高一英语新课标必修4教学案例人教版
人教版高一英语必修四教案模板
人教版高一英语必修四教案模板人教版高一英语必修四教案模板高一阶段，是打基础阶段，是将来决战高考取胜的关键阶段，今早进入角色，安排好自己学习和生活，会起到事半功倍的效果。
下面是小编为你准备的人教版高一英语必修四教案，快来借鉴一下并自己写一篇与我们分享吧！人教版高一英语必修四教案篇1一、教材分析：本课是结合人教版高中英语教材选修5中有关过去分词的语法内容，进行过去分词的学习，教学中将语法知识的传授和语言基本技能的学习结合到一起，注重复习语法与语言的运用。
采用任务型教学法和小组合作探究学习法，从而扩大课堂的语言输入量及学生的语言输出量。
二、学情分析：在高一英语学习基础上，学生已经掌握基本的语言结构和一定程度的听说读写能力。
在复习的过程中，结合学生原有的知识掌握水平，巩固基础强化正确使用语法知识，提高学生运用语言的深度和难度。
但大部分学生的基础知识仍然较为薄弱，运用英语进行交际活动的能力较差，主动学习的动力不够，然而他们学习比较认真，渴求知欲旺盛，思维比较活跃。
部分学生的基础较好，能主动配合老师。
只有设置使他们感兴趣的活动，因材施教，才能让他们投入到课堂活动中来。
三、教学目标：1、知识目标：引导学生掌握过去分词在真实的生活语境中的使用。
培养学生通读，分析，理解，综合的能力，教会学生体察语境，结合上下文，符和逻辑推理和合理的想象，结合语法和题干中的语境解决问题。
在运用语言过程中培养学生的观察力、分析力、想象力和自学能力，提高思维能力和运用英语的综合能力。
2、能力目标：利用多媒体手段营造积极和谐教学氛围，使学生进入情景之中，充分调动学生的思维活动和情感体验，规范学生运用英语知识准确表达的能力，同时，发展学生综合语言运用的能力，分析问题和解决问题的能力，培养学生自主学习。
3、德育目标：用含过去分词的句子结构表达思想感情。
四、教学重点：1、过去分词的用法。
2、过去分词的运用五、教学难点：1、结合语法知识，以课堂教学为依托，全面训练学生的听、说、读、写能力，加强和提高运用英语的综合能力。
人教高中英语必修4全册教案
人教高中英语必修4全册教案Unit 1 Teaching PlanI. Analysis of the Teaching MaterialThe teaching material of this unit is taken from Unit 1 of the People's Education Press High School English Book 4. Theunit mainly elaborates on environmental protection. The text is based on a speech given by the United Nations Secretary-General at the World Environment Day. The content involves environmental protection, global warming, endangered species, nature reserves, and so on. Through this unit, students can understand the importance of environmental protection and realize the urgency of protecting the earth.II. Teaching Objectives1. Knowledge and skillsa. Master the new words and phrases in the text.b. Understand the main idea and details of the speech.c. Grasp the grammar knowledge related to tense, conjunctions, and prepositions.2. Process and methodsa. Encourage students to think independently and actively participate in classroom activities.b. Cultivate students' reading skills, such as skimming and scanning.c. Foster students' ability to use English to express their opinions on environmental protection.3. Emotion, attitude, and valuesa. Cultivate students' awareness of environmental protection and the sense of responsibility to protect the earth.b. Promote students' positive attitudes towards learning English and enhance their confidence in using English.III. Key and Difficult Points1. Key pointsa. Master the new words and phrases in the text.b. Understand the main idea and details of the speech.c. Grasp the grammar knowledge related to tense, conjunctions, and prepositions.2. Difficult pointsa. How to use English to express opinions on environmental protection.b. How to analyze and understand the text more deeply.IV. Teaching Methods1. Task-based teaching method: Set up tasks or activities related to environmental protection in order to stimulate students' interest and participation.V. Teaching ProceduresStep 1: Pre-reading1. Present the topic "Environmental Protection" and ask students about their opinions on environmental issues.2. Show pictures or videos related to environmental problems and ask students to discuss in pairs or groups.Step 2: Reading1. Skim the text to get the general idea and ask students to summarize the main points.2. Read the text again and underline the new words and phrases.3. Go through the text paragraph by paragraph and explain the key points and difficult words.4. Discuss the questions provided in the textbook and ask students to answer them individually or in pairs.Step 3: Vocabulary1. Help students understand the new words and phrases by giving explanations, synonyms, or antonyms.2. Provide examples and encourage students to use the words in sentences.Step 4: Grammar1. Introduce the grammar points related to the text, such as different tenses, conjunctions, and prepositions.2. Explain the rules and give examples to help students understand and apply the grammar rules.Step 5: Discussion and Group Activities1. Divide the class into groups and assign different topics related to environmental protection.2. Encourage students to discuss and share their ideas and suggestions for solving environmental problems.3. Ask each group to present their ideas to the class and have a group discussion.Step 6: Post-reading1. Ask students to summarize the main ideas of the text and share their thoughts on environmental protection.2. Assign homework to consolidate what has been learned, such as writing a short article or making a poster about environmental protection.VI. Blackboard Design- Unit 1: Environmental Protection- New Words: global warming, endangered, extinct, protection, pollution, destruction, environment, reserve, natural resources - Key Points: Understand the main idea and details of the speech- Difficult Points: How to use English to express opinionson environmental protection- Grammar: Tenses, conjunctions, and prepositionsVII. Teaching ReflectionThis teaching plan is designed to guide the teaching of Unit 1, "Environmental Protection." It focuses on cultivatingstudents' awareness of environmental protection and enhancing their understanding of the importance of protecting the earth. Through various activities and discussions, students canactively participate in the learning process and improve their English skills. However, it is necessary to adjust the teaching plan according to the actual teaching situation and students' abilities.。
人教版高一英语必修四教案
人教版高一英语必修四教案Unit1WomenofAchievement一、教学目标1.知识目标掌握本课的生词和短语。
理解课文内容，了解三位杰出女性的成就和贡献。
学会描述人物成就和贡献的句型。
2.能力目标培养学生的阅读理解能力。
提高学生的口语表达能力和写作能力。
培养学生合作学习和自主学习的能力。
3.情感目标培养学生尊重和欣赏杰出女性的品质。
激发学生追求卓越、实现自我价值的意识。
二、教学重点与难点1.教学重点生词和短语的掌握。
课文内容的理解。
人物成就和贡献的描述。
2.教学难点长难句的分析和翻译。
人物成就和贡献的深入理解。
三、教学过程Step1:导入利用图片或视频介绍三位杰出女性：玛丽·居里、宋庆龄和张海迪。
学生简单了解她们的成就，激发兴趣。
Step2:生词学习学生自主阅读课文，勾画出生词和短语。
教师带领学生朗读生词，解释词义，引导学生用生词造句。
Step3:课文阅读学生自主阅读课文，理解文章大意。
教师提问，检查学生对课文的理解。
学生分角色朗读课文，注意语音、语调。
Step4:分析课文教师引导学生分析课文结构，概括段落大意。
学生讨论三位杰出女性的成就和贡献，用所学句型进行描述。
教师点评并指导，帮助学生完善表达。
Step5:课堂活动学生分组，每组选择一位杰出女性，准备演讲稿。
各组轮流进行演讲，其他学生听后进行评价。
Step6:作业布置四、教学反思本节课通过学习三位杰出女性的故事，让学生了解她们的成就和贡献，培养学生的尊重和欣赏杰出女性的品质。
在教学过程中，教师应注重激发学生的兴趣，引导他们主动参与课堂活动，提高阅读理解能力。
同时，教师要关注学生的个体差异，给予不同层次的学生指导和帮助，提高他们的口语表达能力和写作能力。
教师还需不断反思自己的教学方法，针对学生的实际情况进行调整，使教学效果更佳。
在今后的教学中，教师可以尝试更多的课堂活动，如角色扮演、小组讨论等，让学生在实践中提高英语水平。
同时，教师还要注重培养学生的跨文化意识，帮助他们更好地理解和尊重不同文化背景下的人物成就和贡献。
2024年人教版高一英语必修四教案
2024年人教版高一英语必修四教案一、教学目标通过本单元的教学，使学生能够：知识与技能：掌握本单元的基本词汇、短语和语法结构，能够运用所学知识进行简单的听、说、读、写活动。
过程与方法：通过多样化的教学活动，培养学生的自主学习能力和合作学习能力，提高他们用英语进行实际交流的能力。
情感态度与价值观：激发学生对英语学习的兴趣和热情，增强他们的自信心和跨文化交际能力，培养他们的全球意识和国际视野。
二、教学重点和难点重点：词汇和短语的记忆与运用，特别是与本单元主题相关的词汇。
掌握本单元出现的重点语法结构，并能够在实际语境中正确运用。
提高学生的阅读理解能力，通过阅读理解文章，加深对单元主题的理解。
难点：对于某些抽象或文化特定的词汇和表达的理解与运用。
灵活运用新学的语法结构，避免中式英语的出现。
提高口语表达的流畅性和准确性，特别是就单元主题发表个人看法和进行小组讨论时。
三、教学过程导入新课通过展示与单元主题相关的图片或视频，激发学生的兴趣和好奇心。
简要介绍本单元的学习目标和主要内容，为学生树立清晰的学习方向。
提出与单元主题相关的问题，引导学生进行思考和讨论，为接下来的学习做铺垫。
词汇和短语学习利用单词卡片、PPT等方式呈现新词汇和短语，确保学生能够正确发音并理解其意义。
设计记忆游戏、填词练习等多样化的活动，帮助学生快速记忆和运用新词汇。
鼓励学生使用新词汇和短语进行造句或编写小故事，以加深对其用法的理解。
语法结构学习通过对比、归纳等方式，引导学生发现新语法结构的规律和特点。
提供大量例句和练习，帮助学生理解并熟悉新语法结构的用法。
鼓励学生在实际语境中运用新语法结构，如编写对话、故事或进行口头表达。
阅读理解和技能训练选用适合学生水平的阅读理解文章，通过问答、填空等形式检测学生的理解程度。
教授阅读技巧和方法，如快速定位信息、推断隐含意义等，提高学生的阅读效率。
引导学生通过小组讨论、角色扮演等活动，运用所学知识进行实际交流和合作。
最新新课标人教版高一英语必修四unit4教案
Unit 4 Body LanguageThe first period readingStep I. Warming up Warming up by actingLook at the list of interpretation on the right side of the chart. Perform the action or the nonverbal behaviour on the left side.Examples Of Body Language.Warming up by defining—What is body language?Step II. Pre-reading1Joking and sayingLook at the man in the picture below. What does he say to you by his body language? Basically, how the ...... do I know? Or, I don’t know nothin! The shoulders are hunched and the hands are open signifying a big question mark.2Talking and sharingBody language is the quiet, secret and most powerful language of all!According to experts, our non-verbal language communicates about 50% of what we really mean (voice tonality contributes 38%) while words themselves contribute a mere 7%.Our bodies send out messages constantly and often we don't recognize that we're communicating a lot more than we realize.Our understanding and use of non-verbal cues in facial expression are familiar to us nearly from birthStep III. Reading11eading aloud to the recordingNow please listen and read aloud to the recording of the text COMMUNICATION: NO PROBLEM?. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.2Read the text again to complete the table. Where is he/ she from? What does he/ she do when he/ she meet someone at the airport for the first time?3Reading and understanding difficult sentencesAs you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me the teacher.Step IV. Closing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercises No. 1 and 2 on page 26 and 27. Closing down by checkingCheck some of the following basic non-verbal cues and you'll recognize that you already speakand translate much of the language. “I’m surprised!” I’m shocked!” “I’m sad!”The second period Learning about Language(The ~ing form as the Attribute & Adverbial)Step I. Warming up Warming up by discovering useful words and expressionsTurn to page 27 and do exercises No. 1, 2 ,3 and 4 first. Check your answers.Step II. Learning about grammar1 Reading and thinkingTurn to page 25 and read with me the text of COMMUNICATION: NO PROBLEM? As you read along, pay attention to the uses of The ~ing form as the Attribute & Adverbial.(They are visitors coming from several countries. 作定语；Four people enter looking around in a curious way. 作状语；This is an exciting experience for you. 作定语; You stand watching and listening. 作状语；……)2 Doing exercises No. 1 and 2 on page 29 Turn to page 29. Do exercises No. 1 and 2。
高中英语人教版(新课程标准)必修4Unit 4【教案】
Unit 4 Body language本单元以Body Language——“体态语”为中心话题，具体涉及什么是“体态语”，如何理解“体态语”，以及“体态语”的跨文化性等。
本单元的语言技能和语言知识也都是围绕“体态语”这一中心话题设计的，旨在通过单元教学，用听、说、读、写、做(表演)等多种形式，让学生正确认识和掌握“体态语”在交际中的作用和意义，使学生明确“体态语”在人类交际中的重要性，了解“体态语”在不同民族、不同文化交际中的多样性；使学生在今后的日常生活、学习、工作和交往中尽量减少或避免运用“体态语”时可能产生的误解，提高他们的“语言交际”能力和“非语言交际”能力。
这节课主要侧重在阅读部分的学习，这种对课文的理解，本节课十本单元的第一节课。
本课的READING材料处于教材的第三部分，是一篇介绍性（记叙文）体裁的文章，主要介绍了各种文化背景下的“体态语”的异同，为学生提供了来自不同国度、不同语言文化背景的“体态语”及其在交际中的异同和影响的具体例证。
学生也可以结合自己在语言交际中所遇到的实际例子来进一步理解Communication: No problem?（交际，毫无问题可言吗？）这一主题。
课后COMPREHENDING 包括八个问题（前5个旨在检查学生对阅读材料细节的理解，6~7旨在引导学生对“体态语”的意义及文化差异的思考，第8个检查学生能否通过细节进行推理判断），通过对来自不同国度、不同语言文化背景的六个角色对待男女不同性别所使用的“体态语”异同的（学生在老师指导下的自我或小组讨论后的）归纳，进一步熟悉和掌握“体态语”在不同语言文化交际中的作用和意义。
在READING前面有WARMING UP和PRE-READING 两部分。
W ARMING UP以列表对比（填充及增补）的形式，并通过W ARMING UP的活动，让学生了解有声语言与“体态语”的对应关系，了解语言意义与行为意义（“体态语”）在交际中具有同等重要的作用。
新课标人教版高一英语必修四unit4教案讲课讲稿
Unit 4 Body LanguageThe first period readingStep I. Warming up Warming up by actingLook at the list of interpretation on the right side of the chart. Perform the action or the nonverbal behaviour on the left side.Examples Of Body Language.Warming up by defining—What is body language?Step II. Pre-reading1Joking and sayingLook at the man in the picture below. What does he say to you by his body language? Basically, how the ...... do I know? Or, I don’t know nothin! The shoulders are hunched and the hands are open signifying a big question mark.2Talking and sharingBody language is the quiet, secret and most powerful language of all!According to experts, our non-verbal language communicates about 50% of what we really mean (voice tonality contributes 38%) while words themselves contribute a mere 7%.Our bodies send out messages constantly and often we don't recognize that we're communicating a lot more than we realize.Our understanding and use of non-verbal cues in facial expression are familiar to us nearly from birthStep III. Reading11eading aloud to the recordingNow please listen and read aloud to the recording of the text COMMUNICATION: NO PROBLEM?. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.2Read the text again to complete the table. Where is he/ she from? What does he/ she do when he/ she meet someone at the airport for the first time?3Reading and understanding difficult sentencesAs you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me the teacher.Step IV. Closing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercises No. 1 and 2 on page 26 and 27. Closing down by checkingCheck some of the following basic non-verbal cues and you'll recognize that you already speakand translate much of the language. “I’m surprised!” I’m shocked!” “I’m sad!”The second period Learning about Language(The ~ing form as the Attribute & Adverbial)Step I. Warming up Warming up by discovering useful words and expressionsTurn to page 27 and do exercises No. 1, 2 ,3 and 4 first. Check your answers.Step II. Learning about grammar1 Reading and thinkingTurn to page 25 and read with me the text of COMMUNICATION: NO PROBLEM? As you read along, pay attention to the uses of The ~ing form as the Attribute & Adverbial.(They are visitors coming from several countries. 作定语；Four people enter looking around in a curious way. 作状语；This is an exciting experience for you. 作定语; You stand watching and listening. 作状语；……)2 Doing exercises No. 1 and 2 on page 29 Turn to page 29. Do exercises No. 1 and 2。
人教版高一英语必修四教案
人教版高一英语必修四教案（实用版）编制人：__________________审核人：__________________审批人：__________________编制单位：__________________编制时间：____年____月____日序言下载提示：该文档是本店铺精心编制而成的，希望大家下载后，能够帮助大家解决实际问题。
文档下载后可定制修改，请根据实际需要进行调整和使用，谢谢!并且，本店铺为大家提供各种类型的实用范文，如学习资料、英语资料、学生作文、教学资源、求职资料、创业资料、工作范文、条据文书、合同协议、其他范文等等，想了解不同范文格式和写法，敬请关注!Download tips: This document is carefully compiled by this editor. I hope that after you download it, it can help you solve practical problems. The document can be customized and modified after downloading, please adjust and use it according to actual needs, thank you!In addition, this shop provides various types of practical sample essays, such as learning materials, English materials, student essays, teaching resources, job search materials, entrepreneurial materials, work examples, documents, contracts, agreements, other essays, etc. Please pay attention to the different formats and writing methods of the model essay!人教版高一英语必修四教案Warming Up部分简要介绍了世界英语的分支以及英语语言在不同国家产生的差异，使学生感受英语语言的多文化、多层次、多元性，对英国英语和美国英语的不同有个粗浅的了解。
人教版新课标高一英语必修四第四单元阅读课教学设计
人教版新课标高中英语必修四Unit 4 Body Language 阅读课漳浦龙湖中学授课班级：高二理科（1）班授课老师：陈亚妹一、教材分析1.教学内容分析本节课是这个单元的第三课时，为精读课。
课文是以作者去机场迎接外国学生为场景，讲述了几个不同国家的学生由于文化背景的差异，初次见面时互相问候的方式迥然不同所导致的误会。
形象地表明了身势语与文化背景的密切关系，以及身势语不同的文化内涵和在跨文化交际中的重要作用。
2.学生情况分析经过高一一学年的英语学习，一部分学生已经掌握了略读、跳读等一定的阅读技巧及阅读策略。
但还有一部分的学生基础不扎实，主动学习的积极性不高，因此，激发学生学习英语的兴趣至关重要。
高中英语的教学重点是使学生掌握基础的语言知识和语言技能，因而在教学过程中，考虑学生的实际情况，要因材施教，设置学生感兴趣的教学活动，将传统的教学方法与现代化多媒体技术相结合，才能调动学生的英语学习热情。
二、教学目标分析1.知识与能力目标⑴通过对课文的阅读，能够掌握本课的单词和短语并利用他们完成各项阅读任务。
⑵通过设计不同层次的阅读任务，帮助学生巩固、强化和提高略读、细读、理解大意、理解重点细节和猜测词义等阅读策略。
2.情感态度目标通过对文章的理解及学生小组场景表演，让学生懂得交流与沟通不仅仅局限于语言，还可以借助肢体语言形象表达出自己的情感，不同的文化背景的人们对身势语有不同的理解。
3. 学习策略目标通过对文章的阅读，利用不同的阅读任务，帮助学生完成快速阅读、精读等练习来提高学生的阅读能力。
4. 教学方法及教学手段⑴采用任务型教学方法，启发式教学，激发学生学习积极性，完成教学任务。
⑵运用现代化多媒体进行教学，丰富课堂内容，调动学生课堂气氛。
三、教学重点、难点1.教学重点使学生了解不同的文化背景的人，他们的身势语是不同的，尤其是打招呼的方式。
另外，在阅读的基础上，重视学生阅读方法和阅读技巧的引导，完成阅读能力的培养。
人教版高一英语必修四教案模板整理
让知识带有温度。
人教版高一英语必修四教案模板整理人教版高一英语必修四教案模板高一阶段，是打基础阶段，是将来决战高考取胜的关键阶段，今早进入角色，支配好自己学习和生活，会起到事半功倍的效果。
下面是我为你预备的人教版高一英语必修四教案，快来借鉴一下并自己写一篇与我们共享吧！人教版高一英语必修四教案篇5人教版高一英语必修四教案篇7第一部分：热身快速应答：1.How are you going to school everyday?2.Thank you very much for your help.3.Would mind my opening the window?4.What day was it yesterday?5.Whats the weather like today?其次部分：朗读口语朗读技巧：1.声调与降调第1页/共3页千里之行，始于足下。
I have three English books, two Chinese dictionaries and five pens. Do you have a map in your hand? Yes, I do.2.连读：将前一个单词最终的辅音与后一个单词开头的.元音连在一起朗读。
half an hour ran out of not at all3.失爆：当相邻两个爆破音在一起时，往往给前面一个爆破音留一个位置，但不爆破，稍停随即发后面的爆破音，这种现象称为“失爆”。
hot bath the next day a good deal of I don’t believe I don’t know I want to say朗读练习：1. A smart housewife was told that there was a kind of stove which would onlyconsume half of the coal she was burning. She was very excited, and said: Thatll be terrific! Since one stove can save half of the coal, if I buy two, no coal will be needed!2.The little boy did not like the look of the barking dog.Its all right, said a gentleman, dont be afraid. Dont you know the proverb: Barking dogs dont bite?Ah, yes, answered the little boy. I know the proverb, but does the dog know the proverb, too?人教版高一英语必修四教案第2页/共3页让知识带有温度。
人教高中英语必修四全册教案
Unit 1 Women of AchievementI．教学内容分析本单元的话题是“取得成就的优秀女性”,通过介绍几位不同国度、不同时代、不同职业、不同理想与追求、不同经历的杰出女性，探讨了女性对社会、对人类的价值和贡献，展示了女性的风采和她们在社会各个领域的成就。
学习本单元有助于提高对妇女社会角色的认识，了解成功女性的奋斗经历和勇于斗争的精神，培养学生（尤其是女生）的事业心和社会责任感，建立正确的性别观和和自信心。
．教学步骤Period 1 Learning about Language (1) & Warming Up Teaching Goals:1. To develop Ss’ ability of using words and expressions and speaking.2. To Prepare Ss’ for the new unit.Teaching Procedures:Step 1. New words and expressionsPurpose: To prepare Ss for the new lessons.1. Ask Ss to listen to the tape of Reading and read after the tape.2. Ask Ss to read new words aloud and try to keep them by heart.3. Ask Ss to make sentences with the following words and expressions.Step 2. Words usingPurpose: To develop Ss’ ability of using new words and expressions.To develop Ss’s ability of creating words.1. Words using competition(1) Read the following ten meanings of the new words in this unit and ask Ss to guess the new words and spell them. Ss should put up their hands as quickly as possible. The student who does best will win the game.Suggested Answers:① achieve ② condition ③ connection ④ specialist ⑤ inspire⑥argue ⑦observe ⑧look down upon/on ⑨explain ⑩ considerate(2) Ask Ss to finish the Ex1 on P4 as quickly as possible. After they finish it, ask them to discuss in pairs and then check the answers with the class.Suggested Answers:1.bond 2.nest 3.institute 4.crowd in 5.childhood 6.outspoken7.move off 8.welfare 9.project2. Discussion(1) Ask Ss to finish Ex2 on P4 and then check the answers.(2) Ask Ss to observe the words and discuss the meaning of each word in Ex1.(3) Ask Ss to remember some common suffixes of the noun, suchas–tion, - ist, -or(er), -ment, -ing (4)Ask Ss to finish Ex3on P4.Step 3. Warming UpPurpose:To let Ss’ know how to describe and evaluate a person correctly.To develop Ss’ ability of speaking.1. Leading-inPurpose: To arouse Ss’ desire for more information about womenof achievement.Discussion:(1) Ask Ss a question and let them discuss freely.How many great women can you think of Who are they(2) Show Ss some pictures of great women and offer Ssquestions to discuss.Do you know these people Who are they Why are they still famous (3) Ask Ss to turn to P1, look at the pictures and read the brief description under each picture.(4) Ask Ss to discuss the following questions in groups of four.Step 4. Talking1. Make a dialogue with a student to help Ss know how to describea person.2. Ask Ss to describe one of the six great women in pairs. One student asks; the other student answers. Use the following expressions to help Ss.Step 5. Homework1. Revise new words and expressions in this unit and finish Ex1, Ex2 and Ex3 in Using Words And Expressions on P42.2. Ask Ss to describe a great woman they are familiar with by making up a dialogue in pairs.Period 2 & 3 Pre-reading, Reading & ComprehendingTeaching Goals:1. To let Ss know about some extraordinary women and learn something from them.2. To develop Ss’ reading skills.Teaching Procedures:Step 1. Homework-checkingPurpose: To prepare Ss for the lesson by reviewing what was learnt last period.To make sure Ss have learned how to describe a great person1. Read the following words and expressions and ask Ss to write them down.2. Ask two pairs of students to act out the dialogue made up by themselves in front of the class.Step 2. Leading-inPurpose: To develop Ss’ interest in wild animals and protecting them.To prepare Ss for learning the new text in the unit.1. Show Ss some pictures of wild animals.2. Ask the following questions and ask Ss to answer the questions as quickly as possible.Step 3. Fast readingPurpose: To develop Ss’ ability of reading.1. Tell Ss that they are going to learn a new lesson about a student of wild life and then show a picture of Jane Goodall. Ask them to guess what the passage talks about.2. Ask Ss to skim the text and find the answers to the following questions.Suggested Answers:(1) She is Jane Goodall.(2) She studies chimps.(3) She carries out her work in the forest instead of in a university.(4) One thing she discovered was that chimps hunt and eat meat. She also discovered how chimps communicate with each other.3. Ask students to read the text fast and finish Ex.1 and Ex.2 on P3.Step 4. ReportStep5. Language points1. Ask Ss to find these sentences in the text and then read aloud.◆Watching a family of chimps wake up is our first activity ofthe day. (Para 1, Line5)◆This means going back to the place where we left the familysleeping in a tree the night before. (Para 1, Line6)◆Jane warns us that our group is going to be very tired anddirty by the afternoon and she is right. (Para 1, Line11)◆However, the evening makes it all worthwhile.(Para.1,Line13)◆Only after her mother came to help her for the first few monthswas she allowed to begin her project. (Para.2, Line4)◆For forty years Jane Goodall has been outspoken about makingthe rest of the world understand and respect the life of these animals. (Para 3, Line1)2. Explain the language points in the above sentences.(1) Watching a family of chimps wake up is our first activity of the day. (Para 1, Line5)V-ing形式可相当于名词在句中作主语，谓语动词用单数。
新课标 人教版高一英语必修4Unit2全单元教案
高一英语必修4Unit2全单元教案Unit 2 Working the land课型设计与课时分配：The first period: ReadingThe second period Words and GrrmmarThe third period Extensive ReadingThe four period ListeningThe five period WritingThe six period SummaryThe First Period ReadingTeaching goals1.Target Languagea.词汇和短语sunburn, struggle, super, expand, circulate, equip, export, rid…of, be satisfied with, lead a…life, search for, would rather, thanks to, with the hope of, rather thanb.重点句子This special strain of rice makes it possible to produce one-third more of the crop in the same fields. P10He cares little about spending the money on himself or leading a comfortable life. P10 He also doesn’t care about being famous. P10He feels it gives him less freedom to do his research. P10His other hobbies include playing mah-jong, swimming and reading. P10Wishing for things, however, costs nothing. P102. Ability goalsEnable students to learn more about agriculture, countryside and farming. By talking they can exchange their experience with each other. By reading they will realize the role that agriculture plays in human life. In fact this world faces a serious problem-starvation. So after reading the passage about Dr Yuan students will know the importance of his achievement to man. Of course they will learn from Dr Yuan some noble character.3.Learning ability goalsHelp students learn how to describe Dr Yuan Longping including his personality.A.Teaching important points1. Help to comprehend the text and grasp the main idea of the text.2.Grasp the usage of some words and expressions.3.How to help students make up their minds to make contributions to motherland in the future like Dr Yuan.B.Teaching difficult points1.How to help students learn more about agriculture.2.Help students really master the usage of words and expressions.C.Teaching aidsA tape recorder, a projector and a computer.D. Teaching procedures & waysStep 1 Greeting and leading inlook at the two pictures on Page 9 and answer the questions:1. What are the people doing?2.Can you tell me something about rice?.Step 2 Warming up1.Discussion: (group work)Have you ever grown any plants? If so, what did you do to grow them? If not, what kind of plant would you like to grow? How will you grow it?Step 3 Pre-readingThe purpose of this step is to let students know the importance of rice. By answering the two questions, students can easily understand why we call Dr Yuan Longping a pioneer for all people, and why he devotes all his life to the rice research.1.What do you think would happen if tomorrow there was suddenly no rice to eat?2. If you hadthe chance to doone thing to helpend famine in theworld, what wouldyou do?Step 4 FastReadingThe purpose offast reading is tolet students findsome usefulinformation, andget familiar withthe text. So inthis step, teacherdesigns somequestions for students, so that they can easily find the answers and finish the reading task.1. What does Dr Yuan look like?2. What’s his achievement?3. What do you think of him?Step 5 Careful Reading and Explanation1.Give students 3 minutes to read and find the main idea of the text. While students are doing this, teacher show the chart on the screen. After they have finished their task, ask them to look at the screen and fill in it.Show the chart on the screen.Five minutes later, teachers can ask some of them to fulfil the chart. They can use words, phrases, or sentences to do this. Here is a sample for teacher to refer to.nguage points:1)“…for that’s how he regards himself”.“how he regards himself”, means how he thinks of himself. It refers to a person’s self-image .2) “…has more, rather than fewer troubles.”?while “…has more, rather than fewer troubles” means that you expect fewer troubles but in face you get more than you thought you would.3)struggle v to make great effortse.g. They have struggled for years to free their country from the enemy.I’m struggling to finish the huge helping you gave me.4)sunburnt adj sun-tannede.g. His sunburnt skin looks healthy.5)super adj (infml) excellent; splendide.g. You’ll like her, she’s super.You look super in your new clothes.It was super of you to help.6)expand v(cause sth to) become greater in size, number or importancee.g. Metals expand when they are heated.Why not try to expand your story into a novel?7)circulate v(cause sth to) pass from one person, place, etc to anothere.g. People who circulate false news are to be blamed.Yet reports of this kind have been circulated by our newspapers.The news of the enemy’s defeat quickly circulated round the town.8)equip vsupply sb/sth (with what is needed, for a particular purpose)e.g. Now all fishing boats are radio-equipped.They can’t afford to equip their army properly.Please equip yourself with sharp pencil and a rubber for the exam.9)export vsend(goods) to another country for salee.g. India exports tea and cotton to many different countries.This company has a large home market but doesn’t export.10) rid…of make sb/sth free from(sb/sth unpleasant)e.g. We all wish that we would rid the world of famine.The farmer recently tried to rid the house of rats.11)lead… a life, live… a lifee.g. Now we are leading a happy life.In the old days farmers led a terrible life in the country.12) be satisfied with, be content withe.g. The young lady isn’t satisfied with the peaceful life.Are you satisfied with his answers?13) would rather, prefer toe.g. I’d rather walk than take a bus.I’d rather you knew that now, than afterwards.Step 5 Listening and Post-readingAt first, let students listen to the tape, and then finish the exercise in Comprehending. In Step IV and V, we have involved some questions in Exercise 3, so teachers can choose some questions to do. For Exx 1 and 2, teachers can leave some time for students to finish and then check the answers with the whole class.Step 6 Summary and HomeworkToday we talked about agriculture. And we also read about Dr Yuan Longping. We have known much about the great scientist. OF course we have learned some words and expressions about farming. Please try to grasp these words and expressions after class. Now please look at the poem on the screen: Farmers weeding at noon,Sweat down the field soon.Who knows food on a tray,Due to their toiling day.Do you know it? Read it and say whot does it mean?(It’s 悯农 written by Li Shen.)The title is A HARD-WORKING FARMER. This is my gift to you. Please read it together. OK, hope you can remember it when you are having your dinners. Besides, I’d like you to think: even if Dr Yuan’s dreams come true, can this really solve the starvation? Why? This is the homework. Think it over. Next time I’ll ask some of you to give your opinion in the class. Another one is to finish the exercises in learning about Language. Exercise 1,2 and 3 are about useful words and expressions. Finish them.The Second Period Words and GrammarTeaching goals 教学目标1.target language 目标语言a.词汇和短语sunburnt, hunger, expand, circulate, struggle, export , output, satisfied , strain , rid ……of , lead a ….life, would rather , thanks tob .语法The-ing form as subject and object.2.Ability goals能力目标Enable students to master the usage of the words and expressions above and use the –ing form as subject and object correctly and freely.3. Learning ability goals 学能目标Help students learn how to use these words and expressions freely to express their ideas and use the–ing form as subject and object as they like. They can also practise actively and attentively do that they reach their goalsA. Teaching important points 教学重点The usage of the important words and the-ing form used as subject and object .B.Teaching important words pointsHow to use the words and expressions and the-ing form freely .C. Teaching methodExplaining , discussing and practicing .D. Teaching aidsA projector and a computer.E. Teaching procedures & waysStep 1 Greeting and revisionFree talk:1. What’s your breakfast ?2. When you are eating at the dinning-room, do you often find some food thrown away ?Step II word studyA. Complete the exercise on the screen. Teaches shows the following in the screenComplete the sentences with the words from the box in proper forms. SomeWords may not be used.Sunburnt, strain, output , export , rid …of , would rather , increase ,satisfied , super ,lead…a life , thanks to , struggleWith the development of science and technology china is ____ many kinds ofelectric products to developing countries.Yao Ming plays basketball in NBA and he is a ____ basketball star._____ bad weather ,our football match has to be put off.Now the old couple _____ simple but happy _____ in the countryside .Judging from his ___ _face and arms , he works in the open air .I’m very tired . I _____ have a good sleep than go to the cinema .The ____ of corn this year is double that of last year .We ____ wheat to Russia and import silk from Japan .The basketball league _____ by adding four new terns .The people _____ to get out of the burning building .A few minutes later , the teacher may ask some students to read out their answers and give the Chinese meaning of each sentence . The teacher corrects any mistake and gives some explanations.Answers to the sentences:1.exporting2.super3.thank to4. is leading a …life5.sunburnt6.would rather7.output8.export 9. was strained 10.struggledB.Finish the Exx 1,2 and 3 on page 11.Step III grammarThere are two tasks in this step. One is to do some explanations about the structure ; the other is to do some exercises in the discovering useful structures in page 12.Task 1A. The following sentences are from the text. There are some useful structures in them . Let students translate them and pay attention to these boldface words .plete the sentences with the given words in proper forms.Check the answers and correct mistakes if there is any and do some explanations at the same time .Task 2A .Do some exercises: Please do ex 2 on page 12. You are asked to rewrite the following sentences using the -ing form as the subject .Ask some students to do them one by one .B. Do Exercise 3. This time join the two halves to sentences.C. Finish EX4 in page 13. Use the following phrases with the –ing form to describe a person you admire.Teacher can give students four minutes to write a short passage by themselves and then ask one or two students to give their answers.Step IV Using StructuresA.Finish Exercise 1 on Page 50. Check their answers with the whole class .B. Exercise Now work in pairs or groups to finish this task.Step V HomeworkFinish all Exercises on Page 49.The Third Period Extensive ReadingTeaching language1.Target languageA 重点词语mineral , reduce , organic , level , whatever , bacteria , refer to , year after yearB 重点句型It also refers to crops growing with natural rather than chemical fertilizers. P13Putting this in their fields, they argue, makes the soil……… P13This is importing because developing a healthy soil reduces diseases …… P13However, using chemical fertilizers is a big problem. P13Firstly , leaving chemicals in the ground a long time is not good for ……… P13Instead, organic farmers insist on changing crop every two or three years. P14These put the minerals back into the soil, making it rich and healthy … P14…make sure that what is left in the ground after harvesting becomes a …… P142.Ability goals 能力目标Enable Ss to master the main idea of the text and know the ways of organizing articles.3.Learning ability goals 学能目标Help students learn how to enlarge the words and know the ways of the same topic.A.Teaching important and difficult points1.How to grasp the main idea of the passage.2.How to grasp the words and phrases and be able to use them of the same topic.B.Teaching methodsShow questions, read fast, find the main idea carefully and finish all the tasks.C.Teaching aidsA recorder and a projector.D.Teaching procedures & waysStep I GreetingStep II ReadingThere are three tasks in this. Teachers can ask students to read the articles one paragraph by one paragraph. Ask them some questions about the passages. There are three paragraph in the article.In each passage, there are one or two questions. When students finish these questions, they will find that the structure of the text has turned up.Task 1 : Questions about the text. Show the questions on the screen: what is the organic farming?what is the advantage of using natural fertilizer?Read the text one paragraph by one paragraph and answer the questions. Task 2: Structure of the textLook at the screen. This is the structure of the text. Read it and retell the text according This is the structure of the text. Read it and text according to it.Give students some time to retell the text by themselves.if time permits, teacher can ask some of them to read out his or her passage.Task 3: Exercises on Page 14Because some of the exercises have been involved in Step II, teachers can leave this part to students.For Exercise 3, here is a simple:Organic farming means crops growing with natural fertilizers instead of chemical ones. Yhe natural fertilizer which is natural waste from animals does good to soil. It makes the soil richer in minerals while chemical fertilizers damage the soil, leaving chemicals fertilizers in the ground for a long time and killing both helpful and harmful bacteria and pests. Organic farmers keep the soil rich and healthy by changing plants every two or three years, planting different crops in different layers and planting grass between crops to prevent wind or water from carrying away the soil.Step III Listening and Language points1.Listen to the text carefully and pay attention to meanings of the bold words and try to grasp the main idea of each paragraph.2.Check the meanings of the bold words. “refer to ” means “mean ”.“minerals ” means “substances that bodies needs in slight amount ”. “Reduce ” means “make smaller in number ”.“Supply ” means “something provided“bacteria ” and “poests ” mean “microscopic organisms that exist in large number in air, water and soil and insects or animals that destroy plants ”.“level ” means “layer ”.“whatever ” means “no matter what ” .3. Do some explanations about some important words and phrases. Show the following sentences on the screen:Step IV Further readingTranslate the sentences and pay attention to the boldfaced parts of each sentence.Step V Reading on Page 51A. Answer these questions:1: What’re his ambitions or dreams?2.What made him have such ambition?3.How did he get his achievement?4. How many suggestions did he give to farmers?5. What’s his contribution?B. Fill in the chart in Page 52.After students finish the chart, check the answers.Step VI HomeworkTo collect some information about the safety and importance of green food.The Fourth Period ListeningTeaching goals 教学目标By listening the materials, require the students to grasp the ways of listening and try to improve their listening ability.1.Ability goalsGet the key words of each listening material, and then get the main ideas of theirs, so that students can catch the passage and realize the purpose of listening.a.Change what they heard into their own thoughts and express them out in their language.2.Learning ability goalsHelp students get some skills in listening: First listening to get a general idea; second listening to find some key words and write down the required information; finally, check the answers.A.Teaching important and difficult pointsTrain to get the key words by reading the questions before listening, understand the whole passage and then answer some questions about the text.B.Teaching methodsInstruction and practiceC.Teaching aidsA tape recorder and a projectorTeaching procedures & waysStep I Lead-inFree Talk:Where did you go over your weekend?Step II Listening on Page 141. Teacher shows the following words and asks students to tell their meanings in Chinese.valley competitor determined pour carrots cucumbers pumpkins attackwildfire sigh solid2. Listen to the tape for the first time, and get a general idea of the passage.3.Listen to the tape again and fill in the chart in Exercise 1, page 14.Show the answer chart on the screen for students so that they can check it quickly.4.Listen to the tape once again. This time we’ll finish Exercise 2 and 3.Step III Listening on Page 48Play the tape for three times. Ask students to finish the whole exercises And then check the answer with the whole class.Step IV Listening on Page 50This is an easy listening material. The purpose is to give students some information about early faming methods in different area of the world. What students should do is to read the descriptions on Page 50,and match them with the correct sites on Page51. listen twice.Check the answers with the whole class.Step V Summary and HomeworkToday we mainly do some listening practice. Desert is expanding continuously, which makes us worried. As students we should pay more attention to the environmental problems. We should try to play our role in stopping our earth from becoming word please do more practice after class so as to improve your listening ability.The Fifth Period WritingTeacher goals1.Target languageI would rather ...I don't ...because ...I'd prefer ...because ...It's a great pity that ...Should I/ we ...?It's better to ...This is good value because ...If I have a choice I'd choose ...because ...What is the advantage of ...?You need to ...2.Ability goalsTo improve students' integrating skills. It helps students express themselves and develop anargument to try to persuade to believe that their ideas are correct.3.Learning ability goalsLet students learn how to express themselves and write a clear and attractive poster to persuade to believe what they say.A.Teaching important and difficult points1.To understand what they read.2.How to find reasons to persuade people to believe what they say.3.How to write an attractive poster.B.Teaching methodsReading, speaking ,discussing and writing.C.Teaching aidsA projector and a recorder.D.Teaching procedures & waysStep I Lead-inThere are three main tasks in these period.1.Deal with the reading. Speaking and Writing on Page 15.2.Do SPEAKING AND WRITING TASK on Page 53.3.Finish TALKING on Page 48Step Ⅱ Reading1.This is the first step of Reading, Speaking and Writing. In the three steps, teacher should remind students the following: for reading, they should get the key words of the passage, in order to get a good understanding and make a good base for the writing; for speaking, they should attend to what they will do. Be careful not be off the point; for writing ,the most important thing is to practise writing using phrases, instead of the whole sentences. Give students a minute to read it and then show a chart on the screen to let them make sure the important points of this passage.Read Exercise 2 and then finish the task with the words and expressions below. Make sure that all that the students say is to persuade people to buy their food! So please don't be off this point. Give students some time to do this.Step Ⅲ SpeakingThree minutes later, teacher can collect students' ideas. There are two kinds of ways to do this task. One is the seller's speech; he other is dialogue between two students. Students can choose either of them to practise the phrases below.Step Ⅳ WritingIn this part the students should not use the whole sentences, using phrases or notes is OK. Ask students to read the instructions, and the example on Page 16 carefully. And then write down their poster.Give students three minutes to practise. And give them enough help, if some of them need it. Three minutes later teacher can ask one or two pairs of students to-act out their dialogues.Step V TalkingThe purpose of this task is to let students practice how to persuade others, using some useful expressions below the instructions. There are two points that students should pay attention to. One is that they must know what is the subject they will talk about; the other is that they should use the expressions to practice presuasive skill. So, there are two tasks to finish the talking. First, teacher should help the students to remember who is Leng Jianli and what did she do. Second, askthe students to practice.the chart will give you more information about Leng Jianli. Maybe it is useful to your talking.Read the instructions in Talking on Page 48. Step Ⅳ Speaking and Writing Task on Page 53If time permits, teacher can do the "Speaking and Writing task on Page 53 in this period, or leave it as homework.Sample writing:A fish farm is a pond or cage in the sea where farmers raise fish. In this case farmers can help fish grow faster to be big enough. This summer holiday I'm going to visit a fish farm near Yingshan lake.A fish farmer has to be careful when he keeps fish in a pond .He must keep the water of the ponds from becoming too dirty. He also is to keep fish very close together.What I am most interested in is to feed fish. I think fish must be fed regularly--twice or three times a day. I enjoy the scene in which fish jump up to take food. Besides feeding, the other task I have to do is to try to stop fish being affected by disease. I understand that fish disease are a serious problem. If that happened, all the fish in the pond would die. So I have to examine fish for disease. If so,I have to give some medicine to the fish.I imagine I'll be busy on a fish farm and have a good time. Step Ⅶ Homework1.Finish the Project on Page49 .2.Summing up on Page 16. The sixth Period Teaching goals 1.Target languageWord and expressions of this unit. 2.Ability goalsEnable students to summarize what they learned and make a check by themselves. 3.Learning ability goalsHelp Ss learn how to summarize what they have learned according to the instructions in the Summing up and Checking Yourself.A.Teaching important and difficult points How to review and conclude what students learned.B.Teaching methodsHelp students learn by themselves. C.Teaching aids A projector.C.Teaching procedures & ways Step I Exx on page 49For Exx 1 and 2, teacher can show them the answer sheet, so that they can check the answers quickly. For Exercise 3, teacher can ask some of them to go to the blackboard to write down their translation. And then check them with the whole class. If there are some problems, teacher can ask student to discuss and give them some suggestions to solve them.Step II Summary1.Fill in the chart on Page 16 to sum up what we have learned in this unit.Step III ProjectAs for project on Page 54.teachers can ask the students to choose three kinds of crops and refer to some books to find out where they are grown. Students may be asked to make a booklet after class and display it on the classroom wall for the rest of the class to enjoy. The contents of the booklet include if they can be grown in different climate and countries and where they cannot be grown.Here are some information for them to refer to::Cucumbers are grown for eating fresh or preserving as pickles. They must be grown in warm temperatures and full sunlight, and will not stand frost. Cucumbers mature quickly and are best suited to large gardens but can be grown in small areas if caged or trellised.Cucumbers do best in loose, sandy loam soil but can be grown in any well drained soil. Remove rocks, large sticks and trash before preparing the soil. Leave fine pieces of plant material such as dead grass and small weeds. They will help enrich the soil when turned under. Spade the soil to a depth of 8 to 12 inches. This is about the depth reached by most shovels or spading forks. Turn each shovel of soil completely over so all plant materials are covered with soil.Tomatoes are warm season plants requiring at least six hours per Temperatures are very important. Most varieties of tomatoes will not set fruit unless the average nighttime temperature stays above 55degrees. If nighttime temperatures are expected to drop below 55 degrees, protect the plants using a polyethylene film.One of the most common problems with tomatoes is called blossom end rot which appears as a gray or dark leathery scar or rot on the blossom end of the fruit. It can also be caused by a lack of calcium in the soil. Another common problem of tomatoes is blossom drop. This can occur if nighttime temperatures drop below 55 degrees and plants are not protected. Germination and tube growth are so slow that the blossoms drop off before they can be fertilized.Peas are a frost-hardy, cool-season vegetable that can be grown throughout most of the United States, wherever a cool season of sufficient duration exists. For gardening purposes, peas may be classified as garden peas (English peas), snap peas and snow peas(sugar peas). Garden pea varieties have smooth or wrinkled seeds. The smooth-seeded varieties tend to have more starch than the wrinkled-seeded varieties. The wrinkled-seeded varieties are generally sweeter and usually preferred for home use. The smooth-seeded types are used more often to produce ripe seeds that are used like dry beans and to make split-pea soup. Snap peas have been developed from garden peas to have low-fiber pods that can be snapped and eaten along with the immature peas inside. Snow peas are meant to be harvested as flat, tender pods before the peas inside develop at all. The Southern pea (cowpea) is an entirely different warm-season vegetable that is planted and grown in the same manner as beans.Step IV Checking yourselfThis is a chance for students to collect knowledge they have learned in this unit. Teacher can give the students some time to discuss it and then finish the questions in the chart. Doing this task can improve students ability of teaching by oneself.Step V Homework1.Preview the next unit2.Show the students some English farming proverbs and ask the students learn them by heart:。
高中英语人教新课标英语必修4全册教案(60页)教案
人教新课标英语必修4教案Book 4 Unit 1 Women of achievementTeaching goals 教学目标1．Target language 目标语言a. 重点词汇achieve, achievement, condition, welfare, institute, connection, campaign, organization, specialist, behave, behavior, worthwhile, nest, observe, observation, respect, argue, entertainment, inspire, support, devote ... tob. 重点句子Watching a family of chimps wake up is our first activity of the day. P2Everybody sits and waits while the animals in the group begin to wake up and move. P2But the evening makes it all worthwhile. P2... we see them go to sleep together in their nest for the night. P2Only after her mother came to help her for the first few months was she allowed to begin her project. P2For forty years Jane Goodall has been helping the rest of the world understand and respect the life of these animals. P22．Ability goals 能力目标a. Learn Warming Up, and know how to tell the great women and the famous women.b. Learn the way to describe a person from what the person did, what she/he looks like and so on.3．Learning ability goals 学能目标Teach Ss how to describe a person.Teaching important points 教学重点a. By reading A protector of African wildlife, students can learn from Jane Goodall in at least two aspects: one is what is the humane way to study animals; the other is that it was her great personality - universal love and mercy（博爱与慈悲）that made hersuccessful. If everyone had such kind of heart, they would give everything benefit for all living things. Then our world will be full of love and peace, without any war and starvation.b. Ask students to answer these questions:1) What made her a great success?2) What should we learn from Jane Goodall?Teaching difficult points 教学难点Let everyone believe that all of us can bee Jane Goodall.Teaching methods 教学方法Inspiration, Questioning and Discussion.Teaching procedures & ways 教学过程与方式Period 1. Warming up and pre-readingTeaching aims:To introduce six great women and their achievements.Teaching key points and difficult points:To explain some words: Quaker, China Welfare Institute, campaign, etc.Step 1. Lead in.1. Discuss the following questions.1）What are the differences between a famous person and a great person?great--- of excellent quality or abilityimportant--- powerful or having influence2) What makes a person great? (The quality of a great person)Hard working intelligent determined generous helpful honest kind brave. confident unselfish energetic passionate; make great contribution to man kind; get on well with others; never loss heart; be active in social activities; do public service without paid. Most of the great people are also important people. But important people may not also be great people.3)Name some great women in Chinese history. What are they famous for?Step 2. Warming upT: In pairs discuss the six women on Page 1. Which of these women do you think is agreat woman ? Give reasons for your choice. Before you decide, think about the following questions.1. Did she follow her ideas and sacrifice anything so that her ideas could be realized? Did she unselfishly give up anything to achieve her goal?2. Did she go through struggles and difficulties ?/ Did she suffer for her ideas ? Name Ambition Problem SacrificesElizabeth Fry to help improve prison conditions She was criticized for neglecting her family and enjoying fame. Less time was spent with her husband and family.Soong Chingling to work for civil rights,democracy and peace. Her relatives held political opinions pletely different from hers. After her husband died, she lived alone.Jane Goodall to work with animals in the wild. She lived a hard life in the wild. She gave up the forts of life to study the chimps.Jody Williams to prevent the making and use of landmines It isn’t easy to persuade governments to stop the making and use of landmines. She had lost her own personal time because of the demands of the jobJoan of Arc to drive the English from France Women were not allowed ot fight like a manShe lost her life.Lin Qiaozhi to help women and children with their illnesses an health Women had greater difficulties getting into medical college and getting further training She never got married or had a family of her ownStep 3 Pre-reading1. Why do you think Jane Goodall went to Africa to study chimps rather than to a university?2. Do you think her work is important? Why?Period 2. ReadingStepⅠReadingTask 1 Pre-readingSs read the passage in four minutes and give the main ideas to each paragraph.The first one is about a day in the park.The second one is her way of doing her research and some achievement.The third one is her attitude and feeling to the animals.The last one is a short summary to her.T: Thanks. Well, let’s draw a chart of the text together according to the main ideas we’ve found.Task 2 Making a chartA protector of African wildlife↓①②③│∣∣A day in the park Jane’s way to study chimps Her attitude to and her achievement the animalsPeriod 3 Language points.Step 1.Difficult sentences:1.Watching a family of chimps wake up is our…今天我们的第一件事2.This means going back ….由定语从句修饰的place做go 的宾语3.Only after her mother came to help her for the first few months was she allowed to begin her project….only+副词（部分倒装）Only in this way can we learn English better.4.But the evening makes it all worthwhileStep 2.Words and expressions1. mean的用法Mean doing sth. …意味着做…Eg. Doing such a thing means wasting time.mean to do sth…打算做某事eg. Do you mean to go without money?2. leave sb. doing 让某人做某事e.g They went off and left me sitting there all by myself.3. wander的用法1）可以解释为漫步，逛，常与about搭配e.g We love wandering about the hills2）还可以解释为脱离，迷失e.g Don’t wander off the point4. worthwhile adj. 值得做的,值得花时间(金钱)的It is worthwhile to do/ doingIt was worthwhile to visit Paris.= The visit to Paris is worthwhile.去巴黎访问是值得的.It’s wor thwhile discussing/ to discuss the question again. 这个问题值得再讨论一下。
高一英语新课标必修4 教学案例 人教版【VIP专享】
能力。但这个的班的英语水平参差不及，尖子生的学习能力强，而部分差生甚至于上英语
课在听天书。所以为了保证差生能够听懂，中等生有所收获，尖子生有所启发，所以本堂
对全部高中资料试卷电气设备，在安装过程中以及安装结束后进行高中资料试卷调整试验；通电检查所有设备高中资料电试力卷保相护互装作置用调与试相技互术关，通系电1，力过根保管据护线0生高不产中仅工资22艺料22高试可中卷以资配解料置决试技吊卷术顶要是层求指配，机置对组不电在规气进范设行高备继中进电资行保料空护试载高卷与中问带资题负料22荷试，下卷而高总且中体可资配保料置障试时23卷，23调需各控要类试在管验最路；大习对限题设度到备内位进来。行确在调保管整机路使组敷其高设在中过正资程常料1工试中况卷，下安要与全加过，强度并看2工且55作尽22下可2都能护1可地关以缩于正小管常故路工障高作高中；中资对资料于料试继试卷电卷连保破接护坏管进范口行围处整，理核或高对者中定对资值某料，些试审异卷核常弯与高扁校中度对资固图料定纸试盒，卷位编工置写况.复进保杂行护设自层备动防与处腐装理跨置，接高尤地中其线资要弯料避曲试免半卷错径调误标试高方中等案资，，料要编5试求写、卷技重电保术要气护交设设装底备备4置。高调、动管中试电作线资高气，敷料中课并3设试资件且、技卷料中拒管术试试调绝路中验卷试动敷包方技作设含案术，技线以来术槽及避、系免管统不架启必等动要多方高项案中方；资式对料，整试为套卷解启突决动然高过停中程机语中。文高因电中此气资，课料电件试力中卷高管电中壁气资薄设料、备试接进卷口行保不调护严试装等工置问作调题并试，且技合进术理行，利过要用关求管运电线行力敷高保设中护技资装术料置。试做线卷到缆技准敷术确设指灵原导活则。。：对对在于于分调差线试动盒过保处程护，中装当高置不中高同资中电料资压试料回卷试路技卷交术调叉问试时题技，，术应作是采为指用调发金试电属人机隔员一板，变进需压行要器隔在组开事在处前发理掌生；握内同图部一纸故线资障槽料时内、，设需强备要电制进回造行路厂外须家部同出电时具源切高高断中中习资资题料料电试试源卷卷，试切线验除缆报从敷告而设与采完相用毕关高，技中要术资进资料行料试检，卷查并主和且要检了保测解护处现装理场置。设。备高中资料试卷布置情况与有关高中资料试卷电气系统接线等情况，然后根据规范与规程规定，制定设备调试高中资料试卷方案。
人教新课标高一英语必修4第四单元阅读课教案
UNIT 4 BODY LANGUANGEREADINGCOMMUNICATION: NO PROBLEM?教材分析1. 教学内容分析：本节课是以机场迎接客人为场景，讲述了几个不同国家的来宾由于文化背景的差异，初次见面时互相问候的方式迥然相异而造成的一些小误会。
形象地表明了身势语与文化背景的密切关系，以及身势语在人们日常交际中的重要作用。
这部分的写作方式颇有特色，可以让学生在阅读过程中，很自然地以“我”的身份去观察、倾听在机场发生的一切。
2. 学生情况分析：高中英语的教学重点是使学生掌握基础的语言知识和语言技能，因此教学应面向全体同学，争取做到人人基本达标。
本人所教班级的学生刚从初中升入高中不久，英语水平参差不齐，既有爱好学习英语的学生，也有纯粹为了考试的学生，更有对英语学习感到头痛的学生。
首先，激发学生学习英语的兴趣是至关重要的，只有感兴趣才会主动学习；其次，充分发挥学生的主动性，使学生熟悉如何利用听力，快速阅读，仔细阅读，讨论等教学手段来提高阅读能力；再次，调动学生的积极性，因材施教，将传统的教学方法和现代化多媒体技术相结合，使学生不管是课前，课堂上还是课后都热爱学习英语。
最后，钻研教材与教法，与学生多交流沟通，采取有效措施提高学生用英语获取信息，处理信息，分析问题和解决问题的能力。
3. 本课地位•本课是阅读课, 重点培养学生的阅读能力，是本单元中的重点。
•在理解本课的基础上，可以更好的接受下一课对语言知识点的学习。
4. 本课教学目标•帮助学生了解不同文化背景的人们,对身体语言有不同的理解.•通过帮助学生完成快速阅读、精读等练习来进一步理解文章的细节，提高学生的阅读能力。
5. 本课重点难点•如何让学生提高阅读理解水平•通过本文的学习，学生应该掌握些什么。
教学方法•引入---从感官上了解什么是肢体语言•快速阅读---获得文章的大意•精读---深层理解文章•总结---对文章的整体把握•讨论---帮助学生更好地理解并运用所学知识教学用具•录音机•多媒体教学程序Step I. 引入请同学们观看一些录像和图片了解肢体语言的种类。
高一英语Unit4 Unforgettable experience 新课标 人教版 教案
高一英语Unit4 Unforgettable experiencePeriod 1. ListeningTeaching objectives and demands:1.The activity is designed to encourage students to think about some unforgettable experience and to activate relevant vocabulary.2.Ask the students to describe a famous person and give examples of situations the person or the accident happened. Use the activity as a brainstorming session done either in groups or with the whole class.nguage use: Manipulate listening, speaking practiceKey points:1. Everyday English for munication.2. Words and useful expressionsTeaching procedures:Step1 Warm up1. Game: Ask students to guess what or whom the teacher is talking about.1) He invented the first telephone in the world. ---------- Alexander Bell2) He is also a great inventor in America. He invented the phonograph and the electric lamp----- ThomasEdison3) He is a Jewish, and he presented the theory of relativity. ----------- Albert Einstein4) He is a very famous cartoon maker. He created Mickey mouse. ----------Walt Disney5) They are American brothers. They invented the plane. ------------Laite Brother2. Tell Ss: We can use attributive clause to describe these persons.e.g. Alexander Bell is the person who invented the first telephone in the world.Ask Ss to give other four sentences using the attributive clause.Tell Ss: All of these people are unforgettable, because what they did have developed human beings’ life. Then please turn to page 22, and look at the four pictures. Please use attributive clause to describe these persons and things.1) Zhang heng is the man who made the earliest seismograph in 132.2) Howard carter is the man who found the King Tut’s tomb in 1937.3) The Titanic is the ship that/which sank after hitting an iceberg.4) Beijing is the city that/which has got the chance to host the 2008 Olympic Games.4. Ask Ss to make up dialogues about these pictures and practice.e.g. ---- Do you know the man in picture 1? ---- He is Zhang heng.---- What made him unforgettable? / How do you know him? ----- he is the man who made the earliest seismograph.Step2 Listening1. Ask Ss to describe the pictures of earthquake.2. Brief introduction: Hank Stram lives in San Francisco with his wife and daughter. On October 17th, 1989 a strong earthquake took place and killed over 100 people. He was caught in the earthquake. Here we will listen to two passages about his own experience.3. Ask Ss to read the questions in part1, and listen to the tape twice. Then ask them to work in groupsto present their answers.a) When did the earthquake happen? ---------- 5:15pmb) Where was the man driving when it happened? -----------on his way to his daughter’s schoolc) What was the first thing he saw? ---------- the car in front started to move from side to side.d) What had he been doing before the earthquake? ---------- he had finished his work and gone to the post office.e) What was he going to do? -------- he was going to fetch his daughter from herschool.4. Listen to the tape again to check and the teacher give necessary explanation.5. Read these five sentences in part2, and then listen to the tape twice, thenfill the blanks.a) I found myself in the dark.b) Then I remembered what had happened.c) It was clear to me now that I had been in an earthquake.d) Then I heard people climbing towards me.e) A team of people had e to see if anyone was under the broken road.6. Listen again to check and make some explanation.7. Ask Ss to tell the whole story (using first, next ,then, finally)Step3 Exercise in the workbook (Page 103)Ask Ss to listen to the tape twice and then plete the table.Evaluation of teaching:Period 2. Speaking and talkingTeaching objectives1.Develop the students’ prehension of explorative passages, especially theirability of speakingand talking ,analyzing the structure of such kind of articles.2.Offer the students chances of self-culture by working in groups and seeking information about thefilm outside the class.3.Infuse the students with basic knowledge about the experience4. Learn some words and useful expressions from the text.Teaching Approach1.municative Approach should be used throughout the class. Stress should be laid on:2.Learner-centeredness; learning-centeredness3.Task-based learning4.Activity-based teaching (class work; individual work; group work)Teaching type: Speaking and talkingTeaching ProcedureStep 1. Report in class A student is asked to report something interesting he or she picks up fromnewspaper or magazines.Step 2.Review and check Ss have a word dictation and check their homework in workbookStep 3. Speaking1. Read the dialogue in P23 in pairs, and act out.2. Give explanations of some phrases in the dialogue.Be good at: do well in For fun: not seriously3. Ask Ss to find out the expressions about offering help, encouraging others and giving advice.--- Don’t worry! / Ju st try / you can do it / Well done! / That was a very good ball.4. Introduce them some other useful expressions.When in danger: Help!When in frighten: It scares me. / I’ m afraid to…When encouraging sb: It will be ok. / e on! / Keep trying. / I t’s all right.5. Ask Ss to describe the three pictures on P23. Then the teacherintroduce the three different situations.Pic1. You have just been saved from a terrible earthquake and you worry about your family.Pic2. Your neighbor will take cars of your favorite pet while you go on a holiday.Pic3. Your house is on fire but there is still a little girl sleeping in the bedroom on the second floor.Then ask Ss to make dialogues according to these situations, using these useful expressions, and choose several pairs to act out.Step 4. Talking1. Give the Brief introduction of the situation: one discovered the tomb of a Chinese King while he was working. He went in and had a look, but didn’t touch anything. Then a scientist came 3 days later, so they began to talk about the tomb.2. Role-play: Ask Ss to work in pairs to make up a dialogue. One acts the person who find the tomb. The other one acts the scientist from Beijing. They can read questions on P103 first, and then choose some of them to make up their dialogues.Step 5. HomeworkworkbookRevise the key points of this Unit.Evaluation of teaching:Period 3. ReadingTeaching objectives1.Develop the students’prehension of reading explorative passages, especially theirability of analyzing the structure of such kind of articles.2. Offer the students chances of self-culture by working in groups and seekinginformation about the film outside the class.3. Infuse the students with basic knowledge about the friend and friendship4. Learn some words and useful expressions from the text.Teaching Approach1.municative Approach should be used throughout the class. Stress should be laid on:2.Learner-centeredness; learning-centeredness3.Task-based learning4.Activity-based teaching (class work; individual work; group work)Teaching type: Reading prehensionTeaching ProcedureStep1. Pre-reading1. Tell Ss: Do you remember Hank Stram’s terrible experience? He was trapped in the earthquake forabout 14 hours .It is really an unforgettable experience for him. As we all know, the earthquake is a kind of natural disasters. Then can you list some other natural disasters?2. Write down their answers on the blackboard---- Flood, Typhoon, Hurricane, Volcanic eruption, Thunder storms, Snow storm, Fire …3. Tell Ss: Among these disasters, I think most of us have experienced the Typhoons, right? Then can you describe what it was like and how you felt? Ask some Ss to give their ideas.4. Pose question: If you are riding a bicycle on the road, and the typhoon is ing, then what would you see / feel / do? Please use first, next, then, and finally in your description.Ask two or three Ss to give their description.5. Pose question: Have you ever experienced such natural disasters?If yes, ask them to describe. If no, ask them to use their imagination and discussin groups to describe what would they see / feel / do in other situations. Then choose several groups to present their ideas using first, next, then, and finally.Step2. While-reading1. Pose a question: What is the text about? --- About how Flora and Jeff rescue themselves in the flood.2.Listen to the tape once, and ask them to answer questions:What happened to them finally? ---- SurviveHow did they make it? ---- Stay in the room with a chimneyWhy? --------It’s the strongest part of the house. (Para 8 and Para 11)3. Ask Ss to read the whole passage carefully, and then fill in the table below.4. According to the table, ask Ss to catch the main idea of the whole story. Choose some Ss to retell.5. Language studyParagraph 11) Heard somebody shouting / saw Jeff runningSee / hear sb doing -------- I heard him singing next door last night.See / hear sb do ------- I heard him sing next door.pare the differences between the two.2) The attributive clause: it’s a part of a sentence, and tells us which person or thing(or what kind of person or thing)the speaker means.3) Look around:4) Roar: (n) loud and deep sound of a lion ,thunder, or a person in pain(v) make loud and deep sound5) Advance: (v) move forward or develop --- Our troops ~d two miles.---- The water is ~ing on/upon/towards her.(n) in advance: beforehand --- if you want to e here for your holiday, please call me ~.6) Be upon: be close toParagraph 27) Seize: take hold of suddenly and violentlyParagraph 38) Sweep : clean and clear away --- e.g. sweep the dust from the carpetssweep down: knock down by the watersweep away (Para 9)—e.g. s~ the dead leaves9) Swallow: allow to go down the throat, here means she was taken in by the water and disappeared.10) Drag: pull along with effort and difficulty11) Go down :go lower; set ---- e.g. The price of egg has gone down.The sun is going down.Here means they were swallowed by the waterGo through: pass --- e.g. A terrible noise went through the house. (Para 10) experience, suffer --- e.g. ~ hardshipsParagraph 412) Against: indicating support and close --- e.g. place the ladder ~ the wall13) Struggle: make great effortsStruggle against --- e.g. ~ against difficulties14) Get on her feet: stand up15) Fight for her life: try her best to rescue herself16) Look into: stare at--- e.g. Jeff and Flora looked into each other’s face.examine, investigate --- e.g. ~ a question17) With a look of: here look is a noun, and means appearance on one’s face18) Fright: fear ----- e.g. give sb a ~; take ~ at sthFrighten (v) :scare ---- e.g. The great noise ~ed me.Paragraph 619) Flow: move along as a river does ------ e.g. Rivers ~into the sea.The tears ~ed from her eyes.Paragraph 720) Strike: hit, give a blow to ---- e.g. ~ while the iron is hot.The clock is ~ing 12.21) Cracking noise: When the house was broken with lines of division, it made such sudden sharp noise.Paragraph 822) Fall down: crash, break down /fail --- e.g. ~ on one’s promiseParagraph 923) Noun + after + Noun : indicating the succession. Tree after tree; day after day; year after year24) Must have done: He is sleepy this morning. He must have slept very late last night.Must be doing: e.g. I hears loud voices next door. They must be quarrelling.Must do: e.g. He is Tom’s best friend. He must know his .Step3. Post-reading1) Ask Ss to find these sentences below and then work out what the underlined words refer to?Before she could move, she heard a loud noise, which grew to a terrible roar. -------a loud noiseThere she saw a wall of water that was quickly advancing towards her. ------behind herShe wanted to watch it. --------- a wall of waterFlora, whose beautiful hair and dress were all cold and wet, started crying. ---------- flora’sFor some moments both were silent. --------- Jeff and Flora2) Do the exercises in page26Step 8. Homeworkworkbook ReadingRevise the key points of this Unit.Period 4. GrammarTeaching aims and demands1.The students are asked to master the Grammar :2.Integrating Skill: reading3.Oral practice: manipulate oral practice relevant to the reading material.Key points: grammar and readingTeaching methods: Reading —Sentence structure----explanationTeaching procedures:Step 1. Revision(1) Check the homework exercises.(2) Revise the key points of the previous lesson.Step 2. Warming upPlay a game: The teacher describe sb or sth and ask Ss to guess.If a person likes reading very much, we call him a bookworm.If a person loves to play or watch sports, we call him a sports fan.If a person often works very hard, and seldom stop working, we call him a workaholic.If a person often spends a lot of time watching TV, we call him a cough potato.If a person can municate with you on the Internet, we call him an e-pal.If a machine can tell us time, it is a watch or a clock.If a machine can fly in the sky, it is a plane.Step 3. Lead in1. Tell Ss: We can use the attributive clause to describe these persons and things.e.g. A bookworm is a person who likes reading very much.A plane is a machine that / which can fly in the sky.Ask Ss to use the attributive clause to describe the people and things that you have guessed in the warming up.A sports fan is a person who loves to play or watch sports.A workaholic is a person who works very hard.A cough potato is a person who often spends a lot of time watching TV.An e-pal is a person whom / who we can municate with on the InternetA clock is a machine which / that can tell us time.2. Tell Ss: In the attributive clause, we will use the relative pronouns. when we talk about people, we can use who, whom, whose and that. When we talk about things, we can use which and that.3.Give explanation and examples.1) She looked at Jeff who was waving his arms. ----- She looked at Jeff. Jeff was waving his arms.2) The man to whom you talked is Mr. Li. ----- The man is Mr. Li. You talked to the man.3) The story that / which yo u read is “ The Rescue”. ---- The story is “The Rescue”. You read the story.4) Do you know the boy whose parents are on holiday? ---- Do you know the boy? Theboy’s parents are on holiday.4. Then ask Ss to make up sentences, using the attributive clause to describe other people and things as we did above.5. Do the exercises 1 in P26 and P105 ----- fill the blanks6. Ask Ss to bine two sentences into one ,using the attributive clause. (exercise 2 in P105)Step 4 HomeworkFinish off the work in work bookTry to write a news story in about 100 wordsRevise the grammarEvaluation of teaching:Period 5. Integrating skillsTeaching aims and demandsIntegrating SkillGrammar and writingGet the students to write an emailKey points: 1. Useful expressions; 2.writing 3.grammarTeaching methods: Written practice and grammar.Teaching proceduresStep 1. Revision(1) Check the work exercises.(2)A test for unit 4Step 2Post- Integrating skill1. Listen to the tape once, and pose questions:what is the passage about? ------ about a travelwhere do they travel? -------- SichuanProvince (MountEmei, Leshan)2. Read the whole passage again, and then fill in the table on the blackboard.Going on a trip to Leshan and Emei3. Ask Ss to red again and then retell the whole story according to the table on the blackboard.4. Give necessary explanationsAsk Ss to find out all the attributive clause and the linking wordsEncourage Ss to use such clause and linking words.Step 3. Summary in Unit 4Ask Ss to talk about their own travel or some unforgettable experience Step 4WritingAsk the Ss to write an article on an experience to some place.Do the reading in P106Assignment: write an essay about an unforgettable experience of the Ss’Step 5. Homework(1) Finish off the exercises in the workbook.(2)Write an email into my email-box.(3)Summary the key points in this unitEvaluation of teaching:。
人教版高一英语必修四教案
人教版高一英语必修四教案【导语】高中阶段学习难度、强度、容量加大，学习负担及压力明显加重，不能再依靠初中时期老师“填鸭式”的授课，“看管式”的自习，“命令式”的作业，要逐渐培养自己主动获取知识、巩固知识的能力，制定学习计划，养成自主学习的好习惯。
今天作者高一频道为正在拼搏的你整理了《人教版高一英语必修四教案》，期望以下内容可以帮助到您！【篇一】Period 10. WritingStep 1. Pre-writingThis exercise lets students to write a funny story.Task 1: Ss gather information that they need and plan what they want to write.Step 2. While-writingTask 2: Ss write an English funny story or a Chinese one.Writing tips:Ss make a planSs write down their story in a logical order:First … Then …. Next…. Finally / At last…For each part of the story try to find the most interesting words you can to describe how you felt or what was happening.Then write out your story using these interesting words.Read through your story.Then show it to your partner. Let him/her suggest some new and exciting words.Help your partner with his/ her story.Write out the story and put it into a class collection of stories.【篇二】Period 7-8 GrammarGrammar一。
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( 设计 Guessing& Competition 的目的：让学生充分发挥想象力，寻找生活中熟悉的肢 体语言， 并让学生上台表演出来， 让学生意识到他们每天都在跟肢体语言打交道， 最后
一起来总结 body language 的定义。 ) Step IV. Reading
这个的班的英语水平参差不及， 尖子生的学习能力强， 而部分差生甚至于上英语课在听天书。
所以为了保证差生能够听懂， 中等生有所收获， 尖子生有所启发， 所以本堂课采用了小组合 作形式结合简单的任务型阅读，使学生能够积极主动的参与到课堂中来，成为课堂的主体， 使他们的的自主性得到加强，让他们体验到学英语其实是一件非常快乐的事情。
四、教学设计。 本课为阅读课，主要介绍了各个国家的不同的肢体语言以及肢体语言产生差异的文化
根源。 通过阅读使学生了解除了使用口语， 我们还可用肢体语言来表达自己， 也能跟来自不 同国家的人群进行交流与沟通。为此，我们的教学目标，教学重难点就可以这样设置：
1， 语言技能目标：
掌握并熟练运用课文中的黑体字词汇： approach, touch, cheek, strangers,
but also by body languages. Nowlet ’ s try to guess more about Mr. Bean by looking
at the pictures.
Guess(ing and making gestures
将全班分为 4 个 group 进行。 凡猜对的， 给小组加十分。 教师展
Julia Smith
Britain
George Cook
Canada
Ahmed Aziz
Jordan
Madame Coulon
France
Second Reading
a visitor
Japan
T: You have done a very good job. Nowwe know that these people
I teach in Senior Two.) First we’ d like to watch a short flash happened on the
airplane.
（ When the flash is finished
）
T: Do you know this man?
Ss: 憨豆先生。
they meet. F
4. French people behave warmly to the people that they know.
T
5. Body language is the same across the world.
F
Second, do a small comparison:
其二， 在了
解课文内容的基础上，重视阅读方法和技巧的点播，培养学生的阅读习惯。
教学难点：包括打招呼用语在内的各国的不同的肢体语言产生的根源
--- 文化差异。
6、教学内容设计：
Lead-in
播放 Mr. Bean 在飞机上的无声的肢体语言的表演
↓ Warming up, 通过看不同的 gestures ，猜短语； 再看给出的英文短语， 做 gestures.
示图片，学生猜英文短语；教师给出英文短语，学生做手势
)。
Competition: Do you know any other guestures?
OK! Bad! Good! Silent!
I am full! I don’ t know! I am so happy! I want some money!
Madame Coulon (France)
Group Discussion
E. does not stand close to others or touch strangers.
different habits
different customs
Reasons for different ways of greeting
1.The writer will meet the visitors at Pudong Station.
F
2.
Visitors greet each other differently when they meet for the first
time. T
3. English people usually do stand very close to others as soon as
they meet for the first time, so we
’ d like to find out who are they and where are
they from. Fill in this form.
People
country
You
China
Mr. Garcia
Columbia
major, local, represent, curious, Columbia, express, gesture, actions 以及句型 be likely
to, introduce--- to---, nod at
等
2、能力目标：
能根据给出的描述肢体语言的短语， 思考，讨论，再上台表演， 再到后来的快速回答问
we deal with some detail information in the text?
First, there will be a True or False exercise for you. If it is false, correct
them, please!
True or False
Third Reading, some detail information, a True or False exercise
↓ Summary, the structure of the whole text
↓
Homework
7、教学方法： 采用了常见的任务型教学法， 启发式教学法， 师生互动， 生生互动的形式步步深入学习。
First Reading
T: Today we are going to learn a passage about body language,
let ’ s open our books on page26, there is a picture with many people here. Maybe
这课出现了太多陌生的人名和国家的名称， 所以我在课前事先教读过。 在备这一课时， 发现
文中的 warming up 部分太突兀，不易着手，于是我没有采用，而使用了我自己另外准备的
一个 flash, 简单，幽默，学生易于接受也能尽快适应后来的一系列小组合作活动，然后自
然而然的引出 reading 部分。
题这么一个过程， 既锻炼了学生的思维能力， 英语口头表达能力又可帮助学生提高查找
相关信息的能力。 3、情感目标： 让学生意识到交流与沟通不仅仅局限于语言， 达自己。
还可以借助更丰富更形象的肢体语言来表
4、文化目标： 培养学生的跨文化意识，倡导跨文化交际。 5、教学重点和难点。 教学重点： 其一，让学生明确不用国家的人之间的打招呼方式的不同之处；
二、课文分析。 本课是人教版高一新课标英语必修 4 第四单元的开始。考虑到整个单元的结构，我重
组了教材，将文中的 warming up 与 reading 部分作为本单元的第一课时， Body Language ， 来对待 . 这是一个新单元的开始，出现在这两部分的生词不算太多，也不难拼读，但是由于
-----------
---------
Third Reading
different cultures different races
T: Until now, we have known that different people have got their different ways
of greeting and we also discuss the reasons for the differences. Here, next shall
8、教学手段 运用多媒体进行教学，丰富课堂内容，浓郁课堂气氛。
五、教学过程。 Step I. Greetings
The teacher greets students as usual.
Step II. Lead in
T: Nice to meet you everyone! (My first time to meet these students, in fact
高一英语新课标必修 4声胜有声－ Body Language
教学对象为高一的学生。 经过初中三年的英语学习， 他们已经储备了一定的词汇和英语
基础知识，他们的认知和分析水平比初中阶段有了进一步的提高，
能就给出的话题展开讨论，
发表自己的看法，渐渐形成了用英语获取信息、处理信息、分析问题和解决问题的能力。但
T: Yeah, in English, Mr. Bean. What is he trying to do
？
Ss: He is trying to make the little boy happy and laugh.
T: How does he make the happy? By telling jokes?
from different countries meet the first time, we
’ ll see how they greet each
other. Let ’ s listen to the tape, then match the following: