人教版高中英语必修4unit4语法导学案
人教版高中英语必修四 Unit 4 Body Language 教案
高中英语教学设计教学重难点Teaching FocusMake the students understand that body language has cultural diversity and there is no division of good or bad for the diversity.ChallengeMake sure that the students will have the awareness to use and try to understand others’ body language when they communicate with others in the future.教学准备A. A projectorB. computer for multimedia teaching教学方法Teaching methodsA. Asking-and-answering between the teacher and the studentsB.. Interaction among individuals, pair-work and group-workC. Task-based teachingD. Teacher’s demonstration and interpretationE. Role-playingF. Students’ discovery教学过程设计活动内容Step 2介绍身势语的重要性A.Telling Students the Story of Tai Lihua and Making Them Know theImportance of Body Language in Her Life ( 3 min )1.Present the pictures of Thousands of Hands Kwan-yin , and ask the students whether they know thegirl who dances in the front.2. Tell the students tell life story of Tai Lihua and ask them the question “What are the key factors forher success in her life?”The life story of Tai LihuaHer name is Tai Lihua（邰丽华）. She is called a Fairy of Peach blossom(桃花仙子) by people. You knowshe is a deaf girl, but she is a wise, diligent, charming and energetic girl. She studied very hard and got two degrees of bachelors in university. She was famous as an artist for her wonderful performance. She is deafand dumb. But how did she get that great achievement and became a successful person? She loves life very much. We should learn from her spirit. Besides her hard working, body language plays a very importantpart in her life. We are all healthy people, sometimes we can use body language to express ourselves. Sowe should pay more attention to learning body languages.B.Showing the Students the Science Report of the Importance Body Language,Making Them Know That Body Language Is As Important For Us As ForDisabled Person Like Tai Lihua. ( 1 min )Some psychologist believe that we communicate 65% of our ideas and feelings without words! The shape of our bodies and faces, the movements and gestures we make, the clothes we wear, how near we stand to each other and whether we touch each other…all these communicate. we must study all these types of information if we want to truly understand what other people are saying.Step 3介绍不同类型的身势语() ( step 3 will use around 5 min )A. Showing the Students The Four Types of Body LanguageGestureFacial expressionEye contactPostureB. Guessing The Meaning of GesturesThe teacher show the students a series of pictures of a man using different gestures, and the students are supposed to say their meaning.C.Acting Out By GesturesThe teacher show the students some English words and ask them to act them out together by using gestures.Victory!Ok !Be quiet!You!D. Chasing the Right WordThe teacher will show the students a series of pictures describing different facial expressions and askthe students to choose the right word for each.E. Matching the Right Interpretation Of the EyesThe teacher will present students several pictures of eyes and ask the students to match the right interpretation.Threatening No. sixThank you ！ Congratulations!Facial expressionanger fear joy sorrow contempt轻视surprise disgust 厌恶What do you see in the eyes below?That’s a problem. I need to thinkfor while.a whileIt’s you! Let’s have a duel!That’s horrible! I’m terrified!The next minute,you’re a dead body!I’m in great sorrownes s…I won’t give up! We’ll soon winback!F. Guessing The Meaning of Postures in Real ContextI’m listening carefully!What do we know from their posture?Nice to meet you!This woman is listening to your ideas…You meet this man for the first time…Give me a little time!I’m still thinking!You are asking this womanTo finish her work as soon as possible…You are asking this woman ”Have you got any good idea?” …I give up!OK!You are asking help from this woman…You are saying “Will you give up!”…G. Matching the Right Meaning of the Given Posturesnervous Bite your nails and fondle hair agreement Nod the head up and downBe not interested Look away or yawn.Do not believe Roll your eyes and turn your head away. angry Frown and turn your back to sb disagreement Shake the headStep 4给身势语下定义A．Finishing the First Question of Warming-up Part ( 3 min )The teacher will ask the students to discuss the question with your partner and try to find what the people in the pictures are communicating.B.Giving Definition To Body Language ( 2 min )The teacher will guide the students to give a general definition to body language.Body languageis a form of non-verbal communication.uses movements or positions of our body to show other people what we are thinking or feeling.mainly includes gesture, facial expression, eye contact, posture four forms.Step 5练习运用身势语A.Acting Out the Following words ( 4 min )This exercise is based on the second question of warming-up part. Two students will be chose to the frontof the class, and each of them will choose five words to act. After their action, other students will try to guess which word they have acted.•Hello!•Goodbye!•Go away!•Expensive!•I’m surprised!•I’m tired•I’m confused!•Good luck•I’m delighted!•I’m upset!•I’m sad!•I forgot!•You are great!•I’m curious!•I ate too much!•Come here!B．Acting Out the Dialogue on Page 67 ( 10 min )The student will work in groups of two to finish the speaking task of this unit on page 67. They are required to use appropriate body language as they are making dialogues. After their pairwork, volunteers will make their dialogue before the whole class.Step 6介绍身势语的文化多样性A．Showing the Cultural Difference in Body Language With Examples ( 2 min )America OKJapan moneyFrance zeroBrazilGermanyrudeB ． Presenting the Students the Major Greeting Customs in the World ( 2 min )Person and country Suitable greeting A man from ColumbiaTo a man: same as for a womanTo a woman: touches her shoulder and kissesher on the cheekA woman from BritainTo a man: not to close, shake hands To a woman: shake hands, will get closeA man from JapanTo a man: bowsTo a woman: bowsA man from CanadaTo a man: shake handsTo a woman: shake hands or kisses on both cheeks if knownA woman from FranceTo a man: shake hands, kisses twice on the cheekTo a woman: same to someone she knowsA man from the Middle East or some Muslim countriesTo a man:comes close, shakes handsTo a woman:nodsC. Discussion On the Question That If There is a Division of Good or Bad of the Different Meaning of The Same Body Language Under Different Culture.The students will have 3 minutes for discussion and after that some of them will represent their group to share their idea with the whole class.Step Role Play ( 8 min )USA Nigeria rude Germany Japanone“great”or “good job”。
Unit+4一轮复习基础知识梳理导学案-2025届高三英语人教版(2019)选择性必修第三册
选择性必修三Unit4 Adversity and Courage 基础知识梳理学案1.resolve vi .& vt .决定；决心；解决（问题或困难） n .决心；坚定的信念单句语法填空①We must find a way （resolve ） these problems before it’s too late.②We have resolved （reduce ） our carbon footprint by restricting the amount of carbon dioxide our lifestyles produce.一句多译③一旦她下定决心做这件事，你就别想使她改变主意。
→ , you won’t get her to change her mind.（resolve ）→ , you won’t get her to change her mind.（resolution ）补充：“解决；处理”荟萃：①settle ②handle ③deal with ④attend to2.abandon vt .舍弃；抛弃；放弃n .放任；放纵单句语法填空①We sang, danced, and laughed abandon, forgetting the troubles in our lives.②I still remembered my friends’ promise so I went past the （abandon ） milking house to see if they had fixed the broken window.句型转换③I abandoned myself to computer games.I performed extremely badly in the end-of-term examination.→ , I performed extremely badly in the end-of-term examination.（动词-ing 短语作状语）→ , I performed extremely badly in the end-of-term examination.（过去分词短语作状语）补充：to 为介词的短语荟萃：①accustom oneself to ②devote oneself to ③object to ④contribute to⑤look forward to ⑥pay attention to3.enthusiastic adj .热情的；热心的 （1） resolve to do ...resolve on doing ...} 决定做…… （2）resolution n . 决议；解决；坚定make a resolution to do ... 下定决心做……（1）abandon doing sth 放弃做某事abandon oneself to doing sth 沉湎于做某事；放纵（感情）于做某事（2）with abandon 纵情；放任地（3）abandoned adj . 废弃的；放纵的be abandoned to ... 沉湎于……（1）be enthusiastic about （doing）sth对（做）某事充满热情be enthusiastic to do sth对做某事热心（2）enthusiasm n.热情；热忱lack/be full of enthusiasm缺乏/充满热情with enthusiasm热情地（3）enthusiastically adv.热情地；热心地单句语法填空①I am Li Hua from Class 3.I’m very enthusiastic our English speaking program.②Inspired by the （enthusiastic）and encouragement, David quickened his pace in high spirits.完成句子③尽管失败了几次，伯纳德和杰克仍然热情地做爆米花。
人教版英语必修四课件：Unit+4+Body+Language语法专题课
3.He lost his life _d_e_f_e_n_d_in_g_the honor of his nation..
4.She sat by the windows,_e_n_j_o_y_i_n_g__ the beautiful sights outside. 5.The _sh_a_k__in_g__buildings showed us that an earthquake was coming.
• 8.In the same way that people communicate with spoken language, they also express their feelings _u_s_in_g_u_n_s_p_o_k_en__‘l_a_n_g_u_ag_e_’_th_r_o_u_g_h_p_h_y_s_ic_a_l __________ _d_is_t_a_n_ce_,a_c_t_io_n_s_a_n_d_p_o_s_tu_r_e_.
Body language
语法专题
教学目标
I. Know the rules of the –ing form. 1. The –ing form can be used as an attribute. 2.The –ing form can be used as an adverbial of time/reason/accompanying/result… II. Make use of the rules to make sentences.
6.How attentive the students are! They are all sitting
straight,_f_o_c_u_s_in_g_ their eyes on the screen. 7. It is exciting to watcha_p_p_r_o_a_c_h_i_ngathletes reach the other end of
Unit4Morepractice导学案
Unit 4 More practice 导学案Ⅰ. Translate the words and phrases:1.probably ___________2. invention ___________3. inventor _________4. ballpoint ___________5.editor ___________6.fountain ___________7.refill ___________8.ink ___________9. develop___________ 10. special ___________ 11. tip ___________ 12. roll ___________ 13. success ___________ 14. right now = ______________________, _______________.15.work as ___________ 16.all the time ___________ 17.make a mess___________18. all the tip of___________ 20. refer to ______________19. all over the world = _______________________________________Ⅱ.Skim the article about the inventor of the ballpoint pen, László Bíró, and tell what eachParagraph ____Paragraph ____Paragraph ____Ⅲ. Answer the questions:1. Why did Bíródecide to invent the ballpoint pen?__________________________________________________________________2. How did Bíró’s brother help him invent the ballpoint pen?__________________________________________________________________3 How does the ballpoint pen work?__________________________________________________________________4 How do people remember Bírófor his invention today?__________________________________________________________________Ⅳ. Read this article about the inventor of the sandwich and complete the exercise.1. The Earl of Sandwich was ____________. ( )A.the name of a servantB. the title of a man with a lot of moneyC. a poor man who lived by playing cardsD. the name of food which is liked by rich people2. The Earl of Sandwich ____________. ( )A. was so interested in playing cards that he often had no time to have his mealsB. often brought some bread with him to play cardsC. never ate anything while he played cardsD. had no money to play cards with in the end3. People liked the Earl of Sandwich's idea because ____________. ( )A. bread and meat was cheap to eatB. he always won when he played cardsC. they liked the Earl of SandwichD. when they ate with one of their hands, they could do something with the other4. Today, the sandwich is ____________. ( )A. also a name of a rich manB. two pieces of bread with meat between themC. not interested in playing cardsD. not liked by most of the people5. As a food, the sandwich ____________. ( )A.is usually made of bread and chickenB. is usually made of bread and meatC. sometimes smells good, but sometimes notD. is hard for us to makeⅤ.Read the article about the Kongming Lantern and the hot-air balloon again and answer the following questions.1. What is the Kongming Lantern?__________________________________________________________________2. How does the Kongming Lantern work?__________________________________________________________________3. When do people use the Kongming Lantern?__________________________________________________________________4 .What did Zhuge Liang use such lanterns to do?__________________________________________________________________5. How did the Kongming Lantern lead to the invention of the hot-air balloon?__________________________________________________________________。
高中英语人教版必修四单元教案：Unit4BodyLanguage
Unit 4 Body LanguagePart One: Teaching DesignTeaching goals1. Target Languagea. 重点词汇和短语重点词汇和短语misunderstand, similar, facial, expression, agreement, yawn, chest, gesture, adult, punishb. 重点句型或交际用语重点句型或交际用语Act out the following meanings, please.Please guess what I mean.Please show the actions, using body language.Now it is your turn to show the action / gesture.Please use either spoken words or body language to express your ideas.Please use both spoken words and body language to express your ideas.2. Ability goalsa. Enable the students to understand what a certain gesture of the body language means in a given situation.b. Enable the students to act out some meanings, requirements, requests or situations given in the target language.c. Enable the students to express with the target language the meanings given in body language.3. Learning ability goalsa. Help the students learn how to express themselves in body language when needed.b. Help the students understand others when body language is being used.Teaching important pointsa. Teach the students how to understand body language used in different countries or cultures as well as in different occasions.b. Teach the students how to use body language in the most appropriate occasions. Teaching difficult pointsa. Enable the students to realize the importance of body language in communication so that little or no misunderstanding may occur.b. Let the students know that there is both positive body language and negative body language.Teaching methodsa. Individual work, pair work and group work.b. Acting out by imitation, mime or with gestures and body movement.Teaching aidsA computer, a projector and some pictures.Teaching procedures & waysThe first period reading(COMMUNICATION: NO PROBLEM?)AimsTo help students develop their reading ability.To help students learn about body language.ProceduresI. Warming upWarming up by actingLook at the list of interpretation on the right side of the chart. Perform the action or the nonverbal behaviour on the left side.Examples Of Body LanguageWarming up by defining—What is body language?II. Pre-reading1. Looking and sayingLook at the man in the picture below. What does he say to you by his body language?Basically, how the ...... do I know? Or, I don’t know nothin! The shoulders are hunched and the hands are open signifying a big question mark.2. Talking and sharingBody language is the quiet, secret and most powerful language of all!According to experts, our non-verbal language communicates about 50% of what we really mean (voice tonality contributes 38%) while words themselves contribute a mere 7%.Our bodies send out messages constantly and often we don't recognize that we're communicating a lot more than we realize.Our understanding and use of non-verbal cues in facial expression are familiar to us nearly from birthIII. Reading1. Reading aloud to the recordingNow please listen and read aloud to the recording of the text COMMUNICATION: NO PROBLEM?. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.2. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.3. Reading to identify the topic sentence of each paragraphNext you are to skim the text to identify the topic sentence of each paragraph.4. Reading and transferring informationRead the text again to complete the table. Where is he/ she from? What does he/ she do when he/ she meet someone at the airport for the first time?Name Country Action MeaningMr GarciaJulia SmithAhmed AzizMadame Coulon5. Reading and understanding difficult sentencesAs you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me the teacher.6. Reading and translatingNow it’s time to translate the text into Chinese, sentence by sentence. Who will be the first to d o it?IV. Closing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercises No. 1 and 2 on page 26 and 27.Closing down by checkingC heck some of the following basic non-verbal cues and you'll recognize that you already speak and translate much of the language.“I’m surprised!” I’m shocked!” “I’m sad!”The second period Learning about Language(The ~ing form as the Attribute & Adverbial)I. Warming upWarming up by discovering useful words and expressionsTurn to page 27 and do exercises No. 1, 2 ,3 and 4 first. Check your answers against your classmates’.II. Learning about grammar1. Reading and thinkingTurn to page 25 and read with me the text of COMMUNICATION: NO PROBLEM? As you read along, pay attention to the uses of The ~ing form as the Attribute & Adverbial. (They are visitors coming from several countries. 作定语；Four people enter looking around in a curious way. 作状语；作状语； This is an exciting experience for you. 作定语; You stand watching and listening. 作状语；……)2. Doing exercises No. 1 and 2 on page 29Turn to page 29. Do exercises No. 1 and 2。
高中英语 Unit 4《Body Language》教案(7) 新人教版必修4
Unit 4 Body language 教案示例（1）教学目的和要求(Teaching aims and demands)教学建议(Suggested teaching notes)一、教学内容分析本单元的中心话题是“身势语”。
身势语是非语言交际手段中非常重要的一个方面，它通过无声的语言表达一个人的内心自世界。
与有声语言一样身势语也是文化的载体，在跨文化交际中起着举足轻重的作用。
了解身势语的不同文化涵义并正确地加以运用，经常会在交际场合起到意想不到的好效果。
教师在教授本单元时，可以提醒学生注意自己和他人在日常交际中的体态、姿势、面目表情等等，正确地理解和运用身势语，以达到良好的交际效果。
“热身”(Warming Up)部分以列表对比的形式引导学生了解有声语言与身势语之间的对应关系，并建议学生把这些动作表演出来，既有趣味性，又有体验实践性。
“读前”(Pre-reading)部分首先引导学生对语言的目的、身势语的含义进行思考，随后引导学生联系自己日常生活的实际，想一想How can you tell if someone is sad even if they do not speak?最后一个问题，启发学生说出身势语在跨文化交际中的作用。
“阅读”(Reading)部分，以机场迎接客人为场景，讲述了几个不同国家的来宾由于文化背景的差异，初次见面时互相问候的方式迥然相异，而造成的一些小误会。
形象地表明了身势语与文化背景的密切关系，以及身势语在人们日常交际中的重要作用。
这部分的写作方式颇有特色，可以让学生在阅读过程中，很自然地以“你”的身份去观察、倾听在机场发生的一切。
“理解”(Comprehending)部分的前五个小题旨在检查学生对阅读篇章细节的理解，第六、七小题旨在引导学生对身势语的文化差异、身势语的意义进行积极的思考，第八小题则要求学生能够运用细节推断出主人公的性别。
“语言学习”(Learning about Language)部分要求学生根据英文释义填写本单元重点词汇，然后用课文中的词语填空和运用派生法变换词性。
人教版高中英语必修 4 unit 4语法精讲精练--- 分词作定语和状语
必修 4 unit 4语法精讲-----分词作定语和状语一、作定语。
单个的分词作定语时放在所修饰词的前面，但是如果修饰some/any/no/every+thing/body/one 或者指示代词those时，分词应在其后。
分词短语作定语时应放在所修饰词的后面。
在用作定语时，分词在意思上接近一个定语从句。
The boring snow made the bored boys go home. (= The snow was boring, so the boys wee bored and went home.)注：现在分词与过去分词都可作定语，但现在分词表达的是正在进行的事情，有主动意义；而过去分词表示的是已完成的事情，有被动意义。
例如：I have no teeth left.Anyone swimming will be punished.The question being discussed in the meeting is very important.There are a lot of fallen leaves on the ground.二、作状语。
分词在句中作状语时表示动作发生的时间、原因、条件、结果或让步等，多置于句首，做伴随状语，多放在后面。
分词用于go doing结构中作目的状语。
分词短语作状语时，其逻辑主语必须与句子的主语一致。
如果与句子主语不一致，那么分词短语就需要有自己的逻辑主语，且要用独立主格结构形式来表达。
①时间状语：分词作时间状语相当于时间状语从句。
现在分词作时间状语一般位于句首，表示的动作和谓语动词的动作同时发生，有时现在分词前可以加上时间连词。
如果分词动作发生在谓语动词之前，用现在分词的完成体形式。
过去分词作时间状语与谓语动词构成同时性和被动意义。
分词前有时加上时间连词。
Arriving (=When he arrived) at the bus stop, he found his sister there.Waiting (=When I was waiting) to see the doctor, I met with a friend of mine.Having (=When we have) made full preparations, we are ready for an examination.Having (=When he had) finished his homework, he went to bed.After finishing his homework, he went to bed.Seen (=When the town is seen) from the hill, the town looks more beautiful.Locked (=When he was looked) up in the room, he found himself isolated from the outer world.When asked to make a speech, he said he was glad to do so.当请他作演讲时Once recovered, he will go all out to do his work.一旦康复②原因状语：分词作原因状语相当于原因状语从句。
Unit4+Sharing语法2022-2023学年高中英语人教版2019选择性必修第四册
Chapter 1 of sharing --- Look and Answer
What happened in the picture?
Rescue teams tried their best to search people.
In the rubble(碎石) of collapsed buildings, rescue workers and medical teams searched for both survivors and those killed. With thousands of collapsed buildings, it is not clear how many people might still be trapped under the rubble.
6. My muscles① were aching② and my knees③ shaking as we dragged ourselves④ down the mountain⑤ towards home⑥.
①NP (subject),② VP(predicate), ③ NP (subject), ④ VP (predicate), ⑤PrepP (adverbial) , ⑥ PrepP (adverbial)
Identify the Phrases and Analyse Their Functions
3. Tombe’s father①, Mukap, a man② with a strong jaw and a wrinkled forehead③, led us④ to his house⑤.
①NP (subject) , ②NP (appositive), ③PrepP (attributive) , ④VP (predicate) , ⑤PrepP (adverbial) 4. He then placed the hot stones① in an empty oil drum② with kau kau (sweet potato), ripe corn, and greens③. ①VP (predicate), ②PrepP (adverbial), ③PrepP (adverbial)
Unit4 It’s the Mid-Autumn Festival.导学案
4、自学要求。
①预习书本13页，用笔圈出不会的单词，明确本节课自己的学习目标。
②链接新知
a.连一连
Mid-Autumn Festival中秋节
mooncake玉兔
magic medicine月饼
rabbit神奇的药
husband丈夫
full moon感到孤单
学习内容
Unit4 It’s the Mid-Autumn Festival.
课时
1课时
课型
预习＋展示+反馈
学习目标
1、知识目标
a、能听懂、会读、会说本课新单词和短语wanted to, took, flew to ,missed , lonely, tried to, each other, lunar month, get together。
b、让学生更多的了解中国的传统节日——中秋节，并进行爱的教育。
重点、难点
教学重点：
理解并复述本课故事《嫦娥奔月》。
教学难点：
复述故事《嫦娥奔月》。
教学准备
单词卡片，录音机
导学过程
教师活动预设
学生活动预设
【准备诱发】
1、复习所学的中外节日，要求学生说出相对应的节日名称
2、小组评价安排。
3、T:Which festival do you like best? Do you know the other festival?出示挂图，与学生进行交际问答。
b.完成任务有点难度。
3、反思自己学习策略，还有什么地方需要改进提高呢？
_____________________falls on the fifteenth of the eighth lunar month.
必修4unit4导学案
Choose the best answer.
1.What did the writer go to the Capital International Airport for yesterday? A. To see off his friend. B. To meet international students. C. To buy a flight ticket. D. To meet some visitors coming from several countries.
Description Body Language
man from Canada man from Jordan shaking hands
To Whom
everyone to men to women people she knows
Darlene woman Coulon from France
6. People from different countries may have a major misunderstanding while greeting each other. ( T )
7. The physical distance from each other that people are comfortable with generally depends on the culture( )
避免 误解 接近 看到…做… 可能做… 防卫地
Divide the passage into several parts and find out the main idea.
Unit4 He said I was hard-working导学案
Unit4 He said I was hard-working.Period1(1a-1c)教学设计教学目标（Teaching Aims and Demands）知识与技能了解直接引语和间接引语，以及引语间的转换。
听力训练也是本课的一个重点内容。
过程与方法引导学生参与课堂Groupwork活动，组织学生说话，再由其他学生当堂转述来训练学生进行引语转换。
第一教学环节是引语转换训练，第二教学环节是听力训练，第三教学环节是当堂练习。
情感、态度与价值观引导学生参与课堂Pairwork和Groupwork教学活动，培养他们团结协作的品质。
教学重点、难点(Teaching Key Points and Difficulties)教学重点(Teaching Key Point)：了解直接引语和间接引语，以及引语之间的转换。
教学难点(Teaching Difficulties)：间接引语转换中，注意一些关键动词的变化和人称代词的变化。
教具(Teaching Aids)幻灯片教学方法尝试教学法教学设计：教师活动教学过程学生活动让一名学生回答问题“What did you do last night?”然后假装没听见，问另一名学生”What did he /she say？”引导学生回答。
展示教学目标，让学生学习教学目标。
展示图片，让学生回答问题“What is soap opera？Do you ever watch soap opera? What are some soap opera you know? What are some things that happen on soap opera?”并及时引导。
展示图片，让学生了解肥皂剧。
Step I lead-inRevise What did youdo last night? What didhe /she say?Step II Studying AimsShow the studyingaims. Ask the studentto read it.StepIII 1aAsk student answer thequestions“What issoap opera？Do youever watch soap opera?What are some soapopera you know? Whatare some things thathappen on soapopera?”The teachergive some help ifnecessary.一名学生回答老师的问题。
Book 4 unit4 Body Language导学案
2013-2014学年第二学期高一英语学案使用时间：2014年春季学期Book 4 Unit 4 Body Language导学案
高一英语备课组
【使用说明及学法指导】
1．课前20分钟自学课本第26页课文，独立完成学案题目，并上交。
2．先快读课文1遍，把握文章的主旨大意，完成Task1 Task2。
3．再精读课文1遍，把握文章的细节，完成Task3和课内探究。
【学习目标】：1. 进一步培养推测、略读、找读、归纳内容等阅读技巧
2．深入理解课文，分析文章长难句，培养快速阅读和整体理解的能力。
3．通过合作探究，主动质疑．，学会概括主旨，分析句子和复述课文的方法。
4. 通过阅读，能够理解并尊重不同区域的人的身体语言和其文化涵义。
激情投入课堂，享受英语学习的快乐。
Unit4grammar由关系代词引导的限制性定语从句(语法导学案)
Book1 unit 4 Natural disasterLearning Plan for Grammar——关系代词引导的限制性定语从句(1) 关系代词前出现介词时只能用which(2) which 引导非限制性定语从句，既能修饰单个的词，还能修饰句子练习：①The room in ________ he lives is very large.②The picture was taken on a bridge, ________ was built 50 years ago.Step 3 :练习巩固巩固练习：1.Located in the east of Qingdao, Laoshan Mountain is a hill _______ covers an area of 446 km².2.Wu Dajing, ______ is an athlete, won gold at the Beijing 2022 Olympic Winter Games.3.Jackson is an actor ______performance is highly thought of by the public.4.The earthquake _________ hit the city in 1906 was the biggest in American history.5.We don’t know the number of people __________ lost their homes in 1906 earthquake.6. J.K. Rowling has written a series of books about Harry Porter, ______ earns her good reputation.7. The house __________ they built in 1987 stayed up in the earthquake.8. Harry is the boy ______ mother is our maths teacher.9. He is a teacher ______________I like very much.10. Those _____will go to the park stay here.衔接高考：1.（2019全国III卷）They were well trained by their masters had great experience with caring for these animals.2.（2019·全国II卷）Now Irene Astbury works from 9 a.m. to 5p.m. daily at the pet shop in Macclesfield ，she opened with her late husband Les.3. (2018全国I卷) Two of the authors of the review also made a study published in 2014 ________showed a mere five to 10 minutes a day of running reduced the risk of heart disease and early deaths from all causes.4. （2017全国III卷）But Sarah, ______ has taken part in shows along with top models, wants to prove that she has brains as well as beauty.5.（2019全国III卷）In the cafe, customers will enjoy themselves in the historicalenvironment is created for them.6. ( 2018全国I卷) They also had a small pond in they raised fish.。
【晨鸟】高中英语Unit4sSectionⅣGrammar_定语从句(Ⅰ)教案含解析新人教版必修1(002)
SectionⅣGrammar —定语从句 ( Ⅰ)[ 新知导引 ]1． ( 教材 P26)The number of people who were killed or seriously injured reachedmore than 400,000.2． ( 教材 P26)Then, later that afternoon, another big quake which was almostas strong as the first one shook Tangshan.3． ( 教材 P26)The army organized teams to dig out those who were trapped and tobury the dead.4． ( 教材 P26)Workers built shelters for survivors whose homes had been destroyed.5． The man whom/who/that I have to phone lives in Canada.[ 语法详解 ]一、定义1．在主从复合句中，对某一名词或代词起修饰作用的从句叫定语从句。
被修饰的名词或代词叫先行词，引导定语从句的词叫关系词。
2．关系词分为关系代词(that, which, who, whom, whose, as等)和关系副词(when, where, why等)两类。
二、关系代词的用法1． who指人，在定语从句中可以充当主语、宾语或表语。
Here comes the girl who wants to see you.想见你的那个女孩过来了。
( 作主语 )Danny was a man who we rescued from the ruins .丹尼是我们从废墟中救出来的一个人。
( 作宾语 )2． whom指人，在定语从句中作宾语，可省略，也可用who 代替。
Unit4Amazingart单词导学案高中英语
Unit 4 词汇学案Understanding ideas部分1. greet 近义词：wele隐喻：具体的“迎接”→抽象的“迎接”→对……作出反应词块：greet …with派生词：greeting2.broadcast 合成词：broad (宽的) + cast (投射) →广泛的投射→广播词源：broadcast是由broad (adj) 和cast (动词cast的过去分词) 构成。
最初broadcast 只作形容词和副词，表示“撒播的”或“用撒播的方式”，限用于播种。
后用作动词，表示“撒播”，后衍生出词义“散布”或“传播”。
20世纪20年代初，broadcast 开始用于指无线电信号的播送。
此后broadcast的本义逐渐被废弃。
词块：television / live broadcast; broadcast live3.stair 常用复数词块：e 或go up / down stairs, climb a flight of stairs4.load一词多义：基本义“负荷”词块：a load of / loads of (非正式用语，= a lot of / lots of)，get a load of …5.battle batt (to beat 打、击) + le (名词词缀) →战斗词块：fight a (losing) battle, battle with / against；A good beginning is half the battle.6.fold一词多义：基本义“折叠”词块：folding bike词族：fold, unfold, folding7. sculptor sculpt (雕刻) + or词族：sculpt, sculptor, sculpture8. exhibition ex (out 出去) + hibit (to hold 拿) + ion (名词后缀) → 拿出去给别人看的东西→ 展览greet vvt 打招呼；问候；迎接(wele)：greet the New YearHe greeted his teacher by saying “Good morning!”.greet ... with：Whenever I met her, she greeted me with a sweet smile.When it was first staged in 1949, the play was greeted with enthusiastic reviews.【词汇拓展】greeting n①[C] & [U] 问候；致意；迎接：They exchanged greetings (= greeted each other) and sat down to lunch.She waved a friendly greeting.She raised her hand in greeting.②[复数] 祝词；贺词；问候语：Christmas / birthday greetingsMy mother sends her greetings to you all.loadn [C]①负载（物）：The trucks waited at the warehouse to pick up their loads.②工作量；负荷：I have a full load of work.She is under great pressure from heavy study loads.③负担；压力(burden)：When someone is depressed, the extra load of having financial problems can make the situation worse. get a load of［非正式用语］注意；仔细地看/ 听a load of / loads of 很多：There are loads of great places to see in Australia.vt 装载；装填(反unload)；[计算机] 载入：He loaded (up) the truck with coal. / He loaded coal into the truck.Even pizza can be healthy if it’s loaded with vegetables.battlen.■n①[C] & [U] 战役；战斗：fight / win / lose a battleNapoleon was defeated at the Battle of Waterloo.②[C] 斗争；较量：a longrunning legal battleA good beginning is half the battle.I realized running was a battle against myself.fight a losing battle 打一场无望取胜的仗vt & vi（与……）斗争；（与……）战斗：battle forThey battled with / against the winds and waves.How did our ancestors battle nature with the basic tools they had?【词汇拓展】battlefield n [C] 战场；冲突地区/ 领域foldv①vt & vi 折叠；折起来；合拢：fold the paper in halffold one’s armsfold an umbrellaThe flying vehicle has four wings that fold up so it can be driven like a car.②vt 包；裹：fold a baby in a blanketn [C] 褶；褶痕：folds of a dressCut the paper along the fold.► folding adj［只用于名词前］可折叠的：a folding bikeexhibit v①vt & vi 展示；陈列；展览(show)：This monument to him was first publicly exhibited in 1877.Manufacturers are exhibiting their new model cars.②vt［正式用语］表现；显出(display)：She exhibited no fear in the face of danger.■ n [C] (AmE) 展览品；展览会：Please do not touch the exhibits.exhibition n①[U] 展览；展出：put sth on exhibition②[C] (BrE) 展览品；展览会：We are organizing an art exhibition for high school students in the city.③[C]［常用单数］［正式用语］（技能、感情或行为的）表现本单元金句汇总1. Whenever I met her, she greeted me with a sweet smile.2. A good beginning is half the battle.3. I realized running was a battle against myself.随堂检测greet一、在空白处填入1个适当的单词或括号内单词的正确形式。
Unit4Bodylanguage导学案3人教版必修四
Unit 4 Body language 学案3A single flower does not make a spring.一花独放不是春百花齐放春满园【自主学习】重点句型1．The first person to arrive was Tony Garcia from Colombia，closely followed by Julia Smith from Britain.【精提取】to arrive为不定式作后置定语。
【巧应用】她是在29届奥运会获得金牌的第一位运动员。
She was________ ________ ________ ________ ________ ________ ________________ in the 29th Olympic Games.2．Not all cultures greet each other the same way，nor are they comfortable in the same way with touching or distance between people.【精提取】not all为部分否定。
拓展every … not = not every并非每个both … not = not both 并非两个都【巧应用】并不是所有昨天晚上在场的歌手都是学生。
________ ________ ________ ________ present last night were students. 3．However，people from places like Spain，Italy or South American countries approach others closely and are more likely to touch them.【精提取】be likely to do sth.有可能做某事。
【巧应用】如不小心，你就可能出事故。
人教版高中英语必修4 第四单元unit4单词讲解
重点单词.词组讲解1. greet vt. 问候,迎接,招呼(+with)She greeted her guests at the door.She greeted him with a smile. greet sb.with...用……向某人打招呼(欢迎某人) greeting n. 招呼，问候She waved a friendly greeting.【期末测试】Whenever I met her, _________ was fairly often, she greeted me with a sweet smile.A. whoB. whichC. whenD. that【2013新课标2完形】23.A.helps B .chooses C. greets D. sees 【2013广东】The next day Tom appeared as the powerful Superman waving his hand to the people greeting him along the way.2. represent1)vt.象征;表示；The dove represents peace.2) vt.作为...的代表They said that they represented the committee. 他们说他们代表该委员会。
区别：represent,stand forrepresent “表示，代表，说明”多用于实体代表，有被动。
stand for “代表，意味”多用于抽象事物代表。
一般指符号或标志等，无被动。
The dove represents peace.U.N stands for the United Nations.【2015安徽】In many cultures, round foods such as grapes, bread, and moon cakes are eaten at welcome celebrations to represent family unity.3. association1）n.协会,公会,社团[C]Have you joined the teachers' association?2）n.联想,联想物[C][U]He has no association with foreigners. have (no)association with...与…有(没有)联系associate v.联想,把...联想在一起They associate turkey with Thanksgiving. associate...with...把……与……结合起来【2012北京完形】48. A. attention B. association C. attraction D. adaptation 【2014浙江】We associate piggy banks with children4.curious adj. 好奇的,渴望知道的The boy was curious about everything he saw. be curious about 对……感到好奇He’s curious to know what she said. be curious to do sth. 渴望做……curiously adv. 1. 好奇地2. 奇异地,奇怪地;说来古怪He looked curiously at the people.curiosity n. 好奇心She did that just out of curiosity. from/out of curiosity 出于好奇【期末测试】People have always been about exactly how life on earth began.A. curiousB. excitedC. anxiousD. careful【期末测试】Little Johnny felt the bag, curious to know what it ____.A. collectedB. containedC. loadedD. saved【2014新课标1】you can take a photo or write a poem that shows what they are curious about.5. approach vt. vi1) 接近,靠近(可指距离或时间)When I approached, they grew silent.2) 找...商量Did Mary approach you about lending her some money?approach sb. on/about sth.与某人接洽/商量某事名词n.1) 接近,靠近;即将达到[U][(+of)]Snow announced the approach of winter.2) 通道,入口[C][(+to)]All approaches to the village are blocked.3) 方法,方式;态度I like her approach to the problem. approach to 接近；近似；(做某事)的方法(途径) 可以与介词to搭配的名词有：answer/key,entrance,visit(or),way/road,guide,monument等。
Unit4WordsandExpressions导学案-高中英语人教版选择性
年级: 高二班级: 学生姓名: 科目: 英语制作人: 教务审批: 编号：Book 7 Unit 4 Sharing---Words and Expressions Motto: The roses in her hand, the flavor in mine.赠人玫瑰，手有余香。
Ⅰ. Learning Objectives:At the end of the class, the students are expected to：1. Learn the meaning and usage of the following words and phrases: rigid, wrinkle, drag, privilege, disabled, deserve, contract, take (...) for granted etc2. Be able to use these words correctly in writing and filling blanks with the correct form.Ⅰ.ConsolidationLevel A English book P40 Task 1&2 P82 Task 1&2Level B English book P82 Task 3 P46 Task 1 P82 Task 3&4语境记单词1.As soon as I received the mail from my colleague, I took a bus to the secondary school in the village Dragging my parcel, I came to the hut where I was going to live. A ripe apple tree shaded the hut. At the doorway, my colleague welcomed me with a handshake. Before I could wipe the sweat offmy forehead, we began to arrange the household items, such as the fireplace, kettles, pans,jars, saucers and grills. Then we cleaned up all the dust, and washed the dirty curtains. We made aplatform of weeds to sleep on. In a word, we tried our best to improve our housing conditions. At noon we ate the leftover jam for lunch. I had the privilege to teach my class chemistry. When I reached the school clay playground, I was greeted by a chorus of "good afternoon" from the boys who didn'twear cotton uniforms. There was no electricity, running water or even a washroom, not to mention laptop or tablets. All the students had were pencils, rubbers, and paper. In an experiment,the mixture was bubbling out of the test tube spilling everywhere. I tried to plug the tube, but I failed. The class at once became a circus. The whole classroom was in a mess.我一收到同事的邮件，就乘公共汽车去了村里的中学。
人教新课标高中英语必修四Unit 4 Body language导学案(2)
Unit 4 Body Language 导学案Period1 V ocabulary【自主探究】词汇感知写出下列单词及相关转换形式1．n．陈述；说明→vt.2．vi.& vt.迎接；问候→n.3．vt.代表；象征→n．代表；代理4．n．社团；联系；联想→vt.把(不同的人或事物)联系在一起5．n．宿舍6．adj.好奇的→adv.好奇地→n. 7．vt.& vi.接近；靠近；走近n．接近；方法；途径8．n．面颊9．vt.保护；保卫→n．防御；保卫10．vt.误解；误会→n．误解；误会11．vi.猛冲；突进12．adj.可能的13．n．作用；功能；职能vi.起作用；运转→adj.功能的14．n．安逸；舒适vt.减轻(痛苦、忧虑)15．n．怒气；怒火16．adj.主观的→adv.主观地→adj.客观的17．vi.& vt.拥抱18．n．等级；军衔重点短语1．保卫……以免受2．很可能……；有希望……3．总的来说；通常4．舒适；快活；自由自在5．丢脸6．背对；背弃7．对……感到好奇【课堂检测】语境活用（用单词的正确形式填空）1. The PRC ________(代表) the People’s Republic of China .2. They live in the same ________(宿舍).3. At noon ,students are in the _______(食堂) for lunch .4. Their _______(航班) number is 9573.5. Children are _______(好奇) about everything .6. A tourist _______(接近) us and asked us the way to Windsor Castle .7. Their ________(好奇) is good for their future development .8. Tears rolled down his ________(面颊).9. The surgeon is doing a ______(主要的) operation .10.There are different _______(方法) to language learning .11.He _______(误解) his partner and glared at him.12.The film is intended for _______(成人) .13. The most universal _______(面部的)expression ,of course ,the smile .14. The machine ________(运转) well .15. There has been a close ______(联系) between these two companies .16. He________(迎接/问候)all the guests warmly as they arrived.17. She gave her son a________(拥抱)and let him go to bed.学案1课堂检测答案：1.represents/stands for 2.dormitory 3.canteen 4.flight 5.curious 6.approached 7.curiosity 8.cheeks 9.major 10.approaches 11.misunderstood 12.adults 13.facial 14.functions 15.association 16.greeted 17.hugPeriod2&3 Warming up &reading预习案：What is body language?Part 1 Body language is one form of nonverbal ______________(交流) without using words. Eye contact or gaze（注视）, facial____________, gestures, and __________ (姿势), or the way you stand, are different kinds of body language.探究案：Reading Communication: No Problem?Part 1 Read this passage within two minutes and answer these two questions. (para2&3) 1．How many characters(人物）are mentioned in our passage. Who are they?2. Do all members of all cultures behave the same way?Part 2 Matching the people and their different ways of greeting (para2&5)Mr Garcia (Columbia) 1.shakes hands and kisses otherstwice on each cheekJulia Smith (Britain) 2.bowsVisitor (Japan) 3.shakes handsGeorge Cook (Canada) 4.approaches others closely andtouches their shoulder andkisses them on the cheekMadame Coulon (France) 5.does not stand very close to others ortouch strangersPart 3: Find out the two mistakes the writer found in the airport:Mr. GarciaHe approaches Ms Smith by _______from ______ ________ and _______ her onThe first the ________.Mistake Julia Smith She ______ ________ appearing _______ andfrom take a few steps _______ ______ Mr. Garcia.Akira Nagata He ________ to Mr. Cook and his nose _________from Mr. Cook’s _______ ________.The secondmistake George Cook He ________ ________ _______ ________ tofrom the Japanese.Conclusion:Different countries have ___________(不同)cultures, so when people greet each other, they will have different_______(方式). If people don’t know the cultural differences well, people may have difficulties in________________（交流）with others throughout the world.训练案：Summary in (金牌学案)Language points预习案：Task1. Translate the following phrases into English:1. 向某人伸手索要________________2. 和某人握手_____________3. 向四周看____________________4. 上下点头__________________5. 避免做某事___________________6. 依靠____________________7. 挠头______________ 8. 与..相似______________9. 对…好奇______________ 10. 舒适,自在______________11. 把某人介绍给某人______________ 12. 代表中国政府______________ 13. 大体上,一般来说______________Task2 金牌学案---导学互动探究案：考点1.curiously adv. 好奇地curious adj.好奇的，求知的，古怪的，爱挑剔的活学活用：1..对你周围的世界感到新奇是件好事。
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Teaching emphasis
（教学重点）
Get students to learn and master the use ofthe –ing form as the attribute and the adverbial.
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)
Step3.Researching cooperatively& answering questions(合作探究,解决问题)
And ask the Ss what the rules of the –ing form in the text are.
Task1.turn back to Pae 26 to read through the passageCommunication:No Problem?pick out the sentences using the-ing forms asthe attribute and the adverial., and then underline the –ing form in each sentence and translate the whole sentence into Chinese.
3)I stood for a minutewatching themand then went to greet them.(adverbial)
4)She stepped back appearing surprised and put up her hands, as if in defence.(adverbial)
Teaching time
（授课时间）
Designer
（设计）
Wang Junlong
Checker（修订）
Teacher(授课教师)
Class（授课班级）
Class:_____
Teaching time（授课时间）
Teaching aims
（教学目的）
Knowledge aims:
Get students to knowthe use ofthe –ing formas the attribute and the adverbial.
Teachingdifficulties
（教学难点）
Enable students to learn how to use the rules ofthe –ing formas the attribute and the adverbialcorrectly.
Teaching &learning procedures(教学与学习过程)
5)Then Akira Nagata fromJapancame in smiling, together with George Cook from Canada.(adverbial)
6)Just at that moment,hwever, Akira bowed so his nose touched George’s moving hand. (attribute)
7)When Darlene Coulon from Frane came dashing through the door, she recognized Tony Garacia’s smiling face. (adverbial)
Learning Plan（学案）
Teaching Plan
（导案）
Step1.Prepartudy and exploring the problems
(预习自学，探究问题)
Finish the task given in the last period.
Step2.Finishing plan & asking questions（完成学案，提出问题）
Ability aims:
Enable students to learnthe use ofthe –ing form as the attribute and the adverbial according to the context.
Emotional aim:
1. Get students to become interested in grammar learning.
Report the answers to the class and teacher.
Point out the sentences includingthe –ing form in the text.
Step 1. Ask the Ss to report the answers and read the passage quickly to point outthe sentences includingthe –ing form in the text.
EnglishTeaching & learning Plan of Lvye Senior Middle School
Wugong County,ShaanxiProvince
(陕西省武功县绿野高中英语导学案)
Topic
（课题）
Book4 Unit 4 Learning about language: Grammar
1)Yesterday, another student and I ,representing our university’s studentassociation,went to theCapitalInternationalAirportto meet this year’s international students.(attribute)