英语人教版必修4学案：Unit 4 Section Ⅴ Writing—关注信含解析
高中英语必修4Unit4教案
高中英语必修4 Unit 4 教案一、教学目标1.掌握本单元的主要词汇和短语，并能正确运用于实际语境中。
2.理解并正确运用本单元的重点语法，包括虚拟语气、倒装句等。
3.通过学习本单元的阅读材料，培养学生的阅读理解能力和批判性思维能力。
4.提高学生的口语表达能力，能够以流利、准确、有逻辑性的方式与他人交流。
5.培养学生的合作意识和团队精神，培养学生的自主学习能力。
二、教学内容本单元主要包括以下几个部分：1.词汇与短语：词汇与短语的学习及运用。
2.语法：虚拟语气的用法、倒装句的用法。
3.阅读：阅读技巧的培养、理解文章的主旨和细节信息。
4.口语：提高学生的口语表达能力，培养学生的听说能力。
5.写作：通过写作提高学生的写作能力，培养学生的创造性思维。
三、教学重点1.词汇与短语的掌握及运用。
2.虚拟语气的正确使用。
3.阅读技巧的培养。
四、教学步骤第一课时：课前导入1.向学生介绍本单元的主题，引起学生的兴趣。
2.给学生呈现一些与本单元主题相关的图片，让学生进行讨论。
3.向学生提出一个问题，引导他们思考本单元的学习目标。
第二课时：词汇与短语学习1.给学生呈现本单元的词汇和短语，帮助他们掌握词汇的拼写和词义。
2.进行词汇和短语的操练，包括填空、连线和造句等活动。
第三课时：语法学习1.介绍虚拟语气的基本概念和用法，帮助学生理解虚拟语气的意义和作用。
2.通过例句和练习，让学生掌握虚拟语气的具体用法。
第四课时：阅读技巧培养1.向学生介绍阅读技巧的重要性，引导他们了解如何提高阅读理解能力。
2.给学生呈现一篇有关本单元主题的阅读材料，让学生独立阅读并回答相关问题。
3.分析阅读材料的结构和语言特点，引导学生从不同角度理解文章的意义。
第五课时：口语表达能力培养1.给学生提供一些与本单元主题相关的情景，让学生进行角色扮演并进行对话练习。
2.引导学生用所学到的词汇和短语进行口语表达，改进他们的口语表达能力。
第六课时：写作能力培养1.向学生介绍本单元写作任务的要求和目标。
高中英语必修4 unit 4 阅读和写作教学案
PeriodIII Reading and writingTeaching aims: 1.understanding the new text to train the reading ability of the students2. 德育目标: 了解不同文化背景下人们的身体语言，学习使用恰当的身体语言进行交流。
I. Preparation for the text before class by oneself.★课文重点句子翻译1. 你不愿使老板失望，况且这对你是一次令人兴奋的经历，因此你站在一旁，观看着，倾听着。
_______________________________________________________________2. They will be meeting at a major hotel with local business people who represent the Chinese government._______________________________________________________________3. 不是所有人都以同样的方式寒暄。
接触陌生人时，距离太远太近都会使他们不舒服。
_______________________________________________________________4. Four people enter looking around in a curious way._______________________________________________________________5. 从西班牙，意大利或者南美洲国家来的人近距离接近对方，而且可能会用身体接触对方。
_______________________________________________________________6. 现在世界上多数人见面要握手相互问候，但有些文化背景下的人会采取另一些寒暄方式。
人教版高中英语选择性必修第四册精品课件 Unit 4
“Do you mean that every flower has its own beauty?”asked my mother thoughtfully._____________________________________________________ _______________________________________________________________ _______________________________________________________________
I didn’t tell my mother what had happened when I went home for lunch that day.But she sensed my upset,and instead of practising my lines,she asked if I wanted to walk in the yard.It was a lovely spring day and the rose vine(藤) was turning green.Under the huge trees,we could see yellow dandelions(蒲公 英) appearing unexpectedly through the grass in bunches(簇),as if a painter were adding small amounts of gold to our landscape.I watched my mother casually bend down by one of the bushes.“I think I’m going to dig up all these weeds,”she said,pulling a blossom up by all its roots.“From now on,we’ll only have roses in this garden.”I immediately argued,“But I like dandelions.All flowers are beautiful—even dandelions.”
高中英语人教版必修4 Unit4 Writing
Book 4 Unit 4 课时学案Using LanguageGUIDED WRITING如何用英语写表达关切之情的信【单元写作呈现】One of your classmates came in this morning looking very upset about something, but you cannot imagine what it is. Your classmate left very quickly after class, so you want to write him/her a short letter to ask about what is wrong and whether you can help. Use the structure below to help you.Dear (friend’s name),(1st paragraph: describe the body language that you noticed)(2nd paragraph: ask if something is wrong; perhaps make some guesses)(3rd paragraph: offer to help; remind him / her that you are a good friend)(closing),(your name)【写作分析】本单元要求给同学写一封信表示关心。
此类作文属于应用文。
如题目所示，首先要通过表情、行为或其他肢体语言描述朋友离开时的情景；其次提出疑问或猜测，表示对朋友这种异常行为的关注；最后提出帮助，表达自己的关切之情。
【审题要素】写作时应注意下面几点：1. 确定文体：属于应用文中的书信。
2. 主体时态：文章以一般过去时和一般现在时为主。
3. 主体人称：以第一人称和第二人称为主。
4. 内容要点：①情景描述；②询问理由或做出猜测；③自然的结尾（表示关心或提出帮助）。
新课标人教版高一英语必修四unit4教案
新课标人教版高一英语必修四 Unit 4 教案教学目标1.了解 Unit 4 主题是“小说和电影”，并学会掌握相关词汇和知识；2.学习阅读文学作品的技巧和方法；3.提高听力和口语能力，能够听懂和表述有关电影和小说的内容；4.培养学生的批判性思维能力。
教学内容本单元的教学内容主要包括以下四部分：1.Introduction & Reading: Introducing Literature and Films2.Listening & Speaking: Films and Novels3.Speaking & Writing: Discussing Favourite Filmsnguage study: Modal Verbs教学过程Introduction & Reading1.学生们在老师的带领下，讨论并了解本单元的主题和学习目标；2.学生们分组阅读一篇有关文学和电影的文章，并在小组内讨论文章的主要观点和结论；3.整个班级讨论文章的内容，并展示各个小组的不同观点。
Listening & Speaking1.给学生播放一段电影片段，并让他们在听完后就内容进行讨论和总结；2.给学生发放一份包括电影和小说内容的练习，并让学生用口语和同桌一起完成练习。
Speaking & Writing:1.学生被分成小组，每组产生一个代表，代表需要先介绍自己喜欢的电影，并谈论电影中的某些特点和值得推荐的原因；2.所有代表回到教室，并通过细节和观点进行辩论；3.接下来，学生们需要写一篇有关一部电影、小说或者文化作品的作文，并将这篇作文与同桌进行分享和讨论。
Language study本单元的语言学习环节将主要集中在Modal Verbs语法和习惯用法上。
学生需要通过阅读和翻译文本，以及完成会话练习和语言表达作业来掌握这一难点。
教学评估1.通过小组讨论和全班讨论来听取学生的观点和意见；2.通过听力和口语练习来检查学生的听力和口语能力；3.通过作文和语法作业来检测学生对知识点的掌握情况。
高中英语人教版必修4-Unit4-Revision-学案
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真实地; 真诚地; 真正地 22 . t r u l y adv. 错误的; 假的 23 . f a l s e adj. 怒气; 怒 24 . a n g e r n. 火 主 25 . s u b j e c t i v e adj. 观的 拥抱 2 6 . h u g v i . &v t .
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; 象 3. r e p r e s e n t vt .代 表 联系; 联 4 a s s o c i a t i o n n.社 团 ; 征. 想 宿舍 5. d o r m i t o r y n . 飞 行 ; 航 6. f l i g h t n. 班 7. c u r i o u s adj. 好奇的 好奇 8. c u r i o u s l y adv. 地 靠近; 走 近 n. 接近; 方法 9. a p p r o a c h vt.&vi. ; 途径 保护; 保卫 10 . d e f e n d vt. 防御; 保 11 . d e f e n c e n. 卫 主要 12 . m a j o r adj. 的 误解; 误会 13 . m i s u n d e r s t a n d vt.
人教版必修四 Book4 Unit4学案
Step3.Researching cooperatively& answering questions(合作探究,解决问题)Learn the usages of the following language points and answer some questions in groups.1.Yesterday,another student and I, representing our university，s student association, went to the Capital International Airport to meet this year，s international students. (P26)昨天，我和另一个同学代表我们大学的学生会去首都国际机场迎接今年的国际学生。
【词语拓展】represent v.代表,体现，表达(意见，观点等)representation n.描绘，表现，陈述representative adj.典型的，代表性的n.代表，代理人【词语运用】根据括号内的汉语提示完成句子。
(1)The dove_____________________.（象征和平）(2)Why do you__________________?（把这事说成这样）(3)I suggest that we establish Mr. Jeffrey _____________ . (作为我们的代表)2.The first person to arrive is Tony Garcia from Columbia, closely followed by Julia Smith from Britain.(P26)第一个到达的是从哥伦比亚来的托尼·加西亚，随后紧跟着的是英国的朱莉娅·史密斯。
【词语拓展】follow (1)vt. 跟随，接着(2)vt.遵循，听从，领会，依照……行事the following day 第二天as follows 如下【词语运用】根据括号内的汉语提示完成句子。
人教版必修高一英语下学期book4unit4语法导学案
人教版必修高一英语下学期book4 unit4 语法导学案2015-2016学年下学期高一英语必修四导学案班级: 小组: 姓名: 组内评价: 人教版必修高一英语下学期Book4 Unit4 语法导学案课标解读:本单元的语法项目是动词的-ing形式做状语和定语。
教师应当启发学生思考，通过示例引导学生总结出动词的-ing形式在什么情况下作状语或作定语，然后进一步理解其用法，直至比较熟练的掌握与运用。
Teaching aims(教学目的)Knowledge aims:Get students to know the use of the –ing form as the attribute and the adverbial.Ability aims:Enable students to learn the use of the –ing form as the attribute and the adverbial according to the context.Emotional aim:1. Get students to become interested in grammar learning.2. Develop students’ sense of group cooperation.Teaching emphasis(教学重点)Get students to learn and master the use of the –ing form as the attribute and the adverbial. Teaching difficulties(教学难点)Enable students to learn how to use the rules of the –ing form as the attribute and the adverbial correctly.Teaching &learning procedures (教学与学习过程)【巧设导语激发兴趣】(5分钟)Step1. Preparing lessons &self-study and exploring the problems Ask the Ss to report the answers and read the passage quickly to point out the sentences including the –ing form in the text.【整体感知情景创设】Step2.Finishing plan & asking questionsReport the answers to the class and teacher.Point out the sentences including the –ing form in the text.Step3.Researching cooperatively& answering questionsAnd ask the Ss what the rules of the –ing form in the text are.Task1. turn back to Page 26 to read through the passage Communication:No Problem?pick out thesentences using the-ing forms as the attribute and the adverbial., and then underline the –ing formin each sentence and translate the whole sentence into Chinese.1)Yesterday, another student and I , representing our university’s student association, went to theCapital International Airport to meet this year’s internati onal students. (attribute)2)After half an hour of waiting for their flight to arrive, I saw several young people enter thewaiting area looking around curiously. (attribute) (adverbial)3)I stood for a minute watching them and then went to greet them. (adverbial) 4)She stepped back appearing surprised and put up her hands, as if in defence. (adverbial)5)Then Akira Nagata from Japan came in smiling, together with George Cook fromCanada.(adverbial)6)Just at that moment,hwever, Akira bowed so his nose touched George’s moving hand. (attribute)只有过程的细节到位，才有结果的完美无缺～2015-2016学年下学期高一英语必修四导学案班级: 小组: 姓名: 组内评价:7)When Darlene Coulon from France came dashing through the door, she recognized Tony Garacia’s smiling face. (adverbial)8)In the same way that people communicate with spoken language ,they also express their feelings using unspoken”language” through physical distance, actions or posture. (adverbial) 【提出问题合作探究】(15分钟)Step4.Summing &chewing, summarizing knowledgeTask 2.Grammar learning一、作定语。
英语人教版必修4学案：Unit 4 Section Ⅱ Warming Up Reading Language Points含解析
Section_ⅡWarming Up & Reading —Language Points一、这样记单词记得准·写得对记得快·记得多Ⅰ.基础词汇1.greet v i. & v t.迎接；问候2.represent v t. 代表；象征3.dormitory n. 宿舍4.canteen n. 食堂5.flight n. 飞行；航班6.approach v t. & v i. 接近；靠近；走近n. 接近；方法；途径7.cheek n. 面颊8.dash v i. 猛冲；突进9.adult n. 成年人；成人adj. 成人的；成熟的10.likely adj. 可能的11.crossroads n. 十字路口Ⅱ.拓展词汇1.statement n．陈述；说明→state v t.陈述；说明2.association n．社团；联系；联想→associate v t.结交；联合3.curious adj.好奇的→curiously ad v.好奇地→curiosity n．好奇心4.defend v t.保护；保卫→defence n．防御；保卫5.major adj.主要的→majority n．大多数1.represent v t.代表；象征[记法]re-(再)＋present(呈现，赠送)→再现→代表，象征；再赠送，描绘[词块]represent ideas by words用言语表达思想[同义]①stand for 代表②display v. 展现2.approach v．接近；靠近；走近n.方法；途径；接近[记法]ap-(＝to)＋proach(近)→向……靠近→接近[词块]①try a new approach to teaching 尝试新的教学法②traditional approach 传统方法③simple approach 简单的方法④correct approach 正确的方法⑤scientific approach 科学的方法3.defend v t.保护；保卫[记法]de-(离开)＋fend(击打)→躲开打击→保卫[词块]①defend one's motherland 保卫祖国②defend the national interest 保护民族利was TonyGarcia fromColombia, closely followed by Julia Smith from Britain. 第一个到达的人是来自哥伦比亚的托尼·加西亚，随后紧跟着的是来自英国的朱莉娅·史密斯。
人教版高中英语必修四第四单元学案自编
WorkbookUnit4 Body languagePre-readingPart1. BrainstormingPart2. Check your vocabulary. Guess the Chinese meaning of the word in each sentence and check them in the word list.1. ( ) statement: something that you say or write that gives information or an opinion. Do all of you understand my statement2. ( ) The hostess greeted everyone with a smile.3. ( ) The circle on this map represent s a city.4. ( ) I am a member of student association. That is to say, I belong to student union.5. ( ) The cat is always curious about everything.6. ( ) when you approach somebody, you get close to them.7. ( ) His cheeks always get red after drinking.8. ( ) Our duty is to defend ourselves against the enemy.9. ( ) dash: to go somewhere very quickly. He dashed off to keep an appointment. 他急忙赶去赴约。
10. ( ) No child could entre without the can adult.11. ( ) We are likely to win.12. ( ) He is tall and handsome though his facial expression never changes.13. ( ) The function of humor is to make yourself and others happy.14. ( ) The news that he has passed the exam would ease his mind.15. ( ) Most students don’t feel at ease with teachers. When they are with their teachers, they always fell nervous.16. ( ) People who truly loved once are far more likely to love again. (曾今沧海难为水，除却巫山不是云。
人教课标版高中英语必修4 Unit4_单元主题写作点睛
Unit4单元主题写作点睛慰问信写作写作任务1假定你是李华，你的美国笔友Johnson来信说他因为对父母说谎而受到严厉批评，因此他情绪低落。
请你用英语给他写一封回信，主要内容包括：1. 进行安慰；2. 指正错误；3. 给出建议。
注意：1. 词数100左右；2. 可以适当增加细节，以使行文连贯；3. 开头和结尾已给出，不计人总词数。
Dear Johnson，I，m sorry to hear that you feel depressed now.Yours,Li Hua 谋篇布局1. 试题解读本篇书面表达属于提纲类作文，题目要求你就Johnson因为对父母撒谎受到严厉批评的事情给他写一封回信。
从提供的信息来看，题目并未给出所有的细节，这给学生留下了自由发挥的空间。
2. 写作提纲第一段导语:礼节性问候和安慰第二段主体:指正错误;给出建议。
第三段结尾:提出希望。
3. 注意事项(1)时态:描写已发生的事情，用一般过去时;提出合理建议用一般现在时。
(2)在表达过程中应注意叙述的条理性,特别注意句式的合理运用。
(3)写作时注意适当增加细节，并使用适当的过渡词,以增强文章的流利性。
参考范文Dear Johnson，I’m sorry to hear that you feel depressed now. Although it’s a shame that you got punished severely by your parents，it’s a useful experience and lesson for you，so you don’t have to feel so depressed, and just let it go.As a high school student, it’s wrong of you to lie to your parents. We have been taught to be honest since we were very young. We should behave honestly and be ourselves in daily life. In addition，if you get into trouble and need your parents’ help，you’d better go ahead to say it to them. In a word，don’t make up any excuse and lie to your parents.I hope you can feel better and come back to the normal life.Yours,LiHua写作任务2据报道，7岁的美国女孩Amy Bruce得知自己身患肺癌（lung cancer)后处于极度的痛苦之中。
高中英语人教版必修四教学案：Unit4Section4含答案
答案：1～3Ⅰ．Matchthemainideawitheachpart ．1．Part1(P ara ． 2．Part2(Paras ． 1) 2～6) A ．Examplesofsomeuniversalbodylanguage ． B ．Bodylanguageissometimesmoreimportantthanspokenlanguage ．3．Part3(Para ．7) C ．Therearedifferencesinbodylanguage,andit'simportantforustoknowthem ．BACⅡ．Readthepassagecarefullyandchoosethebestanswers ．1．WhichofthefollowingaboutbodylanguageisTRUE?A ．Itismoreimportantthanspokenlanguage ．B ．Itisasimportantasspokenlanguage ．C ．Neitherspokenlanguagenorbodylanguageisimportant ．D ．Itislessimportantthanspokenlanguage ．2．Whymayapersonsmileifhelosesface?A ．Toshowhisanger ．B ．Tohidehisembarrassment ．C ．Tothreatenothers ．D ．Tolaughatothers ．3．Ifyouarenotinterestedinothers'talking,youmay________ ．A ．lookawayfromhimoryawnB ．turntowardandlookatsomethingC ．fixyourattentiononthespeakerD ．standatalittledistancewithopenhands4．SupposeyouareateacherinAmerica,you'lltellyourstudentsto________whenothersaretalking ．A ．avoidlookingatothersdirectlyB ．lookdirectlyatothersC ．glanceatothersD ．lookdownatothers5．Wecaninferfromthetextthat________．A ．wecancommunicatesuccessfullywithothersusingbodylanguageB ．peoplefromdifferentcountrieswillnotmisunderstandeachotherusingbodylanguageC ．weshouldtrytolearnmoreaboutother countries'customsD ．allaroundtheworld,peopleexpressthesameideasusingthesamebodylanguage 答案：1～5BBABCⅠ．单词拼写1．Themachinewon'tfunction(运行)properlyifyoudon'toilitwell ．2．Shegavefalse(虚假的)informationtotheinsurancecompany ．3．Themanwasshakinghisfist(拳)atusthroughthewindow．4．Theyhugged(抱)eachotherwhentheymetatthestation．5．Theyarepeopleofallranks(等)andclasses．6．Igavehimsomemedicinetoease(减)thepain．7．IfeltsosleepythatIcouldn'tstopyawning(打呵欠)．8．Asacritic,hiswritingisfartoosubjective(主的)．Ⅱ．拓展1．facialadj．面部的→facen．面部；2．trulyadv．真地；真地；真实地→trueadj．真的；真实的3．angern．怒气；怒火→angryadj．生气的；火的4．respectfuladj．恭顺的→respect v．&n．敬爱；恭顺5．easen．安适；舒坦vt．减(难过，)→easyadj．简单的[巧]派生Ⅲ．全短例facialtrulyangry律n．＋-ial→adj．adj．＋-ly→adv．n．＋-y→adj．1．atease舒坦；快活；逍遥自在2．loseface3．turnone'sbackto背；背弃4．giveahugtosb．抱某人5．nodthehead点点6．berespectfultosb．敬爱某人7．upanddown上上下下；来往返回8．lookawayfrom把眼光从⋯⋯上移开；不看9．inmostcases在大部分状况下1．[教材原句]Itispossibleto“read〞others even around if us,theydonotintendforusto catchtheirunspokencommunication．“懂〞我周人的心思是有可能的，即使他其实不想我捕获到他没有出来的信息。
人教课标版高中英语必修4 Unit4_Writing_名师教学设计
②询问理由或做出猜测
③表示关心或提出帮助
注意：
1.词数100左右（开头和结尾已为你写好，但不计入总词数）;
2.可适当增加细节，以使行文连贯。
2.Before writing ,review the structure and give some writing tips
1 ). Pay attention to your handwriting.
(2) Is that something bothering you?
(3) I know the way you feel very well.
(4) I can understand how you feel.
3.表示帮助
1.We are best friends so I will ...
2.Please let me know if there is anything I can do.
Paragraph 2:
ask and guess
(询问理由或做出猜测)
Paragraph 3:
offer to help
(提供帮忙)
Yours, (your name)
3.Learn some usefulexpressions and after learning,use the useful expressions to talk something according to the scenes
情景1：
你听说你同学手表不见了，他很不开心。
(如何表达对他的同情和理解？)
情景2：假如你是Susan，好朋友要做很多家务，你如何表达帮助和安慰？
1.通过朗读范文，让学生体会其中的情感，获得一定的信息，同时大概了解文章内容和结构，培养学生观察力、自主思考能力和分析力。
人教新课标高一英语必修四第四单元Unit 4 学案
Unit 4 Body language（Module 4）Period 1 Reading Communication: No Problem?Class：Name：Group：No：Learning Objectives：1.Learn the useful new words and expressions.2.Enable Ss to know about cultural differences and intercultural communication.Learning Key Points：Get students to learn different reading skills, especially the reading ability of understanding implied meaning of the author.Learning Difficult Points：Ss learn how to use different reading skills for different reading purposes.Learning Procedures：I.【Pre-class homework】Assessment:1. What is body language?Body language is one form of nonverbal ______________(交流) without using words. Eye contact or gaze, facial____________, gestures, and __________ (姿势), or the way you stand, are different kinds of body language.2.How many characters(人物）are mentioned in our passage. Who are they?__________________________________________________________3. Do all members of all cultures behave the same way ?__________________________________________________________4. Divide the passage into four parts and then match the main idea of each part with lines.Part1 (Para. ) A. Different people have different body language.Part2 (Para. ) B. Summary of body languagePart3 (Para. ) C. You are sent to CIA to meet this year’s international students.Part4 (Para. ) D. Examples of lear ned or cultural “body language”Ⅱ.【While-class】Assessment:Step1. Lead-inWhat do you think is the purpose of language? How can you communicate with someone if you cannot speak?Step2. Group discussionSs discuss their pre-class homework in groupStep3.Consolidation: Reading comprehensionA. Fast Reading1. What were the two places that they would be taken to?2. What does the writer think of studying international customs?B. Read carefully and fill in the blanks----Find out the two mistakes the writer found in the airport.The first mistake Tony Garcia(from____________)He ________________ Julia Smith by_______________________________ and___________________________________ Julia Smith(from____________)She ____________ back appearing___________ and ___________________away from Tony Garcia.The second mistake Akira Nagata(from____________)He ____________ to George Cook and his___________ touched George Cook’smoving _____________.George Cook(from____________)He ________________________________to Akira Nagata.C. Fill in blanks according to the text.3.Yesterday, another student and I went to CIA to meet the international students. 1.______________ half an hour of waiting for their fight to arrive, I saw several young people enter the waiting area 2. ____________________(look) around curiously. The first3. ___________________ (arrive) was Tony from Colombia. He approached Julia,touched her shoulder and kissed her on 4._______________cheek! She stepped back as if in 5.___________(defend). I guessed there was probably a6._______________(misunderstand). As I get to know more international friends, I’velearned that people communicate 7.______________ spoken language and they also express their feeling 8._______________(use) unspoken “language”. 9._____________ general, studying international customs can certainly help 10._____________ (avoid) difficulties in today’s world of crossroads.Step4．PresentationStep5．SummaryIII.【Post-class】Self- reflectionI enjoyed learning aboutI found these words useful:I found these expressions useful:I have learned aboutSome examples:Keys:【Pre-class homework】munication，expressions，postures2. Seven characters. They are Tony Garcia, JuliaSmith ,Akira Nagata,George Cook, Ahmed Aziz, Darlene Coulon and the writer.3. No, they don’t.4.Part1 (Para. 1 ) You are sent to CIA to meet this year’s international students.Part2 (Para. 2-3 ) Different people have different body language.Part3 (Para.4 ) Examples about cultural “body language”Part 4 (Para. 5 ) Summary of body languageStep3.Consolidation: Reading comprehensionA. Fast Reading1. Their dormitories and the student canteen.2. They can help avoid difficulties in today’s world of cultural crossroads.B. Read carefully and fill in the blanks----Find out the two mistakes the writer found in the airport.The first mistake Tony Carcia(from Columbia)He approached Julia Smith by touching hershoulder and kissing her on the check.Julia Smith(from Britain)She stepped back appearing surprised and tooka few steps away from Tony Garcia.The second mistake Akira Nagata(from Japan)He bowed to George Cook and his nose touchedGeorge Cook’s moving hand.George Cook(from Canada)He reached his hand out to Akira Nagata.C. Fill in blanks according to the text.1. After2. looking3. to arrive4. the5. defence6. misunderstanding7. with8. using9. In 10. avoidPeriod 2 Language focus in Reading 1Class：Name：Group：No：Learning Objectives：4.1.Learn and grasp the important useful new words and expressions.5. 2. Learn the important useful sentences and patterns.6. 3. Make sentences after the useful expressions.Learning Key Points：Ss grasp the usages of such important new words and expressions.Learning Difficult Points：Ss understand some difficult and long sentences.Learning Procedures：I.【Pre-class homework】Assessment:A.Make sentences using the following works and phrases:1. represent2. approach3. be likely to4. in general5. defend…againstB. Imitative writing (句子仿写)1. The first person to arrive was Tony Garcia from Colombia, closely followed by Julia Smith from Britain. 仿句：中国是第一个造纸的国家。
人教版高中英语必修四unit 4 精品教案
人教版高中英语必修四unit 4 精品教案Unit 4 Body languageＩ．单元教学目标II．目标语言Ⅲ．教材分析和教材重组1．教材分析本单元以Body Language——“体态语”为中心话题，具体涉及什么是“体态语”，如何理解“体态语”，以及“体态语”的跨文化性等。
本单元的语言技能和语言知识也都是围绕“体态语”这一中心话题设计的，旨在通过单元教学，用听、说、读、写、做(表演)等多种形式，让学生正确认识和掌握“体态语”在交际中的作用和意义，使学生明确“体态语”在人类交际中的重要性，了解“体态语”在不同民族、不同文化交际中的多样性；使学生在今后的日常生活、学习、工作和交往中尽量减少或避免运用“体态语”时可能产生的误解，提高他们的“语言交际”能力和“非语言交际”能力。
1.1 WARMING UP 以列表对比（填充及增补）的形式，并通过WARMING UP 的活动，让学生了解有声语言与“体态语”的对应关系，了解语言意义与行为意义（“体态语”）在交际中具有同等重要的作用。
同时，学生在听、说、做（即表演“体态语”的动作）中能够增进对语言交际的感性认识，为他们在阅读过程中上升到对语言交际的理性认识打下基础。
1.2 PRE-READING 通过提供三个关于不同文化背景下“体态语”的问题，启发学生思考我们所学习的“语言”的目的、形式、功能。
通过引导学生联系自己日常生活的实际，提高学生努力学习英语的积极性和自觉性；同时培养学生留心社会、关注生活的洞察力，为引导学生进一步“阅读”作好准备。
1.3 READING 是一篇介绍性（记叙文）体裁的文章，主要介绍了各种文化背景下的“体态语”的异同，为学生提供了来自不同国度、不同语言文化背景的“体态语”及其在交际中的异同和影响的具体例证。
学生也可以结合自己在语言交际中所遇到的实际例子来进一步理解“交际，毫无问题可言吗？”这一主题。
1.4 COMPREHENDING 包括八个问题（前5个旨在检查学生对阅读材料细节的理解，6~7旨在引导学生对“体态语”的意义及文化差异的思考，第8个检查学生能否通过细节进行推理判断），通过对来自不同国度、不同语言文化背景的六个角色对待男女不同性别所使用的“体态语”异同的（学生在老师指导下的自我或小组讨论后的）归纳，进一步熟悉和掌握“体态语”在不同语言文化交际中的作用和意义。
人教课标版高中英语必修4 Unit4_Writing_公共课课件(一)
• Teaching aims: • 1 I can speak 10 daily Eew words: regret and
experience. • 3 I can express my opinion about “bad
We went to the movies, but we didn’t enjoy the film.
Fabian
Did you see Fabian yesterday? No, I didn’t..
Did it rain on Sunday? Yes, it did.
Eveline
Did Eveline come to the party? No, she didn’t.
• regret
New words
• experience
你如果现在不做，以后一定会后 悔的。
If you don't do it now, you'll only regret it .
经过的事使我懂得生活可能是很不 公平的。
Experience has taught me that life can be very unfair.
Classic lines from Flipped:
A painting is more than the sum of its parts. A cow by itself is just a cow. A meadow by itself is just grass, flowers. And the sun peeking through the trees is just a beam of light. But you put them all together and it can be magic.
高中英语人教版必修4《unit4 PeriodⅣ》
归纳拓展
①give sb.a hug＝give a hug to sb.热烈拥抱某人 ②embrace v．&n.拥抱 in an embrace 拥抱
He gave her a hug when he saw her. 他看到她就给了她一个拥抱。
Pual gave me a big hug. 保罗热情地拥抱了我。
4．hug n．& vi.& vt.拥抱 Being respectful to people is subjective，based on each culture， but in general it is probably not a good idea to give a hug to a boss or teacher.(教材 P30)在每种文化背景下，尊重 他人是主观的。但是通常拥抱老板或老师可能会不妥当。
2．You'll have to be here on time next time. 下一次你务必要按时到Байду номын сангаас儿。 3．You will need to... 你需要…… 4．You must... 你必须……
They always turn to me when they are in trouble. 他们遇到麻烦时总是向我求助。
He turned a deaf ear to the advice others gave him. 他不听别人给的建议。
【教师备课资源】 turn 重点短语归纳： turn down 拒绝；把(声音)放低；调小 turn out 关掉(火或热源)；结果是，最后情形是；生产； (人群)出来(参加活动) turn over 移交，交给；翻页；颠覆 turn up 来到，显现，开大声音
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Section_ⅤWriting—关注信
关注信(letter of concern)属于应用文的范畴。
关注信是作者就某一个问题或一些现象，表达自己对事件的关心，并提出自己的一些看法和解决办法。
一、基本结构
开头：简单介绍写信的缘由。
主体：针对对方问题(如生病等)进行有针对性的鼓励和安慰，并适当提出自己的建议。
注意语气一定要委婉，能体现出自己对对方的关切之情。
结尾：简单的希望或祝福。
二、增分佳句
1．开头常用语：
①I'm shocked/awfully sorry to hear that ...
②It was a great shock to hear that ...
③It broke my heart to hear that ...
④I just can't tell you how sad I was when I heard that ...
⑤I can't tell you how sorry I felt when I heard that ...
⑥I am writing to express my deep sympathy/care for you.
2．主体常用语：
①I understand how you feel now.
②I know the way you feel very well.
③You'll always have a support in me.
④It's true that attitude decides everything.So you should never give up no matter what happens.
⑤Please let me know if there is anything I can do.
⑥If I can be of any help, please don't hesitate to let me know.
3．结尾常用语：
①I'm looking forward to ...
②I hope our caring will help to comfort you.
③I hope that time will take away the sorrow of your recent loss.
④Remember that my heart and my thoughts are with you.
[题目要求]
为了帮助中学生健康成长，某中学英文报开辟了“HEART-TO-HEART”专栏。
假设你是该栏目的编辑Jamie，收到一封署名为Worried的求助信。
信中该同学向你诉说了自己的困扰：近日容易发脾气，使正常的学习和生活受到了影响。
请用英文给该同学写一封回信。
内容要点如下：
1．表示理解并给予安慰；
2．提出建议并说明理由。
注意：1.词数100左右；
2．信的开头与结尾已为你拟好。
参考词汇：temper n．脾气，情绪
Hi Worried，
I'm sorry to know that you're having such a bad time at the moment.
Yours，
Jamie 第一步：审题构思很关键
一、审题
1．确定体裁：本文为表达关注建议信；
2．确定人称：本文以第二人称为主；
3．确定时态：本文主要时态为一般现在时。
二、构思
第一段(表示理解并给予安慰)：很遗憾听说对方有此问题，并指出每个人都可能遇到这样的问题，所以让对方不必担心，但要学会控制自己的脾气。
第二段(提出建议)：与信任的人进行交流，告诉别人你的困扰，释放自己的压力；多参加各种户外活动，多和朋友玩球类运动；保持乐观的心态。
第三段(提出希望)：希望建议能够起到作用或对方的问题得到解决。
第二步：核心词汇想周全
1．period/stage阶段，时期
2．go_wrong 变坏
3．unnecessary 不需要
4．self-control 自控
5．avoid/prevent 避免
6．share_..._with 与……分享
7．remove_negative_emotions 驱除消极情绪
8．effective 有效果的
9．keep_an_optimistic_attitude 保持乐观态度
10．be_of_benefit 有益的
11．lift_one's_spirits 振作精神
12．get_rid_of/do_away_with 去掉
第三步：由词扩句雏形现
1．每个人都会有这么一段时间，一切好像都变得非常糟糕。
(when引导定语从句) Everyone_will_have_one_of_those_periods_when_everything_seems_to_be_going_wron g.
2．没有必要担忧。
(it作形式主语)
It_is_unnecessary_to_be_worried.
3．你应学会自控，这会帮你避免去说或做你将后悔的事。
(that引导定语从句)
You_should_learn_self-control_and_it_can_help_avoid_saying_and_doing_something_t hat_you'll_regret.
4．与老师和朋友分享心情是个不错的选择，因为这样做可以消除你的消极情绪。
(it作形式主语，as引导原因状语从句)
It_is_a_good_choice_to_share_your_feelings_with_your_friends_and_teachers_as_you_ can_remove_your_negative_emotions_by_doing_so.
5．你应当多锻炼身体，这可让你振作精神。
(which引导非限制性定语从句)
You_should_take_more_physical_exercise,_which_can_lift_your_spirits.
6．保持乐观的生活态度，你将享受生活给你的快乐。
If_you_keep_an_optimistic_attitude_towards_life,_you_will_enjoy_the_pleasure_life_h as_brought_to_you.
7．希望我的建议对你有益。
I_hope_my_suggestion_will_be_of_benefit_to_you.
8．祝你很快消除烦恼。
May_you_get_rid_of_your_trouble_soon.
第四步：句式升级造亮点
1．用which引导非限制性定语从句改写句3
You_should_learn_self-control,_which_can_help_avoid_saying_and_doing_something_t hat_you'll_regret.
2．用动名词作主语改写句4
Sharing_your_feelings_with_your_friends_and_teachers_is_a_good_choice_as_you_can _remove_your_negative_emotions_by_doing_so.
3．用“祈使句＋and＋陈述句”改写句6
Keep_an_optimistic_attitude_towards_life_and_you_will_enjoy_the_pleasure_life_has_ brought_to_you.
第五步：过渡衔接联成篇
Hi Worried，
I'm sorry to know that you're having such a bad time at the moment. Actually, everyone will have one of those periods when everything seems to be going wrong. Therefore, it is unnecessary to be worried. You should learn self-control, which can help avoid saying and doing something that you'll regret. The following are three suggestions.
To begin with, sharing your feelings with your friends and teachers is a good choice as you can remove your negative emotions by doing so. Another effective suggestion is that you should take more physical exercise, which can lift your spirits. Last but not least, keep an optimistic attitude towards life and you will enjoy the pleasure life has brought to you.
I hope my suggestions will be of benefit to you. May you get rid of your trouble soon.
Yours，
Jamie。