必修四module3学案

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英语必修ⅳ外研版module3教案

英语必修ⅳ外研版module3教案

高中英语新标准(外研版)必修4 Module 3Body Language and Non-verbal Communication山东烟台招远三中外语组刘刚Aims:1.To learn another way of communication---body language2.To understand the different gestures in different countriesDifficult and main pointsThe usage of the following phrases: more than on guard involve give awayTeaching StepsStep 1: ListeningT: Open your book and turn to page22. Today we are going to learn the “Reading and vocabulary” Let’s see part 1There are four titles, read them and then close books. Listen to the tape carefully to see what the passage is about and choose the correct answer (Play the recorder 3 minutes)When it is over give the students 5seconds to choose the best title. Then check the answer and ask the Ss to give the reasonT: Can you tell us the reason why you choose the first one/ the second /the third /the last?S: (a. b. c. d)Then give the right answer.---Greeting Around the WorldT: Now let’s see Part 2.There are six sentences about the passage, read them quickly and listen to the tape again and decide which ones are true and which are falseListen, you should not only get the answers to the Part 2 , but also check the answer to Part 1(Play the tape again 3 minutes)After it finishes give the students 15 seconds to finish the questions Check the answersT: Who can give us the answers?S: (A.B.C.D)I don’t tell you whether you are right or wrong let’s go to the second step---ReadingStep 2. ReadingT: You have only 2 minutes to read the passage, while you are reading the passage you have two duties one is to check whether your answers in Part 2 are right and find out the right ones, the other is to find and underline the words in the box in Part 3( 2 minutes later)T: Now let’s see Part 2 again. Who can give us the right answers and give the reasons and correct the false ones if necessary..S: (a. b. c. d)T: Please hands up if your answers are all right. (You are very good, the others don’t be discourage, you can succeed, too if you keep working hard, listening and reading more) (检查阅读结果,表扬全对的同学,鼓励有错的,提高他们的积极性)T: OK. Now let’s see the words in the box in Part 3. First read them after me (twice)T: Who would like to guess the meanings according to the context?(Help them if they can’t)T: Now that you have known their meanings, choose them to fill the blanks. Pay attention to their forms ( 3 minutes )T: Now please discuss your answers in pairs and learn the reasons at the same time.Check the answersT: Read the passage carefully again and underline the difficult points you think, after you finish, discuss in pairs or in groups of four to try to solve them. ( 7 minutes )(Write the main points on the blackboard)T: Do you have any questions? If you have, hands up.T: Studentplease tell us your questions.1,S1: …T: Now let’s see who can answer his/her questions. ( If it is difficult for students, help them.)T: Look at the blackboard, please, let’s see the points1. Although these are very important, we communicate with more than just spoken and written wordsMore than: 意思:不仅是,远甚于Hibernation is more than sleep. It is a deep sleep.More than 还有其他用法,1)do more than do sth. = not only do sth.Teachers do more than teach us school lessons. They educate us to be useful persons.2)more than = not only or verya.Hearing the news, he was more than a little angry.b.I am more than satisfied with what you said.c.Don’t force me to say more than I want to2. Like other animals, we are on guard until we know it is safe to relax.On guard : 值班,当班,提防着The solider is on guard.Let us be on our guard against thieves.3. Greetings in Asian countries do not involve touching the other person, but they…involve the handsInvolve:涉及,包括This project involves a lot of workDon’t involve other people in yours trouble.其他用法be involved in 包含在……, 与……有关, 被卷入All the children were involved in the school playHe was involved in working out a plan.be involved in trouble4. People give away much…by their wordsGive away: 散掉, 给掉(钱财等), 泄露, 出卖He gives away all his pictures.Don’t give away the secret.He was given away by one of his companies.Step 3 Speaking ( 5minutes)T: Now we have known that body language can help us communicate and there are different gestures in different countries. The same gesture has different meanings in different cultures.What gestures do you know and what are their meanings, would you like to tell us?T: First I give you two examples:Bow: to show respectWaving your hand: say hello to someoneSs: …Step 4 MemorizingT: Now memorize the content of the passage.课程设计思路:宏观设计:1.学英语目的是听,说,读,写全面提高,本节课的设计主要围绕这一目的设计的,涉及听,说,读三个方面。

高中英语 模块四 Unit3 Tomorrow’s worldtask1导学案 新人教版必修4

高中英语 模块四 Unit3 Tomorrow’s worldtask1导学案 新人教版必修4

Module4 Unit 3 Tomorrow’s worldPeriod 9 Task (1)Ori ginated by Ms. Dai Revised by Ms. Shi and Ms. LiStudying task: Writing an advertisementStudying aims: 1. To Learn how to distinguish between facts and opinions.2. To learn how to ask for information.Self education (自主学习):Skills building 1: distinguishing between facts and opinions1. What is a fact?A fact is a piece of information that is proved to be true.2.What is an opinion?An opinion is a feeling or belief that is not founded on certainty or proof.Pair-work(合作探究)Task 1:Read the seve n sentences in Part A on page 53 and decide whether they arefacts or opinions.1.China has a total land area of over 9.6 million km.2.On 15th Oct ober 2003, the first Chinese person went into space.3.I believe our painting is worth quite a lot of money.4.Suzhou is over 80 km away from Shanghai.5.It seems that people prefer living in flats.6.I think that people who litter should be fined.7.Mr. Wang came home to find his computer broken.Fact: 1, 2, 4, 7Opinion:3, 5, 6Task2:Complete the questions according to the answers (P55):Answers: When , How often, Why, What problem, WhatTarget detection:(目标检测)Step 2: finding o ut about the computer roomRead the guidelines in Part A on page 55. Listen to the recorded interview andcomplete t he interview form.Keys:1.in the afternoon2.three times a week: Monday, Thursday, Friday3.for school work4.keyboards, CPUs, RAM, no DVD-ROM drives, too small hard drives, no Internetconnection, no sound card, slo w and ugly PCs, very old software5.buy new computers and new software1。

人教新目标高中英语必修四Unit3单元教学设计

人教新目标高中英语必修四Unit3单元教学设计

人教新目标高中英语必修四Unit3单元教学设计人教新目标高中英语必修Unit3教学准备1. 教学目标(一)【知识与能力】知识目标:了解非语言形式的幽默艺术。

了解卓别林的生平以及他在无声电影中的精湛表演。

帮助学生习得并掌握本文出现的词汇、语言表达方式,同时欣赏文章中的优美句式。

能力目标:帮助学生进一步提高阅读中猜词义、略读、查读、跳读、归纳、总结等能力。

引导学生进一步了解与体会V-ing形式在文中的呈现。

(二)【过程与方法目标】1.通过限时阅读、速读等阅读方法逐步提高学生的阅读技巧。

2.课堂活动的设计体现循序渐进,引导学生自主探究地学习与互动,帮助学生打开思维空间。

(三)【情感态度与价值观目标】1.通过对幽默的了解以及对卓别林的走近,鼓励学生保持乐观的人生态度,培养幽默感,陶冶情操。

2.欣赏文中的优美句子,激发学生的语言学习兴趣与热情。

2. 教学重点/难点重点:1.如何在有限的时间内引导学生参与课堂活动,最大限度地激发学习兴趣。

2.各种阅读技巧的交错使用以帮助学生稳步提高阅读能力。

难点:1.引导学生如何正确捕捉信息,归纳总结段落及全文大意。

2.培养学生对文章整体结构的把握和分析人物个性,学会学后简介人物。

3. 教学用具4. 标签教学过程Step1: Lead in 2′利用问题为课文讲述埋下伏笔,用卓别林的图片进行导入,并用brainstorming方式发散学生思维,围绕与幽默相关的词汇展开,卓别林正是由于这些与众不同的因素获得成功,从而成功导入本课主题——卓别林。

【设计意图】利用查理卓别林的生活照和剧照以及头脑风暴的方式既活跃了课堂气氛,又激发了学生用英语表达的欲望,达到寓教于乐的目的,同时也为下一步阅读课文做好铺垫。

读中阶段,既是阅读课文教学的主要环节,又是学生阅读实践的重点内容,这部分教学中将着重训练学生的阅读技巧和策略。

包括:速读(细读和寻读)、细读。

Step2: Fast reading第一环节:skimming (略读) 2′让学生快速阅读课文,并找出文章大意及文章中提及的一部电影。

必修4Unit3阅读导学案

必修4Unit3阅读导学案

Module 4 Unit 3 A taste of English humour (Reading)导学案学习目标:1.了解非语言形式的幽默艺术;2. 了解世界著名的电影演员、喜剧大师卓别林以及他在无声电影中的精湛表演;3. 进一步提高阅读时猜测、略读、和归纳的能力。

学法指导:1.完成预习案第一、二、三题2.以课文内容为载体在阅读中充分利用各种阅读技巧以提升阅读特别是泛读能力;3.以课本为纲完成探究案及训练案中的阅读练习;第一部分:预习案一、Finish the following questions1.What is humour?Humour is a word which means __________________.If someone often makes others laugh, We say he is ______________. We call him a ______________.2.How many kinds of humour do you know about? Can you name them?sketch小品_____________ _____________ _____________ _______________3. Enjoy a joke:Policeman: Why did you have to break into the same shop three times?Thief: Well, I stole a dress from that shop but my wife didn’t like it. So I had to go back and change it twice!二、Read the following passage and finish the True or False exercises below it.There is an English saying; "Laughter is the best medicine." Until recently, few people took the saying seriously. Now, however, doctors have begun to look into laughter and the effects it has on the human body. They have found that laughter really can improve people' health. Tests were carried out to study the effects of laughter on the body. People watched funny films while doctors checked their heart, blood pressure, breathing and muscles. It was found that laughter has similar effects to physical exercise. It increases blood pressure, the stomach, and even the feet. If laughter appears the body, it must be beneficial.Other tests have shown that laughter appears to be able to reduce the effect of pain on the body. In one experiment doctors produced pain in groups of students who listened to different radio programs. The group that tolerated the pain for the longest time was the groups which listened to a funny program. The reason why laughter can reduce pain seems to be that it helps to produce a kind of chemicals in the brain which diminish both stress and pain.1. At present, a lot of people value the effect of laughter. ( )2. Laught er, as well as physical exercise, has a great effect on people’s health. ( )3. The reason why laughter can reduce pain is that it produces a kind of chemicals in the brain which reduce both stress and pain. ( )三、Pre-reading Read the text on Page17-18 and answer the fowlling questions.1. What do you know about Charlie Chaplin?2. What do you know about his films? Can you name some of his films?第二部分:探究及训练案一、Skimming1. Skim the passage on Page 18 and tell what the main idea of the passage is?A. The history of English humor.B. The films that Chaplin made.C. An introduction to Charlie Chaplin and his excellent performances.D. The Gold Rush in California.2. There are five paragraphs in this passage and try to match the main idea for each paragraph.Paragraph 1 A. an example of a sad situation that he made funnyParagraph 2 B. his achievementsParagraph 3 C. what Charlie’s childhood was like.Paragraph 4 D. what his most famous character was likeParagraph 5 E. why people needed cheering up.二、Scanning(Choose the right answers to the questions)1. In the middle of 19th century people went to California to look for ______.A. filmsB. goldC. entertainmentD. water2. Which statement abou t “the little tramp” is wrong according to the text?A. He was a social failure.B. He was kind-hearted.C. He was determined to overcome difficulties.D. He was very clever.3. Why could Chaplin make terrible situation (like poverty and starvation) funny?A. Because he was good at acting.B. Because he had experienced the bad situation and made them “real” for his audience.C. Because he was a social failure in his career.D. Because he was at the time of silent film.4. Chaplin was given a Special Oscar for __.A. he played the little tramp successfully.B. the films he directed.C. his outstanding work in films.D. his plays that make people laugh.三、Careful-reading1. Read the text carefully and finish the following box.BornJobFamous characterCostumeType of actingDied2. Put the events in the right order.( ) Chaplin tried cutting and eating the bottom of the shoe.( ) Chaplin and his friend rushed to the Alaska to pick up gold, but they failed.( ) They were so hungry that they boiled a pair of leather shoes.( ) They were caught in a small wooden house.( ) Chaplin cut off the leather top of the shoe.( ) Chaplin picked out the laces and ate.3. True or False:( ) 1) Chaplin was born in a rich family.( ) 2) People like the character “the little tramp” because he was a social failure.( ) 3) The Gold Rush was a film set in California at the beginning of the nineteenth century.( ) 4) Chaplin and hi s friend are so unlucky that they can’t find any gold.( ) 5) Chaplin has a delicious meal by eating meat in the film.( ) 6) Chaplin acted in films and wrote and directed films as well.第三部分:当堂检测一、短文填空(根据课文内容完成下面短文)Charlie Chaplin was born in a ________ family in ________and at that time film were silent. He wasa famous ________, especially in ________ and farce. His silent films are still popular today. Hischarming character was _______________, who was very poor, very__________even when people were________ to him. He was a social ________, and he was homeless, but he had ____________ toovercome difficulties. What he wore were ___________ shoes, large trousers and a ____________ hat,and he was always carrying a walking stick. Charlie Chaplin _______ in the film The Gold Rush. Heplayed a man with bad luck eating shoes with great ________ when he_____________ a snowstorm in asmall wooden house.二、Conclusion:Today we have learned something about humor. Humor is everywhere in our daily life. I hope youcan be optimistic(乐观的) no matter what difficulties you meet with, just as Charlie Chaplin was.Module 4 Unit 3 A taste of English humour (Reading)导学案答案第一部分:预习案一、 1.Humour is a word which means making others laugh. If someone often makes others laugh, We say he is humorous; We call him a humorist.2.sketch小品, jokes, mime哑剧, comedy 喜剧, funny stories, cross talk 相声, tongue twister绕口令二、FTF第二部分:探究案一、1. Charlie Chaplin was a great silent movie stars. He was very popular in his time.2. Modern Times, The Little Tramp, The Gold Rush, City Light are his masterpieces.Part 1 (Para.1)-C Part 2 (Para.2-4 )-A Part 1 (Para.5)-B二、1. D 2. 1-E; 2-C; 3-D; 4-A; 5-B 3. BDBCBorn 1889Job movie actorFamous character Little trampCostume large trousers, worn-out shoes, a small round black hat and a walking stick Type of acting mime (nonverbal)Died 1977, Switzerland2. 5132463. FFFTFT第三部分:训练案poor, 1889, actor, mine, a Little Tramp, kind, unkind, failure, determination, worn-out, small round black hat, starred, enjoyable, was caught in。

新课标高中英语必修四Unit3学案

新课标高中英语必修四Unit3学案

Module4 Unit3 A taste of English humorReading A master of nonverbal humor教材分析该课时是根据人教版高一英语第四模块第三单元A taste of English humor学生用书中的阅读课A master of nonverbal humor(无声的幽默大师)而设计的一节课,本课的中心话题是非语言幽默大师,介绍了世界著名的电影演员、喜剧大师查理. 卓别林以及他在无声电影时代的精湛表演;特别是在著名影片《淘金记》中,他运用滑稽、夸张的动作表情,让观众在捧腹大笑之余,体会琐屑、卑微之中所隐藏的深刻本质。

学情分析教学对象是高一学生,他们词汇量少,英语语法及阅读策略的掌握相对差一些。

所以,本节课运用多种方法,训练提高他们的阅读理解能力。

教学目标1.Knowledge and ability(知识与能力)a. Ss get to know the well-known actor, Charlie Chaplin’s life and his wonderful performances in silent movies.b. Ss learn how to describe a person.课程标准:通过阅读理解,学生能简述著名演员查理.卓别林及其他在无声电影中的典型形象。

学习指导意见:通过分组讨论和小组合作探究与交流达到课程要求目标课标细化分解:第一步:分解内容标准,寻找关键词通过阅读理解,学生能简述著名演员查理.卓别林及其他在无声电影中的典型形象。

行为条件:通过阅读理解行为动词:简述限制词:卓别林的核心名词:典型第二步:分析关键词,构建概念图根据概念图,确定行为条件第四步综合上述思考,写出学习目标:内容主题:必修4 Unit3: A master of nonverbal humor学习目标:通过阅读理解,学生能准确无误的简述查理.卓别林及其他在无声电影中的典型形象。

英语必修4unit3导学案

英语必修4unit3导学案

必修四unit3 A taste of English humor学案三Grammar学习目标: To learn about the –ing form as the Predicative, Attribute & Object ComplementTo discover and learn to use some useful structures重要知识: To learn about the –ing form as the Predicative, Attribute & Object Complement知识难点: To master the usages of v—ing with different functions预案:(完成以下练习Finish the following exercises:)作宾语1.I am looking forward to________(see) you again.2.It’s no use ________(try ) to make me believe you.3.We don’t allow __________ (s moke), so you must go to the smoking room.1、工作之余,袁隆平喜欢听小提琴曲。

After work ,YuanLongping______________________to violin music.2、这些天他在考虑换工作。

These days he is______________________his job.作主语(英译汉) 5.Seeing is believing. ( )6. Acting was his job.( )7 The window needs cleaning/to be cleaned.( )8.It’s no use arguing with him.( )[归纳总结] 接动名词做宾语的动词有:接动名词做宾语的动词短语有:探究案探究一[课文原句]1. His acting is so amusing that all of us kept laughing all the time.2. What he likes most is making others laughing.[观察思考] -ing形式放在系动词之后作,用来泛指某种动作或行为,以说明主语的身份、性质或情况。

人教版高中英语必修4 Unit3学案:3.1[4页]

人教版高中英语必修4 Unit3学案:3.1[4页]

Unit 3 A taste of English humourPeriod 1 新知预习课学习目标1.Memorize the spelling and meaning of the important words in this part:entertain,astonish,overcome,convince,direct,particular,etc.e the following phrases to make simple sentences:badly off,up to now,pick out,cut off,star in,etc.识记词汇1.Fill in the chart below and note the connection between the nouns,verbs,adjectives and adverbs.Noun Verb Adjective Adverbfortunecontentmentperformhumourastonishmentborecharmentertainment精讲词汇1.astonish vt.使惊诧【完成句子】(1)We were that he turned up at the party.我们都很惊奇他会在聚会上出现。

(2)He stood there,looking .他站在那儿,看起来很惊诧。

(3)There was an look on her face.她的脸上充满惊奇。

(4)His success was really .他的成功令人惊奇。

astonish有两个形容词形式: 和 。

一般情况下, 用来修饰物, 用来修饰人。

但当用于修饰人的表情、眼神等时,应用 。

2.entertain v.使欢乐;款待(1)He will entertain his friends dinner this evening.今晚,他将会宴请他的朋友。

(英语教案)高中英语必修四unit3教案

(英语教案)高中英语必修四unit3教案

高中英语必修四unit3教案必修是新课程标准改革中的一个名词,是课程结构调整中的一种课程类型。

和必修相对的是选修。

依据规定必需学的,尤指取得学位或到达毕业要求必需学的必修课必修和选修,这是从课程方案中对课程实施的要求来区分的两种,下面是我为大家整理的高中英语必修四unit3教案5篇,期望大家能有所收获!高中英语必修四unit3教案1教学预备教学目标1. Ss will be able to master the following useful new words and expressions.well,smelly,pond,burst,canal,steam,dirt,injure,brick,dam,useless,steel,sh ock,rescue,quake,electricity,army,shelter,fresh, organize, bury, at an end, dig out, coal mine, in ruins2. Ss will be able to know the basic knowledge about Earthquake教学重难点1. The usages of some words and expressions.2. How to train the students’ reading ability in learning the text.教学工具课件教学过程Step I lead-inLet students see a short video and answer the questions1.What happened in the video Earthquakes2.How do you feel seeing the plots(情节) Students’ discussion. Step II Fast reading1. What is the passage mainly about In Tangshan ,earthquakes happened on July 28th 19762. Skim the text and answer the questionsThe type of writing (写作体裁)Narrative writingTopic sentence of Paragraph 1Sentence 1Topic sentence of Paragraph 2Sentence 2Topic sentence of Paragraph 3Sentence 1Topic sentence of Paragraph 4Sentence 1Step III Detailed readingAsk students to read the text carefully and answer the questionsTask1: What were the nature signs of the coming earthquake(选择)Para 11.Water in well( G )2. Well walls(D )3.Chickens pigs(F ) 4 .Mice (A)5.Fish(E )6. Bright lights( B)7. Water pipes(C )A. Ran out of fieldsB. in the skyC. Cracked and burstD. Deep cracksE. Jumped out of pondsF. Too nervous to eatG. Rose and fell, fell and roseTask 2 Fill in the blanksMain IdeaDetailsDamage caused byearthquakePara 2-3At _____ am, the __________ earthquake of the 20th century began . _______ burst from holes in the ground.Hard hills of the rock became rivers of ____.________ covered the ground like red autumn leaves.Two _______ and most of the bridges fell.The railway tracks were now _________pieces of _______.______ now filled the wells instead of water.Water,food,and ______________ were hard to get.The reconstruction(重建) after the earthquakePara 41. The army _____________2. Workers ____________for survivors.3._____________was taken to the city.Details:1. At 3:42 am, the greatest earthquake of the 20th century began.2. Steam burst from holes in the ground.3. Hard hills of the rock became rivers of dirt.4. Bricks covered the ground like red autumn leaves.5. Two dams and most of the bridges fell.6. The railway tracks were now useless pieces of steel.7. Sand now filled the wells instead of water.8. Water, food, and electricity were hard to get.Step IV consolidation (当堂稳固)Let students fill the blanks according to the passageStrange things were happening in the countryside of northeast Hebei. For three days the water in the village wells kept rising and1_________(fall). Farmers noticed that the well walls had deep cracks 2___________ them. A smelly gas came out of the cracks. In3_________farmyards, the chickens and even the pigs were too nervous 4__________(eat). 5_________(mouse) ran out of the fields looking for places 6________(hide). Fish jumped outOf their bowls and ponds. At about 3 am on July 28,1976, some people saw bright lights 7_________ the sky. The sound of planes could 8________(hear) outside the city of Tangshan even 9_________ no planes were in the sky.In the city, the water pipes in some buildings cracked and burst. But the one million people of the city, ________thought little of these events, were asleep as usual that night.1 falling2 in3 the4 to eat5 mice6 to hide 7in 8 be heard 9when 10 who这局部目的是让同学进一步稳固课文的内容。

高中英语外研版必修4学案学案2:Module3整单元(外研版必修4)

高中英语外研版必修4学案学案2:Module3整单元(外研版必修4)

Book ⅣModule 3 Body Language andNon—verbal municationPeriod Ⅰ Introduction & Reading prehensionMay.Ⅰ. Do the exercises in Activities—1 3 on P21Ⅱ. Fast reading:1.Read the passage and choose the best title in Activity 1 on P22.2.Read it again and decide T or F in Activity 2 on P 23.Ⅲ. Careful reading.1.Read the passage again and fill in the form:Situations In Different Countries Body LanguageIntroduced toEuropeans & Americansstrangersin ancient ChinaFormalgive a “ salaam ”GreetingsHindusInformalAmerican youthsGreeting2.Translate the following sentences into Chinese or English:①We see examples of unconscious body language very often, yet there is also“ learnedbody” language, which varies from culture to culture.②即便今日,有些人在非正式地候,也仍旧用手来做一个相信的姿。

Ⅳ. Translate the words and expressions below:1. shake vt. & vi. ;震(past)(p.p.)2. point at point to point out3、与某人握手 4. wave one’ s hands5、某人指路 6. say goodbye to sb.7、在at a distance8、和某人沟通9、出⋯的原由10、保持警惕11、成交12、相互相信13、裸露14、手=15、能看破人心思的人16、入随俗1.shake hands;put the right hand over the left and bow slightly;Muslims;join their hands and bow their heads in respect;“Give me five.”2.(1)我们常常看到无心识肢体语言的例子,但是也有习得的体态语,这因国家的不一样而不一样。

高中英语新课标外研版必修4教案Module3

高中英语新课标外研版必修4教案Module3

Module 3Body Language and Non-verbal CommunicationPeriod 1IntroductionThree 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 ability through listening and matching 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 concerning non-verbal communication and strengthen their communicative awareness.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 ProceduresStep 1 Lead-inT: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.)Step 2 Match the verbs in the box with the picturesThe teacher reads the words,followed by the students and performs each word’s meaning with gestures.T: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.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.Listen to it again.This time you need to listen very carefully and make every effort to get thedetails.Meanwhile,match the situations with the picture above.Step 4 Say What You Do When You...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.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.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 and some situations in which you use body language such as meet a friend,show someone the way,say no and so on.HomeworkRemember them and learn to use them.After class,try to collect more information about body language and prepare for next part—Reading and vocabulary.The Design of the Writing on the BlackboardModule 3Body Language and Non-verbal CommunicationThe first periodpoint,shake,smile,waveshow...the waycommunicate withshake handsRecord after Teaching______________________________________________________________________________________________________________________________________________________Period 2Reading and VocabularyThree Dimensional Teaching AimsKnowledge and SkillsTrain the students’ reading ability.Learn some useful words and expressions.Learn some facts about body language.Process and StrategiesMake the students know more about body language and communication customs as well as cultures in different countries and areas.Feelings and ValueMake the students have a better understanding of body language and non-verbal communication.Inspire their interest in different customs and cultures of different countries and areas.Encourage the students to learn and use such body language to communicate with each other through their action.Teaching Important PointsHelp the students to understand the passage better.Learn and master some important words and phrases in this period.How to let the students understand the body language in different countries and use them correctly.Teaching Difficult PointsHow to help the students improve their reading ability and understand the passage better.How to master the important Language Points in this passage.Teaching MethodsDiscussion to lead in the reading class.Fast reading to get the main idea of the text.Intensive reading to understand the passage better.Explanation to help the students master some Language Points.Teaching ProceduresStep 1 Greetings and revisionT:(Greet the whole class as usual.) Ask the students to act their dialogue out.Step 2 Discussion and lead in(Show the following words and phrases on the screen.)communication position unconscious aggressive gesture involve bow slapspread bend hug stare formal informal communicate with make a deal mind readerhold up vary from...to...be busy with give away on guardLet the students read the words and phrases after the teacher.The teacher can give a brief introduction to the students if necessary or they may discuss with their partners.The teacher shows the questions on the screen.1.Can you guess what someone is thinking or feeling by looking at their body language?2.Do people from different parts of the world use different body language?What about peoplewho live in different parts of China?3.How do you communicate the following with body language?Thank you!No.Yes.I don’t e here.Step 3 Fast readingRead the passage quickly and summarize the main idea of each paragraph.After a few minutes,the teacher checks the main ideas they summarize.Step 4 Intensive readingThis time you should read slowly and carefully.Show the following questions on the screen.1.Not all body language is conscious.2.Europeans shake hands with their left hand.3.In Asia,people touch strangers when they meet.4.In the US a “high five” is a way of saying hello.5.A “high five” is a formal gesture.6.Body language is less communicative than spoken or written language.Suggested answers:1.T2.F3.F4.T5.F6.FStep 5 Language studyEx.1 Complete the sentences with the words given.(The teacher shows the words and exercise on the screen.)Aggressive deal gesture greet formalinformal position trust unconscious Weapon1.Guns and knives are two different types of__________.2.Someone who has a(n)__________attitude may be violent.3.You can __________someone by saying “Hello”.4.Your __________is the way you are sitting or standing.5.If you are __________of something you do not know it is happening.6.A(n) __________is a business agreement.7.A(n) __________is a movement of the body to communicate something.8.If you __________someone you believe them and rely on them.9.”Give me five!” is a(n) __________greeting.10.People are usually more __________with people they don’t know.1.weapons2.aggressive3.greet4.position5.unconscious6.deal7.gesture8.trustrmal10.formalEx.2 Translate the following sentences into Chinese.1.The weather varies from place to place.2.They were involved in the matter.3.The children stared at the coloured ballons.4.We made a deal and agreed to help him out.5.The girls are busy greeting the foreigners over there.Step 6 Listening and consolidationListen carefully.Pay attention to the pronunciation and intonation.Step 7 Summary and homeworkT:In this period we have learned some vocabulary and please try to keep them in mind after class.Through the reading of the text we know something about body language and non-verbal communication.We have learned that different people have different ways of making communication through body language.After class,please read this passage again and again till you can recite it or retell it in your own words;meanwhile,try your best to master the useful expressions in this period.What’s more,remember to preview Grammar 1;Listening and vocabulary.Though we are making much progress,we have a long way to go.So it is our task to study hard and make great efforts to spread our culture.So much for today.Good-bye,everyone!Activities and Research1.Find out more information about body language.2.Encourage the students to use the body language they have just learned.The Design of the Writing on the BlackboardModule 3Body Language and Non-verbal CommunicationThe second periodstare atmake a dealbe involved invary from...to...be busy doing sth.Record after Teaching_____________________________________________________________________________________________________________________________________________________________________________________________________________________Period 3Grammar 1;Listening and VocabularyThree Dimensional Teaching AimsKnowledge and SkillsMake the students learn to sum up grammatical rules themselves.Make sure the students master the grammatical items.Train the students’ listening ability and improve their listening skill.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 adverbial clause of condition and understand the importance of knowing about different customs and culture by listening.Teaching Important PointsEncourage the students to sum up grammatical rules.Further improve the students’listening skill.Teaching Difficult PointsTo make them be able to analyze the sentence structure of adverbial clause of condition and use what they learn in Grammar 1 to make up such kind of sentences.Teaching MethodsIndividual work and pair work to make every student work in class.Teaching ProceduresStep 1 Revision and lead-inThe teacher check the students’ homework of yesterday—reciting or retelling the reading passage.Step 2 Grammar 1Page 23.Look at the following sentences from the passage.Read them and pay attention to the conjunctions when and if.They are used to connect sentences or parts of sentences.Then finish the exercise below.Step 3 Listening and vocabularyT:Just now we have learned something about adverbial clause of condition.Follow me to do some listening.In Activity 1,you need to match the parts of the body with the words in the box.Look at the screen and follow me to read these words,meanwhile,try to catch their meanings.(The teacher shows the following words on the blackboard)ankle chest eyebrow finger forehead knee lips shoulder wrist(The teacher displays the following words on the blackboard.)bend bow clap hug kiss nod raise stare wipeT:Let’s put them into use through the following exercise.Complete the sentences with the words in the box above.1.You use your lips to __________someone.2.If you __________at someone you look at them for a long time.3.If you __________you hand you lift it up.4.You __________by moving your head up and down.5.When you bend your upper body forwards you__________.6.You have to __________your knees to sit down.7.If you’re hot you can __________the sweat from your forehead.8.At the end of a concert or a play it is usual to__________.(The teacher gives a few minutes for the students to prepare.)Step 4 Summary and homeworkT:Today we have learned adverbial clause of condition and two conjunctions when and if.After class,please do exercise 1 and exercise 2 on our workbook.The Design of the Writing on the BlackboardModule 3Body Language and Non-verbal CommunicationThe third periodfor the first timeshow sb.the waynod one’s headtake...offshake hands with sb.a bottle ofthank sb.for sth./doing sth.Record after Teaching______________________________________________________________________________________________________________________________________________________________________________________________________Period 4Function;Grammar 2;Pronunciation;Speaking Three Dimensional Teaching AimsKnowledge and SkillsTo let the students know the differences of an American accent and a British accent clearly and can use them freely in the future studies.To train their listening skills.To train their speaking skills.Process and StrategiesEncourage the students to speak in class through organizing some practice.Feelings and ValueThrough listening to and making comparisons between an American accent and a British accent,train the student’s cooperation concept and deepen their understanding of American English and British English.Teaching Important PointsTo motivate the students to work together.Teaching Difficult PointsHow to enable the students to master the differences between an American English accent and a British English accent.Teaching MethodsListening and discussion.Pair work as well as group work.Teaching ProceduresStep 1 Revision and lead-in(Omission)Step 2 FunctionLook through these sentences and underline the modal verbs.Then discuss with your partners to see in which situation people use them to give advice.(Show the following on the blackboard.)1.We use the modal verb __________to give advice.2.We use the modal verb __________to give strong advice.3.You __________means It’s a good idea to...4.You __________means It’s very important to...Step3Work in pairs and complete them with should,must and their negative forms by guessing.Part1.Here are three sentences with adverbial clause of condition.Read them through and answer the questions below.Practice:Step 4 SpeakingFirst please look at the instructions and ensure that you know what to do.T:Now I divide you into groups of four to prepare the same role play together.(Circulate and monitor their performances.)Step 6 Summary and homeworkHomework today is to practice the American accent after class.That’s all for today.You are dismissed!The Design of the Writing on the BlackboardModule 3Body Language and Non-verbal CommunicationThe fourth period1.It’s a good idea to do...2.It’s important to do...3.Every time sb.do...4.Your mind goes blank.5.by accident6.by chance7.make a toast8.take a sip9.refer toRecord after Teaching_________________________________________________________________________________________________________________________________________________________________________________Period 5Grammar 3;Writing;Everyday EnglishThree Dimensional Teaching AimsKnowledge and SkillsTo train the students’ speaking.To make the students learn to write a reply to an invitation.To make the students practice expressing themselves by using both everyday English and body language.Process and StrategiesMake the students learn how to use some simple Everyday English in a conversation.Through the analysis of the steps in writing a short reply to an invitation,the students may learn some strategies in writing comparisons.Feelings and ValueThrough the study of this period deepen their understanding of different customs and culture of different countries and areas.Teaching Important PointsLearn to write a reply to an invitation and compare a formal invitation and an informal one.Teaching Difficult PointsMake the students compare two kinds of invitations.Learn to use everyday English to communicate by combining body language.Teaching MethodsPair work and individual work.Discussion.Practice &explanation.Teaching ProceduresStep 1 RevisionCheck their workbook exercises.Have a dictation:communication,aggressive unconscious threatening involve deal spread give away hold up informal etc.Step 2 Grammar 3 Adverbial Clause of ConcessionRead the sentences and choose the correct meaning.You can discuss with your partner if you have difficulty in understanding them.(After a short discussion call back the students’ answers by asking one students to read the sentence and another to read the correct definition.Then show the answers on the blackboard)Discuss with your partner and fill in the blanks with whoever,whenever,wherever or however.Step 3 WritingRead the invitations and answer the questions on the book.Step 4 Everyday English1.Can I ask you a favour?A.Can I do something for you?B.Can you do something for me?2.How are you doing?A.How are you?B.What are you doing?3.What on earth can I talk about?A.There’s lots to talk about.B.I don’t know what to talk about.4.Have a great time!A.Enjoy yourself.B.Stay a long time.Step 5 Summary and homeworkHomework today is to make up a dialogue trying to use the useful expressions we have learned.This is the end of this class.You are dismissed.The Design of the Writing on the BlackboardModule 3Body Language and Non-verbal CommunicationThe fifth periodbe rude to sb.switch onrequestsocial occasionsRecord after Teaching_____________________________________________________________________________________________________________________________________________________________________________________________________________________Period 6Cultural Corner;Task;Module FileThree Dimensional Teaching AimsKnowledge and SkillsMake the students master some new words.Broaden their eyes with a passage about clapping.Instruct the students to learn to give advice for visitors to China.Process and StrategiesEncourage the students to consolidate what they have learned often.Feelings and ValueThrough the cultural corner the students may know the importance of understanding the differences in customs as well as culture of different countries and areas.Teaching Important PointsMake the students understand clapping deeply.Teaching Difficult PointsHow to give social advice for visitors to China.Teaching MethodsSkimming and explanationTeaching ProceduresStep 1 Revision(Greet the students as usual.)1.Check up their homework exercises.2.Ask a few students to act out their own dialogue.Step 2 Cultural cornerRead through this passage quickly to make sense of the word “clap”.Meanwhile,answer the questions:Why do people clap?When do people clap in China?What about in other countries?Step 3 TaskEvery group sends a representative to write all topics you think out.Step 4 Module fileThis part can be used for the students to check their understanding of this module by themselves,or theteacher may revise what we have taught and learnt with the help of this file.The Design of the Writing on the BlackboardModule 3Body Language and Non-verbal CommunicationThe sixth periodgiving giftsmeeting peopleeating a dinner conversation topicsgoing to somebody’s houseopening the gifttime you arrivetime you leavegreeting someone ...Record after Teaching_____________________________________________________________ _____________________________________________________________ _____________________________________________________________。

外研版英语必修四《Module 3 第4课时》学案(四川岳池一中)[5页]

外研版英语必修四《Module 3 第4课时》学案(四川岳池一中)[5页]

Period 4: Grammar学习目标:1. 掌握条件状语从句和让步状语从句的用法的用法2. 了解不同状语从句及其连词的意义区别3. 利用例句归纳出语法规则学习重点:掌握条件状语从句和让步状语从句的用法的用法学习难点:利用例句归纳出语法规则课前预习使用说明与学法指导:1. 利用例句归纳出语法规则2. 15分钟之内完成预习自测:Look at these sentences from the passage.If you say the word “communication”, most people think of words and sentences.We use “learned” body language when we are introduced to strangers.Now tick the true statements.The sentences from the passage.我的疑问:__________________________________________________________________________________ ________________________________________________________课内探究质疑探究:条件状语从句条件状语从句分为真实条件句和虚拟条件句两种。

假设的情况有可能发生的条件句叫真实条件句;若假设的情况完全是一种假设或发生的可能性不大的条件句叫非真实条件句。

引导条件状语从句的连词有:if,unless,so/as long as(只要),in case(万一……的话),on condition that(假如;在……条件下),suppose/s upposing(that)(假设),provided/providing(that)(倘若;在……条件下),for fear (that)(以免,唯恐)等。

外研版必修四module 3 导学案

外研版必修四module 3 导学案

Module 3 Body Language and Non-verbalCommunicationI. 教学内容分析本模块以Body Language and Non-verbal Communication为话题,介绍了不同文化中身势语和非言语交际的情况,旨在通过本模块的教学使学生能够在交际场合运用所学词汇及采用恰当的身势语。

通过本模块的学习,学生要对不同文化中的身势语有清楚的了解,并能运用所学知识与不同文化中的人进行交流。

Introduction部分引入了各种身体动作或姿态的图片与有关的词汇导入话题;通过在交际场合人们所用的部分语汇和可能采用的身势语引发学生兴趣,为接下来的阅读学习活动做好了准备。

Reading and Vocabulary部分通过阅读课文,让学生简单了解不同文化中身势语的运用情况,并且学习相关词汇,学会归纳文章的主旨大意;并且围绕课文内容,进行相关的听、说、读、写训练。

Grammar 1部分通过观察课文中的例句,要求学生懂得条件状语从句的特点,并通过练习得以巩固。

Listening and Vocabulary部分听取一段有关到美国家庭作客的礼仪录音,同时也引入了相关词汇,此话题与本模块内容密切相关,借此培养学生准确获取听力信息的能力,同时也培养学生跨文化交际的能力。

Function部分通过学习使用交际功能“提出建议”(giving advice) 的语句,让学生学会运用should和must 及shouldn’t和mustn’t来向对方提出建议。

Grammar 2部分列举了条件状语从句的例子并以问题的形式让学生进一步了解条件状语从句,并通过Activity 2 对此句型中谓语动词的形式进行了练习。

Pronunciation部分通过听力训练使学生了解美国英语和英国英语在发音方面的某些区别。

Speaking部分是阅读文章后所展开的对话形式,使学生学会运用should,shouldn’t , must,mustn’t 及以if开头的句型。

高中英语必修四unit3教案

高中英语必修四unit3教案

高中英语必修四unit3教案高中英语必修四 Unit 3 教案教学目标1.通过本单元的学习,学生能够正确理解并运用相关词汇、短语以及语法知识;2.能够熟练运用所学知识,进行听、说、读、写的活动;3.能够培养学生的英语交际能力,提高学生的听力和口语水平。

课时安排本单元共分为5个课时,安排如下: 1. 第一课时:课文阅读与理解(50分钟) 2. 第二课时:语法重点讲解与练习(50分钟) 3. 第三课时:听力训练与口语练习(50分钟) 4. 第四课时:写作技巧培养(50分钟) 5. 第五课时:综合能力测试与复习(50分钟)教学内容与步骤第一课时:课文阅读与理解1.导入(5分钟)–介绍本单元的主题和学习目标;–学生回忆相关的词汇和短语。

–学生自主阅读课文,理解文章大意,并标出生词;–学生分小组讨论课文内容及问题。

3.阅读理解(25分钟)–学生带着问题阅读课文,回答问题并进行讨论;–教师组织小组讨论问题的汇报。

4.总结与拓展(10分钟)–教师对学生的表现进行评价,总结本课时的学习要点;–教师布置相关的课外阅读作业。

第二课时:语法重点讲解与练习1.复习与导入(5分钟)–教师复习上课内容,并引入本课时的语法主题。

2.语法讲解(20分钟)–教师通过PPT讲解本课时的语法知识,包括虚拟语气的用法和结构。

3.练习与巩固(20分钟)–学生进行虚拟语气的练习题,巩固所学知识;–学生分组进行语法对话练习,培养口语能力。

–教师让学生以小组形式编写虚拟语气的对话,并进行表演。

第三课时:听力训练与口语练习1.复习与导入(5分钟)–教师复习上课内容,并引入本课时的听力和口语主题。

2.听力训练(20分钟)–教师播放听力材料,学生进行听力填表练习;–教师带领学生一起检查答案。

3.口语练习(20分钟)–学生分组进行对话练习,练习表达自己的观点和想法;–学生进行角色扮演,模拟实际情境进行口语练习。

4.总结与拓展(5分钟)–教师对学生的表现进行评价,总结本课时的学习要点;–教师布置相关的口语练习作业。

高中英语 Module 4 unit3 Reading 导学案 牛津版 牛津版必修4

高中英语 Module 4 unit3 Reading 导学案 牛津版 牛津版必修4

高中英语 Module 4 unit3 Reading 导学案牛津版牛津版必修4学习目标:1.了解未来的科技发展趋势;2.理解文章大意,掌握其主要信息;3.掌握business proposal(商业提议)的阅读技巧,提高阅读速度。

学习重点:理解文章大意;掌握阅读技巧。

学习难点:提高阅读速度,解决careful reading 中的问题。

学法指导:1.自学未讲解的单词及词组完成,完成预习内容;2.课内集中讨论交流,完成Task 内容;3.课后提高练习,反思本堂课所得。

学习步骤:Step1----基础篇(课前自主预习,课内书面展示,为阅读文章扫除语言障碍)1._________ n 现实,真实→_______ adj →________ vt 实现,意识到2.____________ adj 非凡的,特别的3._______ vt 为(故事)设置背景4.tired adj __________→___________ n 疲倦5.upon prep _____________6.传达vt_____7.via prep_______________8.随着科技的迅猛发展____________________________________9.(梦想)成真,实现____________ 10.传递_______________ 11.成千上万的___________ 12.与…相连接________________ 13.增加______________ 14.give off______________ 15.提出(观点、议案)__________ 16.实际上____________ 17.score a goal ___________ 18.besides____________________ 19.给…留下深刻印象vt___________→n __________印象20.upon reaching_____________ 21.把某物交给某人________________ 22.以…为背景___________ 23.enable sb to do sth _____________ 24.bring history alive___________ 25.冒着…危险_____________________ 26.对…留下深刻印象_______________ 27.给学生一个感受世界的方式__________________ Step2----认知篇---Reading(在掌握了文章生词的基础上阅读课文,分组讨论,合作探究,学会阅读“商业提议”,课内书面展示,互相点评质疑)Task1 Fast-reading----速读课文回答问题,了解文章大意,规范答题。

Module3教学案外研版必修4

Module3教学案外研版必修4

Module 3Shake , in troduce, devel op, in volve, jo in the hands.By accide nt, make a toast, take a sipIn comp etiti on with, make a no ise Adverbial clause of con cessi on1. Make stude nts master some new words in the readi ng material.2. Get stude nts know more about body Ian guage and non-verbal com muni cati on. 1. Read and fully understand the text to develop the students ' reading ability.about some body Ian guage in some coun tries.学习内容3HI. Careful Read ingRead p ara.1 aloud togetherandWays of com muni cati onfiSpoken la anguage talking,phoning WrittenIanguage typing,writing Body Ian guagegesture,feeli ngIV. CompIete the following table in groups. Coun tries or areas Way of greeti ngmeaning of the greeti ngEuropean,America nsShake handsI trust you课题In troduction, Sp eak ing课时 授课班级考点、知识点学习目标重、难点2. Train students ' speaking ability by talking about body la n guage and lear n学生活动I. lead-i n: Pair Work ( chatting with partners by body IanguageII. Fast Readi ngRead the text quickly and choose the best title. 1 Sayi ng It Without Words2 When in Rome, Do as the Roma ns Do (★ 3 Greet ings Around the World4 Read My Mi ndMatch colu mn A with colu mn B. Para 1 )Gr Para 5 ____ E )— Group work In dividual work Read and an swer入乡随俗)Body Ian guage varies from culture to culture. Part 1 ings in Asia n coun triesAmerican youth ' s g reeting todayart 2tings in wester n coun tries> Body Ianguage is fascinatingfor anyone to study.PartPara 2 Para 3 Para 4 A)—► B) Gr3V. La nguage points 1. be con scious of 2. vary with 3. vary from …to 4. in volve sb inVI. Acting and Exp ress ing1. Guessing game: Let one student act out by body Ianguage, and the other sp eak outthe meaning in En glish.2. Role play: Here are two situations.For each situation, prepare a roleplay with their partner, (they can choose either) Use both sp oke n words and body Ian guage to exp ress their ideas.Situati on 1 You are visit ing a city in En gla nd and n eed to buy someappi es. You only know a little En glish and want to know where you can get them and how much you cost.Situation 2 You are playing your cell phone in class when the teacher stands by you … VII. Con clusi on What have you lear ned today? VIII. HomeworkWrite a short p assage about the greeti ngs in differe nt coun tries.I. lead-in: Pair Work ( chatting with partners by body IanguageII. Fast Readi ngRead the text quickly and choose the best title. 1 Sayi ng It Without Words2 When in Rome, Do as the Roma ns Do (★ 3 Greet ings Around the World4 Read My Mi ndMatch colu mn A with colu mn B.Para 1 ___ A ) __ . Body Ian guage varies from culture to culture. Part 1 B) Greetings in Asia n coun triesAmerican youth ' s greeting today )Greetings in wester n coun tries E)Body Ianguage is fascinating for anyone tostudy. PartCh ina put the right hand over the left and bow slightly or shake handsshow respectHi ndus Join hands and bow headsrespect Muslims Salaam. touch their heart , mouth and foreheadrespect America nyouthsHigh fivecom mon greet ing入乡随俗)Part 2Para 2 Para 3 Para 4 Para 5III. Careful Read ingRead p ara.1 aloud together and fill in the bla nksSpoken Ianguage talking,phoning 彳Ways of com muni cati on Writte n Ian guage typin g,writi ng .Body Ian guage gesture,feeli ngIV. Complete the following table in groups.Post-readi ngV. La nguage points 1. be con scious of 2. vary with 3. vary from …to 4. in volve sb inVI. Acting and Exp ress ing3. Guessing game: Let one student act out by body Ianguage, and the other sp eak outthe meaning in En glish.4. Role play: Here are two situations. For each situation,prepare a roleplay with their partner, (they can choose either) Use both sp oke n words and body Ian guage to exp ress their ideas.Situati on 1 You are visit ing a city in En gla nd and n eed to buy someappi es. You only know a little En glish and want to know where you can get them and how much you cost.Situation 2 You are playing your cell phone in class when the teacher stands by you … VII. Con clusi on What have you lear ned today? VIII. HomeworkWrite a short p assage about the greet ings in differe nt coun tries.Coun tries or areas Way of greeti ngmeaning of the greeti ng European, America ns Shake handsI trust you Ch ina put the right hand over the left and bow slightly or shake handsshow respect Hi ndus Join hands and bow headsrespect MuslimsSalaam. touch their heart , mouth and foreheadrespectAmerica nyouthsHigh fivecom mon greet ing3. To help the stude nts lear n how to give advice.1. Get Ss to master the adverbial clause and sum up the ways to give advice.重、难点2. Get Ss to master the usage of the important words of this part.学习内容Step 1 Revisi on and lead-i n(Greet the stude ntsas usual.)The teacher check the students ' homework of yesterday —reciting or retell ing the read ing p assage.(The teacher asks a few stude nts to do this.)Ste p 2 Grammar 1T: Ok, so much for the check- up. You must have spent much time preparing教学反思it and gave good performances just now. During your preparation course,you may take no tice of many sentences which are lin ked by conj unctions whe n and if,right? Do you know the structures of these senten ces? Now follow me to lear n themthis class. In this p eriod we are going to deal with Grammar 1 and Liste ning andvocabulary p art. First pl ease open your books and turn to P age 23. Look at the following sentences from the p assage. Read them and pay atte nti on to the conj unctionswhe n and if.课题Grammar 课时 2 授课班级考点、知识点Adverbial clause of con diti onThink of , every time+clause1. To en able the stude nts to use the words and exp ressi ons in thisun it.学习目标2. To en able the stude nts to summarize the ways to use adverbial clause学生活动教学反思They are used to connect senten ces or parts of senten ces. Thenfinishthe exercise below.(The teacher gives the stude nts two or more minu tes to prepare.)(Two or more minu tes later.)T: Have you yet fini shedit?Ss: Yes.T: Now look at the scree n and see if your choices arecorrect.(The teacher shows the an swers on the screen.)Suggested answers:The followi ng stateme nts are true: 1,3, 4 and5T: Well done! From the above two sentences and exercise we can get some in formati on about adverbial clause of con diti on. It describes commonsituatio ns which were in troduced by when and if. Mean while, it usually explains the result of the situatio n in the other part of thesentenceand uses the present tense in both parts. If the main clause is located at the beg inning of the whole sentence, adverbial clause justfollowsit. However, if the result lies at the end of the whole senten ce,theadverbial clause must be put at the beg inning and followed by acomma.Now let s do more exercises. Look at Activit y 2. Read through the p assage in the read ing part once more and try to find more sentenceswith whe n orif.(A few mi nu teslater.)T: Are you ready? Now let ' s check the answers. How many sentences of this kind have you found yet?Ss: 4.T: OK. The first sentence, who shows your an swer toothers?S: If our right hand is busy greet ing some one, it cannot be holdi ng a wea pon.T: Good. Sit dow n, p lease. No. 2? Vol unteer?S: Let me try. If you shake hands with some one, you show you trustthem.ideal house of the future.学习内容学生活动Step I Revision1. Greetings.2. Revision.Step n Listening and VocabularyTask 1 Match the parts of the body in the picture with the words in thebox.Task 2 ListeningThis part is to train the students ' listening ability. Play the tape forthe stude nts to liste n, and ask them to do Exercise 2. After that,askthe stude nts to work in p airs and check the an swers. At last, playthetape again.Task 3 DiscussionMatch the follow ing pi eces of advice with the top ics in activity 3,andhave a discussi on about differe nt po siti ons of one 's body.LstteningSp eakingan sweringTask 4 Sp eakingThe step is intended to make students know how to give advice on differentoccasions.Step 川PronunciationThis step is to help the students to pay attention to American accent and British acce nt in senten ces. Teachers can ask them to un derl inethestressed words and then point out what kind of words belong to the stressedon es. Fin ally p lay the tape aga in, and ask them to pay atte ntion to.Step IV Assignment1. Con solidation2. Go over what you have lear ned in thismodule.课题 学习目标 重、难点 教学反思 Exte nsive Readi ng考点、知识点课时 授课班级At the end of, however good they are In comp etiti on with Hold uni versal1.T0 help Ss know the culture of clapping.2.To en courage the stude nts to use this kno wledge to com mun icate with other1.Get the main idea of the two readi ng materials.2. Help the stude nts to lear n how to read fast and get the main ideas quickly.3. Find the main idea for each p aragra ph.4.How to help the stude nts to un dersta nd the difficult Ian guage points in thereadi ng and use them correctly.学习内容学生活动Step I Revision 1. Greeti ngs. 2. Revisi on.Step n Culture corner 1. Lead-i n 2. Skim ming This ste p is to help the stude nts to get a gen eral idea of the p assage.Asking |Readi ngMaking no tesdiscussi onAsk them to read fast and find out what the p redicti ons areabout.3. Careful readingThis ste p is to help the stude nts to gras p some detail in formati on.Askthem to read carefully and then ask some students to tell if the statementsare true. If false, ask them to correct them.4. Readi ngaloudAsk the stude nts to read aloud and find out the Ian guage points inthep assage. Mea nwhile ask them to decide which p redictio n they findmostamusing.5. Lan guagepointsT: Look at the screen. Let' s go through the Ianguage points of this part.a live p erformanee现场演出live adj. 活的,生动的,精力充沛的,直播的ive,alive 和living 都有"活着的,活的”的意思,但alive常用作表语或后置定语;living 既可用作定语,又可用作表语;而live 一般仅用作定语。

必修四 模块三 教学设计

必修四 模块三 教学设计
3. To raise students’culturalawareness, and meanwhile to let them appreciate cooperative study.
key Points and Difficult Points:
1. Enable the students to learnto grasp the main idea of a text and pick out some detail information.
Methodology
1. Tasked- based approach2.Individual work,and group work
Teaching Aids:
Multi- media; blackboard
Teaching Procedures:
Procedures
Teacher’s Activity
2.Arouse Ss’ interest ofthebody language by playing a video.
1.Give the Chinese meanings.
2. Speak out what they saw in the video and brainstorm.
3.Reading
◆Fast-reading
Task 1:Let the Ss read the text and choose thebest tile.
◆Intensive Reading
Task 2.Let the Ss read the passage again andfinishthe T or F.
1. Read the passage quickly and choose the title of the passage.
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Module 3 Body language and non-verbal communicationPeriod I Speaking, listening and readingWarm-up What is body language/ non-verbal communication?Body language is the m_____________ or p_____________ of our body that show other people what we are t___________ or f______________.Non-verbal communication is communication not involving words or speech but using g_________, e_____________ of the face, etc.Step 1.Do activity 1 and 3 on page 21.Activity 3 Say what you do especially in terms of body language when you…1. meet a friend___________________________________________________________________2. show someone the way __________________________________________________________3. see a friend in the distance ________________________________________________________4. enter a friend’s house ____________________________________________________________5. say yes ________________________________________________________________________6. say no ________________________________________________________________________7. say who? Me? __________________________________________________________________8. say goodbye ___________________________________________________________________ Step 2 Fast reading1.Choose the best title2.Try to find the topic sentence or the main idea of each paragraph.Step 3 Detailed reading1. Read the passage carefully and do activities 2 and 3 on page 23. While doing activity 2, do correctthe false statements.2. Answer the following questions:(1) How many ways do we have to communicate with each other?_______________________________________________________________________________ (2) Why is it that in every culture there is a formal way to greet strangers?________________________________________________________________________________ (3) Why does the write say people give away much more by their gestures than by their words?________________________________________________________________________________ 3.Finish the tasks about the passage in section B1 in our newspaper.Step 4 language focusI. Complete the important sentences from the passage and study them carefully.1. If you say the word “communication”, most people ______________ words and sentences.2. Although these are very important, we communicate with ______________ just spoken and ____________ words.3. Indeed, body positions are part of ____________we call “body language”.4. We see examples of _____________ body language very often, _________ there is also “learned” body language, ________________________________________..5. We use “learned” body language when we ____________________________ strangers.= We use “learned” body language when ____________ _____ strangers6.__________ other animals, we are _________________ until we know it is safe to relax.7. So every culture has developed ______________________to greet strangers, to show them we arenot aggressive.8. If our right hand is busy ______________someone, it cannot be ________________ a weapon.9. We shake hands when we make a _______________.10. Greetings in Asian countries do not __________ _________ the other person, but they alwaysinvolve the hands.11. Muslims give a “salaam”, ______________ they touch their heart, mouth and forehead.12. Hindus _______________ their hands and bow their heads ____________________.13. One person then _______________ his hand, palm outwards and five fingers _____________14. Nowadays, it is _________ a ________________ greeting.15. People _______________________ much more by their gestures than by their words.16. Look at your friends and family and see if you are a _______________!= …if you can ________________________________________________________________.II. Further study1. more thanThey are more than satisfied. = ____________________________.What he said is more than enough.= __________________________________They beauty of the lake is _________________________________这湖之美难以描述。

This is more than ___________________. 这事我做不了。

He is ______________ a teacher. He is my good friend.2. hold up :举起,抬头,支撑,搀扶;延误,阻碍(delay),使停顿He passes me, __________________ his head.高昂着头The building of the new road has been held up by bad weather.hold backhold on hold on (to sb\ sth)1) They managed to ____________ until help arrived.2) He ______________ the back of the chair to stop himself falling.3) Do you think it is good to _____________ something from our parents?4) I didn’t know why but I just couldn’t _______________ my tears.5) She ____________, not knowing how to break the terrible news.6) An accident is _______________ traffic.3. Give away:His heavy Irish accent give himself away. ____________________________________________________________________________________________________________________他决定把所有的藏书都捐赠给这个村子。

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