人教版新课标高中英语必修4全套教案
[高中英语]人教新课标英语必修四Unit 2 Working the land教案
![[高中英语]人教新课标英语必修四Unit 2 Working the land教案](https://img.taocdn.com/s3/m/d2429c2eddccda38376bafb5.png)
Unit2 Working the landVocabulary and Useful ExpressionsStep1.重点难点1. In many ways, he is one of them, and he struggled for the past five decades to help them.In a way; in one way; in some ways 在某种程度上2．However, he cares little about spending the money on himself or leading a comfortable life.care v. 在乎,在意,喜欢,有兴趣spend sth. … on … 在某方面花费spend … (in) doing sth. 花费…做某事3．Wishing for nothing, however, costs nothing.wishing for nothing 动名词短语做主语,谓语动词用单数.however是插入语,表示语气的一种转折.4．It also refers to crops growing with natural rather than chemical fertilizers.refer to 与…有关,关系到某人、某事；提到,涉及；参考5．Instead, organic farmers insist on changing crops every two or three years.insist on 坚持要求；insist后面可以跟从句,其中谓语动词常用should + 动词原形构成6．Dr. Yuan awoke from his dream with the hope of producing a kind of rice that could fees more people.with the hope of 带着某种希望7．He used to walk to his fields twice a day, but now he prefers to ride his motorcycle.used to 过去常常（现在已经不是如此）be used to doing 意思是“习惯于”prefer to do (rather than do) 相比之下更喜欢做某事8．But whatever they grow they make sure that what is left in the ground after harvesting becomes a natural fertilizer for the next year’s crop.whatever引导让步状语从句,表示“无论怎样”,相当于no matter what.Eg: Whatever you do, don’t give up.Step 2．功能句型建议（Suggestion & advice）I would rather … I don’t like … because …I’d prefer … because … It’s a great pity that …Should we/I …? It’s better to …If I h ave a choice I’d choose … because … You need to …May I suggest …? Let me suggest … because …Perhaps we should suggest … because … But what/how about …?Step 3. 重点单词及短语单词①hunger n. 饥饿,食欲；v. 渴望得到某事物,某人hunger for/after sth./sb.②struggle vi.stuggle with sb. 与某人争斗,搏斗struggle (against/with sb./sth.)struggle against/with sb./sth. (for sth.) 争斗,拼搏,奋斗,努力③expand vi. (使某事物)变大,增强,伸展,张开expand on sth. 阐述或详述expansion n. 扩大,扩展,膨胀④equip vt.equip sb./sth. (with sth.) 配备,装备equipment n. 设备,装备⑤export vt. 输出；n. 出口业,出口品import vt. 进口⑥circulate vi. vt. 使某物循环,流通,传播；vt. 发侧知告知某人circulation n. 循环,流传,传播⑦confuse vt. 把某人弄糊涂,使为难,打乱confusion n. 混乱,混淆⑧reduce vt. 缩减,减小,降低reduction n. 减少,缩小⑨supply vt. 供给,供应,满足；n. 供应,供给之物⑩exchange vt. 交换,交易；n. 交换,更换,互访,交流exhange sth. with sth.exchangeable adj. 可交换的,可退换的,可兑换的短语rid … of 清除,摆脱be satisfied with = be contented 感到满足,满意的would rather do sth. 宁可做某事refer to 与…有关,关系到某人,某事,提到,参考search for 寻找,搜寻thanks to 多亏,由于rather than 而不,宁愿…而不Unit2 Working the landWarming Up, Pre-reading and Reading Period 1 Warming up and pre-reading.Step 1 Lead-in.Poem By Li ShenFarmers weeding at noon,Sweat down the field soon.Who knows food on a tray,Due to their toiling day.Then let one student recite the poem in Chinese.Step 2 Warming up by questioningHello, everyone. We shall read about man who works the land today. Have you ever grown any plants? If not, what kind of plant would you like to grow? How will you grow it?(For reference: Mr. Li, I worked with my father in the rice field last year. We grow hybrid rice and use animal wastes to make the soil rich.)Has anyone of you ever been to the countryside? What did you do there?(For reference: I went to Chuankou the day before yesterday. It is a small mountain village 75 li north of Beijing. I went there to visit my uncle’s family. I like that small beautiful village ve ry much. )Who are from a farmer’s family? What do you know about farming?Step 3 Pre-reading and talkingQuestioning and answeringRice is main food in South China. What do you think would happen if tomorrow there was suddenly no rice to eat?(For reference: Then the south people would have to change their eating habit. They could turn to potatoes, wheat flour, cow and sheep cheese, cabbage, onions and garlic for food. They are the bases of the traditional food in North China. )If you had the chance to do one thing to help end hunger in the world, what would you do?(For reference: I would try to end hunger by popularizing the advanced farming techniques.Modern techniques could be introduced to increase the rice output, and expand the area of fields.)Giving background information about Professor Yuan LongpingHave you ever heard of a man called Professor Yuan Longping? Would anyone of you tell the class something about him?(For reference: Professor Y uan Longping is a Chinese agricultural scientist. Professor Yuan's breakthrough scientific achievement led to the world's first successful and widely grown hybrid rice varieties, revolutionizing rice cultivation in China and tripling production over a generation. His approach to rice breeding then spread internationally throughout Asia and to Africa and the Americas, providing food for tens of millions and leading to his becoming known as the "Father of Hybrid Rice."Step 4. ReadingReading aloud to the recordingComprehension—understanding what you are reading—is important. To read in thought groups is an easy, yet effective, way of improving reading comprehension. Now turn to page 9 and read aloud to the recording of the text A PIONEER FOR ALL PEOPLE. Pay attention to the thought groups in the sentences while listening and reading aloud.A brief introduction:Yuan Longping is known as China’s “father of hybrid rice”. It’s said that in China, we eat depending on “Two Ping” ---- Deng Xiaoping, who made the policy of System of Production Responsibility, & Yuan Longping, who invented hybrid rice.Yuan Longping, who was born in September, 1930, graduated from Agriculture Department in Southwest Agricultural Institute. He has been working on agriculture education & the research into hybrid rice since he left the institute.In the 1960s, when China was suffering from serious famine, he came up with the idea of hybrid rice, which has a high yield ( or output). Ten years later, he succeeded in inventing a new species that produced a 20 percent higher yield than common types of rice.Yuan devoted himself to the research into agriculture, & was honored by UNESCO & FAO(联合国教科文组织）. Although he is 74 years old, he is still working on the research into agriculture.Period 2 ReadingStep 1 Lead-in.. Listen to the tape carefully then answer these questions.1）When and who did become the first agricultural pioneer in the world to grow rice that has a high output?2）What did Yuan Longping invent?Step2. Read the passage once again,then find out these sentences true or false.1）Dr Yuan is more a farmer than a scientist.2 ）Dr Yuan’s kind of rice is the most suitable for China’s farmland.3）Dr Yuan would rather work than relax.4 ）Dr Yuan has dreams when he is asleep and also when he is awake.5 ）Dr Yuan enjoys a simpler life than most rich and famous people.Step3. Find out the topic sentences of each paragraphPara. 1: He became the first agricultural pioneer in the world to grow rice that has a high output.Para.2:He has devoted his life to finding ways to grow more and more rice..Para.3:He cares little about spending the money on himself and would rather keep time for his hobbies.Para.4 Dr. Yuan’s dreams.Step4. Write down Yuan Longping’s personal informationIn pairs, read the text, find information to complete the following form.Step 5 Language points:1. Struggle for…为争取……而斗争Struggle against…为反对……而斗争Struggle with… 与……争斗1）The swimmer struggled against the tide.2）We had to struggle with/against all kinds of difficulties.3）The slaves struggled for the freedom2. 使做…成为… make +it +adj./n. +to do好天气使游泳成为可能The fine weather makes it possible( for us )to swim.他将每早跑步做为一个规则He makes it a rule to run every morning.其他可用这种结构的词:feel, find, think, consider…3.搜查,搜索search (sb. / sth.) for …He searched all the rooms for the missing person.They searched the man all over for money.4.由于,多亏thanks to 相当于because of5.是从前两倍那么多twice as large as before相当于once larger than before6.对……感到满意be satisfied with…相当于be pleased withadj. satisfactory/satisfyingn. satisfaction7.在乎,在意care about比较care forMy aunt cared for me when my parents were away last week.Dr Yuan never cares about money and fame.8. Indeed, his sunburn face and arms and his slim, strong body are like those of millions of other Chinese farmers.e.g: The streets in Beijing are wider than those in my hometown.The number of students in our school is larger than that in their school.9. Dr Yuan grows what is called super hybrid rice.e.g: He came to what is called America.10. This special strain of rice makes it possible to produce one -third more of the crop in the same fields.e.g: That made it possible for life to begin to develop.The development of science makes it possible for us to know more about the universe.11. Dr Yuan awoke from his dream with the hope of producing a kind of rice (that could feed more people).e.g: He went to the U.S with the hope of finding a better job there.Step 6Closing down by having a dictationTo end the peri od you will take a dictation. It is about Yuan Longping, “Father of Super hybrid rice”.Yuan Longping, China's Most Famous "Farmer"Yuan came up with the idea of hybridizing rice for the first time in the world in 1960s. Since then, 50 percent of China's total rice cultivation fields have grown such rice, which added some 300 billion kilograms to the country's grain output. Furrows grown on his sunburnt face, a slim figure and coiled-up trousers legs would confuse foreign reporters who came to interview themost famous scientist in China, who would rather be called “a farmer”. Indeed, like many Chinese farmers, Yuan in his 70s and has devoted most of his life growing rice in paddy fields, but unlike those farmers, he reaps the seed from experimental fields only for hybridizing rice.Unit2 Working the landListening, Speaking and WritingLearning AimsTo help students read the passage Organic Farming.To help students to use the language by reading, listening, speaking and writing.ProceduresI．Warming up by listening and reading aloudLanguage is created to be listened to and spoken first. So open your book to page 13 and read it aloud while listening to the recording. Watch your pauses between the thought groups.II. Guided reading1.Reading and translatingRead the text sentence by sentence, and put it into Chinese. Who will be the first to try. I will only have four of you to do this task..Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.2.Doing exercisesNow you are going to do exercises No. 1, 2 and 3 on page 14 following the article.3.ListeningFor listening turn to page 14 and then 15 for the listening exercises 1, 2 and 3. Are you ready?5. Reading, speaking and writingWhen trying to argue people into or out of doing something we may use the following expressions:In pairs you are to make up a dialogue to argue each other into or out adopting organic farming. I will argue with your monitor, Liang Bochao. Get started.III. Guided writing1.Writing a posterWriting a poster which includes all the information about the uses of computer so that you will encourage more farmers to buy and use. You are asked to base your poster on the overall pattern of the article you learned Organic Farming. Limit your poster to between 200 and 250 words.2.Writing a speechWrite a speech for Professor Yuan Longping. He is to attend an international conference on modern agriculture. You may also make use of the library and network resources for the task. IV. Further applyingFinding informationRead online to find as much information as possible about Professor Y uan Longping and his research group. Share your findings with you partner next time you are here.Writing a reportGo back home to interview your parents or your grandparents about China’s agriculture, its past and present situations. Write a report in English in about 500 words as a weekly project.Acting a text playTurn either one of the two articles into a text play. Rehearse it and play it in front of the class. The play shall last at least 10 minutes.IV. Closing downClosing down by filling a formTo end the period, please fill in the form below.Closing down by imagingImagine and write about what the agriculture will be like 50 years from now in the future. Use your imagination to compete for “wild thinking prize”.Unit2 Working the landGrammar and Useful StructuresLearning AimsTo help students learn about The –ing form as the Subject & Object.To help students discover and learn to use some useful words and expressions.To help students discover and learn to use some useful structures.ProceduresI. Warming upWarming up reading aloud the text A PIONEER FOR ALL PEOPLELanguage is learned in context. So let’s first review the text learne d yesterday by reading it aloud. Try to force out your English slowly and clearly.II. Discovering useful words and expressionsIn pairs do the exercises 1, 2 and 3 . You must finish them in 5 minutes.III. Learning about grammar1. Read and identifyRead the text about Yuan Longping again, paying attention to the sentences which use the –ing form as the subject and object.In the sentence “Wishing for things, however, cost nothing. “the –ing is used as subject.It can be also used as object of the sentence. For example: Yuan Longping likes playing his violin.2. Consolidating by do exercisesTo consolidate your understanding you will be given 10 minutes to go over exercises 1,2,3,4 and 5 on pages 12 and 13. You may just write on your text book. I mean the student’s book you are working by.III. Ready used materials for The –ing form as the Subject & 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.例如：Using the right hand to shake hands is a convention in many countries.用右手握手是许多国家的一种习俗.2）动名词在“It is no use/ no good/ fun / a waste of time/ a good pleasure 等名词+ doing”结构中作主语,it为形式主语.例如：It is no good writing to him; he never answers letters.写信给他不妥,他从来不回信.It is no use your complaining; the company won’t do anything about it.抱怨是没有用的,公司是不会管的.3）动名词在“I t is useless/ nice/ good/ interesting/ worthwhile 等形容词+ doing”结构中作主语.例如：It is good playing chess after supper.晚饭后弈棋挺好.It is useless speaking.光说是没有用的.4）动名词在“There is(was) no + doing”结构中作主语.例如：There is no denying that she is very efficient.她效率高是不容否认的.There is no telling what he is going to do.他要做什么一点消息都没有.2. 动名词作宾语1）有些动词后面要求跟动名词作宾语.常这样用的动词有：admit 承认；excuse 原谅；postpone 拖延；anticipate 期望；fancy 想象practise 练习；appreciate 欣赏；finish 完成；prevent 防止；avoid 避免；forbid 禁止；propose 建议；consider 考虑；forgive 宽恕；recollect 回忆；delay 耽搁；imagine 想象；resent 厌恶；deny 否认；involve 涉及；resist 抵制；detest 厌恶；keep 保留；risk 冒险；dislike 讨厌；mind 在意；save 挽救；dread 害怕；miss 错过；suggest 建议；enjoy 喜欢；pardon 原谅；understand 理解；escape 逃避；permit 允许例如：I recommend buying the dictionary.我建议买这本词典.I don’t anticipate meeting any opposition.我估计不会遇到任何反对意见.Will you admit having broken the window?你承认不承认打破了窗户？2）有些动词短语后也要求跟动名词作宾语.常这样用的动词短语有：can’t stand 忍不住；can’t help 忍不住；feel like 想,欲；give up 放弃；put off 推迟例如：He put off making a decision till he had more information.在获得详情之前,他没有急于做出决定.Do you feel like taking a walk?你要不要去散步？3）动名词常跟在介词或介词短语后做宾语.常这样用的介词短语有：instead of, look forwardto, object to, keep on, see about, take to 等.例如：We are looking forward to coming to China.我们期待着来中国.We succeeded in getting over all the difficulties.我们终于克服了所有的困难.4）在“have difficulty (trouble, problem, a hard time, fun, a good time) (+in) + 动名词；be busy (in) + 动名词；waste time (in) + 动名词；lost time (in) + 动名词；There is no point (in) + 动名词”等结构中,动名词做介词宾语,in常要省去.例如：The children are busy doing their homework.孩子们忙于做作业.There is no point (in) making the simple experiments once again.再做一次这种简单的实验是毫无意义的.5）在复合宾语中,用it作形式宾语,将动名词短语放在后面.例如：I consider it a waste of time arguing about it.我认为辩论这事是很浪费时间的.6）在“there be”结构当中,be为动名词时,该结构也是一种带逻辑主语的动名词形式.例如：We can imagine there being a lot of fuss about it.我们可以想象到人们对此大惊小怪.Were you disappointed at there not having been more gifts?你对没有更多的礼物感到失望吗？3. 动名词的被动式1）动词need, require, want, deserve后,用动名词的主动形式表示被动意义.其用法相当于不定式的被动结构.例如：The watch needs repairing. (=The watch needs to be repaired.)这块表需要修理.The problem deserves thinking about. (=The problem deservers to be thought about.)这个问题值得考虑.2）在（be）worth后面只能用动名词的主动态来表示被动意义.例如：His suggestion is worth considering. 他的提议值得考虑.IV. Closing down by doing a quiz。
Reading and thinking 教案-高中英语人教版(2019)选择性必修第四册
2019新人教高中英语选择性必修四Unit 1 Science FictionReading and Thinking公开课教案Teaching aims:1.Enable students to figure out how science fiction is developed and how many elements it includes.2.Guide students to identify the theme expressed in science fiction and complete the story with bold but reasonable imagination.3.Help students to develop a right and critical attitude towards the development of robots and AI.Teaching key points:1.Lead students to figure out the development and elements of science fiction.2.Help students complete the story with bold but reasonable imagination.Teaching difficult points:1.Instruct students to understand the theme expressed in science fiction.2.Lead students to develop a right and critical attitude towards the development of robots and AI.Teaching procedures:StepⅠLead-inGreet students and ask them questions:Questions:1.Have you read any science fiction?2.What elements does science fiction usually include?Suggested answers:1.Yes, I have read some, such as The Three-Body Problem and The Wandering Earth.2.These stories often contain scientific devices that we do not have now, and technologies that seem impossible, such as time travel. The characters may have bodies, cultures, and backgrounds that are very different than our own. The themes often include space exploration, alien contact, AI, and the future of humans, etc.StepⅠWhile-readingActivity 1 Skim for the information about characters and the structureRead the story. Take notes on who these people are and their relationships with each other.Suggested answers:1.a company that made robots; husband; domestic; Larry’s company; take care of Claire; richest and most powerful women; wished to beActivity 2Analyse the structure.Suggested answers:Meet;Help;LoveActivity3Read for detailed informationUnderstand foreshadowings(伏笔)①Although it was completely innocent, Claire felt guilty.(Para.6)②He suggested that she invite Gladys and her friends to the house ...(Para.7)③She heard him declare that he did not want to leave her the next day, and that he felt more than just the desire to please her. (Para.9)Suggested answers:①It turned out that Tony was a robot, so there was no crisis in Claire’s marriage. But Claire might have fallen in love with Tony before she knew it.②Gladys and her friends all admired her beauty.She even heard Gladys said that she envied her, especially when she saw the handsome robot.③Her heart was hurt because Tony just did it as it had been programmed, soshe cried all night. At last, Tony was sent back to the company and was to be upgraded(升级).Activity 4Predict the ending①How do you think this story will end? Work in groups and come up with an ending.·How will Claire react?·Will Tony leave?·What will happen to them?·...②Then listen to the rest of the story. How different is it from your ending?Suggested answers:①The answer may vary.②Tony let her go and disappeared from sight. It was then that Claire realised that Tony had opened the curtains of the front window. Her guests had seen everything! The women were impressed by Claire, the house and the delicious cuisine. Just before they left, Claire heard Gladys whispering to another woman that she had never seen anyone so handsome as Tony. What a sweet victory to be envied by those women! She might not be as beautiful as them, but none of them had such a handsome lover.Then she remembered—Tony was just a machine. She shouted “Leave me alone” and ran to her bed. She cried all night. The next morning a car drove up and took Tony away. The company was very pleased with Tony’s report on his three weeks with Claire. Tony had protected a human being from harm when he prevented Claire from falling off a ladder. He had also opened the curtains that night so that the other women would see him and Claire, which would make them envy Claire. But even though Tony had been so clever, he would have to be rebuilt—you cannot have women falling in love with machines.Activity5 Find more detailed information.Claire’s feelings towards Tony changed as the story developed. Read the passage carefully and complete the mind map.Claire’s changes of feelings towards TonySuggested answers:disliked; when she first saw him; felt embarrassed; offered sympathy for her; called him a dear; felt his warmth; envied; cried all nightStepⅠ Post-readingDebate in two groupsThe topic is “The Relationship with Robots: Good or Bad for Humans?” The speech should include the following four parts:opening statement,position(观点),argument,conclusion.Suggested answers:Good morning, ladies and gentlemen. A great philosopher Emil Cioran once said, “A man is a robot with defects.”We believe that it will be good and important to have robots help humans.From one perspective, ...In addition, ...Lastly, ...In conclusion, ...StepⅠSummaryA household robot 1.(call) Tony was to be tested 2.in Larry’s house. Though Claire, Larry’s wife, didn’t like 3.idea at the beginning, she was persuaded to let the robot accompany her while her husband was away on a business trip. The robot looked like a tall and handsome man with smooth hair. Though his facial 4.(express) never changed, the robot spoke in a deep voice. At the first sight of Tony, Claire felt alarmed because he seemed 5. (much) like a human than a machine. So when Tony offered to help dressing, Claire felt 6.(embarrass).However, Tony gradually won Claire’s trust. He took good care of Claire and even managed to rescue her when she fell off the ladder. He also helped Claire realise her dreams by 7.(make) her home elegant, giving her a new haircut and changing her makeup. Therefore at the party all the guests who 8.(invite) were filled with admiration when they saw her house was 9.(complete) changed. Claire felt satisfied and recovered her confidence. And Tony said he was so attached 10.her that he hated to leave her.Suggested answers:1.called2.out3.the4.expression5.more6.embarrassed7.making8.were invitedpletely 10.to。
人教高中英语必修4全册教案
人教高中英语必修4全册教案Unit 1 Teaching PlanI. Analysis of the Teaching MaterialThe teaching material of this unit is taken from Unit 1 of the People's Education Press High School English Book 4. Theunit mainly elaborates on environmental protection. The text is based on a speech given by the United Nations Secretary-General at the World Environment Day. The content involves environmental protection, global warming, endangered species, nature reserves, and so on. Through this unit, students can understand the importance of environmental protection and realize the urgency of protecting the earth.II. Teaching Objectives1. Knowledge and skillsa. Master the new words and phrases in the text.b. Understand the main idea and details of the speech.c. Grasp the grammar knowledge related to tense, conjunctions, and prepositions.2. Process and methodsa. Encourage students to think independently and actively participate in classroom activities.b. Cultivate students' reading skills, such as skimming and scanning.c. Foster students' ability to use English to express their opinions on environmental protection.3. Emotion, attitude, and valuesa. Cultivate students' awareness of environmental protection and the sense of responsibility to protect the earth.b. Promote students' positive attitudes towards learning English and enhance their confidence in using English.III. Key and Difficult Points1. Key pointsa. Master the new words and phrases in the text.b. Understand the main idea and details of the speech.c. Grasp the grammar knowledge related to tense, conjunctions, and prepositions.2. Difficult pointsa. How to use English to express opinions on environmental protection.b. How to analyze and understand the text more deeply.IV. Teaching Methods1. Task-based teaching method: Set up tasks or activities related to environmental protection in order to stimulate students' interest and participation.V. Teaching ProceduresStep 1: Pre-reading1. Present the topic "Environmental Protection" and ask students about their opinions on environmental issues.2. Show pictures or videos related to environmental problems and ask students to discuss in pairs or groups.Step 2: Reading1. Skim the text to get the general idea and ask students to summarize the main points.2. Read the text again and underline the new words and phrases.3. Go through the text paragraph by paragraph and explain the key points and difficult words.4. Discuss the questions provided in the textbook and ask students to answer them individually or in pairs.Step 3: Vocabulary1. Help students understand the new words and phrases by giving explanations, synonyms, or antonyms.2. Provide examples and encourage students to use the words in sentences.Step 4: Grammar1. Introduce the grammar points related to the text, such as different tenses, conjunctions, and prepositions.2. Explain the rules and give examples to help students understand and apply the grammar rules.Step 5: Discussion and Group Activities1. Divide the class into groups and assign different topics related to environmental protection.2. Encourage students to discuss and share their ideas and suggestions for solving environmental problems.3. Ask each group to present their ideas to the class and have a group discussion.Step 6: Post-reading1. Ask students to summarize the main ideas of the text and share their thoughts on environmental protection.2. Assign homework to consolidate what has been learned, such as writing a short article or making a poster about environmental protection.VI. Blackboard Design- Unit 1: Environmental Protection- New Words: global warming, endangered, extinct, protection, pollution, destruction, environment, reserve, natural resources - Key Points: Understand the main idea and details of the speech- Difficult Points: How to use English to express opinionson environmental protection- Grammar: Tenses, conjunctions, and prepositionsVII. Teaching ReflectionThis teaching plan is designed to guide the teaching of Unit 1, "Environmental Protection." It focuses on cultivatingstudents' awareness of environmental protection and enhancing their understanding of the importance of protecting the earth. Through various activities and discussions, students canactively participate in the learning process and improve their English skills. However, it is necessary to adjust the teaching plan according to the actual teaching situation and students' abilities.。
新课标人教版英语高中(必修四)全套教案
Module4 Unit 1 Women of achievementTeaching goals1．Target languagea. Key wordsachieve, achievement, condition, welfare, institute, connection, campaign, organization, specialist, behave, behavior, worthwhile, nest, observe, observation, respect, argue, entertainment, inspire, support, devote ... tob. Key sentences1). Watching a family of chimps wake up is our first activity of the day.2). Everybody sits and waits while the animals in the group begin to wake up and move.3). But the evening makes it all worthwhile.4). ... we see them go to sleep together in their nest for the night.5). Only after her mother came to help her for the first few months was she allowed to begin her project.6). For forty years Jane Goodall has been helping the rest of the world understand and respect the life of these animals.2. Ability goalsa. Learn Warming Up, and know how to tell the great women and the famous women.b. Learn the way to describe a person from what the person did, what she/he looks like3. Learning ability goalsTeach Ss how to describe a person.Teaching important pointsa. By reading A protector of African wildlife, students can learn from Jane Goodall in at least two aspects:one is what is the humane way to study animals; the other is that it was her great personality - universal love and mercy（博爱与慈悲）that made her successful. If everyone had such kind of heart, they would give everything benefit for all living things. Then our world will be full of love and peace, without any war and starvation.b. Ask students to answer these questions:1). What made her a great success?2). What should we learn from Jane Goodall?Teaching difficult points :Let everyone believe that all of us can become Jane Goodall.Teaching methodsInspiration, Questioning and Discussion.Teaching procedures & waysPeriod 1-2. Warming up and pre-readingStep 1. Lead in.1. Discuss the following questions.1). What are the differences between a famous person and a great person?great--- of excellent quality or abilityimportant--- powerful or having influence2). What makes a person great? (The quality of a great person)Hard working/ intelligent/ determined / generous/ helpful /honest/ kind /brave. confident /unselfish/ energetic /passionate; make great contribution to man kind; get on well with others; never loss heart; be active in social activities; do public service without paid.Most of the great people are also important people. But important people may not also be great people.3). Name some great women in Chinese history. What are they famous for?Step 2. Warming upT: In pairs discuss the six women on Page 1. Which of these women do you think is a great woman ? Give reasons for your choice. Before you decide, think about the following questions.1. Did she follow her ideas and sacrifice anything so that her ideas could be realized? Did she unselfishly give up anything to achieve her goal?2. Did she go through struggles and difficulties ?/ Did she suffer for her ideas ? Name Ambition Problem SacrificesElizabeth Fry to help improveprison conditions She was criticized forneglecting her family andenjoying fame.Less time was spentwith her husband andfamily.Soong Chingling to work for civilrights,democracy andpeace.Her relatives heldpolitical opinionscompletely different fromhers.After her husbanddied, she lived alone.Jane Goodall to work withanimals in thewild.She lived a hard life inthe wild.She gave up thecomforts of life tostudy the chimps.Jody Williams to prevent themaking and useof landminesIt isn’t easy to persuadegovernments to stop themaking and use oflandmines.She had lost her ownpersonal time becauseof the demands of thejobJoan of Arc to drive theEnglish fromFranceWomen were not allowedto fight like a man She lost her life.Lin Qiaozhi to help womenand children withtheir illnesses anhealthWomen had greaterdifficulties getting intomedical college andgetting further trainingShe never got marriedor had a family of herownStep 3 Pre-reading1. Why do you think Jane Goodall went to Africa to study chimps rather than to auniversity?2. Do you think her work is important? Why?Period 3-4. ReadingStepⅠReadingTask 1 Pre-readingSs read the passage in four minutes and give the main ideas to each paragraph.The first one is about a day in the park.The second one is her way of doing her research and some achievement.The third one is her attitude and feeling to the animals.The last one is a short summary to her.T: Thanks. Well, let’s draw a char t of the text together according to the main ideas we’ve found.Task 2 Making a chartA protector of African wildlife↓①②③│ ∣∣A day in the park Jane’s way to stud y chimps Her attitude to and her achievement the animalsPeriod 5-6 Language points.Step 1.Difficult sentences:1. Watching a family of chimps wake up is our…今天我们的第一件事2. This means going back ….由定语从句修饰的place做go 的宾语3. Only after her mother came to help her for the first few months was she allowed to begin her project….only+副词（部分倒装）Only in this way can we learn English better.4. But the evening makes it all worthwhileStep 2.Words and expressions1. mean doing sth. …意味着做…E.g. Doing such a thing means wasting time. mean to do sth. …打算做某事 e.g. Do you mean to go without money?2. leave sb. doing让某人做某事e.g. They went off and left me sitting there all by myself.3. wander的用法1）可以解释为漫步，逛，常与about搭配e.g. We love wandering about the hills 2）还可以解释为脱离，迷失e.g. Don’t wander off the point4. worthwhile adj. 值得做的,值得花时间(金钱)的It is worthwhile to do/ doing It was worthwhile to visit Paris. = The visit to Paris is worthwhile. 去巴黎访问是值得的.It’s worthwhile discussing/ to discuss the question again.这个问题值得再讨论。
2019-2020年高中英语 Unit 4《Body Language》教案(7) 新人教版必修4
2019-2020年高中英语 Unit 4《Body Language》教案（7）新人教版必修4教学目的和要求(Teaching aims and demands)教学建议(Suggested teaching notes)一、教学内容分析本单元的中心话题是“身势语”。
身势语是非语言交际手段中非常重要的一个方面，它通过无声的语言表达一个人的内心自世界。
与有声语言一样身势语也是文化的载体，在跨文化交际中起着举足轻重的作用。
了解身势语的不同文化涵义并正确地加以运用，经常会在交际场合起到意想不到的好效果。
教师在教授本单元时，可以提醒学生注意自己和他人在日常交际中的体态、姿势、面目表情等等，正确地理解和运用身势语，以达到良好的交际效果。
“热身”(Warming Up)部分以列表对比的形式引导学生了解有声语言与身势语之间的对应关系，并建议学生把这些动作表演出来，既有趣味性，又有体验实践性。
“读前”(Pre-reading)部分首先引导学生对语言的目的、身势语的含义进行思考，随后引导学生联系自己日常生活的实际，想一想How can you tell if someone is sad even if they do not speak?最后一个问题，启发学生说出身势语在跨文化交际中的作用。
“阅读”(Reading)部分，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“你”的身份去观察、倾听在机场发生的一切。
“理解”(prehending)部分的前五个小题旨在检查学生对阅读篇章细节的理解，第六、七小题旨在引导学生对身势语的文化差异、身势语的意义进行积极的思考，第八小题则要求学生能够运用细节推断出主人公的性别。
高中英语unit 4 教案人教新课标必修四
Unit 4 Body LanguagePart One: Teaching Design (第一部分：教学设计)1． A sample lesson plan for reading (COMMUNICATION: NO PROBLEM?)AimsTo help students develop their reading ability.To help students learn about body language.ProceduresI. Warming upWarming 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 LanguageWarming up by defining—What is body language?II. Pre-reading1. Looking 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 signifyinga big question mark.2. Talking 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 werealize.Our understanding and use of non-verbal cues in facial expression are familiar to us nearly from birthIII. Reading1. Reading 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.2. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.3. Reading to identify the topic sentence of eachparagraphNext you are to skim the text to identify the topic sentence of each paragraph.4. Reading and transferring informationRead 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?5. Reading 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.6. Reading and translatingNow it’s time to translate the text into Chinese, sentence by sentence. Who will be the first to do it?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 speak and translate much of the language.“I’m surprised!”“I’m shocked!”“I’m sad!”2．A sample lesson plan for Learning about Language(The ~ing form as the Attribute & Adverbial)AimsTo help students learn about The ~ing form as the Attribute & Adverbial.To help students discover and learn to use some useful words and expressions.To help students discover and learn to use some useful structures.ProceduresI. Warming upWarming up by discovering useful words and expressions Turn to page 27 and do exercises No. 1, 2 ,3 and 4 first. Checkyour answers against your classmates’.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 29Turn to page 29. Do exercises No. 1 and 2。
高中英语人教版必修四单元教案：Unit4BodyLanguage
Unit 4 Body LanguagePart One: Teaching DesignTeaching goals1. Target Languagea. 重点词汇和短语重点词汇和短语misunderstand, similar, facial, expression, agreement, yawn, chest, gesture, adult, punishb. 重点句型或交际用语重点句型或交际用语Act out the following meanings, please.Please guess what I mean.Please show the actions, using body language.Now it is your turn to show the action / gesture.Please use either spoken words or body language to express your ideas.Please use both spoken words and body language to express your ideas.2. Ability goalsa. Enable the students to understand what a certain gesture of the body language means in a given situation.b. Enable the students to act out some meanings, requirements, requests or situations given in the target language.c. Enable the students to express with the target language the meanings given in body language.3. Learning ability goalsa. Help the students learn how to express themselves in body language when needed.b. Help the students understand others when body language is being used.Teaching important pointsa. Teach the students how to understand body language used in different countries or cultures as well as in different occasions.b. Teach the students how to use body language in the most appropriate occasions. Teaching difficult pointsa. Enable the students to realize the importance of body language in communication so that little or no misunderstanding may occur.b. Let the students know that there is both positive body language and negative body language.Teaching methodsa. Individual work, pair work and group work.b. Acting out by imitation, mime or with gestures and body movement.Teaching aidsA computer, a projector and some pictures.Teaching procedures & waysThe first period reading(COMMUNICATION: NO PROBLEM?)AimsTo help students develop their reading ability.To help students learn about body language.ProceduresI. Warming upWarming 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 LanguageWarming up by defining—What is body language?II. Pre-reading1. Looking 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.2. Talking 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 birthIII. Reading1. Reading 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.2. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.3. Reading to identify the topic sentence of each paragraphNext you are to skim the text to identify the topic sentence of each paragraph.4. Reading and transferring informationRead 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?Name Country Action MeaningMr GarciaJulia SmithAhmed AzizMadame Coulon5. Reading 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.6. Reading and translatingNow it’s time to translate the text into Chinese, sentence by sentence. Who will be the first to d o it?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 checkingC heck some of the following basic non-verbal cues and you'll recognize that you already speak and 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)I. Warming upWarming up by discovering useful words and expressionsTurn to page 27 and do exercises No. 1, 2 ,3 and 4 first. Check your answers against your classmates’.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；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 29Turn to page 29. Do exercises No. 1 and 2。
高中英语 Unit 4《Body Language》教案(7) 新人教版必修4
Unit 4 Body language 教案示例（1）教学目的和要求(Teaching aims and demands)教学建议(Suggested teaching notes)一、教学内容分析本单元的中心话题是“身势语”。
身势语是非语言交际手段中非常重要的一个方面，它通过无声的语言表达一个人的内心自世界。
与有声语言一样身势语也是文化的载体，在跨文化交际中起着举足轻重的作用。
了解身势语的不同文化涵义并正确地加以运用，经常会在交际场合起到意想不到的好效果。
教师在教授本单元时，可以提醒学生注意自己和他人在日常交际中的体态、姿势、面目表情等等，正确地理解和运用身势语，以达到良好的交际效果。
“热身”(Warming Up)部分以列表对比的形式引导学生了解有声语言与身势语之间的对应关系，并建议学生把这些动作表演出来，既有趣味性，又有体验实践性。
“读前”(Pre-reading)部分首先引导学生对语言的目的、身势语的含义进行思考，随后引导学生联系自己日常生活的实际，想一想How can you tell if someone is sad even if they do not speak?最后一个问题，启发学生说出身势语在跨文化交际中的作用。
“阅读”(Reading)部分，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“你”的身份去观察、倾听在机场发生的一切。
“理解”(Comprehending)部分的前五个小题旨在检查学生对阅读篇章细节的理解，第六、七小题旨在引导学生对身势语的文化差异、身势语的意义进行积极的思考，第八小题则要求学生能够运用细节推断出主人公的性别。
“语言学习”(Learning about Language)部分要求学生根据英文释义填写本单元重点词汇，然后用课文中的词语填空和运用派生法变换词性。
高中英语人教新课标必修四Unit1 Woman of achievement教案
BOOK4 Unit 1 Woman of achievementBrief introduction to the unitThe topic of this unit is women of achievement. It briefly introduces several great women from different countries, talks about women’s important role in different fields and speaks highly o f women’s achievement.Teaching goals1. Talk about great women’s achievements and their characters.2. Be familiar with the word, phrases and expressions describing a person especially a great woman.3. Learn sth about agreement.4. Learn to write about a woman by giving an example and then drawing a conclusion.Period one ReadingTeaching aims:Get the students to be familiar with Jane Goodall and know the importance of protecting wildlife , and get them to realize the important qualities a person should have to be successful. Get the students to understand the structure of the reading material and learn to summarize the story.Get the students to learn some phrases and structures and try to use it freely.Teaching procedures:Step 1 Warming upBefore class ask the students to look for information about a kind of animals, including their habits, food, marriage, etc. and report it in class as a warming-up exercise.There are a variety of animals in the world. How much do you know about wildlife? Please introduce some to the whole class.Let’s enjoy a video about chimps.Show a video clip of a chimp trying to crack a nut and get them to think.What do you know about the chimps?It helps us to understand how much they behave like humans.Do you think it necessary to protect wildlife?Yes, because they are our friends…Step 2 Skimming (individual work)There is a woman called Jane Goodall who is protecting chimps in Africa. What do we call her? Show the topic A Protector of African Wildlife.What do you know about her?Jane Goodall博士于2002年4月16日被任命为联合国和平使者。
人教版高中英语必修4《Unit 2 Working the land》教案
人教版高中英语必修4《Unit 2 Working the land》教案人教版高中英语必修4《Unit 2 Working the land》教案【一】教学准备教学目标(1)知识目标：让学生通过阅读课文更多地了解我国著名的农业科学家袁隆平的科研成果及其影响。
(2)能力目标：让学生进一步使用恰当地阅读方式与技能，如略读(skimming)，快速阅读(fast reading)，细读(close reading)等(3)情感目标：让学生不但学习袁隆平的科研精神，更要学习他不计较名利，踏踏实实的生活态度。
教学重难点1.阅读课文更多地了解我国著名的农业科学家袁隆平的科研成果及其影响。
教学过程1. 话题的引导。
(Pre-reading)1).开头通过设计了一首熟悉的诗歌，让学生知道话题---farming.2).涉及到提高产量从而解决世界饥荒问题，从而引出本节课的中心话题--伟大人物袁隆平。
2. 跟读与限时阅读完成导学案练习贯彻目的与困难策略，指导学生根据不同的阅读目的，在阅读的不同阶段，灵活使用各种阅读策略，捕捉文章主要信息，理解作者的写作意图，突破本文的教学重点与难点。
采用整体语言教学法和任务型语言教学法。
1)、通过限时阅读训练，引导学生如何利用略读(skimming)的方法把握文章的大意，侧重培养快速阅读理解能力和文章中心把握能力。
2)、精读各个段落语段，侧重培养快速捕捉文章重要细节的能力和猜测生词的能力，学会欣赏文章中的优美句子。
3：阅读过程--浅层次阅读。
(Reading I)1). 其中关于人物的基本信息中，通过设计了一个信息表格的浅层次阅读练习，对文中人物有了初步了解。
2). 关于他的梦想，书本上描写得非常生动，我让班里有艺术特长的学生画了一幅漫画，利用画面反映课文第四段所描述的内容，同时用第一人称配了声音效果。
4. 阅读过程--深层次阅读。
(Reading II)在处理了一些简单信息之后，阅读人物最重要的是要读出人物不同于其他人的成就以及值得学生学习的一些可贵品质。
人教版高中英语必修4 Unit4 Period 6优秀教案
Unit4 Period 6优秀教案AssessmentThe General Idea of This PeriodThis period is to help the students elevate their acquisition about body languageHelp the Ss learn to assess whether their knowledge about this topic hasQuestion-and-Three Dimensional Teaching AimsCheck up what they have learned in this unit by evaluation and teThrough this part the students will surely know what they have mastered andTeaching ProceduresT:T:S:S:T:T:Today we are going to see how hard you worked and how much more you know非测试性评价Multiple-1.After learning this unit,I am able to give a brief definition of body language in myA.Very well.C.Only with the help of others.2.After learning this unit,I am able to give some typical examples of the culturalA.Very well.C.Only with the help of others.D.I need to3.I am able to act out a few scenes using both spoken and body language effectivelyA.Very well.C.Only with the help of others.4.I am able to use the new words and expressions of this unit correctly in speakingA.Very well.C.Only with the help of others.5.I am able to use the expressions of warning,prohibition and obligation appropriately in speaking.A.Very well.C.Only with the help of others.6.I am able to use -ing form as the attribute and adverbial correctly both in speaking and writing.A.Very well.C.Only with the help of others.D.I need to w。
人教版高中英语必修4《Unit5Themeparks》教案
人教版高中英语必修4《Unit5Themeparks》教案教学准备教学目标(1)阅读文章后，大部分学生能够归纳出三大主题公园的主题并列出园内的主要活动。
(2)阅读文章后，学生能够匹配图片与相应的主题公园，并恰当使用课文中的关键词汇和句型陈述理由。
(3)通过拓展阅读与小组合作，学生能够制定出一个简单的主题公园一日游计划(4)通过本节课的学习，学生能够有较强的自信心自如陈述自己的观点。
教学重难点(1)阅读文章后，大部分学生能够归纳出三大主题公园的主题并列出园内的主要活动。
(2)阅读文章后，学生能够匹配图片与相应的主题公园，并恰当使用课文中的关键词汇和句型陈述理由。
(3)通过拓展阅读与小组合作，学生能够制定出一个简单的主题公园一日游计划(4)通过本节课的学习，学生能够有较强的自信心自如陈述自己的观点。
教学过程Step1Warming-upandlead-in(5mins)(1)导入教师提问学生“Haveyoubeentoathemepark?”与“Whatcanyoudoinathemepark?”，以此导入到本课的课题。
然后通过图片介绍主题公园内常见的游乐设施，为文本阅读做好铺垫。
T:Hello,class.Todaywearegoingtotalkaboutthemeparks.First ,Iwouldliketoaskyou:①IsourWestLakeParkathemepark?WhataboutJingqiWaterPark?②Haveyoubeentoathemepark?③Whatcanyoudoinathemepark?S1:Westlakeisnotathemepark.JingqiWaterParkisathemepark.S2:IhavebeentoHongkongDisneyland.Inathemeparkwecandoalot ofactivities.T:Exactly,inthethemeparkwecantakeroller-coaster,free-falldrop,swingingship,Ferriswheel,merry-go-roundandsoon.Inaword,therearevariousrideswecantakeinathemep ark.Well,whatdoes“ride”mean?S3:游乐设施T:Yes.Hereitisanoun,meaning“供乘骑的游乐设施”.(2)揭题教师引导学生对课文题目进行预测。
高中英语人教版必修四教学案：Unit4Section4含答案
答案：1～3Ⅰ．Matchthemainideawitheachpart ．1．Part1(P ara ． 2．Part2(Paras ． 1) 2～6) A ．Examplesofsomeuniversalbodylanguage ． B ．Bodylanguageissometimesmoreimportantthanspokenlanguage ．3．Part3(Para ．7) C ．Therearedifferencesinbodylanguage,andit'simportantforustoknowthem ．BACⅡ．Readthepassagecarefullyandchoosethebestanswers ．1．WhichofthefollowingaboutbodylanguageisTRUE?A ．Itismoreimportantthanspokenlanguage ．B ．Itisasimportantasspokenlanguage ．C ．Neitherspokenlanguagenorbodylanguageisimportant ．D ．Itislessimportantthanspokenlanguage ．2．Whymayapersonsmileifhelosesface?A ．Toshowhisanger ．B ．Tohidehisembarrassment ．C ．Tothreatenothers ．D ．Tolaughatothers ．3．Ifyouarenotinterestedinothers'talking,youmay________ ．A ．lookawayfromhimoryawnB ．turntowardandlookatsomethingC ．fixyourattentiononthespeakerD ．standatalittledistancewithopenhands4．SupposeyouareateacherinAmerica,you'lltellyourstudentsto________whenothersaretalking ．A ．avoidlookingatothersdirectlyB ．lookdirectlyatothersC ．glanceatothersD ．lookdownatothers5．Wecaninferfromthetextthat________．A ．wecancommunicatesuccessfullywithothersusingbodylanguageB ．peoplefromdifferentcountrieswillnotmisunderstandeachotherusingbodylanguageC ．weshouldtrytolearnmoreaboutother countries'customsD ．allaroundtheworld,peopleexpressthesameideasusingthesamebodylanguage 答案：1～5BBABCⅠ．单词拼写1．Themachinewon'tfunction(运行)properlyifyoudon'toilitwell ．2．Shegavefalse(虚假的)informationtotheinsurancecompany ．3．Themanwasshakinghisfist(拳)atusthroughthewindow．4．Theyhugged(抱)eachotherwhentheymetatthestation．5．Theyarepeopleofallranks(等)andclasses．6．Igavehimsomemedicinetoease(减)thepain．7．IfeltsosleepythatIcouldn'tstopyawning(打呵欠)．8．Asacritic,hiswritingisfartoosubjective(主的)．Ⅱ．拓展1．facialadj．面部的→facen．面部；2．trulyadv．真地；真地；真实地→trueadj．真的；真实的3．angern．怒气；怒火→angryadj．生气的；火的4．respectfuladj．恭顺的→respect v．&n．敬爱；恭顺5．easen．安适；舒坦vt．减(难过，)→easyadj．简单的[巧]派生Ⅲ．全短例facialtrulyangry律n．＋-ial→adj．adj．＋-ly→adv．n．＋-y→adj．1．atease舒坦；快活；逍遥自在2．loseface3．turnone'sbackto背；背弃4．giveahugtosb．抱某人5．nodthehead点点6．berespectfultosb．敬爱某人7．upanddown上上下下；来往返回8．lookawayfrom把眼光从⋯⋯上移开；不看9．inmostcases在大部分状况下1．[教材原句]Itispossibleto“read〞others even around if us,theydonotintendforusto catchtheirunspokencommunication．“懂〞我周人的心思是有可能的，即使他其实不想我捕获到他没有出来的信息。
高中英语新课标必修4Unit4Bodylanguage教案
Unit 4 Body language Ｉ．单元教学目标 技能目标 Skill Goals Talk about body language: cultural differences and intercultural communication Practise talking about prohibition & warning as well as obligation Learn to use the -ing form as the Attribute &Adverbial Learn Learn to to to write write write a a a diary diary diary that that that showing showing showing the the the observation observation observation of of of how how how body body body language language language helps helps helps in in communication II ． 目标语言功 能句式Talk about body language What is the purpose of language? What do you think “body language” means? How can you tell if someone is sad or happy even if they do not speak? How can you communicate a feeling to someone who does not speak your language? Why do we need to study body language? Talk about cultural differences & intercultural communication What do British people often do when they meet strangers? What do French people often do when they meet people they know? Why should we be careful about our own body language? Why is it important to watch others as well as listen to them? 词 汇 1． 四会词汇 Represent, association, canteen, dormitory, flight, curious, approach, major, misunderstand, dash, adult, crossroad 2． 认读词汇unspoken,, Jordan 3． 词组be likely to, in general, not all, turn one ’s back to, lose face 语法 4． 重点词汇 represent, introduce, approach, touch, express, nod, avoid, misunderstand, punish, general, curious, similar, expression, agreement, gesture, action The -ing form as the attribute && adverbial Finding out in the reading text sentences with present participle(s) used as the attribute or adverbial. 1. The -ing form as the attribute They are visitors coming from several other countries, ... His nose touches Mr. Cook’s moving hand, ...This is an exciting experience for you, ... 2. The -ing form as the adverbial ... so you stand watching and listening. Four people enter looking around in a curious way. You see her step back appearing surprised, and take a few steps away from Mr. Garcia. The visitor from Japan comes in smiling at the same time as George Cook from Canada. Ⅲ． 教材分析和教材重组1． 教材分析本单元以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。
人教高中英语必修四全册教案
Unit 1 Women of AchievementI．教学内容分析本单元的话题是“取得成就的优秀女性”,通过介绍几位不同国度、不同时代、不同职业、不同理想与追求、不同经历的杰出女性，探讨了女性对社会、对人类的价值和贡献，展示了女性的风采和她们在社会各个领域的成就。
学习本单元有助于提高对妇女社会角色的认识，了解成功女性的奋斗经历和勇于斗争的精神，培养学生（尤其是女生）的事业心和社会责任感，建立正确的性别观和和自信心。
．教学步骤Period 1 Learning about Language (1) & Warming Up Teaching Goals:1. To develop Ss’ ability of using words and expressions and speaking.2. To Prepare Ss’ for the new unit.Teaching Procedures:Step 1. New words and expressionsPurpose: To prepare Ss for the new lessons.1. Ask Ss to listen to the tape of Reading and read after the tape.2. Ask Ss to read new words aloud and try to keep them by heart.3. Ask Ss to make sentences with the following words and expressions.Step 2. Words usingPurpose: To develop Ss’ ability of using new words and expressions.To develop Ss’s ability of creating words.1. Words using competition(1) Read the following ten meanings of the new words in this unit and ask Ss to guess the new words and spell them. Ss should put up their hands as quickly as possible. The student who does best will win the game.Suggested Answers:① achieve ② condition ③ connection ④ specialist ⑤ inspire⑥argue ⑦observe ⑧look down upon/on ⑨explain ⑩ considerate(2) Ask Ss to finish the Ex1 on P4 as quickly as possible. After they finish it, ask them to discuss in pairs and then check the answers with the class.Suggested Answers:1.bond 2.nest 3.institute 4.crowd in 5.childhood 6.outspoken7.move off 8.welfare 9.project2. Discussion(1) Ask Ss to finish Ex2 on P4 and then check the answers.(2) Ask Ss to observe the words and discuss the meaning of each word in Ex1.(3) Ask Ss to remember some common suffixes of the noun, suchas–tion, - ist, -or(er), -ment, -ing (4)Ask Ss to finish Ex3on P4.Step 3. Warming UpPurpose:To let Ss’ know how to describe and evaluate a person correctly.To develop Ss’ ability of speaking.1. Leading-inPurpose: To arouse Ss’ desire for more information about womenof achievement.Discussion:(1) Ask Ss a question and let them discuss freely.How many great women can you think of Who are they(2) Show Ss some pictures of great women and offer Ssquestions to discuss.Do you know these people Who are they Why are they still famous (3) Ask Ss to turn to P1, look at the pictures and read the brief description under each picture.(4) Ask Ss to discuss the following questions in groups of four.Step 4. Talking1. Make a dialogue with a student to help Ss know how to describea person.2. Ask Ss to describe one of the six great women in pairs. One student asks; the other student answers. Use the following expressions to help Ss.Step 5. Homework1. Revise new words and expressions in this unit and finish Ex1, Ex2 and Ex3 in Using Words And Expressions on P42.2. Ask Ss to describe a great woman they are familiar with by making up a dialogue in pairs.Period 2 & 3 Pre-reading, Reading & ComprehendingTeaching Goals:1. To let Ss know about some extraordinary women and learn something from them.2. To develop Ss’ reading skills.Teaching Procedures:Step 1. Homework-checkingPurpose: To prepare Ss for the lesson by reviewing what was learnt last period.To make sure Ss have learned how to describe a great person1. Read the following words and expressions and ask Ss to write them down.2. Ask two pairs of students to act out the dialogue made up by themselves in front of the class.Step 2. Leading-inPurpose: To develop Ss’ interest in wild animals and protecting them.To prepare Ss for learning the new text in the unit.1. Show Ss some pictures of wild animals.2. Ask the following questions and ask Ss to answer the questions as quickly as possible.Step 3. Fast readingPurpose: To develop Ss’ ability of reading.1. Tell Ss that they are going to learn a new lesson about a student of wild life and then show a picture of Jane Goodall. Ask them to guess what the passage talks about.2. Ask Ss to skim the text and find the answers to the following questions.Suggested Answers:(1) She is Jane Goodall.(2) She studies chimps.(3) She carries out her work in the forest instead of in a university.(4) One thing she discovered was that chimps hunt and eat meat. She also discovered how chimps communicate with each other.3. Ask students to read the text fast and finish Ex.1 and Ex.2 on P3.Step 4. ReportStep5. Language points1. Ask Ss to find these sentences in the text and then read aloud.◆Watching a family of chimps wake up is our first activity ofthe day. (Para 1, Line5)◆This means going back to the place where we left the familysleeping in a tree the night before. (Para 1, Line6)◆Jane warns us that our group is going to be very tired anddirty by the afternoon and she is right. (Para 1, Line11)◆However, the evening makes it all worthwhile.(Para.1,Line13)◆Only after her mother came to help her for the first few monthswas she allowed to begin her project. (Para.2, Line4)◆For forty years Jane Goodall has been outspoken about makingthe rest of the world understand and respect the life of these animals. (Para 3, Line1)2. Explain the language points in the above sentences.(1) Watching a family of chimps wake up is our first activity of the day. (Para 1, Line5)V-ing形式可相当于名词在句中作主语，谓语动词用单数。
人教版高中英语必修四 Unit 4 Body Language 教案
高中英语教学设计教学重难点Teaching FocusMake the students understand that body language has cultural diversity and there is no division of good or bad for the diversity.ChallengeMake sure that the students will have the awareness to use and try to understand others’ body language when they communicate with others in the future.教学准备A. A projectorB. computer for multimedia teaching教学方法Teaching methodsA. Asking-and-answering between the teacher and the studentsB.. Interaction among individuals, pair-work and group-workC. Task-based teachingD. Teacher’s demonstration and interpretationE. Role-playingF. Students’ discovery教学过程设计活动内容Step 2介绍身势语的重要性A.Telling Students the Story of Tai Lihua and Making Them Know theImportance of Body Language in Her Life ( 3 min )1.Present the pictures of Thousands of Hands Kwan-yin , and ask the students whether they know thegirl who dances in the front.2. Tell the students tell life story of Tai Lihua and ask them the question “What are the key factors forher success in her life?”The life story of Tai LihuaHer name is Tai Lihua（邰丽华）. She is called a Fairy of Peach blossom(桃花仙子) by people. You knowshe is a deaf girl, but she is a wise, diligent, charming and energetic girl. She studied very hard and got two degrees of bachelors in university. She was famous as an artist for her wonderful performance. She is deafand dumb. But how did she get that great achievement and became a successful person? She loves life very much. We should learn from her spirit. Besides her hard working, body language plays a very importantpart in her life. We are all healthy people, sometimes we can use body language to express ourselves. Sowe should pay more attention to learning body languages.B.Showing the Students the Science Report of the Importance Body Language,Making Them Know That Body Language Is As Important For Us As ForDisabled Person Like Tai Lihua. ( 1 min )Some psychologist believe that we communicate 65% of our ideas and feelings without words! The shape of our bodies and faces, the movements and gestures we make, the clothes we wear, how near we stand to each other and whether we touch each other…all these communicate. we must study all these types of information if we want to truly understand what other people are saying.Step 3介绍不同类型的身势语() ( step 3 will use around 5 min )A. Showing the Students The Four Types of Body LanguageGestureFacial expressionEye contactPostureB. Guessing The Meaning of GesturesThe teacher show the students a series of pictures of a man using different gestures, and the students are supposed to say their meaning.C.Acting Out By GesturesThe teacher show the students some English words and ask them to act them out together by using gestures.Victory!Ok !Be quiet!D. Chasing the Right WordThe teacher will show the students a series of pictures describing different facial expressions and askthe students to choose the right word for each.E. Matching the Right Interpretation Of the EyesThe teacher will present students several pictures of eyes and ask the students to match the right interpretation.You!Threatening No. sixThank you ！ Congratulations!Facial expressionanger fear joy sorrow contempt轻视surprise disgust 厌恶What do you see in the eyes below?That’s a problem. I need to thinkfor while.a whileIt’s you! Let’s have a duel!That’s horrible! I’m terrified!The next minute,you’re a dead body!I’m in great sor rowness…I won’t give up! We’ll soon winback!F. Guessing The Meaning of Postures in Real ContextI give up!OK!You are asking help from this woman…You are saying “Will you give up!”…Give me a little time!I’m still thinking!You are asking this womanTo finish her work as soon as possible…You are asking this woman ”Have you got any good idea?” …I’m listening carefully!What do we know from their posture?Nice to meet you!This woman is listening to your ideas…You meet this man for the first time…G. Matching the Right Meaning of the Given Posturesnervous Bite your nails and fondle hair agreement Nod the head up and downBe not interested Look away or yawn.Do not believe Roll your eyes and turn your head away. angry Frown and turn your back to sb disagreement Shake the headStep 4给身势语下定义A．Finishing the First Question of Warming-up Part ( 3 min )The teacher will ask the students to discuss the question with your partner and try to find what the people in the pictures are communicating.B.Giving Definition To Body Language ( 2 min )The teacher will guide the students to give a general definition to body language.Body languageis a form of non-verbal communication.uses movements or positions of our body to show other people what we are thinking or feeling.mainly includes gesture, facial expression, eye contact, posture four forms.Step 5练习运用身势语A.Acting Out the Following words ( 4 min )This exercise is based on the second question of warming-up part. Two students will be chose to the frontof the class, and each of them will choose five words to act. After their action, other students will try to guess which word they have acted.•Hello!•Goodbye!•Go away!•Expensive!•I’m surprised!•I’m tired•I’m confused!•Good luck•I’m delighted!•I’m upset!•I’m sad!•I forgot!•You are great!•I’m curious!•I ate too much!•Come here!B．Acting Out the Dialogue on Page 67 ( 10 min )The student will work in groups of two to finish the speaking task of this unit on page 67. They are required to use appropriate body language as they are making dialogues. After their pairwork, volunteerswill make their dialogue before the whole class.Step 6介绍身势语的文化多样性A．Showing the Cultural Difference in Body Language With Examples ( 2 min )America OKJapan moneyFrance zeroBrazilGermanyrudeB ． Presenting the Students the Major Greeting Customs in the World ( 2 min )Person and country Suitable greeting A man from ColumbiaTo a man: same as for a womanTo a woman: touches her shoulder and kissesher on the cheekA woman from BritainTo a man: not to close, shake hands To a woman: shake hands, will get closeA man from JapanTo a man: bowsTo a woman: bowsA man from CanadaTo a man: shake handsTo a woman: shake hands or kisses on both cheeks if knownA woman from FranceTo a man: shake hands, kisses twice on the cheekTo a woman: same to someone she knowsA man from the Middle East or some Muslim countriesTo a man:comes close, shakes handsTo a woman:nodsC. Discussion On the Question That If There is a Division of Good or Bad of the Different Meaning of The Same Body Language Under Different Culture.The students will have 3 minutes for discussion and after that some of them will represent their group to share their idea with the whole class.USA Nigeria rude Germany Japanone“great”or “good job”。
(人教版)高中英语必修4教学案：Unit 1 Section 2 (含答案)
Ⅰ．单词拼写1．The students in our class are arguing (争论) with each other about which pavilion (展馆) is the best at the exhibition．2．The campaign (运动) of fighting against pollution and protecting the environment is started up by the young people．3．The best way to learn is to observe (观察) carefully．4．Helping others in need is a worthwhile (值得的) matter．5．I want to be chosen as chairman, would you like to support (支持) me?6．You can't imagine how many people crowded (挤满) the cinema on the New Year．Ⅱ．拓展词汇1．entertain v t．&v i．娱乐；招待；款待→entertainment_n．款待；娱乐；娱乐表演2．achieve v t．取得；实现→achievement n．成就；功绩3．connect v t．联系→connection n．连接；关系4．organize v t．组织→organization n．组织；机构；团体5．behave v t．&v i．举动；表现→behaviour n．行为；举止；习性6．argue v t．&v i．讨论；辩论，争论→argument n．争论；争辩；争吵[巧记单词]例词规律派生词entertainment v．＋-ment→n．connection v．＋-(t)ion→n．organization v．＋-ation→n．Ⅲ．补全短语1．fight for为……而奋斗2．put sb．to death 处死；处决3．devote ．．．to把……贡献给；致力于4．move off_ 离开；起程；出发5．communicate with与……交际、交流6．work out算出；制定出7．lead a ．．．life 过着……的生活8．crowd in(想法、问题等)涌上心头；涌入脑海1．[教材原句]Everybody sits and waits in the shade of the trees while the family begins to wake up and move off．大家坐在树阴下等待着，这时猩猩们睡醒了，准备离开。
人教版高中英语必修4教案 Unit 4 Body language
Part 11 Warming Up:1)What is body language?(spoken language, written language)T: do you know how many ways can we use to communicate with others in our daily life? It’s obvious that we could communicate with others by speaking, right? Except for speaking, also, we could communicate by the way of writing, what’s more, if we don’t use speaking and writing, we can choose to use our body language to convey information.T:OK, so do you know what is body language?Body language refers to various forms of nonverbal communication, which for a person may reveal clues as to some unspoken(无法言说，不言而喻的) intention or feeling through his physical behavior.2)look at the pictures on blackboard and discuss what are the meaning of these body languages.T: now I will show you some pictures about body language , and I hope you cold tell me the meaning of each picture, OK?T: you are so smart, and have you found the similarity of these body languages of each line, Yes, according to the given pictures, we could generally divided body language into three part:①body gesture ②body movement ③facial expressions3)Game: Conveying the information that is written on the cards to your partners with body language.And next, for better understanding and using body language, let us play a game, the players should act and guess the content of the cards. I will invite three groups to do the game here, four students a group, three perform, and one guess, clear?2 Pre-reading:1)A same body language maybe have different meaning in different countries.T:we all know that because of the different cultural background, a same body language maybe have very different meaning, such“OK”，in China, it means “yes”, but in Japan, it means “money”, in France, it means “nothing”, and in Italy it’s a impolite and dirty gestures.2)The same meaning could be conveyed by different body languages such as the way of greeting, what can the people do when they meet each other at the first time?T: A same body language maybe have different meaning, on the contrary, the same meaning also could be conveyed by different body languages such as the way of greeting, so what can the people do when they meet each other at the first time? T: We know in China, when we greet to someone at the first, we could shake or wave our hands right? but what are the ways in other more countries? Let us learn it from the reading material on textbook page 26.3 While-reading:1)Skin to find the main idea of this passageT: Now , I will give you three minutes to read the whole passage quickly and summarize the main idea, OK?(This passage shows body language differs from culture to culture. Not all people greet each other in the same way. So we should study international customs for better communication.)2)Fill the blank to find the ways to greet in different countries or areasOK, everybody, next I will give another five minutes to read the passage again and find out all the ways to greet others by using body language according to the blank4 Post-reading：1)Is the author male or female? How do you know that?T: OK, everyone, there is an inference question, “Is the author male or female? And how do you know that?”(male, because Ahmed Aziz only shake hands with men.2)Find out the two cultural mistakes in para 2.T：In para 2 the author has mentioned two cultural mistakes right? So the first is what? (when tony Garcia from Colombia, approached Julia Smith from Britain, touched her shoulder and kissed her on the cheek as greeting, however, Julia stepped back appearing surprised and put up her hands to defend)The second mistake is (George Cook, who came from Canada, reached his hand out to Akira Nagata from Japan for introducing himself, however, Akira bowed so his nose touched George’s hand)3)What can we learn from this text?T: Do you feel the embarrassed? , for decreasing this kind of cultural mistakes, what do we need to do?①Body language plays an important role in daily communication, so it is very important to understand and use it correctly.②We should study international customs and respect the different cultures in the world.③When in Rome, do as the Romans do.5 homework：Find more body languages differ from culture to culture.(4groups, one group finishes one together)Part 21 Review:Yesterday we’ve learned many body languages about greeting which is different in many cultures, still we can remember that, in Britain, people usually greet with shaking hands, ……And today we go further learn the body language which conveys an universal information.2 While-reading:T: Firstly, everybody please spends three minutes looking through the whole passage and finding the main idea, clear? OK, go ahead with your task.1)What is the main idea of the passage?T: Are you finished? Where can we find the main idea? Which paragraph?Some body languages or gestures are the same throughout the world.2)Fill the blank to summarize the feelings and the corresponding body languages T: So next, let us learn these body languages further and together, at the same moment, please find out the emotional meaning of each body language, clear?3)Discussion:T: All right, it has been quite clear to understand the same body language and its emotional meaning throughout the world. The last reading task, everybody please gives an example of a person whose body language is very impressive or important to you, and please tell the reasons.(4)Guess the order of the story on page 31, then listen to the tape of the story on page 65.T: So much for our reading , by this unit, we had learned a lot of body language as well as its cultural meaning and emotional meaning, right. OK, next it’s time to check your knowledge acquisition.4)Act one of the stories on page 31 and 65.3 Homework:Do the exercises in 三维设计。
人教版高中英语必修四unit 4 精品教案
人教版高中英语必修四unit 4 精品教案Unit 4 Body languageＩ．单元教学目标II．目标语言Ⅲ．教材分析和教材重组1．教材分析本单元以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。
1.1 WARMING UP 以列表对比（填充及增补）的形式，并通过WARMING 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。
同时，学生在听、说、做（即表演“体态语”的动作）中能够增进对语言交际的感性认识，为他们在阅读过程中上升到对语言交际的理性认识打下基础。
1.2 PRE-READING 通过提供三个关于不同文化背景下“体态语”的问题，启发学生思考我们所学习的“语言”的目的、形式、功能。
通过引导学生联系自己日常生活的实际，提高学生努力学习英语的积极性和自觉性；同时培养学生留心社会、关注生活的洞察力，为引导学生进一步“阅读”作好准备。
1.3 READING 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“交际，毫无问题可言吗？”这一主题。
1.4 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。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
高中英语必修4 Unit 3词汇和短语教案A taste of English humourPeriod I Break through vocabulary and expressionsTeaching aims: Teach and study the language points to grasp and use them freely I. Let’s students make a thorough inquiry before class★重点单词1. prep. 遍及；贯穿 ,adv.到处、始终、全部2．vt.&vi. 滑动，滑行，n.幻灯片3．n.失败；破产；不及格 _____4.磨破的；穿旧的adj.5．adj. 突出的；杰出的；显着的6．Vt.&vi 克服；战胜7．adj.多山的；山一般的 _______8．特别的；特殊的，adj. adv.9．使欢乐；款待，vt.&vi.. ;10．adj..困难；难点_____________;n.困难事——————11．adj.满足的；满意的 ;12. direct vt.&vi__________;;; ;.迷人的；有魅力的 ___________. 使惊讶;★重点短语1.玩文字游戏 _________2. knock into3.跌倒；跌下________4. be cruel to5. 情况比﹍﹍更差 _____6. become famous for7.遍及全世界____________ 8 a homeless person9.克服困难 _________ 10 be kind to11. 以﹍﹍为背景 ___________ 12. in search of13. 拿起 ____________ 14. cut off15. 主演____________ 16. outstanding worka thorough inquriy during classTeaching aims: Master the new words and expressions.STEP 1. Pronunciation correctingRead after the teacher or the tape twice. Then the teacher asks the students to read words by themselves.STEP in memorizing the new wordsThe teacher analyses the structure and usage of the new words briefly.STEPTeacher pay attention to the important ones.STEP4.当堂达标★单词竞猜Discovering useful words and expressions(PART 1)★单词拼写1.Don’t be _________（满足于）with your little success.2.It’s so _________ (残忍)of him to kill his own son.3.It took her quite a while to buy a new dress, for she was __________(挑剔的) about clothes.4.The traveller gave us an ____________(逗人的)talk on the journey.5.He’s a comp lete ___________(失败者)in his marriage.6.___________(整个)the summer and autumn he continued to go to the office work.7.I was ____________(幸运的)to catch the train at the last minute.8.He succeeded in his efforts to ____________(克服)his fatal weakness.9.He’s quite amusing, and has a good _____________(感觉)of humour.10.It’s _____________(私下地说)that he is heavily in debt.STEP5. Homework.Learn all the words and expressions by heart.Suggested answer:I.重点短语on words 2. 撞到某人身上 down 4. 对某人残忍off 6.因﹍﹍而出名 the world 8. 一个无家可归的人difficulties 10. 对某人仁慈 set in 12. 寻找out 14. 切断 in 16. 杰出的工作II.单词拼写\satisfiedPeriodII. Break through vocabulary and expressionsTeaching aims: Teach and study the language points to grasp and use them freelyI. Let’s students make a thorough inquiry before class.Try to finish exercises in the studying plan by themselves.(Following)a thorough inquriy during classTeaching aims: Master the new words and expressions.work toghter;and students work together.Teacher and students make o thorough inquiry for useful words and expressions through the whole unit together.1. What does humour mean Is humour always kind幽默是什么意思幽默总是很友好的么⑴.mean v.意味着①.Being a student means studying hard.作为一个学生，（意味着）你要努力学习。
Success means to work hard.. Success means working hard.成功意味着努力工作。
⑵. v.打算做……②. What do you mean __________你打算把它怎样处理③. We mean to call on you tomorrow.我们打算明天看望你。
⑶. What do \did you mean by…该句型的意思是“你……是什么意思”④. What do you mean by acting like this你这样做是什么意思⑷. be mean t for 打算给予；打算做……用⑸. I mean就是说；我是说⑤. What is this _________这准备作什么用⑥. These rooms__________ the children’s center.这些房间是打算用作儿童活动中心的。
【实战演练】In some parts of London ,missing a bus means_______-for another hour.A. waitingB. to waitC. waitD. to be waiting2. Do you find it funny to see someone sliding on a banana skin, bumping into someone else round a corner你看到有人被香蕉皮滑倒或者看到有人在拐角处撞到另外一个人身上时，你会觉得滑稽可笑吗(1). Do you find it easy____________ in this way你觉得用这种方法解决问题容易吗(2). He made______ a rule___________ his exercise book carefully before handing it in.他每次总是把练习仔细检查一遍才交上来。
it在句中作形式主语(3). It ‘s no use_________________.这么早去是没有用的。
(4). It’s important to learn English well.学好英语很重要。
【名题赏析】I like _____ in the autumn when the weather is clear and bright.A. thisB. thatC. itD. one3.Perhaps it makes us feel more content with our life because we feel there is someone else worse off than ourselves.可能这会使我们更加满足于生活，因为我们觉得有的人比我们更不济。
▲make此处为动词，“使成为，使变为”。
常接复合结构，即make+宾语+宾语补足语。
作宾语补足语的可以是名词、形容词、省略to的不定式、过去分词等形式。
(1). 名词作宾语补足语All work and no play makes Jack_____________.①只学习不玩耍聪明孩子也变傻。
(2).形容词作宾语补足语②Sit down and make yourself ______________.请坐下让自己舒服一下。
(3).省略to的不定式作宾语补足语③He makes me___________ it.他让我重复一遍④He made us work from morning to night.他让我们从早忙到晚。
(4).过去分词作宾语补足语⑤When I first come to America, I had a lot of difficulties making myself_____________.我刚到纽约时，想让人听懂我的话很难。
⑥I am afraid I can’t make myself ____________.恐怕别人听不懂我的话。
【开放思维】make up 编造，弥补，化妆 make up for 弥补，补偿make out 写出，开出，辨认出，假装声称 make fun of 取笑make a fool of 愚弄 make the beds 铺床make great\little progress取的巨大/一点儿进步▲worse off是bad off的比较级，意思是“境况比……更差”。