高中英语必修四 教案
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!You!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.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 sorrownes s…I won’t give up! We’ll soon winback!F. Guessing The Meaning of Postures in Real ContextI’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…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 give up!OK!You are asking help from this woman…You are saying “Will you give up!”…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, volunteers will 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.Step Role Play ( 8 min )USA Nigeria rude Germany Japanone“great”or “good job”。
高一英语外研版必修4module4教案
Module 4 Great ScientistsI．教学内容分析本模块以Great Scientists 为话题，介绍了几位不同的科学家，并对我国著名的科学家袁隆平作了主要介绍。
旨在通过本模块的教学，使学生能够运用所学词汇和句型来描述科学家及他们的的发明。
Introduction 部分介绍了几位不同的科学家和学科名称，使学生进一步熟悉词汇、句型，为本模块的学习奠定基础。
Reading and V ocabulary 部分通过阅读The Student who Asked Questions，让学生学习相关词汇，学会归纳文章的主旨大意；分析文章的结构和写作技巧；并进一步了解我国著名科学家袁隆平和他的杂交水稻，对学生进行思想教育。
Grammar 1部分以练习的形式来复习一般现在时、一般过去时，一般将来时和现在完成的被动语态。
Grammar 2部分通过让学生了解介词by +v.- ing 这种形式并能用其改写句子。
Function 部分学习数字的读法，并能进一步去读位数较多的数字，分数和百分数。
Listening and vocabulary 部分听取一段关于科学家爱因斯坦和霍金及他们发明的录音内容，培养学生获取主要信息的能力。
Reading and Writing部分使学生了解有关霍金的信息，学会写如何介绍生平的文章，并能运用所给信息写一篇介绍爱因斯坦的文章。
Pronunciation部分通过听力训练，让学生掌握多音节单词的重音的读法。
Speaking部分要求学生运用所学知识，做猜科学家名字的游戏。
Everyday English部分通过对听力材料的阅读，使学生能在情景中学会材料中出现的日常交际用语的运用。
Cultural Corner部分是一篇介绍火箭的历史和发展的文章，让学生通过阅读了解当今社会科技发展的主要方向和重大成果。
Task部分是对本模块的一个复习与应用，要求学生小组活动，制作一个广播节目来介绍一位科学家的生平。
高中英语必修四《Bodylanguage》教案设计
高中英语必修四《Body Language》教案设计一、教学目标1.知识目标：o学生能够掌握并识别至少10种常见的肢体语言信号及其含义。
o学生能够理解不同文化背景下肢体语言的差异和共性。
o学生能够运用所学词汇和句型描述和分析肢体语言在不同情境中的应用。
2.能力目标：o提高学生的跨文化交际能力，使其能在国际交流中准确解读他人肢体语言。
o培养学生的观察力和分析能力，通过观察视频或实际场景中的肢体语言，推断交流者的情绪和意图。
o增强学生的口语表达能力，使其能用英语流畅地讨论肢体语言的相关话题。
3.情感态度价值观目标：o培养学生尊重多元文化，理解并接纳不同文化中的肢体语言习惯。
o激发学生对非言语交流的兴趣，认识到肢体语言在日常沟通中的重要性。
o鼓励学生积极参与课堂互动，培养合作学习的精神。
二、教学内容-重点内容：肢体语言的基本概念、常见肢体语言信号及其含义、文化差异对肢体语言的影响。
-难点内容：如何在具体情境中准确识别并解读复杂的肢体语言信号，以及如何在跨文化交流中有效运用肢体语言。
三、教学方法-讲授法：介绍肢体语言的基本概念和理论知识。
-讨论法：分组讨论不同文化背景下肢体语言的差异，分享个人经验。
-案例分析法：通过观看视频片段，分析具体情境中的肢体语言。
-多媒体教学：利用、视频和音频资源，丰富教学内容，提高学生的学习兴趣。
四、教学资源-教材：《高中英语必修四》-教具：多媒体投影仪、电脑-多媒体资源：肢体语言相关视频、课件、音频材料-实验器材：无五、教学过程六、课堂管理1.小组讨论：每组分配明确的任务，确保每位学生都有参与机会。
设定时间限制，避免讨论偏离主题。
2.维持课堂纪律：通过设定课堂规则，如举手发言、尊重他人意见等，维持良好的课堂秩序。
3.激励学生：对积极参与课堂活动和表现突出的学生给予表扬，激发学生的积极性和参与热情。
七、评价与反馈1.课堂小测验：通过选择题或填空题的形式，测试学生对肢体语言基本知识的掌握情况。
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。
(英语教案)高中英语必修四unit2教案
高中英语必修四unit2教案高二重点解决三个问题:一,吃透课本;二，找寻适合自己的学习方法;三，总结自己考试技巧，形成习惯。
为了帮助你的学习更上一层楼，一起看看高中英语必修四unit2教案!欢送查阅!高中英语必修四unit2教案1教学目标Objectives:1. Instructional objectivesBy the end of the class, most students are able to:1) Use the words and the phrases they learned to complete the tasks based on the text.2) Pronounce correctly the new words (especially “carnival〞)by themselves and with the help of the teacher.3) More than half of the students can speak fluently and accurately about their views towards carnival in pairs with the teacher’s scaffolding.2. Educational objectivesBy the end of the class, students are able to:Improve their cultural awareness from carnival and learn more about its influence on the western culture after class3. Personal objectives：1) Be confident of standing on the stage and speak clearly and spontaneously.2) Encourage students to speak in the class with different kind of techniques.教学重难点Focal points:By the end of the class, students are able to:1) Improve the main reading skills through completing reading tasks in pair work and group work.2) Use the table to finish their essay about their favorite film. Difficult points:By the end of the class, students are able to:1) speak fluently and accurately about their favorite films in pairs with the teacher’s scaffolding.2) Write a film review according to the table and the text.教学过程Procedures and time allotmentStage 1 Getting students ready for learningT: Class begins!Ss:…T: Good afternoon, class!Ss:…T: Today, let’s come to Culture Corner. Module 4. Do you know Chinese festivalsSs:…T: First, Work in groups, discuss and make a list of Chinese festivals in English. (1min).Ss:…T: OK, time is up. You know Chinese festivalsSs:…T: very good. For example1.New Year’s Day 元旦节(1月1日)2. Spring Festival 春节(农历正月初一)3. Lantern Festival 元宵节(农历正月15)4. the Qingming Festival 清明节(4月5日)5. Dragon Boat Festival 端午节(农历5月初五6. Double-ninth Day 重阳节(农历9月初九)7.National Day 国庆节(10月1日)T: And festivals brought us much traditional knowledge. So, festival is beautiful. Do you know foreign festivalsSs:...T: In the textbook, there are some festivals with pictures. Do you know the right descriptions about themSs:...T: This festival is at the end of October, when “ghosts〞come out. Ss:...T: This is when Americans remember the hard times when they first arrived in the country.Ss:..T: This is a festival of color, which marks the beginning of spring in India.Ss:...T: This is a Christian festival which comes in the middle of winter Ss:...T: Let’s watch a video. Can you guess what festival it is .T: They are dressed up in special clothes, and they are wear masks. Ss:...T: now, First question is how do people feel on this festival Second is what festival is itSs:...T: Yes, very good. Now, let’s watch a video about Carnival. Ss:...T: what do you remember about carnivalSs:...T: Where did it firstSs:...Stage 2 Pre-readingStep 1. Listen to the tape.T: Lets listen to the following passage to learn more about carnival. Try to find out what places are mentioned in terms of carnival celebrations. Ss:..T:...Step 2. Scan the passage and try to answer the questions.T: What is the meaning of carnivalSs:...T: Originally it meant “with no meat〞but now it symbolizes “life〞. Step 3. Read the passage and match column A with column B.T: OK, now I will give you 1 minute to read it again and then I will ask you someStage 3 While-readingStep 1 Read the passage. Choose the best answers to the two sentences.T: are you finish Let’s look at the questions.first question is Today Carnival has become a celebration of ____. Which one you chooseA. freedomB. harvestC. life itselfD. successSs:...T: YES, very good. Next question is We need to _____ to understandwhat carnival is all about.A. look at the history of AmericaB. go to AmericaC. look at the meeting of two cultures---European and AfricanD. Both A and CSs:...T:....Step 2 check whether the statements are true or false.T: …T: Now, let’s check.With the opening of huge farms and plantations, many Africans went to look for jobs in America., what’s your idea Ss:…T: Do you agreeSs:…T: Excellent, in paragraph 2, this marked the beginning of the slave trade. So the question 1 is False.T: next question 2, The Europeans imported their festivals and later the slaves learned from them and added their traditions.Ss:...T: very good. This answer in paragraph 3.Ss:...T: question 3，The slave trade was abolished and the salves took over the carnival.Ss:...T: the last, With the passing of time, carnival became a festival of the black people only.Ss:…T:Exactly! Superb!Step 3 Skimming for specific informationTask: Answer the questions according to the passage.T: Read the text carefully and answer the questions.Next, we will read the text again to explore how the text organized. 3minutes, Let’s go!T: Now, let’s check your answers. What is carnival todaySs:Carnival today is an international, multicultural experience.T:The second question is Where were the slaves taken fromSs:In AfricaT:....T: Excellent!Stage5 Post-readingDiscussion: Useful questions to make up dialoguesT: there have seven questions, useful questions to make up dialogues. Have you dressed up in special clothes2 What did you wear3 How did you feel4 Did you eat special food5 Did you give or receive gifts6 Did you have a holiday from school7 Did you enjoy yourself with your family or friendsT: I will divide the class into 3 students in a group. 3 minutes, 1, 2, begin!Ss:...T:Time is up. which one do you chooseSs:....T: Yes, so the theme of Frankenstein is about science and humanity. T: OK, next group, do you have other answerSs:...课后习题homeworkDo exercises on Page 37-38.高中英语必修四unit2教案2Period 12 warming up and readingTeaching Aims:1.Enable the students to talk about the qualities needed to be a good reporter and how to conduct a good interview2. Enable the students to learn some reading strategies3. Enable the students to learn the necessary qualities in their future jobImportant Points and difficult pointsLearn about how to be a good reporterTeaching methodsStrategic reading method; Task-based methodTeaching procedures:I. Elaboration (warming up): Help the students to relate their known knowledge to the topic that will be learnedTask 1 :( group discussion) Talk about jobs in China DailyTypes of jobs What it involvesreporterTask2: Predict what is going to be learned by looking at the title of the text. Which type of job will be talked about in the textII. Prediction (pre-reading):Task 3: Predict the main idea of the text by discussing the following questions:1. What are the qualities a good news reporter needs to have (Have group discussion first and then finish Part 1 individually)2. What your first day at school was like How would you feel on your first day at work (Group discussion)III. Skimming, scanning, analyzing (Reading Comprehending)Task 4: Read the text quickly to get a general idea of the text.Task 5: Divide the passage into three sections and match the followingmain ideas to the three sections：How to get an accurate storyHow to protect a story from accusationsHow to become a reporterThe skills neededThe importance of listeningStages in researching a storyHow to check factsHow to deal with accusations of printing liesWork in a teamTask 6 Read quickly to find out the information to fill in the form below Task 7: Tell what is required for a reporter and a photographer patient; imaginative ; well-organized; technically good; polite; concise; thorough; creative; curious; careful; gifted; professionalA reporter A photographerIV. SummarizingTask 8: Write a summary of the textV. AssignmentRead an English newspaper and retell the main idea of one article in it. Period 34 Words ExpressionsTeaching Aims:Get the students to know how to use some words and expressionscorrectly and appropriatelyImportant Points and difficult pointsUse some words and expressions correctly and appropriately Teaching methodsDemonstrating and summarizing; practicingTeaching procedures:1. occupation n.1). Teaching is my occupation. 职业2). Swimming is my occupation. 使…忙碌的事情;消遣occupy v.occupied=busyoccupy oneself in/with sth.employment; occupation; job; profession; vocation; work; trade He is looking around for .: artistHe is out of .She chose teaching as her .She’s a lawyer by .He’s a carpenter by .2. assign v.assignment n.She gladly accepted the assignment. (分派的任务;工作)The English assignment is a book report. (课外作业，功课) 3. on one’s ownof one’s ownfor one’s ownWe should complete the test _________4. experienced adj.be experienced in/at sth/doing sth.Who is experienced in cooking in your home5. The first/last time + 时间状语从句The first time I came here, I was not used to the climate here. Cover n. 封面,掩盖(物) ;v.1). Tom will covered the outbreak of the disease.2). The road was covered with snow.3). She laughed to cover her worry.4). The red army covered about 30 miles a day.5). Is the money enough to cover the cost of a new shirt7. Be eager for sth. (sucess)to do sth.that clauseHe is eager to see his daughter.We are eager that the project should be started earlybe anxious about =be worried about8. Concentrate on sth./doing sth.We should concentrate on our study.Tom is concentrating on fishing.9. of +抽象名词(importance; value; use; help; benefit)of special interest=of no use=The meeting is of great importance.=Each minute is _____ for us.of greatly valuablegreat valuableof great valuefor much value10. acquire; get; gain1). I sat in the front of the bus to ___ _ a good view of the countryside.2). Gradually we _______ experience in how to do the work.3). They _____the victory after a bloody battle.11. have a nose for 嗅觉灵敏She has an ear for music. 有鉴赏能力She has an eye for color and style in clothes. 有眼光12. Meanwhile=in the meanwhile=in the meantime=at the same timeMother went shopping; meanwhile, I cleaned the house 13. trade n. v.1). Japan does lots of trade with the United States.2). He is a shoemaker by trade.3). She trades 3 apples for some bananas.14. Trick1). 窍门，手法2). play a trick(joke)on sb.=make fun of sb. (玩笑,恶作剧)3). He got into the building by a trick (诡计,花招)15. Challenge1).He challenge my view on that matter.2).To finish the job in 2 days was a real challenge.16. Supportn. 1).I need your support.v. 1)为…提供证据,证实2) The old man entered the room supported by his grandson.3). He has always supported the weaker party.4). He has a large family to support.17. Case1).He thought he had solved the problem , but that was not the case.2).Here is a case of being careless.3).We will look into that case.in case of sth. 如果,万一…in that/this case 在那样/这样情况下in no case 决不in case + 从句以防;可能;倘假设Take an umbrella in case it rains.(in case 从句常用一般现在时表将来, 或should+do)17. accuse sb. of sth.=charge sb. with sth.Tom ____ his boss of having broken his word.blamedaccusedchargedscolded18. so as to do sth. 只能在句末= in order to do sth.=so that + 从句= in order that + 从句I got up at five so as to catch the train=19. admitadmit doing /having doneadmit sb. Into/to (the university)Lily finally admitted___ my umbrella by mistake.to taketo have takenhaving takenhave taken20. n. adj.profession professional 具有….特点Finish Ex 3 on Page 29AssignmentFinish Ex1 and Ex 2 on Page 28 and Ex 3 on Page 29 (Discovering useful words and expressions)Finish Ex 2 , Ex3 on Page 63 and Ex4 on Page 64 (Using words and expressions) in Workbook.Period 5 GrammarTeaching Aims:Get the students to use “Inversion〞correctly and appropriately Important Points and difficult pointsUse “Inversion〞correctly and appropriatelyTeaching methodsTask-based method; Demonstrating; discussion; summarizing; practicingTeaching procedures:I. PresentationTask 1: Comprehend the following sentencesOnly then did I begin my work on designing a new bridge.=I began my work on designing a new bridge only then.2. Not only was there a Christmas tree, but also exciting presents under it.=There was not only a Christmas tree, but also exciting presents under it.Inversion: 起强调作用II. Analyzing summarizingTask 2: Find 4 examples of inversion in the reading passage1. Never will Zhou Yang forget his first assignment at the office of China Daily.2. Only when you have seen what he or she does, can you cover a story by yourself.3. Not only am I interested in photography, but I took a course at university.4. Only if you ask many different questions will you acquire all the information you need to knowTask 3: Analyze the sentences above and summarize the rules1. Why can these sentences use inversion2. How are these inverted sentences made※ 否认副词no;not;hardly, little, seldom, never, no sooner…than, no more, not only, only 等开头的句子要局部倒装。
Unit4SPACEEXPLORATION—Discovering高中英语必修教案教学设计
Unit4SPACEEXPLORATION—Discovering高中英语必修教案教学设计Unit 4 Space ExplorationDiscovering Useful Structures【教学目标】1. Learn the structure, functions and features of infinitives.2. Learn to summarize some rules about infinitives to show purpose and modify.3. Learn to use infinitives in oral and writing English.【教学重难点】1. Learn to summarize some rules about infinitives to show purpose and modify.2. Learn to use infinitives in oral and writing English.【教学过程】Step 1 Lead in—Pair workLook at the following sentences and focus on the italicized infinitives. In pairs, discuss their functions.1. I trained for a long time to fly airplanes as a fighter pilot.（作目的状语）2. As we all know, an astronaut needs to be healthy and calm in order to work in space.（作目的状语）3. First of all, you must be intelligent enough to get a related college degree.（作目的状语）4. Some scientist were determined to help humans realize their dream to explore space.（作定语）5. On 12 April 1961, Yuri Gagarin became the first person in the world to go into space.（作定语）Summary:1.不定式的结构：to+do原形。
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。
高中英语必修四unit3教案
高中英语必修四unit3教案必修是新课程标准改革中的一个名词，是课程结构调整中的一种课程类型。
和必修相对的是选修。
按照规定必须学的，尤指取得学位或达到毕业要求必须学的必修课必修和选修，这是从课程计划中对课程实施的要求来区分的两种，下面是为大家整理的高中英语必修四unit3教案5篇，希望大家能有所收获!高中英语必修四unit3教案1教学准备教学目标1. Ss will be able to master the following useful new words and expressions.well,smelly,pond,burst,canal,steam,dirt,injure,brick,dam,useless,steel,sh ock,rescue,quake,electricity,army,shelter,fresh, organize, bury, at an end, dig out, coal mine, in ruins2. Ss will be able to know the basic knowledge about Earthquake教学重难点1. The usages of some words and expressions.2. How to train the students’ reading ability in learning the text.教学工具课件教学过程Step I lead-inLet students see a short video and answer the questions1.What happened in the video? Earthquakes2.How do you feel seeing the plots(情节)? Students’ discussion.Step II Fast reading1. What is the passage mainly about? In Tangshan ,earthquakes happened on July 28th 19762. Skim the text and answer the questionsThe type of writing (写作体裁)Narrative writingTopic sentence of Paragraph 1Sentence 1Topic sentence of Paragraph 2Sentence 2Topic sentence of Paragraph 3Sentence 1Topic sentence of Paragraph 4Sentence 1Step III Detailed readingAsk students to read the text carefully and answer the questions Task1: What were the nature signs of the coming earthquake?(选择)Para 11.Water in well( G )2. Well walls(D )3.Chickens pigs(F ) 4 .Mice (A)5.Fish(E )6. Bright lights( B)7. Water pipes(C )A. Ran out of fieldsB. in the skyC. Cracked and burstD. Deep cracksE. Jumped out of pondsF. Too nervous to eatG. Rose and fell, fell and roseTask 2 Fill in the blanksMain IdeaDetailsDamage caused byearthquakePara 2-3At _____ am, the __________ earthquake of the 20th century began . _______ burst from holes in the ground.Hard hills of the rock became rivers of ____.________ covered the ground like red autumn leaves.Two _______ and most of the bridges fell.The railway tracks were now _________pieces of _______.______ now filled the wells instead of water.Water,food,and ______________ were hard to get.The reconstruction(重建) after the earthquakePara 41. The army _____________2. Workers ____________for survivors.3._____________was taken to the city.Details:1. At 3:42 am, the greatest earthquake of the 20th century began.2. Steam burst from holes in the ground.3. Hard hills of the rock became rivers of dirt.4. Bricks covered the ground like red autumn leaves.5. Two dams and most of the bridges fell.6. The railway tracks were now useless pieces of steel.7. Sand now filled the wells instead of water.8. Water, food, and electricity were hard to get.Step IV consolidation (当堂巩固)Let students fill the blanks according to the passageStrange things were happening in the countryside of northeast Hebei. For three days the water in the village wells kept rising and 1_________(fall). Farmers noticed that the well walls had deep cracks 2___________ them. A smelly gas came out of the cracks. In 3_________farmyards, the chickens and even the pigs were too nervous 4__________(eat). 5_________(mouse) ran out of the fields looking for places 6________(hide). Fish jumped outOf their bowls and ponds. At about 3 am on July 28,1976, somepeople saw bright lights 7_________ the sky. The sound of planes could 8________(hear) outside the city of Tangshan even 9_________ no planes were in the sky.In the city, the water pipes in some buildings cracked and burst. But the one million people of the city, ________thought little of these events, were asleep as usual that night.1 falling2 in3 the4 to eat5 mice6 to hide 7in 8 be heard 9when 10 who这部分目的是让学生进一步巩固课文的内容。
(完整版)人教版高一英语必修四unit4Bodylanguage教案
人教版高一英语必修四unit4 Body language教案Part 1.Teaching goals: 教学目标1. 语言能力目标●Talk about body language: cultural differences andimprove the students’ reading ability, such as skimming, scanning,get the detailed information and understand the main idea of the text.●让学生通过阅读，能够理解并尊重不同区域的人的身体语言和其文化涵义。
●进一步训练学生推测、略读、找读、归纳内容等阅读技巧；培养学生把握篇章中心内容、归纳段落大意、获取关键信息、并且能针对阅读内容表达自己的观点的能力。
3. 情感态度目标●要学生明白身势语是不同文化的载体，在跨文化交际中起到非常重要的作用，了解肢体语言在不同含义，可以帮助学生在日常的交际中正确的注意和使用自己的体态，姿势，面部表情等，正确的理解和运用肢体语言，达到良好的交际效果。
●Body language is actions that human beings canexpress themselves and communicate with otherswithout words, with which people can avoiddifficulties when they fully understand the bodylanguage when they communicate with others. Bodylanguage plays important roles in communicating.Part 2.Teaching Important and difficult Points●重点词汇与短语greet prediction represent association dormitory canteen flight curious curiouly Colombia approach cheek defend defence major misunderstanding Jordan dash adult spoken Spain Italy likely crossroadsdefend against be likely to in general●重点句子结构与用法Yesterday, another student and I, representing our university’s student association, went to …After half an hour of waiting for their flight to arrive, I saw several young people enter the waiting area looking around curiously.I stood for a minute watching them and then went to greet them.She stepped back appearing surprised and put up her hands, as if in defence.Then Akira Nagata from Japan came in smiling, together with Japanese student.When Darlene Coulon from France came dashing through the door, she recognized Tony Garcia’s smiling face.3.Improve the students’ reading ability, such as skimming, scanning,get the detailed information and understand the main idea of the text.4.let students learn about the words and expressions about body language.Part 2. Teaching Important Points:1．Teach the students how to understand body language used in different countries or cultures as well as in different occasions.2. How does body language differ among people fromdifferent cultures?Part 3. Teaching Difficult Points:1. Let the students know that there is both positive body language and negative body language.2.to grasp the main idea of the text.Part 4.Teaching Methods:。
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。
高中英语必修四教案
高中英语必修四教案教学目标1. 理解并掌握本单元的核心词汇和短语。
2. 通过阅读材料，提高学生的阅读理解能力。
3. 培养学生的听说能力，通过口语练习提升流利度和准确度。
4. 引导学生学会使用本单元的重点语法结构。
5. 通过写作练习，加强学生的写作技巧和表达能力。
教学内容与安排第一课时：词汇与阅读- 热身活动：通过图片或实物引出新词汇，激发学生兴趣。
- 词汇讲解：详细解释核心词汇和短语的用法，搭配例句加深理解。
- 阅读理解：提供一篇与单元主题相关的阅读材料，指导学生如何快速捕捉文章主旨和细节信息。
- 小组讨论：分组讨论阅读材料中的关键信息，培养合作与交流能力。
第二课时：听力与口语- 听力训练：播放一段与单元话题相关的听力材料，训练学生的信息捕捉和理解能力。
- 口语练习：模拟真实情境，进行角色扮演或辩论，鼓励学生运用所学词汇和表达方式。
- 反馈总结：教师对学生的口语表现给予及时反馈，并总结常见错误和改进建议。
第三课时：语法与写作- 语法讲解：重点解析本单元的语法点，通过例句和练习加深理解。
- 写作指导：提供写作框架和范文，指导学生如何组织文章结构和使用恰当的语言风格。
- 写作实践：布置一个与单元主题相关的写作任务，让学生在实践中提升写作能力。
教学方法- 互动式教学：鼓励学生积极参与课堂讨论和活动，增强学习的主动性和互动性。
- 分层次教学：根据学生的不同水平，提供相应的学习任务和挑战，确保每个学生都能得到适合自己的学习内容。
- 多媒体辅助：利用多媒体工具如T、视频等丰富教学手段，提高学生的学习兴趣。
评价方式- 形成性评价：通过课堂表现、作业完成情况和小组活动参与度等多维度进行评价。
- 总结性评价：通过单元测试或项目作业来检验学生对本单元知识的掌握程度。
教案小结。
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。
高中英语新课标外研版必修4教案Period3Function;Grammar1,2(Module4G
Period 3 Function;Grammar 1 ，2 The General Idea of This Period Function in this module is talking about numbers,which include big numbers,fractions and percentages.Thestudents can finish Activities 1 and 2 individually and check the answers with the whole class.As for Activity 3,pair work or group work is better.Let the students dictate some numbers to their partners to consolidate what they learned.After that,the teacher can give them a quiz to make sure the students can distinguish different numbers correctly and can read and write them in the correct way.In grammar 1,we'll revise the passive voice of present tense,past tense,future tense and present perfect tense.Thereare four activities for the students to practice.In grammar 2,the students will learn to use by+- ing form.Firstly,in Activity 1 make sure the usage of this form.It usually works as adverbial,and means “using some way”.This form is not difficult.We are sure that after the practice in Activity 2,the students can master this form correctly.Teaching Important PointsTeach the students how to read and write numbers in a correct way.Make sure the students can use the passive voice and by+-ing form correctly.Teaching Difficult PointsTo make them master the usage of the passive voice and by+-ing form.Teaching MethodsIndividual work and pair work to make every student work in class.Teaching AidsMultimedia & a blackboardThree Dimensional Teaching AimsKnowledge and SkillsMake the students learn to use the mathematical terms in a correct way.Make sure the students can use the passive voice in different tenses and by+-ing form correctly.Process and StrategiesMotivate the students'enthusiasm in taking part in the class.Feelings and ValueThrough the study of this period the students will surely know more about the basic use of the passive voice and by+-ing form and how to read and write different numbers correctly.Teaching ProceduresStep 1 Revision(Greetings as usual>T:First,let's have a dictation of the new words and expressions we learnt last class.1. staple2.leading3.figure4.breeding5.species6.yield7.original8.sterile9.breakthrough 10.convert 11.export 12.hybrid 13.replace14.bring up 15.asa result ofStep 2 FunctionT:Function in this module is about numbers.Now,look at Activity 1 on Page 35.Choose the correct way of saying the numbers.1.5 000 000(a>five million ___________________ (b>five millions2.47.5%(a>forty seven half percent(b>forty seven point five percent3.632(a>six hundred and thirty two(b>six hundred thirty two4.4/5(a>four fifths ___________________ (b>four fiveAsk the students to complete them individually and then collect the answers in the whole class.After that,give the students several minutes to read them aloud.Suggested answers:1. a2.b3.a4.aT:Now let's come to Activity 2.Read the sentences aloud and attentively.1. Rice was first grown about 5000 years ago.2. China exports about 1.5% of its rice.3. Australia produces about 250 000 tons of rice.4.2/3 the world's population regularly eat rice.T:OK,class.Now are you sure you can say the numberscorrectly?Dictate some numbers to your partner,including bignumbers,fractions and percentages.Then I will give you a quiz.(After the students practice with each other,the teacher gives them the followingquiz.Read the mathematical terms correctly.>(Show the numbers on the screen or on the blackboard.>1.10352.3/73.46%4.2 840 0005.$95.5Ask the individual to read them,one number a student.After the students complete them,let them read numbers together.Suggested answers:1.one thousand and thirty five2.three sevens3.forty six percent4. two million eight hundred and forty thousand5.ninety five point five percentStep 3 Grammar 1:The Passive VoiceT:Now let 's come to revision of the passive voice.First please study the sentences in Activity 1 on Page 33.(Show the following sentences on the screen.>a. Rice is grown in many other Asian countries.b. Researchers were brought in from all over China.c. The research was supported by the government.d. In Pakistan rice will be grown in many parts of the country.e. The new hybrid rice has been developed by the Yuan Longping High- tech Agriculture Company of China.T:Now answer the following questions.(Show them on the screen.>1. Which sentence is in the present simple(passive voice>?2. Which sentences are in the past simple(passive voice>?3. Which sentence refers to the future?4. Which sentence is in the present perfect?5. Which sentences are easy to transform into the active voice?Why?Ask the students to complete them in pairs,then call back their answers from the whole class,having one student ask the question and another read the example sentence.Suggested answers:1. a2.b and c3.d4.e5.c and e,because you can easily find the subject of the active voice after“by”.T:From the sentences above,we can know the structure of the passive voice:be+done.Tenses are observed through th“ebe”verb.So the structure of the passive voice in the present,the past,the future,and the present perfect forms are as follows:am/is/are+p.p.(the present simple>;was/were+p.p.(the past simple>;will be+p.p.(the future simple>;and have/has been+p.p.(the present perfect form>.Now please make the sentencesin Activity 2 using the correct tense of the passive voice.Example:These shoes/make/in ItalyThese shoes are made in Italy.1. These computers/produce/in America2. Rice/grow/in China/for/thousands of years3. These electronic games/make/in Japan4. A new variety of rice/discover/in 19705. Many important discoveries/make/since/the beginning of last centuryAsk the students to complete their answers individually,then check with a partner.Ask some of them to report their answers.Suggested answers:1. These computers are produced in America.2. Rice has been grown in China for thousands of years.3. These electronic games are made in Japan.(could also be “were made”>4. A new variety of rice was discovered in 1970.5. Many important discoveries have been made since the beginning of last century.After the students finish sentences,ask the whole class to answer the additional activity:what form of the passive voice are the sentences?Suggested answers:1. present simple2.present perfect3.present simple(past simple>4.past simple5.present perfectT:Now class,I think you have mastered the use of the passive voice.Let's do another two activities to consolidate what we've learned.First,complete the sentences using the verbs in brackets in Activity 3.Ask the students to fill in the blanks individually,then the teacher let some volunteers speak out their answers.During class,the teacher should encourage the students to be active in class,and give the students more chances.(Show the following sentences on the screen.>1. ___________________ As a boy he (educate>in many schools.2. _____________ He (give>the nickname,”the student who asks questions”.3. __________________________________ The results of his experiments _____________________________ (publish>in China in 1966.4. ___ Finally,in 1970 a naturally sterile make rice plant (discover>.5.50 thousand square kilometers of rice fields (convert>to growing vegetables.6. _________________________________________ Following this,Yuan Longping 's rice _____________________________ (export>to other countries.Suggested answers:1. was educated2.was given3.were published4.was discovered5.were converted6.was exportedT:Just now,you've got the whole sentences correctly.Now let's do a further job.Write questions based on the information in Activity 3.The first word in the sentence is given.We'll have a pair work this time.Discuss the sentence with your partner,then gives us the questions.One gives us the question,while his or her partner gives us the answer.(Show the following on the screen.>1. Where ?2. What ?3. When ?4. When ?5. How many ?6. Where ?Suggested answers:Questions:1. Where was he educated(as a boy>?2. What nickname was he given?3. When were the results of his experiments published(in China>?4. When was a naturally sterile male rice plant finally discovered?5. How many square kilometers of rice fields were converted to growing vegetables?6. Where was Yuan Longping's rice exported?Answers:1.As a boy he was educated in many schools.2. He was given the nickname”,the student who asks question”s.3. The results of his experiments were published in China in 1966.4. Finally,in 1970 a naturally sterile make rice plant was discovered.5.50 thousand square kilometers of rice fields were converted to growing vegetables.6. Following this,Yuan Longping 's rice was exported to other countries.Step 4 Grammar 2T:Here is a sentence for you to decide which question the underlined phrase answers.(Show the sentence on the screen.>He thought he could produce more rice by crossing different species of plant.1.What could he produce?2. Why should he produce more rice?3. How could he produce more rice?T:OK,class.Which one is the correct answers?Ss:No.3.T:That's right.This question is easy to understand.From the question,we know grammar in this part is by+-ing form.It usually works as adverbial,and means “using some way”.This form is not difficult.We are sure that after the practice in Activity 2,you can master this form correctly.Now,let's come to Activity 2.Rewrite the sentences by changing 8/ 16the underlined phrases with a phrase beginning with by+-ing.(Read the example and have the students follow.Make sure they understand the form.Then ask the students to complete the activity in dividually,a nd call back the an swers from the whole class as complete sen ten ces,hav ingone stude nt read the orig inal and ano ther the altered versi on.>(Show the followi ng senten ces on the scree n.>Example: You can get a good job if you study hard.You can get a good job by study ing hard.1. Yuan Longping cha nged agricultural in Chin a.He discovered a new type of rice.2. Researchers learn things whe n they carry out experime nts.3. They changed the design and so they built a better engine.4. You will become a better pianist if you practise often.5」f you plan for the future we can be happy in the present.Suggested an swers:1. Yuan Longping changed agriculture in China by discovering a new type of rice.2. Researchers lear n things by carrying out experime nts.3. By cha nging the desig n they built a better engine.4. You will become a better pianist by practicing often.5. By pla nning for the future we can be happy in the prese nt.Step 5 Summary and homeworkT:Through this class we have learned the correct way of saying numbers.In the part of grammar,we learned the passive voice in the present simple,the past simple,the future simple and the present perfect tense,we studied the usage of by+-ing form as well.Homework today is to find more examples to practice after class.So much for today.Good- bye,everyone!T:Good-bye,teacher!The Design of the Writing on the BlackboardModule 4 Great ScientistsThe third period1.10352.3/73.46%4.2 840 0005.$95.5Record after TeachingActivities and Research1.Find more numbers to practice with your partners.2. Go over the passive voice in different tenses and by+-ing form...Reference for TeachingGrammar被动语态1.被动语态的构成英语动词有两种语态: 主动语态和被动语态。
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。
人教版高中必修四英语Unit1单元教学设计
人教版高中必修四英语Unit 1 Women of achievement 教案【教学内容】人教版新课标高中英语必修4 第一单元（Unit 1 Women of achievement) 第一课时阅读课 A SUDENT OF AFRICAN WILDLIFE【教材分析】本单元紧扣“女性”这一中心话题，通过介绍几位生活在不同国度的杰出女性，探讨女性在社会生活中的地位、价值和贡献，关注她们所面临的困难，讴歌她们在社会各个领域的成就。
学习本单元内容有助于提高学生对妇女的社会角色的认识，培养学生（尤其是女学生）的自信心、事业心和社会责任感，建立正确的性别观和社会观。
“热身”(Warming Up)部分要求学生评论课本列出的六位女性，就她们是否称得上是“伟人”提出自己的观点和理由。
该部分呼应了模块一中第五单元Nelson Mandela－a modern hero的“热身”部分。
在学习这一单元时，学生们经过讨论已总结出区分名人与伟人的标准。
因此，在教学本单元时，教师可以让学生沿用这一标准，并针对本单元具体内容进行讨论，当然，学生也可以提出自己的看法。
教师应当鼓励学生提出异议，但必须注意以下两点：（1)学生所提出的观点要有积极意义；（2）学生应有理有据地阐述自己的观点并使其令人信服。
“读前”(Pre-reading）部分提出了两个问题：Jane Goodall 为什么不在大学里进行专业的生物学研究而要到非洲去研究黑猩猩？她的工作有什么重要意义？这两个问题不仅要求学生思考她的工作对人类的影响，还要求学生思考两种不同的研究方法（即实验室研究法与野外研究法）的优势与不足之处。
“阅读”（Reading)部分以《非洲野生动物保护者》为题，描写了Jane与她的同事们在非洲原始森林观察非洲黑猩猩的一个片段，并阐释她从事这项工作的重要性以及她所取得的成就。
尽管他们在野外的考察工作又脏又累，但他们觉得这样做是值得的，他们有一些重要的发现是在学校的实验室不可能获得的，这正是Jane Goodall要到非洲原始森林来的原因。
新人教英语选择性必修四教案
新人教英语选择性必修四教案教案标题：新人教英语选择性必修四教案教案目标：1. 帮助学生掌握新人教英语选择性必修四中的重点词汇、语法和句型。
2. 培养学生的听、说、读、写的综合语言能力。
3. 提高学生的跨文化交际能力和批判性思维能力。
教学重点：1. 掌握课本中的重点词汇和短语。
2. 理解并运用课文中的语法结构和句型。
3. 运用所学知识进行听、说、读、写的综合训练。
教学难点：1. 理解和运用课文中的复杂语法结构。
2. 运用所学知识进行批判性思维和跨文化交际能力的训练。
教学准备：1. 教材：新人教英语选择性必修四教材。
2. 多媒体设备。
3. 教学辅助材料：课堂练习题、教学PPT等。
教学过程：Step 1：导入（5分钟）通过呈现一幅插图或一段视频，引发学生对本课主题的兴趣，并激发他们的背景知识。
Step 2：预习（10分钟）让学生在课前进行预习，通过阅读课文和课后练习来了解本课的主要内容和重点。
学生可以在小组内互相讨论和分享自己的预习成果。
Step 3：讲解重点词汇和短语（15分钟）通过课件和多媒体设备讲解本课的重点词汇和短语，并进行相关的练习。
Step 4：理解和运用语法结构和句型（20分钟）通过课文中的例句和练习题，让学生理解和运用本课的语法结构和句型。
教师可以采用示范教学和小组合作学习的方式进行教学。
Step 5：听说读写综合训练（25分钟）通过听力练习、口语对话、阅读理解和写作练习等多种形式，让学生进行听、说、读、写的综合训练。
教师可以设计一些情境活动来增加学生的参与度和兴趣。
Step 6：拓展与延伸（10分钟）根据学生的实际情况和学习能力，进行一些拓展与延伸的活动，如小组讨论、辩论赛、写作比赛等，以提高学生的批判性思维和跨文化交际能力。
Step 7：总结与反思（5分钟）让学生总结本节课所学的知识点，并进行反思和自评。
教师可以提供一些问题来引导学生思考和表达。
教学评估：1. 课堂练习：通过课堂练习题来检查学生对课文内容的理解和掌握程度。
- 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)。
板
书
设
计
Unit 1 Women of achievement
achievementwelfareconnectionhuman being
campaignorganization
3.Let students read the following and examine the six women using the rules about what makes a great person.
Name
Ambition
Problems
Sacrifices
Joan of Arc
To drive the English out of France
教学
用具
Multimedia & blackboard
教
学
过
程
Step 1 Leading in
Have a free talk with students, ask them the following questions:
1.Do you know any great women in the history
Step 3 Conclusion
What qualities do you think great people have
(clever, brave, determined, confident, unselfish, hard-working......)
Step 4 Homework
1.Learn the useful new words and expressions in this part.
(chimps hunt and eat meat; the way of communication in chimps)
c)How does the author describe the relationship between the chimps.
(we realize that the bond between members of a chimp family is as strong as in a human family)
本科课题
Unit 1 Women of achievement
课型
Reading
共6课时
第2课时
教学目标
知识目标
e the adjectives to describe a great person.
2.Learn the new words and expressions: behave, behaviour, shade, move off, worthwhile, nest, bond, observe, observation, children, outspoken, respect, argue, argument, entertainment, lead...a life, crowd, crowd in,inspire, inspiration.
She has lost her own personal time because of the job.
4.Have students discuss in pairs what they have in common and what makes them great and give them reasons.
Unit 1 Women of achievement
课型
Warming Up
共6课时
第1课时
教学目标
知识目标
1.Get students to learn the new words and expression in this part: achievement, welfare,project, institute,specialist, connection, human being, campaign, organization.
Less time was spent with her husband and family.
Song Qingling
To work for civil rights, democracy and peace.
Her relatives had political opinions completely different from her.
2.Develop students’sense of cooperative learning.
重
点
Improve students’ability of skimming.
难
点
1.Make students understand the reading better.
2.Talk about women of achievement fluently.
After her husband died, she lived alone.
Lin Qiaozhi
To help women and children with their illness and health
Women had great difficulties getting into medical college and getting further training.
2.Develop students’sense of cooperative learning.
重
点
1.Let students learn about great women and their achievements inபைடு நூலகம்different fields in the world.
2.Get students to read the passage and learn different reading skills.
3.Understand the text fully.
能力
1.Develop students’reading ability.
2.Learn to use some reading skills such as predicting, skipping, scanning.
情感
1.Enable students to learn from great women, and develop their moral qualities.
d)About the chimps, what does Jane Goodall call on people to do
(wild animals should be left in the wild and not used for entertainment or advertisement, and set up special places where they can live safely)
2.Let students learn about great women and their achievements in different fields in the word.
能力目标
1.Develop students’reading ability and let them learn different reading skills.
学
过
程
教
学
过
程
Step 2 Warming Up
1.Show some pictures of women for students to guess who they are, and then talk about them.
2.Let students skim the brief introduction of the six women.
方
法
1.Task based method
2.Individual, pair or group work
教学
用具
Multimedia & blackboard
教
学
过
程
Step 1 Leading in
1.Review the achievement of Jane Goodall.
2.Why do you think Jane Goodall went to Africa to study chimps rather than to universityDo you think she was rightGive your reason.
She never got married or had a family of her own.
Jane Doodall
To work with animals in the wild
She lived a hard life in the wild.
She gave up the comforts of life to study the chimps.
Women were not allowed to fight like a man.
She lost her life.
Elizabeth Fry
To help improve prison conditions.
She was criticized for neglecting her family and enjoying fame.
(Madame Curie, Elizabeth, Song Qingling.....)
2.And why do you think they are great women