外研版高中英语必修4全册教案
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。
高中英语新课标外研版必修4教案 Period4 Writing Everyday EnglishMo
Period 4Writing;Everyday EnglishThe General Idea of This PeriodActivity 1 is a preparation of writing.The students may be encouraged to read the passage to learn about how to make predictions.Through this activity the students can master some ways to tell about the future things and some words as well.In writing what they will be doing in ten years,the teacher may teach them the steps:first make an outline and write down some key words;the next step is to exchange their works with their deskmates for suggestions;the last step is correction.In Everyday English the teacher may first encourage the students to do this activity individually and then check with a partner.To consolidate it the teacher may ask the students to make up a dialogue using the phrases in this part.Teaching Important PointsTo motivate the students to work together.Teaching Difficult PointsHow to enable the students to write about the future things.Teaching MethodsInduction and practiceTeaching AidsA blackboard,a tape recorder and a multimediaThree Dimensional Teaching AimsKnowledge and SkillsTo let the students know how to make predictions.To train their writing skills.To train their speaking skills.Process and StrategiesEncourage the students to speak in class through organizing some practice.Teach the students to write following the steps.Feelings and ValueThrough the predictions of the future things make the students think about the trends of the future world's development.Teaching ProceduresStep 1 RevisionT:Good morning,class!Last period we have learned the future continuous.Today let's do some exercises to consolidate it.(Show the following on the screen.)Underline the best verb form.Example:Many jobs that exist today will/are going to disappear in the future.1.If we don't find another planet to live on,we are dying/will die.2.puters are running/will run everything in the house in the future.3.The plane leaves/will leave at ten o'clock.4.New medical technology improves/will improve our lives.5.In the year 2100,people are going to have/will be having holidays in space.Suggested answers:1.will die2.will run3.leaves4.will improve5.will be havingT:More exercises.(Show the following on the screen.)plete the sentences with the verbs in brackets in the most appropriate forms:the future simple,or the future continuousExample:By the year 2050,people will be traveling (travel) outside our solar system.1.I hope scientists __________(find) a cure for cancer.2.By the middle of this century,more people __________(live) in cities than in the country.3.Ten years from now,people __________(wear) smart clothes.4.No one __________ever __________(live) on Mars.5.Humans __________(live) on another planet five billion years from now.6.A Chinese astronaut__________(reach) Mars by 2050.Suggested answers:1.will find2.will be living3.will be wearing4.will,live5.will be living6.will reach Step 2 WritingT:So much for the check up.Before we begin to write first let's read a passage,which is about the predictions of the future.Please work in pairs and answer the following questions. (Show the following on the screen.)1.Which student:a.wants to work in a job that will help sick people?b.would like to live in a different country?c.hopes to have a family?d.doesn't have any future plans?2.Find words or phrases that mean:a.I don't know exactly I'm not really sureb.it's certain__________ __________c.I hope this will happen__________ __________d.it's possible__________ __________e.after a long time__________ __________3.What different ways of talking about the future can you find?(Give the students a few minutes to read the passage and then call back their answers.) Suggested answers:1.a-Ken b-Emma c-Mary d-Thomas2.a.I'm not really sure b-definitely d-maybe/probably e-eventually3.I will be doing/I will definitely study/I'm going to go/I guess that I willT:Now please write about what you will be doing in ten years in 100 words.You may follow the following steps:first make an outline and write down some key words;the next step is to exchange their works with their deskmates for suggestions;the last step is correction.The four paragraphs on Page 8 are good models,though they are all around 80 words long,rather than the 100 words the students are asked to write.Encourage the students to use:1.the future continuous tense(I'll be doing/I won't be doing)2.the introductory verbs:I hope/I guess/I imagine/I'd like to.3.the introductory words:hopefully/eventually/maybe/definitely.3 Everyday English StepT:That's all for our writing.Now let's e to our Everyday English. Please look at the words and phrases and choose the best explanation.(Show the following on the screen.)1.You get rid of something if you__________.A.need itB.don't need it2.If something is free of charge it__________.A.doesn't cost anythingB.is allowed by the law3.For a start means__________.A.at the beginningB.the first point is4.If you run out of something you__________.A.leave it quicklyB.haven't got any of it left5.If something is on the way out it's going to__________.A.disappearB.bee famous(Ask the students to do this exercise individually.)Suggested answers:1.B2.A3.B4.B5.AStep 4 Summary and homeworkT:Today first we read a passage to learn how to make predictions.And then we practicedwriting about predictions.Just remember to write notes before starting writing.In that way you won't get stuck after writing one sentence.When you have finished writing,read through what you have written.Make any changes which you think will make your writing clearer for the reader.In Everyday English,we learned some words and phrases and how to use them.After class please use the words or phrases we learned to make up your own dialogue.That's all for today.You are dismissed!The Design of the Writing on the BlackboardModule 1Life in the FutureThe fourth periodget rid of free of charge run out of on the way outRecord after Teaching______________________________________________________________________________________________________________________________________________________Activities and Research1.Ask the students to make up a dialogue using the phrases in Everyday English.2.Write a short paragraph to make predictions of the future.Reference for TeachingLanguage Points1.e true 实现;成为现实s like a dream ing true.'It这犹如梦想变成了现实。
高一英语外研必修4 Module 4教案
Module 4 Great ScientistsTeaching aims：1.Learn some new scientific terms.2.Get to know some famous scientists worldwide and nationwide.3.Learn sth. about Yuan Longping.4.Write a short passage.Review names of subjects:biology 生物chemistry 化学geography 地理history 历史IT 信息技术mathematics 数学physics 物理PE 体育Match words and definitionsbiochemistry biology botany chemistry genetics physics zoology1.the study of animals2.the study of plants3.the study of all living things4.the study of physical objects and natural forces5.the study of chemical processes in living things6.the study of the structure of substances and how they react with each other7.the study of inherited characteristics in living thingsDiscussion:1. 2. 3. 4.1.Who are they?2.What did they invent or discover?Answers:1. 阿基米德(Archimedes, 287～212BC)Ancient Greek Physicist, mathematicianThe law of ArchimedesFather of Integral Calculus(微积分)Give me a lever long enough and a place to stand, and I will move the world.2. 居里夫人(Marie Curie, 1867-1934)Polish scientistDiscovered Radium(镭) and PoloniumWin Nobel Prize twiceScience is beyond nationalities, classes and races.3. 牛顿(Newton, 1642-1727)English scientistThe law of gravityThe laws of motionIf I have seen a little further it is by standing on the shoulders of Giants.4. 爱因斯坦(Albert Einstein, 1879-1955)German-born American physicistCreator of theories of relativityWon the Nobel Prize for physics in 1921The Secret of Success: A=X+Y+Z X stands for hard work, Y for good methods, and Z means stop talking and get down to work.vZhang Heng Qian Xuesen Yuan LongpingFather of China’s aerospace King of rocketsFather of hybrid riceFill in the blanks:Yuan Longping is a ____figure in ____ world. As a boy, he was interested in _____. He tried hard to find ways to produce ____ rice to feed people. After experimenting ____ different types of rice, he found a naturally ____ ____rice plant. As a ____, Chinese rice production ____ by 47.5% in the 1990’s. Then Yuan Longping’s rice was _____to other countries.Answers: leading, rice-growing, plants, more, with, sterile male , result, rose, exportedIntensive ReadingRead the first para.1.Which country is the world’s largest rice producer? (China)2.Where is rice grown in the world? (Many Asian countries and some European countries.)3.Who is the leading figure in the rice-growing world? (Yuan Longping)Read the second para.1.Where was Yuan Longping born and brought up? (China)2.What nickname was he given? (The student who asks questions)Reading the third para.1.What did Yuan Longping study in college? (Agriculture)2.According to him, what was the key to feeding people? (To have more rice and produce it morequickly.)3.What is the only way to do it? (To cross different species of rice plant.)Read the fourth para.1.What special type of rice plant did he search for？(A male and sterile rice plant.)2.What was the breakthrough in 1970? (A naturally sterile male rice plant was discovered.)3.Who supported his research? (Researchers from all over China and the government.)Read the fifth para.1.What did his discoveries result in? (Chinese rice production rose by 47.5%)2.Where was his rice exported to? (Pakistan, the Philippines and so on.)3.Why were the rice fields converted to growing vegetable and other cash crops? (It is no need toplant so many rice because of the high production.)Read the last para.1.What is the most important crop in Pakistan? (Wheat.)2.What’s the feature of the new hybrid rice? (Its yield is much greater than that of other types of ricegrown in Pakistan.)Summary Writing1.Write a summary according to the passage.2.Add some information if necessary.3.Less than 120 words.4.Time limit: 5-8 minutes.。
外研版高中英语必修4 Module 1《Life in the Future》教案设计
Module 1 Life in the Future语言知识与运用教学设计一、设计理念：根据新课标学习理念以及高考改革的新趋势，为建立和谐高效的课堂进行课程整合。
本节课语言知识运用课节，我重点注重对学生的说、写能力的训练，使语言的输入和输出更加有机的结合起来，同时，将“以学生为本，以学生发展为本”的课程理念贯穿于整个教学过程中，将“自主学习，体验参与，合作探究”的学习方式渗透于学习过程中，运用多种教学活动和教学策略，体现了新课标要求，与高考接轨，采用任务型教学和探究性教学相结合的方式，着重提高学生的知识与语言的运用能力，由浅入深，由易到难，逐层拓展，循序渐进的实施课堂有效教学。
此外，注意培养学生的情感目标和价值观的提升，使学生知识得以习得，情感得以升华。
二、学情分析本次授课学生为高一年级学生，在完成前三册书的学习当中，已基本适应了高中英语的学习，并掌握了一定的词汇量，能够用英语进行一定层次的交流。
但是，不少同学缺少交流的勇气和自信，还有部分同学缺少对英语学习的积极性和兴趣，导致学科间发展不够均衡，这些都是在备课和教学过程中应该关注的问题。
此外，大多数学生对于英语这门课的学习仍只停留在知识层面上，学生的情感态度还有待提高。
同时，缺乏团队的合作和配合，以本节课来说，部分学生的想象力和创造力还有待鼓励。
所有这些都是对老师备课的挑战，我会认真分析学生存在的各种问题和优缺点，认真备课，争取使每位学生在本堂课上都能有所收获。
三、教材分析本节课是Book4 Module1的第二课时---语言知识与运用，即是词汇，语法和写作的课程整合。
主题是“未来城市”，要求学生能通过想象力来描绘未来城市的发展前景并展开交流和讨论。
本节课重点是对教材中所出现的重点词句进行讲解，语法项目是指导学生学会对将来时间的表达，并结合本模块所学进行一个微写作的练习。
旨在从学生的兴趣，生活经验和认知水平出发，鼓励学生在老师的指导下，通过体验、参与、探索和合作等方式，发现语言规律，逐步掌握语言知识和技能，不断调整情感态度，形成有效的学习策略和自主学习的能力。
高中英语新课标外研版必修4教案P...
高中英语新课标外研版必修4教案P...Module 3Body Language and Non-verbal Communication Brief Statements Based on This ModuleThe Analysis of Teaching Contents in This Module The topic of this module is “Body Language and Non-verbal Communication”.Related information is introduced through reading and listening.The reading part gives a brief introduction of body language in different cultures while the listening part shows how to behave well when you are invited to an American’s home.The vocabulary,sentence patterns,grammar,the main content of the context as well as the students’activities such as listening,speaking,reading and writing and so on all develop around this topic.The teacher can design and organize such activities as organizing students to interview foreign friends or communicate with net pal to develop the students’language skills and communication skills.IntroductionThis part is made up of four activities which introduce not only vocabulary concerning physic contact or gestures but also a part of important expressions and body languages probably used on communication occasions.Through these activities the students can be familiar with some useful words and expressions concerning non-verbal communication and make good preparations for the following reading activities.This passage gives a brief introduction of how body languages are usually used in different customs and cultures.And three exercises concerning the content and vocabulary of the passage are designed.By doing these exercises the students can have a good understanding of the content of this passage andlearn some words related to the content of this passage.Grammar 1This part introduces adverbial clause of condition around which three activities are designed.Through Activity 1 the students can have a knowledge of the general things of this grammar phenomenon such as the situation it describes,the subordinate conjunctions it uses to introduce the situation,why it is used as well as the tenses in both the independent clause and dependent clause.And Activity 2 will help students be far more familiar with the content of the passage and get to know clearly about the situations where adverbial clause of condition is used,that is,this activity will be of great help to consolidate what students have learned in Activity 1.The last activity is to match the two parts of the sentences about body language in Europe or America.It not only further consolidates students’understanding of this grammar phenomenon’s use but also get them to know more about European and American body languages and gestures concerning non-verbal communication so as to interest them in understanding “different countries have different customs” and “when in Rome,do as the Rom ans do”.Listening and VocabularyThis part brings in both the content closely concerning the theme or topic of this module in the form of listening—behaviors in the communication with westerners and the related vocabulary.It is made up of four activities.In Activity 1 students are demanded to match the given words with the parts of the body in the picture.It helps the students exactly know how to express the parts of the body in English and smoothly leads students to Activity 2.Meanwhile these words are closelyconnected to the theme of this module.Activity 2 shows students how their body parts are used in non-verbal communication and have them form a series of vivid pictures in their minds about these body languages.Both Activity 3 and 4 are based on Activity 1 and 2.Through Activity 3,students need to catch the main idea and find out the topics they have heard in the conversation,otherwise they cannot choose the right answer.At the same time they can also have a good understanding of American culture and customs in different social occasions of communication.If we see Activity 3 as trunk of a big tree,Activity 4 will be branches.That is to say,each piece of advice in Activity 4 embodies one of the topics in Activity 3.This activity requires students to listen carefully and understand the conversation fully and deeply in order to catch as many details as possible.Maybe they need to pay much attentionto how to ask for and give advice correctly.So this helps students be well prepared to study the Function part.FunctionThe function of this module is about “giving advice”.Students are demanded to master how to use the modal verbs “should” and “must” to give advice.This part contains two activities.In Activity 1 students need to look at the sentences in Listening and V ocabulary Activity 4 and try their best to learn when and how to use the modal verbs “should” and “must”by using them to complete the following four sentences.Meanwhile this activity also lays a good foundation for Activity 2.Activity 2 not only practices the use of the modal verbs “should”“shouldn’t”“must”and “mustn’t”but also is linked to the theme or topic of this module—different cultures as well as different customs.Deeply speaking,it both develops andimproves students’language skills and incr eases and broadens their cultural knowledge.Grammar 2This part is still mainly about adverbial clause of condition.It provides two activities for students.By reading the sentences and answer the given questions in Activity 1,students can get information such as in which situation adverbial clause of condition is best used and the subordinate conjunctions that are used to link the dependent clause and the independent clause.It also provides enough grammar knowledge forActivity 2 which instead consolidates the grammar phenomenon by filling in the blanks with the right form of verbs.PronunciationThis part introduces some differences existing in the pronunciation of both the American English and the British English.There are two activities designed in this part,both of which are linked with listening.In the first activity students need to listen to two speakers with the American accent and the British accent respectively to notice the differences between both of them.During the course of listening students are required to listen carefully in order to make a good and detailed comparison.Activity 2 supplies students a good chance to tell which accent different speakers use respectively.In this way,students can not only improve their pronunciation accuracy but also practice their listening skill.SpeakingIn this part the students work in pairs to perform a role-play game in the form of acting out a dialogue.One plays the role of a foreign friend and ask his or her partner for some information concerning Chinese culture and customs,the other give a his orher some good advice using the modal verbs such as “should”and “must”,meanwhile he or she can check if he or she has really mastered how to use adverbial clause of condition by beginning his or her sentences of a dvice with “if”.So this part consolidates the grammar knowledge learned above.Grammar 3This part gives a brief introduction of adverbial clause of concession and offers relative activities.Two activities are designed,the first of which can lead students to knowing about the real meaning of adverbial clause of concession in the form of choosing the correct answers.The two sentences of this activity are both from the listening material and closely connected to the theme of this module,so that if students really understand and further master the meaning of them,they will have a deep understanding of the theme once more,which may stimulate them to be aware of culture and customs in different countries.The second activity is designed to help students learn some subordinate conjunctions with which the adverbial clause of concession begins.This activity is of great help to consolidate students’ knowledge of this grammar.WritingThe main content of this part is to answer an invitation and three activities are provided to help students give a correct reply.Activity 1 is a prewriting activity and shows two invitations with different styles—one formal,the other informal.Students need to read them and catch the main idea and some details so as to tell the differences between the formal style and the informal style.Meanwhile it can lay knowledge foundation for their reply.Activity 2 offers four expressions for students to judge whetherthey are formal or informal.This activity supplies helpful information that students can make use of in their reply.It,as well as Activity 1,offers the necessary precondition to Activity 3.Based on the two activities above,students are required to write a short reply to either invitation in Activity 3,which consolidates what they have just learned above.Everyday EnglishThis part is mainly about four daily expressions in English which are designed to help students understand and master how native English speakers take advantage of useful phrases and expressions in their daily life.Meanwhile,they can also improve students’oral English level and deepen their comprehension of idioms and customs as well as culture of English speaking countries,which embodies the theme or topic of this module.Cultural CornerThis part is focused on a passage introducing the origin and function of clapping.After reading it students can have a better understanding of non-verbal communication.In order to help students get as many details as possible two questions are given as a clue.TaskThe task of this module is “preparing some social advice for visitors to China”.It requires students to make a discussion with their classmates and make a list of various social situations to write about.And then theyhad better write a short paragraph on each topic to show visitors what they should do in all aspects such as clothing,food,shelter and even their doing.Each paragraph ought to begin with if you or when you and use the modal verbs “should(n’t>”and “must(n’t>”,which makes sure thatstudents go over what they have learned in Grammar part and consolidates their understanding of adverbial clause of condition.Finally work in groups to introduce what they write to each other.Maybe this way raises their awareness of cooperation.Module FileThis part is a summary of this module.It may help the students to know whether they have mastered the main points or not.If time permits,the teacher may have a revision of this module by analyzing this part and consolidate it with some exercises.Six periods for teachingPeriod 1:IntroductionPeriod 2:Reading and V ocabularyPeriod 3:Grammar 1;Listening and V ocabularyPeriod 4:Function;Grammar 2;Pronunciation;SpeakingPeriod 5:Grammar 3;Writing;Everyday EnglishPeriod 6:Cultural Corner;Task;Module FilePeriod 1IntroductionThe General Idea of This PeriodDuring this period we will learn some new words that can be used to describe physic contact and gestures.In dealing with Activity 1 the teacher may encourage the students to discuss the four pictures.Some performances may be of great help in leading in this part.The task of Activity 2 is to listen and match the situations with the pictures.Activity 3 is related to speaking.The teacher may ask the students to work in pairs and make up a dialogue.And then several pairs need to act out their dialogue.The last activity is reading and answering the questions.You can make them do it by themselves and then check the answers.Teaching Important PointsMaster some words,phrases and useful expressions describing body languages and non-verbal communication.Improve the students’ speaking ability by talking,discussing,making up and acting out dialogues.Improve the students’ listening ability.Teaching Difficult PointsHow to encourage students to take an active part in the speaking and listening activities.How to improve the students’ speaking and listening ability.Teaching MethodsIndividual work,pair work or group work to make every student participate in class.Listening and matching activity to help the students have a good understanding of the listening material.Teaching AidsMultimediaA blackboard.Three Dimensional Teaching AimsKnowledge and SkillsMake the students master some new words,phrases and useful expressions.Encourage the students to know how to describe body languages or gestures in English.Make sure the students use simple English to discuss the gestures or physical contacts and express what they mean.Process and StrategiesTrain the students’ speaking ability through individual,pair work and group work.Train the students’listening a bility through listening andmatching exercise.Feelings and ValueDeepen the students’correct understanding of what their partner really mean and make a response.Have the students know about some culture and customs concerningnon-verbal communication and strengthen their communicative awareness.Teaching ProceduresStep 1 Lead-inT:Good morning,boys and girls!Ss:Good morning,sir!T:In last module we have learned something about traffic jam at home and abroad.Today we are going to learn something about communication without words but body language.T:(The teacher shows a pile of pictures of physical contacts.> Here are several pictures concerning physical contact and body language or gestures.You may be familiar with some of them.Do you know how to express them in English?Now discuss them in pairs or groups.In a few minutes,I’ll ask some students to talk about them.(The students begin to discuss the pictures.And the teacher goes around the class and joins them.A few minutes later,the teacher says the following.>T:Are you ready?Who can give us a talk about the first picture?Any volunteer?Ss:Let me have a try.I think the old man is the grandfather,and the boy is his grandson.The grandson is crying,so the old man is patting the head of the little boy in the first picture.Ss:Picture 2 shows us a woman clapping with a big smile on her face.Ss:We could see that a man is dragging a woman violently in the fourth picture.Maybe the woman has done something wrong which makes the man angry.T:You are clever,good guy.Any different opinion?V olunteer?Go on.Ss:Let me have a try.There is a woman who is holding her baby in her arms very happily in the fifth picture.T:Completely true.Meanwhile,your pronunciation is very beautiful and fluent.Another one?Describe the next picture.Who wants to take this chance?Ss:Me.(A boy raises his hand.>T:OK.Please!Ss:In my opinion,it describes some people clapping happily and excitedly.T:Well done.So much for this part.Let’s go to the next part.Step 2 Match the verbs in the box with the picturesT:Just now we have discussed some pictures concerning physical contact and learned some words and expressions.Now open your books and turn to Page 21.Read these four words after me.(The teacher reads the words,followed by the students and performs each word’s meaning with gestures.>T:No.1 point.Ss:Point.T:In which picture are people pointing?Ss:Picture a.T:Right.No.2.shake.Ss:Shake.T:In which picture are people shaking their hands?Ss:Picture d.T:Good job.Next word:smile.Ss:Smile.T:Could you see in which picture people are smiling?Ss:Picture c.Ss:No,Picture b.Ss:But the girl in Picture a is also smiling.T:Excellent.You are all true.Different people have different opinions.People are all smiling in these three pictures,but the right answer is Picture c because people in another two pictures also show other gestures.Having finished this exercise,let’s perform a brainstorming activity.Now I divide you into four groups—Group a,Group b,Group c and Group d.Each group try your best to think out as many English names concerning all kinds of body movements or gestures as possible and then send a representative to write them on the blackboard.Now 5 minutes for you to prepare.You can also refer to your dictionary.T:(Five minutes later> Are you ready?Ss:Yeah.Write your words on the blackboard.(Four students go to the blackboard and write.>T:Now let’s count the words of each group together and choose the group who gives more words as a temporary winner.(During this course,if new words appear,the teacher should explain them and lead the reading or ask a student who knows them to give an explanation.>Group a—12Group b—10Group c—13Group d—15Now let me announce the winner in this activity—It is Group d.Congratulations.Now let’s continue th e /doc/36489682.html,e these words to make up sentences.Each sentence you make will get 5 points.(The teacher rules out the word used to make a sentence.> One,two,begin!Ss:...T:Time is up.Excellent.You have given a good performance.Wh o wins this bout?It’s clear,right?Group a,20 points;Group b,25 points;Group c,20 points;and Group d,25 points too.Congratulations,Group d,you are the winner at last.(Students clapping.>T:That’s all for this activity.Follow me to the next part.Step 3 Listen and match the situations with the picturesT:In this part you are going to hear a piece of listening material.The first time you need to just listen to the material and try to get the main idea.Are you ready?(The teacher plays the tape for the students.>T:The listening is completed for the first time.Have you got the main idea?Ss:(Some of them> Yes.(But some of them> No.T:OK.Keep silent,please.Let’s listen to it again.This time you need to listen very carefully and make every effort to get the details.Meanwhile,match the situations with the picture above.Ready?Ss:Yeah.T:Let’s begin.(The teacher plays the tape once more.>T:(A few minutes later the listening is finished.> Have you finished your exercise yet?Ss:Yes.T:Let me check your answers now.Situation 1,any volunteer?S a:Situation 1 matches Picture d.T:Good,sit down,please.What about Situation 2?Who wants to have a try?S b:I think that it may be matched with Picture c.T:Good job.Absolutely right.Sit down,please.How about Situation 3?Anyone?S c:Let me have a try.It is perhaps Picture a.T:True or false?(Asking the whole class>Ss:True.T:OK.Sit down,please.The last situation?Say it together?Ss:Picture b.T:You all did good jobs.Thanks for your cooperation.This activity is over now.Let’s come to Activity 3.Step 4 Say What You Do When Y ou...T:Work in pairs.Act out the movements and say the relevant words and expressions according to the following situations given in this activity.Five minutes for you to prepare.(Five minutes later>T:Are you ready now?Ss:Yes.T:Now which pair wants to act them out in front of the whole class.V olunteer?A pair of students raise their hands.T:OK,come up,please!You can begin now.S a:Meet a friend.S b:Performs it.T:Is he right?Ss:Yes....T:Thank you very much.All of you perform greatly well.Somuch for this activity.Turn to Activity 4.Step 5 Read and answer the questionsT:In last activity some students performed a lot of situations.This activity is an open one,so different students have different opinions.Choose an answer for Exercise 1 and give reasons for your choice.S a,Would you like to have a try?S a:I choose B.I am a girl with an inward character,so I don’t communicate with others much.Even if I have to do this,I usually use words instead of body languages.T:Good idea.Who has a different opinion?S b:D is my choice.As far as I am concerned,I’d like to communicate with others very much,and I really love sharing what I love as well as what I hate.During the communicating course,I usually make full use of my body,because only in this way could I express myself completely.T:Outward guy,haha?Ss:...Step 6 Summary and homeworkIn this class we’ve mainly learned something about body languages by speaking and listening,so we’ve got more information about body languages and our speaking and listening abilities have been improved.At the same time,we have learnt some words,such as point,shake,smile andsome situations in which you use body language such as meet a friend,show someone the way,say no and so on.(The teacher writes them on the blackboard.> You should remember them and learn to use them.After class,try to collect more information about body language and prepare for next part—Reading and vocabulary.That’s all for today.Goodbye,everyone!Ss:Goodbye,Mr./Mrs...The Design of the Writing on the Blackboard Module 3Body Language and Non-verbal CommunicationThe first periodpoint,shake,smile,waveshow...the waycommunicate withshake handsRecord after Teaching______________________________________________________________________________________________________________________________________________________Activities and Research1.Encourage the students to collect more body languages in different countries.2.Make the students debate with each other.Reference for TeachingLanguage Points1.shake v.shake hands with sb.和某人握手Let’s shake on it.让我们为此握手。
高中英语外研版必修4【教学设计】 Module 4
Module 4 Great Scientists本模块以 Great Scientist 为话题，通过教学使学生了解古今中外不同领域的科学家的生平经历及他们的卓越贡献，阅读袁隆平和Stephen Hawking 的事迹，使学生树立正确的人生观、价值观。
并根据学生的已有知识，指导学生发表对伟大科学家的了解和看法。
本课阅读内容描写了“杂交水稻之父”袁隆平的生平和事迹，并阐述了他从事这项工作的重要性和所取得的成就。
激励他们树立远大理想，奋发图强。
多媒体课件辅助。
多媒体的运用将有助于将静的知识和情景生动化，降低知识的难度，激发学生的兴趣，活跃课堂的气氛，从而整合资源，优化教学过程。
一、语言目标1、 词汇和短语Staple, producer, leading, figure, educate, agriculture, breeding, species, original, publish, sterile, breakthrough, support, production, convert, export, hybrid, quality, quantity, bring up, as a result of, cash crop2、 重点句子（1） In the rice-growing world, the Chinese scientist, Yuan Longping, is a leading figure.（2） He thought there was only one way to this ---by crossing different species of rice plant, andthen he could produce a new plant which could give a higher yield than either of theoriginal plants.（3） As a result of Yuan Longping’s discoveries Chinese rice production rose by 47.5 percent inthe 1990’s二、能力目标1、 Enable students to talk about “the fath er of hybrid rice —Yuan Longping”2、Understand the text answer the related questions.3、Enable the students to understand the details about the passage, choosing the correct answeraccording to the text and fill in the form about the passage.三、学能目标Help students learn how to talk about Yuan Longping and his achievements.1 Talk about “the father of hybrid rice---Yuan Longping”When and where was he born?Why was he famous?What did he discover?How important is the discovery?2 Discuss the question of comprehension:Why is Yuan Longping’s discovery very important?1 Understand the importance of scientists’ achievements.2 Discuss the questions:What would you think of the new hybrid rice if you are a rice farmer? Explain why.Is the title of the passage suitable? If not, write a new one and give the reasons.3 Discuss what the students can learn from Yuan Longping.Period 1 Introduction and cultural cornerStep 1 GreetingGreet the whole class as usual.Step 2 PresentationStep 3 Warming upShow the students some pictures of western great scientists and ask them to talk about who they are and what achievements they had.。
(完整版)高一英语外研版必修4module4GreatScientists教案
Module 4 Great ScientistsTeaching Time: 教学时间Teaching Aims: 教学目标1. Knowledge and Skills 知识与技能a. Make students know some words, phrase and related expressions about scientists.b. Make students make a revision about the passive voice and the usage of “ by + - ing”.c. Make students learn to write an essay on great scientists’ life.d. Make students proficiently master how to say the numbers.e. Improve students’ abilities of listening, speaking, reading and writing.2. Process and Methods 过程与方法a. Improve students’ speaking ability through group discussion.b. Improve students’ analyzing and resolving abilities through group cooperation.3. Emotion and Values 情感与价值Make students know something about the current development of science and technology, as well as make them learn from those great scientists, such as the spirit of devoting to science, seeking truth and persistent dedication for human’s happiness and development.Teaching importance and difficulties：教学重点与难点1. Teaching Importance 教学重点a. Master some science-related vocabularies.b. Learn how to use passive voice.c. Learn how to say numbers.2. Teaching Difficulties 教学难点a. Make students understand some common expressions used in quiz show while listening.b. Enable students to use passive voice correctly.c. Enable students to write essays on great scientists’ life according to the structure of thepassage.Teaching Plan：教学计划Period One:Introduction, Reading and V ocabulary, FunctionPeriod Two: Grammar 1 and Grammar 2Period Three: Listening and V ocabulary, Pronunciation, Everyday EnglishPeriod Four: Reading and WritingPeriod Five: Cultural Corner, Module FilePeriod One: Introduction, Reading and Vocabulary, Function Teaching Goals:1.To know something about great scientists, such as Qian Xuesen, Marie Curie, Archimedes,Albert Einstein and Yuan Longping;2.To learn some science-related words;3.To learn how to say numbers.Teaching Procedures:Step 1: Lead in----- IntroductionBrainstorm:Question: What great scientists do you know? ( free speaking )Make students say something about those four great scientists--- Qian Xuesen, Marie Curie,Make students finish exercise 2 on page 31 individually.The answers:1. zoology2. botany3. biology4. physics5. biochemistry6. chemistry7. genetics Step 2:Reading and Vocabulary1.From the title “The Student Who Asked Questions”, guess what the passage is about?Who is the student?2. Make students find the topic sentence of each paragraph.Para1: Yuan Longping is a leading figure in the rice-growing world.Para2: As a boy, he was called “the student who asked questions”.Para3: As a young teacher, he began experiments in crop breeding.Para4: He discovered a special type of rice plant.Para5：His discoveries increased Chinese rice production.Para6：The yield of the new hybrid rice is much greater than that of other types grown in Pakistan.3. Make students skim the passage and find the answers to the following questions.1）What kind of student was Yuan Longping when he was young?2）What way did he think to produce rice more quickly?3）What did he discover?4）How important was the discovery？The possible answers：1）He was a student with lots of questions and he was interested in plants.2）By crossing different species of rice plant, then he could produce a new plant which could give a higher yield than either of the original plants.3）He discovered a naturally sterile male rice plant.4）Chinese rice product ion rose by 47.5% in the 1990’s.There were other advantages.●50,000 square kilometers of rice fields were converted to growing vegetables and othercash crops.●Yuan’s rice was exported to other countries.●His rice’s yield is much greater than the yield of other types of rice grown in Pakistan. 4．Make students read the passage carefully and decide whether the statement are true or false.1). China produces more rice than any other country.2). Yuan Longping asked a lot of questions at school.3). He developed a new kind of fast-growing rice.4). The government helped him in his research.5). The new rice replaced vegetables in 50 thousand square kilometers.6). The new rice is now grown n other countries, such as Pakistan.The answers: TTTTFT5. Make students finish exercises in activity 3 and 4 on page 33 individually, then checkthe answers.Step 3: Language points1.He thought that (the key to feeding people was to have more rice and to produce itmore quickly.) 宾语从句the key to sth. / doing sth. ---的关键to 属于“介词”e.g. 这就是考试失败的关键。
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。
- 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)。
外研版高中英语必修4 全册教学设计教案目录Module1 Period1 Introduction Reading and Vocabulary Module1 Period2 Function Listening and Speaking Module1 Period3 Grammar PronunciationModule1 Period4 Writing Everyday EnglishModule2 Period1 Introduction;Reading and Vocabulary Module2 Period2 Function;Listening and Speaking Module2 Period3 using languageModule2 Period4 Speaking;Writing;Everyday English Module2 Period5 Cultural Corner;Task;Module File Module3 Period1 IntroductionModule3 Period2Module3 Period3Module3 Period4Module3 Period5Module4 Period1 Introduction and writingModule4 Period2 Vocabulary and ReadingModule4 Period3 Function;Grammar 1，2Module4 Period4 Listening;Pronunciation；Speaking Module5 Period1 introduction; Vocabulary and Reading Module5 Period2 Grammar;Function;PronunciationModule5 Period3 Listening;Speaking;TaskModule5 Period4 Vocabulary;Writing;Everyday English Module5 Period5 Cultural Corner；Module File Module6 Period1 introductionModule6 Period2 Vocabulary;WritingModule6 Period3 Reading and SpeakingModule 1Life in the FutureBrief Statements Based on This ModuleThe Analysis of Teaching Contents in This ModuleIntroductionThe topic in this module is “Life in the Future”.Before the class,the teacher may encourage the students to find some pictures of some buildings and bring the pictures to the classroom for use.They may also surf the Internet to find some vocabulary used to describe environment and building materials.To begin this part the teacher may show the students the pictures in the book and carry out an activity of asking and answering questions using the questions the book provides.The teacher may also have a brainstorm in the class with the help of the questions given.In Activity 2 the teacher may show the students such words as “brick”“concrete”“mud” and so on.Explain some if necessary.After that the teacher may encourage the students to talk about the pictures they bring to the class in groups using the words they learned in this part.At the end of this lesson the representatives will be asked to act out their dialogue.Reading and VocabularyThe teacher may list the new words or ask the students to find the new words in the course of previewing the text.By guessing from the whole context they will have a good sense of enlarging their vocabulary and this is very important in learning a language.The main idea of this passage is about the City of the Future.While reading this passage,some reading strategies are necessary:skimming—fast reading to find out the general idea of the passage as well as the answers to one or two questions;scanning—careful reading to look for important facts;guessing—try to guess unknown words from the context,understand the author’s attitude and ideas from the context and understand the intention.In the teaching of the reading,the teacher can organize different reading activities according to the content of the text on purpose to train the above reading strategies and help them develop good reading habits from the very beginning.FunctionThe function of this module is “talking about the future”.Through the reading of the extracts from the City of the Future the students may have a better understanding of when to use with countable nouns and when to use with uncountable nouns.Some explanation from the teacher may be involved if necessary.And Activity 2 can act as a kind of consolidation.Listening and SpeakingIn this part the students’listening and speaking abilities are trained.First the students are encouraged to use their imagination to a full extent and draw a picture of their future home and then have a discussion.Thus speaking can serve as the warming up of listening.Through listening the students may have a better understanding of the future home.GrammarThe grammar in this module is the future continuous.The future continuous is formed with will be and the -ing form of the verb.Its function is to make predictions,i.e.it describe a situation which will be in progress at a given moment in the future.To make the students clear,the teacher had better give students some exercises for consolidation.PronunciationThe pronunciation in this module is stress.The teacher may choose a short paragraph from thepassage and then ask them to find the stressed words themselves.After that you may play the tape for the students to listen and check their answers.WritingActivity 1 is a preparation of writing.The students may be encouraged to read the passage to learn about how to make predictions.Through this activity the students can master some ways to tell about the future things and some words as well.In writing what they will be doing in ten years,the teacher may teach them the steps:first make an outline and write down some key words;the next step is to exchange their works with their deskmates for suggestions;the last step is correction.Everyday EnglishFirst encourage the students to do this activity individually and then check with a partner.To consolidate it,the teacher may ask the students to make up a dialogue using the phrases in this part.Cultural CornerThis part introduces to us people’s predictions about the future.These predictions has turned out to be absurd,so it is very interesting to read and thus attract the students.However,it can also make the students think about this question:How do we treat the development of the world?In dealing with this part the teacher may decide the Teaching Methods.If time permits,intensive reading is necessary;but if not,extensive reading,fast reading or skimming is also OK.TaskThe task of this module is to describe one’s ideal house for the future.You may first ask the students to draw a picture of the house and a plan of the rooms inside.And then the students are encouraged to say what each room in the house is and any interesting features it will have.The better ones may demonstrate their works to the whole class.Module FileThis part is a summary of this module.It may help the students to know whether they have mastered the main points or not.If time permits,the teacher may have a revision of this module by analyzing this part and consolidate it with some exercises.Five Periods for TeachingPeriod 1:Introduction;Reading and V ocabularyPeriod 2:Function;Listening and SpeakingPeriod 3:Grammar;PronunciationPeriod 4:Writing;Everyday EnglishPeriod 5:Cultural Corner;Task;Module FilePeriod 1Introduction;Reading and VocabularyThe General Idea of This PeriodBefore this period the teacher may ask the students to prepare some pictures of different kinds of buildings and look up some words describing building materials in the dictionary for future use.After that we will learn some new words that can be used to describe the building materials.In dealing with Activity 2 the teacher may have a brainstorm among the students and make them speak out the names of different building materials in English.Multimedia is of great help in leading in this part.The task of Activity 3 is to discuss what their school is made of.The teacher may encourage to talk about the pictures they bring to the class in groups using the words they learned in this part.At the end of this lesson a representative will be asked to act out their dialogue.As for Reading and V ocabulary,first the teacher may list the new words or ask thestudents to find the new words in the course of previewing the text.By guessing from the whole context they will have a good sense of enlarging their vocabulary and this is very important in learning a language.The main idea of this passage is about the City of the Future.Through this article not only will the students predict the prospect of our world but also they will fully develop their imagination.Teaching Important PointsEncourage the students to talk about building materials.Teaching Difficult PointsLead the students to speak out the English names of some building materials.Teaching MethodsIndividual work,pair work to get every student to participate in class.Teaching AidsSome pictures,multimedia & a blackboard.Three Dimensional Teaching AimsKnowledge and SkillsMake the students master some new words.Encourage the students to know how to describe a building.Make sure the students use simple English to have a discussion.Process and StrategiesTrain the students speaking ability through individual and pair work.Feelings and ValuesThrough the study of this module the students will surely have a better understanding of the trends of the development of the world.Meanwhile,they can know about the necessity of sustainable development.Teaching ProceduresStep 1 Lead-inT:Good morning,boys and girls!Ss:Good morning,Sir!T:Now I’m very glad to see you here—in my class.I hope we will enjoy staying with each other.Let’s start our cooperation with Module 1 Life in the Future.Please look at the picture in our textbook.What is it?S:I think it is a building.T:Then where do you think it is?S:Perhaps it is in a big farm.T:Good!And would you like to live in it?S:I imagine a lot of fun living in it.T:Do you know what kind of building materials the building is made of?S:Yes.Judging by the color of the building,it is made of stone.T:Very good!What other materials do you know?Can you speak out the names of the building materials in English?S:The building materials we are familiar with in our daily life include aluminum,brick,concrete,glass,mud and so on.(The teacher listed the names on the blackboard.) aluminum brick concrete glass mud plastic rubber steel stone woodT:Yes.Well done!Now please try to use the building materials on the blackboard to completethe following sentences.1.__________is a very light metal.2.__________is a very strong material.3.Both __________and __________come from trees.4.__________is light,strong,very popular,and man-made.5.__________are often used to build walls.6.__________is very strong and is used in many modern buildings.7.__________is wet earth.8.__________is a natural hard material.9.__________is used to make windows.(The teacher check their answers.)Suggested answers:1.Aluminum2.Steel3.rubber,wood4.Plastic5.Bricks6.Concrete7.Mud8.Stone9.GlassT:All of you did very good jobs!T:Now that we have known so much about building materials,now let’s talk about our teaching buildings:What materials are the teaching buildings made of/from?(Pair the students to discuss the school.Ask them to make a list and then call back answers in a whole-class setting and list the answers on the board.)T:Well done.Step 2 Fast readingT:Now let’s come to Reading and Vocabulary.Suppose you are traveling to “A City of the Future”,please imagine what you will see there.What will be different from a present city?S:I think in the future world the schools are different from now.Internet-schools will take over the present schools.T:Good imagination!S:Solar energy will take the place of gas,coal,electricity and so on.S:...T:Very good!Now according to your imagination please tick the topics you think will mention.And then read the passage to check your ideas.(After a few minutes check their answers.)Suggested answers:alternative energy crime shopping environment entertainmentT:Good job!Now please read the text fast and then try to answer the following questions.(Show the following on the screen.)1.What is for sure about the cities in the future?A.They are getting bigger before they get smaller.B.They are getting smaller before they get bigger.C.They are getting more and more smaller.D.They will keep the same as today.2.Will a man get his telephone number in the future?A.When he is 18 years old.B.When he is 14 years old.C.When he gets married.D.When he was born.3.Which is not true in the year 2025 according to the text？A.no smokingB.batman netsC.garbage shipsD.car powered by wind4.Why do people care more about the environment in the future?A.Because they can use recycled materials.B.Because they have improved the sense of environment.C.Because the earth’s natural resources run out.D.Because there are more people in the world.5.What can you do in the year 2025?A.You can go shopping in the malls.B.You can entertain freely.C.You have to go to hospital to get operated.D.You can smoke in your own room.Suggested answers:1.A2.D3.A4.C5.BStep 3 VocabularyT:While reading you have learned some new words,right?Please read the words on the screen after me!Pay attention to the two words where the stress doesn’t fall on the first syllable:disability,recreation.(Show the following on the screen.)clinic disability mall net online outdoors recreation run out solar surgery urban T:Now you may read the passage quickly again and try to make sense of the words according to the context.The sentences on the screen may be of help to you.Match them with the words or phrases.1.a problem which prevents you from doing something__________2.not in a building__________3.from the sun__________4.free time activities,such as sport and entertainment__________5.you can use this to catch a lot of fish at the same time__________6.through the Internet__________7.a place where you can get medical treatment__________8.to do with town or city life__________9.a shopping centre__________10.to use up or finish completely__________11.medical treatment in which the doctor cuts open your body__________Suggested answers:1.disability2.outdoors3.solar4.recreation6.online7.clinic8.urban9.mall10.run out11.surgeryT:Here are more exercises:match the words and phrases in Box A with those in Box B.Aarrest carry out load recycle rely on waste(v.)Balternative energy criminals huge spaceship material natural resource operation (After a few minutes check their answers.)Suggested answers:arrest animals,carry out operation,load huge spaceship,recycle material,rely on alternative energy,waste natural resources.T:Please read the passage one more time and spot the words or phrases in the text which mean these things.(Show the following on the screen.)1.not a wise thing to doa risky business2.someone who needs medical treatment but doesn’t need to stay in hospital__________3.remove__________4.old people__________5.you don’t have to pay for something__________6.a hole in the ground filled with garbage that can’t be recycled__________Suggested answers:1.a risky business2.outpatient3.get rid of4.senior citizens5.free of chargendfillStep 4 Intensive readingT:Just now we have caught the main idea of this passage.Now please read this passage carefully.While reading,please try to find out the answers to the following questions.You may discuss with your deskmate.(Show the following questions on the screen.)1.What have students in a Texas University done?2.Where will garbage ships go?3.Who will batman nets catch?4.Where won’t people be allowed to smoke?5.How will people go shopping?6.What number will people keep for life?7.What won’t people have to pay for?8.How will cars be different?9.What will the doctors do from a distance?10.Where will old people go without moving?(The teacher may ask the students to ask and answer the questions in pairs.)Suggested answers:1.They have thought how to run a city in 2025.2.To the Sun.3.Criminals.4.Within a city’s limits.5.Online.6.Their telephone number.7.Recreation.8.They will be powered by electricity.9.Surgery.10.Anywhere in the world.T:Wonderful jobs,all of you!Step 5 DiscussionT:In the passage we have learned some predictions about the city of the future.Now discuss in groups of four the following questions:1.Which prediction is the strangest?2.Which prediction is the most useful?3.Which prediction will come true first?4.Which prediction will come true last?(Call back the ideas from different pairs,one at a time,and ask the rest of the class to comment on them.Try to encourage a discussion.)Step 6 Summary and homeworkT:This period first we learned about some building materials.And then we read an article about the city of the future.In the article we learned quite a lot of new words.Above all,we have mastered the usages of the words.What’s more,we carried out a discussion about the topic.After class,please memorize the new words we’ve learned and choose a question in Activity 7 to give your own idea.That’s all for today.Good-bye,everyone.Ss:Good bye,teacher.The Design of the Writing on the BlackboardModule 1Life in the FutureThe first periodalternative energy crime schools public services shopping environment traffic weather entertainmentRecords after Teaching__________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________Activities and Research1.Encourage the students to think of more building materials.2.Lead the students to add more topics to the list.Reference for TeachingLanguage Points1.mention v.提及,提到n.提及,说起Nobody mentioned anything to me about it.没人跟我提过这事儿。