1:1hatdseDruanllie?h?2hatishisahieveent?Para2:hdidD ruananttinreasetherieutputhenheasung?2Hdeshehelprid therldfhunger?Para341hatindflifeisDruanleading?2hat isDruan’sdrea?Step6Siing:finduttheainideafeahparagraphParag raphainIdea1Hisappearaneandahieveents2Hisbirth,eduatinandresearh3H ispersnalit4HisdreaStep7Her1LearnthepeThePeasants’LtLiShenFarerseedingatnn,Seatdnthefieldsnhnsfdnatra,D uettheirtilingda?2FinishtheexerisesinLearningabutLa nguage3Retellthetextinabut10rdsNtes:aUsethefirstpersntretellthestrbTrtusetheprpernuntin sThesendperidLearningabutLanguageAisThelpstudentsle arnabutThe–ingfrastheSubet≈betThelpstudentsdisverandlearntu seseusefulrdsandexpressinsThelpstudentsdisverandlea rntuseseusefulstruturesPreduresIaringuparingupreadi ngaludthetextAPINEERFRALLPEPLELanguageislearnedinnt extSlet’sfirstreviethetextlearnedesterdabreadingitaludTrtfr euturEnglishsllandlearlIIDisveringusefulrdsandexpre ssinsInpairsdtheexerises1,2and3npages11and12uustfin ishtheininutesIIILearningabutgraar1ReadandidentifReadthetextabutuanLngpingagain,painga ttentintthesenteneshihusethe–ingfrasthesubetandbetInthesentene“ishingfrthings,hever,stnthing“the–ingisusedassubetItanbealsusedasbetfthesenteneFrexap le:uanLngpingliesplainghisvilin2nslidatingbdexerisesTnslidateurunderstandinguillbeg iven10inutestgverexerises1,2,3,4andnpages12and13uaustritenurtextbIeanthestudent’sbuareringbIIIReadusedaterialsfrThe–ingfrastheSubet≈bet)语法学习——动名词1动名词作主语1）名词直接放在句首作主语。
新课标人教版高一英语必修四unit4教案
新课标人教版高一英语必修四 Unit 4 教案教学目标1.了解 Unit 4 主题是“小说和电影”，并学会掌握相关词汇和知识；2.学习阅读文学作品的技巧和方法；3.提高听力和口语能力，能够听懂和表述有关电影和小说的内容；4.培养学生的批判性思维能力。
教学内容本单元的教学内容主要包括以下四部分：1.Introduction & Reading: Introducing Literature and Films2.Listening & Speaking: Films and Novels3.Speaking & Writing: Discussing Favourite Filmsnguage study: Modal Verbs教学过程Introduction & Reading1.学生们在老师的带领下，讨论并了解本单元的主题和学习目标；2.学生们分组阅读一篇有关文学和电影的文章，并在小组内讨论文章的主要观点和结论；3.整个班级讨论文章的内容，并展示各个小组的不同观点。
Listening & Speaking1.给学生播放一段电影片段，并让他们在听完后就内容进行讨论和总结；2.给学生发放一份包括电影和小说内容的练习，并让学生用口语和同桌一起完成练习。
Speaking & Writing:1.学生被分成小组，每组产生一个代表，代表需要先介绍自己喜欢的电影，并谈论电影中的某些特点和值得推荐的原因；2.所有代表回到教室，并通过细节和观点进行辩论；3.接下来，学生们需要写一篇有关一部电影、小说或者文化作品的作文，并将这篇作文与同桌进行分享和讨论。
Language study本单元的语言学习环节将主要集中在Modal Verbs语法和习惯用法上。
学生需要通过阅读和翻译文本，以及完成会话练习和语言表达作业来掌握这一难点。
教学评估1.通过小组讨论和全班讨论来听取学生的观点和意见；2.通过听力和口语练习来检查学生的听力和口语能力；3.通过作文和语法作业来检测学生对知识点的掌握情况。
最新新课标人教版高一英语必修四unit4教案
Unit 4 Body LanguageThe first period readingStep I. Warming up Warming up by actingLook at the list of interpretation on the right side of the chart. Perform the action or the nonverbal behaviour on the left side.Examples Of Body Language.Warming up by defining—What is body language?Step II. Pre-reading1Joking and sayingLook at the man in the picture below. What does he say to you by his body language? Basically, how the ...... do I know? Or, I don’t know nothin! The shoulders are hunched and the hands are open signifying a big question mark.2Talking and sharingBody language is the quiet, secret and most powerful language of all!According to experts, our non-verbal language communicates about 50% of what we really mean (voice tonality contributes 38%) while words themselves contribute a mere 7%.Our bodies send out messages constantly and often we don't recognize that we're communicating a lot more than we realize.Our understanding and use of non-verbal cues in facial expression are familiar to us nearly from birthStep III. Reading11eading aloud to the recordingNow please listen and read aloud to the recording of the text COMMUNICATION: NO PROBLEM?. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.2Read the text again to complete the table. Where is he/ she from? What does he/ she do when he/ she meet someone at the airport for the first time?3Reading and understanding difficult sentencesAs you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me the teacher.Step IV. Closing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercises No. 1 and 2 on page 26 and 27. Closing down by checkingCheck some of the following basic non-verbal cues and you'll recognize that you already speakand translate much of the language. “I’m surprised!” I’m shocked!” “I’m sad!”The second period Learning about Language(The ~ing form as the Attribute & Adverbial)Step I. Warming up Warming up by discovering useful words and expressionsTurn to page 27 and do exercises No. 1, 2 ,3 and 4 first. Check your answers.Step II. Learning about grammar1 Reading and thinkingTurn to page 25 and read with me the text of COMMUNICATION: NO PROBLEM? As you read along, pay attention to the uses of The ~ing form as the Attribute & Adverbial.(They are visitors coming from several countries. 作定语；Four people enter looking around in a curious way. 作状语；This is an exciting experience for you. 作定语; You stand watching and listening. 作状语；……)2 Doing exercises No. 1 and 2 on page 29 Turn to page 29. Do exercises No. 1 and 2。
人教新课标英语必修4全册教案(Unit 2 Working the land)
人教新课标英语必修4全册教案(Unit 2 Working the land) Unit 2 ring the landTeahing ais:1 Target Languageards and phrasessunburn, struggle, super, expand, irulate, equip, exprt, rid f, be satisfied ith, lead a life, searh fr, uld rather, thans t, ith the hpe f, rather thanb Iprtant sentenesThis speial strain f rie aes it pssible t prdue ne-third re f the rp in the sae fields P10He ares little abut spending the ne n hiself r leading a frtable life P102 Abilit galsEnable Ss t learn re abut agriulture, untrside and faring B taling the anexhange their experiene ith eah ther B reading the ill realize the rle that agriulture plas in huan life In fat this rld faes a serius prble—starvatin S after reading the passage abut Dr uan students ill n the iprtane f his ahieveent t an f urse the ill learn fr Dr uan se nble harater3 Learning abilit galsHelp Ss learn h t desribe Dr uan Lngping inluding his persnalitTeahing iprtant pintsa Help t prehend the text and grasp the ain idea f the textb Grasp the usage f se rds and expressinsH t help students ae up their inds t ae ntributins t therland in the future lie Dr uanTeahing diffiult pintsa H t help students learn re abut agriultureb Help students reall aster the usage f rds and expressins Teahing ethdsTaling, questining-and-ansering ativit and reading Teahing aidsA tape rerder, a pretr and a puterTeahing predures ≈≈ asThe first perid ReadingStep 1Greeting and Revisin1 Greet the students as nral2 Revise the aring up ith the flling questinH d u thin t gr ur ain fd--rie?-----1)First, the farers pl the field The have t ae the sil lse enugh t plant rps2)Send,gr se ung plants3)Third, the insert the ung plants int the lse field4)At last ,the ill get the harvestStep 2 Pre-reading1 As the flling questins1)hat’s the ain fd in anada and USA:----- ptates and bread2)hat is the ain fd in Suth Aeria:----- rn/aize3 )hat is the ain fd in Sutheast Asian untries:----- rie2 Sh the students se pitures and as the questinhat is happening t these peple in East Asian and Sutheast Asian untries?Then sh re nes lie that:Internatinal Fats n Hunger and Pvert (2002)1)Ever 8 sends, a hild sehere in the rld dies fr starvatin2)re than 800 illin peple in the rld suffer fr alnutritin (营养不良)---799 illin f the are fr the develping rld re than 13 illin f the are under the age fAt last as the students t disuss:If u had the hane t d sething t help end hunger in the rld, hat uld u d?Enurage the students t tell their pinins, Then give a nlusin:The nl a t slve the fd shrtage prble is t inrease the utput f the grain rp per land area thrugh the advaneent f siene and tehnlg3 lead the students t pa attentin t the peple---uan LngpingAs : hat d u n abut hi?--------Father f Hbrid RieThen lead t the tpi f the reading passage A Pineer Fr All PepleStep 3 ListeningListen t the tape, tr t find ut se infratin f the herNae ____________Age ____________b _____________Eduatin _________Ahieveent _______Hbbies __________Step 4 Fast readingRead the passage quil and anser the true-r- false questins• 1Dr uan is re a farer than a sientist• 2 Dr uan’s ind f rie is the st suitable fr hina’s farland • 3Dr uan uld rather r than relax• 4 Dr uan has dreas hen he is asleep and als hen he is aae • Dr uan ens a siple life than st rih and faus pepleStep areful readingRead eah paragraph and anser the flling questins: Para 1:1hat dse Dr uan l lie? h?2hat is his ahieveent?Para 2:h did Dr uan ant t inrease the rie utput hen he as ung? 2H des he help rid the rld f hunger?Para 341 hat ind f life is Dr uan leading?2hat is Dr uan’s drea?Step 6 Siing:find ut the ain idea f eah paragraphParagraphain Idea1His appearane and ahieveents2His birth, eduatin and researh 3His persnalit4His dreaStep 7 Her1Learn the peThe Peasants’LtLi Shen (772-846)Farers eeding at nn,Seat dn the field snh ns fd n a tra,Due t their tiling da?2 Finish the exerises in Learning abut Language3 Retell the text in abut 10 rdsNtes:a Use the first persn t retell the strb Tr t use the prper nuntinsThe send perid Learning abut Language(The –ing fr as the Subet ≈ bet)AisT help students learn abut The –ing fr as the Subet ≈ betT help students disver and learn t use se useful rds and expressins T help students disver and learn t use se useful strutures PreduresI aring uparing up reading alud the text A PINEER FR ALL PEPLELanguage is learned in ntext S let’s first revie the text learned esterda b reading it alud Tr t fre ut ur English sll and learlII Disvering useful rds and expressinsIn pairs d the exerises 1, 2 and 3 n pages 11 and 12 u ust finish the in inutesIII Learning abut graar1 Read and identifRead the text abut uan Lngping again, paing attentin t the sentenes hih use the –ing fr as the subet and betIn the sentene “ishing fr things, hever, st nthing “the –ing is used as subetIt an be als used as bet f the sentene Fr exaple: uan Lngping lies plaing his vilin2 nslidating b d exerisesT nslidate ur understanding u ill be given 10 inutes t g ver exerises 1,2,3,4 and n pages 12 and 13 u a ust rite n ur text b I ean the student’s b u are ring bIII Read used aterials fr The –ing fr as the Subet ≈ bet)语法学习——动名词1 动名词作主语1）名词直接放在句首作主语。
高中英语人教版(新课程标准)必修4Unit 4【教案】
Unit 4 Body language本单元以Body Language——“体态语”为中心话题，具体涉及什么是“体态语”，如何理解“体态语”，以及“体态语”的跨文化性等。
本单元的语言技能和语言知识也都是围绕“体态语”这一中心话题设计的，旨在通过单元教学，用听、说、读、写、做(表演)等多种形式，让学生正确认识和掌握“体态语”在交际中的作用和意义，使学生明确“体态语”在人类交际中的重要性，了解“体态语”在不同民族、不同文化交际中的多样性；使学生在今后的日常生活、学习、工作和交往中尽量减少或避免运用“体态语”时可能产生的误解，提高他们的“语言交际”能力和“非语言交际”能力。
这节课主要侧重在阅读部分的学习，这种对课文的理解，本节课十本单元的第一节课。
本课的READING材料处于教材的第三部分，是一篇介绍性（记叙文）体裁的文章，主要介绍了各种文化背景下的“体态语”的异同，为学生提供了来自不同国度、不同语言文化背景的“体态语”及其在交际中的异同和影响的具体例证。
学生也可以结合自己在语言交际中所遇到的实际例子来进一步理解Communication: No problem?（交际，毫无问题可言吗？）这一主题。
课后COMPREHENDING 包括八个问题（前5个旨在检查学生对阅读材料细节的理解，6~7旨在引导学生对“体态语”的意义及文化差异的思考，第8个检查学生能否通过细节进行推理判断），通过对来自不同国度、不同语言文化背景的六个角色对待男女不同性别所使用的“体态语”异同的（学生在老师指导下的自我或小组讨论后的）归纳，进一步熟悉和掌握“体态语”在不同语言文化交际中的作用和意义。
在READING前面有WARMING UP和PRE-READING 两部分。
W ARMING UP以列表对比（填充及增补）的形式，并通过W ARMING UP的活动，让学生了解有声语言与“体态语”的对应关系，了解语言意义与行为意义（“体态语”）在交际中具有同等重要的作用。
新课标人教版高一英语必修四unit4教案讲课讲稿
Unit 4 Body LanguageThe first period readingStep I. Warming up Warming up by actingLook at the list of interpretation on the right side of the chart. Perform the action or the nonverbal behaviour on the left side.Examples Of Body Language.Warming up by defining—What is body language?Step II. Pre-reading1Joking and sayingLook at the man in the picture below. What does he say to you by his body language? Basically, how the ...... do I know? Or, I don’t know nothin! The shoulders are hunched and the hands are open signifying a big question mark.2Talking and sharingBody language is the quiet, secret and most powerful language of all!According to experts, our non-verbal language communicates about 50% of what we really mean (voice tonality contributes 38%) while words themselves contribute a mere 7%.Our bodies send out messages constantly and often we don't recognize that we're communicating a lot more than we realize.Our understanding and use of non-verbal cues in facial expression are familiar to us nearly from birthStep III. Reading11eading aloud to the recordingNow please listen and read aloud to the recording of the text COMMUNICATION: NO PROBLEM?. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.2Read the text again to complete the table. Where is he/ she from? What does he/ she do when he/ she meet someone at the airport for the first time?3Reading and understanding difficult sentencesAs you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me the teacher.Step IV. Closing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercises No. 1 and 2 on page 26 and 27. Closing down by checkingCheck some of the following basic non-verbal cues and you'll recognize that you already speakand translate much of the language. “I’m surprised!” I’m shocked!” “I’m sad!”The second period Learning about Language(The ~ing form as the Attribute & Adverbial)Step I. Warming up Warming up by discovering useful words and expressionsTurn to page 27 and do exercises No. 1, 2 ,3 and 4 first. Check your answers.Step II. Learning about grammar1 Reading and thinkingTurn to page 25 and read with me the text of COMMUNICATION: NO PROBLEM? As you read along, pay attention to the uses of The ~ing form as the Attribute & Adverbial.(They are visitors coming from several countries. 作定语；Four people enter looking around in a curious way. 作状语；This is an exciting experience for you. 作定语; You stand watching and listening. 作状语；……)2 Doing exercises No. 1 and 2 on page 29 Turn to page 29. Do exercises No. 1 and 2。
高中英语人教版必修四课件：Unit+4+Section+2
Body Language
Section Ⅱ Learning about Language
栏目导航
课堂深度拓展 课末随堂演练 课后限时作业
课堂深度拓展
考点 语法细解
动词-ing形式作定语和状语 v.﹣ing 可以分两种形式，即动名词和现在分词。 一、动名词 1.意义、形式和特征 1)动名词(gerund)为非限定动词的一种，由动词原形加词尾﹣ing构成，与现在分 词同形，动名词有动词和名词的特征。 2)动名词的动词特征： a)动名词可以有宾语。如： I have finished repairing that machine. 我修完那台机器了。
(2)语法性 现在分词可以有主动式和被动式，分别表示分词与句子主语之间的主动或者 被动关系。但是无论是什么样的关系，句子的主语都是分词的逻辑主语。 ①Having been told many times,he still did not know how to do it. (别人)已经告诉他多少次了，他还是不知道怎么做。 ②Having read the letter,she got very excited. 看过信之后，她动名词为非限定动词的一种，有动词和名词的特征。动名词在句子里充当主语， 宾语，表语(说明主语是什么，可与主语交换位置)，定语(说明所修饰物的作用及用途)。 ①Repeating old ideas is not a successful approach.(动名词做主语) 重复旧的理念不是有效的办法。 ②As a football fan, I enjoy watching football matches at weekends.(动名词做宾语) 作为一名足球迷，我喜欢在周末看足球比赛。 ③My hobby is collecting stamps.(动名词作表语)
英语高中人教版必修4学案：Unit4 4.2 二含解析
Period 2文本研读课学习目标1.Students are able to have a good understanding of the text.2.Students can know the following words:represent,curious,approach,misunderstand,likely,in general,avoid.3.Students can know the function of the -ing form.课堂探究➡Step 1SkimmingGo through the first three paragraphs quickly and silently and find out the main idea.Question:What is the main idea of the first three paragraphs?➡Step 2Careful readingRead the first three paragraphs again and try to find the detailed information.Task 1:Choose the best answer.1.What did the writer go to the Capital International Airport for yesterday?A.To see off his friend.B.To buy a flight ticket.C.To meet international students.D.To meet some visitors coming from several countries.2.Where is Tony Garcia from?A.Britain.B.Japan.C.Colombia.D.Canada.3.From Paragraph 2 we know that Japanese prefer to when they are introduced to others.A.bowB.shake handsC.kiss each otherD.touch others’ shoulders4.According to the text,men from the Middle East often .A.nod heads and wave hands to girlsB.touch others’ heads when they first meetC.kiss each other twice on each cheek when they are introduced to othersD.stand quite close to other men when they talk but will not touch women5.How does Mr Garcia greet Ms Smith?A.He shakes hands with her.B.He touches her shoulder and kisses her.C.He smiles at her.D.He bows to her.Task 2:Read the last two paragraphs and choose the best answer for the following questions.1.How do people use unspoken language?A.By the movements of their bodies.B.By eye contact.C.By keeping physical distance,actions or posture.D.By moving their hands.2.People from seldom touch strangers,while people from are more likely to touch.A.England;Spain,Italy and South American countriesB.France;Spain,America and EnglandC.Spain;Italy,England and South American countriesD.Spain;Italy,England and America3.We can infer from the text that.A.we can communicate successfully with others using body languageB.people from different countries will not misunderstand each other using body languageC.we sho uld try to learn more about other countries’ customsD.all around the world,people express the same ideas using the same body language4.How many international students are mentioned in the passage?A.8B.7C.6D.5➡Step 3Enjoy some beautiful sentences.1.Yesterday,another student and I,representing our university’s student association,went to the airport to meet this year’s international students.2.In the same way that people communicate with spoken language,they also express their feelings using unspoken language through physical distance,actions or posture.3.When Darlene Coulon from France came dashing through the door,she recognized Tony Garcia’s smiling face.➡Step 4Do some exercises.1.more attention,the trees could have grown better.A.GivenB.To giveC.GivingD.Having given2.She reached the top of the hill and stopped on a big rock by the side of the path.A.to have restedB.restingC.to restD.rest3.The secretary worked late into the night, a long speech for the president.A.to prepareB.preparingC.preparedD.was preparing4.The computer center,last year,is very popular among the students in this school.A.having openedB.openC.openingD.opened5.The visiting Minister expressed his satisfaction with the talks that he enjoyed his stay here.A.having addedB.to addC.addingD.added6.The first textbooks for teaching English as a foreign language came out in the 16th century.A.having writtenB.to be writtenC.being writtenD.written7. a post office,I stopped some stamps.A.Passed;buyingB.Passing;to buyC.Having passed;buyD.Pass;to buy8.Here are some new computer programs for home buildings.A.designingB.designC.designedD.to design➡Step 5SummaryFill in the blank with proper words.Not all cultures 1.each other in the same way.Each country may have its own way to 2.feelings.In Britain,people may keep a 3.distance.In Japan,people may 4. to each other when they meet.In France,people 5.hands and kiss each other twice on each 6..And in South American countries,they may stand 7.and touch each other.But in Middle East Muslim countries,they shake hands only with men,not with women.In China today,people may shake hands with each other,sometimes they greet each other only with a 8..➡Step 6Homework1.Retell the passage in your own words.2.Do some research on body language by surfing the Internet or reading books and make a report.课后提升1.Find out different ways for people to greet.2.Translate the following sentences.(1)各种文化背景下的人互致问候的方式不尽相同,身体接触和相互间距的程度也并不一样。
【知识学习】人教新课标英语必修4全册教案(Unit 2 Working the land)
人教新课标英语必修4全册教案(Unit 2 Working the land)Unit2workingthelandTeachingaims:1.TargetLanguagea.w ordsandphrasessunburn,struggle,super,expand,circula te,equip,export,rid...of,besatisfiedwith,leada...life,searchfor,wou ldrather,thanksto,withthehopeof,ratherthanb.Importa ntsentencesThisspecialstrainofricemakesitpossibleto produceone-thirdmoreofthecropinthesamefields.P10Hec areslittleaboutspendingthemoneyonhimselforleadingac omfortablelife.P102.AbilitygoalsEnableSstolearnmore aboutagriculture,countrysideandfarming.Bytalkingthe ycanexchangetheirexperiencewitheachother.Byreadingt heywillrealizetherolethatagricultureplaysinhumanlif e.Infactthisworldfacesaseriousproblem—starvation.SoafterreadingthepassageaboutDryuanstude ntswillknowtheimportanceofhisachievementtoman.ofcou rsetheywilllearnfromDryuansomenoblecharacter.3.Lear ningabilitygoalsHelpSslearnhowtodescribeDryuanLongpingincludinghispersonality.Teachingimportantpointsa .Helptocomprehendthetextandgraspthemainideaofthetex t.b.Grasptheusageofsomewordsandexpressions.c.Howtoh elpstudentsmakeuptheirmindstomakecontributionstomot herlandinthefuturelikeDryuan.Teachingdifficultpoint sa.Howtohelpstudentslearnmoreaboutagriculture.b.Hel pstudentsreallymastertheusageofwordsandexpressions. TeachingmethodsTalking,questioning-and-answeringact ivityandreading.TeachingaidsAtaperecorder,aprojecto randacomputer.Teachingprocedures&&waysThefi rstperiodReadingStep1.GreetingandRevision1.Greetthestudentsasnormal.2.RevisethewarmingupwiththefollowingquestionHowdoyout hinktogrowourmainfood--rice?-----1)First,thefarmers plowthefield.Theyhavetomakethesoillooseenoughtoplan tcrops.2)Second,growsomeyoungplants3)Third,theyinse rttheyoungplantsintotheloosefield.4)Atlast,theywill gettheharvestStep2Pre-reading1Askthefollowingquesti ons1).what’sthemainfoodincanadaandUSA:-----potatoesandbread2).whatisthemainfoodinSouthAmerica:-----corn/maize3)wh atisthemainfoodinSoutheastAsiancountries:-----rice2Showthestudentssomepicturesandaskthequest ionwhatishappeningtothesepeopleinEastAsianandSouthe astAsiancountries?Thenshowmorenewslikethat:Internat ionalFactsonHungerandPoverty1)Every8seconds,achilds omewhereintheworlddiesfromstarvation.2)morethan800m illionpeopleintheworldsufferfrommalnutrition---799m illionofthemarefromthedevelopingworld.morethan153mi llionofthemareundertheageof5.Atlastaskthestudentsto discuss:Ifyouhadthechancetodosomethingtohelpendhung erintheworld,whatwouldyoudo?Encouragethestudentstot elltheiropinions,Thengiveaconclusion:Theonlywaytoso lvethefoodshortageproblemistoincreasetheoutputofthe graincropperlandareathroughtheadvancementofsciencea ndtechnology.3.leadthestudentstopayattentiontothepeople---yuanLong pingAsk:whatdoyouknowabouthim?--------FatherofHybri dRiceThenleadtothetopicofthereadingpassage.APioneer ForAllPeopleStep3ListeningListentothetape,trytofind____________Age ____________job_____________Education_________Achievement_______Ho bbies__________Step4FastreadingReadthepassagequickl yandanswerthetrue-or-falsequestions•.Dryuanismoreafarmerthanascientist.•2.Dryuan’skindofriceisthemostsuitableforchina’sfarmland.•3.Dryuanwouldratherworkthanrelax.•4.Dryuanhasdreamswhenheisasleepandalsowhenheisawake .•5.Dryuanenjoysasimplelifethanmostrichandfamouspeople.Step5carefulreadingReadeachparagraphandanswerthef ollowingquestions:Para1:1.whatdoseDr.yuanlooklike?w hy?2.whatishisachievement?Para2:whydidDr.yuanwantto increasethericeoutputwhenhewasyoung?2.Howdoeshehelp ridtheworldofhunger?Para3.41.whatkindoflifeisDr.yua nleading?2.whatisDryuan’sdream?Step6Skimming:findoutthemainideaofeachparagraph.ParagraphmainIdea1Hisappearanceandachievements2Hisbirth,educationandrese arch3Hispersonality4HisdreamStep7Homework1.Learnthe poemThePeasants’LotLiShenFarmersweedingatnoon,Sweatdownthefieldsoon.wh oknowsfoodonatray,Duetotheirtoilingday?2.Finishthee xercisesinLearningaboutLanguage.3.Retellthetextinab out150words.Notes:ethefirstpersontoretellthestory.b.Trytousethepr operconjunctions.ThesecondperiodLearningaboutLangua geAimsTohelpstudentslearnaboutThe–ingformastheSubject&object.Tohelpstudentsdiscov erandlearntousesomeusefulwordsandexpressions.Tohelp studentsdiscoverandlearntousesomeusefulstructures.P roceduresI.warmingupwarmingupreadingaloudthetextAPI oNEERFoRALLPEoPLELanguageislearnedincontext.Solet’sfirstreviewthetextlearnedyesterdaybyreadingitaloud .TrytoforceoutyourEnglishslowlyandclearly.II.DiscoveringusefulwordsandexpressionsInpairsdotheexercises 1,2and3onpages11and12.youmustfinishthemin5minutes.I II.Learningaboutgrammar1.ReadandidentifyReadthetextaboutyuanLongpingagain,pa yingattentiontothesentenceswhichusethe–ingformasthesubjectandobject.Inthesentence “wishingforthings,however,costnothing.“the–ingisusedassubject.Itcanbealsousedasobjectofthesent ence.Forexample:yuanLongpinglikesplayinghisviolin.2.consolidatingbydoexercisesToconsolidateyourundersta ndingyouwillbegiven10minutestogooverexercises1,2,3,4and5onpages12and13.youmayjustwriteonyourtextbook.I meanthestudent’sbookyouareworkingby.III.ReadyusedmaterialsforThe–ingformastheSubject&object)语法学习——动名词1.动名词作主语1）名词直接放在句首作主语。
人教版新课标高一英语必修四第四单元公开课
10. adult
成年人
11.crossroads
n.十字路口
a Japanese
George Cook (Canada)
Julia Smith (Britain)
Mr. Garcia (Columbia)
Listen to the recording and answer the following questions.
George Cook: He __r_ea_c_h_e_d___ his hand o_u_t______ to the Japanese. Akira Nagata: He ___b_o_w_e_d___ to George but his nose __t_o_u_c_h_e_d_ George’s __m_o_v_i_n_g____ hand.
2. Role play.
Ask some students work in groups and try to act out the story in the text. Different students represent different parts of the world, and use body language to greet each other.
Julia Smith
Britain
Akira Nagata
Japan
George Cook Ahmed Aziz Darlene Coulon
Canada Jordan France
Scanning Match the main idea for each part
Part1 (para1)
People from different countries have different body language.
人教高一必修4Unit4第2课时任务型教学设计
《英语》（人教版）必修4 Unit 4 Body language 第二课时任务型教学设计一、教学内容分析教学内容《英语》（人教版）必修4 Unit 4 Body language 第二课时教学对象高一学生教学项目词语结构课文其他Listening (P65)教学目标语言知识在口头表达中做到语音、语调自然和流畅；根据语音、语调了解话语中隐含的意图和态度；运用词汇理解和表达不同的功能、意图和态度等；熟悉有关身势语等方面的话题。
语言技能能识别语段中的重要信息并进行简单的推断；能听懂正常语速听力材料中对人物的描写和情节发展；能在日常交际中对一般的询问和要求做出恰当的反应；能听懂相关话题的谈话并能抓住要点。
语言运用列出具有不同含义但相同动作的身势语。
文化意识了解世界各国的身势语的异同；通过学习英语了解世界文化，培养世界意识。
情感态度保持学习英语的愿望和兴趣，主动参与有助于提高英语能力的活动；在学习中有较强的合作精神，愿意与他人分享各种学习资源。
学习策略善于总结所接触语言材料中的语言规律并加以应用；利用推理和归纳等逻辑手段分析和解决问题；评价自己学习的效果，总结有效的学习方法。
教学方法任务教学法、学生中心教学法、多媒体教学法教学媒体PPT幻灯媒体、黑板教学重点从听力材料中获取关键信息。
教学难点理解具有不同含义但相同动作的身势语。
运用任务Task of Unit 4:International students are coming to study at your school. As a member of the student union, please create an information sheet that can be used by both Chinese and Westerners to help them avoid problems in misunderstanding body language. Then write a report to state the importance of learning about body language in different cultures and give some suggestions of using it.Task of Period 2: List similar actions with different meanings in body language and fill in the sheet.二、课堂教学过程时间教学步骤教师活动学生活动教学目的第1-3 分钟复习导入，启动教学展示不同身势语的图片。
人教版高中英语必修4：Module 4 Unit 2 Using Langage ok
natural
Organfeifrcrtoiflimazremr ing
animal waste
How many kinds of fertilizers do farmers use ?
Cchheemmiiccaallfarming
fertilizer
Multiple Choices (多项选择)
You’ll taste the difference of…?
when…
I’d rather…
It’s a great pity
that…
Farmer: Good morning! Would you like some…? /What would you rather buy?/ What would you prefer to buy?
Consolidation
Key words: focus on; build up; lead to; keep ... free from
Healthy food can help to _b_u_i_ld_ u_p__ our bodies, while unhealthy food will __l_e_ad_t_o_ some diseases. Now more and more people are __f_o_c_u_s_in_g_o_n__ food safety. Some housewives even plant vegetables themselves to _k_e_e_p_ family members ___fr_e_e_fr_o_m___ chemicals.
1. No chemical ferlitizers.
Look: 2. Grown in clean air.
人教新课标高一英语必修4第四单元阅读课教案
UNIT 4 BODY LANGUANGEREADINGCOMMUNICATION: NO PROBLEM?教材分析1. 教学内容分析：本节课是以机场迎接客人为场景，讲述了几个不同国家的来宾由于文化背景的差异，初次见面时互相问候的方式迥然相异而造成的一些小误会。
形象地表明了身势语与文化背景的密切关系，以及身势语在人们日常交际中的重要作用。
这部分的写作方式颇有特色，可以让学生在阅读过程中，很自然地以“我”的身份去观察、倾听在机场发生的一切。
2. 学生情况分析：高中英语的教学重点是使学生掌握基础的语言知识和语言技能，因此教学应面向全体同学，争取做到人人基本达标。
本人所教班级的学生刚从初中升入高中不久，英语水平参差不齐，既有爱好学习英语的学生，也有纯粹为了考试的学生，更有对英语学习感到头痛的学生。
首先，激发学生学习英语的兴趣是至关重要的，只有感兴趣才会主动学习；其次，充分发挥学生的主动性，使学生熟悉如何利用听力，快速阅读，仔细阅读，讨论等教学手段来提高阅读能力；再次，调动学生的积极性，因材施教，将传统的教学方法和现代化多媒体技术相结合，使学生不管是课前，课堂上还是课后都热爱学习英语。
最后，钻研教材与教法，与学生多交流沟通，采取有效措施提高学生用英语获取信息，处理信息，分析问题和解决问题的能力。
3. 本课地位•本课是阅读课, 重点培养学生的阅读能力，是本单元中的重点。
•在理解本课的基础上，可以更好的接受下一课对语言知识点的学习。
4. 本课教学目标•帮助学生了解不同文化背景的人们,对身体语言有不同的理解.•通过帮助学生完成快速阅读、精读等练习来进一步理解文章的细节，提高学生的阅读能力。
5. 本课重点难点•如何让学生提高阅读理解水平•通过本文的学习，学生应该掌握些什么。
教学方法•引入---从感官上了解什么是肢体语言•快速阅读---获得文章的大意•精读---深层理解文章•总结---对文章的整体把握•讨论---帮助学生更好地理解并运用所学知识教学用具•录音机•多媒体教学程序Step I. 引入请同学们观看一些录像和图片了解肢体语言的种类。
2018-2019学年高一英语人教版必修4Unit 4 Part 2
Part ⅡGrammar——现在分词作状语[思维导图]一、现在分词作状语的用法现在分词(短语)在句中作状语用来修饰谓语动词或整个句子，表示动作发生的时间、原因、条件、结果、方式、让步或伴随状况。
1.作时间状语现在分词作时间状语时，常放在句首，相当于一个时间状语从句。
Hearing the noise，I turned round.＝When I heard the noise，I turned round.听到响声我转过身去。
2.作原因状语现在分词作原因状语时，相当于一个原因状语从句，也可以放在句首。
Being poor，he couldn’t afford a TV set.＝Because he was poor，he couldn’t afford a TV set.由于贫穷，他买不起一台电视机。
3.作条件状语现在分词作条件状语时，相当于一个if引导的条件状语从句。
Working hard，you’ll certainly succeed.＝If you work hard，you’ll certainly succeed.只要努力学习，你肯定会成功的。
4.作结果状语现在分词作结果状语时，通常放在句末，中间用逗号隔开，表示一种顺其自然、意料之中的结果。
The fire lasted a whole night，causing great damage.大火持续了一整夜，造成了巨大损失。
[名师点津]现在分词作结果状语，是随着谓语动词的发生而产生的自然结果，其逻辑主语往往是前面整个句子所描述的情况，前面有时候可以加thus。
而不定式作结果状语时常表示出乎意料的结果，常用only to do结构，其被动形式为only to be done。
He was caught in the rain，thus making himself catch a cold.被雨淋后他感冒了。
I hurried to school，only to find it was Sunday.我匆忙赶到学校，结果发现是星期天。
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Unit 4 Body languageSection ⅡLearning about Language课时训练2 Learning about LanguageⅠ.同义句转换1.As he was short of money,he had to give up his experiment halfway.of money,he had to give up his experiment halfway.答案:Being short2.After he has worked abroad for twenty years,the old man is on the way back to his motherland.abroad for twenty years,the old man is on the way back to his motherland.答案:Having worked3.The bridge,which is being built at the moment,will be the longest one in this area.The bridge at the moment will be the longest one in this area.答案:being built4.Although I have told him about this many times,he still repeated the same mistake.about this many times,he still repeated the same mistake.答案:Having been told5.If weather permits,we ll hold a picnic next weekend.,we ll hold a picnic next weekend. 答案:Weather permitting6.If you work hard,you ll certainly succeed.,you ll certainly succeed.答案:Working hard7.John watched curiously,and thought that the woman seemed a little crazy.John watched curiously, .答案:thinking that the woman seemed a little crazy8.As he was ill,he couldn t attend the meeting.,he couldn t attend the meeting.答案:Being ill9.The man who is standing at the window is our headmaster.The man is our headmaster.答案:standing at the window10.The path to the house was very narrow.The path the house was very narrow. 答案:leading toⅡ.根据汉语提示用动词-ing形式完成句子1.坦率地说,世界资源是非常有限的。
,the resources in the world are very limited.答案:Frankly speaking2.因为年龄太大,他不能坐飞机。
,he couldn t take a plane.答案:Being too old3.如果开车太快,你会把车子弄坏的。
,you will damage the car.答案:Driving too fast4.他们又说又笑地走进了大厅。
They went into the hall, .答案:laughing and talking5.听到这个消息,他们立即动身去上海。
,they immediately set off for Shanghai. 答案:Hearing/On hearing the newsⅢ.翻译句子1.因为他是骑单车去的那里,所以迟到了5分钟。
答案:As he went there riding his bike,he was five minutes late.2.停在第3站台的火车开往伦敦维多利亚站。
答案:The train standing at Platform 3 is for Victoria,London.3.在做家庭作业的时候,她听到有人在演奏一首乐曲,听起来温柔甜美。
答案:While doing her homework,she heard a piece of music being played,sounding soft and sweet.4.我们要减少现在正在被砍伐的树的数量。
答案:We are going to reduce the number of trees being cut down.5.如果你爱他人,你就会得到他人的爱。
答案:Loving others,you will be loved by others.Ⅳ.单项选择1.(2011全国高考)Sarah pretended to be cheerful, nothing about the argument.A.saysB.saidC.to sayD.saying解析:现在分词作状语。
答案:D2.(2011上海高考)At one point I made up my mind to talk to Uncle Sam.Then I changed my mind, that he could do nothing to help.A.to realizeB.realizedC.realizingD.being realized解析:现在分词作状语。
答案:C3.(2011辽宁高考)around the fire,the tourists danced with the local people.A.GatherB.To gatherC.GatheringD.To be gathering解析:现在分词短语作状语,表示动作与主句的动作同时发生。
答案:C4.(2011湖南高考)Do you wake up every morning energetic and ready to start a new day?A.feelB.feelingC.to feelD.felt解析:现在分词作伴随状语。
答案:B5.(2010上海高考)the city centre,we saw a stone statue of about 10 metres in height.A.ApproachingB.ApproachedC.To approachD.To be approached解析:现在分词作时间状语,此时分词的逻辑主语就是主句的主语。
答案:A6.(2010江苏高考)The retired man donated most of his savings to the school damaged by the earthquake in Yushu, the students to return to their classrooms.A.enablingB.having enabledC.to enableD.to have enabled解析:句意:那个退休的人把他大部分的积蓄捐献给了玉树地震中受损的学校,使得学生们能够重返教室。
本题考查动词-ing形式作结果状语(自然而然的结果);B和D项均为完成式,表示enable这个动作先发生,这与语境矛盾,故排除;C项是不定式作状语,多用于表示出乎意料的结果。
所以选择A项。
答案:A7.(2010天津高考)It rained heavily in the south, serious flooding in several provinces.A.causedB.having causedC.causingD.to cause解析:句意:南方下了大雨,在几个省区造成严重洪灾。
句子主语it和cause之间存在主动关系,所以此处要用动词-ing形式作状语。
答案:C8.More and more people are signing up for Yoga classes nowadays, advantage of the health and relaxation benefits.A.takingB.takenC.having takenD.having been taken解析:因people与take advantage of是主动关系,排除选项B和D;take不会发生在谓语are signing up之前,不用完成式,排除C项。
答案:A9.“You can t catch me!”Janet shouted, away.A.runB.runningC.to runD.ran解析:现在分词短语作伴随状语。
答案:B10.Whenever he was asked why he was late for class,he would answer carelessly,always the same thing.A.sayingB.saidC.to sayD.having said解析:此处用现在分词作状语表示对前面内容的补充说明。
答案:A11. that he was in great danger,Eric walked deeper into the forest.A.Not realizedB.Not to realizeC.Not realizingD.Not to have realized解析:realize与句子的主语之间构成逻辑上的主动关系,故排除A项;不定式作状语表示目的或结果,与题意不符,故可排除选项B和D,故选C 项。
答案:C12. in the fields on a March afternoon,he could feel the warmth of spring.A.To walkB.WalkingC.WalkedD.Having walked解析:句意为:三月里的一天下午他在田地里走时,能感觉到春天的温暖。
此处应该用现在分词短语作伴随状语,表示walk与feel是同时发生的动作。
答案:B13.We had an anxious couple of weeks for the results of th e experiment.A.waitB.to be waitingC.waitedD.waiting解析:句意为:我们度过了焦急的几周,等待着实验结果。