人教版高中英语必修4全册教案

Unit 1 Women of achievement
1．Target language
a. achieve, achievement, condition, welfare, institute, connection, campaign, organization, entertainment, inspire, support, devote ... to
b. Watching a family of chimps wake up is our first activity of the day. P2 Everybody sits and waits while the animals in the group begin to wake up and move. P2
But the evening makes it all worthwhile. P2
... we see them go to sleep together in their nest for the night. P2
2．Ability goals
a. Learn Warming Up, and know how to tell the great women and the famous women.
b. Learn the way to describe a person from what the person did, what she/he looks like and so on.
3．Learning ability goals
Teach Ss how to describe a person.
Teaching important points
a. By reading A protector of African wildlife, students can learn from Jane Goodall in at least two aspects:
b. Ask students to answer these questions:
1) What made her a great success?
2) What should we learn from Jane Goodall?
Teaching difficult points
Let everyone believe that all of us can become Jane Goodall.
Teaching methods
Inspiration, Questioning and Discussion.
Teaching aids
A computer, a projector and a recorder.
The first period reading
Procedures
Step I. Warming up
Warming up by describing
Good morning, class. Today we are going to read about A PROTECTOR OF AFRICAN WILDLIFE. But first, I’d like to know if you have ever heard of women like Elizabeth Fry,
Soong Chingling, Jane Goodall, Jody Williams, Joan of Arc and Lin Qiaozhi. Now turn to page 1, look at the photos, read the captions and describe to your neighbor the women in focus. Who is she? What is she? What did she do to benefit the world?
Warming up by discussing
Hi, every one. How did you spend your winter vacation? Did you read any books? Did you read any women of achievement? What makes a woman of achievement? Now in pairs discuss the women on page one. Which of these women do you think is a great woman? Give reasons for your choice.
Warming up by reading aloud and translating
Nice to see you back at school, boys and girls. As you have all prepared lessons before class I shall ask six of you at random to read aloud and translate the captions under the photos on page one. Zhao Yanfei, would you try reading aloud and translating the first caption?
Well done! Next let’s have Ju Xiaohong do the second one.
Step II. Pre-reading
1.Looking and saying
Work in pairs. Look at the photos and the title A PROTECTOR OF AFRICAN WILDLIFE and predict the contents of the text. When you are ready, join another pair and compare your predictions and the clues that helped you to make the predictions.
(Key: From the photos and title I guess that the text tells about a woman scientist who is working in Africa to protect the wildlife there. She studies a family of chimps, delivers a speech on their behaviour, arguing for them to be left in the wild and protected. )
2.Talking and sharing
Work in groups of four. Tell your group mates what you know about wildlife protection. Then the group leader is to stand up and share your group idea with the class.
(Key: I am from Group 3. We think that Jane is a woman of achievement. For she has helped people understand how much chimps behave like humans. Because of her we know that it is better for the animals to be left in the wild or in the special places set up for them. )
Step III. Reading
1.Reading aloud to the recording
Now please listen and read aloud to the recording of the text A PROTECTOR OF AFRICAN WILDLIFE. 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 underlining
Next 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 paragraph
Skim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph.
(Key: 1st paragraph: Our group are all going to visit the chimps in the forest. 2nd paragraph: Nobody before has fully understood chimp behaviour. 3rd paragraph: For forty years Jane Goodall has been helping the rest of the world understand and respect the life of these animals.)
4.Reading and transferring information
Read the text again to complete the table, which list what Jane does to protect African wildlife.
What does Jane do?
5.Reading and understanding difficult sentences
As you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me the teacher. Step IV. Closing down
Closing down by doing exercises
To end the lesson you are to do the comprehending exercises No. 1 and 2. 2. Closing down by having a discussion
Do you agree with Jane’s ideas? Why or why not?
(Key: I agree with Jane’s idea, because leaving the animals in the wild is the only good way to protect them. The animals belong to the forest, just as we belong to the civilized world. ) What do you think is the best way to protect wildlife?
(Key: I think the best way is to understand and respect the life of animals. Setting up special places where they can live safely is important and effective)
Closing down by retelling the story of Jane Goodall
I shall write some key words and expressions on the board. You are to retell the story of Jane Goodall according to these words.
(Key: visit the chimps, watch the chimps, understand chimp behaviour, argue for…, set up special places)
The second period Learning about Language
Aims
To help students learn about subject-verb agreement.
To help students discover and learn to use some useful words and expressions.
To help students discover and learn to use some useful structures.
Procedures
StepI. Warming up
Warming up by discovering useful words and expressions
Turn to page 4 and do exercises No. 1, 2 ,3 and 4 first. Check your answers against your classmates’.
Step II. Learning about grammar
1.Reading and thinking
Turn to page 2 and read with me the text of A PROTECTOR OF AFRICAN WILDLIFE. As you read on, pay attention to the forms of sentence predicates and the subject-verb agreement shown in the sentences.
(For reference: Our group are…, Watching a family of chimps is…, Nobody before has
fully understood…)
2.Doing exercises No. 1 and 2 on page 5
Turn to page 5. Look at the two sentences: Our group are all going to visit the chimps in the forest. And Our group includes six boys and five girls. Have you noticed any difference between them? Yes. If the word “group ”refers to different members, use a plural verb. If the word “group”is considered as a whole, use a singular verb. Now fill in the blanks with the proper form of the given verbs in brackets on page 5. And then go on to do Exercise No. 2 on the same page, that is, fill in the correct verb form in the letter.
Step III. Ready used materials for Subject-verb agreement
We all know these meanings of "agree," but when we talk about subject-verb
agreement, we're talking about something different: matching subjects and
verbs according to number. That is, when you have a singular subject, you
have to match it with a singular verb form: The boy plays. When you have a
plural subject, you must have a plural verb form: The boys play.
In short, simple sentences, you should have no problem with agreement.
You can hear the problem: The boys plays. When it's wrong , it just sounds
funny. However, there are four potential problem spots that you need to
watch carefully:
Reversed sentence order
The normal pattern for English sentences is subject-verb. However, there
are a few situations where this order is reversed (like this sentence):
o There are snacks on the laundry-room table.
o Where are they?
o On the table are the goodies!
See how the subject comes after the verb in each of these? If you can
remember how to locate subjects and verbs, you shouldn't blunder into
mistakes when writing reversed-order sentences.
"-body," "-one," and "-thing" words
The correct term for these words is indefinite pronouns, but if you remember them as "-body," "-one," and "-thing" words, you'll probably be able to spot
them more easily. You only need to know one thing: if a word has one of
these endings (like everybody, everyone, anyone, anything, etc.), it is
always singular! You can also include each, either, and neither in this group. Look at the following:
1.Everyone is going on a picnic.
2.Each of the boys is taking his own lunch.
3.If anyone drops something to eat, I'll grab it before he can pick it
up.
You shouldn't have problems with these if you simply memorize the endings of words that are always singular.
NOTE: We said that either and neither are always singular; however, if you have two subjects in an either . . . or or neither . . . nor construction, getting the agreement right may give you fits. To get it right, just locate the subject closest to the verb and make the verb agree with it:
o Either the mailman or the construction workers
are causing Peggy to bark like crazy.
o Neither the dogs down the street nor the one
next door pays any attention.
Compare this with the following:
o Either the construction workers or the mailman
is causing Peggy to bark like crazy.
o Neither the one next door nor the dogs down
the street pay any attention.
IV. Closing down by doing a quiz
To end the period you are going to take a quiz on subject-verb agreement.
The third period Using Language
(A GOOD EXAMPLE FOR ME)
Aims
To help students read the passage A GOOD EXAMPLE FOR ME.
To help students to use the language by reading, listening, speaking and writing.
Procedures
Step I. Warming up
Read aloud to warm up: Let’s warm up by reading aloud to the recording of the text A GOOD EXAMPLE FOR ME.
Step II. Guided reading
1.Reading and translating
Read the text A GOOD EXAMPLE FOR ME and translate it into Chinese paragraph by paragraph. Li Wenqin. You are to do paragraph 1, please. ….
2.Reading and underlining
Next 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.Doing exercises
Now you are going to do exercises No. 1 and 2 on page 6 following the article.
4.Listening
For listening turn to page 7 and be ready to do exercises No. 1, 2 and 3.
5.Acting
Next we are going to put the text A GOOD EXAMPLE FOR ME ON STAGE. Now Zhu Qing and Zhang Qiang, plesase!
Step III. Guided writing
1.Writing an imagined dialogue
Groups 1 and 2 are going to write an imagined dialogue between Lin Qiaozhi and you. You may begin like this: Hello, doctor. I need your help. …
2.Writing a description
Turn to page 8 and follow the direction to write a description of a woman’s character. You may use the information, structures and expressions from the unit.
Step IV. Further applying
Finding information
Go to the library to read or get online to search in order to find more information on wildlife protection. Take notes of your finding and report to your group mates next Monday morning.
Writing letters
Write a letter either to Jane Goodall or Lin Qiaozhi, telling her about your life and hope. Acting a text play
Turn the article A GOOD EXAMPLE FOR ME into a text play. Choose your part and rehearse for the School Art Festival next month.
Step V. Closing down
Closing down by filling a form
Make use of the text and others to fill in form.
Closing down by describing a person
To end this period, I am going to have two of you stand up to describe to the class a person whom he admires. Who likes to speak first?
The fourth period Listening
Step 1
Show the picture of the birth of boys and girls in China. Then show another picture of the jobs of them
Step 2 Listening
Listen to the tape and do the true or false exercises
1. Girls often leave school earlier for family reasons.
2. When there is very little money, the school often prevents girls from training.
3. Girls don’t have a chance to run a company.
4. When women have children, they have to stop work.
5. Men have more chances to get to the top of their career than women.
6. Men can do whatever they like.
Then ask them to answer the question
What three problems do women have which do not apply to men?
Step 3 Listening text
Hand out the listening materials to the students , Listen to the tape and ask them to complete the passage , after three times ,encourage some students to read the passage with the right answers.
Step 4 Listening on P41
Introduce the war between France and Britain. Then mention the important woman:
J oan of Arc
Ask the students to listen to the tape and Answer the questions
1. Why did Joan have to dress up as a man to become a soldier?
2. Why did the Church not like Joan acting as a man?
3. Why did France not win a war against the English before Joan became a soldier?
4. Why did Joan help the French army to fight better even after her death?
5. How was she honoured after her death?
At last show them the listening material and get some students to read it
Unit 2 Working the land
Teaching aims:
1. Target Language
a.Words and phrases
sunburn, struggle, super, expand, circulate, equip, export, rid ... of, be satisfied with, lead a ... life, search for, would rather, thanks to, with the hope of, rather than
b. Important sentences
This special strain of rice makes it possible to produce one-third more of the crop in the same fields. P10
He cares little about spending the money on himself or leading a comfortable life. P10
2. Ability goals
Enable Ss to learn more about agriculture, countryside and farming. By talking they can exchange their experience with each other. By reading they will realize the role that agriculture plays in human life. In fact this world faces a serious problem—starvation. So after reading the passage about Dr Yuan students will know the importance of his achievement to man. Of course they will learn from Dr Yuan some noble character.
3. Learning ability goals
Help Ss learn how to describe Dr Yuan Longping including his personality.
Teaching important points
a. Help to comprehend the text and grasp the main idea of the text.
b. Grasp the usage of some words and expressions.
c. How to help students make up their minds to make contributions to motherland in the future like Dr Yuan.
Teaching difficult points
a. How to help students learn more about agriculture.
b. Help students really master the usage of words and expressions. Teaching methods
Talking, questioning-and-answering activity and reading.
Teaching aids
A tape recorder, a projector and a computer.
Teaching procedures && ways
The first period Reading
Step 1.Greeting and Revision
1.Greet the students as normal.
2.Revise the warming up with the following question
How do you think to grow our main food--rice?
-----1)First, the farmers plow the field. They have to make the soil loose
enough to plant crops.
2)Second,grow some young plants
3)Third, they insert the young plants into the loose field.
4)At last ,they will get the harvest
Step 2 Pre-reading
1 Ask the following questions
1).What’s the main food in Canada and USA:
----- potatoes and bread
2).What is the main food in South America:
----- corn/maize
3 )What is the main food in Southeast Asian countries:
----- rice
2 Show the students some pictures and ask the question
What is happening to these people in East Asian and Southeast Asian countries?
Then show more news like that:
International Facts on Hunger and Poverty (2002)
1)Every 8 seconds, a child somewhere in the world dies from starvation.
2)More than 800 million people in the world suffer from malnutrition (营养不
良)---799 million of them are from the developing world. More than 153 million of them are under the age of 5.
At last ask the students to discuss:
If you had the chance to do something to help end hunger in the world, what would you do?
Encourage the students to tell their opinions, Then give a conclusion:
The only way to solve the food shortage problem is to increase the output of the grain crop per land area through the advancement of science and technology.
3.lead the students to pay attention to the people---Yuan Longping
Ask : What do you know about him?
--------Father of Hybrid Rice
Then lead to the topic of the reading passage. A Pioneer For All People Step 3 Listening
Listen to the tape, try to find out some information of the hero.
Name ____________
Age ____________
Job _____________
Education _________
Achievement _______
Hobbies __________
Step 4 Fast reading
Read the passage quickly and answer the true-or- false questions
• 1.Dr Yuan is more a farmer than a scientist.
• 2. Dr Yuan’s kind of rice is the most suitable for China’s farmland.
• 3.Dr Yuan would rather work than relax.
• 4. Dr Yuan has dreams when he is asleep and also when he is awake.
• 5. Dr Yuan enjoys a simple life than most rich and famous people. Step 5 Careful reading
Read each paragraph and answer the following questions:
Para 1:
1.What dose Dr. Yuan look like? Why?
2.What is his achievement?
Para 2:
1.Why did Dr. Yuan want to increase the rice output when he was young?
2.How does he help rid the world of hunger?
Para 3.4
1. What kind of life is Dr. Yuan leading?
2.What is Dr Yuan’s dream?
Step 6 Skimming:
find out the main idea of each paragraph.
Step 7 Homework
1.Learn the poem
The Peasants’Lot
Li Shen (772-846)
Farmers weeding at noon,
Sweat down the field soon.
Who knows food on a tray,
Due to their toiling day?
2. Finish the exercises in Learning about Language.
3. Retell the text in about 150 words.
Notes:
a. Use the first person to retell the story.
b. Try to use the proper conjunctions.
The second period Learning about Language
(The –ing form as the Subject & Object)
Aims
To help students learn about The –ing form as the Subject & Object.
To help students discover and learn to use some useful words and expressions.
To help students discover and learn to use some useful structures.
Procedures
I. Warming up
Warming up reading aloud the text A PIONEER FOR ALL PEOPLE
Language is learned in context. So let’s first review the text learned yesterday by reading it aloud. Try to force out your English slowly and clearly.
II. Discovering useful words and expressions
In pairs do the exercises 1, 2 and 3 on pages 11 and 12. You must finish them in 5
minutes.
III. Learning about grammar
3.Read and identify
Read the text about Yuan Longping again, paying attention to the sentences which use the –ing form as the subject and object.
In the sentence “Wishing for things, however, cost nothing. “the –ing is used as subject. It can be also used as object of the sentence. For example: Yuan Longping likes playing his violin.
4.Consolidating by do exercises
To consolidate your understanding you will be given 10 minutes to go over exercises
1,2,3,4 and 5 on pages 12 and 13. You may just write on your text book. I mean the student’s book you are working by.
III.Ready used materials for The –ing form as the Subject & Object)
语法学习——动名词
1. 动名词作主语
1）名词直接放在句首作主语。

例如：
Using the right hand to shake hands is a convention in many countries.
用右手握手是许多国家的一种习俗。

2）动名词在“It is no use/ no good/ fun / a waste of time/ a good pleasure 等名词+ doing”
结构中作主语，it为形式主语。

3）动名词在“It is useless/ nice/ good/ interesting/ worthwhile 等形容词+ doing”结构中作主语。

4）动名词在“There is(was) no + doing”结构中作主语。

2. 动名词作宾语
1）有些动词后面要求跟动名词作宾语。

常这样用的动词有：
admit 承认；excuse 原谅；postpone 拖延；anticipate 期望；fancy 想象practise 练习；appreciate 欣赏；finish 完成；prevent 防止；avoid 避免；forbid 禁止；propose 建议；consider 考虑；forgive 宽恕；recollect 回忆；delay 耽搁；imagine 想象；resent 厌恶；deny 否认；involve 涉及；resist 抵制；detest 厌恶；keep 保留；risk 冒险；dislike 讨厌；mind 在意；save 挽救；dread 害怕；miss 错过；suggest 建议；enjoy 喜欢；pardon 原谅；understand 理解；escape 逃避；permit 允许
2）有些动词短语后也要求跟动名词作宾语。

常这样用的动词短语有：
can’t stand 忍不住；can’t help 忍不住；feel like 想，欲；
give up 放弃；put off 推迟
3）动名词常跟在介词或介词短语后做宾语。

常这样用的介词短语有：instead of, look forward to, object to, keep on, see about, take to 等。

我们终于克服了所有的困难。

4）在“have difficulty (trouble, problem, a hard time, fun, a good time) (+in) + 动名词；be busy (in) + 动名词；waste time (in) + 动名词；lost time (in) + 动名词；There is no point (in) + 动名词”等结构中，动名词做介词宾语，in常要省去。

5）在复合宾语中，用it作形式宾语，将动名词短语放在后面。

例如：
I consider it a waste of time arguing about it.
我认为辩论这事是很浪费时间的。

6）在“there be”结构当中，be为动名词时，该结构也是一种带逻辑主语的动名词形式。

例如：
We can imagine there being a lot of fuss about it.
我们可以想象到人们对此大惊小怪。

Were you disappointed at there not having been more gifts?
你对没有更多的礼物感到失望吗？
3. 动名词的被动式
1）动词need, require, want, deserve后，用动名词的主动形式表示被动意义。

其用法相当于不定式的被动结构。

2）在（be）worth后面只能用动名词的主动态来表示被动意义。

The third period Using Language
(Organic Farming)
Aims
To help students read the passage Organic Farming.
To help students to use the language by reading, listening, speaking and writing. Procedures
I. Warming up
Warming up by listening and reading aloud
Language is created to be listened to and spoken first. So open your book to page 13 and read it aloud while listening to the recording. Watch your pauses between the thought groups.
II. Guided reading
6.Reading and translating
Read the text sentence by sentence, and put it into Chinese. Who will be the first to try. I will only have four of you to do this task. OK, Wang Shan. You got it, the
opportunity, I mean.
7.Reading and underlining
Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.
8.Doing exercises
Now you are going to do exercises No. 1, 2 and 3 on page 14 following the article.
9.Listening
For listening turn to page 14 and then 15 for the listening exercises 1, 2 and 3. Are you ready?
5. Reading, speaking and writing
When trying to argue people into or out of doing something we may use the following expressions:
In pairs you are to make up a dialogue to argue each other into or out adopting organic farming. I will argue with your monitor, Liang Bochao. Get started.
III. Guided writing
3.Writing a poster
Writing a poster which includes all the information about the uses of computer so that you will encourage more farmers to buy and use. You are asked to base your poster on the overall pattern of the article you learned Organic Farming. Limit your poster to
between 200 and 250 words.
4.Writing a speech
Write a speech for Professor Yuan Longping. He is to attend an international
conference on modern agriculture. You may also make use of the library and network resources for the task.
IV. Further applying
Finding information
Read online to find as much information as possible about Professor Yuan Longping and his research group. Share your findings with you partner next time you are here.
Writing a report
Go back home to interview your parents or your grandparents about China’s agriculture, its past and present situations. Write a report in English in about 500 words as a weekly project.
Acting a text play
Turn either one of the two articles into a text play. Rehearse it and play it in front of the class. The play shall last at least 10 minutes.
IV. Closing down
Closing down by filling a form
To end the period please fill in the form below.
Closing down by imaging
Imagine and write about what the agriculture will be like 50 years from now in the future. Use your imagination to compete for “wild thinking prize”.
The fourth period Listening
Step 1 Pre-listening
1. Talk about the the differences between organic farming and fertilizer farming. And show the picture
2. Introduce some new words in the listening passage
valley competitor determinedpour carrots
cucumbers pumpkins attack spread like wildfire
sigh solid
Step 2 Listening
Listen to the tape and answer the following questions:
1. What does the passage tell us?
2. What do the words in the first column mean?
Crops grown means how their crops grow. Well or bad?
Fertilizer means what kind of fertilizer they use. Organic or chemical?
Other plant nutrition means maybe, besides those two fertilizers, they still had some more powerful ones.
Listen to the tape and finish the form
Step 3
Get the students to answer:
2 Why do you think the results from the two farmers are so different?
3 Look at the summaries of the story. Decide which is correct and explain why the others are wrong.
Step 4 Listening text
Hand out the listening material , listen to the tape , then complete the passage with the right answers
Step 5 Listening on Page 48
Listen to the tape ,and Put these stages of turning fertile land into a desert in order. Fertile farmland. ( )
Soil is blown away. ( )
Plants die. ( )
Land becomes dry. ( )
Not enough water. ( )
Soil turns to sand. ( )
Step 6 Listening text
Give the students the listening material to finish
The fifth period Writing
Step 1 Speaking
Try to find reasons to persuade people to buy your food. These words and expressions may help you.
I would rather...
I don’t...because...
I’d prefer...because...
Should I/we...?
It’s better to...
This is good value because...
If I have a choice I’d choose... because...
What is the advantage of...?
You need to...
Step 2 Writing
1 Buy the best fruits here
We only sell green food in this shop!
Best choice at best price!
Safe, healthy, clean, fresh. Far away from any pollution.
21. No chemical fertilizer, all organic fertilizers
2. Clean air, clean water
3. No poison, no pesticides
4. Home in heaven
Step 3 Speaking and Writing Task on Page 53. NOTES
◆keeping fish in ponds
◆taking eggs from the best quality fish
◆feeding fish
◆keeping fish very close together
◆understanding that fish diseases are a problem
◆trying to stop fish being affected by diseases
◆removing fish that are the right size for eating or selling
◆delivering fresh fish to the market
Step 4 Sample writing
Show the students the sample writing and ask them to read it.
Step 5 Homework
Next time we’ll finish this unit. What we’ll do next period is to check your homework on Page 49 and finish the Project and Checking Yourself on Page 47, Summing up on Page 16, and so on.
Unit 3 A taste of English humour
Teaching goals
1. Target language
verbal, nonverbal, mime, farce, pancakes, mountainous, whisper
b. I think how short life is and how long the universe has lasted. P22
2. Ability goals
Enable the students to talk about some types of English humour and Chinese humour.
3. Learning ability goals
a. Help the students learn how to talk about some types of English and Chinese humour, and then find their differences.
b. Let the students listen, read, and then imitate the jokes, so that they can realize that humour is to let people to be optimistic about everything around. Teaching important points
Help the students learn how to understand and enjoy English humors. Teaching difficult points
Help the students know the differences between English and Chinese in humours.
Teaching methods
Using pictures, discussion, reading and imitation.
Teaching aids
A recorder and a projector.
Part One: Teaching Design reading
(NONVERBAL HUMOUR)。