Book 4 Unit 4 扩展阅读教案

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高中英语_book4Unit4reading教学设计学情分析教材分析课后反思

人教新课标高中英语Book4 unit4 Reading教学设计三校区英语学情分析本学期中我担任高二年级英语教学工作，经过一段时间的教学，对于学生的英语水平我感触颇多，现将学情分析如下：一、我根据日常教学情况观察，学生个体差异较大，两极分化现象较严重，知识、能力分布不均衡，有的同学的英语学习兴趣不高，有的同学甚至产生厌学情绪。

今后教学中需要更加注意对学生兴趣的培养。

二、从学生的能力来看，多数学生仍没有形成良好的学习习惯。

无论单词还是语法只知死记硬背，效果不佳。

课前预习不充分，课后复习不到位，上课不够专心，不重视老师的指导。

学生能力差异较大，不能带动集体学习，中层同学思路一般，学习缺乏灵活性，自学能力较差，下游同学人数相对较多，导致不能较好完成教学任务。

目前由于各种原因导致了优秀生缺乏，中游学生停滞不前，下游学生厌学的情况。

经过自己的不断探索和向其他教师的虚心学习，我已掌握了一定的教学经验，个人素质得到很大提高，驾御课堂的能力还可以，但不能很好的进行分层次教学。

在今后的教学工作中准备着重做好以下几方面：一、加强业务素质与修养。

英语的学习成为人们日益需要的一种必备武器，我们每位任课教师都应不断充实自己、完善自己，用新思想、新观点武装自己不仅通过学习、自学提高英语能力，还要通过业务学习使自己成为一名称职的好老师，努力钻研新大纲、新教材，循序渐进地进行教育教学理论和美育心理理论的学习和运用，为更快地适应当前的教育形势还应积极参加教研教改活动，与其他老教师交流经验，取别人之长，补自己之短。

二、注重听说读写能力的培养。

根据现行课标的要求，采取科学的教学方式，要求学生眼耳手齐动，提高记忆的速度和持续记忆的时间，以便更好地锻炼学生读的能力，听的能力以及写的能力，以便于形成良好的学习习惯，使不同类型的学生都得到良好的发展。

三、加强学法指导和差生转化。

在学习知识的过程中，提示学生用科学的学习方法。

课前预习，上课认真听讲记好笔记，课后能主动复习，驾御遗忘规律，形成一定的记忆方法并注重知识的联系、比较，使其具备一定的思维辨别能力。

英语book4unit4reading教学案例(无答案)

Unit 4 Body Language Period 1 Warming up and reading Communication: No Problem? Learning aims: 1. Develop reading ability and learn different reading skills.2. Learn the foreign culture and know more about different cultures in the world.3. Get to know the information about body language.Important point: Develop reading ability and learn different reading skills.Difficult point: Learn the foreign culture and know more about different cultures in the world. 【使用说明及学法指导】泛读一遍第26页课文完成Task 1&2，再精读一遍课文，完成Task 3。

(25mins)预习案Previewing CaseTask 1 Skimming Match each Paragraph with its main idea.Part 1(Para. 1) A.People from different countries have differentbody languages. Part 2(Para. 2-3) B. Summary of body languagePart 3(Para. 4) C. We went to the Airport to meet the internationalstudents.Part 4 (Para. 5) D. Examples of cultural “body language”Task 2 Scanning Read the whole passage quickly and answer the following questions.1.Where were the international students going to study?___________________________________________2.How many international students were mentioned in the passage?__________________________________3. Did all students greet each other in the same way?_______________________________________________Task 3 Careful reading1. Read Para.1 and answer the questions below.(1) Who did another student and I meet at the airport?______________________________________________(2) Why were they visiting China?_______________________________________________________________(1) How do men from Muslim countries greet others ?To men:_______________________________________________________________________________ To women:_______________________________________________________________________________(2) How did Tony Garcia and DarleneCoulon greet each other?_______________________________________________________________________________探究案Exploring Case探究一Choose the best answer.1. What can we infer from the text?A. A boy from Spain is likely to touch the people he meets.B. Physical distance can’t send out a message.C. English people may stand very close to their friends.D. It’s friendly to touch Muslim women.2. Which of the following is not true?A. French people often greet people they know by kissing each other on both cheeks.B. People from Jordan will move very close to you as you introduce yourself to them.C. British people seem to prefer to keep more physical distance from others.D. Not knowing foreign customs may cause a cultural mistake.3.Spain is similar to________ in the way of greeting.A.BritainB. ItalyC. North American countriesD. Asian countries4.What is the author’s attitude towards studying international customs?A. UnsatisfiedB. OpposedC. SupportiveD. Critical探究二Sentence focus Translate the following sentences into Chinese.1. She stepped back appearing surprised and put up her hands, as if in defence._______________________________________________________________________________ 2. In the same way that people communicate with spoken language, they also express their feelings using unspoken “language” through physical distance, actions or posture._______________________________________________________________________________ 3. When Darlene Coulon from France came dashing through the door, she recognized Tony Garcia’s smiling face._______________________________________________________________________________ 4. Not all cultures greet each other the same way, nor are they comfortable in the same way with touching or distance between people.______________________________________________________________________________ 探究三Summary Summarize the text in about 30 words.______________________________________________________________________________________________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________训练案Exercise语法填空Yesterday, another student and I were sent to meet this year’s international students,1__________(represent) our university’s student association at the Capital International Airport. They were coming to study 2_______ Beijing University. After waiting for half an hour, I saw several young people enter the waiting area looking around 3__________ (curious). Standing there for a while to make sure, I then walked forward to greet them. The first person 4_________ arrived is Mr. Garcia from Columbia, closely 5___________(follow) by Julia Smith from Britain. 6______ I introduced them to each other, Mr. Garcia approached Julia, touched her shoulder and kissed her on 7_____ cheek. However, Julia was surprised and 8_________(step) backward, which I think is a cultural mistake. Then Akira Nagata from Japan came in smiling, together with George Cook from Canada. As 9_______ were introduced, George reached his hand out to the Japanese student. Just at that moment, however, Akira bowed so his nose touched George’s moving hand. They 10_______ apologized -- another cultural mistake. As I got to know more international friends, I realized that not all cultures greet each other the same way.。

Book4Unit4阅读课资料

Body language Book4 Unit4单元话题阅读课导学学案临沂高新实验中学李海玲Learning aims1. To understand body language and learn about how body parts are used for communicating.2. To learn the reading skills: how to master the main idea of a passage; how to guess themeaning of a new word from the context.3. To make the students learn how to behave properly while communicating with others fromdifferent cultures.Learning procedures:Step I.Leading in Enjoy and Perform Play a music.Step II. Reading comprehension 方法指导篇Facial expressions carry meaning that is determined by situations and relationships. For example, in American culture (文化) the smile is in general an expression of pleasure. Yet it also has other uses. A woman’s smile at a police officer does not carry the same meaning as the smile she gives to a young child. A smile may show love or politeness. It can also hide true feelings. It often causes confusion (困惑) across cultures.For example, many people in Russia consider smiling at strangers in public to be unusual and even improper. Yet many Americans smile freely at strangers in public places (although this is less common in big cities). Some Russians believe that Americans smile in the wrong places; some Americans believe that Russians don’t smile enough.In Southeast Asian culture, a smile is frequently used to cover painful feelings. Vietnamese people may tell a sad story but end the story with a smile.Our faces show emotions (情感),but we should not attempt to “read” people from another culture as we would “read”someone from our own culture. The fact that members of one culture do not express their emotions as openly as do members of another does not mean that they do not experience emotions. Rather, there are cultural differences in the amount of facial expressiveness permitted .For example, in public and in formal situations many Japanese do not show their emotions as freely as Americans do. When with friends, Japanese and Americans seem to show their emotions similarly.It is difficult to generalize about Americans and facial expressiveness because of personal and cultural differences in the United States. People from certain cultural backgrounds in the United States seem to be more facially expressive than others. The key is to try not to judge people whose ways of showing emotion are different. If we judge according to our own cultural habits, we may make the mistake of “reading” the other person incorrectly.（2012全国卷II）1. What’s the topic sentence of Para 1 should be_______.A. The smile is an expression of pleasure in American.B. A smile may show love or politeness.C. Vietnamese people may end a sad story with a smile.D. Facial expressions carry meaning according to situations and relationships.2. The author’s mai n purpose in writing Para 2 is ________.A. to tell us our faces show emotions.B. to tell us we should not attempt to “read” people from different culture as we do from ourown.C. to tell us many Japanese do not show their emotions as freely as Americans do.D. to tell us we should not attempt to “read” people3. Para 3 is mainly tell us ___________.A. It is difficult to generalize about Americans and facial expressivenessB. People from different backgrounds in the United States seem to have different facialexpressionC. We shouldn’t judge people whose ways of showing emotion are different.D. There are persona l and cultural differences in the United States.4. What would be the best title for the text?A. Cultural DifferencesB. Smiles and RelationshipC. Facial ExpressivenessD. Habits and Emotions5. What does each underlined word mean in its context?1) In Southeast Asian culture, a smile is frequently used to cover painful feelings.A. deal with ; aboutB.(of money) be enough forC. hideD. protect2) The fact that members of one culture do not express their emotions as openly as domembers of another does not mean that they do not experience emotions. Rather, there are cultural differences in the amount of facial expressiveness permitted.A.相当B.宁愿C.当然D.更确切地说3）In the passage “read” has the same meaning as______A. The full text reads as follows.B. I can’ t read his mind.C. He is a well read manD. John is reading law.4) The key is to try not to judge people whose ways of showing emotion are different.A.钥匙B.关键C. 调子D.键盘佳句赏析：Can you learn some good sentences in the passage?1)Facial expressions carry meaning that is determined by situations and relationships.句中that 引导的是一个_________ 从句。

Book 4 Unit 4 阅读教案 (4)

School Junior or Senior Section Senior 1Teacher Class26 , Grade 1Type of lesson Reading AidsContents: 1. V ocabulary: resettle, settle, conservation, flood, stage, dam, immigate, immigration, board, apart, pepper, gorge, closure, firecracker, at the endof, carry out, leave for, see off, pull out, settle down2.Structure:3.Dialogue: Resettlement of the PeopleObjiectives:1.Instrctional objectives：guide the students to talk about the Three Gorgescational objectives: Lead the students to practise reading figures3.Peesonal objectives: Suggest we should welcome our guests warmly andproperlyFocal points: The new words and the language points. The skill of describing a person or a place.Difficult points: The way to describe a person or a placeProcedures and Time AllotmentStage 1 Getting students ready for learning ( 2mins)Step 1. GreetingStep 2. Routine taskStage 2 Revision ( 2mins)Stage 3 Pre-stage ( 6mins)Step 1 V ocabulary presentation and practiceresettle, settle, conservation, flood, stage, dam, immigate,immigration,board, apart, pepper, gorge, closure, firecracker, at theend of, carry out, leave for, see off, pull out, settle down( 2mins)Step 2 Structure presentation and practiceAsk the students to look at the map on page 45 and then finish thefollowing tasks. ( 2mins)Step 3 PredictionFinish the exercise 2 of getting ready on page 45. ( 2mins)Stage 4 While-stage ( 18mins)Developing different skills through tasksStep 1 skimming ( 4mins)Read the passage quickly and then finish find out:Where did Li Chaohua, his family and 610 other people leave and resettle?(In 3 mins)They leave their native place, Zhongxian County in Chongqing, andresettled in Guangrao County, Shandong Province. ( 1mins)Step 2 Careful reading ( 8mins)Read the passage carefully and then finish the questions bellow.1) When will the Three Gorges Project have been completed? How manypeople will need to have been moved?The project will have been completed by 2009,and 125,000 people willneed to have been evacuated.2) What are the two stages of evacuation mentioned in the article? Try todescribe them.The first stage:Beginning in 1993, it was completed with the support of people in variousparts of China. This stage guaranteed the closure of the dam across theChangjiang River.The second stage:The second stage of evacuation was started in 1998 and in August 2000,people in the would-be flooded area began to migrate to other places.Step 3 scanning ( 6mins)Scan Para 3-5 the article and decide which group the following words andStage 5 Post-stage ( 10mins)Post readingTell the story to your class about how the migrants left their hometown and were welcomed by the host villagers with the help of the information in the Task 2.Stage 6 Assigning homework ( 2mins)Step 1 ConclusionStep 2 Homework: write a summary of the passage。

Book 4 Unit 4 扩展阅读教案 (2)

Lesson PlanSchool Junior or Senior Section SeniorTeacher Class 12 Grade 1Size 54 Time 8:00a.m.Material Chongqing University Press Senior English for Schools Student’s Book 4 Type of lesson Reading Aids blackboard, PPT.Contents: 1.V ocabulary: settle, resettle, etc. committee, flood, arrival, pepper, drum, liner, firecracker, hostess, production, gorge, closure, etc.2. Structure Pre-stage, while-stage, post-stage3. Dialogue or Reading Resettlement of the PeopleObjectives: After this class, students will be able to:1. Instructional objectives1) recognize some new words such as flood, migrants, arrival, drum, etc in reading;2) enlarge vocabulary related to the Three Gorges Project;3) infer the meaning according to some suffixes as –ess, -er, -tion;4) talk about the two stages of the Three Gorges Migration5) read figures.6) use scanning and skimming to find out information needed2. Educational objectives1) be moved by the spirits of the migration;2) improve their understanding of the migratio n …Focal points:V ocabulary learning, reading skills improvingDifficult points:Reading for structureProcedures and Time AllotmentStage 1 Getting students ready for learning ( 1 mins)GreetingsStage 2 Pre-stage ( 10 mins)Step 1 V ocabulary presentation and practice1)March the pictures with their paraphrases which include newwords.2)Expand a word adding suffixes and prefixes.3)Practice.AIM: Change the words into pictures can arouse Ss’ interest, leavethem a deeper impression, and improve their ability of guessing wordsaccording to the context as well. Using the roots, suffixes and prefixesis also a good way to simplify the vocabulary learning at the same timestudents can learn by analogy. No doubt, practice is of great importancein vocabulary learning. With these steps, students will be well preparedfor the reading in words.Step 2 PredictionAsk Ss to look at the map on P45 and read the title of the reading on P46- Resettlement of the People.Q: Why would the people resettle?Q: Fill in the blanks:Because of the Three Gorges Dum, the people there had to leave __________ (where) and resettle ___________(where).AIM: Train the students’ pre diction ability with a picture and the title.The following blank filling task aims to set up clear backgroundinformation which will help them understand the article better.Stage 3 While-stage (20 mins)Step 1. Read for main idea.First provide the main ideas to the students, then they are expected to find out which paragraphs tell the main ideas.Q: When moving into a new house, how would you feel?AIM: Train the Ss to read for structure rather than pay to much attention to every single word or sentence.Step2. Read for specific information part by part1)Para.1 Q: Where would they resettle in?2)Para.2 Background information of the Three Gorges Project. Findout some numbers.3)Para.3-5 Q: Who did the actions? The migrants or the hostvillagers?4)Para.6 How would their future be like?Other Qs: How long had they lived there?Do they know much about their new hometown?What will you consider if you are moving to another province?AI M: Train Ss’ ability of reading for detailed information, and theway of reading figures. The questions are carefully chosen toencourage the Ss to think about the migrants’ situation. In this way, itwill be naturally for the Ss to understand the spirits of the ThreeGorges Project.Stage 4 Post-stage (8 mins)Step 1. When Li Chaohua said this sentence before he arrived in the new county, how would he feel?Step 2. Enjoy a video which tells something about the migrants.Step 3. Pair workAn old man, Zhang Hong, doesn’t want to resettle in another totallystrange place. How would you persuade him?AIM: The video is used to conclude and sublime the theme of thisarticle which will help achieve the educational objectives efficiently.Meanwhile, the Ss will be more willing to take part in the comingactivity which is a pair work that is a role play including two persons.One doesn’t want to resettle and another person who will try to persuadehim.Stage 5 Assigning homeworkStep 1. HomeworkPractice reading figures of question 4 on P47 and finish the word。

Book4Unit 4 教师版(全稿) (doc)

必修4 导学案Unit 4 Body LanguageClass:____________ No: _____ Group:____________ Name:______________Part 1 Words and Expressions【使用说明与学法指导】1.预习案：I. 练读词汇表、听录音跟读。

II. 熟背词汇拓展表。

2.训练案：堂上使用或课后作业，熟读熟记。

【学习目标】1.熟读掌握本单元词汇表，并记住适当的拓展词汇。

2.对本单元的词汇熟练运用。

3.能够在课文阅读中加深对词汇的理解和运用。

【预习案】【训练案】一．单词填空：1. The president made a statement (声明) that they would not give in to terrorism.2. The clown was wearing a false (假的)nose.3. Monsters in dreams often represent (代表) fears.4. I ended up in hospital with facial (面部的)injuries.5. T he National Collegiate Athletic Association (协会) introduced drug testing in the mid-1980s.6. The woman in the shop had looked at them curiously(好奇地).7. The refugees were put in camps in Italy(意大利)before being resettled.8. Most of the students of this college live in dormitories(宿舍).9. The seven major(主要的) industrial countries will have their yearly meeting in London.10. His intentions were misunderstood(误解).11. He is better at defending(防御) than attacking.12. There are adults(成人) here who know them and care for them.13. Men are more likely (可能)to be affected than women.14. A complex engine has many separate components, each performing a15. She opened her arms and gave me a big hug(拥抱).二、单句语法填空：1. Please give my greetings (greet) to Miss Macleod.2. There was much curiosity (curious) about what manner of man he was.3. The problems that lie ahead are truly (true) enormous.4. The majority (major) of the damage is easy to repair.5. Humour is a more effective defence (defend)than violence.6. He has taught Spanish (Spain) for a couple of years at a local school.三、填上合适的短语。

Book 4 Unit 4 听力写作扩展阅读教案

Teaching plan for listening and writing in “Three Gorges”School 重庆清华中学Junior or Senior Section__高一____Teacher ___高一年级组_________ Class ___14____, Grade___1_____Size ___50人______ Time ____40 mins____Date __15____ Type of lesson__listening and writing___ Contents: 4 册4 单元Three Gorges -----listening and writing Teaching objectives:nguage knowledge objective: Enable students to learn and usethe words and phrases .nguage skill objective: Students can see something beyondsome pictures3.Learning strategy objective: how to catch the key words inlistening and help students to learn how to describe a picture4.Emotional objective: Educate with the ideas of protectingenvironmentTeaching and learning focus:1.Students can talk freely about some pictures2.Students can see something beyond pictures.3.Help students to have an awareness of environment protection Teaching aids:A multi-media classroomTeaching and learning arrangement:Step One: lead-inTask: The teacher can start with a picture of Three Gorges and ask students to think of more related wordsQ1: Seeing this picture ,what can you think of ?beautiful ,wonderful , good …….Q2: If you are a guide ,how would you like to introduce Three Gorges?It is a …… from ….to ….It is very beautiful ……..Step Two: listeningTask: The students are given several minutes and pick out some words for describing Three GorgesQ1: Can you find out some useful words for describing Three Gorgesfeast your eyes…., historical site…..Step Three: ComparingTask: compare collected words and compare them with what they said just nowQ1: Compare these words and what we used just now , which is better?Step Four: TuringTask1: Make students know it clearly that they are not always like thisPlease look at this picture ,what can you think of ?Step Five: Inspiring and writingTask:Make students realize that it is time we did sth and learn how to describe a picture.When , where , what , who, why , howStep Six: discussing and 3-minute writingTask: think it over how to describe a picture。

Book 4 Unit 4 阅读教案4

School Chang shou Experimental School Senior SectionTeacher ：all the English teachers in Senior OneType of lesson : Reading Material : Challenging Yourself 2 Book 4 Contents: 1.V ocabulary: words on the word list2. Structre: as a result arrive at make inquiries be delighted toOn condition that in advance day and night at nightfrom time to time in the daytime in a low voiceso long as go through not so …as3. Further Reading: Traveling around by Grayhound Objectives :1.Instructional objectives :1).Learn and master useful words and expressions .2).Train the students reading skill : using different skills tocomprehend the passage .guessing the meaning of some new words.2. Educational objectives:1).Make the students interested in learning English.3. Personal objectives:1). Know something about the advantages and disadvantages of differentkinds of transportation vehicles2). Know about cultures in America.Focal points:1).Talk about different means of transportation..2).learn some words and useful expressions.3).Write about one’s favorite cityDifficult points:Train the students’ reading skills and make the students know what states does America consist of...Procedures and time Allotment:Stage 1. Getting students ready for learning (6ms)Step 1. GreetingStep 2. Routine task : complete Parts 1, 2and 3.Stage 2. While-stage (15ms)Step 1. Scan the passage to complete Part 1 on Page 63Step 2. Caréful-reading to finish Part 2and Part 3 on Page 63Stage 3. Post-reading (10ms)Step 1. Oral work :Write a short passage according the text.Stage 4. Language Focus (10ms)Stage 5. Assigning homework (5ms)。

高中英语 book4 unit4 Reading Comprehension教案新人教版必修4

Book 4 Unit 4 Body LanguageStep I Warming up1.Look at the pictures below on P25, please guess what they are municating. Discussyour ideas with your partner, then write them down.Picture 1._____________________________________________________Picture 2_____________________________________________________Picture 3_____________________________________________________Picture 4_____________________________________________________2.What do you think is the purpose of language?_____________________________________________________Step IIIReading1.Read the whole text quickly, then finish the following.(1)How do people use unspoken language?A.By the movements of their bodies.B.By eye contact.C.By keeping physical distances, actions or posture.D.By moving their hands.(2)How does Mr Garcia greet Ms Smith?A.He shakes hands with her.B.He touches her shoulder and kisses her.C.He smiles at her.D.He bows to her.(3)People from___ seldom touch strangers, while people from__ are more likely totouch.A.England; Spain, Italy and South American countriesB.France; Spain, America and EnglandC.Spain; Italy, England and South American countriesD.Spain; Italy, England and America(4)Will Ahmed Aziz stand very close to Madame Coulow when they are talking? Why?A.Yes, he will. Because he knows her well.B.No, he won’t. Because he doesn’t know her.C.Yes, he will. Because it is the custom of his country.D.No, he won’t. Because it is the custom of his country.(5)How many visitors are there in the passage?A. 8B. 7C. 6D.5II Detailed readingPara.1What did the author and his classmate do yesterday?_____________________________________________________Para. 2 & 3Read Para2 and plete the chart.(课本P27 1)Para.41.Pick out the topic sentence.____________________________________________________2.How do people municate with each other?____________________________________________________________3.People from European countries don’t usually stand very close to others or touchstrangers as soon as they meet. (T/F)Para.5Do you agree with the author’s statement that body language is not good or bad? Why or why not?_______________________________________________________________________________。

高中英语 book4 unit4 Reading Comprehension教案新必修4

Book 4 Unit 4 Body LanguageStep I Warming up1.Look at the pictures below on P25, please guess what they are communicating.Discuss your ideas with your partner, then write them down.Picture 1._____________________________________________________Picture 2_____________________________________________________Picture 3_____________________________________________________Picture 4_____________________________________________________2.What do you think is the purpose of language?_____________________________________________________Step III Reading1.Read the whole text quickly, then finish the following.(1)How do people use unspoken language?A.By the movements of their bodies.B.By eye contact.C.By keeping physical distances, actions or posture.D.By moving their hands.(2)How does Mr Garcia greet Ms Smith?A.He shakes hands with her.B.He touches her shoulder and kisses her.C.He smiles at her.D.He bows to her.(3)People from___ seldom touch strangers, while people from__ are more likely totouch.A.England; Spain, Italy and South American countriesB.France; Spain, America and EnglandC.Spain; Italy, England and South American countriesD.Spain; Italy, England and America(4)Will Ahmed Aziz stand very close to Madame Coulow when they are talking? Why?A.Yes, he will. Because he knows her well.B.No, he won’t. Because he doesn’t know her.C.Yes, he will. Because it is the custom of his country.D.No, he won’t. Because it is the custom of his country.(5)How many visitors are there in the passage?A. 8B. 7C. 6D.5II Detailed readingPara.1What did the author and his classmate do yesterday?_____________________________________________________Para. 2 & 3Read Para2 and complete the chart.(课本P27 1)Para.41.Pick out the topic sentence.____________________________________________________2.How do people communicate with each other?____________________________________________________________3.People from European countries don’t usually stand very close to others or touchstrangers as soon as they meet. (T/F)Para.5Do you agree with the author’s statement that body language is not good or bad? Why or why not?_______________________________________________________________________________。

译林版高中英语选必四Unit4 Extended reading 教案

《英语》（选择性必修·第四册）Unit 4Never too old to learnExtended readingI. Learning objectivesBy the end of the lesson, students will be able to:1. master the following core vocabulary: certificate, tight, compose, circus, laptop, sneeze,reference, polish, presentation, bounce;2. use the core vocabulary in new context;3. condense the whole text;3. grasp and apply the skill: Reading for reference.II. Key competence focus1. Master and use the core vocabulary in new context.2. Grasp and apply the new reading skill.III. Predicted area of difficulty1. How to read for reference.2. How to understand some complex sentences in the text.IV. Teaching proceduresT greets the class.T: Class begins, boys and girls! Good morning/afternoon!Step 1 Reading for the theme and structure of the text1. Warm up and summarize the structure of the text.T: Go through the journal entry and find out the main idea of the text.T: Now you have read through the whole text. Let’s work out another title for the entry.S1: Getting into the society.T: The title has something to do with the theme, but it doesn’t underline the life in the university. S2: A bridge into the new worldT: I think it’s a good title, because it has combined “study in college” with the future life.…T: What does the third paragraph centre on?S: A lesson from completing his first assignment.T: Now read the journal entry quickly and summarize its structure by filling in the following mind map.Answers: 1) graduation 2) University life 3) The first day on campus 4) The first assignment 5) Group projects 6) my favorite professor2. Check your progress.1) How does the author mainly tell his university life?A. In flashback.B. In argument.C. In assumption.D. In comparison.Answer: A2) What is another best title for the text?A. Graduation ceremonyB. Busy college lifeC. On my way to futureD. Classmates and professorsAnswer: C【设计意图：此处是读出文章的主旨和结构，通过师生互动的方式帮助学生快速阅读以获取文章整体信息和把握课文结构。

必修4 unit4 workbook reading 教学设计

必修4 unit4 workbook reading教学设计Unit 4 workbook readingThe open hand-a universal sign一．教学目标(Teaching aims)1.知识目标(Knowledge aims)T alk about body language: the open hand—a universal signcultural differences and intercultural communication2.能力目标(Ability aims)（1）Develop Ss’ reading ability（2）.Help the students learn how to explain the common idea—“different cultures, different body languages”3.情感目标(Emotional aims)（1）. Encourage Ss to learn more about body language（2）. St imulate Ss’ interest in understanding others through body language（3）. Strengthen Ss’ sense of group cooperation二.教学重点和难点（Teaching important points and difficult points）（1）. Develop Ss’ reading ability（2）. Get Ss to retell the text（3）.三.教学方法（Teaching Methods）（1）Question-and-（2）Pair work and group work to make the students work in class. （3）Skimming method, task-based method, role-play method.四.教具准备（Teaching aids）A recorder, a projector and a computer.五.教学过程(Teaching procedures)Step 1.GreetingsUse body language to greet the whole class.Step 1.Lead-in1.Let students look at the blackboard to lead in the theme---the open hand. Show some pictures of hands and handshakes; then let the students act out the greetings of the different people from countries: such as Chinese people; Japanese people; Hindu people.2.Have a discussion.Think it over why police say“Hold up your hands and gun down”？Answer and try it :How do you shake hands?Can you shake hands with me or with your partners？Which hand do you use to shake hands？why?Why don’t we use left hands to shake hands with each other? Why ? Step 2 ReadingWith these questions to solve, now, let me begin to learn the reading: the open hand---a universal sign on p66.Look at the title: the open hand---a universal sign. Think it over : open --what’s the meaning?1.stick out2.not crossed3.not hiddenTask 1. Fast readingAsk the students to read the passage quickly, then answer the questions:1.When meeting people at the airport, what do most people do?2.Do you often shake hands with some people you don’t know？3.What does an open right hand mean?Task 2. Careful readingLet the students read the passage carefully, then explain some language points and show the following phrases and words on the blackboard for students to learn.。

Book 4 Unit 4 阅读教案2

重庆市万州区上海中学高一年级组张兴林，程耀Period 1Contents:1. V ocabularydisorder, pack, cab, relative, arouse, admiration, admire, neighbourhood, neighbour, blindness, technically, technical, skyscraper, symbolize, symbol, mobile, suitable, suit, kingdom, Indonesian, advanced2. Structurearrive in, packs of, struggle for, worry about, become friends with, be blessed for, not at all, translate…into…,dig into, make a decision3. Dialogue or Reading: China in my eyesObjectives:1. Instructional objectives (language knowledge and language skills)1) To talk about countries and regions2) To practice skimming and scanning.2. Educational objectives (affect, learning strategy and cultural awareness)1) To know China in foreigners’ eyes2) To know the communication between language and culture.3. Personal objectivesLearn to introduce your country to foreigners and love your country.Focal points:How to introduce a country or region.Difficult points:1)How to improve students’reading ability2)How to improve students’spoken English.Procedures and Time AllotmentStage 1 Getting students ready for learning ( … mins)Step 1. GreetingsGreet everyone as usual.Stage 2 Pre-stage (… mins)Step 1 Vocabulary presentation and practicedisorder, pack, cab, relative, arouse, admiration, admire, neighbourhood, neighbour, blindness, technically, technical, skyscraper, symbolize, symbol, mobile, suitable, suit, kingdom, indonesian, advancedStep 2 Structure presentation and practice (not always)arrive in, packs of, struggle for, worry about, become friends with, be blessed for, not at all, translate…into…,dig into, make a decisionStage 3 While-stageStep 1 lead inNowadays more and more foreigners come to visit china. If you are a guide and you want to introduce your country to foreigners, what aspects will you say?<history; people; population; land; food; places of interest; natural resources>Task:1. How much do you know about china? Match the information in both columns.(on the screen)Task 2. make up a dialogue between a Chinese and a foreigner who is visiting China for the first time. You may use the information above.You may begin your conversation like this:A: Would you please tell me something about …B: Too much to say. China has a long and amazing history and culture…But I was most impressed by …A: Is that so? Tell me more about it. I can’t wait!B: …Step 2. fast reading1.What are mainly mentioned in the passage? Tick the words below.people√history and culture√population landplaces of interest natural resources construction √food2. What’s China like in his eyes?In my eyes, China is a very big developing country…Step 3 careful readingRead the passage again and finish the exercises.1.read the article carefully and fill in the missing information.In the eyes of the writer,China is than other places.Chinese people are and .China is a country, with and in every corner of the streets; skyscrapers , vehicles of all sorts areIs the best decision he’s made.2.read the article again and answer the following questions.1)where do you think the writer comes from?2)how do you understand the sentence “everyone around me was just like myself, anordinary Chinese” in Para. 1?3)What does “this” in line 5, Para 2 refer to?4)What does the underlined sentence in Para. 3 mean? Give your understanding bycompleting the following sentence.I simply told them that5)What does the underlined part in Para. 4 mean? Choose one answer from the following.A.I never have the interest in reading.B.I have always had the interest in reading.C.I never read because of lack of interest.6)What does “others” in Line 4, Para. 4 refer to?Stage 4 Post-stage (… mins)Step 1. Oral workSuppose the writer is back to his own country, and he is now talking with one of his friends about China. Role-play the following dialogue with your partner.Tina: Hi! I thought you were in china!Writer: Yes, but I came back the day before yesterday.Tina: how do you like china?Writer: oh, marvelous! …Stage 5 Assigning homeworkWrite a letter to a foreigner to tell sth about China.Notes for reading1. When I arrived in Guangzhou, I was surprised by the restlessness and disorder of the people rushing in and out, carrying packs of luggage and struggling for a taxi.= Arriving at Guangzhou, I was shocked by the restlessness and disorder of the people rushing in and out, carrying packs of luggage and struggling for a taxi.1)restlessness n.less: careless homeless fearless hopelessness: carelessness illness happiness greatness2) struggle vi努力，奋斗，同……斗争（against;with;for）We must struggle against/with all sorts of difficulties.King has been struggling for the equal rights for the blacks all his life.挣扎，奋力前进，艰难或者奋力的进行（along;through;in;on;up）The old man was struggling along the path towards the cave.The troops were struggling through the snowstorm.He struggled up and wanted to say something.n. 斗争；战斗；奋斗；拼搏；战争；费劲的事this book was about the struggle for existence.The stuggle for independence was long and hard.2. …:fear, doubt, and worry about being a stranger here all at once disappeared.1) being a stranger hereI’m thinking of spending my holiday abroad.Don’t worry about living in the remote country, the people there are very friendly.2)all at once=suddenly=all of a suddenall at once he had an idea in his mind.3. I have known many Chinese here and become best friends with some.Become friends with sb.As a good teacher, he should become friends with his students.I became the best friends with some of the local people while living in Australia.1) be friends withMake friends withKeep friends withMake friends ofKiss and be friends withMake friends againClose friendsFair-weather friendNext friend3)谚语A friend in court is better than a penny in purse.A friend in need is a friend indeed.A friend to everybody is a friend to nobody.Between friends all is common.False friends are worse than open enemies.Old friends and old wine are best.The best friends must part.Friends may meet, but mountains never greet.4. Once I was invited to stay at a friend’s house in her hometown, and I was amazed by the friendliness of every relative and friend of hers. I was treated as if I were one of the family.1) be amazed by/atI was amazed by/at his great knowledge.All of us were greatly amazed by/at the sight.Be amazed to do…We were amazed to get the news that many people were terribly injured in the storm.I was amazed to find most of the forest destroyed.Amaze, astonish surprise都有“使……惊异”的意思，而且都是一般以事物或他人做主语，以本人做宾语；以本人做主语是用被动形式。

《高中英语课件-拓展阅读Unit4》

从一段文本中提取关键信息，总结文本的主旨和要点。
3 认识字汇
4 创意回答
通过阅读和理解上下文来推测词汇的意思。
提出个人观点，总结文本的意义或提出问题。
拓展阅读 Unit 4：引言
欢迎来到拓展阅读 Unit 4！本课件将带你探索广泛阅读的世界，让你了解什么是广泛阅读以及它为何如此重要。准备好开始你激动人心的英语阅读之旅了吗？
什么是广泛阅读？
定义
广泛阅读是指阅读大量不同类型的书籍、文章和其他英语材料，目的是提高阅读技能和语言水平。
核心特征
无需注重每个词的理解，关注整体意义；自由选择感兴趣的主题和材料；以流畅的方式进行阅读。
尝试不同题材的书籍，拓宽阅读范围，丰富阅读体验。
广泛阅读的在线资源
电子书
网上图书馆、在线书店等提供大量电子书资源，方便下载和阅读。
阅读应用
各种阅读应用提供了海量的英文原著和其他英语材料，可根据个人喜好选择下载。
阅读网站
许多网站提供免费的英语小说、新闻、博客等阅读资源，充实阅读选择。
不要选择难度超出自己能力范围的阅读材料，否则可能无法理解和享受阅读的过程。
太过枯燥
避免选择内容单一或没有趣味性的阅读材料，否则容易失去阅读的兴趣。
训练过度
广泛阅读不是一种考试，越放松越能获得好的阅读效果。
受欢迎的广泛阅读书籍
1
小说类
Harry Potter Series, Pride and Prejudice, To Kill a Mockingbird
有效的广泛阅读技巧
1. 选定适合的阅读材料
选择适合自己英语水平和兴趣爱好的书籍和文章。感兴趣的话题有助于提高学习动力。

Book 4 Unit 4 扩展阅读 教案

高中英语_book4Unit4reading教学设计学情分析教材分析课后反思

英语book4unit4reading教学案例(无答案)

Book4Unit4阅读课资料

Book 4 Unit 4 阅读 教案 (4)

Book 4 Unit 4 扩展阅读 教案 (2)